ENE sa FOR BOOKra ENGLISH FOR ALL: BOOK 2 Roy Narinesingh 1A Hons (London) DipEd (UW) MA (TEXAS) Former lsturer, Faculty of Education and Humanities (UW Bhadase Seetahal ~ Maraj BA Hons (UWI) MA (UW) DipEd (UW) Bxccutive Diploma in School Leadership and Management (UWWInsticute of Business) DATAZONE PUBLISHING CO. LTD, SSATD10| “CHAGVANAS SECOND HAND.BATAZone Datazone Publishing Co, Ltd, No.2. Peak Avenue Claxton Bay: ‘Trinidad and Tobago, West Indies ©2005 Roy Narinesingh Bhadase Seetahal- Maraj First published 2006, Reprinted 2008, 2009, 2010, 2011 All ights reserved. No part of this publication may be reproduced, copied or transmitted save with written . permission, ‘Any person who does any unauthorised act i relation to this publication may be liable to criminal proseeution and civil claims for damages. Printed in China Design & Layout by: Christian Alexis - idesigneverything.com Cover Photograph: Kenrick Rampial ISBN 978 976 8194 71 5 English For All- Book 2 Also available ISBN 978.976 8194 70 7 English For All - Book 1TABLE OF CONTENTS ‘Acknowledgements «VI Preface -Vil pacer UNIT 2 PAGE 13 ADVENTURE ener emscr A CHILD’S See PCa Beet oo See UNIT 4 paces’ = UNITS PAGE 53 NARRATIVE een Uionen ie ia ens yn Hard and MIek * Inierprelve Comprehension aca Bier} ne Beery fe ROUEN oie San) ee Baler ooo Ope iieay erin * Pronunciation: sean HOW TO STUDY Bi iecusrinias * Responding to Poety Personal Crealve Response een enc? (een Mieiacl Deere tt Pog anion) Cte ined) eee Bae ei Decne Ne re 28 cr 4100 st ie ir 134 cr rt ea 7 v2 re iH 7 Tt apts Oregano Senna Format Beene ones arr Bieri tien | 164 158 a Bre teen ailment Be eeneninnel Seray Ceremony rene Dictionary kis Poe 160 161 cr 183 ry 185 THE CHALLENGE Literal Comprehenso it Stet esne en Seer Reteticen 4 ee rr Toner oa al Eerie onic veal Peer ul Penne i Pr Te Oyo ON THE MOVE OM teenie 169 Dien temn seis th ira 12 Ditieon loci a ei iano Oey Ne) ASIali nin)UNIT 13 pace 102 GROWING UP Bier es en) UNIT 14 prorres UNIT 15 proran ee Ly ] + Literal Comprehension Bre ean Oi eer Comprehension, a Batten APPENDICES APPENDIX 4 ‘Irrogular Verb Forms - 223, APPENDIX 2 + Glossary of Word Usage -226 APPENDIX 3 + Glossary of Grammatical Concepts «229 + Glossary of Literary Concepts -231 APPENDIX 4 * Summary Tables of Verb Forms » 233 INDEX 237ACKNOWLEDGEMENTS ‘The publisher and authors would like to thank the following for permission to reproduce copyright ‘material. ‘They have tried to contact all copyright holders. Ifany copyright holder may have been nadvertently overlooked, every reasonable effort wil be made to rectify the situation at the earliest opportunity Peepal Tee Press for an extract from Butterfly inthe Wind by Lakshmi Persad; Puffin Books for ‘an extract fiom My Side ofthe Mountain by Jean Craighead George; Longman, Jamaica for “The ‘Truant” by Neville Giuseppi; The Jacaranda Press for an extract from “The Present” by Gwen E. Thomnton; Sylvia Gonzales for an extract from The Story ofthe Steelbanc, Eugene Field for “Mother's Jewels”; Charles Scribner’s Sons for an extract from “A Planet in Danger” by Arthur S, Gregor; Karia Press for "Muda Earth” by Brother Resistance; Jack Prelutsky for "We Are Ploot- cers"; Charles Seribnet’s Sons for “I Can Fly” by Felice Holman; Little, Brown and Company for an extract from Long Walk fo Freedom by Nelson Mandela; Circle Press for extracts from Heroes of the People of Trinidad & Tobago by Michael Anthony; UWI Extra Mural for an extract from “Dorothy's “Triumph” by Lloyd Hart; Ontatio Ministry of Education forthe story “Escape” by Marina Me Dougall; George Harrap Company for an extract from “The Burning ofthe Rice Fields” by Sara ‘Cone Bryant; A De Verteuil for “Jaffo the Calypsonian” by Ian Me Donald; the estate of Bob Marley for “One Love"; Macmillan Caribbean for extracts from The Cloud withthe Silver Lining and A Cow Calted Boy by C, Everard Palmer; Macmillan Publishing Company for “Swit Things Are Beautiful” by Elizabeth Coatsworth; Nidia Sanabria de Romero for “The New Suit”; Harper Festival for anextraet fiom Anne of Green Gables by LM. Montgomery; Chrysalis Clasies for an extract from The Railway Children by E. Nesbit; Lois Lenski Covey Foundation for “Sing A Song Of People” by Lois Lenski; Methuen’s Children’s Books for an extract from “Let the Balloon Go” by Ivan Southall; Harper Collin fortwo extracts from Bridge o Terabithia by Katherine Paterson; Follett Publishing Co. for “City, City”; Instructor Publications, Ine, For “A Football Game” by Alice Van Bek; Lothrop, Lee & Shepard Books for an extract from “How to Study" by Gordon W. Gray; Russel Hoban for “Homework”; Alloy Lequay for an extract from Winning Against The Tide; Gooffery Mae Lean for an extract from Bascoe Holder; Anchor books for an extract from Diary of a Young Girl~ Anme Frank edited by Otto H. Frank and Mijan Presser. vlPREFACE ENGLISH FOR ALL: BOOK TWO is. second year secondary language course book. It aims at further extending and developing students’ communicative abilities. ENGUSH FOR ALL: BOOK TWO is constructed against a background of knowledge and skills to which students were inteoduced in year one, ‘The text takes into account the students’ needs and abilities at this level and their prior experience of language exposute in ENGLISH FOR ALL: BOOK ONE, ‘The theoretical framework underlying this text i informed by the following principles Language growth is incremental Language isa synergistic process involving the integration of listening, reading, writing and speaking, Experience of literature promotes language developmeat. The language which students bring tothe earning encounter is an important prerequisite for language growth and development + Language is best acquired and developed in social contexts, ‘The text contains fifteen (15) units and employs a thematic approach, It integrates the elements of listening, reading, writing, speaking and thinking Prose passages are used wherever appropriate to demonstrate the functional use of language through analysis of grammatical structures, vocabulary and writing mechanics. ‘The sclections of prose and poetry were guided by the following prineiples: + iterary and linguistic merit challenge they offer for development of critical thinking skills divessty and relevance of content appeal fo students interests range of writing styles ‘The text reflects an integrated and discrete approach tothe development of comprehension skills, Itbuilds on and reinforces the comprehension skills of ENGLISH FOR ALL: BOOK ONE. ‘The poets in most units relate fo the main theme. The main objective of poetry in ENGLISH FOR ALL: BOOK TWO is to develop an appeal for poetry and an awareness of the specialised use of language which it ‘demonstrates. The poems place an emphasis on personal creative responses to poctic experiences, Students should derive pleasure and understanding from their encounter with poety, In ENGLISH FOR ALL: BOOK TWO, grammatical structures are carefully graded and the rules of grammar are in the service of communication. Language knowledge and language use are mutually supportive ofthe students" language growth. Practical exercises incorporate the use of language in real life situations. The rules vir‘The text employs a dual approach to vocabulary development, Words and expressions are given meaning inthe context of ther use in passages. Opportunites are presented to explore and develop the use of words ina variety of contexts. Practice exereses in the use of synonyms, antonyms, homonyms, ‘words with multiple meanings, idioms, slangs, connotation and denotation help to develop students” ‘vocabulary skills ENGLISH FOR ALL: BOOK TWO eats a wide range of writing functions ~ from tansaetional to expressive to creative witing, It also focusses on various genres: letters, narratives, biography, film review, book review, diary writing, journal writing and serpt writing. The various eures OF writing ae illusttated in samples. These provide students with dhe opportunity see each ‘genre at work. The conventions of waiting suchas spelling, capitalisation and punctuation receive treatment in contexts as well a discrete exercises. A vatiety of speaking and listening activities are provided throughout the text. Students should gain ‘mastery of oral communication skills through practical exercises offered inthe text. These include dialogues, oal presentations, dramatic activities, choral speaking and group and pair interaction. ‘The importance of pronunciation is highlighted through practice of the major elements ofthe phonic system, Throughout the text, graphic representations are provided as stimuli for writing and speaking. ‘These assist students in responding wit greater clarity to situations. ENGLISH FOR ALL: BOOK TWO contains a ange of approaches, strategies and techniques aimed at ddeveloping independent learning and encouraging state of the art teaching. The content knowledge, learning experiences and organisation of the text are sue to enhance students" language competence, ‘We are confident that students and teachers will enjoy using this text, vuAl READING FOR MEANING ACHILD’S *. WORLD “The Brook 10 Is 2» 25 30 _Deop in the long grass, there isa small brook. It flows beside the gate keepo's thatched house. Ok ‘Bhaktin knows Igo there and Ihave ben going fora longtime, but no-one else does. | ake afew sweet Marie biscuits from the round black tin bel in the shop, and while T nibble onthe ban, the tiny fishes in the rook nibble too atthe grass and water weeds. ‘The books clear, can see every pebble and gravel on its Soft bed. Often I would empty my pockets and give the sh the rubs, but the moment step into the rook, no mater how carefully, they all disappear. «cannot ell where they go, so there must be Safe hide-eway places under tho overhanging ledge. have tried talking to them and though they would look at me and move her mouths rely, I eanot tell ‘wheter they are drinking water o talking. It must be very dificult speak under water, ‘There. sty ion funnel projecting frm the damp ight brown eath an from thee the water pours Bhakin says that ¥tcomes fom Mount St Benedict, passes behind my grandmother's house in St, John’s Village and uns under the tov to appear in her back garde tied catching the fish with my cupped hands but they were too quick ad slippery. So one day left an ‘mply guava jam jar onthe bed and went ava. The next day "retuned but there was no fish. Once there were wo ies buts Tried to get them, they lowed out ofthe jar just as stepped into the brook. I decided then oatacha piece of string round the mouth ofthe jars tha coud iit gently ‘without entering the wate. This worked. I caught on fish ‘and took it home and showed everyone but noone was as delighted as My mothe said, “What wil you do wit i Putit bck: ‘But had not ried hard o get one into the jr? How could just throw it bck ater all hat effort? $0 efit in tho ja and wished it goodnight, In the morning sa that someone, perhaps ou dog, had knocked the jar ove. The fish ay stil. It was limp. And when I putt back into ajar of freshwater, it did nat awaken. shook the bot. Itstayed at the bottom. Id not move Day sid that I had to get of tort would make the whole place smell. 1 ga hole and buried itn the garden and paced a stone to mark its burial place as grown ups do. vas sad and I elt hat had taken its ‘nergy, its strength. I never captred another, bt continued to visite clear brook and woud listen tits song and talk tothe fishes. [told thom my fears about schol and they istened, “What dd you think of what Ihave i” Tonk ak, And thy woud es, ‘Wint oyu tik? What do you ik? What oyu think” ‘xiract from Butefly i the Wid by Lakshmi Persad 1TALKING AND WRITING 1 Why did the writer visit the brook frequently? 2. Desctbe the brook in your own words, 3. How did the writer catch the fish? 4, The writer says “This worked" (paragraph 5, line 19), ‘To what does "This" refer? ‘5. Why was the writer unable to catch the ish with her hands? 6. What happened to the fish that was caught? 7. Why did the writer get id of the fish? 8. What happened whenever the writer stepped into the brook? 9. With what dd the writer feod the fishes? 10. What secrets did th 11, Where did the fishes. 12, Whats the difference the fish was caught? |. Which of the following words appropriately describe the kind of person the writer was?” a) rebellious —b) imaginative ¢) kind &) ding ©) emotional 1) clever 2) observant 2. What can you infer about the relationship between the writer andthe fishes? 3, What isthe purpose of the passage? 4, What two pieces of evidence inthe passage convey childhood innocence? 5, What does"... hal taken its energy, its strength” (lines 31-32) suggest? 6. What did she think when her mother told her to put beck the fish? 7. What i the relationship between Bhaktin and the writer? ‘8. What is the significance of the brook in the passage? 9. “Itake a few sweet Marie bscuits..in the shop” (Hines 2-3). What can you infer from these details? 10. What contrasting emotions are revealed in this extract? 11. How does the writer feel about school? 1. Give the meanings ofthe following words as they ar used in the passage: 8) thatched (line 1) ) disappear (line-6) ©) delighted (line 21) «) captured (line 32) ©) projecting (line 10) 2. Comment onthe use ofthe following words, Make sentences using each word in a different context a) slippery (line 13) 6) eupped (ine 13) ¢) rusty (line 10) «) nibble (ine 4) 6) inp line 27)N «tthe adjectives from the frst paragraph of the passage. Comment onthe ws ofthese adjectives © they vivid, interesting and striking? study the meanings ofthe words “mark” (line 31), “bank” (Line 3), and “ still” (line 27) in the passage. ‘Then use each word in a sentence to convey a different meaning, 5. Examine how the word “mouth” is used in these two expressions: ‘move their mouths freely” (line 8) and “...mouth ofthe jar." (lie 18), In what two senses is the word “mouth” used? 6. Give the meanings of “clear” line 32), “effort” (lie 24), and “echo” (line 34). ‘What isthe context clue that helps you to figure out the meaning ofeach word? I. Selecta pat ofthis passage and illustrate it. Give details ofthe setting, 2. What i the difference between a brook and a river? 3. Draw a fish and label its parts, INexoen Ne 1, Do you keep fishes? Where do you keep them? How does one take care of fishes? 2, Have you ever caught a fish or hear a story of someone who caught a fish? ‘Tell the class aboutsthe incident 3. Do you think the writer is a lonely person? Do you sometimes fel lonely? ‘What do you do when you fee lonely? 4. Have you ever had a similar childhood experience? Recall it and relate it to your cass. 5. What are some of the things that fascinate you asa child? Write a paragraph on one ofthe following: 4. An incident in which you felt sad or disappointed, ». Asituation in which you experienced a sense of delight ot wonder Describe an incident which involves the catching ofa fsh, Give details of how the ish was caught ‘The waite aid, "YYold dem my fours ubout sehool..". Do you have ay fears about school? Iso, what are they? Write «paragraph entitled: “The fear of schoo”. ‘Write about a childhood memary that made a deep impression on you Inthe passage the person “continued to visit the clear brook and would listen to its song”. Deserbe a favourite spot that you frequent. Tell the reader what its that attracts you, What feling does it evoke in your + Write a composition entitled A Child's World, Mention atleast three special features. Give examples to show each featureA2 READING FOR MEANING ‘re is an extract that presents an experience tha is similar in some ways and different in some ways from the previous extraet. Read ths extract and discuss the questions based on it could never understand about the woods, Most of the othe children were allowed to play there but my cousin Mary and I were among the few who couldn't. Our mothers thought the woods were not fit fr gis to play in ‘We never agreed with them. The woods was a paradise where our imaginations could be let loose and there was no ane to kee you and watch you and lnugh at the things you sid. ‘My mother’s main objection was that she did nat want me to play with the big boys; they were too rough she said, But she needn't have worried on that score. T avoided them, lke the plague, for I knew all too well that games with them usually started off ine but often ended up in tears. The day we made the pool was different. The boys did all the hard work and enjoyed ordering ws younges ‘ones about. We took a whole aflemoon to complet iti was ard work and we were ied, but I did’t think we had ever been so happy. No one quarelled and no one ered and when it was done we promised to comeback the next day; and, tired and hungry, we went home. T walked up the garden path and stod by the back door. My mother always asked me the same question. “Where have you been?” She turned and looked at me the words poised on her lips “Where have you boon in the water? she demanded | ooked down and to my horror saw the telltale tide marks halfway up my calves. I thought rapidly. “1 washed them in Mary's house,” [ed “Well soon see about that, my git” she said, Her eyes were dark with menace tlt take her long either. It seemed that Mary, my closest companion, had been asked the same question and replied that she had washed her feet in our house. ‘We paid dealy for our crime and spent the following week penitent playing in the field behind my house Gradually we began slipping back to the woods and playing in the pool. Only this time, before coming home we ran ‘through the dusty grass until our legs and feet were consistently dity with the rest of ws Extract from The Paddling Pool by Fay Balley 1. Give two reasons why the woods fascinated the children, 2. a, What was the mother’s objection? What was the reason for her objection? 3, What kind of pérson was the mother, according tothe details in the passage? |. What task were the children engaged in doing? What isthe main point of paragraph 37 ‘4 The making ofthe pool, _c. Completing the pool. bb. Teamwork atthe pool. __d. Anafternoon at the pool . What was the g's explanation of her whereabouts? How did the mother discover the truth? ‘What form of punishment di the gel receive? 5. Select the adverbs in the lst paragraph, How do they make the experience more vii Re-read the ist extract AI and compare the experience with that ofthe second extract A2. Use the following headings to make your comparison: ’ a. The setting and atmosphere (mood). b. The kinds of experiences. «6. The role ofthe mother.\ «RY nile ok One we discussed the simile a a literary device or figure of speech, ‘The simile, as you will iber, compares two things that are essentially diferent, using as or like, Its a direct comparison. es experiences more vivid, interesting and memorable, es lished floor looked like a newly cleaned mero ning quality of the loo is compared with that ofa mirror: Both the floor an the mirror are smooth and and one can see one’ image in both. The simile adds fo the image of the “polished floor.” I makes it vi, interesting ane! memorable. tion: i poem and answer the questions based oni istening To Grownups Quarrelling ang in the hall aginst the all with my litle brother, blown, ke leaves against the wall by thie ices, my head ike a pingpong ball tween the paddles oftheir anger jew what it meant tremble like a leaf. old with their wrath, I heard ne clas of the rain nance, Floods ured through the city, jes clapped over me, id Lwas shaken tween their jaws, Ruth Whiteman the similes in the poem, nent on the use of the smiles in the poem. Are they appropiate, vivid and interesting? ese smiles have features common to each othee? What re the common featutes? lo the similes contribute tothe message in the poem?The Metaphor ‘The metaphor isa comparison between two essentially different things. It says that one thing is another. It does not use ‘as’ ‘like’. The comparison is implied. This makes it different from the simile asa form, of comparison, As the simile, it makes the description vivid Example: ‘The tom off roofs were missiles in the raging storm, Here the roofs tom off from the buildings are compared with missles. The torn off roofs hurled through the air as missiles sent through the ai, Both the roofs and the missiles share a common feature - swift movement, through the aie. Application: ‘Read the poem and answer the following: 1. Identify the metaphors inthe poem. 2. What two things are compared in each metaphor? 3, Comment on the use ofthe metaphors, Ate they vivid, appropriate and effective? 4, What do the metaphors tll us about the child's mind? ONLY THE MOON When I was a child I thought The new moon was a eradle ‘The fall moon was granny’s round face ‘The new moon was a banana ‘The full moon was a big cake. When I was a child never saw the moon. Tonly saw what I wanted to see. ‘And now Isee the moon Is the moon, Only the moon, and nothing but the moon. Wong May Personification Personifieation Isa form of comparison that ‘ofa human belng, to objects the: Example: ‘The boat slept peacefully on the water. ‘The boat is given the human quality of sleeping, A boat doos not literally sleepApplication: Read the poem and ansiver the following. 1. Identify the examples of personification in the poem. 2, Comment on the use of personification inthe poem. Are they appropriate, vivid and interesting? 3, What main human featute of the ant is emphasised? Ants, Although Admirable, Are Awfully Aggravating ‘The busy ant works hard all day And never stops to rest or play. ‘HE cartes things ten times his size, ‘And never grumbles, whines or eres ‘And even climbing flower stalks, He always runs, he never walks. He loves his work, he never tits, ‘And never pufls, pants or perspires. ‘Yet though I praise his boundless vim Tam not really fond of him, Water R. Brooks Cc GRAMMA Revise these forms of the verb to be which you have studied in Book One. ‘Are you a Jamaican or a Vincentian? Tam a Jamaican, Lam not a Vincentian. ‘What is your first language? ‘My first language Is Portuguese. | My frst language is not (sn) English. ‘Are you and your sister at school? ‘Yes, we are at school, No, we are not (aren’) at school. Are your parents from St, Lucia? ‘Yes, they are fiom St. Lucia. | No, they are not (aren't) from St.Lucia. are not ~ aren'tApplicat 1. Your class is preparing to goon afield trip organised by the geography teacher, but all the students are not in schoo! at the scheduled time. ‘The bus is waiting in the parking area. Complete the dialogue using present tense forms of he (am, i, ate). Use the question form, affirmative form and negative fo where appropriate Form Teacher: Clas Students “Tat: Whee shea? She— here. Molly: She ~in school as yt She on her way ‘Tavg: And Sally here iter. Sally: OF couse, here. Form Teacher: Where ~ Roy and Harry? Rudy: They on the other side ofthe bus Sally:~ Michal late too? Or he sick? Rady No, he Inte, Here he — Form Teachet: Where Ralph and Tammy? Roy: They —here bu they — inthe classroom Jen: Hate? Everyone: Sure you Form Teacher: We leave inten minutes. Jerry: It seems everyone ~ here now. Form Teacher: Good. Tall the bus driver we ~ ready to leave. Pair work: 3. Create more Wh and How questions ‘Ask your friend questions using what, where, when, about things you would like to ask your why, how, withthe verb forms is” and “are, classmate, Examples: Use is and are. Then record the responses 8) Whats your favourite dessert after dinner? using am, is and are. by Where are you from? ©) When is your birthday? «d) Why ae you outside of the classroom? ©) How is your family?eN Coa Remember that nouns name or describe people, places,things and ideas. Revise these rules you have studied and applied in Book Regular Plurals (chishistiz chesishesises/xesizes) ‘Regular Plurals (consonant + y) ‘Change y to -+-es Add=» ——mat—mats ‘Add—es bus buses baby - babies ‘Add—es church churches party = partes ‘Ades bush—bushes lady = ladies ‘Add—es box —boxes ‘Add—es —quiz~quizzes ‘Some regular Plurals in = ves Other Ireegular Plurals ‘Change fto ves shelf shelves ‘Change fe to ves knife - knives ‘Change fe to ves wife - wives Change fe to ves Hore axe some other important rues about other nouns. + Sometimes we use a plural noun for thing that has two parts eg. pa of pyjamasiglasses/trousers/scissors, ‘+ Some nouns that end in —ies are singular. ‘og, physies, mathematics, economies, electronics, ahleties, gymnastics, + Some words have the same singular and plural orm, ‘eg. news, series, sheep, cattle, deer + Weuuse people as the plural of person, eg, She isa kind person, but they are kind people, a 1. Nouns that refer to groups of people as separate individuals take a plural verb, ‘eg. The team are traning in soparate areas ofthe pay field I, Nouns that refer to groups of people as a unit doing the same thing take a singular verb. ‘eg. The team Is seated in the busOs JIL, Some nouns that refer to groups of people such as government, commitee, staff, family, ‘audience, company and firm may take either a singular or plural veeb, according to interpretation, fthey are interpreted as consisting of individual members they take a plural verb, If they are intexpreted as a unit they take a singular verb, ‘og. My family have decided to move to the country (members) ‘og. My family comprises four of ws, (1 IV. Nouns that refer to a sum of money, a period of time, and a distance, as one thing, take a singular vorb, Examples: 4) Ten thousand dollars was deposited in the bunk, ) Five years is a short time ina secondary school ©) Fifteen miles i long distance tothe post office. Application: Choose the correct form ofthe verb that agrees with the nown in each sentence. Algebra (ire) one ofthe dificult aes in mathemati ‘The elegant trousers you slat weak (hs, have) been sod Some species of annals re) considered ob extn People (vas, wee ina lang que inthe bak ‘The seven o'clock news (va Wer) red By Fane Reyes Tho cattle (sare) racing inthe nearby el The company (make, makes) a yeu profit of two milion dolar. | Thre wees (a) a shot action pia (Do, does the police have new equipment to tack criminal? | 10, Economies (jt) an important subject in many schoo 11, The jury each, reaches) a verdict ar lengthy discussions. D_ SKILL BUILDING: VOCABULARY a Mi We can explain the meaning of a word or phrase in a number of ways. Noomeriin te mening tate . | Push —m Pull Careful —> Careless Sturdy —> Strong ‘The Express, the Gleaner ‘Applace containing books that | | Opened — He opened the door and the Nation are daily ‘ean be looked at or borrowed ex te eth ce a ena newspapers isa library, 10—_—_—_—_—_——————— [Note: ‘There are the things that we need to know when we learn new words: 1, The meaning ofthe word. 2, ‘The spelling ofthe word. 3. The pronunciation ofthe word, Application: 4, Definitions Inyour English Language clws, lave me some words that your teacher of English Language, and the teachers of other subjects use. They are words that help you to develop your vocabulary, Match each word on the left withthe correct definition (meaning) on the right. ‘Tete en mats ae the fl stop o peti (the question mark (2) an she exclamation mark). You will remember: 1. The ful stop comes atthe end of a sentence. ‘0g, I ate breakfast at seven o'clock. 2, The question mark comes atthe end ofan interrogative sentence. ‘eg. What are you doing this aftemoon? 3. The exclamation matk comes after @ word, a phrase ora sentence which expresses strong emotion or feeling, eg.Oh! — Ohmy goodness) What a surprise it is! aLL Application: Edit the following leter for errors n punctuation, spelling an capitalisation November 24, 2005 Dear Cara, lis vacation Fine, Tuould very mach Ge you {0 come and vist me for jst one we, toere are 3 many activites in the Cry. We can go do fue long cercaler mal foe emperor valey too due belavcat gardens and the cinema af move ants you may ago wis fe spend some time at fie national libary its an investing place. Yon can jst imagine tow muct, fan wall Lave dogelier as we wsually de, The ocasons for diese things are 50 vear duet we need 4o see duem when we cam My cousin Bijan uo lives in new yor city is bere spending vacation bel be With fore yor tam td wil give yon peomision a nga youl bu sae especialy ‘at this Fie Ermail me as soon as you recieve Hhis message Ii 40 anes planing tm fhe meantime. Your's affectionately Divie Arne F SPELLING AND PRONUNCIATION ‘The grammatical system of Caribbean dialects differs from that of Standard English in many areas. ‘This isa source of problems for students who speak, read and wrife Standard English, One ofthe key areas in dialect. speech isthe absence of “or ed” inthe past simple verb form, Application: Note the spelling and pronunciation of the following words. Practise pronouncing each ward with the appropriate end sound - (0, (A) and (Id). Add appropriate verbs to each column. o (ia) walked waited talked rented cooked ‘wanted selected requestedA READING FOR MEANING 20 25 30 35 ADVENTURE ‘After splashing across the stream inthe shallows, I stood a the be ‘wondered hovr on earth [was going to climb the sheet wall wanted a falcon so badly, however, tht I dug in with my toes and hands and started up. “The first part was easy it was not too stoop. When I thought Iwas stuck, I found a litle ledge and shinnied up tit Twas high, and when I looked down, the stream spun. I decided not to look down anymore edged upto another ledge, and lay dowa on itto catch my breath. Iwas shaking fiom exertion and 1 was tired | looked up to see how much higher had to go when my land touched something moist, 1 pulled it back and saw that it was white bird droppings. Then I saw them. Almost where my hand had been sa three fizzy whitish grey birds. Their wide-open mouths gave them a startled looked. “Oh, hello, hello," I sid. “You ae cute.” ‘When I spoke, all thee blinked at once. All three heads tumed and followed my hands fs I swung it up and toward them, Al three watched my hand with opened mouths. ‘They were ‘marvellous. I chuekled, But I couldn't reach them. wormed forward, and whan! ~ something it my shoulder. It pained, [turned my head to see the big female, She had hit me, She winged out, banked, and started back for another str "Now I was scared, for Iwas sue she would cut me wide open. With sudden nerve, 1 ‘stood up, stepped forward, and picked up the biggest of the nestings. The females are bigger than the males. They are “falcons.” They ate the pride of kings. I tueked her in my sweater and lean ‘agains the cliff, facing the bulletlke dive ofthe falcon, Threw out my foot as she struck, and the sole of my tennis shoe took the blow. “The female was now gathering speed for another attack, and when I say speed, ! mean 50 {6 60 miles an hour, Tould see myself battered and tom, lying in the valley below, and I said to myself, “Sam Gribley, you had better get down from here like rabbit.” ‘jumped to the ledge below, founel it was really quite wide, slid on the seat of my pants tothe next ledge, and stopped. ‘The hawk ‘apparently couldn't count. She did not know I had a youngster, for she ‘checked her nest, saw the open mouths, and then she forgot me. T serambled tothe riverbed somehow, being very careful not to hut the hot fxzzy body that was against my own. However, Frightful, 1 [called her then and there because of the difficulties we had-had in getting together did not think so gently of me. She dug her talons into ‘my skin to brace herself during the bumpy ride to the ground T stumbled tothe stream, placed her in a nest of buttereups,, and dropped beside her. I fell asleep. Extract from My Side of the Mountain by Jean Craighead George. B2, a) How many birds were in the nest? ') How were they described? +3, What difficulties did the narato face in capturing the falcons? 4. 2) How many times did the big faleow attack the narrator? 1b) How dl he deal with the attack? 5. What feature ofthe big falcon was stressed? 6. Which two words describe the young falcons? 7. Which lines inthe passage convey the tiredness of the narrator? =| 8. Why dil the natrator call the faleon “Frightful”? INTERPRETIVE CO rat? 2 Select the statements of fact andthe statements of opinion from the following: w= «. 8) “The females are bigger than the males”, (lines 19-20) b) “They were marvelfous”, (lines 14-15) ©) “They are the pride of kings”. (line 20) © “Now f was scared for I was sure she would cut me wide open.” (line 18) ©) “I placed her ina nest of butercupe." (tine 36) 3. Which words best describe the narrator inthis incident? ) cowardly b) reckless ¢) adventurous) clever, ©) determined) fearful) imag 4. How do we know thatthe narator wanted the faleon very much? '5.Trace the steps by which the narator captured the faleon. 5. 6, What isthe writer's intention inthis extract? a) To describe the experience of being alone ») To.show how terrifying his experience was ©) To give some factual details about falcons, 4) To relate his experience of capturing the falcon, 7. What can you infer about the hawk from the statement, "The hawk apparently couldn count” (lines 28-29)? 8. “the stream spun’ Cline 6) What does thie line suggest? 1. Give the meanings of the following words as they are used inthe passage: 8) wondered ine2)b) sheer (line2)—c) badly line 3) 4) decided (line 6) ©) exertion (line 7) £) checked (ine 30) 8) apparenty(line 29) h) brace (lie 35) 2. What feelings or emotions do these words convey? 8) startled line 11) b)- marvellous (line 15) €)_ scared (line 18) ) pride line20)——_e)- gently (line 34) “4——— ‘Words with multiple meanings 5, Study the meanings ofthe following words as they are used inthe context. Use each word to convey 1 different meaning ftom that ofthe passage Example: She was the sole (only) witness in the incident. 1) sole line 22) b) Blow (line 22) ©) banked (line 17) 8) strike (line 17) 6) seat (line 28) Verbs 4, You will note tha the passage contains a numberof past tense forms ofthe verb. ‘The writer uses these verb forms to convey a past experience. Study these verbs carefully. (@, What common feature do these verbs have? Gi) What do these verbs contribute to the writers presentation of the experience? i) Make a sentence with each verb. shinnied (line 8) edged (line 7) pulled (line 10) swung (ine 14) Jumped (line 27) scrambled line 31) slid (Wine28) stumbled (line 36) Context Clue: Demonstration 5. You will remember that the meaning of a word can be given ina demonstration, Here are three sentences where the writer uses three verbs in each sentence, Read these sentences and demonstrate (enact) the meanings. (“She winged out, banked, and started back for another strike.” }) “With sudden nerve, I stood vp, stepped forward, and pleked up the biggest ofthe nestlings." sat, placed her in a nest of butteroups, and dropped beside he.” ‘Study the expressions below. @, enti the literary device in each expression, Gi) Comment on the effectiveness of each device “After splashing across the stream in the shallows.” (line 1) "1 wormed forward...hit my shoulder” (tine 16) "the bulleslke dive ofthe falcon.” (line 21) “Sam Gribley, you had better get down from there like a rabbit." (Vines 25-26) "sa nest of buttercups..." (line 36)Leesa + Research the national bieds of your county, + Find out the differences between the falcon and the eagle + Several countries in the West Indies have national birds. Find out what these birds are and explain their significance. ". Say whut itis you wanted and what you dito get it 2, Do you like birds? Do you think birds shouldbe kept in captivity? Give reasons to support your answer 3. What do you think the narrator eventually id with the faleon? 1, Write a composition on the topic “My Pet Bind. 2, Relate a personal adventure, sharing the pleasures and dangers you experienced through the creative use of language (verbs, adjectives, adverbs, siiles, metaphors). 3. Relate a story you have read or an experience you have had about the quality of persistence or determination, Give a title fo your story. B_ SKILL BUILDING: COMPREHENSION vn ‘You will recall that, in Book One, Skimming is described as the process of looking for information’ om a topic to get the general idea or overview. Scanning isthe process of looking for specific information in a Piece of writing, alist ora document. Your purpose in reading will determine whether you use skimming or seanning. Applicaton: Skimming Here isan extract from a tourist bro entitled ‘Carnival’ review (skin) the tle, the section headings and the paragraphs 10 get a general idea of what they are about Then answer the following questions: 4) What happens ‘Trinidad during the months of January and Febru 'b) What activities take place in the panyards? ©) How often are calypso shows held? <8) What do you see in Mas Camps? | 16CARNIVAL - The Fascination Most countries sett in fora calm Januaty and February. Not Trinidad & Tobago, where the camival arts are public property, analysed and judged even as they are being ercated, Rehearsals ae attended as avidly as finals So, as you side out into the pulsating Port of Spain evening, what's on offer? PANYARDS “The lage stelbands invite onlookers to atten their rehearsals in their panyards throughout the season. It's setious business forthe players. You can sit and chat, or just drink in the sound of upto 130 pannists perfecting their eat CALYPSO TENTS: ‘Trinidad & Tobago isthe home of calypso. Visitors are welcome a the several Calypso Tents that stage shows nightly throughout the season. Here, the true practitioners of the art can be heard. Up to twenty singers may perform in an evening, in an atmosphere of fiendly banter and expert opinion, Nowhere will you get closer to the soul ofthe Trini than here, (MAS CAMPS: ‘The Carnival is not a mere spectator event. The fill joy of Trinidad carnival isto play in a band yourself Parading Bands all have headquarters known as Mas Camps. (Mas asin ‘Masquerade’.) Which band you play ‘ith is up to you. Most locals have their favourite, but a visit tothe different Mas Camps will show you what ‘costumes are available and broaden your understanding of mas. Mas Camps open nightly Application: Scanning ‘Scan the extract and answer the questions based on I. Hawks are birds of prey. They hunt other animals. Hawks belong tothe same lage family as vultures and eagles. They live on every continent except Antarctica, Hayes eat small mammals, reptiles ish, insects, and other birds. When a hawk spots prey, ‘tswoops down and grabs the animal with its talons or claws. After killing the animal, it teas off| pieces of lesh. Some hawks ent the whole animal, Then they spit up pellets, or small balls, of bones, feathers, or fur “Male an female hawks raise their young together. Males may soar upward and then make steep dives to attract a mate. Hawks nest on elif, in trees, or on the ground. Some hawks simply serape a spot on a cliff, ‘while others build lage nests. Female hawks lay one to three eggs. The female keeps the eges warm, and the malo brings food to er until the young hatch. Then both parent feed tho young. In 30 t0 60) days, the young hawks are eady to fly. Every year, some kinds of hawks migrate or fly to a warmer area. Among other kinds of hawks, only the young hawks migrate, Some hawks travel in locks, and other kinds migrate alone, ‘About 28 kinds of hawks live in North America 4. Where do hawks nest? When ae the young hawks eady + How many eggs do hawks lay? tofly? «©. What role does the female play? How many types of lk live in 44 What role does the male play? North America? 1. What do hawks eat?Cc PO RY ‘Talking and Writing Read the following poem and ansser the questions on it. ‘The Truant ‘A merry lad with tvinkling eyes He steals away fom school, A shameless truant luted by ies ‘That come from glade and poo. A dozen noisy boys~a gay And lively company — ‘There inthe water splash and play Inwholesome boyish gle, ‘He dares o join that wayward band, ‘Their school the open sky, ‘Whose lessons they can understand ‘While clouds go sailing by. And now they venture through the woods ‘With whispered speech and signs, ‘Their quest the tiny nested broods ‘That hide among the vines, ‘They know the voive of every bird ‘That tills From tree to tee, ‘Where all day through the notes are heard Of semp or keskidee. ‘One silent lad whose troubled eyes Confess the truant past, At ovening lugs a treasured prize ‘And homeward ereops at lst } ‘Neville Giuseppi INSTA What does “inking eyes” (ine 1) sugges? hick in in stanza explains the ile ofthe poems? Why isthe boy called“ shameless sant. "(ine 3)? | ‘What diferent aspects of nature do the boys explore? Give ets from the poem, 8) What leary device is used in ine 10 "Ther school the open sky"? ») Explain the meaning ofthis tine. | ©) Why i the devie effective? | ‘Whats the mood in stanza 2 ofthe poem?——$_$_ _ 11. 4) What does the expression “oeasured prize” (line 23) suggest? 'b) What do you think isthe “treasured prize”? '8, How docs the mood of the las stanza differ from that of the other stanzas? 9. What isthe message ofthe poem? 10, What aspeets ofthe boys” behaviour are presented inthe poem? 1. Have you at any time played the truant? Relate your experiences. ‘Say where youu went and what you did, Did you feel any sense of guilt after the experience? 2, What are some ofthe places children frequent when they play trunts? What are their experiences? ‘What are the dangers of truancy? 3. Why ate some students refered to as truants? 4. Why, do you thin, some children prefer experiences ouside of school to those in school? ‘What suggestions ean you give to prevent truancy? 5. Did you enjoy reading this poem? What aspects of this poem appeal to you most? 6. Write # poem based on a similar experience. A post sometimes repeats similar consonant sounds at short intervals to ereate a particular effect. ‘This is called alliteration, “Is there anybody there?” said the Traveller Knocking on the moonlit door; ‘And his horse in the silence chomped the grasses Of the forest’s ferny floor ‘These are two examples ofthe use of alliteration, ‘The alliteration highlights the visual image. 1) Note the use of the's sounds in the line: “And is horse in the silence chomped the grasses” 2) Note also the repetition ofthe f and sounds in the line “othe oves’sferny loo:” Hore is jother example of alliteration 1. In the pocket ofthe gtl’spinafore, wrapped ina erumpled up piece of pale paper was a brown and bruised apple. 19Application: Read this selection. What are the repeated consonant sounds? How does this device help you to understand ‘and enjoy the poem? In Book One, you stud the simple sentence, the compound sentence and the complex sentence, 1. The Simple Sentence You will member tat the base structure ofthe simple sntencs isthe subjet andthe prea. ‘The subject is the noun or the pronoun and the predicate consists ofthe verb and any other element, apart from the subject, In Standard English, the subject normally comes before the verb. Example: ‘Simple Sentence | Predicate3 The Compound Sentence ‘The compound sentence joins two sentences by using coordinating conjunctions (and, of but). ach clause can stand asa sentence on its own. In other words, each clause acs as an independent clause or main clause, Example: Main Clause Coniunetion Main Clause Sherry baked the cake and wwe enjoyed it. The Complex Sentence In.complex sentences, the clauses are joined by subotdinating conjunctions such as Deeause, when, and since. The subordinate clause cannot stand by itself as a sentence, For example,*when she saw the stranger” cannot stand by itselfas a sentence. i depends on another clause to make a complete sentence, Example: Main Clause Subordinate Clause ‘The child closed the gate ve she saw the stranger. Study these uses of subordinating conjunctions inthe following examples. ‘Time: a soon as I heard the news. ‘Manner: I want you to place the tools as you found them. Place: My brother follows me wherever Igo. ‘Cause/Reason: ‘The game was cancolled because they announced a storm wate. Comparison: We must not take more privileges than we are allowed. Condition: I always come to schoo! even though I may not be well at times Purpose: Please come early so that you can assist in decorating the hall because, since ‘even though, even if, unless, though, provided thatApplication: 1. Complete the paragraph in your exercise book by using the appropriate coordinating conjunctions and of, but, Agriculture is a very important source of revenue for many Farmers_ they sufTer hardships in times of flood. A few farmers lose interest in agriculture some persist because of thet love forthe land, Some farmers are compelled to borrow money to replant thei erops____face the problem of Fosing ther land. 2. Use the coordinating conjunctions (and, or, but) t0 combine these palrs of sentences (@)_ He made the ice cream. soldi atthe fit, Gi) You must eat your meals on time. ‘You wil suffer stomach pains ‘She came to meet you lst evening, ‘You were attending an important meeting. Gv) You nist attend practice three times a week, ‘You will lose your place on the team. (¥) Td realy like to help you clean the garage have an important project to complete. 3. Complete these instructions given to an employee by her supervisor Use an appropriate subordinating conjunction in each space. Do this activity in your exercise book. Sheila, you must act courteously __ a customer enters our store the customer appears ninterested in the product, you must still oferto help you do not know the person will purchase an item. ___a customer asks for assistance you must be ready at a moment’ notice, You must be as ieipfal to everyone ___1am. This puts person at ease. Sometimes itis necessary to show the customer an item he or she asks frit. This shows that you are keen to do yout job, items are taken off the shelves itis your duty to replace them __ they were previously, You must not Nait a customer has left the store you tidy the shelf, ‘You must do it____ you ean, Finally, Sheila please reach to workeon time ___ you can orgenise your day more productively,PUNCTUATION ae Revise the major uses ofthe comma which you studied in Book One, ‘Construct examples for each rule. The first one is dane for you. 4) A comma is used before every item in a series, ‘eg: Mother bought pies, cakes, donuts and strudels, by A coma is used between two or more adjectives that deseribe a noun, eg My teacher is wise, industrious and caring ©) A comma separates a subordinate clause from the main sentence ‘eg: When father returns, well plan out vacation, 4) A-comia separates introductory words from the direst words of speaker eg: He remarked, “You are kind.” €) A comma separates nouns in apposition, e.g: Rawle, our student representative, will speak for us, ‘Note: In British English, « comma isnot usually used with anl between the lst two items on alist unless these are long. Example: We spent the vacation shopping inthe ety, going tothe cinema, and visiting friends and relatives Application: Copy these sentences and use commas where appropriate At the restaurant we ordered fied rice plain rice chow mein fish and chicken, ‘My grandmother was a hard working thrifty intelligent lady. No [told you I was not ready to begin the exereise, He said “Roger willbe out ofthe bath shorty." ‘Ronnie the barber has recently opened a new salon, ‘The date 25th December will always be remembered, ‘Unfortunately we eould not attend the meeting, | like listening to musicavatching television seading interesting books and going to the movies, Because the roads were dangerous we did not make the trip. 10. The food however was tasty. 2BF SPELLING AND PRONUNCIATION ‘A consonant digraph is made up of wo letters that are not alike but produce the same sound. ‘They are in initial or final postion in a word. Initial consonant digraphs: sh sh ship ph) phone eh feb chip ‘th (yoiced) them ch /k/ chorus tn (unvoiced) thimble ch th chet sv Ah why: Application: 4) Pronounce and spell these words, aecording tothe rues piven. +b) Group words according to sounds, ©) Add other words tothe list and group them accordingly, shore chair cherry choir chaos chauffeur photo those tree ‘where shame sheep pharmacy phantom church choreA READING FOR MEANING 2» 25 0 35 THE PRESENT owas the old ladys birthday. She got up eauly tobe ready forthe post. From her second floor ft she could see the postman when he came down, the street, and the itl boy from the ground foot brought up her letters on the rare occasions when anything came. Today she was sure there would be something. Myra wouldn't forget her mother’s birthday, even if'she seldom wrote at other times. Ofcourse, Myra was busy. Her husband had been Mayor last year and Myra herself had pot an Onder ‘of the British Empire (en award) in connection with hee work forthe aged. A daughter tobe proue of! She was proud of her, too, but Enid was the daughter she loved, Enid, who had never married, but had seemed ‘content to live with her mother, and feach in the Primary School round the comer. ‘Until one evening, when she had ssid, “T've arranged for Mrs. Morison to look after you far afew days Mother. Tomorrow I've to go into hospital — jus a minor operation. I'l soon be home." Inthe morning she went, but she never came back, except to the windy cemetery on the hill, Myra ‘ame to the funeral, and inher efficent way ranged for Mrs, Morrison to come in and light the fire and give the ol lady breakfast, “Two years ago that was, and theo times sinee Myra had been o see her mother, but er husband, “The old lady was eighty today. She had put on her best dress. Perhaps ~ perhaps Myra might come. Afterall, cighty was a special birthday, another decade lived or endured, just as you chose to lok att ‘Ben if Mysn did wa enn, se would send «present, The ol Indy was mate ofthat. Two spots of colour brightened her cheeks. She was excited ~ like a child, She would enjoy her day. ‘Yesterday Mrs. Morrison had given the flat an extra clean, and today had brought a card and a bunch ‘of marigolds when she came to do the breakfast, Mrs. Grant downstairs had made a cake, and in the afternoon she was going down there tes, The litle boy, Johnnie, had been up with a packet of mints, and sid he ‘wouldn't go out to play until the post had arrived. “1 guess you'l got lois and los of presents,” he said, “I did last week wien I was six” ‘She stood by the window watching. The postman turned round the comer on hs bicyele. Her heart beat fast. Johnie had seen him to and van to the gate. ‘Thea cater, clatter up the stairs. Johnnie knocked at her door “Granny, Granny," he shouted, “T've got your post.” 2s————— He gave her four envelopes, three unsealed eards from old frends, The fourth sealed, in Myra’s 40 writing, The od ady fel pang of disappointment. “No parcel, Johnnie?” No granny.” “Maybe the parce! was to large to come by letter post. That was it. It would eome later by pareel Post. She must be patient, 45 ‘Almost reluctantly she ore the envelope open. Folded in the omate card was a piece of paper Wiriten on the card was a message under the printed Happy Birthday—"Buy yourself something nice withthe ‘cheque, Myra and Harold.” ‘The cheque fluttered tothe floor lke a bird with a broken wing. Slowly he ul lady stooped 0 pick it ‘up. Her preset, her lovely present. With trembling fingers she tre i ito lite bis, Euiract from The Present by Gwen E. Thornton TALKING AND WRITING 1. What part did the little boy play inthe story? 2, What was the mother's feling towards Enid? 3. How do you know it was ‘the old lady’ birthday? Give reasons. 4. What work did Myra do? What dd her husband do? 5. Why was ‘the old lady" proud of Myra? (6. How old was the lady? 1. What was the mood of ‘the old lady" at fest? 8. How do we know that ‘she old lady" had received letters? 9, What was Myra’s pit to her mother? |. What i the theme (messege) ofthis story? 2. Why did the old lady tear up the cheque? 3. “Bnd was the daughter she loved.” Why do you think so? 4, What does the expression “Her heart beat fast (lines 35-36) suggest about the old lady? 5. What is the mood of ‘the old lady" atthe end of the passage? Which lines show that mood? 6. What does the word “endured” (line 27) suggest? 7. (a) What do you think is the tone of the writer inthe sentence “Her present, her lovely presen (b) What isthe underlying meaning of this expression? 8, What conclusion can you draw about the od lady's n ‘9, What is the main point of paragraph 8 (lines 30-33)? 10. "..Mjra herself had got (an avard)..in connection with her work forthe aged.” Why does the writer use this statement in paragraph I (lines 10-12)? ighbours? 4) Write sentences using each the following words fom the passage. Convey a meaning sfrent fom that in the passage. connection (line 11) content (line 16) operation (line 20) light (line 22) post (line 33) patient (line 44) 26