english matters for csec examinations flyer

ENGLISHMATTERS

English Matters for CSEC® Examinations adopts a lively approach and offers:◾ Complete coverage of the CSEC® English syllabus as shown in a scope and sequence chart ◾ A contemporary approach including up-to-date texts on current issues and suggestions for using IT ◾ A focus on skill development leading to independent learning ◾ A lively task-based approach with lots of student activities ◾ A range of stimulating listening and speaking tasks and an audio-CD with recordings made in different settings ◾ A wide selection of reading texts of manageable length, with comprehension questions at different levels ◾ Thorough consolidation and practice of grammar with a comprehensive reference section ◾ Vocabulary development through a variety of stimulating exercises ◾ Step-by-step guidance on developing writing skills ◾ Thorough preparation for examinations including regular practice tests, model

examination papers and annotated sample essays

English Matters for CSEC® Examinations (Student’s Book & Audio-CD Pack)352pp | 276 x 219mm | 9780230412217

44 Unit 1

Unit Sporting Icons4

44 Unit 4

Reading and Responding

Before you read

Discuss in pairs:

• How important are sports to you?

• What sporting facilities are there in your area?

• Are these facilities adequate? What improvements would you like to see?

Survey the newspaper article below.

• What do you learn from the headings and the picture?

• Scan the article to see which athletes and events are described.

What’s the island’s secret?

As Jamaica’s athletes returned from the Beijing

Olympics with a haul of 11 sprinting medals, six

of them gold, the coveted title of world’s fastest

man, Usain Bolt, and the year’s fastest recorded

time from Shelly-Ann Fraser, the rest of the world

had a question. How did the tiny island, with a

population of under three million do it?

A track record of world-class sprinters

For such a small country, Jamaica has always

produced a disproportionate number of world-

class sprinters. Yet until August 2008, the ultimate

accolade, the Men’s 100m title, had eluded it,

WORLD CHAMPS

Jamaica’s home-grown talent goes for gold.although two sons of the island, Linford Christie

and Donovan Bailey had won it for England and

Canada in 1992 and 1996 respectively.

Jamaica’s history of producing medal winners in

track events dates back to the London Olympics

in 1948, when Arthur Wint first won gold for the

island in the 400m. The foundations for Jamaica’s

success were laid much further back, however,

with the creation in 1910 of Champs, the annual

championship for high school athletes. This event,

the bedrock of Jamaica’s commitment to athletics

success, has become Jamaica’s biggest sporting

event and attracts up to 3,500 athletes and daily

crowds of over 30,000. It is the tip of a competition

pyramid, where children start to take part in sprint

races from the age of five onwards.

Every Jamaican athlete worth his salt began at

Champs, from the legendary Don Quarrie to new

superstar Bolt, and each year, the alumni return

to watch the next generation. During the four-day

competition, the nation eats, sleeps and breathes

athletics. On the streets, people debate the merits of

15-year-old sprinters and argue vociferously about

the next Bolt or Fraser. In the national stadium,

school supporters demonstrate their loyalties by

sporting their team colours and screaming for their

favourites.

For decades the event has attracted sports coaches,

intent on finding promising teenagers and offering

them lucrative scholarships to train in the USA.

This route to success has become less attractive as

disappointed youngsters returned empty-handed

1

2

3

4

5

9780230023635_text1.indd 44

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Unit 4 45

1 Answer the questions.

1a. What was the writer’s main

purpose in writing this article?

a. to inform b. to persuade

c. to criticise d. to entertain

1b. Give reasons for the option you chose.

2. Explain in your own words the meaning of the phrase home-grown talent.

3. Are the following statements about the passage true or false?

a. Taking into account the size of the population, the number of top-class Jamaican

sprinters is surprising.

b. Bolt was not the first Jamaican to win the Men’s 100m Olympic title.

c. Linford Christie and Donovan Bailey both won gold medals for Jamaica in the Men’s

100m.

d. Jamaican interest in sprinting dates back to the beginning of the 20th century.

e. Frequently Jamaicans training in the USA did not fulfil their coaches’ expectations.

4. How does the writer let you know that Champs is very important to Jamaicans?

5. What is the writer’s attitude towards US sports coaches? How do you know this?

6. Which word in paragraph 7 could be used to replace ‘fledgling’ in the phrase fledgling

stars (paragraph 5)?

7. What is the main point made by the writer in paragraph 6?

8. Which of the following is not given by the writers as a reason for the success of

Jamaican sprinters?

a. their natural ability b their attitude towards sport

c. new training facilities on the island d. a long tradition of sprinting in Jamaica

9a. What do you think the coach Fitz Coleman means by the term mindset?

9b. Can the right mindset help athletes to win? Why? Why not?

2 Write the main idea of each paragraph in the newspaper article.

Discussion: Do you think your government should invest money in training

sportsmen and women to compete in international sporting events?

to the island, burnt out by unscrupulous coaches

determined to get their money’s worth out of the

fledgling stars.

Top sprinters now train on the island.

Through a scholarship scheme initiated by

Anthony Davis nearly 30 years ago at Jamaica’s

University of Technology, budding Jamaican

sprinters are now able to stay on the island to train.

Gifted athletes like Bolt, who earn over a million

dollars a year competing in international meetings,

are the product of this training programme. It is

no coincidence that 7 of Jamaica’s 13 medallists

in Beijing were home-grown, all but one of them

attending the University of Technology. The record

of these athletes, all of whom tested clean for drugs,

testifies to the high standards achieved there.

By remaining in Jamaica to work with their

coaches, Glen Mills, Stephen Francis, Bolt and

former world record holder, Asafa Powell have

encouraged others to stay, and this has raised the

standard of locally trained athletes. The facilities

may be more rudimentary than those in the USA,

but for the 300 athletes who train there, this is of

little consequence. Fitz Coleman, one of the team

responsible for coaching Bolt, believes that the

confidence of today’s Jamaican sprinters borders

on arrogance. ‘We genuinely believe we will

conquer,’ he stated. ‘It’s a mindset. We’re small

and we’re poor, but we believe in ourselves.’

6

7

Before writing your answers, read through the

questions and identify the different question

types. Think carefully about how to answer them.

9780230023635_text1.indd 45

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46 Unit 4

VocabularyFind words in the article to match the following definitions.1. greatly desired (paragraph 1)2. bigger or smaller than it should be in comparison to something else (paragraph 2)

3. honour given to someone for his/her achievement (paragraph 2)4. people who have studied at a particular school or college, former member of a team

(paragraph 4) 5. in a loud, forceful manner (paragraph 4)6. bringing in a lot of money (paragraph 5) 7. willing to do things which are unfair or immoral (paragraph 5)8. attitude showing that you believe yourself better or more important than other people

(paragraph 7)

Language Matters 1 Write out the paragraph using the simple or continuous

present forms of the verbs in brackets.The present tense is sometimes used to bring a scene to life (as in the extract from Barefoot Soldier on page 36).Example: It is five minutes before the big race. The athletes are warming up. It (1. be) five minutes before the big race. The athletes (2. warm up). The spectators (3. get) impatient. The race officials (4. call) the runners to the starting line. Tension (5. mount) all around the stadium. At the sound of the starting pistol, the sprinters (6. surge) forward. After the first 20 metres, Bolt (7. lead) the field.The other sprinters (8. follow) close behind. At the 50 metre point, Bolt (9. pull) ahead and (10. leave) the other runners behind. The crowd (11. go) wild with excitement. By now they all (12. jump) up and down and (13. cheer) him on to victory. Suddenly Bolt (14. appear) to slow down. He (15. look) towards the cameras, smiling broadly. With a final spurt, he (16. coast) across the finishing line.

2a Complete the sentences with suitable verbs in the simple or continuous past tense.

Example: When the runners into the final straight, Bolt the field.

When the runners emerged into the final straight, Bolt was leading the field.1. Alvin for his school’s Sports Day when he his ankle.

2. It late and I to feel rather anxious.3. While I I someone calling me. 4. When Mikel at the stadium crowds of people to buy tickets.

Look in the Reference p332 Section to check how to form, and when to use different verb tenses.

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2b Work in pairs. Read out the report in Exercise 1 in the past tense.Begin: It was five minutes before the big race ...

3 Complete the paragraph with the simple past or past perfect of the verbs in brackets.Three weeks after the Beijing Olympics had ended (1.end) and athletes from all over the world

(2. return) to their own countries, crowds (3. flock) once more to the

Bird’s Nest Stadium. They (4. travel) there to witness the opening ceremony of the

Paralympic Games. The concept of a Paralympic Games (5. originate) with Dr Ludwig Guttmann,

who first (6. organise) a sporting event for disabled athletes in Britain in 1948. The

competitors were soldiers who (7. be wounded) in World War II. After the success of

the first competition, sporting events for the disabled (8. take place) annually, and

athletes from other European countries (9. travel) to Britain to participate. By the time

the first Paralympic Games (10. open) in Rome, competitive sports for the disabled

(11. become) well established.Using colons and semi-colons*

Colons are used1. to introduce quotations: Reporters were surprised by Bolt’s comment: ‘I wasn’t interested in the world record.’2. to separate two contrasting statements: The Jamaican team excelled at sprinting: the Chinese team excelled at gymnastics.3. to introduce lists:The winners of the Men’s 100m came from several different countries: Jamaica, the USA and Trinidad and Tobago.Note: Don’t use a colon for a list after a verb: My

best races are 100m, 200m and 400m.

Semi-colons are used 1. to link closely related ideas: Jamaica has a tradition of world class sprinting; it won its first gold medal in 1948.2. before connectives:He had trained for several months; therefore he was expected to do well.3. to separate longer phrases in a list:There are many reasons for Jamaica’s success: the talent of its athletes; new training facilities on the island; a positive attitude towards sports. 1 Explain why colons and semi-colons are used in this paragraph.We all expected the Jamaican women’s team to excel in the 100m; we were not disappointed. We

held our breath as the results were announced: ‘Fraser first, Simpson and Stewart joint second.’ In

the relay, things were different. The men’s team excelled: the women’s team failed. The baton was

mishandled at one of the changeovers; consequently the team was unable to finish. 2 Punctuate these sentences with commas, semi-colons and colons.1. I wanted to watch the football my sister preferred the tennis.2. Carl claims he runs fast in reality he runs rather slowly.

3. I stared at the headline ‘West Indies lose to Aussies.’4. The Olympic Committee expects host countries to provide the following facilities a

suitable stadium for athletic events a centre for water sports good transport links to the

different venues comfortable accommodation for the athletes.5. The club motto ‘Aim for Excellence’ appears on its logo.

* More information on using colons and semi-colons can be found in the Reference Section, page 328.

Look in the Reference Section page 328 to check when to use commas.

9780230023635_text1.indd 47

03/04/2010 13:00

www.macmillan-caribbean.comCSEC® is a registered trademark of the Caribbean Examinations Council (CXC).

For more information or to place an order, please contact:

Julia Sander

English Matters for CSEC® Examinations is the final book in a comprehensive four-level series for Caribbean

students, which provides thorough preparation for lower secondary and CSEC English A examinations.

The series adopts a lively task-based approach and offers• thorough coverage of national and CSEC syllabi shown in scope and sequence charts

• an integrated approach to language learning• regular practice of the four skill areas of listening, speaking, reading and writing

• a wide selection of reading texts from Caribbean and other sources• systematic practice of language points• a range of stimulating extension and enrichment exercises• regular revision and assessment activities• numerous suggestions for using IT• opportunities to develop study skills such as dictionary use and research

• a reference section which includes a grammar and punctuation guide and a glossary of language terms

The CSEC textbook includes:• multiple choice questions and regular exam practice• additional practice pages for each Unit• sample exam papersAudio tracks to develop listening and speaking skills are provided on the accompanying CD.

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This course has been written through a close collaboration between the author and experienced

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NEWfor CSEC® ExaminationsJulia Sander

Understanding Units where developed

Obtain information accurately▸ recognize facts stated explicitly

▸ extract specific information

▸ extract implied information

▸ identify time sequence

▸ draw valid conclusions and inferences

▸ recognise cause and effect relationships

▸ identify main and subordinate ideas

▸ distinguish between denotative and connotative language

▸ identify passages whose main purpose is informative

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3, 6, 16

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12, 14, 17

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Grasp insights from literature▸ deduce reasons and motives

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▸ detect connotations in the use of words and presentation of ideas

▸ detect and assess the use of devices such as pun and sarcasm

▸ recognise and respond to the means used to achieve effect

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▸ respond to West Indian and other literature in English

1, 5, 6, 9, 14

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6, 13

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Expression Units where covered

Use language appropriately▸ diction

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▸ suitable punctuation

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1-21, 4, 5, 18, 24

1, 2, 7

Communicate factual information

▸ oral and written instructions

▸ reports

▸ summaries

▸ expositions

16

4, 12, 14, 16,

2, 4, 7, 10, 12, 18. 19, 22-25

2, 4, 17

Use personal, creative and imaginative language▸ organise and sequence ideas to communicate experience

▸ use language appropriate to situations and contexts

▸ communicate personal opinion clearly and cogently

5, 6, 9, 13, 16, 17, 24

7, 8, 10, 11

9, 14, 15, 19, 20, 24, 25

ALSO AVAILABLE: English Matters Student’s Books, Workbooks and Teacher’s Packs for Grades 7-9 / Forms 1-3.

English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation

for lower secondary and CSEC examinations.

The series adopts a lively task-based approach and offers

• thorough coverage of national syllabi shown in scope and sequence charts

• an integrated approach to language learning

• regular practice of the four skill areas of listening, speaking, reading and writing

• a wide selection of reading texts from Caribbean and other sources

• systematic practice of language points

• a range of stimulating extension and enrichment exercises

• regular revision and assessment activities

• numerous suggestions for using IT

• opportunities to develop study skills such as dictionary use and research

• a reference section that includes a grammar and punctuation guide and a glossary of language terms

Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking

skills. Workbooks provide additional practice of key points.

Student’s Book 1 is intended for use in the first year of secondary school and is accompanied by:

Workbook 1: 978-0-230-02367-3

Teacher’s Book 1: 978-0-230-03777-9


Titles covered in this series include:

The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7

Beka Lamb (Zee Edgell): 978-0-230-01246-2

Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2

Brother Man (Roger Mais): 978-0-230-01187-8

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for lower secondary and CSEC examinations.The series adopts a lively task-based approach and offers





• systematic practice of language points• a range of stimulating extension and enrichment exercises


• numerous suggestions for using IT• opportunities to develop study skills such as dictionary use and research




Student’s Book 2 is intended for use in the second year of secondary school and is accompanied by:

Workbook 2: 978-0-230-02368-0 Teacher’s Book 2: 978-0-230-03895-0Macmillan Study Companions are also available to assist students studying literature throughout secondary school.

Titles covered in this series include: The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7




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Student’s Book 3 is intended for use in the third year of secondary school and is accompanied by:

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Workbook 1 is intended for use in the first year of secondary school. Other books available for this level:

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• thoroughcoverageofnationalsyllabishowninscopeandsequencecharts

• anintegratedapproachtolanguagelearning

• regularpracticeofthefourskillareasoflistening,speaking,readingandwriting

• awideselectionofreadingtextsfromCaribbeanandothersources

• systematicpracticeoflanguagepoints• arangeofstimulatingextensionandenrichmentexercises

• regularrevisionandassessmentactivities

• numeroussuggestionsforusingIT• opportunitiestodevelopstudyskillssuchasdictionaryuseandresearch

• areferencesectionthatincludesagrammarandpunctuationguideandaglossaryoflanguageterms



Workbook 2 is intended for use in the second year of secondary school. Other books available for this level:

Student’s Book 2: 978-0-230-02365-9

Teacher’s Book 2: 978-0-230-03895-0Macmillan Study Companions are also available to assist students studying literature throughout secondary school.

Titles covered in this series include: TheHummingbirdTree(IanMcDonald):978-1-4050-6942-7

BekaLamb(ZeeEdgell):978-0-230-01246-2

WideSargassoSea(JeanRhys):978-1-4050-3092-2

BrotherMan(RogerMais):978-0-230-01187-8This course has been written through a close collaboration between the author and experienced




9 7 8 0 2 3 0 0 2 3 6 8 0

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• thoroughcoverageofnationalsyllabishowninscopeandsequencecharts

• anintegratedapproachtolanguagelearning

• regularpracticeofthefourskillareasoflistening,speaking,readingandwriting

• awideselectionofreadingtextsfromCaribbeanandothersources

• systematicpracticeoflanguagepoints• arangeofstimulatingextensionandenrichmentexercises

• regularrevisionandassessmentactivities

• numeroussuggestionsforusingIT• opportunitiestodevelopstudyskillssuchasdictionaryuseandresearch

• areferencesectionthatincludesagrammarandpunctuationguideandaglossaryoflanguageterms



Workbook 3 is intended for use in the third year of secondary school. Other books available for this level:

Student’s Book 3: 978-0-230-02366-6


Titles covered in this series include: TheHummingbirdTree(IanMcDonald):978-1-4050-6942-7

BekaLamb(ZeeEdgell):978-0-230-01246-2

WideSargassoSea(JeanRhys):978-1-4050-3092-2

BrotherMan(RogerMais):978-0-230-01187-8This course has been written through a close collaboration between the author and experienced




9 7 8 0 2 3 0 0 2 3 6 9 7

Workbook 3

ENGLISHMATTERS ENGLISHMATTERS

Julia

San

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Teacher’s Book 3Julia Sander
















Workbook 2 is intended for use in the second year of secondary school. Other books available for this level:

Student’s Book 2: 978-0-230-02365-9

Teacher’s Book 2: 978-0-230-03895-0












I S BN 978-0-230-02368-0

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ENGLISH_MATTERS_WB2_COVER _REPRO.indd 1

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Workbook 3 is intended for use in the third year of secondary school. Other books available for this level:

Student’s Book 3: 978-0-230-02366-6






Brother Man (Roger Mais): 978-0-230-01187-8This course has been written through a close collaboration between the author and experienced





9 7 8 0 2 3 0 0 2 3 6 9 7

Workbook 3

EnglishMatters

3Workbook

EnglishMatters

Julia Sander

Julia

San

de

r

Wo

rkbo

ok 3

eng

lish M

atters

ENGLISH_MATTERS_WB3_COVER_REPRO.indd 1

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English Matters is a comprehensive four-level series for Caribbean students, which provides thorough preparation for lower secondary and CSEC examinations.

The series adopts a lively task-based approach and offers• thorough coverage of national syllabi shown in scope and sequence charts• an integrated approach to language learning• regular practice of the four skill areas of listening, speaking, reading and writing• a wide selection of reading texts from Caribbean and other sources• systematic practice of language points• a range of stimulating extension and enrichment exercises• regular revision and assessment activities • numerous suggestions for using IT• opportunities to develop study skills such as dictionary use and research• a reference section that includes a grammar and punctuation guide and a glossary of language terms

Student’s Books 1–3 are supported by detailed Teacher’s Books with audio CDs to develop listening and speaking skills. Workbooks provide additional practice of key points.

Workbook 1 is intended for use in the first year of secondary school. Other books available for this level:

Student’s Book 1: 978-0-230-02364-2 Teacher’s Book 1: 978-0-230-03777-9

Macmillan Study Companions are also available to assist students studying literature throughout secondary school. Titles covered in this series include: The Hummingbird Tree (Ian McDonald): 978-1-4050-6942-7 Beka Lamb (Zee Edgell): 978-0-230-01246-2 Wide Sargasso Sea (Jean Rhys): 978-1-4050-3092-2 Brother Man (Roger Mais): 978-0-230-01187-8

This course has been written through a close collaboration between the author and experienced Caribbean teachers and English specialists.Leonie Bennett • Alice Castillo • Rachelle Clarke • Godfrey Fisher • Rafer Gordon • Andrea Hitchener Jannine Horsford • Dian Maheia • Pauline Millar • Julia Sander • Veronica Simon • Sharon Thorpe


I S BN 978-0-230-02367-3

9 7 8 0 2 3 0 0 2 3 6 7 3

Workbook 1

EnglishMatters 1

WorkbookEnglishMatters

Julia Sander

Julia

San

de

rW

orkb

oo

k 1en

glish

Ma

tters

ENGLISH_MATTERS_WB1_REV_REPRO.indd 1 06/04/2010 16:52

Speaking, reading comprehension and writing are developed in each and every unit. The tables below indicate where the skills listed in the syllabus are addressed specifically.

english matters for csec examinations flyer

Documents

jamaicas athletes

jamaicas success

jamaicas history

lively approach

unit sporting icons444

sporting facilities

csec examinations students

bedrock of jamaicas