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.

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.

The Unit plan summarises the sessions covered in the unit, including the number of learning hours recommended for each 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.

Session Approximate number of learning hours Outline of learning content Resources

1.1 Relic 2 hours, 30 minutes Learners read, explore, discuss and summarise their impressions of a story opening, and consider genre and story structure. Learner’s Book Session 1.1 Workbook Session 1.1

BACKGROUND KNOWLEDGE This unit examines three main forms of writing: prose, drama and travel writing. It is useful to consider the structure and language features common to these forms. For example, if you are not already familiar with the layout conventions of scripts it is worth exploring these in play scripts or film scripts (many of which are available online).

The Teaching skills focus feature covers a teaching skill and suggests how to implement it in the unit. TEACHING SKILLS FOCUS Assessment for Learning is a method for building regular assessment into the learning cycle. Assessment may be by learners themselves, their peers or teacher. Three key techniques can be used to obtain information about learners’ progress: asking, observing and analysing.

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.

LEARNING PLAN

Learning objectives

9Rs.01, 9Ri.01, 9Ri.03, 9Ra.02, 9Wc.06, 9SLm.03, 9SLg.02, 9SLg.03 Learning intentions

Learners will: • read a story opening and discuss genre Learners can: • identify a fiction genre based on a story’s key features

Success criteria

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 areas. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them. LANGUAGE SUPPORT

This session asks learners to analyse explicit information, so it may be useful to recap the difference between explicit and implicit information with learners. Remind them that explicit information is information that is stated clearly and in detail, leaving no room for misunderstanding, doubt or confusion. Implicit information suggests or implies something, without expressing it directly.

Misconception State verbs cannot express a dynamic meaning. How to identify Write the following examples on the board and ask learners if they describe states or events: • You’re being difficult. • We’re having a celebration.

Discuss learners’ responses. How to overcome

Point out that the verbs be, being and have are often categorised as state verbs, but in these examples they have a dynamic meaning – that is, they describe: • someone acting in a ‘difficult’ way • the event of a party/celebration.

For each session, 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

Interesting places (10 minutes)

Resources: Learner’s Book, Session 1.5, Getting started activity Description: Ask learners to recall an interesting place they have visited. If they feel they have not travelled anywhere very interesting, they could think of a place they would like to visit (perhaps a place they have read about or seen on television). Then organise learners into pairs and ask them to discuss the Getting started activity. Remind them to focus on what made the place memorable, or what makes them want to visit.

Main teaching ideas

1 The meaning of implicit and explicit information (40 minutes)

Learning intention: Explore the implications of explicit information Resources: Learner’s Book, Session 1.5, ‘Coober Pedy: Getting below the surface’ Extract 1, Activities 1 and 2 Description: Recap the meanings of explicit and implicit information, and the terms ‘imply’ and ‘infer’ (see the Language support in Session 1.1 of this Teacher’s Resource). Emphasise that explicit information will be clear and detailed, and will allow readers to understand the main points in a text. Implied meaning is when a writer suggests something rather than stating it directly.

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

Science (wind energy): Learners could find out more about how William Kamkwamba generated electricity using wind. They could find out about wind farms, how they work, where they are situated and the role they play in providing cleaner, cheaper electricity and aiding decarbonisation.

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. Answer 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 the 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).

CAMBRIDGE LOWER SECONDARY ENGLISH: STAGE 8

CAMBRIDGE LOWER SECONDARY ENGLISH: STAGE 8

CAMBRIDGE LOWER SECONDARY ENGLISH: STAGE 8 © Cambridge University Press 2021 1 Differentiated Worksheets 5A, 5B, 5C Guidance and answers Worksheets 5A, 5B and 5C should be used in Session 5.2. Main teaching idea: Recognising different sentences types (minor sentences). How to identify learners’ needs: After reading the first extract of the story Tokyo in Session 5.2, ask learners to put away their Learner’s Books and then ask the following questions: • Who has heard of a minor sentence? • What is a minor sentence? (ensure learners understand) • Should you use minor sentences in your writing? (see Common misconception in Session 5.2) How to choose which worksheet should be given to which learner: • Less confident learners should be given Worksheet 5A. The texts are shorter and simpler that the other two worksheets. The questions require a more limited response. • Most learners should be given Worksheet 5B. The texts are longer and more complex than Worksheet 5A. The questions require a fuller response than Worksheet 5A. • More confident learners should be given Worksheet 5C, which is the same as Worksheet 5B, except it includes an extra, more challenging question. © Cambridge University Press 2021 Differentiated Worksheets 3A, 3B, 3C Guidance and answers Worksheets 3A, 3B and 3C should be used in Session 3.5. Main teaching idea: Examining the effects of using different sentence types (simple, compound, complex and compound-complex sentences). How to identify learners’ needs: Before completing Activity 4 of Session 3.5, ask learners to put away their Learner’s Books and then ask the following questions: • Can you give me examples of coordinating and subordinating conjunctions? • What is a subordinate clause? • How many sentence types do you know? • Can you explain how to construct each sentence type? Correct answers to question 1 (for example and, but, or and because, although, unless) suggest that learners are familiar with the difference between coordinating and subordinating conjunctions and how they link main and subordinate clauses. Correct answers to question 2 (for example a clause that cannot form a sentence on its own but which adds information to the main clause) suggest confidence in how a subordinate clause functions grammatically. Correct answers to question 3 (for example simple, compound, complex, compound-complex) suggest that learners are confident naming sentences types. Correct answers to question 4 (for example a compound sentences contains two or more main clauses) suggest learners are familiar with the different clause combinations required to construct different sentence types. If individual learners give correct answers, check with other learners if they agree and understand. How to choose which worksheet should be given to which learner: Tell learners to write four sentences: one simple, one compound, one complex and one compound-complex. © Cambridge University Press 2021 Differentiated Worksheets 4A, 4B, 4C Guidance and answers Worksheets 4A, 4B and 4C should be used In Session 4.2. Main teaching idea: Identifying bias and considering its impact in a text. How to identify learners’ needs: After completing part a of Activity 2 in Session 4.2, ask learners to put away their Learner’s Books and then ask the following questions: • What does the word ‘bias’ mean? • How can you tell if a text is biased? • Which of the two texts (Samir’s and Liu’s) is more biased? Why? How to choose which worksheet should be given to which learner: Less confident learners should be given Worksheet 4A. The text level is simpler than the other two worksheets. In general, simple sentences are written in the active voice. The questions require a limited response. • More confident learners should be given Worksheet 4C. The text level is more complex that the other two worksheets. In general, a mix of simple, compound and complex sentences are written in both the active and passive voices. The questions require an open, full response. • Other learners should be given Worksheet 4B. The text level is more complex than Worksheet 4A and simpler that Worksheet 4C. In general, simple and compound sentences are written in the active voice. The questions require a fuller response than Worksheet 4A. CAMBRIDGE LOWER SECONDARY ENGLISH: STAGE 8 © Cambridge University Press 2021 1 Differentiated Worksheets 2A, 2B, 2C Guidance and answers Worksheets 2A, 2B and 2C should be used after Activity 2 in Session 2.1. Main teaching idea: To practise different sentence openings to add interest to story writing. How to identify learners’ needs: After completing Activity 2 of Session 2.1, ask learners to put away their Learner’s Books and then ask the following questions: • How would you start a sentence with an adverb endling -ly? • How would you start a sentence with a verb ending -ed? • How would you complete this conditional sentence? If you . . . told me earlier, I . . . left sooner. 1 Correct answers to question 1 (for example, Suddenly, the woman dashed across the road.) suggest confidence in using an adverb to open a sentence. Correct answers to question 2 (for example, Scared by the growling, the hiker hid behind a rock.) suggest confidence in using other types of sentence opener. Correct answers to question 3 (for example, If you had told me earlier, I would have left sooner.) suggest that learners are confident at using the third conditional correctly in a sentence. If individual learners give correct answers, check with other learners if they agree and understand. How to choose which worksheet should be given to which learner: • Learners who can only open a sentence with an adverb should be given Worksheet 2A. • Learners who can open a sentence with an adverb and also in other ways should be given Worksheet 2B. • Learners who can open a sentence in a variety of ways and who can use the third conditional correctly should be given Worksheet 2C. CAMBRIDGE LOWER SECONDARY ENGLISH: STAGE 8 1 Differentiated Worksheets 1A, 1B, 1C Guidance and answers Worksheets 1A, 1B and 1C should be used in Session 1.5. Main teaching ideas: Using conjunctions and connectives as signposts for the reader. How to identify learners’ needs: Ask learners to list three or more examples of: • coordinate conjunctions (for example and, but, or, so) • subordinate conjunctions (for example because, when, where, if, although) • connectives (for example however, therefore, firstly, secondly, finally, in conclusion). If learners find this short task challenging they may benefit from the extra support given in Worksheet 1A or 1B. How to choose which worksheet should be given to which learner: As you run through the examples learners give, check if they can list three or more under each category (coordinate and subordinate conjunctions, and connectives). Learners who cannot list at least three examples under each category will need Worksheet 1A. Learners who can list at least three examples of coordinate and subordinate conjunctions but not connectives may benefit from completing Worksheet 1B. Learners who can list at least three examples under every category may need the extra challenge of Worksheet 1C. FPO

© Cambridge University Press 2021

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