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?
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Speaking and listening This section either delivers a listening activity or requires students to work in pairs or in groups, engaging in discussion, retelling or role play.
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.
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