Achieve! Level 2 SAMPLE

STUDENTS’ BOOK

2Achieve!

Neville GrantA complete English course for

the Caribbean learnerwww.pearsoncaribbean.com

Achieve! A com

plete English course for the Caribbean learner STUD

ENTS’ BO

OK

2 Neville G

rant

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/Achieve to 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 Awhile series 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 SAM

PLE

STUDENTS’ BOOK

2Achieve!

Neville GrantContributions from Gillian Pilgrim-Thomas

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

Extended content iv

Introduction viii

Scheme of work x

Unit 1 The happiest days of your life 1

Unit 2 Developing your study skills 18

Unit 3 Approaches to literature 37

Unit 4 The diary of a teenager 53

Unit 5 Food for thought 69

Unit 6 Looking at the media 85

Unit 7 Mainly revision (1) 101

Unit 8 Our heritage 117

Unit 9 Reading a novel 135

Unit 10 Stories from science 152

Unit 11 The sea 169


Unit 13 Facts and opinions 201

Unit 14 'Yes, we can!' 217

Unit 15 Superstition 233

Unit 16 A play 247


Appendices:Appendix 1 Check up on your grammar 274

Appendix 2 Irregular verb forms 283

Appendix 3 Glossary: terms used in language and literature 287

Index 293

iii

Contents

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 measurable improvement of long-term English language and literacy skills.

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

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

viii

Introduction

• Speak for yourself develops students’ oral skills.• A wide range of writing tasks is offered which covers the full scope of important

writing skills for your portfolio.• Language and literature cannot be separated because literature is language used

in its most effective and creative way. The range of literature pieces in Achieve! includes literature by great writers as well as effective writing.

• Special focus on media communication to interest and help students as citizens of the modern world.

• Listening comprehension is an invaluable skill for world citizens generally, but also hones critical listening. This is a feature of the Communication Studies syllabus at the CXC CAPE level. Passages appear in the Teacher’s Handbook.

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

provide additional support, ideas and strategies for teachers.• A companion website including a wealth of resources for teachers and students,

including audio recordings of literature pieces, interactive spelling and grammar practice, story building exercises and many more additional activities to complement your textbooks. Log on to www.pearsoncaribbean.com/Achieve to see more:

Username: Achieve_student Password: b8dkpea4

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

student can pause and reflect 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 objectivesIntroduction

Introduction ix

x

Unit Listening and speaking

Reading and summary

Word power Language in use: Grammar

Writing Skills focus Literature Media Communication

Things to do

1 The happiest days of your life.

p.1

1 Listening to the end of a story

2 Role play:3 Discussion: School

drop-outs

Extract from a novel: Johnny’s Dream Comprehension Prediction

1 Using the right word2 Using a dictionary3 Antonyms: prefixes un-

in- and im-

1 Review: The parts of speech

2 Verb tenses3 The perfect past:

flashbacks

1 Punctuation:2 Time-order in

paragraphs:3 Narrative4 An informal letter of

persuasion

Vocabulary notebooks Poetry: A rap poem Education is cool

1 Research using an atlas

2 Understanding a flow diagram

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

2 Developing your study skills

p.18

Role play: practising & evaluating body language/facial expression

Dealing with study problems: understanding memory, time Text: The Taino Note-making

1 Context clues: word inference

2 Noun formation: suffixes

1 More uses of the Past perfect

2 Reported speech3 Transitive &

intransitive verbs

1 Organisational patterns in expository paragraphs: definition

2 Creative writing

1 Reading for study: the KWL strategy

2 Other strategies

1 A Taino legend 2 Extract from a novel:

Annie John

1 Print and non-print media:

comparison2 Making a television/

radio play

1 Research2 A debate Review and self assessment

3 Approaches to literature

p.37

1 Listening to a story2 Making

suggestions & giving warnings

A short story: The Water Mamma Comprehension Prediction

1 Vocabulary development

2 Context clues 3 Prefixes: re- and dis-

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

1 Organisational patterns in paragraphs that classify

2 Creative writing

How to improve your writing

Studying a novel: The Pearl Paraphrase Theme, and Plot

Recording role plays on film or tape 3 Book reviews

1 Poem: The Fairies Using assonance

2 Reading widely Review and self assessment

4 The diary of a teenager

p.53

1 Discussion2 Role play:

television interviews

3 Listening: Anne Frank

4 Discussing bias and prejudice

Newspaper article: The Diary of Latoya Hunter Comprehension

1 Word inference2 American English3 Using the present

participle in phrases4 Prepositions

1 Simple, compound & complex clauses

2 Noun clauses as subject & object

1 Organisational: patterns in paragraphs that compare & contrast

2 Journal writing

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

Recording on a television interview on film or tape

1 Reading: The Diary of Anne Frank Review and

self assessment

5 Food for thought p.69

1 Discussing fast food and adverts

2 Role play: choosing food

A magazine article: The Need for a Balanced Diet The best diet? Note-making

1 Using the right word2 Popular dishes in the

Caribbean 3 Antonyms

Expressing comparison: Who is taller? Who weighs less?

1 Organisational patterns in exposition: cause & effect paragraphs

3 A recipe

How to write a recipe A tongue twister: Betty Botter alliteration and assonance

1 Looking at adverts2 Understanding pie-

charts and tables

1 Reading: Article: Kids & TV a recipe for high cholesterol

2 Writing3 Review and self

assessment

6 Looking at the media

p.85

1 Quiz: How computerate are you?

2 Discussion of print & non-print media

3 Predictions

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


2 Cloze: the Internet

Talking about the future1 The simple &

continuous present2 Will/won’t etc3 The continuous future

1 Designing a leaflet/ notice/invitation

2 An expository essay

How to write an expository essay

In search of irony A poem

1 Features and examples of print & non-print media

2 A T-chart 3 Advantages &

Disadvantages of print/non-print

1 A poem: My computer ate my homework!

2 Review and self assessment

7 Mainly revision (1)

p.101

1 Giving a speech2 Giving a speech in

a debate3 Listening to a story

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

1 Context clues in word inference

2 Homonyms3 Idioms5 Homophones6 Puns

1 Noun clauses in reported speech: role in paraphrase

2 Revision of verb tenses

1 Expository paragraphs

2 Creative writing

1 How to give a speech2 Hints on debating

The organisational pattern of storiesA poem

Giving a talk on one’s favourite gadget

1 Class newspaper2 Research: jazz3 Choral poem: The

Daniel Jazz 4 Review and self

assessment

8 Our heritage p.117

1 Listening: Nigeria2 Group discussion3 Race prejudice

Article: The Lost Wax Process Multiple-choice questions

Different parts of the verb: past tense and past participle

Using the passive to describe process

1 Describing a building: The Taj Mahal

2 Formal letters3 Completing a

passport form

How to write a formal letter

Poems: 1 The Great Wall of

China: Irony2 Hunger: Hyperbole

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

1 A Chinese poem2 Research3 Local arts and crafts4 Review and self

assessment

Scheme of work

Scheme of work xi


Reading and summary



Things to do

1 The happiest days of your life.

p.1

1 Listening to the end of a story

2 Role play:3 Discussion: School

drop-outs

Extract from a novel: Johnny’s Dream Comprehension Prediction

1 Using the right word2 Using a dictionary3 Antonyms: prefixes un-

in- and im-

1 Review: The parts of speech

2 Verb tenses3 The perfect past:

flashbacks

1 Punctuation:2 Time-order in

paragraphs:3 Narrative4 An informal letter of

persuasion

Vocabulary notebooks Poetry: A rap poem Education is cool

1 Research using an atlas

2 Understanding a flow diagram

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

2 Developing your study skills

p.18

Role play: practising & evaluating body language/facial expression

Dealing with study problems: understanding memory, time Text: The Taino Note-making

1 Context clues: word inference

2 Noun formation: suffixes

1 More uses of the Past perfect

2 Reported speech3 Transitive &

intransitive verbs

1 Organisational patterns in expository paragraphs: definition

2 Creative writing

1 Reading for study: the KWL strategy

2 Other strategies

1 A Taino legend 2 Extract from a novel:

Annie John

1 Print and non-print media:

comparison2 Making a television/

radio play

1 Research2 A debate Review and self assessment

3 Approaches to literature

p.37

1 Listening to a story2 Making

suggestions & giving warnings

A short story: The Water Mamma Comprehension Prediction


2 Context clues 3 Prefixes: re- and dis-

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

1 Organisational patterns in paragraphs that classify

2 Creative writing


Studying a novel: The Pearl Paraphrase Theme, and Plot

Recording role plays on film or tape 3 Book reviews

1 Poem: The Fairies Using assonance

2 Reading widely Review and self assessment

4 The diary of a teenager

p.53

1 Discussion2 Role play:

television interviews

3 Listening: Anne Frank

4 Discussing bias and prejudice

Newspaper article: The Diary of Latoya Hunter Comprehension

1 Word inference2 American English3 Using the present

participle in phrases4 Prepositions

1 Simple, compound & complex clauses

2 Noun clauses as subject & object

1 Organisational: patterns in paragraphs that compare & contrast

2 Journal writing

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

Recording on a television interview on film or tape

1 Reading: The Diary of Anne Frank Review and

self assessment

5 Food for thought p.69

1 Discussing fast food and adverts

2 Role play: choosing food

A magazine article: The Need for a Balanced Diet The best diet? Note-making

1 Using the right word2 Popular dishes in the

Caribbean 3 Antonyms

Expressing comparison: Who is taller? Who weighs less?

1 Organisational patterns in exposition: cause & effect paragraphs

3 A recipe

How to write a recipe A tongue twister: Betty Botter alliteration and assonance

1 Looking at adverts2 Understanding pie-

charts and tables

1 Reading: Article: Kids & TV a recipe for high cholesterol

2 Writing3 Review and self

assessment

6 Looking at the media

p.85

1 Quiz: How computerate are you?

2 Discussion of print & non-print media

3 Predictions

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


2 Cloze: the Internet

Talking about the future1 The simple &

continuous present2 Will/won’t etc3 The continuous future

1 Designing a leaflet/ notice/invitation

2 An expository essay

How to write an expository essay

In search of irony A poem

1 Features and examples of print & non-print media

2 A T-chart 3 Advantages &

Disadvantages of print/non-print

1 A poem: My computer ate my homework!



p.101

1 Giving a speech2 Giving a speech in

a debate3 Listening to a story

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


2 Homonyms3 Idioms5 Homophones6 Puns

1 Noun clauses in reported speech: role in paraphrase

2 Revision of verb tenses

1 Expository paragraphs

2 Creative writing

1 How to give a speech2 Hints on debating

The organisational pattern of storiesA poem

Giving a talk on one’s favourite gadget

1 Class newspaper2 Research: jazz3 Choral poem: The

Daniel Jazz 4 Review and self

assessment

8 Our heritage p.117

1 Listening: Nigeria2 Group discussion3 Race prejudice

Article: The Lost Wax Process Multiple-choice questions

Different parts of the verb: past tense and past participle

Using the passive to describe process

1 Describing a building: The Taj Mahal

2 Formal letters3 Completing a

passport form

How to write a formal letter

Poems: 1 The Great Wall of

China: Irony2 Hunger: Hyperbole

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

1 A Chinese poem2 Research3 Local arts and crafts4 Review and self

assessment

xii


Reading and summary



Things to do

9 Reading a novel p.135

1 Listening: events in a novel

2 Role-play: scenes from a novel

Extract from a novel: Oliver Twist Comprehension Staplehurst train disaster


2 Cloze3 Common spelling

problems

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

Narrative: Different points of view

1 New words: Fix-up strategies

2 What we can learn from reading novels and short stories

Approaches to reading a novel

Differences between a film, and a novel

1 Research2 Looking at a DVD:

Oliver!3 Putting on a show4 Review and self

assessment

10 Stories from science

p.152

1 Listening: Archimedes

2 Group discussions

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

Revision: Countable and uncountable nouns

Verb patterns: V+to+infinitiveV+gerund

Writing-up an experiment

2 Comprehension: Fix-up strategies

2 How to write up an experiment

3 Develop your thinking powers: cause & correlation

A famous short story 1 Using the internet for research

1 Writing a short story2 Giving a talk3 Review and self

assessment

11 The Sea p.169

Scrambles dialogue: The Lost Library book

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

1 Enrich your vocabulary Words to describe the sea

2 The use of colour to describe

1 Revision: Relative clauses

2 Other types of relative clause

3 Expressing purpose

1 Before you write: using the five senses plus the sixth

2 Narrative & description

A recent incident Childhood memories


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

Resources: The library and the internet

1 Research2 Wider reading3 Review and self

assessment


p.187

Role play: Interview by a newspaper reporter

Extract from a novel: Wilby to the Rescue Comprehension

1 Cloze2 Word inference:

synonyms3 Newspaper words4 Antonyms


2 Verb tenses3 Using the passive

1 Punctuation: quote marks, semi-colons. colons & dashes

2 A newspaper report

1 Reading purposes2 Creole and Standard

Caribbean English

When to use Creole – and when to use Standard Caribbean English

Newspaper reports 1 Class newspaper relaunch


13 Facts and opinions

p.201

1 Discussion: Distinguishing facts from opinions

2 Interviews

Newspaper report: Youth crime increase Evaluating assertions Statistics

IdiomsDeveloping your vocabulary

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

Writing up a report following a survey

1 How to spot fallacies2 How to do a survey

Rhythm poem: Night Mail 1 Graphic ways of displaying information

2 Adverts: slogans & jingles

1 Supplementary reading: Coca-colonising the world


14 'Yes, we can!' p.217

1 Group discussion2 Role-play3 Listening: Louis

Braille

Newspaper article: A chance to enjoy normal school life

1 Word inference2 More about noun formation

1 Expressing ability2 Tag questions3 Expressing attitudes

1 Creative writing2 A formal letter of

complaint3 A formal letter of

request to the JSB

1 Using language sensitively

2 Improving your listening skills: listening cues

Poem: Abou Ben Adhem Poetic devices

1 Write a story-board about a text in this unit

2 Turn it into a short film

1 Supplementary reading: The new teacher

2 Summary3 Research4 Review & self

assessment

15 Superstition p.233

1 Group discussion2 Listening to a story3 Suggestions4 Discussing

superstitions

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

1 Word inference2 Creating atmosphere3 Idioms

More about relative clauses using whose

Creative writing: a poemA story

Writing a poem or song Poem: Superstition Tone 1 Artwork2 Research Haiti:

Toussaint Louverture2 Review and self

assessment

16 A play p.247

Listening to students’ performances & presentations

A morality play: The Wages of Sin are Death

The vocabulary of drama Tense use in writing a review and a paraphrase

Writing a paraphrase Creative writing a play

How to put on a play Studying drama Character plot symbols

Filming a drama 1 Writing a play2 Preparing for the end of

term3 Wider reading4 Review and self

assessment

17 Mainly revision (3) p.260

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

1 Word inference2 Cloze

1 Making judgements: modal verbs

2 Using prepositions

A recent journey Keeping up with English during the holidays

Poem and song: Climb every mountain Revision of poetic devices

Revision 1 Film review2 Research3 Review and self

assessment


Reading and summary



Things to do

9 Reading a novel p.135

1 Listening: events in a novel

2 Role-play: scenes from a novel

Extract from a novel: Oliver Twist Comprehension Staplehurst train disaster


2 Cloze3 Common spelling

problems

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

Narrative: Different points of view

1 New words: Fix-up strategies

2 What we can learn from reading novels and short stories

Approaches to reading a novel

Differences between a film, and a novel

1 Research2 Looking at a DVD:

Oliver!3 Putting on a show4 Review and self

assessment

10 Stories from science

p.152

1 Listening: Archimedes

2 Group discussions

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

Revision: Countable and uncountable nouns

Verb patterns: V+to+infinitiveV+gerund

Writing-up an experiment

2 Comprehension: Fix-up strategies

2 How to write up an experiment

3 Develop your thinking powers: cause & correlation

A famous short story 1 Using the internet for research

1 Writing a short story2 Giving a talk3 Review and self

assessment

11 The Sea p.169

Scrambles dialogue: The Lost Library book

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

1 Enrich your vocabulary Words to describe the sea

2 The use of colour to describe


2 Other types of relative clause

3 Expressing purpose

1 Before you write: using the five senses plus the sixth

2 Narrative & description

A recent incident Childhood memories


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

Resources: The library and the internet

1 Research2 Wider reading3 Review and self

assessment


p.187

Role play: Interview by a newspaper reporter

Extract from a novel: Wilby to the Rescue Comprehension

1 Cloze2 Word inference:

synonyms3 Newspaper words4 Antonyms


2 Verb tenses3 Using the passive

1 Punctuation: quote marks, semi-colons. colons & dashes

2 A newspaper report

1 Reading purposes2 Creole and Standard

Caribbean English

When to use Creole – and when to use Standard Caribbean English

Newspaper reports 1 Class newspaper relaunch


13 Facts and opinions

p.201

1 Discussion: Distinguishing facts from opinions

2 Interviews

Newspaper report: Youth crime increase Evaluating assertions Statistics

IdiomsDeveloping your vocabulary

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

Writing up a report following a survey

1 How to spot fallacies2 How to do a survey

Rhythm poem: Night Mail 1 Graphic ways of displaying information

2 Adverts: slogans & jingles

1 Supplementary reading: Coca-colonising the world


14 'Yes, we can!' p.217

1 Group discussion2 Role-play3 Listening: Louis

Braille

Newspaper article: A chance to enjoy normal school life

1 Word inference2 More about noun formation

1 Expressing ability2 Tag questions3 Expressing attitudes

1 Creative writing2 A formal letter of

complaint3 A formal letter of

request to the JSB

1 Using language sensitively

2 Improving your listening skills: listening cues

Poem: Abou Ben Adhem Poetic devices

1 Write a story-board about a text in this unit

2 Turn it into a short film

1 Supplementary reading: The new teacher

2 Summary3 Research4 Review & self

assessment

15 Superstition p.233

1 Group discussion2 Listening to a story3 Suggestions4 Discussing

superstitions

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

1 Word inference2 Creating atmosphere3 Idioms

More about relative clauses using whose

Creative writing: a poemA story

Writing a poem or song Poem: Superstition Tone 1 Artwork2 Research Haiti:

Toussaint Louverture2 Review and self

assessment

16 A play p.247

Listening to students’ performances & presentations

A morality play: The Wages of Sin are Death

The vocabulary of drama Tense use in writing a review and a paraphrase

Writing a paraphrase Creative writing a play

How to put on a play Studying drama Character plot symbols

Filming a drama 1 Writing a play2 Preparing for the end of

term3 Wider reading4 Review and self

assessment

17 Mainly revision (3) p.260

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

1 Word inference2 Cloze

1 Making judgements: modal verbs

2 Using prepositions

A recent journey Keeping up with English during the holidays

Poem and song: Climb every mountain Revision of poetic devices

Revision 1 Film review2 Research3 Review and self

assessment

Scheme of work xiii

The people of the Caribbean share many different heritages. The majority originated from Africa, but there are also many people of Indian origin. In addition, some originated from the Middle East (particularly Syria and the Lebanon). Others came from Europe and China. Nor should one forget Amerindian communities. In the Caribbean today there are many people of mixed race, so it is like a microcosm of the world! In this unit we look at some of the cultures from which the Caribbean draws so much of its strength and diversity.

What do you know about your ancestors? Discuss this as a class.

Our heritage8

117

In this unit you will• practise listening skills• read a text about the lost wax process• practise group discussion techniques• revise the difference between simple past tense and past

participle forms• practise using the passive tense• practise writing formal letters• discuss racial prejudice• briefly explore cultures from Africa, India, China and Arabia• complete a passport form.

OBJECTIVES

BornoYobeZamfara

Adamawa

Bauchi

Sokoto

Plateau

Taraba

BenueKogi

Oyo

Akwa Ibom

EnuguEbonyi

Gombe

Nassarawa

Kwara

Rivers AbiaAnambra

Bayelsa

EkitiLagos

Cross RiverDelta

Edo

Imo

Jigawa

KadunaFederal Capital

Territory

Kano

Niger

Kebbi

Katsina

OndoOsun

Ogun

MaiduguriKano

Katsina

Sokoto

Zaria

Kaduna

Jos

Abuja

Benin City

Port Harcourt Calabar

Yola

Africa

NIGERIA

Key city/town Edo name of state

Ogbomoso

OshogboIbadan

Warri

Lagos

Ilorin

Makurdi

Enugu

Listening

Activity 1 Listening for information

Nigeria is Africa’s most populated country – approximately one African in five lives in Nigeria.

Your teacher will read out a passage about Nigeria.

Listen carefully, and choose the best answer for questions 1–4:1 What is the population of Nigeria?

A 170 millionC 17 million

B 400 millionD 40 million

2 What is the official language of Nigeria? A YorubaC Hausa

B EnglishD Igbo

3 What is the capital of Nigeria?A LagosC Kano

B IbadanD Abuja

4 How many states are there in Nigeria?A 22C 14

B 12D 36

Write short answers to questions 5–7:

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

a Lagos b Abuja

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

118 Unit 8

If you want to visit mecome at any timeThere will be nothing to stop youI can’t afford a doorfrom the earth up to the sky!God knowsHow I manage to survivein this miserable stateI’m always pennilessI’ve become so thinThe sun wipes out my shadow

LiteraturePoetry

One of life’s greatest pleasures is to explore the international world of literature. Here are two samples of the treasures you can find.

Much of the world’s literature was oral – spoken, and handed down, word-of-mouth, long before it was written. This Chinese poem from the 3rd Century BC is a great example.

With flowers blooming and birds singingSpring is here calling us to visit friends far and nearOther women have their husbands and sons.Poor me, I shall go to the wallWhere my husband’s bones are,Great Wall! Great Wall!If you can save us from enemiesWhy not save first our dear ones?

Anonymous

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

Activity 1 Two Arabian poems

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

in these poems? Identify all the instances of hyperbole.

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

There’s nothing on this earthMore preciousThan a loaf of breadThe end of Ramadan has comeWhat shall I give my children to eat?There are no dates in the houseNot even a grain of rice.I live in empty spaceMy house is without wallsAnd the sky is my ceiling

Our heritage 131

132

Things to do

Activity 2 A poster

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

Media communicationCultural heritage

Choose one of the following:

Activity 1 A slide-show

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

132 Unit 8

132 133

Things to do

Review and self asessment

Our heritage 133

Things to do

1 Read another Chinese poem

2 Share a poem

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

3 Research

Use your library or the Internet to find out more about one of the following:

a) Yoruba art d) Careers in architecture b) The Taj Mahal e) Yin and yang c) The Great Wall of China f) UNESCO

Lane Pettigrew The world-famous UNESCO-protected Jalousie Plantation in

St Lucia has undergone a breathtaking transformation. The architect was Lane Pettigrew, 'the architect laureate of the Caribbean'.

* Interested in training to be an architect? Read more about Lane Pettigrew and his work in St Lucia on the Internet.

* Go to YouTube for an interview with Lane Pettigrew, and to find out about the work he did in St Lucia.

4 Arts and crafts

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

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

If there be righteousness in the heart

There will be beauty in the character.

If there is beauty in the character,

There will be harmony in the home.

If there is harmony in the home

There will be order in the nation.

When there is order in the nation,

There will be peace in the world.

Chinese proverb

Review and self assessmentIn this unit you

•practised listening skills How did you get on with the listening exercise – is your

concentration improving?

•read a text about the lost wax process This is one of many fascinating historical processes – and working

with clay is something you can take part in through your school art department, or local pottery classes. Why not have a go?

•practised group discussion techniques How confident do you feel speaking in a group? If you find it hard to be

heard why not volunteer to be the chair and build your confidence through that role?

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

•practised using the passive

•practised writing formal letters Why not have a class competition to see who can be the first to get a

letter published in your local newspaper?

•discussed racial prejudice Have you experienced racial prejudice? Why not write a letter about your

experience to the local newspaper?

•briefly explored cultures from Africa, India, China and Arabia If any of these cultures were new to you, why not investigate them further

using the Internet?

•completed a passport form Always remember to ‘think twice and write once’ when you complete

official forms – it will save you a great deal of trouble

134 Unit 8

STUDENTS’ BOOK

2Achieve!

Neville GrantA complete English course for

the Caribbean learnerwww.pearsoncaribbean.com

Achieve! A com

plete English course for the Caribbean learner STUD

ENTS’ BO

OK

2 Neville G

rant

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/Achieve to 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 Awhile series for Caribbean Primary Schools.

In this series:


• Teacher’s Handbooks 1, 2, 3 and 4 with CD-ROM and companion website

jenncole

Typewritten Text

Not for distribution without prior permission from Pearson Education

TEACHER’S HANDBOOK

2

Gillian Pilgrim-Thomas

Achieve! Acc

A complete English course foreetttee EEnngglliis

the Caribbean learner

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

In this series:



Achieve! A com

plete English course for the Caribbean learner TEACH

ER’S HA

ND

BOO

K 2 G

illian Pilgrim-Thom

as

CVR_ACHI_TB2_CAR_1911_litho_CVR.indd 1 16/01/2013 13:05

SAMPLE

132 Our heritage 133

132 133

Things to do

Activity 2 A poster

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




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

Things to do

132 Unit 8

Achieve_Bk2_Unit_8.indd 132 08/11/2012 16:40

132 133

Things to do


Our heritage 133

Things to do


2 Share a poem


3 Research

Use your library or the Internet to fi nd out more about one of the following:





* Go to YouTube for an interview with Lane Pettigrew, and to fi nd out about the work he did in St Lucia.

4 Arts and crafts











Chinese proverb


Activity 2 A poster

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

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

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

Things to do1 Read another Chinese poem

� is poem could spark lively discussion in your class. It can also be printed and used as a poster to inspire your class.

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

3 ResearchHave students engage in research according to their interest. � is should not be a stressful exercise for them.

Media communicationCultural heritageStudents can choose whether they produce a slide-show or a poster.

Activity 1

A slide-showStudents can really be creative with this activity. � ey can choose to visit unlikely places such as other planets or some may prefer to use photos from family trips. Students can use so� ware such as PowerPoint, Moviemaker or whatever they have available to them to create their slide-show. Remember that many of your students are quite comfortable interacting with technology and � nding what they want online. You may even ask them to explore other slide-show so� ware that are available online. Typing ‘free slideshow so� ware’ in any search engine will yield many exciting results for those who want to try something di� erent from the traditional slide-shows.

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

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

4 Arts and craftsSome students love arts and cra� s. Perhaps they could be asked to share what they make or even give a lesson on their cra� of choice.

08_Unit_8_pp117-134.indd 132-133 22/01/2013 14:05

SAMPLE

132 Our heritage 133

132 133

Things to do

Activity 2 A poster

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




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

Things to do

132 Unit 8


132 133

Things to do


Our heritage 133

Things to do


2 Share a poem


3 Research

Use your library or the Internet to fi nd out more about one of the following:





* Go to YouTube for an interview with Lane Pettigrew, and to fi nd out about the work he did in St Lucia.

4 Arts and crafts











Chinese proverb


Activity 2 A poster

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

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

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

Things to do1 Read another Chinese poem

� is poem could spark lively discussion in your class. It can also be printed and used as a poster to inspire your class.

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

3 ResearchHave students engage in research according to their interest. � is should not be a stressful exercise for them.

Media communicationCultural heritageStudents can choose whether they produce a slide-show or a poster.

Activity 1

A slide-showStudents can really be creative with this activity. � ey can choose to visit unlikely places such as other planets or some may prefer to use photos from family trips. Students can use so� ware such as PowerPoint, Moviemaker or whatever they have available to them to create their slide-show. Remember that many of your students are quite comfortable interacting with technology and � nding what they want online. You may even ask them to explore other slide-show so� ware that are available online. Typing ‘free slideshow so� ware’ in any search engine will yield many exciting results for those who want to try something di� erent from the traditional slide-shows.

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

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

4 Arts and craftsSome students love arts and cra� s. Perhaps they could be asked to share what they make or even give a lesson on their cra� of choice.

08_Unit_8_pp117-134.indd 132-133 22/01/2013 14:05

SAMPLE

TEACHER’S HANDBOOK

2

Gillian Pilgrim-Thomas

Achieve! Acc

A complete English course foreetttee EEnngglliis

the Caribbean learner

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

In this series:



Achieve! A com

plete English course for the Caribbean learner TEACH

ER’S HA

ND

BOO

K 2 G

illian Pilgrim-Thom

as

CVR_ACHI_TB2_CAR_1911_litho_CVR.indd 1 16/01/2013 13:05

SAMPLE

Documents

Achieve! Level 2 SAMPLE