GCSE English Language For AQA Progress Teachers Resource Free Online

Brighter Thinking
Progress
ENGLISH LANGUAGE
GCSE for AQA
Teachers Resource
GCSE English Language: Progress Teachers Resource by Cambridge University Press
CAMBRIDGE
UNIVERSITY PRESS
University Printing House, Cambridge CB2 8BS, United Kingdom
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research at the highest international levels of excellence.
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Information on this title:

www.cambridge.org/ukschools/9781107521902 (Free online)
www.cambridge.org/ukschools/9781107521896 (Cambridge Elevate-enhanced Edition)
Cambridge University Press 2015
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 published 2015
A catalogue record for this publication is available from the British Library
ISBN 978-1-107-521902 Free online

ISBN 978-1-107-521896 Cambridge Elevate-enhanced Edition
Additional resources for this publication at www.cambridge.org/ukschools
Cover image 2013 Fabian Oefner www.fabianoefner.com
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.
NOTICE TO TEACHERS
The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for
classroom use only. Worksheets and copies of them remain in the copyright of Cambridge University Press.
The publishers would like to thank Imelda Pilgrim and Brian Conroy for their contribution to this Teachers
Resource.
1 Cambridge University Press

Contents
Introduction from the Series Editor 3 24 Writing: Create tone to influence your reader 95
Digital assets on Cambridge Elevate 4 25 Writing: Make choices to organise and write 98
Assess to Progress on Cambridge Elevate 5 27 Writing: Describe effectively 101
Planning support for Progress 7 28 Writing: Tell a good story 105
29 Writing: Make your point 109
Unit-by-unit guidance
30 Writing: Craft your writing 112
READING Preparing for your exam 115
1 Reading: Identify and select information 27

2 Reading: Select, interpret and collate information 30
3 Reading: Interpret and comment on meaning 33
4 Reading: Examine how writers use language to
influence readers 36
5 Reading: Examine how writers create and use tone 40
6 Reading: Explore how writers use language to
describe 43
7 Reading: Explore how writers order and
organise texts 46
8 Reading: Explore structure in fiction 49
9 Reading: Write about structure 52
10 Reading: Test your progress 1 55
11 Reading: Understand viewpoint 57
12 Reading: Examine similarities and differences in
viewpoint 60
13 Reading: Compare writers viewpoints 63
14 Reading: Judge for yourself 66
15 Reading: Evaluate texts and support the
points you make 69
16 Reading: Test your progress 2 72
17 Wider reading 1: Investigate story openings 74
18 Wider reading 2: Reading sources from
different genres 77
SPOKEN LANGUAGE
19 Spoken language: Prepare and give a
presentation 80
WRITING
20 Writing: Write for purpose and audience 83
21 Writing: Write effective sentences 86
22 Writing: Use effective vocabulary 89
23 Writing: Control your writing 92

Introduction from the Series Editor
The changes and challenges specifically on formal presentation. It can be revisited
at various stages within your planned course to ensure
The start of a new specification poses concerns and
optimum performance.
challenges for every English department and every
teacher within that department. The new GCSE in Planning support
English Language involves a significant change in the
mode of assessment for students. There will no longer A suggested route through the units is provided for you
be controlled assessment, prepared and assessed by in the Planning support. Alternatively, you can create
teachers, and Spoken Language will be assessed for a your own custom-made version using the editable Word
separate and distinct endorsement. The full GCSE award, template available on Cambridge Elevate. The detailed
and the grade students ultimately achieve, will be based breakdown of the content of each unit, specifically
entirely on their performance in two terminal exams. referencing the dates and nature of each text, will help
These exams are firmly founded in the new assessment you plan your order of work and adapt it to your specific
objectives and Scope of Study. departmental needs.
Whilst it is unlikely that you would want to move to the
The Student Books Preparing for your exam section early in your planned
There are two Student Books, Progress and Progress course, this section makes ample provision for setting
Plus. Both provide comprehensive coverage of the mock exams, reviewing performance constructively, and
assessment objectives and the Scope of Study. Progress subsequent further exam practice. Details relating to the
Plus is designed to challenge and stretch students who use of this section can be easily added to your custom-
are predicted to gain a Grade 5 or above, while Progress made Planning support.
is designed for students who need more structure
and support to reach or surpass a Grade 5. Materials The Teachers Resource
have been carefully selected to engage and challenge This resource acts as an invaluable time-saving guide for
students and each unit provides clear teaching of skills teachers. It provides a step-by-step route through each
and activities designed to ensure student learning and unit of work, detailing learning targets, possible teaching
progression. This Teachers Resource will help you make approaches and likely answers to activities. Homework
the most of Progress. opportunities are highlighted and, within each unit,
Progress is divided into four distinct sections: provision is made for differentiation and extension work.
Reading (Units 118) Reference is made throughout this resource to the

ongoing maintenance of reading journals, in which
Spoken Language (Unit 19)
students record texts they have read in class as well
Writing (Units 2030) as their personal further reading. Should you choose
Preparing for your exam. to adopt this idea, these journals will enable you to
track your students reading closely, and demonstrate
How to use the Student Book
coverage of the subject content required in the new
There is no right way to use the Student Book. The areas orders.
you choose to focus on, and when you decide to focus on
Combined with the wide range of engaging and
them, will depend on several factors: the needs of your
stimulating materials on Cambridge Elevate, this
students, the time available for your planned course and
Teachers Resource will help you successfully meet
other curriculum demands, such as Literature studies.
the challenges of this new GCSE, and ensure student
This Student Book facilitates flexibility. Whilst there is an progression and optimum achievement.
inherent progression of skills and development within
Imelda Pilgrim
the Reading and Writing sections, you can move between
these freely. The Wider reading units (1718) and the
additional Writing workshops provide opportunities to
vary your teaching approach and further enhance your
students skills.
The development of spoken language skills is an integral
part of the Reading and Writing units, with a range of
activities designed to promote discussion, increase
oral confidence and practise presentational skills. The
Spoken Language unit consolidates learning and focuses

Digital assets on Cambridge Elevate
The Cambridge Elevate-enhanced Edition of Progress The Apprentice. She gives advice on how to make
features a wide variety of supplementary content, presentations varied and interesting.
including video and additional worksheets. The short
Gemma Valpy is a Sales Manager who uses her language
videos feature interviewees from across the literary and
and presentation skills on a daily basis. She advises
business spectrum, as well as current GCSE students.
on the importance of body language and keeping
In many cases these videos have been provided to
presentations visually interesting.
help your students better understand the assessment
objectives for English Language. Others are included to Will Adamsdale is a Perrier Award-winning comedian
demonstrate the need for good language understanding who has brought his extensive experience in keeping an
and communication skills in our everyday working lives. audience engaged to Progress.
Progress includes videos with the following people: Whatever the interview, the prime purpose of these
videos is to bring the voice of the writer, reader or
Benjamin Zephaniah describes himself as a poet, writer,
speaker into the classroom. Nothing motivates students
lyricist, musician and troublemaker. His celebrated work
more powerfully than exposure to actual artists. Impact
is heavily influenced by his Jamaican heritage. Benjamin
studies of artist in residence schemes consistently
features in several videos discussing writing techniques.
testify to the positive effect that working with
Lemn Sissay is an author, poet, playwright and practitioners has on students own production be that
broadcaster whose landmark poems can be seen on in music, art or writing. These videos are thus designed
public works across Manchester and London. Lemn as a substitute for the many occasions when it will not be
offers advice on reading, writing and adapting literature, possible to have live interviewees in the room.
and how to influence an audience.
The length of the videos is tailored to the needs of the
Chris Priestley is an award-winning childrens book classroom: no matter how engaging the speaker is, few
author and illustrator. Chris discusses a range of issues, classes will want to sit and watch a talking head on a
from arguments with his editor about punctuation screen for half an hour. Clips last no longer than five
choices to giving advice about setting, dialogue and minutes; long enough to set up food for thought, but
character. short enough to allow plenty of lesson time.
Dr Ian Pearson is a futurologist, whose job requires him Videos and printable worksheets (available in both
to present his findings in both written and spoken form Adobe PDF and Microsoft Word file formats) can be
to a variety of audiences. As well as discussing the ways accessed from the Media Library tab in the contents
in which he thinks we will change our attitudes to reading listing of the Cambridge Elevate-enhanced Edition of the
and writing in the future, Ian discusses how he makes Progress Student Book, or they can be accessed directly
sure any arguments he presents are balanced. from the page as you are reading through the Student
Book units onscreen. This offers you several teaching
Sam Cattell is an English teacher and Lead Teacher
options: you can ask students to watch the videos at
for Outstanding Practice and CPD at North East
home, or use them to inspire classroom discussion.
Wolverhampton Academy. Sam interviews some of
Students can work directly onto worksheets from their
our contributors, as well as giving advice on language
own devices, or you can print and distribute the PDF
techniques.
copies.
Dr Paul McDonald is a British academic, comic novelist
Overall, the series aims to provide a blended resource in
and poet, who offers advice and insight on a range
which print books, ebooks, video and audio combine to
of topics related to language choice, structure and
give a 21st-century flavour to English Language teaching
planning.
and learning.
Dr Stella Peace is the Vice President of Research and
Development for Refreshment at Unilever. She talks
about the different ways that she has to choose and
use language in her working life; from compiling and
analysing questionnaires and statistics, to presenting
findings to different audiences, to devising branding
messages that stay up to date.
Saira Khan is a television presenter and motivational
speaker who was a runner-up on the first series of

Assess to Progress on Cambridge Elevate
The Cambridge Elevate-enhanced Edition of the supported by planning guidance or example answers in
Progress Student Book includes built-in assessment the book itself.
support Assess to Progress. For meeting the challenge
You can add a note to each assignment for your students
of terminal GCSE exams and the requirement to
with any tips or information for completing it. When your
report students progress, in the absence of controlled
students open the link to the assignment on Cambridge
assessment and National Curriculum levels to act as
Elevate they will see this note, as well as the question/s
benchmarks, this Assess to Progress can help you with:
from the Student Book and the assessment criteria they
planning using pre-defined assessments straight will be marked against.
from the student books
marking unpacking the assessment objectives into
key skills
AfL enabling students to see criteria against which
they are assessed
reporting measuring and demonstrating students
progress over time.
Unpacking the assessment objectives
At the heart of this assessment support are Ofquals
assessment objectives (AOs), a safe benchmark against
which to measure students progress, since these AOs are
what students will be tested on in their final exams. We
have worked with experienced examiners and teachers
to unpack these assessment objectives to break each
one down into a key criterion or skill against which a
student can be assessed when they complete a piece of Students can write their responses to questions and
work. For example, AO1 for GCSE English Language is to: submit them on Cambridge Elevate. Students can also
identify and interpret explicit and implicit information link to external files, for example, on Google Drive,
and ideas Dropbox or the schools VLE.
select and synthesise evidence from different texts. Marking
We have further broken this down into five skills: For each Student Book assessment opportunity on
identify information and ideas Cambridge Elevate we have identified the assessment
interpret information and ideas criteria (see above) that the task will be assessed against.
Each of these criteria is measured in a five-stage scale:
summarise and compare/contrast information and
ideas in two texts Stage 5: Sophisticated and independent
select evidence to support answers Stage 4: Assured and developed
synthesise evidence from two texts. Stage 3: Secure and explained
For each assessment opportunity on Cambridge Elevate
Stage 2: Aware and supported
we have identified all the different assessment criteria
from the range of GCSE English Language AOs this could Stage 1: Simple
be all of the five criteria above for AO1 (or anything up to
To help you determine which stage your student is at
five), as well as other criteria we have broken down from
for each assessment criteria, we include a guidance
any of the other AOs.
statement. This brief statement outlines, in general
Planning terms, what you could expect of a students performance
of a particular skill at each of stages 1 to 5.
All assessment opportunities on Cambridge Elevate are
taken directly from the Progress Student Book. These
assessment opportunities comprise all the Assess your
progress features at the end of each unit; each of the
Test your progress units; and the second set of practice
exam papers (Paper 1 and Paper 2), which are not

Assess to Progress on Cambridge Elevate
For selected key student book assessment opportunities

When students have submitted their work and you have
we also include example answers with examiner-style
marked it, they can also see where included example
comments, at each of stages 1 to 5. Used in addition
answers at stages 1 to 5 to help them understand how
to the guidance statements for the assessment
to improve their work and develop their skills. Using the
criteria, these can help you benchmark your students
Improvement note tab, students can make notes to help
performance. For Progress, the assessment opportunities
with their consolidation and revision (for example, what
that include example answers are each of the two Test
they have done well and how they could improve), taking
your progress units included and the second set of
responsibility for their own learning.
practice exam papers (Paper 1 and Paper 2).
We also include the facility for you to enter an overall Reporting
percentage score for each students work. Cambridge All your students scores assessment objective criteria
Elevate will not automatically calculate this overall score scores and overall percentage scores can be exported
this is for you to determine based on all the assessment for download (for example, into an Excel spreadsheet) or
criteria scores (stages 1 to 5) you have assigned, your for upload (for example, to your VLE).
reading of example answers where these are included,
and knowledge of your students.
Finally, in the My response tab, you can include a
feedback note to each of your students, accompanying
the scores you have assigned them.
Assessment for Learning

We provide support for Assessment for Learning (AfL) by
allowing your students to see the unpacked assessment
objective criteria for themselves, and the guidance
statements for stages 1 to 5, each time they take a Scores can be exported both by individual student and
Student Book assessment task on Cambridge Elevate. by class; they can also be exported task by task or for
This way, students can see the criteria against which they tasks over a period of time which you set.
will be assessed, and how they can perform well, while This offers you flexibility of reporting for your senior
completing their task. management team, for parents, for Ofsted and for
Progress 8.
Watch our Assess to Progress video online
https://vimeo.com/126470260

Planning support for Progress
This planning map has been put together to provide brief
guidance and suggestions about how the activities in the
Student Book might be approached.
There are discrete columns which separate out activities
into the three principal domains of English: Reading,
Writing and Spoken Language. There are further columns
which indicate assessment opportunities and signal links
to the additional resources on Cambridge Elevate. You
will also find a list of all the texts taught in Progress, their
year of first publication where available and whether
they are fiction [f] or non-fiction [nf], to help you plan for
teaching 19th-century texts.
Many of these divisions are quite subjective and it is quite
possible (indeed desirable) to approach the activities
open-mindedly. You may feel that an activity positioned
in the Reading column might provide excellent
opportunities for a written follow-up or, perhaps, a piece
of formal assessment. For example, a reading activity
asking students to read and analyse a text could easily
be adapted to focus on a written outcome. This could
then be self-assessed or peer-assessed or, indeed,
summatively assessed.
The units are listed in an order suitable for a scheme
which incorporates GCSE English Language: Writing
Workshops at appropriate points. We have suggested
that you alternate writing and speaking units, but you,
as the class teacher, are in the best position to identify
and select meaningful and appropriate tasks at relevant
moments for your scheme of work. And, of course, you
will be familiar with your students and can therefore
pitch those assignments more purposefully at their
specific needs and abilities.
This planning map is a map of possible learning activities
and opportunities which provides, at a glance, their
scope and range, to help you put together your own
scheme of work. None of the activities are prescriptive,
and you are not obliged to follow the order in which they
are catalogued.

8
Opportunities for Opportunities for Opportunities for Spelling and Opportunities for Texts Cambridge Elevate
reading writing spoken language grammar assessment resources
Unit 1: AO1: W1 Write a fact file S1 Paired presentation SG1 Using full Reading assessment: Guidebook to Video: Saira Khan: The
Identify R1 Identify information in on writers purposes and sentences Select and use relevant Pendennis Castle[nf] importance of English
and select different types of texts details Using quotation information; use detail in Porridge recipe in everyday life
information marks for words answers (2015)[nf] Assess to Progress
R2 Select relevant
information and ideas to from a text Sherman: Old Mali and
answer questions the Boy (1964)[f]
R3 Use detail to work out
what a writer is suggesting
R4 Answer questions in
clear sentences
Writing
Workshop 1
Unit 2: Select, AO1: W1 Writing with S1 Group discussion on the SG1 Use of clear Reading assessment: Bus timetable from Assess to Progress
interpret R1 Identify and interpret evidence to support use of evidence to support sentences Identify and interpret Malvern to Worcester,
and collate information ideas answers SG2 Use of information; collate detail adapted from
information quotation marks from different sources firstgroup.com[nf]
R2 Collate detail to answer
questions fully Writing assessment: Holiday magazine
Answering in clear article on Casa Playa
R3 Use detail from
sentences; appropriate near Alicante (2015)[nf]
different sources to answer
use of quotation marks The Cuttack-Balikuda
questions
Bus, adapted from
publishyourarticles.
net[nf]
Websites on
Manchester attractions
Arndale Centre; MOSI;
Manchester City FC;
Manchester Christmas
Markets (2015)[nf]
Cambridge University Press

9
Unit 20: Write R1 Read extracts with a AO5: S1 Storytelling to a group SG1 Sentence Writing assessment: Hines: A Kestrel Video: Dr Stella Peace:
for purpose believable narrative W1 Use ideas to tell an S2 Group discussion on punctuation using Writing to suit purpose for a Knave Writing for a purpose
and audience interesting story successful writing tips capital letters, and audience (1964) [f] Video: Sam Cattell:
end of sentence Writing assessment: Fogle: The Features of descriptive
W2 Link purpose and
punctuation Chosen words to help Accidental writing
audience with control and
craft SG2 Capital letters readers understand Naturalist Assess to Progress
for proper nouns feelings (2012)[f]
W3 Order ideas to interest
the reader
W4 Choose words to help
the reader understand
feelings
Writing
Workshop 12
Unit 3: AO1: W1 Write comments on the S1 Discussion on working SG1 Developing Reading assessment: Hartley: The Assess to Progress
Interpret and R1 Interpret information presentation of a character out feelings from images notes into clear Identify implicit meaning; Ladies Book
comment on and ideas in a text S2 Discussion on using sentence answers interpret information Of Etiquette
meaning questions for explicit and SG2 Correct and ideas; comment (1872)[nf]
R2 Comment to show
understanding of explicit implicit meaning punctuation of showing understanding of Boo: Behind
and implicit detail direct quotations explicit and implicit detail; The Beautiful
support answers with Forevers
R3 Support answers by
textual evidence (2012)[f]
using evidence from the
Writing assessment:
text
Use of quotation marks

10
Unit 4: AO2: W1 Write a commentary on S1 Paired presentation on SG1 Effective use Reading assessment: Win our Fave New Video: Dr Ian Pearson:
Examine how R1 Identify writers purpose a prize competition poster the selective use of facts in of exclamation Writing for purpose and Book, adapted Will reading be
writers use and audience in different W2 Alter words for different journalism marks audience; using effective from shoutmag. important in the future?
language to texts effects detail and language co.uk (2015)[nf] Assess to Progress
influence Parenting Guide
R2 Understand the
readers (2015)[nf]
importance of purpose and
audience Report on protest
R3 Examine how writers in Truro (2015)[nf]
use detail and words to Attenborough:
influence readers Life On Earth
R4 Develop comments on (2015)[nf]
writers use of language
Writing
Workshop 11
Unit 21: Write R1 Read extracts focusing AO6: Peer assessment on use of SG1 Use of Writing assessment: Rider: Dragon Assess to Progress
effective on sentence variety and W1 Learn about simple, detail and linking a sequence commas for: Varying sentence Danger (2006)[f]
sentences subordinate clauses compound and complex of events items in a list; structures for interest; Student
sentences marking off extra using descriptive detail descriptions of an
information; after ideal home[nf]
W2 Add descriptive detail
a subordinate
to sentences for effect
clause at the
W3 Vary sentence
beginning of a
structures to interest the
sentence
reader

11
Opportunities for Opportunities for Opportunities for Spelling and Opportunities for Texts Cambridge
reading writing spoken language grammar assessment Elevate
resources
Unit 5: AO2: W1 Write short texts to S1 Group presentation SG1 Punctuation Reading assessment: Chiswell Greenbelt, Assess to Progress
Examine how R1 Examine how writers influence opinion to class on supporting or of lists Understanding of adapted from
writers create use adjectives and adverbs opposing a planning appeal a writers feelings, petitions24.com[nf]
and use tone attitude and tone; Toms story, adapted
R2 Examine how writers
use noun phrases understanding of use from England.shelter.
of words and sentence org.uk (2015)[nf]
R3 Investigate how writers
forms; support points Jefferies: A Wet Night
create and use tone
with quotations In London (1885)
R4 Look at how writers vary
(adapted)[f]
sentence forms
Engels: The Condition
Of The Working Class In
England (1844)[nf]
Maconie: Pies And
Prejudice (2008)[nf]
Essay about life in New
York (2008)[nf]

12
Writing
Workshop 7
Unit 6: AO2: W1 Write a commentary on S1 Paired discussion on SG1 Uses of Reading assessment: London Eye, Assess to Progress
Explore how R1 Explore how writers use a website entry to inform writing styles verbs, adjectives, Writers choice of adapted from
writers use descriptive language and and describe adverbs and detail and descriptive aviewoncities.
language to imagery W2 Write on the use of phrases in language; use of detail com[nf]
describe noun phrases by a writer creating effects and description to create Hughes: The Rain
R2 Explain the effect of
descriptive techniques W3 Write on the use of atmosphere; supporting Horse (1967)[f]
descriptive detail points from the text Stevenson:
R3 Consider how writers
create setting and Treasure Island
atmosphere (1883)[f]
Hill: Mr. Proudham
and Mr. Sleight
(1974)[f]
Unit 22: Use R1 Reading to investigate AO6: S1 Present ideas on the SG1 Punctuation Writing assessment: Collins: Catching Assess to Progress
effective a writers use of verbs, W1 Use a wide vocabulary precise replacement of over- of direct speech Write an effective opening Fire (2009)[f]
vocabulary adverbs and imagery used words use of quotation for a frightening story Winchester:
W2 Choose verbs and
marks, capital Article in National
adverbs to enhance Write using a developed
letters and final Geographic
meaning vocabulary
punctuation (2004)[nf]
W3 Understand suffixes Write using verbs, adverbs
W4 Create effective images and imagery to enhance
meaning
W5 Craft writing

13
Writing
workshop 13
Unit 7: AO2: W1 Write on effective use of S1 Paired discussion on SG1 Use of Reading assessment: Child safety, Video: Dr Paul
Explore how R1 Consider how writers writing in order to express ordering and presenting pronouns Writers choice of words thinkdirect.gov.uk McDonald: Techniques
writers order choose and organise their ideas ideas SG2 Use of and their order; linking (2015)[nf] for conveying meaning
and organise words W2 Rewrite for a different imperatives ideas in paragraphs; using Waterhouse, Assess to Progress
texts audience structure to influence the How To Speak
R2 Examine how writers
order and link ideas in reader Brochurese
paragraphs (1993)[nf]
R3 Examine how writers Bambara:

structure whole texts Raymonds Run
(1985)[f]
R4 Explore how writers
use structure to influence
readers

14
Writing
workshop 3
Unit 23: R1 Reading to identify AO5: SG1 Class presentation on SG1 Paragraph Writing assessment: Arjun on Video: Benjamin
Control your paragraph development W1 Plan writing preparations for a leaving punctuation to Narrative writing using: November Night, Zephaniah: Finding
writing from a plan party indicate a shift in sequenced ideas; effective Opening of ideas
W2 Write coherent
SG2 Dealing with focus; to indicate a dialogue; coherent, linked student story[f] Video: A student view:
paragraphs
questions arising from the change of speaker paragraphs Planning
W3 Link paragraphs
presentation in a dialogue
Video: Chris Priestley:
Using dialogue
Video: Lemn Sissay:
Writing dialogue
Assess to Progress
Unit 8: AO2: W1 Write on the effective S1 Paired discussion on SG1 Use of Reading assessment: Steinbeck: Of Mice Video: Dr Paul
Explore R1 Investigate the use of use of zooming in structuring description contrasting Explain the use of And Men (1937)[f] McDonald: Using
structure in contrast in descriptions W2 Write on use of S2 Paired discussion and sentences effective structure to narrative structure to
fiction structure to interest the presentation on the use of interest a reader; explain engage the reader
R2 Learn about the
technique of zooming in reader zooming in technique the use of contrast and Handout: Of Mice And
S3 Questions on effective paragraph links Men
R3 Track links between
paragraphs presentation Assess to Progress
R4 Explore the effects of

structure on the reader

15
Writing
Workshop 8
Unit 24: R1 Reading to understand AO5: S1 Paired discussion on SG1 Use of Writing assessment: Jasmines Video: Dr Stella Peace:
Create tone to appropriate tone and W1 Write in Standard effective letters for job apostrophes for Persuasive writing to sell complaint letters Tone
influence your register English applications missing letters an item with: Standard (2015) [f] Video: Sam Cattell:
reader English; informal tone; use Corden: May Standard English
W2 Understand the
of flattery, exaggeration I Have Your
differences between formal Assess to Progress
and humour as persuasive Attention, Please?
and informal writing
features (2011)[nf]
W3 Create tone through
word choice Parenting Guide
extract (2015)[nf]
W4 Use tone to influence
the reader
Writing
Workshop 17
Unit 9: AO2: W1 Write about engaging S1 Small group or paired SG1 Use of Reading assessment: Moran: How To Video: Dr Ian Pearson:
Write about R1 Consider the impact of reader interest in opening discussion and presentation different sentence Explaining the structure Be A Woman Structure in non-fiction
structure openings sentences on the use of opening types for effective of a review; commenting (2011)[nf] Assess to Progress
sentences in both fiction and structure on how a writer tries to Armitage: All
R2 Investigate the inverted
non-fiction texts
pyramid structure influence readers Points North

(2009)[nf]
R3 Explore the structure of
a review Geldof: Is That It?
(2006)[nf]
R4 Write about the effect of
structure on readers Starkey: Article
on wounded
elephants, The
Times (2014)[nf]
Critical review
of Anita And Me,
by Meera Syal,
adapted from
addictedtomedia.
net (2010)[nf]

16
Unit 10: AO1, AO2 Reading assessment: Rhys: I Used To Assess to Progress
Reading Answering questions on: Live Here Once (with example answers)
Test your identification of detail; (1976)[f]
progress1 summarising; use of
language and structure
Unit 25: Make R1 Reading to identify AO5: S1 Paired discussion on SG1 Use of the Writing assessment: OBriain: Tickling Assess to Progress
choices to structural effects W1 Investigate the structural organisation apostrophe for Writing from a structured The English
organise and R2 Identify effective use of structure of some text S2 Answering questions on possession paragraph plan; choosing (2009)[nf]
write tenses types points made on effective SG2 Effective use tenses and person for
organisation of tenses writing order and impact
W2 Choose to write in the
first or third person
W3 Understand how to
write in the present, past
and future tense
W4 Structure writing for
order and impact
Writing
workshop 2
Unit 26: AO5, AO6: Writing assessment: Assess to Progress
Writing W1 Write for purpose and Exam-style questions to (with example answers)
Test your audience assess AO5 and AO6
progress3
W2 Use sentence structures
for effect
W3 Choose vocabulary and
use imagery for effect
W4 Build and link coherent
paragraphs
W5 Structure writing for
effect
W6 Create tone to influence
readers

17
Unit 11: Understand AO3: W1 Note points to S1 Class presentation SG1 Use of Reading assessment: Article on Kim Video: Dr Paul
viewpoint R1 Understand viewpoint support a viewpoint giving a viewpoint on a pronouns to affect Answering on the use of Jong-un, adapted McDonald: First and
popular TV programme style language choices to reveal from Hayden third person narration
R2 Use the writers ideas to W2 Write with a change
of person to identify a a viewpoint; explaining a Smith, Metro Video: Benjamin
identify viewpoint
viewpoint viewpoint (2014)[nf] Zephaniah: Narrative
R3 Explore how writers use
Bennett: Fun viewpoints
words to show viewpoint
Run And Other Assess to Progress
Oxymorons
(2000)[nf]
Edgar: Article on
short skirts at
school, Telegraph
(2014)[nf]
Queen Victoria:
Journal extract
from August
1832[nf]
Unit 12: Examine AO3: W1 Write to explain a S1 Paired discussion SG1 Use of noun Reading assessment: Munsby: Diary Assess to Progress
similarities and R1 Recognise similarities preference and presentation on phrases Identify differences in entry 22 January
differences in and differences in explaining a choice writers perspectives; 1862[nf]

viewpoint viewpoint recognise subjectivity and Jenkins: Article on
R2 Learn about subjectivity objectivity; use examples HS2, Mail Online
and objectivity to support points made (2013)[nf]
R3 Consider how writers

use language to show their
viewpoint
R4 Examine links between
viewpoint and the time
something was written

18
Writing
workshop 9
Unit 27: R1 Read a selection of AO5, AO6: S1 Paired discussion and SG1 Use of varied Writing assessment: Dickens: The Old Video: Benjamin
Describe literary fiction and non- W1 Build detail into presentation on Dickenss sentence lengths Structured descriptive Curiosity Shop Zephaniah: Writing
effectively fiction descriptions descriptions description of a character SG2 Use of semi- writing; build detail and (184041) [f] techniques and their
colon in closely create atmosphere Geldof: Geldof In effects
W2 Vary sentence length
for effect linked sentences Africa (2005)[nf] Video: Chris Priestley:
Sterling: Fearless Creating atmosphere
W3 Create atmosphere
through detail and word Diner (2005) [nf] Video: Benjamin
choice Dickens: Hard Zephaniah: Describing
Times (1854)[f] setting and atmosphere
W4 Use sounds and
imagery to create effective Video: Dr Paul
description McDonald: Descriptive
methods
W5 Experiment with
different ways of Assess to Progress
structuring descriptions
Unit 13: AO3: W1 Write about similarities S1 Paired discussions on SG1 Use of Reading assessment: Phillips: Article on Assess to Progress
Compare R1 Examine similarities and and differences to compare presentations of differing rhetorical Compare writers Victoria and David
writers differences in ideas and two texts points of view questions attitudes and their Beckham, The
viewpoints perspectives W2 Write a comparison S2 Group discussions on presentation through Mirror (2014)[nf]
R2 Compare writers ideas reactions to different texts language choices and MacInnes: Article
and viewpoints in two texts on a similar theme/event tone; support points on Victoria and
made from texts David Beckham,
R3 Compare how writers
The Independent
convey their ideas and
(2014)[nf]
viewpoints
McNeice: The
R4 Develop skills in writing
Lion Children
a comparison
(2001)[nf]
Herbert: Two
Dianas In
Somaliland
(1908)[nf]

19
Unit 28: Tell a R1 Read a selection of story AO5, AO6: S1 Paired discussion SG1 Punctuation Writing assessment: Townsend: The Video: Benjamin
good story openings W1 Write in the first and and presentation on of dialogue Shape and structure a Secret Diary Of Zephaniah: Story
R2 Read a story ending third person chronological sequencing in SG2 The use of story inspired by a picture; Adrian Mole Aged openings and endings
narratives ellipsis use dialogue; create 13 3/4 (1982)[f] Video: Chris Priestley:
R3 Read character W2 Structure stories in
S2 Paired discussion on believable characters Thomas: After Creating a setting
descriptions different ways to interest
the readers finding narrative clues The Fair from Video: Benjamin
R4 Read examples of
Adventures in Zephaniah: Creating
literary dialogue W3 Create believable
the Skin Trade characters
R5 Read examples of characters
(1933)[f]
descriptive scene setting W4 Use dialogue to develop Video: Chris Priestley:
Amis: My Enemys Developing characters
narrative
Enemy (1955)[f]
Video: Dr Ian Pearson:
Hardy: To Please The importance of
His Wife (1891)[f] characters
Adams: So Long, Assess to Progress
and Thanks for all
the Fish (1984)[f]
Twain: The
Adventures of
Huckleberry Finn
(1884)[f]
Almond: Skellig
(1998)[f]

20
Writing
Workshop 15
Unit 14: AO4: W1 Write to explain S1 Paired discussion and SG1 Punctuating Reading assessment: Carey: Article on video Video: Dr Ian Pearson:
Judge for R1 Identify and evaluate purpose and effect of presentation on evaluating textual quotations Understanding and games, Daily Mail Providing evidence
yourself a writers views emotive language a writers viewpoint evaluating a point (adapted) (2013)[nf] Video: Benjamin
R2 Evaluate a writers use W2 Write an evaluation of view; evaluating Zephaniah: Influencing
of language the use of facts and the reader
emotive language to Video: Dr Ian Pearson:
R3 Evaluate a writers use
persuade and support How writers use fact and
of facts
an argument opinion
R4 Express and support
an opinion Assess to Progress
Unit 29: Make R1 Identify discourse AO5, AO6: S1 Group discussion on SG1 Use of commas: Writing assessment: Article on animal Video: Benjamin
your point markers W1 Generate and restrictions on young to separate items Planning and writing to testing, adapted from Zephaniah: Revising
R2 Reading on the use organise ideas and views people in school and in in a list; to mark off present a point of view; aboutanimaltesting. your writing
of pros and cons in society extra information; considering differing co.uk (2015)[nf] Assess to Progress
W2 Use discourse
expressing a point of view markers to link and S2 Class presentation after a subordinate points of view; using
using examples, facts and clause which begins discourse markers;
develop ideas
anecdotes a sentence making effective links
W3 Make effective links
between paragraphs
within and between
paragraphs
W4 Plan and write a
balanced argument

21
Writing
workshop 10
Unit 15: AO4: W1 Write to evaluate S1 Paired discussion SG1 Punctuating Reading assessment: Higson: SilverFin (2005)[f] Video: Dr Stella Peace:
Evaluate texts R1 Identify and evaluate a structure on vocabulary to create dialogue Evaluation of creation Angelou: I Know Why The The importance of
and support writers views W2 Write on the atmosphere of atmosphere Caged Bird Sings (1968)[f] evidence in business
the points you presentation of a through structure Video: Dr Paul
R2 Evaluate a writers use Haley: Roots (1976)[f]
make character and vocabulary; McDonald: Creating
of language
understanding characters
R3 Evaluate a writers use
presentation of Assess to Progress
of facts
character
R4 Express and support an
opinion
Unit 30: Craft R1 Read examples of AO5, AO6: S1 Group discussion on SG1 Punctuating Writing assessment: Various examples of Video: Dr Ian Pearson:
your writing student writing W1 Use skills to assess paragraph planning for with full stops and Newspaper article student writing Creating a balanced
R2 Investigate tone in students writing an entry in a student capital letters to explain a point argument
writing creative writing SG2 Use of Standard of view; use fluent, Video: Dr Ian Pearson:
W2 Investigate the
competition English linked paragraphs How writers use the
qualities of effective
writing SG3 Spelling first and third person in
complex words arguments
W3 Craft their own
writing correctly Video: Benjamin

Zephaniah: Improving
writing
Assess to Progress

22
Writing
workshop 4
Writing
workshop 5
Unit 31: AO6: SG1 Plurals
Spell W1 Focus on specific areas SG2 Simple past
accurately of spelling tense
(See note on W2 Develop accuracy in SG3 Changing
use of this spelling adjectives to
unit: as a adverbs
single unit or
SG4 The f sound;
matched to
silent b
other writing
SG5 Commonly
units as
misspelt words
indicated.)
SG6 Suffixes and
prefixes
SG7 Commonly
confused words
SG8 American
spellings
Unit 16: AO1, AO2, AO3, AO4 Exam-style questions Brainard: Six Assess to Progress
Reading on identifying Came Back (with example answers)
Test your information and ideas, (1940)[nf]
progress2 use of language, use of Attenborough:
structure, synthesising The Life Of
evidence, comparing Mammals
ideas and perspectives, (2002)[nf]
and critical evaluation

23
Writing
workshop16
Unit 32: Writing AO5, AO6 W1 Communicate Assess to Progress (with
Test your effectively example answersx2)
progress4 W2 Structure descriptions
and narratives
W3 Present a point of view
W4 Write a balanced
argument
W5 Craft your writing
W6 Check and correct your
work
Unit 17: Wider AO1, AO2, AO3, AO4: W1 Annotations of S1 Paired or group Reading assessment: Francke: Alicia Handout: Ordinary
reading 1 R1 Read and explore a thoughts and questions discussions on initial Language, ideas and (1974)[f] Thunderstorms
Investigate story range of story openings whilst reading preferences structure leading to Boyd: Ordinary
openings S2 Question and answer critical evaluation Thunderstorms
session after presentation (2009)[f]
Rakha: The
Crying Tree
(2010)[f]
Harris: The
Lollipop Shoes
(2007)[f]
Fletcher: Eve
Green (2005)[f]
Joyce: The
Tooth Fairy
(2008)[f]

24
Writing
Workshop 14
Unit 19: R1 Read a variety of W1 Plan and make notes for AO7, AO8, AO9: Writing assessment: Hoover: Ugly Love Video: Saira Khan:
Prepare extracts and presentation a presentation S1 Consider the importance Review a presentation and (2014)[f] What makes a good
and give a source texts of speaking and listening write a short commentary presentation?
presentation Video: Various
S2 Research and plan a
presentation perspectives: Who
delivers presentations
S3 Practise and develop
and why?
skills in presentation
Video: Dr Ian Pearson:
S4 Give a presentation
Engaging your audience
Video: Gemma Valpy:
Visual aids
Video: Will Adamsdale:
Engaging your audience
Video: Will Adamsdale:
Engaging your
audience(2)
Video: Dr Stella Peace
and Gemma Valpy:
Body language
Video: Gemma Valpy:
Eye contact
Video: Dr Stella
Peace and Gemma
Valpy: Preparing a
presentation
Handout: Checklist
Video: Dr Stella Peace:
The importance of
speaking and listening
in business

25
Writing Workshop 6
Unit 18: Wider AO1, AO2, AO3: W1 Write to explain S1 Paired discussion on Reading assessment: Hughes: A High
reading2Reading R1 List details and facts ideas effective language use and Finding relevant Wind In Jamaica
sources from different textual comparison information; use of (1929)[f]
R2 Comment on
genres structure and language to Smith: White
structure
engage readers; textual Teeth (2000)[f]
R3 Comment on
comparison Tree: Article
language
on Chernobyl,
R4 Compare writers
Sunday Times
perspectives
(2013)[nf]
Raffles: The
History Of Java
(1917)[nf]

26
Preparing for your Reading and writing Atwood: The Blind Handouts: Student G
exam assessments: Full exam Assassin (2000)[f] response
papers (x2) Barker: Social Assess to Progress
Notebook (with example
(1996)[nf] answers)(x4)
Mayhew: The
Sunday Morning
Markets (1851)[nf]
Lessing: A Sunrise
on the Veldt from
This Was the Old
Chiefs Country
(1965)[f]
Dodd: A Narrative
of the Experience
and Suffering
of William Dodd
(1841)[nf]
Chamberlain:
Admit it. You love
cheap clothes.
And you dont
care about child
slave labour,
for The Guardian
(2013)[nf]

UNIT 1
FIND KEY DETAILS IN A TEXT
AIMS AND OUTCOMES
The bullet points given at the start of this section are
The work in this unit is preparation for your the key actions in showing understanding of a text and
students to meet AO1 of the GCSE English Language answering an AO1 question in an exam.
specification, which requires them to identify and
A wall display of these bullet points will be useful whilst
interpret explicit and implicit information and ideas.
working through this unit.
This unit develops AO1 skills:
identify information in different types of texts Activity 2
select relevant information and ideas to answer Asking one or two students to read Source A aloud is
questions good preparation for spoken language work.
use detail to work out what a writer is suggesting
You can emphasise to the readers how presenting factual
answer questions in clear sentences. information successfully depends on clarity. As such,
reading to the punctuation for example, pausing at full
stops is most important.
USE YOUR SKILLS
Suggested answers:
You can introduce this unit with some straightforward
work on identifying factual information. 1 a Turn left into Arwenack Street.
You can use a copy of any newspaper on the day of the b Marine Terrace
lesson and ask your students to identify types of TV
c You will find a second roundabout.
programmes (for example, soap operas, reality shows)
which are showing that evening. They can then tell the d You will travel 200 yards before you pass a leisure
rest of the class where to find them and at what time. centre.
Alternatively, they could access the website of a local e The sign is after Pendennis Point.
visitor attraction and then identify opening times and 2 You do not need:
admission charges.
to know where Avenue Road is
Activity 1 to know that Sea Scouts meet in the barracks on
This activity is a good opportunity to set up paired Thursdays
work where mutual help and support is necessary for to know about college students in the flats at the
progress. second roundabout
Suggested answers: to know that there is a pool and gymnasium in the
leisure centre
1 They would need to know how eating places identify
to know that refreshments are available from
themselves.
the ice cream vans at Pendennis Point during the
They identify themselves with trade names or names summer.
depicting the food on offer. Task 2 could be done as an individual activity. If so, then
The display of Restaurant indicates a place serving the comparison, and possible correction, of answers in
meals. There are also signs for Burgers, Steak and task 3 could be a paired classroom activity.
Fish on the window as indicators of the range of food
MATCH DETAILS TO THE WRITERS PURPOSE
available. The fact that there is a lamppost outside
helps to locateit. The bullet points at the beginning of this section give
you a good opportunity to introduce ideas on writers
The identification of The Pier Fish & Chips indicates
purposes to your students.
a place serving a particular type of food.
A straightforward wall display would serve as a useful
The fact that there is a bus stop outside its front
reminder.
door helps with both location and convenience.
2 Students should be able to identify an eating place
from the information given.
The display of the business or trade name is,
perhaps, the most helpful detail.

1 Reading: Identify and select information
You could ask your students to find examples to match Your students are now going to work on using details to
these given purposes: describe a person.
to tell a story, for example, any narrative
Activity 4
to present a point of view, for example, a film or TV
review Your students may need to use an internet search engine
or a hard copy work of reference for this activity.
to give factual information, for example, a guidebook
to facilities in a city or town They could use hard copy fan magazines or tabloid
to guide the reader through a process, for example, a newspapers for facts on sports stars, musicians or other
cycle repair manual. celebrities.
They should use the example table on Andy Murray in the
Activity 3 Student Book to note down their facts.
You could point out that the text of Source B in this
Task 5 is the most important. It will lead your students
activity fits the last of the purposes given above.
into recognising which particular details are most
Suggested answers: important in describing a person.
1 You will need half a cup of porridge oats to a cup of
milk per person. Differentiation and extension
It will need about 5 minutes in a microwave. The types of details recognised in task 5 can be used
You will then need to cover it with a piece of kitchen to build this extra work.
roll. Ask your students to build a fact file of another
It should then stand for about 5 minutes before you celebrity of their choice where the focus is on the type
stirit. of facts recognised in task 5.
Meanwhile, you will need: This fact file can then be used to write a descriptive
paragraph on the celebrity.
a knob of unsalted butter
1 tablespoon of brown sugar
UNDERSTAND HOW WRITERS USE DETAILS IN A
1 small banana.
DESCRIPTION
You should melt the butter and sugar in a frying pan
over a medium heat. Then add sliced banana to the You should refer back to the celebrity fact files compiled
pan for about 3 minutes until it is tender and sticky. by your students in Activity 4. Ask them to notice that the
facts are presented clearly but that they could be used
Put the porridge in a bowl and put the banana and to imply something about the character. For example,
any juice from the pan on top. if a sports person has been to, say, ten finals but won
2 That it is a nutritious and filling start to the day. only two, this fact could be used to imply that the sports
person is not quite up to the highest level.
That it is a wonderful morning treat for all of the
family. Source C provides a good opportunity for one or two of
your students to gain experience in reading to the class
That it is delicious to eat.
as preparation for a Spoken Language Presentation.
The attractiveness of the picture enhances these
encouragements. Activity 5
3 This is another good opportunity for paired work for Suggested answers:
your students. Pairs can then present their ideas to 1 If these answers are just given briefly then they can
the class. be used in task 1 of Activity 6.
Nutritious gives the idea of healthy, filling food. a A puggree
Perfectly suggests that it is smooth and creamy,
b Sparse, thin, grey and wispy
without unattractive lumps.
Delicious emphasises how tasty the meal is. c Yellow brown
IDENTIFY DETAILS IN DESCRIPTIONS d Deep wrinkles on his forehead and cheeks, a mesh
of wrinkles on his skin
You can remind your students that the purpose of the
details in the text in Activity 3 was to give instructions to e The way the lines on his face altered when he smiled
guide a reader through a process. 2 This task is an opportunity for paired work. For task
b they might establish that his face shows evidence
of a long, possibly hard, life but that his sense of might not be able to get close enough to some of the
humour is still intact. deer to kill them himself.
WRITE CLEAR ANSWERS 5 We can work out that they had a close relationship.
The boy listened closely to Mali and his instructions.
You should stress the use of clear sentences in answering He was feeling excited and had done a lot of practice
AO1 questions. for the hunt, showing the respect he had for Mali.
Using the wording of the question to introduce the It is important that your students carry out the feedback
answer ensures that your students focus on the precise in the How did you do? section. This peer feedback will
details and present them without any possible confusion. allow your students to see how well they have covered
The example used in this section of the Student Book the skills given in the ticked criteria at the end of the
could make a useful wall display as a reminder to your assessment.
students.
FURTHER PROGRESS
Activity 6 As well as the suggestion given for reading Old Mali
This activity gives your students the chance to practise and the Boy, from which these extracts came, you can
using the words from the question as an introduction to also suggest that your students read the short story
their answer. Drunkard of the River, which is available in Unit 9 of the
Cambridge Elevate-enhanced Edition of Progress Plus.
1 The man wore a puggree on his head. Here the relationship between a boy and a grown man is
The writer tells us that the gardener is old by presented rather differently.
describing the lines on his forehead and the wrinkles
on his skin.
CAMBRIDGE ELEVATE RESOURCES
2 a The boy thought the lines might have been caused
In the Student Book:
by cold winds from the Himalayas.
Video: Saira Khan: The importance of English in
b The mans hands showed his age because they had
everyday life
wrinkles on them.
Assess to Progress
c Malis right hand is unusual because his middle
finger was missing.
d Malis finger was missing because he had been bitten
by a snake and had cut it off.
This task could form a possible homework activity.
ASSESS YOUR PROGRESS
The administration of this assessment is at your

discretion. You should decide on the timing and
conditions for example, exam conditions, classwork or
homework which will allow your students to show how
well they have covered the work in the unit and given in
the bullet points at the start of the assessment.
Suggested answers:
1 They set off early in the morning. We know this
because the writer tells us that the first rays of the
sun were shining into the forest.
2 The boy must be keen on hunting as he is already
carrying his bow in his hand and is feeling excited.
3 Mali tells the boy to be silent when he moves and not
to talk.
4 Mali asks the boy to shoot if the deer are too far
away for him. Its possible that he does this as he

UNIT 2
magazine article can be read in class to make sure that
AIMS AND OUTCOMES there are no vocabulary comprehension issues.
The work in this unit will prepare your students to 1 Suggested answers:
meet AO1, where the criteria states that candidates
a The geographical location is on the beaches of the
should select evidence from different texts.
Costa Blanca. Alicante airport is 10 km away while
This unit develops AO1 skills: Murcia airport is 40 km away.
identify and interpret information
b Traditional Spanish food, such as patatas bravas
collate detail to answer questions fully and Spanish salad, is available, as well as traditional
use detail from different sources to answer British breakfasts and evening meals.
questions.
c There are outdoor activities such as guided local
walking tours and mountain biking, and indoor
USE YOUR SKILLS activities such as Sky TV, books and board games.
You can work with your students to prepare them for Ask your students to find a similar advertisement in a
interpreting details and using those details to work out holiday brochure or on an internet site such as Owners
other things. Abroad. They can ask their partner to answer the
same questions on geographical location, food and
Working in pairs, your students can establish the type
thingstodo.
of television programme most enjoyed by their partner.
They can then use an online or newspaper TV guide to 2 Again, asking your students to peer assess a
direct their partner to the times and channels of the partners work is a valuable activity.
programmes they are most likely to enjoy.
Differentiation and extension
Activity 1
1 Suggested directions for Toms journey: You should refer your students back to the tabled
example of ideas from a text given in the Identify
He should catch the 0901 44C bus from Malvern Ideas section, with the headings: Information in the
RailwayStation arriving at Prospect View Health text, Specific idea and General idea.
Centre at 9.10 a.m.
Ask them to read the third paragraph of Stave One
He should then catch the 0940 44C bus from the of A Christmas Carol, which is available on many free
health centre arriving at Worcester Bus Station online sites such as Project Gutenberg. They should
at 10.13a.m., giving him time to reach the cricket draw the exemplar table and fill in the General idea
ground for a 10.30 a.m. start. column with Marley had only one friend in life.
To return before 7.30 p.m., he needs to catch the Now ask your students to fill in the other two columns
184244bus from Worcester Bus Station, arriving at using details from the paragraph. They may need to
Malvern Railway Station at 7.15 p.m. use a dictionary for support.
2 It is important that your students work together on
this task to check accuracy and establish whether
the most efficient route has been identified.
IDENTIFY IDEAS
The table given on global warming introduces the
notion that an idea can be suggested by a single piece of
information or several linked pieces of information. It can
be used as a wall display throughout the work on Activity
2 and the extension work that follows it.
Activity 2
Following the work done on the tabled example in class,
task 1 is a possible homework task and can be combined
with other tasks, or later homework tasks in this unit. The

You can use the example c, What other ways of travelling

are mentioned?, from Activity 3, task 1 as a reminder.
Suggested answers are provided in Table A.
You can then work through the use of this example with
Table A
your students, pointing out the use of evidence needed
Information in Specific idea General idea to give a successful answer to this question, either by
the text paraphrasing the text or by quoting directly from it.
his sole residuary Scrooge was the Marley had only
legatee only person to one friend in life. Activity 4
leave anything to. This activity develops the Use of evidence work already
his sole friend The word sole done. If this work on Use evidence to support your
emphasises that answers has been covered in class, and student work
he had no other has been checked to ensure that they have the correct
friends. information, then tasks 13 can be possible homework
sole mourner There was no one tasks.
else to attend his Suggested answers:
funeral.
2 The writer tells us that the bus stops at Hazipur,
Biridi and Balia before Basantpur, then at Balikuda
COLLATE INFORMATION FROM A TEXT afterwards.
You can refer back to Activity 2 to remind your students 3 We learn that the writer enjoyed the journey as it was
about how they used more than one piece of information not festival time so it was not too busy, and it was
to describe the geographical location, food and activities comfortable as the road was in a good condition.
of the Casa Playa. 4 This task can be done when your students bring
Remind them that they have collated this information to their homework into class. It can be done in pairs or
answer task 1 in Activity 2. a group as peer assessment.
COLLATE INFORMATION FROM DIFFERENT SOURCES

Activity 3
You can explain to your students that in the previous
It may be useful if your students begin by copying out,
activities they have collated evidence from a single
or making a wall display of, the table that appears in the
source. This is a good opportunity to remind them that
Use evidence to support your answers section in the
when they collate they bring together different pieces of
Student Book. It contains phrases that will help them to
information and use these different pieces to answer a
write answers in clear sentences.
question.
1 Suggested answers:
They are now going to deal with a range of sources but
a We learn that that the bus left on time at 6 a.m. and they are still looking for evidence to link together to
that the writer got off the bus in Basantpur at 9 a.m. answer a question in a clear sentence or sentences.
b The writer tells us that the scene at the bus-stand You may want to start in class by identifying the nature
is noisy and busy by referring to the passengers of each particular attraction, for example, the Arndale
relatives, the hawkers and pedlars selling goods, Centre is a shopping centre.
the tea-stalls, the passengers buying tickets and the
loading of goods onto the bus. Activity 5
c The writer shows us other ways of travelling by Suggested answers:
mentioning the travellers on bicycles, rickshaws
1 On Tuesday 25th November 2014, you could watch
and bullock-carts who could be seen from the bus
Manchester City play at home (kick off 19.45) after
window.
a visit to the Manchester Museum of Science and
d We learn that, after leaving Cuttack, the bus stops at Industry at any time between 10 a.m. and 5 p.m.
Hazipur, Biridi, Balia, Basantpur and Balikuda.
2 The Arndale Centre is open from 9 a.m. until 8 p.m.
2 Your students should take this opportunity for peer on Mondays to Fridays but it closes at 7 p.m. on
assessment of the use of details from the extract. Saturdays. On Sundays it opens from 11.30 a.m. until
5.30 p.m. The Christmas Markets open at 10 a.m.
USE EVIDENCE TO SUPPORT YOUR ANSWERS and close at 7.30 p.m. in November and 8 p.m. in
You can refer back to Activities 2 and 3 with your students December.
to remind them of their work on collating details.

2 Reading: Select, interpret and collate information
3 The only place which states that it is closed on

Christmas Day is the Manchester Museum of Science
and Industry, although there is no Manchester City
fixture given for Christmas Day. In the Student Book:
4 We are told that the Arndale Centre has 200 retailers Assess to Progress
in one shopping centre but that there are 300 stalls
In this Teachers Resource:
at the Christmas Markets, and these stalls are in
seven different locations around the city. Link: Free texts, including A Christmas Carol, are
available to read on Project Gutenberg

Suggested answers:
1 a The Petersons will be able to see the Christmas
lights as they start on the 7th November.
b They will not be able to watch a Manchester
City match as they are playing away on Sunday
30thNovember.
c Mike and Kate could do some clothes shopping in
the Arndale Centre and possibly in the Christmas
Markets.
d Mrs Peterson should go to the Christmas Markets to
get some unusual Christmas presents.
e The 4D theatre is open from 10 a.m. until 5 p.m. on
the days of their trip.
It is important that your students carry out the feedback
in the How did you do? section. This peer or teacher
feedback will allow your students to see how well they
have covered the skills given in the ticked criteria at the
end of the assessment.
FURTHER PROGRESS
The answers to the Assess your progress section will
provide the basis for the short guide writing task.
For further reading your students could read some more
from Stave One of A Christmas Carol, up to the point
where Scrooge shuts up the office on Christmas Eve.
They could collate and note down the details which
Dickens uses to present Scrooge as a miserable and
joyless person.

UNIT 3
this case, body language) to interpret implicit ideas about
AIMS AND OUTCOMES the feelings of the people in the pictures.
The work in this unit will give your students further The next task will involve interpreting implicit ideas in
preparation to deal successfully with AO1, which written information. Remind them to follow the same
requires them to interpret explicit and implicit process; look for evidence of what is suggested (implicit)
information and ideas from texts. rather than clearly stated (explicit).
This unit develops AO1 skills: 3 This is a possible homework task when combined
interpret information and ideas with task 5 from Activity 2. Suggested answers:
comment to show understanding of explicit and a She is checking that you are going to her party; the
implicit detail question mark at the end indicates her check that
support your answers by using evidence from you will attend the party.
thetext.
b Your Dad will not be home in time to make tea; See
you later is evidence that Dad is not expecting to be
USE YOUR SKILLS home at tea time.
The concepts of implicit and explicit meaning might be c The builder is working in a nearby house and this is
difficult for your students to grasp. the only place he can park; the fact that he leaves an
explanatory note is evidence that he is aware of the
You can work through the example of the science
double yellow lines.
class, the safety goggles and the safety gloves as an
introduction. IDENTIFY IMPLICIT MEANING
You could also use a practical example with your You can now explain to your students how this
students. If each desk has a dictionary and a thesaurus recognition of implicit meaning is important when
available then, explicitly, from their timetables, your answering questions on texts.
students know they are going to an English lesson;
Tell them that writers never feel the need to tell their
implicitly the books on their desks tell them that at least
readers everything about a character or their motivation.
part of the lesson is likely to involve creative writing.
Part of the joy of reading is working these things out for
yourself from the evidence that the writer has given you.
Activity 1
The preparatory work on interpreting given information You will need to read Source B through with your
will lead into this activity. Looking at the images, and students. Chambermaid, trinkets and raw country girl
thinking about body language, helps to explain that we may need some explanation.
interpret ideas in a similar fashion.
Activity 2
Suggested answers:
Suggested answers:
1 a (From top to bottom) Pleased with their efforts;
1 b The evidence is that numerous hours makes it
puzzled; exhilarated; upset and/or sad.
difficult to know in advance precisely when meals
b (From top to bottom) The smiles in the classroom will be served and therefore missing a meal is quite
indicate pleasure with the work done; scratching likely.
the head indicates puzzlement; the smile and the
2 a The evidence is that getting drunk is not the issue; it
triumphantly raised arm indicate success for a
is the behaviour that matters.
supported team; the head in the hands indicates
unhappiness. 3 a You are told not to do this while the chambermaid
tidies the room so the evidence suggests that care
2 The watchfulness in the eyes suggests caution or
over the chambermaids visit and the fact that she
looking out for a person or an event. The bodies
should not be trusted is a more likely concern than
seem ready for action as if anticipating that this
forgetting where the valuables were placed.
person or event might bring danger to them.
4 b Raising the dress is seen as unladylike so raw
Remember that this is a suggestion; be prepared to
country girls who show their ankles cannot be
accept any valid interpretation.
ladylike.
Before starting the next task you could summarise with
your students how they have used given information (in

3 Reading: Interpret and comment on meaning
Task 5 can be combined with task 3 from Activity 1 as 2 Suggested answers:

possible homework.
a The writer shows us that the family is very poor by
5 a We know that the writer has made mistakes since telling us that eleven people live in a shack that is
they admit to missing meals and going hungry, as covered with rubbish.
well as losing valuables to a chambermaid.
b With typically the writer suggests that Abdul is not
b The writer indicates that chambermaids are normally included in important family discussions.
potential thieves and that country girls raise their
c By using this phrase, the writer suggests that panic
dresses in an unladylike way.
has made Abdul lose any sense or direction as to
what to do, since mules are associated with stupid
Differentiation and extension behaviour.
Your students can follow up task 5 in Activity 2 by d The writer suggests with the detail about Abduls
reading another text and looking for evidence on the age that births were not properly recorded in a
writers attitude. family like his.
Ask them to read The Guardian article in Source B e By calling himself a coward Abdul indicates that he
of Progress Plus, which is available in Unit 7 of the has little self-esteem or confidence in himself.
Cambridge Elevate-enhanced Edition of Progress Plus. f The time he has spent buying and selling rubbish
Ask them to pick out evidence from the passage which indicates that Abdul has had nothing else in his life
shows that the writer favours mobile phones and their but this repetitive work.
use by young people: for example, quick wittedness g The choice of the rubbish shed to hide in indicates
in their use; life enhancing attributes; independence; that Abdul has little imagination or knowledge of the
wider view of the world. area outside that of his own home.
3 It is important that your students carry out this peer
ASK QUESTIONS TO WORK OUT MEANING assessment. Having full evidence for the questions
You should stress to your students the importance of in task 2 is essential for success with Activity 4.
asking themselves questions as they read through a text. USE YOUR INTERPRETATIONS TO WRITE COMMENTS
The initial work on Activity 3 will exemplify this approach. Remind your students that tasks 1 and 2 in Activity 3 have
Your students should work in pairs on task 1, perhaps given them both explicit and implicit details about Abdul.
individually writing down their own questions first before With this detail they can connect together their
discussing them together to come up with a mutually sentences from task 2 in Activity 3 to answer the question
agreed list. on what they have learnt about Abdul.
Note that full sentences are not required at this stage; Read through the colour-coded student response in the
brief notes of their questions will be fine. Student Book.
Activity 3 Encourage your students to notice how the answers to

task 1a and 1b in Activity 3 have been used to write the
Suggested answers:
opening of the student response to the question.
1 a The Mumbai police
b By the airport in a hut in the slums Activity 4
1 Your students can now continue with the response
c He earns the money
to the question on Abdul with the full sentence
d A coward answers they have from task 2 in Activity 3.
e Sells rich peoples rubbish to recyclers If they copy the opening they have been given it will
f In the shed where the rubbish is kept remind them about both the use of interpretation of
detail and the punctuation of direct quotations.
If you now check that your students have this information
correct, then task 2 is a possible homework task. 2 This paired work can be done with highlighters.
Students can highlight their partners response to
Remind students that they are going to use this explicit show both detail and the interpretation of detail.
information to work out implicit ideas about Abdul and They can also check each others punctuation of
his family. direct quotations to ensure it is correct.
They should write these answers in full sentences to help
with task 3 and Activity 4.
ASSESS YOUR PROGRESS neighbours are watchful and capable of turning

Abdul in to the police; there are different religious
The administration of this assessment is at your groupings of Hindu and Muslim; the attack on the
discretion. You should decide on the timing and one-legged woman shows that there are violent
conditions for example, exam conditions, classwork or people around.
the bullet points at the start of the assessment. Differentiation and extension
1 Suggested answers: For further reading, your students can also read
Source A and Source B in Progress Plus available in
a Abdul wishes to reach his shed unseen so that his
Unit 14 of the Cambridge Elevate-enhanced Edition of
neighbours cant turn him in to the police.
Progress Plus which will tell them about poverty in
b The writer suggests that the full moon is a problem Britain.
since it lights up the area around his home and
makes it easier to see him.
c The writer is suggesting that Abduls hiding place has CAMBRIDGE ELEVATE RESOURCES
been spotted by some of the other families.
d The writer tells us that Abduls work has helped his
Assess to Progress
family escape the worst effects of poverty and that
his neighbours resented this.
2 Refer your students back to the work they did
in Activity 4. Remind them of the importance of
interpreting detail.
It may be worth checking the detail in the students
answers to task 1 before they proceed to task 2.
It is also important that they highlight and underline as
suggested in the task. This will help them to identify how
well they have met the ticked criteria given below task 2.
FURTHER PROGRESS
1 This task is a possible piece of differentiation or
extension work.
Before starting, take your students through the
bullet points given on areas they may have learned
about and remind them of the uses of interpretative
detail and evidence, and of the punctuation of direct
quotation.
They might also want to look back at some of the
sentence starters suggested at the end of Activity
3 in Unit 2, which you may have made into a wall
display.
a Possible dangers: the burning of the one-legged
woman suggests violence is a way of life; the police
are coming to the family home; the loyalty of
neighbours cannot be relied on; there is jealousy of
those who are seen to be prospering.
b They live in tin-roofed shacks; their shacks are
surrounded by garbage; the dwellings are hand built;
the doors are plywood and the dwellings are close
together.
c Abduls family are hardworking but their escape
from poverty has caused resentment; the

UNIT 4
A3 B4 C2
AIMS AND OUTCOMES
A4 B3 C4
The work in this unit will prepare your students to
2 This task allows your students to link these purposes
answer questions based on AO2, which requires
and types of writing to language choices.
them to explain how writers use language to achieve
effects and influence readers. 3 Suggested answers:
This unit develops AO2 skills: A2 is from a news report. The language gives clear
identify writers purpose and audience in different information on where the incident took place and
texts what action the police took against the protesters.
understand the importance of purpose and A3 is a set of advisory instructions. Phrases like take
audience care, carefully remove, dispose of and keep away
examine how writers use detail and words to alert the reader to possible dangers.
influence readers
IDENTIFY AUDIENCE
develop comments on writers uses of language.
The introduction to this section is a good opportunity
to review with your students the potential audiences for
USE YOUR SKILLS various types of texts.
It will be useful to introduce your students to the ideas of
purpose and audience at the start of this unit. Activity 2
You can bring in a few easily obtained texts to illustrate Students can read Source A and B in pairs, identifying
these ideas with a question and answer session, for any issues of meaning that might affect their work on the
example: activity.
a novel or collection of short stories from the school Suggested answers:

library the purpose is to entertain the reader 1 a The writer is hoping to achieve increased publicity
a newspaper opinion piece, such as a Boris Johnson and sales for the book.
article from The Telegraph, a Kevin McGuire article They use words like fave new book and write about
from The Mirror or an Andrew Pierce article from the the chance to win a competition.
Daily Mail (all of these resources are available online)
the purpose is to present a point of view b The writer is hoping to guide new parents through
the difficulties of bringing up a child.
a science textbook the purpose is to inform students
a charity leaflet the purpose is to persuade the They use understandable to show that the
reader to support that charity. difficulties are not unusual, that they recognise the
responsibility and to reassure the reader that the
You can then point out that the purpose of the text will
book will help.
inform the language choices that the writer makes. For
example: 2 a Source A is written for a teenage audience. Words
like fave and the task in the competition aim it at a
The novel will use language to build up characters and
teenage market.
descriptions; the opinion piece will include emotive
language to influence the reader; the textbook will b Source B is written for concerned first-time parents
be written in clear, straightforward language to avoid as it recognises their responsibility and offers
misunderstanding; the leaflet will include emotive guidance to survive and thrive.
language to involve the reader in the charitys work.
UNDERSTAND THE IMPORTANCE OF PURPOSE AND
Activity 1 AUDIENCE
The preparatory work will lead your students into this You can use the work done on Activity 2 to reinforce the
activity in order to build up an awareness of purpose and link between purpose, audience and language.
audience.
Activity 3
Suggested answers:
A1 B2 C1
1 a Purpose = green
A2 B1 C3

b Audience = yellow c Words like stormed, battled bravely, keep them at

bay, skirmish and hospital treatment are used to
c Evidence to support points = blue
influence the reader.
d Features of language = pink
d The writer wants the reader to think of a small
2 This is a possible homework task as the paragraph number of police fighting against an overwhelming
in task 1 can be worked through in class before the mob to uphold the law, despite sustaining serious
homework. injuries.
Possible commentary for Source A: Report B:
The writer of Source A is targeting young people at school a The number of protesters, the site of their protest,
through the subject of the competition. The writer wants the reason for the protest, the number of police
to encourage readers to enter this competition. The officers involved, their use of pepper spray and
repetition and the exclamation marks emphasise that this batons and the number of injured civilians have been
is something readers can and should do. The writer also included.
wants to publicise the book using informal language like
b The number of injured policemen has been left out.
fave to appeal to the target audience. The use of info
adds to this informality for the target audience. The use of c Valiantly occupied, frustration, savage pay cuts,
our and we makes the reader feel included in a group. armed with, deployed and required hospital
treatment have been used to influence the reader.
EXAMINE HOW WRITERS TRY TO INFLUENCE
READERS d The writer wants the reader to think of protesters
being brutally attacked by the police, even though
Refer back to the different use of language in Activities 2 they had a legitimate grievance.
and 3. You can remind your students how the language
choices have been made with both purpose and
audience in mind. Differentiation and extension
You can then point out how writers can sometimes use Being able to distinguish between fact and opinion
these language choices to influence a readers point of is vital in order to see how a writer may be trying to
view. This language influence can be extended when a influence a reader.
writer chooses to add in, or leave out, selected details. Ask your students to look at an online newspaper,
such as The Guardian or the Daily Mail, and to print off
Activity 4 one of the leader comment columns.
You can remind your paired students of the nature of
Then ask them to use highlighters to indicate which
facts before they start.
parts of the column are fact and which are opinion.
The work on tasks 1 and 2 offers a good opportunity for
The activity should demonstrate to students the ways
pairs to present their findings to the class as preparation
in which opinions are often presented as fact in order
for a Spoken Language Presentation.
to influence a reader.
1 Facts included the protest was about recent pay
cuts; there were 500 protesters; they were trying to
occupy council buildings in Truro; it happened the UNDERSTAND WRITERS LANGUAGE CHOICES
day before; 42 police officers from the Devon and You can refer your students back to the choices of
Cornwall Constabulary became involved; they used language used to influence readers in the two reports
batons and pepper sprays to stop the protesters; in Activity 4 and how those choices indicated what the
12civilians and eight policemen were injured. writer wanted readers to think about the incident.
2 Report A: You can emphasise how carefully these words were
a The number of protesters, their target building, chosen to have the desired effect.
the number of police from the Devon and Cornwall
Constabulary and the number of policemen injured Activity 5
have been included. If the diagram for the use of the word stormed can be
reproduced it will be a useful wall display for this activity.
b The reason for the protests, the use of batons and
pepper spray and the number of injured civilians 1 This task is a possible homework task, as your
have been left out. students will have more time and facilities to
develop the diagram.

4 Reading: Examine how writers use language to influence readers
Possible results (but be prepared to accept any valid tarsier has a way of defending itself and getting
interpretation): food.
a Diagram showing battled suggests a serious b This suggests that the tarsier can get a tight grip on
conflict or a gruelling fight and bravely suggests objects like a tree branch even if they are quite thick;
fighting against the odds. it makes you think that the tarsier can position itself
against attack or windy weather.
b Officers suggests an official position and of the
law suggests that they are on the side of correct c This suggests that the tarsier is watchful and has a
behaviour. large field of vision; it makes you feel that the tarsier
can spot enemies or food a good distanceaway.
c Valiantly suggests forcing a way into the council
offices in the face of great difficulties; it also It is important that your students carry out the feedback
suggests extreme bravery. in the How did you do? section. This peer feedback will
allow your students to see how well they have covered
d Savage suggests viciousness and a lack of concern
the skills given in the bullet points at the start of the
over what the cuts might bring about.
assessment as well as the ticked criteria at the end of the
e Armed with suggests that these are offensive assessment.
weapons almost like the guns of a soldier; it also
suggests that the police are equipped to fight a war. FURTHER PROGRESS
2 Take your students through the development of the Suggested answers:
response to the word stormed pointing out how the 1 Attenborough gives the impression that the tarsier is
suggestions in the diagram have been used. a ferocious hunter, merciless with its prey.
Note also how the response picks up on the idea 2 The vocabulary he uses gives the impression of a
of a weather storm. You could mention that a hunter swooping on its target and emphasises the
similar development can be used with savage, ferocity of the attack on the helpless beetle. His
meaning brutal and uncivilised as in a savage. The choice of words also suggest that the tarsier enjoys
implication is that only such an uncivilised person killing and eating the beetle.
would inflict these cuts.
This section gives your students the chance to read more
The paired assessment in task 3 will ensure that your of Life on Earth if they have a copy.
students have picked up the implications of language
choices and can explain them. They may want to extend this reading to other sections of
this same text covering various aspects of animal life.
ASSESS YOUR PROGRESS If they dont have access to a copy of Life on Earth, a link
to an alternative article is available in the Cambridge
The administration of this assessment is at your Elevate Resources section.
discretion. You should decide on the timing and Your students should keep an eye out for the detail
conditions for example, exam conditions, classwork or Attenborough uses to make the less headline-worthy
homework which will allow your students to show how animals sound worth saving. They all get an epithet that
well they have covered the work in the unit and given in makes them sound sweet or interesting.
Another possibility for further reading is The Sign of the
Suggested answers: Four by Arthur Conan Doyle, available on free websites
1 b To inform, describe and interest such as Project Gutenberg. The dog, Toby (who looks like
he's useless but ends up being brilliant), gets some good
2 Readers who are interested in the natural world and
description, which plays with the idea of something being
have enjoyed the writers television programmes.
presented in one way for comedy and proving in reality
3 The Bush-Baby may be more familiar to readers and to be different.
gives them a mental picture for comparison.
4 To emphasise how it is vulnerable in the natural
world.
5 It helps the reader to picture what it is like seeing a
creature turn its whole head through 180 degrees
and how unsettling this practice is.
6 a This suggests stretched-out legs that help the tarsier
to jump high in the air; it makes you think that the


Video: Dr Ian Pearson: Will reading be important in
the future?
Assess to Progress
Link: Free texts, including The Sign of the Four, are
available to read on Project Gutenberg
Link: In an article available on The Telegraph website,
Sir David Attenborough picks 10 animals he would
take on his ark

UNIT 5
persuasive writing when making an appeal directly to the
AIMS AND OUTCOMES reader.
The work in this unit will prepare your students for 2 Suggested answers:
questions involving AO2, which states that they
a 450 new houses is too many; they will change life
should explain how writers use language to achieve
in the village; traffic would increase on the Watford
effects and influence readers.
Bypass; the added pollution would be damaging to
This unit develops AO2 skills: the health of residents and wildlife.
examine how writers use adjectives and adverbs
b This word suggests life blood running through it.
examine how writers use noun phrases Clogging can be fatal and this suggests that the
investigate how writers create and use tone increase in traffic could be deadly for the area.
look at how writers vary sentence forms. c Fabric suggests something carefully made which
will be torn apart. The use of the power of three in
USE YOUR SKILLS lines 1213 indicates how extensive the pollution
would be and the damage it would lead to.
You could refer back to the previous unit with your
students, reminding them of the ways in which writers 3 This is a good opportunity for your students to work
make language choices to influence their readers. together to produce a presentation, which can be
given to the class as preparation for the Spoken
You can develop this idea by pointing out that it is not Language Presentation.
just the choice of word or words which is important, but
the way in which they are meant to be spoken. HOW WRITERS USE ADJECTIVES AND ADVERBS
As an example, ask your students to think about the The initial paragraph of this section gives you an
different ways in which they might express similar ideas opportunity to talk to your students about drafting,
on altering school rules on uniform to a friend or to their an exercise they may see as pointless. You can help
tutor group as opposed to at a meeting with the head them to understand how added or changed words can
teacher as part of a student council delegation. dramatically improve a text and its fitness for purpose
and intended audience.
Another example might be the ways in which they might
ask their tutor group to support a local charity compared
Activity 2
to their tone when addressing a local businessman with
the same request. You can introduce Sources B and C by referring to the
continuing need for Shelter as a charity.
Activity 1 Suggested answers:
You may need to explain to your students the basic 1 In Source C, the writer has added a number of
planning process for developments and the rights of adjectives and an adverb to the text. The writer has
appeal of the public. Draw their attention to the nature of also added friends to family, building on the idea of
greenbelt land. extended happiness and the text now emphasises
1 Suggested answers: the enjoyment of the Christmas season. The addition
of now and the illustration of the telephone add to
a It is deliberate exaggeration to get across the point
the urgency of the appeal.
that an area of green countryside will be gone
forever. 2 a Bullet point 3, but also bullet point 1
b It comes across almost like a command something b Bullet points 2 and 3
that must be done immediately. 3 The addition adds to the idea that Andreas situation
c You and your with Tom was desperate and was a crisis that
needed solving immediately.
The answer to task 1a could offer a good opportunity
to introduce your students to the idea of hyperbole 4 It adds to the urgency of the appeal and the need for
deliberate exaggeration for effect and how it often immediate action to deal with these situations.
influences tone. 5 This is a possible homework task.
The answer to task 1c may offer an opportunity to point You should ensure that your students have a full list
out to your students the use of pronouns such as you in of the additions from the first draft so that they can

comment on why the changes have been made. The the theatre including the two plump, rosy-cheeked
bullet points identified for task 2 will also be helpful. ladies laughing and chatting.
Reading their final paragraphs aloud in class will also 3 The writer is clearly trying to influence the readers
be good spoken language preparation. response. He wants them to realise the big
difference between the people on Londons streets.
His use of noun phrases shows this difference.
Differentiation and extension He describes the poor as ill-clad, half starving.
You can ask your students to pick up an appeal This suggests deprivation, cold and hunger. He
leaflet from any local charity shop. Although they will describes the rich two ladies as being plump and
only have the final draft, they should still be able to rosy-cheeked with merry coal-fired faces and
highlight adjectives and adverbs that have been used wearing warm expensive furs. These noun phrases
to influence the reader. suggest happy, well off, healthy and well fed
people.
These highlighted leaflets could make an excellent
wall display about tone in emotive language. HOW WRITERS CREATE AND USE TONE
You can refer back to what you discussed with your
HOW WRITERS USE NOUN PHRASES students at the start of the unit: how differing tones are
You can remind your students that: used for different circumstances and purposes.
a noun is a naming word, of any person, place, thing, Draw attention to the exemplars of different tones given
or quality (e.g. wisdom) in the first paragraph of this section of the Student Book.
a phrase is a group of words, used to add detail to a Again, Source E would benefit from being read aloud with
sentence, which does not have a verb. some explanation of vocabulary or the use of dictionaries
For example, singer is a noun; tenor singer or singer on the part of your students; for example, surpass, the
with a tenor voice are noun phrases. whirlpool of moral ruin, demoralising.
Ask your students to work in pairs to develop noun Activity 4

phrases for:
Suggested answers:
a table
1 Want and filth indicate that the area is deprived and
a butcher dirty.
a soldier
2 The list comprises crumbling walls, broken windows,
a celebrity broken, opened doors, and some houses without
a computer game. doors. The list emphasises the desolation and
You may need to read Source D yourself to ensure that neglected appearance of the area.
all of the vocabulary has been understood, for example, 3 A metaphor is a comparison where a writer says
commuters, coal-fire faces. that one thing actually is another, for example: The
You should take your students through the development camel is the ship of the desert rather than The
of the diagram on ill-clad, half-starving people. camel is like a ship in the desert.
A whirlpool is an area of strong, swirling water
Activity 3 which can suck a person beneath the surface. It is
Suggested answers: almost impossible to escape because of the power
of its suction. The metaphor suggests that there is
1 Plump suggests well fed and possibly jolly; rosy-
no escape for the people living in these deprived
cheeked suggests healthy and of good complexion.
conditions.
Warm draws attention to the furs ability to keep
4 a The list emphasises how these people are outcasts
out the worst of the evening weather and contrasts
from society, cut off from comfortable life with no
with the ill-clad people; expensive draws attention
hope left.
to the comparison with the starving people staring
into windows. b These closing words link together dirt, poverty and
deprivation with wicked and sordid behaviour.
Note that starving means extremely hungry but
also has another archaic meaning extremely cold. 5 This is a possible homework task. Students should
pick option b in task 5. Ask them to use their
2 He sees people who are deprived, ill-clad and
answers from tasks 14 to give examples of words
starving; well-dressed commuters; a small crowd at
expressing this anger, as evidence of the writers

5 Reading: Examine how writers create and use tone
tone when writing about people trapped in poverty because of her better quality outfit and her tone
and deprivation. suggests that she wanted to cut herself off from life
in the neighbourhood.
Differentiation and extension Words to influence: derelict islands and tide of

garbage and graffiti suggest that the area is cut
You can remind your students of the difference
off from other areas, like an island cut off in the
between metaphors and similes. Then ask them
sea; troop of boys, seemed like the uniform
to find the poem Blackberry Picking by Seamus
and occupying force makes the meeting seem
Heaney online. Ask them to highlight metaphors
like a military confrontation between two armies
that emphasise the colour of the berries, the effect
representing two different ways of life.
of wet grass on their boots, what the thorns did to
their hands and what happened to make the berries Sentence forms: the author starts with a short
unattractive when they hoarded them in a bath. sentence asserting a point of view and then uses a
complex sentence to give details of the poverty in
Rogerstown. This is followed by a short summary
HOW WRITERS VARY SENTENCE FORMS sentence. Direct speech is used to add realism to the
It is worth reading through Source F with your students, confrontation. A list is used to describe differences
pointing out that the different sentence lengths are in dress. The final sentence is longer and acts as a
responsible, among other things, for a lively piece of conclusion to the whole episode.
writing. If your students then number these sentences, It is important that your students carry out the feedback
task 1 in Activity 5 will be more straightforward. in the How did you do? section. This peer or teacher
Activity 5 have covered the skills given in the ticked criteria at the
1 Suggested answers: end of the assessment.
a Sentence 3 FURTHER PROGRESS
b Sentence 1 Suggested answers:
c Sentence 5 1 An informal tone for a serious subject, for example,
d Final sentence starry-eyed.
e Sentence 2 2 He contrasts the youth of Catherine Howard,

young and prettyaged just about 18, with the
f Sentence 4 age of the king, over 30 years her senior, and
2 The writer opens with a short statement which his unattractiveness, bloated, bad- tempered,
asserts a point of view. He follows this with a running ulcer on his leg.
conditional sentence that makes clear what You could also ask your students to read the first chapter
Manchester needs to do. The single word question of John Steinbecks Of Mice and Men. You could ask them
makes the reader stop and think. He answers this to pick out examples of the writers choice of words
question with the simple statement that responds which influence our view of Lennie.
to the question. He then uses a complex sentence
to explain in detail why Mancunians have a right to
boast. He ends with the short exclamation sentence CAMBRIDGE ELEVATE RESOURCES
which refers back to the single-word question. In the Student Book:
Assess to Progress
Link: Find Seamus Heaneys poem Blackberry
Picking on the Poetry Foundations website
Suggested answers:
1 Attitude, feelings and tone: the author feels apart
from the residents of Rogerstown. She was afraid

UNIT 6
Descriptive phrase Effect
AIMS AND OUTCOMES
line 8 makes it seem like something
The work in this unit will prepare your students to that is advanced and will not go
answer questions based on AO2, which requires out of date
them to explain how writers use language to achieve line 12 gives the effect of extreme,
effects. breath-taking excitement as
This unit develops AO2 skills: the all-round views are enjoyed
explore how writers use descriptive language and
imagery 4 This task can be completed as a paired activity in
explain the effect of descriptive techniques class using the ideas from the table given in task 3.
consider how writers create setting and A paragraph could continue:
atmosphere.
The writer also adds to this advanced effect by talking of
the futuristic pods, contributing to the idea of space-age
USE YOUR SKILLS travel which will be part of our future lives. He tells us that
it moves like a snail so that we can take in the views at
You could ask your students to look back at Source E in
our leisure. The 360-degree views of London are so exciting
Unit 5. Encourage them to notice that while facts such as
that they take our breath away.
the appearance of the area and its inhabitants are given,
the writer deliberately chooses language which will give EXPLORE USE OF ADJECTIVES
the reader a clear description of the horrors of the area.
You can remind your students that an adjective is used
Explain to your students that many texts both inform and to describe a noun. Writers can use them to give extra
describe in this way as writers mix facts with descriptive information about a noun, adding to the meaning and
language. the effect of their use.
Activity 1 You can work through the example given in the Student
Book noting the changes in meaning and effects from
You can introduce Source A to your students as an
small, to tall, to towering and from crowded, to empty, to
example of a mixture of facts and descriptive language.
deserted.
Suggested answers:
Tasks 1 and 2 are good opportunities for paired work: Activity 2
ideas can be presented to the class as spoken language Suggested answers:
preparation. 1 a Ghostly suggests something strange and
1 Facts: an observation wheel; in the Jubilee Gardens unworldly; haunted implies that the house has a
on Londons South Bank; 135 metres tall; built mysterious past and that odd events happen there.
to celebrate the millennium; it took more than a b Mysterious implies something outside explanation;
year and a half to build; people can board while it silent adds to the effect of a strange atmosphere in
is moving; the glass pods came from France; each the house.
capsule is 8 metres long and weighs 500 kilograms;
passengers have a 360-degree view of London. 2 The use of flushed gives the reader a sense of the
girls excitement at winning the trophy.
3 See the suggested answers in Table A.
The use of blushing helps the reader to picture the
Table A girl as a little embarrassed by all the attention her
Descriptive phrase Effect
college success has brought.
line 1 makes it seem very advanced With the use of rosy, the writer is choosing a word
like something from space which tells us how healthy the baby looks.
something not seen before or in
sci-fi movies
EXPLORE USE OF NOUN PHRASES
line 6 makes the ride seem extremely You can remind your students that noun phrases are
slow moving so that the sights groups of words in a sentence that do not have a verb.
can be enjoyed at leisure
The two examples given at the start of the section should
help your students to see how the use of adjectives in a
6 Reading: Explore how writers use language to describe
noun phrase can help the reader to understand feelings Table B

and situations.
Basic meaning Writers choice Effect
(Version 1) (Version 2)
Activity 3
waited skulked gives the impression
1 This task offers another opportunity for paired that he is behaving
presentations to the class as preparation for Spoken secretly, as though
Language Assessment. he is hiding or
2 This is a possible homework task. You may want to avoiding something
check that your students have sufficient, correct looking peering slyly peering gives the
detail from task 1 before they tackle task 2. effect of staring with
a narrow focus while
Possible paragraph:
slyly indicates a
Hughes starts by describing the hedge as wind-stripped, secretive manner
telling the reader that the wind has been powerful enough went ventured out ventured gives the
to pull the leaves from the hedge. It can provide little effect of danger, like
shelter from the rain, neither can the brambles which tear setting out on an
and scratch savagely, nor the trees which are crippled as adventure
their leaves are gone and they can hardly stand on their
called me hissed at me gives the impression
own. Only the trunk, black as a guns mouth with smoke,
of an animal sound,
can provide shelter from the fusillade, which gives the
like a cat sensing
effect of the blinding rain hitting the boy like stinging
danger
pellets from a shotgun.
respond obey gives the sense of
3 It is important that your students carry out this peer being given an order
assessment to ensure that the effects of the noun which cannot be
phrases have been understood and explained. questioned
his expression a horrible change disfigured gives
changed disfigured his face the impression of a
change so dramatic
Ask your students to look online for a copy of the that his face twisted
Ted Hughes poem Wind. Here he is again describing into a disturbing
violent weather. Ask your students to pick out the shape
words and phrases which tell the reader of the he told me ordered me adds force to being
ferocity of the wind that night. told; the reader can
imagine the tone of
EXPLORE USE OF VERBS AND ADVERBS command
surprised me made me jump emphasises that
You can remind your students that a verb is an action the surprise was
word in a sentence. An adverb is a word that describes a so great that he
verb, and which tells us more about the action. leapt in the air like a
As indicated, you can ask your students to pick out the frightened animal
verbs in Source C and to notice how Ted Hughes has
chosen them to help the reader to picture the man trying
3 It is important that your students carry out this
to escape from the violent weather.
task so that ideas on these language choices can be
You can also work through the example of walked shared with the class.
and crept given in the Student Book, noting how
the language choice of a change of verb can be more EXPLORE USE OF IMAGERY
effective than the use of an adverb. Look back at Version 2 of the text in Activity 4 with your
students before reading the student comments on like a
Activity 4 cat waiting for a mouse.
1 It may be advisable for your students to use different Ask them to pick up the chain of the comment, from
coloured highlighters here to identify verbs and identifying the simile, to commenting on its effect, to
adverbs before moving onto task 2. exploring its effect.
2 See Table B for suggested answers. It may be useful to make a wall display of this student
comment for reference.

The progression from identification of a language 1 Their written explanation should include the
feature, to a comment and then to an extended comment following points:
which explores its effect is the most appropriate style of
Descriptions in lines 34 give the reader a sense of
responding to questions on language use in the Reading
the amusement park being shut up, deserted and
examination questions.
even a little neglected.
It is essential that your students note and follow Line 2 shows the writer taking time to walk
thisstyle. through the park with no real aim.
Lines 56 emphasise the closure and the fact that
Activity 5 no one is visiting or caring for the park.
1 This is a possible homework task, allowing your The atmosphere is abandoned and deserted.
students to demonstrate a grasp of the style given
Gala Land is seen as mouldy, as in the
above.
descriptions in lines 1314. The lights add to the
Identify: a simile his jaws as strong as iron. eerie atmosphere. It is ghostly and a little seedy.
Comment on effect: makes the jaws seem like a It is important that your students carry out the feedback
strong metal which is difficult to bend. in the How did you do? section. This peer or teacher
Explore effect: can make the reader think feedback will allow your students to see how well they
of an iron clamp, like a trap, which requires have covered the skills given in the a, b and c criteria at
considerable force to open it. the end of the assessment.
EXPLORE SETTING AND ATMOSPHERE FURTHER PROGRESS
You can read over the example given at the start of this 2 The parties diving for shelter gives an impression of
section with your students. They should notice how the a large group rushing underground as if to a shelter
colour-coded verbs and adjectives add to the description at a time of war or natural disaster.
of shopping in San Francisco on a sunny evening.
The personification in lines 45 adds to its
unattractiveness and harshness.
Activity 6
Dawn and the city stirred gently to life, the soft The descriptions allow the reader to hear the
murmurings of pigeons on the sun-streaked ledges of separate noises of the different attractions, the
skyscrapers blending with the warmth of the morning machines, and the rifle ranges with the background
sun and the faint hum of early trams. music.
1 The atmosphere is calm and tranquil as the city For further reading your students could read the opening
comes slowly and gently to life. section of Treasure Island, which was used for the extract
in Activity 4. The description of Jim with the old sea dog
2 Possible paragraph: and the pirate raid on his mothers inn provide many
The writer creates a calm atmosphere by telling us that examples of descriptive detail of events and characters.
the city stirred gently like a sleeper rising slowly from a
peaceful sleep. Soft murmurings and a faint hum are
not strident noises but add to the tranquil atmosphere as
the morning sun comes up among the skyscrapers and the In the Student Book:
early trams. Assess to Progress
Link: Find Ted Hughes poem Wind on the Poetry
The administration of this assessment is at your Seers website
It is important that your students look back at the
examples of descriptive writing in this unit, and their
work on them, before starting the assessment.

UNIT 7
Activity 2
AIMS AND OUTCOMES Suggested answers:
The work in this unit will prepare your students to 1 a Have they raised money for charity?
answer questions based on AO2, which requires
them to explain how writers use structure to achieve b Have the school governors congratulated them?
effects. 2 a They have seen the new stadium.
This unit develops AO2 skills: b The yoghurts are in the fridge.
consider how writers choose and order their words
3 a The villain tackled the superhero.
examine how writers order and link ideas in
paragraphs b The people asked the politician for help.
examine how writers structure whole texts You can use the answers to task 3 to reinforce the idea
explore how writers use structure to influence that word order can affect meaning and therefore needs
readers. careful thought by a writer.
EXAMINE HOW WRITERS CHOOSE AND

USE YOUR SKILLS ORDERWORDS
You could start by explaining how organisation, even of You can use task 3 from Activity 2 to move onto the idea
everyday matters, is an essential life skill as well as being of writers choosing words and deciding on word order
important for writing. You can reassure your students to suit the intended purpose and audience of their work.
that having difficulties with organisation is quite a You can use the examples given at the start of the section
common occurrence for many people. Ask them to think on advice for children and adults to make the point
about how difficult it is to organise a day out for a group about the choice of sentence lengths and vocabulary.
of four or five, or how much thought they need to put into
organising their time at home if they are to keep up to Activity 3
date with homework. These tasks will make a suitable homework activity.
You could then ask your students to look back at the You can introduce this activity to your students by
recipe for porridge with sticky banana topping used in explaining that the work will demonstrate how a writer
Unit 1 or any other online recipe. makes different choices about sentence types and
These types of text are good examples of the importance vocabulary depending on their intended audience.
of correctly ordering information, and ideas, in order to Suggested answers:
achieve a desired outcome or effect.
1 Source A is for children: simple sentences;
straightforward vocabulary which is easily
Activity 1
understood; use of pictures to help the message.
The paired work in task 1 should lead into individual
work on task 2. Source B is for parents: more complex sentences,
for example, first sentence of second paragraph and
The directions worked out can then be presented to the first sentence of third paragraph; more complex
class as spoken language preparation. Incorporating vocabulary; use of statistics in the first paragraph to
task 3 into the presentation will bring in answering reinforce message.
questions, which is also part of the Spoken Language
Assessment. 2 Source A: to give children a simple, step-by-step
guide to crossing a road safely.
CHANGE THE ORDER OF WORDS
Source B: to ask parents to support current work in
This section provides your students with a good school on all aspects of childrens road safety.
opportunity to think about careful word order in their
3 b Imperatives are short commands and give clear,
own writing. By using the She is at school example in the
precise instructions to the child on crossing the
Student Book, you can point out how the choice of word
road.
order can affect the meaning of a sentence, as well as the
effect on the reader. 4 a Six times
b The use of these pronouns adds to the idea that the
text is personally directed to a parent, to remind

them of their responsibility for their childs road

safety.
5 Use your eyes and ears all the time when you are
You could ask your students to do some further work
near traffic. Do not chat to friends or listen to music
on identifying cohesion in a paragraph of writing.
when you are crossing the road.
Ask your students to look at Source A of Progress Plus,
FOLLOW IDEAS IN A PARAGRAPH available in Unit 1 of the Cambridge Elevate-enhanced
You can refer back to the previous activity to remind Edition of Progress Plus.
your students about word and sentence choices. You They should be able to identify an opening topic
can move on to emphasise that writers also exercise sentence on viral videos, developed evidence of their
considerable thought about the order in which they build popularity and a summary of the power of internet
their sentences into a paragraph. videos.
Activity 4
Suggested answers: INVESTIGATE STRUCTURE
1 a Pictures of hotel swimming pools in a holiday You should explain to your students that this section
brochure involves recognising that a writer does not just think
about sentence order in a paragraph but also about
b The importance of the simple picture of the pool the order in which they will present their completed
c The photograph gives the impression that the pool is paragraphs.
bigger than it really is.
Activity 5
d The writer is alerting readers to the dangers of being
taken in by the photograph. 1 Responses to paired discussions can be presented
to the class as part of spoken language preparation.
e The pool is an odd shape and probably no bigger Suggested answers:
than shown.
a Photographs of hotel bedrooms
2 Sample answer:
b That these photographs are as deceiving as the ones
These short sentences are explained in more detail in the of hotel pools
more complex fourth sentence, which tells the reader that
the photograph gives a deceptive image of the size of the c Photographs of the beach
pool. The last two sentences act as a summary of his views d The photograph avoids showing unattractive
that readers of holiday brochures can be misled by skilful features.
use of photography.
e Why the holiday maker should not rely on brochures.
3 It is important that your students carry out this peer
f That even written factual information might also be
assessment of each others work and make any
deceptive.
necessary improvements. This assessment will help
to improve your students ability to write about the 2 Statement c best describes the inferences as
structure of a paragraph. it includes the words should not be trusted.
Statement a is not the subject of the article,
You could look back at Source C with them and point
bmentions photographers not photographs and d
out how this structure is widely used, particularly
is talking about the whole booking process, not just
in informative writing or, as in this case, where the
reliance on a brochure.
writer is presenting a point of view.
This structure involves the paragraph opening Activity 6
with a topic sentence telling the reader what the Before starting this activity you could explain to your
paragraph is about. This topic sentence is followed students that writers think very carefully about the
by more detail on the subject, which could be more order in which they place their paragraphs in any piece
information or a development of this part of a point of writing, for example, when giving instructions,
of view. The paragraph then closes with a summary presenting a point of view or telling a story.
of the information or point made.
You could ask your students to explain why they think
Structuring a paragraph like this, or the way ideas or thoughtful ordering of paragraphs is important in these
information are presented in a paragraph, is known types of writing.
as the cohesion of a paragraph.
The order in which a writer places paragraphs in a text is
known as the coherence of a piece of writing.
7 Reading: Explore how writers order and organise texts
Suggested answers: 6 It invites the reader to join in her amazement at her

fathers running ability.
1 The opening five words
7 The exception is Gretchen.
2 a By suggesting that the photographer is again trying
to make the feature look bigger than it is through the 8 It draws attention to the silliness of the suggestion.
angle of the photograph.
9 It gives the reader a final, summary statement of the
b The photographs make the feature look inviting writers confidence in her own ability.
because the photographer has shot from the hotel
roof, avoiding the four-lane highway below the
in the How did you do? section. This peer feedback will
balcony.
3 That they are contrived to give a distorted view of the skills given in the bullet points at the start of the
size and to miss out unattractive features. assessment as well as the ticked criteria at the end of the
assessment.
When work has been completed on the first three tasks,
the last four tasks may then be done as homework. FURTHER PROGRESS
4 That you have not been totally sensible to have This activity could be used for homework.
relied on the brochure. It is probably correct as the
writer has provided evidence of how misleading Suggested sections to the answer:
brochures can be. Focus of attention in first two paragraphs: her family
5 a That the factual information on price might also be life; their support for her; the difficulties of her brother
manipulated. Raymond and her protectiveness towards him.
b One possible reaction is amazement that buyers can Introducing and developing the idea of running: she
be so misled or that brochures would mislead to this brings in the idea of running after saying she might run
extent. away from some fights when looking after Raymond;
she develops it with details of her achievements and the
6 Brochure comparative abilities of her father.
7 That, since the photographs have been manipulated, Ending the writing: she ends with a summary of her
the writer thinks that the factual information on confidence and her determination to beat her rival,
prices might also be manipulated to deceive, or even Gretchen.
lie to, the buyer.

Further work can be done on structure by asking your
The administration of this assessment is at your students to look at Source C in Progress Plus, which is
discretion. You should decide on the timing and available in Unit 8 of the Cambridge Elevate-enhanced
conditions for example, exam conditions, classwork or Edition of Progress Plus.
Ask them to outline the structure of this opinion piece
as it moves from the introductory idea, to details of
the various academic evidence, and then on to the
Suggested answers: summary ideas of student peers.
1 By saying what the other members of the family
do, the writer emphasises the statement in the first
sentence. CAMBRIDGE ELEVATE RESOURCES
2 It tells us of the one job done by the narrator. In the Student Book:
3 Although Raymond is bigger and older than the Video: Dr Paul McDonald: Techniques for conveying
narrator, he needs support. The narrator is very meaning
protective towards her brother and is prepared to
Assess to Progress
get into fights for him even if she has to run away in
the end.
4 By telling the reader about her running capabilities.
5 The sentence in line 19.

UNIT 8
task 2c make the house seem more neglected when set
AIMS AND OUTCOMES against the care and attention mentioned in task 2e.
The work in this unit will prepare your students to You can then read the extract in Source A from Of
answer questions based on AO2, which requires Mice and Men asking your students to be alert to the
them to explain (and) comment on how writers use contrasting details in the description of the two men.
structure to achieve effects and influence readers.
This unit develops AO2 skills: Activity 2
investigate the use of contrast in descriptions Suggested answers:
learn about the technique of zooming in 1 e, a, b, d, f, c
track links between paragraphs 2 This is a good opportunity for paired discussion,
explore the effects of structure on the reader. with pairs presenting their ideas to the class as
These skills are focused on fiction in this unit but you spoken language preparation.
might like to make your students aware that some of With this information checked as correct, tasks 3, 4 and 5
these techniques are also used in literary non-fiction. are possible homework activities.
3 Student C follows the structure of the extract and
USE YOUR SKILLS picks up the effectiveness of the contrast.
Ask your students to look online for photographs of 4 It conveys the idea of the smaller man making the
their local area taken at different times of the day or in decisions and taking the lead, with the other man
different seasons. just acting as a follower.
Alternatively your Art Department might be able 5 The comparison in this task will allow your students
to provide scenes of the same location in different to ensure that they have grasped the effective use of
circumstances. contrast in imaginative writing and its effect on the
You can ask your students to note how the contrast in the reader. You could ask them to show you the notes
scenes gives the viewer a differing viewpoint and how they made as part of their comparison work.
one increases the effect of the other, for example, the
INVESTIGATE ZOOMING IN AND OUT
dark looks darker or the winter weather looks colder.
You can make the link to visual arts with your students.
Activity 1 It is developed in the introduction to the section and you
could use the opening of the TV show EastEnders as an
Suggested answers:
example, as the camera zooms in on the Walford area.
1 The child huddled, the child ran through; fearful
Also, in many detective series, the camera will zoom out
of everyone who passed, afraid of nothing and
from a corpse to show reactions in the area around the
nobody.
corpse.
2 a and d; b and f; c and e.
3 a and d: dark winters night / warm sun shone Activity 3
brightly; dim shaft of moonlight / bright rays. Suggested answers:
b and f: soothing waves / towering waves; families 1 a Zoom in: d, b, a, c; Zoom out: c, a, b, d.
gathered / beach was deserted.
2 Sequence 1: a, c, b, e, d, f; Sequence 2: a, f, e, d, c, b.
c and e: windows smashed / windows gleaming;
This is a suggested order; be prepared to accept
blinded by weeds / lawns manicured.
valid alternatives from your students if they can
4 Your students should carry out the comparison sensibly justify them.
in this task; it may highlight possible
3 This task is important in dealing with maximum
misunderstandings of vocabulary.
impact, as students may well have differing ideas.
INVESTIGATE USE OF CONTRAST Ideas on this impact could be presented, with
reasons, to the rest of the class.
You can use the contrasts developed in Activity 1 to
remind your students of how contrasts magnify one
description against another, for example, the details in

8 Reading: Explore structure in fiction
Activity 4 1 Possible aspects of zooming in: opening view of the

You can introduce this activity by referring back to the wide area of the pool; then wildlife around the pool;
idea of maximum impact from Activity 3, pointing out then natural features around the pool; then the
that this is a goal of writers as well as film makers. appearance of Lennie and the effect on the wildlife;
finally Lennie drinking from the pool and the effects
You will need to read Source B through with the class to of his movements.
ensure that all vocabulary is understood.
2 a Pool in paragraph 3; snake and pool in paragraph
Suggested answers: 4; pool and snake in paragraph 5; pool in
1 Inside paragraph 6.
2 a Small windows and a door with a wooden latch b Sycamore and leaves in paragraph 3; leaves in
paragraph 6.
b Eight bunks, five of which are covered with blankets
and three which are not c Heron in paragraph 4 and paragraph 5.
c A stove with a pipe going up through the ceiling d Wind in paragraph 3 and paragraph 4.
d A table with playing cards scattered across it, e Lennie in paragraph 5; he in paragraph 5; Lennie
surrounded by boxes to siton in paragraph 6; he (four times) in paragraph 6; his
(four times) in paragraph 6.
3 Option b is most likely as the details increase the
effect of the setting; a is the least likely as the 3 a The repeated use of small details does give the
information on its own would add nothing to the reader a clear view of the scene.
purpose of the writing, which was to give a sense of b Lennies appearance seems to clear the wildlife away
the characters and lifestyles of the men. from the pool leaving Lennie alone in the world.
If your students have the correct information from tasks c The pool is at the centre of the scene and the shade
1, 2 and 3, then task 4 is a possible homework activity. around it makes it seem a pleasant spot for Lennie to
4 Suggested answers: outside; lists; apple boxes; they drink from.
tell us that this is the mens home; the black, cast- 4 This would make a suitable homework activity.
iron stove; middle; grouped boxes; imagine what it is
like to live and work on the ranch. Possible answers:
5 It is important that students carry out this task and He starts with the pool by the Salinas River and then zooms
look at each others work to establish how effective in to the wildlife around it, such as the watersnake and the
this zooming in can be in establishing a place and a heron.
lifestyle. He then moves to the wind blowing around the pool,
blowing at first then settling to allow the heron and
Differentiation and extension another watersnake to reappear in the description.
You could ask your students to look at the opening Having set the scene and atmosphere of calm and
paragraphs of A Kestrel for a Knave, which describe tranquillity, he brings Lennie into the picture, chasing off
Billys bedroom on a cold morning. Encourage your the wildlife. The final focus is of Lennie on his own, drinking
students to notice how the writer uses details to from a deserted pool.
give us an impression of Billys home life and his 5 Your students should carry out this task; by doing so
relationship with his brother. they will increase each others knowledge of the use
of structure and the use of contrast.
RECOGNISE LINKS
You may want to introduce this work by reminding your
students of the use of zooming in when establishing the The administration of this assessment is at your
atmosphere of a scene. You could also look back at the discretion. You should decide on the timing and
description of Lennie, the second man, in Source A. conditions for example, exam conditions, classwork or
Activity 5 well they have covered the work in the unit and given in
This is excellent paired work with an opportunity the bullet points at the start of the assessment.
to present findings, and take questions, as part of Suggested answers:
preparation for Spoken English.
1 The contrast between the dark night and the sunlit
morning.

2 See the suggested answers in Table A.

Table A CAMBRIDGE ELEVATE RESOURCES
First paragraph Second paragraph In the Student Book:
cloaked by darkness light awoke him Video: Dr Paul McDonald: Using narrative structure to
heavy clouds and a sulky suns bright rays engage the reader
moon
Handout: Of Mice and Men
eyes, wide and alert heavy, tired eyes
Assess to Progress
3 They both end with a fear; the reader could possibly
share the boys feelings that both the good folk and
the drunks were against him.
4 Your students should include:
Use of contrast: dark night; tired boy; fear of drunks
and police actions; good people quiet in bed; warm
inside but piercing cold outside; bright, warm, sunlit
morning; boy in parkland; birdsong and human
voices; drunks now gone but fear of them replaced
by fear of good people.
Links between paragraphs: links tired boy with
rested boy; links urban scene of drunks and police
with chirping birds; links differing fears of good and
dangerous people.
Overall structure: students need to show that the
writer has used contrasting details between late
night and morning to emphasise to the reader the
loneliness of the boy in different times and places,
as well as the different dangers his vulnerability has
placed him in.
assessment.
FURTHER PROGRESS
Your students may enjoy reading the texts suggested in
this section.
If they are considered overlong for the time available,
they may also enjoy the short story Drunkard of the River,
available in Unit 9 of the Cambridge Elevate-enhanced
Edition of Progress Plus. Here the writer uses detail to
create a threatening atmosphere for a boy in danger but
his response to the danger may surprise your students.

UNIT 9
c By using capital letters she gives them a title and
AIMS AND OUTCOMES makes them seem important and a set group, rather
The work in this unit will prepare your students to than a nondescript bunch.
answer questions about the way writers structure Source B
texts to influence and affect readers. They will then
d By using the short opening sentence.
be prepared to answer questions on AO2, which asks
them to explain (and comment on) how writers use e People might be unsure what to do, panicking and
structure to achieve effects and influence readers. frightened that it might explode on them.
This unit develops AO2 skills: f It shows that they were not particularly frightened
consider the impact of openings and that they took the event in their stride.
investigate the inverted pyramid structure Source C
explore the structure of a review
a It sounds as if it is a more grown-up love affair.
write about the effect of structure on readers.
b By telling the reader that he was only four years old
at the time.
USE YOUR SKILLS
c It helps the reader to see a little boy lost in his
You can explain to your students that structure is an own world where the feelings of another are of no
equally important feature of non-fiction texts as it is of importance; it presents a humorous image of a
fiction. A fiction writer of classic detective novels, for stubbornly selfish child.
instance, will often structure the narrative so that clues
3 It is important that you refer your students back
are given to the reader before the criminal is revealed at
to the answers they gave to the three questions
the end. Non-fiction writers also think carefully about
on Source A in task 2. They should notice how they
how they structure, for example, a piece presenting
have been built into a paragraph which focuses
an opinion so that they can lead the reader through
on a structural feature, in this case an interesting
the ideas, hopefully to an agreeable conclusion. Some
opening.
structural features are common to both types of writing,
for example, the use of contrast to enhance a description The gap can be filled by using the agreed response
or the use of zoom in/zoom out to set up a scene. to Source A in task 2c.
4 The paragraph in task 3 can be used as an exemplar
Activity 1 on the use of questions at the end of each opening.
This is a good opportunity for paired or group work: pairs By combining their agreed answers into paragraphs,
or groups can present their ideas to the rest of the class your students can show their awareness of the
as preparation for the Spoken Language Presentation. effects on the reader of different types of openings.
1 Possible reasons are: to introduce a reader to the EXPLORE THE USE OF THE INVERTED PYRAMID
substance of a text; to provide a dramatic opening to
hook the reader; or to introduce a central character You can recreate the example of the pyramid in the
in either an appealing or unappealing way. Student Book as a wall display for this section. It will be
most useful if you have a current example to hand as you
2 These openings can be read aloud in class to take your students through the concept. Some articles
start with. There should not be any vocabulary in tabloid newspapers are written in this style with the
difficulties, although intolerable triangle and essential information in the first paragraph, often in a
loathed in Source C might need explanation. single sentence, followed by the development of that
Suggested answers: information for interested readers. A front page tabloid
feature from the day you are teaching this section should
Source A
provide a contemporary example.
a To make the scene, and her involvement, credible
It is also worth pointing out to your students how useful
and immediate.
this structure is to tabloid editors, as they can cut out the
b To make the reader feel as though they are present third stage if they need more space, without reducing the
at the incident and to emphasise the nastiness of the immediate impact on the reader.
name-calling.

Activity 2
You should ensure that all of the vocabulary in Source Differentiation and extension
D is understood using the given definitions and also
possibly focusing on protruding and conservationists. You may want to reinforce the structure in Source E
before your students start Activity 4.
Suggested answers:
Ask them to find a recent review of a book, film or TV
1 Two male elephants had been wounded, one with programme that matches this structure. Many daily
a six-inch spear to the temple. It happened in the papers contain reviews of the previous nights TV
Masai Mara game park in the south ofKenya. programmes. Students looking for book and/or film
2 In paragraph 5 reviews could look in the Friday or weekend sections
of The Guardian or The Telegraph online, which are
3 In the last paragraph: the wound in the leg was
dedicated to reviews of that weeks films or published
less serious than that to the older elephant and
books. Both The Mail and Mail On Sunday online might
the essential medical treatment was less dramatic
also be useful sources for your students.
andrisky.
4 He refers to the words of Marc Goss who is director
of the Mar Elephant project. It helps the reader to Activity 4
understand that these injuries were not accidental, If, as suggested, this work is done in pairs then there is
they were inflicted deliberately. a further opportunity for spoken language preparation.
5 The last sentence links the opening and ending Responses can be presented to the class and questions
together to make a well organised account; it also taken on the reasons for their ideas.
reinforces the severity of the injuries referred to in Suggested answers:
the opening paragraph, leaving a profound effect on
the reader. 1 a Meena, a young Punjabi girl
b She is not yet a teenager; as a Punjabi she feels
USE YOUR IDEAS TO WRITE ABOUT STRUCTURE
different to the other children, like an outsider; she
shows a rebellious nature by becoming friends with
Activity 3 Anita who leads a gang of outcasts and outsiders.
If you ensure that your students have all the correct
c She is the self-appointed leader of a gang; she is
information from the tasks in Activity 2, then Activity
older than Meena.
3 makes a useful homework activity. It would also be
possible to start with task 1 in class so that your students d That they live by different rules and dont mix with
have some structural points of their own before they the other children.
read the student response in task 2.
2 a The food and clothing; Punjabi friends swapping
Peer assessment, alongside their initial list, will help stories of exciting lives late at night at dinnerparties.
yourstudents to identify structural features they may
b Hurtful aspects of life
have missed.
c It builds up suspense in the reader who is waiting
EXAMINE REVIEWS for more details. It is a book review so the reader is
You can take your students through this review using being encouraged to read the book. As such it would
the boxed points to the right of Source E. In order to spoil the readers enjoyment if too much detail was
exemplify the structure of a review, link each boxed point known in advance.
to a paragraph. 3 a It is told with flashbacks and bits of conversations
that have been overheard, in a first person narrative.
b There are good examples in lines 14, 18 and 19.
4 a It includes all the readers and adds to the idea of
shared experiences.
b Epic normally indicates important events and
characters over a long period of time, often involving
heroism or an arduous journey. Here the writer
wants the reader to think of it as epic even though it
is an ordinary girls story of events occurring over a
year or two.

9 Reading: Write about structure
c That it will get under your skin and have a lasting

effect on readers ideas about growing up in mixed-
race England.
Although the administration of the conditions for this

assessment are at your discretion for example, exam
conditions, classwork or homework it may be useful to
think of using the assessment as a homework activity.
You will have had the opportunity to check, from their
oral presentations, that your students have sufficient,
accurate information from Activity 4 to write an answer
to the question on the influence on readers of the
structure of the review of Anita and Me.
assessment. It will also help them to identify areas where
improvements in writing about structure can be made.
FURTHER PROGRESS
The website links given in this section of the Student
Book are also reproduced in the Cambridge Elevate
Resources section. They will be useful in giving your
students more practice in looking at the structure of
reviews.
They can also increase their recognition of typical review
structures by looking at more pieces from the sources
suggested in the Differentiation and Extension section.

Video: Dr Ian Pearson: Structure in non-fiction
Assess to Progress
Link: For online reviews of films, visit Empires
website
Link: For online reviews of computer games, visit the
Gamespot website

UNIT 10
It will be at your discretion as to how and when you her greeting; the sentences become shorter towards
administer this unit. The most important issue is to take the end of the paragraph when the boy turns away.
your students through the bullet points under the Route
Give four to six marks for answers which develop
to success heading, commenting on reading time, mark
the comments, for example: the childrens lack
allocations and the link to time on each question, as well
of response and the boys comment on the cold
as the reminder of the importance of supportive textual
contrast with the warmth of the day and her greeting
reference.
to them; the boys dialogue completely ignores her
The suggested responses have been made with the as if they had no interest in her previous history with
supposition that the assessment has been completed in the place; the sentence forms for description are
1 hour under exam conditions. more complex than the short, simple dialogue.
In higher-mark questions, students need to be aware that Give seven or eight marks for answers which use
they will be assessed on a hierarchy of skills, for example, detail for some inference and explanation, for
on an eight-mark question this will be: example: vocabulary choices let the reader picture
her desperation to connect with some aspect of her
one or two marks for simple comments based on
former life; the boys look at her and his expression
literal detail
indicate her isolation from the life around the house
three to five marks for starting to develop these now; the sequence of three short sentences before
comments with appropriate textual reference for the boy speaks focus the readers attention on the
support boys response.
six to eight marks for coherent explanation with
5 Give one or two marks for answers which are
comment which is both developed and supported
speculative and use little detail from the story; for
appropriately from the text.
example, she knew that things had changed and that
Source A suggested responses she wasnt welcome at the house.
1 Give one mark, up to a maximum of four, for any of Give four to six marks for answers which use detail
these details: to develop comments into a reasonable explanation,
It is near a river; there are stepping stones across the for example: the changes indicate that the area
river; the stepping stones are of different shapes, is very different and that she no longer belongs
round, pointed and flat; one isnt safe to stand on there; the car and the very fair children indicate a
if the river is high; the road had been widened; different family lifestyle to that which she had been
the work had been careless; the felled trees were accustomed to.
still lying there; the bushes seemed to have been Give seven or eight marks for answers which
trampled on. use detail for some inference or explanation, for
2 Give one mark for each correct identification. example: reference to white blood in lines 2021
could indicate a take-over of the area by white
The following statements are true: b, d, e, h.
families; the way she is ignored could indicate that
3 Points which may be used in the summary: she is not white and she now recognises that she has
no place in this changed area; the suggestion that
The road has been widened but the work has been
she is a ghost, the glassy sky, the children not seeing
careless and not tidied up; the old pavement had
her and the boy commenting on how it has suddenly
been removed and the road widened but again the
gone cold.
work had been shoddy; the sky had a glassy look;
around the house the screw pine and the mock Be prepared to accept alternative explanations from
summer house, the ajoupa, were gone; the house your students; the important aspects are validity
had been extended and painted white; there was a and the amount of textual support.
car outside.
6 Give one or two marks for answers which pick out
Give up to six marks for these points; give seven a couple of details and use simple comment, for
or eight marks for answers which draw the points example: a lot of things have changed; the writer
together and give an overall statement about the adds the strange encounter with the fair children to
womans mixed feelings about the changes. the description of the setting; the extract ends with
a mysterious short sentence.
4 Give one or two marks for answers which select a
couple of details with simple comment. For example, Give four to six marks for answers which use detail
the yellow grass and the sunlight; they dont answer to develop comments, for example: the focus is on
10 Reading: Test your progress 1
changes at the start but the introduction of the fair

children introduces a new element, that people
have changed as well as the roads and buildings;
the happiness at the start of the extract turns to
confusion and isolation at the end; the words of the
boy and her arms falling to her side after she had
stretched them in welcome lead to the mysterious
final short sentence; some recognition from these
clues that this may be a ghost story, such as the
glassy sky and the boys reference to it turning cold.
Give seven or eight marks for answers which
use detail to infer or explain, for example: even
though she is happy at the start, the shabby nature
of the improvements hints at things becoming
unsatisfactory; the use of the single-word sentence
repetition of glassy indicates her confusion with
what is a fine, blue sky; the car, the fairness of the
children and the way she is ignored indicate to the
reader her isolation from what the area has become;
the final sentence stresses her desperation that she
can no longer touch the area as she had tried to
touch the children, its representatives.
At this level there may be clearer recognition that
this is a ghost story, with students building the
response around the glassy sky, the children not
seeing her and the boys reference to it turning cold;
be prepared to credit valid responses which rely on
textual detail for support.

Assess to Progress (with example answers)

UNIT 11
is a fan of Glastonbury; make sure that your students
AIMS AND OUTCOMES notice, from the first box, that what is left out can be as
The work in this unit will help your students to answer important as what is put in when identifying viewpoint.
questions based on AO3, which requires them to
compare writers ideas and perspectives across two Activity 2
or more texts. Suggested answers:
This unit develops AO3 skills: 1 Facts: a, c, d, e.
understand viewpoint Opinions: b, f.
use the writers ideas to identify viewpoint 2 A source from Radio Free Asia see lines 1821.
explore how writers use words to show viewpoint. Mark Coray see lines 3336.
3 The first quotation indicates that the leader is
USE YOUR SKILLS unconcerned about how the people will look.
One way in which you could introduce the idea of The second quotation makes you think that no other
viewpoint is to identify two of your students who either world leader would do anything so ridiculous.
like or dislike a popular television programme, such
as EastEnders, Britains Got Talent, or Big Brother. Ask 4 Statement d
them to take part in a brief opening to a lesson in which 5 It is important that your students carry out this
they give one or two reasons why they like or dislike the task. You could encourage some of your students to
programme. Then tell the rest of the class that you are present the identified viewpoints and reasons to the
not going to ask them to agree or disagree; you only want class. This will be valuable preparation work for the
them to recognise that these are two different viewpoints Spoken Language Presentation.
on the same programme, it is not an issue of who is
right and who is wrong. Their points of view have been EXPLORE VIEWPOINT AND LANGUAGE CHOICES
supported with different reasons. You could ask your students to look back at Source A.
Encourage them to notice that the first two paragraphs
Activity 1 are mostly factual but that certain language choices give
You should explain to your students that this activity the reader an early indication of the writers viewpoint.
covers similar ground to the opening section. They are We can see that the writer thinks that this is strange
going to look at two viewpoints about the Stealth Ride behaviour and the reader is being encouraged to think
at Thorpe Park and identify the reasons given to support likewise.
the different viewpoints.
Activity 3
Suggested answers:
a Student A
1 a The description in line 14 indicates that the writer
b Student A thinks that the hairstyle is old fashioned and
c Student B unattractive short back and sides haircuts and
centre partings belong to a bygone era.
d Student B
b Restrictive indicates that the writer sees the policy
2 They both thought that it was over too fast, so have
as an attack on personal freedom, restricting an
a similar viewpoint on that. They both mention
individuals right to choose.
disliking heights and speed; Student A thinks that
it will only give butterflies as it is, but Student B 2 a There is a pun on Jong-Un.
thought that it could go higher and faster. b North Korea
LINK IDEAS AND VIEWPOINTS c That punishments are harsh for civil disobedience.
You should explain that recognising a writers ideas d So that the reader can compare freedom of
will help the reader to identify and understand their expression in Britain with a more restricted life in
viewpoint. Work through the example on Glastonbury North Korea.
Festival at the start of the section. The boxes show
how to use the information to work out that the writer

11 Reading: Understand viewpoint
USE THE FIRST AND THIRD PERSON 7 The peer assessment in this task is most useful
in helping your students to identify gaps in their
It may be useful to make a wall display to remind
knowledge on the work done on language and
students of the pronouns for these different persons
writing style up to this point in the unit.
and what the use of each adds to a style of writing, for
example:
Third person: he, she, it, they, them, theirs. The Differentiation and extension
writer does not intrude into the writing personally; the You could ask your students to read Source D in
effect is to give a more considered, outside view. It will Progress Plus, available in Unit 4 of the Cambridge
be small details, like the language points referred to in Elevate-enhanced Edition of Progress Plus.
Activity 3, task 1, which help the reader to identify the
Ask them to identify:
viewpoint of the writer.
First person: I, we, my, ours. The writer gives their a which person it is written in (first)
own views more directly, making their viewpoint more b some words and phrases which give the reader
easily recognised by the reader. clues to the writers viewpoint on cyclists and
how they see the law.
Activity 4
You could read through Sources B and C in class to make
sure that there are no vocabulary issues, for example,
dumb-bell, protrude, primitive, tonnage, isolated.
Suggested answers: The administration of this assessment is at your
1 Source B uses I in the second last line so is in the
first person. Source C does not have the writer
intruding so is written in the third person.
You could append Sources A, B and C to the suggested the bullet points at the start of the assessment.
wall display as examples of writing in each person.
Suggested answers:
2 Source B: c, d.
1 First person; accept any use of I or we.
Source C: a, b, e.
2 The presence of coal mines; the glimmer of fire; the
Once you are sure that your students have the correct blackness of the people; the desolate country and
information from these two tasks, then tasks 3, 4, 5 and 6 grass; smoking and burning coal heaps; wretched
are possible homework activities. huts and carts; ragged children. All of these details
contrast with her life as a princess in a palace.
3 a That the tongue stud looks to be heavy in weight
and unattractive in shape. 3 The colour is black. The impression given is of a dark
and gloomy town, covered with smoke.
b The writer sees it as potentially damaging and not
something that looks delightful in the girls mouth. 4 Wretched suggests that the huts do not look tidy
or well-built and are not comfortable places to live;
4 It gives the impression of the girl permanently
ragged suggests that the children do not have
sticking out her tongue at the world.
proper clothes and that they look uncared for; little
5 She may have been more highly regarded by people puts an emphasis on her pity for them.
who are primitive. This indicates that the writer
5 a Its strange and extraordinary appearance.
sees something of tribal savagery in her appearance,
things that are out of place in an advanced civilised b The men, women, children, country and houses are
society. There is sarcasm in the tone here with the all black.
hint of a high status amongst her tribal teenage
c Wretched huts and carts and little ragged children.
friends.
The above seem to be the most suitable quotes but
6 Any valid reasons for students choices are
accept others if your students can reasonably justify
acceptable. It may well be that your students choose
them.
on the grounds of personal interest in either body
art or school uniform. You could try to persuade You may want to go over the answers to tasks 15 before
them to look at the way the subject is presented as your students tackle task 6. This way you will be sure
a means of giving their opinion, rather than their that they have enough correct information to deal with
personal interest in the subject. thetask.

6 Students should have ideas on the unrelenting

misery of the town, the language choices covered
in tasks 24 and how these ideas and choices
leave the reader certain of Victorias shock and
disillusionment at the sight.
assessment.
FURTHER PROGRESS
It should be relatively easy for your students to access
the articles required for this work, either in hard copy or
online. You could suggest they look at special interest
or hobby magazines or newspaper articles, from those
available online, where a viewpoint is expressed. Local
newspapers may also be a valuable resource, especially
if there is a current local topical issue, for example,
planning permission for a new building on open land, the
closure of a local amenity or the performance of a local
sports team.
If they were interested in the Queen Victoria description
then they could look at some of the viewpoints expressed
by George Orwell in The Road to Wigan Pier on life as a
miner (in Chapter 3), on living conditions (in Chapter 4) or
in the description of Sheffield at the start of Chapter 7, for
example.

Video: Dr Paul McDonald: First and third person
narration
Video: Benjamin Zephaniah: Narrative viewpoints
Assess to Progress

UNIT 12
RECOGNISE DIFFERENCES IN VIEWPOINT
AIMS AND OUTCOMES
Your students can probably read Sources A and B alone
AO3 requires candidates to compare writers ideas as there do not appear to be any vocabulary issues.
and perspectives, as well as how these are conveyed,
across two or more texts. The work in this unit will Activity 2
prepare your students to answer questions where the
This could be a possible homework activity, building on
focus is on the latter part of the assessment objective,
the work done in Activity 1.
dealing with two or more texts and the way in which
viewpoint is conveyed. Suggested answers:
This unit develops AO3 skills: 1 See Table A.
recognise similarities and differences in viewpoint Table A
understand subjectivity and objectivity
Question A B
consider how writers use language to show their
Why did they go to The writer had heard The writer went for
viewpoint
Pink Pizza? that it does what it a dare.
examine links between viewpoint and the time
says on the tin.
something was written.
How do they They were stunning The writer describes
describe the and in the writers the surroundings
USE YOUR SKILLS surroundings? favourite colour, as a giant pink
pink. marshmallow.
It may well be that your students have, quite recently,
What did they eat? A Pink Perfection The Pink Perfection
towards the end of Year 9, made choices on their GCSE
Pizza topped with Pizza and raspberry
options. You can remind them how much information
grated beetroot cheesecake.
and advice they were given, from various sources, in
and a raspberry
making their choices. You can tell them that you are
cheesecake.
going to carry forward this idea of making choices based
on given information. What did they think The writer really The pizza was
about the pizza? liked it though delicious.
pepperoni remains a
Activity 1
favourite.
Suggested answers:
What did they think The cheesecake was The cheesecake was
This paired activity can be used by your students as about the pudding? sensational. really soggy.
preparation for Spoken Language Assessment. Pairs can Would they go there The writer will The writer does not
present their findings to the class, particularly for tasks again? definitely return. intend to return.
1and 5.
1 For example: one has dining outside, the other 2 The similarities are the chosen food options and the
inside; one has a bar waiting area, the other does fact that both writers enjoyed their pizzas, the rest
not; one has traditional table settings, the other are differences.
more colourful settings; one has sophisticated
lighting, the other relies on natural light. 3 Students should follow the model sentence given in
the Student Book as they write about each of the six
2 a Keep it Simple at Pizza 4 You questions, dealing with similarities and differences
b Margherita at Pink Pizza! together.
c Spicy!, New 4 U and Catch of the day all have six UNDERSTAND SUBJECTIVITY AND OBJECTIVITY
toppings.
You could introduce the section by referring back to the
3 Keep it Simple and Margherita have the same students GCSE option choices and Sources A and B. They
ingredients. could make a useful wall display.
4 Pizza 4 You gives Jess the most choices as there are Subjective writing: Sources A and B the writer is trying
no fish toppings on offer; Sami can choose from two to influence the readers ideas on the pizza restaurant by
pizzas at both Pink Pizza! and Pizza 4 You. including personal opinions.
5 Preferences may well centre on personal tastes (as in Objective writing: GCSE option information (probably
task 4), prices and calorific intake. a booklet given to students in Year 9) that presents

information on GCSE courses without trying to influence Suggested answers:

the readers opinions. There will be a fair and balanced
1 a That the passengers of the rickshaw know little
viewpoint allowing readers to make up their own minds.
about the possible dangers or the fact that they may
be overcharged.
Activity 3
b That the rickshaw may well be unsafe and the driver
You may have to read through Sources C and D with your
unscrupulous.
students to ensure that all vocabulary is understood. For
example, chaotic and diabolical in Source C, novelty 2 The use of curse indicates something wicked or a
and eagerness in Source D. personal attack and so links with the idea of hell and
the Devil, from where we get the word diabolical.
1 Using the guidance of the suggested wall display
your students should decide that Source C is This contributes to a sense that the writer sees
subjective and Source D is objective. rickshaws as things that belong to hell; wicked
creations intended to cause harm on the streets of
2 Source C: pedal-powered rickshaws are operating
London.
as taxis in London; there has been a recent report
on a proper licence for rickshaw drivers; there was
a rickshaw accident in Westminster with only minor Differentiation and extension
injuries to the passengers.
Your students could do further work on the
Source D: rickshaws are being used in capital cities effectiveness of noun phrases. Ask them to read the
across the world; businesses make a lot of money opening paragraphs of Stave Two of A Christmas Carol
from tourist use of rickshaws in London; their taxes and to pick out the noun phrases that show the reader
and spending help the local and national economy; Scrooges confusion in the dark.
taxi drivers, delivery van drivers and commuters see
Or they could look at Source A from Progress Plus
rickshaws as dangerous and unlicensed, and the
cause of traffic jams.
Edition of Progress Plus and pick out the noun
3 Source C contains five opinions; Source D has phrases which help the writer convey to the reader
possibly one with tourists clearly enjoy the novelty. the effects of the fog.
4 Tourists enjoy seeing London from a rickshaw;
businesses make a lot of money; their taxes and
spending help the local and national economy. Activity 5
You may need to read Source E with your students
5 Chaotic operation: the writer wants the reader to
to explain any vocabulary questions, for example,
see the use of rickshaws as uncontrolled and leading
dull wearing hum, bitter shriek, exquisite silence,
to danger and disorder on the citys streets.
conceive, respite.
Rip-off indicates that the writer sees rickshaw
Suggested answers:
drivers as cheaters of the tourists.
1 a I have observed for the first time.
Diabolical curse: here the writer is associating
rickshaw use as something from hell (diabolical b Dull wearing hum and bitter shriek.
characteristic of the Devil) and something evil c He called it a pure & exquisite silence and thought
wished upon the city. that silence and peace are fast going out of the
UNDERSTAND HOW WORD CHOICES REVEAL world.
ATTITUDE d The beginnings of such sorrows.
You can refer your students back to Activity 3, task 5 and e What it is to be free of railways.
remind them how these word choices indicate both the
2 a Dull indicates that it is not a pleasant sound and
writers opinion and a desire to influence the reader.
wearing that its persistence is tiring.
Encourage your students to notice how the effect of the
word choices on the reader has been increased by adding b That the engine is like something visited on you by
an adjective to a noun, making a noun phrase. someone who wishes to do you harm.
c That the noise is so bad that it is painful and you are
Activity 4 desperate to be released from it.
After the class introduction this is a possible homework
task, which might include some dictionary and internet
work. Or it could be combined with task 2 of Activity 5 for
a longer homework task.

12 Reading: Examine similarities and differences in viewpoint
3 It is important that your students complete the peer nonsense. He deals with the positive view of a boost
assessment in this task so that the full meaning for the economy by calling the spending reckless
and effect of this chosen vocabulary is clearly and foolish showing that he thinks that the project is
understood. economically irresponsible.
His first bullet point emphasises the scale of the
ASSESS YOUR PROGRESS opposition. The use of figures in the next two bullet
points, and in the headline, reinforce the viewpoint he
The administration of this assessment is at your sets out in the written paragraph.
conditions for example, exam conditions, classwork or It should be relatively easy for your students to find
homework which will allow your students to show how diverging viewpoints on a current issue. If they identify
well they have covered the work in the unit and given in an issue of current debate, either nationally or locally (for
the bullet points at the start of the assessment. example, welfare spending, local council building plans),
then online resources with different political stances,
You may need to read Source F with your class to explain such as the Daily Mail or The Guardian, or an online
any vocabulary difficulties. local news forum, will almost certainly provide them
Suggested answers: with strongly argued, opposing viewpoints on the same
subject.
1 Journeys will be on time, quick and comfortable;
HS2 will give people better access to jobs and
improve the economy; HS2 will mean the creation of CAMBRIDGE ELEVATE RESOURCES
new jobs. In the Student Book:
2 350 unique habitats will be threatened, for example, Assess to Progress
ancient woods, river corridors and Sites of Special
Scientific Interest; it will be very expensive, an In this Teachers Resource:
estimated 50 billion; job creation may be less Link: Free texts, including A Christmas Carol, are
than thought because of the loss of jobs if other rail available to read on Project Gutenberg
networks lose customers.
3 a Source E was written in the 19th century; Source F in
the 21st century.
b Source E is subjective; Source F is objective.
c Source E is written in the first person; Source F is
written in the third person.
d Source E presents a negative viewpoint, e.g. bitter
shriek of some accursed engine; the beginning of
such sorrows.
e Source F presents both positive and negative points.
f Source E tries to influence the reader through the
use of language, e.g. torture of this new noise.
g Source F lets the readers make up their own minds.
assessment.
FURTHER PROGRESS
Your students should be able to see the writers
viewpoint as being against the HS2 development. The
noun phrase and verb used in the headline indicate
that he sees the project as expensive and destructive.
The first paragraph emphasises this view of destructive

UNIT 13
Activity 2
AIMS AND OUTCOMES This is an excellent group activity. Class presentations of
The work in this unit will prepare your students to ideas will serve as excellent preparation for the Spoken
answer questions based on AO3, which requires them Language Presentation.
to compare writers ideas and perspectives, as well as Suggested answers:
how they are conveyed, across two or more texts.
1 a The writer sees the killing as the slaying of a
magnificent beast for personal reward and the
examine similarities and differences in ideas and collection of a trophy. The writer emphasises the
perspectives sadness of the death of the lion and the boastful
compare writers ideas and viewpoints in two texts celebrations of the hunter.
compare how writers convey their ideas and b The hunter sees the killing as the means of getting
viewpoints a trophy on his wall and a great story that he can
develop skills in writing a comparison. embellish for his friends.
c The writer seems sympathetic to the fate of the lion,
USE YOUR SKILLS disturbed about what happens to the dead lion and
a little scornful of the triumph of the hunter.
You could start by referring back to the work done in
the previous unit, reminding your students how they d A personal response; students today might not
established which person (either first or third) had been understand the whole business of big game hunting
chosen for a piece of writing, what that choice of person and trophy collecting.
indicated about the writers viewpoint and how facts, 2 a That they were not like zoo lions; the mane was
opinions and language choices presented that viewpoint much shorter and they looked enormously powerful.
to either inform or influence the reader.
b In the first paragraph, the writer is overawed by
Activity 1 the magnificence and power of the wild lions; in
the second paragraph, she is aware of the dangers
You may want to read through Source B with your
posed by the onrushing lions.
students explaining some of the vocabulary choices, for
example, progeny, work ethic, diligent. c A personal response; students may be aware of
the danger of such a hunt and the overpowering
Suggested answers:
presence of the lions.
1 a readers of newspapers; personal; third person
d A personal response; students might not understand
b identify; support; Source B; Source A both the historical context and the willingness of
c rhetorical questions; lines 1516 people to put themselves in such danger.
d good; her own son 3 This is a possible homework task. You should
ensure that your students have enough detail and
e sarcastic; genuine understanding from the first two tasks to complete
The paired work in task 2 could provide useful spoken the table. See Table A for suggested answers.
language practice if results are presented to the class.
WRITE A COMPARISON
The words and phrases given in task 3 will make a useful
wall display. You will need to take your students through the work
from the four students given in the Student Book,
COMPARE VIEWPOINTS following the hierarchy of skills from simple statements
Although your students can read these passages of content in Student As response, to developed,
for themselves, and there are some vocabulary supported comments in Student Ds response.
explanations, you might want to provide further It is also important to point out to your students the link
definitions: for example, Source C brittle, carcass; words used, so that comments from two or more texts
Source D ferocious, lithe, density. are brought together in a comparison.

13 Reading: Compare writers viewpoints
Table A
Source C Source D
What do you know about the Writing in 2001. Spent his childhood in Botswana That she was a game hunter in Somaliland in Africa in
writer? (the introduction to where his mother studied lions. 1908, and that she is used to handling a gun.
each source will help)
What words do the writers use incredible; magnificent As per Student Book descriptions.
to describe the lions?
What can you work out about Knew the lion by name Armagnac personal That she sees them as awesome, powerful creatures,
the writers attitudes to lions? attachment thinks theyre incredible animals. more threatening in the wild than in the zoo (see line
7).
What can you work out about That he sees it as a destructive sport with no Thinks its fine to hunt lions has wanted to kill one for
the writers attitudes to respect for the hunted animal, alive or dead. a long time doesnt seem to see anything wrong with
hunting? this.
What can you work out about That the writer is distressed at the killing and Excited at first and then a bit frightened.
the writers feelings? sees the hunters as nothing more than proud and
boastful trophy hunters.
Other similarities and The writer sees no excitement in the killing and Although respectful of the lion and its power she is still
differences? no wonder from the hunters at the magnificent, prepared to shoot it; there are more descriptions of
powerful species they have seen. her personal feelings, the actual charge and the noise
of the lion.
At what point in the extract is Right at the start. In the last sentence.
a gun fired?
attack of the vultures and the fate of the trophy in

the hunters home.
Source D: focus is on live lions the writer could
You can increase your students experience in this
have added detail on the impression of power and
vital skill by using Sources C and D from Progress Plus,
the noises (the snarls and roars) they were making.
Edition of Progress Plus. Source D: fascinated by the hunt the writer could
have added detail on how the excitement changed,
Ask them to read through the sources and note down
and the tension at the end as she fires.
the shared joyful experiences of Laurie Lee and his
cousins, as well as the miserable time Jane had with Source C: sadness the writer could have added
her cousin John Reed. detail on how the lion takes his last breath through
punctured lungs; the killing of a magnificent beast;
They can then develop these notes into a written
the lions undignified end as a wall trophy with glass
comparison using the Student D response in this
eyes.
section as a guide and the comparison words
highlighted in the work of Students B, C and D.
Activity 3 The administration of this assessment is at your

No comparison made: Student B homework which will allow your students to show how
Begins to compare: Student A
Develops comparison: Student C
Your students will need to use all of the material they
2 You could ask your students to start by highlighting have gathered from Activities 2 and 3 to complete task1.
the comparison words that have been used in the If they have developed detailed responses, they should
response: whereas, in contrast, rather than. They be able to comment on the sadness at the death of a
can then use their completed table from task 3 in magnificent beast, the indignity of what happens to
Activity 2 to complete this task. the corpse and the rather scornful feelings about the
Source C: body of the dead lion the writer could hunters in Source C and compare these comments with
have added detail on the work of the skinners, the the awesome respect for the lion and the sheer adrenalin
rush of the hunt in Source D.
You could draw your students attention to the use

of how in the question, implying a focus on the
writers methods. It will not be enough for students to
paraphrase content; they need to comment on each
writers choice of words, possibly referring back to the
table in Activity 2.
Remind them also to refer back to the responses of
Students B, C and D in the Write a Comparison section
and task 3 in Activity 1 for the comparison words they
willneed.
assessment will allow your students to see how well they
end of task 1.
FURTHER PROGRESS
The internet is a valuable resource when seeking
opposing viewpoints. As an example of a local issue, your
students could research opposing views on staying in a
school sixth form or going to a local further education
college.
For further reading they could look at some of the other
experiences of school recorded by Laurie Lee in Cider
with Rosie and Roald Dahl in Boy; for example, Lees time
at school compared with Dahls time at the prep school
before he went to Repton, as well as his experiences at
Repton itself.

Assess to Progress

UNIT 14
3 The writer reveals that shes a mother this
AIMS AND OUTCOMES perspective might affect her viewpoint, as she would
The work in this unit will prepare your students to have her own children in mind.
answer questions based on AO4, which requires them EVALUATE A WRITERS USE OF LANGUAGE
to evaluate texts critically and support this with
appropriate textual references. You might like to introduce the idea of emotive language
by using a charity leaflet, particularly one which asks for
This unit develops AO4 skills: help in dealing with any type of deprivation in children or
identify and evaluate a writers views young people. Identify to your students where the writer
evaluate a writers use of language has used words and phrases to play on the emotions of
the reader in order to appeal for donations.
evaluate a writers use of facts
express and support opinions. You can then bring attention back to Source A and the
words in the headline. Point out to your students how the
article starts with these words, which are frightening and
USE YOUR SKILLS intended to shock the reader.
You could introduce the work in this unit by reminding
your students just how much evaluation they do in their Activity 2
day-to-day lives. For example, they might think about 1 See Table A for suggested answers.
lessons they have had during the school day, or make
Table A
decisions on television programmes they might watch,
films they might go to see or the music they listen to. In Emotive language Intended effect
all cases, they are using information from various sources Lines 89 The writer is trying to horrify
to evaluate the quality of what is on offer and to decide the reader with the idea of their
how much of their time they feel is worth devoting to it. own child being an assassin.
Similar principles apply with written texts. Here, one of Lines 1213 The writer is trying to make
the first steps they will take in making an evaluation of the reader feel guilty that they
the worth of the text is to identify the writers viewpoint. might unwittingly introduce
their children to the sex and
Your students will probably be able to read Source A for
violence in these games.
themselves. You may have to explain vocabulary choices
The word vulnerable is an
such as saunters, vulnerable, realism and lingering.
example of emotive language
as it indicates how the children
Activity 1 could be easily influenced.
This activity provides further practice for your students Lines 1516 Parents will be shocked at the
in presenting ideas to the rest of the class, as preparation amount of player participation
for their Spoken Language Assessment. in such extreme acts of
Suggested answers: violence. The emotive use of
words like maiming highlight
1 a Parents with younger or teenage children this extreme violence.
b To make these parents aware of the disturbing Line 17 The writer is appealing to
content of these popular Christmas presents. maternal instincts and the
responsibility of parents for
2 Paragraph 1: The writer expresses horror that violent
the gifts they give to their
video games are available to children; the whole
children. The emotive choice of
paragraph describes the content of what is seen in a
the words suggests a childish
typical video game.
innocence.
Paragraph 2: The writer suggests that parents are
unaware of the damage they are doing to their
children by giving them these games. Before proceeding to the next task, you will need to
check that your students have correctly detailed answers
Paragraph 3: The writer suggests that these games for task 1. They will need the information from the
are shocking for an adult and even more shocking Intended effect column of the table for task 3.
for a mother, as seen in the last two sentences.

2 Student A: bottom box; Student B: top box; Student hierarchy, which makes this clear to the reader. Explain to
C: middle box. your students how they have acquired a valuable set of
life skills.
3 The comments here will come directly from the
Intended effect column of the table completed in EVALUATE A WRITERS USE OF FACTS
task 1.
You could start by referring back to the lack of clear
SUPPORT YOUR EVALUATION facts in the emotive writing in Source A. Explain to your
students that you are now moving on to what may seem
The opening of this section is an excellent opportunity to
like factual writing, but that the nature of these facts
reinforce the idea that student opinions on a text must
still needs to be questioned.
always be supported with textual reference; unsupported
opinion or assertion is almost valueless in the exam. You can work through Source C using the annotation in
the Student Book to demonstrate to your students how
You could make a wall display of the example given at the
facts are often questionable (pink boxes) and can be
start of this section, and a similarly annotated example
used selectively (green boxes).
from Student B in task 2 of Activity 2, as a reminder to
your students of the essential skill of evaluating aspects This work will help your students to realise how
of a written text. The hierarchy of statement, reference, important it is to distinguish fact from opinion and to
explanation needs to underpin all critically evaluative question how far the given facts support the presented
writing. view.
Activity 3 Activity 4
1 Suggested answers: Suggested answers:
A2 matches with yellow box B1 and green box C2. 1 a Expresses the view that Queen is better than
modern pop acts.
A3 matches with yellow box B4 and green box C4.
b Their single sales, saying they have sold 12.8 million
A4 matches with yellow box B3 and green box C1.
singles.
Tasks 2 and 3 are possible homework activities but you
c His claim is not completely convincing.
will need to check that your students have the correct
alignment from task 1 before they proceed. d He uses the phrase almost double.
2 It is not certain that these games were the most e The word almost is quite vague.
popular presents children received at Christmas.
2 He tells us that Bohemian Rhapsody sold over
The writer uses the word probably, indicating that
a million copies but gives no figures for modern
she doesnt know for sure.
pop acts preventing the reader from making a
There is no proof that parents do not know what meaningful comparison of record sales.
these games are like. The writer uses it seems,
He concludes the article by saying the band created
implying that she is guessing how little parents know
the most unique sound of any popular music act,
about the games.
and none of the modern bands or artists can copy it
There is no proof that these games damage the but offers the reader no proof of this unsupported
minds of children. When the writer says may, she assertion.
also implies that these games may have no harmful
effect.
There is no evidence that all parents feel the
This type of review of a pop music act is quite readily
same way as the writer. The reference to her own
available. You could ask your students to find details
motherhood indicates that she is only expressing her
of local concerts by pop acts and then to look at the
own feelings as a parent.
social media reaction from fans who attended.
3 Responses to task 2 will give your students the
Ask them to identify opinions that are made to sound
material necessary to complete task 3.
like facts, and the use of background information to
You can end the section by repeating the essential use of support opinion and assertions which lack any given
the hierarchy of critically evaluative skills. proof.
You can also point out how Source A, which seems on
first reading to be an informed piece of advice to parents,
turns out to be an emotive response based on little or no
factual evidence. It is the critical evaluation, following the

14 Reading: Judge for yourself
The administration of this assessment is at your CAMBRIDGE ELEVATE RESOURCES

discretion. You should decide on the timing and In the Student Book:
homework which will allow your students to show how Video: Dr Ian Pearson: Providing evidence
well they have covered the work in the unit and given in Video: Benjamin Zephaniah: Influencing the reader
Video: Dr Ian Pearson: How writers use fact and
1 Suggested answer: opinion
You understand the writers point of view: the writer Assess to Progress
feels that the huge amount of money coming into
football from the SKY/TV deal is not benefitting
the supporters or many of the employees of
organisations connected to the deal, and is changing
the nature of football in this country.
Use of emotive language: stranglehold and rake
in their zillions show that the writer sees SKY/TV
as a wealthy organisation trying to control football;
the wages given for superstar players emphasise
how well they will do out of the deal; faithful fans,
double-whammy and fly through the ceiling point
out support for the place of fans in the game and
the financial blow to them; scrape by indicates how
poorly these organisations pay their own employees;
beautiful game emphasises how the game itself has
more attraction than the deals done to televise it.
Use of facts for support: the figures in the first
paragraph point out the huge cost of the deal, the
benefits to clubs of a single game and the possible
benefits in the massive weekly wage of superstar
players; the figures in the second to last paragraph
show how, comparatively, the employees at the
bottom of these organisations see little benefit from
the vast wealth of SKY/TV.
end of the assessment.
FURTHER PROGRESS
The ideas given here about the use of letter pages from
online newspapers are most valuable.
Students can extend their practice on recognising facts,
opinions and emotive language by using highlighters to
distinguish the use of each in leader articles and opinion
pieces in these and other newspapers, such as the Daily
Mail and The Mirror, as well as their local press.

UNIT 15
d It builds the atmosphere of a crime being committed
AIMS AND OUTCOMES and the severity of the punishment that may await
The work in this unit will help your students to anyone caught.
answer questions based on AO4, which requires them You could round off the discussions by reminding your
to evaluate texts critically and support this with students of the two main elements a writer uses in
appropriate textual features. It will also reinforce creating an atmosphere: the choice of details and the
work done in Unit 14 on the essential use of textual choice of words to convey those details to the reader.
evidence in evaluation.
EVALUATE ATMOSPHERE
identify and evaluate a writers views You should remind your students of the hierarchy of
skills for critical evaluation identified in the last unit.
evaluate a writers use of language
Writing about atmosphere requires a similar hierarchy:
evaluate a writers use of facts identification, explanation and comment.
express and support opinions.
Activity 2
USE YOUR SKILLS You could read through the two student responses and
then ask your students to comment on the extent to
You could begin by taking your students through the which they have followed this hierarchy.
bullet points on evaluation given at the start of this
section in the Student Book. You should ensure that Suggested answers:
students are fully aware of the importance of the final 1 Student A teacher comment b; Student B teacher
bullet point on evidence. comment a.
These ideas should lead into the question on 2
atmosphere. You could introduce this idea by talking
about how certain genres of film have defined a Identifies atmosphere sentence 1
atmospheres, for example, the chilling atmosphere b Explains how it is created sentences 2 and 4
of horror movies or the light-hearted, humorous
c Comments on effect sentences 3 and 5
atmosphere of romcoms. These are created by the
director to add to the impact of the film and to influence These highlighted sections will make a useful wall display
the viewers a link back to the bullet points at the start to remind students of the hierarchy of skills in critical
of the section. evaluation of the use of detail and language.
EVALUATE STRUCTURE
Activity 1
Suggested answers: Explain to your students that you are now going to
expand their evaluation of atmosphere, adding to the
1 This paired activity is a good opportunity for spoken comments on detail and language with comments on
language practice if ideas and reasons are shared structure. Here, the emphasis will be on the organisation
with the class. and linking of ideas.
Dangerous: the nature of the notice and the dead
animals. Activity 3
Threatening: the words on the notice. You could start work on this section by pointing out how
Forbidding: the command on the notice. the words in the question deal with purpose. A writer
doesnt think of structure as some sort of clever writing
Chilling: the wire twisted around the broken necks
device but as something they can use to affect the reader,
of the dead animals.
in this case by building a sense of danger.
2 a He uses alliteration in the description in line 1,
drawing attention to the words and adding impact Suggested answers:
to them. 1 a 1, 2, 3, 5, 6, 8, 10, 12
b They suggest careful movement and an awareness b 4, 7, 9, 11, 13
of possible danger.

15 Reading: Evaluate texts and support the points you make
You could reiterate to your students how the personal opinions and to explore effect. Students
response moves from identification to comment, for answers to task 2 should follow the pattern of this
example, highlighted sentences 3 to 4 at the end of exemplar, using the boxed annotation as a guide to
the first paragraph. the cohesion of their paragraphs.
2 This is a possible homework activity. You will also need to ensure that your students
have sufficient detail in their answers to task 1 to
a The boy being on his guard links to his caution and
complete the three paragraphs needed in task 2. It
acts as a reminder to the reader of the warning signs.
is these details that will form the basis of their task 2
b The paragraph moves from a description of how responses.
the boy looks at the warning on the signs and then
3 It is important for your students to carry out the
introduces the armed estate workers, thereby
peer assessment in this task. This will help them to
increasing the sense of menace and intimidation.
identify how well they have used details to comment
c The writer mentions how the boy has to be on effects with support from the text. Student
camouflaged and on his guard; he adds the armed annotation of peers work should identify the quality
estate workers to the dangers and ends with a of detail and support in the text.
reminder of their continuing presence.
There is also an opportunity here for students to
You can remind your students that the answer to a, the read out successful responses, and take questions
links to other paragraphs, is looking at the coherence of on their reasoning, as part of their spoken language
the account; the answers to b and c, the organisation of practice.
ideas and their effects within a paragraph, are looking at
the cohesion of that paragraph.
EVALUATE PRESENTATION OF CHARACTER
There are many examples in English literature
You could start by explaining to your students that work where writers use details of a characters actions or
on the presentation of character involves the same appearance to guide the reader to a viewpoint on
hierarchy of skills as evaluation of a scene or an event: character.
identification of details, explanation of how they are
Your students could read the first part of Stave One of
used, and a comment on their effect.
A Christmas Carol and comment on what the details
With the presentation of a character those details are of Scrooges behaviour towards the charity collectors
likely to include appearance, actions, thoughts and tell the reader about his character; or how effective
feelings. the actions of John Reed are in the opening of Jane
Eyre in presenting him as a spiteful, bullying, spoilt
Activity 4 child.
Your students should be able to read through Source C
themselves as the vocabulary is not too challenging.
Suggested answers: ASSESS YOUR PROGRESS
1 a That she is proud of her appearance and likes to look The administration of this assessment is at your
her best. The nature of her skin makes her seem discretion. You should decide on the timing and
untouchable. conditions for example, exam conditions, classwork or
b That they considered her to be a distant character, homework which will allow your students to show how
not one of their community. well they have covered the work in the unit and given in
c That she is gentle in her ways and not loud in her
behaviour. You could read through the extract with your students
and help with any vocabulary explanations, such as
d That her behaviour is somehow more elegant and beseeching and rasping.
that the writer feels privileged to have such a person
smiling at her. 2 Students notes on task 1 should help them to write
a task 2 response.
e Her reply indicates that she is decisive and used to
getting her own way. It is important that your students carry out the feedback
2 This is a possible homework task. You will first need feedback will allow your students to see how well they
to work through the annotated response with your have covered the skills given in the ticked criteria at the
students to show how the hierarchy of identification, end of the assessment, which follow the hierarchy of
explanation and comment has been used to give skills needed for critically evaluative writing.

FURTHER PROGRESS
1 The work in this task will help your students to see
that the same material can produce diverse, but
justifiable, responses from different readers.
They might expect that Source D would produce
some measure of shock and disgust in readers but
that the intensity of the reaction may be variable.
Different readers may also have stronger reactions
to different details, for example, the restricting
confinement, the filth, the lack of concern in the
crew or Kuntas desire to die.
Students should recognise that one set of details
may be more important than another, for example,
Kuntas desperation at the end of the description.
This could lead to a suggestion for improvement as
mentioned in part d.

Video: Dr Stella Peace: The importance of evidence in
business
Video: Dr Paul McDonald: Creating characters
Assess to Progress
Link: Free texts, including A Christmas Carol and Jane
Eyre, are available to read on Project Gutenberg

UNIT 16
It will be at your discretion as to how and when you withdifferentroomsforthedifferentpurposesof
administer this unit. As an initial exam practice it is worth survival.
using the suggested time allocations.
Award seven or eight marks for answers which use
It is most important that you take your students through details of language to infer and begin to explore the
the bullet-pointed preparation given at the start of the different effects created in the effective image of
assessment, focusing on careful reading, noting the winter in the Arctic, for example: the description in
mark allocation and the use of supporting references. line 17 draws attention to the effect of the extreme
They should also note how each question is labelled with cold on natural growth, stunting it to the extent that
the particular assessment objective addressed in the the roots are exposed and cropped; the image of
question, giving them a sense of where their focus should payment in the final paragraph helps the reader to
be for that question. For example, task 3 is on the use recognise the careful use of resources in dealing with
and effect of structure and they need to concentrate on energy costs they will be able to relate this to how
that, not on, for instance, language effects. conservation and insulation help to reduce fuel bills.
In higher-mark questions, students need to be aware that
they will be assessed on a hierarchy of skills, for example, Explain and comment on the writers use of structure
on an eight-mark question this will be: 3 Responses gaining one or two marks will focus
mostly on content in points a and b; responses
one or two marks for simple comments based on
gaining three to six marks will begin to explore the
literal detail
links and the reminders in points c and d; responses
three to five marks for starting to develop these gaining seven to eight marks will comprehensively
comments with appropriate textual reference for cover points a to e and begin to interpret the use
support of structural devices as a means of interesting the
six to eight marks for coherent explanation with reader.
comment which is both developed and supported
a The limited effect of the sun, the sheer amount of
appropriately from the text.
snow and the hostility to most forms of life.
PART 1 b He picks on one example of survival and shows how
Suggested answers: the lemmings get through the winter by detailing
their complex living arrangements and how they use
Identify information and ideas conservation and insulation to survive the extreme
1 Give one mark for each correct identification up to a cold described in detail in paragraph one.
maximum of four: c He links general comments on different forms of
True statements: a, c, d, h. animal life to further detail on how one animal
survives, linking its living arrangements to its
survival strategies.
Explain and comment on the writers use of language
2 Give one or two marks for answers which identify d He concentrates on the lack of natural warmth and
some uses of language in creating an effective image light from the sun and the intensity of the cold and
and make simple comments on them, for example: snow in the first paragraph; how complex the living
burdened with snow indicates that there is a lot arrangements and food supplies need to be for
of it on the tree branches; the sun hanging sullen the survival of one species in the second; and how
shows that it is not very bright and does not have a difficult it is for even these well organised creatures
lot of warmth. to survive in such extremes of cold.
Give three to six marks for answers which e The final sentence leaves the reader with a clear
use language details to begin to explain how image of how extensive protection against the cold
an effective image of winter in the Arctic has needs to be; the lemmings fur completely covers the
been created, for example: vocabulary choices body leaving only the eyes exposed.
in lines 67 give the effect of a huge amount
of snow falling from a branch like a gunshot
amongst the silence; lines 1517 explain how
the lemmings have had to work hard to dig like
a machine and have made not just a simple hole
in the ground, but a home like a human one

PART 2
Suggested answers: CAMBRIDGE ELEVATE RESOURCES
Identify information and ideas
4 Give 1 mark for each correct response up to a Assess to Progress (with example answers)
maximum of 4 marks:
True statements: b, c, d, g.
Select and synthesise evidence from two sources

5 Give up to eight marks for details such as:
It is difficult to find sufficient food; the weather
conditions are dominated by extreme cold; building
any kind of shelter is difficult and requires hard
work; there is some sunshine but there are vast
amounts of snow.
Compare writers ideas and perspectives

6 a Source A is in the third person and Source B in the
first person.
b Source A is written by a scientific observer of the
effect on life of the extreme Arctic conditions;
Source B is written by someone personally enduring
the extreme harshness of an Arctic winter.
c The writer of Source A is writing in a factual,
detached style to provide information on the
severity of the Arctic winter and how one species
manages to survive; the writer of Source B is writing
a personal diary account to record, for himself and
others, the struggle for survival in the Arctic winter.
d The writer of Source A uses language which
emphasises the severity of the weather and the
measures needed to survive: the dwelling has to be
excavated and the animal almost totally covered in
fur. The writer of Source B concentrates on personal
survival: the hunt for food and the inadequacy of
the shelter; the dangers of the area; the bear on the
loose.
Evaluate texts critically

7 These are personal responses: your students may
prefer the more detailed, factual account of weather
and survival or the way that the diary makes the
desperate business of survival more immediate and
personal, with a concentration on human endeavour
rather than animal behaviour. In any response they
should follow the hierarchy of comment, explanation
and supporting reference. It is not necessary for
students to write about both articles for this task,
though it is also fine if they do compare them.

UNIT 17
the air of mystery suggested at the end of the extract
AIMS AND OUTCOMES would also appeal to a young audience.
This unit pulls together many of the skills developed A relationship could develop between Elizabeth Ann
in the previous reading units to prepare your students and the lady in the chair; the lady seems to have used
for questions based on Assessment Objectives 1 to 4. the cat to bring the girl to the attic.
As such, it can be completed after all of the other
Activity 4: Be a good reader
reading units have been covered. One suggestion
would be to make it the central part of a reading week This can be given as a homework task building on the
or workshop which builds on the skills practised in stages of reading and the questions covered using Source
the previous units. A. There should not be any vocabulary issues for your
students, although you may need to explain encounter
In this unit, your students will:
and irrevocably.
read and explore a range of story openings.
Possible thoughts and questions:
Will things end tragically at the river, and if so, how?
Activity 1: Know the correct terms The writer stresses that the young man will stand at
The correct terms given here, which are useful to critical the edge of the river.
writing, have all been covered in previous units. Why has the young man come to the rivers edge at
Suggested answers: Chelsea Bridge?
Why does he hesitate when getting out of the taxi? The
character: the person or people in the story
high level of the water may be another indication of a
first person: the narrator is a character in the story and coming tragedy.
gives a personal viewpoint
Why do his eyes look tired? He seems quite normal
third person: the narrator is an observer, not a otherwise.
character, and is able to see everything that happens
What job has he been interviewed for? How did it go
description: the use of words to create a visual image and did he get the position?
for the reader
His clothes and briefcase seem expensive; maybe he is
dialogue: the use of spoken words to convey ideas and quite wealthy or successful in his career. Chelsea is an
character upmarket part of London, although we are told that he
structure: the organisation of the detail to influence is new to London.
the reader. What massive change is coming to alter his life
irrevocably?
Activity 2: Think while you read
You can take your students through Source A, looking Activity 5: How well did you read?
at the questions and how they help to form an Your students can draw on the paired work that they
understanding of the text. have done in Activity 4. Their responses will make for
Together, go over the guidance on active (thinking) good spoken language practice if they present their ideas
reading, word choice and the suggestions given at the to the class, then take questions on these ideas.
start of the task. You can encourage students to practise Suggested answers:
reading like this by themselves.
It is in the first person (the first sentence uses a first
Your students might add the question: Why, in the person plural pronoun). However, the young man does
penultimate paragraph, is a gentle voice terrifyingly not describe himself or present his own thoughts and
unexpected? feelings.
It makes the reader feel part of a chosen group of
Activity 3: What can you work out?
observers at the riverside at Chelsea Bridge.
It is in the third person: although the characters are
The rivers edge at Chelsea Bridge in London.
given names, there is no use of I or we, we see she
or him instead. The young man is standing at the edge of the river and
the writer tells us that all things will end there without
The intended audience may be children or teenagers:
doubt.
the vocabulary is not extensive and, as noted in the
questions, Elizabeth Ann seems to be quite young; The author gives hints that Adam is well presented
and probably successful in his career; that he has been

interviewed for a job and has come for some fresh air. It bites off the two smallest toes of Terrys left foot.
Also, he is new to London. It recounts the detail of Terry withdrawing his foot and
Places reader on same side as narrator; predicts that seeing the blood just as he slowly realises what has
young man will appear; young man appears; explains happened.
what young man is doing; description of young man; The scene moves from a detailed description of an
name of young man is given; explains what young man idyllic family picnic on a summer day, with the oak
has been doing; predicts that young mans life will tree, the cooing pigeons and the boys fishing, to the
change. appearance of the pike, like a visitor from another
The reader wants to know what this massive world, and then the horror of the attack on Terrys
irrevocable change will be and if it will link to the foot.
possible tragic outcome suggested in the first
paragraph. Activity 8: Evaluate effectiveness
You could start this section by reminding your students
Activity 6: Which opening most appeals to you? of the hierarchy of skills needed for effective critical
This is another opportunity where group work can be evaluation: opinion, explanation, supporting textual
used for spoken language preparation, if students give a references. These are bullet pointed at the start of
presentation followed by a question and answer session. Activity 8.
Possible reasons for wanting to read on: Student responses to Activity 7 will help in completing
the task.
Source C: The execution of a criminal is a dramatic event.
Is it possible that Daniel Joseph Robbin is innocent? How Possible evidence to support opinions:
will Mason react to being in charge of the procedure?
Yes, the writer does create an idyllic summer day
Source D: It is interesting to know why mail and scene. This is achieved through the description of the
how much of it is still delivered to dead people; how scene at the pond, the younger boys with their feet
easy it is to assume the identity of a dead person; it in the water, the sprawling oak, the reflection of leaf,
is clear writing, based on facts about identity theft, branch and acorns, pigeons cooing, the family picnic
certain phrases (see lines 9 and 10) give it a mysterious and the two older boys fishing for perch.
atmosphere. The description makes the pike seem large, mysterious
Source E: We find out about the childs activities but not and threatening, which mesmerises Sam and prevents
her name; she seems to be a mischievous and active him from shouting a warning.
child; who has she lost (is it her mother?), and how? We are told about their chubby feet, how they are not
with the older boys and how they are not aware of any
danger as they put their feet in the water.
Although the opening presents a beautiful scene, there
Sources C, D and E are from modern pieces of writing. is the use of torturing in the first paragraph so the
Your students could read an opening from an older extract starts with the suggestion of cruelty. Sam and
text possibly Great Expectations or the description Terry also offer their feet almost like a sacrifice.
of Farmer Oak at the beginning of Hardys Far From
This last activity could be peer assessed with
The Madding Crowd and compare their appeal with
your students highlighting each others opinions,
the most appealing source they have chosen from C,
explanations and textual references. This will help
D and E.
your students to see how well they have used the
hierarchy given at the start of the activity in writing
their critical evaluation.
Activity 7: Read closely
You may want to read Source F through with your FURTHER PROGRESS
students and explain some of the vocabulary, for The extracts used in this unit, and the suggestions for
example, languished, dappling, verdant and Differentiation and Extension work, have introduced
mesmerized. your students to a wide variety of writing. You could
Suggested answers: encourage them to read more of any of these texts.
Their feet. For further practice on questioning while reading, they

could use Source E (the opening of 1984 by George
Idyllic with the pond and the oak tree with its shadow,
Orwell), which is available in Unit 13 of the Cambridge
but threatening in the reference to torture in the first
Elevate-enhanced Edition of Progress Plus.
sentence.
See lines 10 and 11.

17 Wider reading 1: Investigate story openings
Possible questions/ observations:

Why is the clock striking thirteen?
The gritty dust and the smells make Victory Mansions
seem unattractive; also the broken lift and the lack
of electricity make it seem a deprived place to live,
despite the celebratory name.
What will happen in Hate Week? Why is Hate being
celebrated?
Why is the poster with the enormous face on display
everywhere?
Who is Big Brother and why are people being watched?

Handout: Ordinary Thunderstorms
Link: Free texts, including Great Expectations and
Far From the Madding Crowd, are available to read on
Project Gutenberg

UNIT 18
They could add to their comments on structure by
AIMS AND OUTCOMES commenting on the zooming in in the second and
As in Unit 17, the work in this unit builds on the skills third paragraphs.
developed in the other reading units. These skills will SOURCE B
help your students to answer questions on reading
Suggested answers:
Assessment Objectives 1 to 4.
As suggested in Unit 17, you could use the work in this Supporting detail:
unit as part of a reading workshop. Terrifying: the use of apocalypse hints at the
You can link to the previous unit by telling your end of the world; the force of the wind in the final
students that they will be using similar skills of paragraph.
critical evaluation but that the source material is from Destructive: the shed that has blown away; the
different historical contexts and different genres. This fallen trees in the gardens; the demolished fences
will be of particular help in the requirements for AO3 and garden furniture; the cracked double glazing
where candidates need to compare two or more texts. and the damaged kitchen.
At the end of the unit your students will have Vivid picture: the way in which Samad is helpless in
practised how to: the wind in the second paragraph.
identify and interpret information and ideas Humour: the contrast between collecting a serious
select and synthesise evidence from different texts text like the Quran and a Swiss army knife and the
flying colander resting on Samads ear.
explain how writers use language and structure for
effect Language use:
compare writers viewpoints and how these are Extract 1 the ridiculous power of the storm to lift
conveyed a shed into a tree is described as surreal, beyond
reality; the torch flashing over the listed kitchen
evaluate texts critically
items makes the scene seem normal to start with
support their points with reference to the text. before the image of the shed is presented.
Extract 2 the author uses words associated with
SOURCE A bombs and explosions, emphasising how dangerous
and destructive the storm has been; other word
Suggested answers:
choices show how the wind has taken control.
Damage caused: the vegetation had been destroyed; Effectiveness: This is a good opportunity for spoken
the ground had been ploughed up by overflowing language practice. Your students can present reasons
rivers; a cow had lost its horns; the wooden part of for their choice to the class and take questions on
the house had been almost entirely blown away; walls those reasons.
had blown down; the furniture had been broken into
Source A might be considered effective as it shows
tiny pieces; only fragments were left of the mahogany
the destruction like a movie camera panning in
dining table.
from the outside land to the inside of the house.
Commenting on structure:
Source B might be considered effective in the
The first paragraph focuses on what happened way it concentrates on an individual battling with
during the night and the coming of dawn; the the terrifying storm, alongside the details of its
second on the damage done to the landscape and destructive power, with a little humour added.
animals; the third on the damage done to the house.
The final peer assessment is important in allowing
At night they took shelter out of harms way and your students to add any extra comments and
remained unaware of the damage. Dawn brings references to their comparisons.
recognition and a first assessment of the damage.
SOURCE C
The opening sentences of these paragraphs focus
the reader on the country, then the house. Suggested answers:
This final phrase emphasises the destructiveness True statements: 2, 5, 6, 7, 8.
of the storm through the damage done to a heavy
Commenting on structure:
dining table inside a house.
The first paragraph presents a peaceful scene of
It is important that your students carry out the peer
sunset and dusk in a countryside setting by water.
assessment given as the last step of this section.

18 Wider reading 2: Reading sources from different genres
Table A
Source C Source D
Subject of source the recovery of the land around Chernobyl after eruption of Tomboro
the nuclear power plant disaster
Writers purpose to describe/explain/inform/interest to give a factual account for a history book
Intended audience adult newspaper readership those interested in the history of the area and/or the
volcanic explosion
Writers perspective (first or third first person gives her own emotional reaction third person written 35 years after the eruption
person) to the emerging wildlife
Use of fact and opinion facts on the plant growth and wildlife which is mostly factual but some personal opinion on the
now found there, the disaster and its aftermath frightful explosion (at the start) and its uniqueness
opinions on the beauty of the sunset, the sounds (last paragraph)
of wildlife, the contrast between the silhouette
of the power plant and the sky, and the craziness
of actually being there
Use of descriptive detail detailed description of wildlife extensive detail on the location of the eruption, its
sound, the number of deaths, the destruction of the
land, damage to houses, the thickness and dispersal
of the ashes and cinders, their effect on the sky
and ship navigation, and the depth of the darkness
caused by these ashes
Tone wonder at the beauty of the evening and the impartial/formal
emergence of the wildlife, distress at the man-
made disaster and its aftermath
Other relevant things? 20th-century personal account of a visit 19th century
In the next three paragraphs, the writer lists the the fact that the disaster was a man-made intrusion on
different birds and their sounds, then the rising the beauty and peace of nature.
fish and the beaver in the cool night air of Ukraine. Readers will want to read on to see what else has
She uses a personal, emotional response as she happened in the Chernobyl area; they will pick up
describes the silhouette of the damaged power on the skull and cross bones reference to death, and
plant at Chernobyl and its destructive radioactive the place of no return, to discover how this natural
power. revitalisation has started.
The first paragraph concentrates on natural beauty
SOURCE D
and growth, the final one on the damage man
inflicts on the natural world. Facts: the eruption occurred in April 1815; it happened
Descriptive language use: in the province of Tomboro, in the island of Sumbawa;
this is about 200 miles east of Java; there had been
Extract 1 the extract first emphasises the normal
volcanic activity the previous April; the 1815 eruption
behaviour of familiar life around the pond in the
started on 5th April; it was most violent on 11th and
cool evening air; the movements of the beaver
12th April but did not end until July; the sound could
emphasise the peace and quiet.
be heard 970 miles away in Sumatra and 720 miles
Extract 2 silhouette emphasises the outline of away in the opposite direction at Ternate; of the 12,000
the plant in stark black and white; it is contrasted people living on Tomboro, only 26 survived.
with the description of the sky, which emphasises
The detail covers damage to human and animal life,
the vivid streaks of colours.
vegetation and the land itself; whirlwinds, described
If you have checked that your students have completed as violent, tore up the largest trees by the roots; the
the first three tasks on Source C and identified the destruction to trees was so great that the whole sea
relevant details, then the last two are possible homework was covered with floating timber; the lava is described
tasks. as unstoppable streams rushing to the sea.
Responses will concentrate on: the peaceful setting See Table A below.
at the start; the abundance of wild life with the The material students have from this work, and that on
different sounds coming through the night air; how the Source C, should enable them to complete the final task
appearance of the Chernobyl power plant explains her in some detail.
emotional response to the growing chorus of wild life;

Responses should concentrate on the personal

viewpoint of wonder at what is seen as a miracle in
Source C, as opposed to the more objective viewpoint
in Source D, although the writer is still awed by the
extent of the damage from the volcanic eruption.
In Source C, the writer is distressed at the extensive
damage of the man-made disaster and its effect on the
natural world; in Source D, the writer is amazed at the
damage the natural world has inflicted on the man-
made world and human life.
FURTHER PROGRESS
1 Source A damage to vegetation and the house;
Source D damage to human life; the incredible
noise.
2 This will be a personal response and offers a good
opportunity for spoken language practice. Ideally
your students will give clear preferences and will use
textual support to justify their choices.

UNIT 19
Brown box This is a personal response, although
AIMS AND OUTCOMES many students may agree that they are rarely asked
The work in this unit will prepare your students for the for an opinion. They might well be in agreement,
Spoken Language Assessment, where they will give also, that some members of the class are anything
a presentation on a subject of their choice and then but silent!
respond to questions from the audience, which could Blue box Again, this is a personal response, but
be their classmates. The work will help your students you could point out that sometimes refraining
to answer questions based on Assessment Objectives from giving a response can be as powerful as an
7, 8 and 9. actual response. For example, a family discussion
It may be useful for you to film some of the activities where one member offers no opinion may indicate
in this unit, as well as some of the practice activities complete disagreement with the ideas being
for spoken language suggested in other units. This will discussed or even complete disagreement that the
prepare your students for the possible presence of a topic is being discussed at all.
camera during their assessment. 2 The occupations all involve contact with the
This unit develops AO7, AO8 and AO9 skills: public. Apart from presenting a good public image
by speaking well, they also need to give clear
think about the importance of spoken language instructions which should not be misunderstood,
research and plan a presentation for example, a driving instructor telling a student
practise and develop skills in presentation driver how to use the clutch or a plumber advising a
customer on the use of a gas boiler.
give a presentation.
Occupations c and d carry the additional
responsibility of working as part of a team, where
USE YOUR SKILLS speaking clearly to other team members can literally
The questions given at the opening of this section offer a be a matter of life and death.
good starting point for work on Spoken English.
3 The work on task 2 should help the groups to come
You can emphasise to your students that in their future up with responses to task 3.
working life, they will need to balance spoken language
4 The peer assessment in this task is important,
with writing. Being an articulate presenter (for example,
especially in assessing how well students listened to
in interviews or in presentations to colleagues) may
the opinions and ideas of others.
influence their chances of promotion or enhance their
status. You may also stress the supreme importance of SPOKEN LANGUAGE IN YOUR GCSE
listening as the most valuable aid to learning.
Following the discussions in Activity 1, you can reinforce
any ideas that have been generated about speaking
Activity 1
clearly and using good listening skills.
Suggested answers:
You can point out to your students that they need to be
1 It will be useful for your students to keep notes of thinking carefully about the subject for their presentation
their group ideas on these questions. This will help and their responses to the questions which might arise
them to carry out task 4. from it.
Red box A myth is a tale or idea that may or may You can stress to your students that the subject of their
not be true but is repeated and passed on. He is presentation should be one in which they are genuinely
saying that many people still believe in the idea of interested and that they will enjoy researching. If the
the inarticulate teenager. subject is only a passing fancy, or picked in a less than
Speaking well in interviews means that students serious way, then their presentation will lack the depth
ideas about themselves, their qualifications and sparkle needed for a high mark.
and what they can bring to the job on offer are Their choices for Activity 2 will be personal but they
communicated clearly. It also makes it much less should be able to justify them to their own groups.
likely that the interviewer will fail to pick up on
something important or even misunderstand The suggested subjects may also offer your students
something that they have said. a way of thinking about their own choice for a
presentation, for example, charities many students may
well be actively involved in charitable causes.

DECIDE ON CONTENT THINK ABOUT USING VISUAL AIDS

You could explain to your students that they will almost Work through the warnings on the use of visual aids with
certainly need to carry out research from their own your students. Emphasise the ideas given about the
sources, local and national press or the internet. They successful uses of visual aids.
will probably have to make decisions on what to include
Your students can then use these examples to complete
and what to leave out. Reinforce the notion that a three-
Activity 5.
minute presentation is actually a long time to fill.
VARY PACE AND INTONATION
Activity 3
1 You should emphasise the need for thorough
research. Even if it is a subject the student knows
well for example, a particular sport there will be You may be able to give an effective demonstration of
details available which could add to the interest of the importance of the variations listed in this section.
the presentation, for example, its history. A strong drama department may help but you could
2 Your students should realise that purpose is as also select three of your students and coach them in
important in spoken language as in writing and your requirements.
responses to reading. They need to decide whether Ask them all to look at a well-known speech from a
their aim is to inform, argue, persuade, entertain play the prologue from Shakespeares Romeo And
or discuss. They may wish to cover more than one Juliet is about the right length, is not too demanding
of these objectives but their overriding aim should in vocabulary and has opportunities for resourceful
be to hold the interest of the audience. As such, presentation.
combinations of entertain/interest and inform/
interest are highly likely. If one student delivers it in a dull, flat monotone,
another at a too lively pace and a third with steady
3 Here again, a skill from other aspects of English is intonation and varied emphasis, your students will
important organisation. Your students will need to be able to observe the effect of careful, well-paced
structure their talk for maximum impact. delivery.
4 The proforma for planning given in the Student
Book could be useful for your students. They can Students can work on Activity 6 with the planned
adapt it to fit the subject and purpose of their own opening and closing of their own presentations. It will
presentation. be useful for them to listen to recordings of themselves
to help them adjust their own delivery. Many speakers
ENGAGE YOUR AUDIENCE
cannot identify clear faults in their presentation until
You could remind your students of how a good writer they listen to a recording of themselves.
engages their readership through a range of vocabulary,
images and sentence structures. Your students will need BE AWARE OF YOUR BODY LANGUAGE
to use similar techniques to engage their audience during Make your students aware of the impact of posture and
their presentation. facial expressions, especially when trying to avoid over-
exaggeration.
Activity 4
You could take them through tasks 1 and 2 in Activity
Suggested answers: 7 leading to the completion of the list in task 3, which
1 Your students are likely to prefer Student Bs should be customised to the content of their own
presentation opening because of its more personal presentation. This list will incorporate such factors
address and its sentence variation. as smiling, eye contact and leaning forward to stress
important points.
2 Your students could concentrate in a similar way on
tone and sentence structure in the opening of their SPEAK IN STANDARD ENGLISH
own presentations.
You can introduce this section by talking to your students
3 It is important that your students carry out the peer about register the way we modify our language to suit
assessment in this task to identify areas of potential the social setting. The clearest differences are between
improvement in the openings of their presentations. informal settings, where colloquial language and non-
grammatical forms are acceptable, and formal settings,
where the demand is for the use of Standard English and
correct vocabulary and grammar.

19 Spoken language: Prepare and give a presentation
This is a good opportunity to remind your students of Can you tell me if you are looking forward to
some differences: leaving school and why/why not?
accent the intonation you give to certain words as Tasks 2 and 3 will help your students to understand the
you speak responsibilities of a good listener and how they can help
each other in Spoken English.
dialect words which are only used in certain areas
and whose meaning is only understood in those areas. GIVE YOUR PRESENTATION
In the interests of clarity, your students should avoid the
The checklist given in the Student Book could make an
use of dialect, but must also realise that Standard English
effective wall display for your students.
can be spoken with a regional accent.
You could also add a reminder on the use of PowerPoint
Activity 8 or visual aids.
Suggested answers: Your students could use the Assess your progress
1 a He could not have done it because he was with all section in the Student Book to consider the effectiveness
the other lads. You may come across regional usage of their presentations after final, recorded practices. The
here, for example, of instead of have. ticked criteria should inform their written commentary,
which can be consulted before the actual assessment.
b We were just about to go there.
c Look at those cars over there. CAMBRIDGE ELEVATE RESOURCES
d When he came in he saw it and said it was brilliant.
e Are you all going out?
Video: Saira Khan: What makes a good presentation?
2 Your students can carry out this task using recorded
Video: Various perspectives: Who delivers
snippets of one anothers speeches. Once again, you
presentations and why?
can remind them of the part played by accent and
dialect when speaking Standard English in a formal Video: Dr Ian Pearson: Engaging your audience
register. Video: Gemma Valpy: Visual aids
ASK AND ANSWER QUESTIONS Video: Will Adamsdale: Engaging your audience (1)
You can use the example given at the start of the section Video: Will Adamsdale: Engaging your audience (2)
in the Student Book to tell your students about open and
Video: Dr Stella Peace and Gemma Valpy: Body
closed questions.
language
Closed questions demand either a yes/no answer or
Video: Gemma Valpy: Eye contact
a short answer on specific details, for example, where
do you live? Video: Dr Stella Peace and Gemma Valpy: Preparing a
Open questions demand a fuller response, often in presentation
the form of an explanation. Handout: Checklist
You should remind your students that they may well be Video: Dr Stella Peace: The importance of speaking
the audience at their fellow students presentations and and listening in business
that they have a responsibility to be good listeners.
Use the example given before Activity 9 to demonstrate
skilful linking of open and closed questions.
Activity 9
1 Possible questions:
Was your first day at this school a happy one and
can you tell me how you felt on that day?
Can you tell me how you feel about the school
uniform policy?
Have you enjoyed subjects like Art, PE and
Technology more than subjects like English, Maths
and Science? If so, can you tell me why?

UNIT 20
c Yes, the recognition of the contrast at the end and
AIMS AND OUTCOMES the notion of Andersons true feelings makes for a
The work in this unit will prepare your students to keen reaction to the story.
answer questions based on AO5, which requires d Yes, the humour in the situation is clear.
them to communicate clearly, effectively and
e Yes, the use of accent and dialect in the dialogue
imaginatively..for different forms, purposes and
gives it an immediacy and a sense of reality.
audiences.
The Progress Punctuation section will also start to Tasks 2 and 3 will depend on personal student responses.
prepare your students for the criteria of AO6, which You will probably need to encourage students to
states that they must use accurate spelling and think hard about examples of amusing events while
punctuation. reassuring them that they need not be as bizarre as the
This unit develops AO5 skills: one they have just read about. You could suggest that
use ideas to tell an interesting story family gatherings may be a useful source for amusing
or interesting events. As in the example you read in
link purpose and audience with control and craft
Source A, your students use of detail will be important in
order ideas to interest the reader building up a clear picture for the reader or listener.
choose words to help the reader understand the
It is important that your students receive the feedback in
writers feelings.
task 3, either from you or their peers.
USE YOUR SKILLS USE CONTROL AND CRAFT

You could use the bullet points at the start of this section
It will be useful to start by reminding your students just
to define purpose and audience, and to explain to your
how much writing they do in a day, from note taking and
students how these factors influenced their work in
extended writing in other subjects, to texting and other
Activity 2, tasks 2 and 3. You need to explain that purpose
written communications with friends and family.
and audience influence the content of a piece as much as
This will lead your students into the first three tasks in the control and crafting of the writing itself.
Activity 1.
It will be important for your students to complete task 4 Activity 3
with a partner, identifying the features that they see as 1 Suggested answers:
making writing successful.
Kind of writing Examples
HAVE SOMETHING TO SAY (d) writing that is Diaries, notes: require some control
You could link this section with task 4 in Activity 1 by personal and not and crafting diaries may need to
asking your students if they thought that their successful meant for others be consulted in order to remember
writing was linked to a clear purpose. For example, their to read people and incidents, notes are a
record which may need to be revised
funny story in English may have been successful because
for an exam.
there was a desire to tell their readers about a humorous
incident or their tweet may have been retweeted so often (c) writing that is Texting, blogging, tweeting: does
because they had a strong viewpoint on a new film or social and for an not always need to be controlled
record. audience or crafted, they are expected to be
immediate responses.
Activity 2 (b) writing that is Letters, official documents, work
Source A is an excellent extract to read aloud with your for a known emails: expected to be controlled and
students. There are no vocabulary issues and the sheer or unknown crafted as high standards of accuracy
fun of the incident makes it an exhilarating read. audience and presentation can be important
for image and business in official and
Suggested answers: workplace communication.
1 a Yes, the story is believable as a piece of outrageous (a) writing that is An essay in an English exam, an entry
behaviour and funny in the scene it conjures up. assessed on its for a creative writing competition:
craft and control need the most control and crafting to
b Yes, the response to the crawling discomfort of the
by a teacher or engage and interest the reader.
tadpoles will be a common one.
examiner

20 Writing: Write for purpose and audience
that it has been a huge bite or that the finger might

even have come off.
DIFFERENTIATION AND EXTENSION
c The spinning room and the blackness help you to
You could ask your students to bring in some writing
understand his shock and dizziness. The tree simile
samples to show how control and crafting has been
in line 15 helps the reader to understand how the
used. Text messages, tweets and blogs are easiest
narrator fainted outright.
to source. Notes from another subject (for example,
History or Science) could be used alongside an English d Because a gerbil is such a small, relatively harmless
essay and one of the official Council Notices from a animal.
local paper. You could link these answers to the bullet points at the
start of this section opening with fear and fascination to
2 There are no prescribed answers here as any ranking interest readers in what will happen next, adding detail
is debatable. by having the narrator put his finger in the cage, using
vocabulary such as the effective image of the felled tree,
You could use this task as a way of seeing what your
and organisation in not revealing the species of the biting
students consider to be important for example,
animal until the very end.
do spelling and neat handwriting actually have an
impact on the quality of a piece of writing? 2 Suggested order: We were staying at my aunts; Im a
keen football fan; My team was in the final; The final
Spend some time in group work to discuss the
was on TV; My aunts TV was broken; Cousin Sami
ranking rationales of your students. This can be
arrived with tickets.
followed by presentations to the class, which would
be an effective use of this task. 3 The details in the box can be linked, starting with the
TV on the wall and moving through the desperate
3 Look closely at the changes in the sentences,
attempts with the remote and different buttons to
comparing them with Andersons original in Source
the persistence of the blank, fuzzy screen.
A. You could comment on how the fluency of this
writing is different in effect from the immediacy and You could again link back to the bullet points in the
honesty of Andersons opening of the story. Student Book before Activity 4. Your students could
mention their feelings as they sat down to watch, the
However, in rewriting their first two sentences, your
details of the operations with the remote and buttons,
students should aim for this level of control and
build in an image to show their frustration (for example,
crafting.
like a volcano ready to erupt) and end with the crushing
WRITE FOR YOUR AUDIENCE disappointment of the faulty TV.
You could refer back to the last section and point out 4 Suggested sentences you might want to use:
how the differences between Andersons story and the I was desperate as none of the vast array of
sentences in Activity 3, task 3 are linked to audience. gleaming, coloured buttons on the set or the
Anderson wanted to interest his classmates and talked remote produced a picture.
in dialect, letting the flow of events come gushing out; Crushed with disappointment, I realised
the other example could have been written for a general technology had defeated me and that I could not
readership and needed to be more controlled. watch my team in the final.
Use the bullet points given at the start of this section I slumped down, exhausted with my futile efforts.
to explain hooking the reader; concentrate on detail, PROGRESS PUNCTUATION
vocabulary and the organisation that leads to an
effective ending. This is a good opportunity to use the bullet points in
the Student Book to revise sentence punctuation and
Activity 4 the use of capital letters. The bullet points could form
the opening part of an ongoing wall display about
This could be a homework activity.
punctuation.
Suggested answers:
1 a The writer was afraid of it and fascinated by it; it was Activity 5
kept in a cage; the reader will want to know about its 1 Punctuated version:
size and how dangerous it was. It was one day in late December. I had been to visit my
b He uses the detail of the whole incident to build up Granny Eveline in hospital and was heading home when
to the actual bite. The last sentence makes you think the snow began to fall. It was very gentle at first but then
swirling flakes started to descend. Within minutes I was

making my way through a blizzard. It was impossible to see

in front of me and the pavement had all but disappeared.
Before long I knew I was hopelessly lost. What was I to do?
You could use both versions, the original and the
punctuated ones, to show your students that accurate
punctuation is not just a requirement of English
examinations. It aids clarity in any piece of writing.
It is at your discretion how you administer this unit,

decide on the time allowance and determine the
conditions: exam, classwork or homework. You will
need to decide on the best conditions for your students
to show how much they have learned from the bullet-
pointed criteria given at the start of the assessment.
You should take your students through the steps in task
1, perhaps re-reading Andersons story of the tadpoles
and revisiting their ideas in Activities 2 and 3.
It will be important that your students carry out the peer
assessment in the How did you do? section to see how
far they have met the ticked criteria given at the end of
the section.
FURTHER PROGRESS
The short story compilations suggested in the Student
Book are excellent routes into an appreciation of the
writers craft. Any other short story collections in your
school library will be equally valuable.
Roald Dahls story The Hitchhiker will make an excellent
example of the build-up of detail leading to a surprise
ending.

Video: Dr Stella Peace: Writing for a purpose
Video: Sam Cattell: Features of descriptive writing
Assess to Progress

UNIT 21
They should realise through the examples given that
AIMS AND OUTCOMES conjunctions can be chosen for effect. In the examples
The work in this unit will help your students to given in the Student Book, the use of but creates
prepare for questions based on AO6, which requires suspense, while the use of and shows that the events
them to use a range of sentence structures for clarity, are happening at the same time.
purpose and effect.
Activity 2
1 Student responses should reveal their thoughtful
use skills to assess writing use of sentence types and vocabulary choices to
learn about simple, compound and complex suit the audience, as well as repetition to maintain
sentences familiarity with both characters and storyline.
add descriptive detail to sentences for effect DEVELOP SIMPLE AND COMPOUND SENTENCES
vary sentence structures to interest readers.
You can take your students through the work in this
section pointing out the uses of descriptive detail and
USE YOUR SKILLS the effects of the word choices and alliteration. One of
the effects of the word choices is to shift to a different
You could introduce this section by reminding your
audience, i.e. an older child. Notice especially the effect
students of the skills needed to produce writing which
of linking four main clauses in the final example and how
suits the intended purpose and is interesting for the
this choice would be affected by the intended audience.
intended audience. These skills require the writer to
make choices on the content of the text, the sentence
Activity 3
structures used to put it together and the choice of
vocabulary. This could be a suitable homework activity.
1 Your students need to refer back to the story
Activity 1 continuation they wrote for Activity 2. Ensure that
Suggested answers: they are aware of the elements (a, b and c) they need
to add to their rewrite.
1 Your students might comment on the vocabulary
level, the short sentences and the subject matter of 2 This task could be done as a peer assessment,
dragons. with students checking each others use of detail,
examples of alliteration and linked sequences of
2 Your students should be able to identify that no
events.
words have more than two syllables and conclude
that short words are better suited to a young USE COMPLEX SENTENCES
audience.
You could take your students through the example given
3 These repetitions help young readers to remember at the start of this section in the Student Book.
the main characters, the setting and the subject
matter. Before moving on, ensure that they fully understand
subordinate clauses and subordinating conjunctions
You can remind your students of how these choices relate and the possibilities when placing subordinate clauses
directly to the purpose and intended audience of the and conjunctions.
writing.
Activity 4
CHOOSE SENTENCES TO SUIT YOUR AUDIENCE
Suggested answers:
You can remind your students of the following key terms:
b The rain lashed the roof until the gutters overflowed.
Simple sentence one main clause (clause a group
of words in a sentence containing a verb). c As thunder pounded the air, the pet dog shuddered
in the corner.
Compound sentence one main clause and one
subordinate clause joined by a conjunction. d After the lightning struck, several trees crashed to
Point out to your students that the choice of a the ground.
conjunction needs careful thought; it should not always e If the children had not stayed inside they would have
be and, which is the easy, and sometimes lazy, option. been swept away.

f There had never been such a powerful storm since in Student Bs answer are more highly rewarded under
records were started. the Assessment Objective use a range of sentence
structures for clarity, purpose and effect. Student B
1 a The emphasis is on the overflowing gutters at the
is not just showing technical skill; the writing is more
expense of the torrential rain; the damage is more
effective in conveying a sense of home to the reader.
important than the extreme weather.
b The troubles of the pet dog come before the extreme PROGRESS PUNCTUATION
noise of the thunder; the emphasis is on the effect Three main uses of the comma are covered here with
on the dog. examples: commas in a list, commas marking off extra
2 This task provides a good opportunity for peer information and commas used after a subordinate clause
assessment. Highlighting peers work will help that begins a sentence.
students in identifying clauses and their place in the The examples could be added to an effective wall display.
sentence.
1 Suggested rewrite:
If you step out of the kitchen and turn left, you will
enter the lounge. This is where the family spend much
Now that your students have worked through of their free time. A large television set sits in the
simple, compound and complex sentences, they can corner whilst the wall facing you has a glowing electric
look more closely at the choices made for different fire surrounded by books, CDs, smiling photographs
purposes and audiences. and scenic pictures. Your eye travels around the room.
You can return to the use of childrens stories, as in You spot something unexpected. Standing against the
Activities 1 and 2. wall, by the window, is a glowing, full-sized, classic
jukebox.
Ask your students to bring in a storybook for young
children or borrow a couple from a local reception
class; the Little Bear stories or Jill Murphys Mrs. Large ASSESS YOUR PROGRESS
stories, for example.
You should administer this assessment at your discretion.
Ask your students to rewrite a section using simple, You should choose the best time and conditions
compound and complex sentences. Then ask them e.g. exam conditions, classwork or homework that
to comment on the effect on the story itself, for will allow your students to show how well they have
example, has it improved it? developed the skills given in the bullet points at the start
From this work, they should see how choices of of the assessment.
sentence types are affected by the intended purpose You should take your students through the requirements
and audience. of the assessment, reminding them of the importance
of sentence types and the use of descriptive detail.
They should know that the purpose of the writing is to
USE A RANGE OF SENTENCE STRUCTURES
describe and that the audience is the teacher.
You could start by reminding your students of the
It is important to complete the How did you do? section.
different sentence types they have studied: simple,
This can be done as teacher or peer assessment. It will
compound and complex.
allow your students to recognise how far they have met
However, they will also need to understand that the the ticked criteria given at the end of the assessment.
effective deployment of these different types of sentence
is part of a writers control and craft and a means to FURTHER PROGRESS
influence and interest their readers. The ideas given for tasks 1 and 2 consolidate the writing
This is a good opportunity for your students to present practice in this unit.
their findings to the rest of the class as preparation for A few years ago a very successful exam writing task asked
the Spoken Language Assessment. candidates to describe the room in which they were
sitting. You could use this task as additional or alternative
Activity 5 work, again reminding your students that it is descriptive
Suggested answers: writing for an audience of examiner/teacher.
1 1st row A and B; 2nd row A and B; 3rd row B; 4th
row A and B; 5th row B; 6th row A; 7th row B.
Work through the bullet points at the end of task 1 to
ensure that your students understand how the qualities

21 Writing: Write effective sentences

Assess to Progress

UNIT 22
Wailed: sorrowful and regretting.
AIMS AND OUTCOMES
Grunted: morose and grudging.
Muttered: impatient and wanting to move on.
answer questions based on AO6, which requires them
to use a range of vocabulary for clarity, purpose Screamed: annoyed and shocked.
and effect. 3 Suggested answers:
This unit develops AO6 skills: Move quickly: bolt; dash; dart; gallop; race; run; rush;
discover the importance of a wide vocabulary shoot; stampede.
choose verbs and adverbs to enhance meaning Move slowly: falter; amble; crawl; stroll; dawdle.
understand suffixes Move gracefully: sway; glide; slide.
create effective images
Move awkwardly: lurch; falter; stumble; stampede;
craft writing. shuffle.
Move downwards: drop; trip; descend; sink; fall.
USE YOUR SKILLS
Move upwards: raise; fly; soar; zoom.
You can start by reminding your students of how
vocabulary choices allow the writer to be more precise. Move round: whirl; stagger; spin; circulate; turn;
twist; rotate.
Use a simple example, such as:
4 There could well be differences for your students to
The teacher walked into the classroom. discuss. For example, should stampede be to move
The teacher marched into the classroom. quickly or to move awkwardly? Should sway be to
Point out how the second example indicates to the move gracefully or to move slowly?
reader a more purposeful gait on the part of the teacher,
USE VERBS AND ADVERBS TO ENHANCE MEANING
with perhaps even something military-like about it.
You could remind your students that an adverb is a
Activity 1 describing word that tells us more about the verb in a
sentence, i.e. it ADDs to the VERB.
This section concentrates on the precise replacement of
over-used words and the ensuing suggestions. You can work through the examples given in the Student
Book and end by pointing out how adverbs normally
There is an opportunity here for some practice for
answer one of four questions: How, When, Where and
spoken language if pairs present their ideas to the class.
How often.
Suggested answers:
1 a Mumbled: lacking confidence, not sure of the validity Activity 2
of the request. Suggested answers:
b Screamed: determined, sure that the demands 1 It would be wrong to imply that there are correct
arevalid. answers here, although some may be inappropriate.
The following should be treated as suggestions:
c Insisted: quietly confident and assured in the
request. Glimpsed fearfully; noticed quietly; watched
steadily; observed patiently; spotted suddenly;
viewed determinedly.
Whispered: something secretive about what is being
2 Again, you should treat these ideas as suggestions:
said.
a strolled quietly
Exclaimed: either a command or some surprise.
b slyly placed
Bellowed: deep sounding and commanding
attention. c tearfully admitted
Roared: aggressive in the demand. d tumbled heavily
Stammered: hesitant and unsure. e brilliantly dazzled.
Yelled: rather passionate and excited.

22 Writing: Use effective vocabulary
3 It will be important for your students to carry out the DEVELOP IMAGES
peer assessment in this task, helping each other with
You should remind your students of how often they use
precise language choices.
images in their own descriptive talk with their friends, for
UNDERSTAND SUFFIXES example:
You could start with a simple explanation that a suffix is What was the winning singer like on Britains Got
a group of words added to the end of a root word that Talent?
changes the meaning of the original word. He had a voice like a screeching parrot in the zoo.
Then work through the examples in the Student Book Then move on to identify the difference between similes
developed from the root word shadow. and metaphors using the examples given in the Student
Book. These could be turned into a wall display.
Activity 3
Activity 5
You could also use student suggestions here as the basis
of a useful wall display. This paired work is based on personal response.
Suggested answers: Student pairs should look to be imaginative in their

choice of images, as in the suggested answers below:
1 a wonderful; b played; c dreading; d sensible;
ehappiness; f agreement; g lightest. 1 a Water crashing like thunder
2 It will be important for your students to carry out b Ice-cream van like church bells
the peer assessment in this task to increase their c Queue like a twisting snake
awareness of how their vocabulary can be enhanced
through the use of suffixes. d Giant ice-cream cones like a towering block of flats
Students should then work through tasks 2 and 3, with
THINK ABOUT WORD CHOICE the peer assessment in task 3 allowing them to see
possible further improvement.
Activity 4
This is a possible homework activity. You can do
preparation in class by looking at the first two responses Differentiation and extension
in the Student Book with your students, pointing out the Ask your students to look online for the text of
effective vocabulary choices; for example, a whole load Tennysons short poem The Eagle. A link has been
of us went to the beach compared to a large group of us provided in the Cambridge Elevate Resources section
descended on the beach. below. They should be able to identify for themselves
Point out that the vocabulary in the second extract is not the images the poet uses to capture the speed and
particularly sophisticated; there will be no words your power of the bird.
students do not know. It is the precise choice of words Ask them to work on four or five images of their own
and the artfulness of their placing that adds to the effect. to describe any animal, bird or fish. If they want, they
1 Suggested rewrite: can then link these images into a poem.
We must have presented a strange sight, lined up in

a row like schoolchildren. It was pleasant, chatting, INVESTIGATE DESCRIPTIVE WRITING
bathing and being friendly together. We were You could reinforce how important the precise choice
pondering our next move when an ice-cream van of vocabulary is when putting together details and
chimed. We dashed towards it and waited patiently images so that the reader has a clear picture of what is
in the queue. It took only a few minutes to buy our happening in the text at that point. This reinforcement
cold cones and stroll back to the sea with these giant, will lead into Activity 6.
creamy refreshments in our hands.
2 Part of the homework could be to carry out task Activity 6
2 with a partner, looking for improvements in Suggested answers:
effectiveness.
1 a Clasp gives the reader the impression of gripping
tightly, like the clasp on a piece of jewellery, or in
order to warm the hands. Leached is a form of
leaked so the effect is of the warmth leaking away
into the cold air. Clenched again indicates holding
tightly to give the reader an impression of the
tightness of the muscles.
b There is a sense of movement in the first three verbs Ask your students to notice how the carefully
in the list compared to staying still in the last one. detailed description leads into the minimal
sentence, effectively showing the reader what the
2 It adds to the verb, increasing the sense of the
writer has seen.
inevitability of sunrise despite her desperation for
the day to be delayed. As a further exercise, your students could look at
theverbs, adjectives and images chosen by Andrea
3 The simile in line 9 creates a picture of complete,
Levy inSource A of Progress Plus, available in Unit 10 of
immovable stillness.
the Cambridge Elevate-enhanced Edition of Progress
4 The impression is given of someone waiting Plus. Here, Levy describes for the reader the effects of a
uncomfortably in the cold night for the dawn of a hurricane.
day they hoped would never come.
Using the same careful choices, students could describe
PROGRESS PUNCTUATION another significant weather scene, for example, a sunny
morning in summer, a frosty winter morning, or a calm
You could take your students through the basic rules
and tranquil sunset.
for the punctuation of direct speech given in the bullet
points at the start of this section in the Student Book.
Activity 7
Suggested answers:
Assess to Progress
1 a Have you seen them? she asked.
b Theyre playing in the park, he replied.
Link: Tennysons short poem The Eagle is available
c Lets go and check theyre alright, she insisted. on the English Verse website
How to administer this unit will be at your discretion. You

should decide on the timing and conditions e.g. exam
conditions, classwork or homework that will allow your
students to show how well they have developed the skills
given in the bullet points at the start of the assessment.
For task 1, it may be useful to look again at Source A
with your students, reminding them of how developed
vocabulary and carefully chosen verbs, adverbs and
images have created an effective opening, giving the
impression of someone who is apprehensive about what
is going to happen to them.
Ask students to use a similar approach in their writing for
task 1.
It will be important for your students to complete the
How did you do? section. This feedback, either from the
teacher or peers, will help them to realise how far they
have met the criteria given at the start of the assessment.
FURTHER PROGRESS
Verbs and adverbs: many of the word choices
give the reader the impression of something large
moving awkwardly and with great difficulty, but
others give the effect of cautious, shy movement.
Imagery: the image in line 6 adds to the idea of
the movement being a slow struggle with difficult,
cumbersome steps.

UNIT 23
GENERATE IDEAS
AIMS AND OUTCOMES
Explain to your students that you are going to move
The work in this unit will help your students to this planning template from an oral presentation with
answer questions based on AO5, which requires questions to a piece of creative writing.
them to organise information and ideas to support
Ask your students to start by thinking about purpose and
coherence and cohesion of texts.
audience. You could link back to the work done on the
This unit develops AO5 skills: importance of audience and purpose in the reading units.
plan writing You could use the example in the blue box in the Student
write coherent paragraphs Book to get students work underway. Point out how
link paragraphs. Methods 1 and 2 replicate the stages of Activity 1, tasks 1
and 2: this is not something that is entirely new to them.
Encourage your students to recognise that the purpose
USE YOUR SKILLS
in Method 2 is different to entertain and interest and
You could ease into the topic by asking your students that the audience is clearly defined.
how much planning they will already have done to get
this far in the school day. They will have planned what to Activity 2
have for breakfast (or planned to do without it), planned 1 The purpose is to generate interest and the audience
their journey to school, including meeting up with is their fellow students.
friends, planned what they needed to bring to school and
planned their way around different classrooms to attend 2 It will be important for your students to carry out the
lessons. peer activity in this task so that their original ideas
can be refined and possibly extended. Talking about
Alternatively, you could ask them to think about their plans as a group is an excellent way of establishing
planning for the weekend any outings with friends what might, or might not, work well.
to shops, cinemas or concerts, any help they may give
parents and the inevitable planning of when to do PLAN FOR PARAGRAPHS
homework.
You will need to refer back to the task in Method 2 in the
The general point is that planning, organising, thinking Student Book and the questions generated from it to
ahead and linking events together form an essential part help your students to assess the paragraph planning.
of our everyday lives; it is not something we just adopt for They should be able to match the ideas in the green
writing in English. box to those in the pink box at the top of the page, for
example, When/Where/Why (paragraph 1) relates to
Activity 1 When (line 4 in the pink box).
This is an excellent practice opportunity for spoken Encourage your students to notice how the events of the
language, both in preparing and giving a presentation story have been built around, and are developed from,
to the class and in dealing with questions arising from a the responses to the questions in the pink box.
presentation.
You will need some sheets of A3 paper and coloured Activity 3
pens/highlighters as your students work through the Task 1 is a possible homework task. Your students can
stages in tasks 1 and 2. now use the same range of questions, and the same
You should point out how key the skill of listening is to method of development, to produce a paragraph plan for
task 1. By the end of it, students should have narrowed task 2.
their possibilities down to two or three suggestions. The Again it will be important for your students to carry out
bullet points in task 2 should help them to further narrow the peer activity in tasks 2 and 3 to refine, and possibly
their field of choices before alighting on a preferred further develop, their paragraph plan.
option and, possibly, a back-up.
USE YOUR PARAGRAPH PLAN
The presentation and question session in task 3 should
be followed by a vote, not just to increase enthusiasm, Your students will now need to refer back to the previous
but to prepare for the eventuality of presenting well section and the paragraph plan in the green box in the
developed, detailed, tried and tested suggestions to the Student Book. You could stress how this plan is a guide to
organisers of the leaving party. writing; it can be amended during the actual writing.

Activity 4 scene, but also how the writer has balanced this with
Look at how this paragraph plan has been implemented descriptive details of atmosphere and setting.
in Source A. You could read through the extract with your You could also look back at the Progress Punctuation
students. section on the punctuation of direct speech in Unit 22.
1 Possible talking points: Use the example given in this section to show how a
Use of extra detail in paragraph 1 the developed change of speaker involves a new paragraph before you
description of the November night; how long ask your students to complete Activity 6.
Arjun had known his girlfriend; the way the writer
develops the loneliness of Arjun on his walk. Differentiation and extension
These details draw readers into the situation of
the character and allow them to feel the eeriness You could ask your students to write a piece of
of the setting, building up the background and dialogue about a situation familiar to them, for
atmosphere. example, a family argument over what to watch on
television or a family discussion on holiday plans.
Use of dialogue to present the argument clearly
the reader feels that they are right there with They should use the dialogue to give their readers
Arjun, hearing the argument. some sense of the characters involved and a feeling
Use of detail of the fight how it developed from for the atmosphere of the scene.
the argument, effective verbs like plunged and You should remind your students that they need to:
crashed and the simile swift as lightning.
intersperse dialogue with narrative detail to avoid
The clear reason given for Arjuns flight.
producing a recorded conversation
Your students may notice how paragraph 2 has been
observe the rules for punctuating direct speech
extended with dialogue so that the reader does not get to
and for the use of paragraphs in dialogue.
see Arjun's arrival home, originally planned for paragraph
5. The writer has adapted the original plan and settled
for keeping the reader in suspense about Arjun's escape LINK PARAGRAPHS
from the scene.
Explain to your students that the work they have
The writer has used the original plan as a guide but has done on the logical progression and correct placing of
also developed it. details in their first paragraph concerns the cohesion
2 Before your students write their first paragraph, of the paragraph, and that the way paragraphs are
remind them of the comments made on the first strung together in a complete piece of writing is their
paragraph in Source A. coherence.
You could look at the notes on the linking of paragraphs
WRITE COHERENT PARAGRAPHS in Source A, given at the start of this section, to exemplify
coherence for your students.
Activity 5
1 Your students should use the first paragraph of Activity 7
Source A as a template for their peer assessment. Suggested answers:
They should look for: 1 a It tells the reader that the argument/dialogue that
logical sequence for example, the way that they have just read carries on.
the first paragraph in Source A moves from a b It ends with Arjun being seen by one of the men
description of the night, to Arjuns situation, and involved in the violent fight.
then to what he witnesses
c It connects Arjun seeing the gleam in the murderers
detail for example, the detail given on the
eye and Arjuns flight.
November night and the way that Arjun is
presented as being quite alone. 2 Your students should now link their first paragraph
2 It will be important for your students to use this peer to a second one with an opening sentence that
assessment to improve the quality of the writing in signals a change in focus.
their first paragraph.
PROGRESS PUNCTUATION
USE PARAGRAPHS FOR DIALOGUE Clarify for your students that individual paragraphs are
You could mention how effective the use of dialogue determined by their particular focus but that there are no
is in Source A in making the reader feel present at the rules on length. That development is completely in the
hands of the writer.

23 Writing: Control your writing
It is perfectly possible, and stylistically effective, to If you feel that this task involves too much writing for
have a one-word paragraph, for example, the writer of your class, ask your students to produce only the first 100
Source A could have used the single word Horror as a words orso.
sixth paragraph and then moved to a seventh paragraph
By comparing these two pieces of writing, your students
based on Arjun seeing the gleam in the attackers eye and
should see the effect of purpose and audience on the
running away.
finished style and content of the writing.
Activity 8
You could read through the atmospheric description in CAMBRIDGE ELEVATE RESOURCES
Source B with your class. In the Student Book:
1 Suggested paragraph breaks after: soft clouds, Video: Benjamin Zephaniah: Finding ideas
murmured softly and put things right.
Video: A student view: Planning
Your students may notice that the final paragraph is only
three words long; it could possibly be reduced to the Video: Chris Priestley: Using dialogue
single word darkness. Video: Lemn Sissay: Writing dialogue
Assess to Progress
When to administer this assessment and under what

conditions e.g. exam conditions, classwork or
homework will be at your discretion. You will need to
choose the best conditions for your students to allow
them to show how much they have learned from the
bullet-pointed criteria at the start of the assessment.
1 Before starting you should remind your students
of cohesion and coherence, the use of detail and
language to develop ideas and the use of correctly
punctuated dialogue.
They should look back at their original plans and
make any amendments in the light of work they have
done.
2 Emphasise the importance of checking and editing.
It will also be important for your students to carry out
the How did you do? section. This assessment, whether
teacher- or peer-led, will allow them to see how far
they have met the ticked criteria given at the end of the
assessment.
FURTHER PROGRESS
You can go back to Activity 1 for your students initial
ideas on this task. They may be able to refine them after
working through the other sections in this unit.
You could also add to this activity to get your students to
understand the effect of purpose and audience.
Ask your students to use their basic ideas from this task
but this time to write a speech aimed at persuading the
local council to give extra funding for one of these places.
Remind them of persuasive devices such as emotive
language, repetition, rhetorical devices and the power
ofthree.

UNIT 24
Accent refers to intonation, not the choice and order
AIMS AND OUTCOMES ofwords.
The work in this unit will prepare your students to You may want to introduce some technical terms that will
answer questions based on AO5, which requires them link with the work on register later in the unit:
to communicate clearly, effectively and imaginatively,
lexis choice of words in a piece of writing
selecting and adapting tone for different forms,
purposes and audiences. syntax order of words in sentences in a piece of
writing.
Formal letters, such as Source A, should always be
write in Standard English
written in Standard English.
understand the differences between formal and
informal writing Activity 2
create tone through word choice 1 You could read through Jasmines redrafted version
use tone to influence the reader. (Source B) with your students. Pick out a couple of
the changes to Standard English, for example, so
bad to so badly, out of order to unacceptable.
USE YOUR SKILLS
Suggested answers:
You could begin by bringing to the lesson a copy of a
letter which the school has recently sent out to parents. a The date the incident occurred and where; the
details of the security guards behaviour; his name;
Ask your students to recognise that this letter is now a
details of the cause of the incident; the reaction
permanent record of communication between school
of other customers and its effect on Jasmine; her
and parents; as such, the style and content of the letter
request for an apology and some retraining for Mike.
must be matched to the intended purpose and audience
in order for the communication to be effective. The b Non-standard to Standard English:
accuracy and formality of the writing is important for
Non-standard English Standard English
successful, clear communication.
really, really angry very angry
It is worth pointing out that, in the modern era, these coz the correct version would have
considerations also apply to emails. You could point out been because
how many court cases and employment tribunals now
me and my friends my friends and I
hinge on the tone and content of emails.
he wouldnt of treated an adult he would not have treated an
so bad adult so badly
Activity 1
he was totally out of order his behaviour was unacceptable
loads of money a lot of money
Remind your students that they will be talking about
the appropriateness of the letter for the intended
2 This task is a possible homework task if it does not
purpose and audience.
come too early in the unit.
a There is no clear explanation of what the security
Suggested reply:
guard said or did.
Dear Jasmine,
b Sort it all out does not suggest what particular
action Jasmine wants to see. I would like to apologise for the unacceptable behaviour
of our security guard, Mike, during your visit to Top Sport
c Some of the language is more suited to a
on Saturday 20th June. I completely agree with you that
conversation between friends, for example, just
teenage customers deserve the same respect as adults,
coz, so bad, totally out of order, should of shown,
notwithstanding the amount of money they spend.
would of.
I regret that your shopping experience at Top Sport caused
You could use these examples to highlight departures
you extreme embarrassment in front of other customers.
from Standard English. Use the definition given in the
I have spoken with the security guard, Mike, who has now
Student Book.
been trained in customer support.
You should make clear that accents play no part here;
I would like to offer you Mikes written apology for his
Standard English can be spoken with a regional accent.
behaviour and a discount voucher for our store.

24 Writing: Create tone to influence your reader
Once again I sincerely regret that this incident happened 4 It will be important for your students to carry out the
and I can confidently assure you that it will not happen peer assessment in this task. An honest discussion
again. about which letter of application (or email) is
most likely to get the job will focus their thinking
Yours sincerely,
on appropriate detail for purpose, register and
Mr. Smith Standard English.
UNDERSTAND REGISTER
You could use the two drafts of Jasmines letter, and Mr. Differentiation and extension
Smiths reply, as examples of formal and informal writing: You could do more work on register and use of detail
informal as you would speak to friends and on social with the following task.
occasions You have taken an elderly relative out for a meal
formal using Standard English and a more precise at a local pub or restaurant which was highly
vocabulary. recommended to you. Unfortunately the meal was
Explain that these levels of informality/formality are not a success.
known as the register of the writing. Write to the manager of the pub/restaurant explaining
what you found faulty in the food and service. Ask for
Activity 3 an apology for your elderly relative and some refund
1 Suggested answers: a 5; b 2; c 1; d 4; e 5; on what you paid.
f5; g 1; h 2; i 3. Remind your students to include all relevant details
2 Answers to task 1 are debatable. Discussions may (refer back to Source B) and to write in Standard
highlight some differences but should also guide English.
your students thinking on the importance of the You could also introduce the idea of an appropriate
suitability of register for the intended purpose and tone firm, but polite and non-threatening to lead
audience. into the next section.
3 This is also a possible homework task.
Model letter/email: CREATE TONE
Your address You could start this section by giving your students a
spoken language task based on the different tones given
Business address or email address
at the start of this section in the Student Book.
Dear Sadie Johnson,
Ask them to say the following lines of dialogue to each
I would be very interested in working in your caf on other using as many different tones as they can:
Saturdays.
I hear youre going out with James /Janice at the
I am XX years old and would really enjoy the opportunity weekend. Are you going to the cinema? I hope that
to gain work experience in an environment such as yours, there is a nice, romantic film for you to see.
where meeting and talking to other people will be an Then read through Source C with your students.
important part of the job. It would be an exciting change
from school and a different challenge to be part of the Activity 4
adult, working world.
Suggested answers:
I certainly consider myself to be a reliable and hard-
1 a addressing the reader directly using you.
working student. All of my reports in secondary school have
spoken of my conscientious attitude to schoolwork and b create a modest, uncertain tone.
attendance as well as my cheerful, respectful personality. I
c make him seem ordinary and down-to-earth.
am definitely a people person and a team player.
d create humour.
You could acquire references as to these qualities from
my head teacher, Mr. X at Y school. I would be delighted to e create a friendly tone.
come on a visit to your caf, either for a formal interview or You could now read through Source D with your students,
an informal chat, at any mutually agreeable time. alerting them to the more humorous tone, for example,
Yours sincerely, the self-deprecating humour at the start.
XXX 2 a Line 1
b Lines 34

c Line 5 understanding the opening sentence creates a sense

of sharing a problem; recognition of sleepless nights,
d Shortened forms, such as Ive, Im, youre; one word
unfinished conversations and lack of money
sentences, for example, Seriously.
friendly the use of your and non-Standard English,
3 His purpose is to get the reader to buy the book but, for example, twenty-four-seven
hopefully, to do this by gentle persuasion and the
positive tone as in the final sentence.
suggestion that the book was written specifically for
that reader.
Your students should carry this model into their
PROGRESS PUNCTUATION
writingtask.
You could remind your students that the rule concerning
Make sure that the bullied student realises that the
apostrophes to indicate missing letters is that the
problem is not unique to them and that the writer
apostrophe goes where the letter or letters have been
recognises the consequences.
missed out.
Write with some use of non-Standard English.
You can use the examples given in the Student Book for
Use the you/your address.
explanation.
End on a positive note.
Activity 5 Your students could use this same template for other
Suggested answers: writing tasks, for example, an article in a school
magazine to help new students who are having difficulty
1 a were; b theyve; c cant; d hes; e shell; f couldnt; settling into the school or college.
gtheres.
2 a weve; b wouldnt; c shes; d theyre; e havent; f CAMBRIDGE ELEVATE RESOURCES
hell.
Make sure that your students look at the exceptions in
task 3. Video: Dr Stella Peace: Tone
You could also ask them to find the full form of the Video: Sam Cattell: Standard English
shortened oclock. Assess to Progress
It will be at your discretion when you administer this

assessment and how e.g. under exam conditions,
as classwork or homework. You should choose the
time and conditions that will allow your students the
best opportunity to show how much they have learnt
of the bullet-pointed criteria given at the start of the
assessment.
1 Look back at the two James Corden extracts,
reminding your students of the work they did on
identifying the tone and register used to get the
reader on his side.
Ask them to bring this learning to their work on task
1, thinking about purpose, audience, register and
tone.
How did you do? section. This assessment, whether
peer- or teacher-led, will help them to see how well they
have met the ticked criteria given at the end of task 1.
FURTHER PROGRESS
You could look at the effective use of different tones in
the extract, for example:

UNIT 25
CHOOSE THE FIRST OR THIRD PERSON
AIMS AND OUTCOMES
It will be worthwhile making a wall display of the
The work in this unit will prepare your students to definitions and examples given at the start of this section
answer questions based on AO5, which requires them in the Student Book.
to organise information and ideas using structural
features to support coherence and cohesion of texts. Activity 2
This unit develops AO5 skills: Suggested answers:
investigate the structure of some text types 1 a third person; b first person; c third person; d first
choose to write in the first or third person person; e first or third person; f third person; g first
person; h first or third person.
understand how to write in the present, past and
future tense 2 Model responses:
structure writing for order and impact. a I was born in the summer of 2000, just after the
millennium, on June 15th. My place of birth was
the district hospital in Durham in the North East of
USE YOUR SKILLS
England.
Your students will certainly have seen murder mystery
b Thomas was born in the summer of 2000, just after
dramas on television or in films. You could remind them
the millennium, on June 15th. His place of birth was
of the classical structure of dropping clues until the final
Durham in the North East of England.
scene of revelation, where all is explained to the reader
or viewer. c Highlighting would show the different perspective in
the use of I/my and Thomas/his.
You could point out that there is a good reason for this
traditional structure: what would be the effect if we CHOOSE YOUR TENSE
knew from the start who had committed the murder?
The entertainment value would shrink if we knew in Again the information on tense given at the start of
advance which clues were important and which were red this section in the Student Book will make a useful wall
herrings. display.
You can lead into Activity 1 by explaining that, similarly, You could stress the fact that a writers narrative often
many types of written and oral texts follow traditional calls for simple tenses but that variations such as
structures. continuous and perfect allow for the subtleties that
are an important part of writing in English. Perfect
Activity 1 means that the action indicated by the verb has been
completed. Continuous means that the action indicated
Suggested answers:
by the verb is in progress.
1 The punch line is always held back until the end. The
circumstances or characters of the joke (or pun) are Activity 3
built up towards a humorous final line. Suggested answers:
2 a The list of ingredients comes first. This is the usual 1 The boy is walking slowly. He is wanting to sit down.
order so that the person preparing the meal knows His mother is telling him to keep going.
that all necessary components are available and to
hand. 2 As I was running, I thought about my other sporting
ambitions. I had often wondered what it was/would
b Following the exact order of the instructions be like to climb a mountain. I made this my New
improves the likelihood that the recipe will come Years resolution.
offwell.
The verb forms are was running (continuous past);
3 Correct order: d, c, b, e, a. thought (simple past); had wondered (past perfect);
4 Firstly, the reader can follow the events as they was (simple past); made (simple past).
actually unfolded, reliving them as if they had been Use the two sentences given in task 2 to show your
present. Secondly, the final result is not clear until students that mixing tenses in the same sentence
the end of the report. makes sense and creates a chronological order.

3 a When she first visited the school she felt lonely and
isolated.
b The day before he had walked into the room and
There could be further opportunities for your
seen the missing painting.
students to work with this type of structure and
c They sat and waited for the doctor to arrive. tense variation. The text in Activity 4 focused on
4 You could ask your students to look back at the embarrassment, but your students could write pieces
paradigm of future tenses given in the information at on emotions such as surprise, regret or first love.
the start of the section. You should re-emphasise the importance of varied
Possible rewrites: vocabulary choices to make the reader feel the impact
of the emotion being described.
The parcel is going to arrive tomorrow morning.
The parcel will be arriving tomorrow morning.
STRUCTURE DISCUSSION
The parcel is arriving tomorrow morning.
The parcel arrives tomorrow morning. You could begin by looking at the two possible structures
for discussion/argumentative writing given in the bullet
You could end this section by pointing out how task 4
points at the start of this section in the Student Book.
shows the flexibility in the English language, which a
writer can use for variety and effect. Then look through the task and ideas generated for it in
Activity 5.
STRUCTURE YOUR WRITING FOR IMPACT
You could open this section by reminding your students Activity 5
of the impact of the traditional structure of a joke or a 1 Suggested answers:
detective story. You could also mention how both can go
Family more important: a, b, c, e, l, j, k, m, n.
amiss if that structure is not followed.
Friends more important: d, g, m, o, u, v.
Activity 4 Family always there for you: a, b, j, l, m, n.
Suggested answers:
Friends can be unreliable: q, r, t.
1 a He describes the opening of his show at the City
Family teaches you all you need to know: h, k, m, n.
Hall in front of 1,950 people and his lack of success
during the first ten minutes. He uses the present Friends understand you better: d, i, o, s, u, v.
tense. Families split up: f, p.
b He describes the progress of the show and what Friends change over time: q, r, t.
happened when he involved the audience. He mostly
uses the past tense. 2 This task will involve a personal choice but the
number of points next to each subheading should
2 This is a possible homework task following on from help students in making the decision.
the reading, and discussion of the structure, of the
Dara OBriain extract in Source A. Suggested choice and order:
You should ensure that your students have Friends more important; friends understand you
recognised the use of different tenses to describe better; family more important; family teaches you all
feelings and the cause(s) of them. Point out the you need to know; family always there for you.
structure: a first paragraph to describe feelings and This structure will satisfy both of the conditions
subsequent paragraphs to describe the cause(s) expressed in the bullet points at the start of the
of these feelings. Also encourage your students section.
to be precise and adventurous in their vocabulary
choices. As an example, look again at the vocabulary PROGRESS PUNCTUATION
and simile used in the penultimate paragraph of The definitions and examples of apostrophe use given at
SourceA. the start of this section will make a good wall display.
3 It will be important for your students to carry out
the peer assessment in this task. The feedback could Activity 6
focus on the choices of vocabulary for effect as well Suggested answers:
as the suggested variation in tenses.
a the editors choice
b the students homework

25 Writing: Make choices to organise and write
c the childs medicine

d Saturdays weather.
It will be at your discretion when you administer

this assessment. You should decide on the time
and conditions e.g. exam conditions, classwork or
homework that will allow your students the best
opportunity to show how much they have learned
assessment.
In task 1, your students are going to use the paragraph
plan they made in task 2 of Activity 5 to write their
response.
They will need to look back at the two example
structures given at the start of the Structure discussion
section and choose which one they will use in their
assessment.
They should also look at the ideas generated in Activity
5 to see if they can make further additions and/or
refinements.
It will be important for your students to carry out the
How did you do? section. This feedback, either from
peers or the teacher, will help them to see how far they
have met the ticked criteria given at the end of the
assessment.
FURTHER PROGRESS
The students response to task 1 should follow the group
stages outlined in Activity 5.
It is an activity which will reward online research, for
example, by selecting a few celebrities and establishing
what they are paid, as well as looking at pay scales for
jobs such as nursing, caring, teaching, plumbing or
gardening.
The peer assessment on ideas and paragraph
organisation will be an essential part of the process if
students are to write out their response.
Alternatively, the response could be written as a
presentation to the class as preparation for Spoken
English. In this case, the research mentioned will be
useful in dealing with questions.

Assess to Progress

UNIT 27
AIMS AND OUTCOMES some peer assessment in this task (and in task 3),
The work in this unit will prepare your students to assisting each other with varied vocabulary and
answer questions based on AO5 and AO6, which sentence structures. These discussions should lead
require them to communicate clearly, effectively to a fuller appreciation of writing for clarity and the
and imaginatively and to use a range of sentence effect of precise, imaginative vocabulary choices and
structures for clarity, purpose and effect. varied sentence structures.
This unit develops AO5 and AO6 skills: BUILD DETAIL IN DESCRIPTION
build detail in descriptions Moving on from the previous activity, you can remind
vary sentence length for effect your students how precise choices of vocabulary help
create atmosphere through detail and word choice to add detail to a description in order to make it even
use sounds and imagery to create effective moreeffective.
descriptions
Activity 2
experiment with different ways of structuring
descriptions. Task 1 could be used as preparation for spoken language
with pairs presenting their thoughts on the description of
Quilp to the rest of the class.
USE YOUR SKILLS
Suggested answers:
It might be a good idea to open this section by looking at
1 a Black eyes restless, sly and cunning; mouth and
examples of effective descriptive writing.
chin bristly with coarse, hard stubble; complexion
Here are two suggestions you could use with your never looks clean or wholesome.
students:
b His ghastly smile
the atmospheric description of a calm and peaceful
c Chin bristly with the stubble of a coarse hard
evening in the opening paragraphs of John Steinbecks
beard; expression grotesque; smile ghastly.
Of Mice And Men
for language use in a different genre, the Sergeants d It suggests that Quilp does not choose to smile in a
description of Macbeths bravery in battle in lines 842 cheerful or contented sort of way as most people
of Act 1, Scene 2 of Macbeth. would.
e The aspect of a panting dog.
Activity 1
f This calls for a personal response but students could
1 Your student pairs should notice:
concentrate on his physical unattractiveness, the
a more precise and expressive vocabulary in way his false smile adds to the slyness and cunning
description B, for example: great grey storm present in his eyes and the unflattering animal
instead of big storm; swept pelting rain instead comparison at the end a panting dog can be tired
of brought rain; pastures instead of fields; or desperate for attention.
the shadowy oaks and elms of Duncton Wood
2 Your students can carry the examples of well-chosen
instead of Duncton Wood
adjectives and creative phrases from task 1 into their
sentence length: the effective use of the minimal descriptions in task 2.
one word sentence at the start of description B.
3 Students should work on this task with a partner,
2 and 3 Your students could take the ideas on vocabulary
concentrating their feedback on how vocabulary
and sentence use from task 1 into tasks 2 and 3. An
choices and sentence lengths have contributed to
improved description could be:
clarity and the effect on the reader.
November. A furious storm of sweeping rain and
flashing lightning descended. Crashing thunder VARY SENTENCE LENGTH FOR EFFECT
shook the house, rattling the windows. As it rained While sentence lengths have featured in the work
incessantly, I peered through the windows at on Activities 1 and 2, there was more emphasis on
deepening pools and the drenched folk flashing past, vocabulary choices. This section will look more at the
huddled under umbrellas. effect varying sentence length can have on a piece of
writing.

27 Writing: Describe effectively
Activity 3
Suggested answers: Differentiation and extension
1 a The fact that there is nothing growing. You could explain to your students that, as well as
b There is only one source of water for those mining bringing atmosphere into a description of a place,
the dried sea. creative details can also contribute to atmosphere in
the description of a person.
In tasks 2 and 3, your students could concentrate on
describing a place at a certain time, for example, a spring Ask your students to look at the description of the
evening in 2a, a winter night in 2b or a darkening room convict Magwitch at the start of Great Expectations,
in 2c. They should aim to build detail in longer sentences which begins A fearful man, and the description
in order to increase the effect of the short sentence at of Gabriel Oak in the opening paragraph of Far From
theend. The Madding Crowd. They should notice that, apart
from describing appearance, the first one builds an
Remind them that they should use the present tense to
atmosphere of fear and the second an atmosphere of
make the description more immediate for the reader.
open kindness.
CREATE ATMOSPHERE They could try to write a similar short description of a
You can remind your students that they have worked on character that is either threatening or cheerful, using
the use of descriptive detail and sentence lengths for details to build a description of the way this person
descriptions of people and places. They can now use looks and the atmosphere around him or her.
similar techniques to develop descriptions of atmosphere
in a place.
DEVELOP YOUR DESCRIPTIVE TECHNIQUES
Activity 4 Explain to your students that, as well as choosing
individual words for effective description, the sounds of
Suggested answers:
words and images also contribute to the overall effect.
1 a An atmosphere of general happiness, excitement
Although of a different genre, you could ask your
and anticipation.
students to search online for the text of Wordsworths
b The crowd; parents and children; the window poem Upon Westminster Bridge. A link is provided in the
displays; background noises. Cambridge Elevate Resources section. They may notice
c Bustling; poured; excited; shrieking; nodding; how the choice of words and images builds up a glowing
grinning; rang; whirred; pinged. picture of early 19th-century London in the morning
light.
You could emphasise the careful choice of adjectives and
verbs added to the basic elements of thescene given in b Activity 5
to create the atmosphere identified ina.
Suggested answers:
2 Suggested fillers (your students may volunteer other
1 a 1; b 3; c 5; d 6; e 7; f 4; g 2.
viable options):
2 This task can be completed using some of the
1 threatening; 2 crept; 3 grey; 4 hideous; 5 scary;
techniques explored in task 1. You should expect
6 grotesquely; 7 menacingly; 8 sickly; 9 glare; 10
your students to use three or four, perhaps simile or
hooted.
metaphor, personification and alliteration.
In order to complete task 4, it will be important for your
3 By carrying out the peer assessment in this task,
students to carry out the peer comparison in task 3 and
your students should see how the effectiveness of
the peer assessment in task 5. Before starting task 4,
their descriptions has been improved by their use of
you could remind them of how careful and imaginative
these techniques.
vocabulary choices, as in task 2 and all previous work in
this unit, will contribute to clarity and effect. USE CONTRAST IN DESCRIPTION
Your students could also do tasks 2 and 4 as homework. You could introduce this section by using two
photographs, possibly from the local press, of the same
place at different times of the day, pointing out how the
contrast in light brings out different features and creates
a different atmosphere. (Your Art Department may also
be able to provide two pictures of the same place or
person.)

Your students should be able to see how the use of shop doorway: darker with view into shop; figure
contrast enhances the essential features of each item. huddled in doorway
tramp: bedraggled clothes; poor quality, worn
Activity 6 out shoes; hungry look on face
You could read through Source D with your class; photograph: close-up of weary face and well-
unwholesomely pale may be the only vocabulary that worn clothes.
needs explanation. 3 Your students should use their developed details
Suggested answers: from task 2, and the pattern of Source E, to write
their paragraph.
1 a The girl is dark of hair and complexion and the boy is
lighter coloured. 4 The peer feedback in this task should emphasise to
your students the importance of creative detail in an
b The girl seemed to receive a deeper colour from the
effective use of zooming in for description.
sun while the boy seemed to have what little colour
he ever possessed drawn out of him. PROGRESS PUNCTUATION
c He would bleed white, pale and almost colourless The definitions and examples given at the start of this
compared to the usual deep red of blood. section in the Student Book will make an effective
2 Your students should draw on the use of contrast in walldisplay.
task 1 when writing their personal response. This, You should focus student attention on the use of the
with careful preparation and reflection on Source D, semicolon for linking closely connected sentences and
is a possible homework task. for replacing commas in a list which features many items.
3 The peer assessment in this task will help your Your students need to have a full understanding of the
students to appreciate how effective contrast can be nature of a sentence, i.e. it must make sense on its own.
in developing clarity in description. Therefore each part connected by the semicolon can
function as a separate sentence.
ZOOM IN FOR EFFECTIVE DESCRIPTION
The example given in the Student Book could have been
You could ask your students to think about how major
written as two separate sentences but the writer chose
sporting events are often covered on television, how the
the stylistic linking device of the semicolon to enhance
camera zooms in from a wide view of the field to a close-
the description of pre-match tension.
up on the action in the game.
Point out that the most frequent misuse of a semicolon
Writers use the same technique in description, often
is when it is used to connect a complete sentence with
zooming in from the wide view of a scene to a single
a phrase (or incomplete sentence), for example, The
point of interest, an object or a person.
manager was angry; as angry as a howling dog.
Activity 7
Activity 9
1 Suggested answers: semicolons after morning
the stadium with every seat packed andspices.
the rectangle of grass on which the game
isplayed ASSESS YOUR PROGRESS
the line judges in green blazers
the umpire in her chair It will be at your discretion when you administer
the white-clad figure with the bandaged knee and
the blonde hair dark with sweat
homework which will give your students the best
the preparation to serve opportunity to show how much they have learned
the ball in the air of the bullet-pointed criteria given at the start of the
the noise of it hitting the racquet assessment.
the ace serve. Before starting the task you should remind your students
2 Suggested responses (again your students may that they will be writing a description suggested by
make other valid choices): what they see in the photograph in Source F, rather than
a description of the photograph itself. Make sure that
row of shops: brightly painted shop fronts and your students understand this distinction. The words
goods for sale on display in windows or outside suggested to you by are most important; it is how they
deal with the suggestions emanating from the picture

27 Writing: Describe effectively
that will determine the quality and success of their

answer.
You could work through the suggested structures of
contrast, zoom in and zoom out with them. Encourage
your students to notice that the view in the photograph
encompasses both city features and parkland features.
You should remind them of the work they have done
on creative detail and sentence lengths in building a
description of people, scene and atmosphere.
How did you do? section in order to establish how well
they have met the bullet-pointed criteria given in task 2.
FURTHER PROGRESS
These tasks will give your students further opportunities
to practise the essentials of descriptive writing using the
different structures covered in the unit.
The local and national press are also a good source
of photographs of people and places. Again, your Art
Department may be able to help by providing prints
of famous paintings of scenes or people, for example,
Impressionist Paris, Canalettos Venetian scenes,
Caravaggios people portraits, Jack Vettrianos more
naturalist scenes, etc.
As ever, the more attempts that are made, even in short
pieces, the more improvement will come in writing,
especially in the use of creative detail, ambitious
vocabulary and phrasing, and confidence in using
imagery and other literary techniques.

Video: Benjamin Zephaniah: Writing techniques and
their effects
Video: Chris Priestley: Creating atmosphere
Video: Benjamin Zephaniah: Describing setting and
atmosphere
Video: Dr Paul McDonald: Descriptive methods
Assess to Progress
Link: Free texts, including Great Expectations and
Far From the Madding Crowd, are available to read on
Project Gutenberg
Link: Wordsworths poem Upon Westminster Bridge
is available on the English Verse website

UNIT 28
c Possible alternative:
AIMS AND OUTCOMES
The fair is over. The roundabouts have gone quiet.
The work in this unit will prepare your students to I hear the crowds disappearing into the night, all
answer questions based on AO5 and AO6, which friendly together, along the sawdust paths with
require them to communicate clearly, effectively and happy voices fading away. No one has noticed me, all
imaginatively in different forms and to use a range of alone in my black clothes. I feel deserted and lonely
vocabulary for effect. among these wooden horses and cheap fairy boats.
This unit develops AO5 and AO6 skills: Desperately I worry where can I sleep tonight?
write in the first and third person You can emphasise how the feelings of the girl now
structure stories in different ways to interest become part of the narrative.
readers 3 Students should draw the following table:
create believable characters
First person narrative Third person narrative
use dialogue to develop narrative.
b The narrator is a a The narrator has an
character in the story. overview of everything
USE YOUR SKILLS that happens.
You could remind your students of just how often they e The reader is drawn c The narrator is not a
use narrative skills in the course of a normal day, for into the story by character in the story.
example, recounting the events of the weekend to their their interest in
friends, or telling their parents about their day at school what happens to the
or the events at a social gathering. narrator.
You could also remind them of: f The narrator can only d The narrator can tell
tell you what he or she you the thoughts
first person a writer giving an individual account, sees, thinks and feels. and feelings of all the
often subjective, using I or we characters.
third person more of an outside view, more
objective, using he, she or they.
STRUCTURE STORIES
(There are definitions of subjective and objective,
and their uses, in Unit 12 of the Student Book. As a You could explain these two principle ways of structuring
reminder, you could refer back to the work on Activity 3 a story:
in thatunit.) chronological: following events as they happen
These points of view, or narrative perspectives, are flashback: starting a narrative at a different point
important techniques in telling a good story. and returning to events so that the reader builds up a
picture of what has happened.
Activity 1
Suggested answers: Activity 2
The captions in the Student Book will give your students
1 a A diary is a personal account of events and feelings
a clear example of the use of a chronological structure in
so the narrative perspective is appropriately in the
storytelling.
first person.
This activity offers a good opportunity for spoken
b Socially concerned; aware of their appearance;
language practice if students present their ideas to the
unwilling to develop bad adult habits connected
rest of the class.
with alcohol.
Suggested answers:
2 a We learn that the girl is alone and has no place to
sleep for the night. 1 b Possible flashback sequence: the narrative could
start on the desert island, flashback to the events
b If it were written in the first person, the reader would
leading up to the engine catching fire and then move
get more sense of how the girl was feeling about the
forward to the rescue and reunion.
whole situation as nobody takes any notice of her
and she looks for somewhere to sleep. c A case could be made for all three; using Phil would
cover all events in the story and personal feelings
could be added in.

28 Writing: Tell a good story
d This discussion will be determined by the choice of c In the third paragraph, after the characters and
narrator. setting have been introduced.
2 The feedback in this task could take the form of d To help the reader to understand Lucys particular
questions as further preparation for the Spoken ambition and how it arose.
Language Presentation.
e It gives the reader an insight into Lucys character
3 This task is a further opportunity for spoken and her lifestyle.
language practice.
The writing in tasks 2 and 3 will be a personal response.
a Brings in personal feelings fear from the start. You could suggest to your students that the more subtle
Readers will be interested in why the narrator was the clues are, as in Source G, the more effective the
on the aeroplane. surprise ending.
b Also offers personal feelings excitement and The peer assessment in task 4 will help students to see
gives background information on the reason for Phil the importance of the positioning of clues, particularly
being on the aeroplane. when a flashback structure is used.
c The third person narrator sees the scene in detail CREATE BELIEVABLE CHARACTERS
and the reader will be interested in who the main
character is and how and why he is alone on the You could remind your students of how it is the
beach. characters created, as much as the events described,
that make many narratives memorable, for example, the
WRITE STORY OPENINGS characters in the Harry Potter stories are as memorable
as the wizardry in them; people remember the character
The differences pointed out in Activity 2, task 4 can lead
of Long John Silver long after they have forgotten what
into this section on how effective openings grab the
actually happened in Treasure Island.
attention and interest of the reader.
(Proof of this latter example is in the Trivial Pursuit board
You could read through the four openings (Sources CF)
game where Long John Silver is given as the captain of
with your students, asking them which one they would
the Hispaniola when it was actually Captain Smollett.)
be most interested to continue reading.
Activity 5
Activity 3
Suggested answers:
Suggested answers:
1 a 1; b 3; c 4; d 2.
1 a Source E; b Source C; c Source F; d Source D.
2 He uses the ideas of sickness, ghostliness and
2 This is a possible homework task.
comparisons to pale whiteness in the natural world
You could remind your students to think about which of plants and fish.
person will be most effective for their narratives.
3 a 2; b 4; c 1; d 5; e 3.
4 This is a possible homework task. Before starting
the peer assessment in this task. Here, they will be
you could ensure that your students are fully aware
able to identify which features are more likely to
of the need for creative detail in their description
persuade a reader to read on.
and/or the need for words to suggest feelings
BUILD IN CLUES andtone.
You could read Source G through with your students, 5 The peer assessment in this task will help your
building up to the surprising ending. students to see how well they have met these
demands in creating believable characters who will
Activity 4 engage readers.
Suggested answers: USE DIALOGUE TO DEVELOP NARRATIVE
1 a The surprise comes from the fact that the name You could begin by emphasising the two bullet points at
is related to the adventure Lucy is desperate to the start of this section in the Student Book concerning
undertake; the implication is that the caller on the the liveliness and frequency of effective dialogue.
phone is a mysterious giant.
b The clues relate to size, especially foot size, and
the gruffness of the voice. They effectively lead the
reader to the capitalised BIG at the end.

Activity 6 WRITE EFFECTIVE ENDINGS

Suggested responses: Your students will need to understand that working
1 a Footsteps approached with a heavy tread. Both towards an effective ending is as important as thinking
Remi and Tom were starting to regret coming to this about an interesting opening; the two are often clearly
private and forbidding place. linked.
b Come out from the long grass! came a command in

Activity 8
controlled but menacing tones.
Suggested answers:
Were not doing any harm, squeaked Tom, shaking
with fright alongside a petrified Remi. 1 a The mist rose gently over the distant hills as the
morning sun gave warmth and light to the earth
2 The peer assessment in this task should help your below.
students to see the need for a balance between
narrative progress and interesting dialogue. b Have you ever wondered what it would be like to win
the lottery?
c Fear overtook me. I could not look. I could only wait.
2 Students need to draw the following table:
Establishing an interesting character through a
mixture of dialogue and narrative is a high-level Opening Ending
writing skill. Have you ever feared for your My life is before me now with
Ask your students to read the section in Chapter 12 life? The moment I saw flames no fear of fire to burn away my
of Jane Eyre where Jane first meets Mr. Rochester ambitions.
after his fall from his horse. They should notice I was thrilled when Dad said that It was some Christmas in the
how his rather gruff and commanding character is he would pay Phils airfare end when we finally got
immediately apparent and contrasted with Janes together!
patience in both the dialogue and the narrative. The midday sun blazed down on The blue ocean does not
the lonely figure on the beach separate us now and loneliness
Your students could then try to write a piece where
on the beach is a thing of the
two character opposites (for example, optimist/
past.
pessimist) meet for the first time. They should use
dialogue and narrative in a balanced way to convey
the qualities of the characters involved.
PROGRESS PUNCTUATION You will need to decide the best time to administer this
The definitions of ellipsis and the examples given at the assessment. You should decide on the best conditions
start of this section in the Student Book could make an e.g. homework, classwork or exam conditions to allow
effective wall display. your students to show how much they have learned
Activity 7 assessment.
Suggested responses: You should take your students through the steps given
as preparation to write a story inspired by the picture,
1 The ellipsis after boredom creates suspense,
reminding them of the need for believable characters
making the reader wonder what will happen to
and a balance of narrative and dialogue. Remind them
relieve it.
that they are writing a narrative, not a description.
The ellipsis after heavy feet keeps the reader
As a starter, you could mention the possibility of an
waiting for a glimpse of the figure after the scene
escape story set in a fantasy land or the idea of being
and the associated noise are given.
trapped within the central, commanding structure.
The ellipsis after Bernard holds back the effect of
Students should decide for themselves on a
the full name with its vital acronym.
chronological or flashback structure.
2 In their own writing, your students will need to
identify occasions that fit with the definitions and
How did you do? section. Assessment, whether peer- or
examples given at the start of the section.
teacher-led, will establish how well they have met the
Successful identifications could be added to the wall ticked criteria given at the end of the assessment.
display.

28 Writing: Tell a good story
FURTHER PROGRESS
You could remind your students that diary entries are a
mixture of events and comments on those events that
reflect personal feelings. In a fictional diary, such as that
of Adrian Mole, the writer can manipulate those events
and feelings to present a particular type of character.
Your students will need to decide on the character they
wish to present in a story based on diary entries.
Diary records often present an engrossing story in
themselves. Well-known examples, such as those of Anne
Frank and Captain Scott of the Antarctic, should be easily
accessible for your students.
They could then try to write part of a fictional diary based
on dramatic events and a personal struggle for survival,
including personal feelings during the struggle.

Video: Benjamin Zephaniah: Story openings and
endings
Video: Chris Priestley: Creating a setting
Video: Benjamin Zephaniah: Creating characters
Video: Chris Priestley: Developing characters
Video: Dr Ian Pearson: The importance of characters
Assess to Progress
Link: Free texts, including Jane Eyre, are available to
read on Project Gutenberg

UNIT 29
5 It will be important for your students to carry out the
AIMS AND OUTCOMES peer assessment in this task to check the clarity of
The work in this unit will help your students to answer their ideas and their relevance to the chosen point.
questions based on AO5 and AO6, which require them Tasks 4 and 5 could be suitable for class presentation as
to organise information and ideas using structural part of spoken language practice.
and grammatical features to support coherence and
cohesion of texts and to use a range of vocabulary CHOOSE A LOGICAL ORDER
and sentence structures for clarity, purpose and You could ask your students to look back at their work
effect. in Activity 1, task 4. Encourage them to notice that if
This unit develops AO5 and AO6 skills: this were a point in a discussion on the restrictions on
generate and organise ideas and views young people then these ideas would form a single
paragraph. The ordering of ideas within that paragraph is
use discourse markers to link and develop ideas
a significant factor in the effect of these ideas on a reader
make effective links within and between or listener.
paragraphs
plan and write a balanced argument. Activity 2
1 Suggested order: f, d, c, b, a, e.
USE YOUR SKILLS 2 There may well be differences in the discussion.
You could start by reminding your students that the The main idea is to clarify the point about the
quality of any discussion depends on the range and unfairness of a general rule on using phones in class
quality of ideas presented during the discussion. without considering special circumstances. As such,
everything leads up to point e, which is a summary
Any involvement in a discussion probably means that of their point of view. You could also see point e as
the student has some ideas to contribute, but organising a starting point as if it was a topic sentence at the
those ideas into a coherent point of view is a separate opening of a paragraph.
and valuable skill.
3 Your students should take a similar approach to
Activity 1 their sentences on school uniform. They should use
examples, facts or anecdotes and think about the
This activity can be used for spoken language practice as
order of sentences in order to make their point with
well as to develop written work.
clarity and impact. They should try to finish with a
In tasks 1 and 2, your students must look at a group of summary sentence of their point of view.
ideas and develop evidence from them.
USE DISCOURSE MARKERS
The school examples given should offer your students
plenty of opportunities to add evidence of theirown. It is important to link ideas in a discussion in order for the
reader or listener to understand the flow of the point(s)
Additions to the list under the header In public could being made; it also adds to clarity and effect. Discourse
include the legal ages for drinking and holding a driving markers, such as the examples given in the Student
licence. The voting age could also be added, especially in Book, will help with this linking.
light of the voting age being lowered to 16 in the Scottish
Independence referendum. You should read through the example on zoos with your
students noting the progression of the main idea in the
4 Suggested response: paragraph as outlined in the coloured boxes.
Legal driving age
Activity 3
Why should there be a set age of seventeen before you
can drive a car? At school we take exams when our 1 Suggested responses:
teachers think that we are ready to pass. Why not the Add to what youve said as well as; for instance.
same with driving? My cousin Tim could drive perfectly
well around his family farm when he was twelve yet Put points into a sequence then; thus.
my Uncle Joe failed his driving test five times in his Illustrate a point youve made illustrated by;
forties after dozens of lessons. especially.
Show cause and effect moreover; therefore.

29 Writing: Make your point
Compare ideas in the same way; equally. cloning) or the balance between civil liberty and the
need for more extreme surveillance.
Qualify something youve written having said that;
although. In these examples, presenting an effective point of view
is dependent on the writer showing an awareness of the
Contrast different ideas unlike; alternatively.
complexity of the issue.
Emphasise a point indeed; especially.
The completed table will be an excellent wall display Activity 5
to assist your students in all types of writing. Read through Source A with your students, using the
annotations in the coloured boxes to follow the structure,
2 Your students can go back to their sentences
and pointing out the use of a discourse marker and tone.
on school uniform from Activity 2, task 3, using
discourse markers to link their ideas. Suggested answers:
3 The annotation in this task will highlight both 1 a It helps researchers to find drugs which improve
the effective use of discourse markers and their human health.
purpose, as given in the table in task 1.
b Cosmetics are also tested on animals.
LINK PARAGRAPHS FLUENTLY c However
The stepping stones analogy and illustration given at 2 c He refers to the arguments and asks the reader
the start of this section in the Student Book is a useful todecide.
reminder to your students of the effect of well thought
3 Your students explanations may centre on how
out and linked paragraphs.
a balanced essay presents the arguments and
You could work through the commentary on the student counter-arguments factually and leaves the decision
response on bullying noting the linking of paragraphs to the reader, avoiding personal involvement.
and the key words used to make the links.
Activity 4 Differentiation and extension

Suggested answers: It may be possible for your students to extend their
work on this topic. The main ideas given in Source
1 a Do you know how it feels to be picked on because
A on health improvement and cosmetics could be
youre different?
expanded with further examples. These examples are
b I had to put up with cruel notes left on my desk. readily available on the website from which Source
c Saying someone is different is just another way of A is adapted, as well as other linked sites (e.g. which
saying theyre an individual. cosmetics are derived from animal testing?). Students
could research examples of the drugs given in Source
d Why didnt they step in? A, focusing on their current uses and how widespread
e Even teachers, who are meant to protect you, are they are.
frightened to speak up. Having collected further examples, your students
2 This is a suitable homework task. could write on the pros and cons of animal testing,
following the structure of Source A but adding
You should take your students through points ad in further examples of both the perceived benefits and
preparation. These points cover work already completed disadvantages of animal testing.
in the unit and will serve to remind your students of the
steps necessary for an effective preparation of their point
of view on this topic. PLAN A BALANCED ESSAY
3 The annotation in this task could be carried out in
Activity 6
pairs with a focus on the use of discourse markers
and the linking of the two paragraphs. This task can be assigned for extra homework. It can also
be used for spoken language practice if the student pairs
ACHIEVE STRUCTURE AND BALANCE present their task 1 findings to the class.
You could start this section with an explanation that In advance, it may be useful to collect newspaper articles
discussion is not always about a personal point of view. It on programmes such as X Factor and Britains Got Talent
can also display an awareness of conflicting and complex or to encourage your students to access relevant material
points of view. Examples of the latter could be the ethical on the internet. They should have no trouble finding
debates in some aspects of modern medicine (such as examples and anecdotes for this topic.

They may also be able to add local examples of where This work is excellent preparation for the Spoken
hard work appears to have gone as unrewarded as minor Language Assessment.
celebrity is celebrated. Furthermore, they may recognise
The speech prepared in task 3 could be used in an actual
that the two are not mutually exclusive; overnight
debate. This could be arranged either by dividing your
success often comes to those who have worked the
class, involving another class or year group, or possibly
hardest.
by involving another similar year group class from a
PROGRESS PUNCTUATION neighbouring school.
The definitions and examples given at the start of this You may well find that local business organisations, such
section in the Student Book would make an effective as Rotary Club, Lions or Business Guilds, would sponsor
walldisplay. such an inter-school debate and possibly provide a prize
or trophy.
Activity 7
1 Suggested rewrite: CAMBRIDGE ELEVATE RESOURCES
Thousands of young people, with or without talent, In the Student Book:
attend auditions for programmes such as the X Factor.
Video: Benjamin Zephaniah: Revising your writing
They all hope to be selected and most of them believe
that money, fame and fast cars are within their grasp. Assess to Progress
Only a very few will be selected, and they are probably
the ones who have worked hardest to get there. The
truth is you dont get far in anything without effort.
Whether you want to be a rocket scientist or an X
Factor superstar, you still have to give one hundred
per cent to achieve your goal.
It will be at your discretion when you administer

homework which will give your students the best
opportunity to show how much they have learned
assessment.
With task 1, you should remind your students of all the
stages of planning and organisation that they have
covered in this unit. Remind them of their audience
and explain that task 2 involves planning and writing a
balanced response, which involves both arguments and
counter-arguments.
You could refer back to the way of generating ideas given
at the start of the unit and the plan given in Activity 6.
Remind your students of the need for facts, examples,
anecdotes, discourse markers and the linking of
paragraphs into a coherent text.
It will be important for your students to carry out the
How did you do? assessment. This assessment, whether
peer- or teacher-led, will help students to see how far
they have met the ticked criteria given in task 2.
FURTHER PROGRESS
This work should help your students to see that similar
processes apply in both written and spoken discussion.

UNIT 30
your best friend (C) contrast with the grammatical
AIMS AND OUTCOMES controlofD.
answer questions based on AO5 and AO6, which Activity 2
require them to communicate clearly, effectively 1 Student Ds work will be a good model for this
and imaginatively with a range of vocabulary and activity. Stress to your students how a precise choice
sentence structures. It brings together all of the work of vocabulary, as well as accuracy in writing, will
done on the writing units and prepares your students increase the clarity of their description.
for the full range of writing assessments. 2 This task focuses on reading what has been written
This unit develops AO5 and AO6 skills: rather than what the student thinks has been
use skills to assess students writing written. Reading aloud is the best way to check for
investigate the qualities of effective writing clarity of communication, and for students to judge
the effect of what has actually been written.
craft their own writing.
the peer assessment in this task. This assessment
USE YOUR SKILLS should concentrate on how much the importance of
You could start by reminding your students about the the person has been conveyed by the description.
many samples of good writing that they have analysed in Again, Student Ds description clearly conveys
these writing units, all of which can serve as models for the notion of a caring parent and provides a good
their own writing. Explain that the process of developing benchmark for comparison.
into an effective writer can also be enhanced by looking
critically at the work of other students.
COMMUNICATE EFFECTIVELY
You could read Student Es work with your students, as
Activity 1 an example of clear and effective communication.
You could read through both pieces, trying to keep a
neutral expression. Activity 3
Explain to your students that this work will help them to
1 Despite your best efforts, your students will
focus on which features make writing effective as well
probably decide that the vocabulary, varied
asclear.
sentence structures and general accuracy of Student
B give them the edge. Suggested answers:
2 Suggested answers: 1 a They begin by mentioning a few people of
importance; they then list the important help that
Student A: a, d, e, h, i, j, k.
has been given to them; the detail that it is Grandad
Student B: a, b, c, e, f, g, h, i, k, l, m, o. is withheld until the end.
3 Your students advice should be based on the writing b He holds a special place; special place is more
skills that were evident in Student Bs extract for sophisticated than important.
example, the use of Standard English, range of
c The word danced makes you think of how much
vocabulary and varied sentences leading to clear
Grandad enjoyed playing with his grandchild.
and effective communication.
d It builds up an idea of just how much help Grandad
Student As ideas are reasonably clear but the most
has given.
effective communication is in Student Bs extract.
e If I have a problem and If something good has
COMMUNICATE CLEARLY happened. The effect is that the reader realises
You could read through the extracts from Students C that Grandad is around on all sorts of differing
and D with your class, pointing out how the vocabulary occasions, not just during the good times.
and accurate grammar and spelling in Student Ds work f Through the use of Who is this person? asking the
add to the clarity of the description, for example: the reader if Grandad has been identified by this point in
most caring person I have met (C) versus the most the writing.
caring person I have ever met in my life (D); errors, such
as Either you private life or others and if you wants 2 This is a suitable homework task. You can ask
your students to look again at their description

in Activity 2. They can then use the features they LINK PARAGRAPHS FLUENTLY
have identified in task 1 to make their description
You could start by reminding your students that a fresh
more effective, focusing on the organisation of the
paragraph brings a new focus in the development of
information, the selective vocabulary for detail, the
their writing, but it also needs to link to the preceding
structures of listing and mirroring, and the style of
paragraph to ensure a coherent text.
reader address.
3 If they carry out the comparison in this task either Activity 6
alone or in pairs students can highlight these 1 Suggested answers:
additions and see how the effectiveness of the
description has made the picture more real to the a There had been a time links with He thought back
reader. introducing the flashback to how he got the job and
his early years there.
DEVELOP VOCABULARY AND IMAGERY TO
b Now brings the reader back from the flashback and
INCREASEEFFECT into the present.
You could open this section by referring back to the use
2 This is a possible alternative, or extra, homework
of danced in Student Es description of the grandfather,
task.
pointing out how the precise word choice conjures up a
picture of lively affection in the mind of the reader. Remind your students of the planning stages and
how the fluent linking of paragraphs will depend on
Activity 4 how well they have organised their ideas to suit the
intended purpose and audience.
Suggested answers:
3 It will be important for your students to carry out the
1 The use of similes creates a distinct and clear picture
peer assessment in this task in order to ensure that
for the reader; the precise vocabulary and list of
their paragraphs have been fluently linked.
events presents a more vivid picture to the reader;
the build-up of the sequence of events brings
tension to the writing. Differentiation and extension
2 Possible responses: Working towards a final sentence that has already
a As I sleepily arose in the dark winter light, an aroma been supplied is an effective way of helping
of burning materials scorched my nostrils. students to plan stages that can then be turned into
paragraphs that link fluently together.
b Like a chick emerging from an egg, I struggled
painfully through the car window. Ask your students to read Drunkard of the River,
which is available in Unit 9 of the Cambridge Elevate-
c The overturned car was a mangled heap of twisted, enhanced Edition of Progress Plus. They should notice
distorted metal. how the story builds to Sonas panic-stricken flight.
3 The comparison in this task will help your students Using the same final sentence, or a slight variation
to see the effects of precise vocabulary choices and of it, ask your students to build a different story
the use of images. and to use the stages in the narrative to help with
paragraphing and fluent links. The length of the story
ORGANISE EFFECTIVELY
should be suited to the abilities of your students.
You could start by referring your students back to the
work they did in Unit 29 covering the organisation of
ideas and paragraph planning and linking. PRESENT YOUR VIEWPOINT
You could revise the three stages of planning given at You could remind your students that efficient
the start of this section of the Student Book with your planning and linking, which lead to clear and effective
students. You should stress how much stages 2 and communication in narrative and descriptive writing, are
3 depend on the purpose and audience identified in also valid in writing where they have to present a point of
stage1. view.
You could work through the planning and response of
Activity 5 Student G, demonstrating how the ideas in the plan are
The tasks in this activity could also be used as spoken formed into fluent linking paragraphs. For example, the
language practice. Presenting their plans to the class, introductory paragraph on endless rules leads into the
and answering any subsequent questions about example of school and the points planned about it, as
them, will help students develop their plans as well as well as the use of examples in the second paragraph and
preparing them for the Spoken Language Assessment. the anecdote in the fourth.
30 Writing: Craft your writing
Activity 7 The final section links to Activity 8. If students can

Suggested answers: identify the areas where their own errors are more
frequent, they will have a better chance of eliminating
1 Endless indicates a weariness with the sheer them.
amount of rules; supposed indicates a rather
disbelieving view of their effectiveness; protect is
used sarcastically, indicating that they do not, in ASSESS YOUR PROGRESS
fact, protect.
It will be at your discretion how you administer this
2 To introduce a humorous tone before listing assessment. You should decide on the time and
stereotypical actions of the bored teenager; conditions e.g. exam conditions, classwork or
evidently she does not think that school is a good homework which will give your students the best
idea. The contrast increases the effectiveness of the chance of showing how much they have learnt of
point she is making. the bullet-pointed criteria given at the start of the
3 That there are many more useful things that she assessment.
could be doing. 1 Before starting, you should remind your students of
4 The tone is often questioning and sceptical about the intended purpose and audience of their writing
aspects of teenage life, for example, Thats not and how considering these things will help them
really a better life, is it? in paragraph 4 and how to generate ideas, organise them effectively and
will I ever save 200,000? in the final paragraph. develop fluently linked paragraphs. You should also
However, it is also concerned about the pressures remind them of the effect of precise vocabulary
challenging teenagers, for example, in their choices and varied sentence structures, as well as
appearance and dysfunctional families. the need for technical accuracy.
5 Paragraph 2 increases the readers awareness that 2 It will be important for your students to seek
there may be other useful activities outside school; feedback from teachers or peers. This will show how
paragraph 4 challenges the wisdom of putting a well they have met the ticked criteria given at the
teenager in a position where they must choose one end of task 1.
parent over another.
FURTHER PROGRESS
6 It makes the point of view more forceful by including
The advice given for Radio 4 podcasts also covers many
a real-life example to which readers may be able to
other programmes that feature opinion pieces. Even a
relate.
music programme like Desert Island Discs includes some
7 Staying at home to the age of 102; it outlines the developed opinions.
huge task of saving for a mortgage in the current
Your students can add to this experience by looking at
housing market.
media such as The Mail Online and The Telegraph Online,
8 Sophisticated words include dysfunctional to where strong opinions from the likes of Boris Johnson
describe families in breakdown and destructive and Quentin Letts regularly appear. Any podcast or
to describe how a focus on appearance can ruin article by Rod Liddle or Melanie Phillips will usually
peoples lives. present an outrageous point of view in an organised and
linked way.
The surprise to your students might be that such a
clear and challenging piece can be written with such an Local press may also feature an effective local writer with
everyday vocabulary. It is important for your students to strong, clearly presented views.
realise that the sophisticated use of language does not
necessarily mean having an ambitious vocabulary. The
ways in which words are put together expressively for the
intended purpose and audience is the key feature. In the Student Book:
9 Two short sentences at the start act as a clear Video: Dr Ian Pearson: Creating a balanced argument
introduction to the topic of the paragraph; When
Video: Dr Ian Pearson: How writers use the first and
my Mum opens with a subordinate clause for
third person in arguments
variation in a complex sentence and ends with a
rhetorical question after listing some alternatives. Video: Benjamin Zephaniah: Improving writing
You could work through the Technical skills section Assess to Progress
with your students, emphasising Student Gs faultless
accuracy in spelling and punctuation.

Preparing for your exam
There are two sets of practice papers in the Student
Book. Set 1 has been fully annotated and includes
annotated example answers for students to compare
their own responses to, as well as guidance for
approaching the questions. Set 2 is clean, for you to use
at your discretion. Fully annotated example responses
to all of the questions in this unit can be found in Assess
to Progress in the Cambridge Elevate-enhanced Edition
of the Student Book, for you to compare with student
responses and mark against.

Handouts: Student G response
Assess to Progress (with example answers) (x4)

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Brighter Thinking

University Printing House, Cambridge CB2 8BS, United Kingdom

Cambridge University Press is part of the University of Cambridge.

Information on this title:

Cambridge University Press 2015

First published 2015

ISBN 978-1-107-521902 Free online

Additional resources for this publication at www.cambridge.org/ukschools

Cover image 2013 Fabian Oefner www.fabianoefner.com

1 Cambridge University Press

READING Preparing for your exam 115

1 Reading: Identify and select information 27

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Reading (Units 118) Reference is made throughout this resource to the

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For selected key student book assessment opportunities

Assessment for Learning

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R3 Examine how writers Bambara:

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R4 Explore the effects of

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pyramid structure influence readers Points North

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differences in and differences in explaining a choice writers perspectives; 1862[nf]

R3 Consider how writers

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writing correctly Video: Benjamin

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27 Cambridge University Press

ASSESS YOUR PROGRESS

The administration of this assessment is at your

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You can use the example c, What other ways of travelling

COLLATE INFORMATION FROM DIFFERENT SOURCES

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3 The only place which states that it is closed on

The administration of this assessment is at your

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Task 5 can be combined with task 3 from Activity 1 as 2 Suggested answers: