English
Matters
FOR JAMAICA
Grade 9 Teacher’s Book
Jason-Lee Daley, Rafer Gordon &
Julia Sander
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Macmillan Education
Between Towns Road, Oxford OX4 3PP
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
www.macmillan-caribbean.com
ISBN 978-0-230-43768-5
Text © Macmillan Publishers Limited 2013
Design and illustration © Macmillan Publishers Limited 2013
First published 2011
This edition published 2013
All rights reserved; no part of this publication may be
reproduced, stored in a retrieval system, transmitted in any
form, or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission
of the publishers.
Designed by Macmillan Education
Typeset by EXPO Holdings
Cover design by Clare Webber
The author and publishers would like to thank the following for their assistance in
compiling this course: Andrea Hitchener (Immaculate Conception High School) and
Esther Tyson (Ardenne High School).
These materials may contain links for third party websites. We have no control over,
and are not responsible for, the contents of such third party websites. Please use care
when accessing them.
Although we have tried to trace and contact copyright holders before
publication, in some cases this has not been possible. If contacted we will be
pleased to rectify any errors or omissions at the earliest opportunity.
Printed and bound in Malaysia
2017 2016 2015 2014 2013
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Contents
Scope and Sequence
Introduction
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Unit 10:
Unit 11:
Unit 12:
Unit 13:
Unit 14:
Unit 15:
Unit 16:
Unit 17:
Unit 18:
4
8
Expectations
Growing up
Rights and Responsibilities
Peer Pressures
Marketing Pressures
Speaking Out
Revision and Practice A
Places
People
The Language of Poetry
Opinions
Dreams
Culture
Revision and Practice B
The World of Work
Applying for a Job
Safety at Work
Tomorrow’s World
The Gender Gap
Child Labour
Revision and Practice C
Solutions to Puzzles
Scripts for Listening Exercises
11
16
21
26
30
35
39
40
44
48
52
57
61
64
65
69
73
77
81
85
88
89
93
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Scope and Sequence
Section 1 Theme: Society
Unit
Listening and Speaking
Reading and Responding
Language Matters
1. Expectations
Speaking: Setting goals
Discuss expectations, set
personal goals
The Girl with the Golden Shoes
Genre: Fiction
Skill: How to approach a
text, question and answer
relationships
Sentences: run-on sentences,
sentence fragments
Subject–verb agreement
2. Growing up
Listening and Speaking:
Giving advice
Listen to phone calls. Deduce
attitude
Simulate radio call-in
programme
My Father, Sun-Sun Johnson
Genre: Fiction
Skill: Inferential reading,
deducing implied meaning
Review of adjectives and
adverbs: Functions in
sentences, adjectival and
adverbial phrases
3.Rights and
Responsibilities
Listening and Speaking:
Formal discussion
Discuss rights and
responsibilities in classroom
Taking a Stand
Genre: Expository writing
Skill: Studying paragraphing:
main points, supporting detail
Review of tenses and
pronouns
Simple and continuous
present, personal pronouns
4. Peer Pressures
Speaking: Discussing issues
Discussion to clarify a point of
view on a controversial topic
Beka Lamb
Genre: Fiction
Skill: DRTA (directed reading/
thinking activity)
Past tenses, punctuation
Simple and continuous past
Direct speech punctuation
5.Marketing
Pressures
Listening and Speaking:
Advertising techniques
Radio advertising, cell phone
adverts
Brand names
Genre: Internet forum
Skill: Summarise views of
contributors
Gerunds and participles
Gerunds
Present and past participles
used as connectives
6. Speaking Out
Listening and Speaking:
Stating a point of view
Reciting a poem
A History of Jamaican Music
Genre: Expository
Skill: Summarise paragraphs
Comment on lyrics
Possession: Possessive
adjectives and pronouns
Passive voice
Revision and Practice A: Self-assessment questionnaire
Exercises: Give a presentation, use adjectives and adverbs to complete sentences, use active and passive verbs
Section 2 Theme: Writing Genres
7. Places
Listening and Speaking:
Comparing past and present
Make notes on a talk
Discuss own community
The Little Old House
A House for Mr Biswas
Genre: Poem/novel extract
Skill: Identify mood and
setting
Grammar and punctuation
review
Habitual past, comparison of
adjectives and adverbs
Colon, semi-colon
8. People
Speaking: Balloon debate
Role play and defend a
character
The New Headmaster
Genre: Short story
Skill: Triple read, deduce
implied meaning, identify
caricature
Clauses
Adjectival clauses: defining
and non-defining clauses
Adverbial clauses
Commas with clauses
Sonnets by William
Wordsworth and John Agard
Genre: Poetry
Skill: Denotation/connotation
Noun phrases and clauses
9.The Language of Speaking: Discuss poems
Poetry
Read aloud and discuss sonnet
Compare with free verse poem
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Words Matter
Writing
Enrichment
Punctuation review
Sentence punctuation
Capitalisation
Commas
Revision of writing process
Plan and write a group magazine
Writing portfolio
IT: Lay out a magazine
Questionnaire on time management
Prioritising: To-do lists
Suffixes
Form nouns and adjectives from root
words using -ship, -ible, -able
Personal writing
Write in formal and informal register
IT: Use electronic thesaurus
Extract from Anne Frank’s Diary
Write timelines
IT: Research and create timelines
Research skills
Parts of a book
Parts of a website
IT: Use search engine for research
Paragraphing
Main paragraphs
Introductory and concluding
paragraphs
Write a biography
We Must Never Forget (Kalilah
Enriquez)
Revolt of Chief Tacky (Alma Norman)
Identify common themes
More on suffixes
Suffixes: -ment, -ness, -ful, -tion
Narrative writing
Write a story based on pictures
Story planning
IT: Create a template
Extract from Purple Hibiscus
(Chimamanda Ngozi Adiche)
Retell story from different perspective
Abbreviations
Abbreviations, acronyms
Classified advertisements
Formal letters
Letter of complaint
IT: Type a formal letter and send to
friends by email
New Trends in TV Marketing (text of
speech)
Write persuasive letter to newspaper
Analyse TV adverts
Humour
Satire, irony, sarcasm, puns
Writing a report
Conduct research, plan and write
Provide bibliography
IT: Layout of report
Amnesty International, 50th Birthday
Online article
1938 (poem)
IT: Research human rights campaigners
Error identification, paragraphing
Essays: Write a formal letter, report or story
Sensory and emotive language
Identify sensory language and
emotional response
Description of setting
Description of place
Sensory and figurative language
Emotional response
Study Guide: How to be a More
Effective Reader
Apply reading techniques to a factual
passage
Adjectival endings
Difference between -ed, -ing
Endings: -al, -ent, -ic, -ish, -ive, -ous
Description of character
Appearance and personality
Positive and negative characteristics
IT: Edit character descriptions
Chinese Astrology
Characteristics associated with birth
signs, vocabulary work
IT: Research aspect of Chinese culture
Syllables
Syllabication
Syllable stress
Poetry review
Subject matter and form, literary
devices, personal reaction
IT: Research (William Wordsworth)
Poetic form
Haiku, tanka, concrete poetry
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Unit
Listening and Speaking
Reading and Responding
Language Matters
10.Opinions
Listening and Speaking:
Persuading
Summarise main points of
talk, persuade someone to
report a crime
Jamaica vote backs death
penalty
Genre: Newspaper article
Skill: Distinguish between
fact and opinion. Identify
rhetorical and emotive
language
Simple and complex
sentences
Adverbial clauses
Relative clauses
11.Dreams
Speaking: Retell a story
Discuss a picture story
Retell a story
The Necklace
Genre: Short story
Skill: Identify story line
Identify major/minor
characters, archetypes
Direct and reported speech
12.Culture
Listening and Speaking:
Presentations
Discuss and give presentations
about Jamaican traditions
The Dilemma of a Ghost
Genre: Drama
Skill: Identify assumptions
and stereotypes
Perfect tenses
Present perfect, present/past
perfect continuous
Perfect infinitive (should have,
could have etc.)
Revision and Practice B: Self-assessment questionnaire
Exercises: introductory dialogue, identify types of phrases and clauses, use correct perfect tenses, reported speech
Section 3 Theme: My Future and the World of Work
13.The World
of Work
Listening and Speaking:
Careers talk
Make notes, generate
questions to find out more
about jobs
14.Applying for
a Job
Speaking: Discuss job adverts Creating a Good Impression
Experience, qualifications,
Genre: Dialogue
attributes required
Skill: Assess responses at
interview
Reflexive pronouns
Reflexive and emphatic
pronouns
15.Safety at Work
Listening and Speaking: Live
reporting
Summarise and give a live
report of a disaster
Safety in the Workplace
Genre: Webpage
Skill: Draw on prior
knowledge. Review after
reading
Reported speech
Questions, advice, instructions
Error recognition
16.Tomorrow’s
World
Speaking: Using technology
Interpret diagram
Discuss new and future
technology
The Fun They Had
Genre: Science fiction
Skill: Distinguish between
realism and fantasy
More on the passive voice
Perfect tenses, giving advice
17.The Gender Gap
Speaking: Formal debate
Prepare arguments, identify
fallacies
Gender Gap Persists
Genre: Online newspaper
Skill: Evaluating arguments,
identifying fallacies
Prepositions
Using correct prepositions with
nouns, pronouns, verbs and
adjectives
18. Child Labour
Listening and Speaking:
Decision making
Summarise talk on street kids
Select a charity for which to
raise funds
David Copperfield
Genre: Extract from novel
Skill: Interpretive reading
IT: Find out more about child
labour
Writing longer sentences
Use conjunctions and relative
pronouns
Too + adjective + to
Either, neither, both
Careers in the Tourist Industry
Genre: Information leaflet
Skill: Formulate questions to
find information
Conditional sentences
Open and hypothetical
conditional sentences
Revision and Practice C: Self-assessment questionnaire
Exercises: role play job interview, active and passive verb forms, prepositions, error recognition
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Words Matter
Writing
Enrichment
Connectives
Introducing, developing, concluding
an argument
Contrast, cause and effect
Persuasive writing
Letter to newspaper expressing views
IT: Collect letters. Create Readers’
Letters Page
Business meeting
Agenda and minutes of school
debating society
Conduct own business meeting
IT: Type agenda and minutes
More on connectives
Time sequencing
Writing a short story
Elements of a story, planning, setting,
problem, resolution
Starting and concluding a story
IT: Create anthology of stories
21st Century Archetypes (magazine
article)
Find own archetypes
IT: Research characters mentioned in
article
American and British spelling
IT: Set language to UK or USA English
Dramatisation
Dramatise a story. Use dialogue to
reveal setting and character
Extract from The Bride Price (Buchi
Emecheta)
Write a book blurb
IT: Find out more about writer and
add to book blurb
,
s
h
Punctuation, error recognition, edit a paragraph
Essay: persuasive letter, description, story
Occupations
Suffixes used with occupations
(-ist, -ian etc.)
Making notes
Writing in note form: omitting
unnecessary detail, abbreviations,
headings, underlining
IT: Research career options
Work simulation
Use map and notes to plan tours from
Ocho Rios
IT: Prepare a leaflet
Addressing envelopes
Writing addresses
Writing the date
Job applications
Fill out application form
Write a letter of application
IT: Type letter of application
Careers Aptitude Test
Discuss suitable careers
Set short- and long-term goals
IT: Find out more about careers
Prefixes
Over-, under-, mal-, mis-
Summary writing
Summarise main points
Omit examples and minor details
IT: Revise summaries
Where is Melissa? Newspaper reports
(fact and supposition)
Girl Reporter (poem)
More on prefixes
Bi-, tri-, multi-, pseudo-
Narrative writing
Plan and write story using starter
sentence. Flashback technique
IT: Add stories to class anthology
High Hopes for the Air-Car
Article from technical journal
Technical language, jargon,
euphemism
Idioms and proverbs
Argumentative writing
State position, give reasons
Essay planning
Poems: The Washerwomen, Memories
of a Grasscutter
Compare men’s and women’s past
and present
Easily confused words
Homophones
Write text of a speech
Plan and write speech: introduction,
relevant ideas, conclusion. Use
persuasive techniques
SOS Children: The AIDS Epidemic
(leaflet)
Poem: Atieno
Rephrase sentences, make notes on a text, write a summary
Essays: stories, description, letter, argumentative essays, newspaper articles
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Introduction
Overview
English Matters for Jamaica is a series written
specifically for the Jamaican curriculum. It
incorporates the requirements of the latest
teaching syllabus and integrates the different
aspects of English language learning. The
emphasis throughout the course is on skill
building, so that students become increasingly
able to take responsibility for their own learning.
The course consists of a Student’s Book for each
level, consisting of 18 units with three revision
units, and a Workbook giving additional practice
in the skills taught in each unit. Each unit is
supplemented by an Enrichment section which
contains material to challenge more able students
and gives them the chance to explore the topic of
the unit further. A Reference section at the end of
the Student’s Book includes notes on important
grammar points and a glossary. This section
supports the information given in the main
section of the book and helps students become
independent learners.
Teacher’s Books at each level provide step by
step guidance in conducting the activities in the
Student’s Book. This guidance takes the form
of suggestions for the teacher but is in no way
prescriptive. It offers alternatives to experienced
teachers looking for a fresh approach, and
support for less experienced teachers, who may
be approaching the syllabus for the first time.
Teacher’s Books provide answers for the exercises
in the Student’s Book and the Workbook.
Downloadable recordings of the listening
exercises are also available.
The units in the Student’s Books follow a regular
pattern and are divided into five sections:
• Listening and Speaking
• Reading and Responding
• Language Matters
• Words Matter
• Writing
Each unit focuses on a specific topic. Within each
section opportunities for integrating the different
skills can be found, for example:
• A listening exercise can give rise to a pair or
group discussion followed by writing a report
on the topic discussed.
• Reading a newspaper article on a controversial
subject can lead to a class debate, followed by
a formal letter expressing a point of view.
The content of each unit is outlined in the Scope
and Sequence and the expected outcomes are clearly
stated at the beginning of each unit in the Teacher’s
Book. Teachers may want to share these outcomes
with their students at the beginning of each unit in
order to give them a clear sense of purpose.
Listening and Speaking
A wide variety of recordings set in different
contexts gives students the opportunity to
develop their listening skills. Different techniques
are practised, for example: listening for gist and
for specific information, distinguishing between
relevant and irrelevant material, note taking,
picking out key words. Extension exercises allow
students to make use of what they have heard in a
different context.
Although they are often presented separately,
speaking activities follow on directly from what
has been heard in the listening exercises and give
students practice in pair and group discussion,
giving short presentations on topics they have
researched, or giving and defending opinions.
From the first, the importance of good speaking
habits is stressed and students are encouraged to
contribute positively to group discussion and to
listen respectfully to others.
Reading and Responding
Reading
The range of genres presented exposes students to
traditional and contemporary fiction and poetry,
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descriptive and expository writing, web pages,
and persuasive material including advertisements
and brochures. Students are encouraged to
develop useful pre-, during and post-reading
strategies which help them to get the most out of
the texts they read.
Teachers will need to assess their students’ reading
ability and take any necessary remedial action.
More able readers could work on the Enrichment
exercises while teachers give focused attention to
those who are experiencing difficulties. If there is
a wide range of abilities within one class, a lunchtime or after-school reading club could be created
with more able students acting as facilitators.
Comprehension
Each reading passage is followed by a set of
questions students can answer independently in
class or for homework. Higher order questions
are included from the start and students are
taught to distinguish between literal and
inferential questions. A second set of questions
intended primarily for discussion is also included.
The Teacher’s Book provides suggested answers
for the comprehension questions, but other
answers may be equally valid. This is left to the
teacher’s discretion.
From close study of the reading texts, students
also learn to improve their writing skills through
using varied vocabulary and forming wellconstructed topic sentences and paragraphs.
The texts are also used to help students develop
summarising skills.
engaging students actively in the process
by drawing on their prior knowledge and
encouraging them to write their own rules and
examples. Getting them to teach the point to
another student is an excellent way of checking
comprehension.
Words Matter
In this section students practise different
techniques for understanding unfamiliar words,
such as context or word formation. They learn to
develop their own vocabulary through effective
dictionary work, recording of new words, word
building and synonym exercises. The exercises in
the Student’s Book are supplemented by further
exercises in the Workbook.
Writing
This section covers the mechanics of writing, such
as paragraphing, punctuation and proofreading.
A variety of different writing tasks is included in
English Matters for Jamaica Grade 9, including
formal and informal letters, narrative writing,
descriptions of people and places, persuasive
writing, dramatisation, poetry and reports.
The writing process is carefully explained and
developed. Students learn how to plan their work
and to organise the material they have prepared
into well-constructed paragraphs. They are
encouraged to take greater responsibility for their
work through peer discussion and review, and by
editing and revising their own work.
Enrichment
Language Matters
Many of the points practised in this section
will already be familiar to students even though
they may still make mistakes with them. It
is important, therefore, that they do not feel
that they are merely going over old ground.
The Student’s Book and Workbook provide a
lively range of exercises set in a real-life context,
beginning with oral practice and moving to
written work. The Teacher’s Book notes suggest
Two supplementary pages for each unit are
provided at the end of the Student’s Book. The
material on these pages is directly related to the
themes of the main units, but often a different
approach is adopted. The activities on these pages
can be used to stimulate more able learners, who
may be able to work through them independently
while others complete the activities in the main
units. They can also be used to provide interesting
additional material for whole-class teaching.
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Workbook
Each unit in the Workbook consolidates the
comprehension, language, vocabulary and writing
exercises in the Student’s Book. The activities in
the Workbook can be used for different purposes,
for example:
• in class when you want students to get on
with something quietly while you give focused
attention to individuals or small groups
• to consolidate work from the Student’s Book
• as a homework to follow up work done in
class
• as practice tests
In this Teacher’s Book, the icon  indicates
sections in the Workbook which are directly
linked to activities in the Student’s Book.
Workbook activities not flagged in this way could
be completed at any time during the unit.
Assessment
Self-Assessment
The activities in the Student’s Book help students
to become independent learners and to assume
responsibility for their own work. Frequent
opportunities are given for them to check their
own work and to assess their own progress. Each
of the Revision and Practice units provides them
with a checklist which they discuss with another
student in order to evaluate their progress.
Peer Evaluation
Students are expected to work in pairs to assess
each other’s work before producing a final copy.
They are encouraged to focus on positive aspects
of their partner’s work as well as suggesting
improvements.
Teacher Assessment
Much of the assessment conducted by teachers
will be informal and is done through monitoring
students as they move through the activities and
providing extra support where necessary. Where
there is a need for more formal assessment,
this can be done by allocating marks to written
exercises or by using the Revision and Practice
units or relevant Workbook units as formal tests.
Classroom Management
The Student’s Book contains a wealth of
interactive tasks designed to be carried out in
pairs or small groups. Many students entering
secondary schools may be used to a more teacherled approach. It is important to lay down clear
ground rules from the start, such as staying on
task and giving everyone a chance to speak. Make
sure that students fully understand what they are
supposed to be doing and have a clear target to
give a focus to their discussions, such as reporting
back to the class or producing two points for and
two against a statement.
Information Technology
Judicious use of IT can be very beneficial to
the development of English language skills and
generally elicits a positive response from students.
The Student’s Book contains frequent suggestions
for making use of this valuable tool. Using
IT to save and edit work can form part of the
writing process for students, and tools such as an
electronic thesaurus help them to increase their
vocabulary. Most units in the Student’s Book
provide ideas for using IT in an interesting way,
such as creating posters and flyers, or recording
the results of student surveys in tables. Guidance
on using the internet and writing emails is also
included.
There are numerous websites where teachers can
find interactive language exercises or student
worksheets to enrich their classroom teaching.
This Teacher’s Book does not suggest any specific
website addresses as these are likely to change.
Teachers are encouraged to use a search engine to
locate suitable material.
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Unit
1
Expectations
Outcomes: By the end of Unit 1, students should be able to
••
••
••
••
••
••
••
discuss a balanced lifestyle and make a group report
use different pre-reading strategies to approach a reading text
identify and correct run-ons and sentence fragments
use correct subject−verb agreement
punctuate sentences correctly
understand and use the writing process
plan and write a group magazine
Speaking (page 10)
Teaching Tip
If this is your first time teaching this group
of students, ask for information from their
previous teacher about what specific work
has been done to build oral skills. Ask the
same questions of students and do a further
assessment of their strengths and weaknesses.
Conduct a diagnostic test to determine these
and use the findings to plan any further work
needed.
1. Discuss students’ expectations of the new
school year. Talk about the importance of
having a good balance between study and
leisure. Discuss with them topics to be
explored in class and allow them to work on
their own.
2. Conduct the various activities with the class.
3. After completing the activities, discuss the
merits and demerits of individual, pair
and group activities. You could later do an
inventory to find out which is most effective
for each student.
Extension
Students can design a flyer which uses graphics
or some other form to represent or symbolise a
balanced lifestyle.
Answers
Exercise 2: Carolina Pinto and John Oleghe,
because they have time for school work and for
leisure activities; Jevaughan Thompson (he has
very little time for school work); Open answer
Exercise 3a−b: Open answers
Reading and Responding
(pages 11–13)
Teaching Tip
Remember that strategies for reading and
comprehension should be taught explicitly.
Give students multiple opportunities to use
the strategies. Go over guidelines of effective
comprehension with students. Never take their
comprehension skills for granted.
1. Write the three strategies for preparing to
read on the board and ask students to try
to distinguish them using their background
knowledge. Then let them turn to page 11
and compare what they thought with the
information presented.
2. To practise pre-reading strategies, provide
newspapers and allow students to practise
the strategies using an article of their peer’s
choice. This will make it challenging and fun.
3. Afterwards, they present a brief report to a
partner or group about which strategies were
used and why.
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4. Students work through the ‘Before you read’
activities in pairs.
5. Ask students to read the passage making
conscious use of the strategies discussed,
and respond to the questions which follow.
In the end, have a discussion about whether
the strategies made a difference to their
understanding, enjoyment and ability to
respond to questions. If not, allow them to
make suggestions to employ next time and
compare results and methods.
Answers
Before you read: skim; scan; survey; fiction/
adventure; Open answers
Exercise 1: 1. a diver 2. The other children ran
away. Estrella hid behind a tree and watched.
She was older/more mature, had learned to read.
3. Open answers 4a. delighted, surprised
4b. because of the way the woman smiled
5. how important it was to be able to read
6. information about the diver she had seen on
the beach 7. They felt she was different, as if she
had left them behind. 8. b
Exercise 2: (suggested answers) 1. She does not
want to accept the old/traditional way of life.
2. She thought she would live like everyone else
in her community. Seeing the woman reading a
note made her realise that there was more to life.
3/4: Open answers
Language Matters (pages 14–15)
Writing sentences
Teaching Tip
Offer rules for run-on and fragment sentences.
Put together a collection of run-on, fragment
and complete sentences. Give students a
signal of your choice, such as a clap or a tap
on the table to match each. Read out the
sentences and ask students to give the correct
signal. Then let students read and do the
exercises in their books.
Answers
Exercise 1: Fragments: 1, 2, 4, 6, 8
Exercise 2a: 1. a. Duane tried his best. He was
placed second in the race. b. Duane tried his
best, but he was placed second in the race.
2. a. He was hoping for a gold medal. He
trained every day. b. He was hoping for a gold
medal, so he trained every day. 3. a. Carolina is
on the Student Council. It meets once a week.
b. Carolina is on the Student Council, which
meets once a week. 4. a. The Principal heard the
examination results. She was delighted. b. The
Principal heard the examination results and she
was delighted. 5. a. Omar needs to exercise more.
He spends too long on his computer. b. Omar
needs to exercise more because he spends too
long on his computer. 6. a. On Sundays John
stays home. He catches up on his school work.
b. On Sundays John stays home and he catches
up on his school work.
Exercise 2b: The Student Council meets every
Thursday after school. At the meeting students
discuss important issues, such as rules about
using cell phones or wearing uniform. The
discussion at the meetings is often very lively, but
the Chairman keeps good order. School Council
elections are next Thursday. Each class will elect
a representative and he or she will attend the
meeting on its behalf. Results of the election will
be announced the next day.
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EMTB9_Section3 final pf.indd 12
Final Proofs
27/3/2013 10:22:32 AM