Cambridge IGCSE English as a Second Language
ANSWERS: a Time spent by young people on activities, b minutes per week, c activities, d lefthand is vertical, bottom is horizontal, e the exact number of minutes
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Pairs, then whole class Students are going to read an internet article about holiday activities for teenagers in the city of Denver, USA. Check if students know where Denver is and find out what – if anything – they know about it. Students discuss questions a and b in pairs, after which you should gather feedback as a class. Ask students what type of activities they think they will read about in the text.
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Pairs This is a research activity, so make sure your students have access to paper or digital reference sources in order to investigate the phrases. If you feel this might be too demanding for your students, provide some visuals to help with the meanings of some of the adjective phrases. You could divide up the phrases if you do not have enough time, allocating the easier ones (e.g. hard-to-please, offroad) to weaker students and the more complex ones (e.g. cutting-edge, pulse-pounding) to stronger students.
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Whole class Find out what students believe to be the common link between many of the phrases (excitement) and what they predict the content of the article will be.
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Pairs This activity will reveal whether or not students have generally understood most of the adjective phrases from Activity B3. Students need to guess which noun A–I best completes each phrase a–i. Focus on the example and make sure students understand what they need to do. In some cases, there will be more than one way to complete the adjective phrase.
LANGUAGE TIP This Language Tip includes an activity for students to complete, focusing on adjectives ending in -al and -ar, which describe shape or position.
ANSWERS: a cylindrical, b triangular, c diagonal, d hexagonal, e symmetrical, f three-dimensional, g oval (egg-shaped), h spherical, i angular 7
Pairs Students work in pairs and decide which of the activities are represented in the graph in Activity A6. Make sure students understand that there are four extra activities that they do not need to use. ANSWERS: A doing voluntary work, B reading books and magazines, C doing homework, D doing sport, E playing computer games, F using Facebook or other social media
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Whole class Give students the answers and hold a class discussion. Check if they were surprised by anything. Find out which four activities they did not choose and ask them why. Alone The final activity in this section requires students to collect information and then display it in a graph or chart. You will need to guide and support students, particularly at the start. Make sure that they understand exactly what the outcome of the activity is (a graph or chart showing how much time students spend on various activities), and explain how they are going to reach that outcome (by collecting and recording the necessary information, then deciding how to represent it). Different students will produce different variations of the outcome.
ANSWERS: a hard-to-please + teenager b pulse-pounding + rides c cutting-edge + art museum d off-road + trails e heart-shaking + thrills f gravity-defying + rides g two-for-one + attractions h state-of-the-art + rollercoasters i long-standing + Denver institution
B Reading (Coursebook pages 22–4) 1
Whole class Get students to tell you the difference between skim and scan reading skills, then ask them to complete the definitions. ANSWERS: a Skim reading is useful when you want to find the general idea/gist about something in a text. b Scan reading is useful when you want to find specific facts/details in a text.
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Pairs This is another research activity, in which students need to find out the meaning of the adjectives, using paper or digital reference sources. Divide up the list if you think there are too many for students to do, or if there is insufficient time available.