Cambridge Lower Secondary English Progress Book 7 Teacher Guide

6.8mm spine

Collins

Collins Cambridge Lower Secondary English

Cambridge Lower Secondary English PROGRESS BOOK 7: TEACHER PACK

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.

• 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.

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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 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

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

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

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

Cambridge Lower Secondary English PROGRESS BOOK 9: TEACHER PACK

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Collins Cambridge Lower Secondary

English PROGRESS BOOK 7: TEACHER PACK

PROGRESS BOOK 9: TEACHER PACK

ISBN 978-0-00-836408-3

9 780008 364083

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Progress Book 8 Teacher Pack ISBN 9780008655075

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Progress Book 9 Teacher Pack ISBN 9780008655082

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

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Collins

Cambridge Lower Secondary

English PROGRESS BOOK STAGE 7: TEACHER PACK

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

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4

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

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

98 107 122

Acknowledgements

127

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Contents

Introduction

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Introduction

Introduction

Welcome to the Collins Cambridge Lower Secondary English Progress Book Stage 7 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 7 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 9780008655037) 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 7 Student’s Book (ISBN 9780008340834). 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 and drama).

•

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 linked 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. Informing, Describing, 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 7, we have suggested allowing more time for reading the text in Section A and for planning their own text in Section B. We suggest this reading and planning time could be reduced as students progress through Lower Secondary.

•

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

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: 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.

5

10

15

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

6

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Damp seats

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2

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

B

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:

c

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.

3

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

.

4

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.

5

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?

b

Why do you think the writer chose this word?

2

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

4

Atmosphere created

Objects/Animals/ People Unease as it is dark.

Movement

Weather

Sounds/Smells/ Tastes

General landscape

Colours

Textures

5

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?

b

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.

b

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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a

Underline the repeated words in the description.

b

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.

b

The windows shone with warm light from within.

c

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

d

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.

b

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:

b

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.

5

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.

10

15

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.

20

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

25

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

2

3

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