CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Learner’s Book
answers
1 Nature and humans
1.1
1
•
1
3
Notes will vary, but may include the following
ideas:
•
2
The leopard
a
Impressions of nature: nature is permanent
– the mountains are always there; nature is
beautiful and pleasant – the sun rising and
the sounds of the birds; nature is powerful
and impressive – the children climb ‘up to
the clouds’; nature is peaceful. It is also a
place to escape to (fewer thoughts)
Characters: Praveen and Ravi seem good,
as they are innocently enjoying a country
hike and appreciating nature; Toad and
Stinger come across as bad because of the
shot which may have harmed the leopard.
Summaries should include the following
ideas:
•
Praveen and Ruby are trekking up
a mountain in the peaceful early
morning.
•
They see the remains of a campfire.
•
They hear twigs cracking.
•
A shot suddenly fires.
•
They hide, then crawl towards the
sound of men’s voices.
•
They see three men and a leopard.
b
The tone changes on Praveen raises his
finger to his lips.
c
The tone becomes more tense, as the
characters are suddenly fearful instead of
relaxed. The action makes the reader more
aware of the danger / that something bad
may happen.
4
Learners’ answers will vary, but may include
the following ideas:
•
The use of verbs in the present tense
makes the story more immediate, as the
events are happening as we read.
•
The writer creates a relaxed and pleasant
scene of the dawn through present tense
phrases such as The sun rises and the air
fills as they are climbing up to the clouds.
•
As a result, the shot comes as a shock,
disturbing the peaceful scene. There is a
sense of the noise completely disrupting
the peace as it rings out and echoes . . .
disturbing the stillness.
Learners’ answers will vary, but may include
the following ideas:
•
The leopard is presented as a helpless
victim due to its injury and limp, which
makes it more unfair when the men
shoot it. It thuds to the ground, which
emphasises its dead weight and all its
power gone. Its legs are spread in front
of it makes it sound inelegant and lacks
respect for such a magnificent creature.
The velvet sheen of its coat is ruined by
the bullet wound.
•
The men sound like villains as they tower
over it, showing their power, but clasping
their rifles makes them seem weak as they
rely on weapons. Their lack of remorse
makes them seem evil.
•
The narrator uses reactions to show how
connected she feels to the leopard. She
screams instinctively as it is shot and then
collapses against a tree in shock. Her
anger is obvious as the mountain roars
with me, and this makes it clear that she
thinks it is a crime against nature. Despite
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her fear, she gathers herself to take a
picture to use as evidence against the men.
•
•
5
When the leopard has been shot, the
writer uses descriptive words to show
its beauty. The coat is covered in black
rosettes and has a velvet sheen, which
sounds luxurious.
The verb ‘snarling’ shows the leopard is
warning the men despite being injured.
The verb limp shows that the leopard
is injured and vulnerable so makes the
shooting seem more cruel and cowardly.
The verb thuds shows the dead weight of it
as it falls. The narrator is horrified, shown
by her instinct to scream and collapse.
3
cradle: to hold gently
4
And the mountain roars with me suggests that
not only Ruby but also nature itself is angry at
the death of the leopard.
The mountain is silent apart from howling wind.
This sentence ending the extract reflects the
narrator’s surprise at the discovery of the cub
but also her need to stay silent to protect it.
5
Learners’ answers will vary.
1.2
foliage: greenery (plants, shrubs, leaves, etc.)
Learners’ answers will vary, but may include
the following ideas:
•
The story shows how little the men care
for the natural world, as they shoot a
leopard and feel no remorse.
•
The writer creates a beautiful setting in
the early morning with the air filled with
birds and tweets and then shows how they
ruin it by needlessly shooting a defenceless
creature.
•
When the narrator says the mountain
roars with me she is showing that nature is
angry and disturbed by the shooting.
•
When the leopard is dead, the men do not
feel guilt, instead looking at its dead body
admiringly.
•
However, Ruby’s actions show that not
all people have bad attitudes to the natural
world as she is devastated by the shooting
of the leopard and stands up to the men
bravely. She also saves the cub and her heart
feels ready to burst with love showing how
deeply she cares for it.
The mysterious figure
1
Learners’ answers will vary.
2
Audio scripts should include details of the
tone in which the characters say lines and
sound effects to allow the listening audience to
understand what is happening. For example:
ruby:
(shouting urgently) Get back, Praveen!
toad:
(yelling) Give me that camera!
(Sound effect of camera being smashed against
a rock and Ruby howling)
ruby:
(desperately) No! All my photos are
stored on there. What have you done?
toad: (threateningly) What are you doing out
here?
garian: (angrily) Who are you working for?
Are you taking pictures of me?
1.3
ruby:
1
The eagle is described as isolated but powerful
as he is high up. He sounds old and wise. His
flight is dramatic. Learners should identify
these ideas in their own words.
2
a
(quickly) We’re here to take pictures
of wildlife. I’m hoping to be a wildlife
photographer.
(Awkward pause)
ruby:
(hissed) You killed it. You cowards.
toad:
I’ve had enough of this. Get them!
garian: Wait. Who the hell is up there with a
gun pointing at us?
(Sound effect of a gun being loaded and clicked
above)
2
The wildness of eagles
Techniques used include:
•
personification (He clasps the crag with
crooked hands / the wrinkled sea)
•
hyperbole (close to the sun)
•
simile (like a thunderbolt he falls).
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b
Answers should include explanations of
the techniques identified in part a, with
examples and explanations of their effect
on the reader. For example:
•
3
4
5
6
3
The poetry of Tu Fu
Notes on the poet’s life:
Main points
Subsidiary points
Born CE 712 in
China
Born in Henan
province
Mother and elder
brother died when
he was young
Had a number of
siblings
Started writing
poems as a
teenager
Earliest surviving
poem is CE 735
Failed the Imperial
Exam in CE 735
Meant he couldn’t
be a civil servant
Met the poet Li Po
in CE 744
Studied history and
literature
Married in CE 752
Had five children
War broke out and
famine in CE 755
Youngest child
died and 35 million
people died in ten
years
Moved around
China for years
and worked for the
emperor
Wanted to return
home to the Henan
province but didn’t
get there
Beautiful coat
Wrote his best
poems at the end
of his life
Wrote 400 poems
at this time
Golden eagle / weighs
7 kg / fearsome hunter
Died in Tanzhou at
age 58
Higher into the Hills
Crooked
hands
Razor-sharp talons
He stands
Impressive hooded eagle
He watches
Big bird / two-metre
wingspan
Like a
thunderbolt
he falls
Fly at speeds
Answers may include some of the following
ideas:
•
1
The eagle is described as a powerful
but isolated figure. The alliteration
‘He clasps the crag with crooked
hands’ makes him sound old and wise
as he surveys the world from high
up ‘close to the sun in lonely lands’.
This exaggerates how high he is. The
mighty sea is personified and made to
sound weak compared to the eagle,
as it is personified as ‘wrinkled’ yet
it ‘crawls’. His sudden descending
flight is powerfully described using
the simile ‘like a thunderbolt’ as he
swoops down.
‘The Eagle’
•
1.4
2
The language used in the poem is more
figurative. The poet uses alliteration
(clasps the crag with crooked hands),
similes (like a thunderbolt) and
personification (wrinkled sea beneath
him crawls).
In the prose text, the language is
plainer and offers more facts such as
measurements like two-metre wingspan.
Learners’ answers will vary, but learners
should consider which text is more exciting/
creative/imaginative and which is more
factual/informative.
Learners’ answers will vary.
3
a
He means they are carried along by the
water.
b
The spiders are ruthless, like people
working in business who get what they
want.
c
It means he does not like the way the
world works and has lots of negative
feelings.
Learners’ answers will vary, but may include
the following ideas:
•
It means that animal behaviour as
described has equivalents in human
society.
•
It is mostly to do with some people
ruthlessly taking advantage of others and
exploiting their weaknesses.
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4
5
Discussions may include the following ideas:
•
How varied sentences are used: longer
sentences using enjambment (for example,
lines 1 and 2 put stress on Long time).
•
Shorter sentences: It is quiet too and
I am happy here often used to convey
contentment.
•
Longer sentence beginning When
someone calls . . . indicates action and is
more positive in tone. Shows the healing
qualities of the house by the river.
•
Last two lines are humble – two short
sentences.
•
The way that the lines are split means
there are pauses and the poem is slower in
places. This reflects the ill health and slow
pace of life of the narrator.
4
Nature as aggressive: nature is presented
as aggressive in ‘Loneliness’, as the hawk
is hovering to catch birds, and the spider
spins a web to catch prey. However,
‘Visitors’ presents nature as much more
peaceful as the house by the river is quiet
and he feels rested.
•
Nature can have a positive effect on
humans: in ‘Visitors’, nature is seen
to offer peace and tranquillity, which
improves the narrator’s health – he is
brighter and more rested. A simple life
is presented. However, in ‘Loneliness’,
nature is not presented as positive, as the
narrator is clearly unhappy and lonely.
•
Nature is beautiful: in both poems, nature
is presented as beautiful in some ways. The
white gulls float on the stream is peaceful
as they are unaware of the hawk above
them. Likewise, although the spider’s
web is deadly, it is also in the beautiful
dew which sparkles in the grass. There is
less description in ‘Visitors’ but there is
some beauty suggested in the river and my
thatched hut because it is simple and quiet.
•
The voice of poem is sad: the narrator
seems sad in ‘Loneliness’ as he does not
like the way the world works and seems to
feel isolated from it. However, in ‘Visitors’,
the narrator seems content because he feels
better and enjoys the simple life he leads.
•
In ‘Visitors’, the narrator seems thankful
for the simple life by the river and the joys
of fresh vegetables given in friendship. The
use of possession in ‘my straw hat’, ‘my
thatched hut’ and ‘my son’ add to the idea
of simple things in life make him happy
at this stage of his life. His house, his
simple possession and his family are what’s
important to him now. In ‘Loneliness’,
however, the narrator does not seem
thankful, as he feels isolated and lonely.
Discussions may include the following ideas:
•
6
•
Effect nature has on humans:
‘Loneliness’ presents nature rather
negatively whereas in ‘Visitors’ nature is
presented as peaceful and healing.
In ‘Loneliness’, the white gulls are
unsuspecting and unaware that they are
about to be pounced on by a predator.
This is likened to the behaviour of human
society as though we reflect nature. This
poem exposes the cruelty of nature and
humans. In ‘Visitors’, nature is calm and
soothing. It has the effect of making
humans kind and hospitable.
•
The viewpoints:
The narrator in ‘Loneliness’ seems bitter
and resentful. He/she is lonely and
isolated and seems to be blaming the
world. The narrator is unhappy.
The narrator in ‘Visitors’ seems gentle
and accepting of their ill health. There
is a sense that the narrator is grateful for
the small things and does not have any
bitterness or anger. The narrator is happy.
•
The purposes:
‘Loneliness’ seems to be warning the
reader to be more aware of the cruelty
and ruthlessness in the world.
‘Visitors’ seems to be asking the readers
to consider the benefits of peace and
solitude. It extols the virtues of a simple
and uncomplicated life.
Answers may include some of the following
ideas:
7
Answers should be clearly split into
preparation notes and an extended answer
of 150 words. Answers should choose clear
examples of language and explain how they
present nature in the poem. Some of the
following examples may be included: spring
in the mountains; chopping wood echoes;
silent peaks; icy; snow; sunset; stony mountain
pass; aura of gold; silver ore; gentle; tamed;
forgotten, hidden; empty boat, floating, adrift.
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1.5
1
Destroying the planet
Learners’ answers will vary, but may include some of the following ideas:
First text
Second text
No one is to blame fully as climate change
is natural.
Humans are to blame.
Main points
Earth is changing naturally.
Earth does change over time, but the changes
are happening faster due to humans.
Humans cannot influence Earth’s movement. Greenhouse gasses have increased, causing
Earth to heat up.
2
3
5
The angle of the Earth changes the climate.
Earth is heating up ten times faster than ever
before.
The way the Earth orbits the sun influences
climate.
Ice is melting.
Seasons change as a result of the Earth
changing its position.
Sea levels are rising.
Climate change happens naturally.
There is more extreme weather.
Humans are victims of climate change not
the cause.
97% of scientists blame humans for climate
change.
•
In the first text, many of the main points
are the first sentence in each paragraph.
•
In the second text, they are sometimes the
final sentence in the paragraph but also in
the bulleted list.
•
The first text only uses a headline. It is
quite a formal text. The second text uses
a headline and subheadings. It also uses
bullet points. It is a less formal text and
perhaps has appeal to a wider readership
so helps the reader find their way around
the text more.
Example
Purpose
Although it’s likely
that . . .
Introduces a
contrasting idea.
However, it also
works . . .
Introduces a
new part of the
argument.
. . . therefore, it’s a
natural process
Concludes a point
Hence, the ice caps
melt
Concludes a point
4
5
Answers should include examples for some of
the following ideas:
•
Comparison of the more formal language
used in Quotation A to create a detailed
explanation. In contrast, Quotation B
uses more straightforward vocabulary, but
also more emotive language (suffers
suffer).
•
Use of semi-colon in the first quotation to
link cause and effect. Use of capitalisation
of FACT in second quotation.
•
Complex sentence structures in the first
quotation compared to simple sentences
in the second.
•
Exclamation marks are used to make the
writing more dramatic.
Answers should be a clear rewording of the
main ideas of the article in more informal
language. The second article should be used to
generate ideas about vocabulary, punctuation
and sentence types. Answers to Activities 2
and 4 should be used to prepare this answer.
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1.6
1
Tsunami
•
Answers may include some of the following
examples:
epicentre: a precise point
5
The second sentence is more dramatic, as it
starts with the house shaking. This gives the
idea of the three children more impact as it is
clear they are in danger. The first sentence is
just factual and lacks excitement.
6
Learners’ answers will vary but should use the
example from Activity 4 as guidance.
residents: inhabitants
constructed: built
precaution: safeguard
evacuated: left because of danger
designated: nominated
anguish: anxiety/torment
congregating: gathering
2
Check your progress
1
Past tense verbs look back on what has
happened. Present tense verbs make the action
more immediate and exciting. For example,
‘the lion roared aggressively’ and ‘the lion
roars aggressively’.
2
A drama script is written as a dialogue
with additional instructions such as stage
directions, whereas prose writing is written as
continuous prose.
3
simile, metaphor, personification
4
The punctuation in poetry can create pauses
when lines have a punctuation mark at the end
(end-stopped) or where punctuation is used in
the middle of the line (caesura). Poets also use
enjambment (where one line continues into
another line with no punctuation) to create a
sense of movement or change in pace.
5
Learners’ answers will vary, but an example
would be: ‘I do not like cakes because they are
too sugary, so I eat fruit instead.’
6
Looking at the words around it to work out
the meaning in context.
Answers may include some of the following
examples (timings may vary slightly):
7.55 pm – the house began to shake
7.58 pm – the house stopped shaking
7.59 pm – the sea started to rise and crash into
the coastline about 2 metres high
8.00 pm – they went into the bedroom
8.05 pm – they evacuated the house and went
to the designated secure zone
8.15 pm – at the community’s designated
secure zone
3.15 am – still at the secure zone. The
electricity cuts out in the town
3
Learners’ answers will vary.
4
Notes may include some of the following
ideas:
•
•
6
There is more focus on fear in the second
quotation: absolute fear . . . Men, women,
children: all of them.
There is more variety of sentence
structures in the second quotation as it is
longer and more detailed. This allows it to
speed up the pace.
Looking up the origins of a word (its
etymology) to 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.
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2 ‘Grandmother’s Song’
2.1
1
2
3
4
Life in the village
Answers may include some of the following
examples:
•
The setting is dramatic and contrasting:
high mountains, gentle slopes.
•
The setting is beautiful: glistening rocks.
•
The use of colour: emerald green trees,
new green shoots, milk-white lilies.
The patterns link the present with the future.
For example, They planted . . . then they
watched as new green shoots sprang . . . This
links the work of planting with the result in
the future of the crops growing. Also They
gathered . . . then took them to market . . .
again shows the cycle of work developing into
the next stage. It shows actions have results.
Learners’ answers will vary, but may suggest
that the comparison to delicate blossoms
suggests that the granddaughter is young and
innocent, pretty and sweet.
1
Granddaughter
Stood proud and
tall
Delicate as the
blossoms
Downy cheeks
stretched smooth
and plump
Tiny, bow lips
Eyes were deep
and warm brown
. . . sad but also
kind
Wide-open
eyes . . . black
and clear
Powerful legs and
sturdy feet . . .
rooted her to the
earth
As she played she
trembled
Arms were strong
and her hands
graceful
She shook and
shivered
Prediction: the grandmother may get older
and weaker; the granddaughter may get
stronger and braver.
5
Answers may include some of the following
examples:
2.2
Grandmother
Answers may offer explanations of some of
the following examples:
•
as delicate as the blossoms
•
wide-open eyes shone black and clear
•
tiny, bow lips looked as if she ate
strawberries all day long
•
her heart fluttered
•
she shook . . . like dry leaves rustling in a
sack on a windy afternoon
•
she shivered and shook as though it were
a huge bear.
Making progress
Learners’ answers will vary but may include some of the following ideas:
Paragraph
What happens
What it shows
1
Granddaughter returns; grandmother
hugs her, sings to her, tells her she
knows she is scared.
Grandmother cares deeply for the girl;
understands her. Granddaughter still
has to get over her feelings of fear.
2
Grandmother holds granddaughter on
her lap and strokes her head. She tells
her that she is stroking trust into her
from her female ancestors.
It shows that she wants her granddaughter to follow in the footsteps of
her strong female relatives.
(continued)
7
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Paragraph
What happens
What it shows
3
Granddaughter feels filled with
warmth, and she relaxes and falls
asleep.
It shows the strong effect that her
grandmother’s words have on her.
4
A group of children run up to granddaughter noisily and ask her the way
to the river. She is afraid but does not
show it. She points them in the right
direction.
It shows that she is getting braver and
facing up to her fears.
5
In the evening she tells grandmother
and she is pleased with her. She tells
her she has courage and has made
progress.
It shows that grandmother encourages
her and knows that she will take small
steps.
2
Learners’ answers will vary, but should use
some of the ideas noted in Activity 1 using
examples from the text to illustrate the ideas in
the third column.
3
Learners’ answers will vary, but should include
explanations of clear examples that show the
power and effect of the grandmother’s direct
speech. Examples might be:
•
•
•
8
Repeat of I can feel . . . shows her
connection to her granddaughter is very
powerful.
Repeat of the word trust makes it feel
as though she is implanting it in her
granddaughter as though she is casting
a spell.
•
Grandmother says that helping others
makes you stronger and braver using
similar words to when she said the world
is frightening for those without courage
earlier on.
•
The hummingbird allows granddaughter
to move forward / make progress in her
attempts to be braver.
2.3 Growing up
1
Learners perform the extract. Check that they
speak with confidence and use non-verbal
forms of expression.
2
a
The word snarled makes the man sound
very aggressive as we usually associate
snarling with wild animals.
b
Muttered makes it sound as though
he is annoyed at the granddaughter’s
interference.
Declaration of That’s progress! shows her
positivity and pride in her granddaughter.
4
Learners’ answers will vary.
5
Learners’ paragraphs should include some of
the following ideas:
c
The grandmother is delighted – shown by
her short exclamatory sentence.
•
The hummingbird may remind the reader
of granddaughter earlier in the story.
d
She sang makes her sound happy.
•
Granddaughter helps the hummingbird
in the same way that her grandmother has
helped her.
3
The dialogue should include details of the
tone in which the characters say lines.
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4
Answers may include some of the following
ideas:
Example of
figurative language
Meaning and effect
Trembling granddaughter sensed a
strange pride pour
through her body.
Personification is
used to compare
the feeling of pride
to a liquid – ‘pour’
suggests a large,
fast-moving
quantity. The effect
of this is to show the
reader how much
the granddaughter
has developed from
a hesitant girl to
one whose positive
emotions now move
freely and quickly
through her.
She stroked trust
and courage, skill
and dignity into
trembling granddaughter.
A metaphor is
used to show how
grandmother’s
actions have a
positive effect on
granddaughter.
She understood
well the language
of grandmother’s
hands.
The metaphor is
continued as grandmother’s stroking
communicates
clearly to her.
5
Key events: showing the children the way to
the river; helping the hummingbird; helping
the boy accused of stealing.
6
a
Learners’ answers will vary.
b
Learners’ endings may include some of
the following ideas:
1
Lights the fire. (Links to her grandmother
keeping her warm as a child in Extract 3.)
Boils water and cooks for her. (Links to the
grandmother teaching her to plant and gather
food in Extract 1.)
Washes and brushes her hair. (Links to her
grandmother stroking her head as a child in
Extract 3.)
Massages her feet and hands. (Links to the
description of her grandmother’s sturdy feet in
Extract 1. Links to her grandmother stroking
her as a child.)
Walks holding her arm to support her. (Links
to the description of the grandmother’s
powerful legs in Extract 1.)
2
a
It symbolises grandmother dying and
leaving granddaughter.
b
Grief striking like lightning; trembling
like a raging storm; crying like a river.
c
The writer used these images because
they represent the power of grief – it
is a natural and strong emotion that
cannot be controlled easily. The reader
feels sympathy for granddaughter and
empathises with her grief.
3
Learners’ answers will vary, but should link
back to the idea expressed in Session 2.3
Activity 6 b.
4
a
Spanish and North American
b
It amazes him.
c
independence from Spain
•
Grandmother gets older and more
frail, so granddaughter has to look
after her.
d
decorate buildings with flowers, play
sports games and have parades (also,
firework displays)
•
Granddaughter continues to face and
overcome challenges, making more
and more progress.
e
guitars and drums (also trumpets)
f
He identifies with his cultural heritage.
•
9
2.4Climbing the mountains
alone
Granddaughter faces a very serious
challenge where she has to act very
bravely to save her grandmother.
5
Learners’ answers will vary.
6
Answers should give a clear personal
response to the story and discuss how the
events affected them as a reader. They should
include some explanations of the story’s wider
messages and explore the main theme: the
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importance of human touch in encouraging
well-being, confidence and trust.
2.5
1
a
b
2
Celebrating grandparents
We are influenced by our older relatives as
children, and we in turn influence those
who come after us.
Main points
Subsidiary points
from Poland
tall and handsome
captain in the army
looked good in his
uniform
chose to take his
wife and both their
families to safety
abroad
Listening to children helps them understand
what they are feeling deep inside.
the Russians took
over the part of
Poland he lived in
had to make a difficult decision
used cars, trains and
walking to get to
England
She is showing love and protection through
‘scooping her up’ and ‘hugging her’.
•
Sitting her ‘on her lap’ and stroking her
‘like a cat’ is soothing and shows she is
giving her attention and love.
•
She has learnt to care and show
tenderness from the way that her
grandmother has shown it to her so the
cycle continues.
•
This shows that through her
grandmother’s loving touch she builds her
granddaughter’s confidence and character.
6
•
This shows that the love is cyclical and the
granddaughter repays the grandmother’s
love.
2.6 Comparing texts
used his money to
buy train tickets for
the family
made his way across
Europe for a month
to reach England
1
This shows that because they were so
physically close, she can still feel her
grandmother’s presence.
•
Learners’ answers should include a plan,
organisational features and use formal
language.
Discussions will vary, but may include:
•
The softness of her hair shows love and
tenderness.
•
The delicacy of her head shows how frail
she is.
Human growth: instead of running away;
that’s progress; this is progress; you stood
tall between the earth and sky; her song
went so deep; she grew up into a strong
and confident woman; granddaughter has
become a grandmother many times now.
•
The last line shows the cyclical nature of
care in relationships.
•
The poem is a memory but is very detailed
so is clearly an important one from the
past.
The cycle of life: held the hummingbird
with the same tenderness as her
grandmother had held her; this is my gift
that I am stroking into you. It is also a gift
of my grandmother; now granddaughter
had children of her own.
•
The link between the hair and the silk of
the wedding dress.
•
She is referred to as a widow so there is a
hint of sadness from the past.
•
Her hair in the past was chestnut and
thick. Shows the changes time brings.
•
My mother’s mother shows the
generations.
a
But there is a photo of her / Sitting swathed
in hair / That I imagine chestnut from the
black and white, / Long enough to sit on.
Quotations might be:
•
10
5
Learners’ answers will vary.
•
•
3
4
•
Memory: no one even remembered that she
once ran from armadillos; Grandmother’s
spirit is all around us.
•
Wisdom of older people: rooted her to the
earth, like an ancient tree; I have to go on
alone.
2
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b
Answers may include some of the
following:
•
3
4
11
Granddaughter changes from being
very nervous and timid to being brave
and strong.
Check your progress
1
through description of the location and the
scenery, animals, people, buildings etc.
2
through direct speech; by describing their
thoughts
3
by varying the tone, volume, pace, or
emphasising words
•
As she is growing up grandmother
uses her experiences to teach her to
be brave.
•
She then looks after her grandmother
when she is old.
4
any example of a folk story (including
‘Grandmother’s Song’)
•
She is devastated when grandmother
dies but feels her influence and
presence. She becomes a
grandmother herself.
5
growing old; the cycle of life; developing as
a person; the wisdom of age; the power of
human touch
6
a simple storyline; a journey; characters who
are good or bad
•
Both granddaughters are very loving to
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.
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.
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3 Strange islands
1.1
1
The mystery of Oak Island
4
Learners’ answers may include: Michigan’s
main men and coolest kids; local heroes;
successful businessmen; if anyone can do it, the
Lagina brothers can!
5
•
Non-standard English includes: findin’
treasure!; unearthin’ the secrets of Oak
Island; gettin’ their paws on Cap’n Kidd’s
buried treasure; cool!; searchin’; Go get
’em, boys!
•
Explanations will vary, but should
focus on the effects of the informality,
acknowledging that the text is aimed at
young readers.
Answers should form useful notes of key
points:
1799: Daniel McGinnis – found stones /
evidence of tools / dug 9 metres / stopped due
to strange feeling
1909: Gold Salvage Group – dug 34 metres /
found nothing
1969: Triton Alliance – dug 72 metres /
claimed camera recorded chests and tools /
hole collapsed and project stopped
2006: Lagina brothers – findings include coin
and sword but no treasure
2
They have spent a great deal of money but
found very little so it was not worth it.
6
Comparisons should mention the following.
•
In the first article there is little emphasis
on the brothers’ themselves, other than
their names, whereas in the second, they
are presented as local heroes.
•
The first article suggests that their
progress has been disappointing and they
have not achieved anything, whereas
the second article calls their discoveries
startling and thinks they are cool.
•
The first article suggests that they have
wasted their money whereas the second
describes them as successful businessmen
and hunters instead.
•
The first article is saying they should give
up whereas the second encourages them
to continue with the treasure hunt.
•
The first article uses rather plain
language describing their findings as
‘items, including a coin and a sword’
with phrases such as nothing like the huge
hoard of treasure conveying the writer
is unimpressed. In contrast, the second
article uses more effusive language such
as local heroes and Cool! to show
that their actions are admirable and
being celebrated.
3
Example
Technique
Comment
an open
secret in
the world
of treasurehunting
oxymoron
This explores the
idea that everyone
knew about Oak
Island’s supposed
treasure, but also
that treasure hunting
is full of mysteries
and secrets. It makes
it seem a challenge
that everyone wants
to overcome.
Like a mag- simile
net, it has
drawn many
people to it
The island first
captured
people’s
imagination
almost 400
years ago
personification This could be interpreted in two ways.
Either the island is an
attractive place, or it
is a dangerous place
that causes problems
for treasure hunters –
it traps them.
hyperbole
the whole
world
has been
intrigued by
the island
12
This shows that the
lure of finding treasure is very powerful
indeed.
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
Subsidiary features
Strange feature
Skorpios, Greece
Sandy beaches
Aristotle Onassis bought it
in 1963
None
Forests with 200 types of
trees
Large luxury resort built in
2018
In 2011, only 5 people were
living there
Celebrity parties used to be
held there
It has a helipad
Okunoshima,
Japan
Full of tame rabbits but
uninhabited by humans
Used to be a chemical
testing site
There’s a museum
dedicated to poison gas
on the island
Rabbits
Most snakes are golden
lancehead vipers
Snakes
Museum of poisonous gas
Snake Island,
Brazil
The largest number of
snakes in such a small
place
Uninhabited
Illegal to land boats
The island used to be
inhabited by humans
There was a lighthouse
there until 1920
Poaching is a problem
Island of the
Dolls,
Mexico
3
Situated in the Xochimilco
canals
Don Julian Santana Barrera
is thought to have put the
doll collection there over a
There are hundreds of dolls
50-year period until 2000
placed on the island
Short sentences and ellipsis (that’s right . . .
dolls) creates a sense of disbelief.
Question (creepy, eh?) invites reader to share
sense of horror.
change the landscape constantly. There’s only
one solitary tree because the wind blows them
all over! The island is known as ‘the graveyard
of the Atlantic’ because so many ships have been
wrecked there. You will not find many people
who want to live in such a desolate place but
there are lots of wild horses galloping around.
Dashes (– or parts of dolls –) adds gruesome
detail for shock effect.
Strangeness rating: 2/5 – Too windy and lonely
for us!
Exclamation mark (or at least parts of dolls!)
adds drama / a sense of horror.
4
Learners’ answers will vary, but should be
modelled on the original text. Example
answer:
5
Where? Canada
What’s there? On Sable Island, near Halifax,
you’ll be lucky not to be blown off your feet!
Literally! The winds are so strong there that they
Learners’ answers will vary.
3.3
Sable Island
13
Dolls
1
Treasure Island: Meeting
Ben Gunn
tint: colour
out-topping: taller
singly: on their own
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clumps: grouped close together
a gen’leman born than in these gen’leman of
fortune.
vegetation: foliage (leaves, trees, shrubs)
sheer: steep
jim: (confused) Well, I don’t understand one
word that you’ve been saying. How am I to
get on board?
pedestal: platform
ben:
Learners’ answers will vary, but the maps
should show details from the extract and from
learners’ own imagination.
(A noise in the distance)
configuration: shape
2
3
4
a
three years
b
Ben is very darkly sunburnt but has light
eyes.
c
Marooned means left behind on an island
with no way to escape.
d
Ben was left on the island after his ship
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.
•
•
•
5
6
The way he refers to himself: ‘poor Ben
Gunn’ shows he feels he has had a terrible
deal. He always uses his full name –
perhaps it has helped him remember his
identity before being marooned.
ben:
jim:
We need to keep left, left . . . keep to your
left hand, mate . . . Jim! Under the trees! I’m
coming with you!
4
Learners’ answers will vary.
3.5
Predictions will vary, but should use the
information provided.
2
pitch-black: extremely dark
palms: a type of tree with a tall vertical trunk
and fern-like leaves on the top
delicate crystal chimes: hanging glass pieces
chinking together musically
particles: small grains
lulled: soothed
nestled: snuggled
hillocks: small mounds
tide pools: large puddles of sea water left on
the sand
3
a
Learners’ answers will vary.
3
Learners’ answers will vary, but should be
modelled on the original text. Sample answer:
ben:
Just you mention tell this to your squire,
Jim. You say this: Gunn is a good man, and
he puts a precious sight more confidence in
Simon is missing his mother: I wish Mami
were here.
Maya is also missing her mother: Her
heart ached.
She is also missing her father: Tears welled
up in her eyes at the thought of her father.
Treasure Island: The play
2
Singing sand
1
Learners’ answers will vary.
Learners perform the script.
They have begun to fight! Follow me.
ben:
The use of contractions: ‘I’m’, ‘haven’t’,
‘you’re’, ‘here’s’, ‘let’s’ all informal and
suitable for direct speech.
1
Hi! What’s that?
(loud cannon fire erupts)
Non-standard English: he uses words like
‘mate’, ‘these three years’, ‘so much I’ll
tell you’ etc. Makes his dialect ‘apparent’
as it is not standard English. He also
sounds uneducated and the language is
very old fashioned such as ‘nigh on’.
Monologues will vary, but should explore Ben’s
feelings about being marooned by the other
men. Details about the island should be used
to support the ideas about food and shelter, as
well as what he thought may happen.
3.4
14
If the worst come to the worst, we might
try that after dark.
They both get happier: suddenly Maya and
Simon both felt more cheerful.
b
There is a jungle behind them and the sea
before them.
There are palm trees moving in the breeze
at the edge of the beach.
The sand seems to sing as it moves.
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There are pools of water on the beach.
•
Helix seems to be warning Maya that she
might not find help on Tamarind.
•
Helix seems to be very wary about what
he says and is holding things back.
There is a bright moon.
c
Answers may include some of the
following ideas:
•
•
•
•
Personification – muggy breath of the
jungle – shows how hot and humid it
is but also makes the jungle seem alive
and mysterious.
•
Why he seems to doubt that they will finds
their parents.
•
Why he is interested in the logbook and
what he read in it.
15
Metaphor – little hillocks of moonlight
– describing how the shapes of the
sand look almost moonlike. Gives it a
feeling of a dreamy otherworld.
Simple: Maya knelt down ... pools. This
simple sentence describes her movement
concisely.
Check your progress
1
Hyperbole is exaggeration. Example: ‘The
whole world has heard about . . .’
2
Writers use informal language with
contractions, or deliberate misspelling to show
how a word is pronounced. They also use
dashes and exclamation marks.
3
He was left on the island three years earlier by
the rest of the crew after they failed to find the
treasure.
Compound: The pools stretched out down
the beach, and ... moon. This compound
sentence gives an overview of the scene.
Complex: As she watched ... jagged
pieces. This complex sentence slows the
writing down and allows the writer to
develop a mysterious atmosphere through
describing what is happening in detail.
6
Learners predict how the story might develop.
He was scared as he watched the ship sail away
and disappear.
He made a shelter in a clump of bushes.
He made a fire and drank seawater.
He survived on berries and fruit.
4
Scripts are written and laid out as dialogue.
Scripts have stage directions containing guidance
for the actors on how to move or speak.
Helix
Scripts may contain sound effect details.
1
Learners’ answers will vary.
2
a
desperately/loudly/angrily/petulantly
b
quietly/hopelessly/nervously
c
sincerely/sadly/wistfully
Answers may include some of the following
ideas:
•
Suggestions about why Helix is alone.
Why Helix has told Maya things are
different on the island than where she
comes from.
Answers should use the example as a guide.
3
•
•
5
3.6
Answers may explore some of the following
ideas:
Metaphor – tears welled up –
exaggerates the amount of tears and
stresses her strong emotions.
Answers should give a clear example of each
sentence type with an appropriate explanation
of its effectiveness.
•
4
•
•
4
Simile – like thousands of delicate
crystal chimes – adds a magical feeling
as though the island is enchanted.
Helix appears to be thoughtful as he
moves away with Maya but reassures her
that they will keep her brother and sister
in view.
5
Genre clues help the reader to anticipate what a
story may be about and what kinds of things will
happen, for example, fantasy, Science fiction.
6
Sound out the word by reading aloud each
letter or syllable using phonetic knowledge.
Use knowledge of word patterns, for example
knowing that y on the end of a word becomes
ies when pluralised.
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4 T
his is the modern world
4.1
1
The birth of the internet
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.
Structure
Formality of
language
Use of
punctuation
Article 1
Article 2
•
Uses heading and subheadings.
•
Uses heading only.
•
Has an introduction in italics.
•
Goes straight into the article.
•
he paragraphs are mostly short
T
and there are 6 of them.
•
here are three longer
T
paragraphs.
•
It uses lots of rhetorical questions. •
There are no rhetorical questions.
•
It is mostly chronological but does •
move around a bit.
•
both articles use images.
he information is organised
T
logically giving a chronological
account.
•
Includes a mini timeline at the
end as a summary.
•
he article uses informal language •
T
and addresses the reader directly.
•
It uses informal words and
phrases such as crazy I know! and
daddy!
•
It uses brackets for chatty asides.
•
•
It uses dashes to add extra
information.
rackets are used to explain
B
acronyms.
•
There are no dashes.
•
se of exclamation marks to make
u
the text more immediate.
•
both articles use images.
•
he language is formal
T
throughout.
There is no informal language.
Learners answers will vary but they should cover some of the features highlighted in the table.
16
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5
Learners’ answers will vary, but should include
the features outlined in the bullet points and
show evidence of research from different
sources. The content and tone should be
suitable for the target audience of people aged
over 70.
4.2
1
2
Phone problems
Notes and learners’ responses will vary but
may include:
a
In Script 1, the words used are fairly
straightforward with some slang such as
‘yeah’ and ‘stuff’. In Script 2, the language
is more complex (for example, ‘educational
purposes’ and ‘social interaction’). It has
no slang and is more polite.
b
The tone is casual in Script 1, as she is
talking to a friend and is relaxed. She
speaks in fragmented sentences shown by
the use of dashes. In Script 2, she speaks
in full sentences and addresses the teacher
formally. She is less relaxed in script 2 and
seems more eager to impress the teacher.
a
Samir: relationship between parent and
child changed; daughter became obsessed
with phone; daughter became less
sociable; spent time watching silly videos;
affected schoolwork and exam results;
phone took over her life; do not allow a
child to have a phone.
Liu: children’s lives improved; phones
allow them to engage with the world;
phones make them more intelligent and
knowledgeable; phones provide them
with activities; no point in trying to
stop children engaging with technology;
children have a right to a phone.
17
2
b
Learners discuss their responses to the
texts.
3
a
Answers may include the following ideas:
•
Technology replaced childhood
creativity such as drawing.
•
Digital activities tend to be
private/secret.
•
There are secrets kept from parents
due to passcodes.
b
4
•
Technology has made young people
better at communication.
•
Her daughter is good at reading people.
•
Technology allows knowledge to be
accessed easily.
•
Her daughter has learnt two languages.
•
Children engage with global issues.
•
Technology encourages young people
to care.
Learners should recognise that this text
is more balanced than Samir’s and Liu’s
views. The writer acknowledges concerns
and potential issues, but is generally in
favour of technology.
Speeches will vary, but should include ideas
from the texts featured in this section, as well
as learners’ own.
4.3
Predicting the future
1
Learners discuss the predictions.
2
Answers may include the following ideas:
•
Vocabulary: formal or technical
vocabulary and less formal vocabulary.
•
Punctuation: question marks, exclamation
marks, ellipses, brackets, dashes, etc.
•
Sentence types: questions, exclamations,
one-word sentences, short sentences,
complex sentences, etc.
3
Learners’ answers will vary.
4
•
This is a serious text designed to persuade
people that the future of technology may
be dangerous.
•
Effective language and grammatical
features include: the concerned tone, which
builds throughout the article; the sense of
urgency in the one-word sentence Now.,
and in the rhetorical question, Where will it
end?; emotive language such as fills me with
anxiety; . . ., become the slaves; . . . I fear
it’s too late; the hopelessness of the final
sentence: The future is here already.
5
Responses will vary.
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4.4
1
A dystopian future
4
Learners’ answers will vary.
Notes will vary but may include:
5
Learners’ answers will vary.
•
4.5
There is not much detail about the
characters in The Queue; none are named
except Yehya (a man) and a investigative
journalist (at the end) which makes them
seem anonymous, as though individuality
is not important, although the journalist
is likely to be important in uncovering
the truth.
The characters seem powerless and those
in control hide behind companies and
organisations.
•
•
•
•
18
1
Maps should show the following details from
the text: the tree, the ivy-clad walls of the
compound, the wooden building in the entire
north-east corner, the grove of trees in the
south-east, the farm area with fields spread
across the north-west quarter, the animal
pen/area in the south-east corner, concrete
building 6 metres south of centre.
2
a
This sounds eerie and sinister because of
the shadows and the ivy.
b
This emphasises the noise the animals
are making, as if they are disturbed by
something.
c
This makes it seem as if there is
something evil or unpleasant behind
the door. Because it is iron, we get the
impression that it is there to keep people
out.
In Leila the characters are a family –
mother, father and child. They are
presented as a unit. The other characters
are described as ‘a gang’ so act as a group
rather than individuals. There are clearly
good and bad characters.
The plot of The Queue is quite
complicated and involved. The characters
do not understand many things about their
society and how it works. The journalist
seems to be an important character.
Leila has a plot that involves a family
being split apart because they have broken
the social laws about not mixing with
other communities. But there is hope as
Leila and her nanny escape so may be able
to resolve it.
Both settings are in cities in a dystopian
future, although in different countres.
They both have very controlled societies
where there are rules that must be followed
set by rulers that are not seen. Both seem
to make life very difficult for people.
The Glade
3
Learners’ answers will vary.
4
Example alternatives:
huge: massive
revealing: unveiling
shocked: awestruck
bigger: vaster
deep: cavernous
beginning: originating.
5
Learners’ answers will vary.
2
Learners’ responses will vary.
4.6
Closing doors
3
a
It explores ideas and events that many
humans may fear could come true in the
future.
1
•
b
Dystopian fiction tends to take its
inspiration from the society in which the
writer lives and their experiences of that.
The reader does not know: why the boy
is in such a hurry; why the people look so
ragged and weary; what they are doing in
the maze – what is in there; what is inside
the metal door and why they are going in
there.
c
How people respond to dystopian
fiction varies according to their own
circumstances and society.
•
This heightens tension and makes the
reader share his curiosity about what
is going on; it adds a sense of mystery;
it makes it quite sinister and makes the
reader fearful.
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2
Learners’ answers will vary, but may explore
the following structural and image choices:
The big door finally popped open . . . ; deafening
squeal of metal against metal; his mind
churning; creepy old building; Goosebumps, a
disquieting chill; use of complex sentences; the
tone shift after the door has shut.
3
Learners’ answers will vary.
4
Learners’ answers will vary but should focus
on the bullet points, offering some clear
examples from the text.
5
Learners’ answers will vary.
Check your progress
1
You should consider the age of your audience
and the purpose of the text.
2
rhetorical questions, emotive language, direct
address to the audience
3
tone, vocabulary, punctuation, sentence
structures
4
It is fiction set in a future world where things
have got worse for the human race.
5
Use complex words in formal texts but use
them naturally. Be careful that you do not
use too many complex words as it can make
writing seem stilted or forced.
6
Learners’ answers will vary but should
consider how writers build up tension and
elicit reader response. Writers can reveal or
withhold information to create tension.
Writers can reveal or withhold information to
create tension.
19
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5 Heroes
5.1
Defining heroes
1
Odysseus is the ideal hero because he
overcomes many obstacles and challenges
over ten years and shows bravery and
resilience. He never gives up.
a
b
c
d
Modern heroes may include people
fighting in wars, people who stand up to
discrimination or people who save lives
and rescue people.
Leadership, loyalty, determination,
bravery, selflessness and a willingness to
take massive risks when needed.
unselfish, brave and willing to give up their
lives for others.
5
Learners’ responses in discussion will vary.
3
Young people think celebrities are heroes.
conjunctions: and, or, although etc.
•
imperatives: Ask a young person . . .; think
about the . . . ; Check out . . .; The heroes
we must admire . . .
•
modal verbs: may, must.
Learners’ answers will vary.
5.2
1
It means that people tend to admire
heroes who have the sorts of qualities and
strengths that they would also like to have.
So, they wish they were like their heroes.
2
•
2
Celebrities have done nothing heroic.
a
The minor sentence shows that he is
speechless so can only express himself in a
fragmented way as he takes it all in.
b
Describing it as a madhouse shows how
chaotic and disorientating it is. Nothing
seems to make much sense.
Answers may include some of the following
ideas:
•
Simile: like electronic, coloured rain:
captures the vibrancy of the scene but
also its unnatural, human-made qualities.
•
Use of commas: long sentences listing
what he can see adds to the effect that he
is being visually bombarded.
•
Short sentence: A whole world of neon
(also hyperbole) expresses amazement.
•
Use of lists: Flashing on and off . . . all
glowing in the night. Emphasises how
much Adam is having to take in and how
overwhelming it is.
•
Ellipsis: suggests that there is more.
•
Complex sentence: Flashing on and
off . . . seems quite fragmented reflecting
the chaotic jumble of things he is taking in.
Celebrities are motivated by selfish desires.
Celebrities only donate to charity for the
publicity.
Celebrities do not help society.
Some celebrities are immoral.
Celebrities only care about money and fame.
Real heroes are unselfish and brave.
4
20
Learners’ answers will vary but may include
some of the following examples.
•
emotive words: worship, selfish, immoral,
boastful, offensive, aggressive
•
positive and negative language: false
heroes, entirely, selfish, hardly heroic,
aggressive / hero, great, highly motivated,
rich, unselfish, admire, brave, willing to give
up their lives
•
questions and answers: Do we worship
false heroes? Of course we do; So what do
celebrities contribute? Not much.
•
triples: worshipped, or rich, or most likely
both; boastful, offensive and aggressive;
Looking for Charlie
3
Learners’ answers will vary.
4
Discussions may include:
•
He is in a strange and unfamiliar
environment where he has to use his wits.
•
The fact that he is described as
‘disorientated’ may make him seem unlike
a hero as he does not seem confident.
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•
He is on a mission to find Charlie
whatever the challenges, which fits in with
a heroic type of plotline.
•
The fact that he chooses the harder route
rather than giving up and going home
makes him seem heroic.
•
He is resourceful and finds his way around.
•
He uses what resources he has when he
decides to ask people about the bar.
Responses will vary, but should use relevant
quotations from the text to support a clear
viewpoint.
5.3
1
Danger?
Piece a dirt place, man: it’s a bad place
to build as he thinks he could get trapped
and cannot see anything to defend
himself.
5
3
21
•
The tension building then decreases
making the story more exciting as the
reader is drawn in then shares his relief.
Learners’ answers will vary.
1
Young heroes
Notes will vary but may include:
•
you fine it up a few floors: you’ll find it up a
few floors
It’s always been part of her life as she
cannot remember not having to care for
her mother.
•
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.
Learners’ answers will vary, but should
address the features listed in the bullet points
with a clear example from the text and an
explanation.
•
She organises her mother’s medication.
•
She dresses her and makes her comfortable.
•
She texts her in the day.
•
She misses having friendships and fun like
other young people.
a
The use of silhouetted adds mystery and
danger as the man’s features cannot be
seen. The word waiting makes it sound
as though the man has intent and may
be threatening. Then the gloom of what
looked like a dead end makes the alley
sound dangerous as he could get trapped.
b
He means that it is a hopeless situation
and that, although he will try his best,
fighting is not likely to be successful.
c
Adam feels relieved as he realises that he
has been imagining the danger. His relief
turns into embarrassment as he feels
foolish for panicking.
d
4
The tension is released in paragraph 3
when he realises that the man is not even
looking down the alley. It then deflates
completely when he realises he’s an old
guy.
5.4
cross da street: across the street
2
•
•
It means that he felt slightly deflated and
let down by the realisation that the danger
was in his imagination. This shows that he
seems to enjoy the thrill of an adventure.
The tension starts to build in the first
line on and stopped. This shows Adam
is suddenly tense as he sees the man
silhouetted. The tension then continues
2
Negative aspects: has to do a number of jobs
in the house, (household chores, helps with
medication and provides physical assistance)
had to grow up quickly, was bullied at school.
Positive aspects: is very independent, is
confident, is assertive, is empathetic, good
relationship with her parents, organised with
studies, has made friendships with other
young carers.
3
Answers should link back to the ideas
explored in Activities 1 and 2.
4
Answers may include the following ideas:
•
The heading makes the topic and the
intended audience very clear. It makes the
informative nature of the article clear too.
•
The subheadings clearly indicate the focus
of each section.
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•
Numbers help organise the material into
sections, as there are subheadings within
sections.
•
Bullet points are used in one section
to list suggestions (numbers would be
inappropriate as they have been used
already for the sections).
•
•
5
1
Each sub-heading starts with an
imperative verb. Imperative verbs are
also used within the text where the advice
being given is seen as crucial for all young
carers. This is suitable for a guide as it is
giving clear instructions.
Modal verbs are used where some young
carers could benefit from the advice – You
should make an effort to provide them
with extra help whenever they need it.
Learners’ answers will vary, but should include
ideas from Activity 4.
5.5
3
Superheroes
Main points
Superhero films are not realistic
They follow similar plotlines
Characters often wear disguises
Answers may include some of the following
examples:
•
Jewel is a pop star by day and a superhero
by night.
•
Jewel wears a disguise at night.
•
The Mandarin is a supervillain.
•
Iron Man stops The Mandarin from
destroying China’s rice crop.
•
Chakra is a teenage tech genius by day.
•
Chakra has a blue jumpsuit.
•
Chakra has special powers.
•
Chakra fights to keep Mumbai safe.
•
Some of the conventions listed in
question 1 are followed.
4
Learners’ answers will vary.
5
Learners’ answers will vary.
5.6
1
Learners read the script aloud in groups.
2
Notes will vary but may include:
•
The events happen chronologically but
some time is speeded up or missed out.
Some events take place simultaneously,
like Enviros flying towards Punch as the
scene in his office is happening.
•
The settings vary from outside the school
to a corridor then a classroom inside. It
then returns to the street outside. The
setting then changes to a sports hall then
back to the exterior school shot. Then
the next setting is the interior of Punch’s
office, soon switching to the skyscraper
roof and whole building. We then see
Enviros outside his window from an
interior shot. This is quite a wide range of
settings.
•
There is more description than speech as
the scenes move very quickly from one to
another.
•
The characters do not have much
dialogue. It is really just snippets to set the
scenes and contexts. Enviros says nothing
at all which makes it more dramatic as she
seems very powerful.
The character has a superpower
The main story is usually a conflict
between a superhero and a supervillain
The superhero always wins
2
22
a
Answers may include exploration of the
following phrases and punctuation:
super-real; Way beyond; Who doesn’t feel
excited . . . again?; well . . . maybe not
fascinated; . . . (at least to the audience . . .
see through it!); these guys; – a super nasty
person –; does not know his secret . . .
b
Viewpoints will vary, but discussions
may refer to the generally ambiguous
tone. While the writer seems to like the
superhero genre and thinks the films
are entertaining, he is also aware of
its tendency towards superficiality and
predictability.
Scripting stories
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Discussion will vary but may include:
•
•
Technical language is used such as
‘establishing shot’, ‘close-up shot’. This
tells the camera operators what they
need to achieve. Interior and exterior
tell us whether scenes take place outside
or inside. There is not much language
associated with film-making though.
It is written in the present tense as the
action is happening in real time in the film.
•
The prepositions and nouns allow detailed
descriptions of the settings, which is
essential to allow us to visualise the action.
•
The imperatives are used by Punch to
show he is demanding and dominating.
His final one to Enviros is very
threatening and dramatic.
•
Chun-hei says very little and is polite to
her teacher even though the situation is
urgent. Punch says a great deal, mostly
shouting orders or threats at people.
4
Learners’ answers will vary, but should use the
ideas in Activities 2–3.
5
Learners’ answers will vary.
6
Learners’ answers will vary.
3
Using non-standard English in dialogue can
make speech sound more realistic and can be
used to establish where a character is from, for
example, if they are shown using a particular
dialect.
4
Advice texts may use headings, subheadings,
numbering and bullet points to organise the
information helpfully. They will also use a lot
of imperative verbs.
5
Superhero films are not realistic; they follow
similar plotlines; characters often wear
disguises; the character has a superpower;
the main story is usually a conflict between a
superhero and a supervillain; the superhero
always wins.
6
A film script needs to describe the settings
clearly and the way that the camera shoots
the scene. It needs to explain switches between
interior and exterior settings. Clear dialogue
needs to be laid out with stage directions to
show how the actor should perform. There
should be a balance between dialogue
and description.
Check your progress
1
Example answer:
leadership: being able to inspire and take
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
2
23
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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6 Monsters
•
There is an evolutionary fear of the dark
in humans.
6.1
•
Fears of the dark and monsters prowling
are fears humans learn when babies.
•
Noises are heightened in the dark.
•
Children do not like being alone in the
dark because they want adult protection.
•
The article is aimed at parents.
•
Parents may read it if they have a child
who sleeps badly or is afraid of the dark.
•
It constantly says your child; at the
beginning of the article it says, Your children
are afraid of the dark, and they are certain
that monsters live under their beds; it uses
quotations from a professional psychologist.
•
This is an information article that explains
to parents why their children are afraid of
the dark.
1
2
Learners’ answers will vary, but should form
useful notes of key points: buries its teeth
into animals, glowing red eyes, huge claws,
spikes along its back, leaps large distances,
hairless, vicious, burnt patches on skin. It was
described in 1995 as a fearless, hairless dog.
a
It means that humans have contradictory
feelings – they are engaged by monster
stories, but they are also scared by them.
b
It means that when they found one, it did
not live up to their expectations as it was
very unimpressive compared to the stories
that had been told. It conveys a sense of
disappointment.
c
3
4
5
6
It means that anyone sensible did not
believe the stories anyway. It shows how
silly and implausible they were.
Words and phrases that reveal the writer’s
attitude my include: We love . . .; there’s the
feared Chupacabra . . .; Typically; as with most
supposed monsters; it was said to have; most
supposed . . . ; there was no . . . ; No real surprise
to most people; the ‘experts’ on web forums and
the reality was a little less exciting than the myth.
Plans will vary but should use the notes
provided as well as the article. The structure
should be planned carefully to organise the
material effectively for the intended readers.
5
Learners’ answers will vary.
6
Learners’ answers will vary.
The use of wildfires shows how rumours can
get out of control easily as they spread so
quickly. It also emphasises how completely
destructive they can be.
1
Main points:
The dark is scary and associated with
danger.
They are short prose texts.
They are written to entertain, but also contain
a moral lesson.
They are written for children, but the deeper
ideas in them appeal to older readers too.
They contain fantasy elements such as
monsters or talking animals.
Characters in them may be named for what
they are – for example, King or Wolf, and
defined by their name, attitude or power.
Fear of monsters
evolutionary history: human development
The giant
They are written in a simple style.
Learners’ answers will vary, but should
address all bullets.
•
24
6.3
Learners’ answers will vary but may include
the following words and phrases: horrific red
eyes; struck fear; will stay with me forever;
incredible; sharp spikes; horrendous claws;
serious damage.
natural selection: the way that humans and
animals have evolved to have features that suit
their needs and environment
2
3
4
6.2
1
A modern monster
2
The garden may symbolise paradise and the
wall may symbolise selfishness and greed.
3
He is friends with an ogre. His voice is gruff and
frightens the children. He is selfish because he
does not want to share his garden. He is mean
because he builds a wall to keep others out.
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a
Personification:
he jumped out of bed
The Snow, Frost and Autumn are
personified through being given direct
speech.
It was a lovely scene
He was so small . . .
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
ever and ever
The autumn gave golden fruit . . .
the snow danced . . .
b
he crept downstairs and opened the front door
quite softly
The spring symbolises happiness and the
winter symbolises suffering.
stole up behind him and took him gently in
his hand
The fruit symbolises generosity and love,
the nourishment needed by humans.
The music symbolises joy and
communication.
5
6
It tells us that they are mostly compound
sentences. These are a simpler form of
sentences than complex or compoundcomplex. This makes the language more
straightforward and the story easy to follow.
Time connectives include Then and One
morning. Nouns include The birds, Spring,
The Snow, The Autumn. Personification of the
seasons makes them characters in the story
and gives the reader a visual representation
of what is happening in the garden. The
connectives and nouns help the reader to see
what is happening when.
6.4
The little boy
he took a great axe and knocked down the wall
3
Learners’ answers will vary.
4
Learners’ answers will vary.
6.5
1
Learners read the poem aloud, emphasising
the rhythm.
2
similes: as black as soot
verbs and adverbs: dearly loves to bite
specific adjectives: black
comparative adjectives: most unpleasant brute
3
Learners’ answers will vary but should
demonstrate careful planning.
4
Discussion may include:
1
The little boy makes the Giant feel empathy
and realise how selfish he has been.
•
The family’s initial fear: paralysed,
meaning they are too afraid to move.
2
Answers may include explanations of some of
the following examples:
•
The mother using a broom as a weapon as
she searches dark corners.
My own garden is my own garden
•
The father pretending not to be scared by
telling jokes. They know he is pretending
but need him to be brave.
•
The children are scared but also excited
because they know their parents will
protect them.
•
Reactions change after the sister gets
stung. The mother is very upset weeping
and praying and scared, the father is
still pretending to be brave, the narrator
is frightened for her sister feverish,
mumbling, struggling to breathe.
he built a high wall all around it
he sat at the window and looked out at his cold,
white garden
golden fruit . . . to the Giant’s garden she gave
none
it was so long since he had heard a bird sing . . .
it seemed to him to be the most beautiful music
in the world
I believe the Spring has come out at last
25
A smaller monster
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5
Poem
Scorpions
‘The
Scorpion’
•
seen as threatening and aggressive •
they view it as an unpleasant brute
•
s uggests the scorpion enjoys
causing pain (dearly loves to bite)
•
t hey see it as enjoying inflicting
fear and pain on them
•
turns up unexpectedly
•
they fear it turning up in their bed
•
causes a sense of fear
•
e sat, paralysed uses hyperbole
W
to show the extent of their fear
•
•
strangely excited implies that their
feelings were mixed at first
s een as mysterious and frightening
– the simile like a monster suggests
the fear it inspires
•
•
My sister screaming is dramatic
figurative term paralysed shows
physical and emotional reaction
•
long night seared stresses how
a
terrifying it was
•
ifferent characters show different
d
reactions
•
laying the brave man shows her
p
father was also scared but putting
on an act
•
sister’s pain (feverish)
•
nding suggests long-lasting
e
nature of human attitude.
•
eeping and praying shows
w
desperation
‘Shadow
of the
Scorpion’
6.6
Human attitudes and reactions
creature, watching me, no eyes, and desperate
to drag me.
Monster below ground
1
Learners’ responses will vary.
2
The comparison with eight double-decker
buses emphasises huge size and weight.
engineers armed . . . the use of armed makes it
sound like a formidable enemy.
5
Check your progress
1
Emotive language is when vocabulary is used
to evoke an emotional response in the reader,
for example cruel, devouring, gruesome, struck
fear, horrendous claws.
2
Use subheadings, numbering and bullet points
to organise the advice logically and helpfully.
3
Fables are short; they usually use simple
language; they have a moral message; they
often use non-human characters; a lesson is
learnt at the end.
urging people not to feed the fatberg and growing
under our feet makes it sound like a living thing
that is eating and growing in the sewers.
4
The little boy evokes sympathy from the Giant
and makes him realise how selfish he has been.
He helps the boy and that makes him feel happy.
3
Learners make notes on the key points from
the audio.
5
Look for similarities and differences in
subject, structure and language.
4
Learners’ answers will vary but may explore
the following: one-word sentence; dashes;
complex sentences; colon; explanation of
how the monster metaphor extends through
vocabulary such as lair, growling noises,
6
An extended metaphor is a comparison which
continues and develops throughout a text. An
example may be describing the night sky using
the extended metaphor of the sea so describing
the sky as deep and black, the moon as a sailing
ship and the stars as tiny islands etc.
the greasy giants makes them sound like a foe.
colossal exaggerates the size.
spew makes it sound disgusting and as though
it fights back.
monsters from the deep, lurking . . . makes them
sound like a hidden enemy waiting to attack.
defeat these . . . continues the army metaphor.
26
Learners’ answers will vary.
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7 ‘The Plantation’
7.1
The broken pipe
1
Notes will vary, but may include the
following ideas:
a
b
•
It sounds like a challenging
environment with moist underbelly of
the swamps and greenery that blocked
the sun.
•
The harmattan season sounds
challenging too, as though nature
makes his life more difficult: the
parching land breeze charged at him.
•
moist underbelly sounds unpleasant
•
hairs on his skin bristle gives a sign of
foreboding in the text
Notes will vary, but may include the
following ideas:
•
He works hard in challenging
conditions.
•
He is a mysterious character: his face
a picture of dark brooding.
•
the text shows Namidi’s affinity to
nature since This place was an emblem
of life to him.
•
c
27
slashing at the banners sounds like
Namidi is frustrated or angry.
Notes will vary, but may include the
following ideas:
•
The plantation was suspended in a state
of waiting builds tension and mystery.
•
There are strange sounds: the
murmur of the plantation; an alien
trickling sound.
•
There are strange smells: an odd sickly
smell.
•
Namidi’s reaction creates tension: set
his stomach on edge; paused; cocked
his ears; stood still; listening, watching
and sniffing.
2
Notes will vary but should include
explanations of some of the following:
•
Aural, visual and tactile images: grew
from the moist underbelly of the swamps;
greenery blocked away the sun; made the
hairs on his skin bristle; cold drizzle of
the early morning dew; rubber trees that
glistened with sap; the plantation seemed
to glow; slashing at the banners of plantleaves; prickling silence; an alien trickling
sound; cocked his ears; watching and
sniffing; touched by an uncertain impulse.
•
Personification: the parching land breeze
charged at him from the rubber trees; a
curious mysteriousness which followed him
about; the murmur of the plantation was
suspended in a state of waiting.
3
Learners’ answers will vary, but should use
ideas from questions 1 and 2, giving clear
evidence from the text.
4
Learners discuss reactions to the views in groups.
5
Learners’ answers will vary.
7.2
1
Namidi’s family
Notes may include explanations of some of
the following:
•
Namidi returns the women’s greeting,
which shows he is polite and friendly.
•
However, he then rushes past them, which
shows he does not want them to know
what he is doing.
•
The women think there is something
wrong with Namidi because he rushes
past.
•
They think he smells odd, but are just
puzzled by his behaviour.
•
They do not seem particularly suspicious.
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2
Example answer:
2
Namidi does not trust the villagers, so he does
not want to tell anyone what he has found. He
is very poor and has worked hard for a long
time to try to get out of poverty. He sees this as
an opportunity to make his hard work pay off.
3
4
5
28
a
This shows that Namidi is thinking
about how he could improve their living
conditions if he had money; it shows
that he has good intentions and makes us
sympathise with him.
b
This shows that Namidi is aware of the
dangers but is deliberately not thinking
about them; it makes the reader fear
for him, as he is not thinking about the
dangers.
c
This shows that Namidi is pressurising his
wife not to question him, as he does not
want her to change his mind; it shows that
he is a bit of a bully to his wife, so may
make the reader react more negatively to
him; Efe could either remain silent and let
Namidi make the decision, or she could
try to persuade him not to do anything
dangerous for the sake of her and the
children.
Discussions may refer to:
•
the fact that Namidi cannot afford to send
Ochuko to school
•
the evidence that Efe has to work hard
and has suffered.
Paragraphs may include the following ideas:
•
Namidi has lived in the tiny village all his
life and may feel trapped by his poverty.
•
Namidi wants to be able to afford to
educate his children so they can have a
better life than his. He feels guilty that his
children cannot go to school.
•
Namidi may want to give his wife a better
life so she does not have to suffer from
working so hard in the terrible heat.
3
Outcomes will vary, but discussions may refer
to the following:
•
6
Outcomes will vary, but may consider the
following in each line:
The description of the village and the fact
that Namidi has lived there for his whole
life makes the reader understand why he
wants a way out.
•
His desire to send his children to school
shows he is thinking of them rather than
himself.
•
The description of his wife shows exactly
how hard their lives are and makes us
understand why he does what he does.
Discussions may include some of the
following:
•
Namidi’s children are excited but do not
understand what is going on. They are
used to doing what their father asks them
to, so they do not question him.
•
Efe knows what is going on and is
very unhappy about it. She does not
say anything because she knows how
stubborn Namidi is. She has been worn
down throughout her marriage and has
given up.
•
Namidi seems very dominant and
dismissive of Efe’s feelings and views. The
fact that he is involving their children in
something potentially dangerous makes
the reader have a more negative view of
him. Also, the way that he has behaved
towards Efe in their marriage makes
him seem stubborn and selfish. At this
point he does not come across as a good
husband or father. He seems blinded by
money.
Learners’ answers will vary.
7.3
Namidi and Efe
1
•
Efe is worried: a wary, suspicious frown.
•
She thinks it is dangerous and does not
want anyone getting hurt: What if a fire
starts, eh?
•
She is not happy about it: doubt and
anxiety . . . suddenly clouded her face.
•
She says nothing but thinks that it will end
badly: this thing . . . will come to no good.
4
Learners’ answers will vary, but learners’ notes
on which they base their monologues should
include consideration of:
•
how Efe feels about her children being
involved
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5
2
•
an explanation of her face brooding and
disturbed
•
what she is thinking to cause the storm
gathering in her heart
•
what trouble lay in wait – what she is
worried will happen
•
how she feels about the battles she has
had during their marriage
•
what she means by the ruin his rigidness
has cast upon them.
7.4
1
Learners perform their monologues; ensure
they use voice and gesture for effect.
Jackson and Ochuko
Notes should include the following ideas:
•
Jackson draws attention to what they are
doing; he is suspicious; there is a sense
that he wants something when he rubs his
hands; he seems to be threatening to make
trouble for Namidi; he is afraid when he
hears the hissing and runs back to the
village.
•
Namidi clearly dislikes Jackson; he seems
worried about him but also stands up to
him; he wants to react but ignores him.
•
Efe observes the encounter but does not
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
may do.
•
Jackson adds a threat which makes the
story more tense; the hissing noise reveals
that the petrol leak may be getting worse.
Adjective
Quality
What it reveals
a greasy-looking
youth
opinion
It shows Jackson’s appearance and suggests he is unclean.
It implies he has untrustworthy aspects.
measure
It shows Namidi’s displeasure and suggests he is angry.
opinion
It shows that Namidi has a very low opinion of Jackson
and views him as a nuisance. It also shows that he is aware
that he could cause a problem.
qualifier
This shows that Efe’s actions hold Namidi back.
shape
This implies that he is tense and angry as he is walking
very rigidly.
(paragraph 1)
he countered in a cold
voice
(paragraph 4)
like some wayward fly
(paragraph 4)
a restraining arm
(paragraph 6)
walking, stiff-necked,
down the narrow track
(paragraph 6)
29
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3
Outcomes will vary, but may include
discussion of the following quotes and the
mood created by them: burning noon; sun
gliding overhead; circle of fire; swarmed; glitter
with a wave of sweat-drenched bodies; bubbled
and brawled; fought each other for space;
clashed and flashed; weapons of survival.
4
•The adults: described as a swarm, showing
that there are many of them all intent on
one thing; it is described as a war where
they fought each other for space and metal
pans and buckets clashed and flashed – this
shows they were acting desperately while
trying to get the petrol; they seem to be
acting selfishly and greedily.
•
•
5
Ochuko does not seem to understand that
the adults are very tense and ending up
hurt; does not understand that there is
any danger. They seemed entertained by
their noise and bustle.
Ochuko’s innocence makes the reader worried
that something will happen to his parents that
he will not understand. The beginning and
end of the extract show the mounting tension
among the adults fighting to get the petrol.
In the middle section, Ochuko playing with
his friend and thinking the adult behaviour is
entertaining makes the danger seem more real.
7.5
30
Ochuko: loses focus and seems unaware
of the seriousness of the situation
(wandered about); is a typical child and
finds a friend to play with (laughing and
swinging playfully).
The explosion
1
Learners should use clues from the previous
extract to support their prediction as well as
the current extract.
2
•Contrasts between innocence and danger
include: the innocence of the young
boys playing soldiers, unaware of the
danger close to them; Ochuko’s childish
fascination as the adults run screaming
from the explosion site; Ochuko running
to their hut for safety in a familiar place,
unaware that it is his father who has put
him in danger; Ochuko hiding under his
mother’s bed for safety.
•
Contrasts in understanding include: the
descriptions of burnt chicken feathers
and screaming demons show his lack of
understanding; the reader understands
that the fuel has caused an explosion
whereas Ochuko does not; the reader
knows his father’s actions led to this
danger; the reader understands that his
parents and siblings could be hurt or dead
and may not come back.
3
Learners’ answers will vary.
4
Discussion outcomes will vary.
5
Learners’ answers will vary, but should
address each bullet and use the details of the
story to reflect on the events from Ochuko’s
perspective.
7.6
Disaster reports
1
Learners prepare reports. They should follow
the structure of the bullets, using details and
ideas from the story.
2
Learners perform their report.
3
Learners should make notes using an
appropriate format, including evidence and/or
details to support each opinion.
4
Learners may consider some of the following
ideas:
•
Namidi’s decision not to report the broken
pipe and his reasons for the decision.
•
Namidi ignoring Efe’s concerns and her
subsequent silence.
•
Involving the children in collecting the petrol.
•
The fact that so many people came to
collect petrol.
•
The issue of poverty.
•
Corporate responsibility for health
and safety.
•
Whether large companies should put
more back into communities.
5–6 Learners’ answers will vary but should be
planned carefully using the bullets. The language
used should be suitable for a formal report.
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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.
31
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8 C
hoices and decisions
8.1
The Merchant of Venice
Outcomes will vary.
Life choices
1
Outcomes will vary.
8.2
2
•
1
•
3
4
The Prince of Morocco chooses the gold
casket and finds a scroll; the Prince of
Aragon chooses silver and finds a picture
of a fool’s head; Bassanio chooses lead.
fair: attractive
equally: the same
Outcomes will vary.
trodden: walked upon
Character Attitude to
the test
Moral lesson
Morocco
He thinks that
things which
are worth the
most moneys
are the best.
He chooses
gold in the
hope of
improving his
fortune.
The scroll tells
him: All that
glitters is not
gold.
He feels
nervous
because he
might make
the wrong
choice.
The scroll tells
him: You that
choose not by the
view, / Chance as
fair and choose as
true!
way: road
hence: in the future
2
This means that
he should not
judge by outward
appearances as
sometimes they
are deceiving.
This means that
he does not
judge by outward
appearances and
recognises that it
is what is inside
that counts.
5
diverged: went in different directions
undergrowth: foliage
The lead casket contains a picture of Portia.
Bassanio
32
6–7
a
Portia tells Bassanio to wait a day or
two before choosing so she can have his
company.
b
Portia obviously wants Bassanio to
choose the right casket, but she says if he
does not he has to leave, so it is clear she
has no choice.
c
The message is that people who choose
things by outward appearance are shallow
and expensive things to do not bring
happiness.
3
•
long I stood / And looked down one as far
as I could – This suggests that he needed
to think carefully and observe things
before making the decision.
•
knowing how way leads on to way, / I
doubted if I should ever come back – This
suggests that once you have made a
choice, it will lead to other choices, and
you won’t ever return to the same point
again as life will have moved on.
•
I took the one less traveled by, / And that
has made all the difference – This suggests
that choosing the safest or most popular
decision is not necessarily the best thing
to do. It suggests we should take risks.
Paragraphs should include the following ideas:
•
How the narrators feel about their choices:
both seem pleased with their choices.
•
Key lines in each text: I took the one less
traveled by, / and that has made all the
difference; I doubted if I should ever come
back; There was no going back.
•
The metaphors each writer uses: the road
less travelled is a metaphor that extends
throughout the poem, representing
the choices we make in life and how
important it is to choose carefully; no
going back indicates that when we make
a choice we need to stick with it as we
should only move forward and develop.
•
The use and effect of adverbs: long
I stood; equally lay; trodden black;
aggressively; rigidly; steadily; hesitantly
(explanations will vary).
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•
4
Structures such as rhyme, rhythm and
sentence variety (notes will vary but
should see the difference in the structures
of the poem and the prose text).
Learners’ answers will vary.
8.3
Making decisions
1
a
Durjoy thinks that we use our instincts
to make small decisions all the time, so
should always trust them – that feelings
are never wrong.
b
Chaturi thinks it is easy to get distracted
by minor details so we lose sight of what
is important. She advises to keep focused
on the main goal.
c
d
Helmut thinks asking for advice is good,
as the people who know you best will
always have your interests in mind and
can offer good advice; Helmet also thinks
that sometimes asking for advice means
that you end up with too many different
opinions and can be put under pressure to
do what other people tell you to do.
Learners’ answers will vary
2
Outcomes will vary.
3
Learners’ answers will vary but may include
some of the following ideas:
Main points
Subsidiary
information
Volunteers asked to
randomly choose
from four items.
Research
conducted by
Simona Botti from
Cornell University
and Ann McGill
from University of
Chicago.
Pleasant or nasty
choice offered.
Asked to rate their
satisfaction with
their choice.
People with
pleasant items
were satisfied.
People with
unpleasant smells
were dissatisfied.
33
4
5
Subsidiary
information
Work suggests that
volunteers would
have preferred
professionals to
have made the
choice for them?
Perhaps choice
doesn’t always
bring happiness.
a
Paragraph 1 introduces the topic.
Paragraph 2 describes the method – how
the experiment was carried out and by
whom. Paragraph 3 shows the results/
findings. Paragraph 4 draws conclusions.
b
Linking verbs and time adverbs make the
time frame clear, as well as how future
predictions are being made from the
research evidence – examples include last
year, later, once
Learners’ answers will vary.
8.4
A dangerous decision
1
Learners plan and perform their mimes.
2
•
Chad says it was an instinctive decision
when he panicked.
•
The story shows that when humans have
to make a decision very quickly they do
not always consider the consequences of
their actions.
•
Chad is saved from death when a crew
member hears his cries and prompts an
emergency stop.
3
Pleasant items
were chocolate and
coffee.
They completed a
questionnaire.
People blamed
themselves for poor
choices.
Main points
Notes may include the following:
•
Extra details: date; where the train is
going; why he decided to chase the
train; the fact that first class diners
ignored him; what he was wearing; the
freezing temperatures; his symptoms of
hypothermia and how serious it was.
•
It makes the article more dramatic as he
reveals the details later and gives Chad a
voice.
4
Discussions should focus on the bullets, giving
clear examples from the paragraph.
5
Learners’ answers will vary.
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8.5
Impossible choices
1
Ahmad is willing to travel to Europe
because he has been shot at three times.
His daughter (aged 9) has also been shot –
so where they live is dangerous. He wants
his children to have a better life.
a
b
3
34
Learners’ answers will vary but should develop
ideas from the previous activities.
8.6
1
Different views
Discussions may consider:
the idea that a developed country should
provide for its own people before helping
refugees
•
the ways in which refugees can have a
negative impact on developed countries
The reader’s initial reaction is likely to be
one of sympathy and shock.
•
problems that refugees can face when they
get to more developed countries
It means that if you won in the game of life,
you are simply lucky rather than superior. No
one is to blame – refugees are unlucky.
•
what alternatives are suggested
•
whether the article is biased.
a
Paragraph 2: Developed countries should
meet the needs of their own people before
helping refugees.
a
b
4
5
Whether the language used exaggerates or
tries to get the reader’s sympathy rather
than offering an objective viewpoint.
•
c
2
Doaa fled Syria after her father’s business
was bombed. She and her boyfriend
paid human traffickers to get to Europe
but the boat was attacked and most of
the passengers drowned. Either way, she
was risking her life – whether she stayed
in a dangerous place or risked the boat
crossing.
•
Learners may note the following
examples: haunt me; fled; witnessed the
murders of many others; face the danger;
decimated in an explosion; family had
nothing left; risk their entire life savings;
human traffickers; perished; attacked
by pirates; aware of her fate; impossible
choice; unspeakable fate.
2
Paragraph 3: Refugees can disrupt a
country due to different cultural norms
and beliefs.
Paragraph 4: Taking in refugees is not
always good for them and does not lead to
improvements in their lives as the journeys
are often treacherous and they are often
housed in camps which are substandard
where they could catch diseases.
Using refugees’ personal experiences:
makes it more personal and immediate;
means that the claims are evidenced with
real-life stories; uses names rather than
anonymous examples; is more likely to
make the reader sympathetic to their
plight.
b
The opening paragraph poses a question
which is addressed in the article; the
closing paragraph concludes firmly that
refugees should stay in their own countries
and be offered help to rebuild them.
•
Text 1 purpose: to evoke sympathy and
support for refugees.
Refugees are fleeing war zones.
Refugees are in danger.
Refugees try to get to Europe for a better
life. Refugees will take risks to get there.
Refugees pay human traffickers.
Many refugees die trying to cross the
Mediterranean.
Refugees think it’s risky to stay or go.
Refugees are just unlucky. It could happen
to any of us.
Discussions may include consideration of the
following:
•
Whether the stories are true / the people
reliable.
•
Whether the writer has missed out other
details which could make the stories less
convincing.
•
Whether the role of people traffickers has
been brushed over.
•
Whether seeking new lives is more about
money than safety.
3
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•
4
5
35
Text 2 purpose: to persuade the reader
that refugees are best supported by
staying in their own countries.
Are developed countries responsible for
refugees?
Developed countries should look after
their own people first.
Refugees cause resource shortages.
Refugees heighten cultural tensions
because they have different values and
customs.
Refugees are often subjected to bad living
conditions in camps.
It is better to help refugees rebuild
resources in their own countries.
Learners’ answers will vary, but an example
might be:
•
paragraph introducing the topic:
paragraph 1
•
rhetorical question: do developed countries
have a responsibility to welcome refugees?
•
topic sentences: developed countries should
prioritise and meet the needs of their
people first; refugees bring with them a
different way of life.
•
modal verbs: should; may
•
examples from real life (e.g. 1 in 40 people
die attempting to sail from Libya to the
Mediterranean coast).
•
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.
Check your progress
1
You would need to rehearse and perform a
script using movement, gesture and voice to
bring it to life.
2
A manner adverb tells you the way something
is done: He ate noisily.
A degree adverb tells you the extent to which
something happened: He almost fell.
3
A linking adverb helps the reader to see how
stages in time link together: Soon, I will go
home.
A time adverb shows when something
happens: Today, I will leave work early.
4
The opening paragraph will establish the
key facts, often using a single sentence, or
sometimes a rhetorical question.
5
Bias can make the reader support or oppose a
viewpoint without knowing both sides of the
argument. For example, the writer may only
explore one viewpoint in an article because
they want the reader to agree with it without
offering any alternative views.
6
a paragraph introducing the topic; a rhetorical
question; topic sentences; modal verbs;
examples from real life; a connective to
introduce another point; an acknowledgement
of the other side of the argument; a
concluding remark to summarise the main
idea.
Learners’ answers will vary but should use
ideas from the texts studied.
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9 Endings
9.1
1
2
Saying goodbye
9.2
Outcomes will vary, but should include
discussion of key points:
1
Learners read the poem aloud with
expression.
•
2
Discussion of the metaphor might include:
how busy her home life was when the
children lived at home; her sense of being
their ‘sun’; their company; the idea of
keeping them safe
•
the idea that the mother taught the
child to ride a bike – prepared her for
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
company
•
the curved path of the park – challenges
in life ahead
•
life goes on but it changes.
•
waiting for the thud – mother being ready
to react if there are problems
•
the joy of independence and the sadness
of letting go.
Sun and planets metaphor: shows that she
is stable and life-giving while they move and
revolve around her – separate but connected.
Books: each part of life is a chapter – things
change but it is all part of the same story.
3
Doors: when one thing comes to an end, new
things replace them.
Birds: unlike birds, parents do not replace
their children with new chicks each year.
3
Outcomes will vary.
4
Voice 1 is an older woman who identifies
with what the writer says. She recalls her own
similar experiences as a mother, feeling great
sadness when her children left home.
4
•
it describes a single moment that
represents growing up and letting go
•
stresses the finality of letting go.
•
because it focuses on one significant
moment in a child’s development
•
perhaps to reflect the uncertainties and
inconsistencies of life and growing up.
Both narrators are mothers.
Both feel sadness.
In the article the author uses different
metaphors such as sun/planets, doors, a book
and birds to explore different ideas about
children leaving home, whereas in the poem
it is one subtle extended metaphor using
teaching a child to ride a bike to represent
the way that parents bring children up and let
them go.
Voice 3 is a mother who has yet to experience
her son leaving home. She identifies with the
writer’s feelings because she is dreading her
son going to college.
Learners’ answers will vary, but learners
should consider their own age, gender, culture,
etc. when reflecting on their response to the
text.
Paragraphs may include some of the following
ideas:
Both narrators are reluctant to let their
children go but know that they have to as it is
a normal process.
Voice 2 is a young teenage boy who does not
really identify with the feelings expressed in
the text. He refers to arguing with his own
mother and finds it difficult to believe that she
will be sad when he leaves home.
5
5
Answers may explore:
•
36
The end of childhood
the sons’ / as harsh / as the fathers: as the
sons grow older, they replace their fathers’
silhouettes; the daughters / will take off
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their aprons: a symbol of them growing up
and the temporary nature of the family as
it stands presently
•
6
9.3
The stranger
1
His father invited the stranger into the
house; his parents appear to have had a
conversation with him speaking quietly
which implies they did not want him
to hear; the parents seem afraid of the
stranger as they do what he tells them to
do and let him take their son.
•
•
He is scared as he hides behind his father’s
legs; he realises that something strange is
happening but does not understand; he
obeys his mother; he does not understand
that his father is crying; he thought it was
an adventure at first but then becomes
scared; he is confused and frightened
when they arrive in China.
Improvised monologues should build on ideas
and details from the text.
3
Scripts should build on ideas and details from
the text and use the bullets to plan the script.
1
2
•
Tony seems to respect and admire Lowsi
but also seems quite emotionally distant.
a
Discussion may explore some of the
following:
b
3
The grandfather seems very distant
and stern.
2
9.4
A new beginning
•
Lowsi’s heritage as a direct descendent
of Gong Soo; his reputation; his status
as a Grand Master; the handing down
of knowledge from father to son; his
expectations of Tony. The reader gets the
impression that for Lowsi, passing on his
skills and knowledge is more important
than developing a relationship with his
grandson.
In the years ahead Tony will be taught
the secrets of the martial arts by his
grandfather to become an unbeatable
4
•
Huang is an elderly Chinese man, so is
very respectful of older traditions. He
therefore approves of Lowsi teaching
Tony.
•
Kim is young and female but as an
athlete she focuses on the importance
of having a good trainer.
•
Andre is young and focuses on the
positive impacts that change can
have. He sees Lowsi taking Tony as a
positive thing for Tony as it leads to
new adventures.
Individual responses may consider Tony
being taken to a new country, his parents,
the opportunity offered to him by Lowsi,
etc.
Example answers:
a
I pushed quickly past him and tried to
hide behind my father’s legs, being careful
not to look directly at the man.
b
He began to develop his own styles and
teach the ways of Kung Fu, after leaving
the temple of his training.
c
I was his most unexpected and unlikely
disciple since Lowsi had no son of his
own.
Answers may explore some of the following:
•
37
the last two lines refer to the closing of
the photograph albums – the family unit
is temporary and will keep changing until
it will only exist in the albums.
Learners’ answers will vary, but should use the
ideas explored in previous questions to draw
comparisons.
•
warrior. He is expected to spend time
observing Lowsi and clearly finds this
challenging at first but the reader senses
that his interest seems to grow as his
understanding increases.
Learners’ answers will vary.
9.5
How stories end
1
Outcomes will vary.
2
•
The moral message is that villainy does
not pay. They are reminded that they are
selfish and that people should think about
the impacts of their actions on others.
•
As he was poaching animals, it seems
fitting that he should be ‘punished’ by an
animal. He was trying to harm Joey at the
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time so Polly was protecting Ruby when
she heard her cry protecting her owner.
3
4
Discussions may include some of the
following ideas:
4
Answers may explore some of the following
ideas: Grandma bringing her the fruit and
showing concern; Ruby’s conversation with
her father; the idea of her mother living on in
her; her mother being proud of her.
Joey’s injury shows that the problems
caused by the poachers are ongoing – it
stresses the seriousness of their actions
and the way they have affected the animals.
•
Ruby’s concern for Joey is greater than her
pleasure that the villains have been caught.
This shows the reader she has morals and
priorities and makes her admirable.
Check your progress
1
It can sound more like spoken English and
bring the reader closer to the writer.
•
Focusing on Joey means that the villains
fade away rather than focusing on them
too much as the reader.
2
a
I agree. Stringer seems to realise his
actions have not paid off and has some
regrets, so he probably does agree with
Ruby.
The punctuation and structure can help
indicate the pace or pauses. It can show
whether a poem is about one single idea or
lots of ideas. For example, ‘To a Daughter
Leaving Home’ is about one moment in
childhood so is a continuous sentence.
3
Use voice, gesture and body language carefully
to enhance what is being said.
4
A present participle puts emphasis on the first
action in the sentence. For example, ‘Holding
my umbrella tightly, I battled through the
strong winds and rain.’
5
Some stories end with a main character
finding success and learning something. Other
stories end with the main character being
disappointed or failing to reach their goal.
6
You need to choose an appropriate level of
formality and think about the difficulty level
of the language and structures that you use for
your target audience.
b
I disagree. I think Ruby wants to stop
Joey getting hurt. And that is the thing
that most concerns her.
c
I disagree. Ruby is brave but Polly helps
her to rescue Joey as well as the police.
d
I disagree. The police officer comes to
check on Joey so is also concerned.
e
I agree. Ruby is right when she says the
world does not belong to them. She is
reminding them that selfish actions harm
others.
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
38
Discussion should consider vocabulary and
expression, looking at how these were adapted
for the different audiences.
•
f
5
3
Learning things
1
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.
2
Learners should adapt the ones previously
written for a younger audience to make it
appropriate for adults.
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021