Cambridge

Lower Secondary

Complete

E n g li sh

Series Editor: Dean Roberts

Annabel Charles, Alan Jenkins,

7
Mark Pedroz, Tony Parkinson

Second Edition
Cambridge

Lower Secondary

Complete

E n g li sh

Series Editor: Dean Roberts

Annabel Charles, Alan Jenkins,

7
Mark Pedroz, Tony Parkinson

Jedidah Kithia, Sujata Paul, Khalid Qenaway

 Extract from ‘Uncle Vanya’ by Antov Chekhov from the book ‘Five

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Contents

Introduction 4

Spine-chilling suspense 6

1
Features and conventions of ction suspense genre

Manic media 22

2 Journalistic writing, bias, viewpoint, facts and opinion

Hazardous hobbies 38

3 Poetry: narrative and non-narrative poems from dierent times and cultures

Food for thought 54

4 Non-ction texts to inform, explain, persuade and comment

Joyous journeys 70

5 Pre-20th century ction, writing descriptive narrative

Dating the drama 86

6 Pre-20th century drama, playscripts, performance and dramatic structure

and features of plays

Sizzling science 102

7 Features of science ction and fantasy genres and what makes

a successful story

Hairy history 118

8 Contemporary non-ction biography and autobiography

Nurturing nature 134

9 Pre-20th century poetry

Reading: The Lastling by Philip Gross 150

Language and literacy reference 154

In every unit there are listening tasks. Your teacher may play the audio for

you, or you can listen to the audio on the website using the QR code.

Website: [Link]/9781382019156

3
Introduction to Student Book 7

Welcome to Oxford’s Cambridge Lower E ac h un it h as a g lo ba l th e me . F or e xa mpl e ,

Secondary Complete English Student Book you ’ l l e x pl or e sc ie n c e , t e c h n ol og y, the

7. This book and the student workbook will un i v e r s e an d sp ac e in Unit 7, S iz z l in g s c ie n c e;

support you and your teacher as you engage with j ou r n e y a cr os s th e wo r l d in th e co mp an y of

Stage7 of the Cambridge curriculum framework. th e g r e at a dv e n tu r e r P h il e as F og g in Unit 5,

Jo yo u s j o u r n ey s; and f in d ou t ab ou t fo od fa ct s
It aims to encourage you in becoming:

an d p e r su as iv e op in io n s in Unit 4, Fo o d for

●
Confident in your English skills and your

tho u g ht

ability to express yourself

●
Responsible for your own learning and

Thinking time
responsive to and respectful of others

●
Reflective as a learner so that you can be a

life-long learner – not just in school now

Speaking & Listening

●
Innovative and ready for new challenges as

a global citizen
Through the Thinking time and Speaking &

● Listening features you get the chance to express

Engaged in both academic and social

what you already know about a theme or topic,

situations.

think critically and find out more from your

Student Book and Workbook

classmates whilst exploring new ideas.

There are some great features in your Stage 7

book. Here’s an explanation of how they work.

Reading

Every day, each of us reads all kinds of texts

such as novels, recipes, newspapers, blogs,

bicycle repair manuals, cartoons, school reports.

We read from books, phones, computers,

tablets, food packaging and bus timetables. In

this Stage 7 book, you’ll encounter all kinds

of texts to enhance your reading experience.

From Charlotte’s weird time-slip in the science

fiction extract from In the Nick of Time to poems

about how harsh nature can be in Unit 9,

Nurturing nature and a drama playscript in

Unit 6, Dating the drama, you’ll be discovering

both the literal and literary world around

At the start of every unit, you’ll see the type of you. Comprehension tasks help you to show

page above. It gives you a quick summary of that you understand explicit and implicit

what the unit will be about and the main skills meaning and lead from information retrieval to

you will be learning and practising. generating new ideas and material.

4
 written ‘language muscles’ the chance to

Word cloud Glossary grow strong. Then you’ll be able to express

yourself clearly, accurately and impressively.

As you read, use the Word clouds that appear The language awareness and development

near the reading texts to learn new vocabulary activities in this Stage 7 book will improve your

and explore meanings and usage in context. grammar, spelling and punctuation. Uncover

The Glossary will help you with words or what contractions, connotations and clichés

phrases that you may not find in a dictionary really mean and how using them or not using

because they are uncommon, colloquial or them empowers your language.

technical.

Writing

Vocabulary

Every unit has a writer’s workshop where you

Learning new words and, perhaps more will learn the skills of writing for different

importantly, learning exactly how they should purposes linked to some of the texts you have

be used is a key element of this series of books. read in the unit. In Stage 7, you will write

There are lots of word building exercises for you a dramatic suspense narrative, an article for

to extend and enhance your vocabulary. Don’t a local newspaper, create your own sports

expect to know all the words you encounter – kenning and travel into your family’s past

this book will help you build up your vocabulary. to construct a biography of one of your

grandparents. With step by step guidance,

you will develop the structure and organise

Listening
your ideas using a range of sentences and

presentations to become a powerful, engaging

In every unit there are listening tasks. You can

and accurate writer.

listen to the audio by scanning the QR code, or

your teacher may play it for you. Sometimes, your

teacher may provide you with the transcript of

The story of my success!

the audio recording to support you. For example,

At the end of each unit in the Student Book,

you’ll hear a radio news report about a fire at a

there is a practice test that is similar to the

fireworks factory, a conversation between 12-year-

Cambridge tests. There is also an opportunity

old Ghada and her grandparents, a speech by

for you to measure your progress in developing

an author talking about how he writes suspense

some important language and literary skills.

fiction. As you listen, you will be practising your

skills of listening to locate details, listening to

Workbook

understand the gist of what is being said, and

The Workbook activities enable you to practise

listening to make inferences… trying to work out

and expand on what you’ve been doing in

what people really mean.

lessons, independently or for homework. Each

Language development Workbook unit ends with a quick, fun quiz that

helps you revisit some of the language skills,

Developing your language is more than just

literature and non-fiction you engaged with.

learning grammar! It gives your spoken and

5
 Spine-chilling suspense

In this unit, you will explore the main features of suspense: cli-hangers,

dilemmas, scary moments, and how humour and satire can also be part of

suspense. You will read about a challenging climb on ice-laden rocks, consider

what might be scary in the future for the human race, and listen to a successful

writer explaining how to create suspense. You can also have a go at writing the

beginning of a suspenseful story.

And in doing all that, you will be practising these key skills:

Speaking & Listening Writing Reading

£ Take par t in a discussion, £ Use verbs precisely to £ Comment on a writer ’s

sharing ideas and extend meaning and choice of specic

responding sensitively to create suspense. language to enhance

your par tner ’s ideas. impact.

£ Use conjunctions to

£ Listen to a professional create longer, compound £ Identify some key features

and evaluate his talk, sentences accurately. of a non-ction text that

oering useful feedback. uses satire.

£ Write condently in the

genre of ction suspense. £ Express a personal

response to text open to

several interpretations.

I’m
where
I love stories

edge of
on the
always

a
and maybe
my seat

too.
little scared

res
atu
cre
, ugly
Evil
st;
is be
at but
th g
se nin
en hte
sp frig
e su n’t
th are
It’s ter
s
ns
mo .
ary me
sc ify
e terr
e th ers
se spid
u
yo
ce of.
on
aid
afr
be
to
ing
th
no
’re
ey
th

6
 1

Thinking time

Myths and legends appear in dierent cultures. Many of these

stories involve horror and suspense.

1. Do you prefer reading scar y stories or watching scar y

movies?

2. Do you agree that what the mind imagines is more

terrifying than what the eyes see?

3. Why are stories involving horror and suspense so popular

all over the world?

Speaking & Listening –

things that frighten people

Answer these questions.

1. Make a list of all the scar y things you can think of.

2. Share your list with a par tner. Do you have any things

in common?

3. Compile a combined list of the ten scariest things in

rank order.

4. Write a denition for the word horror

Creating suspense – the power of

suggestion

Suspense suggests a feeling of being anxious or uncertain about

what is about to happen next. Many writers use suspense as a

device for creating tension within their texts.

Read the following passage and draw the creature as you

imagine it.

It lurked in the shadows carefully hidden, silently watching and

waiting to pounce. A creature so old and mystical that no human

had ever set eyes on its terrifying features until now! Slowly, so

slowly, it shifted its enormous bulk and began to move, metre by

ponderous metre, towards the unsuspecting crowd.

7
 Spine-chilling suspense

Clinging to the edge

Paris is part of an expedition to the Himalayas to nd the

legendary yeti. She is helped by her friend Tahr and Geng-sun,

the creature she was hunting.

1 The rope ladder went taut, and after a moment there was a little

hissing in the air, and the end of the spare rope snaked back

down. Tahr caught it and gave it a rm tug. “There,” he said, as

ifthis was a plan they’d already discussed. “We tie this round

5 you. . . so. Then she can hold you if. . .” He stopped. Just the

word fall might be too much for her.

Easy. All she had to do was. . . trust the yeh-teh. With her life.

Tahr had looped the rope around her, more than once, just in

case, and three or four extra knots at the end to be sure. “Now,”

10 he said gently. “You climb.”

“Only if. . . if you climb too. If you. . . talk to me.”

Word cloud
“Talk?” Tahr said. “About what?”

“Anything. Please!” said Paris. “I just need to know you’re there.” ache hugging

Twice she nearly blacked out – she almost wished that she clamped looped

15 could– and she found herself clamped to the ladder, her arms
clung snaked

through the rungs and hugging it with all her strength. Eyes

froze taut

shut, she felt the rung against her cheek and it was all right, it

would be all right as long as she could stay right here and never

move again. Except her calf muscles were starting to ache and

20 tremble. But when she tried to shift her weight at all, the rope

ladder swung away and she froze and clung again. Glossary

From The Lastling by Philip Gross blacked out became

unconscious

calf muscles the muscles

Understanding

in the lower leg area

Answer the following questions.

Lastling the author ’s

1. How does Tahr try to help Paris to make the climb?

term for the last of its

2. Paris has to trust the ‘yeh-teh’ to keep her safe but why might

kind

this be a problem for her?

yeh-teh yeti, a legendary

3. In the rst paragraph, how do you know that Paris is

creature of the Himalayas

frightened by the climb?

4. How is the author successful in creating suspense in the last

paragraph of the extract?

8
 1

Key concept

“Hmm, I need

a really good

Verbs

verb here.”

Every sentence contains at least one verb. Verbs are

used to describe a state, an action or a feeling. They are

sometimes called ‘doing’ words.

When trying to create suspense, a writer will describe

exactly the way a character feels or moves, using a variety

of verbs to build the image.

Example:

Her calf muscles were star ting to ache and tremble.

The verb tremble is used to show how much she is

suering. Trembling suggests fear of losing her footing

and falling, so its use builds suspense.

Developing your language – using verbs

to create suspense

Answer these questions.

1. Write an alternative verb that creates more suspense than

those in bold below.

a The climber was worried the avalanche would bury him.

b “Run for your life!” said the lifeguard when he saw the shark.

c “Hit the alarm as hard as you can or it won’t work.”

2. Write as many alternatives as you can for these verbs:

talk move said

Word builder

Answer the following questions.

1. Look at the words in the Word cloud. Most are different

forms of verbs.

a Taut is not a verb. What kind of word is it?

b Why is taut more effective than using stretched?

2. How is the use of froze instead of stopped and clung instead of

held so effective in explaining Paris’ fear? How does it relate

to the use of clamped and hugging?

3. How does looped make the image clearer than if the writer

had used tied in the phrase “Tahr tied the rope around her”?

9
 Spine-chilling suspense

Remember
Key concept

A sentence is a group

Types of sentence of words beginning

with a capital letter and

A sentence is a group of words containing a subject, a verb and

ending with a full stop or

sometimes an object that makes complete sense on its own.

equivalent punctuation. It

Example:

contains a verb, a subject

I am going to the cinema.

and often an object, and

Here, the subject is I and the verb is am going – the sentence makes complete sense on

is acomplete idea. This is called a main clause, or an its own. Example:

independentclause.

I hate horror movies.

A simple sentence usually consists of one main (independent)

clause.

Example:

The teenager was really scared of theme parks.

Here, the subject is the teenager and the verb is scared

A compound sentence contains two or more main

(independent) clauses that may be joined using a conjunction.

Example:

I am going to the cinema but I don’t want to see a scary lm.

We can use simple sentences to:

ask questions:
state one idea clearly: make important points:

Rollercoasters scare me. I don’t like being thrown around. Do you like theme parks?

Two simple sentences join together to make a compound sentence.

My name I am a huge fan of

and

is Ali. theme parks.

10
 1

Using dierent types of sentence Remember

Answer the following questions. Conjunctions are joining

words. Examples:
1. Read this simple sentence.

and, as, but, because, or, so

Tamsin loves rollercoasters.

a Who is the subject in this sentence?

b What verb is used?

c Add four more simple sentences to form a paragraph

about Tamsin’s love of rollercoasters.

2. Which of these are not simple sentences and why?

a I become dizzy on rollercoasters.

b When I came off the rollercoaster, I felt sick because the

rollercoaster moved too fast.

c It is best not to eat before riding a big rollercoaster.

d I like gentle rides since I don’t get scared.

3. Read this sentence.

I was apprehensive the rst time I rode a rollercoaster b ut I

loved the thrill it gave me.

a Who is the subject in each main clause?

b Which verbs are used?

c What is the conjunction used?

4. Ali has written a blog post about his latest rollercoaster

experience but it is all in simple sentences. Rewrite this blog

post using conjunctions.

I went on holiday to Abu Dhabi. I wanted to ride Formula

Rossa. The theme park is called Ferrari World. I rode Formula

Rossa three times. The ride reaches 150 km/h. It is the fastest

in the world. You reach 1.7G of force. You feel like you are in a

Formula1 racing car. This is the b est rollercoaster I have ever

ridden. The ride is not the most frightening in the world. I want

to go back to the park. I can’t wait to ride Formula Rossa again.

5. Write your own compound sentence by adding a conjunction

and an independent clause to each of these simple sentences.

a People love to ride fast rollercoasters.

b The suspense before we start moving is my favourite part.

c I love being turned upside down.

d My friend hates rollercoasters.

11
 Spine-chilling suspense

How will the world end?

Lord Kelvin was a prominent 19th-century scientist who made

some lively predictions for the future. One of these was that

the world’s supply of oxygen would be used up in about 300

years. Read the extract published in 1900 by Herbert C. Fyfe

as he considers the views of Professor Rees, and Lord Kelvin,

describing how the world might end.

1 Professor Rees, a prominent American scientist, has been going

further into the question of the exhaustion of the air supply of

the world. He gives denite warning of the coming ‘failure’ of

the air.
Word cloud

5 “Free as the air we breathe,” he writes, will, in the distant future,

agriculturalist inhales

become an out-of-date, misleading expression. Air will no longer

clothed perish

be free, for it will be manufactured and sold like any other

fringing prominent
necessary. Those who will not work for their daily air supply,

and who cannot afford to buy it, will perish, for Nature will

10 have exhausted her supply. The articial air will be stored up

in enormous reservoirs, and to these receptacles applicants will

come for their daily supply of oxygen. This will then be carried

home and doled out to the family as part of the day’s means to
Glossary

support life. The manufactured oxygen will be breathed in as a

carbonic acid gas heavy

15 diver inhales the air supplied him when he sinks beneath the

gas with no smell that is

waves.

harmful for humans to

“Died from air starvation” will be a common verdict in the

breathe in

coroners’ courts of the future, for “no money, no air” will be

coroner’s court a law

the rule of life. The wealthy will gain a reputation for charity

cour t used to establish

20 by free gifts of air to the aged poor at Christmas time. Men and

how a person died in

women will no longer be able to look at each other with eyes of

cases repor ted to them

love, for everyone will be clothed in a great air helmet, like a

doled out distributed;

diver of today.

given out as equal shares

There is, however, a silver lining of hope fringing these gloomy

25 clouds of speculation. Lord Kelvin himself is not wholly a going further into

prophet of evil, neither are his views of an entirely pessimistic exploring and researching

nature. He looks to the agriculturalist to improve his methods,

necessary essential

so that plant life on the globe may be able to absorb the surplus

element for human life

carbonic acid gas and to release sufcient oxygen to cope with

silver lining hopeful

30 the growing consumption of fuel.

aspect of a dicult

situation

12
 1

Understanding
Key concept

Answer the following questions.

1. From memory, what does Professor Rees give a denite Adverb

warning about?
Adverbs give information

about verbs or adjectives.

2. In your own words, explain in one sentence what paragraph 2

is mainly about. Example:

3. What else that is free to humans do you think might run out We breathed the air in

too quickly.
in the next 300 years?

The adverb quickly shows

4. Look again at the sentences in lines 6–14. What other

how fast the air was being

necessary commodity might we have to collect and bring

breathed in.
home in 300 years’ time?

Many adverbs end in –ly.

5. Do you think the ‘silver lining’ in the nal paragraph is

An adverb can also answer

reasonable to hope for in our future? Explain why or why not.

questions, e.g. “How?”

6. If you lived in 1900, how would you solve the problem of the

air running out?

Developing your language – adverbs

Find the adverb in each of these examples.

1. Professor Rees is extremely concerned about air running out.

2. “We should invest money immediately in factories to make

Remember

oxygen”, said a local businessman.

An adjective is a word
3. Actually, science proves that air will not run out.

that describes a noun or

4. Everyone will be clothed beautifully in lovely headgear!

pronoun (somebody or

5. The expert said we should always check our facts.

something).

6. Divers in deep seas should not inhale rapidly.

Word builder Global

Perspectives

Look at the Word cloud and answer the following questions.

It’s not likely that Earth

1. Name a scientist you would describe as prominent

will run out of air soon

2. Perish can mean when a person dies but it can also be used for
but some places are short

things that are not human. What other things could perish?
of other natural supplies.

3. Give three adverbs that would work well with inhales Where in your region

or country is struggling
4. Clothed is an unusual word. What is a more modern version?

because of a lack of natural

5. Fringing sounds like a verb, but is not. What type of word is

resources? How could

it, as used on line 24?

people collaborate to

6. An agriculturalist does a specialist job. Give two synonyms

improve the situation?

for agriculturalist.

13
 Spine-chilling suspense

Key concept

Complex sentences

A complex sentence contains one main (independent) clause

and one or more subordinate (dependent) clauses.

Can I join

Example:
you please?

I am really scared of monkeys: they move so fast and they bite.

main subordinate subordinate

Here, the main clause tells you the subject is afraid of monkeys

and the subordinate clauses tell you that monkeys are quick

and dangerous.

Complex sentences are used when more information is

required about the subject of the sentence.

The main clause can also appear after the subordinate clause,

separated by a comma.

Example:

When it was younger, the ogre was afraid of humans.

subordinate main

The ogre is the subject and was is the verb. The main idea is

that the ogre was afraid. The subordinate idea tells you when

this happened.

Using complex sentences

Remember

Answer these questions.

A main (independent)

1. Identify the main and subordinate clauses in these sentences.

clause can be used on its

a She still loved him after the accident in the laboratory. own but a subordinate

(dependent) clause must

b He had to save his friend because she was afraid of

be attached to a main

heights.

clause for it to make sense.

c Before I became a horror writer, I never watched anything

except comedies.

2. Add a suitable subordinate clause to each of these main clauses.

a The thrill of the chase excited him.

b Dangling from the edge of the cliff didn’t worry him.

c Don’t ask me why I am so afraid.

14
 1

in g co
at n
in ju
Key concept d n
r c
o t
i
b er o
aft al
th
e o n
il u
h g
h
S w

s
r a
e s
Subordinating conjunctions v

e
r
e

b
h
w

c
a
A subordinating conjunction joins the subordinate clause to

u
s
s

e
a
the main clause. It is always positioned at the beginning of the

er
ehw

erofe b
subordinate clause.

w
Example:

eh

h
n

g
After they enjoyed a ne dinner, the host narrated an

u
v

o
e

h
r

t
excellent spine - chilling tale.

n
e
v
h

e
e
The host narrated an excellent spine- chilling tale after they n

if
u
n
ti
enjoyed a ne dinner. l e
c
n
un si
less

In both cases, after is the word that joins the two clauses,

irrespective of which is written rst. It tells you when the tale

wastold.

Using subordinating conjunctions

Answer the following questions.

1. Complete these complex sentences using the most

appropriate conjunction in each case.

a __________ I’ve seen King Kong many times, I’d like to see

it again.

Whenever Because Even though

b __________ I watch a horror movie, I always keep my eyes

partially closed.

If As Since

c This is a tense movie __________ the acting is so realistic.

whereas because until

d I’ve read thrillers __________ I was 10 years old.

when although since

2. Change the conjunctions used in these sentences to

improvethem.

a But I went to the comic store, I read my copy of Suspense

b My all-time favourite character is the werewolf if I like

the other characters also.

c I read three thrillers a week whereas I have the time.

3. Write two paragraphs about your favourite book or movie.

Use at least three complex sentences in each paragraph.

15
 Spine-chilling suspense

The Key to Writing Suspense

An author has just been given an award. Listen to his account of

becoming a writer and what he thinks are the most important

features of writing suspense.

Understanding

Answer these questions.

1. On what island was the author born?

Listen to the

2. Give the two meanings of the word Bajan. Use your audio for this task:

dictionary to help you.

3. Do you agree that the author was lucky in his success?

4. Which do you think is the most important tip the author

gave about the successful writing of suspense?

5. How difcult do you think it would be to become a Word cloud

best-selling author?

cli-hangers

half-hear ted

Describing Barbados
murder-suspense

whodunit

Use the author’s speech to imagine what Barbados may be like.

sugar cane

Carry out research on Barbados and discuss your ndings.

Key concept

Glossary

Bajans/Barbadians

Ellipses

natives of Barbados

An ellipsis is a series of three dots used to show an omission

Barbados a Caribbean
from written text. It can be used in writing to create suspense.

island

Example:

climax the most

I stood at the door way to the strange old house… I don’t

impor tant par t of a stor y

remember entering… the hallway reeked of something

or event

Icouldn’t quite place.

Daily Nation a Barbadian

newspaper

Using ellipsis
dilemma a major problem

Use ellipses in the following piece of writing.

Washington, D.C. capital

Imagine you are in the house and you walk into the kitchen.
city of USA

Write a paragraph describing what you see and include ellipses

in several places.

16
 1

Key concept

Hyphens

Hyphens join two or more words to show that they have a

combined meaning, creating compound nouns, adjectives

or verbs, e.g. re-ghter, part-time, test-drive. These words are

always hyphenated.

Other words are only hyphenated to show that they are linked

in the grammar of a sentence. This helps to avoid ambiguity.

Example:

Grandmother’s little-used car

My grandmother owns a little-used car.

Developing your language –

hyphenated words Global

Answer these questions. Perspectives

1. Which of the words from this list are xed compounds The author you listened to

(i.e. they always have to be hyphenated) and which are not? set his suspense story in

Use a dictionary to help you. the sugar-cane industry,

which is important in his

fast-paced fty-fty sub-plot long-range

local region. Research

open-handed short-sighted long-term re-edit

your region or country to

2. Explain the difference in meaning of these two sentences and

identify a good setting for

why a hyphen is necessary in the second example.

a suspenseful story.

The writer resigned from his contract.

The writer re-signed to extend his contract.

Word builder

Use the words in the Word cloud to complete the following.

1. A cliff-hanger is not someone hanging from a cliff but a literary

device. What does the term mean and how appropriate a name

do you think it is?

2. Half-hearted and murder-suspense are adjectives. What nouns

do they describe and how effective are they in expressing the

author’s ideas?

3. Sugar cane does not require a hyphen but the writer wants to

create a play on words in the title of his new book.

a By making it ‘Sugar-cane Frame’ what happens to the rhythm?

b Do you think this is an effective use of a hyphen?

4. Write three other phrases that require hyphens to avoid

confusion. 17
 Spine-chilling suspense

Writing suspense –

planning a beginning

You are going to plan and write the rst two paragraphs of a

suspense story. Use the guidance provided to help you.

Planning meeting

Discuss the advice the author gave for successful

suspense writing. What are you going to write about?

How does his advice t in?

Planning your paragraphs

You want to grab the reader’s attention immediately

so your opening paragraphs have to be fast-paced and

eventful, and leave the reader wanting to nd out more.

Planning the introduction:

●
What location will you use? Choose a familiar setting so

you can add detail from memory.

●
Who is the main character? Think about name, gender,

age, personality.

●
Will you use rst or third person narrative?

●
What major crisis will your character face?

●
What dilemma must be overcome?

●
What is the time pressure?

The opening paragraph: The second paragraph:

Remember to introduce: ●
the dilemma and its link to the story

●
your main character ●
more details about the character, location

● and time pressure

the location

●
● the cliff-hanger.
the crisis

●
the time pressure.

18
 1

Elements of suspense

Try to include most of these elements in your writing to provide

an explosive start to the story.

Use the graphic as a checklist for your story.

hyphenated time

compound
pressure

ellipsis
likeable

hero(ine)

compound familiar

sentences setting

Building

suspense

complex

cli-hanger

sentences

simple

sentences questions

dilemma anticlimax

19
Cambridge Lower Secondary

Complete

E n g li sh 7
Second Edition

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and speaking, and develops the skills required to help students progress to

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●
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●
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Perspectives tasks

●
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the transition to 14–16 study

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are also available as part of this series.

[Link]/cambridge-lowersecondary-english

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Stretching ex tension ac tivities

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