English Matters for CSEC Examinations flyer

ENGLISH

NEW

MATTERS for CSEC® Examinations

Julia Sander

®

English Matters for CSEC® Examinations (Student’s Book & Audio-CD Pack) 352pp | 276 x 219mm | 9780230412217 4

Unit

Reading and

Sporting Icons Responding

Before you read : Discuss in pairs are sports to you? area?

• How important there in your you like to see? ing facilities are What improvements would • What sport ies adequate?

• Are these facilit . r article below and the picture? pape news the Survey headings s are described. learn from the • What do you to see which athletes and event e • Scan the articl

purpose in b. to persuade a. to inform d. to entertain t. c. to criticise n you chose. home-grown talen ns for the optio of the phrase 1b. Give reaso s the meaning ican true or false? your own word t the passage of top-class Jama 2. Explain in statements abou , the number ing follow of the population 3. Are the account the size title. pic a. Taking into ising.

Men’s 100m Olym Jamaica in the Men’s to win the sprinters is surpr for ican ls ENGLIS Jama meda H_MATT gold the first Bailey both won ERS_CSEC_COVER_REPRO.indd 1 b. Bolt was not th tie and Donovan ry. c. Linford Chris of the 20 centu to the beginning coaches’ expectations.

100m. ting dates back did not fulfil their to Jamaicans? interest in sprin d. Jamaican ng in the USA is very important Jamaicans traini that Champs you know this? e. Frequently do know How you es? let e fledgling the writer sports coach ling’ in the phras 4. How does de towards US writer’s attitu to replace ‘fledg 5. What is the 7 could be used in paragraph 6. Which word 6?

5)? in paragraph the success of stars (paragraph by the writer as a reason for main point made by the writers given 7. What is the not is the following 8. Which of de towards sport ters?

Jamaica b their attitu Jamaican sprin of sprinting in al ability a long tradition set? a. their natur the island d. the term mind ng facilities on an means by c. new traini coach Fitz Colem Why? Why not? you think the es to win?

9a. What do athlet help mindset 9b. Can the right r article. in the newspape each paragraph main idea of y in training 2 Write the d invest mone government shoul sporting events? you think your international in ete Discussion: Do comp women to sportsmen and

ie Linford Christ of the island, although two sons had won it for England and Bailey and Donovan tively.

CHA MP S and 1996 respec rs in WO RLD goes for gold.

Canada in 1992 ing medal winne -grown talent ics history of produc a’s Olymp Jamaica’s home n Jamaic 3 back to the Londo track events dates won gold for the Arthur Wint first for Jamaica’s in 1948, when The foundations island in the 400m. much further back, however, laid annual the ps, success were Cham n in 1910 of with the creatio athletes. This event, cs for high school championship itment to athleti Jamaica’s comm t sporting the bedrock of e Jamaica’s bigges success, has becom to 3,500 athletes and daily s up tition event and attract is the tip of a compesprint It .

30,000 crowds of over take part in children start to pyramid, where ds. age of five onwar salt began at races from the athlete worth his new Every Jamaican 4 Don Quarrie to the legendary Champs, from the alumni return and each year, the four-day superstar Bolt, generation. During es ? to watch the next sleeps and breath g island’s secret eats, Beijin the ’s the nation of the What 1 ed from competition, debate the merits athletes return ng medals, six the streets, people As Jamaica’s about On sprinti cs.

11 rously of athleti a haul rs and argue vocife al stadium, Olympics with of world’s fastest 15-year-old sprinte nation the coveted title or Fraser. In the fastest recorded of them gold, loyalties by the next Bolt and the year’s demonstrate their of the world rters rest man, Usain Bolt, their the for , suppo ing school -Ann Fraser colours and scream island, with a time from Shelly sporting their team How did the tiny it? s, had a question. favourites. three million do ed sports coache event has attract g population of under For decades the ers and offerin 5 promising teenag in the USA. sprinters intent on finding of world-class rships to train a has always 2 A track record lucrative schola attractive as less them country, Jamaic e small becom a worlds has r of d For such This route to succes sters returned empty-hande portionate numbe ultimate the young produced a dispro 2008, t disappointed Yet until Augus it, class sprinters. title, had eluded Men’s 100m accolade, the

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Vocabulary

Find words in the 1. greatly desire article to match the follow ing definitions d (paragraph 1) .

2. bigger or small er than it shoul 3. honour given d be in comparison to someone for to something 4. people who his/her achie else (paragraph vement (para have studied 2) graph 2) at a particular (paragraph 4) school or colleg e, former mem 5. in a loud, ber of a team forceful mann er (paragraph 6. bringing in 4) a lot of mone y (para 7. willing to do graph 5) things which are unfair or immo 8. attitude show ing that you believ ral (paragraph 5) (paragraph 7) e yourself bette r or more impo rtant than other people

Julia Sand er

2b Work in pairs . Read out the report in Exerc Begin: It was five ise 1 in the past minutes before the big race ... tense.

04/03/2010 16:22 3 Complete the paragraph with the simp le past or past perfect of the Three weeks after the Beijin verbs in

brackets. g Olympics had (2. return) to their own count ended (1.end) and athletes Bird’s Nest Stadiu from all over ries, crowds the world Paralympic Game m. They (3. flock) once (4. travel) there s. more to the to witness the The concept of opening cerem a Paralympic ony of the who first Games (5. originate) (6. organise) competitors were with a sporti Dr Ludwig Guttm ng event for disabl ann, the first compe soldiers who (7. be wounded) ed athletes in Britain in 1948. tition, sporting athletes from events for the in World War The other European disabled II. After countries the first Paraly (8. take place) the success of mpic Games annually, and (9. travel) to Britain to partic (10.

(11. become) ipate. By the well established. open) in Rome, competitive time sports for the disabled Using colons and semi-colon * s Colons are used

Language Mat

1

ters

Write out the paragraph using present forms the simple or of the verbs in continuous brackets.

The present tense is sometimes (as in the extra used to bring a scene to life ct from Barefoot Example: It is Soldier on page five minutes befor 36).

45 e the big race.

The athletes are warming up.

Look in the Refer ence p332 Section to check how to form, and when to use different verb tenses.

1. to introduce quotations: Semi-colons are used Reporters were surprised by Bolt’s 1. to link close ‘I wasn’t intere ly related ideas sted in the world comment: : Jamaica has a 2. to separate record.’ tradition of world two contrasting sprinting; it won class statements: The Jamaican its first gold meda team excelled 1948. l in at sprinting: the Chinese team excelled at gymn 2. befor e connectives: 3. to introduce astics. lists: He had traine The winners of d for several mont the Men’s 100m hs; therefore he was expected several different came from to do well. countries: Jama and Trinidad ica, the USA 3. to separate longer phras and Tobago. es in a list: There are many reasons for Jama Note: Don’t use a colon for a success: the talen ica’s list best races are t of its athletes; 100m, 200m and after a verb: My training facilit 400m. ies on the island new ; a positive attitude towar ds sports.

1 Explain why colons and semi -colons are used in this parag We all expected raph. the Jamai

2a Complete the sentences with suitable Example: When verbs in the the runners simple or conti nuous past tense into the final When the runne straight, Bolt . rs emerged into 1. Alvin the final straigh the field. for his school’s t, Bolt was leadin 2. It g the field.

Sports Day when late and I he 3. While I his ankle. to feel rather anxio I us.

4. When Mike someone callin l g me. at the stadium crowds of peopl e to buy tickets.

Unit 4

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0 13:00 It 03/04/201 (1. be) five minutes before the big race.

The athletes (2. warm up). The (3. get) impati spectators ent. The race officials (4. call) the runne rs to Tension (5. moun the starting line. t) all around the At the sound stadium. of the sprinters (6. surge) starting pistol, the forward. After 20 metres, Bolt (7. lead) the field. the first The other sprinte rs (8. follow) behind. At the close 50 pull) ahead and metre point, Bolt (9.

(10. leave) the runners behind other . The crowd (11. with excitement. go) By now they all wild jump) up and (12. down him on to victory and (13. cheer) . appear) to slow Suddenly Bolt (14. down. He (15. towards the camer look) as, smilin g broadly.

With a final spurt, the finishing line. he (16. coast) across

9780230023635_tex

E n g l iS h

Julia Sander

English Matte rs for CSEC® Exam inations is the students, which final book in provides thoro a comprehen ugh preparation sive four-level for lower secon The series adop series for Carib dary and CSEC ts a lively task-b bean English A exam ased approach • thorough cover inations. and offers age of nation al and • an integrated approach to langu CSEC syllabi shown in scope and sequence • regular pract age learning charts ice of the four skill areas of listen • a wide select ing, speaking, ion of reading reading and writin texts from Carib • systematic bean and other g practice of langu sources age • a range of stimulating exten points sion and enrich • regular revisi ment exercises on and assessmen • numerous t activities suggestions for using IT • opportunit ies to develop study skills such • a reference as dictionary section which use and resea includes a gram rch mar and punct The CSEC textb uation guide ook and a glossary • multiple choic includes: of language terms e questions and regular exam • additional practice pages practice • sample exam drugs, for each Unit for clean tested papers s, all of whom of these athlete achieved there. rds s Audio standa coache high tracks pulous to devel withoptheir work testifies to the listening and burnt out by unscru in Jamaica to out of the ing and speak to the island, worth Bolt ’s remain ing s, By skills are provid 7 Macm Franci get their money ed on the accom Mills, Stephenillan Study Comp have determined to coaches, Glen panying CD. Asafa Powell anions are also availa Titles ,cover record holder ble to assist stude ed in this fledgling stars. raised seriesthe former world this has include: nts studying to stay, and Poetr . es literature throu faciliti for the on the island s.yThe encouraged others trained athlete CSEC English ghout secondary ers now train B Examinatio initiated by USA, school.

6 Top sprint in the Humm n (Sharo standard of locally entary thanThe those rship scheme ingbird Tree (Ian McDonald): 978-1 n Wilson): 978-0-230-03373Through a schola 30 years ago at Jamaica’s this is of Bekathere, may be more rudim s who train Lamb (Zee 3 nearly -4050 an Edgel Davis -6942 Jamaic athlete g -7 Anthony the team l): 978-0-230-01246Wideone ofsso but for the 300 Technology, buddin 2 Fitz Coleman, Sarga Sea the (Jean Rhys): 978-1 University of the island to train. es that little consequence. believ Broth able to stay on -4050-3092-2 n er Man (Roge s ng Bolt, sprinters are now Bolt, who earn over a millio r Mais): 978-0 sible for coachi rs border respon sprinte an -230-0 like 1187-8 meetings, today’s Jamaic will Gifted athletes confidence of ting in international ely believe we is ‘We genuin dollars a year compethis training programme. It This minds et. We’re small on arrogance. t of has ‘It’s acourse been written are the produc a’s 13 medallists through a close ourselves.’ conquer,’ he stated.weCaribb e inteach that 7 of Jamaic believean collaboration ers and Englis but but one of them no coincidence between the h specialists.

Leonie Benne and we’re poor, home-grown, all author and exper tt • Alice Castill The record in Beijing were ienced o • Rachelle Clarke Jannine Horsfo rsity of Technology.

• Godfrey Fisher rd • Dian Mahe attending the Unive theia • Pauline Millar • Rafer Gordo n • Andrea Hitche read through • Julia Sander your answers, • Veronica Simon ner nt question Before writing • Sharon Thorp questions. identify the differe to answer them. e 1 Answer the the writer’s main questions and how lly about e?

1a. What was types. Think carefu writing this articl

English MattErs for CSEC ® Examinations

English Matters for CSEC® Examinations adopts a lively approach and offers: ◾ Complete coverage of the CSEC® English syllabus as shown in a scope and sequence chart ◾ A contemporary approach including up-to-date texts on current issues and suggestions for using IT ◾ A focus on skill development leading to independent learning ◾ A lively task-based approach with lots of student activities ◾ A range of stimulating listening and speaking tasks and an audio-CD with recordings made in different settings ◾ A wide selection of reading texts of manageable length, with comprehension questions at different levels ◾ Thorough consolidation and practice of grammar with a comprehensive reference section ◾ Vocabulary development through a variety of stimulating exercises E n g l iS h ◾ Step-by-step guidance on developing writing skills Matests, ttEmodel ◾ Thorough preparation for examinations including regular practice rs for CSEC Ex aminations examination papers and annotated sample essays for CSE

can women’s held our breath team to as the relay, things the results were announced: excel in the 100m; we were not disappointed were different.

‘Fraser first, Simps mishandled at . We on and Stewa one of the chang The men’s team excelled: rt joint second.’ the women’s eovers; conse In team failed. The quently the

team was unabl baton was Punctuate these e to finish. sentences with semi-colons and commas, colons.

1. I wanted to Look in the Refer watch the footb ence Section all my sister check when to page 328 to preferred the use commas. tennis.

2. Carl claim s he runs fast in realit 3. I stared at the headline ‘West y he runs rather slowly.

4. The Olympic Indies lose to Aussi Committee expec ts host countries es.’ suitable stadiu m for athletic to provide the events a centr following facilit different venu e for water sport es ies a s 5. The club motto comfortable accommoda tion for the athle good transport links to the ‘Aim for Excel tes. lence’ appears * More inform ation on using on its logo. colons and semi-c

2

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CSEC® is a registered trademark of the Caribbean Examinations Council (CXC).

13:00

Speaking, reading comprehension and writing are developed in each and every unit.

The tables below indicate where the skills listed in the syllabus are addressed specifically.

Understanding

Units where developed

Obtain information accurately ▸

recognize facts stated explicitly

1, 2, 4, 10, 15

▸

extract specific information

All units

▸

extract implied information

All units

▸

identify time sequence

3, 6, 16

▸

draw valid conclusions and inferences

Most units

▸

recognise cause and effect relationships

12, 14, 17

▸

identify main and subordinate ideas

1, 2, 7, 11

▸

distinguish between denotative and connotative language

7, 17, 22

▸

identify passages whose main purpose is informative

1, 7, 18

▸

interpret and respond to tables and pictorial communication

1, 4, 18

Grasp insights from literature ▸

deduce reasons and motives

1, 5, 6, 9, 14

▸

appreciate appropriateness of tone, mood and register

5, 11, 17

▸

detect connotations in the use of words and presentation of ideas

3, 7, 8

▸

detect and assess the use of devices such as pun and sarcasm

6, 13

▸

recognise and respond to the means used to achieve effect

3, 5, 8, 11, 20, 22

▸

visualise the situation, attitude, mood and setting of a play

9, 13, 14

▸

recognise implicit themes

7, 11, 12, 14

▸

respond to West Indian and other literature in English

Most units

Expression

Units where covered

Use language appropriately ▸

diction

1-21

▸

grammatical forms

▸

suitable punctuation

1-21, 4, 5, 18, 24

▸

suitable paragraphing

1, 2, 7

Communicate factual information ▸

oral and written instructions

16

▸

reports

4, 12, 14, 16,

▸

summaries

2, 4, 7, 10, 12, 18. 19, 22-25

▸

expositions

2, 4, 17

Use personal, creative and imaginative language ▸

organise and sequence ideas to communicate experience

5, 6, 9, 13, 16, 17, 24

▸

use language appropriate to situations and contexts

7, 8, 10, 11

▸

communicate personal opinion clearly and cogently

9, 14, 15, 19, 20, 24, 25

ALSO AVAILABLE: English Matters Student’s Books, Workbooks and Teacher’s Packs for Grades 7-9 / Forms 1-3.

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2364-2

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Julia San der

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978-0-230-0

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English Matters is a comprehe for lower

secondary nsive four-level secondary nsive four-level and CSEC and CSEC series for The series examinat series for The series examinat Caribbean adopts a ions.

Caribbean adopts a ions. students, lively task-base • thorough students, lively task-base • thorough which provides which provides d approach d approach • an integra coverage of nation • an integra coverage of nation thorough and offers thorough and offers al syllabi s preparatio al syllabi s preparatio • regular pr ted approach to lan hown in s • regular pr ted approach to lan hown in s n n cope and cope and • a wide sel actice of the four sk guage learning sequence • a wide sel actice of the four sk guage learning sequence charts charts preparation • systemati ection of reading te ill areas of listening, • systemati ection of reading te ill areas of listening, provides thorough • a range o c practice of langua xts from Caribbean speaking, reading a • a range o c practice of langua xts from Caribbean speaking, reading a students, which f stimulat ge points and other nd writing f stimulat ge points and other nd writing • regular re series for Caribbean ing exten sources • regular re ing exten sources sion and e ive four-level sion and e • numerousvision and assessme nrichmen • numerousvision and assessme s. is a comprehens nrichmen t exercise examination t exercise English Matters • opportun suggestions for usinnt activities s and CSEC • opportun suggestions for usinnt activities s and offers uence charts for lower secondary approach • a referenc ities to develop stud g IT • a referenc ities to develop stud g IT ope and seq task-based e section y skills suc e section y skills suc adopts a lively tional syllabi shown in sc that inclu h as dictio that inclu riting The series h as dictio Student’s des a gram Student’s nary use a verage of na des a gram learning ading and w nary use a Books Books mar and p nd researc to language speaking, re mar and p • thorough co nd researc skills. Workbook 1–3 are supported skills. Workbook 1–3 are supported unctuatio h d approach rces of listening, unctuatio h n guide a by detailed s provide nd other sou ur skill areas n guide a • an integrate by s provide detailed nd a gloss additiona Caribbean a tice of the fo nd a gloss Teacher’s Workbook additiona Teacher’s Workbook ary of lang l practice ng texts from ary of lang Books with • regular prac l practice 2 is intended Books with 3 is intended uage term of key points. tion of readi s uage term of key points. audio CDs audio CDs for use in s guage point for use in exercises • a wide selec s to develop to develop the second the third Student’s ractice of lan enrichment Student’s listening listening year of secondary year of secondary Book 2: tension and • systematic p Book 3: and speaking and speaking 978-0-230 Teacher’s imulating ex ities 978-0-230 Teacher’s school. Other school. Other -02365-9 Book 2: ssment activ -02366-6 • a range of st Book ms 978-0-230 3: 978-0-230 research ion and asse books available books available anguage ter -03895-0 -03896-7 nary use and • regular revis ggestions for using IT glossary of l for this level: Macmilla for this level: speaking Macmilla uch as dictio guide and a n Study n Study listening and Titles study skills s punctuation • numerous su Companio Companio Titles covered s to develop ammar and CDs to develop covered ns are also ns are also ncludes a gr with audio in this • opportunitie in this available

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0-230-012 78-1-4050-6942-7 asso Sea (

first year of skills. Workbooks 46-2 Brother M Jean Rhys school.

46-2 Brother M Jean Rhys school. for use in the ): 978-1-4 an (Roger ): 978-1-4 an (Roger 1 is intended 050-3092 Mais): 97 050-3092 Mais): 978 2364-2 Workbook -2 8-0-230-0 -2 -0-230-01 1: 978-0-230-0 school.

1187-8 187-8 secondary Student’s Book 1: 978-0-230-03777-9 throughout This course This course Teacher’s Book studying literature Caribbean has been written Caribbean has been written to assist students through teachers through teachers are also available a close collaborat Leonie Bennett and English a close collaborat Leonie Bennett and English Study Companions • Alice Castillo specialists.

-6942-7 ion between • Alice Castillo specialists.

Jannine ion between Jannine include: Macmillan ): 978-1-4050 Horsford the author Horsford the author in this series • Dian Mah • Rachelle Clarke n McDonald • Dian Mah • Rachelle Clarke and experienc and experienc Titles covered • Godfrey eia • Paulin gbird Tree (Ia 1246-2 • Godfrey eia • Paulin ed Fisher ed e Millar • The Hummin 978-0-230-0 Fisher 2 e Millar •

Julia Sander • Rafer Gordon Zee Edgell): -4050-3092Julia Sander • Rafer Gordon • Andrea Beka Lamb ( • Veronica Rhys): 978-1 • Andrea • Veronica

Hitchener Hitchener so Sea (Jean Simon • 01187-8 Simon • Sharon Thorpe Wide Sargas ): 978-0-230Sharon Thorpe

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Other books Macmil are l 6-7 y school. availabl lan Study Books 1–3 additiona e for this Titles covered Student’s Compa year of secondar ks provide level: nions are the second in this skills. Workboo also availabl for use in The Hummi series include 9 y school. e to assist k 2 is intended : 0-02365ut secondar Workboo student Beka Lamb ngbird Tree 978-0-23 0 througho s studyin Book 2: (Ian McDon 0-03895literature Student’s Wide Sargass(Zee Edgell): g literatur 978-0-23 ald): 978-1-4 studying Book 2: 978-0-2 e through o Sea students Teacher’s 050-694 30-0124 Brother out second to assist 2-7 6-2 Man (Roger(Jean Rhys): ary school.

978-1-4 also available Mais): 7 ons are 050-309 978-0-2 50-6942Compani 2-2 30-0118 n Study include: d): 978-1-40 7-8 Macmilla This course in this series Tree (Ian McDonal 2 has been 0-01246Titles coveredHummingbird 2 Caribbe 978-0-23 50-3092The an teachers written through (Zee Edgell): Rhys): 978-1-40 Leonie and English 8 a close Bennett Beka Lamb 0-01187Sea (Jean collabor Jannine • Alice ation between Castillo specialists.

Horsford Wide Sargasso(Roger Mais): 978-0-23 ed • Rachelle • Dian Man the author Maheia Clarke and experienc Brother • Godfrey • Pauline and experien the author Millar • Fisher ced tion between • Julia Rafer Hitchener Sander Gordon • Andrea a close collabora • Veronica • Andrea Gordon Thorpe through Simon Hitchen . written Fisher • Rafer Simon • Sharon • Sharon er specialists has been • Godfrey Thorpe

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This course has been written through a close collaboration between the author and experienced Caribbean teachers and English specialists.

Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener Jannine Horsford • Dian Maheia • Pauline Millar • Julia Sander • Veronica Simon • Sharon Thorpe

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978-0-230-0

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05/03/2010

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Student’s Book 1: 978-0-230-02364-2 Teacher’s Book 1: 978-0-230-03777-9 Macmillan Study Companions are also available to assist students studying literature throughout secondary school.

Titles covered in this series include: The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7 Beka Lamb (Zee Edgell): 978-0-230-01246-2 Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2 Brother Man (Roger Mais): 978-0-230-01187-8

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Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking skills. Workbooks provide additional practice of key points.

Workbook 1 is intended for use in the first year of secondary school. Other books available for this level:

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s English 3 Matters

English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation for lower secondary and CSEC examinations.

The series adopts a lively task-based approach and offers • thorough coverage of national syllabi shown in scope and sequence charts • an integrated approach to language learning • regular practice of the four skill areas of listening, speaking, reading and writing • a wide selection of reading texts from Caribbean and other sources • systematic practice of language points • a range of stimulating extension and enrichment exercises • regular revision and assessment activities • numerous suggestions for using IT • opportunities to develop study skills such as dictionary use and research • a reference section that includes a grammar and punctuation guide and a glossary of language terms

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-02367-3 Book 1 is ut secondar Student’s k 1: 978-0-230 througho -03777-9 Workboo literature 978-0-230 Book 1: studying Teacher’s students to assist also available ons are ENGLISH_MA 0-6942-7 Compani TTERS_SB2_ n Study include: d): 978-1-405 COVER_REPR Macmilla O.indd in this series Tree (Ian McDonal -01246-2 Titles coveredHummingbird 978-0-230 0-3092-2 The Edgell): (Zee 978-1-405 Rhys): Beka Lamb -01187-8 Sea (Jean Wide Sargasso(Roger Mais): 978-0-230 ed Man and experienc Brother the author ion between Hitchener • Andrea a close collaborat Gordon Thorpe through . written Fisher • Rafer Simon • Sharon specialists has been Godfrey • Veronica Clarke • and English This course • Rachelle teachers • Julia Sander Caribbean • Alice Castillo • Pauline Millar .com Leonie Bennett • Dian Maheia aribbean Horsford cmillan-c Jannine www.ma

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