6mm spine
Collins
Collins Cambridge Lower Secondary English
Cambridge Lower Secondary English PROGRESS BOOK 8: STUDENT’S BOOK
PROGRESS BOOK 8: STUDENT’S BOOK The Collins Cambridge Lower Secondary English series provides full coverage of the Cambridge Lower Secondary English curriculum framework (0861). The Stage 8 Progress Book is designed to help boost your confidence, consolidate your understanding and measure your 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. • Test your understanding with six structured tests to use throughout the year. • Measure your progress at the end of Stage 8 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
6mm spine
Cambridge Lower Secondary English
signed to help boost your confidence, and measure your progress in Stage 7 of your glish course.
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six structured tests to use throughout the year. end of Stage 7 with two end-of-year
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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 7: • 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.
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ook 9 Book 655051
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 Made with responsibly sourced paper.
resources for the Cambridge Lower Secondary Global Perspectives curriculum framework (1129) from 2023
✓ Has passed Cambridge International’s rigorous quality-assurance process
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✓ Developed by subject experts For Cambridge schoolsand worldwide Authors:✓Julia Burchell Mike Gould
English 9 Lower Second Progress Book Student Book 210x297.indd 1
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Cambridge Lower Secondary English PROGRESS BOOK 9: STUDENT’S BOOK
Cambridge Lower Secondary English PROGRESS BOOK 7: STUDENT’S BOOK
STUDENT’S BOOK
econdary English series provides full coverage of y English curriculum framework (0861).
he ment .
Collins
Collins
r Secondary
Collins Collins
Collins Cambridge Lower Secondary
English PROGRESS BOOK 9: STUDENT’S BOOK
Collins Cambridge Lower Secondary
English PROGRESS BOOK 8: STUDENT’S BOOK
ISBN 978-0-00-836408-3
9 780008 364083
Authors: Julia Burchell and Mike Gould
15/9/2023 8:04 pm
Progress Book 7 Student’s Book ISBN 9780008655037
15/9/2023 2:31 pm
Progress Book 9 Student’s Book ISBN 9780008655051
Made with responsibly sourced paper.
This text has not been through the Cambridge International endorsement process.
English 8 Lower Second Progress Book Student Book 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
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Collins
Cambridge Lower Secondary
English PROGRESS BOOK STAGE 8: 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 How characters are created Exploring techniques for describing characters Writing character descriptions
6 8 10
Chapter 2 Securing skills: Explaining How writers structure and write explanations Summarising information from two texts Writing an explanatory report
12 16 18
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
20 26 32 33 34 35
Chapter 3 Securing skills: Arguing and persuading Identifying key language features of persuasive writing Exploring the organisation of argument and persuasive texts Structuring and phrasing an argument or persuasive text
36 38 40
Chapter 4 Securing skills: Narrating Exploring narrative voices and perspectives Developing a character using punctuation and voice Structuring a narrative from a child’s viewpoint
42 44 46
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
48 54 59 60 61 62
Chapter 5 Securing skills: Exploring and discussing Exploring key themes and characters in a play Structuring a response to themes in drama
63 65
Chapter 6 Securing skills: Commenting and comparing Commenting on how writers develop their themes and viewpoints Comparing poems on a similar theme
67 69
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
71 76 82 83 84 85
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
86 91 96 97 98 99
Acknowledgements
100
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Contents
Introduction
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Introduction
Introduction
Welcome to the Collins Cambridge Lower Secondary English Progress Book 8 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 8 Student’s Book (ISBN 9780008364076). 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 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 8 these are Describing, Explaining, Arguing and persuading, Narrating, Exploring and discussing, and Commenting and comparing. 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 8, these timings give you a little more time for reading and planning. This time will be reduced as you move into Stage 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: How characters are created
Securing
These tasks will help you to secure the following skills from Chapter 1 of the Student’s Book: • locate relevant explicit information in a text • infer additional information about characters from the writer’s choice of language • find and use quotations.
Read the following extract by Charles Dickens. It is from a novel set in London during the nineteenth century and the extract describes its central character, an elderly businessman called Ebenezer Scrooge. Scrooge never painted out Old Marley’s name. There it stood, years afterwards, above the warehouse door: Scrooge and Marley. The firm was known as Scrooge and Marley. Sometimes people new to the business called Scrooge Scrooge, and sometimes Marley, but he answered to both names. It was all the same to him. Oh! But he was a tight-fisted hand at the grindstone, Scrooge! a squeezing, wrenching, grasping, scraping, clutching, covetous, old sinner! Hard and sharp as flint, from which no steel had ever struck out generous fire; secret, and self-contained, and solitary as an oyster. The cold within him froze his old features, nipped his pointed nose, shrivelled his cheek, stiffened his gait; made his eyes red, his thin lips blue; and spoke out shrewdly in his grating voice. A frosty rime was on his head, and on his eyebrows, and his wiry chin. He carried his own low temperature always about with him […].
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By Charles Dickens
Vocabulary grindstone: a stone used for sharpening; ‘to keep one’s nose to the grindstone’ is an expression meaning to work very hard rime: a crust or covering of icy particles Writers often give us explicit information about characters which can be retrieved without interpretation. 1
a
Reread paragraph two and complete this table about Scrooge’s appearance. Appearance
Quotation
nose cheeks eyes lips chin b
The writer explicitly tells us that Scrooge is covetous (line 6). What does this mean?
Writers will sometimes make direct comments to help you understand their characters. 2
6
a
Find two quotations showing what Dickens says about Scrooge and cold temperatures.
•
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Securing Skills: Describing
Securing
•
Dickens does not mean these comments literally. You need to make inferences. b
What connotations do you associate with the word ‘cold’?
c
What is Dickens implying about Scrooge? Dickens is implying that Scrooge
Another way that a writer can tell us about a character is by describing their actions. 3
Look at the two actions which Dickens describes below. Match them with the possible interpretations. You can choose more than one. Action
Interpretations
‘Scrooge never painted out Old Marley’s name.’ (line 1)
i
He is deaf.
ii
He is lazy.
‘he answered to both names’ (line 4)
iii He doesn’t care about rules or customs. iv He doesn’t care about appearances. v
4
He’s mean.
Look at the two images below used to describe Scrooge in the extract. What do you infer about Scrooge from each of them? a
‘Hard and sharp as flint, from which no steel had ever struck out generous fire’ The writer uses the metaphor ‘Hard and sharp as flint, from which no steel had ever struck out generous fire’. This suggests that
b
‘secret, and self-contained, and solitary as an oyster’
The writer describes Scrooge using the simile ‘secret, and self-contained, and solitary as an oyster’. This implies that
Supports Student’s Book Unit 1.2
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Chapter 1: Exploring techniques for describing characters These tasks will help you to secure the following skills from Chapter 1 of the Student’s Book:
Securing
• understand how writers use a range of techniques, including pathetic fallacy, personification and settings, to create characters • comment on how these techniques create character.
1
Make a list of eight techniques a writer can use to describe a character.
A writer may use pathetic fallacy to give a sense of a character and how the character is feeling. 2
What mood do the following types of weather suggest about a character? a
Bright pleasant sunshine:
b
Storm clouds:
c
Thunder and lightning:
d
Gentle warm rain:
e
Fog or mist:
Read the following extract about Ebenezer Scrooge. External heat and cold had little influence on Scrooge. No warmth could warm, no wintry weather chill him. No wind that blew was bitterer than he, no falling snow was more intent upon its purpose, no pelting rain less open to entreaty. Foul weather didn’t know where to have him. The heaviest rain, and snow, and hail, and sleet, could boast of the advantage over him in only one respect. They often ‘came down’ handsomely, and Scrooge never did.
5
By Charles Dickens
Dickens’s use of personification is unusual here, because he uses each type of weather to create a comparison with Scrooge, which shows what Scrooge is like. 3
a
ook at the following quotations from the extract. Explain how the writer has made the L weather seem human. Quotation
How the weather has been personified (made ‘human’)
‘No wind that blew was bitterer than he’
He gives the cold wind a human emotion – that it is cold because it feels bitter.
‘no falling snow was more intent upon its purpose’
He suggests the snow is conscious and has intentions, which is a human-like quality. In this case, the snow may want to make everything cold.
‘no pelting rain less open to entreaty’ ‘The heaviest rain, and snow, and hail, and sleet, could boast of the advantage over him in only one respect.’
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Securing Skills: Describing
Choose one of Dickens’s comparisons and write a paragraph explaining how personification helps the reader to gain an impression of Scrooge.
Securing
b
Dickens personifies He does this by He then compares it to Scrooge, which makes us see and feel that Writers also use settings to add to our impressions of a character. 4
5
Draw lines to match each setting to the character who might be described in it. Setting
Character described there
A bright sunny playroom full of light
A busy, work-driven executive
An ultra-modern, very minimal high-rise apartment
A relaxed, warm older woman
A cosy room with a fireplace and soft lighting
A cheerful, happy child
Read these sentences that personify objects to help you to gain an impression of the characters described. For each example, explain what the writer is suggesting. The first one has been done for you. a
The blanket snuggled happily around the old woman as she dozed.
By using the words ‘snuggled’ and ‘happily’ to describe the blanket, the writer suggests that the woman is a relaxed, pleasant person to be near. b
The branches flinched as he brushed past.
c
The couple walked regally along the country road as the horses in the fields whinnied and bowed their heads.
6
Look again at the description of Scrooge. What other descriptive techniques can you identify? Write a paragraph explaining how one technique helps you to gain an impression of Scrooge.
Supports Student’s Book Unit 1.4
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Chapter 1: Writing character descriptions
Securing
These tasks will help you to secure the following skills from Chapter 1 of the Student’s Book: • understand how to write your own character description • use precise language and literary techniques to create characters • use punctuation to add to a sense of character.
There are a number of techniques which you can use when describing a person or place, including: • choice of words, such as use of precise nouns, sensory vocabulary, powerful adjectives and adverbs •
use of literary techniques, such as repetition, similes and metaphors.
You can also use types of punctuation to help to make descriptions more powerful. 1
Complete the table with examples of types of punctuation. Note how they can be used for effect when describing. Type of punctuation
Purpose
parenthetical commas/dashes
to add extra detail
Look at the picture on the next page of a young girl. A word bank has been provided, collecting details to include in a descriptive piece. Her face
Her hair
Her clothes
Her jewellery and head decoration
•
bright eyes
•
dark
•
•
•
reddened cheeks
•
braided
•
dark eyebrows
•
short wispy fringe
•
smile
•
shoulder length
•
slight shadows under her eyes
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•
•
fuschia pink jacket with white and blue zig zag braid floral bindings around the front edge and sleeves high patterned collar
•
Build
hat/ • headpiece • made of cloth with beaded strings looped around it and stones on the top
slight petite
long beaded strands with seed pearls
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Securing Skills: Describing
Concentrating on the young girl’s face, start to use precise language, literary techniques and punctuation to bring your description to life.
Securing
2
Complete the sentences below. a
Her eyes with untold stories: their brown the colour of .
b
Her cheeks were
c
.
Slight shadows under her eyes like .
3
Now write five more sentences of your own about the young girl’s clothes, making sure you use a variety of punctuation and descriptive techniques.
4
Look at these sentences about the young girl’s hair. Insert the additional detail into each sentence and punctuate it correctly. a
Jet black hair framed her face. (detail: braided in long tight plaits)
b
Her eyebrows were wild and unshaped. (detail: like frayed ribbons)
5
Write a descriptive paragraph about the girl’s jewellery and head decoration. Use the techniques and features that you have learned about.
Supports Student’s Book Units 1.7 and 1.8
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Chapter 2: How writers structure and write explanations
Securing
These tasks will help you to secure the following skills from Chapter 2 of the Student’s Book: • understand the features of explanations • understand how explanations are structured • understand how writers adapt style to target their audience.
1
Explanations are usually given for one of three reasons. Match the texts to the reason by ticking the correct column(s). (There could be more than one reason.) Text
Helps the reader to understand a process or how to do something
Explains how something works
Gives reasons for why something is like it is
A report on a restaurant which has failed a hygiene inspection
A poster of hand cleaning methods in a public washroom
A leaflet of instructions about how to build a model plane
An encyclopaedia entry about how the internet connects us
An advert about a new bagless vacuum cleaner
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Securing Skills: Explaining
Securing
Read the following text. It is taken from a book about rollercoasters.
A quick look at the history of rollercoasters When were rollercoasters invented? The earliest rollercoasters probably began in fifteenth century Russia when humanmade sledges were used to travel down tracks cut into the ice-covered hills. Originally, sleds would have been blocks of ice covered with straw, or carved from tree trunks and large chunks of wood. Sledges were even joined together to make ‘trains’ and the tracks were sometimes made on raised slopes covered in ice, reached by steps, thus adding even more of a thrill.
Later, different kinds of structures began to be built. In the early 1800s there are records of a famous attraction in Paris, France, which was called The Russian Mountains (Les Montagnes Russes), and this had wooden tracks with wheels attached to the sleds to make the ride even smoother. There are also records of an American coal mine hiring out their coal trucks so that passengers could enjoy the 9-mile downhill journey for 50 cents each. Meanwhile, purpose-built tracks became more and more interesting and varied (with loops, curves and switchbacks) and the surroundings and decorations more elaborate, therefore adding to the thrill. Finally, by the late 1800s these rides had become very popular around the world utilising metal tracks and cars.
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10
15
How were they powered? These early rollercoasters used gravity to power the journey. Rides started with a steep climb which then ended in a sharp drop. The energy created during this drop then powered the rest of the ride. This energy is called kinetic energy. Since then, things have moved on. Modern rides use power to aid the movement of the vehicles so that longer, more complex journeys can be achieved, but the way that they thrill us, with steep climbs, sharp drops, rapid movement and sudden stops, is still the same. 2
20
Label the text with five different features commonly used in an explanatory text.
Supports Student’s Book Units 2.2 and 2.3
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