Success International English Skills for Cambridge IGCSE Teachers Edition

205 Pages·2017·67.42 MB·English

by  Marian Barry

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International E n g lish S k ills
fo r C a m b rid g e
Teacher’s
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NOTICE TO TEACHERS IN THE UK
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* '"^ n a tio n a l Examinations
Assessment criteria for writing and speaking iv
Introduction 1
1 Happiness and success 9
2 You and your community 26
3 Sport, fitness and health 43
4 Our impact on the planet 59
5 Entertainment 77
6 Travel and the outdoor life 92
7 Student life 110
8 The search for adventure 125
9 Animals and our world 141
10 The world of work 160
176
Workbook key
criteria
Assessm ent
writing and speaking
f o r
For full d etails, go to the
for
Below are the criteria Cambridge IGCSE English as a Second Language w riting and speaking.
Cambridge International Examinations website.
Language (maximum 8 marks)
M arks
Content (maximum
Marks
7 - 8 Range and accuracy
Relevance
• A varied range of high and low frequency
* Instructions are followed.
vocabulary used com petently.
- Consistently appropriate style and tone for
• A varied level of com plex and sim ple
the text type.
sentence structures used appropriately.
’ Excellentsense of purpose and audience.
• A considerable level of language accuracy
Development of ideas
throughout. Some errors may remain, but
• Writing is very well developed, at an
these do not hinder communication of ideas
appropriate length.
or meaning.
* Meaning is communicated skilfully and
• The errors present relate to low frequency
effectively.
vocabulary and more com plicated
structures.
Organisation
• Consistently w ell-organised and ordered.
• A varied range of connecting words and other
cohesive methods, used consistently well.
Relevance
Range and accuracy
5 -6
• Instructions are followed.
• A good range of high frequency vo ca b u la ry
• Generally appropriate style and tone for
used com petently. Attem pts to use som e
the text type.
lower frequency vocabulary.
• Generally good sense of purpose and
• A good range of simple sentence structures
audience.
used com petently. Attem pts to use som e
Development of ideas
more com plex sentence structures.
• Writing is developed, at an appropriate • A good accuracy level throughout. Som e
length.
errors are present, but these usually do not
• Meaning is generally communicated hinder com m unication.
clearly.
• The errors present usually relate to low
frequency vocabulary or m ore co m p le x
sentence structures.
O rga n isa tion
• Often well-organised and ordered.
• A varied range of connecting w ords
and other cohesive m ethods, used
appropriately.
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A sse ssm e n t criteria for w riting and speaking
__________________ - -• - —
M arks C ontent (m ax im u m 8 m arks) M arks Language (m a x im u m 8 m arks)
Relevance Range and accuracy
3 -4
•
In stru ctio n s are ge n e ra lly fo llo w e d . • Mostly uses high frequency vocabulary,
• R easonably a p p ro p ria te style and tone reasonably appropriately.
for the te xt typ e , but this m ay n ot be • Mostly uses sim ple sentence structures,
consistent. usually appropriately.
• S om e sense of p u rp o se and audience. • Reasonable accuracy level throughout.
Some errors may hinder communication.
Development of ideas
• Errors are present w hen using some high
• Some developm ent of writing, but it may
frequency vocab u la ry or sim ple sentence
be repetitive or insufficient in som e areas
structures.
• Meaning is com m unicated, but may lack
Organisation
c la rity in places
• Reasonably organised and sequenced.
• Some connecting w ords and other
cohesive m ethods, used reasonably
appropriately.
Relevance Range and accuracy
1-2 1-2
• Instructions may only be partially followed. • Limited use of vocabulary.
• Style and tone for the text typ e may be • Limited use of sentence structures.
inappropriate. • Lack of control of vocabulary. Meaning is
• Inappropriate sense of purpose and audience. generally unclear.
• Errors occur when using com m on
Development of ideas
vocab ulary and sim ple sentence structures.
• Limited attem pt to develop w riting, there
Organisation
may be gaps, irrelevance and/or repetition.
• Limited attem pt to com m unicate meaning, • Organisation lacks order.
it lacks clarity in places.
• Limited attem pt to use connecting w ords
and other cohesive m ethods.
0 No response w o rth y of credit.
0 No response w o rth y of credit.
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Success International English Skills for Cam bridge IGCSE
Speaking
Give a mark out of 10 for each category (structure, vocabulary, development and fluency), and then add these m arks to give an
overall total out of 30.
.
Vocabulary D e velop m en t an d flu e n cy
Mark Structure
The student demonstrates The student dem onstrates a
The student demonstrates
their ability to use a range of enough command of vocabulary continued ability to m aintain a
sentence structures accurately, to respond to questions with conversation and to contribute
confidently and consistently. accuracy and understanding. appropriately. The student can
Meaning is conveyed with precision,
respond to changes in the direction
and some sophisticated ideas are of conversation. There is clarity in
communicated. pronunciation and intonation.
Sentence structures are usually The student has a sufficient range of The student responds relevantly
sound, but are not used entirely vocabulary to convey meaning and and at length w hich makes frequent
accurately or with confidence. ideas with competence. prom pting unnecessary. The
There are some errors when more student can hold a com petent
complex sentence structures are conversation, and pronunciation
attempted. and intonation are generally clear.
The student can use simple Vocabulary conveys simple ideas The student attem pts to respond to
structures efficiently but has some and information with clarity. Errors questions and prom pts. Effort and
difficulty venturing beyond them. are somewhat noticeable, and only
additional prom pting is necessary to
partial competence is achieved. develop the conversation. There is
some lack of clarity of pronunciation
and intonation, but it is unlikely to
im pede com m unication.
Sentence structures will largely Vocabulary is not particularly varied Responses are short and w id ely
be very simple, limited and with and there is difficulty in conveying spaced. The student has to be
some errors, which will hinder simple ideas. There is hesitation encouraged to develop brief
communication. and repetition. responses and continue the
conversation. Pronunciation and
intonation cause som e difficulties
in com m unication.
Some attempt at a response will Vocabulary will generally be
Responses are so brief that little
be made during the conversation. insufficient to convey simple ideas.
is com m unicated. The student
Attempts at structured sentences
hardly engages in conversation.
will rarely achieve satisfactory
Pronunciation and intonation
communication.
patterns cause d ifficulty for the
listener.
Completely limited/no attempt at a
Completely limited/no attempt at a
Com pletely lim ited/no attem pt at a
response.
response.
response.
This course provides detailed preparation for Cam bridge IGCSE exercise m ay also be e xp lo ite d to develop to p ic and
English as a Second Language. vo c a b u la ry know ledge and to practise functional
language and in ton ation.
The redesigned S tu d en t’s Book has been revised to bring it
in line w ith the revised Cam bridge syllabus for exam ination The holistic nature of C a m b rid g e IGCSE English as a
from 2019. There are som e changes in every unit. These Second Language is based on the exp ecta tion that
include: students are receiving th e ir ed u cation th ro u gh the
m edium of English, or livin g in a c o u n try w here English
• new reading tasks to further su p p o rt reading
is w id e ly spoken. Students w ill th erefo re be m ore
skills and, in particular, to prepare for m ultiple
co m fo rta b le w ith English than w ill ‘p u re ’ EFL students at a
m atching reading exercises
sim ilar level. Unlike oth er language exam s fo r non-native
• several additional w ritin g tasks to prepare for w ritin g
speakers, there is no isolated te stin g of freestanding
form al reports
structures.
• several additional exercises in the e xa m -s tyle questions
Care has been taken in the course to h ig h lig h t the
at the end of every unit, to consolidate p rep aration for
stru ctu re s and v o c a b u la ry th a t w o u ld be useful fo r a
the revised syllabus
p a rticu la r to p ic . In a d d itio n , th e Gram m ar Spotlight at the
end of each unit clarifies the p u rp o se of a key structure,
• several new exam ple answers to the e xa m -s tyle
b u t th e em phasis th ro u g h o u t is on h o w gra m m a r can be
questions for com positions, em ails, re p o rts,
a p p lie d in natural English.
note-m aking and sum m arising.
There are also:
Educational aim s and objectives
• five additional e xa m -style listening tasks to reflect the
updated syllabus T h e m aterial is in ten d ed to d e ve lo p stu d en ts both
in te lle c tu a lly and lin gu istica lly, to increase personal
• stim ulating new photograp hs to increase the
aw areness and to e n co u ra ge an u n d e rsta n d in g of
enjoym ent of learning.
th e w o rld . An in vestiga tive a p p ro a ch is taken, and
The W orkbook consolidates and tests u n d e rsta n d in g
stu d e n ts use in itia tive to solve p ro b le m s. T h e y a p p ly
of the language and them es in the S tu d e n t’s Book,
skills, kn ow led ge and understanding, and are encouraged
w ith a range of exercises suitable for classroom use
to u n d e rta k e in d ivid u a l p ro je cts and to w o rk as part
or hom ew ork. The W o rk b o o k has also been revised
of a team . It is im p o rta n t th a t teachers d e ve lo p these
and extended to include several new exercises b ro a d e r skills if th e m aterial is to w o rk as intended.
reflecting the develop m en ts in the syllabus. It T h e e d u c a tio n a l aim s and o b je c tive s o f this course
also now includes photos. The final section of this also m ake it su itab le for courses o th e r than C a m b rid ge
Tea ch er’s B ook contains the answ ers to th e W o rk b o o k IGCSE English as a S econd Language.
exercises.
Age range
How the course reflects
T h e co u rse is d esign ed to be used b y y o u n g p e o p le in
the exam
th e age range 14-18. U n it th e m e s reflect th e interests o f
teen agers and aim to p ro m o te m a tu rity o f th o u g h t and
The course reflects the integrated skills basis of the exam ,
o u tlo o k . Th is a p p ro a ch reflects th e aim s o f the syllabus.
in d e p e n d e n tly of each other. For exam ple, a listening
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Language study also takes account of C a m b rid g e IGCSE
Time allocation
examiner reports (available on the C a m b rid g e Teacher
The course can be used over a period of up to two Support website), which highlight those areas w h e re
years, which is the recommended period of time
improvements are needed, or w here stu d e n ts have shown
suggested to prepare for Cambridge IGCSE English
encouraging signs w hich should be fu rth e r d e ve lo p e d .
as a Second Language. This takes into account young
These include: tone/register and audience aw areness,
people's rate of intellectual and emotional development.
vocabulary enlargement, u n d e rsta n d in g o f to p ic ,
Alternatively, the material can be adapted to be covered
spelling, idioms, punctuation, p a ra gra p h in g, and range of
in one year if this is the time available. The progression
structures.
of language work, and the selection and treatment
of topics, have been carefully chosen to reflect these
How to use the Student’s Book
factors.
units
Ability range Lead-in
Each unit starts with a stu d e n t-ce n tred le a d -in , w h ich
The two-tier Core and Extended structure embraces a
introduces the topic and presents language and concepts.
wide ability range, from lower-intermediate through to
Students engage in stim u la tin g g ro u p and p a ir w o rk , in
upper-intermediate. The material in the course covers all
which they share experience and acquire n ew insights.
the aspects of exams that Core and Extended students
Teachers should use the lead-in to d isco ve r gaps in
could be expected to meet The emphasis is on the more
student’s knowledge, such as key v o c a b u la ry needed for
challenging aspects of the syllabus.
laterw ork in the unit. The te a ch e r’s notes a lw a ys provide
a full backup to su p p o rt the lead-in. Th e p h o to s supplied
Course structure
with the lead-in provide an o p p o rtu n ity to engage
students across the a b ility range.
The course is organised into ten topic-based units,
each systematically and gradually developing the four
Developing reading skills
skills. Exam-style listening and reading exercises are
introduced early in the units and fully exploited.
Most units have tw o substantial reading te xts from a
Speaking and writing skills are developed at various
variety of authentic sources, rep resen tin g a w id e range
stages within a unit, but students are not expected
of styles but staying w ithin w h a t teenagers co u ld be
to try exam-style writing or speaking tasks until the end
expected to experience or im agine. Te xts are chosen
of a unit, on the basis that these, the productive skills,
specifically to practise skills such as sk im m in g , sca n n in g
are the most demanding. Teachers should encourage
and detailed reading and m atching.
students to combine everything they learn in terms of
Texts are introduced th rou gh a range of s tru c tu re d
language and understanding of topics before expecting
exercises, including speculation and p re d ic tio n , and
them to do exam-style writing and speaking tasks
vocabulary and language checks. T h e y are often
without help.
enhanced by a visual im age to help s tu d e n ts fo cu s
The units offer in-depth topic coverage, with shifts
fully on the topic.
of focus indicated by theme headings. By studying
a topic from many angles, students will be better
Developing writing skills
prepared for exam questions where new angles are
Writing skills receive particular tre a tm e n t. T h e o ve ra ll aim
set on familiar topics, and a certain depth of thought
is to develop a more m ature w ritin g style n e ce ssa ry for
is rewarded.
both a wide range of real-life situations and fo r exam s,
Each unit has a number of regular features including
whilst stim ulating ind ivid uality of style and e xp re ssio n .
structural work, vocabulary building, spelling, functions,
model texts, example answers and an International
Developing listening skills
overview. The language study grows out of the texts that
are being studied, to maximise relevance, accessibility and
There are 16 recorded listening passages w ith tasks in
practical application.
the exam style, including m o n o lo gu e s, a n n o u n c e m e n ts ,
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interview s and conversations. In addition, there are tw o
w arm and inviting, on the grounds that the first letter does
‘m o d e l’ conversations w hich students can listen to and
not com m unicate effectively. A letter packed w ith spelling
read at the sam e tim e. There are also seven recordings errors w ould not receive th e highest marks even if the
addressing p h o n o lo gy, and eight exercises d evelop in g gram m ar was perfect.
language functions. Young voices have been used in a
The Grammar spotlight h igh ligh ts one or tw o key
few of the recordings for greater authenticity, and a few
gram m atical stru ctu res encountered but not focused on
voices are very lightly accented w ith n on -B ritish accents,
earlier in the unit. It p ro vid e s clear, concise explanations
including Australian and Am erican, to reflect the new use
and exam ples, and d ire cts stu d en ts to look back in the
of such accents in the exam .
unit for fu rth e r exam ples, to co n solid a te th eir know ledge.
Listening texts are m u lti-p u rp ose. N ot o n ly do th e y
build specific skills, such as listening for a specific
International overview
point or listening for attitude, th e y also d em onstrate
This feature of each unit provides a range of factual and
a range of linguistic strategies including fun ction al
statistical inform ation of global interest and concern, which
language (e.g. interrupting, expressing disagreem ent,
has been carefully researched from respected sources and
blam ing) and p h o n o lo gica l features (p ronunciation ,
is presented via charts, tables and quizzes. It is a device to
stress and intonation) w hich w ill be tested in the
introduce students to a range of sensitive issues and raise
Speaking Test.
international awareness, and can be delivered in a w ay
the teacher thinks best in his/her particular situation. The
Developing speaking skills
teacher’s notes provide detailed backup.
Oral w ork is encouraged at e ve ry o p p o rtu n ity, th rou gh
w hole-class interaction, pair w ork, reading aloud and so
Advice for success
on. Structured exercises develop m ore u n d e rsta n d in g of
Th e Advice for success se ctio n s at th e end o f each unit
functions, pronunciation, intonation and stress, g ivin g
p ro vid e gen era l tip s and exam tech n iq u es. Th e first group
talks effectively, responding to an audience and in tera ctin g
rounds off th e lea rn in g aim s and o b je ctive s of the unit.
w ith a speaker. The exercises w ill w o rk at different levels,
T h e y build stu d e n t in d e p e n d e n ce b y d e ve lo p in g learning
and w ith less o u tgo in g students, if teachers give cre d ib ility
strategies, and a llo w stu d e n ts to id e n tify individual
to oral w ork by m aking tim e for it in the classroom . The
lea rn in g w ea kn esses and to see w h a t th e y need to stu d y
oral w ork leads up to e xa m -style speaking exercises at the
in m ore d e ta il o r revise. It is im p o rta n t to discuss the key
end of every unit.
advice fu lly in class and to ask stu d e n ts to highlight or
u n d e rlin e p o in ts of special relevance. T h e advice also
Language study and grammar
co n ta in s su g g e stio n s fo r language d e ve lo p m e n t outside
The language stu d y includes stru ctu ra l w o rk , vo c a b u la ry,
th e class, to fu rth e r stre n g th e n learner a u to n o m y and
spelling, p unctuation , paragraphin g, and id io m a tic and
re sp o n sib ility.
figurative language. The w o rk is based on d e d u ctive
T h e exam te ch n iq u e s p ro vid e p ra ctica l gu idan ce a b ou t
reasoning, so teachers should build on stu d e n ts’
ta ck lin g sp ecific typ e s o f exam q u estio n s and make a
p rior know ledge and experience. Students should be
useful reference se ctio n .
encouraged to stu d y the exam ples in the S tu d e n t’s B ook
and to w o rk ou t m eanings, patterns, rules and exceptions.
Exam focus
This princip le should be applied w h e th e r students are
w o rk in g on spelling, gra m m a r or p u n ctu a tio n , or b u ild in g T h e Exam focus p ro vid e s a s u m m a ry o f th e p rim a ry
learn ing aim s of th e unit. S tu d e n ts should be encouraged
vo ca b u la ry.
to fam iliarise th e m se lve s w ith th e Exam focus so as not to
Th e space given to gra m m a r tea ch in g in the course is
be surprised d u rin g an exam .
balanced against the need to d e ve lo p a range of skills, and
The Contents C hart on pages iv and v of the Student’s Book,
the p rio rity given to such skills in the exam . For exam ple,
the Exam focus sections that appear at the end of each unit
a g ra m m a tica lly co rre ct letter of w e lco m e w h ich sounds
in the S tudent’s Book, and the O verview of Cam bridge IGCSE
u n w e lco m in g in to n e w o u ld be less acceptable than a
English as a Second Language seen on pages vi and vii of the
letter w h ich is sligh tly flaw ed g ra m m a tica lly but w hich is