Achieve! Level 3 SAMPLE

STUDENTS’ BOOK

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Neville Grant

Achieve! You can Achieve! Achieve!

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STUDENTS’ BOOK

3

Achieve!

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

A01_ACHI_SB3_CAR_1881_PREL.indd 1 10/10/2012 13:13

Extended contents v

Introduction x

Scheme of work xii

Unit 1 Music 1

Unit 2 People 21

Unit 3 Going green: ethical shopping 37

Unit 4 The Wild West 57

Unit 5: Made in the Caribbean 75

Unit 6 Technology then and now 92

Unit 7 Mainly revision (1) 107

Unit 8 Home is where the heart is 121

Unit 9 Heroes and heroines 137

Unit 10 Emergency! 155

Unit 11 Bullying 173


Unit 13 The war against drugs 207

Unit 14 Careers 229

Unit 15 Saving the environment 253

Unit 16 Reading a short story 271


Appendices:Appendix 1 Spelling 304

Appendix 2 Irregular verb forms 308

Appendix 3 Glossary: terms used in language and literature 312

Index 318

iv

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 that 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.

x

Introduction


• 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.

• Th ere is a 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-ROMs

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:

228

Things to do

Review and self-assessmentIn this unit you

• read a short story and drew inferences Was the story just an exciting story or did it have a signifi cant theme?

• developed your vocabulary, using synonyms and antonyms Did you make a note of new words in your vocabulary notebook?

• listened to the end of a story, and retold it Did you realise that in retelling the story, you were summarising it?

• learned and practised the changes needed in reported speech If you need more practice, go to ACHIEVE! DIY Manual Unit 13

• acted and improvised TV interviews Is your oral production improving? If not, what do you think you need to work on?

• wrote a newspaper report Would you make a good newspaper reporter? Why / why not?

• revised topic sentences and used signal words in a text Did this help in your comprehension of the text?

1 Research

Find out what anti-drug programmes exist locally, and write a short presentation to give to the class.

2 Find out more about Caricom. What does it stand for? What are its aims? Why has it been criticised?

3 Look at the poster, which was published by Trinidad’s National Drug Abuse Control Council (NDACC). Design your own advert to discourage drug-taking.

4 Imagine that a cousin has written this letter to you:

<insert 931881_ph_13.11: Caribbean anti-drug poster;

ideally fi nd a more recent poster or reuse (SiE p. 159)>

I really need your advice – I am in deep trouble. I stupidly started playing around with cannabis, and though it made me feel ill, I have found it hard to stop, though I am trying to. Now a local guy is demanding payment – money I just don’t have. Please help me. Can you give me some advice on what to do!

Write an informal letter advising your cousin what he or she should do.

Achieve_Bk3_Unit_13.indd 228 09/10/2012 13:34

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

xi

Introduction


xii

Scheme of workUnit Listening & speaking Reading & summary Word power Language in use:

grammarWriting Skills focus Literature Media matters Things to do

1 Music 1 Listening to songs and evaluating them, mood and message

2 Group discussion work

1 Classifying musical genres

2 Magazine article: Music: the Caribbean’s gift to the world; Pop Muis: the Sound of the Charts in T&T

3 M-C questions4 Group discussion Rude Boys

1 Dictionary practice2 Vocabulary notebooks

1 Revision: the parts of speech

2 Problem-shooting with pronouns

1 Writing an expository essay

2 Identifying ideas3 Planning and

drafting

1 How to discuss things in class

2 How to search using the Internet


1 Lyric: You can get it if you really want

2 Poem: Government memorandum

3 Creating a song

1 Musical appreciation2 Designing a CD cover

1 T-diagram: the pros and cons of foreign music

2 Internet research3 Finding songs that make

social comment4 Review and self

assessment

2 People 1 Discussion groups2 Acting3 Telling jokes4 Listening to as story:

critical listening5 The moral

1 Reading a short story: Bobbing Jones

2 Character analysis motivation

3 Stages in a story4 Supplementary texts:

more character studies

1 Word inference2 Suffixes3 Synonyms4 Vocabulary notebooks

Revision: verb tenses 1 Writing process2 Describing a

character

1 Describing a person2 Features of a story

Reading a novel: setting, characterisation, theme, plot, moral

Photographs 1 Making a Bobbing Jones puppet

2 A recipe3 Doing Dudley’s

experiment4 A self-portrait5 Review and self

assessment

3 Going green: ethical shopping

1 Pair work2 Discussing shopping

issues3 Role play4 Buy local: pros &

cons5 Survey on shopping

habits

1 Magazine article: Shopping today

2 Completing a table3 Fact and opinion4 Newspaper item: WTO

questions Barbados ‘Buy Local’ campaign

Cubing

1 Compound words2 Phrasal verbs3 The Maami Rap

1 Revision: main and dependent clauses

2 Adverb clauses of time and contrast

1 Writing a formal letter

2 Exposition: advantages and disadvantages of buying local

Writing a formal letter: layout and style

A poem: Village Song: rhyme, rhythm, alliteration and assonance

Interpreting and making a film: shop lifting

1 Role play2 Research3 Books to read and enjoy4 Review and self

assessment

4 The Wild West 1 Listening for information: North American Indians

2 Group discussions3 Discussing films and

advertisements4 Reading aloud

1 Extract from an autobiography: Attacked by Indians

2 Group discussion3 Bias

1 Synonyms2 Clichés3 Using a thesaurus

1 Using the present participle

2 Expressing contrast with in spite of and despite, etc.

1 Writing a story2 Writing a film review

Writing a film review 1 Autobiography: authorial style and intention

2 Avoiding stereotypes3 Reading aloud: Chief

Seattle’s speech

1 Analysing film adverts2 Designing a film

advertisement

1 Research2 Wider reading3 Discussion and writing

about race prejudice: cubing

4 Review and self assessment

5 Made in the Caribbean

Role-play: money matters–negotiating a loan

1 An essay: Our creative Caribbean

2 Completing a table3 From a magazine:

Jobless divorcee invents a hair band

A Carnival Artist

1 Word inference2 Word building3 Protecting intellectual

property: cloze4 Idioms and phrasal

verbs

1 Revision using the passive

2 Describing an invention

3 Different uses of quotation marks


2 Writing a summary Peter Minshall

1 How to approach writing a summary

2 How to approach a poem

1 Poem Canto of Progress2 Figures of speech3 Irony

1 Research2 Designing a Carnival

costume3 Describing an invention3 Review and self

assessment

6 Technology then and now

1 Class survey: consumer questionnaire

2 Debate

Essay: Changing times: inference, value judgements, summary

1 Word inference2 Language of computers3 Phrasal verbs

1 What’s it used for?2 Verb tenses: revision3 Talking about the

future

1 Writing a familiar essay

2 Exposition: future developments

Giving a presentation 1 Prose: features of a personal essay

2 Poem: Remember when: a poem about technology

Summary: The effect of new media on the news industry

1 Poem: The computer swallowed Gran’ma

2 Preparing a talk3 Research4 Review and self

assessment

7 Mainly revision (1)

1 Listening to students’ presentations

2 Talking about books and films

1 Extracts from novels: Treasure Island

2 Comprehension: Miss Haversham

1 Coping with new words: revision

2 Throwaway words

1 Revision of verb tenses

2 Phrasal verbs

1 Writing a book review

2 Creative writing3 Exposition

1 Revision: fix-it strategies


1 Revision: similes and metaphors

2 Poem: Schooner

1 Internet research2 Cubing

1 Research2 Wider reading and

looking at films3 Presentations4 Learning English

questionnaire5 Review and self

assessment

8 Home is where the heart is

1 Listening for information: The Caribs of St VincentI

2 Role play: being a travel guide

1 Extract from a Caribbean autobiography: Cacique Bay

2 Critical reading

1 Increasing vocabulary2 Inference and using a

dictionary

1 Revision: commas2 Commas in non-

defining relative clauses

Describing a placing using the five senses

1 Using a dictionary2 Writing for a purpose:

AMPS

1 Prose extracts using the five senses

2 From a novel3 From a diary

Designing and writing a travel brochure

1 Research2 Dictionary3 Review and self

assessment


xiii

Unit Listening & speaking Reading & summary Word power Language in use: grammar

Writing Skills focus Literature Media matters Things to do

1 Music 1 Listening to songs and evaluating them, mood and message

2 Group discussion work

1 Classifying musical genres

2 Magazine article: Music: the Caribbean’s gift to the world; Pop Muis: the Sound of the Charts in T&T

3 M-C questions4 Group discussion Rude Boys

1 Dictionary practice2 Vocabulary notebooks

1 Revision: the parts of speech

2 Problem-shooting with pronouns


2 Identifying ideas3 Planning and

drafting

1 How to discuss things in class

2 How to search using the Internet


1 Lyric: You can get it if you really want

2 Poem: Government memorandum

3 Creating a song

1 Musical appreciation2 Designing a CD cover

1 T-diagram: the pros and cons of foreign music

2 Internet research3 Finding songs that make

social comment4 Review and self

assessment

2 People 1 Discussion groups2 Acting3 Telling jokes4 Listening to as story:

critical listening5 The moral

1 Reading a short story: Bobbing Jones

2 Character analysis motivation

3 Stages in a story4 Supplementary texts:

more character studies

1 Word inference2 Suffixes3 Synonyms4 Vocabulary notebooks

Revision: verb tenses 1 Writing process2 Describing a

character

1 Describing a person2 Features of a story

Reading a novel: setting, characterisation, theme, plot, moral

Photographs 1 Making a Bobbing Jones puppet

2 A recipe3 Doing Dudley’s

experiment4 A self-portrait5 Review and self

assessment

3 Going green: ethical shopping

1 Pair work2 Discussing shopping

issues3 Role play4 Buy local: pros &

cons5 Survey on shopping

habits

1 Magazine article: Shopping today

2 Completing a table3 Fact and opinion4 Newspaper item: WTO

questions Barbados ‘Buy Local’ campaign

Cubing

1 Compound words2 Phrasal verbs3 The Maami Rap

1 Revision: main and dependent clauses

2 Adverb clauses of time and contrast

1 Writing a formal letter

2 Exposition: advantages and disadvantages of buying local

Writing a formal letter: layout and style

A poem: Village Song: rhyme, rhythm, alliteration and assonance

Interpreting and making a film: shop lifting

1 Role play2 Research3 Books to read and enjoy4 Review and self

assessment

4 The Wild West 1 Listening for information: North American Indians

2 Group discussions3 Discussing films and

advertisements4 Reading aloud

1 Extract from an autobiography: Attacked by Indians

2 Group discussion3 Bias

1 Synonyms2 Clichés3 Using a thesaurus

1 Using the present participle

2 Expressing contrast with in spite of and despite, etc.

1 Writing a story2 Writing a film review

Writing a film review 1 Autobiography: authorial style and intention

2 Avoiding stereotypes3 Reading aloud: Chief

Seattle’s speech

1 Analysing film adverts2 Designing a film

advertisement

1 Research2 Wider reading3 Discussion and writing

about race prejudice: cubing


5 Made in the Caribbean

Role-play: money matters–negotiating a loan

1 An essay: Our creative Caribbean

2 Completing a table3 From a magazine:

Jobless divorcee invents a hair band

A Carnival Artist

1 Word inference2 Word building3 Protecting intellectual

property: cloze4 Idioms and phrasal

verbs

1 Revision using the passive


3 Different uses of quotation marks


2 Writing a summary Peter Minshall

1 How to approach writing a summary

2 How to approach a poem

1 Poem Canto of Progress2 Figures of speech3 Irony

1 Research2 Designing a Carnival

costume3 Describing an invention3 Review and self

assessment

6 Technology then and now

1 Class survey: consumer questionnaire

2 Debate

Essay: Changing times: inference, value judgements, summary

1 Word inference2 Language of computers3 Phrasal verbs

1 What’s it used for?2 Verb tenses: revision3 Talking about the

future

1 Writing a familiar essay

2 Exposition: future developments

Giving a presentation 1 Prose: features of a personal essay

2 Poem: Remember when: a poem about technology

Summary: The effect of new media on the news industry

1 Poem: The computer swallowed Gran’ma

2 Preparing a talk3 Research4 Review and self

assessment


1 Listening to students’ presentations

2 Talking about books and films

1 Extracts from novels: Treasure Island

2 Comprehension: Miss Haversham

1 Coping with new words: revision

2 Throwaway words

1 Revision of verb tenses

2 Phrasal verbs


2 Creative writing3 Exposition

1 Revision: fix-it strategies


1 Revision: similes and metaphors

2 Poem: Schooner

1 Internet research2 Cubing

1 Research2 Wider reading and

looking at films3 Presentations4 Learning English

questionnaire5 Review and self

assessment

8 Home is where the heart is

1 Listening for information: The Caribs of St VincentI

2 Role play: being a travel guide

1 Extract from a Caribbean autobiography: Cacique Bay

2 Critical reading

1 Increasing vocabulary2 Inference and using a

dictionary

1 Revision: commas2 Commas in non-

defining relative clauses

Describing a placing using the five senses

1 Using a dictionary2 Writing for a purpose:

AMPS

1 Prose extracts using the five senses

2 From a novel3 From a diary

Designing and writing a travel brochure

1 Research2 Dictionary3 Review and self

assessment


xiv



9 Heroes and heroines

Listening, note-making and summary

1 Famous speeches by Martin Luther King, Nelson Mandela, Sojourner Truth and others

2 Rhetorical devices

1 Metaphor2 Repetition3 Imagery4 Alliteration5 Assonance6 Rhetorical questions

1 Reported speech: day-to-day examples

2 Reporting a speech

1 Writing up research2 Writing a speech in

a debate and to get elected

1 How to do research2 How to plan and write

a speech: AMPS

1 Poem: Martin Luther King

2 Mixed metaphors3 Hyperbole

Research using the library and the Internet

1 Reading widely2 Presentations3 Debating4 Review and self

assessment

10 Emergency! 1 Responding to an emergency on the phone

2 Presentations about cellphones

1 A quiz2 Newspaper article: First

Aid: M-C questions, interpretation, summary

3 Interpreting a table: accidents: detecting trends, summary

1 Word inference2 Using the right word3 Interesting comparisons4 Cloze: Careers in

medicine5 Emergency!

1 Talking about possibility: may and might

2 Reported speech: reporting commands and instructions, to… and that…

1 Using thought connectors: Snake bites

2 Summary based on a table

3 A letter to a newspaper


11 Bullying Group discussion of case, problems and solutions

1 Extract from a story: My friend Syo: inferences

2 Reading for summary: Bullying: Another view

Developing your vocabulary

1 Reported speech: using modal verbs2 Reporting questions

1 Creative writing2 Exposition: The

problem with bullying

3 A letter of complaint

1 How to do a survey2 Writing a letter of

complaint

An extract from Yevtuchenko’s autobiography

Carrying out a survey 1 Research2 A poem: Bully asleep3 Review and self

assessment


1 Listening for key information: The Nobel prizes

2 Derek Walcott3 Group discussions4 Presentations

1 An extract from a novel: Carnival!

2 Style: Walcott on Desert Island Discs

Words associated with Carnival

Revision:1 Colons and semi-colons2 Sentence construction3 Active and passive4 Advert clauses

1 An essay2 Personal writing

1 Doing a radio or TV commentary

2 How to write a poem

Poem: Paper boats: free verse, use of imagery

1 Performing on radio or TV2 Creating and evaluating photo essays

1 A photo essay competition

2 Writing a poem3 Review and self

assessment

13 The war against drugs

1 Listening to a story and retelling it

2 Doing a TV interview3 Group discussion4 Presentations

1 A short story: Voyage to Devil’s Cay: drawing inferences

2 An information leaflet on drug abuse

3 Summary

1 Synonyms1 Antonyms3 Words associated with

the sea

Revision:Reported speech: changes required

1 Faulty arguments2 Argumentative

essay on drug abuse

3 An informal letter of advice

More advice on writing a summary

Two poems: Addition and Waiting to exhale: poetic devices

Study of function and use of cartoons: to entertain or make social and political comment


14 Careers 1 Speeches of welcome and votes of thanks

2 Presentations

1 Careers leaflet: preparing for a job interview

2 Summary: what employers look for

1 The language of the workplace

2 Suffix –ee3 Common spelling errors

1 Using the Present Simple to talk about a schedule

2 Prepositions3 Language signposts

1 Letters of application

2 Writing a CV

1 More on how to write a summary

2 How to complete a form

1 Role play: job interviews2 Presentations: my future

career3 Completing a form4 Review and self

assessment

15 Saving the environment

1 Group discussions2 Role play:

environmental issues3 Presentations

1 A newspaper article: The Wages of Deforestation: M-C questions, summary

2 Two articles on forestry in Guyana: detecting bias

1 Vocabulary relating to the environment

2 Sentence completion

1 Positives and negatives

2 Distinguishing few/a few and little/a little

1 Cause and effect: How a rainforest dies

2 A letter of a newspaper about a local issue

1 How to recognise reading traps

2 Common fallacies

A poem: The Tree’s Prayer: personification, assonance, alliteration

Interpreting a diagram 1 Writing2 Research3 Presentation4 Review and self

assessment

16 Reading a short story

1 Listening to a story2 Presentations

Extracts from a short story: Do Angels wear brassieres?: inference, interpretation, evaluation

1 Sentence completion2 Synonyms3 Antonyms

1 Verb tense use in short stories

2 Standard Caribbean English

1 Character analysis2 A short story

Language use in short stories

The structure of short stories: examples: Family photographs and ‘The Revenge of Robert-7’

1 Wider reading2 Research3 Loan words4 Review and self

assessment


1 Listening to an extract from an autobiography and drawing conclusions

2 Conflict resolution3 Presentations

1 Extract from an autobiography: The Cricket Lesson

2 Book review3 M-C questions4 Interpretation5 Critical reading

1 Idioms2 Synonyms3 Antonyms4 Sentence completion

1 Error correction2 M-C questions

1 Describing an event from two different points of view: A War of Words!

2 A story

How to write a story: the essential elements

A poem: Geography lesson: poetic devices

Press releases 1 Research2 Wider reading3 Book reviews4 Review and self

assessment


xv



9 Heroes and heroines

Listening, note-making and summary

1 Famous speeches by Martin Luther King, Nelson Mandela, Sojourner Truth and others

2 Rhetorical devices

1 Metaphor2 Repetition3 Imagery4 Alliteration5 Assonance6 Rhetorical questions

1 Reported speech: day-to-day examples

2 Reporting a speech

1 Writing up research2 Writing a speech in

a debate and to get elected

1 How to do research2 How to plan and write

a speech: AMPS

1 Poem: Martin Luther King

2 Mixed metaphors3 Hyperbole

Research using the library and the Internet

1 Reading widely2 Presentations3 Debating4 Review and self

assessment

10 Emergency! 1 Responding to an emergency on the phone

2 Presentations about cellphones

1 A quiz2 Newspaper article: First

Aid: M-C questions, interpretation, summary

3 Interpreting a table: accidents: detecting trends, summary

1 Word inference2 Using the right word3 Interesting comparisons4 Cloze: Careers in

medicine5 Emergency!

1 Talking about possibility: may and might

2 Reported speech: reporting commands and instructions, to… and that…

1 Using thought connectors: Snake bites

2 Summary based on a table

3 A letter to a newspaper


11 Bullying Group discussion of case, problems and solutions

1 Extract from a story: My friend Syo: inferences

2 Reading for summary: Bullying: Another view

Developing your vocabulary

1 Reported speech: using modal verbs2 Reporting questions

1 Creative writing2 Exposition: The

problem with bullying

3 A letter of complaint

1 How to do a survey2 Writing a letter of

complaint

An extract from Yevtuchenko’s autobiography

Carrying out a survey 1 Research2 A poem: Bully asleep3 Review and self

assessment


1 Listening for key information: The Nobel prizes

2 Derek Walcott3 Group discussions4 Presentations

1 An extract from a novel: Carnival!

2 Style: Walcott on Desert Island Discs

Words associated with Carnival

Revision:1 Colons and semi-colons2 Sentence construction3 Active and passive4 Advert clauses

1 An essay2 Personal writing

1 Doing a radio or TV commentary

2 How to write a poem

Poem: Paper boats: free verse, use of imagery

1 Performing on radio or TV2 Creating and evaluating photo essays

1 A photo essay competition

2 Writing a poem3 Review and self

assessment

13 The war against drugs

1 Listening to a story and retelling it

2 Doing a TV interview3 Group discussion4 Presentations

1 A short story: Voyage to Devil’s Cay: drawing inferences

2 An information leaflet on drug abuse

3 Summary

1 Synonyms1 Antonyms3 Words associated with

the sea

Revision:Reported speech: changes required

1 Faulty arguments2 Argumentative

essay on drug abuse

3 An informal letter of advice

More advice on writing a summary

Two poems: Addition and Waiting to exhale: poetic devices

Study of function and use of cartoons: to entertain or make social and political comment


14 Careers 1 Speeches of welcome and votes of thanks

2 Presentations

1 Careers leaflet: preparing for a job interview

2 Summary: what employers look for

1 The language of the workplace

2 Suffix –ee3 Common spelling errors

1 Using the Present Simple to talk about a schedule

2 Prepositions3 Language signposts

1 Letters of application

2 Writing a CV

1 More on how to write a summary

2 How to complete a form

1 Role play: job interviews2 Presentations: my future

career3 Completing a form4 Review and self

assessment

15 Saving the environment

1 Group discussions2 Role play:

environmental issues3 Presentations

1 A newspaper article: The Wages of Deforestation: M-C questions, summary

2 Two articles on forestry in Guyana: detecting bias

1 Vocabulary relating to the environment

2 Sentence completion

1 Positives and negatives

2 Distinguishing few/a few and little/a little

1 Cause and effect: How a rainforest dies

2 A letter of a newspaper about a local issue

1 How to recognise reading traps

2 Common fallacies

A poem: The Tree’s Prayer: personification, assonance, alliteration

Interpreting a diagram 1 Writing2 Research3 Presentation4 Review and self

assessment

16 Reading a short story

1 Listening to a story2 Presentations

Extracts from a short story: Do Angels wear brassieres?: inference, interpretation, evaluation

1 Sentence completion2 Synonyms3 Antonyms

1 Verb tense use in short stories

2 Standard Caribbean English

1 Character analysis2 A short story

Language use in short stories

The structure of short stories: examples: Family photographs and ‘The Revenge of Robert-7’

1 Wider reading2 Research3 Loan words4 Review and self

assessment


1 Listening to an extract from an autobiography and drawing conclusions

2 Conflict resolution3 Presentations

1 Extract from an autobiography: The Cricket Lesson

2 Book review3 M-C questions4 Interpretation5 Critical reading

1 Idioms2 Synonyms3 Antonyms4 Sentence completion

1 Error correction2 M-C questions

1 Describing an event from two different points of view: A War of Words!

2 A story

How to write a story: the essential elements

A poem: Geography lesson: poetic devices

Press releases 1 Research2 Wider reading3 Book reviews4 Review and self

assessment


262

Saving the

environment15

The Caribbean is one of the most beautiful areas in the world: no wonder tourists fl ock to it from all over the world. But are we doing everything to ensure that it will be still be there, as lovely as ever, for future generations? What do you think?

In this unit you will• read an article on deforestation and write a summary• write about causes and effects, while interpreting a diagram• develop your knowledge of vocabulary about environmental issues• learn to distinguish few/a few and little/a little• revise and extend your understanding of logical fallacies• develop critical reading skills by considering bias in two reading texts• role-play a TV discussion about dif� cult environmental issues• write a letter to a newspaper about a local environmental issue• appreciate the role of personi� cation and alliteration in a poem.

OBJECTIVES

M15_ACHI_SB3_CAR_1881_U15.indd 262 12/11/2012 11:44

Secret decisions are being made to auction off or give away all of Guyana’s lands to foreign interests. The governments of Guyana and Suriname are considering bids that would put over 80 per cent of the region’s forest under foreign control.

According to the Bretton Woods Reform Organisation, the people of the region are poised to lose, forever, major portions of their land at a token price from multi-national corporations. At the rate at which logging is presently being conducted, the forests will all be gone in eight to ten years.

These lands, if they belong to anyone at all, belong to their people and no individual or government has the right to give away concessions over public territory without the consent of its people. These concessions are granted in an atmosphere of secrecy and the people are given no opportunity to be part of the decision-making process. Basically, it means that the company that has been butchering the forests of Sarawak in East Malaysia and Papua New Guinea have been given an open invitation to rape Guyana’s virgin forest.

The Northwest District of Essequibo alone equals about 10 per cent of Guyana. In addition to the land grant, the company has been granted a � ve-year tax holiday,

minimum royalty payments and the right to export unprocessed timber, tax-free. In return, after � ve years, Guyana gets a measly 20 million dollars annually.

Furthermore, the company gets its labour as cheap as possible, and there are no workers’ rights, health care, insurance, accident coverage, pension schemes, and so on. With the continued devaluation of the Guyanese dollar, the company will make even more money off the forests and backs of Guyanese people because the royalty payments are � xed for the next 20 years. The company in turn sells the timber to Japanese and American companies at a handsome pro� t.

In 1989, 2.4 million hectares of Guyana’s 14 million hectares of loggable forests were being exploited. Today, contracts for more than 9.1 million hectares have been signed and a further 4 million hectares are in the pipeline. The income is ridiculously low, one-twentieth of the US cent per acre.

Environmentalism aside, these are not sound economic or social policies. At best, they are the desperate actions of politicians to generate cash for cash-starved economies. Now, not only are the people of the region being evicted from their homes, and their traditional livelihoods being lost, but the trees, animals and land will be destroyed as well.

There are two articles about the operations of a timber company in Guyana on this page and the next. They give two very different views of the company’s operations. Read the fi rst article carefully and answer the questions that follow.

The Sarawhacking of Guyana

Saving the environment 273272 Unit 15


While some other tropical countries were mashing up their forests in the 1970s and 1980s, Guyana was in an economic tailspin, and traditional logging continued very much in its own sweet way. Guyanese-owned companies concentrated on species that were in demand, like greenheart and purple heart, and left the forest canopy largely intact. Natural regeneration could close the gaps. There was no land-hungry peasant population. Waterfalls and rapids on the rivers made access to many parts of the interior commercially impossible. Traditional Guyanese logging practices were not perfect. Few real-world industries are. But it did not produce a ‘red desert’ of bare laterite either. Large-scale tropical forest management has now learned from mistakes which have been made elsewhere, and Guyana is able to bene� t from these lessons. Managers

feel that it should be possible to increase production on a sustainable yield basis, which will maintain the forest resource for long-term use and retain the essential features of the ecosystem. In 1991, the Barama company, which is owned by Malaysian and South Korean interests, was granted a concession covering over four million acres (17,000 km

2) in the North West region.

Logs are transported by barge from Port Kaituma in the North West out to sea, then up the Demerara River to a new plywood plant at Land of Canaan, 15 miles from Georgetown. Plywood is a high value-added product – and it generates more jobs in the processing plant than in the forestry operation itself. The Edinburgh Centre for Tropical Forestry, based in Scotland, has been advising the company on sustained-yield forestry techniques. There is now an approved

Forest Management Plan. An agreed annual cut – about eight trees per hectare – will be taken out under the supervision of the Forestry Commission. Amerindian reservations will be excluded from the concession. No Barama employee is allowed to enter a reservation without the explicit permission of its Amerindian Captain. And the gold producers will not be affected – Barama has no mining rights. The company will also rehabilitate and equip the hospital at Port Kaituma, and recruit a doctor and support staff. The company will also provide an electricity and pumped water supply for the settlement. Barama says it will be employing 300 people in the North West and 1,200 at Land of Canaan when the project is on-stream; at a later stage, there may be up to 5,000 jobs.

Activity 1 Questions

1 Explain what the heading ‘Th e Sarawhacking of Guyana’ mean?2 What does the writer of that article accuse the government of Guyana of doing?3 What are the writer’s three main reasons for objecting to the government’s

actions?4 Explain why the government’s income is likely to diminish over the years the

concession is in operation.5 List the reasons why the company fi nds the contract with Guyana attractive.6 In what ways are the local people suff ering, according to the writer?

Now read the second article below and answer the questions that follow.

GUYANA MOVES ON: What Barama is doing A Caribbean Week Special section

5

10

15

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25

30

35

40

45

50

55

60

65

70

75

80

85

90

274 Unit 15


280

Review and self assessmentIn this unit you

• read an article on deforestation and wrote a summary How did you do on the multiple-choice questions? Did you fi nd the group

discussion of them helpful?

• wrote about causes and effects, while interpreting a diagram Which did you consider more likely to convey information – your summary or

the diagram? Give reasons for your answer.

• developed your knowledge of vocabulary about environmental issues Did you make a note of any new items in your vocabulary notebook?

• learned to distinguish few/a few and little/a little

• revised and extended your understanding of logical fallacies Are you now more aware of possible ‘reading traps’?

• developed critical reading skills by considering bias in two reading texts

What was the most important thing you learned about critically comprehending newspaper reports?

• role-played a TV discussion about diffi cult environmental issues What insights did this role-play give you into how people treat problems in

different ways?

• wrote a letter to a newspaper about a local environmental issue Who wrote the best letters, and why?

• appreciated the role of personifi cation and alliteration in a poem Which did you fi nd more persuasive – the poem or the fi rst reading text in this

unit (on page 263)?


STUDENTS’ BOOK

3

Neville Grant

www.pearsoncaribbean.com

Achieve! 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

3 Neville G

rant

A complete English course for


Not for distribution without prior permission from Pearson Education

jenncole

Typewritten Text

Not for distribution without prior permission from Pearson Education

TEACHER’S HANDBOOK

3

Lucy Blackburn

Achieve! Acc

A complete English course foreetttee EEnnggllis


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 authorLucy Blackburn is an experienced educational author and has written numerous books for the Caribbean and Africa. She is also an experienced teacher who has taught in international schools, lectured in education and has an MA in Applied Linguistics and TESOL.

In this series:



Achieve! A com

plete English course for the Caribbean learner TEACH

ER’S HA

ND

BOO

K 3 Lucy Blackburn

CVR_ACHI_TB3_CAR_1928_litho_CVR.indd 1 16/01/2013 13:12

SAMPLE

276 Saving the environment 277

Note: Useful expressions for a TV discussionYou may wish to write the following useful expressions on the board for students to use in their group discussions on TV:I’m afraid I disagree with…In my opinion…In my view…I’m sorry, but I have to disagree with…Contrary to what…says, I believe…I’m afraid that opinion is unfounded as there is strong evidence to suggest that…May I interrupt at this point to say…Excuse me, but I don’t think what you’re saying is true…

Speak for yourself

Activity 1

Role-playWorking in groups, students should follow the steps outlined in their books for this activity. It may be helpful if the same characters from di� erent groups got together beforehand to plan their arguments (for example, all the students role-playing the government spokesperson in their respective groups could meet separately and discuss ideas about what to argue; all the students role-playing the Economist could do the same, and so on.) Encourage students to base their arguments on what they have read in the articles. It may also be helpful if the students role-playing the Chairperson in each group got together beforehand too, and decided on e� ective ways of chairing their discussions. For example, they could agree on the following:• Each speaker gets one or two

minutes to present his or her point of view.

• Speakers in favour of the Barama development should alternate with those against it.

• � ere should be a 15 minute time limit on the whole discussion.

• If a particular speaker starts to dominate the discussion, then an e� ort should be made to elicit the point of view of an opposing speaker.

• Once students have prepared themselves for the discussion, they can go ‘on air’ and hold the discussion on TV. If time permits, you may wish to ask each group to hold their discussion in front of the rest of the class or ‘audience’. However, if your class is large and you do not have enough time, then you may have to have group discussions going on simultaneously in di� erent parts of the classroom.

Writing: a letter of protestTalk about the example letter to a newspaper editor with the class � rst, drawing attention to its format, content and style. Point out the following:• � e salutation (‘Dear Editor’).• � e introductory sentence that states the purpose of the letter.• � e main body paragraph that describes the issue and calls for

immediate action by the relevant authorities.• � e concluding paragraph that sheds an alternative light on the issue

and ends with a thought-provoking question.• � e writer’s name and email address (sometimes this can be printed

as a pseudonym, although you have to send your real name to the newspaper).

2 Spend a few minutes thinking about what you would like to say in the role of your character.

Use the information in the articles on pages 273 and 274 to brief yourself on your arguments.

If your character is for or against the new project in the North West of Guyana, be prepared to argue your case strongly, courteously and clearly.

If you are the chairperson, you have the toughest job of all. You must ensure that everyone gets a fair hearing and that the viewers or listeners to the programme obtain a balanced picture of the issues involved. You must also be prepared to decide who should speak if two people start talking at once.

3 Carry out your discussion for the TV programme.

Speak for yourself

Activity 1 Role-play

Do you watch current affairs programmes on TV or radio in which topical issues are discussed? Usually there is a chairperson or link person and several experts or politicians who have differing views about the issue under discussion.

Imagine that there is a TV discussion about Barama’s activities in Guyana.1 Work in groups of about eight. Choose one of the following roles for

each person. (You are also free to choose any other role you can think of, if you wish.)

Chairperson

Pro (in favour of development)Government spokespersonBarama company employeeLocal businessman at Port Kaituma or Land of CanaanAmerindian CaptainLocal logging company employee

Con (against development)Economist, critical of the dealConservation group representativeMember of the Amerindian Peoples’ AssociationLocal politician Local logging company employee

276 Unit 15


Writing: a letter of protestThere are times when ordinary citizens feel almost powerless to infl uence events. One thing you can do is write to your local member of parliament or to a newspaper. Either way, your letter should be set out properly and should include your full address, telephone number and email (even though these are not usually printed in a newspaper). You can see an example below.

Le� ers to the Editor

Dear EditorI feel compelled to write to you about an urgent public health issue.

Recently, I drove along Spanish Town Road in order to get to Six Miles, but I forgot that the fi re at Riverton dump was still burning. Even inside my car, with all the windows and vents closed, I found myself choking; I can’t imagine what it must be like for those living or working in the area. This is not just a smoke nuisance: it is a major public health issue and needs urgent action by the authorities.

In the longer term, it is good news that new contracts have been negotiated by the government to build waste-to-energy plants. Can we hope that the toxic smell of burning garbage will then become a thing of the past?

Edward Jones-Cameron [email protected]

Activity 1 Writing your own letter

Write a letter to the newspaper or council complaining about a local issue you feel strongly about.

If you like, choose one of the following:1 Th e centre of the city has recently seen a huge infl ux of street vendors who

clutter up the road and represent a traffi c hazard. In addition, they are taking away business from local shopkeepers.

2 A formerly attractive local park has been allowed to deteriorate. Make specifi c points about what is wrong and how it could be improved.

3 Write a letter to your local council pointing out the need for more recreational facilities in your neighbourhood.

4 Write a letter to the newspaper pointing out the need to plant more trees in your area. Th e lack of trees is causing soil erosion, and the area is unattractive.

Don’t forget to address the envelope properly.

The EditorTrinidad & Tobago GuardianP.O. Box 122Port-of-Spain



Activity 1

Writing your own letterStudents can choose one of the options suggested in their books, or they can choose another, local issue to complain about (although they should check the latter with you before writing the letter). � ey should use the example on this page as a model, following a similar format, structure and style. Students should follow the usual stages in the writing process for this activity and put a � nal copy in their portfolios (you may wish to encourage those who have written about a real issue to send their letters to the editor of a local newspaper). You should also assess each letter according to its format, content and style, and give appropriate feedback too.

M15_ACH3_TB_CAR_1928_U15.indd 276-277 22/01/2013 14:00

SAMPLE

276 Saving the environment 277

Note: Useful expressions for a TV discussionYou may wish to write the following useful expressions on the board for students to use in their group discussions on TV:I’m afraid I disagree with…In my opinion…In my view…I’m sorry, but I have to disagree with…Contrary to what…says, I believe…I’m afraid that opinion is unfounded as there is strong evidence to suggest that…May I interrupt at this point to say…Excuse me, but I don’t think what you’re saying is true…

Speak for yourself

Activity 1

Role-playWorking in groups, students should follow the steps outlined in their books for this activity. It may be helpful if the same characters from di� erent groups got together beforehand to plan their arguments (for example, all the students role-playing the government spokesperson in their respective groups could meet separately and discuss ideas about what to argue; all the students role-playing the Economist could do the same, and so on.) Encourage students to base their arguments on what they have read in the articles. It may also be helpful if the students role-playing the Chairperson in each group got together beforehand too, and decided on e� ective ways of chairing their discussions. For example, they could agree on the following:• Each speaker gets one or two

minutes to present his or her point of view.

• Speakers in favour of the Barama development should alternate with those against it.

• � ere should be a 15 minute time limit on the whole discussion.

• If a particular speaker starts to dominate the discussion, then an e� ort should be made to elicit the point of view of an opposing speaker.

• Once students have prepared themselves for the discussion, they can go ‘on air’ and hold the discussion on TV. If time permits, you may wish to ask each group to hold their discussion in front of the rest of the class or ‘audience’. However, if your class is large and you do not have enough time, then you may have to have group discussions going on simultaneously in di� erent parts of the classroom.

Writing: a letter of protestTalk about the example letter to a newspaper editor with the class � rst, drawing attention to its format, content and style. Point out the following:• � e salutation (‘Dear Editor’).• � e introductory sentence that states the purpose of the letter.• � e main body paragraph that describes the issue and calls for

immediate action by the relevant authorities.• � e concluding paragraph that sheds an alternative light on the issue

and ends with a thought-provoking question.• � e writer’s name and email address (sometimes this can be printed

as a pseudonym, although you have to send your real name to the newspaper).

2 Spend a few minutes thinking about what you would like to say in the role of your character.

Use the information in the articles on pages 273 and 274 to brief yourself on your arguments.

If your character is for or against the new project in the North West of Guyana, be prepared to argue your case strongly, courteously and clearly.

If you are the chairperson, you have the toughest job of all. You must ensure that everyone gets a fair hearing and that the viewers or listeners to the programme obtain a balanced picture of the issues involved. You must also be prepared to decide who should speak if two people start talking at once.

3 Carry out your discussion for the TV programme.

Speak for yourself

Activity 1 Role-play

Do you watch current affairs programmes on TV or radio in which topical issues are discussed? Usually there is a chairperson or link person and several experts or politicians who have differing views about the issue under discussion.

Imagine that there is a TV discussion about Barama’s activities in Guyana.1 Work in groups of about eight. Choose one of the following roles for

each person. (You are also free to choose any other role you can think of, if you wish.)

Chairperson

Pro (in favour of development)Government spokespersonBarama company employeeLocal businessman at Port Kaituma or Land of CanaanAmerindian CaptainLocal logging company employee

Con (against development)Economist, critical of the dealConservation group representativeMember of the Amerindian Peoples’ AssociationLocal politician Local logging company employee

276 Unit 15


Writing: a letter of protestThere are times when ordinary citizens feel almost powerless to infl uence events. One thing you can do is write to your local member of parliament or to a newspaper. Either way, your letter should be set out properly and should include your full address, telephone number and email (even though these are not usually printed in a newspaper). You can see an example below.

Le� ers to the Editor

Dear EditorI feel compelled to write to you about an urgent public health issue.

Recently, I drove along Spanish Town Road in order to get to Six Miles, but I forgot that the fi re at Riverton dump was still burning. Even inside my car, with all the windows and vents closed, I found myself choking; I can’t imagine what it must be like for those living or working in the area. This is not just a smoke nuisance: it is a major public health issue and needs urgent action by the authorities.

In the longer term, it is good news that new contracts have been negotiated by the government to build waste-to-energy plants. Can we hope that the toxic smell of burning garbage will then become a thing of the past?

Edward Jones-Cameron [email protected]

Activity 1 Writing your own letter

Write a letter to the newspaper or council complaining about a local issue you feel strongly about.

If you like, choose one of the following:1 Th e centre of the city has recently seen a huge infl ux of street vendors who

clutter up the road and represent a traffi c hazard. In addition, they are taking away business from local shopkeepers.

2 A formerly attractive local park has been allowed to deteriorate. Make specifi c points about what is wrong and how it could be improved.

3 Write a letter to your local council pointing out the need for more recreational facilities in your neighbourhood.

4 Write a letter to the newspaper pointing out the need to plant more trees in your area. Th e lack of trees is causing soil erosion, and the area is unattractive.

Don’t forget to address the envelope properly.

The EditorTrinidad & Tobago GuardianP.O. Box 122Port-of-Spain



Activity 1

Writing your own letterStudents can choose one of the options suggested in their books, or they can choose another, local issue to complain about (although they should check the latter with you before writing the letter). � ey should use the example on this page as a model, following a similar format, structure and style. Students should follow the usual stages in the writing process for this activity and put a � nal copy in their portfolios (you may wish to encourage those who have written about a real issue to send their letters to the editor of a local newspaper). You should also assess each letter according to its format, content and style, and give appropriate feedback too.

M15_ACH3_TB_CAR_1928_U15.indd 276-277 22/01/2013 14:00

SAMPLE

TEACHER’S HANDBOOK

3

Lucy Blackburn

Achieve! Acc

A complete English course foreetttee EEnnggllis


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 authorLucy Blackburn is an experienced educational author and has written numerous books for the Caribbean and Africa. She is also an experienced teacher who has taught in international schools, lectured in education and has an MA in Applied Linguistics and TESOL.

In this series:



Achieve! A com

plete English course for the Caribbean learner TEACH

ER’S HA

ND

BOO

K 3 Lucy Blackburn

CVR_ACHI_TB3_CAR_1928_litho_CVR.indd 1 16/01/2013 13:12

Documents

Achieve! Level 3 SAMPLE