CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Learner’s Book
answers
1 Nature and humans
1.1
The leopard
answers will vary, but may include
3
the following
ideas:
1 Notes will vary, but may include the following
•
use of verbs in the present tense
ideas:
The
makes the
story more immediate, as the
•
Impressions of nature: nature is permanent
events are happening as we read.
– the mountains are always there; nature is
•
writer creates a relaxed and pleasant
beautiful and pleasant – the sun rising and
The
scene of
the dawn through present tense
the sounds of the birds; nature is powerful
phrases
such as The sun rises and the air
and impressive – the children climb ‘up to
fills as
they are climbing up to the clouds.
the clouds’; nature is peaceful. It is also a
place to escape to (fewer thoughts)
result, the shot comes as a shock,
•
As a
disturbing
the peaceful scene. There is a
•
Characters: Praveen and Ravi seem good,
sense of
the noise completely disrupting
as they are innocently enjoying a country
the peace
as it rings out and echoes . . .
hike and appreciating nature; Toad and
the stillness.
Stinger come across as bad because of the
shot which may have harmed the leopard.
will vary, but may include
ideas:
2 a
Summaries should include the following
ideas:
leopard is presented as a helpless
to its injury and limp, which
•
Praveen and Ruby are trekking up
more unfair when the men
Learners’
disturbing
4
Learners’ answers
the following
•
The
victim due
makes it
a mountain in the peaceful early
shoot it.
It thuds to the ground, which
morning.
emphasises
its dead weight and all its
•
They see the remains of a campfire.
gone. Its legs are spread in front
power
of it
makes it sound inelegant and lacks
•
They hear twigs cracking.
respect for such a magnificent creature.
•
A shot suddenly fires.
velvet sheen of its coat is ruined by
wound.
•
They hide, then crawl towards the
sound of men’s voices.
men sound like villains as they tower
The
the bullet
•
The
over it,
showing their power, but clasping
•
They see three men and a leopard.
rifles makes them seem weak as they
b
The tone changes on Praveen raises his
on weapons. Their lack of remorse
finger to his lips.
seem evil.
c
The tone becomes more tense, as the
The narrator uses reactions to show how
characters are suddenly fearful instead of
she feels to the leopard. She
relaxed. The action makes the reader more
instinctively as it is shot and then
aware of the danger / that something bad
against a tree in shock. Her
may happen.
obvious as the mountain roars
and this makes it clear that she
is a crime against nature. Despite
their
rely
makes them
•
connected
screams
collapses
anger is
with me,
thinks it
1
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
her fear, she gathers herself to take a
greenery (plants, shrubs, leaves, etc.)
picture to use as evidence against the men.
to hold gently
•
When the leopard has been shot, the
writer uses descriptive words to show
mountain roars with me suggests that
its beauty. The coat is covered in black
but also nature itself is angry at
rosettes and has a velvet sheen, which
the leopard.
sounds luxurious.
mountain is silent apart from howling wind.
•
The verb ‘snarling’ shows the leopard is
sentence ending the extract reflects the
warning the men despite being injured.
surprise at the discovery of the cub
The verb limp shows that the leopard
need to stay silent to protect it.
is injured and vulnerable so makes the
answers will vary, but may include
shooting seem more cruel and cowardly.
ideas:
The verb thuds shows the dead weight of it
as it falls. The narrator is horrified, shown
The story shows how little the men care
by her instinct to scream and collapse.
natural world, as they shoot a
and feel no remorse.
5 Learners’ answers will vary.
The writer creates a beautiful setting in
1.2
The mysterious figure
early morning with the air filled with
3
foliage:
cradle:
4
And the
not only Ruby
the death of
The
This
narrator’s
but also her
5
Learners’
the following
•
for the
leopard
•
the
birds
and tweets and then shows how they
1 Learners’ answers will vary.
by needlessly shooting a defenceless
creature.
2 Audio scripts should include details of the
tone in which the characters say lines and
When the narrator says the mountain
sound effects to allow the listening audience to
with me she is showing that nature is
understand what is happening. For example:
and disturbed by the shooting.
ruby:
(shouting urgently) Get back, Praveen!
When the leopard is dead, the men do not
guilt, instead looking at its dead body
toad:
(yelling) Give me that camera!
admiringly.
ruin it
•
roars
angry
•
feel
(Sound effect of camera being smashed against
However, Ruby’s actions show that not
a rock and Ruby howling)
people have bad attitudes to the natural
ruby: (desperately) No! All my photos are
as she is devastated by the shooting
stored on there. What have you done?
leopard and stands up to the men
She also saves the cub and her heart
toad: (threateningly) What are you doing out
ready to burst with love showing how
here?
she cares for it.
garian: (angrily) Who are you working for?
Are you taking pictures of me?
wildness of eagles
ruby: (quickly) We’re here to take pictures
is described as isolated but powerful
of wildlife. I’m hoping to be a wildlife
up. He sounds old and wise. His
photographer.
dramatic. Learners should identify
their own words.
(Awkward pause)
Techniques used include:
ruby:
(hissed) You killed it. You cowards.
personification (He clasps the crag with
toad:
I’ve had enough of this. Get them!
crooked hands / the wrinkled sea)
garian: Wait. Who the hell is up there with a
hyperbole (close to the sun)
gun pointing at us?
simile (like a thunderbolt he falls).
(Sound effect of a gun being loaded and clicked
above)
•
all
world
of the
bravely.
feels
deeply
1.3
The
1
The eagle
as he is high
flight is
these ideas in
2
a
•
•
•
2
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
b
Answers should include explanations of
poetry of Tu Fu
the techniques identified in part a, with
examples and explanations of their effect
the poet’s life:
on the reader. For example:
Subsidiary points
•
in
province
The eagle is described as a powerful
but isolated figure. The alliteration
Born in Henan
‘He clasps the crag with crooked
hands’ makes him sound old and wise
Had a number of
as he surveys the world from high
when
siblings
up ‘close to the sun in lonely lands’.
This exaggerates how high he is. The
writing
Earliest surviving
mighty sea is personified and made to
poem is CE 735
sound weak compared to the eagle,
as it is personified as ‘wrinkled’ yet
it ‘crawls’. His sudden descending
Imperial
Meant he couldn’t
flight is powerfully described using
735
be a civil servant
the simile ‘like a thunderbolt’ as he
Li Po
Studied history and
swoops down.
literature
elder
CE 752
Had five children
‘The Eagle’
Higher into the Hills
out and
Youngest child
Crooked
Razor-sharp talons
755
died and 35 million
hands
people died in ten
He stands
years
3
He watches
Wanted to return
years
for the
get there
1
The
Notes on
Main points
Born CE 712
China
Mother and
brother died
he was young
Started
poems as a
teenager
Failed the
Exam in CE
Met the poet
in CE 744
Married in
War broke
famine in CE
Impressive hooded eagle
Big bird / two-metre
wingspan
home to the Henan
province but didn’t
Like a
Fly at speeds
thunderbolt
1.4
Moved around
China for
and worked
emperor
he falls
Wrote 400 poems
best
end
Tanzhou at
at this time
Wrote his
poems at the
Beautiful coat
Golden eagle / weighs
of his life
Died in
7 kg / fearsome hunter
age 58
4 Answers may include some of the following
He means they are carried along by the
ideas:
•
The language used in the poem is more
spiders are ruthless, like people
figurative. The poet uses alliteration
business who get what they
(clasps the crag with crooked hands),
similes (like a thunderbolt) and
personification (wrinkled sea beneath
It means he does not like the way the
him crawls).
works and has lots of negative
feelings.
•
In the prose text, the language is
plainer and offers more facts such as
answers will vary, but may include
measurements like two-metre wingspan.
ideas:
5 Learners’ answers will vary, but learners
means that animal behaviour as
should consider which text is more exciting/
described has equivalents in human
creative/imaginative and which is more
factual/informative.
It is mostly to do with some people
6 Learners’ answers will vary.
ruthlessly taking advantage of others and
2
a
water.
The
b
working in
want.
c
world
3
Learners’
the following
•
It
•
society.
exploiting their weaknesses.
3
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4 Discussions may include the following ideas:
Nature as aggressive: nature is presented
•
as
aggressive in ‘Loneliness’, as the hawk
•
How varied sentences are used: longer
is
hovering to catch birds, and the spider
sentences using enjambment (for example,
spins a
web to catch prey. However,
lines 1 and 2 put stress on Long time).
presents nature as much more
•
Shorter sentences: It is quiet too and
peaceful as the house by the river is quiet
I am happy here often used to convey
feels rested.
contentment.
Nature can have a positive effect on
•
Longer sentence beginning When
humans: in ‘Visitors’, nature is seen
someone calls . . . indicates action and is
peace and tranquillity, which
more positive in tone. Shows the healing
the narrator’s health – he is
qualities of the house by the river.
and more rested. A simple life
•
Last two lines are humble – two short
presented. However, in ‘Loneliness’,
sentences.
not presented as positive, as the
is clearly unhappy and lonely.
•
The way that the lines are split means
there are pauses and the poem is slower in
Nature is beautiful: in both poems, nature
places. This reflects the ill health and slow
presented as beautiful in some ways. The
pace of life of the narrator.
gulls float on the stream is peaceful
are unaware of the hawk above
5 Discussions may include the following ideas:
Likewise, although the spider’s
•
Effect nature has on humans:
is deadly, it is also in the beautiful
‘Loneliness’ presents nature rather
sparkles in the grass. There is
negatively whereas in ‘Visitors’ nature is
description in ‘Visitors’ but there is
presented as peaceful and healing.
beauty suggested in the river and my
In ‘Loneliness’, the white gulls are
hut because it is simple and quiet.
‘Visitors’
and he
•
to offer
improves
brighter
is
nature is
narrator
•
is
white
as they
them.
web
dew which
less
some
thatched
unsuspecting and unaware that they are
voice of poem is sad: the narrator
about to be pounced on by a predator.
in ‘Loneliness’ as he does not
This is likened to the behaviour of human
way the world works and seems to
society as though we reflect nature. This
isolated from it. However, in ‘Visitors’,
poem exposes the cruelty of nature and
narrator seems content because he feels
humans. In ‘Visitors’, nature is calm and
enjoys the simple life he leads.
soothing. It has the effect of making
humans kind and hospitable.
‘Visitors’, the narrator seems thankful
simple life by the river and the joys
•
The viewpoints:
fresh vegetables given in friendship. The
The narrator in ‘Loneliness’ seems bitter
possession in ‘my straw hat’, ‘my
and resentful. He/she is lonely and
hut’ and ‘my son’ add to the idea
isolated and seems to be blaming the
things in life make him happy
world. The narrator is unhappy.
stage of his life. His house, his
The narrator in ‘Visitors’ seems gentle
possession and his family are what’s
and accepting of their ill health. There
to him now. In ‘Loneliness’,
is a sense that the narrator is grateful for
the narrator does not seem
the small things and does not have any
as he feels isolated and lonely.
bitterness or anger. The narrator is happy.
clearly split into
•
The purposes:
notes and an extended answer
‘Loneliness’ seems to be warning the
Answers should choose clear
reader to be more aware of the cruelty
language and explain how they
and ruthlessness in the world.
the poem. Some of the
‘Visitors’ seems to be asking the readers
examples may be included: spring
to consider the benefits of peace and
chopping wood echoes;
solitude. It extols the virtues of a simple
icy; snow; sunset; stony mountain
and uncomplicated life.
gold; silver ore; gentle; tamed;
hidden; empty boat, floating, adrift.
6 Answers may include some of the following
ideas:
•
The
seems sad
like the
feel
the
better and
•
In
for the
of
use of
thatched
of simple
at this
simple
important
however,
thankful,
7
Answers should be
preparation
of 150 words.
examples of
present nature in
following
in the mountains;
silent peaks;
pass; aura of
forgotten,
4
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
1.5
Destroying the planet
1 Learners’ answers will vary, but may include some of the following ideas:
First text
No one is to blame fully as climate change
is natural.
Main points
Earth is changing naturally.
over time, but the changes
Second text
Humans are to blame.
Earth does change
are happening faster
due to humans.
Humans cannot influence Earth’s movement. Greenhouse gasses have
increased, causing
Earth to heat up.
The angle of the Earth changes the climate.
ten times faster than ever
rising.
The way the Earth orbits the sun influences
climate.
Seasons change as a result of the Earth
changing its position.
Climate change happens naturally.
extreme weather.
Humans are victims of climate change not
blame humans for climate
the cause.
2 •
In the first text, many of the main points
should include examples for some of
are the first sentence in each paragraph.
ideas:
•
In the second text, they are sometimes the
Comparison of the more formal language
final sentence in the paragraph but also in
Quotation A to create a detailed
the bulleted list.
explanation. In contrast, Quotation B
more straightforward vocabulary, but
•
The first text only uses a headline. It is
also more emotive language (suffers
quite a formal text. The second text uses
a headline and subheadings. It also uses
bullet points. It is a less formal text and
Use of semi-colon in the first quotation to
perhaps has appeal to a wider readership
cause and effect. Use of capitalisation
so helps the reader find their way around
in second quotation.
the text more.
Earth is heating up
before.
Ice is melting.
Sea levels are
There is more
97% of scientists
change.
4
Answers
the following
•
used in
uses
suffer).
•
link
of FACT
•
Complex sentence structures in the first
3
quotation compared to simple sentences
Example
Purpose
in the
second.
Although it’s likely
Introduces a
that . . .
contrasting idea.
Exclamation marks are used to make the
However, it also
Introduces a
more dramatic.
works . . .
new part of the
should be a clear rewording of the
argument.
the article in more informal
. . . therefore, it’s a
Concludes a point
second article should be used to
natural process
about vocabulary, punctuation
Hence, the ice caps
Concludes a point
types. Answers to Activities 2
melt
used to prepare this answer.
•
writing
5
Answers
main ideas of
language. The
generate ideas
and sentence
and 4 should be
5
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1.6
Tsunami
There is more variety of sentence
structures in the second quotation as it is
1 Answers may include some of the following
and more detailed. This allows it to
examples:
the pace.
epicentre: a precise point
sentence is more dramatic, as it
•
longer
speed up
5
starts with the
house shaking. This gives the
residents: inhabitants
idea of the
three children more impact as it is
constructed: built
in danger. The first sentence is
lacks excitement.
precaution: safeguard
answers will vary but should use the
evacuated: left because of danger
Activity 4 as guidance.
designated: nominated
anguish: anxiety/torment
verbs look back on what has
congregating: gathering
Present tense verbs make the action
2 Answers may include some of the following
and exciting. For example,
examples (timings may vary slightly):
aggressively’ and ‘the lion
aggressively’.
7.55 pm – the house began to shake
script is written as a dialogue
7.58 pm – the house stopped shaking
instructions such as stage
7.59 pm – the sea started to rise and crash into
whereas prose writing is written as
the coastline about 2 metres high
prose.
The second
clear they are
just factual and
6
Learners’
example from
Check your progress
1
Past tense
happened.
more immediate
‘the lion roared
roars
2
A drama
with additional
directions,
continuous
8.00 pm – they went into the bedroom
metaphor, personification
3
simile,
8.05 pm – they evacuated the house and went
punctuation in poetry can create pauses
to the designated secure zone
a punctuation mark at the end
4
The
when lines have
(end-stopped) or
where punctuation is used in
8.15 pm – at the community’s designated
the line (caesura). Poets also use
secure zone
(where one line continues into
with no punctuation) to create a
3.15 am – still at the secure zone. The
movement or change in pace.
electricity cuts out in the town
answers will vary, but an example
3 Learners’ answers will vary.
not like cakes because they are
4 Notes may include some of the following
eat fruit instead.’
ideas:
the words around it to work out
•
There is more focus on fear in the second
in context.
quotation: absolute fear . . . Men, women,
origins of a word (its
children: all of them.
discover its meaning.
•
The choice of vocabulary in the second
quotations emphasises the sense of speed
and urgency: sprinted; ran for their lives,
scrambled, hurtled . . . as fast as.
the middle of
enjambment
another line
sense of
5
Learners’
would be: ‘I do
too sugary, so I
6
Looking at
the meaning
Looking up the
etymology) to
6
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
2 ‘#Grandmother’s Song’
2.1
Life in the village
Grandmother
Granddaughter
and
1
Stood proud
Delicate as the
Answers may include some of the following
tall
blossoms
examples:
Downy cheeks
Tiny, bow lips
•
The setting is dramatic and contrasting:
smooth
high mountains, gentle slopes.
•
The setting is beautiful: glistening rocks.
deep
Wide-open
stretched
and plump
Eyes were
and warm brown
eyes . . . black
•
The use of colour: emerald green trees,
but also
and clear
new green shoots, milk-white lilies.
2 The patterns link the present with the future.
and
As she played she
For example, They planted . . . then they
feet . . .
trembled
watched as new green shoots sprang . . . This
the
links the work of planting with the result in
the future of the crops growing. Also They
strong
She shook and
gathered . . . then took them to market . . .
shivered
again shows the cycle of work developing into
the next stage. It shows actions have results.
the grandmother may get older
3 Learners’ answers will vary, but may suggest
the granddaughter may get
that the comparison to delicate blossoms
braver.
suggests that the granddaughter is young and
innocent, pretty and sweet.
offer explanations of some of
examples:
4 Answers may include some of the following
examples:
delicate as the blossoms
open eyes shone black and clear
bow lips looked as if she ate
strawberries all day long
. . . sad
kind
Powerful legs
sturdy
rooted her to
earth
Arms were
and her hands
graceful
Prediction:
and weaker;
stronger and
5
Answers may
the following
•
as
•
wide-
•
tiny,
heart fluttered
shook . . . like dry leaves rustling in a
windy afternoon
shivered and shook as though it were
bear.
•
her
•
she
sack on a
•
she
a huge
2.2
Making progress
1 Learners’ answers will vary but may include some of the following ideas:
shows
Paragraph
What happens
1
Granddaughter returns; grandmother
cares deeply for the girl;
hugs her, sings to her, tells her she
her. Granddaughter still
knows she is scared.
over her feelings of fear.
2
Grandmother holds granddaughter on
that she wants her grandher lap and strokes her head. She tells
follow in the footsteps of
her that she is stroking trust into her
female relatives.
from her female ancestors.
What it
Grandmother
understands
has to get
It shows
daughter to
her strong
(continued)
7
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Paragraph
What happens
3
Granddaughter feels filled with
strong effect that her
warmth, and she relaxes and falls
words have on her.
asleep.
4
A group of children run up to grandshe is getting braver and
daughter noisily and ask her the way
her fears.
to the river. She is afraid but does not
show it. She points them in the right
direction.
5
In the evening she tells grandmother
grandmother encourages
and she is pleased with her. She tells
that she will take small
her she has courage and has made
progress.
What it shows
It shows the
grandmother’s
It shows that
facing up to
It shows that
her and knows
steps.
2 Learners’ answers will vary, but should use
Grandmother says that helping others
some of the ideas noted in Activity 1 using
stronger and braver using
examples from the text to illustrate the ideas in
words to when she said the world
the third column.
frightening for those without courage
on.
Learners’ answers will vary, but should include
explanations of clear examples that show the
hummingbird allows granddaughter
power and effect of the grandmother’s direct
forward / make progress in her
speech. Examples might be:
to be braver.
•
Repeat of I can feel . . . shows her
connection to her granddaughter is very
powerful.
the extract. Check that they
•
makes you
similar
is
earlier
3
confidence and use non-verbal
•
Repeat of the word trust makes it feel
expression.
as though she is implanting it in her
granddaughter as though she is casting
snarled makes the man sound
a spell.
aggressive as we usually associate
wild animals.
•
Declaration of That’s progress! shows her
positivity and pride in her granddaughter.
•
The
to move
attempts
2.3 Growing up
1
Learners perform
speak with
forms of
2 a
The word
very
snarling with
b
Muttered
makes it sound as though
at the granddaughter’s
4 Learners’ answers will vary.
5 Learners’ paragraphs should include some of
grandmother is delighted – shown by
the following ideas:
exclamatory sentence.
•
The hummingbird may remind the reader
sang makes her sound happy.
of granddaughter earlier in the story.
should include details of the
•
Granddaughter helps the hummingbird
which the characters say lines.
in the same way that her grandmother has
helped her.
he is annoyed
interference.
The
c
her short
d
3
She
The dialogue
tone in
8
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
4 Answers may include some of the following
the mountains
ideas:
2.4
Example of
Meaning and effect
(Links to her grandmother
figurative language
as a child in Extract 3.)
Trembling grandPersonification is
daughter sensed a
used to compare
and cooks for her. (Links to the
strange pride pour
the feeling of pride
teaching her to plant and gather
through her body.
to a liquid – ‘pour’
1.)
suggests a large,
brushes her hair. (Links to her
fast-moving
stroking her head as a child in
quantity. The effect
of this is to show the
reader how much
feet and hands. (Links to the
the granddaughter
her grandmother’s sturdy feet in
has developed from
Links to her grandmother stroking
a hesitant girl to
child.)
one whose positive
1
her arm to support her. (Links
description of the grandmother’s
#Climbing
alone
Lights the fire.
keeping her warm
Boils water
grandmother
food in Extract
Washes and
grandmother
Extract 3.)
Massages her
description of
Extract 1.
her as a
Walks holding
emotions now move
to the
freely and quickly
powerful legs
in Extract 1.)
through her.
She stroked trust
A metaphor is
symbolises grandmother dying and
and courage, skill
used to show how
granddaughter.
and dignity into
grandmother’s
striking like lightning; trembling
trembling grandactions have a
storm; crying like a river.
daughter.
positive effect on
granddaughter.
writer used these images because
She understood
The metaphor is
represent the power of grief – it
well the language
continued as grandnatural and strong emotion that
of grandmother’s
mother’s stroking
2 a
It
leaving
b
Grief
like a raging
c
The
they
is a
cannot be
controlled easily. The reader
hands.
sympathy for granddaughter and
feels
clearly to her.
empathises
with her grief.
communicates
will vary, but should link
5 Key events: showing the children the way to
3
Learners’ answers
back to the idea
expressed in Session 2.3
the river; helping the hummingbird; helping
the boy accused of stealing.
North American
6 a
him.
Activity 6 b.
4 a
Spanish and
b
It amazes
Learners’ answers will vary.
b
Learners’ endings may include some of
the following ideas:
independence from Spain
•
Grandmother gets older and more
decorate buildings with flowers, play
frail, so granddaughter has to look
have parades (also,
after her.
displays)
•
Granddaughter continues to face and
guitars and drums (also trumpets)
overcome challenges, making more
and more progress.
identifies with his cultural heritage.
•
Granddaughter faces a very serious
answers will vary.
challenge where she has to act very
give a clear personal
bravely to save her grandmother.
story and discuss how the
them as a reader. They should
explanations of the story’s wider
explore the main theme: the
c
d
sports games and
firework
e
f
He
5
6
Learners’
Answers should
response to the
events affected
include some
messages and
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
importance of human touch in encouraging
will vary.
well-being, confidence and trust.
4
Learners’ answers
5
Subsidiary points
2.5
Celebrating grandparents
tall and handsome
1
a
We are influenced by our older relatives as
captain in the army
looked good in his
children, and we in turn influence those
uniform
Main points
from Poland
chose to take
his
who come after us.
had to make a diffib
Listening to children helps them understand
to safety
cult decision
what they are feeling deep inside.
wife and both
their
families
abroad
used cars, trains and
2
•
She is showing love and protection through
Russians took
walking to get to
‘scooping her up’ and ‘hugging her’.
of
England
lived in
•
to
tickets for
•
across
month
the
over the part
Poland he
Sitting her ‘on her lap’ and stroking her
‘like a cat’ is soothing and shows she is
used his money
giving her attention and love.
buy train
the family
She has learnt to care and show
made his way
tenderness from the way that her
Europe for a
grandmother has shown it to her so the
to reach
England
cycle continues.
•
This shows that through her
answers should include a plan,
grandmother’s loving touch she builds her
features and use formal
granddaughter’s confidence and character.
texts
•
6
organisational
language.
This shows that the love is cyclical and the
granddaughter repays the grandmother’s
love.
vary, but may include:
•
This shows that because they were so
The softness of her hair shows love and
Learners’
2.6 Comparing
1
Discussions will
•
tenderness.
physically close, she can still feel her
grandmother’s presence.
delicacy of her head shows how frail
3
Quotations might be:
is.
•
Human growth: instead of running away;
The last line shows the cyclical nature of
that’s progress; this is progress; you stood
relationships.
tall between the earth and sky; her song
went so deep; she grew up into a strong
poem is a memory but is very detailed
and confident woman; granddaughter has
clearly an important one from the
become a grandmother many times now.
•
The cycle of life: held the hummingbird
The link between the hair and the silk of
with the same tenderness as her
wedding dress.
grandmother had held her; this is my gift
is referred to as a widow so there is a
that I am stroking into you. It is also a gift
sadness from the past.
of my grandmother; now granddaughter
had children of her own.
hair in the past was chestnut and
Shows the changes time brings.
•
Memory: no one even remembered that she
once ran from armadillos; Grandmother’s
mother’s mother shows the
spirit is all around us.
generations.
•
Wisdom of older people: rooted her to the
But there is a photo of her / Sitting swathed
earth, like an ancient tree; I have to go on
That I imagine chestnut from the
alone.
white, / Long enough to sit on.
•
The
she
•
care in
•
The
so is
past.
•
the
•
She
hint of
•
Her
thick.
•
My
2
a
in hair /
black and
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
b
progress
Answers may include some of the
following:
description of the location and the
•
Granddaughter changes from being
animals, people, buildings etc.
very nervous and timid to being brave
and strong.
direct speech; by describing their
•
As she is growing up grandmother
uses her experiences to teach her to
the tone, volume, pace, or
be brave.
words
•
She then looks after her grandmother
of a folk story (including
when she is old.
Song’)
•
She is devastated when grandmother
old; the cycle of life; developing as
dies but feels her influence and
wisdom of age; the power of
presence. She becomes a
grandmother herself.
storyline; a journey; characters who
3
•
Both granddaughters are very loving to
good or bad
their grandmothers as they get old; both
granddaughters like to touch and tend
their grandmothers as a way of showing
their love.
•
Both granddaughters learn about getting
older and that inside the older person is
their younger self; both granddaughters
learn to respect old age.
4
Paragraphs may explore some of the following
ideas:
•
Her wet head felt delicate as a birdskull /
Worn thin by waves of age: stresses her
fragility and emphasises the effects of the
aging process, as gradual but insistent like
recurring waves.
•
Her downy cheeks stretched smooth and
plump across wide cheekbones. Her eyes
were deep and warm and brown: makes her
sound soft and affectionate. Her eyes are
sincere and imply she has great depth and
sincerity.
5
All the conventions can be found in
‘Grandmother’s Song’ (the journey is a
metaphorical one).
6
Learners’ answers will vary.
Check your
1
through
scenery,
2
through
thoughts
3
by varying
emphasising
4
any example
‘Grandmother’s
5
growing
a person; the
human touch
6
a simple
are
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
3 Strange islands
1.1
The mystery of Oak Island
Learners’ answers may include: Michigan’s
and coolest kids; local heroes;
1
Answers should form useful notes of key
successful businessmen; if anyone can do it, the
points:
brothers can!
1799: Daniel McGinnis – found stones /
Non-standard English includes: findin’
evidence of tools / dug 9 metres / stopped due
treasure!; unearthin’ the secrets of Oak
to strange feeling
Island; gettin’ their paws on Cap’n Kidd’s
4
main men
Lagina
5 •
buried treasure; cool!; searchin’; Go get
1909: Gold Salvage Group – dug 34 metres /
boys!
found nothing
Explanations will vary, but should
1969: Triton Alliance – dug 72 metres /
focus on the effects of the informality,
claimed camera recorded chests and tools /
acknowledging that the text is aimed at
hole collapsed and project stopped
young readers.
2006: Lagina brothers – findings include coin
should mention the following.
and sword but no treasure
In the first article there is little emphasis
2
They have spent a great deal of money but
on the brothers’ themselves, other than
found very little so it was not worth it.
their names, whereas in the second, they
3
are presented as local heroes.
Example
Technique
Comment
The first article suggests that their
an open
oxymoron
This explores the
progress has been disappointing and they
secret in
idea that everyone
not achieved anything, whereas
the world
knew about Oak
second article calls their discoveries
of treasureIsland’s supposed
startling and thinks they are cool.
hunting
treasure, but also
that treasure hunting
The first article suggests that they have
is full of mysteries
’em,
•
6
Comparisons
•
•
have
the
•
wasted their money whereas the second
and secrets. It makes
describes them as successful businessmen
hunters instead.
it seem a challenge
that everyone wants
to overcome.
The first article is saying they should give
whereas the second encourages them
Like a mag- simile
for treasure hunters –
it traps them.
their actions are admirable and
being celebrated.
the whole
hyperbole
world
has been
intrigued by
the island
•
up
This shows that the
continue with the treasure hunt.
net, it has
lure of finding treadrawn many
sure is very powerful
The first article uses rather plain
people to it
indeed.
language describing their findings as
The ispersonification This could be inter‘items, including a coin and a sword’
land first
preted in two ways.
phrases such as nothing like the huge
captured
Either the island is an
hoard of treasure conveying the writer
people’s
attractive place, or it
unimpressed. In contrast, the second
imagination
is a dangerous place
article uses more effusive language such
almost 400
that causes problems
local heroes and Cool! to show
years ago
and
to
•
with
is
as
that
This exaggerates
the sense of excitement generated by
Oak Island, but also
reflects the fact that
finding treasure is a
very attractive idea
for most people.
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3.2
1
2
Strange islands
Learners make notes from the audio.
Island / country
Key features
Strange feature
Skorpios, Greece
Sandy beaches
Onassis bought it
None
Subsidiary
features
only 5 people were
parties used to be
helipad
Okunoshima,
Rabbits
museum
poison gas
Snake Island,
Snakes
are golden
vipers
Brazil
used to be
humans
lighthouse
In 2011,
living there
Large luxury resort built in
2018
Celebrity
held there
It has a
Full of tame rabbits but
There’s a
uninhabited by humans
dedicated to
on the
Used to be a chemical
testing site
Museum of poisonous gas
The largest number of
Most snakes
snakes in such a small
lancehead
place
The island
Uninhabited
inhabited by
Illegal to land boats
There was a
there until
1920
Poaching is
a problem
Island of the
Dolls
Dolls,
Barrera
put the
Situated in the Xochimilco
Don Julian Santana
canals
is thought to have
doll collection
there over a
Mexico
2000
in 1963
Forests with 200 types of
trees
Japan
island
Aristotle
There are hundreds of dolls
placed on the island
50-year period until
3
Short sentences and ellipsis (that’s right . . .
change the landscape constantly. There’s only
dolls) creates a sense of disbelief.
solitary tree because the wind blows them
one
all over!
The island is known as ‘the graveyard
Exclamation mark (or at least parts of dolls!)
Atlantic’ because so many ships have been
adds drama / a sense of horror.
there. You will not find many people
Question (creepy, eh?) invites reader to share
to live in such a desolate place but
sense of horror.
lots of wild horses galloping around.
of the
wrecked
who want
there are
Dashes (– or parts of dolls –) adds gruesome
Strangeness rating: 2/5 – Too windy and lonely
detail for shock effect.
4
Learners’ answers will vary, but should be
Learners’ answers will vary.
modelled on the original text. Example
answer:
Island: Meeting
Sable Island
Where? Canada
colour
What’s there? On Sable Island, near Halifax,
topping: taller
you’ll be lucky not to be blown off your feet!
for us!
5
3.3
#Treasure
1
Ben Gunn
tint:
out-
singly: on their own
Literally! The winds are so strong there that they
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
clumps: grouped close together
gen’leman born than in these gen’leman of
a
fortune.
vegetation: foliage (leaves, trees, shrubs)
jim:
(confused) Well, I don’t understand one
configuration: shape
word that
you’ve been saying. How am I to
sheer: steep
board?
pedestal: platform
the worst come to the worst, we might
get on
ben: If
try that
after dark.
2
Learners’ answers will vary, but the maps
should show details from the extract and from
in the distance)
learners’ own imagination.
Hi! What’s that?
3
a
(A noise
ben:
three years
(loud
cannon fire erupts)
b
Ben is very darkly sunburnt but has light
jim:
They have begun to fight! Follow me.
eyes.
ben:
need to keep left, left . . . keep to your
c
Marooned means left behind on an island
left hand,
mate . . . Jim! Under the trees! I’m
with no way to escape.
with you!
d
Ben was left on the island after his ship
answers will vary.
landed there to find Flint’s treasure. After
12 days of looking for it, they went back to
the ship and left him on the island alone.
Singing sand
will vary, but should use the
4
•
The way he refers to himself: ‘poor Ben
coming
4
type of tree with a tall vertical trunk
Learners’
3.5
1
Predictions
information
provided.
Gunn’ shows he feels he has had a terrible
deal. He always uses his full name –
black: extremely dark
perhaps it has helped him remember his
We
2
pitchpalms: a
identity before being marooned.
and fern-
like leaves on the top
•
Non-standard English: he uses words like
delicate
crystal chimes: hanging glass pieces
‘mate’, ‘these three years’, ‘so much I’ll
chinking
together musically
tell you’ etc. Makes his dialect ‘apparent’
as it is not standard English. He also
particles: small grains
sounds uneducated and the language is
soothed
lulled:
very old fashioned such as ‘nigh on’.
nestled:
snuggled
•
The use of contractions: ‘I’m’, ‘haven’t’,
‘you’re’, ‘here’s’, ‘let’s’ all informal and
hillocks: small mounds
suitable for direct speech.
pools: large puddles of sea water left on
5
Monologues will vary, but should explore Ben’s
sand
feelings about being marooned by the other
Simon is missing his mother: I wish Mami
men. Details about the island should be used
were here.
to support the ideas about food and shelter, as
well as what he thought may happen.
Maya is also missing her mother: Her
tide
the
3
a
heart ached.
6
Learners’ answers will vary.
She is also missing her father: Tears welled
3.4
Treasure Island: The play
up in her eyes at the thought of her father.
1
Learners perform the script.
They both get happier: suddenly Maya and
Simon both felt more cheerful.
2
Learners’ answers will vary.
is a jungle behind them and the sea
3
Learners’ answers will vary, but should be
them.
modelled on the original text. Sample answer:
There are palm trees moving in the breeze
ben: Just you mention tell this to your squire,
the edge of the beach.
Jim. You say this: Gunn is a good man, and
he puts a precious sight more confidence in
The sand seems to sing as it moves.
b
There
before
at
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
There are pools of water on the beach.
Helix seems to be warning Maya that she
•
might
not find help on Tamarind.
There is a bright moon.
•
Helix seems to be very wary about what
c
Answers may include some of the
and is holding things back.
following ideas:
explore some of the following
•
Simile – like thousands of delicate
he says
4
ideas:
crystal chimes – adds a magical feeling
as though the island is enchanted.
Suggestions about why Helix is alone.
•
Metaphor – tears welled up –
Why Helix has told Maya things are
exaggerates the amount of tears and
different on the island than where she
stresses her strong emotions.
from.
•
Personification – muggy breath of the
Why he seems to doubt that they will finds
jungle – shows how hot and humid it
parents.
is but also makes the jungle seem alive
•
•
comes
•
their
•
Why he is interested in the logbook and
and mysterious.
read in it.
progress
•
Metaphor – little hillocks of moonlight
– describing how the shapes of the
sand look almost moonlike. Gives it a
is exaggeration. Example: ‘The
feeling of a dreamy otherworld.
heard about . . .’
4
Answers should give a clear example of each
informal language with
sentence type with an appropriate explanation
or deliberate misspelling to show
of its effectiveness.
pronounced. They also use
•
Simple: Maya knelt down ... pools. This
exclamation marks.
simple sentence describes her movement
Answers may
what he
Check your
1
Hyperbole
whole world has
2
Writers use
contractions,
how a word is
dashes and
on the island three years earlier by
concisely.
3
the rest of the
crew after they failed to find the
•
Compound: The pools stretched out down
the beach, and ... moon. This compound
treasure.
He was
scared as he watched the ship sail away
sentence gives an overview of the scene.
and
disappear.
• Complex: As she watched ... jagged
He made
a shelter in a clump of bushes.
pieces. This complex sentence slows the
writing down and allows the writer to
a fire and drank seawater.
develop a mysterious atmosphere through
survived on berries and fruit.
describing what is happening in detail.
written and laid out as dialogue.
5
Answers should use the example as a guide.
He made
He
4
for the
actors on how to move or speak.
3.6
Helix
may contain sound effect details.
1
Learners’ answers will vary.
help the reader to anticipate what a
Scripts
5 Genre clues
story may be
about and what kinds of things will
2
a
desperately/loudly/angrily/petulantly
the word by reading aloud each
c
sincerely/sadly/wistfully
syllable using phonetic knowledge.
3
Answers may include some of the following
knowledge of word patterns, for example
ideas:
y on the end of a word becomes
•
Helix appears to be thoughtful as he
pluralised.
moves away with Maya but reassures her
that they will keep her brother and sister
in view.
Scripts are
Scripts
have stage directions containing guidance
6
Learners predict how the story might develop.
example, fantasy, Science fiction.
b
quietly/hopelessly/nervously
He was left
happen, for
6
Sound out
letter or
Use
knowing that
ies when
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
4 T
# his is the modern world
4.1
The birth of the internet
1
Notes may include the following ideas:
1958: Advanced Research Projects Agency set up
1962: ARPA network created
1983: ARPAnet allowed National Science Foundation Network to use part of
its network
1985: IT departments at US universities had computers connected
1989: the World Wide Web as we know it was created with the invention of
http by Tim Berners-Lee
1995: internet available to the public at home.
2
Structural features and effects include: use of questions to arouse
curiosity; chronological structure
for clarity; use of dates creates a clear timeline; subheadings organises
the material logically; final
paragraph shifts in tone as it looks to the future. Images are included to
add interest.
3
Learners’ answers will vary, but should address all bullet points and
offer clear examples from the text.
4
Learners’ answers will vary but should address all bullet points and
offer clear comparisons with
examples from the texts.
Article 2
Structure
#Uses heading only.
Article 1
•
•
#Goes straight into the article.
•
# here are three longer
•
#There are no rhetorical questions.
•
# he information is organised
logically giving a chronological
both articles use images.
Formality of
# he language is formal
language
throughout.
•
#Has an introduction in italics.
•
# he paragraphs are mostly short
T
•
T
and there are 6 of them.
paragraphs.
account.
#Uses heading and subheadings.
#It uses lots of rhetorical questions. •
I#t is mostly chronological but does •
•
both articles use images.
•
I#ncludes a mini timeline at the
end as a summary.
•
T
move around a bit.
# he article uses informal language •
•
•
T
T
#There is no informal language.
•
Use of
# rackets are used to explain
acronyms.
•
and addresses the reader directly.
I#t uses informal words and
phrases such as crazy I know! and
daddy!
#It uses brackets for chatty asides.
•
B
punctuation
There are no dashes.
•
I#t uses dashes to add extra
information.
•
# se of exclamation marks to make
u
the text more immediate.
•
Learners answers will vary but they should cover some of the features
highlighted in the table.
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
5
Learners’ answers will vary, but should include
Technology has made young people
the features outlined in the bullet points and
better at communication.
show evidence of research from different
sources. The content and tone should be
daughter is good at reading people.
suitable for the target audience of people aged
Technology allows knowledge to be
over 70.
accessed easily.
daughter has learnt two languages.
4.2
Phone problems
Children engage with global issues.
1
Notes and learners’ responses will vary but
Technology encourages young people
may include:
care.
a
In Script 1, the words used are fairly
Learners should recognise that this text
straightforward with some slang such as
balanced than Samir’s and Liu’s
‘yeah’ and ‘stuff’. In Script 2, the language
writer acknowledges concerns
is more complex (for example, ‘educational
issues, but is generally in
purposes’ and ‘social interaction’). It has
technology.
no slang and is more polite.
will vary, but should include ideas
b
The tone is casual in Script 1, as she is
texts featured in this section, as well
talking to a friend and is relaxed. She
own.
speaks in fragmented sentences shown by
the use of dashes. In Script 2, she speaks
the future
in full sentences and addresses the teacher
formally. She is less relaxed in script 2 and
discuss the predictions.
seems more eager to impress the teacher.
include the following ideas:
2
a
Samir: relationship between parent and
child changed; daughter became obsessed
Vocabulary: formal or technical
with phone; daughter became less
vocabulary and less formal vocabulary.
sociable; spent time watching silly videos;
Punctuation: question marks, exclamation
affected schoolwork and exam results;
ellipses, brackets, dashes, etc.
phone took over her life; do not allow a
•
•
Her
•
•
Her
•
•
to
b
is more
views. The
and potential
favour of
4
Speeches
from the
as learners’
4.3
Predicting
1
Learners
2
Answers may
•
•
marks,
child to have a phone.
Sentence types: questions, exclamations,
sentences, short sentences,
Liu: children’s lives improved; phones
sentences, etc.
allow them to engage with the world;
phones make them more intelligent and
answers will vary.
knowledgeable; phones provide them
This is a serious text designed to persuade
with activities; no point in trying to
•
one-word
complex
3
Learners’
4
•
people
that the future of technology may
stop children engaging with technology;
dangerous.
be
children have a right to a phone.
•
Effective language and grammatical
2
b
Learners discuss their responses to the
features
include: the concerned tone, which
texts.
builds
throughout the article; the sense of
3
a
Answers may include the following ideas:
urgency in the one-word sentence Now.,
and in
the rhetorical question, Where will it
•
Technology replaced childhood
end?;
emotive language such as fills me with
creativity such as drawing.
anxiety;
. . ., become the slaves; . . . I fear
•
Digital activities tend to be
too late; the hopelessness of the final
private/secret.
sentence: The future is here already.
will vary.
•
There are secrets kept from parents
it’s
5
Responses
due to passcodes.
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4.4
A dystopian future
answers will vary.
4
1
Notes will vary but may include:
answers will vary.
There is not much detail about the
characters in The Queue; none are named
except Yehya (a man) and a investigative
show the following details from
journalist (at the end) which makes them
tree, the ivy-clad walls of the
seem anonymous, as though individuality
wooden building in the entire
is not important, although the journalist
corner, the grove of trees in the
is likely to be important in uncovering
farm area with fields spread
the truth.
north-west quarter, the animal
5
•
south-east corner, concrete
The characters seem powerless and those
metres south of centre.
in control hide behind companies and
organisations.
This sounds eerie and sinister because of
1
Maps should
the text: the
compound, the
north-east
south-east, the
across the
pen/area in the
building 6
2
a
the
b
alternatives:
•
Leila has a plot that involves a family
being split apart because they have broken
This
are making, as
something.
c
makes it seem as if there is
good and bad characters.
answers will vary.
seems to be an important character.
Learners’
4.5 The Glade
shadows and the ivy.
•
In Leila the characters are a family –
mother, father and child. They are
emphasises the noise the animals
presented as a unit. The other characters
if they are disturbed by
are described as ‘a gang’ so act as a group
rather than individuals. There are clearly
evil or unpleasant behind
•
The plot of The Queue is quite
door. Because it is iron, we get the
complicated and involved. The characters
impression that it is there to keep people
do not understand many things about their
society and how it works. The journalist
Learners’
This
something
the
out.
3
Learners’
4
Example
huge: massive
unveiling
awestruck
•
cavernous
the social laws about not mixing with
other communities. But there is hope as
revealing:
Leila and her nanny escape so may be able
shocked:
to resolve it.
bigger: vaster
Both settings are in cities in a dystopian
future, although in different countres.
deep:
They both have very controlled societies
beginning:
originating.
where there are rules that must be followed
set by rulers that are not seen. Both seem
answers will vary.
to make life very difficult for people.
2
Learners’ responses will vary.
Closing doors
3
a
It explores ideas and events that many
The reader does not know: why the boy
humans may fear could come true in the
such a hurry; why the people look so
future.
and weary; what they are doing in
– what is in there; what is inside
b
Dystopian fiction tends to take its
metal door and why they are going in
inspiration from the society in which the
writer lives and their experiences of that.
heightens tension and makes the
c
How people respond to dystopian
reader share his curiosity about what
fiction varies according to their own
on; it adds a sense of mystery;
circumstances and society.
it quite sinister and makes the
fearful.
5
Learners’
4.6
1
•
is in
ragged
the maze
the
there.
•
This
is going
it makes
reader
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2
progress
Learners’ answers will vary, but may explore
the following structural and image choices:
The big door finally popped open . . . ; deafening
consider the age of your audience
squeal of metal against metal; his mind
of the text.
churning; creepy old building; Goosebumps, a
questions, emotive language, direct
disquieting chill; use of complex sentences; the
Check your
1
and the purpose
2
vocabulary, punctuation, sentence
3
Learners’ answers will vary.
4
Learners’ answers will vary but should focus
fiction set in a future world where things
on the bullet points, offering some clear
for the human race.
examples from the text.
words in formal texts but use
5
Learners’ answers will vary.
Be careful that you do not
Writers can reveal or withhold information to
complex words as it can make
create tension.
stilted or forced.
answers will vary but should
writers build up tension and
response. Writers can reveal or
information to create tension.
rhetorical
address to the
audience
tone shift after the door has shut.
You should
3
tone,
structures
4
It is
have got worse
5
Use complex
them naturally.
use too many
writing seem
6
Learners’
consider how
elicit reader
withhold
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
5 Heroes
5.1
Defining heroes
unselfish, brave and willing to give up their
for others.
1
a
lives
Odysseus is the ideal hero because he
•
conjunctions: and, or, although etc.
overcomes many obstacles and challenges
over ten years and shows bravery and
imperatives: Ask a young person . . .; think
resilience. He never gives up.
; Check out . . .; The heroes
admire . . .
b
Modern heroes may include people
fighting in wars, people who stand up to
modal verbs: may, must.
discrimination or people who save lives
and rescue people.
answers will vary.
c
Leadership, loyalty, determination,
Looking for Charlie
bravery, selflessness and a willingness to
take massive risks when needed.
The minor sentence shows that he is
•
about the . . .
we must
•
5
5.2
1
speechless so can only express himself in a
d
It means that people tend to admire
fragmented way as he takes it all in.
heroes who have the sorts of qualities and
strengths that they would also like to have.
Describing it as a madhouse shows how
So, they wish they were like their heroes.
disorientating it is. Nothing
much sense.
2
Learners’ responses in discussion will vary.
include some of the following
3
Young people think celebrities are heroes.
Celebrities have done nothing heroic.
electronic, coloured rain:
Celebrities are motivated by selfish desires.
vibrancy of the scene but
unnatural, human-made qualities.
Celebrities only donate to charity for the
publicity.
Use of commas: long sentences listing
can see adds to the effect that he
Celebrities do not help society.
Learners’
a
b
chaotic and
seems to make
2
Answers may
•
ideas:
Simile: like
captures the
also its
•
what he
is being
visually bombarded.
Some celebrities are immoral.
sentence: A whole world of neon
Celebrities only care about money and fame.
hyperbole) expresses amazement.
Real heroes are unselfish and brave.
of lists: Flashing on and off . . . all
•
(also
•
The fact that he is described as
•
triples: worshipped, or rich, or most likely
‘disorientated’ may make him seem unlike
both; boastful, offensive and aggressive;
as he does not seem confident.
Use
glowing
in the night. Emphasises how
4
Learners’ answers will vary but may include
much Adam is having to take in and how
some of the following examples.
overwhelming it is.
•
emotive words: worship, selfish, immoral,
Ellipsis: suggests that there is more.
boastful, offensive, aggressive
Complex sentence: Flashing on and
•
positive and negative language: false
off . . . seems quite fragmented reflecting
heroes, entirely, selfish, hardly heroic,
chaotic jumble of things he is taking in.
aggressive / hero, great, highly motivated,
rich, unselfish, admire, brave, willing to give
answers will vary.
up their lives
may include:
•
questions and answers: Do we worship
He is in a strange and unfamiliar
false heroes? Of course we do; So what do
environment where he has to use his wits.
celebrities contribute? Not much.
Short
•
•
the
3
Learners’
4
Discussions
•
•
a hero
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•
He is on a mission to find Charlie
build as he thinks he could get trapped
whatever the challenges, which fits in with
cannot see anything to defend
a heroic type of plotline.
himself.
•
The fact that he chooses the harder route
The tension is released in paragraph 3
rather than giving up and going home
realises that the man is not even
makes him seem heroic.
down the alley. It then deflates
completely when he realises he’s an old
•
He is resourceful and finds his way around.
guy.
•
He uses what resources he has when he
The tension building then decreases
decides to ask people about the bar.
the story more exciting as the
5
Responses will vary, but should use relevant
reader is drawn in then shares his relief.
quotations from the text to support a clear
answers will vary.
viewpoint.
heroes
5.3
Danger?
vary but may include:
1
Piece a dirt place, man: it’s a bad place
It’s always been part of her life as she
cross da street: across the street
remember not having to care for
you fine it up a few floors: you’ll find it up a
mother.
few floors
She loves her mother so does not mind.
I don ‘member zackly: I don’t remember exactly
She is worried about her exams.
da sign: the sign
She makes her mother’s breakfast.
2
Learners’ answers will vary, but should
She organises her mother’s medication.
address the features listed in the bullet points
with a clear example from the text and an
She dresses her and makes her comfortable.
explanation.
She texts her in the day.
3
a
The use of silhouetted adds mystery and
She misses having friendships and fun like
danger as the man’s features cannot be
to
and
•
when he
looking
•
making
5
Learners’
5.4
Young
1
Notes will
•
cannot
her
•
•
•
•
•
•
•
other
young people.
seen. The word waiting makes it sound
as though the man has intent and may
aspects: has to do a number of jobs
be threatening. Then the gloom of what
(household chores, helps with
looked like a dead end makes the alley
provides physical assistance)
sound dangerous as he could get trapped.
quickly, was bullied at school.
b
He means that it is a hopeless situation
aspects: is very independent, is
and that, although he will try his best,
is assertive, is empathetic, good
fighting is not likely to be successful.
with her parents, organised with
2
in the house,
medication and
had to grow up
Positive
confident,
relationship
studies, has
made friendships with other
c
Adam feels relieved as he realises that he
young
carers.
has been imagining the danger. His relief
turns into embarrassment as he feels
should link back to the ideas
foolish for panicking.
Activities 1 and 2.
d
It means that he felt slightly deflated and
include the following ideas:
let down by the realisation that the danger
was in his imagination. This shows that he
The heading makes the topic and the
seems to enjoy the thrill of an adventure.
intended audience very clear. It makes the
informative nature of the article clear too.
4
•
The tension starts to build in the first
line on and stopped. This shows Adam
The subheadings clearly indicate the focus
is suddenly tense as he sees the man
section.
silhouetted. The tension then continues
Negative
3
Answers
explored in
4 Answers may
•
•
of each
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•
Numbers help organise the material into
include some of the following
sections, as there are subheadings within
sections.
3 Answers may
examples:
•
Jewel is a pop star by day and a superhero
•
Bullet points are used in one section
night.
to list suggestions (numbers would be
inappropriate as they have been used
Jewel wears a disguise at night.
already for the sections).
The Mandarin is a supervillain.
•
Each sub-heading starts with an
Iron Man stops The Mandarin from
imperative verb. Imperative verbs are
destroying China’s rice crop.
also used within the text where the advice
being given is seen as crucial for all young
Chakra is a teenage tech genius by day.
carers. This is suitable for a guide as it is
Chakra has a blue jumpsuit.
giving clear instructions.
by
•
•
•
•
•
•
Chakra has special powers.
•
Modal verbs are used where some young
carers could benefit from the advice – You
Chakra fights to keep Mumbai safe.
should make an effort to provide them
•
•
Some of the conventions listed in
with extra help whenever they need it.
question 1 are followed.
5
Learners’ answers will vary, but should include
answers will vary.
ideas from Activity 4.
answers will vary.
5.5
Superheroes
1
stories
Main points
read the script aloud in groups.
Superhero films are not realistic
vary but may include:
They follow similar plotlines
Characters often wear disguises
The events happen chronologically but
time is speeded up or missed out.
4
Learners’
5
Learners’
5.6
Scripting
1
Learners
2
Notes will
•
some
The character has a superpower
events take place simultaneously,
The main story is usually a conflict
Enviros flying towards Punch as the
between a superhero and a supervillain
in his office is happening.
The superhero always wins
The settings vary from outside the school
Some
like
scene
•
to a
corridor then a classroom inside. It
2
a
Answers may include exploration of the
then returns to the street outside. The
following phrases and punctuation:
then changes to a sports hall then
super-real; Way beyond; Who doesn’t feel
the exterior school shot. Then
excited . . . again?; well . . . maybe not
next setting is the interior of Punch’s
fascinated; . . . (at least to the audience . . .
soon switching to the skyscraper
see through it!); these guys; – a super nasty
and whole building. We then see
person –; does not know his secret . . .
outside his window from an
interior shot. This is quite a wide range of
b
Viewpoints will vary, but discussions
settings.
may refer to the generally ambiguous
tone. While the writer seems to like the
There is more description than speech as
superhero genre and thinks the films
scenes move very quickly from one to
are entertaining, he is also aware of
another.
its tendency towards superficiality and
The characters do not have much
predictability.
dialogue. It is really just snippets to set the
and contexts. Enviros says nothing
which makes it more dramatic as she
very powerful.
setting
back to
the
office,
roof
Enviros
•
the
•
scenes
at all
seems
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3
Discussion will vary but may include:
standard English in dialogue can
sound more realistic and can be
•
Technical language is used such as
establish where a character is from, for
‘establishing shot’, ‘close-up shot’. This
they are shown using a particular
tells the camera operators what they
need to achieve. Interior and exterior
tell us whether scenes take place outside
texts may use headings, subheadings,
or inside. There is not much language
bullet points to organise the
associated with film-making though.
helpfully. They will also use a lot
verbs.
•
It is written in the present tense as the
action is happening in real time in the film.
films are not realistic; they follow
plotlines; characters often wear
•
The prepositions and nouns allow detailed
the character has a superpower;
descriptions of the settings, which is
is usually a conflict between a
essential to allow us to visualise the action.
supervillain; the superhero
•
The imperatives are used by Punch to
wins.
show he is demanding and dominating.
script needs to describe the settings
His final one to Enviros is very
way that the camera shoots
threatening and dramatic.
needs to explain switches between
•
Chun-hei says very little and is polite to
and exterior settings. Clear dialogue
her teacher even though the situation is
laid out with stage directions to
urgent. Punch says a great deal, mostly
actor should perform. There
shouting orders or threats at people.
balance between dialogue
description.
4
Learners’ answers will vary, but should use the
ideas in Activities 2–3.
5
Learners’ answers will vary.
6
Learners’ answers will vary.
Check your progress
1
Example answer:
leadership: being able to inspire and take
3 Using nonmake speech
used to
example, if
dialect.
4
Advice
numbering and
information
of imperative
5
Superhero
similar
disguises;
the main story
superhero and a
always
6
A film
clearly and the
the scene. It
interior
needs to be
show how the
should be a
and
2
others forward
loyalty: reliable and steadfast
determination: firm in decision-making
bravery: courageous
selflessness: puts others before themselves
willingness to take massive risks: unafraid of
being hurt or killed in the fight against evil
Writers can combine different techniques to
create effects such as tension, for example, the
combination of describing an atmospheric
setting, then introducing a mysterious
character but withholding crucial information
from the reader. The writer can then suddenly
release the tension through using an anticlimax before building it up again. This
structural device is very effective.
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•
There is an evolutionary fear of the dark
6 Monsters
humans.
in
6.1
A modern monster
Fears of the dark and monsters prowling
•
are
fears humans learn when babies.
1
Learners’ answers will vary, but should form
Noises are heightened in the dark.
useful notes of key points: buries its teeth
into animals, glowing red eyes, huge claws,
Children do not like being alone in the
spikes along its back, leaps large distances,
because they want adult protection.
hairless, vicious, burnt patches on skin. It was
described in 1995 as a fearless, hairless dog.
The article is aimed at parents.
2
a
It means that humans have contradictory
Parents may read it if they have a child
feelings – they are engaged by monster
sleeps badly or is afraid of the dark.
stories, but they are also scared by them.
It constantly says your child; at the
b
It means that when they found one, it did
beginning of the article it says, Your children
not live up to their expectations as it was
afraid of the dark, and they are certain
very unimpressive compared to the stories
monsters live under their beds; it uses
that had been told. It conveys a sense of
quotations from a professional psychologist.
disappointment.
This is an information article that explains
c
It means that anyone sensible did not
parents why their children are afraid of
believe the stories anyway. It shows how
dark.
silly and implausible they were.
vary but should use the notes
3
Words and phrases that reveal the writer’s
as well as the article. The structure
attitude my include: We love . . .; there’s the
planned carefully to organise the
feared Chupacabra . . .; Typically; as with most
effectively for the intended readers.
supposed monsters; it was said to have; most
answers will vary.
supposed . . . ; there was no . . . ; No real surprise
to most people; the ‘experts’ on web forums and
answers will vary.
the reality was a little less exciting than the myth.
•
•
dark
3
•
•
who
•
are
that
•
to
the
4
Plans will
provided
should be
material
5
Learners’
6
Learners’
4
The use of wildfires shows how rumours can
get out of control easily as they spread so
short prose texts.
quickly. It also emphasises how completely
destructive they can be.
written in a simple style.
6.3
1
They are
5
Learners’ answers will vary but may include
written to entertain, but also contain
the following words and phrases: horrific red
lesson.
eyes; struck fear; will stay with me forever;
written for children, but the deeper
incredible; sharp spikes; horrendous claws;
them appeal to older readers too.
serious damage.
They are
a moral
They are
ideas in
They
contain fantasy elements such as
6
Learners’ answers will vary, but should
monsters or talking animals.
address all bullets.
Characters in them may be named for what
6.2
Fear of monsters
– for example, King or Wolf, and
their name, attitude or power.
1
evolutionary history: human development
may symbolise paradise and the
natural selection: the way that humans and
symbolise selfishness and greed.
animals have evolved to have features that suit
their needs and environment
friends with an ogre. His voice is gruff and
children. He is selfish because he
2
Main points:
want to share his garden. He is mean
builds a wall to keep others out.
•
The dark is scary and associated with
danger.
The giant
They are
they are
defined by
2
The garden
wall may
3
He is
frightens the
does not
because he
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4
a
Personification:
jumped out of bed
The Snow, Frost and Autumn are
lovely scene
personified through being given direct
he
It was a
He was
so small . . .
speech.
wandering all round it, crying
the trees forgot to blossom
the
Giant’s heart melted
Then they invited the North Wind to stay . . .
I will
knock down the wall . . .
he roared all day . . .
My
garden shall be the children’s playground for
The autumn gave golden fruit . . .
ever
ever and
the snow danced . . .
he crept
downstairs and opened the front door
b
The spring symbolises happiness and the
softly
winter symbolises suffering.
quite
stole up
behind him and took him gently in
The fruit symbolises generosity and love,
the nourishment needed by humans.
a great axe and knocked down the wall
The music symbolises joy and
answers will vary.
communication.
answers will vary.
5
It tells us that they are mostly compound
sentences. These are a simpler form of
sentences than complex or compoundmonster
complex. This makes the language more
read the poem aloud, emphasising
straightforward and the story easy to follow.
6
Time connectives include Then and One
similes: as black as soot
morning. Nouns include The birds, Spring,
The Snow, The Autumn. Personification of the
and adverbs: dearly loves to bite
seasons makes them characters in the story
adjectives: black
and gives the reader a visual representation
his hand
he took
3
Learners’
4
Learners’
6.5
A smaller
1
Learners
the rhythm.
2
verbs
specific
of what is happening in the garden. The
comparative adjectives: most unpleasant brute
connectives and nouns help the reader to see
answers will vary but should
what is happening when.
careful planning.
6.4
The little boy
may include:
3
Learners’
demonstrate
4
Discussion
1
The little boy makes the Giant feel empathy
The family’s initial fear: paralysed,
and realise how selfish he has been.
they are too afraid to move.
•
2
Answers may include explanations of some of
The mother using a broom as a weapon as
the following examples:
searches dark corners.
•
My own garden is my own garden
The father pretending not to be scared by
•
jokes. They know he is pretending
he built a high wall all around it
need him to be brave.
he sat at the window and looked out at his cold,
The children are scared but also excited
white garden
they know their parents will
golden fruit . . . to the Giant’s garden she gave
them.
none
Reactions change after the sister gets
it was so long since he had heard a bird sing . . .
The mother is very upset weeping
praying and scared, the father is
it seemed to him to be the most beautiful music
pretending to be brave, the narrator
in the world
frightened for her sister feverish,
meaning
she
telling
but
•
because
protect
•
stung.
and
still
is
mumbling, struggling to breathe.
I believe the Spring has come out at last
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5
Poem
Scorpions
Human attitudes and reactions
‘The
•
seen as threatening and aggressive •
they view it as an unpleasant brute
Scorpion’
•
s# uggests the scorpion enjoys
hey see it as enjoying inflicting
causing pain (dearly loves to bite)
fear and pain on them
•
turns up unexpectedly
they fear it turning up in their bed
•
causes a sense of fear
‘Shadow
•
# e sat, paralysed uses hyperbole
W
een as mysterious and frightening
of the
to show the extent of their fear
the simile like a monster suggests
Scorpion’
the fear it inspires
•
#strangely excited implies that their
feelings were mixed at first
#figurative term paralysed shows
physical and emotional reaction
•
My sister screaming is dramatic
reactions
•
nding suggests long-lasting
nature of human attitude.
–
•
#
•
# laying the brave man shows her
p
father was also scared but putting
•
#
e
on an act
•
s#
d
# eeping and praying shows
w
desperation
6.6
Monster below ground
creature, watching me, no eyes, and desperate
1
•
# long night seared stresses how
a
terrifying it was
sister’s pain (feverish)
t#
•
•
ifferent characters show different
•
•
Learners’ responses will vary.
answers will vary.
2
The comparison with eight double-decker
buses emphasises huge size and weight.
to drag me.
5
Learners’
Check your
progress
engineers armed . . . the use of armed makes it
language is when vocabulary is used
sound like a formidable enemy.
emotional response in the reader,
the greasy giants makes them sound like a foe.
cruel, devouring, gruesome, struck
horrendous claws.
colossal exaggerates the size.
subheadings, numbering and bullet points
spew makes it sound disgusting and as though
the advice logically and helpfully.
it fights back.
short; they usually use simple
monsters from the deep, lurking . . . makes them
have a moral message; they
sound like a hidden enemy waiting to attack.
human characters; a lesson is
defeat these . . . continues the army metaphor.
end.
urging people not to feed the fatberg and growing
boy evokes sympathy from the Giant
under our feet makes it sound like a living thing
realise how selfish he has been.
that is eating and growing in the sewers.
boy and that makes him feel happy.
3
Learners make notes on the key points from
for similarities and differences in
the audio.
structure and language.
4
Learners’ answers will vary but may explore
extended metaphor is a comparison which
the following: one-word sentence; dashes;
develops throughout a text. An
complex sentences; colon; explanation of
describing the night sky using
how the monster metaphor extends through
metaphor of the sea so describing
vocabulary such as lair, growling noises,
deep and black, the moon as a sailing
stars as tiny islands etc.
1
Emotive
to evoke an
for example
fear,
2
Use
to organise
3
Fables are
language; they
often use nonlearnt at the
4
The little
and makes him
He helps the
5
Look
subject,
6
An
continues and
example may be
the extended
the sky as
ship and the
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7 ‘The Plantation’
7.1
The broken pipe
vary but should include
2
Notes will
explanations of
some of the following:
1
a
Notes will vary, but may include the
•
Aural, visual and tactile images: grew
following ideas:
from the
moist underbelly of the swamps;
•
It sounds like a challenging
greenery blocked away the sun; made the
environment with moist underbelly of
his skin bristle; cold drizzle of
the swamps and greenery that blocked
morning dew; rubber trees that
the sun.
with sap; the plantation seemed
hairs on
the early
glistened
to glow;
slashing at the banners of plant•
The harmattan season sounds
leaves; prickling silence; an alien trickling
challenging too, as though nature
cocked his ears; watching and
makes his life more difficult: the
touched by an uncertain impulse.
parching land breeze charged at him.
sound;
sniffing;
•
Personification: the parching land breeze
•
moist underbelly sounds unpleasant
him from the rubber trees; a
•
hairs on his skin bristle gives a sign of
mysteriousness which followed him
foreboding in the text
of the plantation was
state of waiting.
b
Notes will vary, but may include the
following ideas:
will vary, but should use
questions 1 and 2, giving clear
•
He works hard in challenging
the text.
conditions.
reactions to the views in groups.
•
He is a mysterious character: his face
a picture of dark brooding.
will vary.
family
•
the text shows Namidi’s affinity to
charged at
curious
about; the murmur
suspended in a
3
Learners’ answers
ideas from
evidence from
4
Learners discuss
5
Learners’ answers
7.2
Namidi’s
nature since This place was an emblem
of life to him.
explanations of some of
•
slashing at the banners sounds like
Namidi is frustrated or angry.
Namidi returns the women’s greeting,
shows he is polite and friendly.
c
Notes will vary, but may include the
following ideas:
However, he then rushes past them, which
does not want them to know
•
The plantation was suspended in a state
he is doing.
of waiting builds tension and mystery.
women think there is something
•
There are strange sounds: the
with Namidi because he rushes
murmur of the plantation; an alien
trickling sound.
think he smells odd, but are just
•
There are strange smells: an odd sickly
puzzled by his behaviour.
smell.
do not seem particularly suspicious.
•
Namidi’s reaction creates tension: set
his stomach on edge; paused; cocked
his ears; stood still; listening, watching
and sniffing.
1
Notes may include
the following:
•
which
•
shows he
what
•
The
wrong
past.
•
They
•
They
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2
Example answer:
will vary, but may consider the
2 Outcomes
following in
each line:
Namidi does not trust the villagers, so he does
not want to tell anyone what he has found. He
This shows that Namidi is thinking
is very poor and has worked hard for a long
how he could improve their living
time to try to get out of poverty. He sees this as
conditions if he had money; it shows
an opportunity to make his hard work pay off.
has good intentions and makes us
a
about
that he
sympathise with him.
3
Discussions may refer to:
b
shows that Namidi is aware of the
•
the fact that Namidi cannot afford to send
but is deliberately not thinking
Ochuko to school
makes the reader fear
•
the evidence that Efe has to work hard
as he is not thinking about the
and has suffered.
This
dangers
about them; it
for him,
dangers.
4
Paragraphs may include the following ideas:
This shows that Namidi is pressurising his
c
wife not
to question him, as he does not
•
Namidi has lived in the tiny village all his
her to change his mind; it shows that
life and may feel trapped by his poverty.
bit of a bully to his wife, so may
•
Namidi wants to be able to afford to
the reader react more negatively to
educate his children so they can have a
could either remain silent and let
better life than his. He feels guilty that his
make the decision, or she could
children cannot go to school.
persuade him not to do anything
dangerous for the sake of her and the
•
Namidi may want to give his wife a better
children.
life so she does not have to suffer from
working so hard in the terrible heat.
may include some of the
5
Outcomes will vary, but discussions may refer
to the following:
Namidi’s children are excited but do not
understand what is going on. They are
want
he is a
make
him; Efe
Namidi
try to
3
Discussions
following:
•
•
The description of the village and the fact
to doing what their father asks them
that Namidi has lived there for his whole
they do not question him.
life makes the reader understand why he
wants a way out.
Efe knows what is going on and is
used
to, so
•
very
unhappy about it. She does not
•
His desire to send his children to school
anything because she knows how
shows he is thinking of them rather than
Namidi is. She has been worn
himself.
throughout her marriage and has
up.
say
stubborn
down
given
•
The description of his wife shows exactly
how hard their lives are and makes us
Namidi seems very dominant and
understand why he does what he does.
dismissive of Efe’s feelings and views. The
•
fact
that he is involving their children in
6
Learners’ answers will vary.
something potentially dangerous makes
the
reader have a more negative view of
7.3
Namidi and Efe
Also, the way that he has behaved
1
•
Efe is worried: a wary, suspicious frown.
towards Efe in their marriage makes
stubborn and selfish. At this
•
She thinks it is dangerous and does not
point he does not come across as a good
want anyone getting hurt: What if a fire
or father. He seems blinded by
starts, eh?
•
She is not happy about it: doubt and
answers will vary, but learners’ notes
anxiety . . . suddenly clouded her face.
base their monologues should
consideration of:
•
She says nothing but thinks that it will end
badly: this thing . . . will come to no good.
how Efe feels about her children being
him.
him seem
husband
money.
Learners’
4
on which they
include
•
involved
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•
Ochuko
an explanation of her face brooding and
disturbed
should include the following ideas:
•
what she is thinking to cause the storm
gathering in her heart
Jackson draws attention to what they are
7.4 Jackson and
1
Notes
•
doing; he
is suspicious; there is a sense
•
what trouble lay in wait – what she is
he wants something when he rubs his
worried will happen
seems to be threatening to make
•
how she feels about the battles she has
trouble for Namidi; he is afraid when he
had during their marriage
hissing and runs back to the
•
what she means by the ruin his rigidness
has cast upon them.
Namidi clearly dislikes Jackson; he seems
about him but also stands up to
5
Learners perform their monologues; ensure
he wants to react but ignores him.
they use voice and gesture for effect.
observes the encounter but does not
that
hands; he
hears the
village.
•
worried
him;
•
get
involved until she thinks her husband
may get
violent; she stops her husband
from
reacting; she is afraid of what
Jackson
will do, but also of what Namidi
•
Jackson adds a threat which makes the
may do.
story
more tense; the hissing noise reveals
that the
petrol leak may be getting worse.
2
Efe
Adjective
a greasy-looking
and suggests he is unclean.
youth
aspects.
(paragraph 1)
Quality
What it reveals
opinion
It shows Jackson’s appearance
he countered in a cold
and suggests he is angry.
measure
It implies he has untrustworthy
It shows Namidi’s displeasure
voice
(paragraph 4)
like some wayward fly
low opinion of Jackson
opinion
and views him as a nuisance. It
also shows that he is aware
(paragraph 4)
a restraining arm
hold Namidi back.
(paragraph 6)
walking, stiff-necked,
and angry as he is walking
down the narrow track
(paragraph 6)
It shows that Namidi has a very
qualifier
that he could cause a problem.
This shows that Efe’s actions
shape
This implies that he is tense
very rigidly.
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3
Outcomes will vary, but may include
Contrasts in understanding include: the
discussion of the following quotes and the
descriptions of burnt chicken feathers
mood created by them: burning noon; sun
screaming demons show his lack of
gliding overhead; circle of fire; swarmed; glitter
understanding; the reader understands
with a wave of sweat-drenched bodies; bubbled
fuel has caused an explosion
and brawled; fought each other for space;
Ochuko does not; the reader
clashed and flashed; weapons of survival.
his father’s actions led to this
the reader understands that his
4
•
#The adults: described as a swarm, showing
parents and siblings could be hurt or dead
that there are many of them all intent on
not come back.
one thing; it is described as a war where
they fought each other for space and metal
answers will vary.
pans and buckets clashed and flashed – this
shows they were acting desperately while
outcomes will vary.
trying to get the petrol; they seem to be
answers will vary, but should
acting selfishly and greedily.
bullet and use the details of the
•
Ochuko: loses focus and seems unaware
reflect on the events from Ochuko’s
of the seriousness of the situation
(wandered about); is a typical child and
finds a friend to play with (laughing and
reports
swinging playfully).
prepare reports. They should follow
•
Ochuko does not seem to understand that
structure of the bullets, using details and
the adults are very tense and ending up
story.
hurt; does not understand that there is
perform their report.
any danger. They seemed entertained by
their noise and bustle.
should make notes using an
format, including evidence and/or
5
Ochuko’s innocence makes the reader worried
support each opinion.
that something will happen to his parents that
•
and
that the
whereas
knows
danger;
and may
3
Learners’
4
Discussion
5
Learners’
address each
story to
perspective.
7.6
Disaster
1
Learners
the
ideas from the
2
Learners
3
Learners
appropriate
details to
he will not understand. The beginning and
may consider some of the following
end of the extract show the mounting tension
among the adults fighting to get the petrol.
In the middle section, Ochuko playing with
Namidi’s decision not to report the broken
his friend and thinking the adult behaviour is
his reasons for the decision.
entertaining makes the danger seem more real.
Namidi ignoring Efe’s concerns and her
4
Learners
ideas:
•
pipe and
•
subsequent silence.
7.5
The explosion
•
Involving the children in collecting the petrol.
1
Learners should use clues from the previous
•
The fact that so many people came to
extract to support their prediction as well as
petrol.
collect
the current extract.
The issue of poverty.
2
•
#Contrasts between innocence and danger
include: the innocence of the young
Corporate responsibility for health
boys playing soldiers, unaware of the
safety.
danger close to them; Ochuko’s childish
fascination as the adults run screaming
Whether large companies should put
from the explosion site; Ochuko running
back into communities.
to their hut for safety in a familiar place,
answers will vary but should be
unaware that it is his father who has put
carefully using the bullets. The language
him in danger; Ochuko hiding under his
suitable for a formal report.
mother’s bed for safety.
•
•
and
•
more
5–6
Learners’
planned
used should be
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Check your progress
1
It is a key moment because it indirectly leads
to the explosion as he did not report the petrol
leak. It means that he is responsible for what
happened, although others did not report it
either.
2
It is his poverty that makes him want to steal
the leaked petrol. He feels a failure for not
being able to afford to educate his children.
3
Their relationship is very strained, as she feels he
does not listen to her. She also seems a bit scared
to stand up to him, but she is full of resentment
about mistakes he has made in the past.
4
opinion or measure, size, shape, age, colour,
origin, material, qualifier (almost part of the
noun)
5
Ochuko is certainly a victim, as at the end he
is alone and scared. However, he is not dead
so is luckier than most. The fact that there
is the sound of a woman crying means that
some people in the village have survived so
hopefully he will find help.
6
headings, subheadings and bullet points
introductions and conclusions
written in a factual tone – they avoid emotion
use the active voice where possible
use connectives to organise and link ideas
use clear, precise language.
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8 C
# hoices and decisions
8.1
The Merchant of Venice
Outcomes will vary.
6–7
1
Outcomes will vary.
choices
2
•
The Prince of Morocco chooses the gold
diverged: went in different directions
casket and finds a scroll; the Prince of
Aragon chooses silver and finds a picture
undergrowth: foliage
of a fool’s head; Bassanio chooses lead.
attractive
•
The lead casket contains a picture of Portia.
the same
3
Outcomes will vary.
walked upon
4
Character Attitude to
Moral lesson
road
the test
in the future
Morocco
He thinks that
The scroll tells
long I stood / And looked down one as far
things which
him: All that
could – This suggests that he needed
are worth the
glitters is not
carefully and observe things
most moneys
gold.
making the decision.
are the best.
He chooses
This means that
knowing how way leads on to way, / I
gold in the
he should not
if I should ever come back – This
hope of
judge by outward
that once you have made a
improving his
appearances as
it will lead to other choices, and
fortune.
sometimes they
won’t ever return to the same point
life will have moved on.
Bassanio
He feels
are deceiving.
The scroll tells
8.2
Life
1
fair:
equally:
trodden:
way:
hence:
2
•
as I
to think
before
•
doubted
suggests
choice,
you
again as
nervous
him: You that
I took the one less traveled by, / And that
because he
choose not by the
all the difference – This suggests
might make
view, / Chance as
choosing the safest or most popular
the wrong
fair and choose as
is not necessarily the best thing
choice.
true!
It suggests we should take risks.
should include the following ideas:
This means that
he does not
How the narrators feel about their choices:
judge by outward
seem pleased with their choices.
appearances and
recognises that it
Key lines in each text: I took the one less
is what is inside
by, / and that has made all the
that counts.
difference; I doubted if I should ever come
•
has made
that
decision
to do.
3
Paragraphs
•
both
•
traveled
back;
There was no going back.
5
a
Portia tells Bassanio to wait a day or
The metaphors each writer uses: the road
two before choosing so she can have his
travelled is a metaphor that extends
company.
throughout the poem, representing
b
Portia obviously wants Bassanio to
choices we make in life and how
choose the right casket, but she says if he
important it is to choose carefully; no
does not he has to leave, so it is clear she
back indicates that when we make
has no choice.
we need to stick with it as we
only move forward and develop.
c
The message is that people who choose
things by outward appearance are shallow
The use and effect of adverbs: long
and expensive things to do not bring
equally lay; trodden black;
happiness.
aggressively; rigidly; steadily; hesitantly
•
less
the
going
a choice
should
•
I stood;
(explanations will vary).
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•
points
Structures such as rhyme, rhythm and
Subsidiary
sentence variety (notes will vary but
information
Main
should see the difference in the structures
of the poem and the prose text).
suggests that
Perhaps choice
would
Work
volunteers
doesn’t always
Learners’ answers will vary.
bring happiness.
4
preferred
have
professionals to
8.3
Making decisions
the
them?
1
a
Durjoy thinks that we use our instincts
to make small decisions all the time, so
Paragraph 1 introduces the topic.
should always trust them – that feelings
Paragraph 2 describes the method – how
are never wrong.
experiment was carried out and by
have made
choice for
4
the
whom.
Paragraph 3 shows the results/
b
Chaturi thinks it is easy to get distracted
findings. Paragraph 4 draws conclusions.
by minor details so we lose sight of what
is important. She advises to keep focused
Linking verbs and time adverbs make the
on the main goal.
clear, as well as how future
are being made from the
c
Helmut thinks asking for advice is good,
evidence – examples include last
as the people who know you best will
once
always have your interests in mind and
can offer good advice; Helmet also thinks
answers will vary.
that sometimes asking for advice means
that you end up with too many different
decision
opinions and can be put under pressure to
do what other people tell you to do.
plan and perform their mimes.
d
Learners’ answers will vary
Chad says it was an instinctive decision
panicked.
2
Outcomes will vary.
a
b
time frame
predictions
research
year, later,
5
Learners’
8.4
A dangerous
1
Learners
2 •
when he
•
The story shows that when humans have
3
Learners’ answers will vary but may include
make a decision very quickly they do
some of the following ideas:
always consider the consequences of
actions.
to
not
their
Main points
Subsidiary
information
Chad is saved from death when a crew
hears his cries and prompts an
Volunteers asked to
emergency stop.
randomly choose
from four items.
include the following:
member
Research
conducted by
Simona Botti from
Cornell University
Pleasant or nasty
Extra details: date; where the train is
and Ann McGill
choice offered.
why he decided to chase the
from University of
Asked to rate their
Chicago.
the fact that first class diners
satisfaction with
him; what he was wearing; the
Pleasant items
temperatures; his symptoms of
their choice.
were chocolate and
hypothermia and how serious it was.
People with
coffee.
pleasant items
It makes the article more dramatic as he
They completed a
the details later and gives Chad a
were satisfied.
questionnaire.
People with
People blamed
should focus on the bullets, giving
unpleasant smells
themselves for poor
from the paragraph.
were dissatisfied.
choices.
answers will vary.
•
3
Notes may
•
going;
train;
ignored
freezing
•
reveals
voice.
4
Discussions
clear examples
5
Learners’
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8.5
Impossible choices
Whether the language used exaggerates or
get the reader’s sympathy rather
1
a
Ahmad is willing to travel to Europe
than offering an objective viewpoint.
because he has been shot at three times.
His daughter (aged 9) has also been shot –
answers will vary but should develop
so where they live is dangerous. He wants
previous activities.
his children to have a better life.
views
b
Doaa fled Syria after her father’s business
was bombed. She and her boyfriend
may consider:
paid human traffickers to get to Europe
idea that a developed country should
but the boat was attacked and most of
•
tries to
5
Learners’
ideas from the
8.6
Different
1
Discussions
•
the
provide
for its own people before helping
the passengers drowned. Either way, she
was risking her life – whether she stayed
in a dangerous place or risked the boat
ways in which refugees can have a
crossing.
impact on developed countries
c
The reader’s initial reaction is likely to be
problems that refugees can face when they
one of sympathy and shock.
more developed countries
2
It means that if you won in the game of life,
what alternatives are suggested
you are simply lucky rather than superior. No
one is to blame – refugees are unlucky.
whether the article is biased.
3
a
Learners may note the following
Paragraph 2: Developed countries should
examples: haunt me; fled; witnessed the
needs of their own people before
murders of many others; face the danger;
refugees.
decimated in an explosion; family had
Paragraph 3: Refugees can disrupt a
nothing left; risk their entire life savings;
due to different cultural norms
human traffickers; perished; attacked
beliefs.
by pirates; aware of her fate; impossible
choice; unspeakable fate.
refugees
•
the
negative
•
get to
•
•
2
a
meet the
helping
country
and
Paragraph 4: Taking in refugees is not
good for them and does not lead to
b
Using refugees’ personal experiences:
improvements in their lives as the journeys
makes it more personal and immediate;
treacherous and they are often
means that the claims are evidenced with
camps which are substandard
real-life stories; uses names rather than
they could catch diseases.
anonymous examples; is more likely to
make the reader sympathetic to their
paragraph poses a question
plight.
addressed in the article; the
paragraph concludes firmly that
4
Discussions may include consideration of the
should stay in their own countries
following:
help to rebuild them.
•
Whether the stories are true / the people
Text 1 purpose: to evoke sympathy and
reliable.
for refugees.
•
Whether the writer has missed out other
Refugees are fleeing war zones.
details which could make the stories less
are in danger.
convincing.
try to get to Europe for a better
Refugees will take risks to get there.
•
Whether the role of people traffickers has
Refugees pay human traffickers.
been brushed over.
refugees die trying to cross the
Mediterranean.
•
Whether seeking new lives is more about
think it’s risky to stay or go.
money than safety.
are just unlucky. It could happen
us.
always
are often
housed in
where
b
The opening
which is
closing
refugees
and be offered
3
•
support
Refugees
Refugees
life.
Many
Refugees
Refugees
to any of
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•
progress
Text 2 purpose: to persuade the reader
that refugees are best supported by
staying in their own countries.
need to rehearse and perform a
Are developed countries responsible for
movement, gesture and voice to
refugees?
life.
Developed countries should look after
adverb tells you the way something
their own people first.
Check your
1
script using
bring it to
2
A degree
something
3
introducing the topic; a rhetorical
•
modal verbs: should; may
topic sentences; modal verbs;
A linking
stages in time
home.
A time adverb
happens:
4
The opening
key facts,
sometimes a
•
rhetorical question: do developed countries
make the reader support or oppose a
have a responsibility to welcome refugees?
without knowing both sides of the
example, the writer may only
•
topic sentences: developed countries should
viewpoint in an article because
prioritise and meet the needs of their
reader to agree with it without
people first; refugees bring with them a
alternative views.
different way of life.
A manner
is done: He ate
noisily.
Refugees cause resource shortages.
Refugees heighten cultural tensions
adverb tells you the extent to which
because they have different values and
happened: He almost fell.
customs.
Refugees are often subjected to bad living
adverb helps the reader to see how
conditions in camps.
link together: Soon, I will go
It is better to help refugees rebuild
resources in their own countries.
shows when something
4
Learners’ answers will vary, but an example
Today, I will leave work early.
might be:
paragraph will establish the
•
paragraph introducing the topic:
often using a single sentence, or
paragraph 1
rhetorical question.
You would
5
Bias can
viewpoint
argument. For
explore one
they want the
offering any
6
a paragraph
question;
examples from
real life; a connective to
•
examples from real life (e.g. 1 in 40 people
another point; an acknowledgement
die attempting to sail from Libya to the
side of the argument; a
Mediterranean coast).
remark to summarise the main
•
connective to introduce another point:
moreover; while.
•
acknowledgement of the other side of the
argument: while it is true that.
•
concluding remark to summarise the main
idea: final paragraph.
5
Learners’ answers will vary but should use
ideas from the texts studied.
introduce
of the other
concluding
idea.
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9 Endings
9.1
Saying goodbye
childhood
1
Outcomes will vary, but should include
read the poem aloud with
discussion of key points:
•
how busy her home life was when the
of the metaphor might include:
children lived at home; her sense of being
their ‘sun’; their company; the idea of
the idea that the mother taught the
keeping them safe
ride a bike – prepared her for
9.2 The end of
1 Learners
expression.
2 Discussion
•
child to
independence
•
the idea that when they visit the energy
and life returns and life gets better
the mother’s reaction when she rides
•
independently – reluctance to let go
•
saying goodbye to them in order; the
drive home without them; missing their
the curved path of the park – challenges
company
ahead
•
in life
•
life goes on but it changes.
waiting for the thud – mother being ready
•
to react
if there are problems
2
Sun and planets metaphor: shows that she
is stable and life-giving while they move and
the joy of independence and the sadness
revolve around her – separate but connected.
letting go.
•
of
Books: each part of life is a chapter – things
may include some of the following
change but it is all part of the same story.
3
Doors: when one thing comes to an end, new
describes a single moment that
things replace them.
represents growing up and letting go
•
Birds: unlike birds, parents do not replace
stresses the finality of letting go.
their children with new chicks each year.
because it focuses on one significant
3
Outcomes will vary.
moment in a child’s development
•
4
Voice 1 is an older woman who identifies
perhaps to reflect the uncertainties and
Paragraphs
ideas:
it
•
•
with what the writer says. She recalls her own
inconsistencies of life and growing up.
similar experiences as a mother, feeling great
narrators are mothers.
sadness when her children left home.
4
Both
narrators are reluctant to let their
Voice 2 is a young teenage boy who does not
but know that they have to as it is
really identify with the feelings expressed in
process.
the text. He refers to arguing with his own
mother and finds it difficult to believe that she
feel sadness.
will be sad when he leaves home.
article the author uses different
Voice 3 is a mother who has yet to experience
such as sun/planets, doors, a book
her son leaving home. She identifies with the
explore different ideas about
writer’s feelings because she is dreading her
leaving home, whereas in the poem
son going to college.
subtle extended metaphor using
child to ride a bike to represent
5
Learners’ answers will vary, but learners
that parents bring children up and let
should consider their own age, gender, culture,
etc. when reflecting on their response to the
text.
explore:
the sons’ / as harsh / as the fathers: as the
older, they replace their fathers’
Both
children go
a normal
Both
In the
metaphors
and birds to
children
it is one
teaching a
the way
them go.
5
Answers may
•
sons grow
silhouettes; the daughters / will take off
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Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
their aprons: a symbol of them growing up
He is expected to spend time
and the temporary nature of the family as
Lowsi and clearly finds this
it stands presently
challenging at first but the reader senses
warrior.
observing
that his
interest seems to grow as his
•
the last two lines refer to the closing of
understanding increases.
the photograph albums – the family unit
is temporary and will keep changing until
seems to respect and admire Lowsi
it will only exist in the albums.
seems quite emotionally distant.
6
Learners’ answers will vary, but should use the
Discussion may explore some of the
ideas explored in previous questions to draw
following:
comparisons.
•
Tony
but also
2 a
•
Huang is an elderly Chinese man, so is
very
respectful of older traditions. He
9.3
The stranger
therefore approves of Lowsi teaching
1
•
His father invited the stranger into the
Tony.
house; his parents appear to have had a
is young and female but as an
conversation with him speaking quietly
athlete she focuses on the importance
which implies they did not want him
having a good trainer.
to hear; the parents seem afraid of the
stranger as they do what he tells them to
Andre is young and focuses on the
do and let him take their son.
positive impacts that change can
have. He sees Lowsi taking Tony as a
•
He is scared as he hides behind his father’s
positive thing for Tony as it leads to
legs; he realises that something strange is
adventures.
happening but does not understand; he
obeys his mother; he does not understand
responses may consider Tony
that his father is crying; he thought it was
a new country, his parents,
an adventure at first but then becomes
offered to him by Lowsi,
scared; he is confused and frightened
when they arrive in China.
•
Kim
of
•
new
b
Individual
being taken to
the opportunity
etc.
3
Example
answers:
•
The grandfather seems very distant
a
quickly past him and tried to
and stern.
hide behind my
father’s legs, being careful
2
Improvised monologues should build on ideas
look directly at the man.
and details from the text.
not to
b
develop his own styles and
3
Scripts should build on ideas and details from
ways of Kung Fu, after leaving
the text and use the bullets to plan the script.
his training.
will vary.
expectations of Tony. The reader gets the
impression that for Lowsi, passing on his
The moral message is that villainy does
skills and knowledge is more important
They are reminded that they are
than developing a relationship with his
and that people should think about
grandson.
impacts of their actions on others.
•
In the years ahead Tony will be taught
As he was poaching animals, it seems
the secrets of the martial arts by his
that he should be ‘punished’ by an
grandfather to become an unbeatable
He was trying to harm Joey at the
He began to
teach the
the temple of
c
most unexpected and unlikely
9.4
A new beginning
since Lowsi had no son of his
1
Answers may explore some of the following:
•
Lowsi’s heritage as a direct descendent
answers will vary.
of Gong Soo; his reputation; his status
as a Grand Master; the handing down
end
of knowledge from father to son; his
I pushed
I was his
disciple
own.
4
Learners’
9.5
How stories
1
Outcomes
2
•
not pay.
selfish
the
•
fitting
animal.
37
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
time so Polly was protecting Ruby when
should consider vocabulary and
she heard her cry protecting her owner.
looking at how these were adapted
different audiences.
3
Discussions may include some of the
following ideas:
explore some of the following
3
expression,
for the
4
showing concern;
Ruby’s conversation with
caused by the poachers are ongoing – it
her father; the
idea of her mother living on in
stresses the seriousness of their actions
her; her mother
Check your
1
is being said.
b
I disagree. I think Ruby wants to stop
Joey getting hurt. And that is the thing
participle puts emphasis on the first
that most concerns her.
sentence. For example, ‘Holding
tightly, I battled through the
c
I disagree. Ruby is brave but Polly helps
and rain.’
It can
bring the reader
•
Focusing on Joey means that the villains
punctuation and structure can help
fade away rather than focusing on them
pace or pauses. It can show
too much as the reader.
is about one single idea or
For example, ‘To a Daughter
4
a
I agree. Stringer seems to realise his
Home’ is about one moment in
actions have not paid off and has some
a continuous sentence.
regrets, so he probably does agree with
Ruby.
gesture and body language carefully
Answers may
ideas: Grandma
bringing her the fruit and
•
Joey’s injury shows that the problems
being proud of her.
and the way they have affected the animals.
•
Ruby’s concern for Joey is greater than her
progress
pleasure that the villains have been caught.
This shows the reader she has morals and
sound more like spoken English and
priorities and makes her admirable.
closer to the writer.
Discussion
2
The
indicate the
whether a poem
lots of ideas.
Leaving
childhood so is
3
Use voice,
to enhance what
4
A present
action in the
my umbrella
strong winds
her to rescue Joey as well as the police.
stories end with a main character
d
I disagree. The police officer comes to
success and learning something. Other
check on Joey so is also concerned.
the main character being
failing to reach their goal.
e
I agree. Ruby is right when she says the
world does not belong to them. She is
choose an appropriate level of
reminding them that selfish actions harm
think about the difficulty level
others.
and structures that you use for
audience.
f
5
Some
finding
stories end with
disappointed or
6
You need to
formality and
of the language
your target
5
I agree. I think the writer gives Ruby
the final word, so we agree with her
viewpoint.
Learners’ answers will vary but should
consider the qualities of a hero explored in
Unit 5, as well as the evidence from the extract.
9.6
1
2
Learning things
Speeches will vary but should be written for
a younger audience. They should consider
the characters and their actions, Ruby’s
motivation and courage, and the moral
message of the story.
Learners should adapt the ones previously
written for a younger audience to make it
appropriate for adults.
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Cambridge Lower Secondary English 8 – Creamer, Clare & ReesBidder © Cambridge University Press 2021