Achieve! Level 1 Sample

STUDENTS’ BOOK

1

Neville Grant

Achieve!A

Neville GrantA complete English course for

Neville GrantNeville Grantettee EEnnggllii

the Caribbean learner

You can Achieve! Achieve!

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STUDENTS’ BOOK

1

Achieve!

Neville GrantConsultants: Daytona Campbell, Gloria Cave, Dr Paulette Feraria, Mavis Findlay-Joseph,

Herina George, Rafer Gordon, Christene Phillips, Gillian Pilgrim-Thomas and Cherri-Ann Sesankar

A01_ACHI_SB1_CAR_1867_PREL.indd 1 10/10/2012 13:20

Extended contents iv

Introduction viii

Scheme of work x

Unit 1 New beginnings 1

Unit 2 Fun with words 15

Unit 3 Learning to learn 30

Unit 4 Friendship 45

Unit 5 Telling a story 59

Unit 6 Family issues 79

Unit 7 Mainly revision (1) 93

Unit 8 What’s happening? 107

Unit 9 A Greek myth 123

Unit 10 Advertising 137

Unit 11 Creativity in writing 153


Unit 13 Communicating in today’s world 180

Unit 14 The world of drama 195

Unit 15 Carnival time! 211

Unit 16 Coastguards to the rescue! 230


AppendicesAppendix 1 Check up on your grammar 260

Appendix 2 Irregular verb forms 270

Appendix 3 Glossary: terms used in language and literature 274

Index 278

iii

Contents


Introduction

viii

Your guide to the student book featuresA 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.

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

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

While Achieve! offers a comprehensive and systematic treatment of language and skills development, the emphasis on this course is very much on flexibility. Achieve! has been developed so that it can be adapted for a wide variety of students and classes as we recognise that classes all learn at different speeds.


ix

• Speak for yourself develops students’ oral skills.• A wide range of writing tasks is off ered 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 eff ective and creative way. Th e range of literature pieces in Achieve! includes literature by great writers as well as eff ective 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. Th is 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:

In this unit you

• practised listening skills – listening for information While you are listening it is important that you are able to identify the

most important pieces of information.

• learned about the value of information represented graphically The example in this unit was a family tree. Tree diagrams and spider

diagrams are both useful ways of noting down information.

• read an extract from a novel, and made inferences Are you getting into the habit of thinking about what you read?

• increased your vocabulary, and learned more about spelling Make sure that your vocabulary notebook is up to date.

• learned more about the various genres of prose literature When you meet a new piece of prose, try to decide its genre early on .

• revised and practised ways of expressing the idea of possession, and practised classifying paragraphs

If you need more practice, go to Unit 6 in the Achieve! DIY Manual.

• learned about how to study a novel What are the main features of a novel?

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

92

Things to do

1 Your teacher will read a chapter of his or her favourite novel to you. Be ready to ask any questions you want to. After listening, summarise the most interesting points in what you heard by making notes, or using a time-line.

2 Have you been reading a novel in class? How did you like the ending? If you didn’t like the way it ended, why not write out your own version? For example, many people do not like the way My Father Sun-Sun Johnson ends. So you think you could do better? Why not give it a try!

3 Summary-writing is an important skill – it is particularly helpful when studying literature. Write a summary of a chapter of a novel you have been reading, or of the extract from ‘Beka Lamb’ you read in this unit.

practised listening skills – listening for information While you are listening it is important that you are able to identify the

practised listening skills – listening for information

Review and self-assessment

Achieve_Bk1_Unit_6.indd 92 19/09/2012 10:03

Making notesIf you sometimes � nd it dif� cult to remember what you have read, it often helps to make short notes. Your notes should only include important points. Sometimes they may be just a few words. There is no need to write complete sentences!

When you make notes, you do not write paragraphs. Usually, you write a list, or several lists, of different points. Here are some notes on how to make notes!

SKIL

LS F

OCU

S 2

How to make notes

• Only include important points.

• Write them down in the form of a list (like

this!).• Number your points.

• No need to write complete sentences.

• Use abbreviations such as: i.e. (that is), e.g.

(for example), NB (note well), etc. (and so on),

SW (South West), kg (kilogram), O (Oxygen),

H (Hydrogen), H2O (water), etc.

We asked some students: ‘Do you ever have trouble remembering what you’ve learned?’

ASKING AROUND

If you share Carlton’s problem, read the Skills Focus below, and discuss it as a class.

‘Defi nitely, yes, that can be a problem! My teacher says I should make notes while I’m studying. But I’m not much

good at making notes.’

Activity 4 Finding topic and support sentences

1 Look at paragraphs 1–5 of the ‘Oxygen passage’ again. Find the topic sentences, and the support sentences in each paragraph. To get you started, the topic sentence in paragraph 1 is ‘Wherever we go, we must have air’.

2 Discuss your answers as a class.

Paragraphs without topic sentencesNow look at the last paragraph of the passage. This does not really have a topic sentence. The topic sentence is probably your answer to the question at the end of the paragraph.

Science textbooks quite often ask this kind of question, asking you to think out the answer for yourself. When there is no topic sentence, you have to think it up for yourself, using the support sentences to help you.

Sometimes, we make notes in a great hurry – and later

on, when we come to look at them again, we can’t read them! It’s a good idea to get into the habit of reading your notes again shortly after making them. Some people make a neater copy of them for revision purposes. Put them in a special binder, or exercise book – or even in your portfolio.

You will be glad you did this when you come to revising at the end of the term or year!

HAZARD!

Word power

Activity 1 Say what you mean

Look at these words used in the passage about oxygen on page 32. Work with a partner to make up sentences using them, orally.1 special container (line 3) � is means a container specially designed for a

particular purpose. � e word special is an adjective. It describes the noun.2 asleep (line 2) � is is an adjective, too, but unlike most adjectives, we can’t

use it before a noun. We can say She was asleep but we can’t say the asleep woman. What is the opposite of asleep?

3 important (line 4) What is a ‘V.I.P’? � e opposite is an ordinary person. 4 present (line 8) � is is another adjective that cannot be used before the noun.

What is the opposite of present? 5 bursts into � ames (lines 11–12) Another way of saying this is catches � re.

By now, you should all have vocabulary notebooks. Use them whenever you want to, and not just when your teacher asks you to. Make a note of the words and expressions used in this unit, and any others you want to include. Don’t forget to include sentences showing how they are used. For example:

burst into fl ames Suddenly, the house burst into fl ames. caught fi re Look out! The house has caught fi re.

Activity 5 Note-making practice

Imagine that you have just had a science lesson. During the lesson you discussed the reading passage on oxygen with your science teacher. Imagine that you have helped your science teacher write the notes shown here on the board. Unfortunately, your teacher was called away early to see the Principal about something.

� e science teacher le� you to copy the notes down into your books. � e blanks represent words that you can’t read. Copy out the notes and complete them. (Your teacher did not have time to write point 7 on the board. What do you think it is?)

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

Notes on oxygen

1 O is a kind of .

2 About 20% of the is O.

3 People oxygen in order

to breathe.

4 Some of the gas is in

water.5 also need O in order to

breathe.6 O is to make things

.7

34 Learning to learn 35

Achieve_Bk1_Unit_3.indd 34-35 19/09/2012 10:02

230 Coastguards to the rescue! 231

Coastguards to

the rescue!Coastguards to Coastguards to

the rescue!the rescue!16

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

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

OBJECTIVES

A visit from the coastguardsIt was a Friday afternoon. The sun was going down. The clouds were the colour of the fl owers of the fl ame tree (or fl amboyant) and the immortelle and splashes of red and scarlet blotted the surface of the ‘big blue’, as the children referred to the sea. The children had run down the hill to the southern beach that faced the outline of the northern portion of mainland Grenada across the choppy channel as soon as they heard the horn of the coastguard. Their grandparents and a number of fi shermen and their wives were crowded around three coastguard offi cers. The coastguard often stopped by during their patrols. Some of them had relatives and friends among the fi shermen. Sometimes, they stopped to buy fi sh. Sometimes they came to arrest someone or question someone or deliver a message from the government or just to check up on the fi shermen. The children pushed their way up front and stood beside their grandparents. The captain was a small slender woman with refi ned features. Her pretty face was slim and she looked like one of those people destined to enjoy a permanently youthful appearance.

ReadingThe extract in this unit comes from a book by David Franklin called Children of the Sea. David Franklin comes from Grenada, but now lives in Barbados. For many years he worked for the United Nations in Kenya in East Africa.

Activity 1 Coastguard in action

Skim through the passage and get the � avour of it. � is means you have to get an overall understanding of what the text is about. � en read it again more carefully and answer the questions. As you read the text, think of what happened before the arrival of the coastguards.

5

10

15

20

(to be continued)

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

students can pause and refl ect on the unit through the review and self assessment

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

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

each unit sets out the objectives

Username: Achieve_studentPassword: b8dkpea4


x

Scheme of workUnit Listening and

speakingReading and summary

Word power Language in use: Grammar

Writing Skills focus Literature Media matters Things to do

1 New beginnings p.1

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

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

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

1 Using the verb be Long and short forms

2 Spot the difference

1 Handwriting practice Your work

2 Creative writing My first day at school

1 Handwriting 2 Laying out your

work neatly 3 Starting a portfolio

1 Poem: New Scholar by Louise Bennet

2 Appreciation 3 Language awareness:

Creole and Standard English

1 Spider diagram2 Reading a map of

the school

1 Memory game2 Wider reading3 Creative writing: a

poem

2 Fun with words p.15

1 Questions: The 5 Ws – and the H word

2 Riddles.3 Asking the way

around the new school

4 Listening to a story

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

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

1 Different kinds of sentence

2 The parts of speech3 Common and proper

nouns4 Using a, and & the

1 Summary of a story2 Creative writing:

Start of a traditional story

1 Vocabulary notebooks

2 Alphabetical order

1 Introducing prose, a mini play, and a poem: The Selkirk Grace

2 Poem: The ABC Rhythm and rhyme

1 The concept of genre

2 Tabulated information

1 Research using the Internet

2 Reading widely 3 Review and self

assessment

3 Learning to learn

p.30

1 Talking about pictures

2 Dictation

Extract from a science book: OxygenPre-, While and Post-reading Inference Paragraphs Topic and support sentences

Say what you mean Vocabulary notebooks Countable and uncountable nouns

1 What is a verb?2 Using the simple

present tense (1) Subject/Verb agreement

1 Making notes on a text

2 Writing up an experiment

1 How to survey a text

2 Making notes3 Alphabetical order

1 Reading widely2 Poem: Book House

Rhythm, rhyme Simile and metaphor

1 Interpreting visual materials

2 Using the Internet

1 Experiment2 Case study a marine

biologist 3 Review and self

assessment

4 Friendship p.45

1 Listening for information

2 A game: listen, and speak

3 How to disagree4 Questions

A letter from Shona Looking at letters Addressing an envelope

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

1 Revision: Different sentence types of

Punctuation2 Subject and predicate3 Pronouns

Description of a friend How to improve your writing

Reading aloud: a nonsense poem: They told me you had been to her Interpreting a writer’s tone

1 Reading (and listening) widely: the importance of the mass media

2 News programmes Making a pie-chart

1 Reading widely Hints on choice of

books2 Writing haiku3 Review and self

assessment

5 Telling a story p.59

Agreeing, and disagreeing Riddles Listening for enjoyment

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

1 Synonyms2 Adverbs of manner3 The home: jobs and

utensils Class survey

Using the simple past tense 1 Adverb phrases of

time

Time-order paragraphs Time-line Writing a journal

Prediction How to write a journal

1 Appreciating a short story

2 The moral of a story 3 Performance

1 Storyboards2 Time-lines3 Mass media:

Classifying print media

1 Journal writing2 Storyboard3 Wider reading4 Review and self

assessment

6 Family issues p.79

Listening for information A family tree solving

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

1 Word bank2 Using your head3 Spelling4 Prose literature:

genres

1 More about nouns Possessive forms:

using the apostrophe

Paragraphs that classify Jumbled paragraphDescribing a character

How to study a novel 1 Character and dialogue in a novel

2 Features of a novel: Setting, Character, Plot Point of view

1 Classifying prose texts

2 Presenting information graphically: family tree

1 Listening for enjoyment

2 Summary3 Changing a story4 Review and self

assessment

7 Mainly revision (1)

p.93

Listening for information: Brazil

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

1 Word bank: Using a dictionary

2 Finding your way round a book

3 Using an index, and the Internet

1 Revision of nouns: abstract nouns and collective nouns

2 Verb tenses Writing: Brazil’s bio-

pirates

1 Punctuation2 Writing a book

review

1 Using Creole and Standard English

2 How to write a book review

1 Interpreting metaphor2 Fiction and non-fiction:

revision3 Book reviews

Using a form to complete information

1 Wider reading2 Review and self

assessment

8 What’s happening?

p.107

1 Interviewing a celebrity

2 Discussing issues

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

1 Say what you mean: Vocabulary building

Using the continuous present tense: Forms and functionsSpot the difference

1 Writing narrative and dialogue

2 Paragraphs 3 Expressing

causation

Writing direct speech Using apostrophes

1 Poem: Guilt The use of rhyme,

repetition and line length to express emotion

1 The use of storyboards for adverts

2 Signs and symbols: verbal and non-verbal communication

Taped interviews

1 Writing a cartoon story

2 Voice production practice: Epitaphs

3 Review and self assessment


xi

Scheme of workUnit Listening and

speakingReading and summary



1 New beginnings p.1

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

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

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

1 Using the verb be Long and short forms

2 Spot the difference

1 Handwriting practice Your work

2 Creative writing My first day at school

1 Handwriting 2 Laying out your

work neatly 3 Starting a portfolio

1 Poem: New Scholar by Louise Bennet

2 Appreciation 3 Language awareness:

Creole and Standard English

1 Spider diagram2 Reading a map of

the school

1 Memory game2 Wider reading3 Creative writing: a

poem

2 Fun with words p.15

1 Questions: The 5 Ws – and the H word

2 Riddles.3 Asking the way

around the new school

4 Listening to a story

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

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

1 Different kinds of sentence

2 The parts of speech3 Common and proper

nouns4 Using a, and & the

1 Summary of a story2 Creative writing:

Start of a traditional story

1 Vocabulary notebooks

2 Alphabetical order

1 Introducing prose, a mini play, and a poem: The Selkirk Grace

2 Poem: The ABC Rhythm and rhyme

1 The concept of genre

2 Tabulated information

1 Research using the Internet

2 Reading widely 3 Review and self

assessment

3 Learning to learn

p.30

1 Talking about pictures

2 Dictation

Extract from a science book: OxygenPre-, While and Post-reading Inference Paragraphs Topic and support sentences

Say what you mean Vocabulary notebooks Countable and uncountable nouns

1 What is a verb?2 Using the simple

present tense (1) Subject/Verb agreement

1 Making notes on a text

2 Writing up an experiment

1 How to survey a text

2 Making notes3 Alphabetical order

1 Reading widely2 Poem: Book House

Rhythm, rhyme Simile and metaphor

1 Interpreting visual materials

2 Using the Internet

1 Experiment2 Case study a marine

biologist 3 Review and self

assessment

4 Friendship p.45

1 Listening for information

2 A game: listen, and speak

3 How to disagree4 Questions

A letter from Shona Looking at letters Addressing an envelope

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

1 Revision: Different sentence types of

Punctuation2 Subject and predicate3 Pronouns

Description of a friend How to improve your writing

Reading aloud: a nonsense poem: They told me you had been to her Interpreting a writer’s tone

1 Reading (and listening) widely: the importance of the mass media

2 News programmes Making a pie-chart

1 Reading widely Hints on choice of

books2 Writing haiku3 Review and self

assessment

5 Telling a story p.59

Agreeing, and disagreeing Riddles Listening for enjoyment

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

1 Synonyms2 Adverbs of manner3 The home: jobs and

utensils Class survey

Using the simple past tense 1 Adverb phrases of

time

Time-order paragraphs Time-line Writing a journal

Prediction How to write a journal

1 Appreciating a short story

2 The moral of a story 3 Performance

1 Storyboards2 Time-lines3 Mass media:

Classifying print media

1 Journal writing2 Storyboard3 Wider reading4 Review and self

assessment

6 Family issues p.79

Listening for information A family tree solving

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

1 Word bank2 Using your head3 Spelling4 Prose literature:

genres

1 More about nouns Possessive forms:

using the apostrophe

Paragraphs that classify Jumbled paragraphDescribing a character

How to study a novel 1 Character and dialogue in a novel

2 Features of a novel: Setting, Character, Plot Point of view

1 Classifying prose texts

2 Presenting information graphically: family tree

1 Listening for enjoyment

2 Summary3 Changing a story4 Review and self

assessment


p.93

Listening for information: Brazil

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

1 Word bank: Using a dictionary

2 Finding your way round a book

3 Using an index, and the Internet

1 Revision of nouns: abstract nouns and collective nouns

2 Verb tenses Writing: Brazil’s bio-

pirates

1 Punctuation2 Writing a book

review

1 Using Creole and Standard English

2 How to write a book review

1 Interpreting metaphor2 Fiction and non-fiction:

revision3 Book reviews

Using a form to complete information

1 Wider reading2 Review and self

assessment

8 What’s happening?

p.107

1 Interviewing a celebrity

2 Discussing issues

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

1 Say what you mean: Vocabulary building

Using the continuous present tense: Forms and functionsSpot the difference

1 Writing narrative and dialogue

2 Paragraphs 3 Expressing

causation

Writing direct speech Using apostrophes

1 Poem: Guilt The use of rhyme,

repetition and line length to express emotion

1 The use of storyboards for adverts

2 Signs and symbols: verbal and non-verbal communication

Taped interviews

1 Writing a cartoon story

2 Voice production practice: Epitaphs



xii

Unit Listening and speaking

Reading and summary



9 A Greek myth p.123

Listening to a story A Greek myth: The story of Icarus Predictions Drawing inferences

1 Word attack strategies2 Synonyms3 Antonyms4 Personification5 The Icarus Rap

1 Possessive pronouns2 The uses of be:

simple past tense3 There is/are/was/

were

1 Punctuation: using commas

2 Narrative and description: an entry in a journal

How to cope with new words: The three strategies

1 Poem Week fifty-one2 Reading aloud3 Personification4 Alliteration

1 Design and use of storyboards in film

2 Mass media: classifying AV media

1 Reading widely2 Review and self

assessment

10 Advertising p.137

Discussing advertisements

Reading a magazine article: What's the use of advertising? Critical reading

1 Developing your vocabulary

2 Suffixes (1)3 Using a dictionary4 Similes

1 Prepositions of time (Revision)

2 Prepositions of place3 Directions

1 Writing directions: how to get to a place

2 Paragraphs expressing comparisons

3 Designing an advert

How to use a dictionary

1 Using similes2 A poem used for

advertising

1 Media used in advertising

2 Interpreting and using maps

3 Giving directions

1 Collecting adverts from print and broadcast media


11 Creativity in writing

p.153

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

Extract from a story: The baakoo bottle Reading between the linesOpinion

1 Using your head2 Using words creatively3 Choosing the right

word4 The five senses

1 Main clauses and subordinate clauses

2 Using the continuous past tense

1 Paragraphs expressing exemplification

2 Creative writing Using the five

senses

How to improve your writing: The writing process

1 Poetry: The Hairy Toe Onomatopoeia

Drafting an advertising brochure Doing a TV interview

1 Writing a scary story2 Review and self assessment


p.169

Listening for information Dictation: Life-long learning Discussion

Revision: Learning how to learn Questionnaire Making notes

Vocabulary building 1 Revision: Prepositions of time and place

2 Revision: Continuous past

1 A study-plan2 Paragraph writing3 Punctuation

How to revise Poetry: Reflection on wrecked kites Poetic techniques

Making a tree diagram 1 Book review2 Creative writing3 Review and self assessment

13 Communicating in today’s world

p.180

Listening for information: Computers Listening toinstructionsDiscussion

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

1 The language of computers

2 Idioms

1 Using the passive2 The perfect present

tense

1 Exposition: A procedural text

How to get an email address

2 An informal letter of persuasion

How to write an informal letter

Poetry: A ballad: Lord Randal Repetition & rhythm

Computers: AT chart The Internet Email Procedural text

1 Finding a poem on the Internet

2 Giving a talk 3 Review and self assessment

14 A play p.195

Listening to one’s own voiceActing: Drama workshop

An extract from a play: Moon on a Rainbow ShawlInferences Interpreting symbols

1 Features of a play2 Putting on a play

1 Reported speech2 Adjectives:

comparatives and superlatives

1 A play review2 Summary

Paraphrasing a play

How to write asummary

Drama: The role of speeches, and stage directions Symbolism

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

1 Research: Caribbean playwrights

2 Writing a play 3 Review and self assessment

15 Carnival time! p.211

Listening to one’s own and others’ voices Role-playing interviews

Extracts from a travel book: Carnival cavalcades The creation of atmosphere

1 Using suffixes2 Inference3 Varying one’s

vocabulary

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

1 Descriptions of carnival costume

2 An essay about carnival

More on the writing process: Introduction Development Conclusion

1 How text brings one’s experience to life

2 A calypso: onomatopoeia

1 Classifying and defining radio programmes

2 Designing a radio or TV documentary

1 Research and writing2 Procedural writing:

How to make a mask3 Review and self assessment

16 Coastguards to the rescue!

p.230

Listening to phone calls and taking messages Using the phone

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

The use and spelling of adverbs of manner

1 Using the perfect present tense

2 Using complex sentences: relative clauses

1 A formal letter2 An expository essay

How to set out and write a formal letter

How narrative, description and dialogue raises our interest2 Poem: The beach

1 Using the telephone 2 Reading and using a map

1 A poem: The beach Metaphor and

personification2 Review and self assessment


p.247

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

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

1 North American English

2 Idioms 3 Using suffixes:

revision

1 Revision: verb tenses2 The passive3 Making comparisons

1 Writing a formal letter to a newspaper

2 Creative writing3 Writing a speech for

a debate

1 How to hold a debate

2 What to do in the holidays

1 Revision2 Book review3 Poetry: No Dialects

Please!

Evaluation of the year’s work and self assessment


xiii

Unit Listening and speaking

Reading and summary



9 A Greek myth p.123

Listening to a story A Greek myth: The story of Icarus Predictions Drawing inferences

1 Word attack strategies2 Synonyms3 Antonyms4 Personification5 The Icarus Rap

1 Possessive pronouns2 The uses of be:

simple past tense3 There is/are/was/

were

1 Punctuation: using commas

2 Narrative and description: an entry in a journal

How to cope with new words: The three strategies

1 Poem Week fifty-one2 Reading aloud3 Personification4 Alliteration

1 Design and use of storyboards in film

2 Mass media: classifying AV media

1 Reading widely2 Review and self

assessment

10 Advertising p.137

Discussing advertisements

Reading a magazine article: What's the use of advertising? Critical reading

1 Developing your vocabulary

2 Suffixes (1)3 Using a dictionary4 Similes

1 Prepositions of time (Revision)

2 Prepositions of place3 Directions

1 Writing directions: how to get to a place

2 Paragraphs expressing comparisons

3 Designing an advert

How to use a dictionary

1 Using similes2 A poem used for

advertising

1 Media used in advertising

2 Interpreting and using maps

3 Giving directions

1 Collecting adverts from print and broadcast media


11 Creativity in writing

p.153

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

Extract from a story: The baakoo bottle Reading between the linesOpinion

1 Using your head2 Using words creatively3 Choosing the right

word4 The five senses

1 Main clauses and subordinate clauses

2 Using the continuous past tense

1 Paragraphs expressing exemplification

2 Creative writing Using the five

senses

How to improve your writing: The writing process

1 Poetry: The Hairy Toe Onomatopoeia

Drafting an advertising brochure Doing a TV interview

1 Writing a scary story2 Review and self assessment


p.169

Listening for information Dictation: Life-long learning Discussion

Revision: Learning how to learn Questionnaire Making notes

Vocabulary building 1 Revision: Prepositions of time and place

2 Revision: Continuous past

1 A study-plan2 Paragraph writing3 Punctuation

How to revise Poetry: Reflection on wrecked kites Poetic techniques

Making a tree diagram 1 Book review2 Creative writing3 Review and self assessment

13 Communicating in today’s world

p.180

Listening for information: Computers Listening toinstructionsDiscussion

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

1 The language of computers

2 Idioms

1 Using the passive2 The perfect present

tense

1 Exposition: A procedural text

How to get an email address

2 An informal letter of persuasion

How to write an informal letter

Poetry: A ballad: Lord Randal Repetition & rhythm

Computers: AT chart The Internet Email Procedural text

1 Finding a poem on the Internet

2 Giving a talk 3 Review and self assessment

14 A play p.195

Listening to one’s own voiceActing: Drama workshop

An extract from a play: Moon on a Rainbow ShawlInferences Interpreting symbols

1 Features of a play2 Putting on a play

1 Reported speech2 Adjectives:

comparatives and superlatives

1 A play review2 Summary

Paraphrasing a play

How to write asummary

Drama: The role of speeches, and stage directions Symbolism

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

1 Research: Caribbean playwrights

2 Writing a play 3 Review and self assessment

15 Carnival time! p.211

Listening to one’s own and others’ voices Role-playing interviews

Extracts from a travel book: Carnival cavalcades The creation of atmosphere

1 Using suffixes2 Inference3 Varying one’s

vocabulary

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

1 Descriptions of carnival costume

2 An essay about carnival

More on the writing process: Introduction Development Conclusion

1 How text brings one’s experience to life

2 A calypso: onomatopoeia

1 Classifying and defining radio programmes

2 Designing a radio or TV documentary

1 Research and writing2 Procedural writing:

How to make a mask3 Review and self assessment

16 Coastguards to the rescue!

p.230

Listening to phone calls and taking messages Using the phone

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

The use and spelling of adverbs of manner

1 Using the perfect present tense

2 Using complex sentences: relative clauses

1 A formal letter2 An expository essay

How to set out and write a formal letter

How narrative, description and dialogue raises our interest2 Poem: The beach

1 Using the telephone 2 Reading and using a map

1 A poem: The beach Metaphor and

personification2 Review and self assessment


p.247

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

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

1 North American English

2 Idioms 3 Using suffixes:

revision

1 Revision: verb tenses2 The passive3 Making comparisons

1 Writing a formal letter to a newspaper

2 Creative writing3 Writing a speech for

a debate

1 How to hold a debate

2 What to do in the holidays

1 Revision2 Book review3 Poetry: No Dialects

Please!

Evaluation of the year’s work and self assessment


211

Carnival time!Carnival time!Carnival time!15In this unit you will• read an extract from a travel book• develop your vocabulary• learn more about what makes a good description• learn how to vary your use of language• practise inferring the meaning of new words• learn about and practise using some suffi xes• learn the difference between simple, compound and complex

sentences• practise using conjunctions, colons and semi-colons• prepare, give and record a short talk• learn more about the writing process, and write about Carnival• enjoy and perform a Carnival calypso• classify radio programmes, and consider their

distinctive features• role-play interviews, and if possible devise a

radio or television documentary about Carnival.

OBJECTiVES

As you can see, it is carnival time! Write down all the words you can think of – verbs, nouns, adjectives or adverbs – to describe each of the following:1 things you can see during Carnival2 things you can hear3 things you can taste4 things you can smell5 things you can touch6 feelings about the atmosphere.

M15_ACHI_SB1_CAR_1867_U15.indd 211 10/10/2012 13:21

Carnival time! 223222 Unit 15

Skil

lS F

OCU

S 1

1 Preparation:a ‘Getting ideas’ – thinking and talking about what you are going to

write.

b Planning – some people like to write a rough plan before they start to write. This might be notes, or it might include spider and tree diagrams, or lists.

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

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

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

5 Final check.

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

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

The writing process


224 Unit 15

Queen of the starsThis costume looks like that of a queen from another planet. She has a bright blue helmet, rather like that of a motor-cyclist, but with a golden crown round it. From the top there are some bright red and green feathers. The dress is red, blue and green. It is in two parts. The top part is a highly decorated but very short T-shirt that ends well above the waist. It is covered in sequins. The bottom part has a very full skirt ending just below the knee. The skirt is made of a very soft material that seems to almost melt in the hand when touched. If she isn’t Queen of the Carnival, I’ll eat her helmet!

Activity 1 Paragraph practise

Try the approach described in the Skills Focus on just one paragraph.

Write down a description of an interesting carnival costume (or an outfi t). If you wish, once you have done your fi nal draft you can draw a picture to illustrate the description. Here is an example:

Activity 2 Composition

Now try out the approach on a longer composition. Th is time you should decide whose point of view you are writing from. In Unit 6, you saw that you could write from your own point of view (as Zenga Longmore does in her book), from the point of view of one of the characters, or as an omniscient observer.

Write an account of a recent celebration you or an imaginary person watched or took part in. It could be Carnival, or some other event like a fi esta or a fete. Maybe the talk you gave earlier in the unit will help you during the ‘Getting ideas’ stage!

Write at least three paragraphs (plus dialogue). If you like, follow this plan:

Paragraph 1: PreparationsParagraph 2: The eventParagraph 3: A particularly exciting fl oat, or an incident that took place

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

Peter Minshall is a brilliant Carnival costume designer.


228 Unit 15

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

2 You can make a carnival mask out of papier-mâché (French for ‘chewed paper’).

Things to do

The instructions below are in the wrong order. Write them out so they are easy to follow, using phrases like the following:First of all, Next... Then … After this... Once you have done that ... Make sure that … Carefully … Finally,

Decide the correct order fi rst! Start: 1D, 2 …

A Prepare the papier-mâché paste by mixing two parts of fl our and one part of water.

B Apply the newspaper to the front half of the balloon, and smooth it down.

C Let each layer dry completely before adding another.

D Tear the newspapers into strips and dip them briefl y in a bowl of hot water; then leave them overnight to dry out a little and become soft.

E Carefully cut holes for eyes, nose and mouth. F Repeat this process as necessary: you should

have at least three layers.G Get out your paints and decorate it, making

sure that the paint is dry before giving it a coat of clear gloss.

H Once the papier-mâché has dried, pop the balloon and pull it out

I Let the fi rst layer dry for about 24 hours, and add another layer.

J Blow up a balloon until it matches the size of your face.

K Twist the newspapers and mix them with the paste.

You could use your mask to tell a story.


228 Unit 15

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

In this unit you

• read an extract from a travel book Did you fi nd reading this text helped you to improve the quality of your own

writing?

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

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

• learned how to vary your use of language What effects can you create by varying your language?

• practised inferring the meaning of new words This text included quite a lot of unfamiliar words. Did you manage to work

out what most of them meant?

• learned about and practised using some suffi xes What is a suffi x? Do you still sometimes use an adjective or noun instead of

a verb, or make similar mistakes? If so, make a note of troublesome words in your vocabulary notebook.

• learned the difference between simple, compound and complex sentences

Write down one example of each.

• practised using conjunctions, colons and semi-colons

• prepared, gave and recorded a short talk Are you beginning to feel more confi dent? If not, practise on your own – with

or without a recorder.

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

• enjoyed and performed a Carnival calypso Do you remember how onomatopoeia is used? Notice how easy it is to use

d instead of th when speaking Standard Caribbean English.

• classifi ed radio programmes, and considered their distinctive features

Try to listen to radio programmes more critically in future.

• role-played interviews, and if possible devised a radio or television documentary about Carnival

How much of this project did you manage to do? What did you learn from the experience?

Carnival time! 229

read an extract from a travel book Did you fi nd reading this text helped you to improve the quality of your own

read an extract from a travel book

Review and self assessment


STUDENTS’ BOOK

1

Neville Grant

Achieve!

A complete English course for

the Caribbean learnerwww.pearsoncaribbean.com

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 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/Achieveto access your digital support resources and to view our wide range of additional English language and literature resources.

About the authorNeville 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 Awhileseries for Caribbean Primary Schools.

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

Achieve! A com

plete English course for the Caribbean learner STUD

ENTS’ BO

OK

1 Neville G

rant

Not for distribution without prior permission from Pearson Education

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Not for distribution without prior permission from Pearson Education

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TEACHER’S HANDBOOK

1

Neville Grant

Achieve!Acc

A complete English course foreeetttee EEnngglliis


www.pearson.com/caribbean

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 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.

About the authorNeville 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.

In this series:



Achieve! A com

plete English course for the Caribbean learner TEACH

ER’S HA

ND

BOO

K 1 N

eville Grant

CVR_ACHI_TB1_CAR_1904_litho_CVR.indd 1 16/01/2013 12:59

SAMPLE

212

Reading

Activity 1

Carnival wordsHave the class discuss the lists the groups prepared in the warm-up activity, and list them on the board, perhaps as a mind map.

Activity 2

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

You may wish to ask students to read and act out the amusing dialogue on page 213 between Zenga and the old man as a playlet. � e dialogue re� ects some of the humour that o� en accompanies events like Carnival.

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

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

5

10

15

20

25

212 Unit 15

Reading

Activity 1 Carnival words

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

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

Activity 2 Carnival in Roseau

Read the passage, and then answer the questions.


M15_ACH1_TB_CAR_1904_U15.indd 212 16/01/2013 09:57

SAMPLE

Carnival time! 213

ANSWERS

Questions1 ‘I thought that Roseau was a very � ne town.’ The writer is using an

acceptable idiom ‘struck me’ here.2 Talk, mainly. Evidence: ‘...their eloquence remains unequalled’ and

‘Even after the show had started they refused to stop talking.’ They also drank cold beer and ate spiced � sh.

3 They claimed that she did not know anything about the origin of Carnival (untrue); and that she didn’t understand what ‘jumpin’ meant (true).

4 Pretentious, preachy and (too) political! Pretentious means ‘claiming an importance that (they) do not have’. Your students will have opinions about so-called ‘political’ calypsos or pop songs.

5 The town was very pretty and the people very friendly.

Discussion and opinion6 The misunderstandings

arose party because the men were drunk, and partly because they deliberately chose to misrepresent what she said and have a joke at her expense.

7 It seems likely that none of them were quite right. The origins of Carnival are largely Catholic, but these days, it has become almost entirely secular and everyone joins in! However, not everyone will subscribe to this explanation, either:In Christian countries, there is a period called Lent, which is the 40-day period of fasting in preparation for Easter. Carnival was seen as the last opportunity to eat and make merry before Lent. The word ‘Carnival’ has been interpreted as ‘carne vale’, Latin for ‘farewell meat’. However, Carnival existed before Christianity, and its pagan origins continued well into the Christian era. In addition, in the Caribbean there are also complicated African and Asian in� uences too.

8 Her ‘faith in the Caribbean’ was apparently damaged by her visits to Haiti and the Dominican Republic. Clearly, she � nds Dominica much more congenial.

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

5

10

15

20

25

212 Unit 15

Reading

Activity 1 Carnival words

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

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

Activity 2 Carnival in Roseau

Read the passage, and then answer the questions.


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

30

35

40

45

50

(to be continued)

Carnival time! 213212 Unit 15

Questions1 ‘Roseau struck me as being a very fi ne town.’ Th ink of another way of saying this.2 What did the drunken old men do during the show?3 Why did they call Zenga ‘stupid’? Were they right to do so?4 What did the author think of the calypsos that were being performed?5 What two reasons can you fi nd in the text for the author’s happiness? (lines 47–48)

Discussion and opinion6 How do you explain the misunderstandings between the girl and the

old men?7 What do you think of the explanations about how Carnival started?8 Th e writer says that her ‘faith in the Caribbean was restored’ (line 51).

Th is suggests that she had lost her faith in the Caribbean. Where had this happened do you think? Can you guess what might have happened to make her think this way?


M15_ACH1_TB_CAR_1904_U15.indd 213 16/01/2013 09:57

SAMPLE

TEACHER’S HANDBOOK

1

Neville Grant

Achieve!Acc

A complete English course foreeetttee EEnngglliis


www.pearson.com/caribbean

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 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.

About the authorNeville 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.

In this series:



Achieve! A com

plete English course for the Caribbean learner TEACH

ER’S HA

ND

BOO

K 1 N

eville Grant

CVR_ACHI_TB1_CAR_1904_litho_CVR.indd 1 16/01/2013 12:59

SAMPLE

Documents

Achieve! Level 1 Sample