level 8 english curriculum guyana
TRANSCRIPT
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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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
CONTENT
ACTIVITIES/MATERIALS/STRATEGIES EVALU
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
CONTENT
ACTIVITIES/MATERIALS/STRATEGIES EVALU
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
CONTENT
ACTIVITIESMATERIALSSTRATEGIES EVALUAT
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
CONTENT
ACTIVITIESMATERIALSSTRATEGIES EVALUAT
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
OBJECTIVESTOPIC Skill Knowledge Understanding Attitude
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$tianity etc.
'eading a givenparagraph froma te(t andhaving studentsrecord thenouns in theirbooks andcategorise them
)atchingproper nouns
with commonnouns that canreplace them insentences e. g.)iddle
Ages*era+ "heizard of -z*play
riting tensentences thatdescribe aperson, place or
thing, using asmany concretenouns toconvey a vividpicturenderlining thenouns, thenarranging thesentences in aparagraph
%an students/&%ategorisenouns0
&se concreteand abstractnounseffectively insentences0
&se a variety
of nouns intheir singularor plural formsin sentencesin aparagraph0
&Punctuateproper nounsin sentences0
All %urriculumareas
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GRAMMAR
TOPICOBJECTIVES
Skill Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
Noun
!ont"d
ouns can
contain twowords, acompoundword orhyphenatedwords andare calledcompoundnouns.
In written
e(pressionand answersto questionsthe rules ofcapitalization will proveuseful.
%aptialise names
languages, people,races and tribes e.g. "heancient 'omanscommunicated in 1atin.#eneral terms notcaptialised!.g. gypsy, blacks,nomads
se of collective noun ina singular or pluralconte(t
!.g. "he audienceshouts its approval. 2singular."he audience havearrived in small groups.
2 plural.
Plural forms%ollective nouns!.g. navy 2 navies
%ompound nouns asone word or two words
!.g. 2 3athhouse*sing.3athhouses&&&Pl.&"easpoonful &&& sing.teaspoonfuls &&&pl.&$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
Skill Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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¬hing &&& sing.good&for¬hings&&& 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
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GRAMMAR
TOPICOBJECTIVES
Skill Knowledge Understanding
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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
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TOPICOBJECTIVES
Skil l Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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TOPICOBJECTIVES
Skill Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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TOPICOBJECTIVES
Skill Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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TOPICOBJECTIVES
Skill Knowledge Understanding Atti tude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
Ver(Cont"d
ith compoundsubjects connected by&or,
&either@or,¬ 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.$E&er+officer andmember was there to
answer his name.
Identifying thekinds ofsubjects in
given sentencesand observingthe verb that isused inagreement withthem
4illing in verbsin sentences toagree withcompoundsubjects thatare connected,subjects thatrepresent oneperson or thing,or subjectsmodified by theword each orevery
%an students/
&se verbs that
agree withvarious kinds ofsubjects0
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TOPICOBJECTIVES
Skill Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
Ver(Cont"d
Passive voice&"he form of the verbthat shows that the
subject is being acted one.g.&"he poster wasdesigned by :ohn.&"he dishes are beingwashed by )arge andPhil.
"he verb that is in the-assi&e &oi!eis anintransiti&e &er(anddoes not have an object.
%hanging the voice ofverbs&Passive to active&Active to passive
Perfect tenseIncident occurred atsome indefinite time inthe past.&$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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TOPICOBJECTIVES
Skill Knowledge Understandin
g
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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TOPICOBJECTIVES
Skill Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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TOPICOBJECTIVES
Skil l Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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TOPICOBJECTIVES
Skill Knowledge Understanding Att itude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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Ski ll Knowledge Understand ing Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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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TOPICOBJECTIVES
Skill Knowledge Understanding Atti tude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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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TOPICOBJECTIVES
Skill Knowledge Understanding
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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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TOPICOBJECTIVES
Skill Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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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TOPICOBJECTIVES
Skill Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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
All %urriculumareas
!nvironmental!ducation
Allied Arts &drama
GRAMMAR
TOPICOBJECTIVES
Skill Knowledge Understanding
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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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TOPICOBJECTIVES
Skill Knowledge Understanding
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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, $el¢ered,greatgrandmotheretc.&sed to dividewords at the end ofa line
Apostrophe&$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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TOPICOBJECTIVES
Skill Knowledge Understandin
g
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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
All %urriculumareas
VOCABUAR/
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TOPICOBJECTIVES
Skil l Knowledge Understanding Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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VOCABUAR/
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TOPICOBJECTIVES
Skill Knowledge Understandin
g
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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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TOPICOBJECTIVES
Skill Knowledge Understandin
g
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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
$uffi(&logy H "he study of!.g. zoology,astrology, geology,psychology.
&et, &ette H small!.g. diskette,kitchenette
&ward H in thedirection of!.g. upward,homeward
sing thenumerical prefi(esand adding themto suitable rootsto create newwords
;etermining themeanings ofwords throughtheir suffi(es
%reating word listand placing thewords in
categories
%an students/
ive meaningsand the class ofwords throughtheir affi(0
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TOPICOBJECTIVES
Skill Knowledge Understandin
g
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
A%%i1Cont"d
&ship H occupation ofor condition of being!.g. horsemanship,citizenship
&ment H action,process, state of!.g. government,arrangement.
&hood H condition of!.g. childhood
&ry, &ery H theproduct of an action
!.g. poetry, injury,cannery."he root of ?cannery8and ?injury8 do notappear as wordsbecause of theadded or omittedletters needed tospell the word in itsnew category
;erivation of wordsfrom a root or a
base word&"he order e.g.surmountable)ount 2 surmount, &$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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Skill Knowledge Understand in
g
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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
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TOPICOBJECTIVES
Skill Knowledge Understandin
g
Attitude CONTENT
ACTIVITIESMATERIAS
STRATEGIES EVAUATION INTEGRATION
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
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