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
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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
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• 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 .
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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.
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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.
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