Cambridge Lower Secondary English as a Second Language
A guide to the Cambridge Lower Secondary Programme
Introduction
Cambridge Lower Secondary English as a Second Language empowers learners to communicate confidently and effectively. It helps them develop the critical skills needed to respond to a range of information, media and texts. It also promotes active learning, develops thinking skills and encourages intellectual engagement.
This curriculum is designed for learners who speak a language other than English at home. It develops a solid foundation for further study of English as a Second Language, and for study through the medium of English. It can be used in any cultural context.
In Cambridge Lower Secondary English as a Second Language, learners:
- develop a curiosity about other languages and cultures and how these shape our perceptions of the world
- see themselves as successful language learners
- are able to communicate effectively through the skills of reading, writing, speaking and listening
- become confident in and enjoy reading a range of texts
- develop a solid foundation in the skills required for continued study of English as a Second Language and for study through the medium of English.
Teaching Cambridge Lower Secondary English as a Second Language
We provide a wide range of practical resources, detailed guidance, innovative training and professional development so that you can give your learners the best possible experience of Cambridge Lower Secondary English as a Second Language.
We believe that for teaching and learning to be effective, there should be alignment between curriculum, pedagogy and assessment. We have designed Cambridge Lower Secondary English as a Second Language around this principle:
Curriculum – taken from Lower Secondary English as a Second Language Curriculum Framework
8Rd.01 Understand, with little or no support, specific information and detail in short and extended texts.
Pedagogy – 8Rd.01 activity taken from the Stage 8 Scheme of Work
Encourage learners to complete the sentences using the verb ‘to speak’. Highlight the use of the present simple active (for example, speak) and passive forms (for example, is spoken) .
Learners work in groups. Each group gets a different text with interesting facts about world languages. Each group reads their text and circles interesting facts. Tell learners they are going to prepare a quiz for the other groups. Encourage learners in each group to compare the facts they circled and decide which five facts they want to include in their quiz.
Give each group a large sheet of paper. Learners prepare a quiz for the other groups. Learners make incomplete sentences and questions. They should also prepare four multiple choice options for each sentence/question. Encourage learners to use the present simple active and passive forms in their quizzes (for example, How many words in English originally come from French? All astronauts are required to speak … ). Monitor and help if necessary.
Each group delivers their quiz to the other groups. Groups get a point for each correct answer. The group with the most points wins.
Assessment – question assessing 8Rd.01 taken from a Stage 8 Progression Test
Questions 36 – 43:
Read the article about actress Harriet Walter and then answer the questions.
For questions 36 – 43 circle A, B, C or D.
Curriculum Framework
The Cambridge Lower Secondary English as a Second Language Curriculum Framework is available to download on the English as a Second Language (0876) page of the Cambridge Lower Secondary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners’ attainment and skills development.
The learning objectives are based on the Council of Europe’s Common European Framework of Reference for Languages (CEFR). This is used widely both within and beyond Europe to map learners’ progression in English. The CEFR provides an international standard that is widely recognised for describing language ability. Alignment to the CEFR makes it easy for schools and parents to understand the level of the English as a Second Language programme.
Learner progression in each strand within the Curriculum Framework is mapped to the levels in the CEFR. The CEFR describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language. The alignment of Cambridge Primary and Lower Secondary English as a Second Language to the CEFR is illustrated below.
We have divided the learning objectives into five main areas called ‘strands’ which run through every stage:
These five strands work together to support the development of knowledge, skills and understanding. The Use of English strand provides learners with the linguistic features they need to engage with the language receptively (Reading and Listening) and productively (Writing and Speaking).
Each strand is further subdivided into ‘sub-strands’. The names for the sub-strands for the Reading and Listening strands are similar. This is to help you to identify links between reading and listening skills, and to reflect these in your teaching. The sub-strands for the Writing and Speaking strands have two similar sub-strands and one distinct sub-strand.
| Strand | Sub-strand |
|---|---|
| Listening | Listening for global meaning Listening for detail Listening for opinion |
| Speaking | Communication Express opinion Organisation |
| Writing | Communicative achievement Organisation Content |
| Reading | Reading for global meaning Reading for detail Reading for opinion |
| Use of English | Grammatical forms Vocabulary Sentence structure |
We have designed the learning objectives so learners progress from Stage 7 to Stage 9 and onwards into Cambridge Upper Secondary. You can download a Progression Grid, that outlines the progression for all learning objectives across all stages, from the English as a Second Language (0876) page of the Cambridge Lower Secondary support site.
Find information in the Progression Grid
In the Progression Grid, identify the stage that you will be teaching, and the prior knowledge that learners are expected to have. It is important to ensure that this prior knowledge is secure before moving on to new skills and knowledge.
Here are some examples of how knowledge, understanding and skills progress across the stages:
| Learning objective Examples | |||
|---|---|---|---|
| Strand | Stage 7 | Stage 8 | Stage 9 |
| Reading | Deduce meaning from context, with little or no support, in short and extended texts. | Deduce meaning from context and understand some implied meaning, with support, in short and extended texts. | Deduce meaning from context and understand some implied meaning, with little or no support, in short and extended texts. |
| Writing | Punctuate extended texts with some accuracy when writing independently. | Punctuate extended texts with reasonable accuracy when writing independently. | Punctuate extended texts with reasonable accuracy when writing independently and frequently correct their own errors. |
| Use of English | Use an increasing range of connectives to explain reasons (e.g. therefore, as) and to give explanations (e.g. so that, such as). | Use a range of connectives to indicate purpose (e.g. so that [in order to]) and to contrast (e.g. although, while, however). | Use a range of connectives. |
| Listening | Understand, with support, the detail of an argument in short and extended talk. | Understand, with little or no support, the detail of an argument in short and extended talk. | Understand the detail of an argument in short and extended talk. |
| Speaking | Express, with support, opinions and reactions and begin to develop arguments, supported when necessary by reasons, examples and evidence. | Express, with little or no support, opinions and reactions and justify points of view. | Express opinions, justify their point of view and evaluate the opinions of others. |
The Curriculum Framework gives you a list of learning objectives for each stage. Our support materials then give you guidance on:
- the order in which to teach the objectives
- ways of grouping them
- how to split the objectives into smaller steps, and how to differentiate to make the work easier or harder
- suitable activities through which to teach
- ideas for active learning.
Our support materials include:
- Progression Grids
- Schemes of Work
- Teacher Guide
- Endorsed resources
Find and access these support materials, on the English as a Second Language (0876) page of the Cambridge Lower Secondary support site. You can find more general information about these support materials on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
The learning objectives in the Curriculum Framework support an integrated approach to planning and teaching English as a Second Language. Each lesson and unit need to provide opportunities for learners to practise all four skills and focus on one or more learning objectives from the Use of English strand. The Use of English strand provides the linguistic features learners need to engage with the language in the Reading, Listening, Writing and Speaking strands.
In the Use of English Strand at Stage 7, for example, learners are introduced to connectives and structures to explain reasons and give explanations in. At Stage 8, this extends to the functions of indicating purpose and contrast. Learners use this knowledge of connectives to develop their written and spoken practice to link extended texts coherently.
Integrating Use of English and the four skills:
- enhances learners’ all-round development of communicative competence
- allows teachers to build a lesson around a theme or a topic relevant to the learners
- motivates learners to learn by building more variety into the lesson
- works at the level of realistic communication, where language tasks involve more than one skill
- exposes learners to authentic language
- challenges learners to interact naturally.
This integrated approach should be implemented throughout the curriculum, starting in Primary and continuing through the Lower Secondary stages.
Find information from the Scheme of Work
Choose a Use of English learning objective from the stage you will be teaching. Look at the Scheme of Work for that stage and find an example activity for your chosen learning objective. Identify examples of how the activity supports learners to understand and use the particular feature of language when reading, writing, speaking or listening.
For more information on the approaches to teaching and learning in Cambridge Lower Secondary English as a Second Language, refer to Section 3.4 of the Teacher Guide.
We offer a range of optional assessments to help you prove and improve learning:
- Cambridge Lower Secondary Progression Tests can be used to check learners’ progress in Stages 7, 8 and 9. They are updated annually and marked in school.
- Cambridge Lower Secondary Checkpoint can be used to monitor individual and group performance at the end of the Lower Secondary programme. See how your learners are performing in comparison to the rest of their class and against an international benchmark. The tests are marked by Cambridge International.
Cambridge Lower Secondary Progression Tests (teacher marked)
Cambridge Lower Secondary Progression Tests help you to check your learners' progress. They provide detailed information about the performance of each learner for Stages 7, 8 and 9 of the curriculum. The tests help teachers to compare the strengths and weaknesses of individuals and groups and share feedback with learners and parents. They are marked by teachers in your school and come with access to a unique reporting and analysis tool .
You can find more general information about Cambridge Lower Secondary Progression Tests on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
You can download sample Progression tests on the English as a Second Language (0876) page of the Cambridge Lower Secondary support site.
Cambridge Lower Secondary Checkpoint (marked by Cambridge examiners)
Cambridge Lower Secondary Checkpoint tests skills, knowledge and understanding at the end of Stage 9 and helps you to measure achievement at the end of Cambridge Lower Secondary. The tests are marked by Cambridge International to provide an international benchmark of learner performance. Feedback reports show how a learner has performed in relation to the curriculum, their learning group, the whole school, and against all learners who have taken tests in that series around the world.
You can find more general information about Cambridge Lower Secondary Checkpoint on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
There are two Cambridge Lower Secondary Checkpoint exam series every year. To enter learners for the tests, your school exams officer needs to go to the Making entries area on Cambridge International Direct .
Speaking and Listening is not assessed by either test, but our support materials provide guidance on teaching and assessing these skills within the classroom.
Lower Secondary English Writing
- Introduction to Essay Writing
- Personal Recounts
- Descriptive Essays
- Expository Essays
- Letter Writing
- Magazines, Newsletter and Feature articles
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Scholastic Essential Resources For Secondary English
Scholastic Essential Resources for secondary english brochure.. Donwload Brochure here
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In This Article
- Award-winning stories
- Student Resource - Reading
Student Resources - Literature
Student resources - o-levels, student resources - vocabulary, student resources - writing, student resources - grammar, student resources - reference.
Award-winnig stories
Key features:.
- Asian-inspired stories that educate, inspire and motivate readers as they learn and appreciate cultures other than their own
- These award-winning stories are rich in multiculturally-immersed vocabulary and texts that expand and enhance readers imagination
What Things Mean
Sula's Voyage
The Mudskipper
Bungee Cord Hair
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Dragonflies, Jigsaws and Seashells
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The Laughing Monster
Student Resources-Reading
Active Reading ( Secondary 1 - 4 Normal Technical )
- 20 reading texts per book;
- Definitions of unfamiliar words;
- Pre and post-reading exercises in a variety of formats.
Download Samples
Reading Smart ( Normal Technical )
2 reading texts per topic with different writing styles
- Variety of comprehension exercises provide extensive practice
- Audio CD provides model of fluent reading
Spot On Reading ( Secondary 1 - 2 Normal Technical )
Coursebook:.
- 10 short stories spanning 150 Lexile® and arranged in increasing difficulty
- Comprehension exercises with literal, inferential, and applied questions
- Pre-reading and whilst-reading strategies to encourage engagement with the text
- Notes to guide learners through the comprehension practices
- Answers to the comprehension practices
- Extension activities to help maintain interest in the text
Mining for Meaning ( Secondary 1 - 4 )
- Lower Secondary book covers poetry, prose, drama and media;
- Upper Secondary book focuses on poetry and prose;
- Clear explanation and detailed analysis of principles and strategies;
- Ample practice for application of principles and strategies;
- Diversity of texts with multiple themes from writers of various cultures and countries.
Prepare for O-Level Series: Comprehension ( Secondary 1 - 4 )
- Detailed analyses of each comprehension section;
- Strategies to tackle different types of questions;
- Full comprehension practice papers for intensive revision.
Prepare for O-Level Series: Editing ( Secondary 1 - 4 )
- 36 practices each in Books 1 and 2;
- 60 practices each in Books 3 and 4;
- Guided practice before independent practice;
- Authentic texts sequenced according to difficulty levels based on Lexile text measure;
- Answer key (with detailed explanations in Books 1 and 2).
Prepare for O-Level Series: Situational Writing ( Secondary 3 - 4 )
- DStep-by-step guide on the writing process;
- Clear examples and short exercises to provide guided practice;
- 8 situational writing practice papers.
Thematic Vocabulary Builder ( Secondary 1 - 4 )
- Use of important daily vocabulary in context;
- Clear definitions, example sentences and language notes extend learning;
- Reading passages demonstrate how headwords are used;
- 3-level scaffolded exercises test vocabulary and comprehension.
O-Level English Essays ( Secondary 1 - 4 )
- 50 expository essays in each book;
- Glossaries of difficult words with example sentences;
- Questions that stimulate thinking and develop writing skills.
Grammar Plus ( Secondary 1 - 4 )
- Short passages show grammar items used in context;
- Concise explanations with contextual examples;
- Graded exercises test and reinforce learning;
- Includes a chapter on the grammar of 9 main text types with writing exercises.
- Concise notes for quick review of grammar items;
- Wide variety of exercises that test grammar at word, sentence and text levels.
What You Need To Know about English Expressions ( Secondary 1 - 4 )
- Simple definitions and example sentences;
- Language and grammar notes to strengthen understanding;
- Graded exercises for practice and consolidation.
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Oxford Education Blog
The latest news and views on education from oxford university press., preparing for success: progression through cambridge lower secondary english.
By Dean Roberts
For 32 years, Dean Roberts has been involved in many facets of education across the globe. He has been an inspector of schools, conducted teacher training in English language in many countries, designed and implemented teacher development projects, and has contributed to long-term school development projects as a consultant to Cambridge University, ECIS and others. Dean has also been a consultant for Ministries of Education in Singapore, Swaziland, Hong Kong, The Bahamas, and Thailand. In English language and literature, Dean has been an international conference facilitator – he is an ex-teacher, Head of Department at three schools, an expert in IGCSE and A level, and he was a Principal Examiner for IGCSE English for 15 years. He has been an assessment specialist of English for 22 years.
The way that an 11 year old engages with English compared to how a 15 year old approaches the same task is a journey equally as interesting for both the passenger and the driver. As with any long trip, it’s a good idea to plan well ahead. Careful planning turns the travelling into a progression, stopping off at useful transition points, and as such it can be carefully designed and monitored.
That was our premise when our team of authors were at the conceptual stage of the Lower Secondary English series . To engage younger learners on their journeys we decided on a thematic approach bringing colourful and lively content that would focus their eyes and minds. Spine-chilling suspense, manic media, hazardous hobbies, joyous journeys, hairy history, and nurturing nature . You can see where we were going with these descriptors.
“Welcome to OUP’s Complete English … it will be a hairy, scary, exciting journey, with amazing arts, terrific technology and digital diversity thrown in also.”
In the beginning there is Year 7 and Year 8
For Years 7 and 8, we approached progression as a single phase. Themes are developed, key concepts are established and refined, less frequent and more challenging vocabulary is added, grammar skills are scaffolded with bigger and higher scaffolds, writing skills are broadened and writing frames are provided to cover a fuller range of styles and registers.
In the 2021 revised series we have updated our approach to assessment bringing assessment for learning to the fore. ‘Mini-tests’ feature after each of the nine units that look like an end of Key Stage exam, but don’t quite feel so formal and imposing. Tucked away nicely with the mini-tests is a mechanism for learners to measure how their key skills are developing. It’s a formative approach, with plenty of opportunities for feedback and feedforward from the teacher. Each unit ends with a sense of achievement, and a hint of greater expectations!
We would all agree that the world is changing more in the early 2020s than perhaps for decades. The pandemic and shifting political alliances are examples that should not be ignored in the school classroom, not least in the English classroom. A new feature in our revised series is very timely – the integration of global perspectives, and in a mapped and thought-provoking way. Students engage with their local communities, and their national cultures, to consider global issues and implications.
Global perspectives are linked to the main themes and topics arising out of the reading and listening spreads, and in the Student Books , our authors raise the debate. Given that the series has 54 of these internationally-minded issues to discuss, it’s a wide range of relevant activities. In the Teacher Handbook our approach to the follow-up work is to promote collaboration, and certainly not to expect long analytical essays. We bring in speaking skills to raise the issues in a way that working with peers is enjoyable and effective. All of the global perspective tasks are only assessed formatively with teacher and peer feedback. The progression is one of maturity. By the end of Year 9 students are engaging with real-world issues that we hope will offer some clarity and build confidence in younger people to understanding what is happening in the adult world around them.
And then there is Year 9
It’s an oddity of education in our schools that in the 2020s, while we all want to see more AfL practices in the classroom, there is also a strong call for more summative-style, assessment of learning testing. Some teachers will decry the increased emphasis on examinations; others welcome the objectivity they bring. We have taken a middle path and have provided greater emphasis on both.
We have worked hard in the series, and especially in the key transition moment at the end of Year 9 and into Year 10 to promote differentiated learning by task-setting and by outcome.
In our Year 9 student book, we have introduced a brand new ‘Assessment Workshop’ at the end of each unit which is designed around OUP’s new 4Es approach: establish, engage, evaluate, and enable. The workshops are stand-alone sessions which re-iterate key skills for success in Year 9 tests, and in some cases progression towards what to expect at IGCSE level. Students build these skills in a formative (engage) way before following-up with a summative (enable) task. It’s not quite the flipped classroom but it’s halfway there!
The workshops are complemented by formative key skills quizzes for each Unit in our updated Workbooks and in the Year 9 Workbook we have expanded these with extra pages. We have re-focused the tasks so that vocabulary, grammar, structures, and syntax are prominent and can be engaged with formatively.
Peer assessment is still encouraged in the establish, engage, and evaluate sections of the workshops, as curriculum skills and knowledge is refined and improved. However, for Year 9, for 14 year olds, we felt that they would benefit more from being enabled – i.e. enabled not just to reflect on the ‘story’ of their success (as they did in the Years 7 and 8 student books) but to make a more mature self-evaluation of their progress with regard to external factors, for example, the Checkpoint Tests. A progression towards the grown-up world of external and imposed assessment.
If you want more summative, exam-style assessment practice for your students as they near the end of Year 9, then look to our Kerboodle offering as our authors, all experienced setters of external exams, have written six full Checkpoint examinations.
Now let’s have a dose of creativity please
All teachers of English are more than able to show their creative sides in the classroom, with ice-breakers to shake up the monotony of a boring lesson to come, incorporating hands-on quirky learning activities to stimulate and inspire, and the ‘sit back down now and let’s reflect on what we did’ moment. But how do you progress creativity in the English classroom? How do you ensure that a similar activity done in the first term of Year 7 can be stretched out to work just as well with a group of 14 year olds heading towards Year 10?
The Year 9 Student Book themes have undergone significant refurbishment to bring them in-line with the topics being debated today.
We have worked hard in the series, and especially in the key transition moment at the end of Year 9 and into Year 10 to promote differentiated learning by task-setting and by outcome. We went back to good old Benjamin Bloom, and we feel that the revised taxonomy of 2001 still has solid grounding for the design of English lessons, whether learning language skills or reading literature.
Our Year 9 Student Book features enhanced Understanding sections after every reading and listening text to ensure that lower order skills transition to higher order skills, with the target of a creative follow-up based on the scaffold of analysis, application, and evaluation skills. Progression of students’ creative output is built into this design.
The world today
I have mentioned our coverage of global perspectives earlier in the blog. I wanted to end with a message that it isn’t just in those tasks and activities where we look at contemporary themes.
The Year 9 Student Book themes have undergone significant refurbishment to bring them in-line with the topics being debated today. We now have a Unit on Influencers, and a unit looking at the impact of tourism, pushing for eco-tourism. We have three Units that investigate the past, the world at present, and what things might be like in the future.
We learned from our own reflective practice and realised that we needed to be creative in plotting a slightly different, updated journey through the series. We have progression which is now built-in to the Year 9 Student Book units; not as an add-on or a lay-by on a road with a signpost saying: ‘Find your IGCSE Pathway here’. No, we have made this transition integral, part of the whole journey to IGCSE. We hope to have succeeded but it will our teachers and students who will be judges of our progression.
Explore Lower Secondary English resources by visiting the Cambridge Lower Secondary Complete English webpage where you can find out more about the resources available, explore sample pages and request digital inspection copies . Interested in the blended learning solution of Kerboodle? Find out more here and register your school for a free trial .
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Score A1 in Lower Secondary English Expository, Argumentative and Discursive Model Essays
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This book is designed to help students develop their writing skills and express their thoughts and ideas through composition. With a focus on clarity and structure, students will learn how to write effective compositions in a variety of genres, including narratives, descriptive essays, and persuasive pieces.
Through the use of model compositions and writing exercises, students will not only learn the mechanics of writing, but also develop their creativity and critical thinking skills. In addition, the book includes tips and strategies for editing and revising, as well as guidelines for writing for different purposes and audiences. We believe that writing is a valuable tool for communication and self-expression, and this book will provide students with the skills and confidence they need to express themselves effectively in writing. Whether you are a student, teacher, or parent, we hope that this book will be a valuable resource for helping you develop your writing skills and achieve your goals.
Click here to view a brief flip-through of the book.
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Lower secondary Writing Series 1 – E01: How to analyse essay questions
Have you been told by your teacher the importance of reading your essay question carefully and analyzing it before diving into writing it?
Here are the common genres of English essay writing in secondary School and some tips to analyze the essay questions .
4 common genres of essay writing
There are 4 common genres of essay writing in secondary school:
- personal recount
- argumentative
- hybrid (combination of 2 genres)
It is important to identify the type of genre and key points of the essay question.
At our centre, making sure that students take time to reflect and plan is an important part of our weekly writing in our lower secondary class.
How to analyse the essay questions ?
In this first video of our Writing Series 1, one of our teachers will show you how to analyse essay questions based on the 4 genres of writing above.
Check the other articles from this section
- Tackling the Situational Essay (Part 3): Making Your Feature Article an Engaging Read
- Taking the Leap from Primary to Secondary English with Confidence!
- Secondary English Paper 1 components: Diagnosing your strengths and weaknesses
- Lower secondary Writing Series 1 – E05: Avoiding writing pitfalls
- Tackling the Situational Essay: Using persuasive speech techniques
- How to write a good Situational Essay: Analyse, Amplify and Apply the appropriate tone
- Narrative Writing: Tips and Tricks
- Post-Exam Reality Check in 3Rs
- From primary to secondary English: What’s new and challenging?
- Lower secondary Writing Series 1 – E04: Hybrid writing
- Discursive essay: Writing a well-developed body Paragraph
- 3 tips for tackling the summary Question
- Secondary 1 English: An introduction on how to create interesting characters
- Secondary 2 English – Editing through clue-finding
- A Sneak Preview of the Secondary English Writing in the Sec 2 class
- Lower secondary Writing Series 1 – E03: Expository writing
- Lower secondary Writing Series 1 – E02: Narrative writing practice
- Lower secondary Writing Series 1 – E02: Narrative writing (or how to write good essays)
- Sec 2: 5 tips to help you write great English expository essays
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IMAGES
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COMMENTS
Lower secondary English essays are pieces of writing that are typically assigned to students in the lower secondary school level, which is usually between the ages of 11-14 years old. These essays serve as a tool for developing students' writing skills, grammar, and vocabulary in the English language.
Narrative writing Assignment. Download the pdf below to practice your narrative writing. Once completed, download the second pdf and compare your answers. DOWNLOAD THE HANDOUT (PDF FILE) DOWNLOAD THE ANSWERS (PDF FILE) Here is a narrative writing practice to help you create vivid descriptions in your narrative writing pieces.
Here is a video to help Secondary Students in Singapore with English expository writing. Check our website for more free resources and advice. ... Lower secondary Writing Series 1 - E02: Narrative writing (or how to write good essays) Lower secondary Writing Series 1 - E01: How to analyse essay questions ...
Cambridge Lower Secondary English (0861)
Lower secondary Writing Series 1 - E02: Narrative writing (or how to write good essays) There are a number of ways that the teachers at Thinking Factory help their Secondary English students on their journey to becoming good essay writers. After learning how to analyse essay questions, Teacher Rachael will now show you how to create vivid essays.
The Cambridge Lower Secondary English curriculum encourages learners to be confident, creative and capable of applying their skills to respond to a range of information, media and texts with enjoyment and understanding. It is designed to be successful in any culture and to promote cross-cultural understanding.
The Cambridge Lower Secondary English Curriculum Framework is available to download on the English (0861) page of the Cambridge Lower Secondary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners' attainment and skills development.
Introduction. Cambridge Lower Secondary English as a Second Language empowers learners to communicate confidently and effectively. It helps them develop the critical skills needed to respond to a range of information, media and texts. It also promotes active learning, develops thinking skills and encourages intellectual engagement.
7 min. Structure for describing places. 5 min. Descriptive Essay Example (1) 8 min. Descriptive Essay Example (2) 6 min. View Lower Secondary Writing online lessons. Learn from expert teachers.
Free essays, homework help, flashcards, research papers, book reports, term papers, history, science, politics ... Lower Secondary, English, Revision Guide. advertisement Contents Preparing for the test 1 Mechanics of English 4 5 2 P aragraphing, punctuation and sentence structures14 3 Grammar 23 4 Spelling and vocabulary 27 5 Non-fiction 38 6 ...
Key Features: Lower Secondary book covers poetry, prose, drama and media; Upper Secondary book focuses on poetry and prose; Clear explanation and detailed analysis of principles and strategies; Ample practice for application of principles and strategies; Diversity of texts with multiple themes from writers of various cultures and countries.
There is no inherent darkness in this world; it simply lacks light. There is no inherent coldness; it simply lacks warmth. Similarly, there is no inherent evil; it simply lacks kindness. Just as the song goes, "If everyone gives a little love, this world will become a beautiful tomorrow." If each of us brings forth our own kindness, I believe ...
That was our premise when our team of authors were at the conceptual stage of the Lower Secondary English series. To engage younger learners on their journeys we decided on a thematic approach bringing colourful and lively content that would focus their eyes and minds. Spine-chilling suspense, manic media, hazardous hobbies, joyous journeys ...
It was then that I deeply felt my mother's selfless love hidden behind her words and actions. I realized how immature and foolish I had been. During those two days, I tried my best to resist the urge to miss home. However, I found it challenging to survive the next two years of my life, where I would fear my parents' scolding at home, and the ...
SKU: 9789815135008 Categories: Assessment Books, Best Sellers Sec 1, Best Sellers Sec 2, Secondary, Secondary 1, Secondary 2 Tags: english model essays, english writing, expository book, G3 english books, lower secondary, lower secondary english, model essays, sec 1 english G3 books, Sec 1 English G3 model composition books, sec 1 english ...
A month later, Spring Lady finally arrived. She brought new clothes for the grass and warmth for the flowers, and the flowers bloomed with beautiful smiles. Everything on earth appeared full of vitality. Spring Lady's footsteps were so light! She quietly arrived in the fields. Look, the rapeseed flowers opened with their golden-yellow color.
4 common genres of essay writing. There are 4 common genres of essay writing in secondary school: personal recount. discursive. argumentative. hybrid (combination of 2 genres) It is important to identify the type of genre and key points of the essay question. At our centre, making sure that students take time to reflect and plan is an important ...
Lower Secondary English essays: Next>> TOEFL Vocabulary: English Conversation: English Grammar: American Idioms: English Comprehension: English Summary: English News: Movie Reviews : The Kindness of Strangers: A Story of Generosity and Gratitude : Ah Wai and his mother went to the market as they did every day, but this day was different. Ah Wai ...
0876 Lower Secondary English as a Second Language Curriculum Framework 2020_tcm143-592622 - Free download as PDF File (.pdf), Text File (.txt) or read online for free.
Lower Secondary English essays: Next>> TOEFL Vocabulary: English Conversation: English Grammar: American Idioms: English Comprehension: English Summary: English News: Movie Reviews : The Tomboy : I always have short, neat hair that never goes beyond my chin. My style is the same throughout the year: jeans and sneakers. My personality is also ...
After a good swim, the family had a picnic under a coconut tree. Gopal's mother had made delicious sandwiches and brought a flask of hot tea. They were enjoying their meal when they heard someone shouting for help. Gopal looked out to the sea and saw a child struggling in the water. He knew he had to act fast. He ran to the sea and swam as fast ...