Cambridge Lower Secondary English Progress Book 9

5.95mm spine

Collins

Collins Cambridge Lower Secondary English

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

PROGRESS BOOK 9: STUDENT’S BOOK The Collins Cambridge Lower Secondary English series provides full coverage of the Cambridge Lower Secondary English curriculum framework (0861).

The Stage 9 Progress Book is designed to help boost your confidence, consolidate your understanding and measure your progress in Stage 9 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 9 with two end-of-year assessments.

• Reflect on your understanding and identify areas for improvement with the self-assessment sheets that support each test.

6mm spine

6mm spine

r Secondary

Collins

Collins

CollinsCollins Cambridge Lower Secondary English

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

six structured tests to use throughout the year.

end of Stage 7 with two end-of-year

and identify areas for improvement with the upport each test.

English

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.

PROGRESS BOOK 7: • Measure your progress at the end of Stage 8 with two end-of-year STUDENT’S BOOK 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

• Reflect on your understanding and identify areas for improvement with the self-assessment sheets that support each test.

26mm spine

26mm spine

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

9 780008 364076

quality-assurance process

Cambridge Lower Secondary English PROGRESS BOOK 8: STUDENT’S BOOK

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

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

Collins Collins Cambridge Lower Secondary English

STAGE 7: TEACHER’S GUIDE Cambridge Lower Secondary

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

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

Each chapter contains: PROGRESS BOOK 8: • guidance on promoting and assessing the Cambridge Thinking and Working Mathematically 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

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

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

This resource is endorsed by Cambridge Assessment International Education

✓ Provides teacher support as part of a set of

Collins

STAGE 7: TEACHER’S GUIDE

Collins Cambridge Lower Secondary

English PROGRESS BOOK 9: STUDENT’S BOOK

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

9 780008 364083

15/9/2023 2:33 pm

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.

ISBN 978-0-00-836408-3

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

Progress Book 8 Student’s Book ISBN 9780008655044

Authors: Julia Burchell and Mike Gould

15/9/2023 2:31 pm

Progress Book 9 Student’s Book ISBN 9780008655051

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

quality-assurance process

collins.co.uk/international Collins International

Scan to see how we are reducing our environmental impact.

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

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

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.

Cambridge Lower Secondary English Series editor: Alastair Duncombe Authors: Alastair Duncombe, Rob Ellis, Amanda George, Claire Powis, Brian Speed This Teacher’s Guide is designed to accompany the Collins Cambridge Lower Secondary Maths Stage 7 Student’s Book, for the 0862 Cambridge curriculum framework from 2020. There is thorough support and guidance for teachers, with a strong focus on Thinking and Working Mathematically.

Each chapter contains: • guidance on promoting and assessing the Cambridge Thinking and Working Mathematically characteristics through the course • ideas for starter activities and discussions • notes on common errors and misconceptions • support and extension ideas • technology recommendations, investigations and research tasks • an end-of-chapter Topic Review.

Editable versions of these Teacher’s Guide materials are available to download at www.collins.co.uk/internationalresources.

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

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

Collins Collins Cambridge Lower Secondary English

PROGRESS BOOK 7: STUDENT’S BOOK The Collins Cambridge Lower Secondary English series provides full coverage of the Cambridge Lower Secondary English curriculum framework (0861).

Collins

English 8 Lower Second Progress Book Student Book 210x297.indd 1

Collins

Collins

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

y

PROGRESS BOOK 8: STUDENT’S BOOK Cambridge Lower Secondary

Cambridge Lower Secondary English PROGRESS BOOK 8: STUDENT’S BOOK

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

signed to help boost your confidence, and measure your progress in Stage 7 of your glish course.

Collins

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

STUDENT’S BOOK

Collins Cambridge Lower Secondary

English PROGRESS BOOK 9: STUDENT’S BOOK

Collins Cambridge Lower Secondary

English

Collins Cambridge Lower Secondary

English PROGRESS BOOK 9: STUDENT’S BOOK

PROGRESS BOOK 8: STUDENT’S BOOK

ISBN 978-0-00-836408-3

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

9 780008 364083

Authors: Julia Burchell and Mike Gould

15/9/2023 2:31 pm

ok 9 ook 55051

e ment

English 7 Lower Second Progress Book Student Book 210x297.indd 1

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

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.

collins.co.uk/international Collins International

Scan to see how we are reducing our environmental impact.

Made with responsibly sourced paper.

This text has not been through the Cambridge International

Authors: Julia Burchell andprocess.

Mike Gould endorsement

English 8 Lower Second Progress Book Student Book 210x297.indd 1

collins.co.uk/international

Scan to see how we are reducing our environmental impact.

Collins International

Authors: Julia Burchell and Mike Gould

15/9/2023 8:04 pm

Progress Book 7 Student’s Book ISBN 9780008655037

4/10/2023 2:12 pm

Progress Book 8 Student’s Book ISBN 9780008655044

Made with responsibly sourced paper.

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

English 9 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

10/12/2023 10:25 pm

Collins

English Cambridge Lower Secondary

PROGRESS BOOK STAGE 9: STUDENT’S BOOK

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

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4

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

6 9

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

12 15

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

17 22 28 29 30 31

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

32 34 36

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

38 40 42

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

44 50 56 57 58 59

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

60 62

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

64 66

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

69 75 80 81 82 83

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

84 91 97 98 99 100

Acknowledgements

101

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Contents

Introduction

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Introduction

Introduction

Welcome to the Collins Cambridge Lower Secondary English Progress Book 9 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 9 Student’s Book (ISBN 978-0-00-836408-3).

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).

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 9 these are Describing, Entertaining, Arguing, Narrating, Analysing and comparing, and Exploring and interpreting. 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 9, these timings give you a little more time for reading and planning but less than you will have had in Stages 7 and 8.

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: Analysing the structure of descriptions

Securing

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

Writers structure descriptions in a variety of ways so that readers feel they are being lead through a scene.

Read the following extract from Driving Over Lemons by Chris Stewart. This memoir is set in recent times and the extract describes an episode in which the narrator is out with an estate agent, looking for a house to buy in rural Spain.

‘Well, this is no good, I don’t want to live here!’ I said as we drove along yet another tarmac road behind a row of whitewashed houses. ‘I want to live in the mountains, for heaven’s sake, not in the suburbs of some town in a valley.’

‘Shut up and keep driving,’ ordered Georgina, the woman sitting beside me. She lit another cigarette of strong black tobacco and bathed me in a cloud of smoke…

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

‘No, just you. Left here.’

Obediently I turned the wheel and we shrugged off the last houses of Argiva, the market town where I’d been adopted by my agent. We bumped onto a dirt track and headed downhill towards the river.

‘Where are the mountains?’ I whined.

Georgina ignored me and looked at the groves of oranges and olives on either side of the track. There were white houses covered in the scrags of last year’s vines and decked with bright geraniums and bougainvillea; mules were ploughing; boiler-suited growers were bent bum-up amid perfect lines of vegetables; a palm tree shaded the road where hens were swimming in the dust. Dogs slept in the road in the shade; cats slept in the road in the sun. The creature with lowest priority on the road was the car.

I stopped and backed up a bit to go round a lemon.

‘Drive over lemons,’ ordered Georgina.

There were, it was true, a lot of lemons. They hurtled past, borne on a stream of water that bubbled nearby; in places the road was a mat of mashed fruit, and the earth beneath the trees was bright with fallen yellow orbs. I remembered a half-forgotten snatch of song, something about a lovelorn gypsy throwing lemons into the Great River until it turned to gold.

The lemons, the creatures and the flowers warmed my heart a little. We drove on through a flat plain quilted with cabbages and beans, at the end of which loomed a little mountain. After dipping a banana grove, we turned sharp right up a steep hill with deep cuttings in the red rock.

‘This looks more like it.’

‘Just wait, we’re not there yet.’

Up and up we went, bend after bend, the river valley spread below us like an aerial print. On through a gorge and suddenly we burst into a new valley. The plain we had crossed disappeared utterly, hidden from sight by the mass of mountain, and drowned by the roaring of the river in the gorge below.

Far below, beside the river, I caught sight of a little farm in a horseshoe-shaped valley, a derelict house on a cactus-covered crag, surrounded by unkempt fields and terraces of ancient olive trees.

‘La Herradura,’ Georgina announced. ‘What about that, then?’

From Driving Over Lemons: An Optimist in Andalucia by Chris Stewart

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Securing Skills: Describing

How is time structured in this extract?

A

Chronologically

Securing

1

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

2

a

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

b

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

Order

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

1

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

c

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

A

To show that Spain is very varied

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

3

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

Line number

Quotation

Atmosphere/feeling

Line 1

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

Negative: he is unhappy or irritable

Line 6

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

Line 11

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

Line 25

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

Line 29

‘“This looks more like it.”’

Supports Student’s Book Units 1.2 and 1.3

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Securing skills: Describing

Securing

The use of contrast between descriptions at different parts of a text can also create a sense of development.

You are now going to compare descriptions from different parts of the extract.

4

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

A

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

B ‘…a palm tree shaded the road where hens were swimming in the dust.’

C ‘Dogs slept in the road in the shade; cats slept in the road in the sun.’ a

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

A B C

b

Next, look at the end of the extract. Underline three words that create a sense of high energy when the author first sees La Herradura.

Up and up we went, bend after bend, the river valley spread below us like an aerial print. On through a gorge and suddenly we burst into a new valley. The plain we had crossed disappeared utterly, hidden from sight by the mass of mountain, and drowned by the roaring of the river in the gorge below.

c

Now write a paragraph exploring this contrast between the differing energy levels of the descriptions. Use the scaffold below.

The writer contrasts two of the locations on his journey through the different energy levels that they suggest. At the first location, he describes The word ‘

.

’ creates a sense of

as it means

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

’, which suggest

.

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

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

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

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

Securing

Chapter 1: Describing people in places

Read the following description.

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

1

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

A

2

Characters

B

Buildings

C General landscape

D

Weather

E

F

Time of year

Time of day

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

The way that Aya is described as

makes us think that

b

The way that the building is described as

makes us think that

c

The way that the general landscape is described as

makes us think that

This suggests that d

The way that the weather is described as

e

The way that the time of day is described as

suggests that

f

The way that the time of year is described as

suggests that

Supports Student’s Book Unit 1.6

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makes us think that

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Securing skills: Describing

Securing

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

3

4

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

A dark cave

b

Underneath the canopy of a tree in full blossom

c

A rushing river full of rocks

d

A sofa covered in soft plump cushions

e

A cliff with a sheer drop

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

Weather condition

State of mind

Pouring heavy rain

A sense of relief/gradual realisation

Rumbling thunder

Misery and hopelessness

A flash of lightning

A sense of brooding or threat

Mist clearing

A sudden realisation or understanding

Writers also use different sound effects to create atmosphere.

5

a

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

b

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

c

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

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Securing Skills: Describing

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

What is the extended metaphor used in the example below?

Securing

6

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

7

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

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

Consider: •

using the ingredients listed in question 1

•

experimenting with sound effects

•

using pathetic fallacy, symbolism or an extended metaphor.

Supports Student’s Book Unit 1.6

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Chapter 2: Exploring features of entertaining texts

Securing

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

Writers use a range of features to make their writing entertaining.

Read the following extract from an article in a magazine for solo travellers aged over 50.

The morning dawned – well, actually, I was up well before dawn: 4 a.m. to be precise!

(I have to be honest with you: I did not leap out of bed and whoop with joy. Nope!)

It was cold, a little damp and not the way I had imagined starting a precious day of my mini break in Marrakesh. But David’s words echoed in my head: ‘See the Atlas Mountains from 10,000 ft above, gliding noiselessly in a Hot Air Balloon. It is a magical experience.’ So, I struggled into my warm clothes and ridiculously baggy, fleecy coat and stepped out into the chilly side street in which our Riad was tucked away. Three hours later, his words would return, unbidden, as I lay on my back, jolting along the ground inside a sideways-on wicker basket, teeth gritted, as we made our ‘fast’ landing in the desert, watched by bemused goats and the gaggle of grinning ground crew.

1

10

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

Friendly, personal relationship with reader

Sensory detail

Humour

‘It was cold, a little damp…’

2

5

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

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

Example

Effect

‘well, actually’

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

Look at the ‘Point-Evidence-Explanation’ paragraph structure below.

Point: The writer uses informal language…

Evidence: …such as ‘well, actually’…

Explanation: …to help us understand that they are like us, which creates empathy and interest for the reader.

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3

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

Point:

Evidence:

Securing

Securing skills: Entertaining

Explanation:

4

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

5

a

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

b

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

Now read on.

It all began so calmly. The Bedouin tent glittered in the light of braziers marking out the waiting area, and the hot sweet tea and orangey sponge cake in place of our missed breakfasts settled the butterflies building up. Even the large posters of take-off and landing procedures seemed straightforward and helpful…

Take off was not bad: humiliating but not bad! The best analogy I can come up with is that I was fed into the gondola (which lay on its side) like a baguette into a paper bag.

Four grown men sliding me into the basket! As the balloon lifted and the basket righted itself, I slid down, down, down until I was crouched deep down on the floor, jammed with my knees under my chin. (A position I have not ‘enjoyed’ since Year 6 PE lessons.)

The other passengers quickly responded to the panic in my voice and hoisted me up in an undignified group effort and soon I was admiring the view alongside three delightful under-eights (who could only just see over the side of the gondola), their parents and a honeymooning couple, already on their fourteenth selfie.

Surprisingly, I was not scared and the thought of this fragile basket plummeting to the ground did not once enter my mind (honestly!). I genuinely admired the dramatic mountains and the rosy dawn rising behind them. I even got a selfie myself!

Supports Student’s Book Units 2.2, 2.3 and 2.4

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