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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
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1.1 The leopard
1 Notes will vary, but may include the following

ideas:
• Impressions of nature: nature is permanent
– the mountains are always there; nature is
beautiful and pleasant – the sun rising and
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the sounds of the birds; nature is powerful
and impressive – the children climb ‘up to
the clouds’; nature is peaceful. It is also a
place to escape to (fewer thoughts)
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• Characters: Praveen and Ravi seem good,
as they are innocently enjoying a country
hike and appreciating nature; Toad and
Stinger come across as bad because of the
shot which may have harmed the leopard.
2 a Summaries should include the following
ideas:
• Praveen and Ruby are trekking up
a mountain in the peaceful early
morning.
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see the remains of a campfire.
• They hear twigs cracking.
• A shot suddenly fires.
• They hide, then crawl towards the
sound of men’s voices.
• They see three men and a leopard.
b The tone changes on Praveen raises his
finger to his lips.
c The tone becomes more tense, as the
characters are suddenly fearful instead of
relaxed. The action makes the reader more
aware of the danger / that something bad
may happen.
1 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
her fear, she gathers herself to take a
picture to use as evidence against the men.
• When the leopard has been shot, the
writer uses descriptive words to show
its beauty. The coat is covered in black
rosettes and has a velvet sheen, which
sounds luxurious.
• The verb ‘snarling’ shows the leopard is
warning the men despite being injured.
The verb limp shows that the leopard
is injured and vulnerable so makes the
shooting seem more cruel and cowardly.
The verb thuds shows the dead weight of it
as it falls. The narrator is horrified, shown
by her instinct to scream and collapse.
5 Learners’ answers will vary.
1.2 The mysterious figure
1 Learners’ answers will vary.
2 Audio scripts should include details of the
tone in which the characters say lines and
sound effects to allow the listening audience to
understand what is happening. For example:
RUBY : (shouting urgently) Get back, Praveen!
TOAD: (yelling) Give me that camera!
(Sound effect of camera being smashed against
a rock and Ruby howling)
RUBY :(desperately) No! All my photos are
stored on there. What have you done?
TOAD: (threateningly) What are you doing out
here?
GARIAN:(angrily) Who are you working for?
Are you taking pictures of me?
RUBY :(quickly) We’re here to take pictures
of wildlife. I’m hoping to be a wildlife
photographer.
(Awkward pause)
RUBY : (hissed) You killed it. You cowards.
TOAD: I’ve had enough of this. Get them!
GARIAN:Wait. Who the hell is up there with a
gun pointing at us?
(Sound effect of a gun being loaded and clicked
above)
2 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
b Answers should include explanations of
the techniques identified in part a, with
examples and explanations of their effect
on the reader. For example:
• The eagle is described as a powerful
but isolated figure. The alliteration
‘He clasps the crag with crooked
hands’ makes him sound old and wise
as he surveys the world from high
up ‘close to the sun in lonely lands’.
This exaggerates how high he is. The
mighty sea is personified and made to
sound weak compared to the eagle,
as it is personified as ‘wrinkled’ yet
it ‘crawls’. His sudden descending
flight is powerfully described using
the simile ‘like a thunderbolt’ as he
swoops down.
‘The Eagle’ Higher into the Hills
Crooked Razor-sharp talons
hands
He stands Impressive hooded eagle
3 He watches Big bird / two-metre
wingspan
Like a Fly at speeds
thunderbolt
he falls
Beautiful coat
Golden eagle / weighs
7 kg / fearsome hunter
4 Answers may include some of the following
ideas:
• The language used in the poem is more
figurative. The poet uses alliteration
(clasps the crag with crooked hands),
similes (like a thunderbolt) and
personification (wrinkled sea beneath
him crawls).
• In the prose text, the language is
plainer and offers more facts such as
measurements like two-metre wingspan.
5 Learners’ answers will vary, but learners
should consider which text is more exciting/
creative/imaginative and which is more
factual/informative.
6 Learners’ answers will vary.
3 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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4 Discussions may include the following ideas:
• How varied sentences are used: longer
sentences using enjambment (for example,
lines 1 and 2 put stress on Long time).
• Shorter sentences: It is quiet too and
I am happy here often used to convey
contentment.
• Longer sentence beginning When
someone calls . . . indicates action and is
more positive in tone. Shows the healing
qualities of the house by the river.
• Last two lines are humble – two short
sentences.
• The way that the lines are split means
there are pauses and the poem is slower in
places. This reflects the ill health and slow
pace of life of the narrator.
5 Discussions may include the following ideas:
• Effect nature has on humans:
‘Loneliness’ presents nature rather
negatively whereas in ‘Visitors’ nature is
presented as peaceful and healing.
In ‘Loneliness’, the white gulls are
unsuspecting and unaware that they are
about to be pounced on by a predator.
This is likened to the behaviour of human
society as though we reflect nature. This
poem exposes the cruelty of nature and
humans. In ‘Visitors’, nature is calm and
soothing. It has the effect of making
humans kind and hospitable.
• The viewpoints:
The narrator in ‘Loneliness’ seems bitter
and resentful. He/she is lonely and
isolated and seems to be blaming the
world. The narrator is unhappy.
The narrator in ‘Visitors’ seems gentle
and accepting of their ill health. There
is a sense that the narrator is grateful for
the small things and does not have any
bitterness or anger. The narrator is happy.
• The purposes:
‘Loneliness’ seems to be warning the
reader to be more aware of the cruelty
and ruthlessness in the world.
‘Visitors’ seems to be asking the readers
to consider the benefits of peace and
solitude. It extols the virtues of a simple
and uncomplicated life.
6 Answers may include some of the following
ideas:
4 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
1.5 Destroying the planet
1 Learners’ answers will vary, but may include some of the following ideas:
First text
No one is to blame fully as climate change
is natural.
Main points
Earth is changing naturally. Earth does change over time, but the changes
are happening faster due to humans.
Humans cannot influence Earth’s movement. Greenhouse gasses have increased, causing
Earth to heat up.
The angle of the Earth changes the climate.
The way the Earth orbits the sun influences
climate.
Seasons change as a result of the Earth
changing its position.
Climate change happens naturally.
Humans are victims of climate change not
the cause.
2 • In the first text, many of the main points
are the first sentence in each paragraph.
• In the second text, they are sometimes the
final sentence in the paragraph but also in
the bulleted list.
• The first text only uses a headline. It is
quite a formal text. The second text uses
a headline and subheadings. It also uses
bullet points. It is a less formal text and
perhaps has appeal to a wider readership
so helps the reader find their way around
the text more.
3 Example Purpose
Although it’s likely Introduces a
that . . . contrasting idea.
However, it also Introduces a
works . . . new part of the
argument.
. . . therefore, it’s a Concludes a point
natural process
Hence, the ice caps Concludes a point
melt
5 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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1.6 Tsunami
1 Answers may include some of the following
examples:
epicentre: a precise point
residents: inhabitants
constructed: built
precaution: safeguard
evacuated: left because of danger
designated: nominated
anguish: anxiety/torment
congregating: gathering
2 Answers may include some of the following
examples (timings may vary slightly):
7.55 pm – the house began to shake
7.58 pm – the house stopped shaking
7.59 pm – the sea started to rise and crash into
the coastline about 2 metres high
8.00 pm – they went into the bedroom
8.05 pm – they evacuated the house and went
to the designated secure zone
8.15 pm – at the community’s designated
secure zone
3.15 am – still at the secure zone. The
electricity cuts out in the town
3 Learners’ answers will vary.
4 Notes may include some of the following
ideas:
• There is more focus on fear in the second
quotation: absolute fear . . . Men, women,
children: all of them.
• The choice of vocabulary in the second
quotations emphasises the sense of speed
and urgency: sprinted; ran for their lives,
scrambled, hurtled . . . as fast as.
6 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
2 ‘Grandmother’s Song’
2.1 Life in the village
1 Answers may include some of the following
examples:
• The setting is dramatic and contrasting:
high mountains, gentle slopes.
• The setting is beautiful: glistening rocks.
• The use of colour: emerald green trees,
new green shoots, milk-white lilies.
2 The patterns link the present with the future.
For example, They planted . . . then they
watched as new green shoots sprang . . . This
links the work of planting with the result in
the future of the crops growing. Also They
gathered . . . then took them to market . . .
again shows the cycle of work developing into
the next stage. It shows actions have results.
3 Learners’ answers will vary, but may suggest
that the comparison to delicate blossoms
suggests that the granddaughter is young and
innocent, pretty and sweet.
4 Answers may include some of the following
examples:
2.2 Making progress
1 Learners’ answers will vary but may include some of the following ideas:
Paragraph What happens
1 Granddaughter returns; grandmother
hugs her, sings to her, tells her she
knows she is scared.
2 Grandmother holds granddaughter on
her lap and strokes her head. She tells
her that she is stroking trust into her
from her female ancestors.
7 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Paragraph What happens
3 Granddaughter feels filled with
warmth, and she relaxes and falls
asleep.
4 A group of children run up to grand-
daughter noisily and ask her the way
to the river. She is afraid but does not
show it. She points them in the right
direction.
5 In the evening she tells grandmother
and she is pleased with her. She tells
her she has courage and has made
progress.
2 Learners’ answers will vary, but should use
some of the ideas noted in Activity 1 using
examples from the text to illustrate the ideas in
the third column.
3 Learners’ answers will vary, but should include
explanations of clear examples that show the
power and effect of the grandmother’s direct
speech. Examples might be:
• Repeat of I can feel . . . shows her
connection to her granddaughter is very
powerful.
• Repeat of the word trust makes it feel
as though she is implanting it in her
granddaughter as though she is casting
a spell.
• Declaration of That’s progress! shows her
positivity and pride in her granddaughter.
4 Learners’ answers will vary.
5 Learners’ paragraphs should include some of
the following ideas:
• The hummingbird may remind the reader
of granddaughter earlier in the story.
• Granddaughter helps the hummingbird
in the same way that her grandmother has
helped her.
8 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
4 Answers may include some of the following
ideas:
Example of Meaning and effect
figurative language
Trembling grand- Personification is
daughter sensed a used to compare
strange pride pour the feeling of pride
through her body. to a liquid – ‘pour’
suggests a large,
fast-moving
quantity. The effect
of this is to show the
reader how much
the granddaughter
has developed from
a hesitant girl to
one whose positive
emotions now move
freely and quickly
through her.
She stroked trust A metaphor is
and courage, skill used to show how
and dignity into grandmother’s
trembling grand- actions have a
daughter. positive effect on
granddaughter.
She understood The metaphor is
well the language continued as grand-
of grandmother’s mother’s stroking
hands. communicates
clearly to her.
5 Key events: showing the children the way to
the river; helping the hummingbird; helping
the boy accused of stealing.
6 a Learners’ answers will vary.
b Learners’ endings may include some of
the following ideas:
• Grandmother gets older and more
frail, so granddaughter has to look
after her.
• Granddaughter continues to face and
overcome challenges, making more
and more progress.
• Granddaughter faces a very serious
challenge where she has to act very
bravely to save her grandmother.
9 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
importance of human touch in encouraging
well-being, confidence and trust.
2.5 Celebrating grandparents
1 a We are influenced by our older relatives as
children, and we in turn influence those
who come after us.
b Listening to children helps them understand
what they are feeling deep inside.
2 • She is showing love and protection through
‘scooping her up’ and ‘hugging her’.
• Sitting her ‘on her lap’ and stroking her
‘like a cat’ is soothing and shows she is
giving her attention and love.
• She has learnt to care and show
tenderness from the way that her
grandmother has shown it to her so the
cycle continues.
• This shows that through her
grandmother’s loving touch she builds her
granddaughter’s confidence and character.
• This shows that the love is cyclical and the
granddaughter repays the grandmother’s
love.
• This shows that because they were so
physically close, she can still feel her
grandmother’s presence.
3 Quotations might be:
• Human growth: instead of running away;
that’s progress; this is progress; you stood
tall between the earth and sky; her song
went so deep; she grew up into a strong
and confident woman; granddaughter has
become a grandmother many times now.
• The cycle of life: held the hummingbird
with the same tenderness as her
grandmother had held her; this is my gift
that I am stroking into you. It is also a gift
of my grandmother; now granddaughter
had children of her own.
• Memory: no one even remembered that she
once ran from armadillos; Grandmother’s
spirit is all around us.
• Wisdom of older people: rooted her to the
earth, like an ancient tree; I have to go on
alone.
10 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
b Answers may include some of the
following:
• Granddaughter changes from being
very nervous and timid to being brave
and strong.
• As she is growing up grandmother
uses her experiences to teach her to
be brave.
• She then looks after her grandmother
when she is old.
• She is devastated when grandmother
dies but feels her influence and
presence. She becomes a
grandmother herself.
3 • Both granddaughters are very loving to
their grandmothers as they get old; both
granddaughters like to touch and tend
their grandmothers as a way of showing
their love.
• Both granddaughters learn about getting
older and that inside the older person is
their younger self; both granddaughters
learn to respect old age.
4 Paragraphs may explore some of the following
ideas:
• Her wet head felt delicate as a birdskull /
Worn thin by waves of age: stresses her
fragility and emphasises the effects of the
aging process, as gradual but insistent like
recurring waves.
• Her downy cheeks stretched smooth and
plump across wide cheekbones. Her eyes
were deep and warm and brown: makes her
sound soft and affectionate. Her eyes are
sincere and imply she has great depth and
sincerity.
5 All the conventions can be found in
‘Grandmother’s Song’ (the journey is a
metaphorical one).
6 Learners’ answers will vary.
11 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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3 Strange islands
1.1 The mystery of Oak Island
1 Answers should form useful notes of key
points:
1799: Daniel McGinnis – found stones /
evidence of tools / dug 9 metres / stopped due
to strange feeling
1909: Gold Salvage Group – dug 34 metres /
found nothing
1969: Triton Alliance – dug 72 metres /
claimed camera recorded chests and tools /
hole collapsed and project stopped
2006: Lagina brothers – findings include coin
and sword but no treasure
2 They have spent a great deal of money but
found very little so it was not worth it.
3 are presented as local heroes.
Example Technique Comment
an open oxymoron This explores the
secret in idea that everyone
the world knew about Oak
of treasure- Island’s supposed
hunting treasure, but also
that treasure hunting
is full of mysteries
and secrets. It makes
it seem a challenge
that everyone wants
to overcome.
Like a mag- simile This shows that the
net, it has lure of finding trea-
drawn many sure is very powerful
people to it indeed.
The is- personification This could be inter-
land first preted in two ways.
captured Either the island is an
people’s attractive place, or it
imagination is a dangerous place
almost 400 that causes problems
years ago for treasure hunters –
it traps them.
the whole hyperbole This exaggerates
world the sense of excite-
has been ment generated by
intrigued by Oak Island, but also
the island reflects the fact that
finding treasure is a
very attractive idea
for most people.
12 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
3.2 Strange islands
1 Learners make notes from the audio.
2
Island / country Key features
Skorpios, Greece Sandy beaches
Forests with 200 types of
trees
Large luxury resort built in
2018
Okunoshima, Full of tame rabbits but
uninhabited by humans
Japan
Used to be a chemical
testing site
Museum of poisonous gas
Snake Island, The largest number of
snakes in such a small
Brazil
place
Uninhabited
Illegal to land boats
Island of the Situated in the Xochimilco Don Julian Santana Barrera
Dolls, canals
Mexico There are hundreds of dolls
placed on the island
3 Short sentences and ellipsis (that’s right . . .
dolls) creates a sense of disbelief.
Exclamation mark (or at least parts of dolls!)
adds drama / a sense of horror.
Question (creepy, eh?) invites reader to share
sense of horror.
Dashes (– or parts of dolls –) adds gruesome
detail for shock effect.
4 Learners’ answers will vary, but should be
modelled on the original text. Example
answer:
Sable Island
Where? Canada
What’s there? On Sable Island, near Halifax,
you’ll be lucky not to be blown off your feet!
Literally! The winds are so strong there that they
13 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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clumps: grouped close together
vegetation: foliage (leaves, trees, shrubs)
configuration: shape
sheer: steep
pedestal: platform
2 Learners’ answers will vary, but the maps
should show details from the extract and from
learners’ own imagination.
3 a three years
b Ben is very darkly sunburnt but has light
eyes.
c Marooned means left behind on an island
with no way to escape.
d Ben was left on the island after his ship
landed there to find Flint’s treasure. After
12 days of looking for it, they went back to
the ship and left him on the island alone.
4 • The way he refers to himself: ‘poor Ben
Gunn’ shows he feels he has had a terrible
deal. He always uses his full name –
perhaps it has helped him remember his
identity before being marooned.
• Non-standard English: he uses words like
‘mate’, ‘these three years’, ‘so much I’ll
tell you’ etc. Makes his dialect ‘apparent’
as it is not standard English. He also
sounds uneducated and the language is
very old fashioned such as ‘nigh on’.
• The use of contractions: ‘I’m’, ‘haven’t’,
‘you’re’, ‘here’s’, ‘let’s’ all informal and
suitable for direct speech.
5 Monologues will vary, but should explore Ben’s
feelings about being marooned by the other
men. Details about the island should be used
to support the ideas about food and shelter, as
well as what he thought may happen.
6 Learners’ answers will vary.
3.4 Treasure Island: The play
1 Learners perform the script.
2 Learners’ answers will vary.
3 Learners’ answers will vary, but should be
modelled on the original text. Sample answer:
BEN: Just you mention tell this to your squire,
Jim. You say this: Gunn is a good man, and
he puts a precious sight more confidence in
14 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
There are pools of water on the beach.
There is a bright moon.
c Answers may include some of the
following ideas:
• Simile – like thousands of delicate
crystal chimes – adds a magical feeling
as though the island is enchanted.
• Metaphor – tears welled up –
exaggerates the amount of tears and
stresses her strong emotions.
• Personification – muggy breath of the
jungle – shows how hot and humid it
is but also makes the jungle seem alive
and mysterious.
• Metaphor – little hillocks of moonlight
– describing how the shapes of the
sand look almost moonlike. Gives it a
feeling of a dreamy otherworld.
4 Answers should give a clear example of each
sentence type with an appropriate explanation
of its effectiveness.
• Simple: Maya knelt down ... pools. This
simple sentence describes her movement
concisely.
• Compound: The pools stretched out down
the beach, and ... moon. This compound
sentence gives an overview of the scene.
• Complex: As she watched ... jagged
pieces. This complex sentence slows the
writing down and allows the writer to
develop a mysterious atmosphere through
describing what is happening in detail.
5 Answers should use the example as a guide.
6 Learners predict how the story might develop.
3.6 Helix
1 Learners’ answers will vary.
2 a desperately/loudly/angrily/petulantly
b quietly/hopelessly/nervously
c sincerely/sadly/wistfully
3 Answers may include some of the following
ideas:
• Helix appears to be thoughtful as he
moves away with Maya but reassures her
that they will keep her brother and sister
in view.
15 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
4 This is the modern world
4.1 The birth of the internet
1 Notes may include the following ideas:
1958: Advanced Research Projects Agency set up
1962: ARPA network created
1983: ARPAnet allowed National Science Foundation Network to use part of its network
1985: IT departments at US universities had computers connected
1989: the World Wide Web as we know it was created with the invention of http by Tim Berners-Lee
1995: internet available to the public at home.
2 Structural features and effects include: use of questions to arouse curiosity; chronological structure
for clarity; use of dates creates a clear timeline; subheadings organises the material logically; final
paragraph shifts in tone as it looks to the future. Images are included to add interest.
3 Learners’ answers will vary, but should address all bullet points and offer clear examples from the text.
4 Learners’ answers will vary but should address all bullet points and offer clear comparisons with
examples from the texts.
Article 1
Structure • Uses heading and subheadings.
• Has an introduction in italics.
• The paragraphs are mostly short
and there are 6 of them.
• It uses lots of rhetorical questions. •
• It is mostly chronological but does •
move around a bit.
• both articles use images.
Formality of • Includes a mini timeline at the
language end as a summary.
• The article uses informal language •
and addresses the reader directly.
• It uses informal words and
phrases such as crazy I know! and
daddy!
Use of • It uses brackets for chatty asides.
punctuation
• It uses dashes to add extra
information.
• use of exclamation marks to make
the text more immediate.
Learners answers will vary but they should cover some of the features highlighted in the table.
16 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
5 Learners’ answers will vary, but should include
the features outlined in the bullet points and
show evidence of research from different
sources. The content and tone should be
suitable for the target audience of people aged
over 70.
4.2 Phone problems
1 Notes and learners’ responses will vary but
may include:
a In Script 1, the words used are fairly
straightforward with some slang such as
‘yeah’ and ‘stuff’. In Script 2, the language
is more complex (for example, ‘educational
purposes’ and ‘social interaction’). It has
no slang and is more polite.
b The tone is casual in Script 1, as she is
talking to a friend and is relaxed. She
speaks in fragmented sentences shown by
the use of dashes. In Script 2, she speaks
in full sentences and addresses the teacher
formally. She is less relaxed in script 2 and
seems more eager to impress the teacher.
2 a Samir: relationship between parent and
child changed; daughter became obsessed
with phone; daughter became less
sociable; spent time watching silly videos;
affected schoolwork and exam results;
phone took over her life; do not allow a
child to have a phone.
Liu: children’s lives improved; phones
allow them to engage with the world;
phones make them more intelligent and
knowledgeable; phones provide them
with activities; no point in trying to
stop children engaging with technology;
children have a right to a phone.
2 b Learners discuss their responses to the
texts.
3 a Answers may include the following ideas:
• Technology replaced childhood
creativity such as drawing.
• Digital activities tend to be
private/secret.
• There are secrets kept from parents
due to passcodes.
17 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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
3 Learners’ answers will vary, but may include
the following ideas:
• The use of verbs in the present tense
makes the story more immediate, as the
events are happening as we read.
• The writer creates a relaxed and pleasant
scene of the dawn through present tense
phrases such as The sun rises and the air
fills as they are climbing up to the clouds.
• As a result, the shot comes as a shock,
disturbing the peaceful scene. There is a
sense of the noise completely disrupting
the peace as it rings out and echoes . . .
disturbing the stillness.
4 Learners’ answers will vary, but may include
the following ideas:
• The leopard is presented as a helpless
victim due to its injury and limp, which
makes it more unfair when the men
shoot it. It thuds to the ground, which
emphasises its dead weight and all its
power gone. Its legs are spread in front
of it makes it sound inelegant and lacks
respect for such a magnificent creature.
The velvet sheen of its coat is ruined by
the bullet wound.
• The men sound like villains as they tower
over it, showing their power, but clasping
their rifles makes them seem weak as they
rely on weapons. Their lack of remorse
makes them seem evil.
• The narrator uses reactions to show how
connected she feels to the leopard. She
screams instinctively as it is shot and then
collapses against a tree in shock. Her
anger is obvious as the mountain roars
with me, and this makes it clear that she
thinks it is a crime against nature. Despite
3 foliage: greenery (plants, shrubs, leaves, etc.)
cradle: to hold gently
4 And the mountain roars with me suggests that
not only Ruby but also nature itself is angry at
the death of the leopard.
The mountain is silent apart from howling wind.
This sentence ending the extract reflects the
narrator’s surprise at the discovery of the cub
but also her need to stay silent to protect it.
5 Learners’ answers will vary, but may include
the following ideas:
• The story shows how little the men care
for the natural world, as they shoot a
leopard and feel no remorse.
• The writer creates a beautiful setting in
the early morning with the air filled with
birds and tweets and then shows how they
ruin it by needlessly shooting a defenceless
creature.
• When the narrator says the mountain
roars with me she is showing that nature is
angry and disturbed by the shooting.
• When the leopard is dead, the men do not
feel guilt, instead looking at its dead body
admiringly.
• However, Ruby’s actions show that not
all people have bad attitudes to the natural
world as she is devastated by the shooting
of the leopard and stands up to the men
bravely. She also saves the cub and her heart
feels ready to burst with love showing how
deeply she cares for it.
1.3 The wildness of eagles
1 The eagle is described as isolated but powerful
as he is high up. He sounds old and wise. His
flight is dramatic. Learners should identify
these ideas in their own words.
2 a Techniques used include:
• personification (He clasps the crag with
crooked hands / the wrinkled sea)
• hyperbole (close to the sun)
• simile (like a thunderbolt he falls).
1.4 The poetry of Tu Fu
1 Notes on the poet’s life:
Main points Subsidiary points
Born CE 712 in Born in Henan
China province
Mother and elder Had a number of
brother died when siblings
he was young
Started writing Earliest surviving
poems as a poem is CE 735
teenager
Failed the Imperial Meant he couldn’t
Exam in CE 735 be a civil servant
Met the poet Li Po Studied history and
in CE 744 literature
Married in CE 752 Had five children
War broke out and Youngest child
famine in CE 755 died and 35 million
people died in ten
years
Moved around Wanted to return
China for years home to the Henan
and worked for the province but didn’t
emperor get there
Wrote his best Wrote 400 poems
poems at the end at this time
of his life
Died in Tanzhou at
age 58
2 a He means they are carried along by the
water.
b The spiders are ruthless, like people
working in business who get what they
want.
c It means he does not like the way the
world works and has lots of negative
feelings.
3 Learners’ answers will vary, but may include
the following ideas:
• It means that animal behaviour as
described has equivalents in human
society.
• It is mostly to do with some people
ruthlessly taking advantage of others and
exploiting their weaknesses.
• Nature as aggressive: nature is presented
as aggressive in ‘Loneliness’, as the hawk
is hovering to catch birds, and the spider
spins a web to catch prey. However,
‘Visitors’ presents nature as much more
peaceful as the house by the river is quiet
and he feels rested.
• Nature can have a positive effect on
humans: in ‘Visitors’, nature is seen
to offer peace and tranquillity, which
improves the narrator’s health – he is
brighter and more rested. A simple life
is presented. However, in ‘Loneliness’,
nature is not presented as positive, as the
narrator is clearly unhappy and lonely.
• Nature is beautiful: in both poems, nature
is presented as beautiful in some ways. The
white gulls float on the stream is peaceful
as they are unaware of the hawk above
them. Likewise, although the spider’s
web is deadly, it is also in the beautiful
dew which sparkles in the grass. There is
less description in ‘Visitors’ but there is
some beauty suggested in the river and my
thatched hut because it is simple and quiet.
• The voice of poem is sad: the narrator
seems sad in ‘Loneliness’ as he does not
like the way the world works and seems to
feel isolated from it. However, in ‘Visitors’,
the narrator seems content because he feels
better and enjoys the simple life he leads.
• In ‘Visitors’, the narrator seems thankful
for the simple life by the river and the joys
of fresh vegetables given in friendship. The
use of possession in ‘my straw hat’, ‘my
thatched hut’ and ‘my son’ add to the idea
of simple things in life make him happy
at this stage of his life. His house, his
simple possession and his family are what’s
important to him now. In ‘Loneliness’,
however, the narrator does not seem
thankful, as he feels isolated and lonely.
7 Answers should be clearly split into
preparation notes and an extended answer
of 150 words. Answers should choose clear
examples of language and explain how they
present nature in the poem. Some of the
following examples may be included: spring
in the mountains; chopping wood echoes;
silent peaks; icy; snow; sunset; stony mountain
pass; aura of gold; silver ore; gentle; tamed;
forgotten, hidden; empty boat, floating, adrift.
Second text
Humans are to blame.
Earth is heating up ten times faster than ever
before.
Ice is melting.
Sea levels are rising.
There is more extreme weather.
97% of scientists blame humans for climate
change.
4 Answers should include examples for some of
the following ideas:
• Comparison of the more formal language
used in Quotation A to create a detailed
explanation. In contrast, Quotation B
uses more straightforward vocabulary, but
also more emotive language (suffers
suffer).
• Use of semi-colon in the first quotation to
link cause and effect. Use of capitalisation
of FACT in second quotation.
• Complex sentence structures in the first
quotation compared to simple sentences
in the second.
• Exclamation marks are used to make the
writing more dramatic.
5 Answers should be a clear rewording of the
main ideas of the article in more informal
language. The second article should be used to
generate ideas about vocabulary, punctuation
and sentence types. Answers to Activities 2
and 4 should be used to prepare this answer.
• There is more variety of sentence
structures in the second quotation as it is
longer and more detailed. This allows it to
speed up the pace.
5 The second sentence is more dramatic, as it
starts with the house shaking. This gives the
idea of the three children more impact as it is
clear they are in danger. The first sentence is
just factual and lacks excitement.
6 Learners’ answers will vary but should use the
example from Activity 4 as guidance.
Check your progress
1 Past tense verbs look back on what has
happened. Present tense verbs make the action
more immediate and exciting. For example,
‘the lion roared aggressively’ and ‘the lion
roars aggressively’.
2 A drama script is written as a dialogue
with additional instructions such as stage
directions, whereas prose writing is written as
continuous prose.
3 simile, metaphor, personification
4 The punctuation in poetry can create pauses
when lines have a punctuation mark at the end
(end-stopped) or where punctuation is used in
the middle of the line (caesura). Poets also use
enjambment (where one line continues into
another line with no punctuation) to create a
sense of movement or change in pace.
5 Learners’ answers will vary, but an example
would be: ‘I do not like cakes because they are
too sugary, so I eat fruit instead.’
6 Looking at the words around it to work out
the meaning in context.
Looking up the origins of a word (its
etymology) to discover its meaning.
Grandmother Granddaughter
Stood proud and Delicate as the
tall blossoms
Downy cheeks Tiny, bow lips
stretched smooth
and plump
Eyes were deep Wide-open
and warm brown eyes . . . black
. . . sad but also and clear
kind
Powerful legs and As she played she
sturdy feet . . . trembled
rooted her to the
earth
Arms were strong She shook and
and her hands shivered
graceful
Prediction: the grandmother may get older
and weaker; the granddaughter may get
stronger and braver.
5 Answers may offer explanations of some of
the following examples:
• as delicate as the blossoms
• wide-open eyes shone black and clear
• tiny, bow lips looked as if she ate
strawberries all day long
• her heart fluttered
• she shook . . . like dry leaves rustling in a
sack on a windy afternoon
• she shivered and shook as though it were
a huge bear.
What it shows
Grandmother cares deeply for the girl;
understands her. Granddaughter still
has to get over her feelings of fear.
It shows that she wants her grand-
daughter to follow in the footsteps of
her strong female relatives.
(continued)
What it shows
It shows the strong effect that her
grandmother’s words have on her.
It shows that she is getting braver and
facing up to her fears.
It shows that grandmother encourages
her and knows that she will take small
steps.
• Grandmother says that helping others
makes you stronger and braver using
similar words to when she said the world
is frightening for those without courage
earlier on.
• The hummingbird allows granddaughter
to move forward / make progress in her
attempts to be braver.
2.3 Growing up
1 Learners perform the extract. Check that they
speak with confidence and use non-verbal
forms of expression.
2 a The word snarled makes the man sound
very aggressive as we usually associate
snarling with wild animals.
b Muttered makes it sound as though
he is annoyed at the granddaughter’s
interference.
c The grandmother is delighted – shown by
her short exclamatory sentence.
d She sang makes her sound happy.
3 The dialogue should include details of the
tone in which the characters say lines.
2.4 Climbing the mountains
alone
1 Lights the fire. (Links to her grandmother
keeping her warm as a child in Extract 3.)
Boils water and cooks for her. (Links to the
grandmother teaching her to plant and gather
food in Extract 1.)
Washes and brushes her hair. (Links to her
grandmother stroking her head as a child in
Extract 3.)
Massages her feet and hands. (Links to the
description of her grandmother’s sturdy feet in
Extract 1. Links to her grandmother stroking
her as a child.)
Walks holding her arm to support her. (Links
to the description of the grandmother’s
powerful legs in Extract 1.)
2 a It symbolises grandmother dying and
leaving granddaughter.
b Grief striking like lightning; trembling
like a raging storm; crying like a river.
c The writer used these images because
they represent the power of grief – it
is a natural and strong emotion that
cannot be controlled easily. The reader
feels sympathy for granddaughter and
empathises with her grief.
3 Learners’ answers will vary, but should link
back to the idea expressed in Session 2.3
Activity 6 b.
4 a Spanish and North American
b It amazes him.
c independence from Spain
d decorate buildings with flowers, play
sports games and have parades (also,
firework displays)
e guitars and drums (also trumpets)
f He identifies with his cultural heritage.
5 Learners’ answers will vary.
6 Answers should give a clear personal
response to the story and discuss how the
events affected them as a reader. They should
include some explanations of the story’s wider
messages and explore the main theme: the
4 Learners’ answers will vary.
5 Main points Subsidiary points
from Poland tall and handsome
captain in the army looked good in his
uniform
chose to take his
wife and both their had to make a diffi-
families to safety cult decision
abroad
used cars, trains and
the Russians took walking to get to
over the part of England
Poland he lived in
used his money to
buy train tickets for
the family
made his way across
Europe for a month
to reach England
6 Learners’ answers should include a plan,
organisational features and use formal
language.
2.6 Comparing texts
1 Discussions will vary, but may include:
• The softness of her hair shows love and
tenderness.
• The delicacy of her head shows how frail
she is.
• The last line shows the cyclical nature of
care in relationships.
• The poem is a memory but is very detailed
so is clearly an important one from the
past.
• The link between the hair and the silk of
the wedding dress.
• She is referred to as a widow so there is a
hint of sadness from the past.
• Her hair in the past was chestnut and
thick. Shows the changes time brings.
• My mother’s mother shows the
generations.
2 a But there is a photo of her / Sitting swathed
in hair / That I imagine chestnut from the
black and white, / Long enough to sit on.
Check your progress
1 through description of the location and the
scenery, animals, people, buildings etc.
2 through direct speech; by describing their
thoughts
3 by varying the tone, volume, pace, or
emphasising words
4 any example of a folk story (including
‘Grandmother’s Song’)
5 growing old; the cycle of life; developing as
a person; the wisdom of age; the power of
human touch
6 a simple storyline; a journey; characters who
are good or bad
4 Learners’ answers may include: Michigan’s
main men and coolest kids; local heroes;
successful businessmen; if anyone can do it, the
Lagina brothers can!
5 • Non-standard English includes: findin’
treasure!; unearthin’ the secrets of Oak
Island; gettin’ their paws on Cap’n Kidd’s
buried treasure; cool!; searchin’; Go get
’em, boys!
• Explanations will vary, but should
focus on the effects of the informality,
acknowledging that the text is aimed at
young readers.
6 Comparisons should mention the following.
• In the first article there is little emphasis
on the brothers’ themselves, other than
their names, whereas in the second, they
• The first article suggests that their
progress has been disappointing and they
have not achieved anything, whereas
the second article calls their discoveries
startling and thinks they are cool.
• The first article suggests that they have
wasted their money whereas the second
describes them as successful businessmen
and hunters instead.
• The first article is saying they should give
up whereas the second encourages them
to continue with the treasure hunt.
• The first article uses rather plain
language describing their findings as
‘items, including a coin and a sword’
with phrases such as nothing like the huge
hoard of treasure conveying the writer
is unimpressed. In contrast, the second
article uses more effusive language such
as local heroes and Cool! to show
that their actions are admirable and
being celebrated.
Subsidiary features Strange feature
Aristotle Onassis bought it None
in 1963
In 2011, only 5 people were
living there
Celebrity parties used to be
held there
It has a helipad
There’s a museum Rabbits
dedicated to poison gas
on the island
Most snakes are golden Snakes
lancehead vipers
The island used to be
inhabited by humans
There was a lighthouse
there until 1920
Poaching is a problem
Dolls
is thought to have put the
doll collection there over a
50-year period until 2000
change the landscape constantly. There’s only
one solitary tree because the wind blows them
all over! The island is known as ‘the graveyard
of the Atlantic’ because so many ships have been
wrecked there. You will not find many people
who want to live in such a desolate place but
there are lots of wild horses galloping around.
Strangeness rating: 2/5 – Too windy and lonely
for us!
5 Learners’ answers will vary.
3.3 Treasure Island: Meeting
Ben Gunn
1 tint: colour
out-topping: taller
singly: on their own
a gen’leman born than in these gen’leman of
fortune.
JIM: (confused) Well, I don’t understand one
word that you’ve been saying. How am I to
get on board?
BEN: If the worst come to the worst, we might
try that after dark.
(A noise in the distance)
BEN: Hi! What’s that?
(loud cannon fire erupts)
JIM: They have begun to fight! Follow me.
BEN: We need to keep left, left . . . keep to your
left hand, mate . . . Jim! Under the trees! I’m
coming with you!
4 Learners’ answers will vary.
3.5 Singing sand
1 Predictions will vary, but should use the
information provided.
2 pitch-black: extremely dark
palms: a type of tree with a tall vertical trunk
and fern-like leaves on the top
delicate crystal chimes: hanging glass pieces
chinking together musically
particles: small grains
lulled: soothed
nestled: snuggled
hillocks: small mounds
tide pools: large puddles of sea water left on
the sand
3 a Simon is missing his mother: I wish Mami
were here.
Maya is also missing her mother: Her
heart ached.
She is also missing her father: Tears welled
up in her eyes at the thought of her father.
They both get happier: suddenly Maya and
Simon both felt more cheerful.
b There is a jungle behind them and the sea
before them.
There are palm trees moving in the breeze
at the edge of the beach.
The sand seems to sing as it moves.
• Helix seems to be warning Maya that she
might not find help on Tamarind.
• Helix seems to be very wary about what
he says and is holding things back.
4 Answers may explore some of the following
ideas:
• Suggestions about why Helix is alone.
• Why Helix has told Maya things are
different on the island than where she
comes from.
• Why he seems to doubt that they will finds
their parents.
• Why he is interested in the logbook and
what he read in it.
Check your progress
1 Hyperbole is exaggeration. Example: ‘The
whole world has heard about . . .’
2 Writers use informal language with
contractions, or deliberate misspelling to show
how a word is pronounced. They also use
dashes and exclamation marks.
3 He was left on the island three years earlier by
the rest of the crew after they failed to find the
treasure.
He was scared as he watched the ship sail away
and disappear.
He made a shelter in a clump of bushes.
He made a fire and drank seawater.
He survived on berries and fruit.
4 Scripts are written and laid out as dialogue.
Scripts have stage directions containing guidance
for the actors on how to move or speak.
Scripts may contain sound effect details.
5 Genre clues help the reader to anticipate what a
story may be about and what kinds of things will
happen, for example, fantasy, Science fiction.
6 Sound out the word by reading aloud each
letter or syllable using phonetic knowledge.
Use knowledge of word patterns, for example
knowing that y on the end of a word becomes
ies when pluralised.
Article 2
• Uses heading only.
• Goes straight into the article.
• There are three longer
paragraphs.
There are no rhetorical questions.
The information is organised
logically giving a chronological
account.
• both articles use images.
• The language is formal
throughout.
There is no informal language.
• Brackets are used to explain
acronyms.
• There are no dashes.
• Technology has made young people
better at communication.
• Her daughter is good at reading people.
• Technology allows knowledge to be
accessed easily.
• Her daughter has learnt two languages.
• Children engage with global issues.
• Technology encourages young people
to care.
b Learners should recognise that this text
is more balanced than Samir’s and Liu’s
views. The writer acknowledges concerns
and potential issues, but is generally in
favour of technology.
4 Speeches will vary, but should include ideas
from the texts featured in this section, as well
as learners’ own.
4.3 Predicting the future
1 Learners discuss the predictions.
2 Answers may include the following ideas:
• Vocabulary: formal or technical
vocabulary and less formal vocabulary.
• Punctuation: question marks, exclamation
marks, ellipses, brackets, dashes, etc.
• Sentence types: questions, exclamations,
one-word sentences, short sentences,
complex sentences, etc.
3 Learners’ answers will vary.
4 • This is a serious text designed to persuade
people that the future of technology may
be dangerous.
• Effective language and grammatical
features include: the concerned tone, which
builds throughout the article; the sense of
urgency in the one-word sentence Now.,
and in the rhetorical question, Where will it
end?; emotive language such as fills me with
anxiety; . . ., become the slaves; . . . I fear
it’s too late; the hopelessness of the final
sentence: The future is here already.
5 Responses will vary.
 Advertisement

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE

4.4 A dystopian future 4 Learners’ answers will vary.

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

• There is not much detail about the 4.5 The Glade

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

2 Learners’ responses will vary. 4.6 Closing doors

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

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

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