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UPDATED TO 2024-2026 SYLLABUS

CAIE IGCSE
FIRST LANGUAGE
ENGLISH
SUMMARIZED NOTES ON THE PAPER 1 AND 2 SYLLABUS
CAIE IGCSE FIRST LANGUAGE ENGLISH

1. As you read, ensure you highlight/underline the key

points relating to the question.
1. Reading Response 1. Annotate the points in the text that relate to
each bullet with A1, A2 or A3.
Syllabus Change NOTE for Paper 1 Reading: 2. As part of the READING paper, your response
highly relies on what is provided in the text. It
The assessment of W5: Make accurate use of spelling, should only build on the material provided and
punctuation and grammar has been removed from Paper
is NOT a creative response. Thus, ensure you
1 Reading only. understand the text thoroughly.
W5 has been removed from Question 1f and Question 3.

1.3. Planning Your Answer

1.1. Identify the RAFTS - Role, Audience,
Format, Topic and Strong Voice 1. Extract the points and map them out according to the
question.
1. Role - who am I writing as? 1. Choose the best points to include in your
1. Is the character formal (e.g., journalist) or answer.
informal (writing in a diary)? 2. It is NOT THE QUANTITY of how many points
2. What is the character’s writing style? from the text you include (3-5 per section of the
1. This can be gauged from the text if the question is enough). You need to focus on the
character is mentioned QUALITY of the points taken that you are able
2. Character’s background influences tone to develop well with details and personal
and register - professionals like doctors thought.
or professors are unlikely to use slang 2. Plan the structure - the order in which you would like
or colloquialisms to address the question. At IGCSE, the question will
2. Audience - who are you writing for? give you the structure and flow of how you should
1. The audience will determine the type of write your answer.
language and persuasive techniques used, e.g., 1. Point, detail, development and evaluation must
a speech to school children versus a letter to a be included.
principal. 1. Point - answers the question
3. Format - what text type is the response? 2. Detail - taken from the text
1. News report 3. Development - your own extrapolation
2. Magazine article or evaluation based on what the text
3. Formal letter implies.
4. Formal Report
5. Interview 1.4. Writing Process
6. Journal Entry
7. Speech script 1. Refer to your plan to make sure you do not stray away
4. Topic - what are the three bullet points asking for? from what you are supposed to write about.
1. Label each bullet with A1, A2 and A3 for 2. In essence, transfer and expand what you have in your
assessment objectives. plan to the answer sheet in complete and well-
2. Annotate the points in the text that relate to structured sentences and paragraphs.
each bullet with A1, A2 or A3. 3. With a clear plan, there is no need to rush; therefore,
5. Strong Voice - what is the purpose of the writing? you can focus on using good handwriting and ensuring
1. This links strongly to the role. Ensure that the that all the mechanics of spelling, punctuation and
tone you choose matches the role and sentence structure can be applied correctly.
adequately conveys the message of the task.
1. I.e., A speech should use persuasive
1.5. Checking and Proof-reading
techniques like power of three,
repetition and powerful adjectives or
Check your answer for:
adverbs. Punctuation can be used to
indicate emphasis in the speech. 1. Clear sentence structure
2. Correct grammar and spelling
1.2. Reading and Annotating 3. Check punctuation
4. Content - have I addressed all the bullet points? Are
Reading and Annotating my points communicated clearly with no doubt about
what I am trying to convey?
5. Is my handwriting legible?

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2. How have they done it? Look for figurative devices

1.6. Summary Writing (120 words)
used to create an effect in order to achieve the
meaning or purpose of the text.
Steps
3. Why have they done it? What was the writer’s intention
1. Read and underline relevant points with a pencil in including those particular phrases in the text? How
2. Make a plan by writing the points in your own words did the author want you to feel?
3. Group the points logically- prioritize points
4. Check the summary (word count) decrease by 2.3. Writing Process
changing punctuation or removing repetition. Add
information by including more points that you think 1. Skim through the passage first, and try to figure out
are relevant. the overall meaning and purpose of the passage.
Additionally, make an effort to determine the
IMPORTANT: PLANNING-- The fluency of ideas presented by
passage's general mood, tone, and atmosphere.
you is crucial, so you need to plan in order to structure and
2. Only essential words or phrases should be highlighted;
sequence the points effectively. Also, don’t break down the
do not highlight a large "chunk" of text.
summary into paragraphs. You have to write it in 1
1. Try to come up with three to five options for
paragraph.
each section of the question.
Keep In Mind:
2. Don't underline large sections of the text. Only
the most powerful phrases should be
Write in your own words as much as possible
highlighted.
Write in complex sentences to keep within the word 3. Start your plan
limit 1. Divide the selected quotations into the three
Clear and direct points categories of Evidence, Explanation, and Effect
Use connectives on a table.
2. Pay attention to the particular impact the
Try to pick out 12-15 points from the text
phrase is having. Additionally, look for any
Use umbrella terms figurative language that contributes to this
No Opinions effect.
Keep facts and quotes 3. First, explain the explicit meaning of the phrase
then the implicit meaning tries looking for
Present tense
connotations, etc.
Paraphrase
4. Write the response
3rd person objective tone 1. Start your response by discussing the
passage's overall impact.
2. Use one paragraph to cover one section of the
2. Writer’s Effect response, and a different paragraph for the
second section.
2.1. Writer’s Effect 1. Explain Part A in 120 words and Part B
in 120 words
The following reading assessment goals are tested by this 2. No conclusion is required
question which is for 10 points:
2.4. Key Vocabulary
1. You must show that you grasp the clear meanings.
2. You must show that you grasp underlying attitudes
Mood: Mainly to do with the emotion the character is
and meanings. feeling internally.
3. You must choose the information you use carefully Tone: The way the text/narrator sounds. Ex: The narrator
and only for those purposes. can sound frightened. We know this because of other
The total mark awarded for the Writer’s Effect question is techniques used in the writing that lets us know that the
15. 10 marks for the content of your answer and 5 for narrator is frightened.
your style of writing. Atmosphere: The feeling caused by the environment
around the narrator. It can be influenced by the objects
within the setting. Ex: When the principal reprimanded the
2.2. What to do While Reading the Text? student in a stern tone, the atmosphere was suffocating
for the student. The student can react with a frightened
Things to think about while reading the text:
tone.
1. What did the author write about? Find the meaning
and the purpose of the text. 2.5. DOs and DONTs

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CAIE IGCSE FIRST LANGUAGE ENGLISH

DOs Example: They’re some creeps who I wouldn’t meet if you paid
me a heap of cash!
1. First, explain the explicit meaning of the phrase then
the implicit meaning tries looking for connotations, 2. Consonance: the group of consonants that are
etc. repeatedly copied. It occurs when a line or sentence
2. Select diverse selections so that you don’t repeat has the same consonant sound several times, giving a
explanations/ don’t choose phrases that have a similar rhythmic impression.
effect.
3. Use technical terms correctly though they aren’t Example: Mike likes his new bike.
required.
6. Anaphora: whenever a particular word or phrase is
4. Search for the type of sentence and see if there is
repeated at the start of clauses or phrases.
repetition and see what effect the syntax plays.
7. Epistrophe: a repetition of a phrase or word at the end
5. Look for synonyms for the word created before the
of subsequent sentences.
exam. Some synonyms could be designed or
8. Euphemism: an alternative term or phrase that is used
portrayed.
in place of potentially rude or improper ones.
DONTs
Example: “Passed away” instead of “died”.
1. Don’t make general comments like stating that the
9. Hyperbole: statements that are over-exaggerated
writer has used great imagery.
(sometimes to a level at which it is inhumane) or
2. The following phrase “the writer created an effect of…”
overly stressed.
should be avoided as it is not recommended for the
effect to be stated explicitly, sometimes it is Example: I walked a million miles to get here.
unavoidable.
10. Onomatopoeia: a phrase that describes a sound by
imitating that sound
2.6. Common Linguistic Devices
Example: “Pitter-patter”
1. Alliteration: the occurrence of the same letter or
sound at the start of words that are near together or 11. Personification: to give human-like qualities to non-
adjacent. living things or abstract ideas

Example: “Tasty Tacos” Example: The sun smiled down on us.

2. Metaphors and Similes: 12. Connotations: an abstract idea/ something a word

1. Metaphor: when a writer states that one thing suggests. Connotation can be determined by context
is another while comparing the 2 subjects as well.

Example: She is a shining star. Example: The color blue can be associated with sadness.
Example 2: “As I tread through the forest, I brushed past
2. Simile: expressions that describe one shrubs, leaves biting at my ankles as I stepped over the
person/thing/attribute to another gnarled roots snaked around the forest floor.”
person/thing/attribute typically using the words “like” → Here, adjectives with negative connotations are used to
or “as”. create a dark atmosphere. “Biting” suggests the leaves are
sharp and dangerous, and the adjective “snaked” is less
Example: Shine like a star
positive than “swirled” or “twisted” which adds to this
3. Pathetic Fallacy: when the writer describes the natural atmosphere.
world as though it had feelings.

Example: “Weeping Willow” 3. Directed Writing

4. Sibilance: the repetitive use of hissing or hushing-like
letter sounds. 3.1. Reading the Question and
Example: Using words like “strange”, “sight” and “glass” in a
Understanding the Prompt
sentence, for example.
1. Read the instructions
5. Assonance and Consonance 2. Read the question. Identify:
1. Assonance: the use of similar or identical vowel 1. Role - who am I as the writer?
sounds repeatedly inside words, phrases, or 2. Audience - who is reading what I have written?
sentences.

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CAIE IGCSE FIRST LANGUAGE ENGLISH

3. Format - is this an article, speech, letter or 1. Refer to your plan to make sure you do not deter away
interview? from what you are supposed to write about.
1. What are the structural features that 2. In essence, transfer and expand what you have in your
need to be included? i.e. heading plan to the answer sheet in complete and well-
4. Topic - what is the focus of the two bullet structured sentences and paragraphs.
points? 3. With a clear plan, there is no need to rush; therefore,
5. Strong Voice - what is the purpose of the you can focus on using good handwriting and ensuring
writing? that all the mechanics of spelling, punctuation and
sentence structure can be applied correctly.
3.2. Annotating the Text
1. Identify the relevant information according to what
4. Descriptive Writing
was given in the question.
1. Highlight and annotate the text. Label what you 4.1. General: Do’s and Dont’s
find.
2. You must clearly identify points under TWO DOs DONTs
different POV These pieces are mostly
Don't start a description and
written in present tense to
then turn it into a narrative.
3.3. Planning Your Response give a sense of immediacy.
Don't be vague by using
1. Extract the points and map it out according to the Safer to base your description terms like “bad”, “good” or
question. Choose the best points to include in your over an actual memory or “nice”. You have to be more
answer. It is NOT THE QUANTITY to how many points experience. specific with the adjectives or
from the text you include (3-5 per section of the adverbs you use.
question is enough). You need to focus on the
The more precise, varied and You can create an observer
QUALITY of the points taken that you are able to
uncommon your adjectives who reveals his thoughts or
develop well with details and personal thought.
are the more the reader will feelings but don’t create a
2. Plan the structure - the order of how you would like to
be able to engage with your sequence of events based on
address the question. At IGCSE the question will give
description. his observations.
you the structure and flow of how you should write
your answer. You need to employ varied
1. Point, detail, development and evaluation must sentence lengths and types. A
Do not forget to describe the
be included. mix of short sentences for
size or shape of an object.
2. Evaluation is emphasized for directed writing, impact and longer one works
which makes it different from a reading best.
response. Some ways to produce evaluations
can be by asking the following questions: 4.2. Tackling Descriptive Writing
1. Are there alternatives to the
solutions/suggestions provided by the 1. Select the prompt you would like to respond to.
text? 1. Specific prompts: “Write a description of a
2. What can be learnt or improved upon group of people who have become stuck
from examples in the text? somewhere”
3. What are some arguments against the 1. Identify subjects/focus areas of the
ones in the text? prompt, i.e. “group of people” and
4. Which arguments are more important? “somewhere” indicating the things that
Weigh the options against the need to be described.
stakeholders involved. For example, a 2. General prompts: Write a description with the
proposition to start school 2 hours later. title, ‘The nest’
The stakeholders are: 1. Brainstorm the concept of the piece -
1. Students what ‘nest’ are you describing? A literal
2. Teachers bird’s nest, or a metaphorical nest?
3. Parents 1. Identify distinct components of a
3. Be as organized as possible at this stage. Check your nest
plan to ensure that you have everything you need to 2. Plan/consider descriptive semantic fields or the
write in the answer. different senses you would portray:
1. Semantic field: vocabulary or a set of terms
3.4. Writing Your Answer closely linked by subject or usage.

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CAIE IGCSE FIRST LANGUAGE ENGLISH

2. Senses: smell, touch, sight, sound, taste First-person: The narrator appears to recall their role in
1. Depending on your choice of structure, the events described, either as a witness to the action or
each ‘sense’ would be a focal point. as an integral participant in it.
What do the group of people look like? Second person: This narrative voice implies that the
What sounds can you hear in the reader is the protagonist or a character in the novel and
location? Are there any distinct scents? that the events are taking place to them.
3. Focal points can be created by “zooming” into
aspects of the scene. Identifier: “You”
1. For the “nest” prompt, this may be
Third Person Omniscient: All-knowing perspective of the
describing the bird who made the nest,
story. The narrator talks about the thoughts and situations
or the shape, color etc of the eggs.
of every character in the story.
3. Writing the response:
Third Person Limited: The narrator only knows the
1. Be wary of descriptions or movements that
thoughts and feelings of a single character.
turn into plot. Using present tense may help
keep the writing “in a moment”. Identifier of third person POV: “He/She/They”
1. A good way to think about descriptive Dual narration: You can write the story from multiple
writing is like describing a picture, viewpoints by making sections for different narrators/
painting or at most, a live photo. The characters to voice their opinions.
character, previous actions or future
actions of characters within the frame
aren’t captured and shouldn’t be
5.3. Story Openings & Narrative Hooks
written.
1. Scene-settings
2. Structure the description so it flows. Choices
2. In Medias Res
may be by:
3. Mystery/Mysterious opening
1. Each paragraph zooms into a different
4. Dialogue
part of the picture, e.g. tree canopies
5. Third/First person narrator speaking to the reader
[with x, y, x elements] and then the next
6. Questions
paragraph is about the river bank.
7. Bold statements
2. Each paragraph concentrates on a
sense, e.g. smell, then sight, then touch.
3. Specific, precise vocabulary enhances imagery. 5.4. Story Endings
A “pink” box leaves a lot to be interpreted. A
“fuchsia box” is different from a “a maroon 1. Abrupt ending
box”. 2. Plot twist
3. Circular narration: The story comes back to how it all
started.
5. Narrative Writing 4. “Happily-Ever-After”/Resolved
5. Cliff hanger
6. Implied/Open ending
5.1. Narrative Writing
Exposition/Orientation: It is the backstory of the 5.5. Rules to Write Dialogues
characters and place that is explained at the beginning of
1. Use a new line for each new speaker
the story.
Rising action: It is made up of a succession of events that 2. Use speech marks
build on the conflict and heighten the suspense, propelling 3. Try implementing various dialogue tags
the story to a dramatic climax. 4. Punctuate your sentence within the speech marks
Inciting incident: It is the event that initiates the plot 5. Don’t use quotation marks when writing speech in
and pushes the main character into the action. multiple paragraphs
Climax: The conflict is confronted during the story's 6. Capitalize only at the start of sentences
primary, most dramatic event. The climax of a narrative is 7. Use single quotation marks to quote within a quote
the highest point of tension or drama in the tale. TIPS to consider when writing DIALOGUES
Falling Action: One can see the results of the climax.
Things start to fall into place. 1. Don’t add any dialogue that doesn’t drive the story
Resolution: The story is concluded forward.
2. Dialogue can be used for characterization. For
5.2. Narrators example, a character speaking in a certain slang can

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CAIE IGCSE FIRST LANGUAGE ENGLISH

tell the reader more about where the character is Ex: In William Golding's Lord of the Flies, the abandoned boys
from and his/her background. spend the whole novel both establishing and tearing down
3. Try to be ambitious while selecting verbs to use. their fragile civilization. When rescue does not arrive despite
the continual signal fire, the boys lose hope and turn viciously
5.6. Narrative Techniques against one another. It appears that all is lost until a navy ship
arrives and rescues the guys.
Backstory- Provide background information of the
Mac Guffin- When the whole story is centered around an
character
ordinary object
Foreshadowing- Hinting events that are yet to happen in
the story Ex: It is used in the movie Titanic. The Heart of the Ocean is
emphasized not because it aids the plot to move forward, but
Ex: A common phrase used to foreshadow a negative event is
is used to open and close the movie.
“I have a bad feeling about this.”
Tip: Use literary devices like Pathetic Fallacy, Imagery,
Chekhov’s Gun- A seemingly irrelevant object/person extended metaphors
responsible for plot development
5.7. Characterisation
Ex: The knowledge that Katniss’ had about the poisonous
plants, because it is a significant character trait that helped Characterization is the representation of a character's
her trick the Capitol into taking Peeta and herself would features, motives, and personality in a narrative.
survive the Hunger games. Direct
The author directly describes the characteristics of a
Flashback- When you alter the time sequence of the
character.
narrative (interrupt the chronology of the narrative) to
Indirect
take the reader back to a scene that happened before the
Rather than explicitly describing a character's attributes, an
story began or a past event in the character’s life. This
author portrays the character as he or she travels through
technique helpful in developing characterization.
the world, leaving the reader to deduce the character's
Ex: The opening line of The Great Gatsby by F.Scott Fitzgerald qualities from his or her actions through indirect
occurs in flashback. characterization.

Frame Story- A story within a story Thoughts of the character

The actions of the character
Ex: . The story of Frankenstein contains the story of a Word choice of the character including dialect
creature, and the story of the creature briefly contains the The appearance of the character
story of the family with which he has been living. The actions and mannerisms of the character
The character's interactions with others (and how others
In Medias Res- Beginning the story in middle of some
react to the character)
action
Why?
Ex: This technique is usually used in films. This opening can
Characterization is an important component of writing a
be seen in the tv show Breaking Bad.
novel or short story because it allows you to understand your
Plot twist characters and how their personalities and perspectives can
Red Herring- diverting attention from a significant object. help push the storyline forward.
Essentially it is misleading or a false clue.
5.8. How to Build Tension?
Ex: Harry Potter regards Sirius Black as a dangerous criminal
and murderer. Slowly, Harry discovers that this man 1. Create conflict to characters (external or internal)
murdered his parents and is pursuing him to do the job. When 2. If your protagonist is unable to attain his or her goal,
Harry eventually meets Black, he discovers that Sirius is not a keep escalating the stakes or the impact of the
murderer at all. repercussions.
3. Dramatic Irony: when the audience knows something
Unreliable narration- bias in narration
that the protagonist doesn’t
Ticking clock scenario- time limit for characters to
successfully complete their mission
5.9. Highlights from the Examiner's
Ex: In RUN LOLA RUN (a film) Lola has only 20 minutes to
deliver 100,000 German Marks in order to save her Report
boyfriend’s life.
What do examiners like?
Deus Ex Machina- Hand of god

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CAIE IGCSE FIRST LANGUAGE ENGLISH

1. Usage of short sentences to create surprise or

5.10. Tips
emphasis.
2. Usage of subordinate clauses to begin a sentence. 1. Your story should use only one tense that should be
3. Detailed description of the atmosphere then zooming
past tense. Unless you're using narrative techniques
in on a character or two (using each paragraph as a
such as flashbacks or others.
different camera)- zooming in or out.
2. Making a plan starting from the resolution to the
4. Pathetic fallacy exposition is a good idea.
5. Circular narration 3. Try to limit your coverage to one or two major events.
6. Usage of extended metaphors
A short story cannot have numerous occurrences.
7. Plot twists
4. Collect a few dialogue tags before hand to use.
What don’t examiners like? 5. Don't use first person narration if you character is
going to die at the ending.
1. Lack of planning that results in a bad/incomplete 6. Do not end your story by saying it was all a dream.
ending. 7. Create a plot that is adaptable to a variety of prompts.
2. They do not recommend taking extra pages. You can also design characters ahead of time.
3. Do not use incorrect punctuation, especially comma 8. Try to focus your story on a particular theme such as,
splicing. loss, friendship etc.
4. Make sure that the synonyms you use for a common
word fit the context.

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First Language English

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