ENGLISH LANGUAGE AND LITERATURE CURRICULUM GUIDE GRADE 7 FOREWORD It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even more critical today 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 curriculum materials that have been designed to improve the quality, equity and efficiency of secondary education. The curriculum materials include Grades 7-9 Curriculum Guides and Teachers Guides for Language, Mathematics, Science, Social Studies, Reading and Practical Activities Guides for Science. These materials have been tested in all secondary-age schools nationwide and are considered useful in providing teachers with a common curriculum framework for planning, monitoring and evaluating the quality of teaching and learning. The curriculum materials also provide a basis for continuous assessment leading to the National Third Form Examination (NTFE). The initial draft curriculum materials have been subjected to evaluation, by Heads of Departments, from all ten Administration 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 consistency and support for teachers in the process of planning for an effective delivery of the curriculum. All secondary teachers must ensure that they make good use of these curriculum materials so that the quality of teaching and learning can be improved in all schools. Ed Caesar Chief Education Officer. PREFACE This is the Revised Curriculum Guide for Grade 7. This document fulfils the objective of making English Language and Literature accessible to all students at Grade 7. Hence the teachers of Grade 7 students should make a conscious effort to see how best they could utilise the ideas contained to plan for instruction. This document can serve as a focal point for departmental and regional subject committee meetings, where methodologies and strategies for both teaching and assessing are deliberated on. Lessons should be delivered in an environment in which there is opportunity for active and creative participation by both students and teacher. This Guide has a direct focus on an integrated approach to curriculum delivery, in which the teacher is not unduly restricted by the subject content. The student’s total development as a person should be of foremost concern to the teacher. In the curriculum process, feedback is a necessary condition for change and improvement, and I would urge all of our English Language teachers to provide such feedback to the curriculum staff as they visit to provide support that will enhance your classroom teaching. Mohandatt Goolsarran Head, Curriculum Development and Implementation Unit National Centre for Educational Resource Development (NCERD) March 2002 ACKNOWLEDGEMENTS The following persons were involved in writing and reviewing the Grade 7 English Language and Literature Curriculum Guide. 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) CONTENTS ENGLISH LANGUAGE - ENGLISH A Page WRITTEN EXPRESSION Narrative 1 Descriptive 2 Expository 5 Letters 6 Kinds of Paragraph 8 COMPREHENSION Reading 9 Recall and Inferred information 10 Meaning in context 10 Summary 11 SPEAKING AND LISTENING Formal speech 13 Semi- formal speech 14 Informal speech 15 Listening 16 CONTENTS PAGE GRAMMAR The Sentence 17 Clause and Phrase Subject and Predicate Joining sentences Parts of Speech 19 Noun Pronoun Adjective Verb Adverb Preposition Possessive Noun/ Pronoun/Adjective. VOCABULARY Gathering Information 26 Affix 28 Prefix Suffix Compound word 32 Synonym and Antonym 34 Homophone 35 CONTENTS Page Abbreviation and Acronym 35 ENGLISH LITERATURE - ENGLISH B SHORT STORY AND NOVEL Introduction 37 Character 38 Setting 39 Plot 40 Theme 41 DRAMA Role- play and Plays 42 POETRY Introduction 44 Literary devices 45 Rhyme and Rhythm 46 Other types of poems 47 GRADE 7 CURRICULUM GUIDE – ENGLISH A WRITTEN EXPRESSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Narrative Weave . Narratives Narratives Show Elements: Pre-writing Can students: Social Studies the basic are can be true, interest in setting, conflict, Using pictures to Write narratives elements compositio partly true or writing plot and provide details and and accounts Literature-short of ns of make narratives characters events that can which show: story narrative sequenced believe, sad, and develop into stories writing events funny or accounts. Features of a and accountss - Sequencing of Environmental into a which tell exciting. narrative events and Education coherent, what paragraph Initiating a discussion time? story or happens Not all for individual students account. where, to narratives Organising ideas to share on a - Details whom and have conflict. in chronological challenge they faced relevant to when. order: or an obstacle or fear topic? - First event they overcame Then Narratives - Second event students discussing - A clear have a - Third event the story elements beginning, clear Appropriate that the accounts middle, and beginning, techniques to link have in common end. ? middle and narrative end. paragraphs Using a chart of four columns headed Accounts and WHAT HAPPENED stories that are TO WHOM/WHERE/ imagined, factual WHEN, for students experiences or to insert the fantasised. necessary details Suggested titles: Using a time table to - Boating on the illustrate the concept river of time sequence - A family trip - My trip to Mars - All alone in the City or Jungle 1 WRITTEN EXPRESSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Narrative Pre-writing Written Draft Contd. questions: Drafting imagined - Who are my and real stories characters? and accounts - What conflict from would they be - Given involved in? beginnings and - When and endings where does - Information that my story take was put on the place? four column chart - What is the conflict? Final draft - How do the Working in pairs characters to revise the overcome their contents of the conflict? draft and - Do rewriting where characters appropriate change during Checking for the course of grammatical the story? mistakes Writing final draft Descriptive Insert Descriptive The added To endeavour Describe details and details give details are for to make persons, Examining the Can students: Art use a more identity a particular writing places and descriptive range of to persons, audience and interesting. things in devices and - Use relevant Literature- appropriate places and purpose. exactly the techniques used devices and short story devices to things. way they are in several kinds techniques for create an perceived. of descriptive accurate spatial Environmental overall paragraphs from and physical Education impression various sources. description? in a Using the devices description. and techniques in description 2 WRITTEN EXPRESSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC CONTENT STRATEGIES EVALUATION INTEGRATION Skill Knowledge Understanding Attitude Descriptive The topic sentence Describing Contd. at the beginning - An object or place sets the mood of for a sightless the description. person - A lost item or Topic sentence at animal for a the end newspaper summarises and - A building or a pulls together all priceless object for the details in the a prospective buyer paragraph. Supporting sentences give Drawing and /or . descriptive details painting a detailed that support the scene Writing a topic sentence. paragraph to describe the scene Clincher sentence Adding vivid at the end modifiers to the reinforces the topic details sentence Comparing the written with the painted scene for accuracy of details . . 3 WRITTEN EXPRESSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Descriptive Organising Presenting a photo or Contd. details: painting or picture of Near to far a part of, or a whole Inside to outside person. Students Front to back describing the Left to right features orally and Top to bottom the main descriptive words are written on Devices: the chalkboard. Vivid modifiers- Students then writing Adjectives, the description Adverbs Specific nouns Selecting a friend or e.g. Shirt not important person and clothes describing them. Presenting the written Areas to description in a folder describe: with the picture of the Appearance, person habits, strengths, personality Students describing an imaginary story: Size, colour, - Describing the shape natural setting - Describing the - The smell building and - The feel, structures - The sound, - describing the kinds - The taste of people and animals 4 WRITTEN EXPRESSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Expository Produce The Informative Introduction: Drawing a map of Can students: All Curriculum short expository writing uses a A sentence that a community with areas informative writer simpler, clearer indicates the its important Include in their pieces written informs style than purpose. buildings. expository Environmental in sequence. and narrative Students then compositions Education explains writing. Body: write a paragraph - A statement Order the facts and Details that support explaining the of introduction steps in a processes the statement. route they would and benefits of process and that the take from one the process? establish audience Conclusion: point to arrive at relationships needs to Summarises or places to transact - Steps in between know. gives implications business sequential or these steps. of what was said. chronological The Creating a new order? sequential Explain how to do game and order something or get reporting the - Transitional ensures somewhere. steps in the order words? clarity needed in the Transitions: process to play As soon as, before, the game first, following, in order to, now, Choosing a topic- soon, so that, then, an experiment or until. a method e.g. How to prepare a The Plan: seedbed, or a - Choose topic dish, and writing - Define audience an exposition to - Gather explain or information describe the . process 5 WRITTEN EXPRESSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC CONTENT STRATEGIES EVALUATION INTEGRATION Skill Knowledge Understanding Attitude Expository Listing facts in Contd. sequential order or steps in chronological order Note any special instructions Telling results of process Letters Write Letters have Letters vary Be Informal letters Discovering the Do letters have: All Curriculum formal and two in tone, comfortable Newsy Letters differences in - Appropriate areas informal categories, content, to express - are friendly talks format, audience, format, tone, letters for a the formal greeting and ideas within giving interesting purpose and tone audience and Environmental wide range and the closure. the correct news. by examining purpose? Education of informal. letter format. - Give details of samples of both audiences one or two events formal and - Clarity of and Most letters - Avoid informal letters written purposes, have a comments like, “I statements? in ways simple, was too busy” Examining what that coherent, is required for - Relevant attempt to non- Special greeting each type of details to engage the chronological - Peggy dear, letter and writing achieve interest of form of - Hi pal, letters to real purpose? the reader. writing. - Howdy, audiences Letters for Writing newsy special letters using the occasions e.g. air-letter forms - Invitation e.g. a party 6 WRITTEN EXPRESSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Letters The reply Filing samples of Contd. - Thank you e.g. a formal and gift informal letters - Congratulation and recording the - Get well differences and - Sympathy similarities Formats: Punctuated Unpunctuated The five parts of the informal letter and six parts of the formal letter Addresses are blocked. Formal Request e.g. to use a venue Excuse e.g. for not showing up at an event The Body – brief, clear and precise 7 WRITTEN EXPRESSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Paragraph Construct Paragraphs Some Topic Implementing Can students All Curriculum Development and link have features that sentence and the features areas paragraphs structure. are included supporting of a - Write and Narrative with the in the sentences paragraph in link structured Descriptive necessary Paragraphs structure of a accordance paragraphs as Expository features for need to be paragraph Logical with the type required? Body of narrative, linked to unify vary based sequence of paragraph, letter descriptive and add new on the type of and be it narrative, and ideas on a paragraph or chronological expository expository topic. letter. order etc. paragraph, formal and Relevant informal sentences to letters. support topic Indentation Linking paragraphs 8 COMPREHENSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Reading Read Reading is Punctuation, Increased Responding to Reading only a few Can students: All Curriculum literary more than paragraphing, interest in punctuation in lines at a time or a areas extracts simply enunciation reading reading text to whole paragraph - Read at a and recognising and meaningfully derive meaning - from interesting reasonable respond words. pronunciation topics relevant to the pace? to the contribute to Full stop – age group and content. meaning. complete pause relating to the class - Pronounce the understanding and enunciate Comma – slight derived from what words correctly? pause was read or heard - Give Question mark – Reading and appropriate rise in pitch of responding to a few responses voice questions based on during any literary material discussion and Exclamation mark or text to extract the questioning? – expression of main ideas strong feeling Questioning to obtain Paragraphs main ideas to decide separate ideas to on titles for poems order events. and passages Discussing in small groups the ideas given in a text and presenting alternatives or extending on the issues 9 COMPREHENSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Recall and Produce Not all Answers to Increasing Recall questions Listening and Can students: All Curriculum Inferred answers information questions interest in –The answers following the reading areas Information to factual is are not extracting are taken directly of passages from - Give and presented always more from the facts narrative and adequate and inferential directly, explicit. meaning given. expository writings in accurate questions. some is from written magazines, novels, details to recall inferred. material Inferential cook- books and and inferential Read to questions school text to extract questions? identify - answers are details and main main obtained through ideas by answering ideas and reasoning of the questions. inferred facts given. details. Teacher demonstrating the skill of answer inferential questions. Students to do likewise Meaning in Decipher Words can Dictionary Appreciate Words in context Circling the clues - Give All Curriculum Context the also derive meanings the ways in – the meaning that helped them to meanings of areas meaning their are not which words given must fit find the appropriate words as used of words meaning applicable in are used smoothly into the meaning of in the text? in context through the all sentence. underlined words context in situations. e.g. He taken from which they dismissed it from Comprehension are used. his mind. He got passages or rid of it from his paragraphs from . mind. other school text 10 COMPREHENSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Meaning Based on the in Context context the word Contd. may have another shade of meaning Summary Tabulate Information Tables and Appreciate Tables Reading the Can students: Mathematics given or that is charts the - Timetables, information on a acquired summarized present presentation - Schedules. timetable to - Arrive at Social Studies data and can be information in of data given determine the conclusions information presented a more in various Charts task to be done that are in into tables through concise forms - Bar and its duration keeping with and charts. diagrams, manner. - Pie. to completion the data . tables and presented? Pick out and charts. Information is They provide Developing re-word the also information from tables and charts - Maintain the salient A summary summarized which conclusions from given or meaning in a points is a from an can be drawn. collected data or summary? shortened original prose information from version of the passage passages and text that reporting the captures the conclusions meaning of arrived at the original 11 COMPREHENSION ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Summary Summaries give Preparing All Curriculum Contd. back the main questionnaires to areas points of a gather data, compound or tabulate facts and complex sentence, report findings a few sentences or passage without a Reading change in sentences or short meaning. passages taken from any literary Summarise material, then paragraphs and selecting the main passages. points and re- telling or recording Appropriate choice in own words of words Listening to a talk Use one word to by a teacher, or replace many or a student, then phrase to give the recalling the main meaning of a issues raised clause or sentence 12 SPEAKING AND LISTENING ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Formal Prepare Speech has Formal Strive to be Research facts for Forming discussion Can students: All Curriculum Speech and conventions speech is for effective particular topics committees to plan areas present that need to certain speakers in and consider the areas of class - Pause after formal oral be followed. occasions given following: activities worthy of important Environmental reports on and specific situations. - Time allowed for report. Gathering points? Education given Speech can kinds of speech the needed topics be formal audiences. - How to organise information through - Use gestures within the semi-formal, ideas interviews with to help explain framework or informal, - Review and peers the material, of formal covering improve script Compiling and e.g. pointing to speaking. specific - Rehearse for organising data for an illustration; topics and delivery oral reporting indicating size purposes. - Consider tone, with hands? pitch, intonation, Choosing a poem and pauses needed and preparing it for - Make eye to communicate individual or contact? feelings and set dramatic choral moods reading - Vary the tone - Consider and pitch of language that is Selecting a topic of voice? appropriate to the interest or one from situation, topic and a topic box. purpose. Students will work in pairs to help Standard language each other in is required. gathering data, compiling and Clear speech is organising it into a essential. speech for formal presentation. 13 SPEAKING AND LISTENING ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Formal Involves Choosing a topical Speech extensive issue, and using Contd. preparation. television, radio or the internet to gather Covers a specific information topic and Preparing a speech purpose. for the in class radio programme ‘ View Interaction Point ’, and between speaker presenting it to the and audience class in person or limited and recorded controlled . Semi- Deliver oral Little or no Language Appreciate Some non- Presenting individual Can students: All Curriculum formal presentations preparation used is the fact standard varieties or group readings of areas Speech within the is needed. determined that of language are stories Present framework of by the registers allowed. speeches with Environmental semi-formal situation. have a Using the appropriate - Precision and Education speech. place in Stories are read registers to relate the clarity of creative to entertain and stories language, writing. convey realism. style, co- Choosing the events ordination, Use of different and details to be fluency and registers is announced tone? appropriate. - Necessary Announcements Periodically individual details and give the event, students make their sequence of what is required, announcements. salient points? the venue and - Dialect and the date. registers to portray realism? 14 SPEAKING AND LISTENING ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Semi- Conventional Forming discussion formal guidelines for committees that are Speech effective small groups with a Contd. discussion: leader and a - Good listening secretary to take and participation notes, discuss a - Questions are topic and posit the asked for arguments and clarification. conclusions that - Take turns to are arrived at speak. - Disagree politely. Informal Exercise No Speaking Various registers Students Can students All Curriculum Speech informal preparation is style is are allowed in interviewing each areas speech as needed for it adjusted to keeping with the other in pairs. Then Include details is required is the register match the situation. introducing their based on for each that is used situation. partner to the class - The situation? given daily. Involves little giving name and - Mannerisms? situation. planning or interesting details - Positive preparation. attitude? Enacting two old Often covers many friends meeting and topics. a conversation ensuing. There is much interaction among Engaging in a speakers. telephone conversation 15 SPEAKING AND LISTENING ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Listening Listen to Listening Listening is Have a Notes verbal Selecting an action that Can students: All Curriculum interpret is more than disciplined clues to help can be completed in six areas accurately required hearing approach to organise steps. Enacting the - Recall and for many what is said. listening. information steps to complete the accurately the express a purposes heard. action main ideas and point of . Listening Appreciate details? view from a can be for the role of Listening first to range of information listening to Thinks about recorded or read - Respond statements and communicate what is heard passages. Writing quickly and made by enjoyment. and relate so as to questions on correctly to others. information. remember the chalkboard. Responding questions? points. orally to questions from memory - Reproduce the Evaluates what events in is heard. Recording on the sequential chalkboard events of a order? Summarises jumbled story, and and covering it with paper. paraphrases at Reading story so that the appropriate students can rewriting time. events in order after paper is removed Taking turns in an alphabet game to substitute the name of a fruit in a sentence e. g. I put an apple in the basket. I put a banana in the basket. contd. Listening to a paragraph and noting the important facts given 16 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Sentence Use the A sentence is The idea is a To be Statements – Reading a passage, Can students: All Curriculum different kinds a clause, a statement aware of Wish and then in groups areas of sentences group of that can be the wide Request classifying the types - Express to create words a request, range and Command of sentences used complete interest in oral expressing a an enquiry, purposes Declarative ideas in and written complete a feeling, or of Question Conducting a simple sentences? compositions. idea. a command. statements Exclamation conversation or used daily interview between - Use the Punctuation of two students. appropriate Sentences each type of Recording the types types of differ in statement of statements used sentences in accordance Capitals? . ! writing? with their Composing written purpose and dialogues in groups function. or individually, using different kinds of statements. Recording the statements used Clause Recognise A phrase or A phrase Be aware Define the Using sentences - Express All Curriculum and sentence sentence can be a that Clause and the from a paragraph, ideas in areas Phrase fragments in fragment is a part of the sometimes Phrase. making some complete paragraphs group of subject or only parts incomplete and sentences? and convert words that the of ideas Missing parts recording them on them into fail to predicate. are stated. that cause the chalkboard - Supply complete express a incompleteness meaningful sentences. complete Endeavour are the subject, Copying from given parts to idea. to state the predicate examples the complete the complete and a part of the incomplete sentences? ideas. predicate. sentences and completing them 17 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Clause . Stating the Can students: And missing part, then Phrase adding it to Contd. complete the sentence. Rewriting the complete sentences into the paragraph Subject Construct A sentence A simple A simple sentence Composing the - Create All Curriculum and and identify has two sentence can have a simple different kinds of simple areas Predicate simple parts, a does subject and simple simple sentences sentences? sentences subject and a communicate predicate; a Identifying and from predicate. one idea. compound subject recording simple - Create paragraphs and a simple sentences that compound predicate or a are present in a sentences? simple subject and paragraph compound predicate. Joining Use the co- Sentences or A compound Co-ordinate Joining two - Understand All Curriculum sentences ordinate clauses can sentence has conjunctions that sentences using the effective areas conjunction be made more than are used to join the appropriate use of and relative longer by one idea. sentences are and, co-ordinate compound pronoun to joining them but, or, nor, yet, conjunction or sentences? join two or with a When long for… relative pronoun more conjunction sentences The use of the and inserting the - Create sentences. are included comma as a necessary compound in passages, substitute for and in punctuation sentences? Compose they create a list; used before Joining more than paragraphs reading the conjunction to two sentences to using some rhythm and separate two long form a list and compound create clauses. punctuating with sentences. interest. the necessary commas 18 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Joining Relative pronouns Combining Can students: Sentences that join sentences appropriate Contd. are who, that, sentences using - Create which. the relative embedded The sentences pronoun or co- sentences? created are ordinate embedded conjunction to sentences. create a passage of simple and compound sentences Parts of Demonstrate The words One word Willing- The part of speech Defining the part of - Identify the All Curriculum Speech knowledge of that are may be used ness to is dependent on speech and parts of speech areas the main used to as different analyse the context in applying it to words of words in parts of create parts of and so which the word is in sentences to given speech used sentences speech determine used in the determine their sentences? in sentences. can be depending on the part of sentence. function classified its function. speech of The word book - Competing team as parts of words can be used as a members speech. noun, an adjective identifying the parts and a verb e.g. of speech of each The book is… word in given . noun sentences selected The book bag is… from paragraphs adj. - Selecting a word Let’s book the from a sentence, flight… verb identifying its Parts of Speech function then Noun, Pronoun stating its position Verb, Adverb in relation to the Adjective other words Conjunction - Adjective placed Preposition before the noun Interjection 19 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Parts of Writing sentences Can students Speech using one word to Contd. function as different parts of speech. Noun Use nouns Nouns Nouns can To be more Nouns are the Picking out the - Classify All Curriculum effectively name the be divided sensitive in names of nouns from nouns areas in persons or into four providing everything found in sentences and according to sentences things groups. details in the universe. sentences in gender, and spoken of speech and paragraphs and number and paragraphs in writing Types of nouns classifying them type? according sentences Common by gender and to type, in a Proper number gender, paragraph. Collective and Abstract Drawing up four number. labelled columns Nouns can be and recording the classified by nouns according gender: to their types. . Masculine – singular, plural. Changing the Feminine – number of nouns singular, plural. in sentences from Dual e g. teacher, a comprehension baby. passage, and Neuter e.g. mango, making the foot. necessary changes to present tense verbs 20 GRAMMAR ACTIVITIES OBJECTIVES MATERIALS TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Pronoun Use Pronouns The use of To use Pronouns replace Replacing nouns Can students: All Curriculum pronouns are used to pronouns pronouns nouns maintaining with pronouns in areas effectively replace along with correctly in their gender and sentences and vice - Replace to replace nouns. nouns oral and number. versa appropriate the erases written They can appear by pronouns in necessary monotony work themselves as Identifying the sentences? nouns. and subjects of nouns that could be maintains sentences, e.g. He changed and - Identify interest. ran away. underlining them in subject These sentences are a paragraph pronouns in not isolated but written on the paragraphs? appear in the context chalkboard. Re- of a paragraph. writing the Or can appear as paragraph with the objects or possessive appropriate pronouns in pronouns sentences along with the nouns they replaced: e.g. The snake sheds its (the snake’s) skin… e.g. John struck Mary with the ruler. John struck her with the ruler. Necessitates change because of the use of the noun Mary in other sentences. 21 GRAMMAR ACTIVITIES OBJECTIVES MATERIALS TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Adjective Use Adjectives Adjectives To focus on Some types of Classifying Can students: appropriate add more help to writing Adjectives adjectives found in - Give clear adjectives to details to communicate description Distributive- comprehension descriptions add description a clear and with more each passages, given through the use descriptive in writing. interesting precision Demonstrative - sentences and of adjectives? details in picture. that paragraphs composition Quantitative - some Using cloze Qualitative – tall passages to insert . the appropriate kind Adjectives give of adjective degrees of comparison of persons and things. - Positive - Comparative - Superlative Verb Use the Verbs are Verbs To be Verbs Placing the verbs - Use verbs in correct forms time indicate precise in demarcate time found in sentences the present, of verbs in markers. present, past stating the Present, past, from a paragraph, a past and composed and future time at future e.g. is, literary or school continuous sentences time. which was, will / shall. tex,t in columns tenses? and actions Present, past, according to their paragraphs. occur future kind continuous - Converting the tenses: e.g. verbs in sentences - Is coming, or simple passages - Was coming, from one time to - Will be coming another: e.g. past - Shall be to present or past coming. continuous to present continuous 22 GRAMMAR ACTIVITIES OBJECTIVES MATERIALS TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Verb Contd. . Concord /Agreement Forming the Can students: Singular and plural continuous tense subjects must agree by using the - Produce with the present auxiliary and the sentences in tense form of the present participle which the verb in the different verbs subject and types of statements. verb are in agreement? . Adverb Use Adverbs Adverbs tell To be Adverbs tell how, Identifying - Add details All Curriculum adverbs to modify a how, when, conscious when, how little etc. adverbs in to sentences areas enhance verb, why, where of the roles sentences through the details adjective etc. played by They affirm or deny use of given in or another adverbs e.g. Yes, he will Expanding given adverbs? their oral adverb by come. sentences and and making its No, he will not short paragraphs expression. meaning come. by adding more adverbs to modify specific. verbs, adjectives or other adverbs as directed. 23 GRAMMAR ACTIVITIES OBJECTIVES MATERIALS TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Adverb Express degrees Filling in blanks in Can students: Contd. of certainty and a narrative doubt passage E.g. They have probably taken the wrong road. Preposition Use A Each The Prepositions are Substituting one - Use All Curriculum prepositions preposition preposition correct important in preposition for prepositions areas to enhance indicates has an use of this recipes, in giving another appropriately? oral and the position object.. part of direction, in preposition to written of one speech is spatial conceptualise the expression. person or The important description, for difference in thing in relationship in speech time sequence in meaning relation to between and narrative writing. another. prepositions writing. Filling can be Prepositions give prepositions in the spatial, specific meaning blank spaces in a chronological E.g. The descriptive etc. aeroplane flew passage or a up. recipe or a close (not down) passage that gives directions The aeroplane flew over. (not under) 24 GRAMMAR ACTIVITIES OBJECTIVES MATERIALS TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Possessive Use the In some Not all To utilize Singular and plural Doing exercises Can students Noun, correct cases possessive the skill in possessive nouns, to highlight the Pronoun, number, nouns, words have narrative pronouns and difference in - Use noun, Adjective gender adjectives the and adjectives terms of the pronoun or and and apostrophe. descriptive position of the adjective to person in pronouns writing Conversion of possessive show sentences. identify possessive nouns pronoun and possession? ownership. to pronouns e.g. possessive This is John’s hat. adjective This hat is his. Identifying and Use of possessive using the adjectives possessive e. g. This is his hat. pronoun, noun and adjectives in sentences, paragraphs and cloze passages 25 GRAMMAR ACTIVITIES OBJECTIVES MATERIALS TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Gathering Find and Different Some books Be at ease Contents of the Listing words in Can students: All Curriculum Information record books are lay information when Dictionary and alphabetical areas information referred to in alphabetical using Thesaurus order- first, - Find words on a given for the order. various second, third letter and verify their topic from spelling reference Alphabetical or mixed. spelling, reference and Encyclopeadias material order can de pronunciation material. meaning of do not define derived from Finding words in and meaning? words, for words but give Develop initial, second the dictionary. Name and information information on the habit and third letters - Locate state the on a topic topics of of a word Checking correct accurately importance for an exploring spelling, information on of each assignment in order to Dictionaries give punctuation and topics? part of the or for discover definitions, parts examples of use book of general given of speech, in the dictionary - Find and various knowledge. facts. correct spelling and thesaurus. extract texts. and origins of information words. Filling in the blank from reference with synonyms material? Topics in the and antonyms. encyclopaedia are written in Finding alphabetical information on a order and much topic in the information is encyclopaedia given and recording it as notes. 26 GRAMMAR ACTIVITIES OBJECTIVES MATERIALS TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Gathering Thesaurus provides Writing sentences, Can students: All Curriculum Information synonyms, which make the areas Contd. antonyms and meaning of the - Respond origins of words. words, clear to the positively to reader questions based on Encyclopaedia the parts of a Topics are written in Using the index to book? alphabetical order. locate the pages containing - Put appropriate Other texts information on a headings in The importance and particular topic assignments, use of projects and - Title page Reporting and research papers? - Name of author, answering questions - Publisher, based on the - Copyright date information found - Preface or / and - Introduction - Acknowledgement - Table of contents 27 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Gathering - Index Comparing the Can students: Information - Glossary parts of the Cont. - Bibliography dictionary, - Make thesaurus, effective use encyclopaedia, of the various novel, and parts of textbook reference and other books? Examining the parts of a chosen book to determine and state the purpose of each part Affix Add Words can An affix can Be Prefix Creating word - Use the new affixes to have added be a prefix or aware Un = not - webs showing words to words to meaning or a suffix. that produces words the relationship enhance oral form other change their words of opposite of new words and written word meanings and can be meaning and the prefix expression? classes, classes by created. (antonyms) e.g. synonyms adding an affix un-happy. Adding prefix to Can students: and before (prefix) root word in antonyms. or after a word In = not, but sentences to - Use the skills (suffix). does not always create to formulate produce an antonyms, thus new words? antonym e. g. changing the Indoors, situation include. formerly presented 28 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Affix Contd. Re = back e.g. remove Dis = not, away, apart or can produce an antonym e.g. disagree, dismiss. Pre = before in time or position e.g. pre-school, prevent Sub = under/below – subway, submarine, subsoil 29 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Affix Contd. Suffix Students S/es = plurals contributing to of nouns the topic Some nouns have no Inserting plural. correct forms in sentences S, ing, ed – or passages present tense .with blanks present participle, Creating past tense. comparisons with –er, -set Er, est – to effect comparative, change in superlative. description. Revising more and most for comparison 30 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Affix Contd. Ly – adverb Forming e.g. slowly adverbs by adding ly to Ful/less – full words given of/without in sentences e.g. careful, and passages spotless Adding the Fy/ify – to suffix become into - ful/less; something (to - fy/ify; make verbs) able/ible e.g. purify, - en beautify - ion/tion to form new words Filling in blank spaces in sentences or passages with new words. 31 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Affix Contd. Able/ible – Stating the parts of Can students: can be, able speech of these to be, words as used in - Coin words deserving of the and use them sentence/passage correctly in En –to constructing make, or to sentences? cause e.g. lengthen. Ion/tion – indicates an action, process, and the outcome of . Compound Create new A new The new Appreciate Joining two Making word lists - Produce Word words from word can word has its that creating words more base words. be derived own words can together to Adding words to compound from joining connotation. be fun. create a new base words to words derived two base word e.g. create compound from base words. mailbox words words? Not all compound words are fused 32 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Compound Some words Pairing words Word can be base from a number Contd. words and of given words have other to create words added compound before or words after them, creating new Supplying a words base word and E.g. giving a sunflower, suitable sunlight; compound letterhead, word overhead. Sharing the words given from their own vocabulary or obtained from reference books. Using the new words in sentence construction exercises Recording the words and learning to spell the strange ones 33 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Synonym Discriminate Synonyms Synonyms Thinking Synonyms Giving words Can students: All Curriculum and between the are substitute have shades about words express the that are areas Antonym meaning and words with of meaning, in terms of same idea in similar in - Vary the usage of the similar which must comparative a variety of meaning to words used in synonyms meanings be and ways those their oral and and that can best distinguished. contrasting E.g. supplied written work? antonyms. replace relationships, - under the another contradictory sea Extracting word. concepts and - below sea from a short statements level. passage Antonyms words that are are words Few similar in that mean antonyms meaning the opposite are the exact to another opposite of Filling blank word. other words. spaces in sentences or passages with words opposite in meaning. 34 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Homophone Discriminate Homophones Homophones Homophones One student Can students: between the are are the basis sound the giving a word, spellings of phonemically for puns and same but its spelling - Spell the the words identical riddles. differ in and possible homophones that sound words but do spelling, meanings. alike. not convey origin and Other - Use them in the same meaning e.g. students sentences Use them in meaning - Bough, supplying the correctly? their correct bow; homophone, context. - Site, cite, its spelling sight. and meaning Using the words correctly in sentences of their own Abbreviation Recognize Some words Some To Abbreviations Making a note Can students All Curriculum and the use of have abbreviated appreciate can be found of - Use areas Acronym abbreviations abbreviated forms are where and in abbreviations abbreviations and forms. accepted in when to use dictionaries. found in the correctly in acronyms formal the Some of Dictionary, formal and and interpret presentations. shortened them can be periodicals, informal their forms used in newspapers, writing? meanings writing e.g. reference and Pp – pages other written Vol. – volume material. Anon – anonymous Et al – and others 35 GRAMMAR ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Abbreviation - Mr., Dr. Examining Can students: and - M.O.E their use in Acronym Ministry of their relevant - Decide when Contd. Education, contexts. they should - B.A. not use Bachelor of Compiling a abbreviations? Arts reference list - B. Ed. of - Dip. Ed. abbreviations and acronyms Some with their abbreviations meanings form name words called Discussing acronyms. when it is appropriate to An acronym use individual is formed abbreviations from the first and acronyms syllables of a compound term e.g. SIMAP, PAHO, REPAHA, RADAR, SCUBA. 36 ENGLISH LANGUAGE – ENGLISH B SHORT STORY AND NOVEL ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Introduction Identify The People Reflect on Characters are Students Can students: Social Studies the features of involved in how man is real or imagined relating to the features a story are some involved with people and class personal - Identify the of the the activity in a himself and animals in a experiences features of the short characters place create the story. and identifying novel? story and setting, the story. environment Characters as many novel plot, change and features of the - Create stories conflict develop as the short story from wit these and story what was features? resolution. progresses. related Setting is the Reading short time and place in stories and which the events identifying the of the story features occur. Reading and Plot constitutes listening to a the events of the novel to identify story. the details of the characters, Conflict is the plot and setting trouble created and placing the by the character. information in a folder Resolution is the point at which the conflict is resolved. 37 SHORT STORY AND NOVEL ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Character Distinguish Characters Some Develop an The character Sitting in small Can students: Art between are stories have appreciation can be groups to main and believable main as well of the visualized and describe the - Give accurate Drama other and further as minor differences is described by main character written and characters. the plot of characters. in what he says, Then presenting concrete the story individuals. how he acts, the character portrayal of a Assess the through what he thinks sketch to the character in a credibility action, Appreciate and what other class short story or of speech and that fictional characters say novel? characters thought. characters about him. Comparing and as real are like real contrasting the - State the persons. people. Minor characters to importance of characters determine the the characters to support the role importance of the story? of the main each character. - Identify with the Identifying the character’s flaw? The main flaw in the main character has a character and flaw or tracing how it shortcoming in develops the plot his/her attitude to a resolution to life and persons around Using an art them. medium to create the described image of one of the characters 38 SHORT STORY AND NOVEL ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Setting Classify the The setting Events must Be The setting Comparing and Can students: Geography settings of is a named occur in a consciously sometimes contrasting the stories read. place by the place, and aware that reflects the setting of two -Identify the Art narrator or involve environments emotional state of stories mood created a character persons. differ. the main Stating the by the setting? Environmental or a place character. effectiveness of Education that can be each setting - Explain the identified by In a novel the importance of the setting changes Exchanging the the setting to geographic as the mood settings of the the story? al features changes in the stories and presented story. noting the - Relate the in the story. changes that settings in the Pieces of are needed to stories with description aid in make the settings in identifying the settings their own setting. adaptable. environment? Classification of Tracing setting settings changes in a novel. Then using any art medium to depict the various scenes 39 SHORT STORY AND NOVEL ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Plot Trace the Plots can be Stories are Appreciate A simple plot Reading and Can students: Technical plots of simple or developed that begins with a listening to Drawing – stories. complex, from plots. everything situation that stories with - Give an Architecture with a has introduces a simple plots, accurate gist of beginning, Plot line is structure. conflict. then recording the plot orally Mathematics – middle and the structure the plot line of or in writing? parts of a whole ending, that binds the The conflict the story rising action story develops to a - State the plot and climax. high point called Using a diagram in their own the climax. to show story words? development Immediately - Use a following is the Arriving at a plot diagram to resolution. through show the plot? responding to a The plot line of series of stories questions 40 SHORT STORY AND NOVEL OBJECTIVES TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Theme Develop Many A novel has Being aware To analyse the Reading and Can students: Health and point of view different more than and theme, focus listening to stories Family Life and stories stories can one theme. appreciative on the main to examine the - Support the Education from themes. be derived of the fact character’s key events so as theme with – sharing or that there are problem and its to arrive at the details from views on a constructed several view resolution. theme the story? theme from one points in a Providing theme theme Themes can be supporting found in evidence for the The theme movies, theme given. is the commercials, central idea songs and In groups, in the story. conversations. discussing to arrive at the The theme is theme for a the reason why favorite song, the story is movie, or written. It is the televised show thought that suggests the Enacting story in the first conversations to place identify their themes Justifying opposing views on a theme 37 DRAMA ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Role Write and Drama allows Drama Empathise Features of drama Examining a short Can students: Social Studies Play enact characters to communicates with the Setting, characters, piece of drama as a simulation, interface live its message in feelings, conflict situation, class or in groups to - Display the Environmental Plays role-play against a a shorter time actions climax, resolution discover the features features of Education and pieces back-ground than prose. and of drama drama? of drama. scene. reactions Drama has setting of the -visual or stated in Creating situations, - Give life-like Drama is characters. lines spoken by the conflicts and portrayals of another characters. resolutions in characters? medium used simulations and role- to present a Characters use body play so as to identify - Produce story. language, gestures features of drama appropriate and speech to express setting for the emotions in keeping Plotting a story line situation with the situation. Writing the drama for presented? presentation Use of tone, pitch, intonation and stress Selecting a section of a novel and Basic stage directions converting it into a - Centre stage piece of drama and - Up stage presenting it at - Down stage Assembly or in class. - Right and left of stage Role of narrator 42 DRAMA ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Role Play Use of props and Enacting pieces costuming to of written Plays Contd. stereotype characters dialogue Creating the Simulations are short setting and spontaneous suggesting the enactments of style of clothes situations. worn by the All the features of characters drama are not present. Selecting a poem, and Role-play is a short, preparing it for prepared enactment dramatization of a situation. All drama features are not present. 43 POETRY ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Introduction Produce Writing can The form of To Comparison of Reading and Can students: examples take two writing is appreciate prose and poetry comparing of forms that of appropriate written writing paragraph/s and - Demonstrate composed prose or to its communicati - Paragraphs stanza/s. a clear writing in poetry. purpose on in other compared to understanding prose and forms stanzas Converting of the poetry - Paragraphs and dramatised difference forms. stanzas can be of narrative poetry between prose varying lengths. into a short story of and poetry? -.Long sentences one or more as against short paragraphs sentences Re-writing stanzas Grammatical of poems into structure of the paragraphs sentences Analysing poems Difference of for meaning speech rhythms. Conciseness of the printed material. . Use of symbols. 44 POETRY ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Literary Arrive at A poem is a A poem Respect for Figures of speech Reading poems Can students: Environmental Devices the sight sound expresses a a person’s Simile and answering Education meaning picture that writer’s view interpretatio Metaphor, questions to - Assess the of the captures a of his/her n of his/her Onamatopaeia extract main ideas use figures of Social Studies poem by moment in world. experience/s Alliteration speech and noting the time. It can be fact Using the figures descriptive Themes exact or opinion. Descriptive words of speech and words in Oceans words and Literary Adjectives descriptive words poetry and Animals phrases devices are Adverbs to gather the prose? Celebrations that tell used to Verbs details that would Recreation what is communicate help to determine - Compose Rebellion seen and the meaning They help to paint what the poem is suitable heard in of the poem. and give the about poems with the poem. sound of the the figures of picture. Composing poems speech given? using similes, metaphors, onomatopoeia, alliteration Compiling poems to arrive at holistic information about a theme or topic 45 POETRY ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Rhyme and Read and Rhyme and In poems Enjoy being End rhymes Identifying the Can students; All subjects Rhythm write rhythm are there are creative. - Couplet: a pair rhyme scheme and and issues poems essential internal as of rhymed lines stating its - Reproduce with features of well as end - Alternate rhyme: effectiveness to the rhyme specific poetry. rhymes or the rhyming of rhythm and scheme or rhyme no rhymes. alternate lines meaning. Rapping rhythm in a schemes the poem to its composed and Rhyming words rhythm poem? rhythm. are found too in the middle of the Stating how the - Identify the lines. rhythm of the types of poem poems? Blank verse has complements the no rhyme. imagery presented in the poem Rhythm can be slow or upbeat Using the length of depending on the the stanzas and rhythm. their combination in forming the poem along with . the rhyme scheme produced to determine the type of poem . 46 POETRY ACTIVITIES/ OBJECTIVES MATERIALS/ TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION Types of Create Poems are Poetry can Expressing Acrostic: Reading examples Can students: All subjects poems three constructed be fun and creativity - Verse in which provided by the and issues forms of in different can be the first letter teacher and - Create poetry forms. based on when read examining `the poems that any subject. together make up features of that contain the a word. particular type of features of the poem specific type? Limerick: - A poem of five Creating similar lines with a, a, b, poems in groups, b, a rhyme individually or as a pattern. The last class. line must be humorous. Shape poem: - The layout of the poem conveys the topic. It can be from one word to two sentences e. g. I M L S E or F N R W O 47