• 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.
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Find four words in the story where an apostrophe shows ownership.
WB
Unit 5
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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.
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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
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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.
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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.
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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.
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