Cambridge Lower Secondary English Progress Book 7 by Collins

6mm spine

Collins

Collins Cambridge Lower Secondary English

Cambridge Lower Secondary English PROGRESS BOOK 7: STUDENT’S BOOK

PROGRESS BOOK 7: STUDENT’S BOOK The Collins Cambridge Lower Secondary English series provides full coverage of the Cambridge Lower Secondary English curriculum framework (0861). The Stage 7 Progress Book is designed to help boost your confidence, consolidate your understanding and measure your progress in Stage 7 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. • Test your understanding with six structured tests to use throughout the year. • Measure your progress at the end of Stage 7 with two end-of-year assessments. • Reflect on your understanding and identify areas for improvement with the self-assessment sheets that support each test. 26mm spine

26mm spine

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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

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 characteristics through the course STUDENT’S BOOK • 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

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

English 9 Lower Second Progress Book Student Book 210x297.indd 1

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

Cambridge Lower Secondary English PROGRESS BOOK 9: STUDENT’S BOOK

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Collins Cambridge Lower Secondary

English PROGRESS BOOK 9: STUDENT’S BOOK

Collins Cambridge Lower Secondary

English PROGRESS BOOK 7: STUDENT’S BOOK

ISBN 978-0-00-836408-3

9 780008 364083

15/9/2023 2:33 pm

Progress Book 8 Student’s Book ISBN 9780008655044

Authors: Julia Burchell and Mike Gould

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Progress Book 9 Student’s Book ISBN 9780008655051

Made with responsibly sourced paper.

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

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Authors: Julia Burchell and Mike Gould

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Collins

Cambridge Lower Secondary

English PROGRESS BOOK STAGE 7: STUDENT’S BOOK

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

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Chapter 1 Securing skills: Describing Understanding how writers create descriptions Understanding how writers create atmosphere Writing to create a sense of place

6 8 10

Chapter 2 Securing skills: Informing Identifying information Note taking and summary Writing informative texts

12 14 16

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

18 24 29 30 31 32

Chapter 3 Securing skills: Advising and persuading Understanding the differences between advice and persuasive texts Making inferences and using quotations Structuring and developing ideas in advice texts

33 35 37

Chapter 4 Securing skills: Narrating Understanding mystery stories and their openings Exploring how writers create characters Structuring story openings and introducing characters

39 41 43

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

45 51 56 57 58 59

Chapter 5 Securing skills: Reviewing and discussing Exploring and developing playscripts Exploring and using the structure and language of reviews

60 62

Chapter 6 Securing skills: Exploring and commenting Exploring a poem’s language, form and structure Exploring sounds and themes in poetry

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

68 74 79 80 81 82

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

83 89 94 95 96 97

Acknowledgements

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Contents

Introduction

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Introduction

Welcome to the Collins Cambridge Lower Secondary English Progress Book 7 Student’s Book. We hope it will support you to secure your skills and understanding, and to track your progress through the Cambridge Lower Secondary course. The Progress Book is made up of the following types of support.

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 7 Student’s Book (ISBN 9780008340834). They are designed to help you feel confident that you are mastering the objectives in each strand of the Cambridge Lower Secondary English curriculum framework. They could be completed while you work through the Student’s Book chapter. Alternatively, you could use them after your final tasks in the Student’s Book chapter have been assessed by your teacher, to target particular skills.

Tests The Progress Book also contains three tests on non-fiction and three on fiction (including poetry and drama). Each pair of tests could be tackled after you have completed two consecutive chapters of the Student’s Book, as they give you the opportunity to apply skills you have been developing in those chapters and to practise answering a range of questions. They will help you to understand what you are doing well and where you may need further support. Each test is subdivided into a reading and writing section. The texts chosen for the reading section correspond with the focus of the relevant Student’s Book chapter. For Stage 7 these are Describing, Informing, Advising and persuading, Narrating, Reviewing and discussing, and Exploring and commenting. You will be asked to produce your own piece of writing for the same purpose in the writing section of the test. Suggested timings have been included for each test. In Stage 7, these timings give you more time for reading and planning. This time will be reduced as you move into Stages 8 and 9. The skills tested are identified on the self-assessment feedback sheets. Here you or your teacher can record your marks, and you can then review your performance to pinpoint where you have done well and where you feel less confident. There is space for you to set yourself goals for further study.

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Introduction

At the end of the book, you will find two end of year assessments, one based on a non-fiction text and one on a fiction extract. Each assessment is then subdivided into reading and writing sections. These assessments are intended to be used at the end of the stage or school year, drawing together all the learning from the stage or year. These assessments give you an opportunity to practise a more formal assessment, under timed conditions, to help you prepare for external or internal assessment at the end of Lower Secondary. Again, feedback sheets are provided to help you reflect on your progress.

Introduction

End of year assessments

Answers Answers to each securing skills unit, test and end of year assessment are available by request from www.collins.co.uk/internationalresources.

Introduction

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Chapter 1: Understanding how writers create descriptions

Securing

These tasks will help you secure the following skills from Chapter 1 of the Student’s Book: • understand the elements which make up a description • understand how writers use imagery, and precise adverbs and adjectives for effect.

Read the following extract from the novel Jamaica Inn by Daphne du Maurier. The novel is set in a time when long distance travel was often in a shared, horse-drawn carriage called a coach. It was a cold grey day in late November. The weather had changed overnight, when a backing wind brought a granite sky and a mizzling rain with it, and although it was now only a little after two o’clock in the afternoon the pallor of a winter evening seemed to have closed upon the hills, cloaking them in mist. It would be dark by four. The air was clammy cold, and for all the tightly closed windows it penetrated the interior of the coach. The leather seats felt damp to the hands, and there must have been a small crack in the roof, because now and again little drips of rain fell softly through, smudging the leather and leaving a dark blue stain like a splodge of ink. The wind came in gusts, at times shaking the coach as it travelled round the bend of the road, and in the exposed places on the high ground it blew with such force that the whole body of the coach trembled and swayed, rocking between the high wheels […]. The driver, muffled in a greatcoat to his ears, bent almost double in his seat, in a faint endeavour to gain shelter from his own shoulders, while the dispirited horses plodded sullenly to his command, too broken by the wind and the rain to feel the whip that now and again cracked above their heads, while it swung between the numb fingers of the driver.

From Jamaica Inn by Daphne du Maurier Vocabulary backing: cold mizzling: slight 1

This extract contains all the ‘ingredients’ for a piece of description. Complete the table below, identifying the details du Maurier uses in each category. Time of year

Objects/Animals/People

Time of day

Movement

Weather

Sounds/Smells/Tastes

General landscape

Colours

Textures

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Damp seats

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A feature of descriptions is that they are written to help the reader imagine that they are present at the scene. This writer uses adjectives and adverbs to convey a precise experience of the scene. a

Copy out three phrases where the writer does this. A

Securing

Securing skills: Describing

C b

Select one of the three phrases from part a and explain exactly what the adverb or adjective used means. Phrase A/B/C: Meaning of adjective or adverb:

How does this adjective or adverb help you to imagine the scene more clearly? Tick one or more of the following ways it might help. It helps me to see. It helps me to hear. It helps me to feel.

Writers also use comparisons to help us to imagine. Explain how the writer uses a simile to help us to see the shape of the stain made by the drip of water in the first paragraph. The writer compares the stain made by the drip to which makes us think that the stain is

Now write your own paragraph explaining how the writer helps you to imagine that you are present on the coach.

Supports Student’s Book Units 1.2 and 1.3

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Chapter 1: Understanding how writers create atmosphere

Securing

These tasks will help you secure the following skills from Chapter 1 of the Student’s Book: • understand how language and literary techniques create atmosphere • analyse how effects are created by writing a structured paragraph.

Read this extract from the novel Jamaica Inn by Daphne du Maurier (also used on pages 6–7). The wheels of the coach creaked and groaned as they sank into the ruts on the road, and sometimes they flung up the soft spattered mud against the windows, where it mingled with the constant driving rain, and whatever view there might have been of the countryside was hopelessly obscured. The few passengers huddled together for warmth, exclaiming in unison when the coach sank into a heavier rut than usual, and one old fellow, who had kept up a constant complaint ever since he had joined the coach at Truro, rose from his seat in a fury, and, fumbling with the window sash, let the window down with a crash, bringing a shower of rain in upon himself and his fellow passengers.

From Jamaica Inn by Daphne du Maurier Writers often use words with connotations to create a mood or atmosphere in a description. 1

The coach wheels are described as having ‘groaned’. a

What are the usual connotations of this word?

Why do you think the writer chose this word?

Copy out three words or phrases from the second paragraph that suggest that the coach journey is not comfortable for the passengers. A

B C 3

The paragraphs in the extract contain a variety of sounds. Look closely at those made by the coach and the passengers. Tick the statement below that best describes the atmosphere that these descriptions create. A

The wheels and the people are unhappy.

B ‘Groaned’ and ‘exclaiming’ suggest that both the coach and the people are in discomfort. C The coach seems dominated by a negative atmosphere.

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Securing skills: Describing

Look again at the table from task 1 on page 6. Using what you now know about the extract, note down the atmosphere that you think is created by each of the ingredients. Ingredient

Atmosphere created

Time of year Time of day

Ingredient

Securing

Atmosphere created

Objects/Animals/ People Unease as it is dark.

Movement

Weather

Sounds/Smells/ Tastes

General landscape

Colours

Textures

Use a simple structure to write a paragraph explaining how the writer creates a sense of negativity in this extract. State a clear idea about what the writer has done in the text. For example: The writer has made the journey seem extremely uncomfortable by describing the movement of the carriage… Support your idea with a quotation as evidence. For example: …using verbs such as ´swayed´ and ´rocking´. Explain how specific features of the quotation help you to sense the atmosphere. Comment on the precise meaning of words, their connotations and structure, use of imagery and the sensory picture created. For example: The precise meanings of these words tells us that the carriage is moving a lot from side to side, which might make the passengers and driver feel very uncomfortable and maybe unwell.

Supports Student’s Book Unit 1.4

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Chapter 1: Writing to create a sense of place

Securing

These tasks will help you secure the following skills from Chapter 1 of the Student’s Book: • choose precise adjectives and adverbs to provide detail and create atmosphere • use imagery and words with particular associations for effect • avoid duplication by using synonyms and pronouns.

A good description needs to cover a range of details about a place. Before you start writing, make some broad choices, then go into more detail. Remember that before you start, you should decide what atmosphere you want to create as this will influence your choices. 1

Think about a description of an afternoon in the park. a

What atmosphere do you want to create?

In the table below, note down your choices for your description. Time of year

Objects/Animals/People

Time of day

Movement

Weather

Sounds/Smells/Tastes

General landscape

Colours

Textures It is important to show rather than tell. How are you going to convey the time of year without naming the season? An easy way to do this is via the weather or general landscape. 2

Read the sentence below. Motes of light sparkled on the rippling pond water, reflecting the amber sun scorching down on the lily pads and catching the iridescent dragon-fly wings as they touched down and then took off on the breeze. a

In which season could the sentence be set? Explain why you think this.

Now write your own sentence describing the pond at another time of year.

Varying the words that you use is important in a description; otherwise, it can become repetitive. Using pronouns and synonyms is one way to overcome this problem. 3

Read the description of a waiting room below. The grey painted door opened onto a wide, echoing room, more a hallway than a room. Along each of its long sides were rows of chairs with metal legs and large shiny greying plastic cushions. The chairs were crammed in, almost overlapping, with an occasional low table dividing the rows. Every chair wore its battle wounds: a smudge of biro, a scratch, a streak of greying stickiness.

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Underline the repeated words in the description.

Now rewrite the description so that there are no duplications.

Securing

Securing skills: Describing

Using precise words and phrases is another way of helping the reader to visualise a scene. 4

Rewrite the following sentences describing a welcoming café, adding in precise adjectives and adverbs to help your reader. a

The café was made of logs, like a cabin out of a snowy movie.

The windows shone with warm light from within.

shutters hung to the sides of the doors, ready to keep cold winds out on a blustery day.

A gorgeous honeysuckle plant wound its way around the doors, wafting its scent to all who brushed past.

Some words have implicit connotations which can add detail to your description. 5

Describe a bird landing on a table at an outdoor café in two different ways. a

First, use words that we associate with soldiers.

Now rewrite your description using words associated with dance.

Literary devices, such as similes and metaphors, can also add extra detail and atmosphere. 6

Write two similes that could be used to describe the way a tree is standing in a garden. Then explain the effect you are creating. a

Simile: Effect:

Supports Student’s Book Units 1.6 and 1.7

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Chapter 2: Identifying information

Securing

These tasks will help you secure the following skills from Chapter 2 of the Student’s Book: • skim and scan to locate relevant information • filter out opinion to find relevant information.

Read the text below. All you need to know about El Ingenio Where is it? The brilliant El Ingenio Shopping Centre is located on the edge of Vélez-Málaga and Torre del Mar, which are 30 minutes east of Malaga. What does it contain? The centre is superbly designed in a long, narrow right-angle shape with entrances at either end and cafés at the start, end and in the middle. In fact, there is a huge second floor food court at the cinema end above the wonderful array of shops below.

What sort of shops and restaurants does it have? The two arms of the shopping centre are flanked by zillions of shops of all kinds, from clothes and shoes to a large supermarket, with small, classy boutiques, electronic game stores, jewellers and an adorable babywear outlet competing for your attention, alongside make-up stores, perfumiers and even a shop selling comfy beds! At one end is a mezzanine floor housing a seven-screen cinema and an array of cafés and restaurants accessed by a lift and escalators. From these it is only minutes to all the main fast-food outlets as well as a really fabulous pizzeria, a tapas bar selling a vast array of fresh ‘pinchos’ and several family-oriented restaurants, including one with an indoor ball pond and climbing area.

Travelling to the mall

•

It is surrounded by parking on three sides: the cinema car park is at the back of the mall with its own entrance, which brings you into the shopping centre at the bottom of the cinema escalators.

•

There is also a taxi rank outside.

•

Buses stop nearby regularly.

Opening hours Just one word of warning about Sundays, though. I think the mall is only open for a few special Sundays a year (although the cinema is open every day of the week, I believe). 1

Which presentational features of an information text has the writer used to help you to locate the information that you may need. List three. 1

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Securing skills: Informing

Skimming a text gives you a rough idea of where to look for specific information. Which paragraph would you go to for information about the types of restaurants that are available at the shopping centre?

Securing

Scanning for facts is quick if you decide on a key word to look for. 3

I f you wanted to know whether there were any shops selling baby clothes, what key word would you scan for?

If you wanted to know how many screens the cinema has, what key word would you scan for?

Sometimes you may need to find a synonym, or a word that is closely related to the word that you are looking for. 4

I magine that you want to get a coffee at El Ingenio. The word ‘coffee’ is not in the extract. What other word could you scan for?

Can you get a burger in the food court? The word ‘burger’ is not in the extract. What other words could you scan for?

Often you will need to filter out unnecessary content, such as opinions, when you are scanning for specific facts or information. 5

Find three examples of opinions, adjectives that provide judgments, or exaggerations. 1

Use the strategies above to answer the following questions. a

Is El Ingenio open on Sundays?

Is there somewhere for children to play while adults eat at the mall?

Can you buy perfume at El Ingenio?

Can you buy a bottle of milk at the mall?

Supports Student’s Book Unit 2.3

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