e
Third Edition
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2
Student’s Book 2
Third Edition
Macmillan Education 4 Crinan Street London, N1 9XW A division of Springer Nature Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-1-380-05042-7 Text © Leonie Bennett 2016, 2021 Design and illustration © Macmillan Education Limited 2021 The author has asserted her rights to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First edition 2006 Second edition 2016 Third edition 2021 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Designed by Macmillan Education and Blue Dog Design Studio Illustrated by Jim Eldridge and Jan Smith c/o Beehive; Pamela Goodchild and Joanna Williams c/o B.L. Kearley; Monica Auriemma, Anni Axworthy, Dave Hill, Bethan Matthews and Lisa Williams c/o Sylvie Poggio and Tek-Art Cover design by Macmillan Education and Clare Webber Cover illustration by Clare Webber Typeset by Tek-Art Picture research by Julie-Anne Wilce The author and publishers would like to thank the following education professionals for their valuable contributions to this edition: Suzette Abbott-King ( St Vincent ), Leonie Alexander-Charles ( St Vincent ), Ingrid Daniel- Simon ( Antigua ), Janelle Little ( Barbados ), Tessa McQuilkin ( Grenada ), Christina Morris ( Barbados ), Rochelle Richards ( Antigua ), Edwina Riviere ( Dominica ), Carla St. Louis ( Grenada ) and Sandra Thomas ( Grenada ) The author and publishers would like to thank the following for permission to reproduce their photographs: Alamy /Avalon/Photoshot License p52; Getty Images p55, Getty images/arrowsg p51, Getty images/GlobalP p16, Getty Images/Oppdowngalon p110, Getty Images/Roijoy p108. The author and publishers are grateful for permission to reprint the following copyright material: Gabby Dawnay, “There’s a Whole World in My Park” (2013), http://gabbydawnay.blogspot. com/p/poems_28.html “Judith Nicholls, “PE” © Judith Nicholls 2019, reprinted by permission of the author. John Agard, “New Shoes” © John Agard c/o Caroline Sheldon Literary Agency John Agard, “When Anancy Say” © John Agard c/o Caroline Sheldon Literary Agency
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Contents
How to Use this Book Scope and Sequence
4 6
Puddle Jumping . ........................................................... All Sorts of Writing ......................................................... Anansi and the Plantains . ............................................. A Day Out ...................................................................... Monkey Learns to Share ............................................... A Whole World .............................................................. Mongoose ...................................................................... New Shoes .................................................................... story fiction and non-fiction traditional tale map and personal account traditional tale poems non-fiction poem traditional tale non-fiction
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
8
15 23 30 37 44 51 58
Unit 9 65 Unit 10 Weather Report ............................................................. 72 Unit 11 Cricket in the Yard ......................................................... 79 Unit 12 Help on the Bus ............................................................. 86 Unit 13 Dear Auntie Sonia ......................................................... 93 You’re Special ............................................................... Unit 14 Lisa’s Story .................................................................... 100 Unit 15 Coconuts ....................................................................... 107 Unit 16 My Journal . ................................................................... 114 Unit 17 Samuel’s Drum .............................................................. 121 Unit 18 How to Make a Kite ....................................................... 128 Every unit is followed by What have I learnt? , a page of formative assessment. The Writing Process 135 Listening Texts 136 Skills Index 140 story story letter story non-fiction journal entries play instructions
Guide to icons:
T eacher talk icon: where a text is to be read aloud to pupils Talk together icon: pupils work in pairs or groups IT tips for the pupil
CR CR tips on transition from Creole Tips on integrating technology DA Tips on working with pupils of different abilities ICT
3
How to Use this Book Language Tree Level 2 follows an integrated approach and language skills in each unit develop naturally out of the reading text. Use the Student’s Book alongside Workbook 2 and the online Teacher’s Guide www.macmillan-caribbean.com to develop reading, listening, speaking and comprehension skills. Teaching units There are 18 teaching units, each comprising
the following sections: Let’s talk/Listen up! The unit is introduced by way of speaking ( Let’s talk ) or listening ( Listen up! ). Let’s talk draws on pupils’ experience, focuses attention on the type of text and introduces key ideas and vocabulary. Listen up! practises important listening skills. The symbol , indicates a text for you to read aloud from the book or from the Listening Texts at the back of
Unit 13 Dear Auntie Sonia
Listen up! Listen carefully to the message your teacher reads to you. Answer the questions. 1 Who was the message for? 2 Who was speaking? 3 Why did she leave the message? Give two reasons. Reading
24, Long Road Plum Bay Grenada 12th November 2022
the address of the person writing and the date
this book. Reading
Dear Auntie Sonia,
The passages cover a variety of text types which can be read aloud by the teacher, demonstrating how to read with expression and pausing from time to time to check pupils’ understanding. If pupils are reading, encourage them to work out the meaning of unfamiliar vocabulary from the context. Comprehension questions ask pupils to recall detail, make inferences, draw conclusions, identify cause and effect and express personal opinions. For most classes it will be appropriate to talk through the questions as a class. You may then ask pupils to write answers to some of them.
greeting
Thank you for the bag you gave me for my birthday. It’s great because it is just the right size for school. Mommy, Daddy, Lila and I went to the beach on my birthday. My friend, Tarik, came too and we had a picnic. We had bananas, chicken, melon and cake. We played with my new football but we didn’t swim. I remember your goats, Jo, Dot, Lucy and Flo. How are they? I can’t wait to see them again when we visit you next month. I look forward to seeing you then.
body
closing
Love, Nathan
signature
• Listen up!: Read the text of a message aloud from the Listening Texts, page 139. • Discuss with pupils the five parts of a letter : (1) address and date, (2) greeting, (3) body (the content of the letter), (4) closing (varies according to whom you are writing to), (5) signature. • Point out that Nathan has said thank you, given some of his news and asked his auntie a question. • Tell pupils if you want them to use different punctuation from that shown here.
93
Unit 11
Speaking and listening This section either delivers a listening activity in which pupils identify key details and other features of the text; or requires pupils to work in pairs or in groups, engaging in discussion, retelling or role play.
Speaking and listening How do you think Kim felt after the pot broke? How did Mom feel?
1 Pupil A: Pretend you are Kim. Tell your partner what happened the day you played cricket in the yard with Danny. Say how you felt.
The symbol
advises pupils to talk
2 Pupil B: Pretend you are Kim’s mom. Tell your partner what you think happened. Say how you felt.
together.
advises the teacher to
read aloud.
4
Pupil C: Say what happens in the end.
Language: past tense of verbs ending in ‘y’
If the root word ends in a consonant followed by ‘y’, change the ‘y’ to ‘ i ’ and add ‘ ed ’. I carr y the bag. è I carr ied the bag.
Language work Teaching points are followed by practice exercises. Begin by asking questions to elicit what pupils already know. Before asking pupils to work independently on an exercise, demonstrate by working through an example together. Some pupils can then write their answers, individually or in pairs.
1 Write these verbs in the past tense.
cry
try
fry
80 • Exercise 2: Tell pupils to draw the chart and then look at the pictures on the previous page while they are filling it in. Alternatively, you can draw and photocopy it for pupils. • Pupils can fill in this chart in Workbook 2 page 00. DA Support one group by working with them to fill in the chart on a large sheet of paper. Word work Examples of word-level work, such as vocabulary, prefixes or homophones, are drawn fr m the reading passage wherever possible. Writing See page 135 for an overview of the writing process which underpins all the writing exercises in Language Tree . The writing task arises from work pupils have done in the unit and follows the writing process. The first stage – getting ideas – is very important. It provides the material for pupils to work with. You may begin work as a class – brainstorming ideas and useful vocabulary on the board – before pupils go on to plan and write their first draft. Encourage pupils to revise their work and, if appropriate, to make neat, final copies for display. Demonstrate every stage through shared writing On-the-page teacher’s notes There are suggestions for introducing or extending the activities at the bottom of every page. A more comprehensive Teacher’s Guide is available online. To help with planning, syllabus objectives are highlighted in bold type. Where a skill can be practised further in the Workbook, page references are provided. ICT This symbol introduces ways of integrating technology into pupils’ learning. This feature suggests optional activities using technology.
Unit 8
1 Write the root words. Example: looked – looks – looking è root word = look
1 crashes – crashing – crashed 2 jumped – jumping – jumps 3 bakes – baking – baked
4 stop – stops – stopped 5 watch – watches – watching 6 pinch – pinched – pinches
2 Make as many words as you can.
Root word
Ending
Example: help è helper
help work write
-er -s
Writing: a poem
Write about a time when you went shopping for shoes or clothes.
1 Read this poem aloud. My shoes Old shoes new shoes I like blue shoes Low shoes high shoes I like my shoes
2 Work as a group. Brainstorm all the shoes you can think of. Write the words on a big piece of paper. 3 Now write a poem like this. _______ shoes ________ shoes I like __________ shoes _______ shoes ________ shoes I like __________ shoes
63 • Writing : After brainstorming as a group, pupils can write their poem in pairs or independently. DA Work alongside one group of pupils, writing a group poem. Or some pupils can work in mixed ability pairs. Others can write more than two verses or attempt to make their poem rhyme. • You may want to ask pupils to revise their first draft. Tell them to read it to a partner and ask the questions on the revising checklist on page 105. ICT Demonstrate how to revise a poem through shared writing. This can be done electronically on a tablet. Demonstrate how to change words, cut and paste text and insert clip art.
Transition from Creole This symbol CR indicates activities which reinforce the transition from Creole to standard English. Different abilities DA This symbol indicates ways to support pupils of different abilities. You may need to work alongside some pupils, responding to language questions or writing a group composition. Some pupils will benefit from working in mixed ability pairs. Assessment Each unit is followed by What have I learnt? – a page of formative assessment, enabling teachers to note areas in which pupils need further support and enabling pupils to assess their own progress. Syllabus coverage A complete guide to OECS syllabus coverage can be found at www.macmillan-caribbean.com. The Scope and Sequence Chart and Skills Index will support your short- and long-term planning, enabling you to make sure that you are covering the syllabus.
5
Scope and Sequence
Unit
Reading and comprehension Draw on personal experience Recall detail Identify main idea
Speaking and listening
1 Puddle Jumping
Redict outcomes Describe feelings
2 All Sorts of Writing
Identify different text types Differentiate fiction and non-fiction Use context clues
Recognise instructions
3 Anansi and the Plantains
Make predictions Understand story grammar: beginning, middle, end Describe character Identify different text types: map and story Make inferences Question-answer relationships
Role play
4 A Day Out
Listen for details Ask for and give directions
5 Monkey Learns to Share
Make predictions Use illustrations to understand text Make inferences
Listen for main idea Ask and answer questions Retell a story using sequencing words
6 Reach up Tall
Identify different text types: features of a poem Author and title Distinguish between fiction and non-fiction Identify main idea
Listen to a poem Recite a poem with actions
7 Mongoose
Listen for detail Research and present information
8 New Shoes
Make inferences Express personal response Rhyme Make predictions Identify setting and characters
Recite a poem with expression Focus on rhythm
9 You’re Special
Compare versions of a story Retell a story Generate questions Ask for/give information Listen to a poem
10 Weather Report
Read a chart Interpret information
11 Cricket in the Yard
Understand cause and effect Explore ideas in the story Character
Role play exploring characters’ feelings
12 Help on the Bus
Identify main idea Question-answer relationships Beginning, middle, end Parts of a book Recognise different text types Parts and conventions of a letter
Polite offers of help Retell a story
13 Dear Auntie Sonia
Listen to a spoken message Group discussion: ways of communicating
14 Lisa’s Story
Make inferences Draw conclusions Predict outcome
Group discussion of an issue
15 Coconuts
KWL chart Glossary Paragraphs
What have you learnt? Discussion and reporting
16 My Journal
Cause and effect Interpret diagram
Exchange news items Ask questions
17 Samuel’s Drum
Identify features of a play Make predictions Draw conclusions
Act out a scene with expression
18 How to Make a Kite
Identify features of instructions Compare with a poem
Follow instructions
Every unit is followed by What have I learnt? , a page of formative assessment.
Language
Word work
Writing
Statements and questions Punctuation: capital letters, full stop, question mark
Dictionary work
Planning a story: Who? Where? What?
Exclamation mark Indefinite article: a , an
Vowel teams
Plan and write a class story
Identifying nouns
Silent ‘e’ Vocabulary: synonyms
Getting ideas Write a new ending
Proper nouns Classifying nouns
Link words: first , next , then
Planning: organising ideas in sequence Journal entry: recount personal experience
Singular and plural: • Add s , es • Change y to ies • Add s to vowel + y
Syllables
Write a story based on pictures Revising checklist
Identifying verbs Present simple: subject-verb agreement
Irregular plurals
Write a poem
Verbs: • am , is , are • has, have
Dictionary work Words with ‘ar’
Write an expository paragraph Organising ideas
Present continuous: • dropped e • doubled letters
Root words
Write a poem
Adjectives
Opposites Prefixes: un -, re -
Write a story using story grammar: beginning, middle, end
Joining words: and , but
Suffixes: - y , - ed , - ing
Describe a scene – prose or poem Word web Peer review and revise
Past tense: regular endings • ed • dropped e • doubled letters
Words instead of said
Writing process Proofreading checklist
Past tense: words ending in y
Homophones
Organising ideas using a word web Describe a person
Commas in lists Commas in dates Commas in letters
Contractions
Write a friendly letter Proofreading checklist for a letter
Past tense: irregular verbs was / were
Dictionary work
Describe a place, using senses Use the whole writing process
Pronouns: subject
Spelling: look, cover, write, check
Make notes under topic headings Write expository paragraphs
Pronouns: object
Compound nouns
Write an account of an accident using the writing process
Possessive nouns
Vocabulary: synonyms
Respond to a story by writing a review
Possessive adjectives Possessive pronouns
Spelling tips
Write instructions
Unit 1 Puddle Jumping
Let’s talk How do you feel when it rains? Do you go out or do you stay in? What do you do?
I go out and splash.
I stay in and read.
Reading
Puddle Jumping Martin ran into the school yard. He shouted, “Hooray!” Then he jumped in a puddle and splashed Jaydon. “Stop it!” shouted Jaydon. Martin didn’t stop. He jumped in the puddle again. “Come on, Jaydon,” he shouted. Jaydon said, “No. I don’t want to get my books wet.” “It’s fun!” Martin shouted. “I don’t want to get my clothes dirty,” said Jaydon. Martin laughed. “I don’t want to get into trouble,” said Jaydon. Suddenly, Martin stopped jumping. “Why did you stop?” asked Jaydon. “The teacher is
coming,” said Martin. “My books are wet. My clothes are dirty and I’m going to get into trouble.”
• Let’s talk : Invite pupils to draw on their own experience to help prepare them for reading. Encourage pupils to speak clearly so that everyone can hear them. • Before reading: Ask pupils to make predictions . Tell pupils to look at the picture. Ask: “Where are the boys?” “What are they doing?” “What do you think this story will be about?”
8
1 Who jumped in puddles? 2 Who said, “I don’t want to get my books wet”? 3 Why did Martin stop jumping? 4 Where did the story take place? How do you know? 5 Which of these words describes Martin? Which describes Jaydon? clean careful messy sensible fun silly
6 Talk in pairs. Who would you rather play with, Martin or Jaydon? Why?
Finding the main idea
To find the main idea : • decide what the picture or story is about • ask yourself
“What is the most important idea in the picture or story?”
1 What is the main idea of this picture? a) Dad sat on the sofa. b) Dad and Tina read a book. c) The sofa is green.
• Questions 5 and 6: Pupils may disagree. Encourage them to express their own opinion . • Exercise 1 extension: Practise identifying the main idea by showing pupils other illustrations and discussing, as a class, what the main idea is. For example, you could look at the illustrations on pages 10 and 11. • Find more work on ‘finding the main idea’ in Workbook 2 pages 91–92.
9
Unit 1
2 What is the main idea of the story on page 8? a) Martin’s teacher was cross. b) Martin jumped in puddles. c) Jaydon looked after his books. Speaking and listening Work in pairs. What do you think happened next?
• What did the teacher say? • How do you think Martin felt? • How do you think Jaydon felt? • Tell the class what you think. Language: sentences
A sentence is a group of words. It begins with a capital letter and ends with a full stop .
1 Write these sentences correctly.
Example: the teacher came out The teacher came out .
1 he jumped in a puddle 2 it was raining 3 we went to school 4 my book is wet 5 my shoes are dirty 6 the children got wet
• Main idea: Ask pupils if the story is ‘all about’ the teacher being cross ( No. This is only mentioned at the end .) Is it about Jaydon, looking after his books? ( No. That is only mentioned in one line .) The whole story is about Martin jumping in puddles, so the answer is ‘b’. • Speaking and listening : CR Allow pupils to use Creole in pair and group work. Encourage them to use standard English when they present their ideas to the class.
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Unit 1
A sentence must make sense. is coming the ✗ The teacher is coming. ✓
2 Which of these are sentences?
1 In school 2 Martin stopped splashing. 3 clothes dirty my
4 Raining was 5 My clothes are dirty. 6 It was raining.
These are statements . They tell us something. I stopped. It is raining. These are questions . They ask us something. Why did you stop? Is it raining? A question ends with a question mark.
3 Is it a question or a statement?
Example: 1 asking
1 Who is Martin? 2 Jaydon is seven.
3 Can Jaydon run fast? 4 Where is the teacher? 5 I dropped my book. 6 I like skipping.
DA Exercise 2: You may ask some pupils to write the answers to fewer questions according to their ability. • Exercise 2, extension: Ask pupils to say why the words are or are not a sentence. • For more work on sentences, see Workbook 2 pages 37–38. NOTE: In these teacher’s notes, the symbol DA is always followed by a teaching suggestion for working with pupils of different abilities.
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Unit 1
4 Make up two questions and two statements. Use full stops and question marks.
Example: 1 Can you swim a long way?
ride a bike walk to school swim a long way write a poem
Can you
I can
5 Make up two more questions and two more statements. Use full stops and question marks.
banana bread your teacher his dog your new bike
I like
Is that
6 Make up two questions about each picture.
What is the girl’s name?
Is the bike blue?
1
2
7 Give your questions to a partner. Answer each of your partner’s questions with a sentence.
• Exercise 4, extension: Write more verb phrases on the board and ask pupils to use them to make questions and sentences. E.g. fly a kite , drive a car , walk on your hands , catch a crab . • Exercise 6: Give pupils plenty of practice in asking questions. • Extension: Give some pupils the answer to a question (e.g. His shirt is yellow .) and ask them to work out what the question is. • Exercise 7: Tell pupils to invent answers to their partner’s questions if necessary.
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Unit 1
Word work: dictionary work a b c d e f g h i j k l m n o p q r s t u v w x y z 1 2 3 4
In which quarter of the dictionary will you find these words?
Example: 1 puddle – 3
1 puddle 2 rain
5 dirty 6 wet 7 clean 8 teacher
3 jump 4 yard
Writing
Before you begin writing, spend time gathering ideas. One way of doing this is to ask the questions: Who? Where? What? Plan a story about this girl who has spilt her drink over a new sofa.
1 Ask yourself these questions. 1 Who is in the story? 2 Where does the story take place? 3 What happens?
2 Copy this plan and fill it in.
Who?
Where?
What?
• Word work , extension: Ask pupils to put the words in alphabetical order. • Writing , Exercise 1: Generating ideas (sometimes called Pre-writing ) is the first stage of the writing process . (See page 135.) Tell pupils that gathering ideas and planning is a very important first step. DA Practise storytelling, using a circular storytelling activity. Each pupil adds another sentence to the story. Encourage them to add detail to their contributions.
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Unit 1 What have I learnt? Can Do Skills
1 Look at the picture on page 8. What was the main idea of the story?
2 What is wrong with these sentences? My books are wet this is my umbrella. 3 Use these words to make questions. 1 you swim can 2 fast run you can 4 Ask two questions about this picture. “Who...” “What…”
5 Make up answers to your partner’s questions.
• Can Do skills: The assessment pages provide opportunities for formative assessment of Can Do skills . Pupils’ answers to the questions will help you to assess what has been learnt and whether you need to review any concepts taught in the unit.
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Unit 2 All Sorts of Writing
Let’s talk Look around your classroom. What writing can you see? Why is it there? Reading Find each of these below: • a list • an instruction • a chart • an invitation
That’s a label.
It tells us what’s in the box.
1
2
Our favourite colours
5
4
3
2
1
yellow
red blue
green
colours
3
4
• Let’s talk: Talk about the types of writing you have in the classroom. There may be signs that give information; instructions that tell pupils what to do; stories or poems for people to read for pleasure, etc. Help pupils to work out the purpose of each one. • Reading: Ask pupils how they know text 1 is an invitation. Ask them to identify text features. • Introduce the idea of audience – the people who are going to read the writing. Ask who the audience is for the invitation (children, friends of Dean) and who the audience is for the shopping list (the person who is going to do the shopping).
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Unit 2
1 Where would you see the sign “Now wash your hands”? 2 Look at the chart (2). What is the favourite colour? How many children like green best? 3 What would you write on a shopping list?
Fiction and non-fiction
An information book tells us about real things. It tells us facts . A fact is something that is true. A book of literature created from the imagination tells us about things that are not real. It is fiction . Fiction is not true.
1 Which is fiction? Which is non-fiction? How do you know?
1
2
The Sweet Potatoes One day, Old Tiger was digging up his sweet potatoes when Mongoose came along and took one. “Stop it!” yelled Old Tiger.
Bats Bats are nocturnal – they fly about and look for food at night. In the day, they rest.
• Fiction and non-fiction: Ask pupils to compare the illustration in ‘Bats’ with the one in ‘The Sweet Potatoes’. Explain that information books often have photographs, but the pictures in stories are usually painted. Why do pupils think that might be? ( Story book characters aren’t real so you can’t photograph them .)
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Unit 2
2 Answer the questions. 1 Who are the characters in ‘The Sweet Potatoes’? 2 Why did Old Tiger say, “Stop it!” 3 What does ‘nocturnal’ mean? How do you know? 3 Read the titles below. Do you think the books are fiction or non-fiction? Why do you think that? 1 Mr. and Mrs. Goat Go Shopping
2 All About Grenada 3 How to Play Netball 4 Anansi and the Snake
Context clues from pictures and words
Look for clues to help you read and understand: • Look for clues in the pictures. • Look for clues in the rest of the sentence.
• Look for clues in the words and sentences all around. Bats are nocturnal – they fly about and look for food at night. Nocturnal means ‘active at night’. The clues are in the rest of the sentence – the context .
4 Look at the picture and answer the questions. 1 Where is this girl? 2 What is she doing? 3 What do you think will happen next?
• Exercise 3: Tell pupils that good readers look for clues. If they can’t read a word or don’t understand the meaning of a word or an idea, they should look at the picture or read the sentence before and after the word that is puzzling them – then guess. DA Work with a small group and demonstrate how you use context clues by ‘thinking aloud’. • Exercise 4: Ask pupils which clues told them the answers to each of the questions. • For more work on context clues, see Workbook 2 page 84.
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Unit 2
5 What does the underlined word mean? 1 Tiger was a generous animal who always gave things to others. a) tidy b) difficult c) not selfish 2 “Let’s eat NOW!” said Little Tiger, who was eager to try the soup. a) unwilling b) willing c) confused Speaking and listening Work as a class Look at this sign. It is on the wall in Class 2. When you work together…
Take turns Smile Listen Speak up
Answer the questions. 1 Are the green words instructions or questions? How do you know? 2 What happens if we don’t take turns? 3 Why is it important to listen? 4 Read the instructions below. Which of them are also important and why?
Don’t interrupt
Ask for reasons
Talk as loud as you can
Agree with everybody
Look at the person you are talking to
• Encourage pupils to draw on their experiences of discussion. When they have talked together in groups, what worked? What went wrong? • Ask who is good at speaking and listening. How do we know? • Tell pupils that talking helps us to think and it’s ok to change your mind after listening to someone who thinks differently.
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Unit 2
Language: exclamation mark
We use an exclamation mark • when somebody shouts. “ Oh no ! ” • when somebody has strong feelings.
“ Stop it ! ”
1 Copy these sentences. Put in a question mark or an exclamation mark at the end of the sentence. There are three exclamations and three questions.
1 That is fantastic 2 Are you going out 3 Is this your book
4 Help 5 The story is amazing 6 What time is it
a or an ?
Use an in front of words beginning with ‘a’, ‘e’, ‘i, ‘o’ or ‘u’: an instrument Use a in front of all other words: a wasp
Example: a tree 2 Use a or an in front of these words. _
1 ___ bat 2 ___ owl 3 ___ tiger 4 ___ ant
5 ___ egg 6 ___ mongoose 7 ___ good boy 8 ___ easy job
• Exclamation marks, Extension: Write these words and phrases and ask pupils how they would say them. Hooray! I won! Well done! • A or an?: when teaching ‘a’ and ‘an’, remind pupils that ‘a’, ‘e’, ‘I’, ‘o’ and ‘u’ are vowels. Ask pupils to suggest words beginning with each vowel and to tell you which vowels occur in selected CVC (consonant, vowel, consonant) words such as rat, bad, sit etc.
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Unit 2
3 Use a or an to complete these sentences. 1 The bat ate ___ insect. 2 Tiger had ___ spade. 3 Grenada is ___ island.
4 Bequia is ___ small island. 5 I heard ___ owl last night. 6 Mongoose ate ___ pile of eggs.
Word work: vowel teams
Sometimes vowels work together to make long vowel sounds. The party is at 32 Main Road. m ai n r oa d
1 Make words using ‘ai’. Example: rain
r
s
tr
ai
n
sn
ai
l
p
t
2 Choose two of your words. Use each one in a sentence.
3 Use ‘oa’ words to complete these sentences. 1 I washed my hands with s__ __ __. 2 Daddy sailed the b__ __ __. 3 I was cold so I put on my c__ __ __. 4 Sam scored a g__ __ __
• Language: If appropriate, point out that there are some exceptions to the rule that ‘an’ goes before a vowel. Hour and honest begin with an ‘h’ but because the ‘h’ is silent we say an hour and an honest (person). • Word work: You will find more work on vowel teams in Workbook 2 pages 16-20.
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Unit 2
Writing 1 Work as a class.
Re-read ‘Sweet Potatoes’ on page 16. Make up the rest of the story. Ask and answer these questions to get ideas. 1 What do you think Mongoose did next? 2 Then what happened? 3 What happened in the end?
2 Make a a story plan.
Characters
Setting
Mongoose took a sweet potato from Old Tiger.
Beginning
Middle
End
• Demonstrate how to generate ideas by thinking aloud . As a class, brainstorm answers to the questions. Write them on the board. • Then draw the chart on the board. Discuss the ideas you have noted and write those preferred by the class. Write the story as a collaborative exercise. • Extension: encourage pupils to write for different purposes . For example: write a letter from Mongoose saying sorry to Tiger or make the sign which Tiger put up, telling other animals to keep off his crops or write a list of vegetables for Tiger to plant. 3 Work as a class to write the story. Answer these questions to get more ideas. • How did Tiger feel when Mongoose took the sweet potato? • Why did Mongoose take it? • What did Tiger say? • What did Mongoose say? • What happened? • How did Tiger and Mongoose feel at the end?
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Unit 2 What have I learnt? Can Do Skills
1 Where would you see these signs?
2 Use a or an in front of these words. 1 ___ apple
4 ___ ball
2 ___ cup
5 ___ old dog 6 ___ big book
3 ___ unhappy boy
3 Look at this picture.
Where does it take place? What is Mongoose doing? What do you think Old Tiger is saying?
• Make sure that pupils understand how to answer each question. If necessary make up another example and work through it with them.
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Unit 3 Anansi and the Plantains
Listen up! Listen to your teacher read a poem. 1 What is the main idea of the poem?
a) You can always trust Anansi. b) You can never trust Anansi. 2 What is the poet trying to tell us about Anansi? 3 What do you know about Anansi? Reading Listen to the first part of the story. Then answer the questions.
Anansi and the Plantains
Anansi had three children. They were hungry. “Go and look for food,” said Anansi’s wife.
Anansi went out of the house. He sat under a mango tree and slept all day. When he woke up, he saw Rat. Rat had a big bunch of plantains. “Hello, Rat,” said Anansi. “I worked hard today. I searched for food but I didn’t find any.
My wife and children are starving. I hope you can help.
Please give me some plantains.”
1 Who gave Anansi the plantains? 2 What lie did Anansi tell? 3 What do you think will happen next?
CR Listen up!: Read aloud the poem from page 136. Drawing on background knowledge, ask pupils to talk about other Anansi stories they know, to think about how the character usually behaves and to think of words to describe him. • Reading: Read this page of the story aloud and ask questions 1–3. Then tell pupils to read the page themselves to check the answers. • Predicting: Encourage pupils to think of more than one possible outcome.
23
Unit 3
Now read the rest of the story.
Rat was kind-hearted and he gave Anansi four plantains. Anansi ran home. He gave one plantain to his wife and one to each child. “Don’t you want a plantain?” asked his wife. “No,” said Anansi. “You and the children must have them. I’m fine.” “Aren’t you hungry, Papa?” asked his children. “Yes,” said Anansi, “but you are small and weak. You must eat.” “Poor Papa!” said the three children. “Have half of my plantain.” Anansi’s wife and his three children
each gave Anansi half a plantain. Anansi grinned and ate them very fast because he knew he had more than anyone.
1 How many plantains did Anansi eat in the end? 2 What happened a) at the beginning of this story? b) in the middle? c) at the end of this story? 3 Which of these words describes Anansi?
hard-working
lazy
clever
sly
generous
4 What do you think Anansi should do next time his family is hungry?
• Question 1 is literal. Questions 2 and 3 require pupils to work out the answers. Question 4 asks pupils to express their own opinion. • Extension: Ask pupils to retell the story to a partner in just a few sentences. Tell them this is a summary of the story. Ask them to give a summary of one of their favourite stories. ICT Find a video of another Anansi story online and show it to the class. Pause regularly and ask pupils to summarise what has happened and predict what will happen next.
24
Unit 3
Speaking and listening Work in pairs. Role play a conversation between Rat and Anansi.
What did they say? How did they speak? Use your own ideas.
Language: nouns
Nouns are words which name things, people, animals and places. food child spider school
1 Look at the story on pages 23–24. Find four nouns. 2 Look at the last piece of writing you did. List the nouns in it.
CR Speaking and listening : Before the role play, discuss the two characters as a class. How does Rat feel? (He has been working hard and he probably knows that Anansi is lazy.) What sort of voice would Anansi use to get what he wants? Ask pupils if the characters would talk in Creole or in standard English. Allow them to role play in Creole or in standard English. • Invite some pupils to perform their role play for the class. • If the role play is in Creole, pick out a few phrases and ask, “How would you say that in standard English?” • Ask the class to feed back on their performance. Did they speak clearly? Did they look at their audience? Ask them also to say one thing they liked. • Encourage role play of characters from pupils’ favourite stories.
25
Unit 3
3 Make a list of four things you can see in the picture on page 23. The words on your list should be nouns.
4 Make three lists. Use these headings:
things animals people
Write each of these nouns in the correct list.
cup
cow
man lady
book baby
mouse
laptop
rabbit
teacher ball
fish
5 Make three more lists of nouns. 1 List six animals. 2 List six things you can see in your classroom. 3 List six things you like to eat.
6 Ask your partner these questions. Write the answers. The answers should be nouns.
1 What do you like to drink? 2 What is your favourite fruit? 3 What do you wear on your head? 4 What do you wear on your feet?
• Ask pupils to do ‘noun searches’. For example, they can look for nouns in their bags, nouns on the floor, nouns in the yard. For homework they can look for nouns in the kitchen or the bathroom. • Have pupils develop a word bank based on different categories of nouns. This can be digital or as a wall display. DA Exercise 6: You may ask some pupils to answer additional questions, such as, “What are your favourite foods?” or “What is your favourite place?” • For more work on nouns, see Unit 4 and Workbook 2 pages 22–23.
26
Unit 3
7 Complete these sentences. Think of a noun to use in each gap. Example: I like my sister . 1 I like my __________. 2 There is a __________ on the table. 3 I saw a __________ on my way to school. _____
4 My friend has a new __________. 5 I eat __________ for breakfast. 6 I live in a __________.
Word work: silent ‘e’
Silent ‘e’ makes a vowel say its name. at + e = a te fin + e = f i ne hop + e + h o pe cub + e = c u be
Write and say the words. They all end in silent ‘e’.
1
2
g _ t_
b _ n_
3
4
p _ p _
c _ k_
5
6
r _ s_
k _ t _
• For more work on nouns, see Workbook 2 pages 22–23. • Word work, vocabulary page 28: You may wish to point out that the spelling pattern ‘ea’ in search (and in early, wear and earth) is pronounced differently from ‘ea’ in weak, each, read etc.
27
Unit 3
Word work: vocabulary Which word means the same as the underlined words? 1 Anansi searched for food. a) hid b) looked for c) paid for 2 You are small and weak. a) thin b) not old c) not strong 3 Anansi grinned and ate the plantains very fast. a) smiled b) cried c) coughed Writing Make up a new ending for the story. Getting ideas 1 Listen to your teacher. Imagine that Rat did not give Anansi any plantains. Work in a group. Brainstorm ideas. • What did Anansi do? • What did Anansi’s children do?
2 Write your new ending. Begin like this: Rat did not give Anansi any plantains.
Type your story. Make changes to make it more interesting.
• Writing : Read the story starter from the Listening Texts, page 136. Exercise 1: Explain that to ‘ brainstorm ’ is to throw up as many ideas as possible. It is important that pupils spend time generating ideas before they begin writing. • Demonstrate by working as a class, jotting ideas on the board. E.g. What did Anansi do? ( looked for work , borrowed money to buy food , went home without any food .) • Then ask pupils, in each case, for ideas as to what happened next. For example, The children went to their grandparents. They ate all the food Anansi brought home.
28
Unit 3 What have I learnt? Can Do Skills
1 Say and write these tricky words.
one
saw
give
look
the
my
2 Choose two. Use each one in a sentence.
3 Which of these words is a noun? rat plantain four spider hard sleep tree children
4 List four things you
can see in this picture. Your words should be nouns.
5 Does it need a
silent ‘e’? Yes or no?
5
hat
1
3
rak
bik
6
cub
2
4
cat
bag
DA Question 2: Ask some pupils to use more of the high frequency words in sentences according to ability.
29
Unit 4 A Day Out
Let’s talk Look at the map. Work in pairs. What can you see on the map?
St Mary’s Church
Shoe Shop
Broad Street
N
Bus Stand
Post Office
W E
Post Office
S
Market
Now listen to your teacher. Follow Ricky with your finger on the map.
Answer the questions. 1 Where did Ricky and Mommy go first?
2 What did Ricky get there? 3 Where did they go next?
• Prior to “Let’s talk”, Introduce the map. Ask pupils what they know about maps. Show them a paper or a digital map of the area around the school. • When pupils are familiar with the map, read aloud from the Listening Texts, page 136.
30
Unit 4
Reading
Ricky’s Day in Bridgetown I didn’t like the post office because we had to wait in a long line. Mommy posted a parcel to Auntie Maya in Canada. Then, we went along Broad Street to the market. We bought a big snapper for dinner on Friday. We got lots of fruit and vegetables. I love all the colours and the smells in the market. On the bus home, I read my library book.
The answers to some questions are right there in the text. Sometimes you have to think and search . Sometimes the answer is in your own head .
Right there
1 Why didn’t Ricky like the post office? 2 Where does Ricky’s Auntie Maya live? 3 On the map, find the church they passed. What is it called? 4 Do you think Ricky liked the market? Why? 5 Where would you like to go to in Bridgetown? Why?
Think and search
In your head
• Explain question–answer relationships (QAR) to pupils.
o Sometimes the answers are clearly stated in the text – ‘ right there ’ in the text. (Questions 2 and 3) o Sometimes the answer is in the text but isn’t stated in the same words as the question. Pupils have to ‘ think and search ’ and make inferences . (Questions 3 and 4) o Finally, there are questions where you are on your own. These questions require pupils to express their own thoughts and opinions. (Question 5)
31
Unit 4
Speaking and listening Read how Ricky gave directions.
Excuse me. How do I get from the post office to the church?
Go along Broad Street. Go past the market. The church is on your left.
Pupil A: Ask how to get from the post office to the bus stand. Pupil B: Look at the map and give directions. Pupil B: Ask how to get from the shoe shop to the post office. Pupil A: Look at the map and give directions. Swap roles and repeat.
Language Proper nouns
Names of people, places, months and days are special. They are called proper nouns. Proper nouns begin with a capital letter. B ridgetown R icky D ecember M onday
1 Find five proper nouns in ‘Ricky’s Day in Bridgetown’.
CR Speaking and listening : Prepare by working as a class – asking pupils for directions to somewhere in the school such as the Principal’s office or the washroom. Together, work out the best way to give these directions. Direct pupils to do this both in Creole and in standard English. • Then demonstrate how to give directions using the map. • Language, proper nouns: Write headings ‘Common nouns’ and ‘Proper nouns’ on the board and ask pupils to suggest nouns for each list.
32
Unit 4
2 Answer these questions with a sentence.
January
February
March
April
May
June
July
August
September
October
November
December
1 What month is it now? 2 In what month is your birthday? 3 In what month is Christmas? 4 Which is the first month of the school year? 5 In what month is Carnival?
I go to L onghill P rimary S chool.
I live in K ingstown.
3 Answer these questions. Use capital letters to begin the proper nouns. 1 What day is it today? 2 Who is sitting next to you? 3 Who is your teacher? 4 What is the name of the road you live in? 4 Copy these sentences. Use capital letters for the proper nouns.
Example: I live in antigua â I live in Antigua. _
1 I went to barbados last year. 2 The school fair is next saturday. 3 Donna’s birthday is in march. 4 Mr. harris teaches the choir. 5 My friend is called ken lewis. 6 We saw mrs. jacobs in georgetown.
• Extension: Make sure pupils can write their own name and address and that of the school using capital letters where appropriate. • Encourage pupils to read place names and road names they see when they are on their way to school. • For more work on proper nouns , see Workbook 2 page 23. • Encourage pupils to look out for road signs in capital letters, e.g. STOP.
33
Unit 4
Groups of words
Words can be put into groups like this. animals
people
fish
dog
cow
boy
girl
man
5 Which are places? Which are people? Make two lists.
Auntie Maya
post office
library
Mommy
Ricky
market
bus stop
doctor
church
Jessie
6 Which are fruit? Which are vegetables? Make two lists.
cabbage
mango
peas
guava
onion
lettuce
pawpaw
melon
beans
Word work: first , next , then Write a sentence about each of the pictures below. Begin your sentences like this: First… Next…
Then…
• Exercise 6, extension: Have pupils work in groups. Give each a large piece of paper with the name of a category such as games, vehicles, kitchen things, wild animals on it. Ask them to write down as many words as they can think of that go under that heading. • For more work on classification of nouns , see Workbook 2 page 22.
34
Unit 4
Writing a journal entry Think of a time when you went out with someone.
Keep a journal In it, you can write about:
• What you have done in and out of school • What you have learnt in and out of school • How you feel It could be a school trip or a shopping trip. Getting ideas 1 Ask and answer these questions. • Who did you go with? • Where did you go? • What did you do? • How did you feel? Organising your ideas 2 Answer these questions: What happened first? What happened next? Then what happened? Copy and fill in the chart below.
First
Next
Then
3 Write about your outing in your journal. Remember to say how you felt or what you liked best.
• Explain that a journal is a place to write about their experience and to explore their thoughts and ideas. Begin by modelling a journal entry of your own or by writing a class journal. For more about using journals see the online Teacher’s Resources at www.macmillan-caribbean.com. • Emphasise the importance of organising their ideas . One of the features of a personal account is the sequence in which things happen.
35
Unit 4 What have I learnt? Can Do Skills
1 Look at the map. Listen to your teacher. Follow the directions on the map. Where do they take you?
Post Office
Church
Library
Main Street
Akeem’s House
Clinic
School
Bus Station
2 Finish each sentence with a proper noun. 1 Christmas is in _______________ . (month) 2 Today is _______________. (day) 3 My friend’s name is __________________. (name) 4 I live in ______________. (country)
3 Which is the name of the group?
1
2
3
4
mango
cat
car
square
fruit
dog
vehicles
circle
banana
rabbit
truck
shapes triangle
pineapple
pets
van
• Question 1: Read aloud the text from the Listening Texts on page 136. You may use the map for speaking and listening practice. Tell pupils to work in pairs and ask politely for / give directions from the bus station to the school; from the church to the supermarket.
36
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