Cambridge IGCSE English As A Second Language: Teacher’s Book
Peter LucantoniCambridge IGCSE English as aSecondLanguageTeacher’s BookFourth edition
Peter LucantoniCambridge IGCSE English as aSecondLanguageTeacher’s BookFourth Edition
University Printing House, Cambridge cb2 8bs, United KingdomCambridge University Press is part of the University of Cambridge.It furthers the University’s mission by disseminating knowledge in the pursuit ofeducation, learning and research at the highest international levels of excellence.www.cambridge.orgInformation on this title: education.cambridge.org Cambridge University Press 2014This publication is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place without the writtenpermission of Cambridge University Press.First published 2014Reprinted 2015Printed in the United Kingdom by Latimer Trendisbn 978-1-107-48257-9 PaperbackAdditional resources for this publication at education.cambridge.orgCambridge University Press has no responsibility for the persistence or accuracyof 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 otherfactual information given in this work is correct at the time of first printing butCambridge University Press does not guarantee the accuracy of such informationthereafter.notice to teachers in the ukIt is illegal to reproduce any part of this work in material form (includingphotocopying and electronic storage) except under the following circumstances:(i) where you are abiding by a licence granted to your school or institution by theCopyright Licensing Agency;(ii) where no such licence exists, or where you wish to exceed the terms of a licence,and you have gained the written permission of Cambridge University Press;(iii) where you are allowed to reproduce without permission under the provisionsof Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, forexample, the reproduction of short passages within certain types of educationalanthology and reproduction for the purposes of setting examination questions.IGCSE is the registered trademark of Cambridge International ExaminationsThis text has not been through the Cambridge endorsement process.
ContentsContentsIntroductionivAssessment criteria for writing and speakingvUnit 1Focus on reading skills1Unit 2Focus on reading skills7Unit 3Focus on writing skills13Unit 4Focus on listening skills19Unit 5Focus on reading skills27Unit 6Focus on reading and writing skills33Unit 7Focus on writing and speaking skills39Unit 8Focus on listening skills45Unit 9Focus on reading skills53Unit 10 Focus on reading and writing skills58Unit 11 Focus on writing skills64Unit 12 Focus on listening skills69Unit 13 Focus on reading skills76Unit 14 Focus on reading and writing skills80Unit 15 Focus on writing skills84Unit 16 Focus on speaking skills90Acknowledgements93iii
Cambridge IGCSE English as a Second LanguageIntroductionThis Teacher’s Book supports the Cambridge IGCSEEnglish as a Second Language Coursebook, fourth edition.It is assumed that students following this course will be ina position to focus on the examination itself.The Teacher’s Book provides the following: ivfull guidance on how to approach all the tasks in theCoursebooksuggestions for differentiated activities to use withmixed-ability classesanswers to the exercises in the Coursebooksample answers to exam-style questionsmarking and grading criteria for Core and Extendedwriting and speakingThe Coursebook is divided into 16 units, with each onefocusing on particular aspects of the IGCSE English asa Second Language examination. Speaking skills areintegrated throughout the book and are practised throughdiscussion work, role play and specific tasks. While it isprobably best to follow the units consecutively, there isno reason why teachers should not focus on a particularlanguage skill or exam question.The material becomes progressively more demanding,with longer and more advanced reading and listeningtexts in the second half of the book. The exercises in the‘Further practice’ section of each unit are particularlyuseful for homework, for early finishers or for practiceoutside the classroom, and the exam-style questions at theend of each unit could be used in class to give students afeel for the examination itself. Note that the word limitfor writing activities is 100–150 for the Core curriculumand 150–200 for the Extended curriculum. Throughoutthis resource, you will find sample answers for most ofthe exam-style questions, including examples from boththe Core and Extended curricula. The author is whollyresponsible for the answers to the exam-style questions.The progressive step-by-step approach of IGCSE Englishas a Second Language – including Top Tips that focus onkey examination areas and Language Tips that highlightspecific vocabulary and grammar items – will help to buildstudents’ confidence in all the main skill areas, while alsodeveloping the techniques and additional skills necessaryfor success in all the papers of the IGCSE E2L exam.For each activity, suggestions are made about whetherstudents should work on their own, in pairs, in smallgroups or as a whole class. These are offered as a guideonly – the amount of time available and the number ofstudents in the class will determine the best approach.However, it is a good strategy to include activities withdifferent group sizes within each lesson; this offers varietyand gives students the opportunity to interact in differentways. To promote confidence, try not to interfere too muchwhen students are working together (whether in pairsor in small groups), but monitor and provide support ifrequested. You can, of course, make notes to deliver asfeedback once students have completed the activity.Peter Lucantoni
Assessment criteria for writing and speakingAssessment criteriafor writing and speakingBelow are the criteria for Cambridge English as a Second Language IGCSE writing and speaking. For full details, go tothe Cambridge International Examinations website.WritingMarkbandContent: relevance and developmentof ideas (AO: W1, W2, W6)MarkbandLanguage: style and accuracy(AO: W1, W3, W4, W5)8–9–10Highly effective:8–9Precise:Style:Ease of style. Confident and wide-ranging use oflanguage, idiom and tenses. Award 9 marks.Relevance:Fulfils the task, with consistently appropriateregister and excellent sense of purpose andaudience. Award 10 marks.A range of language, idiom and tenses.Award 8 marks.Fulfils the task, with consistently appropriateregister and very good sense of purpose andaudience. Award 8/9 marks.Accuracy:Well-constructed and linked paragraphs withvery few errors of any kind.Development of ideas:Original, well-developed ideas. Quality issustained. Outstanding. Award 10 marks.vShows some independence of thought. Ideasare well developed, at appropriate lengthand convincing. The interest of the readersis sustained. Award 9 marks.Ideas are well developed and at appropriatelength. Enjoyable to read. Award 8 ils the task with appropriate register and agood sense of purpose and audience.Award 7 marks.Style:Sentences show a variety of structure andlength. Attempt at sophisticated vocabularyand idiom. Award 7 marks.Fulfils the task with appropriate register andsome sense of purpose and audience.Award 6 marks.Sentences show some style and ambitiouslanguage. However, there may be someawkwardness, making reading less enjoyable.Award 6 marks.Development of ideas:Ideas are developed at appropriate length.Engages reader’s interest.Accuracy:Mostly accurate apart from minor errors whichmay include infrequent spelling errors. Good use ofparagraphing and linking words. Award 7 marks.Generally accurate with frustrating errors.Appropriate use of paragraphing. Award 6 marks.
Cambridge IGCSE English as a Second LanguageMarkbandContent: relevance and developmentof ideas (AO: W1, W2, W6)MarkbandLanguage: style and accuracy(AO: W1, W3, W4, W5)4–5Largely relevant:4–5Satisfactory:Relevance:Fulfils the task. A satisfactory attempt has beenmade to address the topic, but there may bedigressions. Award 5 marks.Style:Mainly simple structures and vocabularybut sometimes attempting a wider range oflanguage. Award 5 marks.Does not quite fulfil the task although thereare some positive qualities. There may bedigressions. Award 4 marks.Mainly simple structures and vocabulary.Award 4 marks.Accuracy:Meaning is clear and of a safe standard.Grammatical errors occur when attemptingmore ambitious language. Paragraphs are used,showing some coherence. Award 5 marks.Development of ideas:Material is satisfactorily developed atappropriate length.Meaning is generally clear. Simple structuresare usually sound. Errors do not interfere withcommunication. Paragraphs are used butwithout coherence or unity. Award 4 marks.2–3Partly relevant:2–3Style:Simple structures and vocabulary.Relevance:Partly relevant and some engagement with thetask. Inappropriate register, showing insufficientawareness of purpose and/or audience.Award 3 marks.viErrors intrude:Accuracy:Meaning is sometimes in doubt.Frequent errors do not seriously impaircommunication. Award 3 marks.Partly relevant and limited engagement with thetask. Inappropriate register, showing insufficientawareness of purpose and/or audience.Award 2 marks.Meaning is often in doubt. Frequent, distractingerrors which slow down reading. Award 2 marks.Development of ideas:Supplies some detail but the effect is incompleteand repetitive.0–1Little relevance:Very limited engagement with task, but this ismostly hidden by density of error.Award 1 mark.No engagement with the task or anyengagement with task is completely hidden bydensity of error. Award 0 marks.If essay is completely irrelevant, no mark can begiven for language.0–1Hard to understand:Multiple types of error in grammar/spelling/wordusage/punctuation throughout, which mostlymake it difficult to understand. Occasionally,sense can be deciphered. Award 1 mark.Density of error completely obscures meaning.Whole sections impossible to recognise as piecesof English writing. Award 0 marks.
Assessment criteria for writing and speakingSpeakingGive a mark out of 10 for each category (structure, vocabulary, development and fluency), and then add these marksto give an overall total out of 30.MarkStructureVocabularyDevelopment and fluency9–10The candidate demonstratesability to use a variety of structuresaccurately and consistently. Thecandidate is confidently in controlof the structures used.The candidate shows enoughcommand of vocabulary torespond with precision. Shadesof meaning are achieved andsome sophisticated ideas arecommunicated.The candidate shows sustainedability to maintain a conversationand to contribute at some length.The candidate can respondto change in direction of theconversation. Pronunciation andintonation are clear.7–8Structures will be generally sound,but will not be used entirelyaccurately or with consistentconfidence. There will be someerrors in attempting to use morecomplex sentences.The candidate has a sufficientrange of vocabulary to conveyinformation and ideas withcompetence.The candidate responds relevantlyand at length which makesfrequent prompting unnecessary,resulting in a competentconversation. Pronunciation andintonation are generally clear.5–6The candidate can use simplestructures securely but hasdifficulty venturing beyond them.Vocabulary conveys simple ideasand information clearly. Errorsare noticeable, however, and onlypartial competence is achieved.The candidate makes an attemptto respond to questions andprompts. Effort will need to bemade to develop the conversation;only partial success will beachieved. There is some lackof clarity of pronunciation andintonation, but it is unlikely toimpede communication.3–4Structures will generally be verysimple, limited and with errors,which will restrict communication.Vocabulary is not wide or variedand there will be difficulty inconveying simple ideas. There islikely to be hesitation, repetitionand searching for words.Responses tend to be brief andwidely spaced. The candidate hasto be encouraged to go beyondshort responses and strugglesto develop a conversation.Pronunciation and intonationcause some communicationdifficulty.1–2Attempts at structured sentenceswill rarely achieve communication.However, some attempt at aresponse will be made during thediscussion.Vocabulary will generally beinadequate to convey simple ideas.Responses are so brief that littleis communicated. The candidatehardly engages in a conversation.Pronunciation and intonationpatterns cause difficulty for eventhe most sympathetic listener.0Completely limited/no attempt ata response.Completely limited/no attempt ata response.Completely limited/no attempt ata response.vii
UNIT 1: Focus on reading skillsUnit introduction2Each unit includes an introduction, explaining whichareas of the IGCSE E2L examination will be practisedand which specific examination skills students needto develop in order to be successful. There is alsoinformation on the content of each unit and thetypes of activities students will do.A useful way to start a unit is to ask studentsto read the introduction, then to identify wherethe various skills can be found. This will alsohelp students understand how each unit in theCoursebook is put together and what they canexpect from each section.DIFFERENTIATED ACTIVITYFor weaker students, reduce the number of ideas theyneed to write – perhaps ask for just two or three. Or getthem to copy any ideas from Activity A1.For stronger students, ask them to write completesentences as in the Language Tip, rather than just notes.A Speaking and vocabulary(Coursebook page 7)1Pairs or small groupsWith this type of question, there are no right orwrong answers and it is worth pointing this out tostudents. Encourage them to speculate, discusstheir ideas and give reasons for their choices. Donot worry too much about language accuracy whenstudents write down their words or phrases, as thismay create a barrier to creativity. Use the question topromote discussion in English. You could offer helpto students with derivatives of words, for examplerelaxing – relax, relaxed, relaxation.When students have finished, gather classfeedback. Again, remember that there are no rightor wrong answers, so encourage all your students toparticipate – even the weaker ones.POSSIBLE ANSWERS: having fun, playing sport,meeting up with friends, surfing the Internet, etc.LANGUAGE TIPThroughout the Coursebook, you will find Language Tipboxes. The aim of these is to draw students’ attention toareas of language (both vocabulary and grammar) that maycause them problems. The tip on page 7 will help studentswith Activity A2, so make sure you focus on it immediatelyafter students have finished Activity A1.Alone, then pairs or small groupsAgain there are no right or wrong answers here.Students work alone and add their own ideas to thetable, using the previous activity for help if necessary.When students have written down their ideas,get them to compare their lists in pairs, identifyingsimilarities and differences.In class feedback, encourage students to talk notonly about their own ideas, but also their partner’s,to give them some practice in using the third personsingular.B Reading (Coursebook pages 8–11)1PairsThese pre-reading discussion questions are designedto get students thinking about how they read atext, and there are no right or wrong answers. Thepurpose is to encourage students to discuss inEnglish (as much as possible), and they should notbe corrected if they make mistakes. During feedback,establish that when we read for pleasure, we oftenread in a different way to when we are trying tofind something quickly in a text (for example in anexamination situation).TOP TIPSThroughout the Coursebook, you will find Top Tips boxes.The aim of these is to draw students’ attention to areasof the examination, or particular examination-taking skills,that are especially important. Top Tips boxes can be usefulfor revision nearer to the examination and can be usedby students to test each other on key areas. The first oneon page 8 will provide more guidance and feedback toActivity B1.1
Cambridge IGCSE English as a Second Language2d a millione three of (i) get a voucher for 5, (ii) 21-day moneyback, no-questions-asked guarantee, (iii) monthlynewsletter, (iv) membership card and numberf NewsFeedg Comic FunAloneThis exercise gives students an example of howimportant skim reading is. Give students 10 secondsto answer questions a and b.ANSWERS: a six, b Datasource NewsFeed34Whole classGet students to tell you how they found the answersin the previous activity. Encourage them to bespecific about the reading skill/s they used.DIFFERENTIATED ACTIVITYFor weaker students, tell them in which part of the textthey can find the answers to the questions.For stronger students, get them to work alone whenthey write their answers to Activity B6. If they finishquickly, ask them to write two or three more questionsabout the Datasource text, then give them to a partnerto answer.AloneMake sure students understand what the question isasking for, so they know what they should be lookingfor in the text (the % sign). They do not need to writeanything yet.ANSWER: Datasource Trainer52AloneThe purpose of this activity is to show students thatthey do not need to write long answers for this typeof question. While all the options a–e are correct, thebest answer here is probably d (Datasource Trainer),because it is short and concise. No time would bewasted in writing a long answer. Make sure studentsunderstand that they simply need to include allthe necessary information – which may only beone or two words. Complete, full sentences are notnormally necessary.TOP TIPSThe second Top Tip on page 8 reinforces the point aboutstudents not having to write long answers for this typeof question. It also draws students’ attention to theimportance of including symbols or units of measurementin their answers, if required.67PairsBefore they begin this activity, remind studentsnot to write anything yet. Give them time to workthrough the questions a–g, asking and answering.PairsWorking together, students write the answers to thequestions in Activity B6. Then they exchange theiranswers with a different pair and check for similaritiesand differences. During class feedback, you canprovide the answers if students have missed anything.ANSWERS:a three (Puzzle Finder, Trainer, Comic Fun)b by signing-up to the Datasource loyalty schemec Puzzle Finder8AloneKnowing where a text comes from can help studentsto understand more about the layout and content.Students quickly look at the text and then choose oneof the options in the box. There is no right or wronganswer – the important thing is to encourage studentsto give a reason for their choice. However, because ofthe internet address at the top of the text, hopefullystudents will identify this as coming from a website.9PairsStudents need to have an effective strategy forapproaching all types of examination questions, andreading the question carefully before doing anythingelse saves a lot of time.ANSWER: b, d, c, a10 AloneYou can follow a similar approach to Activities B6and B7, but this time students work alone. They donot need to write the answers to the questions yet,but should identify and note down the key word/s ineach question.SUGGESTED ANSWERS: different students may choosedifferent key words. They can check their choices whenthey come to write their answers in Activity B11.a Whob When / next publicationc How many / sectionsd maximum number / creative storye angryf Which section / how many wordsg finished / doh How long / titlei final box / not receive
Unit 1: Focus on r
Below are the criteria for Cambridge English as a Second Language IGCSE writing and speaking. For full details, go to the Cambridge International Examinations website. Writing Mark band Content: relevance and development of ideas (AO: W1, W2, W6) Mark band Language: style and accuracy
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