Unit 14
Language: adjectives
Language work Teaching points are followed by practice exercises. Begin by asking questions to elicit what pupils already know. Before asking pupils to work independently on an exercise, demonstrate by working through an example together. Some pupils can then write their answers, individually or in pairs.
Some words tell us more about nouns: Daddy is strong . Grandad is kind. Strong and kind are describing words or adjectives .
1 Find one adjective in each sentence.
Example: She is polite. polite
Word work Examples of word-level work, such as vocabulary, syllables or rhyme, are drawn from the reading passage wherever possible. Writing The writing task arises from work pupils have done in the unit and follows the writing process. The first stage – getting ideas – is very important. It provides the material for pupils to work with. You may begin work as a class, brainstorming ideas and useful vocabulary on the board. Encourage pupils to check and revise their work and, if appropriate, to make neat, final copies for display. See page 122 for an overview of the writing process which underpins all the writing activities in Language Tree. Demonstrate every stage through shared writing. On-the-page teacher’s notes There are suggestions for introducing and extending the exercises at the bottom of each page. A more comprehensive teacher’s guide is available online. 96 To help with planning, syllabus objectives are highlighted in bold type. Where a skill can be practised further in the Workbook, page references are provided. ICT This symbol introduces ways of integrating technology into pupils’ learning. • Extension: Read th poem again, pointing out that it describes people whom the poet likes. Ask pupils if they know anyone who is strong, kind or noisy. • Activity 2 extension: Ask pupils to think of more adjectives and to write about their friend. ( ‘My friend is _________ and ___________.’ ) • Ask pupils to suggest other words we can use to describe people (e.g. clever, funny, polite, rude, lazy, generous, untidy, helpful ). 1 Daddy is strong. 2 He has long arms. 3 Grandad is kind. 4 I am noisy. 5 Grandma is small. 2 What are you like? Use adjectives from the box. kind happy friendly noisy quiet Use this sent nce starter: Sometime I am __________.
Unit 134
Word work: contractions A contraction is a short form of two words: There isn’t any food . ( is not becomes isn’t ) We put ’ to show where a letter is missing.
Write five sentences. Use a contraction in each one. Example: Mice aren’t mean.
Mice Cats
blue. green. mean.
isn’t aren’t
My dog Agoutis The cow
Writing 1 Read these notes.
bark
like to play
dogs
eat meat
chase cats
2 Use the notes to help you write four sentences about dogs. Example: Dogs like to play.
DA Writing: Ask pupils to write more or fewer sentences according to ability. Some can draw another animal, make their own notes and write about it. • Extension: On the board, show how to make a word web to gather and organise ideas about a different animal. Model how to use the ideas to write a short expository paragraph – putting the ideas into an appropriate order. ICT Demonstrate how to gather information about an animal from books, or how to use online/digital sources of information.
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Transition from Creole to Standard English This edition of Language Tree supports the transition from Creole to Standard English by valuing pupils’ home language and modelling Standard English. This symbol CR indicates activities and techniques which will help pupils to switch smoothly between the two.
Different abilities DA This symbol indicates ways to support pupils of different abilities. You may need to work alongside some pupils, responding to language questions or writing a group composition. Some pupils will benefit from working in mixed ability pairs. Assessment What have I learnt? – a page of formative assessment – occurs after every three units throughout the book. Pupils are quizzed on the previous three units, enabling teachers to note areas in which pupils need further support and enabling pupils to assess their own progress. Syllabus coverage A complete guide to how Language Tree SB1 covers the OECS syllabus can be found at www.macmillan- caribbean.com. The Scope and Sequence chart and Skills Index in this book will support your short- and long-term planning, enabling you to make sure that you are covering the syllabus.
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