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Introduction
Introduction
BASIC WRITING SKILLS FOR PRIMARY 5
PARTS OF SPEECH SENTENCES
NOUNS
PRONOUNS
Introduction
Introduction
COMPOSING SENTENCE
COMPOUND SENTENCE
At the end of this screen,
students should be able to
combine simple sentences to
form a compound sentence
COMPLEX SENTENCE
At the end of this screen, students should be able to construct a complex sentence
SENTENCE STRUCTURE
At the end of this module, the student should be able to: -Identify different types and classifications of part of speech -Identify usage of different part of speech
At the end of this module, the student should be able to:
- Interprete a sentence structure - Construct Simple, Compound and Complex sentences
SIMPLE SENTENCE
At the end of this screen, students should be able to construct a simple sentence using the parts of speech
COMPONENTS OF SENTENCE
At the end of this screen, students
should be able to recognize basic
parts of sentence (Subjects, Objects
& Verbs)
GENDER OF PRONOUN
At the end of this screen, students should be able to identify gender-specific pronouns
SINGULAR & PLURAL OF
PRONOUNS
At the end of this screen, students should be able to identify singular & plural pronouns
SINGULAR/PLURAL OF
NOUNS
At the end of this screen, students should be able to match singular nouns with its corresponding plural
TYPES OF NOUNS At the end of this screen, students should be able to recognize proper & common nouns
At the end of this lesson, students should be able to: -Identify types of nouns -Classify nouns
At the end of this lesson, students should be able to:
-Identify gender-specific pronouns -Identify singular & plural nouns
At the end of this lesson student should be able to interprete a sentence structure
At the end of this lesson, students
should be able to compose
different types of sentence
VERBS
Introduction REGULAR VERBS
At the end of this screen, students should be able to recognize regular verbs
IRREGULAR VERBS At the end of this screen, students should be able to recognize irregular verbs
At the end of this lesson, students should be able to: -Sort between finite & non-finite verbs -Sort between regular & irregular
verbs
CONJUNCTIONS
Introduction
CONJUCTIONS
-At the end of the screen the
students should be able to use
conjuctions to join at least
two words.
At the end of this lesson, students should be able to:
-Identify a conjunction in a
given context.
FINITE VERBS At the end of this screen, students should be able to identify finite verbs
NON-FINITE VERBS At the end of this screen, students should be able to identify non-finite verbs
ACTIVITY At the end of this screen, students should be able to demonstrate their understanding about different categories and types of verbs
ACTIVITY
At the end of this screen, students should be able to demonstrate their ability to use conjuctions to join two or more word
ACTIVITY
At the end of this screen, students should be able to identify the subject, verbs & objects in a given sentence
ACTIVITY
At the end of this screen, students should be able to
ACTIVITY
At the end of this screen, students should be able to demonstrate their understanding about pronouns and types of pronouns
ACTIVITY At the end of this screen, students should be able to demonstrate their understanding about types of nouns and classifications of nouns
DESIGN FOR RLO 1: NOUNS AS PARTS OF SPEECH
No. Section Content details
I. Overview
1
Introduction We use words when we speak or write a language. In English grammar we study the use of English
words. We see how we change the words and how we arrange them to make sentences that other
people understand. The nouns are basic for understanding of English Sentences
2 Learning
Objectives
At the end of this lesson, learner will be able to:
Identify different types and classifications of nouns Identify usage of nouns as part of speech
3 Pre-requisite Learners are expected to have the basic knowledge of reading and writing
4 Outline
The Parts of Speech are the basic English Language building blocks. Nouns are examples of the
Parts of Speech. The understanding of nouns as parts of speech is very important.
Nouns
This section will cover the aspect of:
Definition of Noun
Types of Noun
. Classification of Nouns
1 Review
2 Additional
Resources
None
III. Assessment
1 Pre-RLO
2 Post-RLO
DESIGN FOR RLO 2: PRONOUNS AS PARTS OF SPEECH
No. Section Content details
I. Overview
1
Introduction We use words when we speak or write a language. In English grammar we study the use of English
words. We see how we change the words and how we arrange them to make sentences that other
people understand. The pronouns are basic for understanding of English Sentences
2 Learning
Objectives
At the end of this lesson, learner will be able to:
Identify different types and classifications of pronouns nouns Identify usage of nouns as part of speech
3 Pre-requisite Learners are expected to have the basic knowledge of reading and writing
4 Outline
The Parts of Speech are the basic English Language building blocks. Pronouns are examples of the
Parts of Speech. The understanding of pronouns as parts of speech is very important.
Pronouns
This section will cover the aspect of:
Definition of Pronoun
Gender-specific pronouns
Types of pronouns
1 Review
2 Additional Resources
None
III. Assessment
1 Pre-RLO
2 Post-RLO
DESIGN FOR RIO 2: SINGULAR and PLURAL Noun
No. Section Content details Glossary
I. Content Item 1
Introduction At the end of this screen, students should be able to match singular nouns with its
corresponding plural
2
Learning Information
OUTLINE 1: INTRODUCTION
in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and singular and plural form as follows:
Instructor: Welcome to part of speech town, I’m so glad you’ve won the types of noun race challange.
today, we are going to learn about singular and plural nouns. I’ll show how to tell the difference between singular and plural nouns as I’m driving
in the part of speech town Then, you ‘ll get a chance show me your how much you’ve learned as you are driving
the car in the part of a speech town.
.
Student:Ok
Instructor: there are two categories of nouns, singular and plural Instructor: a singular noun is a noun used to represent one person, place or thing. Instructor: a plural noun is used to represent two or more persons, places or things. Instructor: As I said before, nouns either represent people, places, or things. Instructor: examples of singular nouns would be:
Boy
Field
Book Instructor: these are all examples of singular nouns Instructor: now let’s list some examples of plural nouns
Boys
Fields
Books
OUTLINE 2: Exploring singular and plural nouns
In this screen the instructor will more elaborate on the deference between singular and plural
nouns as follows:
Instructor: you should notice that plural nouns have “s” at the end of each word. Singular nouns do NOT have “s” at the end. Let’s try a few more examples: Student. A student is a person, but the word doesn’t have “s” at the end so it must be a
Student: singular noun
Instructor: That’s right, now markets are places, but the word doesn’t have “s” at the end so it must be a
Instructor: plural noun Instructor: Good job! Ok, try this one: school! Student: schools are places, so that tells me it’s a noun and it has “s” at the end so
that also tells me it’s a plural noun Instructor: you’re doing wonderful! Let’s move on to things. Instructor: the word computer represents a thing and has no “s” at the end. So the
word is a Student: singular noun Student: but if we are to talk about computers that would be a plural noun because
we are talking about many things. Instructor: Wow! I think you’re ready to start doing this on your own and just in time
too
OUTLINE 3: Activity Walkthrough
In this screen the instructor gives an overview on the activity session and what students will face
during the next session.
II. Practice/Interactive Activity 1 Practice/Activity
Items ACTIVITY ON singular and plural nouns
Instructor: Ok, here we are at the beginning of the Spotting singular and plural Nouns Race.
Instructor: you will start over here Instructor: use your mouse to click on the car starting here to get started Instructor: I will read both words for you and tell you if you need to click on the
singular noun or plural noun in the question. Instructor: make sure you click the correct answer at each stop . Instructor: here we go Student:
Answer – Princess Jasmine
Question – Policeman : Balls
Answer – policeman
Question – holidays : New Years Day
Answer - holidays
Question – Messenger : boys
Answer – boys
Question – Toyota : cars
Answer – Cars
Question – Kings : city
Answer – Kings
DESIGN FOR RIO 2: Noun Types
No. Section Content details Glossary
I. Content Item 1
Introduction At the end of this screen, students should be able to recognize proper & common nouns
2
Learning Information
OUTLINE 1: INTRODUCTION to types of noun
in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and the deference between common noun and proper noun as follows:
Instructor: Welcome to part of speech town, I’m so glad you’ve decided to join us My Name is John and I will be your guide today. Together we are going to learn about the difference between common nouns and
proper nouns. I’ll show how to tell the difference between proper and common nouns as I’m
driving in the part of speech town Then, you ‘ll get a chance show me your how much you’ve learned as you are driving
the car in the part of a speech town.
.
Student:Ok
Before we start, let’s review what noun is Instructor: A noun is a person, a place, or a thing. Instructor: there are two types of nouns, common nouns and proper nouns Instructor: As I said before, nouns either represent people, places, or things. Instructor: examples of common nouns would be:
Instructor (a person)
Park (a place)
Bridge (a thing) Instructor: there are lots of instructors, parks and bridges Instructor: so far I haven’t specified any specific instructor, park or bridge Instructor: so these are all examples of common nouns Instructor: now let’s list some examples of proper nouns
Mr. John
Central Park
London Bridge
OUTLINE 2: Exploring and elaborating on types of noun
In this screen the instructor will more elaborate on the deference between proper nouns and
common nouns as follows:
Instructor: Mr. John (that’s me) represents a specific person or instructor, Central Park is a specific park in New York City and London Bridge is a specific bridge. I am sure you have heard of London Bridge, the one that was falling.
Instructor: you should also notice that proper nouns are capitalized. Common nouns are NOT capitalized. Let’s try a few more examples: Author. An author is a person, but it’s not a specific person and it’s not capitalized so it must be a
Student: common noun
Instructor: That’s right, now Dr. Seuss is a person’s name. He’s also a specific author. So Dr. Seuss would be a
Instructor: proper noun Instructor: Right again! Did you also notice that his name is capitalized? Let’s try the
word city.
Instructor: A city is a place where some people live. But it doesn’t refer t o any particular city. So city is a
Student: common noun Instructor: Good job! Ok, try this one: New York is a particular city. So, New York city
would be a Student: proper noun Student: and New York city is capitalized, so that also tells me it’s a proper noun Instructor: you’re doing wonderful! Let’s move on to things. Instructor: the word dog represents an animal. So the word dog is a Student: common noun Student: but if we are to talk about Fido, that would be a proper noun because we
are talking about a specific dog named Fido. Student: and Fido is capitalized too Instructor: Here’s one last question for you. If I say “My dog is a good boy” The word
dog is a common noun Instructor: I know this because “my dog” is not the name of a specific dog. And, also
because the word “dog” is not capitalized. Instructor: Wow! I think you’re ready to start doing this on your own and just in time
too
OUTLINE 3: Activity Walkthrough
In this screen the instructor gives an overview on the activity session and what students will face
during the next session.
II. Practice/Interactive Activity 1 Practice/Activity
Items ACTIVITY ON proper and common nouns
Instructor: Ok, here we are at the beginning of the Spotting Proper and common Nouns Race.
Instructor: you will start over here Instructor: use your mouse to click on the car starting here to get started Instructor: I will read both words for you and tell you if you need to click on the
common noun or proper noun in the question. Instructor: make sure you click the correct answer at each stop . Instructor: here we go Student:
Question : Identify the proper noun- lodge: Noun Mountain Lodge
Answer – Noun Mountain Lodge
Question Identify the common noun – John: boy
Answer – Boy
Question Identify the proper noun – Volkswagen: car
Answer – Volkswagen
Question Identify the common noun – Dr. Seuss: author
Answer – author
Question: Identify the proper noun – princess: Princess Jasmine
Answer – Princess Jasmine
Question Identify the common noun – policeman: Officer Jim
Answer – policeman
Question: Identify the proper noun – holiday: New Years Day
Answer – New Years Day
Question Identify the common noun – Paddington Bear: teddy bear
Answer – teddy bear
Question Identify the common noun – statue: Statue of Liberty
Answer – statue
Question: Identify the proper noun – London: city
Answer – London
DESIGN FOR RIO 2: Noun Activity
No. Section Content details Glossary
I. Content Item 1
Introduction At the end of this screen, students should be able to demonstrate their understanding about
types of nouns and classifications of nouns
2
Learning Information
OUTLINE 1: Instructions
In this screen the instructor explain what are the rules and steps to take as a guide to start the
Noun Race ..
.
OUTLINE 2: Activity Walkthrough
In this screen the instructor gives an overview on the activity session and what students will face
during the next session.
II. Practice/Interactive Activity 1 Practice/Activity
Items The Noun Race
Instructor: here we go Instructor: Identify the singular noun in this sentence
Question: Airplane is big
Answer: Airplane
Instructor: Identify the proper noun in this sentence
Question: London is a very big and cold city
Answer: city
Instructor: That’s wrong! Try again at the end of the road. Instructor: Identify the plural noun in this sentence
Question: There are many rivers in the world
Answer: rivers
Instructor: Identify the common noun in this sentence
Question: My favourite stadium is the Emirates Stadium
Answer: stadium
Instructor: Identify the proper noun in this sentence
Question: London is a very big and cold city
Answer: London
Excellent Job!
DESIGN FOR RIO 2: GENDER OF PRONOUN
No. Section Content details Glossary
I. Content Item 1
Introduction At the end of this screen, students should be able to identify gender-specific pronouns
2
Learning Information
OUTLINE 1: INTRODUCTION
in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and the deference in Nouns gender:
Instructor: Pronoun = words that can replace nouns in a sentence
Instructor: there are two types of gender-specific pronouns, masculine and feminine Instructor: As I said before, pronouns are words that replace nouns in a sentence Instructor: examples of masculine gender-specific pronouns would be:
He
Him
His Instructor: these are all examples of gender-specific pronouns
.
Instructor: now let’s list some examples of feminine gender-specific pronouns
She
Her
Hers Gender-specific pronouns
Masculine He/Him/His
Feminine She/Her/Hers
OUTLINE 2: Examples
In this screen the instructor will more elaborate on the topic by giving more examples as follows:
Instructor: The King is a kind man, he helps people. So the word he would be a Instructor: gender-specific pronoun Instructor: Let’s try a few more examples: That’s right! Now Jane likes playing, she
plays with toys. Jane is a girl so the word she must be a Student: gender-specific pronoun
Instructor: Right again! Did you also notice that Jane is a girl? So the word she must
be a Student: feminine gender-specific pronoun Instructor: Good job! Ok, try this one: The boy is tall, his height is great. So, the word
his would be a Student: gender-specific pronoun Student: and a boy is masculine, so that also tells me the word his is masculine
gender-specific Instructor: Wow! I think you’re ready to start doing this on your own and just in time
too
OUTLINE 3: Activity Walkthrough
In this screen the instructor gives an overview on the activity session and what students will face
during the next session.
II. Practice/Interactive Activity 1 Practice/Activity
Items ACTIVITY ON GENDER OF PRONOUN
Instructor: Ok, here we are at the beginning of the Spotting gender-specific pronouns Race.
Instructor: you will start over here Instructor: use your mouse to click on the car starting here to get started Instructor: make sure you click the correct answer at each stop . Instructor: here we go
Spotting gender-specific pronouns
Instructor: here we go Student:
Question - Me : She
Answer – She
Question – You : Him
Answer – Him
Question – I : His
Answer – His
Question – Her: Yours
Answer – Yours
Instructor: No. That was not a gender-specific pronoun. You’ll have to try again at the end of the road
Question – He: Them
Answer – He
Question – Her: Yours
Answer – Her
Excellent Job!
DESIGN FOR RIO 2: singular and plural Pronoun
No. Section Content details Glossary
I. Content Item 1
Introduction
At the end of this screen, students should be able to identify singular & plural pronouns
2
Learning Information
OUTLINE 1: INTRODUCTION
in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and singular and plural pronoun as follows:
Instructor: there are two types of pronouns, singular and plural Instructor: a singular pronoun takes the place of a singular noun Instructor: a plural pronoun takes the place of a plural noun Instructor: As I said before, nouns either represent people, places, or things. Instructor: examples of singular pronouns would be:
I
It
.
Me
He
Him
Her
She
You Instructor: these are all examples of singular pronouns Instructor: now let’s list some examples of plural pronouns
Us
We
You
They
Them Pronouns
Singular I, It, Me, He, Him, Her, She, You
Plural Us, We, You, They, Them
OUTLINE 2: Examples
In this screen the instructor will more elaborate on the deference between singular and plural
Pronouns as follows:
Instructor: you should notice that singular pronouns takes the place of singular and plural pronouns takes the place of plural nouns. Let’s try a few more examples:
Instructor: the girl went to the store. Girl is a singular noun Instructor: She went to the store. The pronoun she takes the place of the noun, girl
so the pronoun she must be a Student: singular pronoun
Instructor: That’s right, now the cats played with yarn. Cats is a plural noun
Instructor: They played with the yarn. The pronoun they takes the place of the noun,
cats so the pronoun they must be a Student: plural pronoun
Instructor: Good job! Ok, try this one; school! Instructor: That’s right, now the fields are big. Fields is a plural noun
Instructor: They are big. The pronoun they takes the place of the noun, Fields so the
pronoun they must be a Student: plural pronoun Instructor: Wow! I think you’re ready to start doing this on your own and just in time
too
OUTLINE 3: Activity Walkthrough
In this screen the instructor gives an overview on the activity session and what students will face
during the next session.
II. Practice/Interactive Activity 1 Practice/Activity
Items ACTIVITY ON singular and plural Pronouns
Instructor: Ok, here we are at the beginning of the Spotting singular and plural Pronoun Race.
Spotting singular pronouns
Instructor: here we go Student:
Question - It : We
Answer – It
Question – They : I
Answer – I
Question – She : Us
Answer – She
Question – You : Them
Answer – You
Good Job!
Spotting plural pronouns
Instructor: here we go Student:
Question - It : We
Answer – We
Question – They : I
Answer – They
Question – She : Us
Answer – Us
Question – You : Them
Answer – Them
Good Job!
DESIGN FOR RIO 2: Pronoun Activity
No. Section Content details Glossary
I. Content Item 1
Introduction At the end of this screen, students should be able to demonstrate their understanding about
pronouns and types of pronouns
2
Learning Information
OUTLINE 1: Instructions
In this screen the instructor explain what are the rules and steps to take as a guide to start the
pronoun Race ..
.
OUTLINE 2: Activity Walkthrough
In this screen the instructor gives an overview on the activity session and what students will face
during the next session.
II. Practice/Interactive Activity 1 Practice/Activity
Items The Pronoun Race
Instructor: here we go Instructor: Identify the singular pronoun in this sentence
Question: It is a very big bird
Answer: It
Instructor: Identify the plural pronoun in this sentence
Question: Miss Rose gave it to them
Answer: It
Instructor: That’s wrong! Try again at the end of the road. Instructor: Identify the gender-specific pronoun in this sentence
Question: She likes going to New York City for holidays
Answer: She
Instructor: Identify the plural pronoun in this sentence
Question: My father gave me toys, I love them
Answer: them
Instructor: Identify the plural pronoun in this sentence
Question: Miss Rose gave it to them
Answer: Them
Excellent Job!