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 v
Overview of syllabus vii
Menus vi
Assessment criteria for writing xii

Level 1
Introductory unit:
The English language 1 1

Part 1: The world around us

Unit 1: Space 4
Unit 2: Living creatures 8
Unit 3: Natural disasters 11
Unit 4: Water 15
Unit 5: Plants 20
Unit 6: Animals 24
Unit 7: The senses 28
Unit 8: Edible plants 32

Part 2: Human endeavour

Unit 9: Explorers 36
Unit 10: Jobs 40
Unit 11: Running 43
Unit 12: Sport 47
Unit 13: Science 50
Unit 14: Technology 54
Unit 15: Buildings 58
Unit 16: Wonders of the world 62
Unit 17: Leisure 66
Unit 18: Films 70

Concluding unit:
The English language 2 74

Contents iii
 Level 2
Part 1: Leisure and entertainment
Unit 1: Focus on reading skills 77
Unit 2: Focus on reading skills 82
Unit 3: Focus on writing skills 87
Unit 4: Focus on listening skills 91
Unit 5: Exam practice 96

Part 2: Work and education

Unit 6: Focus on reading skills 98
Unit 7: Focus on reading and writing skills 102
Unit 8: Focus on writing skills 106
Unit 9: Focus on listening skills 110
Unit 10: Exam practice 114

Part 3: People and relationships

Unit 11: Focus on reading skills 117
Unit 12: Focus on reading and writing skills 121
Unit 13: Focus on writing skills 126
Unit 14: Focus on listening skills 130
Unit 15: Exam practice 134

Part 4: Ideas and the future

Unit 16: Focus on reading skills 137
Unit 17: Focus on reading and writing skills 141
Unit 18: Focus on writing skills 146
Unit 19: Focus on listening skills 149
Unit 20: Exam practice 152

iv Contents
 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 v
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.
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
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:
• 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 revised IGCSE English as a Second Language The syllabus is normally assessed through three
syllabus 0510 is based on practical communication separate papers: Reading and Writing, Listening,
and on students’ ability to express themselves and Speaking. Speaking is assessed independently
effectively in both written and spoken English. It of the other two papers and candidates receive
aims to: 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 PROMOTESTUDENTSPERSONALDEVELOPMENT
Guidance on conducting Speaking tests, exam
Reading and listening comprehension are assessed
REQUIREMENTS AND INFORMATION ON THE #ORE AND
through a wide range of material and language
Extended options of the syllabus can be found in the
registers. An IGCSE English as a Second Language
syllabus booklet for the relevant year of examination,
QUALIlCATIONAT'RADE#ORABOVEISUSUALLYACCEPTED
and this is available from the University of Cambridge
by most United Kingdom universities and by many
International Examinations.
colleges in the United States, as well as in other
places throughout the world, as an indication of
English language proficiency. However, students are
ADVISEDTOCONlRMREQUIREMENTSWITHTHEUNIVERSITY
of their choice.

Overview of syllabus vii

 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
Level 1

ABOUTDIFFERENTLEARNINGSTYLESLOOKATQUESTIONSANDSHORTANSWERSLISTENTOASTUDENT

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
Unit 4: Water
Level 1, Part 1: The world around us
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
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
SCIENTISTTALKINGABOUTINVERTEBRATESLOOKATQUESTIONTAGSDOAPROJECTONINVERTEBRATES
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:TALKABOUTTHEIRFAVOURITESPORTSREADABOUTSPORTSEQUIPMENT

LISTENTOATRIATHLETEDOAPROJECTONSPORTSEQUIPMENTREADABOUTDIFFERENTHOLIDAYS

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
MOBILEPHONESLOOKATQUESTIONFORMSDOAPROJECTONTECHNOLOGYLISTENTOSOMEONE
talking about inventions
Level 1 Level 1, Part 2: Human endeavour

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:QUESTIONSAND
short answers with do/does

In this unit students will: review vocabulary, look at passive forms, read Language focus: passive forms Language focus: passive forms
about astronauts, listen to a film critic, write about a film
In this unit students will: review vocabulary, do some word building, read Language focus: word building, Language focus: word building,
about space travel, listen to a scientist talking about endangered species, write signpost words signpost words
a letter
In this unit students will: review vocabulary, look at conditional forms, read Language focus: the 0 Language focus: the 0
about the weather, listen to a meteorologist, write an article conditional for advice and conditional for advice and
suggestions suggestions
In this unit students will: review vocabulary, study superlative forms, read Language focus: superlatives Language focus: superlatives
about deserts, listen to a scientist talking about different planets, write about
the planet Jupiter
In this unit students will: review vocabulary, study imperative forms, read Language focus: imperatives Language focus: imperatives
about the orang-utan, listen to someone talking about the flamingo bird,
write about an animal
In this unit students will:REVIEWVOCABULARYLOOKATQUESTIONTAGSREAD Language focus:QUESTIONTAGS Language focus:QUESTIONTAGS
about animal names, listen to someone talking about Hawaii, write a
description
In this unit students will: review vocabulary, look at comparative and Language focus: comparative Language focus: comparative
superlative forms, read about the human brain, listen to a scientist talking and superlative adjectives and superlative adjectives
about the brain, write a paragraph about the brain
In this unit students will: review vocabulary, read about eating disorders, Language focus: referring Language focus: referring
listen to someone talking about a film, focus on referring words, write an words words
e-mail of advice to a friend
In this unit students will: review vocabulary, read about space travel, listen Language focus: the past Language focus: the past
to a radio programme about exploration films, look at the past perfect tense, perfect perfect
write about Yuri Gagarin
In this unit students will: review vocabulary, read about glamorous jobs, Language focus: word building Language focus: word building
listen to people talking about youth employment, do some word building,
write a job application
In this unit students will: review vocabulary, read about dangerous sports, Language focus: -ing forms Language focus: -ing forms
listen to some young people talking about hip hop dancing, look at -ing
forms, write about hip hop dancing
In this unit students will: review vocabulary, read about an adventure Language focus: signpost Language focus: signpost
holiday, listen to someone talking about a desert adventure in Qatar, look at words words
signpost words, write a description of a desert adventure
In this unit students will: review vocabulary, read about technology, listen Language focus: word building Language focus: word building
to someone talking about air pollution, look at word building, write an
e-mail to a friend about pollution
In this unit students will: review vocabulary, read about the Skycar, Language focus:QUESTION Language focus:QUESTION
LISTENTOSOMEONETALKINGABOUTPENGUINSLOOKATQUESTIONFORMSWRITEA forms forms
description of an underwater vehicle
In this unit students will: review vocabulary, read about bionic buildings, Language focus: nouns, verbs Language focus: nouns, verbs
listen to an interview about the Titanic, look at nouns, verbs and adjectives, and adjectives and adjectives
write an e-mail to a friend about the Titanic
In this unit students will: review vocabulary, read about the Orient-Express, Language focus: is thought/ Language focus: passive forms
listen to an announcement, look at passive forms, write a description of a said/believed, etc.
train journey
In this unit students will: review vocabulary, read about pirate copying, Language focus: modal verbs Language focus: modal verbs
listen to an interview about pirates, focus on modal verbs, write a summary
of an interview
In this unit students will: review vocabulary, read about special effects in Language focus: word building Language focus: word building
films, listen to someone talking about humans and computers, look at word
building, write an article about computers

Menu ix

Level 2, Part 1: Leisure and entertainment
Level 2, Part 2: Work and education
Unit 1: Focus on reading skills
Exam Exercise 1
Unit 2: Focus on reading skills
Exam Exercise 2
Unit 3: Focus on writing skills
Exam Exercises 6 and 7
Unit 4: Focus on listening skills
Exam Questions 1–6
Unit 5: Exam practice
Unit 6: Focus on reading skills
Exam Exercise 2
Unit 7: Focus on reading and writing skills
Exam Exercise 4
Unit 8: Focus on writing skills
Coursebook 2
In this unit students will: talk about leisure activities, practise reading strategies, read
adverts, talk about preferences, make suggestions
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
In this unit students will: talk about fast food, write an informal letter, express opinions,
read about a shellfish found in Oman
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 exam-
TYPEQUESTIONS
In this unit students will practise: Exercises 1 and 2 (reading) and 6 and 7 (writing),
and Questions 1–6 (listening)
In this unit students will: talk about a language school, practise telephone
conversations, give advice, read about changing schools
In this unit students will: look for details in a text, make notes, write a summary, give
advice, read about an astronaut, read advertisements
In this unit students will: learn about British English and American English spelling,
Exam Exercises 6 and 7 READABOUTSPELLINGWRITEAFORMALLETTERRESPONDTOANEXAM
TYPEQUESTIONTALKABOUT
job interviews
Unit 9: Focus on listening skills In this unit students will: talk about CVs and résumés, listen to a radio interview, write
Exam Questions 9 and 10 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 In this unit students will: talk about record-breaking, read about sports and athletes,
Level 2, Part 3: People and relationships

Exam Exercises 1 and 2 read about Scott of the Antarctic, write diary entries and paragraphs

Unit 12: Focus on reading and writing skills In this unit students will: read about famous people, make notes, talk about twins,
Exam Exercises 4 and 5 write a summary

Unit 13: Focus on writing skills In this unit students will: talk about youth groups, write paragraphs, read about Guides
Exam Exercises 6 and 7 and Scouts, write an article

Unit 14: Focus on listening skills In this unit students will: talk about the nursing profession, listen to a talk about
Exam Questions 7 and 8 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 In this unit students will: speak about text language, read about e-mails, write about
Level 2, Part 4: Ideas and the future

Exam Exercises 1 and 2 symbols in e-mails and texts, talk and read about mobile phones

Unit 17: Focus on reading and writing skills In this unit students will: discuss and read about global warming and the North Pole,
Exam Exercises 4 and 5 ANSWERANEXAM TYPEQUESTIONTALKABOUTCLIMATEPROBLEMSWRITEASUMMARY

Unit 18: Focus on writing skills In this unit students will: talk and write about chewing gum, write an article, discuss
Exam Exercises 6 and 7 RECYCLINGANSWERANEXAM TYPEQUESTION

Unit 19: Focus on listening skills In this unit students will: talk about fashion, listen to a radio interview, plan and write
Listening exercises 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 Language focus: word building Language focus: whether ... or,
islands, write a description, write notes – adjectives relative clauses, introductory
phrases with -ed or -ing words
In this unit students will: review vocabulary, read maps and graphs, read Language focus: adverbs Language focus: so ... that,
about plague, research technical words, write using information from former/latter, to be + past
a graph, read about an archaeological discovery, write a letter, look at participle
abbreviations
In this unit students will: review vocabulary, read about veganism, research Language focus: adjectives Language focus: advantages
food measurements, write an informal letter, read about obesity, use notes to and adverbs and disadvantages, once and
write a passage today, in addition to
In this unit students will: review vocabulary, read about advertising, Language focus: tenses Language focus: prefixes,
research the law about advertisements, listen to an interview and make vocabulary
notes, write a competition entry
In this unit students will practise: Exercises 1(Extended), 2 (Core) and 6
(Core and Extended) and listening
In this unit students will: review vocabulary, read about and research Language focus: prefixes Language focus: vocabulary
home-education, write an informal letter, read about being left out, use – opposites and definitions,
information in a table to write a description phrasal verbs
In this unit students will: review vocabulary, read about teeth and gums, Language focus: giving advice Language focus: relative
research dentistry, prepare a talk, read about ‘dirty jobs’ pronouns, spelling, definitions,
adjectives
In this unit students will: review vocabulary, read about monkeys who Language focus: spelling Language focus: British
help disabled people, research how animals can help humans, write a formal English and American English,
letter, read some guidelines for giving a presentation technical language
In this unit students will: review vocabulary, read about a folk maestro, Language focus:QUESTION Language focus: tenses,
research traditional dance and music, write a formal letter, listen to an forms irrespective of
INTERVIEWWRITEQUESTIONS
In this unit students will practise: Exercises 2 (Core), 3 (Extended), 4, 7
(Core and Extended) and listening
In this unit students will: review vocabulary, read about dangerous jobs, Language focus: vocabulary Language focus: word
research athletics, respond to a job advertisement, read about a racing driver, building, comparatives and
write about a job superlatives
In this unit students will: review vocabulary, read about babies and Language focus: vocabulary Language focus: words
language, research the way babies talk, write a summary, read about ‘borrowed’ from other
Bahrain, complete notes languages
In this unit students will: review vocabulary, read about and research Language focus: vocabulary Language focus: infinitive
henna, analyse students’ writing, read about a youth organisation in South clauses, -ing clauses
!FRICAANSWERANEXAM TYPEQUESTION
In this unit students will: review vocabulary, read about animals in Language focus: vocabulary Language focus: vocabulary,
Australia, write a summary, listen to a conservationist should and would
In this unit students will practise: Exercises 1–5, 7, and listening

In this unit students will: review vocabulary, read about Berlin, write an Language focus: vocabulary Language focus: modal
informal letter, read about schools of the future, write answers auxiliary verbs, reporting verbs

In this unit students will: review vocabulary, read about eating disorders, Language focus: vocabulary Language focus: adverbs to
write a summary, read about and research Kerala, complete notes express contrast (however,
nevertheless, on the other hand
...), giving advice
In this unit students will: practise thinking skills, read about single-sex Language focus: vocabulary Language focus: would rather,
schools, practise discursive writing, read about and research recycling, write vocabulary
a descriptive article
In this unit students will: review vocabulary, listen to a marketing assistant, Language focus: vocabulary Language focus: whether ... or,
WRITEQUESTIONSREADABOUTANDRESEARCHSCHOOLUNIFORMSWRITEASUMMARY vocabulary
In this unit students will practise: a complete exam

Menu xi
 Assessment criteria for writing

Mark CONTENT: relevance and development of ideas Mark LANGUAGE: style and accuracy
band (AO: W1, W2, W6) band (AO: W1, W3, W4, W5)
Highly effective: Fluent:

s elevance: Fulfils the task, with consistently

R s S tyle: Almost first language competence. Ease of style.
8–9 Extended

8–9 Extended
appropriate register and excellent sense of purpose Confident and wide-ranging use of language, idiom
and audience. and tenses.
s Development of ideas: Shows independence of thought. s Accuracy: None or very few errors. Well-constructed
Ideas are well developed, at appropriate length and and linked paragraphs.
persuasive. Quality is sustained throughout. Enjoyable
to read. The interest of the reader is aroused and
sustained.
Effective: Precise:

s elevance: Fulfils the task, with appropriate register

R s S tyle: Sentences show variety of structure and length.
6–7 Extended

6–7 Extended
and good sense of purpose and audience. Some style and turn of phrase. Uses some idioms and
s Development of ideas: Ideas are well developed and at is precise in use of vocabulary. However, there may
appropriate length. Engages reader’s interest. be some awkwardness in style making reading less
enjoyable.
s Accuracy: Generally accurate, apart from occasional
frustrating minor errors. There are paragraphs
showing some unity, although links may be absent or
inappropriate.
Satisfactory: Safe:
4–5 Core & Extended

4–5 Core & Extended

s elevance: Fulfils the task, with reasonable attempt at

R s S tyle: Mainly simple structures and vocabulary,
appropriate register, and some sense of purpose and sometimes attempting more sophisticated language.
audience. A satisfactory attempt has been made to s Accuracy: Meaning is clear, and work is of a safe,
address the topic, but there may be digressions. literate standard. Simple structures are generally
s Development of ideas: Material is satisfactorily developed SOUNDAPARTFROMINFREQUENTSPELLINGERRORSWHICH
at appropriate length. do not interfere with communication. Grammatical
errors occur when more sophistication is attempted.
Paragraphs are used but without coherence or unity.

Partly relevant: Errors intrude:

2–3 Core & Extended

2–3 Core & Extended

s elevance: Partly relevant and some engagement with

R s S tyle: Simple structures and vocabulary.
THETASK$OESNOTQUITEFULlLTHETASKALTHOUGHTHERE s Accuracy: -EANINGISSOMETIMESINDOUBT&REQUENT
ARESOMEPOSITIVEQUALITIES)NAPPROPRIATEREGISTER distracting errors hamper precision and slow down
showing insufficient awareness of purpose and/or reading. However, these do not seriously impair
audience. COMMUNICATION0ARAGRAPHSABSENTORHAPHAZARD
s Development of ideas: Supplies some detail and
explanation, but the effect is incomplete. Some
repetition.
Little relevance: Hard to understand:
0–1 Core & Extended

0–1 Core & Extended

s imited engagement with task, but this is mostly

L s
hidden by density of error. Award 1 mark.
s 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.
The grid applies to Exam Exercises 6 and 7 of the Reading and Writing component of the IGCSE E2L syllabus.
ultiple types of error in grammar/spelling/word
M
usage/punctuation throughout, which mostly make
it difficult to understand. Occasionally, sense can be
DECIPHERED0ARAGRAPHSABSENTORHAPHAZARD Award 1
mark.
s Density of error completely obscures meaning. Whole
sections impossible to recognise as pieces of English
WRITING0ARAGRAPHSABSENTORHAPHAZARDAward 0
marks.

xii Assessment criteria for writing

 Level 1, Introductory unit

The English language 1

Level 1, Introductory unit

This is an introductory unit designed to give your 9 This is a fun activity to end Section A. Make sure
students the chance to get to know each other better. you demonstrate the activity first, and then put
There is no corresponding Workbook unit. students in groups to try it out.

Coursebook exercises
B Reading and speaking
A Speaking
10 & 11 If your students are not familiar with the idea
of first and second language speakers, you could
1 Make sure everyone understands how to combine these exercises and simply get them to
approach this speaking activity. If you think make a list of countries where they think English
your students may have problems forming the is spoken. They will find out the answers later in
QUESTIONS YOU COULD DO THIS WITH THEM ORALLY the section.
first, and then allow them to ‘find someone who
...’. Also, help them with some prompts for the 12 The paragraph in Exercise 13 gives students
FOLLOW UPQUESTIONS some facts and figures about English as a world
LANGUAGE4HESETWOPRE READINGQUESTIONSCHECK
2 Students report back on their survey. For example, students’ knowledge of long numbers (this issue
Manuel supports Manchester United because his father is revisited later in the book).
was a keen fan.

3 & 4 As students decide what they can say in Answers

English, get them to give each other examples.
This activity will make your students more aware
of what they can already say in English – self-
assessment 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.
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?

7 Learners often want to be able to do or say

something in another language but can’t. This Answers
exercise encourages them to think about this and a 6,000
to make a list. Get them to compare their lists b 75 per cent
with each other’s – they will probably find that c 60 per cent
they have a lot in common. d 5,300
e 350
8 This exercise encourages learners to think about f 400
problems they may have with speaking skills, and
to focus on why they are not always confident
about speaking. Again, get your students to 15 3TUDENTSNOWANSWERTHEQUESTIONSBYLOOKINGAT
discuss their ‘fears’ and see whether they share the map in more detail.
any with their classmates.

Level 1, Introductory unit: The English language 1 1

 Answers
a North America
b India
c South Africa
d Canada
e the Bahamas or Guyana (both have a population
of less than a million)
f no
g Africa
C Reading and vocabulary
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 – 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 – it mentions pictures
b kinaesthetic – it mentions making something,
which involves physically handling items
c auditory – 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
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 ... ?QUESTIONS4HEREARETHREE
in each of the paragraphs about the different
learner types.
23 Some learners need a ‘rule’ to help them
understand an aspect of language.
Answers
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/doesQUESTIONS
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 ‘short
answer’, give some examples of both long and
short answers.
Answers
Yes, I do / No, I don’t.
(Long answers would be: Yes, I always make written
notes ... / No, I don’t always make written notes ... .)
26 Does ... ?QUESTIONSHAVEDIFFERENTSHORTANSWERS
Answers
Yes, she does / No, she doesn’t.
27 This exercise gives students some practice in word
order for do/doesQUESTIONS
 Answers F Reading and writing
a Does your teacher always use the whiteboard?
b Do you sometimes forget to switch off your

Level 1, Introductory unit

mobile?
c Do you often listen to cassettes in class? 33 Make sure your students are comfortable with
d Do you usually draw pictures in your mind to the language in this exercise, and then let them
remember things? MATCH9OUSEFSQUESTIONSTO-R0ETERSANSWERS
e Does your teacher ever ask you to make things
in class?
Answers
a C
28 If possible, get your students to stand up and b A
move around the class asking each other the c B
QUESTIONSRATHERTHANALWAYSASKINGTHESTUDENT
sitting near them.
34 2EFER STUDENTS BACK TO 9OUSEFS QUESTIONS ON
pages 148–9. Then get them to skim the text to
E Listening and speaking find how he wrote out Mr Peter’s answers.

CD 1,
Track 1
29 Make sure your students understand the focus of
the interview, as this will help them to think of
QUESTIONSTHAT9OUSEFMIGHTHAVEASKED-R0ETER
However, this is a pre-listening and prediction
exercise and as such it does not matter what
QUESTIONSYOURSTUDENTSTHINKOF
30 Students listen and check whether any of their
QUESTIONSAPPEARINTHEINTERVIEW
31 In the table, students write down Yousef’s actual
QUESTIONS FROM THE TRANSCRIPT ON PAGES 148–9).
They then listen to the interview again and make
notes about Mr Peter’s answers.
Answers
a Everybody has their own individual learning style ...
b There is no ‘right’ way to learn ...
c There are three distinct learning styles ...
d To find out what your particular learning style is ...
e If we ‘see’ 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 other’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, Part 1: The world around us

Unit 1: Space
Coursebook exercises
5 Play the recording. Students listen and check
A Speaking and thinking whether their ideas from Exercise 4 are correct.
Let students listen a second time if they want to.

6 You could have a class competition and see which

1 If you think that students will not know many of student can think of the best new name for Earth.
the planets, you could prompt them by bringing Perhaps get them to design a logo as well.
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.
C Reading and vocabulary
2&3
7 If you can show your students a real telescope (or
Answers
a picture), this might help to generate some ideas
horizontal: Neptune, Jupiter, Mercury, Pluto if none are forthcoming. You could tell students
vertical: Saturn, Venus the various parts (e.g. eyepiece, lens, etc.) and
diagonal: Mars, Earth, Uranus get them to show you where they are on the
telescope.

Position Name God/Goddess 8 Ask students if anything else in the classroom

1 Mercury Winged messenger of the gods contains a lens (mobile phone with camera, for
2 Venus Goddess of love and beauty example).
3 Earth
4 Mars God of war
5 Jupiter God of the sky and heavens, and Answers
son of Saturn a camera
6 Saturn God of farming and agriculture, b projector
and father of Jupiter c microscope
7 Uranus King of the gods d contact lens
8 Neptune God of the sea e glasses
9 Pluto God of the underworld

9 Throughout the Coursebook students will be

B Listening and vocabulary
CD 1,
Track 2
4 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
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 %NCOURAGESTUDENTSTOREADTHETEXTQUICKLYAND
as they will find out the information in the next
not to spend time worrying about unknown
exercise. This is simply a pre-listening activity.
words.

4 Level 1, Part 1: The world around us

11 You will need to guide your students when
they write the definitions. You could do one as F Reading and writing
an example: Optical is an adjective, and it refers to
something visual, or something which uses the human
eye.
17 This is a pre-reading exercise, so it does not
matter what your students think. The idea is to
D Language focus: passive forms get them thinking about the topic, and to make
some predictions.

18
12 The verbs are all in the passive form (voice). Answers
13 chimpanzees
dogs
Answers insects (fruit flies)
monkeys
a all of the planets; Jupiter, Saturn, Mars, Venus
mice
and Mercury
rabbits
b this colour

Level 1, Part 1
rats
c Pluto
d The lenses in glasses and contact lenses
We do not know who the doer is. 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
14
to use the context of the text first, rather than
rushing immediately to a dictionary.
Answer
The passive is formed with the verb to be, followed 20
by the past participle of a main verb.
Answers
a gives reasons for sending animals into space
15
b paragraph 3 – was launched, was killed, were sent
c find out about space conditions, effects of
Answers
weightlessness, and effects of stress
a is seen d is seen d rocket hit the Earth on its return
b are made e is perceived e a passenger in a rocket which does not return
c is held f problems
g 253 km, 9,426 km/h
h next step was human flight

E Study skills and research

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
16 Each unit contains a small research project. draw a simple visual for each event.
Depending on time and resources available,
students could do this at home, in school, on
their own, or with other students – 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.

Unit 1: Space 5
 Answers
Workbook exercises
The timeline should show the following events:
August 1948 – first mouse in space
Vocabulary
early 1950s – Russians put mice, rats, rabbits into 1 a Neptune
space as one-way passengers b Jupiter
January 1961 – first chimp in space (Ham) c Mercury
May 1961 – first human in space (American Alan d Mars
Shepard) e Pluto
f Venus
22 This is a short piece of writing. Make sure your g Earth
students use the five pieces of information from h Saturn
the timeline. They can exchange their writing i Uranus
and check each other’s work.
2

G Review quiz

23 Each unit in the Coursebook ends with a ‘Review Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto
QUIZ SECTION 4HE PURPOSE OF THIS SECTION IS TO
GIVE A QUICK AND NOT TOO DEMANDING REVIEW OF 3 a Optical
some of the key lexis and grammar from the b images
unit, and its themes. Students can work on the c refraction
QUESTIONSONTHEIROWNORWITHACLASSMATEBUT d rays
it is important that they do not look back at the e transparent
information in the unit itself, in order to ensure f glass
THATTHEQUIZISBOTHCOMPETITIVEANDFUN/NCE g air
STUDENTS HAVE WORKED THROUGH THE QUESTIONS
they can look back at the unit and self-check 4 horizontal: rabbit, chimpanzee, turtle, insect
their answers, which is in itself a useful skill to vertical: snake, fish, monkey
develop. When more full and structured practice diagonal: rat, mouse, dog, cat, frog
OF THE #OURSEBOOK CONTENT IS REQUIRED TEACHERS
can direct their students to the Workbook.
Language focus: passive forms
5 are produced
were given
have been sent
had been trained
will be required

6 a are produced
b is hit
c are bent
d is formed
e is changed

6 Level 1, Part 1: The world around us

 Reading Listening
CD 1,
Track 1
9 12
Basic qualifications Special skills and special training, Word from Meaning
and requirements degree in science or maths … listening text
Classification of commander/pilot, mission specialist, miniature smaller version
astronaut payload specialist into thin air completely
Length of basic two years dishevelled untidy
training
paradisiacal like paradise
Training subjects basic science (maths, astronomy,
humanoid like a human
physics, geology, meteorology,
frail physically weak
oceanography), technology
(navigation, mechanics, materials pedestal base for something to stand on
processing), space shuttle systems courage bravery or strength to do something
Flight training pilots – 15 hours per month in T-38 ultimately finally
jets whizzes moves very quickly
mission specialists – 4 hours exhausted very tired
Other information also taught parachute jumping,
land and sea survival, scuba diving, 13 a False f False

Level 1, Part 1
ways to overcome different pressure b False g False
conditions c True h False
d True i True
10 a fulfil e True j True
b vision
c vehicle 14 a he produces a miniature machine
d geology b he tells the story after dinner
e micro f he tries to find it
f contingency g the Time Traveller finds fire is a good defence
h he starts the fire accidentally

Unit 1: Space 7
 Level 1, Part 1: The world around us

Unit 2: Living creatures

Coursebook exercises
6 Get your students to think about the information
A Speaking and thinking and decide whether it is true or false – it does not
matter what they think.

7 Refer back to the objects in Exercise 4. Tell

1 UFO = unidentified flying object. Ask your students to listen for them, and to number them
students what they know about UFOs – it does as they hear the objects.
NOTMATTERIFTHEYKNOWNOTHING

2 Similarly, it does not matter if your students Answers

don’t know what an alien is. However, get them 1 aeroplane 5 bird
to discuss their ideas, and perhaps show them a 2 glider 6 tennis ball
visual to encourage discussion. 3 helicopter 7 frisbee
4 balloon
3 You may need to deal with some of the vocabulary Note: camcorder is mentioned at the end, but not as
in the ‘no’ and ‘yes’ answers before you get an object mistaken for a UFO.
students to read. Make sure they understand
WHATTHEQUESTIONISAre UFOs alien spacecraft?).
There are no right or wrong answers – this 8 Students listen again and check whether the
section is designed to get your students thinking information in Exercise 6 is true or false – in fact
and speaking about the unit theme. Check the everything is true.
vocabulary before you ask students to vote.

C Reading and vocabulary

B Listening and vocabulary

CD 1, 9 Students find out what the words mean and look

Track 3
4 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.
Answers
All of them have been mistaken for UFOs, apart
from camcorder.
5 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.
for pictures on the Internet or in books.
10
Answers
uniform + constant
various + diverse
11 4HELANGUAGEINTHELISTHEREISQUITEDIFlCULTSO
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.

8 Level 1, Part 1: The world around us

 Answers F Study skills and research
1 organised 4 developmental
2 homeostatic 5 responsive to stimuli
3 reproductive 6 adapted to its environment
17 It can be difficult to define or find synonyms for
some words, particularly scientific and technical
language. Using translation is an effective method
D Language focus 1: word building 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
13 There are several word building exercises in the learning. Encourage them to discuss their ideas
book. An awareness of how words ‘build’ on with you, however, and check progress regularly
themselves to form other words is an extremely to make sure they are on target.
useful skill in developing proficiency in a
language. Adding a translation is also useful, and
CANBEUSEDINQUIZZESANDSELF CHECKING
G Reading and writing
Verb Noun Adjective Adverb Translation

Level 1, Part 1
vary variety various, variously
varied
diversify diversity diverse diversely 20 Look at the pictures and discuss what is happening
– uniformity, uniform uniformly in each one. If appropriate, introduce some of the
uniform new vocabulary (see Exercise 21 and the article
specialise specialisation, specialised – on page 24), such as conceal, incubate.
specialist,
speciality 21 Students match the words to the pictures in
Exercise 20.

E Language focus 2: signpost words 22 Students read the text and compare the content
with their ideas from the previous exercises.

23
14 There are various terms used to describe what
I call ‘signpost’ words. A signpost tells you in
Answers
which direction to go, and signpost words (or a paragraph 1 b 2 c 3 and 4
SEQUENCEDISCOURSEMARKERS DOEXACTLYTHIS!SK
your students to complete the blank ‘branches’
24 This writing exercise encourages the use of
on the signpost with their own words.
signpost words from earlier in the unit. You could
15 & 16 Depending on your situation, you could do the activity orally first, encouraging students
allocate one column to different groups of to think about the order of events and what
students and give them a time limit in which to exactly happens at each stage.
think of, for example, five more words.

When Contrast In addition H Review quiz

firstly although also
secondly however and
next even though furthermore
finally on the other hand so 24 Students can self-check their answers in the unit.
subsequently or either ... or
but for example
though

Unit 2: Living creatures 9

Workbook exercises 8 a launched
b visitors
c extremely
Vocabulary d expensive
e companies
1 umbrella, frisbee, aeroplane, hoverscraft, bird, balloon,
f leaders
glider, ball, kite, camcorder

2 a organ
b molecule Reading
c atom
d tissue 11
e cell Verb Noun Adjective Adverb
f organism – – unique uniquely
thrill thrill/thriller thrilling/thrilled thrillingly
3 a atoms – landmark landmark –
b molecules strike strike/striker striking strikingly
c cells – roughness rough roughly
d organism ripple ripple rippling –
e tissues – cone conical –
f organs – dusk – –
dawn dawn – –
4 a embryo
witness witness – –
b foetus
appear appearance apparent apparently
c toddler gravitate gravity gravitational gravitationally
d adolescent weigh weight weightless weightlessly
intrigue intrigue intriguing/ intriguingly
5 Various answers are possible, depending on your
intrigued
students’ first language. survey survey/ surveyed –
surveyor

Language focus: word building

and signpost words Listening
CD 1,
Track 2
6
13 1 gone forever
When Contrast In addition 2 natural extinction
finally although also 3 declines in numbers
firstly but and 4 adapt to changes in climate
lastly even though furthermore 5 dinosaurs
secondly however so 6 human population
on the other hand 7 polluted some habitats
or 8 indirect destruction
9 hunted and killed wildlife
7 a However 10 tourist souvenirs
b although
c but 14 a True
d On the other hand b True
e Even though c False – about 100 million years ago
f but d True
e True
f True
g False – but numbers getting smaller
h True

10 Level 1, Part 1: The world around us

 Level 1, Part 1: The world around us

Unit 3: Natural disasters

Coursebook exercises

A Speaking and thinking B Listening and vocabulary

1 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.
CD 1,
Track 4
5–7 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

Level 1, Part 1
2 Students copy and complete the table. They could matching activities first. If time is short, you could
add other events, if they can think of any, and of allocate different groups of students just one of
course some events may go in both columns. the exercises and then allow them to exchange
answers. In some cases more than one matching is
Violent weather Violent Earth possible. They can listen for the correct matchings
hailstorm volcano during the news item.
flood avalanche
tsunami tsunami 5
drought earthquake A B
hurricane ripping away storefronts
tornado peeling back roofs
forcing tourists
3 It may be that you and your students live in a sideswiping Cuba
HURRICANEZONEINWHICHCASEYOUWILLBEABLETO carrying out bags
ANSWERTHISQUESTIONEASILY
)FNOTHELPSTUDENTS terrifying residents
describe the five stages.
6

Answers Nouns Verbs

Hurricane Wilma punished
Stage 1: Warm ocean water causes more waves slammed
evaporation than usual, creating humid air winds tore
and clouds. people looted
Stage 2: Winds meet and force air upward. others dragged
Stage 3: Above the storm, winds flow outward; the buildings shook
air below rises.
Stage 4: Humid air rising causes clouds to form. 7
Stage 5: Winds cause the hurricane to move and
grow. Adjective phrases Nouns
luxury hotels
alligator-infested lagoon
4 Give your students time to talk about the five knee-deep water
pieces of information and decide whether each is eerily electric air
true or false. Everything is true. hiding spots
debris-filled streets
destroyed furniture store
sweltering, dark shelters
popular beach resort
Unit 3: Natural disasters 11
8 From the matchings, students should begin to get
an idea of what happened. Get them to tell each Answers
other what happened when Hurricane Wilma hit a single file
Mexico’s Caribbean coastline, and to make notes. b a long stick
In this sort of exercise, one student does most c a small spade
of the speaking and the other mostly listens, so d a personal tracking device
make sure that as you progress through the book e an anchor
all students are given an opportunity to take on
the roles of both speaker and listener.

9 Play the news item. During this first listening,

get students to check whether they matched the
D Language focus: the 0 conditional
words correctly in Exercises 5–7. for advice and suggestions
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 16 The text contains five if clauses, including the
let your students read the transcript on page 151–2 example given:
of their Coursebook.

Answers
C Reading and vocabulary 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
11 In some parts of the world, snow and avalanches
get to the side of it.
are unknown, while in others, they are a very
If you can’t do this, hold on to an anchor, such as a
COMMON OCCURRENCE 9OU COULD HAVE A QUICK
tree.
competition, asking students to think of five
If you are hit by an avalanche, ‘swim’ with the snow
countries where snow falls, and five more
...
countries where it doesn’t. Afterwards, get them
to tell you what they think snow actually is.
17 The verbs in the if clauses are present tense, and
12 Using their dictionaries, students discuss and those in the main clauses are all present tense
decide on the meanings of the six words. Then without a subject = imperative forms. Point out
they try to find a picture of each on the Internet to students that, where further advice is given in
or in books. a second sentence, the imperative is used again
(e.g. Stay alert in the countryside ...).
13 Here there are seven more words for students to
check.
Answers
14
If you are in an avalanche area, take notice of
warning signs.
Answers
If you are in an avalanche area, always carry safety
a rain f identical equipment ...
b crystals g moist If you are caught in the path of an avalanche, try to
c clouds h hillside get to the side of it.
d melt i cylindrical If you can’t do this, hold on to an anchor, such as a
e hexagonal tree.
If you are hit by an avalanche, ‘swim’ with the snow
...
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

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.
19 Make sure your students understand what the
pictures are showing, and do the example with
THEM lRST 4HEN DO THE QUESTIONS ORALLY BEFORE
getting students to write their answers. There are
various possible answers.
Possible answers
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
a If you have an emergency radio, keep it turned on.
b If you don’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.
QUITEDEMANDINGSOGIVESTUDENTSPLENTYOFTIME
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

Level 1, Part 1
e If you live in a mobile home, move out when a
hurricane approaches. monstrous collapse remains
f If you live on a boat, don’t stay on it. debris phenomenon annihilation
g If you see broken power cables, don’t go near dust eruption pyroclastic
them. ashes molten

20 Using the examples in the previous exercise, 27

students now write their own pieces of advice.
p h e n o m e n o n
a s h e s
E Study skills and research p y r o c l a s t i c
c o l l a p s e
d u s t
a n n i h i l a t i o n
21 4HIS EXERCISE REQUIRES STUDENTS TO THINK ABOUT r e m a i n s
their own country and the weather events that
occur there. They should find out how to say the m o n s t r o u s
events in their own language. d e b r i s
e r u p t i o n
22 & 23 This project is based on the weather, and
m o l t e n
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 28 Check students’ understanding of Pliny’s letter,
about their progress and guide them where and then get them to start imagining what
necessary. 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