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.
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