Igcse Esl 6ed Units01 02

Cambridge IGCSE™
English as a
Second Language
TEACHER’S RESOURCE
Peter Lucantoni
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CONTENTS
Contents
How to use this series v
How to use this Teacher’s Resource vi
Introduction ix
Approaches to learning and teaching x
The Cambridge English Corpus xii
Part 1: Leisure and travel

Unit 1: Sports and free time Focus on reading 1
Unit 2: Digital life Focus on reading 10
Unit 3: Food Focus on writing 20
Unit 4: Transport Focus on listening 29
Unit 5: Holidays Focus on listening 41
Part 2: Education and work

Unit 6: Learning and study skills Focus on reading 54
Unit 7: Interviews Focus on listening and writing 62
Unit 8: Work Focus on reading 76
Unit 9: Communication Focus on writing 86
Unit 10: Education Focus on speaking 93
Part 3: People and achievements

Unit 11: Human achievements Focus on reading 103
Unit 12: Organisations and volunteers Focus on writing 112
Unit 13: Success and fame Focus on reading 123
Unit 14: Medical care Focus on listening and writing 132
Unit 15: Healthy lifestyles Focus on speaking and reading 143

iii
CAMBRIDGE IGCSE™ ENGLISH AS A SECOND LANGUAGE: TEACHER’S RESOURCE
Part 4: Our modern world

Unit 16: Animal life Focus on reading 153
Unit 17: The environment Focus on reading and writing 161
Unit 18: Feeding the world Focus on writing 169
Unit 19: Lifestyles Focus on reading and listening 179
Unit 20: Technology and the future Focus on speaking 190
Acknowledgements 198
Digital resources
The following items are available on Cambridge GO. For more information on how to access
and use your digital resource, please see inside front cover.
Approaches to learning and teaching:
• Active learning
• Assessment for learning
• Developing learning language skills
• Differentiation
• Improving learning through questioning
• Language awareness
• Metacognition
• Skills for life
Skills mapping
Sample answers for extended writing tasks
Unit tests and mark schemes
Writing marking criteria
Speaking marking criteria
Practice exam-style papers and mark schemes
Coursebook answers
Workbook answers
Speaking skills video worksheet answers
Workbook audioscripts
Audio for the Coursebook
Audio for the Workbook
Unit 4 project: Cycle safety text

iv
HOW TO USE THIS SERIES
How to use this series

All the components in the series are designed to work together.
Coursebook with digital access The Coursebook is designed for students to use in class with guidance
from the teacher. It offers complete coverage of the Cambridge
IGCSEtm and IGCSEtm (9–1) English as a Second Language syllabuses
(0510/0511/0991/0993) for examination from 2024. Twenty topic-based units
engage students and help them to develop the necessary reading, writing,
speaking, listening and grammar skills. Each unit contains opportunities to
check progress, with reflection and self-assessment features.
A digital version of the Coursebook is included with the print version and is
available separately. It includes the videos and audio as well as simple tools
for students to use in class or for self-study.
Workbook with digital access The write-in Workbook provides further practice of all the skills presented
in the Coursebook and is ideal for use in class or as homework. It provides
three tiers of grammar practice to ensure that every student is supported.
A digital version of the Workbook is included with the print version.
Teacher’s Resource with digital access The Teacher’s Resource provides everything teachers need to deliver the
course, including suggestions for differentiation and formative assessment,
audioscripts, answers, sample answers and unit tests. Each Teacher’s
Resource includes:
• a print book with detailed teaching notes for each unit
• digital access with all the material from the book in digital form
plus extra downloadable resources and audio.
There are two additional components that have not been through the Cambridge Assessment International Education
endorsement process:
Cambridge IGCSEtm English as a Second Language Exam Preparation and Practice
Cambridge IGCSEtm English as a Second Language Practice Tests
More information is available on cambridge.org/education/subject/english

v
How to use this

Teacher’s Resource
This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content
in our Cambridge IGCSE™ English as a Second Language resources, as well as answers for all the activities in
the Coursebook. 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 inside front cover.) See the Contents
page for details of all the material available to you, both in this book and through Cambridge GO.
Teaching notes
This book provides teaching notes for each unit of the Coursebook and links to supporting activities in
the Workbook where relevant. The teaching notes offer guidance on delivering the unit. They contain the
following features:
• A Unit overview, which explains the main focus of the unit.
• A set of Learning intentions alongside a list of Coursebook activities that provide an opportunity for students
to demonstrate that they have achieved the learning intention.
• A Skills for life feature identifying opportunities to develop the six areas of competency in the Cambridge
Framework for Life Skills.
• Information about Common misconceptions and how these can be identified and overcome.
• Guidance through all the activities in the Coursebook, including the projects. Answers to all activities
are included.
• Guidance on using the Digital Coursebook videos.
• Differentiation suggestions, with ideas for supporting and challenging students.
• Links to the Tip boxes and Reflection boxes in the Coursebook, providing additional information where relevant.
Tests and sample answers

Through Cambridge GO, you can download test materials to provide students with opportunities for consolidation
and additional exam-style practice. The materials include:
• Unit tests and answers: There is a test for each of the 20 units in the Coursebook, along with a mark scheme.
Each test covers all four skills: reading, writing, listening and speaking. The unit tests can be used for formative
assessment – you can use them to identify areas where students are less or more confident and then use this to
inform your teaching plans.
• Sample answers for extended writing tasks: Sample answers with accompanying commentary are provided for
the exam-style writing tasks in the Coursebook.
• Practice exam-style papers and mark schemes: There are reading and writing, listening and speaking practice
exam-style papers. These practice exam-style papers and related mark schemes have been written by the authors.
In examinations, the ways marks are awarded may be different.

vi
HOW TO USE THIS TEACHER'S RESOURCE
Audio
You can download all the audio and accompanying audioscripts for the Coursebook and Workbook.
Suggested general teaching approaches

The teaching ideas in this Teacher’s Resource offer specific guidance and suggestions for how to work through
every Coursebook activity. However, below are some ideas for more general approaches you can take as you
work through the Coursebook.
Learning intentions: Start every unit by focusing for a few minutes on the learning intentions, making sure that
students understand what they will be able to do by the end of the unit. Point out that every unit concludes
with a Check your progress section, which links to the learning intentions. Students will be asked to rate how
confident they feel about each point and to identify a personal goal.
Word lists: Word lists can be a useful tool for learning and revision. At the start of each unit, encourage students
to start a word list document where they can collect topic vocabulary over the lessons. Recording the words and
their definitions, and using them in context, will help students to expand their vocabulary, and the word lists
will form valuable prompts when students practise speaking. If appropriate, ask students to think of equivalent
words or phrases in their own language and to discuss these with their classmates. This will reveal similarities as
well as differences in what words mean in English, and this is also an engaging activity for students.
Section A: The first section in every unit is called Watch and talk. Students watch and listen to a documentary-
style video that focuses on the unit’s main topic. The videos are available from the Digital Coursebook. At the
end of the video there is a task to carry out. These tasks will be quite broad in scope, usually asking students
to make notes rather than answer comprehension questions. Afterwards, students have the chance to talk to
each other about the task, and to introduce their own ideas about the topic. This section provides an important
introduction to the unit.
Speaking skills videos appear in Units 5, 10, 15 and 20. These videos and their accompanying worksheets are
available from the Digital Coursebook. The aim of the worksheets is to provide students with tasks that help
them to improve their general speaking skills, also needed in many speaking exams.
Students are presented with a speaking task and complete it either on their own or in pairs. They then watch a
video of students doing exactly the same task. This will give your students a model of how to approach these
tasks. Students are encouraged to assess the performances of the students in the videos, followed by an exercise
focusing on the key vocabulary needed to develop the necessary speaking skills. Finally, students are asked to
repeat the first task to see if their performance has improved. By repeating the same task, it is easier for students
to focus on, and practise, the required speaking skills and the target language, as they have already thought of
what to say (i.e. the content) the first time they did the task. This also gives them an opportunity to see how
much they have improved and to build their confidence. In addition, by encouraging students to reflect on their
own performance, their strengths and weaknesses, students will increase their learning autonomy and will gain
the necessary tools to continue their learning outside the classroom.
At the end of each worksheet, there are extra talking points. These can be used in the following ways:
• as extension activities with the whole class for further practice
• as differentiation activities for more confident students
• as warm-ups at the start of the following lesson to provide revision or a link between two lessons.
• as formative assessment tasks to check students’ progress.
Projects: Towards the end of every unit is a project. The purpose of the project is to give students a chance to
demonstrate their broader language skills and topic understanding, and to further develop the six skills for life:

vii
• Creativity – finding new ways of doing things, and solutions to problems

• Collaboration – the ability to work well with others
• Communication – speaking and presenting confidently and participating effectively in meetings
• Critical thinking – evaluating what is heard or read, and linking ideas constructively
• Learning to learn – developing the skills to learn more effectively
• Social responsibilities – contributing to social groups, and being able to talk to and work with people from
other cultures.
You may decide not to use the project in every unit. However, it would be beneficial for students to complete
at least two projects in each of the four Coursebook parts, or at least three each term. The projects promote
independent learning alongside collaborative work, and encourage problem solving and critical thinking, as
well as time management. The projects also provide you with chances for more differentiation in the classroom,
by allocating different project roles to different students, depending on their confidence and needs.
While a minimum of 60 minutes is suggested for each project, you may decide to extend this time and to have
students complete some of the stages outside the classroom. For example, stages that require students to
investigate or research, or to interview someone, can be quite time-consuming and would therefore be better
done for homework. It is important, however, that enough classroom time is available for students to present
their work, and for others to evaluate and give feedback.
Each project begins with putting students into pairs or small groups and allocating roles. It makes sense for
students to work with different partners during their course, and to take on different roles, so that they can
better develop the six skills for life. With this in mind, it is a good idea for you to keep a record of who works
with who, and what their roles are, for each project. Then in subsequent projects you can change the group
members and their roles.
In many of the projects there is a suggestion for students to audio or video record themselves. This does not
have to be high-quality and can be done on a mobile phone. The purpose is to give students the chance to listen
(and see) themselves, so that they can self-evaluate, recognise their strengths, and think about ways to improve
their performance.
Exam-style questions: The exam-style questions at the end of each unit are a good opportunity to apply
assessment for learning techniques in response to your students’ individual needs.
Glossaries: Most texts in the Coursebook include a glossary, to help students understand more challenging
vocabulary. The words in the glossary are likely to be B2+ level or above.
Workbook: Each unit in the Workbook is split into three sections:
• Vocabulary focus: This section offers activities that practise the vocabulary students will come across in
the whole unit. You can use these wherever you feel is appropriate, either to accompany vocabulary-based
activities in the Coursebook or at the end of the topic for consolidation of student’s vocabulary learning
throughout the unit.
• Language focus: This section provides additional activities to support the specific language and grammar
point in the Language focus feature in the Coursebook. The activities here should be used when the
Coursebook feature is being explored, and can be set in class for fast finishers or for homework for all
students. The activities in this section of the Workbook are split into three sections – Foundation,
Practice and Challenge – to allow students to build their understanding and to allow teachers an
opportunity for differentiation.
• Skills focus: The Workbook activities here support the key skills focus of the Coursebook – reading,
writing, speaking or listening (sometimes two key skills are covered). They can be introduced to students
at any appropriate point in the lesson for support or practice, or as homework.

viii
INTRODUCTION
Introduction
This Teacher’s Resource supports the Cambridge IGCSE™ English as a Second Language Coursebook, sixth
edition. The Coursebook is divided into 20 units, each one focusing on particular aspects of the Cambridge
IGCSE™ and IGCSE™ (9–1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination
from 2024.
Speaking skills are integrated throughout the Coursebook and are practised through discussion work in pairs
and groups, as well as in role plays and specific tasks. While it is probably best to follow the units consecutively,
there is no reason why you should not focus on a particular language skill or exam-style question, and then
move to different parts of the Coursebook. When practising speaking, it is best if the same person is not the
interviewer all the time, so that students become more confident in speaking with different people.
The Coursebook material becomes progressively more demanding, with more advanced reading and listening
texts in the second half of the book. The Workbook provides plenty of additional vocabulary, grammar
and skills practice, which can be set for homework, for early finishers or for practice outside the classroom.
The grammar exercises are differentiated to provide varying levels of support and challenge. The exam-style
questions at the end of each unit could be used in class to give students practice in working under exam
conditions, so follow the advice on time limits given in this Teacher’s Resource. You will also find answers
for the exam-style questions and the extended writing tasks.
The progressive step-by-step approach of the Cambridge IGCSE™ English as a Second Language course,
including all the speaking, reading, writing and listening tips, will help to build students’ confidence in all the
main skills areas. The Reflection activities will improve and develop students’ study skills and help them to
understand how to become more successful, not only in learning but also in real-life situations.
For each activity, suggestions are made about whether students should work in pairs, in groups, or as a whole
class. These suggestions are offered only as a guide, as the number of students and the time available will
affect the best approach. However, it is a good strategy to include activities with different group sizes within
each lesson, as this offers variety and gives students the chance to interact in different ways. There are also
opportunities for students to work alone, which is just as important as collaborating with others.
To promote confidence, try not to interfere too much when students are working. However, monitor and provide
support if it is requested, or if you can see that students need it. You can, of course, make notes to deliver as
feedback once students have completed the activity.

ix
Approaches to
learning and teaching
The following are the teaching approaches underpinning our course content and how we understand and
define them.
Active learning
Active learning is a teaching approach that places student learning at its centre. It focuses on how students learn,
not just on what they learn. We, as teachers, need to encourage students to ‘think hard’, rather than passively
receive information. Active learning encourages students to take responsibility for their learning and supports
them in becoming independent and confident students in school and beyond.
Assessment for Learning

Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used to improve
students’ performances. Students become more involved in the learning process and, from this, gain confidence
in what they are expected to learn and to what standard. We, as teachers, gain insights into a student’s level of
understanding of a particular concept or topic, which helps to inform how we support their progression.
Differentiation
Differentiation is usually presented as a teaching approach where teachers think of students as individuals and
learning as a personalised process. While precise definitions can vary, typically the core aim of differentiation
is viewed as ensuring that all students, no matter their ability, interest or context, make progress towards their
learning intentions. It is about using different approaches and appreciating the differences in students to help
them make progress. Teachers therefore need to be responsive, and willing and able to adapt their teaching to
meet the needs of their students.
Language awareness
For many students, English is an additional language. It might be their second or perhaps their third language.
Depending on the school context, students might be learning all or just some of their subjects through English.
For all students, regardless of whether they are learning through their first language or an additional language,
language is a vehicle for learning. It is through language that students access the learning intentions of the lesson
and communicate their ideas. It is our responsibility, as teachers, to ensure that language does not present a
barrier to learning.

x
APPROACHES TO LEARNING AND TEACHING
Metacognition
Metacognition describes the processes involved when students plan, monitor, evaluate and make changes to
their own learning behaviours. These processes help students to think about their own learning more explicitly
and ensure that they are able to meet a learning goal that they have identified themselves or that we, as teachers,
have set.
Skills for Life

How do we prepare students to succeed in a fast-changing world? To collaborate with people from around the
globe? To create innovation as technology increasingly takes over routine work? To use advanced thinking skills
in the face of more complex challenges? To show resilience in the face of constant change? At Cambridge, we are
responding to educators who have asked for a way to understand how all these different approaches to life skills
and competencies relate to their teaching. We have grouped these skills into six main Areas of Competency that
can be incorporated into teaching, and have examined the different stages of the learning journey and how these
competencies vary across each stage.
These six key areas are:
• Creativity – finding new ways of doing things, and solutions to problems
• Collaboration – the ability to work well with others
• Communication – speaking and presenting confidently and participating effectively in meetings
• Critical thinking – evaluating what is heard or read, and linking ideas constructively
• Learning to learn – developing the skills to learn more effectively
• Social responsibilities – contributing to social groups, and being able to talk to and work with people from
other cultures.
Cambridge learner and teacher attributes

This course helps develop the following Cambridge learner and teacher attributes.
Cambridge learners Cambridge teachers

Confident in working with information and Confident in teaching their subject and
ideas – their own and those of others. engaging each student in learning.
Responsible for themselves, responsive to Responsible for themselves, responsive to
and respectful of others. and respectful of others.
Reflective as learners, developing their Reflective as learners themselves,
ability to learn. developing their practice.
Innovative and equipped for new and future Innovative and equipped for new and future
challenges. challenges.
Engaged intellectually and socially, ready to Engaged intellectually, professionally and
make a difference. socially, ready to make a difference.
Reproduced from Developing the Cambridge learner attributes with permission from Cambridge Assessment
International Education.
More information about these approaches to teaching and learning is available to download from
Cambridge GO (as part of this Teacher’s Resource).

xi
The Cambridge
English Corpus
The Coursebook is informed by the Cambridge English Corpus – a multi-billion word collection of examples
of spoken and written English. We use our corpus to answer questions about English vocabulary, grammar
and usage. Along with this, we collect and analyse student writing. This allows us to clearly see how students
from around the world are similar and different in how they acquire and use language. These insights allow
us to provide tailored and comprehensive support to students at all stages of their learning journey.
Where you see this icon, the content has been informed by the Cambridge English Corpus:

xii
1 Sports and free time

Unit overview
In this unit, students will explore the topic of sports and vocabulary and specific language structures, and use
free time. The main focus is on developing skimming these in both writing and speaking activities. In the
and scanning reading skills, so that students can project, students will work in pairs to create a display
respond to text-based questions with short or single- about leisure activities.
word answers. Students will also focus on topic-based
Learning intentions Check for success
Students will be able to:

understand and use a range of vocabulary related to Activities B1–4
the topic of sport and leisure activities
understand and use verbs followed by the -ing form Activities C1–6; Language focus
and to + infinitive
communicate ideas in speech by making suggestions Activities C1–6; Project
and expressing preferences
understand the difference between skimming and Sections D and E; Exam-style question
scanning, and use both techniques
identify and select information from a personal blog Sections D and E
and an online article about sports and pastimes
SKILLS FOR LIFE: LEARNING TO LEARN
It is important for students to continue learning In this unit, the Reading tip in Section D (about
new skills and acquiring knowledge throughout skimming and scanning) is the first of many
their education and beyond. The aim of this course that help students to identify and use effective
is to focus as much on the skills of learning (how) as learning techniques and strategies (competency
on the outputs of learning (what). Within the area 4). Do not skip over these tips, but focus on them
of Learning to learn there are six key competencies: with students, checking that they understand
1 developing skills for participating in learning their importance and relevance to their learning.
Skimming and scanning are essential sub-skills that
2 taking control of one’s own learning
support reading comprehension, and all students
3 reflecting on and evaluating one’s own learning should be confident in using them. Whenever
success students read a text for the first time, remind them
4 identifying and using effective learning about skimming and scanning, and of the need
techniques and strategies to read quickly to get a general overview of text
5 making notes, storing and retrieving information content and to find details and key information.
6 managing exam preparation.

1
A Watch and talk (15 minutes) Answers: The pictures show: 1 squash racket and
1 Whole class ball; 2 someone solving a Rubik’s Cube; 3 young
people watching something on a tablet; 4 family
Explain to students that they are going to watch a
1A playing a board game; 5 people at a sports match.
documentary-style video that focuses on the unit’s
main topic – sports and free time. Use this video to
introduce: 2/3 Pairs, then whole class
• the subject of sports and leisure activities Students continue working in pairs to respond
to the questions in Activities B2 and B3. There
• the language of preference are no right or wrong answers, but encourage
• verb + infinitive / verb + -ing. students to give reasons for their responses.
Read the title screen and ask students what they Then come together as a class to share feedback.
think they might see. Then play the video, pausing If appropriate, take a class poll for Activity 2 and
to check students’ predictions and discuss what put the results on the board for everyone to see.
is being shown. The main differences are: sports 4 Alone, then pairs, then whole class
vs activity; individual vs team; competition vs Working alone, students add their own ideas to
collaboration (working together). the table. When they have completed the table, ask
Discuss the questions on the end screen. Note students to compare their lists in pairs, identifying
that each question is differentiated. Most students similarities and differences. In class feedback,
should be able to list different sports and activities encourage students to talk about their partner’s
and express likes/dislikes with support. You ideas as well as their own, to give them practice in
can take the opportunity to revise the names of using the third person singular.
different sports and activities. More confident Differentiation:
students will be able to offer more extensive reasons
for their preferences. Support: Tell students that they only need to add
two or three ideas to the table, and suggest that they
Take note of how fluently students can manipulate use some ideas from Activities B1 and B2 if they
like, prefer, try, etc. + to infinitive and verb + -ing. need to.
Challenge: Ask students to write complete sentences
B Speaking and vocabulary in the table rather than notes. Encourage students
(30 minutes) to think of alternative verbs for like and dislike in
1 Pairs, then whole class their sentences.
When students write down the words or phrases
they know in response to this type of activity, do
Language focus: Verbs followed by
not worry too much about language accuracy, other verbs (30 minutes)
as this may create a barrier to creativity. Use the This Language focus feature will help students with
questions What are the people doing? or What can several activities in the rest of the unit, so ensure that
you see in the picture? to promote discussion in all students understand the patterns and meanings
English. Offer help to students with derivatives described here. The focus is on verbs that can be
of words, e.g. relaxing – relax, relaxed, relaxation. followed by a second verb, either the present participle
Depending on responses, provide more support if (verb + -ing) or the infinitive (to + verb).
necessary. Be ready to give key words and phrases
(see answers). Before students start the activities, display the
information in the Language focus feature on the board
When students have finished, take class feedback. and go through the structure and example for each verb
There are no right or wrong answers, so encourage group. There are five activities, but it is not necessary
all students to participate. (Note: You can easily for all students to complete all five. Allocate activities
adapt this style of activity for other contexts according to students’ needs and confidence.
by providing students with a range of different
photos. Activities like this prompt students to recall
associated vocabulary.)

2
1 Whole class Differentiation:

Read the two sentences in Activity 1 to the class. Support: Reduce the number of sentences students
Ask the following three concept-checking questions need to write (perhaps just one or two per column)
(CCQs) to elicit the answers: and/or provide gapped sentences for students to
complete using the appropriate verb.
1 When does I remembered take place in both
sentences? (in the past) Challenge: Ask students to write more sentences or
to find more verbs for each column.
2 Which sentence means that the speaker did not
forget to do something? (the second sentence) 5 Pairs, then whole class
This is a challenging activity, so allow students to
3 Which sentence means that the speaker work with a partner for support. Do at least the first
had a memory of doing something? (the verb as an example – more if you feel it is necessary:
first sentence)
• I hate eating shellfish.
2 Alone, then pairs • I hate to eat shellfish.
Ask students to create a table like the one in the
Coursebook, with space to write their answers in. There is no change in meaning, and either form can
They should work alone to fill in the table with be used.
the underlined verbs from sentences a–l. One • Maria forgot to meet her friend.
example is given (avoided), but give one or two • Maria forgot meeting her friend.
more examples if necessary. Allow students to
check their answers in pairs. Here, the two sentences have different meanings.
In the first, Maria did not meet her friend because
Answers: she forgot to do it. In the second, Maria has no
verb + -ing: avoided; begin; denied; discuss; enjoy; memory of meeting her friend (that is, she has
suggested forgotten that she met her friend).
to + infinitive: afford; permitted; arranged
noun + to + infinitive: advised; taught; urged Example answers:
• Adnan regrets telling Peter to go.
• Adnan regrets to tell you that Peter cannot go.
3 Pairs, then whole class The two sentences have different meanings: 1) Adnan
If students have access to reference sources, they feels sorry about telling Peter to go; 2) Adnan is
can do this activity in pairs; if not, do this as a telling you something now, and is sorry about it.
whole-class activity, asking students in which • She starts screaming when she’s hungry.
column each verb should go. Confirm their answers • She starts to scream when she’s hungry.
before asking students to add the verbs to their There is no change in meaning, and either form can
own copies of the table. Point out that some verbs be used.
(demand, dread and recommend) will fit in more • Samira tried opening the window.
than one column. • Samira tried to open the window.
The two sentences have different meanings:
Answers: 1) opening the window was one thing Samira did;
verb + -ing: consider; dislike; dread; mind; she may also have done other things (e.g. opening
recommend; miss; resent the door); 2) Samira attempted to open the window
to + infinitive: demand; dread; threaten but was unsuccessful.
noun + to + infinitive: allow; demand; force; • Fabio continued to run very fast.
recommend • Fabio continued running very fast.
There is no change in meaning, and either form can
4 Alone, then pairs be used.
Students practise using the verbs in their own
written sentences. When they have completed their There are activities in the Workbook to support this
sentences, they should share them with a partner to Language focus. These can be used for homework, in
check for accuracy. the classroom for early finishers or for students who
need extra practice.

3
Common misconceptions
Misconception How to identify How to overcome
1. Students often miss out The Language focus feature 1. Ask students to practise
the word to when using verbs focuses on verbs followed by speaking in pairs, with a third
followed by to + infinitive: other verbs. Check answers to person listening out for any
Incorrect: I hope hear from all the activities in the feature for instances where to is missed out.
you soon. signs of these errors. The third person should hold up
their hand to alert the speaker
Correct: I hope to hear from
whenever they identify the error.
you soon.
2. Give each student two pieces
2. Students may also incorrectly
of paper. Ask them to choose a
use the to infinitive and the -ing
verb and write the to infinitive
form together:
form on one piece of paper and
Incorrect: We will spend time to the -ing form on the other. Ask
go shopping. students questions that they need
Correct: We will spend time to answer using their chosen
shopping. verb; they should respond and
then hold up the form of the verb
that they used, e.g. for the verb
shop, they would write to shop
and shopping. If you ask What
activity do you enjoy?, they would
answer I enjoy shopping and
hold up the ‘shopping’ piece of
paper. This should reinforce the
understanding that the forms are
mutually exclusive.
C Speaking: Making suggestions 01

Maria: Hi Christos, how are you?
and expressing preferences
(70 minutes) Christos: Hey Maria, I’m really great – what
about you?
1 Alone Maria: Everything’s fine! Why don’t we go to
Explain to students that they are going to listen the shopping centre later? I want to
to a short exchange between two friends, in which get some new trainers.
they make suggestions and express preferences. Ask
Christos: Yes, we could do that, but I’d rather
students to give you some examples of both types
go at the weekend. Can you wait
of expression and write these on the board. Then
until then?
play the audio while students list the expressions
the speakers use to make a suggestion or show a Maria: I’d prefer to go today, but I suppose
preference. Students can also check if any of their so. Why?
own ideas are used in the conversation. Christos: Well, I get paid for my part-time job
tomorrow so I’ll have some money
Answers: to spend.
Making a suggestion: Why don’t we; let’s; what
Maria: Fair enough! So let’s go at the
do you think about; I suggest; Would you like to
weekend instead. But what are we
Expressing a preference: I’d rather; I’d prefer;
going to do today? To be honest,
To be honest

4
I really don’t want to do anything Answers:

that involves spending money!
Making a Expressing a
Christos: OK, so what do you think about suggestion preference
seeing if Pavlos and Giulia are free?
infinitive Why don’t we go to I think we
Maria: Good idea, but I have a feeling they the cinema? should go to
might be away for a few days with the cinema.
their parents. I suggest we give them Can’t we go to the
a call to check. cinema? I’d rather go to
I suggest we go to the cinema.
Christos: Would you like to do that? I’m out
the cinema.
of credit.
Let’s go to the
Maria: Surprise, surprise! cinema.
to + Would you like to go I’d prefer to go

2/3 Alone, then pairs infinitive to the cinema? to the cinema.
After listening, students look at the audioscript in I’d like to go to
Appendix 3 of the Coursebook, find the underlined the cinema.
phrases and check they have them in their table.
Then, in pairs, they should think of more ways of
-ing I suggest going to I don’t feel like
making suggestions and expressing preferences
form the cinema. going to the
and add them to the table. Do not worry about
What do you think cinema.
corrections at this stage.
about going to the
Language tip: Suggestions and preferences cinema?
This important tip highlights the grammatical Do you feel like
structures used after making a suggestion or expressing going to the cinema?
a preference. Draw students’ attention to the three
possibilities listed:
• phrase + infinitive
Speaking tip
• phrase + to + infinitive
The Speaking tip points out that we usually give a
• phrase + -ing form. reason for a preference or a suggestion, in order to
After reviewing the Language tip, ask students to explain our choice. Ask students to look again at the
close their Coursebook and try to remember which audioscript of the conversation between Maria and
phrases are followed by which ending. More confident Christos and identify the reasons that they give.
students could work with all three endings, while for 5 Pairs, then whole class
less confident students you could allocate just one
You can pair students in various ways for this
phrase + ending.
activity. Offer support for less confident students
4 Alone by pairing them with a more confident partner
Students study the verb pattern in each of the (make sure the more confident student does not
phrases listed. When they have decided which dominate the conversation). You could also give
pattern each phrase contains, they should write the role of the person making the suggestion to a
it in a copy of the table in the correct column. less confident student and the person responding
to a more confident student. There are no ‘right’
answers, so allow students to speak freely without
interruptions or corrections. Take class feedback
once students have finished.

5
6 Alone, then whole class 2 Alone

Allow 30 minutes for this presentation. It is a This activity gives students some examples of the
demanding activity, but it is extremely useful. types of information they may be looking for when
Students prepare a short speech to deliver to skim reading a text. Ask students to skim the text,
the class, then respond to questions from other then give them 15 seconds to respond to parts a–d.
students about the content of their presentation.
Allow sufficient planning and preparation time, Answers: a seven; b paragraphs 3, 4 and 5;
and provide guidance where needed. If you have a c picture 1; d A winner at all costs
large number of students, put them into groups of
three or four so they can present to other members 3 Whole class
of the group instead of having everyone present to
the whole class individually. As a class, discuss how students found the answers
for Activity D2. Encourage them to be specific
Differentiation: about the reading skill(s) they used. They should
Support: Students could work in groups of up to note that they did not read every word in the
three, with one confident student and two others. text but instead read quickly to identify the main
They can all be involved in the preparation – information and ideas.
writing down ideas, making a mind map, thinking
4 Alone
of reasons for suggestions and preferences, etc. The
speech itself could be delivered by all members of In this activity, students listen as you read 12 words
the group, with different students taking on more or and phrases from Text 1.1 (see below). As you
less of the task. If there are visuals to support the read the phrases, students should underline them
content, students could be involved by displaying on a copy of the text. Before you start, explain
and/or explaining these. During the questions at that students will hear the words in the same
the end, one student could field (but not answer) order that they appear in the text. Read the
the questions. following words: 1 professional; 2 unfamiliar;
3 opponent; 4 suffering; 5 determined; 6 promise
Reflection to; 7 movements; 8 marketing; 9 discipline;
Encourage students to reflect on their performance – to 10 association; 11 inspire; 12 generation.
identify what went well (WWW) and how it could have 5/6 Groups of three
been improved (EBI – ‘even better if . . .’). Check that
Put students into groups of three and ask groups
students have written down one thing to do differently
to split the 12 words from Activity D4 between
next time.
them, so they take four each. They then identify
the definitions from the box for their four words.
D Reading 1 (60 minutes) Remind them that there are four definitions that
Before reading they will not use. Students then share and discuss
their choices.
1 Pairs, then whole class
These pre-reading discussion questions are designed Answers: professional = describing activities that
to get students thinking about how they read a need special training; unfamiliar = not known
text and to encourage them to discuss ideas in to you; opponent = someone you play against in
English. There are no right or wrong answers, and sport; suffering = experiencing in a negative way;
it would be better not to correct students if they determined = wanting to do something very much;
make mistakes at this point. During class feedback, promise to = a decision to definitely do something;
explain that when we read for pleasure, we often movements = changes of position; marketing =
read in a different way to when we are trying to encouraging people to buy things; discipline =
find something quickly in a text. Draw students’ personal control; association = a group; inspire =
attention to the Reading tip, which explains the encourage and motivate; generation = age group;
differences between skimming and scanning. not used: a target or goal; totally; to get better at
something; an approach or technique

6
While reading discussions and encourage them to refer to these

during whole-class feedback.
7 Alone
Differentiation:
Students look at Text 1.1 more closely and identify
where the information listed in a–g is located in the Support: There is no need for all students to
text. Encourage students to read quickly and not to respond to all the questions here. Differentiate
worry about understanding everything in the text at by giving fewer or less challenging questions to
this point. The aim of this activity is to reinforce the different students. Removing Why? after a question
importance of and to give practice in fast reading. can also reduce the challenge.
Answers: a 6; b 2; c 1; d 7; e 2; f 5; g 4 E Reading 2 (60 minutes)

Before reading
8 Pairs
1 Alone
Students work in pairs, asking and answering
questions a–g. Note that they should not write The five words in this activity are challenge words
anything down yet, in order to encourage them to taken from Text 1.2, which students will read for
talk to each other about their answers and to think Activity E3. Students should work alone to check
about any changes they may want to make. Remind their understanding, then fill in the gaps in sentences
students that the words in bold in the text are a–e. They can check their answers with a partner, or
explained in the glossary. you could do whole-class feedback. There is further
practice on these words in the Workbook, which can
Answers: be set as homework for consolidation or used at this
a a sport (to add to her fitness regime) point in class if there is time.
b one from: both sports use a racquet/a ball; can be
played by two players/four players Answers: a feat; b hence; c pastime; d monetary;
c about 20 million e regardless
d two from: burn plenty of calories; mentally
intense; physically intense 2 Pairs
e she was a beginner/not very good Refer students back to the picture of someone
f in 2020 at a Professional Squash Association event solving a Rubik’s Cube in Section B as they discuss
g to inspire next generation (of women athletes) and answer questions a–c here. It does not matter
if students are unsure about the answers to the
9 Pairs, then small groups questions – they can check as they read the text
Before students write their answers to the questions in the next activity.
in Activity D8, ask them to read the Writing tip, 3 Alone
which reinforces the point that it is not necessary
Ask students to quickly read Text 1.2 and check
to write long answers for many reading activities.
their ideas from Activity E2.
It also draws students’ attention to the importance
of including symbols or units of measurement
Answers: a 1980; b solving a Rubik’s Cube in the
in their answers, if required. Students then work
fastest time possible; c less than 3.5 seconds
in pairs to write down their answers to a–g from
Activity D8, keeping them short but specific.
When they have finished, two pairs should join While reading
up to discuss their answers in groups of four. 4 Alone
After reading This activity gives students more practice in
10 Groups of four, then whole class reading quickly. Set a realistic time limit depending
on the confidence of your student group (up to
Monitor the discussions for this activity and two minutes).
provide general feedback, highlighting any
particular issues that students may have. Answers: a 4; b 5; c 1; d 3
Ask students to take brief notes during their

7
5 Alone, then pairs and family. It is important for students to have

Students look at the text more carefully to find the opportunities to work alone as well as in pairs and
information, then rewrite the sentences so that they groups, to help them become more confident about
are correct. They can compare answers in pairs their own abilities.
when they have finished. 3 10 minutes: Students share their ideas with their
partner, then discuss them in order to reach a
Answers: final list of seven ideas. Encourage students to
a More than one billion people have played with a give reasons for their decisions about which ideas
Rubik’s Cube. to cut, and to make notes recording their choices
b Some people try to discover the minimum number and reasons. This will help students to practise
of moves required to solve a cube. topic vocabulary as well as phrases for making
c The fastest solvers in 19 countries competed in suggestions and giving reasons, using both speaking
1982. and note-making skills.
d A Rubik’s Cube is cheap if you buy it online.
e You do not need to solve a cube quickly in order 4 15 minutes: Students then present their ideas to the
to join a competition. rest of the class, either in the form of a classroom
poster or an online post, depending on the resources
and technology available. Encourage students to
After reading read each other’s lists and to listen to each other’s
6 Pairs, then whole class presentations, and to compare the content with their
Monitor students’ discussions and provide own. While the whole project provides students
general feedback, highlighting any particular with practice in all the six skills for life, this stage in
issues. Encourage them to take brief notes and particular supports students’ communication skills.
to refer to these during class feedback after the 5 15 minutes: Finally, students compare their ideas.
pair discussions. Point out that Activity 6c requires They should consider and discuss the two questions
students to refer back to both texts they have read in the Coursebook, and agree on any conclusions.
in this unit. Use whole-class feedback to bring all the ideas
together.
Project: Create a display on leisure
activities (60 minutes) Students speak (25 minutes)
For this project, students will imagine how famous or In this section, students watch some students talking 1B
successful people spend their leisure time. Read the about their free time. Before watching, ask students
introductory information as a class, so all students to quickly recall their own ideas from the unit about
understand what they will be doing for this project. things they enjoy and do not enjoy doing in their free
time. They will practise this more after watching the
1 10 minutes: Introduce the focus of the project: how video. Review the questions in Activity 1, then play
successful people spend their free time. Ask students the video. As students watch, they should respond to
to discuss in pairs what they think success means, part a. If appropriate, pause the video to allow students
and how people become successful. Elicit examples to write their notes and for checking, before moving on
of successful people. This will help students to recall to the next student in the video. Students then check
vocabulary from the unit as they work through the their answers in pairs and discuss their own free-time
project. activities for Activity 1b.
2 10 minutes: Students work alone to create a list Prepare students to watch again by previewing the
of six things that they think are important for questions in Activity 2. Play the video, then do whole-
successful people, e.g. doing physical exercise. class feedback to check answers and understanding.
If students are able to provide reasons for their
choices, encourage them to do so; if they struggle Exam-style question (40 minutes)
to think of ideas, give them some choices, e.g.
successful people might read, take classes, volunteer, Give students 20 minutes to read the text and answer
network, have hobbies, spend time with friends the questions independently before going through the

8
answers as a class. Get different students to volunteer Check your progress (10 minutes)
their answers, then ask everyone to find the answers in
Text 1.3. Make a note of any questions that students Ask students to reflect on their progress by completing
found challenging and try to elicit why this was – did the Check your progress table independently and then
they struggle with particular vocabulary or grammar, setting themselves a personal goal. A typical personal
or did the students find it difficult to record their goal might be: I need to do more speaking practice so
answers? Decide how you will address this issue that I can make suggestions more confidently, or One
(perhaps as homework or in the next lesson). area I should improve in is reading texts more quickly.
Be ready to encourage students and to provide
Answers: solutions if they have indicated scores that suggest
1 in the main Market Square (opposite the City Hall) low confidence.
2 Sunday
3 the food, arts and crafts market
4 vegetarian food
5 the Christmas period
6 Any three from: reputation for quality; reasonable
prices; improved public transport; the opportunity to
talk to the makers of the products.
If students need more practice with skimming and

scanning, set them the Skills focus: Reading activities
in the Workbook.

9
2 Digital life
Unit overview
In this unit, students will read several short texts on the reading text, and learn more about using adverbs.
topic of digital life and answer questions about them In the project at the end of the unit, students will
to identify which text contains particular information. conduct a class survey about digital entertainment.
They will also practise making effective notes on a

understand and use a range of vocabulary related to Activities B1–8
the topic of digital entertainment
understand the requirements of a multiple-matching Activity C3
activity and select relevant information in response
to one
understand the connections between their own ideas Activity D5
and opinions and those in an online article
understand the different ways in which adverbs can Language focus
be used, and use them in different combinations
make effective notes on a reading text Activities D6–11
SKILLS FOR LIFE: COLLABORATION
Asking students to work in pairs or groups provides Throughout the course, students are encouraged
opportunities for them to practise language; to collaborate, in pairs or in groups of varying
however, it also helps them develop a key 21st- sizes. It is likely that students will speak to their
century skill: collaboration. Collaborating with classmates during lessons without being asked
others has several advantages: to do so, and while this should be encouraged,
• It reduces the workload on individuals. it is important to make sure that communication
and collaboration are done in English and remain
• It allows them to benefit from other people’s
on task. Giving clear instructions is an important
knowledge and experiences.
step here.
• It increases creativity levels.
The project at the end of this unit will give students
• It provides better-quality outcomes and a chance to practise all three key collaboration
solutions. competencies, but particularly managing the sharing
There are three key competencies within the area of tasks (competency 3). Note that this competency
of collaboration: is important in all activities where students are asked
1 taking personal responsibility for one’s own to work with others. When students move into pairs
contribution to a group task or groups, ask them to think about how they are
going to manage the sharing of tasks, such as their
2 listening respectfully and responding
individual roles (timekeeper, notetaker, leader, etc.),
constructively to other’s contributions
as well as what outcomes for the task or project they
3 managing the sharing of tasks in a project. are trying to achieve.

10
2 Digital life
A Watch and talk (15 minutes) a list for Activity B3. Again, there are no right or
wrong answers, but monitor students’ discussions
1 Whole class to make sure they are on task and encourage them
Explain to students that they are going to watch a to give reasons for their choices. When everyone is
2A documentary-style video that focuses on the unit’s ready, get different pairs to tell the rest of the class
main topic – digital life. Use this video to introduce: their ideas, and to share and compare their lists.
• the subject of digital activity and various 4 Small groups
words and phrases related to it If time is short, you could give students a time
• the different ways that adverbs can be used. limit for each of the four questions, to make sure
they do not spend too long on a single question.
Read the title screen and ask students what
Alternatively, divide up the questions between
they think they might see. Then play the video,
different groups so that each group does not deal
pausing to check students’ predictions and
with all four parts. You could use this as a way
discuss what is being shown. The main differences
of differentiating, giving the more challenging
are: entertainment, education (‘edutainment’),
questions to more confident students, or by giving
information and socialising.
these students the chance to answer more than
Discuss the questions on the end screen. Note one question.
that each question is differentiated. Most students
Differentiation:
should be able to answer the yes/no questions.
Take the opportunity to revise words and phrases Support: It is important that students understand
associated with digital technology. More confident exactly what you want them to do in speaking
students will be able to offer more extensive reasons activities. However, it is even more important to
for their ideas. provide them with the vocabulary and structures
they need to complete the activity successfully,
Take note of students’ placement and use of
especially for students who may struggle to find
adverbs.
the required language resources independently.
To support everyone, start with some whole-class
B Speaking and vocabulary examples, reinforcing the key structures that
(60 minutes) students could use: It depends on . . .; It varies . . . ;
I usually/sometimes/rarely . . . ; I like/dislike/hate
1 Pairs/small groups, then whole class . . . ; My parents don’t allow me . . . ; My time limit
Students look carefully at the pictures and discuss is . . . ; I think/believe it’s because . . . . Write these
what aspects of digital activity each one shows. examples on the board and ask students to copy
Be ready to offer support by providing key words them down so that they can refer to them during
and phrases if necessary, but do not worry too future speaking activities.
much about language accuracy. The aim here is to
Challenge: Ask students to think of additional
stimulate discussion in English. When students
questions to ask and answer, e.g. Do you think we
have finished, take class feedback. There are no
spend too much time online nowadays? Have our
right or wrong answers, so encourage all students
parents got any right to restrict our screen time?
to participate.
What would you do without your phone for a whole
day/week?
Answers: The pictures show: 1 teenage girl using a
smartphone (possibly watching a film); 2 two young 5/6 Pairs, then whole class
people in a cinema, wearing 3D glasses; 3 football Show students the following example (or an
fans watching a match on an outdoor screen; 4 a example of your own) of a three-hour online
young person making a video call; 5 someone using entertainment event for teenagers, so that they
a console to play a computer/video game. have an idea of what they are going to create.
Carefully go through the activity instructions in the
2/3 Pairs, then whole class Coursebook, checking that students understand
Students work in pairs for these two activities, everything. Give a clear time limit based on your
sharing their ideas and giving reasons, and making students’ needs, and try not to let this overrun.

11
Time Event Description

10:00–10:15 Teen Meet A chance to find out who else is joining today’s event, and from which
parts of the world.
10:15–10:45 Teen Tech Helpers Find out the best ways to help adults with their tech questions, and
then do it for real!
10:45–11:30 Teen Poll What are you interested in? Climate change? Animal rights? Fashion?
Sport? Make your voice heard and make your vote count in this poll
and debate!
11:30–12:00 Get Active Just because you’re looking at a screen doesn’t mean you can’t be
physically active. You can even exercise sitting down!
12:00–12:30 Teen Brains A fascinating talk about what goes on inside your head – because
teens’ brains are different from everyone else’s!
12:30–13:00 Teen Quiz An end-of-event quiz with some great prizes to be won. Join your
friends and make a team of five people. Good luck!
When each pair has created a poster, share posters C Reading 1 (60 minutes)
as a class and ask students to decide which event
they would most like to attend, and why. Before reading
7 Alone, then pairs 1 Whole class, then pairs
Refer students back to their earlier discussions Go through the opening statements A–D, checking
about how much time they spend on digital that students understand what each one means.
activities and what those activities are. Ask some If necessary clarify the definitions of definitely
students for examples of activities for the first (adverb: without any doubt) and educator (noun:
column (there is one example in the Coursebook someone who/something that teaches people). Then
– streaming movies). For this activity, they first students work in pairs to decide which of the four
need to copy the table and complete the ‘Activity’ statements could apply to them and which they do
and ‘Me’ columns. They should add three or four not agree with, giving reasons. There are no right or
activities, with the number of hours they spend wrong answers.
during the week and at the weekend for each one. 2 Pairs
They should then talk to their partner and make
Students predict in which of the four blogs they will
a note of their answers in the table. Make sure
read the eight phrases in the box, giving reasons.
students are confident about asking the questions,
Point out that there are language and content clues
and suggest questions if necessary: What activities
in each phrase. Students will need to ask themselves
do you do? How much time do you spend on it during
questions about the opening statements in order to
the week/at the weekend?
make their predictions, e.g. Why didn’t this person
8 Pair + pair have a television in their home? (couldn’t afford to
Students join up into groups of four to tell each buy a television). Make sure students understand
other about the information in their completed that this is a prediction activity, so it does not matter
tables, consolidating the vocabulary they have if they do not get all the answers right.
learnt in this section.
Answers:
A: couldn’t afford to buy a television; I’m a great
reader
B: from science to geography; spoilt for choice

12
2 Digital life
C: there are a lot more celebrities on our screens; Students may find this quite challenging, as it can
I learnt nothing about cooking sometimes seem as if all the words are important.
D: they are essential; meetings or sharing If necessary, do one or two more examples; you
documents could also point out that even if students are not
sure about which are the key words, just the fact
3 Pairs that they are reading and analysing the statements
is an important strategy in completing the task
Still working in pairs, students read the conclusions successfully.
to the four blogs and again predict how they match,
giving their reasons.
Example answers:
b believes that online content can teach us whatever
Answers: a D; b C; c A; d B we want
c communicates globally for work
4 Alone d feels fortunate to have so much digital content to
Ask students to skim the four blogs in Text 2.1 choose from
and check their answers to activities C2 and C3. e thinks that entertainment is different nowadays
Point out the glossary, which gives help with the f gives a reason for not having a television while
words obviously, apparently and supposedly. studying
g has difficulty choosing a programme to watch
Differentiation:
h is too busy for TV news programmes
Support: Students who need support can work in i watched something online and did not learn
pairs so they only read two of the blogs instead of anything
all four, to reduce the reading load. After reading,
they can share their answers.
6 Whole class, then alone
Challenge: Ask students to go back to the opening This activity demonstrates how the language in
statements in Activity C1 and say whether their the texts and the Which person? statements are
answers to the questions have changed or remain not always the same – they are often paraphrased.
the same, giving reasons. Focus on the table, which uses examples from blog
While reading C, and then ask students to look at the statements
Before starting Activities 5 and 6, read through the in the exam-style question and match them to the
exam-style question as a class. Ask students these opinions/ideas in the other three blogs (A, B and
questions: D). If time is short, or if you want to reduce the
reading load, split the class into three groups and
• What are you going to read? (four blogs) give one blog to each group. The groups can then
• Who wrote the blogs? (different people) share their answers.
• How many questions do you have to answer?
(nine – a–i) Answers:
Blog A: a – I’m never without a book; f – television
• How do you answer the questions? (choose from was still a relatively new thing
the four blogs, A–D) Blog B: b – There really is no excuse not to be well-
Go through the Reading tip, which gives more informed about current affairs, or whatever your
information about this multiple-matching task. particular interest might be; d – we are definitely
spoilt for choice; g – I often can’t decide which
5 Whole class, then alone programme I most want to watch
To respond well to this type of activity, it is Blog D: c – linking up with colleagues in different
important for students to look at the information parts of the world; h – I just don’t have time to read
given and identify the key words and phrases in a newspaper or watch the TV news
each one, as this will help them when they read the
texts. Go through the first statement with the class
as an example, then ask students to work alone
to underline the key words and phrases in b–i.

13
After reading students have finished the matching activity, ask

them to choose three or four of the words in bold
7 Pairs and use them in sentences of their own.
Students work in pairs to check their answers
to Activity C6. If there are any differences, they Answers: a ignored; b refer to; c percentage;
should go back to the blogs and check again, d remote; e transformed; f dose; g impression
then decide which one of them is correct.
8 Small groups 3 Whole class, then pairs
Put students into groups of three or four and ask Before students discuss statements a–e, check that
them to think back to the questions in Activity C1. they are comfortable using language to agree/
Have their opinions changed? If so, why? Make disagree. Elicit examples of phrases they could use,
sure students are confident about how to do this. and write them on the board for students to refer
Use the speech-bubble example in the Coursebook, to during the activity, e.g. I really don’t agree with
and elicit other examples before students discuss you. I agree 100%! I’m not sure what I think. I think
their ideas in their groups. it depends on . . . . If students need more support,
reduce the number of statements they need to
Reflection discuss. Once again, remind them that there are
It is important that students think about how what they no right or wrong answers.
are learning in one class or subject relates to learning in
different contexts. This reflection activity asks students While reading
to think about what they have done in Section C and 4 Whole class, then alone, then whole
why it was important, and to consider in what other class
situations they could use the same skills.
Explain to students that they need to decide if
statements a–g are true or false, according to
D Reading 2 (60 minutes) Text 2.2. They should support their answers with
Before reading evidence and say in which paragraph they found the
information. First, go through the seven statements
1 Pairs and check that students understand them. Focus
Text 2.2 in this section is an online article called on any potentially difficult words. For example:
‘What’s the point of television today?’ Before they a different sources (places that entertainment
read the text, students should discuss questions comes from); c fixed (attached, cannot be moved);
a and b in pairs. Remind them that there are e television encourages (makes something happen);
no right or wrong answers, but they should be g viewers (people who watch something).
prepared to give reasons for their opinions. Take
Then go back to statement a and ask students to
feedback briefly as a class before moving on to the
scan the article and decide if it is true or false,
vocabulary activity in D2.
saying in which paragraph they found the answer.
2 Alone, then whole class Students then work alone to answer parts b–g.
In each of the seven sentences in this activity, one Remind them to use the glossary at the end of
word is in bold. Students work alone to match these the article if they need to.
words to definitions a–g. When they have finished,
take whole-class feedback to check their answers. Answers: a true (paragraph 1); b true (paragraph
2); c false (paragraph 2); d true (paragraph 2);
Differentiation: e true (paragraph 3); f false (paragraph 4); g true
Support: Reduce the number of matches that (paragraph 4)
students need to make (ensure that there are still the
same number of sentences and definitions). Allow 5 Alone, then pairs
students to work in pairs/small groups.
Ask students to re-read Text 2.2 and to locate the
Challenge: Ask students not to look at the summarised ideas a–e from Activity D3. Students
definitions in the Coursebook, but instead to write also need to decide if their original thoughts in D3
their own definitions for the words in bold. When

14
2 Digital life
are the same as the ones expressed in the article. Writing tip
Do the first one as an example: This tip highlights the importance of students showing
a The television is the focal point in every home. in their notes that they have understood what they have
The family television has been the focal point of read. It also gives advice on how to present answers,
living rooms across the world for decades. e.g. full sentences are not required.
Differentiation: 8 Alone
Support: Give students the number of the Ask students to look at the notes (one for each
paragraph in which they can find each of the ideas heading) and to decide which heading from the
from Activity D3: a = 1; b = 2; c = 2; d = 3; e = 4. exam-style task they belong under. Students should
give a reason for their decision.
Answers:
b The features and functions of television have been Answers: a Ways television has been transformed by
completely transformed by technology. (2) technology; b Reasons television is still popular
c These screens are designed to provide an
experience similar to an evening in the local cinema. 9 Various
(2) If time is an issue, or if you want to differentiate
d many people said that it wouldn’t last. But all this activity, split the class into two large groups,
these years later, it seems to be here to stay. (3) one for each heading in the notes, to reduce the
e many people multi-task – they watch television amount of reading. Give the first heading to
while very openly using their smartphone or tablet more confident students, as it requires one more
at the same time. (4) note than the second heading. Afterwards, group
members can form pairs to share and check their
After reading: Note-taking answers. Alternatively, start with pairs working on
different headings – each student works alone then
6 Alone, then pairs shares their notes with their partner.
For note-taking tasks, it will help students to have
a strategy to apply. In this activity, there are six Answers:
pieces of advice for effective note-taking (plus two Ways television has been transformed by
distractors). Before students look at the advice, technology – three from: television screens are now
ask them for their own suggestions about how to curved, not flat; better viewing angles; amazing
approach a note-taking task. Write all their answers picture quality; televisions are now very thin.
on the board, then ask students to focus on the Reasons television is still popular – two from:
advice in the Coursebook. They should first decide high-performance TVs are being released all the
which two statements are not relevant (d and h), time; provides a daily dose of entertainment; brings
then think of a logical order for the remaining six families together; television experience has become
pieces of advice, and check with their partner. more interactive.
Answers: g, c, b, e, f, a; not relevant: d and h

10 Pairs, then whole class
Students can sometimes fail to follow instructions
7 Alone about how to write their notes, which means
Students work alone to analyse the note-taking task they may not complete a task successfully. This
based on Text 2.2. Give students a few minutes to activity helps students to understand the best
read the exam-style question and to answer the two way to follow a task. Ask pairs to look at the two
questions. Then check their answers. examples and discuss what is wrong with them.
Take whole-class feedback to ensure all students
Answers: There are two headings; four notes for the understand the issues.
first and three for the second (total seven notes).

15
work alone to identify the role of each adverb: is it

Answers: In the first bullet point, there are two describing a verb, an adjective or another adverb?
different points in one note (curved not flat and
sound systems), and it has been written as a full Differentiation:
sentence rather than in note form. In the second, Support: There are various things you can do to
the same point has been separated into two points. support less confident students: allow them to work
Also, only one point should be written on each with a partner and share the phrases, reduce the
answer line. number of phrases when they are working alone, or
tell them how many phrases there are for the three
11 Alone, then pairs different roles.
Students write their final responses to the note- Challenge: Ask students to provide alternative
taking task, then use the four bullet points to guide adverbs for each phrase. If possible, provide phrases
their discussion with a partner. Remind students a–g with gaps where the adverbs are for students to
that they can copy directly from the text, but should fill in.
use note form rather than full sentences.
Answers: a verb; b verb; c adjective; d verb; e verb;
12 Small groups, then whole class f adverb; g adjective
The final activity in this section focuses on
speaking skills. If you prefer, allocate the questions
to different groups of students, giving the more
2 Alone, then pairs
challenging final question to more confident Students work alone to complete the gap-fill text,
students. Make sure everyone understands how then compare answers in pairs before re-reading
to use key words and phrases; elicit these and put blog C from Text 2.1 to check.
them on the board for students to refer to. For
example: My opinion is the same/hasn’t changed; Answers: a definitely; b remotely; c supposedly;
I’ve definitely changed my mind; Now I think . . .; d recently; e completely; f certainly
I prefer using . . . ; My preferred device is . . . ;
That’s a difficult choice . . . ; I would probably give 3 Various
up my . . . ; I don’t think I could give up any of them; This is quite a challenging activity, so consider
Definitely the TV . . . . Allow students plenty of using the differentiation ideas below. First, spend
freedom in their discussions and try not to interfere some time going through the examples, reiterating
or interrupt while students are speaking. Encourage that adverbs can modify verbs, adjectives and
them to make a few notes, which they can refer to other adverbs. Then focus on the table containing
during whole-class feedback at the end. different adverbs, adjectives and verbs and explain
that students are going to use combinations of
Language focus: Adverbs these words to complete sentences a–j. Elicit
(45 minutes) answers for part a (e.g. Elena thought the new café
would be cheap, but it was incredibly/really/very/
Go through the introductory explanation in the
unexpectedly expensive) and encourage students
Language focus feature. When you get to the example
to think of alternatives.
sentence (Maria worked . . .), first check that students
understand how the adverbs are modifying a verb Differentiation:
(worked quickly), another adverb (very carefully) and Support: Allow students to work with a partner
an adjective (nearly ready). Then ask students to replace and/or share the questions. Reduce the number
the adverbs in bold with suitable alternatives. of questions when they are working alone.
1 Whole class, then alone Provide students with one of the missing words
in each question.
In Activity 1, there are seven phrases (a–g) from
Text 2.1, each with an adverb in italics. The Challenge: Remove the help in brackets and ask
paragraph numbers are given so that students can students to complete the sentences using adverb +
find the phrases more quickly in the text. Students adjective/verb/adverb. Students could also complete
the sentences using their own words rather than the

16
2 Digital life
ones in the table. In pairs, students could come up

How to identify
with two or three similar questions to a–j and give
them to a partner to complete. The Language focus feature offers practice in using
words ending in -ly. Check answers to Activities 3
Example answers: and 4 in particular for evidence of spelling errors
a Elena thought the new café would be cheap, but it to identify where students may need further
was incredibly/really/very/unexpectedly expensive. explanation and support for this.
b Siphiwe usually plays well, but today he’s playing
very/incredibly/really/unexpectedly badly. How to overcome
c When Rasheed and Ranya arrived at their
hotel, they were surprised to see that everything 1. Give or show students pairs of words with
was incredibly/really/very dirty, absolutely/really correct and incorrect forms and ask them to
stunning. identify which one is correct. This could be done
d The mountains in the middle of the island were as a team competition.
absolutely/really stunning. 2. Give teams of students a list of root words and
e The room had been painted in a strange way: the ask them to spell the -ly forms correctly as quickly
walls were all completely/totally different colours. as they can.
f George did not tell anyone that he was going
to visit us. He arrived totally/very/completely
unexpectedly. Project: Conduct a class survey about
g The film was much too long and was very/really/ digital activities (60 minutes)
incredibly boring.
h Only Sayeed agreed with Fiona. Everyone else In this project, students carry out a class survey in
totally/completely disagreed. groups and report their findings to the rest of the class.
i The results of the survey showed that older people Explain to students that there are four clear stages in
really/usually prefer to visit smaller shops. the project:
j Tutaleni tried to be independent, but his elder 1 Discuss the survey topic as a group.
sister Nangula really didn’t care.
2 Write the survey questions.
4 Alone 3 Carry out the survey and record responses.
This activity, in which students write their own 4 Analyse data and present findings.
sentences, can be an optional activity for more
confident students. Put students into groups of four if possible, including
students of different levels of confidence. For each stage
There are additional activities in the Workbook in the project, students should take on individual roles
to support the language learning about adverbs. These and understand that they have a responsibility to help
can be used for homework, or in the classroom for early the group reach a successful outcome.
finishers or for students who need additional practice.
1 5 minutes: Groups decide what the main focus
Common misconceptions of their survey is going to be. There are some
suggestions in the Coursebook, but they could
Misconception also consider ideas such as life without any digital
interaction, or the future of digital entertainment.
1. Students may forget to add the extra l if the (It would be good if each group has a different
root word ends in l. focus, but this may not be possible with large
Incorrect: finaly, realy numbers of students.) Make sure that the group
Correct: finally, really leader notes down everyone’s opinions and
facilitates the final decision-making.
2. Students may also drop the e from the end of
the root word before adding -ly. 2 15 minutes: Groups prepare their survey questions
Incorrect: sincerly, extremly based on the agreed focus. Less confident students
could prepare the yes/no type questions, while more
Correct: sincerely, extremely
confident students could prepare the others (open

17
and multiple-choice questions). Make sure each Exam-style questions (40 minutes)
student has a role, not just writing the questions
but also checking them and supporting other group There are two exam-style questions in this unit, both of
members. Each group should prepare around eight which offer practice in reading skills (multiple matching
questions to ask their classmates. They also need to and note-taking). Put students in pairs and allocate
think about how to record the answers, particularly them one task each. They should read the task and
for any open questions. The final question sheet the related Tip to ensure that they understand the
needs to be reproduced so that each group member focus of the task and how to complete it successfully. In
has one. their pairs, each student tells the other what they have
learnt about the task, then they can ask and answer
3 15 minutes: It is important that each group questions from each other about the task they have not
approaches as many other students as possible with read about.
the questions, so each student in each group should
Students then complete their allocated task. Set a time
use their copy of the questions during the survey.
limit of 20 minutes, although at this early stage of
Obviously, students’ responses need to be recorded
the course be ready to provide more time if necessary.
clearly and accurately, as they will be needed for the
Afterwards, students find a partner who has completed
final stage. If time is limited, instead of all group
the same exercise, and share their answers. If time
members asking all eight questions, they could do
allows, students can do the other task, or complete
two each, or more confident students could ask
it for homework. If students will do both exam-style
more of the questions. When students have had
questions, do not take whole-class feedback or give
sufficient time to get a good number of responses,
answers until students have completed both activities.
they should rejoin their group.
Ask different students to volunteer their answers,
4 25 minutes: Students analyse their results and think then ask everyone to find evidence for the answers in
about how they are going to present them to the rest the texts. Make a note of any questions that students
of the class. They could prepare a written report, or struggled with. with. Try to find out why they struggled
present the data in a visual format, or present their – was particular vocabulary or grammar a problem,
findings orally, or use a combination of different or did the students find it difficult to decide on their
techniques, including an online format. answers? Consider how you will address these issues,
perhaps as homework or in the next lesson, e.g. students
Students speak (15 minutes) may need more practice with skimming and scanning,
In this section, students watch some students talking so you could set them the Reading skills activities in
2B the Workbook.
about their digital life. Before watching, ask students to
quickly recall their own ideas from the unit about how
they access digital content, and which types of content Answers:
they enjoy viewing. They will practise this more after Multiple matching: a C; b D; c A; d B; e A; f D; g C;
watching the video. Review Activity 1 and then play h B; i D
the video. As students watch, they should respond to Note-making:
Activity 1a. If appropriate, pause the video to allow The gaming bed: what the reviewer dislikes about it:
students to write their notes and for checking, before • requires a lot of space
moving on. Then check their answers and ask them to • only available at a very high price/costs around
discuss Activity 1b in pairs. $2000
• only comes in one colour scheme/only in black
Prepare students to watch again by previewing the and red.
questions in Activity 2. Play the video, again pausing The gaming tent: positive comments:
if necessary so that students can write their answers. • easy to set up and take down
Then take whole-class feedback to check responses. • cuts out most external light and noise
• allows you to focus completely on the game
• under $100/seems very affordable.

18
2 Digital life
Check your progress (10 minutes)

Ask students to reflect on their progress by completing
the Check your progress table independently and then
setting themselves a personal goal. A typical personal
goal might be: I need to do more speaking practice so
that I can make suggestions more confidently, or One
area I should improve in is reading texts more quickly.
Be ready to encourage students and to provide solutions
if they have indicated scores that suggest low confidence.

19
3 Food
Unit overview
In this unit, students will write a review in response as well as sample reviews, and learn more about using
to a stimulus, in formal language and taking into linking devices in their writing. In the project, students
consideration purpose and audience, as well as tone and will design a topic-based information poster.
register. Students will read various topic-based texts

understand and use a range of vocabulary related to the Activities B1–3
topic of food
understand how to identify the key features of a formal Activity C1
writing task, including audience, purpose, tone, register
and language
clearly communicate information and opinions in a review Activities C10–11
understand the function of linking devices and use them in Language focus
their writing
use appropriate phrases to express opinions, agree and Activity D5; Project
disagree in spoken English
SKILLS FOR LIFE: COMMUNICATION
In Unit 2, the Skills for life focus was collaboration: 6 structuring content
working together. In this unit, the focus is on 7 using language for effect.
communication – a vital professional and life skill.
In this unit, there are plenty of explicit
Communication is an active process that involves
opportunities for students to develop all these
sharing information, ideas and knowledge between
areas. For example, when writing a review, students
people. Elements such as non-verbal behaviour
are mainly practising competency 1, but they will
(e.g. nodding or looking confused) and individual
also cover competencies 4, 6 and 7. In Section D,
styles are extremely important in all effective
students can focus on competencies 2, 3, 4 and 5,
communication, and can be developed in all
while practising expressing opinions and agreeing/
learning contexts.
disagreeing in their spoken language. The
There are seven key competencies within the area Language focus feature gives students advice on
of communication: and practice in competency 7, where they learn to
1 using appropriate language and register in a use adverbs for effect. In this example, encourage
particular context students to use adverbs in both their written and
2 managing conversations spoken language as a means of enhancing their
production. Remind students to re-read their
3 overcoming individual gaps in language
written work and look for clauses that would
4 taking part in communication with confidence benefit from the addition of adverbs, making their
and clarity writing more descriptive and interesting.
5 supporting others to communicate successfully

20

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Cambridge IGCSE™

Original material © Cambridge University Press 2022

Cambridge University Press is part of the University of Cambridge.

NOTICE TO TEACHERS IN THE UK

Original material © Cambridge University Press 2022

Part 1: Leisure and travel

Part 2: Education and work

Part 3: People and achievements

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Part 4: Our modern world

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How to use this series

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How to use this

Tests and sample answers

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Suggested general teaching approaches

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• Creativity – finding new ways of doing things, and solutions to problems

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Assessment for Learning

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Skills for Life

Cambridge learner and teacher attributes

Cambridge learners Cambridge teachers

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1 Sports and free time

Learning intentions Check for success

Students will be able to:

SKILLS FOR LIFE: LEARNING TO LEARN

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Original material © Cambridge University Press 2022

1 Whole class Differentiation:

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C Speaking: Making suggestions 01

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I really don’t want to do anything Answers:

to + Would you like to go I’d prefer to go

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6 Alone, then whole class 2 Alone

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While reading discussions and encourage them to refer to these

Answers: a 6; b 2; c 1; d 7; e 2; f 5; g 4 E Reading 2 (60 minutes)

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5 Alone, then pairs and family. It is important for students to have

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If students need more practice with skimming and

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Learning intentions Check for success

Students will be able to:

SKILLS FOR LIFE: COLLABORATION

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Time Event Description

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After reading students have finished the matching activity, ask

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Answers: g, c, b, e, f, a; not relevant: d and h

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work alone to identify the role of each adverb: is it