LS English 8 Learner Book Answers

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Learner’s Book
answers
1 Nature and humans
1.1 The leopard 3 Learners’
answers will vary, but may include
the following
ideas:
1 Notes will vary, but may include the following
• The
use of verbs in the present tense
ideas:
makes the
story more immediate, as the
• Impressions of nature: nature is permanent
events are happening as we read.
– the mountains are always there; nature is
• The
writer creates a relaxed and pleasant
beautiful and pleasant – the sun rising and
scene of
the dawn through present tense
the sounds of the birds; nature is powerful
phrases
such as The sun rises and the air
and impressive – the children climb ‘up to
fills as
they are climbing up to the clouds.
the clouds’; nature is peaceful. It is also a
place to escape to (fewer thoughts) • As a
result, the shot comes as a shock,
disturbing
the peaceful scene. There is a
• Characters: Praveen and Ravi seem good,
sense of
the noise completely disrupting
as they are innocently enjoying a country
the peace
as it rings out and echoes . . .
hike and appreciating nature; Toad and
disturbing
the stillness.
Stinger come across as bad because of the
shot which may have harmed the leopard. 4 Learners’ answers
will vary, but may include
the following
ideas:
2 a Summaries should include the following
ideas: • The
leopard is presented as a helpless
victim due
to its injury and limp, which
• Praveen and Ruby are trekking up
makes it
more unfair when the men
a mountain in the peaceful early
shoot it.
It thuds to the ground, which
morning.
emphasises
its dead weight and all its
• They see the remains of a campfire. power
gone. Its legs are spread in front
of it
makes it sound inelegant and lacks
• They hear twigs cracking.
respect for such a magnificent creature.
• A shot suddenly fires. The
velvet sheen of its coat is ruined by
the bullet
wound.
• They hide, then crawl towards the
sound of men’s voices. • The
men sound like villains as they tower
over it,
showing their power, but clasping
• They see three men and a leopard. their
rifles makes them seem weak as they
b The tone changes on Praveen raises his rely
on weapons. Their lack of remorse
finger to his lips. makes them
seem evil.
c The tone becomes more tense, as the •

The narrator uses reactions to show how
characters are suddenly fearful instead of connected
she feels to the leopard. She
relaxed. The action makes the reader more screams
instinctively as it is shot and then
aware of the danger / that something bad collapses
against a tree in shock. Her
may happen. anger is
obvious as the mountain roars
with me,
and this makes it clear that she
thinks it
is a crime against nature. Despite
1 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-

Bidder © Cambridge University Press 2021
her fear, she gathers herself to take a 3 foliage:

greenery (plants, shrubs, leaves, etc.)
picture to use as evidence against the men.
cradle:
to hold gently
• When the leopard has been shot, the
writer uses descriptive words to show 4 And the
mountain roars with me suggests that
its beauty. The coat is covered in black not only Ruby
but also nature itself is angry at
rosettes and has a velvet sheen, which the death of
the leopard.
sounds luxurious. The
mountain is silent apart from howling wind.
• The verb ‘snarling’ shows the leopard is This
sentence ending the extract reflects the
warning the men despite being injured. narrator’s
surprise at the discovery of the cub
The verb limp shows that the leopard but also her
need to stay silent to protect it.
is injured and vulnerable so makes the 5 Learners’
shooting seem more cruel and cowardly. the following
ideas:
The verb thuds shows the dead weight of it
as it falls. The narrator is horrified, shown •
The story shows how little the men care
by her instinct to scream and collapse. for the
natural world, as they shoot a
leopard
and feel no remorse.
5 Learners’ answers will vary.
•
The writer creates a beautiful setting in
1.2 The mysterious figure the
early morning with the air filled with
birds
and tweets and then shows how they
1 Learners’ answers will vary. ruin it
by needlessly shooting a defenceless
creature.
2 Audio scripts should include details of the
tone in which the characters say lines and •
When the narrator says the mountain
sound effects to allow the listening audience to roars
with me she is showing that nature is
understand what is happening. For example: angry
and disturbed by the shooting.
ruby: (shouting urgently) Get back, Praveen! •
When the leopard is dead, the men do not
feel
guilt, instead looking at its dead body
toad: (yelling) Give me that camera!
admiringly.
(Sound effect of camera being smashed against •
However, Ruby’s actions show that not
a rock and Ruby howling) all
people have bad attitudes to the natural
ruby: (desperately) No! All my photos are world
as she is devastated by the shooting
stored on there. What have you done? of the
leopard and stands up to the men
bravely.
She also saves the cub and her heart
toad: (threateningly) What are you doing out feels
ready to burst with love showing how
here? deeply
she cares for it.
garian: (angrily) Who are you working for?
Are you taking pictures of me? 1.3 The
wildness of eagles
ruby: (quickly) We’re here to take pictures 1 The eagle
is described as isolated but powerful
of wildlife. I’m hoping to be a wildlife as he is high
up. He sounds old and wise. His
photographer. flight is
dramatic. Learners should identify
these ideas in
their own words.
(Awkward pause)
2 a
Techniques used include:
ruby: (hissed) You killed it. You cowards.
•
personification (He clasps the crag with
toad: I’ve had enough of this. Get them!
crooked hands / the wrinkled sea)
garian: Wait. Who the hell is up there with a •
hyperbole (close to the sun)
gun pointing at us?
•
simile (like a thunderbolt he falls).
(Sound effect of a gun being loaded and clicked
above)
2 Cambridge Lower Secondary English 8 – Creamer, Clare &

Rees-Bidder © Cambridge University Press 2021
b Answers should include explanations of 1.4 The

poetry of Tu Fu
the techniques identified in part a, with
examples and explanations of their effect 1 Notes on
the poet’s life:
on the reader. For example:
Main points
Subsidiary points
• The eagle is described as a powerful
but isolated figure. The alliteration Born CE 712
in Born in Henan
‘He clasps the crag with crooked China
province
hands’ makes him sound old and wise Mother and
elder Had a number of
as he surveys the world from high brother died
when siblings
up ‘close to the sun in lonely lands’. he was young
This exaggerates how high he is. The Started
writing Earliest surviving
mighty sea is personified and made to poems as a
poem is CE 735
sound weak compared to the eagle, teenager
as it is personified as ‘wrinkled’ yet
it ‘crawls’. His sudden descending Failed the
Imperial Meant he couldn’t
flight is powerfully described using Exam in CE
735 be a civil servant
the simile ‘like a thunderbolt’ as he Met the poet
Li Po Studied history and
swoops down. in CE 744
literature
Married in
CE 752 Had five children
‘The Eagle’ Higher into the Hills
War broke
out and Youngest child
Crooked Razor-sharp talons
famine in CE
755 died and 35 million
hands
people died in ten

He stands Impressive hooded eagle
years
3 He watches Big bird / two-metre Moved around
Wanted to return
wingspan China for
years home to the Henan
and worked
for the province but didn’t
Like a Fly at speeds
emperor
get there
thunderbolt
he falls Wrote his
best Wrote 400 poems
poems at the
end at this time
Beautiful coat of his life
Golden eagle / weighs Died in
Tanzhou at
7 kg / fearsome hunter age 58
4 Answers may include some of the following 2 a

He means they are carried along by the
ideas: water.
• The language used in the poem is more b The
spiders are ruthless, like people
figurative. The poet uses alliteration working in
business who get what they
(clasps the crag with crooked hands), want.
similes (like a thunderbolt) and
personification (wrinkled sea beneath c
It means he does not like the way the
him crawls). world
works and has lots of negative
feelings.
• In the prose text, the language is
plainer and offers more facts such as 3 Learners’
measurements like two-metre wingspan. the following
ideas:
5 Learners’ answers will vary, but learners • It

means that animal behaviour as
should consider which text is more exciting/
described has equivalents in human
creative/imaginative and which is more society.
factual/informative. •
It is mostly to do with some people
ruthlessly taking advantage of others and
exploiting their weaknesses.

4 Discussions may include the following ideas: •

Nature as aggressive: nature is presented
as
aggressive in ‘Loneliness’, as the hawk
• How varied sentences are used: longer
is
hovering to catch birds, and the spider
sentences using enjambment (for example,
spins a
web to catch prey. However,
lines 1 and 2 put stress on Long time).
‘Visitors’
presents nature as much more
• Shorter sentences: It is quiet too and
peaceful as the house by the river is quiet
I am happy here often used to convey and he
feels rested.
contentment.
•
Nature can have a positive effect on
• Longer sentence beginning When
humans: in ‘Visitors’, nature is seen
someone calls . . . indicates action and is to offer
peace and tranquillity, which
more positive in tone. Shows the healing improves
the narrator’s health – he is
qualities of the house by the river. brighter
and more rested. A simple life
• Last two lines are humble – two short is
presented. However, in ‘Loneliness’,
sentences. nature is
not presented as positive, as the
narrator
is clearly unhappy and lonely.
• The way that the lines are split means
there are pauses and the poem is slower in •
Nature is beautiful: in both poems, nature
places. This reflects the ill health and slow is
presented as beautiful in some ways. The
pace of life of the narrator. white
gulls float on the stream is peaceful
as they
are unaware of the hawk above
5 Discussions may include the following ideas: them.
Likewise, although the spider’s
• Effect nature has on humans: web
is deadly, it is also in the beautiful
‘Loneliness’ presents nature rather dew which
sparkles in the grass. There is
negatively whereas in ‘Visitors’ nature is less
description in ‘Visitors’ but there is
presented as peaceful and healing. some
beauty suggested in the river and my
In ‘Loneliness’, the white gulls are thatched
hut because it is simple and quiet.
unsuspecting and unaware that they are • The
voice of poem is sad: the narrator
about to be pounced on by a predator. seems sad
in ‘Loneliness’ as he does not
This is likened to the behaviour of human like the
way the world works and seems to
society as though we reflect nature. This feel
isolated from it. However, in ‘Visitors’,
poem exposes the cruelty of nature and the
narrator seems content because he feels
humans. In ‘Visitors’, nature is calm and better and
enjoys the simple life he leads.
soothing. It has the effect of making
humans kind and hospitable. • In
‘Visitors’, the narrator seems thankful
for the
simple life by the river and the joys
• The viewpoints: of
fresh vegetables given in friendship. The
The narrator in ‘Loneliness’ seems bitter use of
possession in ‘my straw hat’, ‘my
and resentful. He/she is lonely and thatched
hut’ and ‘my son’ add to the idea
isolated and seems to be blaming the of simple
things in life make him happy
world. The narrator is unhappy. at this
stage of his life. His house, his
The narrator in ‘Visitors’ seems gentle simple
possession and his family are what’s
and accepting of their ill health. There important
to him now. In ‘Loneliness’,
is a sense that the narrator is grateful for however,
the narrator does not seem
the small things and does not have any thankful,
as he feels isolated and lonely.
bitterness or anger. The narrator is happy.
7 Answers should be
clearly split into
• The purposes: preparation
notes and an extended answer
‘Loneliness’ seems to be warning the of 150 words.
Answers should choose clear
reader to be more aware of the cruelty examples of
language and explain how they
and ruthlessness in the world. present nature in
the poem. Some of the
‘Visitors’ seems to be asking the readers following
examples may be included: spring
to consider the benefits of peace and in the mountains;
chopping wood echoes;
solitude. It extols the virtues of a simple silent peaks;
icy; snow; sunset; stony mountain
and uncomplicated life. pass; aura of
gold; silver ore; gentle; tamed;
forgotten,
hidden; empty boat, floating, adrift.
6 Answers may include some of the following
ideas:
1.5 Destroying the planet

1 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 Humans are to blame.
is natural.
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.
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 Ice is melting.
climate.
Seasons change as a result of the Earth Sea levels are
rising.
changing its position.
Climate change happens naturally. There is more
extreme weather.
Humans are victims of climate change not 97% of scientists
blame humans for climate
the cause. change.
2 • In the first text, many of the main points 4 Answers

should include examples for some of
are the first sentence in each paragraph. the following
ideas:
• In the second text, they are sometimes the •
Comparison of the more formal language
final sentence in the paragraph but also in used in
Quotation A to create a detailed
the bulleted list.
explanation. In contrast, Quotation B
uses
more straightforward vocabulary, but
• The first text only uses a headline. It is
also more emotive language (suffers
quite a formal text. The second text uses suffer).
a headline and subheadings. It also uses
bullet points. It is a less formal text and •
Use of semi-colon in the first quotation to
perhaps has appeal to a wider readership link
cause and effect. Use of capitalisation
so helps the reader find their way around of FACT
in second quotation.
the text more.
•
Complex sentence structures in the first
3
quotation compared to simple sentences
Example Purpose
in the
second.
Although it’s likely Introduces a
that . . . contrasting idea. •
Exclamation marks are used to make the
However, it also Introduces a writing
more dramatic.
works . . . new part of the 5 Answers
should be a clear rewording of the
argument. main ideas of
the article in more informal
. . . therefore, it’s a Concludes a point language. The
second article should be used to
natural process generate ideas
about vocabulary, punctuation
Hence, the ice caps Concludes a point and sentence
types. Answers to Activities 2
melt and 4 should be
used to prepare this answer.

1.6 Tsunami •
There is more variety of sentence
structures in the second quotation as it is

1 Answers may include some of the following longer
and more detailed. This allows it to
examples: speed up
the pace.
epicentre: a precise point 5 The second
sentence is more dramatic, as it
starts with the
house shaking. This gives the
residents: inhabitants
idea of the
three children more impact as it is
constructed: built clear they are
in danger. The first sentence is
just factual and
lacks excitement.
precaution: safeguard
6 Learners’
answers will vary but should use the
evacuated: left because of danger example from
Activity 4 as guidance.
designated: nominated
Check your progress
anguish: anxiety/torment
1 Past tense
verbs look back on what has
congregating: gathering happened.
Present tense verbs make the action
2 Answers may include some of the following more immediate
and exciting. For example,
examples (timings may vary slightly): ‘the lion roared
aggressively’ and ‘the lion
roars
aggressively’.
7.55 pm – the house began to shake
2 A drama
script is written as a dialogue
7.58 pm – the house stopped shaking with additional
instructions such as stage
7.59 pm – the sea started to rise and crash into directions,
whereas prose writing is written as
the coastline about 2 metres high continuous
prose.
8.00 pm – they went into the bedroom 3 simile,

metaphor, personification
8.05 pm – they evacuated the house and went 4 The

punctuation in poetry can create pauses
to the designated secure zone when lines have
a punctuation mark at the end
(end-stopped) or
where punctuation is used in
8.15 pm – at the community’s designated the middle of
the line (caesura). Poets also use
secure zone enjambment
(where one line continues into
another line
with no punctuation) to create a
3.15 am – still at the secure zone. The sense of
movement or change in pace.
electricity cuts out in the town
5 Learners’
answers will vary, but an example
3 Learners’ answers will vary. would be: ‘I do
not like cakes because they are
4 Notes may include some of the following too sugary, so I
eat fruit instead.’
ideas: 6 Looking at
the words around it to work out
• There is more focus on fear in the second the meaning
in context.
quotation: absolute fear . . . Men, women, Looking up the
origins of a word (its
children: all of them. 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.

2 ‘#Grandmother’s Song’
2.1 Life in the village
Grandmother Granddaughter
Stood proud
and Delicate as the
tall
blossoms
examples:
Downy cheeks
Tiny, bow lips
• The setting is dramatic and contrasting: stretched
smooth
high mountains, gentle slopes. and plump
• The setting is beautiful: glistening rocks. Eyes were
deep Wide-open
and warm brown
eyes . . . black
• The use of colour: emerald green trees, . . . sad
but also and clear
new green shoots, milk-white lilies. kind
2 The patterns link the present with the future. Powerful legs
and As she played she
For example, They planted . . . then they sturdy
feet . . . trembled
watched as new green shoots sprang . . . This rooted her to
the
links the work of planting with the result in earth
the future of the crops growing. Also They Arms were
strong She shook and
gathered . . . then took them to market . . . and her hands
shivered
again shows the cycle of work developing into graceful
the next stage. It shows actions have results.
Prediction:
the grandmother may get older
3 Learners’ answers will vary, but may suggest and weaker;
the granddaughter may get
that the comparison to delicate blossoms stronger and
braver.
suggests that the granddaughter is young and
innocent, pretty and sweet. 5 Answers may
offer explanations of some of
the following
examples:
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.
2.2 Making progress

1 Learners’ answers will vary but may include some of the following ideas:
Paragraph What happens What it

shows
1 Granddaughter returns; grandmother Grandmother
cares deeply for the girl;
hugs her, sings to her, tells her she understands
her. Granddaughter still
knows she is scared. has to get
over her feelings of fear.
2 Grandmother holds granddaughter on It shows
that she wants her grand-
her lap and strokes her head. She tells daughter to
follow in the footsteps of
her that she is stroking trust into her her strong
female relatives.
from her female ancestors.
(continued)

Paragraph What happens What it shows

3 Granddaughter feels filled with It shows the
strong effect that her
warmth, and she relaxes and falls grandmother’s
words have on her.
asleep.
4 A group of children run up to grand- It shows that
she is getting braver and
daughter noisily and ask her the way facing up to
her fears.
to the river. She is afraid but does not
show it. She points them in the right
direction.
5 In the evening she tells grandmother It shows that
grandmother encourages
and she is pleased with her. She tells her and knows
that she will take small
her she has courage and has made steps.
progress.
2 Learners’ answers will vary, but should use •

Grandmother says that helping others
some of the ideas noted in Activity 1 using makes you
stronger and braver using
examples from the text to illustrate the ideas in similar
words to when she said the world
the third column. is
frightening for those without courage
earlier
on.
3 Learners’ answers will vary, but should include
explanations of clear examples that show the • The
hummingbird allows granddaughter
power and effect of the grandmother’s direct to move
forward / make progress in her
speech. Examples might be: attempts
to be braver.
• Repeat of I can feel . . . shows her 2.3 Growing up
connection to her granddaughter is very
powerful. 1 Learners perform
the extract. Check that they
speak with
confidence and use non-verbal
• Repeat of the word trust makes it feel forms of
expression.
as though she is implanting it in her
granddaughter as though she is casting 2 a The word
snarled makes the man sound
a spell. very
aggressive as we usually associate
snarling with
wild animals.
• Declaration of That’s progress! shows her
positivity and pride in her granddaughter. b Muttered
makes it sound as though
he is annoyed
at the granddaughter’s
4 Learners’ answers will vary. interference.
5 Learners’ paragraphs should include some of c The
grandmother is delighted – shown by
the following ideas: her short
exclamatory sentence.
• The hummingbird may remind the reader d She
sang makes her sound happy.
of granddaughter earlier in the story.
3 The dialogue
should include details of the
• Granddaughter helps the hummingbird tone in
which the characters say lines.
in the same way that her grandmother has
helped her.

4 Answers may include some of the following 2.4 #Climbing

the mountains
ideas:
alone
Example of Meaning and effect 1 Lights the fire.
(Links to her grandmother
figurative language keeping her warm
as a child in Extract 3.)
Trembling grand- Personification is
daughter sensed a used to compare Boils water
and cooks for her. (Links to the
strange pride pour the feeling of pride grandmother
teaching her to plant and gather
through her body. to a liquid – ‘pour’ food in Extract
1.)
suggests a large, Washes and
brushes her hair. (Links to her
fast-moving grandmother
stroking her head as a child in
quantity. The effect Extract 3.)
of this is to show the
reader how much Massages her
feet and hands. (Links to the
the granddaughter description of
her grandmother’s sturdy feet in
has developed from Extract 1.
Links to her grandmother stroking
a hesitant girl to her as a
child.)
one whose positive
Walks holding
her arm to support her. (Links
emotions now move
to the
description of the grandmother’s
freely and quickly
powerful legs
in Extract 1.)
through her.
She stroked trust A metaphor is 2 a It
symbolises grandmother dying and
and courage, skill used to show how leaving
granddaughter.
and dignity into grandmother’s b Grief
striking like lightning; trembling
trembling grand- actions have a like a raging
storm; crying like a river.
daughter. positive effect on
granddaughter. c The
writer used these images because
She understood The metaphor is they
represent the power of grief – it
well the language continued as grand- is a
natural and strong emotion that
of grandmother’s mother’s stroking cannot be
controlled easily. The reader
hands. communicates feels
sympathy for granddaughter and
clearly to her. empathises
with her grief.
3 Learners’ answers
will vary, but should link
5 Key events: showing the children the way to
back to the idea
expressed in Session 2.3
the river; helping the hummingbird; helping
Activity 6 b.
the boy accused of stealing.
4 a Spanish and
North American
6 a Learners’ answers will vary.
b It amazes
him.
b Learners’ endings may include some of
the following ideas: c
independence from Spain
• Grandmother gets older and more d
decorate buildings with flowers, play
frail, so granddaughter has to look sports games and
have parades (also,
after her. firework
displays)
• Granddaughter continues to face and e
guitars and drums (also trumpets)
overcome challenges, making more
and more progress. f He
identifies with his cultural heritage.
• Granddaughter faces a very serious 5 Learners’

answers will vary.
challenge where she has to act very 6 Answers should
give a clear personal
bravely to save her grandmother. 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

importance of human touch in encouraging 4 Learners’ answers

will vary.
well-being, confidence and trust.
5 Main points
Subsidiary points
2.5 Celebrating grandparents from Poland
tall and handsome
1 a We are influenced by our older relatives as
captain in the army looked good in his
children, and we in turn influence those
uniform
chose to take
his
who come after us. wife and both
their had to make a diffi-
b Listening to children helps them understand families
to safety cult decision
what they are feeling deep inside. abroad
used cars, trains and

2 • She is showing love and protection through the
Russians took walking to get to
‘scooping her up’ and ‘hugging her’. over the part
of England
Poland he
lived in
• Sitting her ‘on her lap’ and stroking her
‘like a cat’ is soothing and shows she is used his money
to
giving her attention and love. buy train
tickets for
the family
• She has learnt to care and show
made his way
across
tenderness from the way that her
Europe for a
month
grandmother has shown it to her so the
to reach
England
cycle continues.
• This shows that through her 6 Learners’
answers should include a plan,
grandmother’s loving touch she builds her organisational
features and use formal
granddaughter’s confidence and character. language.
• This shows that the love is cyclical and the 2.6 Comparing
texts
granddaughter repays the grandmother’s
love. 1 Discussions will
vary, but may include:
• This shows that because they were so •
The softness of her hair shows love and
physically close, she can still feel her
tenderness.
grandmother’s presence.
• The
delicacy of her head shows how frail
3 Quotations might be: she
is.
• Human growth: instead of running away; •
The last line shows the cyclical nature of
that’s progress; this is progress; you stood care in
relationships.
tall between the earth and sky; her song
went so deep; she grew up into a strong • The
poem is a memory but is very detailed
and confident woman; granddaughter has so is
clearly an important one from the
become a grandmother many times now. past.
• The cycle of life: held the hummingbird •

The link between the hair and the silk of
with the same tenderness as her the
wedding dress.
grandmother had held her; this is my gift • She
is referred to as a widow so there is a
that I am stroking into you. It is also a gift hint of
sadness from the past.
of my grandmother; now granddaughter
had children of her own. • Her
hair in the past was chestnut and
thick.
Shows the changes time brings.
• Memory: no one even remembered that she
once ran from armadillos; Grandmother’s • My
mother’s mother shows the
spirit is all around us.
generations.
• Wisdom of older people: rooted her to the 2 a

But there is a photo of her / Sitting swathed
earth, like an ancient tree; I have to go on in hair /
That I imagine chestnut from the
alone. black and
white, / Long enough to sit on.

b Answers may include some of the Check your

progress
following:
1 through
description of the location and the
• Granddaughter changes from being scenery,
animals, people, buildings etc.
very nervous and timid to being brave
and strong. 2 through
direct speech; by describing their
thoughts
• As she is growing up grandmother
uses her experiences to teach her to 3 by varying
the tone, volume, pace, or
be brave. emphasising
words
• She then looks after her grandmother 4 any example
of a folk story (including
when she is old. ‘Grandmother’s
Song’)
• She is devastated when grandmother 5 growing
old; the cycle of life; developing as
dies but feels her influence and a person; the
wisdom of age; the power of
presence. She becomes a human touch
grandmother herself.
6 a simple
storyline; a journey; characters who
3 • Both granddaughters are very loving to are
good or bad
their grandmothers as they get old; both
granddaughters like to touch and tend
their grandmothers as a way of showing
their love.
• Both granddaughters learn about getting
older and that inside the older person is
their younger self; both granddaughters
learn to respect old age.
4 Paragraphs may explore some of the following
ideas:
• Her wet head felt delicate as a birdskull /
Worn thin by waves of age: stresses her
fragility and emphasises the effects of the
aging process, as gradual but insistent like
recurring waves.
• Her downy cheeks stretched smooth and
plump across wide cheekbones. Her eyes
were deep and warm and brown: makes her
sound soft and affectionate. Her eyes are
sincere and imply she has great depth and
sincerity.
5 All the conventions can be found in
‘Grandmother’s Song’ (the journey is a
metaphorical one).
3 Strange islands
1.1 The mystery of Oak Island 4
Learners’ answers may include: Michigan’s
main men
and coolest kids; local heroes;
1 Answers should form useful notes of key
successful businessmen; if anyone can do it, the
points: Lagina
brothers can!
1799: Daniel McGinnis – found stones / 5 •
Non-standard English includes: findin’
evidence of tools / dug 9 metres / stopped due
treasure!; unearthin’ the secrets of Oak
to strange feeling
Island; gettin’ their paws on Cap’n Kidd’s
buried treasure; cool!; searchin’; Go get

1909: Gold Salvage Group – dug 34 metres / ’em,
boys!
found nothing
•
Explanations will vary, but should
1969: Triton Alliance – dug 72 metres /
focus on the effects of the informality,
claimed camera recorded chests and tools /
acknowledging that the text is aimed at
hole collapsed and project stopped
young readers.
2006: Lagina brothers – findings include coin 6 Comparisons
should mention the following.
and sword but no treasure
•
In the first article there is little emphasis
2 They have spent a great deal of money but
on the brothers’ themselves, other than
found very little so it was not worth it.
their names, whereas in the second, they
3
are presented as local heroes.
Example Technique Comment •

The first article suggests that their
an open oxymoron This explores the
progress has been disappointing and they
secret in idea that everyone have
not achieved anything, whereas
the world knew about Oak the
second article calls their discoveries
of treasure- Island’s supposed
startling and thinks they are cool.
hunting treasure, but also
that treasure hunting •
The first article suggests that they have
is full of mysteries
wasted their money whereas the second
and secrets. It makes
describes them as successful businessmen
it seem a challenge and
hunters instead.
that everyone wants
to overcome. •
The first article is saying they should give
up
whereas the second encourages them
Like a mag- simile This shows that the
to
continue with the treasure hunt.
net, it has lure of finding trea-
drawn many sure is very powerful •
The first article uses rather plain
people to it indeed.
language describing their findings as
The is- personification This could be inter-
‘items, including a coin and a sword’
land first preted in two ways. with
phrases such as nothing like the huge
captured Either the island is an
hoard of treasure conveying the writer
people’s attractive place, or it is
unimpressed. In contrast, the second
imagination is a dangerous place
article uses more effusive language such
almost 400 that causes problems
as
local heroes and Cool! to show
years ago for treasure hunters –
it traps them.
that
their actions are admirable and
being celebrated.
the whole hyperbole This exaggerates
world the sense of excite-
has been ment generated by
intrigued by Oak Island, but also
the island reflects the fact that
finding treasure is a
very attractive idea
for most people.

3.2 Strange islands

1 Learners make notes from the audio.
2
Island / country Key features Subsidiary
features Strange feature
Skorpios, Greece Sandy beaches Aristotle
Onassis bought it None
in 1963
Forests with 200 types of
trees In 2011,
only 5 people were
living there
Large luxury resort built in
2018 Celebrity
parties used to be
held there
It has a
helipad
Okunoshima, Full of tame rabbits but There’s a
museum Rabbits
uninhabited by humans dedicated to
poison gas
Japan
on the
island
Used to be a chemical
testing site
Museum of poisonous gas
Snake Island, The largest number of Most snakes
are golden Snakes
snakes in such a small lancehead
vipers
Brazil
place
The island
used to be
Uninhabited inhabited by
humans
Illegal to land boats There was a
lighthouse
there until
1920
Poaching is
a problem
Island of the Situated in the Xochimilco Don Julian Santana
Barrera Dolls
Dolls, canals is thought to have
put the
doll collection
there over a
Mexico There are hundreds of dolls
50-year period until
2000
placed on the island
3 Short sentences and ellipsis (that’s right . . .
change the landscape constantly. There’s only
dolls) creates a sense of disbelief. one
solitary tree because the wind blows them
all over!
The island is known as ‘the graveyard
Exclamation mark (or at least parts of dolls!) of the
Atlantic’ because so many ships have been
adds drama / a sense of horror. wrecked
there. You will not find many people
Question (creepy, eh?) invites reader to share who want
to live in such a desolate place but
sense of horror. there are
lots of wild horses galloping around.
Dashes (– or parts of dolls –) adds gruesome

Strangeness rating: 2/5 – Too windy and lonely
detail for shock effect. for us!
4 Learners’ answers will vary, but should be 5

Learners’ answers will vary.
modelled on the original text. Example
answer: 3.3 #Treasure
Island: Meeting
Sable Island Ben Gunn
Where? Canada 1 tint:
colour
What’s there? On Sable Island, near Halifax, out-

topping: taller
you’ll be lucky not to be blown off your feet!
singly: on their own

Literally! The winds are so strong there that they

clumps: grouped close together a

gen’leman born than in these gen’leman of
fortune.
vegetation: foliage (leaves, trees, shrubs)
jim:
(confused) Well, I don’t understand one
configuration: shape
word that
you’ve been saying. How am I to
sheer: steep get on
board?
pedestal: platform ben: If
the worst come to the worst, we might
try that
after dark.
2 Learners’ answers will vary, but the maps
should show details from the extract and from (A noise
in the distance)
learners’ own imagination.
ben:
Hi! What’s that?
3 a three years
(loud
cannon fire erupts)
b Ben is very darkly sunburnt but has light
jim:
They have begun to fight! Follow me.
eyes.
ben: We
need to keep left, left . . . keep to your
c Marooned means left behind on an island
left hand,
mate . . . Jim! Under the trees! I’m
with no way to escape.
coming
with you!
d Ben was left on the island after his ship
4 Learners’
answers will vary.
landed there to find Flint’s treasure. After
12 days of looking for it, they went back to
the ship and left him on the island alone.
3.5
Singing sand
1 Predictions
will vary, but should use the
4 • The way he refers to himself: ‘poor Ben
information
provided.
Gunn’ shows he feels he has had a terrible
deal. He always uses his full name – 2 pitch-
black: extremely dark
perhaps it has helped him remember his
palms: a
type of tree with a tall vertical trunk
identity before being marooned.
and fern-
like leaves on the top
• Non-standard English: he uses words like
delicate
crystal chimes: hanging glass pieces
‘mate’, ‘these three years’, ‘so much I’ll
chinking
together musically
tell you’ etc. Makes his dialect ‘apparent’
as it is not standard English. He also
particles: small grains
sounds uneducated and the language is
lulled:
soothed
very old fashioned such as ‘nigh on’.
nestled:
snuggled
• The use of contractions: ‘I’m’, ‘haven’t’,
‘you’re’, ‘here’s’, ‘let’s’ all informal and
hillocks: small mounds
suitable for direct speech. tide
pools: large puddles of sea water left on
5 Monologues will vary, but should explore Ben’s the
sand
feelings about being marooned by the other 3 a
Simon is missing his mother: I wish Mami
men. Details about the island should be used
were here.
to support the ideas about food and shelter, as
well as what he thought may happen.
Maya is also missing her mother: Her
heart ached.
She is also missing her father: Tears welled

3.4 Treasure Island: The play
up in her eyes at the thought of her father.
1 Learners perform the script.
They both get happier: suddenly Maya and
Simon both felt more cheerful.

b There
is a jungle behind them and the sea
3 Learners’ answers will vary, but should be before
them.
modelled on the original text. Sample answer:
There are palm trees moving in the breeze

ben: Just you mention tell this to your squire,
at
the edge of the beach.
Jim. You say this: Gunn is a good man, and
he puts a precious sight more confidence in
The sand seems to sing as it moves.
There are pools of water on the beach. •

Helix seems to be warning Maya that she
might
not find help on Tamarind.
There is a bright moon.
•
Helix seems to be very wary about what
c Answers may include some of the
he says
and is holding things back.
following ideas:
4 Answers may
explore some of the following
• Simile – like thousands of delicate
ideas:
crystal chimes – adds a magical feeling
as though the island is enchanted. •
Suggestions about why Helix is alone.
• Metaphor – tears welled up – •
Why Helix has told Maya things are
exaggerates the amount of tears and
different on the island than where she
stresses her strong emotions. comes
from.
• Personification – muggy breath of the •
Why he seems to doubt that they will finds
jungle – shows how hot and humid it their
parents.
is but also makes the jungle seem alive
•
Why he is interested in the logbook and
and mysterious.
what he
read in it.
• Metaphor – little hillocks of moonlight
– describing how the shapes of the Check your
progress
sand look almost moonlike. Gives it a
1 Hyperbole
is exaggeration. Example: ‘The
feeling of a dreamy otherworld.
whole world has
heard about . . .’
4 Answers should give a clear example of each
2 Writers use
informal language with
sentence type with an appropriate explanation
contractions,
or deliberate misspelling to show
of its effectiveness.
how a word is
pronounced. They also use
• Simple: Maya knelt down ... pools. This dashes and
exclamation marks.
simple sentence describes her movement
3 He was left
on the island three years earlier by
concisely.
the rest of the
crew after they failed to find the
• Compound: The pools stretched out down treasure.
the beach, and ... moon. This compound
He was
scared as he watched the ship sail away
sentence gives an overview of the scene.
and
disappear.
• Complex: As she watched ... jagged
He made
a shelter in a clump of bushes.
pieces. This complex sentence slows the
writing down and allows the writer to He made
a fire and drank seawater.
develop a mysterious atmosphere through
He
survived on berries and fruit.
describing what is happening in detail.
4 Scripts are
written and laid out as dialogue.
5 Answers should use the example as a guide.
Scripts
have stage directions containing guidance
6 Learners predict how the story might develop.
for the
actors on how to move or speak.
3.6 Helix Scripts
may contain sound effect details.
1 Learners’ answers will vary. 5 Genre clues
help the reader to anticipate what a
story may be
about and what kinds of things will
2 a desperately/loudly/angrily/petulantly
happen, for
example, fantasy, Science fiction.
b quietly/hopelessly/nervously
6 Sound out
the word by reading aloud each
c sincerely/sadly/wistfully letter or
syllable using phonetic knowledge.
3 Answers may include some of the following Use
knowledge of word patterns, for example
ideas: knowing that
y on the end of a word becomes
• Helix appears to be thoughtful as he ies when
pluralised.
moves away with Maya but reassures her
that they will keep her brother and sister
in view.

4 T
# his is the modern world
4.1 The birth of the internet
1 Notes may include the following ideas:
1958: Advanced Research Projects Agency set up
1962: ARPA network created
1983: ARPAnet allowed National Science Foundation Network to use part of
its network
1985: IT departments at US universities had computers connected
1989: the World Wide Web as we know it was created with the invention of
http by Tim Berners-Lee
1995: internet available to the public at home.
2 Structural features and effects include: use of questions to arouse
curiosity; chronological structure
for clarity; use of dates creates a clear timeline; subheadings organises
the material logically; final
paragraph shifts in tone as it looks to the future. Images are included to
add interest.
3 Learners’ answers will vary, but should address all bullet points and
offer clear examples from the text.
4 Learners’ answers will vary but should address all bullet points and
offer clear comparisons with
examples from the texts.
Article 1
Article 2
Structure • #Uses heading and subheadings. •
#Uses heading only.
• #Has an introduction in italics. •
#Goes straight into the article.
• # he paragraphs are mostly short
T •
# here are three longer
T
and there are 6 of them.
paragraphs.
• #It uses lots of rhetorical questions. •
#There are no rhetorical questions.
• I#t is mostly chronological but does •
# he information is organised
T
move around a bit.
logically giving a chronological
account.
• both articles use images.
•
both articles use images.
Formality of • I#ncludes a mini timeline at the •
# he language is formal
T
language end as a summary.
throughout.
• # he article uses informal language •
T
#There is no informal language.
and addresses the reader directly.
• I#t uses informal words and
phrases such as crazy I know! and
daddy!
Use of • #It uses brackets for chatty asides. •
# rackets are used to explain
B
punctuation
acronyms.
• I#t uses dashes to add extra
information. •
There are no dashes.
• # se of exclamation marks to make
u
the text more immediate.
Learners answers will vary but they should cover some of the features
highlighted in the table.

5 Learners’ answers will vary, but should include •

Technology has made young people
the features outlined in the bullet points and
better at communication.
show evidence of research from different
sources. The content and tone should be • Her
daughter is good at reading people.
suitable for the target audience of people aged •
Technology allows knowledge to be
over 70.
accessed easily.
• Her
daughter has learnt two languages.
4.2 Phone problems •
Children engage with global issues.
1 Notes and learners’ responses will vary but •
Technology encourages young people
may include: to
care.
a In Script 1, the words used are fairly b
Learners should recognise that this text
straightforward with some slang such as is more
balanced than Samir’s and Liu’s
‘yeah’ and ‘stuff’. In Script 2, the language views. The
writer acknowledges concerns
is more complex (for example, ‘educational and potential
issues, but is generally in
purposes’ and ‘social interaction’). It has favour of
technology.
no slang and is more polite.
4 Speeches
will vary, but should include ideas
b The tone is casual in Script 1, as she is from the
texts featured in this section, as well
talking to a friend and is relaxed. She as learners’
own.
speaks in fragmented sentences shown by
the use of dashes. In Script 2, she speaks 4.3 Predicting
the future
in full sentences and addresses the teacher
formally. She is less relaxed in script 2 and 1 Learners
discuss the predictions.
seems more eager to impress the teacher.
2 Answers may
include the following ideas:
2 a Samir: relationship between parent and
child changed; daughter became obsessed •
Vocabulary: formal or technical
with phone; daughter became less
vocabulary and less formal vocabulary.
sociable; spent time watching silly videos; •
Punctuation: question marks, exclamation
affected schoolwork and exam results; marks,
ellipses, brackets, dashes, etc.
phone took over her life; do not allow a
child to have a phone. •
Sentence types: questions, exclamations,
one-word
sentences, short sentences,
Liu: children’s lives improved; phones complex
sentences, etc.
allow them to engage with the world;
phones make them more intelligent and 3 Learners’
answers will vary.
knowledgeable; phones provide them
4 •
This is a serious text designed to persuade
with activities; no point in trying to
people
that the future of technology may
stop children engaging with technology;
be
dangerous.
children have a right to a phone.
•
Effective language and grammatical
2 b Learners discuss their responses to the
features
include: the concerned tone, which
texts.
builds
throughout the article; the sense of
3 a Answers may include the following ideas:
urgency in the one-word sentence Now.,
and in
the rhetorical question, Where will it
• Technology replaced childhood
end?;
emotive language such as fills me with
creativity such as drawing.
anxiety;
. . ., become the slaves; . . . I fear
• Digital activities tend to be it’s
too late; the hopelessness of the final
private/secret.
sentence: The future is here already.
• There are secrets kept from parents 5 Responses

will vary.
due to passcodes.

4.4 A dystopian future 4 Learners’

answers will vary.
1 Notes will vary but may include: 5 Learners’

answers will vary.
• There is not much detail about the 4.5 The Glade

characters in The Queue; none are named
except Yehya (a man) and a investigative 1 Maps should
show the following details from
journalist (at the end) which makes them the text: the
tree, the ivy-clad walls of the
seem anonymous, as though individuality compound, the
wooden building in the entire
is not important, although the journalist north-east
corner, the grove of trees in the
is likely to be important in uncovering south-east, the
farm area with fields spread
the truth. across the
north-west quarter, the animal
pen/area in the
south-east corner, concrete
The characters seem powerless and those building 6
metres south of centre.
in control hide behind companies and
organisations. 2 a
This sounds eerie and sinister because of
the
shadows and the ivy.
• In Leila the characters are a family –
mother, father and child. They are b This
emphasises the noise the animals
presented as a unit. The other characters are making, as
if they are disturbed by
are described as ‘a gang’ so act as a group something.
rather than individuals. There are clearly
c This
makes it seem as if there is
good and bad characters.
something
evil or unpleasant behind
• The plot of The Queue is quite the
door. Because it is iron, we get the
complicated and involved. The characters
impression that it is there to keep people
do not understand many things about their out.
society and how it works. The journalist
3 Learners’
answers will vary.
seems to be an important character.
4 Example
alternatives:
• Leila has a plot that involves a family
being split apart because they have broken huge: massive
the social laws about not mixing with
other communities. But there is hope as revealing:
unveiling
Leila and her nanny escape so may be able shocked:
awestruck
to resolve it.
bigger: vaster
• Both settings are in cities in a dystopian
future, although in different countres. deep:
cavernous
They both have very controlled societies
beginning:
originating.
where there are rules that must be followed
set by rulers that are not seen. Both seem 5 Learners’
answers will vary.
to make life very difficult for people.
2 Learners’ responses will vary. 4.6
Closing doors
3 a It explores ideas and events that many 1 •
The reader does not know: why the boy
humans may fear could come true in the is in
such a hurry; why the people look so
future. ragged
and weary; what they are doing in
the maze
– what is in there; what is inside
b Dystopian fiction tends to take its the
metal door and why they are going in
inspiration from the society in which the there.
writer lives and their experiences of that.
• This
heightens tension and makes the
c How people respond to dystopian
reader share his curiosity about what
fiction varies according to their own is going
on; it adds a sense of mystery;
circumstances and society. it makes
it quite sinister and makes the
reader
fearful.

2 Learners’ answers will vary, but may explore Check your

progress
the following structural and image choices:
The big door finally popped open . . . ; deafening 1 You should
consider the age of your audience
squeal of metal against metal; his mind and the purpose
of the text.
churning; creepy old building; Goosebumps, a
2 rhetorical
questions, emotive language, direct
disquieting chill; use of complex sentences; the
address to the
audience
tone shift after the door has shut.
3 tone,
vocabulary, punctuation, sentence
structures
4 Learners’ answers will vary but should focus
4 It is
fiction set in a future world where things
on the bullet points, offering some clear
have got worse
for the human race.
examples from the text.
5 Use complex
words in formal texts but use
them naturally.
Be careful that you do not
Writers can reveal or withhold information to use too many
complex words as it can make
create tension. 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.

5 Heroes
5.1 Defining heroes
unselfish, brave and willing to give up their
lives
for others.
1 a Odysseus is the ideal hero because he
•
conjunctions: and, or, although etc.
overcomes many obstacles and challenges
over ten years and shows bravery and •
imperatives: Ask a young person . . .; think
resilience. He never gives up. about the . . .
; Check out . . .; The heroes
we must
admire . . .
b Modern heroes may include people
fighting in wars, people who stand up to •
modal verbs: may, must.
discrimination or people who save lives
and rescue people. 5 Learners’
answers will vary.
c Leadership, loyalty, determination, 5.2

Looking for Charlie
bravery, selflessness and a willingness to
take massive risks when needed. 1 a
The minor sentence shows that he is
speechless so can only express himself in a

d It means that people tend to admire
fragmented way as he takes it all in.
heroes who have the sorts of qualities and
strengths that they would also like to have. b
Describing it as a madhouse shows how
So, they wish they were like their heroes. chaotic and
disorientating it is. Nothing
seems to make
much sense.
2 Learners’ responses in discussion will vary.
2 Answers may
include some of the following
3 Young people think celebrities are heroes. ideas:
Celebrities have done nothing heroic. • Simile: like
electronic, coloured rain:
Celebrities are motivated by selfish desires. captures the
vibrancy of the scene but
also its
unnatural, human-made qualities.
Celebrities only donate to charity for the
publicity. •
Use of commas: long sentences listing
what he
can see adds to the effect that he
Celebrities do not help society. is being
visually bombarded.
Some celebrities are immoral. • Short
sentence: A whole world of neon
Celebrities only care about money and fame. (also
hyperbole) expresses amazement.
Real heroes are unselfish and brave. • Use

of lists: Flashing on and off . . . all
glowing
in the night. Emphasises how
4 Learners’ answers will vary but may include
much Adam is having to take in and how
some of the following examples.
overwhelming it is.
• emotive words: worship, selfish, immoral, •
Ellipsis: suggests that there is more.
boastful, offensive, aggressive
•
Complex sentence: Flashing on and
• positive and negative language: false
off . . . seems quite fragmented reflecting
heroes, entirely, selfish, hardly heroic, the
chaotic jumble of things he is taking in.
aggressive / hero, great, highly motivated,
rich, unselfish, admire, brave, willing to give 3 Learners’
answers will vary.
up their lives 4 Discussions
may include:
• questions and answers: Do we worship •
He is in a strange and unfamiliar
false heroes? Of course we do; So what do
environment where he has to use his wits.
celebrities contribute? Not much.
•
The fact that he is described as
• triples: worshipped, or rich, or most likely
‘disorientated’ may make him seem unlike
both; boastful, offensive and aggressive; a hero
as he does not seem confident.

• He is on a mission to find Charlie to

build as he thinks he could get trapped
whatever the challenges, which fits in with and
cannot see anything to defend
a heroic type of plotline.
himself.
• The fact that he chooses the harder route •
The tension is released in paragraph 3
rather than giving up and going home when he
realises that the man is not even
makes him seem heroic. looking
down the alley. It then deflates
completely when he realises he’s an old

• He is resourceful and finds his way around.
guy.
• He uses what resources he has when he •
The tension building then decreases
decides to ask people about the bar. making
the story more exciting as the
5 Responses will vary, but should use relevant
reader is drawn in then shares his relief.
quotations from the text to support a clear 5 Learners’
answers will vary.
viewpoint.
5.4 Young
heroes
5.3 Danger?
1 Notes will
vary but may include:
1 Piece a dirt place, man: it’s a bad place
•
It’s always been part of her life as she
cross da street: across the street cannot
remember not having to care for
you fine it up a few floors: you’ll find it up a her
mother.
few floors •
She loves her mother so does not mind.
I don ‘member zackly: I don’t remember exactly •
She is worried about her exams.
da sign: the sign •
She makes her mother’s breakfast.
2 Learners’ answers will vary, but should •
She organises her mother’s medication.
address the features listed in the bullet points
with a clear example from the text and an •
She dresses her and makes her comfortable.
explanation.
•
She texts her in the day.
3 a The use of silhouetted adds mystery and
•
She misses having friendships and fun like
danger as the man’s features cannot be
other
young people.
seen. The word waiting makes it sound
as though the man has intent and may 2 Negative
aspects: has to do a number of jobs
be threatening. Then the gloom of what in the house,
(household chores, helps with
looked like a dead end makes the alley medication and
provides physical assistance)
sound dangerous as he could get trapped. had to grow up
quickly, was bullied at school.
b He means that it is a hopeless situation Positive
aspects: is very independent, is
and that, although he will try his best, confident,
is assertive, is empathetic, good
fighting is not likely to be successful. relationship
with her parents, organised with
studies, has
made friendships with other
c Adam feels relieved as he realises that he
young
carers.
has been imagining the danger. His relief
turns into embarrassment as he feels 3 Answers
should link back to the ideas
foolish for panicking. explored in
Activities 1 and 2.
d It means that he felt slightly deflated and 4 Answers may
include the following ideas:
let down by the realisation that the danger
was in his imagination. This shows that he •
The heading makes the topic and the
seems to enjoy the thrill of an adventure.
intended audience very clear. It makes the
informative nature of the article clear too.

4 • The tension starts to build in the first
line on and stopped. This shows Adam •
The subheadings clearly indicate the focus
is suddenly tense as he sees the man of each
section.
silhouetted. The tension then continues

• Numbers help organise the material into 3 Answers may

include some of the following
sections, as there are subheadings within examples:
sections.
•
Jewel is a pop star by day and a superhero
• Bullet points are used in one section by
night.
to list suggestions (numbers would be
inappropriate as they have been used •
Jewel wears a disguise at night.
already for the sections). •
The Mandarin is a supervillain.
• Each sub-heading starts with an •
Iron Man stops The Mandarin from
imperative verb. Imperative verbs are
destroying China’s rice crop.
also used within the text where the advice
being given is seen as crucial for all young •
Chakra is a teenage tech genius by day.
carers. This is suitable for a guide as it is •
Chakra has a blue jumpsuit.
giving clear instructions.
•
Chakra has special powers.
• Modal verbs are used where some young
carers could benefit from the advice – You •
Chakra fights to keep Mumbai safe.
should make an effort to provide them
•
Some of the conventions listed in
with extra help whenever they need it.
question 1 are followed.

5 Learners’ answers will vary, but should include
4 Learners’
answers will vary.
ideas from Activity 4.
5 Learners’
answers will vary.
5.5 Superheroes
1
5.6 Scripting
stories
Main points
1 Learners
read the script aloud in groups.
Superhero films are not realistic
2 Notes will
vary but may include:
They follow similar plotlines
Characters often wear disguises •
The events happen chronologically but
some
time is speeded up or missed out.
The character has a superpower Some
events take place simultaneously,
The main story is usually a conflict like
Enviros flying towards Punch as the
between a superhero and a supervillain scene
in his office is happening.
The superhero always wins •

The settings vary from outside the school
to a
corridor then a classroom inside. It
2 a Answers may include exploration of the
then returns to the street outside. The
following phrases and punctuation: setting
then changes to a sports hall then
super-real; Way beyond; Who doesn’t feel back to
the exterior school shot. Then
excited . . . again?; well . . . maybe not the
next setting is the interior of Punch’s
fascinated; . . . (at least to the audience . . . office,
soon switching to the skyscraper
see through it!); these guys; – a super nasty roof
and whole building. We then see
person –; does not know his secret . . . Enviros
outside his window from an
interior shot. This is quite a wide range of

b Viewpoints will vary, but discussions
settings.
may refer to the generally ambiguous
tone. While the writer seems to like the •
There is more description than speech as
superhero genre and thinks the films the
scenes move very quickly from one to
are entertaining, he is also aware of
another.
its tendency towards superficiality and
•
The characters do not have much
predictability.
dialogue. It is really just snippets to set the

scenes
and contexts. Enviros says nothing
at all
which makes it more dramatic as she
seems
very powerful.

3 Discussion will vary but may include: 3 Using non-

standard English in dialogue can
make speech
sound more realistic and can be
• Technical language is used such as used to
establish where a character is from, for
‘establishing shot’, ‘close-up shot’. This example, if
they are shown using a particular
tells the camera operators what they dialect.
need to achieve. Interior and exterior
tell us whether scenes take place outside 4 Advice
texts may use headings, subheadings,
or inside. There is not much language numbering and
bullet points to organise the
associated with film-making though. information
helpfully. They will also use a lot
of imperative
verbs.
• It is written in the present tense as the
action is happening in real time in the film. 5 Superhero
films are not realistic; they follow
similar
plotlines; characters often wear
• The prepositions and nouns allow detailed disguises;
the character has a superpower;
descriptions of the settings, which is the main story
is usually a conflict between a
essential to allow us to visualise the action. superhero and a
supervillain; the superhero
• The imperatives are used by Punch to always
wins.
show he is demanding and dominating. 6 A film
script needs to describe the settings
His final one to Enviros is very clearly and the
way that the camera shoots
threatening and dramatic. the scene. It
needs to explain switches between
• Chun-hei says very little and is polite to interior
and exterior settings. Clear dialogue
her teacher even though the situation is needs to be
laid out with stage directions to
urgent. Punch says a great deal, mostly show how the
actor should perform. There
shouting orders or threats at people. should be a
balance between dialogue
and
description.
4 Learners’ answers will vary, but should use the
ideas in Activities 2–3.
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 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 anti-
climax before building it up again. This
structural device is very effective.

•
There is an evolutionary fear of the dark
6 Monsters in
humans.
6.1 A modern monster •

Fears of the dark and monsters prowling
are
fears humans learn when babies.
1 Learners’ answers will vary, but should form
•
Noises are heightened in the dark.
useful notes of key points: buries its teeth
into animals, glowing red eyes, huge claws, •
Children do not like being alone in the
spikes along its back, leaps large distances, dark
because they want adult protection.
hairless, vicious, burnt patches on skin. It was
described in 1995 as a fearless, hairless dog. 3 •
The article is aimed at parents.
2 a It means that humans have contradictory •

Parents may read it if they have a child
feelings – they are engaged by monster who
sleeps badly or is afraid of the dark.
stories, but they are also scared by them. •
It constantly says your child; at the
b It means that when they found one, it did
beginning of the article it says, Your children
not live up to their expectations as it was are
afraid of the dark, and they are certain
very unimpressive compared to the stories that
monsters live under their beds; it uses
that had been told. It conveys a sense of
quotations from a professional psychologist.
disappointment. •
This is an information article that explains
c It means that anyone sensible did not to
parents why their children are afraid of
believe the stories anyway. It shows how the
dark.
silly and implausible they were. 4 Plans will
vary but should use the notes
3 Words and phrases that reveal the writer’s provided
as well as the article. The structure
attitude my include: We love . . .; there’s the should be
planned carefully to organise the
feared Chupacabra . . .; Typically; as with most material
effectively for the intended readers.
supposed monsters; it was said to have; most 5 Learners’
answers will vary.
supposed . . . ; there was no . . . ; No real surprise
to most people; the ‘experts’ on web forums and 6 Learners’
answers will vary.
the reality was a little less exciting than the myth.
4 The use of wildfires shows how rumours can
6.3 The giant
get out of control easily as they spread so 1 They are
short prose texts.
quickly. It also emphasises how completely
destructive they can be. They are
written in a simple style.
5 Learners’ answers will vary but may include They are

written to entertain, but also contain
the following words and phrases: horrific red a moral
lesson.
eyes; struck fear; will stay with me forever; They are
written for children, but the deeper
incredible; sharp spikes; horrendous claws; ideas in
them appeal to older readers too.
serious damage.
They
contain fantasy elements such as
6 Learners’ answers will vary, but should
monsters or talking animals.
address all bullets.
Characters in them may be named for what

6.2 Fear of monsters they are
– for example, King or Wolf, and
defined by
their name, attitude or power.
1 evolutionary history: human development
2 The garden
may symbolise paradise and the
natural selection: the way that humans and wall may
symbolise selfishness and greed.
animals have evolved to have features that suit
their needs and environment 3 He is
friends with an ogre. His voice is gruff and
frightens the
children. He is selfish because he
2 Main points: does not
want to share his garden. He is mean
because he
builds a wall to keep others out.
• The dark is scary and associated with
danger.

4 a Personification: he
jumped out of bed
The Snow, Frost and Autumn are It was a
lovely scene
personified through being given direct
He was
so small . . .
speech.
wandering all round it, crying

the trees forgot to blossom
the
Giant’s heart melted
Then they invited the North Wind to stay . . .
I will
knock down the wall . . .
he roared all day . . .
My
garden shall be the children’s playground for
The autumn gave golden fruit . . .
ever and
ever
the snow danced . . .
he crept
downstairs and opened the front door
b The spring symbolises happiness and the quite
softly
winter symbolises suffering.
stole up
behind him and took him gently in
The fruit symbolises generosity and love, his hand
the nourishment needed by humans.
he took
a great axe and knocked down the wall
The music symbolises joy and
3 Learners’
answers will vary.
communication.
4 Learners’
answers will vary.
5 It tells us that they are mostly compound
sentences. These are a simpler form of
sentences than complex or compound- 6.5 A smaller
monster
complex. This makes the language more 1 Learners
read the poem aloud, emphasising
straightforward and the story easy to follow. the rhythm.
6 Time connectives include Then and One 2
similes: as black as soot
morning. Nouns include The birds, Spring,
The Snow, The Autumn. Personification of the verbs
and adverbs: dearly loves to bite
seasons makes them characters in the story specific
adjectives: black
and gives the reader a visual representation
of what is happening in the garden. The
comparative adjectives: most unpleasant brute
connectives and nouns help the reader to see
3 Learners’
answers will vary but should
what is happening when.
demonstrate
careful planning.
6.4 The little boy 4 Discussion
may include:
1 The little boy makes the Giant feel empathy •

The family’s initial fear: paralysed,
and realise how selfish he has been. meaning
they are too afraid to move.
2 Answers may include explanations of some of •

The mother using a broom as a weapon as
the following examples: 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
he built a high wall all around it but
need him to be brave.
he sat at the window and looked out at his cold, •
The children are scared but also excited
white garden because
they know their parents will
golden fruit . . . to the Giant’s garden she gave protect
them.
none •
Reactions change after the sister gets
it was so long since he had heard a bird sing . . . stung.
The mother is very upset weeping
and
praying and scared, the father is
it seemed to him to be the most beautiful music still
pretending to be brave, the narrator
in the world is
frightened for her sister feverish,
mumbling, struggling to breathe.

I believe the Spring has come out at last

5 Poem Scorpions
Human attitudes and reactions
‘The • seen as threatening and aggressive •
they view it as an unpleasant brute
Scorpion’
• s# uggests the scorpion enjoys • t#
hey see it as enjoying inflicting
causing pain (dearly loves to bite)
fear and pain on them
• turns up unexpectedly •
they fear it turning up in their bed
• causes a sense of fear
‘Shadow • # e sat, paralysed uses hyperbole
W • s#
een as mysterious and frightening
of the to show the extent of their fear –
the simile like a monster suggests
Scorpion’
the fear it inspires
• #strangely excited implies that their
feelings were mixed at first •
#figurative term paralysed shows
physical and emotional reaction

• My sister screaming is dramatic
• #
ifferent characters show different
d
• # long night seared stresses how
a
reactions
terrifying it was
•
sister’s pain (feverish)
• # laying the brave man shows her
p
father was also scared but putting • #
nding suggests long-lasting
e
on an act
nature of human attitude.
• # eeping and praying shows
w
desperation
6.6 Monster below ground

creature, watching me, no eyes, and desperate
to drag me.
1 Learners’ responses will vary.
5 Learners’
answers will vary.
2 The comparison with eight double-decker
buses emphasises huge size and weight. Check your
progress
engineers armed . . . the use of armed makes it 1 Emotive
language is when vocabulary is used
sound like a formidable enemy. to evoke an
emotional response in the reader,
the greasy giants makes them sound like a foe. for example
cruel, devouring, gruesome, struck
fear,
horrendous claws.
colossal exaggerates the size.
2 Use
subheadings, numbering and bullet points
spew makes it sound disgusting and as though to organise
the advice logically and helpfully.
it fights back.
3 Fables are
short; they usually use simple
monsters from the deep, lurking . . . makes them language; they
have a moral message; they
sound like a hidden enemy waiting to attack. often use non-
human characters; a lesson is
defeat these . . . continues the army metaphor. learnt at the
end.
urging people not to feed the fatberg and growing 4 The little
boy evokes sympathy from the Giant
under our feet makes it sound like a living thing and makes him
realise how selfish he has been.
that is eating and growing in the sewers. He helps the
boy and that makes him feel happy.
3 Learners make notes on the key points from 5 Look
for similarities and differences in
the audio. subject,
structure and language.
4 Learners’ answers will vary but may explore 6 An
extended metaphor is a comparison which
the following: one-word sentence; dashes; continues and
develops throughout a text. An
complex sentences; colon; explanation of example may be
describing the night sky using
how the monster metaphor extends through the extended
metaphor of the sea so describing
vocabulary such as lair, growling noises, the sky as
deep and black, the moon as a sailing
ship and the
stars as tiny islands etc.

7 ‘The Plantation’
7.1 The broken pipe 2 Notes will
vary but should include
explanations of
some of the following:
1 a Notes will vary, but may include the
•
Aural, visual and tactile images: grew
following ideas:
from the
moist underbelly of the swamps;
• It sounds like a challenging
greenery blocked away the sun; made the
environment with moist underbelly of hairs on
his skin bristle; cold drizzle of
the swamps and greenery that blocked the early
morning dew; rubber trees that
the sun. glistened
with sap; the plantation seemed
to glow;
slashing at the banners of plant-
• The harmattan season sounds
leaves; prickling silence; an alien trickling
challenging too, as though nature sound;
cocked his ears; watching and
makes his life more difficult: the sniffing;
touched by an uncertain impulse.
parching land breeze charged at him.
•
Personification: the parching land breeze
• moist underbelly sounds unpleasant charged at
him from the rubber trees; a
• hairs on his skin bristle gives a sign of curious
mysteriousness which followed him
foreboding in the text about; the murmur
of the plantation was
suspended in a
state of waiting.
b Notes will vary, but may include the
following ideas: 3 Learners’ answers
will vary, but should use
ideas from
questions 1 and 2, giving clear
• He works hard in challenging evidence from
the text.
conditions.
4 Learners discuss
reactions to the views in groups.
• He is a mysterious character: his face
a picture of dark brooding. 5 Learners’ answers
will vary.
• the text shows Namidi’s affinity to 7.2 Namidi’s

family
nature since This place was an emblem
of life to him. 1 Notes may include
explanations of some of
the following:
• slashing at the banners sounds like
Namidi is frustrated or angry. •
Namidi returns the women’s greeting,
which
shows he is polite and friendly.
c Notes will vary, but may include the
following ideas: •
However, he then rushes past them, which
shows he
does not want them to know
• The plantation was suspended in a state what
he is doing.
of waiting builds tension and mystery.
• The
women think there is something
• There are strange sounds: the wrong
with Namidi because he rushes
murmur of the plantation; an alien past.
trickling sound.
• They
think he smells odd, but are just
• There are strange smells: an odd sickly
puzzled by his behaviour.
smell.
• They
do not seem particularly suspicious.
• Namidi’s reaction creates tension: set
his stomach on edge; paused; cocked
his ears; stood still; listening, watching
and sniffing.

2 Example answer: 2 Outcomes

will vary, but may consider the
following in
each line:
Namidi does not trust the villagers, so he does
not want to tell anyone what he has found. He a
This shows that Namidi is thinking
is very poor and has worked hard for a long about
how he could improve their living
time to try to get out of poverty. He sees this as
conditions if he had money; it shows
an opportunity to make his hard work pay off. that he
has good intentions and makes us
sympathise with him.

3 Discussions may refer to:
b This
shows that Namidi is aware of the
• the fact that Namidi cannot afford to send dangers
but is deliberately not thinking
Ochuko to school about them; it
makes the reader fear
• the evidence that Efe has to work hard for him,
as he is not thinking about the
and has suffered. dangers.
4 Paragraphs may include the following ideas: c

This shows that Namidi is pressurising his
wife not
to question him, as he does not
• Namidi has lived in the tiny village all his want
her to change his mind; it shows that
life and may feel trapped by his poverty. he is a
bit of a bully to his wife, so may
• Namidi wants to be able to afford to make
the reader react more negatively to
educate his children so they can have a him; Efe
could either remain silent and let
better life than his. He feels guilty that his Namidi
make the decision, or she could
children cannot go to school. try to
persuade him not to do anything
dangerous for the sake of her and the

• Namidi may want to give his wife a better
children.
life so she does not have to suffer from
working so hard in the terrible heat. 3 Discussions
may include some of the
following:
5 Outcomes will vary, but discussions may refer
to the following: •
Namidi’s children are excited but do not
understand what is going on. They are

• The description of the village and the fact used
to doing what their father asks them
that Namidi has lived there for his whole to, so
they do not question him.
life makes the reader understand why he
wants a way out. •
Efe knows what is going on and is
very
unhappy about it. She does not
• His desire to send his children to school say
anything because she knows how
shows he is thinking of them rather than stubborn
Namidi is. She has been worn
himself. down
throughout her marriage and has
given
up.
• The description of his wife shows exactly
how hard their lives are and makes us •
Namidi seems very dominant and
understand why he does what he does.
dismissive of Efe’s feelings and views. The
fact
that he is involving their children in
something potentially dangerous makes

the
reader have a more negative view of
7.3 Namidi and Efe him.
Also, the way that he has behaved
1 • Efe is worried: a wary, suspicious frown.
towards Efe in their marriage makes
him seem
stubborn and selfish. At this
• She thinks it is dangerous and does not
point he does not come across as a good
want anyone getting hurt: What if a fire husband
or father. He seems blinded by
starts, eh? money.
• She is not happy about it: doubt and 4 Learners’
answers will vary, but learners’ notes
anxiety . . . suddenly clouded her face. on which they
base their monologues should
include
consideration of:
• She says nothing but thinks that it will end
badly: this thing . . . will come to no good. •
how Efe feels about her children being
involved

• an explanation of her face brooding and 7.4 Jackson and

Ochuko
disturbed
1 Notes
should include the following ideas:
• what she is thinking to cause the storm
gathering in her heart •
Jackson draws attention to what they are
doing; he
is suspicious; there is a sense
• what trouble lay in wait – what she is that
he wants something when he rubs his
worried will happen hands; he
seems to be threatening to make
• how she feels about the battles she has
trouble for Namidi; he is afraid when he
had during their marriage hears the
hissing and runs back to the
village.
• what she means by the ruin his rigidness
has cast upon them. •
Namidi clearly dislikes Jackson; he seems
worried
about him but also stands up to
5 Learners perform their monologues; ensure him;
he wants to react but ignores him.
they use voice and gesture for effect.
• 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.
2 Adjective Quality What it reveals

a greasy-looking opinion It shows Jackson’s appearance
and suggests he is unclean.
youth It implies he has untrustworthy
aspects.
(paragraph 1)
he countered in a cold measure It shows Namidi’s displeasure

and suggests he is angry.
voice
(paragraph 4)
like some wayward fly 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
(paragraph 4)
that he could cause a problem.
a restraining arm qualifier This shows that Efe’s actions
hold Namidi back.
(paragraph 6)
walking, stiff-necked, shape This implies that he is tense
and angry as he is walking
down the narrow track very rigidly.
(paragraph 6)

3 Outcomes will vary, but may include •

Contrasts in understanding include: the
discussion of the following quotes and the
descriptions of burnt chicken feathers
mood created by them: burning noon; sun and
screaming demons show his lack of
gliding overhead; circle of fire; swarmed; glitter
understanding; the reader understands
with a wave of sweat-drenched bodies; bubbled that the
fuel has caused an explosion
and brawled; fought each other for space; whereas
Ochuko does not; the reader
clashed and flashed; weapons of survival. knows
his father’s actions led to this
danger;
the reader understands that his
4 • #The adults: described as a swarm, showing
parents and siblings could be hurt or dead
that there are many of them all intent on and may
not come back.
one thing; it is described as a war where
they fought each other for space and metal 3 Learners’
answers will vary.
pans and buckets clashed and flashed – this
shows they were acting desperately while 4 Discussion
outcomes will vary.
trying to get the petrol; they seem to be 5 Learners’
answers will vary, but should
acting selfishly and greedily. address each
bullet and use the details of the
• Ochuko: loses focus and seems unaware story to
reflect on the events from Ochuko’s
of the seriousness of the situation perspective.
(wandered about); is a typical child and
finds a friend to play with (laughing and 7.6 Disaster
reports
swinging playfully).
1 Learners
prepare reports. They should follow
• Ochuko does not seem to understand that the
structure of the bullets, using details and
the adults are very tense and ending up ideas from the
story.
hurt; does not understand that there is
2 Learners
perform their report.
any danger. They seemed entertained by
their noise and bustle. 3 Learners
should make notes using an
appropriate
format, including evidence and/or
5 Ochuko’s innocence makes the reader worried
details to
support each opinion.
that something will happen to his parents that
he will not understand. The beginning and 4 Learners
may consider some of the following
end of the extract show the mounting tension ideas:
among the adults fighting to get the petrol.
In the middle section, Ochuko playing with •
Namidi’s decision not to report the broken
his friend and thinking the adult behaviour is pipe and
his reasons for the decision.
entertaining makes the danger seem more real. •
Namidi ignoring Efe’s concerns and her
subsequent silence.
7.5 The explosion
•
Involving the children in collecting the petrol.
1 Learners should use clues from the previous
•
The fact that so many people came to
extract to support their prediction as well as
collect
petrol.
the current extract.
•
The issue of poverty.
2 • #Contrasts between innocence and danger
include: the innocence of the young •
Corporate responsibility for health
boys playing soldiers, unaware of the and
safety.
danger close to them; Ochuko’s childish
fascination as the adults run screaming •
Whether large companies should put
from the explosion site; Ochuko running more
back into communities.
to their hut for safety in a familiar place, 5–6 Learners’
answers will vary but should be
unaware that it is his father who has put planned
carefully using the bullets. The language
him in danger; Ochuko hiding under his used should be
suitable for a formal report.
mother’s bed for safety.

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.

8 C
# hoices and decisions
8.1 The Merchant of Venice 6–7
Outcomes will vary.
1 Outcomes will vary. 8.2 Life

choices
2 • The Prince of Morocco chooses the gold 1
diverged: went in different directions
casket and finds a scroll; the Prince of
Aragon chooses silver and finds a picture
undergrowth: foliage
of a fool’s head; Bassanio chooses lead. fair:
attractive
• The lead casket contains a picture of Portia. equally:
the same
3 Outcomes will vary. trodden:
walked upon
4 Character Attitude to Moral lesson way:
road
the test hence:
in the future
Morocco He thinks that The scroll tells
2 •
long I stood / And looked down one as far
things which him: All that
as I
could – This suggests that he needed
are worth the glitters is not
to think
carefully and observe things
most moneys gold.
before
making the decision.
are the best.
He chooses This means that
•
knowing how way leads on to way, / I
gold in the he should not
doubted
if I should ever come back – This
hope of judge by outward
suggests
that once you have made a
improving his appearances as
choice,
it will lead to other choices, and
fortune. sometimes they
you
won’t ever return to the same point
are deceiving.
again as
life will have moved on.
Bassanio He feels The scroll tells
nervous him: You that •
I took the one less traveled by, / And that
because he choose not by the has made
all the difference – This suggests
might make view, / Chance as that
choosing the safest or most popular
the wrong fair and choose as decision
is not necessarily the best thing
choice. true! to do.
It suggests we should take risks.
3 Paragraphs
should include the following ideas:
This means that
he does not •
How the narrators feel about their choices:
judge by outward both
seem pleased with their choices.
appearances and
recognises that it •
Key lines in each text: I took the one less
is what is inside traveled
by, / and that has made all the
that counts.
difference; I doubted if I should ever come
back;
There was no going back.
5 a Portia tells Bassanio to wait a day or •
The metaphors each writer uses: the road
two before choosing so she can have his less
travelled is a metaphor that extends
company.
throughout the poem, representing
b Portia obviously wants Bassanio to the
choices we make in life and how
choose the right casket, but she says if he
important it is to choose carefully; no
does not he has to leave, so it is clear she going
back indicates that when we make
has no choice. a choice
we need to stick with it as we
should
only move forward and develop.
c The message is that people who choose
things by outward appearance are shallow •
The use and effect of adverbs: long
and expensive things to do not bring I stood;
equally lay; trodden black;
happiness.
aggressively; rigidly; steadily; hesitantly
(explanations will vary).

• Structures such as rhyme, rhythm and Main

points Subsidiary
sentence variety (notes will vary but
information
should see the difference in the structures
of the poem and the prose text). Work
suggests that Perhaps choice
volunteers
would doesn’t always
4 Learners’ answers will vary. have
preferred bring happiness.
professionals to
8.3 Making decisions have made
the
choice for
them?
1 a Durjoy thinks that we use our instincts
to make small decisions all the time, so 4 a
Paragraph 1 introduces the topic.
should always trust them – that feelings
Paragraph 2 describes the method – how
are never wrong. the
experiment was carried out and by
whom.
Paragraph 3 shows the results/
b Chaturi thinks it is easy to get distracted
findings. Paragraph 4 draws conclusions.
by minor details so we lose sight of what
is important. She advises to keep focused b
Linking verbs and time adverbs make the
on the main goal. time frame
clear, as well as how future
predictions
are being made from the
c Helmut thinks asking for advice is good, research
evidence – examples include last
as the people who know you best will year, later,
once
always have your interests in mind and
can offer good advice; Helmet also thinks 5 Learners’
answers will vary.
that sometimes asking for advice means
that you end up with too many different 8.4 A dangerous
decision
opinions and can be put under pressure to
do what other people tell you to do. 1 Learners
plan and perform their mimes.
d Learners’ answers will vary 2 •

Chad says it was an instinctive decision
when he
panicked.
2 Outcomes will vary.
•
The story shows that when humans have
3 Learners’ answers will vary but may include to
make a decision very quickly they do
some of the following ideas: not
always consider the consequences of
their
actions.
Main points Subsidiary
information •
Chad is saved from death when a crew
member
hears his cries and prompts an
Volunteers asked to Research
emergency stop.
randomly choose conducted by
from four items. Simona Botti from 3 Notes may
include the following:
Cornell University
Pleasant or nasty •
Extra details: date; where the train is
and Ann McGill
choice offered. going;
why he decided to chase the
from University of
Asked to rate their Chicago. train;
the fact that first class diners
satisfaction with ignored
him; what he was wearing; the
Pleasant items freezing
temperatures; his symptoms of
their choice.
were chocolate and
hypothermia and how serious it was.
People with coffee.
pleasant items •
It makes the article more dramatic as he
They completed a reveals
the details later and gives Chad a
were satisfied.
questionnaire. voice.
People with
People blamed 4 Discussions
should focus on the bullets, giving
unpleasant smells
themselves for poor clear examples
from the paragraph.
were dissatisfied.
choices.
5 Learners’
answers will vary.

8.5 Impossible choices •

Whether the language used exaggerates or
tries to
get the reader’s sympathy rather
1 a Ahmad is willing to travel to Europe
than offering an objective viewpoint.
because he has been shot at three times.
His daughter (aged 9) has also been shot – 5 Learners’
answers will vary but should develop
so where they live is dangerous. He wants ideas from the
previous activities.
his children to have a better life.
8.6 Different
views
b Doaa fled Syria after her father’s business
was bombed. She and her boyfriend 1 Discussions
may consider:
paid human traffickers to get to Europe
• the
idea that a developed country should
but the boat was attacked and most of
provide
for its own people before helping
the passengers drowned. Either way, she
refugees
was risking her life – whether she stayed
in a dangerous place or risked the boat • the
ways in which refugees can have a
crossing. negative
impact on developed countries
c The reader’s initial reaction is likely to be •
problems that refugees can face when they
one of sympathy and shock. get to
more developed countries
2 It means that if you won in the game of life, •
what alternatives are suggested
you are simply lucky rather than superior. No
one is to blame – refugees are unlucky. •
whether the article is biased.
3 a Learners may note the following 2 a

Paragraph 2: Developed countries should
examples: haunt me; fled; witnessed the meet the
needs of their own people before
murders of many others; face the danger; helping
refugees.
decimated in an explosion; family had
Paragraph 3: Refugees can disrupt a
nothing left; risk their entire life savings; country
due to different cultural norms
human traffickers; perished; attacked and
beliefs.
by pirates; aware of her fate; impossible
choice; unspeakable fate.
Paragraph 4: Taking in refugees is not
always
good for them and does not lead to
b Using refugees’ personal experiences:
improvements in their lives as the journeys
makes it more personal and immediate; are often
treacherous and they are often
means that the claims are evidenced with housed in
camps which are substandard
real-life stories; uses names rather than where
they could catch diseases.
anonymous examples; is more likely to
make the reader sympathetic to their b The opening
paragraph poses a question
plight. which is
addressed in the article; the
closing
paragraph concludes firmly that
4 Discussions may include consideration of the refugees
should stay in their own countries
following: and be offered
help to rebuild them.
• Whether the stories are true / the people 3 •
Text 1 purpose: to evoke sympathy and
reliable. support
for refugees.
• Whether the writer has missed out other
Refugees are fleeing war zones.
details which could make the stories less Refugees
are in danger.
convincing. Refugees
try to get to Europe for a better
life.
Refugees will take risks to get there.
• Whether the role of people traffickers has
Refugees pay human traffickers.
been brushed over. Many
refugees die trying to cross the
Mediterranean.
• Whether seeking new lives is more about
Refugees
think it’s risky to stay or go.
money than safety.
Refugees
are just unlucky. It could happen
to any of
us.

• Text 2 purpose: to persuade the reader Check your

progress
that refugees are best supported by
staying in their own countries. 1 You would
need to rehearse and perform a
Are developed countries responsible for script using
movement, gesture and voice to
refugees? bring it to
life.
Developed countries should look after
2 A manner
adverb tells you the way something
their own people first.
is done: He ate
noisily.
Refugees cause resource shortages.
Refugees heighten cultural tensions A degree
adverb tells you the extent to which
because they have different values and something
happened: He almost fell.
customs.
Refugees are often subjected to bad living 3 A linking
adverb helps the reader to see how
conditions in camps. stages in time
link together: Soon, I will go
It is better to help refugees rebuild home.
resources in their own countries. A time adverb
shows when something
4 Learners’ answers will vary, but an example happens:
Today, I will leave work early.
might be: 4 The opening
paragraph will establish the
• paragraph introducing the topic: key facts,
often using a single sentence, or
paragraph 1 sometimes a
rhetorical question.
• rhetorical question: do developed countries 5 Bias can

make the reader support or oppose a
have a responsibility to welcome refugees? viewpoint
without knowing both sides of the
argument. For
example, the writer may only
• topic sentences: developed countries should explore one
viewpoint in an article because
prioritise and meet the needs of their they want the
reader to agree with it without
people first; refugees bring with them a offering any
alternative views.
different way of life.
6 a paragraph
introducing the topic; a rhetorical
• modal verbs: should; may question;
topic sentences; modal verbs;
examples from
real life; a connective to
• examples from real life (e.g. 1 in 40 people
introduce
another point; an acknowledgement
die attempting to sail from Libya to the
of the other
side of the argument; a
Mediterranean coast).
concluding
remark to summarise the main
• connective to introduce another point: idea.
moreover; while.
• acknowledgement of the other side of the
argument: while it is true that.
• concluding remark to summarise the main
idea: final paragraph.
5 Learners’ answers will vary but should use
ideas from the texts studied.

9 Endings
9.1 Saying goodbye 9.2 The end of
childhood
1 Outcomes will vary, but should include 1 Learners
read the poem aloud with
discussion of key points: expression.
• how busy her home life was when the 2 Discussion
of the metaphor might include:
children lived at home; her sense of being
their ‘sun’; their company; the idea of •
the idea that the mother taught the
keeping them safe 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 •
the curved path of the park – challenges
company in life
ahead
• life goes on but it changes. •

waiting for the thud – mother being ready
to react
if there are problems
2 Sun and planets metaphor: shows that she
is stable and life-giving while they move and •
the joy of independence and the sadness
revolve around her – separate but connected. of
letting go.
Books: each part of life is a chapter – things 3 Paragraphs

may include some of the following
change but it is all part of the same story. ideas:
Doors: when one thing comes to an end, new • it

describes a single moment that
things replace them.
represents growing up and letting go
Birds: unlike birds, parents do not replace •

stresses the finality of letting go.
their children with new chicks each year. •
because it focuses on one significant
3 Outcomes will vary.
moment in a child’s development
4 Voice 1 is an older woman who identifies •

perhaps to reflect the uncertainties and
with what the writer says. She recalls her own
inconsistencies of life and growing up.
similar experiences as a mother, feeling great 4 Both
narrators are mothers.
sadness when her children left home.
Both
narrators are reluctant to let their
Voice 2 is a young teenage boy who does not children go
but know that they have to as it is
really identify with the feelings expressed in a normal
process.
the text. He refers to arguing with his own
mother and finds it difficult to believe that she Both
feel sadness.
will be sad when he leaves home. In the
article the author uses different
Voice 3 is a mother who has yet to experience metaphors
such as sun/planets, doors, a book
her son leaving home. She identifies with the and birds to
explore different ideas about
writer’s feelings because she is dreading her children
leaving home, whereas in the poem
son going to college. it is one
subtle extended metaphor using
teaching a
child to ride a bike to represent
5 Learners’ answers will vary, but learners the way
that parents bring children up and let
should consider their own age, gender, culture, them go.
etc. when reflecting on their response to the
text. 5 Answers may
explore:
•
the sons’ / as harsh / as the fathers: as the
sons grow
older, they replace their fathers’
silhouettes; the daughters / will take off

their aprons: a symbol of them growing up warrior.

He is expected to spend time
and the temporary nature of the family as observing
Lowsi and clearly finds this
it stands presently
challenging at first but the reader senses
that his
interest seems to grow as his
• the last two lines refer to the closing of
understanding increases.
the photograph albums – the family unit
is temporary and will keep changing until • Tony
seems to respect and admire Lowsi
it will only exist in the albums. but also
seems quite emotionally distant.
6 Learners’ answers will vary, but should use the 2 a
Discussion may explore some of the
ideas explored in previous questions to draw
following:
comparisons.
•
Huang is an elderly Chinese man, so is
very
respectful of older traditions. He
9.3 The stranger
therefore approves of Lowsi teaching
1 • His father invited the stranger into the
Tony.
house; his parents appear to have had a • Kim
is young and female but as an
conversation with him speaking quietly
athlete she focuses on the importance
which implies they did not want him of
having a good trainer.
to hear; the parents seem afraid of the
stranger as they do what he tells them to •
Andre is young and focuses on the
do and let him take their son.
positive impacts that change can
have. He sees Lowsi taking Tony as a

• He is scared as he hides behind his father’s
positive thing for Tony as it leads to
legs; he realises that something strange is new
adventures.
happening but does not understand; he
obeys his mother; he does not understand b Individual
responses may consider Tony
that his father is crying; he thought it was being taken to
a new country, his parents,
an adventure at first but then becomes the opportunity
offered to him by Lowsi,
scared; he is confused and frightened etc.
when they arrive in China.
3 Example
answers:
• The grandfather seems very distant
a I pushed
quickly past him and tried to
and stern.
hide behind my
father’s legs, being careful
2 Improvised monologues should build on ideas not to
look directly at the man.
and details from the text.
b He began to
develop his own styles and
3 Scripts should build on ideas and details from teach the
ways of Kung Fu, after leaving
the text and use the bullets to plan the script. the temple of
his training.
c I was his
most unexpected and unlikely
9.4 A new beginning disciple
since Lowsi had no son of his
1 Answers may explore some of the following: own.
• Lowsi’s heritage as a direct descendent 4 Learners’

answers will vary.
of Gong Soo; his reputation; his status
as a Grand Master; the handing down 9.5 How stories
end
of knowledge from father to son; his
1 Outcomes
will vary.
expectations of Tony. The reader gets the
impression that for Lowsi, passing on his 2 •
The moral message is that villainy does
skills and knowledge is more important not pay.
They are reminded that they are
than developing a relationship with his selfish
and that people should think about
grandson. the
impacts of their actions on others.
• In the years ahead Tony will be taught •
As he was poaching animals, it seems
the secrets of the martial arts by his fitting
that he should be ‘punished’ by an
grandfather to become an unbeatable animal.
He was trying to harm Joey at the

time so Polly was protecting Ruby when 3 Discussion

should consider vocabulary and
she heard her cry protecting her owner. expression,
looking at how these were adapted
for the
different audiences.
3 Discussions may include some of the
following ideas: 4 Answers may
explore some of the following
ideas: Grandma
bringing her the fruit and
• Joey’s injury shows that the problems
showing concern;
Ruby’s conversation with
caused by the poachers are ongoing – it
her father; the
idea of her mother living on in
stresses the seriousness of their actions
her; her mother
being proud of her.
and the way they have affected the animals.
• Ruby’s concern for Joey is greater than her Check your
progress
pleasure that the villains have been caught.
This shows the reader she has morals and 1 It can
sound more like spoken English and
priorities and makes her admirable. bring the reader
closer to the writer.
• Focusing on Joey means that the villains 2 The

punctuation and structure can help
fade away rather than focusing on them indicate the
pace or pauses. It can show
too much as the reader. whether a poem
is about one single idea or
lots of ideas.
For example, ‘To a Daughter
4 a I agree. Stringer seems to realise his Leaving
Home’ is about one moment in
actions have not paid off and has some childhood so is
a continuous sentence.
regrets, so he probably does agree with
Ruby. 3 Use voice,
gesture and body language carefully
to enhance what
is being said.
b I disagree. I think Ruby wants to stop
Joey getting hurt. And that is the thing 4 A present
participle puts emphasis on the first
that most concerns her. action in the
sentence. For example, ‘Holding
my umbrella
tightly, I battled through the
c I disagree. Ruby is brave but Polly helps strong winds
and rain.’
her to rescue Joey as well as the police.
5 Some
stories end with a main character
d I disagree. The police officer comes to finding
success and learning something. Other
check on Joey so is also concerned. stories end with
the main character being
disappointed or
failing to reach their goal.
e I agree. Ruby is right when she says the
world does not belong to them. She is 6 You need to
choose an appropriate level of
reminding them that selfish actions harm formality and
think about the difficulty level
others. of the language
and structures that you use for
your target
audience.
f I agree. I think the writer gives Ruby
the final word, so we agree with her
viewpoint.
5 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 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.


LS English 8 Learner Book Answers

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

c The tone becomes more tense, as the •

1 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-

her fear, she gathers herself to take a 3 foliage:

2 Cambridge Lower Secondary English 8 – Creamer, Clare &

b Answers should include explanations of 1.4 The

people died in ten

4 Answers may include some of the following 2 a

5 Learners’ answers will vary, but learners • It

exploiting their weaknesses.

3 Cambridge Lower Secondary English 8 – Creamer, Clare &

4 Discussions may include the following ideas: •

1.5 Destroying the planet

First text Second text

The angle of the Earth changes the climate. Earth is heating up

2 • In the first text, many of the main points 4 Answers

5 Cambridge Lower Secondary English 8 – Creamer, Clare &

structures in the second quotation as it is

8.00 pm – they went into the bedroom 3 simile,

8.05 pm – they evacuated the house and went 4 The

6 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-

strawberries all day long

2.2 Making progress

Paragraph What happens What it

7 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-

Paragraph What happens What it shows

2 Learners’ answers will vary, but should use •

8 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-

4 Answers may include some of the following 2.4 #Climbing

• Granddaughter faces a very serious 5 Learners’

9 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-

importance of human touch in encouraging 4 Learners’ answers

used cars, trains and

• The cycle of life: held the hummingbird •

• Wisdom of older people: rooted her to the 2 a

10 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-

b Answers may include some of the Check your

buried treasure; cool!; searchin’; Go get

Example Technique Comment •

12 Cambridge Lower Secondary English 8 – Creamer, Clare &

3.2 Strange islands

Dashes (– or parts of dolls –) adds gruesome

4 Learners’ answers will vary, but should be 5

What’s there? On Sable Island, near Halifax, out-

singly: on their own

13 Cambridge Lower Secondary English 8 – Creamer, Clare &

clumps: grouped close together a

She is also missing her father: Tears welled

Simon both felt more cheerful.

There are palm trees moving in the breeze

There are pools of water on the beach. •

15 Cambridge Lower Secondary English 8 – Creamer, Clare &

16 Cambridge Lower Secondary English 8 – Creamer, Clare &

5 Learners’ answers will vary, but should include •

• There are secrets kept from parents 5 Responses

17 Cambridge Lower Secondary English 8 – Creamer, Clare &

4.4 A dystopian future 4 Learners’

1 Notes will vary but may include: 5 Learners’

• There is not much detail about the 4.5 The Glade

18 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-

2 Learners’ answers will vary, but may explore Check your

19 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-

c Leadership, loyalty, determination, 5.2