Achieve! Level 2 SAMPLE by Pearson Caribbean

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.pearsoncaribbean.com

Neville Grant

• •

STUDENTS’ BOOK 2

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.

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.

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.

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A complete English course for the Caribbean learner

You can Achieve!

2 ! e v e

Achieve!

STUDENTS’ BOOK

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

STUDENTSâ&#x20AC;&#x2122; BOOK

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

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

1 The happiest days of your life 2 Developing your study skills 3 Approaches to literature 4 The diary of a teenager 5 Food for thought 6 Looking at the media 7 Mainly revision (1) 8 Our heritage 9 Reading a novel 10 Stories from science 11 The sea 12 Mainly revision (2) 13 Facts and opinions 14 'Yes, we can!' 15 Superstition 16 A play 17 Mainly revision (3)

iv viii x 1 18 37 53 69 85 101 117 135 152 169 187 201 217 233 247 260

Appendices: Appendix 1 Check up on your grammar

274

Appendix 2 Irregular verb forms

283

Appendix 3 Glossary: terms used in language and literature

287

Index

293

iii

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 measurable 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

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

each unit sets out the objectives

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

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

student 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

Introduction

Scheme of work Unit

Listening and speaking

Reading and summary

Word power

Language in use: Grammar

1 The happiest 1 Listening to the days of your life. end of a story p.1 2 Role play: 3 Discussion: School drop-outs

Extract from a novel: Johnnyâ&#x20AC;&#x2122;s Dream Comprehension Prediction

1 Using the right word 2 Using a dictionary 3 Antonyms: prefixes unin- and im-

1 Review: The parts of speech 2 Verb tenses 3 The perfect past: flashbacks

2 Developing your study skills p.18

Role play: practising & evaluating body language/facial expression

Dealing with study 1 Context clues: word problems: understanding inference memory, time 2 Noun formation: Text: The Taino Notesuffixes making

1 More uses of the Past perfect 2 Reported speech 3 Transitive & intransitive verbs

3 Approaches to literature p.37

1 Listening to a story 2 Making suggestions & giving warnings

A short story: The Water Mamma Comprehension Prediction

1 Vocabulary development 2 Context clues 3 Prefixes: re- and dis-

Talking about 'the old days': used to and would

4 The diary of a teenager p.53

1 Discussion 2 Role play: television interviews 3 Listening: Anne Frank 4 Discussing bias and prejudice

Newspaper article: The Diary of Latoya Hunter Comprehension

1 Word inference 2 American English 3 Using the present participle in phrases 4 Prepositions

1 Simple, compound & complex clauses 2 Noun clauses as subject & object

5 Food for thought 1 Discussing fast p.69 food and adverts 2 Role play: choosing food

A magazine article: The 1 Using the right word Need for a Balanced Diet 2 Popular dishes in the The best diet? NoteCaribbean making 3 Antonyms

Expressing comparison: Who is taller? Who weighs less?

6 Looking at the media p.85

1 Quiz: How computerate are you? 2 Discussion of print & non-print media 3 Predictions

Magazine article: Print and non-print media Discussion Comparison & contrast signals Summary

1 Vocabulary development 2 Cloze: the Internet

Talking about the future 1 The simple & continuous present 2 Will/wonâ&#x20AC;&#x2122;t etc 3 The continuous future

7 Mainly revision (1) p.101

1 Giving a speech 2 Giving a speech in a debate 3 Listening to a story

An extract from a short story: A Drink of Water Following the structure of a story

1 Context clues in word inference 2 Homonyms 3 Idioms 5 Homophones 6 Puns

1 Noun clauses in reported speech: role in paraphrase 2 Revision of verb tenses

8 Our heritage p.117

1 Listening: Nigeria 2 Group discussion 3 Race prejudice

Article: The Lost Wax Process Multiple-choice questions

Different parts of the verb: past tense and past participle

Using the passive to describe process

Writing

Skills focus

Literature

Media Communication

Things to do

1 Punctuation: 2 Time-order in paragraphs: 3 Narrative 4 An informal letter of persuasion

Vocabulary notebooks

Poetry: A rap poem Education is cool

1 Research using an atlas 2 Understanding a flow diagram

Achieve! Back-toschool Quiz New Year Resolutions Review and self assessment

1 Organisational patterns in expository paragraphs: definition 2 Creative writing

1 Reading for study: the KWL strategy 2 Other strategies

1 A Taino legend 2 Extract from a novel: Annie John

1 Print and non-print media: comparison 2 Making a television/ radio play

1 Research 2 A debate Review and self assessment

1 Organisational patterns in paragraphs that classify 2 Creative writing

How to improve your writing

Studying a novel: The Pearl Paraphrase Theme, and Plot

Recording role plays on film or tape 3 Book reviews

1 Poem: The Fairies Using assonance 2 Reading widely Review and self assessment

1 Organisational: patterns in paragraphs that compare & contrast 2 Journal writing

Writing a journal

1 Poetry: ‘Wish’. The use of assonance Exploring theme

Recording on a 1 Reading: The Diary of television interview on Anne Frank Review and film or tape self assessment

1 Organisational How to write a recipe patterns in exposition: cause & effect paragraphs 3 A recipe

A tongue twister: Betty Botter alliteration and assonance

1 Looking at adverts 2 Understanding piecharts and tables

1 Reading: Article: Kids & TV a recipe for high cholesterol 2 Writing 3 Review and self assessment

1 Designing a leaflet/ notice/invitation 2 An expository essay

How to write an expository essay

In search of irony A poem

1 Features and examples of print & non-print media 2 A T-chart 3 Advantages & Disadvantages of print/non-print

1 A poem: My computer ate my homework! 2 Review and self assessment

1 Expository paragraphs 2 Creative writing

1 How to give a speech 2 Hints on debating

The organisational pattern of stories A poem

Giving a talk on one’s favourite gadget

1 Class newspaper 2 Research: jazz 3 Choral poem: The Daniel Jazz 4 Review and self assessment

1 Describing a building: The Taj Mahal 2 Formal letters 3 Completing a passport form

How to write a formal letter

Poems: 1 The Great Wall of China: Irony 2 Hunger: Hyperbole

Creating a poster: Matching the stages of a process with sketches

1 A Chinese poem 2 Research 3 Local arts and crafts 4 Review and self assessment

Scheme of work

xii

Unit

Listening and speaking

Reading and summary

Word power

Language in use: Grammar

9 Reading a novel p.135

1 Listening: events in a novel 2 Role-play: scenes from a novel

Extract from a novel: Oliver Twist Comprehension Staplehurst train disaster

1 Context clues in word inference 2 Cloze 3 Common spelling problems

Using modal verbs to express necessity, doubt, ability, permission can, may, must etc.

10 Stories from science p.152

1 Listening: Archimedes 2 Group discussions

A short story: 'All that glitters is not gold' Multiple-choice questions Summary Venn diagram

Revision: Countable and uncountable nouns

Verb patterns: V+to+infinitiveV+ gerund

11 The Sea p.169

Scrambles dialogue: The Lost Library book

Extract from a novel: In the Castle of My Skin Inferences Visualisation Discussion Language awareness

1 Enrich your vocabulary Words to describe the sea 2 The use of colour to describe

1 Revision: Relative clauses 2 Other types of relative clause 3 Expressing purpose

12 Mainly revision (2) p.187

Role play: Interview by a newspaper reporter

Extract from a novel: Wilby to the Rescue Comprehension

1 Cloze 2 Word inference: synonyms 3 Newspaper words 4 Antonyms

1 Revision: Relative clauses 2 Verb tenses 3 Using the passive

13 Facts and opinions p.201

1 Discussion: Distinguishing facts from opinions 2 Interviews

Newspaper report: Youth crime increase Evaluating assertions Statistics

Idioms Developing your vocabulary

Complex sentences Using conditional clauses Opinions: modals should, ought to

14 'Yes, we can!' p.217

1 Group discussion 2 Role-play 3 Listening: Louis Braille

Newspaper article: A chance to enjoy normal school life

1 Word inference 2 More about noun formation

1 Expressing ability 2 Tag questions 3 Expressing attitudes

15 Superstition p.233

1 Group discussion 2 Listening to a story 3 Suggestions 4 Discussing superstitions

Extract from a travel book: On the road to Port-au-Prince Discussion Prediction

1 Word inference 2 Creating atmosphere 3 Idioms

More about relative clauses using whose

16 A play p.247

Listening to studentsâ&#x20AC;&#x2122; A morality play: The performances & Wages of Sin are Death presentations

The vocabulary of drama

Tense use in writing a review and a paraphrase

17 Mainly revision (3) p.260

Critical listening

1 Word inference 2 Cloze

1 Making judgements: modal verbs 2 Using prepositions

A true story: 'The closer you are to death, the more you realize you are alive' Group discussion

Writing

Skills focus

Literature

Media Communication

Things to do

Narrative: Different points of view

1 New words: Fix-up strategies 2 What we can learn from reading novels and short stories

Approaches to reading a novel

Differences between a film, and a novel

1 Research 2 Looking at a DVD: Oliver! 3 Putting on a show 4 Review and self assessment

Writing-up an experiment

2 Comprehension: Fixup strategies 2 How to write up an experiment 3 Develop your thinking powers: cause & correlation

A famous short story

1 Using the internet for research

1 Writing a short story 2 Giving a talk 3 Review and self assessment

1 Before you write: How to improve your writing using the five senses plus the sixth 2 Narrative & description A recent incident Childhood memories

Poetry: The Rime of the Ancient Mariner Poetic devices including irony & symbolism

Resources: The library and the internet

1 Research 2 Wider reading 3 Review and self assessment

1 Punctuation: quote 1 Reading purposes marks, semi-colons. 2 Creole and Standard colons & dashes Caribbean English 2 A newspaper report

When to use Creole â&#x20AC;&#x201C; and when to use Standard Caribbean English

Newspaper reports

1 Class newspaper relaunch 2 Review and self assessment

Writing up a report following a survey

1 How to spot fallacies Rhythm poem: Night Mail 1 Graphic ways 2 How to do a survey of displaying information 2 Adverts: slogans & jingles

1 Supplementary reading: Coca-colonising the world 2 Review and self assessment

1 Creative writing 2 A formal letter of complaint 3 A formal letter of request to the JSB

1 Using language sensitively 2 Improving your listening skills: listening cues

1 Supplementary reading: The new teacher 2 Summary 3 Research 4 Review & self assessment

Creative writing: a poem A story

Writing a poem or song Poem: Superstition Tone

Writing a paraphrase Creative writing a play

How to put on a play

Studying drama Character plot symbols

Filming a drama

1 Writing a play 2 Preparing for the end of term 3 Wider reading 4 Review and self assessment

A recent journey

Keeping up with English during the holidays

Poem and song: Climb every mountain Revision of poetic devices

Revision

1 Film review 2 Research 3 Review and self assessment

Poem: Abou Ben Adhem Poetic devices

1 Write a story-board about a text in this unit 2 Turn it into a short film

1 Artwork 2 Research Haiti: Toussaint Louverture 2 Review and self assessment

Scheme of work

xiii

e g a t i r e Our h

OBJECTIVES

In this unit you will • practise listening skills • read a text about the lost wax process • practise group discussion techniques • revise the difference between simple past tense and past participle forms • practise using the passive tense • practise writing formal letters • discuss racial prejudice • briefly explore cultures from Africa, India, China and Arabia • complete a passport form. The people of the Caribbean share many different heritages. The majority originated from Africa, but there are also many people of Indian origin. In addition, some originated from the Middle East (particularly Syria and the Lebanon). Others came from Europe and China. Nor should one forget Amerindian communities. In the Caribbean today there are many people of mixed race, so it is like a microcosm of the world! In this unit we look at some of the cultures from which the Caribbean draws so much of its strength and diversity. What do you know about your ancestors? Discuss this as a class.

117

Listening Activity 1

Africa

Listening for information

Nigeria is Africa’s most populated country – approximately one African in five lives in Nigeria. Your teacher will read out a passage about Nigeria. Listen carefully, and choose the best answer for questions 1–4: 1 What is the population of Nigeria? A 170 million B 400 million C 17 million D 40 million 2 What is the official language of Nigeria? A Yoruba B English C Hausa D Igbo 3 What is the capital of Nigeria? A Lagos B Ibadan C Kano D Abuja 4 How many states are there in Nigeria? A 22 B 12 C 14 D 36

Katsina

Zamfara

Jigawa

Yobe

Borno

Kano

Kebbi

Maiduguri

Kano

Zaria

Kwara

Ilorin Ibadan Ogun

Kogi

Ondo

Lagos

Benin City Warri

Ekiti

Delta

Imo

Port Harcourt

Reading The beautiful bronze head you can see on the right came from the ancient Kingdom of Ife in what is present-day Nigeria. It was made using a process that was known throughout Asia and the Mediterranean, and in the ancient cultures of Central America.

Ebonyi Enugu Cross River

Calabar

Akwa Ibom

Bayelsa Anambra

Taraba

Benue

Enugu

Edo

Lagos

Yola Nassarawa

Makurdi

Oshogbo

Adamawa

Plateau

Abuja

Osun

Gombe

Kaduna Jos

Federal Capital Territory

Ogbomoso

Oyo

Bauchi

Kaduna

Niger

5 What are Nigeria’s three main exports? 6 What are Nigeria’s two biggest problems? 7 Do a quick sketch of the map of Nigeria, and mark in: a Lagos b Abuja

Unit 8

Katsina

Sokoto

Write short answers to questions 5–7:

118

NIGERIA

Sokoto

Rivers Abia

Key

city/town Edo name of state

Literature Poetry One of life’s greatest pleasures is to explore the international world of literature. Here are two samples of the treasures you can find. Much of the world’s literature was oral – spoken, and handed down, word-of-mouth, long before it was written. This Chinese poem from the 3rd Century BC is a great example.

With flowers blooming and birds singing Spring is here calling us to visit friends far and near Other women have their husbands and sons. Poor me, I shall go to the wall Where my husband’s bones are, Great Wall! Great Wall! If you can save us from enemies Why not save first our dear ones? Anonymous

Use the Internet to find out more about the Great Wall of China.

Activity 1

Two Arabian poems

These poems came from Abu al-Shamaqmaq who died in 796 AD. Even then, there were poets who knew that the world is so rich there is no excuse for poverty. 1 Read the poems aloud. 2 How did you feel after reading each of these poems? 3 How effective is the poet’s use of hyperbole (exaggeration) in these poems? Identify all the instances of hyperbole.

There’s nothing on this earth More precious Than a loaf of bread The end of Ramadan has come What shall I give my children to eat? There are no dates in the house Not even a grain of rice. I live in empty space My house is without walls And the sky is my ceiling

One of the UNESCO World Heritage sites is the Great Wall of China, which is over 5,500 miles long and was built to protect China from invaders. It was built at huge cost – over a million workers are said to have died while building it.

If you want to visit me come at any time There will be nothing to stop you I can’t afford a door from the earth up to the sky! God knows How I manage to survive in this miserable state I’m always penniless I’ve become so thin The sun wipes out my shadow Our heritage

131

Media communication Cultural heritage Choose one of the following:

Activity 1

A slide-show

In this unit, you explored cultures from Africa, India, China and Arabia. If you could go anywhere in the world this weekend, where would you go? Imagine you went to that place. Collect at least five photos from the Internet or other sources and create a slide show of your travels to present to your class. Be prepared to say something about each photo.

Activity 2

A poster

Are you proud of your countryâ&#x20AC;&#x2122;s heritage? Design a poster to reflect your pride. Observe posters that you may have in your classroom, or in your room. How are they designed? What makes them interesting to you? Use them as inspiration for your poster. You can draw or paint it, or use a computer to help you. 132 132

Unit 8

oo d d o o t t s s g g n n i i h h TT 1

Read another Chinese poem

rt If there be righteousness in the hea There will be beauty in the character. If there is beauty in the character, There will be harmony in the home. If there is harmony in the home There will be order in the nation. When there is order in the nation, There will be peace in the world.

Chinese proverb

Lane Pettigrew The world-famous UNESCO-protected Jalousie Plantation in St Lucia has undergone a breathtaking transformation. The architect was Lane Pettigrew, 'the architect laureate of the Caribbean'. * Interested in training to be an architect? Read more about Lane Pettigrew and his work in St Lucia on the Internet. * Go to YouTube for an interview with Lane Pettigrew, and to find out about the work he did in St Lucia.

Research Use your library or the Internet to find out more about one of the following: a) Yoruba art d) Careers in architecture b) The Taj Mahal e) Yin and yang c) The Great Wall of China f) UNESCO

Revie self a w and sessm ent

Share a poem Find a poem you really like, and share it with the class.

Arts and crafts Find some local examples of different arts and crafts â&#x20AC;&#x201C; either pictures of them or, even better, the real thing! Talk to your classmates about what you have brought to class. If possible, bring to class work that you have done yourself, and tell the rest of the class how it was done.

Our heritage 133 133

Revie self a w and ssess ment In this unit you

• practised listening skills

How did you get on with the listening exercise – is your concentration improving?

• read a text about the lost wax process

This is one of many fascinating historical processes – and working with clay is something you can take part in through your school art department, or local pottery classes. Why not have a go?

• practised group discussion techniques

How confident do you feel speaking in a group? If you find it hard to be heard why not volunteer to be the chair and build your confidence through that role?

• revised the difference between simple past tense and past participle forms

• practised using the passive • practised writing formal letters

Why not have a class competition to see who can be the first to get a letter published in your local newspaper?

• discussed racial prejudice

Have you experienced racial prejudice? Why not write a letter about your experience to the local newspaper?

• briefly explored cultures from Africa, India, China and Arabia

If any of these cultures were new to you, why not investigate them further using the Internet?

• completed a passport form

Always remember to ‘think twice and write once’ when you complete official forms – it will save you a great deal of trouble

134

Unit 8

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

• •

i h c

STUDENTS’ BOOK 2

A complete English course for the Caribbean learner

You can Achieve!

2 ! e v e

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

• •

www.pearson.com/caribbean

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

About the author Gillian Pilgrim-Thomas has been involved in education in Trinidad and Tobago for the past 17 years. She has worked as a secondary school English teacher, a head of a Language Arts department, an item writer for CAPE® Communication Studies and has contributed to the Language Arts National Curriculum documents for Forms 4 and 5.

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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 TEACHER’S HANDBOOK 2 Gillian Pilgrim-Thomas

Achieve!

You can Achieve!

2 ! e v e

TEACHER’S HANDBOOK Gillian Pilgrim-Thomas

CVR_ACHI_TB2_CAR_1911_litho_CVR.indd 1

16/01/2013 13:05

ddoo o o t t s s g g n n TThhii

Media communication

Cultural heritage

Students can choose whether they produce a slide-show or a poster.

Activity 1

It is important to note, however, that a beautiful slide-show could be ruined if the person who is presenting it doesn’t do so properly. Encourage students to present with clarity and enthusiasm. Remind then not to crowd their slides with text and to avoid garish font colours that may distract from their photos and message.

132

08_Unit_8_pp117-134.indd 132-133

Chinese proverb

Share a poem Find a poem you really like, and share it with the class.

Research Use your library or the Internet to find out more about one of the following: a) Yoruba art d) Careers in architecture b) The Taj Mahal e) Yin and yang c) The Great Wall of China f) UNESCO

Revie self a w and sessm ent

Activity 2

There are also a number of tutorial videos on how to create a slide-show available on YouTube. Students can follow these instructions.

A slide-show

A poster

Are you proud of your country’s heritage? Design a poster to reflect your pride. Observe posters that you may have in your classroom, or in your room. How are they designed? What makes them interesting to you? Use them as inspiration for your poster. You can draw or paint it, or use a computer to help you.

132 132

Arts and crafts Find some local examples of different arts and crafts – either pictures of them or, even better, the real thing! Talk to your classmates about what you have brought to class. If possible, bring to class work that you have done yourself, and tell the rest of the class how it was done.

Unit 8

Our heritage 133 133

Achieve_Bk2_Unit_8.indd 132

Activity 2

4 Arts and crafts Some students love arts and crafts. Perhaps they could be asked to share what they make or even give a lesson on their craft of choice.

Read another Chinese poem

If there be righteousness in the heart There will be beauty in the character. If there is beauty in the character, . There will be harmony in the home home the in ony harm is there If There will be order in the nation. When there is order in the nation, There will be peace in the world.

Choose one of the following:

Activity 1

08/11/2012 16:40

A poster

Every island in the Caribbean has a rich heritage. Posters from your local tourist board could serve as inspiration for your students, but ask them to be creative as they create their own.

Achieve_Bk2_Unit_8.indd 133

Things to do

08/11/2012 16:40

1 Read another Chinese poem This poem could spark lively discussion in your class. It can also be printed and used as a poster to inspire your class.

Ask students to come up with a slogan that best describes your island and images that best capture your island’s heritage. Students can consider what their islands are most known for, but they could also consider what aspects of the island may not be well known to the rest of the world but which they feel should be highlighted.

2 Share a poem Some students enjoy poetry and may enjoy the opportunity to share their favourites. Remember that a song also qualifies as a poem. Students may even want to share their favourite song and what makes it meaningful to them.

Ask your students to choose appropriate graphics, colours and font sizes to make their poster attractive.

3 Research Have students engage in research according to their interest. This should not be a stressful exercise for them.

Our heritage

133

22/01/2013 14:05

Students can really be creative with this activity. They can choose to visit unlikely places such as other planets or some may prefer to use photos from family trips. Students can use software such as PowerPoint, Moviemaker or whatever they have available to them to create their slide-show. Remember that many of your students are quite comfortable interacting with technology and finding what they want online. You may even ask them to explore other slide-show software that are available online. Typing ‘free slideshow software’ in any search engine will yield many exciting results for those who want to try something different from the traditional slide-shows. There are also a number of tutorial videos on how to create a slide-show available on YouTube. Students can follow these instructions. It is important to note, however, that a beautiful slide-show could be ruined if the person who is presenting it doesn’t do so properly. Encourage students to present with clarity and enthusiasm. Remind then not to crowd their slides with text and to avoid garish font colours that may distract from their photos and message.

132

08_Unit_8_pp117-134.indd 132-133

Choose one of the following:

Activity 1

A slide-show

Chinese proverb

Share a poem Find a poem you really like, and share it with the class.

Research Use your library or the Internet to find out more about one of the following: a) Yoruba art d) Careers in architecture b) The Taj Mahal e) Yin and yang c) The Great Wall of China f) UNESCO

A slide-show

Revie self a w and sessm ent

Activity 2

A poster

Activity 2

08/11/2012 16:40

A poster

Every island in the Caribbean has a rich heritage. Posters from your local tourist board could serve as inspiration for your students, but ask them to be creative as they create their own.

Arts and crafts Find some local examples of different arts and crafts – either pictures of them or, even better, the real thing! Talk to your classmates about what you have brought to class.

If possible, bring to class work that you have done yourself, and tell the rest of the class how it was done.

Unit 8

Achieve_Bk2_Unit_8.indd 132

Activity 1

Cultural heritage

4 Arts and crafts Some students love arts and crafts. Perhaps they could be asked to share what they make or even give a lesson on their craft of choice.

Read another Chinese poem

Students can choose whether they produce a slide-show or a poster.

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Cultural heritage

Media communication

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Things to do

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1 Read another Chinese poem This poem could spark lively discussion in your class. It can also be printed and used as a poster to inspire your class.

Ask your students to choose appropriate graphics, colours and font sizes to make their poster attractive.

3 Research Have students engage in research according to their interest. This should not be a stressful exercise for them.

Our heritage

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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.

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www.pearson.com/caribbean

A complete English course for the Caribbean learner TEACHER’S HANDBOOK 2 Gillian Pilgrim-Thomas

You can Achieve!

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TEACHER’S HANDBOOK Gillian Pilgrim-Thomas

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