CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIFFERENTIATED WORKSHEETS UNIT 1 ANSWERS

Differentiated worksheets
unit 1 answers
Worksheets 1A, 1B and 1C should be used before Activity 3 in Session 1.4.

Main teaching ideas: Differences between prose and drama; adapting prose into drama and drama
into prose.

How to identify learners’ needs: Ask learners to list two or more features of prose and drama (use
a few of the features in Activity 1 as a checklist) and assess their ability to find differences between
the forms of prose and drama.

How to choose which worksheet should be given to which learner: If a learner can name more
than two features of both prose and drama, give them Worksheet 1C. If a learner can only name two
features of both prose and drama, they should do Worksheet 1B. If a learner cannot name two
features of prose or drama, give them Worksheet 1A.

How the three worksheets are different:

Worksheet 1A Worksheet 1B Worksheet 1C

 Two examples are given  One example is given  Learners complete

in Activity 1. in Activity 1. Activity 1 without any
examples being given.
 In Activity 2, formatting is  In Activity 2, bold
used to support learners’ formatting is used to  Activities 2 and 3 have no
understanding of language support learners’ additional guidance on the
features and layout. understanding of scripting form, layout and language
dialogue. of the prose and drama
 Activity 2 includes an explicit
examples.
instruction to study the format  In Activity 3, italics are
and layout of the drama used to support learners’
example in Activity 3 to help understanding of how to
them here. use figurative language in
prose texts.
 Activity 3 uses formatting
(bold and italics) to support
understanding of language
features and layout.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIFFERENTIATED WORKSHEETS UNIT 1 ANSWERS

Worksheet 1A Worksheet 1B Worksheet 1C

 Activity 3 includes an explicit

instruction to study the format
and layout of the prose
example in Activity 2 to help
them here, and an instruction to
consider the tense used and
punctuation in direct speech.

How to introduce the different worksheets to the class: Use the worksheets before Activity 3 in
Session 1.4. Begin by explaining that prose and drama are different forms (or formats) of writing.
This means that they each have different features that affect their layout, punctuation, use of
figurative language, etc. Then hand out either Worksheet 1A, 1B or 1C depending on your
identification of learners’ needs.

Answers
1 prose: a, c, f, g
drama: b, d, e, h

2 Learners’ answers will vary. Example response:

An ordinary family living room. JOHN is standing and RUBY is sitting reading a book.
JOHN (moving to sit next to Ruby) Is it good?
RUBY (not paying him much attention) Not bad.
JOHN Would I like it? (he sticks his head in her book)
RUBY (taken by surprise) John! Look, you can have it after me.
JOHN gets up and paces around the living room, mumbling in a low voice.
JOHN (annoyed) Don’t rush on my account.

3 Learners’ answers will vary. Example response:

Waiting outside the train station, under a bus shelter, the mother and daughter gazed gloomily at
the heavy rainfall and the busy traffic speeding past.
‘I’m freezing! What’s Dad doing all this time?’
‘He had to work, dear,’ her mother replied, putting an arm around her daughter.
‘He should have come … he needs a rest,’ the girl said.
Just then her father rushed towards them, his shoulders hunched under an umbrella. He stopped
between them and closed it, shaking off the drips. His daughter stared at him sadly, thinking his
face looked as worn as his scruffy clothes.

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Language worksheets
unit 1 answers
Language worksheet 1.1
Guidance
Focus: Rhetorical punctuation
Aims: To provide learners with an understanding of how rhetorical punctuation can support a
writer’s intended purpose
Suggested use: At the end of Activity 3 in Session 1.2
Learners may have a general understanding of punctuation marks, but may need additional
practise in identifying how punctuation can be used to create rhetorical effects.
Notes:
• When learners have completed Activity 3 in Session 1.2, reread the Language focus
section and Key words definitions.
• Hand out the worksheets and read through the introductory text and examples that come
before each set of questions.
• Ask learners to reread the introductory text and then answer the questions that follow.
• Once the worksheet is completed, use the answers here to clarify learners’ understanding.

Answers
1 a ‘That’s really lovely, that is!’ said Ruby, indicating what she thought of his behaviour.
b ‘Come here!’ Praveen called.
c ‘You’re crazy!’ she screamed.

2 Will we be better off if we work hard at school? I often think about that. Will we be better
off if we start homework as soon as we get it rather than putting it off? This doesn’t always
seem like the most attractive option, but sometimes we have to do what’s best in the long
run. Will we be better off if we work hard in all our subjects instead of just the ones we find
easiest? It can be enjoyable to focus on our strengths; however, to improve we sometimes
have to overcome our weaknesses. When we look back years from now, won’t we be better
off because we had the discipline to keep moving forward? After all, moving forward is
what life is about.

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3 Learners’ answers will vary, but should note some of the following ideas:
• The speaker or writer of a rhetorical question does not expect an actual answer.
• Rhetorical questions act like statements and strongly show the speaker’s or
writer’s view.
• Rhetorical questions add emphasis to points.
• Rhetorical questions may have the effect of persuading readers or listeners on
a particular point.

4 a The big question was, would Praveen turn up or …

b ‘I’m not sure … there are different ways of looking at it … what would you do?’

c He flicked the switch … an hour later he woke up in hospital with a doctor leaning
over him.

5 Answers will vary, but should include reference to the purposes given: pauses, unfinished
thoughts, disjointed speech, gaps in time, drama, or emotion.

Language worksheet 1.2

Guidance
Focus: Adjectives and their positions in sentences
Aims: To provide learners with an understanding of how to identify and use adjectives
Suggested use: At the beginning of Activity 3 in Session 1.5
Learners may have a general understanding of what adjectives are and how to use them, but
may benefit from additional practise in identifying the typical positions of adjectives within
sentence structures.
Notes:
• Before learners begin Activity 3 in Session 1.5, read the information about adjectives in
the Language support section for this session in the Teacher’s Resource.
• Take questions and ensure all learners understand the information, clarifying the terms
‘noun phrase’ and ‘present participle’ if necessary.
• Hand out the worksheets and ask learners to read the introductory information and
examples for themselves.
• They should then read the example text, focusing on the position of the adjectives.
• Once the worksheet is completed, use the answers here to clarify
learners’ understanding.

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Answers
1 The bright day became a dull evening as the aged, rusty sun dropped towards the distant
horizon. As the sun fell lower, the ocean became reddish. The water was still, the most
motionless sea I’d ever seen. Tiny waves rippled to the curved shore. I walked along the
stony cliff-edge and sat and watched the gliding seagulls searching for scraps left behind by
the thoughtless visitors, both stupid and selfish. I listened to the hard cry of the gulls as
they fought for the abandoned rubbish. The quiet beauty of the sea and sky complimented
my serious mood. I felt lonely, down and unforgiving because of the usual visitors – the
pointless, foolish tourists, who had done so much damage to the beach. I had little
confidence they would learn.

2 a bright, dull, aged, rusty, distant, motionless, tiny, curved, stony, gliding, thoughtless,
hard, abandoned, quiet, serious, usual, pointless, foolish, little
b stupid, selfish
c lower, reddish, still, lonely, down, unforgiving
d gliding, unforgiving

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Differentiated worksheets
unit 2 answers
Worksheets 2A, 2B and 2C should be used at the start of Session 2.6.
Main teaching ideas: Story conventions, textual conventions and readers’ assumptions.
How to identify learners’ needs: Ask learners for a definition of ‘conventions’. Understanding the
concept of conventions (e.g. social conventions, such as introducing people who do not know each
other, or opening doors for people) requires learners to recognise familiar or usual ways of doing
things. This basic idea of ‘a convention’ is needed to help understand story conventions (e.g. an
intelligent central character in detective fiction).
How to assign the worksheets: If a learner is unable to define or describe ‘conventions’ then they
should be given Worksheet 2A. If a learner can give an incomplete definition (e.g. a definition
without an example, a definition with a poor/inappropriate example or an example without a
definition) then they should be given Worksheet 2B. If a learner is able to give a definition with an
appropriate example then they should be given Worksheet 2C.
How the three worksheets are different:

Worksheet 2A Worksheet 2B Worksheet 2C

 Each activity has two  Each activity has one  No example answers are
example answers. example answer. provided as guidance.

How to introduce the different worksheets to the class: Use the worksheets before Activity 1 in
Session 2.6. Give learners approximately 15 minutes to complete the worksheets. Then, continue
with Activity 1 in Session 2.6 as described in the Teacher’s Resource.

Answers
1 a There is an intelligent detective. 
b There are creatures from other planets.
c Characters sing and perform dance routines.
d A detective character usually has a less intelligent companion. 
e Bad characters wear black and good characters wear white.
f There is a mystery or crime to solve. 

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g The two main characters fall in love.

h There are clues to the mystery which the reader can enjoy as a puzzle. 
i There are spacecraft or time travel.
j A mystery or crime is solved at the end. 
2 Textual conventions:
a Characters attempt to solve a crime.
b There is dialogue/direct speech between characters.
c The villain gets caught at the end.
d The detective is male.
e The crime will be serious, not trivial.
f The detective has superior intelligence.
g It is set out in paragraphs with punctuated sentences.
h Less intelligent characters will look foolish next to the detective.
i The detective will examine the scene where the mystery began.
Assumptions by the reader:
j The story is set on planet Earth.
3 Learners’ answers will vary.

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Language worksheets
unit 2 answers
Language worksheet 2.1
Guidance
Focus: Semi-colons and colons
Aims: To provide learners with an understanding of how to use semi-colons and colons
Suggested use: Before Activity 4 in Session 2.2
Learners are likely to have some competence in using semi-colons and colons, but may need to
develop greater awareness of the different effects that can be achieved.
Notes:
• Before learners begin Activity 4 in Session 2.2, read the Language focus information in the
Learner’s Book and remind learners of the additional information about colons and semi-
colons contained in the Language support section of the Teacher’s Resource.
• Check if learners have any questions about any of the explanations given in these sections.
• Hand out the worksheets and point out to learners that the explanations of the key use of
semi-colons and colons they have discussed in class are at the top of the worksheet.
• Ask learners to review this information before they attempt the questions and remind
them to check the explanations as they answer the questions.
• Once the worksheet is completed, use the answers here to clarify learners’ understanding.

Answers
1 a Ruby was late for gym practice again today; her mother was kept behind at work and
so couldn’t give her a lift.
b I am doing my homework as soon as I get in from school from now on; I will then be
able to play video games for the rest of the evening.
c I spend a lot of time outdoors when it is warm; there’s so much you can do in the
sunshine.
d Athletics is the sport I am best at; I won first place in the 100 metres at Regional
Championships last year.
e There was a huge hole ahead of us; I could see smoke drifting up from the bottom.

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f The first train takes an hour and leaves at 10 a.m.; the second takes 90 minutes and
leaves at noon.
g I did a survey of countries with long names and these are the top five: the United
Kingdom of Great Britain and Northern Ireland; Independent and Sovereign Republic
of Kiribati; Democratic Republic of Sao Tome and Principe; the Former Yugoslav
Republic of Macedonia; the Democratic People’s Republic of Korea.
h Ruby is the world’s best maker of marshmallow hot chocolate; Praveen is the world’s
worst at resisting the temptation to run away when it’s time to wash up.
i The football match was a huge disappointment on Sunday; there was no excitement
at all.
j I wish I had revised more for my exams; I feel so unprepared.

2 a My brother is always on time for everything: he always sets his alarm and constantly
checks the time on his phone.
b My favourite thing is cinema and I love any type of film: action, science-
fiction, comedies.
c Extremely committed and hard-working: very many parents are like this.
d Formula One motor racing, football, and tennis: these are my favourite sports to watch
on TV.
e Ruby helps around the house a lot: she tidies her room, helps with cooking and
washing up, and sweeps outside the front door.
f To fight climate change we will need to consider many aspects of life: transport, energy
use, how we heat or cool our home and food production.
g I couldn’t find my textbook this morning: it was buried under loads of papers on
my desk.
h Praveen found a key in the playground: it had a butterfly keyring attached to it.
i The train was late again: the engineering works on the tracks from the weekend were
still going on.
j I stopped researching that project: I wasn’t interested enough in it.

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Language worksheet 2.2

Guidance
Focus: Pronouns
Aims: To provide learners with an understanding of different types of pronouns and their uses
Suggested use: Before Activity 4 in Session 2.6
Learners should have general knowledge of personal pronouns, but may need to develop their
knowledge of other types of pronouns and their uses. This worksheet can be used to increase
learners’ understanding of a wide variety of pronouns.
Notes:
• When learners have completed Activity 3 in Session 2.6, read Activity 4 to the whole class.
• Hand out the worksheets and direct learners’ attention to the table containing the
different types of pronouns and their uses.
• Ask learners to study the table before they attempt the questions and remind them to
check the table as they answer the questions.
• Once the worksheet is completed, use the answers here to clarify learners’ understanding.

Answers
1 Praveen said he was going to take his car to the mechanic and ask her if she could have a
look at its engine while he went to do some shopping. Before he could do that, I called
round to his house so he asked me to look at it instead because he knew I was good with
cars and looked after mine well.
(See table on Worksheet for pronoun types.)

2 a They have coffee mugs with ‘his’ and ‘hers’ on them.

b The students seemed eager. Some of them had brought laptops to the lecture.
c This is the most expensive bag in the store.
d Who is the man standing over there?
e You will have to ask him that yourself.
f This isn’t your book? Whose is it then?
g There are lots of different tools in this drawer. Which one do you need?
h Anyone interested in going to see a film?
i He got 100 per cent. What do you think of that?
j The volunteers haven’t turned up. We will have to do the work ourselves.

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Differentiated worksheets
unit 3 answers
Worksheets 3A, 3B and 3C should be used after Activity 1 in Session 3.6.
Main teaching idea: Understanding common forms of story structure.
How to identify learners’ needs: After Activity 1 in Session 3.6, ask learners to put away their
Learner’s Books and then ask the following questions:
 Other than ‘denouement’ what parts of a story structure are there?
 What other terms do you know that help describe the structure of a story?
 Are all stories structured in the same way?
How to choose which worksheet should be given to which learner: Less confident learners
should be given Worksheet 3A. The questions require a more limited response. Most learners
should be given Worksheet 3B. The text is longer and more complex than Worksheet 3A. The
questions require a fuller response than Worksheet 3A. More confident learners should be given
Worksheet 3C. The questions are more open and do not provide much scaffolding to guide the
learner in their responses.
How the three worksheets are different:

Worksheet 3A Worksheet 3B Worksheet 3C

 Activity 1 asks learners to  Activity 1 is the same as  Activity 1 is the same as

identify the different stages Worksheet 3A. Worksheets 3A and 3B.
of a story.
 Activity 2 ask learners to  Activity 2 ask learners to
 Activity 2 asks to match the write the names of the write definitions for the
stages of story to their stages of a story next to stages of a story.
definitions. their definitions.
 Activity 3 is the same as
 Activity 3 asks learners to  Activity 3 is the same as Worksheet 3A.
highlight the different stages Worksheet 3A.
 Activity 4 asks learners to
of a story on a
 Activity 4 asks learners to draw and label a diagram of
synopsis.
complete and label a a different type of story
 Activity 4 ask learners to diagram of a different type structure.
label a diagram of a of story structure.
different type of
story structure.

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How to introduce the worksheets to the class: These worksheets should be used after learners
have read Extract 6 and completed Activity 1 during Session 3.6.

Answers
1

2 Definitions may vary for Worksheet 3C.

Stage Definition

Exposition The introduction to the story, including

characters and settings.

Rising action A series of events that move towards a high

point of tension and drama.

Climax A turning point in the narrative at the highest

point of tension and drama.

Falling A series of events that release the tension and

action resolves some of the conflict.

Denouement The resolution of the story where everything

is fully explained.

3 Learners’ answers may vary slightly. Here is an example:

Exposition: The narrator, Dr Watson . . . the Red-Headed League had been dissolved.
Rising action: Holmes asks Watson . . . filled with French gold.
Climax: Suddenly, they notice a light . . . Holmes and Jones leap at them.
Falling action: They capture John Clay . . . The other man escapes.
Denouement: Later, Holmes tells Watson . . . he could capture John Clay.

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4 Learners’ answers may vary. Here is the completed diagram for Worksheet 3A as an example:

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Language worksheets
unit 3 answers
Language worksheet 3.1
Guidance
Focus: Spelling strategies
Aims: To use morphological clues to work out the meaning of unfamiliar words
Suggested use: Before Activity 1 of Session 3.1
Learners should have prior knowledge about the basic morphology of a word (root words and
affixes (prefixes and suffixes)). They should be aware of how affixes alter the meaning of the
root. They should also know the meanings or functions of common affixes. This activity
introduces the term ‘morpheme’ to describe the smallest units of meaning in a word.
Learners should learn that roots and affixes, whether they are strings of letters or a single
letter, are morphemes.
Notes:
• Before you hand out the worksheet, ask learners to explain what the word ‘morph’ means
(to change from one thing to another). Write morphology on the board. Explain that
morphology is the study of the structure of words.
• Ask learners if they know any ways of describing the structure of a word (for example
prefixes, suffixes, roots). Write enjoyable on the board. Ask learners to identify the prefix
(en–), the root (joy) and the suffix (–able). Tell learners that the three parts are all called
morphemes. Morphemes are the smallest units of meaning in a word. Explain that the
prefix en– often means ‘make’ and the suffix –able often means ‘allowed’. The morphemes
therefore mean ‘makes joy allowed’.
• Hand out the worksheet. Emphasise that breaking down an unfamiliar word into
morphemes may help learners to work out the possible meaning of the word.
• Ask learners to look at each sentence in Activity 1 and split the word into morphemes.
They should write them in the correct columns and, if possible, note down the meaning of
each morpheme. Draw out that words can have different numbers of morphemes and more
than one root, prefix or suffix.
• In Activity 2, tell learners not to read the whole paragraph. They should only look at the
underlined words at first. Learners should write down the possible meanings of the
underlined words using morphological clues.

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• Tell learners that it is important to check their possible meanings by reading the words in
context. They should read the whole paragraph and check each of their possible meanings
make sense within the context of the surrounding words and sentences.
• Provide learners with access to dictionaries to check the meaning of the underlined words.

Answers
1 a illogical
prefix il– (not)
root logic (rational thinking)
suffix –al (having the character of)
meaning: something that is contrary to the rules of logic (adjective)
b endangering
prefix en– (in)
root danger (possible harm)
suffix –ing (present participle)
meaning: putting in danger (verb)
c overreactions
prefix over– (above) / prefix re– (again)
root act (doing) / suffix –ion (process)
suffix –s (plural)
meaning: acts of responding more strongly than appropriate (plural noun)
d sociological
root socio– (social)
root logic (rational thinking)
suffix –al (having the character of)
meaning: related to the structure and functioning of human society (adjective)
2 disheartened = having lost confidence, hope and energy
unaccustomed = not used to something
substandard = below a satisfactory level
chastening = something that is both a feeling of failure and a desire to improve
rebuked = to express strong disapproval
pertinacious = highly determined or resolute
lassitude = physical or mental tiredness

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enervating = making you feel week and without energy

disagreeable = unpleasant
overburdened = having too much to deal with
listlessness = a lack of interest in anything
sluggishness = a lack of energy
conscientious = putting a lot of effort into your work
indefatigable = never willing to admit defeat

Language worksheet 3.2

Guidance
Focus: Vocabulary development
Aims: To explore how to use adjectives in descriptive writing
Suggested use: During Session 3.5 before Activity 3
Session 3.5 focuses on the how adjectives and similes are used in descriptive writing and the
effect they create. This worksheet will help learners practise using a range of less common
adjectives in an unusual or interesting way. It models how using an adjective usually
associated with human behaviour can be used to create a strong sense of place. Learners are
given a list of places and adjectives to write their own descriptions. Learners should also be
given access to a dictionary and thesaurus to help.
Notes:
• Write this sentence on the board: It was a reluctant little shop from the beginning.
• Ask learners what reluctant means.
• Hand out the worksheet and read the introduction, which gives context to the sentence.
• In pairs, learners should complete Activity 1 as a discussion. Follow this with a quick class
discussion.
• Explain Activity 2 and read out the example.
• Learners should complete Activity 2 on their own, writing two descriptions of their own.
• Ask learners to share some of their descriptions.

Answers
Learners’ answers will vary – see example in the worksheet.

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Differentiated worksheets
unit 4 answers
Worksheets 4A, 4B and 4C should be used in Session 4.1.
Main teaching ideas: Past and present tense; continuous and perfect aspect
How to identify learners’ needs: Use the Language support section of the Teacher’s Resource
to explain the concepts of tense and aspect, and how these can be used to form constructions such as
past perfect or present continuous. Then ask learners to describe the differences between tense and
aspect.
The main differences are that tense is marked by inflections – that is, by base form +s for third
person and base form +ed for regular verbs – whereas aspect is about whether actions are described
as being in progress (continuous) or having been completed.
How to assign the worksheets: If a learner is unable to describe any differences between tense and
aspect, give them Worksheet 4A. If a learner mentions some differences, for example, the past tense
uses + ed or perfect aspect makes actions sound completed, give them Worksheet 4B. If a learner is
able to describe all the differences then they should be given Worksheet 4C.
How the three worksheets are different:

Worksheet 4A Worksheet 4B Worksheet 4C

 In Activity 1, learners  In Activity 1, learners are  In Activity 1, learners have

are given explanations for given explanations for the to write their own
both sentences in each pair. first sentence in each pair, explanation of the
with question a completed as difference between the
 One answer has been
an example. sentence pairs.
completed as an example in
Activity 1.  Activity 2 identifies the  Activity 2 asks learners to
verbs in the first line of both identify all verbs in both
 Activity 2 identifies the
poems. poems themselves.
verbs in the first two lines of
both poems.  Activity 3 asks learners to  In Activity 3, learners
pick from two possible identify the tense and
 Activity 3 is presented in a
options. aspect themselves.
TRUE/FALSE format.

How to introduce the different worksheets to the class: Use the worksheets before Activity 3 in
Session 4.1. Use the information to decide which worksheet to give each learner, then allow 15–20
minutes to complete them.

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Answers
1 a He runs.  describes a fact (or habit) about the person
He’s running.  describes something temporary
b Are you enjoying that ice cream?  asking someone currently eating an ice cream
Do you enjoy ice cream?  asking if someone likes ice cream in general
c She always arrives late.  describes a fact or someone’s routine
She is always arriving late.  happens regularly, expresses speaker’s irritation or hope that
it may stop one day
d I lived in London for five years.  used to live in London but does not anymore
I have been living in London for five years.  still living in London, expresses
temporariness
e How long are you filming here?  filming started in the past; filming continuing into
the future
How long have you been filming here?  how long have you been filming up to now the
present moment
2

Version A Version B
The water lilies of summer had gone. The water lilies of summer are gone.
They were no more. They are no more.
Nothing remained but their umbrella leaves. Nothing remains but their umbrella leaves.
The chrysanthemums of autumn The chrysanthemums of autumn
had faded. are fading.
Their leaves had whitened with frost. Their leaves are white with frost.
The beauty of the year was only a The beauty of the year is only a
solemn memory. solemn memory.
Soon it was winter and Soon it will be winter and
Oranges had turned gold and the Oranges turn gold and the citrons green.
citrons green.

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3 a past tense
b present tense
c perfect aspect
d continuous aspect

4 Learners’ answers will vary, but learners may describe Version B as seeming to be happening in the
‘now’ of the poet’s narration, that is, the poet is in the process of experiencing autumn and is
recreating this for the reader whereas in Version A, the poet is looking back on autumn from a time
further on, for example, it is winter or even further on in time. In other words, everything in Version
A is in the past, whereas in Version B, some things are ‘now’.

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Language worksheets
unit 4 answers
Language worksheet 4.1
Guidance
Focus: Commas used to add extra information or clarify meaning
Aims: To provide learners with an understanding of how to use commas when adding extra
information and clarifying meaning
Suggested use: Before Activity 4 in Session 4.3
Learners will probably have some competence with commas but may need to develop greater
awareness of how they can help when adding information or in clarifying meaning. This
worksheet can be used to increase learners’ understanding of these aspects of comma use.
Notes:
• Before learners begin Activity 4 in Session 4.3, explain the additional information about
commas contained in the Language support section of the Teacher’s Resource.
• Check if learners have any questions about the explanations in the Language support
section and clarify any uncertainties.
• Hand out the worksheets and point out the explanations at the top. Learners should
review this information before they attempt the questions.
• Remind learners to refer back to the explanations as they answer the questions.
• Once the worksheet is completed, use the answers here to clarify
learners’ understanding.

Answers
1 a Father said to you, ‘Vikram, stop making a mess.’
b Ruby, please collect in the dictionaries, pens, scissors and scrap paper.
c We need to bring two folding chairs, the picnic blanket, some games and the food.
d Tom went to the UK, John went to Spain, and Harry went to India.
e That’s your book, Sandeep.

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2 a He wrote and delivered a letter. [He wrote a letter and then delivered that same letter.]
He wrote, and delivered a letter. [He wrote, perhaps working on a story. Later that day,
he delivered a letter.]
b Brad and Jacinta, and John and Angelica are coming. [Brad and Jacinta are coming as
a couple and so are John and Angelica.]
Brad, and Jacinta and John, and Angelica are coming. [Brad is coming on his own,
Jacinta and John are coming as a couple, and Angelica is coming on her own.]
c All students from India sit together at those tables. [This is a statement saying where
the students from India are sitting.]
All students from India, sit together at those tables. [This is an imperative/command,
telling students from India to go and sit at the tables indicated.]

3 a The police officer, an intimidating character, stopped us and asked us a lot

of questions.
b Ruby, who had watched all this with interest, came over to explain.
c Praveen, my friend from school, is staying at my house for the weekend.
d Mr Smith, seeing the time, decided to cut his speech short.
e The tree’s leaves, which are fewer and fewer now, colour the forest in flashes of
orange and yellow.

Language worksheet 4.2

Guidance
Focus: Dynamic and state verbs
Aims: To provide learners with an understanding of dynamic and state verbs
Suggested use: Before Activity 4 in Session 4.4
Learners will probably have a general understanding of verbs, but may need to develop
greater awareness of dynamic and state verbs. This worksheet can be used to increase learners’
understanding of the different effects of these verb states.
Notes:
• Before learners begin Activity 4 in Session 4.4, read the Language focus information
to them.
• Hand out the worksheets and explain the information about dynamic and state verbs at
the top of the sheet (also in the Language support section of the Teacher’s Resource).
Clarify any questions.

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• Ask learners to review this information by themselves before they attempt the questions
and remind learners to refer back to the explanations as they answer the questions.
• Once the worksheet is completed, use the answers here to clarify learners’ understanding.

Answers
1 State: believe, employed, understood, own, thought

Dynamic: swerved, skidded, screeched, juddered, roared, zoomed, speeding, accelerated,

deafened, shouted, exhaled, move, thumped, exhausted, speak, win, shuddered,
overwhelmed

2 Learners’ answers will vary, but learners should mention that events are described as
dynamic actions showing change or drama.

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Differentiated worksheets
unit 5 answers
Worksheets 5A, 5B and 5C should be used in Session 5.2.

Main teaching idea: Exploring the role of archetypes, stock character and stereotypes
in literature.
How to identify learners’ needs: After Activity 3 in Session 5.2, ask learners to put away their
Learner’s Books, then ask the following questions:
 What did you think about the stereotypes in the scene?
 Are stereotypes acceptable as a form of humour?
 Does comedy depend on such stereotypes?
 Ask learners if they have heard the terms archetype and stock character before. Do they know
the difference between them and stereotypes?
How to choose which worksheet should be given to which learner: The activities on all sheets
are similar but differ in terms of the support and depth of the responses required. Less confident
learners should be given Worksheet 5A. The questions provide some scaffolding not included on
the other two worksheets and require a more limited response.
Most learners should be given Worksheet 5B. The questions are not scaffolded in the same way as
Worksheet 5A and require a fuller response. More confident learners should be given
Worksheet 5C. The questions are not scaffolded in the same way as Worksheet 5A and require a
fuller response. In addition, there is an extra question that is not included on the other
two worksheets.
How the three worksheets are different:

Worksheet 5A Worksheet 5B Worksheet 5C

 Activity 1 asks learners  Activity 1 is the same as  Activities 1, 2 and 3

to classify characters as Worksheet 5A, but with no are the same as
archetypes, stock examples. Worksheet 5B.
characters or  Activity 2 is the same as  Activity 4 is an extra
stereotypes, with Worksheet 5A, but with no question that asks learners
examples given. example. to give their opinion on
 Activity 2 asks learners  Activity 3 asks learners to name stereotypes
to match archetypes, four examples of archetypes, stock in comedy.
stock characters and characters and stereotypes.
stereotypes with famous
characters from books

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Worksheet 5A Worksheet 5B Worksheet 5C

and their genres, again
with an example as
guidance.
 Activity 3 asks learners
to name two examples
of archetypes,
stock characters
and stereotypes.

How to introduce the worksheets to the class: These worksheets should be used after learners
have read Extract 2 from Small Island and completed Activities 1–3 of Session 5.2. Discuss the
introductory paragraph on the worksheets with the class to ensure they understand the difference
between archetypes, stock characters and stereotypes.

Answers
1 Learners’ answers may vary as there is some crossover between the three types:
Archetypes: the hero, the outlaw, the innocent, the mentor, the explorer, the ruler, the villain, the
clown
Stock characters: the charming con artist, the absent-minded professor, the hopeless romantic,
the rebellious teenager, the damaged detective
Stereotypes: the weak geek, the dumb blonde, the grumpy old man, the lazy immigrant, the
damsel in distress, the tiger mum, the mummy’s boy

2 The creator → Dr Frankenstein (Frankenstein) → Science fiction

The caregiver → Miss Honey (Matilda) → Children’s books
The treacherous pirate → Long John Silver (Treasure Island) → Adventure
The mean popular girl → Becky Sharp (Vanity Fair) → Comedy
The flawed hero → Macbeth (Macbeth) → Tragedy
The bad boy → Jace Wayland (The Mortal Instruments) → Fantasy

3 Learners’ answers will vary. Example from TV: Sheldon Cooper (The Big Bang Theory),
comedy, the socially awkward geek.

Worksheet 5C
4 Learners’ answers will vary. Learners may argue either way with evidence. For example: Although
the character of Sheldon Cooper in The Big Bang Theory is a stereotypical socially awkward geek, he
is also highly intelligent and successful so it could be argued that this stereotype is presented in a
positive way.

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Language worksheets
unit 5 answers
Language worksheet 5.1
Guidance
Focus: Emotive language
Aims: To understand how language can be used to assert, persuade and grab attention
Suggested use: Before Activity 2 in Session 5.5
Learners should have some prior knowledge of how emotive language can be used to assert an
opinion or persuade and they probably encounter such language on a daily basis in online
content. They are likely to be aware of how the titles or links to articles, videos and opinion
pieces are worded to grab their attention among all the other content they are scrolling through,
and how this is linked to attracting clicks (‘click bait’). This activity helps learners focus on the
wording of titles and headlines in online and print articles. Learners will discuss and practise
increasing the amount and effect of emotive language in article titles. They will also look at the
meaning and structure of language peculiar to tabloid journalism, especially attention-grabbing
headlines. The first activity is a paired discussion. You may wish to ask learners to complete the
rest of the activities in the pairs to encourage discussion and collaboration.
Notes:
• Before you hand out the worksheet, write the title of the article from Session 5.5 on the
board: Why we shouldn’t use animals for entertainment. Remind learners that this is an
online article. Ask learners whether they would click on it if they came across the title as a
link. What might persuade them to click on the link?
• Hand out the worksheet. Read out the three alternative titles. Emphasise that these titles
could all be for the same article.
• Ask learners to complete Activity 1 as a pair. Briefly discuss their ideas as a class.
• Tell learners to read about click bait and complete Activity 2. You may wish learners to
share some of their responses with the class.
• Tell learners to read about tabloid language and complete Activity 3. Discuss learners’
responses as a class and address any misconceptions.
• Ask learners to complete Activity 4. You may wish learners to share some of their
responses with the class.

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Answers
1 Discussions will vary.

2 Learners’ answers will vary. Example responses:

a Electric cars are key to solving the climate crisis.
b Better in so many ways: young people outshine their parents.
c Desert oil to run dry by middle of the century.

3 Learners’ answers will vary. Example responses:

boffins (noun) means scientists or mathematicians

fret (verb) means to worry or be concerned by

probe (verb) means to investigate

tycoon (noun) means the chief executive of a business, usually their own

foul play (noun) means illegal activity or criminal behaviour

eyes (verb) means to be interested in or to be considering

move (noun) means a transfer in sport

tot (noun) a baby or young child

supremo (noun) means a boss or leader

4 Learners’ answers will vary. Example responses:

a Police investigate fashion entrepreneur’s illegal activities.
b A famous cricketer is interested in a lucrative transfer to another club.
c A lucky toddler survives falling down a cliff.
d A boss of a charity is angry about accusations of fraud.

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Language worksheet 5.2

Guidance
Focus: Discursive response
Aims: To write an effective opening sentence
Suggested use: During Session 5.6, before learners write their discursive responses
Activity 4 in Session 5.6 is a group debate on the issue of zoos. Learners should use this debate
to help them write a discursive response in Activity 5. Learners may be aware that a discursive
response should be objective and cover a range of views about a topic. This worksheet helps
learners practice writing the first line of their discursive responses in five different styles to
help grab a reader’s attention. Learners are asked to write their own example sentences in
different styles.
Notes:
• Introduce Activity 5. Ensure that learners understand the meaning of objective.
• Ask learners to work with a partner to draft a first sentence for their discursive responses.
How would they begin their piece of writing?
• Discuss their responses. Were their sentences objective? What is the purpose of the first
sentence in the overview? Which sentences caught their attention and why?
• Hand out the worksheet and read the introduction.
• You may wish to discuss the four examples and how objective or balanced each one is.
• If possible, provide access to resources so learners can search for quotations and factual
evidence on the topic.
• Learners should complete Activities 1 to 5, writing their own examples.

Answers
Learners’ answers will vary. Example responses:

1 People often have strong opinions about whether animals should be kept in zoos.

2 Is it possible that people still believe wild animals should be caged in zoos for
human entertainment?

3 As a young, excited child, I visited a zoo but I felt nothing but sadness.

4 The American actor Michael J. Fox said, ‘If the right policies toward nature were pursued,
we would need no zoos at all.’

5 More than 500 vertebrate species are on the brink of extinction, with populations of fewer
than a thousand individuals worldwide.

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Differentiated worksheets
unit 6 answers
Worksheets 6A, 6B and 6C should be used in Session 6.3.
Main teaching idea: Understanding how to write better dialogue.
How to identify learners’ needs: After Activity 2 in Session 6.3, ask learners to put away their Learner’s
Books and discuss the dialogue in the extract.
 What did learners think about the dialogue between Adrian and Janice?
 Did they find it realistic or not? Do people speak like that?
 What did the dialogue reveal about the two characters?
 How do they find writing dialogue themselves? What do they find difficult about it?
How to choose which worksheet should be given to which learner: Less confident learners
should be given Worksheet 6A. The questions in the activities provide some support and
scaffolding that is not included on the other two worksheets. Most learners should be given
Worksheet 6B. The tasks are less supported than Worksheet 6A. More confident learners should be
given Worksheet 6C, which includes a writing task that is not on the other worksheets.
How the three worksheets are different:

Worksheet 6A Worksheet 6B Worksheet 6C

 Activity 1 asks learners to  Activities 1 and 2 are  Activities 1 and 2 are the
read and analyse similar to Worksheet 6A, same as Worksheet 6B.
a dialogue. but some of the questions
 Activity 3 is a new activity,
are more open and
 Activity 2 asks learners to asking learners to write a
less supported.
read and analyse a second continuation of a dialogue in
version of the same  Activity 3 is the same as the same style.
dialogue. Worksheet 6A, but does not
 Activity 4 is the same
include any scaffolding.
 Activity 3 asks learners to as Activity 3 on Worksheet
rewrite a dialogue to 6B.
improve it. It includes some
scaffolding to guide
learners.

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How to introduce the worksheets to the class: These worksheets should be used after learners
have read ‘Chasm’ and completed Activities 1 and 2 and the Reflection feature in Session 6.3.

Answers
1 Learners’ answers will vary, but learners are likely to find the dialogue unrealistic. They could
highlight redundant details as not sounding natural (for example ‘What did you think of the movie that
we just watched?’). They are likely to express that they do not learn much about the characters. They
could suggest using contractions to make it sound more natural (for example, ‘I didn’t like the
characters’ instead of ‘I did not like the characters’). By contrast, they may suggest that some
elements sound natural, such as the question ‘Are you joking?’ or how the final sentence begins with
the conjunction: ‘Because ... ’

2 Learners’ answers will vary but learners will most likely find the dialogue more realistic. They could
highlight the informal language as sounding natural (for example ‘Whaaat?’). They are likely to
express that they get to know the characters better. They may highlight how Jay is sarcastic (for
example ‘Yeah, course you did’) and how it reveals something of his relationship with his sister. They
are unlikely to describe any of the dialogue as not sounding natural.

Worksheets 6A and 6B
3 Learners’ answers will vary. Example response:

Li Na chewed her bottom lip. ‘I thought you said you knew the way,’ she whispered.
‘Will you just give it a rest? I know exactly where we’re going,’ said Asif. ‘We just follow
this street, I think. Simple.’
Li Na’s eyes flew open. ‘You think? What do you mean, you think?’
‘Stop, please!’ said Asif with a groan. ‘Just trust me, okay? Look, I remember that
restaurant over there. The Green Emerald.’
‘Asif?’
‘What?’
‘Do you mean the Green Dragon?’
‘No … oh. What? I don’t understand. I’m sure it was . . .’
Li Na grabbed Asif’s arm. ‘I don’t like this. Are we lost? Do you think we should ask for
help?’
‘No, I mean yes, maybe. I don’t know.’

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Worksheet 6C
3 Learners’ answers will vary. Example response:
Zara laughed. ‘You’re right. I don’t usually, do I?’
Jay sat up hurriedly and grabbed the remote. ‘Well, if you suddenly like car chases,
have I got a movie for you!’
‘What, no, not another one right now,’ said Zara. ‘Anyway, it’s my turn to choose.’
Jay groaned. ‘I knew it was too good to be true.’
4 Learners’ answers will vary. See an example of the improved dialogue in worksheet answers for
6A and 6B, question 3.

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Language worksheets
unit 6 answers
Language worksheet 6.1
Guidance
Focus: Literary devices in poetry and prose
Aims: To understand and use consonance, alliteration, sibilance, assonance and onomatopoeia
Suggested use: After the Getting started activity in Session 6.1
Learners may have some prior knowledge of some of these literary devices, especially
alliteration and onomatopoeia. They should be aware of the difference between vowels and
consonants. They may need to be reminded of some of the technical vocabulary about how a
letter or string of letters produce different sounds (phonemes) and how some phonemes
produce the same sounds using different letters. This activity introduces the terms consonance,
sibilance and assonance to describe different ways of repeating sounds in lines of poetry or
prose. Learners should be able to recognise the difference between them and experiment with
using them for themselves.
Notes:
• Before you hand out the worksheet, write alliteration and onomatopoeia on the board.
Ask learners to explain what the words mean and to give some examples. Ask where
learners have encountered alliteration and onomatopoeia before. Explain that they were
probably trying to use onomatopoeia to spell the sounds in the Getting started activity.
• Explain that alliteration and onomatopoeia are just two of the literary devices that
writers use to enhance the sound, rhythm and meaning of their writing. Ask learners if
they know the names of any other literary devices that do a similar job (consonance,
sibilance and assonance). Write the three new terms on the board. Explain that
understanding all these literary devices will help learners in this unit with both the prose
and poems they will encounter.
• Hand out the worksheet. Emphasise why writers use such literary devices.
• Ask learners to look at the definition and example of consonance. Draw attention to the
Tip, which provides a starting point for learners who may need support. You may need to
explain the meaning of adjacent consonants. Learners should complete Activity 1, writing
their own example.

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• Tell learners to complete Activities 2 to 5 in the same way. Again, you may need to
explain the meaning of some of the technical vocabulary in the Tips, such as vowel
phonemes and split diagraphs.
• Ask learners to share examples of the responses to Activities 1 to 5. It may help for
learners to write them on the board.
• Ask learners to complete Activity 6.

Answers
1 Learners’ answers will vary. Here is another example of consonance: The tramp camped
under a lamp in the swamp.

2 Learners’ answers will vary. Here is another example of alliteration: The dragon dreamt of
dramatic, draughty mountains.

3 Learners’ answers will vary. Here is another example of sibilance: The ship sailed to strange
shores to where X marked the spot.

4 Learners’ answers will vary. Here is another example of assonance: He made his way to the
lake again to meet his fate.

5 Learners’ answers will vary. Here is another example of onomatopoeia: The cat purred as
the dog growled at the groaning washing machine.

6 Sing a Song of Sixpence →sibilance

The water gurgled and belched down the drain. →onomatopoeia

The hare and the bear agreed to share the pear. →assonance

Peter Piper picked a peck of pickled peppers. →alliteration

At breakfast, the exhausted archaeologist lost interest in her toast. →consonance

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Language worksheet 6.2

Guidance
Focus: Poetic form
Aims: To recognise and use iambic pentameter
Suggested use: During Session 6.4 as part of Activity 3
Activity 3 in Session 6.4 introduces the sonnet as a poetic form. This worksheet will help
learners understand in greater detail the nature of iambic pentameter, which is commonly
used in sonnets. It provides examples of how iambic pentameter works, starting by defining an
iamb. The sheet includes a number of technical terms that are used to describe rhythm and
intonation. It may help to ensure that learners understand the meaning of the words syllables,
stressed, unstressed and cadence.
Notes:
• Write this pattern on the board: da-DUM da-DUM da-DUM da-DUM da-DUM.
• Ask learners to say the pattern aloud and tell you what they hear. Can they hear a
rhythm? Which words are they saying more loudly or forcefully and why (they are
stressing the syllable DUM)?
• Explain that learners have been reading a pattern that is common in English poetry,
known as iambic pentameter. Ask them if they can work out why it is called iambic
pentameter. What does the suffix pent– mean (five)? What could iambic mean in that case?
• Hand out the worksheet and read the introduction, which explains and exemplifies the
pattern in more detail.
• Learners should complete Activity 1. Encourage them to use symbols to mark the
stressed and unstressed syllables for each word. Follow this with a quick discussion to
check their responses.
• Ask learners to complete Activity 2 and then read out their examples. Draw attention to
the tip. You may wish to provide dictionaries to support learners in finding words with
the suffixes suggested.
• In pairs, learners should complete Activity 3, discussing and giving each other reasons
for their responses. Again, allow some time to discuss their answers as a class and address
any misconceptions.
• Learners should complete Activity 4, writing their own lines of iambic pentameter.
Encourage learners to use the checklist to make sure their lines are correct.

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Answers
1 belong, entrust, himself, describe, cartoon

2 Learners’ answers will vary. Examples using the suffixes suggested: admit, believe,
destroy, expect, imply

3 And blue mist deep tinging the edge of the grove 

Shall I compare thee to a summer’s day? 

I met a traveller from an antique land 

Invoke my aid to thy adventurous song 

I wandered lonely as a cloud 

4 Learners’ answers will vary. Example response: The sun sits low upon the golden sea.

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Differentiated worksheets
unit 7 answers
Worksheets 7A, 7B and 7C should be used in Session 7.6.

Main teaching idea: Understanding how to plan and plot a short story.

How to identify learners’ needs: After introducing Activity 5 in Session 7.6, ask learners the following
questions:
 What is the purpose of the writing? Who is the audience?
 How long should your story be? (about 500 words)
 With a limited amount of words for a story, what do you think you should focus on?
 What must you include? What sort of thing might you leave out?

Explain to learners that their stories will need a tight, focused plot. They should focus on
the main character solving a problem – just like Aveleen solves the problem of the identity
of the Chosen One.

How to choose which worksheet should be given to which learner:

 All sheets are planning sheets with different levels and types of prompts that learners can use to
plan their short stories.
 Less confident learners who were unsure of the answers to the questions should be given
Worksheet 7A. This sheet provides the most prompts to help learners plan their characters,
setting and plot.
 Most learners who contributed to answering the questions should be given Worksheet 7B. This
sheet has fewer prompts and focuses learners more on the plot elements
of their stories.
 More confident learners who answered the last two questions well should be given Worksheet
7C, which is similar to Worksheet 7B. There is an extra task question that is not included on the
other two worksheets.
 Remind learners using Worksheets 7B and 7C that they must also plan the characters and
settings too.

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How the three worksheets are different:

Worksheet 7A Worksheet 7B Worksheet 7C

 This worksheet asks  This worksheet asks  The first section of the
learners to plan their learners to plan their stories worksheet is the same
stories, including prompts using prompts to help them as Worksheet 7B.
for main and minor focus more on the plot (the
 This worksheet includes a
characters, the setting and nature of the problem, why
second section not on the
the plot (the problem, the it is important, obstacles to
other worksheets. It asks
build up and the resolution solving it, attempts at
learners to consider how
and ending). solving it, how it is solved
their character’s personality
and what the character
will come into conflict with
learns from it).
the events of the plot.

How to introduce the worksheets to the class: These worksheets should be used after you have
introduced the writing task in Activity 5 and the Writing tip.

Answers
Learners’ answers will vary.

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Language worksheets
unit 7 answers
Language worksheet 7.1
Guidance
Focus: Genre vocabulary

Aims: To invent the names of people and places appropriate for the fantasy story genre

Suggested use: Before Activity 4 in Session 7.1

Learners will have encountered some of the names of the characters and places in the extract
in Session 7.1. These names are typical of the fantasy story, for example, the main characters
are called Aveleen and Celegorn. Neither of these are common names, but they are easy to
read and say.

Learners should be aware of the difference between common and proper nouns. They may
need to be reminded of some of the rules about capital letters, especially as the author of the
extract uses them in unconventional ways (see Language support in the Teacher’s Resource).
The activities on this worksheet give learners the opportunity to experiment with inventing
similar fantasy character and place names following some simple guidance and examples.
Encourage learners to aim for clarity when inventing names; the last activity on the sheet will
help them with this.

Notes:
• Before you hand out the worksheet, ask learners to recall the names of the characters from
the extract without looking. List them on the board (Aveleen, Celegorn, Lothar,
Amæthon, Govannon, Olirin). Give learners 20 seconds to memorise them and then cover
the names up. Ask learners to write down the names from memory and then uncover the
names again so that they can check. Which ones did they get right? Which ones could they
not remember at all? Which ones did they spell wrong? What made some easy to
remember and some harder?
• Explain that names like these are not common in real life but are used in fantasy stories.
The same is true for place names. Ask learners why authors would choose such names.
• Hand out the worksheet and introduce the activities. Ask learners to try to say the
example of the hero’s name and the place. Discuss why using such names would not work
well in a story.

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• Learners should complete Activities 1 and 2 on the worksheet, writing their own examples
of place names. This activity could be expanded into prefixes too.
• Ask learners to share examples of their responses to Activities 1 to 2. They could write
them on the board and explain their choices.
• Tell learners to complete Activities 3 and 4 on the worksheet, writing their own examples
of character names.
• Ask learners to share examples of their responses to Activities 3 and 4, perhaps writing
them on the board and explaining their choices.
• Ask learners to complete Activity 5 on the worksheet. They should then share their work
with a partner and alter it, as described in Activity 6.

Answers
1–6 Learners’ answers will vary (see example on the worksheet). Check that learners have
used capital letters correctly for proper nouns.

Language worksheet 7.2

Guidance
Focus: Formal and informal language

Aims: To recognise the difference between formal and informal language in dialogue

Suggested use: During Session 7.2 before Activity 2

Activity 2 in Session 7.2 asks learners to analyse the levels of formality in the dialogue in the
story extract. This worksheet will help learners explore the difference between formal and
informal language and how it is affected by the situation speakers are in (the situation includes
things such as their relationship, the circumstances and the purpose of the conversation).
Learners are asked to match formal words with equivalent informal words to show how word
choice differs according to the level of formality. Learners are then asked to identify six
conversational situations as being either formal or informal and to match these situations to
some lines of dialogue. They are also asked to write their own examples.

Notes:
• Write formal and informal on the board. Explain that you are discussing spoken language
or dialogue rather than written language for this activity. Ask: What do these two words
mean to you in relation to spoken language? How do you know whether the way someone is
speaking is formal or informal? What would you expect to hear? How do you choose whether
to speak formally or informally?
• Hand out the worksheet and read the introductions.
• Learners should complete Activity 1. Follow this with a quick discussion to check
their responses.

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• Ask learners to complete Activity 2. Encourage learners to use their answers to Activity 1
to help them and then to read out their responses. Discuss their answers as a class and
address any misconceptions.
• Repeat for Activity 3.
• Learners should complete Activity 4. Discuss their answers as a class. There may be some
debate about the level of formality in some of the situations.
• After completing Activities 5 and 6, ask learners to share their responses and address any
queries and misconceptions.

Answers
1 comprehension →understanding
reside →live
infantile →childish
deficiency →lack
obtain →get
notion →idea
currently →now
sufficient →enough
preposterous →silly
entire →whole
2 Learners’ answers will vary. Example response: ‘The whole idea is silly and childish,’
said Rishi.
3 Learners’ answers will vary. Example response: ‘You must obtain a letter explaining where
you currently reside,’ said Hannah.
4 a=I
b=I
c=F
d=I
e=F
f=F
i=d
ii = f
iii = c
iv = e
v=a
vi = b

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5 Example response:
Situation: The hospital is calling you.
Dialogue: ‘I am calling to confirm your appointment.’
6 Example response:
Situation: Your brother calls to ask why you are late.
Dialogue: ‘You should’ve got here ages ago.’

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Differentiated worksheets
unit 8 answers
Worksheets 8A, 8B and 8C should be used in Session 8.3 before Activity 3.

Main teaching ideas: First- and third-person point of view.

How to identify learners’ needs: Ask learners to list some first- and third-person pronouns.

How to assign the worksheets: If a learner is unable to list first- and third-person pronouns, then they
should be given Worksheet 8A. If a learner lists first- and third-person pronouns but with some
inaccuracies, give them Worksheet 8B. If a learner correctly lists several examples of first- and third-
person pronouns, give them Worksheet 8C.

How the three worksheets are different:

Worksheet 8A Worksheet 8B Worksheet 8C

 All words used to identify  In the text extracts, only  No words are bold in the
the first and third person some of the words text extracts to indicate
are in bold in both texts. indicating first- and third- the voice.
person voice are in bold.
 In Activity 2, the extract  Activity 3 is an
contains bold words to  No hints are given in the additional question not
indicate the voice. extract for Activity 2. included on Worksheets
A and B.

How to introduce the different worksheets to the class: Use the worksheets before Activity 3 in
Session 8.3. Follow the guidance for Main teaching idea 2 in the Teacher’s Resource to explain
voice and introduce the topic of first- and third-person point of view. Then, using the guidance for
how to assign the worksheets, hand out Worksheet 8A, 8B or 8C to learners. Give learners
approximately 10–15 minutes to complete the worksheets. Then, continue with Activity 3 in 8.3 as
described in the Teacher’s Resource.

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Answers
1 B, A, B, A
2 a Learners’ answers may vary, but learners should identify the first-person version as
bringing the reader more into the inner life, thoughts and emotions of the narrator.
b Learners’ answers may vary, but learners should comment on how the first-person point of
view allows the reader to better understand the impact of old age on the narrator in this
example.

Worksheet 8C
3 Learners’ answers will vary, but learners should comment on the differences between the
third-person point of view restricted to Ruby in Text C and the unrestricted third-person
point of view Text D.

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Language worksheets
unit 8 answers
Language worksheet 8.1
Guidance
Focus: Different uses of the present tense
Aims: To provide learners with an understanding of and practise in the different uses of the
present tense
Suggested use: After Activity 1 in Session 8.3
Learners will be familiar with using the present tense to refer to events that are happening at
the time of speaking or writing, but they may not be so familiar with other ways of using this
tense. This worksheet can be used to broaden learners’ understanding of and skill in using the
present tense in different ways.
Notes:
• Immediately before learners begin Activity 1 in Session 8.3, explain the additional
information about personal texts and tense contained in the Language support section of
the Teacher’s Resource.
• Check if learners have any questions and clear up any misconceptions.
• Hand out the worksheets.
• Tell learners to study the explanation of different uses of the present tense on the
worksheet and check if they have any questions. Clarify points learners raise.
• Once the worksheet is completed, use the answers here to clarify
learners’ understanding.

Answers
1 a Stating a scheduled future event
b Stating facts or truths
c Explaining repeated actions
d Narrating a past event
e Narrating as it happens
f Narrating a past event

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g Narrating as it happens
h Stating a scheduled future event
i Stating facts or truths
j Explaining repeated actions

2 Learners’ answers will vary.

Language worksheet 8.2

Guidance
Focus: First- and third-person personal pronouns
Aims: To provide learners with an understanding of the effects of different pronouns
on audiences
Suggested use: Before Activity 3 in Session 8.4
Learners will be familiar with personal pronouns but this worksheet can be used to increase
learners’ skill in identifying pronouns as well as in explaining the effects of different pronouns
on audiences.
Notes:
• Before learners complete Activity 3 in Session 8.4, read through the Language focus
feature in the Learner’s Book and explain the key points from the Language support in
the Teacher’s Resource.
• Check if learners have any questions about any of the explanations here and clarify any
misconceptions or uncertainties.
• Hand out the worksheets and remind learners to check the explanations as they answer
the questions.
• If there is not time in class for learners to write the start of a speech (Activity 3 in the
worksheet), this could be set as a homework activity.
• Once the worksheet is completed, use the answers here to clarify
learners’ understanding.

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Answers
1 A First person Second person Third person

We, we, we, we, we, we, we, we, we, it

we, I

B First person Second person Third person

I, I, I, I, I, we you it, it, their, their

2 In A, the most frequently used pronoun is the first-person plural pronoun we.

In B, the most frequently used pronoun is the first-person singular pronoun I.

Comments on effect will vary, but learners should note the frequent use of the first person
in both texts. They may also comment on a greater use of plural pronouns in Text A to
create a sense of unity between the speaker and his audience, and singular pronouns in
Text B to express a sense of personal commitment to a cause. Finally, learners may
comment on the direct address to engage the audience in Text B by the use of the second
person you as well as the use of the third person their to refer to women all over the world.

3 Speeches will vary, but should show a clear choice and pattern in how personal pronouns
are used. The two- or three-sentence explanation should also clarify the reasoning behind
learners’ use of pronouns.

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Differentiated worksheets
unit 9 answers
Worksheets 9A, 9B and 9C should be used in Session 9.2, before Activity 4.

Main teaching ideas: Analysing metaphors.

How to identify learners’ needs: Ask learners to explain the two ‘parts’ of a simple metaphor such as
‘He exploded with anger’ – that is, the thing being used to describe is ‘an explosion’ and the thing being
described is ‘his angry reaction’.

How to assign the worksheets: If a learner is unable to explain the two parts of a simple metaphor, then
they should be given Worksheet 9A. If a learner can explain only one ‘part’ of the metaphor, then they
should be given Worksheet 9B. If a learner can correctly explain the two ‘parts’ of the metaphor, then
they should be given Worksheet 9C.

How the three worksheets are different:

Worksheet 9A Worksheet 9B Worksheet 9C

 In Activity 1, learners are  In Activity 1, learners are  In Activity 1, learners

given both ‘parts’ of all only given one part of must identify and explain
metaphors and asked to each metaphor and must both parts of all
link them by drawing add a description for the metaphors in a table. One
lines. second part of the table. is given as an example.
 One answer has been  One answer has been  No extended guidance or
given as an example given as an example example given
in Activity 1. in Activity 1. in Activity 2.
 In Activity 2, the question  In Activity 2, some
text gives extended extended guidance is
guidance. given, but less than on
Worksheet 9A and no
 One answer has been
example given.
given as an example
in Activity 2.

How to introduce the different worksheets to the class: Use the worksheets after Activity 3 in
Session 9.2. Follow the guidance for Main teaching idea 2 in the Teacher’s Resource. Then, based
on learners’ answers (that is, explain two parts of a simple metaphor) hand out either Worksheet
9A, 9B or 9C to learners. Give them approximately 20 minutes to complete the worksheets. Then,
continue with Activity 4 in 9.2, as described in the Teacher’s Resource.

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Answers
1 the world  the theatre
men and women  players/actors
births and deaths  exits and entrances on a theatre stage
periods in life (infant, toddler, child, teenager, adult, elderly person)  acts (sections)
in a play
‘parts’ we play in life (father, mother, etc.)  acting roles or character parts in a play

2 Learners’ answers will vary, but should cover some of the points in these explanations.
The world  the theatre – A theatre is a place where people act and live out stories in the form
of plays which is similar to the world where people live out their lives. Also, theatres have sets
and props that represent homes, streets, workplaces, furniture and possessions and these places
and things are in the world.
Men and women  players/actors – Men, women and people in general are the cast of
characters who populate our lives just as players/actors make up the cast of characters in a
theatre play.
Births and deaths  exits and entrances on a theatre stage – We come in and out of our lives in
birth and death, which can be compared to how actors and characters arrive and depart a theatre
stage.
Periods in life (infant, toddler, child, teenager, adult, elderly person)  acts (sections) in a play
– Our lives can be divided into stages such as infancy, adolescence and adulthood in the same
way a play can be divided into acts, parts or scenes.
‘Parts’ we play in life (father, mother, etc.)  acting roles or character parts in a play – We play
parts and roles in life such as mother, brother, etc. and also in our school and work lives, for
example, student, boss, teacher, police officer, doctor, etc. This can be compared to the parts
and roles of characters in a play – it is not unusual for one actor to play more than one part in a
play and just the same, we may play several roles in our own lives.

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Language worksheets
unit 9 answers
Language worksheet 9.1
Guidance
Focus: The form and usage of questions
Aims: To provide learners with an understanding of question forms and usages
Suggested use: Before Activity 3 in Session 9.4
Learners will be familiar with questions in general, but this worksheet will help increase their
skill at identifying ‘non-questions’ such as exclamatory questions, as well as help them in
constructing open questions in their speech and writing.
Notes:
• Before learners begin Activity 3 in Session 9.4, explain the key points from the Language
support section in the Teacher’s Resource.
• Ask for and answer any questions learners have about the information you have
just discussed.
• Hand out the worksheets, and read through the information and the table of open and
closed question types. Once again, clarify any uncertainties.
• Remind learners to refer back to these explanations as they answer the questions.
• Once the worksheet is completed, use the answers here to clarify
learners’ understanding.

Answers
1 a Is New Delhi the capital of India? CQ
b Is there anyone more annoying than Ruby? Rh
c Would you rather travel by bus or train? AQ
d What are your favourite foods? OQ
e Why did World War 1 start? OQ
f Do you want pasta or rice for dinner? AQ

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g Isn’t it sunny today? Ex

h What do you like to do for entertainment? OQ
i Are you under 18 years of age? CQ
j How would you describe your personality? OQ

2 Learners’ answers will vary.

3 Learners’ answers will vary, but should mention that open (or ‘wh’/information) questions
would be most useful because they invite longer, broader and deeper replies and so more
information is discovered.

Language worksheet 9.2

Guidance
Focus: Ambiguity at the word and grammar level
Aims: To provide learners with an understanding of ambiguity at the word and grammar level
Suggested use: Before Activity 3 in Session 9.6
Learners may be familiar with words having more than one meaning, but this worksheet can
be used to increase learners’ skill in identifying whether the source of ambiguity is related to a
single word or the overall grammar of a phrase or clause.
Notes:
• Outline the information in the Language support section of the Teacher’s Resource.
• Check if learners have any questions about any of the explanations from the Language
support section.
• Organise learners into pairs and hand out Language worksheet 9.2.
• Give learner pairs 20–30 minutes to discuss the examples and write their answers on the
worksheet together.
• When learners have completed the worksheet, use the answers here to clarify learners’
understanding.

Answers
1 and 2
a During the meeting the chair’s leg got broken. W polyseme
b Shooting defendants in court today. G grammatical ambiguity
c He can’t come on his birthday. G grammatical ambiguity

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d The actor was cut. W polyseme

e She fell down the stairs and sprained her ankle. G grammatical ambiguity
f Ruby saw the woman on the hill with binoculars. G grammatical ambiguity
g I’m glad I can speak English, and so is my father. G grammatical ambiguity
h In the garden I saw a mole on my friend’s foot. W polyseme
i Police help dog bite victim. G grammatical ambiguity
j The criminal got nine months in the violin case. W polyseme
k My cat’s tail is funny. Your cat tells stories! W homophone
l Your shoe could do with being repaired … it needs to heal! W homophone

3 a ‘Chair’ could either mean ‘chair to sit on’ or ‘person leading the meeting’.
b ‘Shooting defendants’ could either mean ‘defendants accused of shooting are in court’
or ‘firing guns at the defendants’.
c ‘He can’t come on his birthday’ could either mean that ‘he can come on any date except
the date of his birthday’ or ‘he can’t come because it’s his birthday’.
d ‘Cut’ could either mean either ‘an injury to skin’ or ‘removed from something’.
e ‘She fell down the stairs and sprained her ankle’ could either mean ‘she sprained her
ankle and then fell down the stairs’ or that ‘she fell down the stairs and hurt her ankle
in the process’.
f ‘Ruby saw the woman on the hill with binoculars’ could either mean that ‘Ruby used
binoculars to see the woman’ or ‘the woman was holding binoculars and Ruby was
looking at her’.
g ‘I’m glad I can speak English, and so is my father’ could either mean ‘both of them
speak English’ or ‘just one of them speaks English (not the father)’.
h ‘Mole’ could either mean ‘a small, dark blemish on the skin’ or ‘a small burrowing
mammal’.
i ‘Police help dog bite victim’ could either mean ‘the police helped the victim who was
bitten by a dog’ or ‘the police helped a dog to bite someone’.
j ‘Case’ could either mean ‘legal case’ or ‘small container’.
k ‘Tail’ sounds like ‘tale’ as in story.
l ‘Heal’ sounds like ‘heel’ of a shoe.

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