Cambridge University Press978-1-107-63855-6 – Breakthrough to CLILRichard Harwood and Timothy ChadwickFrontmatterMore information
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Chemistryfor
Richard HarwoodTimothy Chadwick
14+
to
Cambridge University Press978-1-107-63855-6 – Breakthrough to CLILRichard Harwood and Timothy ChadwickFrontmatterMore information
© in this web service Cambridge University Press www.cambridge.org
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Cambridge University Press978-1-107-63855-6 – Breakthrough to CLILRichard Harwood and Timothy ChadwickFrontmatterMore information
© in this web service Cambridge University Press www.cambridge.org
6 PLANT NUTRITION 3
Contents
Introduction 5
1 The nature of matter 7Exercise 1.1 The three states of matter 7Exercise 1.2 Explaining physical processes 10Exercise 1.3 The kinetic particle model 13Exercise 1.4 Practical separation methods 15
2 Atoms, molecules and the Periodic Table 18Exercise 2.1 Atoms and molecules: words and meanings 18Exercise 2.2 Atomic structure 19Exercise 2.3 Prefixes 23Exercise 2.4 The Periodic Table and atomic structure 26
3 Air and water 29Exercise 3.1 Elements and compounds in the air 29Exercise 3.2 The atmosphere is changing composition 32Exercise 3.3 Clean water for domestic use 35Exercise 3.4 Water as a solvent 37
4 Chemical bonding 41Exercise 4.1 Forming chemical bonds 41Exercise 4.2 Ionic compounds 42Exercise 4.3 Simple covalent molecules 44Exercise 4.4 Diamond, graphite and sand 48Exercise 4.5 Bonding, structure and properties 52
5 Chemical reactions 55Exercise 5.1 Chemical names and formulas 55Exercise 5.2 Chemical reactions and equations 57Exercise 5.3 Oxidation and reduction 61Exercise 5.4 Electrolysis of lead bromide 64
6 Acids, bases and salts 67Exercise 6.1 Acids, bases and neutralisation 67Exercise 6.2 The pH scale and indicators 69Exercise 6.3 Making salts 72
CONTENTS
Cambridge University Press978-1-107-63855-6 – Breakthrough to CLILRichard Harwood and Timothy ChadwickFrontmatterMore information
© in this web service Cambridge University Press www.cambridge.org
BREAKTHROUGH TO ENGLISH FOR BIOLOGY4
7 Quantitative chemistry 75Exercise 7.1 Atomic and molecular masses 75Exercise 7.2 Isotopes and atomic masses 77Exercise 7.3 Counting particles – the mole 79Exercise 7.4 Reacting solutions – titration 81
8 Reaction rate and energy 85Exercise 8.1 Exothermic and endothermic reactions 85Exercise 8.2 Factors affecting the rate of reaction 87Exercise 8.3 Catalysts 91
9 Reactivity of metals 94Exercise 9.1 The properties of metals 94Exercise 9.2 The reactivity series 96Exercise 9.3 Analysis of metal salts 99
10 Industrial chemistry 102Exercise 10.1 The blast furnace 102Exercise 10.2 Aluminium extraction 105Exercise 10.3 The Haber process 107
11 Organic chemistry 113Exercise 11.1 Naming organic compounds 113Exercise 11.2 Alkanes and alkenes 115Exercise 11.3 Alcohols and acids 120Exercise 11.4 Petrochemicals 123Exercise 11.5 Polymers and plastics 125
Answer key 130Language file 148
CONTENTS
Cambridge University Press978-1-107-63855-6 – Breakthrough to CLILRichard Harwood and Timothy ChadwickFrontmatterMore information
© in this web service Cambridge University Press www.cambridge.org
6 PLANT NUTRITION 5
Introduction
Note to studentsWelcome to this workbook, which will help you with your study of chemistry using English. To progress well in your studies in chemistry, it will help if you can also use the English language well in a way that is appropriate to science. If you can read English well, you can understand what is written in your chemistry textbook easily. If you can write and speak English well, you can share your knowledge about chemistry with others easily.
This workbook will help you understand some important topics in chemistry. It will also help you develop your skills in English. The exercises will give you practice in both things at the same time.
The exercises will help your English skills in different ways. They will:
� help you understand the meaning of important words � help you to use certain types of words correctly, like nouns and adjectives � help you to construct sentences correctly � help you to construct whole passages of text � give you practice in reading text and extracting information from it.
Each unit in this book covers a different area of chemistry, but almost exclusively covers the Core IGCSE topics. You do not need to complete all the units in the order in which they appear in the book. Instead, as you are being taught a certain area of chemistry in the classroom, you should complete the exercises in the unit that covers that area. Your teacher may ask you to work on the exercises at home or in class.
Throughout the text you will see language boxes like this one. These boxes give you some background information about the English language skills that you are learning about. If you see the icon about the English language skills that you are learning
, this means you can read more about that area of English language in the Language file at the back of this book.You will also find an Answer key for the exercises at the back of this book. You can use this to check whether your answers are correct. Sometimes there are many different possible answers to a question. The Answer key will make it clear that the suggested answer is just an example, and your own answer might look different. In these cases, look carefully at the structure of your answer, to see if it is the same as the answer in the Answer key. There are notes in the Answer key that will help you to see if your answer is a correct one. If you are still not sure, then ask your teacher to help you.
We hope you enjoy using this book, and that you progress well in your studies of chemistry and English.
The Breakthrough to CLIL team
A rule is the same as a ruler. It is a special term used for a ruler that is one metre long.
BREAKTHROUGH TO CLIL FOR CHEMISTRY
Cambridge University Press978-1-107-63855-6 – Breakthrough to CLILRichard Harwood and Timothy ChadwickFrontmatterMore information
© in this web service Cambridge University Press www.cambridge.org
BREAKTHROUGH TO ENGLISH FOR BIOLOGY6
Note to teachersThis book is designed to help EAL/ESL/E2L students understand the content of their chemistry course and build English language skills within the context of their chemistry studies, though you may also use it to support students who have English as their first language. It is intended for use within the context of a chemistry course, rather than an English course, but almost exclusively covers the Core IGCSE topics. If your school has an embedded CLIL or bilingual programme, you may find this book suitable to support most or all of your students in their studies. However, this book can also be used as part of your differentiation for a smaller number of students who would benefit from it, whether in the classroom or as homework.
The areas of chemistry covered in this book are the basic topics that most students aged around 14 to 16 would encounter. However, most students would also be expected to be familiar with some other topics, as well as covering the topics included in this book in more detail. The intention of this book is to help students master the basics, and develop language skills and confidence that will help them in other parts of their course. This book should be used to support a wider learning programme that also includes a textbook of an appropriate level.
The areas of English language covered in this book have been selected for their relevance to understanding and discussing the subject of chemistry. Where aspects of language are discussed explicitly, this is intended to help students understand the purpose of certain exercises, as well as explain why these aspects of language are relevant to chemistry. It is expected that the students will be able to link these explanations to the content of their English language (or E2L) course. We hope that you as a chemistry teacher will feel confident enough in the areas of language discussed to support your students, with the help of the explanations provided in the text and the Language file. If not, we advise you to discuss the content of this book with a colleague in your English department.
Each unit of this book covers a certain area of chemistry. Within each unit, the level of demand in terms of both chemistry and English gradually increases. This will allow students to build understanding and language skills as they progress through each unit. The first exercise in each unit does require some familiarity with key vocabulary and concepts, so we recommend that you begin to set the exercises in this book after having taught a lesson or two on the relevant topic. The units have been designed to be used independently from one another, so you can set them in any order to match your existing teaching programme.
We hope that you will enjoy using this book with your students.
The Breakthrough to CLIL team
INTRODUCTION
