Lower Secondary English WORKBOOK 8 Sample

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Cambridge Lower Secondary

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English WORKBOOK 8

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Graham Elsdon

Second edition Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Cambridge Lower Secondary

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English WORKBOOK 8

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Graham Elsdon

Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence.

© Cambridge University Press 2021

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www.cambridge.org Information on this title: www.cambridge.org/9781108746656

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First edition 2012 Second edition 2021

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Printed in TBC by TBC

A catalogue record for this publication is available from the British Library ISBN 978-1-108-74665-6 Paperback + Digital Access

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Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

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NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions.

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Contents

Contents 1 Nature and humans

5 20

3 Strange islands

32

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2 ‘Grandmother’s Song’ 4 This is the modern world

47

5 Heroes 62 6 Monsters 76

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7 ‘The Plantation’

8 Choices and decisions

89 101

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9 Endings 114

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Continued •

morphology: looking at the shape of the word – that is, seeing if it has a root word, a prefix or a suffix, and using your knowledge of those to work out the whole word

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• etymology: Education looking up the origins of a word to discover its possible meaning.

How to use this book

Sometimes a combination of methods will help you. For example, look at this sentence: He stared down the dark, lonely street in trepidation.

What does trepidation mean?

How to use this book This workbook provides questions for you to practise what you have learnt in class. There is a unit to match each unit in your Learner’s Book. Each session is divided into three parts:

•

context: you may notice that the street sounds scary, so you might guess that trepidation means something like ‘a feeling of fear’.

•

morphology: you may notice that trepidation uses the suffix ‘-ation’, which you know refers to a state or quality. From this you could guess that the word is a type of feeling.

•

etymology: you might research the origins of the word and discover that it comes from the Latin word trepido, meaning ‘to shake’.

Focus 1

Look at the underlined word in these phrases. Identify the root word and make a list of related words. a

it lasted for an unusually long time

……………………………………………………..………………………………………………… ……………………………………………………..…………………………………………………

1 Nature and humans

b

the sea rose immediately

……………………………………………………..…………………………………………………

Focus

FT

Focus: these questions help you to master the basics

1

Highlight the past tense verbs in this passage. Then, write a sentence ……………………………………………………..………………………………………………… explaining how the writer uses these verbs to convey the action and

cbuildthe electricity has just cut out detail.

……………………………………………………..…………………………………………………

I walked through the hills trying to find an ancient temple.

I came to a small river. On the other side stood a leopard, quiet and proud. I, too, stood quietly. I was amazed. I had never looked on such an animal before and never have since.

Our eyes locked for a second and then it vanished. I walked on, desperate to tell my story to the next person I met.

……………………………………………………..…………………………………………………

……………………………………………………..………………………………...

17

……………………………………………………..………………………………...

A

……………………………………………………..………………………………...

Practice 2

Rewrite the extract using present tense verbs. For example, you could begin:

I walk through the hills trying to find an ancient temple…

……………………………………………………..………………………………...

1 Nature and humans ……………………………………………………..………………………………...

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Practice: these questions help you to become more confident in using what you have learnt

……………………………………………………..………………………………...

The verbs used to report speech help to show character and emotion.

Look at the present tense verbs used to report speech in the extract in the Focus ……………………………………………………..………………………………... section – barks and yells. Both of these help create a sense of excitement in the story.

2

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……………………………………………………..………………………………...

Practice

……………………………………………………..………………………………...

Look at this exchange between a teacher and a learner.

Add present tense verbs in the gaps to show how the characters speak. ……………………………………………………..………………………………...

‘Why haven’t you handed in your homework?’ ……………………… ……………………………………………………..………………………………...

Mrs Smith.

‘I just forgot,’ ……………………… Tim, quietly.

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‘But you shouldn’t forget,’ ……………………… Mrs Smith. ‘You’re a clever boy.’

‘Sorry, miss,’ ……………………… Tim. ‘I’ll hand it in first thing tomorrow.’

Challenge 3

Challenge: these questions will make you think hard

Write some lines of dialogue. Use the rules of setting out dialogue identified in Activity 2 and use past or present tense verbs to report speech. Choose one of these ideas or use one of your own and write a short paragraph about: •

a conversation between two young people about seeing a wild animal

•

a conversation between a parent and child about caring for an animal.

……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

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1 Nature and humans 1.1 The leopard Language focus

Amir blasted the football over the wall.

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•

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When selected carefully, verbs can really bring a description to life. One of the key decisions writers make is which verb tense to use. Past tense verbs describe events that have already happened. The difference in time between when the story is narrated and when it occurred adds some distance to the tale. This can make a story seem more natural – when we recount experiences, we do so from a point after they have occurred.

Present tense verbs make the action seem more immediate, which can create a sense of excitement, drawing the reader into the story. Look at these examples.

The past tense verb has the effect of looking back at a dramatic moment.

The action seems to ‘stand still’ as we observe Amir’s actions at a distance from a point in the future.

•

Amir blasts the football over the wall.

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Here the actions seems immediate, almost as if we are there at the moment it takes place.

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1 Nature and humans

Focus 1

Highlight the past tense verbs in this passage. Then, write a sentence explaining how the writer uses these verbs to convey the action and build detail.

FT

I walked through the hills trying to find an ancient temple.

I came to a small river. On the other side stood a leopard, quiet and proud. I, too, stood quietly. I was amazed. I had never looked on such an animal before and never have since.

Our eyes locked for a second and then it vanished. I walked on, desperate to tell my story to the next person I met.

……………………………………………………..………………………………... ……………………………………………………..………………………………...

Practice

Rewrite the extract using present tense verbs. For example, you could begin:

I walk through the hills trying to find an ancient temple…

R

2

A

……………………………………………………..………………………………...

……………………………………………………..………………………………...

D

……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

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1.2 The mysterious figure

Challenge 3

Sometimes writers deliberately switch between tenses, moving from the past tense into the present to create different effects. Experiment with this approach by writing an account of one of the following scenes or an idea of your own.

Write a paragraph in your notebook describing: a man being chased down a busy street

•

the last minute of an exciting sports game

•

being caught in a storm.

Think carefully about when to switch between tenses so that your account still feels natural.

FT

•

1.2 The mysterious figure Focus

What are the rules of setting out dialogue? Look at this example from When the Mountains Roared by Jess Butterworth, then write a list of rules. Consider speech marks, punctuation and layout.

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1

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Dialogue is an important structural device in telling a story. It helps the reader understand relationships between characters and can also be used to reveal important pieces of information.

‘What are you doing out here?’ Toad barks.

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‘Who are you working for?’ yells Garjan, his gaze wild.

‘Are you taking pictures of me?’

‘We are taking pictures of animals,’ I say, quickly.

‘I’m practising to be a wildlife photographer.’

……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

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1 Nature and humans

Practice The verbs used to report speech help to show character and emotion.

Look at the present tense verbs used to report speech in the extract in the Focus section – barks and yells. Both of these help create a sense of excitement in the story.

2

Look at this exchange between a teacher and a learner.

Add present tense verbs in the gaps to show how the characters speak.

‘Why haven’t you handed in your homework?’ ………………………

Mrs Smith.

FT

‘I just forgot,’ ……………………… Tim, quietly.

‘But you shouldn’t forget,’ ……………………… Mrs Smith. ‘You’re a clever boy.’

‘Sorry, miss,’ ……………………… Tim. ‘I’ll hand it in first thing tomorrow.’

Challenge

A

Write some lines of dialogue. Use the rules of setting out dialogue identified in Activity 2 and use past or present tense verbs to report speech. Choose one of these ideas or use one of your own and write a short paragraph about: •

a conversation between two young people about seeing a wild animal

•

a conversation between a parent and child about caring for an animal.

R

3

……………………………………………………..………………………………... ……………………………………………………..………………………………...

D

……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

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1.3 The wildness of eagles

1.3 The wildness of eagles In non-fiction texts, writers organise information carefully and deliberately. They may reveal information gradually, and each paragraph may have a different focus and purpose.

Focus Reread the final three paragraphs of Higher into the Hills, then answer the questions.

FT

1

I asked Arman how he tamed the bird. It was a skill he learnt from his father. The process is fascinating. First of all, you need to find a bird. This is done by locating a nest way up in the mountains, then taking a young female from it. Female birds are preferred because they are larger so they can catch larger prey. Once the bird has been taken, a hood is put over its head and it is tied down.

A

This sounds a little cruel to me, but there are some tender aspects to the training. ‘I treat my eagle like a treat my own baby,’ said Arman.

Keeping the eagle calm and happy is very important. Trainers sing and talk to their birds. They communicate. Training an eagle to hunt involves lots of repeated practice and rewards. The human voice is the key. It can take two months before an eagle is ready for hunting.

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‘Arman truly understands eagles,’ noted another family member – and I could see the respect Arman had for this incredible bird. There was a bond that I assumed would last a lifetime. I was wrong. ‘We return eagles to the wild after ten years. They are noble. They need freedom eventually,’ he explained.

a

Who taught Arman how to tame a bird? …………………………………………………………………………………

b

Why are female birds preferred? …………………………………………………………………………………

c

Give two ways that trainers communicate with their birds. …………………………………………………………………………………

d

Why are birds released after ten years? …………………………………………………………………………………

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1 Nature and humans

Practice 2

Look at the way the information is ordered in the extract. Then scan the text again and list the main points of each paragraph.

Paragraph 1 ……………………………………………………..………………………………… ……………………………………………………..…………………………………

FT

……………………………………………………..…………………………………

Paragraph 2

……………………………………………………..………………………………… ……………………………………………………..…………………………………

Paragraph 3

A

……………………………………………………..…………………………………

……………………………………………………..…………………………………

R

……………………………………………………..………………………………… ……………………………………………………..…………………………………

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Challenge 3

Here is one view of the structure of Higher into the Hills:

The writer organises the information so the reader gradually realises that trainers care for the birds.

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1.4 The poetry of Tu Fu

Write a paragraph explaining what you think the author means.

Use quotations and evidence from the text to back up your points. ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

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……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

Language focus

A

1.4 The poetry of Tu Fu

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In poetry, different effects can be created by varying the length of lines and how they are punctuated.

Some lines of poetry have a punctuation mark at the end – they are end-stopped or use a comma.

•

Sometimes a poet will use enjambment to create a sense of movement or to make the poem sound like a monologue.

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•

•

Poets may also decide to use punctuation in the middle of a line (caesura) to signify a pause.

Look at this example:

A hawk hovers in air.

To drop and seize

Two white gulls float on the stream.

Birds who foolishly drift with the current.

Soaring with the wind, it is easy

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1 Nature and humans

Continued The first and second lines are end-stopped. They make the reader pause and focus on the two birds. A sense of stillness is created, as if the hawk and the gulls are waiting.

Focus 1

FT

The next three lines are one sentence split over three lines. The comma after ‘wind’ creates a caesura. Then enjambment is used suggesting the movement of the birds as they soar, drop and seize. Notice how the punctuation choices are tied to the ideas in the poem.

Read this poem. Add full stops and commas as you feel appropriate. Make sure your choices keep the meaning of the poem.

Flying Through the air

A

The falcon moves gracefully riding the currents Like a feather it glides Coming to a rest high Upon a cliff edge

R

Its journey is over

D

Practice 2

Read ‘Visitors’ by Tu Fu. Look at the way the lines are either end-stopped or use enjambment. Choose two lines and explain the effect of these choices.

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1.4 The poetry of Tu Fu

I have had asthma for a Long time. It seems to improve Here in this house by the river.

It is quiet too. No crowds Bother me. I am brighter And more rested. I am happy here.

When someone calls at my thatched hut And I go out and gather

FT

My son brings me my straw hat A handful of fresh vegetables.

It isn’t much to offer.

But it is given in friendship.

……………………………………………………..…………………………………

A

……………………………………………………..………………………………… ……………………………………………………..…………………………………

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……………………………………………………..…………………………………

Challenge

Here are the lines of a poem written as a prose paragraph. Rewrite it as a poem, arranging lines, using end-stopping, enjambment and caesura as you feel appropriate.

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The Fish

Swimming through the depths of the water is a bright fish. Its colours glimmer in the sunlight, bubbles rippling upwards. I sit for a moment, taken by its beauty. It pauses, tail and fins paddling. A sound beyond the water troubles it, and with a dart, it’s gone. I’m left with my thoughts again.

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1 Nature and humans

……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

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……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

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……………………………………………………..………………………………...

1.5 Destroying the planet

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Language focus

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The type of language a writer uses is linked to the audience and purpose of a text. For example, a headteacher writing to parents about school rules will use formal language to indicate their professional status, their respect for their relationship with their audience, and also the importance and seriousness of the topic. Formal language choices include the use of: •

complex words, such as specialist terms or more elevated synonyms

•

punctuation such as colons and semi-colons

•

complex sentence structures.

Writers sometimes use informal language to talk to their readers in a friendly way, which establishes a relationship between writer and reader. For example, a text encouraging children to start cycling will be written in way a that is light-hearted and easy to read. Informal language choices include the use of:

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1.5 Destroying the planet

Continued •

simpler vocabulary and contractions

•

punctuation, such as exclamation marks and dashes

•

simple and compound sentences.

Consider the different levels of formality in these examples: A

When considering which phone to purchase, research is paramount.

B

FT

This is aimed at older adults who are unfamiliar with technology. It uses a complex sentence (with a comma to separate the subordinate clause) and the complex word paramount. The overall effect is of a professional, trustworthy advice.

So – a new phone?! Exciting. Want to compare the latest handsets?

Here goes…

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A

This is written for teenagers and young adults who are familiar with technology. Question marks, exclamations and ellipsis are used in a playful way and the sentences are minor or simple. The overall effect is light-hearted and friendly to engage the intended audience.

Focus

Read this text about climate change.

Highlight any words, phrases, sentence structures and punctuation that make this text seem relatively formal, then explain the effect these features have on you as a reader.

D

1

Our planet is in a state of metamorphosis.

Although it’s probable that humans have contributed to these changes, to claim that we are entirely responsible is not valid: there are natural forces happening that homo sapiens have no influence over, and it is entirely governed by the way Earth moves.

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1 Nature and humans

Practice 2

Rewrite the paragraph in Activity 1 using less formal language for a younger audience. ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

FT

……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………... ……………………………………………………..………………………………...

Challenge

In your notebook, write two informative accounts of the same topic – the first account should use formal language and be intended for your teacher. The second account should use less formal language and be intended for a friend.

R

3

A

……………………………………………………..………………………………...

You could choose your own topic or one of these ideas: two accounts of a favourite sport

•

two accounts about your school day.

D

•

1.6 Tsunami

Language focus

There are several ways of working out the meaning of unfamiliar words.

You could use: • context: looking at the words around it and the overall topic to make a sensible guess at the meaning

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1.6 Tsunami

Continued •

morphology: looking at the shape of the word – that is, seeing if it has a root word, a prefix or a suffix, and using your knowledge of those to work out the whole word

•

etymology: looking up the origins of a word to discover its possible meaning.

Sometimes a combination of methods will help you. For example, look at this sentence: What does trepidation mean?

FT

He stared down the dark, lonely street in trepidation. context: you may notice that the street sounds scary, so you might guess that trepidation means something like ‘a feeling of fear’.

•

morphology: you may notice that trepidation uses the suffix ‘-ation’, which you know refers to a state or quality. From this you could guess that the word is a type of feeling.

•

etymology: you might research the origins of the word and discover that it comes from the Latin word trepido, meaning ‘to shake’.

A

•

Focus

Look at the underlined word in these phrases. Identify the root word and make a list of related words. a

R

1

it lasted for an unusually long time

……………………………………………………..…………………………………………………

D

……………………………………………………..…………………………………………………

b

the sea rose immediately

……………………………………………………..………………………………………………… ……………………………………………………..………………………………………………… c

the electricity has just cut out

……………………………………………………..………………………………………………… ……………………………………………………..…………………………………………………

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1 Nature and humans

Practice 2

Work out the meaning of the underlined words in this paragraph. Annotate the text with the word meanings, then check your answers in a dictionary.

Being caught in a tsunami was the most disconcerting event I’ve ever been involved in. As the water crashed in, I froze, immobile. My body refused to move, but then – miraculously – instinct kicked in and I ran. I

FT

found energy from somewhere and I found myself ascending the stairs of a large building, seeking refuge from the water.

Challenge 3

Now research the etymology of the underlined words. Which languages do these words come from? What did the words mean in their original language?

disconcerting

A

tsunami From Japanese, ‘tsu’ = harbour and n‘ami’ = wave

R

……………………………………………………..………………………………... ……………………………………………………..………………………………... immobile

D

……………………………………………………..………………………………... ……………………………………………………..………………………………... miraculously

……………………………………………………..………………………………... ……………………………………………………..………………………………...

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1.6 Tsunami

ascending ……………………………………………………..………………………………………………… ……………………………………………………..………………………………………………… refuge ……………………………………………………..…………………………………………………

D

R

A

FT

……………………………………………………..…………………………………………………

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