Cambridge

Lower Secondary

7
Complete
English
Second Edition

Dean Roberts

TEACHER HANDBOOK
Oxford excellence for Cambridge Lower Secondary
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Lower Secondary Complete English
online Kerboodle course

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Kerboodle is a digital platform that works alongside your course
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• Reinforce learning with supportive resources
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of the Student Books
• Improve the classroom experience by highlighting,
annotating and zooming in on specific features

Foodies’ delight
1
Healthy eating – a radio discussion Listen to the Developing your language – writing Global
Sophia, Nikri and Nor were asked to discuss how young people audio for this task: appropriately for the reader Perspectives
can be encouraged to eat healthily. Sophia starts the discussion. Sophia, Nikri and Nor talk about how to convey information Most fresh food produced
Listen carefully to their discussion. about healthy eating effectively for young people. Answer the by farmers around the world
following questions about language features. is nutritious. However, many
Understanding 1. What do the group suggest is important? of these natural foodstuffs
2. Look at the features below and decide which you think are are then processed into
Answer the following questions.
important and which are not. Explain your answer. considerably less healthy
1. Sophia’s and Nikri’s mothers have the foods. Think about your
same view of food. What is it? region. How might a local
Standard English clear headings straightforward words
2. What do Nor, Sophia and Nikri think farmer communicate this to
writing in the third person colloquial language
young people need to eat to stay local people?
healthy? short sections complex sentences

3. What do they think are the foods you scientific words illustrations addressing the reader directly
should eat less of? What would you subject-specific language glossary to explain difficult
add to that? words similes exclamations humour
4. Give two ways the group suggests of persuading young
people to eat healthily. 3. Add more features to those above.

5. Which method do you think is more effective? Explain your 4. Using the information from the radio discussion, and your
answer. own knowledge, write an information leaflet for students of
your age to encourage them to eat healthily.
6. You just heard someone say, “An awful lot has to change
before children will eat a healthy diet.” What might they You need to think about:
mean by this? ● what you are going to include in your leaflet
● how to make your leaflet persuasive for a younger
Word builder Word cloud audience by using a range of suitable language techniques
● how you are going to organise your ideas clearly.
calcium nutritious
The words in the Word cloud are all subject-specific words
linked to the topic of nutrition and diet. Look at the Word carbohydrate protein
cloud and answer the following questions. fat vitamins My favourite food
1. Check you know what each word in the Word cloud means. nutrients
On social media, you follow a Teenage Kicks pro-health
Use a dictionary to help you. food group. Write a quick tweet, in reply to these
2. Give some examples of foods in each of these categories: rich prompts.
in calcium; high fat content; high protein content; plentiful ● My favourite healthy food is ...
vitamins.
● What I love about it is ...
3. Nutrients and nutritious come from the same word family.
● Nutritionally it is ...
They are both Latin words. Use a dictionary to find out what
their Latin origins are. ● Science says we need this food because...

16 17

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Contents

1 Spine-chilling suspense 6

2 Manic media 22

3 Hazardous hobbies 38

4 Food for thought 54

5 Joyous journeys 70

6 Dating the drama 86

7 Sizzling science 102

8 Hairy history 118

9 Nurturing nature 134

Language and literacy reference 150

Word cloud dictionary 156

Additional support can be found on Kerboodle. There

are resources for every spread and covering all the skills,
including interactives, worksheets for formative and
summative assessment and audio along with transcripts.
Introduction
Oxford’s Cambridge Lower Secondary Complete English 7 is an enquiry-based
course designed to develop students’ skills and confidence in English. Recognising
the multilingual and multicultural nature of today’s world, the approach supports
your students in becoming life-long learners and independent thinkers.
This series ensures that students:
● increase their curiosity about the world around them
● apply new knowledge, understanding and skills across a wide range of subjects
● build effective and confident communication skills
● explore their local context and link this to global awareness.

The English curriculum

Carefully aligned to the latest Cambridge Lower Secondary English curriculum
framework, Oxford’s Cambridge Lower Secondary Complete English 7 will meet your
students’ learning goals. Arranged under engaging themes, each unit covers topics
and skills that facilitate learning across the curriculum as well as providing a firm
foundation for IGCSE® First or Second Language English courses of study.

Student Book
The guiding principles for Student Book 7 (supported by Workbook 7) are creativity and
engagement. The course aims to increase students’ awareness and competency in all
aspects of English. They are encouraged to:
● apply their reading, writing, speaking and listening skills effectively in
commonplace situations but also in studying a wide range of subjects
● engage with a range of reading texts for information and for pleasure, including
texts from different cultures and historical periods
● regard themselves as writers, using the written word clearly and creatively for a
range of different audiences and purposes
● develop speaking and listening skills for effective presentation and collaboration
● enhance their vocabulary, and practise applying grammatical and linguistic
conventions
● evaluate spoken and written texts, increasing their confidence to comment on
apparent values and opinions.
In meeting these aims students will explore texts from countries around the world,
create different types of writing, including poetry and playscripts, collaborate on a
range of speaking and listening activities, and engage with new concepts and the
writer’s craft. Students are encouraged to be innovative, adapting to new ways of
thinking and making best use of contemporary technology.
All units facilitate Cambridge Lower Secondary Checkpoint learning objectives. This
approach ensures that the curriculum framework is fully covered through the nine units in
an engaging and ordered way. Each unit ends with an opportunity for students to reflect
on the ‘Story of their success’ and to evaluate their development in specific areas of the
English curriculum, thus encouraging responsibility for their own learning.

Reading
Reading extracts are accompanied by Word cloud and Glossary boxes. Word clouds can
be used to introduce students to new vocabulary, to explore meanings and usage in
context. Word builder exercises allow students to familiarise themselves with and use
the words in the Word cloud.

4
With the help of the Word builder feature and ‘Developing your language’ tasks,
the writer’s craft can be discussed and practised. In the ‘Understanding’ sections,
comprehension skills are consolidated with tasks requiring students to demonstrate their
understanding of explicit and implicit meaning. This ranges from information retrieval to
generating new material – that is, from lower order thinking skills to higher order skills,
offering differentiation by task setting to stretch learners where appropriate.

Writing
Writing tasks include writing a newspaper report, a letter, poems, playscripts, a
descriptive account, a persuasive blog post and a suspense narrative. All writing tasks
are carefully built up as writing frames, offering step by step guidance so that students
structure and organise their ideas coherently, using a range of sentence structures and
punctuation to create particular effects. Each unit also contains essential grammar and
spelling practice to improve technical accuracy.

Speaking and listening

Each task encourages active listening for turn-taking and improves oral skills for
debates and presentations. Group and pair work enables students to explore complex
ideas and feelings in a safe environment, and develop confidence in giving perceptive
responses that show an awareness of another person’s extended meanings. These
tasks incorporate a fun element, but they are also invaluable preparation for oral
assessments in both First and Second Language English exams.

Global Perspectives
Each unit in the Student Book features tasks which aim to raise students’ awareness
and broaden their understanding of global perspectives. A global perspective might
come from exploration of a global issue, which could be found to be a local concern
too. However, understanding of a global perspective might originate from focusing on a
prominent local issue which also occurs elsewhere in very different and distant locations.
These tasks are aligned to six key skills – researching, analysing, collaborating,
communicating, evaluating and reflecting – all very useful skills in developing
English language. They invite exploration of topics such as disease, health, poverty,
conflict, law, tradition, agriculture, migration, education, biodiversity and the digital
world. Students can be encouraged to work on projects together, collect data and
compile reports, provide written and oral presentations, take part in sustained
discussions – in short, share new knowledge about significant global issues as part of
their work in the English classroom.

Formative and summative assessment

Throughout the units, students’ work is assessed through teacher, peer and self-
assessment, with the objective of improving specific competencies and
self-confidence. Formative assessment provides low-stakes assessment and plentiful
opportunities for teacher feed-forward. Each unit ends with a summative, exam-style
assessment that can provide students with higher-stakes feedback.

The Workbook
This write-in resource is connected to but not dependent upon having a copy of
the Student Book to hand. The Workbook is ideal for consolidation and extension
of concepts and skills covered in class using the Student Book. It enables students
to practise and expand on work in lessons for homework. Answers and suggested
answers can be found in this Teacher Handbook.

5
 1 Spine-chilling suspense
Learning objectives

Speaking & Listening Writing Reading

● Take part in a discussion,
sharing ideas and
responding sensitively to
your partner’s ideas.
● Listen to a professional
and evaluate his talk,
offering useful feedback.
● Use verbs precisely to
extend meaning and
create suspense.
● Use conjunctions to
create longer, compound
sentences accurately.
● Write confidently in the
genre of fiction suspense.
● Comment on a writer’s
choice of specific
language to enhance
impact.
● Identify some key
features of a non-fiction
text that uses satire.
● Express a personal
response to text open to
several interpretations.

Setting the scene Reflection

Spine-chilling suspense Thinking time

Taking about 5–10 minutes, draw out students’
ideas and prior experience in an informal way:
● Ask why they think people explore places and
situations which put them in danger.
● Has anyone collaborated with others to
create a situation of suspense in a story
or drama?
● Ask if any have found ways to create
suspense in their own writing.
● How do different lengths and types of
sentences help the reader engage with a
story?
● Ask: When you read a scary or adventure
story, do you ever stop to reflect on how the
writer created the suspense?
If you have the Cambridge Lower Secondary
Complete English Kerboodle, remember to use the
additional online resources that support this unit.
You could start by asking students if they like
to be frightened. The initial response is likely to
be ‘no’ but then ask them about what they feel
on breathtaking rides at the funfair or while
watching a scary movie.
The discussion generated by the questions can
begin in small groups. Draw out some of their
best ideas in a plenary discussion.
Suggested answers
1. People can find that what they imagine while
reading is more frightening than the images
they see in a film.
2. People are generally frightened by what they
do not know and once something is seen it is
easier to understand.
3. Possibly because all humans are afraid of
things they do not understand so people of
all cultures make up stories about the strange
and unknown.

6
 1
1
1
Spine-chilling
Spine-chillingsuspense
suspense Thinking time
Workbook
Myths and legends appear in different cultures. Many of these
stories involve horror and suspense.

In this unit, you will explore the main features of suspense: cliff-hangers, 1. Do you prefer reading scary stories or watching scary
movies?

The power of suggestion

dilemmas, scary moments, and how humour and satire can also be part of
suspense. You will read about a challenging climb on ice-laden rocks, consider 2. Do you agree that what the mind imagines is more
terrifying than what the eyes see?
what might be scary in the future for the human race, and listen to a successful
writer explaining how to create suspense. You can also have a go at writing the 3. Why are stories involving horror and suspense so popular
all over the world?
beginning of a suspenseful story.

Page 4 of the Workbook provides students with

And in doing all that, you will be practising these key skills:
Speaking & Listening –
Speaking & Listening Writing Reading things that frighten people

an opportunity to consider a text to see how

£ Take part in a discussion,
sharing ideas and
responding sensitively to
your partner’s ideas.
£ Listen to a professional
£ Use verbs precisely to
extend meaning and
create suspense.
£ Use conjunctions to
create longer, compound
£ Comment on a writer’s Answer these questions.
choice of specific 1. Make a list of all the scary things you can think of.
language to enhance 2. Share your list with a partner. Do you have any things
impact. in common?
£ Identify some key features

suspense can be built, and then use what they

and evaluate his talk,
offering useful feedback.
sentences accurately.
£ Write confidently in the
genre of fiction suspense.
3. Compile a combined list of the ten scariest things in
of a non-fiction text that
rank order.
uses satire.
4. Write a definition for the word horror.
£ Express a personal
response to text open to

have discovered in their own writing. It works

several interpretations.
Creating suspense – the power of
suggestion
Suspense suggests a feeling of being anxious or uncertain about

well as a homework activity. In a later lesson ask

what is about to happen next. Many writers use suspense as a
I love stories where I’m device for creating tension within their texts.
always on the edge of Read the following passage and draw the creature as you
my seat and maybe a imagine it.
little scared too.

students to read out their paragraphs and discuss

It lurked in the shadows carefully hidden, silently watching and
waiting to pounce. A creature so old and mystical that no human
had ever set eyes on its terrifying features until now! Slowly, so
res slowly, it shifted its enormous bulk and began to move, metre by
best; Evil, ugly creatu
ense that is ponderous metre, towards the unsuspecting crowd.

how they built suspense.

but
It’s the susp sters aren’t frightening
the scary mon spiders terrify
me.
once you see d of.
ing to be afrai
they’re noth

6 7

ILS_English_Unit01.indd 6 15/02/21 4:36 PM ILS_English_Unit01.indd 7 15/02/21 4:37 PM

Answers
Speaking and listening 1. Likely questions are:
● Who is the narrator (I)?
Things that frighten people ● Whose house is it?
This short activity can start with students ● Why is the narrator at the house?
compiling lists individually, then working ● Why is the narrator so afraid of what is in
through the rest of the stages in pairs. Elicit the the house?
definitions of horror for discussion. You could ● Why does the door open?
conclude with a dictionary definition of the word,
● Who is inside?
e.g. a feeling of intense fear, shock and disgust.
● What will happen next?
2. It makes the reader ask the questions above
Creating suspense – but there are no answers yet – this creates
interest and suspense.
the power of suggestion
3. Check that the students’ paragraphs use
Before the exercise, tell students to close their
suggestion and lack of detail to create
eyes and listen as you read the text aloud. You
unanswered questions to build suspense.
could illustrate how the power of suggestion is
used to create suspense by asking students what
we do and don’t find out about the creature from Extension
the extract. Some suggestions are given in the
table below. Describing a creature
Some statements could be placed in either Ask students to use their drawing of a creature
column, so accept any answers that students can as a starting point for writing a description of
justify. For example, the text gives details of the a horrible being. Suggest that, to make their
creature’s appearance but they are very limited; description powerful, it should appeal to as many
we know it is very old but not how old. of the senses as possible. Ask them to consider
the following:
What we find out What we don’t find out ● How big is it?
Why it is hiding in the Details about the ● What colour(s) is it?
shadows creature’s appearance ● What texture is it (slimy/rough/shiny)?
Why it moves slowly Who are in the crowd ● What does it smell of?
Whether it has evil Its name ● What sounds does it make?
intent How old it is ● What does it do (move slowly/belch smoke/
What noise it makes groan)?
Where it has come from

Drawing the creature provides an opportunity for

fun and creative expression.

7
 Spine-chilling suspense
Clinging to the edge
Prior knowledge
Students read a short text and analyse how the
1 The rope ladder went taut, and after a moment there was a little
selection of verbs is used to develop suspense.
5 you. . . so. Then she can hold you if. . .” He stopped. Just the
They will need to draw on their full knowledge
10
of different ‘powerful’ verbs.
15
Ask students if they have heard of the yeti.
20
Explain that it is a creature from the culture or
mythology of the Himalayan mountains of Nepal
and Tibet. It is described as a huge hairy, ape-like
creature that lives in the high snowy mountains.
It is sometimes called the ‘abominable
ILS_English_Unit01.indd 8
snowman’. There are few recent reports of
sightings of the yeti but people sometimes
find huge footprints in the snow. No explorers
or scientists have been able to find proof of its
existence but, more importantly, they have not
been able to prove that it doesn’t exist. So the
stories continue!
Reading
Clinging to the edge
Display the title of the passage and elicit its literal
meaning with reference to the photo. Then discuss
its metaphorical meaning (just hanging on when
something bad could happen) and some examples
(e.g. finding just enough money to pay your rent
before you are thrown out of your house).
Read out the sentence at the beginning of the
Understanding section to contextualise the passage
before students start. They could read through
the questions in this section first to give them a
purpose for reading. Also explain that ‘yeh-teh’ is an
alternative spelling for yeti.
Student Book answers
Understanding
Give students time to read the text on their own,
then read with the class.
Accept responses along these lines:
1. He ties the rope very securely/talks to her
gently to reassure and encourage her.
2. The yeh-teh is a creature that she doesn’t
know and is probably afraid of.
3. Tahr is going out of his way to be comforting
and avoids using the word ‘fall’.
8
Spine-chilling suspense
1
Clinging to the edge
Paris is part of an expedition to the Himalayas to find the
legendary yeti. She is helped by her friend Tahr and Geng-sun,
Key concept
Verbs
Every sentence contains at least one verb. Verbs are
“Hmm, I need
a really good
verb here.”
the creature she was hunting.
used to describe a state, an action or a feeling. They are
sometimes called ‘doing’ words.
When trying to create suspense, a writer will describe
hissing in the air, and the end of the spare rope snaked back exactly the way a character feels or moves, using a variety
down. Tahr caught it and gave it a firm tug. “There,” he said, as of verbs to build the image.
if this was a plan they’d already discussed. “We tie this round Example:
Her calf muscles were starting to ache and tremble.
word fall might be too much for her.
The verb tremble is used to show how much she is
Easy. All she had to do was. . . trust the yeh-teh. With her life. suffering. Trembling suggests fear of losing her footing
Tahr had looped the rope around her, more than once, just in and falling, so its use builds suspense.
case, and three or four extra knots at the end to be sure. “Now,”
he said gently. “You climb.”
“Only if. . . if you climb too. If you. . . talk to me.”
Developing your language – using verbs
“Talk?” Tahr said. “About what?” Word cloud to create suspense
Answer these questions.
“Anything. Please!” said Paris. “I just need to know you’re there.” ache hugging
1. Write an alternative verb that creates more suspense than
Twice she nearly blacked out – she almost wished that she clamped looped
those in bold below.
could – and she found herself clamped to the ladder, her arms clung snaked
a The climber was worried the avalanche would bury him.
through the rungs and hugging it with all her strength. Eyes froze taut
shut, she felt the rung against her cheek and it was all right, it b “Run for your life!” said the lifeguard when he saw the shark.
would be all right as long as she could stay right here and never c “Hit the alarm as hard as you can or it won’t work.”
move again. Except her calf muscles were starting to ache and
2. Write as many alternatives as you can for these verbs:
tremble. But when she tried to shift her weight at all, the rope
ladder swung away and she froze and clung again. Glossary talk move said
From The Lastling by Philip Gross blacked out became
unconscious
Word builder
Understanding calf muscles the muscles Answer the following questions.
Answer the following questions.
1. How does Tahr try to help Paris to make the climb?
2. Paris has to trust the ‘yeh-teh’ to keep her safe but why might
in the lower leg area
Lastling the author’s
term for the last of its
1. Look at the words in the Word cloud. Most are different
forms of verbs.
a Taut is not a verb. What kind of word is it?
kind
this be a problem for her? b Why is taut more effective than using stretched?
yeh-teh yeti, a legendary 2. How is the use of froze instead of stopped and clung instead of
3. In the first paragraph, how do you know that Paris is
creature of the Himalayas held so effective in explaining Paris’ fear? How does it relate
frightened by the climb?
to the use of clamped and hugging?
4. How is the author successful in creating suspense in the last
paragraph of the extract? 3. How does looped make the image clearer than if the writer
had used tied in the phrase “Tahr tied the rope around her”?
8 9
15/02/21 4:37 PM ILS_English_Unit01.indd 9 15/02/21 4:37 PM
4. The author gives details of all the problems
Paris faces and describes her fear. He uses lots
of ‘powerful’ verbs like ‘clamped’ and ‘clung’,
which build up the suspense.
You may find that Question 4 is too demanding
for some students to do on their own. If this is the
case, you can assign this question to the higher-
ability students only and ask the rest of the class
to underline all the verbs in the final paragraph.
Then elicit these verbs from the students and
discuss with them how the ‘powerful’ verbs build
up the suspense.
Developing your language
language
Using verbs to create suspense
To introduce this section, look at some of the
more powerful and descriptive verbs in the text,
e.g. snaked, looped, blacked out, clamped.
1. Elicit and discuss verbs that students suggest.
Some possible answers:
a. terrified, frightened, petrified
b. screamed, yelled, hollered
c. thump, punch, bang
2. This would work well as a word race. Pairs
or small groups share and note down as
many words for each category as they can
in a given time, e.g. two minutes for each
category. Then ask the groups with the most
words to read them out, or display them
on a board. Can they find any others in a
thesaurus?

Vocabulary
Word builder
The questions in this section consolidate
language and reading skills so ask students to
work quietly on their own.
Answers
1. a. Adjective
b. Taut suggests stretched as far as it will go.
2. They both add extra meaning: froze means
stopped and unable to move and clung means
held very tightly. This gives detail and strength
to the description of her feelings, and builds
on the earlier use of clamped and hugging.
3. It suggests the movement as he puts the rope
around and around again.
Reading
Extended story, guided
reading
On pages 150–3 of the Student Book, there is an
extended extract from the novel ‘The Lastling’
by Philip Gross. After students have completed
their extension activity and before they read this
new part of the story, explain that this extract,
entitled ‘No Way But Up’, describes the challenge
the three characters face in escaping their ‘would
be’ kidnappers. They must ascend the sheer cliff
face. Tahr and Paris can speak to each other in
English but the Yeh Teh named Geng-sun doesn’t
use spoken language and ‘talks’ using her hands,
postures and facial expressions. They all must
communicate in order to help each other. ‘No
Way But Up’ comes slightly before and continues
beyond the text on page 8 of the Student Book,
‘Clinging to the edge’.
Ask students to form small reading groups
of three or four, and to take it in turns to read
this part of the story out loud to each other.
Afterwards, encourage them to discuss the text
from any perspective they would like to. You can
visit each group and listen in, suggesting further
exploration, discussion and responses. This should
be regarded as an oral and aural activity, not
assessed and with the aim of encouraging reading
in reading circles.
1
Workbook
Using effective verbs
Page 5 of the Workbook gives students the
opportunity to think further about the nuances
of verbs and the importance of choosing them
carefully when they write. It is suitable for
homework.
Suggested answers
1. Threatening: exploded, flew, lurked, strode,
loped, hulked
Friendly: trundled, lolloped, shambled,
shuffled, strolled
Humorous: waddled, danced, pranced
2. Some answers are suitable for more than one
box.
Happy yeti: smiled, laughed, chatted,
chuckled, grinned
Angry yeti: snarled, raged, foamed, roared,
bellowed, yelled, boomed, thundered
Hurt yeti: whimpered, grimaced, yelped,
howled, yelled
Shy yeti: peeked, hid, retired, smiled
Extension
Continuing the story
Once students have analysed the text, ask them
to continue it. Start with a class discussion to
stimulate ideas. Ask questions such as:
● Will Paris be able to climb up?
● How will Tahr and the Yeh Teh help her?
● What will happen when she reaches the top?
● Which verbs will be useful to describe this?
Suggest that they write another two or three
paragraphs to describe how the situation is
resolved. Tell them to try to keep up the suspense
until Paris is safe and to choose their verbs carefully.
9
 Spine-chilling suspense

Types of sentence
Spine-chilling suspense
1
Grammar Key concept Remember Using different types of sentence Remember
A sentence is a group Answer the following questions. Conjunctions are joining
Types of sentence of words beginning 1. Read this simple sentence. words. Examples:
with a capital letter and

Types of sentence
A sentence is a group of words containing a subject, a verb and Tamsin loves rollercoasters. and, as, but, because, or, so
sometimes an object that makes complete sense on its own. ending with a full stop or
equivalent punctuation. It a Who is the subject in this sentence?
Example:
contains a verb, a subject b What verb is used?
I am going to the cinema. and often an object, and
Here, the subject is I and the verb is am going – the sentence makes complete sense on c Add four more simple sentences to form a paragraph
is a complete idea. This is called a main clause, or an its own. Example: about Tamsin’s love of rollercoasters.

In this section students develop their knowledge

independent clause. 2. Which of these are not simple sentences and why?
I hate horror movies.
A simple sentence usually consists of one main (independent) a I become dizzy on rollercoasters.
clause. b When I came off the rollercoaster, I felt sick because the
Example: rollercoaster moved too fast.

of sentence types. They start with simple

The teenager was really scared of theme parks. c It is best not to eat before riding a big rollercoaster.
Here, the subject is the teenager and the verb is scared. d I like gentle rides since I don’t get scared.
A compound sentence contains two or more main 3. Read this sentence.
(independent) clauses that may be joined using a conjunction.
I was apprehensive the first time I rode a rollercoaster but I

sentences and then look at compound sentences.

Example:
loved the thrill it gave me.
I am going to the cinema but I don’t want to see a scary film.
a Who is the subject in each main clause?
b Which two verbs are used?

Complex sentences are dealt with on page 14 of

We can use simple sentences to: c What is the conjunction used?
state one idea clearly: make important points: ask questions: 4. Ali has written a blog post about his latest rollercoaster
Rollercoasters scare me. I don’t like being thrown around. Do you like theme parks? experience but it is all in simple sentences. Rewrite this blog
post using conjunctions.

the Student Book.

I went on holiday to Abu Dhabi. I wanted to ride Formula
Rossa. The theme park is called Ferrari World. I rode Formula
Rossa three times. The ride reaches 150 km/h. It is the fastest
in the world. You reach 1.7G of force. You feel like you are in a
Formula 1 racing car. This is the best rollercoaster I have ever

Students will have been exposed to a range of
Two simple sentences join together to make a compound sentence.
ridden. The ride is not the most frightening in the world. I want
to go back to the park. I can’t wait to ride Formula Rossa again.
5. Write your own compound sentence by adding a conjunction
My name I am a huge fan of

sentence types at primary level and acquired

and and an independent clause to each of these simple sentences.
is Ali. theme parks. a People love to ride fast rollercoasters.
b The suspense before we start moving is my favourite part.
c I love being turned upside down.

considerable knowledge. However, they may not

d My friend hates rollercoasters.
10 11

ILS_English_Unit01.indd 10 15/02/21 4:37 PM ILS_English_Unit01.indd 11 15/02/21 4:37 PM

be able to define and articulate what they know.

Working through the explanations and examples
on these two pages will focus students on this.
Start by displaying a simple sentence, e.g. Tahr
helped Paris, and making sure students can
identify and name the verb, subject and object.
Then read through the explanation with the
students.
Grammar
Using different types of sentence
Using the illustration, elicit other simple
sentences for each of the three categories.
Answers
1. a. Tamsin
b. loves
c. Elicit the sentences from students and
display on the board.
2. b., c. and d.
These sentences do not state one complete
idea on its own – they include extra
information.
Work steadily through the explanation with the
students and elicit other examples of compound
sentences to ensure they have all understood.
3. a. I
b. to be, to ride, to love, to give (reflexive use)
c. but
4. Suggested answer:
I went on holiday to Abu Dhabi as I wanted to
ride Formula Rossa. The theme park is called
Ferrari World where I rode Formula Rossa
three times. The ride reaches 150 km/h and
it is the fastest in the world. You reach 1.7G
of force so you feel like you are in a Formula
1 racing car. This is the best coaster I have
ever ridden but the ride is not the most
frightening in the world. I want to go back to
the park because I can’t wait to ride Formula
Rossa again.
5. Accept answers such as these:
a. People love to ride fast rollercoasters
because they like to be frightened.
b. The suspense before we start moving is
my favourite part but I love the whole
ride.
c. I love being turned upside down and I
adore being thrown up in the air.
d. My friend hates rollercoasters so he
doesn’t go to theme parks.

10
 1
Workbook Extension

Simple and compound sentences Describing the ride

Page 6 of the Workbook gives students further
practice in understanding and writing simple
of your life
and compound sentences. Perhaps provide as Ask students to think about their favourite theme
homework so that students can work at their park and/or ride. Tell them to write eight to ten
own pace, but ensure they understand what simple sentences to describe the park or ride, and
is required of question 3 (i.e. to pair any of why they enjoyed it. Remind them that a simple
the sentences, putting them into compound sentence contains one complete idea only.
sentences, and then order them into a Then ask them to use their simple sentences to
paragraph). write some compound sentences. Remind them
Supporting students that this will require them to use conjunctions.
Students may need to alter their original simple
Check students’ work to find who needs more
sentences to make the compound sentences
support. Work through the explanations and the
clearer.
exercises again if necessary.
Then ask them to put the sentences in the best
Answers
order to make a paragraph. Again, they may want
1. a. S to make changes to their sentences so that the
b. C paragraph flows well.
c. C
2. a. The movie was really good so I am glad I
went to see it.
b. I really like suspense in stories but I don’t
like horror.
c. I am pleased to have bought tickets for
the concert because/as I was afraid they
would sell out before I reached the venue.
3. Suggested answer:
Verruckt stands at over 50 metres high so it
is taller than the Statue of Liberty. Verruckt
is a water slide so it isn’t a rollercoaster at all.
Accessing Verruckt is far from easy as there
are 264 stairs to climb to enter the ride. You
sit in a plastic tube shaped like a boat and
there are no safety restraints to hold you in.
The opening of the ride was delayed because
tests showed riders were not secure.

11
Cambridge Lower Secondary
Complete
English
Teacher Handbook
Second Edition
7
Cambridge Lower Secondary Complete English embeds an excellent
understanding of the Cambridge Lower Secondary English curriculum.
The stretching approach supports learners with reading, writing, listening
and speaking, and develops the skills required to help students progress to
Cambridge IGCSE® with confidence.
● Fully prepare for exams – comprehensive coverage of the course
● Develop advanced skills – cross-subject links support Global
Perspectives tasks
● Progress to the next stage – differentiated extension material eases
the transition to 14–16 study

Student Books, Workbooks and Kerboodle online support are also

available as part of this series.
www.oxfordsecondary.com/cambridge-lowersecondary-english

Empowering every learner to succeed and progress

Full Cambridge curriculum coverage

Reviewed by subject specialists
Stretching extension activities
Embedded critical thinking skills
Progression to the next educational stage

ISBN 978-1-382-01923-1

9 781382 019231