IGCSE English as a Second Language Syllabus Aims

IGCSE – English as a Second Language Syllabus Aims and Objectives

What is an “aim” or “objective? ” Why do we need it? How does it help me?

How is the test scored? Discuss: Which part of the test do you think is most important? (Reading? Writing? Speaking? Listening? )

For each part of the test, what is our aim?

Reading • show you can recognise public notices and signs (including timetables and advertisements) Ex: • show you can extract relevant specific information from forms, letters, brochures and examples of imaginative writing …from varied cultural backgrounds, including magazines and newspapers likely to be read by young people Ex: Read about a topic. Then answer questions about the reading. How much…? Where…? Who…? What…? Why…? For each of these aims, which test exercise(s) might you be doing?

Reading • scan for particular information, organise the relevant information and present it in a logical manner/given format Ex: 1. Read. 2. Find information: C, A, B 3. Organise. Present. A B C • show the ability to identify the important points or themes within an extended piece of writing Ex: What is the main idea? What is the writer trying to say? Why is he/she saying this/what is the author’s purpose? • draw conclusions from and see relations within an extended text Ex: If A and B, then C and D For each of these aims, which test exercise(s) might you be doing?

Writing • carry out a range of writing tasks …on a range of topics, including: • completing a form, • writing a postcard, • a letter, • a summary or extended piece of writing in an appropriate, accurate and clear form of English What does “appropriate, accurate, and clear” form of English mean? • describe, report and give a wide range of information What different types of writing do we do these things in? • identify, organise, structure and present material in an appropriate format and register for a particular audience or purpose, e. g. an article for a school newspaper Before writing, always ask: WHO and WHY For each of these aims, which test exercise(s) might you be doing?

Listening • show understanding of specific details, information and semiformal announcements, e. g. news, weather, travel and in interviews, dialogues and telephone conversations • show general understanding of the speaker's intentions where appropriate What are “intentions? ” • identify the important points or themes of the material they hear, including attitudes What does the speaker think/feel about what he/she is saying? What are the most important ideas?

Listening • draw conclusions from and identify relationships within the material they hear If A and B, then C and D How are A and D related to each other? • show awareness of major variations in register What is the difference between how I talk to my friends and how I talk to my boss at work? • take notes from material they have heard

Speaking • show you are comfortable with a range of speech activities, e. g. respond to questions on topics within a defined range such as past and present schooling, future plans, current affairs What specific topics can you think of within these areas? How could you learn about these topics or prepare to discuss them? • show flexibility in dealing with new, topical ideas What is “flexibility? ” Why is it important to show you can respond to new and unexpected questions and topics? • have an on-going conversation in a simulation activity What is a simulation? What synonyms can you think of for this word? • show a sense of audience and an awareness of style and register Friends vs. Boss (again) • play a part in a discussion