A Mini Language Arts Programme for a Caribbean Student

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A Mini Language Arts Programme for a Caribbean Student

A Mini Language Arts Programme for a Caribbean Student

Hassan Basarally

806007430

Principles, Approaches and Methods in Teaching English in the Caribbean- EDLA 3111

15th May, 2009

Semester 2, 2008-2009

Faculty of Humanities and Education

Department of Liberal Arts

University of the West Indies, St. Augustine, Trinidad

Table of Contents

Student Profile: a

Programme Outline: b (i) 1, 2 & 3


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Hassan Basarally 806007430 EDLA 3111 Ms. D. Jaganauth2

Time Allocation, Teaching Points and Objectives: b (ii) 1 & 2

Rationale: c

Assessment Techniques: d

Lesson Plans: e

Appendix: Student Essay

a. Student Profile

The following profile is for Essay 28 (See Appendix):

From the information and indicators present in the student essay the

student age is estimated to be in the range of 17 years. The student is male


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and belongs to a lower middle class socio-economic background. The student

will now be referred to by the pseudonym Ryan. From the content of the

essay, the student comes from an extended family and is probably an only

child not living with either parent. The social network that comprises the

extended family is important. The child eagerly anticipates holidays, such as

Christmas, where the family can meet. Community and family oriented

activities such as visiting relatives and going to treats are enjoyed and

anticipated by the student.

Ryan appears to occupy the mesolectal area of the Post Creole or

Creole Continuum. This is evidenced by his ability to code switch and code

mix between Standard English features and creole ones. This is seen in

Standard English statements such as June waited while I got ready to go in

the second paragraph and Creole constructions like we go see everything

good from here in the last sentence of the same paragraph. The English

structure can be explained in terms of fixed expressions that are learnt and

reproduced without change. These are learnt as a result of the existence of

two codes in the Anglophone Caribbean. The essay is well constructed with a

clear and coherent flow of events and has details and descriptions. In

addition, Ryans vocabulary consists of several words appropriate to his age

such as delicious and luggage; however the spelling of these words pose

a problem. The range of vocabulary also needs to expand to include

appropriate descriptions for a range of objects and events. There is also the

appearance of literary devices in the essay, there is a simile but the


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comparison used needs to be expanded to include comparisons for other

things and different types of figurative language should be introduced. From

these indicators, it can be assumed that the reading of the students is fair

but attention should be placed on grammar, spelling and mechanics of

writing.

The linguistic needs of the student stem from the need to differentiate

the Creole from English structures and use the English structures consistently

in writing. An area that needs attention is the mechanics of writing. Specific

concerns are punctuation, capitalisation, exclamations and the use of

quotation marks. Ryan has knowledge of the use of commas but needs to

extend the use from separating things on a list to separating different ideas

in a sentence. Reinforcement of this concept is needed. Capitalisation of

proper nouns and general placement of capitals also require attention.

Capitals are used at the beginning of sentence in most cases but are not

used for all proper nouns, such as christmas. Reinforcement in what

constitutes a proper noun is needed, Ryan knows that it is needed for names

of people and places but not for holidays and events, also some swords such

as ham and beef are capitalised incorrectly. The essay lacks dialogue and

direct speech. As such use of quotation marks and explanation marks require

attention. This would assist in the creole colloquialisms present such as

what my ant could cook good. This Creole structure, if placed in quotation

marks and an exclamation mark inserted at the end, would be accepted by


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the Caribbean standards of writing which allow Creole to be used as speech

and for emphasis.

The main area that needs to be improved in spelling is in that of words

with silent letters e.g. aunt, delicious and four, which were among the

words misspelt in the essay. The misspellings can also stem from a deficient

knowledge of homophones as ant, aunt, for and four are similar in

pronunciation but not in meaning. The linguistic profile of Ryan also shows

some needs. These needs are due to the mixing of Creole and English

grammatical structures in the essay. Nouns are not inflected for number as

seen in two bag and for (four) slice. As such, plurality is indicated, when

necessary by external markers such as some apple. The infinitive verb is

usually absent, e.g. my father up there. The preposition by is used instead

of the phrase at the home of in the phrase by my ant (aunt). The

perfective aspect shows the unmarked verb or no inflection. There is some

attempt to inflect for the past tense as in telled, the problem is that one

form of past tense inflection is applied to many verbs. Even when a verb is

inflected for the past tense, Ryan assumes that the past tense context was

already established in the initial inflection and there will no need to reiterate

it in the rest of the sentence. The anterior or past used by the student is

indicated by had as in it had plenty. It is also shown by the impersonal

construction it had. Adjectives are used as adverbs as in could cook good.

. In addition, several sentences contain subordinate clauses and significant


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sentence length. The structure of the essay shows some knowledge of

writing conventions such as paragraphing, introduction and conclusion.

Though the actual age may be approximately 17 years due to

reference to using a car, I get a car from his friend, Huston, the actual

competence level is lower. The actual level is about that of a 13year old due

to the inconsistencies in grammar and spelling. Ryan is in the process of

acquiring a second language as he uses some Standard English features. The

student is at the consolidation stage of writing. The writing reflects patterns

of spoken language, in this case Creole language. The student has not

arrived at the differentiation stage in which patterns and organisation of

forms not from speech is used.

b. (i) Programme Outline

Order Area Concepts, skills, strategies, procedures etc.1. Mechanics of

Writing

1. Commas

2. Full stops

3. Capitalisation

4. Exclamation

5. Quotation marks

6. Direct Speech

7. Indirect Speech


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8. Past tense

9. Present tense2. Tense 1. Present continuous tense

2. Future tense

3. Irregular verbs3. Plurality 1. Singular nouns

2. Process of pluralisation in English4. Adjectives 1. Adverbs

2. Adjectives for people, places and

emotions

5. Figurative

Language

1. Similes

6. Spelling 1. Words with consonant cluster

reduction

2. Homophones

Table 1: Table Showing Programme Outline

b. (ii) Time Allocation, Teaching Points and Objectives

Unit/ Area: 1. Mechanics of Writing

Time Allocation: Capital letters, full stops, commas and exclamation marks:

30 minute session, quotation marks and differentiation between direct and

indirect speech 15 minutes, present and past tense: 25 minutes

Teaching Point: At the end of this lesson students will learn that

punctuation provides clarity in sentences and separate them into meaningful

units.

Objectives: At the end of the lesson students will:


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i. State the appropriate places for capital letters, commas, full stops,

exclamation marks and quotation marks.

ii. Use capital letters, commas, full stops, exclamation marks and

quotation marks properly in writing.

iii. Change present tense to past tense.

iv. Differentiate between direct and indirect speech.

Content Objectives:

For objective i: Capital Letters are used in the following ways:

The first word of a sentence, or of a fragment, begins with a capital letter.

The names of the days of the week, and of the months of the year, are

written with a capital letter, not the name of seasons.

The names of languages are always written with a capital letter.

Words that express a connection with a particular place must be capitalized

when they have their literal meanings.

Words that identify nationalities or ethnic groups must be capitalized.

Proper names are always capitalized. A proper name is a name or a title that

refers to an individual person, an individual place, an individual institution or

an individual event.

The names of distinctive historical periods are capitalized.

The names of festivals and holy days are capitalized.

Many religious terms are capitalized, including the names of religions and of

their followers, the names or titles of divine beings, the titles of certain


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important figures, the names of important events and the names of sacred

books.

In the title or name of a book, a play, a poem, a film, a magazine, a

newspaper or a piece of music, a capital letter is used for the first word and

for every significant word (that is, a little word like the, of, and or in is not

capitalized unless it is the first word).

The first word of a direct quotation, repeating someone else's exact words, is

always capitalized if the quotation is a complete sentence.

The brand names of manufacturers and their products are capitalized.

Roman numerals are usually capitalized.

The pronoun I is always capitalized.

Commas are used in the following ways:

Use a comma to separate the elements in a series (three or more things),

including the last two.

Use a comma + a little conjunction (and, but, for, nor, yet, or, so) to connect

two independant clauses.

Use a comma to set off introductory elements.

Use a comma to set off parenthetical elements.

Use a comma to separate coordinate adjectives.

Use a comma to set off quoted elements.

Use commas to set off phrases that express contrast.

Use a comma to avoid confusion and ambiguity.

Never use only one comma between a subject and its verb.
http://www.informatics.sussex.ac.uk/department/docs/punctuation/node30.htmlhttp://www.informatics.sussex.ac.uk/department/docs/punctuation/node30.htmlhttp://www.informatics.sussex.ac.uk/department/docs/punctuation/node30.htmlhttp://www.informatics.sussex.ac.uk/department/docs/punctuation/node30.html


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Between a city and a state [Port of Spain, Trinidad], a date and the year [June

15, 1997], a name and a title when the title comes after the name [Bob

Downey, Professor of English], in long numbers [5,456,783 and $14,682],

etc.

Full Stops:

The full stop [.] (sometimes called the period) is a punctuation mark indicating a

strong pause. The only common exception to this rule occurs when the sentence is

a question or an exclamation.

The stop is also used following abbreviations: ibid. No. 1 ff. e.g.

The stop is not necessary following common titles which are shortened forms of a

word (technically, contractions)

Full stops are not necessary after the initial capital letters commonly used as

abbreviations for the titles of organisations and countries.

Exclamation Marks:

Use an exclamation mark to indicate strong feelings or a raised voice in speech.

Many interjections need an exclamation mark.

A non-question sentence beginning with "what" or "how" is often an exclamation

and requires an exclamation mark.

In very informal writing (personal letter or email), people sometimes use two or

more exclamation marks together.

Quotation Marks:

Periods and commas always go inside quotation marks, even inside single quotes.

The placement of question marks with quotes follows logic. If a question is in

quotation marks, the question mark should be placed inside the quotation marks.
http://www.englishclub.com/grammar/interjections.htmhttp://www.englishclub.com/grammar/interjections.htmhttp://www.englishclub.com/grammar/interjections.htmhttp://www.englishclub.com/grammar/interjections.htm


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When you have a question outside quoted material and inside quoted material, use

only one question mark and place it inside the quotation mark.

Use single quotation marks for quotes within quotes. Note that the period goes

inside all quote marks.

Use quotation marks to set off a direct quotation only.

Direct Speech:

In direct speech, the original speaker's exact words are given and are indicated by

quotation marks.

Indirect Speech:

In indirect speech, the exact meaning of the speaker's words is given, but the exact

words are not directly quoted. To convert direct speech into indirect speech: If the

main verb is past tense, present tense verbs in the that clause must also be

changed to past tense and the first and second person pronouns must be changed

to third person pronouns.

For objective ii: Students will be able to add the punctuation correctly to the

following passages:

Capitalisation: Some of the words have incorrect capitalisation.

Write the correct answer in the box next to each word. If there is no

error write NE.

1. Dr. Goldberger traveled through the Southern part of trinidad to

get to the conference on caribbean poetry .


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2. Many of the students in the introduction to Microcomputers course at

the university of hartford last fall preferred using

macintosh Computers rather than the pc's provided in the

Lab .

3. My favorite uncle , my Father's brother, wrote a famous book on

the role of buddha in Herman Hesse's novel siddhartha .

4. "Wait," He said, "Until the Soca Worriors have won a few

games."

5. The secretary of the Society of Concerned Students

wrote to the Ambassador of south Africa .


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Mrs. Cow wears a new saree. She will go to the club.

2. Miss Kitty picks up the bits of paper She will put them in the bin

3. Uncle Peng sits in his car His friend is also with him

4. King plays golf daily He plays it well

5. Piggy takes out her note-book She will do her homework

6. Bowbow has a new football He plays daily with his friends

7. Teddy goes to the shop She buys honey

8. Petu has painted the fence Bowbow helped him paint

9. Uncle Peng goes to the shop He will buy a newspaper

10. Miss Kitty is knitting a sweater She knits well

Commas: Insert the commas in the appropriate places in the sentences

below:

1. He left the scene of the accident and tried to forget that it had

happened.

2. After surviving this ordeal the trapper felt relieved.

3. Oil which is lighter than water rises to the surface.

4. Madame de Stael was an attractive gracious lady.

5. Nice is a word with many meanings and some of them are

contradictory.

6. The contractor testified that the house was completed and that the

work had been done properly.

7. Some people refuse to go to the zoo because of pity for creatures that

must live in small cages.


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Direct to Indirect Speech: Change the following sentences from

Direct speech to Indirect speech.

1. Mr Brown said:" I was watching TV last night."

Mr Brown said (that) .

2. Sandy explained:" I saw the accident at the corner of High Street."

Sandy explained (that) .

3. Bob said:" We had a wonderful time at Peters party."

Bob said (that) they .

4. The farmer said:" I didnt see her."

The farmer said (that) .

5. Will and Tim said:" We were very happy about the present."

Will and Tim said (that) .


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6. Mr Jones said: As a young boy I collected stickers."

Mr Jones said (that) .

7. Peter reported:" We played a lot of tennis last year."

Peter reported (that) .

8. Mother said:" I have a headache."

Mother said (that) .

9. The Clarks told us:" We drove right down to Athens last summer."

The Clarks told us (that) .

10. Helen said:" Im watching the late night show."

Helen said (that) .


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Unit/ Area: 2. Tense

Time Allocation: Irregular verbs: 35 minutes, present and present

continuous tense: 15 minutes, comparison between English and Creole tense

marking: 20 minutes,

Teaching Point: At the end of this lesson students will learn that tense

describes actions that occur in the present continuous and future and with

irregular verbs and are formed by inflection and marking.

Objectives: At the end of the lesson students will be able to:

i. Distinguish between the present continuous and future tense in

English.

ii. Distinguish between Creole and English marking for tense.

iii. Select the appropriate tense form when describing an event.

iv. Construct sentences in the present continuous and future tenses

v. Learn different irregular verbs.

vi. Use irregular verbs in the formation of the past tense.

Content Objectives


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For objective i:

Present continuous expresses the idea that something is happening now, at

this very moment. It can also be used to show that something is not

happening now. E.g. You are learning English now. In English, "now" can

mean: this second, today, this month, this year, this century, and so on.

Sometimes, we use the Present Continuous to say that we are in the process

of doing a longer action which is in progress; however, we might not be doing

it at this exact second. E.g. I am studying to become a doctor. Sometimes,

speakers use the Present Continuous to indicate that something will or will

not happen in the near future. E.g. Is he visiting his parents next weekend?

The Present Continuous with words such as "always" or "constantly"

expresses the idea that something irritating or shocking often happens. E.g.

She is always coming to class late. Present continuous has the following

structure: [am/is/are + present participle].

Future tense comprises of the following structures: [will + verb] , [am/is/are

+ going to + verb] "Will" often suggests that a speaker will do something

voluntarily. A voluntary action is one the speaker offers to do for someone

else. Often, we use "will" to respond to someone else's complaint or request

for help. We also use "will" when we request that someone help us or

volunteer to do something for us. Similarly, we use "will not" or "won't" when

we refuse to voluntarily do something. E.g. I will send you the information

when I get it. "Will" is usually used in promises. E.g. I will call you when I

arrive. "Be going to" expresses that something is a plan. It expresses the


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idea that a person intends to do something in the future. It does not matter

whether the plan is realistic or not. E.g. He is going to spend his vacation in

Hawaii. Both "will" and "be going to" can express the idea of a general

prediction about the future. Predictions are guesses about what might

happen in the future. In "prediction" sentences, the subject usually has little

control over the future and therefore USES 1-3 do not apply. In the following

examples, there is no difference in meaning .E.g. The year 2222 will be a

very interesting year.

For objective ii:

Rewrite the following sentences in the present continuous tense:

1. I going to school now.

2. I does play football every lunch time.

3. You finish your report now.

4. I playing on the school cricket team.

Rewrite the following sentences in the future tense:

1. I go give you the homework later.

2. Next year go have plenty work in school.

3. I go win the Olypic gold medal next year.

4. Andra said she go be coming to the hike to Maracas.

For objective iii and iv:

Present continuous Tense: Change the words in brackets to show

the present continuous tense and future tense.


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1. Right now, I am watching TV. Tomorrow at this time, I

(watch) TV as well.

2. Tomorrow after school, I (go) to the beach.

3. I am going on a dream vacation to Tahiti. While you (do)

paperwork and (talk) to annoying customers on the phone,

I (lie) on a sunny, tropical beach. Are you jealous?

4. We (hide) when Tony (arrive) at his surprise

party. As soon as he opens the door, we (jump) out and

(scream) , "Surprise!"

5. We work out at the fitness centre every day after work. If you

(come) over while we (work) out, we will not be


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able to let you into the house. Just to be safe, we (leave) a

key under the welcome mat so you will not have to wait outside.

6. While you (study) at home, Magda (be) in

class.

7. When I (get) to the party, Sally and Doug

(dance) , John (make) drinks, Sue and Frank

(discuss) something controversial, and Mary

(complain) about something unimportant. They are

always doing the same things. They are so predictable.

8. When you (get) off the plane, I (wait) for

you.

9. I am sick of rain and bad weather! Hopefully, when we

(wake) up tomorrow morning, the sun (shine) .


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10. If you (need) to contact me sometime next week, I

(stay) at the Sheraton in San Francisco.

For objective v and vi:

Irregular verbs are past tense forms that do not use ed endings. Some are:

arise arose arisen

awake awakened / awoke awakened / awoken

be was, were been

bear bore born / borne

beat beat beaten / beat

become became become

begin began begun

bend bent bent

bind bound bound

bite bit bitten

bleed bled bled

blow blew blown

break broke broken

breed bred bred

bring brought brought

broadcast broadcast / broadcast /
http://www.onelook.com/?loc=pub&w=arisehttp://www.onelook.com/?loc=pub&w=awakehttp://www.onelook.com/?loc=pub&w=behttp://www.onelook.com/?loc=pub&w=bearhttp://www.onelook.com/?loc=pub&w=beathttp://www.onelook.com/?loc=pub&w=becomehttp://www.onelook.com/?loc=pub&w=beginhttp://www.onelook.com/?loc=pub&w=bendhttp://www.onelook.com/?loc=pub&w=bindhttp://www.onelook.com/?loc=pub&w=bitehttp://www.onelook.com/?loc=pub&w=bleedhttp://www.onelook.com/?loc=pub&w=blowhttp://www.onelook.com/?loc=pub&w=breakhttp://www.onelook.com/?loc=pub&w=breedhttp://www.onelook.com/?loc=pub&w=bringhttp://www.onelook.com/?loc=pub&w=broadcasthttp://www.onelook.com/?loc=pub&w=arisehttp://www.onelook.com/?loc=pub&w=awakehttp://www.onelook.com/?loc=pub&w=behttp://www.onelook.com/?loc=pub&w=bearhttp://www.onelook.com/?loc=pub&w=beathttp://www.onelook.com/?loc=pub&w=becomehttp://www.onelook.com/?loc=pub&w=beginhttp://www.onelook.com/?loc=pub&w=bendhttp://www.onelook.com/?loc=pub&w=bindhttp://www.onelook.com/?loc=pub&w=bitehttp://www.onelook.com/?loc=pub&w=bleedhttp://www.onelook.com/?loc=pub&w=blowhttp://www.onelook.com/?loc=pub&w=breakhttp://www.onelook.com/?loc=pub&w=breedhttp://www.onelook.com/?loc=pub&w=bringhttp://www.onelook.com/?loc=pub&w=broadcast


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broadcasted broadcasted

browbeat browbeat browbeaten /

browbeat

build built built

burn burned / burnt burned / burnt

burst burst burst

bust busted / bust busted / bust

buy bought bought

cast cast cast

catch caught caught

choose chose chosen

cling clung clung

clothe clothed / clad clothed / clad

come came come

cost cost cost

creep crept crept

crossbreed crossbred crossbred

cut cut cut

deal dealt dealt

dig dug dug

disprove disproved disproved / disproven
http://www.onelook.com/?loc=pub&w=browbeathttp://www.onelook.com/?loc=pub&w=buildhttp://www.onelook.com/?loc=pub&w=burnhttp://www.onelook.com/?loc=pub&w=bursthttp://www.onelook.com/?loc=pub&w=busthttp://www.onelook.com/?loc=pub&w=buyhttp://www.onelook.com/?loc=pub&w=casthttp://www.onelook.com/?loc=pub&w=catchhttp://www.onelook.com/?loc=pub&w=choosehttp://www.onelook.com/?loc=pub&w=clinghttp://www.onelook.com/?loc=pub&w=clothehttp://www.onelook.com/?loc=pub&w=comehttp://www.onelook.com/?loc=pub&w=costhttp://www.onelook.com/?loc=pub&w=creephttp://www.onelook.com/?loc=pub&w=crossbreedhttp://www.onelook.com/?loc=pub&w=cuthttp://www.onelook.com/?loc=pub&w=dealhttp://www.onelook.com/?loc=pub&w=dighttp://www.onelook.com/?loc=pub&w=disprovehttp://www.onelook.com/?loc=pub&w=browbeathttp://www.onelook.com/?loc=pub&w=buildhttp://www.onelook.com/?loc=pub&w=burnhttp://www.onelook.com/?loc=pub&w=bursthttp://www.onelook.com/?loc=pub&w=busthttp://www.onelook.com/?loc=pub&w=buyhttp://www.onelook.com/?loc=pub&w=casthttp://www.onelook.com/?loc=pub&w=catchhttp://www.onelook.com/?loc=pub&w=choosehttp://www.onelook.com/?loc=pub&w=clinghttp://www.onelook.com/?loc=pub&w=clothehttp://www.onelook.com/?loc=pub&w=comehttp://www.onelook.com/?loc=pub&w=costhttp://www.onelook.com/?loc=pub&w=creephttp://www.onelook.com/?loc=pub&w=crossbreedhttp://www.onelook.com/?loc=pub&w=cuthttp://www.onelook.com/?loc=pub&w=dealhttp://www.onelook.com/?loc=pub&w=dighttp://www.onelook.com/?loc=pub&w=disprove


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dive (jump head-first) dove / dived dived

dive (scuba diving) dived / dove dived

do did done

draw drew drawn

dream dreamed / dreamt dreamed / dreamt

drink drank drunk

drive drove driven

dwell dwelt / dwelled dwelt / dwelled

eat ate eaten

fall fell fallen

feed fed fed

feel felt felt

fight fought fought

find found found

fit (tailor, change size) fitted / fit fitted / fit

fit (be right size) fit / fitted fit / fitted

flee fled fled

fling flung flung

fly flew flown

forbid forbade forbidden

forecast forecast forecast
http://www.onelook.com/?loc=pub&w=divehttp://www.onelook.com/?loc=pub&w=divehttp://www.onelook.com/?loc=pub&w=dohttp://www.onelook.com/?loc=pub&w=drawhttp://www.onelook.com/?loc=pub&w=dreamhttp://www.onelook.com/?loc=pub&w=drinkhttp://www.onelook.com/?loc=pub&w=drivehttp://www.onelook.com/?loc=pub&w=dwellhttp://www.onelook.com/?loc=pub&w=eathttp://www.onelook.com/?loc=pub&w=fallhttp://www.onelook.com/?loc=pub&w=feedhttp://www.onelook.com/?loc=pub&w=feelhttp://www.onelook.com/?loc=pub&w=fighthttp://www.onelook.com/?loc=pub&w=findhttp://www.onelook.com/?loc=pub&w=fithttp://www.onelook.com/?loc=pub&w=fithttp://www.onelook.com/?loc=pub&w=fleehttp://www.onelook.com/?loc=pub&w=flinghttp://www.onelook.com/?loc=pub&w=flyhttp://www.onelook.com/?loc=pub&w=forbidhttp://www.onelook.com/?loc=pub&w=forecasthttp://www.onelook.com/?loc=pub&w=divehttp://www.onelook.com/?loc=pub&w=divehttp://www.onelook.com/?loc=pub&w=divehttp://www.onelook.com/?loc=pub&w=divehttp://www.onelook.com/?loc=pub&w=divehttp://www.onelook.com/?loc=pub&w=divehttp://www.onelook.com/?loc=pub&w=dohttp://www.onelook.com/?loc=pub&w=drawhttp://www.onelook.com/?loc=pub&w=dreamhttp://www.onelook.com/?loc=pub&w=drinkhttp://www.onelook.com/?loc=pub&w=drivehttp://www.onelook.com/?loc=pub&w=dwellhttp://www.onelook.com/?loc=pub&w=eathttp://www.onelook.com/?loc=pub&w=fallhttp://www.onelook.com/?loc=pub&w=feedhttp://www.onelook.com/?loc=pub&w=feelhttp://www.onelook.com/?loc=pub&w=fighthttp://www.onelook.com/?loc=pub&w=findhttp://www.onelook.com/?loc=pub&w=fithttp://www.onelook.com/?loc=pub&w=fithttp://www.onelook.com/?loc=pub&w=fithttp://www.onelook.com/?loc=pub&w=fithttp://www.onelook.com/?loc=pub&w=fithttp://www.onelook.com/?loc=pub&w=fithttp://www.onelook.com/?loc=pub&w=fleehttp://www.onelook.com/?loc=pub&w=flinghttp://www.onelook.com/?loc=pub&w=flyhttp://www.onelook.com/?loc=pub&w=forbidhttp://www.onelook.com/?loc=pub&w=forecast


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get got gotten / got

give gave given

go went gone

grind ground ground

grow grew grown

hide hid hidden

hit hit hit

hold held held

hurt hurt hurt

hang hung hung

have had had

hear heard heard

keep kept kept

kneel knelt / kneeled knelt / kneeled

knit knitted / knit knitted / knit

know knew known

ay laid laid

lead led led

lean leaned / leant leaned / leant

leap leaped / leapt leaped / leapt

learn learned / learnt learned / learnt
http://www.onelook.com/?loc=pub&w=gethttp://www.onelook.com/?loc=pub&w=givehttp://www.onelook.com/?loc=pub&w=gohttp://www.onelook.com/?loc=pub&w=grindhttp://www.onelook.com/?loc=pub&w=growhttp://www.onelook.com/?loc=pub&w=hidehttp://www.onelook.com/?loc=pub&w=hithttp://www.onelook.com/?loc=pub&w=holdhttp://www.onelook.com/?loc=pub&w=hurthttp://www.onelook.com/?loc=pub&w=hanghttp://www.onelook.com/?loc=pub&w=havehttp://www.onelook.com/?loc=pub&w=hearhttp://www.onelook.com/?loc=pub&w=keephttp://www.onelook.com/?loc=pub&w=kneelhttp://www.onelook.com/?loc=pub&w=knithttp://www.onelook.com/?loc=pub&w=knowhttp://www.onelook.com/?loc=pub&w=layhttp://www.onelook.com/?loc=pub&w=leadhttp://www.onelook.com/?loc=pub&w=leanhttp://www.onelook.com/?loc=pub&w=leaphttp://www.onelook.com/?loc=pub&w=learnhttp://www.onelook.com/?loc=pub&w=gethttp://www.onelook.com/?loc=pub&w=givehttp://www.onelook.com/?loc=pub&w=gohttp://www.onelook.com/?loc=pub&w=grindhttp://www.onelook.com/?loc=pub&w=growhttp://www.onelook.com/?loc=pub&w=hidehttp://www.onelook.com/?loc=pub&w=hithttp://www.onelook.com/?loc=pub&w=holdhttp://www.onelook.com/?loc=pub&w=hurthttp://www.onelook.com/?loc=pub&w=hanghttp://www.onelook.com/?loc=pub&w=havehttp://www.onelook.com/?loc=pub&w=hearhttp://www.onelook.com/?loc=pub&w=keephttp://www.onelook.com/?loc=pub&w=kneelhttp://www.onelook.com/?loc=pub&w=knithttp://www.onelook.com/?loc=pub&w=knowhttp://www.onelook.com/?loc=pub&w=layhttp://www.onelook.com/?loc=pub&w=leadhttp://www.onelook.com/?loc=pub&w=leanhttp://www.onelook.com/?loc=pub&w=leaphttp://www.onelook.com/?loc=pub&w=learn


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leave left Left

lend lent Lent

let let Let

lie lay Lain

lie (not tell truth)

REGULAR

lied lied

make made made

mean meant meant

meet met met

miscast miscast miscast

misdeal misdealt misdealt

misdo misdid misdone

mishear misheard misheard

mislay mislaid mislaid

mislead misled misled

offset offset offset

outbid outbid outbid

outbreed outbred outbred

outdo outdid outdone

outrun outran outrun

outsell outsold outsold
http://www.onelook.com/?loc=pub&w=leavehttp://www.onelook.com/?loc=pub&w=lendhttp://www.onelook.com/?loc=pub&w=lethttp://www.onelook.com/?loc=pub&w=liehttp://www.onelook.com/?loc=pub&w=liehttp://www.onelook.com/?loc=pub&w=makehttp://www.onelook.com/?loc=pub&w=meanhttp://www.onelook.com/?loc=pub&w=meethttp://www.onelook.com/?loc=pub&w=miscasthttp://www.onelook.com/?loc=pub&w=misdealhttp://www.onelook.com/?loc=pub&w=misdohttp://www.onelook.com/?loc=pub&w=mishearhttp://www.onelook.com/?loc=pub&w=mislayhttp://www.onelook.com/?loc=pub&w=misleadhttp://www.onelook.com/?loc=pub&w=offsethttp://www.onelook.com/?loc=pub&w=outbidhttp://www.onelook.com/?loc=pub&w=outbreedhttp://www.onelook.com/?loc=pub&w=outdohttp://www.onelook.com/?loc=pub&w=outrunhttp://www.onelook.com/?loc=pub&w=outsellhttp://www.onelook.com/?loc=pub&w=leavehttp://www.onelook.com/?loc=pub&w=lendhttp://www.onelook.com/?loc=pub&w=lethttp://www.onelook.com/?loc=pub&w=liehttp://www.onelook.com/?loc=pub&w=liehttp://www.onelook.com/?loc=pub&w=liehttp://www.onelook.com/?loc=pub&w=liehttp://www.onelook.com/?loc=pub&w=makehttp://www.onelook.com/?loc=pub&w=meanhttp://www.onelook.com/?loc=pub&w=meethttp://www.onelook.com/?loc=pub&w=miscasthttp://www.onelook.com/?loc=pub&w=misdealhttp://www.onelook.com/?loc=pub&w=misdohttp://www.onelook.com/?loc=pub&w=mishearhttp://www.onelook.com/?loc=pub&w=mislayhttp://www.onelook.com/?loc=pub&w=misleadhttp://www.onelook.com/?loc=pub&w=offsethttp://www.onelook.com/?loc=pub&w=outbidhttp://www.onelook.com/?loc=pub&w=outbreedhttp://www.onelook.com/?loc=pub&w=outdohttp://www.onelook.com/?loc=pub&w=outrunhttp://www.onelook.com/?loc=pub&w=outsell


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outshine outshined / outshone outshined / outshone

overshoot overshot Overshot

oversleep overslept Overslept

overspeak overspoke Overspoken

overspend overspent Overspent

partake partook Partaken

pay paid Paid

plead pleaded / pled pleaded / pled

prebuild prebuilt Prebuilt

predo predid Predone

premake premade Premade

prepay prepaid Prepaid

read read read

reawake reawoke Reawaken

rebid rebid Rebid

rebind rebound Rebound

rebroadcast rebroadcast /

rebroadcasted

rebroadcast /

rebroadcasted

rebuild rebuilt Rebuilt

recast recast Recast

recut recut Recut
http://www.onelook.com/?loc=pub&w=outshinehttp://www.onelook.com/?loc=pub&w=overshoothttp://www.onelook.com/?loc=pub&w=oversleephttp://www.onelook.com/?loc=pub&w=overspeakhttp://www.onelook.com/?loc=pub&w=overspendhttp://www.onelook.com/?loc=pub&w=partakehttp://www.onelook.com/?loc=pub&w=payhttp://www.onelook.com/?loc=pub&w=pleadhttp://www.onelook.com/?loc=pub&w=prebuildhttp://www.onelook.com/?loc=pub&w=predohttp://www.onelook.com/?loc=pub&w=premakehttp://www.onelook.com/?loc=pub&w=prepayhttp://www.onelook.com/?loc=pub&w=readhttp://www.onelook.com/?loc=pub&w=reawakehttp://www.onelook.com/?loc=pub&w=rebidhttp://www.onelook.com/?loc=pub&w=rebindhttp://www.onelook.com/?loc=pub&w=rebroadcasthttp://www.onelook.com/?loc=pub&w=rebuildhttp://www.onelook.com/?loc=pub&w=recasthttp://www.onelook.com/?loc=pub&w=recuthttp://www.onelook.com/?loc=pub&w=outshinehttp://www.onelook.com/?loc=pub&w=overshoothttp://www.onelook.com/?loc=pub&w=oversleephttp://www.onelook.com/?loc=pub&w=overspeakhttp://www.onelook.com/?loc=pub&w=overspendhttp://www.onelook.com/?loc=pub&w=partakehttp://www.onelook.com/?loc=pub&w=payhttp://www.onelook.com/?loc=pub&w=pleadhttp://www.onelook.com/?loc=pub&w=prebuildhttp://www.onelook.com/?loc=pub&w=predohttp://www.onelook.com/?loc=pub&w=premakehttp://www.onelook.com/?loc=pub&w=prepayhttp://www.onelook.com/?loc=pub&w=readhttp://www.onelook.com/?loc=pub&w=reawakehttp://www.onelook.com/?loc=pub&w=rebidhttp://www.onelook.com/?loc=pub&w=rebindhttp://www.onelook.com/?loc=pub&w=rebroadcasthttp://www.onelook.com/?loc=pub&w=rebuildhttp://www.onelook.com/?loc=pub&w=recasthttp://www.onelook.com/?loc=pub&w=recut


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redeal redealt Redealt

redo redid Redone

redraw redrew Redrawn

resell resold Resold

resend resent Resent

reset reset Reset

resew resewed resewn / resewed

retake retook Retaken

saw sawed sawed / sawn

say said Said

see saw Seen

seek sought Sought

sell sold Sold

send sent Sent

set set Set

sew sewed sewn / sewed

shake shook Shaken

shave shaved shaved / shaven

shear sheared sheared / shorn

shed shed Shed

shine shined / shone shined / shone
http://www.onelook.com/?loc=pub&w=redealhttp://www.onelook.com/?loc=pub&w=redohttp://www.onelook.com/?loc=pub&w=redrawhttp://www.onelook.com/?loc=pub&w=resellhttp://www.onelook.com/?loc=pub&w=resendhttp://www.onelook.com/?loc=pub&w=resethttp://www.onelook.com/?loc=pub&w=resewhttp://www.onelook.com/?loc=pub&w=retakehttp://www.onelook.com/?loc=pub&w=sawhttp://www.onelook.com/?loc=pub&w=sayhttp://www.onelook.com/?loc=pub&w=seehttp://www.onelook.com/?loc=pub&w=seekhttp://www.onelook.com/?loc=pub&w=sellhttp://www.onelook.com/?loc=pub&w=sendhttp://www.onelook.com/?loc=pub&w=sethttp://www.onelook.com/?loc=pub&w=sewhttp://www.onelook.com/?loc=pub&w=shakehttp://www.onelook.com/?loc=pub&w=shavehttp://www.onelook.com/?loc=pub&w=shearhttp://www.onelook.com/?loc=pub&w=shedhttp://www.onelook.com/?loc=pub&w=shinehttp://www.onelook.com/?loc=pub&w=redealhttp://www.onelook.com/?loc=pub&w=redohttp://www.onelook.com/?loc=pub&w=redrawhttp://www.onelook.com/?loc=pub&w=resellhttp://www.onelook.com/?loc=pub&w=resendhttp://www.onelook.com/?loc=pub&w=resethttp://www.onelook.com/?loc=pub&w=resewhttp://www.onelook.com/?loc=pub&w=retakehttp://www.onelook.com/?loc=pub&w=sawhttp://www.onelook.com/?loc=pub&w=sayhttp://www.onelook.com/?loc=pub&w=seehttp://www.onelook.com/?loc=pub&w=seekhttp://www.onelook.com/?loc=pub&w=sellhttp://www.onelook.com/?loc=pub&w=sendhttp://www.onelook.com/?loc=pub&w=sethttp://www.onelook.com/?loc=pub&w=sewhttp://www.onelook.com/?loc=pub&w=shakehttp://www.onelook.com/?loc=pub&w=shavehttp://www.onelook.com/?loc=pub&w=shearhttp://www.onelook.com/?loc=pub&w=shedhttp://www.onelook.com/?loc=pub&w=shine


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take took Taken

teach taught Taught

tear tore Torn

telecast telecast Telecast

tell told Told

understand understood Understood

undertake undertook Undertaken

underwrite underwrote Underwritten

undo undid Undone

wake woke / waked woken / waked

waylay waylaid Waylaid

wear wore Worn

weave wove / weaved woven / weaved

wed wed / wedded wed / wedded

weep wept Wept

wet wet / wetted wet / wetted

Irregular verbs: Fill in the correct form of the irregular verb and

make a sentence with each.

1. go went gone
http://www.onelook.com/?loc=pub&w=takehttp://www.onelook.com/?loc=pub&w=teachhttp://www.onelook.com/?loc=pub&w=tearhttp://www.onelook.com/?loc=pub&w=telecasthttp://www.onelook.com/?loc=pub&w=tellhttp://www.onelook.com/?loc=pub&w=understandhttp://www.onelook.com/?loc=pub&w=undertakehttp://www.onelook.com/?loc=pub&w=underwritehttp://www.onelook.com/?loc=pub&w=undohttp://www.onelook.com/?loc=pub&w=wakehttp://www.onelook.com/?loc=pub&w=waylayhttp://www.onelook.com/?loc=pub&w=wearhttp://www.onelook.com/?loc=pub&w=weavehttp://www.onelook.com/?loc=pub&w=wedhttp://www.onelook.com/?loc=pub&w=weephttp://www.onelook.com/?loc=pub&w=wethttp://www.onelook.com/?loc=pub&w=takehttp://www.onelook.com/?loc=pub&w=teachhttp://www.onelook.com/?loc=pub&w=tearhttp://www.onelook.com/?loc=pub&w=telecasthttp://www.onelook.com/?loc=pub&w=tellhttp://www.onelook.com/?loc=pub&w=understandhttp://www.onelook.com/?loc=pub&w=undertakehttp://www.onelook.com/?loc=pub&w=underwritehttp://www.onelook.com/?loc=pub&w=undohttp://www.onelook.com/?loc=pub&w=wakehttp://www.onelook.com/?loc=pub&w=waylayhttp://www.onelook.com/?loc=pub&w=wearhttp://www.onelook.com/?loc=pub&w=weavehttp://www.onelook.com/?loc=pub&w=wedhttp://www.onelook.com/?loc=pub&w=weephttp://www.onelook.com/?loc=pub&w=wet


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I went to the market, but there were no bananas for sale.

2. saw

3. had

4. break

5. sang

6. fly

7. did

8. become

9. won

10. threw

11. tell


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22. begun

23. read

24. met

25. left


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Unit/ Area: 3. Plurality

Time Allocation: distinguishing singular and plural: 20 minutes, rules in

plurality: 30 minutes, Creole and English plurality: 20 minutes

Teaching Point: At the end of this lesson students will learn that nouns

have both a singular and plural form and that pluralising a noun involves

specific rules.

Objectives: At the end of the lesson students will be able to:

i. Distinguish between singular and plural nouns.

ii. Understand how plurality is achieved in English.

iii. Distinguish between plurality in Creole and English.

iv. Formulate English plurals from given singular forms.

Content Objectives

For objective i:

English nouns can be classified as count (singular and plural) and non-count.

When a noun means one only, it is said to be singular. When a noun means

more than one, it is said to be plural.The singular form is used when

considering the noun as a single item (count) or entity (non-


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count).The plural form is used when considering more than one of the same

item. Non-count nouns do not have a plural form. Most plurals are formed by

adding -s or -es to the singular noun.

Write singular of plural next to the following words:

HomeCardsTomatoesBridgePlaneStaplesPrinterWatch

For objective ii and iv:

Plurals are formed in English in the following ways:

1. The plural of nouns is usually formed by adding s to a singular noun.

2. Nouns ending in s, z, x, sh, and ch form the plural by adding es.

3. Nouns ending in y preceded by a consonant is formed into a plural

by changing y to ies.

4. Nouns ending in y preceded by a vowel form their plurals by adding

s.


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3. Use the insecticide in the room of mosquito will bite you.

4. Do you like apple and grapes.

5. There were many bottle left on the roadside after the party.

Unit/ Area: 4. Adjectives

Time Allocation: Vocabulary expansion: 25 minutes, description exercises:

45 minutes

Teaching Point: At the end of this lesson students will learn that adjectives

improve the character of an essay and can be used to describe people,

places and emotions


i. Know an expanded vocabulary of adjectives.

ii. Use appropriate adjectives in descriptions of people, places and

emotions.

Content Objectives:

For objective i:

Adjectives modify nouns; adverbs modify verbs, adjectives, and other

adverbs. You can recognize adverbs easily because many of them are formed

by adding -ly to an adjective. Adverbs can't modify nouns, as you can see

from the following incorrect sentences. On the other hand, it's sometimes

easy to make the mistake of using an adjective to modify a verb. An

adjective always follows a form of the verb to be when it modifies the noun

before the verb. Likewise, an adjective always follows a sense verb or a verb


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of appearance -- feel, taste, smell, sound, look, appear, and seem -- when it

modifies the noun before the verb.

For objective ii:

Appearanc

e

adorable

adventurou

s

aggressive

alert

attractive

average

beautiful

blue-eyed

Appearanc

e

Contd.

glamorous

gleaming

gorgeous

graceful

grotesque

handsome

homely

light

long

Condition

alive

annoying

bad

better

beautiful

brainy

breakable

busy

careful

cautious

Condition

Contd.

impossible

inexpensiv

e

innocent

inquisitive

modern

mushy

odd

open

outstandin

Feelings

(Bad)

angry

annoyed

anxious

arrogant

ashamed

awful

bad

bewildered

black

Feelings

(Bad)

Contd.

grumpy

helpless

homeless

hungry

hurt

ill

itchy

jealous

jittery


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bloody

blushing

bright

clean

clear

cloudy

colorful

crowded

cute

dark

drab

distinct

dull

elegant

excited

fancy

filthy

magnificen

t

misty

motionless

muddy

old-

fashioned

plain

poised

precious

quaint

shiny

smoggy

sparkling

spotless

stormy

strange

ugly

ugliest

unsightly

unusual

wide-eyed

clever

clumsy

concerned

crazy

curious

dead

different

difficult

doubtful

easy

expensive

famous

fragile

frail

gifted

helpful

helpless

horrible

important

g

poor

powerful

prickly

puzzled

real

rich

shy

sleepy

stupid

super

talented

tame

tender

tough

unintereste

d

vast

wandering

wild

wrong

blue

bored

clumsy

combative

condemne

d

confused

crazy,

flipped-out

creepy

cruel

dangerous

defeated

defiant

depressed

disgusted

disturbed

dizzy

dull

embarrass

ed

envious

evil

lazy

lonely

mysterious

nasty

naughty

nervous

nutty

obnoxious

outrageou

s

panicky

repulsive

scary

selfish

sore

tense

terrible

testy

thoughtles

s

tired

troubled

upset


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fierce

foolish

frantic

frightened

grieving

uptight

weary

wicked

worried

Feelings

(Good)

agreeable

amused

brave

calm

charming

cheerful

comfortabl

e

cooperativ

e

courageous

delightful

determined

eager

elated

Feelings

(Good)

Contd.

happy

healthy

helpful

hilarious

jolly

joyous

kind

lively

lovely

lucky

nice

obedient

perfect

pleasant

proud

Shape

broad

chubby

crooked

curved

deep

flat

high

hollow

low

narrow

round

shallow

skinny

square

steep

straight

Size

big

colossal

fat

gigantic

great

huge

immense

large

little

mammoth

massive

miniature

petite

puny

scrawny

short

Sound

cooing

deafening

faint

harsh

high-

pitched

hissing

hushed

husky

loud

melodic

moaning

mute

noisy

purring

quiet

Time

ancient

brief

Early

fast

late

long

modern

old

old-

fashioned

quick

rapid

short

slow

swift

young


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enchanting

encouragin

g

energetic

enthusiasti

c

excited

exuberant

fair

faithful

fantastic

fine

friendly

funny

gentle

glorious

good

relieved

silly

smiling

splendid

successful

thankful

thoughtful

victorious

vivacious

witty

wonderful

zealous

zany

wide small

tall

teeny

teeny-tiny

tiny

raspy

resonant

screeching

shrill

silent

soft

squealing

thundering

voiceless

whispering

Taste/Touch

bitter

delicious

fresh

juicy

Taste/Touch

Contd.

melted

nutritious

plastic

prickly

Touch

boiling

breezy

broken

bumpy

Quantity

abundant

empty

few

heavy


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ripe

rotten

salty

sour

spicy

stale

sticky

strong

sweet

tart

tasteless

tasty

thirsty

fluttering

fuzzy

greasy

grubby

hard

hot

icy

loose

rainy

rough

scattered

shaggy

shaky

sharp

shivering

silky

slimy

slippery

smooth

soft

solid

steady

sticky

tender

tight

uneven

weak

wet

wooden

yummy

chilly

cold

cool

creepy

crooked

cuddly

curly

damaged

damp

dirty

dry

dusty

filthy

flaky

fluffy

freezing

hot

warm

wet

light

many

numerous

substantial


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Describe the following:

1. My best friend.

2. The worst day of my life.

3. The most terrifying place I have ever been to.

Unit/ Area: 5. Figurative Language

Time Allocation:Simile structure and analysis: 30 minutes, simile

construction and usage: 40 minutes

Teaching Point: At the end of this lesson students will learn that essays are

improved by the inclusion of figurative language and that similes can be

used to describe many things by comparing them to others.


i. Understand the structure of the simile and its use in comparison.


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ii. Describe the element described in the simile and what it is being

compared to.

iii. Construct similes for different items.

iv. Use similes correctly in sentences.

Content objectives:

For objective i and ii:

Similes are comparisons that show how two things that are not alike in most ways

are similar in one important way. Similes are a way to describe something. Authors

use them to make their writing more interesting or entertaining.

Similes use the words as or like to make the connection between the two things

that are being compared.

Similes: Underline the word or phrase that is being described by

each simile. Put parentheses around the word or phrase it is being

compared to. The first three have been done for you.

1. Mary frowned and said, I believe that taking drugs is like (playing with

fire).

2. I walked along the beach and listened to the ocean. My sadness was as

unending as the (waves).

3. Dont tell Mother that her cookies taste like (lumps of sand).

4. Sam waited impatiently for his older brother to calm down. Bill, I think


46/76


you are acting like a baby, he said.

5. Karen was offended when I said that she was as flaky as a snowstorm.

6. Be careful when you go out. The sidewalk is as slippery as greased

glass.

7. Im not comfortable about this situation. I feel like a bug sitting under a

magnifying glass.

8. I hoped our play would be a success and last for many performances.

However, I guess it will last as long as a balloon in a roomful of kittens.

9. I really like Patty. Her heart is as soft as a feather pillow.

10. Cheryls smile is as sweet as a lullaby.

Read each of the following similes carefully:

As light as a feather .

As blind as a dat.

He fights like a lion.

He swims as fast as a fish.

Daniel was trying to compliment Jaycee. "Your face is like a flower", he said.


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Barb frowned and said, I believe that taking drugs is like flushing your brain

down the toilet."

Now answer the following questions for each.

What's being described?

What's it being compared to?

For objective iii and iv:

Write a fresh simile for each of the topics below. Try to make your

similes relate to the senses and be appropriate to the subject.

Remember, a simile uses "like," "as," or "is similar to" in drawing

comparisons. Be sure to avoid cliches.

He/She had arms like...

He/She had a face as...

He/She had a mind like...

He/She had [adjective] teeth like...

His/Her smile was like...

His/Her mouth [verb] like...

Now take each simile and use it in a sentence of your choice.

e.g. He had arms like tree branches and help tightly to the

screaming child.

Unit/ Area: 6. Spelling

Time Allocation: Words with silent letters: 35 minutes, homophones: 35

minutes


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Teaching Point: At the end of this lesson students will learn that words are

not always spelt the way they sound, they have letters that are not

pronounced but must be included in spelling


i. Spell correctly words that are pronounces with consonant cluster

reduction.

ii. Know to distinguish between homophones.

Content objective:

For objective i:

Words with consonant and vowel reduction.

a (in a digraph) aisle, team, spread, boat

e (in a digraph) great, heist, feud, pie, toe

e (ending vowel) pale, scene, lime, stove, fuse

i (in a digraph) pail, receive, believe, juice

o (in a digraph) people, jeopardy

u (in a digraph) gauge, laugh, guess, guide

b comb, tomb, bomb, debt

c black, scene, science

d fudge, bridge, ledge

f cliff, stuff, staff

g gnarl, gnaw, gnome, foreign, sign

h ghost, whistle; school, chord

k knee, knife, knowledgel quill, swell, tall

m Mneumonics

n condemn, column, solemn

p pneumonia, receipt


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s brass, fuss, press

t depot, potpourri, watch

w window, shadow, answer

z jazz, buzzgh high, daughter

sign (silent letter g) signal, signature

bomb (silent letter b) bombard, bombardier

solemn (silent letter n) solemnity, solemnise

For objective ii:

A homophone is a word that is pronounced the same as another word but

differs in meaning. The words may be spelled the same, such as rose (flower)

and rose (past tense of "rise"), or differently, such as carat, caret, and carrot,

or to, two and too. Homophones that are spelled the same are also

both homographs and homonyms.[1] The term "homophone" may also apply

to units longer than words, such as letters or groups of letters that are

pronounced the same as another letter or group of letters.

The following are some homophones in English:

acts/ax faze/phase pause/paws
http://en.wikipedia.org/wiki/Pronunciationhttp://en.wikipedia.org/wiki/Spellinghttp://en.wikipedia.org/wiki/Carat_(mass)http://en.wikipedia.org/wiki/Carethttp://en.wikipedia.org/wiki/Carrothttp://en.wikipedia.org/wiki/Homographshttp://en.wikipedia.org/wiki/Homonymshttp://en.wikipedia.org/wiki/Pronunciationhttp://en.wikipedia.org/wiki/Pronunciationhttp://en.wikipedia.org/wiki/Pronunciationhttp://en.wikipedia.org/wiki/Spellinghttp://en.wikipedia.org/wiki/Spellinghttp://en.wikipedia.org/wiki/Spellinghttp://en.wikipedia.org/wiki/Carat_(mass)http://en.wikipedia.org/wiki/Carat_(mass)http://en.wikipedia.org/wiki/Carat_(mass)http://en.wikipedia.org/wiki/Carethttp://en.wikipedia.org/wiki/Carethttp://en.wikipedia.org/wiki/Carethttp://en.wikipedia.org/wiki/Carrothttp://en.wikipedia.org/wiki/Carrothttp://en.wikipedia.org/wiki/Carrothttp://en.wikipedia.org/wiki/Homographshttp://en.wikipedia.org/wiki/Homographshttp://en.wikipedia.org/wiki/Homographshttp://en.wikipedia.org/wiki/Homonymshttp://en.wikipedia.org/wiki/Homonymshttp://en.wikipedia.org/wiki/Homonyms


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ad/add

ads/adds/adz

aid/aide

ail/ale

air/heir/err

aisle/isle/I'll

all/awl

all ready/already

all together/altogether

allowed/aloud

alter/altar

ant/aunt

feat/feet

find/fined

fir/fur

flair/flare

flea/flee

flew/flu/flue

flour/flower

flocks/phlox

for/four/fore

foreword/forward

fort/forte

forth/fourth

pea/pee

peace/piece

peak/peek/pique

peal/peel

pearl/purl

pedal/peddle/petal

peer/pier

per/purr

pi/pie

plait/plate

plain/plane

pleas/please


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arc/ark

assent/ascent

assistance/assistants

ate/eight

aural/oral

away/aweigh

aye/eye

bail/bale

bait/bate

ball/bawl

band/banned

foul/fowl

friar/fryer

gait/gate

gene/jean

gild/guild

gilt/guilt

gnu/knew/new

gored/gourd

gorilla/guerilla

grate/great

grease/Greece

plum/plumb

pole/poll

pore/pour

pray/prey

presence/presents

prince/prints

principal/principle

profit/prophet

rack/wrack

rain/reign/rein

raise/rays/raze


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bard/barred

bare/bear

baron/barren

base/bass

bases/basis

bazaar/bizarre

be/bee

beach/beech

beat/beet

beau/bow

bell/belle

berry/bury

groan/grown

guessed/guest

hail/hale

hair/hare

hall/haul

halve/have

hangar/hanger

hay/hey

heal/heel/he'll

hear/here

heard/herd

heed/he'd

rap/wrap

rapped/rapt/wrapped

read/red

read/reed

real/reel

reek/wreak

rest/wrest

retch/wretch

review/revue

right/rite/write

ring/wring

road/rode/rowed


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billed/build

berth/birth

bite/byte

blew/blue

bloc/block

boar/bore

board/bored

boarder/border

bode/bowed

bolder/boulder

born/borne

hertz/hurts

hew/hue/Hugh

hi/high

higher/hire

him/hymn

hoard/horde

hoarse/horse

hole/whole

holey/holy/wholly

hoes/hose

hold/holed

roam/Rome

roe/row

role/roll

root/route

rose/rows

rote/wrote

rough/ruff

rung/wrung

rye/wry

sail/sale

scene/seen


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bough/bow

bouillon/bullion

boy/buoy

bread/bred

brake/break

brewed/brood

brews/bruise

bridle/bridal

broach/brooch

browse/brows

but/butt

buy/by/bye

hostel/hostile

hour/our

idle/idol

illicit/elicit

in/inn

insight/incite

instance/instants

intense/intents

its/it's

jam/jamb

colonel/kernel

knap/nap

scull/skull

sea/see

seam/seem

seas/sees/seize

serf/surf

sew/so/sow

shear/sheer

shoe/shoo

shone/shown

side/sighed

sighs/size

slay/sleigh


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cache/cash

callous/callus

cannon/canon

canvas/canvass

capital/capitol

carat/carrot/caret/karat

carol/carrel

cast/caste

cede/seed

ceiling/sealing

cell/sell

knead/kneed/need

knight/night

knit/nit

knot/not

know/no

knows/nose

laid/lade

lain/lane

lay/lei

leach/leech

lead/led

sleight/slight

slew/slue/slough

soar/sore

soared/sword

sole/soul

some/sum

son/sun

staid/stayed

stair/stare

stake/steak

stationary/stationery


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cellar/seller

censor/sensor

cent/scent/sent

cents/scents/sense

cereal/serial

cession/session

chance/chants

chased/chaste

cheap/cheep

chews/choose

chic/sheik

chilly/chili

leak/leek

lean/lien

leased/least

lee/lea

lessen/lesson

levee/levy

liar/lier/lyre

lichen/liken

lie/lye

lieu/Lou

links/lynx

load/lode

steal/steel

step/steppe

stile/style

straight/strait

suite/sweet

surge/serge

tacks/tax

tail/tale

taught/taut

tea/tee

team/teem

tear/tier


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choral/coral

choir/quire

chute/shoot

chord/cord

cite/sight/site

clause/claws

click/clique

close/clothes/cloze

coal/cole

coarse/course

colonel/kernel

loan/lone

locks/lox

loot/lute

low/lo

made/maid

mail/male

main/mane/Maine

maize/maze

mall/maul

manner/manor

mantel/mantle

tern/turn

their/there/they're

theirs/there's

threw/through

thrown/throne

thyme/time

tic/tick

tide/tied

to/too/two

toad/towed

toe/tow


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complement/compliment

coo/coup

coop/coupe

core/corps

correspondence/corresp

ondents

council/counsel

creak/creek

crews/cruise

cruel/crewel

cue/queue

currant/current

marry/merry/Mary

marshal/martial

massed/mast

maybe/may be

meat/meet/mete

medal/metal/mettle/

meddle

might/mite

mince/mints

mind/mined

miner/minor

missed/mist

told/tolled

trussed/trust

vain/vane/vein

vale/veil

vary/very

vial/vile

vice/vise

wade/weighed

wail/whale

waist/waste

wait/weight

waive/wave


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curser/cursor

cymbal/symbol

dam/damn

days/daze

dear/deer

defused/diffused

desert

(abandon)/dessert

dew/do/due

die/dye

disburse/disperse

discreet/discrete

moan/mown

mode/mowed

moose/mousse

morn/mourn

muscle/mussel

mustard/mustered

naval/navel

nay/neigh

none/nun

oar/or/ore

ode/owed

oh/owe

want/wont

ware/wear/where

way/weigh/whey

ways/weighs

we/wee

weak/week

we'll/wheel

weather/whether

we'd/weed

we've/weave

wet/whet


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doe/dough/do (musical

note)

done/dun

draft/draught

dual/duel

earn/urn

ewe/you/yew

eye/I

faint/feint

fair/fare

faun/fawn

one/won

overdo/overdue

overseas/oversees

pail/pale

pain/pane

pair/pare/pear

palate/palette/pallet

passed/past

patience/patients

which/witch

while/wile

whine/wine

who's/whose

wood/would

yoke/yolk

yore/your/you're

you'll/Yule

Homophones: Circle the correct word to complete the sentence.

Then


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write the word on the line.

1. We usually go to bed at __________________.

(ate, eight)

2. My _________________ let us stay up late last night.(ant, aunt)

3. We _______________ strawberries with chocolate sauce.

(ate, eight)

4. I have _____________ lunch today.

(no, know)

5. There is a ________________ in my jeans.

(hole, whole)

6. I won the game _____________ two points.

(by, buy)

7. I would like ______________ have cookies with my milk.

(to, two)

8. Billy _______________ the race.

(one, won)

9. Please make sure to _______________ a jacket outside.

(wear, where)

10. My favorite story is the Tortoise and the _______________.

(hair, hare)

c. Rationale

We prefer one thing to another, we shift our attention from one event to

another, we praise one behavior and condemn another, we like and dislike,

and whenever we do it, we value (Hart, 1971, p.29). This is the basis of

philosophy, methodology and language teaching principles, some ways are

preferred to other in specific situations. It must be recognized from the onset


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that though a methodology and principles are needed to guide instruction,

there is no one method, approach or principle that can solely provide for the

learners needs. As such, a mixed approach is needed. The first thing that

the programme takes into consideration is the sociolinguistic reality of the

Caribbean student. Two codes that resemble each other exist in the region.

Creole is the first language and English is the target or second language.

Hence a second language approach must be taken. The two main theories of

second language development to be utilized in the programme are the

interlanguage theory and cognitive approaches. In this approach language

evaluation is not in terms of errors, it is viewed that the individual is moving

towards the target. This is important as there exist a Creole continuum in the

region with individuals moving form Creole to the target; English. In addition,

the closeness of the Creole to English removes motivation to learn the target

as it is assumed by the individual already speaks it. The cognitive approach

recognizes that language development requires time. The student may not

understand the lesson immediately. As such, reinforcement, by use

classroom activities such as drills, is utilized.

The aims of the programme are to attain different features of

communicative competence: grammatical and pragmatic. The grammatical

competence involves morphology and syntax, pragmatic competence

involves vocabulary, cohesion and organization. Sociolinguistic competence

is desired in the long term as after the student reaches an acceptable level


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of grammatical and pragmatic competence, different codes would be used in

the appropriate contexts.

The approach to English language teaching will rely on the Grammar-

Translation method and incorporate aspects of the Direct method,

Audiolingualism, Cognitive Approach and the Affective Humanistic approach.

Thought the Grammar-Translation method uses little of the target language in

communication, both by teacher and student, there is a focus on

grammatical parsing. This means that focus on the form and inflection of

verbs. This is important as the student used many uninflected verb forms

and it is a main feature of Creoles. It also shows the differences between the

Creole and English. The Direct method incorporates conversation and

dialogue in the target language thus assisting in incorporating the four

features of language learning: reading, writing, speaking and listening. The

Audiolingual method included the teaching of sequenced grammatical

structures. The Cognitive Approach includes speaking and listening as of the

same importance as reading and writing and errors are used constructively in

the learning process. The Affective-Humanistic approach includes peer

interaction and the aim is meaningful communication in the target. The

aforementioned second language approaches combine to promote reading,

writing, listening and speaking in the student.

Unit 2: Tense relies on the Grammar-Translation method. Many exercise

focusing of rules are utilised. In addition, Creole sentences are changed to

English one so that the student would be aware of the difference. Unit 1:


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Mechanics of writing incorporates many features of the audiolingualmethod.

Concepts are introduced in a sequential manner in which the previous lesson

is a base for the next. For example, the use of quotation marks is learnt

before direct speech which is followed by present and past tense learnt, then

indirect speech. The knowledge of tense is necessary as indirect speech

involves changing from present to past tense. The Affective-Humanistic

approach and the Direct method can be seen in Units 4, 5 and 6: Adjectives,

Figurative language and Spelling. The topics to be covered are best learnt

through usage in speech. As the units involve drill and learning words peer

co oporation would achieve student proficiency as students can attempt

lessons in groups.


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d. Assessment Techniques

Assessments and tests are the primary methods of evaluation in the education system.

However the concepts of assessment, test and evaluation are not clearly understood by those in

the school system. A test connotes the presentation of a standard set of questions to be

answered (Mehrens & Lehmann, 1991, p. 4). Assessment is often used interchangeably with

test but according to Mehrens and Lehmann this is not the case. Assessment is the use of both

formal and informal data-gathering procedures and the combining of the data in a global

fashion to reach an overall judgement (1991, p. 4). Both tests and assessment are therefore used

to evaluate students. Evaluation is the process of making a value judgement based on

information from one or more sources. It must be noted that evaluation cannot exist truly of the

entire student but of a certain aspect such as academic performance, behaviour and attitude.

The two main areas of linguistic performance abilities to be assessed are

diversity of response and awareness of linguistic competence. Diversity of

response includes words fluency, ideational fluency, expressional facility and

oral speaking fluency. The awareness of linguistic competence includes the

awareness of the structure of the lexicon, grammatical sensitivity and writing

ability. The assessment strategies used will also be a mixed approach,


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comprising of subjective and objective questions. The subjective questions

are essays and short responses. These types test higher level skill as the

students must achieve the cognitive and affective objectives to perform well.

Objective type questions are of two types, supply and selection type. The

supply type questions include completion exercises and short answers and

the selection types include matching exercises and multiple choice. It benefits

poor readers and allows a wide area of work to be covered, however like the multiple choice

question pupils scores may be unduly influenced by good or poor luck in guessing (Mehrens

& Lehmann, 1991, p. 123). The assessment strategies used are:

a) Essay writing.

b) Sentence correction exercises.

c) Sentence creation exercises.

d) Speech exercises.


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e. Lesson Plans

Unit 1: Mechanics of Writing

Teaching Point: At the end of this lesson students will learn that

punctuation provides clarity in sentences and separate them into

meaningful units.

Previous Knowledge: Sentence construction

Learning Objectives: At the end of the lesson students will:

1. State the appropriate places for capital letters, commas, full stops and

exclamation marks.

2. Use capital letters, commas, full stops and exclamation marks properly

in writing.

Introduction:The teacher places a large chart on the board with a

passage without any commas, capital letters, full stops or exclamation

marks. Students are invited to attempt to read the passage. The teacher

goes on to explain the difficulty of reading any piece of writing without

punctuation. [5 minutes]

Procedure:

1. The teacher will invite students to come to the board and insert

punctuation marks where they fell necessary.

2. The teacher will explain how capital letters are used in writing. (Refer

to p. 7)


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Unit 2:Tense

Teaching Point: At the end of this lesson students will learn that tense

describes actions that occur in the present continuous and future and

with irregular verbs and are formed by inflection and marking.

Previous Knowledge: Simple past tense with the ed inflection

Learning Objectives: At the end of this lesson students will:

1. Distinguish between Creole and English marking for tense.

2. Learn different irregular verbs.

3. Use irregular verbs in the formation of the past tense.


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Introduction:The teacher will writethree creolepast tense sentences

on the board. The teacher will elicit student input in changing them to

past tense English sentences. [5 minutes]

Procedure:

1. Students will be reminded of the common method of changing a verb

to the past tense, i.e. adding ed. (refer to p. 13)

2. Teacher will show students that there are irregular verbs that do not

conform to the pattern. (Refer to p. 19)

3. Students will read aloud a list of irregular verbs and the teacher will

explain the meanings of words where necessary.

4. Students will be placed in groups and asked to write the different

forms of different irregular verbs and use each in a sentence. (Refer to

p. 30)

5. Teacher will give feedback whether answers were correct or wrong.

[25]

Closure:Teacher will name an irregular verb and ask individual students

to give the past tense forms and complete sentences using the irregular

verbs. [5 minutes]

Assessment: Students will learn more irregular verbs from the list

provided and formulate sentences with them for teacher evaluation.


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Unit 3: Plurality

Teaching Point: At the end of this lesson students will learn that nouns

have both a singular and plural form and that pluralising a noun involves

specific rules.

Previous Knowledge: Nouns

Learning Objectives: At the end of the lesson students will:

1. Distinguish between singular and plural nouns.


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2. Understand how plurality is achieved in English.

3. Distinguish between plurality in Creole and English.

4. Formulate English plurals from given singular forms.

Introduction:The teacher displays several photos of different objects,

both singular and plural, and asks students to name them. The students

attention are drawn to several of the responses that show that the same

entity has a different name when it is singular and plural. [5 minutes]

Procedure:

1. The teacher explains the difference between singular and plural nouns.

2. Students are asked to provide singular and plural forms of different

nouns and the answers are written on the board.

3. Correction is made, when necessary, by the teacher when answers are

given.

4. The teacher lists the rules of pluralisation in English. (Refer to p. 34)

5. Students are provided with worksheets to work independently,

applying the rules learnt. (Refer to p. 35)

6. The sheets are peer corrected and the teacher will repeat the concepts

missed by the students.

7. The teacher will write three Creole plural sentences on the board and

ask the students to change them to English plural sentences.

8. The class will be divided into two groups; each will take turns providing

a Creole plural sentence and the English equivalent. [60 minutes]


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Mehrens, A. W. & Lehmann J. I (1991). Measurement and Evaluation in Education and

Psychology (4th ed.). California: Wadsworth/Thomas learning.


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Appendix A (Student Essay)


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A Mini Language Arts Programme for a Caribbean Student

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