Answers to Workbook questions

Chapter 1
1.2 How characters are created: implicit and explicit meaning
Answers
1. a. Cecy: (any two of) tidy, smart, fair sleek hair, thin hands, clean hands; Katy: messy hair, torn dresses
b. ‘my poor Katy’ or ‘innocent as a child of six’
2.
Character Explicit description Implicit meaning
Cecy ‘which always kept smooth’ she doesn’t behave in a way that messes her hair
‘slim hands which never her hands are always clean, suggesting she takes care to wash
looked dirty’ them, or doesn’t play games that would make them dirty
Katy ‘hair … forever in a tangle’ it’s always messy, suggesting a) she doesn’t brush it because
she doesn’t care, b) she is very active, so it gets messy
‘gowns were always she likes to play adventurously outside
catching on nails’

3. Likely answers: a. Agree (‘She meant to be kind to the children’); b. Disagree (‘very neat and particular about
everything’); c. Disagree (‘small … rather old-looking’); d. Agree (‘they puzzled her much’).
4. Students’ own but repsonses may suggest the following:
a. ‘shied off like restless ponies’ suggests they want freedom, they’re active, they’re hard to control/catch; ‘tried to
pat their heads’ suggests they don’t like being petted, they don’t like to be seen as ‘tame’
b. They are unlikely to get on with Aunt Izzie (as they seem active and wild, and hard to control, and not like Aunt
Izzie was as a child).

1.3 Tracing character development

Answers
1. a. Students’ own, but they may choose words such as ‘professional’, ‘businesslike’, ‘hard-working’, ‘motivated’,
‘careful’, ‘precise’).
b. … another wigged gentleman with his hands in his pockets, whose whole attention […] seemed to be
concentrated on the ceiling of the court.
c. ii
d. Students’ own. Example response: Dickens says the man is staring at the ceiling, which implies that he is not
paying attention to/is not even interested in/is bored by the court/or is trying to appear nonchalant.
2.
Quotation Implicit information
‘untidy wig’ Mr Carton does not care much about his appearance.
‘sat leaning back’ Mr Carton does not show much respect for his work.
‘torn gown half off him’ Mr Carton does not take good care of his belongings.
3. Students’ own. Example response: It implies that he doesn’t care about the court decision, because he’s still not
paying attention to anything around him when everyone else is.
4. Students’ own. Example response: Dickens might want the reader to think Mr Carton isn’t a good lawyer because he
doesn’t seem to care about his client or his own job.
5. a. Students’ own. Example responses:
a. He suddenly becomes very active, noticing someone who needs help, whereas before he has been still and not
seeming to pay attention.
b. The fact that he notices suggests that, in fact, he has been paying attention/does care, and that he is not as
disengaged as he appears.
c. Dickens may want his readers to change how they feel about Mr Carton at this point. They may feel surprised at
how much he notices and impressed by his care for Miss Mannette.

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1.4 Exploring how writers use techniques to describe
characters
Answers
1. a. personification = ‘the breeze blew softly on him’; b. simile = ‘harmless as cherry blossom’; c. a powerful verb =
‘gripped’, ‘insulted’; d. adjectives, adverbs = ‘calm’/‘scrabbling’/‘harmless’/‘proud’ and ‘tightly’/‘slowly’/‘silently’/‘softly’;
e. use of the senses = ‘as if he were floating above himself’, ‘felt himself turn’, ‘jaw was beginning to ache with the
effort’, ‘anger dissolved’; f. a short, simple sentence = ‘Spring was here.’
2. Students’ own. Example responses:
a. The writer presents Hassan working hard to stay calm, because it describes how his ‘jaw was beginning to ache’,
which shows he has to make an effort to smile, or not to shout.
b. Hassan feels that nature is on his side. The writer implies this when she uses personification to describe how ‘the
breeze blew softly on him’, as if it is being kind and gentle to him.
c. The writer shows that nothing can hurt Hassan, because his friend’s angry words fall ‘harmless as cherry blossom’
on him, making us think he doesn’t feel them at all.
3. Students’ own. Example response: The writer uses a short final sentence to suggest Hassan’s feelings are calm and
simple. ‘Spring was here’ implies he feels hopeful, as if he is going to have a new beginning.

1.5 Creating convincing characters

Answers
1. 1 arms open wide = d. welcoming; 2 stamping foot = a. anger, frustration; 3 biting lip = e. nervousness; 4 hands on
hips = c. confidence; 5 frowning = b. confusion.
2. a. i. arms wide open; ii. biting lip; iii. frowning; iv. hands on hips; v. stamping foot
b. Students’ own. Responses might include shrugging/raising hands in air; turning to go
c. Students’ own. Example response (in order of lines): jovial/jolly tone – quick tone – questioning, still quite loud –
quiet (almost whispered) – also quiet – suddenly shouting – placatory – loud, final.

1.6 Creating rounded characters

Answers
1. Students’ own. Example responses:
b. She’s in the ‘spotlight’, so could be on a stage, suggesting she’s an actor or maybe a lecturer.
c. ‘The ‘deep lines about her eyes and mouth’ tell you that she’s an older woman.
d. The fact she steps up ‘firmly’ implies she’s not nervous or hesitant, again showing confidence.
e. The simile suggests her voice doesn’t shake or waver, so she is maybe trained to speak in public.
2. Students’ own. An example response for a shy person might include: Features/gestures: biting lip, hunched
shoulders, fringe hiding face; How they speak: whispered, like a leaf on the wind; Situation/surroundings: cowering
within a crowd like…; Imagery/senses: shy animals e.g. mouse, they feel swamped by noise.

1.7 Using punctuation for effect

Answers
1. Students can use dashes or commas in each sentence. Placing is:
a. The old man – his skin dry and seamed as bark – emerged from the shadow of the room.
b. The girl jumped up, hands waving, desperate to be picked for the team.
c. He realised too late that, for all his practised confidence, he was not prepared for the situation.
2. a. She hauled at the rope until, at last, she let it slip from her exhausted hands: there was nothing to be done.
b. The woman stood and stared at the boy before her and recognised the family likeness: the flame-red hair, the
impish grin, the clear green eyes.
c. The class stared at their teacher in disbelief as he stood at the front of the class, shredding their essays one by
one and scattering them around the room: Mr Jones had finally gone mad.
3. Placing may vary, but possible responses are (using appropriate phrases):
a. Staring straight ahead, Lisa strode between the pedestrians on the busy street.
b. The boy caught the fly and held it between his fingers, like a precious jewel.
c. As they trekked through the forest, far from home, the children began to fear that they were lost
d. Stroking his chin, the old man thought about what he had done with his life.

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1.8 Writing your own character description
Answers
1. Students’ own plans.
2. Students’ own descriptive ideas.
3. Students’ own. Example response:
Amalia looked at herself in the mirror, and thought, I look perfectly ordinary. And she did. She looked like any
businesswoman, with neat hair and discreet but carefully appplied make-up, a crisp shirt and jacket. Simple pearl
stud earrings – nothing flashy. She smiled at her reflection, practising, and her teeth shone clean and sharp. By the
time they were close enough to see that her smile did not reach her eyes, it would be too late. She shook the water
off her hands, gave them a quick blast beneath the dryer, and strode from the room.
Back at her table, the cup of tea slowly cooling in front of her, she settled back to scan the street. It might be a long
wait, the contact had told her, but she had shrugged – she would wait for as long as necessary, as long as she was
paid. She was good at hiding her boredom and irritation, thanks to years of sitting at the back of classrooms and
conference meetings, blank face suggesting absorbed focus.
No one had ever guessed what lay behind her glacial eyes, or considered that, beneath her glass-smooth voice
lay such jagged-edged fury.
She had never meant to end up in this line of work, Amalia reflected, but then again, it was hard not to feel the job
would have found her eventually. When you really didn’t like anyone – not the other children at school, not your work
colleagues, not the strangers you pass in the street, not even your own parents – being a bounty-hunter was really
not that hard.
From the corner of her eye, she glimpsed her target and, leaving a generous tip beside her untouched tea, she
rose gracefully, and headed for the door, her high heels cracking like pistol shots on the café’s tiled floor.

1.9 Responding to a descriptive text

Answers
1. Students highlight the text to mark information about each of the characters.
2. a. She is working as a waitress in a café in Oxford.
b. To save up money to pay for teacher training.
c. ‘she continued to lead the small, tight life that she imagined she had escaped’
3. a. He is in his final year of study at Oxford.
b. i. ‘cheerful’; ii. ‘Smiling’; iii. ‘friendly’ (some students may have ‘enjoyed’ instead for one of these)
4. a.

Margaret Kochamma Chacko

tall, bushy eyebrows rumpled shirt buttoned up wrong – shoelaces untied –
hair (slicked down at front, sticking up at the back),
tall, inappropriate tie, shabby coat, ears like teapot
handles, athletic build, shiny happy cheeks
b. Students should notice that there is a lot more description of Chacko’s physical appearance.
c. ‘He ordered coffee with that same, friendly smile, but without really appearing to notice the tall, bushy-eyebrowed
waitress who took his order.’
5. ‘“Have you heard about the man with twin sons?”’ Students might note that this suggests he likes humour/is friendly
(it’s a joke), or that he’s ‘odd’/unusual/unconventional (it’s an abrupt opening).
6. The single sentence introduces Chacko; the word ‘until’ suggests life is going to change for Margaret; it suggests
excitement, or something new, unlike her current boredom.
7. Any four of the following: rumpled shirt; shirt buttoned up wrong; shoelaces not tied; hair not brushed at the back;
rumpled coat; inappropriate tie.
8. Student’s own response, but might include:

Quotation Impact/implicit meaning

‘stiff halo of quills’ (his hair) He looks comical, but also ‘halo’ could suggest he is
good or kind, ‘quills’ could link to pens – the fact he’s
a student.

‘like an untidy, beatified porcupine’ ‘Porcupine’ makes him sound ridiculous, but
‘beatified’ links to ‘halo’ – he’s a good person, but
perhaps awkward. The word ’prickly’ may suggest
that he can be difficult.

‘as though he was with an imaginary friend whose This suggests he is sociable; maybe childish
company he enjoyed’ (imaginary friend); happy to be on his own;
imaginative; lonely.

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 Quotation Impact/implicit meaning
‘smiling around the empty café as though he was It implies he is a bit daft; lonely/looking for a friend;
considering striking up a conversation with the sociable and happy to talk to anyone; doesn’t care
furniture’ what people think of him; unconventional.
9. Students’ spider diagrams may include:
the way he sits: elbow on the table = relaxed, not formal; face cupped in one hand = physical, relaxed; chooses a
window-seat = likes to look out, to have a view, open
the food he orders: two heaped spoonfuls of sugar and jam = sweet tooth, childish tastes, Margaret notices and
‘winces’, doesn’t care about health; very milky coffee = again, milk associated with children; fried eggs on toast = not
very healthy; typically ‘English’ food
10. Students’ own. Example response:
In the opening, Roy suggests that Margaret’s life is boring, and not what she expected. She says Margaret is
becoming ‘exactly the kind of girl her parents wanted her to be’, but that she wants to escape. This suggests that she
is ready for an adventure, or change. The words ‘small, tight’ make it sound like she feels imprisoned, or trapped.
First, Roy implies a change with Chacko’s arrival when she announces it with a one-sentence paragraph. The
word ‘until’ suggests a total shift in Margaret’s life, and everything that has gone before, especially straight after the
word ‘escape’. It’s like he has come to rescue her.
Secondly, her description of Chacko’s appearance implies that he is totally different to everything in Margaret’s
‘small, tight life’. His clothes are a ‘mess’ and he doesn’t seem to care about his appearance, suggesting he doesn’t
care about convention. Roy also uses words like ‘halo’ and ‘beatified’ to suggest there is something appealing about
him. He doesn’t sound like the kind of boy Margaret’s parents would like her to meet!
Thirdly, Chacko’s behaviour makes him seem like a daydreamer, as he sits by the window, and doesn’t notice
much. His choice of food makes Margaret ‘wince’, but Roy still makes it sound like she will be drawn to him, because
he is so different to other people.
11. Students’ own.

Chapter 2
2.2 What is writing to explain?
Answers
1. v, ii, iv, iii, i
2. heading = ‘What is Braille?’; image = either of the photographs on the page; specialist words/phrases = e.g. ‘tactile
alphabet/code’, ‘visually impaired’, ‘smart software’; connectives to link sentences = e.g. ‘Since then’, ‘Today’
3. They show: it shows a braille typewriter; hands using braille (tactile).
4. Students’ own. They may suggest older teenagers (or possibly adults), indicated by: the clear organisation and
structure; some technical vocabulary; the relatively formal tone; thehumorous reference to teenager making big
discovery.

2.3 Exploring how explanations are structured

Answers
1. The text in the previous unit uses sequencing connectives such as a. since to outline the b. history of Braille and its
development.
Informative texts also often use c. cause and effect connectives such as d. so to explain a process, for example.
2. Cause and effect: as, because, as a result, thus, so, therefore; Sequencing: first, since then, originally, before,
finally, meanwhile, later
3. a. However; b. ii
4. a. (highlighted) and b. (underlined):
Printing Error
Lots of people think that printing was invented by a German goldsmith, Johannes Gutenberg, in around 1440.
However, they couldn’t be more wrong!
The first printing
Printing started in East Asia. Wooden blocks were used to print Buddhist texts, making them more accessible. The
oldest surviving woodblock print is a scroll from Korea, over 600 years before Gutenberg’s press! By the eleventh
century, moveable type was in use in China.
How it developed
Moveable type made printing much easier. Individual letters could be combined and set into a case to make different
texts, unlike the earlier complete carved blocks of text. Although the first moveable type was made of porcelain, later
it was made of metal; this then spread from Asia to Europe.

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 Printing today
Printed books began to grow in popularity. Books became cheaper and quicker to make and buy; today, they are
even cheaper to make with laser printing. However, some people still maintain the traditional methods as a skilled
art form, producing beautiful, hand-printed books.
5. Example responses: [2] Printing originally/first started in East Asia.; [4] As a result/Thus printed books began to grow
in popularity.
6. Students’ own – for example, ‘A Short History of Printing’ or ‘How Printing Developed’

2.4 Using formal and informal language in explanation texts

Answers
1. a. A = F; B = I
b. sophisticated vocabulary = ‘myriad’, ‘hinder’; informal phrases = ‘loads of’, ‘keep in touch’; contractions = It’s;
parenthetical punctuation = dashes around ‘for the modern family’; expressive punctuation = !
c. Students’ own, but they should comment on the fact that text A is one long, complex sentence, whereas text B is
two shorter, simple sentences.
2. a. Students’ own. Example response: The writer has written a formal text, using sophisticated vocabulary. An
example of this is ‘hinder’ or ‘myriad’. This might make the text more suited to adult readers because they are
likely to have a wider vocabulary than children, who wouldn’t necessarily know these words.
b. Students’ own, but they should identify that this is an informal sentence, and mention use of
contractions/expressive punctuation/less formal vocabulary/humour.

2.5 Collating and summarising information from two texts

Answers
1. Mary Anderson was born in Alabama, in 1866, and is the inventor of the first effective device to clear a windscreen
from within the vehicle; she is believed to have come up with the idea in 1903 on a trip to New York. She designed a
lever-operated rubber blade that could wipe the screen free safely and comfortably and was granted the patent for
her invention. Cadillac was the first company to adopt her wipers as a standard feature in their cars.
2. a. Relevant points: Mary Anderson is believed to be the inventor of the first effective in-car wiper. She invented it in
1903. The rubber blade was operated by a lever within the car.
b. She came up with the idea on a trip to New York. (add to the third bullet point: She invented it in 1903 – on a trip
to New York.)
3. With minor wording changes, list should include: A businesswoman, Mary Anderson, invented it. She came up with
the idea on a snowy day in 1903. She was inspired by seeing a tram driver struggle to see through his window.
4. Both say: Mary Anderson was the inventor; in 1903.
5. Students’ own. Example response: Both texts state that Mary Anderson invented the windscreen wiper in 1903, and
text B adds that she was a businesswoman. Text A states she came up with the device, operated by a lever inside
the vehicle, whilst in New York where, text B claims, she was inspired by seeing a tram driver’s struggle to see
clearly in the snow.

2.6 Explaining things clearly in speech and presentations

Answers
1. Students’ own. Ideas might include:
how/why it works: graphite in wood or recycled materials; can be sharpened once blunt; comes in different weights
and softness
benefits to individuals/society: renewable materials, can be recycled; less mess than pens (so also child-friendly);
easily erased, etc.
costs to develop: wood offcuts from other industries so cheap/sustainable, etc.
2. a. rule of three = ‘reliable, erasable, adaptable’; rhetorical question = opening sentences ‘Ever found yourself
desperate to jot down an idea, only to discover you’re out of ink? Or your pen has leaked?’
b. anecdote. Example response: Only yesterday, I was sketching a design for my room and realised I’d made a
mistake with measurements. Instead of having to start a new sheet of paper, erasing the line was easy and
managed within seconds.
3. Students’ own. Exampe repsonse: The pencil is adaptable to all needs, and can be safely used by by all ages. How
many toddlers would you trust with felt-tips in a pristine living room? With the pencil, there is no danger of indelibly
marking furniture, faces or favourite clothes. Any light marks can be removed with an eraser, leaving no trace, giving
you peace of mind while children let their imaginations run free. (Visual aids could include a pencil, maybe comic
images of a toddler dawing on walls with coloured pens.)

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2.7 Planning a report
Answers
1. a.–d. Students’ own planning. A sample section might look like this:

Section Notes for content Subheadings + topic sentences

Middle What are its disadvantages? Disadvantages of the pencil
• can break if force applied [2] There are few downsides to using pencils.
• not permanent, so unsuitable for certain
documents [1]
• can smudge if too soft [3]
2. a.–b. Students’ own.

2.8 Using connectives to explain clearly

Answers
1. a. By column: 1 = Introduce a reason; 3 = Introduce a result; 4 = Explain timing
b. Possible answers: i. so; ii. when/while; iii. because/since/as/(when); iv. in order for
2. in order: before; because; so that; for

2.9 Varying sentence structure to make explanations clear

and engaging
Answers
1. a. ‘so that’; b. ii; c. ii
2. a. simple sentence; b. Students’ own, but could include the idea that it makes it sound a really simple/straightforward
choice, or emphasise that it’s not complicated technology.
3. a. ‘but’; contrasting
b. A smart home might contain several items that speak to each other and can be controlled remotely. This can
make life easier but it also means you have to be organised. If you’re not careful, a simple electrical fault can disrupt
all your appliances or data sent in error can have the same effect.
4. a. ‘because’
b. i. Many people are nervous of driverless cars as they can’t imagine how the car can ‘see’ danger.
ii Driverless cars are developing fast as a result of research [that has been] done.
iii. Driving requires considerable training whereas driverless cars do not.
5. Students’ own. Example response: Mobile phones are becoming cheaper. They suit a variety of needs, since some
come with larger keypads. They can connect to the internet, or they can be used just to make phone calls. They can
be used to play music, while some now have excellent cameras integrated. However, they can be fragile, so good
protective casing is essential, and they need regular charging.

2.10 Using colons and semicolons to include more detail

Answers
1. a. and b. i. Mary Anderson invented the internal windscreen wiper; it is now much safer driving in poor conditions. [C]
ii. Windscreen wipers should be employed under the following conditions: heavy rain; snowy weather or sleet; when
the windscreen is dirty. [S]
iii. Most people today do not see windscreen wipers as luxuries: they are a safety essential. [L]
iv. Car manufacturers were not initially interested in windscreen wipers: they didn’t see their value. [E]
2. Students’ own. Example responses:
a. Very few people had smartphones when they first came on the market: they were much too expensive/they
were unwieldy and expensive.
b. Mobile phones can provide a number of entertainment sources: music, games, videos and other apps, for
example.
3. Students’ own. Example response: Mobile phones can be hard to use in some environments; not everywhere
has good network coverage.
4. Students’ own. Example response: Most people use their smartphones for the following purposes: to make and
receive phone calls; to take photos; to enjoy music or videos; as a timing device.
5. Students’ own. Example response: An electronic reader, such as the Kindle I own, is brilliant, and I wouldn’t give it
up: now, I don’t have to travel with an entire suitcase of books. It is incredibly portable, being small, light, and slim; it
can fit in the smallest bag with no problem. A lot of people don’t know the other benefits it has, though: making notes
in a book as you read; looking up difficult words; buying books on the go.

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2.11 Writing your own explanatory article
Answers
1.–4. Students’ own planning.
5. Students’ own. Example response:
Many parents worry about the increasingly rapid developments taking place around their children; they feel
technology is running away from them, taking their children with it. These fears are understandable: recent studies
show that many young people feel overwhelmed by social media, for instance, and are spending ever longer hours
in front of screens.
However, I would like to explain some benefits of new technology, particularly linked to study and education. As
students, we benefit not only from computers and projectors in the classroom, we are also able to use our phones
and home computers to do wider research for homework. Many apps now also offer a wide range of educational
games that make learning fun, such as improving phonics or learning the countries of the world and their capitals; I
know I personally would not have such a good understanding of the geography of Africa without the ‘Stack the
Countries’ game my sister and I play every so often! But apps like this make learning fun, fast-paced, and
memorable.
Another thing that parents should consider is that their children are growing up in a world of new technologies –
ones they could never even have dreamed of as children. While this might be frightening, it is only fair that they help
their children navigate this new landscape. Would it be any better to ban your children from using the internet?
Wouldn’t this leave them unequipped to deal with the real dangers that exist there?
Parents can help their children best by allowing them safe access to the internet – using parental controls and time
limits – and technology. Technology has the potential to advance civilisation and benefit human beings, and we
should all feel safe and empowered to use it.

2.12 Responding to a pair of explanation texts

Answers
1. Students underline factual information on the benefits and highlight factual information about the drawbacks.
2. Student should choose c. Reasons might include: the writer says it has not been ‘as much of a gift’ as they’d hoped;
they mention both pros and cons; they conclude with drawbacks; they are worried about the implications of the
technology; they say there is nothing wrong with the fridge, but didn’t feel that smart food ordering worked for them.
3. Customers/consumers would find this article helpful, as it is trying to inform potential buyers, so they can decide if
they want a smart fridge-freezer or not.
4. a. They explain the drawbacks/downside of a smart fridge-freezer.
b. i. This suggests that it might work for some people, but not this particular writer, so it explains the personal
reasons for not liking the fridge-freezer. ii. This suggests that there are bigger problems with the fridge, not just the
writer’s experience.
5. a. It stands out/pulls you up short, especially since the writer has just been talking about what they were hoping for.
b. ‘However’ signals a change of direction/argument – that it’s not going to be ‘better’.
6. a. rule of three (‘smart, sleek and sophisticated’)
b. The writer could be trying to sell the fridge as well as explain it, so they use persuasive features to make it sound
amazing.
7.
Technique Example Effect
colon introducing an ‘there is a wider issue: this fridge is Signals this is a serious concern that
explanation gathering information about you and your needs to be explained.
family all the time’
simple sentence ‘It is connected to the internet’ Makes the explanation stand out clearly,
as it is also short – it’s as if it brings you up
short to make you think about this simple
fact.
anecdote ‘Last year, a teenaged girl used the It mentions a fact that sounds quite
family fridge to send a tweet when her amusing, but actually illustrates just how
mother confiscated her phone’ powerful and ‘smart’ the fridge is – it can
be used to communicate
8. Example response:

Benefits in text A:
• no need to drag children around the supermarket
• easy to set up and use
• it tells you when food is nearing its sell-by-date
• not particularly expensive
• good-looking

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 Benefits in text B:
• it scans items and tells you when you are running low
• tells you when food is reaching use-by date
• it will automatically reorder food in your supermarket delivery
• affordable
• cuts down on food waste
• saves you money
• sleek looking

Points made in both texts underlined above.

Example summary (43 words):

Both texts say the fridge is affordable, attractive, and tells you when food should be eaten. Text B says
automatic reordering cuts waste and saves money, while text A says it is easy to use, and you don’t have to
shop with children.

9. Students’ own.

Chapter 3
3.2 What is writing to argue and persuade?
Answers
1. a. ‘you can do it’, ‘Choose from’; b. ‘never too late’, ‘amazing new’, ‘love spending time with’; c. ‘absorbing …
energising … exhilarating’
2. Students’ own. Example response: When the writer uses the rule of three, it really emphasises how exciting the
experience will be. The words sound quite similar, which reinforces the point.
3. Students’ own. Example response: Our treetop cottages offer spectacular views of the surrounding countryside,
while also providing a cosy retreat at the end of a hard day having fun!
4. Students should recognise that the text presents both pros and cons of rafting.
5. Students should identify bias towards white-water rafting. Supporting evidence might be ‘few other experiences’,
‘heart-stopping thrills’ or ‘opportunity to create strong bonds’.

3.3 Exploring how persuasive and argument texts are organised

Answers
1. a. time; b. person; c. topic; d. place
2. As a child, my cousin took me to her local skatepark, and I was instantly captivated by the spinning moves, the whizz
of the wheels, and the sense of camaraderie on offer. // Now that I’m well into my 40s, skateparks are still a haven
for me and other middle-aged boarders, a place we can bring our own children or drop by alone for a half hour of
pure joy.
Reason for new paragraph: change of time
3. a. and b. [1] ‘Our Skate Skool is one of the most respected clubs in the city.’ Topc = information about the club itself.
[2] ‘For novices – from the tiniest tots to groovy grans – we offer a range of courses to help you develop the skills
and confidence to progress at your own pace.’ Topic = classes offered.
[3] ‘But we’re not just about classes: we also love to showcase talent.’ Topic = events and competitions.
[4] ‘Whatever your abilities, Skate Skool has room for you.’ Topic = open to all.
c. Students’ own. Example response: [1] A historic club; [2] First-time fun; [3] Pro competitions; [4] All welcome!
d. Students’ own. Example response: I used the word ‘welcome’ to emphasise how open and friendly the club is.

3.4 Identifying main ideas and viewpoints

Answers
1. Students could choose from: Our Skate Skool is one of the most respected clubs in the city [O]. With centres across
the globe [F], we have been welcoming fellow boarders since the 1960s [F], so it’s no surprise that our world-famous
skatepark is on every boarder’s bucket list [O].
2. a. Ultramarathons are the ultimate endurance test.

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 b.

Phrase Fact or opinion? Impact

‘some for several hundred fact This emphasises the distance – over twice as far as a
kilometres’ marathon; suggests it requires real endurance.

‘running one small loop for 24 fact 24 hours continuously suggests that it’s draining and
hours continuously’ maybe even boring – you need to be committed.
‘making it through makes you opinion Makes it sound like this only for the best of the world’s
superhuman’ athletes – they have almost unnatural abilities.

‘athletes from around the world fact Emphasises its renown: people travel to take part – on a
competing’ par with the Olympics.
‘ultimate prize’ opinion The word ‘prize’ reminds you it’s a competition, about
winning; ‘ultimate’ suggests there’s no better.

3. Students’ own. Example response: The writer shows some bias in presenting ultramarathons as the ‘ultimate
endurance test’ because they clearly think it’s only for a select few. They tell readers that athletes compete ‘from
around the world’ to support this; using the word ‘superhuman’ also shows the esteem in which they hold those who
compete.
4. Students’ own. Responses might include:
extreme: really tough; sorts out those who can take it; it’s not your average race
elite: requires training; you’ve been selected; in a different class
superhuman: godlike; more than ‘ordinary’ runners; requires something extra to participate
torturous: painful; testing; the race is a battle
5. Students’ own. Example response: The writer uses vocabulary to support their view that ultramarathons are
the ‘ultimate’ endurance test. For instance, they describe conditions as ‘torturous’. This makes the race sound
painful and tough because it’s a struggle to survive. They also use the word ‘extreme’ to suggest that this is more
than ordinary athletes could take.

3.5 Reviewing persuasive techniques

Answers
1. AFOREST
2. Students’ own annotations, but they may identify:
Ultramarathons are fast becoming the ultimate endurance test. They can be distance races, some for several
100 km [F], or duration races, for instance running one small loop for 24 hours continuously [F]. Often, these races
take place under extreme conditions: in pitch darkness, across scorching deserts [E], or up torturous mountain
terrain [R]. With elite [A] athletes from around the world competing, making it through makes you superhuman [O],
and is the ultimate prize for long-distance runners.
3. a. [S]tatistics and [T]alk to the reader; b. Students’ own. Example responses: Ninety per cent of competitors said it
was the toughest experience of their lives. or Can you imagine carrying on under such conditions?
4. May be some variation, but could be:
Negative viewpoint/bias Positive viewpoint/bias
terrifying, risky exhilarating, exciting, daring, adventurous
hasty, breakneck, hurried, rushed swift, speedy, high-speed, rapid
impetuous, wild, impulsive free, unconstrained, spontaneous

3.6 Preparing a formal debate

Answers
1. Some points may go in both/either agree/disagree
Introducing a new Interrupting to Agreeing Disagreeing Not appropriate
idea make a relevant language for a
point debate
Yes, but on the Could I just say...? Yes, that’s a good I’m afraid I disagree I’m totally with you
other hand… What about the fact point. with that idea… on that.
Can we move on? that…? I agree with you to No, I don’t agree… Be quiet!
I think we should some extent, but… Well, you may have Nonsense!
consider… a point, but… That’s just rubbish.
My view is that… Well yes, however…

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2. a. formal language: ‘overprotected’; ‘awareness’; ‘surroundings’; ‘experiencing risky situations’
statistics or evidence: ‘A recent study found that…’
opinions to persuade: ‘My view is’; ‘they need to learn…’; ‘the only way they can do this…’
b. The problem could be that the study doesn’t necessarily mean what speaker says it does, or that there are other
ways to experience/understand danger.
3. a. and b. Don’t be stupid! Just cos you’re on a screen doesn’t mean you’re not taking risks and stuff. The internet is
full of dangers! But you can also learn from computer games and stuff like Wikipedia.
c. Could be that it’s talking about a different kind of danger, or that it doesn’t address points made by first speaker.
4. Students’ own. Example response: While I agree that children are spending less time outside, this does not
necessarily mean that they are unaware of the outside world. In fact, many training bodies, such as the Air Force,
use computer technology to simulate risky situations to avoid unnecessary danger. Children may hurt themselves
mountain biking, but this isn’t the same as learning what the risks are.

3.7 Using phrases to develop persuasive sentences

Answers
1. a. Dec; b. Int; c. Imp; d. Excl; e. Excl; f. Dec
2. Students’ own. Students may suggest:
Interrogative makes readers question themselves or previous opinions; might make them think they want something.
Exclamatory makes readers feel excited or enthusiastic about idea/product.
Imperative makes readers feel they’ll miss out, or might make people feel the writer knows better.
3. a. This is the best snowboard currently on the market!
b. Why don’t you/Why not give us a call and book your family adventure holiday now?
c. These are the thinnest and most comfortable safety pads ever produced.
d. Get a pair of our high-speed super-light trainers.
4. Students’ own, but should be similar to the following:
a. With cutting-edge technology, these trainers are the most efficient on the market.
b. We are offering a special discount on courses during the month of October.
c. In August, we are planning to go on a climbing holiday.
d. Muyang has a new stunt bike with advanced braking power.
e. The best mountaineering equipment in the world, built by Swiss companies.
5. Students’ own. Example response: Finding your old board shoes just don’t cut it anymore? Well, look no further. Our
board-shoes are the best in the business. With comfort-foam technology, they’ll have you riding in style. And watch
out: in July, we’ll be holding our annual customer loyalty competition, so make sure you’re in with a chance… Buy
yours today!

3.8 Structuring an effective persuasive text

Answers
1. correct order: Promise; Picture; Proof; Push
2. Taking up paragliding will give you a totally new perspective on life [Promise]. Imagine yourself, soaring high above a
mountain valley, with only eagles for company, while your cares drop away beneath you [Picture]. There’s a reason
that 95% of our customers come back for a second experience [Proof]. Like them, we’ll ensure you a day that will,
quite literally, take your breath away [Push]!
3. Students’ own, but they are likely to include some/all of following:
a. It could mean you get a good view from high up, but also that you get a new outlook or viewpoint on life.
b. Eagles are powerful animals; people talk about ‘an eagle-eye view’, meaning very high up; they float on air
currents; eagles are ‘royal’ birds, so makes you sound powerful.
c. The statistic means that nearly everyone enjoys the experience and feels safe.
d. It has two meanings/is a pun: flying high will literally make you breathless, but also a spectacular experience
‘takes your breath away’ with surprise.
4. Students’ own.

3.9 Writing your own persuasive letter

Answers
1. Students put their ideas in the spider diagram.
2.–3. Students’ own planning.
4. Students’ own. Example response:

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 Dear Councillors,
I am writing to ask you to consider building a climbing wall in the south corner of the park. I am convinced that this
can only be of benefit to our local area, bringing together people from the community. It will be a social hub for
teenagers, but also a place where young people of all ages can inspire and teach each other.
Think of the corner as it is now: a run-down, dirty and disused zone, where people dump rubbish. Now picture a
different scene. To one side, a two-storey high bouldering wall for older teenagers and adults, combining the
satisfaction of reaching the top with the feelgood factor of time with friends and family. Adjacent would be a lower
wall for children who are beginning to develop climbing skills, offering a safe space in which to learn. We could even
hire it out for parties, or allow instructors to provide value-for-money community classes! Further away, there would
be a smaller area with low boulders and rocks surrounded by cushioning woodchips, for toddlers to scramble on –
can’t you just hear them laughing, while their parents enjoy a break, safe in the knowledge that their kids are outside
and active?
Recent studies have shown that children today are spending more and more time indoors. Wouldn’t it be great to
provide a community space to counteract this? I’ve also seen the results of a recent survey in the local shopping
mall, in which 92% of adult respondents said they would be keen to see this neglected area put to better use. I know
for sure that it would be a hit with my fellow students!
Finally, you may be worried about how we could fund and maintain such a zone. But our school has already raised
$1,500 towards a local regeneration project. And we can guarantee the climbing zone will be well kept with the aid of
a volunteer rota.
So don’t hold back! Imagine the scene in two years’ time – laughter, light hearts, and a lively community. I hope
you’ll consider our proposal carefully.
Kind regards,
[Student’s name]

3.10 Responding to an argument text

Answers
1. Fact might include: ‘it’s only two metres high’; ‘Alex Honnold, the globally renowned free-climber who conquered El
Capitan’.
Persuasive language might include persuasive vocabulary (‘cushion their tots from every scratch’) or techniques
such as declarative statements (‘Clearly, the answer is ‘no’.’).
2. Wording may vary but should explain that a ‘helicopter’ parent is one who ‘hovers’ over their children and tries to
rescue them if anything goes wrong.
3. a. opinion; b. fact; c. opinion; d. opinion
4. a. F: the author believes that it is natural for children to want to try new things within their capability; b. T; c. T; d. F:
the author states that more people are taking up extreme sports; e. T
5. Suitable quotations are ‘cushion’ and ‘rescue package’.
6. a. she has a daughter (who she used to worry about)
b. Ideas are likely to include that this might give her a biased viewpoint as a parent, or that helps her understand
parents’ fears.
c. Students’ own. Example responses:
Quotation Impact
‘genuinely afraid’ ‘genuinely’ supports writer’s view that children can’t distinguish
between serious and acceptable risk
‘grim determination’ and ‘sense of first phrase suggests children’s desire to succeed and push their
achievement’ limits; second suggests benefits of doing so
‘nail-biting moments’ supports idea that it’s difficult for parents, that they are anxious
‘play with their lives’ supports argument that children no longer understand danger,
but see it as a ‘game’
‘white-knuckle-ride thrills of a rollercoaster’ emphasises ‘game’ aspect for young people and enjoyment of
being terrified (white-knuckle) – also the fact that a rollercoaster is
controlled, unlike some extreme sports
‘leaping over the cliff-edge’ suggests children act without knowing risks (possibly also follow
each other, like lemmings) – they can’t see the future/dangers

7. Students’ own. Example responses:

a. The short sentence for effect is a reminder of the finality of death. Also, the fact that it’s a huge risk to take.
b. This involves readers – particularly other parents – by getting them to think about their actions. Also, it makes
them feel not alone.
8. Students’ own. Example responses:
The author argues that parents are partly to blame when young people take irrational and unnecessary risks,
because they have controlled them as children, and not allowed them to explore in a safe environment. She talks

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 about ‘helicopter’ parents, who don’t let their children experience independence, and so stop their children from
learning.
Her presentation of parents supports this argument by describing how difficult it is for them to watch children
take risks. She includes her own experience of ‘nail-biting’ anxiety watching her young daughter climbing, which
makes us understand why parents might be unwilling to let children have freedom, but it also supports the view that,
by always being there, they don’t help children learn from experience.
Equally, the language she uses to present young people also suggests that they feel frustrated by their
parents’ lack of trust, as they long for ‘adrenaline-filled’ thrills. She describes the kind of activities young people enjoy
– free-soloing, base-jumping – which are all linked to risky jumps, and later talks about them jumping ‘off a cliff’ to
suggest where this behaviour could lead.
She concludes the article persuasively by appealing to parents with rhetorical questions and direct address.
By using the word ‘we’, she includes herself in this, showing they’re on the same side. She ends with the shocking
image of children jumping off a cliff to remind parents that risk-taking sports can lead to serious consequences, and
that this is an important question she has raised.

Chapter 4
4.2 Exploring narrative perspective
Answers
1. compare: in the same way; both; similarly; also; like; equally
contrast: however; on the one hand/on the other hand; yet; although; but; unlike; whereas; in contrast
2. Text A: first person (‘I’); main tenses = past simple (‘It was true’/’tossed and turned’), also use of past tense with
modal ‘could’ (‘could not get to sleep’ – same as ‘I was not able to’); feelings or emotions = ‘could not get to sleep’,
‘tossed and turned in my bed’, ‘being vexed’, etc.)
Text B: third person (‘she’); main tenses = present simple (‘pushes’, ‘steps’) and future (‘this will be’); feelings or
emotions = ‘steps gingerly’, ‘disgusting dead rat’, ‘she sighs to herself’
3. Students’ own. Example response: Moonfleet is told in the first person, whereas the second text uses the third
person. Moonfleet also mainly sticks to the simple past-tense form, describing how the narrator ‘tossed and turned’
in his bed, unlike ‘The Girl in the Glass House’, which mostly uses the simple present – for example, describing how
the girl ‘steps gingerly’ into the house.

4.3 Exploring how writers create children’s voices and

viewpoints
Answers
1. a. the child’s
b. Students’ own, but they should identify the first-person perspective and may mention the narrator's impatience,
her claim to be able to count to ten, or her way of speaking (‘“Silly”’).
2. We can infer the mother's briefly in ‘“Soon, Impatience, soon”’.
3. a. Evidence: ‘“Will the baby come soon?” I asked her. “Soon?”’
b. Evidence: ‘“I can do anything." And I hopped on one leg to the end of the garden where the peacock lived.'
c. Evidence: ‘“Silly old Shah-Jehan,” I said. “Don't you know anything?”’
4. Repeated words or phrases: ‘Spring’, ‘Soon’, ‘Silly’, ‘Open your tail’; abbreviated or shortened words, phrases or
sentences: ‘Soon?’ ‘Silly old Shah-Jehan’; repetitive sentence structures: lots of sentences starting with ‘I’, which is
typical of little children; non-standard forms: perhaps ‘Not nearly-spring’, ‘Not almost-spring’ and ‘I can count ten’
rather than ‘I can count up to ten’.
5. Students’ own. Example response: The narrator doesn’t understand the adult world yet. She doesn’t really
understand the concept of time: for example, that the baby’s arrival can’t be predicted exactly. She also talks to the
peacock and calls him ‘silly’ because he doesn’t ‘know anything’ and won’t answer her. She also can’t understand
why he won’t open his tail despite her telling him to.

4.4 Investigating character through drama

Answers
1. No set answers for the skimming and scanning tasks, but some students might think the speech section beginning
‘He’s our bird…’ to ‘keep him’ may be difficult because of the inserted character description (‘Joon’s eyebrows’, etc.)
as it requires a change of tone.
2. Students’ own.
3. Students’ own. Example responses:
a. ‘We have to take care of him’ (emphasising the importance of doing it), also ‘dark scowl’ – important character
description. Possibly ‘they’ or ‘might’ in final sentence – stressing parents or uncertainty.

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 b. The sentence beginning ‘Joon’s eyebrows…’ could be lower pitch to differentiate between the lively, active speech
and the more prosaic narration.
4. Students’ own. They might focus on short sentences that express a truth or image clearly, such as ‘He was such a
little bird’. Possibly a lower, more serious voice for ‘Joon didn’t think Uhmma and Apa should know about Harry’, and
perhaps a more upbeat, positive tone for the final sentence.
5. Students’ own. Example responses:
a. ‘It was the food Uhmma fed us when we were sick’ because this shows that they use their own childish
experience (how their mum acts) to guide their own decisions.
b. ‘They might not let us keep him’ because this shows the child’s view of the adult world who might disapprove.
6. Students’ own. This might require more knowledge of the story as a whole, but students may consider that perhaps
the children want to show kindness and unity towards their ‘child’ (Harry) because they do not see these qualities in
their parents.

4.5 Exploring alternative forms and structures for stories

Answers
1. i C; ii B; iii A
2. a. It had been dreadful. Every time she had tried to get out of the quicksand, she had slipped back in.
b. It is dreadful. Every time she tries to get out of the quicksand, she slips back in.
3. Students’ own. Example response: She looked back down into the valley. The view was amazing!
4. a. past perfect (any three from): ‘had forgotten’; ‘had been’; ‘had used’; ‘had loved’; ‘had cut’
b. past simple (any three from): ‘got out of breath’; ‘missed’; ‘sighed’; ‘put’; ‘watched’
5. any three from: ‘playing’; ‘looking’; ‘climbing’; ‘sitting’; ‘looking’ (again)
6. Students’ own. Example response: At the beginning, the narrator remembers the olive grove where she and her
brothers played as children. The mood at this point is happy as the woman recalls enjoyable events. However, it
changes when she talks about her life now as a town dweller in her ‘airless apartment’. At the end, when she
watches the teenagers, the mood seems to become sadder as it says she ‘sighed’ and observes the children who
aren’t playing in the way she and her brothers did.

4.6 Developing a character’s voice and viewpoint

Answers
1. Students’ own.
2. Students’ own responses, but they could develop or sustain the idea of the contrast in her city/country life or her
childhood and adult life in terms of age and health. They might stress her isolation and how she observes or
remembers things.
3. Students’ own. Example response: She cradled the cup of tea in her gnarled hand. She felt its warmth on her cold
skin, but it was nothing like the glow of the sun in the olive groves. There she had never felt cold. Here in the city, it
seemed permanently damp.

4.7 Using punctuation to develop character

Answers
1. a. ‘Look at that old woman staring at us: she should keep her nose out!’ sneered the boy, leaning on his bike.
b. She hesitated… and then opened the door very slightly, keeping the chain on it.
c. The olive grove was just how she had imagined it. Was she dreaming? Could it be true? After all these years!
Surely someone must have maintained it? But who?
d. The cleaner smiled; nearly all the floors of the apartment building had been done. Now just one to go… the one
where the old lady lived. She was always delighted to see him, poor old thing!
2. a. and b. Students’ own. Example responses:
‘It’s only me,’ beamed the cleaner resting his mop against the door frame.
‘Oh, of course,’ she smiled, ‘Can I offer you a cup of mint tea?’
‘Why not? I’ll just leave my things here; I don’t think anyone will steal them!’
He stepped across the threshold and into the small room.
3. Students’ own, but they must remember as a minimum:
• speech marks for all spoken words
• a new line for each speaker
• any punctuation related to what or how something is said inside speech marks.

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4.8 Structuring your own viewpoint narrative
Answers
1. Students’ responses must cover the basic five stages as listed in the task. For example:
Beginning: A young man or woman inherits a small farm from a relative. He used to go there as a child.
Complication: They come from the city and doesn’t know anything about keeping sheep or goats. On one of the first
nights they spend at the farm, the sheep escape at night. They search for them but get lost.
Climax: They find the sheep, but the animals are on the edge of a cliff about to fall into the valley.
Falling action: A local man/woman turns up and helps them herd the sheep away from the cliff.
Resolution: The main character has to make a decision – run the farm, or return to the city?
2. It should be clear what each of these terms refers to, but some of the narrative forms may need explanation:
parallel narrators: two different narrators who tell the same story from different perspectives
framed narrative: a story within a story (e.g. someone receives a letter – the main story is in the letter)
3. a. and b. Students’ own. Example response based on the given information:
Sadiq: I leapt out of bed, insinctively knowing there was a problem. It was too quiet. Why couldn’t I hear the sheep?
It had only been a week since I’d come back to the farm I’d inherited, but it felt like a lifetime ago. I was still a boy,
really, but what choice did I have?
Imran: I knew he wouldn’t be able to cope, and that night proved it. I was still checking my own cattle when I saw
them. Sheep from my neighbour’s farm, scurrying down the field towards the river. This meant trouble.

4.9 Writing a key moment from a child’s viewpoint

Answers
1. Students’ own.
2. Students evaluate their structure or create their own. For Stage 3 (the background profile), students need enough
detail to help them write their story. For example:
Sadiq: 16 years old, but slim and small for his age. Is the only child of elderly parents who live in the city, but has an
uncle who has a small farm in the countryside. He has a small scar on his cheek, which he got when playing on his
uncle’s farm as a little boy after he fell against a barbed-wire fence.
Further stages and final draft – students’ own.

4.10 Responding to a narrative text

Answers
1. Students could identify:
facts about the shop: it is ‘close and hot’; it has ‘coffins’ in it; there is a ‘counter’ with a ‘flock mattress’ under it; the
shop door is locked and has a ‘chain’
words or phrases about Oliver’s situation: ‘alone in a strange place’; ‘no friends’; ‘no recent separation’ from anyone
phrases or sentences about Oliver’s feelings: ‘dismal feelings which depressed Oliver’; ‘chilled and desolate’; ‘no
loved and well-remembered face’; ‘heavy’ heart; wished his bed were ‘his coffin’
interesting points from story: Oliver sleeping with coffins; his wish to be in the ground with grass all around him;
perhaps the ‘loud kicking’ at the door; the person described just as ‘the voice’
2. a. ‘close and hot’; b. because of all the coffins; c. it looked like a ‘grave’; d. buried in tall grass in the ground; e. a
‘loud kicking’ at the door; f. to open the door, and whether he is the ‘new boy’
3. ‘He was alone in a strange place’ – he is unfamiliar with it; ‘I suppose yer the new boy, ain’t yer?’ – the speaker
knows about the shop, but hasn’t met Oliver which suggests he is new to the job (as the word ‘new’ indicates).
4. a. ‘dismal’, ‘depressed’; b. ‘chilled’; c. ‘desolate’
5. Students’ own. Example response: Oliver imagines sleeping in a graveyard with tall grass above him and a bell
ringing to help him sleep. It is moving because he is imagining being dead as a comfort and better than his current
situation.
6. a. ‘kicking […] repeated, in an angry and impetuous manner’
b. ‘I will, directly sir’
c. ‘I suppose yer the new boy, ain’t yer?’
7. Students’ own. Example response: This suggests that while Oliver is gentle, polite and keen to do what is right,
the person outside’s nature is aggressive and bullying.
8. Students’ own. Example response: The passage begins in a slow, gloomy and sad way as Oliver comes to terms
with his depressing surroundings. However, when he is woken by the banging on the door, it becomes more fast-
paced and dramatic.
9. Students’ own. Example response:
Even Oliver is not mentioned at the start, the impressions of the shop are clearly his, which are that it is too
warm and oppressive, or ‘close’, and that it has the ‘smell of coffins’ which seems to affect everything.

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 The writer fills in some background about Oliver which helps the reader understand his state of mind, for
example, when he writes about how ‘alone’ and ‘desolate’ he feels, with ‘no friends’ or any ‘loved or well-
remembered face.’
Oliver’s own thoughts are conveyed when he wishes that he were buried in a graveyard with ‘tall grass waving
gently’ over him. He finds it difficult to face his situation and his heart is ‘heavy’.
The reader is in Oliver’s shoes when the person comes to the door because we are told about the ‘loud
knocking’ but like Oliver, it is just a ‘voice’ that speaks – we do not know who it is.
It is understandable that we sympathise with Oliver because he has been forced to sleep in a place of death and
it seems is about to meet an ‘angry’ and possibly violent person.
10. Students’ own.

Chapter 5
5.2 Identifying key themes in a play
Answers
1. a. A (also possibly D); b. C; c. B; d. D
2. A: Woman on left of picture: leans forward, gesturing to make a point
B: Man: arms outstretched, incredulous
B: Woman: looking downwards, avoiding eye contact
C: Man in suit: points firmly at sportsman
D: Man on left of picture: leans forward to emphasise his words
D: Woman in middle of picture: smiles slightly and turns towards woman on her left
3. Students’ own responses, as a case can be made for more than one, but most likely answers:
a. C: man in suit on right
b. A: woman on the left, gesturing
c. B: woman sitting on left
d. D: man sitting on left
e. D: woman sirtting on the right
f. B: man on right with arms outstretched
4. Students’ own. They might build on the dialogue lines from Question 3 or invent new scenarios.

5.3 Exploring themes through contrasting characters

Answers
1. a. Mina’s uncle; Mina; b. because she has a large family; c. that he’s bad-tempered and always asking her about
school; d. that he’d bought Mina schoolbooks and uniform when Mina’s dad was unemployed; e. no
2. Students’ own. They might mention the fact that she doesn’t get on with her uncle and doesn’t seem to want to
spend time with her family; they may consider her possible selfishness.
3.

Evidence How she feels or behaves What it implies

She says ‘Once I can escape’
about her uncle’s party.
‘Our family parties are like
major international events.’
‘A present? Nothing’
Rae: I’d love to have…
Mina: (interrupting)
She feels like a prisoner who is
being kept against her will.
She complains about her family
parties being overly complicated
and important.
She speaks bluntly and without
apology.
Mina isn’t a good listener; she just
wants to get her own point across.
Suggests she feels ‘tied down’ by her family.
Suggests she exaggerates but also stresses
point about feeling trapped.
She doesn’t think her uncle should get a
present from her – suggests the breakdown
in their relationship and her dislike of him.
She is not aware of how others, such as
Rae, might envy her and what she has.

4. a. personal dislike: ‘He’s dead grumpy’; ‘He’s not my dad’; uncle ‘interrogate me about school, exams’
b. parent/child having different views, one person’s unreasonable behaviour: ‘did she tell you she hasn’t got her
uncle a present?’; ‘After all he did for her…’
5. Students’ own. Example response:
The writer suggests that Mina is a stronger and more dominant person than Rae, as shown when she doesn’t let
her finish, ‘interrupting’ what she has to say.
Also, the way Mina doesn’t tell Rae about all the things her uncle did for her suggests that she knows Rae would
disapprove.
This implies that Mina thinks about herself first and foremost, whilst Rae is more caring and thoughtful.

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5.4 Developing your drama and discussion skills
Answers
1. a. Ping; b. Dev; c. Andi
2. a. ‘That’s rubbish!’; b. ‘totally out of order!’; c. ‘back off’
3. a. ‘both’/‘both make good points’; b. ‘Clearly’; c. ‘on the other hand’

5.5 Structuring a response to themes in drama

Answers
1. a. Jim will not reveal whether he has the treasure map or not.
b. He presses Jim with questions and then starts moving towards him in a ‘threatening’ manner.
c. He hesitates when initially asked about the map, then stops denying he knows what Hands is referring to and
begins to just ask him to ‘Stop’ asking him and threatening him.
d. He wants to ‘fill me eyes’ with a sight of it and is ‘dreamin’ (of what he could do with the money, presumably).
2. Students’ own. Example response:
The conflict between Hands and Jim is seen in the way in which Hands threatens Jim. The text states that he
‘starts backing Jim against the rail’. This means that Jim is trapped but also suggests Hands might push Jim
into the sea if he doesn’t get what he wants.
The conflict increases because Jim is not very convincing when Hands questions him about the map. For
example, Jim hesitates when Hands first asks him about the map, saying, ‘I – I don’t know what you’re talking
about’. In the end, Jim no longer argues with Hands but just tells him to ‘Stop it!’. This shows how under
pressure he is.
3. Students’ own. Example response:
Hands’ desire for the map is shown in the way he talks about it. For example, he tells Jim that he ‘just wants a
gander at it’ to ‘fill’ his eyes. Later he says he can imagine ‘dreamin’ and ‘makin’ plans’. This suggests he is
entranced by the map and how he can use it to make himself rich.
4. Students’ own. They might suggest that Jim gives the map up, or that he is rescued by someone on the ship. Or that
Jim falls into the water and the map gets damaged. Or any other idea of their own.

5.6 Responding to a playscript about conflict

Answers
1. Students’ own. They may identify the following:
stage directions about Mina or Rae’s feelings: ‘(ignoring her)’; ‘Rae stares at her, astonished’; (more softly)
speech that shows conflict: ‘You’re always sorry afterwards’; ‘Mina! You’re not listening’; ‘get over it’
punctuation that conveys emotion: ‘Mina!’; ‘What?’; ‘Everyone’s against me!’
powerful phrases: ‘That’s what friends are for’; ‘You can’t buy that’; ‘You’re always sorry afterwards’
2. a. She was looking at a new phone in a shop and didn’t realise what time it was.
b. She starts looking at the menu.
c. She says she could have sent her a text message.
d. The row with her mum.
e. She thinks Rae is on her mum’s side – agrees with her.
f. She walks off/goes home.
3. Evidence 1: ‘She sits down and starts perusing the menu.’
Why?: She is more interested in eating than in apologising to her friend, who is clearly upset.
Evidence 2: ‘Mina: (ignoring her) Maybe I’ll get an ice cream. Hmm. What flavours?’
Why?: She doesn’t respond to Rae’s accusation that she is ‘always sorry afterwards’ and focuses on her own needs
4. a. ‘perusing’; b. ‘astonished’; c. ‘row’; d. ‘Get over it’
5. Students’ own. Highest ‘far’ points are likely to be when Mina says ‘get over it’ and when Rae leaves.
6. Mina: thoughtless; self-centred; irritated (possibly); spoilt
Rae: upset; sad; angry; disappointed; reliable
(Cases can be made for some of the others, but they need to be based on evidence in this script, not the earlier
one.)
7. a. a good friendship; b. Students’ own.
8. Students’ own. Example response:
From the start, the writer makes it clear that there are problems between Mina and Rae. For example, the
audience see Rae sitting in the coffee bar ‘alone’ and checking her phone.
The conflict develops when Mina sits down at the table and starts ‘perusing the menu’ rather than talking to her
friend. This implies that she doesn’t really consider it important to dwell on her lateness and spending more time
shopping for a phone.

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 It gets worse when she tells Rae to ‘get over it’ when Rae accuses her of ‘not listening’. This suggests Mina
doesn’t see her behaviour as a problem because she expects Rae to forget all about it and carry on as if nothing
had happened.
Towards the end of the scene, Mina makes it clear she thinks Rae is against her because she says, ‘you’re on
my mum’s side, aren’t you?’ However, Rae responds by telling her that isn’t true and that she isn’t on ‘anyone’s
side’. Finally, Rae decides to leave rather than spend more time explaining when it’s clear Mina isn’t really listening,
which shows that Mina will need to change her behaviour before their friendship is mended.
9. Students’ own.

Chapter 6
6.2 Tracing how a narrator’s views develop
Answers
1. 1. a. True, b. False, c. True, d. False
2. a. In the first three stanzas we find out about her child-like wonder and curiosity about herself and the world.
b. As the poem progresses, the poet remembers specific things that happened, such as crossing the river with books
and uniform on her head, and how the drum in their home collected rainwater.
c. However, she then thinks of her situation now and about how rain water may be the only source of water some
people have.
d. Finally, as an adult, she turns her attention to even more serious matters considering women forced to give birth in
temporary shelters.
3. Students’ own. Example response:
The poem has a song-like, childish quality in the repetition of the same opening line in each stanza: ‘Sometimes
when it rains’.
The poet also uses lots of past tense verbs to describe what she remembers. One example would be when she
describes how she would 'run into the rain'.
However, there is a change to the present tense in stanzas six and seven. She talks about the people who 'have
nowhere to go' and the mothers who 'give birth in squatter camps'.
Overall, this shows that she now sees the rain differently because before it reminded her of her self and her
childhood; now she looks beyond herself to consider others.

6.3 Commenting on how poets present childhood memories

Answers
1. a. T; b. T; c. F; d. T; e. T; f. F; g. NG
2. a. ‘Grasses run like a green sea / O'er the lawn up to my knee’
b. ‘Under grass alone he lies, / Looking up with leaden eyes’ (present) and ‘I shall find him, never fear’
3. a. ‘Grasses hide/run’; ‘When the grass/scythe/lawn’; ‘I shall find’
b. ‘mown’/‘alone’; ‘found’/‘underground’; ‘apace’/‘place’; ‘sea’/‘knee’; ‘lies’/‘eyes’; ‘gun’/‘sun’; ‘grain’/‘again’;
‘clear’/‘reappear’; ‘fear’/‘grenadier’; ‘come’/‘dumb’
4. Students’ own.

6.4 Comparing poems on a similar topic

Answers
1. Example response: ‘The Dumb Soldier’ is about a childhood toy that is hidden; so is ‘Relic’. Both are figures – a
doll, toy soldier.
2. a. both; b. Soldier; c. Relic; d. both; e. Soldier; f. Relic
3. Both poems are told in the first person and explore ideas about a childhood toy. On the one hand, ‘The Dumb
Soldier’ deals with a child who deliberately ‘hid a soldier underground’, while ‘Relic’ is about a toy that has
been lost for many years, and which ‘looked unloved’.

6.5 Sharing childhood experiences

Answers
1. b., c., d.
2. Hamid
3. Students’ own – they may suggest, ‘What was your grandfather like?’ or ‘Where do you keep the dragon now?’,
What condition is it in?’

© HarperCollinsPublishers Ltd 2020 Answers to Workbook questions • 171

6.6 Writing your own poem about childhood
Answers
1. Students’ own.
2. Students’ own. Example response:
Pencil case: shiny zip, Disney characters on the design, full of newly sharpened pencils, eraser, small ruler, steel
pen
Old: zip broken, design faded, pencils blunt or broken, pen run out of ink, etc.
3. Students’ own.
4. Students’ own. Example response:
I remember, I remember when you were my brand new pencil case.
The Disney designs were colourful and loud
And I was proud of my smart new pen,
Shining brightly like the sun.
Now, you are faded and your zip won’t pull,
The pencils inside are blunt or snapped
My best ever pen got lost in an exam,
All that remains is its useless cap.

6.7 Responding to two poems on the same theme

Answers
1. Students’ own.
2. a. The grass needs to be cut with the scythe so he can see the hole in which he buried it;
b. any three from: the stars/’starry hours’; flowers growing; fairies passing by; butterfly; bee; ladybird
c. iii
3. a. in the attic, in a ‘box of junk’
b. in the ‘80s’: ‘Her 80s jacket looked ridiculous’
c. mend/clean her, comb her hair
d. for her grandchildren to play with when they come to visit
4. ‘Done, if he could tell me true / Just as I should like to do.’
5. a. thrown carelessly into the corner
b. I found it impossible to
c. to throw away in a rough, uncaring manner
6. ‘Relic’ has all these features except the lines with the five-stress beat.
7. Students’ own. Example response: As adults, we have many of the same traits that we developed as children – we
are products of our childhood selves.
8. Students’ own. Example response:
Both poets describe toys that have been put away. However, ‘The Dumb Soldier’ is about a toy that has been
deliberately hidden by a child, while ‘Relic’ tells the story of a lost doll discovered by accident by the adult to whom
it once belonged.
Both poets also describe what the figures look like. For example, the soldier has ‘leaden eyes’ and a ‘scarlet
coat’. The doll, however, is ‘unloved’ and has ‘torn’ hair and a ‘face smeared with dust’. This suggests that the
doll has been left alone for many years.
An important aspect of the poems is the fact that they are told from different points of view. For example, it
is clear that the speaker in ‘The Dumb Soldier’ is a child. We know this because the speaker refers to the
grasses that ‘run like a green sea / O’er the lawn up to my knee’. This simile implies he is a child to whom the garden
looks enormous, like an ocean. However, the speaker in ‘Relic’ is clearly an adult. We know this because she is
‘clearing out the attic’ and the doll, which is hers, is from the 1980s. Also, she talks about her ‘grandchildren’ coming
to stay.
A key theme of the first poem is ‘imagination’ as the end of ‘The Dumb Soldier’ shows with the line stating
that the speaker must ‘make up the tale’ himself. In other words, he has to imagine, as he has in the poem, all the
things the little soldier has seen while buried. But the end of ‘Relic’ suggests this is a poem about growing up
as it states, ‘I have no wish to be a child again,/But that child is mother to who I am’ which suggests the speaker is
looking back at how she has changed and is aware her childhood is what has shaped her as an adult.
9. Students’ own.

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