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.
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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?
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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.
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