How to Use this Book Language Tree Level 1 follows an integrated approach and language skills in each unit develop naturally out of the reading text. Use the Student’s Book alongside Workbook 1 and online Teacher’s Guide at www.macmillan-caribbean.com to develop reading, listening, speaking and comprehension skills. Teaching units There are 18 teaching units, each comprising
Unit 3 The Big Yam
the following sections: Let’s talk/Listen up!
The unit is introduced via speaking ( Let’s talk ) or listening ( Listen up! ). These activities draw on the pupils’ experience or introduce the topic / type of text to be read. The symbol indicates a text for the teacher to read aloud from Listening Texts at the back of
Let’s talk What is the title of the story below? Look at the picture. What do you think the story will be about? Reading
The Big Yam: Part 1 A farmer had a big yam. The yam got bigger and bigger and bigger. The farmer wanted to dig up the yam.
this book. Reading
The passages cover a variety of text types which can be read aloud by the teacher, demonstrating how to read with expression and pausing from time to time to check pupils’ understanding. If pupils are reading, encourage them to work out the meaning of
He dug and dug. He pulled and pulled.
Unit 7
unfamiliar vocabulary from the context. Comprehension questions require pupils to recall detail, make inferences, draw conclusions, identify cause and effect and express personal opinions. For most classes it will be appropriate to talk through the questions as a class. You may then ask pupils to write answers to some of them. 1 Was the dog in the river real or not real? 2 Why did Brother Dog bark? 3 How did Brother Dog feel at the end of the story? 4 What would you tell Brother Dog to do next time he has a bone? a) Don’t look in the river. b) Be happy with what you have. c) Try to get more bones. 20 Speaking and listening Pupil A, pretend you ar Brother Dog’ friend. Pupil B, pretend you are Brother Dog. 1 Was the dog in the river real or not real? 2 Why did Brother Dog bark? 3 How did Brother Dog feel at the end of the story? 4 What would you tell Brother Dog to do next time he has a bone? a) Don’t look in the river. b) Be happy with what you have. c) Try to get more bones.
Unit 7
1 What is the farmer doing? 2 How does he feel?
• Let’s talk: Make a note of pupils’ predictions . Revisit after reading: Were they correct? • Point out that the answer to Question 1 is in the story. The answer to Question 2 is not. Pupils must work out the answer. • Tell pupils that good readers look for clues. Their answers are based on what they have read or can see in the picture ( using context clues and making inferences ). • See Workbook 1 pages 113–115 for more work on making inferences.
Unit 7
Speaking and listening This section either delivers a listening activity or requires pupils to work in pairs or in groups, engaging in discussion, retelling or role play.
Speaking and listening Pupil A, pretend you are Brother Dog’s friend. Pupil B, pretend you are Brother Dog. Speaking and liste ing Pupil A, pr tend you are Brother Dog’s friend. Pupil B, pr tend you are Brother Dog.
4 1 Pupil A, ask questions: 1 What happened to your bone? 2 How did you feel? 2 Pupil B, answer the questions. 1 Pupil A, ask questions: 1 What happened to your bone? 2 How did you feel? 2 Pupil B, answer the questions. 3 Swap roles. 1 Pupil A ask questions: 1 What happened to your bone? 2 How did you feel? 2 Pupil B, answer the questions. 3 Swap roles. one
The symbol
advises pupils to talk
together. The symbol advises the teacher to read a text aloud – usually from the Listening Texts at the back of this book. Pupils listen to identify key details and other features of the text.
• Speaking and listening: Role play helps pupils to better understand what they have read. • Demonstrate role play by having a pupil ask you the two questions. Respond in role as Brother Dog. CR Ask pupils if the characters would talk in Creole or in Standard English. Allow them to role play in either. • Invite some pu ils to perform their role play f r the class. • If the role play is in Creole, pick out a few phrases and ask, ‘How would you say that in Standard English?’ Language: more than one
48
more than one
Made with FlippingBook Learn more on our blog