Cambridge igcse english student s book

- Contents SECTION 1: BUILDING KEY SKILLS Chapter 1: Key reading skills SECTION 2: APPLYING KEY SKILLS Chapter 5: Comprehension... Section 3: Applying key skills in coursework In

Assessment

Endorsed for full syllabus coverage

Cambridge IGCSE™

STUDENT’S BOOK

Also for Cambridge IGCSE™ (9-1)

Series Editor: Julia Burchell

Keith Brindle, Julia Burchell,

Steve Eddy, Mike Gould and lan Kirby

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- Contents

SECTION 1: BUILDING KEY SKILLS

Chapter 1: Key reading skills

SECTION 2: APPLYING KEY SKILLS

Chapter 5: Comprehension

Section 3: Applying key skills in coursework

In Section 3, students opting for coursework will find out how the key reading, writing and technica, skills developed in Section 1 can be used to best effect in their coursework assignments

Section 4: Speaking and listening

Section 4 provides a dedicated chapter on Speaking and Listening to build your skills and confidence

with clear guidance, activities and exemplification of the presentation and discussion tasks

Section 5: Exam practice

Finally, Section 5 offers extended exam practice to help you hone your examination technique under timed conditions

Checking your progress

It is important to know how you are progressing, and we have therefore included activities

throughout the book, which could be used as assessment opportunities In Sections 2, 3, 4 and 5

these tasks are supported by sample responses at different levels to help you understand how you

can improve your work The sample tasks, responses and commentaries have been written by our authors, not by Cambridge Assessment International Education

Throughout the book, there are regular ‘Check your progress’ features to help you assess the

progress you are making

We hope our skills-building approach helps you to unlock the fundamentals of your Cambridge

IGCSE™ First Language English course and to become a confi dent, skillful communicator within and

beyond the classroom

Julia Burchell Series Editor

AM .š

ẽ_—_xẶ-.m—.~——-T-.sszẰì—xs=ẳ=ssstssss=ẵää=f,qSX.——

ework

ind ou

ect in their coursew

the key reading, writing and technica,

hone your examination technique under

refore included activities

ities In Sections 2, 3, 4and 5

help you understand how you

es have been written by our

'o help you assess the

You will learn how to

° skim and scan to locate information

° identify emotive and sensory language

* recognise, analyse and evaly and bias

° detect the form,

Alexander

SƯ, abl

tg

answer the questions below

you

Scanning

the reading

details

or information

You dip

in and out,

Top tip

à

ai

d hrases closely

to check

ae

reading certain words

or phrases

y

ia

lite, scanning

whether

they are useful

or not

like fishing

a linwu

sock drawer looking for the

other half

of

matching pair)

In real life, you scan when you are looking

for something

for example,

the cost

of

an item

or the closing date

Key term

particular

for

an application,

To

do

you first decide what you are

looking

for, then find something

that fits that requirement,

@ Copy and complete

table below

matching each

numbered

box with

lettered box,

address, telephone number,

text number xample, their name, adjectives

near their

pieces

dialogue

that they are

cinema home

show times page

take-away menu

their

the name

the word

regret

word beginning

numbers

time format

cramped hundred-square-foot

the table

belo

and phrases

from the first

extract

on page

to decide

sift the

ew sentences

the Q&A

and

not relevant

located

the information

of

text (skimmed)

and have

eed (scanned),

you need

Select only the most relevant information

Read

follo' unnecessary

tents

Need suj

nould not rely

on the state, they can get

teams need

to

be formed

to remove debris

or/treat

survivors les needed

digested

the question,

first scan

the text

locate information

Then

back over the text and categorise

the

question

You could

colour-coding

group similar pieces

information together,

that when you write your answer, you

only make each point once

@ Reread the passage

statements

about problems caused

extreme weather

extreme

weather conditions

more texts

Simply add

the categories

you have created,

add details

find words

or exp!

ou are scanning

be looking

for

a precise piece

of

ion such

as

name

or number

Build

the skills

write

As you

re

aning

of indiv

as chosen them

me

rs choose word

used instead?

Look back

at the

that have been highlig

for example

of the highlight

very carefull

ou need

to

ds and ask yourse

What other words (synonyms)

in the

think about

th

why

might have been

words lete the

What the

writer

wanted

to

convey The girl

Is highly tive

ords and

art this kind

writer means

example:

Using details

g: character

for

is

ly obvious

from

the explicit

meaning

of

ds also carry

to identify

and

Sometimes

the meaning

not immediate words

alone

Wor sociations

Explore

the [40g

When reading

text, you might be:

{ooking

for subtle aspects

character

feels about something

two

or more people

create inferring:

reading between

(for example, sympathy

with

particular character)

the lines and drawing

‘om subtle

implicit meaning,

Most

are actually

very good

formation

everyday situations

new person

The process

called inferring

or not your teacher

Look

the following ques

ecord the clues that you use

the spider diagram below tor

not your

teacher

isina

good mood?

‘Hold your noise’

Effect: What

Ït

suggests

Cà

his relationships

your throat!’

said

man, staring

‘Give itm

among

the alder-trees

and pollards,

oes full

t meaning:

you need

to

se

not the only feature

arch for impli

from the setting

cit meanin

of writing

in which

gs

You may

use

you visit

the spÌde

new

skills

of inference

quest

your

decisions

ew place what affects your attitude

daily life, whenever

then copy and complete

record the clues that you use

place what affects

| i

Pet ys)

searching

man has arrived late

night

an

house deep

the countryside

ches arched high overhead;

saw only glimpses

the paler sky

nched beech mast

| sme led the coolness

the mossy earth,

through their tracery

My feet cru

dimmer lant

baie!

the trickle

perhaps

beneath

the trees

ia from the path, which

could only dimly discern;

but before many

rites

gates reared ahead

me, set

Hưng

the cage

of the wood,

my way was barred

The gate must, however,

be unlocked,

as

my

arrival was expected

| peered through

the scrollwork

the gates

The track,

pale and broad,

wound

between

pecimen trees and smooth lawns;

had some distance

to walk,

seemed

The mist clung

to

and the trees seemed rooted

vaporous swamp

| tried the fastening;

the left-hand

loud grating

squeal

that echoed

into the night

‘or shrillness

with the gate’s protest:

me shrink

against

the gate,

nerves stretch

ears;

close enough

pushed open

fullest extent against

the shadows

the wall

Whether

the

was animal

human,

could not tell

of unbearable

grief

felt

the hairs prickle

the back

the danger passed

Dropped

into such strangeness,

had acquire

seemed,

the impulse

wild creature

hide myself and survive whatever

was unfamiliar

with the sounds

the countryside

atmosphere

foreboding withou

writer saying directly that there'†s:any

threat

She does not say,

long journey

and was really scared

when

heard something screaming.’

Instead,

you work this out

different features

writer uses

phrases

that help

create this effect

words

phrases that

Read the following

text from

short story

as

he came

into sight over the

The rounded bodies

were new and ghastly-looking

creatures,

shape somewhat

resembling

octopus,

with huge and very long and flexible

tentacles, coiled copiously

ground

The skin had

glistening texture, unpleasant

see,

shiny leather

size

fair-sized swine about

body, and

tentacles seemed

length

There were,

thinks, seven

tide, two others were emerging

from the sea

their tentacles,

they

began

moving towards

making

soft purring sound

each other

Twenty yards

judging them slow,

were already pouring over

rocky ridge

five-star hotels

memorably quirky

postmodern architectural

memorable, featuring

cosmopolitan assortment

Emiratis, Arabs, Iranians, Indians,

and bias

be asked

read one

assessment

of them

Explore

the skills

evaluate arguments,

first need

analyse them

understand

what they

how they

have developed

sums

the overall idea

Anecdotal evidence

Read

following extract from

newspaper

article about

baffling tirodusl

with social

damaging

their sleep

pressure they

make themselves

fifth

secondary school

Chapter

1 TopÍC

d

For example,

an instruction

ecause

its purpose

is

to

ries

or include poetic

Form and purpose

are closely relate

booklet

short and easy

to follow,

explain clearly

will not tell funny sto!

descriptions

Read the following opening

nto

to the West Coast and back, then

to Iceland,

K.C

Maple was having

hin the tall towers

of

in the Metro Toronto

After cycling from Toro!

sailing from Scarboroug

trouble adjusting

the confined

life wit

Toronto

That was until

he found

job that let him climb

the top

and dangle

with long,

has washed

the windows ative

For the past two

blond hair pulled back

was

the way toan

sun dance ceremony

that the part-Swede, part-aboriginal met

man who cleaned windows

me into the joy

this business,’

enjoys the thrill

good

He tells

me

beginner

who works fast can usually make

says

excitement,

physical danger.’

Maple spends

days speeding

elevat

ropes draped over

buildings

and repelling

seat, holding

the windows

and

five-galloi

water and dish soap

It's great exercise, especially pulling the rope:

the day

‘From

fitness standpoint,

scaling

there, have

little danger

"I’ve always

wanted

adventure,

ors with

250 feet

lowering

the rope

na small plywood

ion cup

to help him

bucket filled with

up

at the end

of

lot

of reps,’

the outside

vị 1%

and evaluate

text more effectively

you understand

how

its content

and style

are aimed

the text

Texts

usually written with

target audience

one

What target audience

according

their importance:

already creating

havoc

natural world,

wide range

shooting

options, from Scene Intelligent

Now read the end

the

Hus review

With his attention-grabbing

skills and knag

for sculpting

hooks,

Hus could

on some hot rappe,

hit track

But honestly,

with our homegrow,

scene

so exciting

right

now,

why not simpy

stay basking

that local adulation?

post-Stormzy,

post Drake-going-roadman

album,

important stepping stone along the path

the

UK establishing

itself

bona fide world-

beater

beats and rhymes

How does this ending reflect what the writer thinks the

target audience

will know about and care about?

target audience

What assumptions

does

writer make about

What would

reader hope

reader would therefore

readers might

especially interesting

content

and sho

purpose

whole text

or texts, and use

meaning

and begin

explain

their effects

text

texts, and use

and begin

expiain their effects and why

used them ffect

sensory language

and how audience influences

You

learn how

their meaning

and explain their effects and

effective

way, always includin

supporting deta’

wide range

emotive words and phrases

and evaluate

their effects with

Se

use formal and informal language effectively

the writer“s intention

ference

the reader

an possible effects

sensory langua

explain clearly

tasks later

example:

nalyse the different

and detect possible bias

convincingly

evaluate arguments

identify

the link between

udience

and purpose,

and show

how audience

luences style

language

Tasks that ask you

write for specific

your writing

Questions

that ask you

write

role draw

ee

your ability

create distinctive voices

Tasks that require you

structure pieces

All writing tasks

require you

pay close

Chapter

10:

Approaching written

attention

your word choice, drawing ona

coursework

wide range

religion, Juaism

plural form, often marked

tables, cats,

beaches

Nouns combine

with determiners

Nouns

noun phrases

Pronouns, determiners

and prepositions

can ensure

informative writing, such

articles and reports,

clear

hat your

clear exactly what

That bike

room, waiting

clauses together:

because, although,

o'clock with

secret plans

Key terms

example, when

Emotive words

convey

produce powerful feelings:

desperation, incredible, joyous, golden, shadowy, abandoned

Technical terms

species, habitat, migration, plumage

Read

short text, which uses emotive

technical

vocabulary

Identify examples

you need

to use

range

of sentences

appropriate

the situation

The best writing

uses sentences accurately

that the meaning

Remember

that sentences begi

different functions

crowd clapped enthusiastically

Exclamatory

(for stressing

that dress

this table

Write

least one sentence

declarative

story with

mysterious event interrogative

Instructions

about how

from your imperative

have met

exclamatory

favourite celebrity

Beach Hotel

[had failed

one clause

The clock ticked

Chapter

2 Topic

Tenses

and verb agreement

Build

the skills

follow this

verbs that

Your use

verbs and tenses should

consisten

shows some common irregular verbs,

table below

do change

in texts,

ES

conventions

that you must

follo

"=

Simple present

shouts [singular

verb form]

loudly

@

Copy

and correct

the following

paragraph

The teachers [plural subject]

shout [plural verb form]

even

when

the action

the past

For example:

=a

regular verb:

verb

that follows predictable

were shouting loudly

and agreeing

with subject Develop

the skills

Modal verbs are

shows

how the main verb tenses

are formed

information

about

the certainty,

possibility

regular verbs, such

walk and

things change)

Simple present

| jump,

he jumps

The ending

the main verb changes»

He could heh

He cân

He will

go (he has decided

jumped,

she jumped

These tenses are created

auxiliary

@ Read this reply

verb (ending

'-ing')

| would come

| was free, but

Past progressive

was jumping, she

with

auxiliary

verb and

past participle

Past perfect

had jumped,

she had jumped

1, verb (ending

have jumped,

has jumped

lives

them remotely

use the full

You have

en work

similar way

itional information

They

make deta

can

be used

provide add

stand out, such

when descri

humorous comment:

the winter

We didn’t mind hanging around

the beach

(despite

the cold)

was where

our friends went

Florent told

he'd bought

dashes

these two

examples?

The goal was

best

ever scored although

talent

show and

1000 dollar prize!

Other forms

writing

effects

They can

especially useful

Colons

and semi-colons

colon

can introduce

We can

proud

last year:

can also introduce

clause that explains

the first clause:

She was overjoyed:

the bag was exactly what she wanted

link two

clauses

equal importance

example:

Rajesh likes table tennis;

prefers hockey

to use speech

but you may also nee

someone’s

words

in

an article

or speech

main conventions

spee

marks (sometimes

called inverted commas)

and direct

correct punctuation

punctuation

new line

each new spey

comma goes before

closing speech mark when

marks,

speaker come

capital letter:

your ideas and guide

your reader through

your writing

the bus

your text

by

You can help guide

ses

to link paragraphs

together,

selecting words

within and between paragraphs

These include:

the build-up

6

Add appropriate

connectives

the following

assistant

her boss, who was

and away

relating

time

from the airport

for the day

E—

sequence

word (connective

relating

feelings

and tin)

L topic sentence introduces

where this part

eon our tickets

or

You can improve your

while you write and after

Explore

the skills

Read these stages for proofreading

your work

you write (perhaps

after each paragraph)

and when you have finished,

you read

through your work

check that

makes sense

Can you follow

the argument

story?

Have you remembered

who the reader

do you get

confused

any point?

Look out for:

missing words

plot,

for example

Stage

checking

for detail

This means

line-by-line read-

through looking

for simple errors

These may

may not affect

the overall sense, but they can stand out and draw attention

away from what you are trying

say

Such errors can affect the

meaning,

too

Check for:

spelling errors, such

words you often misspell, spellings

names, homophones (bare/bear, yourlyou’re;

have you used them where you

should have used

apostrophes:

incorrect apostrophes

can

very irritating

(Saj’s bike) and those for omission

(It’s

great bike!)

Take 75-100 words from

recent piece

Y peewee

of formality

speaking

or writing

You need

ble

judge what

appropriate

language

for the audience

or reader

Explore

the skills

basic level,

adapt our vocabulary

audience

and purpose

For example:

School teacher

able

attend the school production

Romeo and Juliet next week?

‘Can you and Mummy come

school play next week?’

@ What vocabulary

been adapted

teacher when

speaking

small child?

Why?

also adapt

language according

language?

Consider

way you might speak

Then contrast

this with how

you might communicate

what would

be

the best time

Look carefully

identify

the formal and informal elements

uses few

Audience

and levels

of formality

formal vocabulary

Develop

the skills

an impersonal

needed

oO Read the text below

Note down how the objective,

the way the verbs are used

7:00 a.m

breaking

the surface

of

the water approximately

one kilometre

from the shore

Local

coastguards

were alerted and the shark was guided

@ Now read this eye-witness

account

the same event, What

differences

you notice?

not sure how

the following

Active form:

| noticed

the fire starting

the factory and calle

The subject

the sentence

the police

‘noticing

the fire/calling police),

Passive form:

The start

the fire was noticed

and the police were called

The subject (person who noticed

the fire)

yesterday

our fishing boat

shining

deep

down,

otographs with

ace where

idiom:

a typical phrase