Cambridge Lower Secondary English Progress Book 8 Teacher Guide

7.2mm spine

Collins

Collins Cambridge Lower Secondary English

Cambridge Lower Secondary English PROGRESS BOOK 8: TEACHER PACK

PROGRESS BOOK 8: 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 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, ideal for formative assessment throughout the year.

• 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

Collins

Collins

r Secondary

26mm spine

Collins Collins Cambridge Lower Secondary English

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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 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.

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ook 9 ack 655082

he ment .

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

collins.co.uk/international Collins International

Scan to see how we are reducing our environmental impact.

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

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

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

PROGRESS BOOK 9: TEACHER PACK

ISBN 978-0-00-836408-3

9 780008 364083

Authors: Julia Burchell and Mike Gould

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.

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

English 8 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

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Collins

Cambridge Lower Secondary

English PROGRESS BOOK STAGE 8: 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 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

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

100 110 125

Acknowledgements

130

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Contents

Introduction

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Introduction

Introduction

Welcome to the Collins Cambridge Lower Secondary English Progress Book Stage 8 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 8 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 978-0-00-865504-4) 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 8 Student’s Book (ISBN 978-0-00-836407-6). 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 (for Stage 8, Describing, Explaining, Arguing and persuading, Narrating, Exploring and discussing, and Commenting and comparing).

•

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 8, we have suggested allowing a little 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 into Stage 9.

•

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: 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 […].

5

10

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

10

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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.

5

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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