Language Tree SB 5

Third Edition

Student’s Book 5

Third edition

The authors and publishers would like to thank the following for permission to reproduce their photographs: Alamy Stock Photo /blickwinkel/Teister p. 53, Alamy Stock Photo/Ailsa Burn-Murdoch p. 105, Alamy Stock Photo/Arletta Cwalina p. 125, Alamy Stock Photo/Michael DeFreitas p. 52, Alamy Stock Photo/George H.H. Huey p. 99, Alamy Stock Photo/ Michael Runkel pp. 88, 98, Alamy Stock Photo/Steve Taylor ARPS p. 98, Alamy Stock Photo/Petra Wegner p. 98; Getty Images /Cristina_Annibali_Krinaphoto p. 124, Getty Images/erniedecker p. 115, Getty Images/GoodOlga p. 160, Getty Images/Randy Brooks p. 36, Getty Images/Mike Hewitt pp. 34, 88, Getty Images/tombaky p. 135; Shutterstock /Sven Hansche p.156, Shutterstock/Naturegraphica Stock p. 157, Shutterstock/Taiga p. 98. The author and publishers would like to thank the following for permission to reproduce the following material. James Berry, ‘Bye Now’, A Caribbean Dozen , ed. By John Agard & Grace Nichols (Walker Books, 1996), pp. 84 Grace Nichols, ‘I am the Rain’, Sun Time Snow Time (London: A&C Black, 2013), p. 35. Al Campbell, ‘Getting Common Sense’, Classic Caribbean Stories (Spanish Town: SunZone Books; 2005), p. 13-16. Sugarcane’ © 1983 by John Agard reproduced by kind permission of John Agard c/o Caroline Sheldon Literary Agency Ltd. Valerie Bloom, ‘Guidance’, Under the Moon & Over the Sea: A Collection of Caribbean Poems , ed. by John Agard & Grace Nichols (Walker Books, 2002) p. 59 Brian Moses, ‘Dreamer’, Hippopotamus Dancing and Other Poems (Cambridge: Cambridge University Press, 1994), p. 165. Reprinted by permission of the publisher. These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them.

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ISBN 978-1-380-05045-8

Text © Julia Sander 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.

This edition published 2021 Second edition published 2016 First edition published 2006

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 Annabelle Spenceley c/o Advocate Art; Jim Eldridge and Jan Smith c/o Beehive; Pam Goodchild and Joanna Williams c/o B.L. Kearley; Monica Auriemma, Dave Hill and Bethan Matthews c/o Sylvie Poggio; James Hart; Tek-Art. Cover design by Macmillan Education and Clare Webber Cover illustration by Clare Webber Typeset by Tek-Art Picture research by Luz Cordero The author and publishers would like to thank the following education professionals for their valuable contributions to this edition: Ingrid Daniel-Simon and Rochelle Richards ( Antigua ), Janelle Little and Christina Morris ( Barbados ), Kate Cyrus, Tessa McQuilkin and Sandra Thomas ( Grenada ) and Asif Dover and Jonathan Roberts ( St Vincent ).

Printed and bound in India 2025 2024 2023 2022 2021 10 9 8 7 6 5 4 3 2 1

Contents

How to Use this Book Scope and Sequence

6 Unit 1 A Lucky Escape.................................................................................. 8 Unit 2 Dear Aunt Judy................................................................................... 17 Unit 3 Learn to Share ................................................................................... 25 Unit 4 Heart of Gold ...................................................................................... 34 Unit 5 Rain in Summer ................................................................................. 43 Unit 6 The Market ......................................................................................... 52 Unit 7 Accident . ........................................................................................... 60 Unit 8 The Pot of Wisdom ............................................................................ 68 Unit 9 Debate ............................................................................................... 78 Unit 10 Discover Volcanoes ........................................................................... 87 Unit 11 The Nature Island . ............................................................................. 97 Unit 12 The Party . ......................................................................................... 106 Unit 13 Fables ................................................................................................ 115 Unit 14 Growing Tomatoes.............................................................................. 123 Unit 15 Readers’ Letters.................................................................................. 131 Unit 16 The Campaign ................................................................................... 139 Unit 17 For Your Information .......................................................................... 148 Unit 18 Reef in Danger . .................................................................................. 156 Every unit is followed by What have I learnt? , a page of formative assessment. expository writing webpage and map poem fable instructions persuasive letters story newspaper page flyer, newspaper article story informal letters play biography poems descriptive writing witness statements traditional tale persuasive speeches

Practice Test

164 170 171 176 182 187 188

The Writing Process Graphic Organisers Sample Compositions

Listening Texts

Glossary

Skills Index

Guide to icons:

T eacher talk icon: where a text is to be read aloud to students Talk together icon: students work in pairs or groups IT tips for the student

CR Tips on transition from Creole Tips on integrating technology DA Tips on working with students of different abilities ICT

How to Use this Book Language Tree Level 5 follows an integrated approach with language skills in each unit developing naturally out of the reading text. You can use the Student’s Book alongside the Workbook and online Teacher’s Resources at www.macmillan-caribbean.com to develop and practise important reading, listening, speaking and comprehension skills. Teaching units There are 18 teaching units, each comprising

the following sections: Let’s talk/Listen up!

Unit 8 The Pot of Wisdom

The unit is introduced by way of speaking (Let’s talk) or listening (Listen up!). These activities draw on the students’ experience, focus attention on the type of text and introduce key ideas and vocabulary. The symbol indicates a text for you to read aloud from the Listening Texts at the back of this book. Reading The passages cover a variety of text types. Students can read independently or take it in turn to read a section. Encourage students to work out the meaning of unfamiliar vocabulary from the context. Comprehension questions require students to recall detail, make inferences, draw conclusions, identify cause and effect, express personal opinions and note the differences between different text types.

Let’s talk Which traditional story characters do you know? Describe one of these characters. What does this character look like? What are some of the things he or she does? Reading Skim the story. • Who are the characters in the story? • What is in the calabash? The Pot of Wisdom

A long time ago Nyame, the sky-god, gave Anansi the spider all the wisdom in the world. He told him to take it to Earth and share the wisdom with everyone else. But Anansi was selfish, so when he got home, he put all the wisdom into a big calabash and hid it. The next day, Anansi looked into the gourd and learned something. Every day he looked inside it he learned different things. The calabash was full of wonderful ideas and skills. Anansi wanted to keep the wisdom to Unit 2

Main idea

himself, so he decided to disobey Nyame. He said, “I’m not going to share the treasure of knowledge with everyone. I’ll keep it all for myself.” Then Anansi thought, “Hmmm! But what could stop someone from coming along and stealing all this wisdom away from me?” He decided that the best place to hide his calabash was at the top of a tall coconut tree. So Anansi took some vines and made a strong string. He tied it firmly round the calabash, leaving one end free. He then tied the loose end around his waist so that the calabash hung down in front of him. Then he started to climb the tree. He struggled as he climbed because the calabash kept bumping and banging against his stomach. Comprehension strategy WB 5 p118

Questions can be tackled orally or in writing depending on the needs of the class. It may be appropriate to talk through the questions before asking students to write answers to some of them. 1 What are the main ideas of the letters on pages 17 and 18? 1 Sheena’s letter: a) She wants to play basketball with her friends instead of studying. Th mai idea of a paragraph or f a longer piece of writing tells us what the text is about. To find the main idea, ask yourself: • What is this text about? • What is the most important idea in the text?

b) She wants to do well in her exams, but does not want to study all the time. c) She thinks her mother will be angry with her if she becomes a basketball player.

• Story elements : Ask students to identify the different story elements as they read: characters and setting, conflict (problem), events and resolution. • You could use this story to assess how well your students read aloud.

2 Aunt Judy’s letter: a) Parents should not let their children do sports. b) You can do well in your studies and do sports too. c) You will neglect your studies if you do sports.

Speaking and listening This section either delivers a listening activity or requires students to work in pairs or in groups, engaging in discussion, retelling or role play. The symbol advises students to talk together. The symbol advises the teacher to read a text aloud from the Listening Texts at the back of this book. Students listen to identify key details and other features of the text.

2 State the main idea of each paragraph in Aunt Judy’s letter.

Speaking and listening: group discussion

There are different roles to play in a group discussion: • The chairperson manages the group and makes sure that everyone has the chance to speak. • The secretary records what the group members decide. • The presenter reports to others what the group has decided. • Other group members contribute their views to the discussion.

1 Work in groups to prepare advice about studying. • Choose one group member to be the chairperson. • Choose another group member to be the secretary. • Choose another member to be the presenter. 2 The presenter for each group reports the group’s advice to the rest of the class.

Always do your homework on time.

Unit 9

Language Teaching points are followed by practice exercises. Work through the example together before asking students to work on an exercise. Some students can write their answers independently or in pairs. You may need to work orally with other students, writing the answers on a large sheet of paper which they can all see.

Language Paragraphs

A paragraph is a group of sentences on one topic. We use paragraphs to organise material when we write. • The main idea of the paragraph is what the paragraph is about. The topic sentence often states the main idea. • The topic sentence is followed by sentences which contain additional details about the topic. • Each paragraph introduces a new idea .

Topic sentence

Word work Examples of word-level work, such as vocabulary, prefixes or homophones, are drawn from the reading passage wherever School uniforms are expensive. Why do we need to have two different sets of clothes? We already have the clothes that we wear at home. Why not wear these to school? Our parents should not have to spend their money on extra clothes for us. Details 1 Look at Luke’s speech on page 78. Find two more topic sentences.

Unit 7

Word work: syllables

Syllables are parts of words with only one vowel sound. boy (one syllable) moth / er (two syllables) min / i / bus (three syllables)

possible. Writing 2

Look at the paragraphs below. • What are the topic sentences? • What additional details have the writers provided?

po / lice / wo / man (four syllables)

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1 Copy the table. Write the words in the box in the correct columns.

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The writing task arises from work students do in the unit and follow the writing process. The first stage – getting ideas – is very important. It provides the material for students to work with. You may like to begin work as a class – brainstorming ideas and useful vocabulary on the board – before students plan and write their first draft. Encourage students to revise their work and, if appropriate, to make neat, final copies for display. On-the-page teacher’s notes There are suggestions for introducing, implementing or extending the activities at the bottom of every page. These include ways of integrating technology into students’ learning indicated by the symbol ICT . A more comprehensive teacher’s guide is available online at www.macmillan-caribbean.com. This feature suggests optional activities using technology. Transition to Creole The symbol CR introduces activities which reinforce the transition from Creole to Standard English. 82 • Emphasise to students that paragraphs are used to organise our ideas. Each paragraph should have ONE main idea. All the details included in a paragraph should be about the main idea. • Many childre spend too much time playing video games. As soon as they come home from school, they sit down in front of the screen. They do not go out to play with their friends any more. They need to get more exercise. Tina spends too much time on the computer. Her mother is worried about her so she has made some rules. Tina is allowed to use the computer for one hour each day. She has to do her homework before going on the computer. Remind students to indent paragraphs when they writ them. Point out that typed paragraphs are not normally indented. When paragraphs are not indented, there must be a line space between them.

accident screech

car

vendor

onlooker

statement

nowhere overtake

driver

collided

ambulance

road

slowly

travelling

One syllable

Two syllables

Three syllables accident

Divide these words into syllables. Example: waiting è wait / ing 1 playing 4 report

7 traffic

10 silently 11 witness

2 excited 3 nervous

5 advertisement 6 performance

8 happiness 9 spectator

12 disappointed

Writing: report Imagine that you are a policeman or policewoman. You took statements at the scene of an accident. Write a report of the accident.

1 Copy the table and make notes about what happened. Where the accident happened When

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Vehicles involved Cause of accident Details of what happened

2 Use your notes to write the first draft of your report.

Revise your first draft. Have you: • included all the required information? • written in complete sentences? • described what happened in the correct order?

• Word work: Ask students to read the words aloud and clap to find the number of syllables in each word. • Writing: Remind students that when they write a report of an incident, they should describe what happened in the correct sequence . DA Allow some students to complete the table without writing the report.

Different abilities DA This symbol indicates ways to support students of different abilities.

indicates that a skill is further practised in the Workbook.

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Assessment Each unit is followed by What have I learnt? – a page of formative assessment of Can Do Skills, enabling teachers to note areas in which students need further support and allowing students to assess their own progress. Graphic Organisers The graphic organisers at the back of the book will make it easier for students to organise their ideas and to reflect on learning. They will also enable you to assess students’ understanding. Syllabus coverage

A complete guide to OECS syllabus coverage can be found at 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.

Scope and Sequence

Unit

Reading and comprehension

Speaking and listening

1 A Lucky Escape

• Audience and purpose • Understand narrative composition

• Listen to student presentation • Discuss reading preferences

2 Dear Aunt Judy

• Skimming • Informal letter format • Identify the main idea

Group discussion with different roles

3 Learn to Share

• Surveying • Cause and effect

Role play / apologising

4 Heart of Gold

• Scanning • Fact and opinion

• Make notes on a presentation • Describe events using a timeline

5 Rain in Summer

• Discuss features of a poem • Identify figures of speech: similes, personification

Compare Creole and Standard English poem

6 The Market

• Recognise descriptive writing • Use context clues

Describe different locations

7 Accident

• Learn to predict a text • Compare accounts

• Presentation from resource person • Note main points

8 The Pot of Wisdom

Make inferences

• Retell a story • Complete a book report • Discuss a topic • Prepare and give a speech

9 Debate

• Identify audience and purpose • Understand persuasive writing • Use a KWL chart • Use a glossary • Use a table of contents, index

10 Discover Volcanoes

• Prepare and deliver a presentation • Peer evaluation

11 The Nature Island

• Features of a website • Persuasive language • Metaphor, hyperbole

Plan a visit

12 The Party

Figures of speech: alliteration, onomatopoeia

• Recite a poem • Discuss features of a poem

13 Fables

• Conflict resolution • Compare and contrast • Interpret diagrams • Sequencing

Retell story from different perspective

14 Growing Tomatoes

Give instructions

15 Readers’ Letters

• Fact and opinion

Giving advice

16 The Campaign

• Identify synonyms • Use a thesaurus

Plan a campaign

17 For Your Information

Interpret graphic information

Radio announcements

18 Reef in Danger

• Audience and purpose • Compare and contrast

• Summarise information • Main idea

Language

Word work

Writing

• Noun types: common, proper, collective and abstract

Noun phrases

• Plan and write a story (writing process) • Pre-writing: getting ideas, planning

• Plural nouns • Noun gender

• Verbs: action, linking, helping • Sentence types • Subject and predicate • Simple present tense: interrogative, negative • Subject–verb agreement • Simple past tense: regular, irregular • Interrogative and negative

Root words

• Student journal • Friendly letter of advice (writing process) • Drafting and revising • Letter of apology (writing process) • Proofreading

Synonyms

Using a dictionary

• Write an autobiography (writing process) • Publishing

Adjectives: comparative and superlative, adjectival phrases

Suffixes

• Review a poem

• Helping verb: to be • Present and past continuous tense • Pronouns: subject–object • Possessive adjectives • Possessive and reflexive pronouns

Prefixes

• Describe a scene • Use a web to structure writing

Syllabication

Report of an incident

• Quotation marks • Apostrophe of possession

Antonyms

Character description

Paragraphing: topic sentences, supporting detail • Conjunctions: coordinating, subordinating • Simple, compound and complex sentences

• Spelling: ie , ei • Frequently confused words

Persuasive composition

Countable and uncountable nouns

• Conduct research • Write expository report

• Prepositions • Prepositional phrases • Filling out forms

Phrasal verbs

Group project

• Adverbs of time, manner and place • Comparative and superlative • Adverbial phrases • Past participle • Present perfect, past perfect tenses

Interjections

Write a poem using writing framework

Homographs

Write story from different perspective

• Instructions • Passive voice

Homophones

Account of a process

Relative pronouns

• Spelling: ph • Silent letters

Persuasive letter

Reported speech

Contractions: its, it’s

Group project

• Capital letters • Abbreviations

Classifying

Write an entry for a class newspaper

• Conditional sentences • Colons, semi-colons • However, therefore

Easily confused words

Design a poster

Unit 1 A Lucky Escape

Let’s talk How do you feel when there is a storm? What do you see and hear? What do you do?

Reading Listen to the first part of the story, A Lucky Escape . • What type of story is it?

A Lucky Escape

Introduction

Daniel had lived beside Horseshoe Bay for his whole life. His father had a small boat called Seagull, which he had taught Daniel to handle when he was still quite young. Daniel felt quite at home on the water, and often took the boat out into the bay by himself. He loved the sense of freedom this gave him. When he saw his school mate, Alex, strolling along the beach on a sunny Saturday morning, he called out, “Want to come fishing?” Alex hesitated. “I heard there might be a storm later on.” “There’s not a cloud in the sky,” Daniel reassured him. “We’ll be back long before it starts.” The two boys pushed Seagull into the water and set out. They anchored at the mouth of the bay and took out their fishing tackle, but before they could cast their lines into the water, they heard a distant rumbling sound. Overhead a large flock of birds flew swiftly towards the shore. “The weather’s about to change,” said Daniel. “We’d better go back.”

Events

Problem

• Let’s talk: This section opens up the theme of the unit and encourages students to draw on prior experience to prepare for the reading exercise. • Reading: Students can describe what they see in the picture and invent a back story (events which led up to this situation). • Use the first part of the story as a listening comprehension exercise (see page 182) 8

He pulled up the anchor and turned Seagull towards the shore. The wind was getting stronger and soon the little boat was drifting out to sea. A mighty flash of lightning ripped through the clouds and there was a deafening roar of thunder. Then the rain started and in few seconds, the boys were soaked to the skin. Alex felt worried. He realised they could be in danger. “You promised we’d get back before the storm started,” he complained to Daniel. Daniel was concentrating on steering the boat. Each time he tried to turn towards the shore, the wind took him in the opposite direction. He was afraid they might be blown onto the reef. Then a loud cry rang out. “Hello there! Are you boys all right?” It came from a fishing boat heading back to the harbour. A fisherman was standing on the deck with a coiled rope in his hands. He threw the end to Daniel, who grabbed it and fastened it to his little boat. Within a few minutes the boys were safely back on shore. By now they were shivering with cold and fear, and their teeth were chattering. “You had a lucky escape,” the fisherman said. “Don’t you know better than to go out to sea when there’s a storm brewing?” Daniel said nothing. He was dreading what his father would say when he heard what had happened.

Events

Resolution

1 Who taught Daniel to handle a boat? 2 Why did Alex hesitate to accept Daniel’s invitation to go fishing? 3 How did Daniel persuade Alex to join him? 4 Why was it difficult for Daniel and Alex to get back to the shore? 5 Explain in your own words how the two boys were rescued.

The audience for a text is the person or group of people for which it was written, e.g. the recipient of a letter, newspaper readers, school students. The purpose of a text is the reason for which it was written, e.g. to inform, to entertain, to persuade.

What are the audience and purpose for ‘A Lucky Escape’?

• Discuss the questions with students before they write answers. • Audience and purpose: discuss different purposes for writing and give examples of texts written for different purposes. DA Allow students to write answers to fewer questions according to ability. Give all students the opportunity to discuss the ‘On your own’ questions. NOTE : In these teacher’s notes, whenever you see the icon DA there will be suggestions for working with students of different abilities.

Unit 1

Narrative composition

Most stories are made up of the following: Setting: where the story takes place. Characters: who take part in the story. Plot: the main events. The plot usually has three parts: 1 Introduction – setting the scene and introducing the characters.

2 Conflict – a problem which must be solved. 3 Resolution – how the problem is sorted out.

Copy and complete the story plan to show the different parts of A Lucky Escape . Story title A Lucky Escape Setting Characters Events Conflict Resolution

Speaking and listening: talk about books 1 Listen to your teacher.

Answer the questions. • Which types of stories does the speaker discuss? • What is the speaker’s opinion of these story types? • What reasons does the speaker give to support her opinions?

3 Discuss these questions in pairs. • Which types of stories do you enjoy reading? • Why do you enjoy these stories? • Which books or stories would you recommend to other students? Why? 4 Talk with another pair. Which stories do these students enjoy? Why?

• Speaking and listening: Explain that students will hear a presentation from a student (Listening Texts page 182). After the first reading, ask them to tell you the topic of the presentation. • After the second reading, pairs can work on Exercises 2 and 3. Move around the class to monitor their work. Choose students to present their ideas to the class.

Unit 1

Language Common and proper nouns

Common nouns are general names for people, animals, places, things and events: fisherman beach dolphin boat storm Proper nouns are specific names for people, places and events. They always begin with a capital letter: Daniel Horseshoe Bay Independence Day

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1 Find three common nouns and three proper nouns in the text on pages 8–9.

2 Rewrite these sentences. Use capital letters where they are needed. Example: Daniel and Alex pushed Seagull into the water. 1 daniel and alex pushed seagull into the water.

2 the fisherman spoke to daniel’s father, mr. williams. 3 the boys attend horseshoe bay primary school. 4 their teacher, mrs. taylor, always makes them work hard.

5 the fish fry takes place on friday evening. 6 in july, alex will go to grenada on holiday. 7 in grenada, carnival takes place in august. 8 the island of carriacou is close to grenada.

Plural nouns 3

Write the plural forms of the nouns below.

Types of noun

Singular Plural

Examples

boat

boats

bird cliff

day

donkey photo

Nouns which add ‘s’

piano

rope

class

bus

bush

box

match

Nouns which add ‘es’

class es

mango tomato beach

Nouns which change ‘-y’ to ‘-ies’

country countr ies

cherry story

factory

battery

lily

city

sky

Nouns which change ‘-f’ or ‘-fe’ to ‘-ves’

shelf

leaf

wife half

wolf

thief

shel ves

knife

• Common and proper nouns, Exercise 2: Remind students that the names of days and months, and also the first letter of sentences begin with capital letters. • Plural nouns: Revise the rules for forming plural nouns, e.g. nouns ending in ‘s’, ‘sh’, ‘tch’, ‘x’ add ‘es’ in the plural; nouns ending in consonant + ‘y’ change ‘y’ to ‘ies’; nouns ending in vowel + ‘y’ add ‘s’; nouns ending in ‘f’ usually change to ‘ves’ in the plural.

Unit 1

4 Complete the paragraph with the plural forms of the nouns in brackets.

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In the Caribbean there are many tales (tale) about _______ (animal). Many of our _______ (story) are about Anansi, the cunning little spider. Most _______ (child) have their favourite story _______ (character). Sometimes in our English _______ (class) we read stories from other _______ (country). Once we read about some _______ (mouse) who used their sharp _______ (tooth) to rescue a lion trapped in a net. Recently I read a story about two _______ (mongoose) who hid in the _______ (bush) and stole some _______ (loaf) of bread when no one was looking.

Irregular plural nouns for you to learn chief chiefs reef reefs roof roofs foot feet goose geese mouse mice tooth teeth woman women man men child children mongoose mongooses

Noun gender

We can classify nouns according to their gender : Masculine (refers to males): boy, man, father Feminine (refers to females): girl, woman, mother Common (refers to both males and females): child, doctor, teacher Neuter (refers to things and objects): boat, sea, waves

5 Copy the table. Classify the nouns in the list below according to their gender.

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grandfather ship

brother wind

driver niece

ocean baby

thunder

aunt

queen

enemy sister cousin king

husband

Masculine

Feminine

Common

Neuter

grandfather

6 Complete the gaps with masculine or feminine nouns. 1 actor actress

5 ________ niece 6 ________ lioness 7 bridegroom ________ 8 son ________

2 ________heroine 3 waiter ________ 4 prince ________

• Noun gender: Point out that for some animals there are masculine and feminine forms, e.g. bull ➞ cow, rooster ➞ hen. • You may wish to explain that in the expressions ‘common’ gender and ‘common’ nouns, the word ‘common’ has a different meaning.

Unit 1

Collective nouns

a flock of birds

a school of fish

a hive of bees

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7 Choose a suitable collective noun from the list below for each group. Example: crowd è a crowd of people

swarm litter bunch class team set flock herd

5 geese 6 kittens 7 students 8 grapes

1 books 2 insects 3 cricketers 4 cows

Collective nouns for you to learn a band of musicians a bunch of flowers a choir of singers a collection of stamps a class of students a colony of ants a crowd of people a crew of sailors a fleet of ships a flock of birds a gang of thieves a herd of cattle a hive of bees a litter of puppies a set of plates a school of fish a swarm of flies a team of footballers

8 Find the word in each list which cannot be used with the collective nouns. Example: litter: puppies birds cubs è birds

1 fleet: boats bikes ships 2 swarm: ants insects fish 3 team: cards players athletes 4 set: tools books trees 5 flock: snakes birds sheep 6 herd: goats puppies cows 7 bunch: bananas oranges grapes 8 school: teachers dolphins whales

• Collective nouns: Point out that collective nouns are often used on their own, e.g. The choir sang beautifully. The crowd waited patiently. • You may wish to remind students that a singular verb is used with collective nouns. This point is practised in the section on subject–verb agreement in Unit 3, page 28. DA Allow students to answer fewer questions in each exercise according to ability.

Unit 1

Abstract nouns

Abstract nouns name qualities we cannot see, hear, touch, taste or smell: fear surprise freedom anger

9 Find the abstract nouns in the box below. Example: fun shore fun hope ocean

friend

fish

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silence

rope

kindness harbour

patience story

10 Choose suitable abstract nouns from the list below to complete the sentences.

truth courage ambition confidence fear danger honesty pride

1 Daniel was able to handle a boat with confidence . 2 Daniel felt no _______ even though a storm was brewing. 3 When the storm broke, the boys knew they were in _______ . 4 Daddy told Daniel to tell the _______ about the boat trip. 5 When Daniel said what had happened, Daddy praised him for his ______ . 6 Both boys showed ______ in the way they acted during the storm.

7 Daniel’s father took great ______ in his beautiful new boat. 8 Daniel’s ______ is to have a boat of his own one day. Word work: noun phrases A noun phrase is a group of words which work together to name and describe a person, place, thing or idea: a lucky escape a distant rumbling sound 1 Find six noun phrases in the following paragraph. Example: the clear blue sky Kim looked out at the clear blue sky. It was the perfect day to go to the beach with her friends. She packed her new blue swimsuit in her bag and collected a box of sandwiches from the kitchen. Soon she was on her way to the beach. Her friends were waiting under a tall palm tree. The girls spread out their brightly coloured towels on the sand and chatted for a while. Then they raced across the warm sand and plunged into the sparkling sea.

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• Abstract nouns: Point out the abstract nouns used in the story on pages 8–9 (freedom, danger, fear) . • Word work: Get students to look for noun phrases in the story, e.g. a lucky escape, his whole life . • Explain to students that noun phrases add interest to what we write. For comparison, read out the paragraph with only the nouns from each noun phrase, e.g. Kim looked out at the sky .

Unit 1

2 Add words to these nouns to make your own noun phrases.

4 a mango 5 a car 6 a kitten

1 a bird è a tiny blue bird 2 a boat 3 a cloud

3 Rewrite these sentences using noun phrases to make them more interesting. Example: The boys heard thunder. è The terrified boys heard a loud clap of thunder. 1 The boat tossed on the waves. 2 A tree blocked the road. 3 The children stood beside the river.

4 The trees bent in the wind. 5 The bus climbed the hill. 6 The boy walked along the beach.

Writing: plan a story

Planning your writing: Before you start, you should consider the following points: Topic: What am I writing about? Audience: Who am I writing for? Purpose: What is my reason for writing (e.g. to inform, to entertain, to persuade )? Format: What type of task is it (e.g. a letter, a report, a story )?

Plan a story about someone who was trapped by a flood.

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Brainstorm ideas for your story. Where is the story set? Who are the characters? What problem do your characters face? How will the problem be resolved?

Getting ideas

Complete a story plan. Title

Planning

Trapped by Floods

Setting Characters Events Conflict Resolution

Write the first draft of your story. Show it to another student and discuss how you could improve it.

Drafting

• Students will find it helpful to complete a pre-writing organiser identifying topic, audience, purpose and format (see page 173) before they start writing. • Students should be familiar with the writing process which they have practised in previous books in this series. Focus on pre-writing in this unit: getting ideas for the story and creating a story plan. • Guidance on the writing process can be found on page 170.

Unit 1 What have I learnt? Can Do Skills

1 Read the story. Complete the story plan.

Dara and her brother Bruce lived near Craggy Mountain, but had never climbed to the summit. Their father promised to take them one day. They grew impatient waiting and set out on their own without telling anyone. About half way up, they were startled by a large flock of birds flying noisily overhead. Bruce slipped and twisted his ankle. He was in a lot of pain. Dara wanted to get help, but did not like to leave Bruce on his own. Luckily, they were found by a group of climbers. One of them lifted Bruce onto his shoulders and carried him home. The children’s mother was relieved and thanked the climbers for their kindness.

Setting Characters Events Conflict Resolution

2 Rewrite this paragraph using capital letters where they are needed.

dara attends long road primary school where she is in grade five. Her teacher is mrs june simpson. The school holidays begin in july and dara will stay with her aunt in antigua.

Write the plural forms of these nouns. 1 key 2 ox 3 city

4 calf

5 brush

4 Find two examples of each type of noun in the story in Exercise 1. 1 Common noun 3 Collective noun 2 Proper noun 4 Abstract noun

5 Match each collective noun with a suitable noun. Example: swarm a swarm of bees 1 bunch 2 herd 3 school 4 fleet

5 litter

6 Rewrite this description. Use noun phrases to make it more interesting. The children walked beside the river. They saw fish swimming in the water. Beside the river there were trees with birds perching in the branches.

• Can Do Skills: The assessment pages provide opportunities for formative assessment of Can Do Skills. Students’ 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. • Self-assessment: Tell students to use the self-assessment table on page 171 to assess their progress. DA Some students may need additional support when completing the assessment tasks.

Unit 2 Dear Aunt Judy

Let’s talk Think of different purposes for writing letters. What other ways are there of communicating with other people? Reading Skim the first letter. • Who is Aunt Judy? • Why is Sheena writing to her?

address and date

Seaview, Thorpe’s Hill, St Andrew’s 27th October, 2021

Dear Aunt Judy, I need your advice. I am taking examinations soon, and I feel nervous. I want to do well so that my parents will be pleased with me. Yesterday my mother told me that she had arranged extra lessons for me on Saturdays. She said this would help me to do better in my exams. I work hard at school and always do my homework, but I don’t think I can study all the time. I love sports and I often play basketball with my friends on the weekend. My mother says that I do not have enough time for sports. She says that my future career is more important than playing basketball. Please tell me what I should do. Best wishes, Sheena

greeting

body of letter

closing and signature

• Reading: Identify the five parts of a friendly letter: address and date , greeting , body of letter , closing and signature. In this letter, Sheena is writing to Aunt Judy as if she were her real aunt. She therefore uses the format for a friendly letter. • Point out that the writer starts the letter with her purpose for writing, and organises her points in paragraphs. • Conventions for writing addresses vary. You may wish to use different punctuation from that shown above.

Unit 2

Dear Sheena, I receive a lot of letters from students who are just like you. Of course you want your parents to be proud of you, but you must not put too much pressure on yourself. You can only do your best, after all. We all have to work, but we need time to relax too. In fact, doing sports is an excellent way of relaxing. It is much better than staying indoors playing computer games or texting your friends. After exercising we feel refreshed and ready to return to work. I am sure there will still be time for you to play basketball with your friends after your extra lessons. Try to explain to your mother how you feel. Remember that she loves you and wants the best for you. Choose your moment carefully. Don’t try to talk to her when she has just got back from a busy day at work and is rushing to get the dinner. Promise her that you will not neglect your studies if you play sports, and that you will go to your extra lessons before you play. I am sure she will listen to you. Best wishes, Aunt Judy

Think carefully about where to find the answers to questions about a text. This is called a question–answer relationship (QAR) . Right there : You can find the information right there in the text. Think and search : You have to look through part or all of the text and work out the answer. On your own : You use your own ideas, based on what you read in the text.

1 Wh y does Sheena feel nervous? 2 What does Sheena often do at weekends?

The answer is right there

3 Why has her mother arranged extra lessons for her? 4 Do you think that Sheena is a good student? Why? 5 How do you know that a lot of people write to Aunt Judy about their school work? 6 What, according to Aunt Judy, are the benefits of doing sports? 7 What is your opinion of the advice Aunt Judy gives to Sheena? 8 Do you agree that it is better to do sports than play computer games? Why? Why not?

Think and search for the answer

On your own

• Discuss question words with your students. Point out that they will often find the answers to ‘what’, ‘where’, ‘when’ or ‘who’ questions directly in the text. ‘Why’ and ‘how’ questions are usually inferential questions. Students need to think and search to find the answers. • Dictation: Use short extracts from the letter as a dictation exercise for your students. Most reading texts in this book include sections which are suitable for dictation.

Unit 2

Main idea

WB 5 p118

The main idea of a paragraph or of a longer piece of writing tells us what the text is about. To find the main idea, ask yourself: • What is this text about? • What is the most important idea in the text?

Comprehension strategy

1 What are the main ideas of the letters on pages 17 and 18? 1 Sheena’s letter: a) She wants to play basketball with her friends instead of studying.

b) She wants to do well in her exams, but does not want to study all the time. c) She thinks her mother will be angry with her if she becomes a basketball player.

2 Aunt Judy’s letter: a) Parents should not let their children do sports. b) You can do well in your studies and do sports too. c) You will neglect your studies if you do sports.

2 State the main idea of each paragraph in Aunt Judy’s letter.

Speaking and listening: group discussion

Always do your homework on time.

• Main idea: Explain that every piece of writing has an overarching main idea. Each paragraph within the text has its own main idea. • Speaking and listening: Take the opportunity to discuss etiquette for group discussion, e.g. listening respectfully, not interrupting, ensuring everyone has a chance to speak. CR Allow students to use Creole in their discussion, Remind them that they should use Standard English when they present their ideas to the class.

Unit 2

Journal

Keep a journal to record your experiences and thoughts and to reflect on what you have learned in class. Your journal can include: • reports on your daily activities and on special events • notes about stories and books you read • reflections about your school work and how you could improve • important achievements, for example, being selected for a school team.

Create the first entry in your journal. Write the study advice you prepared in the speaking and listening exercise on the previous page.

Tuesday, September 25: Study advice

Always do your homework on time. Listen carefully to instructions.

Language Verbs

Verbs of action describe actions that someone or something does: Sheena plays basketball on Saturdays.

Plays is a verb of action.

Verbs of being describe a state or a condition: Sheena is in Grade 5. She feels nervous.

Is and feels are verbs of being.

1 Find the verbs in these sentences. Are they verbs of action or being? Example: Sheena wrote a letter to Aunt Judy. è wrote: action verb 1 Aunt Judy gets a lot of letters. 2 Sheena always does her homework on time.

WB 5 p35

3 Her teacher was pleased with her. 4 Sheena’s mother appeared surprised. 5 The students were excited at the news. 6 I often meet my friends on the weekends. 7 Kirk seemed disappointed at the news. 8 We finished school early on Saturday.

• Journal: Direct your students to keep a personal journal. They can use it to record different items, e.g. significant events in their lives, comments on what they have read and interesting facts they have learnt. • Reflection: Students can use the 3-2-1 strategy or complete an Exit Ticket (see page 175) to assess their work. Teachers can also use these tools to conduct informal formative assessment .

Unit 2

Helping verbs are verbs used with a main verb to tell us more about it: Sheena was feeling nervous. helping verb main verb She did not want to stop playing basketball.

2 Make sentences using helping verbs from the first box and main verbs from the second box. Example: The bus is leaving soon. is am are was were will must can leave wait sing talk watch travel see think

3 Find the helping verbs and main verbs in the sentences below. Write them out in a table. Helping verb Main verb 1 did finish

1 Michael did not finish his homework on time. 2 The students are waiting for the bus. 3 I do not understand some of the questions. 4 We will play cricket after school tomorrow.

5 Carla did not attend school yesterday. 6 Sheena has decided to talk to her mother. 7 My mother is getting dinner. 8 The students were waiting for the bus.

The sentence

A sentence is a group of words which contains both a subject and a verb . It expresses a complete idea: è Sheena wrote a letter to Aunt Judy. ( sentence ) A phrase is a group of words which does not have both a subject and a verb. It does not express a complete idea: è playing computer games (phrase) 4 Which of the following are sentences? Which are phrases? 1 Texting your friends è phrase 2 I need your advice. 3 Do better in my exams 4 You can only do your best. 5 A busy day at work 6 Sheena and her mother 7 We all need time to relax. 8 I always do my homework.

• Exercise 2: Pairs make as many sentences as they can using the helping verbs and main verbs. Write examples on the board. DA Exercise 3: Depending on the ability of your students, write the helping verbs and main verbs on the board before students complete the exercise individually.

Unit 2

There are four different types of sentences: Statement: I always work hard at school. Question: Why are you worried? Exclamation: That’s wonderful! Instruction: Try to explain how you feel.

5 Read the sentences and identify the sentence types. Example: The girls practised playing basketball. è statement

WB 5 p30

1 Tell me what the problem is. 2 Why did you miss the practice yesterday? 3 There will be extra classes on Saturdays. 4 Do not forget to bring your books. 5 That’s fantastic! 6 Playing sports helps you to relax.

Every sentence is made up of a subject and predicate . The subject of the sentence performs the action. The predicate is the other part of the sentence. It contains the verb . Subject Predicate Sheena and her friends play basketball on Saturdays. The students waited. 6 Divide the following sentences into subject and predicate. Subject Predicate My friends and I play sports after school 1 Aunt Judy receives many letters from students. 2 She gives them good advice. 3 Sheena’s teacher was very pleased with her work. 4 Our school team scored the most points in the match.

WB 5 p31

5 Rain stopped play in the match yesterday. 6 The girl with the blue sneakers won the race.

• Exercise 2 does not give an exhaustive list of helping verbs. You can find a complete list online, and also a song to help students remember them. • Remind students that with some helping verbs, the main verb must end in -ing. Model some examples before they attempt Exercise 2.

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