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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

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1.1 The leopard 3 Learners’ answers will vary, but may include
the following ideas:
1 Notes will vary, but may include the following

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

c The tone becomes more tense, as the

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

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

her fear, she gathers herself to take a 3 foliage: greenery (plants, shrubs, leaves, etc.)
picture to use as evidence against the men.
cradle: to hold gently
• When the leopard has been shot, the
writer uses descriptive words to show 4 And the mountain roars with me suggests that
its beauty. The coat is covered in black not only Ruby but also nature itself is angry at
rosettes and has a velvet sheen, which the death of the leopard.
sounds luxurious. The mountain is silent apart from howling wind.
• The verb ‘snarling’ shows the leopard is This sentence ending the extract reflects the
warning the men despite being injured. narrator’s surprise at the discovery of the cub
The verb limp shows that the leopard but also her need to stay silent to protect it.
is injured and vulnerable so makes the 5 Learners’ answers will vary, but may include
shooting seem more cruel and cowardly. the following ideas:
The verb thuds shows the dead weight of it
as it falls. The narrator is horrified, shown • The story shows how little the men care
by her instinct to scream and collapse. for the natural world, as they shoot a
leopard and feel no remorse.
5 Learners’ answers will vary.
• The writer creates a beautiful setting in
1.2 The mysterious figure the early morning with the air filled with
birds and tweets and then shows how they
1 Learners’ answers will vary. ruin it by needlessly shooting a defenceless
creature.
2 Audio scripts should include details of the
tone in which the characters say lines and • When the narrator says the mountain
sound effects to allow the listening audience to roars with me she is showing that nature is
understand what is happening. For example: angry and disturbed by the shooting.

RUBY : (shouting urgently) Get back, Praveen! • When the leopard is dead, the men do not
feel guilt, instead looking at its dead body
TOAD: (yelling) Give me that camera! admiringly.
(Sound effect of camera being smashed against • However, Ruby’s actions show that not
a rock and Ruby howling) all people have bad attitudes to the natural
RUBY :(desperately) No! All my photos are world as she is devastated by the shooting
stored on there. What have you done? of the leopard and stands up to the men
bravely. She also saves the cub and her heart
TOAD: (threateningly) What are you doing out feels ready to burst with love showing how
here? deeply she cares for it.
GARIAN:(angrily) Who are you working for?
Are you taking pictures of me? 1.3 The wildness of eagles
RUBY :(quickly) We’re here to take pictures 1 The eagle is described as isolated but powerful
of wildlife. I’m hoping to be a wildlife as he is high up. He sounds old and wise. His
photographer. flight is dramatic. Learners should identify
these ideas in their own words.
(Awkward pause)
2 a Techniques used include:
RUBY : (hissed) You killed it. You cowards.
• personification (He clasps the crag with
TOAD: I’ve had enough of this. Get them! crooked hands / the wrinkled sea)
GARIAN:Wait. Who the hell is up there with a • hyperbole (close to the sun)
gun pointing at us?
• simile (like a thunderbolt he falls).
(Sound effect of a gun being loaded and clicked
above)

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

b Answers should include explanations of 1.4 The poetry of Tu Fu

the techniques identified in part a, with
examples and explanations of their effect 1 Notes on the poet’s life:
on the reader. For example:
Main points Subsidiary points
• The eagle is described as a powerful
but isolated figure. The alliteration Born CE 712 in Born in Henan
‘He clasps the crag with crooked China province
hands’ makes him sound old and wise Mother and elder Had a number of
as he surveys the world from high brother died when siblings
up ‘close to the sun in lonely lands’. he was young
This exaggerates how high he is. The Started writing Earliest surviving
mighty sea is personified and made to poems as a poem is CE 735
sound weak compared to the eagle, teenager
as it is personified as ‘wrinkled’ yet
it ‘crawls’. His sudden descending Failed the Imperial Meant he couldn’t
flight is powerfully described using Exam in CE 735 be a civil servant
the simile ‘like a thunderbolt’ as he Met the poet Li Po Studied history and
swoops down. in CE 744 literature
Married in CE 752 Had five children
‘The Eagle’ Higher into the Hills
War broke out and Youngest child
Crooked Razor-sharp talons
famine in CE 755 died and 35 million
hands
people died in ten
He stands Impressive hooded eagle years
3 He watches Big bird / two-metre Moved around Wanted to return
wingspan China for years home to the Henan
and worked for the province but didn’t
Like a Fly at speeds
emperor get there
thunderbolt
he falls Wrote his best Wrote 400 poems
poems at the end at this time
Beautiful coat of his life
Golden eagle / weighs Died in Tanzhou at
7 kg / fearsome hunter age 58

4 Answers may include some of the following 2 a He means they are carried along by the
ideas: water.
• The language used in the poem is more b The spiders are ruthless, like people
figurative. The poet uses alliteration working in business who get what they
(clasps the crag with crooked hands), want.
similes (like a thunderbolt) and
personification (wrinkled sea beneath c It means he does not like the way the
him crawls). world works and has lots of negative
feelings.
• In the prose text, the language is
plainer and offers more facts such as 3 Learners’ answers will vary, but may include
measurements like two-metre wingspan. the following ideas:

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

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

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

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

1.5 Destroying the planet

1 Learners’ answers will vary, but may include some of the following ideas:

First text Second text

No one is to blame fully as climate change Humans are to blame.
is natural.

Main points
Earth is changing naturally. Earth does change over time, but the changes
are happening faster due to humans.
Humans cannot influence Earth’s movement. Greenhouse gasses have increased, causing
Earth to heat up.
The angle of the Earth changes the climate. Earth is heating up ten times faster than ever
before.
The way the Earth orbits the sun influences Ice is melting.
climate.
Seasons change as a result of the Earth Sea levels are rising.
changing its position.
Climate change happens naturally. There is more extreme weather.
Humans are victims of climate change not 97% of scientists blame humans for climate
the cause. change.

2 • In the first text, many of the main points 4 Answers should include examples for some of
are the first sentence in each paragraph. the following ideas:

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

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

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1.6 Tsunami • There is more variety of sentence

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

8.00 pm – they went into the bedroom

3 simile, metaphor, personification

8.05 pm – they evacuated the house and went

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

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

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

• wide-open eyes shone black and clear

• tiny, bow lips looked as if she ate

strawberries all day long

• her heart fluttered

• she shook . . . like dry leaves rustling in a

sack on a windy afternoon

• she shivered and shook as though it were

a huge bear.

2.2 Making progress

1 Learners’ answers will vary but may include some of the following ideas:

Paragraph What happens What it shows

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

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

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Paragraph What happens What it shows

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

2 Learners’ answers will vary, but should use • Grandmother says that helping others
some of the ideas noted in Activity 1 using makes you stronger and braver using
examples from the text to illustrate the ideas in similar words to when she said the world
the third column. is frightening for those without courage
earlier on.
3 Learners’ answers will vary, but should include
explanations of clear examples that show the • The hummingbird allows granddaughter
power and effect of the grandmother’s direct to move forward / make progress in her
speech. Examples might be: attempts to be braver.

• Repeat of I can feel . . . shows her 2.3 Growing up

connection to her granddaughter is very
powerful. 1 Learners perform the extract. Check that they
speak with confidence and use non-verbal
• Repeat of the word trust makes it feel forms of expression.
as though she is implanting it in her
granddaughter as though she is casting 2 a The word snarled makes the man sound
a spell. very aggressive as we usually associate
snarling with wild animals.
• Declaration of That’s progress! shows her
positivity and pride in her granddaughter. b Muttered makes it sound as though
he is annoyed at the granddaughter’s
4 Learners’ answers will vary. interference.
5 Learners’ paragraphs should include some of c The grandmother is delighted – shown by
the following ideas: her short exclamatory sentence.
• The hummingbird may remind the reader d She sang makes her sound happy.
of granddaughter earlier in the story.
3 The dialogue should include details of the
• Granddaughter helps the hummingbird tone in which the characters say lines.
in the same way that her grandmother has
helped her.

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

4 Answers may include some of the following 2.4 Climbing the mountains
ideas:
alone
Example of Meaning and effect 1 Lights the fire. (Links to her grandmother
figurative language keeping her warm as a child in Extract 3.)
Trembling grand- Personification is
daughter sensed a used to compare Boils water and cooks for her. (Links to the
strange pride pour the feeling of pride grandmother teaching her to plant and gather
through her body. to a liquid – ‘pour’ food in Extract 1.)
suggests a large, Washes and brushes her hair. (Links to her
fast-moving grandmother stroking her head as a child in
quantity. The effect Extract 3.)
of this is to show the
reader how much Massages her feet and hands. (Links to the
the granddaughter description of her grandmother’s sturdy feet in
has developed from Extract 1. Links to her grandmother stroking
a hesitant girl to her as a child.)
one whose positive Walks holding her arm to support her. (Links
emotions now move to the description of the grandmother’s
freely and quickly powerful legs in Extract 1.)
through her.
She stroked trust A metaphor is 2 a It symbolises grandmother dying and
and courage, skill used to show how leaving granddaughter.
and dignity into grandmother’s b Grief striking like lightning; trembling
trembling grand- actions have a like a raging storm; crying like a river.
daughter. positive effect on
granddaughter. c The writer used these images because
they represent the power of grief – it
She understood The metaphor is
is a natural and strong emotion that
well the language continued as grand-
cannot be controlled easily. The reader
of grandmother’s mother’s stroking
feels sympathy for granddaughter and
hands. communicates
empathises with her grief.
clearly to her.
5 Key events: showing the children the way to
3 Learners’ answers will vary, but should link
back to the idea expressed in Session 2.3
the river; helping the hummingbird; helping
Activity 6 b.
the boy accused of stealing.
4 a Spanish and North American
6 a Learners’ answers will vary.

b Learners’ endings may include some of

b It amazes him.
the following ideas: c independence from Spain
• Grandmother gets older and more d decorate buildings with flowers, play
frail, so granddaughter has to look sports games and have parades (also,
after her. firework displays)
• Granddaughter continues to face and e guitars and drums (also trumpets)
overcome challenges, making more
and more progress. f He identifies with his cultural heritage.

• Granddaughter faces a very serious 5 Learners’ answers will vary.

challenge where she has to act very 6 Answers should give a clear personal
bravely to save her grandmother. response to the story and discuss how the
events affected them as a reader. They should
include some explanations of the story’s wider
messages and explore the main theme: the

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

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importance of human touch in encouraging 4 Learners’ answers will vary.

well-being, confidence and trust.
5 Main points Subsidiary points
2.5 Celebrating grandparents from Poland tall and handsome
1 a We are influenced by our older relatives as captain in the army looked good in his
children, and we in turn influence those uniform
chose to take his
who come after us.
wife and both their had to make a diffi-
b Listening to children helps them understand families to safety cult decision
what they are feeling deep inside. abroad
used cars, trains and
2 • She is showing love and protection through the Russians took walking to get to
‘scooping her up’ and ‘hugging her’. over the part of England
Poland he lived in
• Sitting her ‘on her lap’ and stroking her
‘like a cat’ is soothing and shows she is used his money to
giving her attention and love. buy train tickets for
the family
• She has learnt to care and show
made his way across
tenderness from the way that her
Europe for a month
grandmother has shown it to her so the
to reach England
cycle continues.

• This shows that through her 6 Learners’ answers should include a plan,
grandmother’s loving touch she builds her organisational features and use formal
granddaughter’s confidence and character. language.

• This shows that the love is cyclical and the 2.6 Comparing texts
granddaughter repays the grandmother’s
love. 1 Discussions will vary, but may include:
• This shows that because they were so • The softness of her hair shows love and
physically close, she can still feel her tenderness.
grandmother’s presence.
• The delicacy of her head shows how frail
3 Quotations might be: she is.
• Human growth: instead of running away; • The last line shows the cyclical nature of
that’s progress; this is progress; you stood care in relationships.
tall between the earth and sky; her song
went so deep; she grew up into a strong • The poem is a memory but is very detailed
and confident woman; granddaughter has so is clearly an important one from the
become a grandmother many times now. past.

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

• Wisdom of older people: rooted her to the 2 a But there is a photo of her / Sitting swathed
earth, like an ancient tree; I have to go on in hair / That I imagine chestnut from the
alone. black and white, / Long enough to sit on.

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

b Answers may include some of the Check your progress

following:
1 through description of the location and the
• Granddaughter changes from being scenery, animals, people, buildings etc.
very nervous and timid to being brave
and strong. 2 through direct speech; by describing their
thoughts
• As she is growing up grandmother
uses her experiences to teach her to 3 by varying the tone, volume, pace, or
be brave. emphasising words

• She then looks after her grandmother 4 any example of a folk story (including
when she is old. ‘Grandmother’s Song’)

• She is devastated when grandmother 5 growing old; the cycle of life; developing as
dies but feels her influence and a person; the wisdom of age; the power of
presence. She becomes a human touch
grandmother herself.
6 a simple storyline; a journey; characters who
3 • Both granddaughters are very loving to are good or bad
their grandmothers as they get old; both
granddaughters like to touch and tend
their grandmothers as a way of showing
their love.

• Both granddaughters learn about getting

older and that inside the older person is
their younger self; both granddaughters
learn to respect old age.

4 Paragraphs may explore some of the following

ideas:

• Her wet head felt delicate as a birdskull /

Worn thin by waves of age: stresses her
fragility and emphasises the effects of the
aging process, as gradual but insistent like
recurring waves.

• Her downy cheeks stretched smooth and

plump across wide cheekbones. Her eyes
were deep and warm and brown: makes her
sound soft and affectionate. Her eyes are
sincere and imply she has great depth and
sincerity.

5 All the conventions can be found in

‘Grandmother’s Song’ (the journey is a
metaphorical one).

6 Learners’ answers will vary.

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

3 Strange islands
1.1 The mystery of Oak Island 4 Learners’ answers may include: Michigan’s
main men and coolest kids; local heroes;
1 Answers should form useful notes of key successful businessmen; if anyone can do it, the
points: Lagina brothers can!

1799: Daniel McGinnis – found stones / 5 • Non-standard English includes: findin’

evidence of tools / dug 9 metres / stopped due treasure!; unearthin’ the secrets of Oak
to strange feeling Island; gettin’ their paws on Cap’n Kidd’s
buried treasure; cool!; searchin’; Go get
1909: Gold Salvage Group – dug 34 metres / ’em, boys!
found nothing
• Explanations will vary, but should
1969: Triton Alliance – dug 72 metres / focus on the effects of the informality,
claimed camera recorded chests and tools / acknowledging that the text is aimed at
hole collapsed and project stopped young readers.
2006: Lagina brothers – findings include coin 6 Comparisons should mention the following.
and sword but no treasure
• In the first article there is little emphasis
2 They have spent a great deal of money but on the brothers’ themselves, other than
found very little so it was not worth it. their names, whereas in the second, they
3 are presented as local heroes.

Example Technique Comment • The first article suggests that their

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

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

3.2 Strange islands

1 Learners make notes from the audio.

2
Island / country Key features Subsidiary features Strange feature
Skorpios, Greece Sandy beaches Aristotle Onassis bought it None
in 1963
Forests with 200 types of
trees In 2011, only 5 people were
living there
Large luxury resort built in
2018 Celebrity parties used to be
held there
It has a helipad
Okunoshima, Full of tame rabbits but There’s a museum Rabbits
uninhabited by humans dedicated to poison gas
Japan
on the island
Used to be a chemical
testing site
Museum of poisonous gas
Snake Island, The largest number of Most snakes are golden Snakes
snakes in such a small lancehead vipers
Brazil
place
The island used to be
Uninhabited inhabited by humans
Illegal to land boats There was a lighthouse
there until 1920
Poaching is a problem
Island of the Situated in the Xochimilco Don Julian Santana Barrera Dolls
Dolls, canals is thought to have put the
doll collection there over a
Mexico There are hundreds of dolls
50-year period until 2000
placed on the island

3 Short sentences and ellipsis (that’s right . . . change the landscape constantly. There’s only
dolls) creates a sense of disbelief. one solitary tree because the wind blows them
all over! The island is known as ‘the graveyard
Exclamation mark (or at least parts of dolls!)
of the Atlantic’ because so many ships have been
adds drama / a sense of horror.
wrecked there. You will not find many people
Question (creepy, eh?) invites reader to share who want to live in such a desolate place but
sense of horror. there are lots of wild horses galloping around.

Dashes (– or parts of dolls –) adds gruesome Strangeness rating: 2/5 – Too windy and lonely
detail for shock effect. for us!

4 Learners’ answers will vary, but should be 5 Learners’ answers will vary.
modelled on the original text. Example
answer: 3.3 Treasure Island: Meeting
Sable Island Ben Gunn
Where? Canada 1 tint: colour

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

you’ll be lucky not to be blown off your feet!
singly: on their own
Literally! The winds are so strong there that they

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clumps: grouped close together a gen’leman born than in these gen’leman of

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

1 Learners perform the script. They both get happier: suddenly Maya and
Simon both felt more cheerful.
2 Learners’ answers will vary.
b There is a jungle behind them and the sea
3 Learners’ answers will vary, but should be before them.
modelled on the original text. Sample answer:
There are palm trees moving in the breeze
BEN: Just you mention tell this to your squire,
at the edge of the beach.
Jim. You say this: Gunn is a good man, and
he puts a precious sight more confidence in The sand seems to sing as it moves.

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

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

3.6 Helix Scripts may contain sound effect details.

1 Learners’ answers will vary. 5 Genre clues help the reader to anticipate what a
story may be about and what kinds of things will
2 a desperately/loudly/angrily/petulantly
happen, for example, fantasy, Science fiction.
b quietly/hopelessly/nervously
6 Sound out the word by reading aloud each
c sincerely/sadly/wistfully letter or syllable using phonetic knowledge.
3 Answers may include some of the following Use knowledge of word patterns, for example
ideas: knowing that y on the end of a word becomes
ies when pluralised.
• Helix appears to be thoughtful as he
moves away with Maya but reassures her
that they will keep her brother and sister
in view.

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4 This is the modern world

4.1 The birth of the internet
1 Notes may include the following ideas:

1958: Advanced Research Projects Agency set up

1962: ARPA network created

1983: ARPAnet allowed National Science Foundation Network to use part of its network

1985: IT departments at US universities had computers connected

1989: the World Wide Web as we know it was created with the invention of http by Tim Berners-Lee

1995: internet available to the public at home.

2 Structural features and effects include: use of questions to arouse curiosity; chronological structure
for clarity; use of dates creates a clear timeline; subheadings organises the material logically; final
paragraph shifts in tone as it looks to the future. Images are included to add interest.

3 Learners’ answers will vary, but should address all bullet points and offer clear examples from the text.

4 Learners’ answers will vary but should address all bullet points and offer clear comparisons with
examples from the texts.

Article 1 Article 2
Structure • Uses heading and subheadings. • Uses heading only.
• Has an introduction in italics. • Goes straight into the article.
• The paragraphs are mostly short • There are three longer
and there are 6 of them. paragraphs.
• It uses lots of rhetorical questions. • There are no rhetorical questions.
• It is mostly chronological but does • The information is organised
move around a bit. logically giving a chronological
account.
• both articles use images.
• both articles use images.
Formality of • Includes a mini timeline at the • The language is formal
language end as a summary. throughout.
• The article uses informal language • There is no informal language.
and addresses the reader directly.
• It uses informal words and
phrases such as crazy I know! and
daddy!
Use of • It uses brackets for chatty asides. • Brackets are used to explain
punctuation acronyms.
• It uses dashes to add extra
information. • There are no dashes.
• use of exclamation marks to make
the text more immediate.

Learners answers will vary but they should cover some of the features highlighted in the table.

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

5 Learners’ answers will vary, but should include • Technology has made young people
the features outlined in the bullet points and better at communication.
show evidence of research from different
sources. The content and tone should be
• Her daughter is good at reading people.
suitable for the target audience of people aged • Technology allows knowledge to be
over 70. accessed easily.

• Her daughter has learnt two languages.

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

• There are secrets kept from parents 5 Responses will vary.

due to passcodes.

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

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4.4 A dystopian future 4 Learners’ answers will vary.

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

• There is not much detail about the 4.5 The Glade

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

2 Learners’ responses will vary. 4.6 Closing doors

3 a It explores ideas and events that many 1 • The reader does not know: why the boy
humans may fear could come true in the is in such a hurry; why the people look so
future. ragged and weary; what they are doing in
the maze – what is in there; what is inside
b Dystopian fiction tends to take its the metal door and why they are going in
inspiration from the society in which the there.
writer lives and their experiences of that.
• This heightens tension and makes the
c How people respond to dystopian reader share his curiosity about what
fiction varies according to their own is going on; it adds a sense of mystery;
circumstances and society. it makes it quite sinister and makes the
reader fearful.

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

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

6 Learners’ answers will vary but should

consider how writers build up tension and
elicit reader response. Writers can reveal or
withhold information to create tension.

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

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

c Leadership, loyalty, determination, 5.2 Looking for Charlie

bravery, selflessness and a willingness to
take massive risks when needed. 1 a The minor sentence shows that he is
speechless so can only express himself in a
d It means that people tend to admire
fragmented way as he takes it all in.
heroes who have the sorts of qualities and
strengths that they would also like to have. b Describing it as a madhouse shows how
So, they wish they were like their heroes. chaotic and disorientating it is. Nothing
seems to make much sense.
2 Learners’ responses in discussion will vary.
2 Answers may include some of the following
3 Young people think celebrities are heroes.
ideas:
Celebrities have done nothing heroic.
• Simile: like electronic, coloured rain:
Celebrities are motivated by selfish desires. captures the vibrancy of the scene but
also its unnatural, human-made qualities.
Celebrities only donate to charity for the
publicity. • Use of commas: long sentences listing
what he can see adds to the effect that he
Celebrities do not help society. is being visually bombarded.
Some celebrities are immoral. • Short sentence: A whole world of neon
Celebrities only care about money and fame. (also hyperbole) expresses amazement.

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

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

• He is on a mission to find Charlie to build as he thinks he could get trapped

whatever the challenges, which fits in with and cannot see anything to defend
a heroic type of plotline. himself.

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

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

• Numbers help organise the material into 3 Answers may include some of the following
sections, as there are subheadings within examples:
sections.
• Jewel is a pop star by day and a superhero
• Bullet points are used in one section by night.
to list suggestions (numbers would be
inappropriate as they have been used
• Jewel wears a disguise at night.
already for the sections). • The Mandarin is a supervillain.
• Each sub-heading starts with an • Iron Man stops The Mandarin from
imperative verb. Imperative verbs are destroying China’s rice crop.
also used within the text where the advice
being given is seen as crucial for all young • Chakra is a teenage tech genius by day.
carers. This is suitable for a guide as it is • Chakra has a blue jumpsuit.
giving clear instructions.
• Chakra has special powers.
• Modal verbs are used where some young
carers could benefit from the advice – You • Chakra fights to keep Mumbai safe.
should make an effort to provide them
• Some of the conventions listed in
with extra help whenever they need it.
question 1 are followed.
5 Learners’ answers will vary, but should include
4 Learners’ answers will vary.
ideas from Activity 4.
5 Learners’ answers will vary.
5.5 Superheroes
1
5.6 Scripting stories
Main points
1 Learners read the script aloud in groups.
Superhero films are not realistic
2 Notes will vary but may include:
They follow similar plotlines
Characters often wear disguises • The events happen chronologically but
some time is speeded up or missed out.
The character has a superpower Some events take place simultaneously,
The main story is usually a conflict like Enviros flying towards Punch as the
scene in his office is happening.
between a superhero and a supervillain
The superhero always wins • The settings vary from outside the school
to a corridor then a classroom inside. It
2 a Answers may include exploration of the then returns to the street outside. The
following phrases and punctuation: setting then changes to a sports hall then
super-real; Way beyond; Who doesn’t feel back to the exterior school shot. Then
excited . . . again?; well . . . maybe not the next setting is the interior of Punch’s
fascinated; . . . (at least to the audience . . . office, soon switching to the skyscraper
see through it!); these guys; – a super nasty roof and whole building. We then see
person –; does not know his secret . . . Enviros outside his window from an
interior shot. This is quite a wide range of
b Viewpoints will vary, but discussions settings.
may refer to the generally ambiguous
tone. While the writer seems to like the • There is more description than speech as
superhero genre and thinks the films the scenes move very quickly from one to
are entertaining, he is also aware of another.
its tendency towards superficiality and
• The characters do not have much
predictability.
dialogue. It is really just snippets to set the
scenes and contexts. Enviros says nothing
at all which makes it more dramatic as she
seems very powerful.

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

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

5 Learners’ answers will vary.

6 Learners’ answers will vary.

Check your progress

1 Example answer:

leadership: being able to inspire and take

others forward

loyalty: reliable and steadfast

determination: firm in decision-making

bravery: courageous

selflessness: puts others before themselves

willingness to take massive risks: unafraid of

being hurt or killed in the fight against evil

2 Writers can combine different techniques to

create effects such as tension, for example, the
combination of describing an atmospheric
setting, then introducing a mysterious
character but withholding crucial information
from the reader. The writer can then suddenly
release the tension through using an anti-
climax before building it up again. This
structural device is very effective.

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

• There is an evolutionary fear of the dark

6 Monsters in humans.

6.1 A modern monster • Fears of the dark and monsters prowling

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

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

4 The use of wildfires shows how rumours can

6.3 The giant
get out of control easily as they spread so 1 They are short prose texts.
quickly. It also emphasises how completely
destructive they can be. They are written in a simple style.

5 Learners’ answers will vary but may include They are written to entertain, but also contain
the following words and phrases: horrific red a moral lesson.
eyes; struck fear; will stay with me forever; They are written for children, but the deeper
incredible; sharp spikes; horrendous claws; ideas in them appeal to older readers too.
serious damage.
They contain fantasy elements such as
6 Learners’ answers will vary, but should monsters or talking animals.
address all bullets.
Characters in them may be named for what
6.2 Fear of monsters they are – for example, King or Wolf, and
defined by their name, attitude or power.
1 evolutionary history: human development
2 The garden may symbolise paradise and the
natural selection: the way that humans and wall may symbolise selfishness and greed.
animals have evolved to have features that suit
their needs and environment 3 He is friends with an ogre. His voice is gruff and
frightens the children. He is selfish because he
2 Main points: does not want to share his garden. He is mean
because he builds a wall to keep others out.
• The dark is scary and associated with
danger.

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

4 a Personification: he jumped out of bed

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

6.4 The little boy 4 Discussion may include:

1 The little boy makes the Giant feel empathy • The family’s initial fear: paralysed,
and realise how selfish he has been. meaning they are too afraid to move.

2 Answers may include explanations of some of • The mother using a broom as a weapon as
the following examples: she searches dark corners.

My own garden is my own garden • The father pretending not to be scared by

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

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

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5 Poem Scorpions Human attitudes and reactions

‘The • seen as threatening and aggressive • they view it as an unpleasant brute
Scorpion’
• suggests the scorpion enjoys • they see it as enjoying inflicting
causing pain (dearly loves to bite) fear and pain on them
• turns up unexpectedly • they fear it turning up in their bed
• causes a sense of fear
‘Shadow • We sat, paralysed uses hyperbole • seen as mysterious and frightening
of the to show the extent of their fear – the simile like a monster suggests
Scorpion’ the fear it inspires
• strangely excited implies that their
feelings were mixed at first • figurative term paralysed shows
physical and emotional reaction
• My sister screaming is dramatic
• different characters show different
• a long night seared stresses how
reactions
terrifying it was
• sister’s pain (feverish)
• playing the brave man shows her
father was also scared but putting • ending suggests long-lasting
on an act nature of human attitude.
• weeping and praying shows
desperation

6.6 Monster below ground creature, watching me, no eyes, and desperate
to drag me.
1 Learners’ responses will vary.
5 Learners’ answers will vary.
2 The comparison with eight double-decker
buses emphasises huge size and weight. Check your progress
engineers armed . . . the use of armed makes it 1 Emotive language is when vocabulary is used
sound like a formidable enemy. to evoke an emotional response in the reader,
the greasy giants makes them sound like a foe. for example cruel, devouring, gruesome, struck
fear, horrendous claws.
colossal exaggerates the size.
2 Use subheadings, numbering and bullet points
spew makes it sound disgusting and as though to organise the advice logically and helpfully.
it fights back.
3 Fables are short; they usually use simple
monsters from the deep, lurking . . . makes them language; they have a moral message; they
sound like a hidden enemy waiting to attack. often use non-human characters; a lesson is
defeat these . . . continues the army metaphor. learnt at the end.

urging people not to feed the fatberg and growing 4 The little boy evokes sympathy from the Giant
under our feet makes it sound like a living thing and makes him realise how selfish he has been.
that is eating and growing in the sewers. He helps the boy and that makes him feel happy.

3 Learners make notes on the key points from 5 Look for similarities and differences in
the audio. subject, structure and language.

4 Learners’ answers will vary but may explore 6 An extended metaphor is a comparison which
the following: one-word sentence; dashes; continues and develops throughout a text. An
complex sentences; colon; explanation of example may be describing the night sky using
how the monster metaphor extends through the extended metaphor of the sea so describing
vocabulary such as lair, growling noises, the sky as deep and black, the moon as a sailing
ship and the stars as tiny islands etc.

26 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 2 Notes will vary but should include
explanations of some of the following:
1 a Notes will vary, but may include the
• Aural, visual and tactile images: grew
following ideas:
from the moist underbelly of the swamps;
• It sounds like a challenging greenery blocked away the sun; made the
environment with moist underbelly of hairs on his skin bristle; cold drizzle of
the swamps and greenery that blocked the early morning dew; rubber trees that
the sun. glistened with sap; the plantation seemed
to glow; slashing at the banners of plant-
• The harmattan season sounds leaves; prickling silence; an alien trickling
challenging too, as though nature sound; cocked his ears; watching and
makes his life more difficult: the sniffing; touched by an uncertain impulse.
parching land breeze charged at him.
• Personification: the parching land breeze
• moist underbelly sounds unpleasant charged at him from the rubber trees; a
• hairs on his skin bristle gives a sign of curious mysteriousness which followed him
foreboding in the text about; the murmur of the plantation was
suspended in a state of waiting.
b Notes will vary, but may include the
following ideas: 3 Learners’ answers will vary, but should use
ideas from questions 1 and 2, giving clear
• He works hard in challenging evidence from the text.
conditions.
4 Learners discuss reactions to the views in groups.
• He is a mysterious character: his face
a picture of dark brooding. 5 Learners’ answers will vary.

• the text shows Namidi’s affinity to 7.2 Namidi’s family

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

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

2 Example answer: 2 Outcomes will vary, but may consider the

following in each line:
Namidi does not trust the villagers, so he does
not want to tell anyone what he has found. He a This shows that Namidi is thinking
is very poor and has worked hard for a long about how he could improve their living
time to try to get out of poverty. He sees this as conditions if he had money; it shows
an opportunity to make his hard work pay off. that he has good intentions and makes us
sympathise with him.
3 Discussions may refer to:
b This shows that Namidi is aware of the
• the fact that Namidi cannot afford to send
dangers but is deliberately not thinking
Ochuko to school
about them; it makes the reader fear
• the evidence that Efe has to work hard for him, as he is not thinking about the
and has suffered. dangers.

4 Paragraphs may include the following ideas: c This shows that Namidi is pressurising his
wife not to question him, as he does not
• Namidi has lived in the tiny village all his want her to change his mind; it shows that
life and may feel trapped by his poverty. he is a bit of a bully to his wife, so may
• Namidi wants to be able to afford to make the reader react more negatively to
educate his children so they can have a him; Efe could either remain silent and let
better life than his. He feels guilty that his Namidi make the decision, or she could
children cannot go to school. try to persuade him not to do anything
dangerous for the sake of her and the
• Namidi may want to give his wife a better children.
life so she does not have to suffer from
working so hard in the terrible heat. 3 Discussions may include some of the
following:
5 Outcomes will vary, but discussions may refer
to the following: • Namidi’s children are excited but do not
understand what is going on. They are
• The description of the village and the fact used to doing what their father asks them
that Namidi has lived there for his whole to, so they do not question him.
life makes the reader understand why he
wants a way out. • Efe knows what is going on and is
very unhappy about it. She does not
• His desire to send his children to school say anything because she knows how
shows he is thinking of them rather than stubborn Namidi is. She has been worn
himself. down throughout her marriage and has
given up.
• The description of his wife shows exactly
how hard their lives are and makes us • Namidi seems very dominant and
understand why he does what he does. dismissive of Efe’s feelings and views. The
fact that he is involving their children in
6 Learners’ answers will vary.
something potentially dangerous makes
the reader have a more negative view of
7.3 Namidi and Efe him. Also, the way that he has behaved
towards Efe in their marriage makes
1 • Efe is worried: a wary, suspicious frown.
him seem stubborn and selfish. At this
• She thinks it is dangerous and does not point he does not come across as a good
want anyone getting hurt: What if a fire husband or father. He seems blinded by
starts, eh? money.

• She is not happy about it: doubt and 4 Learners’ answers will vary, but learners’ notes
anxiety . . . suddenly clouded her face. on which they base their monologues should
include consideration of:
• She says nothing but thinks that it will end
badly: this thing . . . will come to no good. • how Efe feels about her children being
involved

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

• an explanation of her face brooding and 7.4 Jackson and Ochuko

disturbed
1 Notes should include the following ideas:
• what she is thinking to cause the storm
gathering in her heart • Jackson draws attention to what they are
doing; he is suspicious; there is a sense
• what trouble lay in wait – what she is that he wants something when he rubs his
worried will happen hands; he seems to be threatening to make
• how she feels about the battles she has trouble for Namidi; he is afraid when he
had during their marriage hears the hissing and runs back to the
village.
• what she means by the ruin his rigidness
has cast upon them. • Namidi clearly dislikes Jackson; he seems
worried about him but also stands up to
5 Learners perform their monologues; ensure him; he wants to react but ignores him.
they use voice and gesture for effect.
• Efe observes the encounter but does not
get involved until she thinks her husband
may get violent; she stops her husband
from reacting; she is afraid of what
Jackson will do, but also of what Namidi
may do.

• Jackson adds a threat which makes the

story more tense; the hissing noise reveals
that the petrol leak may be getting worse.

2 Adjective Quality What it reveals

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

he countered in a cold measure It shows Namidi’s displeasure and suggests he is angry.

voice
(paragraph 4)
like some wayward fly opinion It shows that Namidi has a very low opinion of Jackson
and views him as a nuisance. It also shows that he is aware
(paragraph 4)
that he could cause a problem.
a restraining arm qualifier This shows that Efe’s actions hold Namidi back.
(paragraph 6)
walking, stiff-necked , shape This implies that he is tense and angry as he is walking
down the narrow track very rigidly.
(paragraph 6)

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

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

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

Check your progress

1 It is a key moment because it indirectly leads
to the explosion as he did not report the petrol
leak. It means that he is responsible for what
happened, although others did not report it
either.

2 It is his poverty that makes him want to steal

the leaked petrol. He feels a failure for not
being able to afford to educate his children.

3 Their relationship is very strained, as she feels he

does not listen to her. She also seems a bit scared
to stand up to him, but she is full of resentment
about mistakes he has made in the past.

4 opinion or measure, size, shape, age, colour,

origin, material, qualifier (almost part of the
noun)

5 Ochuko is certainly a victim, as at the end he

is alone and scared. However, he is not dead
so is luckier than most. The fact that there
is the sound of a woman crying means that
some people in the village have survived so
hopefully he will find help.

6 headings, subheadings and bullet points

introductions and conclusions

written in a factual tone – they avoid emotion

use the active voice where possible

use connectives to organise and link ideas

use clear, precise language.

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

8 Choices and decisions

8.1 The Merchant of Venice 6–7 Outcomes will vary.

1 Outcomes will vary. 8.2 Life choices

2 • The Prince of Morocco chooses the gold 1 diverged: went in different directions
casket and finds a scroll; the Prince of
Aragon chooses silver and finds a picture undergrowth: foliage
of a fool’s head; Bassanio chooses lead. fair: attractive
• The lead casket contains a picture of Portia. equally: the same
3 Outcomes will vary. trodden: walked upon
4 Character Attitude to Moral lesson way: road
the test hence: in the future
Morocco He thinks that The scroll tells
2 • long I stood / And looked down one as far
things which him: All that
as I could – This suggests that he needed
are worth the glitters is not
to think carefully and observe things
most moneys gold.
before making the decision.
are the best.
He chooses This means that • knowing how way leads on to way, / I
gold in the he should not doubted if I should ever come back – This
hope of judge by outward suggests that once you have made a
improving his appearances as choice, it will lead to other choices, and
fortune. sometimes they you won’t ever return to the same point
are deceiving. again as life will have moved on.
Bassanio He feels The scroll tells
nervous him: You that • I took the one less traveled by, / And that
because he choose not by the has made all the difference – This suggests
might make view, / Chance as that choosing the safest or most popular
the wrong fair and choose as decision is not necessarily the best thing
choice. true! to do. It suggests we should take risks.

This means that 3 Paragraphs should include the following ideas:

he does not • How the narrators feel about their choices:
judge by outward both seem pleased with their choices.
appearances and
recognises that it • Key lines in each text: I took the one less
is what is inside traveled by, / and that has made all the
that counts. difference; I doubted if I should ever come
back; There was no going back.
5 a Portia tells Bassanio to wait a day or • The metaphors each writer uses: the road
two before choosing so she can have his less travelled is a metaphor that extends
company. throughout the poem, representing
b Portia obviously wants Bassanio to the choices we make in life and how
choose the right casket, but she says if he important it is to choose carefully; no
does not he has to leave, so it is clear she going back indicates that when we make
has no choice. a choice we need to stick with it as we
should only move forward and develop.
c The message is that people who choose
things by outward appearance are shallow • The use and effect of adverbs: long
and expensive things to do not bring I stood; equally lay; trodden black;
happiness. aggressively; rigidly; steadily; hesitantly
(explanations will vary).

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

• Structures such as rhyme, rhythm and Main points Subsidiary

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

d Learners’ answers will vary 2 • Chad says it was an instinctive decision

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

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

8.5 Impossible choices • Whether the language used exaggerates or

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

3 a Learners may note the following 2 a Paragraph 2: Developed countries should

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

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

• Text 2 purpose: to persuade the reader Check your progress

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

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

• acknowledgement of the other side of the

argument: while it is true that.

• concluding remark to summarise the main

idea: final paragraph.

5 Learners’ answers will vary but should use

ideas from the texts studied.

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

9 Endings
9.1 Saying goodbye 9.2 The end of childhood
1 Outcomes will vary, but should include 1 Learners read the poem aloud with
discussion of key points: expression.

• how busy her home life was when the 2 Discussion of the metaphor might include:
children lived at home; her sense of being
their ‘sun’; their company; the idea of
• the idea that the mother taught the
child to ride a bike – prepared her for
keeping them safe
independence
• the idea that when they visit the energy
and life returns and life gets better
• the mother’s reaction when she rides
independently – reluctance to let go
• saying goodbye to them in order; the
drive home without them; missing their
• the curved path of the park – challenges
in life ahead
company

• life goes on but it changes.

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

Books: each part of life is a chapter – things

3 Paragraphs may include some of the following
ideas:
change but it is all part of the same story.

Doors: when one thing comes to an end, new

• it describes a single moment that
represents growing up and letting go
things replace them.

Birds: unlike birds, parents do not replace

• stresses the finality of letting go.
their children with new chicks each year. • because it focuses on one significant
moment in a child’s development
3 Outcomes will vary.

4 Voice 1 is an older woman who identifies

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

• the sons’ / as harsh / as the fathers: as the

sons grow older, they replace their fathers’
silhouettes; the daughters / will take off

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

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

their aprons: a symbol of them growing up warrior. He is expected to spend time

and the temporary nature of the family as observing Lowsi and clearly finds this
it stands presently challenging at first but the reader senses
that his interest seems to grow as his
• the last two lines refer to the closing of
understanding increases.
the photograph albums – the family unit
is temporary and will keep changing until • Tony seems to respect and admire Lowsi
it will only exist in the albums. but also seems quite emotionally distant.

6 Learners’ answers will vary, but should use the 2 a Discussion may explore some of the
ideas explored in previous questions to draw following:
comparisons.
• Huang is an elderly Chinese man, so is
very respectful of older traditions. He
9.3 The stranger therefore approves of Lowsi teaching
1 • His father invited the stranger into the Tony.
house; his parents appear to have had a • Kim is young and female but as an
conversation with him speaking quietly athlete she focuses on the importance
which implies they did not want him of having a good trainer.
to hear; the parents seem afraid of the
stranger as they do what he tells them to • Andre is young and focuses on the
do and let him take their son. positive impacts that change can
have. He sees Lowsi taking Tony as a
• He is scared as he hides behind his father’s positive thing for Tony as it leads to
legs; he realises that something strange is new adventures.
happening but does not understand; he
obeys his mother; he does not understand b Individual responses may consider Tony
that his father is crying; he thought it was being taken to a new country, his parents,
an adventure at first but then becomes the opportunity offered to him by Lowsi,
scared; he is confused and frightened etc.
when they arrive in China.
3 Example answers:
• The grandfather seems very distant
a I pushed quickly past him and tried to
and stern.
hide behind my father’s legs, being careful
2 Improvised monologues should build on ideas not to look directly at the man.
and details from the text.
b He began to develop his own styles and
3 Scripts should build on ideas and details from teach the ways of Kung Fu, after leaving
the text and use the bullets to plan the script. the temple of his training.

c I was his most unexpected and unlikely

9.4 A new beginning disciple since Lowsi had no son of his
1 Answers may explore some of the following: own.

• Lowsi’s heritage as a direct descendent 4 Learners’ answers will vary.

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

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

time so Polly was protecting Ruby when 3 Discussion should consider vocabulary and
she heard her cry protecting her owner. expression, looking at how these were adapted
for the different audiences.
3 Discussions may include some of the
following ideas: 4 Answers may explore some of the following
ideas: Grandma bringing her the fruit and
• Joey’s injury shows that the problems
showing concern; Ruby’s conversation with
caused by the poachers are ongoing – it
her father; the idea of her mother living on in
stresses the seriousness of their actions
her; her mother being proud of her.
and the way they have affected the animals.

• Ruby’s concern for Joey is greater than her Check your progress
pleasure that the villains have been caught.
This shows the reader she has morals and 1 It can sound more like spoken English and
priorities and makes her admirable. bring the reader closer to the writer.

• Focusing on Joey means that the villains 2 The punctuation and structure can help
fade away rather than focusing on them indicate the pace or pauses. It can show
too much as the reader. whether a poem is about one single idea or
lots of ideas. For example, ‘To a Daughter
4 a I agree. Stringer seems to realise his Leaving Home’ is about one moment in
actions have not paid off and has some childhood so is a continuous sentence.
regrets, so he probably does agree with
Ruby. 3 Use voice, gesture and body language carefully
to enhance what is being said.
b I disagree. I think Ruby wants to stop
Joey getting hurt. And that is the thing 4 A present participle puts emphasis on the first
that most concerns her. action in the sentence. For example, ‘Holding
my umbrella tightly, I battled through the
c I disagree. Ruby is brave but Polly helps strong winds and rain.’
her to rescue Joey as well as the police.
5 Some stories end with a main character
d I disagree. The police officer comes to finding success and learning something. Other
check on Joey so is also concerned. stories end with the main character being
disappointed or failing to reach their goal.
e I agree. Ruby is right when she says the
world does not belong to them. She is 6 You need to choose an appropriate level of
reminding them that selfish actions harm formality and think about the difficulty level
others. of the language and structures that you use for
your target audience.
f I agree. I think the writer gives Ruby
the final word, so we agree with her
viewpoint.

5 Learners’ answers will vary but should

consider the qualities of a hero explored in
Unit 5, as well as the evidence from the extract.

9.6 Learning things

1 Speeches will vary but should be written for
a younger audience. They should consider
the characters and their actions, Ruby’s
motivation and courage, and the moral
message of the story.

2 Learners should adapt the ones previously

written for a younger audience to make it
appropriate for adults.

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

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