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

IGCSE®

English as a Second Language Third edition Teacher’s book Peter Lucantoni

CAMBRIDGE UNIVERSITY PRESS

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 6th printing 2013 Printed in India by Replika Press Pvt. Ltd A catalogue record for this publication is available from the British Library ISBN 978-0-521-73601-5 Paperback ACKNOWLEDGEMENTS

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 or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. ® IGCSE is the registered trademark of University of Cambridge International Examinations

Contents Introduction Overview of syllabus Menus Assessment criteria for writing

v vii vi xii

Level 1 Introductory unit: The English language 1

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

Space Living creatures Natural disasters Water Plants Animals The senses Edible plants

4 8 11 15 20 24 28 32

Part 2: Human endeavour Unit 9: Unit 10: Unit 11: Unit 12: Unit 13: Unit 14: Unit 15: Unit 16: Unit 17: Unit 18:

Explorers Jobs Running Sport Science Technology Buildings Wonders of the world Leisure Films

36 40 43 47 50 54 58 62 66 70

Concluding unit: The English language 2

Contents

iii

Level 2 Part 1: Leisure and entertainment Unit 1: Unit 2: Unit 3: Unit 4: Unit 5:

Focus on reading skills Focus on reading skills Focus on writing skills Focus on listening skills Exam practice

77 82 87 91 96

Part 2: Work and education Unit 6: Unit 7: Unit 8: Unit 9: Unit 10:

Focus on reading skills Focus on reading and writing skills Focus on writing skills Focus on listening skills Exam practice

98 102 106 110 114

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

Focus on reading skills Focus on reading and writing skills Focus on writing skills Focus on listening skills Exam practice

117 121 126 130 134

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

iv Contents

Focus on reading skills Focus on reading and writing skills Focus on writing skills Focus on listening skills Exam practice

137 141 146 149 152

Introduction

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 find 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 specific 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 confidence. 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 finishers, 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 first 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’ confidence 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.

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: • • •

•

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 find out more about a famous person (e.g. Coursebook 1, Unit 9, Exercise 20), students should first 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

vi Introduction

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 film 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 film 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 film AND NOT music will return pages that include the key words/phrases ‘Will Smith’ and ‘film’, 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 verified 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 find on sites they are not sure about by using a trusted site or an encyclopaedia.

Overview of syllabus

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 s DEVELOP THE ABILITY TO USE %NGLISH EFFECTIVELY FOR current syllabus for details of component percentage the purpose of communication weightings, length of papers, etc.) s FORM A SOUND BASE FOR THE SKILLS REQUIRED FOR further study or employment using English as the Thirteen examples of Speaking test cards (taken medium from various recent examination sessions) are given s DEVELOP AN AWARENESS OF THE NATURE OF LANGUAGE in Appendix 1 of Coursebook 2. You should stress and language-learning skills, along with skills of a to students that the test is one of speaking skills and more general application not of detailed topic knowledge. s PROMOTE STUDENTS PERSONAL DEVELOPMENT The revised IGCSE English as a Second Language syllabus 0510 is based on practical communication and on studentsâ&#x20AC;&#x2122; ability to express themselves effectively in both written and spoken English. It aims to:

Reading and listening comprehension are assessed through a wide range of material and language registers. An IGCSE English as a Second Language QUALIlCATION AT 'RADE # OR ABOVE IS USUALLY ACCEPTED 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 ADVISED TO CONlRM REQUIREMENTS WITH THE UNIVERSITY of their choice.

Guidance on conducting Speaking tests, exam REQUIREMENTS AND INFORMATION ON THE #ORE AND 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

vii

Level 1 Level 1, Part 2: Human endeavour

Level 1, Part 1: The world around us

Level 1

Coursebook 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 ABOUT DIFFERENT LEARNING STYLES LOOK AT QUESTIONS AND SHORT ANSWERS LISTEN TO A STUDENT interviewing a teacher, write an article

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

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

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

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

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

Unit 6: Animals

In this unit students will: talk about animals, read about elephants in Kenya, listen to a SCIENTIST TALKING ABOUT INVERTEBRATES LOOK AT QUESTION TAGS DO A PROJECT ON INVERTEBRATES read about a science fiction novel

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

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

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

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

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

Unit 12: Sport

In this unit students will: TALK ABOUT THEIR FAVOURITE SPORTS READ ABOUT SPORTS EQUIPMENT LISTEN TO A TRIATHLETE DO A PROJECT ON SPORTS EQUIPMENT READ ABOUT DIFFERENT HOLIDAYS

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

Unit 14: Technology

In this unit students will: talk about oil, read about products made of plastic, read about MOBILE PHONES LOOK AT QUESTION FORMS DO A PROJECT ON TECHNOLOGY LISTEN TO SOMEONE talking about inventions

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

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

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

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

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

Workbook 1

Coursebook 1

Workbook 1

Language focus: QUESTIONS AND short answers with do/does

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

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, Language focus: word building, signpost words signpost words

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

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

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

In this unit students will: REVIEW VOCABULARY LOOK AT QUESTION TAGS READ about animal names, listen to someone talking about Hawaii, write a description

Language focus: QUESTION TAGS

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

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

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

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

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

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

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

Language focus: word building Language focus: word building

In this unit students will: review vocabulary, read about the Skycar, LISTEN TO SOMEONE TALKING ABOUT PENGUINS LOOK AT QUESTION FORMS WRITE A description of an underwater vehicle

Language focus: QUESTION forms

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

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

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

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

Language focus: word building Language focus: word building

Level 2, Part 4: Ideas and the future

Level 2, Part 3: People and relationships

Level 2, Part 2: Work and education

Level 2, Part 1: Leisure and entertainment

Coursebook 2 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

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

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

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 examTYPE QUESTIONS

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)

Unit 6: Focus on reading skills Exam Exercise 2

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

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

Unit 8: Focus on writing skills Exam Exercises 6 and 7

In this unit students will: learn about British English and American English spelling, READ ABOUT SPELLING WRITE A FORMAL LETTER RESPOND TO AN EXAM TYPE QUESTION TALK ABOUT job interviews

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

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)

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

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

Unit 13: Focus on writing skills Exam Exercises 6 and 7

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

Unit 14: Focus on listening skills Exam Questions 7 and 8

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

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)

Unit 16: Focus on reading skills Exam Exercises 1 and 2

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

Unit 17: Focus on reading and writing skills Exam Exercises 4 and 5

In this unit students will: discuss and read about global warming and the North Pole, ANSWER AN EXAM TYPE QUESTION TALK ABOUT CLIMATE PROBLEMS WRITE A SUMMARY

Unit 18: Focus on writing skills Exam Exercises 6 and 7

In this unit students will: talk and write about chewing gum, write an article, discuss RECYCLING ANSWER AN EXAM TYPE QUESTION

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

Unit 20: Exam practice

In this unit students will practise: a complete exam

x Menu

Workbook 2

Coursebook 2

Workbook 2

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

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

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: 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

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

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

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: 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: review vocabulary, read about a folk maestro, research traditional dance and music, write a formal letter, listen to an INTERVIEW WRITE QUESTIONS

Language focus: QUESTION forms

Language focus: tenses, irrespective of

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: 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: review vocabulary, read about and research henna, analyse students’ writing, read about a youth organisation in South !FRICA ANSWER AN EXAM TYPE QUESTION

Language focus: vocabulary

Language focus: infinitive clauses, -ing clauses

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

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: 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: 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

In this unit students will: review vocabulary, listen to a marketing assistant, WRITE QUESTIONS READ ABOUT AND RESEARCH SCHOOL UNIFORMS WRITE A SUMMARY

Language focus: vocabulary

Language focus: whether ... or, vocabulary

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

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

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

In this unit students will practise: a complete exam

Assessment criteria for writing

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

Mark band

elevance: Fulfils the task, with consistently R 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.

8â&#x20AC;&#x201C;9 Extended

Fluent:

Precise:

elevance: Fulfils the task, with appropriate register R and good sense of purpose and audience. Development of ideas: Ideas are well developed and at appropriate length. Engages readerâ&#x20AC;&#x2122;s interest.

elevance: Fulfils the task, with reasonable attempt at R 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.

4â&#x20AC;&#x201C;5 Core & Extended

elevance: Partly relevant and some engagement with R THE TASK $OES NOT QUITE FULlL THE TASK ALTHOUGH THERE ARE SOME POSITIVE QUALITIES )NAPPROPRIATE REGISTER showing insufficient awareness of purpose and/or audience. Development of ideas: Supplies some detail and explanation, but the effect is incomplete. Some repetition.

imited engagement with task, but this is mostly L 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.

S tyle: 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 SOUND APART FROM INFREQUENT SPELLING ERRORS WHICH do not interfere with communication. Grammatical errors occur when more sophistication is attempted. Paragraphs are used but without coherence or unity.

s s

S tyle: Simple structures and vocabulary. Accuracy: -EANING IS SOMETIMES IN DOUBT &REQUENT distracting errors hamper precision and slow down reading. However, these do not seriously impair COMMUNICATION 0ARAGRAPHS ABSENT OR HAPHAZARD

Hard to understand: 0â&#x20AC;&#x201C;1 Core & Extended

Little relevance: s

Errors intrude: 2â&#x20AC;&#x201C;3 Core & Extended

S tyle: 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.

Safe:

Partly relevant: 2â&#x20AC;&#x201C;3 Core & Extended

S tyle: 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.

Effective:

Satisfactory:

0â&#x20AC;&#x201C;1 Core & Extended

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

Highly effective:

6â&#x20AC;&#x201C;7 Extended

8â&#x20AC;&#x201C;9 Extended

Mark band

ultiple types of error in grammar/spelling/word M usage/punctuation throughout, which mostly make it difficult to understand. Occasionally, sense can be DECIPHERED 0ARAGRAPHS ABSENT OR HAPHAZARD Award 1 mark. Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English WRITING 0ARAGRAPHS ABSENT OR HAPHAZARD Award 0 marks.

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

xii Assessment criteria for writing

The English language 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

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

B Reading and speaking

A Speaking 1

Make sure everyone understands how to approach this speaking activity. If you think your students may have problems forming the QUESTIONS YOU COULD DO THIS WITH THEM ORALLY first, and then allow them to â&#x20AC;&#x2DC;find someone who ...â&#x20AC;&#x2122;. Also, help them with some prompts for the FOLLOW UP QUESTIONS 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 â&#x20AC;&#x201C; selfassessment 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 canâ&#x20AC;&#x2122;t. This exercise encourages them to think about this and to make a list. Get them to compare their lists with each otherâ&#x20AC;&#x2122;s â&#x20AC;&#x201C; they will probably find that they have a lot in common. This exercise encourages learners to think about problems they may have with speaking skills, and to focus on why they are not always confident about speaking. Again, get your students to discuss their â&#x20AC;&#x2DC;fearsâ&#x20AC;&#x2122; and see whether they share any with their classmates.

10 & 11 If your students are not familiar with the idea of first 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 find out the answers later in the section. 12 The paragraph in Exercise 13 gives students some facts and figures about English as a world LANGUAGE 4HESE TWO PRE READING QUESTIONS CHECK studentsâ&#x20AC;&#x2122; knowledge of long numbers (this issue is revisited later in the book).

Answers a 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?

Answers a b c d e f

6,000 75 per cent 60 per cent 5,300 350 400

15 3TUDENTS NOW ANSWER THE QUESTIONS BY LOOKING AT the map in more detail.

Level 1, Introductory unit: The English language 1 1

Level 1, Introductory unit

Answers a b c d e

North America India South Africa Canada the Bahamas or Guyana (both have a population of less than a million) f no g Africa

C Reading and vocabulary

D Language focus: questions and

short answers with do/does

22 Students need to re-read the text and find and underline all the do ... ? QUESTIONS 4HERE ARE THREE in each of the paragraphs about the different learner types. 23 Some learners need a â&#x20AC;&#x2DC;ruleâ&#x20AC;&#x2122; to help them understand an aspect of language.

Answers 16 Learners tend to think of a dictionary as the only method of finding 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 â&#x20AC;&#x201C; if they are not sure, they should use a method from the previous exercise to check. 18

Answers a Auditory b Visual c Kinaesthetic 19

Answers a visual â&#x20AC;&#x201C; it mentions pictures b kinaesthetic â&#x20AC;&#x201C; it mentions making something, which involves physically handling items c auditory â&#x20AC;&#x201C; it mentions reading aloud, listening 20 'ET YOUR STUDENTS TO READ THE TEXT QUICKLY AND 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.

2 Level 1, Introductory unit: The English language 1

Do + subject (not he or she) + infinitive verb (no to)? Does + third person single subject, he or she + infinitive verb (no to)? 24 Point out the position of time adverbs in imperatives, and how this contrasts with their position in do/does QUESTIONS

Answers Do + subject (not he or she) (+ adverb) + infinitive verb (no to)? Does + third person single subject, he or she (+ adverb) + infinitive verb (no to)? 25 If students are unfamiliar with the term â&#x20AC;&#x2DC;short answerâ&#x20AC;&#x2122;, give some examples of both long and short answers.

Answers Yes, I do / No, I donâ&#x20AC;&#x2122;t. (Long answers would be: Yes, I always make written notes ... / No, I donâ&#x20AC;&#x2122;t always make written notes ... .) 26 Does ... ? QUESTIONS HAVE DIFFERENT SHORT ANSWERS

Answers Yes, she does / No, she doesnâ&#x20AC;&#x2122;t. 27 This exercise gives students some practice in word order for do/does QUESTIONS

a 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 QUESTIONS RATHER THAN ALWAYS ASKING THE STUDENT 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 QUESTIONS THAT 9OUSEF MIGHT HAVE ASKED -R 0ETER However, this is a pre-listening and prediction exercise and as such it does not matter what QUESTIONS YOUR STUDENTS THINK OF 30 Students listen and check whether any of their QUESTIONS APPEAR IN THE INTERVIEW 31 In the table, students write down Yousefâ&#x20AC;&#x2122;s actual QUESTIONS FROM THE TRANSCRIPT ON PAGES 148â&#x20AC;&#x201C;9). They then listen to the interview again and make notes about Mr Peterâ&#x20AC;&#x2122;s answers.

F Reading and writing 33 Make sure your students are comfortable with the language in this exercise, and then let them MATCH 9OUSEF S QUESTIONS TO -R 0ETER S ANSWERS

Answers a C b A c B 34 2EFER STUDENTS BACK TO 9OUSEF S QUESTIONS ON pages 148â&#x20AC;&#x201C;9. Then get them to skim the text to find how he wrote out Mr Peterâ&#x20AC;&#x2122;s answers.

Answers a b c d e

Everybody has their own individual learning style ... There is no â&#x20AC;&#x2DC;rightâ&#x20AC;&#x2122; way to learn ... There are three distinct learning styles ... To find out what your particular learning style is ... If we â&#x20AC;&#x2DC;seeâ&#x20AC;&#x2122; the number ...

35 & 36 Using the information given, students write the rest of the article. Guide them and point out how Yousef wrote the first part of the article. Encourage students to assist each other and to read each otherâ&#x20AC;&#x2122;s writing.

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

Level 1, Introductory unit: The English language 1 3

Level 1, Introductory unit

Answers

Level 1, Part 1: The world around us

Unit 1: Space Coursebook exercises

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.

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.

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.

C Reading and vocabulary

2&3

Answers

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.

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

horizontal: Neptune, Jupiter, Mercury, Pluto vertical: Saturn, Venus diagonal: Mars, Earth, Uranus

Position 1 2 3 4 5

Name Mercury Venus Earth Mars Jupiter

Saturn

7 8 9

Uranus Neptune Pluto

God/Goddess Winged messenger of the gods Goddess of love and beauty God of war God of the sky and heavens, and son of Saturn God of farming and agriculture, and father of Jupiter King of the gods God of the sea God of the underworld

Answers a b c d e 9

B Listening and vocabulary CD 1, Track 2

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 find out the information in the next exercise. This is simply a pre-listening activity.

4 Level 1, Part 1: The world around us

camera projector microscope contact lens glasses

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 efficiently. Try to get them to give reasons for their choices in this exercise.

10 %NCOURAGE STUDENTS TO READ THE TEXT QUICKLY AND not to spend time worrying about unknown words.

11 You will need to guide your students when they write the definitions. 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

F Reading and writing 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.

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

Answers

chimpanzees dogs insects (fruit flies) monkeys mice rabbits rats

Answers a all of the planets; Jupiter, Saturn, Mars, Venus and Mercury b this colour c Pluto d The lenses in glasses and contact lenses We do not know who the doer is. 14

Answer The passive is formed with the verb to be, followed by the past participle of a main verb. 15

Answers a is seen b are made c is held

d is seen e is perceived

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 â&#x20AC;&#x201C; 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.

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 first, rather than rushing immediately to a dictionary. 20

Answers a gives reasons for sending animals into space b paragraph 3 â&#x20AC;&#x201C; was launched, was killed, were sent c find out about space conditions, effects of weightlessness, and effects of stress d rocket hit the Earth on its return e a passenger in a rocket which does not return f problems g 253 km, 9,426 km/h h next step was human flight 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.

Unit 1: Space 5

Level 1, Part 1

Answers The timeline should show the following events: August 1948 â&#x20AC;&#x201C; first mouse in space early 1950s â&#x20AC;&#x201C; Russians put mice, rats, rabbits into space as one-way passengers January 1961 â&#x20AC;&#x201C; first chimp in space (Ham) May 1961 â&#x20AC;&#x201C; first human in space (American Alan Shepard) 22 This is a short piece of writing. Make sure your students use the five pieces of information from the timeline. They can exchange their writing and check each otherâ&#x20AC;&#x2122;s work.

Workbook exercises Vocabulary 1 a b c d e f g h i

Neptune Jupiter Mercury Mars Pluto Venus Earth Saturn Uranus

G Review quiz 23 Each unit in the Coursebook ends with a â&#x20AC;&#x2DC;Review QUIZ SECTION 4HE PURPOSE OF THIS SECTION IS TO GIVE A QUICK AND NOT TOO DEMANDING REVIEW OF some of the key lexis and grammar from the unit, and its themes. Students can work on the QUESTIONS ON THEIR OWN OR WITH A CLASSMATE BUT it is important that they do not look back at the information in the unit itself, in order to ensure THAT THE QUIZ IS BOTH COMPETITIVE AND FUN /NCE STUDENTS HAVE WORKED THROUGH THE QUESTIONS 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 OF THE #OURSEBOOK CONTENT IS REQUIRED TEACHERS can direct their students to the Workbook.

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

3 a b c d e f g

Optical images refraction rays transparent glass air

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

Language focus: passive forms 5 are produced were given have been sent had been trained will be required 6 a b c d e

6 Level 1, Part 1: The world around us

are produced is hit are bent is formed is changed

Reading

CD 1, Track 1

Flight training

Other information

fulfil vision vehicle geology micro contingency

Special skills and special training, degree in science or maths â&#x20AC;Ś commander/pilot, mission specialist, payload specialist two years basic science (maths, astronomy, physics, geology, meteorology, oceanography), technology (navigation, mechanics, materials processing), space shuttle systems pilots â&#x20AC;&#x201C; 15 hours per month in T-38 jets mission specialists â&#x20AC;&#x201C; 4 hours also taught parachute jumping, land and sea survival, scuba diving, ways to overcome different pressure conditions

Word from listening text miniature into thin air dishevelled paradisiacal humanoid frail pedestal courage ultimately whizzes exhausted

Meaning smaller version completely untidy like paradise like a human physically weak base for something to stand on bravery or strength to do something finally moves very quickly very tired

f g h i j

False False False True True

13 a b c d e

False False True True True

14 a b f g h

he produces a miniature machine he tells the story after dinner he tries to find it the Time Traveller finds fire is a good defence he starts the fire accidentally

Unit 1: Space 7

Level 1, Part 1

Basic qualifications and requirements Classification of astronaut Length of basic training Training subjects

10 a b c d e f

Listening

Level 1, Part 1: The world around us

Unit 2: Living creatures Coursebook exercises

A Speaking and thinking 1

UFO = unidentified flying object. Ask your students what they know about UFOs – it does NOT MATTER IF THEY KNOW NOTHING

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.

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 WHAT THE QUESTION IS 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.

B Listening and vocabulary CD 1, Track 3

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.

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

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

Answers 1 aeroplane 5 bird 2 glider 6 tennis ball 3 helicopter 7 frisbee 4 balloon Note: camcorder is mentioned at the end, but not as an object mistaken for a UFO. 8

C Reading and vocabulary 9

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 confident about using a dictionary, and will also encourage them to think more about words they are unsure about.

8 Level 1, Part 1: The world around us

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

Answers uniform + constant various + diverse

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

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

4HE LANGUAGE IN THE LIST HERE IS QUITE DIFl CULT SO 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.

F Study skills and research

1 organised 2 homeostatic 3 reproductive

4 developmental 5 responsive to stimuli 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 â&#x20AC;&#x2DC;buildâ&#x20AC;&#x2122; on themselves to form other words is an extremely useful skill in developing proficiency in a language. Adding a translation is also useful, and CAN BE USED IN QUIZZES AND SELF CHECKING Verb

Noun

Adjective Adverb Translation

vary

variety

various, varied diverse uniform

17 It can be difficult to define or find synonyms for some words, particularly scientific 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

variously

diversity diversely uniformity, uniformly uniform specialise specialisation, specialised â&#x20AC;&#x201C; specialist, speciality

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.

E Language focus 2: signpost words

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

diversify â&#x20AC;&#x201C;

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

23 14 There are various terms used to describe what I call â&#x20AC;&#x2DC;signpostâ&#x20AC;&#x2122; words. A signpost tells you in which direction to go, and signpost words (or SEQUENCE DISCOURSE MARKERS DO EXACTLY THIS !SK your students to complete the blank â&#x20AC;&#x2DC;branchesâ&#x20AC;&#x2122; 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, five more words. When firstly secondly next finally subsequently

Contrast although however even though on the other hand or but though

In addition also and furthermore so either ... or for example

Answers a 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 first, 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.

Unit 2: Living creatures 9

Level 1, Part 1

Answers

Workbook exercises Vocabulary 1 umbrella, frisbee, aeroplane, hoverscraft, bird, balloon, glider, ball, kite, camcorder 2 a b c d e f

organ molecule atom tissue cell organism

3 a b c d e f

atoms molecules cells organism tissues organs

4 a b c d

embryo foetus toddler adolescent

Language focus: word building and signpost words 6

7 a b c d e f

launched visitors extremely expensive companies leaders

Reading

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

When finally firstly lastly secondly

8 a b c d e f

Contrast although but even though however on the other hand or

However although but On the other hand Even though but

10 Level 1, Part 1: The world around us

In addition also and furthermore so

Verb – thrill – strike – ripple – – dawn witness appear gravitate weigh intrigue

Noun – thrill/thriller landmark strike/striker roughness ripple cone dusk dawn witness appearance gravity weight intrigue

survey

survey/ surveyor

CD 1, Track 2

Adjective unique thrilling/thrilled landmark striking rough rippling conical – – – apparent gravitational weightless intriguing/ intrigued surveyed

Listening

13 1 2 3 4 5 6 7 8 9 10

gone forever natural extinction declines in numbers adapt to changes in climate dinosaurs human population polluted some habitats indirect destruction hunted and killed wildlife tourist souvenirs

14 a b c d e f g h

True True False – about 100 million years ago True True True False – but numbers getting smaller True

Adverb uniquely thrillingly – strikingly roughly – – – – – apparently gravitationally weightlessly intriguingly –

Level 1, Part 1: The world around us

Unit 3: Natural disasters Coursebook exercises

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.

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 hailstorm flood tsunami drought hurricane tornado

Violent Earth volcano avalanche tsunami earthquake

It may be that you and your students live in a HURRICANE ZONE IN WHICH CASE YOU WILL BE ABLE TO ANSWER THIS QUESTION EASILY )F NOT HELP STUDENTS describe the five stages.

B Listening and vocabulary CD 1, Track 4

5â&#x20AC;&#x201C;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 first. 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 ripping away peeling back forcing sideswiping carrying out terrifying

B storefronts roofs tourists Cuba bags residents

Answers Stage 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 flow 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 five pieces of information and decide whether each is true or false. Everything is true.

Nouns Hurricane Wilma waves winds people others buildings

Verbs punished slammed tore looted dragged shook

7 Adjective phrases luxury alligator-infested knee-deep eerily electric hiding debris-filled destroyed furniture sweltering, dark popular beach

Nouns hotels lagoon water air spots streets store shelters resort

Unit 3: Natural disasters 11

Level 1, Part 1

A Speaking and thinking

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 Mexicoâ&#x20AC;&#x2122;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.

Play the news item. During this first listening, get students to check whether they matched the words correctly in Exercises 5â&#x20AC;&#x201C;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 151â&#x20AC;&#x201C;2 of their Coursebook.

Answers a b c d e

single file a long stick a small spade a personal tracking device an anchor

D Language focus: the 0 conditional

for advice and suggestions

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

Answers

C Reading and vocabulary 11 In some parts of the world, snow and avalanches are unknown, while in others, they are a very COMMON OCCURRENCE 9OU COULD HAVE A QUICK competition, asking students to think of five countries where snow falls, and five more countries where it doesnâ&#x20AC;&#x2122;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 find a picture of each on the Internet or in books. 13 Here there are seven more words for students to check.

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 ...).

Answers

Answers a b c d e

If 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 canâ&#x20AC;&#x2122;t do this, hold on to an anchor, such as a tree. If you are hit by an avalanche, â&#x20AC;&#x2DC;swimâ&#x20AC;&#x2122; with the snow ...

rain crystals clouds melt hexagonal

f g h i

identical moist hillside cylindrical

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

12 Level 1, Part 1: The world around us

19 Make sure your students understand what the pictures are showing, and do the example with THEM l RST 4HEN DO THE QUESTIONS ORALLY BEFORE getting students to write their answers. There are various possible answers.

Possible answers a If you have an emergency radio, keep it turned on. b If you donâ&#x20AC;&#x2122;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, donâ&#x20AC;&#x2122;t stay on it. g If you see broken power cables, donâ&#x20AC;&#x2122;t go near them. 20 Using the examples in the previous exercise, students now write their own pieces of advice.

F Reading and writing 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 QUITE DEMANDING SO GIVE STUDENTS PLENTY OF TIME to discuss the words and check what they mean. They should also select eleven which they think they will find in the text. 26

Answers monstrous debris dust ashes

collapse phenomenon eruption molten

remains annihilation pyroclastic

27 p h e s h e s p y r o c o d u s i h i l a r e m a i m o n s d e b e r u p m o

n o m e n o n

E Study skills and research 21 4HIS EXERCISE REQUIRES STUDENTS TO THINK ABOUT their own country and the weather events that occur there. They should find 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.

a n n

c l a s t l l a p s t t i o n n s t r o u s r i s t i o n l t e n

i e

28 Check studentsâ&#x20AC;&#x2122; understanding of Plinyâ&#x20AC;&#x2122;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. Unit 3: Natural disasters 13

Level 1, Part 1

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.