Full Sample English Tr7

We are working with Cambridge Assessment International Education towards endorsement of this title.
Cambridge Lower Secondary
E
English
PL
TEACHER’S RESOURCE 7
Patrick Creamer, Duncan Williams, Helen Rees-Bidder & Graham Elsdon
M
SA
Second edition Digital access
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108782128.
Cambridge Lower Secondary
E
English
PL
TEACHER’S RESOURCE 7
Patrick Creamer, Duncan Williams, Helen Rees-Bidder & Graham Elsdon
M
SA
ISBN_9781108782128.
University Printing House, Cambridge CB2 8BS, United Kingdom

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© Cambridge University Press 2021
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permission of Cambridge University Press.

First published 2015
Second edition 2021
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NOTICE TO TEACHERS IN THE UK

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It is illegal to reproduce any part of this work in material form (including photocopying and
electronic storage) except under the following circumstances:
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ISBN_9781108782128.
CONTENTS
Contents
Introduction5
How to use this series 6
How to use this Teacher’s Resource 8
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About the authors 13
About the curriculum framework 14
About the assessment 14
Approaches to learning and teaching 15
Setting up for success
Teaching notes
1 Adventure20
2 ‘Hey, You Down There’
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Approaches to learning and teaching English 17
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45
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3 Film and fame 69
4 Small but perfect 96
5 Unusual education 124
6 Life stories 148
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7 ‘The Travel Agency’ 174

8 In the city 199
9 Dangers of the sea 225
Acknowledgements252
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CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE
Digital resources
The following items are available on Cambridge GO. For more information on how
to access and use your digital resource, please see inside front cover.
Active learning
Assessment for Learning
Developing learners’ language skills
Differentiation
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Improving learning through questioning
Language awareness
Metacognition
Skills for Life
Lesson plan template

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Letter for parents – Introducing the Cambridge Primary and
Lower Secondary resources
Curriculum framework correlation

Scheme of work
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Audio files
Diagnostic check and answers
Mid-point test and answers
End-of-year test and answers
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Answers to Learner’s Book activities

Answers to Workbook activities
Glossary
You can download the following resources for each unit:
Differentiated worksheets and answers

Language worksheets and answers
Extract sheets and audioscripts
End-of-unit tests and answers
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ISBN_9781108782128.
INTRODUCTION
Introduction
Welcome to the new edition of our Cambridge Lower Secondary English series.
Since its launch, the series has been used by teachers and learners in more than 100 countries for
teaching the Cambridge Lower Secondary English curriculum framework.
This exciting new edition has been designed by talking to Lower Secondary English teachers all
over the world. We have worked hard to understand your needs and challenges, and then carefully
designed and tested the best ways of meeting them.
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As a result of this research, we’ve made some important changes to the series. This Teacher’s
Resource has been carefully redesigned to make it easier for you to plan and teach the course.
The series now includes digital editions of the Learners’ Books and Workbooks. This Teacher’s
Resource also offers additional materials available to download from Cambridge GO. (For more
information on how to access and use your digital resource, please see inside front cover.)
and peer assessment. PL

The series uses the most successful teaching approaches, like active learning and metacognition,
and this Teacher’s Resource gives you full guidance on how to integrate them into your classroom.
Formative assessment opportunities help you get to know your learners better, with clear learning
intentions and success criteria as well as an array of assessment techniques, including advice on self
Clear, consistent differentiation ensures that all learners are able to progress in the course with
tiered activities, differentiated worksheets and advice about supporting learners’ different needs.
All our resources include extra language support to enable learning and teaching in English.
They help learners build core English skills with vocabulary and grammar support, as well as
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additional language worksheets.
We hope you enjoy using this course.
Eddie Rippeth
Head of Primary and Lower Secondary Publishing, Cambridge University Press
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ISBN_9781108782128.
How to use this series

All of the components in the series are designed to work together.
The Learner’s Book is designed for learners to use in
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class with guidance from the teacher. It offers complete
coverage of the curriculum framework. A variety of
activities, texts and images motivate learners and help
them to develop the necessary skills. Each unit contains
opportunities for formative assessment, differentiation
and reflection so you can support your learners’ needs
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A digital version of the Learner’s Book is included with
the print version and available separately. It includes
simple tools for learners to use in class or for self-study.
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The skills-focused write-in Workbook
provides further practice of all the reading
and writing skills presented in the Learner’s
Book, and is ideal for use in class or
as homework. A three-tier, scaffolded
approach to skills development promotes
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visible progress and enables independent

learning, ensuring that every learner is
supported. Teachers can assign learners
activities from one or more tiers for each
session, or learners can progress through
each of the tiers in the session.
A digital version of the Workbook is
included with the print version.
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ISBN_9781108782128.
HOW TO USE
INTRODUCTION
THIS SERIES
The Teacher’s Resource is the foundation

of this series and you’ll find everything you
need to deliver the course in here, including
suggestions for differentiation, formative
assessment and language support, teaching
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ideas, audio, audioscripts, answers, tests and
extra materials. Each Teacher’s Resource
includes:
• a print book with detailed teaching notes
for each session
•
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digital access with all the material from
the book in digital form plus editable
planning documents, downloadable
answers, audio, audioscripts, worksheets
and more.
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A letter to parents, explaining the course, is available to download
from Cambridge GO (as part of this Teacher’s Resource).
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How to use this

Teacher’s Resource
This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver
the content in our Cambridge Lower Secondary English resources. Some of the material is provided
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as downloadable files, available on Cambridge GO. (For more information about how to access and
use your digital resource, please see inside front cover.) See the Contents page for details of all the
material available to you, both in this book and through Cambridge GO.
Teaching notes
1 Adventure
Unit plan
can be used to deliver the session.
Session Approximate
number of
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This book provides Teaching notes for each unit of the Learner’s Book and Workbook.
Each set of teaching notes contains the following features to help you deliver the unit.
The Unit plan summarises the sessions covered in the unit, including the number of learning hours
recommended for each session, an outline of the learning content and the Cambridge resources that
Outline of learning content Resources

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learning hours
1.1 The 3 hours, Learners find out about the characters, Learner’s Book Session 1.1
start of an 30 minutes settings and structure of adventure stories. Workbook Session 1.1
adventure
1.2 Quest! 3 hours Learners explore how a story might develop, Learner’s Book Session 1.2
and discover how to write and perform a Workbook Session 1.2
The Background knowledge feature explains prior
monologue.
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knowledge required to access the unit and gives BACKGROUND KNOWLEDGE

1.3 Train 3 hours, Learners explore how to make a spoken Learner’s Book Session 1.3
suggestions for addressing any gaps in your learners’
trouble 30 minutes anecdote and a written account
It is more
useful to have a good understanding
Workbook Sessionof1.3a
prior knowledge.
interesting. range of different literary genres (historical fiction,
Learners’ prior knowledge can be informally Language worksheets
traditional folk/fairy tales1.1
and myths,
and 1.2 science fiction,
assessed through the Getting started feature in the
mystery stories, fantasy fiction, adventure stories,
Learner’s Book. Differentiated
etc.).
worksheets 1A, 1B and 1C
1.4 A hard 2 hours, Learners identify the main events in a poem, Learner’s Book Session 1.4
journey 45 minutes explore the use of sound effects created by Workbook Session 1.4
The Teaching skills focus feature covers a teaching
a poet’s skillof language, and discuss
choices TEACHING SKILLS FOCUS
and suggests how to implement it in alternative
the unit. views of the meanings of a poem.
1.5 Danger! 2 hours, Learners identify ways inAwhich a writer
powerful idea behind Learner’s Book is
active learning Session
that 1.5
45 minutes creates excitement and suspense, and knowledge
learners create for themselves
Workbook Sessionrather
1.5
explore the effects of using
thanpowerful verbs,to them.
it being given
ellipses and short sentences.
1.6 Creating 3 hours, Learners find out how to write an exciting Learner’s Book Session 1.6
suspense 15 minutes opening to a story, and practise using another Workbook Session 1.6
reader’s response to help evaluate and
improve their writing.
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BACKGROUND KNOWLEDGE ISBN_9781108782128.
HOW TO USE THIS TEACHER’S RESOURCE
Reflecting the Learner’s Book, each unit consists of multiple sessions.

At the start of each session, the Learning plan table includes the learning objectives, learning
intentions and success criteria that are covered in the session.
It can be helpful to share learning intentions and success criteria with your learners at the start
of a lesson so that they can begin to take responsibility for their own learning.
LEARNING PLAN
Learning objectives Learning intentions Success criteria
7Rv.01, 7Rs.01, 7Rs.02, 7Ri.01, Learners will: Learners can:
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7Ri.03, 7Ri.06, 7Ri.07 • discuss the features of • identify some features of
adventure stories adventure stories
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The Language support feature contains suggestions for
how to support learners who may need extra
language support.
LANGUAGE SUPPORT
In this session, learners are asked to predict what they

think will happen in a story. To do so, they will need to
use the future form of will + infinitive as well as modal
verbs showing degrees of certainty. These have the
same form, but it is useful for learners to focus on the
function of the different verbs.
There are often Common misconceptions associated with particular learning areas. These are listed,
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along with suggestions for identifying evidence of the misconceptions in your class and suggestions
for how to overcome them.
Misconception How to identify How to overcome

Some learners might believe Ask learners to think back to Ask learners to suggest one
that every element of a good Session 1.1. Recap (by asking unusual feature followed by one
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adventure story has to be unusual. questions) on what was unusual normal/everyday feature of Odile’s
This might lead them to ignore about the setting and situation at situation. Keep going with this until
simple elements such as family and the start of the story about Odile. learners understand how there is a
friendship, which allow the average balance between the ordinary and
reader to identify and sympathise the extraordinary.
with the character(s).
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For each session, there is a selection of Starter ideas, Main teaching ideas and Plenary ideas.
You can pick out individual ideas and mix and match them depending on the needs of your
class. The activities include suggestions for how they can be differentiated or used for assessment.
Homework ideas are also provided.
Starter idea Main teaching ideas

Using verbs (10 minutes) 1 What happens to Odile next?
Resources: Learner’s Book, Session 1.2, [1.2] (30 minutes)
Getting started activity Learning intention: Describe how stories develop.
Description: Write on the board some of the elements
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Resources: Learner’s Book, Session 1.2, ‘Beware
of adventure stories considered in Session 1.1, Low-Flying Girls’ extract, Activities 1 and 2
and the characters involved in them: often involve
journeys; characters may have special skills or powers Description: Direct learners to Activity 1 in the
(although not necessarily aware of them at the start); Learner’s Book and give them ten minutes to work
characters face challenges; often develop friendships in pairs to discuss the two ideas about how the
story might develop and then compare it to their
for linking to other subject areas.PL

to overcome challenges and reach a happy ending.
The Cross-curricular links feature provides suggestions

own predictions.
CROSS-CURRICULAR LINK
Geography: Show them a map of India and its
railways, and invite them to spend a few minutes
looking at how someone might plan a series of
journeys in order to travel ‘Around India in 80
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Trains’. Get learners to trace the journey that begins
from Chennai Egmore station on the Anantapuri
Express to Nagercoil. A few YouTube clips of the
Anantapuri Express to Nagercoil would be useful.
Note: some texts used in the Learner’s Book and Workbook have been abridged, so please be aware
that learners may not be presented with the full version of the text.
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ISBN_9781108782128.
HOW TO USE THIS TEACHER’S RESOURCE
Digital resources to download

This Teacher’s Resource includes a range of digital materials that you can download from
Cambridge GO. (For more information about how to access and use your digital resource, please see
inside front cover.) This icon indicates material that is available from Cambridge GO.
Helpful documents for planning include:
• Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources: a
template letter for parents, introducing the Cambridge Lower Secondary English resources.
• Lesson plan template: a Word document that you can use for planning your lessons.
• Curriculum framework correlation: a table showing how the Cambridge Lower Secondary
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English resources map to the Cambridge Lower Secondary English curriculum framework.
• Scheme of work: a suggested scheme of work that you can use to plan teaching throughout
the year.
Each unit includes:
• Differentiated worksheets: these worksheets are provided in variations that cater for different
•
•
•
annotated by learners. PL
abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets
labelled ‘C’ are designed to challenge more confident learners. Answer sheets are provided.
Language worksheets: these worksheets provide extra language support. Answer sheets are provided.
Extract sheets: these are copies of all the texts in the Learner’s Book which can be shared and
Audioscripts: these are transcripts of all the listening activities in the Learner’s Book.
End-of-unit tests: these provide quick checks of learners’ understanding of the concepts covered
•
in the unit. Answers are provided. Advice on using these tests formatively is given in the
Assessment for Learning section of this Teacher’s Resource.
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Additionally, the Teacher’s Resource includes:
• Diagnostic check and answers: a test to use at the beginning of the year to discover the level that
learners are working at. The results of this test can inform your planning.
• Mid-point test and answers: a test to use after learners have studied half the units in the
Learner’s Book. You can use this test to check whether there are areas that you need to go over
again.
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• End-of-year test and answers: a test to use after learners have studied all units in the Learner’s
Book. You can use this test to check whether there are areas that you need to go over again, and
to help inform your planning for the next year.
• Answers to Learner’s Book activities
• Answers to Workbook activities
• Glossary
In addition, you can download more detailed information about teaching approaches.
Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part
of the digital resources for the Learner’s Book).
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ISBN_9781108782128.
RKSHEET 2.1
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ISBN_9781108782128.
ABOUT THE AUTHORS
About the authors

Patrick Creamer
Patrick is an English Language and Literature teacher, and an author of
learning resources for children, adolescents and adults, specialising in writing
guidance and supporting materials for teachers. His main areas of interest
are metacognition, teachers’ use of questioning strategies, active learning,
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and linguistics.
Graham Elsdon
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Graham has been an English leader in a successful school in the north of
England, and he is an experienced examiner. He is a visiting lecturer at
Newcastle University, and presents staff and student training on English courses
for a variety of organisations and training providers. In addition, Graham has
authored several GCSE and A Level study guides and textbooks.
Esther Menon
Esther is an English consultant, teacher and educational author. She is a lead
adviser for the Russell Education Trust, working across five secondary schools in
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England. Her passion is contemporary poetry and the value of creative writing
in schools.
Helen Rees-Bidder
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Helen taught in the UK for 27 years. She is now a freelance educational

consultant and her current roles include working as an examiner. Helen has
delivered face-to-face and online training courses and enrichment workshops in
a number of countries. She is passionate about developing oracy skills across the
curriculum.
Duncan Williams
Duncan is a teacher and examiner of English Language and Literature, an
author of textbooks for international students, and an experienced trainer of
English teachers worldwide. His particular interest is in encouraging teachers
and learners to apply knowledge about English Language to literary as well as
non-literary texts.
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ISBN_9781108782128.
About the curriculum

framework
The information in this section is based on the Cambridge Lower Secondary English curriculum
framework (0861) from 2020. You should always refer to the appropriate curriculum framework
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document for the year of your learners’ assessment to confirm the details and for more information.
Visit www.cambridgeinternational.org/lowersecondary to find out more.
The Cambridge Lower Secondary English curriculum framework has been designed to help
learners to become confident communicators. They will learn to apply reading, writing, speaking
and listening skills in everyday situations, as well as developing a broad vocabulary and an
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understanding of grammar and language. Through this curriculum, learners will develop evaluation
skills, learn to appreciate texts from different cultures, and learn to write for different audiences
and purposes.
The Cambridge Lower Secondary English curriculum framework is split into three strands:
reading, writing and speaking and listening. For more information, visit the Cambridge
Assessment International Education website.
A curriculum framework correlation document (mapping the Cambridge Lower Secondary
English resources to the learning objectives) and scheme of work are available to download from
Cambridge GO (as part of this Teacher’s Resource).
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About the assessment
Information about the assessment of the Cambridge Lower Secondary English
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curriculum framework is available on the Cambridge Assessment International Education

website: www.cambridgeinternational.org/lowersecondary
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ISBN_9781108782128.
APPROACHES TO LEARNING AND TEACHING
Approaches to
learning and teaching
The following are the teaching approaches underpinning our course content and how we understand
and define them.
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Active learning
Active learning is a teaching approach that places learning at its centre. It focuses on how learners
learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think hard’,
Assessment for Learning PL

rather than passively receive information. Active learning encourages learners to take responsibility
for their learning, and supports them in becoming independent and confident learners in school
and beyond.
Assessment for Learning (AfL) is a teaching approach that generates feedback, which can be used
to improve learners’ performance. Learners become more involved in the learning process and,
from this, gain confidence in what they are expected to learn and to what standard. We, as teachers,
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gain insights into a learner’s level of understanding of a particular concept or topic, which helps to
inform how we support their progression.
Differentiation
Differentiation is usually presented as a teaching approach where teachers think of learners as
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individuals and learning as a personalised process. Whilst precise definitions can vary, typically the
core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or
context, make progress towards their learning intentions. It is about using different approaches and
appreciating the differences in learners to help them make progress. Teachers therefore need to be
responsive, and willing and able to adapt their teaching to meet the needs of their learners.
Language awareness
For all learners, regardless of whether they are learning through their first language or an additional
language, language is a vehicle for learning. It is through language that learners access the learning
intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure
that language doesn’t present a barrier to learning.
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ISBN_9781108782128.
Metacognition
Metacognition describes the processes involved when learners plan, monitor, evaluate and make
changes to their own learning behaviours. These processes help learners to think about their
own learning more explicitly and ensure that they are able to meet a learning goal that they have
identified themselves or that we, as teachers, have set.
Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people
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from around the globe? To create innovation as technology increasingly takes over routine work?
To use advanced thinking skills in the face of more complex challenges? To show resilience in the
face of constant change? At Cambridge, we are responding to educators who have asked for a
way to understand how all these different approaches to life skills and competencies relate to their
teaching. We have grouped these skills into six main Areas of Competency that can be incorporated
into teaching, and have examined the different stages of the learning journey and how these
These six key areas are:

•
•
•
•
•
•
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competencies vary across each stage.
Creativity – finding new ways of doing things, and solutions to problems

Collaboration – the ability to work well with others
Communication – speaking and presenting confidently and participating effectively in groups
Critical thinking – evaluating what is heard or read, and linking ideas constructively
Learning to learn – developing the skills to learn more effectively
Social responsibilities – contributing to social groups, and being able to talk to and work with
people from other cultures.
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More information about these approaches to learning and teaching is available to download from
Cambridge learner and teacher attributes

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This course helps develop the following Cambridge learner and teacher attributes.
Cambridge learners Cambridge teachers

Confident in working with information and Confident in teaching their subject and
ideas – their own and those of others. engaging each learner in learning.
Responsible for themselves, responsive to Responsible for themselves, responsive to
and respectful of others. and respectful of others.
Reflective as learners, developing their ability Reflective as learners themselves, developing
to learn. their practice.
Innovative and equipped for new and future Innovative and equipped for new and future
challenges. challenges.
Engaged intellectually and socially, ready to Engaged intellectually, professionally and
make a difference. socially, ready to make a difference.
Reproduced from Developing the Cambridge learner attributes with permission from
Cambridge Assessment International Education.
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APPROACHES TO LEARNING AND TEACHING ENGLISH
Approaches to
learning and teaching
English
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Structure of the course
The Learner’s Book contains nine units, each based on exciting themes like ‘Adventure’ and
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‘Dangers of the sea’. Most units contain a range of international fiction, non-fiction, poetry and
drama text extracts, reflecting the interests and diverse cultural backgrounds of your learners. There
are two units that are different (Unit 2: ‘Hey, You Down There’ and Unit 7: ‘The Travel Agency’).
Each of these two units focuses on one full short story, promoting reading for pleasure and allowing
students to delve deeper into language and meaning.
Every unit contains six sessions, each designed to take around 2.5 hours of teaching time including
the Workbook activities and Worksheets. If your timing is different, we hope the materials are
flexible enough for you to be able to fit them to your requirements.
The Workbook accompanies the Learner’s Book, providing supplementary and extension material.
The content mirrors the content of the Learner’s Book to support:
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• reinforcement of concepts introduced in the Learner’s Book
• the Language focus parts of some sessions
• differentiated activities
• independent work or homework.
Skills development
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Cambridge Lower Secondary English offers an integrated approach to the four language skills
(speaking, listening, reading and writing), allowing you to cover learning objectives from each
strand of the curriculum framework in your English lessons.
Speaking and listening

Speaking and listening underpin this course. Each session offers opportunities to consolidate
and develop the speaking and listening sub-strands (making yourself understood, showing
understanding, group work and discussion, performance, and reflection and evaluation). Listening
activities are included in the Learner’s Book with accompanying recordings available in this
Teacher’s Resource. (If you are unable to play the recordings, audioscripts in this Teacher’s
Resource allow you to read the text out to your class instead.) Audio tracks actively promote good
pronunciation of English and you will find recordings of all the texts from the Learner’s Book in
this Teacher’s Resource as well as in the Digital Learner’s Book.
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ISBN_9781108782128.
Reading and writing

We ensure rich coverage of each reading and writing sub-strand as follows:
• Word structure (spelling): students are encouraged to explore the etymology of words and
improve their spelling through checking their own and others’ work.
• Vocabulary and language: we provide multiple opportunities for securing vocabulary, exploring
context, grammatical features and word families. We also explore texts with learners to reflect
on writers’ choices of vocabulary and language. You will find further vocabulary practice in the
Workbook and Language Worksheets (available to download from this Teacher’s Resource).
• Grammar and punctuation: while mindful of reading for pleasure and text coherence, we focus
on the grammar and punctuation arising from a text so that learners experience new structures
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and grammar rules in context. Wherever you find a Language focus box in the Learner’s
Book, there is further practice in the corresponding Workbook session. We have respected
both teachers’ and learners’ capacity for understanding and using correct metalanguage in the
classroom, especially in writing activities.
• Structure of texts: an exciting range of authentic texts is provided for discussion, performance,
reflection and as models for learners’ own writing. This is especially true in the final sessions of
•
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each unit when learners aim to write within the support of frameworks or scaffolds.
Interpretation of and creation of texts: while the units provide a rich and broad selection of texts,
it is also expected that learners enjoy texts outside of the course, especially aligned in some way
to the topic or theme. Differentiation within each activity ensures that all learners can explore
authentic texts and experiment with creative ideas and writing.
Appreciation and reflection of reading: we support the ethos of reading for pleasure, and
encourage learners to reflect and evaluate their wider reading. In particular, the two short-story
units allow students the satisfaction of reading a story from beginning to end.
Presentation and reflection of writing: we encourage learners to adopt a write, reflect/evaluate
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and improve cycle of working. We encourage them to present their own work and listen for
feedback as well as to talk about and reflect on their own and others’ ideas.
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ISBN_9781108782128.
SETTING UP FOR SUCCESS
Setting up for success

Our aim is to support better learning in the classroom with resources that allow for increased learner
autonomy while supporting teachers to facilitate student learning. Through an active learning
approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking
in a variety of ways, learners will develop analysis, evaluation and problem-solving skills.
Some ideas to consider to encourage an active learning environment are as follows:
• Set up seating to make group work easy.
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• Create classroom routines to help learners to transition between different types of activity
efficiently (e.g. move from pair work to listening to the teacher to independent work).
• Source mini-whiteboards, which allow you to get feedback from all learners rapidly.
• Start a portfolio for each learner, keeping key pieces of work to show progress at
•
parent–teacher days.
Planning for active learning

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Have a display area with learner work and vocab flashcards.
We recommend the following approach to planning.

1 Plan learning intentions and success criteria: these are the most important features of the lesson.
Teachers and learners need to know where they are going in order to plan a route to get there.
2 Plan language support: think about strategies to help learners overcome the language demands
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of the lesson so that language doesn’t present a barrier to learning.
3 Plan starter activities: include a ‘hook’ or starter to engage learners using imaginative strategies.
This should be an activity where all learners are active from the start of the lesson.
4 Plan main activities: during the lesson, try to: give clear instructions, with modelling and written
support; coordinate logical and orderly transitions between activities; make sure that learning is
active and all learners are engaged; create opportunities for discussion around key concepts.
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5 Plan assessment for learning and differentiation: use a wide range of Assessment for Learning
techniques and adapt activities to a wide range of abilities. Address misconceptions at
appropriate points and give meaningful oral and written feedback which learners can act on.
6 Plan reflection and plenary: at the end of each activity and at the end of each lesson, try to: ask
learners to reflect on what they have learnt compared to the beginning of the lesson; build on
and extend this learning.
7 Plan homework: if setting homework, it can be used to consolidate learning from the previous
lesson or to prepare for the next lesson.
To help planning using this approach, a blank Lesson plan template is available to download from
For more guidance on setting up for success and planning, please explore the Professional Development
pages of our website www.cambridge.org/education/PD.
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1 Adventure
Unit plan
Session Approximate Outline of learning content Resources
number of
learning hours
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1.1 The 3 hours, Learners find out about the characters, Learner’s Book Session 1.1
start of an 30 minutes settings and structure of adventure stories. Workbook Session 1.1
adventure
1.2 Quest! 3 hours Learners explore how a story might develop, Learner’s Book Session 1.2
and discover how to write and perform a Workbook Session 1.2
monologue.
1.3 Train
trouble
1.4 A hard
journey
3 hours,
30 minutes
2 hours,
45 minutes
PLLearners explore how to make a spoken
anecdote and a written account more
interesting.
Learners identify the main events in a poem,

explore the use of sound effects created by
a poet’s choices of language, and discuss
Learner’s Book Session 1.3
Workbook Session 1.3
Language worksheets
1.1 and 1.2
Differentiated
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alternative views of the meanings of a poem.
1.5 Danger! 2 hours, Learners identify ways in which a writer Learner’s Book Session 1.5
45 minutes creates excitement and suspense, and Workbook Session 1.5
explore the effects of using powerful verbs,
ellipses and short sentences.
1.6 Creating 3 hours, Learners find out how to write an exciting Learner’s Book Session 1.6
suspense 15 minutes opening to a story, and practise using another Workbook Session 1.6
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reader’s response to help evaluate and

improve their writing.
BACKGROUND KNOWLEDGE
For the teacher particular genre are like ‘ingredients’, and the way
It is useful to have a good understanding of a writers combine them are like ‘recipes’.
range of different literary genres (historical fiction, Make sure you know how writers use the narrative
traditional folk/fairy tales and myths, science structure in an adventure story:
fiction, mystery stories, fantasy fiction, adventure • an opening that establishes setting and
stories, etc.). Examples of these genres can be introduces characters
taken from your local culture and from other/
• complicating and resulting events
international cultures. Be aware that features of a
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1 ADVENTURE
CONTINUED
• a resolution/ending For the learner

• variations in chronology – for example, It will be useful for learners to have some familiarity
flashbacks and time-shifts. with adventure stories, perhaps ones they have
You can also prepare for the work on sentence heard or read, or films based on adventure stories.
types and structure in Session 1.3 by having They could also benefit from knowing some folk/
some extra examples of simple, compound and fairy tales from their own culture and other/
complex sentences based on learners’ everyday international cultures. They should understand
experience – for example, their journeys to and some simple terminology – for example, plot,
from school every day. narrative, character, setting.
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TEACHING SKILLS FOCUS
Active learning
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A powerful idea behind active learning is that
learners create knowledge for themselves rather
than it being given to them. Learners gain
knowledge by doing activities, solving problems,
and making new connections in their own thinking.
The learner is active in the process of creating their
new knowledge and learning. They have not just
been told a new fact or concept, but rather have
understood something well enough to write a text,
solve a problem, perform a task well, or discuss a
subject in an informed way.
Learners at this stage already have plenty of
experience of adventure stories. Most of the
time they have been consumers – being read to,
reading stories themselves or watching films – but
sometimes they will have been producers, acting
out stories as part of their imaginative play and
writing stories as part of English lessons. However,
they may not have been thinking consciously about
how the story was constructed – or, in more literary
terms, how the narrative was constructed. This kind
of thinking will need some metalanguage.
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The challenge with active learning is to stop yourself The notes on this unit include suggestions for active
telling learners things that they could discover for learning approaches. These will help you encourage
themselves. An active learning approach may mean learners to ask themselves questions about how
that you have to give learners more time, but it adventure stories are constructed, and identify details
will help them to take ownership of their learning in narratives that will allow them to make inferences.
instead of just accepting it as a new piece of
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knowledge that is handed to them.
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ISBN_9781108782128.
1.1 The start of an adventure

LEARNING PLAN
7Rv.01, 7Rs.01, 7Rs.02, 7Ri.01, Learners will: Learners can:

7Ri.03, 7Ri.06, 7Ri.07
• discuss the features of • identify some features of
adventure stories adventure stories
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• look for explicit information • locate explicit information
in a text in a text and understand its
• explore how writers structure meaning
their stories. • comment on the narrative
structure of a text.
LANGUAGE SUPPORT
PL
In this session, learners are asked to predict what
they think will happen in a story. To do so, they will
need to use the future form of will + infinitive as well
as modal verbs showing degrees of certainty. These
have the same form, but it is useful for learners to
focus on the function of the different verbs.
Note that there is no difference in the degree of
certainty from the three modal verbs. This is often
indicated with intonation in speaking or from the
context of writing.
Learners should be careful not to confuse maybe
with may be – for example, He may be late
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will + infinitive = a prediction for the future or a tomorrow. / Maybe he’ll be late tomorrow. The
certain event in the future first example shows the modal + infinitive and
might/may/could + infinitive = a possibility about the second example shows the adverb. They
an event in the future have similar meanings in a sentence but different
grammatical forms.
Starter idea (You could introduce the idea of adventure stories as a

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genre now.) Add these details to the titles on the board.

Going on an adventure (20 minutes) Then, combine the pairs of learners into groups of four.
Resources: Learner’s Book, Session 1.1, Getting started Ask them to imagine they will be going on an adventure as
activity a group. They can choose where they are going and why.
Description: Direct learners to the Getting started activity Tell them they have five minutes to work out and write
in the Learner’s Book. Read it through with them, then down: where they are going, why they are going, what
give them five minutes (in pairs) to follow the instruction. roles each of them will play, and what skills each of
Invite pairs of learners to offer examples of stories and/ them needs in order to succeed in their adventure.
or films from their lists. Write the most useful examples End this activity by asking the groups to tell you what
on the board, and ask the class what aspects of these ideas they came up with. Tell them that they will return
stories make them good examples of adventure stories. to the ideas of roles and skills later in the unit.
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1 ADVENTURE
Main teaching ideas it is not an unusual one – it may be determination

or bravery – but the character simply has more
1 Adventure stories as a genre and as a of this quality than the average person. If any of
‘recipe’ (30 minutes) the examples that learners have contributed so far
Learning intention: Discuss the features of include such a character, draw their attention to
adventure stories. it. If not, tell them that they are about to read the
opening of a story where a character has a most
Resources: Learner’s Book, Session 1.1, Activity 1 unusual skill.
Description: Direct learners to the list on the board Direct learners to Activity 3. Tell them that they
from the starter activity and ask them if they can will have a second chance to read Extract 1 for
see any features that adventure stories have in themselves, before they do Activity 3. They will come
common. Tell learners that they have ten minutes,
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back to Activity 2 later. Take learners through the
working in pairs, to discuss the prompts in instruction for Activity 3, and ask them to suggest
Activity 1 and make notes. While learners are brief headings for the notes they will be making.
working in pairs, write the words ‘Ingredients’ and Write these on the board and remind learners that
‘Recipe’ as headings on the board. these are the things they need to pay most attention
After ten minutes, suggest to learners that to on the first reading.
settings in adventure stories.

Differentiation ideas:
•
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constructing a story in a particular genre is like
cooking: you need ingredients and a recipe.
Combine pairs of learners into groups of four and
give them an additional five minutes to compare
their findings about characters, situations and
Support: Go round the class while learners are

working in pairs and offer them some simple
prompts about characters and settings – for
Introduce the extract as just the opening of a story.
Read the passage aloud, slowly enough for learners
who may need more time to follow the text and to
have time to notice interesting uses of language.
At the end of the reading, tell learners that they have
15 minutes, working in pairs, to complete Activity 3.
When they reread the extract, they can read sections
aloud to each other if they want to.
•
Support: The prompts for Activity 3 are
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example, by suggesting that they could think
of a challenge or a difficulty that has to be ordered so that the simplest reading task –
overcome in an adventure story. reading for explicit information – comes first.
While learners are working in pairs, support
• Challenge: Invite learners to start thinking less confident readers by helping them to locate
about the ‘Ingredients’ and ‘Recipe’ in an information in response to the first prompt.
adventure story. (You could ask them to skim-read the passage
Assessment ideas: Bring the class together. Check for any reference to family members: mother,
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on how well they have grasped the ideas of genre father, brother, sister, grandparent, and so on).
and ‘recipe’ by inviting them to contribute ideas and • Challenge: Encourage learners to work out
examples. Challenge their understanding by asking what is unusual about the setting and the story
them about how you can display these ideas and by using what they already know about the
examples on the board in relation to what is already genre of adventure stories.
written there.
Assessment ideas: Work through the Activity 3
2 The start of an adventure (30 minutes) prompts, noting learners’ responses on the board
under the headings you wrote earlier (‘Recipe’ and
Learning intention: Look for explicit information
‘Ingredients’). You can assess learners’ ability to
in a text.
locate explicit information from their answers to
Resources: Learner’s Book, Session 1.1, ‘Beware the first prompt. Remind them of the higher-level
Low-Flying Girls’ Extract 1, Activity 3 reading skill of inference by inviting them to work
Description: Suggest to learners that one important out (infer) why the writer has created an unusual
‘ingredient’ in an adventure story is for a character setting and a ‘family’ of just two characters.
to have a special skill, ability or quality. Sometimes
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ISBN_9781108782128.
3 Working out the meaning of words Resources: Workbook, Session 1.1, Focus and
(30 minutes) Practice activities
Learning intention: Work out the meaning of Description: Ask learners to imagine they are going
unfamiliar words. to tell someone the story of their journey to school
this morning. Ask them what part of that story
they would tell first. Guide learners towards the
Low-Flying Girls’ Extract 1, Activity 2
idea of telling a story in the same order in which
Description: Prepare by writing these sentences from the events occurred – chronological order: an order
the end of the extract on the board: that depends on time. Write ‘chronological order’
She stretched out the corners of her coat. on the board and invite learners to suggest some
She began to run, downhill, her feet kicking up a definitions of it. Work on agreeing a collaborative
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spray of snow. The coat billowed out behind her. class definition.
Direct learners’ attention to these sentences and ask Next, direct learners to the introduction in the
them to imagine a picture in their minds of Odile Workbook. Make sure they understand that writers
running down the hill after she has stretched out the have choices about the narrative structure they
coat. Remind them that this is her father’s coat, so it choose: they do not have to narrate in chronological
is much too big for her. Then, ask them what would order, and they do not have to reveal everything
happen to her coat as she ran.
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Now direct learners to the Reading tip in the Learner’s
Book and read it through with them. Ask them: ‘Does
the explanation of “billowed” here match your mental
picture of what Odile’s coat did?’
Make sure learners realise that they have just used
the method recommended in the Reading tip – using
details from the surrounding sentences to help
you work out meanings. Another word for this is
‘context’: all the surrounding circumstances.
about the events at the same time.
Give them 20 minutes to complete the Focus and
Practice activities in the Workbook. They may do
the reading, thinking and discussing in pairs, but
should each do the writing individually.
•
Support: If learners are struggling with the
Practice activity, tell them to start with the
events that happen when the twins are at sea
(the second prompt).
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Direct them to Activity 2 and give them ten minutes • Challenge: Encourage more confident learners
to try the method out on the four words a–d from to pay particular attention to verb forms that
the third paragraph of the story. indicate that something had happened further
Differentiation ideas: back in the past. The auxiliary verb had is the
key word to look for in the extract.
• Support: Suggest that less confident readers
look at the sentence that follows the first word Assessment ideas: After reviewing the Practice
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(‘fierce’) and ask them what it tells them about activity as a class, give learners an additional
the wind. two minutes (in pairs) to look at how the non-
chronological order works in the paragraph. Then,
• Challenge: Encourage more confident learners ask them if they noticed anything about the writer’s
to consider alternative possible meanings – even choices of language. If learners have not noticed the
directly opposite meanings – for ‘irate’. use of had, point it out to them.
Assessment ideas: As a class, ask learners to tell
you whether they used any other method – apart 5 The path through ‘Beware Low-Flying
from context – for trying to work out meanings. If Girls’ (40 minutes)
any learners have used other methods or approaches,
Learning intention: Explore how writers structure
encourage them to talk the class through them.
their stories.
Write the most successful methods on the board.
4 Narrative structure (30 minutes) Low-Flying Girls’ Extract 1, Activities 4–6
Learning intention: Explore how writers structure Description: Direct learners to Activity 4 and the
their stories. timeline for ‘Beware Low-Flying Girls’. Put them
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ISBN_9781108782128.
1 ADVENTURE
into pairs and give them 20 minutes to complete Description: On the board, write ‘Features of adventure
Activities 4, 5 and 6. They should discuss the stories’, with two columns below it: ‘Before’ and ‘After’.
questions and ideas in pairs but keep their own Invite learners to remind you of some of the features
individual notes. they considered to be ‘ingredients’ of adventure stories
While learners are working, draw an extended at the start of the session. Write some of these on the
timeline on the board, leaving enough space for: board in the ‘Before’ column.
• the last two main points from the extract (the Invite learners to say what new ‘ingredients’ they
final instruction in Activity 4) have discovered from this session and add these to
• the reasons for three features of the extract’s the ‘After’ column. Ask learners to look carefully at
narrative structure (the three questions in these lists and to tell you what they can see – or what
Activity 5) they have realised – about ‘recipes’ for putting these
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ingredients together in an adventure story.
• learners’ predictions (Activity 6).
Write any helpful insights on the board. If learners are
Differentiation ideas: struggling to see the relevance of the ‘recipe’, remind
• Support: Activity 5 requires reasons/ them about narrative structure: writers make choices
explanations – learners have to make inferences about when and how to introduce their ‘ingredients’ into
•
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(a higher-order reading skill) about why the
writer has made particular choices about the
narrative structure. If they need more help, use
the timeline on the board to suggest connections
between different points. For example:
• The second point on the timeline is about
Odile’s father’s coat.
The fourth point on the timeline is about
how Odile lives with her grandfather.
Learners could think about why the writer
the mixture.
Now direct learners to Activity 7. They should work
alone to complete this, using their own words and making
their explanations as clear and simple as they can.
After ten minutes, give learners two minutes in pairs to
compare what they have written.
End the session by asking learners to read out
individual sentences from their summaries. Invite
the class to comment – not on the content of each
sentence but on how brief and clear it is as a summary.
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tells us these two things but leaves us to If the class can detect any common ways in which the
imagine what might have happened to sentences are not good as summaries – for example, if
Odile’s father. they are too general or if they fail to use examples – and
write these on the board.
• Challenge: Encourage more confident learners
to add one more factor to their discussions
in Activity 6 – their knowledge of what CROSS-CURRICULAR LINK
typically happens in stories in the adventure
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genre. Ask learners to think back to the Physics: Introduce a more technical view of the
‘ingredients’/’recipe’ idea. weather conditions at the start of the story, and
of Odile’s ability to fly. For example:
Assessment ideas: Assess progress in understanding
of the adventure-story genre and of writers’ use of • the increase in wind-speed in mountain areas
narrative structure by asking learners to offer further and at higher altitudes in general
explanation and development to their answers. Add • how seagulls use winds to fly
any useful and interesting points to the timeline on • how much wind-force it would actually take
the board. At the end of the discussion, tell learners to lift a human being off the ground
to copy down the annotated timeline: they will use the
ideas in the Plenary. • how hang-gliding and kite-surfing work.
Plenary idea
Homework idea
What have we learnt? (20 minutes) Learners should complete the Challenge activity in
Resources: Learner’s Book, Session 1.1, Learners’ notes Workbook Session 1.1.
from Activities 4–6, Activity 7
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ISBN_9781108782128.
1.2 Quest!
LEARNING PLAN
7Rs.01, 7Ri.01, 7Ri.08, 7Ri.12, Learners will: Learners can:

7Ws.01, 7Wc.05, 7Wc.06,
7SLs.01, 7SLp.01, 7SLr.01 • describe how stories develop • predict how stories might
• explore the features of a develop
monologue • identify the features of a
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• write and perform a monologue
monologue. • write and perform an
interesting monologue.
LANGUAGE SUPPORT
PL
The Speaking tip in this session highlights emphasis
and sentence stress. Ensure that learners understand
that English is a stress-timed language, putting
equal emphasis on content words, such as nouns
and verbs, in a sentence and less emphasis on other
grammatical words, such as articles, prepositions
and auxiliary verbs.
Learners can practise this by focusing on a sentence
and identifying the content words that should be
stressed and the grammatical words that should
have less stress. This will raise awareness of speech
patterns in English and will help learners with both
speaking and listening.
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Common misconceptions
Some learners might believe Ask learners to think back to Ask learners to suggest one
that every element of a good Session 1.1. Recap (by asking unusual feature followed by one
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adventure story has to be unusual. questions) what was unusual about normal/everyday feature of Odile’s
This might lead them to ignore the setting and situation at the start situation. Make a two-column
simple elements, such as family of the story about Odile. list on the board to record what
and friendship, which allow the learners suggest. Keep going with
average reader to identify and this until learners understand how
sympathise with the character(s). there is a balance between the
ordinary and the extraordinary.
Starter idea Description: Write on the board some of the elements

of adventure stories considered in Session 1.1 and the
What is a quest? (15 minutes) characters involved in them – for example: often involve
Resources: Learner’s Book, Session 1.2, journeys; characters may have special skills or powers
Getting started activity (although not necessarily aware of them at the start);
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ISBN_9781108782128.
1 ADVENTURE
characters face challenges; characters often develop to tell you one piece of information at a time. As
friendships to overcome challenges and reach a happy learners do this, write each item on the board in
ending. bullet-point form.
Ask learners what they understand by a ‘quest’ and note • Ask the class to tell you when they think the list
down some of their interpretations on the board, in is complete.
addition to the elements of adventure stories considered • Invite learners to comment on any/all of these
in Session 1.1 (which are already marked up on the developments in the plot.
board). Give them five minutes to complete the Getting
started activity. • Put learners in pairs and give them 15 minutes to
read Extract 2 and complete Activity 2.
Afterwards, have a class discussion to ensure learners
have understood how the word ‘quest’ is connected to Then, ask the class for their thoughts about how the
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‘question’. Guide them towards understanding that a story could develop. Encourage learners to respond
search of some kind is involved. Ask them what you are to each other’s ideas by commenting on how well
searching for when you ask a question. Explain that, they matched with the bullet points in Activity 2.
for centuries, the quest has been a common feature of Differentiation ideas:
adventure stories. • Support: While they are working in pairs, guide
1 What happens to Odile next?

(30 minutes)
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Ask learners to share ideas from their lists with the class.
Write on the board the ones you think are most suitable to
help less confident learners to grasp the idea of the quest.
Main teaching ideas
Learning intention: Describe how stories develop.

Low-Flying Girls’ Extract 2, Activities 1 and 2
•
less confident learners to notice that there are
details relating to Odile’s senses: she feels (when
she kisses his cheek) that her grandfather’s skin
was colder than usual; the writer compares
the smell she notices with a series of very
unpleasant things.
Challenge: Encourage more confident learners
to look for details that remind them of other
tales of lone girls in a hostile environment. For
example, the question the Kraik’s voice asks her
is like the wolf in the story of Little Red Riding
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Hood: ‘Where are you going, little girl?’
Description: Direct learners to Activity 1 and give
them ten minutes to work in pairs to discuss the two Assessment ideas: Set a simple exercise to check
ideas about how the story might develop, and then learners’ understanding of the point the story has
compare it to their own predictions. Come together reached. Give them five minutes to write just one
as a class and invite learners to comment on any more sentence to add to the extract – it should
elements of either version. Use a four-column list be the next thing said by the thin and quiet voice.
It might be another question, an invitation or a
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on the board to record their ideas – elements they

approved of (‘pros’) and elements they disapproved warning, but it must match the rest of the text.
of (‘cons’) for each version.
2 A voice for Odile (30 minutes)
Encourage learners to explain their reasons for
preferring one version over the other – or for Learning intention: Explore the features of a
thinking that some parts of either version were monologue.
better than others. Guide them to think back to the Resources: Workbook, Session 1.2, Focus and
‘ingredients’ of adventure stories, and the typical Practice activities
‘recipe’ for a quest story.
Description: Prepare by writing the words: ‘Person’,
Direct learners to the introduction to the next part ‘Voice’, ‘Dialogue’ and ‘Monologue’ on the board
of the story, Extract 2. Point out that there are five as headings. Ask learners to look back at the single
sentences in this introduction, and that each one sentence they wrote at the end of the last activity –
contains a new piece of information about what has and ask them whose voice is speaking in that sentence.
happened since we left Odile at the end of Extract 1. Then, ask them if we have heard Odile’s voice yet in
Give them one minute to read the introductory the story.
paragraph, then ask them to close their books and
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ISBN_9781108782128.
Learners should realise that we have not, because Read through the introduction to Activity 3 with
the narrative voice is not Odile’s, and there has learners. Explain that they will be listening to an
been no dialogue. Direct their attention to the audio recording of a monologue and answering
words on the board. Make sure they understand all questions about what they have heard. Invite
these terms by asking them to explain them to you, learners to help you to create a spider diagram on
starting with voice and dialogue. the board that will remind them of all the key ideas
You can initiate a brief discussion of the word from the introduction to Activity 3. They should
‘monologue’ to practise skills of working out understand that:
meaning. To reinforce learners’ understanding, ask • there will be just one voice, telling a story from
them for other words beginning with ‘mono’. one point of view
Then, give learners 15 minutes to complete • some of what they hear will be facts and
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the Focus and Practice activities individually. information – so learners will just need to listen
and identify those facts
• some of what they hear will be about the
• Support: While they are working on the speaker’s feelings – so learners will have to infer
Practice activity, make sure that less confident what these feelings are.
learners have understood the instruction and
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are following the annotation model in the
Workbook.
Challenge: Encourage more confident readers
to ask what the purpose of the Practice activity
is. They should understand that the details and
descriptions that they pick out are likely to be
the things going through Odile’s mind. The
reader is left to infer these things because the
story is not being told through Odile’s voice.
Assessment ideas: Work quickly through the
Read through the five questions and remind learners
that questions contain information, so they will
know some things about the story and the people
involved even before they hear the audio recording.
Ask them to tell you what they learn from the
questions, and write these pieces of information
on the board. For example, Activity 3 b asks: ‘Why
does Alex think the music shop owners are happy to
let John play the guitars?’ This tells us that:
• there is a music shop in the story
• the shop owners let a character called John play
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responses to the Focus activity. Ask learners
what effect it has when the storytelling is shifted the guitars
to Odile’s first-person point of view. Then, work • Alex thinks the shop owners are happy to allow this
through their responses to the Practice activity. You • (perhaps) Alex has an opinion about this.
can assess how far learners have understood what
Direct learners to the Listening tip in the Learner’s
can be inferred about what Odile might be thinking
Book. Emphasise that they should listen carefully
and feeling.
for explicit information (what happens – the facts)
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and think also about any implicit information

03 3 The speaker’s point of view (30 minutes) (feelings or attitudes) that the speaker is
Learning intention: Explore the features of a communicating.
monologue.
Play the recording and allow five minutes afterwards
Resources: Learner’s Book, Session 1.2, Activity 3 for learners to write their answers in note form.
Download the audioscript for Activity 3 from • Support: Play the recording a second time, after
Cambridge GO (Track 03). the first five minutes of answering the questions,
to give learners a chance to listen for anything
they missed.
Description: Check that learners have fully grasped
• Challenge: Emphasise to learners that they
what a monologue is and how it relates to dialogue.
need to listen for tone as a clue to a speaker’s
(These words should still be on the board from the
attitudes and feelings (inference and
last activity.)
implicit meaning).
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ISBN_9781108782128.
1 ADVENTURE
Assessment ideas: Put learners into pairs and to create a checklist of six points that will allow
give them five minutes to look at each other’s them to assess each other’s monologues. The first
answers. Tell them they should comment on their four points should be based on Activity 6, and the
partner’s answers, highlighting whether an answer last two should be based on the Speaking tip. For
has involved inference as well as identifying example, the first point could be: Is it written from
information. Odile’s point of view?
Learners then have an additional ten minutes to
4 Planning, writing and performing a perform their monologues to each other, and
monologue (50 minutes) to give each other feedback using the checklists.
Learning intention: Write and perform a monologue.
Resources: Learner’s Book, Session 1.2, Plenary idea
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Activities 4–6
Reflecting on monologues (20 minutes)
Description: Direct learners to Activity 4 and tell Description: Ask learners to share with the whole
them they have ten minutes to complete it. They class the points they put in their checklists and
should work in pairs and keep notes of what they some comments on how well they and their partners
discuss. Once time is up, ask learners to share performed. Record on the board the things they
•
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what they have discussed. Write the most useful
findings on the board. Learners should then have
20 minutes working on their own to complete
Activities 5 and 6 (ten minutes on the planning
and ten minutes on the writing).
Support: Give learners a starter sentence – two

or three if necessary – to begin their monologue.
For example: I could see nothing, but I was sure
it must be one of the Kraiks. Grandfather had
warned me to be careful of them. I said nothing in
thought they did best and the things they thought
they did least well.
Next, direct learners to the Reflection feature at the end
of Session 1.2. Ask them about what they have learnt
from listening to a monologue; they can refer to their
notes from Activity 4. Then, ask how they used that
knowledge in their own writing and performance of a
monologue.
Tell learners they will now have a second chance to
perform their monologues and to show what they
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have learnt. Put learners into groups and tell them to
reply, but just kept climbing… complete the Peer assessment feature.
• Challenge: Encourage more confident
learners to challenge themselves by leaving Homework idea
Odile in a difficult or dangerous situation
rather than having a neat ending to their Learners should complete the Challenge activity in
monologue. Workbook Session 1.2.
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Assessment ideas: Paired assessment: After learners

have finished writing their monologues, put them
into pairs. Give them ten minutes to work together
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ISBN_9781108782128.
1.3 Train trouble

LEARNING PLAN
7Ri.02, 7Ri.03, 7Ri.04, 7Ri.10, Learners will: Learners can:

7Rg.02, 7Rg.03, 7Wg.03,
7Wg.04, 7Wp.04, 7SLm.02, • explore ways of using speech • use language to engage
7SLm.04, 7SLm.05 to engage an audience listeners in a spoken account
• look for implicit meaning in a • identify and understand
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text implicit information in a text
• use different sentence types • use different sentence
to add interest to descriptive types to write an interesting
writing. account.
LANGUAGE SUPPORT
PL
Some of the texts in this session include long
sentences that may be challenging for some
learners. Support these learners by analysing the
sentences and helping them identify different
clauses, including the main clause and subordinate
clause(s).
the main clause for meaning. Learners could also
consider the subordinating conjunctions, such as
because, as, since, though, unless, once, before,
after, which are often used to introduce these
clauses. Other subordinate clauses can be relative
clauses, which are introduced by relative pronouns
such as what, which, when, whose, that. Language
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A useful way to help learners to identify
subordinate clauses is to explain that this type worksheet 1.2 provides further support and
of clause cannot exist on its own – it depends on practice in this area.
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Learners might think that the labels In Activity 5, encourage learners Ask learners to invent simple
‘simple’, ‘compound’ and ‘complex’ to offer examples of simple sentences that express
apply to the vocabulary and ideas sentences, and comment on how complicated ideas and use
in a sentence. This is not true: far the ideas and vocabulary are advanced or specialised
these terms refer to the way the also simple. vocabulary.
sentence is constructed. You can
have a simple sentence with very
complicated ideas and vocabulary.
Starter idea Description: Hand out Language worksheet 1.1 and

allow ten minutes for learners to work through as
1 A difficult start to a journey (20 minutes) many of the activities as they can. These exercises
Resources: Learner’s Book, Session 1.3, Getting on travel-related vocabulary will help learners as
started activity; Language worksheet 1.1 they work through the activities in this session.
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ISBN_9781108782128.
1 ADVENTURE
Read the Getting started activity as a class, then put • Challenge: Challenge more confident speakers
learners into pairs and ask them to outline at least by encouraging them to make a list (one small
two examples of a difficult start to a journey to each cue-card only) of interesting descriptive words
other. Next, they should each agree on one example that they might use. Make sure they use non-
that they think might make a good/interesting/ verbal communication techniques to enhance
amusing story. their anecdote-telling.
Finally, for their chosen example, each learner should Assessment ideas: Learners could give feedback to
write down a really interesting first sentence that will each other on their anecdotes, commenting on the
grab the attention of the listeners. details included and the style in which the anecdote
was told. They should refer to the points listed on the
Main teaching ideas board and in the Learner’s Book.
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1 Recounting an anecdote (15 minutes) 2 Around India in 80 Trains (40 minutes)
Learning intention: Explore ways of using speech to Learning intention: Look for implicit meaning in
engage an audience. a text.
Resources: Learner’s Book, Session 1.3, Activity 1 Resources: Learner’s Book, Session 1.3, Around
India in 80 Trains extract, Activities 2 and 3
PL
Description: Direct learners to the definition of
an ‘anecdote’ in the Learner’s Book. Explain
that an anecdote is more than just a recount of
an experience. It is a deliberate attempt to turn
that experience into a story that will engage and
entertain the audience. Invite learners to suggest
ways in which a speaker can make an anecdote more
interesting to a listener. Write some of these on the
board. Direct learners back to the sentence they
wrote at the end of the Getting started activity. Ask
them to think about how well this sentence matches
Description: Explain to learners that they are going
to work on an extract from an autobiography. The
extract involves a difficult start to a journey.
Draw learners’ attention to the introduction of the
extract and read it through with them. Make sure
they understand who the three characters are, by
asking them to tell you what they know about them,
as you write their names on the board
Give learners time to read the extract individually
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the list on the board. and then discuss the Activity 2 questions in pairs.
When they have finished, invite learners to share
Then, direct learners to the Speaking tip in the
their ideas with the whole class. Write the clearest
Learner’s Book. Make sure they understand it by
pieces of explicit information on the board. Guide
asking them to pick out any points that are not
them towards understanding that the feelings of the
already listed on the board. Add these points to
characters (part b) might not be made completely
the list. Next, put learners into pairs and allow ten
explicit.
minutes for them to practise telling each other their
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chosen anecdote. Before they start, they must: Next, direct learners to the introduction to Activity
3 in the Learner’s Book and make sure they
• be certain about which ‘difficult start to a
understand the example. Give them ten minutes to
journey’ experience will make the best anecdote
complete Activity 3.
• make a list of the details they want to include
Finally, ask the whole class what they found from
• focus on the feelings as well as the situation – ‘reading between the lines’.
how to make listeners interested in the emotion
of the event.
• Support: As a visual reminder for Activity 2,
display on the board a simplified version (in
• Support: Help less confident learners by the form of two headings (‘Chennai Egmore
encouraging them to make a list (in note form station’ and ‘Actions/feelings of the three
only) of the details they want to include. One characters’) of the two parts of the question.
small cue-card is enough.
• Challenge: As learners are working on finding
information in the extract to answer the
Activity 2 questions, you could encourage
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ISBN_9781108782128.
the more confident learners to think about Then, look at the pair of sentences from Activity 4 in
what the writer makes explicit and what is left the Learner’s Book. Display them on the board. The
implicit. first sentence is simple in structure, but not simple
Assessment ideas: You can assess learners’ in its vocabulary or tone. The second is complex in
progress in their skills of inference by encouraging structure and uses language in metaphorical ways.
them to explain how the writer has used language Put learners into pairs and ask them to copy the
in the text – for example, how the verb in we table in Activity 4, leaving at least four lines for each
squeezed through suggests/implies that movement of the three types of sentence structure. (They will
was difficult and uncomfortable. use the table again in the next activity.)
Allow them a few minutes to copy the two sentences
3 Sentence types (45 minutes) from the board into the correct boxes, and then
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Learning intention: Use different sentence types to make some notes on the effect each sentence has.
add interest to descriptive writing. For each one, they should think about the explicit
Resources: Learner’s Book, Session 1.3, Language and implicit meaning, and how the structure of the
focus feature; Language worksheet 1.2; sentence affects its meaning.
Differentiated worksheets 1A, 1B, 1C Invite learners to offer their suggestions about any
PL
Description: Read the Language focus information
and the definitions of the sentence types in the
Learner’s Book. Afterwards, handout Language
worksheet 1.2 and ask learners to complete
the activities to remind them about main and
subordinate clauses. hand out the Differentiated
worksheets and ask learners to work individually
through the two activities.
Differentiation ideas: Monitor individual learners’
progress as they work through their worksheets,
offering support; or you can leave them to work
implicit meaning they detected in the two sentences,
and how the length and structure of either of those
two sentences affected their meaning. For example,
the short sentence Indian stations are not designed
for running might make a reader feel the writer was
talking to them personally – confiding a detail from
their experience.
Ask learners to reread the whole extract and add
further examples of each type of sentence to
their table.
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through the worksheets by themselves, following the
• Support: Help the least confident learners to
written guidance.
identify sentence types accurately. Tell them
Assessment ideas: Have a whole-class discussion they can check with you if they are unsure
to go over the examples of simple and compound of these, but insist on them giving you their
sentences. Try to ensure that all learners have a answer – and the reasons for it – first.
secure understanding of what a main clause is,
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and how simple and compound sentences are

towards exploring the possible different effects
constructed.
created by sentence length and structure – for
example, how the long lists (such as strings of
4 Sentence types and effects (30 minutes) hand-holding children, hobbling dogs, stacked
Learning intention: Use different sentence types to hessian sacks, nose-pickers, watersellers,
add interest to descriptive writing. booksellers and red-shirted porters) create a sense
Resources: Learner’s Book, Session 1.3, Around of chaos and crowdedness.
India in 80 Trains extract, Activity 4 Assessment ideas: Once learners are in pairs, allow
Description: Reread the Language focus feature them to look at each other’s tables and to discuss
in the Learner’s Book. Make sure that learners any choices of sentence types that they do not agree
understand that simple/compound/complex are on. Check learners’ understanding as you monitor
descriptions of the structure of the sentence. their individual and pair work.
A sentence can be simple in structure but still
contain difficult ideas and/or advanced vocabulary.
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ISBN_9781108782128.
1 ADVENTURE
5 A written anecdote (30 minutes) sentences of the extract from Around India in 80 Trains
Learning intention: Use different sentence types to in the Learner’s Book and ask them to comment on
add interest to descriptive writing. the language the writer has chosen to paint a picture of
the scene.
Resources: Learner’s Book, Session 1.3, Activity 5
Direct learners to the Language focus feature, and
Description: Direct learners to Activity 5 and read it read it through with them. End the session by giving
through with them. them three minutes to read through the second extract
Read the Writing tip and remind learners they from Around India in 80 Trains in the Workbook
should refer to it again as they do their writing. Focus activity individually, then ask them to pick out
Then, give learners 20 minutes to complete individual examples of effective choices of words.
Activity 5, writing a version of their anecdote from Ask learners to explain the effect of any example they
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Activity 1. choose. Reinforce the learning by writing on the board
the examples that learners can most readily agree on
Differentiation idseas:
– for example, how the phrase ineffectual wisps of air
• Support: Write on the board the main points conveys the idea that there is no escape from the heat.
from the Writing tip and the Peer assessment
Note: Learners will be doing the Workbook activities
questions as a checklist.
for homework, but the Focus activity is about sentence
•
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Challenge: Encourage more confident writers
to follow the guidance in the Writing tip about
how a written account has to follow the ‘rules’
of written English, but also to try to retain
some of the liveliness of a spoken account.
Assessment ideas: Ask learners to take it in turns to
read their written anecdote aloud to a partner. They
should correct any mistakes in their writing that they
noticed as a result of having to read it aloud. They
should also give their partner helpful feedback on
structure rather than individual choices of words.
Geography: Show learners a map of India and its
railways, and invite them to spend a few minutes
looking at how someone might plan a series of
journeys in order to travel ‘Around India in 80
Trains’. Get learners to trace the journey that begins
from Chennai Egmore station on the Anantapuri
Express to Nagercoil. A few YouTube clips of the
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how well they managed to cover the points in the
Writing tip and Peer assessment questions. Anantapuri Express to Nagercoil would be useful.
Plenary idea
Homework ideas
How speakers and writers create effects
(20 minutes) Use Workbook Session 1.3 as homework to reinforce
learners’ understanding of sentence types. Point out
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Resources: Learners’ notes from completed activities in

to learners that, in the extract in the Workbook, the
Session 1.3; Learner’s Book, Session 1.3, Around India
narrator and her companion have now left Chennai
in 80 Trains extract; Workbook, Session 1.3, Focus
Egmore station.
activity.
The Focus activity uses the next part of Around India in
Description: Invite learners to think back over all the
80 Trains, enabling less confident learners to concentrate
activities from this session and to make suggestions
on identifying the different kinds of sentence in a
about what they have learnt about features of language
provided extract.
that make good spoken and written anecdotes. Write the
most useful of these on the board. The Practice activity requires learners to devise their
own content for the different types of sentences, using
Next, ask learners to suggest specific examples of as
their understanding to improve their own writing.
many of these features as they can from their own
spoken-then-written anecdotes. If they are not quick In the Challenge activity, learners will be writing a
to make suggestions, take them back to the last four paragraph, not just looking at individual sentences.
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ISBN_9781108782128.
1.4 A hard journey

LEARNING PLAN
7Rv.02, 7Rv.03, 7Ri.01, 7Ri.03, Learners will: Learners can:

7Ri.04, 7Ri.08, 7Ri.10, 7Ra.02,
7SLg.01, 7SLg.02, 7SLg.03, • look for explicit and implicit • identify and explain explicit
7SLg.04 meanings in poetry and implicit meanings in
• explore how poets use poetry
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language features for effect • analyse how poets use
• learn how to write an analysis language features for effect
of a poem. • write an analysis of a poem.
LANGUAGE SUPPORT
PL
The poem in this session may include some
vocabulary and word order that are unfamiliar to
students. Encourage them to spend time looking
at the words and phrases, not only to work out
meanings, but also to identify how and when these
Starter idea
words are used. For example, the words ‘vessel’
and ‘banquet’ are old-fashioned or infrequently
used words. Help learners understand the poem
more fully by considering how these ideas might be
expressed in modern English.
End by suggesting to learners that writers – and

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especially poets – start with ideas like this and then
The journey of life (15 minutes) construct an entire text from them. If the class has
Resources: Learner’s Book, Session 1.4, Getting started generated any examples that look as though they
activity could develop into sustained or extended metaphors,
you could point these out.
Description: Prepare by writing two headings on the
board: ‘Life is a Journey’; ‘Life is an Adventure’.
Main teaching ideas
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Once in pairs, ask learners to discuss ideas in the

Getting started activity. Ask them to write down 1 ‘Hard is the Journey’ (20 minutes)
two sentences that portray ‘life as a journey’ and two Learning intention: Look for explicit and implicit
sentences that portray ‘life as an adventure’. When pairs meanings in poetry.
have created at least one example sentence each, ask
Resources: Learner’s Book, Session 1.4, ‘Hard is the
them to read them out. Write a few on the board.
Journey’ poem, Activity 1
It is likely that learners will create similes – for example,
Description: Prepare learners by asking them to think
‘Life is like travelling without a map’. Or they might
of a person’s life in stages: being born, being a child,
create statements that read like mottos or wise sayings –
growing to adulthood, becoming independent, having
for example, ‘Happy people treat life as an adventure’.
a family of your own, facing challenges, growing
Make use of this by guiding learners towards seeing older. You could show these stages on a timeline, as
patterns of language emerging from the examples on learners did with the stages in Odile’s narrative in
the board, and arranging the examples in groups. Session 1.1. Draw a rough timeline on the board to
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ISBN_9781108782128.
1 ADVENTURE
show stages of life. Ask learners what other ways they They should recognise that the first two important
can think of to represent the different stages or parts words begin with ‘p’ and the next two with ‘s’. They
of human life. Remind them that poems are usually might also notice that all four words end in ‘s’ (the
written in sections of lines called stanzas. Like a new usual ending in English for plural nouns) and that
paragraph, a new stanza usually marks a new stage/ ‘successions’ has four sounds that are ‘s’ or close to ‘s’.
step in the organisation of the text. Ask learners if they know any words to describe
Next, invite learners to think back to the starter these sounds. They may or may not know the terms
activity and the idea of representing life as a journey. ‘alliteration’ and ‘sibilance’. If they do, write them
What if they had lived over a thousand years ago, as on the board and invite learners to offer some more
a wealthy and adventurous man in ancient China? examples. If they do not know these words, direct
What similes and images and metaphors would they them to the definitions in the Learner’s Book and
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have used to represent the journey of life? Write make sure learners know the difference between
down some of the suggestions that learners make. consonants and vowels.
Before learners read the poem, review the Glossary Next, read through the Language focus feature with
terms with them. If they know that ‘jade’ was the learners to consolidate their understanding of how
rarest and most valuable precious stone in ancient these language techniques work.
China, what might a poet be implying by referring
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to it? What about the word ‘banquet’?
Ask learners to read the poem ‘Hard is the Journey’
and complete Activity 1 to describe what happens
in the poem. Remind them to use their own words,
not just copy lines from the poem. When they have
all completed the table, put learners in pairs to
compare what they have written.
• Support: If learners are struggling to cope
with explicit meaning, encourage them to
Learners should complete Activity 2 on their own.
•
•
Support: Model on the board a helpful format
for completing this activity (a three-column
table headed: ‘Example’; ‘Alliteration or
Sibilance?’; ‘Effect’) and add one example.
An easy one would be: breeze breaks.
Challenge: Encourage more confident learners,
who may have already taken it in turns to read
stanzas aloud to each other, to listen (and
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look) for other sound patterns – for example,
concentrate on the actions of the poem’s the internal vowel sounds in fine wines – and to
narrator. What does he do in each stanza? investigate whether there are technical terms for
• Challenge: Direct the more confident readers, who these too.
may have quickly completed the table, to focus on Assessment ideas: Ask learners for their examples
the sounds of the poem. In pairs, they could take in order to assess their ability to locate and identify
it in turns to read stanzas aloud to each other. these sound effects. If you push them to explain the
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Assessment ideas: Ask learners to peer assess each effects, you can also assess their skills of evaluation.
other’s answers, considering any differences in their
tables and how far they have managed to use their 3 Making inferences (15 minutes)
own words. Learning intention: Look for explicit and implicit
meanings in poetry.
2 Patterns in poems and successions of
Resources: Learner’s Book, Session 1.4, ‘Hard is the
sounds (30 minutes) Journey’ poem, Activities 3–5
Learning intention: Explore how poets use language
Description: Remind learners that the poem they
features for effect.
have been studying is about stages in the journey
Resources: Learner’s Book, Session 1.4, Activity 2 of life.
Description: Prepare by writing the title of this Direct learners to Activities 3 and 4, and tell them
teaching idea on the board: ‘Patterns in poems and they have 15 minutes working in pairs to discuss
successions of sounds’. Ask learners to read it aloud the questions and make notes on them. Point out to
three times. Ask them what they notice about it. learners that the answers to some of these questions
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ISBN_9781108782128.
are definite – if they read the poem carefully, they views in a more formal way. Start learners off (in the
will find a certain answer. Other questions are asking same groups as before) and give them 25 minutes to
for their view or opinion, based on what the writer complete Activities 6 and 7.
of the poem suggests – so their responses might vary. They should pay special attention to the first two
Explain that this is called ‘interpretation’ and sentences in the Speaking tip.
that it will become increasingly important as they Differentiation ideas:
progress in their English studies. Remind them that it
important that they refer to specific parts of the poem • Support: If necessary, offer groups support in
to support their opinions and ideas in discussion. organising themselves. For example, it may be
helpful to some groups to choose one learner
After 15 minutes, combine the pairs of learners into to make notes and another to be a time-keeper,
groups of four to complete Activity 5, discussing making sure everyone gets a fair amount of
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the meaning of the ending of the poem. time to speak.
Differentiation ideas: • Challenge: Where groups are able to organise
• Support: Guide less confident learners to themselves, you can encourage them to focus on
evidence in the poem that might support their how the poet uses words, sounds and images to
interpretation of why the narrator decides create mood.
•
PL
to stop feasting and picks up his sword – for
example, the Yellow River and the T’ai-hang
mountains, which he seems to have a need to
cross and climb.
Challenge: You can challenge more confident
learners to offer further explanation, perhaps
based on putting together several details from
the poem to reach a developed interpretation.
Assessment ideas: Ensure that learners are using
best practice in their group discussions. Move around
Assessment ideas: Give each learner five extra
minutes at the end to focus on how well they
contributed to the discussion and debate. They
should write down their responses to the questions
posed in the Self-assessment section.
5 Analysing the poem (30 minutes)

Learning intention: Learn how to write an analysis
of a poem.
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the room as they are working and assess how well
individuals perform as part of a group, including how Description: Make sure learners have their notes
well they listen, respond, identify points of agreement from all previous activities in this session, then ask
and disagreement, and guide the discussion towards them to look at Activity 8.
an appropriate outcome – whether they decide that Tell them they will have ten minutes to plan and 20
the ending is happy (the narrator is able to sail on) or minutes to write their response to the task.
unhappy (his journey is endless and exhausting). Suggest to them that they write one paragraph in
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response to each prompt – approximately 70 words

4 Debating the mood (40 minutes) per paragraph.
Learning intention: Look for explicit and implicit
meanings in poetry.
• Support: Make sure that less confident learners
Resources: Learner’s Book, Session 1.5, Activities 6
make an adequate plan before they start to
and 7
write. Help them if necessary (on a one-to-one
Description: Direct learners to Activity 6. Read basis) to craft an opening sentence as this is
through the instruction and the two possible often the most difficult part.
interpretations of the poem with them.
• Challenge: As in Activities 6 and 7, encourage
Ask learners to tell you the meanings of the two the more confident learners to include and
words – pessimistic (View A) and optimistic (View B). explore more complicated ideas, such as mood.
The difference between the two views is very Assessment ideas: Tell learners to exchange what
similar to the discussion in Activity 5 – however, in they have written with a partner (pairing up learners
Activities 6 and 7, learners will have to debate these with a similar level of confidence). Each learner
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1 ADVENTURE
should read their partner’s response and offer there would be a chairperson who would control the
feedback on one aspect their partner has covered proceedings, but in this case, you just want to hear as
well and one that could be improved without having many thoughtful views as possible.
to rewrite the whole response. Allow learners time Invite learners to put forward their ideas about the
to make any changes in response to this feedback. whole poem, or about individual stanzas or particular
They should then hand in their writing for teacher details. Make sure all the ideas put forward are explored,
assessment. and that learners are encouraged to support their views
by referring to particular details in the poem.
Plenary idea End the session by asking learners what they have learnt
Opinions of the poem (15 minutes) from the Session 1.4 regarding:
Resources: Learners’ notes from Activities 6 and 7 • exploring explicit and implicit meanings in poetry
E
Description: Display on the board the two views from • how poets use language features and sounds for
Activity 6 in the Learner’s Book. They should be effect
presented in bullet-point form, with plenty of space to • how to write an analysis of a poem.
record additional ideas and details from the text.
Read the Speaking tip in the Learner’s Book aloud Homework idea
1.5 Danger!
LEARNING PLAN
Learning objectives
PL
to the class. Explain that, in a more formal debate,
Learning intentions
Learners should complete Workbook Session 1.4.
Success criteria
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7Rv.02, 7Rv.03, 7Rg.01, Learners will: Learners can:
7Rg.02, 7Ri.01, 7Ri.03, 7Ri.04,
7Ri.09, 7SLp.01, 7SLp.03 • investigate some features of • comment on the features of
suspense writing suspense stories
• explore the effects of language • describe the effects of
and grammatical choices language and grammatical
choices
SA
• read aloud with expression.

• read a story aloud with
expression.
LANGUAGE SUPPORT
The extract in this session contains examples Encourage learners to reread such sentences and
of complex past tenses. The word order in to look back to identify who is doing the action in
these sentences may prove challenging for the first clause. Use concept questions to check
some learners – for example, After some understanding – for example: Who was searching?
careful searching, he found a suitable branch. How was he searching?
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ISBN_9781108782128.
Starter idea Differentiation ideas:

• Support: Provide some scaffolding for less
Tension, suspense and danger (20 minutes) confident readers in their response to Activity 1 b.
Resources: Learner’s Book, Session 1.5, Getting started Make a two-column list on the board with the main
activity heading ‘How James is feeling’ and, beneath, two
Description: Prepare by writing the three title words columns headed ‘Explicit’ and ‘Implicit’. You can
‘Tension’, ‘Suspense’, and ‘Danger’ on the board under start each column off with one detail – for example,
a larger heading of ‘Adventure Stories’. Ask learners to the opening clause He struggled on implies he was
comment on how these words and ideas are linked to each finding it very difficult.
other, and invite them to suggest ways of arranging them • Challenge: Encourage more confident readers
on the board to show how they are connected. Encourage to look at how the writer manages to tell the
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learners to share some examples of episodes from stories reader what James is thinking and feeling, even
or scenes from films that feature these words. though this is a third-person narrative.
Ask learners if any of these examples make the links Assessment ideas: Work through the answers to
between danger, tension and suspense any clearer. Can Activity 1 a and b to assess how well learners have
the class agree on a sentence that would show how they understood the story – both explicit and implicit
are related?
PL
Give learners five minutes working alone to make notes
on how they would respond to the picture in the Getting
started activity. Once in pairs, ask learners to share their
ideas and then, finally, invite the whole class to share the
ideas of suspense that the picture suggested to them.
Main teaching ideas

1 Dangers and problems for James
the spy (20 minutes)
meaning. Invite learners to suggest answers to
1 c – the six most exciting sentences in the extract.
You can assess how well they understand the
way situations and events produce suspense and
tension. Then, you can ask learners to explain how
the writer’s choices of particular words in these
sentences create excitement, which will allow you to
assess their awareness of language.
2 Storyboard for James the spy

(25 minutes)
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Learning intention: Investigate some features of Learning intention: Investigate some features of
suspense writing. suspense writing.
Resources: Learner’s Book, Session 1.5, Silverfin Resources: Learner’s Book, Session 1.5, Silverfin
extract, Activity 1 extract, Activity 2; paper containing six blank
Description: Direct learners to the introduction to storyboard panels
the extract from Silverfin. Ask them to tell you, in Description: Prepare whatever you think you may
SA
their own words, four facts they learn about James’s need for learners who are going to use the typical
situation. six-panel storyboard technique. If your learners
Write these on the board and ask learners to are not familiar with the method, you may need to
comment on how any or all of them might lead to provide some examples. Draw a rough six-panel
danger, suspense or tension. For example, the fact storyboard on the board.
that the only way to get in to the castle is to walk Keep learners in their pairs from the end of the
along a branch that hangs over a lake is an obvious previous activity, and remind them of their choices
source of danger and tension: will James try to of the six most exciting sentences in the extract.
make his way along it? Will he fall? Read the definition of ‘storyboard’ in the Learner’s
When learners have explored the problems facing Book and make sure everyone understands how a
James and the possible dangers, ask them to read storyboard can work.
the extract on their own and answer the questions Read through the instructions in Activity 2 with
in Activity 1. learners. Explain that they can decide how to
When learners have completed the task, put them approach the task: they could begin with the words
into pairs to compare their answers to Activity 1 c. and then choose or devise images to match, or they
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ISBN_9781108782128.
1 ADVENTURE
could start each panel with an image, then select Ask learners to comment on the difference between
words from the text to accompany it. ‘sneak’ and ‘get in’. Guide them towards realising
They do not have to draw elaborate pictures: they that ‘sneak’ has implications of danger, while ‘get in’
can find suitable images on the internet, or they can has no real implications at all – it is what we call a
draw a rough sketch (or stick figures). Alternatively, neutral word.
they can just write a description of the image they Now direct learners to the Language focus feature.
would like to use. Read it through with learners, and concentrate on
Give each pair of learners enough six-panel sheets the verb ‘struggled’. Ask them if this verb implies
to allow them to experiment and make mistakes, movement and power, as the text suggests. Guide
and tell them they have 30 minutes to complete the them towards realising that ‘struggled’ actually
activity. has implications of weakness, of being stuck and
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finding it difficult to move. This is what makes it an
Differentiation ideas: effective verb to use here.
• Support: Monitor pairs of learners as they are Read Activity 3 with learners and draw their
working to make sure they have understood attention to the order in which these instructions
the storyboard format. Guide them towards a are written. Ask them to tell you exactly what the
sequence of images that tells this part of the different parts of the task are, and the order in
•
story in a coherent way.
PL
to be imaginative in their choice of text to
match their images.
Assessment ideas: Encourage pairs of learners to
visit other pairs, and see how they have dealt with
the task. Each learner should write down:
•
•
what they have learnt about the story and about
suspense from doing the task
what they have learnt about storyboards from
which they will do them.
Write this order on the board. Learners should
realise that the sensible order is:
•
•
Read the extract, looking for powerful and
effective verbs.
Make a note of each of these verbs and the
effect they have.
Write the paragraph explaining how the writer
uses these verbs to create excitement.
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looking at the examples produced by other Differentiation ideas:
learners. • Support: Provide some scaffolding and
prompts for less confident learners. Write on
3 Using powerful verbs (40 minutes) the board a two-column list with the headings
Learning intention: Explore the effects of language ‘Verb’ and ‘Effect’. You could start learners off
and grammatical choices. with one example: The verb ‘shuffled’ has the
effect of implying slow and difficult movement
SA

that takes a lot of effort but does not take you
Description: Direct learners back to the introduction very far.
to the extract from Silverfin. Read the third
• Challenge: As learners are working, encourage
sentence: ‘At this point in the story, James is trying
them to notice the verbs that are followed
to sneak into a castle that hides a deadly secret.’
immediately by another word (usually a
Ask learners what word class ‘sneak’ belongs to, and preposition or an adverb) to create even more
what it implies. When you have heard a number of tension. Examples in the extract are bending
answers, write on the board what the class finally sharply … crawling downwards … slipping
agrees on. Learners should recognise that ‘sneak’ is forward … shuffled along … swaying alarmingly
a verb and that it suggests movement that is quiet … tip off.
and secretive. The person who ‘sneaks’ is trying not
Assessment ideas: Pair up learners and ask them to
to be noticed.
compare their answers. Then, invite learners to read
Point out to learners that the next sentence in the aloud any individual examples from their partner’s
introduction tells us that: ‘The only way to get in is work that they think are particularly good. Write
to walk along a branch that hangs over a lake.’ the best of these on the board.
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ISBN_9781108782128.
4 Using sentence structure and punctuation Plenary idea

for dramatic effect (30 minutes)
Reading and performing a story aloud
Learning intention: Explore the effects of language
and grammatical choices.
(30 minutes)
Resources: Learner’s Book, Session 1.5, Silverfin extract,
Resources: Learner’s Book, Session 1.5, Activities 4–6 Activity 7
Description: Direct learners to Activity 4 and read Description: Direct learners to Activity 7. Tell them they
the first sentence aloud. Explain that Activities 4, will have 15 minutes, working in pairs, to:
5 and 6 are about the different language techniques
writers use to create suspense and tension. • take it in turns to read the extract once aloud to
each other
Give learners 20 minutes to work through Activities
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4 and 5, and to complete planning for Activity 6 • look at the Activity 7 prompts and the Speaking tip
in pairs. • work out how to do a joint reading of the extract, and
After they have done the planning for Activity 6 make some notes as a reminder of what to focus on.
(by picking out examples from the extract) give After 15 minutes, combine pairs of learners into groups
learners more time to work individually on writing of four and give them an additional ten minutes in
the paragraph.
•
PL
Support: Observe and listen to pairs as
they work on Activities 4 and 5. You can
intervene with help and guidance if you think
learners need assistance to find examples or
misunderstand the effect of the examples they
have found.
Challenge: Remind more confident learners
about the last point in the Reading tip. The
which each pair will perform their joint/paired reading.
Assessment ideas: Ask learners to give feedback on
each other’s paired reading, based on the prompts
in Activity 7 and the points in the Speaking tip as
a checklist. End by asking the class: ‘What do you
understand better in the extract now that you have
performed and listened to an effective reading?’
Biology: Learners could explore ideas about
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use of short sentences will not always have the
same effect. how our brains process the stories that we read,
the images that we see or films that we watch.
Assessment ideas: Use whole-class discussion to They could research what happens to our minds
gather the answers to this sequence of activities. and emotions when we read about people in
Work through each in turn, inviting learners to dangerous situations.
offer their ideas and encouraging other learners
to challenge, question or add to the points raised.
SA
Explore some examples in detail – for instance, the Homework idea

sequence of (mostly) short sentences towards the
end of the extract, running from He didn’t move to Learners should complete Workbook Session 1.5.
He’d be stuck. Going into detail and insisting on
explanations will help you to assess whether learners
are improving their ability to evaluate effects or just
getting better at identifying features. (Being able to
identify features is a necessary basic skill, but being
able to go on to evaluate the effects is an important,
higher-order reading and language skill.)
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ISBN_9781108782128.
1 ADVENTURE
1.6 Creating suspense

LEARNING PLAN
7Rs.03, 7Ri.12, 7Ww.01, Learners will: Learners can:

7Ww.03, 7Wv.01, 7Wv.02,
7Wg.01, 7Wg.03, 7Ws.01, • use planning techniques for a • plan a piece of narrative
7Ws.02, 7Wc.01, 7Wc.02, piece of narrative writing writing
7Wc.03, 7Wc.06, 7Wp.01, • explore what makes a • identify what makes a
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7Wp.02, 7Wp.04 successful opening to a story successful opening to a story
• write and edit a narrative text. • write a narrative piece and
edit work to improve it.
LANGUAGE SUPPORT
PL
The extract in this session uses several short
sentences for effect. They can be challenging
for learners, especially if they use non-standard
sentence structure – for example: Absolute
darkness. I’d never been this scared before.
Slowly, I edged along the cliff. Help less
confident learners to reconstruct the sentences,
adding in parts of speech that have been
left out for effect – for example: There was
absolute darkness.
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Powerful verbs, short sentences Ask learners to recall the focus Suggest to learners that some
and ellipses are always necessary of Session 1.5 – how a writer situations are so full of tension
to create suspense and tension. creates suspense by using that it is not necessary to use
particular features of language. dramatic language to create more
SA
tension. For example, if a group

of characters is on board a ship in
stormy conditions when the ship’s
engines fail, the situation is so
tense that plain ordinary language
will be enough.
(See also the Starter idea.)
Starter idea Description: Prepare by making a list on the board of

some of the ‘ingredients’ of typical adventure stories
Tense situations and tense moments that learners covered in Sessions 1.1 and 1.2.
(15 minutes) You might include:
Resources: Learner’s Book, Session 1.6, • a character with a particular talent or skill – even
Getting started activity though they might not be aware of it
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ISBN_9781108782128.
• a hidden danger or a disaster looming in the near written the plan for a new novel and a publisher
future who has to decide whether this new novel is likely
• a journey that must be undertaken, a challenge to to appeal to the public.
be overcome, or a quest. The first learner has three minutes to play the role
Suggest to learners that, as well as being typical of the author, explaining what the new novel will be
ingredients for an adventure-story ‘recipe’, these about, who it will involve, where it will be set, and
elements also connect with Session 1.5 because they why it will be popular.
can all lead to a moment of high tension. The second learner then has two minutes to play
Direct learners to the point of discussion in the Getting the role of the publisher and to question the author
started activity and give them ten minutes, in pairs, about the plot, characters and setting of the new
to think of three examples of situations in adventure book. After five minutes, the two learners swap
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stories when there is a particular moment of high parts and go through the exercise again.
tension or imminent danger. After their pair discussions, Differentiation ideas:
invite learners to offer their examples to the whole class. • Support: If learners are struggling for ideas in
If learners are struggling with these ideas, prompt them the first ten minutes, point out the two example
by asking for examples from adventure stories concerning ideas in the Learner’s Book, plus the following
•
she or he has special skills
a quest
PL
the following (and write the best of these on the board):
the moment when the main character realises that
the point at which there is a decision to set out on
the point at which characters realise that an

unavoidable disaster is heading towards them – or
they are heading towards it.
End the activity by suggesting to learners that a writer •
options:
•
•
a character who realises their best friend is
in serious danger
a character who is lost in the woods as
darkness is falling.
Alternatively, they could use a picture
(such as the one in the Learner’s Book) as a
starting point.
Challenge: Encourage learners to create as
M
does not have to use dramatic language techniques when much detail as possible about their characters
the situation is already full of tension and suspense. and their setting. It must seem real.
Assessment ideas: After the paired improvisation,
Main teaching ideas give learners an extra five minutes to give each other
further feedback on their story ideas so they can tell
1 Planning the start to a story involving
each other anything else, apart from whatever they
suspense (30 minutes) had already told each other in the improvisation.
SA
Learning intention: Use planning techniques for a

piece of narrative writing. 2 Writing an effective opening (35 minutes)
Learning intention: Explore what makes a successful
opening to a story.
Description: Explain to learners that, later in the
session, they will be writing part of a story involving
and 3
suspense, but first they need to do some planning.
Description: Ask learners to write a straightforward
Direct learners to Activity 1. Tell them they have ten
opening for the story they have just planned – no
minutes, working individually, to think about the four
more than three sentences. Give them strictly
prompts in the activity and make some notes of their
five minutes to do this.
first ideas.
Put learners into pairs and give them another five
After ten minutes, tell learners to stop writing,
minutes to share their opening three sentences. They
then put them into pairs and tell them that they
should not comment: they should simply read their
are going to do an improvisation in which they
partner’s work and then give it back.
play two characters: an author who has just
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ISBN_9781108782128.
1 ADVENTURE
Then direct learners to look at the two examples Resources: Learner’s Book, Session 1.6, Activity 4
of openings in Activity 2. Ask them to discuss in Description: Direct learners to the prompts in
their pairs: Activity 4. Tell them they have 30 minutes to follow
• how the two openings are different from each the instructions. Explain that they can use whatever
other parts of their earlier planning they want to. They
• why someone might think the second one is better. can also use any new ideas they now have.
Move to a whole-class discussion. Invite learners to Make sure learners understand that they do not
share their ideas about the two openings. Encourage have to write the whole story.
them to give detailed explanations to support their Tell learners to stop writing after 30 minutes –
opinions. For example, if they think that Absolute though they can make some brief notes of any new
darkness. is a better way to start than I was walking ideas they have had, before they forget them.
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along a cliff at night, then they must explain why a two- Differentiation ideas:
word minor sentence is better than a straightforward
sentence that introduces a first-person narrator. • Support: Write a list of prompts on the board
under the heading ‘Help! I’m stuck!’. You can
Ask learners what they think there is to learn from suggest any methods from your experience of
these two alternative openings. As a reader, do you helping learners to write, but you should include:
PL
learn more from one than the other? Or are the facts of
the story the same? Are you equally interested in both?
Or does one grab your attention more than the other?
Now ask learners to follow the prompts in Activity
3 and write an improved version of their own
opening. They should keep the first version and
attempt an alternative opening, concentrating on
how to build suspense from the very beginning.
• Support: Offer suggestions for extra ideas to
•
•
•
Go back to before the beginning and tell
the reader what had been happening then.
Make sure the reader knows what the
character is thinking or feeling.
Remember that you can imply things as
well as stating them directly.
Challenge: At this stage, it would be better to
leave the more confident learners to get on with
their writing. You can intervene later, when
M
learners who need more help. For example, for you have an idea of how adventurous they have
learners who have written only one sentence been.
and cannot think of how to continue, encourage Assessment ideas: Self- and peer assessment:
them to look carefully at that one sentence to see Give learners five minutes to share what they have
what is in it that could be developed – or whether found difficult so far in the first draft. They should
they need to start further back in their story. not read each other’s work yet (they will have a
• Challenge: Encourage more confident writers to second opportunity for peer assessment in the next
SA
be more adventurous in their language choices activity), but they should respond to what their
and to use different narrative structures – for partner says about their work.
example, a verb tense that takes the action out of 4 Learning from a sample answer
the present. (60 minutes)
Assessment ideas: Ask learners to peer assess the Learning intentions: Explore what makes a
final opening sentences. They may want to go back successful opening to a story. Write and edit a
to the planning stage and ask their partner for help narrative text.
sorting out ideas and a narrative structure. Or they
may want more detailed opinion about how their Resources: Learner’s Book, Session 1.6, sample
alternative openings work to grab the attention of response to Activity 4, Activities 5 and 6
the reader. Description: Learners should remain in the same
pairs as for earlier activities in this session. Ask
3 Writing a first draft (35 minutes) them to read the sample answer to Activity 4 in
Learning intentions: Use planning techniques their pairs. Explain that this is an example of a
for a piece of narrative writing. Write and edit a good response to the task.
narrative text.
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ISBN_9781108782128.
Learners should make notes on the sample answer Plenary idea

in response to the instructions in Activities 5 and 6.
If they want to, they can read parts of the sample Writing and improving (20 minutes)
answer aloud to each other. Description: Congratulate learners on having worked
When all learners have completed the tasks, come their way through a complicated planning, writing and
back together as a class. Remind learners that even re-drafting session.
professional writers redraft and rewrite their work. Remind them, again, that professional writers go
Read the Peer assessment section with them and through the same difficulties of creating situations,
then ask them to complete the task. developing characters and devising narrative structures.
They should then redraft their writing, following the Read through the Reflection feature in the Learner’s
prompts in the Writing tip. Book and invite learners to share their initial thoughts.
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Differentiation ideas: Record the most helpful of these on the board as a
‘Do/Don’t’ list.
• Support: Write on the board some extra
guidance for Activity 6, which is about the End the session by asking learners to read out some of
voice of the story. Use ‘Voice’ as a heading, the parts of their stories that they are most pleased with.
and provide any prompts you think would be If these are parts they redrafted and improved, ask
•
variety of verb tenses.
PL
helpful. For example, you could note that the
narrative is in the first person and that there is a
Challenge: Push more confident writers to use

all the techniques they have been learning about,
but make sure they are not ‘over-writing’ – for
example, using multiple adjectives where just one
would do, or pairing every verb with a dramatic
adverb when they would be better off spending
more time choosing a suitable verb in the first
place. (You can remind them about ‘sneaks’.)
them to share their explanations for why they made
those changes.
Self-assessment: Give learners ten minutes to write
(at the bottom of their story) their responses to the
Reflection questions in the Learner’s Book.
Teacher assessment: Collect and mark the re-drafted
stories. Provide written comments in terms of the
prompts in Activity 4.
Homework idea
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Assessment ideas: Share ideas from the discussions Learners should complete Workbook Session 1.6.
as a class. You can assess how much learners have
absorbed from the previous session about the ways
writers use punctuation devices.
PROJECT GUIDANCE
SA
Introduce the project by reminding learners of Tell learners to read the instructions in the Learner’s
some of the features of adventure stories from Book. They should begin with the ‘Start by’
Session 1.1. Remind them especially that adventure prompts.
stories often feature a character who: Explain to learners that they will need to do some
• discovers that they have special skills or research. As well as thinking about superhero
powers that they were previously unaware of books, comics and films they already know, they
• decides to undertake a journey or a quest could research heroic figures from myths and
legends in their own culture and other cultures –
• has to work through difficulties and dangers –
for example, ancient Roman heroes like Hercules.
some kind of test is involved
• is faced by an enemy and/or something/
someone evil
• is successful in the end.
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ISBN_9781108782128.
2 ‘HEY, YOU DOWN THERE’
2 ‘Hey, You Down There’

Unit plan
number of
learning hours
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2.1 Calvin and 2 hours, Learners explore sentence openings and how Learner’s Book Session 2.1
Dora 30 minutes characters are presented in fiction. Workbook Session 2.1
Language worksheet 2.1
2.2 Down the 3 hours Learners practise using four sentence Learner’s Book Session 2.2
hole structures: simple, compound, complex and Workbook Session 2.2
2.3 Gold!
2.4 Glar the

Master
2.5 Back
down the hole
2 hours
3 hours
2 hours
PL
compound-complex. They also explore plot
and character in fiction.
Learners investigate setting and the use of

non-standard English in fiction.
Learners examine formal and informal uses
of language as well as different viewpoints in
fiction.
Learners practise scanning texts for specific
information, predict a story’s ending and look
at different types of endings.
Differentiated

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2.6 Turkey 2 hours, Learners continue exploring story endings Learner’s Book Session 2.6
30 minutes and write their own story. Workbook Session 2.6
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For the teacher It may be useful to read up on these grammar

Unit 2 focuses on a short story. To prepare for concepts before explaining them to learners.
these sessions, reflect on your knowledge of story For the learner
structure and concepts related to plot, character, Any familiarity with stories will help learners in
setting and different types of story endings. this unit. Ideally this will come from their reading
The following grammatical concepts are covered in of fiction, but knowledge about stories from film,
this unit (see Session 2.2): TV or other sources could also be useful. The
• single-clause and multi-clause sentences – this study of English and stories will often require the
distinction covers the subsets of simple and learner to examine the specific ways in which a
multiple sentences (compound, complex and writer has used language. However, learners may
compound-complex) understand non-linguistic elements of storytelling
(for example, characters, mood, cliff-hangers or
• coordinating and subordinating conjunctions
twist endings) from film or TV. This can be useful
• clause elements in a single-clause sentence. to reflect on as they work through this unit.
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ISBN_9781108782128.
CONTINUED
It is common for learners to be taught to classify simple, multiple, compound or complex sentences,
sentences as simple, multiple, compound or knowing about single-clause and multi-clause
complex. Prior knowledge of these sentence types sentences will give them a clearer context for
will help them to understand single-clause and understanding these other terms.
multi-clause sentences. If they are not familiar with
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Active learning
One way of thinking about active learning is to aligned with learning intentions and success criteria.
shift emphasis from what you are doing to what This type of assessment is an important part of active
your learners are doing and thinking, allowing you learning. Feedback can come from:
to provide opportunities for even more activity • you, the teacher – using descriptive feedback
PL
from learners. To use a theatre metaphor, you set
the stage, gather the props and prepare a draft
script. Then you let the learners create the play
and ‘act out’ the drama. It is the play or drama that
will be their learning, more than the preparations
you engaged in. Meanwhile, you can observe their
drama and decide what did and did not work well,
and how to improve things for next time.
Many of the activities in Unit 2 allow you to use
questions to stimulate learners to think in an active
way. There are many opportunities for learners to
• a single peer – usually following a paired activity
• a group of peers – usually following a small
group or whole-class activity
• individuals – where the learner assesses their
own work and considers how they can improve.
The atmosphere in the classroom can be an
important part of active learning. Try to encourage
learners to express ideas and ask questions without
fear of giving wrong answers. Encourage them to
be curious about any topic and then to act on this
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work in groups and pairs, as well as individually. There curiosity. Encourage learners to be open-minded,
are also suggestions for assessment that include interested and inquisitive. This guarantees learning
learners giving and receiving structured feedback will take place.
SA
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ISBN_9781108782128.
2.1 Calvin and Dora

LEARNING PLAN
7Rs.01, 7Rs.03, 7Ri.01, 7Ri.03, Learners will: Learners can:

7Ri.04, 7Ri.11, 7SLg.03,
7SLg.04 • explore how a writer presents • comment on how a writer
characters and relationships presents a character’s speech,
• learn how a writer positions a appearance, behaviour
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character in a text and thoughts, as well as
the relationships between
• understand the function of characters
sentence openings.
• describe how a writer
helps readers identify with
LANGUAGE SUPPORT
PL
The short story in this session shows narrative
structure in both tenses and cohesive features.
characters
• explain the effects on readers
of different types of sentence
opening.
learners further by breaking down the text to show

how, for example, the pronouns can be linked
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These include references to times and places, back to the noun they are replacing. Language
pronouns to refer back in the text and adverbs worksheet 2.1 provides further practice in this, so
to show the order of events. These are all useful you may want to use this as either a starter activity
for understanding the text, but you can support or alongside Activity 3.

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Contrasting characters (10 minutes) 1 Interpreting character with support from

Resources: Learner’s Book, Session 2.1, Getting started the text (30 minutes)
activity Learning intentions: Explore how a writer presents
Description: Put learners into groups of three and ask characters and relationships. Learn how a writer
them to talk about two contrasting fictional characters positions a character in a text.
they like – these can be from novels, short stories, plays, Resources: Learner’s Book, Session 2.1, ‘Hey, You
films, TV shows, comics or graphic novels. Ask learners Down There’ Extract 1, Activity 1
to focus their discussion on the contrasting qualities of
Description: Write the bullet points from the
the characters, and to list four or five qualities that are
Learner’s Book on the board and go through them
different. Learners should conclude the discussion by
with the class.
explaining which characters they like and why. Which
qualities influence that opinion?
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ISBN_9781108782128.
Ask learners to work individually to read Extract 1 • What examples of language can you find that
of the story. When they have read it once, encourage create sympathy for Dora?
them to read it again to really familiarise themselves • How does the writer encourage a lack of
with it. They should then make notes on the three sympathy for Calvin?
bullet points before Extract 1.
• What examples of language can you find that
At the end of the activity, put learners into pairs and encourage a lack of sympathy for Calvin?
ask them to swap their completed notes. They should
read each other’s notes and give each other feedback. • How does the writer present the relationship
between Calvin and Dora?
At the end of this activity, you could reflect on
whether telling learners the success criteria for Learners’ notes on the five bullet points may inform
peer feedback helped them to gain more from the some of their responses here:
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activity. (Responses will vary.) The writer shows Dora as being bullied and ordered
about by Calvin. In response to this she seems to
Differentiation ideas: Consider pre-arranging the
speak quietly, and rushes to do what Calvin tells her.
peer feedback part of this activity so that pairs are
able to support each other. More confident learners Dora coughs lightly and her speech is whispered as if
will benefit from teaching others through their she is intimidated. After Calvin orders her, She rose
confident peer.
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feedback while learners who need extra support
will benefit from additional teaching from a more
Assessment ideas: As noted, this activity leads

well into a session of peer feedback. Explaining the
success criteria to the learners is also a good way to
ensure they are clear about the learning goals and
therefore about self-assessing their own work. Use
the following questions as prompts.
• Did my partner comment on how the writer
hurriedly from the table and set about her chores as if
she is afraid of him. This creates sympathy for Dora.
The writer shows Calvin as bad-mannered and
unkind to Dora and their cat.
Calvin fixed his eyes on Dora, as if she had not
spoken, and abruptly orders her about with Git
going at the chores right away.
Calvin’s unkind and bullying behaviour and Dora’s
intimidated responses present tension, unpleasantness
and conflict between the two characters.
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presents the character’s speech, appearance,
behaviour and thoughts? Differentiation ideas:
• Did they comment on how the relationships • Support: Join in with pairs of less confident
between characters are presented? learners as they consider Extract 1, offering
your own spontaneous questions to guide or
• How could they have improved their notes?
challenge learners’ thinking.
2 Sympathising with a character • Challenge: More confident learners may want
SA
(30 minutes) to spend longer on this activity, especially if

Learning intentions: Explore how a writer presents they are thinking deeply about the discussion
characters and relationships. Learn how a writer questions and are analysing the writer’s
positions a character in a text. language in detail. If appropriate, allow 30
minutes and encourage learners to make notes
Resources: Learner’s Book, Session 2.1, ‘Hey, You on the bulleted questions in their pairs.
Down There’ Extract 1, Activity 2
Assessment ideas: Learners’ comments and text
Description: Ask learners to read Extract 1 again. examples will allow you to assess their progress
Emphasise that, as they read, they should think in this activity. Listen to learners’ discussions and
about how they feel towards the two characters – decide if they are describing how the writer helps
Calvin and Dora. the reader identify with a character. Check if
Once in pairs, ask learners to discuss Activity 2 learners make comments on a range of character
using the following questions to guide them: traits, such as appearance, speech, thought and
• How does the writer create sympathy for Dora? behaviour. Finally, listen out for examples from the
extract that support their comments.
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ISBN_9781108782128.
3 Narrators and characters (20 minutes) Resources: Learner’s Book, Session 2.1, ‘Hey, You
Learning intention: Learn how a writer positions a Down There’ Extract 2, Activity 3; Workbook,
character in a text. Session 2.1, Focus activity
Description: Write the following sentences on the Description: Ask learners to read Extract 2 of the
board (or make up your own) and ask learners to story in the Learner’s Book.
copy them in their notebooks. When everyone has finished, read the Language
1 I watched the sun rise over the enormous valley focus feature aloud to learners while they follow it
and wondered how I could ever make this journey. in their books.
2 Roy stood at the cliff-edge looking at the rising Give learners three to five minutes to complete the
sun and deep valley below, wondering how he Workbook Focus activity.
could ever make his journey.
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Read out the first sentence opening and ask the
3 Roy stood at the cliff-edge and looked class to call out the correct function. As learners
outwards. His face had a worried expression. call out, write their suggestions on the board under
Put learners into small groups and ask them to the heading ‘Functions of sentence openings’.
discuss the following questions: Explain that writers make decisions about how to
• Which sentence is most similar to the narration craft their sentences. They will also think about
in ‘Hey, You Down There’?
PL
• What are the differences in how each sentence
(1, 2 and 3) positions Roy and the ‘I’ character,
and how does this affect the reader?
After 15 minutes, ask each group to report back
points from their discussion to the whole class.
(Responses will vary. After each group has reported
back, you could point out that 1 is in the first
person whereas 2 and 3 are in the third person. In
3, the third-person style is restricted to external
who they are writing for (audience) and why they
are writing this particular text (purpose). Add
this information on the board if you think it will
be helpful.
Ask learners who the audience is for the story
‘Hey, You Down There’. After some discussion,
ask learners to think about (but not call out) what
the purpose of fiction is. Use a bit of silent wait
time here so learners can reflect, then tell them that
they will think about this more in their writing for
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observation whereas in 2, the author knows the homework.
character’s thoughts and emotions. This is most Finally, ask learners to copy and complete the table
similar to ‘Hey, You Down There’.) in response to Activity 3 in the Learner’s Book.
Differentiation ideas: Differentiation ideas:
• Support: Visit groups during their discussions
• Support: Draw the table from Activity 3 in
and suggest questions and dialogue to help
the Learner’s Book on the board and write in
them express their ideas.
SA
some answers one by one. For example, after

• Challenge: More confident learners could be five minutes, write in the next answer, then after
asked to write three sentences based on 1, 2, 3 another five minutes, write in the next answer,
then explain how the viewpoints differ (first and so on until the table is complete. Vary the
person, third person – knows character’s inner pace of this activity as necessary to give more
states, third person – external only). time to learners who may need your help or the
Assessment ideas: As groups are reporting back, help of a peer to complete the table.
give them feedback based on the success and task • Challenge: If more confident learners complete
criteria. Check if learners compared 1, 2 or 3 with the table quickly, ask them to reread Extract 1
‘Hey, You Down There’ and offer feedback. Check if of the story and identify other sentence
learners commented on how Roy and the ‘I’ character openings and their functions. Ask them if the
are positioned and how 1, 2 and 3 affect the reader. functions they have listed match those you
4 Sentence openings and their functions wrote on the board. Are there any exceptions?
What functions do they serve?
(30 minutes)
Learning intention: Understand the function of Assessment ideas: When learners have completed
sentence openings. the table for Activity 3, ask them to swap their
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ISBN_9781108782128.
books with a partner and give each other feedback, characters that makes them feel confident. If learners
focusing on whether their partner’s answers give a 1 or 2 to a prediction, ask them to think about
explained the functions of different types of what they need to learn about stories and characters to
sentence openings. have better predictions.
Plenary idea CROSS-CURRICULAR LINK

Problems that characters have to overcome Geography: The story describes some important
(20 minutes) aspects of farming, such as the need for water
Resources: Learner’s Book, Session 2.1, Activity 4 and the use of cattle and equipment. The story is
Description: Write the bullet points from Activity 4 on also set in America (learners could be asked what
evidence there is for this in the text). Ask learners
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the board.
to research the history of farming or modern
Put learners into pairs or small groups to discuss how farming techniques in their own countries. Which
the characters will solve these problems by the end of crops are grown and why? Are any animals kept
the story. on farms in their country?
After 10–15 minutes, collect the predictions and write
PL
them on a paper chart or on sticky notes. Put these
on a wall in the classroom if you can. Learners can
then look at the chart or sticky notes as they progress
through Unit 2 and consider if their predictions were
accurate.
Assessment ideas: As well as discussing how the
problems will be solved, ask learners to assess how
confident they are about each prediction, giving a
score from 1 (very confident) to 5 (not at all confident).
If learners give a 4 or 5 to a prediction, ask them to
think about what they have learnt about stories and
Homework ideas
Learners should complete the Practice and Challenge
activities in Workbook Session 2.1.
A useful additional homework would be for learners
to read more fiction. Provide short stories or novels
yourself, or set them the task of finding and choosing
their own. Learners could be asked to write a
paragraph or two about how characters are presented
in the stories they read.
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2.2 Down the hole
LEARNING PLAN
SA
7Rg.02, 7Rg.03, 7Ri.01, Learners will: Learners can:

7Ri.03, 7Ri.04, 7Ri.08, 7Wg.02,
7Wg.03, 7Wg.04, 7Wc.01, • learn about compound- • list four sentence structures:
7Wc.04, 7SLm.01, 7SLm.02, complex sentences simple, compound, complex
7SLm.05, 7SLp.03, 7SLr.01 • explore techniques used and compound-complex
when writing and performing • write a short script and read/
spoken drama act it out with other learners
• assess their own speaking • assess their speaking and
and performance skills. performance skills by evaluating
their choices of speech,
gesture and movement within a
short drama.
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ISBN_9781108782128.
LANGUAGE SUPPORT
At the end of this session, learners deliver a For example:

spoken drama and are advised to vary the volume • written: not at all (spaces show boundaries
and pace of their speech to show emotion. between words)
Some learners may find this challenging, so build • spoken: nɒt ət ɔːl (changes in sound and
confidence by practising features of pronunciation, pronunciation indicate separate
such as how words link together. Point out that in consonants, vowels and words)
spoken language the written word boundaries do
/n/ sound as in ‘net’; /ɒ/ sound as in ‘pot’; /t/sound
not apply.
as in ‘ten’; /ə/ sound as in ‘about’; /ɔː/ sound as in
‘port’; /l/ sound as in ‘lot’.
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Provide learners with phrases and model the links to
build their awareness of this feature of spoken English.
Common misconception
Misconception
Compound-complex
sentences are
difficult to read
(or complicated to
read) – and simple
sentences are easy
to read.
PL
How to identify
Write the following two sentences on the board
(or create your own):
a A long time ago, in a poor, distant land, a boy
worked hard for his family, to feed them well
by growing food on their farm.
b He went running but he cut the run short
because it started raining.
Ask learners which of the two sentences they
How to overcome
Explain that sentence b is a
compound-complex sentence
(for example, he went running
[clause] but he cut the run short
[clause] because it started raining
[subordinate clause]).
Explain that sentence a is a
simple sentence as it contains
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only one main clause (for
find more complicated to read or understand.
example, a boy worked hard).
Then ask them to identify which is a compound-
complex sentence and which is a simple.
Starter idea Resources: Learner’s Book, Session 2.2, ‘Hey, You

Down There’ Extract 3, Activities 1 and 2
Plot twists and spoilers (10 minutes)
SA
Description: Ask learners to read Extract 3 of the

Description: Put learners into pairs and ask them to story. When everyone has finished reading, put
discuss the following questions: learners into small groups and divide the groups into
• Is it okay to tell people the important events two sets, each sitting on either side of the classroom.
(spoilers) that happen in a story before they have One set will be ‘Dora groups’ the other the ‘Calvin
read it (or seen it in a film/play)? groups’.
• Why do you think that some people hate hearing Ask the ‘Dora groups’ to discuss part a of Activity 1
spoilers before they have read a story (or seen a film/ and the questions from Activity 2. A nominated
play)? Do you? Why? scribe in each group should write down the answers
Ask learners to reflect on their experience of reading in the first person (for example, ‘I wish for…’, ‘I am
‘Hey, You Down There’ so far. not a bad person…’).
Ask the ‘Calvin groups’ to discuss parts b and c from
Main teaching ideas Activity 1. They too should nominate a scribe to
1 Characters and actions (30 minutes) write the answers in the first person (for example, ‘I
Learning intention: Explore techniques used when was so scared…’, ‘I watched the ground fall away…’).
writing and performing spoken drama. For Activity 1 c, learners could answer the questions
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ISBN_9781108782128.
using phrases from the extract and then role play the 2 Four types of sentence (45 minutes)
character, choosing their own words.) Learning intention: Learn about compound-complex
Give both sets of groups 20 minutes to discuss sentences.
and write their answers. Then, each group should Resources: Differentiated worksheets 2A, 2B
nominate one or more learners to read back their and 2C
answers to the whole class. When all answers have
been read, ask learners to comment on the other Description: Draw the diagram below on the board.
groups’ answers. (Responses will vary.) Ask learners to copy the diagram into their
Differentiation ideas: notebooks. Ask if they have any questions about the
diagram or any of the terms used, especially about
• Support: During the discussion, sit with less the four sentence types:
confident learners and pose questions to
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prompt their thinking if necessary, such as • simple sentence
‘How do you think Dora/Calvin is feeling?’, • compound sentence
‘How would you feel if you were in that
• complex sentence
situation?’, ‘What do you think Dora/Calvin
will do next and why will they do that?’ • compound-complex sentence.
•
PL
Challenge: Ask more confident learners to act
out their answers rather than simply reading
them back.
Assessment ideas: Ask each small group to assess
the quality of all the other groups’ answers for
five minutes. They should make notes on what was
good about the answers and what could have been
improved. Then, each group can read their notes as
feedback to the other groups.
Answer any questions, then give learners a copy
of Differentiated worksheet 2A, 2B or 2C and
ask them to complete the activities on their own.
When everyone has finished, they should swap their
worksheets and compare answers with a partner.
• Support: Make the worksheet activities a paired or
small-group activity to join less confident learners
with those who are more confident. Alternatively,
keep the worksheet activities as individual tasks
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Sentences
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Single-clause sentence Multi-clause sentence

(simple sentence) (multiple sentence)
compound sentence complex sentence compound-complex sentence

two or more coordinated one main clause plus at least at least two coordinated
clauses one subordinated clause clauses (making it compound)
plus at least one subordinate
clause (making it complex)
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ISBN_9781108782128.
but allow more time (for example, 45 minutes). Assessment ideas: Ask learners to complete the
During this time, you could go around the class and Peer assessment following Activity 3 in the Learner’s
offer guidance and offer supporting questions to Book.
learners who need it.
4 Spoken drama (45 minutes)
• Challenge: Wipe the diagram from the board, then
Learning intentions: Explore techniques used when
ask learners to reproduce it from memory, filling
writing and performing spoken drama. Assess your
in as many terms and explanations as they can.
own speaking and performance skills.
Afterwards, they should compare the diagram they
have just drawn with the copy in the notebooks. Resources: Learner’s Book, Session 2.2, ‘Hey, You
Ask them to identify anything they were unable Down There’ Extract 4, Activities 4 and 5
to recall for their second diagram and think of a Description: Put learners into small groups and ask
E
strategy for remembering this in future. them to read Extract 4 of ‘Hey, You Down There’.
Assessment ideas: Ask learners to assess a partner’s Then ask them to complete Activities 4 and 5.
answers to the worksheet activities. Tell them they Remind learners to make a recording of their spoken
should give feedback on the quality of their peer’s drama if they can. Then, listen to the recording and
answers and any ideas for improvement. use the questions from the Self-assessment feature of
the Learner’s Book to evaluate their performance.
3 Compound-complex sentences
(35 minutes)
sentences.
PL
Learning intention: Learn about compound-complex
Resources: Learner’s Book, Session 2.2, Activity 3;

Workbook, Session 2.2, Focus and Practice activities
Description: Ask learners to read the Language focus
feature in Session 2.2. Write the example sentence on
the board, underlining and labelling the compound
sentence, the coordinating conjunction and the
Some alternative ideas here could be as follows:
•
•
Ask learners write their own spoken drama
(Activity 4), then combine their draft with other
learners’ drafts, either working in pairs or small
groups. At the end, learners can perform the final
version of their combined spoken drama.
Most learners or groups may want to write spoken
dramas with both characters (Calvin and Dora)
in dialogue, but you could ask some learners or
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subordinate clause. groups to write the drama as a monologue from
Ask learners if they have any questions about the either Dora’s or Calvin’s point of view. At the end,
explanation or the example sentence and its labelled you could have three main versions of spoken
sections. dramas (dialogue versions with Calvin and Dora
as characters interacting or a monologue of
When you have answered any questions, ask learners
Calvin or Dora’s point of view).
to work on their own to complete Activity 3 in the
Learner’s Book. • Read short scenes from plays (theatre or radio)
SA
or films or show video clips to give learners

Finally, to consolidate their understanding, ask
examples of spoken drama dialogue, sound
learners to complete the Focus and Practice
effects, etc. If you plan to use the monologue
activities in the Workbook.
idea, prepare learners by reading extracts from
Differentiation ideas: monologues or show video clips if possible.
• Support: Extend the amount of time at the (Responses will vary.)
beginning when you are taking questions about Differentiation ideas:
the Language focus feature, the example sentence
and its labelled sections. • Support: Act as editor and director for less
confident learners. Offer them specific guidance
• Challenge: Challenge learners’ thinking with
on the length of their drama (for example,
probing questions such as, ‘What makes the clause
five minutes) and its structure (beginning, middle
a subordinate clause and not a coordinate clause?’
and end). You can also coach their performance
These learners could also be asked to write more
and offer direction around using the volume,
examples of compound-complex sentences in the
pace and tone of their voice to convey emotion.
Workbook Practice activity.
• Challenge: Ask learners to memorise all the lines
of their drama in time to perform it to the class
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ISBN_9781108782128.
at the end of the lesson. An additional challenge • the son or daughter needs the money to save their
could be to leave a section of their drama blank life (they are not allowed to say this to the parent or
and ask learners to improvise this part of their guardian – and the parent or guardian will not give
drama remaining in character (of either Calvin any money because they think it is better the son or
and Dora). daughter earns it)
Assessment ideas: Ask learners to reread their • the shop assistant is in a bad mood and is
spoken dramas several times and reflect on their determined not to give refunds today. The person
performances (if they acted them out). Ask them to returning the faulty goods has told a friend that
think about these questions and write up a they will get this refund easily
self-assessment in their notebooks: • the customer is a food critic for a national
• How effective was it as a spoken drama? newspaper (they are not allowed to tell the waiter).
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• Did the spoken drama create interest for the The waiter is also the chef who cooked the meal and
audience? is offended (they are not allowed to say they cooked
the meal).
• Did they create drama varying their voice?
After the class has seen both sets of performances (those
• Did they speak clearly? without added instructions and those with), ask learners
Plenary idea
What is drama? (20 minutes)
PL
Description: Put learners into pairs and tell them they
will be acting out a short scene you will give them. Offer
the following ideas, or create some of your own:
•
•
a son or daughter asks a parent or guardian for
some money
someone tries to take faulty goods back to a shop
assistant for a refund
which were more dramatic and why. Discuss what made
some performances more dramatic than others.
Assessment ideas: These are collaborative learning
tasks where you are actively involved with the learners,
as they are with each other. This is true for both
the learners’ performances and the class discussion
afterwards. Encourage a positive attitude towards
learning cooperatively and collaboratively through your
comments and questions. This also gives learners a
model they can use when they give comments to or ask
questions of their peers.
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• a customer in a restaurant complains to a waiter
about a meal that tastes bad. Homework ideas
Allow some pairs to act out the scene without any Learners should complete the Challenge activity in
further instructions, and give others instructions for Workbook Sesson 2.2.
their characters. For example:
SA
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ISBN_9781108782128.
2.3 Gold!
LEARNING PLAN
7Rv.02, 7Rg.04, 7Ri.01, 7Ri.04, Learners will: Learners can:

7Ri.06, 7Ri.08, 7Ri.11, 7Ra.02,
7Ra.05, 7Wg.05, 7Wc.06, • explore the social and • comment on some aspects
7SLm.02, 7SLm.03, 7SLs.01, historical context of ‘Hey, You of the social and historical
7SLg.01, 7SLg.03, 7SLg.04, Down There’ context of rural America in
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7SLr.01 • understand how non-standard the 20th century
English helps to convey • describe how use of non-
character standard English in fiction can
• practise group discussion be used for characterisation
skills. • be sensitive to others when
LANGUAGE SUPPORT
PL
Research has shown that learners need meaningful
exposure to new items of vocabulary at least
15 times before they become part of their
turn-taking and ensure that
the intended outcomes of
discussions are achieved.
means. It is helpful for learners to develop their

own system of recording new vocabulary, in written
or electronic form, and to understand that they will
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active vocabulary. Support learners in selecting need to revisit this vocabulary frequently in order to
vocabulary to learn as well as understand what it use it accurately and appropriately themselves.

Pictures and contexts (15 minutes) 1 Responding to setting and character
SA
Resources: Images gathered by you (from the internet, (35 minutes)

magazines, newspaper, books, etc.) Learning intentions: Explore the social and
Description: Before this activity, collect some images about historical context of ‘Hey, You Down There’.
rural America in the mid-20th century. For example, you Understand how non-standard English helps to
could use photographs of agricultural areas or people convey character.
working on farms in America. You could also collect Resources: Learner’s Book, Session 2.3, ‘Hey, You
artistic images, such as Grant Wood’s American Gothic Down There’ Extract 5, Activities 1 and 2
and Jackson Lee Nesbit’s December Afternoon and Ozark
Description: Read the definitions of non-standard
Farmer, that you think may appeal to your learners.
and standard English in the Learner’s Book.
Put learners into small groups and give them the images Explain the difference with the following points:
to look at. Ask them to discuss what it would be like
The meaning of the word ‘standard’ links to
living in the places shown in the images.
the meaning ‘most widely accepted’ – so here
After 10–15 minutes, ask each group to report back the ‘standard’ could mean ‘typical’, ‘usual’, ‘normal’ or
main points from their small group discussion. ‘the norm’ – because Standard English can become
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ISBN_9781108782128.
‘the norm’. This indicates for some people that this Differentiation ideas:
is ‘correct English’ or ‘good English’. • Support: After a learner responds to a question,
Having a standard means you can standardise use probing questions to help them to think
(make consistent), then you can have conventions through their answers more thoroughly. For
for spelling, grammar, dictionaries, teaching example:
methods, etc. This makes communication Teacher: How would you imagine a typical day
and teaching easier because there is one set in the place where Calvin and Dora live?
of conventions rather than different sets of
conventions. Learner: It would be hard work.
Standard English is the type of English used by Teacher: Can you be more specific? (probe)
the government, the law, universities, religious Learner: Yes. Getting water and digging.
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institutions and business. All of these have
Teacher: Why are these things hard work? (probe)
importance and status, and so using standard
English also carries this importance and status • Challenge: After the whole-class discussion, ask
with it. Non-standard English is not incorrect, but learners to organise the different views that were
is different from standard English. discussed in table format similar to that below.
After they have completed the table, you could
PL
People will adapt their use of language according
to where they are and to whom they are speaking or
writing – this often results in non-standard words,
affecting spelling, grammar, etc.
The conventions of standard English are seen
most in writing, and most of all in certain kinds
of writing (for example, exams and newspapers).
Most people will speak non-standard English or
mix non-standard and standard English depending
on the circumstances.
Once in pairs, ask learners to read Extract 5
discuss learners’ lists and ask them for their
conclusion.
Is Calvin’s behaviour towards Dora wrong?

Yes No
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of ‘Hey, You Down There’ and then complete Assessment ideas: Use the questioning session to
Activities 1 and 2. assess the quality of learners’ engagement – do they
share their ideas and build on the ideas of their peers?
When pairs have completed their notes, have a
whole-class discussion about their responses to 2 Interpreting the actions and speech of
these questions. This is a good opportunity for
characters (30 minutes)
using wait time – for example, you might repeat
Learning intention: Understand how non-standard
SA
the question from Activity 2 part b and wait for

a learner pair to talk about the notes from their English helps to convey character.
discussion. When they finish, ask for responses Resources: Learner’s Book, Session 2.3, ‘Hey, You
from other learner pairs on what has just been Down There’ Extract 6, Activity 3; Workbook,
said. If there are no further responses, repeat Session 2.3, Focus and Practice activities
the question using wait time or invite learners to Description: Remind learners about the difference
respond or comment. between standard and non-standard English by
Avoid questions that encourage short, unreflective writing the following on the board:
answers, such as ‘In what type of place do Calvin • Standard English is a form of English accepted
and Dora live?’. Instead, use open questions that as a norm. It carries social prestige and tends
encourage deeper thinking, such as ‘Would you to be used in formal contexts. (‘Prestige’ means
like to live in the same kind of place as Calvin and that standard English is widely accepted and
Dora? Why?’ or ‘How would you imagine a typical highly valued in society.)
day in the place where Calvin and Dora live?’
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ISBN_9781108782128.
• Non-standard English are any varieties of Description: Ask learners to reread Extracts 5 and 6
English that do not use the same vocabulary and of ‘Hey, You Down There’.
grammar as standard English. When everyone has finished reading, explain that you
To help learners see the contrast, ask them how are going to play an audio of four people discussing
their use of language would differ when writing in their opinions of Calvin and Dora. Read through
an English exam or a job application compared to the bullet points in Activity 4 so learners understand
chatting with or messaging a friend. what they need to listen out for.
Explain that writers use non-standard English to Explain that ‘summarising’ means they should pick
reveal the personalities and attitudes of characters. out the main points and write them briefly. They
Ask learners to read Extract 6 of ‘Hey, You Down should not write down everything they hear.
There’ then read Activity 3 with them. Explain that Read the Listening tip and, if necessary, give an
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they are going to write what they imagine the note example of how they might summarise paragraph
will say in standard English. Have a brief class 1 of Extract 6: Dora decides to write a note to the
discussion on the features, style and tone learners people down the hole.
think they should demonstrate in the letter. Play the audio while learners complete Activity 4.
Learners then write the note. Afterwards, put learners into groups of three and ask
•
learners to write the note.
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Support: Allow extra time for less confident
Challenge: The added time could allow more

confident learners to review and amend
their note. On a second reading, would they
change anything?
Assessment ideas: Read the notes that learners
have written or ask learners to read them to you.
Check if learners have used standard English or
them to discuss the two views of Calvin, using their
summary notes, for Activity 5.
Learners should include quotations from the
story that support each view of Calvin. Rotate the
discussion roles so that all learners have a chance to
argue both views and also to chair the discussion.
•
Support: Chair some of the discussions yourself
so you can show learners some of the techniques
and skills needed to chair a discussion. During
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if they have used or adapted any of the language your chairing you can also use questioning to
from ‘Hey, You Down There’ that is used by the guide learners in their responses.
people down the hole. Also, check if learners • Challenge: Ask more confident learners to create
have written about flashlights, gold, dictionaries a summary of the points in their discussion and
or food, or developed these ideas. These are the report this back to the whole class.
concerns of the people down the hole. If learners Assessment ideas: The discussion is a good
have included these, offer positive feedback. If
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opportunity for you to observe how well learners

not, suggest that including them would make the collaborate with each other. The Reflection features
learner’s note fit into the story better. in the Learner’s Book will also allow peer assessment.
Finally, you could ask learners to write 100–200 words
13 3 Discussing a character (30 minutes) on their own, summarising their thoughts on the
Reflection questions in the Learner’s Book.
Learning intention: Practise group
discussion skills.
Plenary idea
Resources: Learner’s Book, Session 2.3,
Activities 4 and 5 A key example of non-standard English
(10 minutes)
Description: Draw the following table on the board
Download the audioscript for Activity 4 from
(you could create your own examples).
Cambridge GO (Track 13).
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Assessment ideas: Assess whether learners share

Non-
Standard their ideas and build on responses from their peers.
Pronoun standard
English Encourage participation and do what you can to build
English
on interesting points that explore the topic.
going to
am not
school.
coming
I, you, we are not ain’t History: To build up their knowledge of the social
here.
and historical context of the story ‘Hey, You
done the Down There’, learners could be asked to research
have not
homework. rural America in the 20th century. In particular,
learners could be asked to research:
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Ask learners to imagine reading a story in which one • What crops were grown and what animals
character uses the standard English examples in column were reared on American farms in the 20th
2 and another character uses the non-standard English century? Is this different in the 21st century?
example in column 3. • What early technology was introduced to rural
What assumptions would they make about each America? How did it change people’s lives?
and real life.
PL
character based on their use of standard or non-
standard English? Discuss, as a whole class, the
impression made by how people speak, both in fiction
Get learners to share their ideas and build on their

peers’ responses. If a discussion builds, sit back and
listen, and let the discussion evolve and have a life of its
own. If there is a long silence, get the discussion going
again by asking a thought-provoking question.
• What was the Great Depression? How did
this affect families in rural America?
Homework idea
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2.4 Glar the Master
LEARNING PLAN

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7Ra.02, 7Ri.01, 7Ri.04, 7Ri.12,
7Wv.01, 7Wv.03, 7Wg.06, • learn how writers show • write short texts from different
7Wc.01, 7Wc.06 character through language viewpoints with differing uses
choices of language to capture the
• explore formal and informal voice of a character.
language • identity examples of formal
• use vocabulary for effect. and informal language and
comment on its effects
• explain the use of vocabulary
for an intended audience and
purpose.
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LANGUAGE SUPPORT
Some learners will find it difficult to recognise and For example:

use the correct level of formality in writing – one Pass the ruler. Can you pass the ruler? Could
of the focuses of this session. Remind learners that you pass the ruler please? I wonder if you could
formality is more of a scale than a binary distinction. pass the ruler please.
Give them the opportunity to practise matching
Explain that more formal sentences are often longer
language with situations, and ask them to produce
than less formal ones. Remind them that being too
parallel phrases with the same meaning but different
formal in certain situations can also sound unnatural.
levels of formality.
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Starter idea thoughts and feelings to specific language used
in the text to help them complete the right-
Associations and connotations of words and hand column.
names (10 minutes) • Challenge: Ask more confident learners to
Resources: Learner’s Book, Session 2.4, Getting started add further rows to the table and include more
activity
PL
Description: Read the Getting started activity and, once
in pairs, ask learners to discuss their ideas. Stimulate
learners’ thinking by explaining that ideas and feelings
are often triggered by the connotations and associations
we make with words and names. Give some examples
of words and names they will be familiar with.
Alternatively, make up some examples, such as asking
learners what qualities are suggested by the names
Summer Daniels or Cliff Striker.
textual references with comments about what
these show about Dora and her life.
Assessment ideas: Ask learners to give their
partners feedback on the quality of their answers
and make suggestions for improvement. You
could offer the following questions for learners to
structure their feedback:
• Did my partner’s answers comment on Dora’s
character and life, and link this to the language
of the quotations?
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You could adapt this activity by asking learners to • How could my partner’s answers be more
make up character names in their groups that suggest detailed or offer further explanation?
particular character traits. Afterwards, ask groups to
share their names with the class and have a discussion 2 Viewpoint and voice in fiction
about how effective the character names are.
(45 minutes)
Learning intention: Learn how writers show
Main teaching ideas
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character through language choices.

1 Using textual references (30 minutes) Resources: Learner’s Book, Session 2.4, ‘Hey, You
Learning intention: Consider vocabulary for effect. Down There’ Extract 7, Activity 2
Resources: Learner’s Book, Session 2.4, ‘Hey, You Description: Ask learners to reread the extract,
Down There’ Extract 7, Activity 1 then complete Activity 2 on their own. Allow
30–40 minutes for the writing. Ask for volunteers
Description: Ask learners to read Extract 7 of ‘Hey, to read out their work. If they are reluctant to
You Down There’ and then work on their own to read aloud, offer to read for them or ask if they
copy and complete the table explaining what the would mind another learner reading their work.
quotations reveal about Dora. Aim to read four or more paragraphs written from
After 20 minutes, pair up learners and ask them to Calvin’s point of view.
compare their answers. When all the examples have been read, write the
Differentiation ideas: following question on the board (or use a different
• Support: Help less confident learners as they question if you prefer):
complete the table. Ask them what they think Which language features in the paragraphs made
about Dora. Try getting them to link their them sound like Calvin’s viewpoint or voice?
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Discuss the central question as a class. There are 3 Language choices (35 minutes)
two broad aims here: Learning intention: Consider vocabulary for effect.
• Look for language features that were present in Resources: Learner’s Book, Session 2.4, ‘Hey, You
several examples of the writing (direct speech Down There’ Extract 8, Activities 3 and 4
for Calvin with non-standard English, negative
thoughts about Dora, etc.). Description: You could split this section into two
parts. For the first part (15 minutes), write these
• Look for more subtle language features, word pairs on the board (you could use your own
either in all the examples or just one. Apart word pairs):
from direct speech, these could include use of
metaphors or similes, what the learner chose to friendly amicable
describe, or specific word choices.
give provide
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As learners comment on particular language
go depart
features, write them on the board. Ask what effect
each feature has – how does it create the effect of meet encounter
sounding like Calvin is speaking, acting or thinking? new novel
Finish by asking learners to copy down the question
Then, write some example sentences in which the word
•
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and all the language features you have collected.
• Support: Give learners some additional

instructions along with Activity 2. For example,
you could ask them to include:
one or two examples of direct speech from
Calvin using non-standard English
two or three sentences where Calvin is
thinking of things he dislikes about Dora.
pairs are swapped with each other. For example:
•
•
They have a friendly relationship. / They have
an amicable relationship.
Could you give me your address? / Could you
provide me with your address?
On a different part of the board, write these
alternative character names (the second names are
what the authors almost called their characters):
• Hermione Granger / Hermione Puckle
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• Challenge: Ask learners to write 100–200
words describing a scene in which Calvin buys • Sherlock Holmes / Sherringford Holmes
some grain from a store in town and is grumpy Ask learners what the effect is of changing one
with the shopkeeper. Tell learners they can word with a similar meaning in the examples on
include direct speech. the board. They should support their answers
Assessment ideas: The whole-class discussion here with reasons.
is a good opportunity to extend learners’ thinking Next, ask learners how the alternative names for
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by probing their comments and asking follow-up the characters might change their view of those
questions. Observe whether learners do this with each characters. Again, ask learners to expand their
other. Ideally, the whole class (including the teacher) answers with reasons.
will regularly build on other learners’ comments by:
After 15–20 minutes of discussion, put learners into
• asking for clarification pairs and ask them to complete Activities 3 and 4
• providing feedback from the Learner’s Book.
• asking for deeper explanation or more detail Differentiation ideas:
• asking each other to think more about • Support: Sit with learner pairs and spend
the questions. additional time discussing the word pairs you
These behaviours are evidence of learners’ extended have written on the board. Ask individual
thinking. Learners may also respond to you in the learners to focus on the effects of the words in
same way, which is further evidence. the right-hand column (amicable, etc.), as these
are the more formal sounding words that Glar
the Master uses.
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• Challenge: Ask learners to think of two or three Learners should then reread Extract 8 of ‘Hey, You
alternative names for Glar the Master. For Down There’ and complete Activities 5 and 6 on
an additional challenge, ask learners to use a their own.
dictionary or thesaurus to find alternative words When they have finished, put learners in pairs and
that Glar could have used for the following words: ask them to discuss Activity 3 and their answers to
barbaric, crude, decipher, dwelling, courtesy. Activities 4, 5 and 6.
Check if learners already know all the words Glar Differentiation ideas: Try grouping the pairs so
uses in his letter. This can provide evidence of that more confident learners can benefit from
learners’ knowledge of vocabulary and reading teaching others, and so other learners get some
skills. You could also check if learners are able to extra support.
make good use of a dictionary or thesaurus. This
Assessment ideas: Ask learners to consider the
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can provide evidence of their skills in supporting
the study of English. You could give some specific Reflection questions together to assess how they
instruction on using a dictionary and a thesaurus carried out the task. Ask how they could improve
if needed. their answers.
4 Formal and informal language Plenary idea

(35 minutes)
informal language.
PL
Learning intention: Explore formal and

Activities 5 and 6
Description: Explain to learners that formal and
informal uses of language exist on a scale. You
could draw a double-headed arrowed line from one
side of the board to the other. Label the left side
‘informal’ and the right side ‘formal’.
Formal and informal words (15 minutes)
Resources: Workbook, Session 2.4, Focus and
Practice activities
Description: Ask learners to complete the first two
Workbook activities to consolidate understanding of
formal and informal language.
Assessment ideas: Read through learners’ answers to
these Workbook activities, then give them descriptive
feedback on finding examples of formal language and
commenting on the effects.
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Suggest examples of language used by learners
and ask them to say where on the scale they would Homework ideas
place them.
Learners should complete the Challenge activity in
Invite learners to come up and write the examples Workbook Session 2.4.
on the board. You may end up with something
similar to the figure below (although you can create Alternatively, include the Challenge activity in the
Plenary tasks, and, for homework, ask learners to use
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your own examples).

a dictionary, thesaurus or the internet to find ten word
If learners disagree about where to put the language pairs (for example, friendly / amicable). They should
example on the scale, explain that the exact position write ten pairs of similar sentences (20 in total) using
is not important. The main idea is that examples their paired words. Then, ask learners to write 100–200
can be put nearer to one end or the other. words, explaining the different effects of the
paired words.
Talking with peers Speaking with a teacher Politician’s speech
informal formal
Mobile phone text Letter to a relative Exam essay
to a friend
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2.5 Back down the hole

LEARNING PLAN

7Ri.09, 7Ri.11, 7Wc.05
• explore how a writer controls • find textual examples that
information in a text suggest how a story will end
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• use scanning skills to find • quickly find specific words
information in a text and key phrases in the text to
• understand how writers use answer questions
characters to convey themes • comment on how a story’s
and ideas. characters help a writer
express themes and ideas.
LANGUAGE SUPPORT
PL
In the short story extracts in this session, vocabulary
is used to show what the characters are like. It is
important that learners understand the connotations
of certain vocabulary choices in order to fully
understand both explicit and inferred meaning
Encourage learners to classify words or phrases with
a positive, negative or neutral connotation and to
record this in their vocabulary notebooks. Help them
by reading through texts and pointing out anything
with a positive or negative connotation.
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about the characters’ personalities.
Starter idea • Cliff-hanger – she gets the money and it pays for an
operation to help her sister, but the story ends in the
How will it end? (10 minutes) middle of the operation.
Description: Write the following on the board, or • Twist – she gets the money and gives it to her sister
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prepare it as a handout. You could create your own but we find out the sister wasn’t ill at all and only
story idea and possible endings. For example: pretended in order to trick her sister into giving her
Story idea: A poor young girl needs money to pay for money.
medicine for her sister who is ill. • Problem ending – she gets the money and her sister
Types of ending: gets the medicine, but then she learns that her sister
has a disease that will make her sicker and sicker,
• Happy – she gets the money and the medicine, and
even with regular medicine, then the story ends.
her sister gets well again.
Put learners into small groups and ask them to discuss
• Sad – she doesn’t get the money or the medicine,
which ending they prefer for the story idea and why.
and her sister gets sicker.
• Sad/Happy – she is offered the money if she does Main teaching ideas
a bad thing so she refuses, but her sister gets better
anyway. 1 Predicting the story (30 minutes)
• Happy/Sad – she gets the money, but her sister Learning intention: Explore how a writer controls
doesn’t want to accept it so doesn’t get the medicine information in a text.
and gets sicker.
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Resources: Learner’s Book, Session 2.5, ‘Hey, You 2 Scanning a text (15 minutes)
Down There’ Extract 9, Activity 1 Learning intention: Use scanning skills to find
Description: Ask learners to read Extract 9 of the information in a text.
story. When they have finished reading, ask them Resources: Learner’s Book, Session 2.5, Activity 2;
if they can spot any clues in the extract about how handouts about Vincent van Gogh
the story will end. If they struggle, direct them to
the descriptions of Calvin’s appearance in the final Description: Write or print the following paragraph
paragraph. on handouts.
Explain that writers choose carefully what to reveal About van Gogh
at different points in the story. They not only decide Vincent van Gogh was born on 30 March, 1853,
what the reader knows, such as giving clues to the in Zundert, Netherlands. By the age of 27, he had
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ending, but also what each character knows. tried teaching, shop work and preaching, all without
Read the information for Activity 1 and the example success. Then, he decided to dedicate himself to art.
provided in the table. Briefly discuss how Glar’s But he struggled to make a living and managed to sell
understanding of the situation differs from their own, only one painting during his life. He only lived to the
as readers. Ask learners to find quotations from the age of 37, but today his pictures are worth millions.
PL
extract that support the points provided in the example.
Learners then copy and complete the table to
explain what Dora and Calvin understand. They
should give examples from the text where possible.
Afterwards, talk about the interpretations of the
three characters’ viewpoints as a class.
• Support: Sit with less confident learners when
they are completing the table and discuss their
ideas. Try framing questions to prompt their
Before giving the handout to learners, go through the
Reading tip, explaining that scanning is a technique
they can use when they already know what kind of
information they are looking for. Scanning involves
moving your eyes over a text quickly and trying to
locate specific names, dates, keywords, numbers, etc.
Hand out the van Gogh text face down. Write the
following question on the board: ‘What age did van
Gogh live to?’
Tell learners that, when you say ‘go’, they are to
turn over the handout and scan the text and then
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thinking. Encourage them to ask you questions,
call as soon as they find the answer.
too. Formulating a good question is evidence of
deeper thinking and learning. When you have done this, ask the learner who called
out the answer first to describe how they did it.
• Challenge: During the discussion, use questions
Confirm that they did not read the entire text from
to challenge more confident learners as well as
beginning to end. The successful learner probably
to guide and encourage other learners.
searched quickly for keywords such as ‘lived’ and ‘age’
Assessment ideas: The success criterion here is for
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and a number. (Vincent van Gogh lived to the age of

learners to identify textual examples that suggest 37. He was born in the Netherlands.)
how a story will end. When working with learners Now ask learners to complete Activity 2 on their
individually, or with the whole-class discussion, ask own, using their scanning skills with the van Gogh
them to give examples from the text that support text in mind.
their answers. Try forming the question asking for
this evidence in a variety of ways. Differentiation ideas:
For example: • Support: Create several handouts or example
paragraphs for learners to use in practising their
• Which part of the text made you think that? scanning. Vary the length and level of difficulty
• What quotation from the text gave you that idea? depending on learners’ confidence. Consider
• What event or description in the text suggested giving less confident learners shorter, simpler texts
that to you? to scan and use italics, bold or underlining to help
train their eyes to locate specific parts of the text.
• What was it about the character or plot that
made you think the story will end that way? • Challenge: Ask more confident learners to
locate multiple pieces of information in a text
(or multiple texts).
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ISBN_9781108782128.
Assessment ideas: Ask learners to self-assess Differentiation ideas: Consider grouping more
their scanning and deeper-reading skills. confident learners with learners needing support.
Ask them to write down some ideas on how You could also visit pairs as they work, and guide
they could improve both their scanning and or challenge their answers with dialogue and
deeper reading. questioning.
Assessment ideas: When learners have completed
3 Identifying themes (20 minutes) the Workbook activities, ask them to assess their
Learning intention: Understand how writers use answers against the success criteria. Do their
characters to convey themes and ideas. answers successfully comment on how a story’s
Resources: Learner’s Book, Session 2.5, ‘Hey, You characters help a writer express themes and ideas?
Down There’ Extracts 9 and 10, Activities 3 and 4 How could the answers be improved?
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Description: Explain that sometimes finding
information in a text, such as identifying themes,
Plenary idea
requires more careful reading. Read the information The middle of stories (15 minutes)
in Activity 3 with the class and briefly discuss the Resources: Notes from the Starter idea
themes listed. How do learners’ answers to Activity
2 support this list of themes? Description: Put learners into small groups and ask them
PL
Ask learners to briefly look back at the story so far
and complete Activity 3 on their own.
When they have collected information about Calvin’s
character, ask them to complete Activity 4 by using
this information to write about how the writer conveys
the theme of greed and cruelty. Learners should read
the Writing tip before they begin writing.
4 Characters and themes (30 minutes)

Learning intention: Understand how writers use
to read over the story idea and types of ending from
the starter activity (you could put these on the board or
provide handouts).
Ask groups to discuss what sorts of events might
happen in the middle of each of the six stories in order
to lead to that type of ending.
Assessment ideas: This activity is an opportunity for
collaborative learning, so try observing how much
learners respect and appreciate their peers’ comments.
Encourage learners to see that they can all learn from
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each other, as well as from you. You could even explain
characters to convey themes and ideas.
that you learn a lot from them – they might find it
Resources: Workbook, Session 2.5, Focus and inspirational!
Practice activities
Description: Explain to learners they will be Homework ideas
working in pairs on two activities from the Learners should complete the Challenge activity in
Workbook. Before they start, point out the success
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Workbook Session 2.5.

criteria for these activities – they should be able to
comment on how a story’s characters help a writer Alternatively, ask learners to choose a character from
to express themes and ideas. a story they have read, or a play or film they have seen,
and write 200–300 words explaining how the writer uses
Once in pairs, ask learners to complete Activities 1 this character to express themes and ideas.
and 2 in the Workbook. For the Practice activity,
they should co-write a single account rather than
write two separate accounts.
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2.6 Turkey
LEARNING PLAN
7Ri.01, 7Ri.04, 7Ri.08, 7Ra.01, Learners will: Learners can:

7Ra.02, 7Ws.01, 7Ws.02,
7Wc.01, 7Wc.02, 7Wc.03, • read the ending of a story • discuss types of story ending
7Wc.04, 7SLm.03 • explore how a writer prepares • comment on how the
the reader for a story ending beginning and middle of a
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• plan and produce a story can create expectations
sequenced short story. about the end
• outline and write a
short story.
LANGUAGE SUPPORT
PL
In this session, learners are asked to give their
opinion on the story and its outcome. In tasks
like this, it is common for learners to limit their
language to phrases such as: ‘I think…’. Support
learners by preparing them with phrases and
structures that will allow them to be more nuanced
and precise. Present learners with a selection of
phrases they can use for suggesting, agreeing or
disagreeing, for example, and ask them to sort
these into their functions.
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pair to make a group of four. Ask these new groups
Starter idea to complete Activity 2.
Story endings (25 minutes) Differentiation ideas:
Resources: Workbook, Session 2.6, Focus activity • Support: Ask learners some questions about
Description: Ask learners to complete the Focus the extract (different to the activity questions)
activity in the Workbook on their own. Tell learners to start them thinking. For example, do they
to write an explanation (100–200 words) of how they like the story and why? What are their thoughts
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think the story will end. After ten minutes, put learners and feelings about the characters? Visit the
into small groups and ask them to discuss their story pairs and groups as they discuss the activity
endings. Finally, ask each group to report back the questions and join in briefly, using dialogue and
main points from their discussion. questioning to guide learners’ thinking.
Main teaching ideas • Challenge: More confident learners could be asked

to write out their group’s predictions of how the
1 Exploring a story (20 minutes) story will end. The groups of four could then pair
Learning intention: Explore how a writer prepares up with another group to make a group of eight
the reader for a story ending. and discuss the similarities and differences between
their notes about the ending of the story.
Resources: Learner’s Book, Session 2.6, ‘Hey, You
Down There’ Extract 11, Activities 1 and 2 Assessment ideas: Observe if learners have a clear
focus on collaborating with each other as part of
Description: Ask learners to read Extract 11 of their learning. Encourage them to see that you are
‘Hey, You Down There’, then to complete Activity all partners in learning together.
1. After 10–15 minutes, ask the pairs to join another
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2 Story endings (40 minutes) • Challenge: Ask learners to think of two or three
Learning intention: Explore how a writer prepares additional reactions to the story (in addition
the reader for a story ending. to the six mentioned in Activity 3). Then, ask
learners to explain how any of their new reactions
Resources: Learner’s Book, Session 2.6, ‘Hey, You help makes sense of the story’s meaning.
Down There’, Extract 12, Activity 3; Workbook,
Session 2.6, Practice activity Assessment ideas: Ask learners to give each other
feedback on their Workbook answers. How would
Description: Write the following questions on the they describe the quality of their partner’s answers
board and have a brief discussion about them: and is there anything that could be improved?
• Do you think Calvin deserves what happens to
him? Why? 3 Plan and write a story (45 minutes)
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• What is your opinion of Dora? Give reasons for Learning intention: Plan and produce a sequenced
your opinion. short story.
Ask learners to complete the Practice activity in the Resources: Learner’s Book, Session 2.6, Activities 4–6
Workbook on their own. Description: Draw the table below on the board (or
Put learners into pairs and read through the six create a handout before class). Ask learners to copy
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reactions to the story ending in Activity 3, in the
Learner’s Book, before asking them to complete
Activity 3.
Remind them that they should give examples from
the text to support their ideas.
•
Support: Pair learners who need extra support
with more confident learners.
it down, or hand out the table on the sheets you
have prepared.
Then, ask them to complete Activity 4 in the
Learner’s Book, using the table to help them plan
their story. Explain to learners that they may want
to write detailed plans or just make brief notes.
Some people find their ideas come as they write
and need less planning. Others prefer planning
story events in detail before starting.
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Section What happens in my story?
Beginning How is this day different? Something new
happens.
Middle
• Events, problems and obstacles that seem to
get worse
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• Crisis: the problems or obstacles reach a peak.

Will your character succeed or fail?
• Your character has succeeded or failed and now
we see the outcome of their action.
End Is the character in a better or worse situation by
the end?
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To help learners reflect on which method might the session, you could ask learners to swap their
work best for them, you could use the analogy of plans and stories with a partner and give each other
going on a journey. In how much detail should the feedback.
journey be planned? The exact time of departure
and arrival, the precise route and all the breaks? Or Plenary idea
is it better to just start the journey and see where it
leads? You can try both at different times and see Vocabulary practice (20 minutes)
which works best for you. Resources: Language worksheet 2.2
Next, ask learners to reflect on the characters in their Description: Throughout this unit, learners have come
stories before they start writing. Ask learners to use across a lot of new vocabulary. Use the plenary in
the questions in Activity 5 to help them with their this final session to consolidate their understanding
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ideas. After reflecting on this for 5–10 minutes, ask of word forms and variations, and to practise ways of
learners to write some notes about their characters. remembering key vocabulary, using Language worksheet
Then, give learners 20–30 minutes to write their 2.2. You could work as a class to locate the vocabulary
story for Activity 6. Tell learners to write quickly for Activity 1 on the worksheet in the extracts from
without stopping, as this can help in getting all their ‘Hey, You Down There’ in this unit. Then ask learners
main story ideas out in one go. Explain that they to work alone or in pairs to complete all parts of
•
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can rewrite parts of their story later to improve it.
Support: It takes practice for learners to be able
to finish a piece of writing in 40–45 minutes.
Allow less confident learners more time (for
example, as a homework of two hours). Once
learners become competent at finishing a piece
of writing, they can practise doing it in less time.
Challenge: Give confident learners a strict time
limit of 60 minutes to plan and write their story.
Activity 2.
Homework ideas
Learners should complete the Challenge activity in the
Workbook, Session 2.6.
Alternatively, ask learners to write a story (400–
500 words), using their own ideas or one of the
following ideas.
• A young boy/girl visits a strange place with their
family and gets separated from them.
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Also, ask learners to think of two or three • One night, while lying in bed, a boy/girl sees some
alternative endings to their story and then say flashing lights in the sky through their bedroom
which is best and why. window. They go outside to investigate.
Assessment ideas: Ask learners to hand in their • A boy/girl hit their head and, soon afterwards,
plans and stories. Read them and write some discover they can understand and speak every single
comments on each of them with suggestions for language on Earth.
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improvement before handing them back. Within
PROJECT GUIDANCE
Conducting a survey and writing a talk require • multiple choice: here the learner will have to
some planning and organisation, so you could think of the different options beforehand
support learners in the following ways. • free choice: here the learners can answer
The survey however they like, but then the learner may
Explain to learners that, to design a survey, they have to group the answers afterwards.
will need to think carefully about the questions for Asking for book recommendations is more
the survey. For this project, three questions may straightforward and the format for this would be
be enough. Ask learners to think about different best as free choice. As there are three parts to the
formats for questions. For example, for the survey, e.g. types of books, book recommendations
question: What types of books have you read?, and findings, you could encourage learners to write
you could have: headings appropriate to these parts.
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CONTINUED
Writing a talk to deliver • reading the book – two weeks
Learners may benefit from being given a • writing a talk on the book to deliver to the
breakdown and schedule for completing this task, class (reporting on the ending, their opinion,
for example: and examining a section) – one week
• choosing one of the book recommendations • delivering the talk in class (you could set a
after the survey – one week date when your learners will give their talk).
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PL
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3 FILM AND FAME
3 Film and fame

Unit plan
number of
learning hours
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3.1 Meeting 2 hours Learners examine language used to Learner’s Book Session 3.1
your hero establish a setting, show character and Workbook Session 3.1
indicate direct speech.
3.2 Predicting 3 hours Learners develop their understanding of Learner’s Book Session 3.2
the story story structure. Workbook Session 3.2
3.3 Real lives,

real problems
3.4 Reviewing
films
3.5 Writing a
2 hours,
30 minutes
2 hours
2 hours,
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Learners explore the structure of non-fiction
articles.
of film reviews.
Learners write a film review.
Differentiated
Learners consider the key features and language Learner’s Book Session 3.4
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review 30 minutes Workbook Session 3.5
3.6 Preparing 3 hours, Learners plan, write and deliver a speech. Learner’s Book Session 3.6
a speech 30 minutes Workbook Session 3.6
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For the teacher

This unit explores story structure, non-fiction Research suggests that these skills can be taught
articles and persuasive speeches. It also by focusing on two levels:
introduces learners to some grammar concepts, • inference at the vocabulary level – the explicit
so prepare by familiarising yourself with nouns and implicit meanings of words, building
and noun phrases, and verbs and verb phrases. learner’s vocabulary.
This unit also covers the concept of inference • inference at the text level, especially with
and the interpretation of implicit meaning narrative fiction – familiarising learners with
in texts. setting, theme, plot, resolution and characters’
desires, motivation and actions.
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CONTINUED
For the learner

The study of English is supported by reading Prior grammar knowledge that learners can build
a wide range of texts. Learners who frequently on in this unit includes:
read both fiction and non-fiction will have an • nouns and noun phrases (teaching modifiers
implicit understanding of these textual forms. builds on knowledge of nouns and noun
Less confident readers will benefit more from this phrases)
unit if they read and discuss a range of fiction and
• verb and verb phrases (knowledge of these
non-fiction. In the weeks leading up to this unit,
structures can be extended when teaching the
encourage learners to read novels, short stories,
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concept of a head word in a phrase, and also in
newspapers or other non-fiction articles as much as
teaching about clauses).
possible outside class.
Language awareness
PL
This unit contains sessions with a dual focus on
the use of the English language. First, learners are
asked to analyse the details of texts and speeches.
Second, in doing this analysis, learners are often
asked to listen to the teacher and discuss details in
pairs or small groups.
You can support language awareness in this unit in
three ways:
the classroom1. When learners are speaking
within a familiar group, such as with friends or
family, they can use a ‘restricted’ code where a
lot of shared knowledge is assumed and many
things can be left unspoken. Here ‘restricted’
does not mean limited – it means many things
are understood without having to be explained.
This does not work well in an educational setting,
where shared knowledge is not always assumed
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• Be aware of this dual focus. Learners are
and learners are expected to explain their thinking
building their knowledge of English but they are
clearly. This ability to explain their thinking clearly
doing so while using English in the classroom.
can affect how much a learner can benefit from
• Slow down your teacher-led instruction and their classroom experience. The research refers
pay attention to the language you use to to this use of language used in explanation is
explain concepts. Allow additional time for an ‘elaborated’ code, where ‘elaborated’ means
learners’ questions and for you to clarify points, expanding language use to make things clearer.
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especially if you have to rephrase your English. Learners can be helped to develop their ability
These are important moments for reflecting on to explain clearly in English by listening to the
the use of English in your classroom. teacher’s use of English and also by practising
• Where possible, monitor learners’ discussions during classroom discussions. By being language
and be ready to support them by suggesting aware, giving time to your teacher-led instruction,
language they could use to explain their ideas. and to learners’ discussions, you will help learners
Some research suggests that language is used grow in confidence in their use of English.
differently inside a classroom compared to outside
1
Basil Bernstein, ‘Elaborated and Restricted Codes: Their Social Origins and Some Consequences’
(American Anthropologist, Vol. 66, No. 6, Part 2: The Ethnography of Communication 1964), pp. 55–69.
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3 FILM AND FAME
3.1 Meeting your hero

LEARNING PLAN
7Rv.02, 7Rv.03, 7Rg.05, 7Ri.01, Learners will: Learners can:

7Ri.03, 7Ri.04, 7Ri.08, 7Ri.10,
7SLg.03, 7SLr.02 • explore how a writer uses • explain how a writer uses
language to establish a language to establish a
setting setting at the beginning of a
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story
• consider how a writer shapes
the reader’s opinion about a • use inference skills to
character understand how a character is
presented via their actions
• investigate the different
LANGUAGE SUPPORT
PL features of spoken English
and written English.
In this session, the structure would + infinitive

is used to refer to past habits. Learners may
recognise the modal verb would, but the
• identify the features of formal
written English and informal
spoken English.
Note that would + infinitive cannot be used with

verbs of state (for example, know), only with
dynamic or action verbs. For example, I knew
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word’s function here is different. It is used as the way to town cannot be rewritten as I would
an alternative to the past tense and indicates a know the way to town, but I went to town can be
past action being repeated several times. Make rewritten as I would go to town. It is useful for
sure that learners understand the function and learners to make the distinction between these
meaning of this structure. two types when they come across new verbs.
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Starter idea describing someone’s personality or emotions. Next,

read through the Getting started activity with learners
Two positions for adjectives and the and ask them, ‘Do the adjectives kind, energetic and
information they give (10 minutes) hard-working describe appearance or personality?’ Then,
Description: Explain that adjectives can be used in two ask learners to write their answers to the Getting started
positions by writing the following on the board: activity on their own.
• before nouns: the tall building Explain to learners that they have used inference to
the exciting, funny film come up with their answers. They took the information
you gave them and added it to their previous knowledge
• after verbs: the building is tall of films to make educated guesses about key aspects
the film was exciting and funny of the film’s story, such as the setting, theme, plot
Point out that the adjectives ‘tall’, ‘exciting’, and ‘funny’ and resolution.
give extra information about the nouns ‘building’ and Finally, explain that you were not thinking of a
‘film’. Explain that adjectives can give details about particular film at all, but this activity has shown how
physical appearance or other information, such as they can use inference to understand stories.
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Main teaching ideas but may focus on the character’s name (Prem),
the setting name (Bombay) as well as descriptions
1 Language used to establish a setting of the setting (most important city, vast factories,
(35 minutes) smoking chimneys, shops and bazaars, film studios).
Learning intention: Explore how a writer uses Learners may also focus on words and phrases that
language to establish a setting. characterise Prem (Prem loved… the cinema, Regal
Picture House, exciting films).
Resources: Learner’s Book, Session 3.1, Film Boy
Extract 1, Activities 1 and 2 Differentiation ideas:
Description: Put learners into small groups and ask • Support: Ask learners to draw the table and
them to read and discuss the first paragraph of the put in the headings. Explain what is expected
extract, focusing on words and phrases that have the in each column, giving one or more examples.
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strongest impact on them. Remind learners what Learners who need less support may only need
common and proper nouns are (refer to the key word the table headings with one example.
definitions and Language focus feature, if necessary), • Challenge: Give learners the table headings
then ask learners to complete Activities 1 and 2. from the ‘Description’ section without
When they have finished, they should each write one examples.
sentence explaining the meaning of each of the specific
Word or phrase
vast factories
PL
words and phrases that show the setting in the first
paragraph. They could draw a table like this one to
make their notes (this includes an example for learners
who may need support with this activity):
Explanation of effect
and meaning
Shows Prem lives in a big,
busy, industrial city with
Assessment ideas: There are two learning goals for
this activity: to be able to identify a specific set of
words or phrases that seem significant, and to be
able to give a clear explanation of the effect these
words have. Tell learners about these goals before
they begin the activity and remind them as they
work in small groups. This should make it clear
what counts as effective learning in this activity.
Observe how well learners understand the goals and
ask them to self-assess at the end: ‘Were you able
to achieve both learning goals?’ Ask them to think
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lots of people working and about what they have learnt and what they might do
doing business. to improve or build on this learning.
After 20 minutes, ask each small group for their 2 Language used to establish character
words/phrases plus their explanation of its effect (30 minutes)
and meaning. Learning intention: Consider how a writer shapes
As each example and explanation is given, ask the the reader’s opinion about a character.
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whole class if they focused on the same words/ Resources: Learner’s Book, Session 3.1, Film Boy
phrases and if their explanations are the same Extract 1, Activities 3 and 4
or different.
Description: Begin by getting learners to call out
Where there are different explanations for the same words they think of when they hear the term
words/phrases, explain that you are not looking for ‘character’. Write the single words on the board.
a ‘correct’ answer. Use this to point out that readers For example: ‘personality’, ‘hero’, ‘villain’, ‘goodie’,
often have different interpretations of words/phrases. ‘baddie’, ‘traits’, ‘type’, ‘characteristics’, ‘archetypes’.
At the end of this lesson, reflect on learners’ Explain that these words suggest some simplistic
interpretations of words and phrases from the ideas – for example, goodies and baddies (good and
extract. Hopefully, learners’ interpretations showed bad characters), as well as more complex ideas about
they thought deeply about the meanings and myths and stories (for example, heroes, villains and
effects of phrases. If not, reflect on how you can archetypes).
encourage or develop deeper thinking in learners Explain that the idea of character can also cause
next time. (Learners’ answers will vary when us to think about the different emotional and
interpreting the meaning of words and phrases, psychological traits or habits people have, and that
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3 FILM AND FAME
we sometimes group people, in real life and fiction, 3 Dialogue and direct speech (45 minutes)
into character categories, such as good people, Learning intention: Investigate the different features
angry people, funny people, shallow people, deep of spoken English and written English.
people, etc.
Point out that when we read (and maybe in real Workbook, Session 3.1
life) we can be curious about what someone will do
next, especially if they are in a difficult situation. Description: Explain to learners that we often form
Sometimes we think someone’s character will ideas about other people’s personality through what
help us predict this, but another way of looking they say (or do not say) and how they say it. For
at it in fiction is that we understand the character this reason, writers often use direct speech to show
through their actions – for example, when someone character in a story.
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is attacked, will they fight back or run away? What Hand out copies of Extract 1 from Film Boy. Point
they do might show us a fierce or fearful character. out that it is important to punctuate direct speech
When you have six or seven words on the board, ask correctly, then read the Language focus feature with
learners to keep these words and their explanations the class. For each ‘rule’, ask learners to scan the
and points in mind as they continue analysing the text and quickly find an example.
language of Film Boy. When you are confident they have understood
PL
Once learners are in pairs, ask them to complete
Activities 3 and 4. They need to make brief notes of
their discussion for Activity 4 to report back to the
whole class.
When the learner pairs have finished discussing
Activity 4, ask them to report back their points. As
the learner pairs report back, ask them what would
help readers to know more about Rasi’s character.
Finish by reminding learners that, in fiction, we
often learn about a character from their actions.
the rules of writing direct speech, ask learners to
complete Activity 5, highlighting both contractions
and rules of direct speech on their copies.
To consolidate their understanding, ask learners
complete the three Workbook activities on
direct speech.
•
Support: Remind learners about contractions by
listing some examples on the board – for example,
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do not/don’t, will not/won’t, I am/I’m. You could
Differentiation ideas: Try to mix pairs so that also write an example of direct speech on the
more confident learners have the challenge of board and circle or highlight the punctuation
supporting other learners. You could also give more used – for example, ‘I think you’re right,’ he said.
time to these activities. Extra time can benefit both • Challenge: Ask learners to write four or five lines
learners who need support and those who need of direct speech that each use some contractions,
more challenge. Additional time can allow space for Then, ask learners to re-write the same lines but
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deeper thinking and going back over an activity to remove the contractions – for example, change
gain further insights. ‘won’t’ to ‘will not’. Ask learners what the effects
Assessment ideas: Check the notes learner pairs are of removing the contractions.
make for Activity 4 and also their points when Assessment ideas: Look over learners’ answers
reporting back their points to the class. Assess to Activity 5. Check if they have highlighted the
whether learners have commented on needing to contractions and made annotations next to direct
read more about Rasi’s actions in order to know speech. Give praise where they have done this.
more about his character. If learners have done If they have not, point out one or two examples
this, give positive feedback. If they have not, ask and explain how this would have improved
learners to imagine reading about Rasi’s actions their answer.
and then ask if this could help them to know his
character better.
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ISBN_9781108782128.
Plenary idea peers and build on what they say. You can assess which
learners understand the difference between explicit and
Setting and character: implicit and explicit implicit meaning through their responses.
meaning (10 minutes)
Description: Write the following sentences on the board CROSS-CURRICULAR LINKS
(or create your own):
Geography/History: Learners need to understand
• Donald produced art the way a factory produces
how culture and history affect places and the
cheap t-shirts.
people that live there. Film Boy was published
• Dr Albert’s clinic was a factory of good deeds as he in 1989 and names the city of Bombay. Bombay
never tired of caring for the sick. became Mumbai in 1995. Learners could research
the reasons behind this name change – or the
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Ask learners for a definition of the word ‘factory’ (a
building where goods are manufactured or assembled). name changes of other cities or countries.
Explain this is the explicit meaning.
Then ask what is implied by using the word ‘factory’
in the sentences on the board. Point out that in both
Homework idea
sentences the word ‘factory’ is implying something about Ask learners to write the opening paragraph to a story.
a character (Donald and Dr Albert).
PL
Explain that readers use inference to understand the
implied meanings – in the first sentence, Donald is not very
creative or original (like a factory making cheap t-shirts),
and in the second, Dr Albert is a wonderful, hard-working
doctor (like a factory that helps a lot of people).
Ask: ‘How is the meaning of factory different in these
two sentences?’ Repeat this whenever you want more
learners to contribute to the discussion. The idea of this
plenary is not to get ‘the right answer’ quickly. Instead,
In their writing, ask learners to:
•
•
•
use the name of a main character
show the reader something their main character
cares about deeply
describe a place or how their main character feels
about a place they are in
hint at a theme the story might develop – choose
words that suggest indirectly, such as His heart skipped
a beat when he imagined the journey through the dark
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try to keep the discussion going long enough for all tunnels rather than directly telling the reader, such as
learners to contribute. Encourage them to listen to their He was frightened about the dangerous journey.
3.2 Predicting the story

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LEARNING PLAN
7Rv.02, 7Ri.01, 7Ri.08, 7Ri.11, Learners will: Learners can:

7Ra.02, 7Ws.01, 7Ws.02,
7Wg.06, 7Ws.03, 7Wc.01, • plan ideas to develop a • plan ideas for writing in a
7Wc.02, 7Wp.04, 7SLp.01 fiction story paragraph plan
• use features of informal • reflect the features of spoken
English in direct speech English in dialogue in
imaginative writing
• write about a specific place
using a range of nouns. • convey a specific setting
using a range of nouns.
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3 FILM AND FAME
LANGUAGE SUPPORT
This session includes coverage of abstract nouns. • a concrete noun – a tangible object or location
Most learners will understand the idea of some that can be identified
nouns being abstract, but they may struggle to • an abstract noun – an idea or a feeling.
recognise them or use them correctly. When learners
Examples and contexts are important when
come across an unfamiliar noun, clarify whether it is:
identifying and using abstract nouns. Language
• a proper noun – the name of a person or place worksheet 3.1 provides further practice with different
types of noun.
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A phrase is a group of words and Ask learners to point out the noun Show the noun phrase in each
cannot be a single word. phrase in these examples: of the examples and point out
PL I like those clothes in the shop

window.
I like those clothes.
I like clothes.
that the last example has a noun
phrase consisting of a single word:
I like those clothes in the shop
window.
I like those clothes.
I like clothes.
Explain that in the last example
(and others like these), the noun
occupies a position that can
always be expanded into a longer
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noun phrase.
Starter idea Synonyms for ‘heroism’ Synonyms for ‘celebrity’

Heroes and celebrities (10 minutes) courage fame
Description: The following could be used as a variation
fearlessness star
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on the Getting started activity.

Before you start, check learners have a common nobility popularity
understanding of synonyms. If not, provide them with VIP (Very Important
a definition and some examples (a synonym is a word or valour
Person)
phrase that means exactly or nearly the same as another
word or phrase in the same language – for example, true, daring A-list
correct, accurate or happy, delighted, cheerful).
Put learners in pairs and write the following synonyms Ask learners to discuss how celebrities are different from
for ‘heroism’ and ‘celebrity’ on the board. heroes.
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Main teaching ideas 2 Using nouns to describe a place

(35 minutes)
1 Motives, actions and consequences
Learning intention: Write about a specific place
(45 minutes) using a range of nouns.
Learning intention: Plan ideas to develop a fiction
story. Resources: Workbook, Session 3.2, Focus and
Practice sections; Learner’s Book, Session 3.2, Film
Resources: Learner’s Book, Session 3.2, Boy Extract 2, Activity 4; Language worksheet 3.1
Activities 1–3; Differentiated worksheets 3A,
3B and 3C Description: Copy the table from the Focus section
of Workbook Session 3.2 on the board. Read the
Description: Explain to learners that often we Language focus feature with learners. Then ask them
understand stories because we are familiar with for additional examples of concrete, abstract and
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basic elements of story structure. Remind learners proper nouns and write them in the table. Resolve
that they looked at this in the starter activity in any examples that do not fit the definitions and
Session 3.1 when considering setting, theme, plot discuss any comments or questions from learners.
and resolution.
Then, ask learners to work on their own to complete
Explain that other basic elements of story structure the Focus and Practice activities from Workbook
a character.
PL
are the likely desires, motives, actions, goals of
characters – and the consequences that follow from
a particular type of action (or lack of action) from
Finally, explain that the inferences we make as we

read help us to understand a story’s meaning. These
inferences are based on our understanding of story
elements – and those elements are themselves based
on ideas we have grown up with about how the world
works, the kinds of things people want, what they
tend to do to get those things and what can happen
Session 3.2, as well as Activity 4 in the Learner’s Book.
•
Support: Extend this lesson to allow more
thinking time for learners who need support.
Sit with some learners as they work through the
activities and offer assistance through dialogue
and questions.
Challenge: Ask learners to write a second
version of the story, a continuation of what
they created in Activity 3. When they have
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when they take action (or do not take action). finished, ask them to examine their two versions
After explaining this, give learners Worksheet 3A, and reflect on their use of nouns in both. How
3B or 3C and ask them to complete them on has their use of nouns developed in their second
their own. version?
When learners have finished the activities on their Assessment ideas: Ask learners to complete
worksheets, ask them to work in pairs to complete Language worksheet 3.1 to assess how well they
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Activities 1–3 in the Learner’s Book. understand the use of different types of noun,
including abstract/concrete, countable/uncountable
Differentiation ideas: See ‘Unit 3 Differentiated and collective nouns.
worksheets: Answers’ for guidance on how to assign
the worksheets. 3 Adding interesting details to a story
Assessment ideas: When learners have completed
(35 minutes)
the activities on the Differentiated worksheets and in Learning intention: Write about a specific place
the Learner’s Book, ask them to swap their answers using a range of nouns.
with a partner. Ask learners to review their partner’s Resources: Learner’s Book, Session 3.2, Film Boy
answers and give feedback. Two useful question they Extract 2, Activities 5 and 6
could consider when giving feedback are:
Description: Ask learners to read the instructions
• Did my partner have more insight than me? for Activities 5 and 6 in the Learner’s Book, then
• Did I have more insight than my partner did? to reread Extract 2 of Film Boy. Point out that
reading a text two or three (or more) times helps
Learners can also complete the Peer assessment
with analysis and deeper thinking. Point out that
feature after Activity 3.
Activity 5 asks them to find specific quotations
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3 FILM AND FAME
and examples. Ask learners to tell you what they Resources: Learner’s Book, Session 3.1 and Session
are and write key words from their answers on the 3.2, Film Boy Extracts 1 and 2
board – for example, quotations that show it is a hot Description: Ask learners to work in pairs to read
country, Prem’s mood, and three contractions. and analyse the two extracts from Film Boy.
Suggest to learners that, now they have read the Write the following questions on the board. Ask
extract twice, when they come to write their answers learners to discuss the answers in their pairs and to
for Activities 5 and 6, they can use the scanning make notes.
technique to find the specific quotations and
language examples. • What do you think Prem wants most? (Desires)
Tell learners that when they write their answers for • What do you think Prem will do next?
Activity 6, they should read their own version two (Motives)
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or more times and then use the scanning technique to • If Prem takes action, what will he be trying to
locate the specific quotations and language examples. achieve? (Actions and goals)
Explain to learners that for Activity 6, they should • What do you think will happen as a result of
compare their writing with the Film Boy extracts Prem’s actions? What will be the consequences?
in the Learner’s Book and try to identify techniques (Consequences)
the questions.
•
PL
they could use to improve they own writing. For
example, could they use more direct speech or more
adjective–noun combinations and use them in a
similar way to the writer of Film Boy?
Learners should then work on their own to answer
Support: When learners have completed

Activity 5, ask them to base their changes for
Activity 6 on these lines specifically. That is,
When pairs have been through all the questions, hold
a class discussion, collecting responses from different
pairs. (Learners’ answers will vary, but the questions
should help them focus on interpreting Prem’s
character, his likely actions and their consequences,
so answers should cover these things.)
Differentiation ideas: Write the key-word hints (in
brackets above) next to the questions if learners
need extra support or leave them out for more
confident learners.
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learners should identify the a–c quotations for Assessment ideas: Before reporting their answers
Activity 5, then rewrite these lines for Activity 6 back to the whole class, ask learners to spend
as they try to improve their text. five minutes giving each other feedback on their
• Challenge: For an additional activity, ask contribution to answering the questions in their pairs.
learners to list the changes they have made for
Activity 6 and then write one or two sentences Plenary idea
explaining how each change improves on their
Predictable and unpredictable stories
SA
original version.
(15 minutes)
Assessment ideas: Read learners’ rewritten texts
Description: Explain to learners that we are able to predict
for Activity 6. Make a judgement about the changes
stories due to familiarity with other stories we have read
they have made. Assess whether they have used
or heard. In other words, stories can follow patterns.
more direct speech or more descriptive language
and whether this has improved their text. Give You could explain further that if these patterns are
feedback where they have done this. If they have too predictable, we probably will not enjoy the story as
not made these kinds of changes, you can suggest we will know what happens next. People tend to like
that these changes could improve the story they are it if they are kept wondering what will happen next
trying to tell. rather than it being obvious. On the other hand, if the
story does not develop in a reasonable way, it may not
4 Interpreting story elements and seem like a story at all as we will not understand the
meaning (30 minutes) connections between events in the story. The enjoyment
Learning intention: Plan ideas to develop a of stories seems to come from a balance between
fiction story. established patterns and some original ways of re-using
those patterns.
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Put learners in pairs and ask them to discuss stories them to get in the habit of giving reasons when they
they have read or films they have seen. Ask learners to state their views.
think of at least two examples each. For example:
• a story they found boring or unsatisfying because it CROSS-CURRICULAR LINK
was too predictable
Maths: In Film Boy, Prem works at a sweetmeat
• a story they really liked because it kept them stall, taking money and giving change to
guessing right up to the end. customers. Without a calculator or cash till he
Ask learners to explore both: What made the stories would have to use mental arithmetic to accurately
predictable or likeable? add, multiply, divide and subtract. Encourage
Assessment ideas: Listen to the learners discussing learners to think about the example in the story
and imagine what calculation Prem performed;
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these points in pairs. In particular, listen for reasons
given to support their views about stories being use the local currency of your learners’ country.
predictable or satisfying. Learners may find it easy to
say whether they like or dislike a story, but saying why
the story was predictable or not requires deeper, more Homework idea
critical thinking. If you hear learners do this, give some Learners should complete the Challenge activity in
3.3 Real lives, real problems

LEARNING PLAN
Learning objectives
PL
positive feedback. If they are not doing this, encourage
Learning intentions
Success criteria
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7Rs.01, 7Rs.02, 7Ri.02, • investigate the techniques • understand and use the
7Wv.01, 7Wv.02, 7Ws.01, used by journalists to write techniques used by journalists
7Ws.02, 7Wc.03, 7Wp.04 headlines to write headlines
• explore the structural features • identify the structural features
of a newspaper article of a newspaper article
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• consider the language • identify the language features

features of a factual of a factual information
information article. article.
LANGUAGE SUPPORT
This session explores a newspaper article – a format learners by pointing out the three main areas to
that characteristically uses both direct and reported consider when using reported speech:
speech. Learners can probably identify reported tense – a backshift occurs in reported speech
speech in such extracts, but they may have difficulty (for example, present prefect past perfect,
producing it accurately in their own writing. Support can could).
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CONTINUED
time – a backshift occurs with time adverbials (for original statement is in the present tense and the
example, now then, yesterday the day before). situation is still true. In these cases, the pronoun
pronouns – there is a change in pronouns to reflect and time adverbials may still change but the tense
the speaker and the ‘reporter’ (for example, my can stay the same (for example, ‘It’s going to rain,’
brother his brother). said Mark. Mark said it’s going to rain). Language
Remind learners that there may be times when worksheet 3.2 provides further practice with
the tense backshift does not occur, such as when the reported speech.
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Alliteration is about words Ask students to listen to these Now ask learners to write down
starting with the same letter. phrases and say whether they the same phrases and underline
Starter idea
PL are alliterative:
win one with us
cruel kings kill
•
the first letters in the words with
the same sounds:
win one with us
cruel kings kill
Learners can see that alliteration
is a repetition of the same sound,
which is not always the same letter.
create a list of ideas about what makes alliteration

useful for writers (list as many as possible).
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Alliteration in poems, superhero names and After 5–10 minutes, ask learner pairs to share their
newspaper headlines (10 minutes) definitions of alliteration with the class. Use all
Description: Write the following on the board (or find the definitions to create the best, single definition
your own examples): you can and write this on the board – for example,
‘Alliteration is the repetition of the same sounds,
• Peter Parker (Spiderman)
usually consonants, often when the repeated sound
• Reed Richards (Mr Fantastic) begins a word.’
SA
• Sue Storm (Invisible Woman) Then list on the board all the ideas about what makes
• Bruce Banner (Hulk) alliteration useful for writers – for example, it attracts
reader’s attention, memorable, pleasant rhyming
• Steven Strange (Dr Strange) sound, humorous, etc.
• Persecuted for praying – Daily Mail, 31 May 2019
• Rout of the rebels at Romney – New York Times, Main teaching ideas
28 June 1861. 1 Structure and layout (25 minutes)
Tell learners that all these language examples use Learning intention: Investigate the techniques used by
alliteration. Ask them to discuss the examples with a journalists to write headlines.
partner, then ask them to:
• write a definition of alliteration (however, if they
Description: Draw the following image on the board
have already seen the definition in the Learner’s
or prepare it as a handout.
Book, ask them to rewrite it in their own words as
they might for revision notes)
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techniques mentioned in the Description section. If

HEADLINE they are, point this out and give praise. If not, suggest
how they could use them in a specific instance – for
SUBHEADING OR BYLINE
example, you could encourage a learner to give
Lead paragraph. reasons for the views, not interrupt their partner
unnecessarily, and not talk about things that are
Other paragraphs.
irrelevant to the topic being discussed.
Concluding sentence.
2 Direct speech and quotations in a
non-fiction article (30 minutes)
Once in pairs, ask learners to discuss how the layout
of an article helps to capture a reader’s interest and Learning intention: Consider the language features
focus their attention on key information (see notes of a factual information article.
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in ‘Assessment ideas’). Resources: Learner’s Book, Session 3.3, ‘Hrithik
Before learners start their discussion, ask them to Roshan’ article
practise these discussion techniques: Description: Explain stammering to learners
• Give reasons or evidence when making points. who may not be aware of what it means. When
• Give enough information to be understood but speaking, people who stammer may repeat sounds
PL
not too much information. It is a dialogue not a
monologue.
• Keep your comments relevant to the topic
being discussed.
Be as clear as you can in expressing your views and
take turns in speaking. Try not to interrupt, but
if absolutely necessary, be polite – for example,
‘Sorry for interrupting you, but can I say…’.
After the discussion, learners should stay in their
pairs and complete Activity 1.
or syllables (for example, b-b-b-bottle), make
sounds longer (for example, bbbbbbottle), or get
stuck, unable to say a word.
Explain that direct speech is used to show words
that are spoken aloud in both fiction and non-
fiction texts.
Explain that a quotation is normally when a writer
has taken text or a statement from somewhere else.
It is usually put inside inverted commas.
Once in pairs, ask learners to read the article. Ask
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Differentiation ideas: them to discuss these specific questions:
• Support: Give learners some key words to help • How does the direct speech and quotation in
in their discussion of the article. For example, this article make you feel about Hrithik?
the layout in the image uses capitalisation, bold, • What does the use of direct speech and
different font sizes and white space between parts quotation in this article tell you about the
of the text. If you give these terms to support writer’s intentions?
SA
learners, ask them ‘How does capitalisation, bold,

different font sizes and white space between parts After 20 minutes, gather answers from the learner
of the text help to capture a reader’s interest and pairs and explore the points raised.
focus their attention on key information?’ To explore the use of direct speech and quotation,
• Challenge: Ask learners: ‘Which layout feature you could ask learners to imagine what the
has the most significant influence on a reader?’ article would be like without the direct speech
Encourage them to give reasons for their answers. and quotation. (Answers will vary, but learners
may express sympathy for Hrithik and say that
Assessment ideas: Use this activity to assess your the writer intended this reaction, hoping to
learners’ ability to cooperate and collaborate in encourage greater understanding for other people
discussion. Check if learners are using the discussion who stammer.)
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Differentiation ideas: Point out that figurative language is particularly

• Support: Creating mixed pairs will allow more useful because it uses metaphor, which makes
confident learners to support others. comparisons between things. This often helps
readers understand new ideas because they
• Challenge: In the discussion part of this lesson, understand one side of the comparison and apply
use questions such as: it to the new idea.
• How does the use of direct speech and To give an example, write He broke through the wall
quotation help create sympathy for Hrithik? of his opponents’ resistance on the board. Point out
• How can we tell the writer’s intentions from that it can take a lot of words to explain details of
the specific language used in the text to an abstract argument between two sides, but the
challenge learners to think more deeply? metaphor broke through the wall neatly explains that
one side won in a simple, physical metaphor.
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Assessment ideas: At the end of this activity, ask
learners to assess how well they completed this task. To say the same thing without figurative language
Did they find the questions easy to answer and might be something like: He won the argument despite
discuss? Were they able to express and explain their the fact that his opponent was disagreeing with his ideas.
ideas confidently to their partner? If yes, then they This version is longer and uses more abstract words,
can think about how to build on that. If no, ask such as ‘argument’, ‘disagreeing’, and ‘idea’.
improve how they learn.

3 Language features in a newspaper
article (25 minutes)
of a factual information article.

PL
them to think about what they could do next time to
Learning intention: Consider the language features

Activities 2 and 3
Description: Ask learners to read the list of features
When you are sure all learners have understood, put
them into pairs and ask them to complete Activities
2 and 3 together.
•
Support: For Activity 3, ask learners to
think about where they might normally see
hurdles (for example, sport, athletics). Then,
ask learners to say what two things are being
compared (for example, jumping a physical
hurdle and the challenge of overcoming
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and the quotations in Activity 2. Then ask them to
stammering). Ask learners to reflect on how the
read the article on their own. Allow as much time
figurative comparison helps communicate the
as necessary for them to read the article. While they
writer’s meaning.
are reading, copy the list of features from Activity 2
on the board. • Challenge: Ask learners to write two or three
When learners have finished reading, ask them to look alternative examples of figurative language
at the list. Point out that because newspaper articles to communicate the idea in Activity 3 b. For
SA
are factual, many language features help communicate example, instead of: He defeated another major
information, such as where and when something hurdle, they could write: He broke out of the
happened (place names, dates, times), and who was prison of his stammer.
involved (names of people or organisations). Assessment ideas: Read learners’ explanations for
Ask learners which of the language features, a–f, help Activity 3. Assess whether they have given reasons
communicate the where, when and who information that explain how each of the quotations convey a
of the article (a and c, and also b and d). powerful message to readers. If they have done this,
give positive feedback. If not, encourage them to do
On a separate part of the board, list the words:
this so it will improve their answer.
What, When, Where, Who, How, Why. Explain that
simple factual information such as names and dates 4 Planning and writing a short article
can give answers to What, When, Where and Who (45 minutes)
kinds of questions.
Learning intention: Consider the language features
Point out that direct speech, quotation, and of a factual information article.
figurative language are language features that help
a writer to answer why and how questions about a Resources: Learner’s Book, Session 3.3, Activities 4
topic or issue. and 5; internet or library access
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Description: For Activity 4, ask learners to pick • Challenge: Ask learners to write a longer
someone to write a short article about. It should article with more detail and depth about their
be someone who has overcome a difficulty. Either person and the difficulty. Ask learners to write
as homework or in class, ask learners to gather 400–500 words.
information about the person and how they Assessment ideas: Ask learners to hand in their
overcame their difficulty. articles for you to read. Assess how well they have used
Learners can do their research by interviewing the the a–f language features (Activity 2) in their articles.
person themselves, if it is a relative or friend, or by Give written positive feedback on their articles where
using books and the internet. Ask learners to write they have done this, and write encouraging feedback
notes summarising what they find out. Tell learners on the articles where learners could have included
they will plan and write their article based on these more of the a–f language features, explaining how this
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notes. In class, and when learners have their notes, would have improved their articles.
draw the following writing frame on the board and
ask learners to copy it down: Plenary idea
Introduction Language features: Ambiguity in headlines (10 minutes)
(25 words) Description: Write the following ambiguous headlines on
• specific dates and
Who the person is
Description of the
difficulty
Middle paragraphs
(150 words)
Paragraphs showing
the first, middle and
final stages of how the
difficulty was faced
•
•
•
PL
times
direct speech
names of
people, places
and relevant
organisations
opinions/
anecdotes from
other people
the board:
ACTOR SENT TO JAIL FOR NOT FINISHING
SENTENCE
STOLEN PAINTING FOUND BY TREE
TWO SHIPS COLLIDE – ONE DIES
Define ‘ambiguity’ as uncertainty or lack of clarity. Ask
learners if they can explain the actual meaning of these
headlines, rather than the unintended meaning. For each
headline, ask learners if they can pinpoint a specific
word that creates uncertainty – and then explain why
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and overcome. involved that is. For example:
Closing paragraph • sentence – double-meaning (sentence, as in,
• real-life examples
(25 words) jail sentence, and a sentence an actor
to prove general
Quotation or direct points might speak on stage)
speech that sums up • by – double-meaning (by, as in ‘next to’ and by as in
• figurative ‘who did it’)
the person’s attitude
SA
language to show
to how they overcame • one – double-meaning (one person or one ship).
important ideas
their difficulty. Finish by telling learners these are genuine headlines
Then, ask learners to complete Activity 5 on their written by well-educated, professional journalists – so
own in class. Give learners 45 minutes to plan and they must be careful in their own writing! Tell them to
write their articles. get in the habit of reading over what they have written
to make sure it means what they want it to mean – not
something ambiguous or unintentionally funny.
• Support: For Activity 4, pre-select some people
Assessment ideas: The effects of these ambiguous
who learners can base their articles on and
headlines can be subtle, and it can take time for
gather some of the research materials yourself
learners to see the alternative interpretations. Give
(from newspapers, magazines, online articles)
them plenty of wait time (three or more seconds) when
and bring these to class. Try to pick a variety of
you ask questions so they have time to analyse the
people. Some examples could be Helen Keller,
headlines. Build on any responses by adding your own
Nelson Mandela, Paralympian athletes, Malala
comments to clarify, provide feedback and ask
Yousafzai, or others that you think might
follow-up questions to probe further (use wait time
appeal to your learners.
with follow-up questions as well).
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Homework ideas • a headline
Learners should complete Workbook Session 3.3. • a lead sentence
Alternatively, you could ask learners to write a non-fiction • an image or diagram

article (250–300 words) on one of the following topics: • short paragraphs
• the outcome of a sports event – could be an event at • facts, figures, names and dates
school, or a national or global event • specific dates and times
• a charity you are interested in – and what it is trying • names of people, places and relevant organisations
to change
• opinions/anecdotes from other people involved
• a monument, historical site, or entertainment venue
in your local area or country. • real-life examples to prove general points
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Learners should use a similar structure to the non- • figurative language to show important ideas
fiction article studied in class and include the following • quotation
layout and language features: • direct speech
• concluding sentence.
3.4 Reviewing films

LEARNING PLAN
Learning objectives
7Rv.01, 7Rv.02, 7Rs.01, 7Rs.02,

7Ri.04, 7Ri.11, 7Ri.12
PL Learning intentions
Learners will:
Success criteria
Learners can:
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• investigate the structural • identify the structural features
features of a film review of a film review
• explore the way writers use • comment on the way writers
language to establish the use language to establish the
style of a journalistic review style of a journalistic review
• explain how descriptive
• consider how descriptive
SA
language, including
language can be used to
compound adjectives, is used
convey opinion.
to convey opinion.
LANGUAGE SUPPORT
Some learners may need support with the long connectives, or on long noun phrases or prepositional
sentences in the film review in this session. Encourage phrases. Discussing how these could be written as
learners to look at one sentence at a time and more than one sentence will help learners to see how
consider its structure – for example, focusing on the and why they have been written in one sentence.
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Standard English describes a Ask for learners to volunteer Explain that the form of the
person’s accent when speaking. speaking in different accents. sentence is in standard English.
When you have two or three This is completely separate from
volunteers, ask them to say the a person’s accent. Non-standard
following sentences in different English usually means a different
accents – they must use exactly the grammatical form rather a
same words and only change their different accent.
accent: Alternative versions of the
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Do you have luggage? sentences that are non-standard
I gave him some advice. English would be:
What sort of furniture do you have? Do you have luggages?
I gave him some advices.
What sort of furnitures do you
Starter idea
Film genres (10 minutes)
PL
Description: On the board, draw a table similar to this
one (you can use different genres or a shorter list). Put
an example in the table if you think it would be helpful.
Genre Example film Main elements

with a partner:
•
•
have?
Ask learners to discuss and make notes on the following
films they remember seeing in the last year

(for example, cinema, TV, online)
what type of genre their list of films fits into
(for example, comedy, action, science-fiction)
For the genres they have listed, what are some of the
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main elements of films in those genres?
Action Avengers: stunts, chases,
Endgame fights, special Ask learners what genres they have come up with, their
effects, a mission example films and the main elements they identified. Put
or quest these into the table.
Comedy Finish by explaining that ‘genre’ is a useful term for
describing films and stories. Genre also helps when
SA
Science-fiction reviewing films as the reader will have expectations

about the film based on its genre.
Horror
Western Main teaching ideas

1 Describing films (30 minutes)
Drama
Learning intention: Consider how descriptive
War language can be used to convey opinion.
Description: Before the lesson, prepare a handout
Musical containing the following information, or write it on
the board.
Thriller
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Aspect of film Example language • Support: Some of the language in your notes
used to review may be new to learners. If they need extra
Quality of story and dull, predictable, support, give definitions of these words and
plot funny, satisfying explain their meaning. When explaining the
Characters in film and realistic, irritating, meaning of new words, give an example of the
actors’ performances stereotypical, word in context (for example, a film review).
heroic, engaging, • Challenge: Learners who need extra challenge
unforgettable could be asked to write up their review after
Writing/script good or believable verbally reviewing it (this would require more
dialogue (or opposite), time for the activity – for example, 45 minutes).
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scenes that develop Assessment ideas: Reviewing films can be a fun
the story (or not) activity, so this is an excellent opportunity for
Camera-work visually interesting, creating a collaborative approach to learning.
(cinematography), fast or slow changes of Tell learners you expect them to listen and learn
lighting, editing, scenes/camera shots from each other. Observe if learners respect and
sound
Example rating systems:

•
PL
(cuts), soundtrack
Stars (normally out of five); score out of ten;

percentages – critics’ score and audience score;
descriptive categories (for example, don’t
bother, flawed, worth watching, recommended,
outstanding).
Longer examples of language that reveal positive or
negative judgement:
appreciate different viewpoints.
2 The language of film reviews (1)
(35 minutes)
Learning intention: Explore the way writers use
language to establish the style of a journalistic
review.
Resources: Learner’s Book, Session 3.4, The
Incredibles film review, Activities 1–3
Description: Ask learners if they have seen the
film The Incredibles and what they thought of it if
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• the forgettable film fizzles out
they have. Ask them to read the review, then ask if
• the spectacular performances are immensely anyone has any questions, in particular about the
satisfying vocabulary used. Write on the board any words or
• superficial characters, predictable plot, dull phrases from the review that learners are unsure of.
over-the-top CGI (computer-generated imagery) Before you start to explain any of the vocabulary,
help collaborative learning by asking if any other
• nothing fresh to say learner can explain the meaning.
SA
• the story is emotionally fulfilling. You could also prompt deeper thinking if learners
are reticent in offering explanations. Ask learners
Ask learners to read these notes. Invite questions to what ideas they have about the meaning of the
check that they understand all the vocabulary used. unfamiliar words:
Then put learners into small groups and ask them to:
• Are the words similar to other words you know?
• choose a film they will review together (ideally a Does this help you in understanding what they
film everyone in the group has seen) might mean?
• agree a rating system they will use. • Does the context, or words around the
Ask learners to verbally review the different aspects unfamiliar words, help you understand what
of the film – they can use some of the language they might mean?
examples in your notes as well as creating their own. Finish this questioning session by clarifying any
After 20 minutes, ask each group to tell the class words or phrases on the board that still need
what film they reviewed, using descriptive language. explanations.
They must say how they rated it.
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Suggest to learners that they reread the film review learner to rephrase them, so that they do. Write
in their pairs before they complete Activities 1–3. correct examples in the appropriate columns on the
Differentiation ideas: board until you have two or three examples under
each column. If learners have any difficulty thinking
• Support: Support learners with dialogue and of examples, make some suggestions, such as The
help them by reframing or rephrasing questions Eiffel Tower is in Paris (fact), The Eiffel Tower is an
as well as asking them follow-up questions. unattractive building (opinion).
• Challenge: Frame questions so that deeper Next, rub out your work on the board and create
thinking is required. For example, if a learner two new columns, and label them ‘Figurative’ and
asks, ‘What does “bespectacled” mean?’, you ‘Literal’. Refer learners to the definition of ‘literal’
might first respond by asking, ‘What do you in the Learner’s Book and to the Glossary definition
think it means?’ The learner may reply ‘wear
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of ‘figurative language’, and ask them for some
glasses’. To challenge further you could then examples of literal and figurative language.
ask, ‘How were you able to work out that
meaning?’ Write correct examples in the appropriate columns
on the board until you have two or three examples
Assessment ideas: Look at how learners have under each column. If learners have any difficulty
labelled the structural features of the film review thinking of examples, give some yourself, such as
PL
for Activity 3. Assess whether they have identified
the correct features from examining the language
and layout of the review. If they have done this, give
positive feedback. If not, explain that this is what is
needed to improve their answer.
3 Language of film reviews (2) (30 minutes)
Learning intention: Consider how descriptive
language can be used to convey opinion.
Activities 4 and 5
He had a towering physique and inky hair (figurative);
He was six feet tall with black hair (literal).
Using one or more of the examples on the board,
show learners how they can change figurative
language to literal language by finding literal
meanings for words used figuratively – for example, the
figurative example can be changed by finding literal
meanings for ‘towering’ and ‘inky’. In this context,
‘towering’ means tall and ‘inky’ means dark or black.
Once in pairs, ask learners to complete
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Activities 4 and 5.
Description: Briefly review learners’ understanding
of nouns, noun phrases, adjectives and figurative Differentiation ideas:
language. Use the Glossary at the back of • Support: Give learners more time to complete
the Learner’s Book if you need to write any the activities in the Learner’s Book. Sit with
explanations on the board. them and offer support through dialogue and
Next, create two columns on the board and prompting questions.
SA
label them ‘Fact’ and ‘Opinion’. Ask learners for • Challenge: Ask learners to write five pairs of
definitions of these two words. facts and opinions on the same subject. Also,
As learners give answers, check with other learners ask learners to write five pairs of figurative and
if they agree or have any comments. Check also literal language on the same subject.
that you agree, and that the definition fits with Assessment ideas: Ask learners to peer-assess their
the correct definition. If so, write the learners’ understanding of facts, opinions, figurative and
definitions in the appropriate column on the board. literal language. Tell them to read the definitions in
Explain to learners that facts are true and can be the Learner’s Book and then create a new example
proven, whereas opinions are personal views, beliefs of each. Then, learners should swap their examples
or thoughts someone has about something. with a partner. The partner should check the
examples against the definition to see if it conforms
Ask learners for some examples of facts and
with the definition. Ask learners to explain to each
opinions. As learners answer, check to see if their
other how their partner’s definitions do or do not
examples fit the definitions and if not, ask the
conform to the definitions in the Learner’s Book.
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Plenary idea Assessment ideas: Observe the small groups as

they discuss these questions to assess how well they
Descriptive language to convey opinion collaborate. Do they listen to the views of their peers?
(10 minutes) Do you think your learners feel they can learn from each
Description: Write this quotation from the film review other? How could they listen more effectively? What
on the board: could you do in future lessons to reinforce the idea that
they can learn a lot from each other?
The film puts lots of different ideas in the blender. It’s
not just the main characters who entertain, but the
hilarious, bespectacled Edna Mode. If you’re looking CROSS-CURRICULAR LINK
for the classic holiday movie which provides fun for all
Science: Light and sound waves – Learners can be
the family, search no further.
encouraged to consider how cinema technology
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In pairs, ask learners to discuss the following: relies on light and sound waves being transmitted
• Where else might a group of things be ‘in the blender’? to people’s eyes and ears. Cinema technology
How would you describe this use of language? gives learners a good example of both light and
Explain what is meant by this use of language. sound waves to investigate. For example, learners
could be ask to research some facts about light
• Are all of these statements opinions? How can you
•
PL
tell whether these statements are facts or opinions?
In a film review, do you think language that states
fact or opinion is more important and why?
Do you think these uses of language are effective in
creating a positive view of the film? Give reasons for
your answer.
3.5 Writing a review

and sound waves and then create a table listing
their similarities and differences.
Homework idea
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LEARNING PLAN
7Ri.07, 7Wv.01, 7Ws.01, Learners will: Learners can:

7Ws.02, 7Wc.02, 7Wc.03,
SA
7Wc.04, 7Wc.05, 7Wc.06, • research and plan the content of a • plan the content and structure
7Wp.01, 7Wp.04 film review of a film review
• practise using an appropriate • write a film review using an
structure and style to write a review appropriate structure and style
• consider how to choose vocabulary • select vocabulary carefully
to express fact and opinion. to convey facts and opinion,
using specialist terminology.
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LANGUAGE SUPPORT
In this session, learners write a film review using the the structure and wording of a text to get them
style and structure of examples in earlier sessions. started. For example, if you want learners to focus on
Planning is an essential part of the writing process producing descriptive noun phrases or on describing
for all learners, and some may benefit from being characters, provide sentences to lead them into these
provided with a writing frame containing some of in the frame but leave the rest of the section blank.
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It is best to learn new words Write the word Write the following origin and ‘in-
(vocabulary) from definitions. ‘cinematographer’ on the context’ notes on the board:
board along with this dictionary Origin: Greek – kinema, meaning
definition: ‘someone who uses ‘movement’ and Greek – graphein,
PL the art and methods of film

photography’.
Ask learners if they feel they
know clearly what the word
means from this definition.
Explain that knowing the
etymology (the origin) of a word
alongside knowing how it is
used ‘in context’ is better for
increasing our understanding of
new words.
meaning ‘to write’.
‘In-context’: The cinematographer
chooses the lighting, camera motion,
and anything that audiences can see in
a given shot. This includes colour filters,
how much of the shot is in focus versus
how much is blurry, zooming in or out,
and the positioning of people and
objects within the photographic frame.
Ask learners if they found the origin and
‘in context’ example more useful than
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the definition.
Starter idea • Horror – may involve aliens, monsters or

supernatural beings.
Film genres and dialogue (15 minutes)
Resources: Workbook, Session 3.5, Focus activity Main teaching ideas
SA
Description: Once in small groups, ask learners to 1 Contrasting positive and negative
complete the Focus activity in the Workbook. When
opinions (25 minutes)
they have completed this, ask them to list any other film
genres they know. As a class, talk about the various Learning intention: Consider how to choose
genres that come up and discuss how we decide a film vocabulary to express fact and opinion.
belongs to a particular genre. Resources: Workbook, Session 3.5, Practice and
For example: Challenge activities
• Action/adventure – includes lots of physical action, Description: Recap coordinating and subordinating
stunts, chases, explosions, etc. conjunctions by writing the most common on
the board:
• Musical – includes songs and dance routines
• coordinating conjunctions – and, or, but
• Comedy – contains story and dialogue written
to be funny • subordinating conjunctions – although, if, since,
unless, until, whereas, while.
• Crime – involves detectives solving a crime, or
people committing crime
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When learners are confident about conjunctions and Ask learners to read the first Writing tip in the
how they can be used to represent contrasting ideas, Learner’s Book and remind them to make factual
they can then work on their own to complete the notes on their chosen film: title, actors’ names and
Practice and Challenge activities in the Workbook. running times.
Differentiation ideas: Learners should continue making notes on their
• Support: Separate the statements in the own to complete Activities 1 and 2. Ask learners
Workbook Practice activity into ‘positive’ and to group their notes under the headings listed in
‘negative’. Ask learners to use these in pairs Activity 2 – for example, Review title, Introductory
with a contrasting conjunction or connective facts, Film title, Cast, Release date, Running time,
in between. For example, The film is worth Director/producer.
seeing but has an unsatisfying ending, Overall, Differentiation ideas:
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the film is disappointing although it does have • Support: Before this lesson, prepare a brief set
some high points. of notes (see the bulleted list) and ask learners
to copy this format as they make notes on their
Positive Negative own film.
worth seeing little to recommend it • Introductory facts: Animation, Adventure,
high points
must not be missed
•
PL
disappointing
a hard-hitting message a predictable storyline
a skilled piece of
filmmaking
an unsatisfying ending
Challenge: Ask learners to write the entire film

review for the Workbook Challenge activity,
rather than just the opening paragraph. Tell
learners to write 300–400 words.
•
•
•
•
•
Comedy
Film title: Moana
Cast: Auli’i Cravalho as Moana (voice),
Dwayne Johnson as Maui (voice), Rachel
House as Gramma Tala (voice)
Release date: November 2016
Running time: 1 hour 47 minutes
Director/producer: Ron Clements, John
Musker / Osnat Shurer.
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• Challenge: Ask learners to choose two films to
Assessment ideas: Read over learners’ answers to make notes about.
the Practice and Challenge activities. Assess whether
learners have structured their sentences to express Assessment ideas: Ask learners to swap their work
contrasting opinions. Look for their use of ‘but’, with a partner and to give each other feedback on
‘although’ and ‘whereas’ that give a contrasting their research and notes. Ask learners to give their
view. If learners have expressed contrasting partner feedback on what they could do to improve
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opinions, point this out with praise. If not, suggest the factual detail in their research and notes. For
they use ‘but’, ‘although’ and ‘whereas’ to express a example, have they left any blank spaces under each
contrasting view in their writing. heading for Activity 2? Have they listed all of the
relevant members of the cast?
2 Research and planning for a film review
(45 minutes) 3 Communicating a negative or positive
view of a film (45 minutes)
Learning intention: Research and plan the content
of a film review. Learning intention: Practise using an appropriate
structure and style to write a review.
and 2 Resources: Learner’s Book, Session 3.5, Activities 3
and 4
Description: Ask learners to choose the film they
will be reviewing – this will either be a film they have Description: Remind learners about the structural
seen recently or one they have researched on the features of film reviews they explored in Session
internet. Alternatively, you could set the research 3.4. You could draw the table on the board or
as homework prior to this lesson and learners can ask learners to turn to it in their copies of the
review a film they have seen at home. Learner’s Book. Ask learners if they have any
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questions about the structural features and Differentiation ideas:

explanations in the table. Discuss and explain any • Support: Ask learners to write down their
topics where learners are unclear. opinion of their film without any concern on
Ask learners to decide now (if they have not already the precise language they use. For example, ask
done so) whether their review of the film will be them to imagine they are talking to a friend and
positive or negative. telling them about what they liked or disliked.
Write the following on the board to give examples Afterwards, go through what the learner has
of areas to comment on in their film reviews: written, pointing out areas they have focused
on, such as acting, story, special effects, and
• Quality of the story and plot – for example, words they have used that show a positive or
set-up, middle, ending negative opinion that could be rewritten more
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• Quality of the characters in the story – for example, formally. For example, ‘the film was boring’
original or stereotyped (stereotype = a widely held could be changed to ‘the film’s story was too
but fixed and oversimplified idea of a particular predictable’, and ‘I haven’t seen those kinds
type of character, such as an ‘evil genius’ or of characters before’ could be changed to ‘the
‘invincible superhero’) film’s characters are original and interesting’.
• Quality of the dialogue – for example, funny, • Challenge: Ask learners to develop full plans
•
•
•
•
clever, predictable
supporting actor
PL
Quality of the acting for each main actor or
Quality of the action or stunts, if relevant

Quality of the camerawork and editing
Quality of any special effects or CGI
(computer-generated imagery)
Length of the film – for example, too long
for two film reviews from two different film
genres, such as science-fiction and a musical or
action/adventure and love/romance.
Assessment ideas: Read learners’ notes and
plans. Assess learners’ confidence in using
vocabulary to express positive and negative
opinion. Point out where they have done this and
give positive feedback. If many learners find this
difficult, you could plan some future instruction
on thinking of synonyms (for example, boring,
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• Quality of the soundtrack. predictable, clichéd; original, inventive, new) as
Ask learners for key words that describe positive well as thinking of antonyms (for example, boring/
or negative views towards the areas listed and write exciting; original/stale). This can be based on
these on the board. You can give learners these learners’ existing vocabulary or could include
examples: a story may be predictable (negative) or using a thesaurus.
very original (positive); characters may be new and
exciting (positive) or stereotyped (negative); special Plenary idea
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effects make be very convincing or immersive

(positive), or look fake or old-fashioned (negative) Using descriptive phrases (15 minutes)
– but ask them to think of other contrasts for all the Description: Prepare the following table as a handout
other areas listed on the board. or write on the board and ask learners to copy it down.
Once in small groups, ask them to work together to
Ask learners to read the second Writing tip in the
write alternative or reversed versions of the phrases in
Learner’s Book. Explain present-tense verbs by using
the left-hand column. They can have more than one
the example in the Writing tip (for example, ‘the film
alternative phrase in the right column if they like. Give
is’ rather than ‘the film was’). Give other examples,
them the three examples on the right to get them started.
such as ‘When the film starts…’ rather than ‘When
the film started…’, and ‘The stunts are amazing…’
rather than ‘The stunts were amazing…’.
Then ask learners to complete Activities 3 and 4 on
their own. Remind them they will use their plan to
write the full review for homework
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3 FILM AND FAME
Phrase Alternative or reversed Ask the small groups to read out their alternative or
phrase reversed phrases to the rest of the class.
Ask learners to reflect on their answers and their peers’
an emotional production an unemotional story
answers in this plenary. How were they able to invent
destined to be a box- alternative phrases? How can they use these techniques in
a box-office failure office flop their writing in future?
a must-not-see film,
must not be missed a save-your-money film Homework idea
high points Learners should complete Activity 5, writing their film
a must-see review, for homework. Remind learners to:
a predictable storyline • include the structural features of film reviews they
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explored in Session 3.4
a hard-hitting message
• consider what type of language will establish the
a smash hit genre of the film – for example, a comedy might
worth seeing include words such as ‘hilarious’, ‘laugh-a-minute’
disappointing and ‘joke’, or science-fiction might use ‘futuristic’
a box-office success
a skilled piece of
filmmaking
a moving portrayal
a worthwhile watch
an unsatisfying ending
a disaster from start to
finish
little to recommend it
PL and include technical-sounding words
• use key phrases that express positive and negative
opinions of the film
• think about their handwriting, writing clearly
and legibly.
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definitely worth missing
3.6 Preparing a speech

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LEARNING PLAN
7Ri.03, 7Ri.04, 7Wc.02, Learners will: Learners can:

7Wc.03, 7Wc.04, 7Wc.05,
7Wp.02, 7SLp.04, 7SLp.05, • understand explicit and • identify explicit and implicit
7SLm.01, 7SLm.02, 7SLm.03, implicit information in a text information
7SLm.04, 7SLm.05, 7SLs.01, • listen and respond to a news • listen and respond
7SLr.01, 7SLr.02 story appropriately to a piece of
news reporting
• explore ways of planning,
writing and delivering a • plan, write and deliver an
persuasive speech. effective persuasive speech.
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LANGUAGE SUPPORT
There are two types of participle clause: active Point out to learners that in this type of clause,
using the –ing form of the verb, and passive the subject of the sentence comes after the
using the –ed form of the verb. The extract in this participle clause and the participle must refer
session contains an example using the –ing form: to the subject. In the example given, we know
Appearing on Ellen Degeneres’s talk show, the 12 that this is the 12 members of the team who
members of the Wild Boars team and their coach appeared on the talk show. This is complex
Ekkapol Ake Chantawong […] seemed unfazed by grammar and it is enough for learners to have a
the global celebrity they have attracted since their receptive knowledge of this structure.
dramatic rescue in July.
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Statements are more interesting
and persuasive than questions.
PL Ask several learners to state an

opinion on any topic. For example:
Real Madrid is the best football
team in the world.
J.K. Rowling is a brilliant author.
Ask learners to rephrase their
statements as rhetorical questions.
For example:
Isn’t Real Madrid the best football
team in the world?
J.K. Rowling is a brilliant author,
wouldn’t you agree?
Ask other learners whether they
found the statements or questions
more interesting and persuasive.
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Fact and opinion (15 minutes) 1 Fact, opinion and sentence style
Resources: Workbook, Session 3.6, Focus activity (30 minutes)
Description: Put learners into small groups and ask Learning intention: Explore ways of planning,
them to complete the Focus activity in Workbook, writing and delivering a persuasive speech.
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Session 3.6. When everyone has completed the table, ask Resources: Workbook, Session 3.6, Practice and
learners how they decided which statements were facts Challenge activities
and which were opinions.
Description: Read the speech from the Practice
Next, go through the first two examples in the table on activity in the Workbook to the class. Tell learners
the board. For example: you do not want them to answer aloud, but to
• Mary was the best nurse in the world. reflect on whether they found the speech persuasive
or not, and why.
• She received four medals from the British
government. Ask learners to work on their own to complete the
Practice and Challenge activities.
Ask learners which of these two statements can be
checked and proved (for example, could there be records Differentiation ideas:
that Mary was the best nurse or received four medals?). • Support: Most of the facts in the Practice
Continue going through the examples, asking learners activity text are in the second paragraph, so ask
which statements can be checked and proved. Point learners to look at the second paragraph first
out that the statements that cannot are more likely to for question a. Remind them to find statements
be opinions. that can be checked or proved.
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3 FILM AND FAME
Give this example: ‘Emma was born in 1990’, Point out that Activity 3 asks them to interpret what
and ask learners if this could be checked. that have read and come to a conclusion. This is not
Afterwards, ask learners to find any other information they can scan for. Instead, they need to
statements they think could be checked and, think of an answer based on what they have read.
if proved true, would count as facts. Tell learners to support their answer for Activity 3
• Challenge: For part c of the Practice activity, with a short quotation from the text.
ask learners to write two to four new sentences Differentiation ideas:
on any topic in the same style as the ones they
chose from the text. Then, ask learners to write • Support: Ask learners to examine the following
an explanation of how their new sentences (you could write this on the board):
would be persuasive to a reader. adjective comparative superlative
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Assessment ideas: Read learners’ answers to the tall taller tallest
Practice activity and assess whether they were able large larger largest
to separate fact and opinion in the text. Where they
have done this, point it out. Where they have not, go thoughtful more thoughtful most thoughtful
through the second paragraph with them, pointing Explain that there are some grammatical rules
out each fact as you read. that help with forming comparatives and
24 2 Understanding an event or issue
(35 minutes)
PL
Learning intention: Find explicit and implicit
information in a text.
Resources: Learner’s Book, Session 3.6, ‘Thai cave
rescue’ article, Activities 1–3
Download the audioscript for Activity 1 from

•
superlatives (when to add –er, –est, more, or
most). Then, for question c in Activity 3, ask
learners to scan the text for words or phrases
that use ‘more’ or ‘most’ and then check if the
adjective has any similarity with one of the
examples above (brave is similar to large, as it is
a one syllable adjective ending in ‘e’).
Challenge: Ask learners to examine this
sentence from the text: The Thai youth football
team who spent 17 dark days trapped in a cave
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Cambridge GO (Track 24). have made their first group appearance on
international television. Explain that this is a
complex sentence with a subordinate clause
Description: Explain that you are going to play an within it. Ask learners to find the subordinate
audio recording about the rescue of some boys clause (who spent 17 dark days trapped in
in Thailand who got trapped in a cave, and about a cave). Then, ask learners to write some notes
their dramatic rescue. Ask learners if anyone heard explaining how they were able to identify the
about this event on the news or read about it in a
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subordinate clause.
newspaper.
Assessment ideas: Read learners’ answers to
Explain that when we hear or read about a Activity 3. Check if they have identified Zlatan
significant event or issue, there is often a lot of Ibrahimovic as the boys’ hero and carefully read
information to take in and, if we are asked to learners’ explanations as to why the boys admire him.
speak/write about it, we tend to focus on key pieces Assess whether learners have included an appropriate
of information and leave some out. short quotation from the text to support their answer
Play the audio while learners complete Activity 1. to Activity 3 (‘their football hero’).
Next, ask learners to read the text ‘Thai cave rescue 3 Planning a persuasive speech
boys meet hero Zlatan during Ellen interview’. (60 minutes)
Remind learners they should read texts more than
once to help with understanding. Learning intention: Explore ways of planning,
writing and delivery a persuasive speech.
Learners should then complete Activities 2 and 3 on
their own. Resources: Access to celebrity websites, biographies,
autobiographies, newspaper collections, articles,
Remind them also that they can scan for specific etc., either online or in print; Learner’s Book,
information, such as for Activity 2 a. Session 3.6, Activity 4
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Description: Read through Activity 4 with learners • speeches: 20 learners × two minutes with one
and explain that they are going to research a minute gaps = 60 minutes
celebrity and then plan and write a persuasive • peer assessment = 15 minutes
speech about that person.
Prepare learners by asking them to read Activity 6
Explain that their speech will only last two minutes (up to a week or a few days) before the lesson. Review
(250–300 words), so they should (in their research) the Speaking tip with them so they understand good
focus on key information they think will interest practice for speech-making.
their listeners.
Ask them to think about whether they will use
Tell learners to also make notes on why they are gestures and eye contact as well as the text of their
interested in this person, particularly how and why speech. Remind them to look up from their notes as
this person has inspired them. they deliver their speech.
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Learners will complete Activity 5 (writing the Differentiation ideas:
speech) for homework, including checking their
draft using the bullet points in the Learner’s Book. • Support: Put learners into pairs and ask them
to work together to create ‘cue cards’ for each
Differentiation ideas: other on pieces of paper. The ‘cue cards’ should
• Support: Arrange a series of short individual have key phrases from their speech, and their
•
PL
interviews with each learner to support
them when drafting their speech. Use the
interview to gather evidence about learners’
research. Is there more they need to do? Or,
should they approach the task differently?
Provide descriptive feedback on how they are
approaching the task.
Challenge: Ask learners to pick the single
most important reason why their celebrity
should be invited to their class. Then, ask
•
partner can sit at the front and show them the
‘cue cards’ as they deliver their speech.
Challenge: Ask learners to rehearse their speech
many times so they can deliver it without any
notes.
Assessment ideas: Use the Peer assessment
feature in the Learner’s Book. Remember to
discuss feedback as a whole class. Ask learners to
think carefully about giving positive feedback and
suggestions for improvement, being sensitive to the
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learners to write an explanation as to why this feelings of their peers.
reason is so important – they could include
this in their speech to the class.
Plenary idea
Assessment ideas: Ask learners to swap their
draft speeches with a partner and give each other Inspirational people, inspirational language
feedback. They should feed back on: (10 minutes)
• whether they would find the speech interesting Description: Ask learners to reflect on all the speeches
SA
(giving reasons) they have heard from their peers. Ask them to consider
anything in common between the people who were
• what else they would like to know about the
spoken about.
person
They should also consider the language used by their
• how the speech could be improved in general.
peers during their speeches. How similar was the
4 Deliver a speech (60 minutes) language used across the different speeches?
Learning intention: Explore ways of planning, Then, ask learners to write one or two paragraphs
writing and delivering a persuasive speech. summarising their reflections.
Resources: Learner’s Book, Session 3.6, Activity 6 Ask learners to hand in what they have written. Read
Description: Start by calculating how much time you learners’ written answers and assess whether they have
will need for each learner to give their speech and a) identified any persuasive language features and b)
any other time you will need. For example: whether they have identified any persuasive language
features that are common across different speeches. Give
• set-up and preparation = five minutes written, positive feedback where they have identified
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3 FILM AND FAME
either a) or b), or both. Where they have not, give Homework ideas
written feedback that their answers would be improved
if they had identified either a) or b), or both. Learners should complete Activity 5, writing and
checking their speech.
CROSS-CURRICULAR LINK If appropriate, give learners the option of writing about

something else. For example:
History: Speeches often set out the historical • a cause or issue they care about or think is
challenges for countries, campaigns and causes. important
For example, the campaign for female suffrage,
revolutionary France, the American Civil War, • a change they would like to see in their school or
the Civil Rights Movement, and World War II. community.
Links can be made for learners between historic Learners should check they have:
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speeches and these events in world history. • used accurate spelling, punctuation and grammar
• included a number of persuasive language features
• included enough facts and evidence about their
chosen celebrity, cause or issue.
PROJECT GUIDANCE
would be:
1 PL
A useful sequence for carrying out this project
Outline the entire process to the class – explain

what is involved and the goal. For example:
select someone of historical importance to
be on a new bank note (as described in the
Project section of the Learner’s Book)
Or should they approach the task differently? Then,
use dialogue and questioning to guide them in
exploring new options for approaching the task.
Put the other learners into small groups and hold
short discussions with them on the questions they
plan to ask. Again, use these discussions to gather
evidence about learners’ preparation. You can
also use dialogue and questioning to guide these
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2 Hold a class election or choose the five or six learners in how to create good questions.
learners who will debate. Learners who are not
debating, prepare questions (they can check Assessment ideas: Decide on your criteria for
the Learner’s Book for suggestions). assessing the speakers. For example, ‘learners are
able to plan and deliver a persuasive speech in a
3 Hold the debate:
familiar context’. For all learners, both those who
• Speeches (set a time limit–for example, spoke in the balloon debate and those who did
two to three minutes) not, you could use, ‘evaluate own and others’ talk,
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• Questions to each speaker (set a question including giving constructive feedback’.

and time limit–for example, two or three Devise an evaluative scale such as:
questions per speaker)
The learner met the criterion:
• Vote and choose the person who will be
on the new bank note. Not at all Somewhat Reasonably well
Very well Excellently
Schedule a series of interviews with the learners
who will be speaking in the balloon debate. Use As you observe your learners, use this scale to
the interview to gather evidence about learners’ assess their learning on the speaking and listening
preparation. Is there more they need to do? criteria.
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4 Small but perfect

Unit plan
number of
learning hours
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4.1 Flash 2 hours Learners discuss short fiction to increase their Learner’s Book Session 4.1
fiction understanding of imagery and description. Workbook Session 4.1
4.2 Small but 3 hours Learners write a flash fiction story using Learner’s Book Session 4.2
precious imagery and description. Workbook Session 4.2
4.3 Haiku
poetry
4.4 Writing
3 hours
3 hours,
imagist poetry 30 minutes
4.5 Miniature
art
3 hours,
15 minutes
PL
Learners explore and respond to sound,
symbol and imagery in haiku poetry.
Learners find inspiration in nature to write
their own haiku poems.
Learners practise a range of reading

strategies to find information.
Differentiated
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4.6 Perfect 2 hours Learners discuss and explain how connectives Learner’s Book Session 4.6
pastimes are used in a text. Workbook Session 4.6
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For the teacher

As Unit 4 includes some poetry, you may find it well as A-E-I-O-U, this can include ‘Y’ when
useful preparation to familiarise yourself with the ‘Y’ creates a vowel sound (for example, fly,
following terms: dry, spy, sky).
• Imagery: usually refers to use of figurative Useful grammar knowledge in this unit includes
language, especially metaphors and similes definitions for the following:
• Symbol: something that stands for or • Subject: a noun, pronoun, or noun phrase
represents something else that normally comes before the verb in a
• Haiku poetry: a poetic form and type of statement and says who or what is doing or
poetry that often captures a moment of strong being something.
awareness in someone as they connect with • Noun/noun phrase: words or groups of
nature words that name people or things.
• Syllable: a unit of speech containing a vowel • Verb/verb phrase: words or groups of words
sound that can be uttered in isolation. As that refer to actions or states.
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4 SMALL BUT PERFECT
CONTINUED
• Clause: a part of a sentence (or simple For the learner

sentence) that contains a subject and a verb. Unit 4 asks learners to examine various kinds of
• Preposition: a word such as on, off, of, into texts and also to write in those forms, including:
or in that joins parts of a clause. • stories (flash fiction)
• Determiner: words normally used at the • poetry
beginning of noun phrases, such as a, an,
• magazine articles.
the, my, this, each, several, both and all.
It would therefore be useful for learners to
• Conjunction: a word such as and, but,
familiarise themselves with these different
although, because, when and if that can be
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text types through reading. Learners could be
used to join clauses.
encouraged to read stories, poetry and magazine
articles as preparation for this unit.
Useful grammar knowledge for learners includes
subjects and verbs, noun phrases, verb phrases
and clauses.
Metacognition PL
Metacognition is helped by reflecting on what we
already know and trying to identify gaps in our
knowledge. You have an excellent opportunity to
help your learners develop metacognitive skills by
thinking aloud in the classroom. Even your mistakes
Perhaps you wrote a bad example where it is harder
to find the grammatical subject. You could rub it out
and write a new one that is a better example – and
tell learners this is what you are doing. Or, it could
be an excellent learning opportunity (if it doesn’t
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will become valuable learning opportunities for take too much time) to persist in analysing what
them – and you! went wrong with your first example.
Thinking aloud can take the form of ‘talking to When learners are working on activities in the
yourself’ or ‘asking questions’. For example, Learner’s Book or on Worksheets and you are
suppose you are working through an example of helping them, encourage them to think aloud as
finding the grammatical subject and you write a well. You can even ask them directly: ‘Tell me what
sentence on the board but for a moment you can’t you are thinking.’ Also, when they are successful
SA
identify the subject. You could say this out loud – for in answering a question, you can encourage
example, ‘What’s gone wrong here? Hmm… let me metacognition by asking, ‘Yes, that’s right. Can you
think for a moment. By the way, can any of you see explain to us how you learnt that?’
what I’ve done here?’
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4.1 Flash fiction

LEARNING PLAN
7Rv.02, 7Rs.01, 7Ri.01, 7Ri.04, Learners will: Learners can:

7Ri.06, 7Ri.08, 7Ra.05, 7Ws.03
• learn about the genre of flash • explain a flash fiction story
fiction and understand its genre
• explore symbols and images features
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in a text • identify images and symbols
• analyse how a writer uses in a literary text
symbols and images for • use inference to explain
effect. the meaning of images and
symbols.
LANGUAGE SUPPORT
PL
The flash fiction story in this session is told in
the past tense, and this may be a useful starting
point for offering support on the range of past
tenses learners will encounter in their reading.
Timelines can be useful tools for representing the
different tenses visually. It may be useful to focus
Event
Past continuous/past simple, one event in
the past being interrupted by another:
The taxi arrived when I was packing my bag.
Now
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on individual past forms and to provide practice in Event
these one at a time to ensure that learners have a
good understanding of the difference in form and Event Now
use. For example, the past continuous is used in
this lesson to provide background to another event Language worksheet 4.1 provides some practice
or events shown in the text: My husband wept as with past tense forms. You could use this at the
he carried the branches from the orchard, but the start of the session, or at any point you feel it is
SA
snows were coming… appropriate. You may wish to return to it during

The use of comparative timelines to show the Session 4.5.
difference in use of the past simple and past
continuous can help to illustrate this:
Past simple events, one after another: I went
swimming yesterday.
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4 SMALL BUT PERFECT
Narratives are written in a logical Ask learners to provide examples Explain that many writers create
order, with the meaning of the of stories or movies that present interesting stories by changing the
story, clearly stated. narratives in unusual ways. order of events, and leaving things
unclear so readers can make their
own interpretations. Ask learners
to consider these techniques when
writing their own stories.
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Starter idea Point out to learners that there are two sequences in
the text. Draw the diagram below on the board to
How many words does it take tell a story? illustrate this:
(5 minutes)
sequence of seasons
PL
Description: Ask learners how many words they think
are in a typical novel or short story.
Tell them that novels have approximately 50 000 words
or more, novellas have between 20 000 and 50 000
words, short stories have between 1000 and 7000 words,
and flash fiction has fewer than 1000 words.
Explain that narratives do not have to contain lots of
words. Many modern authors write in the six-word story
form. A narrative with a beginning, middle, end and a
strong emotional effect can be created in just six words.
Things that happen to the family
Explain to learners that, for Activity 1, they could

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A famous example is: ‘For sale, baby shoes, never worn.’ read through the text and list the sequence of
Ask learners what they think of this story. seasons, and then list the events that happen to the
family using First, Next, etc., as suggested in the
Main teaching ideas Learner’s Book.
1 Figurative language and imagery Put learners into pairs/groups to discuss and then
(25 minutes) complete Activities 1 and 2. Make sure they give
SA
reasons for their choice of words that reflect the

Learning intentions: Learn about the genre of flash
mood of the speaker in Activity 2.
fiction. Explore symbols and images in a text.
Resources: Learner’s Book, Session 4.1, ‘One in
Twenty-Three’, Activities 1 and 2 • Support: Allow less confident learners more
time for these activities, giving them the chance
Note: The flash fiction text in this session contains
to read the story several times.
themes which may be distressing to some learners.
Read the text before the lesson and judge whether it • Challenge: Ask learners to write two or three
is appropriate for your class. sentences explaining the effects of framing
the sequence of what happened to the family
Description: Remind learners of the terms ‘figurative
within a larger sequence of the seasons. Prompt
language’ and ‘imagery’. Point out that ‘imagery’
learners to consider why the seasonal sequence
applies to literary and figurative uses of language.
ends with winter, and not spring, for example.
Give learners enough silent time to read the flash
fiction text ‘One in Twenty-Three’. Encourage them
Activity 1 or ask them to list the sequence for you.
to read it all the way through several times.
Assess whether learners have identified the sequence
of events that happen to the family (peaceful life in
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the past; burning wood in winter; husband taken After learners have finished their discussions and
by rebels; mother takes son to her sister; being note-taking, ask pairs to share their ideas.
bombed; fleeing as refugees on a small, crowded Differentiation ideas:
boat). If they have, give positive feedback. If not,
explain the sequence of events and how this can be • Support: Suggest to learners that in the text, figs
identified by scanning through the text and noting symbolise a person, specifically the people who
the events described. have had to run away from war, like the female
narrator of the story, but perhaps also other
2 Imagery and symbol in stories people. Then, ask learners to examine where
(45 minutes) the writer talks about figs as having ‘all of the
beauty and goodness lies hidden on the inside’.
Learning intention: Analyse how a writer uses
Ask learners to write three or four sentences on
symbols and images for effect.
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what the writer means about the people in the
Resources: Learner’s Book, Session 4.1, ‘One in text if they are symbolised by figs.
Twenty-Three’, Activities 3–6
• Challenge: Some learners may have a strong
Description: Read the Language focus feature personal response to the language and themes
with learners. Ask learners if they know any other of the story. Ask them to write three or four
symbols. Collect three or four examples and write sentences explaining how the writer’s language
these on the board.
the learner what it means.
PL
For each symbol you have written on the board, ask
Point out that people use symbols in the place

of something else and that a symbol represents
particular qualities. For example, an anti-war
organisation may use the symbol of a dove instead
of the word ‘peace’ because, in some cultures,
doves represent peace.
creates this reaction.
Assessment ideas: As pairs are sharing their notes
with the class, assess whether they have identified
two quotations for Activity 3 and one quotation
for Activity 4, as well as whether learners give
any explanations of these quotations. Where they
have, give positive feedback. If they haven’t, point
out that the activities specifically ask for three
quotations and explanations, and that this would
have improved their answers.
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Emphasise that Activity 3 is asking learners what
the writer is representing by using figs as a symbol. 3 Social and historical context in fiction
Explain that some symbols have a cultural meaning (20 minutes)
(for example, doves), but that writers can also Learning intention: Learn about the genre of
create symbols in a text. These are sometimes called flash fiction.
‘private symbols’. With private symbols, we must Resources: Learner’s Book, Session 4.1, Activity 7
read the whole text to analyse what the writer is
Description: Write the word ‘context’ on the board
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representing with this symbol.

and ask learners for synonyms (for example,
In ‘One in Twenty-Three’, the symbol of the figs is they may suggest ‘background’, ‘situation’,
mentioned throughout the text, and its symbolism is ‘environment’, ‘setting’, ‘circumstances’, etc.)
indicated strongly in the final paragraph.
Explain that ‘social context’ refers to where the
Point out to learners that Activities 3–6 are all about fiction is set and also the type of society described –
exploring the meanings of symbolism and imagery. for example, a rich society, a poor society, a society
They should discuss what qualities are represented that has not changed for centuries, or a society
by the images and symbols, and what meanings experiencing dramatic changes.
readers will take from these.
Explain that ‘historical context’ refers to when the
Ask learners to read ‘One in Twenty-Three’ again. fiction is set and that this also overlaps with social
When they have finished reading, put learners context because all societies change through time
into pairs and ask them to complete Activities 3–6 and for a variety of reasons.
together, making brief notes of their discussions for
Give learners some examples of social and historical
reporting back.
context, such as a story about London’s poor during
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4 SMALL BUT PERFECT
the Victorian era or a story about rich people in Draw the following table on the board. Explain that,
New York in 2001. in some cultures, a white dove symbolises peace. For
Explain that the social and historical context of a example, in ceremonies for the Olympics, white doves
story will influence how we interpret any of its ‘big are sometimes used to symbolise peace between all the
ideas’. For example, a story set among the poor nations taking part.
in Victorian London may be intended to consider Put learners into small groups and ask them if they
the ‘big idea’ of poverty and its effects on people, can think of any symbols in their culture that have the
making us feel sympathy for people in societies or in shared associations in the right-hand column.
history who suffered poverty.
Point out to learners that ‘One in Twenty-Three’ Symbol Shared associations
contains references to the social and historical
a white dove peace
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context within the text. Discuss Activity 7, and ask
learners to start by finding these references, then ? love, romance
they should discuss what ‘big ideas’ the reader might
consider from reading the story. ? danger, warning
Then, put learners into small groups and ask them ? heroic action
to complete Activity 7.
•
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Support: Suggest to learners that they consider
the mention of bombs in the story. Suggest
that this is a strong reference to the social and
historical context and this will help them to
discuss the ‘big ideas’ in the story. If learners
need more support, ask them to think about
how people could be affected if their homes
are bombed, and to examine the text for any
description of this.
? prideful attitude
Assessment ideas: Observe learners as they discuss ideas in

these small groups. Assess if there is evidence that learners
understand symbols and their shared associations – for
example, if they mention any possible symbols that could
stand for any of the shared associations listed in the table.
This would show understanding that symbols can represent
other things by association. Some examples of symbols
that express the shared associations listed could be: a rose
= love, romance; a red light = danger, warning; a lion =
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heroic action; a peacock = a prideful attitude.
• Challenge: After their group discussions, ask
learners to write a paragraph summarising their
views on the big ideas expressed in the story. CROSS-CURRICULAR LINK
Assessment ideas: Listen to the learners as they Science: Living things in their environment –
discuss the social and historical context of the story learners will need to discuss the positive and
in their groups. Check whether they mention war, negative effects of humans on the environment.
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bombing, and people becoming refugees as they flee Humans, like other animals, need access to
war. These are referred to both openly and indirectly natural resources, such as food and water,
in the text. If you hear learners mention these things, and they need shelter from weather and other
encourage them to then consider what ‘big ideas’ dangers. War can stop people having access to
the writer is addressing. If they do not mention food, water and shelter, as well as expose people
them, ask them to reread the story and focus on the to danger. This can cause lots of people to move
‘bombs’ and situation on the boat. Then, ask them to other areas, making them refugees.
what kind of context they think is being described.
Plenary idea Homework idea

Shared associations and symbols Learners should complete Workbook Session 4.1.
(15 minutes)
Description: Explain to learners that when writers use
symbols, they are relying on associations and ideas that
are shared between people.
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4.2 Small but precious

LEARNING PLAN
7Wv.01, 7Wv.02, 7Wg.04, Learners will: Learners can:

7Ws.01, 7Ws.03, 7Wc.01,
7Wc.02, 7Wc.06, 7Wp.04, • create a fictional history • come up with an imaginative
7SLm.01, 7SLm.02, 7SLm.03, about an object, and listen and convincing fictional
7SLm.04, 7SLs.01, 7SLr.01, and analyse what is heard account of an object using
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7SLr.02 • explore the use of time written and then speaking skills
connectives in sequencing • use time connectives to
creative writing help a reader understand a
• build descriptions through sequence of events
expanded noun and verb • add detail to a written
LANGUAGE SUPPORT PL phrases.
Many learners will tend to use just one or two

time connectives in their writing, particularly
next and then, so use the Language focus
information here to encourage them to widen
description by using expanded
noun and verb phrases.
before and beforehand. Highlight the form and

placement in the sentence to clarify this:
• Joining two ideas in one sentence – for
example, After the lesson finished at 4 o’clock,
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their vocabulary when it comes to connectives we went to a café.
and ensure they understand the different ways
they can be used. Note that learners often make • Joining two ideas across two sentences – for
errors with the use of after and afterwards, and example, The lesson finished at 4 o’clock.
Afterwards, we went to a café.
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The grammatical subject of a verb is Ask learners to think about how to Ask learners to change the word
normally the noun, noun phrase or distinguish the grammatical subject order of example sentences that
pronoun that names the ‘do-er’ or from the topic or logical subject in you or they write out.
‘be-er’ – and is normally positioned example sentences. One example is:
just before the verb in a statement Changing the word order of That
or just after the auxiliary verb in That book was written by my book was written by my favourite
a question. But the grammatical favourite author. author to My favourite author wrote
subject may not always be what that book makes My favourite
the sentence is about (this could be The grammatical subject is That book,
author the grammatical subject.
called the logical subject or topic of but the logical subject or ‘do-er’ of
the sentence). the action is my favourite author.
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4 SMALL BUT PERFECT
Starter idea • Challenge: Ask learners to write one paragraph

explaining what the speaker in the recording
Ideas for characters and stories (10 minutes) was talking about. Ask them to imagine they
Resources: Pens and paper/notebooks are writing for a peer who missed the class
and did not hear the recording but needs to
Description: Ask learners to invent a character – but all
understand what was said.
they can write about is what is in the character’s pockets,
bag, wallet or purse. They are not allowed to describe Assessment ideas: Read learners’ answers to
anything else except the objects. Activity 1. Assess whether they have been able to
recall key facts such as for Activity 1 a. Assess also
When they have finished, hold a brief class discussion to
whether learners have understood what they have
elicit findings.
heard by checking their answers for parts d and e.
Explain that characterisation and narrative are often
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These require the learner to reorganise and rephrase
indirect, not direct. The idea of ‘show, don’t tell’ is (in their own words) what they have heard. If they
useful for fiction writing. It can be more effective to do this, it shows they have understood the recording
write, In his bag was a protein bar, a notebook with and answered the questions correctly, so give them
‘Exercises’ scribbled on it, and a steel hand gripper that positive feedback. If not, play the recording again
I could not close than, He was big and strong, did lots of and ask them to raise their hand when the speaker
27
Main teaching ideas
(20 minutes)
PL
weight-training and I found him a bit threatening.
1 Listening and understand a recording
Learning intention: Create a fictional history about

an object.
mentions the point relevant for answering part d or
part e. Then, stop the recording and ask learners to
explain or rephrase what they have just heard.
2 Building a story through details

(30 minutes)
Learning intentions: Create a fictional history about
an object. Plan and write a flash fiction story.
Resources: Learner’s Book, Session 4.2, Activities 2–4
Description: Ask learners to think of something
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Download the audioscript for Activity 1 from they have in their bedroom at home or that they
Cambridge GO (Track 27). carry in their school bag or pocket. It could be a
keyring, a photo of a relative, a friend, a pet, or a
letter. Or it may be something seemingly ordinary,
Description: Tell learners they will be listening to
like a phone, a coin purse or a wallet.
an audio recording and answering questions about
it. Then, read through the questions in Activity 1 Now, ask learners to imagine telling somebody why
this item is important to them. Was it a gift? Do
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as a class.
they love how it looks? Why is it special to them?
Explain that some of the questions ask learners to
Explain that in fiction these kinds of details are
remember key facts from what they have heard, but
what help create the feeling that a character is real
that others ask them to show understanding of what
and not just invented.
they have heard.
Read the Language focus feature in the Learner’s
Explain that this second type of question asks them
Book and the definition of time connectives as a class.
to reorganise what they have heard and rephrase it
in their own words. Ask learners to reflect for a few minutes on how they
would talk about their past as they explain why their
Play the audio recording for your learners and ask
selected item is important to them. Ask them to identify
them to write answers to the questions in Activity 1.
and note down any time connectives they would use.
Put learners into pairs and ask them to complete
• Support: Allow learners to listen to the recording Activities 2–4, which are all based on creating a story
several times. This repetition should make it about one of the items in the pictures on the page.
easier for them to reorganise and rephrase the
content they need to answer Activity 1 d and e.
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When they have finished the activities, learners Ask learners to find the verb phrases in them. Put
should reflect on the tasks, using the questions in brackets around the verb phrases that learners
the Self-assessment panel. identify correctly – for example, The boy (is
Differentiation ideas: running). Do not worry about defining verbs
precisely, and bracket the whole verb phrase.
• Support: Ask learners to focus on the image
of the diary and imagine that it is their own. Ask learners to find the first verb in the sentence.
Give them this scenario: You kept a diary for Then ask them what words come before the verb.
three years between the ages of five and eight. Underline these phrases, which in most cases will
Every day, you recorded your most private be the grammatical subject – for example, The boy
thoughts and feelings. Then the diary was lost. (is running); The boy (running along the road is my
Now you are 13 years old and have found your brother).
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diary again. Write a flash fiction story starting If any of the examples are questions, such as (Will) the
from the moment you see your diary and how it head teacher (be visiting our classroom today)? use the
makes you feel. Write up to 300 words. diagram on the next page and show that this is simply a
• Challenge: Ask learners to write a second flash reordering of the basic grammatical elements to form a
fiction story about an item – but this time it question.
should be one of their own items. The flash
PL
fiction story should be 100–200 words.
Assessment ideas: When you visit the learner
pairs and ask them questions about their ideas,
use this information to gather evidence of how
they are engaged in their learning. Can you make
suggestions that will help the learners improve their
understanding? Are your learners comfortable with
you giving them feedback? Do they know how to
use your feedback to move their learning forward?
You can make adjustments as to how you present
In questions, a specific type of verb – an auxiliary verb
– is moved before the subject. Rewrite any questions
to show this clearly – for example, The head teacher
(will be visiting our classroom today) can be changed
to (Will) the head teacher (be visiting our classroom
today)?
Write one or two new example sentences on the
board. Your examples should have a noun phrase
(NP) and a verb phrase (VP) each with three or
four words in them – for example, The well-dressed,
handsome man (NP) [fell headfirst into the mud](VP).
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topics and ideas based of this kind of assessment.
Use forward slashes (/) to break up the individual
3 Expanding noun and verb phrases words in the noun and verb phrase – for example,
The / well-dressed, / handsome / man / (NP) fell /
(50 minutes) headfirst / into / the / mud (VP).
Learning intention: Build descriptions through
Point out that both the noun phrase and the verb
expanded noun and verb phrases.
phrase can be made shorter or longer – for example,
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The man fell. The man fell in mud. The handsome man
Differentiated worksheets 4A, 4B and 4C fell headfirst into mud.
Description: Start with the examples from Activity On the board, write a sentence with spaces between
5 b, in the Learner’s Book. Read through the a head noun and main verb – for example, The
definitions for expanded noun and verb phrases, boy ran .
then write the example sentences on the board: Ask learners to suggest words that could go in the
• The box sat on the shelf. spaces.
• The cold metal box, with detailed decoration, Fill in the blanks with learners’ suggestions. Many
sat on the shelf, empty. options are possible, but you may end up with
• The cold metal box, with detailed decoration, something like: The frightened boy ran away quickly.
sat on the shelf, as a constant reminder of what Then, ask if learners have any questions about how
had been lost. to fill in the blanks to check they have understood.
Write four or five new example sentences on the Ask learners to reread the definitions of expanded
board. Use the examples from the Differentiated noun and verb phrases in the Learner’s Book. Then
worksheets, make up your own or ask learners to give them Worksheet 4A, 4B or 4C and ask them to
give you examples. complete the activities.
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4 SMALL BUT PERFECT
STATEMENT
Subject Verb phrase
The head teacher will be visiting our classroom today.
Auxiliary verb
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Will the head teacher be visiting our classroom today?
Subject
PL
When everyone has completed the worksheets, they
should complete Activity 5 in the Learner’s Book.
Verb phrase
QUESTION
method they used to find the grammatical subject in

the example sentences. This will facilitate collaborative
learning and help create a classroom culture in which
you and the learners are partners in learning. Ask
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• Support: Sit with any learners that need extra them also to explain to each other what method they
support and work on individual examples with used to find new words to expand the noun and verb
them. If learners are struggling to find the phrases. This will also facilitate collaborative learning,
grammatical subject in the examples, ask questions making them partners in the learning process.
such as ‘Can you find a verb?’, ‘What words come
before the verb?’, ‘Who or what is being named as 4 Writing a flash fiction story (45 minutes)
the do-er or be-er in the sentence?’ Also, work on Learning intentions: Explore the use of time
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individual examples with less confident learners. connectives in sequencing creative writing. Build
Avoid suggesting answers too quickly. Try to elicit descriptions through expanded noun and verb
answers from learners by pointing to blank spaces phrases.
in the example sentences and asking, ‘Can you
think of a word that could go there?’ Resources: Learner’s Book, Session 4.2, Activity 6
• Challenge: Ask learners who finish the worksheet Description: Review the topics learners have covered
activities before others to write 10–20 sentences of recently that they will need for this writing activity.
their own and then find the grammatical subject For example, ask learners for examples of figurative
in them. Then, ask learners to expand the noun language, noun and verb phrases, expanded noun
and verb phrases in their sentences. and verb phrases.
Assessment ideas: When learners have finished Write learners’ examples on the board and ask if
their individual work on the first group of activities, they have any questions or comments.
put them in small groups and tell them to compare Discuss and clarify any areas where learners need
their answers with each other. Ask them to discuss further explanation. Then, ask learners to work on
any differences in the answers and to explain what their own to complete Activity 6.
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Beginning (25–50 words) What is the opening situation? Try something original or unexpected – for
example, instead of ‘It was an ordinary day like any other…,’ how about
starting with an unusual situation: ‘I pulled the parachute cord. It didn’t open!’
Middle (100–200 words) Create a sense of conflict, an obstacle that needs to be overcome or a
problem solved. Try to make the outcome seem uncertain until the end.
End (25–50 words) Try to end in a way that will leave the reader thinking about your story
afterwards – for example, ‘… and it was clear to both of them that they
had still a long, long road before them, and that the most complicated and
difficult part of it was only just beginning.’
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Differentiation ideas: After ten minutes, ask the groups to explain to the whole
• Support: Give learners who require extra support a class which details in b they picked out and what these
short writing frame, such as the one above, to help might reveal about character and the story.
them create their flash fiction stories. Assessment ideas: As the groups are sharing their
• Challenge: Ask learners to write a flash fiction story answers with the whole class, assess whether they have
using fewer than 200 words.
Plenary idea
PL
Assessment ideas: Ask learners to read their flash
fiction stories to a partner and give each other feedback
by using the Peer assessment grid in the Learner’s Book.
Small details in a story (15 minutes)

Description: Explain to learners that in this session
they have explored how a story can be built up through
picked out meaningful details from b (Earl Grey tea,
Grandpa, The Art of War). Check whether learners offer
explanations for why these details could be helpful –
for example, Earl Grey is a specific kind of tea and
could mean Alfred has a strong preference for this tea;
‘Grandpa’ is a detail that shows a relationship between
the narrator and the character they are describing;
The Art of War is a specific book and could mean that
Alfred has an interest in war and conflict.
If learners do pick out details and offer explanations,
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details. give positive feedback. If they do not, explain that
looking for details and trying to explain their meaning
Next, write these two sentences on the board: will improve their understanding (and enjoyment) of
a As he was making his tea, I looked at Alfred’s what they read.
bookcase and saw that he had many different kinds
of books. Homework ideas
b As he was making his Earl Grey tea, I noticed one Ask learners to complete Workbook Session 4.2.
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of the books on Grandpa Alfred’s bookcase was

Alternatively, ask learners to write a flash fiction story
The Art of War.
based on the following idea:
Point out to learners that a and b have almost the same
Someone is walking down a road. They suddenly stop, turn
number of words, but that b has focused on using details
around and go back the way they came.
to try to develop character and story.
That is the plot. Learners should create a story around
Put learners into small groups and ask them to compare
this plot. Why did the person stop, turn around and go
a and b, and then select the words in b that focus on
back the way they came?
meaningful details.
At the start of the next lesson, ask learners to read one
Ask learners to discuss what the details might reveal
or both of their flash fiction stories to each other and
about character and the story in b.
give each other feedback.
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4 SMALL BUT PERFECT
4.3 Haiku poetry

LEARNING PLAN
7Rv.02, 7Rv.03, 7Rs.01, 7Ri.01, Learners will: Learners can:

7Ri.04, 7Ri.08, 7Ri.10, 7Ri.11,
7Ra.01, 7Ra.02, 7SLp.01, • explore how haiku poems are • explain how haiku poems are
7SLp.03, 7SLp.04 structured structured.
• discuss poems and express • make choices about poems
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personal opinions and justify reasons.
• choose quotations to support • use quotations to support
explanations. explanations.
LANGUAGE SUPPORT
PL
In this session, the haiku are presented in the
present tense, but this does not indicate present
time. Sometimes the present tense is used as a
‘present historic’ to describe events in the past,
for effect. Point out to learners that, while this
may seem like an old-fashioned structure, it is still
commonly used in poetry so they should be aware
of it, and perhaps even try to use it themselves
when writing poetry.
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Syllables apply to the written word, Ask learners to write the word Ask learners what the word ‘spark’
not just to the sound of the word ‘sparkle’ on a piece of paper and means in the sentence ‘I saw a
when spoken. to insert a hyphen to divide the spark when I flicked the switch’
syllable sounds (for example, (for example, a small, shiny piece
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spar-kle). of light).
Here, learners may mark the end Next, ask them what the word
of first syllable at ‘r’* and the ‘sparkle’ means in the sentence
beginning of the second syllable ‘I saw the stars sparkle on the
starts at the ‘k’ sound. water’ (for example, reflections of
stars twinkling on the water).
* This is the pure vowel sound /ɑː/,
as in bar, heart. Finally, ask them to write the word
‘sparkle’ again, but this time to put
a hyphen between the ’meaning
parts’ (morphemes) of the word (for
example, spark-le).
Here the ‘le’ is a suffix in English
with the meaning ‘frequent’, as in
‘crackle’ and ‘wrestle’.
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Starter idea sounds of language. However, we may also imagine

pictures in our mind that are triggered from the
Counting syllables using your chin language we hear or read.
(10 minutes) Emphasise that a lot of poetry will trigger both
Description: Ask learners to put their hand under their feelings as well as pictures in our minds, but that
chin while the say the word ‘tiger’. They should count haiku poetry in particular will do this because
how many times their chin moved/mouth opened. Get haiku poems often focus on specific objects, events,
several answers from different learners (they should all or creatures. Haiku poems also focus on a precise
say ‘two’). moment of seeing things and this focus on vision
Next, ask learners to put their hand under their chin while can trigger us to imagine a scene in our minds.
the say the word ‘butterfly’. Ask them how many times Note, it is a misconception that a haiku must have
their chin moved / mouth opened. Get several answers
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17 syllables in a 5/7/5 pattern in lines 1, 2, and 3.
from different learners (they should all say ‘three’). To say the 17 sounds of a traditional Japanese
Ask them to put their hand under their chin again haiku takes roughly the same time as to say 12 to
and say their name. How many times did their 15 English syllables. This is why you will see many
chin move / mouth open? Get several answers from modern poets write haiku in English with fewer
different learners. than 17 syllables. The main idea with haiku is to
them about the sounds of the words.
PL
Finally, ask learners what do their chin movements show
Ask which sounds make their chin move down / mouth

open. Explain that it is when sounding out the vowel
sounds A-E-I-O-U, including sometimes when ‘Y’
creates a vowel sound (for example, fly, dry, spy. sky).
Main teaching ideas

1 Poetry and sketches (30 minutes)
give the reader something to see, hear, smell, taste or
touch, and to have three lines with the first and last
lines a bit shorter than the middle line.
Ask learners to volunteer to read each of the haiku
poems in Activity 1 – one learner for each poem,
so four learners in total. Before each poem is read,
remind the whole class to reflect on whether they see
any pictures in their imagination – and to remember
or make a note of what those pictures are.
Read through Activities 1 and 2 with learners and
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Learning intention: Explore how haiku poems are make sure they understand that for the first activity
structured. they need to draw a sketch. Check if learners have
any questions about how to complete the activities.
Resources: Learner’s Book, Session 4.3, haiku
poems, Activities 1 and 2 Then, ask learners to complete Activities 1 and 2 on
their own.
Description: Write the following quotation on the
board: ‘Painting is poetry that is seen rather than Differentiation ideas:
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felt, and poetry is painting that is felt rather than • Support: Bring in some old newspapers and
seen.’ (Leonardo da Vinci). magazines, and some scissors and paper-glue
Explain that both painting and poetry are art forms. for this lesson and encourage learners to make
Give other examples of art forms, such as performance a collage to represent the haikus – if they are
(for example, acting and dance), photography and not confident with drawing or sketching. They
sculpture. could find images, cut them out and arrange
them to make their collage. To support learners
Explain further that in the quotation, da Vinci is
in completing Activity 2, write the first haiku
emphasising the idea that painting appeals most
on the board. Then, go through it, pointing out
strongly to our visual senses, whereas poetry
how many lines it has and picking out some
appeals most strongly to our feelings. This does
other features that are mentioned in Activity 2.
not mean we do not feel emotions when we look at
paintings; it simply means we primarily experience • Challenge: Ask learners to draw a sketch or
the painting through our eyes and this may also make a collage for the first and third haiku
cause us to feel various emotions. poems as well as for the second and fourth.
Each of the four haikus use the poetic device of
Point out that poetry appeals most strongly to our
enjambment, where a line of verse runs on from
feelings as we mainly experience it through the
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4 SMALL BUT PERFECT
one line to the next. Ask learners to examine then link this to a specific word, phrase or line in
each example of enjambment in the haikus and a poem.
then write a sentence explaining its effect on Pay close attention to what happens after your
them as a reader. questions to learners when they are in pairs, small
Assessment ideas: Check learners’ answers to groups or in a whole-class group. Are learners able to
Activity 2. Assess whether they have been able to link their responses (their thoughts and feelings about
fill all the spaces accurately. Give positive feedback the poems) to specific language features in the poems?
where they have and fill in any blanks or correct any If not, try positive reinforcement such as, ‘That’s an
mistakes if they haven’t. interesting response’ and then follow-up questions
such as: ‘Which bit of language in the poem do you
2 Developing a personal response to a think made you feel/think that way? And can you
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poem (30 minutes) say why?’ In this activity, there may be learners who
Learning intention: Discuss poems and express are reticent about speaking up compared to other
personal opinions. learners. That’s fine – they will be learning a lot by
listening to other learners.
Description: Once in pairs, ask learners to work
PL
on activity 3. Give them ten minutes for the
activity, then pair them together to create groups
of four. Ask them to discuss their written answers
to the final part of this activity, in which they
select their favourite haiku. After ten minutes,
move all learners out of their small groups and
have a whole-class discussion.
Try asking this question to the class and then
waiting as long as you can until a learner speaks:
‘Did anyone have any interesting thoughts or
feelings about one of the poems?’
•
•
Support: Learners who need extra support with
this activity may not have such strong responses
to the rhythmic effects and imagery in poems.
Sit with these learners as they read these poems.
Then, ask them to pick out any specific words,
phrases or lines and say how these make them
feel. Guide them with dialogue and questions,
and encourage them to describe their responses
as well as getting them to link their response to
specific words, phrases or lines in the poems.
Challenge: Ask learners who require additional
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challenge to pinpoint a specific rhythmic effect
When a learner speaks, ask them which poem is to a meaning they think is being communicated
their favourite and then ask: ‘Why you choose that by the poem. For example, in Soseki’s haiku,
one?’ When this learner has finished speaking, can they think of a reason why the last word of
ask the class: ‘Does anyone have any thoughts the poem ends with a vowel sound? Can they
about what [learner’s name] said?’ See if you can see any link with this and other ideas, images or
instigate a discussion among the whole class by themes in the poem? (Answer: ‘blow’ contains
SA
saying ‘Anyone else?’ whenever there is silence for a an ‘o’ vowel sound, specifically the compound
minute or so. vowel or diphthong /əʊ/, as in ‘boat’, ‘know’
If the discussion comes to a close and you still have and ‘home’. A close examination of Soseki’s
class time, start a new round of discussion with a haiku reveals several ‘o’ vowel sounds – for
reformed opening question: ‘Did anyone else have example, over, forest, howl, no. Vowel sounds
any interesting thoughts or feelings about one of the are produced by a free flow of air through the
poems?’ Continue this until the session time is over mouth. This links to the idea expressed of wind
or you want to move to a plenary activity. blowing freely through a forest and making a
howling ‘o’ sound, especially with emphasis on
Point out that Activity 3 asks learners to link
the two compound vowels: one in ‘howl’ /haʊl/
their personal response to the poems with specific
and the other in the final word ‘blow’ /bləʊ/.
language features and effects. In other words, does
a learner like the mood or feeling created by a Assessment ideas: Listen to learners’ responses
specific use of language? Do particular words or to the poems and assess whether they link their
phrases create pictures in the learner’s mind? In response to any specific words, phrases or lines.
each case, ask the learner to say how they feel and Assess also if learners can pick out any specific
words, phrases or lines and describe their personal
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response. When learners link personal response pace and tone to emphasise specific words, phrases
to specific language features (or specific language or lines in the poems. Give praise when they do this.
features to their response), give positive feedback.
When they do not link these, encourage them to 4 Writing an analysis of a haiku (45 minutes)
support their answers by links between language, Learning intention: Choose quotations to support
its effects and their responses. explanations.
3 Exploring and discussing poetry Resources: Learner’s Book, Session 4.3,

Activities 6 and 7
(60 minutes)
Description: Read the poem ‘Marriage’ to the class. It
Learning intentions: Explore how haiku poems are
will be useful to read it two or three times to ensure
structured. Discuss poems and express personal
learners fully understand the content. Next, read
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opinions.
through Activity 6 and check if learners have any
Resources: Learner’s Book, Session 4.3, Activities questions about syllables or other aspects of haikus.
4 and 5 Tell learners they will write answers to Activity 6 later.
Description: You could prepare for this lesson by Read the poem ‘Marriage’ once more. Point out that
bringing in one or two haikus that you will read to the poet has used the image of ‘a stream flowing
PL
the class. Alternatively, you could find recordings or
videos to play to your learners.
Start by reading your haikus or playing the
recordings or videos. Do this two or three times.
Ask learners to pay close attention to the way the
haikus are read aloud – things like the pace and
tone of the reader’s voice, and whether any specific
words are emphasised or whether there are any
pauses that seem significant. They should consider
this when performing their own haikus.
in a field’. Explain that a stream and field are
opposites (water and land) and that by introducing
the ‘man’ and the ‘woman’ as ‘so different’, the poet
is suggesting that a marriage can contain opposites
and strong differences in the same way. Emphasise,
however, that ‘a stream flowing in a field’ is an image
of harmony and beauty in nature – so the poet
could be understood as saying that marriage can be
beautiful and harmonious even if the people in it
are very different from one another or sometimes
have conflicts.
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Put learners into small groups and ask them to
complete Activity 4. They should read the haiku aloud Point out that your explanation focuses on the
to their group (before they start, they could describe imagery and content of the poem. Tell learners
an image the haiku makes them think about). that when they write their answers to Activities
6 and 7 they can consider how the structure (the
When they have finished, come together as a class arrangement of lines and syllables) also helps
and have learners perform their haikus to the class to communicate the poet’s ideas and feelings
for Activity 5. about marriage.
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Now, read through Activity 7. You could ask a
• Support: Give learners more time to rehearse learner to volunteer to read the sample paragraph.
reading the haikus. This will benefit learners You could also write the sample paragraph on the
who need extra support and will allow you time board before the lesson starts.
to give individual help by working with learners
Read the sample paragraph to the class a second
and coaching them on reading poetry aloud.
time, but stop after each annotated section. Point
For example, showing them how they can speed
out how each section links to one of the annotations,
up or slow down at particular points in the
showing how the learner has successfully analysed the
poem, or leaving silent pauses.
poem by directly linking their comment to a specific
• Challenge: Ask learners to rehearse more than aspect of the poem: the title links to the topic; the
one haiku, perhaps even all four as they are haiku form links to capturing a specific moment;
very short. Then, they can read these aloud for other points link to short quotations, etc.
Activity 5.
Explain that this is building on previous work in
Assessment ideas: As learners read the haikus this session, where learners linked their responses
aloud, assess if they are able to adapt their speech,
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4 SMALL BUT PERFECT
to specific words, phrases or lines, or linked specific • Then, ask learners to reread ‘Marriage’ and
words, phrases or lines to their response. explain how each of these points are true for
Emphasise to learners that when they come this poem. Then ask them to continue with
to write their paragraphs for Activity 7, they Activities 6 and 7.
should try to reproduce the format of the sample • Challenge: Ask learners to pick one of the
paragraph. Emphasise also that they should other haikus in this session and write a second
comment on their responses, the language features paragraph. In this second paragraph, learners
they notice, and the effects of the language features should again try to reproduce the format of
they notice. Draw this diagram to help explain this the sample paragraph and write something
idea to learners: that achieves each one of the eight ‘successes’
(Activity 7).
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Assessment ideas: Read through the learners’ answers
to Activity 7. Assess how many of the eight ‘successes’
My (annotations) they have been able to reproduce in
their analysis of the ‘Marriage’ poem. Give positive
response feedback for each one they have reproduced. Point out
the ones they missed and encourage them to try this
Effects of
language
features
PL Language
features
next time to improve their analysis of poetry.
Plenary idea
Contrasting images (5 minutes)
Description: Ask learners to compare the sketches
they created to accompany the poems with the
figurative language imagery in the second and fourth
haiku in Activity 1 and the pictures created in all the
haikus in Activity 3 a. Ask them also to reflect on the
sketches and the figurative images in all the haikus
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– for example, do they notice any links between the
Learners should then complete Activities 6 and 7 shapes in their sketches and between the figurative
on their own. descriptions of bare butterflies/windsurfs; bare trees/
Tell learners they should try to write something wind; heart-shaped leaves/fish tails; moon/snail
that achieves each one of the eight ‘successes’ stripped to the waist? Ask learners if their sketches
listed in the annotations in Activity 7, in their own or the figurative images in the haikus complement or
contrast each other – and explain how they do this.
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paragraphs analysing the ‘Marriage’ poem. Point

out that the Writing tip emphasises this also. Tell learners they should try to use complementing or
contrasting pairs of images or figurative descriptions
like this when they are writing their own haiku poems
• Support: Explain to learners that, to make a for their homework.
poem sound like a traditional haiku, the poet
Do learners share what they notice about their sketches
will do the following:
and the figurative images in the haikus? In their
• include a sensory image (something to see, homework (haiku poems) did they use pairs of images
hear, smell, taste or touch) that complement or contrast with each other?
• ake the first line shorter or quicker to
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read than the middle line or lines. Homework idea
• ake the last line shorter or quicker to read
m Learners should complete Workbook Session 4.3.
than the middle line or lines.
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4.4 Writing imagist poetry

LEARNING PLAN
7Rv.02, 7Rv.03, 7Ri.01, Learners will: Learners can:

7Ri.10, 7Ri.11, 7Ra.02,
7Wv.01, 7Wv.02, 7Ws.01, • explore how modern poets • identify the features of haiku
7Wc.01, 7Wc.03, 7Wp.04, have used the ancient haiku poetry and explain how they
7SLs.01, 7SLp.01 form have changed over time
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• look carefully at the natural • use images and ideas from
world to write a haiku poem nature in haiku poetry
• use images and symbols to • use detail, imagery and symbol
improve poetic writing. to enhance poetic writing.
LANGUAGE SUPPORT
PL
In this session, learners build on their
understanding of haiku and poetic forms to write
their own poetry. Pronunciation is not regular in
English, and word stress is an important part of
learning how to pronounce new words. Having
a consistent way to indicate word stress will help
learners to start to recognise this and to become
(in longer words). For practice, ask learners to
sort a selection of words into groups according
to the syllable and stress pattern. Clapping out
the syllables and stress can also help learners to
recognise the patterns, as can showing the syllables
with different-sized circles. For example, chocolate
has two syllables (despite the length of the word)
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more independent in this area. and the stress is on the first, producing the pattern
To establish word stress, first identify the number Oo, whereas telephone has three syllables with a
of syllables in a word, then decide where the main pattern of Ooo. Language worksheet 4.2 provides
stress should be, as well any secondary stress further practice in this area.
SA

Images from the natural world Create two columns on the board – If the list of ‘nature’ topics is longer,
are the best subjects for poetry. do not include headings yet. Ask encourage learners to consider
learners what they think are typical ‘non-nature’ topics when they come
subjects for poems. For every subject to write poems that are not haikus.
mentioned that could fall under the If the list of ‘non-nature’ topics is
category ‘nature’ or ‘natural world’, longer, congratulate the class for
make a note in the left-hand column. their original thinking!
For every subject mentioned that
does not fall under the category In either case, explain to learners
‘nature’ or ‘natural world’, make a that many poems focus on
note in the right-hand column. a strong feeling, thought or
experience and do not describe
objects in nature or natural scenes.
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4 SMALL BUT PERFECT
Starter idea enough time for learners to both read their haikus
and to discuss the images they used.
A fresh look and a fresh listen (10 minutes) Differentiation ideas:
Resources: Learner’s Book, Session 4.4, Getting started
• Support: Alter Activities 1 and 2 by telling
activity
learners they do not need to strictly follow the
Description: Write two quotations on the board: ‘The form of haiku poems. Instead, they could simply
artist selects and presents luminous details’ (Ezra write a three-lined poem without focusing on
Pound) and ‘Poetry is a fresh look and a fresh listen’ the number of syllables in each line. You could
(Robert Frost). Add this definition to the board also: also guide these learners by telling them to
luminous = bright or shining, especially in the dark. mention their first image on lines one and two,
Explain that Pound and Frost were both poets. Ask and their second image on the third line only.
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the class to think about the two quotations for a • Challenge: Ask learners to follow the haiku
few minutes silently, then ask them if they think the format strictly: short poem, 17 syllables split
two quotations express similar ideas, or ideas that over three lines (five-seven-five).
complement each other.
Assessment ideas: Ask learners to use the
When a learner gives an answer, ask if anyone else Reflection feature to self-assess their understanding
PL
thinks that the quotations are similar – or if they have
any response to what the previous speaker has said.
When the discussion is finished, you could suggest that
we need light to see details. We often need to take a fresh
look at something, so we shine a light on it. Similarly,
we listen to songs over and over, and we often reread
books, letters, and texts and so on to discover things we
had not noticed before. Explain that poetry is a way of
doing this – by playing with language, we may perceive
things in a new and refreshing way.
of haiku poetry.
2 Senses and imagery in poetry

(90 minutes)
Learning intention: Explore how modern poets
have used the ancient haiku form. Use images and
symbols to improve poetic writing.
Resources: Learner’s Book, Session 4.4, imagist
poems, Activities 3–6; Language worksheet 4.2
Description: Ask learners to read the poem ‘The
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Listen for any comments from learners where they
suggest poems should be about certain kinds of things Red Wheelbarrow’ and discuss it as a class. Elicit
(for example, nature, love, flowers, wind, shadows, personal responses by asking them, for example,
etc.). If this happens, use the activity provided in the how they would describe the thoughts and feelings
Common misconceptions section. they experience when reading the poem. Do the
same with the poem ‘This is just to say’.
Main teaching ideas Once learners are in pairs, ask them to complete
Activities 4 and 5 together, using some of the ideas
SA
1 Writing a class haiku (60 minutes) they thought about when reading the poems.
Learning intention: Look carefully at the natural To prepare for Activities 5 and 6, hand out
world to write a haiku poem. Language worksheet 4.2 and ask learners to
Resources: Learner’s Book, Session 4.4, complete it in pairs. Give learners 30 minutes to
Activities 1 and 2 write their poems for Activity 5 on their own.
Description: Activities 1–3 build on the Getting Complete Activity 6 as a whole class. If you have
started activity, considering haiku with ‘luminous time remaining, discuss learners’ poems in the same
detail’. Ask learners to read through all three way you discussed ‘The Red Wheelbarrow’ and
activities before they start. ‘This is just to say’ at the beginning of the lesson.
Rather than making Activity 1 a paired activity, Differentiation ideas:
consider putting learners into small groups. Give • Support: In the discussion parts of this lesson,
them 20 minutes to complete Activities 1 and 2. use wait time to give learners time to think. When
When all groups have created their haiku series, learners do respond, a useful follow-up question
move on to Activity 3. Try to make sure there is can be: ‘Can you give us some reasons for why you
think or feel that way about the poem?’
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• Challenge: Try to frame questions in ways that And Eternity in an hour. b flower / hour
promote deeper thinking, such as: Explain that the rhyme scheme for these four lines
• ‘Which poem is better? Give three reasons that (quatrain) is abab. Then write out the images in each
support your view.’ line of the poem as pairs, such as:
• ‘Evaluate the impact each poem has on a reader. Line 1 – World / a Grain of Sand
Which has the strongest impact and why?’ Line 2 – Heaven / a Wild flower
• ‘Imagine you are one of the judges in a poetry Line 3 – Infinity / the palm of your hand
competition. Which poem should win and Line 4 – Eternity / an hour
how would you defend your choice to the
other judges?’ Point out that the images are pairs and contrast very
big things with small things.
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Now ask learners to write their own four-line poem
poems with a partner and give each other
using a rhyme scheme of abab. They can use their
feedback. Ask learners to consider: ‘How could we
own rhymes or the suggestions in this table of
have included more detail from the senses of sight,
rhyming words:
hearing, touch, taste or smell in our poems?’ Also,
as you listen to learners’ discussions, consider how
well they are able to:
•
•
•
give a thoughtful response
PL
use language to clearly express their ideas or
opinions
listen to and analyse what others say and then
identify points of agreement and disagreement

be sensitive to others during discussions,
ensuring that the intended outcome of the
discussion is achieved.
sand
band
grand
land
and
stand
A
flower
shower
power
sour
tower
our
B
hand
brand
gland
C
canned
manned
bland
hour
scour
D
glower
flour
devour
cower
Give learners ten minutes to note down their ideas

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3 Two rhymes and pairs of images and another ten minutes to write their poems.
(40 minutes) Consider making posters of some (or all) of the poems
Learning intention: Use images and symbols to and place them on the walls of your classroom.
improve poetic writing. Differentiation ideas:
Description: Write the following on the board: From • Support: Tell less confident learners to start
‘Auguries of Innocence’ by William Blake with the rhymes in the table.
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To see a World in a Grain of Sand • Challenge: Ask learners to come up with their
And a Heaven in a Wild Flower, own rhyming words, rather than using the table.
Hold Infinity in the palm of your hand, Assessment ideas: Ask learners if they are happy
And Eternity in an hour with their individual poem and why. Do their poems
Ask learners: ‘What do you think of these match (or closely match) the abab rhyme scheme?
figurative images? How do they complement or Did they use pairs of contrasting images/ideas?
contrast with each other?’
Plenary idea
Label the rhyme scheme as below:
To see a World in Class poems (5 minutes)
a Grain of Sand a sand / hand Resources: Examples of learners’ poetry
And a Heaven in a Description: Read out some of the learners’ poems and
Wild flower, b discuss as a class. Ask learners to reflect on whether
their view of things has now changed at the end of this
Hold Infinity in the
palm of your hand, a
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4 SMALL BUT PERFECT
session. Ask learners to consider how poetry has helped

them to see something differently or in a fresh way. CONTINUED
Ask learners what they think about their peers’ poems images online. The Fibonacci Sequence is the
and to comment on specific images or rhymes, and what series of numbers: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34 ...
thoughts or feelings they have about them. In the Fibonacci sequence, the next number is
found by adding up the two numbers before
CROSS-CURRICULAR LINK it. Poems can also follow regular patterns – for
example, through rhyme patterns, the number
Maths: Sequences – learners will need to of syllables or beats in lines, and sometimes the
understand that mathematical sequences create layout of the poem on a page.
patterns. These patterns may be represented
in numbers or other forms, such as graphs or
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diagrams. The Fibonacci sequence is such a
pattern and is found in many forms in nature, Homework idea
such as the spiral shapes that form in flowers Learners should complete Workbook Session 4.4.
and even in galaxies. Learners could find these
4.5 Miniature art

LEARNING PLAN
Learning objectives
7Rv.01, 7Rv.02, 7Rs.01, 7Rs.02,

Learners will:
Success criteria
Learners can:
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7Ri.02, 7Ri.03, 7Ri.04, 7Ri.06,
7Ri.07, 7Ri.08, 7Ri.11, 7Ra.02, • summarise information from • summarise information from
7Ww.02, 7Wv.03, 7Wg.02 an informative article an informative article
• explore how writers use • understand how writers use
topics to organise texts topics to organise texts
• use prefixes to widen • use prefixes to widen
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vocabulary. vocabulary.
LANGUAGE SUPPORT
Build on learners’ understanding of past-tense Learners often overuse the past perfect and
forms by pointing out the use of the past-perfect believe it refers to something that has happened a
tense in the article in this session – for example: long time in the past. Explain that the past perfect
People had made me feel small so I wanted shows an event in the past that happened before
to show them how significant small could be. another event.
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CONTINUED
The past perfect is most useful in showing the

order of the events, or for stressing that one thing
was finished before another began. An example Event Event Now
timeline to show this might be:
Past perfect/past simple, one event in the past
happening before another: I had left school when You may wish to recap past tenses by referring
he arrived. back to Language worksheet 4.1, or to complete
this worksheet now if you did not do so in
Session 4.1.
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The smallest unit of language that
carries a meaning is a word.
Starter idea
Understanding a text (20 minutes)
PL Ask learners what ‘un’ means. Ask learners what the words
‘necessary’, ‘important’ and
‘developed’ mean. Now ask them
what the words ‘unnecessary’,
‘unimportant’ and ‘undeveloped’
mean. Finally, ask them again
what ‘un’ means.
Main teaching ideas

1 Understanding a non-fiction text
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Description: For this starter activity learners will be (40 minutes)
reading a short text extract and summarising its main Learning intentions: Summarise information from
ideas in one sentence. So, before the lesson, find a an informative article. Explore how writers use
passage of text that you would like to use (or you could topics to organise texts.
use the opening section of the article in Session 4.5).
Resources: ‘Skills and techniques for summarising
Explain to learners that over the next few lessons, they a text’ handout; Learner’s Book, Session 4.5, ‘The
SA
will be analysing a non-fiction article. tiny world of Willard Wigan’ article, Activities 1–3
A good first step in text analysis is understanding the Description: Prepare the following as a handout or
main ideas and one way of doing this is for learners write it on the board:
to read and then, in pairs, take it in turns to explain
Skills and tecniques for summarising a text
the main ideas briefly to a partner (either in speech
or writing). • Focus on key information.
Ask learners to read your chosen passage several times. • Some of the material in a text will be relevant
Then, ask them to work together (in pairs) to write one and some irrelevant to your summary. It is
sentence that explains the main ideas of the passage. unlikely that the information you need will be
Learners can then share their one-sentence explanations found in one place, so read over the whole text
with the rest of the class. several times to find the key points.
Write these one-sentence explanations on the board. • Make notes for a summary.
Ask learners which sentences they find the most effective
as summarised explanations and why.
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• Go through the passage, listing bullet points. each reporting clause. Learners should identify
• Write a summary in your own words. ‘Maya said’. Underline these words on the board.
Remind learners that the quotation marks in direct
• Separate the main ideas in the text from
speech are used to enclose the exact words used.
whatever has been included to support the
ideas, such as quotations, examples, etc. Now point out that the reporting clause in indirect
speech takes the form of a subordinate clause
• Writers often repeat points to ensure the reader introduced by the conjunction ‘that’. Emphasise to
has understood – you only need to record a learners the subordinate conjunction ‘that’ is often
main idea once. left out in informal speech or writing (for example,
• Express a detailed list of items in a single word Maya said she was angry).
or phrase. Finish by explaining that, in indirect speech,
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Read through the handout with the class. Discuss or reporting verbs are verbs, such as ‘said’, ‘told’,
give answers to any questions from learners. ‘asked’ and ‘replied’. Put learners into pairs and ask
them to complete Activities 4 and 5.
Ask learners to read the article in the Learner’s
Book and discuss any words they find difficult (with Differentiation ideas:
reference to the glossary, if necessary). • Support: For Activity 5, give learners templates
Activities 1–3.
•
•
PL
Ask learners to work on their own to complete
Support: Give learners one or more of your own

phrases from Activity 1 as an example. Also,
learners who require support could benefit from one
or two examples of subheadings from Activity 2.
Challenge: Ask learners to write a summary of
between 75 and 100 words of the entire article.
•
for punctuating direct speech. For example:
• She said, ‘I have to go now.’ (shows where
to put the comma)
• ‘I have to go now,’ she said. (shows where to
put the comma)
Challenge: For Activity 5, give learners more
complex templates for punctuating direct speech.
Ask them to use these in completing Activity 5.
For example:
• ‘That car is my favourite colour,’ he said.
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‘I’d like to buy one that colour.’ (shows
answers to these activities with a partner and
when to use a full stop if the first part is a
give each other feedback. Use your sentence and
complete sentence)
phrases (from Activity 1) as criteria for the pairs/
groups to judge their summaries against. How • ‘That car,’ he said, ‘is my favourite colour.’
could they improve and make theirs more like (shows where to use commas when direct
yours? What do they need to change about their speech is split).
sentences, if anything? Assessment ideas: Ask learners to complete the
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Self-assessment feature in Session 4.5.

2 Reported speech (45 minutes) 3 Synonyms and prefixes (45 minutes)
Learning intention: Explore how writers use topics Learning intention: Use prefixes to widen
to organise texts. vocabulary.
Resources: Learner’s Book, Session 4.5, Activities Resources: Learner’s Book, Session 4.5, Activities 6–8
4 and 5 Description: Write the definition of ‘synonym’ in the
Description: Remind learners about the form of Learner’s Book on the board. Emphasise that very
direct and indirect speech by writing these two few words mean exactly the same thing. Explain
sentences on the board: that we often choose words based on whether they
• Maya said, ‘I am angry.’ (direct speech) have a general or specific meaning – for example,
• Maya said that she was angry. (indirect/ insect (general) or beetle (specific). Write these on
reported speech) the board. Explain that we often choose words if we
want to be informal or formal:
Explain that in each of these examples there is a
reporting clause. Ask learners if they can identify bug insect insecta arthropod
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Write these on the board. whether the synonyms are more general, more
Point out that repeating the same word can be specific, more informal or more formal than the
monotonous, so writers will sometimes replace a words used by the writer of the Shabtis text.
word with ‘it’ or ‘this’ (pronoun replacement). Assessment ideas: Check learners’ answers for
Emphasise that writers also create variety by using Activities 6 and 8. Then, assess:
synonyms. Remind learners how they can use a • how many synonyms for ‘small’ they found in
thesaurus to find synonyms – and encourage them the Willard Wigan article
to use these for Activity 6. • how many prefixes they found in the Shabtis text.
Next, read the Language focus feature about
prefixes. 4 Using context to understand the
Draw a large circle on the board. Within the circle, meaning of unfamiliar words
E
write the following prefixes in random positions: (30 minutes)
co–, dis–, mis–, over–, pre–, semi–, under–, un–, with– Learning intention: Summarise information from an
Ask learners if they know what any of the prefixes informative article.
mean. Description: Find or write your own short
On another part of the board, write the following words paragraph with some vocabulary that will be
word in the vertical list. PL

in a vertical list: arranged, circle, estimated, estimating,
hold, necessary, operate, pleased, understood.
Ask learners if they can join one of the prefixes in
the circle to one of the words in your vertical list to
make a new word. Write the prefix in front of the
You should end up with the following list: cooperate,

displeased, misunderstood, overestimating,
overestimated or underestimating, underestimated,
prearranged, semicircle, unnecessary, withhold.
unfamiliar to your learners. Pre-prepare this
paragraph as a handout or write it on the board.
Explain to learners that they can understand
unfamiliar words by looking at the words around
the unfamiliar word. Specifically, they can use the
memory aid of NESOC:
N: near words – is the definition provided by
other words?
E: example words – are there examples?
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Remind learners that prefixes are morphemes and that S: similar words (synonyms) – are there words that
morphemes are the smallest units of language that carry have similar meanings?
meaning (for example, pre–, –ed, –est, co–, dis–, un–). O: opposite words (antonyms) – are there words
Remind learners also that if the morpheme is added to that have opposite meanings?
the front of the word, it is a prefix and if it is added to
the end of a word, it is a suffix (for example, –ed, –est). C: changing words – can you change the unfamiliar
word to one you know and then the sentence still
Now, put learners into pairs and ask them to
makes sense?
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complete Activities 6–8 together.

Differentiation ideas: Go through your paragraph and show how the
underlined words can be understood using NESOC.
• Support: Sit with learners and show them how to
create a list of synonyms for the word ‘big’ by using Differentiation ideas:
a thesaurus. Then, ask them to continue working in • Support: Spend more time at the board as you
pairs to use a thesaurus to create a list of synonyms go through each of the NESOC examples. Ask
for the word ‘small’ as they answer Activity 6 b. questions to prompt use of one or more of the
• Challenge: When learners have finished Activities NESOC strategies.
6–8, ask them to examine this sentence from • Challenge: Ask these learners to use five new
the Shabtis text: Early figures were rough and words they are unfamiliar with and create a
inelegant, but as time progressed, these figures paragraph around those.
became more attractive and unusual in design.
Assessment ideas: Make some judgements about
Ask learners to find the words that describe the the quality of learners’ responses and questions in
qualities of the figures (rough, inelegant, attractive, this activity. Do their responses and questions show
unusual). Then, ask learners to find two synonyms a focus on the learning intention of this activity? Do
for each of these words in a thesaurus and decide the learners’ responses and questions show evidence
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4 SMALL BUT PERFECT
of successful learning? If yes, continue the approach. Use your questioning to gather evidence that learners
If not, try adjusting your approach and then see if this are able to explain differences between the examples.
elicits more learning using the same judging process. This approach can also encourage more discussion, so
you may want to allow extra time for this.
Plenary idea Consider what kinds of inferences can you make about
Differences in reporting speech learners’ progress from their responses in this activity?
Based on your inferences, what kinds of adjustments
(15 minutes)
could you make to future lessons and activities?
Description: Write these pairs of sentences on the board:
Vikram said, ‘I am not interested.’ CROSS-CURRICULAR LINK
Vikram said he wasn’t interested.
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Patrick said, ‘I might not be there.’ Maths: Division – learners need to understand that
Patrick said he might not be there. numbers can be divided by factors – one number
goes into another number × times (for example, 12
Put learners into small groups and ask them to discuss divided by 3 equals 4). Another way of putting this
the following question: ‘How would you describe the is ’12 can be divided into 4 parts of 3’. In English,
different effects on readers or listeners of these examples?’ words can also be divided – but words divide into
with the rest of the class.
PL
After ten minutes, ask small groups to share their ideas
Assessment ideas: As the groups are sharing their ideas,

use questions to probe learners’ thinking, such as:
‘Imagine you are a police officer writing a report of what
someone said at a crime scene. Would you use direct
speech or indirect speech in your report and why?’
or
‘You are writing an email to pass on a message that a
morphemes rather than numbers. Morphemes can
also be ‘added together’ to create longer words, as
in this example: dis + content + ed + ly.
Homework idea
Ask learners to write two or three paragraphs using all
the following words at least once: cooperate, displeased,
misunderstood, overestimating or underestimating,
prearranged, semicircle, underestimated or
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friend will not be coming to a party. Would you use direct overestimated, unnecessary, withhold.
speech or indirect speech in the email? Give three reasons.’
4.6 Perfect pastimes

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LEARNING PLAN
7Rs.01, 7Rs.02, 7Ri.02, Learners will: Learners can:

7Ri.10, 7Ws.01, 7Ws.02,
7Wc.02, 7Wc.03, • plan an interview to find out • plan and conduct an interview using
7Wp.03, 7SLm.01, interesting information questions to gain information
7SLs.01 • explore the structure of a • understand how a non-fiction
non-fiction interview text interview text is organised
• plan and write about a topic • write a non-fiction interview article
using specialist vocabulary. to engage a reader using specialist
vocabulary.
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LANGUAGE SUPPORT
The interview in this session includes grammatical have been left out to check understanding. In this
ellipses, where words are omitted from sentences example, the subject and auxiliary verb have been
for effect, making them technically ungrammatical – missed out: do you. While this is often done for
for example, Find threading a needle frustrating? effect in shorter sentences, ellipses are common in
Some learners may not recognise this grammatical longer sentences to avoid repeating information
device, so support them by asking what words that the reader is assumed to know.
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Specific questions are best for Ask learners what questions they Give very short answers to these
getting people to give information. would ask if they wanted to know questions (you can be flexible and
more about you, their teacher – humorous if you’d rather not be
PL
for example, Where did you grow
up? How old are you?
too personal) – for example, Where
did you grow up? You: Europe,
Johannesburg, etc. How old are
you? You: Over 25/30, 39, etc.
Ask learners if the following work
as better alternatives and why:
• Can you tell us what you liked
and disliked most about where
you lived as a child and why?
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• What were your favourite
movies when you were 11, and
why did you like them?
• What important events can you
remember happening in the
world as you grew up and how
did they affect you?
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Starter idea • How old are you?

• What’s your favourite colour?
Open and closed questions (15 minutes)
In a separate column, write the following (you could
Description: Explain to learners that they will be
create alternative questions):
planning an interview and writing it up as an article.
Emphasise that the material for an interview will come Open questions
from responses to questions. • What do you like or dislike about where you live?
Write the following on the board (you could create • Do you think it’s better to have brothers and sisters,
alternative questions): or is it better to be an only child?
Closed questions • What do you think makes someone an adult?
• Where do you live? • What do you do for fun?
• Have you got any brothers or sisters? Ask learners to describe the difference between the types
of questions in the two columns.
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4 SMALL BUT PERFECT
Ask learners which type of question they think will get interview each other. They should first briefly discuss
more interesting answers and why. what hobbies they each have so that their partner can
You could finish with a short explanation that the two decide what the subject of the interview should be.
sets of questions are often classes and open/closed Explain that they will follow three steps: write
questions. Ask learners to explain how the terms the interview questions; do the interview – record
‘open’ and ‘closed’ accurately describe the different it and/or take detailed notes; then write up the
types of questions. interview for homework.
Explain that they are going to create their interview
Main teaching ideas questions together for Activity 2 and then interview
each other for Activity 3. Remind learners they will
1 Questions and interviews (20 minutes)
need to make detailed notes and then write these
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Learning intention: Plan an interview to find out interviews up for homework. However, before they
interesting information. interview each other, they are going to create the
Resources: Learner’s Book, Session 4.6, Activity 1 joint set of questions together.
Description: Ask learners to read the questions in Write loose definitions of ‘a hobby’ and ‘an interest’
Activity 1 (you could write them on the board). on the board, such as:
•
PL
Once in pairs, ask learners to give their opinions on
whether these are good questions and why.
Ask learner pairs to create two more questions for
Activity 1.
Support: Sit with learners while they are creating

their questions and remind them of the learning
from the Starter idea on open/closed questions.
Challenge: Ask learners to create four or more
•
•
hobby – a regular activity (for example, sports,
puzzles, reading, writing, cooking/baking)
interest – an irregular activity (for example,
volunteering, community service, membership
of groups that meet).
Divide the time you have for this session into three
15-minute sections. In the first section, learners will
create the questions. In the next two sections, they
will take turns to interview each other and make
notes on their partner’s answers. Use a clock to
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new questions. In addition, ask these learners remind learners how much time they have left in
to write a short description explaining why each section and when to move on.
their newly created questions will be effective.
Ask these learners: ‘How could open/closed Tell learners they should aim to create five or six open
questions be relevant here for Activity 1?’ questions (see the Starter idea). Ask them to include
some questions on hobbies and some on interests (for
Assessment ideas: Ask learner pairs to swap their example, three on hobbies and two on interests).
newly created interview questions with another
When learners are creating their questions, look at
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learner pair, creating a small group of four. Then,

ask them to assess each other’s questions and their notes for good examples and put these on the
suggest improvements. board. Other pairs can use or adapt these if they are
struggling. Try to create a sense of the whole class
2 Conducting an interview (45 minutes) collaborating as well as the pairs collaborating.
Learning intention: Plan an interview to find out Before they interview each other, remind learners
interesting information. again to take detailed notes of their partner’s
answers and also to make sure they understand the
Resources: Learner’s Book, Session 4.6, Activities 2 meaning of any specialist language related to the
and 3; Workbook, Session 4.6, Focus activity; pens/ hobby or interest.
pencils and paper
Ask learners to begin by completing the Focus
Description: Rather than interviewing someone in activity from the Workbook, then move on to
their wider lives, it may be helpful to put learners Activities 2 and 3 in the Learner’s Book.
into pairs for Activities 2 and 3 here and ask them to
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Differentiation ideas: Point out that we instinctively hear angry, funny, or

• Support: Either provide a set of questions or a sad tones when someone speaks. Emphasise that,
partial set of questions. The important thing is to without the sound of someone’s voice, we rely on
help them see the structure of an open question, a careful reading of the specific words used by a
such as ‘Why do you like playing football?’ rather writer to notice their tone or attitude to the subject
than ‘Do you like playing football? Encourage they are writing about.
these learners to imagine being asked the same Then, put learners into pairs and ask them to
questions. Explain that if they are tempted to complete Activities 4–6. Afterwards, they should
answer simply ‘yes’ or ‘no’, or give a very short complete the Practice and Challenge activities in the
answer, it is likely to be a closed question. Workbook on their own.
• Challenge: Ask learners to create a second piece Differentiation ideas: Use your questions about tone
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of writing in addition to the interview text. This in writing to support, guide and challenge learners’
could be titled ‘How to interview someone’ thinking. Remember to use wait time to encourage
and should be a short guide aimed at Stage 7 more responses and give learners time to think.
learners who need to carry out an interview.
Assessment ideas: Check learners’ answers for
Assessment ideas: Collect all the interview texts Activity 6. Assess whether they have written down
that learners have written.
•
•
•
learner’s written work?
answer’ format?
PL
Is there evidence of the success criteria in the
Is the written work set out in a ‘question and
Are the questions open questions?

Did the questions elicit good responses from
their interviewees?
3 Layout and tone in articles (30 minutes)

examples of the following: the title, the introduction,
questions and answers, images, and captions. Give
positive feedback if they have written down an
example for each one. Point out where they have not
included an example and ask them to find and write
it down to make their answer more complete.
Headline HEADLINE – SOMETIMES IN CAPS
Image / photograph
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Image
Learning intention: Explore the structure of a
non-fiction interview text.
‘Micro-artist Willard Wigan’ article, Activities 4–6
Caption xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Description: Prepare the following image as a
Lead xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
handout or draw a quick sketch on the board to sentence
illustrate the typical layout and features of articles.
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Direct xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
speech / xxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Tell learners they will be comparing the sketch with Quotation
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
the layout of the Wigan article. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxx
Paragraphs
Before you put learners into groups, ask them to xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

read the extract from the article. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxx
Ask them to characterise the tone of the writing

as either positive, negative or neutral. Tell learners xxxxxxxxxxxxxxxxxxxxxxxxxxxx
they do not need to give examples yet – you are just Direct xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
interested in the main tone they hear in the writing. speech /
xxxxxxxxxxxxxxxxx
Quotation
Now, ask learners how they would describe the xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
tone in the writing. Keep asking questions and get
Paragraphs
xxxxxxxxxxxxxxxxxxxxxxxx
several responses from learners. You could write

key words from learners’ answers on the board. Try xxxxxxxxxxxxxxxxxxxxxxxxxxxx
to steer the discussion towards the fact that tone in Concluding

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
sentence
writing is similar to that in spoken language.
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4 SMALL BUT PERFECT
Plenary idea ‘So you made yourself remember to use open questions
by… [Learner’s re-stated point]’. Look for and assess if
What strategy did you use? (5 minutes) all your learners are engaging (or not) in the discussion.
Description: Ask the whole class: ‘What strategy did you
use to create your interview questions?’ Develop a short Homework ideas
discussion from learners’ responses.
Each learner should complete Activities 7 and 8 for
When a learner explains their strategy, ask if other homework. Remind learners to write up their notes from
learners have any comments. Try to get several learners Activity 3.
to explain their strategies.
At the start of the next session, learners could swap
Assessment ideas: When a learner explains their their interview texts with the partner they interviewed
strategy, build on their response by picking out and and give each other feedback.
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restating particular points. For example, you could say,
PROJECT GUIDANCE
Prepare learners for this project by reading Some of the smaller tasks could be:
PL
out and explaining aspects of the activity, as
described in the Learner’s Book. However, as
additional guidance, you could encourage
learners to approach the project as a team-based
group activity, where the larger task will be
broken down into smaller tasks and allocated to
specific group members.
You could list the following breakdown of the
project to your learners, to show them how they
could organise themselves as a team.
1
•
•
designing the front cover and title
finding poems to include in the anthology –
several or all group members could do this
• creating individual page designs – several or
all group members could do this
• putting the whole booklet together.
Meet as a group to rehearse readings of the
poems. Decide if everyone in your group will read
or only some.
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Arrange an initial planning meeting in your Final performance
small groups.
Set a deadline for various stages that spans several
2 Use the internet and library to research a
weeks or months. For example:
definition and the history of the haiku poem
form. • a date for the final performance
3 Meet as a group to share research and agree • a date by which learners should have
what research will be included in the booklet. rehearsed their readings
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4 In your groups, divide the project into smaller • a date for putting the final booklet together
tasks and allocate these smaller tasks to • a date by which learners should have allocated
individual group members. all the smaller tasks
• a date by which their initial research should
have finished.
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5 Unusual education
Unit plan
number of
learning hours
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5.1 Unusual 2 hours, Learners understand and compare Learner’s Book Session 5.1
schools 45 minutes information, and identify and use Workbook Session 5.1
connectives.
5.2 School 2 hours, Learners explore bias and persuasive writing Learner’s Book Session 5.2
uniform 30 minutes techniques. Workbook Session 5.2
5.3
Homeschooling
5.4 A new
challenge
5.5 Precepts
3 hours
1 hour,
45 minutes
2 hours
PL Learners identify viewpoints in a text,
research a topic and write a letter
combining formal and informal styles.
Learners identify explicit and implicit

information and support points with
quotations.
Learners look at rules for living (‘precepts’)
and devise ways of wording these rules

Differentiated
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using colons. worksheets 5A, 5B and 5C
5.6 The 2 hours Learners understand how punctuation and Learner’s Book Session 5.6
Last Class structure can create effects in a drama script. Workbook Session 5.6
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For the teacher

It is useful to have a good understanding of how 1857 novel by Thomas Hughes, set in the 1830s at
the system of schools and education in your Rugby School, an English private boarding school
country and culture compares to the school system for boys) to J.K. Rowling’s Harry Potter.
in other parts of the world. Explore how schools In Session 5.2, learners will be given a list of
(and school uniform) have developed over the last persuasive techniques used by writers, including
century or more. hyperbole, rhetorical questions and exclamations.
If stories about schools are popular with your Prepare a few examples of how each of these
learners, you will need to be familiar with the main techniques can be used in everyday conversation,
books they are likely to have read. Stories set in in order to help learners to become more confident
schools have always been popular across different about recognising them.
literatures – from Tom Brown’s Schooldays (an
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5 UNUSUAL EDUCATION
CONTINUED
For the learner

Similarly, it will be useful for learners to have some Secure learners’ understanding of what a clause is
familiarity with the development of the school when they come to explore the correct use of the
system in their own country/culture. If they have colon in Session 5.5.
come from a great variety of schools, they could tell
each other about their previous school experiences.
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Differentiation
All the activities in this session offer differentiation Similarly, more confident learners may benefit from
ideas. Many provide extra support for less confident being challenged to explore further possibilities of a
learners in the form of additional ways of structuring given activity. You are advised at times in the notes
PL
their responses. You can offer these from the very
start, or you can introduce them as you become aware
of learners who need more support in following an
instruction. For example, in Session 5.1, Activity 5, you
are advised to prepare by making a two-column list on
the board. Learners are not obliged to copy this, but
those who seem to be finding the note-making and
planning challenging might find it easier if they have a
framework to help them to clarify their ideas.
to invite learners to comment on anything extra they
have noticed about answers that you write on the
board – for example, whether these answers depend
on finding information in a straightforward way in a
text, or whether they depend on making inferences
from what a writer has implied or suggested. These
are higher-order reading skills.
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5.1 Unusual schools
LEARNING PLAN
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7Ri.06, 7Ri.08, 7Ri.11, 7Wg.05,
7Wg.06, 7Ws.03, 7Wc.02, • explore and discuss different • discuss the similarities and
7Wp.02, 7Wp.04, 7SLm.03, types of schools differences between types of
7SLg.03 • identify how connectives are schools
used for different purposes • identify how connectives are
• use connectives in a formal used for different purposes
written account. • write a formal account using
connectives.
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LANGUAGE SUPPORT
A good knowledge of connectives will support about whether they are used as conjunctions
receptive skills in reading and listening as well as to join ideas within a sentence or as adverbials
productive skills in writing and speaking. The texts across sentences. Provide learners with a range of
in this session use a range of connectives with connectives in context and ask them to sort them
different functions. It will be useful to focus on the by function to help build a good understanding in
function of different connectives as well as thinking this area.
Starter idea Tell learners you are going to read the extract aloud
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while they follow it in their books. Explain that
My journey to school (10 minutes) they will then have 15 minutes to read it again for
Resources: Learner’s Book, Session 5.1, themselves, and to make notes on the questions.
Getting started activity Read the extract aloud, slowly enough for all
Description: Once in pairs, tell learners that each of readers to be able to follow.
them in turn will have three minutes to describe their
PL
journey to school to their partner. To make this more
interesting, they should each imagine that their partner
knows nothing about the school or the area. They
should pretend they are providing a description to a
stranger.
To help learners, you could put this list of prompts on
the board:
•
•
Explain where you live in relation to the school.
Describe features of your journey that might be
Make sure learners understand the prompts, then
tell them to read the extract themselves, making
notes as they read. Remind them to use their own
words whenever they can.
• Support: Go round the class to monitor
progress, and offer help to any learners
who find it challenging to locate the right
information to answer each question.
Suggest looking for sentences that match
the questions: for example, Activity 1 b asks
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unfamiliar to a visitor.
‘How are students assessed?’, and paragraph
• Choose one distinctive thing about your school that
2 starts with the words ‘Students are not
a stranger might find interesting or surprising.
assessed through exams’.
• Outline the routine you go through when you arrive
• Challenge: If learners finish their reading and
at school and throughout the day.
note-making quickly, ask them to make a list of
They should then discuss what a stranger might find the features of the Lumiar Institute that they
SA
unusual or distinctive about their journey and their like and discuss them in pairs.
school.
Assessment ideas: Invite learners to contribute
their answers and ask them where in the extract
Main teaching ideas they found each piece of information. Assess
1 One unusual school (30 minutes) how much they have used their own words. You
can judge how well learners have understood, but
Learning intention: Explore and discuss different
be aware also that this is a formative assessment
types of schools.
of just one stage of understanding a text. Where
Resources: Learner’s Book, Session 5.1, ‘Lumiar a learner has summarised several points, using
Institute in Brazil’ extract, Activity 1 their own words, offer praise and use it as an
Description: Direct learners to the extract about opportunity to reinforce the idea of summarising
the Lumiar Institute and the questions in as a higher-order reading skill.
Activity 1. You may want to display the questions 2 Following connections (25 minutes)
on the board.
Learning intention: Identify how connectives are
used for different purposes.
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5 UNUSUAL EDUCATION
Resources: Learner’s Book, Session 5.1, Activity 2 • Challenge: Encourage learners to apply
Description: Remind students briefly about words alternative ways of understanding how the
used to ask questions – the wh- and h- words: When? connectives work here:
Where? Why? Who? What? Which? How? • the ‘what-question-does-this-answer’
Write the three example sentences from the method
Language focus feature on the board. (Set them • the ‘what-category / what-function’ method
out so that each sentence is clearly divided into two (qualifying, sequencing, comparing,
halves.) Ask learners to tell you which of the three summarising).
question words (When? Where? Why? Who? What? Assessment ideas: Invite the whole class to offer
Which? How?) prompt the second half of each of explanations of the purpose of the connectives.
the three sentences. Begin with what you think are the easier ones
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If they do not immediately see this, demonstrate to explain. (‘Comparison’ is probably the most
how each sentence is made up of two halves: difficult.) Monitor levels of understanding by going
• First there is either a statement (I played football back to the ‘Lumiar’ extract and getting learners to
for my local team or I didn’t buy the coat) or an look, one at a time, at how each connective shapes
instruction (Put the pasta in the pan). These come the meaning.
•
before the connective.
in the following ways:

•
•
PL
Then after the connective, there is a further
piece of information. This works as an answer
to an unspoken question.
Learners should then see that the connectives work
I played football for my local team in the same way

that my father did (answers the question: How?)
Put the pasta in the pan after the water has
boiled (answers the question: When?)
3 Alternative views of the Lumiar School
(15 minutes)
types of school.
‘Lumiar School’ extract, Activity 3; large (A3)
sheets of paper
Description: Tell learners to look at the opposing
views (A and B) in Activity 3.
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Divide the class into two halves – A and B – and
• I didn’t buy the coat because it didn’t fit properly arrange each half into groups of three or four
(answers the question: Why?) Give each group an A3 sheet. Tell them they have
Direct learners to the Language focus feature and ten minutes to work together to set out the ideas
invite them to make the link between the question that belong to their view (A or B) and to find
words and the types of connective: comparison = information in the ‘Lumiar School’ extract to
How? / sequencing = When? / qualifying = Why? support that view, and write it on the sheet as well.
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As an extension, ask learners which question word Differentiation ideas:

is answered by each of the other three types of • Support: Go round each of the groups as they
connectives that are listed in the Language focus are working. Make sure they have identified the
feature: examples/ideas/summaries. They might individual ideas within each view – for example,
suggest ‘What kind?’ for introducing examples or View A contains the ideas that this Lumiar
‘What else?’ for adding ideas. school is modern and involves doing lots of
Give learners ten minutes to respond to practical things. View B contains the ideas that
Activity 2 – five minutes working individually, a lack of routine is not helpful to students.
then five minutes in pairs, comparing answers • Challenge: Encourage learners to link their
and discussing how the connectives work. work now to what they thought about the
Differentiation ideas: Lumiar school when completing Activity 1.
• Support: Visit any pairs of learners who
are finding the purpose of the connectives
challenging. Encourage them to use the ‘what-
question-does-this-answer?’ approach.
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Assessment ideas: You will need to assess two 5 My school: Making notes and a plan
stages in the learners’ thinking: (45 minutes)
• working out that a ‘view’ is made up of several Learning intention: Use connectives in a formal
ideas or opinions, and identifying what those written account.
ideas or opinions are
• finding information in a text to support any or Activities 6 and 7
all of those ideas.
Description: Prepare a two-column list on the
Invite learners to contribute what they have board, with the headings ‘Unusual schools’ and
written on their sheets to class discussion. ‘My school’. In the first column, write: no fixed
(Keep these sheets for display.) Comment on how timetable; learners choose own lessons; skills, not
well they support their comments with references subjects; ‘projects’ and ‘missions’; no tests or exams.
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to the Lumiar extract. You will have further
Put learners in pairs and ask them to read
opportunities to assess their understanding when
Activity 6. They should discuss ideas together, but
they do Activity 4.
make their own notes on what their experience of
4 Comparing two schools: making notes school is like. They can use the list on the board to
and discussing differences (20 minutes) help them collate their ideas.
types of school.
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Resources: Learner’s Book, Session 5.1, ‘School of

One’ extract, Activities 4 and 5
Description: Explain to learners that they will now
compare the ‘Lumiar Institute’ with another school.
Read the Reading tip aloud to them.
Ask learners to read the ‘School of One’ extract
by themselves and make notes in answer to the
Next, direct learners to the instruction in Activity 7.
Read it through with them and make sure they
understand the language and grammar points they
must include in their written piece (‘formal’ and
‘standard’ English, and ‘connectives’).
Remind them they should imagine they are writing
for someone who knows nothing about their school.
Ask them to look at their lists from Activity 6, and
to suggest what aspect(s) of the school it would be
sensible to begin with.
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questions in Activity 4. They can use a table if they
think it will be helpful. Tell learners they now have 25 minutes to write a
When they have finished their notes, working in 200-word account of how their school works.
small groups, ask them to work on Activity 5. Differentiation ideas:
Direct them to the Speaking tip for guidance on • Support: If learners need a structure for their
how to conduct this group discussion. notes, they can copy and complete the two-
Differentiation ideas: column list from the board.
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• Support: Encourage learners to use the two-column • Challenge: Go round the class while learners
method to record notes on the two schools. are writing and encourage the more confident
• Challenge: During the discussion, encourage writers to think further, using connectives for
more confident learners to combine facts and sequencing and qualifying.
ideas from the extracts with examples from Assessment ideas: After 25 minutes, tell learners
their own experience. to stop writing. Tell them that they now have an
Assessment ideas: Look at the way individual additional ten minutes to work on their written
learners are making notes, and listen to their account. They should read it through, correcting
group discussions. You can assess how far they are any spelling or punctuation mistakes they can find.
managing to refer to details from the extracts. They should also make any other changes needed for
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them to be able to answer ‘yes’ to the Peer assessment • Explain to your partner what you think are the best
questions. and the worst parts of their writing.
After the Plenary, collect and mark learners’ 200- Give learners ten minutes to assess each other’s writing.
word accounts. Assess them in terms of the Peer After ten minutes, ask learners what they discovered
assessment questions. from reading each other’s accounts. For example, is it
easier to find and correct someone else’s mistakes than
Plenary idea your own?
A well-connected piece of writing Invite two or three learners to read their accounts out
(20 minutes) loud. Tell the rest of the class that they should listen
carefully for connectives.
Resources: Learner’s Book, Session 5.1, Peer assessment
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feature If you think the connectives have been particularly well
used, write a few example sentences on the board to
Description: Prepare by writing the following expanded
show how the connections have worked.
version of the Peer assessment criteria on the board:
End the session by asking learners to remind you what
• Read your partner’s work as if you know nothing
the purpose is of using connectives in a piece of writing.
about the school.
If necessary, guide them towards the idea that the
•
•
PL
Think about how connectives are supposed to
answer the unspoken questions a new reader might
have: How? When? Why? What for? What else? For
example? So what?
Underline any connectives you think have been used
in a good way.
Write one of the question words in the margin
whenever you think there is not enough clear
information about a point.
purpose is to make it easier for a reader to understand
the information and to follow the explanations.
Homework ideas
If you think they will need more support for the
Challenge activity, suggest that they start by making a
list of points for each paragraph and think about the
connectives they could use to link them.
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5.2 School uniform
LEARNING PLAN
SA

7Ri.10, 7Ri.11, 7Wc.02,
7Wc.03, 7Wc.04, 7Wc.05, • learn about bias in texts • identify language in a text that
7SLm.01, 7SLm.02, 7SLm.04, • explore persuasive writing suggests the writer is biased
7SLp.05, 7SLr.01 techniques • understand how writers use
• perform a persuasive speech. persuasive techniques for a
purpose
• deliver a speech using
effective persuasive
techniques.
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LANGUAGE SUPPORT
The blogs in this session use a range of adjectives adverbs for emphasis, such as absolutely. Explain
to describe the school uniform and the writers’ to the learners that you cannot use adverbs of
views. This includes gradable and ungradable, or degree with ungradable adjectives – for example, It
extreme, adjectives. Helping learners recognise was very ruined. Language worksheet 5.1 explores
the difference between these will widen their the use of gradable and ungradabe adjectives,
vocabulary. One of the most challenging aspects and adjectives for emphasis, and can be used as
of using adjectives is knowing when you can use appropriate in this session to practise these skills.
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A statement is always factual and Write on the board a simple Ask learners for some other simple
will not need to be examined for example of a statement that could examples of statements that might
personal opinion or bias.
PL be mistaken for a fact but is really

an opinion:
It’s cold in this classroom.
Ask learners whether this is a fact
or an opinion.
Then ask them how they could
establish any facts from this
statement.
Guide them towards a more
‘scientific’ approach – for example,
seem to be fact, but on closer
examination prove to be opinion.
Write the best of these on the
board.
Point out that the structure of a
statement is likely to be the same
whether it is fact or opinion.
End by asking learners to suggest
ways of guarding against mistaking
opinions for facts in the future.
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saying that measuring the
temperature using a thermometer
gives you a fact (the number of
degrees), but different people
might have different opinions
about whether that temperature
feels comfortable, or too warm or
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too cool.
Starter idea Encourage learners to comment on any sentences where

opinions are being presented as if they were facts.
School uniform ideas (15 minutes)
Resourses: Learner’s Book, Session 5.2, Getting started
Main teaching ideas
activity, Activity 1; Workbook, Session 5.3, 1 School bias in the school uniform debate
Focus activity (30 minutes)
Description: Give learners ten minutes to follow Learning intention: Learn about bias in texts.
the instructions in the Getting started activity.
Resources: Learner’s Book, Session 5.2, ‘The
Once in pairs, tell learners to do Activity 1. They should
terrible new uniform’ and ‘A brilliant decision’ blogs,
record their answers in the table in the Focus section of
Activity 2; Workbook, Session 5.2, Practice activity
the Workbook.
Check understanding by working through the five Description: Make sure learners fully understand that
sentences with the whole class. sometimes opinions are presented as if they were
facts (see Common misconceptions).
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Read the definition of ‘biased’ in the Learner’s Book persuasion is to suggest to a reader or listener that
aloud to the class. Make sure they understand that something bad might happen if they fail to follow
informative = fact, and biased viewpoint = opinion. some advice: the speaker or writer is using contrast to
Ask learners to read the introductory text under show the difference it will make if they are persuaded.
‘The school uniform debate’ and answer any (This might link with hyperbole if the writer uses
questions they may have about the scenario of the exaggeration to make the contrast more dramatic.)
student survey and the blogs. Next, direct learners to Activity 3. Tell them they have
Ask learners to read the two blogs and follow the ten minutes to write two short paragraphs in which
instructions in Activity 2. they explain how the writers of the two blogs have
each tried to persuade readers that their view of school
uniform is the right one. Remind learners that they
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• Support: If some learners find it challenging must use their own words when they explain.
to identify the right phrases in the two blogs, After ten minutes, invite learners to share their
direct them to the blog in the Practice section explanations with the whole class. Ask for just
of Workbook, and tell them to follow the one explanation at a time, and encourage learners
instruction about using two different colours to to offer further explanation whenever they seem
highlight the phrases. uncertain about a particular example.
•
PL
Challenge: Invite learners to pay particular
attention to finding phrases that use exaggeration.
Assessment ideas: Check how well learners have
understood the difference between ‘biased’ and
‘neutral’ by working through the two blogs and inviting
them to identify phrases. As you do this, prepare for
the next stage by guiding learners towards identifying
particular techniques. Learners may offer comments
on examples of each writer’s method, such as making
jokes (for example, ‘Even my goldfish liked it.’)
Next, write the following words on the board:
persuade, influence, imply, subtle. Invite learners to
explain to you in their own words how these four
words are connected.
Direct learners to the introduction to the extract ‘An
expensive uniform’, and read it through with them.
Then, direct learners to Activity 4 and read through
the instructions with them.
Tell learners that they have 20 minutes to read the
extract individually and then, working in pairs, to
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2 Persuasive techniques (45 minutes) make notes in response to Activity 4. They will do
Learning intention: Explore persuasive writing the writing task later.
techniques. Differentiation ideas:
Resources: Learner’s Book, Session 5.2, ‘An expensive • Support: Prepare a two-column list on the board.
uniform’ extract, Activities 3 and 4 Encourage learners to use a table like this to
identify words and phrases which might persuade
Description: Prepare by writing on the board the list
SA
the reader that the school has made a mistake.

of persuasive techniques in Activity 3.
Invite learners to think about the techniques and Writer’s words in Influence on reader
features of persuasive speaking and persuasive last two paragraphs
writing that they have previously learnt. Ask them Parents have Suggests that
to suggest some of these to the class.
understandably parents are right to
To make sure that learners understand how each of complained. complain
these persuasive techniques works, ask them for at
least one example of each technique.
Encourage learners to think about whether any of
the persuasive techniques they are suggesting match
the technical terms on the board. When they do
to look for flaws in the argument as well as
match, write the example(s) given next to the correct
persuasive techniques, as they did with Activity 3.
piece of terminology.
You could write the word ‘assertion’ on the board
Add any examples that do not match the list. For and offer this example of a statement with no
example, learners may suggest that one method of
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evidence or support: ‘Most people think that 4 Rehearsing a speech (20 minutes)
school uniforms help to stop students feeling the Learning intention: Perform a persuasive speech.
pressure of wearing fashion clothes.’
Assessment ideas: When learners have finished
their rereading and paired note-making, get them Description: Put learners into pairs and give them
to complete the final writing task of Activity 4. five minutes to create a checklist of features that
You can collect these and mark them to assess they might expect to find in a successful speech.
learners’ understanding of how the writer tries to They then have a further ten minutes
influence the reader. Finally, use the Reflection (five minutes each) to help each other rehearse
feature to encourage learners to think about the their speeches, following the Activity 7 guidance.
best ways to approach the task of exploring a
The speaker should try to speak, not just read
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writer’s use of persuasive techniques.
the script. The listener should use the checklist
3 Write a persuasive speech to parents to assess how well the speaker is fulfilling the
(35 minutes) demands of the task.
Learning intention: Perform a persuasive speech. Differentiation ideas:
Resources: Learner’s Book, Session 5.2, Activities 5 • Support: Encourage learners to choose key
and 6
list on the board from Activity 3.

PL
Description: Remind learners of the techniques
and features of persuasive speaking and persuasive
writing that they have learnt, and direct them to the
Read the introduction to Activity 5, and read through

the instructions and planning advice with learners.
Make sure learners understand the situation in
which this speech is to be made, and who the people
involved are. Check this by asking what they think
•
sentences from their speech and to write these
out on a series of cards that they can use as
prompts while performing their speech.
Challenge: Encourage learners to add
performance notes – for example, places to pause
and wait for a reaction from their audience – to
their speech script, before and after practising it.
Assessment ideas: The pair work provides some
peer assessment.
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they are going to do. Plenary idea
Then, tell them they have 15 minutes to plan and Delivering a speech (may be done over
15 minutes to write the speech, following the several sessions)
instructions and advice in Activity 5 and in the Description: Plan class time for all learners to deliver
Writing tip. their speech.
Differentiation ideas: Alternatively, arrange learners into groups of four,
SA
• Support: If any learners need more help to combining pairs from the previous activities, to listen to
begin, guide them to the Writing tip and suggest the final versions of each other’s speeches.
that they convert it into a list of simple prompts, Another option is to organise a formal debate, dividing
which they then use as a plan and a checklist. the class into ‘For’ and ‘Against’ the idea of introducing
If learners need more support for this activity, a school uniform.
ask them to look at the two ideas in Activity 6
and discuss the advantages and disadvantages Depending on which of the these methods you choose,
of each approach to planning. This should help you could use a combination of peer and teacher
them decide on a method that will suit them. assessment. Peer assessment would need to focus on
the content and organisation – using the checklists
• Challenge: Encourage learners to think of more from the previous activity. Teacher assessment could
formal alternatives for some of their language take in the quality of expression and delivery.
choices. They need to remember the speech is
from a headteacher who is trying to persuade
parents to accept his idea about school uniform.
Assessment ideas: see the ‘Plenary’.
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CROSS-CURRICULAR LINKS Homework idea

History: Learners could explore the history of Workbook Session 5.2.
school uniform in their own country.
Geography/Science: Learners could think about
whether questions of climate and health influence
the choice of school uniform in their own country
and other countries.
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5.3 Homeschooling
LEARNING PLAN
Learning objectives
7Ri.03, 7Ri.04, 7Ri.06, 7Ri.11,

7Ra.02, 7Wg.06, 7Ws.01,
7Wp.03, 7Wc.02, 7Wc.04,
7Wc.05, 7Wv.03, 7SLm.03,
7SLs.01, 7SLp.04
Learners will:
• explore views and ideas in
texts
• plan and deliver a
presentation, using
appropriate media
• consider the appropriate
register to use when writing
Success criteria
Learners can:
• evaluate views and ideas in a
text
• plan and deliver a
presentation, using media
• plan and write a letter that
requires both formal and
informal features.
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in a specific context.
LANGUAGE SUPPORT
The extracts in this session include the verb David’s advice helped Beth to make a decision, you
SA
patterns to help someone to do something and could ask:

to help to do something. These structures make Did David make the decision? (No)
the sentences more complex, and some learners
Who made the decision? (Beth)
might find it challenging to hold on to the meaning
of the sentence with more than one verb. Support What helped to make the decision? (David’s advice)
less confident learners by asking concept questions Language worksheet 5.2 provides more practice in
to check meaning. For example, for the sentence this area. You could ask learners to complete the
worksheet before they read the first extract, or at
the end of the session.
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Starter idea point in the extract, they should count it in the

correct column.
Benefits and drawbacks of homeschooling Read the extract, then ask learners to tell you how
(15 minutes) many advantages and how many disadvantages
Resources: Learner’s Book, Session 5.3, Getting started they heard and counted. Write these in the columns
activity on the board. Be prepared to accept a range of
Description: Put learners into groups of three or numbers from this first reading. If learners disagree
four and make sure they understand what the term amongst themselves or make any comment about
‘homeschooling’ means. You could do this by asking how the advantages and disadvantages were
them to explain it without using the word home or the presented in the article, record these points on the
word school. board too.
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Read the Getting started questions with them, then Then, ask learners to read the article again carefully
allow ten minutes for groups to discuss the pros and and to write answers to the questions in Activity 1.
cons of being educated in a setting other than an Learners should next look at the two views offered
educational establishment. in Activity 2. On the basis of their answers to parts
One learner in each group should take notes in the form b, c and e in Activity 1, which view do they think
Main teaching ideas

1 Is homeschooling the answer?
(35 minutes)
PL
of a two-column list to record the pros and cons.
At the end, spend five minutes discussing ideas as a class.
Learning intentions: Explore views and ideas

in texts.
Resources: Learner’s Book, Session 5.3, ‘Is
is correct? Listen to ideas as a class. Accept the
opinions learners offer, but encourage them to refer
to the extract to support their view.
Give learners an additional five minutes to discuss
the Reflection questions.
•
Support: Two of the Activity 1 questions – a and
c – require explanation of idiomatic expressions.
Less confident learners may need some guidance
to reach understanding – for example, looking
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homeschooling the answer?’ article, Activities at the contextual clues in the first half of the
1 and 2; Workbook, Session 5.3, Focus activity sentence that includes the phrase ‘kill their child’s
natural curiosity’.
Description: Give learners three minutes to complete
the activity in the Focus section of the Workbook. • Challenge: Encourage learners to follow the
Make sure that learners have understood the ways in which the writer signals changes in the
meaning of a positive experience (one that is good), argument to the reader – for example, by starting
a negative one (one that is bad) or both positive and paragraphs 5 and 6 with ‘However’ and ‘Yet’.
SA
negative (one that could be regarded as both). Assessment ideas: Give learners five minutes,
Direct learners to the article ‘Is homeschooling the working in pairs, to compare their answers to
answer?’ and tell them that you are going to read it Activity 1. Where they find differences, they
aloud while they follow it. should look back at the extract and work together
to reach agreement. Then, work through the
Explain that, after this first reading, learners will
questions together as a class. When learners have
need to understand and tell you what answer the
finished the Reflection feature, check their level of
writer of the article expects the reader to give to the
understanding by asking which view they support
question ‘Is homeschooling the answer?’ In other
now.
words, they should be listening closely in order to
identify the writer’s viewpoint and purpose. 2 Your homeschooling ideas (60 minutes)
Display a two-column chart on the board. Tell Learning intention: Plan and deliver a presentation
learners to copy the chart to count the advantages using appropriate media.
and disadvantages of homeschooling that the writer Resources: Learner’s Book, Session 5.3, Activity 3
mentions. Every time they hear and identify a new
Description: Explain to learners that they are going
to design their own plan for homeschooling.
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Put learners into pairs to discuss their general

ideas about what they would like if they were Download the audioscript for Activity 4 from
homeschooled. They should write down five main Cambridge GO (Track 45).
ideas – for example, how much time they would give
to homeschooling each day – but should not try to
add details yet. Description: Prepare learners for listening to an
After ten minutes, join pairs to form groups account of a positive experience of homeschooling
of four and ask them to read Activity 3. Allow by doing the Practice activity in the Workbook.
another ten minutes for groups to listen to and Give them ten minutes to do this activity, then
discuss each other’s ideas. spend five minutes working through the answers.
Bring the class together and ask learners to share Next, direct learners to Activity 4. Explain to them
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some of the main ideas they have discussed. Write that they are going to do a listening comprehension.
some of them on the board. Remind them of the technique of reading the
Invite learners to suggest some ways in which they questions first to help them predict what the passage
could use any IT or visual media available to them will contain.
in the classroom to create a presentation for the Invite them to make inferences from the questions
plan the presentation.

•
•
PL
whole class on their homeschooling ideas.
Learners should work in their groups of four to
Support: Help less confident groups with their

organisation – for example, by choosing one
learner to make notes or to type text into a
chosen IT program.
Challenge: Encourage learners to devise
solutions to any problems arising from being
about what they will hear in the audio recording.
Can they predict anything about the speaker’s likely
viewpoint? Will it be positive? Negative? Balanced?
Play the audio while learners complete the activity.
•
Support: Play the recording twice to allow
learners to write their answers after the first
hearing, then to check them on the second
hearing.
Challenge: Before playing the recording for a
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homeschooled – problems they had not thought second time, ask learners to swap answers and
about before their discussion in pairs and mark each other’s work whilst listening again.
groups.
Assessment ideas: If you follow the ‘Support’
Assessment ideas: You will need to allocate several prompt in the ‘Differentiation’ section, you could
lessons for learners to give their group presentations use the second hearing of the recording for learners
to the class. The main criteria you should use to to do a self- or peer assessment of their answers.
assess learners in this activity will be:
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4 My homeschooling disaster (20 minutes)

• how well they have worked as a group to plan
Learning intention: Explore views and ideas in
and present their ideas
different texts.
• how clearly they communicate to their audience
Resources: Learner’s Book, Session 5.3, ‘My
• how successful their choices of media and homeschooling disaster’ extract, Activity 5;
IT are. Workbook, Session 5.3, Challenge activity
45 3 Listening exercise – a positive Description: Direct learners to the passage and read
experience of homeschooling the question with them. Make sure they understand
(30 minutes) what ‘summarise’ means (to identify and write down
the key information from a text).
Learning intention: Explore views and ideas in
different texts. Before they read the extract, ask learners to tell
you two ways in which they think this account will
be different from the other extracts in this session.
Workbook, Session 5.3, Practice activity
They should recognise that it is personal and
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therefore different from the first extract, and that Plenary idea
the introduction before the title reveals that it will
be a negative account. A balanced debate (15 minutes)
Give learners 15 minutes to read the extract and Description: Explain to learners that they are going to
answer the question. Remind them that the first sum up the points ‘For’ and ‘Against’ homeschooling,
step in summarising is to make notes, using their as preparation for their homework – a letter to a friend
own words. who is considering being homeschooled.
Differentiation ideas: Invite learners to suggest one advantage at a time, then a
linked disadvantage. Write each one down on the board.
• Support: To give less confident readers a start
and a model, by writing one or two points on Encourage learners to try to connect the next advantage
the board. Make it clear that these are notes, to the previous disadvantage. This will give them an extra
E
not just quotes lifted from the extract. opportunity to think about how to structure their letter.
• Challenge: Point out that Farouk also mentions When you feel the class has covered enough pros and
advantages that he would have had if he had cons, invite learners to look at the list and decide
‘attended school like everyone else’. Ask them whether it shows a balanced debate.
which of these advantages are explicit and If learners want to do so, they can copy the list as further
which are implicit.
PL
Assessment ideas: Spend five minutes as a class
checking that learners have identified all the negative
aspects Farouk mentions. Then give learners another
five minutes to write a short paragraph in response to
the Challenge activity in the Workbook. They should
use their notes and must write their explanation in
their own words. Collect these answers for you to
mark as a formative assessment of learners’ ability
to summarise.
preparation for their letter-writing homework task.
Although some of these points will already have been
covered several times, you can take this opportunity to
check that ideas in the debate have been understood.
Homework idea
Learners should complete Activity 6 for homework.
Remind them to read the Writing tip before they begin,
and to review some of the positive and negative aspects of
homeschooling which they have considered in this session.
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5.4 A new challenge
LEARNING PLAN
SA

7Ra.01, 7SLp.01, 7SLp.02,
7SLr.01, 7SLr.02 • identify explicit and implicit • locate and respond to explicit
information and implicit information
• read an unseen text aloud • read an unseen text aloud
• locate quotations to support and read ahead in a text
a point. • locate quotations to support
a point.
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LANGUAGE SUPPORT
The first extract in this session shows another The positive form of this structure is not usually
way of referring to the past: used to + verb. This problematic, but negative and question forms
structure describes actions that were repeated in can be challenging. This is largely due to the
the past but which no longer happen. This is similar weak pronunciation of to in sentences. In positive
to would + verb, but this structure can also be used sentences, this is joined with used and pronounced
with state verbs. Compare the two verb forms to as /ju:st/. In negative sentences and questions,
reinforce the difference between dynamic and state learners often overlook the fact that the verb is
verbs. Examples from the text include: used so they produce sentences such as He didn’t
I used to get sick a lot. (dynamic verb) used to get sick a lot. / Did he used to get sick a
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lot. The pronunciation of the correct form He didn’t
She used to be a children’s book illustrator.
use to get sick a lot / Did he use to get sick a lot?
(state verb)
is the same: /ju:st/.
Starter idea understanding the basic plot and characters in a
PL
Blending in and standing out (10 minutes)
activity
Description: Ask learners to look at the book cover and
discuss, in pairs, what they think the story might be about.
After three minutes, come back together as a class and
discuss what ideas they had.
If learners do not mention the contrast in the wording –
You can’t blend in when you were born to stand out – then
text. Remind them that, when they are given an
extract with questions, looking at the questions
first is always helpful.
Tell them they have ten minutes, working
individually, to complete the activity using the
following steps:
•
•
Read the questions.
Read Extract 1 in the Workbook and
underline or highlight the parts which answer
those questions
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ask them about it. • Answer the questions in the Workbook using
Ask learners to suggest ways in which you can blend in their own words.
or stand out in school. List these on the board as they After ten minutes, check learners’ understanding by
are suggested. asking for answers to the two Focus activity questions.
Then, ask learners if they notice anything interesting Then, direct learners to Extract 1 from Wonder
about the items in the lists. If they do not notice in the Learner’s Book and read through the
SA
anything at first, suggest to them that they might think introduction with them.
about how many of the ways are deliberate – things you
Learners should read the full extract (allow plenty
can choose to do or not do.
of time for this) then join a partner to discuss and
Then, ask for any further comments they have about make notes on the questions in Activity 1.
what the story Wonder might involve.
Main teaching ideas • Support: The layout of the Workbook provides
support for less confident readers. You could
1 Understanding the basics (25 minutes) guide them further by writing the second question
Learning intention: Identify explicit and implicit from the Workbook on the board and reminding
information. learners that the answer to a question about
Resources: Learner’s Book, Session 5.4, Wonder ‘reasons’ will often begin with ‘because’.
Extract 1, Activity 1; Workbook, Session 5.4, • Challenge: Put this additional question on
Focus activity the board: How does the writer make readers
Description: Read the introduction to the believe we are listening to the voice of a
Workbook session with learners about ten-year-old boy?
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Assessment ideas: Check that learners have Working individually, learners should then answer
understood the basic facts of Auggie’s situation by the three questions in the Practice activity.
asking them first to point to the part of the text that Lastly, give learners ten minutes to write out an
contains the information and then to explain the answer to Activity 2 in the Learner’s Book.
situation in their own words. You can assess how well
learners have understood the not-so-obvious points Differentiation ideas:
by going through the Activity 1 questions. Make • Support: Encourage learners to explain how
sure learners are aware that they have done a small the language in the extract suggests or implies
amount of working out of implicit information. things. For example, when Auggie says they’ve
always known me the way I am, they’re used to
2 Obvious and not-so-obvious
me, ask learners what the writer is implying
(35 minutes) about children who might not be used to him.
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Learning intention: Identify explicit and implicit
• Challenge: Push learners to look closely at how
information.
the writer uses sentence structure to affect the
Resources: Learner’s Book, Session 5.4, Wonder reader’s understanding of Auggie’s feelings.
Extract 1, Activity 2; Workbook, Session 5.4, For example, ask learners about the structure
Practice and Challenge activities of this sentence: When we were little, we used to
PL
Description: Prepare by writing ‘Explicit’ and
‘Implicit’ as headings on the board.
Remind learners about the work they have done on
how explicit and implicit information is communicated
in literary texts (stories and poems) and non-literary
texts (articles and advertisements).
Ask them to tell you which things in a narrative text
are more likely to be stated explicitly, and which
things are more likely to be suggested/implied. Write
some of these suggestions on the board under the
have playdates all the time, but then Christopher
moved to Bridgeport in Connecticut.
Assessment ideas: Invite learners to offer their
answers to the three questions about what is
implied and suggested. Comment favourably if
learners offer developed answers. If they offer
answers that take comments at face value – for
example, Auggie’s final comment that Maybe
I’m making too big a deal about birthday parties.
– take them back to the extract to explore the
implications further. Collect the written answers
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relevant heading.
to Activity 2 in order to assess how well learners
Then, ask learners to tell you what they have can combine their understanding of the character
worked out about the narrative voice and point-of- and his situation with an explanation of their
view in Wonder so far. Guide them towards realising emotional response.
that first-person narrators might not always know
themselves well enough to be completely reliable – 3 Reading aloud and reading ahead
and they might imply things without realising it. (20 minutes)
SA
Direct learners back to the notes they made in Learning intention: Read an unseen text aloud.
response to Activity 1 d. Invite learners to name Resources: Learner’s Book, Session 5.4, Wonder
Auggie’s friends in the order asked for in the Extract 2
question, and list them on the board as they do this. Description: Put learners in groups of four. Try to
Ask learners how they were able to work out which mix more confident with less confident readers.
friends Auggie seems closest to. (He makes it Direct learners to the second extract and tell them
explicit at the start of paragraph 4 that Christopher they have ten minutes to:
is my best friend, followed by Zachary and Alex. But
after that we have to work out the order of the other • choose roles according to the instruction
named friends.) • read the Reading tip
Direct learners to the Challenge section of the • read the extract as a group.
Workbook and ask them to work in pairs to reread When all the groups have finished, direct learners to
the three paragraphs and highlight, in different the Self-assessment feature and ask them to answer
colours, (1) Auggie’s explicit feelings about school the questions by discussing them in their groups.
and (2) what is implied about his friendships.
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Differentiation ideas: that the differences between the characters were made
• Support: Learners who have found the ‘unseen’ clearer by having different voices. Ask them what they
reading-aloud task difficult may feel discouraged learnt from that about the thoughts and feelings of the
and need to have their confidence bolstered. Make different characters.
sure that in their self-assessment they concentrate Then, ask learners to tell you about the parts of the
on one or two practical things they can do to activity that did not go as well. Ask them what they
improve, not on what they might see as their could do differently in future as a group to make sure a
failures. You can build on this in the Plenary. similar reading went better.
• Challenge: Suggest that the strongest reader in Assessment ideas: Ask learners to think back to their
each group takes the role of Auggie’s narration. group discussion based on the Self-assessment questions.
Spend ten minutes listening to up to three Then give them five minutes, working individually,
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groups performing their group reading. Make to write down their answers to the second of the
a note of which groups you have heard so that three questions. They should look back at the extract
the next time you can allow the rest of the ‘Christopher’s House’ to remind themselves of the details.
class their opportunity. Comment on the good
points/strengths of each group’s reading. Homework idea
Plenary idea
PL
Improving reading-aloud skills (15 minutes)
Description: Ask learners to think about how Activity
3 worked as a group reading and to tell you about the
parts that went well. For example, they may have found
Facts (explicit) about Auggie’s situation

Ask students to complete Activity 3 in the Learner's
Book for homework. They will need to reread both
extracts from Wonder to compile their list of quotations.
Remind them that they should be looking carefully
at how the writer uses language to suggest and imply
Auggie’s feelings. Ask learners to copy and complete the
following table to help with this task.
Suggestions (implicit) about how difficult Auggie is

finding his challenges
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…all the surgeries I’ve had. Twenty-seven since I was
born…
I’m little for my age, and I have some other medical
mysteries that doctors never really figured out.
I used to get sick a lot…I’m much stronger now,
though. The last surgery I had was eight months
ago, and I probably won’t have to have any more for
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another couple of years.

implies that he’s being very brave about it by not
making a fuss and talking as if it was nothing much
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5.5 Precepts
LEARNING PLAN
7Rv.01, 7Ri.03, 7Wg.01, Learners will: Learners can:

7Wp.04, 7SLm.03, 7SLg.03,
7SLg.04 • revise prefixes and practise • apply knowledge of prefixes
dictionary skills and use a dictionary to identify
• discuss and interpret ideas in unfamiliar words
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a text • discuss and interpret moral
• use colons for a specific reason. ideas in a text
• use colons for different reasons.
LANGUAGE SUPPORT
PL
Developing a knowledge of the meaning of
prefixes will help learners in their word building and
developing a working vocabulary. In this session,
the text extract focuses on the word precept and
on working out the meaning of unknown words.
Presenting learners with a group of words with
the same prefix and asking them to deduce their
meaning, then the meaning the prefix itself carries,
will help them to become more independent
language learners.
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Words can always be broken Write the words ‘prefix’ and Ask learners what the word ‘prefix’
down into component parts, ‘precious’ on the board. Ask means. Invite them to explain how they
such as prefixes and suffixes. learners what these words have know.
in common. They are likely to say that the word is an
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example of its own meaning – that ‘pre–’

is itself a prefix, meaning ‘before’.
Ask learners for other examples of words
beginning with ‘pre–’. As you write them
on the board, you could arrange them in
two columns according to whether the
first three letters are genuinely the prefix
meaning ‘before’.
If learners seem interested in pursuing
this, you could try other prefixes, such
as ‘in–’ for example, a genuine prefix in
‘inadmissible’, not so obvious in ‘injured’.
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Starter idea When everyone has read the extract, give learners five
minutes to discuss in pairs what Mr Browne’s lesson
Lessons about living (15 minutes) was about. While they discuss this, write the word
Resources: Learner’s Book, Session 5.5, Getting started precept on the board.
activity Next, ask learners what they think the meaning of the
Description: Write the title ‘Lessons about living’ on word precept must be. (This will involve learners in
the board. using their ability to work out meaning from context.)
Ask learners to think about what ‘lessons’ they have List their suggestions on the board. Accept
learnt during their years in school (apart from their examples as well as definitions. You might want to
academic subjects) – lessons about how to behave, and arrange these in two columns on the board to make
how to approach situations in their lives. it clear that the two are not the same, but that an
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example might help towards a definition.
Ask them if any of their teachers have given them
particular pieces of advice, or expected particular To revise prefixes, ask learners to complete
things of them. Differentiated worksheet 5A, 5B or 5C. Go
over some of the answers as a class to check
Invite learners to think about how these pieces of advice
understanding, then put learners in pairs and
or expectations could be expressed in a way that is short
and easy to remember.
PL
Put learners into pairs and give them five minutes to
discuss any examples of ‘Lessons about living’ that
they can think of. They should work together to make
a list of any of these ‘lessons’ that can be expressed in
just a few words.
Ask learners for examples of these life-lessons. Write on
the board any examples that you think will help them to
grasp the idea of expressing advice in a memorable way.
Lastly, direct learners to the Getting started activity.
ask them to complete Activities 1 and 2 in the
Learner’s Book.
Direct learners to Activity 3. Remind them that among
the ‘really important things’ Auggie’s classmates
mentioned were rules, schoolwork and homework.
Put learners into groups of four and tell them that
they have 15 minutes to agree on a list of at least
five precepts for schoolwork.
Remind them that, in their discussion they must follow
the guidance for good group work in the activity.
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Give them five minutes to discuss these memories with Differentiation ideas:
a partner. They will come back to these ideas later in • Support: Direct learners to the definition
the session. of etymology in the Learner’s Book. Then
tell them to look up the word ‘precept’ in
Main teaching ideas a printed dictionary that offers etymology
– or to use the internet to access an online
1 Precepts (30 minutes) etymological dictionary. They can reinforce
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Learning intentions: Revise prefixes and practise their understanding by completing Worksheet
dictionary skills. Discuss and interpret ideas in a text. 5A or 5B.
Resources: Dictionaries; Learner’s Book, Session • Challenge: Encourage those learners who are
5.5, Wonder Extract 3, Activities 1–3; Differentiated quicker in their use of the dictionary to explore
worksheets 5A, 5B, 5C other aspects of the entries for their chosen
Description: Direct learners to Extract 3 of word(s) – for example, alternative meanings,
Wonder, in which Auggie describes what happens word-classes, examples of use, synonyms. They
in a English lesson with his teacher Mr Browne. can reinforce their understanding by completing
Remind learners that the lessons you learn in Worksheet 5C.
school might not always be about the subject on Assessment ideas: Check understanding by
the timetable. asking learners to contribute their findings in class
Ask learners to read the extract, paying discussion. Write on the board any definitions that
careful attention to the way Mr Browne links extend understanding beyond what you wrote earlier.
ideas together. Try to use misunderstandings as teaching points – for
example, words beginning with ‘pre’ such as ‘precious’
where the three letters are not a prefix.
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2 ‘I thought we were here to learn English’ Mr Browne’s September Precept in their own
(35 minutes) words. Then, ask them for their responses to
Activity 6. You can concentrate on assessing their
Learning intention: Discuss and interpret ideas in
understanding of how the Right-versus-Kind split
a text.
might affect the way the story Wonder continues.
Resources: Learner’s Book, Session 5.5, Wonder (As in the ‘Support’ section).
Extract 4, Activities 4 and 6
3 Expression and explanation: using the
Description: Prepare by writing on the board ‘Know
colon correctly (20 minutes)
Thyself’ and ‘MR. BROWNE’S SEPTEMBER
PRECEPT: WHEN GIVEN THE CHOICE Learning intention: Use colons for a specific reason.
BETWEEN BEING RIGHT OR BEING KIND, Resources: Workbook, Session 5.5, Focus and
CHOOSE KIND’. Practice activities
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On another part of the board, draw a two-column Description: Draw learners’ attention once again to
table with the headings ‘BEING RIGHT’ and the ‘Choose kind’ precept sentence on the board.
‘BEING KIND’. Ask learners to find this in the extract in the
Remind learners of their discussion in the Starter Learner’s Book and invite them to comment on how
idea, then direct them to Extract 4 of Wonder. it is set out on the page. They are likely to notice the
teach his class.
PL
Ask them to read the extract, paying particular
attention to what they think Mr Browne is trying to
When everyone has read the extract, put learners into

pairs to decide, in their own words, what Mr Browne
means by ‘Choose kind’ and what the meaning of the
words on the ‘Know thyself’ plaque might be.
Before they begin their discussion, direct learners to
the two-column table on the board and ask them to
suggest examples of situations from their real-life
colon. Ask them what this punctuation mark is for.
Accept any answers that involve the idea that
the colon marks a break between a kind of
‘announcement’ and the thing being announced.
Give learners ten minutes working in pairs to devise
their own examples of sentences that separate into
two halves, and where the first half performs this
function of ‘announcing’ the second half.
Bring the class back together and gather examples
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of learners’ sentences that use a colon. Write the
experience in which they have had to make a choice most helpful/successful examples on the board in
between ‘BEING RIGHT’ and ‘BEING KIND’. the spaces in your blank table. Where an example
Write down any of these that you think might be is not quite right, you can simply say ‘Not quite’
helpful in their discussion of Activity 4 or 6. without going into a more complicated explanation.
Give learners ten minutes for Activity 4, then an Put learners in pairs and ask them to read
additional ten minutes to look at Activity 6, and the Language focus feature at the start of the
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consider what might happen next in Wonder and how Workbook session. Make sure everyone fully
the idea ‘Choose kind’ might be further explored. understands the different ways of using a colon.
Differentiation ideas: Ask learners to complete the Focus and Practice
• Support: Visit pairs of learners as they are activities of the Workbook in pairs.
working on Activity 6, and encourage them to Differentiation ideas:
think about how the Right-versus-Kind split
might affect the way the story continues. • Support: If learners are struggling to identify
the correct usage in the Practice section,
• Challenge: Under the words ‘Know Thyself’ on encourage them to read the sentences aloud
the board, write the following quotation (which to each other. Tell them to stop when they
comes from Hamlet): This above all: to thine get to the colon and ask themselves if, at any
own self be true. point, they are expecting the writer to carry
Assessment ideas: Invite learners to contribute on – for example, to provide an example or an
their ideas from Activity 4. Assess their explanation.
understanding by insisting that they explain
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• Challenge: Encourage more confident learners Description: Tell learners that they are going to draw on
to comment on the structure of any examples all the work they have done in this session.
and to consider why each colon is correct. Remind learners of Mr Browne’s idea about the really
Guide them towards seeing that this structure important things in life. Suggest that family life is a
works with sentences where: very important area about which we might create precepts.
• the second half is an example that Give learners ten minutes, working in pairs, to think
illustrates the first half of the sentence of three short, memorable precepts about family life.
• the second half is an explanation that They should try to shape their precepts into memorable
makes the first half of the sentence clear, by sentences that separate neatly into two parts, balanced
giving a reason or more details. either side of a colon.
Assessment ideas: Check understanding by going Assessment ideas: Invite each pair of learners to offer
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through the Workbook sections as a class. Make what they think is the best of their three examples. You
sure that learners understand why the sentences that can assess their understanding of the use of the colon
misuse the colon are wrong. They should be able from the way they have structured these examples.
to see how the correct uses fit into the table on the Work together as a class to re-shape these (if necessary)
board, and they should copy these down. into two-part, balanced sentences illustrating correct use
Plenary idea
Writing precepts (20 minutes)
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5.6 The Last Class

of the colon.
Homework idea
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LEARNING PLAN
7Rg.01, 7Rs.01, 7Rs.02, 7Ri.01, Learners will: Learners can:

7Ri.03, 7Ri.04, 7Ri.08, 7Ri.10,
7Ri.12, 7Wv.01, 7Wg.02, • perform a script using • use movement and gesture to
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7Ws.01, 7Wc.01, 7Wc.03, movement and gesture bring a script to life

7Wc.06, 7Wp.03, 7SLg.01, • explore how punctuation • explain how punctuation
7SLm.03, 7SLp.01, 7SLp.03 is used to create different is used to create different
effects effects
• look at how drama texts are • comment on how drama
structured to make meaning. texts are structured to make
meaning.
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LANGUAGE SUPPORT
There are many descriptive texts throughout the However, a more challenging area is the use of
Learner’s Book that use adjectives in a variety of adverbs for emphasis. In the example given:
ways to add colour and imagery. You may wish • the adjective cold is gradable and can be
to refer back to Language worksheet 5.1 to show modified with a range of adverbs to grade the
the distinction between gradable and ungradable adjective – for example, slightly, quite, very
adjectives visually:
• the adjective freezing is ungradable and
a little cold slightly cold very cold freezing adverbs can add emphasis but do not change
the ‘degree’ shown by the adjective – for
example, absolutely, really.
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Prose narratives and drama scripts 1 Preparing for a reading from the play
(15 minutes)
activity, The Last Class Extract 1
PL
Description: Once in pairs, give learners ten minutes to

discuss and write down a list of the differences between
a story set out as a drama script and the same story told
in sentences and paragraphs as a ‘normal’ narrative.
Direct them to the Getting started activity in the
Learner’s Book if they need help focusing on the
differences.
(25 minutes)
Learning intention: Look at how drama texts are
structured to make meaning.
Practice activities
Description: Prepare for these activities by writing
a two-column list on the board, headed ‘Dialogue
(what to say)’ and ‘Stage directions (what to do)’.
Ask learners to read the introduction to the session
in the Workbook. Make sure that learners have
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They can look at Extract 1 in the Learner’s Book to understood how the two sets of written instructions
remind themselves of conventions of a drama script in a drama script – what to say, and what to do –
layout if necessary. control the performance of the play.
While learners are working in pairs, write a two-column Tell learners they have 15 minutes, working
list on the board, headed ‘Prose’ and ‘Drama’. Make sure individually, to complete the table in the Workbook,
learners are clear about what these two categories are. in the Focus activity, and then to complete the first
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Invite learners to tell you the main differences in layout Practice activity (Activity 2).
between prose and drama. Write these differences on the When everyone has finished, go through these
board as learners offer them. questions as a class.
Learners will need to know some basic terminology. When learners offer their answers, encourage them
Make sure they are familiar with the terms ‘dialogue’ to refer to the text of the drama script (Extract 1) to
and ‘stage directions’ for a drama script and the terms explain how they reached their Activity 1 answers
‘narrator’ and ‘narrative’ for a story written in prose. (for example, they know that the statement the
If learners seem uncertain about any of the weather is not very good is true because Sisi says it’s
differences between prose and drama, direct them to pouring down.)
the extract and ask them to find examples that make Get learners to read out the exact words of their
the differences clear. answers to Activity 2 and comment on how well
Lastly, ask learners what a drama script can do that a they have used their own words.
prose narrative cannot do.
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Differentiation ideas: needs additional help to practise, you could

• Support: Give learners a hint to help them support by reading the stage directions and
with Activity 2: Point out that Sisi asks two reminding learners of their cues.
questions. Chen replies I don’t know to both. • Challenge: Encourage more confident readers/
• Challenge: Encourage learners, during class actors to match any movement or gesture to
discussion, to comment on whether the evidence the punctuation and to what they have inferred
in the drama script provides an explicit answer about each character.
to each question, or whether the answer has Assessment ideas: After all four performances, invite
to be inferred from information that provides the members of each group to comment on what they
suggestions, or text that implies certain things thought were the strengths and weaknesses of their
or feelings (for example, it is implied that Sisi performance. Make a note of those groups that do
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can’t quite explain Mr Ling’s personality when not perform this time, and make sure they will have
we hear her pause and hesitate: My brother said the chance to perform Extract 2.
he was…brilliant…in a strange way).
3 From page to stage (30 minutes)
Assessment ideas: The focus of your assessment Learning intention: Perform a script using
for the Practice activity will be on how well learners movement and gesture.
(twice) I don’t know.

2 Rehearsing and performing a scene
(30 minutes)
PL
have used their own words – and on how developed
and sensible their inferences are from Chen saying
Learning intention: Perform a script using

movement and gesture.
Resources: Learner’s Book, Session 5.6, The Last
Class Extract 1, Activities 1–3; Workbook, Session
5.6, Practice activity
Resources: Learner’s Book, Session 5.6, The Last
Class Extract 2, Activities 4 and 5
Description: Tell learners they will now have a
second chance to practise and perform a group
reading of a scene from a drama script, following a
sequence similar to the last one.
Direct them to Activities 4 and 5, and read through
these with them.
Check that learners have some understanding of
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what formal language is, and how the use (by one
Description: Arrange learners in groups of four character) of more formal language might suggest
and explain that they have 25 minutes to complete things about their character and status.
Activities 1–3. Before they start, they should
They should first read Activities 4 and 5 and make
complete the Practice section, Activity 3, in
notes on the answers to those questions.
the Workbook.
They should then agree amongst themselves who
They should then read Activities 1 and 2 in the
will read each part in a group reading of Extract 2
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Learner’s Book and agree on the answers to the

of The Last Class. They may read different parts
questions as a group. Make sure they note down
from those they read the first time if they think
their answers.
that will work better.
Learners should then decide who will read each part
Encourage them to practise by reading through
in a group reading of The Last Class Extract 1 for
the scene once together. Ask them to think about
Activity 3.
how their answers to the activity questions inform
When each group has had enough time to read their reading.
the whole scene at least twice, and practise it with
Groups should perform for the class, focusing on using
movement and gesture, get the class together to
movement and gesture to suggest character. This time,
watch four of the groups perform. Each group, in
each group in turn will perform the whole scene.
turn, should perform half of the scene: the first
half will end with Mr Ling’s line Welcome back to Differentiation ideas:
school. Take a seat. • Support: Write a checklist on the board of the
Differentiation ideas: aspects learners need to concentrate on in order
to improve their group’s performance. Use the
• Support: Monitor the ways in which each group
comments made in Activity 3.
shares out the speaking parts. If any group
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• Challenge: Ask the most confident member of • Activity 5: how the stage directions can show the
each group to take responsibility for one aspect audience things about the class’s feelings (Mrs
of the group’s performance. It will be their Zhou enters. The class falls silent. …The students
job to remind the other members of the group nod excitedly.)
to pay attention to that aspect – for example, • Now they should look at the list of points in
coming in on time and speaking their lines Activity 6 about how the structure of a drama script
accurately and clearly. is different from a story told in prose.
Assessment ideas: After each group’s performance, Invite learners to comment on any of the points in the list,
invite the members of the group to comment and to refer to details in the two extracts of The Last Class.
on what they thought were the strengths and
weaknesses of their performance. They should Direct learners to the questions (a, b and c) in
Activity 6. Give them ten minutes, working
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particularly comment on:
individually, to answer these questions. Collect and
• how they stood, and how they used movement mark the answers, using the wording of the instruction
and gesture to bring the drama script to life (Explain the effect of the following events and devices in
• how they used their body to bring out the the script. How do these help the audience understand
meaning of the action the action?) as the criteria for success.
•
Plenary idea
(15 minutes) PL
how accurately they read their lines.
Structure, events and devices in drama
Resources: Learner’s Book, Session 5.6, The Last Class

Extracts 1 and 2, Activity 6
Description: Ask learners what they feel they gave most
of their time and attention to in reading and performing
Lastly, direct learners to the Reflection feature and invite
their responses to the questions there. Write on the
board any ideas about performing scripts which most
learners seem to agree on.
Homework ideas
There are two alternative script-writing tasks
for homework:
The Challenge activity in the Workbook: If learners
choose this task, they should try to write 15 lines of
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the two extracts. (Learners are likely to say that they
dialogue for each situation. The two scenarios in this
concentrated on speaking their lines correctly and at the
activity involve just two speakers/characters, so the
right time.)
script may be easier to control than the second option.
Point out that Activities 2, 4 and 5 each focus on an
Activity 7 in the Learner’s Book: If learners choose
aspect of the drama script that goes beyond just the
this task, they should start by making a list of the next
words the speakers say to each other.
five important events and conversations that they think
Invite learners to remind the class what these aspects will happen in the story. There is some helpful advice
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are. Write each one on the board as it is mentioned: in the Writing tip. You may want to give learners the
• Activity 2: how a speaker’s thoughts and feelings opportunity to share their scripts with each other in
can be implied by the punctuation the next lesson, perhaps in groups of four. They could
decide to put their ideas together and write a group
• Activity 4: how the use of formal language can script based on their own individual scripts.
suggest things about the character and status of the
person speaking and the person being spoken to
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5 UNUSUAL EDUCATION
PROJECT GUIDANCE
The outcome of this project will be a speaking task, one person responsible for the design (an architect)
with a group presentation made to the class. and another responsible for safety features (a
Encourage learners to follow all the steps in the Health and Safety Officer), and so on.
Learner’s Book. There should be plenty of time and Encourage learners to research the roles of people
opportunity for group discussion and note-making. who would be likely to be involved in a project
Another way of organising the work and the group like this. This will give them each the chance to
is to invite learners to think about which people take on a specific role. It will also expand their
would be involved in speaking to the local schools/ vocabulary as they explore roles and job titles
education authority. For example, there might be (for example, project manager and accountant).
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PL
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6 Life stories
Unit plan
number of
learning hours
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6.1 Childhood 4 hours Learners explore rhyme and rhythm Learner’s Book Session 6.1
poems when reading poetry and also develop Workbook Session 6.1
their personal responses to poems.
Differentiated
6.2 Growing up 3 hours Learners practise writing for a specific Learner’s Book Session 6.2
6.3 Leaving home 3 hours
6.4 Becoming
a parent
3 hours,
30 minutes
PL audience and explore voice in writing.
Learners discuss different

interpretations of texts, examine
literary language in non-fiction texts,
and write and deliver a monologue
Learners explore the effects of
subordination (embedded clauses),
figurative language and context in
different pieces of writing.

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6.5 Exploring the 3 hours Learners read and comment on poetry Learner’s Book Session 6.5
world emphasising rhyme and rhythm, and Workbook Session 6.5
draft and write their own poem.
6.6 Changing the 4 hours Learners explore text structure, use Learner’s Book Session 6.6
world figurative language, as well as write Workbook Session 6.6
and deliver a persuasive speech.
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For the teacher The unit also covers reading skills, specifically:
Unit 6 explores poetry, non-fiction, personal texts • detecting a writer’s tone in the language they
and speeches. Review your understanding of rhyme have used
and rhythm in poetry. Pay particular attention to • commenting on a writer’s distinctive voice in a
how poets writing in English can arrange a pattern text
of stressed and unstressed syllables (metre) to
• expressing the reader’s sense from the language
create rhythm. Reviewing how non-fiction articles
used in a text
and speech writers often use rhetorical questions,
contrasts and other linguistic devices will also be • grammar – subordination (embedded clauses)
useful preparation. • writing to argue ‘For’ or ‘Against’ an issue.
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6 LIFE STORIES
CONTINUED
Reading up on any of these areas may help you purposes and audiences. So, if learners are familiar
decide on the way you want to present these topics with the concepts of purpose and audience for
to learners. texts, this will support their learning in this unit.
Finally, some of the activities in this unit ask learners Other background knowledge that may be useful
to discuss or write about issues raised in speeches, so for learners includes:
you could reflect on what personal or global issues • poetry – types of rhyme (e.g. end rhyme,
will be appropriate and of interest for your learners. alliteration) and rhythm (i.e. a pattern
of stressed and unstressed syllables),
For the learner figurative language
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This unit covers a broad range of Reading, Writing, • techniques and structure that can be used
and Speaking and Listening skills. Learners will when writing to argue (or speaking) ‘For’ or
practise and develop these skills by analysing ‘Against’ an issue
poems and speeches, writing their own poetry and • general knowledge of social or global issues –
speeches and discussing them, as well as reading as topics to write or speak about persuasively
their own poetry and delivering a speech in class.
Active learning
PL
A foundation in all these skills is a basic
understanding that texts are often written for specific
You can teach learners many skills that go beyond

English as a subject. These skills can benefit
• engagement with topics of personal interest –
as subjects for poetry or speeches.
• Independence skills: Taking charge of one’s own

learning means developing self-assessment
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learners for life, and include the following: skills, being motivated to learn, and learning to
sustain concentration and focus. One way you
• Life-long study skills: Successful study at
can help your learners with independence skills
secondary school, for upper secondary
is by reminding them about learning goals and
qualifications, or at university requires
intentions. Knowing your goal helps in assessing
understanding important techniques such
how far you need to go, staying focused, and
as preparing for class, making notes, and
whether you are on track.
revising for tests or exams. Learners can have
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personal preferences in how they use these • Reflection and evaluation skills: An important
skills and the study of English can give them part of learning is reflecting on and evaluating
opportunities to experiment and choose the your progress. Many of the activities in the
one that best suits their own personal style, Learner’s Book ask learners to self-assess the
needs and resources. You can help your quality of their work and reflect on how they
learners by openly teaching notetaking and could improve it. You can emphasise that
revision techniques; they can use these skills self-assessment is not a quick activity just
in their other subjects besides English as well added at the end of a lesson; it is a central part
as beyond secondary school. of learning and a skill learners can use in and
out of the classroom for the rest of their lives.
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6.1 Childhood poems

LEARNING PLAN
7Ra.01, 7Ra.02, 7Ra.04, Learners will: Learners can:

7Rv.02, 7Rv.03, 7Rs.01, 7Ri.01,
7Ri.03, 7Ri.04, 7Ri.06, 7Ri.07, • read an unfamiliar text aloud • emphasise rhyme and pauses
7Ri.08, 7Ri.09, 7Ri.10, 7Ri.11, • explore how writers use in the rhythm of a poem when
7Wp.02, 7Wc.05, 7SLm.03, symbols in their poems reading aloud
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7SLp.01 • consider how readers make • comment on imagery and
choices about what they read. symbols in poems
• explain their personal
responses to different poems.
LANGUAGE SUPPORT
PL
This session focuses on poems and rhyming
words. Most of the rhymes are straightforward, but
learners may benefit from looking more closely
at minimal pairs in pronunciation – words that
have just one sound that is different and that are
sometimes confused in spoken English. These are
usually vowel sounds. Examples of minimal pairs
are: ship/sheep and cat/cart. Working with learners
to build a knowledge of how the phonetic alphabet
works and the sounds it represents will enable
them to use this independently to improve their
pronunciation.
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Starter idea C Once upon a midnight dreary, while I pondered,
weak and weary,
Which poem would you carry on reading? Over many a quaint and curious volume
(15 minutes) of forgotten lore,
Description: Write the openings lines of these three While I nodded, nearly napping, suddenly there
poems (A, B and C) on the board, or prepare a handout came a tapping,
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(you could choose your own poems). As of someone gently rapping, rapping at my
chamber door.
Put learners into small groups and ask them to discuss
which one they would choose to carry on reading first. Main teaching ideas
Ask learners to give each other reasons for their answers.
After ten minutes, ask the small groups to share their
1 ‘Lullaby’ by John Fuller (45 minutes)
responses with the whole class. Learning intentions: Read an unfamiliar text aloud.
Explore how writers use symbols in their poems.
A TIGER tiger, burning bright
In the forests of the night, Resources: Learner’s Book, Session 6.1, ‘Lullaby’,
What immortal hand or eye Activities 1–3
Could frame thy fearful symmetry? Description: Begin by reading the Language focus
B Two roads diverged in a yellow wood, feature in the Learner’s Book to the whole class.
And sorry I could not travel both Ask if learners have any questions about any
And be one traveller, long I stood points concerning rhythm and rhyme.
And looked down one as far as I could
To where it bent in the undergrowth;
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Define ‘rhyme’ as ‘repetition of the same or Delve further and ask: ‘How would you describe
similar sounds’. Point out that, in poems, rhymes those feelings based on the poem?’
are often at the end of a line. Other examples of Hand out copies of the poem for learners to
rhyme are alliteration (repetition of sounds at annotate for Activity 2.
the beginning of words (for example, Peter Piper
Ask learners to apply the approach outlined here
picked a peck of pickled peppers) and assonance
to the whole poem as they complete Activities 1
(repetition of middle vowel sounds (for example,
to 3 in pairs.
blind silent minds).
Define ‘rhythm’ as ‘a pattern of stressed and
unstressed syllables’ – that is, one unstressed • Support: Visit learner pairs as they work
syllable followed by one stressed syllable /, as in: through these activities. Use questions
and dialogue to guide and challenge their
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/ / / thinking. Ask them to recall the work you
To be or not to be did on the board. Can they use a similar
approach to examine the meaning of the
Emphasise that when commenting on rhyme and
other lines in the poem?
rhythm, learners should link them to the meaning
of the poem and always show how they support • Challenge: Ask learners to write two lines
the ideas in the poem.

PL
Next, ask learners to read the poem ‘Lullaby’
several times silently to themselves.
Write these two lines from the poem on the board:
Oh be our rest, our hopeful start.
Turn your head to my beating heart.
Ask learners to say the lines over and over to
themselves silently for a few minutes, reflecting
on the sound they hear in their heads. Now, ask
learners:
of their own that fit the rhyme and rhythmic
structure of the two lines in the Description
section. That is, the last word of each line
should rhyme, there should be eight syllables
and a natural pause halfway through the line.
Assessment ideas: Ask learners to peer
assess their answers to the activities they have
completed. They should focus on their partner’s
answers to Activity 2 and give feedback on
whether their partner identifies specific lines in
the poem and clearly explains how the lines reveal
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the speaker’s feelings about the child.
• which words rhyme?
2 ‘The Song of the Old Mother’
• are there any pauses?
(60 minutes)
• how many syllables are in each line?
Learning intentions: Read an unfamiliar text aloud.
Focus on these questions, asking for responses Explore how writers use symbols in their poems.
from different learners until there is agreement
Resources: Learner’s Book, Session 6.1, ‘The Song
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that start and heart rhyme, that there are pauses

of the Old Mother’, Activities 4–6
as marked by the ‘||’ sign, and that there are eight
syllables on each line: Description: Explain to learners that there can
be several things to analyse in a poem, including
1 2 3 4 5 6 7 8 figurative language, themes, rhymes and rhythm.
Oh be our rest, || our hopeful start. Read through Activities 4, 5 and 6 with learners.
1 2 3 4 5 6 7 8 Ask them what they think the activities are asking
them to analyse.
Turn your head || to
my beating heart.
After you have heard several responses from learners,
Ask learners: ‘Is there anything meaningful to point out that Activities 4 and 5 are asking them
you about the words start and heart, and the to analyse what the poem is about or the story it is
pairing our hopeful start / to my beating heart telling, and what their personal reactions are to it.
when you think about the poem as a whole?’ Point out that Activity 6 asks them to analyse specific
If there is silence, use wait time (pause for at least language – ‘fire’ – and what it could symbolise.
three seconds after asking a question), then follow Remind them that, when responding to the tasks,
up with: ‘How do these lines communicate how they should try to relate any symbolism back to
a parent might feel towards their sleeping baby?’ the overall meaning of the poem.
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Put learners into groups of three or four and Differentiation ideas:

ask them to read the poem several times before • Support: Read through each poem with the
completing the activities. class and directly ask learners the What/How/
Differentiation ideas: Analyse questions. This would stimulate
learners’ thinking and allow them to learn from
• Support: Try to put learners into each other’s responses and questions. Learners
mixed groups so that less confident learners could then complete Activity 7 on their own.
will benefit from some additional support
from more confident peers. • Challenge: Instead of writing the plan on the
board at the beginning, start by asking learners
• Challenge: Ask learners to write a list of all
‘How would you analyse the language of two
the things they could consider when analysing
poems?’ or ‘What would be a three-step plan for
and discussing a poem to create a memory
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analysing two poems?’ Write learners’ responses
aid. For example, if they wanted to remember
on the board and then fit these into the What/
to look at Metaphors, Imagery, Rhyme,
How/Analyse plan in the Description section,
Themes, the memory aid could be MIRT.
as you write this on the board.
Assessment ideas: This is a collaborative task, so
while learners are working, circulate and consider Assessment ideas: Ask learners to hand in the
how well individuals are:
•
•
• learning from each other.
3 ‘Lullaby’ and ‘The Song of the Old
Mother’ – Comparing two texts
(45 minutes)
PL
working together in their small groups
listening to their peers’ views
Learning intention: Explore how writers use

symbols in their poems.
summaries they wrote for Activity 7. Read through
these after class and write some descriptive feedback
for each learner. In your descriptive feedback, try to
identify achievements in terms of the success criteria
above. Also, try to suggest improvements learners
could focus on in terms of the success criteria.
4 Rhyme and stressed syllables in poetry
(45 minutes)
Learning intention: Read an unfamiliar text aloud.
Resources: Differentiated worksheets 6A, 6B
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and 6C
Resources: Learner’s Book, Session 6.1, ‘Lullaby’
and ‘The Song of the Old Mother’, Activity 7 Description: Start by explaining that poems, novels
and short stories use language in some similar
Description: Explain that, for Activity 7, learners
ways. For example, all use metaphors and similes.
need to compare the two poems.
Point out that poems are different in one very
Write the following information on the board:
important way – their use of sound. Poets arrange
What are the key words and phrases describing
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rhymes, pauses and a pattern of stressed syllables

family life in the two texts? Underline them or to add impact and meaning to a poem.
make notes.
Explain that listening to a poem is similar to
How are the words and phrases about family listening to musical lyrics – some words and lines
life being used to create effects for the reader? will have more impact, create more feeling, and
For example, imagery that creates emotional seem more memorable and meaningful. This is
responses, rhymes, rhythm and pauses to often due to rhyming words, pauses, and stressed
emphasise particular ideas or feelings. syllables being written and placed in a particular
Analyse what is similar and different about the key location in a poem.
words and phrases in both texts. Also, analyse what
To explain stressed and unstressed syllables, write
is similar and different about the effects created for
these examples on the board: delight, healing,
readers in both texts.
happiness, atmosphere, earthquake.
Ask learners if they have any questions about the plan
Say ‘delight’ to the class and ask them how many
you have written and give explanations as needed.
syllables it has. Then say ‘delight’ again and ask
Ask learners to use this information as they learners which of the two syllables sounds strongest or
complete Activity 7 on their own. is stressed in your tone of voice. Say the word ‘delight’
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6 LIFE STORIES
again and again if you need to. Learners should say Come together as a class and discuss learners’ responses.
the first syllable ‘de’ is the stressed syllable. Start with a show of hands for each poem, then discuss
Repeat this process for all the other bulleted words. reasons each group of learners chose that poem.
(Answers: Try to build on learners’ responses by asking follow-

up questions and also asking if other learners have
• de|light responses to what their peers have said. Follow-up
• heal|ing questions could be:
• ha|ppi|ness • How does the poem you have selected appeal to
• at|mos|phere people your age?
• earth|quake.) • What two reasons can you give me for excluding

those poems from your collection?
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Then, ask learners to complete Worksheet 6A, 6B
or 6C – use the worksheet answers document to • What two reasons can you give me for including
help you decide how to assign them. those poems in your collection?
Spend the last 15 minutes of the lesson reviewing Assessment ideas: During the discussion, assess
learners’ responses to the worksheet activities. whether learners’ answers and responses are giving you
evidence of learning. Do they appropriately use any of
•
PL
Support: Spend more time at the beginning
of this lesson giving additional examples of
stressed and unstressed syllables. Spend time
explaining this concept, and guide learners
with your examples until they are clear
about stressed and unstressed syllables. Also,
consider giving learners more time to complete
the Worksheets if they would benefit from this.
Challenge: Ask more confident learners to
the terms covered in this session, such as rhyme, pauses,
stressed and unstressed syllables? Do they give reasons
for their answers? Using these terms appropriately and
providing reasons could be good evidence of learning.
If learners do not use these terms appropriately or give
reasons for their answers, see if you can prompt both
through your questioning and dialogue.
Homework idea
Learner should complete Workbook Session 6.1.
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think of words that have the same pattern of
stress as the bulleted words provided here.
Assessment ideas: Ask learners to self-assess
their understanding of rhyme, pauses and stressed
syllables. Do they have a clear understanding
of these concepts? Would they feel confident
explaining them to a peer? If not, how can they
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improve their understanding?
Plenary idea
Choosing poems (20 minutes)
Description: Ask learners to think back to the two
poems they have read in this session and consider
which one they like best and why. Allow time for them
to reread the poems.
Give them 15 minutes to complete Activity 8 on their
own, explaining which poem they would choose to
include in a book of poems.
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6.2 Growing up
LEARNING PLAN
7Rv.02, 7Rg.02, 7Rg.05, Learners will: Learners can:

7Rs.02, 7Ri.02, 7Ri.04, 7Ri.06,
7Ri.07, 7Ri.08, 7Ri.10, 7Ri.11, • explore the different ways • describe differences in
7Ri.12, 7Wg.02, 7Wg.03, writers create voices writers’ use of language
7Wg.06, 7Wc.02, 7Wc.03, • adapt a text for a younger
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• create content for a particular
7Wc.04, 7Wc.06, 7Wp.04 audience audience
• assess the writing of a peer.
• consider the effectiveness of
a partner’s writing.
LANGUAGE SUPPORT
PL
This session implicitly builds on earlier work on direct
and reported speech to include other verbs and
verb patterns that can be used in reported speech.
Understanding different verb patterns can be
challenging for some learners, so extra support may
be needed. Explain that, in some cases, we can use
the same structure of reported speech that learners
verb – for example: ‘I’ve never been to India,’ said
my teacher. My teacher admitted he had never
been to India. Verbs used with a that clause are also
common ways of reporting speech – for example:
‘That film is very good,’ said Harry. He told me
that the film was very good. Language worksheet
6.1 provides more practice in this area and could be
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looked at in Unit 3, and just substitute a different used at the start of this session.
Starter idea Finish by explaining that these are useful ways of

determining voice and tone.
’Voice’ in storytelling (15 minutes) Put learners into pairs and ask them to complete the
Resources: Learner’s Book, Session 6.2, Getting started Getting started activity together.
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activity
Description: Read the Getting started activity from the Main teaching ideas
Learner’s Book to your learners.
1 Spider diagrams as webs of meaning
On the board, write the words ‘light-hearted’ and
(30 minutes)
‘serious’. Ask learners to suggest alternative words
and synonyms for ‘light-hearted’. Check that learners’ Learning intention: Explore the different ways
suggestions have similar meanings to ‘light-hearted’ and writers create ‘voices’.
if they do, write these on the board. Resources: Learner’s Book, Session 6.2, The Girl
Do the same for the word ‘serious’. Warrior extract, Activity 1
Point out to learners that when we tell a story, we can Description: Spider diagrams are an excellent
do so in a serious way, a funny way, an angry way, an scaffolding tool you can use with your learners.
objective way, etc. – and each of these ways will express You can teach learners how to draw a spider
a part of our personality and also our attitude to the diagram before they use it to complete Activity 1.
story we are telling. Ask learners to read the first two paragraphs of the
The Girl Warrior extract.
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6 LIFE STORIES
Then, explain to learners that drawing a spider ‘Pakistan’, etc. For a greater challenge, let
diagram (sometimes called a semantic web) is a learners decide the central key idea for the
good way to find relationships between different second spider diagram on their own.
ideas. Explain that spider diagrams can be useful Assessment ideas: Make sure you have a quick look
when analysing a text, or when preparing for a at every learner’s spider diagram. This is a useful study
discussion or a piece of writing. technique, so gather evidence and assess whether each
Begin by writing the topic in the centre of the learner understands how to create a spider diagram.
board – in this example, the topic is ‘Malala’. Then, Do this while they are working on their own and
draw a line to the bottom-left-hand corner of the make quick suggestions if they get stuck. Then, in the
board to connect to the key phrase not a typical girl final part of the lesson, when you complete the spider
and a line to the upper-right-hand corner connected diagram on the board, emphasise any points where
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to the key phrase named after a warrior. you noticed some learners were stuck or unsure.
Ask learners to suggest things from the first two 2 Personal voice (60 minutes)
paragraphs that show Malala is not a typical girl. Learning intention: Explore the different ways
As learners call these out, write them on the board writers create voices.
and draw connecting lines, as follows:
Resources: Learner’s Book, Session 6.2, The Girl
Cracks
knuckles
Likes pink
Not a
typical girl
PL
Malala
Strong
Named after
a warrior
(arm wresting)
Warrior extract, Activities 2–5
Description: Read The Girl Warrior to the class.
Read it slowly enough for less confident learners
to follow.
As you read, try to emphasise in your tone of voice
words and phrases that are humorous or express
style and voice of the writer. The idea is to make it
clear in your tone of voice how the writer has used
written language to create humour or to describe
Malala’s personality in lines such as:
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Good at cricket But Malala isn’t a fighter. Well, she is, but only
with her brothers!
Give learners 20 minutes to read the extract and
Malala was named after a warrior from hundreds
complete their spider diagrams for Activity 1. of years ago, Malalai of Maiwind, who inspired
When all learners have finished their spider others with her courage in battles.
diagrams, return to your partially completed version Explain that The Girl Warrior extract is a biographical
on the board and finish it by asking learners to call text that tells the narrative of a person’s life.
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out suggestions from their own work. Point out that different narrative texts will have
Differentiation ideas: things in common, such as having the purpose of
• Support: Sit with learners as they draw their entertaining, and also to educate and inform readers
spider diagrams and ask them for key words about someone’s life story. Narrative texts are creative
and phrases from the text. Ask them which texts in which the writer will make specific language
of the key words or phrases could have words choices to achieve effects with the reader, and we can
around them on the spider diagram (for see this in The Girl Warrior extract (which learners will
example, ‘not girly’). Prompt learners to write examine shortly by answering questions).
this on their diagram and draw a connecting Read the Language focus feature with learners and
line. decide which of the other key words and make sure they fully understand the ideas of voice
phrases could go around this point. and formality, and how they are linked.
• Challenge: Ask learners to create two spider Write the following on the board and ask learners to
diagrams. The first is as around ‘Malala as a copy it into their notebooks:
warrior’, as for Activity 1. The second could be • Tone – language expressing a writer’s
around ‘Malala’s views’, for example, ‘boys’, attitude to a subject, for example, positive
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(happy, humorous, calm, etc.); negative Description: Write the following two sentences on
(angry, sad, etc.); neutral (objective, the board:
impartial, etc.) a Would you be kind enough to pass that to me?
• Voice – language that expresses the personality b Give it to me.
of the writer
Now, ask learners if they can imagine situations:
• Rhetorical techniques – ways of using language
to persuade or evoke feeling. For example: • where a would sound too formal
• contrast – It was the best of times, it was the • where a would sound polite
worst of times. • where b would not sound rude or abrupt
• balanced or rhythmic structures – A hop, • where b would sound impolite.
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skip and a jump; Easy come, easy go; Some Ask for learners’ responses, gathering as many as
are born great, some achieve greatness, and you can.
some have greatness thrust upon them.
After ten minutes, explain that another factor
• humour – Some cause happiness wherever writers have to take into consideration is their
they go, others whenever they go. audience – the people who will be reading their text.
PL
Ask learners if they have questions about the notes,
definitions and examples on the board. Discuss any
questions or comments from learners.
Activities 2–5. You can suggest to learners that they
think about the notes on the board as they work
through The Girl Warrior extract and the Learner’s
Book activities.
•
Support: Before they write their answer for
The situations learners may have suggested for the four
examples indicate different contexts and audiences.
This affects the type of language a writer uses.
Emphasise that making (or not making) these
changes will affect the audience in various ways,
such as them feeling offended if the language
seems rude, or feeling respected if the language
seems polite.
Next, ask learners to read the extract from ‘Swat
Valley’ article. As they read, they should think
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Activity 5, ask learners to create a spider about how it differs from the first extract.
diagram of their ideas to help them plan and Learners work alone to complete Activity 6 before
structure the paragraphs of their writing. pairing up to compare answers.
• Challenge: Ask learners to read through the
extract again and make a list of all the changes
in tone they notice in Malala’s writing. Then, • Support: Ask learners to focus on the second
ask learners to underline the key sentences and extract first and make a list of the information
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phrases where they noticed a particular tone. given and any key words or phrases. Guide
their thinking by asking: Are there more
Assessment ideas: Ask learners to peer assess
complicated words? Are the sentences longer?
each other’s answers, and each other’s personal
Are sentences more difficult to read and why?
writing for Activity 5. How did they use tone, voice
Tell learners to use the same questions when
or any rhetorical techniques? Do they get a sense
rereading the first extract.
of their peer’s attitude and personality from their
writing? If yes, how have they used language to • Challenge: Ask learners to write two or three
communicates this? If no, what could they do next sentences explaining how language has been
time to improve? used in the first extract to make it suitable for
a younger audience – and then to write two
3 ‘Voice’ and tone (30 minutes) or three sentences explaining how language
Learning intentions: Explore the different ways has been used in the second extract to make it
writers create voices. Consider the effectiveness of a suitable for an adult audience.
partner’s writing. Assessment ideas: Use the Peer assessment
Resources: Learner’s Book, Session 6.2, ‘Swat feature in the Learner’s Book. Ask learners to
Valley’ extract, Activity 6 swap their answers to Activity 6 with a partner.
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6 LIFE STORIES
Can they tell the difference between their • There was a single town in the valley. It was called
partner’s responses to each activity? Have they Mingora and we lived there.
produced texts with different voices? Point out that these are all appropriate ways of adapting
the text for the Challenge activity. Ask learners to work
Plenary idea in pairs to complete the whole Workbook session.
Understanding voice (35 minutes) Assessment ideas: Give learners the Workbook answers
Resources: Workbook, Session 6.2 and ask them to assess their own work against these.
Ask learners to consider how they could improve their
Description: Remind learners of the topics they have responses to these activities.
covered in this session, such as voice, tone, and sense.
Give some specific instruction on adapting language for the CROSS-CURRICULAR LINK
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Challenge activity in the Workbook. For example, write the
first sentence from the activity extract on the board: Maths: Planning and collecting data – This session
Growing up in Mingora, Malala would have got used to instructs learners on how to use spider diagrams
the crowded streets, which were increasingly populated by to explore ideas covered in a written text. Learners
people moving from local villages. can be encouraged to see spider diagrams as
one method (among others) for collecting data.
moved there from nearby.
PL
Ask learners what information is in this sentence – for
example, Malala grew up in Mingora, many people have
Point out that the Challenge activity suggests ‘changing

words and shortening sentences’, and ask learners how
they might do this. Write their suggestions on the board.
You may end up with something such as this (you could
write these on the board):
• The biggest town in the valley was Mingora. We
lived there.
Learners could be given another topic to explore –
or they could choose their own e.g. favourite meals
of their peers or other learners. Then, learners can
collect this data using the spider diagram method
(for example, with ‘favourite meals’ at the centre
of the spider diagram and different answers (data)
arranged around the central topic).
Homework idea
Learners should complete Activity 7 in the Learner’s
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• We lived in Mingora. It was the largest and only
Book.
town in the valley.
6.3 Leaving home

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LEARNING PLAN
7Rv.02, 7Rv.03, 7Rs.01, Learners will: Learners can:

7Ri.02, 7Ri.03, 7Ri.04, 7Ri.06,
7Ri.07, 7Ri.08, 7Ri.09, 7Ri.10, • explore some features of • comment on the features of
7Ri.11, 7Ri.12, 7Ra.01, 7Ra.02, autobiography autobiography
7Ws.01, 7Wc.05, 7Wc.06, • debate critical responses to • discuss different ways of
7SLm.01, 7SLm.03, 7SLp.01, a text interpreting a text
7SLr.01 • consider structure when • plan, draft and revise a
writing a monologue. monologue.
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LANGUAGE SUPPORT
This session contains examples of both adjectives Support learners in understanding how to make
and adverbs, including adverbs of manner, which adverbs of manner from adjectives. These two
are used to add detail to the text. For example: examples are regular and add –ly to make the
• … silently watching me go. adverb. When learners come across a new
adjective, encourage them to think about how to
• [She] stood wordlessly while I ate it.
turn it into an adverb, whether it is a regular or
irregular form, and how it would be used.
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Starter idea • His inky hair crowned a towering physique.
After 15 minutes, ask groups to share their answers
Literature, non-fiction and language with the rest of the class. When all groups have reported
(20 minutes) back, ask learners a further question: Can a writer use
Description: Write these three questions on the board: literary language in a non-fiction text?
•
•
stories, plays and poems)
events and real people) PL

Which texts count as ‘literature’? (novels, short
What is a definition of non-fiction? (factual texts

such as newspaper articles or academic textbooks,
as well as historical or biographical texts about real
How do we describe ‘literary language’? (Generally,

literary language will be where the author has
crafted the language to have a particular effect
on the reader. This could be by using rhyme and
rhythm in a poem, or descriptive and figurative
Tell learners you do not want an answer now but that
you do want them to think about this question as they
work through the rest of Unit 6.
Main teaching ideas

1 Discussion: Leaving home (45 minutes)
Learning intention: Explore some features of an
autobiography.
Resources: Learner’s Book, Session 6.3, As I Walked
Out One Midsummer Morning extract, Activities 1–3
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language in a novel). Description: Once in pairs, ask learners to briefly
Put learners into small groups and ask them to respond discuss the question in Activity 1. After five
to the following questions. They could do this verbally minutes, ask pairs to read the As I Walked Out One
or in writing. Midsummer Morning extract together.
Decide which of the following count as ‘literature’ When they have read the text, come together as a
and why: a Shakespeare play; a novel by Charles class and discuss whether learners’ feelings about
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Dickens; any of the Harry Potter books; a recipe leaving home are different after reading the passage.
for cookies; an instruction manual for a TV; a text Ask learners to read Activities 2 and 3, and say
message from a friend; a superhero comic; a poem by what they think are the important parts of the
you; a poem on an English test paper. instructions. Get several responses.
Why should we define ‘fiction’ as something invented Write on the board: ‘what the writer tells you’,
or imagined, and ‘non-fiction’ as something factual ‘describes’, ‘his feelings’, and ‘a list of quotations’.
and informative? Can you think of any exceptions to
Point out that Activities 2 and 3 are asking learners
these definitions?
to find particular pieces of language the writer has
Which of the following sentences would you describe as used to describe his feelings for his mother. Explain
‘literary language’ and why? that they should do this by finding short quotations
• He was tall with black hair. that reveal the writer’s feelings or views the most.
As a guide, tell learners a short quotation could be
• He was the tall, dark type. six or seven words, or less.
• John Smith, 35, six feet five inches tall with black Once back in pairs, ask learners to read the extract
hair, told the police officer he was on his way to his again before completing the activities together.
flower-arranging class.
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6 LIFE STORIES
Differentiation ideas: Spend 15 minutes at the end getting the learner pairs
• Support: Support learners by explaining they to report back their answers, including the short
can find important quotations in this extract by quotations they selected in support of their answers.
focusing on language that describes the private, Differentiation ideas:
personal thoughts and feelings of the writer. • Support: Ask learners to look for patterns
• Challenge: Ask learners to select a single short in the language examples for Activity 4. You
quotation of no more than seven words that could suggest these two ideas to promote their
best captures how the writer feels about leaving thinking: Do the words (noun phrases) ‘my
home. Then, learners should write two or three mother’ or ‘she’ get introduced first and then
sentences explaining why they think this is the the description, or the other way around? How
most appropriate quotation for this purpose. does this affect your response to the mother?
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Assessment ideas: Leave ten minutes at the end Are any words, similar words or ideas repeated?
of this lesson and ask the learner pairs to report How would you explain the effects of this?
back their answers. Specifically, ask them to give you • Challenge: Ask learners to find three quotations
the short quotations they selected for Activity 3 a. It from the extract that support either View 1 or 2
does not matter if many learner pairs have selected from Activity 6. Ask learners to explain how
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the same sets of quotations. Use their selections to
assess if learners have been able to identify parts
of the extract that describe the private, personal
thoughts and feelings of the writer. As an additional
assessment exercise, you could take in and read
learners’ paragraphs written for Activity 3 b. Use these
to assess whether learners have been able to use the
quotations they have selected to support their ideas
about the extract.
2 Responding critically to a text
(45 minutes)
these quotations support that view.
Assessment ideas: When you ask learners to
name and define figurative language devices,
use their answers to assess their knowledge and
understanding of this topic. In the last 15 minutes,
when learners are reporting back, use their
responses to assess how well they are able to support
their answers with quotations from the text.
3 Writing a monologue (30 minutes)
Learning intention: Consider structure when writing
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a monologue.
Learning intention: Explore some features of
autobiography.
Description: If you think it will be helpful to
Resources: Learner’s Book, Session 6.3, Activities 4–6 remind learners of a monologue, play the audio
Description: You may prefer to reverse the order recording from Session 1.2. Ask learners what
of Activities 4, 5 and 6 if you would like to features of monologues they remember from
consider the overall interpretation of the mother’s Unit 1. Write their answers on the board.
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feelings first, progressing to a close analysis and Emphasise that the speaker usually explains
interpretation of key lines in Activity 4. their feelings and attitudes. If a learner does not
Ask learners to discuss a variety of points in mention this, write it on the board yourself.
response to these activities. They could extend them Explain that, in the monologue they will be writing
by writing a summary of their answers. for Activity 7, they must write from the point of
view of the mother.
Explain that they should choose short quotations to
support the points they make in their summaries. Remind learners about a speaker’s use of specific
words, phrases and tone of voice to express
Before learners start, remind them about figurative
different feelings.
language devices – first, ask learners what
figurative language devices they know. Write these Finish your introduction by suggesting two
on the board (for example, metaphors, similes, approaches to writing their monologues and
personification). Ask learners for definitions of tell learners they can experiment to see which
these and add these to the words on the board. works best.
Put learners into pairs and ask them to read the extract The first approach is to plan a narrative structure, as
again and complete the activities and the summary. they did in Unit 1, by listing the chronological order
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of events in the monologue, and then writing the • reading their own monologue, varying the volume,
monologue. pace and emotion in their voice
The second approach is to go straight into writing the • giving feedback to their partner on how they read
monologue without listing the order of events. their monologue
Allow 15 minutes for this. Afterwards, learners can • discussing the use of literary language in literary
reorder, cut out or add new sections as they write a non-fiction.
second draft in another 15-minute writing session. Assessment ideas: Ask learners to peer assess how they
Whichever approach learners adopt, they can use read their monologues. Which parts of your partner’s
details from the extract. Encourage them to read their monologue did you enjoy best and why? Were there any
final draft carefully and to make any changes, as well parts that might need redrafting? How did you partner
as check their spelling, punctuation and grammar. vary their speech to express feelings?
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Remind learners to start their monologue: Today
is a day I will remember forever… . You could write CROSS-CURRICULAR LINK
this on the board.
Science: Living things in their environment –
Differentiation ideas: ‘Explain the ways in which living things are adapted
to their habitats’ and ‘Discuss the work of Darwin in
•
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Support: If any learners hesitate in starting
either their planning or writing, ask them which
of the two approaches they think would work
best for them. If they choose one decisively,
then encourage them to start. If they are still
unsure, tell them to use the second approach
(start writing without an ordered list). Creative
writing teachers often recommend ‘free-writing’
(writing without a plan) for getting ideas down,
which can later be redrafted and reordered, and
for overcoming ‘writer’s block’.
developing the scientific theory of natural selection’.
Some scientists think human language is a result
of evolution, while others say it is a side-effect of
humans having complex brains. In this session,
learners wrote monologues, a very focused form
of communication, using language. Ask learners
to reflect on how they think this ability came about
in human beings. Then, ask learners to write two
paragraphs, giving their opinion on whether human
language is an adaptation as some scientists think.
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• Challenge: Learners could write one or two
drafts in class and then a third or fourth draft for
homework. Having enough time to write three or Homework ideas
even four drafts will challenge learners to improve Ask learners to complete Workbook Session 6.3.
and sharpen their language use to maximum effect. The cross-curricular activity could also be given
Assessment ideas: Ask learners to hand in their as homework.
written monologues and read through them. Write Writing a third or fourth draft of their monologues may
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some descriptive feedback on each monologue. Focus also be a useful homework activity.
your feedback around the learning intention ‘Consider
structure when writing a monologue’. Offer feedback
on what works well in learners’ monologues, but
also what could be improved. You can also assess
the spelling, punctuation and grammar in learners’
monologues and provide feedback and corrections.
Plenary idea
Reading monologues and a discussion of
literary non-fiction (30 minutes)
Description: Once in pairs, ask learners to complete
Activity 8 – performing their monologue.
Emphasise the three things they are trying to practise:
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6 LIFE STORIES
6.4 Becoming a parent

LEARNING PLAN
7Rv.03, 7Rg.01, 7Rg.02, Learners will: Learners can:

7Rg.03, 7Ri.02, 7Ri.03, 7Ri.04, • consider how a writer builds • comment on a writer’s use of
7Ri.06, 7Ri.10, 7Ra.05, 7Wv.02, up detail subordinate clauses and their
7SLm.03 effects
• explore how literary and
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linguistic techniques • describe the effects of a
create effects writer’s use of figurative
• explore the contexts of a language
personal letter. • discuss the social and
personal contexts in which a
LANGUAGE SUPPORT
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The extracts in this session contain a mixture of
present tenses: present simple, present continuous
and present perfect. This provides a good
opportunity for learners to consider these together
in context and to check their understanding of when
letter was written.
points such as tenses are taught in isolation. Asking

learners to first identify all the present tenses in a
passage, to check they are familiar with the form
(such as which auxiliary verbs are used), and then to
analyse why a particular tense is being used is an
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and how they are used. Often, specific language excellent revision opportunity.
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You should never end a sentence Write these sentences on the Ask learners for their versions
with a preposition. board and ask learners to rewrite that end with a preposition, and
them. They can write more than ask them to decide which version
one version but should include a sounds clearer to read:
version that ends in the underlined That’s the restaurant we ate in.
preposition.
That is a difficult problem to talk
In that restaurant we ate. about.
It’s difficult to talk about that You could finish by explaining
problem. some views about English grammar
go back to Latin grammar, such as
the idea that you should never end
a sentence with a preposition.
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Starter idea You do not need to discuss these as a class, but learners
may find it useful to hear their peers’ sentences and
Personal texts (10 minutes) learn from them. Some learners will enjoy reading out
Description: Start by writing a definition of personal their sentences if they are proud of their inventiveness!
texts on the board (for example, personal texts express Differentiation ideas:
the private or individual ideas, attitudes and feelings of • Support: If learners are finding it difficult to
the writer). explain the figurative language in Activity 2, ask
Put learners into small groups and ask them to decide them: ‘Which word is the central metaphor in this
which of the following text types could be considered sentence?’ This could prompt learners to identify
personal texts: newspaper article; diary; novel; letter; ‘grammar’ as the central metaphor, which then
instruction manual for a car; tweet; advertisement; social unlocks the extended parts of the metaphor – for
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media post; politician’s speech. example, long sentence, punctuation marks. If
After ten minutes, ask groups to report back to the rest of learners still cannot identify ‘grammar’ as the
the class. Discuss any differences in the groups’ decisions. metaphor, tell them the word they are looking
for is in the first half of the sentence. The idea is
to try to help learners find the word ‘grammar’
Main teaching ideas themselves without giving them the answer.
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1 Letter to Daniel, Extract 1 (30 minutes)
Learning intentions: Explore how literary and linguistic
techniques create effects. Explore the contexts of a
personal letter.
Resources: Learner’s Book, Session 6.4, Letter to
Daniel Extract 1, Activities 1 and 2
Description: Prepare learners by asking them to
read Activity 1. Explain that they are going to read
the text and, while doing so, they should look for
information about different contexts.
• Challenge: Ask learners to write three sentences
of 15–20 words each that introduce and then
extend a metaphor.
Assessment ideas: Learners may be
familiar with identifying, commenting on or
explaining metaphors, but are they confident in
creating their own? Read the sentences learners
created in your extra activity. You can assess how
well they apply their knowledge and understanding
of metaphor by evaluating their attempts at writing
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extended metaphors.
Direct learners to read Extract 1 of Letter to Daniel.
2 Close language focus on Letter to Daniel
Tell learners that they will complete Activities 1 (60 minutes)
and 2 on their own, but you are going to add an
Learning intentions: Consider how a writer builds
extra activity.
up detail. Explore how literary and linguistic
Remind learners of the points in the Reading tip – that techniques create effects.
they should consider how the language influences the
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way the reader thinks about the thing being described. Daniel Extract 1, Activities 3–5
Point out to learners that they can reflect on their
thoughts and feelings (about what they read) to help Description: Start by reviewing sentence types from
explain effects on readers. In other words, how are Units 1 and 2 on the board. Ask learners to name
learners affected themselves by what they read. the four sentence types (simple, compound, complex
and compound-complex).
Tell learners that, when they have finished
Write the sentence from Activity 4 on the board:
explaining the figurative language in Activity 2,
Outside the window, below us on the harbour, the
you want them to write a sentence of their own
ferries are ploughing back and forth to Kowloon.
that uses figurative language in a similar way.
The sentence can be about anything, but should Point out to learners that outside the window and
introduce a metaphor and then extend the meaning below us on the harbour are prepositional phrases.
of the metaphor in the remaining part of the Explain that prepositional phrases can come after
sentence. The sentence should be 15–20 words long. a noun (for example, ‘I saw a book with a hardback
If there is time at the end of this lesson, ask cover.’) They can also be used in clauses where
learners to read out the sentence they wrote after they are adverbial elements (for example, ‘In the
completing Activity 2. afternoon, we slept’).
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6 LIFE STORIES
Emphasise that prepositional phrases can be moved (PP) In the (PP) during I sleep late.
to rewrite the sentence (for example, ‘We slept in the morning, winter, (Main clause)
afternoon’). Point out the presence of the comma
after the adverbial in the second example. (PP) During (PP) in the I sleep late.
winter, morning, (Main clause)
Explain that a sentence can have more than one
prepositional phrase (PP) (for example, ‘We went to (Main (PP) in the (PP) during
the cinema in the evening’) and that these can also be clause) I morning winter.
moved around (for example, ‘We went, in the evening, sleep late.
to the cinema’ OR ‘In the evening, we went to the • Challenge: Ask learners to write a sentence,
cinema’). Draw learners’ attention to the placement of 12–15 words, containing an embedded
of the example with double commas, and the clause in different positions to create a total of
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following example with a single comma, and how this three versions of the same sentence. To finish,
helps with the rhythm. Tell learners to consider these ask learners to write two or three sentences,
points when they are writing sentences for Activity 4. explaining the different effects they have created.
If necessary, rub out what you have written on the Assessment ideas: Ask learners to swap the sentences
board and write the following sentence from Activity 5: they wrote for Activity 4 and offer alternative
the other side of the world.
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I can see the trail of a jet over Lamma Island and,
somewhere out there, the last stars flickering towards
Point out that although Activity 5 explains the

embedded clause can be removed, it can also be
repositioned to create different effects, such as:
Somewhere out there, I can see the trail of a jet over
Lamma Island and the…
I can see, somewhere out there, the trail of a jet over
Lamma Island and the…
suggestions on how their peers could alter the rhythm
of their sentences to create different effects.
3 Embedded clauses (45 minutes)
Learning intention: Consider how a writer builds
up detail.
Resources: Workbook, Session 6.4
Description: Write the following sentences on the
board (or create your own):
1 a My homework is unfinished. I’ve been putting
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it off. I think I can do it tonight.
Activities 3, 4 and 5 together. b My homework, which I’ve been putting off, is
unfinished but I think I can do it tonight.
2 a She said it was the best film ever made. She
• Support: Offer learners the following examples
often says things like this. It annoyed me.
to help them with Activity 4:
b She said, which annoyed me, as she often says
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things like this, it was the best film ever made.

Explain that 1 b and 2 b use subordinate or
embedded clauses. You could draw diagrams to
make the grammatical structures clear for your
learners, like the one below.
main clause main clause
subordinate clause
My homework, which I’ve been putting off, is unfinished but I think I can do it tonight
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Once in pairs, ask learners to discuss how 1 b and Learners on the inside should focus on their
2 b change the meaning of 1 a and 2 a. discussion as they would normally. Learners on
After ten minutes, ask pairs to work together to the outside should observe the interactions of their
complete the activities in the Workbook. peers inside the ‘fishbowl’.
Differentiation ideas: Learners on the outside should make notes on the

following questions, for sharing with the whole
• Support: Spend more time with less confident class later:
learners explaining the examples of subordinate
clauses on the board and draw more diagrams • Do their peers listen well, analyse what
of the grammatical structures. You could they hear from others, and then give a
also give learners more time to complete the well-structured response?
Workbook activities. • Does anyone identify specific points of
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• Challenge: After learners have written their agreement or disagreement?
paragraph for the Challenge activity, ask them • Does anyone summarise the discussion?
to select three or more of their sentences where • Does anyone make comments that move the
they have used embedded clauses. Then, ask discussion forwards?
them to write them out on their own and label
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the main clause and subordinate (embedded)
clause (for each one) in a similar diagram.
Assessment ideas: Provide learners with the Workbook
answers and ask them to peer assess each other’s
work. Do they need to improve their understanding of
subordinate clauses? If so, how could they do this?
4 Fishbowl discussion of Letter to Daniel
(30 minutes)
Learning intention: Explore the contexts of a
personal letter.
• Are their peers sensitive towards each other and
do they take turns in speaking?
When the ‘fishbowl’ discussion is finished, ask
learners to share the notes they made with the class.
Ask learners: ‘What have you learnt from closely
observing a discussion?’
•
Support: Learners who need extra support with
discussion would benefit from some preparation
time. Give them ten minutes before the
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‘fishbowl’ discussion to read both extracts and
Activity 6, and allow them to make some notes
Daniel Extract 2, Activity 6
to take into the ‘fishbowl’.
Description: Use Activity 6 in a ‘fishbowl
• Challenge: If you have time, ask learners to
discussion’. In a fishbowl discussion, some learners
discuss a new topic without any preparation and
are seated inside the ‘fishbowl’ and discuss a topic,
repeat the ‘fishbowl’ discussion with this new
while other learners standing outside listen carefully
topic. Example topics could be ‘School uniform
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to the ideas presented. Learners can take turns

is not necessary. Discuss.’ or ‘Social media is a
in these roles, so that they practise being both
bad influence on young people. Discuss.’
contributors and listeners in a group discussion.
Assessment ideas: Ask learners to write one or
Put chairs in a circle to create the ‘fishbowl’ and leave
two paragraphs assessing their performance as a
enough room so that other learners can watch and
participant when they were on the inside of the
listen to what’s happening in the ‘fishbowl’. Have half
‘fishbowl’. Tell them to assess specifically:
your learners in the fishbowl and half outside listening.
• how well they listened and responded to what
Ask all learners to read Letter to Daniel Extract 2
their peers said
and the discussion question in Activity 6. They may
also find it useful to reread Extract 1 to give more • how they helped to keep the discussion focused
context to the discussion. and moving forward
Explain that in the first ten minutes, half your learners • whether they took turns in speaking and were
will be in the ‘fishbowl’ discussing Activity 6, and the sensitive to all their peers.
other half will be outside listening. After ten minutes,
the learners will switch places so that those outside
take part in the discussion, while the others listen.
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6 LIFE STORIES
Plenary idea and sentence structures are used in the extracts? Give
some advice on how learners could improve their
Writing a reflective analysis (30 minutes) analysis – for example, could they give more details and
Resources: Learner’s Book, Session 6.4, Activity 7 support their points with short quotations?
Description: Ask learners to read Letter to Daniel
Extract 2 again and the instructions for Activity 7. Homework idea
Prompt learners to consider what is involved in analysis Ask learners to imagine a writer is experimenting with the
by explaining that analysis usually involves things such opening sentence to see which creates the most curiosity
as (you could write these on the board): for the reader, and has written these three versions:
• identifying details or reasons • John knew that they meant to arrest him before he
had been in London two hours.
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• finding evidence
• Before he had been in London two hours, John knew
• making conclusions based on evidence. that they meant to arrest him.
Then, ask learners to complete Activity 7 on their own. • John knew, before he had been in London two hours,
Assessment ideas: Read the analyses and write some that they meant to arrest him.
descriptive feedback. Use the wording of Activity 7 as
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the criteria for your feedback. Does the learner focus on
details in the extract? Have they commented on how the
writer feels about his son and how his life has changed?
Has the learner explored and explained how metaphor
6.5 Exploring the world

LEARNING PLAN
Ask learners to decide which of these sentences is better
for the opening of the story, then to write one paragraph
explaining why the sentence they have chosen creates
more curiosity for the reader.
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7Ri.10, 7Ra.01, 7Ra.05,
7Wv.02, 7Wg.01, 7Ws.01, • experiment with ways of • read a poem aloud,
7Wc.01, 7Wc.03, 7Wp.03, reading aloud for impact emphasising rhyme, rhythm
and key words
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7Wp.04, 7SLm.01, 7SLp.01, • explore how writers combine

7SLp.02, 7SLp.03, 7SLg.01, different language techniques • comment on poetic language
7SLg.02 • draft and write a poem
• structure a poem.
using patterns and language
techniques.
LANGUAGE SUPPORT
Research has shown that learners often remember will help them to make links between vocabulary
vocabulary better when words are associated items and to distinguish between the denotation
with others in the same topic area in a lexical of each word. Given a text, learners will choose
set. In this session there is a lexical set of written their own way of grouping items. As long as this is
works: books, autobiography, document, diary, logical and they can justify their set, this is a useful
etc. Asking learners to build their own lexical sets way of focusing on vocabulary.
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Starter idea • Learners stand in a row and each reads one line,
and then the next learner reads another line and
Poetic language (20 minutes) so on until all lines have been read.
Description: Start by explaining that poetry is not neatly • One learner reads all the lines while other
categorised and poetic language can be manipulated in learners make sound effects, such the sound of
many different ways. wind howling or blowing.
Write these two language examples on the board (or • One learner reads all the lines while other learners
create your own contrasting examples): silently act out a scene (for example, walking
a At dawn, during the biggest snow of the year, I saw through snow, feeling cold, making a fire, sitting
two alert deer standing in the road. round a campfire warming their hands, etc.).
b In the dawn-dirty light, during the biggest snow • Two or three learners read the lines or parts
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of the year, two shadowy deer stood alert, like of lines.
otherworldly guardians sent to watch over the Give learners 15 minutes to rehearse, then ask each
morning’s birth. group to perform their lines to the whole class.
Now, put learners into small groups and ask them to Differentiation ideas:
decide which of a or b is poetry. Tell learners they will be
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reporting back and must give reasons for their answers.
After 15 minutes, ask the small groups to report back
their decision and reasons to the whole class.
Main teaching ideas

1 Reading poetic language (45 minutes)
Learning intention: Explore how writers combine
different language techniques.
Resources: Learner’s Book, Session 6.5, Robert
•
•
Support: Some learners may not be confident
reading aloud, so provide positive feedback as
they rehearse and encourage them to continue
practising by taking part in the performance at
the end – even if they only speak one line.
Challenge: More confident learners could be
given the role of director in their small groups.
Make these learners responsible for coordinating
and coaching the peers during the rehearsals so
their performance goes as planned.
Assessment ideas: Observe the learners as they
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Scott’s diary Extract 1, Activities 1 and 2
rehearse and perform the lines from the extract. Assess
Description: Give learners some historical and whether each learner reads the lines accurately and
biographical context to help them understand the with confidence. Assess also if learners are able to add
extract. For example, before class, you could prepare any emphasis or expressiveness as they read. You can
a short summary of Robert Scott’s 1910 expedition also use Activities 1 and 2 to assess how well learners
to Antarctica: what the conditions were like, what collaborate with each other and whether each learner
happened, and how his adventures came to be can work as part of a team to achieve a common goal.
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viewed. Start this lesson by giving this summary.

2 Analysing poetry (45 minutes)
Next, put learners into small groups and ask them
Learning intention: Explore how writers combine
to read Extract 1 and practise different ways of
reading the lines using the suggestions in Activity 1.
Before learners begin, you could demonstrate some Resources: Learner’s Book, Session 6.5, Activities 3
of the suggestions yourself by reading out some of and 4; Workbook, Session 6.5, Focus and Practice
the lines of the extract. activities
You could also suggest the additional technique Description: Write these figurative language terms,
of emphasising one or two words in each line. For definitions and examples on the board (as you write,
example, in the first line, emphasise ‘seductive’, in ask learners to take notes and explain to them they
the second emphasise ‘small’ and ‘great’, and so on. will be applying these terms later when they are
analysing the language of Extract 1):
After 15 minutes, tell learners to choose one way
of performing the lines, as described in Activity 2. • simile: comparing qualities between two things,
Suggest the following to help learners choose the using ‘like’ or ‘as’ (for example, He walked like
approach they want to take: a robot.)
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6 LIFE STORIES
• personification: describing a non-human thing • Challenge: Ask more confident learners to

as if it has human qualities (for example, The create a poem with more structure – that is, with
gust of wind punched the fence down.) end rhyme and a regular rhythm to their poem’s
• imagery: language that appeals to our physical lines – for the Workbook Practice activity.
senses (for example, The air was full of the Assessment ideas: Circulate among your learners
fragrance of the summer flowers in bloom.) (You as they are writing answers to these activities. Read
could ask learners which physical sense the what they have written and offer some quiet feedback
writer appeals to here.) and suggestions for improvement. For example, for
Ask if learners have any questions about the Activity 4 in the Learner’s Book, if a learner has used
figurative language terms, definitions and examples. a short quotation and then explained the effect of the
Give explanations for any questions. language, this would be a good thing to give positive
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feedback about. If the learner has not done this, it
Ask learners to recall the four sentence types. Do
would be a good thing to suggest as an improvement.
not give learners the answers. Instead, allow them
to work together, helping each other until they 3 Further analysis of poetic language
have remembered all four (simple, compound, (35 minutes)
complex, compound-complex). You could extend Learning intention: Explore how writers combine
this by asking other learners to explain the sentence
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types and give examples (for example, a compound
sentence has two or more equal clauses joined by a
coordinating conjunction – She went downstairs and
ran out the door.)
Remind learners of the starter activity when they
consider what makes something poetic language.
Explain that poetry often has multiple examples of
figurative language and manipulates grammatical
rules by changing the typical word order or pattern
in sentences.
Resources: Learner’s Book, Session 6.5, Robert
Scott’s diary Extract 2, Activities 5 and 6
Description: Start by reading Extract 2 to your
learners. Read it through twice, slowly, to ensure all
learners have followed it.
Ask learners to look at the extract in their own
copies of the Learner’s Book and make sure they all
understand the glossary words.
Explain to learners that they will shortly be answering
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Read the introductory paragraph from Workbook, questions about the extract and also about a poem
Session 6.5 to learners. Emphasise the points about that was inspired by its language.
changing word order and punctuation to convert
prose into poetry. Ask learners to describe what we mean by a writer’s
‘tone’. Get several responses. Write some key words
Remind learners that words like ‘the’, ‘as’, ‘from’,
on the board from learners’ ideas – for example,
and, ‘if ’ are sometimes left out of poems and this
‘emotions’ or ‘writer’s attitude’.
can help with shaping sentences of prose into lines
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of poetry. On a different part of the board, write the word

‘ellipsis’ and draw three dots (…). Explain that
Now, ask learners to work on their own to complete
three-dot ellipses are sometimes used in writing to
Activities 3 and 4 in the Learner’s Book, and then
indicate the style of disjointed speech or unfinished
refer them to the Workbook Focus and Practice
thoughts (you could also point out that ellipses
activities.
are sometimes used to indicate missing text).
Tell learners they should write two or three Explain that they appear in the poem that learners
paragraphs for Activity 4 in the Learner’s Book. will be analysing and you want them to explain the
Ask them to support their answers by using short effect they have.
quotations (six words or fewer) from the extract, and
to explain the effects of the language on a reader. Put learners into pairs and ask them to complete
Activities 5 and 6.
• Support: Ask less confident learners to write a
four- or five-line poem, and tell them there is no • Support: Encourage learners to use a
need to rhyme any words, or create a rhythm with dictionary, thesaurus or the internet to look up
the syllables, for the Workbook Practice activity. the meanings of words in the extract as they
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write their answers to Activities 5 and 6 in the longest and loudest amount of clapping are the
Learner’s Book. winners.
• Challenge: Ask learners to create their own • Or, after all the poems have been read, ask the
poem inspired by the language of Extract 2 of whole class to vote for each poem by raising their
Robert Scott’s diary. You may need to extend hands. Count the number of votes for each poem to
the lesson time for this. This task could also be decide the winners.
a homework activity. Assessment ideas: You could use this lesson to establish
Assessment ideas: You could read over learners’ an atmosphere for collaborative learning. Some learners
written answers as they are working through the may be uncomfortable reading their poetry aloud or
activities in the classroom. Check to see if they are having it read publicly. Think about how you can you
commenting on the specific points targeted by the establish a culture in your classroom so that learners
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Learner’s Book questions, such as sentence and demonstrate respect and appreciation for their peers’
paragraph structure, tone, the ellipses, as well as work and views. You could explain that they should
the metaphorical language in the quotation that support each other’s learning and learn from one
grim trap for the unwary. Check also if learners have another .
explained the effects of these language techniques.
Plenary idea
PL
Reading and discussing poems (45 minutes)
Resources: Learner’s Book, Session 6.5, learners’ poems,
Activities 7 and 8
Description: For this plenary, learners will need to have
previously completed Activity 7 for homework.
In class, for Activity 8, ask learners to swap their
poems with a partner who will read their poem aloud
to the class. Ask learners to concentrate on accuracy
Science: Living things in their environment – in
this session, learners have examined extracts
written during an expedition in Antarctica.
Humans cannot survive in this environment
without shelter, heat, and specialised clothing.
Ask learners to find out what animals live in
Antarctica and collect facts about how these
animals survive in the extreme cold. You could
put learners into small groups and ask each
group to focus on a different animal, and then
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as they read. Remind learners to also read ahead to deliver five minutes talk to the class.
ensure that they pronounce the words as clearly and
accurately as possible. Encourage them to express any
emotional effects in the language. Homework ideas
Ask learners to vote for a method for judging three
winners out of the following options:
Workbook Session 6.5 and Activity 7 in the Learner’s
SA
• Elect three or four learners as the official judges Book (writing their own poem from Scott’s diary) for
and they decide amongst themselves: first, second homework.
and third place.
• After all the poems have been read, ask the whole
class to clap for each poem. The poems with the
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6 LIFE STORIES
6.6 Changing the world

LEARNING PLAN

7Ri.04, 7Ri.08, 7Ri.10, 7Rs.01,
7Rs.02, 7Wv.01, 7Wv.02, • explore the text structure of a • analyse the content and
7Ws.01, 7Ws.02, 7Wc.03, speech structure of a speech
• practise using a range of
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7Wc.04, 7Wc.05, 7SLm.01, • use figurative language and
7SLm.02, 7SLm.03, 7SLm.04, features when writing a rhetorical techniques when
7SLm.05, 7SLs.01, 7SLp.05, speech writing a speech
7SLr.01 • deliver a persuasive speech. • make a speech ‘For’ or
‘Against’ an issue to the class.
LANGUAGE SUPPORT
PL
Use the example of the passive voice in the extract
in this session to explore this grammatical form:
They are trapped in the prison of poverty. The
passive voice is used when we want to change
Starter idea
the focus of the sentence. This is often used in
speeches such as the one in this session. Language
worksheet 6.2 contains practice in understanding
and using the passive voice.
After ten minutes, ask the small groups to report

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back their answers to the whole class.
1 What makes a speech persuasive?
(20 minutes) Main teaching ideas
Description: Write these quotations from famous 1 Understanding the content of speeches 62
speeches on the board (you could pre-prepare these and texts (45 minutes)
as a handout):
Learning intention: Explore the text structure of
SA
Ask not what your country can do for you – ask what a speech.
you can do for your country.
Resources: Learner’s Book, Session 6.6, Mandela’s
Government of the people...by the people...for the people. speech extract, Activity 1
Never was so much owed by so many to so few.
Put learners into small groups and ask them to Download the audioscript for Activity 1 from
complete a to c: Cambridge GO (Track 62).
a Reflect on how each quotation affects you.
b Which quotation has the most impact on you Description: Before playing the recording of Nelson
and why? Mandela’s life story, or asking learners to read
c Why do all the quotations use similar language Mandela’s speech in the Learner’s Book, it would be
features? useful if you outlined the difference between content
and form for your learners.
Read the Getting started activity in the Learner’s
Book. Discuss the questions there and make brief
notes to report back to the whole class.
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Write the following on the board: TV or politics, or it could be a writer, artist or

1 Instead of asking what your country can do for you, a campaigner or activist. Then, ask learners
you could ask what you can do for your country. to write a paragraph explaining why they find
this person inspirational.
2 Ask not what your country can do for you – ask
what you can do for your country. Assessment ideas: Listen carefully to learners’
answers about language examples 1 and 2. Assess
Ask learners if they think 1 and 2 are saying the whether they can see clear differences in the form
same thing. Gather several responses and briefly of language example 2. Assess also if learners
discuss any differences in learners’ answers. To can comment on any effects such as 2 being more
summarise this point, explain that the content of persuasive or memorable than 1.
1 and 2 is more or less the same.
Ask: ‘If the content of 1 and 2 is the same, how can
2 The structure of Mandela’s speech
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we explain what is different about them?’ Again, (45 minutes)
get several responses and discuss any differences in Learning intention: Explore the text structure of
learners’ answers. To finish this point, explain that a speech.
the form in 1 and 2 is different. Resources: Learner’s Book, Session 6.6, Mandela’s
Emphasise that both spoken and written texts have speech extract, Activities 2 and 3
content and form:
PL
Content = what is said or written
Form = how it is said, the form of the whole
text or its parts – for example, a poem, a letter,
a speech, a question versus a statement, a sentence
using figurative language versus a sentence without
figurative language, a passive verb versus active
verb, etc.
Point out that several questions in this session ask
learners about the content of both the recording
Description: Start by asking learners to recall how
you previously defined the difference between content
and form in a text – what is said and how it is said.
Write the following on the board and ask learners
what word could fill in the space indicated by ‘?’:
Content – what is said or written
Form – how it is said
? – the order ideas or events are presented in
Get suggestions from learners until someone responds
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and the speech, while other questions ask learners with ‘structure’ and then write this on the board.
to give their own views on the content. Explain that
You could explain further by giving this example:
later activities will ask them to explore the form of
Mandela’s speech. Content – the events of an expedition to Antarctica
Once learners are in small groups, draw their Form – possible forms: a diary, a novel, a short
attention to the Listening tip in the Learner’s Book story, a news article, a speech
before playing the audio and before they complete Structure – possible structures:
SA
the listening comprehension.

• starting with the ending and telling the rest of
Differentiation ideas: the story in flashback
• Support: For Activity 1 c, give learners the • telling the events in the exact chronological
following headings: ‘Childhood and Early order in which they happened.
Life’; ‘Campaigning against apartheid’;
Explain that a speech will have a structure because
‘Imprisonment’; ‘End of apartheid and the
it will make a list of points in a particular order.
Presidency’; ‘Retirement’. Tell them to make brief
Explain further that the structured sequence of
notes under the headings, using key words and
points can help explain the effect the text has on
phrases, not complete sentences. After they have
an audience (for example, is the sequence boring or
made notes, ask learners to use them to write the
more attention grabbing?).
summary for Activity 1 c in complete sentences.
Emphasise that, in writing, we can often see the
• Challenge: When learners have finished
sequence of points in the paragraph structure.
writing for Activity 1 d, ask them to pick
Explain further that the paragraph structure can
another person they find inspirational. This
also show how individual paragraphs function
could be someone in the present or from
– they introduce or develop specific points.
history, and could be from sports, music, film/
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6 LIFE STORIES
Emphasise that paragraphs in a speech will have notice in Mandela’s speech and if any of these could
been ordered to persuade an audience or argue be described as ‘literary’. Extend learners’ thinking
‘For’ or ‘Against’ an idea. by asking: ‘What makes these language features
Ask learners to read carefully the text of Mandela’s literary?’ Get several responses and briefly discuss
speech, then complete Activities 2 and 3 in pairs. them.
After 30 minutes, draw the table from Activity 2 Point out that Activity 4 asks them to examine
on the board and ask learner pairs to report back specific words, but that Activity 5 is different
their answers while you fill in the table with their because it requires them to analyse the structure
feedback. Make adjustments if you do not quite and language across the whole text (rather than
agree with learners and explain why you have individual words or individual language features).
done that. Ask learners to recall the paragraph-by-paragraph
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Finish by writing an A–H list on the board and ask summary they created and the list of points that
learner pairs for their answers to Activity 3 while make up the line of argument in Mandela’s speech.
you fill this in on the board. Explain that these are will be helpful in writing their
answer to Activity 5.
Check that learner pairs agree with their peers’
answers and resolve any differences through Next, read Mandela’s speech aloud. As you read,
discussion. pause and point out some or all of the following:
•
PL
Support: Show learners how they can complete
rows 3 and 4 of the table in Activity 3 by giving
them sentences that summarise the functions of
paragraphs 3 and 4 in Mandela’s speech.
Challenge: Ask learners to create a new sequence
of points for Activity 4. They can change the
order of Mandela’s points, remove some, or add
new points of their own. Tell learners their goal
• the use of connectives at the beginning and
within paragraphs – for example, As you know,
However, The first, The second, The third, etc.
• three-part structures or lists – for example,
poverty, injustice and gross inequality, the first,
second and third steps he outlines, etc.
• pairs – for example, Massive, poverty and
obscene inequality, slavery and apartheid, etc.
• contrasts (ideas) and contrasting sentences –
for example, They are trapped in the prison of
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is to make the sequence more persuasive.
poverty. It is time to set them free.
Assessment ideas: As learners are reporting back
their answers to Activities 3 and 4, assess whether • central arguments or points – for example,
they have been able to summarise each sentence poverty is not natural
in a paragraph. Also, assess whether learner pairs • figurative language – for example, Let your
have been able to correctly reorder the A-to-H line greatness blossom.
of argument in Activity 4. If learners have not, this Ask learners to complete Activity 4 in pairs, then
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could suggest that they should spend more time to work alone to write their paragraphs for Activity
reading, understanding, and concisely summarising 5. Encourage them to identify additional language
paragraphs in their own words features other than any you pointed out. Also,
3 Analysing the language of Mandela’s remind learners that, for any language feature they
mention, they should use a short quotation and
speech (35 minutes)
explain the effect on the reader.
Learning intention: Use a range of features when
writing a speech. Differentiation ideas:
Resources: Learner’s Book, Session 6.6, Mandela’s • Support: Suggest to learners that they write two
speech extract, Activities 4 and 5 short paragraphs when answering Activity 5.
The first can comment on language and the
Description: Start by asking learners to think back second can comment on structure. This could
to the question you asked in Session 6.3: ‘Can a support learners in focusing on one main
writer use literary language in a non-fiction text?’ component at a time. You could also provide
Ask learners to read Mandela’s speech extract again a dictionary or thesaurus to assist learners
and say why this question is relevant. If learners with Activity 5.
are unsure, ask them what language features they
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• Challenge: After learners have created their list Explain that this writing frame below is to help
of words for Activity 4, tell them they should learners write their own persuasive speech. To do so,
also write one or two sentences for each word they should:
in their list, explaining the possible meanings • choose an issue they feel is important
of the words. Learners should also explain
how these meanings help Mandela get his • write five paragraphs
points across to the audience. Learners could • create a line of argument between paragraphs 2,
also be asked to write a longer analysis (three 3 and 4.
paragraphs) of the structure and language of Use some of the language features in the right-hand
Mandela’s speech for Activity 5. column of the writing frame.
Assessment ideas: Ask all learners to hand in the
Differentiation ideas: Consider extending this
written answers for Activity 5. Read these and assess
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activity to lead into homework. For example,
how well learners have commented on a range of
spend 10–15 minutes in class explaining the writing
features, whether they used short quotations in
frame, give learners 25–30 minutes to plan and write
support, and whether they explained any effects on
a first draft of their speech, and five minutes to self-
readers. Give feedback on these specific points and
assess and make notes for changes they would make
make suggestions for improving in any areas needed.
in a second draft. Then, set writing the second draft
4 Writing a speech (45 minutes)
PL
Learning intention: Use a range of features when
writing a speech.
Description: Draw the writing frame below on the
board (or pre-prepare a handout).
as homework. Extra time will give more confident
learners time to think more deeply. It will also give
you time to sit with learners who may need some
support from you in writing their speech. With these
learners, use dialogue and questions to prompt
their thinking.
Writing frame for a persuasive speech

Paragraph 1: Introduce your theme, why you are here Language techniques you can use to persuade your
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to speak, why this issue is important audience:
Paragraph 2: Your first point • connectives to show links between ideas and a
Paragraph 3: your second point (does it follow from sequence – for example, As you know…However…
your first point?) Moreover…But…While…The first…The second…
Paragraph 4: your third point (does it follow from your The third…
second point?)
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• contrasts
Paragraph 5: Repeat in new words why this issue
is important and how it can be solved. Try to finish • balanced or rhythmic structures
with a memorable phrase that your listeners will think • lists and lists of three
about later.
• facts and figures
• language to provoke strong emotion
• humour
• figurative language
• rhetorical questions
• using pronouns to include the listener: we, our, us,
ours
• repeating words, phrases or sentence structures.
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6 LIFE STORIES
Assessment ideas: When they have finished writing, Also, ask learners to practise and reflect on:
ask learners to carefully read their speech. Ask them • their body language
to assess their speech with these two questions:
• how they will stand
• How have I used language to persuade?
• whether they will use hand gestures
• How could I make my speech more persuasive?
• how they will look into the audience so that all their
listeners feel they are being spoken to.
Plenary idea
After learners have rehearsed for 15 minutes, ask each
Delivering a speech (60 minutes) learner to deliver their speech to the class.
Resources: Learner’s Book, Session 6.6, Activity 7 Assessment ideas: Ask learners to peer assess the
Description: Ask learners to find a space in the speeches they have heard. Which was the most
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classroom to silently read and rehearse their speech. persuasive and why?
Tell them to find places in the speech where they will
add emphasis, speed up, slow down or pause and Homework idea
mentally rehearse these. They could make markings on Learners should complete Workbook Session 6.6.
the script of their speech if that helps.
PROJECT GUIDANCE
PL
Your learners will be researching the life story of a
person in public life – but first, they need to find
out about them. You could advise your learners
to pick someone they have a strong interest in as
this will make the research more enjoyable and
productive. Point out to learners that this advice in
the Learner’s Book is very useful – ‘There are many
people who have done good things, so it might be
perhaps by email. Maybe they could even send an
email to the person they are researching.
As the learners’ research will be presented in the
form of a booklet, they should think about different
sections and layout. Pictures and colour will add visual
interest, but learners should also think carefully about
how to set out the written material. Some questions
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you can give them to think about are:
more interesting to choose someone who is less
well-known’. So, remind learners of this as well. • Should I present the information
Tell them they can gather information from books chronologically? (Birth, early life, adulthood,
– visiting libraries and looking at encyclopaedias, and so on.)
biographies, autobiographies, newspaper • Could I start with a highlight, their most
collections, the internet – either at home or at significant achievement, and then work
school. They could search the internet for online backwards to explain how they got there?
SA
articles, blogs, videos, or the person may have their The group task would be a good opportunity for
own website. Find out if they have an ‘About Me’ teacher, peer, and self-assessment, so you could
page. Finally, learners could consider interviews – give some thought as to how you will manage this
they could talk to people about the person being as the learners’ projects are progressing. It could
researched and take notes. Learners can talk to also be useful if you have regular, short, individual
teachers and librarians, members of their family, interviews with learners to check progress, and
friends, other people. In their research, learners offer advice and support in how to complete their
may come across other people you could contact, research and booklets.
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7 ‘The Travel Agency’

Unit plan
number of
learning hours
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7.1 The 2 hours, Learners make predictions about a Learner’s Book Session 7.1
picture gallery 30 minutes story, explore the narrative events Workbook Session 7.1
of a fantasy fiction text and respond
imaginatively. Language worksheet 7.1
7.2 The keys 2 hours, Learners explore how persuasive Learner’s Book Session 7.2
7.3 Hanna’s
friend
7.4 The
fireplace
45 minutes
2 hours
3 hours
PLlanguage can be used in a text and
in their own writing, and practise a
role play.
for a specific purpose, and explore

how a writer develops a theme and
presents a heroic character.
Learners practise labelling words,
explore grammatical structures and
predict how a story will end.
Learners practise writing a short text Learner’s Book Session 7.3


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7.5 Time 2 hours, Learners explore how to work out Learner’s Book Session 7.5
45 minutes the meaning of unfamiliar words, Workbook Session 7.5
consider the role of a secondary
character in a text and practise Differentiated worksheets 7A, 7B
writing in a personal voice and 7C
7.6 The beach 2 hours, Learners consider ways of ending Learner’s Book Session 7.6
SA
45 minutes a story, explore how a theme is Workbook Session 7.6

developed and consider an opinion
about the story.
For the teacher or tutor into the world of fantasy fiction written for
Learners are likely to be familiar with fantasy fiction, older children and teenagers/young adults.
and with stories that involve ‘portals’ into parallel You may also want to find out which of your
worlds. It would be useful for you to ask learners learners write their own fantasy fiction, or belong to
about their fantasy fiction reading habits before an online writing group. Have a look at websites for
you start on this unit: you could perhaps get some teen writers.
of the more confident readers to act as your guide
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7 ‘THE TRAVEL AGENCY’
CONTINUED
Learners will need to be comfortable with being display involving examples of classic and more
able to identify nouns and adjectives. You could recent (provided by learners) fantasy fiction.
prepare some visual reminders by labelling • The names of authors, titles of books and
classroom objects, or getting learners to produce a named characters will be good examples of
simple chart or poster for the classroom. proper nouns.
For the learner • Common nouns could include the names of
Although learners will have good knowledge of different roles in the narratives: heroine, villain,
more recent fantasy fiction, they may know nothing queen, wizard, rescuer.
of the history of the genre. They would probably be • Qualities and feelings, such as bravery,
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surprised by how strange, and in some ways modern, resourcefulness, fear and kindness are good
books like Alice’s Adventures in Wonderland (1865) examples of abstract nouns.
and C.S. Lewis’s Narnia novels are.
• All of the above can be pre- or post-modified
You could combine the grammar knowledge (nouns by adjectives.
and adjectives) needed for this unit by having a
Assessment for learning

PL
Many of the assessment ideas in this unit involve
checking learners’ answers and understanding
as a way of making sure they are ready for the
next activity. Such assessment will not give you
or your learners a mark or a ‘score’, but it will
Here, you are handing responsibility back to
the learners to show that they have understood
a concept, and to prove this by providing an
example.
Similarly, in Session 7.3, Main teaching idea 2, the
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enable learners to keep building on their existing notes advise you to do this:
knowledge and understanding.
Direct learners to the definitions of the key words
One technique is to avoid repeating explanations ‘flashback’, ‘backstory and ‘contrast’. Ask them to
to learners, and instead to encourage them to explain to you how these techniques of narrative
demonstrate understanding by explaining to structure are working in the story.
the class, and to you, using their own words. For
If understanding is not secure, you can allow class
example, in Session 7.3, Main teaching idea 1, we
discussion to continue until learners begin to
SA
advise the following:

offer accurate explanations and valid examples.
Write these terms on the board: narrative structure; Encouraging them to use their own words allows
time-sequence; backstory. Invite learners, in whole- them to ‘own’ their knowledge.
class discussion, to explain what each term means,
and to give an example from Hanna’s story.
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7.1 The picture gallery

LEARNING PLAN
7Rg.03, 7Ra.01, 7Ra.03, Learners will: Learners can:

7Rs.01, 7Ri.01, 7Ri.03, 7Ri.04,
7Ri.07, 7Wc.01, 7SLm.03, • make predictions about a • use language and image cues
7SLg.03 story, using language and to predict events in a fiction
image cues text
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• explore the narrative events • comment on the narrative
of a fantasy fiction text events of a fantasy fiction text
• respond imaginatively to a • produce an imaginative
fiction text. response to a fiction text.
LANGUAGE SUPPORT
PL
The Language focus feature in this session gives an
example that uses a relative clause: The car, which
was damaged, moved down the street. Use this to
remind students of the form and function of these
clauses. A relative clause adds extra information to
a sentence by defining a noun. There are two types
of relative clauses:
Use the following parallel sentences to show the
difference:
• ‘My sister who is a teacher loves cats.’
(The speaker is telling us that this one particular
sister – the one who is a teacher – loves cats. But
the speaker has other sisters, and they do not
love cats. So this is a defining relative clause: it is
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• Defining relative clauses give essential telling us which sister the speaker is referring to.)
information that defines the noun – for example, • ‘My sister, who is a teacher, loves cats.’
The man who lives in the next house to me is a (The speaker is telling us two things about
lawyer. The relative clause who lives in the next one sister – that she loves cats, and – just by
house to me tells us which man the speaker is the way – she is a teacher. The speaker might
referring to, and so defines him. have other sisters, but we cannot tell from this
• Non-defining relative clauses give additional sentence. So this is a non-defining relative
SA
information and have commas around them to clause: it is not telling us which sister the
show that, if we took this information away, it speaker is referring to, it is just providing some
would still make sense – for example, My father, extra information.)
who works in London, is a lawyer. The relative Language worksheet 7.1 can be used at the end
clause who works in London here gives extra of this session to consolidate understanding of this
information, but if we take it out, the sentence language feature.
still makes sense.
Starter idea Read the definition of ‘fantasy’ in the Learner’s Book,

then ask learners to think about which of the features
Fantasy stories (15 minutes) of adventure stories they might also expect to find in
Resources: Learner’s Book, Session 7.1, Getting started fantasy stories.
activity Put learners into pairs and ask them to follow the prompts
Description: Remind learners of the ‘ingredients’ of in the Getting started section in the Learner’s Book.
adventure stories that they explored in Unit 1.
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When they have finished, spend five minutes as a class, ‘Once upon a time’, and list the most well-known of
asking learners about the fantasy stories and films from these under the first heading on the board
the lists they have made. Write some on the board. Then, direct learners to the other heading. You may
If you have a class of more confident learners, invite want to ask if any of them know what it means.
them to suggest connections between the titles on the Alternatively, you could just tell them: it is a Latin
board. Introduce the idea of conventions of the fantasy term to describe the way some stories plunge the
genre as an extension of the ‘ingredients’ idea. reader straight ‘into the middle of things’.
Ask them for some examples of narratives that do
Main teaching ideas that. Write these on the board.
1 Cues and clues (15 minutes) If learners are unable to think of any examples
straightaway, remind them of the opening of
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Learning intention: Make predictions about a story,
using language and image cues. ‘Beware Low-Flying Girls’ in Unit 1.
Resources: Learner’s Book, Session 7.1, Activity 1 Put learners into pairs and give them five minutes to
write an alternative opening for ‘Beware Low-Flying
Description: Once in pairs, direct learners to the Girls’ that starts ‘Once upon a time’ and tells a
Reading tip and the three pictures in the Learner’s reader all about Odile’s situation and background in
Book.
•
PL
Give them ten minutes to complete Activity 1. Tell
them to write down, in note-form, all the ideas that
come from their thinking and discussion.
Support: Suggest to learners that they should
think back to the picture-book stories that were
read to them when they were very young. Which
details of these pictures would they point out if
they were showing them to a young child?
four simple sentences.
After five minutes, ask some pairs of learners to
read out their alternative openings. Ask the class
what effect they think it has on a reader to be told
all this information at the start.
Then, ask them why they think writers sometimes
begin a narrative ‘in medias res’.
Next, direct learners to Activities 2, 3 and 4, and tell
them they will now have an opportunity to try out
making predictions about a new narrative.
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• Challenge: Encourage learners to pick out Tell learners that they have 20 minutes (working in
details from the pictures that particularly relate pairs) to respond to the instructions in these three
to the genre of the fantasy story. activities. As in Activity 1, they should record their
Assessment ideas: Learners will need to retain all main ideas in note form.
their notes as ‘work-in-progress’. There will be time Differentiation ideas:
later in the session to explore their thinking as a
whole class and assess their understanding. • Support: On the board, create a frame or
SA
table like the example on the next page for less

2 Openings – more cues and clues confident learners to copy in order to help
organise their note-making.
(30 minutes)
Learning intention: Make predictions about a • Challenge: Encourage learners to pay extra
story using language and image cues. Explore the attention to the last question in Activity 3:
narrative events of a fantasy fiction text. What other information would you like to know
about the story? They should put themselves
Resources: Learner’s Book, Session 7.1, in the writer’s position and think about what
Activities 2–4 information they would want to hold back to
Description: Prepare by writing two headings on the create suspense and hold the reader’s interest.
board: the common fairy tale opening ‘Once upon a Assessment ideas: You will be able to check
time’ and the term ‘in medias res’. understanding of all these aspects at the end of the
Ask learners to think about how stories start. Invite next activity, after learners have read Extract 1 of
them to suggest examples of narratives that start ‘The Travel Agency’.
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Possible opening sentence Reasons why it might be the a What it tells us

opening
b What it doesn’t tell us
The receptionist nodded Story might start in the middle of a
understandingly. ‘It can be a situation
confusing with so many options.’ b
Hanna came in and closed the door a Name of the character

behind her, setting off the piercing
little entry bell overhead. b
Pictures are often the most accurate a

starting-off point for a journey.
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b
Hanna saw pictures of ships on Introduces typical fantasy-story a
stormy seas, of mist-shrouded ingredients right from the start
mountains and magnificent castles. b
3 The picture gallery (30 minutes)
Agency’ Extract 1, Activity 5 PL

Learning intention: Explore the narrative events of a
fantasy fiction text.
Resources: Learner’s Book, Session 7.1, ‘The Travel
Description: Tell learners that they will be working

individually to read the opening of the fantasy
story ‘The Travel Agency’ and make notes on three
aspects of the extract – the characters, the settings
Assessment ideas: Take the whole class through
the three questions. Learners can assess their own
understanding of parts a and b by comparing the
details in their notes with answers given to class
discussion. (You can write the most useful of these
on the board.) Spend a bit more time on part c.
Allow learners to explore what can be inferred
about Hanna’s reasons for visiting the travel agency.
4 Using adjectives and nouns (30 minutes)

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and the background to the situation. Learning intention: Make predictions about a story,
Explain that, later in the session, they will be turning using language and image cues.
their notes into a piece of continuous writing that will Resources: Workbook, Session 7.1; Learner’s Book,
explain these aspects to someone who has not read it. Session 7.1, Activity 6
Ask learners to read the extract, paying careful Description: Prepare by writing on the board the
attention to the words the writer has chosen to following two sentences:
describe the characters and the atmosphere of
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The damaged car moved down the street.

the location.
The car, which was damaged, moved down the street.
They should then work alone to complete Activity 5.
Ask learners to remind you what a noun is and
what an adjective is. Accept examples as well as
• Support: If you think learners might struggle definitions, and write some of these on the board.
with Activity 5 c (inference), use a two-column
Read through the Language focus feature and
chart on the board with the headings ‘Facts we
invite learners to comment on the use of nouns
learn about Hanna’ and ‘What we can work
and adjectives in the example sentences. Guide
out from each fact’.
learners towards noticing that, although we
• Challenge: Encourage learners to be aware commonly define adjectives as ‘describing words’,
of the different kinds of questions in Activity nouns can be highly descriptive, too.
5. They should see that the first and second
Direct learners to the two ‘car’ sentences on
prompts are directed towards mostly explicit
the board, and invite them to comment on the
information in the text, while the third prompt
differences between them. Guide learners towards
(‘why’) may require them to interpret what is
suggested or implied.
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understanding that it is not just word choice footprints) and the neatness of the receptionist
that governs meaning; position and order are (blonde hair in a neat ponytail).
important, too.
Give learners 20 minutes to work in pairs on the Plenary idea
Workbook activities.
Characters, events and settings
Both learners in each pair must write their answers (20 minutes)
separately, and should spend a few minutes
discussing their choices whenever they are different
from each other. Description: Invite learners to look back at the notes
they made in response to Activity 5.
Remind them about the work they did at the start of the
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• Support: On the board, write a few headings
session on how writers plunge readers into the middle of
(with examples) to help learners to be more
a situation.
organised in their thinking about nouns and
adjectives. For example: Tell them that they now have ten minutes, working
individually, to complete Activity 7.
• Use the heading ‘Proper nouns’ and give
‘Abdul’ as an example. Assessment ideas: End the session with five minutes
•
•
• PL
Use the heading ‘Common nouns’ and list
‘coat’, ‘cat’, ‘book’ and ‘train’.
Use the heading ‘Adjectives of colour’ and
list ‘red’, green’ and ‘black’.
Use the heading ‘Adjectives of age’ and list
‘old’ and ‘new’.
Challenge: If learners are finding the exercises
easy, you could simply ask learners to add to
the list of the headings on the board and leave
of class discussion in which you invite learners to
make any comment they think is useful about how the
writer has shaped our first impressions of Hanna in
the opening of the story. This will allow you to assess
how well learners have absorbed explicit and implicit
cues and clues.
CROSS-CURRICULAR LINKS
Geography/History: Learners can explore examples
of the creation of imaginary and fantasy lands and
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them to find their own examples.
islands from earlier centuries. They could look at
Learners are now ready to do Activity 6 in the map-making from times when the cartographers had
Learner’s Book. to depend partly on imagination.
Assessment ideas: After 20 minutes, work through
the Workbook sections as a class to assess learners’
understanding of answers. Homework idea
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• In the Focus section, make sure learners have Learners should complete Activity 8 in the Learner’s
noticed all the nouns, not just those nouns paired Book. Remind them they should plan their writing first
with adjectives. Use the headings on the board to by deciding and making notes on the following:
put the adjectives and nouns into groups. • whether to write in the first or third person
• In the Practice section, invite learners to suggest • why Hanna was in a dungeon maze on the island of
possible adjectives and to comment on the Orlam
effects of their own choices, and each other’s.
• where/what the island of Orlam is
• In the Challenge section, ask learners to say what
they think is the most significant point about the • reasons why someone was holding Hanna prisoner
choice and positioning of the adjectives. Guide • details for her escape – including why it was
them towards realising that the main effect is to important for her to learn to walk quietly.
emphasise the contrast between Hanna (dirty wet
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7.2 The keys

LEARNING PLAN
7Ri.01, 7Ri.03, 7Ri.04, 7Wv.01, Learners will: Learners can:

7Wg.06, 7Ws.01, 7Ws.02,
7Wc.02, 7Wc.03, 7Wc.04, • explore how persuasive • explain how language is used
7SLs.01, 7SLg.03, 7SLm.03, language is used to persuade
7SLp.03, 7SLr.01 • learn to use persuasive • use persuasive language and
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techniques in their own techniques effectively in their
writing own writing
• practise a role play. • perform a role play
confidently and convincingly.
LANGUAGE SUPPORT
PL
The extract in this session is highly descriptive and
uses adjectives well to describe items. For example:
a brightly illuminated glass display cases; a pair
of shiny red shoes. Remind learners that there is a
particular order for adjectives when more than one
is used. Identifying the type of adjective will help
learners to get this order right – for example, shape,
size, material. Language worksheet 7.2 provides
practice in this and guidance on the adjective order
of: opinion – size – age – shape – colour – origin –
material. You may wish to use this worksheet at the
start of the session to increase learners’ awareness
of the adjectives in the extract as they read it.
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Starter idea Lastly, spend five minutes with the whole class altogether,
sharing examples of places they have chosen, and
Exciting and attracting (20 minutes) suggesting particular words and phrases used to make the
Resources: Learner’s Book, Session 7.2, Getting started place sound attractive and exciting. Put the best of these on
activity the board.
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Description: Ask learners if they know what an Tell learners to keep their notes: they will use these ideas
advertising slogan is. Write any good examples they again later in the session. Keep the ideas and examples
suggest – especially local ones – on the board. on the board for the next activity.
Move on to slogans used by companies in the travel/
holiday business. Ask for examples of these too, and Main teaching ideas
write the most interesting examples on the board. 1 The language of persuasion (25 minutes)
Once in pairs, give learners ten minutes to discuss the Learning intention: Explore how persuasive
questions in the Getting started activity and to make language is used.
some notes about their ideas.
Resources: Workbook, Session 7.2, Focus activity
Tell them that they should choose a place they know
Description: Invite learners to look at the slogans
well, but it does not have to be a place that people usually
and other ideas that are on the board. Ask them if
think of as an exciting and attractive holiday destination.
they can see any common methods or techniques
emerging from these examples. In particular,
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can they identify whether an example is mostly (working individually) to complete Activity 2
informative, persuasive, or both? (they will return to the rest of this section later in
Remind learners of the work they did in Unit 5 on the session).
statements that are genuinely factual/informative, and Next, tell them they have five minutes to prepare for
those that are opinions, expressed as if they were facts. listening to the audio recording from the Learner’s
Give learners ten minutes to complete the Focus Book, Activity 2. They should read the questions
section of the Workbook. carefully – as they have done in similar activities
before – and write down any notes or headings
As they write out each sentence about the new that they think will be helpful to them once the
Jphone 20, in the order of the most persuasive, they recording starts.
should also highlight any words or phrases that
show the writer trying to seem factual/informative Play the recording. Learners can write answers
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when really expressing an opinion. while they are listening, or they can wait until the
recording has finished and write then.
• Support: As learners are working on putting
sentences a–d in order of the most persuasive, • Support: Write some helpful headings or
you could write one of these sentences on the prompts on the board for learners who might
•
PL
board with the deceptive words highlighted –
for example, ‘The new Jphone has lots of
features that young people need.’
Challenge: Encourage learners to interrogate
the statements – for example, how can a
company know what customers ‘need’?
Assessment ideas: Work through the sentences
a–d. The exact order in which learners have put
the sentences does not matter so much: the main
purpose of the activity is to get them to think about
•
need more help with Activity 2 in the Learner’s
Book. You could base these on parts b, c and
d, which are geared more directly towards
persuading and appealing to the listener.
Challenge: Encourage learners to listen for
wider persuasive techniques. You could list
on the board the three bullet points in the
Workbook Practice activity.
Assessment ideas: Mark the written answers to both
tasks. The Workbook Practice activity is a simple
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words that look as though they are communicating matter of being able to distinguish persuasion from
facts but which are really trying to persuade you by factual information. If learners have not been able
offering an opinion. How successfully have learners to identify the two, you will need to provide more
grasped this? practice opportunities. You could mark the answers
to Activity 2 in the Learner’s Book quite strictly
66 2 Information presented in a persuasive as a signal to learners that they need to be exact in
way (30 minutes) their responses. For example, part c asks for three
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Learning intention: Explore how persuasive persuasive words and phrases: you can insist on three.
language is used.
3 Hanna, the brochure and the keys
Resources: Learner’s Book, Session 7.2, Activity 2; (40 minutes)
Workbook, Session 7.2, Practice Activity 2
Learning intention: Learn to use persuasive techniques
in their own writing.
Download the audioscript for Activity 2 from Resources: Learner’s Book, Session 7.2, ‘The Travel
Cambridge GO (Track 66). Agency’ Extracts 1 and 2, Activities 1 and 3
Description: Ask learners what they can remember of
‘The Travel Agency’ Extract 1 in Session 7.1. Write the
Description: Tell learners that they are going to
basic details on the board as learners suggest them.
explore how persuasive language is used in a written
holiday brochure and in an audio recording of an Direct learners to the glossary, and to the questions
advertisement for a holiday. in Session 7.2, Activity 1. Make sure they know
what a ‘brochure’ is, and that they understand what
Direct them to the Practice section of the
is going on in the story with the references to ‘keys’
Workbook and tell them they have five minutes
and ‘portals’.
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Next, read Extract 2, slowly enough for all learners Description: Ask learners what kind of journey
to follow and understand it. Wait for any reaction or holiday they might end up on if they used the
or questions from learners (though there may be fantasy travel agency in Hanna’s story. Encourage
none). them to suggest ways in which it would be different
Give learners time to read the extract themselves from a holiday booked with a normal travel agency.
and respond to Activity 1. Explain that you do not need detailed suggestions at
Check learners’ understanding by discussing the this stage – just broad outlines. Write some of these
answers as a class. Encourage learners to explain suggestions on the board.
in their own words – not just to repeat the words Direct learners to Activity 4, then arrange them
of the extract. Write a simple version of these into groups of four. They should spend five minutes
explanations on the board. discussing ideas for journeys and adventures that
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Now direct learners to the Writing tip. They should might link to the objects and keys Hanna is offered.
work in pairs to turn these instructions into a short, After the discussion, gather ideas as a class. Make
written list of bullet prompts for themselves to follow. sure that learners realise these ideas are in the
When learners are ready, invite them to put forward realms of fantasy adventures, far from normal life.
these prompts. Insist that they use their own words Next, bring the discussion back much closer to
as far as possible.
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Finally, tell learners that they have 25 minutes for
Activity 3, to plan and write the introductory page
to a brochure advertising holidays offered by the
mysterious and unusual travel agency in the story.
They should do the planning in pairs, then the
writing individually.
•
Support: Once learners have begun their
individual writing, check that they have
normal life, and ask learners if they or members
of their family have ever experienced a holiday
that turned out to be a near-disaster and led
to complaints against the holiday firm or tour
company. Listen to a few examples, and ask how the
travel company responded to the complaint.
Lastly, direct learners to Activity 5. Read through
the scenario with them and make sure they
understand the paired role play they are going to do.
Give learners 20 minutes working in pairs to follow
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understood the purpose of the introduction, the instructions in Activity 5, using the Speaking tip
and that they appreciate the need to address a and the prompt cards.
reader who will become a customer. Differentiation ideas:
• Challenge: Encourage learners to try out some • Support: In order to reinforce their
of the persuasive techniques they encountered understanding of the paired role play, you
when they did Activity 2. could get less confident learners to make their
own prompt cards. Give them an A4 sheet of
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Assessment ideas: Collect the written introductions

and assess them against several criteria: accurate use card, and 15 minutes to write out the details
of the details in the extract; successful use of formal from the Learner’s Book as a series of headings.
language; combination of giving information and For extra support, you could make two sets of
persuading the reader to book a holiday. Alternatively, printed cards with numbered instructions in
you could treat the written work done in response to simple language.
Activity 2 as a first draft, and in a later lesson give • Challenge: Encourage more confident pairs
learners the opportunity to share their writing with a of learners to exchange roles after they have
partner and agree on ways to re-draft and improve it. performed the role play once.
Assessment ideas: This activity allows learners to
4 Complaining to the travel agency about demonstrate their skills of reflection and evaluation, as
a dangerous journey (30 minutes) well as performance. Learners can use the Reflection
Learning intention: Practise a role play. questions to think about their experience of the
Resources: Learner’s Book, Session 7.2, Activities process more than the result. Pairs of learners could
4 and 5 comment to each other on how convincing they found
the conversation. For your own assessment, encourage
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some of the more confident pairs of learners to You will return from Bali a different person. ➔
perform their conversation for the whole class – a prediction
allowing you to assess performance skills. What are you waiting for? ➔ a question that directly
addresses the reader
Plenary idea …we can promise a trip of a lifetime. ➔ the writer using
Summing up persuasive techniques the plural ‘we’ to refer to the company
(20 minutes) …piece of heaven on Earth…paradise…truly magical
Resources: Workbook, Session 7.2, Practice activities island… ➔ exaggeration
Description: Return to the ‘Come to Bali’ extract in the sleeping volcanoes…temples nestle in the landscape. ➔
Practice section of the Workbook. Remind learners describing places as if they were people (personification)
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that, when they first read this extract they were trying to …calmness blankets the island… ➔ comparing one thing
separate factual information from persuasion. to another without using the word ‘like’ (metaphor)
Tell learners to look at the first sentence, and ask them Assessment ideas: Check how well learners have
how the writer uses language to get the attention of the understood these language techniques and at the same
reader right at the start. They are likely to notice that time reinforce their understanding by directing them to
the writer speaks directly to the reader and refers to the
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reader as ‘you’. Tell them this is called ‘direct address’ –
a piece of linguistic terminology.
Explain that many methods of using language to persuade
can be given labels, using linguistic terms. It will be useful if
learners can learn some of these terms, but it is much more
useful (and important) to be able to explain how these
methods work than it is to simply know their names.
Read the extract again, slowly enough for all learners
to follow. As you do so, learners should identify each
method the writer has used to make Bali sound attractive.
Activity 3 in the Workbook. You can include an element
of peer assessment by getting learners to check each
other’s answers to this.
Geography/History: Learners can do some
research into advertising by companies in the
travel business: airlines, shipping companies,
adventure holiday providers, travel agents.
It would be interesting for them to explore
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advertising from earlier generations, when travel
Every time they think they can detect a particular was less convenient and less quick – for example,
language technique, learners should tell you how they when the ‘normal’ way to get from Britain to
think it works, and you will write this on the board. Australia would be by boat. (Learners might be
Remind them once again: knowing how the technique surprised to discover how recent that was.)
works is more important than knowing what to call it.
Learners may identify any or all of the following
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features. When they offer an example, start by making Homework idea

sure they have understood its effect. Then, try to
encourage them to apply a label or a description to the
Workbook Session 7.2. Remind them to think carefully
method.
about who they are writing for – the audience they are
trying to persuade.
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7.3 Hanna’s friend

LEARNING PLAN

7Ri.09, 7Ri.12, 7Wp.04,
7SLs.01 • explore how writers use • explain how a writer might
characters to develop themes use a character to develop a
• consider how writers present theme
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heroic characters • analyse how a writer presents
• write an analysis of how a a heroic character
character is presented. • write a short text for a specific
purpose.
LANGUAGE SUPPORT
PL
Use the idiomatic phrase close to her heart from
the extract in this session to explore ways of
working out the meaning of set phrases like this.
Research has shown that these are best learned
as chunks of language, as one lexical item with
its meaning, to ensure that learners do not make
mistakes with parts of it. Highlighting such phrases
and teaching them as one lexical item will help
learners to recognise this.
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Starter idea Hanna returns safely from another adventure and comes
back to see the receptionist, bringing another mysterious
The opening, the middle and the end object with her.) Write some of these ideas under the
(20 minutes) ‘end’ heading.
Resources: Learner’s Book, Session 7.3, Getting started Ask learners what they think the next step should be in
activity exploring the narrative structure of Hanna’s story – or
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Description: Prepare by drawing a very simple table on indeed any narrative. They ought to say ‘the middle’.
the board, with the following headings: Direct them to the Getting started section and give them
beginning ➔ middle ➔ end ten minutes to discuss the ideas there.
Leave enough space to write some details of plot and

character. Use ‘Hanna’s Story’ as a heading.
Main teaching ideas
Ask learners to tell you five simple things that they learnt 1 What might happen next to Hanna? And
about Hanna in Extracts 1 and 2 of ‘The Travel Agency’ in what might have happened to her in the
the first two sessions. past? (30 minutes)
Write these things on the board in the ‘beginning’ column, Learning intention: Explore how writers use
and invite learners to say which ones were explicit and characters to develop themes.
which were implied in the narrative or dialogue. Resources: Learner’s Book, Session 7.3, ‘The Travel
Next, ask learners to suggest three things that might Agency’ Extract 3, Activity 1
happen at the end of the story – in broad outline only, Description: Read through the list of things we
not specific detail. (For example, they might suggest that already know about Hanna in Activity 1 with the
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class. Ask learners to compare this list with the 2 Backstories and flashbacks (25 minutes)
‘beginning’ column on the board. Does Activity 1 Learning intention: Explore how writers use
suggest anything not included in that list? characters to develop themes.
Ask learners to imagine that they are writing this Resources: Learner’s Book, Session 7.3, ‘The Travel
story themselves. Which of these points do they Agency’ Extract 3, Activities 2 and 3
think would be most interesting to develop in order
Description: Ask learners if they have any comments
to move the story forward?
to make about what they read in ‘The Travel
Put learners into pairs and give them ten minutes to Agency’ Extract 3. For example, in what way has the
decide on three possible ways in which the next part story moved on?
of the story might develop. They should write these Write on the board any insights or any particularly
down, ready to present to the class. helpful reference to narrative methods or
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When everyone is ready, invite learners to share conventions of the fantasy genre.
their ideas for developing the story with the class. Ask learners to explain to you how the key narrative
Encourage comments from other learners. techniques of flashback, backstory and contrast are
Write the best ideas on the board in the ‘middle’ working in the story here.
column. Wait to see if any learners comment Suggest to learners that the introduction of a new
‘middle’ as well as for the ‘end’.
PL
on possible links between the columns that have
emerged now that there are some suggestions for the
Give learners enough time to read Extract 3 for

themselves, then ask if they have any comments to
make about what happens in this extract.
• Support: As a further prompt for how the
‘middle’ of the story might develop, write on
the board (as a list on separate lines) the objects
character – even if it is in a flashback to the past as
part of Hanna’s backstory – is significant.
Give them ten minutes to reread the extract and
respond to the instructions in Activity 2, finding
information in the passage. Remind them to use
their own words in making notes – not just to copy
details from the extract.
Afterwards, share the points they have picked up
in their notes. Make sure they appreciate that we
now know more about Hanna’s feelings as well
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as about what had happened to her in the past
that Hanna had been looking at, and which
– emotions as well as events. (You might want to
were listed in Activity 4 of Session 7.2: the
write these two words – ‘emotions’ and ‘events’ –
assortment of items: rings of various metals, a
on the board for emphasis.)
knife, a pair of shiny red shoes, several books, an
amulet that consisted of two snakes biting each Next, read through the introduction to Activity 3
other’s tails and a variety of keys. with learners. Make sure that they have absorbed
the idea of ‘emotions’ as well as ‘events’ by asking
• Challenge: Remind learners that a story does
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them how the writer has brought in the themes

not always have to move forward in time. In
(friendship and loneliness) mentioned in this
fact, the next episode of a story might develop
introduction.
by moving backwards into what happened
some time before the present. Tell learners they now have ten minutes, working in
pairs, to answer the Activity 3 questions by selecting
Assessment ideas: After learners have had a
and writing down the relevant words and phrases
little time to absorb Extract 3 and the backstory
from the extract.
it provides, check their understanding by asking
them about the structure and the time sequence Differentiation ideas:
of the narrative. Write these terms on the board: • Support: When learners are making their
narrative structure; time-sequence; backstory. Invite notes for Activity 2 a suggest to them that they
learners, in whole-class discussion, to explain what should think about what she felt she was missing
each term means, and to give an example of each when she was in her normal/everyday world. You
from Hanna’s story. Encourage learners to make could put this on the board as an extra prompt.
connections with stories they encountered in other
Units – for example, the story of Odile in Unit 1.
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• Challenge: Encourage learners to pay careful When everyone has made enough notes, ask them
attention to the names of people and places to write their 300-word explanation of how the
in the extract, and ask themselves what these writer presents Sannala. Remind them to include
names could suggest by what they sound like as explanations of the effect of structure and language,
well as what they think they look like. as well as how the writer presents themes.
Assessment ideas: Work through the answers to After 20 minutes, tell learners they have an additional
the Activity 3 questions as a whole class. Check three minutes to read through what they have written
learners’ understanding by asking how their chosen and correct any mistakes they have made.
words and phrases show Hanna’s feelings. For Differentiation ideas:
example, they should be able to explain the strength
of feelings shown by the simile in: Sannala. Hanna • Support: Write on the board a simplified
version of the Activity 4 question prompts.
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held the name close to her heart like a glowing ember.
Although you can tell learners once again that If you think it is necessary to help learners
knowing the terminology is not as important as get started, provide an example next to each
understanding its effect, it would still be helpful prompt – for example, the image of Sannala
to write terms like ‘simile’ on the board, with the presented: Sannala who could talk to birds ➔
example. Test learners’ understanding of how the she has powers and abilities that normal people
3 Sannala the heroine (35 minutes) PL

writer has used ‘contrast’ as a technique by asking
for examples of it. Write some of these on the
board. This will help any learners who might not
have understood what contrast was.
Learning intention: Write an analysis of how a

character is presented.
Agency’ Extract 3, Activity 4
•
don’t have.
to link the heroic features that they have
identified in Sannala to features of heroic
figures in other stories and/or films.
Assessment ideas: Assess broad understanding
of how the writer presents a heroic character by
looking at the details learners have selected for
their initial notes. Spend the last five minutes of
this activity in a whole-class discussion. Invite
learners to put forward the details they have
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Description: Read through the Language focus
selected from the extract, and to begin to explain
feature with the class. Make sure everyone
how they match the prompts. A good example of
understands the ideas of ‘voice’ and ‘tone’. Check
contrast would be the different smells of the two
by writing these terms on the board and asking
worlds: you could remind learners that in the other
what they mean. Accept examples and definitions,
world [ … ] the woods smelt like dark chocolate,
and write the most useful of these on the board too.
and then you could ask them about the smells here,
One example of ‘tone’ would be the respectful, in this world of loneliness and rain…
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admiring way in which the narrative voice refers

to Sannala: Sannala who could talk to birds and Plenary idea
who dived headlong into every new adventure with a
hearty chuckle. Assessing each other’s writing (10 minutes)
Make sure that learners also know what a hero is. Resources: Learner’s Book, Session 7.3, Activity 5
Work through the usual stages – accept examples Description: Direct learners to the Peer assessment
as well as definitions. Write on the board some feature in the Learner’s Book.
examples of figures (real and fictional or legendary)
Pair up learners and ask them to swap their written
who learners all agree are heroic.
explanations and assess each other’s work on a copy of
First, ask learners to reread Extract 3 and make notes in the table.
response to all the questions in Activity 4.
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When they have finished their peer assessments, ask

learners to complete Activity 5, sharing their feedback CROSS-CURRICULAR LINK
with their partner, constructively and sensitively. History: Learners could research the stories of
At the end of the activity, ask learners what they think heroic figures from their own culture. Some of
they have learnt from looking at someone else’s written these would have nicknames – for example,
account. Ask for specific examples of new things in English history, Richard the Lionheart. How
learners realised about the presentation of Sannala. accurate are the names as an indication of
Write any helpful insights on the board. these figures’ heroic characteristics? What is
Then, ask them what it was like to be given feedback the balance of female and male hero figures?
and advice by a classmate. And how do learners feel about the use of the
gender-marked terms heroine/hero?
Assessment ideas: Ask each learner to write down one
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way of improving their written work in future based on
the peer assessment feedback, and one way of improving
their written work in future based on what they realised Homework idea
from reading someone else’s work. Learners should complete Workbook Session 7.3.
7.4 The fireplace

LEARNING PLAN
Learning objectives
7Rv.02, 7Rg.03, 7Ri.03, 7Ri.04,

7Ri.07, 7Ra.02, 7Wv.01,
7Wv.02, 7Wg.04, 7SLm.03
Learners will:
• use the names of word
Success criteria
Learners can:
• use linguistic terms to label
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classes accurately groups of words and phrases
• investigate different • use different grammatical
grammatical structures structures
• interpret information to • predict how a story will end
predict how a story will end. from information given.
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LANGUAGE SUPPORT
This session includes a focus on grammatical prepositions (at, behind, for); conjunctions (but,
structures, word classes and word types. Building because, if); and determiners (the, this, an). The
an awareness of the word classes will help learners correct use of metalanguage will help learners
to recognise their form and function. There are to understand explanations more easily. Create a
eight useful categories: nouns (book, London, display in the classroom with the different word
happiness); verbs (win, get over, have); adjectives types. Learners can add useful examples to the
(happy, frustrated, emotional); adverbs (well, categories as they find them.
happily, soon); pronouns (you, me, someone);
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Starter idea learners who are not secure in their understanding

of some word classes. For example, words or
Revising word classes (20 minutes) phrases that answer the questions ‘How?’, ‘How
Resources: Learner’s Book, Session 7.4, Getting started long?’ or ‘Where?’ will usually be adverbs.
activity; Workbook, Session 7.4, Focus activity • Challenge: You can encourage more confident
Description: Before they open the Workbook, ask learners to be more precise in identifying and
learners to remind you what word classes are. Ask for labelling words according to their word class.
some examples of the names of different word classes For example, when identifying verbs, they could
and write them on the board: noun, adjective, verb, also ask themselves about the tense (present/
adverb, preposition, conjunction. past/future) of those verbs.
Direct learners to the Focus section of Workbook and Assessment ideas: After 15 minutes, ask learners to
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tell them they will have five minutes to: tell you about the experience of doing this activity.
Explain that you will be interested in hearing
• draw lines to match the word classes to their definitions the answers later, but for now, you want to know
• add one more column to the Workbook, and use about the process they went through to reach their
this space to write an example of a word from that answers. Ask them what order they followed:
word class – for example, noun ➔ the name of an • Which word classes did they look for first?
object ➔ table.
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After five minutes, go through the completed Workbook
activity. Invite learners to contribute their answers. Make
sure they have correctly matched each word class to the
right definition, and that each example makes sense.
Write each correct pairing of word class + definition on
the board, and add a good example from those offered
by learners.
Leave these examples on the board so that you can refer
to them later in the session.
• Which parts of each sentence did they look at
first?
• Which word classes did they find it hardest to
agree on?
• Which word classes are they still uncertain
about?
2 Analysing a description of a setting
(30 minutes)
Learning intention: Investigate different
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Main teaching ideas grammatical structures.
1 Identifying and labelling grammatical Agency’ Extract 4, Activities 1 and 2
features (20 minutes)
Description: Read Activities 1 and 2 through with
Learning intention: Use the names of word classes learners, and tell them that they will be following
accurately these instructions after reading the next part of the
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Resources: Workbook, Session 7.4, Practice activity story, so they should pay careful attention to how
Description: Direct learners to the Workbook the room and the objects in it are described.
Practice activity. Give them 15 minutes to complete Ask them to read the extract carefully to themselves.
the activity, following these additional instructions: Make sure that learners can identify the section they
Learners discuss and work out the correct labelling in will need to use for these activities (the paragraph
pairs, but write individually in their own Workbook. beginning Hanna stepped inside).
Whenever they find it difficult to agree on what word- Tell learners that they have 20 minutes, working in
class label to apply to a word or phrase, they must pairs but writing individually, to read the key word
write down what they discussed in their Workbook. definitions and the Reading tip and then complete
When they have labelled all four sentences, learners Activities 1 and 2.
must write down the steps they followed in doing the Differentiation ideas:
labelling – for example, what did they look for first?
• Support: Remind learners of the advice in
Differentiation ideas: the Reading tip – to start by identifying the
• Support: You can offer (on the board or with main verb, then look for nouns – and suggest
individual advice) some extra guidance for that they use minimal highlighting or a simple
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annotation code for verbs and nouns. For Differentiation ideas:

example, they could use a circle for verbs and a • Support: Being able to use their newly acquired
rectangular box for nouns. Whatever they do, understanding is a step up in difficulty for
it needs to be simple and consistent. You could many learners. You may want to write on the
model this on the board with one sentence. board this model example of how to write an
• Challenge: Encourage learners to look explanation, which analyses the writer’s use of
especially for grammatical structures that allow grammatical structures: The writer tells us that
the writer to explain how objects are placed in when she opens the door the receptionist says
relation to each other. These structures will tend ‘Wardrobes, mirrors, bags…’ This unfinished list
to involve prepositions, creating adverbials of gives the impression that there are so many things
place (for example, In front of the fireplace). in the room that she can’t list them all.
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Assessment ideas: After 20 minutes, direct the whole • Challenge: Encourage learners to focus on the
class to the three Reflection questions. Ask them how effect of the writer’s choices of language. It’s
they found this activity after the practice they had in important to be able to identify word classes
the Workbook activity. Was it easier this time around and grammatical structures correctly. However,
to label the words correctly? Did they approach the the real development in understanding is being
task differently? Which approaches worked best? able to apply this knowledge to explain the
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Next, work through all the expanded quotations
that learners have copied and annotated. You can
assess their understanding, and also identify areas of
weakness.
3 Analysing how grammatical structures

help a writer with description
(45 minutes)
Learning intention: Investigate different
grammatical structures.
•
impact on the reader.
Assessment ideas: Once in pairs, tell learners to
read each other’s work, and to give their partner
spoken feedback on:
• how well they have used knowledge of word
classes and grammatical structures
how clearly they have explained the effect on
the reader.
Invite three or four learners to read out what they
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have written. Try to choose learners who can offer
some successful models to the class. Comment
Agency’ Extract 4, Activity 3
on these answers, using the same two criteria as
Description: Put learners into groups of three and learners have used to give each other feedback.
give them 15 minutes to do the following:
• Work out an effective way of reading 4 Writing a precise description
Extract 4 aloud together. (20 minutes)
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• Try out a first reading aloud of the extract to Learning intention: Investigate different grammatical
make sure they have organised the different structures.
voices correctly. Resources: Learner’s Book, Session 7.4, Activity 4
• Read the extract a second time aloud, this time Description: As a class, look at the picture that
paying very close attention to how the sentences accompanies Activity 4 in the Learner’s Book.
are structured.
Once in pairs, give learners four minutes to take it in
• Write notes in preparation for writing turns to describe the objects in the picture to each
individual responses to Activity 3. other, one object at a time.
After they have had 15 minutes of working in Next, invite learners (again, working in pairs) to
their groups, tell learners they now have another describe what they see in the picture to the whole
15 minutes to write their responses to Activity 3. class. This time they must describe how the objects
They must concentrate on using what they have are arranged in the room so that a listener who
learnt about word classes to explain how the writer’s could not see the picture would still get a sense of
choices of grammatical structures help readers to what the setting looked like.
see the room in their imaginations.
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After hearing several descriptions, ask learners how For example:

these descriptions of the setting could be improved. Hanna is desperate to see her friend again
Write the most useful suggestions on the board.
➔ (extra information) The friend was called
Lastly, tell learners they have ten minutes, working Sannala, and she and Hanna had shared a number of
individually, to write the clearest description of the adventures.
scene in 100 words. They should focus on what the ➔ (question) What could Hanna do to try to find
instruction asks them to do: use different grammatical Sannala again?
structures to describe the objects precisely.
Once in pairs, direct learners to the sentences
Differentiation ideas: in Activity 6.
• Support: If individual learners are unsure about Tell learners that they have 15 minutes, working
where/how to start, suggest that they should make together in their pairs, to complete the activity.
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a list of the objects in the picture in the order in Differentiation ideas:
which you would naturally look at them.
• Support: If any pairs of learners are struggling to
• Challenge: Push learners to explore using make sense of the sentences in Activity 6,
different grammatical structures – for example, tell them to write out each sentence with plenty
by letting them finish a first draft of the of space around it, then to annotate it by asking
grammatical constructions.
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description, then suggesting that they try
re-phrasing some sentences with alternative
Assessment ideas: Learners could take it in turns to

read their description aloud to a partner, who should
listen with eyes closed and try to visualise the scene
from the words used. Afterwards, get them to exchange
descriptions with their partner. Each learner should
write two comments on their partner’s description:
one comment on a feature of grammatical structure
that has worked well; one comment on a feature of
•
direct simple questions. For example, with sentence
a, who is ‘she’? – Hanna? The receptionist?
Challenge: Encourage learners to look back to
the earlier extracts from the story in previous
sessions in order to check details – for example,
the reference to the entrance to the pergola.
Assessment ideas: The group and pair discussion
in this activity has all been open-ended: there are
no right and wrong answers. However, you can
check learners’ knowledge of this story and their
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grammatical structure which needs further attention. understanding of the conventions of fantasy stories
by working through all the sentences in Activity
5 How will the story develop? (30 minutes) 6 as a class. Ask learners to comment on each
sentence in turn, and probe their understanding –
Learning intention: Interpret information to predict
for example, by asking who the pronoun ‘she’ might
how a story will end.
refer to in relevant questions.
Resources: Learner’s Book, Session 7.4, Activities
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5 and 6 Plenary idea

Description: Ask learners to read Activity 5,
focusing on the bullet points that outline what we
Will Hanna and Sannala meet again?
know so far. Put learners in groups of four and give (25 minutes)
them ten minutes to remind themselves of these Resources: Learner’s Book, Session 7.4, Activity 7
points and then to follow the instruction. Description: Remind learners that they have made
While learners are discussing the information and several attempts at predicting the next stage(s) in the
considering predictions, write the list on the board, story ‘The Travel Agency’.
leaving plenty of space to add ideas from the next Remind them also that this is a fantasy story: the usual
stage of the activity. rules about what can happen in a more realistic story
After ten minutes, invite learners to respond to each do not apply. But even fantasy stories have their own
point by adding one extra piece of information conventions.
that follows on from the first, and/or by raising a Invite learners to follow the instruction in Activity 7, but
question or an uncertainty based on the first piece to keep their initial prediction secret for the moment.
of information.
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After learners have written their first prediction, they This will allow you to assess how thoroughly learners
should join a partner to give themselves several more have understood the story so far, and how fully they
chances at predicting what will happen. appreciate the possibilities of the fantasy story genre.
They have five minutes to agree on and write down as Lastly, direct learners back to their first single prediction.
many possible predictions as they want to. The only Give them two minutes either to confirm it or to change
limit is that each prediction of what might happen it. Whichever they choose to do, they should write a short
must be linked to a detail from the story concerning explanation of why they think their prediction is likely.
something they are sure already has happened. Then they should hand in their piece of paper (folded and
Assessment ideas: Bring the whole class together, and with their name on the outside) to you.
invite pairs of listeners to put forward their predictions.
They do not have to offer the ones they think are most
Homework idea
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likely: they can put forward possible predictions that Learners should complete the Challenge activity in
they think are not very likely, as long as they can explain Workbook Session 7.4.
how much (or how little) they connect with the extracts
they have read so far in this unit.
7.5 Time
LEARNING PLAN
Learning objectives
7Rv.01, 7Ri.03, 7Ri.04, 7Ri.06,

7Ri.07, 7Ri.08, 7Ra.02,
7Wg.05, 7Wg.06, 7Wc.01,
Learners will:
• use different ways to work out
Success criteria
Learners can:
• work out the meanings of
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7Wc.02, 7Wc.05, 7SLm.02, unfamiliar words unfamiliar words
7SLm.03 • consider the role of a • comment on the role of a
secondary character in a text secondary character in a text
• explore writing in a personal • write in a personal voice.
voice.
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LANGUAGE SUPPORT
This session includes useful work on deducing before they start reading. This will help to activate
the meaning of unknown vocabulary. Encourage any passive knowledge or understanding, which
learners to use a scanning technique to get the gist in turn will prepare them to use the techniques for
of a text – a general idea of what it is about, who deducing the meaning of unknown lexis in texts
it might be written for and the type of text it is – described in this session.
Starter idea
Secondary characters (20 minutes) Description: Ask learners who the main character is
Resources: Learner’s Book, Session 7.5, Getting started in ‘The Travel Agency’. Then, ask them what other
activity characters they have met or heard of in the story.
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Ask them about the relationship between these characters • Challenge: Encourage learners to interrogate
and the main character. Display these relationships on the their own and each other’s memories – for
board as learners offer their answers. example, by asking if their partner really
Read the instructions in the Getting started activity. remembers an event, or perhaps has been told
Make sure learners understand the idea of a secondary about it as part of general family history.
or supporting character. Assessment ideas: Ask learners to comment briefly
Give them ten minutes to complete the activity and on how well they thought they and their partner
make some notes on what they discuss. had responded to the Speaking tip – choosing their
words carefully to help their partner understand
After the discussions, invite learners to contribute their precisely what they mean.
ideas and examples of secondary characters to class
discussion. Encourage them to find some connections to 2 Working out the meaning of words you
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the characters in ‘The Travel Agency’, and add the most
do not know (30 minutes)
useful of these connections on the board.
Learning intention: Use different ways to work out
unfamiliar words.
Main teaching ideas
Resources: Learner’s Book, Session 7.5, ‘The
1 Time and memory (20 minutes)
PL
Learning intention: Explore writing in a personal
voice.
Description: On the board, display the following
sentences from Extract 5 of the story: Hanna: I
heard that time goes much faster in the other worlds
than it does here. That one day here can be a hundred
years there.
Ask learners if it is ever possible for time to go
Travel Agency’ Extract 5, Activity 2; Differentiated
worksheets 7A, 7B, 7C
Description: Ask learners to read Extract 5 of the
story carefully, making a note of any words and
phrases from the extract whose meaning they are
not sure of.
When everyone has finished, put learners into
pairs and give them five minutes to share their
knowledge. They should work out and write down
as many meanings as they can.
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faster or more slowly. Ask for examples of time Next, ask learners to tell you the methods they
seeming to go slowly (for example, when you are used to try to work out any of the meanings that
waiting for a bus, or for a birthday, or for the rain to one or both of them were unsure of. Write these
stop) and of time seeming to go faster (for example, methods on the board.
when you are enjoying yourself). Write examples on Direct learners to Activity 2. Read through the
the board. explanation and examples with learners. Make sure
Direct learners to Activity 1. Tell them they have ten they understand the ideas of context, word families
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minutes, working in pairs, to follow the instructions and related words.

there. Remind them to follow the advice in the Invite learners to see connections between the
Speaking tip. Activity 2 explanation and examples, and the
After ten minutes, ask learners to offer some of methods listed on the board. They should then
their memories. Encourage them to tell the class not complete Activity 2 in pairs.
just what they remember but how they managed to When all pairs have finished the activity, give each
remember it. learner a copy of Worksheet 7A, 7B or 7C and ask
Differentiation ideas: them to complete it to further practise their skills at
• Support: If some learners are struggling working out the meaning of unfamiliar words.
to recall early memories, prompt them by Differentiation ideas:
suggesting ideas such as the first time they • Support: While learners are working on the
remember injuring themselves painfully, the Learner’s Book Activity 2, you could reorganise
first birthday they can remember, or the first and add to the methods on the board to help
photograph they can remember being in. them as they work.
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• Challenge: Encourage learners not to use a • Challenge: Encourage learners to move

dictionary before they have exhausted all other from locating relevant quotations to making
possible methods of working out meaning. inferences from them – for example, thinking
Assessment ideas: Put learners into groups of four about why the receptionist tells Hanna about
and ask them to discuss the meanings they have the history of the building in Extract 4.
worked out and the methods they used. Ask the Assessment ideas: When learners have completed
class which methods of working out meaning they their individual spider diagram, come together as
feel most confident about and which methods they a class and use Activity 4 as an assessment activity.
feel they need more practice with. Use this feedback, Read the two views aloud, and ask learners to
and your own observations from the activity, to ‘vote’ for one of the two. They do not have to agree
inform future work on working out the meaning. completely with all the elements in each view: they
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just need to choose whichever one they are more in
3 The receptionist – a secondary character broad agreement with. Count the votes and write
(25 minutes) them on the board. Then invite learners to put
Learning intention: Consider the role of a secondary forward reasons ‘For’ or ‘Against’ any part of either
character in a text. view. Challenge them to support their comments
with evidence from the story – from the latest
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Agency’ extracts, Activities 3 and 4
Description: Remind learners of the work they did
on secondary characters in the Starter idea.
Then direct learners to Activity 3, and to the
instruction to create a spider diagram.
Read through the two quotations about the
receptionist, and ask learners which extracts they come
from. (They are both from Extract 1 in Session 7.1.)
Once in pairs, give learners ten minutes to search the
extract or earlier extracts. After class discussion,
take a vote again. Is the outcome different? Make
your assessment based on how well learners support
their views with reference to the extracts.
4 Using a personal voice and speaking

directly to the reader (30 minutes)
Learning intention: Explore writing in a
personal voice.
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Practice activities
rest of the extracts for quotations that offer explicit
or implicit information about the receptionist. They Description: Direct learners to the introduction in
should write these down. the Workbook, and read it through with them.
When they have finished, direct learners to the Tell them they have ten minutes, working in pairs,
Writing tip and the example of a spider diagram. to complete the Focus activity. Before they try to
decide on which statements are more personal, they
Give them another ten minutes, working
must take it in turns to read the statements aloud to
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individually, to transfer the most useful information

each other – as often as they need to in order to be
about the receptionist from their shared list of
sure of the tone of voice of each.
quotations to their individual spider diagrams. They
must use their own words, and not just copy from While they are working on this, write all four
the quotations. statements on the board.
Differentiation ideas: After ten minutes, ask the whole class to tell you
which is the most personal and which is the least
• Support: Help pairs of learners who need
personal of the four statements. Allow discussion
help searching the extracts to find quotations
if learners are not able to agree; encourage
relevant to the receptionist. Guide them
discussion even if they do agree.
towards understanding, for example, that when
the receptionist asks Hanna questions (Are From the points raised in the discussion, annotate
you travelling alone? / Will you be taking much the particular parts of the statements that learners
luggage?) in Extract 2 (Session 7.2) and Extract think make them personal or impersonal.
4 (Session 7.4), she is trying to work out what Lastly, see if the class can agree on a 1– 4 order for
will suit Hanna. the statements, according to which is most personal,
and discuss the reasons for that order.
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Differentiation ideas: board, based on the wording of the activity and

• Support: Go round the class as learners are the teacher notes. For example, you could write a
reading the statements aloud and encourage simple list of things to include in the diary entry.
them to think who might be saying this, to • Challenge: Once learners are working individually
whom, and in what situation. on their diary entries, you could encourage them
to look back at previous extracts to see how the
• Challenge: Write the words ‘formal’ and
receptionist speaks, and try to capture something
‘informal’ on the board, and wait to see if any
of her voice in the way they write the diary.
learners use these terms in the class discussion.
If they do, make sure they understand that Assessment ideas: Direct learners to the three
formality is like a spectrum or a scale: most questions that they will need to ask themselves in
written and spoken texts include a mixture the Self-assessment feature.
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of more formal and more informal features,
and very few texts are completely formal or Plenary idea
completely informal.
Tone and voice (10 minutes)
Assessment ideas: Test how well learners have
Description: Ask learners how they created a point of
absorbed the ideas in this activity by giving them
view as well as a voice in the receptionist’s diary. If none
ten minutes, working in pairs, to read and follow the
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instructions for the Practice activity. After ten minutes,
invite learners to read out some of their attempts to
write with the personal voice and personal feelings
of Hanna. Encourage learners to comment on the
positive aspects of each other’s attempts, and write
some of the most interesting examples on the board.
5 The receptionist’s diary (25 minutes)

Learning intention: Explore writing in a personal
voice.
of them mention the difference between first person
and third person, then you will need to make sure they
understand it – for example, by referring them back to
their answers to the Practice section of the Workbook.
Invite learners to read out individual sentences from
their attempt at the receptionist’s diary.
Comment on these sentences – or invite other learners
to comment – by paying attention to how they
communicate a sense of the receptionist’s personal
thoughts and feelings, and how they address the reader.
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Description: Read through the instructions for
Homework idea
Activity 5 with learners. Remind them of their Learners should complete the Challenge activity in
earlier work on voice and informal language, Workbook Session 7.5.
and their investigations into the receptionist as a They should imagine that in some place and in some time
secondary character. belonging to another world, Sannala is waiting for Hanna,
SA
Give learner pairs ten minutes to discuss what the just as Hanna is waiting for her. And just as Hanna has
receptionist might think about Hanna and her written a diary entry, imagining that Sannala might one
situation, and what she might be planning to do about day read it, so Sannala writes a letter to Hanna.
it. They should make notes on what they discuss.
Remind them they will need to:
After the discussions, ask learners to work alone to
• follow the instructions in the Challenge section of
write a 250-word diary entry for the receptionist,
the Workbook
following the instructions in Activity 5.
• remember to write in a suitable voice and tone
Before they start, emphasise the second question
for Sannala
that they will need to ask themselves in the Self-
assessment feature. • address their writing to Hanna.
• Support: While learners are working in pairs on
making notes, write some simple prompts on the
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7.6 The beach

LEARNING PLAN

7Ri.08, 7Ri.09, 7Ri.11, 7Ra.02,
7Wc.05, 7SLm.03 • consider ways of ending a • comment on how a writer
story ends a story
• explore how a theme is • identify and explain how a
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developed theme is developed.
• consider an opinion about • give an opinion about the
the story. story, using examples from
a text.
LANGUAGE SUPPORT
PL
This is another session that is rich in vocabulary,
with examples of word building within the texts,
such as A few clients were visible out in the
waiting room. This adjective visible belongs to
a group that is made from the verb and includes
a suffix that carries the meaning of ‘can do’.
So, in this example, the meaning is can be seen.
Other examples of adjectives formed in this way
include legible, affordable, audible, capable,
portable, relatable, breakable, achievable. Note
that the suffix is sometimes –ible and sometimes
–able. This is an example of evolving language, as
non-standard forms are often made using this
suffix (for example, This vocabulary is learnable).
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Starter idea After ten minutes, invite pairs of learners to offer some
suggestions from their lists of stories and/or films that
Endings (20 minutes) have interesting endings. Write some of these on the
Resources: Learner’s Book, Session 7.6, board.
Getting started activity Ask learners if they can see any groups or patterns
SA
Description: Remind learners of the different genres emerging from the different stories and endings they
of stories they have covered – for example, adventure have thought of. For example, apart from closed and
stories in Unit 1 and fantasy stories in this unit. Point open endings, are there any other types of endings?
out that they have spent a lot of time in this unit Ask learners to express their preferences – that is, to say
predicting how the fantasy story ‘The Travel Agency’ what kinds of endings they prefer, and to explain why.
might continue and end.
Invite learners to think more generally about how stories Main teaching ideas
end, and to use the ideas in the Getting started activity
to get them thinking. 1 Comparing predictions about ‘The
Travel Agency’ with the actual ending
Once in pairs, give learners ten minutes to discuss the
endings of different stories they know. They can include (30 minutes)
films as well as books, short stories as well as longer Learning intention: Consider ways of ending a story.
ones. They should make a list of the titles, and start to Resources: Learner’s Book, Session 7.6, ‘The Travel
think about whether the endings could be organised into Agency’ Extract 6, Activities 1 and 2
any groups.
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Description: Ask learners to look back at the 2 Is there a resolution? (30 minutes)
predictions they made about how the story ‘The Learning intention: Consider ways of ending a story.
Travel Agency’ might end. Get them to share their
ideas and write some of them on the board. Resources: Learner’s Book, Session 7.6, Activities 3
and 4
Then, ask learners if they know any words
(technical terms) for the outcome of a story or a Description: Read the information in Activity 3
situation. Wait for some suggestions. If there are with learners. Refer to the definitions on the page
none, write the words ‘resolution’ and ‘closure’ to make sure they have understood the ideas of
on the board, and invite learners to say what they ‘resolution’ and ‘closure’.
understand by these terms. Give learners ten minutes, working individually, to
If necessary, explain that we usually connect compile their two lists. Then give learners ten minutes
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‘resolution’ to situations, and ‘closure’ to people. to write a paragraph in response to Activity 4, using
You can ask learners: Do you think that most the prompts given. Once in pairs, give learners five
people need closure in situations? Do human beings minutes to discuss their lists of things resolved and
dislike uncertainty and open (unresolved) endings? things left unresolved.
Then direct learners to Activities 1 and 2. Read Next, they have a further five minutes to read each
other’s Activity 4 paragraphs and offer each other
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them through together so that learners know what
to listen and look for in the extract.
In pairs, they should read the last extract from ‘The
Travel Agency’ and follow the instructions in the
two activities. Before they begin, make sure that
learners have absorbed the information at the start:
that Hanna has sensed a portal in the room, and
needs to make sure she is left alone to try it.
•
Support: What happens at the end of the story
feedback on how clear their explanations are of
what happens at the end of the story and their
reasons for thinking the story has a sense of closure.
•
•
Support: To help less confident students, draw
a two-column table on the board and put in an
example of each to get them started.
Challenge: Encourage learners to make explicit
references to the details in the text that allow
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is not totally explicit: the reader has to work out them to be certain of what has happened.
what must have happened to Hanna. If some Assessment ideas: Ask learners to tell you,
learners are struggling to understand, write a truthfully, whether they liked the ending or not.
list on the board with the heading ‘Evidence’, Encourage them to give reasons for liking it or
and get learners to tell you what we know for not liking it, and write these reasons on the board.
certain (for example, that there is no sign of Invite the class to look at the list of reasons that
Hanna or her bag, but there is a strong smell of have been given, and to think about which of these
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burnt sugar). reasons depend on things they have learnt while

• Challenge: Some learners will quickly grasp working on this Unit.
what has happened. Encourage them to
examine those aspects that are least clear – for 3 Kindness – Alice and others (30 minutes)
example, the last three lines of the extract. Learning intention: Explore how a theme is
Assessment ideas: Ask learners to tell you what developed.
they have understood from the extract, starting with Resources: Learner’s Book, Session 7.6, Activity 5;
the most obvious events and the points that they Workbook, Session 7.6, Challenge activity
feel most certain about. This will allow you to assess Description: Ask learners what they can remember
learners’ understanding of explicit meaning, their about the character called Alice. (She is the owner
ability to separate what a writer tells the reader from of the travel agency.)
what is left more to imagination and deduction.
Afterwards, ask learners to compare what happens Once in pairs, ask learners to find and write down
in the final extract with their earlier predictions. all the references to Alice in the six extracts of
This will allow you to assess their understanding of the story.
the conventions of the fantasy genre.
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After five minutes, ask learners how many references Description: Prepare by drawing a three-column
they have found. (There are just two.) Get learners table on the board:
to read them out to you, and write them on the
What is the story about?
board. Ask them what they can infer about Alice
from these references. events (= plot) people ideas
Read Activity 5 in the Learner’s Book with learners (= characters) (= themes)
and ask them to discuss what they can infer about Hanna
Alice. Write on the board any comment you think Sannala
shows some insight. Guide learners towards the idea (absent)
that Alice is a figure of kindness: she never appears
in the story, but the receptionist’s words at the end Receptionist
Alice (absent)
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suggest this.
Next, direct learners to the Challenge section of
the Workbook. Tell them they have ten minutes, Invite learners to think about the whole of the story
again working in pairs, to find and write down six ‘The Travel Agency’.
quotations from the story that show people doing Ask them to tell you what they think are the most
kind or good or helpful things. important events that happen in the story. Write
• PL
Lastly, give learners five minutes to write a
paragraph explaining what the author seems to be
saying in the story about human nature.
Support: While learners are completing Activity 5,
write a list of suggestions on the board about kind
or helpful actions in the story – for example, how
Hanna and Sannala had liberated the fairy queen
Malkian’s enchanted ring from the cloud city.
in the first column the most popular four of these.
Suggest to learners that stories are, first of all, about
the things that happen (plot) and the people they
happen to (characters), but that they are also, about
the ideas (or themes) that emerge from the plot and
the characters.
Remind learners that the previous activity was
about human nature, and how people are naturally
kind and caring about others, so you can write the
theme of kindness in the third column on the board.
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• Challenge: Encourage more confident learners Now, direct learners to the Focus section of the
to look carefully at the telephone conversation Workbook. Read the introduction through with them,
that the receptionist has at the end of the story. and give them three minutes (working in pairs) to do the
We only hear/see the receptionist’s part: as Focus activity.
readers, we have to try to imagine Alice’s side.
Get them to write the whole of the telephone Ask learners for their answers. Some might want
conversation – both sides – in the form of a to argue that power and death are themes of the
story, and you can allow some class discussion of
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drama script.
this. Ensure that learners support what they say by
Assessment ideas: When learners have finished referring to the extracts.
their Challenge paragraphs, invite some of them
to read out what they have written. Encourage Next, give learners ten minutes (thinking and
class discussion of some of the points made. discussing in pairs, but writing individually) to do
This will allow you to assess the general level of the two Practice activities.
understanding of the way the story presents human Lastly, direct learners to Activity 6 in the Learner’s
nature as being kind and caring. Book, and read it through with them.
Put them into pairs and tell them they have 15
4 Themes (40 minutes) minutes to follow prompts a–c in Activity 6. Once
Learning intention: Explore how a theme again, they will be thinking and discussing in pairs,
is developed. but they must do the note-making individually.
Agency’ Extracts 1–6, Activity 6; Workbook,
Session 7.6, Focus and Practice activities
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Differentiation ideas: Activity 6 and their responses to the Practice activities in

• Support: Turn the Activity 6 prompts into very the Workbook.
brief headings (for example, ‘Hanna’s early Read through the Writing tip together, and ask learners
loneliness’) and write these on the board to help what they think are the key words. Explain that when
learners to focus on the topic and also on the an essay question asks ‘To what extent do you agree?’
principle of keeping notes short. it is an invitation to put forward reasons to support the
• Challenge: Encourage the more confident statement – for example, ‘The Travel Agency’ is a happy
readers to pay attention to the words in the story that celebrates the joy of friendship – and reasons to
prompts that focus on the writer’s methods: disagree with it.
how / introduced / presented. Tell them they need Then, look at the Reflection questions together. Use
to be looking at how the writer uses language this as an opportunity for learners to admit that some
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and structure to create emotions in the mind of aspects of the story were hard to understand and to get
the reader. these clear in their minds.
Assessment ideas: Learners will use their answers
to the two Practice activities in the Workbook and CROSS-CURRICULAR LINKS
their note-making from the Plenary to do the written
Plenary idea
Loneliness overcome by friendship
(15 minutes)
PL
homework, which you can collect and assess formally.

Description: Ask learners if they would agree that
loneliness and friendship are two of the most
important themes in the story. Add them to column
three on the board.
Religion, Philosophy and Ethics: Learners can
explore ideas of kindness – how it is an essential
feature of human nature and our ability to live in
organisations and societies.
Homework ideas
Learners should do Activity 7 in the Learner’s Book
for homework. Advise them to use all the prompts
there, including the Writing tip and the Reflection
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questions along with their notes from Activity 6.
Direct learners to Activity 7 and tell them that this They should also use their answers to the Practice
will be their homework. The ideas they will use in their section questions (2 and 3) in the Workbook. As an
three paragraphs will come from the notes they made in extra challenge for learners, the Workbook Challenge
activity can also be carried out as homework.
PROJECT GUIDANCE
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The fantasy genre is popular with this age group, reading and research. Similarly, the final ‘report’
and learners can pursue their own existing interests could be presented as a display, which groups
as well as share those of others. You could consider could refer to as they talk to the whole class.
getting groups of learners to create an ongoing
classroom display, showing the progress of their
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8 IN THE CITY
8 In the city
Unit plan
number of
learning hours
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8.1 The 2 hours Learners explore the cultural contexts of texts Learner’s Book Session 8.1
drama of and examine the effects of sentence structure, Workbook Session 8.1
Delhi punctuation and figurative language.
8.2 The 3 hours, Learners examine informative articles and Learner’s Book Session 8.2
delights of 15 minutes deliver a speech in class. Workbook Session 8.2
Doha
8.3
Mysterious
London
8.4 Bringing
the city to life
8.5 City
3 hours
3 hours,
30 minutes
3 hours,
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Learners investigate a writer’s choice of
language in describing setting and write their
own descriptive scene.
Learners work out unfamiliar words and
closely examine figurative language and its
effect in poetry.
Learners explore words and their origins; bias


Differentiated
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problems 30 minutes in articles; and arguments ‘For’ and ‘Against’ Workbook Session 8.5
an issue.
8.6 City 2 hours Learners explore point of view and Learner’s Book Session 8.6
solutions perspective, and practise summarising Workbook Session 8.6
information. Learners also design a poster to
present specific information. Language worksheet 8.2
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For the teacher useful for you and your learners not to consider
Unit 8 focuses on both fiction and non-fiction. this a rigid set of categories, as any text can fulfil
Examples of fiction in Unit 8 include text extracts multiple purposes, even if some are more dominant.
from novels. Examples of non-fiction include extracts It may be useful to think of the main purposes of
from newspapers and online articles. It would be texts as a starting point, but then go on to examine
useful preparation for you to consider the different the language of specific texts more closely. This
purposes of fiction and non-fiction texts. In general, is where focusing on figurative language and the
this is a contrast of artistic, entertaining texts with structure of texts is beneficial, as these are useful
informative or persuasive texts. However, it will be features to investigate across all text types – and this
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CONTINUED
investigation can lead to greater insights about the • the presence of bias in news articles
likely impact of a text on readers. • future prospects for the development of cities
Specific areas of language to prepare to teach for and human societies.
Unit 8 would be: You can help learners prepare to discuss these by
• figurative language – metaphors, similes, encouraging them to read newspaper (or online)
personification and symbolism articles and watch the news. Emphasise the issue of
• grammar and punctuation – use of commas to bias and encourage learners to read articles from
separate words, phrases and clauses. multiple news sources, and then reflect on how (or
if) the information was presented differently.
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For the learner
In Unit 8, learners are given specific instruction on
Unit 8 introduces learners to some thought-provoking using commas in English. This could be an area of
issues, such as: confusion if learners have previously been told that
• the experience of living in a city (positive and commas are where to ‘take a breath’ when reading.
negative) They could prepare for this unit by thinking about
the environment
Assessment for Learning

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• the impact of cities and human energy use on
Every session begins with three learning intentions.

Learners may learn other things, but these are the
key objectives for the session. They are central to
the grammatical function of commas – to separate
words, phrases and clauses within a sentence to
clarify meaning.
Where
the learner
is now
Teacher-assessing
Peer-assessing
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Self-assessing
the concept of Assessment for Learning. If you,
the teacher, and the learner reflect on the learning Teacher suggestions: how to improve learning
intention, then both of you can assess whether the Peer suggestions: how to improve learning
target has been achieved. This is useful both when Self-suggestions: how to improve learning Where
learning has met or surpassed the learning intention How the learner
– but it is also useful in the cycle of learning where to get there is going
more work needs to be done by you and the learner.
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Teacher feedback
Peer feedback
Consider the diagram. Assessment for Learning is Self-feedback
a method for building regular assessment into the
learning cycle:
they are self-assessing. This feedback can be informal
• Where the learner is now: What is the learner’s
and in the form of dialogue and reflection. When
current level?
feedback is received, this allows us to see if we have
• Where the learner is going: What is the learning met the learning intention, or, if we have not, how
intention? What is the target? far away from it we might be. This then leads on to
• How to get there: What specific improvements the next part of the cycle: can we think of specific
would help the learner to meet the learning improvements to get closer to or hit the target.
intention? Finally, when we have met our current learning
When we attempt to learn, we need a way of intentions, we can start the cycle again with new (more
assessing whether we have made any progress. challenging) learning intentions. An ideal outcome
Feedback is a key part of this assessment. Feedback would be for this cycle to be self-reinforcing and lead
can come from the teacher, peers, or the learner, if to a life-long learning process for your learners.
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8 IN THE CITY
8.1 The drama of Delhi

LEARNING PLAN

7Rg.02, 7Rg.03, 7Ri.01,
7Ri.04, 7Ri.10 • explore the effect of sentence • use punctuation to clarify
structures and punctuation meaning and understand
• investigate the effects created different sentence structures
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by imagery and figurative • describe how writers create
language meaning through their use
• explore how writers use of imagery and figurative
language which appeals to language
the senses. • interpret how writers use
LANGUAGE SUPPORT PL
The focus on punctuation in this session provides
a good opportunity for revising work on using
contractions and apostrophes, as well as commas,
semi-colons and dashes. Extract 2 of the text
language that appeals to the
senses.
Here, ‘d indicates would. However, in other

constructions it could indicate had. Remind
learners to check the contracted word carefully
when they see this structure. Guide them by asking
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provides an example of one area of confusion which type of word comes after the contraction.
relating to contractions: Every five minutes the This can be illustrated with the following:
traffic would tremble – we’d move a foot – hope • I’d buy = would + infinitive
would rise – then the red lights would flash on the
• I’d bought = had + past participle (past perfect)
cars ahead of me, and we’d be stuck again.
SA
Commas show Write the following on the board, and Ask learner pairs for their answers. Discuss,
places where readers ask learners to copy the sentences as a class, any questions that learners have.
of a text should and place commas in each of the Then write these answers on the board:
pause for breath. sentences to clarify their meaning: The table had a knife, fork, spoon, plate,
The table had a knife fork spoon plate napkin and glass on it. (Commas used to
napkin and glass on it. separate words.)
I packed black trousers a blue jumper I packed black trousers, a blue jumper, three
three white shirts brown shoes and white shirts, brown shoes and two ties.
two ties. (Commas used to separate phrases.)
I went to London Hikaru went to I went to London, Hikaru went to Beijing,
Beijing and Arundhati went to and Arundhati went to Mumbai. (Commas
Mumbai. used to separate clauses.)
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Starter idea Explain that dashes also have several functions and,
in this extract, they are used to link sentences (first
Human life in cities (10 minutes) paragraph) and divide actions or sequences from
Resources: Learner’s Book, Session 8.1, Getting started one another (second paragraph). Then, write these
activity rearranged sentences from the extract on the board:
Description: Once in pairs, ask learners to complete the With their tinted windows up, the cars of the rich go
Getting started activity. like dark eggs down the roads of Delhi. Every now
and then, a woman’s hand dazzling with gold bangles,
When they have finished, ask them to discuss differences
stretches out of an open window, and flings an empty
between city and country life. You could look for some
mineral water bottle on to the road. Then the window
photos of rural life in India to stimulate their discussion.
goes up. It is as if the egg was cracked open and then
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resealed.
Main teaching ideas
Ask learners, ‘Which is more effective in the
1 Punctuation in The White Tiger story’s description, the original sentences or these
(30 minutes) rearranged ones?’ Ask them to give reasons for
Learning intention: Explore the effect of sentence their answers.
structures and punctuation.
Tiger Extract 1, Activities 1–3
PL
Resources: Learner’s Book, Session 8.1, The White
Description: Give learners 2–3 minutes to read the

first extract from The White Tiger. Ask them to read
it straight through and focus on understanding the
description. Then, ask learners to read the extract
again, but this time to focus on where the writer has
used commas, dashes and a semi-colon.
Explain that commas can be used to separate
If necessary, briefly remind learners about prefixes,
minor sentences and sentence types.
Once in pairs, ask learners to complete Activities 1,
2 and 3 in the Learner’s Book.
• Support: For Activity 3, tell learners that when
they are making a point about punctuation in
the extract, to follow it up with an example and
an explanation of the effects. Learners can be
encouraged to remember this approach as ‘PEE’
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words, phrases and clauses. Write some example (Point, Example, Explanation).
sentences on the board to demonstrate. Use the • Challenge: When learners have finished Activity
example sentences in the Language focus feature in 3, ask them to write two sentences using
the Learner’s Book to show how commas separate semi-colons and two using dashes. Tell them to
words, but create your own (or ask learners for base their sentences on the same structure as the
examples) to show how commas can also be used to examples in the second paragraph of the extract.
separate phrases and clauses.
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Ask learners to point out where the semi-colon is used Activity 3. Give feedback if they have commented on
in the extract, then write the sentence on the board: punctuation, given examples and explained the effects
There was a good reason for the face masks; they say on readers. If they have not, suggest they rewrite their
the air is so bad in Delhi that it takes ten years off a explanations and make these improvements.
man’s life.
Explain to learners that semi-colons have several 2 Analysing figurative language
functions and one of them is shown in this (35 minutes)
sentence – that is, to prompt, surprise or add Learning intention: Investigate the effects created by
humour. Ask learners: ‘Would the sentence have a imagery and figurative language.
different effect if the semi-colon was replaced by a Resources: Learner’s Book, Session 8.1, The White
full stop or a comma?’ Ask them to explain their Tiger Extract 2, Activities 4 and 5
answers by describing the different effects.
Description: Remind learners of the following figurative
Next, ask learners to point out where the writer language terms, definitions and examples: simile,
has used dashes in the extract (you could write metaphor, personification and imagery.
examples on the board).
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8 IN THE CITY
Ask if learners have any questions about these Afterwards, remind learners to write their
terms, definitions and examples. own brief explanation of each of the uses of
Point out that a metaphor works in the same way figurative language in a, b and c.
as a simile but does not use ‘like’ or ‘as’. Give these • Challenge: When learners have finished
examples: Her voice is like music (simile) and Her Activities 4 and 5, ask them to write one or
voice is music (metaphor). Ask learners to explain two examples of each of the following: simile,
the comparison between ‘her voice’ and ‘music’ in metaphor, personification, imagery (one for
both the simile and the metaphor. each physical sense).
Also, ask them to name the physical senses. Often Assessment ideas: Read learners’ responses to
these five are named as seeing/visual, hearing/aural, Activity 4. Are they able to identify the type of
smelling/olfactory, touching/tactile, taste/gustatory. figurative language being used? Are they able to
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(However, for interest, you could add two others, explain any effects on readers? If not, go through
such as sense of movement/vestibular and body- the definitions and examples with them again. Ask
awareness/proprioceptive.) them what thoughts or feelings they have in response
Explain that imagery in fiction or poetry will often to the figurative language in Extract 2 of The White
appeal to the physical senses – for example, He Tiger. Explain that their own thoughts or feelings are
included when they are asked to comment on ‘the
PL
brushed his hand over the smooth, warm velvet
fabric. (You could ask learners which sense is being
appealed to).
Point out that with many figurative language
examples, two things are being compared, with a
suggestion that they share some common qualities.
Explain also that imagery will often involve the use
of similes, metaphors and personification in order
to make a strong appeal to the senses.
Read through Activity 4 and ask if learners have
effects on readers’.
3 Multi-clause sentences (35 minutes)

Learning intention: Explore the effect of sentence
structures and punctuation.
Description: Write the following sentences on the
board (or you can create your own):
1 If the student is late, he will not be allowed in.
2 I bought a ticket online before I went to
the station.
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any questions about the ‘egg’ metaphor. Discuss any
questions and give explanations, referring back to 3 The woman who bandaged his arm was
the definitions if needed. medically trained.
Afterwards, read The White Tiger Extract 2 to 4 His glasses, which sat very crookedly on his
the class slowly enough for all learners to follow face, made him look silly.
it. If necessary, give them time to read it through 5 The city’s traffic, with its never-ending stream
themselves afterwards in their own time. of speeding cars, bikes, buses and people, was
SA
Ask learners to complete Activities 4 and 5 in the dazzling.

Learner’s Book on their own. 6 The student was late. He was not allowed in.
Differentiation ideas: 7 I bought a ticket online. I went to the station.
• Support: For Activity 4, give learners these 8 The medically trained woman bandaged his arm.
descriptions and ask them to match them to the
a, b and c examples: 9 His glasses sat crookedly on his face. They
made him look silly.
Answers
10 The city’s traffic was dazzling. There was a
a simile that compares traffic never-ending stream of speeding cars, bikes,
sounds with an animal cry c buses and people.
describing a feeling as if it is alive Explain that examples 1–5 are all multi-clause
and moving upwards b sentences and that they contain main clauses and
a metaphor comparing cars blocking subordinate clauses. Explain that examples 6–10
the road to an emotion (something angry) a are all single-clause sentences. Once in small groups,
ask learners to:
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• find the main clauses in 1–5 learners should note if they were able to identify the
• find the subordinate clauses in 1–5 start and end of main clauses and the subordinate
clauses in examples 1–5. If not, ask them to
• discuss the different effects between examples think about what they could do to increase their
1–5 compared to 6–10, and make notes to understanding in this area – for example, studying
report back to the whole class. examples 1–5 again on their own at home, and
Ask groups for their answers and go through these writing their own sentences in the same structure as
on the board, answering any questions. Point out 1–5, and studying these.
that examples 2 and 3 do not use commas, example
1 uses a single comma, and that examples 4 and 5 Plenary idea
use pairs of commas to mark the beginning and
end of embedded clauses, or to separate phrases Writing about imagery in The White Tiger
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and words. (20 minutes)
Finish by emphasising that subordinate clauses do Resources: Learner’s Book, Session 8.1, Activity 6
not always rely on commas (as in examples 2 Description: Explain to learners that, for Activity 6,
and 3) but in examples 1, 4 and 5, they are needed they need to reflect on everything they have learnt about
for clarity of meaning. figurative language in this unit.
their effects.
PL
Remind learners also of the points covered
previously on commas, semi-colons and dashes and
Ask groups to report back points from their

discussions on the different effects between examples
1–5 compared to 6–10. (1 If the student is late,
(subordinate clause) he will not be allowed in. (main
clause); 2 I bought a ticket online (main clause)
before I went to the station. (subordinate clause); 3
The woman (start of main clause) who bandaged his
Explain that in the paragraph they write, you want them
to focus on which figurative language techniques seem
the most relevant – ensuring they write about the effects
the figurative language has on readers.
Then, ask learners to complete Activity 6 in the
Learner’s Book on their own.
Assessment ideas: Ask learners to hand in these
paragraphs. Read over them and write some short
descriptive feedback before handing them back. Give
feedback on whether the learner has explained the
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arm (subordinate clause) was medically trained. (end
effects of the imagery and whether they have described
of main clause); 4 His glasses, (start of main clause)
the impression of Delhi that was created.
which sat very crookedly on his face, (subordinate
clause) made him look silly. (end of main clause);
5 The city’s traffic, (start of main clause) with its CROSS-CURRICULAR LINK
never-ending stream of speeding cars, bikes, buses
and people, (subordinate clause) was dazzling. (end Biology: Learners could consider the positive and
SA
of main clause). negative influence of humans on the environment,

– for example, the effect on food chains, pollution
and ozone depletion. Learners could be asked
• Support: Spend more time at the board working to find facts, figures and other information on
through examples of multi-clause sentences. Do pollution, and compare this with the literary
this before giving learners the examples to work descriptions in The White Tiger extracts.
on in their small groups. You could list some
subordinating conjunctions on the board to
help these learners in finding the beginning of Homework ideas
subordinate clauses.
• Challenge: Ask more confident learners to write
further examples of multi-clause sentences Learners could also be asked to do some research on
and think about which of their examples need pollution (see the Cross-curricular link) and write a
commas and which do not (and why). short comparison of the factual information they find
with the literary descriptions in The White Tiger extracts
Assessment ideas: Ask learners to self-assess their for Session 8.1.
knowledge of multi-clause sentences. Specifically,
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8 IN THE CITY
8.2 The delights of Doha

LEARNING PLAN
7Rv.02, 7Rg.05, 7Rs.02, 7Ri.02, Learners will: Learners can:

7Ri.03, 7Ri.04, 7Ri.08, 7Ri.11,
7Ri.12, 7Wv.01, 7Wg.05, • look at how informative • comment on the structure of
7Wg.06, 7Ws.01, 7Ws.02, articles can be structured informative articles
7Wc.02, 7Wc.03, 7Wc.04, • write an informative article for • plan and write an informative
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7Wp.04, 7SLm.01, 7SLm.02, a specific audience article about where they live
7SLm.03, 7SLm.04. 7SLm.05, • adapt speech for a specific • deliver a speech in class.
7SLp.04, 7SLp.05, 7SLr.01, purpose.
7SLr.02
LANGUAGE SUPPORT
PL
The extracts in this session provide a good
opportunity to revise prepositions. Point out
that in the text about visiting Doha, there are
numerous examples of the preposition in being
used with time phrases: in winters, in the months
of…, in the mornings. Ask learners to construct
their own guidelines for when the prepositions
of time of in, on and at help them identify
any uncertainty and promote accuracy in this
important area.
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Starter idea Explain to learners that information texts are very
varied but can share some common characteristics.
Positives of where you live (15 minutes) On the board, write the heading ‘Characteristics of
Resources: Learner’s Book, Session 8.1, Getting started informative texts’. Underneath this heading, write
activity the following bullet-point list:
Description: Put learners into small groups and ask them • Purpose is to inform, sometimes also to
to discuss the question in the Getting started activity. persuade.
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Ask each learner to make brief notes about positive • Formal or informal, depending on purpose and
aspects of their local area (they will use these in a later subject.
activity). • Presentation of information may be
chronological or sequential (for example,
Main teaching ideas explaining a process) or non-chronological or
non-sequential (for example, explaining why
1 Characteristics of informative texts your local area is interesting).
(30 minutes)
• Word choice is linked to subject and
Learning intention: Look at how informative articles purpose – linked also to audience (for example,
can be structured. an academic research article written for scientists
Resources: Learner’s Book, Session 8.2, ‘Things to compared to a science textbook for children).
do in Doha’ Extract 1, Activities 1–3 • Layout will vary but may use headings,
Description: Give learners time to read the first subheadings, numbered sections, photographs,
extract from ‘Things to do in Doha’ several illustrations, diagrams, graphs or tables to
times to familiarise themselves with the article. support information.
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Remind learners about content, form and text Resources: Learner’s Book, Session 8.2, ‘Things to
structure from Unit 6, when they examined the do in Doha’ Extract 2, Activities 4 and 5
speech by Nelson Mandela. Explain that the content, Description: Remind learners of the characteristics
form and structure of informative texts can be of informative texts.
analysed in the same way and that Activities 1, 2 and
3 each 3 ask questions focusing on these aspects. Write on the board the heading and subheadings
from the article:
Remind learners of the importance of using
evidence, examples and short quotations from texts ‘What To Do In Doha’
to support any points they make as they answer ‘Museum Of Islamic Art’
questions, and to comment on the effect on readers. ‘Katara Cultural Village:’
Then, ask learners to read ‘Things to do in Doha’, Now, put learners into small groups and ask them
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Extract 1 again before they complete Activities 1–3 to read the next part of the article.
on their own.
When all groups have finished reading, ask them
Differentiation ideas: to discuss this question: ‘Why are headings and
• Support: As you write ‘Characteristics of subheadings useful in an informative text?’
informative texts’ on the board, ask learners After ten minutes, break the small groups into pairs
thinking. For example:
science or maths. PL
probing questions to stimulate their analytical
You: Why is a textbook clearly informative but

an advertisement not?
Learner: A textbook tells you about a subject like
You: An advert tells you about a product. How is

that different? (probe)
Learner: An advert tries to get you to buy
something.
and ask them to write answers to Activities 4 and 5.
•
Support: Ask learners to visualise or draw the
layout of a newspaper, and its headlines and
subheadings. Ask learners: ‘How is a reader’s
attention affected by the use of headlines,
headings and subheading?’ and ‘Why might this
be useful if the writer wants to inform them?’
Challenge: Ask learners to create a heading and
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two or three subheadings for an article – they
You: Can you explain more? (probe) could write about their local area or a place
they visited. Under each subheading, they could
• Challenge: Ask learners to write 100 words put a number to indicate how many paragraphs
about their local area or a place they have the final article would have per subheading.
visited in the style of the travel article ‘Things Learners could then write two or three
to do in Doha’. sentences explaining why this structure would
Assessment ideas: When learners have completed help inform readers about the area.
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Activities 1–3, use questioning to collect evidence Assessment ideas: Read what learners have
about their current level of understanding. For written in response to Activities 4 and 5. Does it
example, ask some analysis-style questions that show understanding of informative texts? Use this
require learners to think critically and in depth, such information in your planning. For example, do you
as: ‘After reading the extract, how would you describe need to repeat the points from characteristics of
the writer’s purpose and attitude towards Doha?’ Or, informative texts? Or, could you remind learners to
‘After studying this extract, what can you conclude read their notes from this session as homework?
about the writer’s experience of visiting Doha?’ These
questions ask the learner to draw a conclusion based 3 Research and write a travel a travel
on linguistic evidence in the extract.
article (60 minutes)
2 ‘Things to do in Doha’ (35 minutes) Learning intention: Write an informative article for a
specific audience.
Learning intention: Look at how informative articles
can be structured. Resources: Learner’s Book, Session 8.2, Activity 6;
guidebooks, magazines, encyclopaedias or
internet access
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Description: For this activity, learners will need them to give their feedback using the characteristics
access to either hard-copy research materials, such of information texts as a guide.
as books or articles in class or in the library, or Differentiation ideas:
internet access. Alternatively, you could set this as
homework for learners (they can research a city and • Support: Include a session with an
make notes to bring to class for this lesson). Read encyclopaedia or travel book. Show learners
the information in Activity 6 together as a class to how you would gather information from it and
ensure that everyone understands what they will make notes to write a 200-word article. Point
need to do. out which method you are using from the two
approaches explained.
Ask learners to pick a theme for their article so
that their research is focused and they do not • Challenge: Ask learners to write a longer travel
article (at least 400 words). For this, they can
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gather too much information to fit into their
article (for example, Places to Visit, Things to Do, pick two themes and divide the article to cover
Getting Around, History of (city’s name)). both themes.
Explain that they should write 200 words or more Assessment ideas: Ask learners to hand in their
for their article. Extract 2 of the article is just under travel articles. Read through them and assess
240 words long and uses one heading and two whether learners have:
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subheadings. Point out that under each subheading
there are two paragraphs. The subheadings work as
a form of headline for the content of the paragraph.
Suggest to learners they could take two approaches:
1 Think of their heading and subheadings first
and then research the specific information
needed.
2 Do their research, make notes, and then
organise those notes under a heading and
subheadings.
•
•
•
picked an appropriate theme
used a layout with a heading and subheading
created a relationship with an adult audience by
using second-person personal pronouns.
Write some descriptive feedback on learners’ work
before handing it back. Make suggestions on how
they could address these three bullet points if they
were to rewrite the travel article. Learner’s could
also peer assess each other’s work using the Peer
assessment feature in the Learner’s Book.
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Once learners have their research materials and
notes, remind them of the features of informative 4 Plan and deliver a speech (45 minutes)
texts so they are fresh in their minds as they write Learning intention: Adapt a speech for a
their own articles. specific purpose.
Emphasise that they are writing for an adult Resources: Learner’s Book, Session 8.2, Activities 7
audience and that, as well as layout, headings and and 8
SA
subheadings, they should use language specific to Description: Read Activity 7 with the class to ensure
their theme – for example, names of places and everyone understands what they need to do next –
things in their city, names and description of things turn their travel article into a speech.
to do (activities/actions), places to visit, etc.
Ask learners to use their articles to make a list
Point out that the use of second-person personal of key points they will talk about in their speech.
pronouns in Extract 2 is helping the writer establish Explain that these should be key words and
a relationship with the reader. For example: if you phrases, and not the entire text. Having key words
do not enjoy visiting museums; If you want to learn and phrases in their notes will help them to speak
about the culture of Doha; So, pack your bags and more naturally, rather than simply reading their
visit Doha to discover its soul! article aloud.
Encourage learners to experiment with using the When all learners have written their notes, put them
second-person personal pronouns, as well as other into pairs and ask them to rehearse their speeches
writing techniques in their article. together, using the bullet point prompts in Activity
When learners have finished their writing, ask them 8 for guidance. Encourage them to stay close to the
to pair up and to peer assess their articles using the two-minute time limit for their speech.
Peer assessment feature in the Learner’s Book. Ask
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Ask learners to rehearse looking at their key words of the Learner’s Book session. Ask learners to write
and then looking up and out at their audience. down their answers to these questions.
Allow learners 10–15 minutes to rehearse, then ask Suggest that learners write their answers in several parts,
each learner to deliver their speech to the class. You using these additional questions to expand on their
could encourage learners to give applause after reflections:
every speaker by starting the applause yourself. • How easy did you find it to convert your article into
Differentiation ideas: a speech?
• Support: Prepare some resources for less • What techniques did you use to summarise your
confident learners to use. For example, collect article into key words and phrases?
brochures from travel agents, articles from • Why is having key words and phrases better than
newspapers and magazines, entries from
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reading from the article?
encyclopaedias, etc.
• What did you find most difficult?
• Challenge: If you have very confident speakers,
ask them if they can deliver their speech • Which was more difficult, preparing the speech
without notes (once they have rehearsed). or preparing yourself (that is, overcoming being
nervous)? Explain your answer.
Assessment ideas: As you watch each learner
Plenary idea
Reflection (10 minutes)
PL
deliver their speech, write down some feedback to
give them later. Base your feedback on the bullet
points from Activity 8 and the Speaking tip in the
Learner’s Book.
Description: Ask learners to spend ten minutes on their

own thinking about the Reflection questions at the end
Assessment ideas: Assess the quality of each learner’s
self-reflections. If a learner’s reflections are detailed
and accurate, mention this to them as feedback. If the
learner’s reflections are vague and show their self-
reflection could be improved, ask them how they could
develop more detail and accuracy in this area.
Homework idea
Learners should complete Workbook Session 8.2
for homework.
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8.3 Mysterious London
LEARNING PLAN
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7Ri.04, 7Wv.01, 7Wc.01,
7SLm.03 • consider setting as a • comment on setting and its
structural feature effect on a story
• explore how a writer creates • write descriptions to create
atmosphere through setting atmosphere
• consider how to use language • explain a writer’s choice of
precisely to create an effect. language to create an effect.
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LANGUAGE SUPPORT
This session provides examples of multi-word 2 Two-word phrasal verbs that take an object and
verbs, or phrasal verbs. These are verbs that have the two parts must stay together: I looked after
more than one part. They are sometimes – but not the house while they were away.
always – literal in meaning and may have more than 3 Two-word phrasal verbs that take an object
one meaning. An example in the text Neverwhere and the two parts can be separated by the
is: Richard said, ‘Hang on’. Here, the meaning is object: I turned off the television / I turned
not literal. The expression means ‘wait’. This is a the television off.
Type 1 phrasal verb. Phrasal verbs are categorised
4 Three-word phrasal verbs that take an object
into four different types:
and cannot be separated: He can’t put up with
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1 Two-word phrasal verbs that do not take an the noise any longer!
object: He got up.
Starter idea asking questions and try to get responses from most
or all learners.
PL
Setting and stories you know (10 minutes)
Description: Give learners the simple definition of
setting – for example, ‘where and when a story takes
place’. Explain that the writer has to make a specific
place and time a key part of the story.
Some obvious examples of setting you could list on the
board are: on a ship or raft; in a desert; in a forest; on
a different planet; on a spaceship; on a desert island; in
a jungle, a prison, a castle, a palace, a skyscraper; in the
past; in the future.
Try phrasing questions in ways that promote deeper
thinking in learners – for example, instead of ‘Can
you explain your idea behind that setting?’ try
variations, such as:
•
•
‘Can you give us some reasons why this setting
helps tell that story?’
‘Would it be better if this story was set
somewhere else?’
‘Which is better, this setting or (your suggestion
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or another learner’s)?’
Put learners in pairs and ask them to think of books
or films they like. They should write notes on how the • ‘Can you rate the suggestions from the most to
settings used in these books or films help tell the story. the least effective?’
After ten minutes, ask learner pairs to share their notes • ‘Can you recommend the most effective setting
on setting with the class. from the suggestions?’
Continue this until you have five or six different ideas.
Main teaching ideas
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Then, ask learners if they can identify any common

characteristics between the settings on the board.
1 How writers use setting in fiction
(20 minutes) You could finish by pointing to the examples on the
board and summarising that setting is linked to the
Learning intention: Consider setting as a structural characters and themes of a story.
feature.
Description: Explain to learners that setting is one
of the tools a writer can use to help tell a story. Give • Support: Give learners some examples of
the example of two writers: One wants to tell a story settings that could work before asking them to
with the theme of survival. Another wants to tell a suggest their own – for example, ‘For a story
story about a character who is very privileged but with a theme of survival, the setting of a desert
who falls on hard times. island or a jungle could work. Can you think of
any others?’ or ‘For a story about a character
Ask learners for suggestions of where they could who is very privileged but who falls on hard
set these stories, and write them on the board. times, two settings could work: a palace and
When a learner makes a suggestion, follow up then the streets of a poor city. Can you think of
with questioning. Remember to use wait time after any others that would work?’
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• Challenge: Ask learners to think of a new story • Imagine you were told you had to go through
idea (different from the examples given) and one of three doors but you had no idea what
to suggest two or three possible settings for the was behind any of them. How would you feel?
story. Then, explain why these settings would • Imagine the same three-door scenario, but this
help to tell the story. time you are standing in the rain at night and
Assessment ideas: Use your questioning routine can see shadows moving all around you.
to collect evidence of understanding. You can If necessary, stimulate learners’ thinking by giving
make inferences about learners’ progress from their them some of the following information: This
responses and make adjustments as you go through description suggests Richard has a decision to
the lesson. Look for ‘thematic connections’ make. It is also a tricky choice because there are
between the story ideas and the settings – for three options – or four, if he turns around and goes
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example, the theme of survival and a setting that back. Lastly, this is all happening in a strange, dark,
makes it difficult to find food and shelter, or has underground world of the sewer.
dangerous people or animals. If learners are not
making these connections, three adjustments you Learners should make notes during their discussion.
could make are: giving examples, wait time and At the end of the discussion, come back together
varying the phrasing of your questions. as a class to share responses to all three activities.
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2 Setting, conflict and language in
Neverwhere (50 minutes)
Learning intentions: Explore how a writer creates
atmosphere through setting. Consider how to use
language precisely to create an effect.
Neverwhere extract, Activities 1–3
Description: Ask learners if they agree with this
sentence: ‘Writers use conflict and problems to drive
Write key points from learners’ answers on the
board.
•
Support: If learners need help getting started,
ask them to examine these sentences from the
extract first: It smelled like drains at the top of
the sewer – a dead, soapy, cabbagey smell. Grey
water ran shallow but fast, along the bottom of
the brick tunnel. Ask learners what language
techniques are being used in these sentences.
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stories forward’. They should give reasons for their Next, learners can return to examining the
answer. whole extract.
Direct learners to the extract from Neverwhere and • Challenge: Ask learners to write a 100–200-
give them time to read it to themselves. word description of someone facing a difficult
decision in a stressful situation. Tell learners
They should then complete Activities 1 and 2 on to use language to describe the scene as
their own. It may be worth reminding learners about vividly as possible, and to use a mixture of
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the useful skills of skimming and scanning to find similes, metaphors, personification, imagery or
key words/phrases and pieces of information they symbolism in their description.
are being asked about.
Assessment ideas: Ask learners to reflect on their
Remind them that, for Activity 1, they should be answers to Activities 1–3. When they look at the
making notes rather than writing full answers. list of sights, sounds and smells on the board, were
When everyone has completed the first two there some they missed first time round? If so, ask
activities, write the sentence quoted in Activity 3 them to think about how they could improve their
on the board: They had reached a junction: a place close reading skills for next time.
where three tunnels came together.
Put learners into pairs and explain that they are 3 Using language to create effects
going to discuss what this description might suggest (50 minutes)
about Richard’s situation. They should use the Learning intentions: Explore how a writer creates
following questions to guide their discussion: atmosphere through setting. Consider how to use
• What might be symbolised by a junction, language precisely to create an effect.
crossroads, or different paths?
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Resources: Learner’s Book, Session 8.3, ‘ending’, ‘falling action’, ‘opening’) but tell
Neverwhere extract, Activities 4 and 5 them they are in the wrong order. Ask learners
Description: Ask learners to reread the to reorder these labels in pairs before discussing
Neverwhere extract. Activity 4 together. (Answers: opening, rising
action, climax, falling action, ending).
When they have finished, write this sentence on the
board once more: ‘Writers use conflict and problems • Challenge: After learners have written their
to drive stories forward.’ responses to Activity 5, ask them to create
one or more story outline of 50–60 words.
Ask learners to imagine this situation: A young man Tell learners to create story outlines using the
asks his father for money to start a business. The situation about the son, father, and revenge as
father gives his son the money. their guide.
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Now ask learners: ‘Is this a story?’ Get several Assessment ideas: Listen to the discussion learners
responses. Ask them to give reasons and discuss have in pairs. Assess whether they take turns in
their responses as a whole class. speaking and whether they respond to and build on
After five minutes of discussion, ask learners to each other’s ideas. If you observe them not doing
imagine a different situation: A young man asks his this, give some examples of follow-up questions or
father for money to start a business. The father asks comments that could be used to build on what their
PL
the son to tell him his business idea. The son tells
him. After a pause, the father says he does not have
the money. Later, he starts a business himself using
the son’s idea. The son vows to get revenge on his
father.
Now ask learners: ‘Is this a story?’ Get several
responses, and ask for reasons and discuss
learners’ ideas.
After five minutes, point out that the second
situation had conflict and problems, and so could
peer has just said.
Plenary idea
Responding to a peer’s writing (45 minutes)
Resources: Learner’s Book, Session 8.3, Learners’
responses to Activity 5; Peer assessment feature
Description: Read the Peer assessment feature in the
Learner’s Book to the class.
Emphasise that, as they read and listen to their peers’
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be developed into a full story. Emphasise that there writing, they should focus on:
are several directions the story could take – for • which words and phrases are most effective in
example, the son gets his revenge, the son fails, or describing setting
the father and son are reunited. Point out that these
are choices a writer could make, but they also follow • how well the setting has created atmosphere.
possible pathways in the initial situation. Once in pairs, ask learners to swap their writing from
Encourage learners to see the Neverwhere story’s Activity 5.
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progress as the unfolding of these pathways. If we Ask learners to read their peer’s writing to the class.
feel a story is good, we probably think the pathways After all learners’ writing has been read aloud, ask them
make sense and the different parts of the story fit to go back into their pairs to give each other feedback
together. When we feel a story is bad, often it is on how well they have described setting and created
because some of the parts do not seem to fit well atmosphere.
together – and this can include having a pathway for
a character that does not seem consistent. Assessment ideas: As learners are reading each other’s
writing aloud, make notes to give feedback on later.
Now, put learners into pairs and ask them to
complete Activity 4 together.
Homework idea
After 15 minutes, ask learners to complete Activity
5 on their own. Learners should complete Workbook Session 8.3.
• Support: Tell learners that the parts of a story
and its pathways can be labelled. Then give
them these labels (‘climax’, ‘rising action’,
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LEARNING PLAN

7Ri.03, 7Ri.04, 7Ri.06, 7Ri.10,
7Ra.01, 7Wv.01, 7Wv.02, • find out the meanings of • use dictionaries to find out
7Ws.01, 7Wc.01, 7Wc.03, unfamiliar words the meaning of unfamiliar
7Wp.04, 7SLm.03, 7SLg.03, • consider how writers use words
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7SLs.01 figurative language to • understand how writers use
describe settings figurative language for effect
• investigate how figurative in describing a city
language is used for effect in • use figurative language
poetry. imaginatively and effectively
LANGUAGE SUPPORT
PL
In this session there are examples of words that
have the same form but different meanings. For
example, the word yet is used as an adverbial to
mean that something has not happened up to a
point in time: It was a September evening, and
in a poem.
another, less common, usage in which is it used to

mean but – for example: He was early. Yet nobody
was there when he arrived. Point out to learners
when these words occur to help them avoid
confusing the two meanings.
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not yet seven o’clock. However, the word yet has

Prose and poetry (20 minutes) 1 Metaphors, similes, personification and
Resources: Learner’s Book, Session 8.4, Getting started symbolism (45 minutes)
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activity Learning intention: Consider how writers use

Description: Once in pairs, ask learners to complete figurative language to describe settings.
the Getting started activity, discussing and listing the Resources: Differentiated worksheets 8A,
differences between prose and poetry. 8B and 8C
After ten minutes, ask learners to reverse the question Description: Remind learners what they learnt about
and make a list of similarities between prose and poetry. figurative language in Session 8.1.
To finish, spend ten minutes asking learner pairs to Explain that there are three key things to consider
share their lists with the class. when analysing figurative language. For example, in
Compile a list of key similarities and differences the phrase His anger was like a fire – learners should
on the board and ask learners to make a copy in consider:
their notebooks. • the thing described (for example, His anger)
• the thing used for comparison (for example, fire)
• the suggested shared qualities
(for example, hot, dangerous, painful).
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Explain that metaphors and similes both work this • Challenge: Ask learners to write three or
way. Point out that a difference between metaphors four examples of similes, metaphors and
and similes is that a metaphor will say something is personification, and one or two examples of
something else, whereas a simile will use ‘like’ or ‘as’ symbolism. Then, learners should write a
when comparing two things. sentence for each of their examples, explaining
Next, define personification as ‘describing what qualities are being compared, and, for the
something that is not alive as if it is a person or symbols, what thing is replaced for another thing.
a living thing’ and give the example ‘The waves Assessment ideas: Ask learners to write
kissed the beach’. explanations of personification and symbolism
Check if learners have any questions or comments. in their own words and share them with the class.
As they share their answers, make a mental note
Write the following definition of symbolism on the
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of any points that you can clarify – for example,
board: Symbolism is when one thing is replaced by unclear = personification is describing dead things
another. In symbolism, things may not share qualities as alive; clearer = personification is describing a
directly. Instead, through culture or history, symbols non-human thing and ideas or animals as if they
have associations that writers (and speakers) link have human qualities. When all learners have shared
with something else. their explanations, finish by clarifying any areas of
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Ask learners to suggest examples of symbols
from their own culture. When a learner suggests
a symbol, ask them to explain what the symbol
means. Get two or three examples from different
learners and discuss their meaning.
Explain that writers are constantly inventing new
metaphors, similes and ways of using personification.
Sometimes, people use particular metaphors or
similes too much and then they can become
clichés – obvious, unoriginal comparisons (for
misunderstanding.
2 Listening to and reading Dickens

(45 minutes)
Learning intention: Consider how writers use
figurative language to describe settings.
Resources: Learner’s Book, Session 8.4, A Christmas
Carol extract, Activities 1–3
76
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example, as brave as a lion). Download the audioscript for Activity 1 from
Contrast this by explaining that it is more difficult Cambridge GO (Track 76).
for writers and speakers to invent new symbols
because symbols gain their meaning through a
shared culture and history. It is as if the associations Description: Explain that learners will be listening to
get ‘stuck’ to the symbols after a long time, rather a podcast about the famous British writer Charles
than seeming a natural, spontaneous link. (You Dickens. Read aloud questions a–d in Activity 1
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could point out that saying associations get ‘stuck’ and ensure that learners understand the information
to symbols is a metaphor!) they need to listen out for.
Then, give learners either Differentiated worksheet Explain that, while listening to the podcast, they
8A, 8B or 8C and ask them to complete it on their should note down key words and phrases in
own. The worksheet answers document provides response to the questions that they can then turn
guidance on assigning the worksheets. (You could into full answers.
also ask learners to complete the Language Play the audio and, immediately afterwards, ask
worksheets 8.1 and 8.2.) learners to write up their full answers to Activity 1
Spend the last 15–20 minutes of the lesson reviewing in their notebooks.
learners’ responses to their worksheet answers as a Next, read the Reading tip below the Dickens
whole class. extract to prepare learners for some of the more
Differentiation ideas: complicated language in A Christmas Carol.
• Support: Some learners may benefit from Read the extract to the class. Read it straight through
additional time to complete their worksheet, or and then, at the end, pause and ask if learners have
from one-to-one support from you as they do so. any questions about the words in the glossary.
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Explain that you are going to read the extract Resources: Learner’s Book, Session 8.4, The Sign of
again, but this time you will read it more slowly Four extract, Activities 4 and 5; Workbook, Session
and that learners should make notes on the weather 8.4; dictionaries
conditions and the actions of the people, in Description: Reread the Language focus feature
response to Activity 2. in the Learner’s Book, then write the following
Read the extract slowly, pausing after descriptive descriptive phrases on the board:
phrases to allow learners time to make notes. • It was very cold weather.
Afterwards, ask learners to read the extract themselves • It was extremely cold weather.
and add anything more to their notes for Activity 2
that they may have missed during your own reading. • It was biting weather.
Read the Language focus feature as a class and Ask learners which phrase is more effective. Get
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remind them of the worksheets they have completed several responses and ask learners to give reasons.
on figurative language, especially personification. After 5–10 minutes of discussion, ask learners two
Learners should then complete Activity 3 on their questions:
own. Emphasise that they should be commenting on • Do we always look at the things from a human
the effects of Dickens’s language on readers. point of view?
•
•
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Support: To help learners develop their
explanations of the effects of Dickens’s
language, ask them to base their explanations
on the ‘evidence’ of their own thoughts and
feelings as readers – that is, the effects his
language has had on them.
Challenge: Ask learners to rewrite the short
Dickens extract to make it accessible for
younger children (perhaps around eight years
• If we do always look at the world from a
human perspective, how might personification
help us understand things?
Gather responses from as many learners as you
can. Use wait time (wait at least three seconds
after asking a question). After a learner responds,
you can develop their response by asking further
questions or by asking other learners if they have
any comments.
Point out that much of what we experience in the
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old). Suggest they change some of the more word is non-human – for example, the weather, the
difficult words to modern equivalents suitable physical elements of nature, such as rocks, trees,
for children and to use simpler sentence animals, work, responsibilities, etc. Personification
structures. To get them started, you could give is effective in poetry and prose because it helps us
this example: It was cold, bleak, biting weather relate to things differently. For example, ask learners
could be changed to It was freezing! The wind which of the following phrases would make them
was biting people’s cheeks. care more about the environment:
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Assessment ideas: Read learners’ responses to • Climate change is happening to the environment.
Activity 3. Assess their ability to explain the effects • The planet is sick.
on readers, and decide whether you need to spend
more time teaching this to the whole class. Make Next, briefly remind learners of the Point, Evidence
a note of any learners who need support with this and Explain (PEE) technique when analysing the
skill and next time you are marking their written language of a text. You could write this on the
work, give some detailed feedback and suggestions board as you explain.
for improving how they explain effects on readers. Ask learners to complete the Workbook activities
For example, you could remind them of the Point, to consolidate their understanding of figurative
Evidence, Explain (PEE) technique. language before they move on to the next Learner’s
Book activities.
3 Figurative language in prose When everyone has completed the Workbook
(35 minutes) activities, ask learners to read the extract from
Learning intentions: Consider how writers use The Sign of Four by themselves.
figurative language to describe settings. Find out
the meanings of unfamiliar words.
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Make sure learners have access to dictionaries, Next, read through Activity 6. Suggest to learners
either printed copies or online, and ask them to that when they come to write their answers, they
complete Activity 4. could write a list of the nouns and verbs used in
They should then use their understanding of these each poem. Then, they could examine which of
unfamiliar words and everything they have learnt these words have negative or positive associations.
about figurative language to write a paragraph in Once in pairs, ask learners to complete Activity 6.
response to Activity 5. Read through Activity 7. Explain that the poems
Differentiation ideas: are similar in that they each describe a lot of city
• Support: Move around the classroom and sit activity. However, they should examine how that
with some learners who need support with these activity is described differently.
activities. Provide support by starting with the You could give learners some hints, such as
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example clouds drooped sadly from The Sign of noting that the cities in ‘Last Night, I Saw the
Four extract. Ask learners: ‘If you looked at the City Breathing’ are different to ‘City Jungle’ by
sky and thought the clouds drooped in a sad describing the city in terms of a series of human
way, how might you be feeling about your city?’ actions. You could also direct them to look at the
and ‘What is Conan Doyle suggesting about the –ing present participle ending.
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city scene by saying the clouds are sad?’.
Challenge: Tell learners that, in the extract from
The Sign of Four, fog and dark clouds could be
considered symbolic. Ask them to reread the
extract and then write two or three sentences
explaining what they think is symbolised by
the fog and dark clouds. They should support
their explanations with very short (2–4-word)
quotations from the extract.
Assessment ideas: During the whole-class
discussion about personification, assess whether
Learners should then go back into pairs to make
their own notes in response to Activity 7.
•
•
Support: Use the poem titles to create two
columns on the board. Write a list of the nouns
and verbs in each poem under each column to
help learners with their comparisons.
Challenge: When learners have finished writing
their notes for Activity 7, ask them to write
two-to-three paragraphs explaining what each
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learners are giving responses, asking and answering poem suggests about the city, and commenting
questions, or building on responses from their peers. on the use and effect of figurative language and
Give praise to learners if they ask an interesting its effects on the reader.
or well-thought-out question, and for any positive Assessment ideas: Look at learners’ notes in answer
contributions they make towards the discussion. to the first bullet of Activity 7. Assess whether
learners have been able to describe differences in
4 Figurative language in poetry how cities are presented – and whether learners have
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(45 minutes) identified specific examples of language that reveal

Learning intention: Investigate how figurative these differences.
language is used for effect in poetry.
Resources: Learner’s Book, Session 8.4, ‘City Jungle’
Plenary idea
and ‘Last Night, I Saw the City Breathing’ poems, Literal and figurative language (15 minutes)
Activities 6 and 7 Description: Ask learners to suggest everyday words and
Description: Ask learners to read the two poems in write these on the board. You could start them off with
the Learner’s Book carefully and to think about how words such as table, chair, book, door, window, etc.
the poets use language in each poem. Give learners When you have five or six examples, take one of them
time to read the poems two or three times each. and expand your explanation as follows. This example
Suggest that they make notes to record their uses the word ‘window’.
thoughts about the poems during this reading time.
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Explain to learners that the word ‘window’ can have

two broad kinds of meaning: a literal and a figurative CROSS-CURRICULAR LINK
meaning. Write the following on the board to Science: Living things in their environment –
demonstrate: food chains and webs. In this session, learners
Window = (literal) an opening in the wall or roof of a have explored the life of Charles Dickens. His
building or vehicle, fitted with glass in a frame to admit stories sometimes focus on the difficult lives of
light or air and allow people to see out. poor people and the shortages of food they
Window = (figurative) (1) an interval or opportunity experienced. Ask learners to use a library or the
for action; (2) a way of seeing through something – internet to find information about shortages of
for example, (a) The summer holidays offer learners a food in different parts of the world. This could be
good window for independent study; (b) The eyes are either in the past or present. Then, ask learners
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windows to the soul. to write one page summarising and presenting
the information they have collected. Encourage
Discuss any questions or comments learners have about learners to use facts, figures, diagrams and
these literal and figurative meanings. Then, once in graphs alongside the text they write.
pairs, ask learners to discuss and explain any literal and
figurative meanings of the other words you have written
on the board.
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Assessment ideas: Ask learners to give each other
feedback on their ability to explain literal and
figurative meanings.
8.5 City problems

LEARNING PLAN
Homework idea
Ask learners to complete Activity 8 for homework,
including the Self-assessment and Reflection features.
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7Ri.05, 7Ri.06, 7Ri.08, 7Ri.10,
7SLg.01, 7SLg.02, 7SLg.03, • explore the origins and • identify root words, list
7SLg.04, 7SLm.03, 7SLr.01, meanings of words related words and explain
7SLr.02 • consider whether an article is their meanings
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biased • comment on the use of

• practise arguing a point of language to create bias
view in a debate. • argue ‘For’ or ‘Against’ a
topic in a debate.
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LANGUAGE SUPPORT
Use this session to reinforce the meaning of example, –tion, –ity for nouns (education, density)
common prefixes, such as il– and un– to indicate and –en for verbs made from adjectives (harden,
negatives (illogical, unhappy), and sub– as a prefix lighten) – will help learners to determine the type
meaning below (submarine, subtitles), and to of word they see and to broaden their vocabulary,
show how prefixes change meaning. Recognising and aid their reading and listening skills. Language
that common suffixes show the word type – for worksheet 8.1 provides further practice in this area.
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Knowing the origin (etymology) Ask learners for a definition of Then, ask learners: What is the
of a word will always allow you to the word pretty. Check that other meaning of the following sentence?
explain its present-day meaning. learners agree and write this She is a pretty girl.
PL definition on the board (most

likely it will be attractive,
good-looking, etc.).
Get several responses from
learners. Then, tell them that the
etymology of the word pretty is
cunning and clever.
Explain that it can be useful to
know a word’s etymology, but that
there is a mistake known as ‘the
etymological fallacy’. This is when
people assume that the historical
meaning of a word will explain its
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present-day meaning.
Finish by emphasising that
words often change their
meanings over time.

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Living in the city (25 minutes) 1 Understanding root words and

Resources: Learner’s Book, Session 8.5, Getting started etymologies (45 minutes)
activity Learning intention: Explore the origins and
Description: Put learners into small groups and ask them meanings of words.
to discuss the three questions in the Getting started Resources: Learner’s Book, Session 8.5, ‘Urban
activity. Threats’ Extract 1, Activities 1–3; Language
Tell learners to make notes summarising the different worksheet 8.1; dictionaries
views in their groups. Description: Once in pairs, briefly remind
After 15 minutes, ask each group to explain their views learners of the difference between ‘content’ and
to the whole class. ‘form’. Explain that, for Activity 1, they should
concentrate on the content of the extract – what it
says rather than how it is said.
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Ask learners to read the first part of Extract 1, then coffeeness or bedly. Learners could share their
complete Activity 1. ‘invented’ words and definitions with the class.
Read the Language focus feature to the whole class. Assessment ideas: Use the answers to check the
Write the words ‘unique’, ‘uniquely’ and word class, meaning, root word and related word
‘uniqueness’ on separate lines on the board. Above answers to assess how complete learners’ tables are
these words you could add ‘adjective’, ‘adverb’ and for Activity 2. Correct any inaccuracies and give
‘noun’ to indicate their word class. learners answers where they have left blank spaces.
Next to ‘uniquely’, write ‘unique + ly’. Next 2 Examining content, language techniques
to ‘uniqueness’, write ‘unique + ness’. Explain
and bias in a text (60 minutes)
that this separates the words into morphemes,
and that knowledge of morphology can help in Learning intention: Consider whether an article is
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understanding unfamiliar words. For example, biased.
the ‘ly’ morpheme can be added to words to make Resources: Learner’s Book, Session 8.5, ‘Urban
adverbs such as quickly, lazily, slowly. The ‘ness’ Threats’ Extract 2, Activities 4–6
morpheme can be added to words to make nouns Description: Explain to learners that they are
such as awareness, brightness, cleverness. now going to read the next part of the ‘Urban
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Read the explanation in Activity 2 to the class.
Explain that knowing the etymology (historical
origin) of a word such as ‘unus’ can also help in
understanding unfamiliar words. You could refer
back to the Common misconception here, if you
have already taught this, or come back to this near
the end of the session.
Explain that morphology and etymology are both
useful but different ways of analysing words.
Ask learners to go back into their pairs and ask them
Threats’ article. Read the instructions for all three
activities to learners and highlight the fact that each
activity focuses on a different area: techniques for
summarising a text, analysing figurative language,
and assessing bias in a text.
Remind learners that summarising a text means
picking out key information. Emphasise that this
night be in headings, subheadings, figures and
statistics, dates, places, and in key words and phrases.
Tell learners these are all present in Extract 2. Suggest
that underlining, circling, highlighting or listing
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to complete Activities 2 and 3. If possible, provide
dictionaries, and explain that some dictionaries will these in a table are useful ways of making notes
give the origin of a word after giving its definitions. before writing a summary. Suggest also that they
To consolidate understanding of word building, ask can convert numbers to help with simplifying and
learners to complete Worksheet 8.1. summarising – for example, ‘1.3 million commuters’
can become ‘over a million’.
Give learners 15 minutes to read the extract and
• Support: Using a dictionary or the context of
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complete Activity 4.
the extract, show learners how to complete
the next row of the table in Activity 2. For Next, ask learners to recall all the figurative
example, prosperity is a noun, meaning language techniques they have explored in this unit:
‘having good fortune or wealth’; the root similes, metaphors, personification, imagery and
word is prosper; related words are prosperous, symbolism. Write these on the board. Ask learners
unprosperous. Point out that –ous and –un for definitions and examples for each technique.
are morphemes (for example, dangerous, Once in pairs, ask learners to complete Activity 5.
treasonous, unnecessary, unpleasant) and that Remind them to not only name the techniques but
adding morphemes can be a way of finding also to comment on their effect. They could make
related words. notes to share with the class later, if you have time.
• Challenge: Ask learners to write ten words Write ‘What is bias?’ on the board and gather four
that use the morphemes –ly and –ness, without or five responses from learners. Write some key
using a dictionary. Then, check to see if these words under the question on the board.
words are in the dictionary. Ask learners to Explain that one definition of ‘bias’ is ‘taking a
write definitions for any words they ‘invented’ side’. Explain that many issues have a ‘For’ as well
that are not in the dictionary – for example,
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8 IN THE CITY
as an ‘Against’ side. A good, contemporary issue is biased. Both paragraphs should use evidence
learners might relate to, and which fits Unit 8, could from the extract to support the points made.
be: ‘Countries should prioritise increasing their Assessment ideas: Read learners’ paragraphs about
wealth over protecting the environment’. It is clear bias. Assess whether they have clearly argued ‘For’
that you can be ‘For’ or ‘Against’ this idea. or ‘Against’ the extract being biased and whether
Make sure learners understand that bias is not learners have used evidence from the extract to
necessarily bad or wrong – our honest view might support their views. Give learners feedback on these
be that one side is more important for valid reasons. two points.
Explain that the opposite of bias is to be neutral
and to consider both sides equally. Give the example 3 Debating an airport proposal
of a judge in a trial in court, whose job it is to make (60 minutes)
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sure the trial is conducted fairly. Judges do not Learning intention: Practise arguing a point of view
decide guilt or innocence (that is, take a side). in a debate.
Writing can be neutral and balanced too. When it Resources: Learner’s Book, Session 8.5, Activities
is not, we may feel it is biased. Sometimes, a writer 7 and 8
will be honest about the side they take, while, at Description: Write ‘Debate format’ on the board
more important.
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other times they may conceal this and use language
to appear neutral – and this is when detecting bias is
Take questions to ensure that everyone has

understood what bias is and how it might be
identified in a text. Then, give learners 20 minutes to
write down the extent to which they think the article
is biased. Remind them to use quotations and
comment on the structure of the text as evidence.
and then list the following as headings: ‘Deciding
the topic’; ‘Choosing the “For” or “Against”
sides’; ‘Preparing arguments’; ‘Setting time limits’;
‘Holding the debate’; ‘Deciding the winning side’.
Read though the text about airport expansion that
follows Activity 7. Ask learners how this paragraph
could be turned into a topic for debate and what
would be the ‘For’ or ‘Against’ sides. Get several
responses.
Write on the board: ‘The local airport should be
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• Support: Give learners a table with some expanded’. Explain that this is the debate topic
examples filled in. Explain that they need to and that one side will argue ‘For’ the airport to be
complete Activity 4 to help them gather key expanded and the other side will argue ‘Against’ the
points for their summaries. airport being expanded.
Tell learners that they will need to read the text
Paragraph 1 NY Grand Central, 1.3 million and create a list of points that will help them argue
commuters per day ‘For’ or ‘Against’ the debate topic. Tell learners to
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make sure they base their arguments on the text,

Paragraph 2 Bangkok: 3% versus 47%, but explain that they can make other arguments if
1800 versus 2000 these are relevant (for example, if they know other
(half the world lives in facts, details and arguments about airports or can
cities now) research these in class).
Paragraph 3 … Explain that the purpose in a debate is to persuade
people to your side (way of thinking). In a debate,
persuasion can involve using facts and expert
Paragraph 4 … arguments but also using persuasive language, such
as emotive metaphors (for example, airports choke
our cities, flying injects cash into our economies)
or inclusive pronouns (we will benefit, our local
• Challenge: Ask learners to write two community will be harmed).
paragraphs for Activity 6. One paragraph In groups of four, ask learners to divide themselves
should argue that the extract is not biased. The into two teams. One team will argue ‘For’ the topic
other paragraph should argue that the extract and one ‘Against’. Learners could either choose
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their preferred side or use another method, such as 4 Evaluating a debate (20 minutes)
flipping a coin or writing ‘For’ or ‘Against’ on pieces Learning intention: Practise arguing a point of view
of paper and picking these at random. in a debate.
Give learners 15 minutes for Activity 7 – rereading Resources: Learner’s Book, Session 8.5, Activity 9
the text and preparing their arguments. Tell learners
each side will only have five minutes to turn their Description: Read through the instructions for
arguments into an actual debate. Activity 9 as a class, elaborating on any points
of evaluation as necessary to ensure learners
After 15 minutes, ask groups to hold their debate understand. Explain to learners that there are three
among themselves for Activity 8, taking five minutes ways they can evaluate potential weaknesses in their
for each side. peers’ arguments:
Direct learners to the Listening tip before they begin
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Opposite examples that could also be true: Has their
their debates. peer argued a point for which an obvious opposite
Differentiation ideas: argument can be made – for example, ‘airports help
• Support: To help learners prepare their the economy’ versus ‘airports create pollution that
arguments ‘For’ the debate, you could provide costs more money to clean up’?
this table as either an empty table for them Steps in the argument that could be wrong: Could
more visitors, new

jobs, boost the
economy
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to complete, a partially completed table, or a
fully completed table, depending on the level of
support you want to give:
The local airport should be expanded

For: Against:
more noise and traffic,
bad for wildlife and
trees, less green space
for walking
any steps in the argument be questioned – for
example, ‘new airports (Step 1) means new jobs
(Step 2) and so a better economy (Step 3)’ could be
questioned by suggesting that new jobs do not have
to come from building an airport. Instead, they
could come from building solar panels, wind farms
and other non-polluting economic activity.
Use of language that is biased: Can any language
be questioned – for example, if they say ‘our local
community does not want a new airport’, the use
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of ‘our’ could be challenged by ‘our local businesses
• Challenge: Explain the debate format in support the new airport’.
class. Then, tell learners they should research Then, ask learners to go back into their groups
the debate topic for homework or in the of four to evaluate their peers’ debate arguments
school library to find more facts, figures and according to the points made in the Listening tip
arguments for their side. In class, use a slightly and the three ways of evaluating weaknesses in
different format to develop learners’ listening argument that you have just explained.
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and speaking skills. First, give each side ten Afterwards, ask each group of four which side
minutes to argue ‘For’ or ‘Against’ the topic. (either ‘For’ or ‘Against’) won the debate in their
Then, allow each side another five minutes to group. Ask each group to explain to the rest of the
spontaneously respond to their points from the class how they evaluated the debate arguments.
other side.
Assessment ideas: Assess how many of the six points
(three ‘For’ and three ‘Against’) learners can extract • Support: Ask learners to focus on just two
from the paragraph about airport expansion. Assess things as they listen, evaluate and make notes
also if they are able to do this independently or on the debates. First, do they agree or disagree
whether they require support from you or from peers. with the points made and what are their reasons
for agreeing or disagreeing? Second, for every
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8 IN THE CITY
argument made, can they think of an opposite Plenary idea

example that could also be true (for example,
building airports will create new jobs versus Reflecting on a debate (10 minutes)
building schools, hospitals, libraries, wind farms, Resources: Learner’s Book, Session 8.5, Activity 10
solar panel factories, playgrounds, etc. will also
create jobs)?. Having two things to evaluate Description: Explain to learners that Activities 7–9 have
simplifies the task. focused closely on arguments and how to evaluate them.
• Challenge: Ask learners to write a new set Point out that, in persuasive writing and speaking, other
of arguments for the topic ‘The local airport factors can influence us as well – for example, someone’s
should be expanded’. This should be for body language, and how they are dressed.
the same side they argued before. Ask them Ask learners spend ten minutes reflecting on the
questions in Activity 10. Ask them to write their
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to consider the three ways of evaluating
weaknesses in argument to make their reflections down.
arguments stronger. When they have finished, Assessment ideas: Read learners’ reflections and give
ask learners to write a paragraph explaining some feedback. Assess whether they have been able to
how they have improved their arguments. identify a specific non-linguistic elements in those that
Assessment ideas: Listen to the groups as they spoke in the debates (body language, eye contact or lack
PL
explain how they evaluated the debate arguments.
Assess whether they have been able to use the
Listening tip criteria and the three ways of evaluating
weaknesses in argument to judge what they have
heard.
8.6 City solutions

of eye contact, confidence or lack of confidence, etc.);
and b if they are aware of being influenced positively
or negatively by those non-linguistic elements. Give
feedback on these points.
Homework idea
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LEARNING PLAN

7Ri.07, 7Ri.10, 7Ri.11, 7Ri.12,
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7Wp.03, 7Ws.01, 7Ws.02, • explore the effect of different • identify the point of view of
7Wc.02, 7Wc.03, 7SLm.03 perspectives a text
• practise summarising • locate sections of a
information text containing specific
• design a poster to convey information and summarise it
specific information. • use layout, pictures, diagrams
and standard English to
present information in a
poster.
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LANGUAGE SUPPORT
Sessions 8.5 and 8.6 provides an opportunity • to show evidence of a situation. (Somebody
to explore the present perfect tense, which is has opened the window and now the carpet
often used to show a link between the past and is wet.)
the present. Language worksheet 8.2 explores Learners may not always recognise the link between
this feature, and may be best used at the start of the past and the present, causing errors such as
Session 8.6. It splits use of the present perfect I’ve been to Scotland last year. The time adverbial
into three areas: last year puts the event in the past and there is no
• to show something has happened recently. (I link to the present. However, if the speaker refers to
have just bought a new car.) lifetime experience without a past time adverbial –
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• to show something is unfinished. (I have read for example, I’ve been to Scotland three times – the
three chapters of this book.) present perfect is correct.
Starter idea Finally, ask learners which personal pronouns were

Personal pronouns (15 minutes)
Personal pronouns
them, him
Subject
Singular
Object
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Description: Draw the following on the board (you could
also pre-prepare this as a handout for learners):
I, we, her, us, it (x 2), they, he, me, you (x 4), she,
Subject
Plural
Object
more difficult to place and why.
First
person
Second
person
Third
person
I
you
Singular
Subject
he, she,
it
Object
me
you
Subject
we
you
him, her, they

it
Plural
Object
us
you
them
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First
person Main teaching ideas
Second
person
1 Exploring different points of view and
perspectives (25 minutes)
Third
person Learning intention: Explore the effect of different
perspectives.
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Put learners into small groups and ask them to copy Resources: Learner’s Book, Session 8.6, ‘What
and complete the table. The numbers after ‘it’ and ‘you’ would the ultimate child-friendly city look like?’
indicate how many times they can be used on the table. Extract 1, Activities 1 and 2
The other pronouns are only used once. Description: Read aloud the Language focus feature
After ten minutes, ask groups for their answers and fill and the Key word definitions in the Learner’s Book.
in the table, crossing out each personal pronoun once it Take questions or comments about the different
has been correctly placed on the table. perspectives from which texts can be written and
As the learners give their answers, ask them how they discuss these as a class.
decided on where the personal pronoun should go in Ask learners to read the first part of the extract,
the table. For example, did they decide person first, then paying careful attention to both the content and the
subject or object, and finally singular or plural? Or a perspective of the extract.
different order?
When learners have had enough time to read the
You could also ask them if some personal pronouns extract, ask them to work in pairs to complete
were easier to place on the table than others. Activities 1 and 2.
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8 IN THE CITY
Differentiation ideas: Write the following bullet-point guidelines on the

• Support: You could visit learner pairs as they board to explain how to summarise. Learners can
work through these activities. As you speak copy them in their notebooks if you think they will
with them about their work, use your comments be useful for future reference.
and questions to guide their thinking. For • Understand the text – read the text twice or
example, ask learners: ‘How do you know what more if possible.
perspective the text is written from?’ and ‘What • Understand the instructions – check you know
specific language are you using to identify the what specific information you have been asked
perspective?’ to focus on.
• Challenge: Ask learners to write one or • Make notes – use your own words to capture
two sentence descriptions of two or three the meaning of key ideas; focus on the
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scenes from a first-, second- and third-person important ideas; ignore repeated points.
perspective – for example, I jumped from
the plane and pulled my parachute cord; Jane Take questions about these guidelines, then, once
jumped from the plane and pulled her parachute everyone understands what they have to do, ask
cord; You jumped from the plane and pulled learners to complete Activity 4 in small groups,
your parachute cord. summarising the ways each city has been made
PL
Assessment ideas: Ask learners to put away their
Learner’s Books and then write a short definition
and example for first-, second- and third-person
perspective. Ask learners to hand these in or check
them during class. Assess whether learners are able
to define and give examples for the three perspective
viewpoints.
2 Locating, understanding and

summarising specific information
more child-friendly under the given headings.
•
Support: Allow less confident learners more
time for these activities. For Activity 4, you
could have different levels of summarising. For
example, for each of the headings you could
suggest that learners summarise the information
in three or two sentences.
Challenge: For a greater challenge, ask learners
to summarise the information under each
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(45 minutes) heading in no more than one sentence.
Learning intentions: Practise summarising Assessment ideas: You could observe the small
information. Design a poster to convey specific groups as they work. Do they work together
information. collaboratively? Encourage learners to see that they
Resources: Learner’s Book, Session 8.6, ‘What learn from each other and that collaboration is a
would the ultimate child-friendly city look like?’ way of both helping others and themselves.
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Description: Once learners are in small groups, ask Plenary idea
them to read through Extract 2 and the activities Discussing our posters (30 minutes)
that relate to it.
Remind learners how to scan a text for specific
Description: Put learners into small groups and ask them
information, using the extract to demonstrate. Point
to discuss a list of effective features for posters (Activity 6).
out that they do not need to read every single word
of the text but instead can let their eyes move over Emphasise that the features focus on what will be
the text quickly until they find a specific word or effective in a poster – for example, attention-grabbing
information. For example, ask learners what word slogans, dramatic images, etc.
they could scan for to locate the first answer in When their lists are completed, asks the small groups to
Activity 3 (‘climb’). share these with the rest of the class.
Ask learners to copy and complete the table for Once in pairs, ask learners to assess each other’s poster
Activity 3. using the list of features they devised.
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Assessment ideas: Learners should complete the Peer Schedule a day when learners bring their posters to class
assessment feature. and use them in the Plenary lesson.
Learners could also complete Workbook Session 8.6 for
Homework ideas homework.
Ask learners to complete Activity 5 in the Learner’s
Book for homework, working on their own to create
a poster to show the ways in which some of the cities
in the article covered in this session are child-friendly.
PROJECT GUIDANCE
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To help learners accomplish this project, start by • housing
putting them into the groups they will be working • work places, including offices and factories
in. Give each learner group an outline of the task,
• shopping areas
plus a deadline for when they will present their city
designs to the rest of the class. Learners could be • pollution and environmental issues
given a month to complete this project, with the • child-friendly spaces
PL
expectation that they meet at least once a week
to complete the work. Explain to learners that they
should divide up tasks so that individual learners can
work on tasks in between their groups meeting –
and then bring that work along to the next meeting.
Outline of project for small groups to give to
learners:
• Meet and discuss your ideas – you can meet
more than once.
• Make notes under the following project
• how will your city solve some of the
problems that current cities experience.
Discuss and agree how you will present your ideas:
Images: Make drawings either by hand or on
a computer. Find images on the internet or in
magazines that act as an inspiration and use these
in your presentation.
Text: Write the text of the presentation – explain
your ideas, especially how your city will solve some
of the problems that current cities experience
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headings – what will be new and different Presentation: Decide how and who will present the
in your city? Remember you have unlimited images and who will speak in your presentation.
money so dream big!
• transport
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9 DANGERS OF THE SEA
9 Dangers of the sea

Unit plan
number of
learning hours
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9.1 Jaws 2 hours, Learners investigate the idea of antagonists Learner’s Book Session 9.1
45 minutes and explore figurative language. Workbook Session 9.1
9.2 Victims 2 hours, Learners investigate ways in which writers Learner’s Book Session 9.2
and villains 30 minutes present victims and villains, and control the
9.3 Fear! 2 hours,

45 minutes
9.4 A tale of a 2 hours,

whale 45 minutes
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knowledge of characters and readers in a
story.
Learners explore the idea of retelling a story

from an alternative point of view, and practise
using dialogue in an imaginative continuation
of an extract.
Learners explore some of the methods a writer Learner’s Book Session 9.3
uses to present ideas in an informative article, Workbook Session 9.3
then prepare ideas for a presentation.
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9.5 The Rime 2 hours, Learners explore the content of the classic Learner’s Book Session 9.5
of the Ancient 45 minutes poem The Rime of the Ancient Mariner and Workbook Session 9.5
Mariner 1 produce a dramatic reading with soundscape.
9.6 The Rime 3 hours Learners explore key events in The Rime of Learner’s Book Session 9.6
of the Ancient the Ancient Mariner and evaluate alternative
Mariner 2 views and interpretations of the whole poem.
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Differentiated worksheets
9A, 9B and 9C
For the teacher be helpful to have a basic understanding of the

The texts in this unit are all based on the sea. It will importance of the sea in various cultures throughout
be useful preparation for you to have a clear sense history. Research some examples of traditional folk
of how people view the sea in your own culture. and fairy tales and myths, science fiction, mystery
Is it considered a source of food and income or a stories and adventure stories involving the sea –
source of danger? Do you live on an island or in from your local culture and from other/international
a land-locked country far from the sea? It will also cultures. These could link to work in Unit 1.
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CONTINUED
Refresh your knowledge of figurative expressions • films, music or paintings based on the sea
and idioms in English that are derived from the • the sea as an environmental concern in modern
sea. For example, find proverbs that involve ideas times
of the ebb and flow of the tide. Similarly, check
• the sea as a symbol of uncontrollable power
your awareness of how writers have used the sea in
and a source of fear of the unknown
symbolic ways, and look at depictions of the sea in
music, film and painting. • some figurative expressions and idioms in
English derived from the sea (for example, ‘all at
Consider how in the past humans may have feared
sea’, ‘hidden depths’, ‘out of your depth’)
the power of the sea, but now some of our worries
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are more to do with the damage humans have • terminology and concepts linked to plot/
done to the sea and marine environments. narrative/character: heroine and hero;
protagonist and antagonist; villains and victims.
For the learner
In preparation for this unit, it would be useful for
students to have some understanding of:
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• folk/fairy tales of the sea from their own culture
and other/international cultures
Cross-curricular learning
Successful learning takes place when learners go
beyond their previous boundaries. This requires
teaching that does not simply stop when the
You may want to provide knowledge at the start
of a session – for example, by getting learners
to research the breeding and feeding behaviour
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direction of a topic or activity seems to be taking of whales before reading part of the classic text
it outside the usual limits of the subject. So, it is Moby-Dick. Or, you may prefer to wait until
important for the English teacher not to be afraid learners are more familiar with the text before
of activities and texts that take in knowledge from offering background information.
other subject areas. The important thing is to see the opportunities
If you are exploring a long narrative poem that to link learning from other curriculum areas with
involves a journey, learners may need a map of what learners are doing in English. Reading
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that journey, or some knowledge of the real places and comprehension skills are vital right across
through which the characters travel. Texts that the curriculum, but it may not occur to you to
feature animals can be brought even further to life invite learners to apply their knowledge of ‘Set
with information about the physical characteristics Theory’ and Venn diagrams from Maths to any work
or group behaviour of those animals. in English that involves different but overlapping
This unit is about ‘Dangers of the Sea’. It is categories like victims/villains and antagonists/
likely that a need will arise for knowledge from protagonists.
Geography or Environmental Science about There are suggested cross-curricular links at the
currents, sea temperatures, marine animals and end of each session, but you may want to find and
other natural phenomena of the Earth’s oceans. explore some of your own.
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9.1 Jaws
LEARNING PLAN
7Rv.02, 7Rv.03, 7Ri.01, Learners will: Learners can:

7Wv.02, 7Wp.04
• explore how writers present • analyse how writers present
antagonists antagonists
• consider figurative language • comment on the effect of
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in a narrative text figurative language
• refine their ability to describe • write effective descriptions of
characters. powerful characters.
LANGUAGE SUPPORT
PL
Learning synonyms and anonyms is a useful way
for learners to remember new words. However,
in reality a synonym often has a slightly different
meaning or usage than the original word, either
because of connotations or because the word
carried extra information. These are shown in
the extracts in this session, which convey the
appearance and character of the individuals
pounce could be rewritten as waiting to jump.
However, this loses some of the meaning.
Highlighting differences in near synonyms will
help learners to make precise and accurate lexical
selections. Language worksheet 9.1 explores how
descriptive verbs add to and affect meaning in
sentences. You may wish to use it before Activity 2
in this session.
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involved in the story. For example, waiting to
Starter idea Next, tell learners they have ten minutes (working in
pairs) to follow the instructions in the Getting started
Villains and antagonists (20 minutes) activity and to make notes on what they discuss.
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After the discussion, invite learners to contribute a few

Getting started activity more examples to the two-column list on the board.
Description: Prepare by making a two-column list on the Lastly, ask learners whether they think there is any
board, headed ‘Villains’ and ‘Antagonists’. difference between being someone who could be
Ask learners to tell you what these two words mean, and described as an ‘antagonist’ and being a ‘villain’.
to suggest some examples of characters from books or
films, or examples of figures from history, who could be Main teaching ideas
described as villains and/or antagonists.
1 An antagonist from the sea (20 minutes)
Write the best of these examples on the board, then
Learning intention: Explore how writers
direct learners to the Getting started activity. Read this
present antagonists.
through, and ask learners if they have any questions
about the two categories: ‘villains’ and ‘antagonists’. Resources: Learner’s Book, Session 9.1, Jaws
You might ask learners what the opposite of ‘antagonist’ Extract 1, Activity 1
is and then invite some examples of protagonists and/ Description: Divide learners into pairs and direct
or heroes. them to Activity 1 in the Learner’s Book.
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Read through the instruction. Make sure that Do one more whole-class reading of the description,
learners understand they will need to work through then ask learners to pick out words and phrases that
two stages: firstly, identifying words and phrases suggest particular things about the animal.
and secondly, commenting on what makes them Write these suggestions on the board in two columns:
effective. the word or phrase and the qualities it suggests. For
Give learners time to read the extract from Jaws example, its jaw opened slightly suggests the animal is
a couple of times, then give them ten minutes to ready to bite.
complete Activity 1, making notes on both stages. Read the final paragraph of the Language focus
Differentiation ideas: feature and tell learners that this is a useful model for
• Support: Support less confident learners in commenting on a writer’s use of figurative language.
exploring the image in the last sentence by Finally, ask learners to complete the Workbook
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asking them what a dim, dark cavern might Focus activity.
usually be guarded by in a story. Differentiation ideas:
• Challenge: Guide more confident learners • Support: Add the first (completed) example
towards the technical aspects of the descriptions from the Workbook to your two-column list on
– for example, the way the writer uses pairs of the board. This will show less confident learners
PL
adjectives, dim/dark; huge/triangular.
Assessment ideas: After ten minutes, invite
learners to put forward some suggestions of words
and phrases in Extract 1 that make the shark
seem frightening. Their answers will allow you to
check their ability to do the simpler level of the
task: identifying significant words and phrases.
Encourage learners to explain what makes these
words and phrases effective – for example, the way
the shark is not described as a wild animal but is
reduced to a series of unpleasant and threatening
•
the mental process involved in moving from
identifying the word or phrase to explaining
what it suggests.
to notice and comment on the effects of
particular word classes – for example, how
the adverb furiously invites the reader to see
a mood (= an attitude) in the way The crab
scuttled across the sand.
Assessment ideas: After 15 minutes, invite learners
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body parts. to contribute their answers to class discussion. You
can assess their ability to select genuinely significant
2 Describing appearances and suggesting descriptive words and phrases, and to express their
understanding of what is implied. The models of
personality (30 minutes)
analytical writing in the Language focus feature
Learning intention: Explore how writers present and in the ‘What is being suggested’ column in the
antagonists. Workbook are quite sophisticated. Only the most
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Resources: Workbook, Session 9.1, Focus activity confident learners are likely to grasp how to write
Description: Direct learners to the Language focus like this after just one practice.
feature at the start of the Workbook session.
Read the text through together, and draw learners’ 3 Using vocabulary for effect (30 minutes)
attention to the words and their implications. Learning intention: Explore how writers present
antagonists.
Ask learners to suggest some examples of small
details, such as colours, sounds and movement, Resources: Learner’s Book, Session 9.1, Jaws
that writers can use to imply things about their Extract 2, Activity 2; Workbook, Session 9.1,
characters’ personality and attitudes. Write the best Practice activity
examples on the board. Description: Prepare by writing the three Activity 2
Give learners one minute to read the description prompts on the board, as headings to focus learners’
of the wolf in the Language focus feature. Then, attention on particular words and phrases when
perform a whole-class recitation of the whole reading the extract.
description, with special emphasis on all the small Then, direct learners to the introduction to
details that suggest the animal is dangerous. Extract 2. Read this, and make sure learners
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understand the scenario: Hooper is a scientist, pairs, and to look at the notes they have made in
an expert on the sea and sea creatures, and he is response to the Workbook Practice activity. They
fascinated by the shark, even though he knows it should assess each other’s understanding by asking
is dangerous. each other the question ‘How?’: How do these
Ask learners what atmosphere they would try to words and phrases work to create an impression of
create if they were writing this scene in a story. Then the shark’s power?
direct them to Activity 2, and point out the prompts Then, they should work together to write a
on the board. paragraph based on their notes to complete the
Ask learners to read the extract – allow enough Workbook Practice activity.
time for them to read at their own pace, two or
three times, to ensure they have fully understood 4 Techniques of figurative language
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the text. Discuss the glossary words if necessary. (45 minutes)
When everyone has read the extract, ask learners Learning intentions: Consider figurative language
to suggest words and phrases for you to list under in a narrative text. Refine your ability to describe
the headings on the board. Tell them that you want characters.
them to tell you how each word or phrase works to Resources: Learner’s Book, Session 9.1, Jaws
PL
suggest the power and danger of the shark. Make
sure you give learners enough time to explore
this ‘how’ aspect by encouraging developed class
discussion in response to Activity 2.
Next, direct learners to the extract in the Practice
section of the Workbook. Explain that this
extract adds more detail and then continues the
story from the point they have just read in the
Learner’s Book.
Ask them to read the extract and underline the
words and phrases that suggest the shark’s power
Description: Remind learners that the writer of
Jaws is trying to present the shark as a frightening
antagonist. Point out that he is using dramatic and
descriptive language to do this.
Reinforce what learners did in the last activity by
asking them to tell you about descriptive language.
We refer to adjectives as ‘describing words’ – but
can other word classes be descriptive? If so, which
ones, and how?
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If learners are struggling to answer this question,
and personality. direct them to some of the examples on the board
They should then read it again and make notes – such as the short simple verb ‘rammed’, which
in response to the prompts in the Workbook is highly descriptive. Then hand out Language
Practice activity. Ask them not to write a full worksheet 9.1 and give learners 15 minutes to
paragraph yet. complete the activities, to get them thinking about
Differentiation ideas: how descriptive verbs can be used to enhance
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meaning.
• Support: To give less confident learners a start,
add ‘personality’ to the headings on the board, Afterwards, ask learners to suggest other ways of
and list ‘rammed’ and ‘thrust’ as examples from telling a reader what something is like. They are
the Workbook extract, with a brief explanation likely to mention similes.
to the effect that these words suggest deliberate Remind learners of the difference between ‘simile’
violent movement. and ‘metaphor’ by asking them for examples and
• Challenge: Encourage more confident learners writing the best of these on the board.
to explore how the writer uses particular word Direct learners to Activities 3 and 4 in the Learner’s
classes for effect. The two examples you have Book and allow about 25 minutes for learners to
just put on the board are both one-syllable complete both of them, working in pairs.
words – the first a past-tense verb, the second a Differentiation ideas:
noun suggesting sudden, violent movement.
• Support: While learners are working on
Assessment ideas: Give learners 15 minutes to Activity 3, you could write some supporting
discuss each other’s choices of words and phrases prompts on the board for Activity 4. For
that suggest the shark’s power and personality in example: the shark moving quickly through the
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water What else moves quickly? What else

moves quickly through water? What verbs mean CROSS-CURRICULAR LINKS
the same as ‘moves quickly’? Maths: Learners’ knowledge of ‘Set Theory’ can
• Challenge: Encourage the more confident be applied to any work that involves different
learners to invent two sentences for each but overlapping categories. For example, the
description: one a simile and one a metaphor. discussion of villains/antagonists in the Starter
Assessment ideas: Direct learners to the Peer idea could be represented in a Venn diagram.
assessment feature in the Learner’s Book, and give Geography: At the start of the unit, ask
them five minutes to follow the instructions. learners some questions or give them some
facts about the world’s oceans – for example,
Plenary idea how much of the world is water as opposed
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to land? Alternatively, get learners to devise
Summing up figurative language a simple quiz – perhaps using multiple-choice
(15 minutes) questions – based on their own research of
Description: Check learners’ understanding of similes questions, such as:
and metaphors. Ask for some examples of objects or • Which countries have the greatest length of
situations (but not people) in the classroom that could coastline?
based on the same comparison.
PL
be described using a simile or a metaphor, both of them
For example, if the tables in the classroom make it difficult

to move around, you could say or write: ‘The tables were
arranged like an obstacle course’ (simile) or ‘The teacher
had to clamber over an obstacle course of tables to reach
the back of the room’ (metaphor).
Give learners as much practice as you think they need in
simply identifying each use of comparative language as
a simile or a metaphor.
• What are the largest countries with no
coastline?
• Which countries are furthest away from any sea?
• Which areas of ocean or coastline contain the
highest number of dangerous creatures?
• What are the statistics relating to shark attacks?
Homework ideas
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If their understanding is really sound, you could ask Learners have two opportunities to write a description
learners to be precise about whether an example is a for homework, using their understanding of descriptive
simile or a metaphor, or a different example of figurative and figurative language. This will help refine their ability
language. to describe characters.
Direct learners to the last example in the Activity 3 • The first is Activity 5 in the Learner’s Book, which
table, and ask them to explain the angry bubbles. involves writing a description of a sea snake.
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Learners may be able to explain that the bubbles • The second is the Challenge activity in the
themselves are not angry; they are simply moving Workbook. This involves writing a description of a
extremely quickly and unstoppably. It is our human creature that could be threatening or beautiful – or
interpretation to see the bubbles as a sign of danger, and even both.
therefore to feel fear.
• Learners should use the Reflection questions in the
This is what we can call a ‘transferred epithet’: epithet = Learner’s Book for self-assessment on these pieces of
adjective; and we are transferring human feelings onto descriptive writing.
an inanimate object.
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9.2 Victims and villains

LEARNING PLAN

7Ri.08, 7Ri.09
• learn how writers create • analyse how writers present
victim figures victim figures
• explore how writers control • understand why and how
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information in a story writers control the flow of
• analyse and interpret victim information in stories
and villain figures. • write an analysis of how
victim and villain figures are
described.
LANGUAGE SUPPORT
PL
Some learners may struggle to follow the meaning
of a more complex text when it uses a succession
of pronouns. By taking an extract from a text where
this occurs, you can focus on the pronoun references
and can clarify meaning. This is helpful, not only
in the receptive skill of reading, but it also helps
For example:
She backed up a few steps, then ran at the water.
At first her strides were long and graceful, but then
a small wave crashed into her knees. She faltered,
regained her footing, and flung herself over the
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next waist-high wave.
learners to use such referencing productively in their
writing.
Starter idea discussion to link each example to one or more of the

methods on the board.
Tension and suspense (10 minutes)
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If learners suggest other valid methods, add them to the

Description: Remind learners of the extracts from headings.
adventure stories they read in Unit 1: ‘Beware Low-
If no one suggests it themselves, add another category:
Flying Girls’ and Silverfin.
‘Situations where the reader knows of a danger that the
Direct them to the Getting started activity in the character is not aware of’. Ask learners for any examples
Learner’s Book and ask them to work in pairs to they know of and add them to the board.
complete the activity. To help remind each other of the
methods writers use to create suspense and tension, Main teaching ideas
they could use the following headings: ‘Characters’;
‘Situations’; ‘Verb choices’; ‘Sentence varieties’. Write 1 The innocent, unknowing victim
these headings on the board. (30 minutes)
Afterwards, ask learners to offer some of the methods Learning intention: Learn how writers create victim
they have remembered. If they are struggling to express figures.
these in terms of the writer’s techniques, encourage Resources: Learner’s Book, Session 9.2, Jaws
them to suggest examples of moments and events in the Extract 3, Activity 1
stories that were tense or suspenseful. Then use class
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Description: Once in pairs, direct learners to the taking every opportunity to pick out points about
introduction to the third extract from Jaws. word classes and writing them on the board – for
Give learners ten minutes to follow the instruction example, the verbs mentioned in the Challenge
there. Both of them should take a turn at the reading Differentiation ideas here.
aloud, and they should make a list of the words and
phrases that present the woman as a victim. 2 How the writer stays in charge of the
reader and the characters (30 minutes)
While learners are working together, write the
word ‘Victim’ on the board as the heading for a Learning intention: Explore how writers control
three-column table. The columns should be headed: information in a story.
‘Meaning’; ‘Synonyms’; ‘Connotations’. Resources: Workbook, Session 9.2, Focus activity
When they have finished reading, ask learners Description: Tell learners you are going to keep
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to suggest how you might complete the table on them in suspense about the swimming woman in
the board. If necessary, ask learners to remind Extract 3. Direct them instead to Session 9.2 in the
you what a synonym is, and what is meant by the Workbook, and read through the introduction with
connotations (or associations) of a word. them.
Then invite suggestions for the first two columns. Ask learners for an example of another story or
longer) than one word. PL

Learners will probably discover that some of the
suggestions they make for Column 1 (the meaning
of victim) also belong in Column 2, because they
are single-word synonyms. Other explanations of
the meaning of victim will be longer (some much
Next, direct learners to the third column. Remind

them that the connotations of a word are part of
implied meaning – they are all the extra things,
beyond the simplest meaning, that are suggested by
the word.
situation in which the reader knows that a character
is in danger, but the character is unaware of it.
Discuss some of these examples briefly.
Then, ask learners for examples of the opposite
situation: where the writer has not given the reader
information but has held it back. If learners are
unable to think of any examples, ask them to try to
find some before the next lesson.
Put forward the third possibility: where a character
knows things the reader does not know. (This often
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happens in detective stories, where the detective
Move on to learners’ notes from their reading of the has to explain at the end how they knew who the
extract. Ask them which words and phrases make criminal was.)
the woman seem like a victim. Write these separately Once in pairs, ask learners to complete the Focus
on the board. activity. After ten minutes, combine the pairs into
Lastly, invite learners to think about the setting and groups of four, and allow them to share ideas.
situation in the extract. Organise them into groups of Differentiation ideas:
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four, joining up pairs from the previous activity, and

ask them to complete Activity 1 in the Learner’s Book. • Support: Some learners might find it difficult to
visualise the steps in a story. Draw a flowchart
Differentiation ideas: on the board covering the information in the
• Support: Offer learners a hint by writing this first two panels of the table in the Workbook,
question on the board: If you were a shark, what with arrows indicating questions a reader might
would you notice about this woman that would have about what they have not been told.
make her seem an easy victim? • Challenge: Encourage learners to add one more
• Challenge: Encourage learners to trace the element to the Workbook table: points in the
woman’s journey into deeper water by noticing story at which a ‘still’ picture could convey
all the verbs used to describe her movements. what the reader needs to know – for example, a
Assessment ideas: After ten minutes, ask picture of Point 2 in the story: the sailor looking
learners to give their answers to each of the three worried when he sees the signature on the letter.
bullet prompts in Activity 1. You can assess the Assessment ideas: Check how well learners have
development of learners’ language awareness by understood the idea of the writer holding back
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information by asking them to suggest ways in example: The woman continued to swim away
which the story could progress from Point 3 in the from the beach, stopping now and then to check
story, and explanations for the sailor going missing. her position by the lights shining from the
house. The tide was slack, so she had not
3 The woman, the fish and the reader moved up or down the beach.
(30 minutes) Assessment ideas: Activities 2 and 3 are
Learning intention: Explore how writers control preparation for Activity 4. You can use the Activity
information in a story. 4 bullet prompts – especially the third prompt – to
Resources: Learner’s Book, Session 9.2, Jaws assess how far learners have understood the idea
Extract 4, Activities 2 and 3 of the writer controlling the flow of information to
readers (and to characters). Join pairs of learners
Description: Prepare by writing three headings on
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into groups of four and give them 5–10 minutes
the board: ‘Point of view’; ‘Flow of information’; to question each other on the bullet prompts in
‘Tension and suspense’. Activity 4. They should discuss each point until they
Direct learners to the introduction preceding come to agreement.
Extract 4 and read it through with them.
Make sure that learners have picked up the idea that
4 Presenting victims and villains
PL
this is where the writer brings the victim and villain
together.
Direct them to the headings on the board. Ask them
to explain to you how these three aspects of the
narrative are connected. Write the best suggestions
on the board – or turn them into a simple diagram
that uses the headings and shows the connections.
Guide learners towards understanding that in
Jaws the narrative is told in the third person, but
the point of view includes an insight into what the
(40 minutes)
Learning intention: Analyse and interpret victim and
villain figures.
Resources: Learner’s Book, Session 9.2, Jaws
Extract 4, Activity 4
Description: Remind learners that this session
has been about victims, villains – and a third ‘v’:
vulnerability.
Invite them to make some suggestions about how
the three Vs are connected. Write the most useful of
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shark can sense and what the woman fails to notice. these on the board.
Ask learners to read the instruction for Activity 2 Read through the instruction for Activity 4 and
and make sure they understand what they need to the Writing tip with learners. Suggest that they try
do. Then, give them enough time to read the extract to write one paragraph that covers the first two
several times. prompts, then one paragraph about the last prompt.
Put learners into pairs and ask them to complete But first they must make a plan in note form, using
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Activities 2 and 3, completing the table and all the work (including the completed tables) that
discussing their findings. they have done so far in this session.
Differentiation ideas: Allow ten minutes for the planning and 20 minutes
• Support: Go round the class while learners are for learners to write their two-paragraph analysis.
working in pairs and point out to them that Differentiation ideas:
the word ‘aware’ (or ‘unaware’) occurs in each
column of the table. This is what they should be • Support: Write on the board ‘Analysis =
looking for: how aware the woman, the shark showing what something is made of, and
and the reader are of the full picture. explaining how it works’. Go round the class
while learners are making their plans and make
• Challenge: Write the words ‘awareness’ and sure they understand that they are supposed to
‘irony’ on the board, and direct the attention focus on how the writer constructs the story.
of learners to these words when you think
they are close to understanding the effect • Challenge: Encourage learners to vary the
of details that imply that the woman thinks order in which they write their paragraphs.
she is taking normal safety precautions. For For example, it would be fine to start with the
last prompt.
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Assessment ideas: Ask learners to complete the columns, then they will be covering both stages and
Self-assessment feature in the Learner’s Book. You writing a developed answer.
will be coming back to this in the Plenary. After the class has heard a few sentences read out by
individual learners from their analyses, direct them back
Plenary idea again to the Self-assessment points in the Learner’s
Book.
Analysing what writers do and how they
do it (15 minutes) Encourage further reading-out of examples and class
discussion (but not criticism). If you think a piece of
Resources: Learners’ responses to Activity 4
analysis or explanation is not complete, encourage
Description: Prepare by writing two headings on the learners to explore a bit further.
board: ‘What the writer did’ and ‘How he did it’.
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Invite learners to offer some brief suggestions for either CROSS-CURRICULAR LINK
column, and write on the board those which you think
will reinforce learners’ understanding. Environmental science: Learners could investigate
Invite learners to read out from their Activity 4 analyses and research the conservation of marine life –
any individual sentences (or even whole paragraphs) that for example, by looking at websites such as
‘The Shark Trust’ or others. This will be good
PL
they think neatly fit into one of these two columns or
which bring the two columns together.
Remind learners that the first stage in analysing a
writer’s technique is to find (‘identify’) the important
words and phrases, but they must go on to the second
stage – explaining how these choices of language affect
the reader. If they bring together the ideas in the two
9.3 Fear!
preparation for the next session.
Homework idea
activities in Workbook Session 9.2.
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LEARNING PLAN
7Rs.01, 7Rs.02, 7Ri.02, Learners will: Learners can:

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7Ri.03, 7Ri.04, 7Ri.06, 7Ri.07,

7SLm.01, 7SLm.02, 7SLm.03, • analyse the structure of an • understand and analyse how
7SLp.04, 7SLr.01 informative article writers structure informative
• read and interpret the articles
content of an article • understand identify and
• research and deliver a explain the main points of an
presentation. article
• conduct research and deliver
and a presentation effectively.
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LANGUAGE SUPPORT
This session contains examples of conditional The zero conditional is used with situations that
sentences, providing an opportunity to support are often or always true. This includes scientific
learning in this area. Conditional sentences have situations or ‘eternal truths’ – for example, If you
two clauses, usually referred to as the ‘if’ clause freeze water, it turns to a solid. However, the zero
and the main clause. There are four key types of conditional is also used in everyday contexts where
conditional sentence: typical behaviour is concerned – for example, If he
1 Zero conditional: present + present (If you turn comes to visit, he eats all the cake.
the key, the engine starts.) There are also several commonly used mixed forms
2 First conditional: present + will (If she calls me, as well as phrases that look like conditionals, but
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I’ll tell her you are here.) which do not really carry conditional meaning
(‘false conditionals’) – for example, If you didn’t
3 Second conditional: past + would (If I saw him, I
want to see the film, you shouldn’t have come.
would ask for my money back.)
You could use Language worksheet 9.2 near
4 Third conditional: past perfect + would have (If I
the start of this session to clarify use of the zero
had eaten that, I would have been ill.)
Starter idea
Human fears – rational and irrational
(15 minutes) PL
Getting started activity
Description: Draw a two-column table on the board:
conditional.
Tell them they have ten minutes to respond to the

Getting started instructions. They can organise their
discussion by copying and completing the table from
the board.
Main teaching ideas

1 Why are we afraid of sharks?
(30 minutes)
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People who are afraid …suffer from…
of… Learning intention: Analyse the structure of an
informative article.
sharks galeophobia
Resources: Learner’s Book, Session 9.3, ‘Why are we
the sea thalassophobia
afraid of sharks?’ Extract 1, Activities 1–3
heights
Description: Write the question ‘Why are we afraid
open spaces of sharks?’ on the board. Ask learners what they
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arachnophobia would expect from an online or magazine article

claustrophobia with this title.
As a class, look at Activity 1 and discuss the bullet
Ask learners if there is anything they are particularly points. Elicit any ideas learners may already have
afraid of and discuss these fears. about the structure of informative articles. Write the
Then, invite them to explain why they fear these things – most useful of these ideas on the board.
giving a reason for each fear. Give learners plenty of time to read the extract,
Ask learners what words we could use to describe fears and discuss the glossary definitions as a class. Also
for which there seems to be a good reason and fears that discuss any other words or phrases learners may
we cannot explain. They are likely to offer ‘rational’ have had difficulty with.
versus ‘irrational’, and you can then write these words Once in small groups, ask learners to complete
on the board. Activity 2, making notes on how sharks are described.
Once in pairs, ask direct learners to the Getting started Remind them that there are different ways they can
activity in the Learner’s Book.
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make notes to record their ideas – for example, as a Description: Remind learners how we use the word
spider diagram or a bullet list. ‘voice’ to refer to a written text. Take them back to
While learners are working on Activity 2, create a their answers to the prompts in Activity 3, and the
two-column table on the board with the headings heading of the article ‘Why are we afraid of sharks?’
‘Why are we afraid of sharks’ and ‘How the article (It should still be on the board.)
describes sharks’. Ask learners how this heading works as a question
After ten minutes, ask learners for some examples of addressing the reader. In particular, ask them what
what they found in their reading and note-making. two things the writer seems to be assuming about
List these on the board under the second heading. the reader.
Make sure that learners have picked up the writer’s Wait for learners to work out these two
use of dramatic words that suggest danger (for assumptions, then write them on the board:
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example, mindless killers and rising upward in murky • Assumption 1: the reader and the writer are
water). part of the same group: ‘we’.
Ask learners to summarise the view of sharks that is • Assumption 2: the reader (like the writer) is
put forward in the extract. ‘afraid of sharks’.
Read through the introduction to Activity 3 and the Guide learners towards the realisation that writers
Reading tip with learners.
writer chooses. PL
On the board, write: ‘Purpose + Audience =
Structure’. Make sure learners understand that they
now need to focus on how the purpose of a text and
the audience it is aimed at decide the structure the
Ask learners to complete Activity 3 in groups of three.
•
Support: The instructions for these tasks use
‘construct’ readers: in other words, writers use
techniques to make you into the sort of reader
they want.
Put one last question to learners: If the purpose
of an article is to inform or persuade, what can the
writer do to make readers more likely to believe
what the article is saying?
Guide learners towards the idea that one way of
making an article convincing is to include the
opinions of experts. Tell them that they are about
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metalanguage that some learners may need help to read another extract that has the views of two
with. Write terms such as ‘purpose’, ‘audience’, experts: Blake Chapman and David Ropeik.
‘structure’, ‘function’, ‘voice’ on the board while
learners are working in groups, and provide a Before they read Extract 2, remind learners that
simple definition for each of them. the ‘voices of experts’ might be presented in
different ways:
• Challenge: Encourage learners to think about
who the intended audience of this text is. What • as direct speech, quoting their actual words
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clues can they pick up from what the writer tells • as indirect/reported speech, summarising or
the reader, and from what the writer assumes paraphrasing what they might have said
the reader will know? • as brief references to their views or their
Assessment ideas: Work through parts a–b of research.
Activity 3 as a class. Invite comments about each When you are sure all learners have understood
of the elements referred to in those prompts. Assess these ideas, give them plenty of time to read
how well learners are coping with the more abstract Extract 2 and complete Activity 4.
concepts: voice, purpose, effect, structure.
They should then move on to reading the last
2 The voices of experts (35 minutes) extract of the article (Extract 3) and, in the same
pairs, complete Activity 5.
Learning intention: Read and interpret the content
of an article. Differentiation ideas:
Resources: Learner’s Book, Session 9.3, ‘Why are • Support: Remind learners that summarising
we afraid of sharks?’ Extracts 2 and 3, Activities 4 requires them to first find the information in the
and 5 extract and make brief notes, then to turn those
notes into a summary using their own words.
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• Challenge: Encourage learners to read both After five minutes, quickly work through the Focus
extracts critically, and to think about how the activity sentences. Make sure learners understand
writer has used the ‘voices of experts’. Can they that not all imperatives are ‘bare’ imperatives,
tell whose voice they are hearing when they beginning with a verb in the imperative mood.
read? Is it simply the writer? Or is it the expert’s An auxiliary (modal) verb of obligation, such as
words in the writer’s voice? ‘should’ or ‘must’, or ‘ought to’, can also convey an
Assessment ideas: Ask learners to give their imperative – so, ‘We must look after our planet’ is
responses to the activities to the class, in their own an imperative. (There is no need to use the technical
words. Ask the class to comment on how fully terminology at this stage.)
others use their own words. Use this period to Next, direct learners to the explanation for the
assess learners’ understanding of the content of the Practice activity and give them five minutes,
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extracts and how well they are able to express ideas working in pairs, to complete it.
in their own words. Differentiation ideas:
3 Different ways of giving advice • Support: To help learners with the Practice
activity, identify the first piece of advice about
(30 minutes)
‘Overcoming Your Fears’ in the extract (you
Learning intention: Read and interpret the content
of an article.
Practice activities
PL
Description: Prepare by writing two headings on

the board – ‘Information’ and ‘Advice’ – and ask
learners to explain the difference between these
two things.
Ask for some examples from the school and
classroom environment and/or from learners’
everyday lives. Write the most interesting examples
•
might start by talking about them) and write it
on the board under the ‘Advice’ heading.
Challenge: Encourage learners to pay attention
to the different modal auxiliary verbs used to
express advice: you might / you could / you
need to.
Assessment ideas: You can assess how well learners
are able to identify advice by working through their
underlining of the Practice activity extract. You
could also assess how well they are learning to use
their own words by asking them to express these key
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on the board under the headings. pieces of advice without just reading them from the
You can decide on what is ‘interesting’ according extract.
to how learners are responding: if they are need
more help, start them off with this example: 4 Preparing a presentation about human
Imagine a group of people travelling in a car. fears (40 minutes)
They pass a speed limit sign. The driver is going Learning intention: Research and deliver a
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faster than this limit. Passenger A speaks and gives presentation.

the driver an item of information. Passenger B Resources: Learner’s Book, Session 9.3, Activity 6
speaks and gives the driver an item of advice. Ask
learners: What do these two passengers say? Write Description: Prepare by writing ‘Human fears’ as a
the answers on the board. heading on the board.
Then, direct learners to the introduction to Session 9.3 Direct learners to Activity 6 and read through the
in the Workbook. Read it through with them, and instruction with them. Then read the Speaking tip
invite them to make the connection between this with them.
introduction and what is on the board. Learners Make sure that learners understand what an
should see that an article that begins by being ‘abstract topic’ is, and that their group will be
informative may move into giving advice. presenting illustrations and examples of the abstract
Read through the explanation for the Focus topic that is the heading on the board. When you
activity, ensuring that everyone understands what are confident that learners have grasped the idea of
an imperative is, and give learners five minutes, creating a presentation that covers the three bullet
working individually, to compete the activity. points in Activity 6, put them in groups of four
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and tell them they have 30 minutes to follow the Plenary idea
instructions in Activity 6 and the Speaking tip.
Suggest to learners that each person in each group
Group presentations (10 minutes per group)
should take special responsibility for making sure Description: Prepare by writing on the board some
that the group covers one of the aspects of the shortened versions of the Reflection questions.
presentation. For example, one learner could make Then, allocate ten minutes per group for the
a list of all the fears that other learners in the group presentation and brief question-and-feedback time. It is
admit to feeling, and research the scientific name for probably enough for the class to listen to two groups in
that fear. a lesson.
Differentiation ideas: Direct everyone’s attention to the Reflection questions
• Support: Make sure that each group contains before they start, and use the shortened versions (on the
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at least one more confident learner amongst board) of the criteria to encourage some peer and self-
less confident learners. If learners need help assessment at the end of each presentation.
dividing the responsibilities for different aspects
of the presentation, you could allocate roles to
specific learners – for example, to be in charge CROSS-CURRICULAR LINK
PL
of finding relevant pictures and film clips.
Challenge: Encourage learners to use technical
and/or scientific vocabulary, and to provide
explanations of this vocabulary for the
audience.
Assessment ideas: See Plenary.
Biology: Learners could carry out some simple
research into the anatomy of sharks and their
abilities as predators.
Homework idea
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9.4 A tale of a whale
LEARNING PLAN

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7Rv.02, 7Ri.01, 7Ri.03, 7Ri.04, Learners will: Learners can:

7Wc.01, 7Wc.02, 7Wc.06,
7Wg.02, 7SLm.03 • create a picture based on a • create a picture based on a
classic text classic text
• read and interpret a modern • interpret a modern version of
retelling of a classic text a classic text
• use dialogue in creative • use dialogue effectively in a
writing. story.
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LANGUAGE SUPPORT
The second extract in this session includes Verb patterns with the infinitive and gerund are a
examples of verb patterns with the use of the large area of study, and you can help learners by
infinitive, such as the infinitive to follow adjectives: breaking them down into groups such as
I was so surprised to be addressed directly I adjective + infinitive. Ask learners to identify
paused. Here, the infinitive form is the passive, but examples of this form in texts and then to produce
the same form applies in the active voice – their own examples as practice.
for example, I was happy to see him.
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Readers never feel sympathy for Ask learners to make a list of the Discuss the characters on the list of
the villains/antagonists in stories. five biggest villains they can think feedback from learners. Ask them
PL of in stories they have read or films

they have seen.
if any of these villains have any
good qualities. Are there any points
in their stories where the reader
feels sorry for them or understands
why they behave as they do? For
example, there may be a flashback
to the past, when the villain has
been badly treated. Or, there may
come a point when the villain
chooses not take advantage of a
vulnerable character.
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Starter idea Then, ask learners to think of times when they saw
someone else as the villain, but found out later that there
Another side to the story (15 minutes) was another side to the story. Ask them to share their ideas
Resources: Learner’s Book, Session 9.4, Getting started in pairs.
activity Join pairs into groups of four and ask them to complete
the Getting started activity, considering the effects of
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Description: Prepare by writing on the board the heading

‘Another side to the story’. Ask learners what they telling a story from the antagonist’s point of view.
think someone might be implying if they say, as part of Bring the class together to discuss any interesting ideas
everyday conversation, ‘there’s another side to the story’. they have found so far in imagining the stories and films
If necessary, explain that this is an English idiom used being told from the antagonist’s point of view.
to suggest that it is unfair to make a judgement about Lastly, ask learners to suggest what a shark (or other
a situation before you have considered different points wild animal) might say in order to give its side of the
of view story – if it could speak.
Remind learners of the work they have done recently on
the hero/villain and protagonist/antagonist. Main teaching ideas
Ask them to think of times when they have been seen 1 At the mercy of the antagonist
as the villain – the one completely to blame for a bad (20 minutes)
situation – but where they have later been able to give
their side of the story. Learning intention: Create a picture based on a
classic text.
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Resources: Learner’s Book, Session 9.4, Moby-Dick makes the antagonist seem much more powerful
extract, Activities 1 and 2 than the sailors.
Description: Prepare by drawing a rise-and-fall arc
on the board, and writing the word ‘climax’ in the 2 When the antagonists become the
middle, at the arc’s highest point. protagonists (40 minutes)
Ask learners whether any of them know the plot/ Learning intention: Read and interpret a modern
background to Moby-Dick. If any do, let them tell retelling of a classic text.
the rest of the class what they know. Resources: Learner’s Book, Session 9.4, And the
Write the main events of the story on the board, Ocean was Our Sky extract, Activities 3–5
as learners suggest them. You can use this as an Description: Remind learners about the last point
exercise in getting the narrative time-sequence right, they were asked to consider in the starter activity –
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since learners are likely to offer what they know of what a shark or other animal might say if it could
the story in non-chronological order. Get learners speak – and tell its side of the story.
to suggest where on the story arc each event should Ask learners if they know any stories or films in
be placed. which this happens. If they do, write the titles on
If the main points of the story are not familiar, the board.
PL
explain to learners that Captain Ahab is pursuing
the white whale Moby-Dick in search of revenge.
Years before, Moby-Dick had bitten off Ahab’s leg.
Direct learners’ attention to the word ‘climax’, and
ask them what they think we mean by the climax
of a story. Refer to the Key word definition in the
Learner’s Book to ensure everyone understands.
Read the introduction to the extract with learners,
and then read the extract itself, slowly enough
for all learners to follow. Review the glossary
Read Activity 3 to the class and ask learners
for their responses: what might the title And the
Ocean was Our Sky imply? Write the most popular
suggestion(s) on the board.
Next, ask learners to pick out four separate facts
about the background to the story from the
introduction to the extract, and to tell you, in their
own words, what these are. (Write these on the
board too, as a reminder for learners when they do
Activities 4 and 5.)
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words to make sure everyone has understood Read the first few lines of the extract, up to the
the extract. Learners should then reread the words Or one in particular? Ask learners whose
extract themselves. voice is telling the story. Make sure they understand
Put learners in pairs and give them 15 minutes to this is a first-person (‘I’) narrative, and that the
complete Activities 1 and 2. For Activity 1, they narrative voice and viewpoint are Bathsheba’s.
may either draw a picture or a diagram of the scene Read Activity 4 to the class and then ask learners
on the boat when the whale attacks it. to read the full extract themselves. Allow plenty of
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Differentiation ideas: time for all learners to read at their own pace, then
• Support: To help learners visualise the scene, review the glossary words with the class.
draw a very simple diagram of a sailing ship on Learners should then complete Activity 4 in groups
the board so that you can label ‘bow’ (front), of four.
‘stern’ (rear), ‘starboard’ (right) and ‘port’ (left). Learners should remain in their groups to read
• Challenge: Encourage learners to look for through the definitions of a ‘sympathetic character’
contrasts in the extract. and complete Activity 5.
Assessment ideas: Assess how well learners have At the end of the group discussions, come together
grasped the basics of this scene by asking them to as a class to discuss learners’ ideas about whether
tell you, in their own words, what is happening. or not Bathsheba is a sympathetic character. Make
Assess their awareness of the effects of the writer’s sure they give considered reasons for their ideas.
choices of language by asking them how Melville
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Differentiation ideas: them and ask them to suggest two ways in which
• Support: If learners need more help in dialogue can reveal who is in charge and how a
understanding the definition of a sympathetic character is feeling. Write the most promising
character, you could write the following suggestions on the board.
definition on the board and direct learners to Learners should stay in their pairs to complete the
it: ‘someone in a story that you understand and table for the activity.
can feel sorry for’. Differentiation ideas:
• Challenge: Encourage learners to think back to • Support: Encourage pairs of learners to
the starter activity and to ask themselves if it is try reading the extract aloud in a way that
possible to feel sympathy for a more powerful makes the dialogue and the voices clearer –
character (Bathsheba) than a character who for example, by having one of them read the
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seems to be a helpless victim (the sailor). narrative and Bathsheba, and the other to read
Assessment ideas: In Activity 5, learners were the captain and the sailor.
told that ‘readers are invited to understand a • Challenge: Tell more confident learners to look
different point of view’ when the story is narrated especially at the ‘reporting verbs’ – the verbs
by the antagonist/villain. Bring learners together that tell the reader how something was said –
PL
for whole-class discussion of their answers to
Activities 4 and 5. You can assess how well learners
have understood what happens in the extract by
asking them to tell you individual pieces of explicit
information and things that they have managed to
infer. Allow learners to correct each other as long as
they refer to the text to support what they say.
3 What can we learn from dialogue?

(35 minutes)
Learning intention: Use dialogue in creative writing.
for example, called, shouted, gasped.
Assessment ideas: Combine pairs of learners into
groups of four. Give them five minutes to discuss
what they wrote in their tables, and to agree on what
the dialogue reveals about the characters.
4 What happens next? (30 minutes)

Learning intention: Use dialogue in creative writing.
and 7
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Resources: Workbook, Session 9.4, Focus and Description: Prepare by writing short versions of
Practice activities the Activity 6 prompts on the board – for example,
‘Mysterious disc?’
Description: Write the word ‘dialogue’ on the board
and recap what it means with learners. Remind them Direct learners to Activities 6 and 7. Read through
that most stories are a mixture of narrative text and both activities with them, and make sure they
dialogue. understand that Activity 6 is the necessary
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preparation for Activity 7.

Read the brief introduction to Workbook Session 9.4
and explain that setting out speech accurately will Invite learners to make some suggestions about
help them suggest things about their characters’ what might happen next in the story, based on the
personalities in creative writing. Activity 6 prompts. Write the best suggestions on
the board.
Once in pairs, ask learners to complete the Focus
activity as a quick reminder of the rules for setting Next, tell learners that they have a further ten
out speech. minutes to work in pairs on Activity 6. They can
do the thinking together, but they must each make
After ten minutes, invite learners to tell you what
notes individually. If they want to, they may copy
these rules are. Encourage the class to discuss all
down ideas from the prompts on the board.
suggestions and reach agreement on how to express
each rule. Write the agreed versions on the board. After ten minutes working on Activity 6, tell
learners that they have 20 minutes to do Activity 7.
Now direct learners to the Practice activity. Read
They will be working individually.
through the introduction and instructions with
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Differentiation ideas: Tell them they will have the help of the whole class in
• Support: Check what learners are writing in doing this. This will involve learners reading out parts of
their Activity 6 notes. Encourage them to keep their Activity 7 dialogues, specifically:
their ideas simple: they will only have 200 words • reading out the parts that they think work well, and
and 20 minutes for Activity 7. explaining why they think they were successful
• Challenge: Encourage more confident learners • reading out the parts that they now think work less
to look carefully at Bathsheba’s style of well, and asking for advice on how to improve them.
speaking, and to try to imitate it. Allow 15 minutes for this exchange of examples and
Assessment ideas: Peer and self-assessment: Give ideas. Write the best pieces of advice about writing
learners the opportunity to assess and correct their dialogue on the board.
use of punctuation and layout in dialogue, without
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End the session by asking learners what are the most
teacher intervention. Tell them they have five useful new things they have learnt about dialogue.
minutes, in pairs, to read each other’s writing, and
to tell each other about any errors they have made
in setting out the speech. They should each then CROSS-CURRICULAR LINK
correct their own mistakes.
Biology: Learners could try to find out ten facts
the Plenary.
Plenary idea
PL
For assessment of the content of the dialogue, see
Evaluating a written dialogue (30 minutes)

Resources: Learners’ responses to Activities 6 and 7
Description: Direct learners to the Reflection questions
in the Learner’s Book. Point out that these questions
invite them to evaluate their own work and their
progress.
about whales and their group behaviour. They
could then compare their findings with how the
behaviour of whales is presented in the stories
they have read.
Homework idea
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9.5 The Rime of the Ancient Mariner 1
LEARNING PLAN
SA

7Ri.04, 7SLg.01, 7SLm.01,
7SLp.01, 7SLp.03 • understand the content of a • analyse the content of a
classic poem classic poem
• explore the effect of setting in • understand and explain the
a classic poem effect of a particular setting
• produce a soundscape of a • produce an effective
classic poem. soundscape based on a
classic text.
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LANGUAGE SUPPORT
The extracts from the classic poem in this Examples of homophones in the poem include
session offer examples of words that are sun, sea, right, paced and hear. An awareness of
homophones, providing a good opportunity to these will encourage learners to think about the
revise this language feature. Remind learners correct spelling and meaning of the homophones
that homophones are words with the same they encounter in reading.
pronunciation but different spellings and meanings.
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Poems are always composed in Invite learners to look at just Explain that the poet – Samuel
the language of the time when the first set of six stanzas of The Taylor Coleridge – was
they were written. Rime of the Ancient Mariner in deliberately using language that
PL the Learner’s Book. They will see

‘old-fashioned’ (archaic) language
such as ‘hath paced’ and ‘thus
spake on’.
From this they may conclude that,
in 1798, when the poem was first
published, this was how people
wrote and spoke English.
would certainly have been seen
as archaic at the time he wrote
the poem. He wanted to give the
impression of something ancient
and mysterious. Explain that this
is another example of how writers
choose words and language to
create particular effects.
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Meeting someone with a story to tell 1 ‘It is an ancient Mariner’ (30 minutes)
(20 minutes) Learning intention: Understand the content of a
Description: Prepare by writing three headings on the classic poem.
board: ‘The story’; ‘The storyteller’; ‘The unwilling Resources: Learner’s Book, Session 9.5, Getting
listener’. started activity and Activity 1; Workbook, Session
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Once in groups of three or four, ask learners to think of a 9.5, Focus activity
time they met someone who was keen to tell them a story Description: Write the title The Rime of the Ancient
– even if they did not really want to hear it. Perhaps it Mariner on the board and explain that learners are
was a neighbour or a family member, or even a stranger. about to read some parts of a long poem written
Encourage them to try to remember as much as they can over two hundred years ago.
about the occasion, the person and the story. Invite comments about the title. Learners may say
Each learner in the group should take a turn to tell the that ‘rime’ is an incorrect spelling of ‘rhyme’, and
others. If they need help to think of an occasion, or to that a ‘rhyme’ means a simple poem with matching
remember details, the other learners in the group could sounds at the end of some lines.
ask them questions to prompt them. Guide learners towards understanding that ‘rime’
After ten minutes, invite learners to contribute their is an archaic word (and spelling) of ‘rhyme’. It is a
examples. Write some of these on the board under the story told in the form of a poem.
appropriate heading.
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Tell them that the poem begins with an unexpected 2 The Mariner begins to tell his tale
meeting in a street: three men are on their way to a (30 minutes)
wedding celebration when an old man stops one of
Learning intention: Understand the content of a
them and tries to tell him a story.
classic poem.
Explain that the author (Samuel Taylor Coleridge)
Resources: Learner’s Book, Session 9.5, The Rime of
deliberately made this poem ‘old-fashioned’ by
the Ancient Mariner Extract 1, Activities 2 and 3
using vocabulary and grammar that was long out
of date, even when he wrote it in 1798. (If you have Description: Read the introduction to Extract 1
already referred to the Common misconceptions of the poem. Make sure that learners completely
then learners will know this.) understand the scenario: that the first two stanzas
here are spoken by the Mariner, who has stopped a
Explore the other words of the title: the Ancient
young man in the street when that young man was
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Mariner. Ask learners for synonyms for both
on his way to a wedding with two friends.
words. Write some of these on the board, and invite
learners to say whether any of these words carry Suggest to learners that the Wedding-Guest shows
extra implied meaning. every sign of not wanting to stay and listen. Ask
learners: ‘Why does he stay and listen?’
If learners need help to see any different implied
Ask them to read the extract individually, then get
of the Old Sailor.
accompanying illustration. PL
meaning, ask them what difference it would make to
what they expected if the poem was called The Poem
Direct learners to the Getting started activity

and Activity 1 in the Learner’s Book, and the
Once in groups of four, give them 15 minutes to

follow the instructions in both. (They should not
read the extract yet.)
Tell them that, as an alternative to drawing a
into pairs and answer the questions in Activity 2 in
note form.
Next, put learners in groups of three and give them
ten minutes to practise reading the five stanzas
aloud, following the instructions in Activity 3.
While learners are practising their reading in groups,
write the points in the Speaking tip on the board, in
the form of simplified bullet prompts.
Bring the class together to share answers to
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picture, they can go to the Focus activity in the the Activity 2 questions. Encourage developed
Workbook and annotate the lines there. discussion so that any misunderstandings can be
cleared up.
Lastly, direct learners to the Speaking tip, and tell
• Support: Help learners to detect implied
them they have an additional ten minutes to practise
meaning in details of the description of the
their group reading for Activity 3, following the
Mariner. For example, you could ask them what
advice there. Show them the simplified prompts
his long grey beard suggests about him, and
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on the board as a reminder. Explain that they will

guide them towards seeing that this implies he is
perform these readings to the whole class later.
old and has perhaps been away for a long time.
to wonder why anyone should need to say • Support: You may need to help organise groups
unhand me, grey-beard loon! to the Mariner. of less confident readers by directing them as to
who should speak each part.
Assessment ideas: Ask learners to consider what
they have worked out about the Mariner and • Challenge: Encourage the more confident
his situation. Once in pairs, tell learners to write readers to experiment with more complicated
three questions for each other to answer about arrangements of voices than the one suggested
the situation at the start of the poem. They will in Activity 3.
then have ten minutes to exchange questions, write Assessment ideas: Set aside some time for all the
answers to them, and finally discuss those answers. groups to perform their reading for the whole class,
They should give each other feedback on how well and use whole-class response to give feedback. You
they have understood the situation. may want the more confident groups to perform
their dramatised readings first to provide a model
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ISBN_9781108782128.
for the less confident. Guide learners to offer Lastly, direct learners to Extract 3 and read the
feedback in the form of assessment based on the introduction with them. Tell them they have 15
Speaking tip prompts (on the board). minutes, working individually, to read the extract
and answer Activity 5. Some of the more difficult
3 The ice and the albatross (40 minutes) words (including ‘archaic’ words) are in the
Learning intentions: Understand the content of a Glossary.
classic poem. Differentiation ideas:
Resources: Learner’s Book, Session 9.5, The Rime • Support: Go round the class while learners are
of the Ancient Mariner Extracts 2 and 3, Activities working on Activity 5. Encourage them to use
4 and 5 techniques they have practised before if they are
Description: Prepare by writing three headings on finding the language of the poem difficult. For
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the board: ‘Weather’; ‘Scenery’; ‘Poetic techniques’. example, get them to think what other words
look like ‘thorough’ in Thorough the fog it came.
Remind learners that The Rime of the Ancient
Mariner is about a long and hazardous journey • Challenge: Encourage more confident pairs
in a sailing-ship to strange regions of the sea. In of learners to pay particular attention to the
modern times, an explorer would take a camera sounds of the poem as they read the extracts
PL
and would film the voyage. Ask learners what a
poet could do in 1798 to create a picture and a
soundscape in the minds of the original readers
of the poem.
Guide them towards realising that all the effects
(sound and vision) have to be created by the
language and structures that the poet uses.
Direct learners to Extract 2 of the poem.
Read it aloud to them, then get them to join
in a whole-class reading.
and complete the activities. They could take it
in turns to read stanzas aloud to each other.
Assessment ideas: Concentrate your assessment
on how learners are using techniques they learned
earlier in the year for working out the meaning of
unfamiliar words. Work through the words listed
in the Glossary and direct learners to look at how
each word is used in the poem. Each time a learner
suggests a technique for working out the meaning
of a word, ask the class to tell you more about how
they can use this technique, and write it on the
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Repeat this twice, then ask learners what patterns of board. For example, ask learners how they could
sound and language they heard as they read. Write work out the meaning of ‘helmsman’ in the line The
some of their comments on the board – choose helmsman steered us through!
those that match the heading ‘Poetic techniques’ (for
example, the simile As green as emerald to describe 4 Sounds and soundscape (30 minutes) 97
the colour and hardness of the ice). Learning intention: Produce a soundscape of a
Next, ask learners to work in pairs for ten minutes classic poem.
SA
to complete Activity 4. Tell them that they should Resources: Learner’s Book, Session 9.5, Activity 6
use terminology if they know it – for example, the
term ‘simile’ to describe comparing two things using
like or as – but that it is more important for now Download the audioscript for Activity 6 from
to be able to find interesting effects. Cambridge GO (Track 97).
After ten minutes, invite learners to say what
features of language and structure they found in
the two stanzas, and what effects they think these Description: Direct learners to Activity 6 and read
features have. As learners make suggestions, you can it through with them. Give them ten minutes to
write them on the board. discuss the sounds in the poem in groups.
You can decide how much terminology you want to After the discussion, invite learners to share their
give them. For example, they may notice that some ideas and write the best of these on the board.
lines have rhymes in the middle as well as at the end Ensure that everyone understands what they need
of a line: And ice, mast-high, came floating by and It to do by asking them to explain to you how they are
cracked and growled, and roared and howled. You can going to approach the task.
tell learners that this is called ‘internal rhyme’.
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ISBN_9781108782128.
Play the audio recording and give learners 15 If learners do not mention ideas of tension and suspense
minutes in their groups to plan and practise their themselves, introduce the idea of the ‘cliff-hanger’ –
soundscapes. leaving the reader in suspense for an explanation or a
Differentiation ideas: consequence.
• Support: Visit learners working in their groups Ask them why they think a situation like this is called a
and remind them that an audio version of a cliff-hanger.
dramatic poem has to provide the listener with Lastly, ask them to think about what might happen
all the clues they will need to understand what next. Coleridge has not left the Mariner hanging on to
is going on, as there will be no visual clues. the edge of a cliff, but he has given us clues about what
• Challenge: Encourage more confident groups sort of thing might have happened to the Mariner after
of learners to be inventive in the way they share he shot the Albatross. What are these clues?
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the voices of the poem and mix sound effects Assessment ideas: Self-assessment: Direct learners to
with reading. For example, they may want to the Summary checklist at the end of Session 9.5 in the
exaggerate the reactions of the Wedding-Guest Learner’s Book. Ask them to write an honest assessment
when he heard the loud bassoon. of their own progress in this session by:
Assessment ideas: Give every group time to • commenting on how far each statement is true
PL
perform their reading with soundscape. Invite
learners to comment on their own performance and
those of other groups by picking out approaches
that went well and suggesting ways of improving
approaches that were less successful.
Plenary idea
Cliff-hangers (15 minutes)
Resources: Learner’s Book, The Rime of the Ancient
Mariner Extract 3
• making themselves a target for improvement in that
area in the next session.
Help learners to do this by modelling on the board a
response to the first statement from the checklist: ‘I can
understand the content of a classic poem.’
Geography: Learners could try to trace on a map
the difficulties of undertaking a sea voyage in a
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sailing ship, starting in south-west England and
Description: Direct learners to the last stanza of Extract
heading south, crossing the Equator and then
3. It ends with the Mariner’s statement that he shot the
continuing south into the Antarctic.
albatross.
History: Investigate voyages of discovery on
Ask learners how they react to that. Give them time to sailing ships in the 18th century and earlier –
explain their reactions. For example, if they say they are especially voyages that involved exploring the
shocked, wait for them to explain why. North and South Polar regions. Some information
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Try to help learners to explore the different kinds of is available at the British Library website.
reaction they might have. For example, a learner may
have one kind of reaction in general terms (for example,
shock or disgust) at the idea of someone (even in a
story) killing what seems to be a harmless creature.
Homework idea
Ask learners whether, as readers of a story or poem or
activities in Workbook Session 9.5. Before setting
viewers of a film, they may have a different reaction (for
this, explain to learners that the two extracts here take
example, puzzled/disappointed/concerned) because they
place after the Mariner has shot the albatross. The
are involved in the story of the Mariner.
wind changes and then drops completely, and the ship
Then, ask them why they think Coleridge reveals the is unable to move. The Mariner and his fellow sailors
shooting of the albatross in the way he does here. have had nothing to eat and nothing to drink, and are
You could ask them about his use of capital letters for desperate for help or rescue.
the word ‘albatross’ and what effect that has.
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9.6 The Rime of the Ancient Mariner 2

LEARNING PLAN

7Ri.04, 7Ri.08, 7Ri.10, 7Ra.01,
7Ra.02,7SLm.03 • interpret and comment on • understand and comment on
the key events in a poem the events in a poem
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• identify and analyse • identify and comment on a
techniques used in poetry range of poetic features
• discuss and evaluate views • evaluate different views of a
about a poem. poem.
LANGUAGE SUPPORT
PL
Focus on the example of a compound noun in this
session: water snakes. The principle of compound
nouns like this is that the parts of the compound
can stand alone, but when joined they have a
different meaning. Other examples are bus stop,
timetable, door bell, toothpaste, mother-in-law.
Compound nouns can be more than two words
and are sometimes written as one word, sometimes
as two words and sometimes hyphenated. These
words may be more recent additions to the
language and on some occasions the form is
changing as the language evolves. For example,
for many years take-away was considered the norm
whereas now takeaway is more common.
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Starter idea more time now on class discussion of these predictions
about the story.
‘I shot the ALBATROSS’ (10 minutes)
Resources: Learner’s Book, Session 9.6, Getting started Main teaching ideas
activity
1 Punishment for doing wrong
SA
Description: Remind learners that the last session ended

(25 minutes)
with the Mariner’s statement I shot the ALBATROSS.
Explain that the poem was written in seven parts, and Learning intention: Interpret and comment on key
that this is the last stanza in the first part. events of a poem.
Put learners in pairs and ask them to discuss what might Resources: Learner’s Book, Session 9.6, The Rime of
happen in the next part of the poem. the Ancient Mariner Extract 4, Activity 1
After five minutes, join pairs into groups of four. They Description: Remind learners of the class discussion
should agree on three things that might happen to the in the Plenary at the end of Session 9.5, and of
Mariner before he eventually gets back home (which their reactions to the Mariner’s unexplained act
happens in the final part of the poem). They should of cruelty.
write these three things down, and be ready to explain Ask them if they would agree that the
them to the class. Mariner deserves to be punished in some way.
The class discussion could be left to the Plenary. If learners think he does deserve to suffer, ask them
Alternatively, if learners are full of ideas, you can spend whether they feel his fellow sailors should suffer
alongside him.
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ISBN_9781108782128.
Explain that, after the Mariner shoots the albatross, Direct learners to the list of poetic techniques
the weather changes for the worse. The wind is in Activity 2 and the accompanying Key word
unreliable and blows them first one way and then definitions.
another. Extract 4 of the poem, which they are Invite learners to offer definitions of the three
about to read, explains what happens after this techniques not defined in the Key words feature.
– there is another change in the weather and the Write the best of these definitions on the board. If
sailors’ situation. learners are not able to offer definitions yet, you can
Ask learners to read the instructions for Activity 1. try again at the end of the activity.
Check their understanding by asking them to tell Next, ask learners to pair up and tell them they
you what information they need to be looking out have 15 minutes to do Activity 2: to read the Extract
for in Extract 4. Write their comments on the board. 4 stanzas aloud to each other and to identify and
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Read the extract aloud to the class slowly, write down as many examples as they can of any of
concentrating on the sounds of these stanzas. For the techniques from the list.
example, you could exaggerate the slowing down at After 15 minutes, bring the class together and ask
the start: Down dropt the breeze, the sails dropt down. learners to collaborate on identifying techniques in
Discuss the glossary words with learners to make the two stanzas on the board. Whenever they are
sure they have understood.
•
Differentiation ideas: PL
When you have finished the reading, allow learners
time to read the extract on their own, then complete
Activity 1. Remind them that they must write in
their own words, not just copy from the text.
Support: Help less confident learners to answer

Activity 1 b by writing on the board: Find
a three-word phrase to sum up the Mariner’s
feelings.
agreed on an example, you can annotate the stanzas.
Ask learners to suggest an annotation code: use
colour if colour is available, or different forms of
underlining (for example, straight underlining for
simile, wavy underlining for repetition, a box to
indicate assonance, a circle for alliteration).
Work through as many examples of poetic
techniques as learners can find in the two stanzas.
Then, direct learners to the Language focus feature
and to Activity 3. Tell them they have ten minutes,
working individually, to complete Activity 3.
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• Challenge: Draw the attention of more
confident learners to the many repetitions in Differentiation ideas:
these stanzas, and encourage them to think • Support: While learners are working in pairs
about their effects. on Activity 2, draw a three-column table on
Assessment ideas: Check on learners’ basic factual the board with the headings ‘Word/phrase’,
understanding by asking them to tell you one fact at ‘Technique’, ‘Effect’. Provide an example of
a time about what happens to the ship and the sailors each to start learners off. For example: As idle
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in these stanzas. Check on their understanding of as a painted ship (simile) – tells the reader that
implied meaning by asking them if it would be true there is no more movement than there is in a
to say that the Mariner is ‘sorry for himself’. painting.
2 The sound of suffering (40 minutes) to identify further techniques, apart from those
Learning intention: Identify and analyse techniques listed in Activity 2. For example, the first line
used in poetry. of the first stanza – Down dropt the breeze, the
Resources: Learner’s Book, Session 9.6, The Rime sails dropt down – contains a feature known as
of the Ancient Mariner Extract 4, Activities 2 and 3; ‘chiasmus’. This is a pattern that works like a
coloured pens mirror image: the line begins Down dropt and
ends with dropt down.
Description: Prepare by writing on the board
the first and last stanzas from Extract 4, leaving Assessment ideas: Ask learners to read out their
plenty of space between and around lines to add Activity 3 analyses. Question learners further about
annotations. the effect they think each example has. This will
allow you to assess their more advanced reading
skills of evaluation and analysis.
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ISBN_9781108782128.
3 Analysing poetic language techniques After ten minutes, ask learners to tell you which
(55 minutes) rhymes they are sure of and which they are less sure
of. Invite class discussion and make sure all learners
Learning intention: Identify and analyse techniques
understand and agree. Then, ask them to look at
used in poetry.
how the rhyme scheme changes in the third stanza,
Resources: Workbook, Session 9.6, Focus and and ask them if they can find any changes in the
Practice activities; Differentiated worksheets 9A, 9B narrative.
and 9C
Now direct learners to the Practice activity, and give
Description: Turn to Workbook Session 9.6 and them 20 minutes to do Activities 3 and 4. Again,
read through the Language focus feature again as they will be working and discussing in pairs, but
a class. each of the learners must annotate their own copy
of the Workbook.
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Make sure learners understand that the reason
why poets use techniques in their writing is to Differentiation ideas:
communicate their meaning more clearly and
• Support: Encourage less confident learners
powerfully. So, if the sounds created in part of a
to read the stanzas aloud when working in
poem suggest something being drawn out over a
pairs. There will be some effects that are not
long time, we can expect to find that the meaning
PL
in this part of the poem is connected to something
being drawn out.
Then give each learner Worksheet 9A, 9B or 9C and
allow them 15 minutes to work on it.
After 15 minutes, direct learners to the stanzas in
the Focus activity of the Workbook. Tell learners
that this is another section of The Rime of the
Ancient Mariner in which the narrator describes
more of the severe weather experienced by the
sailors.
•
noticeable on the page but which they will be
able to hear when they read aloud. For example,
the consonant sounds of f– and sh– will be
more obvious when spoken.
to read aloud too, and to pay attention to the
number of syllables in each line. Can they find
a pattern?
Assessment ideas: Spend ten minutes in class
discussion, with learners contributing what they
have found. Concentrate on assessing how well
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Ask them to look at the way the first stanza learners explain the effects. Correct use of difficult
has been annotated and explain to you how the terminology is not so important at this stage.
annotation works to show a pattern of rhyme.
Write the heading ‘rhyme scheme’ on the board. Tell 4 Punishment and forgiveness
learners that they now have ten minutes, working in (40 minutes)
pairs, to do the following: Learning intention: Interpret and comment on the
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• read aloud the remaining two stanzas to each key events of a poem.
other as many times as they need to in order Resources: Learner’s Book, Session 9.6, The Rime of
to be sure they can hear (not just see) all the Ancient Mariner Extract 5, Activities 4 and 5
the rhymes
Description: Prepare by writing these five words
• annotate the two stanzas to show the as table headings on the board: ‘wrongdoing’,
rhyme scheme ‘punishment’, ‘suffering’, ‘guilt’, and ‘forgiveness’.
• remember, when they are ‘labelling’ each line’s Remind learners that Extract 4 was just a short
end-rhyme, to go back to the start of the section from the long account of his sufferings that
alphabet at the beginning of each stanza – so the Mariner gives to the wedding guest. Two things
the first line in each stanza is always A were going on in this part of the poem: the Mariner
• work and discuss in pairs, but each annotate was describing his surroundings; he was also telling
their own copy of the Workbook the wedding guest how he felt in his suffering.
• agree on an answer to Activity 2 in the Focus Read through the introduction to Extract 5 of the
section, and write it down. poem and ask learners to explain why they think
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the sailors have hung the dead albatross around the Direct learners again to the Activity 5 instructions.
Mariner’s neck. Then, go through the Reading tip with them. Emphasise
Direct them to the five words you have written on how important it is to refer to specific examples when
the board. Ask them how what has happened in putting forward an opinion, and that this is true of
the poem so far is linked to these words. Encourage written work as well as spoken work.
class discussion, and make sure that learners Invite learners to look at the two views. Ask them if the
understand the concepts. Write any particularly views conflict with each other. Guide learners towards
useful insights on the board as well. seeing that it would be possible for someone to support
Then, give learners plenty of time to read this final both views without contradicting themselves.
part of the poem themselves before completing Now invite learners to give their opinions ‘For’ or
Activity 4, working individually. Remind them that ‘Against’ either of the two views, but insist that they
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they should give their answers in their own words, must give specific examples from the poem to support
not just copy the poem. their point. Write these examples under the relevant
When learners have finished answering the Activity headings.
4 questions, ask them to pair up and tell them they You may want to hand over control of the discussion to
have an additional five minutes to compare answers. learners, who can comment to each other on how well
•
Differentiation ideas: PL
After that, each pair should join another pair
for ten minutes to discuss their thoughts about
Activity 4 c and then move on to Activity 5 – the
two views of the poem. They should make notes on
what they discuss.
Support: Help less confident learners to realise

that questions in Activity 4 a and b are mostly
to do with explicit meaning, whereas 4 c is
about implicit meaning.
they are using examples.
You can also assess how learners are showing their
understanding of the poem as a whole. Take this
opportunity to praise learners who offer examples to
support their comments without having to be prompted.
Encourage learners to offer alternative views of the poem,
apart from the two on the board. Write down in a new
(sixth) column any views that gain support from other
learners. If learners are reluctant to offer alternative
views, prompt them by asking why they think the Mariner
felt he had to tell his story to a stranger, and what effect
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• Challenge: Encourage more confident learners the story might have had on the Wedding-Guest.
in their group discussions to insist that, when
one of them offers a personal opinion on the End by asking learners to put forward any questions they
text, they have to refer to specific examples. have about the poem – especially questions about how the
poet controls the flow of information to the reader. Write
Assessment ideas: The answers to Activity 4 and these on the board, and invite learners to suggest answers,
the notes on Activity 5 are preparation for class again based on details which are in the poem.
discussion in the Plenary, which is when assessment
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can take place.

Plenary idea Biology: Learners could look up the
Views of the poem (20 minutes) phenomenon known as ‘bioluminescence’ on
the internet, or ask their Science teachers.
Resources: Learner’s Book, Session 9.6, The Rime of the
They may find an explanation directly linked to
Ancient Mariner Extracts 4 and 5, Activity 5
The Rime of the Ancient Mariner if they search
Description: Make sure that the five words from the for ‘bioluminescence’ and ‘The Rime of the
previous activity are still on the board: ‘wrongdoing’, Ancient Mariner’.
‘punishment’, ‘suffering’, ‘guilt’, and ‘forgiveness’.
You will need to prepare for class discussion by creating
five columns on the board: two columns for each of Homework idea
the two views from Activity 5, divided into ‘For’ and
‘Against’ for each; and one more column for a list of any
different/alternative views that learners suggest as class
discussion proceeds.
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PROJECT GUIDANCE
The project is about how the marine world is being • the structure – using organisational features
affected by the actions of humans. Learners could to help the readers, such as headings,
research the following issues: subheadings and bullet points.
• plastic in the oceans The project instructions in the Learner’s Book
• global warming contains suggestions about what the booklet could
contain.
• the way some humans treat sea creatures.
There is also a suggestion about peer assessment.
They should choose one aspect they feel most
Learners are advised to ask their friends to read
strongly about and collect information such as
the booklet once it is finished, and to say how
data, stories and articles about this topic.
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informative and effective they found it.
Drawing on their work in Session 9.3 on the
You could add an element of self-assessment.
content and structure of informative articles,
Tell learners that, once the booklet is finished, they
learners should think about:
should write a paragraph explaining the choices
• the audience for their booklet – their they made when planning and composing it.
classmates
PL
• the purpose – to provide information, but also
to persuade readers of the need to change
their attitudes to the natural world.
• the format – a booklet, giving them the chance
to present ideas in a way that is eye-catching
and interesting to read
Remind them that ‘finished’ means that they have
checked it through for spelling and punctuation,
and have made sure it all makes sense. It may
help them to read it aloud – even if there is no
one to listen, the practice of reading aloud will
help learners to check the sense of what they have
written.
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Acknowledgements
The authors and publisher acknowledge the following sources of copyright material and are grateful for the permissions
granted. While every effort has been made, it has not always been possible to identify the sources of all the material used,
or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate
acknowledgements on reprinting.
Excerpts from the Approaches to learning and teaching series, courtesy of Cambridge University Press and Cambridge
Assessment International Education: cambridge.org/approachestolearning
Unit 1: Excerpt from ‘Beware Low-Flying Girls’ by Katherine Rundell. Published by Alma Books, 2017. Copyright
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© Katherine Rundell. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd., 20 Powis Mews,
London W11 1JN; Experts from Around India in 80 Trains by Monisha Rajesh, reproduced with the permission of
Hodder & Stoughton, Copyright © Monisha Rajesh; ‘Hard is the Journey’ by Li Po (abridged); Excerpts from Silverfin
by Charlie Higson, copyright © 2005 by Ian Flemming Publications. Reprinted by permission of Little, Brown an
imprint of Hachette Book Group, Inc. and Curtis Brown; Unit 2: ‘Hey You Down There’ by Harold Rolseth;
Unit 3: ‘Film Boy’ by Alexander McCall Smith from Stories of the World compiled by Federation of Children’s Book
PL
Groups; ‘Hrithik Roshan says he practices every day to overcome stammering’, used with the permission of Hindustan
Times; ‘Thai cave rescue boys meet hero Zlatan during Ellen interview’ by Hannah Ellis-Petersen, Copyright Guardian
News & Media Ltd 2019; Unit 4: ‘One in Twenty-Three’ by Helen Rye, used with the permission of the author;
‘Seaview Haiku’ © John Foster included by permission of the author; ‘Over the Wintry’ by Natsume Soseki; ‘Goldfish’
by Jennifer Wong (Chameleon Press); ‘Under the evening moon’ from The Essential Haiku: Versions of Basho, Buson
& Issa edited and with an Introduction by Robert Hass. Introduction and selection copyright © 1994 by Robert Hass.
Used by permission of HarperCollins Publishers and Bloodaxe Books; ‘Marriage’, ‘The Red Wheelbarrow’ and
‘This is just to say’ by William Carlos William, from The Collected Poems: Volume I, 1909-1939, copyright ©1938
by New Directions Publishing Corp. Reprinted by permission of New Directions Publishing Corp., and used with the
permission of Carcanet Press; Excerpt from ‘The tiny world of Willard Wigan’, used with the permission of Telegraph;
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Excerpt from ‘Micro-Artist Willard Wigan talk to us’, used with the permission of TI Media; Unit 5: Excerpt(s) from
Wonder by R. J. Palacio, copyright © 2012 by R. J. Palacio. Used by permission of Alfred A. Knopf, an imprint of
Random House Children’s Books, a division of Penguin Random House LLC. All rights reserved. Reprinted by
permission of R.J. Palacio; Unit 6: John Fuller, ‘Lullaby’ from Collected Poems, published by Chatto & Windus. Used
by permission of The Random House Group Limited; Excerpt from As I Walked Out One Midsummer Morning by
Laurie Lee, Penguin Modern Classics; Excerpt from Letter to Daniel: Despatches from the Heart by Fergal Keane,
Copyright © Fergal Keane. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd.; Excerpt
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from speech at the ‘Make Poverty History’ Campaign, London, 2005, courtesy of the Nelson Mandela Foundation;
Unit 7: ‘The Travel Agency’ by Maria Turtschaninoff, translated by A. A. Prime, abridged and used with kind
permission, first published in Quest - stories of journeys from around Europe from the Aarhus 39 (Alma Books);
Unit 8: The White Tiger by Aravind Adiga Copyright © Aravind Adiga 2008, by Atlantic Books Reproduced with
permission of Atlantic Books, and Copyright © 2008 by Aravind Adiga. Reprinted with the permission of The Free
Press, a division of Simon & Schuster, Inc. All rights reserved; ‘Things to do in Doha’, used with the permission of
AS Traveler https://astraveler.com/; Excerpts from Neverwhere by Neil Gaiman © 1996; 1997; 2000 Neil Gaiman.
Reproduced by permission of Headline Publishing Group and Writers House LLC; ‘City Jungle’ by Pie Corbett; ‘Last
Night I saw the City Breathing’ by Andrew Fusek Peters, first published Mad, Bad & Dangerously Haddock, Lion
Publishing, 2006; ‘Urban Threats’, NG Image Collection; ‘What would the ultimate child-friendly city look like?’ by
Laura Laker, Copyright Guardian News & Media Ltd 2019; Unit 9: extracts from Jaws by Peter Benchley, Copyright
© 1974, Renewed 2002, Benchley IP, LLC. All Rights Reserved. Reproduced with permission of the Licensor through
PLSclear. ‘Why are we afraid of sharks?’ Elaina Zachos, NG Image Collection; Text excerpt from page 44-48 from And
The Ocean Was Our Sky by Patrick Ness. Illustrated By: Rovina Cai. Used by permission of HarperCollins Publishers
and Walker Books; Tests: Ancient Greek Olympics from www.historyforkids.com © 2019 History for Kids. All rights
reserved; ‘Rudolf ran and world went wild’ by M.B. Roberts for ESPN, used by kind permission of the author;
Excerpts from ‘The Winter Oak’, by Yuri Nagibin; Tigers, used with the permission of WWF UK; Excerpt from
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ACKNOWLEDGEMENTS
‘The Runaways’, by Victor Canning; ‘Undiscovered Paradise’ article Copyright © 2019 American Express Company;
Excerpt from Hangman by Julia Jarman, Andersen Press, 1999
Cover: paper sculpture created by Justin Rowe
The authors would like to thank the following people for their support: Gaynor, Natasha and Sophie Creamer, who
were all immensely encouraging, and Sarah Robertson, Florence Kemsley, Sonya Newland and Rosalyn Scott.
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Cambridge Lower Secondary

Second edition Digital access

Cambridge Lower Secondary

University Printing House, Cambridge CB2 8BS, United Kingdom

Cambridge University Press is part of the University of Cambridge.

permission of Cambridge University Press.

NOTICE TO TEACHERS IN THE UK

Setting up for success

7 ‘The Travel Agency’ 174

CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE

Lesson plan template

Curriculum framework correlation

Answers to Learner’s Book activities

Differentiated worksheets and answers

and peer assessment. PL

CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE

How to use this series

The Learner’s Book is designed for learners to use in

PL and help them progress.

visible progress and enables independent

The Teacher’s Resource is the foundation

CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE

How to use this

Outline of learning content Resources

knowledge required to access the unit and gives BACKGROUND KNOWLEDGE

HOW TO USE THIS TEACHER’S RESOURCE

Reflecting the Learner’s Book, each unit consists of multiple sessions.

Learning objectives Learning intentions Success criteria

7Rv.01, 7Rs.01, 7Rs.02, 7Ri.01, Learners will: Learners can:

In this session, learners are asked to predict what they

Misconception How to identify How to overcome

CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE

Starter idea Main teaching ideas

for linking to other subject areas.PL

The Cross-curricular links feature provides suggestions

HOW TO USE THIS TEACHER’S RESOURCE

Digital resources to download

CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE

The cat must have heard a noise.

d the decli work and

ABOUT THE AUTHORS

About the authors

Helen taught in the UK for 27 years. She is now a freelance educational

CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE

About the curriculum

curriculum framework is available on the Cambridge Assessment International Education

APPROACHES TO LEARNING AND TEACHING

Assessment for Learning PL

CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE

Skills for Life

These six key areas are:

Creativity – finding new ways of doing things, and solutions to problems

Cambridge learner and teacher attributes

Cambridge learners Cambridge teachers

APPROACHES TO LEARNING AND TEACHING ENGLISH

Speaking and listening

CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE

Reading and writing

SETTING UP FOR SUCCESS

Setting up for success

Planning for active learning

We recommend the following approach to planning.

CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE

Setting up for success

7 ‘The Travel Agency’ 174