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ENGLISHMATTERS
English Matters for CSEC® Examinations adopts a lively approach and offers:◾ Complete coverage of the CSEC® English syllabus as shown in a scope and sequence chart ◾ A contemporary approach including up-to-date texts on current issues and suggestions for using IT ◾ A focus on skill development leading to independent learning ◾ A lively task-based approach with lots of student activities ◾ A range of stimulating listening and speaking tasks and an audio-CD with recordings made in different settings ◾ A wide selection of reading texts of manageable length, with comprehension questions at different levels ◾ Thorough consolidation and practice of grammar with a comprehensive reference section ◾ Vocabulary development through a variety of stimulating exercises ◾ Step-by-step guidance on developing writing skills ◾ Thorough preparation for examinations including regular practice tests, model
examination papers and annotated sample essays
English Matters for CSEC® Examinations (Student’s Book & Audio-CD Pack)352pp | 276 x 219mm | 9780230412217
44 Unit 1
Unit Sporting Icons4
44 Unit 4
Reading and Responding
Before you read
Discuss in pairs:
• How important are sports to you?
• What sporting facilities are there in your area?
• Are these facilities adequate? What improvements would you like to see?
Survey the newspaper article below.
• What do you learn from the headings and the picture?
• Scan the article to see which athletes and events are described.
What’s the island’s secret?
As Jamaica’s athletes returned from the Beijing
Olympics with a haul of 11 sprinting medals, six
of them gold, the coveted title of world’s fastest
man, Usain Bolt, and the year’s fastest recorded
time from Shelly-Ann Fraser, the rest of the world
had a question. How did the tiny island, with a
population of under three million do it?
A track record of world-class sprinters
For such a small country, Jamaica has always
produced a disproportionate number of world-
class sprinters. Yet until August 2008, the ultimate
accolade, the Men’s 100m title, had eluded it,
WORLD CHAMPS
Jamaica’s home-grown talent goes for gold.although two sons of the island, Linford Christie
and Donovan Bailey had won it for England and
Canada in 1992 and 1996 respectively.
Jamaica’s history of producing medal winners in
track events dates back to the London Olympics
in 1948, when Arthur Wint first won gold for the
island in the 400m. The foundations for Jamaica’s
success were laid much further back, however,
with the creation in 1910 of Champs, the annual
championship for high school athletes. This event,
the bedrock of Jamaica’s commitment to athletics
success, has become Jamaica’s biggest sporting
event and attracts up to 3,500 athletes and daily
crowds of over 30,000. It is the tip of a competition
pyramid, where children start to take part in sprint
races from the age of five onwards.
Every Jamaican athlete worth his salt began at
Champs, from the legendary Don Quarrie to new
superstar Bolt, and each year, the alumni return
to watch the next generation. During the four-day
competition, the nation eats, sleeps and breathes
athletics. On the streets, people debate the merits of
15-year-old sprinters and argue vociferously about
the next Bolt or Fraser. In the national stadium,
school supporters demonstrate their loyalties by
sporting their team colours and screaming for their
favourites.
For decades the event has attracted sports coaches,
intent on finding promising teenagers and offering
them lucrative scholarships to train in the USA.
This route to success has become less attractive as
disappointed youngsters returned empty-handed
1
2
3
4
5
9780230023635_text1.indd 44
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Unit 4 45
1 Answer the questions.
1a. What was the writer’s main
purpose in writing this article?
a. to inform b. to persuade
c. to criticise d. to entertain
1b. Give reasons for the option you chose.
2. Explain in your own words the meaning of the phrase home-grown talent.
3. Are the following statements about the passage true or false?
a. Taking into account the size of the population, the number of top-class Jamaican
sprinters is surprising.
b. Bolt was not the first Jamaican to win the Men’s 100m Olympic title.
c. Linford Christie and Donovan Bailey both won gold medals for Jamaica in the Men’s
100m.
d. Jamaican interest in sprinting dates back to the beginning of the 20th century.
e. Frequently Jamaicans training in the USA did not fulfil their coaches’ expectations.
4. How does the writer let you know that Champs is very important to Jamaicans?
5. What is the writer’s attitude towards US sports coaches? How do you know this?
6. Which word in paragraph 7 could be used to replace ‘fledgling’ in the phrase fledgling
stars (paragraph 5)?
7. What is the main point made by the writer in paragraph 6?
8. Which of the following is not given by the writers as a reason for the success of
Jamaican sprinters?
a. their natural ability b their attitude towards sport
c. new training facilities on the island d. a long tradition of sprinting in Jamaica
9a. What do you think the coach Fitz Coleman means by the term mindset?
9b. Can the right mindset help athletes to win? Why? Why not?
2 Write the main idea of each paragraph in the newspaper article.
Discussion: Do you think your government should invest money in training
sportsmen and women to compete in international sporting events?
to the island, burnt out by unscrupulous coaches
determined to get their money’s worth out of the
fledgling stars.
Top sprinters now train on the island.
Through a scholarship scheme initiated by
Anthony Davis nearly 30 years ago at Jamaica’s
University of Technology, budding Jamaican
sprinters are now able to stay on the island to train.
Gifted athletes like Bolt, who earn over a million
dollars a year competing in international meetings,
are the product of this training programme. It is
no coincidence that 7 of Jamaica’s 13 medallists
in Beijing were home-grown, all but one of them
attending the University of Technology. The record
of these athletes, all of whom tested clean for drugs,
testifies to the high standards achieved there.
By remaining in Jamaica to work with their
coaches, Glen Mills, Stephen Francis, Bolt and
former world record holder, Asafa Powell have
encouraged others to stay, and this has raised the
standard of locally trained athletes. The facilities
may be more rudimentary than those in the USA,
but for the 300 athletes who train there, this is of
little consequence. Fitz Coleman, one of the team
responsible for coaching Bolt, believes that the
confidence of today’s Jamaican sprinters borders
on arrogance. ‘We genuinely believe we will
conquer,’ he stated. ‘It’s a mindset. We’re small
and we’re poor, but we believe in ourselves.’
6
7
Before writing your answers, read through the
questions and identify the different question
types. Think carefully about how to answer them.
9780230023635_text1.indd 45
03/04/2010 13:00
46 Unit 4
VocabularyFind words in the article to match the following definitions.1. greatly desired (paragraph 1)2. bigger or smaller than it should be in comparison to something else (paragraph 2)
3. honour given to someone for his/her achievement (paragraph 2)4. people who have studied at a particular school or college, former member of a team
(paragraph 4) 5. in a loud, forceful manner (paragraph 4)6. bringing in a lot of money (paragraph 5) 7. willing to do things which are unfair or immoral (paragraph 5)8. attitude showing that you believe yourself better or more important than other people
(paragraph 7)
Language Matters 1 Write out the paragraph using the simple or continuous
present forms of the verbs in brackets.The present tense is sometimes used to bring a scene to life (as in the extract from Barefoot Soldier on page 36).Example: It is five minutes before the big race. The athletes are warming up. It (1. be) five minutes before the big race. The athletes (2. warm up). The spectators (3. get) impatient. The race officials (4. call) the runners to the starting line. Tension (5. mount) all around the stadium. At the sound of the starting pistol, the sprinters (6. surge) forward. After the first 20 metres, Bolt (7. lead) the field.The other sprinters (8. follow) close behind. At the 50 metre point, Bolt (9. pull) ahead and (10. leave) the other runners behind. The crowd (11. go) wild with excitement. By now they all (12. jump) up and down and (13. cheer) him on to victory. Suddenly Bolt (14. appear) to slow down. He (15. look) towards the cameras, smiling broadly. With a final spurt, he (16. coast) across the finishing line.
2a Complete the sentences with suitable verbs in the simple or continuous past tense.
Example: When the runners into the final straight, Bolt the field.
When the runners emerged into the final straight, Bolt was leading the field.1. Alvin for his school’s Sports Day when he his ankle.
2. It late and I to feel rather anxious.3. While I I someone calling me. 4. When Mikel at the stadium crowds of people to buy tickets.
Look in the Reference p332 Section to check how to form, and when to use different verb tenses.
9780230023635_text1.indd 46
03/04/2010 13:00Unit 4 47
2b Work in pairs. Read out the report in Exercise 1 in the past tense.Begin: It was five minutes before the big race ...
3 Complete the paragraph with the simple past or past perfect of the verbs in brackets.Three weeks after the Beijing Olympics had ended (1.end) and athletes from all over the world
(2. return) to their own countries, crowds (3. flock) once more to the
Bird’s Nest Stadium. They (4. travel) there to witness the opening ceremony of the
Paralympic Games. The concept of a Paralympic Games (5. originate) with Dr Ludwig Guttmann,
who first (6. organise) a sporting event for disabled athletes in Britain in 1948. The
competitors were soldiers who (7. be wounded) in World War II. After the success of
the first competition, sporting events for the disabled (8. take place) annually, and
athletes from other European countries (9. travel) to Britain to participate. By the time
the first Paralympic Games (10. open) in Rome, competitive sports for the disabled
(11. become) well established.Using colons and semi-colons*
Colons are used1. to introduce quotations: Reporters were surprised by Bolt’s comment: ‘I wasn’t interested in the world record.’2. to separate two contrasting statements: The Jamaican team excelled at sprinting: the Chinese team excelled at gymnastics.3. to introduce lists:The winners of the Men’s 100m came from several different countries: Jamaica, the USA and Trinidad and Tobago.Note: Don’t use a colon for a list after a verb: My
best races are 100m, 200m and 400m.
Semi-colons are used 1. to link closely related ideas: Jamaica has a tradition of world class sprinting; it won its first gold medal in 1948.2. before connectives:He had trained for several months; therefore he was expected to do well.3. to separate longer phrases in a list:There are many reasons for Jamaica’s success: the talent of its athletes; new training facilities on the island; a positive attitude towards sports. 1 Explain why colons and semi-colons are used in this paragraph.We all expected the Jamaican women’s team to excel in the 100m; we were not disappointed. We
held our breath as the results were announced: ‘Fraser first, Simpson and Stewart joint second.’ In
the relay, things were different. The men’s team excelled: the women’s team failed. The baton was
mishandled at one of the changeovers; consequently the team was unable to finish. 2 Punctuate these sentences with commas, semi-colons and colons.1. I wanted to watch the football my sister preferred the tennis.2. Carl claims he runs fast in reality he runs rather slowly.
3. I stared at the headline ‘West Indies lose to Aussies.’4. The Olympic Committee expects host countries to provide the following facilities a
suitable stadium for athletic events a centre for water sports good transport links to the
different venues comfortable accommodation for the athletes.5. The club motto ‘Aim for Excellence’ appears on its logo.
* More information on using colons and semi-colons can be found in the Reference Section, page 328.
Look in the Reference Section page 328 to check when to use commas.
9780230023635_text1.indd 47
03/04/2010 13:00
www.macmillan-caribbean.comCSEC® is a registered trademark of the Caribbean Examinations Council (CXC).
For more information or to place an order, please contact:
Julia Sander
English Matters for CSEC® Examinations is the final book in a comprehensive four-level series for Caribbean
students, which provides thorough preparation for lower secondary and CSEC English A examinations.
The series adopts a lively task-based approach and offers• thorough coverage of national and CSEC syllabi shown in scope and sequence charts
• an integrated approach to language learning• regular practice of the four skill areas of listening, speaking, reading and writing
• a wide selection of reading texts from Caribbean and other sources• systematic practice of language points• a range of stimulating extension and enrichment exercises• regular revision and assessment activities• numerous suggestions for using IT• opportunities to develop study skills such as dictionary use and research
• a reference section which includes a grammar and punctuation guide and a glossary of language terms
The CSEC textbook includes:• multiple choice questions and regular exam practice• additional practice pages for each Unit• sample exam papersAudio tracks to develop listening and speaking skills are provided on the accompanying CD.
Macmillan Study Companions are also available to assist students studying literature throughout secondary school.
Titles covered in this series include: Poetry for the CSEC English B Examination (Sharon Wilson): 978-0-230-03373-3
The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7 Beka Lamb (Zee Edgell): 978-0-230-01246-2 Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2 Brother Man (Roger Mais): 978-0-230-01187-8
This course has been written through a close collaboration between the author and experienced
Caribbean teachers and English specialists.Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener
Jannine Horsford • Dian Maheia • Pauline Millar • Julia Sander • Veronica Simon • Sharon Thorpe
www.macmillan-caribbean.comISBN 978-0-230-41221-7
9 780230 412217
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ENGLISH_MATTERS_CSEC_COVER_REPRO.indd 1
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NEWfor CSEC® ExaminationsJulia Sander
Understanding Units where developed
Obtain information accurately▸ recognize facts stated explicitly
▸ extract specific information
▸ extract implied information
▸ identify time sequence
▸ draw valid conclusions and inferences
▸ recognise cause and effect relationships
▸ identify main and subordinate ideas
▸ distinguish between denotative and connotative language
▸ identify passages whose main purpose is informative
▸ interpret and respond to tables and pictorial communication
1, 2, 4, 10, 15
All units
All units
3, 6, 16
Most units
12, 14, 17
1, 2, 7, 11
7, 17, 22
1, 7, 18
1, 4, 18
Grasp insights from literature▸ deduce reasons and motives
▸ appreciate appropriateness of tone, mood and register
▸ detect connotations in the use of words and presentation of ideas
▸ detect and assess the use of devices such as pun and sarcasm
▸ recognise and respond to the means used to achieve effect
▸ visualise the situation, attitude, mood and setting of a play
▸ recognise implicit themes
▸ respond to West Indian and other literature in English
1, 5, 6, 9, 14
5, 11, 17
3, 7, 8
6, 13
3, 5, 8, 11, 20, 22
9, 13, 14
7, 11, 12, 14
Most units
Expression Units where covered
Use language appropriately▸ diction
▸ grammatical forms
▸ suitable punctuation
▸ suitable paragraphing
1-21
1-21, 4, 5, 18, 24
1, 2, 7
Communicate factual information
▸ oral and written instructions
▸ reports
▸ summaries
▸ expositions
16
4, 12, 14, 16,
2, 4, 7, 10, 12, 18. 19, 22-25
2, 4, 17
Use personal, creative and imaginative language▸ organise and sequence ideas to communicate experience
▸ use language appropriate to situations and contexts
▸ communicate personal opinion clearly and cogently
5, 6, 9, 13, 16, 17, 24
7, 8, 10, 11
9, 14, 15, 19, 20, 24, 25
ALSO AVAILABLE: English Matters Student’s Books, Workbooks and Teacher’s Packs for Grades 7-9 / Forms 1-3.
English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation
for lower secondary and CSEC examinations.
The series adopts a lively task-based approach and offers
• thorough coverage of national syllabi shown in scope and sequence charts
• an integrated approach to language learning
• regular practice of the four skill areas of listening, speaking, reading and writing
• a wide selection of reading texts from Caribbean and other sources
• systematic practice of language points
• a range of stimulating extension and enrichment exercises
• regular revision and assessment activities
• numerous suggestions for using IT
• opportunities to develop study skills such as dictionary use and research
• a reference section that includes a grammar and punctuation guide and a glossary of language terms
Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking
skills. Workbooks provide additional practice of key points.
Student’s Book 1 is intended for use in the first year of secondary school and is accompanied by:
Workbook 1: 978-0-230-02367-3
Teacher’s Book 1: 978-0-230-03777-9
Macmillan Study Companions are also available to assist students studying literature throughout secondary school.
Titles covered in this series include:
The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7
Beka Lamb (Zee Edgell): 978-0-230-01246-2
Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2
Brother Man (Roger Mais): 978-0-230-01187-8
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atters
1Student’s
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English
Matters
Julia SanderThis course has been written through a close collaboration between the author and experienced
Caribbean teachers and English specialists.
Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener
Jannine Horsford • Dian Maheia • Pauline Millar • Julia Sander • Veronica Simon • Sharon Thorpe
English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation
for lower secondary and CSEC examinations.The series adopts a lively task-based approach and offers
• thorough coverage of national syllabi shown in scope and sequence charts
• an integrated approach to language learning
• regular practice of the four skill areas of listening, speaking, reading and writing
• a wide selection of reading texts from Caribbean and other sources
• systematic practice of language points• a range of stimulating extension and enrichment exercises
• regular revision and assessment activities
• numerous suggestions for using IT• opportunities to develop study skills such as dictionary use and research
• a reference section that includes a grammar and punctuation guide and a glossary of language terms
Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking
skills. Workbooks provide additional practice of key points.
Student’s Book 2 is intended for use in the second year of secondary school and is accompanied by:
Workbook 2: 978-0-230-02368-0 Teacher’s Book 2: 978-0-230-03895-0Macmillan Study Companions are also available to assist students studying literature throughout secondary school.
Titles covered in this series include: The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7
Beka Lamb (Zee Edgell): 978-0-230-01246-2
Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2
Brother Man (Roger Mais): 978-0-230-01187-8
www.macmillan-caribbean.comI S BN 978-0-230-02365-9
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EnglishMatters
Julia
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Stud
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t’s Boo
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eng
lish M
atters
2Student’sBook
EnglishMatters
Julia Sander
This course has been written through a close collaboration between the author and experienced
Caribbean teachers and English specialists.Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener
Jannine Horsford • Dian Maheia • Pauline Millar • Julia Sander • Veronica Simon • Sharon Thorpe
ENGLISH_MATTERS_SB2_COVER_REPRO.indd 1
05/03/2010 14:00
English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation
for lower secondary and CSEC examinations.
The series adopts a lively task-based approach and offers
• thorough coverage of national syllabi shown in scope and sequence charts
• an integrated approach to language learning
• regular practice of the four skill areas of listening, speaking, reading and writing
• a wide selection of reading texts from Caribbean and other sources
• systematic practice of language points
• a range of stimulating extension and enrichment exercises
• regular revision and assessment activities
• numerous suggestions for using IT
• opportunities to develop study skills such as dictionary use and research
• a reference section that includes a grammar and punctuation guide and a glossary of language terms
Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking
skills. Workbooks provide additional practice of key points.
Student’s Book 3 is intended for use in the third year of secondary school and is accompanied by:
Workbook 3: 978-0-230-02369-7
Teacher’s Book 3: 978-0-230-03896-7
Macmillan Study Companions are also available to assist students studying literature throughout secondary school.
Titles covered in this series include:
The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7
Beka Lamb (Zee Edgell): 978-0-230-01246-2
Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2
Brother Man (Roger Mais): 978-0-230-01187-8
www.macmillan-caribbean.com
I S BN 978-0-230-02366-6
9 7 8 0 2 3 00 2 3 6 6 6
Julia Sander
Julia
San
de
r
Stud
en
t’s Boo
k 3
Eng
lish M
attErs
3Student’s
Book
Student’s Book 3
English
MattErsEnglish
MattErs
This course has been written through a close collaboration between the author and experienced
Caribbean teachers and English specialists.
Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener
Jannine Horsford • Dian Maheia • Pauline Millar • Julia Sander • Veronica Simon • Sharon Thorpe
ENGLISH_MATTERS_SB3_COVER_REPRO.indd 1
05/03/2010 14:02
English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation
for lower secondary and CSEC examinations.
The series adopts a lively task-based approach and offers
• thoroughcoverageofna
tionalsyllabishowninsc
opeandsequencecharts
• anintegratedapproach
tolanguagelearning
• regularpracticeofthefo
urskillareasoflistening,
speaking,readingandw
riting
• awideselectionofreadi
ngtextsfromCaribbeana
ndothersources
• systematicpracticeoflanguage
points
• arangeofstimulatingexte
nsionandenrichmentexercise
s
• regularrevisionandasse
ssmentactivities
• numeroussuggestionsforus
ingIT
• opportunitiestodevelop
studyskillssuchasdicti
onaryuseandresearch
• areferencesectionthati
ncludesagrammarandpunc
tuationguideandaglos
saryoflanguageterms
Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking
skills. Workbooks provide additional practice of key points.
Workbook 1 is intended for use in the first year of secondary school. Other books available for this level:
Student’s Book 1: 978-0-230-02364-2
Teacher’s Book 1: 978-0-230-03777-9
Macmillan Study Companions are also available to assist students studying literature throughout secondary school.
Titles covered in this series include:
TheHummingbirdTree(IanMcDonald):97
8-1-4050-6942-7
BekaLamb(ZeeEdgell):978-0-230
-01246-2
WideSargassoSea(JeanRh
ys):978-1-4050-3092-2
BrotherMan(RogerMais):978-0-2
30-01187-8
This course has been written through a close collaboration between the author and experienced
Caribbean teachers and English specialists.
Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener
Jannine Horsford •DianMaheia•PaulineMillar• Julia Sander • Veronica Simon • Sharon Thorpe
www.macmillan-caribbean.com
I S BN 978-0-230-02367-3
9 7 8 0 2 3 0 0 2 3 6 7 3
Workbook 1
ENGLISHMATTERS
Julia
San
de
r
Wo
rkbo
ok 1
ENG
LISH M
ATTERS
Teacher’s Book 1
Julia Sander
ENGLISHMATTERS
Julia Sander
Teacher’s Book 2
English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation
for lower secondary and CSEC examinations.The series adopts a lively task-based approach and offers
• thoroughcoverageofnationalsyllabishowninscopeandsequencecharts
• anintegratedapproachtolanguagelearning
• regularpracticeofthefourskillareasoflistening,speaking,readingandwriting
• awideselectionofreadingtextsfromCaribbeanandothersources
• systematicpracticeoflanguagepoints• arangeofstimulatingextensionandenrichmentexercises
• regularrevisionandassessmentactivities
• numeroussuggestionsforusingIT• opportunitiestodevelopstudyskillssuchasdictionaryuseandresearch
• areferencesectionthatincludesagrammarandpunctuationguideandaglossaryoflanguageterms
Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking
skills. Workbooks provide additional practice of key points.
Workbook 2 is intended for use in the second year of secondary school. Other books available for this level:
Student’s Book 2: 978-0-230-02365-9
Teacher’s Book 2: 978-0-230-03895-0Macmillan Study Companions are also available to assist students studying literature throughout secondary school.
Titles covered in this series include: TheHummingbirdTree(IanMcDonald):978-1-4050-6942-7
BekaLamb(ZeeEdgell):978-0-230-01246-2
WideSargassoSea(JeanRhys):978-1-4050-3092-2
BrotherMan(RogerMais):978-0-230-01187-8This course has been written through a close collaboration between the author and experienced
Caribbean teachers and English specialists.Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener
Jannine Horsford •DianMaheia•PaulineMillar• Julia Sander • Veronica Simon • Sharon Thorpe
www.macmillan-caribbean.comI S BN 978-0-230-02368-0
9 7 8 0 2 3 0 0 2 3 6 8 0
Workbook 2
ENGLISHMATTERS ENGLISHMATTERS
Julia
San
de
r
Wo
rkbo
ok 2
ENG
LISH M
ATTERS
English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation
for lower secondary and CSEC examinations.The series adopts a lively task-based approach and offers
• thoroughcoverageofnationalsyllabishowninscopeandsequencecharts
• anintegratedapproachtolanguagelearning
• regularpracticeofthefourskillareasoflistening,speaking,readingandwriting
• awideselectionofreadingtextsfromCaribbeanandothersources
• systematicpracticeoflanguagepoints• arangeofstimulatingextensionandenrichmentexercises
• regularrevisionandassessmentactivities
• numeroussuggestionsforusingIT• opportunitiestodevelopstudyskillssuchasdictionaryuseandresearch
• areferencesectionthatincludesagrammarandpunctuationguideandaglossaryoflanguageterms
Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking
skills. Workbooks provide additional practice of key points.
Workbook 3 is intended for use in the third year of secondary school. Other books available for this level:
Student’s Book 3: 978-0-230-02366-6
Teacher’s Book 3: 978-0-230-03896-7Macmillan Study Companions are also available to assist students studying literature throughout secondary school.
Titles covered in this series include: TheHummingbirdTree(IanMcDonald):978-1-4050-6942-7
BekaLamb(ZeeEdgell):978-0-230-01246-2
WideSargassoSea(JeanRhys):978-1-4050-3092-2
BrotherMan(RogerMais):978-0-230-01187-8This course has been written through a close collaboration between the author and experienced
Caribbean teachers and English specialists.Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener
Jannine Horsford •DianMaheia•PaulineMillar• Julia Sander • Veronica Simon • Sharon Thorpe
www.macmillan-caribbean.comI S BN 978-0-230-02369-7
9 7 8 0 2 3 0 0 2 3 6 9 7
Workbook 3
ENGLISHMATTERS ENGLISHMATTERS
Julia
San
de
r
Wo
rkbo
ok 3
ENG
LISH M
ATTERS
Teacher’s Book 3Julia Sander
English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation
for lower secondary and CSEC examinations.
The series adopts a lively task-based approach and offers
• thorough coverage of national syllabi shown in scope and sequence charts
• an integrated approach to language learning
• regular practice of the four skill areas of listening, speaking, reading and writing
• a wide selection of reading texts from Caribbean and other sources
• systematic practice of language points
• a range of stimulating extension and enrichment exercises
• regular revision and assessment activities
• numerous suggestions for using IT
• opportunities to develop study skills such as dictionary use and research
• a reference section that includes a grammar and punctuation guide and a glossary of language terms
Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking
skills. Workbooks provide additional practice of key points.
Workbook 2 is intended for use in the second year of secondary school. Other books available for this level:
Student’s Book 2: 978-0-230-02365-9
Teacher’s Book 2: 978-0-230-03895-0
Macmillan Study Companions are also available to assist students studying literature throughout secondary school.
Titles covered in this series include:
The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7
Beka Lamb (Zee Edgell): 978-0-230-01246-2
Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2
Brother Man (Roger Mais): 978-0-230-01187-8
This course has been written through a close collaboration between the author and experienced
Caribbean teachers and English specialists.
Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener
Jannine Horsford • Dian Maheia • Pauline Millar • Julia Sander • Veronica Simon • Sharon Thorpe
www.macmillan-caribbean.com
I S BN 978-0-230-02368-0
9 7 8 0 2 3 00 2 3 6 8 0
Workbook 2
English
Matters2
Workbook
English
Matters
Julia Sander
Julia
San
de
r
Wo
rkbo
ok 2
eng
lish M
atters
ENGLISH_MATTERS_WB2_COVER _REPRO.indd 1
29/03/2010 12:27
English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation
for lower secondary and CSEC examinations.
The series adopts a lively task-based approach and offers
• thorough coverage of national syllabi shown in scope and sequence charts
• an integrated approach to language learning
• regular practice of the four skill areas of listening, speaking, reading and writing
• a wide selection of reading texts from Caribbean and other sources
• systematic practice of language points
• a range of stimulating extension and enrichment exercises
• regular revision and assessment activities
• numerous suggestions for using IT
• opportunities to develop study skills such as dictionary use and research
• a reference section that includes a grammar and punctuation guide and a glossary of language terms
Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking
skills. Workbooks provide additional practice of key points.
Workbook 3 is intended for use in the third year of secondary school. Other books available for this level:
Student’s Book 3: 978-0-230-02366-6
Teacher’s Book 3: 978-0-230-03896-7Macmillan Study Companions are also available to assist students studying literature throughout secondary school.
Titles covered in this series include:
The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7
Beka Lamb (Zee Edgell): 978-0-230-01246-2
Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2
Brother Man (Roger Mais): 978-0-230-01187-8This course has been written through a close collaboration between the author and experienced
Caribbean teachers and English specialists.
Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener
Jannine Horsford • Dian Maheia • Pauline Millar • Julia Sander • Veronica Simon • Sharon Thorpe
www.macmillan-caribbean.comI S BN 978-0-230-02369-7
9 7 8 0 2 3 0 0 2 3 6 9 7
Workbook 3
EnglishMatters
3Workbook
EnglishMatters
Julia Sander
Julia
San
de
r
Wo
rkbo
ok 3
eng
lish M
atters
ENGLISH_MATTERS_WB3_COVER_REPRO.indd 1
29/03/2010 12:29
English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation for lower secondary and CSEC examinations.
The series adopts a lively task-based approach and offers• thorough coverage of national syllabi shown in scope and sequence charts• an integrated approach to language learning• regular practice of the four skill areas of listening, speaking, reading and writing• a wide selection of reading texts from Caribbean and other sources• systematic practice of language points• a range of stimulating extension and enrichment exercises• regular revision and assessment activities • numerous suggestions for using IT• opportunities to develop study skills such as dictionary use and research• a reference section that includes a grammar and punctuation guide and a glossary of language terms
Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking skills. Workbooks provide additional practice of key points.
Workbook 1 is intended for use in the first year of secondary school. Other books available for this level:
Student’s Book 1: 978-0-230-02364-2 Teacher’s Book 1: 978-0-230-03777-9
Macmillan Study Companions are also available to assist students studying literature throughout secondary school. Titles covered in this series include: The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7 Beka Lamb (Zee Edgell): 978-0-230-01246-2 Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2 Brother Man (Roger Mais): 978-0-230-01187-8
This course has been written through a close collaboration between the author and experienced Caribbean teachers and English specialists.Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener Jannine Horsford • Dian Maheia • Pauline Millar • Julia Sander • Veronica Simon • Sharon Thorpe
www.macmillan-caribbean.com
I S BN 978-0-230-02367-3
9 7 8 0 2 3 0 0 2 3 6 7 3
Workbook 1
EnglishMatters 1
WorkbookEnglishMatters
Julia Sander
Julia
San
de
rW
orkb
oo
k 1en
glish
Ma
tters
ENGLISH_MATTERS_WB1_REV_REPRO.indd 1 06/04/2010 16:52
Speaking, reading comprehension and writing are developed in each and every unit. The tables below indicate where the skills listed in the syllabus are addressed specifically.