9781444177091 rtg english 6 answers - hodder education · page 29: skellig answers will vary, for...

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j) The old Earl was generally a bad tempered man

k) Cedric was such a sunny, happy little boy that he made his grandfather happy.

l) Eventually, the Earl decided that he wanted to meet Cedric’s mother too

he wanted to meet the woman who had made Cedric so happy.

m) The Earl met Cedric’s mother

2. before so although when since until because

5: Treasure IslandText to read with the learners.

Page 17: Long John SilverText to read with the learners.

Page 19: Who is speaking? 1. Speech Speaker

All that night we were in a great bustle, getting things stored aboard.

Hawkins

‘If he were Admiral Hawke he shall pay his score,’

Long John Silver

‘Has the squire not told you of the buccaneers, Sir? He was one of them.’

Hawkins

‘you never clapped your eyes on that Black Dog before, did you, now?’

Long John Silver

‘No Sir, not I.’ Long John Silver

‘Three goes o’ rum! Why, shiver my timbers, if I hadn’t forgotten my score!’

Long John Silver

‘Why, what a precious old sea-calf I am!’

Long John Silver

2. Answers will vary, for example:

Language feature

Jim Hawkins Long John Silver

Individual words

bustle score

Phrases All that night you never clapped your eyes on

Unit 1A: Stories with familiar settingsPage 9: The Secret GardenText to read with the learners.

Page 11: Little Lord FauntleroyAnswers to the Main activity on page 10 will vary, for example:

Similarities DifferencesGrand houses Animals – Little Lord

Fauntleroy has a pet dog and The Secret Garden working horses

Both main characters are unafraid

Speech – in Little Lord Fauntleroy speech is in received pronunciation; in The Secret Garden it is in a regional dialect

Both main characters come from well-off backgrounds (‘servants’, ‘velvet suit’)

Little Lord Fauntleroy has much more detailed descriptions of people

Kind adults (Mrs Medlock and the Earl)

Main characters – in The Secret Garden it is a girl; in Little Lord Fauntleroy a boy

Old-fashioned language

The Secret Garden setting is outside and Little Lord Fauntleroy inside

Page 13: Cedric 1. a) his father married his mother

b) Cedric’s grandfather … was very cross about the wedding

c) Cedric’s father … died.

d) Cedric and his mother lived happily

e) Cedric’s grandfather sent his lawyer

f) he discovered that he was Lord Fauntleroy.

g) Cedric and his mother travelled across the ocean

h) The Earl said that Cedric’s mother had to live in a separate house

i) Cedric’s mother had never told him that his grandfather had been unkind to her

Cambridge Primary Ready to Go Lessons for English Stage 6Answers to photocopiable pages

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Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages

Language feature

Jim Hawkins Long John Silver

Descriptions getting things stored aboard

precious old sea-calf

Sentence structure

Has the squire not told you

No Sir, not I

Dialect Has the squire not told you of the buccaneers, Sir?

shiver my timbers

1: Revisiting punctuation marks 1. Answers may vary, for example:

Purpose of punctuation mark What marks can be used

To show the end of a sentence . ? !

To link sentences , ; – :

To separate clauses in a complex sentence ; ,

Around an adverbial phrase ,

To separate parenthetical information , –

To indicate speech ‘ ’

To show a contraction ’

To show possession ’

2. a) By chance, Jim Hawkins acquires a valuable treasure map, which he takes to some respectable men in his town.

b) The men, who know a pirates’ map when they see one, encourage Jim to join them on their ship, the Hispaniola.

c) Although the captain of the Hispaniola is an honest man, most of his crew are not led by Long John Silver: they are pirates.

d) When Jim hears the pirates plotting to take control of the ship, he tells the captain, in order that the Captain can make his own plans.

e) When the Hispaniola reaches the island, the Captain asks all the pirates to go ashore without him; unknown to them all, Jim goes with them.

Page 23: Assessing my storyThe learners describe a familiar setting; see page 19 under ‘Main activities’ for examples.

Page 23: Planning a storySuccess criteria to help the learners improve their story.

Page 25: Alice’s Adventures in WonderlandText to read with the learners.

Page 27: The Railway ChildrenText to read with the learners.

Page 29: SkelligAnswers will vary, for example:

1. To build a picture in the reader’s mind of the setting, and to show the reader that no one had been there for a long time.

2. Gloomy – a torch is needed; claustrophobic – the space is filled with crowded clutter; desolate and deserted – many cobwebs have built up without being swept away; lonely– death and decay are described; scary – the narrator makes cautious movements.

3. For contrast following long descriptive sentences, giving it more impact; to build a climax; to allow the reader to pause at the full stop and understand the meaning of the sentence (that, in fact, someone is there).

4. The narrator was afraid.

Page 31: The Railway ChildrenAnswers will vary, for example:

1. By train and on foot.

2. The engine puffing and blowing – steam train

Phyllis – an old-fashioned name

Gas lamps – no electric lighting

3. The children are described as ‘cold and melancholy’; the walk is described as ‘dark and muddy’ and the children stumble – they are unfamiliar with this type of area; Phyllis is ‘damp and unhappy’.

Unit 1B: Biography and autobiographyPage 33: Collecting butterfl iesAnswers will vary, for example:

First person pronouns: I (Blanca Huertas) ×7; we (scientists who study butterflies) ×13; us (the scientists who study butterflies) ×3; our (the scientists who study butterflies’) ×1

Second person pronouns: you (Blanca Huertas) ×6

Third person pronouns: there (to the area) ×1; you (the scientists) ×3; its (the butterfly’s) ×1; them (the specimens) ×3

Connectives: and ×10; before ×1; so ×2; as ×2

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• A play• Informal• Quite short sentences; lots of contractions.

Anne Sullivan: unsung hero.

• Advert• Prospective teachers• A newspaper, magazine or billboard• Informal• Questions and answers; longer questions, shorter

answers1 June 1968: Helen Keller, 87, dies

• Biography• Readers interested in the news• A newspaper• Formal• Longer sentences with main clauses and sub-

clauses

Page 43: Rules for conducting an interviewRules to read with the learners.

Page 45: Investigating a reportAnswers will vary, for example:

1. Sunsational

2. To attract the reader; to make the reader want to know the meaning behind this play on words

3. • Her last name is Parr• She is 37• She is a fashion designer• She was a model• She has been a designer for three years• She studied in Paris, London and New York

4. • Quotations by the subject of the biography• Prices of what she makes

Page 47: Clever TanikaConnectives used, in sets of similar meaning:

although however but

as so therefore consequently

and

Page 49: Rooney mis-hit breaks lad’s wristNewspaper report to read with the learners.

Page 51: Puns and proverbs 1. Headline Topic of the story

N‘ice’ planet – Ice found on planet Mercury.

Wheely dangerouscat

– Car-chasing pet cat gets its head stuck in car wheel.

Many hands makelights work

– Workers celebrate as one millionth light bulb made at factory.

5: Word origins 1. Answers will vary, for example:

English word

Original language

Word in original language

butterfly Old English or Germanic

buttorfleoge

camp French camp

caterpillar Middle English catyrpel

envelope French enveloppe

explore Latin / Middle French

explorare / explorer

female Middle English / Latin

femelle / femella

helicopter French hélicoptère

intense Latin / Middle French

intensus / intense

laboratory Medieval Latin / Latin

laboratorium / laboratus

local Latin / Old French localis / local

mountain Old French montaigne

museum Latin museum

rapid Latin rapidus

species Latin species

suspicious Latin / Old French suspiciosus / suspecious

trap English trappe


Africa banana boogie jazzNorth America

potato toboggan chocolate

South America

hurricane tango breeze

Asia tea tsunami pyjamasEurope journalist doppelganger telescopeOceania kangaroo kiwi Boomerang

Page 37: What am I like?Personal response; see page 36 under ‘Starter’ for guidance.

Page 39: Helen Keller 1880–1968Biography to read with the learners.

Page 41: Formal or informal?Answers will vary, for example:

Anya and Bo

• Play-script / dialogue• People interested in watching or reading

something on Helen Keller’s life

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He’s armless! – Man saws off his own arm in bizarre accident – but the doctors sew it back on again.


a) You can’t force someone to do something they don’t want to do.

b) Someone who is a friend to you when you need something is a true friend.

c) A picture tells a story just as well as a large amount of descriptive text.

d) Don’t assume everything is in order until you are certain nothing can gowrong.

Page 53: Self-assessment: biographical and journalistic writingSuccess criteria to help the learners write a biography.

Page 55: Cruise crashesAnswers will vary, for example:

1. In a newspaper.

2. A passenger.

3. luxury

4. a) No.

b) He is concerned in his cabin – he ‘grabbed’ his clothes quickly – because he knew there was a problem but didn’t know what it was. Once on deck he is ‘horrified’ and realises what a ‘dangerous situation’ the passengers are in, so actually feels worse once he reaches the deck.

5. a) after b) followed c) then

Unit 1C: Poems in familiar settingsPage 57: The Children’s HourPoem to read with the learners.

Page 59: Exploring a poemAnswers will vary, for example for ‘The Children’s Hour’:

Meaning

What do you think the poem is about?

Three little girls ‘attack’ the poet, and the poet’s love for his daughters.

Does it have a story, or is it a description?

Story: the poet becomes aware of his daughters coming downstairs and then they jump and climb on him.

Pictures

How does the poem paint a picture in your head?

Clear descriptions of the fading evening light, the poet’s location in his study, the broad stairs, the poet’s chair.

List examples of:

• images

• similes

• metaphors

• figurative language.

• golden hair, arms and back of my chair

• no similes

• raid, castle wall, turret, fortress, round-tower

• Till the walls shall crumble to ruin, / And molder in dust away!

Patterns

List some of the rhymes.

lower / hour, stair / hair, eyes / surprise

Talk about the rhythm.

Most lines stress each third syllable.

Is there any alliteration? Or assonance?

Alliteration:

• dark, daylight

• study, see

• plotting, planning

• sudden rush, sudden raid

• fast, fortress

• depart, down, dungeon

Assonance:

• day’s occupations

• by surprise

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Words

Find:

• powerful verbs

• adjectives

• specific nouns

• unusual words.

• descending, plotting, planning, surround, crumble, molder

• laughing, merry

• lamplight, whisper, silence, rush, raid, castle, turret, fortress, dungeon, round-tower

• occupations, lamplight, unguarded, round-tower, molder

Interesting things

What is the tone of the poem? (Happy? Sad? Funny? Serious?)

Serious, then amusing, exciting and finally emotional.

Is the poem modern or old? How do you know?

Old. The poet has a study; the girls use a lamp to light the stairs; the imagery uses a castle.

Is the meaning clear?

Yes; the poet describes how he sees his girls sneak up on him and then climb on him.

Are there any hidden meanings?

Yes, the secondary meaning is the poet’s love for his daughters.

Likes and dislikes

Explain what you liked about the poem …

Personal response, for example:

The rhythm and rhyme; the way the poem starts slowly and gently, then builds up to verse three where the girls rush into the study, and concludes with an emotional ending.

… and what you disliked. Why?

Personal response, for example:

It’s very old-fashioned and therefore hard to understanding the primary meaning.

Page 61: Understanding Shakespeare’s languageTheseus

Now, fair Hippolyta, our nuptial hour

Draws on apace

Well, beautiful Hippolyta, it’s nearly time for our wedding.

Puck

But, room, fairy! here comes Oberon.

Look, fairy! Here comes Oberon.

Bottom

I have had a dream, past the wit of man to say what dream it was:

I have had a dream. No one can describe what the dream was about.

Quince

That’s all one: you shall play it in a mask, and you may speak as small as you will.

I don’t care. You can wear a mask. And make your voice as gentle as you can.

Flute

Nay, faith, let me not play a woman; I have a beard coming.

No, please. I don’t want to play a woman. I’m growing a beard.

Puck

How now, spirit! whither wander you?

Hello, fairy. Where are you going?

Fairy

And here my mistress. Would that he were gone!

And here comes my mistress. I wish that he was no longer here.

Page 63: A Midsummer Night’s Dream – in 20 stepsText to read with the learners.

Page 65: Evaluating the performanceSuccess criteria to help the learners evaluate their performance.

Page 67: My diffi cult daughterAnswers will vary, for example:

1. That Hermia refuses to obey him

2. anger

3. Demetrius

4. This man hath my consent to marry her.

5. She should die.

6. Which shall be either to this gentleman / Or to her death

Unit 2A: Traditional tales and stories from other culturesPage 69: Analysing a traditional taleAnswers will vary, depending on the stories chosen.

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Page 71: Little Red CapSequencing connectives:

one day just as meanwhile then when at once

Page 73: Identifying the main clauseAnswers will vary, for example:

1–2. a) She meets a wolf

Perhaps she might meet a wolf who may tell her not to hurry, but to pick flowers, because it could be such a lovely day.

b) he runs straight to Grandmother’s house

Maybe while she’s busy, he might run to Grandmother’s house and gobble her up.

c) he quickly puts on Grandmother’s clothes, gets into bed and draws the curtains around the bed.

After this, he might put on Grandmother’s clothes, get into bed and draw the curtains around the bed.

d) When Little Red Cap … arrives she goes inside and calls ‘Grandmother?’

When Little Red Cap arrives, she might be a bit scared because the cottage door may be open, and perhaps she calls ‘Grandmother?’

3. She might approach the bed and perhaps she will draw back the curtains.

Perhaps she may say ‘My, Grandmother, what big ears you have!’

Page 75: Preparing for a dramatic retelling

Little Red Cap WolfMother told me to take the cakes and tonic to Grandmother.

I saw this tender young girl and thought, ‘yum, yum’.

Grandmother was ill. I started talking to her, asking her where she was going and why.

I was walking in the woods.

I knew that I’d have to be careful if I was going to get them both.

The wolf said that I should pick flowers for Grandmother.

I suggested that she pick flowers for her grandmother.

I was just being polite. I ran to the grandmother’s house.

How was I to know that the wolf was a wicked creature?

I gobbled her up. (I didn’t eat her clothes though.)

Little Red Cap WolfI picked some lovely flowers – and every time I picked one, I saw another one, a better one, deeper in the forest.

I dressed in her clothes, put on her night cap and climbed into bed.

I was getting hot so I stopped picking the flowers.

I drew the curtains around the bed for privacy.

I remembered that I should be at Grandmother’s house.I saw that the cottage door was open.I called out to Grandmother, but she didn’t answer.I felt afraid, but I love Grandmother very much so I went into the house.

Page 77: BluebeardStory to read with the learners.

Page 79: Who did it?Bluebeard, in order to engage their affection, took the sisters around his houses, where endless parties were organised for them.

Bluebeard wanted one of the ladies to like him.

✓

He took the sisters around his houses. ✓

He organised endless parties for them. ✗

As soon as she returned home, the marriagewas arranged and within a few weeks the young woman was welcomed into Bluebeard’s home as his wife.

The young woman returned home. ✓

She arranged the wedding. ✗

Within a few weeks Bluebeard welcomed her into his home as his wife.

✗

No sooner had he gone, than the young woman’s friends descended on the house. Only her brothers did not yet come, for they were at war; but word had been sent that they were on their way home.

Bluebeard went away. ✓

The young woman’s friends came to her house.

✓

Her brothers didn’t come yet because they were at war.

✓

The brothers had sent a message to say that they were on their way home.

✗

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Page 81: Comparing three traditional storiesAnswers will vary, for example:

How does the author:

‘Little Red Cap’

‘Bluebeard’

present the characters?

Little Red Cap is beloved of everyone

Mother hands cake to Red Cap and gives instructions – she is caring and sensible

Wolf is immediately described as wicked, then crafty

Grandmother is ill and weak

Bluebeard is rich but unattractive

None of the women are named or described

present the settings?

Mother is fearful of the forest in the dark

The houses are fine and filled with riches, but not described in depth

create the mood?

Mother says ‘I would hate to think of what might happen to you in the forest in the dark’ – the mood is threatening

Bluebeard is described as ugly, his previous wives’ fate is unknown and there is a mystery room in the house – the mood is tense

show the sequence of events?

Use of sequencing connectives: one day … meanwhile … then

Use of sequencing connectives: as soon as … about a month after … no sooner … for some weeks … eventually

How does the author:

‘Little Red Cap’

‘Bluebeard’

manipulate the reaction of the reader?

The reader knows the wolf is wicked while Red Cap does not

The final paragraph builds up the tension with long sentences, making the reader wait for the climax, which is a short sentence that contrasts with the longer ones (‘Then, suddenly, she shrieked.’)

What is special about the text?

It has the traditional opening ‘Once upon a time’

The author makes the reader as curious about the locked door as Bluebeard’s wife

What is its theme?

Obedience to your family – do what your mother says or you may come to harm

Curiosity of the forbidden despite access to numerous riches, and obedience

Page 83: Organising The Frog PrinceAnswers will vary, for example:

A princess was spoiled and got everything she wished for.

Meanwhile, a prince was turned into a frog by a wicked witch.

Long ago, the princess had a golden ball. The princess accidentally threw the golden ball into a well. She couldn’t get the ball back.

After some time, she heard a frog offering to bring the ball back if she promised to be kind to him. She promised the frog that she would look after him. The frog dived into the well and retrieved the golden ball. The princess grabbed the ball and ran off. She ran back to the palace. She didn’t listen to the frog calling to her.

That evening, the frog came to the door of the palace. The princess was eating. He reminded her that she had promised to look after him. The king made her keep her promise.

And so she let the frog eat from her plate.

However, she wouldn’t eat any more. She was very cross.

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So she stamped upstairs.

Then he said he wanted to sleep on her pillow.

And he said she had to kiss him.

So she kissed the frog. He turned into a handsome prince. They got married and lived happily ever after.

5: My Frog PrincePersonal response.

Page 87: Assessing my writingSuccess criteria to help the learners assess their writing.

Page 89: An alternative endingPersonal response.

Page 91: Coyote and WishpooshAnswers will vary, for example:

1. No.

2. The resolution is missing; loose ends are not tied up; we don’t know what became of the characters.

3. Rivers, lakes and seas.

4. Coyote.

5. Explanation It is Coyote who attempts to solve the problem.

Words and phrases from the text

Coyote decided that he would kill the monster beaver so the animals could fish in safety.

6. Wrestled and tugged.

7. personification

Unit 2B: Discursive textsPage 93: Should teenagers have unlimited access to computers at home?Text to read with the learners.

Page 95: Passive voiceActive The schoolchildren misused

their computer time.Longer passive

Computer time was misused by the schoolchildren.

Shorter passive

Computer time was misused.

Active The schoolchildren did not complete their homework.

Longer passive

Homework was not completed by the schoolchildren.

Shorter passive

Homework was not completed.

Active The schoolchildren failed the tests.

Longer passive

The tests were failed by the schoolchildren.

Shorter passive

The tests were failed.

Active The schoolchildren wrote an apology to the teachers.

Longer passive

An apology was written to the teachers by the schoolchildren.

Shorter passive

An apology was written to the teachers.

Page 97: Making conditionalsMy dad said I should work harder

if I want to get good grades.

I think I could get an A

even if I SMS while I’m doing my homework.

My teacher says that I might get good grades

if I do my homework project very well.

My parents said that they might limit my computer use

unless my grades improve.

I enjoy researching homework projects

if I can listen to my music at the same time.

My father said that if I get my homework done quickly

he might allow me to use his laptop tonight.

2. • I should work

I could get

I might get

they might limit

• My teacher says that I might get good grades if I do my homework project very well.

My parents said that they might limit my computer use unless my grades improve.

My father said that if I get my homework done quickly he might allow me to use his laptop tonight.

• My parents said that they might limit my computer use unless my grades improve.

Page 99: Features of discursive textsAnswers will vary, for example:

Feature Example from textStructural features:begins with a statement of the issue

The subject of limiting computer access for teenagers

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Feature Example from textgives the arguments for the case

there is the undeniable truth that young people need to develop time-management skills and a work ethic

gives evidence to support the arguments for the case

Teenagers should learn to take responsibility for their own time management.

gives the arguments against the case

there is the equally undeniable truth that unsupervised computer use may lead to young people wasting their time, failing to complete homework and receiving lower grades

gives evidence to support the arguments against the case

13–16 years is too young for unsupervised computer use

finishes with a conclusion.

People on both sides of the argument believe that they are right.

Cohesion is achieved by:a wide variety of connectives to link previous and current ideas

Furthermore

explicit reference to what has previously been said

The arguments above are answered as follows

topic sentences Those who believe that teenagers should have unsupervised access to their computers list a number of arguments to support their case.

pronouns linking back to previous noun phrases.

their (those who believe that teenagers should have unsupervised access to their computers)

Sentence-level features include:simple present tense needconditional tense If teenagers develop

this condition, it may well result in lower grades.

passive voice Arguments that have been put forward

logical connectives. on the other hand

Page 101: Should children be allowed to have televisions in their bedrooms?Answers will vary; ensure the learners choose the correct type of connective each time:

Adding information

Cause and effect

Opposing information

Adding information / reinforcing information / cause and effect

Page 103: Writing frame for a discursive textThe learners use the frame to plan their discursive text.

Page 105: Should people who live in cities have gardens?Text to read with the learners.

Page 107: Planning a debateThe learners use the frame to plan their debate.

Page 109: My debating performanceSuccess criteria to help the learners evaluate their performance.

Page 111: Linking ideasAnswers will vary, for example:

However inevitably Neverthelessor Obviously But converselyIf because although

Ensure the learners choose the correct type of connective each time.

Page 113: Self-assessment: biased discursive textsSuccess criteria to help the learners write a biased discursive text.

Page 115: The Sun or the Moon? 1. balanced discussion

2. Arguments are presented from different viewpoints; no preference is expressed

3. The Moon

4. It creates light.

5. We can look at it more closely; people can visit it; it’s closer; it’s less dangerous to look at.

6. a) Unbiased

b) Both arguments are balanced and the writer doesn’t try to persuade the reader either way.

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Unit 2C: Poems by signifi cant poetsPage 117: Poems about the seasonsPoems to read with the learners.

Page 119: Shape poemsThe learners use the frame to plan their shape poem.

Page 121: Rhyming patternsLimericks: aabba

Sonnet: abab cdcd efef gg

Page 123: Write-a-rap rapPoem to read with the learners.

Page 125: Playing with soundPoems to read with the learners.

Page 127: Syllabic poetryThe learners use the frame to plan their syllabic poem.

Page 129: Playing with language quizClues AnswersIt grows when it eats, yet dies when it drinks.

fire

It goes up and down without moving.

stairs

It’s full of holes but still holds water. spongeThe more you take the more you leave behind.

footsteps

It’s the size of a bowl, yet cannot be filled by all the water in the sea.

sieve

It has four fingers and one thumb, but is not alive.

glove

It runs, but has no legs. riverIt runs round a house but doesn’t move.

fence

Every time you name it, you break it. silence

Unit 3A: Stories by signifi cant children’s authorsPage 131: The Maker of MelonsStory to read with the learners.

Page 133: Martin’s MiceStory to read with the learners.

Page 135: The Birth of MauiStory to read with the learners.

Page 137: The Princess and the FrogAnswers will vary, for example:

1. The princess ate dinner with the king.

2. The frog arrived and sang.

3. She made noise to try to stop the king hearing the frog.

4. The king heard and asked her what the frog was trying to say.

5. She told the king what had happened that afternoon.

Page 139: The Butterfl y LionStory to read with the learners.

Page 141: The Butterfl y Lion comprehensionAnswers will vary, for example:

1. stew semolina pudding

2. He was homesick after a letter from his mother.

He had done badly in a spelling test.

Mr Carter had stood him in a corner with a book on his head for a whole lesson.

3. He wouldn’t be missed till supper.

4. It was raining, so would be gloomy and miserable.

‘I was more miserable than I had ever been before.’

‘It was beginning to rain now.’

5. I ran as if bloodhounds were after me.

This emphasises how desperate he was to get away and how fast he ran, as though something terrible were chasing him.

6. despairing

Page 143: ZinderZunderText to read with the learners.

Page 145: Considering favourite authorsPersonal response.

Page 147: Complicated timeThe learners use the frame to plan their story.

Page 149: Assessing my storySuccess criteria to help the learners write a story.

Page 151: Improving a storyAnswers will vary, for example:

When her father said that she had to be kind to the frog, the princess laid down her knife and fork,

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picked up the frog and set him down on the table.

‘Now I want something to eat!’ demanded the frog.

‘Well I don’t care,’ she pouted. ‘I didn’t invite you here, you know!’

‘Actually, my little precious jewel, I think you did,’ said the king. And he made his daughter give the frog some food.

‘I want more lettuce. I like lettuce,’ he proclaimed.

‘You look like a lettuce!’ she retorted. But she got some lettuce and put it on the frog’s plate.

The frog had eaten as much as he wanted. He said to the princess, ‘Carry me to your bed and place me on your pillow.’ She scooped him up and proceeded upstairs.

Page 153: Morning in Paradise Square 1. 14 Paradise Square.

2. Use of the future tense followed by the present tense.

3. Explanation No.Words and phrases

Nothing much has ever really happened here.

It’s a place that’s never really known excitement or surprise. Some people might find that boring, of course: same routine every day, same pleasant faces, same pleasant smiles.

4. The reader.

5. His name’s Max Huckabee.

He has freckles.

He’s ten.

6. Someone in Max’s house takes care of it: it’s spotlessly clean and the curtains are such a delicate lace.

Max is having a good dream: he must be the happiest … sleeping ten-year-old I’ve ever seen. Well, you’d be happy if you were having a dream like his …

7. This is a place where nothing much happens, and you see the same pleasant people following the same routine all the time. The people of Paradise Square like it that way.

Today that will change and it will be an exciting twenty-four hours.

The story starts at 14 Paradise Square, which has a small garden of rubble and cracked brickwork, but is clean and well kept.

The hero is Max. He’s aged ten and freckled, and is asleep in his bedroom. He’s very happy and dreaming.

Unit 3B: Non-chronological reportsPage 155: Features of report textsAnswers will vary; look for the learners’ ability to provide evidence from the texts they have been looking at.

True of all report texts

True of some report texts

Not true of report texts

Make use of a variety of connectives

Written in the third person

Make use of different sentence types

Begin with a statement saying what the text is about

Use headings and subheadings

Written in formal English

Written in the present tense

Make use of the passive voice

End with a conclusion

Make use of conditionals

Describe the way things are or were

Tell you how to do something

Describe someone’s experiences

Page 157: Planning my researchThe learners use the frame to plan their discursive research.

Page 159: Coral reefsReport texts to read with the learners.

Page 161: How does diving damage coral reefs?Explanatory text to read with the learners.

Page 163: Punctuating practiceSome answers may vary, for example:

Making a coral reef

Individual corals, or polyps, are tiny creatures whose close relatives include sea anemones and jellyfish. Like their relatives, they are carnivores but polyps are static – they cannot move around.

Polyps don’t live alone; they live with thousands of other polyps in colonies. Although each individual polyp only grows to about 1–3 millimetres, a vast coral can weigh as much as a small car. Each single branch of coral contains

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thousands of individual polyps. Over hundreds, or sometime thousands, of years, millions of coral may join together to make a reef.

Each tiny polyp oozes (this is called ‘secreting’) a substance called calcium carbonate. The calcium carbonate hardens to create a hard limestone base. As more and more polyps on the coral secrete calcium carbonate, gradually the hard structure of the coral grows upwards and outwards. Eventually, there is also enough calcium carbonate to produce a hard layer of limestone under the coral. If this layer spreads out and meets more limestone from another coral, the reef can begin to grow.

New polyps fall through the ocean until they find a hard layer, called a substrate. Then, the new coral can either combine with an existing colony, or start a new one.

The process of creating a coral reef is a never-ending cycle; over hundreds or thousands of years, a new coral reef is formed.

Page 165: Reducing coralExplanatory text to read with the learners.

Page 167: Formal or informal?Formal

Divers can become PADI Seal Team members if they complete five AquaMissions. They can even complete Speciality AquaMissions including photography, navigation, environmental awareness or others and achieve the Master Seal Team membership.

It is consistent with Section 1, Scope and Purpose, that all initial open-water introductory scuba dives shall be directly supervised by the Instructor.

All introductory scuba dives shall be conducted during daylight hours, at depths not to exceed 12 metres and in water that allows direct vertical access to the surface.

The minimum Instructor rating for the Seal Team programme is a PADI Assistant Instructor, and the participants have to be supervised directly either at the surface or underwater. Divemasters may conduct the Skin Diver AquaMission only.

The maximum ratios for the Seal Team programme are:

• Assistant Instructor to participant shallower than 2 m: 4:1

• Instructor to participant shallower than 2 m: 6:1

• Assistant Instructor / Instructor to participant 2–4 m: 2:1.

The Instructor may add a maximum of two participants with a certified assistant for the Seal Team programme.

Informal

Great news, kids – the PADI seal-team programme allows you to learn to dive in a pool from the age of 8!

Celebrate your 8th birthday with a Bubblemaker party. You and your friends will use genuine scuba-diving gear under the care of a PADI instructor. How cool is that?

Seal Team is for kids who are looking for action-packed fun in a pool, doing exciting AquaMissions.

This means that families can now dive together for the ultimate family leisure experience.

Page 169: Extending vocabulary 1. aeronautic

2. aquatherapy

3. conclude

4. telescope

5. tricycle

6. biography

7. export

8. photography

9. submarine

10. microscope

Page 171: Planning frameworksThe learners use the frame to show the structure of a report text and an explanatory text.

Page 173: Self-assessment: report textsSuccess criteria to help the learners assess their writing.

Page 175: Animals that live on the coral reefAnswers will vary, for example:

Lots of animals live on coral reefs; even more than live in rainforests. If you dive on a reef you go into another world. Coral reefs are bright and colourful because both the corals and the fish that live on them are brightly coloured.

Sponges

The animals that live on a coral reef include sponges. A sponge looks like a plant but is actually an animal. The sponge in your bathroom may be small and yellowish-brown, but in the sea a sponge can grow up to 2 metres and may be many different colours.

Other coral-reef animals

You can also see sharks and sea rays, which look like planes zooming through the water. Sharks are many people’s favourite coral-reef animal.

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Sea worms are like the worms you may find in your garden, but more attractive and all different.

Sea cucumbers are like star fish, which also live on corals.

Crabs have big claws that they use to crush prey to death, but are themselves prey to octopuses, which have beaks that can crush crabs.

You also find sea horses and sea urchins on reefs.

Corals

Corals may look like plants or rocks, but are actually animals themselves, like jellyfish and sea anemones. Corals have hundreds of stingers, which can catch food for the coral, and a mouth in the middle of some stingers. Most corals can’t move, but some can. It is an interesting fact that some corals are more than 25 million years old.

Remember, if you dive on a reef you go into another world, but it is a world you can hurt, and we need to be careful so that we can preserve them for future generations.

Page 177: SharksAnswers will vary, for example:

1. Report.

2. Written in formal English

States the issue at the beginning

Written in paragraphs

3. F: The fact is that more people are killed by lightning each year than by sharks.

O: There is no other animal on Earth that evokes more fear than the shark.

4. It is thought that most shark attacks are a case of ‘mistaken identity’.

5. fear – vicious man-eaters

6. We need to preserve these magnificent animals for future generations to enjoy. Education to teach people that sharks are not as dangerous as they may believe could help to do this. We also need to preserve their habitats, such as coral reefs, and avoid over-fishing so that there is food in the seas for sharks to eat. Then perhaps sharks will return to those areas from which they have almost disappeared.

7. Fear and ignorance

Unit 3C: Poems by signifi cant poets and with language playPage 179: BooksAnswers will vary, for example:

Aspects Question Examples from the poem

Likes / dislikes

What do you like or dislike about the poem?

Personal response

Meaning

What is the poem about?

Reading:

Or we sail along the page / To some other land or age.

Is it story or description?

Description:

New ideas and people rise / In our fancies and our eyes.

Pattern

Is there rhythm and / or rhyme?

Rhythm: every second syllable is stressed:

What worlds of wonder are our books!

Rhyme: aabb:

books / looks / rise / eyes

Alliteration or assonance?

Alliteration: What worlds of wonder

Structure?Verses or free verse?

Verses: four verses of four lines each

Words

Simile, metaphor, personification?

Metaphor: Each book is a magic box

Powerful words?

wonder, magic

Interesting things

Is this a modern poem?

Yes; there is no old-fashioned language

Are there double meanings?

we sail along the page – both read the words across the page and imagination is transported to another place

What else? –

Page 181: The Lake Isle of Innisfree 1. On a lake.

2. Bees humming, crickets singing, lake water lapping.

3. For peace and quiet.

4. While I stand on the roadway, or on the pavements grey

5. peace

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Page 183: Comparing poemsPersonal response.

Page 185: Sharp frecklesFive drawings may show any of the following:

Child standing on the floor

Adult and child holding hands

Adult singing to child

Adult and child eating cereal

Adult and child kicking a ball between them

Child on the ground

Child held high in the air

Adult and child rubbing noses

Page 187: Good Morning, Mr Croco-doco-dilePoem to read with the learners.

Page 189: Writing a poemThe learners use the web to plan their poem.

Page 191: Absent 1. A schoolchild.

The poem is addressed to a teacher and describes being in class.

2. There is no regular rhyming pattern.

3. So that the reader pauses after the description of paying attention, before reading the line

that contradicts this, adding impact and emphasis to the line.

4. To maintain the rhythm; because it is not needed as the verb appears in the previous line; it repeats the idea of the previous line so the meaning has already been understood; it gives the line a more dream-like quality.

5. It’s about being distracted and letting your mind wander, so that although your body is somewhere you feel in your imagination that you’re somewhere else.

Page 192: Letting in the lightAnswers will vary, for example:

1. A kitten.

2. fur

3. It rolls around, unsteady, unable to stay on its feet.

4. a) Letting in the light

b) The kitten opening its eyes and being able to see.

5. It is written in lines and verses, not continuous prose and paragraphs.

Carefully chosen language; minimum vocabulary with maximum effect.

Word order and grammar is different from prose.

9781444177091 rtg english 6 answers - hodder education · page 29: skellig answers will vary, for...

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