0861 Lower Secondary English Stage 8 Scheme of Work - tcm143-592828

Scheme of Work
Cambridge Lower Secondary

English 0861
Stage 8
This Cambridge Scheme of Work is for use with the Cambridge Lower
Secondary English Curriculum Framework published in September
2020 for first teaching in September 2021.
Version 1
Copyright © UCLES 2020
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we
cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents
Contents.................................................................................................................................................................................................................................................. 3
Introduction............................................................................................................................................................................................................................................. 4
Unit 8.1 Mystery and suspense............................................................................................................................................................................................................. 7
Unit 8.2 Earth’s wild places.................................................................................................................................................................................................................. 15
Unit 8.3 Language and power.............................................................................................................................................................................................................. 23
Unit 8.4 Technology.............................................................................................................................................................................................................................. 31
Unit 8.5 Survival.................................................................................................................................................................................................................................... 39
Unit 8.6 Comedy.................................................................................................................................................................................................................................... 45
Sample lesson 1.................................................................................................................................................................................................................................... 51
Sample lesson 2.................................................................................................................................................................................................................................... 53
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Cambridge Lower Secondary English (0861) Stage 8 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Lower Secondary English Stage 8.
It contains:
 suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
 at least one suggested teaching activity for each learning objective
 a list of subject-specific vocabulary that will be useful for your learners
 sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Lower Secondary English Stage 8. It is designed to indicate the types of activities you
might use, and the intended depth and breadth of each learning objective. These activities are not designed to fill all of the teaching time for this stage. You should
use other activities with a similar level of difficulty, including those from endorsed resources.
The accompanying teacher guide for Cambridge Lower Secondary English will support you to plan and deliver lessons using effective teaching and learning
approaches. You can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 150
hours of teaching for English Stage 8. You can adapt the time, units and order of the units based on the requirements of your school and the needs of your learners.
Unit and suggested order Suggested teaching time
Unit 8.1 Mystery and suspense 25 hours
Unit 8.2 Earth’s wild places 25 hours
Unit 8.3 Language and power 25 hours
Unit 8.4 Technology 25 hours
Unit 8.5 Survival 25 hours
Unit 8.6 Comedy 25 hours
Total 150 hours
Sample lesson plans
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You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Lower Secondary English Teacher Guide has
information on creating lesson plans.
Other support for teaching Cambridge Lower Secondary English Stage 8

Cambridge Lower Secondary centres receive access to a range of resources when they register. The Cambridge Lower Secondary support site at
https://lowersecondary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.
Included on this support site are:

 the Cambridge Lower Secondary English Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
 grids showing the progression of learning objectives across stages
 the Cambridge Lower Secondary English Teacher Guide, which will help you to implement Cambridge Lower Secondary English in your school
 templates for planning
 worksheets for short teacher training activities that link to the teacher guide
 assessments provided by Cambridge
 a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge
Lower Secondary English worldwide
 links to online communities of Cambridge Lower Secondary teachers.
Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
 paper, pens and pencils for learners to use
 paper on which learners can record their work
 dictionaries and thesauruses
 access to computers and the internet
 access to a range of paper-based research materials, i.e. in a library
 access to a wide range of fiction, non-fiction and poetry texts that learners can read independently for pleasure.
Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available
in your school.
Websites
There are many excellent online resources suitable for teaching Cambridge Lower Secondary English. Since these are updated frequently, and many are only
available in some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
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Approaches to teaching Cambridge Lower Secondary English Stage 8

Repetition of learning objectives
All Stage 8 learning objectives are covered at least once in this scheme of work to demonstrate an example of how it may be taught. It is expected that you will
revisit learning objectives multiple times during the year to practise and embed learners’ skills.
Some Stage 8 learning objectives are covered in more than one stage of the Lower Secondary programme. Where this is the case, the learning objective is marked
by an asterisk, for example:
8Wp.01 Sustain a fast, fluent and legible handwriting style.*
Organisation of learning objectives into units

The learning objectives have been organised into units. However, you do not have to use these contexts in your own teaching. The learning objectives can be taught
in any order. The contexts of the units given in the scheme of work were chosen to support the breadth of textual contexts that learners should be familiar with and to
create links to Upper Secondary. Within the units, some texts are named, but these are given as examples only and are not mandatory. You are encouraged to
choose texts that are available, appropriate and relevant to your learners.
The suggested teaching activities within each unit are designed to demonstrate how the Reading, Writing, Speaking and Listening skills can be integrated to support
their mutual development. Although the learning objectives and activities are shown in rows, each row does not necessarily correspond to a separate lesson. The
activities suggested within one row could take part of a lesson or may need a series of lessons.
The texts listed in the ‘Resources’ column are suggestions only and you do not have to use them in your lessons. We recommend that you choose texts that are
relevant to your learners.
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Unit 8.1 Mystery and suspense

Outline of unit:
In this unit, learners will read and discuss a range of texts, showing understanding of how the structural, linguistic and literary features are used for effect. Learners
will compare encountered texts from different cultures and times, commenting on implied meaning and expressing an informed personal opinion. Using their
knowledge of different text types and textual features, learners will confidently write in particular genre, beginning to use structural, linguistic and literary features to
create a specific effect. Learners will listen to others and respond in a variety of ways: generating a reasoned response, building on shared ideas and synthesising
shared ideas. When speaking, learners will adapt their language as appropriate and will show sensitivity in understanding when to contribute and when to listen.
Recommended prior knowledge:
This unit explicitly builds on the following learning objectives covered in Stage 7:
Reading
Describe how linguistic and literary techniques are used to create effects in a specific context, and use accurate terminology, e.g. using terms such as assonance
or sibilance to differentiate between types of phonetic repetition.
Use inference and deduction to recognise and explain implicit meanings.
Begin to discuss how a writer combines different structural, linguistic and literary features for effect.
Express personal responses to texts, including preferences and opinions, referring back to specific content.
Writing
Use relevant strategies for spelling correctly.
Use a range of sources to develop and extend the range of language used in written work.*
Write confidently in a range of different genres of fiction and types of poems.*
Use relevant features when writing for a chosen purpose.
Evaluate and edit to improve the accuracy and effectiveness of language, grammar and structure of own and others' writing.
Speaking and Listening

Use language to express concrete and abstract ideas and opinions in detail.
Listen, analyse what is heard, and give a reasoned response that draws on a range of sources.
Summarise and develop a discussion, responding sensitively to the range of ideas.
Be sensitive to others when turn-taking, ensuring that the intended outcome of the discussion is achieved.
Show evidence of reading ahead when reading an unseen text aloud.*
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Key vocabulary
synthesise
evaluate
implied meaning
linguistic features
language features
structural features
culture
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Learning objectives Suggested teaching activities Resources
8SLg.03 Develop a discussion Organise learners into groups and give them an article on a real-life unsolved mystery. Once An article on a real-life unsolved
by synthesising and building they have read the article, ask learners to discuss the factual details of the mystery and mystery, e.g. the mystery of the
on the shared ideas. consider as many possible explanations as possible for what happened. Explain that they will Marie Celeste, Big Foot or the
be expected to share their ideas and combine them to come up with what they think is the Loch Ness Monster.
8SLg.04 Balance the needs of most likely explanation for the mystery.
others and the task when turn-
taking, showing sensitivity Initially scaffold the discussion by inviting suggestions and building a possible theory by
about when to contribute and bringing together elements from each suggestion. Further support the discussion by asking
when to listen. questions to prompt thinking, for example:
 Why might …?
 What could account for …?
 What possible reasons could there be for …?
 Is there any other possible explanation?
 Have you thought about …?
Ask learners to combine and develop their ideas to decide what they think is the most likely
explanation for the mystery. Support the discussion and synthesis of ideas with questions, for
example:
 If [X] occurred, then how does that affect [Y]?
 If [X]’s explanation is right, what might have happened next?
Ask learners to ‘carousel’ their ideas: one person from each group goes to each of the other
groups in turn to explain and justify their group’s ideas. They also listen and bring back to
their own group the ideas of the other groups. Encourage effective turn-taking (e.g. not
interrupting, disagreeing politely) by praising instances of it and giving reminders as
necessary.
8Wc.01 Write confidently in a Ask groups of learners to choose their preferred explanation for the mystery outlined in the An article on a real-life unsolved
range of different genres of article. Ask learners to write a playscript to dramatise their version of what might have mystery, for example, the
fiction and types of poems.* happened. mystery of the Marie Celeste,
Big Foot or the Loch Ness
8SLs.01 Listen, evaluate what To encourage learners’ confidence in their writing, they should form a clear plan with specific Monster.
is heard, and generate a success criteria. Elicit success criteria for writing a script by asking questions such as:
reasoned response that draws  What makes a good script? An extract of script to remind
on a range of sources.  What features should it have? learners of the structure,
 How will you lay it out? punctuation and layout.
 What is the purpose of this script? (i.e. What are you trying to show?)
Planning the content can also be supported by asking learners questions such as:
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 Who is involved?
 Where are they?
 What’s happening?
 What effects are you aiming for in your playscript?
 How do you think they felt at this time?
 What sort of things would they each say?
 What sort of language would these people have used?
When scripts are written, edited and completed, allow time for rehearsal, then ask each group
to perform their script to the class. Ask the class to discuss each version of events, and vote
on the most likely explanation for the mystery. Ask learners to justify why this explanation
seems the most likely. Encourage them to refer to the original text as well as the
performances to justify their vote.
8Ra.02 Express informed Organise learners into pairs. Give each pair the opening paragraph of a detective story and The opening of a short story
personal responses to texts. ask them to read the text and share their first impressions of the story. Ask questions such from the detective fiction genre,
as: e.g. The Mysterious Affair at
8Ri.04 Comment on a writer's  What’s your first impression of this story? Styles by Agatha Christie or The
implied meaning and intended  How does the writer set up a sense of mystery? Adventure of the Speckled Band
effect. by Arthur Conan Doyle.
Ask learners to highlight six language features that they think are particularly effective in the
8Wv.03 Use a range of detective story opening. Examples of sentences, ideally
sources to develop and extend those that could be found at the
the range of language used in Once they have identified their chosen features, ask learners to consider how the writer has start of a detective story.
written work.* used them to create a particular tone and to set the scene. Ask learners:
 How does the writer make us realise that this is the start of a detective story?
 What is the tone in the opening paragraphs?
 Which words create this tone? How do they create it?
 What setting does the writer describe in these opening paragraphs?
 What does this imply about the atmosphere, the characters, and the rest of the story?
Invite spoken feedback from each pair and record the shared points on the board. If there are
any points of disagreement, explore these with learners.
Give learners examples of sentences that they can work on in pairs to make them more
effective. They should use features such as those identified on the board, for example, by:
 replacing adjectives with more powerful ones
 moving the important information to either the beginning or the end of the sentence
 dividing sentences into shorter ones.
Ask learners either to write their own opening paragraphs to a detective story or to continue
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writing the story they have started reading, applying the language techniques identified earlier
in their own writing to increase its impact.
8SLp.02 Show evidence of Continue to read the chosen detective story. Give learners the opportunity to read the text A short story from the detective
reading ahead when reading aloud. This could be by asking learners to read a section in turn to the whole class, or by fiction genre, e.g. The
an unseen text aloud.* splitting learners into pairs/groups and asking them to read to their partner. Mysterious Affair at Styles by
Agatha Christie or The
8Ww.03 Use, with confidence, As they read aloud, learners should use their awareness of the language and structure to Adventure of the Speckled Band
a range of strategies for inform intonation, pace and pitch to create a sense of mystery. If necessary, this can be by Arthur Conan Doyle.
spelling correctly. scaffolded for learners, for example:
New words encountered in the
“My God!” I whispered, “Did you see it?” unit or in any individual activity.
Holmes was for the moment as startled as I. His hand closed like a vice upon my wrist
in his agitation. Then he broke into a low laugh and put his lips to my ear.
In this case, learners could read “My God!” as an exclamation, but do so quietly to reflect the
fact that the character is whispering.
As you move through your chosen text, record any new words on the board and ask learners
to:
 brainstorm any other forms of the word, for example, noun, adjective, adverb,
comparative or superlative.
 think of any other words that work the same way, list all the words that work the same
way and identify the spelling rules
 identify the ‘stem’ of each word and any other words with the same stem.
Using this approach, encourage learners to move from the specific to the general with
spellings and word formations, to see words in groups according to how they are spelt, and to
consider how the different forms of the words are made. Whenever new words are
introduced, ask learners to use three of the new words (in any form) in their next piece of
writing.
8Ri.10 Explain how a writer Give learners a new short story from the detective fiction genre. Explain that they are going to A second short story from the
combines structural, linguistic look at how the writer uses a range of features to create a sense of mystery. detective fiction genre. This
and literary features for effect. should be distinct from the story
Once learners have read all, or part (depending on its length), of the short story, split the covered in the two rows above
8Wc.07 Begin to combine the class into three groups and ask each group to look for examples of one type of feature: and should either be set in a
use of structural, linguistic and  linguistic features different time or be from a
literary features to create a  literary features different culture.
specific effect.
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 structural features.
8Wp.04 Evaluate and edit to An annotatable copy of the short
improve the accuracy and Ask learners to share the features they found and capture these by annotating a whole class story that all learners can see,
effectiveness of language, copy of the text. Ideally, use a different coloured pen to visually distinguish between the i.e. a copy on the board.
grammar and structure of a different types of features.
range of different texts.
Looking at the whole class annotated copy of the short story, ask learners to identify where
there is overlap between the different types of features. In the quote below, for example,
there is evidence of both linguistic and structural features:
Using one example, as a class, model an analysis of how the different features are used
simultaneously and the intended effect on the reader. Use questioning to support learners to
create the model for themselves, for example:
 What is the impact of using this superlative?
 Why do you think the superlative is at the end of the sentence?
 What is the impact of splitting one sentence into two parts?
 Is the form of the sentence affected?
 Why do you think the writer used this particular sentence structure with these
specific words?
Ask learners to choose other examples of where the writer has used different features
simultaneously and to explain how they have been used to create an effect on the reader.
Give learners the opportunity to choose one example that they have been working on and
present their explanation back to the class. Record learners’ explanations on the board and,
once the feedback is complete, discuss what impact all these features have on the story, for
example:
 Why do you think the writer uses all these features together?
 In what way do they combine to make the story better?
 In what ways do they add to the sense of mystery or suspense?
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Tell learners that they are going to write their own mystery or suspense short story opening,
or complete the short story, using some of the structural, literary and language features they
have been analysing to create a sense of mystery and suspense.
Once learners have written their draft, ask them to swap their writing with a partner and
review their work using the same questions used when analysing the earlier text, for example:
 Why do you think the writer uses all these features together?
 In what way do they combine to make the story better?
 In what ways do they add to the sense of mystery or suspense?
Give learners time to read the feedback from their partners and to edit their work based on
the feedback.
8Rv.03 Compare texts from Ask learners to focus on two texts from the detective fiction genre. These may be texts A short story from the detective
different cultures and times, learners are already familiar with, but should be from either different cultures or different fiction genre, e.g. The
commenting on the use of times and have similar themes. Mysterious Affair at Styles by
language to develop similar Agatha Christie or The
themes. Ask learners to identify as many similarities between the two texts as possible. The Adventure of the Speckled Band
similarities can be high-level or small details, for example, both texts may: by Arthur Conan Doyle.
8SLm.03 Adapt language to  be about the loss of a person
express complex ideas and  be led by female detectives A second short story from the
opinions in detail.  begin in the middle of the action [in medias res]. detective fiction genre. This
should be distinct from the other
Through whole-class discussion, collate the similarities between the texts onto the board. short story and should either be
Once all feedback is captured, either give learners one of the similarities or ask them to set in a different time or be from
choose one to focus on. a different culture. This could be
the same text as used in the row
Ask learners to identify examples from both texts that exemplify their given or chosen above.
similarity. Once they have their examples, ask learners to compare the language used in their
found examples. This can be modelled first by scaffolding the work with questions such as:
 Are they using language in the same way to describe the same theme?
 What is the same? What is different?
 Which linguistic devices are used in each example?
 What is the purpose of each device in this context?
Tell learners that they are going to be verbally feeding back their analysis to the rest of the
class and discuss their ideas. Before they give their feedback, discuss how learners will have
to adapt their language to express their ideas clearly, for example:
 Be explicit about which part of the text you are referring to – your listeners cannot see
the quotation.
 Use standard English to share complex ideas – so your listeners are not trying to
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decode your words as well as the overall meaning.
During learners’ feedback, praise good examples of language adaptation to support the
expression of complex ideas and opinions.
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Unit 8.2 Earth’s wild places

Outline of unit:
Learners will use a range of reading strategies to distinguish between main and subsidiary points, taking notes, collating and summarising ideas and information
that they encounter across multiple texts. Learners will comment on how structural features are used to emphasise connections within a text and will use similar
features to organise their writing for particular effects across a wide range of audience. Working across a variety of group roles, learners will adapt their
communication to their audience, demonstrate empathy and understanding of characters, and give constructive feedback to others to evaluate their contributions.
Reading
Comment on the impact of a writer's choice of connectives and sentence openings on the intended purpose and audience.
Collate and summarise ideas and information from a text.
Use a range of reading strategies to extract relevant information from a text, including annotation.
Comment on the different ways in which writers convey theme and the impact on the reader.
Writing
Use appropriate connectives and sentence openings to clarify connections in writing, e.g. connectives for comparison, sequencing, qualifying.
Use relevant features when writing for a chosen purpose.
Create content to suit a specified audience.
Use different ways of note-taking when writing for different purposes and use notes to inform writing.
Use different layouts and presentation in a variety of texts (handwritten, printed and onscreen).

Adapt speech, including length, pace and tone, in a range of contexts, showing some awareness of its impact.
Adapt communication to create appropriate impact on different audiences.*
Independently identify and take up group roles as needed, and demonstrate expertise.*
Show insight into texts and issues through choice of speech, gesture and movement, within drama.
Evaluate own and others' talk, including giving constructive feedback.*
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Key vocabulary
collate
summarise
audience
connectives
sentence opening
reading strategies
impact
main point
subsidiary point
pronunciation
gesture
evaluate
annotate
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8Ri.06 Collate and summarise Post pictures around the room of several famous explorers and give learners short texts Pictures and factual information
ideas and information from about each one. Ask them to collate information from the texts and visual details in the texts (not magazine articles) of
multiple texts. pictures to match the texts with the pictures, for example, using clothing, background, or famous explorers in history, for
equipment to judge the time period as described in the text. example:
8Wc.04 Create content to suit  Sir Edmund Hillary
a wide range of audiences. Once learners have matched all the texts and the correct matches have been shared, ask  Tenzing Norgay
them:  Marco Polo
8Wp.03 Use specific choices  Were any of the matches particularly easy or difficult to identify?  Christopher Columbus
and combinations of layouts  What made it easy/difficult?  Captain James Cook
and presentation to create  Amelia Earhart
particular effects in texts During the discussion with learners, try to elicit feedback about how they collated the  Jacques Cousteau.
(handwritten, printed and information from multiple texts to both identify and discount the different options.
onscreen).
Examples of a short informative
Ask learners: text in different layouts and with
 Are the texts you were using magazine articles? different images, for example:
 How do you know?  text is written entirely in
 What are the structural features of a magazine article? prose with an image that
is unrelated to the text
Organise learners into small groups and give each group one of the famous explorer pictures  text uses a range of
and texts. Tell them that they are going to adapt the text to write a magazine article, aimed at structural features (bullet
Stage 4 learners, about that explorer. In their groups, learners begin to plan their content by points, sub-headings)
identifying: and some related
 the purpose of the article (e.g. to inform, to persuade, to entertain) images at the bottom
 who the intended audience is and the impact this will have on the content  text uses a range of
 what information they should include. structural features (bullet
points, sub-headings)
Show learners examples of the same text in different layouts and with different images. Ask and includes related
learners to compare the texts and choose which one they prefer. During feedback, ask images alongside the
learners: relevant text.
 Why did you prefer that text?
 How did the layout and images support your understanding of the text?
 Would this presentation be suitable for all audiences? Why / why not?
 What would you change to make it suitable for [a different audience]?
Ask learners to review their plan and add more information about how they will use their
presentation effectively. Give learners time to put their plan into action and write their article.
8Rs.03 Comment on how a Give learners an extract of a diary or letter written by an explorer, for example: A diary extract or letters by a
writer's choice of connectives famous explorer, e.g. Robert
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and sentence openings Evans looked a little better after a good sleep, and declared, as he always did, that he Falcon Scott’s diaries from the
clarifies or emphasises was quite well. He started in his place on the traces, but half an hour later worked his ski Terra Nova expedition to the
connections in a specific shoes adrift, and had to leave the sledge. The surface was awful, the soft recently fallen Antarctic.
context. snow clogging the ski and runners at every step, the sledge groaning, the sky overcast,
and the land hazy. We stopped after about one hour, and Evans came up again, but very
8Ws.03 Use carefully chosen slowly. Half an hour later he dropped out again on the same plea.
connectives and sentence
openings to clarify or Ask learners to discuss the following questions about the context of this extract in pairs:
emphasise connections in  Which person does [the writer] write in?
writing.  Who do you think [the writer] is writing for?
 What is it like in this wild environment?
 What topics matter most to [the writer] in this extract?
 How does [the writer] feel? Which words tell you this?
Ask learners to highlight the sentence openings used in the extract and identify the language
features used, for example:
[Time clause] Half an hour later he dropped out again on the same plea.
For each sentence opening, ask learners to annotate the text, considering these questions:
 Why has [the writer] chosen to start the sentence with this opening?
 What information does it emphasise?
 What effect does it have on the reader?
Ask learners to feedback their annotations and create a whole class annotated copy. This
could be recorded on the board. During the class discussion, elicit from learners what the
overall impact is of using these sentence openings in the same paragraph.
Ask learners to write a continuation of the text, imagining that they are the explorer. Before
they start writing, you can support their planning by asking questions such as:
 What’s going to happen in your diary extract?
 How will you feel?
 What will you do?
Once learners have a plan for the content, ask them to plan their use of connectives and
sentence openings. To support their planning, you can ask learners:
 How will you introduce this information?
 How will you move the topic on?
 What sentence openings and linking words will you use?
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8SLg.01 Independently In groups of four, ask learners to choose an explorer to research and present on. The Access to relevant materials
identify and take up group purpose of the presentation is to inform and the target audience are learners in the upper (onscreen or paper-based) to
roles as needed, and stages of primary school. research an explorer.
demonstrate expertise.*
Ask learners to discuss and agree how they will share out the steps or roles needed to
8Ri.07 Use a range of reading complete the project. These may include:
strategies to identify and  researching and identifying the relevant information
distinguish between main and  collating the main and subsidiary points
subsidiary points in texts.  summarising the main points in a note form of their choice.
8Wp.02 Use the most Once learners have identified their group role, ask them to reflect on which reading strategies
appropriate way of note-taking they will use to engage with texts to fulfil their role in the research task, e.g. skimming for
for the identified purpose and main idea/gist, scanning for specific information.
use notes to inform writing.
Discuss with learners how they will differentiate between a main point and a subsidiary point.
Elicit from learners that the same information could be either a main or a subsidiary point
8SLm.01 Adapt speech depending on what the focus of their research is.
purposefully in a range of
familiar and unfamiliar As learners undertake their research, circulate around the groups and ask what format they
contexts to maximise its are using to take notes and why they chose that format (e.g. speed, convenience, amount of
impact on the audience. information recorded, logical order).
8SLm.05 Adapt Once learners have finished their research, focus on the feedback.
communication to create
appropriate impact on different Read aloud two different examples that give the same information, but use different
audiences.* language, for example:
Example 1
Scott and his men reached the pole, but saw that someone else had been there first.
Example 2
Scott and his men finally reached their goal: the pole. However, what do you think they
found? The devastating fact that they had already been beaten to it.
Ask learners to identify the difference between the two examples, identifying the different
features used and discussing the impact of each sentence on the audience. To support their
planning, ask learners to consider questions such as:
 How will you adapt your language for your target audience?
 How can you adapt your speech so that it has maximum impact?
Elicit from learners the other features of communication that they need to consider when
19
presenting effectively. Ask learners:

 What else do you need to think about when giving a good presentation?
Learners may identify features such as:

 clear pronunciation
 audible voice
 use of gestures
 looking at the audience when speaking.
If possible, arrange for learners to give their presentations to a group of younger learners and
invite questions and feedback from them with a checklist of the success criteria.
8SLp.03 Demonstrate Ask learners to work in groups to create a dramatisation of the events captured in the diary A diary extract or letters by a
empathy and understanding of extract or letters. Tell learners that in their dramatisation, they need to use their speech, famous explorer, e.g. Robert
a range of characters through gesture and movement to express their character. Model an example of this as a class, for Falcon Scott’s diaries from the
flexible choice of speech, example, show learners a paragraph from the text: Terra Nova expedition to the
gesture and movement in a Antarctic. You could have one
dramatic scene. Evans looked a little better after a good sleep, and declared, as he always did, that he text for the whole class, or each
was quite well. He started in his place on the traces, but half an hour later worked his ski group could focus on a different
8SLr.01 Evaluate own and shoes adrift, and had to leave the sledge. The surface was awful, the soft recently fallen explorer’s text.
others' talk, including giving snow clogging the ski and runners at every step, the sledge groaning, the sky overcast,
constructive feedback.* and the land hazy. We stopped after about one hour, and Evans came up again, but very
slowly. Half an hour later he dropped out again on the same plea.
Ask for a learner to volunteer to demonstrate the character. They should adapt their
movement, posture, gestures and speech as learners suggest ways to express their
understanding of the character. You can guide this by asking questions, such as:
 What is happening in the extract?
 How many people are present? Who are they?
 How does [the person] feel? How do you know?
 How could you express this through your body language?
 How can you express this through speech?
 How will you say it?
Based on the class model, ask learners to agree success criteria for their dramatisation and
record this on the board. Tell learners that they are going to be giving verbal feedback to
each other using this success criteria. Ask learners:
 What does constructive feedback look like?
20
Learners responses may identify constructive feedback as being, for example, positive,
honest and that it helps others to improve their work in the future. They may also state that
they should speak to others as you would like them to speak to you when giving feedback.
Give each group time to practise and perform their dramatisations and to give constructive
feedback according to the agreed success criteria.
8Ri.09 Compare and comment Ask learners to think about their experiences of different types of weather and discuss with a Images of extreme weather
on the textual features used in partner, for example: events or environments
more than one text to develop  What is your favourite type of weather?
similar themes and elicit  Have you experienced any extreme weather (e.g. thunderstorm, snow, monsoon)? A news report on an extreme
responses from the reader.  How did you feel? weather event
 Think about your senses. What could you hear, see, smell, feel or taste?
8Wc.03 Use relevant features A poem about the same extreme
consistently for a chosen Display images around the classroom of extreme weather events or extreme climates from weather conditions or event
purpose to clarify meaning. around the world. Organise learners into groups to carousel around each image, annotating
them with as many words as they can to describe the weather. Tell them that they will use
these words later.
Give learners a news report on an extreme weather event and ask them to annotate the text
to identify:
 facts (including statistics)
 opinions
 the main idea in each paragraph
 any sub-points
 any linking or sequencing words used to structure the text
 any emotive language.
Give learners a poem on the same type of weather event and ask them to identify:
 structure
 message
 imagery
 language
 emotion.
Ask learners to explore the similarities and differences in the ways the two texts present the
same theme. This may include more general discussion on how and why poetry is different
from prose. During whole class feedback, you can support learners’ discussion by asking
questions such as:
21
 What did they have in common?

 Did these commonalities have the same impact on the reader in both texts? Why /
why not?
 Were the differences due to differences in the types of text (i.e. news report and
poem) or were they stylistic differences (i.e. one writer choosing to write positively
about the weather, with the other choosing to write negatively)?
Ask learners to choose one of the annotated images and write either a news report or a poem
based on the image. Before they write, ask learners to plan their writing, considering these
questions:
 How do you want to portray the weather?
 What features should be included for your chosen text type?
 How will you use these features to get your message across?
Learners can use the words generated earlier to support their content.
22
Unit 8.3 Language and power

Outline of unit:
Learners will read a wide range of texts, offering possible interpretations for a writer’s level of formality and use of linguistic and literary techniques, and using the
appropriate degree of formality alongside a range of linguistic and literary techniques for effect in their own writing. When considering the texts read, learners will
discuss why certain texts are important within a culture and how the context can affect its meaning. Learners will discuss how the writer uses features of text
structure for effect, including different sentence types, which they will apply in their own writing. Learners will sustain an effective organisation of talk, exploring
points of agreement and disagreement, and using non-verbal communication to enhance their meaning.
Reading
Describe how linguistic and literary techniques are used to create effects in a specific context, and use accurate terminology, e.g. using terms such as assonance
or sibilance to differentiate between types of phonetic repetition.
Show awareness of reasons for using simple, compound, complex and compound-complex sentences.
Identify differences between formal and informal language.
Comment on the key features of text structure in a range of fiction and non-fiction texts, including poetic forms.
Read and discuss a range of fiction genres, poems and playscripts including the contribution of any visual elements or multimedia.*
Comment on the different ways texts can reflect the social, cultural and historical contexts in which they were written.
Writing
Create an effect by using key linguistic and literary techniques.
Use simple, compound, complex and compound-complex sentences accurately, in a variety of sentence types, to communicate meaning.
Use formal and informal registers appropriately according to context, purpose and audience.

Shape talk for clarity and effect, and to engage the listener, in a range of familiar contexts.
Use non-verbal communication techniques to enhance meaning.*
Identify points of agreement and disagreement in opposing points of view.
23

Read aloud with confidence, accuracy and style.*
Plan and deliver presentations confidently in a range of contexts, making choices about the most appropriate media.
Plan and deliver a persuasive speech in a familiar context.
Key vocabulary
audience
non-verbal communication
advertisement
theme
context
culture
sentence structure
formal language
informal language
linguistic techniques
literary techniques
transcript
24

8Wc.04 Create content to suit Show learners a range of advertisements. Ask learners to work in pairs to identify the ways in Examples of video
a wide range of audiences. which these texts try to persuade their target audience. Ask learners questions including: advertisements. Each should
 Who is the target audience of each advertisement? How can you tell? advertise a different product.
8SLp.01 Read aloud with  What is each text trying to persuade the target audience to do? Buy something? Give
confidence, accuracy and money? Take part? Something else? A range of objects (or images of
style.*  Which words influence us in the adverts? objects) for learners to advertise.
 What else influences us?
8SLm.04 Use non-verbal  Which advert is the most effective, in your opinion, and why?
communication techniques to
enhance meaning.* Ask learners to work in groups to create their own advertisement. Give each group an
everyday household object to advertise, for example, breakfast cereal, clothes washing
powder, air freshener, a fizzy drink. To guide their planning, ask learners:
 Who is your advert aimed at? Parents and carers? Teenagers?
 What emotion do you want to create in your target audience?
 What will influence your target group to buy your product?
 What positive words will you use for your product?
 Will you include any facts, or will you use emotive words or ideas?
 How will you make your reading aloud persuasive? What sort of voice?
Give learners time to write the content and practise their advertisement. Explain that they are
going to perform their advertisements to the rest of the class.
To prepare learners to be an active audience, give each learner a different feature to focus on
when watching their peers, for example:
 confidence in delivering their message
 accuracy of speech
 relevance to the target audience
 use of non-verbal communication techniques.
After each advert has been performed, ask the rest of the class to give feedback on the
features they were observing.
8Ri.01 Read and discuss a Give learners a poem about power. After the first reading, ask learners to think individually A poem about power that has an
range of fiction genres, poems about what they thought of the poem and how they think it relates to the theme of ‘power’. accompanying video online, for
and playscripts, including the Ask learners to share their thoughts in small groups, using evidence from the poem to example, Ozymandias by Percy
contribution of any visual support their points. Bysshe Shelley Sonnet 94 by
elements or multimedia.* William Shakespeare, They
Show learners a video of the poem being recited and ask them: Should Have Asked My
8Ra.05 Discuss why certain  How does seeing this video help you understand the poem? Husband by Pam Ayres.
texts are important within a  What can you learn from the video that you can’t learn from the poem?
25

culture, and show awareness  What can you learn from the poem that you can’t learn from the video? A video of the poem being
that the context in which a text performed.
is written and read affects its Give each group of learners some background information on the poet and the poem, and
meaning. discuss the context and culture of the poet and/or poem. If reading Ozymandias, for example, Background information on the
share information on Rameses II and images of his statues, and ask learners: poet and poem.
8Rs.01 Discuss how a writer  Why do you think it was important for Rameses II to have all these statues of
uses features of text structure himself?
for effect in a range of fiction  Why do you think people would have felt ‘despair!’ when looking at Rameses II’s
and non-fiction texts, including statue?
poetic forms.  Why wouldn’t you feel ‘despair!’ looking at the statue now?
 What does this poem mean to you?
Ask learners to identify any structural features used in the poem. If necessary, this can be
scaffolded by giving learners a list of structural features and asking them to label the relevant
parts of the poem. Once the structural features have been identified, ask learners to discuss
how they support the theme of power. An example using Ozymandias could be:
The poem includes a quote from Rameses II within a quote from a nameless traveller. By
making Rameses II’s command second-hand reported speech, it creates further distance
from the reader and therefore dilutes its power.
In their groups, ask learners to discuss ways in which their reading of the poem would differ if
they were subjects of Rameses II. They should use evidence of language and structural
features from the poem and the background information to support their points.
8Rg.02 Explain how a writer Give learners a charity leaflet in which the writer uses a range of sentence types for effect. A charity leaflet that uses a
uses simple, compound, Once they have read through the text, ask learners to highlight the different sentence types in range of sentence types.
complex and compound- different colours.
complex sentences for effect A list of different charities, with
in their writing. Ask learners to consider how the different sentence types are being used for effect. Choose a some basic information about
couple of examples from the text to use as a class model, for example: each.
8Wg.02 Use simple,
compound, complex and Adopt don’t shop.
compound-complex sentences
accurately, beginning to Ask learners:
manipulate them for effect on  What type of sentence is this an example of?
the whole text.  Where has it been used in the text?
 Why use this sentence as opposed to ‘Adopt a pet from us rather than buying from a
breeder’?
26

Ask learners to choose at least one example of each sentence type and explain how the
writer has used it for effect.
Give learners the name of a charity and some basic information about who they are and what
they do. Ensure that you give a mixture of charities to learners across the class. Ask learners
to create a leaflet to advertise their given charity.
Once learners have written a draft of their leaflet, ask them to work in pairs to read their own
and their partner’s work together and identify the different sentence types they have used.
They should keep a tally of simple, compound, complex and compound-complex sentences in
their own work. When they have finished, ask learners to discuss with their partner:
 Which sentence type have you used most?
 Which have you used the least?
 Did you realise you used this type most/least?
 Why do you think you have used this type most/least?
 What effect is that having on your writing?
 How do you think you could use your sentences for greater effect?
Following this discussion, ask learners to edit their writing to improve their use of sentence
structure for effect.
Ask learners to read the edited version of their partner’s work and discuss how the changes
have improved the work. Guide learners to focus on the effects of these changes, such as
shorter sentences for clarity, changing the pace, emphasis or dramatic effect; longer
sentences for exposition of argument, description, or changing the pace or tone.
8SLg.02 Explore points of Organise learners into groups of no more than five. If following from the activity in the A list of different charities, with
agreement and disagreement previous row, each group should contain learners who were all writing about different some basic information about
to gain a greater charities. If not, give each learner in the group the name of a different charity, with some each.
understanding of the issues basic information about it.
and meet the needs of the
task.* Tell learners that, as a group, they have [X] amount of money to give to just one of the
charities. Each learner must argue why that charity, rather than any of the others, should
8SLm.02 Sustain an effective receive the money.
organisation of talk in a range
of familiar contexts. Give learners time to prepare the reasons that will support their argument. If following on from
the activity in the previous row, learners may use some of the content of their leaflet.
Tell learners how much time they have for their discussion. Before they begin their
discussion, ask learners:
27

 What do you think will be the most effective use of these [X] minutes?
 How will you make sure everyone is heard?
 How will you make sure that you reach an agreement as a group by the end of the
discussion?
 How will you deal with questions?
Record all learners’ responses on the board and use these as success criteria for their
discussion.
Following the discussion, ask learners to reflect on its strengths and weaknesses. To support
this reflection, learners may consider questions such as:
 Were you able to make your points understood to the rest of the group? If so, how
did you do this? If not, what would you now do differently?
 If your charity was voted for, what do you think made the group vote for you?
 If your charity was not voted for, why do you think [the other charity] was voted for?
 Was were the strengths of their argument?
8Rg.05 Comment on the use Give learners a short speech that uses a mixture of formal and informal language, for An extract from a speech that
of formal and informal example, the following extract is from the film Rocky Balboa: uses a mixture of formal and
language in a text and a informal language.
writer's motivation for making The world ain’t all sunshine and rainbows. It’s a very mean and nasty place, and I don’t
the choice care how tough you are, it will beat you to your knees and keep you there permanently if Depending on the speech
you let it. You, me, or nobody is gonna hit as hard as life. But it ain’t about how hard you chosen, a video of the speech
8Wc.01 Write confidently in a hit. It’s about how hard you can get hit and keep moving forward; how much you can take being spoken.
range of different genres of and keep moving forward. That’s how winning is done! Now, if you know what you’re
fiction and types of poems.* worth, then go out and get what you’re worth. But you gotta be willing to take the hits, and An extract from a film in which
not pointing fingers saying you ain’t where you wanna be because of him, or her, or characters are escaping from a
8Wg.05 Vary the degrees of anybody. Cowards do that and that ain’t you. You’re better than that! powerful danger e.g. 2012,
formality and informality when Dante’s Peak, Jurassic World,
making choices of register in If possible, play learners a video clip of the text being spoken in its original context. Ask Star Wars, War of the Worlds.
writing, according to the learners to discuss in pairs what the level of formality used implies about the speaker and to
identified context, purpose and feed back their ideas in a class discussion. Learners’ interpretations will vary, but all are valid
audience. if they can support their point with relevant evidence. If necessary, support the discussion by
asking questions, such as:
 Remember, this is a speech. Do you think the same level of formality would have
been used if it was intended to be read rather than heard?
 What impact does the context have on the choice of formality?
 Is the formal language generally simple or complex? What is the impact of this when
used with informal language?
28

Show learners an extract from a film where fictional characters are escaping from a powerful
danger, such as a volcanic eruption, flood, or dangerous people. Play the extract with no
sound and, as they watch, ask learners to write down what is happening in note form.
Ask learners to discuss the film extract in pairs and compare their notes on what is
happening. After a minute or two, ask learners to focus on the level of formality that they think
the characters would use and the rationale for their choice. This discussion could be guided
by questions, for example:
 How do you think [the character] is feeling?
 What might they say to each other here?
 How do you think they each talk: formally, informally or both? Why?
 Who is in charge here and how can you tell?
 How will their relationships (personal or professional) affect the formality of their
speech?
 How will the stress of the situation affect the formality of their speech?
This can be modelled through the class discussion, by writing the first sentence or two of the
script to accompany the extract as a class and editing it based on the outputs of the
discussion.
Ask learners to use their notes to continue writing a script for the film extract.
Once learners have written their script, play the film extract with sound and ask learners to
consider how their script is similar to or differs from the script used in the film. Ask learners:
 Are there any major differences in formality between your script and the film’s script?
 Does hearing the ‘real’ speech change your view of [the character]? Why / why not?
8Rv.04 Explain possible Show learners a film of a persuasive speech (without giving them the transcript to follow). Ask A video of an age-appropriate
interpretations, explicit and them to listen to the speech without writing anything. Tell them that this is how the speech persuasive speech, for example,
implicit, of a writer's use of was intended to be heard. Ask them to focus on three questions while they are listening: Severn Cullis-Suzuki’s speech at
linguistic and literary  What message is the speech trying to convey? the UN’s Earth Summit in 1992.
techniques, e.g. explaining  How does this speech make me feel?
how hyperbole suggests a  What does the speaker want us to do? A transcript of the same speech.
character's attitude, or how an
oxymoron is used to Ask learners to give their first impressions of the speech and their responses to the stimulus Resources or computers for
emphasise a point. questions. learners to research their own
topics and prepare their
8Wv.02 Create effects by Give learners a transcript of the speech to follow as they listen to it again. They should just presentations.
using a range of linguistic and follow the text and not write anything while they listen. At the end, ask learners:
literary techniques  What extra information did you pick up this time?
29

 Is he/she saying what you thought he/she was saying?
8SLp.04 Plan and deliver  Did any particular words or phrases stand out for you? If so, what were they?
presentations and persuasive
speeches confidently in a Elicit or give learners examples of linguistic and literary techniques used in persuasive
range of contexts, making speeches, for example:
choices about the most  repetition
appropriate media.*  triples
 emotive language
8SLp.05 Make decisions  alliteration
about the level of support
 rhetorical questions
needed to deliver a speech or
 parallel sentence structure
presentation, e.g. reading
aloud, using notes, visual
Ask learners to identify examples of these in the transcript. Once complete, learners can
aids.*
share their work with others to compare their findings.
Ask learners to choose two of the linguistic and literary techniques identified in the text and
give an explanation for their use, eliciting from learners their thoughts on why the speaker
used them and how effective they were. Ask learners to feedback their explanations to the
rest of the class.
Tell learners that they are going to plan, write and deliver their own persuasive speech. Use
the feedback from the analysis of the speech you have studied to create shared success
criteria for learners’ own speeches.
Ask learners to choose a topic that they feel strongly about, for example, veganism, saving an
animal species, taking more exercise, a favourite hobby, and to write a persuasive speech on
that topic. As part of their planning, encourage learners to consider which linguistic and
literary techniques they will use and why. Once learners have completed a draft of their
speech, ask them to swap with a partner to review the speech against agreed success
criteria. The focus of the feedback should be on the impact of learners’ choices of linguistic
and literary techniques.
Tell learners that they are going to deliver their speech to the rest of the class. During the
planning phase, ask learners to decide on whether they need visual aids to support their
speech. If so, learners should plan which visual aids will best support their purpose.
Unit 8.4 Technology
30
Unit 8.4 Technology

Outline of unit:
Learners will comment on how a writer uses text structure for effect and grammar to convey shades of meaning and build detail, before demonstrating how to do
so in their own writing. Learners will comment on the impact of bias and will use a consistent viewpoint in their writing. Learners will show understanding of word
families, roots, derivations and morphology as they deduce the meaning of unfamiliar words in context and spell most words correctly in their own writing. Learners
will sustain an effective organisation of talk, exploring points of agreement and disagreement, supported by relevant textual references, and adapting their
communication for the audience. Learners will discuss the impact of any variations in communication.
Reading
Deduce the meanings of unfamiliar words in context using a range of strategies, including knowledge of word families, etymology and morphology.*
Comment on how a writer builds up detail through the grammatical structure of their sentences.
Comment on the key features of text structure in a range of fiction and non-fiction texts, including poetic forms.
Identify and explain the meaning of explicit information from a range of texts.
Identify bias in a text.
Support and inform personal and critical responses to texts with relevant textual references.
Writing
Use known spelling patterns to correctly spell most commonly used words.
Show understanding of word families, roots, derivations and morphology in spelling.*
Build up detail through the grammatical structure of sentences, e.g. expanding verb phrases.
Shape the overall structure and sequence of a chosen text to convey the intended purpose accurately.
Write to express a personal viewpoint in fiction and non-fiction writing.

Shape talk for clarity and effect, and to engage the listener, in a range of familiar contexts.
Adapt communication to create appropriate impact on different audiences.*
Identify points of agreement and disagreement in opposing points of view.
Read aloud with confidence, accuracy and style.*
Explain features of communication, showing awareness of the impact of accommodating different purposes and contexts.
Key vocabulary
31
Unit 8.4 Technology
bias
decode
deduce
root
prefix
main point
subsidiary point
structural features
explicit
implicit
grammatical structure
viewpoint
32

8SLp.01 Read aloud with Introduce the topic of technology. Give learners a series of images illustrating different items Images of different types of
confidence, accuracy and that either are or are not examples of technology. Ask learners to work together to sort the technology, e.g. a pair of contact
style.* pictures into two piles: ‘Technology’ or ‘Not technology’. During feedback from learners, elicit lenses, a wheel, a mobile phone,
the meaning of technology as the methods for using scientific discoveries for practical a water pump, a space rocket.
8Ri.05 Comment on the purposes, i.e. to help us with everyday life.
impact of bias in a text. Images of items that are not
Ask learners what they feel about a particular piece of technology, for example: technology, e.g. an egg, a piece
8SLg.02 Explore points of  How do you feel about mobile phones? of fruit, an animal.
agreement and disagreement  Can you think of any disadvantages to having a mobile phone?
to gain a greater  Do you know anyone who hates mobile phones? A text that exemplifies either the
understanding of the issues for or against arguments for your
and meet the needs of the Give learners a text arguing either for or against your chosen technology. Read the passage chosen technology and
task.* aloud as a class, asking individual learners to read different paragraphs. Where necessary, demonstrates bias.
encourage learners to pay attention to the impact of punctuation and sentence structure on
their reading and support word decoding. Once they have read the text, ask learners to give
their initial impression of whether the writer of their text likes or dislikes your chosen
technology and a reason for how they know this.
Elicit prior knowledge from learners about what they understand by the term bias, how to
identify it and reasons a writer might use it. Following this feedback, ask learners to reread
the text and annotate it to identify any examples of bias. Ask learners to choose one example
of bias they identified and think about what effect that would have on a listener. Organise
learners into pairs and ask them to share their examples of bias and explain what effect they
think they would have.
Ask learners to discuss the following questions:

 What is your favourite piece of technology?
 Why is this your favourite?
Ask for feedback from the class and record these on the board. Draw attention to examples of
bias in learners’ responses. From the items recorded, discuss which piece of technology they
think has had the biggest impact and which has had the least impact. Begin by asking the
question:
 Which technological development has had the biggest impact on humanity?
Before learners have a chance to discuss the question, ask them to consider what criteria
they should refer to in making their decision. This could be done as a think-pair-share activity
to generate shared criteria. Once shared criteria have been generated, give learners time to
discuss the following questions in groups:
 Which technological development has had the biggest impact on humanity?
 What are your reasons for choosing this technological development?
33
In their groups, ask learners record all their ideas in a mind map, discuss each one in turn
and rank them, with reasons, using an organogram of their choice. Model effective and polite
methods of agreeing and disagreeing, for example:
 I see what you mean, but…
 Possibly, but have you thought about…?
 Why do you think that….?
Support the discussion by moving around the class, monitoring and asking about the impact
of different possible technological developments.
8Rv.01 Deduce the meanings Give learners a text about how an aspect of technology is improving lives e.g. prosthetic An information text about a
of unfamiliar words in context limbs, clean water, vaccinations. Ensure that the text has clear examples of main and positive impact of technology.
using a range of strategies, subsidiary points and new vocabulary. Ensure that the text contains
including knowledge of word words that are likely to be new to
families, etymology and Ask learners to underline any words that are unfamiliar to them. Once learners have finished, most or all learners.
morphology.* go through the text and at the first unfamiliar word ask learners:
 Can you work out the meaning of the word from the rest of the sentence?
8Ww.02 Show understanding  Can you think of any words that are similar to this word?
of word families, roots,  What is the root of the word?
derivations and morphology in  Do you know the meaning of the roots of this word?
spelling.*  What other words do you know with the same root or prefix? What meaning do they
all share, e.g. re- = again, pre- = before?
8SLr.02 Discuss the meaning
and impact of variations when Using this as a model, ask learners to work with others to deduce the meaning of the other
communicating. unfamiliar words. Once learners have finished, ask them to feedback what they deduced and
the techniques they used.
Once all the unfamiliar words have been deduced, discuss with learners why the writer chose
to use those words rather than more familiar synonyms. In the following quote, for example,
learners could discuss why the word tailored was used rather than alternatives such as
personalised or created:
Since then, they have tailored bionic arms for more than 35 people and have also
received patients from the UAE, US and Bangladesh.
The same activity can be repeated with learners’ own writing, inviting them to question their
own language choices and consider the impact on the audience.
8Rs.01 Discuss how a writer Looking at the information text, ask learners to identify the main and subsidiary points in the An information text about a
34

uses features of text structure text. If necessary, the first one can be modelled as a class. positive impact of technology.
for effect in a range of fiction This could be the same text as
and non-fiction texts, including Once the main and subsidiary points are identified, ask learners to discuss in groups how that used in the row above.
poetic forms. they have been structured in the text:
 What are the main points? Where are they?
8SLm.02 Sustain an effective  Are there any additional details or subsidiary points? Where are these?
organisation of talk in a range  How has the writer structured the text to emphasise the main points? Are they at the
of familiar contexts. beginning or end of paragraphs? Are they in long sentences or do they stand alone in
short sentences?
8Ri.08 Use relevant textual  How do the paragraphs help to structure the points?
references when supporting or  What type of sentences has the writer used?
disagreeing with a point.  How does this help you understand the intended meaning? Does the writer build an
argument on the previous point, with examples, or just list points?
8Ws.01 Use features of text
structure to demonstrate a Before they start their discussion, ask learners to give a verbal reminder of ways in which
sense of linked progression. they can effectively organise their own talk.
During their discussion, learners should make notes of all the points they have commented
on.
Once the discussion has finished, introduce the question:

 How does the writer use structural devices to highlight the positive impact of this
technology?
Explain to learners that they are going to write a paragraph answering this question, using the
bullet points above as a guide and using the evidence from the text to back up their points. To
provide further support, one paragraph can be done as a class model, with learners adding
their own second paragraph.
Organise learners into groups of four or five. Ideally, each learner will have written about a
different structural device in their paragraph. Tell learners that they are going to bring
together their paragraphs to create an extended response to the question. Ask learners to
consider these questions:
 Which order will you put your paragraphs in? Why have you chosen that order?
 How will you make the transition between your paragraphs cohesive?
 What changes will you have to make to your individual paragraphs to make them fit
into the extended response?
Each group can swap their completed extended responses with another group. Looking at
their peers’ extended responses, learners should identify the structural features used and
35

their impact.
8Ri.03 Identify and discuss the Read an extract from a science fiction text as a class. Ask learners to draw an image of the An extract from an age-
impact of explicit information world described in the text. appropriate science fiction text
on the reader. that describes a world
In groups, ask learners to compare their pictures and identify the similarities and differences significantly different from our
8Wc.04 Create content to suit in content while considering the following questions: own or demonstrates technology
a wide range of audiences.  What information from the text led you to draw this image? that does not currently exist, e.g.
 Was this information given explicitly or implicitly? a time machine.
8SLm.05 Adapt  Would you want to live in this world? Why / why not?
communication to create A minimum of three short
appropriate impact on different As part of their feedback, elicit from learners which part of the information from the text descriptions of different
audiences.* means that they would or would not want to live in that world. The War of the Worlds by H.G. audiences.
Wells, for example, contains the description:
The red weed grew tumultuously in their roofless rooms. Below me was the great pit,
with the crows struggling for its refuse. A number of other birds hopped about among the
ruins. Far away I saw a gaunt cat slink crouchingly along a wall, but traces of men there
were none.
From this extract learners could identify explicit information such as, “grew tumultuously”,
“struggling for refuse” or “gaunt cat” and discuss the impact of the writer’s choice of language.
Ask learners how they would adapt the text to make it a more, or less (depending on your
choice of text), appealing place to live. Model a couple of examples and record these on the
board.
Ask learners to draw an image of a fictional world that they would want to live in and annotate
the image to exemplify what makes it such a good world.
Give each learner a short description of an audience. If possible, have at least three different
audiences across the class. Ask learners to describe their own fictional world to appeal to
their given audience. In their planning, ask learners to think about how the tastes and needs
of their target audience differ from their own and how this may affect their description.
Ask learners to swap their target audience with a partner and adapt their description to
appeal to their new audience.
Once learners have two distinct descriptions ask them to present them to the rest of the
class. Before learners present, display the descriptions of the different audiences and inform
36

the rest of the class that they will be asked to identify which audience each description was
aimed at and give a rationale for their choice.
8Rg.03 Comment on how a Show learners some sentences showing clear examples of grammar being used to create Examples of grammatical
writer builds up detail and shades of meaning. Choose one and model how to identify the sentence type and any structure being used to convey
conveys shades of meaning linguistic or grammatical features that stand out, for example: shades of meaning, e.g.
through the grammatical subordinate clauses being used
structure of their sentences. He stood on the hill, lonely, staring down at the deserted planet. to save dramatic impact to the
end of the sentence.
8Wg.03 Create detail and Learners could comment on features such as its complex sentence structure that uses a
convey shades of meaning subordinate clause to draw attention to the word “lonely” and leaves the crucial information A range of imaginary scenarios,
through the grammatical until the end of the sentence. for example:
structure of sentences, e.g.  You cannot tell who is
controlling order of clauses. Ask learners to look at the other example sentences and comment on the impact of the human and who is a
grammatical structure on the meaning of the sentence. Once completed, ask learners to robot, but some of the
8Wc.05 Use a consistent feedback their comments to the whole class. Record on the board the different features that robots are enemies of
viewpoint in fiction and non- are identified. the humans.
fiction writing.  We cannot live on planet
Ask learners to choose from a list of imaginary scenarios. For their scenario, ask learners to Earth any longer and
8Ww.01 Spell most words plan a story. Once they have a clear plan, ask learners to write the opening paragraph of their have to find a new place
correctly, including some story using the following as their success criteria: to live, but not all the
complex polysyllabic words  maintaining a consistent first-person viewpoint throughout people or animals can
and unfamiliar words.  using a mixture of different sentence types to create shades of meaning go.
 using a range of grammatical features to add detail and impact to their writing, e.g.  You are able to go
creating suspense by word order, saving a dramatic shock to the end of a long backwards or forwards
sentence or using a short sentence in time, but something
 using their knowledge of word families, etymology and morphology to ensure their goes wrong and you get
spelling is accurate. stuck there.
 Mobile phones contain a
Ask learners to swap their opening paragraph with a partner and review the text against the virus so that if you
success criteria. Once they have had a chance to review the paragraphs independently, give answer your phone you
learners the chance to discuss the rationale for their grammatical choices. Ask learners to lose your memory
reflect on the feedback and discussion with their partner and make edits to their opening completely.
paragraphs. Learners can then continue to complete their stories.  You have been
abducted by aliens who
have taken you to their
planet. You must either
live there with them or
find a way to come
home.
37
38
Unit 8.5 Survival
Unit 8.5 Survival

Outline of unit:
Learners will read a wide range of texts, considering how the writer organises the content for clarity and uses punctuation to convey shades of meaning, before
applying these features in their own writing to support the intended purpose and audience and to enhance meaning. Learners will trace the development of ideas,
viewpoints and purposes through a text and use a consistent viewpoint in their own writing. Learners will plan and deliver presentations and speech, making
decisions about the level of support needed. Conversely, learners will also listen, evaluate what is heard and generate a reasoned response. In their responses,
learners will adapt their language to express complex ideas and opinions and will show sensitivity in turn-taking.
Reading
Comment on the use of punctuation to create effects, e.g. using an ellipsis to show a cliffhanger.
Show awareness of reasons for using simple, compound, complex and compound-complex sentences.
Read and discuss a range of non-fiction text types.*
Identify and comment on the main ideas, viewpoints and purposes in a text.
Enjoy reading a wide range of texts.*
Experiment with the choice of books read, including choosing writers or genres which compare or contrast with previous reading.
Writing
Use a range of punctuation accurately to clarify meaning in sentences and dialogue.
Use a range of organisational features accurately to link ideas, and clarify and extend meaning.
Write to express a personal viewpoint in fiction and non-fiction writing.
Sustain a fast, fluent and legible handwriting style.*
Evaluate and edit to improve the accuracy and effectiveness of language, grammar and structure of own and others' writing.

Listen, analyse what is heard, and give a reasoned response that draws on a range of sources.
Be sensitive to others when turn-taking, ensuring that the intended outcome of the discussion is achieved.
39
Unit 8.5 Survival

Plan and deliver presentations confidently in a range of contexts, making choices about the most appropriate media.
Plan and deliver a persuasive speech in a familiar context.
Key vocabulary
purpose
viewpoint
consistent
evaluate
grammar
structural features
punctuation
shades of meaning
presentation
40

8Ra.03 Make a reasoned Give learners a range of short texts written for a range of purposes. Ask learners to identify A range of short texts written for
choice when reading for why someone would read each text. To support the activity, you can provide suggestions, for very different purposes, e.g. a
different purposes, including example: recipe, a train timetable, a
for pleasure.  Would you read a train timetable for entertainment? shopping list, a party invitation, a
poem, a newspaper article,
8Ra.01 Enjoy reading a wide Give learners a list of different purposes for writing, e.g. to persuade, to instruct, to entertain, instructions on what to do in an
range of texts.* to advise, to inform. Ask learners to group the texts under the correct headings. Tell learners emergency, a script.
that texts may go under more than one heading if they have more than one purpose.
As learners feedback their responses, discuss how texts will vary even if they have the same
purpose.
Give each learner one of the purposes for writing and ask them to identify a text that they
have enjoyed or would enjoy reading. Ask learners to work in pairs to share what makes that
text particularly enjoyable.
8Ri.11 Trace the development Give learners a non-fiction text on an environmental issue concerning the survival of a Two non-fiction texts on an
of ideas, viewpoints and species or animal. Once they have read the text, ask learners: environmental issue concerning
purposes through a text and  What is the issue? the survival of a species or
relate these to other texts  What is the writer’s viewpoint on this issue? animal, e.g. bees, whales,
read.  Is their viewpoint consistent throughout the text? If so, how is this achieved? If not, songbirds. The chosen texts do
where does the change occur? not need to be the same text
8Ri.02 Read and discuss a  Can you identify the main points? type, but there should be a clear
range of different non-fiction  Are there any examples or sub-points? viewpoint in both texts.
text types.*  Which words does the write use to introduce a sub-point?
An issue concerning the survival
 How many main points are there per paragraph?
8Wc.05 Use a consistent of a species or animal. This
viewpoint in fiction and non- issue should differ from that
Give learners a second non-fiction text on the same issues and ask them to answer the same
fiction writing. given in the two non-fiction texts.
questions. Once they have finished their analysis of both texts, ask learners to compare
Ideally, this will be an issue
them:
8Wp.04 Evaluate and edit to learners are already familiar
 Do the two texts share a viewpoint?
improve the accuracy and with; it could be a topic studying
effectiveness of language,  Do they present their viewpoint in the same way? If so, what are the similarities? If in another subject.
grammar and structure of a not, what are the differences?
range of different texts.
When answering the questions, learners should be directed to pay close attention to the
writers’ word choices, grammar and structural features in consistently conveying their
viewpoint, for example:
“The repeated use of the word ‘devastated” in the article to describe the bee population
and it’s placement towards the start of each paragraph suggests…”
41
With learners using their analysis as a reference point, ask them to identify success criteria
for creating a consistent viewpoint.
Give learners an issue concerning the survival of a species or animal and ask them to write a
non-fiction text giving their own viewpoint on the issue. Learners should refer to the agreed
success criteria to support their writing.
Ask learners to swap a completed draft of their text with a partner, evaluate whether it has
met the success criteria, and give a positive comment and a target for improvement. Give
learners time to edit and improve their draft based on the peer evaluation.
8Rg.01 Explain how a writer's Give learners examples of sentences where the meaning is changed by the punctuation, for Sample sentences where the
choice of punctuation can example: meaning changes if the
convey shades of meaning.  A panda eats shoots and leaves. / A panda eats, shoots and leaves. punctuation changes.
 A woman, without her man, is nothing. / A woman: without her, man is nothing.
8Wg.01 Use all punctuation  My cat ate my sister, laughed, and left. / My cat ate, my sister laughed and left. A non-fiction text that uses
accurately and to enhance punctuation for impact. This
meaning. Ask learners to discuss with a partner how the punctuation changes the meaning in each could be one of the texts used in
example and feed back to the rest of the class. the previous row.
Ask learners to create a mind map, based on the examples and feedback, showing different
ways that punctuation can be used to enhance meaning, for example:
 a colon to emphasise the information that follows
 an ellipsis in speech to show that a speaker is breathless or nervous
 commas to clarify the relationship between pieces of information.
Ask learners to read through a non-fiction text they are familiar with, identify the different
examples of punctuation that the writer has used and discuss how that particular use of
punctuation adds meaning to the extract. Learners can refer back to their notes for support.
Ask learners to review their own writing that they generated from the activity in the previous
row and to improve their use of punctuation to enhance meaning. If necessary, choose one
example from a learner’s piece of writing and model a potential improvement.
8SLs.01 Listen, evaluate what Organise learners into groups and ask them to focus on the issue they were asked to write
is heard, and generate a about at the start of the unit. Ask each group to formulate a possible solution to the issue, but
reasoned response that draws give each group a different focus point, for example:
on a range of sources.  Group 1 – What can you do as a school?
 Group 2 – What can you do as an individual?
8SLg.04 Balance the needs of  Group 3 – What can you do as a community?
others and the task when turn-
42
taking, showing sensitivity Before they start their discussion, ensure that learners understand how to listen effectively
about when to contribute and and respond appropriately to the contributions of others. This could be done by asking
when to listen. learners for examples. They could include features such as not interrupting or using language
to respectively challenge others, such as:
 I agree, but have you thought of …?
 I see your point, but …
In their groups, learners may discuss a range of suggestions before choosing one solution to
work on in detail. It is up to learners to evaluate their options and decide on the solution they
will focus on. As learners are discussing in their groups, circulate around the room and either
ask learners how they came to a decision or ask questions that will guide them to make a
decision, for example:
 What ideas do you have?
 What evaluation criteria will you use to decide whether it’s the best solution?
 Will you need everyone to agree before making a decision? If so, how will you
convince people to choose your solution?
Once they have a chosen solution, ask each group to draft an action plan to show how this
solution would work. Ask learners to consider factors such as:
 who would be responsible for it
 who would pay for it
 how much (broadly) it would cost
 how it would address the issue.
8Rs.02 Discuss how a writer Give learners a copy of a real action plan. Once they have read it, ask them to compare the A copy of a real action plan, for
organises and links the content with their own action plan (drafted in the previous row), asking them to consider example, an action plan for
content of their text for clarity questions such as: childhood obesity or a climate
and effect.  Does the real action plan include any factors that mine does not include? change action plan.
 Does my action plan include any factors that are missing from the real action plan?
8Ws.02 Use a range of Learners’ action plans from the
organisational features to Once they familiar with the content, ask learners to focus on the structure and organisation of previous row.
support the intended purpose the action plan. Elicit from learners the different organisational and structural features that
and audience. they know writers use to add clarity and effect. This could include, for example, paragraphs,
connectives, and sub-headings. Record these features on the board and ask learners to use
8Wp.01 Sustain a fast, fluent these as a checklist to look again at the action plan and identify examples of the
and legible handwriting style.* organisational and structural features used. Ask learners to choose two examples and
comment on how those features add clarity, create an effect or both.
Ask learners to share their comments with the rest of the class. These examples can be
recorded on the board as models of a good use of organisational and structural features.
In their groups, ask learners to return to their own action plans, identify the organisational and
43
structural features they used and make a plan about which other features they will use and
for what purpose. Give learners time to edit their draft action plans to incorporate their chosen
organisational and structural features. As necessary, remind learners that their handwriting
needs to be legible so that others can read their notes clearly and easily.
8SLp.04 Plan and deliver Tell learners that they are going to present their action plans (from the previous rows) to the Learners’ action plans from the
presentations and persuasive rest of the class. Ask learners to create a mind map of the ways in which their verbally previous row.
speeches confidently in a presented action plan may differ from their written plan. Learners may identify factors such as
range of contexts, making the use of body language, tone of voice, or mixed media. For each feature they identify, ask
choices about the most learners to consider how they will incorporate it effectively into their presentation, for
appropriate media.* example:
 annotating their text with notes about which words they will emphasise, where they
8SLp.05 Make decisions will pause and which gestures they will use
about the level of support  choosing which media, if any, they will use to support their presentation.
needed to deliver a speech or
presentation, e.g. reading If learners do choose to use media to support their presentations, ask them to consider the
aloud, using notes, visual following questions:
aids.*  Why have you chosen that particular media?
 What will it add to your presentation?
 What will you do if your media is unavailable or does not work on the day?
Learners should be able to articulate a response to these questions when asked. If they
cannot give a reasoned response, suggest that their chosen media may not be an
appropriate or useful addition.
Give learners time to deliver their presentations to the rest of the class.
44
Unit 8.6 Comedy
Unit 8.6 Comedy

Outline of unit:
Learners will explain how language, including standard and non-standard English, is used for effect in a range of texts and will confidently apply it in their own
writing. Learners will discuss how writers distinguish between different voices and develop different voices for their own characters. Learners will develop
discussions by building on shared ideas, purposefully adapting their speech for impact on their audience and using non-verbal communication to enhance
meaning. Learners will also use speech, gesture and movement to demonstrate empathy and understanding of a range of characters.
Reading
Comment on a writer’s choice of language, demonstrating an understanding of the impact on the reader.
Comment on the ways in which a writer uses non-standard English.
Read and discuss a range of fiction genres, poems and playscripts including the contribution of any visual elements or multimedia.*
Show understanding of how writers create a distinctive voice.
Discuss how readers make choices about which texts to read.
Writing
Use language precisely to clarify and extend intended meaning.
Use the conventions of standard English consistently in writing.
Use a range of planning methods to generate, organise and shape ideas.
Begin to develop distinctive voices, both personal and for different characters.

Adapt speech, including length, pace and tone, in a range of contexts, showing some awareness of its impact.
Use non-verbal communication techniques to enhance meaning.*
Independently identify and take up group roles as needed, and demonstrate expertise.*
Summarise and develop a discussion, responding sensitively to the range of ideas.
Show evidence of reading ahead when reading an unseen text aloud.*
45
Unit 8.6 Comedy

Show insight into texts and issues through choice of speech, gesture and movement, within drama.
Key vocabulary
playscript
blurb
playwright
standard English
non-standard English
voice
visual
multimedia
non-verbal techniques
46

8Ra.04 Explore how different Show learners a range of comedic playscripts. Give them the opportunity to look at the cover, At least three examples of
readers choose and respond read the blurb, and flick through the pages. Ask learners to state which playscript they would comedic playscripts. There
to texts. choose to read. This could be done as a poll with a show of hands. Ask learners to reflect on should be a variety of texts, both
their responses as individuals and as a class: old and new, showing different
8SLp.02 Show evidence of  Did you all choose the same playscript? Why / why not? comedic styles. One of the
reading ahead when reading comedic playscripts could be
an unseen text aloud.* Ask learners to find out who else, if anyone, chose the same text as them and compare their your chosen class reader for this
opinions with questions such as: unit.
8SLg.03 Develop a discussion  Why did you choose this playscript?
by synthesising and building  Which features helped you to make your choice?
on the shared ideas.
Choosing the most popular of the playscripts, read the first scene with learners. You can
allocate different roles in the text to different learners. As learners read aloud, give guidance
as necessary to support fluency and confidence, reminding learners to pay attention to stage
directions that would impact on speech.
Organise learners into groups and ask them to compare their opinions on the playscript:
 If you chose this playscript, does it live up to your expectations?
 If you didn’t choose this playscript, what is your initial response to the content?
 How will reading this playscript influence your reading choices in the future?
 Would you choose a similar text in the future? Why / why not?
 Why do you think different people like different texts?
 Do you think it matters whether a text is well-written, or ‘great’ literature, for you to
enjoy it?
 What makes you enjoy a text? Write down the three most important things.
Learners share their criteria on what makes a text enjoyable and discuss any differences in
their ideas. Building on their shared ideas, ask learners to write a list of comedy text
recommendations encompassing any text type, including playscripts, novels, and films.
8Rv.02 Explain how a writer's Direct learners to read a comedic moment in a section of the text that they have just read and Copies of your chosen comedic
choice of language contributes discuss why it is intended to be funny: play.
to the intended purpose and  How do you think the playwright wants us to react?
overall impact on the reader.  Do you think this is funny? Why / why not?
 In what way is it intended to be funny?
8Wv.01 Create and control  Does the language make it funnier? If so, in what way?
meaning through precise use
of a range and variety of In the exchange below, for example, the intended joke is created through a play on words:
language.
Speaker 1: We should listen to him. He really carries a lot of weight around here.
47
Speaker 2: I actually thought he’d lost weight recently.
In this example, the word ‘weight’ is understood to refer to both someone’s mass and
their level of influence.
Ask learners to choose another comedic moment in a part of the text that they have already
read and explain how language is used to create humour. Ask learners to share their
examples with the rest of the class and record the different uses of language on the board.
Tell learners that they are going to create their own short examples of comedy using one or
more of the language techniques recorded on the board. Depending on learners’ needs, this
could be done either as a stand-alone extract, in response to a given scenario, or as though
continuing the playscript.
Once they have finished their examples, ask learners to read them aloud in pairs or in
groups. The groups should discuss what they thought was funny in the text and identify how
the use of language creates the humour.
8Rg.04 Comment on ways in Give learners the character list from the opening pages of your chosen comedic playscript. A character list from your chosen
which a writer uses standard Divide up the characters between all learners so that, as far as possible, each learner is comedic play.
and non-standard English for analysing a different character. However, there may be more learners in your class than there
effect. are characters, in which case give the same character to several learners. Learners analyse Copies of your chosen comedic
the characters using the following questions to help them: play.
8Wc.02 Use the most  What type of person is [this character]?
appropriate approach to  What words would you use to describe them?
planning writing in order to  What have they said or done to make you think this?
generate, organise and shape
ideas. Ask learners to use their information about their character’s personality to consider what
impact this will have on the character’s use of language:
8Wg.04 Use the conventions  How do they speak?
of standard English in specific  What particular words or phrases do they use?
contexts for particular effects
Learners may conclude, for example, that a teenage character uses non-standard English,
8SLm.01 Adapt speech e.g. slang words, because they want to distinguish themselves from the adults around them.
purposefully in a range of
familiar and unfamiliar Read the next scene with learners, ensuring that all characters that learners are reviewing
contexts to maximise its are present in the scene. Ask learners to compare their expectations for the character with
impact on the audience. how the character actually speaks, choosing at least one example from the text and
commenting on the effect of the use of language, for example:
The character repeatedly uses lots of non-standard English contractions such as ‘ain’t’
or ‘gonna’ in short sentences to suggest an apathy towards what is happening in the rest
48
of the scene. They cannot be bothered to expend more effort in responding.
Ask learners to write a speech in their character’s voice, summarising the events of the scene
as though they are telling someone else what happened. They should use their own analysis
as success criteria.
Before they start writing, ask learners to consider how they will plan their speech:
 Which planning approach do you think is best suited to this task?
 Why do you think this is the best approach?
If necessary, you can provide learners with examples of planning tools to choose from, but
you should encourage them to start identifying and applying them independently.
Once they have finished writing their speech, ask learners to speak it aloud in character in
small groups. Tell each group to listen carefully to the language used and how it is delivered.
Following the delivery, the speaker should explain the rationale for their language choices
and delivery. The rest of the group can give feedback about how successful the speaker was
and how they could improve further.
Give learners time to be able to improve the speech and its delivery.
8Ri.12 Discuss the range of Organise learners into small groups with others who were focused on different characters to Different imaginary scenarios to
techniques writers use to their own in the previous row’s activity. Ask them to compare the characters’ voices and the the events in your chosen
distinguish between different differing techniques used by the playwright to differentiate between them. Using feedback comedic play, for example:
voices. from each group, generate a list of these different techniques and record them on the board  stuck in a lift
for use as a writing model.  in a doctor’s waiting
8SLg.01 Independently room
identify and take up group Tell learners that, in groups, they are going to imagine the characters from the play in a  on a beach
roles as needed, and different situation, write a comedy scene about them and perform it to the rest of the class.
demonstrate expertise.* Give each group a different scenario to work with.
8Wc.06 Develop distinctive Before they start developing their scene, remind learners to consider how they will work
voices, both personal and for effectively as a group. This may include the allocation of roles within the group, for example,
different characters. one person in charge of timekeeping, another to make the connections between what
everyone is writing, and another to be the director.
8Wc.01 Write confidently in a
range of different genres of Once the group has an agreed plan for their scene, each learner should consider the role of
fiction and types of poems.* their character in the scene, asking themselves:
 Why is my character in the scene? What is their purpose?
 How do I want the audience to react to my character?
 How does my character feel about what is happening?
49
Learners should incorporate their responses to these questions into the draft of their scene.
Where appropriate, their text should also incorporate some of the techniques modelled on the
board and examples from learners’ analysis in the previous row’s activity.
8Ri.01 Read and discuss a Once learners have finished reading your chosen play, watch a film version or organise a trip A film version of your chosen
range of fiction genres, poems to see it performed live. comedic play.
and playscripts including the
contribution of any visual Before they watch the performance, ask learners what differences they expect there will be
elements or multimedia.* between the written playscript and the performance. Learners may identify features such as
costumes, props, setting and music. Record these on the board and ask learners to make
8SLp.03 Demonstrate notes under these headings as they watch the film in the classroom, or after the performance
empathy and understanding of if you see it live.
a range of characters through
flexible choice of speech, After the film or performance, ask learners:
gesture and movement in a  Did you enjoy this version of the play?
dramatic scene.  Was it what you expected? Why / why not?
 In what ways was it similar to the playscript and in what ways was it different?
8SLm.04 Use non-verbal  What did the visual elements add to your understanding or enjoyment of the play?
communication techniques to
enhance meaning.* In their groups from the previous row, ask learners to refer back to their imaginary scene and
the draft of their speeches. Tell them that they now need to consider how they will deliver the
speeches, which gestures and movements they will use to enhance the words and what
visual or multimedia elements they will add. Learners should be prepared to explain the
rationale for any of their choices. This can be done by asking learners to annotate their draft
speech, for example:
 ‘Say this part of the sentence more slowly. Pause after each word.’
 ‘Sit down on the chair at the end of the sentence and look away.’
 ‘Wait three seconds before replying.’
 ‘Have an image of a beach displayed on the board.’
Give learners time to practise their scene and to perform it to the rest of the class.
50
Cambridge Lower Secondary English (0861) Stage 8
Sample lesson 1
CLASS:
DATE:
Learning objectives 8Rs.03 Comment on how a writer's choice of connectives and sentence openings
clarifies or emphasises connections in a specific context.
8Ws.03 Use carefully chosen connectives and sentence openings to clarify or
emphasise connections in writing.
Lesson focus / The focus of this lesson is on the use of connectives and sentence openings to
success criteria structure writing for a particular purpose or effect. Learners are expected to use
connectives and sentence openings for effect in their own writing.
Prior knowledge / Previous Comment on the impact of a writer's choice of connectives and sentence openings
learning on the intended purpose and audience.
Use appropriate connectives and sentence openings to clarify connections in
writing, e.g. connectives for comparison, sequencing, qualifying.
Plan
Timing Planned activities Notes
Introduction Show learners an image of Antarctica and ask learners to make notes An image of
in response to the following: Antarctica
 How do you think it would feel to be standing there?
 Write down words and phrases to describe the place.
Main activities Give learners an extract of a diary or letter written by an explorer, for A diary extract or
example, the following is taken from Robert Falcon Scott’s diaries: letters by a
famous explorer,
e.g. Robert Falcon
Evans looked a little better after a good sleep, and declared, as he
Scott’s diaries
always did, that he was quite well. He started in his place on the
from the Terra
traces, but half an hour later worked his ski shoes adrift, and had
Nova expedition to
to leave the sledge. The surface was awful, the soft recently fallen
the Antarctic.
snow clogging the ski and runners at every step, the sledge
groaning, the sky overcast, and the land hazy. We stopped after
about one hour, and Evans came up again, but very slowly. Half
an hour later he dropped out again on the same plea.
Ask learners to discuss, in pairs, the following questions, to engage

with the context of this extract:
 Which person does [the writer] write in?
 Who do you think [the writer] writing for?
 What is it like in this wild environment?
 What topics matter most to [the writer] in this extract?
 How does [the writer] feel? Which words tell you this?
Ask learners to highlight the sentence openings used in the extract

and identify the language features used, for example:
[Time clause] Half an hour later he dropped out again on the same
plea.
For each sentence opening, ask learners to annotate the text,

considering these questions:
 Why has [the writer] chosen to start the sentence with this
opening?
51

 What information does it emphasise?
 What effect does it have on the reader?
Ask learners to feedback their annotations and create a whole class

annotated copy. This could be recorded on the board. During the
class discussion, elicit from learners what the overall impact is of
using these sentence openings in the same paragraph.
Ask learners to write a continuation of the text, imagining that they are
the explorer. Before they start writing, you can support their planning
by referring learners back to their notes from the starter activity and by
asking questions such as:
 What’s going to happen in your diary extract?
 How will you feel?
 What will you do?
 How will you introduce this information?
 How will you move the topic on?
 What sentence openings and linking words will you use?
End/Close/ Ask learners to reflect on their writing so far and self-evaluate their
Reflection/Summar use of connectives and sentence openings. Learners should identify
y what they think they have done well so far and set themselves a
target for improvement.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
52
Sample lesson 2
CLASS:
DATE:
Learning objectives 8Ri.03 Identify and discuss the impact of explicit information on the reader.
8Wc.04 Create content to suit a wide range of audiences.
Lesson focus / The focus of the lesson is to consider how writer’s present explicit information for a
success criteria particular impact. Learners are expected to use similar techniques in their own
writing to create content for a specified audience.
Prior knowledge / Previous Identify and explain the meaning of explicit information from a range of texts.
learning Create content to suit a specified audience.
Plan
Introduction Read an extract from a science fiction text as a class. Ask learners to An extract from
draw an image of the world described in the text. an age-
appropriate
science fiction
text that
describes a world
significantly
different from our
own or
demonstrates
technology that
does not currently
exist, e.g. a time
machine.
Main activities Ask learners to compare their pictures in groups and to identify the
similarities and differences in content while considering the following
questions:
 What information from the text led you to draw this image?
 Was this information given explicitly or implicitly?
 Would you want to live in this world? Why / why not?
As part of their feedback, elicit from learners which part of the

information from the text means that they would or would not want to
live in that world. The War of the Worlds by H.G. Wells, for example,
contains the description:
The red weed grew tumultuously in their roofless rooms. Below
me was the great pit, with the crows struggling for its refuse. A
number of other birds hopped about among the ruins. Far away I
saw a gaunt cat slink crouchingly along a wall, but traces of men
there were none.
From this extract learners could identify explicit information such as,
“grew tumultuously”, “struggling for refuse” or “gaunt cat” and discuss
the impact of the writer’s choice of language.
Ask learners how they would adapt the text to make it a more, or less
(depending on your choice of text), appealing place to live. Model a
couple of examples and record these on the board.
Ask learners to draw an image of a fictional world that they would want A minimum of
to live in and annotate the image to exemplify what makes it such a three short
good world. descriptions of
different
Give each learner a short description of an audience. If possible, have audiences.
at least three different audiences across the class. Ask learners to
53

describe their own fictional world to appeal to their given audience. In
their planning, ask learners to think about how the tastes and needs of
their target audience differ from their own and how this may affect their
description.
End/Close/ Ask learners to swap their target audience with a partner and adapt
Reflection/Summar their description to appeal to their new audience.
y
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
54
Cambridge Assessment International Education
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t: +44 1223 553554 f: +44 1223 553558
e: info@cambridgeinternational.org www.cambridgeinternational.org
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Scheme of Work

Cambridge Lower Secondary

Unit and suggested order Suggested teaching time

Unit 8.1 Mystery and suspense 25 hours

Unit 8.2 Earth’s wild places 25 hours

Unit 8.3 Language and power 25 hours

Unit 8.4 Technology 25 hours

Unit 8.5 Survival 25 hours

Unit 8.6 Comedy 25 hours

Total 150 hours

Sample lesson plans

Other support for teaching Cambridge Lower Secondary English Stage 8

Included on this support site are:

Resources for the activities in this scheme of work

Approaches to teaching Cambridge Lower Secondary English Stage 8

8Wp.01 Sustain a fast, fluent and legible handwriting style.*

Organisation of learning objectives into units

Unit 8.1 Mystery and suspense

Unit 8.1 Mystery and suspense

Recommended prior knowledge:

Speaking and Listening

Unit 8.1 Mystery and suspense

Learning objectives Suggested teaching activities Resources

decode your words as well as the overall meaning.

Unit 8.2 Earth’s wild places

Unit 8.2 Earth’s wild places

Recommended prior knowledge:

Speaking and Listening

Unit 8.2 Earth’s wild places

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

presenting effectively. Ask learners:

Learners may identify features such as:

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

 What did they have in common?

Unit 8.3 Language and power

Unit 8.3 Language and power

Recommended prior knowledge:

Speaking and Listening

Unit 8.3 Language and power

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Unit 8.4 Technology

Unit 8.4 Technology

Recommended prior knowledge:

Speaking and Listening

Unit 8.4 Technology

Learning objectives Suggested teaching activities Resources

Ask learners to discuss the following questions:

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources