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LS English 8 Learner Book Answers
LS English 8 Learner Book Answers
LS English 8 Learner Book Answers
Learner’s Book
answers
1 Nature and humans
1.1 The leopard 3 Learners’ answers will vary, but may include
the following ideas:
1 Notes will vary, but may include the following
• The use of verbs in the present tense
ideas:
makes the story more immediate, as the
• Impressions of nature: nature is permanent events are happening as we read.
– the mountains are always there; nature is
• The writer creates a relaxed and pleasant
beautiful and pleasant – the sun rising and
scene of the dawn through present tense
the sounds of the birds; nature is powerful
phrases such as The sun rises and the air
and impressive – the children climb ‘up to
fills as they are climbing up to the clouds.
the clouds’; nature is peaceful. It is also a
place to escape to (fewer thoughts) • As a result, the shot comes as a shock,
disturbing the peaceful scene. There is a
• Characters: Praveen and Ravi seem good,
sense of the noise completely disrupting
as they are innocently enjoying a country
the peace as it rings out and echoes . . .
hike and appreciating nature; Toad and
disturbing the stillness.
Stinger come across as bad because of the
shot which may have harmed the leopard. 4 Learners’ answers will vary, but may include
the following ideas:
2 a Summaries should include the following
ideas: • The leopard is presented as a helpless
victim due to its injury and limp, which
• Praveen and Ruby are trekking up
makes it more unfair when the men
a mountain in the peaceful early
shoot it. It thuds to the ground, which
morning.
emphasises its dead weight and all its
• They see the remains of a campfire. power gone. Its legs are spread in front
of it makes it sound inelegant and lacks
• They hear twigs cracking. respect for such a magnificent creature.
• A shot suddenly fires. The velvet sheen of its coat is ruined by
the bullet wound.
• They hide, then crawl towards the
sound of men’s voices. • The men sound like villains as they tower
over it, showing their power, but clasping
• They see three men and a leopard. their rifles makes them seem weak as they
b The tone changes on Praveen raises his rely on weapons. Their lack of remorse
finger to his lips. makes them seem evil.
c The tone becomes more tense, as the • The narrator uses reactions to show how
characters are suddenly fearful instead of connected she feels to the leopard. She
relaxed. The action makes the reader more screams instinctively as it is shot and then
aware of the danger / that something bad collapses against a tree in shock. Her
may happen. anger is obvious as the mountain roars
with me, and this makes it clear that she
thinks it is a crime against nature. Despite
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her fear, she gathers herself to take a 3 foliage: greenery (plants, shrubs, leaves, etc.)
picture to use as evidence against the men.
cradle: to hold gently
• When the leopard has been shot, the
writer uses descriptive words to show 4 And the mountain roars with me suggests that
its beauty. The coat is covered in black not only Ruby but also nature itself is angry at
rosettes and has a velvet sheen, which the death of the leopard.
sounds luxurious. The mountain is silent apart from howling wind.
• The verb ‘snarling’ shows the leopard is This sentence ending the extract reflects the
warning the men despite being injured. narrator’s surprise at the discovery of the cub
The verb limp shows that the leopard but also her need to stay silent to protect it.
is injured and vulnerable so makes the 5 Learners’ answers will vary, but may include
shooting seem more cruel and cowardly. the following ideas:
The verb thuds shows the dead weight of it
as it falls. The narrator is horrified, shown • The story shows how little the men care
by her instinct to scream and collapse. for the natural world, as they shoot a
leopard and feel no remorse.
5 Learners’ answers will vary.
• The writer creates a beautiful setting in
1.2 The mysterious figure the early morning with the air filled with
birds and tweets and then shows how they
1 Learners’ answers will vary. ruin it by needlessly shooting a defenceless
creature.
2 Audio scripts should include details of the
tone in which the characters say lines and • When the narrator says the mountain
sound effects to allow the listening audience to roars with me she is showing that nature is
understand what is happening. For example: angry and disturbed by the shooting.
ruby: (shouting urgently) Get back, Praveen! • When the leopard is dead, the men do not
feel guilt, instead looking at its dead body
toad: (yelling) Give me that camera! admiringly.
(Sound effect of camera being smashed against • However, Ruby’s actions show that not
a rock and Ruby howling) all people have bad attitudes to the natural
ruby: (desperately) No! All my photos are world as she is devastated by the shooting
stored on there. What have you done? of the leopard and stands up to the men
bravely. She also saves the cub and her heart
toad: (threateningly) What are you doing out feels ready to burst with love showing how
here? deeply she cares for it.
garian: (angrily) Who are you working for?
Are you taking pictures of me? 1.3 The wildness of eagles
ruby: (quickly) We’re here to take pictures 1 The eagle is described as isolated but powerful
of wildlife. I’m hoping to be a wildlife as he is high up. He sounds old and wise. His
photographer. flight is dramatic. Learners should identify
these ideas in their own words.
(Awkward pause)
2 a Techniques used include:
ruby: (hissed) You killed it. You cowards.
• personification (He clasps the crag with
toad: I’ve had enough of this. Get them! crooked hands / the wrinkled sea)
garian: Wait. Who the hell is up there with a • hyperbole (close to the sun)
gun pointing at us?
• simile (like a thunderbolt he falls).
(Sound effect of a gun being loaded and clicked
above)
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4 Answers may include some of the following 2 a He means they are carried along by the
ideas: water.
• The language used in the poem is more b The spiders are ruthless, like people
figurative. The poet uses alliteration working in business who get what they
(clasps the crag with crooked hands), want.
similes (like a thunderbolt) and
personification (wrinkled sea beneath c It means he does not like the way the
him crawls). world works and has lots of negative
feelings.
• In the prose text, the language is
plainer and offers more facts such as 3 Learners’ answers will vary, but may include
measurements like two-metre wingspan. the following ideas:
5 Learners’ answers will vary, but learners • It means that animal behaviour as
should consider which text is more exciting/ described has equivalents in human
creative/imaginative and which is more society.
factual/informative. • It is mostly to do with some people
6 Learners’ answers will vary. ruthlessly taking advantage of others and
exploiting their weaknesses.
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4 Discussions may include the following ideas: • Nature as aggressive: nature is presented
as aggressive in ‘Loneliness’, as the hawk
• How varied sentences are used: longer
is hovering to catch birds, and the spider
sentences using enjambment (for example,
spins a web to catch prey. However,
lines 1 and 2 put stress on Long time).
‘Visitors’ presents nature as much more
• Shorter sentences: It is quiet too and peaceful as the house by the river is quiet
I am happy here often used to convey and he feels rested.
contentment.
• Nature can have a positive effect on
• Longer sentence beginning When humans: in ‘Visitors’, nature is seen
someone calls . . . indicates action and is to offer peace and tranquillity, which
more positive in tone. Shows the healing improves the narrator’s health – he is
qualities of the house by the river. brighter and more rested. A simple life
• Last two lines are humble – two short is presented. However, in ‘Loneliness’,
sentences. nature is not presented as positive, as the
narrator is clearly unhappy and lonely.
• The way that the lines are split means
there are pauses and the poem is slower in • Nature is beautiful: in both poems, nature
places. This reflects the ill health and slow is presented as beautiful in some ways. The
pace of life of the narrator. white gulls float on the stream is peaceful
as they are unaware of the hawk above
5 Discussions may include the following ideas: them. Likewise, although the spider’s
• Effect nature has on humans: web is deadly, it is also in the beautiful
‘Loneliness’ presents nature rather dew which sparkles in the grass. There is
negatively whereas in ‘Visitors’ nature is less description in ‘Visitors’ but there is
presented as peaceful and healing. some beauty suggested in the river and my
In ‘Loneliness’, the white gulls are thatched hut because it is simple and quiet.
unsuspecting and unaware that they are • The voice of poem is sad: the narrator
about to be pounced on by a predator. seems sad in ‘Loneliness’ as he does not
This is likened to the behaviour of human like the way the world works and seems to
society as though we reflect nature. This feel isolated from it. However, in ‘Visitors’,
poem exposes the cruelty of nature and the narrator seems content because he feels
humans. In ‘Visitors’, nature is calm and better and enjoys the simple life he leads.
soothing. It has the effect of making
humans kind and hospitable. • In ‘Visitors’, the narrator seems thankful
for the simple life by the river and the joys
• The viewpoints: of fresh vegetables given in friendship. The
The narrator in ‘Loneliness’ seems bitter use of possession in ‘my straw hat’, ‘my
and resentful. He/she is lonely and thatched hut’ and ‘my son’ add to the idea
isolated and seems to be blaming the of simple things in life make him happy
world. The narrator is unhappy. at this stage of his life. His house, his
The narrator in ‘Visitors’ seems gentle simple possession and his family are what’s
and accepting of their ill health. There important to him now. In ‘Loneliness’,
is a sense that the narrator is grateful for however, the narrator does not seem
the small things and does not have any thankful, as he feels isolated and lonely.
bitterness or anger. The narrator is happy.
7 Answers should be clearly split into
• The purposes: preparation notes and an extended answer
‘Loneliness’ seems to be warning the of 150 words. Answers should choose clear
reader to be more aware of the cruelty examples of language and explain how they
and ruthlessness in the world. present nature in the poem. Some of the
‘Visitors’ seems to be asking the readers following examples may be included: spring
to consider the benefits of peace and in the mountains; chopping wood echoes;
solitude. It extols the virtues of a simple silent peaks; icy; snow; sunset; stony mountain
and uncomplicated life. pass; aura of gold; silver ore; gentle; tamed;
forgotten, hidden; empty boat, floating, adrift.
6 Answers may include some of the following
ideas:
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Main points
Earth is changing naturally. Earth does change over time, but the changes
are happening faster due to humans.
Humans cannot influence Earth’s movement. Greenhouse gasses have increased, causing
Earth to heat up.
The angle of the Earth changes the climate. Earth is heating up ten times faster than ever
before.
The way the Earth orbits the sun influences Ice is melting.
climate.
Seasons change as a result of the Earth Sea levels are rising.
changing its position.
Climate change happens naturally. There is more extreme weather.
Humans are victims of climate change not 97% of scientists blame humans for climate
the cause. change.
2 • In the first text, many of the main points 4 Answers should include examples for some of
are the first sentence in each paragraph. the following ideas:
• In the second text, they are sometimes the • Comparison of the more formal language
final sentence in the paragraph but also in used in Quotation A to create a detailed
the bulleted list. explanation. In contrast, Quotation B
uses more straightforward vocabulary, but
• The first text only uses a headline. It is also more emotive language (suffers
quite a formal text. The second text uses suffer).
a headline and subheadings. It also uses
bullet points. It is a less formal text and • Use of semi-colon in the first quotation to
perhaps has appeal to a wider readership link cause and effect. Use of capitalisation
so helps the reader find their way around of FACT in second quotation.
the text more.
• Complex sentence structures in the first
3 quotation compared to simple sentences
Example Purpose
in the second.
Although it’s likely Introduces a
that . . . contrasting idea. • Exclamation marks are used to make the
However, it also Introduces a writing more dramatic.
works . . . new part of the 5 Answers should be a clear rewording of the
argument. main ideas of the article in more informal
. . . therefore, it’s a Concludes a point language. The second article should be used to
natural process generate ideas about vocabulary, punctuation
Hence, the ice caps Concludes a point and sentence types. Answers to Activities 2
melt and 4 should be used to prepare this answer.
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8.05 pm – they evacuated the house and went 4 The punctuation in poetry can create pauses
to the designated secure zone when lines have a punctuation mark at the end
(end-stopped) or where punctuation is used in
8.15 pm – at the community’s designated the middle of the line (caesura). Poets also use
secure zone enjambment (where one line continues into
another line with no punctuation) to create a
3.15 am – still at the secure zone. The sense of movement or change in pace.
electricity cuts out in the town
5 Learners’ answers will vary, but an example
3 Learners’ answers will vary. would be: ‘I do not like cakes because they are
4 Notes may include some of the following too sugary, so I eat fruit instead.’
ideas: 6 Looking at the words around it to work out
• There is more focus on fear in the second the meaning in context.
quotation: absolute fear . . . Men, women, Looking up the origins of a word (its
children: all of them. etymology) to discover its meaning.
• The choice of vocabulary in the second
quotations emphasises the sense of speed
and urgency: sprinted; ran for their lives,
scrambled, hurtled . . . as fast as.
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2 ‘Grandmother’s Song’
2.1 Life in the village Grandmother Granddaughter
Stood proud and Delicate as the
1 Answers may include some of the following
tall blossoms
examples:
Downy cheeks Tiny, bow lips
• The setting is dramatic and contrasting: stretched smooth
high mountains, gentle slopes. and plump
• The setting is beautiful: glistening rocks. Eyes were deep Wide-open
and warm brown eyes . . . black
• The use of colour: emerald green trees, . . . sad but also and clear
new green shoots, milk-white lilies. kind
2 The patterns link the present with the future. Powerful legs and As she played she
For example, They planted . . . then they sturdy feet . . . trembled
watched as new green shoots sprang . . . This rooted her to the
links the work of planting with the result in earth
the future of the crops growing. Also They Arms were strong She shook and
gathered . . . then took them to market . . . and her hands shivered
again shows the cycle of work developing into graceful
the next stage. It shows actions have results.
Prediction: the grandmother may get older
3 Learners’ answers will vary, but may suggest and weaker; the granddaughter may get
that the comparison to delicate blossoms stronger and braver.
suggests that the granddaughter is young and
innocent, pretty and sweet. 5 Answers may offer explanations of some of
the following examples:
4 Answers may include some of the following
examples: • as delicate as the blossoms
• wide-open eyes shone black and clear
• tiny, bow lips looked as if she ate
strawberries all day long
• her heart fluttered
• she shook . . . like dry leaves rustling in a
sack on a windy afternoon
• she shivered and shook as though it were
a huge bear.
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2 Learners’ answers will vary, but should use • Grandmother says that helping others
some of the ideas noted in Activity 1 using makes you stronger and braver using
examples from the text to illustrate the ideas in similar words to when she said the world
the third column. is frightening for those without courage
earlier on.
3 Learners’ answers will vary, but should include
explanations of clear examples that show the • The hummingbird allows granddaughter
power and effect of the grandmother’s direct to move forward / make progress in her
speech. Examples might be: attempts to be braver.
• Repeat of I can feel . . . shows her 2.3 Growing up
connection to her granddaughter is very
powerful. 1 Learners perform the extract. Check that they
speak with confidence and use non-verbal
• Repeat of the word trust makes it feel forms of expression.
as though she is implanting it in her
granddaughter as though she is casting 2 a The word snarled makes the man sound
a spell. very aggressive as we usually associate
snarling with wild animals.
• Declaration of That’s progress! shows her
positivity and pride in her granddaughter. b Muttered makes it sound as though
he is annoyed at the granddaughter’s
4 Learners’ answers will vary. interference.
5 Learners’ paragraphs should include some of c The grandmother is delighted – shown by
the following ideas: her short exclamatory sentence.
• The hummingbird may remind the reader d She sang makes her sound happy.
of granddaughter earlier in the story.
3 The dialogue should include details of the
• Granddaughter helps the hummingbird tone in which the characters say lines.
in the same way that her grandmother has
helped her.
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4 Answers may include some of the following 2.4 Climbing the mountains
ideas:
alone
Example of Meaning and effect 1 Lights the fire. (Links to her grandmother
figurative language keeping her warm as a child in Extract 3.)
Trembling grand- Personification is
daughter sensed a used to compare Boils water and cooks for her. (Links to the
strange pride pour the feeling of pride grandmother teaching her to plant and gather
through her body. to a liquid – ‘pour’ food in Extract 1.)
suggests a large, Washes and brushes her hair. (Links to her
fast-moving grandmother stroking her head as a child in
quantity. The effect Extract 3.)
of this is to show the
reader how much Massages her feet and hands. (Links to the
the granddaughter description of her grandmother’s sturdy feet in
has developed from Extract 1. Links to her grandmother stroking
a hesitant girl to her as a child.)
one whose positive
Walks holding her arm to support her. (Links
emotions now move
to the description of the grandmother’s
freely and quickly
powerful legs in Extract 1.)
through her.
She stroked trust A metaphor is 2 a It symbolises grandmother dying and
and courage, skill used to show how leaving granddaughter.
and dignity into grandmother’s b Grief striking like lightning; trembling
trembling grand- actions have a like a raging storm; crying like a river.
daughter. positive effect on
granddaughter. c The writer used these images because
She understood The metaphor is they represent the power of grief – it
well the language continued as grand- is a natural and strong emotion that
of grandmother’s mother’s stroking cannot be controlled easily. The reader
hands. communicates feels sympathy for granddaughter and
clearly to her. empathises with her grief.
3 Learners’ answers will vary, but should link
5 Key events: showing the children the way to
back to the idea expressed in Session 2.3
the river; helping the hummingbird; helping
Activity 6 b.
the boy accused of stealing.
4 a Spanish and North American
6 a Learners’ answers will vary.
b It amazes him.
b Learners’ endings may include some of
the following ideas: c independence from Spain
• Grandmother gets older and more d decorate buildings with flowers, play
frail, so granddaughter has to look sports games and have parades (also,
after her. firework displays)
• Granddaughter continues to face and e guitars and drums (also trumpets)
overcome challenges, making more
and more progress. f He identifies with his cultural heritage.
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• This shows that the love is cyclical and the 2.6 Comparing texts
granddaughter repays the grandmother’s
love. 1 Discussions will vary, but may include:
• This shows that because they were so • The softness of her hair shows love and
physically close, she can still feel her tenderness.
grandmother’s presence.
• The delicacy of her head shows how frail
3 Quotations might be: she is.
• Human growth: instead of running away; • The last line shows the cyclical nature of
that’s progress; this is progress; you stood care in relationships.
tall between the earth and sky; her song
went so deep; she grew up into a strong • The poem is a memory but is very detailed
and confident woman; granddaughter has so is clearly an important one from the
become a grandmother many times now. past.
• The cycle of life: held the hummingbird • The link between the hair and the silk of
with the same tenderness as her the wedding dress.
grandmother had held her; this is my gift • She is referred to as a widow so there is a
that I am stroking into you. It is also a gift hint of sadness from the past.
of my grandmother; now granddaughter
had children of her own. • Her hair in the past was chestnut and
thick. Shows the changes time brings.
• Memory: no one even remembered that she
once ran from armadillos; Grandmother’s • My mother’s mother shows the
spirit is all around us. generations.
• Wisdom of older people: rooted her to the 2 a But there is a photo of her / Sitting swathed
earth, like an ancient tree; I have to go on in hair / That I imagine chestnut from the
alone. black and white, / Long enough to sit on.
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3 Strange islands
1.1 The mystery of Oak Island 4 Learners’ answers may include: Michigan’s
main men and coolest kids; local heroes;
1 Answers should form useful notes of key successful businessmen; if anyone can do it, the
points: Lagina brothers can!
1799: Daniel McGinnis – found stones / 5 • Non-standard English includes: findin’
evidence of tools / dug 9 metres / stopped due treasure!; unearthin’ the secrets of Oak
to strange feeling Island; gettin’ their paws on Cap’n Kidd’s
buried treasure; cool!; searchin’; Go get
1909: Gold Salvage Group – dug 34 metres / ’em, boys!
found nothing
• Explanations will vary, but should
1969: Triton Alliance – dug 72 metres / focus on the effects of the informality,
claimed camera recorded chests and tools / acknowledging that the text is aimed at
hole collapsed and project stopped young readers.
2006: Lagina brothers – findings include coin 6 Comparisons should mention the following.
and sword but no treasure
• In the first article there is little emphasis
2 They have spent a great deal of money but on the brothers’ themselves, other than
found very little so it was not worth it. their names, whereas in the second, they
3 are presented as local heroes.
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3 Short sentences and ellipsis (that’s right . . . change the landscape constantly. There’s only
dolls) creates a sense of disbelief. one solitary tree because the wind blows them
all over! The island is known as ‘the graveyard
Exclamation mark (or at least parts of dolls!) of the Atlantic’ because so many ships have been
adds drama / a sense of horror. wrecked there. You will not find many people
Question (creepy, eh?) invites reader to share who want to live in such a desolate place but
sense of horror. there are lots of wild horses galloping around.
Dashes (– or parts of dolls –) adds gruesome Strangeness rating: 2/5 – Too windy and lonely
detail for shock effect. for us!
4 Learners’ answers will vary, but should be 5 Learners’ answers will vary.
modelled on the original text. Example
answer: 3.3 Treasure Island: Meeting
Sable Island Ben Gunn
Where? Canada 1 tint: colour
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There are pools of water on the beach. • Helix seems to be warning Maya that she
might not find help on Tamarind.
There is a bright moon.
• Helix seems to be very wary about what
c Answers may include some of the
he says and is holding things back.
following ideas:
4 Answers may explore some of the following
• Simile – like thousands of delicate
ideas:
crystal chimes – adds a magical feeling
as though the island is enchanted. • Suggestions about why Helix is alone.
• Metaphor – tears welled up – • Why Helix has told Maya things are
exaggerates the amount of tears and different on the island than where she
stresses her strong emotions. comes from.
• Personification – muggy breath of the • Why he seems to doubt that they will finds
jungle – shows how hot and humid it their parents.
is but also makes the jungle seem alive
• Why he is interested in the logbook and
and mysterious.
what he read in it.
• Metaphor – little hillocks of moonlight
– describing how the shapes of the Check your progress
sand look almost moonlike. Gives it a
1 Hyperbole is exaggeration. Example: ‘The
feeling of a dreamy otherworld.
whole world has heard about . . .’
4 Answers should give a clear example of each
2 Writers use informal language with
sentence type with an appropriate explanation
contractions, or deliberate misspelling to show
of its effectiveness.
how a word is pronounced. They also use
• Simple: Maya knelt down ... pools. This dashes and exclamation marks.
simple sentence describes her movement
3 He was left on the island three years earlier by
concisely.
the rest of the crew after they failed to find the
• Compound: The pools stretched out down treasure.
the beach, and ... moon. This compound
He was scared as he watched the ship sail away
sentence gives an overview of the scene.
and disappear.
• Complex: As she watched ... jagged
He made a shelter in a clump of bushes.
pieces. This complex sentence slows the
writing down and allows the writer to He made a fire and drank seawater.
develop a mysterious atmosphere through
He survived on berries and fruit.
describing what is happening in detail.
4 Scripts are written and laid out as dialogue.
5 Answers should use the example as a guide.
Scripts have stage directions containing guidance
6 Learners predict how the story might develop.
for the actors on how to move or speak.
3.6 Helix Scripts may contain sound effect details.
1 Learners’ answers will vary. 5 Genre clues help the reader to anticipate what a
story may be about and what kinds of things will
2 a desperately/loudly/angrily/petulantly
happen, for example, fantasy, Science fiction.
b quietly/hopelessly/nervously
6 Sound out the word by reading aloud each
c sincerely/sadly/wistfully letter or syllable using phonetic knowledge.
3 Answers may include some of the following Use knowledge of word patterns, for example
ideas: knowing that y on the end of a word becomes
• Helix appears to be thoughtful as he ies when pluralised.
moves away with Maya but reassures her
that they will keep her brother and sister
in view.
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4 T
his is the modern world
4.1 The birth of the internet
1 Notes may include the following ideas:
1958: Advanced Research Projects Agency set up
1962: ARPA network created
1983: ARPAnet allowed National Science Foundation Network to use part of its network
1985: IT departments at US universities had computers connected
1989: the World Wide Web as we know it was created with the invention of http by Tim Berners-Lee
1995: internet available to the public at home.
2 Structural features and effects include: use of questions to arouse curiosity; chronological structure
for clarity; use of dates creates a clear timeline; subheadings organises the material logically; final
paragraph shifts in tone as it looks to the future. Images are included to add interest.
3 Learners’ answers will vary, but should address all bullet points and offer clear examples from the text.
4 Learners’ answers will vary but should address all bullet points and offer clear comparisons with
examples from the texts.
Article 1 Article 2
Structure • Uses heading and subheadings. • Uses heading only.
• Has an introduction in italics. • Goes straight into the article.
• he paragraphs are mostly short
T • here are three longer
T
and there are 6 of them. paragraphs.
• It uses lots of rhetorical questions. • There are no rhetorical questions.
• It is mostly chronological but does • he information is organised
T
move around a bit. logically giving a chronological
account.
• both articles use images.
• both articles use images.
Formality of • Includes a mini timeline at the • he language is formal
T
language end as a summary. throughout.
• he article uses informal language •
T There is no informal language.
and addresses the reader directly.
• It uses informal words and
phrases such as crazy I know! and
daddy!
Use of • It uses brackets for chatty asides. • rackets are used to explain
B
punctuation acronyms.
• It uses dashes to add extra
information. • There are no dashes.
• se of exclamation marks to make
u
the text more immediate.
Learners answers will vary but they should cover some of the features highlighted in the table.
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5 Learners’ answers will vary, but should include • Technology has made young people
the features outlined in the bullet points and better at communication.
show evidence of research from different
sources. The content and tone should be • Her daughter is good at reading people.
suitable for the target audience of people aged • Technology allows knowledge to be
over 70. accessed easily.
• Her daughter has learnt two languages.
4.2 Phone problems • Children engage with global issues.
1 Notes and learners’ responses will vary but • Technology encourages young people
may include: to care.
a In Script 1, the words used are fairly b Learners should recognise that this text
straightforward with some slang such as is more balanced than Samir’s and Liu’s
‘yeah’ and ‘stuff’. In Script 2, the language views. The writer acknowledges concerns
is more complex (for example, ‘educational and potential issues, but is generally in
purposes’ and ‘social interaction’). It has favour of technology.
no slang and is more polite.
4 Speeches will vary, but should include ideas
b The tone is casual in Script 1, as she is from the texts featured in this section, as well
talking to a friend and is relaxed. She as learners’ own.
speaks in fragmented sentences shown by
the use of dashes. In Script 2, she speaks 4.3 Predicting the future
in full sentences and addresses the teacher
formally. She is less relaxed in script 2 and 1 Learners discuss the predictions.
seems more eager to impress the teacher.
2 Answers may include the following ideas:
2 a Samir: relationship between parent and
child changed; daughter became obsessed • Vocabulary: formal or technical
with phone; daughter became less vocabulary and less formal vocabulary.
sociable; spent time watching silly videos; • Punctuation: question marks, exclamation
affected schoolwork and exam results; marks, ellipses, brackets, dashes, etc.
phone took over her life; do not allow a
child to have a phone. • Sentence types: questions, exclamations,
one-word sentences, short sentences,
Liu: children’s lives improved; phones complex sentences, etc.
allow them to engage with the world;
phones make them more intelligent and 3 Learners’ answers will vary.
knowledgeable; phones provide them
4 • This is a serious text designed to persuade
with activities; no point in trying to
people that the future of technology may
stop children engaging with technology;
be dangerous.
children have a right to a phone.
• Effective language and grammatical
2 b Learners discuss their responses to the
features include: the concerned tone, which
texts.
builds throughout the article; the sense of
3 a Answers may include the following ideas: urgency in the one-word sentence Now.,
and in the rhetorical question, Where will it
• Technology replaced childhood
end?; emotive language such as fills me with
creativity such as drawing.
anxiety; . . ., become the slaves; . . . I fear
• Digital activities tend to be it’s too late; the hopelessness of the final
private/secret. sentence: The future is here already.
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1 Notes will vary but may include: 5 Learners’ answers will vary.
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2 Learners’ answers will vary, but may explore Check your progress
the following structural and image choices:
The big door finally popped open . . . ; deafening 1 You should consider the age of your audience
squeal of metal against metal; his mind and the purpose of the text.
churning; creepy old building; Goosebumps, a
2 rhetorical questions, emotive language, direct
disquieting chill; use of complex sentences; the
address to the audience
tone shift after the door has shut.
3 tone, vocabulary, punctuation, sentence
3 Learners’ answers will vary.
structures
4 Learners’ answers will vary but should focus
4 It is fiction set in a future world where things
on the bullet points, offering some clear
have got worse for the human race.
examples from the text.
5 Use complex words in formal texts but use
5 Learners’ answers will vary.
them naturally. Be careful that you do not
Writers can reveal or withhold information to use too many complex words as it can make
create tension. writing seem stilted or forced.
6 Learners’ answers will vary but should
consider how writers build up tension and
elicit reader response. Writers can reveal or
withhold information to create tension.
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5 Heroes
5.1 Defining heroes unselfish, brave and willing to give up their
lives for others.
1 a Odysseus is the ideal hero because he
• conjunctions: and, or, although etc.
overcomes many obstacles and challenges
over ten years and shows bravery and • imperatives: Ask a young person . . .; think
resilience. He never gives up. about the . . . ; Check out . . .; The heroes
we must admire . . .
b Modern heroes may include people
fighting in wars, people who stand up to • modal verbs: may, must.
discrimination or people who save lives
and rescue people. 5 Learners’ answers will vary.
Real heroes are unselfish and brave. • Use of lists: Flashing on and off . . . all
glowing in the night. Emphasises how
4 Learners’ answers will vary but may include much Adam is having to take in and how
some of the following examples. overwhelming it is.
• emotive words: worship, selfish, immoral, • Ellipsis: suggests that there is more.
boastful, offensive, aggressive
• Complex sentence: Flashing on and
• positive and negative language: false off . . . seems quite fragmented reflecting
heroes, entirely, selfish, hardly heroic, the chaotic jumble of things he is taking in.
aggressive / hero, great, highly motivated,
rich, unselfish, admire, brave, willing to give 3 Learners’ answers will vary.
up their lives 4 Discussions may include:
• questions and answers: Do we worship • He is in a strange and unfamiliar
false heroes? Of course we do; So what do environment where he has to use his wits.
celebrities contribute? Not much.
• The fact that he is described as
• triples: worshipped, or rich, or most likely ‘disorientated’ may make him seem unlike
both; boastful, offensive and aggressive; a hero as he does not seem confident.
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• Numbers help organise the material into 3 Answers may include some of the following
sections, as there are subheadings within examples:
sections.
• Jewel is a pop star by day and a superhero
• Bullet points are used in one section by night.
to list suggestions (numbers would be
inappropriate as they have been used • Jewel wears a disguise at night.
already for the sections). • The Mandarin is a supervillain.
• Each sub-heading starts with an • Iron Man stops The Mandarin from
imperative verb. Imperative verbs are destroying China’s rice crop.
also used within the text where the advice
being given is seen as crucial for all young • Chakra is a teenage tech genius by day.
carers. This is suitable for a guide as it is • Chakra has a blue jumpsuit.
giving clear instructions.
• Chakra has special powers.
• Modal verbs are used where some young
carers could benefit from the advice – You • Chakra fights to keep Mumbai safe.
should make an effort to provide them
• Some of the conventions listed in
with extra help whenever they need it.
question 1 are followed.
5 Learners’ answers will vary, but should include
4 Learners’ answers will vary.
ideas from Activity 4.
5 Learners’ answers will vary.
5.5 Superheroes
1
5.6 Scripting stories
Main points
1 Learners read the script aloud in groups.
Superhero films are not realistic
2 Notes will vary but may include:
They follow similar plotlines
Characters often wear disguises • The events happen chronologically but
some time is speeded up or missed out.
The character has a superpower Some events take place simultaneously,
The main story is usually a conflict like Enviros flying towards Punch as the
between a superhero and a supervillain scene in his office is happening.
The superhero always wins • The settings vary from outside the school
to a corridor then a classroom inside. It
2 a Answers may include exploration of the then returns to the street outside. The
following phrases and punctuation: setting then changes to a sports hall then
super-real; Way beyond; Who doesn’t feel back to the exterior school shot. Then
excited . . . again?; well . . . maybe not the next setting is the interior of Punch’s
fascinated; . . . (at least to the audience . . . office, soon switching to the skyscraper
see through it!); these guys; – a super nasty roof and whole building. We then see
person –; does not know his secret . . . Enviros outside his window from an
interior shot. This is quite a wide range of
b Viewpoints will vary, but discussions settings.
may refer to the generally ambiguous
tone. While the writer seems to like the • There is more description than speech as
superhero genre and thinks the films the scenes move very quickly from one to
are entertaining, he is also aware of another.
its tendency towards superficiality and
• The characters do not have much
predictability.
dialogue. It is really just snippets to set the
scenes and contexts. Enviros says nothing
at all which makes it more dramatic as she
seems very powerful.
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3 Discussion will vary but may include: 3 Using non-standard English in dialogue can
make speech sound more realistic and can be
• Technical language is used such as used to establish where a character is from, for
‘establishing shot’, ‘close-up shot’. This example, if they are shown using a particular
tells the camera operators what they dialect.
need to achieve. Interior and exterior
tell us whether scenes take place outside 4 Advice texts may use headings, subheadings,
or inside. There is not much language numbering and bullet points to organise the
associated with film-making though. information helpfully. They will also use a lot
of imperative verbs.
• It is written in the present tense as the
action is happening in real time in the film. 5 Superhero films are not realistic; they follow
similar plotlines; characters often wear
• The prepositions and nouns allow detailed disguises; the character has a superpower;
descriptions of the settings, which is the main story is usually a conflict between a
essential to allow us to visualise the action. superhero and a supervillain; the superhero
• The imperatives are used by Punch to always wins.
show he is demanding and dominating. 6 A film script needs to describe the settings
His final one to Enviros is very clearly and the way that the camera shoots
threatening and dramatic. the scene. It needs to explain switches between
• Chun-hei says very little and is polite to interior and exterior settings. Clear dialogue
her teacher even though the situation is needs to be laid out with stage directions to
urgent. Punch says a great deal, mostly show how the actor should perform. There
shouting orders or threats at people. should be a balance between dialogue
and description.
4 Learners’ answers will vary, but should use the
ideas in Activities 2–3.
5 Learners’ answers will vary.
6 Learners’ answers will vary.
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2 a It means that humans have contradictory • Parents may read it if they have a child
feelings – they are engaged by monster who sleeps badly or is afraid of the dark.
stories, but they are also scared by them. • It constantly says your child; at the
b It means that when they found one, it did beginning of the article it says, Your children
not live up to their expectations as it was are afraid of the dark, and they are certain
very unimpressive compared to the stories that monsters live under their beds; it uses
that had been told. It conveys a sense of quotations from a professional psychologist.
disappointment. • This is an information article that explains
c It means that anyone sensible did not to parents why their children are afraid of
believe the stories anyway. It shows how the dark.
silly and implausible they were. 4 Plans will vary but should use the notes
3 Words and phrases that reveal the writer’s provided as well as the article. The structure
attitude my include: We love . . .; there’s the should be planned carefully to organise the
feared Chupacabra . . .; Typically; as with most material effectively for the intended readers.
supposed monsters; it was said to have; most 5 Learners’ answers will vary.
supposed . . . ; there was no . . . ; No real surprise
to most people; the ‘experts’ on web forums and 6 Learners’ answers will vary.
the reality was a little less exciting than the myth.
4 The use of wildfires shows how rumours can
6.3 The giant
get out of control easily as they spread so 1 They are short prose texts.
quickly. It also emphasises how completely
destructive they can be. They are written in a simple style.
5 Learners’ answers will vary but may include They are written to entertain, but also contain
the following words and phrases: horrific red a moral lesson.
eyes; struck fear; will stay with me forever; They are written for children, but the deeper
incredible; sharp spikes; horrendous claws; ideas in them appeal to older readers too.
serious damage.
They contain fantasy elements such as
6 Learners’ answers will vary, but should monsters or talking animals.
address all bullets.
Characters in them may be named for what
6.2 Fear of monsters they are – for example, King or Wolf, and
defined by their name, attitude or power.
1 evolutionary history: human development
2 The garden may symbolise paradise and the
natural selection: the way that humans and wall may symbolise selfishness and greed.
animals have evolved to have features that suit
their needs and environment 3 He is friends with an ogre. His voice is gruff and
frightens the children. He is selfish because he
2 Main points: does not want to share his garden. He is mean
because he builds a wall to keep others out.
• The dark is scary and associated with
danger.
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1 The little boy makes the Giant feel empathy • The family’s initial fear: paralysed,
and realise how selfish he has been. meaning they are too afraid to move.
2 Answers may include explanations of some of • The mother using a broom as a weapon as
the following examples: she searches dark corners.
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6.6 Monster below ground creature, watching me, no eyes, and desperate
to drag me.
1 Learners’ responses will vary.
5 Learners’ answers will vary.
2 The comparison with eight double-decker
buses emphasises huge size and weight. Check your progress
engineers armed . . . the use of armed makes it 1 Emotive language is when vocabulary is used
sound like a formidable enemy. to evoke an emotional response in the reader,
the greasy giants makes them sound like a foe. for example cruel, devouring, gruesome, struck
fear, horrendous claws.
colossal exaggerates the size.
2 Use subheadings, numbering and bullet points
spew makes it sound disgusting and as though to organise the advice logically and helpfully.
it fights back.
3 Fables are short; they usually use simple
monsters from the deep, lurking . . . makes them language; they have a moral message; they
sound like a hidden enemy waiting to attack. often use non-human characters; a lesson is
defeat these . . . continues the army metaphor. learnt at the end.
urging people not to feed the fatberg and growing 4 The little boy evokes sympathy from the Giant
under our feet makes it sound like a living thing and makes him realise how selfish he has been.
that is eating and growing in the sewers. He helps the boy and that makes him feel happy.
3 Learners make notes on the key points from 5 Look for similarities and differences in
the audio. subject, structure and language.
4 Learners’ answers will vary but may explore 6 An extended metaphor is a comparison which
the following: one-word sentence; dashes; continues and develops throughout a text. An
complex sentences; colon; explanation of example may be describing the night sky using
how the monster metaphor extends through the extended metaphor of the sea so describing
vocabulary such as lair, growling noises, the sky as deep and black, the moon as a sailing
ship and the stars as tiny islands etc.
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7 ‘The Plantation’
7.1 The broken pipe 2 Notes will vary but should include
explanations of some of the following:
1 a Notes will vary, but may include the
• Aural, visual and tactile images: grew
following ideas:
from the moist underbelly of the swamps;
• It sounds like a challenging greenery blocked away the sun; made the
environment with moist underbelly of hairs on his skin bristle; cold drizzle of
the swamps and greenery that blocked the early morning dew; rubber trees that
the sun. glistened with sap; the plantation seemed
to glow; slashing at the banners of plant-
• The harmattan season sounds leaves; prickling silence; an alien trickling
challenging too, as though nature sound; cocked his ears; watching and
makes his life more difficult: the sniffing; touched by an uncertain impulse.
parching land breeze charged at him.
• Personification: the parching land breeze
• moist underbelly sounds unpleasant charged at him from the rubber trees; a
• hairs on his skin bristle gives a sign of curious mysteriousness which followed him
foreboding in the text about; the murmur of the plantation was
suspended in a state of waiting.
b Notes will vary, but may include the
following ideas: 3 Learners’ answers will vary, but should use
ideas from questions 1 and 2, giving clear
• He works hard in challenging evidence from the text.
conditions.
4 Learners discuss reactions to the views in groups.
• He is a mysterious character: his face
a picture of dark brooding. 5 Learners’ answers will vary.
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4 Paragraphs may include the following ideas: c This shows that Namidi is pressurising his
wife not to question him, as he does not
• Namidi has lived in the tiny village all his want her to change his mind; it shows that
life and may feel trapped by his poverty. he is a bit of a bully to his wife, so may
• Namidi wants to be able to afford to make the reader react more negatively to
educate his children so they can have a him; Efe could either remain silent and let
better life than his. He feels guilty that his Namidi make the decision, or she could
children cannot go to school. try to persuade him not to do anything
dangerous for the sake of her and the
• Namidi may want to give his wife a better children.
life so she does not have to suffer from
working so hard in the terrible heat. 3 Discussions may include some of the
following:
5 Outcomes will vary, but discussions may refer
to the following: • Namidi’s children are excited but do not
understand what is going on. They are
• The description of the village and the fact used to doing what their father asks them
that Namidi has lived there for his whole to, so they do not question him.
life makes the reader understand why he
wants a way out. • Efe knows what is going on and is
very unhappy about it. She does not
• His desire to send his children to school say anything because she knows how
shows he is thinking of them rather than stubborn Namidi is. She has been worn
himself. down throughout her marriage and has
given up.
• The description of his wife shows exactly
how hard their lives are and makes us • Namidi seems very dominant and
understand why he does what he does. dismissive of Efe’s feelings and views. The
fact that he is involving their children in
6 Learners’ answers will vary.
something potentially dangerous makes
the reader have a more negative view of
7.3 Namidi and Efe him. Also, the way that he has behaved
1 • Efe is worried: a wary, suspicious frown. towards Efe in their marriage makes
him seem stubborn and selfish. At this
• She thinks it is dangerous and does not point he does not come across as a good
want anyone getting hurt: What if a fire husband or father. He seems blinded by
starts, eh? money.
• She is not happy about it: doubt and 4 Learners’ answers will vary, but learners’ notes
anxiety . . . suddenly clouded her face. on which they base their monologues should
include consideration of:
• She says nothing but thinks that it will end
badly: this thing . . . will come to no good. • how Efe feels about her children being
involved
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3 Outcomes will vary, but may include • Contrasts in understanding include: the
discussion of the following quotes and the descriptions of burnt chicken feathers
mood created by them: burning noon; sun and screaming demons show his lack of
gliding overhead; circle of fire; swarmed; glitter understanding; the reader understands
with a wave of sweat-drenched bodies; bubbled that the fuel has caused an explosion
and brawled; fought each other for space; whereas Ochuko does not; the reader
clashed and flashed; weapons of survival. knows his father’s actions led to this
danger; the reader understands that his
4 • The adults: described as a swarm, showing parents and siblings could be hurt or dead
that there are many of them all intent on and may not come back.
one thing; it is described as a war where
they fought each other for space and metal 3 Learners’ answers will vary.
pans and buckets clashed and flashed – this
shows they were acting desperately while 4 Discussion outcomes will vary.
trying to get the petrol; they seem to be 5 Learners’ answers will vary, but should
acting selfishly and greedily. address each bullet and use the details of the
• Ochuko: loses focus and seems unaware story to reflect on the events from Ochuko’s
of the seriousness of the situation perspective.
(wandered about); is a typical child and
finds a friend to play with (laughing and 7.6 Disaster reports
swinging playfully).
1 Learners prepare reports. They should follow
• Ochuko does not seem to understand that the structure of the bullets, using details and
the adults are very tense and ending up ideas from the story.
hurt; does not understand that there is
2 Learners perform their report.
any danger. They seemed entertained by
their noise and bustle. 3 Learners should make notes using an
appropriate format, including evidence and/or
5 Ochuko’s innocence makes the reader worried
details to support each opinion.
that something will happen to his parents that
he will not understand. The beginning and 4 Learners may consider some of the following
end of the extract show the mounting tension ideas:
among the adults fighting to get the petrol.
In the middle section, Ochuko playing with • Namidi’s decision not to report the broken
his friend and thinking the adult behaviour is pipe and his reasons for the decision.
entertaining makes the danger seem more real. • Namidi ignoring Efe’s concerns and her
subsequent silence.
7.5 The explosion
• Involving the children in collecting the petrol.
1 Learners should use clues from the previous
• The fact that so many people came to
extract to support their prediction as well as
collect petrol.
the current extract.
• The issue of poverty.
2 • Contrasts between innocence and danger
include: the innocence of the young • Corporate responsibility for health
boys playing soldiers, unaware of the and safety.
danger close to them; Ochuko’s childish
fascination as the adults run screaming • Whether large companies should put
from the explosion site; Ochuko running more back into communities.
to their hut for safety in a familiar place, 5–6 Learners’ answers will vary but should be
unaware that it is his father who has put planned carefully using the bullets. The language
him in danger; Ochuko hiding under his used should be suitable for a formal report.
mother’s bed for safety.
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8 C
hoices and decisions
8.1 The Merchant of Venice 6–7 Outcomes will vary.
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• rhetorical question: do developed countries 5 Bias can make the reader support or oppose a
have a responsibility to welcome refugees? viewpoint without knowing both sides of the
argument. For example, the writer may only
• topic sentences: developed countries should explore one viewpoint in an article because
prioritise and meet the needs of their they want the reader to agree with it without
people first; refugees bring with them a offering any alternative views.
different way of life.
6 a paragraph introducing the topic; a rhetorical
• modal verbs: should; may question; topic sentences; modal verbs;
examples from real life; a connective to
• examples from real life (e.g. 1 in 40 people
introduce another point; an acknowledgement
die attempting to sail from Libya to the
of the other side of the argument; a
Mediterranean coast).
concluding remark to summarise the main
• connective to introduce another point: idea.
moreover; while.
• acknowledgement of the other side of the
argument: while it is true that.
• concluding remark to summarise the main
idea: final paragraph.
5 Learners’ answers will vary but should use
ideas from the texts studied.
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9 Endings
9.1 Saying goodbye 9.2 The end of childhood
1 Outcomes will vary, but should include 1 Learners read the poem aloud with
discussion of key points: expression.
• how busy her home life was when the 2 Discussion of the metaphor might include:
children lived at home; her sense of being
their ‘sun’; their company; the idea of • the idea that the mother taught the
keeping them safe child to ride a bike – prepared her for
independence
• the idea that when they visit the energy
and life returns and life gets better • the mother’s reaction when she rides
independently – reluctance to let go
• saying goodbye to them in order; the
drive home without them; missing their • the curved path of the park – challenges
company in life ahead
• life goes on but it changes. • waiting for the thud – mother being ready
to react if there are problems
2 Sun and planets metaphor: shows that she
is stable and life-giving while they move and • the joy of independence and the sadness
revolve around her – separate but connected. of letting go.
Books: each part of life is a chapter – things 3 Paragraphs may include some of the following
change but it is all part of the same story. ideas:
Doors: when one thing comes to an end, new • it describes a single moment that
things replace them. represents growing up and letting go
Birds: unlike birds, parents do not replace • stresses the finality of letting go.
their children with new chicks each year. • because it focuses on one significant
3 Outcomes will vary. moment in a child’s development
4 Voice 1 is an older woman who identifies • perhaps to reflect the uncertainties and
with what the writer says. She recalls her own inconsistencies of life and growing up.
similar experiences as a mother, feeling great 4 Both narrators are mothers.
sadness when her children left home.
Both narrators are reluctant to let their
Voice 2 is a young teenage boy who does not children go but know that they have to as it is
really identify with the feelings expressed in a normal process.
the text. He refers to arguing with his own
mother and finds it difficult to believe that she Both feel sadness.
will be sad when he leaves home. In the article the author uses different
Voice 3 is a mother who has yet to experience metaphors such as sun/planets, doors, a book
her son leaving home. She identifies with the and birds to explore different ideas about
writer’s feelings because she is dreading her children leaving home, whereas in the poem
son going to college. it is one subtle extended metaphor using
teaching a child to ride a bike to represent
5 Learners’ answers will vary, but learners the way that parents bring children up and let
should consider their own age, gender, culture, them go.
etc. when reflecting on their response to the
text. 5 Answers may explore:
• the sons’ / as harsh / as the fathers: as the
sons grow older, they replace their fathers’
silhouettes; the daughters / will take off
36 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
37 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
time so Polly was protecting Ruby when 3 Discussion should consider vocabulary and
she heard her cry protecting her owner. expression, looking at how these were adapted
for the different audiences.
3 Discussions may include some of the
following ideas: 4 Answers may explore some of the following
ideas: Grandma bringing her the fruit and
• Joey’s injury shows that the problems
showing concern; Ruby’s conversation with
caused by the poachers are ongoing – it
her father; the idea of her mother living on in
stresses the seriousness of their actions
her; her mother being proud of her.
and the way they have affected the animals.
• Ruby’s concern for Joey is greater than her Check your progress
pleasure that the villains have been caught.
This shows the reader she has morals and 1 It can sound more like spoken English and
priorities and makes her admirable. bring the reader closer to the writer.
• Focusing on Joey means that the villains 2 The punctuation and structure can help
fade away rather than focusing on them indicate the pace or pauses. It can show
too much as the reader. whether a poem is about one single idea or
lots of ideas. For example, ‘To a Daughter
4 a I agree. Stringer seems to realise his Leaving Home’ is about one moment in
actions have not paid off and has some childhood so is a continuous sentence.
regrets, so he probably does agree with
Ruby. 3 Use voice, gesture and body language carefully
to enhance what is being said.
b I disagree. I think Ruby wants to stop
Joey getting hurt. And that is the thing 4 A present participle puts emphasis on the first
that most concerns her. action in the sentence. For example, ‘Holding
my umbrella tightly, I battled through the
c I disagree. Ruby is brave but Polly helps strong winds and rain.’
her to rescue Joey as well as the police.
5 Some stories end with a main character
d I disagree. The police officer comes to finding success and learning something. Other
check on Joey so is also concerned. stories end with the main character being
disappointed or failing to reach their goal.
e I agree. Ruby is right when she says the
world does not belong to them. She is 6 You need to choose an appropriate level of
reminding them that selfish actions harm formality and think about the difficulty level
others. of the language and structures that you use for
your target audience.
f I agree. I think the writer gives Ruby
the final word, so we agree with her
viewpoint.
5 Learners’ answers will vary but should
consider the qualities of a hero explored in
Unit 5, as well as the evidence from the extract.
38 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021