level 1, introductory unit - assetsassets.cambridge.org/97805217/36015/excerpt/... · level 1,...

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Level 1, Introductory unit: The English language 1 1

This is an introductory unit designed to give your students the chance to get to know each other better. There is no corresponding Workbook unit.

Coursebook exercises

A Speaking

1 Make sure everyone understands how to approach this speaking activity. If you think your students may have problems forming the

fi rst, and then allow them to ‘fi nd someone who ...’. Also, help them with some prompts for the

2 Students report back on their survey. For example, Manuel supports Manchester United because his father was a keen fan.

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

7 Learners often want to be able to do or say something in another language but can’t. This exercise encourages them to think about this and to make a list. Get them to compare their lists with each other’s – they will probably fi nd that they have a lot in common.

8 This exercise encourages learners to think about problems they may have with speaking skills, and to focus on why they are not always confi dent about speaking. Again, get your students to discuss their ‘fears’ and see whether they share any with their classmates.

9 This is a fun activity to end Section A. Make sure you demonstrate the activity fi rst, and then put students in groups to try it out.

B Reading and speaking

10 & 11 If your students are not familiar with the idea of fi rst and second language speakers, you could combine these exercises and simply get them to make a list of countries where they think English is spoken. They will fi nd out the answers later in the section.

12 The paragraph in Exercise 13 gives students some facts and fi gures about English as a world

students’ knowledge of long numbers (this issue is revisited later in the book).

Answersa 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?

Answersa 6,000b 75 per centc 60 per centd 5,300e 350f 400

15the map in more detail.

Level 1, Introductory unit

The English language 1

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Cambridge University Press978-0-521-73601-5 - IGCSE English as a Second Language Teacher’s Book, Third EditionPeter LucantoniExcerptMore information

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2 Level 1, Introductory unit: The English language 1

Answersa North Americab Indiac South Africad Canadae the Bahamas or Guyana (both have a population

of less than a million)f nog Africa

C Reading and vocabulary

16 Learners tend to think of a dictionary as the only method of fi nding 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

Answersa Auditoryb Visualc Kinaesthetic

19

Answersa visual – it mentions picturesb kinaesthetic – it mentions making something,

which involves physically handling itemsc auditory – it mentions reading aloud, listening

20check 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.

D Language focus: questions and short answers with do/does

22 Students need to re-read the text and fi nd and underline all the do ... ?in each of the paragraphs about the different learner types.

23 Some learners need a ‘rule’ to help them understand an aspect of language.

AnswersDo + subject (not he or she) + infi nitive verb (no to)?Does + third person single subject, he or she + infi nitive verb (no to)?

24 Point out the position of time adverbs in imperatives, and how this contrasts with their position in do/does

AnswersDo + subject (not he or she) (+ adverb) + infi nitive verb (no to)?Does + third person single subject, he or she (+ adverb) + infi nitive verb (no to)?

25 If students are unfamiliar with the term ‘short answer’, give some examples of both long and short answers.

AnswersYes, 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 ... ?

AnswersYes, she does / No, she doesn’t.

27 This exercise gives students some practice in word order for do/does






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Level 1, Introductory unit: The English language 1 3

Answersa Does your teacher always use the whiteboard?b Do you sometimes forget to switch off your

mobile?c Do you often listen to cassettes in class?d Do you usually draw pictures in your mind to

remember things?e Does your teacher ever ask you to make things

in class?

28 If possible, get your students to stand up and move around the class asking each other the

sitting near them.

E Listening and speaking

CD 1, Track 1

29 Make sure your students understand the focus of the interview, as this will help them to think of

However, this is a pre-listening and prediction exercise and as such it does not matter what

30 Students listen and check whether any of their

31 In the table, students write down Yousef’s actual 148–9).

They then listen to the interview again and make notes about Mr Peter’s answers.

32 Let students check with each other. They can also look at the transcript for further clarifi cation if necessary.

F Reading and writing

33 Make sure your students are comfortable with the language in this exercise, and then let them

Answersa Cb Ac B

34pages 148–9. Then get them to skim the text to fi nd how he wrote out Mr Peter’s answers.

Answersa Everybody has their own individual learning style ...b There is no ‘right’ way to learn ...c There are three distinct learning styles ...d To fi nd 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 fi rst part of the article. Encourage students to assist each other and to read each other’s writing.






4 Level 1, Part 1: The world around us

A Speaking and thinking

1 If you think that students will not know many of the planets, you could prompt them by bringing 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.

2 & 3

Answershorizontal: Neptune, Jupiter, Mercury, Plutovertical: Saturn, Venusdiagonal: Mars, Earth, Uranus

Position Name God/Goddess1 Mercury Winged messenger of the gods2 Venus Goddess of love and beauty3 Earth4 Mars God of war5 Jupiter God of the sky and heavens, and

son of Saturn6 Saturn God of farming and agriculture,

and father of Jupiter7 Uranus King of the gods8 Neptune God of the sea9 Pluto God of the underworld

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 as they will fi nd out the information in the next exercise. This is simply a pre-listening activity.

5 Play the recording. Students listen and check 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 student can think of the best new name for Earth. Perhaps get them to design a logo as well.


7 If you can show your students a real telescope (or a picture), this might help to generate some ideas if none are forthcoming. You could tell students the various parts (e.g. eyepiece, lens, etc.) and get them to show you where they are on the telescope.

8 Ask students if anything else in the classroom contains a lens (mobile phone with camera, for example).

Answersa camerab projectorc microscoped contact lense glasses

9 Throughout the Coursebook students will be 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 effi ciently. Try to get them to give reasons for their choices in this exercise.

10not to spend time worrying about unknown words.

Level 1, Part 1: The world around us

Unit 1: SpaceCoursebook exercises






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Unit 1: Space 5

11 You will need to guide your students when they write the defi nitions. You could do one as an example: Optical is an adjective, and it refers to something visual, or something which uses the human eye.

D Language focus: passive forms

12 The verbs are all in the passive form (voice).

13

Answersa all of the planets; Jupiter, Saturn, Mars, Venus

and Mercuryb this colourc Plutod The lenses in glasses and contact lensesWe do not know who the doer is.

14

AnswerThe passive is formed with the verb to be, followedby the past participle of a main verb.

15

Answersa is seen d is seenb are made e is perceivedc is held

E Study skills and research

16 Each unit contains a small research project. 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.

F Reading and writing

17 This is a pre-reading exercise, so it does not matter what your students think. The idea is to get them thinking about the topic, and to make some predictions.

18

Answerschimpanzeesdogsinsects (fruit fl ies)monkeysmicerabbitsrats

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 to use the context of the text fi rst, rather than rushing immediately to a dictionary.

20

Answersa gives reasons for sending animals into spaceb paragraph 3 – was launched, was killed, were sentc fi nd out about space conditions, effects of

weightlessness, and effects of stressd rocket hit the Earth on its returne a passenger in a rocket which does not returnf problemsg 253 km, 9,426 km/hh next step was human fl ight

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 draw a simple visual for each event.







AnswersThe timeline should show the following events:August 1948 – fi rst mouse in spaceearly 1950s – Russians put mice, rats, rabbits into space as one-way passengersJanuary 1961 – fi rst chimp in space (Ham)May 1961 – fi rst human in space (American Alan Shepard)

22 This is a short piece of writing. Make sure your students use the fi ve pieces of information from the timeline. They can exchange their writing and check each other’s work.

G Review quiz

23 Each unit in the Coursebook ends with a ‘Review

some of the key lexis and grammar from the unit, and its themes. Students can work on the

it is important that they do not look back at the information in the unit itself, in order to ensure

they can look back at the unit and self-check their answers, which is in itself a useful skill to develop. When more full and structured practice

can direct their students to the Workbook.

Workbook exercises

Vocabulary1 a Neptune b Jupiter c Mercury d Mars e Pluto f Venus g Earth h Saturn i Uranus

2

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto

3 a Optical b images c refraction d rays e transparent f glass g air

4 horizontal: rabbit, chimpanzee, turtle, insect vertical: snake, fi sh, monkey diagonal: rat, mouse, dog, cat, frog

Language focus: passive forms5 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






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Unit 1: Space 7

Reading9

Basic qualifi cations and requirements

Special skills and special training, degree in science or maths …

Classifi cation ofastronaut

commander/pilot, mission specialist, payload specialist

Length of basic training

two years

Training subjects basic science (maths, astronomy, physics, geology, meteorology, oceanography), technology (navigation, mechanics, materials processing), space shuttle systems

Flight training pilots – 15 hours per month in T-38 jetsmission specialists – 4 hours

Other information also taught parachute jumping, land and sea survival, scuba diving, ways to overcome different pressure conditions

10 a fulfi l b vision c vehicle d geology e micro f contingency

CD 1,Track 1

Listening

12

Word from listening text

Meaning

miniature smaller versioninto thin air completelydishevelled untidyparadisiacal like paradisehumanoid like a humanfrail physically weakpedestal base for something to stand oncourage bravery or strength to do somethingultimately fi nallywhizzes moves very quicklyexhausted very tired

13 a False b False c True d True e True

f False g False h False i True j True

14 a he produces a miniature machine b he tells the story after dinner f he tries to fi nd it g the Time Traveller fi nds fi re is a good defence h he starts the fi re accidentally







A Speaking and thinking

1 UFO = unidentifi ed fl ying object. Ask your students what they know about UFOs – it does

2 Similarly, it does not matter if your students don’t know what an alien is. However, get them to discuss their ideas, and perhaps show them a visual to encourage discussion.

3 You may need to deal with some of the vocabulary in the ‘no’ and ‘yes’ answers before you get students to read. Make sure they understand

Are UFOs alien spacecraft?).There are no right or wrong answers – this section is designed to get your students thinking and speaking about the unit theme. Check the vocabulary before you ask students to vote.

B Listening and vocabulary

CD 1,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.

AnswersAll 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 confi dent about using a dictionary, and will also encourage them to think more about words they are unsure about.

6 Get your students to think about the information 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 students to listen for them, and to number them as they hear the objects.

Answers1 aeroplane 5 bird2 glider 6 tennis ball3 helicopter 7 frisbee4 balloonNote: camcorder is mentioned at the end, but not as an object mistaken for a UFO.

8 Students listen again and check whether the information in Exercise 6 is true or false – in fact everything is true.


9 Students fi nd out what the words mean and look for pictures on the Internet or in books.

10

Answersuniform + constantvarious + diverse

11make 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.

Level 1, Part 1: The world around us

Unit 2: Living creaturesCoursebook exercises






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Unit 2: Living creatures 9

Answers1 organised 4 developmental2 homeostatic 5 responsive to stimuli3 reproductive 6 adapted to its environment

D Language focus 1: word building

13 There are several word building exercises in the book. An awareness of how words ‘build’ on themselves to form other words is an extremely useful skill in developing profi ciency in a language. Adding a translation is also useful, and

Verb Noun Adjective Adverb Translationvary variety various,

variedvariously

diversify diversity diverse diversely– uniformity,

uniformuniform uniformly

specialise specialisation,specialist,speciality

specialised –

E Language focus 2: signpost words

14 There are various terms used to describe what I call ‘signpost’ words. A signpost tells you in which direction to go, and signpost words (or

your students to complete the blank ‘branches’ on the signpost with their own words.

15 & 16 Depending on your situation, you could allocate one column to different groups of students and give them a time limit in which to think of, for example, fi ve more words.

When Contrast In additionfi rstly although alsosecondly however andnext even though furthermorefi nally on the other hand sosubsequently or either ... or

but for examplethough

F Study skills and research

17 It can be diffi cult to defi ne or fi nd synonyms for some words, particularly scientifi c and technical language. Using translation is an effective method 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 learning. Encourage them to discuss their ideas with you, however, and check progress regularly to make sure they are on target.

G Reading and writing

20 Look at the pictures and discuss what is happening in each one. If appropriate, introduce some of the new vocabulary (see Exercise 21 and the article on page 24), such as conceal, incubate.

21 Students match the words to the pictures in Exercise 20.

22 Students read the text and compare the content with their ideas from the previous exercises.

23

Answersa paragraph 1 b 2 c 3 and 4

24 This writing exercise encourages the use of signpost words from earlier in the unit. You could do the activity orally fi rst, encouraging students to think about the order of events and what exactly happens at each stage.

H Review quiz

24 Students can self-check their answers in the unit.







Workbook exercises

Vocabulary1 umbrella, frisbee, aeroplane, hoverscraft, bird, balloon,

glider, ball, kite, camcorder

2 a organ b molecule c atom d tissue e cell f organism

3 a atoms b molecules c cells d organism e tissues f organs

4 a embryo b foetus c toddler d adolescent

5 Various answers are possible, depending on your students’ fi rst language.

Language focus: word building and signpost words6

When Contrast In additionfi nally although alsofi rstly but andlastly even though furthermoresecondly however so

on the other handor

7 a However b although c but d On the other hand e Even though f but

8 a launched b visitors c extremely d expensive e companies f leaders

Reading11

Verb Noun Adjective Adverb– – unique uniquelythrill thrill/thriller thrilling/thrilled thrillingly– landmark landmark –strike strike/striker striking strikingly– roughness rough roughlyripple ripple rippling –– cone conical –– dusk – –dawn dawn – –witness witness – –appear appearance apparent apparentlygravitate gravity gravitational gravitationallyweigh weight weightless weightlesslyintrigue intrigue intriguing/

intriguedintriguingly

survey survey/surveyor

surveyed –

CD 1,Track 2

Listening

13 1 gone forever 2 natural extinction 3 declines in numbers 4 adapt to changes in climate 5 dinosaurs 6 human population 7 polluted some habitats 8 indirect destruction 9 hunted and killed wildlife 10 tourist souvenirs

14 a True b True c False – about 100 million years ago d True e True f True g False – but numbers getting smaller h True






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