Download Cambridge IGCSE English as a Second Language by Alison Digger PDF

By Alison Digger

IGCSE English as a moment Language includes fabric in particular concerning the exam provided by means of college of Cambridge foreign Examinations and goals to assist scholars increase their solutions and total grade. Its transparent causes and wide use of examples additionally make it super invaluable for college students getting ready for different complicated checks, resembling First certificates in English (FCE), certificates in complex English (CAE) and IGCSE First Language English. devices on examining, Writing, Listening and conversing hide the examination, with extra exam tricks extending the assurance. a powerful emphasis on writing talents. methods of manufacturing the differing kinds of writing laid out in the syllabus, together with letters, journal articles, ebook studies and summaries, are brought utilizing step by step examples. recognition is given to the significance of fashion and content material, including accuracy and the right kind use of other registers. Writing sections contain examiner reviews on solutions to prior examination questions written through scholars. universal mistakes made by means of scholars are highlighted, with suggestion on find out how to right them. correct grammar issues are defined in easy-to-understand language, and are supported via exam-related examples. rules attached to examination issues, including linked vocabulary, are constructed in a topic-related database which additionally presents correct cultural details.

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Additional info for Cambridge IGCSE English as a Second Language

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Step Four Choose one of these three options: • Use the notes you have made as a kind of m ini­ syllabus for future teaching of language points. • Photocopy a page (or pages) from the book and give it to your students to discuss and correct. • Write a text or dialogue containing the mistakes and ask the students to correct it. You may choose to hand the black book over to a student for a lesson and let them keep a record of the errors and successes they notice. f Keeping a record \ Grammar/Vocabulary Pronunciation 1go always to cinema.

For example, if they chose ‘talk about my home town’ they might suggest ‘listen to someone talking about their hom e town’, ‘learn words and phrases to describe a town’, or ‘practise talking with a partner about our hom e town’. Step Four Get feedback. Add the suggestions to the board in the form of a m ind map or spidergram. You can, of course, prom pt and make suggestions of your own. See the example below, which is taken from a business class. Step Five Get the students to copy the finished spidergram (or photocopy it, if you have used an OHT).

Step Three • Group V present their poster to the rest of the class. • Group A play their recording or read the text aloud. • Group K perform their mimes/actions while Group A are performing. Step Four The students discuss in groups of three (V+A+K in each group) the three ways of working, and which they preferred. Step Five Round off with whole-class feedback. You could repeat the activity another day with a different text and the groups taking a different letter. Step Two In each lesson, and for one week, make notes in the book, on the appropriate page and in the appropriate place, when the students are doing a speaking activity.

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