Marian Cox

E
PL
First Language
Cambridge IGCSE®

English
M
SA

Coursebook
Fifth edition

Original material © Cambridge University Press 2018

 Marian Cox
Cambridge IGCSE®
First

E
Language
PL English
Coursebook
M
Fifth edition
SA

Original material © Cambridge University Press 2018

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 Einführung

Introduction
Cambridge IGCSE First Language English reinforcement of skills across the units, and the basic and generic
skills of selecting, planning, editing, paraphrasing and note-
®Cambridge IGCSE syllabuses are created especially for taking occur throughout. A skills grid indicates the main focus
international students and are suitable for different countries, of the activities in each unit.
different types of schools and for learners with a wide range
of abilities. The Reading units (1, 4, 7, 10) provide a full range of text types,
both fiction and non-fiction, from a range of countries and three
Cambridge IGCSE First Language English allows learners to: centuries. They vary in length; some are linked to allow for
■ develop the ability to communicate clearly, accurately and
comparison tasks. The Reading units focus on comprehension,
effectively when speaking and writing

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vocabulary and close reading.
■ learn how to use a wide range of vocabulary, and the correct
grammar, spelling and punctuation The Directed Writing units (2, 5, 8, 11) build the necessary skills
■ develop a personal style and an awareness of the audience and provide practice in selecting content, structure and style
being addressed. for developing longer written responses to passages, as well as
Learners are also encouraged to read widely, both for their own evaluative responses to passages. These skills include selecting,
enjoyment and to further their awareness of the ways in which developing, collating, comparing, and analysing ideas contained

opinions effectively.

This coursebook
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English can be used. Cambridge IGCSE First Language English
also develops more general analysis and communication skills
such as inference and the ability to order facts and present

This coursebook covers the whole Cambridge IGCSE First

Language English syllabus and contains enough material for a
five-term programme of study. Each of the 14 units has a rich
variety of activities and tasks sufficient to last for several weeks
of classroom lessons plus homework. Teachers may wish to be
selective in the setting of tasks in order to target the needs of
in a text. They are important for both the Reading and Writing
papers of the Cambridge examination.
Units 3, 6, 9 and 12 focus on the narrative and descriptive
skills required for Composition. They provide fiction and non-
fiction texts that contain material for exploring the techniques
of writers, as well as providing models of good writing in
the various genres and a variety of stimulus resources for
composition and essay writing.
Speaking and Listening skills are fully covered in the book, with
numerous opportunities for the skills acquisition and classroom
practice of aural and oral activities, in a variety of groupings and
situations, to help students develop the communication skills
iii
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particular classes of students, but all of the units are relevant to
needed for later life. In addition, there are two units at the end
the key objectives of the syllabus, whichever component options
of the book (in Part 5) that focus specifically on Speaking and
have been selected. Each unit ends with three extension activities
Listening, which also give further opportunity for reading and
or further practice tasks for students to do at home. Answers to
writing skills development.
the coursebook activities are available to teachers in the Teacher
Resource book. The rest of the suite
The coursebook is divided into four broadly themed parts: Travel There are three companion books in the IGCSE First Language
and sport, Work and education, People and society, and Ideas suite. The Language and Skills Practice Book for students to write
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and technology. The themes were chosen for their international in provides additional support for students working alone or in
relevance, variety and intrinsic interest to students. Each part is need of language rules and practice. This has removable answers
sub-divided into units corresponding to the three key areas of in the back of the book. The Teacher Resource provides teachers
skills development: Reading, Directed Writing and Composition. with a source of linked photocopiable passages, handouts and
There are three sections within each unit, the divisions worksheets for students, and detailed lesson plans for teachers, as
indicating transitions in texts, topics or skills. The majority of well as the answers to the coursebook exercises.
texts are authentic and are an enriching mixture of those found By the end of the coursebook, students should have become more
in everyday life, and those typical of the types of passage students confident in thinking about and using language, engaging with
are likely to encounter in exam. The coursebook draws upon a and responding to texts, and approaching and fulfilling tasks.
wide variety of sources, genres, registers and topics, and has been They should also have expanded their vocabulary, increased
designed to be user-friendly as well as academically stimulating. their accuracy and improved in all the relevant skills areas. This
will help to prepare them for examinations and to transfer their
Using the coursebook language competency to further education and to the workplace.
Students are expected to work through the coursebook units in
The future Cambridge IGCSE First Language English Exam
sequence; as the learning support and skills development are
Preparation and Practise contains the full range of exam-type
progressive, and there is specific teaching of sentence building,
texts and tasks, with model answers and student specimen
vocabulary extension, punctuation and spelling. The emphasis
responses and advice on exam technique. It provides two
is on the acquisition and application of transferable skills,
complete practice tests for both Paper 1 and Paper 2, with mark
with a mixture of tasks in every unit. There is revisiting and
schemes and examiner reports.

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

Contents
Skills grid vi
Overview of Cambridge IGCSE First Language English viii
How to use this book x

Key skills Reading skills Writing skills Reading text Writing text
types types

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Part 1: Unit 1 Identifying paragrap Skimming and Paragraphing Guide book Summary
Travel and sport Reading topics scanning Paraphrasing Travel writing Description
Identifying relevant Selecting summary Comparing text Describing Journal Informative
information (Reading points styles leaflet
skills) Summary technique Inference
Summary writing

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Understanding the
effect of style choices
(Writing skills)
Unit 2
Directed
Writing

Unit 3
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Writing styles
Comparing texts
Targeting the
audience

The language of
Composition description
Using imagery
Comparing text
styles
Comparing
information
Writing persuasively Book review
Considering
audience

Using adjectives
Planning
compositions
Journal
Magazine article
Blog
Leaflet
Autobiography
Advertisement
Formal letter
Novel
Haiku
Blurb
Journal
Informal letter
Formal letter
Blog
3 script for a
presentation

Imaginative
description
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Autobiography
Planning and Poem
structuring
Part 2: Unit 4 Reading for Explicit and Sequencing Blog biography Interview
Work and Reading information implicit Informative Summary
Inferring writers’ understanding article
education Instructions
attitudes Selecting key Poem
points synopsis
Sequencing ideas Magazine article
Explaining
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writers’ effects Letter

Adopting appropriate Unit 5 Using a range of Comparing text Transforming Novel Magazine article
style and structure Directed genres styles information Web article Interview
(Writing skills) Writing Analysing genre Selecting News report Formal report
Transforming genre relevant data
News report
Dialogue
Letter of appeal
Unit 6 Describing a process Comparing text Descriptive Memoir Informative
Composition Chronological styles language Novel account
framework Style analysis Structuring Informative Imaginative
Adding details account account
A day in the life... Commentary
Magazine article Formal report
News report
Description

Original material © Cambridge University Press 2018

 Inhalt

Key skills Reading skills Writing skills Reading text Writing text
types types
Part 3: People and Unit 7 Expanding notes Comparing text Sentence structure Biography Summary
society Reading Summary style styles Complex sentences Obituary
Comparing style and Style analysis Vocabulary building Newspaper
purpose Writers’ effect article
Writer’s effects analysis Memoir
Letter
Unit 8 Emotive vocabulary Style analysis Targeting audiences Brochure Complaint letter
Directed choices Sequencing Menu Appeal letter
Writing Persuasive devices Writing in role Article Advertisement

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Evoking sympathy Short story Dialogues
ending Flyer
Interview Journal
Charity letter Appeal script
Unit 9 Engaging the reader Writers’ effect Plot, setting and Autobiography Autobiography
analysis atmosphere

Part 4: Ideas and

technology
Writers’ effect analysis
(Reading skills)
Vocabulary extension
(Writing skills)
Evaluating claims
(Reading skills)
Unit 10
Reading

Unit 11
Directed
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Composition Planning narratives
Adapting a text

Looking at style
Summary practice
Vocabulary range
Comparing text
styles

Comparing text
styles
Style analysis
Collating

Writing convincing Collating

non-fiction
Structuring

Expressing and
supporting a view
Novel
Short story
Poem

Magazine article
Web article
Advertisement
Guide book
Travel writing

News report
Blog post
Mini-saga
Summary
Narrative
composition
Magazine article
Text analysis
Summary
Editorial
Broadcast script

Blog article
Argumentative
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Discursive style Writing Adopting a position Structuring Informative Composition
(Writing skills) Spelling, Spelling techniques articles Editorial
Argumentative punctuation, rhetoric Synthesise Newspaper Letter
devices (Writing skills) and discourse information article
markers
Radio discussion
Analysing and
refuting an argument Editorial

Unit 12 Narrative dialogue Speech punctuation Short story Fairy tale

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Composition Viewpoint and Creating character Fairy tale Short story

character Adopting a voice Novella Narrative
Using dialogue composition

Key skills Speaking/Listening skills Speaking text Receptive text

types types
Part 5: Speaking Unit 13 Clear explanation Preparing a talk Playing a part Role play Article
and listening Giving a talk Appropriacy in Evaluating speech Dialogue Interview
and engaging dialogue
in dialogue
Unit 14 Distinguishing facts Planning a speech Scripting dialogue Group discussion Article
Group and opinions Switching registers Evaluating Speech Blog
discussion Expressing and speeches Presentation Political speech
and making supporting opinions
a speech Debate
Public speaking

Glossary of rubric terms 166

Glossary167
Acknowledgements170
Original material © Cambridge University Press 2018
 Cambridge IGCSE First Language English

Skills grid
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
READING
inference ◆ ◆ ◆ ◆ ◆
comparing ◆ ◆ ◆ ◆
evaluating ◆ ◆ ◆
explaining effects ◆ ◆ ◆ ◆ ◆ ◆
style analysis ◆ ◆ ◆ ◆
summarising ◆ ◆ ◆ ◆ ◆

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collating ◆ ◆
paraphrasing ◆ ◆ ◆
WRITING FUNCTIONS
explaining ◆ ◆ ◆
informing ◆ ◆ ◆
instructing

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persuading
discussing
LANGUAGE
vocabulary
arguing
rhetorical devices
register/style
sentence structuring
spelling
punctuation
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LANGUAGE: STRUCTURE
openings/endings ◆ ◆
structuring ◆ ◆ ◆ ◆ ◆
sequencing ◆ ◆ ◆
DESCRIPTION
descriptive structure ◆ ◆
figurative language ◆ ◆ ◆
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NARRATIVE
plot/pace
character ◆
setting/atmosphere ◆
voice/viewpoint ◆
narrative dialogue
SPEAKING/LISTENING
giving a talk/monologue
answering questions
giving instructions
dialogue
interview ◆
delivering a speech
assessing a speech
scripting a speech
role play ◆
group discussion ◆
class discussion ◆
Original material © Cambridge University Press 2018
 Skills grid

Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14

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Original material © Cambridge University Press 2018
 Cambridge IGCSE First Language English

Overview of the Cambridge IGCSE

First Language English assessments
The information in this section is taken from the Cambridge International syllabus. You should refer to the appropriate
syllabus document for the year you are entering for examination to confirm the details and for more detailed information.
The syllabus documents is available online at www.cambridgeinternational.org.

Reading and Writing

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All students will take two papers: Paper 1, and either Paper 2 or Component 3.
Paper 1 (Reading) – 2 hours – 80 marks in total
Students will take either:
Paper 2 (Directed Writing and Composition) – 2 hours – 80 marks
or Component 3 (Coursework Portfolio) – 80 marks

viii
Paper 1 – Reading
Question number
1 Comprehension and
summary task
1 Comprehension and
summary task
2 Short answer questions
and language task
2 Short answer questions
Short answer
questions
Summary task

Short answer
questions
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Type of exercise

Writer’s effects task

Brief description
Students read Text A and complete a set of sub-questions on the
content of the text.
Students read Text B and write a summary of up to 120 words of an
informative or other non-fiction text.
Students read Text C and complete a set of sub-questions on the
writer’s use of language.
Students re-read Text C and write about 200–300 words on the
Total marks
15

15

10

15
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and language task meaning and effects of four selected phrases..
3 Extended response to Genre Students re-read Text C and write about 250–350 words in one of the 25
reading transformation task following text types: letter, report, journal, speech, interview and article.

Paper 2 – Directed Writing and Composition

Section number Type of exercise Brief description Total marks
Section A Directed Writing Students write about 250–350 words on one or two texts, using, 40
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developing and evaluating the information in the text(s) to create a

discursive/argumentative/persuasive speech, letter or article.
Section B Composition Students answer one question from a choice of four: two descriptive 40
and two narrative. Students write a composition of about 350–
450 words.

Or Component 3 – Coursework Portfolio

Students submit a portfolio of three assignments, which may be completed in any order.
Each assignment should be about 500–800 words and clearly demonstrate the different writing intentions and styles.

Assignment number Type of exercise Brief description Total marks

Assignment 1 Discuss, argue, Students write a piece of directed writing in response to a text or texts. 80
and/or persuade in Students give an overview of the argument and evaluate the ideas and
response to text(s) opinions presented in the text.
Assignment 2 Writing to describe Students write a piece of descriptive writing, developing ideas and
using images to create a convincing, well-defined picture with a variety
of focuses.
Assignment 3 Writing to narrate Students write a piece of narrative writing, ensuring the plot is
developed and includes well-defined features of fiction writing – such as
characterisation, setting and atmosphere, along with convincing details.

Original material © Cambridge University Press 2018

 Overview of Cambridge IGCSE First Language English

Speaking and Listening

Students can also take the optional Component 4. Marks for the Speaking and Listening
component do not contribute to the overall grade. Instead, students will be marked from 1
(high) to 5 (low).

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Component 4 – Speaking and Listening Test – Approximately 10–12 minutes – 40 marks in
total

Part number Type of exercise Brief description Total marks

Part 1 Individual Talk Students talk for 3–4 minutes on a topic chosen prior to the test. 20
Students are encouraged to make presentations that are lively and

Part 2

Weighting for qualification

Assessment objective
AO1: Reading
AO2: Writing
AO3: Speaking and Listening
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Conversation

50%
50%
may also include a few illustrative materials.
Students will take part in a discussion lasting 7–8 minutes with
the teacher, following on from the Individual Talk. Students are
encouraged to consider how a conversation might develop around the
topic and be prepared to supply additional information.

Separately endorsed
20

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Skill Assessment objectives
A01 Reading R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4 demonstrate understanding of how writers achieve effects and influence readers
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R5 select and use information for specific purposes

A02 Writing W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar
A03 Speaking and Listening SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions in a cohesive order which sustains the audience’s interest
SL3 communicate clearly and purposefully using fluent language
SL4 use register appropriate to context
SL5 listen and respond appropriately in conversation

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

How to use this book

Learning objectives
Learning objectives –
In this unit, you will have the opportunity to: each unit begins
■ read biographies, obituaries, a memoir and a letter with a set of learning

■ write summaries
objectives to explain

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what you will learn
practise sentence structures, style analysis, text comparison, and writers’ effects analysis.
in the unit. Each unit
By the end of this unit, you should be able to: of the coursebook
focuses on a different
✔ understand how to expand notes to form continuous prose key area of the
✔ demonstrate summary style; write concisely and collate material syllabus: Reading,

x
✔

UNKNOWN WORDS

You can often guess

PL
compare styles and purposes, and use a variety of complex sentences.

TASK TIP A20

Directed Writing and
Composition. The
checklist allows you to
follow your progress
throughout the book.
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a word’s meaning Rather than using one
from its context, or Key point – offers short simple sentence Task tip – offers
by recognising the guidance on essential for each point, try to explanations and
meaning of the stem skills and techniques. combine material into support for responding
of the word or the longer and more complex
to specific tasks set in
meaning of its prefix. sentences to save words.
It helps to have at Avoid beginning each the book.
least a vague idea of sentence the same way
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the meaning, or to or repeating the same

know whether it is a structure (e.g. don’t start
positive or negative every sentence with ‘He’)
word, although you and avoid the overuse of
may not need to
‘and’. Before you write
understand every
each sentence, plan its
word in a passage
structure in your head.
to be able to write a
summary of the parts Check your summary for
of it that are relevant omissions, repetitions
to the question. and inaccuracies of fact.

VOCABULARY

Taoists: believe the Vocabulary – clear and straightforward explanations are

Universe originated from provided for some unfamiliar words in each unit. A full
and is guided by Tao list of terms, including unknown or foreign words, can be
(the way, or the path)
found in the Glossary at the back of the book. The words
appear in bold within the main text
Original material © Cambridge University Press 2018
 How to use this book

WRITING FOCUS
6 Use your answers to Task A5, Identifying topics and Task B4, to summarise the characteristics of
Writing / Speaking
a Tenerife and
focus – structured tasks
b Luxor that offer you an extended
in about 150 words in total. Use one paragraph for each place. opportunity to focus on
your writing or speaking

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skills.

TWENTY YEARS LATER:

Tom Ballard and K2
Text passages – extracts from a
wide variety of sources, genres,
registers and topics, and typical
of the types of passages you
might encounter in an exam.
PL It sounds like something out of a good script writer’s imagination: it’s a story dedicated
to those who love mountains, climbing and impossible challenges. A story for those
who believe that destiny somehow does exist, a story that began twenty years ago
with Alison Hargreaves’ 1995 mission, which ended up in tragedy. A legendary woman
climber from Derbyshire and one of the greatest ascents ever, an incredibly powerful
lady, who managed to solo climb Mount Everest and then disappeared while attempting
to conquer K2’s summit. Twenty years have passed and Alison’s son Tom Ballard has
now become a great climber himself, ready to attempt to accomplish what his mother
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failed to achieve: reaching the top of K2, the second highest mountain in the world,
considered by many even more challenging than Mount Everest.
Discussion point – highlights
opportunities to discuss
topics with your class.

9 In groups of three, discuss and make comments for class discussion on:
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a the underlined phrases

b the italicised phrases
c the words in bold
d how the description changes during the course of the passage
e how an atmosphere of fear is created.

FURTHER PRACTICE

a Write the composition for which you made the best plan in Task A6. Do not take more than
one hour. Remember to check your writing when you have finished.
b Draw labelled sketches of the exterior and interior of the perfect house. Use these sketches
Further practice – further
as the basis for a coursework draft with the title My ideal home. This should be descriptive
practice or extension
rather than factual. Your draft should be 500–800 words.
activities for you to
complete at home and c As a coursework draft or for exam practice, write a descriptive composition entitled either
test your knowledge and My nightmare landscape or My idea of heaven. Plan and order the paragraph topics first, and
understanding at the end of check your writing afterwards.
each unit.
Original material © Cambridge University Press 2018
 E
2
PL
PART 1: Travel and sport
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Original material © Cambridge University Press 2018

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PL 3
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Unit 1
Reading
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Learning objectives
In this unit, you will have the opportunity to:
■ read guide book extracts, travel writing and a journal entry
■ write a summary, a description and an informative leaflet
■ practise skimming and scanning, sequencing, genre analysis, paraphrasing, making
inferences and appreciating writers' effects.

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

✔ identify paragraph topics
✔ select summary points
✔ write a summary.

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

A Identifying paragraph topics

Guide book extracts
1 You are going to read a passage about an island. To get you in the mood, with your
partner, jot down words associated with islands. Create a mind map to connect all the
ideas that you can think of.
2 Looking at your mind map, think about possible answers to the following questions
and contribute to a group discussion:
a Which islands or types of island are you imagining?
b Why are islands generally considered attractive?

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c What are the disadvantages of living on or being on an island?
3 Skim-read the passage below, which is an informative piece about the island
of Tenerife.

VOCABULARY READING PASSAGES

4
archipelago: group
of islands

PL
You should always read unseen passages twice. First, skim the text to get the gist (the genre
and main ideas and style features); then scan the text for specific information.

Taking a trip
round Tenerife
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The Spanish island of Tenerife lies about 300 km off the West African coast,
and is the largest, most populous and most productive of the seven Canary
Islands, believed to be named after the ferocious dogs (canaria) found there by
early explorers. Santa Cruz is the capital of Tenerife, and the shared capital (with
Las Palmas) of the whole archipelago.
This rugged, rocky and steep island looks up to El Teide, the third largest volcano
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in the world and the highest point in Spain at 3718 m. Its often snow-covered peak gave the island its name, which means
‘white mountain’. Ravines and valleys are another striking feature of Tenerife’s terrain, some of them formed by volcanic
eruptions, four of which were recorded between 1704 and 1909. The island has 342 km of coastline and boasts nearly 70
km of beach, the ones on the northern coast consisting of black sand rather than the lighter, finer sand of the south. The
island has two distinct landscapes and atmospheres: the lush, green north and the barren, developed south.
Tenerife is known as the ‘Island of Eternal Spring’; since it is on the same latitude as the Sahara Desert, it enjoys a warm
climate and plenty of sunshine all year round. However, the trade winds create cloud and cold sea currents, keeping
temperatures moderate, with an average of 13–18 °C in the winter and 24–28 °C in the summer.
The Canaries are one of the major tourist destinations in the world and tourism is Tenerife’s main industry, with about
5 million visitors each year using one of its two airports. There are two main highways crossing the island, as well as
dizzying narrow mountain roads in the north. Tourists mainly visit the south of the island, which is hotter and drier and has
many resorts, such as Playa de las Americas and Los Cristianos. The only new hotels permitted to be built must be of
5-star quality to promote environmentally conscious development.
The area known as Costa Adeje has many world-class facilities and leisure activities to offer besides sea and sand, such as
quality shopping centres, golf courses, restaurants, waterparks, animal parks and a theatre. In February, visitors can enjoy one

Original material © Cambridge University Press 2018

 Unit 1: Reading

PARAGRAPHS
of the world’s largest carnivals. The distinctive local craft is Tenerife lace – the embroidery
of stretched cloth for table linen – which visitors can see being made. Wildlife attractions Paragraphing is a
are the UNESCO Biosphere Reserve, opened in 2013, the botanical gardens in Puerto de la logical way of dividing
Cruz and a butterfly park in Icod de los Vinos. text. Paragraphs
usually consist of
Agriculture contributes only 10% to the island’s economy but it supports the landscape several sentences
and the cultural values of the island. In the coastal areas, tomatoes and bananas are which group similar
cultivated, and these are exported to mainland Spain and the rest of Europe. At lower and information together.
drier altitudes, potatoes, tobacco and maize are the most common crops. Grapes are A break between
grown on steep north-facing slopes and onions in the south. Flowers are also produced paragraphs shows
a change of topic,
for the export market. The islands are important to Spain as fishing grounds.
time or place. As well

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Tenerife has several archaeological sites, consisting mainly of the cave paintings as being necessary
prevalent in the south. Also noteworthy are the buildings called Güímar Pyramids, whose for structuring text,
origin is uncertain, and the defensive castles located in the village of San Andrés and paragraphs are
elsewhere on the island. There are many other interesting historical buildings, such as a courtesy to the
reader to aid their
the Convent of San Augustin and the Church of San Marcos. Other impressive but more
understanding.
modern structures are the Auditorio de Tenerife, at the entry port to the capital, and the

PL
Torres de Santa Cruz, a skyscraper 120 metres high.
There are pretty hill towns to look around, and from one of them, Masca, visitors can
set off on the famous hike down the gorge. The gorge is full of rich vegetation, large and
colourful plants, and a range of animal species. Garachico is a small, unspoilt fishing
town whose quiet streets are dotted with bars, cafés and gift shops, and there are some
superb fish restaurants down by the harbour. Sight-seeing in the nearby smaller town
of Icod de los Vinos must include the island’s most prized possession, the Dragon Tree,
which stands in a preserved garden and is said to be approximately 1000 years old.

4 Without looking at the passage, answer the following general questions about Tenerife.
YOUR OWN WORDS

If you are asked to

respond to a question
‘in your own words’,
be careful to avoid
‘lifting’ from the text,
i.e. copying whole
phrases or sentences.
This gives the
impression that you
5
M
Compare your answers with those of a partner, then check the passage to see who is right. have not understood
them, or that you have
a What are the most noticeable features of the scenery? a limited vocabulary
b What can tourists spend their time doing? and are unable to
think of synonyms.
c What is the temperature like? It is not necessary to
d What contributes to the economy? change every single
word, however.
e What is there to see?
SA

These are the parts of

5 Scan the passage and find the single word in each paragraph which could be used as a a passage not to use
topic heading for that paragraph. Are your choices the same as your partner’s? in your response to
Task A10: repetitions,
6 Skim the passage about Cape Town, and decide where it should be divided into minor details,
paragraphs. quotations or direct
speech, imagery,
7 How many paragraphs did you make? Compare and discuss with your partner why you
examples, lists.
would put breaks in the places you chose.
8 Scan the passage and for each of the paragraphs think of a heading to indicate its topic,
as if for a tourist brochure. This time, instead of using words from the passage, think of VOCABULARY

synonyms (words or phrases with the same meaning) where possible. brochure: booklet
containing illustrations and
information about a product
or service

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

SUMMARIES

A summary is a
reduced version of
a text and its aim is
CAPE TOWN DISCOVER SOUTH AFRICA

informative. When you With its majestic Table Mountain

summarise a passage, backdrop, Cape Town is one of the
you need to identify most beautiful cities in the world. A
the key words in the harmonious blend of architectural
text (single words or styles reflects the tastes of the past
phrases which tell you as well as today’s more functional
what each part of the requirements. Between the high-
text is about). You can

E
rise office blocks, Edwardian and
use a highlighter or
Victorian buildings have been
two for selecting key
material in a passage meticulously preserved, and many
so that you can select outstanding examples of Cape
key material. Highlight Dutch architecture are found.
only the essential Narrow, cobblestone streets and the
points rather than strongly Islamic presence of the Bo-Kaap enhance the cosmopolitan ambiance of the

6
whole sentences or
paragraphs.

TASK TIP A10

It is good style, saves
time and words, and
PL
city. Cape Town’s shopping options invite you to endlessly browse. Elegant malls such
as the Victoria Wharf at the V&A Waterfront, antique shops, craft markets, flea markets
and art galleries abound. Specialist boutiques offer an enticing array of unusual items
not readily obtainable elsewhere. One of Cape Town’s biggest tourist attractions, the
Waterfront, evokes images of the early activities of the harbour. Much of its charm lies
in the fact that this busy commercial harbour is set in the midst of a huge entertainment
venue with pubs, restaurants, shops, craft markets, theatres and movies. Table Mountain
is undeniably the biggest tourist attraction in South Africa, drawing local holidaymakers
as well as tourists from the four corners of the globe. The summit can be reached by
trails or cable-car, but mountaineers do it the hard way. On a clear day, the spectacular
views from the summit (1086 m above sea level) stretch across the mountainous spine
M
avoids repetition to use of the Cape Peninsula and beyond Table Bay and Robben Island. Robben Island, which
complex sentences lies about 11 kilometres north of Cape Town, has over the years become synonymous
when writing. A complex with the anti-apartheid struggle in South Africa. It was here that activists such as Nelson
sentence has at least Mandela and Walter Sisulu, among many others, were imprisoned because of their
two clauses (groups opposition to apartheid. The historical importance of Robben Island (meaning ‘Seal
of words containing Island’) can be gauged by its designation as a cultural heritage site. Stretching away
finite verbs): one main from Table Bay Harbour, the Atlantic seafront features virgin beaches along undeveloped
clause, which could frontages to the north, and densely populated Sea Point to the south, leading on to the
SA

stand as a sentence Clifton, Camps Bay and Llandudno beauty spots, among others. The western coastline is
on its own, and one characterised by rocky outcrops and beautiful beaches. Major national and international
or more subordinate windsurfing competitions are held at Bloubergstrand. Seal watching is an amusing
clauses, which are
diversion. Boat trips around the harbour and along the coast are always popular.
not grammatically
complete as sentences Adapted from www.sa-venues.com
and should usually be
separated from the
main clause by commas. 9 Summarise in one sentence the attractions Cape Town has for visitors, according to
Subordinate clauses the passage.
are often introduced by
10 With a partner, in pencil or on a copy of the passage put brackets around the material
connectives, and these
can go before or after the
you would not use in a summary about the city.
main clause. There is an
example of a complex TEXTS – GENRE ANALYSIS
sentence at the end of
11 a Discuss as a class, collecting notes on the board, the typical features of guide books, based
the passage taken from
on your reading of the texts about Tenerife and Cape Town.
Pole to Pole.

Original material © Cambridge University Press 2018

 Unit 1: Reading

B Selecting summary points

Travel writing
1 Read the passage below, which is about a stop in Egypt during a journey from the
North Pole to the South Pole without using air transport.

UNKNOWN WORDS

Day 56 – Luxor You can often guess

a word’s meaning
from its context, or
by recognising the

E
meaning of the stem
of the word or the
meaning of its prefix.
It helps to have at least
a vague idea of the
meaning, or to know

PL
At 5.35 in the morning the train pulls into Luxor, known by the Greeks as Thebes,
420 miles south of Cairo, in Upper Egypt. I cannot conceal my excitement at being
whether it is a positive
or negative word,
although you may not
need to understand
every word in a passage
to be able to write a
summary of the parts
of it that are relevant
to the question. It will
enable you to expand
your vocabulary if you
keep a personal list
of new words, with
7
M
here for the first time in my life. examples of their usage,
Luxor Station is tastefully monumental in decoration, with tall columns, gilded details during the course.
on the doors, eagle heads and a hieroglyphic design somehow incorporating power Writing down words
stations, railways and ancient history. Figures materialise from the pre-dawn gloom to helps you to remember
them and to use them
offer us taxi rides. You will never stand on your own for long in Egypt.
in your own writing.
We shall be joining a Nile cruise for the next leg of our journey, and as we drive along
the river to find our boat – the Isis – I can see ranks of chunky four-storeyed vessels,
SA

maybe 100 in all, lined up along the riverbank, awaiting the day the tourists come back.
My guide to Luxor is a tall, straight, matchstick-thin aristocrat of the business whose
name is Tadorus but who asks me to call him Peter … ‘It’s easier.’ I would rather call
him Tadorus, but he doesn’t look the sort you argue with. He is 83 years old, and as
a boy of 14 was present when the archaeologist Howard Carter first pushed open the
door of Tutankhamun’s tomb.
Peter takes me across on the Nile ferry to a cluster of mud buildings on the West
Bank opposite the city. We are driven past fields of sugar cane and alongside an
irrigation canal financed by the Russians in 1960.
The greenery ends abruptly as we climb a winding road up into barren, rubble-strewn
desert. Then we are into the Valley of the Kings, which resembles a gigantic quarry,
littered with rock debris, bleached white by the sun. We leave the bus and walk up
towards the tombs in dry and scorching heat. Peter estimates the temperature at
40° Celsius, 104° Fahrenheit.
This vast necropolis contains the remains of 62 Pharaohs of the New Kingdom,
established in Thebes between 3000 and 3500 years ago. It was discovered –
‘rediscovered’, as Peter corrects me – in 1892. Only 40 of the tombs have been
found, and all, bar one, had been emptied by robbers.

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

We walk down into the tomb of Rameses III. The walls are
covered in rich paintings and complex inscriptions illustrating the
progress of the Pharaoh on his journey through the underworld,
filled with wicked serpents, crocodiles and other creatures
waiting to devour him. Because of the dry desert air, they are well
preserved, an extraordinary historical document.
The Sun is setting behind the Valley of the Kings when we return
on the ferry. At this indescribably beautiful time of day, when the
rich golden brown of the lower sky spills onto the surface of the
Nile, turning it an intense amber, and the palm trees along the

E
bank glow for a few precious minutes in the reflection, it is not
difficult to imagine the power and spectacle of a funeral procession
bearing the God-King’s body across this same river, three and
a half thousand years ago, at the beginning of his last and most
important journey.
Adapted from Pole to Pole, by Michael Palin, BBC Publishing,

8
SEQUENCING

When working under

timed conditions, you
probably won’t have
time to write a draft
for your summary, so
group and order your
material before you
begin to write. The
PL London, 1995.

2 Five words in the passage are underlined. Can you guess their meaning by looking at
their context (the other words around them)? Use a dictionary to check your guesses,
then write synonyms for the five words in your personal vocabulary list.
3 Which words and phrases in the passage best illustrate the appearance of:
a the West Bank and the Valley of the Kings (paragraph 5 and 6)?
b the tomb of Rameses III (paragraph 8)?
c the Nile at sunset (paragraph 9)?
M
best way to structure For each of your choices, explain why they are effective.
your response is
by bracketing and 4 Scan the passage for the information given about Luxor and identify the key phrases.
numbering your list of 5 Make a grid as shown below. List the key phrases and paraphrase them.
points. (Do not confuse
a summary with a Key phrase Point
commentary: you are barren, rubble-strewn desert wasteland
not required to present
information in the same
SA

TEXTS – GENRE ANALYSIS

order as in the passage,
or to give your own 11 b Discuss how the content, style and structure of the Luxor passage differs from the other
views on the material.) two, and why.

WRITING FOCUS
6 Use your answers to Task A5, Identifying topics and Task B4, to summarise the characteristics of
a Tenerife and
b Luxor
in about 150 words in total. Use one paragraph for each place.

PARAPHRASING

Try to paraphrase the information in texts when gathering points together, and to make your
phrases shorter than those in the text (see the example in Task B5). If you are not sure what
a word means, it is safer not to change it, although you can still change other words in the
phrase. Technical terms often do not have synonyms, or it would take too many words to
paraphrase them (e.g. solar heating, irrigation canal) so you may use them.

Original material © Cambridge University Press 2018

 Unit 1: Reading

C Summary technique INFERENCE

Fictional journal entry The skill of

understanding implicit
1 As a class, discuss what you already know or think about the following topics: as well as explicit
a Robinson Crusoe meanings and attitudes
is an important one to
b desert islands be able to demonstrate
c books, films or television series set on desert islands when responding
to a text. Implicit
d survival techniques. meanings are those
2 Read the text below about Robinson Crusoe, which is an extract from a novel written which you can infer
from the text – which

E
in 1719 that includes journal entries. are implied rather
than actually stated
(which are explicit).
One of the ways you
can demonstrate an
ability to infer ideas
from a passage, and so

PL show a deeper level of

understanding of it, is
by predicting what may
happen in the future.
Your predictions must
be based on material
actually contained in
the passage.

WRITERS’ EFFECTS
9
M
You may be asked to
select and comment
on words from a
passage which give a
particular impression
to the reader. It tests
the skills of close
reading and sensitivity
SA

to language. Select
and quote a range of
short phrases (usually
not more than two or
three words each), and
make clear that you
understand both their
meaning and their
effect (which means
how it makes you think
or feel). In Further
Practice Task c, your
reasons for preferring
a destination should
be linked to the
descriptive phrases
which make it seem
attractive, and the
response each one
evokes in you as a
reader.

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

TASK TIP C3
Rather than using
one short simple
sentence for each
point, try to combine
material into longer
and more complex
sentences to save
words. Avoid beginning
each sentence the
same way or repeating

E
the same structure
(e.g. don’t start every
sentence with He) and
avoid the overuse of
and. Before you write
each sentence, plan its

10
structure in your head.
Check your summary for
omissions, repetitions
and inaccuracies of fact.

FACTUAL ACCURACY

When changing
information into your
own words and trying
to reduce their number,
■

■
PL
3 In one sentence, describe the situation of Robinson Crusoe on the Island of Despair by
answering these questions in any order:
■ Who is he?
What happened to him?
When did it happen?
■

■
Where is he?
How did he get there?

4 You are going to write a summary of Robinson Crusoe’s situation which includes his:
M
there is a danger
that you may express ■ needs ■ fears
something in a way ■ difficulties ■ disappointments.
that is no longer strictly
true; for example ‘the First, make brief notes under each heading. Then, write a one-paragraph summary, in
majority of the island’ modern English, using all your notes.
is not the same as
‘most of the island’.
5 With your partner, list future incidents or problems which Robinson Crusoe may face
later in the novel, based on evidence in the extract. Share and support your predictions
SA

You need to be careful

that you have not with your group.
changed the meaning
of the passage or the
information it gives. FURTHER PRACTICE

a You have become stranded on a desert island! Write a description of the imaginary island.
Think about its landscape, climate, vegetation, wildlife, food and water sources. You can use
information from the island passages in Sections A and C to give you ideas.
b List the main features of your home town or rural area. Use the list to write an information
leaflet for tourists, using bullet points. Group the points, divide them into sections, and
give a topic heading to each section (e.g. Things to see). The passage in Selecting Summary
Points, Task B6 will help you with ideas.
c From what you have read in this unit, would you rather visit Tenerife, Cape Town or Luxor?
Write the reasons for your preference, using details from the texts.

Original material © Cambridge University Press 2018

 E
PL 11
M
Unit 2
Directed Writing
SA

Learning objectives
In this unit, you will have the opportunity to:
■ read a book review, a journal entry, a magazine article, a blog post, a leaflet, an
advertisement and a formal letter
■ write a blurb, a journal entry, a script for a presentation, an informal letter, a formal letter and
a blog post
■ practise changing genres, giving a talk, maintaining focus and writing persuasively.

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

✔ understand the effect of writing style choices
✔ make comparisons between different types of text
✔ demonstrate audience awareness.

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

CHANGING GENRES A Writing style choices

In an Extended Book review
Response to Reading
task, you will need to 1 Discuss the following questions in class:
use material in a text a How would you define ‘extreme sports’?
in a specific way. You
need to be familiar with b What examples can you think of?
the following response c What kind of people participate in them?
genres and aware of
their purpose: formal d What makes these sports attractive?
letter, news report, e Which ones would you consider doing or refuse to do?
formal report, journal,

E
magazine article, 2 Read the following passage, which is a newspaper review of a non-fiction book about
speech, interview. a historical Arctic tragedy.
When approaching a
task, pay attention to

The big chill

instructions about the
audience and specific
content.  Your response

12
will require modification
of the structure and
style of the original
passage, so you need
to change vocabulary,
sentence structures and
text structure, rather
than simply reuse
points from the passage
in the same order or in
the same words. The
question will also ask
PL
M
you to change voice
and viewpoint, and to
write as if you were a
character referred to in
the passage.
SA

Original material © Cambridge University Press 2018

 Unit 2: Directed Writing

WRITING STYLE

The style of a piece of

writing is determined
by its:
■ aim – what is the
purpose of the
writing?
■ voice – what kind
of character is the
speaker/persona?
■ audience – what

E
do we know about
their age, interests
and expectations?
■ vocabulary –
how formal is
the situation,
relationship or

PL
3 Discuss the following questions as a class:
■

■
subject?
tone – is the
emotion and mood
appropriate?
sentence structure –
should sentences be
simple, compound
or complex, or a
mixture?
These are all aspects
to consider when you
are asked to write or
13
M
to comment on a piece
a Why do you think book reviews are published in newspapers? of writing.

b Who do you think writes book reviews, and why?

c Who do you think reads them, and why?
d Who do you think benefits from the reviews, and how?
e Who do you think would be interested in reading The Ice Master?
SA

4 Publishers promote their new books by printing blurbs (brief descriptions of the type
and content of the book) on their back covers. It is a rule that a blurb must not reveal
what happens in the end, as this would deter readers. Write a blurb for The Ice Master,
using three short paragraphs. Your aim is to appeal to your audience and persuade
them to buy the book:
■ Refer to the background of the expedition and its participants.
■ Describe the crisis situation the book deals with.
■ Refer to specific incidents which make the book sound exciting.
5 Find all the dates and time references in the article. Then list the events in
chronological order (the order in which they occurred), together with their date or
duration, in a grid like the one shown below. This will give you a sense of the overall
time scheme, which will help you later. An example has been given.
Event Time
The Jeanette crushed 1881

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

DIARY V. JOURNAL Journal entry

Although the terms 6 Read the following extracts from the journal of the Antarctic explorer Robert Falcon
diary and journal Scott (who is mentioned in The big chill in Task A2). On 16 January 1912, he discovered
are often used
that the Norwegian explorer Roald Amundsen had beaten him to the South Pole.
interchangeably, they
are not the same
genre. A diary is often
a purely personal and
private record, written
in a colloquial style
or even in note form,
and often consisting

E
of very short entries.
A journal is likely to be
a formal record of a
journey or significant
experience, sometimes
intended for a wider
audience and possibly

14
for publication. It is
therefore written in
full sentences and with
some consideration
given to style.

PL
M
SA

Original material © Cambridge University Press 2018

 Unit 2: Directed Writing

7 With your partner, list the common characteristics of the style of writing used in
journals (also remember the journal extracts in Unit 1, Summary Technique, Sections B
and C). They are obviously written in the first person – using I or we – but what can you
say about the following:
a tense?
b register?
c vocabulary level?
d sentence length?
e sentence type?

E
f content?

WRITING FOCUS
8 Imagine you are Captain Bob Bartlett in the passage in Section A. Write three journal entries,
with dates, for the winter period of 1913–14, from the freezing of the sea to when you

abandon ship.

■■

■■

■■

■■

■■

■■

■■
how the crew passed the time
what happened to the Karluk
PL
Use the time grid from Task A5 to help you. Do not simply retell the story – adapt the material.
Write about 300 words, in an appropriate style, and refer to the following:
previous events and original goal of the expedition
Stefansson’s character and behaviour
the mood of the crew and their fears

the journey you are about to face

your thoughts and feelings about the future.
15
M
B  Comparing texts
Magazine article and blog post
1 The next passage concerns mountaineering. Discuss these questions with
SA

your partner:
a How do you feel about mountains?
b What makes some people determined to get to the top of them?
c What can go wrong during a climbing expedition?
d What do you think the title ‘A rock and a hard place’ means?
2 Read the article below, from a Sunday newspaper magazine, which concerns the death
of a mountain climber on the Himalayan mountain of Kanchenjunga (K2).

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

A ROCK AND A
HARD PLACE

E
Alison Hargreaves faced the toughest decision of her career. goodbye to the climbers who were staying. Her porters
It was August 6: she had spent six weeks on K2 and had were due to leave at 7 a.m. and Alison had a flight booked
already failed in two summit bids. Now, should she stay and from Islamabad in a week’s time. ‘It was done,’ says Celsi.
give it one more try? Or call it a day and go home? ‘She was going home.’
The situation was as bleak as could be. Alison was back But early that morning, Alison reopened the question once
at base camp, its cluster of red and yellow tents pitched again, drinking endless cups of coffee with Celsi as she

16
PL
unevenly among the ice and boulders of the Godwin-Austen
Glacier. Towering 12,000 ft (3657.6 metres) above was K2
itself, shrouded in grey, wind-tossed clouds. It was bitterly
cold and raining and, says the American climber Richard
Celsi, Alison was in tears.
By Celsi’s account, Alison had changed her mind a dozen
times. Now she was utterly torn. She wanted to fulfil her
dream of climbing K2, adding it to Everest to become the
only British woman to have reached the world’s two highest
summits. And she desperately wanted to be back with her
children, Tom, six, and Kate, four.
turned it over and over in her mind. ‘It was a very emotional
thing for her,’ says Celsi. ‘She really went through a lot of
things.’ Finally, just 15 minutes before the porters were due
to depart, she told Celsi she had decided to stay, reasoning
that, since she had been away for so long, one more week
wouldn’t matter. ‘She said it was logical to give the weather
a chance to clear.’
Alison hugged Celsi and thanked him profusely for his
help. In some haste, her equipment was retrieved. Celsi
himself was leaving, and Alison gave him some letters and
a fax saying she had decided to give K2 ‘one more try’. As
M
he set off down the glacier, Celsi turned to look back at
The previous night she seemed to have made up her
Alison, and saw her waving to him through the drifting rain.
mind to leave. She had packed her equipment and said
SA

Original material © Cambridge University Press 2018

 Unit 2: Directed Writing

‘She seemed in good spirits,’ he recalls. ‘She had made saw a body resting in a hollow. ‘I recognised the red clothing,’
her decision.’ Ortas says. ‘I knew it was Alison.’
Four days later Alison and a group of climbers left base At 33, after a mercurial climbing career, Alison had become
camp for their summit bid. By August 12, they had reached an icon – a symbol of what women could achieve. For some
Camp Four on a sloping snowfield known as the Shoulder, her death represented a betrayal of motherhood, for others a
2,000 ft (609.6 metres) below the summit. They set off paradigm of the dilemmas faced by mothers seeking a career.
before dawn the next morning, climbing a steep gully called
Alison had been bemused by the publicity her Everest climb
the Bottleneck, passing beneath an unstable wall of ice
attracted, saying: ‘The whole thing is much bigger than I
pinnacles and finally emerging on the summit ridge.
can handle.’ But she was worthy of her acclaim. Her Everest
At 6.30 p.m. the climbers in base camp received a radio ascent in May – alone and without using supplementary

E
call from the summit. Alison and three others had reached oxygen or porters – was a supreme moment of the sport.
the top, and another two were about to arrive. The caller, a Just 5 ft 4 in (162cm) and with an easy smile, she impressed
Spanish climber, added that there was no wind but it was people with her friendliness, modesty and charm. Some,
bitterly cold, and they were about to start their descent. accustomed to the ruthless egos of some leading male
There was no further word. mountaineers, were relieved to find her so normal.
An hour later the upper reaches of K2 were hit by hurricane- Yet Alison was far more complex than her image revealed.

PL
force winds. As they edged their way back down the summit
ridge, Alison and her companions stood no chance. She was
plucked from the ridge by the wind and hurled down K2’s
monumental South Face.
The next morning two Spanish climbers, Pepe Garces and
Lorenzo Ortas, who had survived the storm at Camp Four,
were descending the mountain suffering from frostbite and
exhaustion. Some 3,000 ft (914.4 metres) below the summit
they found a bloodstained anorak lying in the snow. They also
saw three slide-marks leading towards the edge of an ice cliff.
The climber who exulted in her triumph on Everest could be
racked with doubt. She could be talkative and outgoing – or
reticent and closed. She was eager to show that she was
self-sufficient, yet ardent for approval and acclaim.
The most profound contradiction lay in her replies when
asked the perennial question of why she climbed. She said
she did so because she had something to prove – then
added that, after summit, she felt she had to prove herself
again. So what was Alison trying to prove, and why was she
never satisfied? And is it true that her ceaseless quest led
17
M
But above the cliff, some 600 ft (182.88 metres) away, they inevitably to a reckless death?

Adapted from an article by Peter and Leni Gillman, The Sunday Times, 3rd December 1995.

3 With a partner, make a list of the similarities and differences between the experiences
of those on board the Karluk and those of the K2 climbers.
SA

4 With your partner, work on the following tasks:

a Think of and list adjectives of your own which you could use to describe the
character of Alison Hargreaves.
b Agree on and list the characteristics of the style commonly used for informal letters
to relatives and close friends.
5 Write Alison Hargreaves’ last letter to her parents after deciding to stay. Use an
appropriate style, and write about 300 words. Begin Dear Mum and Dad. Mention the
following:
■ her difficult decision and how she made it
■ conditions on K2
■ her ambitions and expectations
■ her feelings about climbing
■ her feeling about her fellow climbers
■ her feelings about her family.

Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

INFORMAL WRITTEN ENGLISH

Informal letters, emails TWENTY YEARS LATER:

Tom Ballard and K2
and blogs tend to
contain contractions
(e.g. can’t, OK),
abbreviations (e.g. uni,
probs), phonetic It sounds like something out of a good script writer’s imagination: it’s a story dedicated
spelling (e.g. hilites, to those who love mountains, climbing and impossible challenges. A story for those who
kwik) and colloquial
believe that destiny somehow does exist, a story that began twenty years ago with Alison
expressions (e.g. no
way, bonkers) as if Hargreaves’ 1995 mission, which ended up in tragedy. A legendary woman climber from
the writer is speaking Derbyshire and one of the greatest ascents ever, an incredibly powerful lady, who managed

E
aloud to the recipient, to solo climb Mount Everest and then disappeared while attempting to conquer K2’s
with whom he or she summit. Twenty years have passed and Alison’s son Tom Ballard has now become a great
has a relationship. It climber himself, ready to attempt to accomplish what his mother failed to achieve: reaching
is not appropriate to the top of K2, the second highest mountain in the world, considered by many even more
be this casual in many challenging than Mount Everest.
situations, including
exam responses. Even Tom Ballard is young, he’s now 26 years old and he was only six when his mother

18
if you are asked to write
a letter to a relative,
it is better to avoid
slang, jargon or non-
sentences, and to write
in paragraphs, as you
need to demonstrate
that you can write
accurate and standard
English.
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vanished on the ‘Savage Mountain’, aged 33. The past winter, he managed to complete
a great undertaking: he was the first man in history to solo climb in just one season the
Alps’ six classic Northern ascents: Lavaredo’s Cima Grande, Piz Badile, the Matterhorn,
the Grandes Jorasses, the Petit Dru and the Eiger. His mother did the same, only it was in
summer: it almost seems like he’s chasing her. Tom never plugged his accomplishment,
he only shared a couple of pictures on his Facebook page, choosing not to widely
publicise this historic undertaking.
Discreet, silent, humble. During one of the
few interviews granted at the end of the
climb, Tom Ballard said what many have been
waiting to ask him for ages, he explained the
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relationship he had with his mother: “I think
a lot of people believe that by climbing I am
trying to get closer to my mother. This is not
the case. I climb solely for me. That may
TASK TIP B6
seem selfish but – yes, solo climbing is one
Bloggers write blogs of the most selfish things you can do. I feel
to comment on the a deep connection to mountains that can’t
news and other topics
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be explained. Something spiritual perhaps.

of general interest
I want to climb them simply because they
as an alternative
are there, and that’s where I want to be. It’s
information source to
not for adrenaline, or kicks.” Alison would
the mass media, which
certainly agree with that.
are governed by the
editorial principles of Adapted from Alessandro Benetton’s Blog
the off icial organisation Each Time a Man, 9 July, 2015.
they represent. Because
they are giving their
personal and unoff icial
views, the content 6 Read the blog about Alison Hargreaves’s son, Tom Ballard. Then write a paragraph to
is not objective or answer each of the following questions:
even necessarily true.
a What is the main difference in style between the blog and the article? Give examples.
The style is often
informal to the extent b How is the content and structure different between the two texts?
of not using sentences c Give reasons for these differences between the two texts.
or of containing
grammatical errors,
as in this case.

Original material © Cambridge University Press 2018

 Unit 2: Directed Writing

C Audience awareness FOCUS

Leaflet You should try to

use all the relevant
1 Read the leaflet below, which gives information about a youth outdoor-pursuits material available in
programme called The International Award. a passage in order
to fully answer the
question. Bullet points
focus on different

The International Award aspects of the question

and give structure
to your response, as
What is it?
well as indicating the

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The Award is an exciting self-development essential material to
programme for all young people worldwide. be included in it. Some
It equips them with life skills, builds their refer to explicit points
confidence and engages them with their made in the passage
communities. It gives all young people and others may test
aged between 14 and 24, regardless of their implicit understanding.
background, abilities or circumstances, an Your ideas must

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opportunity to experience challenge and
adventure, to acquire new skills and to make new friends.

What does the programme consist of?

It is a four-section programme, with three progressive levels: Bronze, Silver and Gold.
Participants are in charge of their own programme, setting their own goals and
measuring their progress against them.

The Sections
◆ Service develops a sense of community and social responsibility
◆ the Adventurous journey cultivates a spirit of adventure and an understanding of
the environment
all be linked to the
passage and related
to the question, and
inferences need to be
supported by evidence.
Underline the key
words in a question to
ensure your planning
is focused, and follow
rubrics exactly.
19
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◆ the Skills section develops cultural, vocational and practical skills
◆ Physical Recreation encourages improved performance and fitness.

The Residential Project, an additional requirement at Gold level, broadens horizons

through a worthwhile residential experience.

What are the benefits of involvement?

The Award is widely recognised by educationalists and employers. Some of the
benefits to young people include developing or discovering:
◆ a sense of achievement
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◆ new skills and interests

◆ self-confidence and self-reliance
◆ leadership skills and abilities
◆ exciting opportunities
◆ friendship
◆ experience of teamwork and decision making
◆ a network of local, national and international connections
◆ enjoyment.

Adapted from Fact Sheet, The Duke of Edinburgh’s International Award,

www.intaward.org.

2 Select the relevant material in the text, then use it to write the script for a talk to a
group of fellow students in which you describe the Award programme and encourage
them to take part. Write about 300 words.
■ Summarise the rules and structure of the programme.
■ Explain the aims and what is involved.
■ Comment on the benefits of taking part and give examples of your own.
Original material © Cambridge University Press 2018
 Cambridge IGCSE First Language English

3 Give your talk to the class, and be prepared to answer any questions your audience
asks about the programme.

Advertisements
4 Read the internet advertisement below for courses in white water rafting.

WHITE WATER ACTION IN VICTORIA

The most exciting experience you’ll ever have!

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HOME  OUR ACTIVITIES  TRANSFERS  RESTAURANTS  PRICE LIST  DISCOUNT SPECIALS  CONTACT US

In 1985, Shearwater was the first Zimbabwean company to run commercial white water rafting trips in Victoria Falls, Zimbabwe.
Since those first intrepid paddle strokes on the Zambezi River, Shearwater has become synonymous internationally with some of
the best white water action on the planet in dramatic scenery otherwise hidden from visitors. Today, 28 successful seasons later,

20
PL
Shearwater continues to be at the forefront of white water rafting on the Zambezi, offering one-day rafting trips (in both high- and
low-water seasons), overnight trips, and multi-day wilderness adventures. There’s something to suit everyone. Dare you try it?
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SPLASH AND DASH – approx. MULTI-DAY RAFTING OVERNIGHT TRIPS – low
March and June ADVENTURES – low water only water only
‘Splash and Dash’ describes a very Shearwater’s Multi-Day Rafting Instead of facing an arduous climb at
high-water run operated at the beginning Adventures (2½ days or 5 days). A the end of an amazing day, take us up
and end of the rafting season. Most of chance for you to explore more of on our offer to camp overnight in the
the really big, dramatic rapids, for which the Zambezi River down to the Lower gorge on one of the pristine beaches
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the Zambezi is famous, have either Muwemba Falls, past the Batoka Dam used exclusively by Shearwater clients,
been washed out or are considered and on to where the land flattens out and witness complete peace and
too dangerous for commercial rafting towards the upper reaches of Lake privacy beside the river when everyone
purposes. This stretch of the river from Kariba. The days get lazier as the else has left. Accommodation is in tents
rapid 15 to rapid 24 is fast flowing but river widens through flat terrain, and although many people choose to sleep
the rapids are quite gentle compared to there is plenty of opportunity for you under the clear sky. Sit out under the
other times of the year. to fish, watch the wildlife and camp in African stars and relive the memories
the wilderness on the pristine sandy of your day’s rafting around a campfire.
Considered more of a scenic trip, as the
beaches of the Zambezi. Tents are Walk along the Batoka Gorge and
gorge and the river are breathtakingly
provided, although you may choose to transfer back to town after breakfast the
beautiful following the rainy season, the
sleep directly under the glittering velvet next morning.
whirlpools and boils can pose a few
canopy of an African night.
unexpected surprises for the unwary! US $220 – Minimum of 4 required.
The hike out of the gorge remains – as Shearwater offers 2½ day (US $550)
always – arduous, so you need to be fit! and 5 day (US $880) Multi-Day
Rafting
US $132

A certificate is awarded at the end of every trip in confirmation of conquering the mighty Zambezi River.
Adapted from www.shearwatervictoriafalls.com/rafting.

Original material © Cambridge University Press 2018

 Unit 2: Directed Writing

5 What are the stylistic features of written advertisements? Give examples of each from
the passage ‘White water action in Victoria’, and explain how they aim to persuade. TASK TIP C5
Advertising aims to
persuade, using a mixture
Formal letters of the following devices:
■■ imperative verbs
6 Write an informal letter or email of about 300 words to a friend to suggest that you
■■ questions
both go on one of the trips. (Pretend it is in your own country.)
■■ exclamations

■■ Give a summary of the factual information. ■■ clichés

■■ short/non-sentences
■■ Give your impression of the company.
■■ repetition
■■ Give reasons why it would be a good idea to go on such a trip. ■■ superlatives and

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■■ Say which of the trips sounds most attractive and why. intensifiers
■■ personal pronouns
The content of the material is entirely positive, and usually begins with an attention- you, we and our
catching device, followed by evidence and details to support the initial claim. ■■ evocative/emotive

adjectives
7 Formal letters, whose aim is usually to persuade, have the following format, which you
■■ alliterative phrases
would use when writing for official or business purposes, or to someone whom you
have never met.

PL
Dear Madam/Sir (or the official position)
or
Dear Mr/Ms (Surname) (if you know his/her name)
Section 1: Reason for writing/topic of letter
Section 2: Background to and details of request/complaint/issue
Section 3: Conclusion, thanks, prediction, advice, warning
■■ rhyme/assonance

■■ statistics.

These stylistic features

make the text as
easy as possible to
read, understand and
remember. They attract
the reader to the offered
product by making it
sound an exciting and
desirable thing to own
or to do. These devices
21
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Yours faithfully (if you have not addressed the recipient by name) can be used in all types
or of persuasive writing.
Yours sincerely (if you have addressed the recipient by name)

Discuss with a partner how the example of a letter text applies this structure.
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Original material © Cambridge University Press 2018

 Cambridge IGCSE First Language English

FORMAL LETTERS Example of letter text:

Formal letters differ

from informal letters 19 Aetos Street Kyriakos Kyriakou
in register and in Kifissia General Manager
having a clear and Greece Aegean Aviation
conventional structure: Kato Trimithia
usually one paragraph
per section, although 16th Feb 2018
the middle section Dear Mr Kyriakou,
can extend over two
or three paragraphs. I am writing to you, as the owner of Aegean Aviation flying school, to report a dangerous
The tone of a formal situation which occurred yesterday. I am a member of the club and have been taking regular

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letter is impersonal flying lessons, weather permitting, for the last four months, with your instructor, Lucas Antoniou.
and polite – even when I have recently flown solo for the first time and I was practising circuits yesterday morning.
complaining – and the On my fourth approach, I was shocked when another aircraft cut in front of me, dangerously
expression is formal close, when I was only 100 feet above the ground. I nearly collided with the other aircraft and
and mature (i.e. using had great difficulty in retaining control of plane, but did manage to perform a go-around and
complex sentences and subsequently land safely.
without contractions,

22
abbreviations or
colloquialisms). It is
not necessary to date
or give addresses
in an exam letter,
though these would
be essential for a
real letter.
PL
I immediately went up to the control tower to report the near-miss but the on-duty controller
admitted that he had been talking to someone at the time and had not witnessed the event. I
then spoke to my instructor, who had been in his office and had also not seen what happened.
Despite my shock I was able to identify the aircraft involved as another machine belonging to
the flying club, and I established that it was being flown by another of your instructors, Andreas
Panayiotou, at the time.
Although it seems that no third party saw what happened, I am in no doubt that Mr Panayiotou
was flying dangerously and with disregard for the safety of other pilots. I therefore urge you
to speak to Mr Panayiotou, give him a warning about his dangerous conduct, and ask him
to apologise to me. Otherwise, I shall have no option but to report the incident to the aviation
authorities, which would formally investigate the failures of your club.
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I look forward to hearing from you soon.
Yours sincerely,
Yiannis Georgiou

WRITING FOCUS
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8 Plan and write a letter of about 300 words to a local newspaper after an extreme sports incident
has been reported in your area. Try to persuade readers to sign a petition calling for the sport to
be banned for being too dangerous.
Begin ‘Dear Editor’. Use the ideas you collected in Task A1. Use the text in Task C7 as a model of
style and structure.

FURTHER PRACTICE

a Imagine that you and your friend went on a Shearwater rafting course and were not satisfied with
the experience. Write a letter of complaint to the company and ask for your money back. Include
references to the advertisement in Task C4.
b Imagine that you are on an International Award expedition which has met with unforeseen
difficulties. Write a journal entry describing your situation, location, fellow expeditioners,
thoughts, feelings, and giving a prediction of what will happen next.
c Write a blog post describing a sport you are keen on – either as a spectator or as a participant –
with the aim of persuading others to become involved in it.

Original material © Cambridge University Press 2018

Cambridge IGCSE®
First Language English
Coursebook
Fifth edition
Marian Cox
With travel writing, magazine articles, blogs and extracts from writers such
as Roald Dahl and D. H. Lawrence, this coursebook helps students develop
their English Language skills through an active, communicative approach.
The first unit in each part covers text analysis and summary writing.
The second deals with directed writing and the third looks at descriptive
and narrative composition. The third unit also includes suggestions for

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coursework topics if your school follows this pathway. This book also
contains two optional units dedicated to speaking and listening.
Features:
• Course structure follows a spiral curriculum – students consolidate and
build on prior learning, in order to fulfil their full potential
• Clearer layout makes planning easier

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• International texts across 6 continents – such as a panda conservation
article from China and a travel guide from Machu Picchu – make
reading interesting and relevant for everyone
• A focus on writer’s effect and the way we use language helps students
develop a personal style and an awareness of audience
• Written by Marian Cox – experienced international school teacher and
examiner. Marian is also the author of Cambridge Checkpoint English
Stages 7–9, resulting in a coherent 5-year English programme.

Other components in the series

Coursebook Cambridge Elevate edition
Language and Skills Practice Book 
978-1-108-43890-2
978-1-108-43892-6
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Teacher’s Resource  978-1-108-43894-0

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Original material © Cambridge University Press 2018