e
Third Edition
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3
Student’s Book 3
Second Edition Third edit on
Macmillan Education 4 Crinan Street London, N1 9XW A division of Springer Nature Ltd
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ISBN 978-1-380-05043-4
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 Monica Auriemma, Annie Axworthy, Jim Eldridge, Pamela Goodchild, James Hart, Dave Hill, Bethan Matthews, Nathalie Ortega, Jan Smith, Annabelle Spenceley, Tek-Art, Joanna Williams and Lisa Williams 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 Stock Photo /CKP PRODUCTIONS p. 58, Alamy Stock Photo/M. Timothy O’Keefe p. 104, Alamy Stock Photo/Rolf Richardson pp. 59, 102, Alamy Stock Photo/Scubazoo p. 103; Getty Images /Design Pics p. 105, Getty Images/inhauscreative p. 105; Macmillan Education Limited / Ryan McVay p. 97, Macmillan Education Limited/Tetra Images p. 109.
The author and publishers are grateful for permission to reproduce the following copyright material:
Faustin Charles, ‘Steel Band Jump’, A Caribbean Dozen (New York: Walker & Company, 1996), p. 21 Grace Nichols, ‘Parakeets’, Everybody Got a Gift (London: A&C Black Childrens & Educational, 2006) Grace Nichols, ‘Drinking Water – Coconut’, Sun Time, Snow Time (London: A&C Black Childrens & Educational, 2013), p. 29 John Lyons, ‘I Love Johnny Bake!’, Under the Moon and Over the Sea (London: Walker Books, 2002), p. 56 Suzanna Francis-Brown ‘Sense and Senses’, Treasure House 1 (London: Macmillan Caribbean, 2006), p. 1.
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Contents
How to Use this Book Scope and Sequence
4 6
story dialogue journal traditional tale story poem traditional tale letter poem email and letter labels and instructions story
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
The Swing . .................................................................. A Special Visitor. ...........................................................
8
15
Going to the Library....................................................... 22 Tortoise Tries to Fly. ..................................................... 29 Clean-up Day. ............................................................... 36 Steel Band Jump Up. .................................................... 43 Anansi Stories. .............................................................. 50
The Class Visit. .............................................................
58
Unit 9 Our Five Senses ........................................................... 65 Unit 10 The Invitation................................................................. 73 Unit 11 Take Notice! . ................................................................ 80 Unit 12 All’s Well That Ends Well.............................................. 88 Unit 13 The Three Rs................................................................. 95 Unit 14 Turtles .......................................................................... 102 Unit 15 The Speech .................................................................. 110 Unit 16 Grace Goes to School................................................... 117 Unit 17 The Water Cycle. .......................................................... 124 Unit 18 The Missing Cake.......................................................... 131 Every unit is followed by What have I learnt? , a page of formative assessment The Writing Process 138 Sample Compositions 139 Graphic Organisers 144 Listening Texts 145 Glossary 148 Skills Index 149 non-fiction non-fiction story and speech story internet page play
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
3
How to Use this Book Language Tree Level 3 follows an integrated approach, and language skills in each unit develop naturally out of the reading text. 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
Unit 14 Turtles
the following sections: Let’s talk/ Listen up!
Let’s talk What do you know about turtles? What would you like to find out about them? K W
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
L
What I k now
What I w ant to know
What I l earnt
Reading
Unit 13
this book. Reading
P ragraphs
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. 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. 2 Write a paragraph beginning with this topic sentence. People throw too many things away. Add two details to your paragraph. Example: Batteries take 100 years to rot away. Speaking and listening: discussion 1 What kinds of waste can be recycled? Make two lists: • Things we use at home which can be recycled. • Things we use at school which can be recycled. 2 Make a set of rules to reduce waste in your classroom. 1 Every day people throw away things they do not need. Paper, plastic and cans take a long time to decay. It can take 100 years for plastic bags to rot away. Topic sentence
A paragraph is a group of sentences about a topic. It includes a topic sentence , which tells us what the paragraph is about. The other sentences in th paragraph give details about the topic sentence.
Details
The Leatherback Sea Turtle Leatherback sea turtles have lived in our oceans for 65 million years. They are the largest living turtles. They can be up to two metres long and often weigh more than 300 kilograms. They eat jellyfish and sea plants. They often live more than 40 years. Where Leatherbacks Live Leatherbacks spend almost all their life in the sea. However, females always return to the beach where they hatched to lay their eggs. They nest on beaches in the West Indies, in South America and in West Africa.
Work together to answer the questions. • What is the topic sentence in paragraph 2 in the reading text , page 95? • What details are given about the topic sentence? • What are the topic entenc s in paragraphs 3–5, page 96? • Which details are given about the topic sentences?
• Let’s talk: Draw the KWL chart on the board. Discuss with students and fill the first two columns with their suggestions. You will complete the third column after reading. • Pre-reading: Get students to survey the text by looking at the layout, photos and headings. Ask: What kind of text is it (fiction / fact)? What kind of information will you find in it?
102
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.
advises students to talk
The symbol
Use less paper.
Don’t use plastic bottles.
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.
• Paragraphs: Exercise 3 – Pupils can use information on page 95 for their paragraph. • Speaking and listening: Exercise 1: Give pupils a few minutes to make their own lists, then brainstorm ideas with the class. Write a class list on the board. • Exercise 2: Allow pairs to discuss actions to reduce waste. Discuss pupils’ suggestions and agree on a set of rules. These could be posted on the classroom noticeboard.
97
4
Prepositions are words which tell us where people or things are. Greg went into the yard. Into tells us where Greg went. • Walk past the supermarket and the bakery. • Turn left into Hill Road. • Walk past the library. 2 Give directions from Terry’s house to Greg’s house. Language: prepositions
Language work 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.
1 Find seven prepositions in the story below. Example: 1 across
Word work Examples of word-level work, such as vocabulary, prefixes or homophones, are drawn from the reading passage wherever possible. Writing See page 138 for an overview of the writing process which underpins all the writing exercises in Language Tree . 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. 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 this symbol ICT . A more comprehensive teacher’s guide is available online. This feature suggests optional activities using technology. • Speaking and listening: Prepare for the exercise by working with the whole class to give directions to a place in your school, e.g. from your classroom to the Principal’s Office . CR Students can give directions from Terry’s house informally in Creole, and then formally in SE. • Writing directions: Students can write the directions they gave for Exercise 2. Then let them write simple directions around the school. The cat raced across the road and the dog ran after it. The cat ran into a garden and climbed up a tree. The dog walked around the tree barking loudly. A man shouted at the dog and chased it out of the garden.
Unit 8
Word work: sequencing words 1 Read the notes Akim made about going shopping with his mother.
90
2
Write about Akim’s shopping trip. Use the words first , next , then , after that . Begin: On Saturday, Akim went shopping with his mother. First …
Writing: story Write a letter to a friend or family member about a visit you made to a place of interest.
1
Ask each other questions to get ideas for your letter. • Where did you go? When? • Who did you go with? • What did you see and do there? • Did you enjoy the visit? Why?
2
Write the first draft of your letter. Remember to set your letter out like the letter on pages 54–55.
3 Revise your letter. Change it to make it better.
WB 3 p135
Type your letter. Revise and save it.
4
Proofread your letter. Use this checklist.
Checklist for proofreading Have I: used correct punctuation?
started each sentence with a capital letter? written in full sentences? spelt tricky words correctly?
• Writing: Proofreading is the final stage in the writing process. Explain to students that when they proofread, they check their work for spelling, punctuation and grammar. • Portfolios: Samples of completed work can be kept in individual student portfolios. • A sample letter can be found on page 140.
63
Transition to Creole The symbol CR introduces activities which reinforce the transition from Creole to Standard English. Different abilities DA This symbol indicates ways to support students of different abilities. WB 3 p20 indicates that a skill is further practised in the Workbook. Assessment Each unit is followed by What have I learnt? – a page of formative assessment, enabling teachers to note areas in which students need further support and allowing students to assess their own progress. Scope and Sequence chart and Skills Index These sections will support your short- and long-term planning, enabling you to make sure that you are covering the syllabus. A complete list of OECS standards with links to where these are covered can be found online at www.macmillan-caribbean.com
5
Scope and Sequence Unit
Reading and comprehension
Speaking and listening
1 The Swing
Predict story Revise predictions
Retell story: beginning, middle, end
2 A Special Visitor
Recall details Question and answer relationships
Listen to a short biography Generate questions to elicit information Role play an interview
3 Going to the Library
Predict content from picture
Distinguish between fiction and non-fiction
4 Tortoise Tries to Fly
Describe character Discuss ’lesson’ of story
Role play characters in a story
5 Clean-up Day
Inferring Problem solving
Summarise main points in presentation Discuss problem and plan a solution
6 Steel Band Jump Up
Features of poems: rhymes, repetition, rhythm
Recite a poem Peer evaluation
7 Anansi Stories
Draw inferences from pictures
Discuss character in stories
8 The Class Visit
Study letter format Answer inferential questions
Create questions about a report Question and answer about visit to place of interest
9 Our Five Senses
Notice the layout of a poem Identify rhyming words Read a Creole poem Skim for general idea Identify relevant information
Discuss appeal to senses
10 The Invitation
Listen to an announcement Role play planning a trip
11 Take Notice!
Distinguish between fact and opinion Identify audience and purpose
Listen to and give instructions
12 All’s Well That Ends Well Make predictions Discuss behaviour
Use a street plan to give directions
Discuss an issue Express opinion
13 The Three Rs
Identify main idea and supporting detail Use a glossary
14 Turtles
Use prior knowledge (KWL chart)
Listen to a presentation Ask and answer questions
15 The Speech
Give and justify opinion Make notes
Prepare and give a short speech Peer evaluation
16 Grace Goes to School
Identify narrator Understand cause and effect
Discuss how to solve a problem
17 The Water Cycle
Interpret diagrams
Describe a process
18 The Missing Cake
Identify features of a play
Act a scene from a play Create a new scene
Every unit is followed by a page of formative assessment.
6
Language
Word work
Writing
Nouns: proper, common, abstract Noun plurals
Irregular plurals
Pre-writing: • getting ideas • write new story ending
Present tense: • subject–verb agreement
Words in context
Write the text of an interview
• am, is, are • have, has
Present tense: • negative, questions • verb endings: - tch , - sh , - x
Dictionary skills Alphabetical order
Write a journal entry
Sentences Sentence punctuation
Collective nouns
Pre-writing: • planning • use story plan to plan own story
Pronouns: subject and object
Synonyms
Drafting: Write first draft of a report
Present continuous Present participle
Features of poems: similes, onomatopoeia
Write a name poem
Simple past tense Regular and irregular verbs
Root words
Describe a story character Revise your first draft Book review
Past tense: • interrogative and negative • was, were Commas in letters and addresses Adjectives: identify Comparative and superlative
Sequencing words
Write a friendly letter giving account of event Proofreading
Suffixes: - y , - ful , - less
Write sensory description
Simple future tense Possessives: my, mine , etc.
Syllables
Write text of email
Articles: • the, a, an • some, any Abbreviations
Spelling tips
Design an advertisement
Prepositions
Prefixes: dis-, un-, im- Prefix: re -
Write your own story Use whole writing process Publishing
Conjunctions: and, but, because Commas in lists
Spelling: silent letters
Write a paragraph: • main idea • supporting detail
Adverbs
Use table of contents and index Classifying
Write and give a presentation
Apostrophes: • contractions: its, it’s • possessive nouns
Opposites
Write a short speech
Quotation marks
Homophones
Plan and write a story about a problem
Instructions
Compound nouns
Write about information presented graphically
Conjunctions: while, before, after Relative pronouns: who, which
Homographs
Write a scene for a play
7
Unit 1 The Swing
Let’s talk What kind of games do you play when you are outside? What do you do when you can’t play outside? Listen to the first part of the story. Reading The Swing
There were a lot of trees outside Andrew and Javon’s house. Their father tied a rope to a branch of a big breadfruit tree. The boys loved swinging on it. Last September there was a big storm. Andrew and Javon could not play outside for two days. Then the sun began to shine again. “You can play in the garden
today,” Daddy told the boys, “but don’t swing on the rope. It could be dangerous.” The boys ran outside. They kicked a ball and they ran races. “Let’s swing on the rope,” said Javon. “Daddy told us not to,” said Andrew. “We won’t go very high,” said Javon. The boys swung backwards and forwards on the rope. They went faster and faster. They did not see that the neighbour, Mrs. Roberts, was watching them.
• Let’s talk: This section introduces the theme of the unit. Help students to draw on prior experience to prepare for the reading exercise. • Pre-reading: Tell students to look for clues in the pictures and predict what they think the story is about. Use the first part of the story as a listening exercise (see notes on page 9). Ask students questions about what they heard. CR You could use Creole when reading out the dialogue in the story. Students can compare this with Standard English in the written text.
8
Suddenly, there was a loud crack. The boys fell on the ground and a branch fell on top of them.
They ran back into the house. In the afternoon Daddy came home. He stopped to talk to
Mrs. Roberts. Then he came into the house.
“Come here, boys,” he
commanded. “Did you swing on the rope?” “No, Daddy,” said
Javon. “A big monkey came into the garden. It swung on the rope and the branch broke.” “Boys, you know that is not true. Mrs. Roberts saw you.” The boys were ashamed. “We are very sorry, Daddy,” they whispered.
1 Who made a swing for the boys? 2 How long did the boys stay inside when it rained? 3 What happened when they swung on the rope? 4 Who saw what the boys did? 5 How did Daddy know that the boys were not telling the truth?
Right there
Think and search
6 The boys were ashamed . What does this mean? a) They were afraid because Daddy was vexed. b) They thought they would get into trouble. c) They knew they had done something wrong. 7 What lesson can be learnt from this story? 8 What do you think Daddy should do next? Why?
On your own
• Comprehension: Remind students of question-answer relationships (QAR) . For questions 1–4, answers can be found right there in the text. For questions 5 and 6, students can find the answers in the text, but they must think and search to find them. Questions 7 and 8 require students to use their own ideas , based on what they have read in the text. DA Give extra help to students who are not able to read the story independently. Suggestions are included in the online teacher’s notes at www.macmillan-caribbean.com Note: In these teacher’s notes, whenever you see the icon DA there will be suggestions for working with students of different abilities.
9
Unit 1
Story structure Stories must have a beginning , a middle and an end .
Beginning Introduces the characters. Tells us what the story is about.
Middle Tells us what the characters do and what problems they have.
End Sorts out problems. Tells us how things
finish and the lesson learnt.
Speaking and listening Retell the story of ‘The Swing’. • What happened at the beginning of the story?
• What happened in the middle? • What happened at the end? Language Nouns
Nouns name things, people, animals and places. These words are common nouns : swing neighbour monkey garden
1 List four common nouns under each heading. things people animals
WB 3 p29
places
rope
2
Find six different nouns in this story. Example: sister
My little sister is very greedy. She loves eating cakes and sweets. Once, my mother baked a chocolate cake. She left it in the kitchen. My sister found the cake and took a big slice. When my mother found her, her face was covered in chocolate.
• Speaking and listening: Prepare for the activity by recalling the events in the story with your class. • Choose student pairs to present their ideas to the class. Remind them to use full sentences for their responses. CR Allow students to use Creole in pair and group work. Remind them to use Standard English to present their ideas to the class.
10
Unit 1
Proper nouns
The names of people or places, the days of the week and the months of the year are proper nouns . They begin with capital letters. Daddy Antigua March Friday 3 Find five proper nouns in the story ‘The Swing’. 4 Write the sentences. Use capital letters for the proper nouns.
WB 3 p29
1 There was a big storm on friday. 2 My mother’s birthday is in march. 3 andrew and javon like playing in the garden. 4 mrs. roberts saw the boys on the swing. 5 My friend jaydon lives in kingstown. 6 ricardo went to bridgetown on saturday. 5 Answer the questions. Use capital letters for the proper nouns. 1 When is your birthday? 2 What is your mother’s name? 3 What day is it tomorrow? 4 Where do you live? Singular and plural nouns Singular means one. Plural means more than one. We add ‘s’ to most nouns to make them plural. tree â trees rope â ropes
6 Read the story. Find the singular and plural nouns.
Jordan often plays with his brother in the garden. They run races and chase their dog. Daddy sometimes plays football with them. If it rains, the boys go into the house and play with their toys. Mommy makes delicious snacks for them to eat.
Write two lists. Singular nouns: Jordan
Plural nouns: races
DA Exercise 4: Questions 5 and 6 are more challenging. DA Exercise 5: Encourage students to answer in complete sentences, but allow some students to answer with one word, according to ability.
11
Unit 1
For nouns ending in ‘s’, ‘sh’, ‘tch’ or ‘x’ we add ‘ es ’: bus â bus es For most nouns ending in ‘o’ add ‘ es ’: tomato â tomato es For nouns ending in ‘y’ change ‘y’ to ‘ i ’ and add ‘ es ’: baby â bab ies For nouns ending in ‘f’ change ‘f’ to ‘ v ’ and add ‘ es ’: leaf â lea ves
7
Write the correct plural nouns. a bus buses
three ________ a brush four ________ a box six ________ a patch two ________ a wife ten ________ a fly
two ________ five ________ two ________ three _______ ten ________
a glass
a branch
a loaf
a cherry
8
Write the plurals of these nouns.
day
monkey
boy
story
toy
country
key
Abstract nouns name feelings and ideas we cannot see or touch such as luck or danger.
9
Find four abstract nouns in the list below.
child courage friend trust garden
anger
honesty
neighbour happiness
branch
10 Find the nouns in these sentences. Write them in the table.
Mrs. James told her class to sit in silence while she read them a story about Anansi. The little spider was in trouble because he had stolen some bananas. Common nouns Proper nouns Abstract nouns
• Plurals in ‘es’: Help students to create their own mnemonics to help them remember the rule about adding ‘es’ to plural nouns, e.g. a series of words: bus, box, wash, watch . DA Students can prepare the answers to these exercises in mixed ability pairs. Allow some students to write fewer answers .
12
Unit 1
Word work: irregular plurals 1 Match the nouns in the circles. Example: man –– men
women feet men mice children teeth
man child woman foot tooth mouse
WB 3 p33
2 Write down the pairs and learn how to spell the plurals. 3 Choose three of the plural nouns. Use them in your own sentences. Example: The children love eating ice cream. Writing: write a new story ending Getting ideas 1 What happens next in the story? Brainstorm ideas.
I think the boys had to stay inside.
I think Daddy mended the swing for them.
2
Write your own new story ending.
3 Read your story ending to another student. Ask this student to tell you: • what he or she liked about your ending. • how you could make your story ending better.
• Writing: Getting ideas is an important part of the writing process. Explain that brainstorming means throwing up as many ideas as possible, then picking the best ones. • Students can discuss whether Daddy should mend the swing or not. Allow them to express their opinions freely.
13
Unit 1 What have I learnt? Can Do Skills
1
Listen to the story.
2
Answer the questions. What happened at the beginning of the story? What happened in the middle? What happened at the end?
3
Find the nouns in these sentences. Last Sunday, Britney and her sister visited their grandparents in Bridgetown. Grandma had a surprise for them. It was a pretty little kitten. She told the children its name was Fluff. “You can play with Fluff,” she told them, “ but remember that you must treat animals with kindness.”
Write three lists. Common nouns sister
Proper nouns
Abstract nouns
4
Write the plurals of these nouns. school schools key
match brush mouse
baby knife
tooth story
5 Write two sentences about the picture on page 8.
• Read the story in Listening Texts page 145 to students. Allow them to answer the questions in Exercise 2 orally. • Students’ answers to the questions will help you to assess what has been learnt and whether it is necessary to review any concepts taught in the unit. • Review story structure (page 10). • Self-assessment: Use the self-assessment table on page 144 with students to help them assess their own progress. • If you wish your students to have extra practice, add your own examples to the exercise on the assessment pages.
14
Unit 2 A Special Visitor
Listen up! Listen to your teacher. Answer the questions. What did you learn about the person your teacher described? Would you like to meet this person? What questions would you like to ask him? Reading A Special Visitor Mr. Brown: Good morning
everyone. We have a special visitor today,
Chantelle Jackson. Please welcome her. Chantelle: Thank you, Mr. Brown. I’m happy to be here. Mr. Brown: Tenyears ago, Chantelle was in my class. Now she is famous. Chantelle: I am not famous yet, Mr. Brown. Mr. Brown: You soon will be. Please tell us what you do.
Chantelle: I am a swimmer. I compete in swimming races. Mr. Brown: Who would like to ask Chantelle a question? Sam: I would. Which was your best race? Chantelle: I won a gold medal in the 100 metre Junior Swimming Championship last year. Emma: Why did you become a swimmer? Chantelle: My father taught me to swim when I was very small. I have always loved swimming. I train every day. Shane: How long do you train each day?
• Listen up! The text for the listening exercise can be found in Listening Texts page 145. • Before reading: Draw attention to the layout of the reading text. Point out that the names on the left indicate who is speaking. • Students can predict the content of the reading text by drawing inferences from the picture. Ask: Who do you think the people are? What is the young woman wearing around her neck?
15
Unit 2
Chantelle: About three hours. It is difficult because I have to study as well. Emma: Where do you live now? Chantelle: I go to college in the USA but
I come back to St. Vincent when I can to see my family.
Sam:
What do you eat?
Emma: You always want to know about food, Sam. Chantelle: No, that’s a good question. I eat a lot of bread, rice and potatoes. They give me energy. I do not eat sweets. Mr. Brown: Thank you, Chantelle. Now, if you have time, come and watch us play football.
1 When was Chantelle in Mr. Brown’s class? 2 What does she do now? 3 Why was the 100 metre race Chantelle’s best race? 4 Why is it difficult for Chantelle to train? 5 What two things does Chantelle do to help her perform well? 6 Why has Chantelle come back to her old school? a) To see her old school friends.
Right there
Think and search
b) To talk to the students about her sport. c) To watch the students play football.
7 Which sports do you like? Do you prefer to watch them or to play them? 8 Would you like to become a famous sportsman or sportswoman? Why? Why not?
On your own
• Comprehension: Discuss with students where they can find the answers to the comprehension questions. The questions can be answered orally or in writing according to the needs of your students. • Ask students to find different question words in dialogue: What, who, why, when, where, what if . DA Students can write answers to questions 1–6 according to ability. Give all students the chance to discuss the answers to questions 7 and 8.
16
Unit 2
Speaking and listening: asking questions 1 Find questions in the conversation which begin with these words.
Why?
Where?
What?
What if?
How?
2
Role play an interview with a famous person. • Choose a famous person. • Make a list of questions to ask this person. • One of you plays the role of the famous person. • The other asks this person questions.
3 Perform your interview to another student pair.
Language: present tense
Verbs are words which tell us what people do. I train every day. Train is a verb. It tells us what Chantelle does.
1
Find the verbs in these sentences. 1 I go to college in the USA.
2 Chantelle competes in swimming races. 3 Chantelle’s family lives in St. Vincent. 4 She eats a lot of bread, rice and potatoes. 5 They give her energy. 6 The students ask Chantelle a lot of questions.
• Help students generate questions for their interview. Prepare a few examples with your class. • Move around the class to monitor students while they prepare their role play and give help where needed. CR Discuss whether Creole or Standard English would be more appropriate for this interview. ICT Video some student interviews and play them back to your class for comment.
17
Unit 2
The present tense can tell us what usually or currently happens. I play football on Friday. We add ‘s’ to the present tense verb when we talk about one person, animal or thing.
Ben plays football on Friday. On Saturday he helps at home.
2
Choose the correct verb forms. 1 Sheena ( think / thinks ) about food all the time. 2 Sam and Emma ( ask / asks ) questions. 3 I ( walk / walks ) to school in the morning. 4 My father ( work / works ) in the town. 5 We ( like / likes ) sports. 6 Jason ( train / trains ) on Saturdays.
3 Make six sentences. Remember to use the correct form of the verb. Example: My friends like reading.
WB 3 p47
swimming. music. going to the beach. reading.
1 My friends 2 Mr. Brown 3 We 4 My mother 5 I 6 She
like likes
playing cricket. climbing trees.
4 Choose verbs from the box to complete the story.
begin get write play read love walk
John ________ up early in the morning. He ________ to school with his friends. School ________ at 8 o’clock. The children ________ books and ________ stories. After school John ________ football with his friends. They all ________ football. gets
• Exercise 2, Subject–verb agreement: Remind students that only verbs in the 3rd person singular ( he, she, it ) add ‘s’ in the present tense. Explain that Ben in the example follows the same rule as ‘he’. Sam and Emma follow the same rule as ‘they’. CR Model present tense sentences in Creole so students can observe the difference from Standard English.
18
Unit 2
Remember the special forms am , is and are . I am a swimmer. She is famous. Sam and Emma are in Mr. Brown’s class.
5 Copy and complete the sentences with am , is or are .
WB 3 p51
is
1 Chantelle ________ a swimming champion. 2 I ________ on the school football team. 3 We ________ good at sports. 4 It ________ hard to train for three hours. 5 Terry and Dwayne ________ not at school today. 6 Some races ________ very long.
Have or has? Study the examples. I have a bicycle. My brother has a car. My parents have a big house.
6
Complete the sentences with have or has . 1 I ________ some new football boots. 2 The students ________ a visitor today. 3 Shane ________ two brothers. 4 You ________ my book. 5 My sister and I ________ a new puppy. 6 Our puppy ________ black and white spots. have
WB 3 p51
7 Make sentences about yourself and other people. Example: My teacher is kind. She has a red car.
• I am ____________. I have ____________. • My brother/sister is ____________. He/she has _______________. • My friends are ____________. They have ____________.
• Am, is / are, have / has: You may find it helpful to write the verbs out for students to see: e.g. I am, you are, he/she/it is, we/they are . CR Compare use of am / is / are in Standard English with Creole usage. • Exercise 7: Practise making sentences with the whole class before students write. • Extension: Students can make sentences about several family members.
19
Unit 2
Word work: context
Look for clues to help you understand new words. You can find clues in the context (the words and sentences around). Chantelle competes in swimming races. Competes means ‘takes part in competitions’. The clue is in the rest of the sentence. What do the underlined words mean? 1 One day Chantelle will win a lot of medals and become famous. a) old b) well-known c) unhappy 2 The students were fascinated to hear about Chantelle’s gold medal. a) interested b) bored c) scared 3 Sportsmen and women need to train frequently to keep fit. a) sometimes b) often c) not very often 4 Sportsmen and women need to eat a diet which gives energy. a) training b) clothes c) food
WB 3 p96
Writing: dialogue
May I ask you some questions?
1
Match the questions and answers.
Yes, what would you like to know?
When did you start playing cricket? My sports teacher. Who taught you to play cricket? I live in Barbados. Where do you live now?
Find out more on the Internet about the person you chose for your interview.
I started playing at school.
• Writing: Lead in to the writing exercise by asking students to suggest their own questions. • Exercise 2: Ask some student pairs to perform their role plays again. Write one of the role plays on the board as an example. Remind students to set out their interviews like the interview in the reading passage on pages 14–15 ICT Discuss with students how to look for information on the internet. DA Allow some students to write only one question and answer in Exercises 1 and 2. 2 Write your own interview with a famous person. Use the questions and answers you prepared in the ‘Speaking and listening’ exercise on page 17, or write a new interview.
20
Unit 2
Unit 2 What have I learnt? Can Do Skills
1 Make three or more questions to ask a new student who has joined your class. Use different question words.
What is your name?
2
Find three verbs in these sentences. On Saturdays, Jason goes to the beach with his friends. They swim in the sea and play beach cricket.
3
Choose the correct verb forms. 1 We all ( loves / love ) playing sports. 2 My little sister ( has / have ) a new toy. 3 My grandparents ( is / are ) not at home today. 4 Our teacher ( helps / help ) us with our work.
4
What do the underlined words mean? 1 Kirani James is a champion sprinter. a) driver b) runner
c) singer
2 The swing was suspended from the tree. a) hanging b) hidden c) falling 3 By the end of the match, the players felt exhausted. a) surprised b) tired c) angry
5
Write a question for each of these words. a) When? b) Where?
c) Who?
• Exercise 1 can be used as an oral exercise. If you wish, students can perform it as a role play, where one student plays the role of the new student and the other asks the questions. • Self-assessment: Use the self-assessment table on page 144 with students to help them assess their own progress.
21
Unit 3 Going to the Library
Let’s talk What kind of books do you enjoy reading most? Why? Where would you go to find out information? Reading
On Sunday, Joshua wrote in his journal about a visit to the library. Sunday October 26 Yesterday Mommy took me to the public library. I needed information for my school project on machines. When we arrived at the library, I saw my friend Daniel. He offered to show me around. First, we went to the fiction section where you find story books, plays and poems. Then we went to the reference section where you can find information on different topics. I found an interesting book about machines and asked if I could take it home with me. Daniel said I would have to join the library. The librarian gave
Mommy an application form to sign and now I am a member of the library. I can take out three books at a time. I think going to the library will really help me with my project.”
• Let’s talk: Get students to discuss their reading preferences and to suggest different sources of information, e.g. parents, teachers, books, encyclopaedias, internet . • Discuss the difference between fiction and non-fiction books. • Reading: Ask students what kind of information they would find in a student journal.
22
LIBRARY APPLICATION FORM
Joshua George
1 Name
21st September, 2014
2 Date of birth
Carla George
3 Name of parent
PO Box 137, Mountain View
4 Address
St. Mary’s Primary School
5 Name of school
Signed Carla George (mother)
Date: 25/10/2021
1
Answer the questions. 1 Who took Joshua to the library? 2 Why did he need to go to the library? 3 In which section of the library can you find story books? 4 Where do you go to find out information? 5 Who is a librarian?
a) A person who borrows books from a library. b) A person who uses the computers in a library. c) A person who looks after the books in a library. 6 Do you think going to the library is important? Why?
2 Copy the headings in the application form. Write information about yourself under each heading. 1 Name 2 Date of birth 3 Name of parent 4 Address 5 Name of school
• Comprehension: For questions 1–4, the answers can be found in the text. For question 5, students must think and search for the answer. Question 6 is an ‘on your own’ question. • Ensure that your students are able to give their personal details correctly. Tell them that they must always give correct information when completing a form. DA Allow students to write answers to fewer questions, according to their ability.
23
Unit 3
Speaking and listening: fiction and non-fiction
Stories tell us about things which are not real. They are fiction . Information books tell us about real things. They tell us facts . They are non-fiction .
Listen to your teacher. Ask and answer with a partner. • What were the two texts about?
• Which one was fiction? Which one was non-fiction? How did you know that? • Which of the books in the list below are fiction? Which are non-fiction?
stories
science books
poems
encyclopaedias
WB 3 p94
plays
travel books
cook books
sports books
Language Present tense
We use do or does to ask questions in the present tense. Do you enjoy coming to the library? Does Mrs. Webster read you stories? Where do Kayla and Joshua go every week?
1
Complete the questions. Example: ____ you take books out of the library? 1 _______ your teacher often tell you stories? 2 ________ Kayla and Joshua like going to the library? Do
3 Which story character ________ you like? 4 Where ________ you go on Saturdays? 5 ________ your mother take you shopping? 6 Where ________ your grandmother live?
• Speaking and listening: Read aloud two texts in Listening Texts page 145. • Give students examples of book titles to help them distinguish between fiction and non-fiction, e.g. Tales of Anansi, How to Play Chess . • Students suggest titles of books and state whether they are fiction or non-fiction. • Language, Subject–verb agreement: Remind students to use does with the 3rd person singular (e.g. Joshua, he, she, it ).
24
Unit 3
2
Write questions in the present tense. Example: Which stories do you like? 1 Which stories / you like? 2 When / Joshua go to the library? 3 What / Kayla do on Sundays?
WB 3 p49
4 Where / a librarian work? 5 How / you play marbles? 6 What / Joel eat for lunch?
We also use do or does with negative sentences. You do not need to pay. Daniel does not go to the library club .
3
Write negative sentences. Example: The girls do not go to school on Saturday. The girls We Kayla I Daniel does not do not go to school on Saturday. pay to join the library. like stories with a sad ending. love going to the library. know how to find a book.
WB 3 p50
4
• Exercise 4: The options followed by ‘ ✗ ’ indicate what Kim does NOT do. Remind students that we add ‘s’ to verbs when we talk about one thing, animal or person. We do not add ‘s’ when the verb is negative. • Exercise 5: Work with the whole class first, making sentences about what students do or do not do on Saturdays before they write their own examples. DA Allow some students to answer questions orally if they find writing difficult. Write about what Kim does on Saturdays. Example: She does not stay at home. She visits Grandma. 1 stay at home ✗ 5 read stories ✓ 2 visit Grandma ✓ 6 play in the garden ✓ 3 help to cook lunch ✓ 7 go shopping ✗ 4 see her friends ✗ 8 do homework ✗ 5 Write about what you do on Saturdays. • Write two sentences saying what you do. • Write two sentences saying what you do not do.
25
Unit 3
Spelling
For verbs ending in ‘sh’, ‘tch’, ‘x’ add ‘ es ’ in the present tense. she wash es she catch es she mix es For go and do also add ‘ es ’: she go es she do es
Choose verbs from the box to complete the story.
watch
brush
switch
do
wash
go
relax
does
Every day Grandma a lot of housework. She ________ the clothes, and she ________ the floor. Then she ________ shopping. In the evening she ________ with Grandpa. She ________ on the television and ________ her favourite programme.
Word work: using a dictionary
a b c d e f g h i j k l m n o p q r s t u v w x y z
In a dictionary words are listed in alphabetical order . The word book comes before the word computer .
1
Which words come first in a dictionary?
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1 story, poem 2 librarian, computer
3 student, teacher 4 turtle, spider
5 football, basketball 6 week, day
If words begin with the same letter, we look at the second letter to put them in alphabetical order. The word pl ay comes before po em.
2 Which of these words come first in a dictionary? 1 poem, prayer 3 blackboard, backpack 2 school, student 4 information, important
26 • Word work: Show students examples of words in alphabetical order, in a dictionary or in an index like the one at the back of this book. Discuss why we write words in alphabetical order ( to make them easier to find ). • Remind students that we look at the first letter of each word to work out which comes first.
Unit 3
3 Study the dictionary page. Answer the questions.
W
watch
wax
watch: [verb] 1 look at something for a period of time – Did you watch the match? 2 be careful of something – Watch the knife! It's sharp. watch: [noun] small clock you wear on your wrist water: [noun] 1 clear liquid used for drinking and washing – I drank a glass of water. 2 area of water such as a lake – We looked out over the water. water: [verb] pour water on plants to keep them healthy
1 How many meanings are there for the word watch ? 2 What is the meaning of the word water when it is used as a verb? 3 Write your own example sentence for the word watch used as a noun. Writing: journal
Write the first entry in your student journal. • Write about a visit you made with a member of your family, for example: – a trip to the market – a visit to the beach – a sports match – a concert • Say – Where you went and when – Who you went with – What you did – How you felt about the visit
Remember to write the date at the beginning of your journal entry.
• Word work: Students can make more example sentences using the words in the dictionary exercise. • Writing: Help your students to keep a personal journal. They can use it to record different things, e.g. significant events in their lives, comments on what they have read and interesting facts they have learnt. • If possible, students should keep their journal in a separate book or in a separate part of their exercise book.
27
Unit 3 What have I learnt? Can Do Skills
1 Read these two texts. Which one is fiction? Which is non-fiction? Text A: A library is a place where you can borrow books. It has a section for fiction and another for non-fiction. Many libraries also have computers. Text B: Rabbit lived alone on an island in the middle of the river. On the other bank he could see a family of rabbits playing. He wanted to join them, but he did not know how to cross the river.
2 Give examples of two fiction books and two non-fiction books.
3
Complete the questions with do or does . 1 ____ you enjoy reading stories? 2 How often _____ Joshua go to the library? 3 ____ your friends live near your house?
4
Write sentences. • Write two sentences saying what you do on Sundays. • Write two sentences saying what you do not do on Sundays.
5
Put these words into alphabetical order. 1 door window chair table 2 car taxi bus bicycle
6 Write three sentences for your journal about a sport or game you like.
• Make sure that students understand how to answer each question. If necessary, work through an example with them, then leave them to answer independently. DA Some students may need additional support when they answer the questions. • Self-assessment: Use the self-assessment table on page 144 with students to help them assess their own progress. Continue using this table with assessments throughout this book.
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