Cambridge IGCSE English as a Second Language: Teacher's Book (third edition)

IGCSE®

English as a Second Language Third edition

Teacher’s book

Peter Lucantoni

C A M B R I D G E U N I V E R S I T Y P R E S S

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City

Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK

www.cambridge.org Information on this title: www.cambridge.org/9780521736015

© Cambridge University Press 2009

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2009

Printed in

A catalogue record for this publication is available from the British Library

ISBN 978-0-521-73601-5 Paperback

A C K N O W L E D G E M E N T S

Cover image: © ImageState/Alamy

As always, thanks and all my love go to Lydia, Sara and Emily, who continue to support my efforts – I couldn’t do it without you.

Every effort has been made to reach copyright holders of material in this book previously published elsewhere. The publisher would be pleased to hear from anyone whose rights they have unwittingly infringed.

Cambridge University Press has no responsibility for the persistence oraccuracy of URLs for external or third-party internet websites referred to inthis publication, and does not guarantee that any content on such websites is,or will remain, accurate or appropriate. Information regarding prices, traveltimetables and other factual information given in this work is correct atthe time of first printing but Cambridge University Press does not guaranteethe accuracy of such information thereafter.

® IGCSE is the registered trademark of University of Cambridge International Examinations

6th printing 2013

India by Replika Press Pvt. Ltd

Contents iii

Contents

IntroductionOverview of syllabusMenusAssessment criteria for writing

vviivi

xii

Level 1Introductory unit: The English language 1 1

Part 1: The world around usUnit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 6:Unit 7:Unit 8:

SpaceLiving creaturesNatural disastersWaterPlantsAnimalsThe sensesEdible plants

48

111520242832

Part 2: Human endeavourUnit 9:

Unit 10:Unit 11:Unit 12:Unit 13:Unit 14:Unit 15:Unit 16:Unit 17:Unit 18:

ExplorersJobsRunningSportScienceTechnologyBuildingsWonders of the worldLeisureFilms

36404347505458626670

Concluding unit:The English language 2 74

Level 2Part 1: Leisure and entertainment

Unit 1:Unit 2:Unit 3:Unit 4:Unit 5:

Focus on reading skillsFocus on reading skillsFocus on writing skillsFocus on listening skillsExam practice

7782879196

Part 2: Work and educationUnit 6:Unit 7:Unit 8:Unit 9:

Unit 10:

Focus on reading skillsFocus on reading and writing skillsFocus on writing skillsFocus on listening skillsExam practice

98102106110114

Part 3: People and relationshipsUnit 11:Unit 12:Unit 13:Unit 14:Unit 15:


117121126130134

Part 4: Ideas and the futureUnit 16:Unit 17:Unit 18:Unit 19:Unit 20:


137141146149152

iv Contents

IntroductionIntroduction

Introduction v

This Teacher’s book supports the core components of the Cambridge IGCSE English as a Second Language series, Third edition, which are Coursebook 1 and Workbook 1 (Level 1) and Coursebook 2 and Workbook 2 (Level 2). (There is also an additional component for Level 2 – the Exam Preparation Guide: Reading and Writing.) The Level 1 and Level 2 books together form a complete and comprehensive study programme for students who plan to take the IGCSE English as a Second Language (E2L) examination. Level 1 is a one-year, theme-based intermediate English course for students who are not yet ready to start an exam course and need to focus on developing language skills and grammar awareness. Level 2 is a two-year, exam-focused course for the IGCSE which will properly prepare students for the E2L examination.

The combined Teacher’s book for the two Levels provides the following:

• an overview of the IGCSE English as a Second Language syllabus 0510 or 0511

• menus for the two coursebooks and the two workbooks

• a grid for marking and grading Core and Extended writing

• answers to the exercises in the two coursebooks and the two workbooks

• answers to sample exam-practice questions• suggestions for alternative approaches to tasks.

It is assumed that students following the Level 2 course will be in a position to focus on the exam itself, while the new Level 1 course is more appropriate for consolidating language and language skills. The two Levels therefore provide more than adequate preparation in terms of exam skills and language skills, and the content-based approach of the new Level 1 coursebook exposes students to a wide variety of lexis and knowledge.

Level 1

The completely new Level 1 course is designed to provide students with a broad content-based coursebook (Coursebook 1), exposing them to a wide variety of topics and themes, while at the same time consolidating essential language and vocabulary. Each themed unit is divided into sections, covering speaking

and thinking skills, reading and vocabulary, listening, writing, language focus, study skills and research, and a unit review quiz.

Coursebook 1 is divided into two parts: Part 1, The world around us, and Part 2, Human endeavour. Each part is subdivided into units covering topics such as Space, Living creatures, The senses, Explorers, Sport, and Wonders of the world. In addition, there are two further units which focus on aspects of the English language.

Throughout Coursebook 1 and Workbook 1, students are encouraged to learn inductively, by applying thinking and learning strategies. While the book is content-based, it does not assume or require any previous knowledge of a particular subject. However, students are continually encouraged to work things out for themselves and to use alternative sources of information to fi nd solutions to tasks and problems. There is hardly any mention of the IGCSE E2L exam in the Level 1 course (only an optional prepatory activity on pages 141-2), although it is clearly an introduction to the exam-based content found in the Level 2 course.

Level 2

Coursebook 2 is divided into units, each focusing on particular aspects of the IGCSE E2L exam. Speaking skills are integrated throughout the book and are practised through discussion work, role play and specifi c tasks. Although candidates in the exam are not assessed in role-play situations, these provide invaluable practice for the techniques required and, of course, help to build confi dence. While it is probably best to follow the units in Coursebook 2 consecutively, there is no reason why teachers should not choose to focus on a particular language skill or exam question.

The material in Coursebook 2 and Workbook 2 becomes progressively more demanding, with longer and more advanced reading and listening texts in the second half of the book. The exercises in the Further practice section of each unit are particularly useful for homework, for early fi nishers, or for practice outside the classroom. Note that the word limit for writing activities is 100–150 words for the Core curriculum and 150–200 for the Extended curriculum. The fi rst

vi Introduction

three exam-practice units (Units 5, 10 and 15) contain a selection of exercises related to material covered in the preceding units, whereas exam-practice Unit 20 is a complete sample exam paper. The author is wholly responsible for the answers to the sample exam questions.

The progressive step-by-step approach of Level 2, including exam tips, will help to build students’ confi dence in all the main skill areas, while also developing the techniques and additional skills necessary for success in all the papers of the IGCSE E2L exam. Workbook 2 provides an additional source of extra material for home or classroom practice.

Additional materials

Throughout both Levels it is suggested that students refer to a dictionary to help them with problem vocabulary and to check the meanings of unknown words. At IGCSE level, students should feel comfortable using a learner’s monolingual dictionary, of which there are many available. Bilingual dictionaries may be used as a last resort, but they will not help students to understand vocabulary ‘in English’. If students are not familiar with using a dictionary, teachers should spend time getting them used to how a dictionary is laid out, what the various symbols mean, and, more importantly, how a dictionary can help them to improve their English.

Using the Internet for research

In both Level 1 and Level 2, students are actively encouraged to use the Internet as a research tool and the following guidelines about how to use the Internet effectively and safely may be of use to teachers.

Remind students that when they search the Internet for information, they need to identify key words for their search – just as they do when scanning a text for the answer to a question! To fi nd out more about a famous person (e.g. Coursebook 1, Unit 9, Exercise 20), students should fi rst write down the person’s name and a few facts that they already know about them. They could also think about other things that they might want to include – for example, where

the famous person went to school. Students can then pick out the key words to use in their search(es). The following tips may help:

• Try to use more than just one or two key words – the best number is between six and eight.

• The best key words are nouns.• Most search engines allow you to enter phrases in

quotation marks. For example, entering the key words Will Smith tells the search engine to look for web pages containing the words ‘Will’ and ‘Smith’ – but not necessarily together. A search for “Will Smith”, however, will return only pages that include the two words together and in that order.

• Some search engines use Boolean commands:– Use AND if you want documents that include

both/all your key words/phrases. For example, a search for “Will Smith” AND fi lm AND music will return pages that contain all three key words/phrases.

– Use OR if you want documents that include any of your key words/phrases. For example, a search for “Will Smith” OR fi lm OR music will return pages that contain any one of the key words/phrases.

– Use AND NOT if you want documents that contain one or more key words/phrases, but not those that also contain another word/phrase. For example, a search for “Will Smith” AND fi lm AND NOT music will return pages that include the key words/phrases ‘Will Smith’ and ‘fi lm’, but not those that also contain the word ‘music’.

Students also need to be aware that not all websites are reliable. For example, it is generally safe to assume that large organisations such as the BBC have verifi ed their information, but the same cannot be said of all websites. It is also important to consider the purpose of a website, as this may affect what information is presented, as well as how it is presented. You should advise students that they may want to verify the information they fi nd on sites they are not sure about by using a trusted site or an encyclopaedia.

Overview of syllabus vii

The revised IGCSE English as a Second Language syllabus 0510 is based on practical communication and on students’ ability to express themselves effectively in both written and spoken English. It aims to:

the purpose of communication

further study or employment using English as the medium

and language-learning skills, along with skills of a more general application

Reading and listening comprehension are assessed through a wide range of material and language registers. An IGCSE English as a Second Language

by most United Kingdom universities and by many colleges in the United States, as well as in other places throughout the world, as an indication of English language proficiency. However, students are

of their choice.

The syllabus is normally assessed through three separate papers: Reading and Writing, Listening, and Speaking. Speaking is assessed independently of the other two papers and candidates receive a separate grade for their oral skills. (See the University of Cambridge International Examinations current syllabus for details of component percentage weightings, length of papers, etc.)

Thirteen examples of Speaking test cards (taken from various recent examination sessions) are given in Appendix 1 of Coursebook 2. You should stress to students that the test is one of speaking skills and not of detailed topic knowledge.

Guidance on conducting Speaking tests, exam

Extended options of the syllabus can be found in the syllabus booklet for the relevant year of examination, and this is available from the University of Cambridge International Examinations.

Overview of syllabus

Coursebook 1 Workbook 1 Coursebook 1 Workbook 1Le

vel 1

Introductory unit: The English language 1 In this unit students will: get to know their classmates, think about what they can say and what they would like to say in English, read about where English is spoken, read

interviewing a teacher, write an article

Language focus:short answers with do/does

Leve

l 1, P

art 1

: The

wor

ld a

roun

d us

Unit 1: Space In this unit students will: learn about the planets, read about lenses, look at the passive, do a project on telescopes, read and write about animals in space

In this unit students will: review vocabulary, look at passive forms, read about astronauts, listen to a film critic, write about a film

Language focus: passive forms Language focus: passive forms

Unit 2: Living creatures In this unit students will: talk about UFOs and aliens, read about living things, build on their vocabulary, do a project on living things, read and write about turtles

In this unit students will: review vocabulary, do some word building, read about space travel, listen to a scientist talking about endangered species, write a letter

Language focus: word building, signpost words


Unit 3: Natural disasters In this unit students will: talk about the weather and violent Earth, listen to a news item about hurricanes, read about avalanches, look at the conditional, do a project on the weather, read about Pompeii

In this unit students will: review vocabulary, look at conditional forms, read about the weather, listen to a meteorologist, write an article

Language focus: the 0 conditional for advice and suggestions


Unit 4: Water In this unit students will: talk about water, read about the oceans, listen to a marine biologist talking about sea monsters, look at superlatives, do a project on their nearest ocean, read about hot and cold places

In this unit students will: review vocabulary, study superlative forms, read about deserts, listen to a scientist talking about different planets, write about the planet Jupiter

Language focus: superlatives Language focus: superlatives

Unit 5: Plants In this unit students will: talk about plants, read about ecosystems, draw an ecosystem diagram, do a project on an ecosystem, read about carnivorous plants

In this unit students will: review vocabulary, study imperative forms, read about the orang-utan, listen to someone talking about the flamingo bird, write about an animal

Language focus: imperatives Language focus: imperatives

Unit 6: Animals In this unit students will: talk about animals, read about elephants in Kenya, listen to a

read about a science fiction novel

In this unit students will:about animal names, listen to someone talking about Hawaii, write a description

Language focus: Language focus:

Unit 7: The senses In this unit students will: talk and read about human and animal senses, read about the game of chess, look at comparative and superlative adjectives, do a project on games, listen to an animal scientist, read about Indonesia, write an e-mail

In this unit students will: review vocabulary, look at comparative and superlative forms, read about the human brain, listen to a scientist talking about the brain, write a paragraph about the brain

Language focus: comparative and superlative adjectives


Unit 8: Edible plants In this unit students will: talk about ingredients in food, read about chilli peppers, listen to someone talking about rainforest plants, look at referring words, do a project on food products, read about fish as food

In this unit students will: review vocabulary, read about eating disorders, listen to someone talking about a film, focus on referring words, write an e-mail of advice to a friend

Language focus: referring words


Leve

l 1, P

art 2

: Hum

an e

ndea

vour

Unit 9: Explorers In this unit students will: talk and read about famous explorers, read about oceanographers, look at the past perfect, do a project on an explorer, listen to a radio programme about NASA

In this unit students will: review vocabulary, read about space travel, listen to a radio programme about exploration films, look at the past perfect tense, write about Yuri Gagarin

Language focus: the past perfect


Unit 10: Jobs In this unit students will: talk and read about jobs, read about jobs 150 years ago, look at word building, do a project on jobs, listen to a careers counsellor

In this unit students will: review vocabulary, read about glamorous jobs, listen to people talking about youth employment, do some word building, write a job application

Language focus: word building Language focus: word building

Unit 11: Running In this unit students will: talk about marathon running, read about sports shoes, listen to a report about Maasai warriors, do a project on the Maasai, read about unusual sports

In this unit students will: review vocabulary, read about dangerous sports, listen to some young people talking about hip hop dancing, look at -ing forms, write about hip hop dancing

Language focus: -ing forms Language focus: -ing forms

Unit 12: Sport In this unit students will: In this unit students will: review vocabulary, read about an adventure holiday, listen to someone talking about a desert adventure in Qatar, look at signpost words, write a description of a desert adventure

Language focus: signpost words


Unit 13: Science In this unit students will: talk about science at school, read some scientific definitions, listen to a scientist talking about water, look at word building, do a project about water, read about how to save water

In this unit students will: review vocabulary, read about technology, listen to someone talking about air pollution, look at word building, write an e-mail to a friend about pollution


Unit 14: Technology In this unit students will: talk about oil, read about products made of plastic, read about

talking about inventions

In this unit students will: review vocabulary, read about the Skycar,

description of an underwater vehicle

Language focus:forms


Unit 15: Buildings In this unit students will: talk and read about bridges, read about an hotel made of ice, look at nouns, verbs and adjectives, do a project on buildings and structures, read about Atlantis

In this unit students will: review vocabulary, read about bionic buildings, listen to an interview about the Titanic, look at nouns, verbs and adjectives, write an e-mail to a friend about the Titanic

Language focus: nouns, verbs and adjectives


Unit 16: Wonders of the world In this unit students will: talk and read about the Seven Wonders of the Ancient World, listen to someone talking about the Seven Wonders, look at passives, do a project on modern wonders, read about the city of Mumbai

In this unit students will: review vocabulary, read about the Orient-Express, listen to an announcement, look at passive forms, write a description of a train journey

Language focus: is thought/said/believed, etc.

Language focus: passive forms

Unit 17: Leisure In this unit students will: talk and read about free time and digital entertainment, read about fashion, look at modal verbs, do a project on clothes, listen to someone talking about clothes in history

In this unit students will: review vocabulary, read about pirate copying, listen to an interview about pirates, focus on modal verbs, write a summary of an interview

Language focus: modal verbs Language focus: modal verbs

Unit 18: Films In this unit students will: talk and read about the cinema, listen to someone talking about film genres, look at word building, do a project on films, read and write a film review

In this unit students will: review vocabulary, read about special effects in films, listen to someone talking about humans and computers, look at word building, write an article about computers


Leve

l 1 Concluding unit: The English language 2 In this unit students will: talk and read about the importance of vocabulary, read some interesting facts about language, read an introduction to IGCSE, do a review of this Coursebook

viii Menu

Coursebook 1 Workbook 1 Coursebook 1 Workbook 1

Leve

l 1

Introductory unit: The English language 1 In this unit students will: get to know their classmates, think about what they can say and what they would like to say in English, read about where English is spoken, read

interviewing a teacher, write an article

Language focus:short answers with do/does

Leve

l 1, P

art 1

: The

wor

ld a

roun

d us

Unit 1: Space In this unit students will: learn about the planets, read about lenses, look at the passive, do a project on telescopes, read and write about animals in space

In this unit students will: review vocabulary, look at passive forms, read about astronauts, listen to a film critic, write about a film

Language focus: passive forms Language focus: passive forms

Unit 2: Living creatures In this unit students will: talk about UFOs and aliens, read about living things, build on their vocabulary, do a project on living things, read and write about turtles

In this unit students will: review vocabulary, do some word building, read about space travel, listen to a scientist talking about endangered species, write a letter



Unit 3: Natural disasters In this unit students will: talk about the weather and violent Earth, listen to a news item about hurricanes, read about avalanches, look at the conditional, do a project on the weather, read about Pompeii

In this unit students will: review vocabulary, look at conditional forms, read about the weather, listen to a meteorologist, write an article



Unit 4: Water In this unit students will: talk about water, read about the oceans, listen to a marine biologist talking about sea monsters, look at superlatives, do a project on their nearest ocean, read about hot and cold places

In this unit students will: review vocabulary, study superlative forms, read about deserts, listen to a scientist talking about different planets, write about the planet Jupiter

Language focus: superlatives Language focus: superlatives

Unit 5: Plants In this unit students will: talk about plants, read about ecosystems, draw an ecosystem diagram, do a project on an ecosystem, read about carnivorous plants

In this unit students will: review vocabulary, study imperative forms, read about the orang-utan, listen to someone talking about the flamingo bird, write about an animal

Language focus: imperatives Language focus: imperatives

Unit 6: Animals In this unit students will: talk about animals, read about elephants in Kenya, listen to a

read about a science fiction novel

In this unit students will:about animal names, listen to someone talking about Hawaii, write a description

Language focus: Language focus:

Unit 7: The senses In this unit students will: talk and read about human and animal senses, read about the game of chess, look at comparative and superlative adjectives, do a project on games, listen to an animal scientist, read about Indonesia, write an e-mail

In this unit students will: review vocabulary, look at comparative and superlative forms, read about the human brain, listen to a scientist talking about the brain, write a paragraph about the brain



Unit 8: Edible plants In this unit students will: talk about ingredients in food, read about chilli peppers, listen to someone talking about rainforest plants, look at referring words, do a project on food products, read about fish as food

In this unit students will: review vocabulary, read about eating disorders, listen to someone talking about a film, focus on referring words, write an e-mail of advice to a friend



Leve

l 1, P

art 2

: Hum

an e

ndea

vour

Unit 9: Explorers In this unit students will: talk and read about famous explorers, read about oceanographers, look at the past perfect, do a project on an explorer, listen to a radio programme about NASA

In this unit students will: review vocabulary, read about space travel, listen to a radio programme about exploration films, look at the past perfect tense, write about Yuri Gagarin



Unit 10: Jobs In this unit students will: talk and read about jobs, read about jobs 150 years ago, look at word building, do a project on jobs, listen to a careers counsellor

In this unit students will: review vocabulary, read about glamorous jobs, listen to people talking about youth employment, do some word building, write a job application


Unit 11: Running In this unit students will: talk about marathon running, read about sports shoes, listen to a report about Maasai warriors, do a project on the Maasai, read about unusual sports

In this unit students will: review vocabulary, read about dangerous sports, listen to some young people talking about hip hop dancing, look at -ing forms, write about hip hop dancing

Language focus: -ing forms Language focus: -ing forms

Unit 12: Sport In this unit students will: In this unit students will: review vocabulary, read about an adventure holiday, listen to someone talking about a desert adventure in Qatar, look at signpost words, write a description of a desert adventure



Unit 13: Science In this unit students will: talk about science at school, read some scientific definitions, listen to a scientist talking about water, look at word building, do a project about water, read about how to save water

In this unit students will: review vocabulary, read about technology, listen to someone talking about air pollution, look at word building, write an e-mail to a friend about pollution


Unit 14: Technology In this unit students will: talk about oil, read about products made of plastic, read about

talking about inventions

In this unit students will: review vocabulary, read about the Skycar,

description of an underwater vehicle



Unit 15: Buildings In this unit students will: talk and read about bridges, read about an hotel made of ice, look at nouns, verbs and adjectives, do a project on buildings and structures, read about Atlantis

In this unit students will: review vocabulary, read about bionic buildings, listen to an interview about the Titanic, look at nouns, verbs and adjectives, write an e-mail to a friend about the Titanic



Unit 16: Wonders of the world In this unit students will: talk and read about the Seven Wonders of the Ancient World, listen to someone talking about the Seven Wonders, look at passives, do a project on modern wonders, read about the city of Mumbai

In this unit students will: review vocabulary, read about the Orient-Express, listen to an announcement, look at passive forms, write a description of a train journey

Language focus: is thought/said/believed, etc.

Language focus: passive forms

Unit 17: Leisure In this unit students will: talk and read about free time and digital entertainment, read about fashion, look at modal verbs, do a project on clothes, listen to someone talking about clothes in history

In this unit students will: review vocabulary, read about pirate copying, listen to an interview about pirates, focus on modal verbs, write a summary of an interview

Language focus: modal verbs Language focus: modal verbs

Unit 18: Films In this unit students will: talk and read about the cinema, listen to someone talking about film genres, look at word building, do a project on films, read and write a film review

In this unit students will: review vocabulary, read about special effects in films, listen to someone talking about humans and computers, look at word building, write an article about computers


Leve

l 1 Concluding unit: The English language 2 In this unit students will: talk and read about the importance of vocabulary, read some interesting facts about language, read an introduction to IGCSE, do a review of this Coursebook

Menu ix


Leve

l 2, P

art 1

: Lei

sure

and

ent

erta

inm

ent Unit 1: Focus on reading skills

Exam Exercise 1 In this unit students will: talk about leisure activities, practise reading strategies, read adverts, talk about preferences, make suggestions

In this unit students will: review vocabulary, read about transport, research islands, write a description, write notes

Language focus: word building – adjectives

Language focus: whether ... or, relative clauses, introductory phrases with -ed or -ing words

Unit 2: Focus on reading skills Exam Exercise 2

In this unit students will: discuss television programmes, read graphs, read about young people in France and Britain, read about beaches in Italy, talk about things they would/wouldn’t do

In this unit students will: review vocabulary, read maps and graphs, read about plague, research technical words, write using information from a graph, read about an archaeological discovery, write a letter, look at abbreviations

Language focus: adverbs Language focus: so ... that, former/latter, to be + past participle

Unit 3: Focus on writing skills Exam Exercises 6 and 7

In this unit students will: talk about fast food, write an informal letter, express opinions, read about a shellfish found in Oman

In this unit students will: review vocabulary, read about veganism, research food measurements, write an informal letter, read about obesity, use notes to write a passage

Language focus: adjectives and adverbs

Language focus: advantages and disadvantages, once and today, in addition to

Unit 4: Focus on listening skills Exam Questions 1–6

In this unit students will: talk about transport, listen to people talking about different forms of transport, read about car accidents, read information in a table, listen to exam-

In this unit students will: review vocabulary, read about advertising, research the law about advertisements, listen to an interview and make notes, write a competition entry

Language focus: tenses Language focus: prefixes, vocabulary

Unit 5: Exam practice In this unit students will practise: Exercises 1 and 2 (reading) and 6 and 7 (writing), and Questions 1–6 (listening)

In this unit students will practise: Exercises 1(Extended), 2 (Core) and 6 (Core and Extended) and listening

Leve

l 2, P

art 2

: Wor

k an

d ed

ucat

ion


In this unit students will: talk about a language school, practise telephone conversations, give advice, read about changing schools

In this unit students will: review vocabulary, read about and research home-education, write an informal letter, read about being left out, use information in a table to write a description

Language focus: prefixes Language focus: vocabulary – opposites and definitions, phrasal verbs

Unit 7: Focus on reading and writing skills Exam Exercise 4

In this unit students will: look for details in a text, make notes, write a summary, give advice, read about an astronaut, read advertisements

In this unit students will: review vocabulary, read about teeth and gums, research dentistry, prepare a talk, read about ‘dirty jobs’

Language focus: giving advice Language focus: relative pronouns, spelling, definitions, adjectives


In this unit students will: learn about British English and American English spelling,

job interviews

In this unit students will: review vocabulary, read about monkeys who help disabled people, research how animals can help humans, write a formal letter, read some guidelines for giving a presentation

Language focus: spelling Language focus: British English and American English, technical language

Unit 9: Focus on listening skills Exam Questions 9 and 10

In this unit students will: talk about CVs and résumés, listen to a radio interview, write a CV, listen to a job interview, interview someone, read about CVs in different countries

In this unit students will: review vocabulary, read about a folk maestro, research traditional dance and music, write a formal letter, listen to an


Language focus: tenses, irrespective of

Unit 10: Exam practice

In this unit students will practise: Exercises 2 (reading), 3 (reading and writing) and 6 and 7 (writing), and Questions 9 and 10 (listening)

In this unit students will practise: Exercises 2 (Core), 3 (Extended), 4, 7 (Core and Extended) and listening

Leve

l 2, P

art 3

: Peo

ple

and

rela

tions

hips

Unit 11: Focus on reading skills Exam Exercises 1 and 2

In this unit students will: talk about record-breaking, read about sports and athletes, read about Scott of the Antarctic, write diary entries and paragraphs

In this unit students will: review vocabulary, read about dangerous jobs, research athletics, respond to a job advertisement, read about a racing driver, write about a job

Language focus: vocabulary Language focus: word building, comparatives and superlatives

Unit 12: Focus on reading and writing skills Exam Exercises 4 and 5

In this unit students will: read about famous people, make notes, talk about twins, write a summary

In this unit students will: review vocabulary, read about babies and language, research the way babies talk, write a summary, read about Bahrain, complete notes

Language focus: vocabulary Language focus: words ‘borrowed’ from other languages


In this unit students will: talk about youth groups, write paragraphs, read about Guides and Scouts, write an article

In this unit students will: review vocabulary, read about and research henna, analyse students’ writing, read about a youth organisation in South

Language focus: vocabulary Language focus: infinitive clauses, -ing clauses


In this unit students will: talk about the nursing profession, listen to a talk about Florence Nightingale, complete forms, talk about the ICRC, listen to an interview

In this unit students will: review vocabulary, read about animals in Australia, write a summary, listen to a conservationist

Language focus: vocabulary Language focus: vocabulary, should and would

Unit 15: Exam practice In this unit students will practise: Exercises 1 and 2 (reading) and 4 and 5 (reading and writing), and Questions 7 and 8 (listening)

In this unit students will practise: Exercises 1–5, 7, and listening

Leve

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art 4

: Ide

as a

nd th

e fu

ture


In this unit students will: speak about text language, read about e-mails, write about symbols in e-mails and texts, talk and read about mobile phones

In this unit students will: review vocabulary, read about Berlin, write an informal letter, read about schools of the future, write answers

Language focus: vocabulary Language focus: modal auxiliary verbs, reporting verbs


In this unit students will: discuss and read about global warming and the North Pole, In this unit students will: review vocabulary, read about eating disorders, write a summary, read about and research Kerala, complete notes

Language focus: vocabulary Language focus: adverbs to express contrast (however, nevertheless, on the other hand ...), giving advice


In this unit students will: talk and write about chewing gum, write an article, discuss In this unit students will: practise thinking skills, read about single-sex schools, practise discursive writing, read about and research recycling, write a descriptive article

Language focus: vocabulary Language focus: would rather, vocabulary

Unit 19: Focus on listening skills Listening exercises

In this unit students will: talk about fashion, listen to a radio interview, plan and write a competition entry, listen to a talk about shoes, read an article about fashion

In this unit students will: review vocabulary, listen to a marketing assistant, Language focus: vocabulary Language focus: whether ... or, vocabulary

Unit 20: Exam practice In this unit students will practise: a complete exam In this unit students will practise: a complete exam

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Exam Exercise 1 In this unit students will: talk about leisure activities, practise reading strategies, read adverts, talk about preferences, make suggestions

In this unit students will: review vocabulary, read about transport, research islands, write a description, write notes

Language focus: word building – adjectives

Language focus: whether ... or, relative clauses, introductory phrases with -ed or -ing words


In this unit students will: discuss television programmes, read graphs, read about young people in France and Britain, read about beaches in Italy, talk about things they would/wouldn’t do

In this unit students will: review vocabulary, read maps and graphs, read about plague, research technical words, write using information from a graph, read about an archaeological discovery, write a letter, look at abbreviations

Language focus: adverbs Language focus: so ... that, former/latter, to be + past participle


In this unit students will: talk about fast food, write an informal letter, express opinions, read about a shellfish found in Oman

In this unit students will: review vocabulary, read about veganism, research food measurements, write an informal letter, read about obesity, use notes to write a passage

Language focus: adjectives and adverbs

Language focus: advantages and disadvantages, once and today, in addition to

Unit 4: Focus on listening skills Exam Questions 1–6

In this unit students will: talk about transport, listen to people talking about different forms of transport, read about car accidents, read information in a table, listen to exam-

In this unit students will: review vocabulary, read about advertising, research the law about advertisements, listen to an interview and make notes, write a competition entry

Language focus: tenses Language focus: prefixes, vocabulary

Unit 5: Exam practice In this unit students will practise: Exercises 1 and 2 (reading) and 6 and 7 (writing), and Questions 1–6 (listening)

In this unit students will practise: Exercises 1(Extended), 2 (Core) and 6 (Core and Extended) and listening

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In this unit students will: talk about a language school, practise telephone conversations, give advice, read about changing schools

In this unit students will: review vocabulary, read about and research home-education, write an informal letter, read about being left out, use information in a table to write a description

Language focus: prefixes Language focus: vocabulary – opposites and definitions, phrasal verbs

Unit 7: Focus on reading and writing skills Exam Exercise 4

In this unit students will: look for details in a text, make notes, write a summary, give advice, read about an astronaut, read advertisements

In this unit students will: review vocabulary, read about teeth and gums, research dentistry, prepare a talk, read about ‘dirty jobs’

Language focus: giving advice Language focus: relative pronouns, spelling, definitions, adjectives


In this unit students will: learn about British English and American English spelling,

job interviews

In this unit students will: review vocabulary, read about monkeys who help disabled people, research how animals can help humans, write a formal letter, read some guidelines for giving a presentation

Language focus: spelling Language focus: British English and American English, technical language


In this unit students will: talk about CVs and résumés, listen to a radio interview, write a CV, listen to a job interview, interview someone, read about CVs in different countries

In this unit students will: review vocabulary, read about a folk maestro, research traditional dance and music, write a formal letter, listen to an


Language focus: tenses, irrespective of

Unit 10: Exam practice

In this unit students will practise: Exercises 2 (reading), 3 (reading and writing) and 6 and 7 (writing), and Questions 9 and 10 (listening)

In this unit students will practise: Exercises 2 (Core), 3 (Extended), 4, 7 (Core and Extended) and listening

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In this unit students will: talk about record-breaking, read about sports and athletes, read about Scott of the Antarctic, write diary entries and paragraphs

In this unit students will: review vocabulary, read about dangerous jobs, research athletics, respond to a job advertisement, read about a racing driver, write about a job

Language focus: vocabulary Language focus: word building, comparatives and superlatives


In this unit students will: read about famous people, make notes, talk about twins, write a summary

In this unit students will: review vocabulary, read about babies and language, research the way babies talk, write a summary, read about Bahrain, complete notes

Language focus: vocabulary Language focus: words ‘borrowed’ from other languages


In this unit students will: talk about youth groups, write paragraphs, read about Guides and Scouts, write an article

In this unit students will: review vocabulary, read about and research henna, analyse students’ writing, read about a youth organisation in South

Language focus: vocabulary Language focus: infinitive clauses, -ing clauses


In this unit students will: talk about the nursing profession, listen to a talk about Florence Nightingale, complete forms, talk about the ICRC, listen to an interview

In this unit students will: review vocabulary, read about animals in Australia, write a summary, listen to a conservationist

Language focus: vocabulary Language focus: vocabulary, should and would

Unit 15: Exam practice In this unit students will practise: Exercises 1 and 2 (reading) and 4 and 5 (reading and writing), and Questions 7 and 8 (listening)

In this unit students will practise: Exercises 1–5, 7, and listening

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In this unit students will: speak about text language, read about e-mails, write about symbols in e-mails and texts, talk and read about mobile phones

In this unit students will: review vocabulary, read about Berlin, write an informal letter, read about schools of the future, write answers

Language focus: vocabulary Language focus: modal auxiliary verbs, reporting verbs


In this unit students will: discuss and read about global warming and the North Pole, In this unit students will: review vocabulary, read about eating disorders, write a summary, read about and research Kerala, complete notes

Language focus: vocabulary Language focus: adverbs to express contrast (however, nevertheless, on the other hand ...), giving advice


In this unit students will: talk and write about chewing gum, write an article, discuss In this unit students will: practise thinking skills, read about single-sex schools, practise discursive writing, read about and research recycling, write a descriptive article

Language focus: vocabulary Language focus: would rather, vocabulary

Unit 19: Focus on listening skills Listening exercises

In this unit students will: talk about fashion, listen to a radio interview, plan and write a competition entry, listen to a talk about shoes, read an article about fashion

In this unit students will: review vocabulary, listen to a marketing assistant, Language focus: vocabulary Language focus: whether ... or, vocabulary

Unit 20: Exam practice In this unit students will practise: a complete exam In this unit students will practise: a complete exam

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xii Assessment criteria for writing

Assessment criteria for writing

Mark band

CONTENT: relevance and development of ideas (AO: W1, W2, W6)

Mark band

LANGUAGE: style and accuracy (AO: W1, W3, W4, W5)

8–9

Exte

nded

Highly effective:

Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience.Development of ideas: Shows independence of thought. Ideas are well developed, at appropriate length and persuasive. Quality is sustained throughout. Enjoyable to read. The interest of the reader is aroused and sustained.

8–9

Exte

nded

Fluent:

Style: Almost first language competence. Ease of style. Confident and wide-ranging use of language, idiom and tenses.Accuracy: None or very few errors. Well-constructed and linked paragraphs.

6–7

Exte

nded

Effective:

Relevance: Fulfils the task, with appropriate register and good sense of purpose and audience.Development of ideas: Ideas are well developed and at appropriate length. Engages reader’s interest.

6–7

Exte

nded

Precise:

Style: Sentences show variety of structure and length. Some style and turn of phrase. Uses some idioms and is precise in use of vocabulary. However, there may be some awkwardness in style making reading less enjoyable.Accuracy: Generally accurate, apart from occasional frustrating minor errors. There are paragraphs showing some unity, although links may be absent or inappropriate.

4–5

Core

& E

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Satisfactory:

Relevance: Fulfils the task, with reasonable attempt at appropriate register, and some sense of purpose and audience. A satisfactory attempt has been made to address the topic, but there may be digressions.Development of ideas: Material is satisfactorily developed at appropriate length.

4–5

Core

& E

xten

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Safe:

Style: Mainly simple structures and vocabulary, sometimes attempting more sophisticated language.Accuracy: Meaning is clear, and work is of a safe, literate standard. Simple structures are generally

do not interfere with communication. Grammatical errors occur when more sophistication is attempted. Paragraphs are used but without coherence or unity.

2–3

Core

& E

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Partly relevant:

Relevance: Partly relevant and some engagement with

showing insufficient awareness of purpose and/or audience.Development of ideas: Supplies some detail and explanation, but the effect is incomplete. Some repetition.

2–3

Core

& E

xten

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Errors intrude:

Style: Simple structures and vocabulary.Accuracy: distracting errors hamper precision and slow down reading. However, these do not seriously impair

0–1

Core

& E

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Little relevance:

Limited engagement with task, but this is mostly hidden by density of error. Award 1 mark.No engagement with the task, or any engagement with task is completely hidden by density of error. Award 0 marks. If essay is completely irrelevant, no mark can be given for language.

0–1

Core

& E

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Hard to understand:

Multiple types of error in grammar/spelling/word usage/punctuation throughout, which mostly make it difficult to understand. Occasionally, sense can be

Award 1 mark.Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English

Award 0 marks.

The grid applies to Exam Exercises 6 and 7 of the Reading and Writing component of the IGCSE E2L syllabus.

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Level 1, Introductory unit: The English language 1 1

This is an introductory unit designed to give your students the chance to get to know each other better. There is no corresponding Workbook unit.

Coursebook exercises

A Speaking

1 Make sure everyone understands how to approach this speaking activity. If you think your students may have problems forming the

fi rst, and then allow them to ‘fi nd someone who ...’. Also, help them with some prompts for the

2 Students report back on their survey. For example, Manuel supports Manchester United because his father was a keen fan.

3 & 4 As students decide what they can say in English, get them to give each other examples. This activity will make your students more aware of what they can already say in English – self-assessment is not always easy for learners.

5 & 6 This is similar to the previous exercises, although more challenging as your students need to now express themselves more fully in English.

7 Learners often want to be able to do or say something in another language but can’t. This exercise encourages them to think about this and to make a list. Get them to compare their lists with each other’s – they will probably fi nd that they have a lot in common.

8 This exercise encourages learners to think about problems they may have with speaking skills, and to focus on why they are not always confi dent about speaking. Again, get your students to discuss their ‘fears’ and see whether they share any with their classmates.

9 This is a fun activity to end Section A. Make sure you demonstrate the activity fi rst, and then put students in groups to try it out.

B Reading and speaking

10 & 11 If your students are not familiar with the idea of fi rst and second language speakers, you could combine these exercises and simply get them to make a list of countries where they think English is spoken. They will fi nd out the answers later in the section.

12 The paragraph in Exercise 13 gives students some facts and fi gures about English as a world

students’ knowledge of long numbers (this issue is revisited later in the book).

Answersa six (1,000,000) b nine (1,000,000,000)

13 & 14 Students read the text and complete the gaps with the numbers from the box. They can then check their answers to the previous exercises by looking at the completed map and text. Are they surprised by anything?

Answersa 6,000b 75 per centc 60 per centd 5,300e 350f 400

15 the map in more detail.

Level 1, Introductory unit

The English language 1

2 Level 1, Introductory unit: The English language 1

Answersa North Americab Indiac South Africad Canadae the Bahamas or Guyana (both have a population

of less than a million)f nog Africa

C Reading and vocabulary

16 Learners tend to think of a dictionary as the only method of fi nding the meaning of an unknown word. Here they should be encouraged to think of alternative sources, and to make a list.

17 Check with your students that they understand the three words given – if they are not sure, they should use a method from the previous exercise to check.

18

Answersa Auditoryb Visualc Kinaesthetic

19

Answersa visual – it mentions picturesb kinaesthetic – it mentions making something,

which involves physically handling itemsc auditory – it mentions reading aloud, listening

20 check their answers to the previous exercises. They do not need to understand everything in the text in order to check their answers.

21 Ask your students which of the three learning styles they think applies to them. Point out that we tend to favour one style, but we often show signs of the others as well.

D Language focus: questions and short answers with do/does

22 Students need to re-read the text and fi nd and underline all the do ... ?in each of the paragraphs about the different learner types.

23 Some learners need a ‘rule’ to help them understand an aspect of language.

AnswersDo + subject (not he or she) + infi nitive verb (no to)? Does + third person single subject, he or she + infi nitive verb (no to)?

24 Point out the position of time adverbs in imperatives, and how this contrasts with their position in do/does

AnswersDo + subject (not he or she) (+ adverb) + infi nitive verb (no to)?Does + third person single subject, he or she (+ adverb) + infi nitive verb (no to)?

25 If students are unfamiliar with the term ‘short answer’, give some examples of both long and short answers.

AnswersYes, I do / No, I don’t.(Long answers would be: Yes, I always make written notes ... / No, I don’t always make written notes ... .)

26 Does ... ?

AnswersYes, she does / No, she doesn’t.

27 This exercise gives students some practice in word order for do/does

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Answersa Does your teacher always use the whiteboard?b Do you sometimes forget to switch off your

mobile?c Do you often listen to cassettes in class?d Do you usually draw pictures in your mind to

remember things?e Does your teacher ever ask you to make things

in class?

28 If possible, get your students to stand up and move around the class asking each other the

sitting near them.

E Listening and speaking

CD 1, Track 1

29 Make sure your students understand the focus of the interview, as this will help them to think of

However, this is a pre-listening and prediction exercise and as such it does not matter what

30 Students listen and check whether any of their

31 In the table, students write down Yousef’s actual 148–9).

They then listen to the interview again and make notes about Mr Peter’s answers.

32 Let students check with each other. They can also look at the transcript for further clarifi cation if necessary.

F Reading and writing

33 Make sure your students are comfortable with the language in this exercise, and then let them

Answersa Cb Ac B

34 pages 148–9. Then get them to skim the text to fi nd how he wrote out Mr Peter’s answers.

Answersa Everybody has their own individual learning style ...b There is no ‘right’ way to learn ...c There are three distinct learning styles ...d To fi nd out what your particular learning style is ...e If we ‘see’ the number ...

35 & 36 Using the information given, students write the rest of the article. Guide them and point out how Yousef wrote the fi rst part of the article. Encourage students to assist each other and to read each other’s writing.

4 Level 1, Part 1: The world around us

A Speaking and thinking

1 If you think that students will not know many of the planets, you could prompt them by bringing in visuals. Give them time to think and discuss their ideas with each other. Perhaps they know all the planets in their own language. They will see the English words in the next exercise.

2 & 3

Answers horizontal: Neptune, Jupiter, Mercury, Plutovertical: Saturn, Venusdiagonal: Mars, Earth, Uranus

Position Name God/Goddess1 Mercury Winged messenger of the gods2 Venus Goddess of love and beauty3 Earth4 Mars God of war5 Jupiter God of the sky and heavens, and

son of Saturn6 Saturn God of farming and agriculture,

and father of Jupiter7 Uranus King of the gods8 Neptune God of the sea9 Pluto God of the underworld

B Listening and vocabulary

CD 1,Track 2

4 Give students time to think about the information in the table and to guess how the planets got their names. It does not matter what they think as they will fi nd out the information in the next exercise. This is simply a pre-listening activity.

5 Play the recording. Students listen and check whether their ideas from Exercise 4 are correct. Let students listen a second time if they want to.

6 You could have a class competition and see which student can think of the best new name for Earth. Perhaps get them to design a logo as well.


7 If you can show your students a real telescope (or a picture), this might help to generate some ideas if none are forthcoming. You could tell students the various parts (e.g. eyepiece, lens, etc.) and get them to show you where they are on the telescope.

8 Ask students if anything else in the classroom contains a lens (mobile phone with camera, for example).

Answers a camerab projectorc microscoped contact lense glasses

9 Throughout the Coursebook students will be encouraged to use a dictionary to check meanings, so make sure dictionaries are available, either class sets, individual copies, or perhaps online versions. If students are new to using dictionaries independently, spend some time training them in how to do so effi ciently. Try to get them to give reasons for their choices in this exercise.

10 not to spend time worrying about unknown words.

Level 1, Part 1: The world around us

Unit 1: SpaceCoursebook exercises

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11 You will need to guide your students when they write the defi nitions. You could do one as an example: Optical is an adjective, and it refers to something visual, or something which uses the human eye.

D Language focus: passive forms

12 The verbs are all in the passive form (voice).

13

Answersa all of the planets; Jupiter, Saturn, Mars, Venus

and Mercuryb this colourc Plutod The lenses in glasses and contact lensesWe do not know who the doer is.

14

AnswerThe passive is formed with the verb to be, followed by the past participle of a main verb.

15

Answersa is seen d is seenb are made e is perceivedc is held

E Study skills and research

16 Each unit contains a small research project. Depending on time and resources available, students could do this at home, in school, on their own, or with other students – you will need to decide. Encourage students not to simply copy information from books and the Internet, but to put things into their own words. Also try to get them to use visuals to support what they are trying to say in their projects.


17 This is a pre-reading exercise, so it does not matter what your students think. The idea is to get them thinking about the topic, and to make some predictions.

18

Answerschimpanzeesdogsinsects (fruit fl ies)monkeysmicerabbitsrats

19 This is a vocabulary exercise where students need to discuss their ideas with each other and use a dictionary for further help. Remind students to use the context of the text fi rst, rather than rushing immediately to a dictionary.

20

Answersa gives reasons for sending animals into spaceb paragraph 3 – was launched, was killed, were sentc fi nd out about space conditions, effects of

weightlessness, and effects of stressd rocket hit the Earth on its returne a passenger in a rocket which does not returnf problemsg 253 km, 9,426 km/hh next step was human fl ight

21 Some students respond well to seeing information on a timeline. If you have time and if your students would enjoy it, you could get them to draw a simple visual for each event.


AnswersThe timeline should show the following events:August 1948 – fi rst mouse in spaceearly 1950s – Russians put mice, rats, rabbits into space as one-way passengersJanuary 1961 – fi rst chimp in space (Ham)May 1961 – fi rst human in space (American Alan Shepard)

22 This is a short piece of writing. Make sure your students use the fi ve pieces of information from the timeline. They can exchange their writing and check each other’s work.

G Review quiz

23 Each unit in the Coursebook ends with a ‘Review

some of the key lexis and grammar from the unit, and its themes. Students can work on the

it is important that they do not look back at the information in the unit itself, in order to ensure

they can look back at the unit and self-check their answers, which is in itself a useful skill to develop. When more full and structured practice

can direct their students to the Workbook.

Workbook exercises

Vocabulary1 a Neptune b Jupiter c Mercury d Mars e Pluto f Venus g Earth h Saturn i Uranus

2

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto

3 a Optical b images c refraction d rays e transparent f glass g air

4 horizontal: rabbit, chimpanzee, turtle, insect vertical: snake, fi sh, monkey diagonal: rat, mouse, dog, cat, frog

Language focus: passive forms5 are produced were given have been sent had been trained will be required

6 a are produced b is hit c are bent d is formed e is changed

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Unit 1: Space 7

Reading9

Basic quali! cations and requirements

Special skills and special training, degree in science or maths …

Classi! cation ofastronaut

commander/pilot, mission specialist, payload specialist

Length of basic training

two years

Training subjects basic science (maths, astronomy, physics, geology, meteorology, oceanography), technology (navigation, mechanics, materials processing), space shuttle systems

Flight training pilots – 15 hours per month in T-38 jetsmission specialists – 4 hours

Other information also taught parachute jumping, land and sea survival, scuba diving, ways to overcome different pressure conditions

10 a fulfi l b vision c vehicle d geology e micro f contingency

CD 1,Track 1

Listening

12

Word from listening text

Meaning

miniature smaller versioninto thin air completelydishevelled untidyparadisiacal like paradisehumanoid like a humanfrail physically weakpedestal base for something to stand oncourage bravery or strength to do somethingultimately ! nallywhizzes moves very quicklyexhausted very tired

13 a False b False c True d True e True

f False g False h False i True j True

14 a he produces a miniature machine b he tells the story after dinner f he tries to fi nd it g the Time Traveller fi nds fi re is a good defence h he starts the fi re accidentally



1 UFO = unidentifi ed fl ying object. Ask your students what they know about UFOs – it does

2 Similarly, it does not matter if your students don’t know what an alien is. However, get them to discuss their ideas, and perhaps show them a visual to encourage discussion.

3 You may need to deal with some of the vocabulary in the ‘no’ and ‘yes’ answers before you get students to read. Make sure they understand

Are UFOs alien spacecraft?). There are no right or wrong answers – this section is designed to get your students thinking and speaking about the unit theme. Check the vocabulary before you ask students to vote.


CD 1,Track 3

4 Students may not realise that everyday objects have been mistaken for UFOs. Go through the list of objects and ask them which, if any, they think could have been mistaken for alien spacecraft.

AnswersAll of them have been mistaken for UFOs, apart from camcorder.

5 Throughout the book there are many opportunities for students to work on vocabulary together, and using a dictionary. This repeated activity will make your students more confi dent about using a dictionary, and will also encourage them to think more about words they are unsure about.

6 Get your students to think about the information and decide whether it is true or false – it does not matter what they think.

7 Refer back to the objects in Exercise 4. Tell students to listen for them, and to number them as they hear the objects.

Answers1 aeroplane 5 bird2 glider 6 tennis ball3 helicopter 7 frisbee4 balloonNote: camcorder is mentioned at the end, but not as an object mistaken for a UFO.

8 Students listen again and check whether the information in Exercise 6 is true or false – in fact everything is true.


9 Students fi nd out what the words mean and look for pictures on the Internet or in books.

10

Answersuniform + constantvarious + diverse

11 make sure you are ready to help your students. If they do not understand the terms, they will not be able to do the following activity.

12 The matching exercise should not be challenging, as there are plenty of key words to help students.


Unit 2: Living creaturesCoursebook exercises

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Answers1 organised 4 developmental2 homeostatic 5 responsive to stimuli3 reproductive 6 adapted to its environment

D Language focus 1: word building

13 There are several word building exercises in the book. An awareness of how words ‘build’ on themselves to form other words is an extremely useful skill in developing profi ciency in a language. Adding a translation is also useful, and

Verb Noun Adjective Adverb Translationvary variety various,

variedvariously

diversify diversity diverse diversely– uniformity,

uniformuniform uniformly

specialise specialisation, specialist, speciality

specialised –

E Language focus 2: signpost words

14 There are various terms used to describe what I call ‘signpost’ words. A signpost tells you in which direction to go, and signpost words (or

your students to complete the blank ‘branches’ on the signpost with their own words.

15 & 16 Depending on your situation, you could allocate one column to different groups of students and give them a time limit in which to think of, for example, fi ve more words.

When Contrast In addition! rstly although alsosecondly however andnext even though furthermore! nally on the other hand sosubsequently or either ... or

but for examplethough

F Study skills and research

17 It can be diffi cult to defi ne or fi nd synonyms for some words, particularly scientifi c and technical language. Using translation is an effective method for checking understanding.

18 & 19 Try not to assist your students too much with projects. The whole point is for them to become more independent and autonomous in their learning. Encourage them to discuss their ideas with you, however, and check progress regularly to make sure they are on target.

G Reading and writing

20 Look at the pictures and discuss what is happening in each one. If appropriate, introduce some of the new vocabulary (see Exercise 21 and the article on page 24), such as conceal, incubate.

21 Students match the words to the pictures in Exercise 20.

22 Students read the text and compare the content with their ideas from the previous exercises.

23

Answersa paragraph 1 b 2 c 3 and 4

24 This writing exercise encourages the use of signpost words from earlier in the unit. You could do the activity orally fi rst, encouraging students to think about the order of events and what exactly happens at each stage.

H Review quiz

24 Students can self-check their answers in the unit.


Workbook exercises

Vocabulary1 umbrella, frisbee, aeroplane, hoverscraft, bird, balloon,

glider, ball, kite, camcorder

2 a organ b molecule c atom d tissue e cell f organism

3 a atoms b molecules c cells d organism e tissues f organs

4 a embryo b foetus c toddler d adolescent

5 Various answers are possible, depending on your students’ fi rst language.

Language focus: word building and signpost words6

When Contrast In addition! nally although also! rstly but andlastly even though furthermoresecondly however so

on the other handor

7 a However b although c but d On the other hand e Even though f but

8 a launched b visitors c extremely d expensive e companies f leaders

Reading11

Verb Noun Adjective Adverb– – unique uniquelythrill thrill/thriller thrilling/thrilled thrillingly– landmark landmark –strike strike/striker striking strikingly– roughness rough roughlyripple ripple rippling –– cone conical –– dusk – –dawn dawn – –witness witness – –appear appearance apparent apparentlygravitate gravity gravitational gravitationallyweigh weight weightless weightlesslyintrigue intrigue intriguing/

intriguedintriguingly

survey survey/surveyor

surveyed –

CD 1,Track 2

Listening

13 1 gone forever 2 natural extinction 3 declines in numbers 4 adapt to changes in climate 5 dinosaurs 6 human population 7 polluted some habitats 8 indirect destruction 9 hunted and killed wildlife 10 tourist souvenirs

14 a True b True c False – about 100 million years ago d True e True f True g False – but numbers getting smaller h True

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Unit 3: Natural disasters 11


1 Point out to students the difference between weather events and natural events, then get them to look for pictures of the events listed on the Internet and in books.

2 Students copy and complete the table. They could add other events, if they can think of any, and of course some events may go in both columns.

Violent weather Violent Earthhailstorm volcano! ood avalanchetsunami tsunamidrought earthquakehurricanetornado

3 It may be that you and your students live in a

describe the fi ve stages.

AnswersStage 1: Warm ocean water causes more

evaporation than usual, creating humid air and clouds.

Stage 2: Winds meet and force air upward.Stage 3: Above the storm, winds fl ow outward; the

air below rises.Stage 4: Humid air rising causes clouds to form.Stage 5: Winds cause the hurricane to move and

grow.

4 Give your students time to talk about the fi ve pieces of information and decide whether each is true or false. Everything is true.


CD 1,Track 4

5–7 These exercises all focus on vocabulary, and are all for pre-listening. Students will hear all the phrases when they listen to the news item, so it is important for them to spend time on the matching activities fi rst. If time is short, you could allocate different groups of students just one of the exercises and then allow them to exchange answers. In some cases more than one matching is possible. They can listen for the correct matchings during the news item.

5

A Bripping away storefrontspeeling back roofsforcing touristssideswiping Cubacarrying out bagsterrifying residents

6

Nouns VerbsHurricane Wilma punishedwaves slammedwinds torepeople lootedothers draggedbuildings shook

7

Adjective phrases Nounsluxury hotelsalligator-infested lagoonknee-deep watereerily electric airhiding spotsdebris-fi lled streetsdestroyed furniture storesweltering, dark shelterspopular beach resort


Unit 3: Natural disastersCoursebook exercises


8 From the matchings, students should begin to get an idea of what happened. Get them to tell each other what happened when Hurricane Wilma hit Mexico’s Caribbean coastline, and to make notes. In this sort of exercise, one student does most of the speaking and the other mostly listens, so make sure that as you progress through the book all students are given an opportunity to take on the roles of both speaker and listener.

9 Play the news item. During this fi rst listening, get students to check whether they matched the words correctly in Exercises 5–7.

10 Students listen again and this time focus on the order of events, and compare them with their own ideas from Exercise 8. If necessary, you can let your students read the transcript on page 151–2 of their Coursebook.


11 In some parts of the world, snow and avalanches are unknown, while in others, they are a very

competition, asking students to think of fi ve countries where snow falls, and fi ve more countries where it doesn’t. Afterwards, get them to tell you what they think snow actually is.

12 Using their dictionaries, students discuss and decide on the meanings of the six words. Then they try to fi nd a picture of each on the Internet or in books.

13 Here there are seven more words for students to check.

14

Answersa rain f identicalb crystals g moistc clouds h hillsided melt i cylindricale hexagonal

15 This is a pre-reading exercise to help students deal with the text which follows.

Answersa single fi leb a long stickc a small spaded a personal tracking devicee an anchor

D Language focus: the 0 conditional for advice and suggestions

16 The text contains fi ve if clauses, including the example given:

AnswersIf you are in an avalanche area, take notice of warning signs. If you are in an avalanche area, always carry safety equipment ...If you are caught in the path of an avalanche, try to get to the side of it.If you can’t do this, hold on to an anchor, such as a tree. If you are hit by an avalanche, ‘swim’ with the snow ...

17 The verbs in the if clauses are present tense, and those in the main clauses are all present tense without a subject = imperative forms. Point out to students that, where further advice is given in a second sentence, the imperative is used again (e.g. Stay alert in the countryside ...).

AnswersIf you are in an avalanche area, take notice of warning signs. If you are in an avalanche area, always carry safety equipment ...If you are caught in the path of an avalanche, try to get to the side of it.If you can’t do this, hold on to an anchor, such as a tree. If you are hit by an avalanche, ‘swim’ with the snow ...

Leve

l 1, P

art 1

Unit 3: Natural disasters 13

18 This conditional form is used to do both b and c, although in the examples so far the meaning is for instructions, warnings, advice, suggestions.

19 Make sure your students understand what the pictures are showing, and do the example with

getting students to write their answers. There are various possible answers.

Possible answersa If you have an emergency radio, keep it turned on.b If you don’t have a basement, stay in the

bathroom.c If you know a hurricane is coming, keep the

windows shuttered.d If you live in a hurricane area, buy a power

generator.e If you live in a mobile home, move out when a

hurricane approaches.f If you live on a boat, don’t stay on it.g If you see broken power cables, don’t go near

them.

20 Using the examples in the previous exercise, students now write their own pieces of advice.

E Study skills and research

21 their own country and the weather events that occur there. They should fi nd out how to say the events in their own language.

22 & 23 This project is based on the weather, and students can use information from the unit as well as their own research. As already mentioned, do not assist students too much, but talk to them about their progress and guide them where necessary.


24 The pictures should prompt students to discuss volcanoes and Vesuvius in particular. Find out if they know the story of Pompeii. If not, do not tell them too much as they will be reading about the disaster in the following exercises.

25 This is a vocabulary exercise, and the words are

to discuss the words and check what they mean. They should also select eleven which they think they will fi nd in the text.

26

Answersmonstrousdebrisdustashes

collapsephenomenoneruptionmolten

remains annihilationpyroclastic

27

p h e n o m e n o na s h e s

p y r o c l a s t i cc o l l a p s e

d u s ta n n i h i l a t i o n

r e m a i n sm o n s t r o u s

d e b r i se r u p t i o n

m o l t e n

28 Check students’ understanding of Pliny’s letter, and then get them to start imagining what happened next. Their thoughts can then be developed into a piece of creative narrative writing.

G Review quiz

29 Students can self-check their answers.

Documents

Cambridge IGCSE English as a Second Language: Teacher's Book (third edition)