IGCSE FLE Executive Preview_digital

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First Language English for Cambridge IGCSETM

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MULTI-COMPONENT SAMPLE

Executive Preview

Original material © Cambridge University Press & Assessment 2025.

This material is not final and is subject to further changes prior to publication.

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We are working towards endorsement for the Cambridge Pathway.

Original material © Cambridge University Press 2025. This material is not final and is subject to further changes prior to publication.

We are working towards endorsement for the Cambridge Pathway.

Dear Teacher, Welcome to the sixth edition of our Cambridge IGCSE™ First Language English series. We have developed this series to support the updated Cambridge IGCSE and IGCSE (9-1) First Language English syllabuses (0500/0900) for first examination from 2027. This series has been designed to flexibly meet your teaching needs, including extra support to help prepare for assessment.

This preview will help you understand how the coursebook, workbook and the teacher’s resource work together to best meet the needs of your classroom, timetable and students.

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This Executive Preview contains sample content from the series, including: •

a guide explaining how to use the series

•

a guide explaining how to use each resource

•

a table of contents for each resource.

In developing this new edition, we carried out global research with Cambridge IGCSE First Language English teachers – through interviews and work on the Cambridge Panel, our online teacher research community. Teachers just like you have helped our experienced authors shape these new resources, ensuring that they meet the real teaching needs of the English classroom.

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We have fully revised the coursebook and it is divided into two main sections, Reading and Writing. The Reading section offers ways to help students demonstrate understanding of fiction and non-fiction texts. The Writing section focuses on composition. The series includes a range of activities and additional video content that supports students' English language skills development. Speaking and listening tips offer different strategies to support learners in enhancing these skills while reflection and self-assessment features encourage learners to think about their own learning. Each unit ends with a project and practice questions that help consolidate learning.

The workbook with digital access fully reflects the structure of the coursebook. This resource offers complete flexibility in how it is used – it may be used in class to supplement and consolidate learning in school or used as part of homework for further practice.

Core to the series is the updated digital teacher’s resource. It will help you support your students and give you the tools to teach the updated syllabus with confidence, whether you are new to teaching the subject or more experienced. For each unit there are lesson ideas and activities, project guidance, worksheets, Microsoft PowerPoints and end-of-unit tests.

Please take some time to find out how our resources will support you and your learners.

To view the full series, you can visit our website or speak to your local consultant. You can find their contact details here: cambridge.org/education/find-your-sales-consultant Best wishes, Julia Fusi

Commissioning Editor Cambridge University Press & Assessment

Original material © Cambridge University Press 2025. This material is not final and is subject to further changes prior to publication.

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How to use this series

How to use this series First Language English for Cambridge IGCSETM COURSEBOOK Graham Elsdon & Helen Rees-Bidder

Sixth edition with Digital access

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This suite of resources supports students and teachers following the Cambridge IGCSE™ and IGCSE (9–1) First Language English syllabuses (0500/0990). All of the components in the series are designed to work together and help students develop the necessary knowledge and skills for this subject.

The Coursebook is designed for students to use in class with guidance from the teacher. It is divided into two parts: reading and writing, and provides lots of opportunities for students to develop these key skills through a range of engaging activities. Speaking and Listening tips offer different strategies to support students in enhancing these skills while Reflection and Self-assessment features encourage students to think about their own learning.

Each unit ends with a Project and Practice questions that help consolidate learning.

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A digital version of the Coursebook is included with the print version and is available separately.

The write-in Workbook consolidates the learning in the Coursebook by providing opportunities for more focussed practice. It can be used flexibly, as an additional resource to support learning in the classroom or at home for individual work. The Workbook fully reflects the structure of the Coursebook, making it easy to navigate.

A digital version of the Workbook is included with the print version.

First Language English for Cambridge IGCSETM

First Language English for Cambridge IGCSETM WORKBOOK Graham Elsdon & Helen Rees-Bidder

Sixth edition with Digital access

The Digital Teacher’s Resource provides everything teachers need to deliver the course. It is packed full of useful teaching notes and lesson ideas, with suggestions for differentiation to support and challenge students, ideas for assessment, homework and project guidance.

A wide range of additional content such as worksheets, Powerpoint slides, end of unit tests, and answers to Coursebook and Workbook questions is also available to help teachers save time and enrich their practice.

DIGITAL TEACHER’S RESOURCE

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iv

Original material © Cambridge University Press 2025. This material is not final and is subject to further changes prior to publication.

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First Language English for Cambridge IGCSETM COURSEBOOK

SA M

Graham Elsdon & Helen Rees-Bidder

Sixth edition with Digital access

Original material © Cambridge University Press 2025. This material is not final and is subject to further changes prior to publication.

We are working towards endorsement for the Cambridge Pathway.

CAMBRIDGE IGCSETM FIRST LANGUAGE ENGLISH: COURSEBOOK

Contents How to use this series

vii

How to use this book

viii

Unit 3: Summary writing

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Introduction x

3.1

Reading for ideas

49

3.2

Remodelling the text

56

3.3

Developing a coherent summary

64

Part 1: Reading

Unit 1: Reading skills and strategies

2

1.1

An introduction to reading skills

4

1.2

Reading strategies

5

1.3

Types of texts

Unit 2: Reading for comprehension

10

19

Focusing on vocabulary

2.2

Putting reading strategies into practice

25

2.3

Using your own words

31

2.4

Explicit and implicit meaning

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2.1

Unit 4: Analysing and explaining writers’ effects

22

38

47

72

4.1

Understanding meanings and effects

74

4.2

Language chosen for deliberate impact

80

4.3

Exploring figurative language

85

4.4

Explaining how writers achieve effects and influence readers

91

Unit 5: Extended response to reading

99

5.1

Conventions of text types

101

5.2

Evaluating and using ideas from a text

103

5.3

Developing ideas

108

Unit 6: Reading practice

119

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Contents

Part 2: Writing Unit 7: Writing skills

128

7.1

Content and style

129

7.2

Text structures

135

7.3

Word and sentence choices

138

144

8.1

Evaluating views

146

8.2

Responding to a task

153

8.3

Presenting your views

8.4

Writing letters and reports

8.5

Writing a speech

Unit 9: Descriptive writing 9.1

Describing places

9.2

Describing details

9.3

Using the senses

9.4

Describing events

9.5

Describing people

9.6

Improving descriptive writing

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Unit 10: Narrative writing

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Unit 8: Directed writing

158 164 171

177

178 183 186 190

193

197

202

10.1 Story elements and ideas

204

10.2 Story openings

208

10.3 Characterisation

211

10.4 Improving narrative structure

215

10.5 Refining your storytelling

220

10.6 Endings

224

Unit 11: Writing practice

228

Glossary 232 Acknowledgements 235 Index 237

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CAMBRIDGE IGCSETM FIRST LANGUAGE ENGLISH: COURSEBOOK

How to use this book READING TIP

Each unit begins with a set of learning intentions to explain what you will learn in the unit.

These tips will help to further enhance your reading skills.

SKILLS FOCUS

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LEARNING INTENTIONS

This feature focuses on specific reading or writing skills that you will cover in the unit. These skills are crucial for your success in this course.

GETTING STARTED

A short starter activity explores what knowledge you already have before starting the unit.

This activity will introduce you to the concepts covered in this unit.

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KEY TERMS

Key vocabulary is emboldened in the text when it is first introduced. An accompanying definition is given in the margin to tell you the meanings of these words and phrases. You will also find definitions of these words in the Glossary at the back of this book. Bold may also be used elsewhere in the text for emphasis, but all key terms will have an accompanying definition in the margin.

WRITING TIP

These tips will help to further enhance your writing skills.

SPEAKING AND LISTENING TIP

These tips will help to further enhance your speaking and listening skills.

LANGUAGE FOCUS

This feature focuses on the main grammar or language topics within a unit. It helps to deepen your understanding and knowledge of key concepts.

REFLECTION Reflection activities encourage you to look back on your work and think about your learning.

You will critically assess the approach to your work, leading to self-awareness and improvement.

COMMAND WORDS

Key terminology that may be present within questions and prompts you to answer a question in a certain way. The command word is emboldened when first introduced and an accompanying definition appears in the margin.

PROJECT At the end of each unit, there is a project that allows you to contextualise learning by applying your skills to a real-world task. The project can be used as an extension activity to deepen your knowledge.

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How to use this book

PRACTICE QUESTION

SELF-ASSESSMENT

Each unit contains a set of questions written by the authors, which provide practice at responding to the type of task required by the syllabus.

Each unit ends with a grid showing ‘Now I can . . . ’ statements which match the Learning intentions at the beginning of the unit. You might find it helpful to rate how confident you feel about each of these statements when you are revising.

In addition, you can check your progress with the accompanying ‘Prove it’ tasks.

1

Introduction

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Skills introduction units – Units 1 and 7 introduce you to each part of the course: Reading and Writing.

Unit 1 covers Reading, whilst Unit 7 covers Writing.

These units introduce the types of skills you will practise throughout each part of the course.

Reading skills and strategies

7

Writing skills

Introduction

This unit will introduce you to the key reading skills you will develop and use during your Cambridge IGCSE First Language English course. You will need strong independent reading skills in all your school subjects and in many aspects of your life outside of school. Some of the reading people undertake is for pleasure and relaxation.

Some reading is done to gather information or to learn something new for a specific purpose. Some is for more functional reasons, such as when shopping or ordering a meal at a restaurant. Whatever the purpose, you will use independent reading skills every day.

Unit 7

This unit introduces the key writing skills and concepts that you will use during your course. It contains short writing exercises to help you learn the importance of audience, purpose, language and structure when writing. You will consider how to plan, sequence and phrase a range of text types.

SKILLS FOCUS

Writing skills

SKILLS FOCUS

The reading units in this book will focus on the following skills: •

reading for comprehension

•

reading for inference

•

summarising reading texts

•

analysing how writers use language for effect

•

using ideas and details from texts to develop a new piece of writing.

To achieve these skills, you need to use a range of strategies that will help you become an active reader.

GETTING STARTED Review the way that you use reading skills without thinking about them in your everyday life. In pairs, look at the following list and discuss how often you use reading skills in these situations. Score them out of 3, where 1 = daily, 2 = occasionally and 3 = rarely.

Although you will produce different types of writing during your course, they each require the same broad skills. In any response, you will need to:

READING TIP

•

express facts, ideas and opinions

Try to read as widely as you can, accessing many different types of texts.

Take an interest in the ways in which they are structured and organised to convey information for different purposes.

Even something as simple as a box of breakfast cereal has lots of information to read!

•

use appropriate structures to convey ideas and information

•

use a range of appropriate vocabulary and sentence structures

•

use appropriate language for audience and purpose

•

make accurate spelling, punctuation and vocabulary choices.

GETTING STARTED

What does ‘good writing’ consist of? In groups, create a mind map showing the different skills that combine to make effective writing.

Think about different types of writing – this could be anything from fictional stories to persuasive non-fiction. Share your thoughts with the class.

7.1 Content and style

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•

reading texts and chat messages

•

ordering food online

•

using social media sites

•

checking a timetable

•

deciding which programme to watch on television

•

browsing information on a noticeboard

•

using a search engine

•

accessing news reports

•

playing a computer game

•

looking through a magazine

•

cooking using a recipe

•

doing a crossword or other puzzle

•

relaxing with a book

•

online shopping

•

receiving an email or a letter

•

applying for a job

•

checking ingredients in food

•

doing schoolwork

•

following an instruction manual to build or use equipment

•

playing a board game.

There are two essential ingredients in effective writing: content and style. Content refers to what you write about. It is the starting point for any piece of writing, and the quality of your content will be a key factor in your writing success. Style refers to the way you write. This means not only the accuracy of your spelling, punctuation and grammar, but also the variety of language choices you make.

Content development takes time, but you will find it easier if you read and interact with stories, points of view and debates in your everyday life. The more reading, listening and interaction you do, the easier it will be to generate ideas for your own writing. Developing the style and accuracy of your writing also requires long-term work. There are plenty of grammar support materials available in print and online, but it is just as important for you to read and hear English being used in context.

Find time to read, listen to and speak English as often as you can.

3

Practice units – Units 6 and 11 provide you with a full set of practice questions similar to those you may see in an assessment.

In relevant places throughout the units, you may see this video icon. This icon indicates that there is additional video content to help support your learning as you navigate a particular concept.

129

6

Reading practice

Question 1 a

b

Use your own words to explain explain what the text means by:

c

Re-read paragraph 2 (‘Today, clothing still . . . by everyone.’).

Give two reasons why clothing styles differ across societies.

CAMBRIDGE IGCSETM FIRST LANGUAGE ENGLISH: COURSEBOOK

Text B: Soft environmentalism achieves nothing

Give one thing that clothing was made from in the past, according to paragraph 1.

The following text is an article about people’s attitudes towards saving the planet.

[1]

i

‘harsh elements’ (line 3)

[2]

ii

‘defensive barrier’ (line 5)

[2]

Thinking you can save the planet by reusing your shopping bags is a lovely idea, but a virtually useless one. It’s a bit like trying to cross the Pacific Ocean on a plank of wood: foolishly optimistic. Of course, recycling glass, buying local food products and eating less meat is marginally better than doing the opposite, but it’s not going to make an awful lot of difference in the end.

[2]

d

Re-read paragraph 3 (‘Some clothing is . . . or salopettes for skiing.’).

e

Re-read paragraph 4 (‘Other specifically designed . . . the uniform worn.’).

f

Re-read paragraph 5 (‘In most societies . . . last season’s styles.’).

Identify two examples of sports that require specialised sportswear.

[2]

i

Explain the benefits to the employer of staff wearing uniforms.

[3]

ii

Explain why some members of staff may have objections to wearing uniforms.

[3]

i

Why does the writer use the word ‘excessive’ (line 26) instead of ‘large’ to describe the money spent on designer clothes?

[2]

ii

Explain what the writer suggests are people’s reasons for being willing to pay high prices for designer goods.

[3]

[Total: 20]

One of the problems with soft environmentalism is that it convinces you that by making small changes to your own lifestyle, you can save the world. All of those fairly easy things to do, such as cycling to work, make you feel like you’re doing your bit, but putting more cardboard in the recycling bin is not the answer. It might make you sleep a bit easier at night knowing that you use your own reusable cup when you buy your expensive coffee, but in the end, you’re fooling yourself.

5

So, what will help? The answer is the law. We need to force big industries and businesses to play their part. At the moment, the world relies largely on goodwill – the optimistic hope that the big hitters of business will reduce their role in destroying the planet. It’s true that many companies align themselves with green ideas, but they’re still using ridiculous amounts of fossil fuels. Making them become more environmentally friendly through tougher laws is the only way they’ll truly get on board.

10

We also need to be a bit more honest about our own greed. The very people who do all the right things, like using public transport or using less heat, are the same people who are part of the massive upsurge in consumer purchases over the past few decades. You can’t spend your way out of climate disaster. Buying green products will not save the world. Those with real influence–large multinational companies and world leaders – are the potential saviours.

15

Question 1 a

Re-read this extract from Text A: ‘Most people of my age fear we are heading into dangerous territory.

We know the world is being harmed at an alarming rate. Species are being wiped out, fossil fuels are being burned ceaselessly and rainforests are disappearing. Unless you’re in complete denial, you’ll know that weather patterns are changing as a result of humanity’s actions. If you’re my age, you look at the world and wonder in horror at what your future holds.’

Use your own words to evaluate the writer’s attitude towards climate change.

Give details from the text to justify your answer.

b

[5]

Write an article for a local newspaper on the topic of environmental issues.

Use your own words to write your article based on what you have read in both Text A and Text B. In your article, you should: •

outline different attitudes towards environmental issues

•

explain ways in which people could deal with the challenges faced by the environment.

Write about 250 to 350 words.

Up to 10 marks are available for reading and up to 25 marks for writing.

121

[35]

230

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Unit 1

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Reading skills and strategies

LEARNING INTENTIONS

By the end of this unit, you will be able to: • • • •

identify how reading skills are used in everyday life read actively understand different reading strategies identify the features of different types of fiction and non-fiction texts.

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1 Reading skills and strategies

Introduction

SKILLS FOCUS

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This unit will introduce you to the key reading skills you will develop and use during your Cambridge IGCSE First Language English course. You will need strong independent reading skills in all your school subjects and in many aspects of your life outside of school. Some of the reading people undertake is for pleasure and relaxation.

Some reading is done to gather information or to learn something new for a specific purpose. Some is for more functional reasons, such as when shopping or ordering a meal at a restaurant. Whatever the purpose, you will use independent reading skills every day.

READING TIP

The reading units in this book will focus on the following skills: •

reading for comprehension

•

reading for inference

•

summarising reading texts

•

analysing how writers use language for effect

•

using ideas and details from texts to develop a new piece of writing.

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To achieve these skills, you need to use a range of strategies that will help you become an active reader.

GETTING STARTED

Review the way that you use reading skills without thinking about them in your everyday life. In pairs, look at the following list and discuss how often you use reading skills in these situations. Score them out of 3, where 1 = daily, 2 = occasionally and 3 = rarely.

•

reading texts and chat messages

•

ordering food online

•

using social media sites

•

checking a timetable

•

deciding which programme to watch on television

•

browsing information on a noticeboard

•

using a search engine

•

accessing news reports

•

playing a computer game

•

looking through a magazine

•

cooking using a recipe

•

doing a crossword or other puzzle

•

relaxing with a book

•

online shopping

•

receiving an email or a letter

•

applying for a job

•

checking ingredients in food

•

doing schoolwork

•

following an instruction manual to build or use equipment

•

playing a board game.

Try to read as widely as you can, accessing many different types of texts.

Take an interest in the ways in which they are structured and organised to convey information for different purposes.

Even something as simple as a box of breakfast cereal has lots of information to read!

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1.1 An introduction to reading skills You will also be affected by how challenging the text is, including how many words you come across that are not familiar to you. In these cases, you will need to look up words you do not know or use specific strategies to help you work out the meanings in context. Remember that reading challenging texts is an important part of the learning process, and it will help you improve your reading skills.

What is active reading?

Active reading is a process in which a reader uses a range of strategies to fully engage with texts. To read critically, you need to be aware of your own thought processes as you read.

Look at the list of active reading processes in Table 1.1. How many do you already use when you read texts? Copy the table and give each process a RAG rating by ticking the appropriate column (red = not at all; amber = occasionally; green = always) to see which aspects of your reading you need to improve to become a more active reader.

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KEY TERMS skim: to read a text quickly to get a general overview of the topic and content

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Each situation in the ‘Getting started’ activity requires you to read in a different way for different reasons. You might just skim read to get the gist of what a text is about.

You might scan a text to spot and select the particular information you are looking for – to answer a question, for example. In other situations, you will need to read more actively to ensure that you absorb and understand the material.

gist: the general or overall meaning of a text

scan: to read a text quickly to locate specific information in it context: the situation within which something exists or happens

Keep your copy of this RAG rating table. You will come back to it at the end of the unit to see how your understanding has improved.

Active reading processes

RAG rating Red

Amber Green

Adjust your reading rate according to the task you are doing or the purpose of your reading.

Annotate and highlight the text to improve your understanding at a deeper level.

Develop your understanding of a text’s purpose by considering the writer’s intentions.

Break down a text into chunks by being aware of how it is structured for effectiveness.

Make connections between texts and prior knowledge or experience.

Use texts to learn new vocabulary by consulting references to look up the meanings of words.

Distinguish between the main ideas in a text and the supporting examples and details.

Visualise images in your mind that represent ideas in the text.

Table 1.1

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1 Reading skills and strategies

1.2 Reading strategies You are now going to explore some useful reading strategies. The strategy you choose in a particular situation will depend on the purpose of your reading, as well as the type of task you are planning to do.

Skim reading (skimming)

READING TIP

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Skim reading allows you to take in a whole passage of text quickly. It will give you a basic idea of the topic and content, but you would need to re-read the text to understand it fully. Skimming is a bit like watching a film on fast forward – you can catch the general flow of the story, but you will miss the more subtle details.

You skim a text by allowing your eyes to quickly flick from one word to the next, focusing on the key words rather than absorbing whole sentences.

overview: a brief explanation or summary of the topic or content of a text

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You might use skim reading when you need to read an unseen text in timed conditions, or when you need a basic overview of a text before you do more detailed work with it, such as in summary writing.

KEY TERM

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Scan reading (scanning) Scanning is similar to skim reading, as it is meant to be done rapidly. The difference is that when you scan a text, you actively search for a key piece of information or a specific detail. The rest of the text is not relevant. You do this by running your eyes quickly over the text, looking only for the information you need by searching for key words linked to the question.

Re-reading

Inferential reading

Use your scanning skills when you have to answer a specific question based on a text (comprehension questions). These questions usually ask you to find a word, phrase or piece of evidence in the text.

You may find it useful to underline the text when you find what you are looking for.

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Sometimes you need to read a text more than once to gain a full understanding of it.

A second reading allows you to clarify anything that was unclear or confusing the first time you read it. When you re-read a text, you should slow down your reading pace, taking careful note of the punctuation to make sure that you pause in the right places.

Listen to the inner voice in your head as you read. Re-reading is a skill that you should practise as much as possible.

READING TIP

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Reading for inference means looking closely at individual sentences, phrases or words in a text and working out what the writer is suggesting by these language choices.

You need to look beyond the surface meanings and think about what the writer may be suggesting or implying. You will learn about this reading skill in more detail in Unit 4 when you explore writers’ effects.

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1 Reading skills and strategies

LANGUAGE FOCUS: IMPLYING AND INFERRING

KEY TERMS

In reading tasks, you may come across the terms ‘imply’ and ‘infer’.

They have related meanings, but they are not the same.

imply: to suggest something in an indirect way, without stating it explicitly

•

To imply means to suggest something in an indirect way, without stating it explicitly.

•

To infer means to work out a meaning by applying evidence and reasoning.

Look at this sentence: •

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You can think of it in the following way: a writer implies something; a reader infers it.

infer: to work out a meaning by applying evidence and reasoning

‘As he watched, Radu’s face turned increasingly red and he started to clench his fists tightly.’

As a reader, you might infer that Radu is becoming angry by what he can see. You have not been told this directly, but you have picked up on what the writer has implied here by their choice of language.

READING TIP

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When reading for inference, use a highlighter pen or make annotations to help you identify relevant parts.

Close reading

Close reading means thinking hard as you read a section of text. You may read closely to think about the deeper meaning of the text and to clarify your thoughts about it. Close reading is also useful when analysing the language of a text to explore its meanings and how writers have used the language to deliberately shape the reader’s response. During close reading, you may need to identify unfamiliar words and try to work out their meanings through the context of the text.

READING TIP When reading something closely, you may find it useful to annotate the text by underlining words and phrases and making notes in the margin. It can also help to highlight words and phrases so you can trace how the ideas develop across the text.

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Pre-reading Pre-reading is a technique you may need to adopt before reading the text and attempting to answer questions about it.

Sometimes, an unseen reading text will have a short introduction. Make sure you read this carefully, as it will contain essential information to help you get a better understanding of the text.

2

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It is also important to read the question carefully when you are responding to reading texts so that you understand exactly what you are being asked to do. Some questions have more than one part, and each part may build on the knowledge required for the one before. Tasks requiring more extended answers (such as summary writing) will sometimes have further instructions that guide you on how to structure your answer or how long it needs to be. If you are told how many marks are available for a task, pay attention to that, as it suggests how much detail you need to offer in your answer.

Create a grid with space to record all the key information about the reading strategies you have just learnt about pre-reading, skimming, scanning, re-reading, close reading and inferential reading. Make a list of when you may need to use these skills. You can include subjects other than English language, as well as reading activities beyond the classroom.

READING TIP

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To become an active reader, you should practise using these strategies on any task that requires you to read a text. This may not only be in English language lessons, but across other subjects, too.

3

Read Text 1.1, a travel writing article, then complete the activities in Task 1.1 to practise the strategies you have just read about.

Text 1.1

Mongolia on a dirt bike – the ultimate adventure!

At 5 ft 2 in in her motocross boots, Kerry Sano is too small to swing a leg over a 350 cc KTM dirt bike in the conventional way – so she snicks hers into gear, lets out the clutch and uses her footrest to hoist herself aboard once on her way.

But being vertically challenged hasn’t prevented the 44-year-old New Yorker from setting up a business that promises to take similarly brave riders on adventures to some of the less-touched corners of the world.

Mongolia is increasingly becoming a destination for tourists, but it still falls short of being popular, which could be seen as a bonus to those who bemoan1 the fact that the number of ‘undiscovered’ places in the world is fast diminishing.

5

10

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1 Reading skills and strategies

It certainly appealed to me, along with the fact that this country, covering an area of more than 1,500,000 square kilometres is criss-crossed by a vast spider’s web of tracks and trails that makes it a nirvana2 for anyone who loves to climb aboard an off-road motorcycle and head out into the unknown.

20

PL E

But try to do it on your own and there’s a good chance you won’t come back because with a population of fewer than 3.5 million people, almost half of whom live in the capital, Ulaanbaatar, it’s possible to travel for hundreds of miles across the Mongolian Steppe without seeing another soul.

15

Which is why Sano teamed up with a small crew of Mongolian guides who know which of the numerous insignificant paths lead – eventually – to inhabited areas, be that small colonies of yurts3 that provide shelter to the country’s thousands of nomads, or once in a while to a built-up village or town.

The eagle festivals are one of Mongolia’s main tourist attractions and they are well worth the journey. But it is the vast, empty beauty of the country that holds even stronger appeal, and a motorcycle is probably the best way not only to see it but also to feel a part of it.

SA M

‘I love travelling by bike so much that I wanted a way to share the joy of experiencing other countries and culture[s] on two wheels with other people’, [Sano] explains. ‘A motorcycle can take you to so many more interesting places than a car or a bus, and Mongolia has been on my bucket list since I was six years old and discovered that there is still a whole region there that is populated by wild horses.’

She says her trips are aimed at people who have ‘seen it all and done it all’ in terms of visiting conventional destinations but feel a burning desire for true adventure. ‘These are hardcore trips for people who feel comfortable about riding long distances off-road over periods of several hours in places that are often a long, long way from anyone or anything’, she explains. ‘We vet everyone before they sign up, and we absolutely insist that they have cast-iron4 travel insurance.’

I, for one, would not hesitate to return to this refreshingly unspoilt country by motorcycle and discover the many remarkable attributes of its landscape and people. It’s a place where eagles truly dare – and where you should too, if real adventure is what you crave.

From www.thetimes.co.uk

25

30

GLOSSARY

bemoan: to complain or express sadness about something

1

35

nirvana: a state of complete freedom or being absolutely perfect

2

40

yurt: a type of round tent with a wooden frame

3

cast-iron: describing something that is very strong and that can be trusted completely

4

45

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Task 1.1 Scan the text and then describe what it is about in two sentences.

Consider the text type, purpose and audience.

b

Skim the text and identify what this trip to Mongolia offers a tourist looking for adventure and exploration.

c

Re-read the text and then, in pairs, discuss how the content is structured.

Make a list of how the information is ordered for the reader.

d

What can you infer about the risks involved in exploring Mongolia by bike in paragraph 5?

e

Closely read the text and explain why the following phrases are effective:

f

PL E

a

i

‘ . . . the vast, empty beauty of the country that holds even stronger appeal . . . ’

ii

‘It’s a place where eagles truly dare – and where you should too . . . ’

What pre-reading did you need to do to answer the above questions successfully?

1.3 Types of texts

SA M

To develop strong skills in English, you need to read a wide variety of texts.

The texts you read and write about will be both fiction and non-fiction, so you should be aware of which types of texts fall into each category.

For fiction texts, you may read from a variety of genres. These include: •

human interest: narratives about people facing a range of situations

•

adventure: featuring an individual or a group of people involved in dramatic events

•

suspense: where the writer develops a tense atmosphere and withholds information from the reader

•

crime: usually featuring a detective solving a mystery, often with the help of a sidekick

•

mystery: featuring unexplained happenings and giving the readers clues as well as distractions

•

science fiction: usually set in the future, when technology is more advanced than it is now

•

fantasy: set in worlds different from our own and featuring non-human characters

•

history: featuring settings and people from the past.

KEY TERMS

fiction: stories about imaginary characters and events non-fiction: writing that is about real events and facts genre: a type or category of story, such as comedy, tragedy or mystery

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1 Reading skills and strategies

Non-fiction text types include: news reporting: usually in a newspaper or on an online news site reporting on current events

•

feature writing: usually in a newspaper, magazine or website, exploring an issue or theme

•

travel writing: usually in a travel book or on a website, reviewing, describing and recommending interesting places to travel to – or to avoid

•

autobiography: a personal memoir of the author’s life

•

biography: a book written about someone well known, reflecting on their life and work

•

advice guides: usually in self-help books, brochures, articles or manuals

•

information articles: usually in encyclopaedias and magazines or on websites.

READING TIP

PL E

•

Try to read widely, covering a variety of genres like the ones listed here.

Reading widely will help you to recognise the key features used by writers across each genre. You can then use these in your own writing responses.

In pairs, read Texts 1.2–1.11. For each one: a

note down whether it is fiction or non-fiction

b

discuss which genre or text type it is, then note down your answer, referring to any features of the text that helped you to decide.

SA M

4

Text 1.2

She looked at him, horrified. She could feel the hairs on the back of her neck prickling as she absorbed the shocking news. Was he serious? Did he really expect her to leave her city, her country? How would she ever explain it to her parents? How could she break the news to them that their beloved only daughter would be moving thousands of kilometres from them, across oceans and rivers and deserts? It was impossible. She sank into the chair and began to weep.

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Text 1.3

Text 1.4

PL E

Born on 4 August 1961, at Kapiolani Medical Centre for Women and Children in Honolulu, in the US state of Hawaii, Barack Obama is the only US president to be born outside the continental USA. He was born to an American mother and a Kenyan father, who met at a Russian language class in 1960 at the University of Hawaii. Shortly after his birth, Obama and his mother moved to Seattle, but his father remained in Hawaii to finish his undergraduate degree.

At the G7 conference, world leaders are expected to address the growing threat of climate change, which is leading to increasingly bizarre weather patterns around the globe. One of the proposals likely to create divisions is that governments need to ramp up efforts to cut carbon emissions by 2030. Some leaders are claiming that current targets are already ambitious and unattainable.

Text 1.5

‘You’re wanted in the incident room, Chief,’ called the young recruit from the corridor outside. ‘Think it’s a breakthrough from the grins on the faces in there.’

SA M

Chief Bellioni grabbed his jacket from the back of his chair and moved swiftly to the door, his heart beating rapidly. Surely this had to be good news?

They had only six hours before they’d have to release the men in the cells due to lack of evidence. He knew they were guilty – could see it written all over their faces – but without a witness, he couldn’t pin the robbery on them.

Hopefully they’d finally persuaded the old guy to talk . . .

Text 1.6

Smaller than the average blackbird, the starling has a short tail, pointed head and distinctive triangular wings. Their plumage is glossy with shining hues of purple and greens. Their feathers are also flecked with white, particularly in winter. They spend much of the year in flocks and when they congregate in ‘murmurations’ at dawn and dusk in the winter months, the swirling mass as they fly through the skies is truly remarkable.

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1 Reading skills and strategies

Text 1.7

Text 1.8

PL E

What makes Buenos Aires one of the top destinations for those who love to travel on a budget? Well, it could just be because much of what makes the city so extraordinary can be enjoyed free of charge! From historical sights to art exhibitions to free festivals, spending an exciting and fun-packed day in Buenos Aires doesn’t have to cost a cent! Start by strolling through the city’s most famous neighbourhoods, admiring the spectacular architecture and stunning street art.

My interest in jazz started before I could even walk, when I’d sit under the piano as my old Pa played and my Ma sang. I was never much good at school, and I dropped out when I was only 12, but I’d hang about the streets in New Orleans and listen to folk performing at the side of an old junk wagon. Eventually my friends and I began singing as a quartet in the streets for money.

Text 1.9

SA M

The creature on the monitor glared back at him, its three red eyes gleaming in anticipation. It swung a curling tentacle towards the camera, making a menacing gesture as if pointing directly at him. He knew then that this planet couldn’t offer a safe harbour for their struggling ship. They had to move on . . . into the void . . . into the unknown.

Text 1.10

Without doubt, the growing number of young children using devices like tablets is causing concern for educators and child-health specialists.

Experts in child development have cited recent studies which show that children aged three to five with higher exposure to screens had poorer language skills and were more likely to develop behavioural problems.

Text 1.11

The door of Scrooge’s counting-house was open that he might keep his eye upon his clerk, who in a dismal little cell beyond, a sort of tank, was copying letters. Scrooge had a very small fire, but the clerk’s fire was so very much smaller that it looked like one coal. But he couldn’t replenish it, for Scrooge kept the coal-box in his own room; and so surely as the clerk came in with the shovel, the master predicted that it would be necessary for them to part.

From ‘A Christmas Carol’ by Charles Dickens

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SPEAKING AND LISTENING TIP Working in pairs on activities offers you the opportunity to use your speaking and listening skills to explore, understand and convey ideas, and to learn from one another. Make sure you plan and manage the time you are given to complete the task.

In pairs, use the notes you have made on each of the texts to create a table like Table 1.2. Think about the features of the texts you have read that helped you decide the text type or genre. List them in the grid. The first two texts have been done for you as an example.

PL E

5

Text

Text type/genre

Fiction

1.2

Human interest

•

A character facing a tense situation

•

Use of conflict

•

Use of questions to demonstrate confusion

•

Use of an emotional response

Biography

SA M

1.3

Non-fiction

•

Focus on early life

•

Key background information linked to present achievement

•

Linear structure (moves through life from young to old)

•

Use of facts such as dates and names

1.4

Table 1.2

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1 Reading skills and strategies

6

Choose three of the texts from Activity 4 and develop them further by adding at least three paragraphs. Make sure you maintain the correct style.

In the following units, you will learn more about the skills and strategies you have been introduced to here. As you work through the units, use this checklist to remind yourself how to respond to reading questions.

Reading checklist Is the text fiction or non-fiction?

If fiction, what is the genre?

PL E

If non-fiction, what is the text type, purpose and audience?

Am I familiar with the features of different text types and genres?

Can I summarise what the text is about in one sentence?

Can I work out any meanings of unfamiliar words using the context of the text?

Can I use other strategies to work out the meanings of words?

Can I appreciate how the text is structured for the benefit of the reader?

Can I identify any inferred meanings in the text?

Can I identify any examples of interesting language that deliberately shape the reader’s response?

REFLECTION

SA M

Revise the RAG rating you completed at the beginning of this unit.

Do you feel more confident now about applying active reading processes to your reading? Which processes do you still need to improve?

How could you increase your confidence further?

PROJECT

In groups, you have been asked to create a presentation about an inspirational young person (under 25).

You should: •

decide which young person you want to focus on through discussions – you can look at young people in sport, entertainment, charitable work or political causes

•

decide what research you need to do to find relevant information and images to use, and divide up the work

•

work together in your group to develop a slide presentation for your class.

Deliver your presentation using an appropriate register to engage the class.

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SPEAKING AND LISTENING TIP When working in groups, you will be more productive if you agree to follow some ‘talk rules’. Discuss and agree on which rules to follow before you begin the task. Which of the following rules would help you get the most out of this task? allowing everyone to have an equal opportunity to share their ideas

•

taking it in turns to speak

•

avoiding interrupting one another

•

using questions to ask for more information or clarification

•

assigning clear roles and sticking to them

•

challenging the idea rather than the person

PL E

•

This unit has introduced you to the types of reading texts you will encounter and the reading strategies you will need in order to respond to them. Use the questions that follow Text A to test your comprehension skills at this early stage of the course.

QUESTIONS

Read Text A and answer the questions that follow.

Text A

SA M

Standing on the equator!

Have you ever desired to be on both sides of the world at once? If so, come to Uganda, where your seemingly impossible dream can come true.

There is a point on the Masaka-Mbarara highway in Uganda that crosses the equator – the imaginary line that separates Earth at its widest point into two sections known as the northern and southern hemispheres. In the small town of Kayabwe, you can literally stand on the equator line itself! This has become a popular tourist spot for those travelling to Uganda’s capital, Kampala, which is nearly 80 km away.

As well as being able to meander around a range of local craft stalls and experience the delights of restaurants serving local foods, tourists can also observe an experiment to see how the gravitational pull differs in the two hemispheres. This involves watching water poured into a yellow enamel bowl on each side of the equator line and directly on top of the line itself.

The water drains in a clockwise motion in the northern hemisphere but it drains in an anticlockwise motion on the southern side. On the line itself, the water drains vertically without swirling at all. It’s literally watching a physics experiment in front of your eyes!

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1 Reading skills and strategies

CONTINUED On the equator, the sun rises and sets at the same time every single day of the year, with 12 hours of daylight and 12 hours of darkness. The sun rises and sets more quickly than anywhere else on Earth. Also, there are no proper seasons, and the temperature remains consistently warm all year round, although there is a rainy period. What is really interesting is that when you stand on the equator line, you are 3% lighter because of the lack of gravitational pull. Don’t worry, you return to your normal bodyweight when you move away from it.

Question 1

PL E

The equator is an amazing landmark that allows tourists to straddle the world!

Explain why the writer uses the word ‘desired’ rather than the word ‘wanted’ in paragraph 1.

b

Give two facts about the geographical position of the equator line in Uganda from paragraph 2.

c

Why does the writer describe the equator line as ‘imaginary’?

d

Identify a word in paragraph 3 that means the same as ‘wander’.

e

Explain what happens differently when water is poured into bowls on the northern and southern sides of the equator line.

f

Identify a word in paragraph 3 that means the same as ‘straight down’.

g

Give a phrase from paragraph 4 which means the same as ‘the days and nights are identical lengths’.

h

Why does the writer say ‘proper seasons’ rather than just ‘seasons’?

i

Explain why a person is 3% lighter when standing on the equator.

j

Select a phrase from paragraph 1 and a phrase from paragraph 5 with the same meaning.

SA M

a

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SELF-ASSESSMENT How confident do you feel about what you have learnt and practised in this unit?

Rate yourself from 1 (not confident) to 5 (very confident), then complete the task to prove it.

Now I can . . .

Confidence rating (1–5)

Prove it Make a list of five situations where you read texts in your everyday life.

read actively

Note down five key features of active reading.

understand different reading strategies and when to use them

Write notes to explain when it would be appropriate to use the following reading strategies: skimming, scanning, close reading.

Write 60 words explaining what the terms ‘fiction’ and ‘non-fiction’ mean, and give six examples of genres/text types for each.

SA M

identify the genres and types of fiction and non-fiction texts I have read

PL E

identify how reading skills apply in everyday life

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PL E

First Language English for Cambridge IGCSETM WORKBOOK

SA M

Graham Elsdon & Helen Rees-Bidder

Sixth edition with Digital access

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CAMBRIDGE IGCSETM FIRST LANGUAGE ENGLISH: WORKBOOK

Contents How to use this series

vi

How to use this book

vii

71

7.1

Content and style

71

7.2

Text structures

75

7.3

Word and sentence choices

77

PL E

Introduction viii

Unit 7: Writing skills

Unit 1: Reading skills and strategies

1

Unit 8: Directed writing

80

1.1

An introduction to reading skills

1

8.1

Evaluating views

80

1.2

Reading strategies

2

8.2

Responding to a task

84

1.3

Types of texts

5

8.3

Presenting your views

87

10

8.4

Writing letters and reports

89

10

8.5

Writing a speech

92

Unit 2: Reading for comprehension 2.1

Focusing on vocabulary

2.2

Putting reading strategies into practice

12

Unit 9: Descriptive writing

98

2.3

Using your own words

14

9.1

Describing places

98

2.4

Explicit and implicit meaning

16

9.2

Describing details

101

21

9.3

Using the senses

103

21

9.4

Describing events

106

24

9.5

Describing people

108

27

9.6

Improving descriptive writing

110

Unit 3: Summary writing Reading for ideas

3.2

Remodelling the text

3.3

Developing a coherent summary

SA M

3.1

Unit 4: Analysing and explaining writers’ effects

Unit 10: Narrative writing

113

32

10.1 Story elements and ideas

113 115

4.1

Understanding meanings and effects

32

10.2 Story openings

4.2

Language chosen for deliberate impact

35

10.3 Characterisation 117

4.3

Exploring figurative language

40

10.4 Improving narrative structure

120

4.4

Explaining how writers achieve effects and influence readers

10.5 Refining your storytelling

121

43

10.6 Endings 124

50

Unit 11: Writing practice

Unit 5: Extended response to reading 5.1

Conventions of text types

50

5.2

Evaluating and using ideas from a text

53

5.3

Developing ideas

56

Unit 6: Reading practice

59

126

Glossary 129 Acknowledgements 130

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 How to use this book

How to use this book

6

Reading practic

Previously, this was a problem largely confined to Western 30 countries. However, according to the World Health Organization (WHO), in the last decade, the junk food craze has spread to most of the globe, and obesity rates in young people have increased by more than 10%. The problem is spreading. WHO believes that governments worldwide need to restrict junk food marketing aimed at young people and children, increase education on healthy diets 35 through schools and public health campaigns, and make fresh TM foodCAMBRIDGE cheaper.

IGCSE FIRST LANGUAGE ENGLISH: WORKBOOK

Throughout this book, you will notice different features that will help your learning.

These are explained below.

LEARNING INTENTIONS

Practice units

Each unit begins with a set of learning intentions to explain what you will learn in the unit.

of adverts enticing to indulge sugary, a fatty foods the practice Units 6 and 11people provide youinwith full setbyof powerful, unscrupulous and poorly regulated fast food industry, 40 Text health B: The value of humans questions similar torapidly. those you may see in an assessment. global will decline

KEY TERMS

Education is a profoundly human experience. The process of learning consists of intellectual, social and emotional challenges.

Question 1 is why, for centuries, human beings have been at the heart And that of it. two There’s no substitute for young people being in the company a Give examples of the types of chemicals used in junk foods, according to 5 of an experienced, caring adult who interacts with them, challenges paragraph 1. them, supports them and ultimately shapes them into creative and rounded young adults. Education is not just about learning things [1] and testing them; it’s a complex, mysterious process that is so much more than fed worksheets byText some faceless b Using your being own words, explain what A means by:computer.

PL E

ey vocabulary is highlighted in the text when it K is first introduced. An accompanying definition is given in the margin to tell you the meanings of these words and phrases. You will also find definitions of these words in the Glossary at the back of this book.

LANGUAGE FOCUS

There is no doubt that unless governments stop the bombardment

spectre of AI has(line hovered over education for a while now. iThe ‘large quantities’ 2) Its supporters tell us that it can reduce teachers’ workloads and design educational material to support all students. As a teacher, I can see how a programme that marks books and tests sounds appealing, but is that really what will help students? Perhaps this could work in some subjects, where there are definitively right and iiwrong ‘easily accessible’ (line about 7) answers, but what subjects like English literature?

How could AI possibly assess complex ideas and give accurate feedback? Students need human teachers who understand the nuances of students’ work and can help them to see ways to refine things.

c

SA M

This feature focuses on the main grammar or language topics within a unit. It helps to deepen your understanding and knowledge of key concepts.

10

[2] 15

[2] 20

The problem with the creep of AIare into education that it Re-read paragraph 2 (‘Junk foods appealing . . . is low incomes.’). dehumanises things. Remote learning sounds briefly exciting, Give reasons youngoperate. adults relying junkbeings foods. who require but ittwo is not how for humans We’reon social interaction with others, often in the same physical space.

•We need other people to understand us and joke with us, help us and support us. Most of our best memories of school are about •human interaction – a funny moment, a favourite teacher, a school show. AI can’t give you those moments. But humans can. And they can push you to academic brilliance, too.

25 [2]

Question 1

Exercises

a

These help you to practise skills that are important for studying Cambridge IGCSE First Language English.

There are two types of exercises: •

Exercises that let you practise the Reading and Writing skills you have learnt.

•

Review exercises that bring together skills learnt in the corresponding unit, pushing your skills further.

Practice questions

Re-read this extract from Text A. ‘When used appropriately, AI can supplement the work teachers do. It can be used to spot patterns in a student’s work, identify common errors, design a suitable set of exercises to help them and then reassess in real time. It can even write full textbooks targeted at individual students, or design new exam papers and model answers. AI could be especially helpful for students with specific needs and challenges for whom teachers don’t always have the time in a crowded day to provide one-to-one assistance.’

Use your own words to evaluate the writer’s attitude towards the use of AI in schools. Give details from the text to justify your answer.

61 [5]

128

Units 2–5 in the Reading section and 7–10 in the Writing section contain some practice questions, which are identified throughout the units. These questions have been written by the authors and provide practice at responding to the type of task required by the syllabus.

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Unit 1

Reading skills and strategies LEARNING INTENTIONS • • • •

PL E

By the end of this unit, you will be able to:

identify how reading skills are used in everyday life read actively understand different reading strategies identify the features of different types of fiction and non-fiction texts.

1.1 An introduction to reading skills 1

Read Text 1.1 and answer Questions a–c using any reading strategies you know.

Text 1.1

SA M

There is no doubt that zoos are a hugely popular attraction for both adults and children, but is it morally right to keep wild animals in captivity?

Supporters of zoos argue that they play a crucial role in educating people about the importance of conservation, and also inspire and encourage people to protect wild animals and their natural habitats.

Many zoos provide a safe environment for endangered species and operate successful breeding programmes. Some zoos also rescue animals that have been mistreated or cannot survive in the wild due to health issues, or because they have been tamed from birth.

On the other hand, those opposed to zoos argue that animals suffer both physically and mentally in captivity because they lack the space and freedom they would enjoy in their natural habitats. Many animals exhibit behaviours related to stress. Some animal parks force animals to behave unnaturally – by performing ‘tricks’ for the public, for example. Many of them have much shorter life expectancies than their counterparts in the wild. Critics also argue that breeding programmes rarely release animals into the wild, but instead sell animals to other zoos, or even to animal parks where people will pay a lot of money to hunt them.

So, are zoos morally justifiable? You decide.

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1 Reading skills and strategies

Are the following statements true or false, according to Text 1.1?

Circle ( ) T (true) or F (false). i

b

Zoos offer wild animals a better environment than their natural habitats.

T/F

ii

Zoos help save endangered species.

T/F

iii

Animals that perform for the public live longer than in the wild.

T/F

iv

Some animals need to live in captivity.

T/F

v

Breeding programmes always lead to greater numbers of wild animals. T / F

Does the writer convey a viewpoint in this text?

c

PL E

a

Make a list of the main points for and against zoos.

For:

Against:

SA M

1.2 Reading strategies 2

Text 1.2 is an extract from an article about food labelling. Scan the text to find the information you need to answer the following questions. a

Why does the writer use the word ‘scandal’ rather than the word ‘problem’ in paragraph 1?

KEY TERM scan: to read a text quickly to locate specific information in it

b

Explain the meaning of ‘dangerous to consume’ in paragraph 1.

c

Explain the meaning of ‘bear no relation to’ in paragraph 1.

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e

f

Give two reasons for using sell-by dates, according to paragraph 1.

•

•

Give two examples of how consumers can use their senses to detect whether food is safe to eat, according to paragraph 2.

•

•

Identify a word in paragraph 3 that means the same as ‘approximately’.

g

PL E

d

Identify a word in paragraph 3 that means the same as ‘random’.

Text 1.2

SA M

Supermarkets have come under pressure to resolve the scandal of waste caused by unnecessary and unrealistic ‘sell-by’ or ‘best before’ dates on food. The majority of consumers mistakenly believe that the dates on food packaging indicate when foods become inedible or dangerous to consume. But the truth is that these dates are unregulated, non-standardised and bear no relation to food safety at all. ‘You may as well pluck a date out of thin air,’ one consumer trading standards officer told us. Some dates relate to when a product is likely to be at its best quality. Others are intended as a guide, so stores know when to remove products from the shelves to alternate stocks.

According to nutrition experts, sell-by dates do not ward off risks in terms of bacterial illnesses from consuming rotten food, because there are usually clear indications of mould or rot that can be seen by the naked eye or detected through smell or taste. Despite this, most consumers rely on sell-by dates rather than their own senses when deciding whether to use a food item, as they believe they are official safety guidance.

This haphazard approach results in massive food waste. In the USA, for example, more than 80 million tonnes of food are wasted annually, which amounts to roughly a third of the country’s food supply. According to the United Nations, 17% of global food production is wasted each year, at a cost of $680 billion. The majority of this is fresh, nutritious food, such as fruit and vegetables. This wastes energy in the form of the land, water and labour used to produce the food, as well as increasing greenhouse gas emissions when it ends up in landfill.

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1 Reading skills and strategies

Some experts believe that the real problem lies in the fact that we have become ‘disconnected’ from our food sources, to the extent that we have lost confidence in our ability to decide whether something is edible or not. We don’t know when a product was picked, who picked it, how it has travelled to us, or how long it has been on a shelf, so we put our trust in a wrapping of cellophane and a sticker bearing a date.

That gives us meaning, despite having no idea what the date actually stands for.

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Re-read Text 1.2 closely to gain a fuller understanding of it. As you read, make notes around the text, identifying any interesting features of the writing and any questions you have. Reading the text aloud may help you gain a fuller understanding of the features of the writing.

LANGUAGE FOCUS: IMPLYING AND INFERRING

KEY TERMS

In reading tasks, you may come across the terms ‘imply’ and ‘infer’.

They have related meanings, but they are not the same thing.

imply: to suggest something in an indirect way, without stating it explicitly

•

To imply means to suggest something in an indirect way, without stating it explicitly.

•

To infer means to work out a meaning by applying evidence and reasoning.

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You can think of it in the following way: a writer implies something; a reader infers it.

infer: to work out a meaning by applying evidence and reasoning

Look at this sentence: •

‘As he watched, Radu’s face turned increasingly red and he started to clench his fists tightly.’

As a reader, you might infer that Radu is becoming angry by what he can see. You have not been told this directly, but you have picked up on what the writer has implied here by their choice of language.

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Read Text 1.2 inferentially, then answer the questions. a

What can you infer about shops’ use of sell-by dates from the information in paragraph 1?

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b

What does the writer imply about people’s knowledge of food safety in the line ‘most consumers rely on sell-by dates rather than their own senses’?

What does the writer suggest about the long-term impacts of food waste on the environment in paragraph 3?

d

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c

What can you infer about the writer’s attitude towards mass-produced food from the assertion that people have become ‘disconnected’ from the sources of their food?

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1.3 Types of texts 5

Read Extracts A–F. Complete Table 1.1 to identify the text type and whether it is fiction or non-fiction. Then, identify the purpose and audience of each text and explain your decisions by noting the features of each text.

Extract A

There was an eerie whisper of wings as the army of bats swooped over the dense canopy of trees. The castle loomed high on the hill as they swarmed towards it like an unstoppable sea. On the castle walls, the king’s regiment stood firm, watching the dark cloud approach. There was no way they could defeat this enemy swooping in from above – but they were definitely going to try!

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1 Reading skills and strategies

Extract B

Extract C

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My first memory is of taking a walk with my mother. We lived in the rural south then, long before we moved to the city for my father’s job. She used to take me walking in the cornfield, where the crops grew so high that they were taller than me. It was during those walks that my mother impressed upon me that I could be anything or anyone. That woman made me the man I am today, and I owe my success to her.

Many first-time parents express concern about whether their baby’s sleep patterns are normal, or whether they should be encouraging longer intervals between feeds. The general response is that no individual baby is the same as another, so unless there are other concerns relating to sleep, parents should allow their baby to establish their own routine.

Extract D

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There have been widespread protests throughout the county about plans for a new eight-lane highway linking residential areas in the south with the new industrial parks in the north. One resident told us that a compulsory purchase order for her property would leave her out of pocket, as none of the moving costs would be covered. She also stated that she didn’t want her home to be bulldozed due to the precious memories of her parents and grandparents who had lived in the house before her.

Extract E

For a great city break, you can’t go wrong with Beijing – the bustling capital of China. There is so much to see and do, not to mention the incredible array of food on offer. With its modern and comprehensive metro system, it’s easy to get around quickly and cheaply, so you can create a completely personalised itinerary for your stay.

Extract F

The emperor appeared on the golden terrace far above the throngs below and slowly raised his arm into the air. As the crowds silenced and focused their eyes on him as one being, the atmosphere became grave and tense. What had he gathered them here to announce? A ripple of fear ran through the people – his people – as he opened his mouth to speak.

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Extract Text type

Fiction (F) or Purpose and audience non-fiction (NF)

Reasons for your decisions

B

C

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D

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A

E

F

Table 1.1

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6

Summarise what each text is about in one or two sentences.

Extract A:

Extract B:

Extract C:

Extract D:

Extract E:

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Extract F:

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7

Answer the following questions. a

Why does the writer use the word ‘swarmed’ instead of ‘flew’ in Extract A?

Identify a phrase that means the same as ‘persuaded’ in Extract B.

c

Explain the meaning of ‘express concern’ as used in Extract C.

d

Explain what the writer means by ‘leave her out of pocket’ in Extract D.

e

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b

Explain the meaning of ‘incredible array’ as used in Extract E.

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f

Using your own words, explain three ways that the writer shows the power of the emperor over his people in Extract F.

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First Language English

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for Cambridge IGCSETM

DIGITAL TEACHER’S RESOURCE Original material © Cambridge University Press 2025. This material is not final and is subject to further changes prior to publication.

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Contents Introduction About the authors

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How to use this series How to use this Teacher’s Resource About the syllabus

Syllabus correlation grid About the assessment Lesson plan template

Approaches to teaching and learning Teaching notes Part 1: Reading

Reading skills and strategies

Unit 2:

Reading for comprehension

Unit 3:

Summary writing

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Unit 1:

Unit 4:

Analysing and explaining writers’ effects

Unit 5:

Extended response to reading

Unit 6:

Reading practice

Part 2: Writing Unit 7:

Writing skills

Unit 8:

Directed writing

Unit 9:

Descriptive writing

Unit 10:

Narrative writing

Unit 11:

Writing practice

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End of unit tests End of unit test answers Coursebook answers Workbook answers Worksheet answers

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Acknowledgements

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How to use this Teacher’s Resource

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This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content in our Cambridge IGCSE™ First Language English series. Some of the material is provided as downloadable files, available on Cambridge GO. (For more information about how to access and use your digital resource, please see the inside front cover.) See the Contents page for details of all the material available to you, both in this book and through Cambridge GO.

There are teaching notes for each unit of the Coursebook. Units 1–5 and 7–10 contain the following features to help you deliver the unit.

The Learning plan table includes the learning intentions, success criteria and assessment objectives that are covered in the unit. It can be helpful to share learning intentions and success criteria with your students at the start of a lesson so that they can begin to take responsibility for their own learning.

LEARNING PLAN Learning intentions

Success criteria

Link to Assessment objective

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The Language support feature contains information to help you present a specific language or grammar point from the unit. This feature especially focuses on the needs of students with English as a second language.

LANGUAGE SUPPORT

Reflecting the Coursebook, each unit is divided into several topics. For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided.

The teaching notes include a range of downloadable resources, which are provided as both PDF and Word files (except for the PPTs) so that you can edit them as you choose.

•

Worksheets: these worksheets provide language support and can be particularly helpful for students with English as an Additional Language.

•

End of unit tests: you can use these tests to assess students’ understanding of the unit content and confirm that the class is ready to move on from the unit.

•

Photocopiable resources: these can include templates and any other materials that support activities given in the teaching notes.

•

PPTs: these are used in conjunction with teaching ideas and specific slides will be used for specific teaching ideas. The PPT should be displayed at the front of the classroom to help provide lesson structure and stimulus.

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The end of each set of teaching notes has Project guidance support for the Coursebook. Students complete this element after they have finished the topic.

PROJECT GUIDANCE

You will also find answers to the Coursebook and Workbook questions at the end of this resource.

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For ‘think-pair-share’, first of all, ask students to think about the idea on their own for a couple of minutes.

Then, ask students to share their ideas with a partner. Finally, ask students to share ideas in a whole-class discussion. Using this three-part approach helps students to build confidence in their ideas.

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For units 6 and 11, there are guidance notes on how to support your students when answering the practice questions.

Activities in these units are designed to consolidate learning and to practise the skills covered in the previous units.

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Introduction

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1 Reading skills and strategies This unit offers an introduction to the reading skills that students will develop throughout the Coursebook.

LEARNING PLAN Learning intentions

Identify how reading skills are used in everyday life

Success criteria

Link to Assessment objective

Students will be able to name specific reading skills and give examples of when these skills are used in everyday life.

R1 Demonstrate understanding of explicit meanings R2 Demonstrate understanding of implicit meanings and attitudes

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R3 Analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text

Read actively

1

Students will be able to talk or write about what they have read, demonstrating their engagement with and understanding of the text.

R4 Demonstrate understanding of how writers achieve effects and influence readers

R1 Demonstrate understanding of explicit meanings R4 Demonstrate understanding of how writers achieve effects and influence readers R5 Select and use information for specific purposes SL2 Present facts, ideas and opinions for deliberate effect SL3 Communicate clearly, purposefully and fluently appropriate to context SL4 Use register appropriate to context

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CONTINUED Learning intentions

Success criteria

Link to Assessment objective

Understand different reading strategies

Students will be able to select the most appropriate reading strategy for different contexts.

R1 Demonstrate understanding of explicit meanings R2 Demonstrate understanding of implicit meanings and attitudes

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R3 Analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text

R5 Select and use information for specific purposes

Identify the features of different types of fiction and non-fiction texts

Students will be able to name the features of a range of fiction and non-fiction texts.

R1 Demonstrate understanding of explicit meanings R2 Demonstrate understanding of implicit meanings and attitudes

R5 Select and use information for specific purposes

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Resources Coursebook: Unit 1 Workbook: Unit 1

Worksheets: 1.1 Reading actively; 1.2 Understanding language; Worksheet answers PPTs: PPT1

Tests: End of Unit 1 test (Please note that end of unit tests represent the content within each unit and do not extend beyond this content. As a result, questions may differ from assessment.)

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LANGUAGE SUPPORT

Text 1.1 • diminishing (making or becoming less)

• insignificant (small and/or unimportant) • inhabited (lived in)

• vast (immense, great, big) Text 1.4 • conference (a meeting) • bizarre (strange)

Text 1.9 • anticipation (expectation, looking forward to something) • menacing (threatening) • void (empty space) Text 1.11 • replenish (fill up/stock up)

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To help students to build a wider English vocabulary and to access the texts in this topic, introduce some of the words from the text prior to reading. Ask students to look up meanings in a dictionary and to record these new words in a notebook, building up their own glossary of vocabulary. Encourage students to try and write their own sentences using each of the words they have looked up to establish their understanding more securely. There are some suggestions listed here, but you may identify other words from the texts that your students may be unfamiliar with.

• divisions (separations)

• ambitious (determined to succeed)

Text 1.1 includes a lot of subject-specific vocabulary, including: • motocross boots (flexible but protective boots that cover the lower leg) • clutch (allows the rider to change gear) • footrest (an angled flat surface which is designed to support the rider’s feet when riding)

• dirt bike (a type of motorbike designed for off-road riding)

Explain these words to students (perhaps with a labelled diagram on the board) before they read the text.

Text 1.1 also includes a number of colloquialisms and idioms:

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• unattainable (not reachable/not achievable)

• predicted (guessed)

Text 1.6 • distinctive (easy to recognise/different) • plumage (feathers)

• ‘she snicks hers into gear’ (to snick – to click) • ‘it still falls short of being popular’ (to fall short – to fail to reach an expected standard)

• flecked (marked)

• ‘on my bucket list’ (a bucket list is a list of things you want to do/places you want to visit before you die)

• congregate (gather together)

• ‘a burning desire’ (a strong desire)

• murmuration (large group of birds flying together)

• ‘These are hardcore trips’ (hardcore – extreme or intense)

• hues (colours)

These may need discussing/explaining to students before they read the text for the first time.

Worksheet 1.2 is designed to support students with some of the unfamiliar language in Text 1.1.

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1.1 An introduction to reading skills Starter activity 1 Everyday reading (10–15 minutes)

Main activity

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Resources: Unit 1, Getting started Description: Read aloud the Introduction to this topic, which discusses how different reading skills are needed in different situations. Ask students what other activities they can think of in their everyday lives that require reading.

Turn to the Getting started activity and run through the list there. Then, ask students to complete the task, discussing how often they use their reading skills in these situations. Take feedback from the class.

You could, for example, see which is the most commonly occurring reading activity.

1 Exploring texts on a theme (90–120 minutes)

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Learning intentions: Identify how reading skills are used in everyday life; Read actively Resources: Topic 1.1, Activity 1; PPT1; Worksheet 1.1; Worksheet answers; pens and paper; recording equipment and editing software (optional) Description: Read aloud the introductory information in the Coursebook under ‘An introduction to reading skills’ and review the Key terms.

Ask students to complete the RAG rating (Activity 1). Note that they will return to this at the end of the topic so they can see how their learning has progressed.

Explain to students that they are now going to read some texts that are linked by theme. They will need to use some of the active reading processes in Table 1.1 in Activity 1 in order to respond to the texts and tasks.

Display slide 2, which shows an image of plastic pollution in the ocean. For visually impaired students, describe the image in the following way: Imagine a beautiful, tropical beach. The sand is white. The sea is a gorgeous blue. The sun is shining.

There are trees are lining the shore. But the beach is covered in rubbish. There are plastic bottles, discarded containers, bags and empty packaging.

Ask students to begin by thinking about how the image makes them feel. Use think-pair-share to process these ideas. Record some of the students’ feelings on the board during a whole-class discussion.

Hand out copies of Worksheet 1.1, which contains the poem ‘Like an heiress’. You may choose to share some information about the poet to help students understand the context of the poem: • Grace Nichols was born in 1950 in British Guiana. She moved to England in 1977.

•

This poem was written as part of a series of poetry inspired by a trip to Guyana.

Read the poem to the class. Ask students what they think the poem is about. Try to establish the main ideas in it (the speaker is a woman returning home to the island where she was born, only to find that the beaches are now littered with rubbish).

Now, read the poem a second time. This time, ask students to either close their eyes and visualise what the language of the poem is describing, or to sketch or draw some of the images described. They can share their ideas with a partner.

Working in small groups, students should discuss the questions about the poem that are on the Worksheet.

Encourage students to annotate their copies of the poem with their responses.

‘Jigsaw’ the groups – that is, regroup students so that every student is now in a new group – and ask them to share their ideas. An example of how to group students for this task is outlined below. This means that students will have heard the ideas from a wide number of their peers.

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First groupings: Group 1 Group 3 ABCD ABCD Group 2 Group 4 ABCD ABCD Then, regroup so that you have: Group 1 Group 3 AAAA BBBB Group 2 Group 4 CCCC DDDD Now turn to the newspaper article in Activity 2 on Worksheet 1.1, which discusses the problem of pollution in Bali’s waterways. Although the theme is similar, it is a very different type of text. Ask: ‘How might this affect the way we read the text? What are your expectations when reading a newspaper article and how do these differ from your expectations when reading a poem?’

Ask students to look at the photograph, which shows volunteers clearing rubbish. For visually impaired students, use the following description: The picture shows two people wearing caps, one of them wearing a mask, standing up to their waists in rubbish. They are carrying litter pickers and big plastic sacks to put the rubbish in. They are surrounded by plastic and other forms of waste.

Ask: ‘How does this image/description make you feel?’ Can students make any links to their own prior knowledge or experiences relating to rubbish and pollution? For example, have students thought about the problem of plastic waste or ocean pollution before today, or have they been involved in any litter-picking or recycling projects in their local area?

Read the article aloud to the class while students highlight the main ideas in the text. If there are any unfamiliar words, encourage students to work them out using the context of the text or to look up the meaning in a dictionary.

Put students in small groups again to discuss the questions on the Worksheet. They should annotate their copies of the article in response to the questions. Regroup students as outlined before to share their ideas.

Come back together as a class to consider the ideas in these two texts. How does each text present the environmental problems facing our planet? Record good ideas on the board.

Finally, set up a speaking and listening task. Put students into small groups to plan and prepare a podcast discussing the problems of plastic pollution in the world’s oceans. As part of their podcast, students should: • explain what the problems are, giving examples •

suggest what can be done to resolve the problems.

If students are not familiar with the podcast genre, share some key features. For example, podcasts often include discussions between two hosts, as well as interviews with ‘experts’ and/or opinions from listeners.

Students could perform or record their podcasts for the class.

Plenary activity

1 Podcast publicity (15–20 minutes)

Resources: recording equipment and editing software (optional) Description: Ask students to create a short (approximately 1 minute) trailer, advertising their podcast.

They should try to use persuasive language to encourage people to listen to and communicate the main ideas that will be discussed in their podcast. Ask each group to perform or show their trailers to the class.

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Assessment ideas Throughout the topic, encourage students to self-assess their understanding using the RAG rating tool.

Assess students’ speaking and listening contributions during group discussions, focusing on: • SL3: Communicate clearly, purposefully and fluently appropriate to context.

•

SL5: Listen and respond appropriately in conversation.

When students perform their podcast, assess their speaking and listening contributions, focusing on: • SL2: Present facts, ideas and opinions for deliberate effect.

SL3: Communicate clearly, purposefully and fluently appropriate to context.

•

SL4: Use register appropriate to context.

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•

Differentiation ideas Supporting your students When students are responding to the texts on Worksheet 1.1, work with small groups who may find the texts challenging. Guide their discussion and analysis of the texts.

Challenging your students When completing Worksheet 1.1, encourage students to think about the importance of the poem’s structure.

Why has Grace Nichols chosen to use the sonnet structure? What impact does her use of enjambment (the continuation of a line of poetry onto the next with no punctuation) have on the poem’s meaning?

You could also ask students to find another text type that explores ideas of pollution, such as a report or a podcast interview, and apply the same questions from the Worksheet to this third text.

Homework

Students can complete Workbook Topic 1.1.

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Students could spend time at home rehearsing and preparing for their podcast performance.

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1.2 Reading strategies Starter activity

1 Recommendations for reading widely (10–15 minutes) Resources: large sheets of paper or display boards; sticky notes and pens Description: To promote wider reading, encourage students to recommend and share texts with one another.

Around the classroom, put up large sheets of paper or display boards with the following genre headings: Non-fiction; Crime/thriller; Adventure; Human interest; Fantasy; Science fiction; Classic fiction; Poetry.

Give every student some blank sticky notes and ask them to use these to write the names of any texts (and authors) they would recommend, and then stick them under the appropriate genre heading. Students should include a brief sentence explaining why they would make this recommendation. As the class teacher, you can also contribute recommendations.

When everyone has made their recommendations, ask students to choose one text that they would like to try from this selection.

Leave the displays up and add to the recommendations throughout the topic, or the whole course, to continue to encourage students to read material they may not have heard of or considered before.

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Main activities 1 Understanding reading strategies (20 minutes)

Reading strategy

When I might use this skill in English

Pre-reading

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Learning intentions: Identify how reading skills are used in everyday life; Understand different reading strategies Resources: Topic 1.2, Activity 2; pens and paper Description: Draw the following table on the board and ask students to copy it into their notebooks or onto a piece of paper.

Skimming Scanning Re-reading Close reading Inferential reading

Other times I might use this skill

Ask students to work independently to read all the information about the different reading strategies in the Coursebook, completing the grid as they do so.

Take feedback as a class and make sure that all students understand the method and purpose of each of these strategies.

Review the Language focus feature on implying and inferring, and check that all students understand the difference between implying (what a writer does) and inferring (what a reader does).

2 Mongolia on a dirt bike (30 minutes)

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Learning intention: Read actively Resources: Topic 1.2, Activity 3; pens and paper; Worksheet 1.2; Worksheet answers Description: Read Text 1.1 aloud to the class, or ask for volunteers to read some or all of the text.

Hand out Worksheet 1.2, which contains a matching activity for some of the words and phrases in the text that students may not be familiar with. Ask them to complete the worksheet independently, then to pair up and compare answers. They should explain why they matched each word or phrase to the definition.

Working in the same pairs, students should complete Activity 3 using the reading strategies they have learnt about in this topic.

Plenary activity

1 Which strategies have I used? (20 minutes)

Resources: completed grids from Activity 2; Video 1 Description: Ask students to look back at the grids they completed for Activity 2 and identify how many of these reading strategies they used in today’s lesson. They should discuss and share these ideas with a partner.

Play Video 1, which explores reading strategies and comprehension skills through an analysis of Text A, which appears in the Practice questions section at the end of the unit.

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Assessment ideas To assess students’ understanding of the different reading strategies, read out the following statements to the class and ask students to identify which reading strategy is being described. Students could either record their ideas on mini whiteboards and hold them up for you to see or write them on paper.

• You use this strategy to locate a specific detail in a text. (scanning) This strategy helps you to ‘read between the lines’. (inferential reading)

•

This strategy may involve working out the meanings of words. (close reading)

•

Use this strategy to get the gist of a text. (skimming)

•

You would read the task carefully as part of this strategy. (pre-reading)

•

This strategy will help you clarify anything you might have found confusing at first. (re-reading)

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•

Differentiation ideas Supporting your students Allow less confident students to work in groups for Activity 2, reading about the different skills and working together to brainstorm examples of when they might use them in English and in their wider lives to complete the grid.

Challenging your students After reading Text 1.1, ask students to produce their own examples of travel writing. This could be a holiday experience (either one they have been on or one they have researched) using some of the same linguistic and structural techniques used in Text 1.1.

Homework

Ask students to complete Workbook Topic 1.2 for homework.

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Ask students to write a book review of the text they chose to read as a result of the Starter activity in this lesson.

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1.3 Types of texts Starter activity

1 How many text types can you think of? (5–10 minutes) Resources: pens and paper Description: Begin by asking students to write down as many different text types as they can in one minute.

These can be fiction or non-fiction. Students might find it useful to refer back to the Starter activity in Topic 1.2 as a prompt for fictional genres.

Next, read aloud the introduction to Topic 1.3, which includes a list of text types. How many of these did the students think of themselves? Discuss ideas as a class.

Main activity

1 Identifying text types (60–90 minutes)

Learning intention: Identify the features of different types of fiction and non-fiction texts Resources: Topic 1.3, Activities 4–6; pens and paper Description: Read the Speaking and listening tip in this topic to the class and explain that they should think about this while completing their discussion activities.

Put students in pairs and ask them to complete Activity 4. Remind them to look for clues in the text (for example, the sentence structures or use of vocabulary) to help them identify whether each extract is fiction or non-fiction and which genre it is. Take feedback as a class.

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Read Activity 5 and look at the examples in the grid, then ask students to return to their pairs to complete the activity. Share responses as a class.

Finally, students work independently to complete Activity 6. Remind them of the importance of maintaining the same style as the text on which they are expanding.

Plenary activity 1 Reflection (5–10 minutes)

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Resources: RAG ratings from Topic 1.1; pens Description: Ask students to find the RAG rating they completed at the end of Topic 1.1 and then complete the Reflection activity to decide what progress they have made in their reading skills. When they have updated their own RAG rating, ask them to share their assessment with a partner to discuss what they feel confident about and what they feel they need to work on further.

Assessment ideas At the end of Activity 6, ask students to complete a short self-assessment. For each text that they continued, they should annotate their work, identifying the key features that they used to maintain the correct style.

Take these in and review them to assess how well students have understood the key features of each genre.

Differentiation ideas Supporting your students When completing Activity 6, remind students to refer back to the notes they made in Activity 5, so they remember the key features of the text type they are working on. You could guide students towards Texts 1.3, 1.5 and 1.7 and provide them with some planning support, such as the following suggestions.

Text 1.3 is a biography. The following key facts should help students to plan their next paragraphs: • Parents divorced when he was two; mother remarried Obama moved to Indonesia in 1967 with his mother and family; attended school there

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Later moved back to Hawaii to continue his schooling there and live with his grandparents

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Played basketball at school

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Went to college – first in Los Angeles, then transferred to Columbia in New York, where he studied political science

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Graduated in 1983.

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Text 1.5 is a fictional piece of crime writing. The following prompts may help students: • Describe the scene when Chief Bellioni opens the door to the incident room. You could focus on describing the ‘old guy’. What does he look like? What is he wearing? How is he positioned?

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Think about who this ‘old guy’ might be. Why has he decided to talk?

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Imagine the interrogation between Chief Bellioni and the guy. What might Bellioni ask? Think about how he will speak to the ‘old guy’. Remember the time pressure Bellioni is under (they only have six hours before they have to release their prisoners).

Text 1.7 is a piece of persuasive travel writing about Buenos Aires. To continue this piece of writing, students will need to research some key information about Buenos Aires. If students have internet access, they could research the city on websites such as Time Out or Lonely Planet. Encourage students to focus on: • location, weather, climate •

culture and traditions (e.g. tango)

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famous sights/buildings.

Challenging your students Ask students to choose one of their developed texts from Activity 6 and to review it using the Reading checklist at the end of this topic. They should note down their answers to the checklist questions in relation to their chosen text.

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Original material © Cambridge University Press 2025. This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE IGCSETM FIRST LANGUAGE ENGLISH: TEACHER’S RESOURCE

Homework 1

Students can complete Workbook Topic 1.3 for homework.

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Give students a copy of a short text extract. Ask them to use the Reading checklist to review the text to prepare them for developing more specific reading skills in the following units.

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Students can spend some homework time researching and preparing for the project presentation.

PROJECT GUIDANCE The next stage requires students to decide what they want to find out about their chosen inspirational young person. They should share out the research among their group, with each group member taking on responsibility for a particular topic.

Put students into groups of four or five.

Before students move on to planning their presentations, spend some time as a class discussing what makes an effective presentation.

Share the Speaking and Listening objectives or find one or two short videos online of ‘good’ presentations that students can watch and discuss.

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Explain to students that they are going to create a presentation about an inspirational young person to be delivered to their classmates.

Read the information in the Project section and make sure that students understand what they need to do.

In their groups, students then need to prepare their presentation on their chosen individual.

They should create a series of slides to accompany their presentation. Remind students that the best slides will not include too much text (they want to avoid reading from the slides) but should instead use key words or images to support what they are saying.

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The first part of the project requires students to research potential inspirational young people.

Encourage students to think about young people from the different areas suggested in the project outline: sport, entertainment, charitable work and political causes. If students are struggling, you could make some suggestions such as: Dhinidhi Desinghu, a 14-year-old swimmer, was the youngest Indian athlete to compete in the 2024 Paris Olympic Games; Greta Thunberg gave her first speech at the United Nations aged just 16 years old, speaking out against climate change.

Ask students to each identify two or three potential candidates. They should find out a little bit about their chosen individuals, including why they are inspirational. Students should then share their ideas with the rest of their group. Remind students to listen to one another and respond appropriately to ideas raised by others during their discussion and sharing of ideas.

As a group, they should then reach a consensus about who their presentation will be on.

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When they have planned and rehearsed their presentations, each group can then ‘trial’ their presentation by presenting to one other group.

Using the success criteria in Handout 1.1, students can give each other feedback on how they might develop or improve their presentation.

If possible, have students deliver their presentations to a wider audience. This might be the whole class or year group. There is an opportunity for you to complete a formal speaking and listening assessment at this stage.

© Cambridge University Press & Assessment 2025

Original material © Cambridge University Press 2025. This material is not final and is subject to further changes prior to publication.