Level 8 English Curriculum Guyana

8/13/2019 Level 8 English Curriculum Guyana

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FOREWORD

It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is ev

when one considers the limited resources, both human and material which are available.

The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculumbeen designed to improve the quality, equity and efficiency of secondary education. The curriculum material

Curriculum Guides and Teachers Guides for Language, Mathematics, Science, Social Studies, Reading an

Guides for Science. These materials have been tested in all secondary-age schools nationwide and are

providing teachers with a common curriculum framework for planning, monitoring and evaluating the quality of te

The curriculum materials also provide a basis for continuous assessment leading to the National Third Form Ex

The initial draft curriculum materials have been subjected to evaluation, by Heads of Departments, from

Regions and Georgetown and they have been subsequently revised to reflect the views expressed by teachers.

The revised curriculum materials are now published as National Curriculum documents to provide consist

teachers in the process of planning for an effective delivery of the curriculum. All secondary teachers must e

good use of these curriculum materials so that the quality of teaching and learning can be improved in all schoo


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PREFACE

This is the Revised Curriculum Guide for Grade 8. This document fulfils the objective

Language and Literature accessible to all students at Grade 8. Hence the teachers of Grade 8 stu

a conscious effort to see how best they could utilise the ideas contained to plan for instruction.

serve as a focal point for departmental and regional subject committee meetings, where m

strategies for both teaching and assessing are deliberated on. Lessons should be delivered in

which there is opportunity for active and creative participation by both students and teacher.

direct focus on an integrated approach to curriculum delivery, in which the teacher is not undu

subject content. The students total development as a person should be of foremost concern to the

In the curriculum process, feedback is a necessary condition for change and improvement

all of our English Language teachers to provide such feedback to the curriculum staff as the

support that will enhance your classroom teaching.

Mohandatt oolsarranHead Curriculum Development and Implementation Unit


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ACKNOWLEDGEMENTS

The following persons were involved in writing and reviewing the Grade 8 English Language Curriculum

Cecelia Holder Former Subject Specialist (S.S.R.P)

Elizabeth Duncan Subject Specialist (S.S.R.P)

Vilma Lynch Subject Specialist (S.S.R.P)


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CONTENTS

ENGLISH LANGUAGE ENGLISH A

Page

WRITTEN EXPRESSION

Narrative 1Descriptive 4

Expository

Advertisement

Report

Letter 9

Organising Ideas 10

Expository Paragraphs 11

COMPREHENSION

Reading 13

Extracting Ideas 14

Facts and Opinions 15

Figurative Language 15

Summary 16


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CONTENTS

Page

GRAMMAR

Noun 19

Possessive noun 22

Pronoun 23

Verb 24Adjective 31

Adverbs 33

Preposition 34

Conjunction 34

Clauses 36

Inverted Sentence 38

Subject and Predicate 38

Direct and Indirect Speech 39

Punctuation 40

VOCABULARY

Gathering Information 43


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CONTENTS

PagePREFIXSuffix

Figures of Speech 48

HyperboleSlangMetonymyPersonificationEuphemis

Expression 50

Accent 51


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LEVEL 8 CURRICULUM GUIDE ENGLISH LANGUAGE

WRITTEN EXPRESSION

OBJECTIVESTOPIC Skill Knowledge Understanding Attitude

CONTENT

ACTIVITIES/MATERIALS/STRATEGIES EVALUA

Narrative Writeinterestingnarrativespieces:

Createinterestingdialogue.Createcharactersthat areclearlydefined.Presentconflictsthatexplodeinto aclimax,which isthenresolved.

Narrativesare storiesthat are re-lived as

they arebeing read.

Narrativescan bestoriescreatedstories offantasy,which canincludescientificfactsand/orsocialissues or itcan relatereal issues.

Speakingcharactersadd to therealism of a

story.

Toappreciatethe factthat all

narrativesdo nothave thesamefeaturesandpurposes.

Defining fictionand non-fiction

Stories

AdventureFantasyScience fiction

CharacterisationWhat are thecharacters mostnotable featuresanddistinguishingmarks?

How does thecharacter moveorcommunicate?What trait ortraits set thecharacter apart

from others?

Does thecharacters

fit

Gatheringinformation ontypes of fictionand non-fiction.

Listing aspecified numberof books in eachcategory.Reading onefiction and onenon-fiction novelin preparation fora book review(See expositorywriting)

Teacher givingthe followingheading on thechalkboard: ATeacher, ABurglar, APolitician, A

Prostitute etc.Studentsdescribing thedress, physical

Can studenstories with

- Full

characteris

- Realistic cand soundresolutions

- Inanimatecharacters personificatspecific per

- Internal anexternal co


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WRITTEN EXPRESSION


CONTENT

ACTIVITIES/MATERIALS /STRATEGIES EVALUAT

NarrativeContd.

Withholdinginformation- To keep thereader guessing.

Some ways tobegin- Flashback- A dream- Introduce themain character orthe characters- Give the setting- Tell about theproblem or situation

Some ways to end- Problem is solved- Villain is punishedor hero rewarded- Happy ending- Sad ending

Personification incharacters

Dialogue innarration

Stories for teens

Creating storiesthat are fables withappropriatecharacters, setting,conflict andsuspense ifnecessary.

Examining anarrative containingdialogue.Observing andidentifying how thedialogue is insertedin the narration.Noting the

differences whencompared to anarrative which hasno dialogue.

Creating a narrativein which thedialogue is used toadvance the plot

Creating animalcharacters andwriting storiesbased on their

Can studen

- Createinterestingfables?

- Effectivelybegin theirstories usinof thetechniques

- Includeappropriatedialogue toreveal

personality/

- Present ethat relate tactivities orof thepersonifiedobject?


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WRITTEN EXPRESSION


CONTENT

ACTIVITIES/MATERIALS/STRATEGIES EVALU

Descriptive Write adescriptionfrom a chosenand givenpoint of viewof a person,

object,building orscene.

Indescribing,the outlineof what isdescribedis visibly

followedand thendrawn inwords.

Suitablelexical itemsand structuraldevices cancreate vividdescriptions.

Be moreconsciousof theimportanceof details indescriptive

writing.

Point of view- Perception- PositionDetermines thechoice of detailsand the order of

theirarrangement.

PositionStationary ormoving- Near or far- Above or below- Direct line oroblique- Inside oroutside

Perception- Expressing theview one has onthe topic e.g.The scientistsees the beauty

of the spidersweb while the flysees the trap forwhat it is.

Placing astudent or anobject in themiddle of theclass andallowing the

students todescribe orallywhat they see,so that theconcept of pointof view isestablished

Selecting aposition (movingor stationary)and giving awrittendescription ofthe view of thescene, object orperson

Sequencing the

descriptiveinformation invertical,horizontal,

Can st

- Writedescrifrom gview p

and acvariatiothosedescri

- Writedetailsdescriverticahorizodepth circula

- Enhadescriusing fof speand otlexical

device


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WRITTEN EXPRESSION


CONTENT

ACTIVITIES/MATERIALS/STRATEGIES EVAL

DescriptiveContd.

Order ofdescriptionVertical order- Top to bottomand the reverse

- Horizontalorder e.g. indescribing abuffet table

- Left to rightand the reverse

Depth order- Inside, outside

Circular order- Clockwise,anticlockwise

Literal andfigurativedescription

Lexical items

- Figures ofspeech- Adjectival andadverbialphrases

Enhancingtheir ownwrittendescriptionswith the useof similes andmetaphors

Describing asnake fromtheperception ofits beauty orfrom theperception ofdanger

Including in ashort storysentences orshortparagraphsdescribingthecharacters

and/ or thesetting

Can stueffectiv

- Beginnarrativpieces descrip

- Give sentenparagraprecisedescripdetails charac


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WRITTEN EXPRESSION


CONTENT

ACTIVITIES/MATERIALS/STRATEGIES EVA

Expository

Paragraphs

Developparagraphsthat- Explain howand why- Answerquestions- Persuadethe reader.

Theexpositoryparagraphexplains

It informsthroughexplanations,answers andpersuasion.

It can be usedalong with thenarrative anddescriptiveparagraphs.

Be awarethatexpositionis not anend in itself

Paragraphs that:- Explain e.g. howsomething is done.

- Answer aQuestion e.g. Whatis forensic science?

- persuade e.g.Giving an opinionand supporting it

Topic sentence- states centralpointRelevant

supporting ideas- to develop maintopicConcludingsentences- to bring closure

Coherence- linked ideas

Unity- keeping to thetopic

Pre writing

Gatheringinformation thatwould give aclearexplanation ofthe topic. Usingthe chosenfacts anddetails to writethe paragraph

Placing a topicon thechalkboard forclassdiscussion

Using theopinions givento writepersuasiveparagraphs

Each studentcontributing aquestion to the

question bank.Randomlysharing some ofthe questions togroups

Can

- Wreleappdetaparathat

- Giaccthorans

Usesup

senthatopinbeli


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WRITTEN EXPRESSION


CONTENT


Expository

AdvertisementContd.

Techniquesused- Dialogue- Pictures- Captions- Fallacies- Statisticaldata- Music

Targetaudience

Examining theadvertisements forthe effectiveness orineffectiveness ofthe use oflanguage, colour,picture and caption

Creating andnaming aCorporation, placeit in a location andgive it aManagement Staff.Dividing students

into committees toadvertise- The opening ofthe company- The new productsto be produced- The jobs availablefor new employees.

Designing posterstoadvertise- For a function

A special event

Can stud

- Work inharmonyeach othassign tathe compof theassignm

- Giveconstruccriticismadvertise


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WRITTEN EXPRESSION


CONTENT

ACTIVITIES/MATERIALS/STRATEGIES EVALUA

Expository

Report

Producereportsabout anincident oreventgivingfactualdetails insequentialorder.

Writereportsbased onthe reviewof literary

and mediamaterial

Reportsare factualpieces ofexposition.

Dependingon thepurposethere maybe someinterjectionof opinion.

The points ofviewexpressedare notnecessarilyforpersuasion,but to sharepersonalviews.

Sequencingand order areveryimportantwhen writing

reports.

Appreciateobjectivityinreporting.

Review of a bookand/ or aprogramme- Name of author

or producer- Brief outline ofinteresting details- Personalcomments andimpressions

Specific eventsand incidents- Sports Day- Fashion Contest- An accident

Use of past tenseverb

Ways to expressfactual detailsprecisely.

Arrangement of

details- Sequential order- Chronologicalorder

Writing a reviewof the fiction ornon-fiction read(See Narrative)

Reviewing aradio or T.V.programme froma list decided onfrom studentssuggestions

Studentsorganising andstaging an in-class Fashion

Show. Writing areport on theconduct of thecontest fromtheir position ofparticipation e.g.- Judge- Contestant- Audience

Reporting on atrip to a place ofinterest for theInterest Corner

Can stud

- Give fadetails tharesequencandinterestin

- Writegrammacorrectreports wgoodpunctuat

- Expresviews thwellbalanced


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WRITTENEXPRESSION


CONTENT

ACTIVITIES/MATERIALS/STRATEGIES EVAL

Letter Writeletters torealaudiencesin anattempt toinformand/orpersuadethe readerand toprovoke aresponse.

Letters canconveyinformation,express viewsand concerns.

Letters can befor private,individual orpubliccommunication.

Letters canreach theirdestination viaPostal Service,Fax, E-mail etc.

To beselective intheinformationgiven inprivate andpublicletters

InformalNewsy-Currentsocial issues- Informing ofthe dangersof abusingdrugs andalcohol andthe need forsexualabstinence- Currentschoolimprovementprojects

FormalRequest- Financial aidfor a class,school orcommunityproject.

Complaint/Petition- Cruelty tochildren

- Asking the headteacherspermission for theclass to go on atour to a place ofinterestStating- Purpose of thevisit- Planned activities- Mode oftransportation- Date and durationof trip

Complaining to the

Ministry ofEducation aboutthe need for morehuman and otherresources

Sending complaintabout thedissatisfaction with

the CanteenService to theSupervisor via theHeadmaster

Can st

- Use appropformattone?

- Mainpurposwhich letter iintend

- Writstatemand re

details


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WRITTEN EXPRESSION


CONTENT

ACTIVITIES/MATERIALS/STRATEGIES EVA

LetterContd.

OrganisingIdeas

Prepare anddespatch, ifpossible,formal andinformalletters viaFax, E-mail,

Developparagraphs

byorganisingthe ideas,using thetechniquesofcomparison,illustration,comparison

andcontrast,cause andeffect inexpository

Somecommunicationsare transferredelectronically totheirdestinations.

The techniquesused to develop

a paragraphreveal thepurpose of theparagraph andindicate thewriters attitudetowards thesubjectpresented.

The systemsused fordespatchingmail are allequallyimportant.Thepreferenceof usedepends onhe purposeof the letter

Thesetechniques

develop theparagraph togive viewsbyorganisingthe ideas inspecificways

To appreciatethe use ofvariouscommunicationtechnology

To appreciatethe need to

vary thepresentation ofinformation

Fax replica ofletter ordocument sentelectronically.

E-mail correspondencetyped on thecomputerkeyboard anddespatchedelectronically.

Ways ofpresenting

information

Comparisonand contrast- Similaritiesand differencesbetween twosubjects

Illustration- Using relevantfacts to supportthe idea givenin the topic

Preparing aletter ordocument tobe Faxed

Despatchingan E-mail toa friend or arelative

Using aVenn

diagram toexplore thesimilaritiesanddifferencesbetween twobooks,subjects ortime periods

Presenting apicture withtwo similarobjects or

Can

- Prelettecan by emea

- Depara

with techtaug- Ustecheffecvarioof wand

diffepurp


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WRITTEN EXPRESSION


CONTENT


OrganisingIdeasContd

Cause andEffect- Explains howone eventcauses anotheror therelationshipbetween events.- The expositioncan focus on thecauses or theeffects

Differencebetweensequential

events andcause and effectevents

The relationshipbetween eventsis causal whenthey can belinked by the

word because

Linking theparagraphs

Identifying thesimilarities ofthe objects oranimals.Composingone or moreparagraphswith thederivedinformation.

Writing aparagraph orexposition on(1) Theeffects

caused by TVwatching.(2) Causesfor gettinggood grades.

Effective useof similes andmetaphors to

enhancewriting


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COMPREHENSION


CONTENT

ACTIVITIESMATERIALS

STRATEGIES EVALUAT

Reading Readfluently andwithconfidencefrom a wide

range ofliterature.

Show indiscussionand writingan ability toform aconsideredopinion

aboutfeatures ofpresentationwhich areused toinform,reassure orpersuade innon-literary

and mediatexts.

Reading awidevariety oftextimproves

knowledgeof topicsand helpsthe readerto givebalancedviews.

Theinformationread must beunderstoodso that it can

be useful tothe reader.

Have anopen mind toreceivesubstantiatedviews on

topics andissues.

Critical reading-Poems-Classical novels-Short stories

Writers purpose:-To inform(manual andmagazine)-To instruct,convince andpersuade(advertisementand editorial)-To entertain,

please andexpress strongfeelings andemotions- (diaryand love letter)

Organisation ofinformation

Using the SQ3Rreading method

Types of narratorVi i t

Discussing thewriters point ofview andpurpose

Determiningthroughdiscussion,whether thetext affirms,denies or failsto express orsupport anopinion

Examining thereadingmaterial for theeffectiveness inthe use ofdialogue,organisation ofideas, stanzas,clincher

sentences etc.

Discussing thesubject of the

d

Can studen

-Distinguishfact fromopinion?

-State how purpose of writerdetermineshow the artis written?

-Tell when writer does

express hisher ownopinion?

-Extract newinformationthe use of tSQ3R meth


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COMPREHENSION


CONTENT

ACTIVITIESMATERIALSSTRATEGIES EVALUAT

ExtractingIdeas

Readliterarytexts andanswerquestionsfor the

purpose ofextractingideas andgivendetails.

Questioningmotivatesthe readerto lookdeeper intothe

informationpresentedin the text.

It enablesthe readerto examinethemeanings

of wordsand literarydevicesused.

It facilitatestheformulationof the mainideapresented.

Accurateknowledgecan begained onlywhen thereader

understandswhat hasbeen read.

Giverelevantfeedbackbased onpresentedfacts.

Main andsubordinate ideasNote and recalldetails.Draw inferences.Draw conclusions.

Predict outcomes.

Words in context

Denotation- Literalor dictionarymeaning

Connotation-

Associatedmeaning

Use of literarydevices andsensory images

Use of AntonymsSynonymsHomophones

Answering oralquestions toextract the mainidea and recalldetails

Locating therelevant detailfrom the text todraw inferences

Examining thefacts presentedto drawconclusions and

using personalexperiences topredict outcomes

Observing anddiscussing theeffective use ofwords, literarydevices andimagery in thetext

Can studen

-Give theinformationrequired toquestion?

-Give theprecisemeaning owords incontext?

-Differentiabetween w

a word is uto denote oconnotemeaning?

-Identify thmain andsubordinatideas?


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COMPREHENSION


CONTENT


Facts andOpinions

Expresswritten andverbalopinions thatare supportedby evidence.

Write factualreports.

Interpret themeaning ofthe figurativelanguageused.

Use figurativeexpressionsin appropriatewrittenassignments.

A fact is astatementthat can beprovedtrue.

An opinionis anexpressionof onesbeliefs andfeelings.

Used tomake textsmoreinterestingandexpressideas moreclearly

Most of what isread includesboth facts andopinions

Found innovels, shortstories, poems,advertisementsetc.

Extracts formNewspapersMagazinesLiterary text

Proof of facts

-Experience-Referencebook-Expert

Supportingopinions withevidence

Simile and gatheredlike mist aroundtheir feet

MetaphorThe dancersswept acrossthe floor

PersonificationShe was parkedthere in the

Reading anewspaper ormagazine article topick out the factsand opinionsGroups sharing

comments onwhether facts weregiven to supportthe opinions weregiven as facts

Group reading of acomprehensionextract or narrativepoem.Listing theexamples of thefigurative languageusedInserting literallanguage in placeof the figurativelanguageDiscussing the

Canstudents:

-Identify ffromopinions?

-Write areport thafactual?

-Give thecorrectinterpretaof thefigurativelanguageused?

-Giveaccurateliteraltranslatio


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COMPREHENSION


CONTENT

ACTIVITIESMATERIALS

STRATEGIES EVALUAT

Summary

VisualThinking

Writesummariesfrompassages,stories andparagraphs

Interprettheinformationthat ispresentedin thetables, bargraphs,flow chartsand clusterdiagrams

Summariespresent themain pointsof adiscourse ortext given in

a specifiednumber ofwords.

Graphicspresentnumbers andother factsthat aredifficult tocommunicatein sentences.

Summariescan be ofthe whole,or parts ofpassages ortexts.

Eachgraphic isinterpreteddifferently.

Appreciateotherforms ofpresentinginformation

Making asummary-Make notes ofthe key ideas.-Decide what toomit.

-Make roughnotes.-Link the notesto achievecontinuity ofthought.-Use the correctnumber ofwords.

GraphicsTables-Separateinformation intocategories(easilycompared).

Bar Graphs-Showcategories and

Making asummary notusing more thana certain numberof words, lines orsentences.

Summarisingonly a part of apassage

Summarising tobring out themain points of afestival, a film, a

day of sports etc

Comparing thedata given in thetables and in bargraphs to arriveat a conclusion.

Developingtables and bargraphs formgiven or collecteddata

Can studen

-Include thenecessarydetails?

-Link thesentences give continuof thought?

-Writegrammaticacorrect?

-Give astatement tsums up thpresent data table or bchart?

-Place theheadings atitles in theicorrect


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COMPREHENSION


CONTENT


VisualThinkingContd

Flow charts-Show the stepsin a process

Cluster diagrams-Show the

relationshipamong ideas.

Using the data froma flow chart to writean expositoryparagraph on theprocess presented

Individual studentshaving the classrespond to theirquestions about theinformation given inthe cluster diagramand flow chart

Using cluster

diagrams to plotpre-writing andresearch ideas

In groups of fours,students developinga cluster diagramthen analysing theconnections anddiscussing theirmeanings

Can students

-Interpret theinformation gthe graphics?

-Answer quesbased on thegiven?

-Include all thideas neededcluster diagra

Use the clust

diagram to wessay or resepaper that issequenced,coherent andrelevant?


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COMPREHENSION


CONTENT

ACTIVITIESMATERIALSSTRATEGIES EVALUA

ListeningandSpeaking

Respondby actionorspeechto whatwas

heard.

Listeninginforms themind ofhappenings

Throughlisteningnewinformationis learnt.

Be keenlisteners

Effective listening Think about what isheard.-Write down theimportant information.-Organise thoughts and

notes.

Evaluating heardinformation-Is it true?-What perspective doesit represent?-Who would disagreewith it?

-Is the source reliable?etc

Responding toaudience feedback-Inattention-Puzzled expressions-Leaning forward

Formal speaking-Using note cards

Impromptu speaking

Delivering oralmessages

Following givenoral instructions

Answering oralquestions basedon readadvertisements,poems orextracts

Listening to oralreadings and

responding orallyand/ or writing

Students writingshort persuasiveparagraphs tohave othersagree with themReadingstatements inparagraph aloudso others canidentify the statedfacts or opinions

Can stud

-Repeat texact megiven?

-Performrequired

-Include anecessardetails inresponse

-Deliver a

preparedspeech thunified ancoherent using notcards?

-Expressclearly wspeaking


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GRAMMAR

TOPIC

OBJECTIVES

Skill Knowledge Understanding

Attitude CONTENT

ACTIVITIESMATERIAS

STRATEGIES EVAUATION INTEGRATION

Noun Identify themany kindsand formsof nouns,categoriseand usethemeffectivelyinsentencesin all kinds

of writing.

A concretenoun namesan abject thatoccupiesspace or isrecognized byall thesenses.

An abstractnoun names

an idea, aquality, or acharacteristic.

Proper nounsarepunctuatedwith a capitalletter.

All kindsandcategoriesof nounshavesingular andplural forms,dependingon whetherthey nameone, two or

marepersons,places,things orideas.

oun phrasesA noun with all itsqualifications!.g. "he big blue bagwas on the table.

#erunds!.g. $wimming isgood for your health.

Abstract nouns

!.g. happiness,democracy, fame,love

%oncrete nouns!.g. smoke, cough,orange, flower

%aptialising propernounsPersons& UncleJohn, Mr. JoePlaces& DemeraraRiver, Pearl Harbour,Parliament Building."hings& RepublicDay, The 1!"MonumentIdeas& #$lam,%hri$tianity etc.

'eading a givenparagraph froma te(t andhaving studentsrecord thenouns in theirbooks andcategorise them

)atchingproper nouns

with commonnouns that canreplace them insentences e. g.)iddle

Ages*era+ "heizard of -z*play

riting tensentences thatdescribe aperson, place or

thing, using asmany concretenouns toconvey a vividpicturenderlining thenouns, thenarranging thesentences in aparagraph

%an students/&%ategorisenouns0

&se concreteand abstractnounseffectively insentences0

&se a variety

of nouns intheir singularor plural formsin sentencesin aparagraph0

&Punctuateproper nounsin sentences0

All %urriculumareas

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GRAMMAR

TOPICOBJECTIVES

Skill Knowledge Understanding Attitude CONTENT

ACTIVITIESMATERIAS


Noun

!ont"d

ouns can

contain twowords, acompoundword orhyphenatedwords andare calledcompoundnouns.

In written

e(pressionand answersto questionsthe rules ofcapitalization will proveuseful.

%aptialise names

languages, people,races and tribes e.g. "heancient 'omanscommunicated in 1atin.#eneral terms notcaptialised!.g. gypsy, blacks,nomads

se of collective noun ina singular or pluralconte(t

!.g. "he audienceshouts its approval. 2singular."he audience havearrived in small groups.

2 plural.

Plural forms%ollective nouns!.g. navy 2 navies

%ompound nouns asone word or two words

!.g. 2 3athhouse*sing.3athhouses&&&Pl.&"easpoonful &&& sing.teaspoonfuls &&&pl.&$nake dance &&& sing.snake dances$$$pl.

riting a

paragraph withblanks on thechalkboard, forstudents toinsert differentkinds of nounsin theirappropriateplaces

4inding the firstten nouns in a

te(tbook or amagazine andtelling how toform the plural."hen spellingthe plural forms

%utting anarticle from thenewspapernderlining thenouns in achosen section

'ewriting thatsection usingthe plural nounsor vice versaand making thenecessarygrammaticalchanges.

%an students/

&%aptialise thecorrect nounsas they appearin sentences0

&se thesingular andplural ofcollective andcompoundnouns correctly

in sentences ina paragraph0

All %urriculum

areas

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GRAMMAR

TOPICOBJECTIVES


ACTIVITIESMATERIAS


Noun

!ont"d

In a

compoundword theoriginalnouncarries thepluralmarker.

$peech and

written workmust reflectthe rules.

%ompound words with

hyphens e.g.&Passer&by &&& sing.passers&by &&&pl.$ister&in&law &&&sisters&in&law &&& pl.

ood&for&nothing &&& sing.good&for&nothings&&& pl.&"wo&year&old &&& sing."wo&year&olds&&& pl.

$ome words that end in o

add sor ese.g.&3anjo * banjos* banjoes&)osquito * mosquitos*mosquitoes&5alo * halos* haloes&6olcano * volcanos*volcanoes

ords ending in %or %%!.g. tariff * tariffs

1atin words

&Alumna &&& sing.alumnae &&& pl.&%risis &&& sing.crises &&& pl.&%urriculum &&& sing.curricula &&& pl.&)edium &&& sing.media &&& pl.

riting a paragraph

with incorrectplurals on thechalkboard$tudents identifyingand rewriting theparagraph with thecorrect plurals

%onducting a$pelling 3eecompetition

%an students/

&rite thecorrect pluralforms or wordsderived form1atin that areused in theirassignments0

&se thecorrect pluralform of

compoundwords in theirspeech0

All %urriculum

areas

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GRAMMAR

TOPICOBJECTIVES


Attitude CONTENT

ACTIVITIESMATERIAS


Possessi&enoun

se nounsinsentencesto indicate

joint orseparatepossession.

$hows thatthe object ispossessedby thenoun.

"here canbe joint orseparatepossession.

Possessive ofcompound nouns!.g. the7sheepherder8s9 cries&the 7emperor of:apan8s9 palace&the 7chief operatingofficer8s9 budget

ords that end in 's"!.g. :ane $travis"scar

&illiam ;avis"snose

:oint possession&"he juniorsandsenior8sdance

Inanimatepossessione.g. the clamour ofthe alarm.

!(ceptions

&for pity8ssake&for heaven8ssake&a penny8sworth&a week8swages

4illing in theappropriate formof the possessivein the blankplaces of givensentences in aparagraph$tating thesignificance ofthe possessivee.g. 3oth nounspossess thesame thing etc.

$tudents readingeach others8writtenassignment, andchecking it for thecorrect use of thepossessive nounnderlining thenouns that shouldbe changed tothe possessive

case insentences

%an students/

&Punctuate anduse thepossessiveform of thenoun correctlyin sentences inthe variousforms ofwriting0

All curriculumareas

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TOPICOBJECTIVES

Skil l Knowledge Understanding Attitude CONTENT

ACTIVITIESMATERIAS


PronounCont"d

Ver(se verb andverb phrasesto indicatetime, moodand tone inwrittenassignmentsand makethem agreewith theirsubjects.

'elativepronounsbegin the

subordinateclauses.

All verbscan beclassifiedas eitherphysical ormentalaction or asa state ofbeing.

"he use ofrelativepronouns

helps invarying thetypes ofsentencesspoken orseen inwrittenassignments.

A verb as asingle unitcan link thesubject tothe objectmaking themone and thesame.

-nly linkingverbs can befollowed by apredicateadjective or

e(pressionthat identifiesthe subject.

'elative pronouns!.g.&hoever

&homever&hatever&hichever

Action verbs&Physical action e.g."he captain signalsinstructions to @&)ental action e.g."he clothes designerunderstands thetechnique.

1inking verbs&?3e8 in all its formsi.e am, is will be, wasbeing.&'emain&Appear

&4eel&3ecomerow

sing reflective,intensive anddemonstrative

pronouns inblank spaces orunderliningthem insentences or insentences in aparagraph

sing specificaction verbsand to writeseveralsentences onone of theirfavourite "6shows or sportsactivitysing thesentences toform one or twoparagraphswhich convey asense of the

programme orsport

%an students/

&Identify the

incorrect use oftypes ofpronouns inwriting0

&ritesentences thatcontain suitableverbs to showphysical andmental action0

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Ver(Cont"d

A verb isnot only atime

marker butcanperformotherfunctionssuch ase(pressingmood andtone whenused withcertainau(iliaryverbs.

6erb tensesclarifywriting and

enhancestyle.

6erb phrase& a main verbwith all its au(iliary orhelping verb e.g.

&I should be learning @&%ould he have finished@&$nakes have often beenseen in @

!ffectiveness of verbphrasesI go&I must go / addsobligation or necessity&I shall go / change frompresent to future&I did go / change formpresent to past and addsinsistence or emphasis&I may go / uncertainty&I might go / moreuncertainty

6erb agreement&ith subject nouns!.g. An e(cellent athleteand a good student is:onathan.

%reating sentencesthat containappropriate verb

tensesArranging thesentences sequentiallyto form a paragraph

5aving read a literarypassage, students wille(amine the use ofverb tenses, then writea paragraph topractice what theyobserved.

#iving oral sentencesand e(plaining theeffectiveness of theverb phrase used.

%an students/

&se the

various tenseseffectively0

&ritesentences inwhich the verbagrees with itssubject0

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Ver(Cont"d

&ith real subject afterdummy subject there8!.g. "here isonly one tree in

the yard."here aremany persons inthe room.

&ith subject nouns notwords in opposition!.g. I, your !nglish teachergi&eyou this assignment."he team, :oe and )ary )aswon the tennis match.'obert, along with his brother)asthe flu.

&ith collective nouns as aunit e.g."he committee is angry @"he crowd is divided@&As individual e.g."he jury )a&edisagreedamong themselves@

ith plural titles and propernouns as one person or thinge.g."he Sta(roek Newshas an

advertisement section.T)e %is)er*enis aninteresting book.

ritingsentences thathave dummy

subjects on thechalkboard andhaving studentsfill in the verbspaces with verbsthat agree withthe real subjects

4illing in verbs insentences toagree withsubjects that arecollective nounsor titles

%an students/

&Insert the

correct verbthat agreeswith thesubject of thesentence0

&ritesentences inwhich there isagreementbetweensubject andverb0

&riteparagraphswithsentences thathaveagreement0

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ACTIVITIESMATERIAS


Ver(Cont"d

ith compoundsubjects connected by&or,

&either@or,&not only@but also,&neither@nor!.g.&!ither they or Iam togo.&ot only you but alsoJi*was mistaken.

"hat represent oneperson or thing e.g.$M+ %riend and

neig)(our, )r.:ackson, plays cricket.$A !art and two)orseswas roundingthe corner.

$ubject modified byeach or every e.g.$Ea!)man, womanand child has receiveda souvenir.$E&er+officer andmember was there to

answer his name.

Identifying thekinds ofsubjects in

given sentencesand observingthe verb that isused inagreement withthem

4illing in verbsin sentences toagree withcompoundsubjects thatare connected,subjects thatrepresent oneperson or thing,or subjectsmodified by theword each orevery

%an students/

&se verbs that

agree withvarious kinds ofsubjects0

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Ver(Cont"d

Passive voice&"he form of the verbthat shows that the

subject is being acted one.g.&"he poster wasdesigned by :ohn.&"he dishes are beingwashed by )arge andPhil.

"he verb that is in the-assi&e &oi!eis anintransiti&e &er(anddoes not have an object.

%hanging the voice ofverbs&Passive to active&Active to passive

Perfect tenseIncident occurred atsome indefinite time inthe past.&$he has caught the flu.&"hey have brought apresent for us.

sing a passivesentence in thesame way as the

active sentence todemonstrate thatthe subject is inreceipt of the action

!(amining the useof the active andpassive voice in ane(tract anddiscussing thestrength of andnecessity for both

-bserving givensentences to tellhow the perfecttense verb isformed

Proof&readingwritten assignmentsto identify theincorrect use oftenses and effectthe necessary

changes

%an students/

&se passive

sentenceswhere they donot want toomuch attention,and activesentenceswhere theyneed to drawattention0

&'ecogniseincorrect use oftenses inwritten workand correctthem0

&se theperfect tensecorrectly insentences0

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Attitude CONTENT

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Ver(Cont"d

Ad,e!ti&ese andpunctuateadjectivesinsentencesin aparagraph.

Adjectivesvary inposition inrelation tonoun.

%ompleted actionin the past

&$ophia hascompleted herproject.

&"he museum hasdisplayed thee(hibit for months.%ommunicates theidea that the actionbegan some timein the past and stillcontinues.

Position ofadjectives&5ow o(edientthechild is&"he teacherconsidered thechild o(edient.

Punctuatingadjective%aptialise proper

adjectives!.g.GuyaneseOlypian

#iving sentencesfor students todiscuss how theposition of theadjective relates tothe other parts ofspeech in thesubject and to thepredicate parts ofthe sentence

4illing in punctuatedproper adjectives insentences in aparagraph

%an students/

&'ecogniseand useadjectives inappropriatepositions inthe sentence0

&Punctuatedproperadjectives0

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Ad,e!ti&eCont"d

%aptialise articles intitles.!.g. BA)an for all

$easons.BPlease buy a'eaders;igest.

Adjectives equal inrank separated by acomma e.g.&"he cold, blisteringwind&A dingy, evil smellinghallway.

%ompound wordsbeginning withadjectives require nocomma when anotheradjective is addedbefore it e.g.&4ur coat%heap fur coat&hite man3earded white man&3rick houseew brick house

'ecognising properadjectives andarticles in sentences

and observing howthey are punctuatedin the given e(amples

;emonstrating onchalkboard instanceswhen a comma isused betweenadjectives and whenthey are not

%an students/

&Punctuate

correctlyproperadjectives andarticles thatappear intitles0

&Punctuateadjectives thatappeartogether insentences0

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Ad&er( se adverbsin essays,research

papers, andreports tosubmitviews thatare specificanddetailed.

Adverbs tellwhere,when, how,

why and towhatdegree athing isdone.

Adverbs canlink twoideas, be

used tocompareand they canintroduce anadverbialclause in acomple(sentence.

Positions of adverb

%omparison of

adverbs 2 softly,less softly, leastsoftly

egative words asadverbs e.g.&"he plane has 7not9landed.&"he plane was7nowhere9 in sight.&I have 7never9 flown.

Avoiding doublenegatives

%onjunctive adverbs"o replace A; use?also8, ?besides8"o replace 3" use?still8, ?however8,?though8"o state a result use?thus8,?consequently8,?though8, ?so8

"o state equality use?equally8, ?likewise8,?similarly8

%omparing twonarrative e(tractsand discussing the

effect of the use ofcomparison in oneas against theabsence ofcomparison in theother

%orrecting insentences the use ofdouble negatives

riting a paragraphon the chalkboardthat containsrepeated conjunctiveadverbs1etting studentsreplace some ofthem with the givenoptions

%an students/

se

comparison togoodadvantage intheir writing0

&hile proof&reading correctany doublenegativesused0

&'eplaceconjunctiveadverbs withsuitablesubstitutes0

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ACTIVITIESMATERIAS


Pre-osition

Con,un!tion

seprepositionsto enhance

oral andwrittene(pression.

seconjunctionsin writing togive preciseideas.

$hows therelationshipof a noun or

pronoun tosome otherword in thesentence.

A part ofspeech usedto join ideasinsentences.

Prepositionscan be oneword or a

phrase.

"he joinedsentencesproducecompoundand comple(sentences.

%ompoundpropositions 2 in spiteof, ahead of, according

to , instead of, etc.

Prepositional phrases!.g.5e drank a glass 7ofmilk9.I ate some bread 7withcheese9.7At the end9 the guestsapplauded.7According to her9,they were 7ahead ofus9.

%onjunctive adverbs&accordingly, also,besides, therefore,nevertheless, finally.!.g. 5ere is my book/7howeverC, my notesare in my locker.

%oordinatingconjunctions 2 singleunit e.g. and, but, or,yet

$he 7and9 I were there.$he 7or9 I could go.

Picking out allthepropositions

found in anewspaper

Insertingcompoundprepositions inblanks insentences orsentences in aparagraph froma given list

Identifyingcoordinatingconjunctionsfound in thesubject part ofsentences

%an students/

&Identify

prepositionsused in a bodyof writing0

&se theappropriateprepositions insentences0

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Con,un!tionCont"d

%onjunctionsalso link ideasin paragraphs.

"hey also formcompoundsubjects andcompoundpredicates.

$plit pairs orcorrelativeconjunctions 2&3oth@and&ot only@butalso

&!ither@or!.g.&73oth9 she 7and9 Iwere there.&7either9 she7nor9 I can go.U$ed to 'oin$imple$entence$.

$ubordinateconjunctions incomple(

sentences

Identifying andusingcoordinatingand correlativeconjunctions to

join given

sentences

:oiningappropriatesentences in agivenparagraph ofsimplesentences toenhance theparagraph

sing

combinedsentences todevelop style innarrative,descriptive, ande(positorywriting

%an students/

&seconjunctions tocombine ideasin sentences

andparagraphs0

&Identify thetype ofconjunctionused insentences0

:oin severalsentencesusing theappropriate

conjunction0

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JoiningClauses

Analysesentencesbyseparatingandidentifying

the clauseand statingthe part ofspeech theclauserepresents

"here aretwo types ofclauses, themain andthesubordinate

clause.

"he noun,adjectiveand adverbclauses arethree typesofsubordinateclauses.

A mainclause and

one or moresubordinateclausesform acomple(sentence.

"he mainclausee(presses acompletethought, whilethe

subordinateclause needsa main clauseto fullycomplete itsmeaning

"he main clause as asimple sentence

;efining andidentifying the mainand subordinate

clause in sentencese.g.&7"he cast bowed9

)ain clause

7when the audienceapplauded.9

$ubordinate clause$entences joined bya subordinateconjunction

&7"he student9)ain clause

7who directed theplay9

$ubordinate clause7also took a bow9

)ain clause

$entences areembedded or joinedby a relative pronoun

"ypes of subordinateclauses&oun clause

Analysing thesentence byidentifying theclauses, statingthe type andfunction of the

subordinate clauseIdentifying the kindDe.g. compoundEof sentence, andisolating andidentifying theconjunction used.

$eparating thesimple, compoundand comple(sentences found ina paragraph or a

recipe, thene(amining theeffectiveness oftheir use.

%an students/

&$eparateclauses incombinedsentences and

identify thetype of clauseand the type ofsentence0

&se simple,compoundand comple(sentenceseffectively inwriting0

&Identify the

types ofsentencesused in aparagraph anddemonstratetheeffectivenessof their use intheir writtenassignments0

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JoiningClausesCont"d

&Adjectival clause"he student 7whodirected the play9 alsotook a bow.;escribes or identifieswhich student.

&Adverbial clause"he cast bowed 7whenthe audienceapplauded.9Identifies the time thatthe audience bowed.

$entence composition&%ompound sentence7)ain clause97%onjunction9 7)ainclause9

&%omple( sentence7)ain clause97$ubordinateconjunction97$ubordinate clause9

!mbedded sentence7Part of main clause97'elative pronoun97$ubordinate clause97-ther part of mainclause9

#iving sentencestarters or finishersto fill in appropriatenoun, adjectivaland adverbialclauses to

complete thesentences

%onstructingsentences from thesentence clausepattern given, andindicating the typeof sentence createde.g. comple( etc.

%an students/

&%onstructmeaningfulsentences fromthe patterns

given0

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In&ertedSenten!e

Su(,e!tandPredi!ate

se invertedsentences in allkinds of writing.

Identifying thesubject orpredicate ofsentences to

assist inknowing who isspoken of andwhatinformation isgive about themfor purposes ofcomprehension.

A sentencethat beginswith itspredicate oritssubordinate

clause.

"he simple,compoundandcomple(

sentenceshave theirsubject andpredicateparts.

"hesesentencesare eithersimple orcomple(.

"he subjectof thecompoundsentence is

most timesfound in thefirst clause ofthe sentencewhile thesubject of thecomple(sentence isfound in themain clause.

;esire toenhancewriting byusing avariety ofsentences.

$tructure ofinvertedsentences

&7Predicate97$ubject9&7$ubordinateclause97)ain clause9

Purpose increative writing

"he two parts ofthe compoundand comple(sentences

"he two parts ofthesesentences+;eclarative,Fuestions,%ommands or'equests

%ompoundsubject andcompound

predicates insentences

$electingappropriatesentences in aparagraph tobereconstructed

into invertedsentences'eading theparagraph anddiscussing itsdifference fromthe originalparagraph

riting aparagraph onthe chalkboard1etting

students writeeach sentenceof theparagraphseparatelynderlining thesubject or thepredicate part

%an students/

&Include in theirwriting invertedsentences0

%an students/

&;ivide thedifferent types

of sentencesinto subjectand predicate0

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.ire!t andIndire!tS-ee!)

se directspeechappropriatelyin scripts forplays, essaysand in

conversations

;irectspeech isthe e(actquotedwords of aspeaker.

Indirectspeech istheretelling orreportingof whatwas saidusing thereporter8sownwords.

"he use ofdirect speechconveys thereality of thecommunicativee(change.

Fuotations fromdistinguishedspeakers

Fuotations fromdaily conversions

$peech patterns&;ialects&'egisters

Punctuatingdirect wordsfollowed by orpreceded by theidentity of thespeaker

;irect statements

&;eclarative&Fuestions&%ommands&ishes, request

;irect speech toIndirect speech

;irect speech asused in shortstory.

riting thedifferent types ofsentences in theform of directspeech on thechalkboard for

students topunctuate

-ne studentgiving a messageto anotherstudent, then thereceiver deliversit to the class inindirect speech.$tudents observethe grammaticalchanges needed.

Adapting the roleof reporters,studentsinterview theteacher and thenwriting a reportusing direct andindirect speech.

riting adialogue that is a

shortconversation fora scene in a play

%an students/

&Punctuate thedifferent typesof sentencesused as direct

speech0

&)ake thenecessarychanges to thestructure of thesentence sothat directspeechbecomesindirectspeech0

&Insert dialoguecorrectly innarratives0

&Punctuatedirect speech indialogue0

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Pun!tuation sepunctuationmarks inwriting, toseparateclauses and

words+ tocategorisewords andgive overallmeaning towrittenwork.

Punctuationis the toolused to giveclearmeaning towritten

work.

Periods,commasand othersuch marksare used topunctuate.

3e awarethat correctpunctuationisnecessaryin writing

%omma&$eparate itemsin a list&sed afterintroductorywords/ o, @

ell, @5owever @etc&sed after abeginning phrasein a sentence&)arks offinformation abouta noun&$eparate wordsof address e.g.(eorge, did youunder$tand)*Dear John,

%olon&sed before alist e.g. Bringthe$e item$+ a

pen, lined paper,) etc.&$eparatesintroductoryremarks from aformal quotation.&$eparates the

hours form theminutes in timee.g. 1+-.

Insertingcommas incompoundsentences andcolons insentences that

contain a list orseries of items

Insertingcommas ininvertedsentences thatbegin with longphrases

Insertingcommas toseparate the

subordinateclause in anembeddedsentence.

Insertingpunctuationmarks in anunpunctuatedpassage or insentences

%an students/

&ritesentences in aparagraph thatare correctly

punctuated0

&sepunctuationmarksappropriately insentence0

&%orrectlypunctuatedirect speechthat is set in anarrative0

rite dialoguesthat arecorrectlypunctuated0

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Pun!tuationCont"d

$eparates chapterand verse numbersin the bible e.g.(ene$i$ /+1

5yphen

&sed in hyphenatedwords e.g. t0entyone, $el&centered,greatgrandmotheretc.&sed to dividewords at the end ofa line

Apostrophe&$hows possession&sed in acontraction to mark

the omission ofletters e.g. can2t.

Fuotation marks&sed to separatethe direct words of aspeaker from otherwords.&sed in dialogue tomark the directwords of differentspeakers in a

conversation.

Proof&reading aresearch paper, awrittencomposition or acreated poem toensure the words

are correctlyhyphenated

;ictating a shortpassage,requiring studentsto punctuate onlythe nouns thatare in thepossessive case/or punctuatingthe words thatare contractions

riting apunctuateddialogue betweentwo speakerswho discuss acurrent issue

%an students/

&se quotationsmarks correctlyin dialogue0

&rite thedictatedpossessivenoun0

&Insertpunctuateddirect speech inwritten stories0

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Pun!tuationCont"d

!llipsis marks&sed to showthat somethinghas been left outof a quotation

nderlining&"itles of books,movies andnames of specificships and buses.

%apital letters&"he first word ina direct quote

&"he names ofhistorical eventsand documents

&"he first wordand importantwords in titles

&"he first word inthe salutation andclosing of a letter

&"itles beforenames e.g. 'abbi@, ;octor@,)rs.*)s@

#iving a shortpassage forstudents topunctuate byunderling thetitles andcapitalizing thenecessarywords

%an students/

&Indicate theomission ofparts of aformal quote bythe use ofellipsis marks0

&nderline titlesof books thatappear insentences0

&%apitalise

wordscorrectly0

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Gat)eringIn%or*ation

#atherinformationthrough the

use of aquestionnaire,interviewsand the useof referencematerial.

"here areliterary andelectronic

sourcesthat can beused toaccessinformation.

;ictionariesand!ncyclopaedias

are specialisedto furnish theresearcher withspecificinformation allin one place.

$eekthesource

forneededdata.

se of the library

Fuestioning

&Interviews&Fuestionnaires

Preparation%onducting

Analysing data

'eference books!ncyclopaediaseneral, )edical;ictionaries&-(ford, ebster3iographical

;ictionary&Atlas&)agazines&ews paper

Internet

$kimming&%hecking forrelevant titles andchapters$canning&1ooking forspecificinformation

'esearching atopic in smallgroups or

individually usinga variety ofreferences#iving oral orwritten reports offindings

Preparing andformattingquestionnairesPresenting theresponses asstatistical data or

a report

sing questionscontributed bythe class toconduct a liveinterview with achosen person

1ooking at theparts of a bookto determine

whether thecontents offerneeded data

%an students/

&se a variety

of sources toaccessinformation0

&;esignquestions thatwould furnishthe requireddata for aninterview andaquestionnaire0

&Fuickly skimand scan toselect relevantdata orinformation fora researchpaper0

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0ordOrigins

Cont"d

%hanged spelling%hinese&Getchup* Ge&tsiap;utch&%oleslaw* koolsta

nchanged spelling)orocco&"angerine#ermany&?4rankfuterItalian&Pizza

ative American

words&igwam, igloo,skunk, pecan

%oining new words&"o be used in novels&4or newspaper storyheadlines

Portmanteau words&ords formed byblending parts ofother words together

e.g. )otel formedfrom motor and hotel

%reatingcategories andlisting borrowedwords

!(aminingnewspapersand novels topick out wordsthat are coined

riting aproclamation forthe $portspage, using a

coined wordwithin it

%an students/

&$uccessfullycoin words thatenhance theirwriting0

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A%%i1 seprefi(esand suffi(esto helpdeterminethemeaningand class ofwords

A wordcould havea prefi(followed bythe rootthen by asuffi(.

All wordshave roots,but not allroots arewords

3ecreativewithwords

Pre%i1es

Indicate number&-ne H )ono&,mon&, uni&!.g. monorail&"wo H 3i&, bin&, di&,e.g. digraph&5alf or two H "wi&,!.g. twilight&"hree H "ri!.g. tripod&"en H ;eca&, dec&,deka&,!.g. decathlon

&5undred H %enti&,!.g. centimeter

$uffi(&logy H "he study of!.g. zoology,astrology, geology,psychology.

&et, &ette H small!.g. diskette,kitchenette

&ward H in thedirection of!.g. upward,homeward

sing thenumerical prefi(esand adding themto suitable rootsto create newwords

;etermining themeanings ofwords throughtheir suffi(es

%reating word listand placing thewords in

categories

%an students/

ive meaningsand the class ofwords throughtheir affi(0

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A%%i1Cont"d

&ship H occupation ofor condition of being!.g. horsemanship,citizenship

&ment H action,process, state of!.g. government,arrangement.

&hood H condition of!.g. childhood

&ry, &ery H theproduct of an action

!.g. poetry, injury,cannery."he root of ?cannery8and ?injury8 do notappear as wordsbecause of theadded or omittedletters needed tospell the word in itsnew category

;erivation of wordsfrom a root or a

base word&"he order e.g.surmountable)ount 2 surmount, &$urmountable

#iving a list ofwords on thechalkboard."hen stating innotebooksthrough adiagram orsequential orderhow the wordwas derivedfrom its base orroot e.g.$ur7mount9able73urmount9able3urmountable

%an students/

$uccessfullyplot thederivation of aword0

&Identify theroot of a word0

;erive newwords from aroot or baseword by addingan affi(0

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E1-ressions seidiomaticsayings andproverbswithindialogueandspeech.

Proverbsand sayingsare used inspeechrather thanin formalwriting.

"he kind ofemotiveword usedgivesinferentialdetails

"hey arefigurativee(pressionsand shouldnot be usedin their literalsense.

"heinformationgiven indirectspeech orotherstatements

createsspecificemotionaleffect.

"oappreciateculturale(pressions

Idiomatic sayings!.g.&"o keep upappearances&"o back out ofsomething&An open secret

Proverbs&Jou mustpaddle your owncanoe.&)ake hay whilethe sun shines.

!motive value ofwords e.g.&Jes I did it,Bsaid "omDfirmlyE.Jes I did it,myself,B agreedcheerfully.Jes I did itmyself,B snapped"omDimpatientlyE.Jes I did it,B

"om whined atlast.

1isting idiomaticsayings on thechalkboard forstudents to statein theirnotebooks themeanings andwhen they canbe used

'ecordingproverbs thatare used in thehomeenvironment,

giving theirmeanings andunder whatcircumstancesthey were used

#iving theimpressiongained of apersonality fromthe emotivewords used

%an students/

ive themeanings anduses ofidiomaticsayings andproverbs inspeech andwriting0

&%orrectlyassess themood of aspeaker by the

emotive wordsused0

A %urriculumareas

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A!!ent Pronouncespecificwords thatappear inte(ts,magazinesandnewspaperarticles withthe correctaccent soas to giveits part ofspeech toconvey the

correctmeaning

$ome wordsdiffer inparts ofspeechaccording towhere theaccent isplacedwhen theyarepronounced.

A wordcould eitherbe a noun ora verb whenpronounced.

3e awarethat wordsshould bepronouncedin theconte(t inwhich theyare used.

AccentAbsent 2 adverbAbsent 2 verb'efuse 2 noun'efuse 2 verb!(port 2 noun!(port 2 verb

;ifficult words topronounce

Alias, abdomen,obese, naKve,solace, incognito

;ifferentiating

between words&%ensor, sensorcensure.&Antipathy,apathy,empathy.

riting thee(amples of thewords on thechalkboard,having studentspronounce themas verb and noun

#iving oral andwritten sentencesin which in whichthe word is anoun or verb

)aking a list of

such words andidentifying thepart of speech

#roupingstudents andeach groupgiving the wordand its part ofspeech andhaving the othergroups createsentences with

the word, andthen sharing theirsentences withthe class

%an students/

&%orrectlypronounce thegiven word as anoun or verb0

ive oral andwrittensentences inwhich the wordis used in thegiven part ofspeech0

All %urriculumareas

1

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Level 8 English Curriculum Guyana

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