Cambridge IGCSE First Language English

13.4  Choosing a topic

Key term It is important that you show interest in and enthusiasm for the subject about
which you choose to talk. You are allowed to use cue cards to prompt you about the
Cue cards: Brief key points but you should not read from a prepared script; this is, after all, a test of
notes written on your speaking not reading ability.
postcards to remind
you of points you You may also, if you wish, use a limited range of visual aids to support your talk
intend to make in but remember that you have only a limited time and too many such aids can inhibit
your talk. what you have to say.

13.3  The discussion

The discussion will take the form of a conversation with the teacher/examiner about
issues arising from your talk on your chosen topic. The teacher/examiner will not
take a confrontational or argumentative approach but will encourage you to expand
positively on what you have said.

In order to make the best impression, it is important that you have prepared your
topic thoroughly. Some of the questions you are asked may well require you to refer
to factual information additional to that included in your talk and also to develop or
defend your point of view.

The teacher/examiner will have taken notes while you were talking, so it is
important that you pay careful attention to the questions that you are asked: your
listening skills are being tested as well as your speaking ones!

The conversation should last about six or seven minutes and the comments
made by the teacher/examiner will be kept to the minimum to allow you to express
yourself as fully and as fluently as you can.

13.4  Choosing a topic

It is up to you to choose a topic that you want to introduce and discuss in the test.
The only restriction on the choice is that your teacher/examiner must be happy to
discuss the topic with you.

Make sure you choose a topic that you know something about and are able to
discuss. This may sound obvious but students have been known to choose topics
which sounded impressive, but about which they knew very little, if anything! You
might consider these possibilities:
» Do you have a hobby?
» Do you travel much?
» What do you want to do as a career?
» Are you passionate about a particular issue?
» Is your family interesting?
» Have you been fascinated by a book you have read, or a play or film you have seen?
» Does a particular person interest you?
The following section gives some suggestions about ways of approaching a selection
of topics. It also contains some longer articles which might be useful to get you
thinking further. You might also find these passages useful as stimulus for other
coursework writing assignments.

Do you have a hobby?

You might collect stamps; you might have thousands of Twitter followers; you might
be a martial arts black belt; you might design and make your own clothes; you might

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write songs. The point about a hobby is that it is something you enjoy and find
interesting. You should be able to interest other people in it. By way of preparation,
ask yourself the following questions:
» Why did I start this hobby?
» When did I start?
» How much time do I spend on my hobby?
» Why do I enjoy it?
» Is there anything I can take with me to help me introduce the topic?
» How else might I make my hobby interesting for the teacher/examiner?
Then you can plan your introduction. You might do it in such a way that there are
some obvious questions for the teacher/examiner to ask in the discussion.

Do you travel much?

Many of you might be lucky enough to have travelled widely: you may have been
to places that you have loved; you may have been to places that you have hated.
Either way, you should be able to talk about them in an interesting way. Again, you
need to prepare, and the following points might help:
» Make a list of all the places that you have visited.
» Group similar places together.
» Pick out the places that you most liked.
» Pick out those places that you didn’t like at all.
» Consider what was most important to you when thinking about a place – the

people, the buildings, the scenery?
» If you were to pick your favourite place, which would it be?

The 10 Lessons to Learn From Travelling

By College Tourist; Author: Nicole Darian, University of Iowa

What the Real World Won’t Teach You through my travels and backpacking is that it’s okay
to wait and have lag time, and if something happens
Contrary to popular belief, traveling can teach you to go wrong, to be patient when seeking help. Though
more than a classroom, job, or relationship ever will. it seems that way, traveling isn’t at all luxurious like
I’ve found that people’s definitions of “the real world” advertisements and glamorous Instagram accounts
vary quite a bit. For me, the real world means packing make it out to be. Your flight gets cancelled because
up and leaving your comfort zone, the familiar, your the pilot is sick and you’re stuck in the airport, you
safe place, and experiencing unknown things – a catch a stomach bug and you’re on bedrest, your
new place, new people who may not understand you, bus is late, you get on the wrong train, bad weather
unfamiliar customs, the list goes on. Traveling is being minimizes outdoor activities – it happens on every
in the real world, and here are 10 vital lessons that it trip, and trust me, it builds character. If things
will teach you. always went smoothly, the adventure wouldn’t exist.
Patience is truly a virtue and you’ll learn to tackle the
1) To be more patient circumstances as they come, which will make you
appreciate the experience even more.
Being American and from a big city, the fast-paced
lifestyle is inevitably engrained in me. Waiting for 2) To leave your comfort zone
anything – food at a restaurant, lines for the restroom,
even waiting for a professor or boss to email me back People don’t enjoy traveling because it means leaving
– drives me crazy. The biggest lesson I’ve learned behind what’s comfortable for them, whether it’s their

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13.4  Choosing a topic

group of friends, air-conditioning, their favorite foods, yourself and appreciate that new place,
pets, the list goes on. Just getting on a plane and the people, the language, the clothing,
going is the first step. It’s exhilarating to forget what’s and everything in between. Taking
familiar for a bit and expand your horizons. Once you the time to come out of your shell and
do, there is no better feeling than taking on unfamiliar interact with the local culture is the
territory and making it familiar. All it takes is pulling way to experience and appreciate it
the trigger, and you’ll come home with endless stories. fully. Again, this can’t be taught, only
experienced.
3) To be more curious
5) To live simply
I recently listened to a TED Radio Hour podcast called
“From Curiosity to Discovery” and I loved every Believe it or not, you can survive
second of it. Fully understanding something that was with very, very little and get by just
once just an idea makes traveling so worthwhile. Being fine. Most people around the world
in new territory will probe new ideas and curiosities do. Traveling extensively forces you
– what the local customs are, the local food, what to pack so lightly that you’ll go home
language is spoken, and religious practices. Traveling overwhelmed by how much you actually
and interacting with locals and natives will give you own. Not only that, but sleeping in
a better understanding, and therefore turn these rundown guesthouses, hostels with bed
curiosities into discoveries. This will then make you bugs, and tents pitched anywhere that
hungry to learn more, ask questions, and completely you can find space really isn’t the end
immerse yourself into a new place. of the world, you just learn to live with
it. Steering away from lavish meals on
4) To appreciate other cultures the town and fancy cocktails on outdoor
patios is another experience you may
It’s easy to question and judge cultures that are have to sacrifice while traveling if you
different than yours. Traveling or living somewhere want to save enough to travel longer. As
completely different gives you a new perspective that’s a result, you’ll come home and realize that you don’t
different from just hearing or reading about it. The act need anything more than the essentials to survive.
of being somewhere new allows you to fully immerse
6) To make friends with strangers

If you’re traveling alone, you’ll be desperate for human
interaction. And guess what? Every other traveler
is too! I’ve found it extremely rare to come across
another traveler who isn’t eager to hear your story,
where you’ve been, for how long, and your opinions
and advice. You can seriously build a global network
even if you’re traveling for just a few days. It’s a
beautiful thing to say that you’re friends with people
around the planet, and you’re all bonded by one
common trait: love for adventure and new experiences.
If you’re traveling alone, you’ll never really be alone,
as there will always be someone wanting to tag along
for an activity or just sitting next to other travelers on
public transport. This is definitely my favorite part
about traveling.

7) ...but to also embrace your solo

travel experience

Admittedly, traveling alone does get lonely. You’re
constantly saying goodbye to new friends who are
going to different places, having to leave a new place
that you’ve mastered and made familiar and taking on
new territory with minimal information, and

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sometimes no one to talk about the amazing day 9) To think creatively
you had sightseeing with. Learning to eat meals in
restaurants, go to bars, or walk around a new city Sometimes it takes a little thinking outside of the box
alone takes some getting used to, but it’s really okay to get by. No wifi for directions? The restroom you
to do these things alone. Being alone and having time entered is merely a hole in the ground? The buses to
to reflect on your experiences will help you appreciate your next planned destination are all booked? There
them more, and you won’t be distracted by outside are always alternatives, and bumps in the road should
opinions. You also won’t have to deal with conflicts never keep people from traveling. Studies show that
of interest or compromising on activities! It’s the people who travel think more creatively and are better
best, and you will come home with a new sense of at adjusting to new situations. Again, traveling isn’t
independence. full of glitz and glamour as it’s portrayed. There will
always be something to overcome, forcing us to be
8) To try new things creative.

We’re going to be forced to come out of our shells no 10) To find beauty in small things
matter what. Doing what we’re used to at home doesn’t
always work when we travel so we have to adjust. Returning from a trip, a study abroad experience, or a
Pick up the language and try not to stick with what’s weekend away feels rejuvenating once we return. New
familiar. Try a restaurant serving ethnic food and avoid perspective is gained. A home cooked meal will mean
the touristic restaurants with equivalent food from so much more to you because you missed it for so long.
home. Take public transportation and learn the system, The person who smiled at you on the street becomes
it’s not difficult after the first couple of times. Sign your best friend. Seeing a statue or monument in your
up for an outdoor activity that you might not get the hometown will remind you of the one you saw abroad.
opportunity to do at home like hiking, sailing, or flying It’s really the small things that give us joy in life, and
in a helicopter. New places means new opportunities, they’re usually free. Traveling is one way to learn this.
so try not to pass them up.
Source: www.huffingtonpost.com/college-tourist/the-10-
lessons-to-learn-f_b_8056918.html

What do you want to do as a career?

You may have a very clear idea about what you want to do as a future career, or you
may have a part-time job that will provide you with material for your discussion. Do
you baby-sit, work in a local shop, run your own website service? Some of you might
be hoping that your part-time job will expand into a future career; for others it may
just be a means of earning enough money to be able to go out with friends at the
weekend.

Some of you might have been sent on work experience by your school. Again,
through work experience you might have discovered your future career path.
Alternatively, you might have been very bored or you might have hated every
moment of your experience. Even so, you will have learned something for the future.

However you have gained your experience, whatever your ideas, this might be a
topic which would work for you. Ask yourself the following questions:

» Do I know what I want to do as a career?
» How did I get this idea?
» Was I influenced by others rather than making up my own mind? (For instance, do

you want to do the same job as one of your parents?)
» Why am I sure I will enjoy this job?
» How important is the salary to me?
» Do I think it will be a job for life?

Are you passionate about a particular issue?

If you choose to talk about an issue that you feel passionate about, you must be
able to talk without being overdramatic and you must have clear reasons to use to

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13.4  Choosing a topic

Climate Change

While 97 percent of climate scientists to clean water coming from the shale gas
agree that climate change is occurring and fracking boom taking place across the country.
greenhouse gas emissions are the main cause,
political will has not been strong enough so Soil contamination is a major issue across the
far to initiate a massive policy shift away from world. In China, nearly 20 percent of arable
fossil fuels and toward sustainable forms of land has been contaminated by toxic heavy
energy. Perhaps more extreme weather events metals. Soil pollution threatens food security
such as droughts, wildfires, heat waves and and poses health risks to the local population.
flooding will convince the public to put more The use of pesticides and fertilizers is also a
pressure on policymakers to act urgently to major factor in soil pollution
curb carbon emissions and address this issue
before it’s too late. What You Can Do: Many of the solutions to
air pollution are similar to those for climate
What You Can Do: Your home and change, though it’s important to either make
transportation could be major sources of a concerted effort to drive less, or switch to
greenhouse gas emissions. A certified home a lower-emissions vehicle. Switching over to
energy audit can help make your home more green energy is also important, as that will
energy efficient. If you commute via biking, cut back on fossil fuel emissions. If you aren’t
walking or public transportation you are doing able to install solar or wind power on your
your part to fight global warming, but if you property or if your utility gets its electricity
must own a motor vehicle, consider trading from dirty energy sources, consider signing up
in your gas guzzler for a fuel efficient hybrid for a renewable energy producer like Ethical
or better yet—go electric. When you fly, make Electric that connects consumers to 100
sure to reduce your carbon footprint from air percent renewable energy sources to power
miles travelled with carbon offsets from a their homes.
respected company such as Carbonfund.org.
Deforestation
Pollution
Forests are important in mitigating climate
Air pollution and climate change are closely change because they serve as “carbon sinks,”
linked, as the same greenhouse gas emissions meaning that they absorb CO2 that would
that are warming the planet are also otherwise escape into the atmosphere and
creating smoggy conditions in major cities worsen global warming. It is estimated that
that endanger public health. If you’ve seen 15 percent of total greenhouse gas emissions
horrifying images of pollution-choked Chinese come from deforestation. Cutting down trees
cities and think the smog is isolated to Beijing
or Shanghai, think again. U.S. scientists are
finding that Chinese pollution is intensifying
storms over the Pacific Ocean and contributing
to more erratic weather in the U.S.

Water and soil pollution might not get the
media attention that air pollution does, but
they are still important public health concerns.
According to the Natural Resources Defense
Council, dirty water is the world’s biggest
health risk. While the Clean Water Act did
much to make American water safe from
harmful pollutants, today there is a new threat

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also threatens animals and humans who rely percent of the world’s water is fresh water
on healthy forests to sustain themselves, and and 1.1 billion people lack access to clean,
the loss of tropical rainforests is particularly safe drinking water. As the current drought in
concerning because around 80 percent of the California dramatically shows, access to water
world’s species reside in these areas. About is not just an issue for developing countries but
17 percent of the Amazon rainforest has been the United States as well. In fact, by the middle
cut down in the past 50 years to make way for of this century more than a third of all counties
cattle ranching. That’s a double whammy for in the lower 48 states will be at higher risk of
the climate because cattle flatulence is a major water shortages, with more than 400 of the
source of methane gas, which contributes 1,100 counties facing an extremely high risk.
more to short term climate change than carbon
emissions. What You Can Do: Just as energy efficiency
is considered an important solution to the
What You Can Do: You can support issues of climate change and pollution, water
Rainforest Alliance and similar organizations, efficiency can help us deal with water scarcity.
stop using paper towels and use washable Some ideas to be more water efficient include
cloths instead, use cloth shopping bags installing an ENERGY STAR-certified washer,
(instead of paper), and look at labels to make using low-flow faucets, plugging up leaks,
sure you only use FSC-certified wood and irrigating the lawn in the morning or evening
paper products. You can also boycott products when the cooler air causes less evaporation,
made by palm oil companies that contribute to taking shorter showers and not running sink
deforestation in Indonesia and Malaysia. water when brushing your teeth. Also, consider
using non-toxic cleaning products and eco-
Water Scarcity friendly pesticides and herbicides that won’t
contaminate groundwater. Seventh Generation
As the population increases and climate uses plant-derived ingredients for their
change causes more droughts, water scarcity household cleaning products.
is becoming more of an issue. Only three
Loss Of Biodiversity

Increasing human encroachment on wildlife
habitats is causing a rapid loss of biodiversity
that threatens food security, population health
and world stability. Climate change is also
a major contributor to biodiversity loss, as
some species aren’t able to adapt to changing
temperatures. According to the World Wildlife
Fund’s Living Planet Index, biodiversity has
declined 27 percent in the last 35 years.

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13.4  Choosing a topic

What You Can Do: As consumers we can that leads to less arable land, clogged and
all help protect biodiversity by purchasing polluted waterways, increased flooding and
products that don’t harm the environment. desertification. According to the World Wildlife
Next time you are at the grocery store, check Fund, half of the Earth’s topsoil has been lost in
to see if food packaging contains any of the the last 150 years.
following eco-labels: USDA Organic, Fair Trade
Certified, Marine Stewardship Council or Green What You Can Do: Support sustainable
Seal. Other product certifications include agriculture that puts people and the planet
Forest Stewardship Council Certification, above profit. Show your support for sustainable
Rainforest Alliance Certification and Certified agriculture by signing this Greenpeace
Wildlife Friendly. Also, reusing, recycling campaign for “a global food system that
and composting are easy ways to protect feeds people, enables the small farmer to
biodiversity. thrive, protects the soil, water and climate,
and promotes biodiversity. This is a system
free from genetic engineering and chemical-
intensive agriculture.” On a smaller scale,
you can make a difference in your backyard
by switching to non-toxic green pesticides,
herbicides and fertilizers. The website
Eartheasy.com sells natural lawn care products
such as corn gluten organic fertilizer.

Source: http://inhabitat.com/top-6-
environmental-issues-for-earth-day-and-what-
you-can-do-to-solve-them

Soil Erosion And Degradation

Unsustainable industrial agriculture practices
have resulted in soil erosion and degradation

convince your listener. If you start off by advocating that all school uniforms should
be burnt and the teacher/examiner argues against you, you will not do very well if
all you can do is keep repeating ‘I hate it!’ So decide:
» What is my subject?
» Why do I feel strongly about it?
» What do I need to say to make sure the listener understands the subject?
» What are likely to be the arguments on the other side and how will I answer

them?

Is your family interesting?

It is perfectly possible that your aunt is an astronaut. Your father might have been
an Olympic athlete. Your grandmother was possibly the first woman to sail around
the world single-handed. Your brother might be the world pie-eating champion.
In other words, there might be members of your family who have achieved
outstanding success. If so, there is little doubt that you could talk about them in
a fascinating way. You might even be able to bring in a lump of moon rock or an
Olympic gold medal to help in your introduction!

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However, you might believe your family to be interesting for far more simple
reasons. Perhaps you have lived in a variety of countries and have had to adapt to
frequent moves. Perhaps you come from a very large family who are involved in a
wide range of activities, which means that your family life is a non-stop whirlwind.

If this is the topic for you, then you must decide on your way into it.
» Whom or what am I going to talk about?
» Would others find the person I am going to talk about interesting?
» Are there things which I should keep private?
» If the teacher/examiner asks me a question I don’t want to answer, how am I

going to get out of it? (There is no problem with politely declining to answer a
question and moving on.)
» Are there any small items I could take to the test that will be useful to illustrate
my points?

Your Family: Past, Present,
and Future

January 28, 2014 absorbed, and in being so, we forget to care about
the context of the lives we’re so immersed in. We
By Tim Urban can use Google to learn anything we want about
world history and our country’s history, but our
I have one living grandparent—my father’s mother, own personal history—which we really should
who’s 89. know quite well—can only be accessed by asking
questions.
Nana.
During my visit, Nana referred to herself as “the
I visited Nana recently and went through the usual last of the Mohicans,” meaning basically everyone
activities—talking about myself in a loud voice, she spent her life with is dead—her husband,
fixing her “broken machine” by unminimizing the siblings, cousins, and friends are all gone. Besides
internet browser window, being told to slow down that being the most depressing fact of all time, it
Timothy and get in the right lane, even though the was also a jarring wake-up call that a treasure trove
turn is still 800 metres ahead. But I also used the of rich and detailed information about my family’s
visit as an opportunity to do something I have not past exists in one and only one place—an 89-year-
done nearly enough in my life—ask her questions old brain—and if I didn’t do something, most of
about our family. that information would be lost forever.

I don’t know you, but I can almost guarantee So on this visit, I started asking questions.
that you don’t ask your grandparents (or older
parents) enough questions about their lives and She was annoyed.
the lives of their parents. We’re all incredibly self-

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13.4  Choosing a topic

But it only took a couple minutes for her to become the Holocaust? And now that, for the first time,
absorbed in storytelling, and I spent the next three I know my four paternal great-grandparents and
hours riveted. great-great grandmother as real, complex people
with distinct personalities, I cannot believe I spent
I learned more than I had ever known about her my life up to now satisfied with knowing almost
childhood. I knew she and my grandfather had nothing about them. Especially since it’s their
grown up during the Great Depression, but I never particular orphanage/sweatshop/Great Depression
really knew the unbelievable details—things like struggle that has led to my ridiculously pleasant
her seeing a mother and her children being thrown life.
on to the sidewalk by their landlord and left there
to starve and freeze until every neighbour on the And as happy as I am that I at least scratched the
block chipped in a coin or two from their own surface of learning who these people were, I’m now
impoverished situation so the woman could rent a sad about all of these other grey people:
room for one more month.
People I now know People I still know
I learned a ton about my four paternal great- something about almost nothing about
grandparents—again, I had known the basic info
about them, but it was the details that for the first My Great-Great-
time made them real people. Three of them grew Grandparents
up in rough New York orphanages—the fourth
left everything she knew in Latvia in her mid- My Great-
teens and took a boat alone across the Atlantic, Grandparents
arriving in New York to work in a sweatshop.
My Grandparents
I even for the first time heard stories about my
grandmother’s grandmother, who came over My Parents
separately from Latvia and lived with the family
for her last years—and apparently had quite a Me
personality. Thankfully, she died in 1941, just
months before she would have learned that her All of this has got me thinking about genealogy
four sons (who unlike their mother and sister, and how fascinating it is as a concept. What
stayed in Latvia because they had a thriving family happens if I just keep extending my family tree up
business there) were all killed in the Holocaust. and up and up? What exactly is a fourth cousin
and how many of them do I have and where are
I knew none of this. How did I just learn now they all right now? How weird is it that to some
that my great-grandmother’s four brothers died in kid in 2300, I’m one of the old-fashioned-looking
dudes really high in his family tree on a level with
hundreds of others?

Source: https://waitbutwhy.com/2014/01/your-family-past-present-
and-future.html

Have you been fascinated by a book you have read, or a
play or film you have seen?

If you were to choose this topic, you would find it quite straightforward because the
first thing you would have to do is make sure that the teacher/examiner understands
what you are talking about. You would have to reiterate the plot of a novel, however
briefly; you would have to tell the story of a film or a play and say who was in it,
and perhaps why their performances were so good.

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You may well find that you have to take the lead more than with some of the
other topics. One point remains central, though: you must not only be able to tell
the teacher/examiner what the book, film or play was about, but you must also be
able to explain, perhaps in some detail, why it was so special for you.

Does a particular person interest you?

A wide-open topic if ever there was one, and many of the points and ideas discussed
in this section lead you in. Your person might be a member of your family, it might
be a singer or an actor. It might be someone from history who fascinates you.
» Choose your person.
» Make sure you know about your subject in detail and can interest a listener.

Study tip
Remember that the discussion will develop from your individual talk. The teacher/examiner will
have been listening very carefully to what you have said and will have some questions to ask.
He/she may also have some ideas of his/her own and will want to see what you think of them. In
order to respond well, you need to:
• listen very carefully
• take your time in answering thoughtfully.

Unit summary

In this unit you have reviewed the objectives:
• articulate experience and express what is thought, felt and imagined
• present facts, ideas and opinions in a cohesive order which sustains the

audience’s interest
• communicate clearly and purposefully using fluent language
• use register appropriate to context
• listen and respond appropriately in conversation.

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Key terms

Accent The way in which people in a particular country, Convey Communicate; writers convey meaning when they
area or social group pronounce words. make their ideas understandable for their readers.

Active reading The process involved in making sense of Coursework portfolio If you are entered for the
more complicated pieces of writing in which we have Coursework component of an IGCSE® examination, your
portfolio will comprise the three assignments that you
to engage more closely with what is written and think submit for final moderation.

carefully about the meaning of the words used by the Cue cards Brief notes written on postcards to remind you
of points you intend to make in your talk.
writers.
Adjective A word used to describe a noun, e.g. the angry Descriptive Descriptive writing is a type of writing that
gives clear and concise description of a place, person,
teacher. object or event.
Adverb A word, frequently ending in –ly, that is used to
Dialect A particular form of language peculiar to a specific
describe the action expressed by a verb, e.g. The teacher region or social group.

shouted angrily at the class. Directed writing Directed writing is an exercise which
Alliteration The repetition of the same sound at the requires you to choose relevant details from a stimulus
passage and to focus your response on a specified
beginning of words in a phrase, for example the cold, audience and to write in a suggested format or genre.

clear, call of the cuckoo. Direction Instruction (for example, the tone of voice that
Argumentative Argumentative writing is when a writer should be used to speak a line from a script).

puts forward and justifies a particular point of view, Discriminator A more demanding examination question,
the correct answering of which distinguishes the more
either for or against a proposal. successful responses.
Audience The people for whom a piece of writing is
Discursive In discursive writing the purpose may be to
intended; the spectators at a dramatic or musical convince or persuade the reader about the importance
of a particular belief or simply to present all sides of
performance. an argument by comparing or contrasting two or more
Bias The presentation of a prejudiced view of a topic. things or by presenting arguments for or against the
Colloquial Language more suited to speech than to formal topic.

situations. Distractors Information and details in a comprehension
Colon A punctuation mark (:) used to introduce a list and passage which, although interesting in themselves,
are not relevant to answering any of the questions and
so on. should not be included in your answers.
Comma A punctuation mark (,) used to show a slight pause
Equal weighting Of the same importance.
and so on. Exclamation A sudden outcry or remark, usually showing
Complex sentence A long sentence consisting of
surprise, anger or pain.
interlinked main and subordinate clauses and phrases Exclamation mark A punctuation mark (!) to indicate an

(e.g. ‘The teacher explained the problem before setting interjection or exclamation.
Explicit meaning This is the obvious (or surface) meaning
a practice exercise for the class which they found to be
of a word or phrase.
easy as they now understood the theory ’). Expression The vocabulary you use in your writing and the
Composition task A composition task is a piece of writing
accuracy of your spelling, punctuation and grammar.
such as an essay or narrative in which you respond to a Extended response to reading This is similar to a directed

given topic in an original way, using your own ideas and writing task and you are assessed for both reading
and writing. Questions are based on a reading passage
imagination. and you should use details included in the passage
Compound sentence A sentence consisting of two or more to show your understanding of them by developing
on information given – for example, by writing a
main clauses linked by coordinating conjunctions (e.g. continuation of the story, giving an account of events

The teacher explained the problem and then gave the from the perspective of another character etc.
Fact A statement that can be proved true.
class a practice exercise). Factual A factual piece of writing contains details that can
Concision Expressing information clearly and
be proved to be true.
comprehensively using as few words as possible.
Content The subject matter of your writing.
Continuation To write your own ending of a story based

on the ideas, both explicit and implicit, contained in the

original extract.
Continuous writing Continuous writing describes

something like an essay or story that is written in

linked, flowing paragraphs with no sub-headings, etc.

It differs from directed writing as writers express their

original thoughts and ideas and do not have to follow a

prescribed content or format.

201

KEY TERMS

Factual writing Writing which explains or gives Moderator An external examiner who oversees teachers’
information in a straightforward, unbiased way not marking of coursework to ensure consistency of the
influenced by the personal opinions of the writer.
standards applied.
First-person narrative A story which is narrated by one Monotony Lack of variety in tone and sentence structures.
character describing the events and thoughts that she/ Narrative Narrative writing is writing that tells a story,
he experiences and distinguished by the use of I or We.
either imaginative or true.
Full stop A punctuation mark (.) indicating the end of a Non-fiction A piece of writing in which the content is
sentence.
factual and not imaginative.
Genre A category of literature, play, novel, short story and Note-making Writing down very brief summaries of key
so on.
points in a passage relating to the summary question.
Gist The substance or general meaning of a piece of Objective An objective tone is one which is neutral and
writing.
not influenced by personal feelings.
Graphics/graphical features Graphics are diagrams and Opinion A personal view or belief that is not substantiated
other visual images which help to clarify the meaning of
what has been written in an article. by positive knowledge or truth.
Oral register Language that has characteristics of spoken
Headline A line of words usually printed in large letters as
the title of a story in a newspaper. language.
Paragraph A distinct portion of writing consisting of
Idiom A form of expression that is particular to a certain
person or group of people. sentences focused on a single idea.
Paraphrase Rewording a piece of writing with the intention
Imagery Language (such as similes) used to create a
figurative description. of making the meaning more clear.
Passive reading The process by which we register what we
Imaginative (writing) Imaginative writing is writing
that is not concerned with giving factual information read on road signs, etc. without consciously having to
but which creates a story and setting from the writer’s
imagination. think about the meaning of the words used.
Persona The role or character adopted by an author.
Impersonal Has a meaning similar to ‘objective’ – a neutral Persuasive article Persuasive writing is that produced by
tone not influenced by personal feelings.
writers who are using all their skills to encourage readers
Implicit meaning This is the meaning of a word or phrase
that is suggested but not stated openly. to agree with their point of view.
Playscript The written version of a play or film.
Informal tone Writing which is close to colloquial Pointers These are hints in the original text which suggest
expression.
how the author may intend to continue the story.
Informative writing A type of non-fiction writing that Present tense/Past tense A tense is the form of a verb
gives factual information about something. Examples of
informational writing can be found in newspapers and that indicates the time of the action indicated by the
reference books.
verb. Present tense indicates an action that is taking
Interpret This means to look beyond the literal meaning of
a word or phrase and attempt to explain what the writer place in the present (e.g. He eats the cake); past tense
is implying by the use of these words.
indicates an action that has happened previously (e.g.
Irony The use of words to convey a meaning opposite to
their literal sense. He ate the cake).
Purpose A writer’s purpose is her/his reason for writing. It
Journalistic Written using the language and register of a
newspaper report. may be to entertain, persuade, inform, explain, etc.
Question mark A punctuation mark (?) indicating that a
Key words These are words in an examination question that
either give clear instructions as to what you should do question has been asked.
to answer the questions (e.g. explain, describe) or which Quotation A quotation is when a word or phrase from a
make clear what should be the focus of your answer (e.g.
a character’s behaviour, details of a place, etc.). text is included in a reader’s answer to a question in

Layout The layout of an article means the way writing and/ order to support a point being made. The word or phrase
or pictures are set out on a page.
should be indicated by the use of quotation marks
Linguistic expression The way the language used by
writers conveys their thoughts and ideas to a reader. (inverted commas).
Rebut Disprove a point made in an argument by another
Metaphor A descriptive comparison in which one thing is
expressed in terms of another, unrelated object. speaker.
Register The form of language used by a speaker or
202
writer in a particular social context – depending on the

audience, register may be either formal or informal.
Rhetorical question Rhetorical questions are questions

used by a speaker or writer in order to emphasise a

point, rather than requiring a specific answer. For

example, ‘Is there anyone present today who wouldn’t

welcome an extra week’s holiday?’

Key terms

Salutation The words used at the beginning of a letter to suggestion of solidity and strength and some readers
address the person being written to, e.g., Dear Nanny…
may associate the word with wealth and richness.
Satirical A satire is a piece of writing, etc. that criticises Summary writing A summary is a restatement of the main
people or institutions humorously by mocking them.
points of a passage using your own and fewer words
Scanning Reading sections of the passage or article more
closely once you have established the overall meaning than the original.
Synonym A word with a similar meaning to another word,
by skimming, in order to ensure understanding of the
e.g. sad, gloomy.
most important points relating to the overall meaning. Third-person narrative A form of storytelling in which
Semi-colon A punctuation symbol (;) used to connect
a narrator relates all the action through third-person
independent clauses closely related in meaning.
Simile A descriptive comparison introduced by like or as in pronouns such as he or she. A third-person narrative

which one thing is compared directly to another. allows a narrator to know the thoughts and feelings of
Simple sentence A sentence consisting of one main clause
all of the characters in a story.
only (e.g. The teacher explained the problem). Tone The mood implied by a piece of writing, conveyed
Skimming Reading quickly through a passage or article in
through the writer’s choice of words, sentence structures
order to gain an overall understanding of its content, in
and so on.
particular by using clues from headlines, sub-headings, Topic sentence The sentence in a paragraph which sums

etc. up the main idea of the paragraph. It is often, but not
Speech A spoken address delivered to an audience.
Standard English The most widely accepted form of the always, the opening sentence of that paragraph.
Transcript A written or printed version of words that were
English language, as written and spoken by educated
originally spoken.
people in both formal and informal contexts. Valediction The words used to sign off a letter, e.g. Yours
Structure The overall organisation of your writing and your
sincerely, Yours faithfully.
use of paragraphs to support this. Verb A word used to convey an action, state of being or
Structure your argument Organise your ideas logically and
occurrence and forming the heart of a sentence; for
convincingly in paragraphs.
Suggestions and Associations These words are used to example, ‘The boy ate the cake’, ‘The caterpillar became

describe the way the vocabulary used by a writer can a butterfly’.
Verbatim In exactly the same words as were used
trigger off connected thoughts in the mind of a reader.
originally.
For example, the adjective golden in a phrase such as Written expression This means not only how accurately

‘the golden cornfield’ has a literal meaning describing you have expressed yourself in writing, but also involves

the colour of the grass. However, golden also has the a consideration of how effectively and logically you have

organised the points that you make.

203

Index

A conversation families topic 197–99
speaking and listening fictional text, summary and reading
accents 115 skills 191, 200
active reading 2–15 writing 144–47 practice 108–9
first-person narrative 171–72
passive and 4 conveying meaning 4 full stops 120
practising 11–15 copying other people’s writing 178
reasons to read 3 coursework G
skill development 4–6
skimming and scanning 7–11 see written coursework genres 82
adjectives 40, 54, 168 coursework portfolios 82, 166 gist, getting the 7–8
adverbs 54, 168 cue cards 191 graphics/graphical features 13
alliteration 67 guidelines for summary questions
argumentative writing 50–54, 162 D
coursework assignment 177–78 34–36
example 52–54 descriptive writing 150 guidelines to writing compositions
practise answering comprehension coursework assignment 167–69
example 169–70 148–64
questions 30–32 practise answering comprehension challenges 150–52
student example under timed questions 28–30 examples of students’ work 154–62
student coursework example features of a good composition
conditions 158–60 170–71
techniques 50–51 student example under timed 153–54
audience(s) 67 conditions 160–62 how to write 152–53
different styles of writing for tips for 168–69 plans 163–64
practice 162–64
different 58–61 dialects 115 what to write 154
example of writing for an 59–61 dialogue, writing 144–47
directed writing 81–98, 128–47 H
B
applying your reading skills 82 handwriting 127
better writer, becoming a continuation of a story 89–94 headlines 86
see writer, becoming a better dialogue 144–47 hobbies topic 191–92
interviews 142–44
bias 83 leaflet writing 94–98 I
books, plays and films topic 199–200 letter writing 135–42
bullet points 70 persuasive articles 82–86 idioms 116
report writing 86–88 imagery 54
C speech writing 129–35 imaginative writing 54–57
direction 142
careers and work experience discriminators 70 example 55–57
topic 194 discursive writing 162 structuring 61
discussion, speaking and listening impersonal style 42
checking your work implicit meanings 34
on a computer 178 skills 191, 200 improving your writing 114–27
spelling 153, 178 distractors 10 controlling and choosing language
under timed conditions 151–52 drafting and redrafting work 177
written coursework 187 125–26
E handwriting 127
checklist, writing 187 paragraphs 122–24
colloquial language 132, 135 effects, how writers achieve 67–74 punctuation 119–21
colons 120 emotive language 67–69 spelling 117–19
commas 119, 121 equal weighting 40 tenses 125
complex sentences 126 exclamation marks 120 using Standard English 115–17
composition exclamations 54 individual talk 190–91
explicit meanings 34 informal tone 70
plans 163–64 expression 151 informative writing 11
tasks 82 active reading of texts 11–13
compound sentences 154 F example 48–50
concision 42 structuring 61
confidence, speaking 190 facts 106 style 47
content 151 factual 47, 62 summary and reading practice
continuation of a story, factual writing 47, 62
109–11
writing a 89–94 practise answering comprehension interpretation 19
example of a question 89–92 questions 24–25 interview, writing an 142–44
continuous writing 67 irony 67

204

Index

J P script-writing question 144–45
semi-colons 120
journalistic writing 86–88 paragraphs 61, 122–24, 152 sentences
paraphrasing 37
K passions and individual talk topics complex 126
compound 154
key words 7 194–97 simple 126
passive reading 4 topic 11
L past tense 125 writing in complete 152
person topic 200 similes 40, 67, 168–69
language persona 70 simple sentences 126
colloquial 132, 135 persuasive writing 50–54, 82–86 skimming, scanning and 7–11
controlling and choosing 125–26 speaking and listening skills 188–200
emotive 67–69 coursework assignment 177–78 books, plays and films 199–200
Standard English 115–17 examples 52–54, 83–85 building confidence 190
techniques 50–51 careers and work experience 194
layouts 13 plagiarism 178 choosing a topic 191–200
leaflets 94 planning your writing 61–64 discussion 191, 200
letters 136–37 composition plans 163–64 families 197–99
under timed conditions 151 hobbies 191–92
leaflet writing 94–98 playscripts 142 individual talk 190–91
example 94–96 pointers 89 an interesting person 200
practice exercise 96–98 present tense 125 issues you are passionate about
punctuation 119–21, 153
length, writing to a particular 151, 166 purpose, writer’s 67 194–97
letter writing 135–42 to argue or persuade 50–54 testing and marking 190
to entertain 54–57 travel 192–94
examples 138 to inform or explain 47–50 speech writing 129–35
formal 137 example of a question 130–32
to a friend or relative 136 Q practice exercises 132–34
layout guidelines 136–37 speeches, summary and reading
practice exercises 139–42 question marks 120
linguistic expression 76 quotations 40, 83 practice 107–8
lists 63 spelling
R
M checking 153, 178
reading improving 117–19
metaphors 67, 169 see active reading spider diagrams 62–63, 164
moderators 178, 190 Standard English 115–17
monotony 154 reading comprehension questions, story, writing a continuation of a
more complex 67–74
N 89–94
answer techniques 69–70 example of a question 89–92
narrative standpoint 171–72 emotive language 67–69 structure 61–62, 151
narrative writing 150 understanding how writers achieve your argument 132
styles of writing
coursework assignment 171–73 effect 67 in answering summary questions
example 173–74 reading comprehension, short answer
practise answering comprehension 42
questions 16–32 to argue or persuade 50–54
questions 26–27 applying your skills 17–19 different styles for different
student coursework example argumentative texts 30–32
descriptive texts 28–30 audiences 58–61
175–77 factual texts 24–25 imaginative 54–57
student example under timed how to approach 19–23 to inform or explain 47–50
narrative texts 26–27 suggestions and associations 70
conditions 155–58 practise answering 24–32 summary questions 33–45
tips for 172–73 types of question 19 complex 75–80
newspaper articles rebut 132 distinguishing between facts and
active reading of 13–15 register 42, 172–73
summary and reading practice oral 132 opinions 106
reports, writing 86–88 example 38–41
105–6 rhetorical questions 51, 129, 132 examples of more complex 76–79,
non-fiction 4
note-making 35 S 101–5
fictional text 108–9
O salutation 70 guide to writing a successful
satire 108
objective tone 42 scanning, skimming and 7–11 summary 37–38
opinions 106 informative text 109–11
oral register 132
205

INDEX

newspaper article 105–6 issues you are passionate about challenges 150–52
practical guidelines 34–36 194–97 examples of students’ work 154–62
practice exercises 42–45, 105–13 features of a good composition
speech 107–8 travel 192–94
study tips 40, 41 transcripts 86 153–54
style in answering 42 travel topic 192–94 how to write 152–53
summary writing 34 two passages, summary writing based plans 163–64
two different accounts 111–13 practice 162–64
summary writing 34 on 111–13 what to write 154
guide to successful 37–38 writing, improving
practical guidelines 34–36 V see improving your writing
synonyms 37, 154 written coursework
valediction 70 assignments 167
T verbatim 86 descriptive assignment 167–69
verbs 168 descriptive writing example 169–70
talk, individual 190–91 descriptive writing student
tenses 125 W
third-person narrative 171, 172 example 170–71
time limits 151 word count 38, 151, 166 drafting and redrafting work 177
tone 42, 67, 70, 86, 172–73 work experience and careers examples of reading passages and
topic sentences 11
topics, choosing examination 150 topic 194 writing tasks 178–86
topics, speaking and listening skills writer, becoming a better 46–64 length 166
narrative assignment 171–73
191–200 arguing or persuading 50–54 narrative writing example 173–74
books, plays and films 199–200 different styles for different narrative writing student
careers and work experience 194
families 197–99 audiences 58–61 example 175–77
hobbies 191–92 different styles for different syllabus requirements 166
an interesting person 200 writing checklist 187
purposes 47–50 writing to discuss, argue and/or
imaginative writing 54–57
planning your writing 61–64 persuade assignment 177–78
writing checklist 187 written expression 42
writing compositions, practical

guidelines to 148–64

206



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208

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Cambridge IGCSE® English as a First Language Online Teacher’s Guide ISBN 9781510424159

* The Study and Revision Guide has not been through the Cambridge International endorsement process.

Online Teacher’s Guide
Deliver more inventive and flexible Cambridge IGCSE® and O Level lessons with
a cost-effective range of online resources.

» Save time planning and ensure syllabus coverage with a scheme of work, teaching
activities and worksheets, and expert teaching guidance.

» Improve students’ confidence with exam-style questions including sample answers.
» Consolidate knowledge with answers to practice questions.

The Online Teacher’s Guide is available via the Dynamic Learning platform.
To find out more and sign up for a free, no obligation Dynamic Learning Trial,
visit www.hoddereducation.com/dynamiclearning.

Also available from March 2018:

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