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