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.
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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.
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• 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
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