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Cambridge Lower Secondary
English
FT
LEARNER’S BOOK 9
Graham Elsdon
A
R
D
Second edition Digital access
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
Cambridge Lower Secondary
English
FT
LEARNER’S BOOK 9
Graham Elsdon
A
R
D
Lower Secondary FLE LB S9_Prelims.indd 1 05/01/21 9:12 PM

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Introduction
Introduction
Welcome to Stage 9 of Cambridge Lower Secondary English.
We are delighted to introduce you to a variety of fiction, non-fiction, poetry
and drama texts, all of which have been selected to appeal to readers of
your age. You will encounter texts from different countries and time periods,
extend your English skills and develop your knowledge of literature.
You will read a dramatic tale set below the streets of Paris, perform your own
drama scene and write a speech about an issue you feel strongly about. You
will study thought-provoking poems about the passing of time, read about
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lost tribes and analyse a science-fiction story about a strange journey.
There are two complete short stories in this book. The first one, ‘The
Red-Headed League’, is a mystery story featuring Sherlock Holmes. The
second, ‘The Journey Within’, is a fantasy tale about a girl discovering her
inner strength. Both of these stories will help you to understand structural
patterns, and allow you to explore themes in a very detailed way.
We hope you will enjoy writing stories in a variety of genres, such as
mystery and fantasy, as well as practising your persuasive and analytical
A
skills. There are many opportunities to create drama scenes, write
poetry and refine your ability to use language in expressive and
impactful ways.
You will have many opportunities to work in groups and pairs, exploring
reactions to texts and issues affecting the world we live in. The projects
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at the end of each unit are designed to help develop the skills you
have acquired, and allow you to practise the key skills of research
and presentation that are essential for future study and work.
Reflecting on your own learning is an essential part of
your development, so make use of the assessment and
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reflection features. They will allow you to see just how

much progress you are making and help you to become
a thoughtful and independent learner.
Good luck on the next stage of your learning journey.
Graham Elsdon
3

Contents
Contents
Page Unit Text type Reading
8 1 Going Contemporary fiction; contemporary drama; Darkparis (prose); Darkparis (drama);
underground non-fiction (travel writing) ‘Coober Pedy: Getting below the
surface’
33 2 Law and order Non-fiction (explanatory and persuasive); ‘The importance of conscience’; ‘To
autobiographical account; personal blog; do – or not to do . . . ’; ‘Why should you
young adult fiction become a police officer?’; ‘Confessions
of an art detective’; The Case of the
Missing Masterpiece; ‘The thrill of
the dark’
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57 3 The mystery of Pre-20th-century short story ‘The Red-Headed League’
‘The Red-Headed
League’
82 4 Time Pre-20th-century poetry; newspaper Poetry by Su Tung P’o; ‘To Make Much
articles; contemporary fiction of Time’; carpe diem poetry; ‘Outside
world still a mystery to tribe that time
forgot’; Tanglewreck; ‘The future is
bright’
108 5 That’s Contemporary drama; contemporary Small Island (play); The Boy Who
entertainment prose fiction; non-fiction (explanatory and Harnessed the Wind; ‘How to be a
A
argument articles) K-pop idol’; ‘Why we shouldn’t use
animals for entertainment’; ‘Why zoos
are good’
135 6 A sense of place Contemporary prose; travel writing; poetry If Nobody Speaks of Remarkable
(sonnets); personal writing Things; ‘A love letter to the Grand
R
Canyon’; ‘Chasm’; ‘Ozymandias’;
‘Vermont’; Tales from the Riverbank
159 7 ‘The Journey Contemporary short story (fantasy) ‘The Journey Within’
Within’
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187 8 Different lives Contemporary drama; autobiography; I Want to Fly; ‘No Arms, No Legs . . .
speech; contemporary science fiction But I Think My Life’s Perfect’; ‘Gender
equality is your issue too’; Binti
214 9 Strange and Contemporary poetry; pre-20th-century ‘This Landscape, These People’;
unusual drama; non-fiction (review and interview Macbeth; ‘A poetic retelling of Macbeth
articles); pastiche; science-fiction short story in a new India’; ‘Call Me Mac’; Interview
with Christina Koch; ‘To Serve Man’
4

Contents
Writing Speaking/Listening Language focus 21st-century skills

Writing contemporary fantasy; Discussion work; reading prose Punctuation for rhetorical Creativity;
writing a formal review; writing and drama aloud; listening to and effect; extended collaboration
a drama scene; producing travel discussing opinions metaphors
writing
Summarising views; using colons Discussion work; performing a scene; Combining sentence Critical thinking;
and semi-colons; note taking; listening to and discussing opinions; types for effect; colons communication
writing descriptively; making and semi-colons
deductions; analysing character
FT
Comparing characters; analysing Discussion work; improvising Working out the meaning Collaboration;
structure; writing a report; writing a conversation; listening to a of unfamiliar words; creativity
a story ending; descriptive writing playscript; dialogue reading different types of imagery
Writing different types of poems; Discussion work; giving a speech; Tenses, conditionals and Creativity; critical
personal response; writing a listening to an account modals; verb choices thinking
speech; writing a story opening;
writing a new chapter; making
predictions
Analysing dramatic structure; Discussion work; reading and Asides and dramatic Social
exploring contrast; writing a performing a play; listening to an irony; layers of meaning responsibility;
A
comedy scene; summarising account in figurative language collaboration
structural patterns; imaginative
writing; note taking; personal
response; writing a discursive
response
Analysing a poem; describing the Discussion work; exploring opinions; Rhyming couplets and Critical thinking;
natural world; analysing spatial listening to thoughts and feeling imperfect rhyme; pathetic learning to learn
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metaphors; writing sonnet lines; fallacy
homecoming writing
Writing a short fantasy account; Discussion work; reading in dialogue Motifs; levels of formality Social
analysing formality; describing parts; exploring and giving opinions responsibility;
a fantasy setting; imaginative creativity
monologue; analysing theme;
writing a fantasy story
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Note taking; analysis of language; Discussion work; performing a Dramatic conflict via Learning to learn;
writing a dramatic scene; writing scene; exploring agreement and language; pronoun communication
a feature article; writing a disagreement; listening to personal choices
persuasive speech; writing part of accounts; giving a speech
a science-fiction story
Poetry analysis; translation Discussion work; reading soliloquy; Ambiguous endings; Creativity;
of Shakespearean English; listening to account of genre puns and double collaboration
summarising; note taking; meanings
adapting Macbeth; writing
biography; writing a feature
article; writing a final scene;
writing a short story with a twist.
5

How to use this book
How to use this book 1 Going underground
This book contains lots of different features that will help your learning. These are explained below.
1.2 The Doorkeeper
This list sets out what you will learn in each 2 Law and order
In this session, you will:
session. You can use these points to identify 1

• explore the effect of structural and language choices
Read the text.
Key words
the important topics for the lesson. • consider how punctuation choices can be used to present
a a Make notes on the conventions of detective fiction that are
character
conventions: the
• mentioned
write in the text. of a story in the style of an author.
the continuation ‘rules’ of how a
b List any of these conventions that you can find in the extracts story is told or a
from The Case of the Missing Masterpiece from Sessions 2.4 piece of writing is
set out
This contains questions or activities to help Getting
andstarted
2.5.
bias: prejudice
FT
2 InInpairs,
pairs,discuss
discussmysterious
the purposecharacters
of this text. Consider:
from books and films that
find out what you know already about the you know. What makes them seem mysterious and how do you
a who has written it, why they might have written it, and where
for or against a
particular person,
topics in this session. react to them?
it is published
group or idea
pronoun: a word
1 Going underground
b another
Read whether the text
extract fromshows bias.
Darkparis. that stands in for
a noun to avoid
Important words are 1 highlighted inthethe
In groups of four, read scenetext
aloud, taking one speaking part Reading tip
Key words
Extract 2
repetition (‘I’,
each. You do not need to act it out, just concentrate on reading
02 ‘you’, ‘him’, ‘hers’,
when they first appeartheinwords
theaccurately
book. You will
and understanding what is happening.
Remember that there is a difference between an opinion based
And
ontheme: so here
a range the he was, inand
ofmain
evidence Darkparis,
a biased following
opinion. Relic through
Biased the
writing
‘its’, etc.)
tunnels. They seemed ontopersonal
shift . . . was that real, or just anfacts,
effectbut
find an explanation2 ofThis
the meaning of ofthese
scene explores the theme power. The Doorkeeper and
subject
gives
caused
book, film,
it deliberately
of
opinions a talk,
by the
based
poem,flamingany
ignores torches
facts and
viewpoints
that low
and
ceilings?
contradict
some
the view it takes. rebounded:
words in the margin. You will also find
the Old Man have power over Louis. Relic seems completely
powerless and so does Louis, although in the last line he seems to
etc.
It wasn’t long before they came to The Fork, where the tunnel split
script: the words
bounced back
scurrying: moving
3 three ways. uses
The writer There, aninextended
the yellow light from
metaphor theon
based torch flames,
ideas stood
of dark and
definitions of all thesebewords
challenginginThethe glossary
Doorkeeper. and Doorkeeper.
The actions from As
light in the title and
playwalls.
written down
a he spoke, his words rebounded off
the first two paragraphs of the text. Analyse quickly with short
the steps
at the back of this book.
In your groups, discuss how you could perform this scene to what
for thethis metaphor
actors to suggests about:
A
highlight the theme of power. The script does not give any ideas ‘And
use
a
so young Louis visits us!’ he declared.
the themes of detective stories
about tone of voice, gesture or movement, so start by considering ‘And what is he discovering I wonder? He is
gesture: Darkparis – a world that few see,
discovering
how you might speak your lines to show your character’s power. b the morals of the detectives and the villains that they beat . . .
movements
but a world end. of thesees many!’
which
Perform the scene, using a range of movement and gesture handsinorthe arms to
4 add Louis and
emphasis Relic orsaid nothing, and thethe silence
Activities give you the opportunity to
appropriate to your character. Most
was
bring
of the time,
filled
pronounsa storywithtothe
‘we’ and
a writer
lifeunpleasant
addresses
sound of an
reader using the plural
‘us’. This suggests that readers share his opinions
animal scurrying along the tunnel.
practise and develop the skills that you learn
Speaking tip 1 about
Going detective
underground fiction.
‘Paris is for the fearful,’ boomed The
in each session. Activities will involve
Use the range of your voice to create a strong sense of drama. Write a brief analysis
Doorkeeper, ‘but Darkparis of theiseffect
for the offearless.
this grammatical choice in
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Actors vary the volume, tone and pace of the voice throughout 2 the text. Why
Writers choosemight the writer
language want to
carefully to imply
supporta link with
their the reader,
purpose and
answering questions or completing tasks.
a performance. It is this variety that helps to show the emotions
1 Going underground
andthehow is that
effect theyrelated to the
are trying to purpose
achieve. of In the text?
pairs, analyse how the
Key words
of the character they are playing and to maintain the audience’s14 aural image:
This includes listening activities where you
interest.
5 Youfollowing
2 fiction.
Answer
are going
Asthe
language
you
to listen
following
choices
listen, make
to somecreate
questions.
notesimages
a sense
readers
on each
of mystery:
talking about detective
reader’s preferences
an image that
a aural, olfactory and visual such as flaming torches, appeals to the
hear a sound recording. These recordings and
a experiences
What typeof
rebounded of the
off thegenre.
texts doesand
walls Then
Ayesha write a summary
prefer,
foul-smelling and how of
tunnels hasthese
this sense of hearing
different inflviews,
uencedexplaining
her reaction how to each reader’s experiences affect
Darkparis?
can be played from the digital edition of
Peer assessment b
12 their opinions.
the use of symbols such as The Fork
b Explain why Vanessa has a slightly negative reaction to
and the mist olfactory image:
an image that
Give some feedback to another member of your group.
the Learner’s Book. • How well did they use the range of their voice?
c the use of antithesis in The Doorkeeper’s dialogue (for example,
the novel.
a world that few see, but a world which sees many).
appeals to the
D
sense of smell
c Alexei has mixed views about the novel. What factors have visual image:
• How convincingly did their movements and gestures convey
their character’s power? Key words informed his reactions? an image that
Language focus
03 3 prose:Stories the–formevenofones set in unusual locations – may appeals to the
54 Punctuation can be used for rhetorical purposes. This means that sense of sight
language
reflect the found in
experiences and values of the writer. You are
3 Look back at this scene and at the prose chapters from Sessions 1.1 punctuation marks such as question marks, exclamation marks symbol: literal
novels
going andto non-
listen to the author of Darkparis discussing
and ellipses such the book. argument
can shape an or suggest something about
This will provide you with explanations
and 1.2. In pairs, discuss the theme of power in these texts,
exploring how Louis develops from a powerless character to one
fiction
why texts
aascharacter she wrote
or
articles, written situation. As you listen, make notes on:
objects that
stands for or
of important content relating to grammar
who has power. Find examples to support your ideas and sustain A a
in question why mark
paragraphs
Itrather
can
she chose
thancreate
can betheused
settingto signal a rhetorical question.
verse a variety of tones, such as making a speaker
represents
something else
the discussion by talking about them in depth. b also why she chose Louis as a central character
and language. 4 Playwrights change the order of events and the information they
sound slightly
mood: the feeling
c that what
threatening or surprised
she says about the message of her book.
(‘Why on earth did you antithesis: the use
make
created bychoice?’).
the of opposites or
reveal to the audience at different points in a scene. They do this words, sounds and contrasting ideas
Exclamation
Think aboutmarks can also
the best way create
to record different effects,
your notes such as
so they
to create different effects, such as establishing a mood of mystery images in a (‘Welcome
poem ellipsis: a set of
excitement
will be clear when you torefer
yourback
new to life!’)
themor later.
anger (‘I insist you
or tension. leave now!’). three dots ( . . . )
used to indicate
Ellipses may suggest a variety of emotions or moods, such as that words have
Listening tip
nervousness/hesitation (‘Please . . . can I leave now?’) or a sense
Each tip will help you
22 to develop a technique of drama (‘And now… here it is!’).
When listening to texts in which speakers explain and justify their
been left out, or
to mark a pause
or skill connected to reading, writing, ideas, stay alert for the detail of their answer. Often, speakers
give several reasons for their opinions, so listen carefully to their
in speech
rhetorical
3 full The Doorkeeper
to get is presented as an unusual, powerful character.
speaking or listening. response a complete understanding.
One method the writer uses to achieve this is punctuation choices question:
a question
in The Doorkeeper’s dialogue. For example, the exclamation mark Key wordsto make
designed
4 Synthesising information
in And so young means
Louis visits combining
us again! conveys details from
the confi different
dence and a point rather
summarise: to
sources,
volume ofusually to find links
the character’s and make an overall point. To do
voice. than expecting
explain the mainan
this, you need to be able to locate, track and summarise particular answer
points of a text in
In pairs, discuss what the following punctuation choices suggest
information. atone: the way that
few words
about The Doorkeeper.
Look at the following comment about Darkparis: ‘Louis is someone speaks
skimming:
6 a the use of question marks in phrases such as You do know
a character who appeals to all readers.’ Is this an accurate reading aa piece
or how text of
there is no going back to your old life, don’t you, Louis? writing to
quickly sounds,
get the
statement? Begin by looking through the notes you made on the
Original material © Cambridge University Press 2021. This material is not final and b isthe
views subject
of ellipsis to further
Ayesha,inVanessa
Welcome changes
to .Alexei.
and . . The Test!readingprior
Use to such
strategies publication.
which helps
overall
suggest
idea
mood
scanning: looking
as skimming and scanning to locate relevant information. Make and feelings
through a text
Lower Secondary FLE LB S9_Prelims.indd 6 notes as you go, then in small groups discuss these ideas as well 05/01/21
quickly9:12
to fiPM
nd
3
The structure of a story affects how readers experience and
understand it. For example, a writer makes deliberate choices
about the order of events, how time is presented and when
We are working with Cambridge Assessment International Education towards
characters endorsement of this title.
are introduced.
In pairs, discuss the following structural choices in Darkparis and
the effect they have on the reader: Key word
a How to use this book
the description of the catacombs in the opening sentences flashback: a part
of a story that
b the use of flashback to show Louis’s first meeting with Relic
goes back in time
and his feelings about his life to explain an
c the mention of The Doorkeeper at the end of the extract. event
4 In groups, discuss your reactions to the opening of Darkparis.

Talk about: Speaking tip
a whether the story interested you and why It isunder
important to
1.6 Living the ground
b what you thought of the structure make appropriate
and well-judged
cThink whether or not you
about structure of were
your interested
writing. You in the
couldtwostart
mainbycharacters.
describing contributions
Writing tip
the journey, then meeting a local person and then end by reflecting to a group
After completing an activity, this provides Self-assessment
on your experience. The voice you use and the viewpoint you express When editing,
discussion. That
focus closely
means always
you with the opportunity to either assess are also
Review your important.
contribution What toattitude
the group
language choices and use techniques such as metaphor where
will discussion.
you adopt? Make suitable
on thetoopening
trying develop
• How thoroughly did you explore the points raised? anddiscussion.
the closing
your own work or another learner’s work. appropriate.
• Which of your comments did you feel helped to develop the
sections
You can do of this
your
work.
by They are
building on
Peer discussion
assessment most effectively?
aessential
point thatto the
Swap articles from Activity 4 with a partner and give structure of
someone elseyour
5 them Write a summary of the different viewpoints expressed by
feedback. writing,
has made, and orthe
parts
by
1.3 that readers
challenging
Reviewing Darkparis
• members
How wellofisyour theirgroup.articleStructure
organisedyour writing
– does using
it have a a connect with
something that
subheading
clear structure? for each of the three bullet points you discussed.
most
has strongly.
been said.
• How effective are their language choices – do they help you Make sure they
Reading tip
This contains questions that ask you to look • picture
Summary Whatchecklist
were
the town? the challenges of synthesising information? serve the overall
When
purpose reading
and
FT
• I canWhat other amethods
identify fiction genre of finding basedand on recording
a story’s key information
features.
back at what you have covered and reflect on 5 Edit
in several different texts could you use? How would these
your article
I understand how before creating
explicit your final
information helps draft. Think carefully
a reader
multiple
engage the texts,
use techniques
reader’s interest.
help you?
your learning. understand
about
I can comment
Make changes that
a character’s
the effectiveness
on will
the effect
actions.
of your
achieveofyour
language and structural choices.
storyoverall
structure.
purpose.
such as scanning
to locate key
5 I can express
Imagine that myyou opinion
are a of a story opening
professional and summarise
book reviewer whose job is information
Summary
mytoown checklist
andcompanies
others’ ideas. and then read
advise whether or not a book should be published.
this closely to
A book
I can analyse companythe effect hasof asked you tochoices
structural write ain formal
a piece review of the interpret the
This list summarises the important skills that of opening
travel writing.
anddiscuss
chapters of Darkparis. You should give your own views
any others you have encountered in this session.andYour review
details. Use a
I can and give a personal response to themes table or other
you have learnt in the session. ideas
should across a text. on:
comment visual layout
I can to record the
a write, evaluate
the choice andcharacters
of the edit a piece andofsettings
travel writing. 11
information so
b the appeal of the storyline you can see
similarities and
c whether the novel is likely to be popular with 12–18-year-olds. differences next
These questions look back Checkyour
yourprogress
progress
A Check Your audience is the head of children’s books at the book to each other.
at some of the content you Answer
Answer thethe following
following questions.
questions.
company. Use formal language and standard English. Read some
learnt in each session in this Checkyour

Check yourprogress
1 1 Using
progress
Using examples,
examples, describes
describes some
online book reviews to see how they are written and to get some
some
ideas offorof the
theextending
waysways inyour
in whichwhich fiownfiction
ction stories
vocabulary
stories cancanbe be
and structured.
language.
structured.
Key words
Answer
2 the
Using following
examples, questions
explain how to
Use check
punctuation
features what of you
can have
reviewcreate learned
writing effects in
such this
such
as unit.
as
subheadings and bullet formal language:
unit. If you can answer these, Answer
2
1
the examples,
Using following questions
tension
tension
What or
areorkey
explain how
excitement.
excitement.
features of
to check
punctuation
points where
adventure
what you canhavecreatelearned
effectsinsuch
appropriate. Write 250 words.
stories?
this as
unit.
the form of
1 What are key features of adventure stories? English used in
you are ready to move on to 3 3 Give ‘People’s
Give
‘People’s some experiences
examples
experiences and and
of preferences
events
preferences that affect
happen
affect
some examples of events that happen in adventure stories. the the
in way
adventure
way they they choose
stories.
choose and and respond
respond more ‘serious’
to texts.’ Explain what Summary
this means, checklist
using your own words.
the next unit. 2 2 What
to texts.’
WhattypeExplain
typeof of what this
characters
characters domeans,
do
youyou find using
find inyour ownstories?
adventure
in adventure words.
stories? texts and
R
4 4 Describe
Are
Describe they the different
theordinary
different waysways
people or you
do can
canthey
I can listen use
have
to your voice
special
the type and
skills? gesture
of gesture
booksWhat to
tohappens
people convey
are tointerested
them? in and situations, such as
Are they ordinary people oryou do they use
have your
specialvoice and
skills? What convey
happens to them?
character indrama
a drama script.make some recommendations. news reports or
character in a script.
3 35 NameName
Describe
three
three ways
the
waysyouyou
purposes cancan keep
and
keep an an
Iintended
understand
audience
audience effects
interested
interested
how of personal
travel when when relating
relating
context
writing. inflan
an anecdote.
anecdote.
uences writers’ choices official speeches
5 Describe the purposes and intended effects ofand travel writing. standard English:
4 4 Using
Using examples,
examples, explain
explain what whatand alliteration
readers’and
alliteration reactions sibilance
sibilance to are. are.
a text.
6 6 Explain
Explainsome some features
features of of effective
effective
I can travel
use
travel writing.
writing.
different strategies to synthesise information from a the most widely
5 5 List three ways that a
List three ways that a writer can writer can
createcreate suspense.
suspense. accepted form
range of sources. 31
6 Project
6 ProjectExplain
Explain what whatyouyou know
know aboutabout writing accounts of adventures. of English that is
I writing accounts ofreview
adventures.
At the end of each unit, there How
Humans
How
Humans has has
areare
youryour writing
fascinated
writing
fascinated
improved?
by
improved?
by what what
can write
happens
happens
a formal
below
below ground.
ground.
using standard English.
ManyMany stories
stories andand
not specific to a
films particular region
is a group project that you can films arearesetset below
below thethe earth
earth or or feature
feature characters
characters who who livelive underground.
underground.
D
In groups, you are going to make a collection

In groups, you are going to make a collection of fictional texts that feature of fictional texts that feature
carry out with other learners. aspects
aspects of underground
of underground life.life.
ForFor example,
example, youyou might
might explore
explore novels
novels suchsuchas as
thethe Middle-Earth
Middle-Earth books
books by byJ. R.J. R.R. Tolkien,
R. Tolkien, Neverwhere
Neverwhere by by
Neil Neil Gaiman
Gaiman andand
This will involve using some Artemis
Artemis FowlFowlby byEoinEoin Colfer.
Colfer. There There areare many many Marvel
Marvel comics comics andand films,
films, suchsuch
as as Journey to tothethe Centre of the Earth andand How to to Train Your Dragon, which
of the knowledge that you Journey
also
also useuse
Centre
underground
underground
of the
settings.
settings.
Earth How Train Your Dragon, which
learnt during the unit. Your Once

Once youyou
these
havehave
readread
andand researched
researched
these andand other
other texts,
texts, work
work as as
a a
project might involve creating group
group to to discuss
discuss themthem
andand choose
choose
thethe most interesting or or descriptive 19
most interesting descriptive
or producing something, or passages
passages fromfrom
a presentation
them.
them. Then,
Then, prepare
prepare
a presentation forfor your
your class
class in which
in which
you might all solve a problem youyou discuss
discuss these
these
presentation,
texts.
texts.
you
In your
In your
should:
presentation, you should:
together. • • introduce
introduce
thethe texts
texts youyou have
have
chosen
chosen
• • read
read some
some passages
passages from
from thethe
texts
texts about
about lifelife underground
underground
• • analyse
analyse why
why these
these texts
texts appeal
appeal
to to readers.
readers.
Your
Your presentation
presentation should
should lastlast
tenten minutes
minutes andand should
should feature
feature visual
visual
aids
aids if appropriate.
if appropriate.
32
32
7

1 G
oing underground
In this unit, you will read prose and play versions of a modern fiction text
set in a mysterious place beneath a city. You will practise your drama and
reviewing skills and will read and discuss a piece of travel writing.
1.1 Relic
FT
• read a story opening and discuss genre
• explore how key information helps readers understand a
character’s actions
• consider the effect of story structure
A
• discuss and summarise your impressions of a story opening.
Getting started
R
What makes an exciting opening chapter in a story? In pairs,
discuss your ideas and talk about some opening chapters in
books that you have enjoyed.
D
8
Lower Secondary FLE LB S9_U1.indd 8 05/01/21 3:57 PM

1.1 Relic
Darkparis
In this session and the next, you are going to read the opening of a
novel called Darkparis. The story is set in Paris. The main character,
Louis, finds himself in the mysterious catacombs below the city streets,
led by his new companion, Relic. Catacombs were originally mines that
were later used as storage tunnels. The catacombs are a popular tourist
attraction in Paris today.
01 Extract 1
Louis stood just inside the entrance, watching the shadows from
FT
the flickering torches dance on the walls. This was the first time flickering: shining
he’d been inside the ancient catacombs and the situation felt unsteadily
unnatural. He could see Relic begin to make her way through the naïve: lacking
narrow tunnels, and despite his hesitation, something – he didn’t experience or
know what – made him trust her. Somehow, she was the key to wisdom
this. He started to follow her.
Darkparis. How did he end up here – and why?
He was bored. Bored with work, bored with home, bored
A
with life. Louis was 17 years old and living in a small
apartment in northern Paris. That much sounded like
a dream, but Louis had soon discovered how dull life
in the world beyond childhood could be. His job in the
local supermarket hardly filled him with joy. Yes, he
was bored. Lonely, actually. So when a dark-haired girl
R
he’d never met before had approached him as he left
work the previous day and asked him how to find the
entrance to the catacombs, he was pleased to have a
brief distraction.
‘I’ll show you,’ he found himself saying. ‘I’m heading
D
that way.’
The girl smiled and introduced herself as she began
walking alongside him. ‘I’m Relic,’ she said.
As they navigated the back streets of Paris, Louis
found himself in an easy conversation with Relic.
She had a kind face and seemed a little too naïve to
live in the city. At the same time, though, there was
something odd about her – as if she belonged to
another time.
9

1 Going underground
They arrived at the catacombs quicker than he would have liked.

‘Thanks, Louis,’ Relic said, turning towards the entrance. And it
flashed through Louis’s mind that he had never told her his name.
‘By the way, The Doorkeeper thinks you’re the one. Be back here
at nine o’clock tomorrow night.’
With that, she was gone.
But he knew he’d be there the following evening.
Key words
1 Which genre of fiction do you think Darkparis belong to? genre: a particular
Discuss your ideas in pairs. Consider: type of text –
for example,
FT
a the title adventure,
b the names of the characters comedy, crime,
science fiction
c the setting fiction: stories
d the events of the story so far about imaginary
characters and
e the picture below from the front cover of the book. events
setting: the
location where a
A
story takes place
R
D
2 Writers often give explicit information, which helps readers

Key words
to understand events as the story develops. In the first three
paragraphs of Darkparis, you find out that Louis is bored and explicit
lonely, and that he likes Relic. Write a paragraph explaining: information: ideas
and details that
a how this information helps you to understand and interpret a writer states
Louis’ decision at the end of the extract directly
b what you think might happen later in the story.
10

1.1 Relic
3 The structure of a story affects how readers experience and

understand it. For example, a writer makes deliberate choices
about the order of events, how time is presented and when
characters are introduced.
In pairs, discuss the following structural choices in Darkparis and
the effect they have on the reader: Key word
a the description of the catacombs in the opening sentences flashback: a part
of a story that
b the use of flashback to show Louis’s first meeting with Relic
goes back in time
and his feelings about his life to explain an
c the mention of The Doorkeeper at the end of the extract. event
FT
4 In groups, discuss your reactions to the opening of Darkparis.
Talk about: Speaking tip
a whether the story interested you and why It is important to
b what you thought of the structure make appropriate
and well-judged
c whether or not you were interested in the two main characters. contributions
to a group
Self-assessment
A discussion. That
means always
Review your contribution to the group discussion. trying to develop
• How thoroughly did you explore the points raised? the discussion.
You can do this
• Which of your comments did you feel helped to develop the
by building on
R
discussion most effectively?
a point that
someone else
5 Write a summary of the different viewpoints expressed by has made, or
members of your group. Structure your writing using a by challenging
something that
D
subheading for each of the three bullet points you discussed.

has been said.
Summary checklist
I can identify a fiction genre based on a story’s key features.
I understand how explicit information helps a reader
understand a character’s actions.
I can comment on the effect of story structure.
I can express my opinion of a story opening and summarise
my own and others’ ideas.
11

1 Going underground
1.2 The Doorkeeper

• explore the effect of structural and language choices
• consider how punctuation choices can be used to present
a character
• write the continuation of a story in the style of an author.
FT
Getting started
In pairs, discuss mysterious characters from books and films that

you know. What makes them seem mysterious and how do you
react to them?
Read another extract from Darkparis.

A
02 Extract 2
And so here he was, in Darkparis, following Relic through the
tunnels. They seemed to shift . . . was that real, or just an effect
caused by the flaming torches and low ceilings? rebounded:
It wasn’t long before they came to The Fork, where the tunnel split bounced back
R
three ways. There, in the yellow light from the torch flames, stood scurrying: moving
The Doorkeeper. As he spoke, his words rebounded off quickly with short
the walls. steps
‘And so young Louis visits us!’ he declared.
‘And what is he discovering I wonder? He is
D
discovering Darkparis – a world that few see,

but a world which sees many!’
Louis and Relic said nothing, and the silence
was filled with the unpleasant sound of an
animal scurrying along the tunnel.
‘Paris is for the fearful,’ boomed The
Doorkeeper, ‘but Darkparis is for the fearless.
12

1.2 The Doorkeeper
You do know there is no going back to your old life, don’t you,
Louis? You know you must prove yourself, don’t you, Louis? I don’t
think you are weak, but I’m not yet sure if you are strong. Or strong
enough, at least.’
A low mist was creeping into the tunnel.
‘I’m not weak,’ responded Louis, trying to hide the quiver in his quiver: a shake
voice. piercing: cutting
‘Let us see,’ continued The Doorkeeper, his eyes piercing Louis. through
‘We define ourselves through the choices we make, even when the lingers: hangs
mist of indecision lingers.’ around
‘Welcome to . . . The Test!’ proclaimed the Doorkeeper.
FT
There was a split second of inaction, and then…
They were off! Relic disappeared down one tunnel and The
Doorkeeper down another. The third tunnel stood there,
beckoning Louis.
He was deep in Darkparis; buried in the catacombs, with their
foul-smelling passageways and strange mist.
Which way now? Go on or go home?
A
1 In this extract, the writer tells the story in chronological order.
Key words
The effect of this is to focus on the present action in the
catacombs, to develop the reader’s understanding of situation chronological
R
and character. order: the order
in which events
Copy and complete the following table to show the effect of other occur by time
structural choices in this extract. dialogue:
conversation
D
Structural choice Effect between two

Focusing on the setting in the first or more people
three paragraphs or characters,
written as direct
Making The Doorkeeper more
speech
central
cliffhanger: a
Using dialogue to show the
dramatic ending
interaction between Louis and The
which leaves
Doorkeeper the reader in
Ending on a cliffhanger suspense
13

1 Going underground
2 Writers choose language carefully to support their purpose and

Key words
the effect they are trying to achieve. In pairs, analyse how the
following language choices create a sense of mystery: aural image:
an image that
a aural, olfactory and visual images such as flaming torches, appeals to the
rebounded off the walls and foul-smelling tunnels sense of hearing
b the use of symbols such as The Fork and the mist olfactory image:
an image that
c the use of antithesis in The Doorkeeper’s dialogue (for example, appeals to the
a world that few see, but a world which sees many). sense of smell
visual image:
Language focus an image that
appeals to the
FT
Punctuation can be used for rhetorical purposes. This means that sense of sight
punctuation marks such as question marks, exclamation marks symbol: literal
and ellipses can shape an argument or suggest something about objects that
a character or situation. stands for or
A question mark can be used to signal a rhetorical question. represents
It can also create a variety of tones, such as making a speaker something else
sound slightly threatening or surprised (‘Why on earth did you antithesis: the use
make that choice?’). of opposites or
A
Exclamation marks can also create different effects, such as contrasting ideas
excitement (‘Welcome to your new life!’) or anger (‘I insist you ellipsis: a set of
leave now!’). three dots ( . . . )
used to indicate
Ellipses may suggest a variety of emotions or moods, such as that words have
R
nervousness/hesitation (‘Please . . . can I leave now?’) or a sense been left out, or
of drama (‘And now… here it is!’). to mark a pause
in speech
3 The Doorkeeper is presented as an unusual, powerful character. rhetorical
One method the writer uses to achieve this is punctuation choices question:
D
a question
in The Doorkeeper’s dialogue. For example, the exclamation mark
designed to make
in And so young Louis visits us again! conveys the confidence and a point rather
volume of the character’s voice. than expecting an
In pairs, discuss what the following punctuation choices suggest answer
about The Doorkeeper. tone: the way that
someone speaks
a the use of question marks in phrases such as You do know or how a piece of
there is no going back to your old life, don’t you, Louis? writing sounds,
which helps
b the ellipsis in Welcome to . . . The Test!
suggest mood
and feelings
14

1.2 The Doorkeeper
4 Look at the following notes, which the writer made when

Key words
planning the next part of the story.
sequence: the
Louis follows The Doorkeeper. After travelling through order of events in
a dark, winding tunnel, he catches up with The Doorkeeper, a story
who advises him to turn back and follow his own path. When voice: the way
he arrives back at The Fork, he takes the third tunnel. It leads a particular
character speaks
him to a huge maze. or thinks in fiction,
Using these notes, write the next part of Darkparis. Write in the or the writer’s tone
same style as the extracts you have read, using similar language and and point of view
in non-fiction
structural techniques. For example, you could use a chronological
FT
sequence or a flashback. Use punctuation and other language
techniques, such as antithesis, to present the voice of The Doorkeeper. Writing tip
Start by deciding whether you want to develop the writer’s plan. Planning before
Write 200 words, making sure your spelling is accurate and your you write can
handwriting is fluent. be useful, but
remember that
Peer assessment ideas may come
to you as you
A
In pairs, read your stories aloud. Give your partner feedback write, so you
on the effectiveness of their language and structural choices. may only need
Comment on: a basic plan.
• how similar the language choices are to those used in Be confident in
Darkparis deciding how
R
much planning
• the sequence of the story – did it help to maintain your you need to do
interest? based on the
amount of time
you have and
Summary checklist your skill level.
D
I can analyse the effect of a writer’s structural and language

choices.
I can comment on how punctuation choices help to create a
distinctive character.
I can use specific language, structural and grammatical
techniques to write in the style of another author.
15

1 Going underground
1.3 Reviewing Darkparis

• make some book recommendations
• explore how personal context affects the reading and
writing of texts
• synthesise information from different sources
• write a formal review.
FT
Getting started
In pairs, make a quick list of books you have read and enjoyed
recently. Then discuss:
• why you chose those books
• whether the settings in the books were similar or different
to the world you live in.
A
1 People often ask for or offer recommendations for books to read.
When suggesting a book to a friend, it is useful to know what
genres and types of text they like. In groups, share your ideas from
the Getting started activity, then make some recommendations for
R
books you think other group members would enjoy.
Key word
People’s personal experiences and preferences affect the way they
choose and respond to texts. A reader’s personal context – their context: the
situation within
background and beliefs – can also lead them to interpret stories in
which something
D
different ways. Read the readers’ reactions to the first few chapters exists or happens
of Darkparis below.
16

Ayesha, 14
I enjoyed this. I like books with mysterious characters and strange
settings, mainly because they seem very different to normal life. For
me, reading is a chance to escape reality, so I enjoyed reading about
the character of The Doorkeeper because he seems powerful and
mysterious at the same time. I like characters who have some type
of secret knowledge. In comparison, Louis seems dull and a bit
disappointing as a character. I’d like to read a bit more of this book
to find out what happens and why The Doorkeeper is testing Louis.
I think this is a story about how people don’t realise that there are
FT
ways of living differently to their own.
Vanessa, 13
I thought Darkparis was okay. The best bit about it was the
character of Relic. She seemed to be intriguing, not only to Louis,
but to the reader. There were lots of unanswered questions about her,
A
so I’d like to know who she is and how she develops in the full novel.
I like novels with strong female characters, mainly because these days
I think girls can do anything that boys can. That’s why I usually
choose books where the main character is a girl. I found the opening
of Darkparis disappointing because Relic doesn’t really feature
R
much – it’s mainly about male characters.
Alexei, 18
D
This is the type of book I would have read a few years ago and
enjoyed. At that age, I used to like books set in underground
places. Now that I’m older, it didn’t appeal as much, but it did have
interesting characters. The character I most identified with was
Louis. I know how it feels to be bored. I live in a small village in
Russia and would like a more exciting life! The other thing I liked
was the setting. Last year, my family went on holiday to Paris and
I visited the catacombs, so I could imagine the setting of this book.
It’s fun to read books set in places you know.
17

1 Going underground
2 Answer the following questions.

a What type of texts does Ayesha prefer, and how has this
influenced her reaction to Darkparis?
b Explain why Vanessa has a slightly negative reaction to
the novel.
c Alexei has mixed views about the novel. What factors have
informed his reactions?
03 3 Stories – even ones set in unusual locations – may
reflect the experiences and values of the writer. You are
going to listen to the author of Darkparis discussing
FT
why she wrote the book. As you listen, make notes on:
a why she chose the setting
b why she chose Louis as a central character
c what she says about the message of her book.
Think about the best way to record your notes so they
will be clear when you refer back to them later.
A
Listening tip
When listening to texts in which speakers explain and justify their
ideas, stay alert for the detail of their answer. Often, speakers
R
give several reasons for their opinions, so listen carefully to their
full response to get a complete understanding.
Key words
4 Synthesising information means combining details from different
summarise: to
sources, usually to find links and make an overall point. To do
D
explain the main

this, you need to be able to locate, track and summarise particular points of a text in
information. a few words
Look at the following comment about Darkparis: ‘Louis is skimming:
a character who appeals to all readers.’ Is this an accurate reading a text
statement? Begin by looking through the notes you made on the quickly to get the
overall idea
views of Ayesha, Vanessa and Alexei. Use reading strategies such
scanning: looking
as skimming and scanning to locate relevant information. Make
through a text
notes as you go, then in small groups discuss these ideas as well quickly to find
as your own views and decide whether or not Louis appeals to particular details
all readers.
18

Reading tip
•
What were the challenges of synthesising information?
What other methods of finding and recording information
• When reading
in several different texts could you use? How would these multiple texts,
help you? use techniques
such as scanning
to locate key
5 Imagine that you are a professional book reviewer whose job is information
and then read
to advise companies whether or not a book should be published.
this closely to
A book company has asked you to write a formal review of the interpret the
opening chapters of Darkparis. You should give your own views details. Use a
and any others you have encountered in this session. Your review table or other
FT
should comment on: visual layout
to record the
a the choice of the characters and settings
information so
b the appeal of the storyline you can see
similarities and
c whether the novel is likely to be popular with 12–18-year-olds. differences next
Your audience is the head of children’s books at the book to each other.
company. Use formal language and standard English. Read some
A
online book reviews to see how they are written and to get some
Key words
ideas for extending your own vocabulary and language.
Use features of review writing such as subheadings and bullet formal language:
points where appropriate. Write 250 words. the form of
English used in
R
more ‘serious’
Summary checklist
texts and
I can listen to the type of books people are interested in and situations, such as
make some recommendations. news reports or
I understand how personal context influences writers’ choices official speeches
standard English:
D
and readers’ reactions to a text.

I can use different strategies to synthesise information from a the most widely
range of sources. accepted form
of English that is
I can write a formal review using standard English.
not specific to a
particular region
19

1 Going underground
1.4 The second test

• use voice and gesture to convey character and theme
in drama
• explore a theme across several texts
• explore the effect of structural choices in a script
• write a dramatic scene.
FT
Getting started
How many ways can you use your voice to convey power? In pairs, Key word
practise different ways of delivering the line ‘What’s this about? I
want to leave!’ Vary the volume and pace of your delivery. pace: the speed
at which someone
speaks or how
Darkparis – the play quickly events
A take place in a
Read the following scene from the play version of Darkparis. It takes story
place after Louis has completed his first test, in which he entered the
third tunnel and found his way through a maze.
R
04 Scene 4: The Second Test
The scene takes place in a large, cave-like underground area, lit
with flaming torches. There are two people in the shadows at the
back of the stage. The sound of rushing water can be heard.
D
Louis emerges from a tunnel.

The Doorkeeper Well done, young Louis. You completed the Moving
Maze. Not many do. Well, not alive anyway.
Louis looks up at The Doorkeeper.
Louis What’s this about? I want to leave!
Pause.
The Doorkeeper We both know you can’t. You chose the third
tunnel, Louis. You chose your own route. You
chose. Why was that, Louis?
20

1.4 The second test
Louis gets to his feet.

Louis I don’t know.
The Doorkeeper You followed your instincts. Trusted yourself
. . . the sign of a strong person. You are strong.
Pause.
The Doorkeeper Now prove yourself in your next choice.
The rear of the stage lights up. We can see Relic, suspended
above a fast-moving river. She is gagged. There is also an gagged: having
Old Man standing very still. He is looking into a glass ball. a covering over
Old Man (to Louis) There you are, master Louis – at the mouth so
FT
school. And you’re unhappy. Deeply unhappy. someone cannot
Something happened. Bad choices – but they speak
weren’t your choices to make. And now you’re in
a supermarket. You’re unhappy there, too. You
want more . . . you want a new life.
The Doorkeeper This is why you’re here, Louis. To prove yourself
through the choices you make. To choose your
new life.
A
The Doorkeeper takes off Relic’s gag. The river below her
crashes along.
Relic Help me, Louis! Help me! Don’t let me die!
Please!
R
Louis looks confused.
The Doorkeeper Listen to her, Louis. Listen.
Relic You’ve got to help me! If I go in the river,
I die. You can’t let me die. That river only
flows one way, and there is no return.
D
Louis What do I need to do?

Old Man It’s you or her.
Pause.
The Doorkeeper One of you enters the river. It’s you
or her. You choose.
Relic Please, Louis!
The Doorkeeper Time to choose, young man.
Louis (to The Doorkeeper) I have. I refuse.
21

1 Going underground
1 In groups of four, read the scene aloud, taking one speaking part
Key words
each. You do not need to act it out, just concentrate on reading
the words accurately and understanding what is happening. theme: the main
subject of a talk,
2 This scene explores the theme of power. The Doorkeeper and book, film, poem,
the Old Man have power over Louis. Relic seems completely etc.
powerless and so does Louis, although in the last line he seems to script: the words
be challenging The Doorkeeper. and actions from a
play written down
In your groups, discuss how you could perform this scene to
for the actors to
highlight the theme of power. The script does not give any ideas use
about tone of voice, gesture or movement, so start by considering gesture:
how you might speak your lines to show your character’s power. movements of the
FT
Perform the scene, using a range of movement and gesture hands or arms to
add emphasis or
appropriate to your character.
bring a story to life
Speaking tip
Use the range of your voice to create a strong sense of drama.
Actors vary the volume, tone and pace of the voice throughout
a performance. It is this variety that helps to show the emotions
A
of the character they are playing and to maintain the audience’s
interest.
Peer assessment
R
Give some feedback to another member of your group.
• How well did they use the range of their voice?
• How convincingly did their movements and gestures convey
their character’s power? Key words
D
prose: the form of

language found in
3 Look back at this scene and at the prose chapters from Sessions 1.1
novels and non-
and 1.2. In pairs, discuss the theme of power in these texts, fiction texts such
exploring how Louis develops from a powerless character to one as articles, written
who has power. Find examples to support your ideas and sustain in paragraphs
the discussion by talking about them in depth. rather than verse
mood: the feeling
4 Playwrights change the order of events and the information they
created by the
reveal to the audience at different points in a scene. They do this words, sounds and
to create different effects, such as establishing a mood of mystery images in a poem
or tension.
22

1.4 The second test
Here are three structural choices the writer has made in this scene:
a At the start of the scene, the audience can see two people at
the back of the stage (but they cannot see who they are) and
can hear the sound of water.
b In the middle of the scene, a new character – the Old Man
– is introduced.
c At the end, Louis challenges The Doorkeeper’s authority,
creating a cliffhanger.
What effect do each of these choices have on you as a reader?
Write a brief explanation of how you react at each point.
FT
5 Write the next scene of the play. Start by thinking about
Writing tip
the structure:
Always begin
a What will happen between Louis and The Doorkeeper? scriptwriting by
b How will Relic’s problem be resolved? planning the
sequence of
c Will the Old Man play a more important role? events. Think
d Will you introduce a new character? about the large
A blocks of the
e Will you end the scene with another cliffhanger? story – what
Try experimenting with the order of events and the content of happens and
in what order.
the scene. You are writing for teenagers who enjoy mysterious,
Before you start
dramatic fiction, so make sure your scene will appeal to them. to write, you
R
When you write the words for each character, maintain their voice should know how
and personality from the scene you have read. Your finished scene the scene will
end.
should be 250 words.
D
Summary checklist
I can use voice and gesture to convey character and emotion
in a dramatic performance.
I can analyse how a theme is presented and developed
in different texts.
I can comment on the effect of different structural choices
in a script.
I can write a dramatic scene, maintaining the voice and
personality of the characters.
23

1 Going underground
1.5 Visiting Coober Pedy

• explore the implications of explicit information
• consider how extended metaphors contribute to the
purpose and effect of a text
• analyse a writer’s language choices.
Getting started
FT
In pairs, describe an interesting place you have visited.
Explain what made it memorable – was it the people, the
buildings or an unusual event?
Coober Pedy Key word

Travel writing is a non-fiction genre in which the writer describes a non-fiction:
A
place they have visited. The purpose of travel writing is mainly to writing that is
entertain the reader by describing interesting locations and people. But about real events
travel writing is also meant to make the reader think and reflect upon and facts
different lifestyles and human experiences.
R
The article below describes a visit to Coober Pedy, a town in Australia
where most of the people live under the ground.
D
24

05 Extract 1
Coober Pedy: Getting below the surface
I spent three days travelling to Coober Pedy. The nearest town
is 400 miles away, there’s no wi-fi, and I’ve just spent the night
sleeping in what is effectively a hole in the ground. When I
decided to be a travel writer, I was expecting something much
more glamorous than this . . .
Coober Pedy is in the middle of the South Australian desert. It’s
1,800 miles from Canberra, Australia’s capital city, but it might as
well be on Mars. As you approach by car, your vision is filled with
FT
otherworldly images: the long stretches of dusty red landscape, otherworldly:
strange hills of white soil and randomly scattered mining holes relating to
make this place look like something from science fiction. It’s a little a strange,
bit unnerving. alternative world
unnerving:
The weather is otherworldly too. Summers are hotter than the
causing a loss of
sun and the winters are colder than Mars. That’s why most of the confidence
townspeople live under the ground in dugouts, trying to make a
opal: a precious
living in this place of extremes. People started coming here in the
A
stone
1920s, attracted by the precious opals to be found buried here.
blasting: blowing
They sought their riches by blasting and digging their way through
up or breaking
the rocks in a desperate attempt to get rich quick. The harsh
apart
surroundings were just something they had to put up with. Living
below the surface was the best option.
R
When I first arrived the town, it struck me just how unreal the
whole place seemed – like a deserted film set for a Martian movie
where I was the unwilling heroine. The red dust and mine shafts of
this new reality didn’t seem real at all.
D
But it did make for some nice photos.
25

1 Going underground
1 In pairs, discuss:
a what the writer states about the area and what this implies
b your initial impression of the writer’s voice and attitude.
2 The writer explicitly mentions how long it takes to reach Coober
Pedy and the reason why people settled there in the 1920s. What
effect does this have on your impressions of the town and its
inhabitants? Discuss your ideas in small groups. Key words
simile: a type
Language focus of figurative
language in
Writers often make comparisons to help readers picture or
FT
which one thing
understand a topic. Literary techniques such as simile and is compared to
metaphor are particularly effective ways of making comparisons, something else
and writers may repeat and develop a comparison throughout using the words
a text as an extended metaphor. Look at this example from a ‘as’ or ‘like’
piece of travel writing. The writer uses water-based comparisons
to show the heat of a desert town: metaphor: a type
of comparison
The haze of heat distorted Mandora, making the town look like that describes
it was under water. In the dazzling light, the shape of human one thing as if it is
A
bodies seemed to shift as waves of heat rippled. People swam something else
slowly towards me, their limbs flailing and their faces made wide extended
by the watery midday world. metaphor: a
Notice how the references to water and swimming contribute to metaphor that is
the overall purpose of the description. The comparison shows used, repeated
R
the reader clearly how hot it is in the desert, as well as how the and developed in
power of nature can alter the way we perceive our surroundings. a piece of writing
3 The writer makes language choices to present Coober Pedy as

D
an unusual place. Write a 100-word paragraph analysing the use

and overall impact of the comparisons with Mars in the article.
Be precise and perceptive in your analysis. Choose quotations
carefully to support your ideas.
26

4 Read the following example response to Activity 3. In pairs,

Reading tip
discuss what makes it perceptive.
Perceptive
By referring to the ‘long stretches of dusty red landscape’ and analysis of
‘a deserted film set for a Martian movie’, the writer not only language means
describes the physical appearance of the town, she also shows showing that you
that it is so unusual that it could be on another planet. The have understood
what a writer
implication is that Coober Pedy seems alien – as if it is not means by their
normal. The writer implies that Coober Pedy is out of touch word choices.
and perhaps empty, and suggests that she does not really want To achieve this,
try to ‘stand
to stay there. There is a sense that the writer thinks the town and back’ from the
FT
its people are strange. language and see
its implications
Self-assessment for the whole
piece. Do the
Reread your own paragraph from Activity 3. words suggest
• How effective is it compared to the example response in anything about
Activity 4? the bigger issues
in the text as a
• How could you improve your answer?
whole?
A
Summary checklist
I can identify explicit information and comment on its
implications in a travel article.
R
I can explain how imagery, including extended metaphors, can
be used for purpose and effect.
I can analyse the effect of a writer’s language choices precisely
and perceptively.
D
27

1 Going underground
1.6 Living under the ground

• explore the effect of structural choices in travel writing
• discuss and give a personal response to themes and ideas
• produce and edit a piece of travel writing.
Getting started
FT
What is your impression of Coober Pedy so far? Would you like to
visit it or even live there? Explain your views to a partner.
Read the next part of the article about Coober Pedy. Here, the writer
meets Alinta, one of the town’s inhabitants. Notice how the writer
has structured the article so that this conversation comes after the
description of the town (see Extract 1 in Session 1.5).
A
06 Extract 2
Alinta rolls her eyes when I ask her how she manages to live here.
She’s a bright-eyed, funny 17-year-old who has big plans for the
R
future. For now, she tells me, she’s helping to run her parents’
small tourist dugout, but next year, she’s going to Melbourne to
study computing.
D
28

‘It’s all normal to me,’ she says. ‘It’s not like we’re living at the
Earth’s core. We’ve got electricity, you know!’ She says this comically,
but I suspect she gets a bit tired of outsiders like me assuming that
the people of Coober Pedy are a long way behind the times. behind the times:
not modern; stuck
The family’s electricity comes partly from diesel and partly from
in the past
solar power, but as it turns out, the diesel is expensive, so they need
income from tourists. It seems to me that Alinta and her family
inventive: creative
must have to be careful with the way they use electricity, and also drone: a low
live in hope that enough curious travellers decide to visit. sound
They do seem an inventive family, making the best of the resources pinging: making
they have, but still I wonder how long they can last. a short high-
FT
pitched sound
The town feels like it is living in the past rather than looking to its
future. The main appeal for tourists is Coober Pedy’s mining history,
but there’s only so much interest there. What will the Coober Pedy
of 2060 look like? Is it possible for humans to continue to live in
such extreme landscapes?
The journey back to Canberra was long. I felt exhausted as I sat in
my modern apartment looking through photos of the red landscape
A
and tried to write this article. The drone of traffic and the continuous
pinging of my phone seemed alien to me now and made me wonder
if a life under the ground wasn’t such a bad idea after all!
1 Why do you think the writer introduces Alinta at this point in the
R
article? How does the interview with her change your impression of
life in Coober Pedy? Discuss your ideas in pairs.
2 The concluding paragraphs are a key structural feature of travel
writing. This is where a writer usually reflects on what they have
D
learnt from their travels.

In your pairs, explore the effect of the last part of this article,
including:
a the writer’s feelings about Coober Pedy
b how she feels as she returns to her room
c the effect that the last paragraph of the article has on you – how
do you react to the author’s final judgement about Coober Pedy?
29

1 Going underground
3 Good travel writing gets a reader thinking about broader issues.

Reading tip
For example, this article shows that:
Giving a personal
a there are many different ways of living, and they all have good response means
and bad points thinking about
b it is difficult to live without modern facilities how a piece
of writing
c people who live privileged lives often look down on others has affected
d wherever they live, most people have the same feelings and you. Start by
considering
ambitions
your emotional
e modern living is destroying old ways of living. response – for
example, does
FT
In pairs, use the prompts above to discuss what you have read, the text make you
choosing language carefully to express your ideas. At the end of feel pity, anger,
your discussion, sum up your personal response to the ideas in joy or sadness?
the article.
4 You are now going to produce a piece of travel writing of about
300 words describing a visit either to the underground town of
Matmata in Tunisia or to a place you have visited yourself that you
would like to write about.
A
If you want to write about Matmata, you can use the following
facts and pictures to help you. You could also do some independent
research. If you are writing about a place you have really visited,
start by creating a fact file of your own like the one below.
R
Matmata fact file
• There are around 2000 people living in Matmata.
• They live in houses that are formed by making a
D
large pit in the ground and then creating linked

underground rooms.
• Most of the people living there rely on money
from tourism.
• The town was used as a location in the film
Star Wars: A New Hope.
30

Think about structure of your writing. You could start by describing

Writing tip
the journey, then meeting a local person and then end by reflecting
on your experience. The voice you use and the viewpoint you express When editing,
are also important. What attitude will you adopt? Make suitable focus closely
on the opening
language choices and use techniques such as metaphor where
and closing
appropriate. sections of your
work. They are
Peer assessment essential to the
Swap articles from Activity 4 with a partner and give structure of your
them feedback. writing, and the
parts that readers
• How well is their article organised – does it have a connect with
FT
clear structure? most strongly.
• How effective are their language choices – do they help you Make sure they
picture the town? serve the overall
purpose and
engage the
5 Edit your article before creating your final draft. Think carefully reader’s interest.
about the effectiveness of your language and structural choices.
Make changes that will achieve your overall purpose.
A
Summary checklist
I can analyse the effect of structural choices in a piece
of travel writing.
I can discuss and give a personal response to themes and
R
ideas across a text.
I can write, evaluate and edit a piece of travel writing.
D
31

Check your progress

Answer the following questions.
Check your describes
1 Using examples, progress
some of the ways in which fiction stories can be structured.
Answer the examples,
2 Using following questions to check
explain how what you
punctuation canhave learned
create effectsinsuch
this as
unit.
tension
1 What orkey
are excitement.
features of adventure stories?
3 ‘People’s
Give some experiences
examples ofand preferences
events affect in
that happen theadventure
way theystories.
choose and respond
to texts.’
2 What typeExplain what this
of characters domeans, using
you find your ownstories?
in adventure words.
4 Are
Describe the different
they ordinary people oryou
ways can use
do they haveyour voiceskills?
special and gesture to convey
What happens to them?
character in a drama script.
3 Name three ways you can keep an audience interested when relating an anecdote.
5 Describe the purposes and intended effects of travel writing.
4 Using examples, explain what alliteration and sibilance are.
6 Explain some features of effective travel writing.
FT
5 List three ways that a writer can create suspense.
6 Project
Explain what you know about writing accounts of adventures.
How has
Humans areyour writingby
fascinated improved?
what happens below ground. Many stories and
films are set below the earth or feature characters who live underground.
In groups, you are going to make a collection of fictional texts that feature
aspects of underground life. For example, you might explore novels such as
the Middle-Earth books by J. R. R. Tolkien, Neverwhere by Neil Gaiman and
Artemis Fowl by Eoin Colfer. There are many Marvel comics and films, such
A
as Journey to the Centre of the Earth and How to Train Your Dragon, which
also use underground settings.
Once you have read and researched
these and other texts, work as a
R
group to discuss them and choose
the most interesting or descriptive
passages from them. Then, prepare
a presentation for your class in which
you discuss these texts. In your
presentation, you should:
D
• introduce the texts you have

chosen
• read some passages from the
texts about life underground
• analyse why these texts appeal
to readers.
Your presentation should last ten minutes and should feature visual
aids if appropriate.
32

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What are some of the key features and events commonly found in adventure stories?

What are some of the key features and events commonly found in adventure stories?

How can writers create suspense in their writing?

How can writers create suspense in their writing?

We are working with Cambridge Assessment International Education towards endorsement of this title.

Cambridge Lower Secondary

Second edition Digital access

Cambridge Lower Secondary

Lower Secondary FLE LB S9_Prelims.indd 1 05/01/21 9:12 PM

University Printing House, Cambridge CB2 8BS, United Kingdom

Cambridge University Press is part of the University of Cambridge.

NOTICE TO TEACHERS IN THE UK

Lower Secondary FLE LB S9_Prelims.indd 2 05/01/21 9:12 PM

reflection features. They will allow you to see just how

Lower Secondary FLE LB S9_Prelims.indd 3 05/01/21 9:12 PM

Lower Secondary FLE LB S9_Prelims.indd 4 05/01/21 9:12 PM

Writing Speaking/Listening Language focus 21st-century skills

Lower Secondary FLE LB S9_Prelims.indd 5 05/01/21 9:12 PM

How to use this book

How to use this book 1 Going underground

session. You can use these points to identify 1

4 In groups, discuss your reactions to the opening of Darkparis.

learnt in each session in this Checkyour

In groups, you are going to make a collection

learnt during the unit. Your Once

Lower Secondary FLE LB S9_Prelims.indd 7 05/01/21 9:12 PM

Lower Secondary FLE LB S9_U1.indd 8 05/01/21 3:57 PM

Lower Secondary FLE LB S9_U1.indd 9 05/01/21 3:58 PM

They arrived at the catacombs quicker than he would have liked.

2 Writers often give explicit information, which helps readers

Lower Secondary FLE LB S9_U1.indd 10 05/01/21 3:58 PM

3 The structure of a story affects how readers experience and

subheading for each of the three bullet points you discussed.

Lower Secondary FLE LB S9_U1.indd 11 05/01/21 3:58 PM

1.2 The Doorkeeper

In pairs, discuss mysterious characters from books and films that

Read another extract from Darkparis.

discovering Darkparis – a world that few see,

Lower Secondary FLE LB S9_U1.indd 12 05/01/21 3:58 PM

1.2 The Doorkeeper

Structural choice Effect between two

Lower Secondary FLE LB S9_U1.indd 13 05/01/21 3:58 PM

2 Writers choose language carefully to support their purpose and

Lower Secondary FLE LB S9_U1.indd 14 05/01/21 3:58 PM

1.2 The Doorkeeper

4 Look at the following notes, which the writer made when

I can analyse the effect of a writer’s structural and language

Lower Secondary FLE LB S9_U1.indd 15 05/01/21 3:58 PM

1.3 Reviewing Darkparis

Lower Secondary FLE LB S9_U1.indd 16 05/01/21 3:59 PM

1.3 Reviewing Darkparis

Lower Secondary FLE LB S9_U1.indd 17 05/01/21 3:59 PM

2 Answer the following questions.

explain the main

Lower Secondary FLE LB S9_U1.indd 18 05/01/21 3:59 PM

1.3 Reviewing Darkparis

and readers’ reactions to a text.

Lower Secondary FLE LB S9_U1.indd 19 05/01/21 3:59 PM

1.4 The second test