Achieve! Level 4 SAMPLE by Pearson Caribbean

• •

www.pearsoncaribbean.com

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Dr Paulette Feraria

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

STUDENTS’ BOOK 4

About the author Dr Paulette Feraria has many years’ experience as a CSEC® English A teacher and a language arts curriculum specialist in Jamaica. She is currently one of the Chief Examiners for the subject, and lectures in language and literature education in the School of Education, The University of the West Indies, Mona campus, Jamaica. Dr Feraria is also the co-author of other successful language arts textbooks for primary and secondary levels in the Caribbean.

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.

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A complete English course for CSEC® English A examinations

Achieve! is a print and digital English language course designed specifically for the Caribbean learner. This is the final book in the series, delivering comprehensive syllabus coverage for the CSEC® English A examination through its range of interactive components that support students and teachers in the life-long development of English language and literacy skills.

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Achieve!

STUDENTS’ BOOK

e for s r u o c h s li g n E e minations t a x e e A l h p ® nglis m o E C Ac Dr Paulette Feraria CSE 05/10/2012 10:58

STUDENTSâ&#x20AC;&#x2122; BOOK

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

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s t n e t n o C Introduction Scheme of work

vii x

2 4

Understanding factual writing

How does the organisation and words shape the meaning of texts Understanding expository text structures

Skill 1: Understanding text structure, identifying and interpreting cue words Skill 2: Identifying what is relevant and taking note of key points Skill 3: Distinguishing between fact and opinion Gathering and giving information Skill 4: Developing skills in information gathering and giving

6 8 9 10 12

Word inference – using context clues

Skill 5: Using expository text structures in giving information Skill 6: Remaining loyal to content and the writer’s point of view Skill 7: Writing summaries Review and self assessment Things to do

14 16 18 23 23

Using summaries and reports

Putting you in the news! Summaries, reports and expositions: understanding what they do Skill 1: Summarising in minute taking Skill 2: Making an eye-witness report: Giving evidence to an Investigator Skill 3: Expositions: Giving information or explanations in an ordered manner Skill 4: Writing the expository essay Skill 5: Writing news reports

26 26 26 29 30 34 38

The ABC of news reporting How news stories work: the five Ws

Skill 6: Writing a feature story – using narrative writing style in reports Purpose and audience in feature stories Skill 7: Writing press releases Skill 8: Writing reports based on figures and statistics

42 44 45 46

Reading for information Writing a report on survey data Using tables and diagrams

Review and self assessment Things to do

51 51

52 54 60

Understanding the writer’s craft: the nature of literary writing

Skill 1: Figuring out figures of speech Skill 2: Crafting elements of prose Setting Characterisation Understanding the writer’s craft in prose Symbolism

Skill 3: Unravelling the poet’s craft

Listening to the persona or speaking voice Noticing structure Unravelling meaning

Review and self assessment

Things to do

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Writing about writing

Skill 1: Writing about poetry

74 76

Motive, meaning and mechanics Setting your goals for this unit

Skill 2: Learning how to use the Writing about writing organiser 78 Using personal pronouns: I, me, myself, my, mine

Skill 3: Understanding how language creates mood and atmosphere

Mood and atmosphere in poetry Mood and atmosphere in pose Achieving parallelism in sentences

Skill 4: Imagery and meaning Skill 5: Understanding structure and meaning Skill 6: Writing about the effectiveness of the poet’s craft

90 90 92

How to analyse a poem

Skill 7: Writing about expository writing – magazine articles

Writing about the writer’s intention with supporting evidence

Review and self assessment Things to do

99 99

100 102

Building the short story

Skill 1: Building blocks and writing blocks Writing portfolio goals Rough cast and fine plaster: Refining your story-writing style Characters and characterisation Conflict Using dialogue in a story Active word choice

Skill 2: Building your short story around a problem in the setting

113

Setting From problem in the setting to plot development Conveying mood and creating atmosphere Plot construction

Skill 3: How to integrate the visual/picture stimulus in your story Skill 4: Making your portfolio work for you Review and self assessment Things to do

117 121 122 122

124 126 126

From the author’s pen

Point of view Skill 1: Understanding narrative technique or point of view Types of narration in stories

Skill 2: Mastering plot movement Design Design Design Design

1: 2: 3: 4:

The The The The

Skill 3: CSEC seven ways of writing a story Technique Technique Technique Technique Technique Technique Technique

1: 2: 3: 4: 5: 6: 7:

129

triangle effect domino effect table-turning (twist) effect reader satisfaction guarenteed technique

133

How to integrate the visual/picture stimulus in your story Building a story from its title Building a story from its opening sentence Building a story from its closing sentence Building a story from an incident or series of incidents Building a story from an outline Building a story around a proverb

The meeting of the mind and pen Review and self assessment Things to do

150 152 152

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The camera at work: the descriptive essay

Looking through the lens

154 156

Describing a single view

Skill 1: Using the zoom-in, zoom-out camera technique Writing through the senses: getting a literary angle Skill 2: Using the show-not-tell technique

156 158 159

Making the camera work for you

Skill 3: Describing people: photos from a funeral Skill 4: Using the loaded words technique Skill 5: Using the eye-witness account technique

161 165 166

Describing an event: Gathering factual and sensory detail

Skill 6: Using the language for aesthetic satisfaction technique Skill 7: Using imagery in descriptive writing Review and self assessment Things to do

167 169 170 170

171 172 173 176

Through the mind’s eye

What can be achieved with the mind’s eye? Skill 1: Writing through the senses Skill 2: The mind’s eye is a microscope Enlarging details in student writing Enlarging details in the writing of accomplished authors

Skill 3: The mind’s eye is a crystal ball – looking into the future Skill 4: The mind’s eye at work in sleep Skill 5: Seeing through the eyes of a playwright Skill 6: Inspiring through imagery

179 180 183 185

Imagery in lyrics

Skill 7: The mind’s eye is a machine – telescopes and x-rays

186

Using your telescope Using your x-ray machine

Review and self assessment Things to do

191 191

192 194 194

Persuasive writing

The art of persuasion Skill 1: Understanding persuasion in advertising Sentence structures How do I choose which persuasive device to use?

Skill 2: Engaging an audience – letters to the editor

199

Ways of appealing Appeal through reason Fact and opinion Appeal through character Appeal to emotion

Skill 3: Speeches – don’t argue; build the argument

205

Purpose Context

Skill 4: Creating a persuasive essay

211

Choosing a topic for a persuasive essay Planning a speech Understanding the structure of a persuasive piece Organising detail in a persuasive essay

Review and self assessment Things to do

217 217

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10 My views matter 218 What’s your outlook? 220 Persuasion 220 Skill 1: Informative and persuasive advertising 221 Persuasive advertisements Appeals and claims in advertisements

Skill 2: Involvement and presentation in advertising Skill 3: Writing articles for submission to youth magazines

224 227

What's on your mind?

Skill 4: Youth in advertisements – preparing persuasive arguments for specific audiences and contexts Skill 5: Preparing arguments on global matters that impact the Caribbean region

229 231

Matters that matter More matters from the print media

Review and self assessment Things to do

233 235

11 Writing for future academic and vocational purposes

236 238

Thinking about you! Step 1: Who am I? Step 2: What do I want to be? Step 3: Where does English fit in to my career?

Skill 1: The personal essay – why I choose this career Skill 2: Filling out application forms

246 249

Application forms Referees

Skill 3: Writing a résumé or curriculum vitae (CV)

252

The different types of résumé Developing your résumé The language of résumé

Skill 4: Writing a letter of application/covering letter

258

The aim of a letter of application Unsolicited letters

Next step – the interview Review and self assessment Things to do

262 265 265

12 Grammar mechanics and usage

266 268

Section 1: Understanding Nouns and pronouns Verbs Adjectives and adverbs Homophones and homonyms How to use context clues to work out the meaning of words

Section 2: Expression

287

Sequencing of tenses The flashback The subjunctive mood Clauses Avoiding sentence fragments and run-ons

Review and self assessment Things to do

293 293

13 Mock examination

294 297 328

Paper 1: Mock examinations A–D Paper 2: Mock examinations E–H

Appendix 1 A review of punctuation and capitalisation 351 Appendix 2 Glossary 355 Index 361

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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! A CSEC English A Course for the Caribbean Learner so great? The student book is genre-based so that students are exposed to the components and skill sets required to master the complexities of each type of writing. This approach is intended to build on the skills that students have been honing as they progress through Student Books 1â&#x20AC;&#x201C;3. The ultimate aim is to achieve mastery of these skills that are relevant not only to excelling in the CXC CSECÂŽ English A examination, but also to life experiences that extend beyond the secondary level. This book aims to imbue students with the competence to communicate confidently both orally and in writing when using Standard English. Each unit capitalises on all the elements of the effective language learning classroom by incorporating listening, speaking, reading, viewing and writing activities and learning opportunities. Each type of writing is treated in two separate units. These offer students the opportunity to first be fully immersed in the specialised language and writing requirements, before moving on to experimenting and shaping their unique writing styles. This two-fold method will help students to delve into practical English language as used in authentic life situations. They will explore their own voices through discussion and experimentation and learn how this can be shared in an effective manner through an appropriately chosen medium. The mechanics of language, grammar and vocabulary, are not only imbedded within each unit, but are also the focus of a unit, so that students who require additional support are quickly able to and easily access that assistance. The scheme of work in this book provides a quick reference guide that helps students to identify and navigate these topics. There is also a consistent infusion of literature, language appreciation, media and cross-curricular skills development. These are included with the deliberate aim of exposing students to varied writing styles, which can serve as models for writing, but which also provide a wealth of vicarious experiences for students to draw on as they find their voices. Students are expected to use these as the springboard that launches them into the exciting world of writing with confidence and communicating their

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thoughts effectively. With that in mind, every section emphasises the importance of student activity and encourages independent learning. This independence is vital for success in the English A examination. A student who is secure in his or her skills base and practised in working both creatively and independently will be more confident in the formal examination situation. To this end, a unit devoted to practice papers for the English A examination is provided. These can be worked on in a whole-class or individual context. While Achieve! A CSEC English A Course for the Caribbean Learner offers comprehensive and systematic treatment of language, and of skills development, the emphasis on this course is very much on flexibility. Achieve! has been developed so that it can be adapted for use with a wide variety of students and classes. The accompanying Teacher Guide will help with differentiation strategies and advice.

Your guide to the student book features A detailed contents list helps teachers to navigate their way through the text clearly, to plan lessons and to prepare students for what they will be studying within a lesson. Features and activities throughout the text span individual, paired and group work for a variety of approaches to ensure students have enough practice. • Each unit begins with a comprehensive opening spread to explain: – What the syllabus requires: this uses the technical language of the syllabus to enable students to become familiar with key terms and phrases, and to understand exactly what is required of them in the examination students can pause and reflect on the unit through the review and self assessment

elf and s nt Review e m s s asse

• As the recruitment officer of the Challenger’s Youth Group in your community you want to increase the membership. Create an advertisement that is geared toward that purpose. • There is a new mobile phone provider in your country, Cellular Communications. They have offered a large cash prize for any young person who can create a print advertisement to introduce them to their community. Create that advertisement for Cellular Communications. While writing, keep the following in mind.

Reflecting on your writing • Revisit the goals you set at the beginning of this unit. How would you rate yourself?

1 What product is being advertised? 2 Have you identified the intended audience? How did you arrive at this audience as your focus? 3 Think about which persuasive techniques and presentation styles you want to use. Why will these be effective for your purposes? 4 Outline the basic message of the advertisement. 5 Think about which desires you want the advertisement to appeal to.

Very confident

WRITER'S SUPPORT KIT

In this section you will consider the visual elements of an advertisement: how they are presented and the techniques advertisers employ to involve you as an audience or consumer.

• How has your writing journal progressed? If you haven’t managed to add at least three pieces, make that your priority.

Involvement techniques and presentation devices

Things

If an advertisement doesn’t get the attention of its intended audience, it won’t get the advertiser’s message across and/or sell the product. Therefore advertisers use various involvement techniques and presentation devices to attract the audience, send their message and prompt the audience to pay for their products. Let’s consider some of the common techniques and devices.

1 Personal writing

• Colours are just as widely used to catch the eye. They may be bold, soft, solid, graded – however the advertisement designer thinks fit.

One of the advantages of studying how a writer writes is that the experience helps to improve your own writing. Now you have the opportunity to write about a subject or topic of your choice. You may write in poetry or prose. Here are some topics to start with if you cannot think of anything to write about:

• Lettering is often varied in size and style to attract the audience with its variety and to reinforce the message of the advertisement.

• a personal experience such as the death of an old relative • peoples’ attitudes towards striving for success • nature: the beauty of it; its effect on man.

• Samples allow the audience to try the product, and cut-outs such as stickers and coupons offer rewards like free or discounted products or chances to win competitions – all to encourage audience involvement and desire for the product.

2 Poetry ‘writeback’ Find a poem that deals with a topic that you think you have a different response to. Do a ‘write back’. Use the same style but choose words and images that convey the opposite meaning, or reveal a different attitude.

• Catchy music and sounds capture the attention in radio and television advertisements.

Unit 10

Unit 4

My views matter Achieve_Bk4_Unit4.indd 99

writer’s support kit boxes highlight crucial elements of particular writing skills

to do

Extending your writing

• Visual images are a favourite. Many create a mood of excitement, power, sexuality, romance and so on.

• The words urge the audience to take advantage of what is being offered before it is too late. Typical phrases include ‘for a limited time only’, ‘send now’ and ‘while stocks last’.

224

Not very confident

• Examine the list of techniques identified at the beginning of this unit. Which ones would you say you have mastered? Which technique would you like to practise more at? Discuss these as a class. Are there any areas you could work on together, or in small groups?

Skill 2: Involvement and presentation in advertising

Achieve_Bk4_Unit10.indd 224

Quite confident

Writing Writing about about writing writing 225

99 99

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students are invited to build on their learning at the end of each unit in things to do

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• • • •

•

– What the examiners say: by providing real examiner criticism of particular skills, students are informed about difficult areas – and reassured that these are things they will be taught about in order to avoid repeating the errors themselves – What this unit does for you: this draws on the technical syllabus requirements but uses more familiar language so students can anticipate what they will be studying within the unit, and understand how they will achieve the syllabus requirements – Setting your goals: students are given suggestions for personal goals but encouraged to take control of their own learning from the beginning by assessing their own weaknesses and incorporating these into their personal goal plan. They are given the opportunity to review these goals at the end of each unit. A wide range of Caribbean and international reading passages are included, from literary extracts and poetry to non-fiction and media texts. Vocabulary development is embedded within each unit. Students are encouraged to maintain and utilise their vocabulary notebooks throughout the course. Oral skills are developed through regular pair and class discussion opportunities. They are used to aid comprehension of a skill, to share knowledge and to provoke debate of personal views on given topics. A wide range of writing tasks is offered covering the spectrum of writing skills required by the CSEC English A syllabus. These writing tasks follow comprehensive and step-by-step skill development, following the belief that students must: – learn the principles of the skill, before they can – analyse the skill, then once understanding that skill they can – apply the skill. Language and literature cannot be separated, because literature is language used in its most effective and creative way. Achieve! includes all that is currently ‘best’ and most appropriate for the students to read – and that includes literature both with a capital L (great writers) and with a small l (effective writing). Annotated passages encourage discussion and opinion as students improve their reading and comprehension skills.

What else is in the Achieve! course?

•

Comprehensive Teacher Handbooks with accompanying resource CD-ROM to help you deliver effective, tailored and differentiated learning to your students. The CD-ROM provides interactive activities, worksheets and templates to further enhance your students’ learning. 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 additional activities to complement your textbooks. Log on to www.pearsoncaribbean.com/Achieve to see more:

Username: Achieve_student Password: b8dkpea4

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Scheme of work Skills

Reading/stimuli

Language in action

Expository texts on Trinidad and Tobago Magazine article: ‘Walking on brandname air’ Statements of fact and opinion Magazine article: ‘How Barbados honours its nationals’ Biography: Bob Marley Information text: Benefits of cars Information text: The history of comic books Article: ‘The benefits of having to repeat a year level’ Principal’s speech

Cue words Facts and opinion Word inference Paraphrasing Using a thesaurus for synonyms Implied meaning and verbal irony

Discussion: the dialogue of an environmental club meeting Scenario: An accident on King Street Classified advertisements Extract from an essay: ‘What we sow and what we reap: Problems in the cultivation of Male Identity in Jamaica’ News items News feature stories: ‘Jewish St Marteen: Who knew?’, ‘Who really discovered St Lucia?’ and ‘Belize – a relic of Mayan civilisation’ Tables and statistics Report on survey data

Synthesising Using short forms Transitional phrases Accuracy, brevity and clarity

Unit 1: Understanding factual writing p. 2 1 Understanding text structure, identifying and interpreting cue words 2 Identifying what is relevant and taking note of key points 3 Distinguishing between fact and opinion 4 Developing skills in information gathering and giving 5 Using expository text structures in giving Information 6 Remaining loyal to content and the writer’s point of view 7 Writing summaries

Unit 2: Using summaries and reports p. 24 1 Summarising in minute taking 2 Making an eye-witness report – giving evidence to an investigator 3 Expositions – giving information or explanations in an ordered manner 4 Writing the expository essay 5 Writing news reports 6 Writing a feature story – using narrative writing style in reports 7 Writing press releases 8 Writing reports based on figures and statistics

Unit 3: Understanding the writer’s craft: the nature of literary writing p. 52 1 Figuring out figures of speech 2 Crafting elements of prose 3 Unravelling the poet’s craft

Poem: ‘Dawn is a fisherman’ Poem: ‘Fog’ Poem: ‘From the sea’ Extracts from the novel Frangipani House Extract from short story ‘An honest thief’ Extract from Hard Times Poem: ‘Nooligan’ Poem ‘Casting Down Arms’ Poem: ‘An even shape’

Analysing figures of speech: metaphor, simile, personification, onomatopoeia, pun, alliteration Literary effect through repetition Denotative and connotative language Creating irony and suspense Symbolism Identifying persona in poetry

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Writing

Speaking and listening

Writerâ&#x20AC;&#x2122;s support kit

Things to do

Writing paragraphs using different text structure patterns Rewriting opinion as fact Giving information about the Caribbean as a tourist destination Giving biographical information in a paraphrase or summary Writing to make comparisons Writing about cause and effect Writing about problems and solutions Summarising to keep authorial intention Writing equivalent sentences Identifying and summarising implied views

Opportunities for peer discussion, criticism and feedback on drafts of work

Paraphrasing and paragraph function Strategies for holding the ideas in your summary together: conjunctions, transitions and language quality

Write a report of accident to an insurance company Write a recipe Write an account of new line of clothes Writing an account of customer dissatisfaction Writing a procedure for opening a bank account

Taking notes Writing minutes Writing reports Writing notices Giving instructions in context Writing classified advertisements Writing an expository essay Writing headlines, leads and news summaries Writing a news feature story Writing a press release Writing reports

Presenting a news report Class discussion: accident scenario Group discussion: creating reports Giving oral reports Promotional talk

Taking notes Writing short sentences and using transitions to build paragraphs Features of a statistical report

Creating a class newspaper

Writing about a poetâ&#x20AC;&#x2122;s use of figurative language Writing using literary devices Analysing structure, voice symbolism and irony in literary works

Class discussion of figurative language Class and small group discussion on social commentary of poetry

Glossary of literary terms

Analysing a poem Finding more poetry to enjoy

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Skills

Reading/stimuli

Language in action

Poem: ‘The Teacher’ Poem: ‘Hate’ Poem: ‘Mid-Term Break’ Prose ‘The funeral’ Poem: ‘Grampa’ Poem ‘Hot Summer Sunday’ Poem: ‘ i will lift up mine eyes...’ Poem: ‘Letter 1’ Expository article: ‘The Power of One’ Article: ‘Get in your (diamond) ring!’

Using metaphor and simile Considering humour in poetry How the persona contributes to meaning and motive in poetry Using first person and third person narration Transitional words and phrases Rhythm, rhyme and alliteration in poetry Creating mood and tone through cumulative word choice Implicit meaning in expository writing

A range of original descriptive pieces to prompt and challenge students as they create their own original work – and analyse those examples given. Extract from ‘A short journey’ Photo stimuli to be ‘read’ and used as prompts for writing

Using descriptive detail to add appeal and interest Analysing the elements of a story: opening, conflict, plot, character and ending Understanding the purposes of dialogue Direct and indirect characterisation Using imagery and simile

A range of original descriptive pieces to prompt and challenge students as they create their own original work – and analyse those examples given. Independent choice of three short stories for analysis – the choice and use of narrative style An annotated student plan to guide and inform students’ own work A plot flowchart to show how events trigger subsequent events and build to a climax Extract from Stone Haven Extract from Things Fall Apart Extract from The Year in San Fernando Extract from Frangipani House

First-, second- and thirdperson narration Using mind maps to analyse symbolism, setting, character and climax Applying methods of direct and indirect characterisation introduced in Unit 5 Considering tense choice for effect in story writing How to identify and use cues in creative writing stimuli Analysing metaphor in proverbs

Unit 4: Writing about writing p.74 1 Writing about poetry 2 Learning how to use the Writing about Writing organiser 3 Understanding how language creates mood and atmosphere 4 Imagery and meaning 5 Understanding structure and meaning 6 Writing about the effectiveness of the poet’s craft 7 Writing about expository writing – magazine articles

Unit 5: Building the short story p.100 1 Building blocks and writing blocks 2 Building your short story around a problem in the setting 3 How to integrate the visual/picture stimulus in your story 4 Making your portfolio work for you

Unit 6: From the author’s pen p. 124 1 Understanding narrative technique or point of view 2 Mastering plot movement 3 CSEC seven ways of writing a story when using: • visual/picture stimulus • a set opening sentence • a set closing sentence • a given outline • an incident as stimulus • a given title • a proverb as stimulus

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Writing

Speaking and listening

Writer’s support kit

Things to do

Keeping a journal: personal experiences Using a Writing about Writing organiser Changing first person to third person narration Analysing word choice, expression and imagery in poetry and prose Writing using parallelism Comparing and contrasting two poems An essay on imagery and structure or attitudes towards class in ‘i will lift up mine eyes...’ An essay analysing language and imagery in ‘Letter 1’ Writing about meaning in expository articles

Group discussion on meaning of poetry, literary devices used by poets and how they reveal their intention

Functions of pronouns related to talking and writing about oneself Using transitions in comparison and contrast

Free creative writing: poetry or prose ‘Write back’ responding to a poem’s topic to which you have a different response

Enhancing character outlines with descriptive detail and vivid language Adding detail to create mood and atmosphere in a story opening Developing a plot from an initial problem; creating a setting and atmosphere for a story Writing a story from an image stimulus

Opportunities for peer discussion, criticism and feedback on drafts of original writing

How to write a good story Characterisation ‘Fine plaster’ techniques

Create characters using the five techniques in characterisation Create atmosphere in scenarios Write a story using one of the characters or scenarios developed above

Writing paragraphs using first- and thirdperson narration Creating story plans using four different plot structures Using tables or mind maps/webs to plan and organise story plots Writing story outlines that detail character, conflict, location, chain of events, climax or twist and conclusion Creating a story plan using a puddle diagram Fleshing out a story plan using a fishbone diagram Writing a story: • from a choice of given titles • using a given opening sentence • using a given closing sentence • from a given event or series of events • from a given outline • from a given proverb

Opportunities for peer discussion, criticism and feedback on drafts of original writing Working in groups of three to coach and support each other during a story-writing activity Telling a peer a story plan for a proverb

Giving constructive criticism Handling time in short story writing

Writing and submitting a story to a local newspaper Publishing a class anthology of stories Sharing stories with peers and hot-seating to find out how different students create their stories

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Skills

Reading/stimuli

Language in action

Unit 7: The camera at work – the descriptive essay p. 154 1 Using the zoom-in, zoom-out camera technique 2 Using the show-not-tell technique 3 Describing people: Photos from a funeral 4 Using the loaded words technique 5 Using the eye-witness account technique 6 Using the language for aesthetic satisfaction technique. 7 Using imagery in descriptive writing

Photo stimuli to analyse using zoom-in, zoom-out camera technique Extract from A High Wind in Jamaica Extract from The Pearl Extract from A House for Mr Biswas Poem: ‘Colours of Nature’

Prepositions and prepositional phrases Using imagery and figurative language to appeal to the senses Understanding and using loaded words for impact Factual detail and sensory detail Using the present tense Adverbial and adjectival phrases

A range of original descriptive pieces to prompt and challenge Poem: ‘Until I saw the sea’ Extracts from Things Fall Apart Act 2, Scene 2 from Julius Caesar Extract from To Kill a Mockingbird Song: ‘I believe I can fly’ Image: from Escape to Last Man Peak Images: tourist brochure photos for the Caribbean

Sensory vocabulary Personification in poetry Conveying mood through language Creating dialogue from prose description Using sensory vocabulary to persuade

Flyer: Secret Garden Spa Letter to the editor: teenage driving Speech: ‘Tribute to a Dog’ Extract from Martin Luther King’s speech ‘I have a dream’ Extract from Barack Obama’s Presidential election victory speech

Persuasive language devices Using different sentence structures Using fact and opinion Connotative and denotative language

Unit 8: Through the mind’s eye p. 171 1 Writing through the senses 2 The mind’s eye is a microscope 3 The mind’s eye is a crystal ball – looking into the future 4 The mind’s eye at work in sleep 5 Seeing through the eyes of a playwright 6 Inspiring through imagery 7 The mind’s eye is a machine – telescopes and x-rays

Unit 9: Persuasive writing p. 192 1 2 3 4 5

The art of persuasion Understanding persuasion in advertising Engaging an audience: letters to the editor Speeches: don’t argue; build the argument Creating a persuasive essay

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Writing

Speaking and listening

Writer’s support kit

Things to do

Writing to convey a specific spatial location Comparing the writing styles of established authors Writing using careful descriptive language choices to create a single effect Responding to a story by writing about and expanding its characters Writing a series of found poems Using a photo stimulus for a piece of descriptive writing that captures the mood and atmosphere of carnival

Opportunities for peer discussion, criticism and feedback on drafts of original writing

Organising details Creative prompts for using spatial, logical, writing a 400–450 importance and word description chronological order Eye-witness description Grammar in use: using prepositional phrases to add details Writing a found poem

Writing about a first-hand experience to convey its sensory elements to the reader Improving student samples of work Expanding a passage from Things Fall Apart Writing news/sports commentary to convey atmosphere A description of Julius Caesar using literary devices Creating a play: writing a synopsis and casting lines Writing a play script for the extract from To Kill a Mockingbird Responding to a song: creative writing and song writing Descriptive essay practice Responding to images: writing character profiles; writing persuasively; demonstrating sensory, descriptive language

Reading original work aloud to the class Listening for effective vocabulary to use in their own work Working in small groups to write the play-script for To Kill a Mockingbird Performance of songs Group discussion of skywriting messages

How to write the script for a play from a situation in a novel

Considering personal ambition through a piece of self-analysis

Rewriting a piece to add interest through an increased variety of sentence structures, persuasive techniques and connotative language Creating a persuasive leaflet Beginning speech-writing: demonstrating three different persuasive techniques Improving student work: opening and concluding essay paragraphs Creating PEE paragraphs Writing a persuasive essay or speech

Peer review and exchange of work Group discussion of a speech: juror activity Pair discussion of ‘I have a dream’ Group presentation of speeches

Building the persuasive essay piece by piece: 1) What was learned from advertising 2) What was learned from letters to the editor 3) What was learned from speeches

Essay practice: a selection of topics to address in a persuasive response

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Skills

Reading/stimuli

Language in action

Advert: Suave skin cream Advert: Win $10,000! Advert: Flower Forest Advert: Orchid World Poster: ‘I can’t hear you – SPEAK UP!’ Magazine cover: The Big Q Abstinence poster Newspaper article ‘Cost of food still rising’ Selection of opening sentences from magazine articles

Using language to convey a message in advertising Appeals and claims Using persuasive devices Giving opinion in a convincing and persuasive manner

Unit 10: My views matter p. 218 1 Informative and persuasive advertising 2 Involvement and presentation in advertising 3 Writing articles for submission to youth magazines 4 Youth in advertisement – preparing persuasive arguments for specific audiences and contexts 5 Preparing arguments on global matters that impact the Caribbean region

Unit 11: Writing for future academic and vocational purposes p. 236 1 Thinking about you 2 Academic writing 3 The personal essay – why I choose this career 4 Filling out application forms 5 Writing a résumé or curriculum vitae 6 Writing a letter of application/covering letter 7 The interview

A variety of student examples of personal statements, résumés and applications for analysis Poem: ‘Hold fast your dreams’ Academic writing extracts: humanities, business, science and law Résumés: Chronological, functional and advanced examples

Formal modes of address and vocabulary The language of applications and résumés Identifying jargon in academic writing Using specialist language Using active statements

Unit 12: Grammar mechanics and usage p. 266 This unit acts as an extended writer’s support kit, offering guidance in the core areas of grammar and expression in Caribbean Standard English. Activities at the end of each section ensure students are able to practise the principles they have learned. Punctuation and capitalisation is supported in Appendix 1. 1

Understanding grammar and mechanics 2 • Nouns and pronouns • Verbs • Adjectives and adverbs • Homophones and homonyms • Using context clues to work out the meaning of words

Expression in grammar and mechanics • Sequencing of tenses • The flashback • The subjunctive mood • Clauses • Avoiding sentence fragments and run-ons

Unit 13: Mock examination p. 294 Students will gain confidence for their examinations through familiarity with realistic exam papers. This unit provides four exams each for Paper 1 and Paper 2. They can use them as whole papers, or focus on areas of weakness by selecting appropriate questions for practice.

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Writing

Speaking and listening

Writer’s support kit

Things to do

Creating an advertisement Group discussions – voicing Involvement opinions and giving reasons techniques and Improving an advertisement for opinion presentation devices Writing a magazine article Writing a letter to a local newspaper in support of an abstinence drive Designing a poster for an HIV awareness campaign Writing a letter to launch your HIV awareness campaign Writing an essay about a global issue Using opening sentences as stimuli for an expository essay

Write and submit an article to local newspaper, either alone or working in small groups

Creating a personal mindmap Improving a student’s personal statement Writing your own personal statement and mission statement Rewriting academic extracts into accessible text for non-specialists Writing using specialist language from your career of choice Writing a personal essay Completing an application form Writing your own résumé Improving a letter of application Writing a letter of application responding to an advertisement Writing your own letter of application

Application form swapshop Working as a team to research a career Using criticism constructively

Class discussion of how Standard Caribbean English is used in the workplace Peer interviews – acting as interviewer and interviewee Peer and class review of the interview process

Personal statements The personal essay Tips on completing an application form The résumé: write it right The format of a letter of application What to expect in an interview

Create a writing checklist Peer-editing

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g n i d n a t s r Unde g n i t i r w l factua

Let us begin this writing course with some facts.

Students in high schools across the Caribbean all want to achieve and excel. You are one of these students who intend to succeed. Factual writing gives information. This information comes in various forms of writing: reports, contracts, wills and testaments, newspapers, leaflets, reference and other non-fiction books and other news magazines. Using factual writing is a major aspect of the CSEC English A course of study, but before you can write a factual piece yourself, you must first understand the mechanics of factual writing. This unit will help you dissect examples of information texts so that you can understand the underlying skills needed to create them. You will go on to write your own factual pieces in Unit 2. This unit concentrates on paraphrases and summaries. These skills are also essential for transactions in everyday life.

What the syllabus requires You need to obtain factual information accurately, and in doing so demonstrate the following skills and abilities: 1 recognise facts that are clearly stated 2 identify and be able to select information that is implied 3 extract specific information from what you hear or read 4 select only what is relevant from a body of information 5 draw conclusions from information presented 6 draw inferences from what is not explicitly stated 7 show relationships between cause and effect 8 interpret information from pictorial communication such as graphs, tables 9 identify and trace the development and presentation of ideas in factual accounts.

What the examiners say • Candidates do not demonstrate that they understand the information they have read and do not seem to understand formal and factual language. • Candidates show an inability to summarise information. • A lack of understanding of, and inability to interpret, statistical information is common. • An overall weakness is failing to give information accurately.

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What this unit does for you You will practise and become good at the following skills: • working with a variety of texts to develop an understanding of how the organisation and words shape the meaning of texts • developing skills in vocabulary work and the mechanics of writing to improve your performance in factual writing • demonstrating and mastering various information gathering skills • developing skills in information giving in the writing of summaries.

Setting your goals Here are some goals you should try to achieve: • become more familiar with the formal and factual language used in factual writing • improve my summary writing skills • understand the different types of factual writing and how their content differs • improve my ability to recount/report information coherently and accurately. Add any other personal goals you wish to achieve. Use the syllabus requirements and the examiner comments to guide you.

Understanding factual writing Achieve_Bk4_Unit1.indd 3

3 29/10/2012 15:47

Skill 1: Understanding text structure, identifying and interpreting cue words Now each of these text structures can be identified in other types of passages because of certain cue words the writers use. Here are some examples of how cue words operate: Twins are often said to be more alike in their appearances than their personalities. They have the same shoe size, have similar tastes but develop different values and attitudes as they grow older.

These cue words tell us that the writer is using a compare and contrast text structure. The environmentâ&#x20AC;&#x2122;s worst enemies are pollutants that increase as it tries to replenish. Manâ&#x20AC;&#x2122;s daily activities contribute to the crisis; although he depends on the environment for survival, he depletes the natural resources that will sustain it.

These cue words tell us that this passage is about cause-and-effect relations.

Activity 1 1 2

Identifying cue words

Read each of the paragraphs about Trinidad and Tobago again. For each passage, list the cue words used by the writer that tell you that he or she is, for example, making a comparison, sequencing information, showing cause and effect or describing and outlining problems and solutions Complete a table like the one below. The first analysis has been done for you.

Text structure pattern

Cue words and phrases

Comparison

both, similar, on the other hand

Sequencing information Cause and effect Describing Problems and solutions

Remember to update your vocabulary book with new words and phrases you learn. You can also make notes about cue words and phrases to help you remember how to use these.

Unit 1

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Activity 2

Using cue words in paragraphs

Here are some facts about Caribbean music. Use these ideas to write paragraphs that are structured like the ones used to give information about Trinidad and Tobago on page 4. Remember to use the cue words that carry out the purpose of the paragraph. For example, if you wish to write a paragraph that compares and contrasts the music, some key cue words are: alike, similar, on the other hand and so on.

ck for the ng been the soundtra Calypso music has lo inidad and Tobago. Carnival Season in Tr

The reggae music of Jamaica and the A froCaribbean tradition s of various other isl ands are some of the mos t popular genres of music in the world.

Calyps

Soca music is a popular form of Caribbean music. It is a blend of traditional calypso and Indian rhythms. enIt is a brok . c si u m n of Belizia n is a form w o d in. k c u r B mento stra a h it w o s down calyp

Dancehall is a genre of Jamaican music that consists of DJ rapping over a reggae-like beat or rhythm.

o musi

c is rhy

thmic a nd has clever, c

atchy ly rics

Mento is the early folk music of Jamaica.

me music beca y d a e st k c 960s. Ro ica in the 1 a m Ja in r popula

The Mighty Sparrow made Calypso popular in the Caribbean. Toots and the Maytals , Justin Hin the Domin ds and oes and Alt on Ellis are artistes of th popular e rockstead y era.

ade popular in the Calypso music was m y Belafonte. United States by Harr

Bob Marle y made reg gae music popular aro und the wo rld.

Toots and the Maytals

Understanding factual writing Achieve_Bk4_Unit1.indd 7

7 29/10/2012 15:47

d n a w Revie ssment e s s a elf

Reflecting on your writing • Revisit the goals you set at the beginning of this unit. How would you rate yourself?

Very confident

Quite confident

Not very confident

• Have you achieved them all completely, or perhaps only in part? With a partner, talk about what you need to do to meet your objectives in full. If you have achieved an objective that your partner has struggled with, try to explain what you did that was different and could help them. • Examine the list of techniques identified at the beginning of this unit. Which ones would you say that you have mastered? Which technique would you like to practise more? Discuss these as a class. Are there any areas you could work on together, or in small groups?

o d o t ings

Extending your writing Just before we move to Unit 2 where we will be focusing on writing reports, be mindful that all the skills you have learned in this unit will provide a good foundation for the writing you will be engaged in. Writing factual accounts is something that we do in everyday life. Here are some occasions that could lead to writing such accounts. Choose one of them and use what you have learned during this unit to create your own factual piece of writing.

• You are the driver of one of the cars involved in a motor vehicle accident. Write a report of the accident to your insurance company. • You had some friends over for lunch and they have not stopped asking you for the recipe for your tasty ‘All-in-cans delight’. Write the recipe down for them. • A new line of clothes for teenagers is now setting the trend. Write an account of the discovery and its impact on wearers. • You are a sales representative in a department store. A customer returns an iron that was damaged when it fell. While the warranty is not up, you cannot replace the iron based on the nature of the damage. The customer is dissatisfied. Write an account of this incident for your manager. • You are a representative in the customer service department of a commercial bank. Write out the procedures for opening a bank account.

Understanding factual writing

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Achieve!

STUDENTS’ BOOK

This resource is genre-based so that students are exposed to the components and skill sets required to master the complexities of each type of writing, building on the skills developed through Students’ Books 1–3. Achieve! aims to imbue learners with the competence to communicate confidently and effectively, not only to excel in the CXC CSEC® English A examination, but also in life experiences extending beyond secondary level. 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.

• •

Not for distribution without prior permission from Pearson Education www.pearsoncaribbean.com

CVR_ACHI_SB4_CAR_1898_CVR.indd 1

Dr Paulette Feraria

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

i h c

STUDENTS’ BOOK 4

A complete English course for CSEC® English A examinations

4 ! e v e

e for s r u o c h s li g n E e minations t a x e e A l h p ® nglis m o E C Ac Dr Paulette Feraria CSE 05/10/2012 10:58

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

f o r e s r u o c h s Engli

e minations t a x e e A l h s p ® ngli m E co C E S C

About the author Dr Paulette Feraria has many years’ experience as a CSEC® English A teacher and a language arts curriculum specialist and examiner in Jamaica. She currently lectures in language and literature education in the School of Education, The University of the West Indies, Mona campus, Jamaica. Dr Feraria is also the co-author of other successful language arts textbooks for primary and secondary levels in the Caribbean.

i h c

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 CSEC® English A examinations TEACHER’S HANDBOOK 4 Neville Grant

M P

Achieve!

You can Achieve!

4 ! e v e

TEACHER’S HANDBOOK Dr Paulette Feraria

CVR_ACHI_TB4_CAR_1935_litho_CVR.indd 1

16/01/2013 13:14

Skill 1: Understanding text structure, identifying and interpreting cue words

Skill 1: Understanding text structure, identifying and interpreting cue words identified in other types of passages because of Here are some examples of how cue words operate:

k for g been the soundtrac Calypso music has lon idad and Tobago. Trin in son Sea al niv Car

Twins are often said to be more alike in their appearances than their personalities. They have the same shoe size, have similar tastes but develop different values and attitudes as they grow older.

The environment’s worst enemies are pollutants that increase as it tries to replenish. Man’s daily activities contribute to the crisis; although he depends on the environment for survival, he depletes the natural resources that will sustain it.

Dancehall is a genre of Jamaican music that consists of DJ rapping over a reggae-like beat or rhythm.

Inference: They have the same shoe size, have similar tastes, but develop different attitudes and values as they grow older.

01_Unit_1_pp002-023.indd 6-7

Mento is the early folk music of Jamaica.

Rocksteady music became popular in Jamaica in the 196

0s.

nds and aytals, Justin Hi Toots and the M Ellis are popular ton Al d an es the Domino cksteady era. artistes of the ro

Text structure pattern

Cue words and phrases

Comparison

both, similar, on the other hand

Sequencing information

de popular in the Calypso music was ma Belafonte. ry Har by tes Sta United

Cause and effect Describing

Problems and solutions

Bob Marley made reggae music popular around the world.

Remember to update your vocabulary book with new words and phrases you learn. You can also make notes about cue words and phrases to help you remember how to use these.

Visual difference: One boy is slightly taller

thmic and has clever , catchy lyrics.

The Mighty Sparrow made Calypso popular in the Caribbean.

Read each of the paragraphs about Trinidad and Tobago again. For each passage, list the cue words used by the writer that tell you that he or she is, for example, making a comparison, sequencing information, showing cause and effect or describing and outlining problems and solutions. Complete a table like the one below. The first analysis has been done for you.

Toots and the Maytals

Photo: the twins

This is an excellent opportunity for picture discussion to deepen students’ understanding of similar and different (compare and contrast). Focus on the visual differences (what students see in the picture) as well as what the inferences (something that can be concluded based on the information we have).

The reggae music of Jamaica and the Afr oCaribbean tradition s of various other isla nds are some of the mo st popular genres of music in the world.

Identifying cue words

P 3

Using cue words in paragraphs

Calypso music is rhy

. It is a brokenm of Belizian music Bruckdown is a for . ain str nto me a down calypso with

These cue words tell us that this passage is about cause-and-effect relations.

1 2

the

Soca music is a popular form of Caribbean music. It is a blend of traditional calypso and Indian rhythms.

These cue words tell us that the writer is using a compare and contrast text structure.

Writers use cue words at the right moment to signal that they are about to do something: illustrate a point; give a solution after outlining a problem; tell us why something is happening and its effects etc.

Remember to use the cue words that carry out the purpose of the paragraph. For example, if you wish to write a paragraph that compares and contrasts the music, some key cue words are: alike, similar, on the other hand and so on.

certain cue words the writers use.

Activity 1

Activity 2

Using cue words in paragraphs

Here are some facts about Caribbean music. Use these ideas to write paragraphs that are structured like the ones used to give information about Trinidad and Tobago on page 4.

Now each of these text structures can be

This is a skill that has to be developed throughout this book. Students will deepen this skill as they are exposed to different genres of writing (for example, they will study text structure in poems, advertisements, speeches, stories, etc.). Remind them constantly of this important skill. Look at these different meanings of the word cue and make a link with cue words in writing: • an action or event that is a signal for something else to happen; • to give someone a sign that it is the right moment … • …for them to speak or do something, especially during a performance.

Activity 2

Unit 1

Understanding factual writing

M01_ACHI_SB4_CAR_1898_U01.indd 6

Activity 1

15/11/2012 15:55

Identifying cue words

ANSWERS Text structure pattern comparison Sequencing information Cause and effect Describing Problems and solutions

Cue words and phrases Both, similar, on the other hand Originally, after, then As a result, although, still, because Another (sign), for example to solve, another suggestion, still another suggestion, to try to ensure

M01_ACHI_SB4_CAR_1898_U01.indd 7

Paragraph 5: outlines problems and possible solutions.

Notice that setting these goals is one way of showing that the students have read and understand the information in the sentence strips 4 Students will then move into linking the ideas/sentences using appropriate cue words. 5 Encourage students to make the appropriate changes to sentences as in the example below.

15/11/2012 15:55

Activity extension: Paragraph functions It would be useful to extend the discussion: talk about how cue words and phrases reveal text structure as well as indicate paragraph functions

Paragraph 4: describes another aspect of Trinidad and Tobago’s diversities

Before doing this activity – remind students of how information should flow from paragraph to paragraph. 1 Read all the sentence strips 2 Before students begin to write, let them number and group the sentences and say why they have grouped them in these ways 3 Students should set a SMART writing goal: Examples i to write a paragraph that describes Jamaican music ii to write a paragraph that contrasts calypso music iii to write about Trinidadian and Jamaican music and show what they have in common.

Sample paragraph of contrast Calypso music has long been the soundtrack for the Carnival season in Trinidad and Tobago. The music is rhythmic and has clever, catchy lyrics. On the other hand, Bruckdown, a form of Belizean music, is a brokendown calypso with a mento strain. ‘The Mighty Sparrow’ made Calypso popular in the Caribbean but it was Harry Belafonte who made it popular in the United States.

Understanding factual writing

22/01/2013 14:06

Skill 1: Understanding text structure, identifying and interpreting cue words

Activity 2

Here are some facts about Caribbean music. Use these ideas to write paragraphs that are structured like the ones used to give information about Trinidad and Tobago on page 4.

Now each of these text structures can be identified in other types of passages because of

certain cue words the writers use. Here are some examples of how cue words operate:

k for g been the soundtrac Calypso music has lon idad and Tobago. Trin in son Sea al niv Car

Twins are often said to be more alike in their appearances than their personalities. They have the same shoe size, have similar tastes but develop different values and attitudes as they grow older.

Visual difference: One boy is slightly taller Inference: They have the same shoe size, have similar tastes, but develop different attitudes and values as they grow older.

01_Unit_1_pp002-023.indd 6-7

Rocksteady music became popular in Jamaica in the 196

0s.

Identifying cue words The Mighty Sparrow made Calypso popular in the Caribbean.

Read each of the paragraphs about Trinidad and Tobago again. For each passage, list the cue words used by the writer that tell you that he or she is, for example, making a comparison, sequencing information, showing cause and effect or describing and outlining problems and solutions. Complete a table like the one below. The first analysis has been done for you.

Text structure pattern

Cue words and phrases

Comparison

both, similar, on the other hand

nds and aytals, Justin Hi Toots and the M Ellis are popular ton Al d an es the Domino cksteady era. artistes of the ro

de popular in the Calypso music was ma Belafonte. ry Har by tes Sta United

Cause and effect Describing Problems and solutions

Bob Marley made reggae music popular around the world.

Remember to update your vocabulary book with new words and phrases you learn. You can also make notes about cue words and phrases to help you remember how to use these.

Toots and the Maytals

Photo: the twins 6

Unit 1

Understanding factual writing

M01_ACHI_SB4_CAR_1898_U01.indd 6

Activity 1

15/11/2012 15:55

Identifying cue words

ANSWERS Text structure pattern comparison Sequencing information Cause and effect Describing Problems and solutions

M01_ACHI_SB4_CAR_1898_U01.indd 7

Paragraph 1: shows what (and how) Trinidad and Tobago have in common Paragraph 2: traces the history that accounts for the diversity of the islands Paragraph 3: (linked to paragraph 2) gives an account of one diversity and outlines the effects Paragraph 4: describes another aspect of Trinidad and Tobago’s diversities Paragraph 5: outlines problems and possible solutions.

15/11/2012 15:55

Activity extension: Paragraph functions It would be useful to extend the discussion: talk about how cue words and phrases reveal text structure as well as indicate paragraph functions

Mento is the early folk music of Jamaica.

Dancehall is a genre of Jamaican music that consists of DJ rapping over a reggae-like beat or rhythm.

Sequencing information

thmic and has clever , catchy lyrics.

1 2

Calypso music is rhy

. It is a brokenm of Belizian music Bruckdown is a for . ain str nto me a down calypso with

These cue words tell us that this passage is about cause-and-effect relations.

Activity 1

The reggae music of Jamaica and the Afr oCaribbean tradition s of various other isla nds are some of the mo st popular genres of music in the world.

Soca music is a popular form of Caribbean music. It is a blend of traditional calypso and Indian rhythms.

These cue words tell us that the writer is using a compare and contrast text structure.

Look at these different meanings of the word cue and make a link with cue words in writing: • an action or event that is a signal for something else to happen; • to give someone a sign that it is the right moment … • …for them to speak or do something, especially during a performance.

the

Using cue words in paragraphs

Activity 2

Using cue words in paragraphs

Skill 1: Understanding text structure, identifying and interpreting cue words

Understanding factual writing

22/01/2013 14:06

Achieve!

Achieve! is a print and digital English language course designed specifically or the Caribbean learner. This is the final book in the series, delivering comprehensive syllabus coverage for the CSEC®English A examination 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.

M P

• •

www.pearson.com/caribbean

A complete English course for CSEC® English A examinations TEACHER’S HANDBOOK 4 Neville Grant

You can Achieve!

i h c

4 ! e v e f o r e s r u o c h s Engli

e minations t a x e e A l h s p ® ngli m E co C E S C

TEACHER’S HANDBOOK Dr Paulette Feraria

CVR_ACHI_TB4_CAR_1935_litho_CVR.indd 1

16/01/2013 13:14