How to use this Teacher’s Resource

This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content in our Cambridge Lower Secondary English resources. Some of the material is provided as downloadable files, available on Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) See the Contents page for details of all the material available to you, both in this book and through Cambridge GO.

CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE Teaching notes This book provides Teaching notes for each unit of the Learner’s Book and Workbook. Each set of teaching notes contains the following features to help you deliver the unit. 1 Nature and humans The Unit plan summarises the sessions covered in the unit, including the number of learning hours recommended for the session, an outline of the learning content and the Cambridge resources that can be used to deliver the session. The Background knowledge feature explains prior knowledge required to access the unit and gives suggestions for addressing any gaps in your learners’ prior knowledge. Learners’ prior knowledge can be informally assessed through the Getting started feature in the Learner’s Book.

Unit plan

Session Approximate number of learning hours Outline of learning content Resources

1.1 The leopard 2 hours, 30 minutes Learners look at verbs in descriptions and explore structural and language techniques.

Learner’s Book Session 1.1 Workbook Session 1.1 Language worksheet 1.1 1.2 The 2 hours, Learners study and act out a drama script as Learner’s Book Session 1.2 mysterious 30 minutes BACKGROUND KNOWLEDGEwell as create an audio drama script. Workbook Session 1.2 figure 1.3 The 2 hours, This unit focuses on texts such as articles, fables Learners analyse imagery in poetry, compare Learner’s Book Session 1.3 wildness of eagles 30 minutes and poems. You will find it useful to make some notes on the key language differences between the language of poems and articles, and engage with debates and discussions. Workbook Session 1.3 1.4 The poetry 2 hours, these texts in order to point them out to learners. Learners examine poetic language and Learner’s Book Session 1.4 of Tu Fu 30 minutes themes, and write a response to poetry. Workbook Session 1.4 1.5 2 hours, Learners detect bias and explore text Learner’s Book Session 1.5 TEACHING SKILLS FOCUSThe Teaching skills focus feature covers a teaching skill and suggests how to implement it in the unit. Destroying the planet 30 minutes structure, including connectives. Workbook Session 1.5 Differentiated worksheets You can use your own language awareness to 1A, 1B and 1C 1.6 Creating 2 hours, explain language input to learners – by filtering, Learners practise techniques for Learner’s Book Session 1.6 suspense 30 minutes mediating, reinterpreting, explaining or clarifying understanding unfamiliar words and analyse Workbook Session 1.6 language. how a writer creates effects through word choice and grammatical structure. Language worksheet 1.2

Reflecting the Learner’s Book, each unit consists of multiple sessions. At the start of each session, the Learning plan table includes the learning objectives, learning intentions and success criteria that are covered in the session. It can be helpful to share learning intentions and success criteria with your learners at the start of a lesson so that they can begin to take responsibility for their own learning.

The Language support feature contains suggestions for how to support learners who may need extra language support.

There are often Common misconceptions associated with particular learning area. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them.

LEARNING PLAN

Learning objectives 8Rv.02, 8Rg.03, 8Rs.01, 8Rs.02, 8Ri.01, 8Ri.10, 8SLg.03 Learning intentions Learners will: • look at how structural features can be used for effect Learners can: • understand how a writer structures a story to create specific effects

Success criteria

LANGUAGE SUPPORT

The Writing tip in this session is about embedding quotations in a grammatically correct way. It may be useful to remind learners how to do this for both short and long quotations.

Misconception The terms 'imply' and 'infer' mean the same thing. How to identify Ask learners to listen to the following phrases and to say what you are implying (suggesting or hinting at): Wow, your sandwich looks good! Why don’t you wear that other shirt? How to overcome Draw a picture of a mouth speaking with imply written underneath. Draw a picture of an ear listening with infer written underneath. Draw an arrow from the mouth to the ear.

Explain that the speaker or writer implies meaning and the listener or reader infers meaning.

For each topic, there is a selection of Starter ideas, Main teaching ideas and Plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided.

Starter idea

Poetic form (5 minutes)

Resources: Learner’s Book, Session 2.6, Getting started activity Ask learners to explain the difference between a poem and a story. What makes a poem a poem? Do all poems look the same? How are stories and poems organised and presented? It may be helpful to provide support with the technical vocabulary learners will need to answer these questions (see Language support).

Main teaching ideas

1 Comparing a poem and a short story (40 minutes)

Learning intention: Compare and comment on texts with similar themes. Resources: Learner’s Book, Session 2.6, ‘Jessie Emily Schofield’, Activities 1–3 Description: Explain the learning intention by introducing the poem ‘Jessie Emily Schofield’ and its themes. Learners should then read the poem

The Cross-curricular links feature provides suggestions for linking to other subject areas. CROSS-CURRICULAR LINK

Geography: Ask the whole class to create a city profile about Tokyo. Learners could look at one aspect of physical or human geography, such as population studies, land use, transport networks, industry, tourism or the threat posed to the city by natural disasters. Their research and materials could be collated into a single document.

Note: some texts used in the Learner's Book and Workbook have been abridged, so please be aware that learners may not be presented with the full version of the text.

Digital resources to download

This Teacher’s Resource includes a range of digital materials that you can download from Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) This icon indicates material that is available from Cambridge GO. Helpful documents for planning include: • Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources: a template letter for parents, introducing the Cambridge Lower Secondary English resources. • Lesson plan template: a Word document that you can use for planning your lessons. • Curriculum framework correlation: a table showing how the Cambridge Lower Secondary

English resources map to the Cambridge Lower Secondary English curriculum framework. • Scheme of work: a suggested scheme of work that you can use to plan teaching throughout the year. Each unit includes: • Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets labelled ‘C’ are designed to challenge more confident learners. Answer sheets are provided. • Language worksheets: these worksheets provide extra language support. Answers sheets are provided. • Extract sheets: these are copies of all the texts in the Learner’s Book which can be shared and annotated by learners. • Audioscripts: these are transcripts of all the listening activities in the Learner’s Book. • End-of-unit tests: these provide quick checks of learners’ understanding of the concepts covered in the unit. Answers are provided. Advice on using these tests formatively is given in the

Assessment for Learning section of this Teacher’s Resource. Additionally, the Teacher’s Resource includes: • Diagnostic check and answers: a test to use at the beginning of the year to discover the level that learners are working at. The results of this test can inform your planning. • Mid-point test and answers: a test to use after learners have studied half the units in the

Learner’s Book. You can use this test to check whether there are areas that you need to go over again. • End-of-year test and answers: a test to use after learners have studied all units in the Learner’s

Book. You can use this test to check whether there are areas that you need to go over again, and to help inform your planning for the next year. • Answers to Learner’s Book activities

• Answers to Workbook activities • Glossary

In addition, you can download more detailed information about teaching approaches. Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part of the digital resources for the Learner’s Book and Workbook).

CAMBRIDGE LOWER SECONDARY ENGLISH 8: WORKSHEET 3A

Name

Worksheet 3A

Date

CAMBRIDGE LOWER SECONDARY ENGLISH 8: MID-POINT TEST Date

CAMBRIDGE LOWER SECONDARY ENGLISH 8: LANGUAGE WORKSHEET 2.1 Cambridge Lower Secondary English 8 – Clare, Creamer & Rees-Bidder © Cambridge University Press 2021 1 Name Date Language worksheet 2.1 In this worksheet, you will focus on the rules of direct speech. Look at these examples of direct speech. Note where the speech marks and punctuation go. • ‘My name is Mr Jones and I am your new teacher,’ said the old man. • The old man said, ‘My name is Mr Jones and I am your new teacher.’ • ‘My name is Mr Jones,’ said the old man. ‘I am your new teacher.’ • ‘My name is Mr Jones,’ the old man said, ‘and I am your new teacher.’ 1 Rewrite the following sentences using the correct punctuation for direct speech. It’s sunny right now but there might be a storm later she said a _________________________________________________________________________ He said You will be late if you don’t leave soon _________________________________________________________________________ I come from Toronto he said It’s a city in Canada c _________________________________________________________________________ It was a shock she said although it wasn’t a surprise 1 _________________________________________________________________________ Here are some more examples of direct speech. They use different punctuation marks to end sentences. They also use different reporting verbs: • ‘That’s not fair!’ yelled the little boy. • The young woman asked, ‘Did you see where I left my phone?’ • ‘Have we met before?’ inquired the doctor. ‘Your face looks familiar.’ • ‘You can’t save me,’ whispered the pilot, ‘but you can land this plane!’ 2 Insert the speech marks and other missing punctuation in the text below. Are we really going in there asked Laura It looks a bit creepy You’re not scared, are you teased Ben No way she protested angrily You think I’m such a wimp Well, I’m braver than you Cambridge Lower Secondary English 8 – Clare, Creamer & Rees-Bidder © Cambridge University Press 2021 Name Mid-point test Part 1: Non-fiction Section A: Reading Spend around 20 minutes on this section. Read the text below (an extract from an online article), then answer questions 1–6. Why you should cook with your kids! How often do your kids help you cook? If it were up to me, every family would schedule time to cook together. When my kids were very young, I'd involve them by asking them to pass ingredients. Our kitchen then had a play area and there was always an open invitation for them to hang out with me in the kitchen. As they got a 5 little older, they were cracking eggs and decorating cupcakes and before I knew it my kids were competing with each other to see who could make the best salad and dressing. This has always been an important family value for me. It wasn’t only about participating in preparing meals together as a family, it was about them becoming 10 familiar with what was safe to eat and what was not. I wanted them to be comfortable and knowledgeable in the kitchen. Families who cook together and eat together spend quality time together. Cooking is a survival skill. Children who know their way around a kitchen know how to fend for themselves. Skills such as working as a team, following instructions and 15 organisation are all important aspects of cooking. There is a natural curiosity and creativity in kids that lends itself perfectly in the kitchen. Experimenting in the kitchen can be fun, especially if you let them make a mess. Plan, prepare and let them be creative. They will be honing very important life skills that can transfer over to other areas of their lives. 20 Set them up for a healthier future in terms of how they will eat when they're on their own. The sense of accomplishment in preparing a meal is rewarding. To start with nothing and then have a meal to put on the table that looks, smells and tastes delicious is a big accomplishment for anyone. Be proud of them and encourage them. Their self-esteem will rise, and they will continue to want to cook. Glossary honing: working to perfect something Cambridge Lower Secondary English 8 – Clare, Creamer & Rees-Bidder © Cambridge University Press 2021 1 Look at the three simple sentences in the following paragraph:. There was some sort of sea creature in the pool. The surface was rippling. It was impossible to see properly. Use these three simple sentences to create the sentence types below. You may change the order of the simple sentences. Use one or more of the connectives in the box if necessary. and but although because so when Compound sentence: _____________________________________________________________________________ _____________________________________________________________________________ Complex sentence: b _____________________________________________________________________________ _____________________________________________________________________________ Compound-complex sentence: d _____________________________________________________________________________ _____________________________________________________________________________ Writers use a variety of sentence types to create different tones and meanings. A series of short, simple sentences can have a different effect than a paragraph of long, complex sentences. 2 The following paragraph contains compound, complex and compound-complex sentences. Cross out the connectives in the box below as you find them in the paragraph. The first one has been done for you. Then rewrite the paragraph as simple sentences. because and so although as when either or and unless Cambridge Lower Secondary English 8 – Elsdon © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 1 Audioscripts Session 1.4 Track 08 Voice 1: Welcome to another in our series of podcasts about poets and their work. Today, we are discussing Tu Fu and I’m pleased to have with us Dr Singh, a leading expert in Chinese poetry. Dr Singh – what can you tell us about the life of Tu Fu? Voice 2: Tu Fu was born in CE 712, somewhere in the Henan province of China. His mother and elder brother died when he was young, but he also had a half-sister and three half-brothers. He started writing poems as a teenager. The earliest poem that has survived was written in CE 735. Voice 1: Did Tu Fu always want to be a poet? Voice 2: It’s likely that he did want to write, but for most of his early life he was being trained to work for the government. For this he studied history and literature, among other things. But then, in CE 735, an unexpected thing happened – he failed the imperial exam, which meant he couldn’t become a civil servant. Voice 1: Who or what were the most important influences on his writing? Voice 2: I’d say that his meeting with the older, already successful poet Li Po was very important. They met in CE 744 and Tu Fu probably realised that it was possible to have a life as a poet. Tu Fu married in CE 752 and had five children. Voice 1: So was his new family life the thing that gave life to his poetry? Voice 2: I think most people would agree that it was events in China at the time, as well as family life, that shaped his writing. By CE 755, war had broken out and there was a famine in China. Thirty-five million people died in ten years. Tu Fu’s youngest child was one of the victims of the famine. Voice 1: So unhappiness led him to write his best work? Voice 2: Yes – for a number of years Tu Fu moved around China, drawing on his own and others’ experiences in his writing. In later years, he worked for the emperor for a while. Towards the end of his life, he wanted to return to Henan province, so he started travelling there by river with his family. Voice 1: Did he make it home? Voice 2: Unfortunately not. He died in Tanzhou at the age of 58. But this part of his life, towards the end when he was ill, was also his most productive. He wrote around 400 of his best poems then. You could say that tough times resulted in his best poetry. Voice 1: Thank you. 1 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE Learner’s Book answers 1 Nature and humans 1.1 The leopard 1 1 Notes will vary, but may include the following ideas: • Impressions of nature: nature is permanent – the mountains are always there; nature is beautiful and pleasant – the sun rising and the sounds of the birds; nature is powerful and impressive – the children climb ‘up to the clouds’; nature is peaceful. • Characters: Praveen and Ravi seem good, as they are innocently enjoying a country hike and appreciating nature; Toad and Stinger come across as bad because of the shot which may have harmed the leopard.2 a Summaries should include the following ideas: • Praveen and Ruby are trekking up a mountain in the peaceful early morning. • They see the remains of a campfire• They hear twigs cracking• A shot suddenly fires• They hide, then crawl towards the sound of men’s voices• They see three men and a leopard b The tone changes on Praveen raises a finger to his lips. c The tone becomes more tense, as the characters are suddenly fearful instead of relaxed. The action makes the reader more aware of the danger/that something bad may happen.3 Learners’ answers will vary, but may include the following ideas: • The use of verbs in the present tense makes the story more immediate, as the events are happening as we read. • The writer creates a relaxed and pleasant scene of the dawn through present tense phrases such as The sun rises and the air fills as they are climbing up to the clouds. • As a result, the shot comes as a shock, disturbing the peaceful scene. There is a sense of the noise completely disrupting the peace as it rings out and echoes . . . disturbing the stillness.4 Learners’ answers will vary, but may include the following ideas: • The leopard is presented as a helpless victim due to its injury and limp, which makes it more unfair when the men shoot it. It thuds to the ground, which emphasises its dead weight and all its power gone. Its legs spread in front of it makes it sound inelegant and lacks respect for such a magnificent creature. The velvet sheen of its coat is ruined by the bullet wound. • The men sound like villains as they tower over it, showing their power, but grasping their rifles makes them seem weak as they rely on weapons. Their lack of remorse makes them seem evil. • The narrator uses reactions to show how connected she feels to the leopard. She screams instinctively as it is shot and then collapses against a tree in shock. Her anger is obvious as the mountain roars with me, and this makes it clear that she thinks it is a crime against nature. Despite her fear, she gathers herself to take a picture to use as evidence against the men.

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Cambridge Lower Secondary English 8 – Clare, Creamer & Rees-Bidder © Cambridge University Press 2021 Cambridge Lower Secondary English 8 – Clare, Creamer & Rees-Bidder © Cambridge University Press 2021