Language Tree SB 4

Third Edition

Student’s Book 4

Third edition

Macmillan Education 4 Crinan Street London, N1 9XW A division of Springer Nature Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-1-380-05044-1 Text © Leonie Bennett 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 Annabelle Spenceley c/o Advocate Art; Jim Eldridge and Jan Smith c/o Beehive; Pam Goodchild and Joanna Williams c/o B.L. Kearley; Monica Auriemma, Dave Hill and Bethan Matthews c/o Sylvie Poggio; James Hart; Tek-Art Cover design by Macmillan Education and Clare Webber Cover illustration by Clare Webber Typeset by Tek-Art Picture research by Penelope Bowden (Proudfoot Pictures) and 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 /dbtravel p. 152, Alamy Stock Photo/mauritius images GmbH p. 148; Getty Images /NICK VEASEY/SCIENCE PHOTO LIBRARY p. 76, Getty Images/OneWellStudio p. 76; Macmillan Education Limited /Getty Images/iStockphoto/zentilia p. 18. The author and publishers would like to thank the following for permission to reproduce the following material. Valerie Bloom, ‘Granny Is’, Let Me Touch the Sky: Selected Poems for Children (London: Macmillan Children’s Books, 2000) Grace Nichols, ‘I’m a Parrot’, Come into My Tropical Garden, Poems for Children (London: A & C Black, 1988) Ogden Nash, ‘Adventures of Isabel’ in Many Long Years Ago (Boston: Little Brown, 1945). These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them. Printed and bound in India

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Contents

How to Use this Book Scope and Sequence

4 6

Rushing River.................................................................................. Anansi and the Tug of War. ............................................................ Danger! Forest Fires....................................................................... Eighty Years Ago............................................................................ The Weather................ ................................................................... Alien TV ......................................................................................... Gran, Can You Rap?....................................................................... Being a Vet...................................................................................... Getting the Message....................................................................... The Tree of Life............................................................................... Sweet Potato Pudding..................................................................... Realistic story Friendly letter Traditional tale Non-fiction Report Poems /journal Science fiction Poem

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

An Invitation .................................................................................... 16

25 34 43 51 59 67 75 83 91 99

Non-fiction Non-fiction Myth Recipe Formal letter Website/advertisement Poems Play Story/advertisement Report and flow chart

Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17

The New Park. ................................................................................ 107 Iguana Lodge.................................................................................. 115 Trouble with Animals....................................................................... 123 What Friends Are For...................................................................... 131 The Fun Run................................................................................... 139

Unit 18 The Sugar Museum......................................................................... 148 Every unit is followed by What have I learnt? , a page of formative assessment.

The Writing Process Graphic Organisers

156 157 162 166 171 172

Listening Texts

Sample Compositions

Glossary

Skills Index

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

How to Use this Book Language Tree Level 4 follows an integrated approach with language skills in each unit developing naturally out of the reading text. You can 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

nit 2 What have I learnt? Can Do Skills

Unit 2

There are 18 teaching units, each comprising the following sections: Let’s talk/Listen up! The unit is introduced by way of speaking ( Let’s talk ) or listening ( Listen up! ). These activities draw on 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 book or from the Listening Texts at the back of

Unit 3 Anansi and the Tug of War

Listen up! Listen to your teacher.

Character

1 Why are Anansi and Brer Tiger not friends? 2 Why did Anansi go to Brer Tiger’s house? 3 Why did Brer Tiger pretend he was dead? 4 Why did Brer Tiger sneeze? Reading Read the first paragraph of the story. Who are the main characters ? Where is the story set ? Anansi and the Tug of War This story was first told a long time ago in Ghana, a country in Africa. Anansi was unhappy. The two biggest animals in the forest, Hippo and Elephant, were rude to him every day. “They think they are better than me because they are big,” said Anansi to the buzzing flies. “They are wrong. I may be small and weak but I am smart.” Anansi went to see Elephant. “What do you want?” bellowed Elephant. “I want to prove that I am stronger than you,” said Anansi. “I want to challenge you to a tug of war.” “Ha ha ha!” laughed Elephant. “No problem. I will win for sure.” Anansi tied the end of a rope around Elephant’s tail and said, “When I shout, start pulling.”

Beginning – what the story is about

this book. Reading

The passages cover a variety of text types. Students can read independently or take it in turns 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.

Anansi shot off to the water hole and put the same challenge to Hippo. Hippo also laughed at Anansi but he agreed to the challenge, so Anansi tied the other end of the rope round him and said, “When I shout, start pulling.” Anansi hid in the bushes and shouted, “Pull!” For a moment, the forest was silent. Then Elephant pulled hard and Hippo slid through the mud. Squelch! Squidge! Then Hippo pulled harder and dragged Elephant through the forest. Crash! Crunch! went the trees as Elephant knocked them over. Monkeys screeched, hyenas howled and parrots squawked in fright.

Middle – what happened

• Listen up: Read aloud the story, 'Dead Man don’ Sneeze', from Listening Texts page 162. Read the dialogue in Creole that would be familiar to your students. After asking the questions ask students 'Who is more clever – Anansi or Brer Tiger?' Ask them to explain their answers. CR Ask students which parts of the story 'Dead Man don' Sneeze' are in Creole. (dialogue) Ask why the writer chose to use Creole only in those sections. • Reading: Remind students about the parts of a story. Remind them that the characters are the people or animals in a story. The setting is where it takes place. Ask them to identify the characters and setting in stories they have read or in movies they have seen.

Unit 18

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. The symbol advises students to talk 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.

Speaking and listening: describe a place 1 Re-read paragraph 6 on page 149 and answer these questions. 1 What did Lydia see? What did she hear? 2 What did she taste? What did she smell? What did she touch?

2 Think of somewhere you went recently. What did you see, hear, smell, touch and taste there?

Tell your partner about the place you went to. Describe it as vividly as you can – so that your partner can imagine being there.

I went to High Ridge to see my cousins.

I went to the airport to collect Grandpa.

I went to the botanical gardens.

• Enter the topic into a search engine and click ‘images’. • Talk to a friend or to someone at home about the topic. • Go to the library. 2 In your journal, write a list of ‘How to get ideas for stories’. Language Using an apostrophe to show ownership The ’s shows that something belongs to someone. The teacher of Ajay is Mr. Dean. è Ajay ’s teacher is Mr. Dean. The face belonging to the alien was blue. è The alien ’s face was blue.

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.

Find four words in the story where an apostrophe shows ownership.

Unit 5

Word work Examples of word-level work, such as vocabulary, prefixes or homophones, are drawn from the reading passage wherever possible. Writing See page 156 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 the symbol ICT . A more comprehensive teacher’s guide is available online at www.macmillan-caribbean.com. This feature suggests optional activities using technology. • Speaking and listening: Prepare for the exercise by talking through the list of options as a class. Discuss what is involved in each and how it might help to generate ideas. • Language: Exercise 1: Use an example from the story to remind pupils of the different uses of the apostrophe (contraction and to show possessio ). They should then be encouraged to focus on the apostrophes showing possession . Rewrite these phrases using ’s . Example: the teeth of the alligator è the alligator’s teeth 1 the spaceship of the alien 2 the football belonging to Mia 3 the house of my friend 4 the pen belonging to Darren 5 the tail of the mouse 6 the shoes belonging to my cousin 7 the notebook of Ajay 8 the laptop of Dad

Word work: homographs

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Homographs are words that are spelt the same but have different meanings. Pablo began by drawing water. He showed Mommy his drawing .

Writing: a report A report includes:

Introduction: Say what the report is about. Facts and information: organised in paragraphs Conclusion: Sum up what you have written and give your opinion.

Listen to your teacher reading a poem.

1 Brainstorm questions to ask an older person about when he or she was a child. Example: What did you do at school? What did you do after school? 2

WB 4 p151

Select the best questions and, if you can, ask an older person. Make notes of the answers under these headings.

• What was the same? • What was different? • What I think

3 Use your notes to write a report called ‘Then and Now’. Include these sections: • Introduction (what the report is about)

• What was the same

• What was different

• Summing up (main idea and what I think)

• Read aloud the poem from Listening Texts page 163 for the students' enjoyment. CR Discuss with pupils whether Creole or Standard English would be appropriate for this interview. • If pupils are unable to interview an older person at home, invite an older person to visit the class. • Pupils should plan and make notes before writing their report. Use the pre-writing organiser, page 159. Encourage pupils to read their draft to a partner. DA This takes pupils as far as the first draft. Some pupils can go on to revise and edit their work. Portfolio: Involve pupils in collecting samples of work they like; writing a few sentences as to why they liked them.

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.

indicates that a skill is further practised in the Workbook.

WB 4 p30

Assessment Each unit is followed by What have I learnt? – a page 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 you 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 your short- and long-term planning, enabling you to make sure that you are covering the syllabus.

Scope and Sequence

Unit

Reading and comprehension

Speaking and listening

• Act out a scene • Speak with expression

1 Rushing River

• Recognise features of narrative • Make inferences • Understand question–answer relationships

2 An Invitation

• Identify features of a letter • Find the main idea

• Identify audience and purpose of message • Identify different ways of communicating

• Listen to a story and identify details • Retell story with expression, with help of story grammar

3 Anansi and the Tug of War

• Recognise story parts • Use cause and effect • Use onomatopoeia

• Access prior knowledge • Give advice based on reading

4 Danger! Forest Fires

• Use context clues • Fact and fiction • Use a KWL chart • Use contents lists and indexes • Learn the features of a report • Draw conclusions • Use a glossary • Identify features of poetry • Understand similes • Compare two poems • Predict content • Identify story elements • Identify narrative types

• Listen to an oral presentation • Generate questions

5 Seventy Years Ago

• Identify details of a spoken message • Discuss events – cause and effect

6 The Weather

• Listen to a spoken text • Discuss getting ideas for writing

7 Alien TV

Discuss character

8 Gran, Can You Rap?

• Understand metaphors • Identify more features of poetry • Understand stress and beat in poetry (O.E.C.S.)

9 Being a Vet

• Identify features of expository text • Scan for information headings

Role play an interview

10 Getting the Message

• Get information from charts • Link purpose and audience

• Identify details in a spoken announcement • Role play a telephone call • Discuss other stories • Summarise the story using story grammar

11 The Tree of Life

• Link cause and effect • Predict the outcome

• Follow spoken instructions • Give instructions

12 Sweet Potato Pudding

• Scan a text • Sequencing • Identify features of instructions, directions • Purpose and audience • Learn the features of a formal letter • Skim a text • Find information on the internet • Distinguish between fact and opinion • Identify features of a persuasive text

• Summarise information • Discussion and presentation of ideas

13 The New Park

• Discuss tourism • Discuss and make notes on a new hotel

14 Iguana Lodge

• Listen for meaning, cause and effect and main idea • Recite with expression

15 Trouble with Animals

• Identify speech in text • Compare poems • Figurative language

• Discuss and present ideas • Rehearse and perform a play

16 What Friends Are For

• Express opinions • Identify features of a play • Understand and create character description

17 The Fun Run

Getting information from a poster

• Plan an event • Make a short presentation • Listen to an announcement • Describe a place

18 The Sugar Museum

• Identify different text types • Recognise a description of place

Language

Word work

Writing

Nouns: common, proper, plurals

Plurals: regular, irregular

Get ideas for a story using story grammar

• Collective nouns • Indefinite pronouns

Use the writing process to write a thank- you letter

Verbs: • simple present tense • subject and verb • subject–verb agreement Adjectives: • identifying • comparative and superlative

Irregular, comparative and superlative adjectives

• Draft, peer edit and revise a story • Write a book report

Root words + suffixes

Write a summary

• Sentences and phrases • Sentence punctuation • Subject and predicate • Present tense – negative and interrogative • Simple past tense: regular, irregular • Interrogative and negative past tense

Homographs

• Write an expository text (report) • Organise ideas under headings

Dictionary skills

Write a poem

• is, are ; was, were • Present participle • Present and past continuous • Possessive adjective • Possessive pronoun • Apostrophe of possession • Subject–verb–object • Pronouns: subject, object

Synonyms

• Plan using a storyboard • Write, revise and edit a story

Homophones

Write and revise a rap

Paragraph structure: topic sentence, supporting details • Future tense • Distinguish future, present and past

Prefixes

Research and write an expository paragraph

• Abbreviations • Capitals

Design a poster

Adverbs

Spelling tips: how to learn spellings

• Description • Draft and peer edit a story

Silent letters

Write and revise instructions

• Imperatives • Commas in lists • Parts of speech

Study skills: using a dictionary

Write a formal letter

• Commas in addresses and dates • Conjunctions: but, and, so; because, although

Computer terminology

Project: research and write

• Persuading the reader • Contractions • Prepositions

Writing dialogue using quotation marks

Spelling tips: when you are writing

Write a review of a poem

Write a story with dialogue and character description

Parts of speech

Words often confused: • its, it’s • there, their

Present perfect

Bar graph

Project: research, write and present

• Sequencing • Joining sentences: who, whom, which

Antonyms

Write a chronological report

Unit 1 Rushing River

Let's talk What places are there near your home that might be dangerous? Why are they dangerous? Reading

Rushing River Ben and his parents were at home. It had been raining all night. Ben knew that the river was close to bursting its banks. In the dry season the river

Beginning

• Let's talk: This section helps students to draw on prior experience to prepare for the reading exercise. CR If students are discussing with a small group of peers, allow them to recount their personal experiences in Creole. If a student uses Creole when sharing with the whole class, ask him/her to say selected sentences again in Standard English. • Pause at the end of this page and ask students what is happening. Why are Mom and Dad running down to the river? ( Ben has been gone for a long time. They think he may have gone to the river and fallen in. ) • Have students complete a Reading response chart (page 158) during and after reading a text – to record their thoughts. • Encourage them to keep regular reading logs – a brief summary of the text and what they liked/didn't like about it. The river wasn’t far away and Ben had an idea. There was a big mango tree in Mr. Spencer’s garden, next door. “I will climb to the top,” he thought. “Then I will be able to see the river.” Ben climbed the tree and perched on one of the top branches. He had a great view of the river. The water was brown and fast-moving. Enormous branches were carried along like paper boats. Ben gazed as old tyres and a shopping cart rushed by. He saw Mom running down to the river. Dad was running after her. Dad was shouting Ben’s name too. What was going on? was small enough to jump over but in the rainy season it grew into a raging monster. “No, Ben. You can’t go down to the river,” said Mom. “Pleeeeeease,” Ben pleaded. “No. It’s too dangerous,” said Dad. “I’ll be very careful!” “No,” repeated Dad. “Don’t go near the river. It is very full. If it overflows its banks it will grab you and carry you off.” Ben made a face and went out onto the veranda. “I bet my friends Abbie and Tod will see the river,” he said.

Middle

Unit 1

Suddenly Ben understood. He scrambled down the tree as fast as he could, grazing his knees and ripping his tee shirt. Then he raced across the field towards the river. “Mom! Dad!” he yelled; but they didn’t hear him above the roar of the river. Ben was almost upon them before they turned and saw him. Mom threw her arms round him, sobbing. “We thought you had gone down to the river alone,” she wailed. “We thought you had fallen in!”

End

Right there

1 What does Ben want to do? 2 Why does Dad not want him to?

3 Ben went to the top of a tree. Where was that tree? 4 Suddenly Ben understood. What did Ben understand? 5 Ben was almost upon them ... What does this phrase mean? a) Ben was about to jump on Mom and Dad. b) Ben had fallen over. c) Ben was very close to Mom and Dad. 6 Why did his parents not hear him when he shouted their names? 7 Suggest a different title for this story. 8 What lesson can you learn from this story?

Think and search

WB 4 p104

On your own

• Remind students about Question–answer relationships (QAR). The answers to recall questions are right there in the text (Questions 1–3). • Sometimes the answer is in the text but students have to think and search and make inferences (Questions 4–6). • Finally, there are questions where the reader is on their own. These questions require students to express their own thoughts and opinions (Question 7). Discuss Question 8 with the class.

Unit 1

Story parts

Most stories are made up of the following: Setting: where the story takes place. Characters: who takes part in the story. Plot: the main events. The plot usually has three parts. 1 Beginning – introduces the characters and setting and tells us what the story is about. 2 Middle – tells us what the problem is and what happens. 3 End – tells us how the problem is sorted out.

1 ‘Rushing River’ has two problems. What are they?

WB 4 p94

2 Copy and complete the chart to show the parts of ‘Rushing River’.

Title

‘Rushing River’

Characters Setting Beginning Middle • problem 1 • problem 2 End

Speaking and listening Act the first part of the story, from the beginning to “... my friends Abbie and Tod will see the river” . • Student A is Ben. • Student B is Mom and Dad. • Think how your character is feeling. Use your voice to express your feelings.

• Story parts: Problem 1 – Ben wants to see the river but his parents won’t let him; problem 2 – his parents don’t know where he is. • Encourage students to use the elements of story grammar (story parts) to talk about other stories. • Speaking and listening: Move around the class observing students’ role plays. DA Work with several pairs encouraging them to speak clearly and with expression. • NOTE: The symbol DA is always followed by a suggestion for working with students of different abilities.

Unit 1

Language: common and proper nouns

Nouns are words which name things, people and places. I saw a girl . I went to school . These are common nouns – names which are not special names.

Find six common nouns in this paragraph.

The water was brown. Enormous branches were being carried along like boats. Ben gazed as old tyres, a cart and what looked like a tree rushed by.

Proper nouns are the names of special places, people or things. Proper nouns begin with capital letters. Proper nouns may contain more than one word. I saw Janine . I go to Bay Street Primary School.

2 Find four proper nouns in the story, ‘Rushing River’.

Write out this paragraph. • Underline all the nouns. • Begin all the proper nouns with capital letters. On monday, at st. mary’s primary school, joshua and sara were talking about the river. They had not seen it. mr. booth asked ben to tell the children about it. He described the branches and the tyres in the water.

WB 4 p61

• Exercise 3 extension: Students can be asked to write a note to their parents about a forthcoming school event. Demonstrate correct writing of names and addresses (home and school) using capitals and punctuation correctly.

Unit 1

Write two proper nouns for each heading. Example: Teachers è Mr. Taylor, Mrs. James 1 Days of the week 3 Boys in my class

5 Months 6 Towns

2 Girls in my class

4 Teachers

5 Write these sentences, using capital letters for proper nouns. Example: My birthday is on may 10th. My birthday is on May 10th. 1 I live in longhill road.

4 On august 8th I will go to grenada. 5 Every sunday I go to st. peter’s church. 6 I will see auntie julie on tuesday.

2 My teacher is miss smart.

3 The capital of barbados is bridgetown.

Word work: plurals

• Most nouns simply add ‘s’. tree è trees • Nouns ending in ‘s’, ‘sh’, ‘tch’ or ‘x’ add ‘es’: match è matches • Nouns ending in ‘y’ change ‘y’ to ‘i’ and add ‘es’: city è cities • Nouns ending in ‘ay’, ‘ey’ or ‘oy’ just add ‘s’: day è days • Nouns ending in ‘f’ change ‘f’ to ‘v’ and add ‘es’: calf è calves • Nouns ending in ‘o’ add ‘s’ or ‘es’: potato è potatoes

Singular Plural river river s tree tree s branch

WB 4 p8

Find six plural nouns in the story.

What would you write if you had two of each of these in the kitchen? Example: a plate of rice è two plates of rice 1 A tomato 5 A sharp knife 2 A loaf of bread 6 A salad leaf 3 A bottle of oil 7 A box of juice 4 A naseberry 8 A glass of water

branches brushes

brush lady diary

ladies diaries

day boy leaf

day s boy s

leaves shelves mangoes tomatoes

shelf

mango tomato

photo radio

photo s radio s

• Plurals ending in ‘es’: Help students to create mnemonics to encourage them to remember the ‘es’ rule, for example a series of words: bus, box, wash, watch . CR Remind students to pay attention to the plural form in Standard English as Creole often doesn't distinguish between singular and plural. Give examples in both Creole and Standard English sentences and compare the two.

Unit 1

3 Write this advertisement, inserting the plurals of each of the words in brackets.

Grenada

Grenada is one of the most lovely _________ (country) in the world. It has beautiful _________ (beach), _________ (forest) and _________ (mountain). Many wonderful _________ (fruit) grow here, such as _________ (mango), _________ (naseberry) and _________ (banana). We also grow sweet _________ (potato) and _________ (nutmeg). We invite you to take your _________ (holiday) here. You will love our blue _________ (sky) and our glorious, sunny _________ (day). Come and enjoy _________ (yourself).

Irregular plurals

Some words don’t follow the rules for forming plurals. We have to learn them.

WB 4 p9

4 Complete these sentences using the plural of the word in brackets. Some follow the rules on page 12. Others are irregular. 1 There were several ____________ from Dominica on the ferry. (family) 2 The ____________ learnt to sail with their father. (child) 3 They transported the ____________ on a raft. (box) 4 Two ____________ rowed across the river. (woman) 5 Jonathan dangled both his ____________ in the water. (foot)

Singular

Plural

child man

children

men

woman

women

tooth

teeth

goose

geese

foot

feet

mouse louse sheep

mice

lice

sheep

fish

cactus

cacti

6 He also caught two ____________. (fish) 7 It took many ____________ to get down the river on a raft. (day) 8 The man loaded twenty ____________ onto the cart. (sheep)

• Tell students that some words ending in ‘f’ and ‘ff’ just add ‘s’, for example roofs, chiefs, cliffs, cuffs, sniffs . Some words ending in ‘o’ simply add ‘s’, for example pianos .

Unit 1

Writing: a story Getting ideas for a story

Getting ideas is the important, first step in the writing process. Before you start writing, think of as many ideas as you can about your story or topic. Make notes to record your ideas. Writing your notes under headings or in a word web will help you to organise your ideas.

1 Make up a story about two children who play near a river. Discuss these questions and write your

ideas as notes in a word web. 1 Who are the characters? 2 Where is the story set? 3 What problem did they have? 4 What happened? 5 How was the problem sorted out?

WB 4 p147

Characters

Problem

Title

Events

Setting

End

The writing process

Use your notes to write a story. Try to make your writing interesting. • Choose your best ideas. • Do not start all your sentences in the same way. • Use a variety of verbs and adjectives.

• Gathering ideas is the important first step in the writing process (see page 156). • Exercise 1: Demonstrate how to gather ideas (the important first step in the writing process). Together, brainstorm ideas for a word web. Jot down students’ suggestions (not complete sentences) on the board. Show students how to select some ideas and discard others. DA It may be enough for some students to gather ideas, then tell their story orally. Others may write a first draft. • To support students you may supply either the ending or the beginning of a story.

Unit 1 What have I learnt? Can Do Skills

L isten to your teacher.

2 Retell the story you heard to a partner. Together, make up a title.

Complete a story plan for the story you heard. Setting Characters

Problem Solution

Find the nouns in these sentences. Donna and Mom went to see Mr. Baker. He was very happy to see his cat. He also had a dog called Jess and, in his garden, he had a hive of bees. He gave Donna a pot of honey.

Write the nouns you have found in three lists. Common nouns Proper nouns Donna Abstract nouns List the nouns in each of these sentences. Write the plural of each noun. 1 The child ate a cake. 2 My sister got on the bus. 3 The lady picked a leaf off the tree. 4 A fly landed on my hand.

Write the plurals of these nouns. baby woman potato tooth knife mouse donkey roof city

• Read the story in Listening Texts on page 162 to students. Listen to the retellings to assess student’s speaking skills. • Let students discuss how to complete the story plan. Either complete the plan on the board as a class exercise, or ask students to copy and complete it independently. • Self-assessment: The self-assessment organiser on page 157 can be used with students at the end of every unit to help them assess their own progress. Talk it through with the class, then ask students to copy and complete it in their journal.

Unit 1

Unit 2 An Invitation

Listen up! • Who is speaking? • What is the purpose of the message? • Who is the audience? • What is the main idea of the message? • When and where is it happening? Reading

An Invitation

12 Church Road, Kingstown, St. Vincent 14th March, 2021

Address and date

Dear Grandad and Grandma, How are you both? I hope you are having fun with Fluff, your new puppy. I saw the photos you emailed to Mommy. He looks gorgeous! I am writing to invite you to the school concert on April 5th. Both Jolene and I will be taking part. As you know, I play the guitar and Jolene plays the recorder. We both practise our instruments every day. Mommy and Daddy

Greeting

Body

don’t play instruments but sometimes they sing along with us! I hope you can both come along and bring Fluff with you. Mommy sends her love. Your grandson, Jordan Closing

Signature

• Read aloud the voicemail message in Listening Texts page 162 to students. • Conventions vary for punctuating addresses in letters. Explain this to students and tell them what punctuation is correct according to your syllabus. • Point out the five parts of a letter: address and date, greeting, body, closing and signature. • Ask students to suggest different ways of closing a friendly letter ( With love, Your friend, Best wishes, Best regards ).

Unit 2

1 What is the purpose of this letter? a) to say thank you

b) to apologise

c) to invite someone

2 When was it written? 3 How does Jordan know what the puppy looks like?

4 What instrument does Jordan play? 5 Who do you think Jolene might be? 6 Do you think a new puppy should go to a concert? Why or why not?

5 Deacon Road, Kingstown, St. Vincent

19th March, 2021

Dear Jordan,

Thankyou verymuch for your recent invitation. Grandad and I will certainly come along to your school concert. We love Fluff but we won’ t bring him to your concert. He isn’ t trained yet. He doesn’ t sit still and, sometimes, he barks and jumps up at people. People don’ t like badly behaved dogs and we don’ t want him to spoil the concert. Do you still have guitar lessons? Do you enjoy them? I used to play the piano when I was your age and I wish I had not given it up. Keep practising and we will see you on April 5th.

Love from, Grandma

1 What is a recent invitation? a) a short invitation

b) an invitation that came a long time ago c) an invitation that came not long ago 2 What is the main idea of paragraph 2? 3 What is the greeting in this letter? What is the closing? 4 Does Grandma still play the piano? Which words tell you?

WB 4 p104

• Exercise 2, question 2: Finding the main idea is an important comprehension strategy . DA Offer possible answers to assist some students: a) Fluff jumps up at people. b) Fluff barks. c) Fluff can’t go to the concert. (Answer c)

Unit 2

Speaking and listening Sometimes our friends or family are far away. There are many different ways we can tell them about ourselves and our news.

Name as many as you can.

If you use an electronic device how is that different from writing a letter?

Language Verbs

Words that tell us what people do are called verbs . Jordan writes a letter.

Jolene plays the recorder.

The words writes and plays are verbs.

WB 4 p28

Find the verb in each sentence. Make a list. 1 Jordan plays the guitar. 2 Mommy and Daddy sing with them. 3 Grandma takes Fluff out every day. 4 Grandad brushes his fur. 5 Fluff eats his dinner from a bowl on the floor. 6 I received your kind invitation. 7 We sat in seats at the front of the hall. 8 Everyone clapped loudly at the end of the concert.

How many verbs can you find in the letter Jordan wrote (page 16)? Write a list.

• Speaking and listening: Exercise 1: Students may suggest email, phone call, text or other online methods of communication. Exercise 2: Online greetings arrive much faster and greetings are less formal. Text messages are shorter and may include abbreviations. CR Allow students to use Creole in pair and group work. Remind them to use Standard English to present their ideas to the class. • Verbs: Exercise 1: Practise with the whole class first, giving them sentences and asking them to pick out the verb. • Extension: Ask students to suggest verbs that tell us what a dog does, such as bark , walk , run , chew , bite , roll , scratch , wag , pant.

Unit 2

Subject and verb

WB 4 p23

Every sentence has a subject and a verb . The subject is the person, animal or thing which does the action. To find the subject: Ask who or what is carrying out the action ( verb )? The answer is the subject. Jolene plays the recorder. The drums crash. Who plays? Jolene What crashes? The drums The subject is Jolene. The subject is The drums .

3 What is the subject of each of these sentences? Example: The music finished. Subject è The music 1 Mom sings.

5 Mom and Dad clap.

2 The door closes.

6 The children love the puppy.

3 Grandad sits.

7 They catch the bus.

4 The concert begins.

8 The bus stops.

4 Write these sentences. Underline the subject and circle the verb. Example: My books are on the table. are

1 Jordan plays the guitar.

4 We eat lunch at one. 5 My friend sits over there.

2 The family goes to the concert. 3 The puppy sleeps in his basket.

6 I like banana bread.

Simple present tense

• Simple present tense verbs tell us what is always done or is done regularly. I play the guitar. She practises her recorder every day. • If the subject is one person or one thing, the verb ends in ‘s’.

He, She, Jordan, Mom

I, You, We, They sing in the choir.

sing s in the choir.

• Subject–verb agreement: Help students to see that the third person singular form is the only one that changes. Although ‘I’ is always singular and ‘you’ is sometimes singular, they do not add ‘s’ in the present tense. CR Give students a sentence such as "He plays football." and ask how they would say it in Creole. Is it different? If so in what way? • For an explanation of subject and predicate, see page 39.

Unit 2

Make four sentences from each box. Example: The boys play football.

WB 4 p30

sings well. play football. sing a song. plays the drums. drives a blue car. goes to the concert. clap loudly. walk to the concert.

My sister / The boys

You/Dad

Subjects and verbs agree

The verb must have the correct ending. It must agree with its subject. He/She/It arrives early. You/We/The children arrive early.

6 Write these sentences using the correct form of the verb. 1 My sister ____________ the piano. (play/plays)

2 I ____________ to listen to music than to play it. (prefer/prefers) 3 Our puppy ____________ sticks in his mouth. (catch/catches) 4 School ____________ at 8.30 a.m. (begin/begins) 5 Fluff sometimes ____________ in the night. (bark/barks) 6 Puppies usually ____________ cats. (chase/chases) 7 Jordan ____________ the strings on his guitar. (fix/fixes) 8 He ____________ to church on Sunday. (go/goes)

7 Look carefully at the verb in each sentence. Write the sentence, using the correct subject.

WB 4 p32

1 We/She organise a concert every year. 2 My Dad/parents always comes along.

3 My brother/The girls sit at the back of the hall. 4 The concert/concerts raises money for the library. 5 The choir/choirs meets on Tuesdays. 6 I/He play football after school on Mondays. 7 Mr. Bates/Two teachers runs the school band. 8 My friend/friends use the computer in the library.

DA Exercise 5: Allow students to answer fewer questions, according to ability. • Subject–verb agreement – Give students a sentence such as "He plays football." and ask how they would say it in Creole. Is it different? If so in what way? • Extension: Give students a simple sentence, for example, “Grandma takes the bus to town.” Go round the class giving each student a new subject. So you say, “The boys” or “I” or “Sam” and the student has to respond, “The boys take the bus to town” or “Sam takes …”

Unit 2

Word work: collective nouns

A collective noun refers to a group of people, animals or things. It uses a singular verb. A flock of birds flies across the sky.

WB 4 p7

Make five sentences using There is or There are and the words in the box.

a crowd of people outside. a library of books upstairs. too many children in the pool. lots of bananas in the bowl. a bunch of flowers in the vase. a swarm of flies by the door.

There is/There are

Indefinite pronouns

These words also use a singular verb. They all refer to one thing or person and are singular. anyone anybody everyone everybody no one nobody either neither

2 Complete these sentences using the correct form of the verb in brackets. 1 My cousins ____________ their new school. (like/likes) 2 Everybody ____________ Fluff on the head (pat/pats). 3 Lots of people ____________ to school. (walk/walks) 4 No one ____________ a badly behaved dog. (want/wants) 5 Everyone ____________ before school. (chat/chats) 6 Neither of us ____________ the big dog. (hear/hears) 7 The boys ____________ with the puppy. (play/plays) 8 My friend ____________ a book about dogs on the bus. (read/reads)

DA Exercise 2: Allow some students to answer fewer questions. • Point out that collective nouns are often used without saying what they are made up of; for example, The audience is clapping. The army rescues people from floods.

Unit 2

Writing 1: Before you write

Before you start to write, ask yourself these questions.

This is your topic . This is your purpose . This is your audience . This is the format .

1 What am I writing about? 2 Why am I writing? 3 Who am I writing for? 4 What type of text am I writing, e.g. a letter, a story?

1 Josh wrote three texts about dogs. Answer the four questions above about each one.

See you at 5. I’ve fed the dog. Hi Mom

Once upon a time a dog and a cat lived in the same house.

Lisa x

Dogs can be trained to work. There are guard dogs, guide dogs and police dogs. Some dogs are trained to rescue people after earthquakes.

Look at the letter from Grandma on page 17. 1 What is the topic?

2 What is the purpose? 3 What is the audience? 4 What is the format?

• Bring in examples of environmental print and ask the four questions in relation to each.

Unit 2

Writing: a thank-you letter Getting ideas Think of someone who has helped you or been kind to you. It can be an adult or a child.

1 Jot down some ideas for what you are going to write.

• What are you thanking the person for? • Think of a question to ask the person. • Think of some news of your own to share.

Thank you for helping me to …

Thank you for telling me about …

Drafting 2

Write the address, the date and the greeting.

3 Use the notes you made in ‘Getting ideas’ to write three paragraphs. 4 Think about how to end your letter. What is the right closing for the person you are writing to? Revising 1 Does your letter have all five parts in the correct position on the page? (See page 16.) 2 Can you make your letter more interesting by using different verbs or by adding adverbs or adjectives? Proofreading

Proofreading checklist Have I: used commas where they are necessary? spelt tricky words correctly? used full stops and capital letters where necessary?

• Students may find it helpful to use the pre-writing graphic organiser at the top of page 159. • Recap the five parts of the letter on page 16. Point out that, in the body, Grandma has thanked Jordan, given information about their dog and asked Jordan a question. Study the letter in ‘Sample Compositions’ on page 167. DA Some students can be told to write three sentences instead of three paragraphs. • Portfolio: Collect samples of students' writing in a range of genres to show writing process and progress over the year.

Unit 2 Unit 2 What have I learnt?

Can Do Skills

W rite these sentences. Underline the subject. Circle the verb. 1 Jordan wrote the letter. 2 Grandma and Grandpa sent photos. 3 Mommy and Daddy collected them from the bus station. 4 The puppy stayed at home.

Choose the correct form of the verb. 1 I ( play/plays ) the recorder. 2 We all ( love/loves ) the puppy. 3 The children ( live/lives ) in St. Vincent. 4 The puppy ( jump/jumps ) up at people. 5 The concert ( begin/begins ) at 6.00pm.

Read the paragraph below. Make up three questions beginning with do or does .

The answer must be in the paragraph. Example: Does Jordan have a sister?

Jordan has a sister called Jolene. She plays netball and cricket. She and Jordan like watching baseball on television but they don’t play it. They live in Kingstown.

Which of these sentences has a mistake? Rewrite those sentences correctly. 1 Does Jordan plays the recorder? 2 His sister does not practise often. 3 The puppy don’t sit still. 4 Does he barks a lot? 5 I do not like dogs. Complete this sentence. What I found interesting today was…

• Make sure that students understand how to answer each question. If necessary, work through an example with them, then leave them to answer independently. • Question 5: Encourage students to reflect on their own experience as learners. • Self-assessment: Continue using the self-assessment organiser on page 157 with students throughout this book.

Unit 2

Unit 3 Anansi and the Tug of War

Listen up! Listen to your teacher.

Character

Beginning – what the story is about

Middle – what happened

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