CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Workbook answers
1 Nature and humans
1.1 The leopard
1 I walked through the hills trying to find an
ancient temple. I came to a small river. On the
other side stood a leopard, quiet and proud.
I, too, stood quietly. I was amazed. I had never
looked on such an animal before and never have
since. Our eyes locked for a second and then it
vanished. I walked on, desperate to tell my story
to the next person I met.
Learner’s answers may include: the past tense
verbs allow the writer to show the different
stages of the action by contrasting movement
to stillness, for example. It also show show
emotional intensity builds up in the writer.
2 I walk through the hills trying to find an ancient
temple. I come to a small river. On the other side
stands a leopard, quiet and proud. I, too, stand
quietly. I am amazed. I have never seen such an
animal before and never have since. Our eyes
lock for a second and then it vanishes. I walk on,
desperate to tell my story to the next person I met.
3 Learners’ answers will vary, but ensure that
learners have used both past and present tense
effectively and in a way that makes sense.
1.2 The mysterious figure
1 Answers may include:
• Use speech marks around the words that
are spoken.
• Put punctuation such as commas, full
stops, exclamation marks or question
marks at the end of the spoken words
inside the speech marks.
• Start a new paragraph for a new speaker.
2 Example answer:
‘Why haven’t you handed in your homework?’
asks Mrs Smith.
‘I just forgot,’ mumbles Tim, quietly.
‘But you shouldn’t forget, scolds Mrs Smith.
‘You’re a clever boy.’
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‘Sorry, miss,’ replies Tim. ‘I’ll hand it in first
thing tomorrow.’
3 Example answer:
‘Have you given the cat his dinner?’ asks
Mum. ‘He looks a bit hungry.’
‘Oh no, I forgot!’ exclaims Ravi. ‘Poor
Whiskers must be starving.’
‘Well, hurry up and feed him’, Mum urges.
‘It’s very late.’
‘I’ll do it straight away,’ promises Ravi.
1.3 The wildness of eagles
1 a His father taught him.
b Females are preferred because they
are larger and they can catch larger prey.
c Trainers sing and talk to their birds.
d Birds are released after ten years because
they need and deserve to be free.
2 Paragraph 1: how Arman catches a bird
to tame.
Paragraph 2: how Arman treats the bird and
communicates with it as part of its training
to hunt.
Paragraph 3: the bond that they develop; why
he releases the bird after ten years.
3 Answers may include some of the following
ideas:
• In the first paragraph the writer focuses
on how Arman catches a young female
bird, and phrases such as a hood is put
over its head and tied down makes the
process seem a bit cruel and unkind
to the bird.
• Arman later explains that he treats the
eagle like his own baby and wants it to be
happy. This makes it clear that he looks
after it carefully.
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

• In the final paragraph, this is developed 3 Learners’ answers will vary, but should use
further as the writer discusses the respect ideas from the previous questions.
Arman had for this incredible bird and
explains that he releases them after ten 1.6 Tsunami
years because they are noble and need
freedom. This shows that he cares deeply 1 a 
Usually = root word of usual from the
about them. Latin ususualis – ‘ordinary’. Prefix ‘un-’
means not. Unusually = not ordinarily/
1.4 The poetry of Tu Fu out of the ordinary.
b Immediately = root word from Old
1 Learners’ answers will vary. Ensure that French immediate – ‘without anything in
learners maintain the meaning of the poem between’. Means without delay/straight
when adding punctuation. away.
2 Learners’ answers will vary. c Electricity = from Greek elektron meaning
amber, but changed its meaning to define
3 Example answer:
the physical force that was generated by
Swimming through the depths rubbing amber. Now means a form of
Of the water is a bright fish. static or charged energy.
Its colours glimmer in the sunlight
2 Example answer:
Bubbles rippling upwards.
I sit for a moment, taken by its beauty.
Being caught in a sudden surge of
It pauses
tsunami was the most large wave
Tail and fins paddling
disconcerting event
A sound beyond the water troubles it unsettling
I’ve ever been involved
And with a dart, it’s gone.
in. As the water
I’m left with my thoughts again.
crashed in, I froze, motionless
immobile. My body
1.5 Destroying the planet refused to move, but amazingly
1 Our planet is in a state of metamorphosis. then – miraculously –
Although it’s probably that humans have instinct kicked in and
contributed to these changes, to claim we are I ran. I found energy
entirely responsible is not valid: there are from somewhere climbing up
natural forces happening that homo sapiens and I found myself
have no influence over and it is entirely governed ascending the stairs
a place of safety
by the way Earth moves. of a large building,
seeking refuge from
The effect these features have on you as a the water.
reader: The formality of the text gives it
authority and emphasises what a serious 3 disconcerting = from Old French disconcerter
topic this is. Using complex sentences makes meaning confused
it more serious too but also helps the reader immobile = from the Latin immobilis meaning
to understand what argument is being immovable or hard-hearted
emphasised, as it balances the claim that
humans are solely responsible for climate miraculously = from the Latin miraculum
change with the statement that the way that meaning object of wonder
the Earth moves is responsible instead. ascending = from the Latin verb scandere
2 Example answer: which means to climb

Our planet is changing – agreed? Loads of refuge = from the Latin refugium meaning a
people think we humans are to blame, but place to flee to
that’s just not true! There is plenty of stuff
happening that we don’t control, like the way
Earth moves.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

2 Grandmother’s Song
2.1 Life in the village
1 The wind was a howling monster that attacked
me as I left my house. I was late, as usual, and
I ran like a cat chasing a mouse to the bus stop.
The bus came around the corner, shuddering
like an old man against the cold , and as it did
so, I opened my wallet. My money flew away in
the wind, spinning down the street like an out-
of-control dancer.
Key:
Metaphor
Simile
2 a and c
3 a  xample answers: The old man was
E
floating on air as he travelled along
the street.
b The house came into view like a warm fire
beckoning them.
c The icy fingers of wind clutched at her.
d He walked to school like a snail with his
heavy rucksack on his back.
2.3 Growing up
1 a 
The speaker is shocked and appalled
about the actions/behaviour of the
person they are speaking to. They
may be a parent or teacher telling off
someone younger.
b The person is being asked to do
something that they do not want to do.
They are being obstinate.
c The person is really relieved.
2 Answers may include some of the following
ideas:
• Hassan is a dominant character.
• Amir is nervous and hesitant.
• Hassan may be persuading Amir to do
something bad.
• Amir is scared of Hassan.
3 Learners’ answers will vary, but should build
on ideas from the previous activities.

2.2 Making progress

1
For most of my last weeks at school, I was negative feelings of frustration
bored. I felt trapped. One of the things that
the chicks are vulnerable because they are
held my interest was looking out of the window
helpless
and watching the birds on the roof opposite.
As the days went by, I watched them make contrasts to trapped because school is
nests and fly to get food for their chicks. Before ending
I knew it, it was my final day at school and the as if a weight has been lifted / happiness
chicks were out on the roof, fluffy and terrified.
I stood in the school yard gazing up at them. concern about the young bird interrupts
It was the last day and I was free. My heart feelings of happiness
seemed light but I did have a moment of doubt implies the bird has fear / doubts
as the sun blazed down. On the roof opposite,
shows the bird overcame its fears
a tiny, hesitant little bird bravely launched itself
into the air. It flew.

2 Learners’ answers will vary, but should

identify that the writer is using the bird
as a metaphor for the boy; its first flight
representing the steps the boy himself will
soon be taking into a different world beyond
the school he has known.
3 Learners’ answers will vary.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

2.4 Climbing the mountains 2 a At the start, he is described in the present
day, as an old man. Then the writer looks
alone back at how he used to be as a young
1 a 
strong and skilful – this shows how captain in the army.
resilient and capable she is. b Poland is presented as dangerous and
b Her spirit is all around them. somewhere to escape from. England is
presented as a place of refuge where they
c Happiness arising from having no worries.
can be safe and start a new life.
2  3 Learners’ answers will vary but should use
Sound Touch Taste
ideas from the previous activities and support
laughed cradled delicious points with quotations from the text.
food
cried stroked salty 2.6 Comparing texts
sung warm
1 Crime  omething bad happens at the
S
whispering tears start.
wind feel The main character has to solve a
carefree holding problem.
laughter Ends with a bad character being
Learners’ choice of words to explain will vary. punished.
Fantasy Set in a world different to our
3 Learners’ answers will vary, but should use
own.
ideas from the previous activities and support
points with quotations from the text. The main character goes on a
journey.
2.5 Celebrating grandparents Ends with the main character
being successful.
1 a 
As he sits hunched by the fire, it’s hard to Comedy Features a character who has to
imagine my grandfather as anything other overcome a problem.
than a quiet old man. But things aren’t
Contains humour.
always as they appear. Seventy-five years
ago, he was a young man living in Poland. Ends happily.
I’ve seen photographs from that time. He’s 2 Answers may include some of the following
tall, handsome and looks great in his Polish ideas:
army uniform – the one he got married in.
He was a captain in the army, but when the • Both stories have parents who are dying/
Russians took over the part of Poland he have died.
lived in, he had to make a decision: should
• In both stories, a younger person is forced
he stay in Poland with his family and risk
to take over an important position.
danger, or should he take his new wife – my
grandmother – and start a new life abroad? • Neither young person wants to take over
b In the end, he did the only thing he could. the important position.
He helped his wife and both their families 3 Learners’ answers will vary.
start a new life in England. He used all
his money to buy train tickets and made
sure they got away safely. By this time,
Poland had become a dangerous place to
be, but he stayed there alone for a week
after his family left before making his way
across Europe. Sometimes he caught trains,
sometimes he got lifts in cars, but most of
the time he walked. It took him one month
to reach England.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

3 Strange islands
3.1 The mystery of Oak Island
1 In 1909, the Old Gold Salvage Group arrived.
They dug 34 metres down, but found nothing. In
1969, Triton Alliance bought most of the island
and dug 72 metres down. They sent a camera into
the hole and claimed to have recorded images
of tools and wooden chests. People who saw the
images said it was impossible to tell what was
down there. Soon after that, the hole collapsed
and the project was abandoned.
2 In 1909, when there were much better things
to do – such as prepare for a world war – the
Old Gold lot turned up and dug. It was an old
waste of their time. All 34 metres of it. Sixty
years and 72 metres later, Triton Alliance left
with precisely nothing. They reckoned they
caught some treasure chests on camera . . . of
course they did! Just like their dreams, the hole
collapsed.
3 Learners’ answers will vary.

3.2 Strange islands

1
Quotation Formal Less formal
You’re welcome to visit the Japanese island of ✓
Okunoshima, but you’d be wise to bring plenty
of carrots – there are thousands of completely
tame rabbits hopping around the place!
Many chemical weapons were used here ✓
(there’s even a museum dedicated to poison
gas on the island), but these days the rabbits
are the main inhabitants.
Snake Island has the largest number of snakes, ✓
mainly golden lancehead vipers, in such a small
place.
You really wouldn’t want to visit – and in fact ✓
it’s illegal to land on the island – but poachers
have been known to secretly go there to catch
and sell the snakes.
2 Learners’ answers will vary.
3 a  n the Isla de las Munecas (Island of the
O
Dolls) you’ll find yourself faced with dolls,
or occasionally parts of dolls. This can
be a rather sinister experience. The island
can be found in Mexico City among the
Xochimilco canals.
b It was a long-term project for him.
Over 50 years, he put hundreds of dolls
(or parts of dolls) around the island.
4 Learners’ answers will vary.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

3.3 
Treasure Island: Meeting 2 Example answer:
Ben Gunn jim: This place is … weird.

1 a  is voice sounded hoarse and awkward,

H Ellipsis – shows he is puzzled as he has to look
like a rusty lock. for a word.

b It means that his voice sounded extremely (Jim jumps in alarm as the loud sound of a
dry as if he has not used it very much colourful bird is heard.)
recently.
Sound effect of a bird to add atmosphere to
c His eyes are very light compared to the the setting.
darkness of his face.
jim:I need to get off this island. It’s not
d Being shipwrecked means that you are normal.
stranded on the island because your ship
(Sound of rustling. Someone is hiding.)
has sunk or is so damaged it will not sail.
Being marooned means that you were Sound of rustling to raise tension.
deliberately left behind with no means
to escape. jim:
What’s that? I can see eyes. Is that … a
man? Hello!
2 Example answer:
Ellipsis and use of short question shows his
I was one of the crew on Flint’s ship when he fear.
buried the treasure with six strong seaman
helping him. They were on the island for (Jim’s ‘hello’ echoes around the island.)
almost a week while they were burying it. ben: Aaaargghhhh!
Then three years ago when on another ship,
I saw this island and told the crew that we Ben and Jim both shout/scream which
should land and find Flint’s treasure. They frightens audience.
looked for it for twelve days and as each day
jim: Aaaargghhhh!
passed, they got angrier with me. Then one
morning they all went on board the ship. 3 Learners’ answers will vary.
3 Answers may include the following events:
3.5 Singing sand
• Jim begins to run with Ben beside him;
Ben tells Jim to keep to the left and go 1 a journey to a different type of place  ✓
under the trees to the cemetery; they hear a quest (some sort of puzzle or mystery) ✓
gunfire.
an unusual main character, for example,
• It gives the impression that Jim just lets an orphan ✓
his instincts take over and runs without
really thinking about it. a main character who is lonely but finds
help from non-human characters û
3.4 Treasure Island: The play a main character who has no family but
finds friends û
1 Example answer:
a powerful force in conflict with the main
chen: (annoyed) Why have you done that? character û
ling: (bewildered) I don’t know. I just felt like it. a mysterious person who helps the main
chen: (angrily) That’s not very fair! character ✓
a dangerous event that threatens the life of
ling: (defiantly) I don’t care.
the main character û
some realistic elements and settings ✓
strange or magical events and items ✓
a happy ending û

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

2 a Her heart skipped a beat.

b Its tentacles glow brightly.
c It makes it seem magical and mysterious.
d 
It implies that there is a greater force
at work.
3 Learners’ answers will vary, but should refer to
some of the ideas in the Activity 1.

3.6 Helix
1 Learners’ answers will vary.
2 Word Etymology Related words
fantasy Greek – phantasia / Fantastic
imagination
Fantastical
Fantasise
Fancy
marine Latin – mare / sea Marina
Maritime
Mariner
biology Greek – bios / life Microbiology
Biological
Biologist
octopus Greek – oktopous / Octopodes
eight foot
Octopi
helix Latin – helix / spiral Helices
ornament
Helicidae

3 Sophie woke up, opened her eyes and looked
around. She was absolutely amazed. She looked at
the sea – a huge purple ocean stared back at her.
Every now and again, a sea creature that looked
like a dolphin appeared above the water. What
was this place? Before she had time to think, a
mysterious buzzing sound rose. It became louder
until she realised it was some sort of aircraft – a
type of helicopter, but unlike one she’d ever seen
before.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
4 T
 his is the modern world
4.1 The birth of the internet
1 1 Information technology can often appear
daunting; people of advanced years may
encounter feelings of uncertainty or
bewilderment when using it. This guide is
intended to assuage those worries.
2 Congratulations on buying a computer.
Technology can be confusing at times,
but in this guide, we’ll help you set off on
an exciting new journey, all the way from
setting it up to using a range of programs.
3 So – you bought one of those computer
things. Congrats! But don’t tell me . . . you
can’t switch it on. Only joking! Keep calm.
I’m Wayne. Look upon me as your friendly
grandson. I’ll help you. Read on . . .
2 So… that’s it. We’re at the end of the guide.
Enjoy it? Useful? Let’s hope you feel okay
about using your new toy. Remember – there’s
always help if you get stuck. Phone your local
store. Phone the helpline listed. Phone a friend.
There’s a pile of help out there. Go on – get
started in the new world of tech! All the best,
Wayne.
Phones destroy childhood. Phones are stealing
children’s innocence. Phones are dangerous. Millions
of young people’s childhood are being corrupted.
Why would any parent do that? Ninety percent
of young people admit that they spend more time
on their phone than is healthy. That is outrageous!
Parents – act now before it is too late. Phones are
dangerous, destructive and damaging.
8 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
3 Example answer:
To conclude this guide, which we hope has
been helpful, here is a reminder of how you
can seek help if you have any issues with your
purchase. You can either phone the retailer, or
you can contact the designated helpline. We
hope you enjoy using your new product.
4.2 Phone problems
1 repetition – use of repeated words and phrases
hyperbole – deliberate exaggeration
triples – three words used together
rhetorical question – a question used to make
a point, which does not expect an answer
emotive language – words and phrases that
appeal to the reader’s emotions
exclamations – sentences ending in an
exclamation mark
statistics – the use of facts and figures
figurative language – techniques such as
metaphor, simile and personification
direct address – speaking to the reader
alliteration – when the same letter is used at
the start of words
imperatives – direct orders
2 Learners’ answers will vary but may explore
the examples below:
Repetition
Hyperbole
Rhetorical question
Statistics
Exclamation
Imperative
Triple
3 Learners’ answers will vary, but should include
some of the techniques explored in Activities 1
and 2.
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

4.3 Predicting the future 4.5 The Glade

1 A flying car was another crazy prediction. It 1 altercation – fight
would run on a new type of fuel (which of course
was never invented either) and would last for incensed – angry
1000 years. A sensible prediction? Er . . . no. cease – stop
2 Example answer: implement – introduce
Another idea that failed to take off was a robot fatigued – tired
helper. The robot was meant to help you around
the house by washing dishes and making beds. circular – round
Unfortunately, the robot was never built. melancholy – sad
3 Learners’ answers will vary, but may consider: placid – calm
• The use of short rhetorical questions at stroll – walk
the beginning of the text: Flying cars?
Computers in brains? making readers think ecstatic – happy
about the possibilities. Q G E M C L C W G S Y B F S W

• The use of the short rhetorical question V H D D M A T Z E E X A I T Y

But just how accurate were they? then O A U A N G R Y V A T L G V U

makes the reader question the validity of J P J O U P I A X I E T H M S

the earlier assumptions. G P H P M Q P N L Q B N T R T

J Y V Z M I V D T O Z E Y Z O
• Ending the paragraph on a short unfinished
X T T I R E D I J R Y F L M P
sentence Read on . . . makes the reader
S Z V B Q J H P I F O X V E C
think that these questions will be answered.
C Y V H C K F X Q T M D I H J

4.4 A dystopian future C V U A L S D V Y D U M U Z L

A N J A S G C J N M U L S C G

1 In this novel, which is the type of tale that L M W D H Q G U I X W N X Y E

may appeal to a host of dystopian fiction M D H I W Z O O K S H J J I A
lovers, the narrative centres on two distinct J R U K V R J H X V A F G P Q
character types: one is Shay, who is a attractive T P V T Q S F W E T V D I V K
but deeply complex persona, and the other is
Magenta, a girl who (despite leaving school 2 Learners’ answers will vary.
with few qualifications) exhibits the sort 3 Learners’ answers will vary.
of qualities that mark her out as a deeply
intellectual character. 4 Learners’ answers will vary.

2 Example answer: 4.6 Closing doors

Dystopian fiction explores a human emotion,
1 The reader knows that Arvind is on a collision
fear, and what causes it. Humans have always
course with a bike.
been interested in the future, but also afraid
of it. They are especially afraid of robots and 2 who ‘he’ is
artificial intelligence taking over the world.
why she was sent to the place
3 Learners’ answers will vary.
what the place is
what her plan is
what is in her pocket
who Sapphie is
3 Learners’ answers will vary.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
5 Heroes
5.1 Defining heroes
1 Musicians, actors and entertainers can be
heroes. When I was younger, my first heroes
were sportspeople. I admired their skills and I
also admired their commitment, but as I grew
older, I realised that there were many different
types of hero. Although my favourite footballer
was talented, he didn’t do much for the society
he lived in. I realised that heroes should be more
than just talented people, because a hero needs
to do things for others. Furthermore, I realised
that heroes don’t need to be famous. They can
be normal people and sometimes, their actions
can be unknown to many. Today, doctors and
nurses are my heroes.
key:
coordinating conjunction
subordinating conjunction
2 Example answers:
a  lthough many people don’t have a hero,
A
I definitely do: my grandfather. S
b Ancient Greek heroes were usually strong
and they were also brave. C
c Some of my friends laugh when I tell them
who I admire, but I don’t care. C
d I admire my sister because she has
overcome a lot of problems in her life. S
e I am going to write about why we need
heroes, so read on and I’ll explain . . . C
f True heroes help people because they are
selfless and kind. C C
3 Example answer:
Pearl is 35 and she is a nurse. Although she
wanted to be a gymnast when she was young,
Pearl is a nurse in war zones around the
world. Nursing is the most important part
of Pearl’s life. Pearl has saved lots of soldiers
despite seeing lots of soldiers die. Pearl gets
frightened at times, but she says she focuses on
her patients. Pearl’s family in Zimbabwe miss
Pearl, however Pearl’s family are very proud
of her.
10 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
5.2 Looking for Charlie
1 having lots of money û
not giving up, even when things
are difficult ✓
being loyal ✓
being selfish û
being confident ✓
being able to do things for yourself
without needing help ✓
being creative ✓
being able to think quickly ✓
making sure you always win û
never feeling anxious û
Learners’ answers may include: being kind,
being thoughtful
2 Underground there was a new world, a bright,
clean environment which, considering the neon
mayhem going on above it, was astonishingly free
of excessive advertising. Working out how to buy
a ticket, though, had proved to be no easy job –
even after he’d found the button which changed
the Japanese characters on the text screen into
English. Luckily someone who turned out to
understand more English than they actually spoke
spotted him standing, confused, in front of a
bank of ticket machines, and between them they’d
managed to buy a ticket that Adam hoped would
get him to Roppongi and back again.
The only problem was he had absolutely no
idea where in Roppongi – no small area – to
find the Bar Belle. Before leaving England he’d
looked it up on the Net, but found nothing. Was
it too small? He’d have to find it first to know,
but how? Then, above the roar of the traffic,
he heard a badly amplified voice calling out,
something about music. Now he looked he could
see that there were quite a few people and one
of them might know something. Whether they’d
tell him was another matter entirely.
3 Learners’ answers will vary.
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

5.3 Danger 5.5 Superheroes

1 Right, to get to the, um, shopping centre, you 1 IUEDGSIS = DISGUISE
need to. . . let me think, yes – that’s it. You’ll OUTSCEM = COSTUME
need to walk along this road, er, for about two
minutes, until you come to. . . you know, the WPPUREOSPRE = SUPERPOWER
traffic lights. Now, once you, um, get there,
TERSEC RIAL = SECRET LAIR
you’ll need to go left, towards the er bank. So,
once you reach the, you know, bank, look left ILPREUSVLNIA = SUPERVILLAIN
and it’s, well, it’s just. . . sort of there. Anyway,
I’d go that way. It’s much, you know, quicker. 2 Tough upbringing with a cruel parent.

Key: Highly competitive but wins through cheating.

Discourse markers Appears as a successful business person.
Contractions
Ellipses Wants to destroy something such as a city,
country or the whole Earth.
2 Mrs Rashid: She has authority; she does
not use fillers or contractions but does use Has to fight a superhero or rival to achieve his
discourse markers; her speech is fluent. evil aims.

Cheri: She seems nervous and uncomfortable; 3 Learners’ answers will vary, but should use the
she uses a lot of fillers; she uses contractions; ideas in the previous questions.
she doesn’t use discourse markers; her speech
is fragmented. 5.6 Writing a film script
3 Learners’ answers will vary, but should use 1 Establishing shot = the first image in a
ideas from the previous activities. sequence which shows the viewer where the
scene is taking place
5.4 Young heroes Close-up shot = an image focusing closely on
a small part of a scene
1 must, should, shall, will, would, might, could,
may, can Interior shot = an image showing the inside of
a building
2 From time to time, you may  feel as if everything
is too much to cope with. At this point, you must Exterior shot = an image showing the outside
ask for help. Your school should be able to help. of a building
You may have a teacher who you feel you can 2 Learners’ answers will vary.
talk to. Go to see them at break time and ask
for help. Tell your friends how you feel and they 3 Learners’ answer may include descriptions of:
might be able to help too. You will feel better • the setting
once you have spoken about things and you can • the characters
be certain that people will want to help.
• the movements
Circled: Imperative verbs • the gestures
Highlighted: modal verbs
• the facial expressions
3 Learners’ answers will vary, but should use
ideas from the previous activities.

11 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
6 Monsters
6.1 A modern monster
1 A – fear
B – sympathy, anger
C – happiness
2 Slowly, the creature made its way up from the
basement. It made no sound apart from the
scrape of its horrific claws on the wooden stairs.
Henry lay motionless in the dark, breathing
heavily. He knew what would happen when the
evil creature and its gleaming fangs reached the
top of the stairs.
Kiran had run as fast as he could, but the other
boys caught him. For months, they’d made his
life unbearable. Once again, they held him down
on the ground and did what they did every day
after school. Kiran was five years younger than
them, small and weak. When he cried, they
smirked.
He looked her in the eyes on this, their most
special day, and said the words he’d always
wanted to. ‘You’re the best person I know’, he
said. ‘You’re intelligent, funny and beautiful.
But more importantly, you’re kind, and being
in your company makes me incredibly happy. I
never want to leave your side’, he said. A single
tear rolled down Alicia’s cheek as he said the
words that she’d remember for the rest of their
lives together.
3 Learners’ answers will vary.
6.2 Fear of monsters
1 ‘It’s no surprise that infants have some fear of
the dark. Throughout our evolutionary history,
the dark was dangerous.’ Humans rely on vision
above all other senses, Gray explains, and the
dark placed us in acute danger for thousands of
years. It follows that a healthy fear of the dark,
and the monsters that prowl at night, is deeply
ingrained in the human psyche.
12 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
2 Fear results from a perception of danger; when
humans perceive a threat, they identify the risks
involved and respond accordingly. The two main
responses to fear are confrontation or escape. In
situations of extreme fear, paralysis can occur.
Fear can be rational and therefore it can help
humans to survive. It can also be irrational and
lead to phobias.
3 Learners’ answers will vary, but may include
the following ideas:
• Text 1 focuses on fear of the dark
whereas text 2 focuses on fear in a more
generalised way.
• Text 1 – infants fear the dark / humans
have always feared the dark as it
represents potential danger / fear of the
dark is engrained in the human psyche.
• Text 2 – fear results from perceived
danger / responses to fear are
confrontation or escape / fear can cause
paralysis or lead to a phobia.
6.3 The giant
1 Tortoises are by nature very slow creatures.
They are not known for their speed, unlike
hares. One particular hare was always boasting
about his abilities. He was arrogant and so when
a tortoise challenged him to a race, he accepted,
expecting to win easily. When it started, the
hare sped off into the distance and the tortoise
made a start, intending to walk slowly and get
to the finishing line. The hare, certain that he
would win, decided to stop for a rest and fell
asleep. By the time he woke up, the tortoise had
already crossed the finishing line.
2 Learners’ answers will vary, but may include
the following ideas:
• Don’t be arrogant – the hare loses the race
because he just assumed he would win so
lost focus. He underestimated the steady
persistence of the tortoise.
• Things don’t always turn out as expected
– the hare expected to win but didn’t
because he fell asleep. He thought ability
alone was enough, but the tortoise had
more determination and drive so won
instead.
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

• Perseverance is an important quality – the 6.6 Monster below ground

tortoise knew that if he just walked slowly
but steadily to the finish line, he had done
his best. He carried on while knowing his
opponent was faster and his perseverance
paid off because his opponent fell asleep.
1 Learners’ answers will vary but may include
the following examples: slithered; slowly and
silently; narrow, beady eyes; head moved slowly;
sight of his prey; coiled; waiting to strike.

3 Learners’ answers will vary. 2 Learners’ answers will vary but may focus
on some of the following: kit described
6.4 The little boy as armour; the game described as a battle;
team described as armed and ready for the
1 Example answer: fight; pitch described as a battlefield; sound
bombarded them; start of game as warriors
At first the boy is helpless because he is so charged into battle; a long and hard fight; brave
small that he can’t reach the branches of attack; killed the game; opposition surrendered;
the tree like the other children. But the boy winning is a victory.
is brave and lets the giant help him without
being afraid of him. When the boy returns, 3 Learners’ answers will vary.
he is the one that can help the giant by taking
him to his garden. He repays the giant’s
kindness to him.
2 a  his line makes us feel sympathy for the
T
little boy because he seems vulnerable.
b This makes us feel sympathy for the little
boy because he is upset.
c This makes us feel happy that the little
boy has returned.
d This makes us feel warm because the little
boy is repaying the giant’s kindness to
him.
3 Learners’ answers will vary.

6.5 A smaller monster

1 Answers may include explanations of the
following examples: stung, crawl beneath . . . ,
poison, lash of diabolic tail.
2 Learners’ answers will vary but may include
explanations of the following examples: giant,
skirting, satisfied, jog, circling, flipping, victim.
3 Answers should focus on the more threatening
impact of the scorpion compared to the rather
bumbling image of the cockroach.

13 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
7 ‘The Plantation’
7.1 The broken pipe
1 Example answer:
Sunlight crept through the trees like an
unexpected visitor, its fingers reaching through
the leaves and touching parts of the forest floor.
High in the trees, the cries of birds echoed
and leaves rustled as the dawn began to rise.
Down below, small animals emerged from
their underground homes. They blinked in the
sunlight and greeted the new day. Like excitable
children, they sprang to life, ready for the
adventure of a new day.
Annotations:
Personification (sunlight crept, fingers reaching)
combined with the simile (like an unexpected
visitor) make the sun sound friendly and
benevolent.
Aural imagery such as cries of birds echoed
and leaves rustled evoke the sounds of the
forest and bring it to life.
Simile like excitable children emphasises how
joyful the animals are and makes the scene
idyllic.
2 b 
It makes the forest seem alive – the writer
combines these techniques to show the
reader that the forest is a vibrant place.
(Justification for choice of statement
should offer some examples from the text.)
3 Learners’ answers will vary.
7.2 Namidi’s family
1 Notes may include some of the following
differences:
• The first story does not inform the reader
of the trick until later, so the reader
shares Will’s disappointment. The second
version starts by giving the reader more
information than Will so the reader knows
it will end happily.
• The first version has more mystery and
tension as we do not know why Edward is
unhappy at first, so it plays with the reader’s
emotions. The second version doesn’t
include any suspense or tension since the
readers know more than the character.
14 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
2 Comments on the effect of structure may
include:
• The first version creates more suspense
than the second version. The first version
causes a shift in mood which affects the
reader’s reaction.
• The second version is happier from
the start. The reader is given more
information than Will, so shares the
joke more.
3 Learners’ answers will vary but should include
some sense of the worry Will is feeling, and
the sadness when he thinks that his father has
forgotten his birthday. It may broaden out so
he starts to wonder whether there is something
else wrong.
7.3 Namidi and Mama Efe
1 a  he woman in this monologue seems
T
quite weak and as though she allows her
husband to dominate her. She thinks he
is in the wrong but will not say anything
to him.
b The woman in this monologue is clearly
angry and frustrated by her husband’s
decision. She is questioning his reasons
and thinks he has done the wrong thing.
She seems more determined to blame him.
2 The writer has used lots of exclamations to
show her anger. There are also questions to
show her disbelief. The repetition of Why, why,
why? shows how frustrated she is but also how
helpless she feels. This is dramatic language
and shows a lot of emotion.
3 Learners’ answers will vary.
7.4 Jackson and Ochuko
1 The thin (shape) girl walked down the narrow
(size/shape) street. Over her shoulder she wore
small (size) brown (colour) leather (material)
bag. Inside the bag was an exciting (opinion)
new (age) book that she had bought from the
town (origin) bookshop.
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

2 Answers may develop the following ideas: 7.6 Disaster reports

prickling adds tension 1 a The petrol was discovered by Namidi. P
odd, sickly adds mystery b Mama Efe was worried by her husband’s
alien, trickling adds further mystery and decisions. A
suspense c The explosion was heard miles away. P
uncertain adds tension d T
 he boys played happily in the
3 Learners’ answers will vary. plantation. A
2 a The explosion was caused by Namidi.
7.5 The explosion
b F
 ollowing her husband, Mama Efe went
1 dark — light to the plantation.
young — old c  he plantation was destroyed by the
T
explosion.
evil — good
3 Sample answer:
happy — miserable
An explosion earlier today was caused by
natural — human-made
a burst petrol pipe. The plantation was
pessimistic — optimistic completely destroyed by the explosion. Petrol
pouring from the burst pipe was collected
2 The contrast is between the gentleness of by large groups of people rushing to the
nature in words such as flutter, peaceful and scene. Before the problem could be reported,
harmony, and the destructive descriptions of dangerous fumes built up in the area.
the oil pipe in burst, slicks sloshed and choking.
3 Answers should explore the idea of people
swarming in and fighting for space is
contrasted with the innocent children climbing
trees and playing.

15 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
8 C
 hoices and decisions
8.1 The Merchant of Venice
1 pause a day or two / Before you hazard – Wait
before you make your choice.
choose not by the view – Don’t make a decision
based on appearances.
often have you heard that told – That has been
said many times to you.
in choosing wrong, / I lose your company – If
you make the wrong selection I will not be
able to see you again.
2 a For as I am, I live upon the rack
b Fair Portia’s counterfeit!
c I pray you, tarry: pause a day or two
3 Notes and quotations may include:
• Portia tries to persuade Bassanio to delay
making the choice to spend time with
him: tarry: pause a day or two.
• Portia will clearly be upset if Bassanio
gets it wrong: for, in choosing wrong, I lose
your company.
• Bassanio is desperate to make his choice:
Let me choose.
• He can’t bear not knowing if he will be
able to marry her: for as I am, I live upon
the rack.
• Bassanio is delighted when he finds her
portrait: Fair Portia’s counterfeit.
8.2 Life choices
1 a I was extremely disappointed with my
result. M
b Time went by slowly that summer. M
c Nasir was known to play football
aggressively. M
d I nearly forgot to collect my order. D
e I’m sorry – it’s entirely my fault. D
f Kaz was absolutely fascinated. D
16 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
2 Example answer:
I really love walking through the woods. Nature
is a wonderfully peaceful force – it makes me
feel calm quickly. One evening last week, I took
a walk through my local wood as the sun was
going down slowly. It’s the best time to walk,
because the dying sun shines brightly through
the leaves and makes the place look stunningly
beautiful. As I strolled happily among the trees,
I could hear the nothing apart from the sound
of running water in the far distance and birds
enjoying their last joyous sing before sleep.
3 Learners’ answers will vary.
8.3 Making decisions
1 Two years ago, my family made an important
choice. My dad had been offered a new job
abroad and he wanted to know how I felt about
moving. At first, I was surprised, but soon I got
used to the idea. There were lots of reasons why
it could be good. To start with, it might be the
beginning of a new adventure. Furthermore,
we would move to a warmer country – no more
freezing cold winters! However, the main reason
was that it would make my dad happy and that
was good enough for me.
Adverbs of time
Linking adverbs
2 a Example answer: Something must be
wrong otherwise he would have called.
b Example answer: I want to go to the party,
but on the other hand, I should stay in
and study.
c Example answer: Meanwhile, back at the
farm, the animals were causing mayhem.
d Example answer: The cake was tempting
but the pie looked equally good.
3 Learners’ answers will vary.
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

8.4 A dangerous decision 8.6 Different views

1 a Does this wallet belong to you?
b H
 e walked further down into the train
carriage.
c After that, he will never use another train.
d It’s a long journey from Adelaide.
2 a 
Example answer: The train was stationary
during its wait at the station until the
guard blew his whistle for it to go.
b Example answer: The man clung on
during a terrible storm until his arms were
aching too much.
c Example answer: Until quite recently, it
was freezing cold in the early morning.
3 Learners’ answers will vary but should
highlight added information such as dates,
places, events.
8.5 Impossible choices
1 Learners may note the following feelings:
sympathy for the death of his mother, etc.;
concern/fear because of the small boat and
danger; anger at the aggression of the armed
men; sorrow that they drifted for five days.
1 Although many people say we can’t afford to
take refugees, I say why not? We may not have
the largest amount of land, but we must look
after other humans. For instance, we must look
after people like Emmanuel, who had no one
to look after him, and no choice but to leave
his country. Furthermore, refugees can change
countries for the better, bringing different
cultures and ideas with them.
Key:
rhetorical question
modal verbs
examples from real life
conjunction to introduce another point
acknowledgment of the other side of the
argument
2 Example answers:
Opening sentence: Many people argue about
whether we have a responsibility to take in
refugees as a developed country.
Closing sentence: So, as far as I am
concerned, we have a moral obligation to
help refugees and recognise the contribution
they can make to our society.
3 Learners’ answers will vary.

2 Learners’ answers will vary but should link

points clearly to a quotation from the text.
3 Words and phrases that may have had an
emotive impact include:
• the dream of getting to Europe: the word
dream shows its importance but also that
it may just be an unattainable fantasy
• died when I was very young: stresses his
vulnerability
• try my luck: stresses that it is all down to
chance and he has little control
• shoved: indicates that he was treated badly
• small rubber boat: does not sound very
stable or reassuring
• very aggressive: the men sound like
criminals
• aimlessly floating around and basically lost:
makes them sound helpless.

17 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
9 Endings
9.1 Saying goodbye
1 Example answer:
a I was secretly pleased when my three
children left home. However, I’m not sure
they really left. My son, Ted, left for
college when he was 18. But he came back
every weekend, mainly to have his clothes
washed. And when Alison left, she used
to visit every day for dinner. But she never
washed up. And she never offered to cook.
Still, when Sarah finally left, she said she’d
visit every week. But she didn’t. She visited
every week day. And every weekend.
b 
Starting the sentences with conjunctions
adds to the comedy because it emphasises
the writer’s exasperation. It builds up all
the things her children did to irritate her.
2 Answers may include some of the following:
• The voice created is sad and wistful.
• The conjunctions stress the things that
remind her of him, even things that are
annoying.
• The final sentence But I miss him is
effective because it is so blunt and honest.
3 Learners’ answers will vary.
9.2 The end of childhood
1 Walking along a road is used as an extended
metaphor for growing up. The child falls and
gets up, which is representative of how we
learn lessons in life to progress. The parent
watches as they have to let their children
make mistakes in order to learn. When the
child turns the corner, it represents the child
growing up and becoming independent.
The parent can no longer see them and
has to allow them to make their own way
through life.
2 a 
They represent pauses between falling
down and getting back up again. These
pauses represent the learning process.
b T
 he full stop at the end of line 5 may
represent childhood ending.
18 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
c  he lines get shorter as the child gets
T
older. The long opening lines are
childhood. The shorter middle lines
are about leaving home and becoming
independent. The short final line is the
parent left alone.
3 Learners’ answers will vary.
9.3 The stranger
1 The Stranger – film trailer
Establishing shot of front door. Close-up shot of
a hand wearing a black leather glove knocking
on the door.
VOICEOVER: I never heard the knock, but it
was a knock that changed my life forever.
From the stranger’s perspective, we see the door
open and then see the father’s sad-looking face.
They say no words and walk through to a dimly-
lit room. Cut to close-up of Tony’s eyes peering
through a crack in the door. We then see it from
Tony’s point of view – a mysterious stranger
and his mother talking very quietly.
VOICEOVER: I didn’t know what was
happening. My parents said nothing. And
then the stranger took my wrist.
2 The first voiceover is pessimistic and makes
the situation sound bad whereas the second
voiceover is positive and focuses on the
opportunity the boy is being given. So viewers
would be more supportive of the stranger in the
second version whereas in the first version, they
may view him as a villain.
3 Example answer:
VOICEOVER: (spoken by the mother): I had
dreaded hearing that knock on the door from
the day he was born. I knew it would happen
one day.
VOICEOVER: What could I do? I couldn’t
stop my father and undo centuries of tradition.
I wished I’d had a girl.
The effect of the change is that it allows the
audience to hear the mother’s perspective
and her regret about losing her son. It also
introduces the idea of her father and tradition
which will be developed later.
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
9.4 A new beginning
1 a 
The old man entered the courtyard
walking alongside his grandson.
b I was amazed to discover my
grandfather was a Shaolin monk.
c I felt proud that I was passing my
knowledge on to my grandson.
d W
 e walked through the courtyard,
ready to exercise.
e O
 riginating from northern China, my
grandfather moved south in later life.
2 a Driving me to the harshest extremes, he
trained me.
b P
 ushing quickly past him, I hid behind my
father’s legs.
c  ooking to Dad, I could see he was just
L 3 Learners’ answers will vary.
staring at the fireplace.
3 Example answers:
Running down the road, I thought to myself
that I really should get up earlier.
Watching my sister carefully, I checked that
the gate was still shut.
Remembering my manners, I smiled and said
thank you.
9.5 How stories end
1 Characteristics of villains:
• They do criminal or immoral things.
• They take what they want regardless of
the effect on others so act selfishly.
• They get on the wrong side of the
law/police.
• They can behave violently/hurt others.
• They are taught a lesson at the end,
thanks to the hero.
• They resist arrest/attempts to stop them.
2 Stinger nods. ‘I’m tired. I’ve had enough of
this all. I used to protect animals like this one
here.’ He points at me. ‘Not poach them.’
‘Do you know how long it’s taken me to keep
people away?’ Toad says.
19 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
The police step towards him.
‘Well I’m not going down alone’, Toad yells
and he makes a sudden lunge for Joey.
✓
Kangaroos can’t hop backwards and Joey
trips as she turns to get out of the way. Toad
û
grabs her.
‘No!’ I shout, charging at him.
✓
It’s too late. His arms are wrapped around
Joey’s neck. He’s strangling her. Dad dives
û at him and grabs Toad’s arms, forcing them
apart. Joey wriggles out of his grip but Toad
✓ seizes her leg again. The police tackle Toad.
Joey is there, under a tangle of arms and
bodies. I edge closer, trying to spot a way to
get Joey free. Kangaroos scare easily. They
pause a second.
‘Let her go’, I say.
9.6 Learning things
1 Extract A
Everyone falls back. Joey lies on the ground,
panting. Her little chest rises and falls too
quickly. I rip my jumper off, cover her eyes,
scoop her up, and hold her to my chest. I turn to
Stinger and Toad. ‘The world isn’t yours to take
without thinking about others’, I say. ‘You can’t
just hurt living things to get what you want.
I know that. And I’m twelve.’ I watch from the
window as Toad and Stinger are marched off
the mountain.
Extract B
‘Your mum lives on in you, Ruby. She would be
so very proud of what you did today and how
you saved the cub.’
I smile. I know he’s right. I can feel it in my
bones.
That night, I realise I’m not afraid any more.
I’m not scared of the dark, or of falling asleep.
Going through everything I did to save the
leopard made me realise I can handle more than
I thought.I roll over and fall asleep clutching my
necklace, and dream of Mum.
 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

2 Answers may focus on some of the following:

• Ruby stands up to the villains
• she tells them why their behaviour is
unacceptable
• Ruby learns that her mother would have
been proud of her actions
• she loses her typical childish fears, for
example, the dark
• she realises that she is more capable than
she previously thought.
3 Learners’ answers will vary.

20 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021