CCLS English Student Book Stage 7 Answers

Cambridge Lower Secondary English 7 Third Edition Answers
Cambridge Lower Secondary English 7 Third Edition

Answers
Answers are given where applicable. Guidance on all activities is available in the Cambridge
Checkpoint Lower Secondary English Teacher's Guide 7 with Boost Subscription, ISBN
9781398300668.
https://www.hoddereducation.com/subjects/english/products/11‐14/cambridge‐checkpoint‐lower‐
secondary‐english‐teach
Chapter 1 Is that a fact?

Let’s talk: Student’s Book page 1
Suggested answers:
– The purpose of these texts is to convey factual information.
– A good factual text may have a heading, sub‐headings, paragraphs, captions for
photographs, graphs, tables, illustrations, diagrams, and so on.
– Yes, factual texts are easier to write as they require less creativity from the writer.
No, they are harder to write because you have to check facts and make sure the
information is accurate.
Suggested answers:
1 The purpose of the extract is to inform prospective tenants of the availability of the
townhouse and its features. It also explains and describes the physical features and benefits
of the townhouse. However, as it is an advertisement, there is also a persuasive function as
the text tries to persuade the prospective tenant to rent it (for example, it uses persuasive
language such as ‘good’ and ‘potential’ and focuses on the positive features of the
townhouse without mentioning any of its negative ones).
The advertisement should have included:
– photographs of the townhouse
– information about when the townhouse is available from
– information about how much the security deposit is, and what the weekly or
monthly rental is
– how close to a local school the townhouse is (it has three bedrooms, so the tenants
may have children still in school)
– the condition of the townhouse – whether it has recently been renovated.
Word attack skills: Student’s Book page 2
Answers:
– parquet – from an old French word which means a ‘small park or area’
– amenities – from an old French word (which in turn comes from Latin) meaning
‘pleasant’
– or ‘delightful’
© John Reynolds 2021

Published by Hodder Education
Answers:
– dormant – not active, no longer erupting
– prone – more likely to (have earthquakes)
– fissure – a break in the Earth’s surface through which the water can pass downwards
Answers:
1 Earthquakes or volcanic activity are suggested in the extract.
2 You could hear water bubbling or see bubbles forming in fissures.
Exercise 1.1: Student’s Book page 3
Answers:
These are some of the facts that could be included in a paragraph:
Geysers in Iceland:
– Great Geysir erupted in 14th century, every 60 minutes, then became dormant. After
earthquakes in 2000, started erupting again
– Strokkur: another famous geyser, erupts every 8 minutes
– Other smaller geysers in areas with volcanoes and earthquakes
Features of geysers:
– Water seeps into ground through fissures (cracks)
– Water collects in caverns underground
– High temperatures underground cause steam to rise
– Steam comes out in columns – average 10 metres high
Answers:
1
– The bold print emphasises the key information so that readers can see it at a glance.
– The bulleted information is short and easy to read.
2
– Verb tenses: past simple or present tenses, with the passive voice, where
appropriate
– Sentences are short.
– No literary devices are used.
– Capital letters used for names and to start sentences; commas separate clauses or
parts of sentences; brackets provide additional information; colons used to
introduce items in list of vital statistics
– Brackets allow additional information to be added in a short and precise way (for
example: ‘her sister (Venus Williams)’.
– Colons help to separate categories of information in a list, which makes it easier to
read the list.


Answers:
– ranked – a position in a system that grades the achievements of players
– doubles – two players play together against two other players
– singles – one player plays against one other player
– mixed doubles – two players (a man and a woman) play against two other players (a
man and a woman)
Activity 1.4: Student’s Book page 5
Answers:
1 The extract provides tips for tourists about the climate and languages spoken in Hong
Kong.
2 The text is written for tourists who have not travelled to Hong Kong before. The author
has organised the text into a heading, introduction and then paragraphs organised under
useful sub-headings.

Answers:
– range – a variety of different things
– soars – rises quickly

Answers:
1 For example: I would visit in spring because the temperature is more manageable than the
cold of winter, and the humidity is lower.
2 Not all people in Hong Kong speak English so you might need the address of the hotel in
Chinese if you are asking for directions.
Answers:
1 a Ranked world number one by the Women’s Tennis Association (WTA) – eight times – she
is now considered one of the greatest champions ever.
b It can get very hot in summer – more than 30 ºC.
c In spring, the range of temperatures is 21–25 ºC.
d I really like this apartment – lots of potential!
Suggested answer:
The Kalahari Desert (also known as the Kgalagadi Desert)/ – also known as the Kgalagadi
Desert – is a large area of desert and grasslands in southern Africa. The area forms part of
Botswana, Namibia and South Africa. The area is covered in red sand and there is little
permanent surface water.

Climate: little rainfall (110–500 millimetres per year); very high summer temperatures
Area: about 900,000 square kilometres
Inhabitants: The San people have lived in the Kalahari for 20,000 years. They live off the land
and get water from plants.
Flora: trees such as acacia, herbs, grasses, kiwano melon, African horned cucumber, jelly
melon
Fauna: migratory birds, snakes, insects, elephants, giraffes, lions, cheetahs, leopards,
ostriches, cheetahs
Answers:
1 The purpose of the text is to provide arrival and departure times for buses between the
City Safari and Penrose City.
2 It is presented in a table, with columns. You need to read the headings first in order to
understand the information.

Suggested answer:
The extract is about the city of Pompeii which was covered in volcanic ash when Mount
Vesuvius erupted in 79ce. The city was preserved by the ash and parts of it have been
excavated, revealing much about Roman life at the time.
Suggested answers:
Pompeii (Roman city), Mount Vesuvius, volcano, eruption, preserved, Herculaneum,
archaeologists, excavated
Before the eruption: population (20,000), market place, amphitheatre, art, public baths,
cobbled streets, shops
Eruption: cloud, volcanic ash, cinder, rocks, chokes, suffocates, people buried, few escaped,
Pliny the Younger
Suggested answers:
Pompeii (Roman city):
– Covered in ash when Mount Vesuvius, a volcano, erupted
– Volcanic ash preserved city and nearby Herculaneum
– Archaeologists excavated site hundreds of years later
Before the eruption:
– Sophisticated population, about 20,000 people
– Busy market place, amphitheatre, art, public baths, cobbled streets, shops

Eruption:
– Clouds of smoke covered city
– Volcanic ash with cinder and rocks covered city
– Ash choked, suffocated population and all living things
– Pompeii buried in 3 metres of ash
– Few people escaped
– Pliny the Younger recorded events
Extension
Answers:
– Answers will vary but learners will probably have omitted details such as the exact
day on which the eruption occurred, and adjectives such as ‘astounded’ and ‘lively’,
which describe more than just the facts.

Answers:
located: where something is placed or positioned – verb, past tense (passive)
destroyed: reduced to useless fragments – verb, past tense (passive)
volcanic: relating to a volcano (a vent in the Earth’s crust from which lava, steam and ash are
released) – adjective
blanketed: covered – verb, past tense (passive)
preserved: kept protected or safe from harm – verb, past tense
excavations: areas that have been dug out and exposed, for example, to find ancient
artefacts – noun
luxurious: something that gives pleasure, usually to the senses – adjective
characteristic: typical of a person or a thing – adjective
preservation: keeping something safe from harm – noun
enforced: put or kept in force – verb, present tense (passive)
Extension
Answers:
beginning/beginner, trapping/trapper, revealing, running/runner, resting, erupting, living,
coming, breathing, managing
Answers:
Other disasters also struck Pompeii
There have been other natural disasters that affected Pompeii. In 62ce, only 17 years before
the eruption, the city had to be rebuilt after suffering an earthquake.
In the year 202ce, Vesuvius erupted again and this time the eruption lasted for a whole
week. There was another major eruption in 1631ce, which killed about 3,000 people, and

there were further eruptions in 1631, 1913 and most recently in 1944. Vesuvius remains an
active and potentially dangerous volcano.
Answers:
Most recipes follow the same format, providing the ingredients and simple, clear
instructions. Imperative verbs (instruction words) are used (for example, preheat, grease,
line, break up, melt, simmer, cool, whisk, beat, add, mix, fold in, sift, transfer, cut). Some
recipes also provide an illustration to show what the final product should look like.
The recipes with simple, clear layouts and pictures are probably the easiest to read.
Recipes often use headings, numbered instructions, bullets and colons.
Answers:
1 Learners should be able to list the ingredients and provide instructions in the correct
order, based on the extract in the Student’s Book.
2 Features include: headings; (bulleted) lists of ingredients at the beginning; numbered,
clear, short instructions; illustration
Suggested answer:
A healthy toastie
Ingredients:
– Bread
– Cheese
– Butter (optional)
– Pickles, tomatoes, vegetables (optional)
Directions:
1 Slice the bread, cheese and tomatoes.
2 Place the ingredients between the slices of bread.
3 Butter the outside of the bread.
4 Toast for about 5 minutes in a pan or toastie machine.
Answers:
Most recipes follow the same format, providing the ingredients and simple, clear
instructions. Imperative verbs (instruction words) are used (for example, preheat, grease,

line, break up, melt, simmer, cool, whisk, beat, add, mix, fold in, sift, transfer, cut). Some
recipes also provide an illustration to show what the final product should look like.
The recipes with simple, clear layouts and pictures are probably the easiest to read.
Recipes often use headings, numbered instructions, bullets and colons.
Answers:
1 It may be to ask advice or to entertain.
2 The audience are readers (teenagers) like Deirdre.
3 Download the game, play it with her dad, keep her dad safe and have fun.
4 Learners’ own answers.
5 Learners’ own answers. Learners should give their own advice on the matter. It could be
entertaining or helpful.
Extension
Answers:
How are they the same? They both give instructions.
How are they different? The advice column is fiction; the rules of cricket is non‐fiction.
The purpose of both seems to be to inform, but they are actually both written to entertain.
The advice column is written for teenagers and the rules of cricket is written for people who
already understand cricket.
Suggested answers:
1 Yes, because it could fulfill any of the purposes that a text does such as inform, entertain,
and so on.
2 To inform visitors of the location of different features.
3 It shows symbols and what they mean in the key (legend), it gives the names of the
various trails and the images indicate the animals that can be seen. It also has a heading.
4 Yes, because it gives visitors a graphical representation of the zoo, which would have been
very difficult to do with text alone.
5 It can only give a two‐dimensional representation, so can’t show where the visitor is now,
or how the exhibits look as it is drawn from above.
6 Have it larger, over more panels, suggest a route through the zoo – have different maps
for the different trails so that they are not so cluttered.


Answers:
Learners’ own instructions. Make sure that they have written them in the imperative form
and that they are clear, logical and detailed enough to be easily followed.
Answers:
– advice columns – to give people help and guidance on a particular issue
– recipes – a list of instructions and ingredients needed to make a certain type of food
– online encyclopedias – a text giving in‐depth information on a specific subject
– visual texts – a text to show how something works or the layout of an area
– timetables – a table or chart showing the departure and arrival times of transport,
e.g. buses
– advertisements – a short text or visual to promote or publicise a product
– tourist guides – to give visitors ideas of where to go and what to do in a specific
country or place

Chapter 2 When I was young …

1 Suggested answers are given below.

Suggested answers:
1 The author seems to be a rule breaker, someone who doesn’t like authority figures or
being told what to do.
2 Encourage learners to share any of the phrases they are not sure about and upgrade each
other’s language. Provide further clarification as needed. ‘Mum went up the wall’ means his
mother reacted really angrily to something.
3 The sentences are very short and direct.
Suggested answers:
1

2 The mother is: cold, angry, sarcastic and not very polite. The shop owner is: welcoming,
cheery, warm, but then a little unsure.
3 The mother: ‘paused … and frowned’, ‘stalked in’, ‘click of … shoes’, ‘sounded sarcastic’.
The shop keeper: ‘beaming smile’, ‘inquired cheerfully’, ‘smile’, ‘running a stubby finger
along her lower lip’.
4 Ask learners to use the descriptions in the text to write a character description of each of
the people in the text, using their notes to help them. Encourage learners to collaborate to
provide support and lexical suggestions and to provide feedback for each other.
Answers:
1 ‘Have you ever worked before?’ she asked me.
2 She asked me, ‘Have you ever worked before?’
3 ‘I have worked but only at home,’ I replied.
4 I replied, ‘I have worked but only at home.’
5 ‘What work would Helen be expected to do?’ asked Mother.
6 Mother asked, ‘What work would Helen be expected to do?’
7 ‘Well now, I hadn’t exactly thought of anything,’ she said.
8 She said, ‘Well now, I hadn’t exactly thought of anything.’
Answers:
1 He asked if they could see that the crab was dead.
2 She told him/her (that) he/she was a cheat.
3 I announced (that) he was the winner.
Suggested answers:
1 Yes or no

2 She was writing from an Afghani political background. (Extend this further by asking about
similarities and differences between this political background and learners’ own culture’s
political background.)
3 The right to education for females in Afghanistan
4 Learners’ own ideas
Activity 2.9: Student’s Book
Suggested answers:
The end of something. The last star represents hope and positivity, which is then
distinguished.
Answers:
– commiserated – felt pity or sympathy with somebody
– auspicious – indicative of success
Suggested answers:
– Nobody congratulated her father because having a daughter was viewed as a
disappointment and not something to celebrate or be happy about.
– Learners’ own ideas. (Handle this issue sensitively as there are cultural issues
embedded here which may affect some of your learners.)
– Malala uses the phrase ‘kicking and screaming’, which suggests her confident and
fighting personality.
Answers:
– vast – of very great area or size; huge
– astonishment – overpowering wonder or surprise
– roam – to wander over or through
– tradition – something that is handed down from generation to generation
Word attack skills: page 30
Answers:
– vast – of very great area or size; huge
– astonishment – overpowering wonder or surprise
– roam – to wander over or through
– tradition – something that is handed down from generation to generation

Suggested answers:
Spotlight on: audience: Student’s Book page 34

Answers:
The poet is speaking to the whole world. The purpose of the poem is asking the world to
help every child. The choice of verbs expressing the future is to focus on the positive life the
child could have if it is taken care of and cherished.
Suggested answers:
1 Learners’ own answers. Encourage learners to give their reasons for their answers.
2 The future is uncertain, and the situation has not been decided yet.
3 The events that will necessarily happen to a particular person or thing in the future.
Encourage learners to discuss what destiny means to them. Ask learners to link this idea of
destiny to Malala’s experience and discuss if they believe she was destined for the life she
has led so far.
Answers:
– interest – to engage or excite the attention or curiosity of
– destiny – something that will happen, usually predetermined (inevitable)
– blessing – a special favour, mercy or benefit
Spotlight on: theme: Student’s Book page 35
Suggested answers:
The central theme of the poem or idea of the poem is that you learn many important things
at school, but the most important thing is recognising that every individual student is
valuable. The poem’s purpose is to highlight the importance of knowledge, especially the
knowledge about developing individuals.


Suggested answers:
1 The poet uses rhyme in lines 8 and 10 (disappearing into cloud/the days when history
turned around); lines 11 and 12 (to stare the human race/straight in the face); lines 13/15
(dead/said); 25/27 (thought/taught) and 30/32/33 (are /star). The rhyme brings these links
together and links ideas and images as well.
2 Learners’ own choices but encourage learners to give a rationale for their answers.
Chapter 3 Descriptive writing

Suggested answers:
1 The setting is a path (lane) that leads to the sea. It is near a spring that has dried up in the
heat. It is sometime in the middle of the day (‘The sun was still red and large’) and it is very
hot (‘poured over baking clay’). There are a few animals around, who are hardly moving.
2 The children were too hot to speak.
3 The earth is dry and the water is sparse where it was previously flowing. The air is also
growing hotter and hotter, matching how the children are feeling.
4 Young bulls (bullocks): The animals could not even keep all four of their legs on the ground
at the same time. They were no longer able to perform their regular tasks. Lizards: Lay in the
sun without moving, panting in the heat and then they hid away. Ponies: Only moved
forward because they were forced to do so.
5 The oppressive feeling created helps to suggest that something bad will happen. All the
humans and animals seem to be just waiting for something to happen.
Answers:
1 advanced – moved forward; lethargic – tired/sluggish; basking – lying in the sun; ceased –
stopped
2 The words help to create a feeling of heaviness and tiredness where nothing moves fast.
They are not short and snappy words.
– advanced – suggests they are moving forward in a slow, almost mechanical type of
way
– lethargic – a long, drawn out word that echoes how the children feel
– basking – suggests lack of movement, lying still in the hot sun
– ceased – formal, suggesting that something will never work again perhaps


Suggested answers:
1 Any three of the following: neglect, unease, not the comforting land, merciless, waterless.
2 The sun made her skin prickle and made her feel uneasy.
3 The house had not been well looked after and it was in a part of the country where life
was difficult, all of which makes her feel uneasy, as if something bad had happened there.
Suggested answers:
1 The author uses ‘suddenly’. This tells the reader something has changed or something
important is about to happen, grabbing their attention. It also shows that the house is
perhaps hidden from far away but comes into view quickly once you approach it.
2 The use of ‘tucked away’ and ‘shadow’ imply that the house was out of reach and could
not be seen easily; ‘glassless’ demonstrates an irregular appearance of an actual house. The
unwelcoming appearance of the house, neglected and bare, creates an uneasy mood which
helps enhance the negative emotions the character feels.
3 The suffix ‐less emphasises that these things are lacking in this area (not available). This
adds to the feeling that it is a bleak and inhospitable place.
Answers:
1
– grim determination – being resolved or stubborn about doing something to an
extreme degree
– twilit hedgerows – a row of plants that make up a hedge, seen in the soft light from
the sky when the sun is below the horizon
– crew‐cut of white spikes – a haircut in which the hair is cut very short so it often
looks spikey. The origin of ‘crew’ seems to be the hairstyles of boat crew members.
– daring excursions – brave or dangerous outings
2 Learners’ answers will vary. The words and phrases are very descriptive – they help you to
visualise what they look like, sound like and their personalities. They could talk about the
alliteration in ‘shrill screams’ which emphasises the sound of the screams, or how the words
‘grim determination’ help us understand the behaviour of hedgehogs.
Suggested answers:
– ‘They move through the twilit hedgerows like a strange prickly centipede’ – an
effective simile because it depicts how they move together

– ‘Like four survivors from a raft’ – an effective simile because it illustrates how thirsty
they are
Suggested answers:
1 Baby hedgehogs are covered with soft, white spikes.
Spikes harden and turn brown as they grow older.
Mother teaches them how to hunt for food.
Babies walk in a line with the tail of one in the mouth of the one behind.
They have black noses.
They are always hungry and overeat.
2
– old enough to leave the nursery – they are becoming old enough to leave the safe
environment.
– grim determination – gives the idea that the hedgehog is thinking about what it is
doing.
– head decorated with a crew‐cut of white spikes – creates a picture of hair cut short
and sticking up.
– survivors from a raft – creates an image of people who are very hungry.
3 They moved very quickly towards the bottle and then would not stop sucking on it, so they
drank too much milk.
4 They became so heavy that their legs could not hold them upright so that their tummies
were still on the ground when they tried to move.

Answers:
1–2 Strawberry‐pink (villa); creamy‐green (shutters); flame‐red, moon‐white (roses); heart‐
shaped (leaves); ballerina‐like (blooms/fuchsias)
3 Answers will vary.
Suggested answers:
– The skatepark was deserted. (simple sentence)
– Partly shadowed, the skatepark was deserted. (phrase added)
– Partly shadowed, the skatepark was deserted and seemed to invite me inside.
(clause added to make compound sentence)
Suggested answers:

– They are covered with a thick coating of spikes but these are white and soft, as
though made of rubber. (independent clause + dependent clause + phrase with
simile)
– Mine were always ready for food at any hour of the day or night. (simple sentence +
phrase)
Suggested answers:
Learners should be able to talk about describing what a character looks like, how the
character moves and behaves, what they believe in.
Answers:
– doctress – doctor + ‐ess = a female doctor
– repute – same root as ‘reputation’, same meaning
– patroness – patron + ‐ess + a female patron (someone who helps and encourages
you)
Suggested answer:
– She is determined, fun, happy, adventurous, interested in medicine.
Suggested answers:
– She uses mostly long compound and complex sentences with phrases added to give
additional information (‘My mother kept a boarding‐house in Kingston, and was, like
very many of the Creole women, an admirable doctress’). She uses words that we
don’t use often today (blandishments, doctress, dumb).
– It is not as poetic and it is less formal.
Answers:
– temples – forehead
– pervading – to be present
– vaunt – to boast
Answers:
1 47 or 48
2 Suggested answer: He is quite a hard person who takes things seriously.
3 Suggested answers:

– made out of a coarse material – his company makes you feel uncomfortable
– always proclaiming – he did not let other people take part in the conversation
– windy boastfulness – he is always talking about what he has achieved
4 Someone who thinks that it is a good thing to tell everyone how important he is, how he
has managed to achieve so much, and is unpleasant to people who behave differently.
5 Suggested answers:
– ‘appearance on him of being inflated like a balloon’
– (Hair) ‘being constantly blown about by his windy boastfulness’
Both are amusing ways of describing a person.
Suggested answers:
1 Dickens exaggerates (and is rude about) the harsh qualities of Mr Bounderby, who is
authoritarian and arrogant. This could be seen as a way of educating the people about, or
drawing their attention to, the culture of people in authority at the time. This would be a
type of social commentary.
2 The register is much more formal than descriptions of modern writers, but Dickens wrote
in a time when society expected more formal language and writing.
3 Hard Times uses literary devices such as similes and metaphors and longer sentences. The
narration is in the third person whereas Mary Seacole’s autobiography is written in the first
person, so we learn about her through her experiences, rather than from the omniscient
descriptions of her. The language used in both extracts gives the readers clues as to the era
in which they were written, for example: ‘patroness’ from Mary Seacole and ‘seven or eight
and forty’ from Hard Times.
Answers:
– weed‐tufted – an area where weeds grow in small bunches
– derelict – neglected, old, in poor condition
– clambered – climb through or up using hands and feet
– stretchings – the web of the spider which is stretched out across something
Suggested answers:
1 On a wide window ledge.
2 The door was covered with dust and it was hard to open the window.
3 It was a dark morning and the windows were dirty, so little light got into the room.

4 There was no furniture and there were spiders’ webs in the fireplace. The room had a
musty smell.
5 ‘The front door was closed and set far back in a very deep porch.’
‘the deepest window‐ledge I had ever seen’
‘the open window seemed very far away’
‘was a blur of shadow’
These phrases all describe aspects of the house that are unusual and strange.
Answers:
2 Learners will probably find that first‐person narrative makes the story more real and
exciting/dramatic because a person is recounting the events as they happen. First‐person
narration makes readers feel as if they are part of the story.
Suggested answer:
He stopped and looked at the house carefully before he opened the gate. Then he walked
down the drive towards the house. First he knocked at the door but no one answered.
When he climbed through a window to get into the house, there was no one in the house.
Suggested answers:
1 a She made her way cautiously down the street.
b The leaves of the trees moved softly in the breeze.
c The house is very far away.
d The house was peacefully quiet.
2 The cypress trees undulated gently (slowly/softly) in the breeze, as if they were busily
(rapidly) painting the sky a still (even) brighter blue for our arrival. The white cobbled paths
… wound laboriously (painfully/slowly) round beds hardly (not much) larger than a big straw
hat.
Suggested answers:
This isn’t a normal conversation between boys. The fair boy is trying to be casual and aloof
but the fat boy hurries after him, wanting his attention. The fat boy seems to be less
educated as his language is non‐standard English. It appears that the fair boy is thinking
ahead, beginning to realise the potential of a situation in which there are no grown‐ups.

Suggested answers:
1 The ‘fair boy’ (Ralph) is physically attractive, confident and easy going.
2 The plane was attacked (shot down) and came down in flames and the cabin was dragged
out to sea in the storm.
3 Informal, everyday and authentic language is used, which is sometimes not completely
grammatical (‘All them other kids’, ‘They must have, mustn’t they?’, ‘It wasn’t half
dangerous’).
4 The ‘fat boy’ hesitated; Ralph is the ‘fair boy’.
5 Five of: mustn’t, aren’t, don’t, couldn’t, he’ll, where’s, wasn’t, what’s.
6 The technique is to use other verbs for ‘said’ and to vary the placement of the verb –
placing it at the beginning, middle or end of the direct speech, for example: ‘“All them other
kids,”’ the fat boy went on.’; ‘“What happened to it?”’ he asked. “Where’s it got to now?”’.
For some of the lines, there is no ‘said’ or alternative verb used as the reader can work out
who is speaking.
Suggested answers:
The first paragraph might include a dark, stormy night; no light showing in the windows of
the house; thick forest round the house; two men breaking a window to get into the house.
The second paragraph might include bright moonlight, making it easy to see; a house with
light shining out from many windows; people arriving dressed up for a party and being
welcomed at the front door by the owner of the house.
Suggested answers:
1 Whether it is a human or other type of character: the size, any unusual colours, how it
moves, what kind of noise it makes, what it eats.
2 Does it build the place where it lives? How does it make it? What is inside the place where
it lives? Is it above or below ground?
Chapter 4 Endangered!
Memes and messaging: Student’s Book page 57
Answer:
The purpose of the visual message is to raise awareness of the risk of the extinction of
orang‐utans.


Answers:
1 A baby orang‐utan became an emblem of the urgent crisis facing Borneo’s endangered
orangutans.
2 Holding hands with an orang‐utan feels like holding a child’s hand.
3 What destroys the orang‐utans’ habitat?
4 It’s very expensive to rehabilitate an orang‐utan and monitor its progress.
5 Can’t we do something to help the orang‐utans?
6 What’s that place? That’s a jungle school where the orang‐utans learn to climb trees and
find food for themselves.
Word families, prefixes and vocabulary: Student’s Book page 60
Answers:
– forest, forestry, forester, deforestation
– international, nation, national, native nationality
– cooperation, cooperate, cooperative
Answers:
1 A, E, C, B, D
2 Ask learners to return to the environmental slogans they wrote and to upgrade them by
using more persuasive modals.
Suggested answers:
‘huge innocent eyes stare up mournfully’, ‘in a tiny page as a pet’, ‘unable to care for
herself’, ‘traumatised’, ‘cannot learn the skills’
Suggested answers:


Answer:
– emblem – an object or image symbolising a quality or state, or representing
something.

Suggested answers:
1 The orang‐utan, one of the most human‐like animals in the world, is endangered.
2 Large areas of rainforest, home to more than half our Earth’s terrestrial animal species,
are being lost to deforestation.
3 Many of the world’s rivers, bringing rainwater from hills downhill to other rivers, lakes or
the ocean, are becoming polluted.
Answers:
1 Tigers prefer to live in dense vegetation, so they can hide amongst the tall plants. They can
hide amongst the tall plants, so tigers prefer to live in dense vegetation.
2 Researchers find it difficult to track tigers because their territory covers many miles. Their
territory covers many miles, so researchers find it difficult to track tigers.
3 Scientists estimate there are only 20 South China tigers in the wild, although some people
think there are even fewer. Although some people think there are even fewer, scientists
estimate there are only 20 South China tigers in the wild.
Suggested answers:
– Palm oil is presented as problematic.
– The article persuades you to want to do more to save the orang‐utans.
– Possible arguments for: When palm oil is grown sustainably, it provides vital work for
local economies. Possible arguments against: Orang‐utan numbers have fallen by up
to half as habitat is destroyed. Massive strain on remaining rainforests.
Answers:
– indigenous – originating in and characteristic of a particular region or country
– terrestrial – relating to land
– deforestation – the clearing or thinning of a forest or other wooded area
– insatiable – (of a desire/need) too great to be satisfied
– extinction – the act or process of dying out


Suggested answers:
1 Five facts:
– Orang‐utans are only found in Borneo and Sumatra in South East Asia.
– They share 97 per cent of the same DNA as humans.
– There are two separate species: the Sumatran orang‐utan and the Bornean orang‐
utan.
– Orang‐utans are the largest tree‐living mammal in the world.
– They make nests of branches and foliage every night in trees.
2 They are unique because they are the only apes with reddish‐brown hair and they sleep in
nests in the trees at night.
3 This means that it is a tree‐dwelling ape.
4 Their habitat is being destroyed by the world’s insatiable desire for palm oil, which is the
reason for mass deforestation of orang‐utan natural habitat. Mining and forest fires are also
major causes of the loss of habitat. Palm oil is in almost half the UK’s supermarket food and
in increasing demand.
Suggested answers:
1 If palm oil is produced in a sustainable and organic environment, it can provide work
opportunities for the local economy and workers.
2 Learners can choose five phrases from: ‘trying to avoid having to go to work or become a
slave’, ‘demonstrates significance intelligence’, ‘an ability to reason and think’, ‘is one of our
closest relatives’, ‘pushed to the brink’, ‘a tiny 2% of what remains is legally protected’,
‘insatiable demands’, ‘unbearable strain’, ‘act now to avoid disaster’. These words provoke
different emotions such as sympathy, disgust, anger, empathy and outrage.
3 ‘But so far, too many manufacturers seem reluctant to pay the little extra for sustainably
produced oil.’
Chapter 5 It’s tradition!

Suggested answers:
1 A boy called Rahul walks down the street and meets a tiger inside a cage. The villagers
have put the tiger in the cage because it stole their lambs. The tiger tries to persuade Rahul
to let him out of the cage. Rahul lets the tiger out and the tiger tries to eat Rahul. The tiger
agrees to ask the first three passers‐by if it was fair that the tiger should eat Rahul. The first

to walk by is a donkey (Mr Bray). Mr Bray says that humans treat donkeys badly so he thinks
it is fair that the tiger should eat Rahul. The tiger starts to prepare a fire and a pot of water
for cooking.
2 Features:
– Opening lines: Once upon a time – very typical of folk tales
– Main characters: a tiger, a donkey and a boy
– Moral: Yes. So far, it tells that humans can be cruel to animals and this is not right.
Answers:
– exasperated – irritated/annoyed
– gnashing – grinding
– head or tail – any part of
– reluctantly – unwillingly
– ungrateful – not grateful or thankful for something
Suggested answers:
1 The tiger had been stealing lambs.
2 They had both been treated badly by humans. They had been made to carry things that
were heavy and were not given enough to eat or drink.
3 She pretended that she didn’t know what kind of cage Stripes had been in nor how the
door was locked and said she couldn’t decide if Rahul should be eaten until she had more
information. To persuade her, Stripes got back in the cage.
4 Rahul is quite trusting and believes that Stripes only wants to get out of the cage to get
some water. He believes Stripes when he says he won’t eat him, which is foolish given that
the tiger has been locked up for bad behaviour. Rahul is a boy who doesn’t think about the
possible outcomes of his actions.
5 This story may have more than one lesson. For example, it suggests that cruelty to animals
is wrong and will be punished. It also suggests that playing tricks on others or not doing as
you promise will have consequences.
Spelling: Student’s Book page 77
Answers:
1 Silent letters: dumb: b; two: w; know: k; tightly: gh
2 Answers will vary but should demonstrate understand of meaning and parts of speech.
3 Double the consonant when it comes after a short vowel, when adding the suffixes: ‐ed, ‐
ing

4 a getting
b putting
Answers:
1 plied – used/worked with relentlessly
thwacked – hit forcibly
2 hermit
Suggested answers:
1 She lived in a little mud hut in a village.
She was the oldest woman in the village.
She lived alone with no one to talk to.
She spent the day sweeping and cleaning.
2 The land was very dry.
3 The dust went into the air and made it difficult for the Sky to breathe. This makes the Sky
sneeze. It also made the Sky’s eyes water and raindrops fell to the earth.
4 She was angry with the Sky because of the rain falling on the step that she had just swept.
She shouted at the Sky, shook her fist and hit the Sky with her broom.
5 The Sky is high to get away from the Old Woman who was hitting it.
Suggested answer:
Extension
Miss Mare was barely able to get up – her back was aching from dragging heavy loads. She
looked up and answered in a hoarse voice, ‘There was a time when I was free to roam the
forests. Then one day, my master captured me. He put a saddle on my back and a bridle in
my mouth – he rode me hard! I have carried his children and grandchildren on my back. But
now that I am old he makes me drag this cart. Today – when I couldn’t pull it farther – he
left me without food or water to die here. Humans are very cruel.’
Answers:
1 In the first folk tale, the action of the lady hitting the sky is repeated. In the second folk
tale, the same action of animals repeating ‘Plop is coming!’ as well as the lion asking the
different animals is repeated to exaggerate the idea that bad news travels fast. Both folk

tales have a specific purpose; however, one is used as an explanation for how something
came to be whereas the other is used to give a lesson or moral.
2 Both are used as the driving force or the motivator for the events in each story to take
place. This helps to teach young readers that nature happens independently of humans.
Suggested answer:
‘Why make such a fuss then?’ the long‐maned lion went on. ‘Let’s find out what it is first.
Who told you about it?’
‘The tiger told me.’
‘Tiger,’ said the inquisitive lion with the long mane, ‘who told you about this?’
‘The leopard told me,’ replied the tiger.
‘And who did you hear this from, leopard?’ asked the lion.
‘I heard it from the brown bear,’ replied the leopard.
‘And who did you hear this from, brown bear?’
‘From the black bear. She heard it from the elephant.’
‘And who did you hear this from, elephant?’
‘I heard it from rhinoceros, who heard it from buffalo – and he heard it from deer.’
Answers:
1 The house was owned by a 100‐year‐old woman.
2 She made a last‐minute decision to buy a new book.
3 That is a mouth‐watering treat.
4 This folk tale is a long‐forgotten story.
Answers:
1 ‘Brother, you have claws and teeth, and you are the strongest of all animals.’ (Clauses are
linked by ‘and’.)
2 Just at this moment another big fruit fell from the tree and dropped into the water with a
deep ‘plop!’ (Clauses linked by ‘and’.)
3 But the bent Old Woman barely noticed – she kept on sweeping with her broom. (Clauses
linked by a dash.)
4 She swept the inside of her hut, she swept the outside of her hut, she swept the front step
and she swept the front yard. (Clauses linked by commas and ‘and’.)
Suggested answers:

1 ‘I kill prey for my food and you look very tasty!’ snarled the tiger.
2 The Old Woman glared at the Sky – and threw her broom in the air!
3 The rabbits heard a loud ‘plop’ and they scuttled for cover.
4 She has read many folk tales about tigers but she hasn’t seen a tiger in real life.
5 It was raining quite hard, so we decided not to go outside.
‘The Bold Pedlar and Robin Hood’: Student’s Book page 84
Suggested answers:
1 Answers will vary.
2 Robin is impressed by this pedlar and it creates more tension as the character now has a
name and is more human.
3 Answers will vary but the way the poet has phrased this gives more emphasis to their
relationship and it also adds rhythm.
Answers:
– trudged – walking with difficulty
– gay – happy
– bowstrings – strings used for bows
– perch – an object on which you can rest
– thrash – to hit hard, to beat
– sheathed their swords – put their swords away
Suggested answers:
1 The poet repeats information in the second sentence but reverses the order of
information. This creates rhythm. The first two lines of the second stanza repeat the effect
in the first stanza; the word ‘Pedlar’ is repeated to address the pedlar and draw attention to
him; ‘O nay’ is repeated to emphasise the pedlar’s answer.
2 The description ‘gay green’ is repeated several times; this adds rhythm.
3 For example: ‘O Pedlar, Pedlar, what is in thy pack?’ These words are spoken by Robin
Hood. They help the listener to hear the voice of Robin Hood and start to understand his
character and his authority.
Extract: ‘The Ballad of Pretty Boy Floyd’: Student’s Book page 86
Suggested answers:
1 Alliteration. It is used to create rhythm.

2 The rhyming lines are 2 and 4, lines 18 and 20, lines 30 and 32, lines 34 and 36, 38 and 40,
42 and 44. Rhyme makes it easier to remember the ballad and is better for oral retelling.
3 The apostrophe is used for contraction. It is used to indicate a certain informal dialect.
4 Direct speech is used to indicate that a character is talking and to give them a voice in the
ballad.
Spotlight on: audience: Student’s Book page 86
Suggested answers:
The audience may have been ordinary (poor?) American families (who read the news and
knew who Pretty Boy Floyd was).
Suggested answers:
1 Pretty Boy fought the deputy sheriff because he spoke to him using bad language which
his wife could hear. Pretty Boy then had to spend the rest of his life travelling around and
was blamed for all the crimes that happened.
2 You can have your freedom taken away from you by what people write or say about you.
He feels that Pretty Boy Floyd was unfairly blamed for what happened to him and didn’t
deserve the punishment. Some people carry out crimes with a gun, but banks/businesses
can also steal your money. He believes that Pretty Boy Floyd was a good man, unlike those
who might steal your money in this way.
3 The Pedlar is described as bold and merry. He fights well to defend his property. He admits
his crime and seems to accept his life as a traveller. Pretty Boy Floyd only fights because he
thinks his wife has been insulted. It is suggested that as he travelled around, he was also
carrying out good deeds without anyone knowing he had done them.
Chapter 6 Tell me a (short) story

Suggested answers:
1
– I like to feel that other people share my issues and worries: realism
– My favourite stories are exciting and full of action: adventure
– I like to read about characters like spies or detectives: mystery, thriller
– I like to escape to different worlds: sci‐fi, fantasy, superhero
– It depends on my mood. Sometimes I like a world of magic and battles – other times
I just like to be cheered up or laugh: fantasy, humour

2 Learners will discuss their own personal choices but may mention things such as favourite
actors from other films they have seen, enjoying previous books from the same author,
quotes from other authors on the cover or good film reviews or recommendations from
friends.
3 Learners should use the table on page 92 of the Student’s Book to help with picking
features from specific films or books. Responses will vary but look for justification for why
they like their chosen genres, for example: I like comedy because it’s light‐hearted and you
don’t have to pay too much attention like a thriller.
Suggested answers:
– sci‐fi – revenge, power, good vs evil
– fantasy – all themes
– superhero – good vs evil
– realism – all themes
– humour – family, growing up, friendship
– adventure – power, good vs evil, friendship
Suggested answers:
– She shouted through the door. (bellowed, called loudly, hollered, howled, roared,
shrieked)
– They threw stones and lumps of mud. (hurled, flung, lobbed, chucked, tossed)
– The windows smashed. (broke, shattered, splintered, cracked, disintegrated)
Suggested answers:
1 The river flowed torrentially, gushing and splashing.
2 They listened silently and attentively.
3 The old house creaked achingly.
Compound and complex sentences in fiction: Student’s Book page 98
Answers:
1 Compound
2 Complex
Suggested answers:
1 The word ‘and’ is used 20 times in the extract.

2 ‘The torrent knocked over a farmer’s haystack, but he didn’t care.’; ‘The river carried away
the schoolteacher’s bike shed but she cared not a jot.’; ‘It even demolished the Ladies’
Bowling Club changing rooms but they howled with laughter and slapped their thighs.’
3 ‘arching its long scaly back like a sleek tabby cat’; ‘The sneeze blasted from the Dragon like
a rocket’; ‘high into the sky like missiles’; ‘showing his perfect movie star teeth’; ‘then
roared out of the hole’
4–5 Learners’ own choices from the extract.
Suggested answers:

Suggested answers:

Chapter 7 All around the world

Answers:
2 Femi: lives in Victoria; mother from Nigeria
Wei: lives in Sydney; born in China
Nur: from Malaysia; born in a refugee camp
John: from Trinidad; family from India originally; lives in Adelaide
Answers:
1 Learners’ own ideas here are all relevant. The definition of culture is the way of life, ideas,
customs, characteristics, behaviours and beliefs of a particular society at a particular time.
2 Femi’s cultural background is Nigerian, Wei’s cultural background is Chinese, Nur’s cultural
background is Malaysian and John’s cultural background is Indian and Trinidadian.
3 Rotis are wraps with curried meat and vegetables inside. They are a common and popular
street food in Trinidad. Dazhu gansi is a Chinese soup with tofu, chicken, noodles and
bamboo shoots. It is a very old dish.
4 Encourage learners to share their own favourite dishes which represent their culture(s).
Answers:
1 The main characters are Meimei (the narrator), Lau Po (the old man in the park) and
Meimei’s mother.
2 They play chess.
3 The first sentences in the extract’s paragraphs highlight the following content:
– The girl takes this route often, the character is a young school girl.
– The old man is kind.
– There are strict rules and a specific order to playing chess.
– Other people in the park are interested in Meimei and Lau Po playing chess and a
group forms to watch the play.
– Meimei was talented at chess and this was spotted by a stranger in the park.
– Meimei’s mother was strict with her.
– The red jade was for good luck in the tournament.
– Meimei is so focused on the game that she can’t see anything else.
– She could visualise how to win the game.
– Her mother proudly displayed her trophy and is proud of her chess successes, but is
still strict with her.


Answers:
– benevolently – showing kindness and goodwill
– diminishing – making or getting smaller
– well‐tended – taken care of
Suggested answers:
1 Meimei understands that humility and luck are important to her mother, and so accepts
these as important. She knows it is important not to boast when she wins.
2 Examples about Meimei’s mother (Ma) are:
– ‘My mother smiled graciously, an answer that meant nothing.’ – This shows that her
mother shows humility in public situations.
– ‘Is shame you fall down nobody push you.’ – This indicates that her mother thinks
Meimei gives up without trying.
– She gave Meimei her chang for luck. – Her mother believed that this object brings
good luck. It indicates her mother is superstitious.
– Her mother placed her first trophy next to the plastic chess set. – Her mother did not
tell Meimei directly she was proud of her but showed it through her actions.
– ‘she wiped each piece with a soft cloth’ – She thought these items were important
and had value, so cleaned each piece carefully and with a soft cloth.
– Her mother wore a ‘triumphant grin’ when Meimei won her second tournament. –
The mother believes that she was right about the best way to play chess and win.
3 Some of the tensions and differences are shown by:
– Meimei understands her mother’s attitude towards her playing with strangers, so
she says what her mother wants to hear. Meimei has no issues with playing chess
with people she doesn’t know but understands her mother will have reservations.
– ‘I desperately wanted to go, but bit back my tongue’ and if she played and lost, she
would ‘bring shame on her family’. – Meimei respects her mother.
– Meimei understands that there is no point in correcting her mother’s tips about
winning, so again, she is annoyed, but she ‘couldn’t say anything’.
Answers:
1 He normally plays chess with grown‐ups and hasn’t played with a child for a long time.
2 To give as a prize to the old man when he beat her in a game of chess. She lost many of
them because she was often beaten.
3 How to behave when playing a game of chess, especially not to be boastful if you win or
get angry if you lose.

4 She didn’t want Meimei to play against people she did not know.
5 Meimei said that she did not want to play as there might be American rules that she did
not understand and if she lost, she would bring shame on the family. This made her mother
think there would be no shame if she tried her best.
6 She concentrates so hard on the game that she stops being aware of everything else
around her.
7 She uses names for the moves that are similar to the ones he taught her.
Extension: Student’s Book page 113
Suggested answers:
1 Answers will vary but an example may include information such as:
– There are two sets of chess pieces: one white and one black.
– Each set has a set of pawns, knights, rooks (castles), bishops, a queen and a king.
– You set up the board in a certain way and then take turns to play.
– White is always first to move.
– On the first move, a pawn can move one or two spaces forward, but after that they
can only move one space.
Encourage learners to give each other instructions about how to play chess. Giving some
examples would help structure the tasks for learners. For example, you could give prompts
such as:
– What materials are used in a game of chess?
– How many players are there?
– How many pieces are there on the board?
– How is the game played?
– Which connectives can you use to sequence instructions?
2 Her mother says ‘Better to lose less’. She means that it is better to lose fewer chess pieces
while you play. This is not necessarily true as part of the strategy of playing a game involves
losing pieces to the other player.
Answers:
2 In the second stanza, the language changes to non‐standard English:
– ‘da’ instead of ‘the’
– ‘nu’ instead of ‘new’
– ‘dey’ instead of ‘they’
It is informal and reflects the way some people speak English.
3 The spelling of some words does not reflect standard English spelling rules, for example
‘kwik’ instead of ‘quick’, ‘nu’ instead of ‘new’. The language reflects the way that many

people speak, particularly younger people. They pronounce words beginning with /ð/ or /θ/
as /d/, for example ‘the’ becomes ‘de’, and ‘think’ becomes ‘dink’. Informal texts and
messages on social media are increasingly written in non‐standard English.
Answers:
This is an informal letter. The writer uses the following features:
– Non‐standard English (‘OK’, ‘Yay’)
– Contractions (‘Haven’t’, ‘didn’t’, ‘I’ll’, ‘what’s’, ‘You’ll’, etc)
– Simple punctuation (exclamation marks, dashes, full stops, commas)
– Incomplete sentences (‘Haven’t written for such a long time.’)
– Greeting – Dear plus first name (‘Dear Meiling’)
– Address and date provided in the appropriate place on the template
Answers:
1 Learners’ own answers
2

Answers:
1 ‘A penny for your thoughts’ means that someone wants to know what you are thinking
about. It comes from a time when ‘a penny’ was a lot of money and implies that a person
would value what you are thinking.
2 shocked – scandalised, walked – hobbled, little – faint. The words Achebe uses are
stronger and give more emphasis, description and information. For example, ‘hobbled’
means to walk with a limp, which can suggest injury or old age.
3 Sibilance is the repetition of a /s/, /ʃ/ or /tʃ/. The use of /s/ suggests an unease in the
scene.

4 The connective ‘although’ contrasts ideas and adds details to the sentence. When used at
the beginning of sentences, it adds emphasis and can make the language more formal. The
second sentence connectives ‘and’ and ‘before’ help to sequence events and add details.
Hint: Student’s Book page 118
Answers:
– ‘We shall have such beautiful gardens and everything will be just modern and
delightful …’. The ellipsis is used to show that Nancy’s ideas and thoughts are trailing
off and the writer thinks it is unnecessary to say more.
– ‘She would set the fashion in everything …’. Again, this shows that Nancy’s ideas and
thoughts are trailing off and the writer thinks it is unnecessary to say more.
– ‘But most important, it is the path of children coming in to be born…’. The ellipsis is
used as it is unnecessary to say more.
Answers:
– expanse – something that is spread out over a large area
– pall – a dark cloud of dust or smoke
Answers:
1 The villagers’ attitude was that the money was more important than anything else,
including Nak’s son. Learners’ own answers.
2 Yes, he was very concerned, but the village chief emphasised that if Nak did not go and
collect the money, then he would be thrown in jail for life.
A poem from Japan: Student’s Book page 120
Answer:
The author uses an ellipsis to provide suspense. This causes the reader to pause and think
about what is going to happen next.
Suggested answers:
1 The ‘buck’s antlers’ refer to the branches of the cherry blossoms. It is a metaphor.
2 There is a dash at the end of line 1. This emphasises the end of the phrase and/or to
provide drama. There is a dash at the end of line 10. This is to emphasise the end of the
phrase and/or to provide drama. There are exclamation marks in lines 2 and 8 to show the
surprise of the noise (line 2) and the action (line 8). There is an ellipsis at the end of line 5.
This shows that the writer’s thoughts are trailing off.

3 The poem highlights the cultural importance of nature, such as the cherry blossom season.
4 There is repetition of ‘cherry blossoms’ to increase the emphasis on, and therefore
importance of, the repeated words. This focuses the reader more on these words.
5 The writer uses this phrase to emphasise the large amounts. The writer is watching many
cherry blossoms cascading from the trees, possibly lying under the trees, or sitting on a
bench close to the blossoms.
6 The poem follows the pattern of a traditional haiku in that each stanza has three lines and
there is no rhyming.
7 The form of the poem is very short and sweet. The sweetness adds to the sensory theme,
the same as the smell of the cherry blossoms, and the shortness of the haiku reflects the
shortness of the cherry blossom season, which is fleeting.
Answer:
– brazier – metal box in which coals are burned
Suggested answers:
1 The four boys, who have been playing outside and look a little messy and dirty, have found
a pawpaw and given it to the poet as a valuable gift; it is referred to as ‘a nugget of gold’
and ‘the purest gold in the kingdom’.
2 The four boys are possibly poor as their clothes are tattered and they have muddy fingers
and faces. They are also kind and thoughtful, bringing a precious gift of a pawpaw to the
poet.
3 They treat it very carefully because it is valuable to them.
4 In this context there are two meanings of ‘present’. In the line ‘To present the present to
me’, the first ‘present’ is a verb and the main stress is on the second syllable (present). In
the second ‘present’ in the line, this is a noun, and the main stress is on the first syllable
(present).
5 Although the pawpaw is precious and valuable when it is ripe and at a perfect stage for
eating, it will soon rot and be worthless. This could be a metaphor for youth being so
valuable and perfect, but destined to change to old age.
6 The context suggests that the community that the four boys and the poet live in has a
close sense of community and sharing. Although not economically wealthy, the community
has rich social networks of different ages.
Suggested answers:

1 Learners’ own answers

2 Learners’ own answers, but ensure that the connective is correctly labelled and the
appropriate function is designated, for example, to connect ideas, to add information, to
sequence events, etc.
3 Although my sister and I usually walk to school together, she sometimes walks a bit fast
for me. She’s still a good walking partner. She complains that I wake up late for school but I
didn’t wake up late this time! First of all, it was raining and I couldn’t find my raincoat
although I looked everywhere. Then I remembered I had left it at my friend’s house the
night before but there was no time to stop off to get it. I was going to get wet!
Suggested answers:
1 ‘I have heard,’ said the priest, ‘that our ancestral path has recently been closed.’
2 Anxious to get home, he wanted to see his son.
3 Like a bomb, they carried the pawpaw into my house.
4 Without regret, the cherry blossoms fall to the ground.
Chapter 8 Poems aplenty

Suggested answers:
2 Examples of alliteration: ‘weak and weary’, ‘nearly napping’
Examples of assonance: ‘forgotten lore’, ‘door’, ‘more’; ‘dreary’, ‘weary’
3 The repeated sounds in the poem (alliteration and assonance) help to create the rhythm in
the poem. The repetition of the ‘ear’ sounds in ‘dreary’, ‘weary’ and ‘nearly’ emphasise the
weary (tired) feeling described. The rhythm created is heavy and ponderous. This rhythm
changes when the poet hears the ‘rapping’ and ‘tapping’ on the door, with the repetition of
the sounds echoing the sounds made on the door.
Suggested answers:
The sounds in the words ‘Bow–wow’ echo the sounds made by dogs and the sounds in
‘cock‐adiddle‐dow’ echo the sounds made by a cock (chanticleer).
Suggested answers:

The poem may make the learners feel: happy, appreciative, joyful. Words that show this
include: ‘gold’, ‘lush’, ‘best’, ‘beauty comes suddenly’.
Answers:
1 lush – rich, plentiful, healthy growth
swish – rustle, the sound made by moving water
gullies – channels cut out in the earth by persistent rainfall
fallow – unplanted, uncultivated
2 sun – colour, ‘gold sun shines’
canefields – colour, ‘lush green canefields’
rain – sound – ‘the rain beats like bullets on the roofs’
3 Simile: ‘The days when the rain beats like bullets on the roofs’
The rain beating like bullets shows the reader that it is loud and forceful, even violent.
Metaphor: ‘When the tall grass sways and shivers to the slightest breath of air,/When the
buttercups have paved the earth with yellow stars’
The grass metaphor shows the reader that it is delicate and responsive to the wind. The
imagery of the buttercups as stars adds another mystical element to the poem, as though
the earth can appear almost supernatural in its beauty. The two contrasting images show
the many sides to nature.
4 ‘When the buttercups have paved the earth with yellow stars’, ‘trees struggling in the high
Jamaica winds’ – these add to the poem by creating vivid imagery of the Jamaican nature.
Answers:
1 Explain to learners that the poem is a lyrical ballad. Most lyrical poems are concerned with
conveying strong feelings inspired by a particular experience – it could be love, or sadness or
expressing feelings or observations about nature as is the case with this poem.
2 The poet has used very lyrical language as the poem is written in the style of a song.
3 It is very old fashioned. This is not the usual modern writing convention. We would write
‘My heart leaps when I see a rainbow in the sky’, for example.
4 The poem is about the poet’s love of rainbows, as a child and as an adult. He hopes they
will continue to make his heart ‘leap’ in old age.
Suggested answers:
1 The sonnet describes another person’s beauty.
2 Shakespeare compares the looks and feelings that the person and the summer’s day evoke
in others. He says that the person’s beauty does not fade away like summer’s beauty.


Answers:
1 The first four lines rhyme with an ABAB rhyme pattern. There are ten syllables in each line.
2 Lines 5–8 and 9–12 have the same structure.
3 The last two lines are indented. They rhyme and each have ten syllables. This all helps to
give the poem rhythm.
Suggested answers:
1 She is warning the reader about how badly she will behave when she is older.
2 She will wear unsuitable clothes, spend her money on treats, eat unhealthy food and
behave like a child. People who know the writer might be shocked because these are things
she does not usually do.
3 As a younger person she always behaved very sensibly, and she is now going to
compensate for this by behaving less sensibly.
4 The ‘you’ refers to the reader and the younger generation and the ‘us’ refers to the poet
and other individuals who are old.
5 She thinks she should practise now so that people will be less surprised when she starts
behaving like this.
Suggested answers:
1 The main idea of the poem is to convince the reader that the poet and other individuals
who are old do not need to conform to the expectations of society and that they have the
right to behave as they wish.
2 To entertain, to warn
3 It appeals to all people who have the desire to go against the norm.
4 Learners’ own responses, such as: I enjoyed the humour in this as it reminded me of my
own grandmother.
Suggested answers:
1 Choice of words: simple but evocative (‘lovely, dark and deep’), appeals to senses and
creates atmosphere by describing sounds (‘The only other sound’s the sweep/Of easy wind
and downy flake’, ‘gives his harness bells a shake’) and sights (‘To watch his woods fill up
with snow’). Frost uses very descriptive words to appeal to the senses such as ‘frozen’ and
‘darkest’.

Poetic devices: Use of assonance (‘Whose woods’, ‘know’/’though’/’snow’) and alliteration

(‘sound’s the sweep’, ‘dark and deep’) help to create atmosphere and rhythm.
2 Stanzas: four, all of the same length (four lines each)
There is a steady rhyme scheme: AABC (first two lines of each stanza rhyme, except last
stanza in which all four lines rhyme). Recalling a rhyme from a previous stanza adds to the
quality of being arrested or distracted by a sight in the woods instead of carrying on the
journey.
3 Semi‐colon: To pause but help the reader understand the idea/thought is not complete.
Enjambment: Longer sentences help to create the atmosphere and description of the calm,
cool and slow place and events.
Answers:
1 The poem is divided into stanzas of four lines each with a rhyming pattern (ABAB).
2 The poem is about a little ghost that someone (possibly the poet) saw walking through a
garden.
Suggested answers:
1 The poem is about a little ghost that someone (possibly the poet) saw walking through a
garden. The ghost was small and happy and wore a white hat, slippers and mitts.
2 ‘green gate’ – this creates internal rhythm within the poem. ‘[G]arden grow’ and ‘garden
grace’ also create internal rhythm. ‘[H]er small hands that hung’ – the ‘h’ sound adds an
element of quiet, as though the poet does not want to disturb the ghost. ‘And up the walk
she went with pride, / The way great ladies go. / And where the wall is built in new’ also
adds a whispering, hushed element and adds to the ghost‐like effect.
3 The dashes are used to add extra information in the clause and can indicate a pause where
the poet thinks about what they wish to say.
4 The poem has a calm, nostalgic tone.
Suggested answers:
2 The poem describes a traveller on a horse at night. He arrives at a place and stops to
knock on a door but no one answers the door. He knocks again loudly. It seems that the
traveller came to visit as promised but nobody was there to receive him, so he rides away.
Answers:
– champed – impatiently

– turret – a small tower on top of a larger tower

– smote – banged
– perplexed – confused
– thronging – crowding
– hearkening – recalling
– spake – spoke

Answers:
1 The poet uses colons and semi‐colons to separate ideas and clauses as is common in
poetry written many years ago. The semi‐colon is used like a full stop. The colon is used
before an explanation (of what happened next).
2 Learner’s own answers
Answers:
1 This is a lyrical poem.
2 Rhyming couplets, alliteration (‘Slowly, silently’) and assonance (‘beams beneath’) create
rhythm and flow within the poem.
3 The poet has used personification. It is effective in describing the movements of the
moon.
4 The rhyme scheme is rhyming couplets.
5 The semi‐colon indicates a longer pause.
Suggested answers:
The structure (form) of both poems is formal and regular with rhyme schemes and
punctuation.
Tone: For example: dreamlike, mysterious, serious.
Poet uses alliteration and assonance to create rhythm, rich and evocative vocabulary to
describe living things and surroundings.
Answer:
– shoon – shoes
– casements – windows
– cote – a shelter for animals

Suggested answers:


Suggested answers:
2 Medora Chevalier says the poem carries a message that the young people of this planet
are telling us loud and clear: We must wake up and act! The ‘dreamer’ is anybody on the
planet not seeing these things happen, or watching them and doing nothing.
3 The repeated question is: ‘Or will the dreamer wake?’.
4 The purpose of the poem could be to open the reader’s eyes to the harsh reality that the
next generation could possibly be born into a world where certain animals no longer live.
Answers:
– plaintive – expressing sorrow or melancholy
– snuffles – draws air into the nose to smell something
– gleaming – shining
– warbles – sings or whistles with quavers, trills or melodic embellishments
– clutch – a collection of eggs
Suggested answers:
1 The white bear (polar bear) is an endangered species so these might be the last cubs that
are born in the wild. Others may be born in captivity and will not be free to roam and mate.
2 The ‘grandchild’ will never know tigers, white bears, the song thrush, certain species of
whales.
3 The poet asks if we will wake up, become aware of what is happening and what we are
doing, and take action to stop. She believes that people should care about the issues that

are facing humankind. She uses a lot of rhetorical questions to make the reader think about
their own opinions on the matter and directly or indirectly links the questions to the reader.
4 Sad, critical, serious
5 The rhetorical question ‘will the dreamer wake?’; description of young animals and
reference to future generations.
Suggested answers:
1 A fishing vessel
2 The fishermen have killed the baby whale – it will never sing a whale song.
3 sight – ‘far below the light’, ‘watchful, moving’, ‘the sight draws her near’
sound (and silence) – ‘A cry so lonely, a wailing of despair’; ‘a quiet stillness’
4 The mother mourns the death of her baby. The sound is like a sorrowful and disturbing
lullaby – which is usually sung to soothe a baby to sleep, but this lullaby is sad and
‘haunting’, as it is sung to mourn the death and loss of the baby.
5 The poem is made up of rhyming couplets, which creates a fluent rhythm.
6 It leaves the reader in a shocked, despondent and heartbroken state and this supports the
purpose to educate the reader that whales are being hunted senselessly, that this is
happening to a large number of whales around the world and that some species are close to
extinction.
Answers:
– wailing – making mournful sounds
– serene – calm, peaceful
– predator – an animal or organism that catches, kills and eats other organisms
– taunting – mocking or reproaching in a sarcastic or insulting way
Chapter 9 All the world’s a stage

Suggested answers:
1 The purpose of the speech was to raise awareness of the problems in American society
regarding civil rights and to highlight the reasons why racism and discrimination must be
eradicated.

2 The speech was made at the Lincoln Memorial in Washington. The audience was a crowd
of 250,000 people who had participated in a march about civil and economic rights. The
radio and TV audience were in the millions in the United States and also internationally.
3 The main idea/theme of the speech is to expose the injustice of racial inequality and
discrimination, and to highlight the need for change.
4 The famous line, ‘I have a dream’, is repeated to emphasise Dr King’s vision of an America
where racism and discrimination are not issues. The repetition builds this imagery and
becomes more powerful.
5 ‘I have a dream’ emphasises that it is a positive and achievable goal, whereas ‘I hope’
indicates that there is a hint of uncertainty.
6 The monologue’s tone is hopeful, passionate and determined.
7 Emotive language includes the use of metaphors such as ‘Joyous daybreak to end the long
night of their captivity’ and directly addressing the audience ‘I am happy to join with you
today in what will go down in history as the greatest demonstration for freedom in the
history of our nation.’
Persuasive language includes repetition (called anaphora): ‘I have a dream …’, ‘one hundred
years later’ and ‘Let freedom ring’, and the use of inclusive language: ‘we’ and ‘our’.
Suggested answers:
1 The purpose of the text is to praise Mandela. The main idea is to show what an amazing
person Mandela was.
2 He describes Mandela and Slovo (a South African politician who was anti‐apartheid)
avoiding being arrested, stamping their feet, drinking from the sea and uniting the South
African tribes. These over‐exaggerated feats create a perception of Mandela as an all‐
powerful being.
3 He repeats for emphasis.
4 He shows bias by having a one‐sided opinion (only praise), presenting opinions as facts
and making unsupported claims. There is over‐exaggeration in his description of feats.
Dramatic poetry: Student’s Book page 151
Suggested answers:
1 The sound is repeated to emphasise how far away the writer feels from home and
everything that is familiar to them. The speaker is a young child.
2 He starts the stanza with a connective to emphasise that railings seem to go on and on.
3 Repetition captures the reader’s /listener’s attention, particularly when spoken aloud.
Words and phrases might be more memorable because they share the same sound. The

effect of the sibilance and alliteration is to enhance the visual in the reader’s/listener’s
imagination and to create a mood.
4 No, they are rhetorical questions.
5 The word ‘railing’ is repeated to indicate that they seem to be everywhere and seem
intimidating to the child. The word ‘lessin’ is repeated as the child is trying to work out what
it means.
6 The repeated sound is /l/. It seems that the child is repeating it for the enjoyment and
comfort of the sound.
7 The use of rhyme in the last two lines rounds off the poem, and rhyme throughout might
not have suited a poem that is indicating a child’s confusion at their first day at school.
Suggested answers:
1 ‘Spent the years inventing games / That don’t let me in.’ – This implies that everyone else
at the school knows how to play these familiar games, but the child doesn’t and feels left
out and alone.
‘Are they to keep out wolves and monsters? – This refers to the railings all around and
implies that the child finds the school scary as there are so many railings and he is caged in
and separated from the outside world.
‘I wish she was here’ – This refers to his mother. The child feels alone and longs for the
comforting presence of his mother.
2 This is a rhetorical question and indicates that the child is asking himself this question.
3 The child misunderstands ‘lessin’ and ‘teacher’. The child repeats both of these words to
show there is some confusion regarding their meaning. For ‘lessin’, the child asks a
wondering question, ‘What does a lessin look like?’ to himself, and for ‘teacher’, the child
sounds out the word into two syllables and then uses the first syllable to think about getting
a cup of tea.
4 The railings give rather a negative connotation, almost like a cage or a prison.
Suggested answers:


Extract: How Norse Words Were Introduced into the English Language: Student’s Book
page 155
Suggested answers:
1 It is set a long time ago, at a time when quills were used for writing and candles were used
for light, and monks wrote/copied manuscripts/books.
2 This sets the context for where the play is happening. The context gives meaning to the
audience as it creates the setting for the play.
3 Only the most valuable words are in the dictionary.
4 There are comedic elements: EEE makes a joke.
5 The characters’ voices are conveyed through their personality, their thoughts and how
they sound, as well as other characters’ reaction to them. For example, Scribe 1 and Scribe 2
sound judgemental and disdainful as they talk about ‘nothing to learn from you’, ‘Pah!’, ‘I
have never heard of such nonsense!’. EEE is funny as he mimes actions in a comedic fashion
for the monks to understand. Saga has got a quick temper as he says ‘How dare you show
such disrespect!’. He is also portrayed as a warrior: ‘’Tis better to stand and fight, else you
will die tired!’
6 The main theme of the play is the influence of Viking words on the English language.
7 The ellipsis is used to show that there is a pause while EEE looks up the word in the
dictionary.
Extract: In Search of Jerome Jiggins: Student’s Book page 157
Suggested answers:
1 He complains a lot and misses past times when he was involved in solving ‘robberies’ and
‘chases’. He seems quite nostalgic and doesn’t enjoy his job much now.

2 He has used a semi‐colon because the two independent clauses are closely linked in ideas.
A full stop could be used, but the semi‐colon indicates a closer relationship.
3 The use of non‐standard English gives more depth to the character’s voice and gives
insight into the character’s context. In this case, it is a rather formal and out‐dated word. It
makes the character appear quite old‐fashioned.
4 He calls him ‘Sir’ to show respect.
5 It is effective because the reader can imagine something very thin and fragile.
6 The semi‐colon is used to show that the two independent clauses are very closely linked.
7 The use of alliteration is memorable for the reader/listener and makes them focus more
on the name.
8 Short questions asked rapidly one after another create an anxious atmosphere.
9 Yes, this is key to convey how the character is feeling and acting.
10 He does not ask where the abduction took place.
11 The similes conjure images of a stereotypical Midwestern farming community in the USA.
The similes are very effective.
12 Damsel Daniella first appears fluttering a fan, and complaining about how noisy the dog
is which could imply that she is dramatic and over sensitive. As the dialogue continues, she
answers the Constable’s questions about age and whereabouts directly, formally and on
behalf of her friends. Her distinctive voice is assertive and determined, and sometimes
dramatic.
Wild Will uses informal language such as ‘Shut yer yapper’; he first comes across as rude,
impatient and full of bravado. As the dialogue progresses, a softer side of Wild Will is
presented and his distinctive voice could be described as shy, unconfident, defensive, kind
at heart. He says: ‘Uh … yes … Sir. But it would mean a lot to us if you could help. I would
really appreciate it if you could scare him with the law.’
Knight Stewart uses very formal language and Old English expressions such as, ‘Good day,
Noble Sir’ and ‘Eleven summers old’. His distinctive voice is one of honour and grandeur; he
is very serious and quite dramatic but kind and gallant.
13 Constable Collins uses formal language. He uses this because he considers the matter to
be serious and of great importance. He says: ‘It’s just children being children … But so what?
A missing person is a missing person and it’s my job to find them’.
14 The ellipses are used to give a dramatic pause and show that the character is thinking.
15 The dash is used to show a break in dialogue. Here, the dialogue that follows allows us to
infer that Damsel Daniella is being sarcastic.
Suggested answers:


Suggested answers:
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Cambridge Lower Secondary English 7 Third Edition Answers

Cambridge Lower Secondary English 7 Third Edition

Chapter 1 Is that a fact?

© John Reynolds 2021

© John Reynolds 2021

Word attack skills: Student’s Book page 4

Word attack skills: Student’s Book page 5

Exercise 1.2: Student’s Book page 5

© John Reynolds 2021

Activity 1.7: Student’s Book page 8

© John Reynolds 2021

Activity 1.8: Student’s Book page 10

© John Reynolds 2021

© John Reynolds 2021

© John Reynolds 2021

Exercise 1.12: Student’s Book page 17

© John Reynolds 2021

Chapter 2 When I was young …

Activity 2.2: Student’s Book page 21

© John Reynolds 2021

© John Reynolds 2021

© John Reynolds 2021

Spotlight on: audience: Student’s Book page 34

© John Reynolds 2021

Activity 2.14: Student’s Book page 35

Chapter 3 Descriptive writing

© John Reynolds 2021

Exercise 3.1: Student’s Book page 39

© John Reynolds 2021

Activity 3.4: Student’s Book page 43

© John Reynolds 2021

© John Reynolds 2021

© John Reynolds 2021

© John Reynolds 2021

© John Reynolds 2021

Exercise 4.1: Student’s Book page 58

© John Reynolds 2021

Word attack skills: Student’s Book page 62

Exercise 4.3: Student’s Book page 63

© John Reynolds 2021

Exercise 4.5: Student’s Book page 65

Chapter 5 It’s tradition!

© John Reynolds 2021

© John Reynolds 2021

© John Reynolds 2021

© John Reynolds 2021

© John Reynolds 2021

Chapter 6 Tell me a (short) story

© John Reynolds 2021

© John Reynolds 2021

Exercise 6.4: Student’s Book page 102

© John Reynolds 2021

Chapter 7 All around the world

© John Reynolds 2021

Word attack skills: Student’s Book page 112

© John Reynolds 2021

© John Reynolds 2021

Activity 7.4: Student’s Book page 118