Cambridge Lower Secondary English Progress Book 9 Teacher Guide by Collins

7.2mm spine

Collins

Collins Cambridge Lower Secondary English

Cambridge Lower Secondary English PROGRESS BOOK 9: TEACHER PACK

PROGRESS BOOK 9: TEACHER PACK The Collins Cambridge Lower Secondary English series provides full coverage of the Cambridge Lower Secondary English curriculum framework (0861). The photocopiable resources in this Stage 9 Progress Book are designed to help you boost confidence, consolidate understanding and measure student progress in Stage 9 of the Cambridge Lower Secondary English course. • Secure skills with extra practice tasks to support each chapter of the Collins Cambridge Lower Secondary English course. • Pinpoint where extra support may be needed with six structured in-class tests, ideal for formative assessment throughout the year. • Measure progress at the end of Stage 9 with two end-of-year assessments. • Encourage learners to reflect on their understanding and identify areas for improvement with the self-assessment sheets that support each test. 6.8mm spine

7.2mm spine

r Secondary

Collins

CollinsCollins Cambridge Lower Secondary English

ce tasks to support each chapter of the Collins English course.

may be needed with six structured in-class tests, nt throughout the year.

of Stage 7 with two summative end-of-year

on their understanding and identify areas for sessment sheets that support each test.

English

The Collins Cambridge Lower Secondary English series provides full coverage of the Cambridge Lower Secondary English curriculum framework (0861). The photocopiable resources in this Stage 8 Progress Book are designed to help you boost confidence, consolidate understanding and measure student progress in Stage 8 of your Cambridge Lower Secondary English course. • Secure skills with extra practice tasks to support each chapter of the Collins Cambridge Lower Secondary English course.

• Pinpoint where extra support may be needed with six structured in-class tests, PROGRESS BOOK ideal for formative7: assessment throughout the year. TEACHER PACK • Measure progress at the end of Stage 8 with two summative end-of-year assessments.

• Encourage learners to reflect on their understanding and identify areas for improvement with the self-assessment sheets that support each test. 6.8mm spine

Cambridge Lower Secondary English

26mm spine

Collins Find us at collins.co.uk/international facebook.com/collinsint @Collins_Int ISBN 978-0-00-836407-6

9 780008 364076

Cambridge Lower Secondary English PROGRESS BOOK 8: TEACHER PACK

resources for the Cambridge Lower Secondary Global Perspectives curriculum framework (1129) from 2023 quality-assurance process

Collins Collins Cambridge Lower Secondary English

STAGE 7: TEACHER’S GUIDE Cambridge Lower Secondary

English Series editor: Alastair Duncombe Authors: Alastair Duncombe, Rob Ellis, Amanda George, Claire Powis, Brian Speed

This Teacher’s Guide is designed to accompany the Collins Cambridge Lower Secondary Maths Stage 7 Student’s Book, for the 0862 Cambridge curriculum framework from 2020. There is thorough support and guidance for teachers, with a strong focus on Thinking and Working Mathematically.

Each chapter contains: PROGRESS BOOK 8: • guidance on promoting and assessing the Cambridge Thinking and Working Mathematically TEACHER PACK characteristics through the course • ideas for starter activities and discussions

• notes on common errors and misconceptions • support and extension ideas • technology recommendations, investigations and research tasks • an end-of-chapter Topic Review. Editable versions of these Teacher’s Guide materials are available to download at www.collins.co.uk/internationalresources. Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Lower Secondary. Visit www.cambridgeinternational.org/lowersecondary to find out more.

This resource is endorsed by Cambridge Assessment International Education

✓ Provides teacher support as part of a set of

resources for the Cambridge Lower Secondary Global Perspectives curriculum framework (1129) from 2023

✓ Has passed Cambridge International’s rigorous quality-assurance process

Find us at collins.co.uk/international facebook.com/collinsint @Collins_Int

Cambridge Lower Secondary English PROGRESS BOOK 9: TEACHER PACK

This resource is endorsed by Cambridge Assessment International Education

✓ Provides teacher support as part of a set of

✓ Has passed Cambridge International’s rigorous ✓ Developed by subject experts ✓ For Cambridge schools worldwide

Collins

STAGE 7: TEACHER’S GUIDE

Collins Cambridge Lower Secondary

English

English 9 Lower Second Progress Book Teacher Pack 210x297.indd 2

9 780008 364083

7/9/2023 2:26 pm

26mm spine

STAGE 7: TEACHER’S GUIDE Cambridge Lower Secondary

English Series editor: Alastair Duncombe Authors: Alastair Duncombe, Rob Ellis, Amanda George, Claire Powis, Brian Speed

Each chapter contains: PROGRESS BOOK 7: • guidance on promoting and assessing the Cambridge Thinking and Working Mathematically TEACHER PACK characteristics through the course • ideas for starter activities and discussions • notes on common errors and misconceptions • support and extension ideas • technology recommendations, investigations and research tasks • an end-of-chapter Topic Review. Editable versions of these Teacher’s Guide materials are available to download at www.collins.co.uk/internationalresources.

PROGRESS BOOK 9: TEACHER PACK

Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Lower Secondary.

ISBN 978-0-00-836408-3

✓ Developed by subject experts For Cambridge schools worldwide Authors:✓Julia Burchell and Mike Gould

Progress Book 8 Teacher Pack ISBN 9780008655075

Authors: Julia Burchell and Mike Gould

Visit www.cambridgeinternational.org/lowersecondary to find out more.

7/9/2023 2:28 pm

Progress Book 9 Teacher Pack ISBN 9780008655082

This resource is endorsed by Cambridge Assessment International Education

✓ Provides teacher support as part of a set of Made with responsibly sourced paper.

resources for the Cambridge Lower Secondary Global Perspectives curriculum framework (1129) from 2023

✓ Has passed Cambridge International’s rigorous This text has not been through the Cambridge International Assessment Education endorsement process.

quality-assurance process

collins.co.uk/international Collins International

Scan to see how we are reducing our environmental impact.

Find us at collins.co.uk/international facebook.com/collinsint @Collins_Int

Cambridge Lower Secondary English PROGRESS BOOK 9: TEACHER PACK

• Secure skills with extra practice tasks to support each chapter of the Collins Cambridge Lower Secondary English course. • Pinpoint where extra support may be needed with six structured in-class tests, ideal for formative assessment throughout the year. • Measure progress at the end of Stage 7 with two summative end-of-year assessments. • Encourage learners to reflect on their understanding and identify areas for improvement with the self-assessment sheets that support each test.

Cambridge Lower Secondary English Series editor: Alastair Duncombe Authors: Alastair Duncombe, Rob Ellis, Amanda George, Claire Powis, Brian Speed This Teacher’s Guide is designed to accompany the Collins Cambridge Lower Secondary Maths Stage 7 Student’s Book, for the 0862 Cambridge curriculum framework from 2020. There is thorough support and guidance for teachers, with a strong focus on Thinking and Working Mathematically. Each chapter contains: • guidance on promoting and assessing the Cambridge Thinking and Working Mathematically characteristics through the course • ideas for starter activities and discussions • notes on common errors and misconceptions • support and extension ideas • technology recommendations, investigations and research tasks • an end-of-chapter Topic Review. Editable versions of these Teacher’s Guide materials are available to download at www.collins.co.uk/internationalresources. Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Lower Secondary. Visit www.cambridgeinternational.org/lowersecondary to find out more.

Collins Collins Cambridge Lower Secondary English

PROGRESS BOOK 7: TEACHER PACK The Collins Cambridge Lower Secondary English series provides full coverage of the Cambridge Lower Secondary English curriculum framework (0861). The photocopiable resources in this Stage 7 Progress Book are designed to help you boost confidence, consolidate understanding and measure student progress in Stage 7 of your Cambridge Lower Secondary English course.

Collins

English 8 Lower Second Progress Book Teacher Pack 210x297.indd 2

Collins

Cambridge Lower Secondary English PROGRESS BOOK 7: TEACHER PACK

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PROGRESS BOOK 8:Secondary TEACHER PACK Cambridge Lower

Cambridge Lower Secondary English PROGRESS BOOK 8: TEACHER PACK

his Stage 7 Progress Book are designed to help e understanding and measure student progress wer Secondary English course.

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Cambridge Lower Secondary English PROGRESS BOOK 7: TEACHER PACK

TEACHER PACK

econdary English series provides full coverage of y English curriculum framework (0861).

Collins Cambridge Lower Secondary

English

Collins Cambridge Lower Secondary

English PROGRESS BOOK 8: TEACHER PACK

Collins Cambridge Lower Secondary

English PROGRESS BOOK 9: TEACHER PACK

PROGRESS BOOK 9: TEACHER PACK

ISBN 978-0-00-836408-3

✓ Developed by subject experts

Authors: Burchell Mike Gould For Cambridge schoolsand worldwide ✓ Julia

9 780008 364083

Authors: Julia Burchell and Mike Gould

7/9/2023 2:28 pm

ook 9 ack 655082

he ment .

English 7 Lower Second Progress Book Teacher Pack 210x297.indd 1

English 9 Lower Second Progress Book Teacher Pack 210x297.indd 2

15/9/2023 2:03 pm

Progress Book 7 Teacher Pack ISBN 9780008655068

7/9/2023 2:28 pm

Progress Book 9 Teacher Pack ISBN 9780008655082

Made with responsibly sourced paper.

collins.co.uk/international Collins International

Scan to see how we are reducing our environmental impact.

Made with responsibly sourced paper.

This text has not been through the Cambridge International Assessment

Authors: Julia Education Burchellendorsement and Mike Gould process.

English 8 Lower Second Progress Book Teacher Pack 210x297.indd 1

collins.co.uk/international

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Collins International

Authors: Julia Burchell and Mike Gould

15/9/2023 2:03 pm

Progress Book 7 Teacher Pack ISBN 9780008655068

27/9/2023 4:59 pm

Progress Book 8 Teacher Pack ISBN 9780008655075

Made with responsibly sourced paper.

This text has not been through the Cambridge International endorsement process.

English 9 Lower Second Progress Book Teacher Pack 210x297.indd 1

collins.co.uk/international Collins International

Scan to see how we are reducing our environmental impact.

Authors: Julia Burchell and Mike Gould

11/12/2023 6:01 pm

Collins

English Cambridge Lower Secondary

PROGRESS BOOK STAGE 9: TEACHER PACK

Series editors: Julia Burchell and Mike Gould Authors: Julia Burchell and Mike Gould

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Chapter 1 Securing skills: Describing Analysing the structure of descriptions Describing people in places

6 9

Chapter 2 Securing skills: Entertaining Exploring features of entertaining texts Structuring texts and writing to entertain an audience

12 15

Tests for Chapters 1 and 2 Test 1: Non-fiction Test 2: Fiction Test 1: Non-fiction Reading self-assessment Test 1: Non-fiction Writing self-assessment Test 2: Fiction Reading self-assessment Test 2: Fiction Writing self-assessment

17 22 28 29 30 31

Chapter 3 Securing skills: Arguing Exploring the organisation and overall structure of an opinion piece Analysing and using persuasive techniques Shaping arguments in different ways

32 34 36

Chapter 4 Securing skills: Narrating Analysing an author’s style Exploring how writers reveal characters Organising time and ideas in creative ways

38 40 42

Tests for Chapters 3 and 4 Test 3: Non-fiction Test 4: Fiction Test 3: Non-fiction Reading self-assessment Test 3: Non-fiction Writing self-assessment Test 4: Fiction Reading self-assessment Test 4: Fiction Writing self-assessment

44 50 56 57 58 59

Chapter 5 Securing skills: Analysing and comparing Analysing perspective Developing comparison skills

60 62

Chapter 6 Securing skills: Exploring and interpreting Interpreting a poet’s ideas Exploring a poet’s use of language and structure

64 66

Tests for Chapters 5 and 6 Test 5: Non-fiction Test 6: Fiction Test 5: Non-fiction Reading self-assessment Test 5: Non-fiction Writing self-assessment Test 6: Fiction Reading self-assessment Test 6: Fiction Writing self-assessment

69 75 80 81 82 83

End of Year Assessments End of Year Assessment 1: Non-fiction End of Year Assessment 2: Fiction Assessment 1: Non-fiction Reading self-assessment Assessment 1: Non-fiction Writing self-assessment Assessment 2: Fiction Reading self-assessment Assessment 2: Fiction Writing self-assessment

84 91 97 98 99 100

Answers Securing skills Tests 1–6 End of Year Assessments 1 and 2

101 110 124

Acknowledgements

129

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Contents

Introduction

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Introduction

Welcome to the Collins Cambridge Lower Secondary English Progress Book Stage 9 Teacher Pack. We hope it will provide useful support to teachers worldwide as they assess students who are following the Cambridge Lower Secondary Course. Julia Burchell and Mike Gould

Using the Progress Books The Stage 9 Progress Book is designed to offer regular opportunities for skills consolidation (securing skills) and for formative and summative assessment, whether you are using the endorsed Collins Cambridge Lower Secondary English series to teach the course or looking to supplement your own resources. The photocopiable teacher pack format allows you to choose which securing skills units, tests and assessments are suitable for your students, and to keep these tests and assessments confidential until you choose to administer them, so students cannot prepare for the questions or tasks in advance. The resources in this Teacher Pack are also available in a write-in Student’s Book format (ISBN 978-0-00-865505-1) for schools who would prefer each learner to have their own copy.

Securing skills •

The securing skills units provide extra practice and guidance to help consolidate the most important skills from each chapter of the Collins Cambridge Lower Secondary Stage 9 Student’s Book (ISBN 978-0-00-836408-3). They are designed to help you feel confident that your students are mastering the objectives in each strand of the Cambridge Lower Secondary English curriculum framework.

•

The units could be used as students work through each of the Student’s Book chapters, for example for homework or intervention where needed.

•

Alternatively, supportive individual units could be identified by the student or teacher after students have completed the final reading and writing tasks at the end of each Student’s Book chapter, once teachers have assessed the work and students have identified, through guided reflection, which skills or concepts they may need to develop further.

•

If you are not following the Collins course, you could choose relevant securing skills units according to your students’ needs, by looking at the contents page or the two main headings on each double-page and matching these to your classroom content or areas where students require extra support.

Formative assessment •

This Teacher Pack provides three in-class tests on non-fiction and three on fiction (including poetry).

•

The tests could be used at regular points across the year, perhaps at the end of each term, semester or quarter, or after students have completed the relevant two chapters of the Student’s Book. They give students the opportunity to apply skills they have been developing and to practise answering a range of questions.

•

Each test is designed to assess students’ understanding of, and competence in, different objectives and strands in the Cambridge Lower Secondary curriculum framework, according to the Student’s Book chapters on which it is based. These tests are weighted to test the specific content of the linked chapters and therefore do not constitute a whole-year assessment.

•

The tests offer a formative assessment opportunity that can help you and your students understand what they are doing well and where they may need further support, to guide your future planning.

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•

Each test is subdivided into a reading and writing section. The text types chosen for the reading section correspond with the focus of the Student’s Book chapters (e.g. Describing, Entertaining, Narrating, etc.).

•

The time allowed for the tests is dependent on your school timetable and preferences. Initially, you may need to split the test in two to enable it to be taken in normal lesson time. For Stage 9, we have suggested allowing a little more time for reading the text(s) in Section A and for planning their own text in Section B within the in-class tests. This reading and planning time is shorter than the time suggested in Stages 7 and 8.

•

The skills tested are identified on a student self-assessment feedback sheet, which can be used by the teacher to record the students’ marks in order to highlight their strengths and weaknesses. As each of the six tests uses the same format of feedback sheet, a snapshot of each student’s progress will be visible across the twelve sheets and can be used to inform intervention and reporting.

•

We strongly suggest that time is allowed when returning tests for students to review and complete the relevant boxes of the feedback sheets themselves. They should then be able to reflect on and identify areas where they are less confident and set goals for further study. We have included a checklist and comment boxes for students to support this.

Introduction

Summative assessment •

We offer one set of summative assessments, which is divided into a non-fiction and a fiction assessment. Each assessment is then subdivided into reading and writing sections.

•

These tests are intended to be used at the end of the stage or school year, drawing all the learning from the year together. These assessments offer an opportunity to practise a more formal assessment, under timed conditions, to help prepare students for external or internal assessment at the end of Lower Secondary.

•

Again, feedback sheets are provided to support assessment, the monitoring of progress and to give self-assessment and reflection opportunities for students. These feedback sheets could also be used as a transition document as students move on to the next stage of their secondary curriculum.

Answers •

Answers to each securing skills unit are provided at the back of this pack, including sample responses where necessary.

•

Answers and marking guidance for the formative in-class Tests and summative End of Year Assessments are also provided at the end of this pack.

Guidance on marking student responses •

The reading mark schemes provided give comprehensive guidance, including sample answers and possible responses. Students do not need to write in sentences unless they are asked to explain. However, legibility and adhering to the task where a number of points or a type of word is required as an answer is vital.

•

With the writing tasks, you will need to use the feedback sheets as a marking grid. (You may also find it helpful to refer to the mark schemes used in the Cambridge Progression Tests or Checkpoint exams, which provide banded guidance for assessing writing tasks.)

•

If you use the feedback sheets to record individual marks, you will quickly see patterns emerging which will enable you to make useful comments, plan whole-class interventions and set students individual goals.

Introduction

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Chapter 1: Analysing the structure of descriptions

Securing

These tasks will help you secure the following skills from Chapter 1 of the Student’s Book: • analyse how writers use structural techniques and language to communicate characters’ feelings and mood.

Writers structure descriptions in a variety of ways so that readers feel they are being lead through a scene. Read the following extract from Driving Over Lemons by Chris Stewart. This memoir is set in recent times and the extract describes an episode in which the narrator is out with an estate agent, looking for a house to buy in rural Spain. ‘Well, this is no good, I don’t want to live here!’ I said as we drove along yet another tarmac road behind a row of whitewashed houses. ‘I want to live in the mountains, for heaven’s sake, not in the suburbs of some town in a valley.’ ‘Shut up and keep driving,’ ordered Georgina, the woman sitting beside me. She lit another cigarette of strong black tobacco and bathed me in a cloud of smoke… ‘Do you bully all your clients like this?’ I protested. ‘No, just you. Left here.’ Obediently I turned the wheel and we shrugged off the last houses of Argiva, the market town where I’d been adopted by my agent. We bumped onto a dirt track and headed downhill towards the river. ‘Where are the mountains?’ I whined. Georgina ignored me and looked at the groves of oranges and olives on either side of the track. There were white houses covered in the scrags of last year’s vines and decked with bright geraniums and bougainvillea; mules were ploughing; boiler-suited growers were bent bum-up amid perfect lines of vegetables; a palm tree shaded the road where hens were swimming in the dust. Dogs slept in the road in the shade; cats slept in the road in the sun. The creature with lowest priority on the road was the car. I stopped and backed up a bit to go round a lemon. ‘Drive over lemons,’ ordered Georgina. There were, it was true, a lot of lemons. They hurtled past, borne on a stream of water that bubbled nearby; in places the road was a mat of mashed fruit, and the earth beneath the trees was bright with fallen yellow orbs. I remembered a half-forgotten snatch of song, something about a lovelorn gypsy throwing lemons into the Great River until it turned to gold. The lemons, the creatures and the flowers warmed my heart a little. We drove on through a flat plain quilted with cabbages and beans, at the end of which loomed a little mountain. After dipping a banana grove, we turned sharp right up a steep hill with deep cuttings in the red rock. ‘This looks more like it.’ ‘Just wait, we’re not there yet.’ Up and up we went, bend after bend, the river valley spread below us like an aerial print. On through a gorge and suddenly we burst into a new valley. The plain we had crossed disappeared utterly, hidden from sight by the mass of mountain, and drowned by the roaring of the river in the gorge below. Far below, beside the river, I caught sight of a little farm in a horseshoe-shaped valley, a derelict house on a cactus-covered crag, surrounded by unkempt fields and terraces of ancient olive trees. ‘La Herradura,’ Georgina announced. ‘What about that, then?’ From Driving Over Lemons: An Optimist in Andalucia by Chris Stewart

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Securing Skills: Describing

How is time structured in this extract? A

Chronologically

Securing

B With time shifts, using flashbacks Writers can use their ‘gaze’ (or what they show us) and ‘zooming in’ techniques to lead readers through a text. In this extract, Chris Stewart focuses on the changing landscape as he drives to create a sense of structure. 2

Where does the narrator in the extract say he wants to live?

Complete the following table, putting the locations from the extract into the correct order. Order

Location flat plain with cabbages and beans new valley… mass of mountain, a gorge below

suburbs of a town in a valley horseshoe-shaped valley with a derelict house a little mountain ‘loomed’, then a steep hill ‘Where are the mountains?’ headed downhill

Which of these statements best describes the way that the writer uses the descriptions of the landscape? Tick one option. A

To show that Spain is very varied

B To create stages or steps towards the ending where he finds a location that he likes C To show time passing Writers sometimes structure a description by following a change in atmosphere or mood. 3

Complete the table below showing how the writer’s emotions change the atmosphere of the description. Line number

Quotation

Atmosphere/feeling

Line 1

‘“Well, this is no good, I don’t want to live here!”’

Negative: he is unhappy or irritable

Line 6

‘“Do you bully all your clients like this?” I protested.’

Line 11

‘“Where are the mountains?” I whined.’

Line 25

‘The lemons, the creatures and the flowers warmed my heart a little.’

Line 29

‘“This looks more like it.”’

Supports Student’s Book Units 1.2 and 1.3

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Securing skills: Describing

Securing

The use of contrast between descriptions at different parts of a text can also create a sense of development. You are now going to compare descriptions from different parts of the extract. 4

Look closely at these lines describing a village that the writer drives through early in the extract. A

‘There were white houses covered in the scrags of last year’s vines…’

B ‘…a palm tree shaded the road where hens were swimming in the dust.’ C ‘Dogs slept in the road in the shade; cats slept in the road in the sun.’ a

Select one word from each quotation and explain how its meaning creates a sense of low energy. A B C

Next, look at the end of the extract. Underline three words that create a sense of high energy when the author first sees La Herradura. Up and up we went, bend after bend, the river valley spread below us like an aerial print. On through a gorge and suddenly we burst into a new valley. The plain we had crossed disappeared utterly, hidden from sight by the mass of mountain, and drowned by the roaring of the river in the gorge below.

Now write a paragraph exploring this contrast between the differing energy levels of the descriptions. Use the scaffold below. The writer contrasts two of the locations on his journey through the different energy levels that they suggest. At the first location, he describes The word ‘

’ creates a sense of

as it means

. In the second location, this is in direct contrast to energetic words such as ‘ 5

’, which suggest

The extract ends before we hear what Chris thinks of La Herradura. What do you think he might have said? Add a final line to the extract in response to Georgina’s question. a b

Explain how your additional line adds to the overall structure of the extract.

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These tasks will help you secure the following skills from Chapter 1 of the Student’s Book: • link places and characters in descriptions • explore the effect of pathetic fallacy and symbolism on character and atmosphere • use sound patterning and extended metaphors to create characterisation.

Writers connect the people they describe with the settings that they place them in. Each element of the description can have an important effect.

Securing

Chapter 1: Describing people in places

Read the following description. Aya ran clumsily, hair whipping in the fierce wind, her heavy coat flapping open in the moonlight as she threw herself into the ferocious rain, slipping on the wet grass as she fled from the granite castle and across the barren blackened fields. 1

Label the description with each of the ingredients below which can make up a setting. A

Characters

Buildings

C General landscape

Weather

Time of year

Time of day

What do these details about the setting reveal about Aya and her state of mind? Complete the following sentences. a

The way that Aya is described as

makes us think that

The way that the building is described as

makes us think that

The way that the general landscape is described as

makes us think that

This suggests that d

The way that the weather is described as

The way that the time of day is described as

suggests that

The way that the time of year is described as

suggests that

Supports Student’s Book Unit 1.6

55082_P001_136_Book_CLS_English_Stage_9.indb 9

makes us think that

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Securing skills: Describing

Securing

Certain details in descriptive writing carry symbolism which can add to our understanding of a person or moment. 3

What do you think the following details could symbolise about a person’s state of mind or situation? a

A dark cave

Underneath the canopy of a tree in full blossom

A rushing river full of rocks

A sofa covered in soft plump cushions

A cliff with a sheer drop

Now look at the examples of pathetic fallacy below. Draw lines to match each weather condition with the state of mind listed. Weather condition

State of mind

Pouring heavy rain

A sense of relief/gradual realisation

Rumbling thunder

Misery and hopelessness

A flash of lightning

A sense of brooding or threat

Mist clearing

A sudden realisation or understanding

Writers also use different sound effects to create atmosphere. 5

Use alliteration to describe an angry person walking through a supermarket.

Use gentle assonance of the ‘oo’ sound to describe a newly married couple walking along the seashore in the evening.

Use onomatopoeic sounds in the background of a scene where two friends are arguing violently.

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Securing Skills: Describing

Writers sometimes use an extended metaphor to describe a person or a place. a

What is the extended metaphor used in the example below?

Securing

Michael marched into the courtroom, his files and folders held aloft like a bayonet ready to clear his path. His eyes, like sharp lasers, scanned the benches for his opponent before he spotted him and felled him with one piercing stare. b

Write your own extended metaphor describing a shy, quiet young boy visiting a technology shop.

Using the skills you have practised in this unit, write a description of a character in a setting which reflects their personality or mood, for instance a relaxed, happy woman walking around her beautiful garden on a spring morning. Consider: •

using the ingredients listed in question 1

•

experimenting with sound effects

•

using pathetic fallacy, symbolism or an extended metaphor.

Supports Student’s Book Unit 1.6

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Chapter 2: Exploring features of entertaining texts

Securing

These tasks will help you secure the following skills from Chapter 2 of the Student’s Book: • explore how writers use informal language, humour and sensory detail to entertain • understand how writing to entertain can be structured to engage the reader.

Writers use a range of features to make their writing entertaining. Read the following extract from an article in a magazine for solo travellers aged over 50. The morning dawned – well, actually, I was up well before dawn: 4 a.m. to be precise! (I have to be honest with you: I did not leap out of bed and whoop with joy. Nope!) It was cold, a little damp and not the way I had imagined starting a precious day of my mini break in Marrakesh. But David’s words echoed in my head: ‘See the Atlas Mountains from 10,000 ft above, gliding noiselessly in a Hot Air Balloon. It is a magical experience.’ So, I struggled into my warm clothes and ridiculously baggy, fleecy coat and stepped out into the chilly side street in which our Riad was tucked away. Three hours later, his words would return, unbidden, as I lay on my back, jolting along the ground inside a sideways-on wicker basket, teeth gritted, as we made our ‘fast’ landing in the desert, watched by bemused goats and the gaggle of grinning ground crew. 1

You have learned about four features of writing to entertain. Complete the table below by adding examples from the text above to exemplify each of these four features. Friendly, personal relationship with reader

Sensory detail

Humour

‘It was cold, a little damp…’

Structured to create a journey and a reflective conclusion ‘Three hours later, his words would return, unbidden…’

What is the effect of the writer’s use of informal language on the reader? Complete the table below with two examples and their effects. Example

Effect

‘well, actually’

They seem honest and trusting, which makes us warm to them.

Look at the ‘Point-Evidence-Explanation’ paragraph structure below. Point: The writer uses informal language… Evidence: …such as ‘well, actually’… Explanation: …to help us understand that they are like us, which creates empathy and interest for the reader.

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Use the same paragraph structure to complete the sentences below with one of your examples from question 2. Point:

Evidence:

Securing

Securing skills: Entertaining

Explanation:

Why do you think the writer ends this first paragraph with a jump forward in time?

What information or ideas about visiting Marrakesh does this extract give you?

Do you want to read on at the end of the extract? Why?

Now read on. It all began so calmly. The Bedouin tent glittered in the light of braziers marking out the waiting area, and the hot sweet tea and orangey sponge cake in place of our missed breakfasts settled the butterflies building up. Even the large posters of take-off and landing procedures seemed straightforward and helpful… Take off was not bad: humiliating but not bad! The best analogy I can come up with is that I was fed into the gondola (which lay on its side) like a baguette into a paper bag. Four grown men sliding me into the basket! As the balloon lifted and the basket righted itself, I slid down, down, down until I was crouched deep down on the floor, jammed with my knees under my chin. (A position I have not ‘enjoyed’ since Year 6 PE lessons.) The other passengers quickly responded to the panic in my voice and hoisted me up in an undignified group effort and soon I was admiring the view alongside three delightful under-eights (who could only just see over the side of the gondola), their parents and a honeymooning couple, already on their fourteenth selfie. Surprisingly, I was not scared and the thought of this fragile basket plummeting to the ground did not once enter my mind (honestly!). I genuinely admired the dramatic mountains and the rosy dawn rising behind them. I even got a selfie myself!

Supports Student’s Book Units 2.2, 2.3 and 2.4

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