Achieve! Level 1 Sample by Pearson Caribbean

STUDENTS’ BOOK 1 Neville Grant

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Achieve!

A complete English course for the Caribbean learner

You can Achieve!

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Achieve!

STUDENTS’ BOOK

e for s r u o c h s i l g n E e a r e l n e t n r a e e b l b i r p a C m e o h c t Neville Grant A

STUDENTSâ&#x20AC;&#x2122; BOOK

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Neville Grant Consultants: Daytona Campbell, Gloria Cave, Dr Paulette Feraria, Mavis Findlay-Joseph, Herina George, Rafer Gordon, Christene Phillips, Gillian Pilgrim-Thomas and Cherri-Ann Sesankar

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s t n e t n o C Extended contents Introduction Scheme of work Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit

1 New beginnings 2 Fun with words 3 Learning to learn 4 Friendship 5 Telling a story 6 Family issues 7 Mainly revision (1) 8 Whatâ&#x20AC;&#x2122;s happening? 9 A Greek myth 10 Advertising 11 Creativity in writing 12 Mainly revision (2) 13 Communicating in todayâ&#x20AC;&#x2122;s world 14 The world of drama 15 Carnival time! 16 Coastguards to the rescue! 17 Mainly revision (3)

iv viii x 1 15 30 45 59 79 93 107 123 137 153 169 180 195 211 230 247

Appendices Appendix 1 Check up on your grammar

260

Appendix 2 Irregular verb forms

270

Appendix 3 Glossary: terms used in language and literature

274

Index

278

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n o i t c u d Intro You can Achieve! Achieve! is a four-level print and digital English language course designed specifically for the Caribbean learner. Spanning lower secondary and CSEC®, Achieve! delivers comprehensive syllabus coverage through its range of components that support students and teachers in the improvement of long-term English language and literacy skills.

What makes Achieve! so great? Each learning unit is theme-based so that students are not just learning language, but exploring interesting areas of human experience too. Within each unit there are sections on all elements in the syllabus: listening, speaking, reading and writing, as well as the mechanics of language, grammar and vocabulary. The scheme of work in this book helps to identify many of these. There is also a consistent infusion of literature, language appreciation, media and cross-curricular skills development. These are treated in an integrated way so that work in one section will help with work in the others. For example, a text in the reading section at the start of the unit creates a context for language use in the grammar and speech work sections; it also generates work on vocabulary, and creates a springboard or model for writing. Every section emphasises the importance of student activity and encourages independent learning. While Achieve! offers a comprehensive and systematic treatment of language and skills development, the emphasis on this course is very much on flexibility. Achieve! has been developed so that it can be adapted for a wide variety of students and classes as we recognise that classes all learn at different speeds.

Your guide to the student book features A detailed contents list helps teachers to clearly navigate their way through the text, and specific features also assist teachers and students to work through material in a manageable and tailored way. Features and activities throughout the text span individual, paired and group work for a variety of approaches to ensure students have enough practice. • A wide of range of Caribbean and international reading passages are included. Annotated passages encourage discussion and opinion as students improve their reading and comprehension skills. • Word power provides a sustained and systematic approach to vocabulary development and arms students with the words and skills to better articulate their thoughts using the English language. • Language in action is a grammar component that is treated within the context of each reading passage. viii A01_ACHI_SB1_CAR_1867_PREL.indd 8

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students are invited to complete self assessment exercises at the end of each unit in things to do

each unit sets out the objectives

OBJECTIVES

In this unit you will • read a story about the visit by coastguards • learn to use and spell adverbs • learn and practise two uses of the perfect past tense • study and use a map • practise using the telephone and taking messages • write a formal letter • practise using relative clauses in complex sentences • write an expository essay.

What do you think it would be like to work as a coastguard? Why are they necessary? What jobs do they have to do?

Things Reading Activity 4

Paragraphs without topic sentences Coastguard in action Activity 1

230

‘Definitely, yes, that can be a problem! My teacher says I should make notes It was a Friday afternoon. The sun was going down. The clouds were while I’m studying. But I’m not much We asked some students: ‘Do you ever have the colour of the flowers of the flame tree (or flamboyant) and the good at making notes.’ trouble remembering what you’ve learned?’ immortelle and splashes of red and scarlet blotted the surface of the ‘big blue’, the children referred to the sea. If youasshare Carlton’s problem, read the Skills Focus The below, children haddiscuss run down hill to the southern beach that faced and it asthe a class. the outline of the northern portion of mainland Grenada across the choppy channel as soon as they heard the horn of the coastguard. Their grandparents and a number of fishermen and their wivesMaking were crowded around three coastguard notes officers. The coastguard often stopped by during If you sometimes find relatives it difficultand to remember what their patrols. Some of them had you have read, it often helps to they make short notes. friends among the fishermen. Sometimes, should only include stopped to Your buy finotes sh. Sometimes they cameimportant points. Sometimes they may be just aorfew words. There is to arrest someone or question someone no needfrom to write sentences! Sometimes, we make notes deliver a message the complete government or in a great hurry – and later just to check up on themake fishermen. When you notes, you do not write paragraphs. on, when we come to look at them The children pushed Usually, you their writeway a list,uporfront several lists, of different again, we can’t read them! It’s a and stood beside Theon how to make notes! points.their Heregrandparents. are some notes good idea to get into the habit of captain was a small slender woman with reading your notes again shortly refined features. Her pretty face was slim after making them. Some people and she looked like one of those people make a neater copy of them for to make notesyouthful How destined to enjoy a permanently revision purposes. Put them in a . points important appearance. • Only include (like special binder, or exercise book – list a of the form • Write them down in or even in your portfolio. this!). (to be continued) . You will be glad you did this when • Number your points ces. te senten you come to revising at the end of • No need to write comple e.g. is), (that the term or year! such as: i.e. • Use abbreviations well), etc. (and so on), (for example), NB (note n), (Oxyge O (kilogram), SW (South West), kg ), etc. Coastguards to the rescue! 231 34 H (Hydrogen), H2O (water

HAZARD!

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a brief warm-up session engages students' in the theme(s) of the unit

(Your teacher did not have time to write point 7 on the board. What do you think it is?)

ASKING AROUND

A visit from the coastguards

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Now look at the last paragraph of the passage. This does not really have a Skim through passage and thesentence flavour ofisit.probably This means topicthe sentence. The get topic your answer to the question you have toatget overall understanding theanend of the paragraph. of what the text is about. Then read it again more carefully and answer the Science textbooks quite often ask this kind of question, asking you to think questions. As you read the text, think of what happened before out the answer for yourself. When there is no topic sentence, you have to the arrival of the coastguards. think it up for yourself, using the support sentences to help you.

to do

on oxygennovel Your teacher willpractice read a chapter of his orNotes her favourite Note-making Activity 5 . of O is a kind 1 want to you. Be ready to ask any questions you to. After is O. of the About 20% 2 points Imagine that you have just had a science lesson. listening, summarise the most interesting in what you in order oxygen 3 People During the lesson you discussed reading passage heard by the making notes, or using a time-line. to breathe. on oxygen with your science teacher. Imagine that in is ending? gasthe thelike 2 science 4 Some Have you been reading a novel in class? How didof you you have helped your teacher write the notes water.out your own version? For If you didn’t like the it ended, why not write shown here on the board. Unfortunately, yourway teacher also need O in order to 5 My Father example, many people do not like the way Sun-Sun Johnson ends. So was called away early to see the Principal about e. you think you could do better? Why not givebreath it a try! to make things something. 6 O is . 3 Summary-writing is an important skill – it is particularly helpful when studying The science teacher left you to copy the notes down 7 literature. Write a summary into your books. The blanks represent words that youof a chapter of a novel you have been reading, or of extract from ‘Beka Lamb’ you read in this unit. can’t read. Copy out thethe notes and complete them.

Finding topic and support sentences

The extract in this unit comes from a book by David Franklin 1 Look at paragraphs of the comes ‘Oxygenfrom passage’ again. Find the topic called Children of the Sea. David1–5 Franklin the support in each Grenada, butsentences, now lives and in Barbados. Forsentences many years he paragraph. To get you started, theUnited topic sentence in Kenya paragraph 1 is Africa. ‘Wherever we go, we must have air’. worked for the Nations in in East 2 Discuss your answers as a class.

SKILLS FOCUS 2

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skills focus boxes help students learn how to learn with relevant skills

When you’ve finished, discuss your answers as a class.

Word power Activity 1

In this unit you

Say what you mean

Re self-aview and ssess ment

• practised listening skills – listening for information Look at these words While used inyou theare passage about on page 32.you Work listening it oxygen is important that arewith ableato identify the partner to make up sentences using them, orally. most important pieces of information. 1 special container (line 3) This means a container specially designed for a about theisvalue of information graphically • learned particular purpose. The word special an adjective. It describesrepresented the noun. The example in this was a most familyadjectives, tree. Treewe diagrams and spider 2 asleep (line 2) This is an adjective, too, unit but unlike can’t diagrams useful ways noting use it before a noun. We canare sayboth She was asleep butofwe can’t down say theinformation. asleep woman. What • is the opposite of asleep? read an extract from a novel, and made inferences 3 important (line 4)Are What a ‘V.I.P’? Ththe e opposite is thinking an ordinary person. youisgetting into habit of about what you read? 4 present (line 8) This is another adjective that cannot be used before the noun. your vocabulary, and learned more about spelling • increased What is the opposite of present? that your vocabulary notebook is up tofidate. 5 bursts into flamesMake (lines sure 11–12) Another way of saying this is catches re.

• learned more about the various genres of prose literature By now, you should all have vocabulary notebooks. Use them whenever you When you meet a new piece of prose, try to decide its genre early on . want to, and not just when your teacher asks you to. Make a note of the practised of expressing the idea of possession, words and expressions used and in this unit, andways any others you want to include. • revised andsentences practisedshowing classifying paragraphs Don’t forget to include how they are used. For example: If you need more practice, go to Unit 6 in the Achieve! DIY Manual. burst into flames the house burst into flames. how to study a novel • learned about Suddenly, caught fire Look out! The house has caught fire. What are the main features of a novel?

• described a character you have read about in a book Did you notice how helpful it is to get a second opinion?

Learning to learn

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students can pause and reflect on the unit through the review and self assessment

• Speak for yourself develops students’ oral skills. • A wide range of writing tasks is offered which covers the full scope of important writing skills for your portfolio. • Language and literature cannot be separated because literature is language used in its most effective and creative way. The range of literature pieces in Achieve! includes literature by great writers as well as effective writing. • Special focus on media communication to interest and help students as citizens of the modern world. • Listening comprehension is an invaluable skill for world citizens generally, but also hones critical listening. This is a feature of the Communication Studies syllabus at the CXC CAPE level. Passages appear in the Teacher’s Handbook.

What else is in the Achieve! course? • Comprehensive Teacher Handbooks with accompanying resource CD-ROM

provide additional support, ideas and strategies for teachers. • A companion website including a wealth of resources for teachers and students, including audio recordings of literature pieces, interactive spelling and grammar practice, story building exercises and many more additional activities to complement your textbooks. Log on to www.pearsoncaribbean.com/Achieve to see more: Username: Achieve_student Password: b8dkpea4 ix

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Scheme of work Unit

Listening and speaking

Reading and summary

Word power

Language in use: Grammar

1 New beginnings p.1

Listening: to the teacher to each other Pair work: Getting to know each other

Description: The new school Pre-, While and Postreading Note-making

Shades of meaning Using a glossary Adjectives, nouns and sentences School subjects Your school: people and places

1 Using the verb be Long and short forms 2 Spot the difference

2 Fun with words p.15

1 Questions: The 5 Ws – and the H word 2 Riddles. 3 Asking the way around the new school 4 Listening to a story

A folk-tale: Anansi and Turtle Pre-, While and Postreading Making predictions The moral is... Language awareness

Shades of meaning Vocabulary notebooks The main genres of literature: Prose, Drama and Poetry

1 Different kinds of sentence 2 The parts of speech 3 Common and proper nouns 4 Using a, and & the

3 Learning to learn p.30

1 Talking about pictures 2 Dictation

Extract from a science book: Oxygen Pre-, While and Postreading Inference Paragraphs Topic and support sentences

Say what you mean Vocabulary notebooks Countable and uncountable nouns

1 What is a verb? 2 Using the simple present tense (1) Subject/Verb agreement

4 Friendship p.45

1 Listening for information 2 A game: listen, and speak 3 How to disagree 4 Questions

A letter from Shona Looking at letters Addressing an envelope

Shades of meaning Adjectives: qualities of friends Singular and plural nouns

1 Revision: Different sentence types of Punctuation 2 Subject and predicate 3 Pronouns

5 Telling a story p.59

Agreeing, and disagreeing Riddles Listening for enjoyment

A traditional story: The palm oil daughter Predictions Cartoon story Summary

1 Synonyms 2 Adverbs of manner 3 The home: jobs and utensils Class survey

Using the simple past tense 1 Adverb phrases of time

6 Family issues p.79

Listening for information A family tree solving

Extract from a novel: Beka talks to father Reading for inference Proverbs

1 Word bank 2 Using your head 3 Spelling 4 Prose literature: genres

1 More about nouns Possessive forms: using the apostrophe

7 Mainly revision (1) p.93

Listening for information: Brazil

Extract from a novel: Tobago-talk Reading for inference Language awareness

1 Word bank: Using a dictionary 2 Finding your way round a book 3 Using an index, and the Internet

1 Revision of nouns: abstract nouns and collective nouns 2 Verb tenses Writing: Brazil’s biopirates

8 What’s happening? p.107

1 Interviewing a celebrity 2 Discussing issues

Reading an advertisement Superbo Advert. The features of a cartoon Writing

1 Say what you mean: Vocabulary building

Using the continuous present tense: Forms and functions Spot the difference

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Writing

Skills focus

Literature

Media matters

Things to do

1 Handwriting practice 1 Handwriting Your work 2 Laying out your 2 Creative writing My work neatly first day at school 3 Starting a portfolio

1 Poem: New Scholar by Louise Bennet 2 Appreciation 3 Language awareness: Creole and Standard English

1 Spider diagram 2 Reading a map of the school

1 Memory game 2 Wider reading 3 Creative writing: a poem

1 Summary of a story 2 Creative writing: Start of a traditional story

1 Vocabulary notebooks 2 Alphabetical order

1 Introducing prose, a mini play, and a poem: The Selkirk Grace 2 Poem: The ABC Rhythm and rhyme

1 The concept of genre 2 Tabulated information

1 Research using the Internet 2 Reading widely 3 Review and self assessment

1 Making notes on a text 2 Writing up an experiment

1 How to survey a text 2 Making notes 3 Alphabetical order

1 Reading widely 2 Poem: Book House Rhythm, rhyme Simile and metaphor

1 Interpreting visual materials 2 Using the Internet

1 Experiment 2 Case study a marine biologist 3 Review and self assessment

Description of a friend How to improve your writing

Reading aloud: a nonsense poem: They told me you had been to her Interpreting a writerâ&#x20AC;&#x2122;s tone

1 Reading (and listening) widely: the importance of the mass media 2 News programmes Making a pie-chart

1 Reading widely Hints on choice of books 2 Writing haiku 3 Review and self assessment

Time-order paragraphs Prediction Time-line How to write a journal Writing a journal

1 Appreciating a short story 2 The moral of a story 3 Performance

1 Storyboards 2 Time-lines 3 Mass media: Classifying print media

1 Journal writing 2 Storyboard 3 Wider reading 4 Review and self assessment

Paragraphs that How to study a novel classify Jumbled paragraph Describing a character

1 Character and dialogue in a novel 2 Features of a novel: Setting, Character, Plot Point of view

1 Classifying prose texts 2 Presenting information graphically: family tree

1 Listening for enjoyment 2 Summary 3 Changing a story 4 Review and self assessment

1 Punctuation 2 Writing a book review

1 Using Creole and Standard English 2 How to write a book review

1 Interpreting metaphor Using a form to 2 Fiction and non-fiction: complete information revision 3 Book reviews

1 Writing narrative and dialogue 2 Paragraphs 3 Expressing causation

Writing direct speech Using apostrophes

1 Poem: Guilt The use of rhyme, repetition and line length to express emotion

1 Wider reading 2 Review and self assessment

1 The use of 1 Writing a cartoon storyboards for story adverts 2 Voice production 2 Signs and symbols: practice: Epitaphs verbal and non-verbal 3 Review and self communication assessment Taped interviews

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Unit

Listening and speaking

Reading and summary

Word power

Language in use: Grammar

9 A Greek myth p.123

Listening to a story

A Greek myth: The story of Icarus Predictions Drawing inferences

1 Word attack strategies 1 Possessive pronouns 2 Synonyms 2 The uses of be: 3 Antonyms simple past tense 4 Personification 3 There is/are/was/ 5 The Icarus Rap were

10 Advertising p.137

Discussing advertisements

Reading a magazine 1 Developing your article: What's the use vocabulary of advertising? 2 Suffixes (1) Critical reading 3 Using a dictionary 4 Similes

11 Creativity in writing p.153

Predicting: the end of the story and making value judgements Pair discussion

Extract from a story: The baakoo bottle Reading between the lines Opinion

1 Using your head 1 Main clauses and 2 Using words creatively subordinate clauses 3 Choosing the right 2 Using the continuous word past tense 4 The five senses

12 Mainly revision (2) p.169

Listening for information Dictation: Life-long learning Discussion

Revision: Learning how to learn Questionnaire Making notes

Vocabulary building

1 Revision: Prepositions of time and place 2 Revision: Continuous past

13 Communicating in today’s world p.180

Listening for information: Computers Listening to instructions Discussion

A magazine article: Using computers Making notes Detecting bias Fact and opinion: Doing a T chart

1 The language of computers 2 Idioms

1 Using the passive 2 The perfect present tense

14 A play p.195

Listening to one’s own voice Acting: Drama workshop

An extract from a play: 1 Features of a play Moon on a Rainbow 2 Putting on a play Shawl Inferences Interpreting symbols

15 Carnival time! p.211

Listening to one’s own Extracts from a and others’ voices travel book: Carnival Role-playing interviews cavalcades The creation of atmosphere

1 Using suffixes 2 Inference 3 Varying one’s vocabulary

Simple, compound and complex sentences Conjunctions Colons and semi-colons

16 Coastguards to the rescue! p.230

Listening to phone calls and taking messages Using the phone

Extract from a novel: Children of the Sea Multiple choice questions Style

The use and spelling of adverbs of manner

1 Using the perfect present tense 2 Using complex sentences: relative clauses

17 Mainly revision (3) p.247

Listening for key facts and relevant detail: Harriet’s Daughter

Reading purposes Skimming and scanning Extract from a novel: Harriet’s Daughter Standard English and Creole

1 North American English 2 Idioms 3 Using suffixes: revision

1 Revision: verb tenses 2 The passive 3 Making comparisons

1 Prepositions of time (Revision) 2 Prepositions of place 3 Directions

1 Reported speech 2 Adjectives: comparatives and superlatives

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Writing

Skills focus

Literature

Media matters

Things to do

1 Punctuation: using commas 2 Narrative and description: an entry in a journal

How to cope with new words: The three strategies

1 Poem Week fifty-one 2 Reading aloud 3 Personification 4 Alliteration

1 Design and use of storyboards in film 2 Mass media: classifying AV media

1 Reading widely 2 Review and self assessment

1 Writing directions: How to use a how to get to a dictionary place 2 Paragraphs expressing comparisons 3 Designing an advert

1 Using similes 2 A poem used for advertising

1 Media used in advertising 2 Interpreting and using maps 3 Giving directions

1 Collecting adverts from print and broadcast media 2 Review and self assessment

1 Paragraphs expressing exemplification 2 Creative writing Using the five senses

How to improve your writing: The writing process

1 Poetry: The Hairy Toe Onomatopoeia

Drafting an advertising 1 Writing a scary story brochure 2 Review and Doing a TV interview self assessment

1 A study-plan 2 Paragraph writing 3 Punctuation

How to revise

Poetry: Reflection on wrecked kites Poetic techniques

Making a tree diagram 1 Book review 2 Creative writing 3 Review and self assessment

1 Exposition: A How to write an procedural text informal letter How to get an email address 2 An informal letter of persuasion

Poetry: A ballad: Lord Randal Repetition & rhythm

Computers: AT chart The Internet Email Procedural text

1 Finding a poem on the Internet 2 Giving a talk 3 Review and self assessment

1 A play review 2 Summary Paraphrasing a play

How to write a summary

Drama: The role of speeches, and stage directions Symbolism

Using a flow chart to write a procedural text Classifying and defining TV programmes

1 Research: Caribbean playwrights 2 Writing a play 3 Review and self assessment

1 Descriptions of carnival costume 2 An essay about carnival

More on the writing process: Introduction Development Conclusion

1 How text brings oneâ&#x20AC;&#x2122;s experience to life 2 A calypso: onomatopoeia

1 Classifying and defining radio programmes 2 Designing a radio or TV documentary

1 Research and writing 2 Procedural writing: How to make a mask 3 Review and self assessment

1 A formal letter 2 An expository essay

How to set out and write a formal letter

How narrative, 1 Using the telephone 1 A poem: The beach description and dialogue 2 Reading and using a Metaphor and raises our interest map personification 2 Poem: The beach 2 Review and self assessment

1 Writing a formal 1 How to hold a letter to a debate newspaper 2 What to do in the 2 Creative writing holidays 3 Writing a speech for a debate

1 Revision 2 Book review 3 Poetry: No Dialects Please!

Evaluation of the yearâ&#x20AC;&#x2122;s work and self assessment

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! e m i t l a Carniv

OBJECTiVES In this unit you will • read an extract from a travel book • develop your vocabulary • learn more about what makes a good description • learn how to vary your use of language • practise inferring the meaning of new words • learn about and practise using some suffixes • learn the difference between simple, compound and complex sentences • practise using conjunctions, colons and semi-colons • prepare, give and record a short talk • learn more about the writing process, and write about Carnival • enjoy and perform a Carnival calypso • classify radio programmes, and consider their distinctive features • role-play interviews, and if possible devise a radio or television documentary about Carnival.

As you can see, it is carnival time! Write down all the words you can think of – verbs, nouns, adjectives or adverbs – to describe each of the following: 1 things you can see during Carnival 2 things you can hear 3 things you can taste 4 things you can smell 5 things you can touch 6 feelings about the atmosphere.

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skills FOCUS 1

The writing process 1 Preparation: a ‘Getting ideas’ – thinking and talking about what you are going to write. b Planning – some people like to write a rough plan before they start to write. This might be notes, or it might include spider and tree diagrams, or lists.

2 Rough draft: This allows you to get your ideas down in your planned format – then decide whether it works well or needs changing.

3 Peer review: Exchanging your draft with a partner and commenting on each other’s work. (Useful – but optional.)

4 Rewriting: This is the time to make any improvements that are necessary.

5 Final check.

6 Evaluation: Handing in your work is not the final step! Read your teacher’s comments when your work is marked and returned, and try to learn from your mistakes. If you have made a crucial mistake consider rewriting that section to try to get it right. This will help cement the correction in your mind and you are less likely to make that mistake again.

7 Portfolio: Don’t forget to put your work into your portfolio. Your teacher will want to see your portfolio towards the end of term, and will give you marks for continuous assessment purposes. You should see your portfolio as a treasure-store of your writing: something to be proud of. You will also be able to trace your improvement as time passes.

Carnival time!

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Activity 1

Paragraph practise

Try the approach described in the Skills Focus on just one paragraph. Write down a description of an interesting carnival costume (or an outfit). If you wish, once you have done your final draft you can draw a picture to illustrate the description. Here is an example: Queen of the stars This costume looks like that of a queen from another planet. She has a bright blue helmet, rather like that of a motor-cyclist, but with a golden crown round it. From the top there are some bright red and green feathers. The dress is red, blue and green. It is in two parts. The top part is a highly decorated but very short T-shirt that ends well above the waist. It is covered in sequins. The bottom part has a very full skirt ending just below the knee. The skirt is made of a very soft material that seems to almost melt in the hand when touched. If she isn’t Queen of the Carnival, I’ll eat her helmet! Peter Minshall is a brilliant Carnival costume designer.

Activity 2

Composition

Now try out the approach on a longer composition. This time you should decide whose point of view you are writing from. In Unit 6, you saw that you could write from your own point of view (as Zenga Longmore does in her book), from the point of view of one of the characters, or as an omniscient observer. Write an account of a recent celebration you or an imaginary person watched or took part in. It could be Carnival, or some other event like a fiesta or a fete. Maybe the talk you gave earlier in the unit will help you during the ‘Getting ideas’ stage! Write at least three paragraphs (plus dialogue). If you like, follow this plan: Paragraph 1: Preparations Paragraph 2: The event Paragraph 3: A particularly exciting float, or an incident that took place

Try to work in some dialogue as well as the three paragraphs of description. Carnival without witty and humorous exchanges between the masqueraders, pan beaters, musicians (or whoever) is not really Carnival at all! 224

Unit 15

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o d o t s g n i

Find out about a cultural activity from another country in the Caribbean. You can use an encyclopedia or the Internet to help you. Write a poem or article about it. Maybe you could publish it in a school magazine.

You can make a carnival mask out of papier-mâché (French for ‘chewed paper’). The instructions below are in the wrong order. Write them out so they are easy to follow, using phrases like the following: First of all, Next... Then … After this... Once you have done that ... Make sure that … Carefully … Finally, Decide the correct order first! Start: 1D, 2 … A Prepare the papier-mâché paste by mixing two parts of flour and one part of water. B Apply the newspaper to the front half of the balloon, and smooth it down. C Let each layer dry completely before adding another. D Tear the newspapers into strips and dip them briefly in a bowl of hot water; then leave them overnight to dry out a little and become soft. E Carefully cut holes for eyes, nose and mouth. F Repeat this process as necessary: you should have at least three layers. G Get out your paints and decorate it, making sure that the paint is dry before giving it a coat of clear gloss. H Once the papier-mâché has dried, pop the balloon and pull it out I Let the first layer dry for about 24 hours, and add another layer. J Blow up a balloon until it matches the size of your face. K Twist the newspapers and mix them with the paste. You could use your mask to tell a story.

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Unit 15

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In this unit you

Revie self a w and ssess ment

• read an extract from a travel book

Did you find reading this text helped you to improve the quality of your own writing?

• developed your vocabulary

Are you learning more words to improve your speech and writing?

• learned more about what makes a good description How will you use descriptive detail in your own writing?

• learned how to vary your use of language

What effects can you create by varying your language?

• practised inferring the meaning of new words

This text included quite a lot of unfamiliar words. Did you manage to work out what most of them meant?

• learned about and practised using some sufﬁxes

What is a suffix? Do you still sometimes use an adjective or noun instead of a verb, or make similar mistakes? If so, make a note of troublesome words in your vocabulary notebook.

• learned the difference between simple, compound and complex sentences Write down one example of each.

• practised using conjunctions, colons and semi-colons • prepared, gave and recorded a short talk

Are you beginning to feel more confident? If not, practise on your own – with or without a recorder.

• learned more about the writing process, and wrote about Carnival Ask a friend to read your work – is it a good representation of Carnival?

• enjoyed and performed a Carnival calypso

Do you remember how onomatopoeia is used? Notice how easy it is to use d instead of th when speaking Standard Caribbean English.

• classiﬁed radio programmes, and considered their distinctive features Try to listen to radio programmes more critically in future.

• role-played interviews, and if possible devised a radio or television documentary about Carnival How much of this project did you manage to do? What did you learn from the experience?

You could use your masks to tell a story ...

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Achieve!

STUDENTS’ BOOK

Achieve! is a four-level print and digital English language course designed specifically for the Caribbean learner. Spanning lower secondary and CSEC®, Achieve! delivers comprehensive syllabus coverage through its range of interactive components that support students and teachers in the life-long development of English language and literacy skills. Through a range of features and themes, each section of this book covers core skills related to listening, speaking, reading and writing, as well as the mechanics of language, grammar and vocabulary. Literature, language appreciation, media and cross-curricular skills development are integrated consistently throughout. Achieve! is designed to be flexible so that the series will suit a diversity of classrooms, and teaching and learning styles. The accompanying Teacher’s Handbook helps with teacher support and differentiation strategies. Log on to www.pearsoncaribbean.com/Achieve to access your digital support resources and to view our wide range of additional English language and literature resources.

In this series: Students’ Books 1, 2, 3 and 4 with companion website Teacher’s Handbooks 1, 2, 3 and 4 with CD-ROM and companion website Not for distribution without prior permission from Pearson Education

www.pearsoncaribbean.com

Neville Grant

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STUDENTS’ BOOK 1

About the author Neville Grant has worked as an English specialist, educational writer and consultant in many parts of the world, including the Caribbean, Africa, Asia and Europe. Formerly in the British Council, he has taught in several universities, and is the author of well over a hundred books, including High School courses for the Caribbean. He also edited the Pearson Read Awhile series for Caribbean Primary Schools.

A complete English course for the Caribbean learner

You can Achieve!

1 ! e v e

e for s r u o c h s i l g n E e a r e l n e t n r a e e b l b i r p a C m e o h c t Neville Grant A

Neville Grant

www.pearson.com/caribbean

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TEACHER’S HANDBOOK 1

In this series: Students’ Books 1, 2, 3 and 4 with companion website Teacher’s Handbooks 1, 2, 3 and 4 with CD-ROM and companion website

f o r e s r u o c h s li g n E e earner l t n a e e b l b i r p a C m e co th

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This handbook contains reduced pages of the Students’ Book, together with general support for lesson planning and class instruction, additional activity ideas and differentiation strategies – your easy reference handbook during lessons. Access your digital support resources on the accompanying CD-ROM and by logging on to http://caribbean.pearson.com/achieve.

A complete English course for the Caribbean learner

Achieve!

You can Achieve!

1 ! e v e

TEACHER’S HANDBOOK Neville Grant

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Reading

Activity 1

Carnival words

Compare the list you made with those of the rest of the class. Make a list of the most interesting words on the board.

Have the class discuss the lists the groups prepared in the warmup activity, and list them on the board, perhaps as a mind map.

There are many kinds of books apart from novels and collections of short stories. One very popular type of book is the travel book. Here is an extract from Zenga Longmore’s travel book Tap-Taps to Trinidad. In this book she describes the experience of a black Briton on her first visit to the Caribbean. In these extracts, Zenga arrives on the island of Dominica – just in time for Carnival.

Activity 2

Carnival in Roseau

Zenga Longmore is a Briton whose family is of Caribbean origin. She is also an actress, singer and journalist.

Read the passage, and then answer the questions.

Carnival in Roseau

Carnival cavalcades

You may wish to ask students to read and act out the amusing dialogue on page 213 between Zenga and the old man as a playlet. The dialogue reflects some of the humour that often accompanies events like Carnival.

M P

Roseau struck me as being a very fine town, with wooden houses in the Creole style, and narrow streets ablaze with flowers and charm. Already a carnival mood invaded the air. Revellers dressed in all manner of costumes patched together wandered around, and the tiny bars poured loud soca music into the warm night air. Couples clicked fingers and twitched hips to the rhythms, all making their way to the Carnival king competition to be held in a vast stadium. As I came into the enormous stadium, it seemed to me that the whole of Roseau’s 20,000 strong population had gathered there to elect the reigning monarch of calypso. I sat on the dry grass, wedged between two drunken old men. Now Dominica has a very high class of drunken old men. Search the Caribbean from top to bottom, and their eloquence remains unequalled. Even after the show had started they refused to stop talking. Not that I minded. All the songs the calypsonians belted out were richer in political content than they were in rhythmical swing. For nearly five hours, I was preached to by very pretentious sounding calypsonians about the economic factors of the banana produce, taxes, investments, and Margaret Thatcher’s involvement in the economic stranglehold that Britain had imposed on Dominica. At first I tried to understand what was going on, but with swift alacrity I gave up the struggle, and settled down to chatting with the old men, eating spiced fish and drinking cold beer.

Ask students to read the text here and on the following page to find the answers to the questions listed on page 213. They can do this activity orally.

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6 The misunderstandings arose party because the men were drunk, and partly because they deliberately chose to misrepresent what she said and have a joke at her expense. 7 It seems likely that none of them were quite right. The origins of Carnival are largely Catholic, but these days, it has become almost entirely secular and everyone joins in! However, not everyone will subscribe to this explanation, either: In Christian countries, there is a period called Lent, which is the 40-day period of fasting in preparation for Easter. Carnival was seen as the last opportunity to eat and make merry before Lent. The word ‘Carnival’ has been interpreted as ‘carne vale’, Latin for ‘farewell meat’. However, Carnival existed before Christianity, and its pagan origins continued well into the Christian era. In addition, in the Caribbean there are also complicated African and Asian influences too. 8 Her ‘faith in the Caribbean’ was apparently damaged by her visits to Haiti and the Dominican Republic. Clearly, she finds Dominica much more congenial.

M P

(to be continued)

Questions 1 ‘Roseau struck me as being a very fine town.’ Think of another way of saying this. 2 What did the drunken old men do during the show? 3 Why did they call Zenga ‘stupid’? Were they right to do so? 4 What did the author think of the calypsos that were being performed? 5 What two reasons can you find in the text for the author’s happiness? (lines 47–48)

Discussion and opinion 6 How do you explain the misunderstandings between the girl and the old men? 7 What do you think of the explanations about how Carnival started? 8 The writer says that her ‘faith in the Caribbean was restored’ (line 51). This suggests that she had lost her faith in the Caribbean. Where had this happened do you think? Can you guess what might have happened to make her think this way?

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Discussion and opinion

‘So I spec’ you be staying for the jumpin’ tomorrow, little brown miss.’ ‘Jumping?’ ‘Ehgn! See how she ignorant about her own isle. When ﬂoats come ’long down the roads, everybody follows them and jumps in the streets. Lord Jesus! Jus’ because you live in England for a while, doesn’t mean to say that you shouldn’t – hic – learn ’bout the country that you are or-ig-in-ally from?’ ‘But I am not or-ig-in-ally from Dominica.’ ‘Oh, darlin’. Don’t be so ’shame of your roots. Hear me now. You know what Carnival is and why?’ ‘Yes.’ ‘Tell me then.’ ‘Something to do with Shrove Tuesday and Lent.’ ‘Stupid. Stupid. Stupid girl this. You think we should carry on talking to such a stupid person?’ His friend looked me up and down then shook his head, but the old man went on regardless. ‘After Lent when all the fasting was going on, there was a big celebration and a masquerade, and all this partying was called Carnival.’ ‘That’s just what I said!’ ‘Liar, you liar! You said Christmas!’ On the way home I stopped for a long time to gaze in wonder at the pretty little river that ran through the town. Not a soul passed me without greeting me in some way. Suddenly I felt so happy I thought I was going to explode, but at the same time felt the burden of guilt that happiness always seems to bestow. ‘What have I done to deserve this?’ I kept thinking. Maybe it was the contrast to Haiti and the Dominican Republic that shocked me into an unnatural state of giddy pleasure. My faith in the Caribbean was restored.

ANSWERS

Questions

1 ‘I thought that Roseau was a very fine town.’ The writer is using an acceptable idiom ‘struck me’ here. 2 Talk, mainly. Evidence: ‘...their eloquence remains unequalled’ and ‘Even after the show had started they refused to stop talking.’ They also drank cold beer and ate spiced fish. 3 They claimed that she did not know anything about the origin of Carnival (untrue); and that she didn’t understand what ‘jumpin’ meant (true). 4 Pretentious, preachy and (too) political! Pretentious means ‘claiming an importance that (they) do not have’. Your students will have opinions about so-called ‘political’ calypsos or pop songs. 5 The town was very pretty and the people very friendly.

Carnival time!

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Achieve!

Achieve! is a four-level print and digital English language course designed specifically for the Caribbean learner. Spanning lower secondary and CSEC® Achieve! delivers comprehensive syllabus coverage through its range of interactive components that support students and teachers in the life-long development of English language and literacy skills. This handbook contains reduced pages of the Students’ Book, together with general support for lesson planning and class instruction, additional activity ideas and differentiation strategies – your easy reference handbook during lessons. Access your digital support resources on the accompanying CD-ROM and by logging on to http://caribbean.pearson.com/achieve.

In this series: Students’ Books 1, 2, 3 and 4 with companion website Teacher’s Handbooks 1, 2, 3 and 4 with CD-ROM and companion website

www.pearson.com/caribbean

Neville Grant

• •

i h c

f o r e s r u o c h s li g n E e earner l t n a e e b l b i r p a C m e co th

TEACHER’S HANDBOOK 1

A complete English course for the Caribbean learner

You can Achieve!

1 ! e v e

TEACHER’S HANDBOOK Neville Grant

CVR_ACHI_TB1_CAR_1904_litho_CVR.indd 1

16/01/2013 12:59