e
Third Edition
t
6
Student’s Book 6
Third edition
The author and publishers would like to thank the following for permission to reproduce the following material. Aximu’s Awakening by Pamela Mordecai. Printed with permission of the author. Grace Nichols, ‘Baby-K Rap Rhyme’, Everybody Got a Gift (London: A&C Black Childrens & Educational, 2005), pp. 81–3 Grace Nichols, ‘The Fairmaid and the Girl Who Wanted More’, Everybody Got a Gift (London: A&C Black Childrens & Educational, 2005), pp. 45–6 Hazel D. Campbell, Juice Box Scandel (Jamaica: LMH Publishing Limited, 2004) Randall Jarrell, ‘Bats’, The Complete Poems of Randall Jarrell (Farrar, Straus & Giroux Inc, 1981) C. Everard Palmer, A Cow Called Boy (London: Macmillan Caribbean, 2011) James Berry, ‘Trick a Duppy’, Classic Poems to Read Aloud, Selected by James Berry (London: Kingfisher, 1997), p. 86. 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.
Macmillan Education 4 Crinan Street London, N1 9XW A division of Springer Nature Ltd
Companies and representatives throughout the world
www.macmillan-caribbean.com
ISBN 978-1-380-05046-5
Text © Leonie Bennett 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
Printed and bound in India 2025 2024 2023 2022 2021 10 9 8 7 6 5 4 3 2 1
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, Bethan Matthews and Andrew Painter c/o Sylvie Poggio; 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 ).
The author and publishers would like to thank the following for permission to reproduce their photographs:
Alamy Photo Stock /John Anderson p. 27, Alamy Photo Stock/ Simon Balson p. 76, Alamy Photo Stock/Ernie Janes p. 134, Alamy Photo Stock/Michael D. Kern p. 31, Alamy Photo Stock/ Juan Carlos Muñoz p. 75, Alamy Photo Stock/Hans Peter Merten p. 45, Alamy Photo Stock/David Pick p. 29, Alamy Photo Stock/ Laura Romin & Larry Dalton p. 104, Alamy Photo Stock/Christian Zappel p. 25; Getty Images /ranplett p. 69; Shutterstock/Rich Carey p. 74, Shutterstock /Thierry Eidenweil p. 26, Shutterstock/Sarun T p. 28.
Contents
How to Use this Book Scope and Sequence
4 6
Review . ........................................................................................................... 8 Unit 1 West Indian Manatees . ...................................................................... 24 Unit 2 The Calm of the Evening . .................................................................. 34 Unit 3 Birthday Outing .................................................................................. 44 Unit 4 Stay Safe Online................................................................................. 54 Unit 5 In Business.......................................................................................... 64 Unit 6 Author Study....................................................................................... 74 Unit 7 How to Make a Carnival Headdress . ................................................. 84 Unit 8 Co-operation. ...................................................................................... 94 Unit 9 Bats .................................................................................................... 104 Unit 10 A Cow Called Boy............................................................................... 114 Unit 11 Support Our Library. ........................................................................... 124 Unit 12 Climate Change Wipes Out Frogs ..................................................... 134 Every unit is followed by What have I learnt? – two pages of formative assessment. expository text description/story informal letter/email expository and website story poems instructions story expository and poem extract from novel formal letter expository
Appendix Revision
144 158 163 164 169 176 180 181 182
Practice Test
The Writing Process Graphic Organisers Sample Compositions
Listening Texts
Glossary
List of Irregular Verbs
Skills Index
Guide to icons:
T eacher talk icon: where a text is to be read aloud to students T alk together icon: where 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 6 Student’s Book is intended to be used alongside the Workbook and online Teacher’s Resources (www.macmillan-caribbean.com) to help students to develop and practise reading, listening, speaking and comprehension skills and to prepare students for secondary education. Review Student’s Book 6 begins with a 16-page review section. Use these activities to revise the language skills taught in previous levels. See the Scope and Sequence chart for coverage. Teaching units There are 12 teaching units, each of which comprises the following sections: Let’s talk/Listen up! Let’s talk What are the advantages of using the internet? Do you know of any possible problems? Reading Read the definitions in the glossary before you read this article. Unit 4 Stay Safe Online
Stay Safe Online The internet is an extraordinary resource. It enables us to find
Glossary user name download
a made-up name which you use online to save material from the internet onto your computer or phone international network of computers connected to or done over the internet
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 the teacher to read aloud from the Listening texts at the back of this book. Reading The passages cover a variety of different text types which can be read silently or by students taking it in turn to read a section. Encourage students to work out the meaning of unfamiliar vocabulary from the context. Comprehension questions ask students to recall detail, make inferences, draw conclusions, identify cause and effect and express personal opinions. Some questions draw students’ attention to the features of the text type, pointing out, for example, the differences between information texts and stories or poems. 1 What is the main idea of this expository text? 2 How do websites make money?
internet
information, chat, listen to music and play games. People do their shopping online. They download movies. Everyone uses the internet these days. Appearances, however, can be deceptive. Things are not always
online
virus a software program capable of harming files and other programs on a computer the web (www) a collections of webpages available on the internet
what they seem on the internet. Not everything on the web is helpful and harmless. Some people use the web to make hurtful comments about other people. There are websites which are dishonest. There are websites which are meant for adults only. It is, therefore, important for you to know how to use the web safely.
Online advertising It may appear that you visit your favourite websites for free but most websites are trying to make money. How do they do it? By targeting YOU. Websites have advertisements (ads). The website sells space to the advertisers who try to persuade you to buy things – the latest game or junk food. Their advertising can be very subtle. Brand names are influential. They appear on your screen – so that next time you go to a supermarket or a clothes shop you buy their brand. Ads can be irrelevant and annoying but they can also lead to trouble. Clicking on an ad can introduce viruses into your computer and cause it to malfunction. Some ads will take you to a different site that may be inappropriate for children.
Unit 4
The questions can be tackled orally or in writing depending on the needs of the class. For most classes, it will be appropriate to talk through the questions before asking students to write answers. 6 Why should you ot give away personal information to people you meet online? 7 Why should you look at more than one website when researching on the internet? 8 What is meant by the phrase ‘ Be a good online citizen ’ ? 9 What would you do if you found out that a friend had arranged to meet someone he or she had chatted to online? 10 Do you think that every classroom should have access to the internet? Why or why not? Speaking and listening: arguments for and against 1 54 3 What is the meaning of ‘ brand names are influential ’ ? 4 In what ways can online advertisements lead to trouble? 5 Which of th se things is safe to do when you chat to someone online who is not your friend or relative? a) Make up a username. c) Tell them a joke you have heard. b) Tell them where you liv . d) Tell them where your friend lives.
• Pause at the end of this page to recap. Ask students to summarise what they have read. What have they learnt? Are they surprised by anything in the text? If so, what?
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.
Work in a group. • Select a leader. • Select a ‘scribe’ to make notes. • Select a presenter to present your ideas to the class .
2 Discuss this statement. What are the arguments for and against? ‘Grade 6 students should be allowed cell phones in school.’ Give reasons for what you think and give examples: “ I think that....because....”
I do research too... but sometimes I play games on it.
4 I can do research on my phone
Unit 7
Language: adverbs
Language Teaching points are presented in boxes with examples drawn from the reading passage. The teacher may begin by teaching the language point, or show students examples of the language point in context and encourage them to work out the teaching point for themselves. Before asking students to work on an exercise, make sure that they understand what they have to do. Demonstrate by working through the example together. 3 talk
Adverbs describe verbs. They tell us how, when, where or how often an action is done. • Cut the card carefully – how (adverb of manner) • People often complain – how much or how often (adverb of frequency) • Now make the cross pieces – when (adverb of time) • Wear it outside – where (adverb of place) 1 Find six adverbs in ‘ How to Make a Carnival Headdress ’. 2 Think of three adverbs that can be used to describe how people do each of these things at carnival time. Example: sleep è deeply, rarely, briefly laugh dance eat
WB 6 p55
Adverbs to use in your writing Manner gently awkwardly fast skilfully easily Time recently now yesterday soon tomorrow later Frequency once
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Find eight adverbs in the poem below. What sort of adverb is each one: time, place, frequency or manner ?
excitedly
Some students can work individually or in pairs, writing their answers. The teacher may need to work alongside other students, supporting them as appropriate. Word work Examples of word-level work, such as vocabulary, prefixes or homophones, are drawn from the reading passage. Writing The writing task arises from work students do in the unit and follows the writing process. The first stage – getting ideas – is very important. It provides the material for students to work with. Encourage students to share their first drafts with a partner (electronically if possible), then to revise and edit their work. If appropriate, they can publish their final work by typing or writing 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. 87 usually never often frequently rarely Place anywhere inside there nearby here outside 4 Use a suitable adverb from the box to finish each sentence. Use each adverb once. Example: Carnival starts noisily è noisily = adverb ofmanner Carnival Carnival starts noisily continues joyfully plays calypso, steelband, soca Carnival comes just once a year here, there and everywhere Carnival goes too quickly Always. • Exercise 4: Answers may vary. Mom might leave work early or promptly. • Extension: Ask students to look back at a recent piece of work and see where they could have added adverbs. DA Work together with a group of students on this task. Example: We will watch that film tomorrow . 1 The costume-makers worked ____________. 2 Mom left work ____________ the day before. 3 My uncle ____________ comes back from Canada every year. always hard superbly early 4 The kiddies’ event will start ____________. 5 Delicious food was sold ____________. 6 The musicians played ____________. promptly everywhere
Unit 1
Word work: using an index This is part of the index from a book about endangered species.
INDEX O Oil spillages 22 Orangutans 18, 35 PQ Penguins 24 Pets 4–6, 35 Poaching 15 Polar bears 28–30 Pollution 22–25 Predators 18–20 R Radio-tracking tags 31
Trapping 31 Tropical forests 41 UVW vulnerable animals 13 weather 10–12 wildlife parks 37 YZ Zoos 37–39
Red panda 43 Reptiles 42–44 Reserves 37–9 Rhinos 26 S Scientists 12, 18
Seahorses 38 Souvenirs 32
T Tigers 19–21 Tourism 14, 37 Traditional medicine 14
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1 On which pages would you look for the answers to these questions?
1 Why are tigers endangered? 2 How long do polar bears live? 3 How do floods and drought endanger animals? 4 Are zoos good or bad for animals? 5 Are there special parks for wildlife? 6 What effects do tourists have on wildlife?
7 What two animals might be found in the section on tropical forests? 8 What two animals might be found on the pages about predators?
2 Discuss these questions with a partner. • What do you think ‘radio-tracking tags’ are? • What information do you think you might find under ‘poaching’? Writing Research and write an expository report about snakes. 1 Research and make notes using the KWL chart you began on page 29. • Research the questions you have written in the ‘W’ column of your chart. • Use more than one source of information. • Make notes under headings. The headings in the word web on page 31 are examples only. Choose your own headings based on your questions.
When you research on the internet, always compare information from more than one website.
Getting ideas
WB 6 p181
• Word work: Set similar questions for the students which require them to use the index at the back of this book. • If snakes do not appeal, students can write about another animal. • This word web is an example of a graphic organiser. You will find more examples on the internet and in Language Tree Workbook 6 .
30
Transition to Creole The symbol CR introduces activities which reinforce the transition from Creole to Standard English. Different abilities DA The symbol indicates ways to support students of different abilities.
indicates that a skill is further practised in Language Tree Workbook 6.
WB 6 p30
Assessment Each unit is followed by What have I learnt? – two pages 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 teachers to assess students’ understanding. 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 teachers’ short- and long-term planning, enabling them to make sure that they are covering the syllabus.
5
Scope and Sequence
Unit
Reading and comprehension
Speaking and listening
non-fiction Main idea Features of NF Skimming/scanning Summarise fiction
Review section
Story elements Context clues QAR
poem Mood Simile
Metaphor Prediction
1 West Indian Manatees Expository
KWL Text features glossary Main idea Prediction Text features
Generate questions
2 The Calm of the Evening Descriptive narrative
Talk about night-time sounds Onomatopoeia Listen for detail Make notes Agree rules for group discussion
3 Birthday Outing Informal letter and flyer
Persuasive text Fact and opinion Compare and contrast Arguments for and against Express opinions
4 Stay Safe Online Expository and website
Presentation of arguments for and against, giving reasons
5 In Business Story
Problem and solution Character traits
Role play
6 Author Study Information text
Poetry: Rhyme, rhythm, onomatopoeia Use of Creole Generate questions
Listen to detect mood Performance
7 How to Make a Carnival Headdress instructions
Audience and purpose Text features
Listen for vocabulary Give and follow instructions
8 Co-operation Realistic story
Problem solution
Discuss how to avoid confrontation
9 Bats Expository text and poem
Respond to poetry Compare types of text
Recite poetry
Alliteration KWL chart
10 A Cow Called Boy Extract from novel
Define type of text Predict outcome Discuss character traits
Listen and make notes
11 Support Our Library Formal letter
Text features Persuasive/argumentative text Read a table/chart
Listen for information Present arguments for and against
12 Climate Change Wipes Out Frogs Expository
Cause and effect Interpret a diagram
Report on a topic clearly, using relevant detail
Appendix Graphic Organisers
Self assessment Book report
Speaking self-assessment
Sample Compositions
Book report
Argumentative text Character description Expository text
Narrative composition
Informal letter Formal letter
Every unit is followed by What have I learnt? – two pages of formative assessment.
6
Language
Word work
Study skills/Writing
Nouns: proper, common collective, abstract, compound Capital letters Verbs: identifying, helping verbs Sentences and phrases
Plurals root words antonyms
Book report Group project: working together, researching, presenting a project Writing process: topic/purpose/audience/ format, getting ideas, revising and proofreading Portfolio Journal
Subject–predicate Subject and object
Adjectives: identifying, comparative and superlative, changing nouns to adjectives Personal pronouns
Simple present tense Subject-verb agreement Interrogative and negative
Index
Make notes Research topic (include technology) Organise ideas under headings Write a report Concept map to structure writing Write a story including description of a scene
Review of tenses: Simple past Past continuous Present continuous
Spelling tips
Clauses Conjunctions Simple, compound and complex sentences
Synonyms Transitional words
Group project Compare/contrast two places of interest
Paragraph structure
Prefixes Suffixes
Write a report Peer edit and revise
Past participle Present perfect Past perfect
Homophones Words often confused
Write character description
Possessive nouns/ adjectives/ pronouns Reflexive pronouns
Homographs
Written response to reading: book report or poem
Adverbs: Time, manner, place Comparative/superlative
Abbreviations
Write instructions Include graphics
Quotation marks Conditional
Transition/signal words
Write a story with dialogue Use a story organiser
Prepositions Prepositional phrases Adjectival and noun phrases
Dictionary Silent letters
Write a poem Use figurative language
Reported speech Commas embedded in sentences
Contractions
Write a story (story elements and writing process)
Active and passive voice
Write a formal letter putting forward an argument
Relative pronouns
Contents list Colons, Semi-colons Commas in lists
Write a report
Brainstorming Planning Cause and effect
7
Review
Use the following pages to review what you have learnt in previous levels of Language Tree.
Skimming means looking over a piece of writing to get a general idea of what it is about.
Reading 1 Skim the text below. Is it fact or fiction? How do you know? What is the main idea?
CHILDREN SHOULD BE MORE ACTIVE Benefits of sports for children
A study of primary school children found that students who had participated in a sports programme had improved social skills, better concentration and had greater self-confidence. In addition, exercise reduced stress and the risk of obesity. Get active The government recommends that children and young people should participate in at least 60 minutes (and up to several hours) of physical activity every day. Activity should be spread throughout the day, breaking up long periods of sitting still. Limit screen time Children and young people should spend a maximum of two hours a day using electronic media for entertainment (for example, games, internet or TV).
Headings make it easier to find information
1 Which of these statements is true? a) The research studied students aged 12–18.
b) Children should have one or more hours of physical activity per day. c) They should spend at least two hours on electronic media per day. 2 What are social skills ? 3 The government recommends… Does this mean that: a) It will be illegal to play video games for more than two hours a day? b) The government is just giving advice to parents and teachers? 4 Summarise the content of the article in two or three sentences. 5 What is the meaning of participate in ? a) eliminate b) enjoy c) take part
• You may wish to work through this review section as a class. Use the content diagnostically to find out which topics need to be revisited. Use Language Tree Workbook 6 to revise topics about which students are not confident. DA Allow some students to write fewer answers according to ability. Alternatively have students work in mixed ability pairs. • NOTE: In these teacher’s notes, whenever you see the icon DA t here will be suggestions for working with students of different abilities.
8
Reading 2 1
Read this story and answer the questions.
Grandma was planning to bake a mango pie for me and my brother, Alex, and we decided to play a trick on her. We scrambled up into the old mango tree and hid in its branches. Soon Grandma came along and began to bang the tree hard with her walking stick to make the mangoes fall down. Blow after blow landed on the trunk. “Ow!” we yelled. Grandma belted the tree again. Again, we shrieked. Grandma paused and scratched her head. We had to stifle our giggles but, to our horror, Grandma declared, “It look like I hurting dis poor tree. I better stop. But now der won’ be no mango pie for dem likkle children.” You can imagine the speed at which we leapt from that tree, squealing, “Grandma! Grandma! It was we shoutin’, not de tree. Please pick de mangoes an’ make de pie.” Grandma laughed and laughed. She knew all along that we were up there.
Think carefully about where to find the answers to questions about a text. • Sometimes you can find the information right there in the text, e.g. question 1. • Sometimes the answer is in the text but you have to think and search to find it. • Sometimes you use your own ideas, based on what you have read in the text.
1 Why did Grandma hit the tree? 2 What is the best title for this story? a) Up the Mango Tree
b) A Trick that Went Wrong
c) No Mango Pie
3 Why did the children leap down from the tree? 4 Who played the best trick? The children or grandma? Why do you think that? 5 Copy and complete a table like the one below. Characters Setting Beginning Conflict Resolution 2 Context clues
Looking at words in context (the surrounding words and
Find these words in the story. Write a definition. Use context clues to help you.
sentences) helps us to understand the meaning of unfamiliar words.
stifle
blow
shrieked
belted
• Before reading the teaching box invite students to tell you how they find the answers to comprehension questions. • Reading strategies: Encourage students to pause during reading and summarise what they have read so far; to predict what may happen next; to visualise what they are reading about; to use charts and diagrams to help them understand the structure of the text and to ask questions about the text. Demonstrate these strategies by ‘thinking aloud’ as you model reading.
9
Review
Reading 3 Scan the poem. How many verses are there? Does the poem rhyme?
Aximu’s Awakening This morning the sun tickled my eyes as usual and I slid from my hammock and looked at the skies as usual I yawned and I stretched I felt like a splash in the cold morning water so I made a dash towards the path to the sea before Ama could call me and give me a work.
As I burst through the bush at the top of the hill I froze and I shivered my heart stood still. Great canoes with houses and clouds of cloth wings hung on poles, full of wind, strange frightening things on the sea! ‘Great Iocuhuuague Maorocon’
I whispered and knew those terrible canoes were coming for me.
Pamela Mordecai
Glossary Iocuhuuague Maorocon the name of an ancient god of protection
1 What is the mood of the first three verses? What is the mood of the last three verses? 2 Why does Aximu dash towards the path in verse 3? 3 I froze and I shivered. Was it cold? What does this phrase tell us about how Aximu felt? 4 What were the clouds of cloth wings hung on poles ? 5 What do you think happened after the events of this poem?
Which of the following are metaphors and which are similes? 1 The trees swayed like dancers. 2 The six o’clock sky burned like a fire. 3 The moon was a friendly face in the sky. 4 Beneath our feet, the jagged rocks were devils. 5 Clouds as fluffy as marshmallow floated by. 6 We were woken by an orchestra of birds.
WB 6 p147
DA Comprehension questions 1 and 2: You may offer students multiple choice, optional answers to choose from. • Extension: Alliteration is when consonant sounds are repeated in words which are close together: clouds of cloth wings . • Reading response: After this or any text, have students complete the reading response chart on page 165 to encourage reflection on reading.
10
Review
Language Nouns
• Common nouns are general names for people, places or things: mangoes, brother • Proper nouns are the names of special places, people, or events. They may contain more than one word. They always begin with a capital letter: Mr. Gates, St. Vincent • Collective nouns name groups of people, animals and things: a flock of birds • Abstract nouns name qualities we can’t see, hear, touch, taste or smell: exercise, concentration • Compound nouns are made by joining two words together: eye+brow = eyebrow
1 Match each group to a suitable collective noun. flies kittens musicians books stairs
litter flight band swarm library
2 Which of these nouns are abstract nouns? puppy trust friendship disappointment intelligence curiosity
friend president weekend
3 Use abstract nouns to finish these sentences.
1 Two qualities I admire in people are ____________ and ____________. 2 Two qualities I try to avoid are ____________ and ____________. 4 Write as many compound words as you can which include the words below. 1 water 2 ball 3 tooth 4 some 5 room 6 body 7 brush 8 sun
Capital letters
We use capital letters • to begin sentences
• to begin proper nouns: names, places, days and months • to begin adjectives made from proper nouns, e.g. Antiguan • in titles of people and addresses, e.g. Miss Burton, the Prime Minister , Mare Street • for abbreviations. • Collective nouns: Point out that collective nouns are often used on their own, e.g. the band played all night , our team won. • Remind students that a collective noun uses a singular verb, e.g. My class has more boys than girls. • Remind students about gender of nouns: masculine (men), feminine (women), neuter (boat), common (baby). DA Direct students to work in mixed ability pairs. Vary the partners with whom they work regularly.
11
Review
All the capital letters have been left out of this newspaper article. Write it out correctly.
WB 6 p7
celebration of school anniversary the barbados bugle can repor t that on tuesday 10th apri l, just before easter, st. mary’s primary school celebrated its 50th anniversary. some of the school’s rst students were there. cyrius burns, now aged 57, ew from grenada for the day. dr. ona peter, 55, visited from barbuda. the minister of educat ion also visi ted.
We also use capital letters in titles: • for the first word of the title • for the other important words in the title.
Diary of a Wimpy Kid, The Grenada Informer
Write these titles correctly. 1 the caribbean times 2 adventure in the long valley 3 exploring the bottom of the sea 4 more stories to read aloud 5 junior geography for the caribbean Verbs
Verbs of action describe actions that someone or something does: The waves pounded on the shore. Verbs of being describe a state or a condition: Andrew was excited about the party. He also felt a little nervous.
WB 6 p34
1 List the verbs in this paragraph. Are they action verbs or verbs of being? Melissa went out into the yard. It was a very hot day. She saw Stefan over by the washroom. He looked ill. Melissa gave him a drink of water. He sat in the shade. Melissa fetched a teacher. Stefan told the teacher he felt sick. The teacher called his mom and Stefan went home. Helping verbs are used with the main verb to tell us more about it. The most common are be , have and do . helping verb main verb
Grandma has made a mango pie.
• Before reading the explanation of capital letters, ask students to close their books and to work in pairs, compiling a list of when capital letters are used. As a class, compare their rules with those on the page.
12
Review
WB 6 p35
2 Find the helping verb in each of these sentences. 1 He has ordered coffee. 2 I don’t like coffee. 3 I will ask for juice instead. 4 The girls are arguing.
5 The teacher is coming over. 6 She will tell them off. 7 The girls did not see her. 8 I am going home.
There are four different types of sentences: Statement: I always work hard at school.
Question: Where is Jason? Exclamation: That’s amazing! Instruction: Put the juice in the fridge.
Which type of sentence is it? 1 Do you know what that word means? 2 I will look in the dictionary. 3 We won!
4 How will we find out? 5 We can do some research together. 6 That sounds great!
Subject and predicate
Every sentence is made up of a subject and predicate. The subject of the sentence performs the action. The predicate is the part which contains the verb. subject predicate Karin
was competing against some excellent swimmers.
Her parents
watched.
Divide the following sentences into subject and predicate. subject predicate
1 The three students sang the song they had prepared. 2 The rest of the class clapped loudly. 3 The other boys stopped playing football. 4 One of them ran over to help. 5 Tobias’ dad arrived and asked what was going on. 6 The football game started again after a while.
• The verb in the predicate must agree with the subject. There is more work on subject–verb agreement on page 26.
13
Review
Subject and object
All sentences have a subject and a verb. Many sentences also have an object. The object receives the action. subject verb object The boy wrote a letter. Divide these sentences into subject, verb and object. Copy and complete a chart like the one below. 1 Stefan wrote a rap.
WB 6 p32
4 Sophia took Joy’s pen. 5 The girls laughed. 6 Joy got another pen.
2 Mrs. Lewis clapped her hands. 3 She gave both boys a gold star.
Subject
Verb
object
Josh
had
a new bike.
Adjectives
Adjectives tell us more about nouns. the old mango tree the stripy tiger
Find eight adjectives in this paragraph. Karin was nervous. It was the day of the big race. She was competing against some excellent swimmers. She took her place and looked at the still, flat surface of the pool. Then she heard the shrill sound of a whistle and she dived into the clear, cool water.
1
2 Use two adjectives to describe each of the things below. a) a swimming pool c) a dream
e) an audience f) a pair of shoes
b) a football match
d) a movie
WB 6 p22
Comparative and superlative adjectives
Positive
Comparative
Superlative
small smallest Irregular comparative and superlative adjectives good better best bad worse worst far further furthest smaller
• To review comparatives and superlatives, ask students to compare things in the classroom. Ask them to make statements and ask questions, e.g. The plastic box is stronger than the carton. Is the blue bag older than the red one?
14
Review
3 Write a sentence, comparing each pair of animals or things. Example: juice / water – cool The juice is cooler than the water.
WB 6 p27
1 tiger / cat – fierce 2 bicycle / car – fast 3 flower / weed – strong
4 school / church – far 5 elephant / snake – thin 6 cricket / football – good
When we compare longer adjectives, we use ‘more’ or ‘most’: more reliable than other brands the most affordable prices
4 Complete the sentences with the correct form of the adjectives.
1 I think that music is ________ entertaining than sport. 2 That was the _______ exciting match I’ve ever seen.
3 Connect Café has the ________ fantastic smoothies in town. 4 The computers there are ________ efficient than in the library. 5 Write sentences of your own using the following adjectives.
1 more expensive 2 the most amazing
3 more exciting 4 more famous
Changing nouns to adjectives
We can make adjectives by adding a suffix to a noun. beauty + ful = beautiful
comfort + able = comfortable
Complete these sentences by making each noun in brackets into an adjective. 1 The actor wore a ______ (fun) hat and ______ (dirt) shoes. 2 Playing with fire can be very ______ (danger). 3 I was ______ (misery) when my best friend moved to Canada. 4 Be ______ (care) when you are using sharp knives. 5 My uncle is a ______ (fame) radio presenter. Personal pronouns
Personal pronouns A pronoun takes the place of a noun. There are two types: Grandma hit the tree. She hit it. subject object
subject pronoun object pronoun
Subject pronouns I, you, he, she, it
Object pronouns me, you, him, her, it
Singular
we, you, they
us, you, them
Plural
• There is more work on suffixes on pages 60 and 145.
CR Students often find using pronouns in Standard English challenging as they are used differently in Creole. Help them to understand and practise spotting the difference between the subject and the object of sentences. DA Allow some students to answer fewer questions in each exercise.
15
Review
Replace the underlined words with the correct pronouns. 1 We enjoyed the film very much. 2 I saw the film with three of my friends. 3 My friends and I talked about the film at school. 4 Miss Fuller told the class about our island’s history . 5 She showed my classmates and me a film about those times. 6 I told my dad about it at home.
WB 6 p14
Find the mistake in each of these sentences and rewrite the sentence correctly. 1 Them looked at the book then they made notes.
2 I will see they at the library later. 3 Mrs. Weir read we a funny story. 4 He told she about my accident. 5 Her spent her pocket money on a book of poetry. 6 Him lent me a pen to write with.
Word work Plural nouns Types of noun
Singular Plural
book brush baby
Nouns which add ‘ s ’ Nouns which add ‘ es ’
book s
brush es bab ies
Nouns which change ‘ y ’ to ‘ies ’ Nouns ending in ‘y ’ with a vowel before ‘y’, add ‘ s ’
key
key s
Nouns which change ‘ f ’ or ‘ fe ’ to ‘ ves ’
shelf
shel ves
tomato
For nouns ending in ‘ o ’, add ‘ es ’
tomato es
Write the plural form of these nouns.
1
bush knife
quality country
wife match
leaf sky
son boy
family baby
2 Check that you know these irregular nouns.
child children fish fish foot feet
goose geese man men mouse mice
sheep
sheep
tooth teeth woman women
• Plurals: Remind students of other exceptions. Some words ending in ‘f’ and ‘ff’ just add ‘s’, e.g. reefs, roofs, chiefs,cliffs, cuffs, sniffs. Some words ending in ‘o’ simply add ‘s’, e.g. pianos, radios. In some compound words,‘s’ is only added to the first word, e.g. sons-in-law; passers-by, etc.
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Review
Root words
Some words are made up of different parts: dis + cover + ed = discovered
prefix root word suffix The root word is the base word. We change its meaning by adding suffixes and prefixes.
WB 6 p81
1 Look at each word. What is its root word? What is its prefix? research
injustice rewrite misfortune
disagree nonsense disability
disobey impolite
2 Look at each word. What is its root word? What is its suffix? going teacher knocked delightful agreeable argument enjoyment electrical specialist
Antonyms
Antonyms are words which mean the opposite of other words: big è small cold è hot Antonyms are often formed by adding or changing prefixes and suffixes: honest è dis honest helpful è help less
1 Which word is the antonym of the word in bold? 1 firmly
slowly weakly unhappily lazily
2 fantastic 3 accept 4 modest
interesting appalling undecided delicate
refer reveal refuse restore
timid fearsome arrogant delightful strike decorate terminate commence slight serious dry tasteless slowly casually continually often ancient modern stately dreary
5 finish 6 trivial
7 formally 8 traditional
2 Complete these sentences with the plurals of the words in brackets. 1 He never wanted to hear the sound of _______(donkey) or _______ (mosquito) again. 2 His older brother made delicious juice from ________ (naseberry). 3 They could hear ________ (mouse) scurrying in the barn. 4 I read a story about two ________ (lady) who had three ________ (calf). 5 The ________ (woman) made ________ (loaf) of bread and fed them to the animals. 6 One day, ________ (thief) came and took away ________ (box) of ________ (dress).
• Root words: Remind students that they may have to make changes to the spelling of the root word when they add or remove suffixes. If in doubt, they should check spellings in a dictionary.There is more work on prefixes and suffixes on pages 59, 60 and 145. CR Antonyms: For some students reduce the number of options to 3 and ask them to answer fewer questions.
17
Review
Study skills Book report
When you write a report on a book or story you have read, remember to: • say why you chose the book • summarise the content • if it is a story, describe the characters • state your personal response (can include illustration, poem, artwork, jingle) • provide reasons or evidence to support your views.
1 Study the sample book report on page 169.
2 Write a report of the last story you read. Use an organiser like this to help you. Title and author’s name Setting
Main characters
Plot
Personal response
In your personal response you can inc lude: • Your favourite part of the book or sto ry • Interesting ideas or quotations • Comments on the illustrations
• Help students select suitable books for their book reports. Encourage them to form book clubs to discuss the books they read. • Explain to students that they should only describe the key events and not retell the plot in detail. DA Vary the way students present their response based on different needs and learning styles. • Extension: Search online for a simple plot diagram and show students how to use it to a) analyse a plot and b) structure a plot of their own invention.
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Review
Group project
1 Choose the topic.
2 Brainstorm: information needed/ people to be involved/decisions to be made.
Type your section of the project. Share it digitally with your group. Collate everyone’s work in one file.
3 Prepare a project plan.
4 List tasks to be done. Share between group members.
5 Research and draft your section then share it with the group.
6 Revise it and make a neat copy.
A successful group project depends on • working well together • doing effective research • having good presentation skills
7 Collect everyone’s work in a folder. Include a title page, list of contents and list of sources.
8 Present your project to others.
Working together
Agreeing group talk rules will help you to work together successfully.
1 Work as a class. Discuss times when you talked in a group.
• What worked well? • What went wrong?
2 Work in a group. Which of these guidelines should you follow and why? 1 Everyone should be given a chance to talk. 2 No one can change their mind. 3 Talk as loud as you can. 4 Listen to and think about everyone’s ideas. 5 Look at and listen to the speaker. 6 Try to get your own way. 7 Try to reach a shared decision. 8 Ask for reasons. 9 When you disagree, explain your reasons. 10 It doesn’t matter if some people don’t speak.
3 Can you think of any more rules of your own?
4 Share your ideas with the class. Agree class rules for talking in a group.
• Discuss the reason for rules. They are not just restrictions, but can help things to be fair (like the rules in a game) or safe. Discuss the idea that ‘talking is thinking aloud together’. • With students, draw up a list of rules that the majority of the class can agree on and make them into a poster for the wall. • Working together Question 3 : Nudge students to talk about choosing a leader to manage the group and ensure that each person has the opportunity to contribute. A group secretary could record any decisions taken.
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Review
Researching
It’s important to generate questions to guide your research and to use a variety of sources to find information.
How?
What?
Where?
1 Work in a group. Create four questions about each of these topics, using question words. 1 Mars: the red planet 2 How to get fit 3 Planning a class trip to a museum or other place of interest 4 Planning a new activity space for young people in your town 2
When?
Who?
Why?
What is the temperature on Mars?
How long is a day on Mars?
Where will you find the answers? Brainstorm sources of information to answer your questions.
Presenting your project 1
Work in a group. In what ways can you present your findings? Think of as many different formats as you can. Example: give a speech, create charts, project digital material
2 What advice would you give to a presenter about speaking to an audience? Example: Don’t block the audience’s view of your visual aids. 3 When you are assessing the presentation of another group, which of these questions would you ask?
1 Was the content interesting and relevant? 2 Did they all stand up at the same time? 3 Was it well-organised (introduction, development, conclusion)? 4 Did the speaker speak clearly and loudly enough? 5 Were they all the same height?
6 Did they make eye contact with the audience? 7 Was the information mostly in their own words? 8 Did they make good use of visual aids? 9 Do they all live near to each other?
• Presenting: Encourage and support students to think of ways of using digital media (e.g. text, graphics, audio- visual and interactive).
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Review
Before you start writing, be clear about your audience and purpose . This will help you to choose the best type of text to write. The purpose is the job your writing will do, for example, to advertise, to describe or to give instructions. The audience for a text is the person or people who is/are going to read it, for example, school children or travellers. Writing process 1 Look around your school. Find four signs or notices each with a different audience and purpose. What are the audience and the purpose of each one? 2 Read the chart below. What format/type of writing would you use for each text? Example: 1 – a bar graph or pie chart
Text Audience Purpose 1 Children
Record the results of a survey into favourite foods
2 Team
Inform them of the dates and times of netball practice for the next term Ask for a contribution of books for the school library
members
3 A local
bookstore Children
4
Tell them how to make a kite
5 Park visitors
Tell them about the rules and regulations
6 Local people Tell them about a fundraising fish fry at the local church hall Getting ideas How would you get ideas for each of these topics? Match topics to ways of getting ideas. Topics: • Life without the internet • Reduce, reuse, recycle in school • The job I would like to do • A great day out Getting ideas • search the internet • visit the library • talk to parents and grandparents
• visit the tourist office • interview someone • brainstorm • use graphic organisers (e.g. story map) • draw on my experience • use my imagination
• What makes me happy • How Monkey beat Anansi • Cat or dog? Which is the best pet?
• Students should be familiar with all of the stages in the writing process. See page 163. • Getting ideas: Tell students they can apply more than one method to each topic and use each method more than once. Direct them to use the Graphic Organisers on pages 164–168 for getting ideas and to help them with planning.
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Review
Revising and proofreading When you have written your first draft, revise your work, then proofread it using these checklists.
Revision checklist: Have I expressed my ideas in logical sequence? Have I linked ideas with signal words ( Next, However, On the other hand, Finally , etc.)? Can I add detail or change words and phrases to make it more interesting? Can I delete any phrases that don’t add anything? Is all the information relevant? Have I used long and short sentences?
Proofreading checklist: Have I checked and corrected: punctuation? use of capital letters? spelling? inappropriate use of non-standard English?
1 Revise these paragraphs to make them more interesting. Use the revision checklist to help you. Remember to write how people feel as well as what they do. Then proofread your revision and write it out neatly. 1 The wind was blowing. It was raining. We did not go to school Mom was worried there might be a flood. We listened to the radio. We checked the internet. We got food. We got batteries for the radio. Dad checked on Mr. Jessop. He lives on his own. 2 Ellen ran down the corridor. She bumped into Mrs. Parr. Mrs. Parr fell. She could not get up. Ellen went and got a teacher. They helped Mrs. Parr to the staff room. Mrs. Parr had a twisted ankle. She did not come back to school for a week. Ellen said she was sorry.
2 Choose a piece of work you have written recently. Revise and proofread it.
• In order to recap the revision process, revise a draft text as a shared activity. ‘Write aloud’ and invite students to take part in selecting words, and phrases, trying out different sentence structures and re-ordering sentences.
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