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
2
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?
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• 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.
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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.
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