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Teacher's Instructional Manual English

Grade 10

Department of English

Faculty of Languages, Humanities and Social Sciences National Institute of Education Maharagama 2007

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

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Contents

· · · · · · Preface Foreword Syllabus Review Committee Introduction to the subject Objectives Syllabus o Competencies o Competency Levels o Content o School Policies and Programmes · · · Teaching ­ Learning Methodology Activity Continuum Assessment & Evaluation o Introduction

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

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According to the curriculum policy in Sri Lanka, school syllabi should be updated every eight years. Accordingly, this Syllabus and the Teachers' Instructional Guide are introduced under the Curriculum Reforms programme.

The current syllabi consist mainly of subject content under content areas. This has resulted in having a student population who knew the subject content more than anything else.

Under the new curriculum reforms, the syllabus of each subject specifies the competencies students should achieve. This would result in having students who are practical oriented and the teachers who use the syllabus should make a note of this fact.

In the Teachers' Instructional Manual (TIM), a new approach is introduced to the classroom. Under this, students should be encouraged to use the library, to read books, gather facts from resource persons, peer learning, describing things to peers or use the Internet whenever possible, which can be shown as possible avenues to enhance learning.

The textbooks published by the Educational Publications Department could be used as resource materials by the teacher in the classroom. The teacher is expected to organize learning situations so that the students can grasp them easily. Thus, the role of the teacher has to be changed to one enriched with new knowledge. This should attract the students more towards learning and subsequently the creation of a suitable learning atmosphere.

The TIM is only a guide, which would facilitate the teacher to develop more activities and lessons by using what is found in the TIM as models. This also would facilitate in turning out a creative teacher who would attract the students to learning.

In this new learning - teaching situation, the students are always active. It will also bring out the best in students, which should be appreciated to encourage them more. It will also bring out difficulties that have to be solved by the teacher. Encourage the students to help their friends. The assessment process that goes along with the lessons would lead to a better learning situation.

The assignments and exercises given in this TIM will strengthen what the students have learned. Take this as a good opportunity to assess the children. Also pay attention to give more exercises to strengthen what they have learnt.

This new learning culture would help to produce a student population who could meet the challenges of the modern world.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

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The first curriculum revision in the new millennium is implemented to address certain issues prevalent in the school system. This curriculum revision has been designed in order to overcome certain problems faced by the younger generation in the weakening of thinking, social and personal skills.

When compared to the education systems in Asia, the education system in our country was in the forefront earlier. But at present, those countries had surged ahead leaving Sri Lanka behind. Reasons for this drawback can be seen as to teaching what has been decided upon and in presenting what is there as it is, without any innovative thinking.

To overcome these, the officers of the National Institute of Education have made an attempt to revise the curriculum with a clear vision. The aims of the new curriculum are set up with a view to develop the skills and competencies of the student population through what is already known, explore new ideas and to build up for the future. To achieve this, a drastic change in the role of the teacher is very much needed. A student centred, competency based and activity oriented approach is expected from the teachers in place of the teacher-centred approach prevalent now. They would have to be prepared to face the challenge.

We strongly believe that this Teacher's Instructional Manual would be helpful for the teacher to adapt to such a role. By following the instructions given, it may enable you to become an effective teacher. It will help you with the teaching as well as evaluation work. Instruction in regard to exploration and quality inputs are presented as help for the students, which would also help the Principals in time-tabling, allocation of scarce resources and internal supervision.

However, our expectation is that the teachers would be innovative and make their own activities in teaching the children, because what is given is only a sample and also that there can be regional variations which only the practicing teachers would know best.

My thanks are due to all those who were instrumental in the preparation of this manual, which would also be of help to the educators, In-Service Advisors and officers who are involved in external supervision and monitoring.

Prof. J.W.Wickramasinghe Director General National Institute of Education

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

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Syllabus Review Committee

Advisor Wimal Siyambalagoda Assistant Director General Languages, Humanities and Social Sciences National Institute of Education.

Direction

-

Sunil Atugoda Director, Department of English National Institute of Education.

Subject Leadership & Coordination

-

Champa Perera

Subject Committee

-

Nilmini Mahanama Rasika Ranatunga Pushpa Senanayake S.A.D.D.Vijayanthi

Sumana Withnage Champa Perera Geethani Satharasinghe Darshana Samaraweera

Content Editing

-

Sujatha Bandara Thilanthi Kuruppu Champa Liyanagoda Chandrika Wijayawardena

Language Editing

-

Malini Suwaris K.P.S.Yapa Malini Hettiarachchi

Typesetting

-

Thilaka Ruhunuarachchi Dakshini Perera

Project Assistance Office Assistance

-

Mr. K.V.P.Perera Mr. V.V.Buddhadasa

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Introduction to the subject

From ancient times human societies communicated with each other using sign languages, which have developed into highly complex language systems. At the very first encounter, anybody would say learning one's native language is a natural and effortless task, carried out with great speed and ease but it was clearly understood that one language (monolingualism) served the purpose of isolated societies. Today, considering the fact that societies are multinational, multilingual and multi religious and increasingly mobile, the necessity of learning a world language has become very important to have a harmonious society. Therefore, despite the criticisms, bilingualism has become very popular to meet the needs of the new millennium.

Thus it is not a secret that there is a growing need for English in the Sri Lankan society. Although the country's official languages are Sinhala and Tamil, most Sri Lankans use one of these as a first langue and understand the importance of learning English as a common or link language for technology and also as the international language of communication in the globalised world.

In order to fulfill the above needs, the competency ­ based approach has been introduced under the new reforms. The main purpose of learning a language is to use the language practically in day-to-day situations. Therefore, in preparing the new syllabus, it was considered that the concept of the practical aspect to be more important than the theoretical aspect. Thus, special attention has been paid to develop the competency of using the language.

The syllabus of Grade Ten consists of eight main competencies and eighteen competency levels under them. This Teacher's Instructional Manual with a series of activity plans will be immensely helpful for you to develop the eighteen competency levels along with the Grade Ten textbook.

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Objectives · · · · · Creating the need to learn English as a Second Language in a Multi Lingual Society Creating opportunities for the Sri Lankan child to get the competency in a link language Creating facilities to learn a language which can be used to build ethnic harmony Enabling the students to learn an International Language which could be made use of in their later life for employment purposes Empowering by enabling the learner to communicate confidently, fluently and effectively in the English Language

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NEW ENGLISH LANGUAGE SYLLABUS - GRADE 10 (2007 onwards) Competencies / Competency levels

1. Identifies the sounds of English language

1.6 Articulates English words and phrases confidently

Students should by this stage have mastered the basics of pronunciation, and be able to articulate intelligibly. The focus at this stage should be on fluency and confidence, which are related to language skills. However reading aloud may be practiced, particularly of poems that develop a sense of rhythm. Opportunities should be provided to listen to tapes and also audio-visual material of interest.

2. Uses mechanics of writing with understanding

2.6 Uses semi colon appropriately

These should be practised accurately and with confidence at this stage, but attention should be paid to ensuring this. Some attention should be paid at this stage to the use of commas so as to enhance the effectiveness of writing. Mastery of formalities, and consistency, in the writing of letters, reports etc, should be ensured, with understanding of the necessity of these for effective communication. (At this stage they should have mastered the basic punctuation such as commas, full stop, question mark and capitalization. In addition they should learn to use the semi colon appropriately.)

3. Engages in active listening and responds appropriately

3.5 Listens and transfers information to other forms 3.6 Listens and reports information

Students should engage in active listening and responding appropriately and should in particular · · · take notes from oral presentations listen and transfer information to other forms (diagrams, maps, graphs, charts) select important parts of a message

They should be given practice in getting the gist of messages /announcements/ news/ instructions. In particular they should practise note taking to facilitate learning from oral presentations.

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4.Builds up vocabulary using words appropriately and accurately to convey precise meaning

4.7 Identifies different word classes 4.8 Infers figurative and connotative meanings of words and phrases 4.9 Updates the vocabulary with the help of external resources

Vocabulary level should encompass about 4000 words at this stage (of which 1000 should be part of their *productive vocabulary and the rest-3000 should be their receptive vocabulary), with the ability to identify the different parts of a word as appropriate, and recognize / build up related words through understanding of prefixes and suffixes. Students should as appropriate be encouraged at this stage to enhance their vocabulary through the use of external resources such as dictionaries and encyclopaedias, and may be encouraged to create their own personal dictionaries. Cloze reading passages and word games should be used to develop skills as well as interest as to words. Some understanding of the distinction between the denotative and connotative meanings of words and phrases may be expected at this stage. * Productive vocabulary- they should know: Spelling Pronunciation How to use in proper context Collocation Different forms

5.Extracts necessary information from various types of texts.

5.7 Identifies the speakers/writers intention 5.8 Processes directly stated information 5.9 Reads for pleasure as well as for information

Students should · · · · · · understand and process directly stated information understand and assess inferences think beyond a text, produce further ideas and suggest different responses read for pleasure as well as for information distinguish between specific and general information identify idiomatic expressions

A range of texts should be studied, of various lengths. Familiarity with advertisements and reports should be encouraged, and the ability to understand the gist of memos, messages, notices etc should be ensured. Scientific and technical writing related to other subjects studied should be used, as well as creative writing and interesting biographies and descriptive passages.

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6. Uses English grammar for the purpose of accurate and effective communication

6.10 Constructs meaningful and logical passages integrating suitable grammatical functions 6.11 Identifies the functions and the positions of different word classes in a sentence

Students should by this stage have mastered the basics of grammar, including the proper use of the different word classes, and appropriate tenses, with formation of negatives and interrogatives. They should have understood the use of simple, compound and complex sentences and be able to form these correctly. At this stage it may be necessary to give them practice in the following in particular The Passive Voice Indirect Speech Abstract nouns Use of nouns in apposition Use of object complements, eg They elected Nalin the president of the English club Grammar should be tested not through theory but through the ability to construct meaningful and logical passages integrating suitable grammatical structures. The ability to identify the functions and the places of different word classes in a sentence should be assessed through this, as well as the understanding of grammatical relations within a sentence.

7. Uses English creatively and innovatively in written communication

7.10 Writes short poems /stories on their own 7.11 Reports experiences/ information 7.12 Writes for personal purposes

Students should use a variety of vocabulary items in writing expand an combine given sentences produce imaginative, creative and interesting writing

Students should be directed to develop an independent style of writing and there should be a variety of innovative techniques and activities like essay writing, minutes, wall news papers, magazines, profiles, short stories, poems, personal and formal letters, notes, messages, notices, advertisements, e mails etc. to promote creative writing ability.

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8. Communicates clearly, fluently and concisely

8.14 Participates in discussions 8.15 Presents arguments logically and coherently 8.16 Faces an interview with confidence

Students should communicate clearly, fluently and concisely and in particular · present arguments logically and coherently · assess and comment on experiences · instruct, direct, advise, warn, promise, prohibit and respond to all the above language functions · chair and participate in meetings · make public announcements · participate and contribute to discussions · understand and use continuity and sequence devices in speech and writing · express orally and write information derived from maps and diagrams

Students should be motivated to communicate with confidence and they should be exposed to a variety of day-to-day language items. There should be opportunities for them to use English freely through discussions, debates and meetings, which they organize and run. They should also participate in simulations and prepare and present their own dramas, which deal with issues as well as personal relations.

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Learning - Teaching Methodology

In deciding the Learning ­ Teaching methodology of English, attention has been given to develop student competencies through `Exploration' by students which would develop their competencies and a change in the role of the teacher too is expected. Still the traditional `Transmission' and the `Transaction' roles are prevalent in the classroom. Due to the adverse standard of the child who leaves the school, it has become necessary to develop the learning ­ teaching process. In the `Transmission' role, the student is considered as someone who does not know anything and knowledge is transmitted to him/ her by the teacher. This inhibits the development of the student. In the `Transaction' role, the dialogue that the teacher starts with the student is the first stage of this. Thereafter, from the teacher to the class and from the class to the teacher, ideas flow and interaction between student - student too starts afterwards and turns into a dialogue. From known to unknown, simple to complex are initiated and for this to happen, the teacher starts questioning. In the competency based education, student activities takes the main focus and the teacher becomes a Resource Person who tries to take the children as much near to the competency as possible. The teacher is supposed to create an environment conducive to learning by making available the equipment and other things, which are necessary for it. Also the teacher should closely observe the children learning, identifying students' activities, disabilities, providing feedback, developing the learning capacities of the students and making implements to extend the learning and teaching outside the classroom are some other tasks expected from the teacher. This role is identifiable as the `Transformation' role. The first part of this guide is the Syllabus and the activities consist of at least four steps. The first step of the activities is expected to get the involvement of students to learning. Thus, this has been named as `Engagement'. Similar to the Transaction role, the teacher gets the children involved in learning by dialogue. This allows the students to explore and to get to know the previous knowledge and an indication of the competencies to be developed by the students. The teacher has many tools to initiate this exchange of ideas. Presenting questions, pictures, paper advertisements, flash cards, problems, puzzles, use of case studies, dialogues, role plays, poems, songs, demonstrations, audio or radio cassettes are some of them that can be used here.

The first step of the activities is to achieve the following objectives ­ · · · To win the attention of the class Allowing students time to go back to the previous learning and knowledge Introducing the children to the basics in exploration which is to be introduced to them under the second step

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The second step of the activities is planned to give an opportunity for the pupils for `Exploration'. They will do this based on a special instruction sheet. The teacher will have to organize teams to explore the problem in several different angles. It is also important to direct the discussion and to employ the students effectively using the resources available. When the students get used to this, they will develop self discipline, listening to others, ability to work with others helping each other, managing time, achieving qualitative outputs, sincerity and skills that are essential to daily life. In exploration activities, the teacher should not appoint leaders but let the leadership emerge from within the group itself. At the third step, each group can present its findings for information of the others. The teacher should encourage the children to make presentations. In this, the teacher should direct all students to take some responsibility. In this step ` Explanation', it is important that the students are given more opportunity to speak rather than the teacher taking the major role. What has been explored in the third step can now be taken for `Elaboration' as the fourth step. Once all the groups have finished their presentations, first the members of the group and then the students in the other groups should be allowed to make constructive proposals. However, the final summarization has to be done by the teacher. In this summarization, the teacher should give the students an accurate understanding about the concepts and theories regarding `Exploration' that the students were involved in. It is the responsibility of the teacher that the learning ­ teaching process in the classroom occurs as expected. `Assessment and Evaluation' should be used to create the above within the learning ­ teaching situation by the teacher. When the students engage in Step 3, the teacher can do an evaluation. Assessment and Evaluation are described separately at a later stage. The learning ­ teaching methodology described allows group exploration and allows the teacher to engage in dialogue, discussions and brief lectures. The beginning stages allow dialogue and discussions to be conducted in the final stages. Under summarization, a short lecture and consideration of concepts can be done. This curriculum, which is the first curriculum revision in the new millennium should consolidate the `Transformation' role in the learning ­ teaching methodology, and the salient aspects that can be used from the `Transmission' and `Transaction' roles should also be given attention, which could be seen as a special feature in this methodology.

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School Policies and Programmes:

1. Time table: · · There are 154 periods to complete this syllabus. Number of periods have to be divided according to the number of units in the pupils Text. Within these 154 periods, time should be allocated for continuous assessments and to attend the activities in the work book.

2. Qualifications expected of the English teachers: · To teach English Language as a second language all the English teachers must be English trained teachers. Specially they should have a thorough knowledge of teaching methods. Moreover the English Language Teachers should equip with necessary qualifications such as Diploma in Teaching English As a Second Language ( Dip TESL, PGDE( in English medium), PGD in TESL, B.A, B.ED, M.ED) English teachers should participate in the workshops which are conducted by the provincial departments and Zonal Education authorities ( ISA's RESC's and the Teacher Educators) in order to enrich their knowledge. In some special situations, the National Institute of Education conducts workshops to enhance the teachers' knowledge on new trends and then the teachers are welcome to participate in those workshops.

·

·

·

3. Guidelines to facilities the Instructional Leadership: Initiate the necessary steps to create an English-speaking environment within the school where students are motivated to use English. Take necessary actions to train some English News readers within the school premises. News including special activities of the day has to be announced in English in the morning everyday. The guidance, support and the supervision of the Principle is essential for the English Language Teachers to accomplish the following activities in terms of improving English language skills of the students;

School English Day. Computer assisted English Language Teaching. Inter school English competitions. English literature associations. Establish some ground rules to lend and read one English book per week. Availability of children's newspapers in the library. School exhibitions. Maintaining a language lab. Presenting some activities to the media. Conducting surveys and project in English.

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Co- curricular activities:

Learning English should be a very enjoyable activity and it should not be limited only for the classroom teaching and learning process. If the students are engaged in more meaningful cocurricular activities that help them to uplift their English language skills, it may bring about an immense advancement in English language learning. Further they will develop their learn to learn ability while they are given opportunities to participate in the following activities; Maintaining a wallpaper in English language. Maintaining a notice board in English language. English speaking society. Watching English Dramas, novels using CDs and Videos. One of the items to be presented in the morning assembly (Grade wise). Inter school Debates. English drama competitions. Quiz programmes.

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16 Competency 1 : Identify the sounds of English Language. : Articulates English words and phrases confidently.

Competency 1.6

Activity 1.6

: Let's have fun with sounds.

Time

: 40 minutes

Quality Inputs

: · Word cards prepared for the number of students in the class using phrases given in Annexe 6.1.1 and Annexe 6.1.2 for the number of groups

Learning Teaching Process : Step 1.6.1 · · · · ·

Distribute the word cards given in Annexe 6.1.1 among all students. Get each of the students to stand up and read the word on the card aloud, three times ,while showing the card to the class. Ask the other students to listen to the words and observe the movements of the lips of the speaker. Get students to comment on pronunciation. Lead a brief discussion to highlight the following.

· ·

Correct pronunciation of words is important in speaking English. Through a lot of practice we can learn better pronunciation

(10 minutes)

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Step 1.6.2 · · · · · · · · Get students into five groups. Provide each group with a copy of the task sheet given in Annexe 6.1.2 Ask each group to practise saying the list of words given in the sheet. After five minutes get them to study the examples given in boxes 1 to 5 in the task sheet. Ask them to find and write the other four words that fall into the same box. Tell the students that they should think and add more words to each of the boxes. Get them to discuss the reason why they have grouped each set of words together . Tell them to discuss and write headings for box 3,4 and 5.

(20 minutes) Step 1.6.3 · Get each group to present their answers. · Ask others to compare their answers with the answers that one group presented. · Hold a discussion to highlight the following.

· · · ·

In speaking, correct articulation plays an important part. Although some words appear to be similar they are pronounced differently . Some sounds can be produced by different letters . e.g. enough, elephant Some letters can represent different sounds in different contexts . e.g. circus, sure

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18 Answers for task in step 1.6.2/1.6.3

Different letters that stand for/f/sound; enough elephant finger puff photograph

Silent letters in the initial position of the word know psychology honest pneumonia whole

Silent letters in the end position of the word ballet sachet buffet depot bouquet

Words beginning with "w " and "V" wheel vegetables valley western waves [Remember that you make a circle with your lips when you pronounce /w/ and slightly bite your lower lip when you say /V/]

Words with "f " and "p" sounds. prefect office staff foundation practice [Remember that you make a circle with your lips when you pronounce "p" and slightly bite your lower lip when you say "f "

(10 minutes ) Criteria for evaluation and assessment: · Shows ability to articulate words and phrases correctly. · Accepts the importance of stress and pronunciation in speaking English. · Differentiates between different sounds represented by the same letter / spelling in pronunciation of words or phrases · Give constructive criticism. · Shows confidence in speaking in front of a group.

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Annexe 1.6.1. murmuring mermaid. plenty of plain tea winter weather mixed biscuits a plate of fried rice half a dozen half sheets spoiled soup with spiced sauce checked and striped shirt buzzing bees and fussy babies a vase of wild violets shiny seats and soft sheets honourable secretary severe drought perfect prefect badges for new batches practising precepts coffee coloured curtains a faulty plastic plug Old Boys Association Fried potatoes, spiced tomatoes quite quarrelsome queen

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Annexe 1.6.2 Task sheet for step 1.6.2 1. In your group practice saying the following words aloud. enough practice sachet whole buffet know vegetable elephant western perfect photograph ballet valley depot foundation wheel psychology office honest bouquet puff staff pneumonia waves cough.

Task 2 Fill in the blanks in the boxes 1-5 using the words given above .The words that you put into one box must have some similarity in pronunciation. The example given in the box will help you to find the other words. Discuss and add more words to the boxes. Task 3 The heading for box 1 and 2 are given. Discuss and write the other headings for box 3/4 and 5. 2 1 Words with "f" and "p" sounds Prefect --------------------------------------------------------------------Words beginning with "w" and "v" Wheel -----------------------------------------------------------------------Remember that you round your lips when you say "w", you slightly bite your lower lip when you say "v".

3

4

5

Enough -------------------------------------------------------------------------

Know -------------------------------------------------------------------------

Ballet -------------------------------------------------------------------------

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Compertency 2 Competency 2.6 Activity 2.6 Time

: Uses mechanics of writing with understanding. : Uses the semi colon appropriately : Let's use the semi colon appropriately .

: 40 minutes.

Quality Inputs : · Sentence strips for steps 2.6.1 given in Annexe 2.6.1 · Five copies of task sheets given in Annexe 2.6.2 · Demy paper and markers Learning Teaching Process :Step 2.6.1 · Distribute the sentence strips given in Annexe 2.6.1 randomly among students. · Ask them to walk round and find the matching half of the sentence given to them. · When the two halves are found the complete sentence is fixed on the board . · Lead a discussion to highlight the following. · · The punctuation mark; is called the semi colon. The semi colon is mostly used when there is no `and' between two sentences. · We can use a semi colon to separate items in a series when there's already a comma in one or more of the items. · The semi colon does not mark the end of a sentence and hence the word that follows a semi colon should not begin with a capital letter. Completed sentences for step 2.6.1 (1) and (12) (2) and (11) (3) and (7) (4) and (10) (5) and (8) (6) and (9)

(10 minutes )

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Step 2.6.2

: · Get the students into five groups. · Provide each group with a copy of the texts given in Annexe 2.6.2 along with demy sheets and markers. · Instruct them to rewrite the given text on the demy sheet using appropriate punctuation. (20 minutes)

Step 2.6.3

: · Get all the groups to display their demy sheets on the wall. · Ask students to check each text and give comments. · Get the groups to do necessary corrections on their demy sheets. · Conduct a discussion to highlight the following :

· We use semicolons to separate items in a series when one or more of the items contain internal commas. · We use a semicolon to join closely related independent clauses.. · Often ,but not always the second independent clause contains a conjunctive adverb such as however , consequently , therefore and furthermore to show the relation between the two clauses.

Answers for 2.6.2

For group A

The jackdaw of Rheims, which lived in the Cathedral Tower, stole a ring belonging to the Cardinal. The Cardinal cursed it for a wicked, ungrateful, thieving rogue and the poor bird began to waste away. At last, the ring was found in the jackdaw's nest. The curse was removed; the bird recovered. Finally, after many years of good behaviour the jackdaw was chosen to be a Saint.

For Group B

Have you heard of this unusual house in North Devon? No one is sure of its history but, the story goes that there lived in the village a man who spent all his time gambling. Apparently his luck was so good that he made a fortune and as a permanent reminder of his good luck ,he had a house built which looked as though it was made of playing cards; to carry the idea further, the house was made with fifty two windows representing the number of cards in a pack. It's certainly an odd story

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23

For Group C

Julia and her cousin Wendy were on holiday in South pool. The first morning after they arrived they walked to the sandy shore intending to have a swim, but when they came to the shore a very high tide was in and they had to change their plans instead, they went to the fun fair where they spent a long time on the he Big Dipper. Then they bought some ice creams before going for a walk on the pier.

For Group D Tricia and her mother were about to go to the market . " We want potatoes, carrots ,onions and cabbage "said mothers. "May we have beetroot too ?" "asked Tricia. " I do like beetroot " . "yes" said mother. " I shall get some if I see some good ones. " Mother wrote down a list of all the things she wanted; Vegetables ; potatoes ,carrots onions, cabbage , beetroot , groceries ; flour, sugar, butter, tea, coffee. " We don't need them all now " said mother. But " I will get them now while I have time to go and while they are in good supply .After all, a bird in the hand is worth two in the bush ".

For Group E Do you know what a Coypu is ? In East. Anglia, there are thousands of them. They live along river banks and do a great deal of damage. The Coypu's fur is valuable and they are kept on fur farms in Norfolk and Suffolk. Some years ago, a few animals escaped and the district's rivers and fens suited them so well, that their numbers increased rapidly. Other introduced animals in Great Britain include mink ,barking deer, grey ,squirrels and edible dormice.

(10 minutes) Criteria for evaluation and assessment · · · · · Uses the semi colon appropriately. Accepts the importance of using punctuation marks in writing. Inserts semi colons suitably in a text. Respects views of others. Engages in work as a team.

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24 Annexe 2.6.1 Sentence strips for step 2.6.1.

(1) Well, you can imagine my utter surprise; (2) Learning history is easy ; (3) It's dark ; the lights are out; (4) I cannot change the direction of the wind; (5) My short term goal is to pass my o' levels;

(6) Companies seek experienced individuals;

(7) I can't see , but I can feel the ghost's presence near me. (8) my long term goal however is to become a doctor.

(9) however they will hire recent graduates who have excellent records. (10) however, I can adjust my sails to reach my destination.

(11) learning its lessons is almost impossible.

(12) I couldn't believe my ears or my eyes.

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25 Annexe 2.6.2.

For group A Write this passage. Put in all the missing capital letters and punctuation. the jackdaw of rheims which lived in the cathedral tower stole a ring belonging to the cardinal the cardinal cursed it for a wicked ungrateful thieving rogue and the poor bird began to waste away at last the ring was found in the jackdaw's nest the curse was removed the bird recovered finally after many years of good behaviour the jackdaw was chosen to be a saint

For Group B Write this passage. Put in all the capital letters and missing punctuation. have you heard of this unusual house in north devon on one is sure of its history but the story goes that there lived in the village a man who spent all his time gambling apparently his luck was so good that he made a fortune and as a permanent reminder of his good luck he had a house built which looked as though it was made of playing cards to carry the idea further the house was made with fifty two windows representing the number of cards in a pack its certainly an odd story

For Group C Write this passage. Put in capital letters and punctuation marks julia and her cousin wendy were on holiday in southpool the first morning after they arrived they walked to the sandy shore intending to have a swim but when they came to the shore a very high tide was in and they had to change their plans instead they went to the fun fair where they spent a long time on he big dipper then they bought some ice-creams before going for a walk on the pier

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26

Annexe 2.6.2. Continued

For Group D Write this passage. Put in punctuation marks and capital letters where needed. tricia and her mother were about to go to the market we want potatoes carrots onions and cabbage said mother may we have beetroot too asked tricia I do like beetroot yes said mother I shall get some if I see some good ones mother wrote down a list of all the things she wanted vegetables potatoes ,carrots onions cabbage beetroot groceries flour sugar lard butter tea coffee we don't need them all now said mother but I will get them now while I have time to go and while they are in good supply after all a bird in the hand is worth two in the bush

For Group E Write this passage. Put in all the capital letters and missing punctuation. do you know what a coypu is in east anglia there are thousands of them they live along river banks and do a great deal of damage the coypus fur is valuable and they are kept on fur farms in norfolk and suffolk some years ago a few animals escaped and the districts rivers and fens suited them so well that their numbers increased rapidly other introduced animals in great britain include mink barking deer grey squirrels and edible dormice

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

27 Competency 3 : Competency level 3.5 : Activity 3.5 : Time : Quality Inputs Engages in active listening and responds appropriately. Listens and transfers information to other forms. Let's listen to oral presentations and transfer information 40 minutes : · · · · Learning Teaching process : Step 3.5.1 : · · · · · ·

`While you were out' form given in Annexe 3.5 .1 copied on to a demy sheet. Copies of task sheets given in Annexe 3.5.2 (one per each group) Text for listening task given in Annexe 3.5.3 Demy papers and markers.

Display the ` while you were out. form given in Annexe 3.5.1 on the blackboard. Tell the students that they are going to listen to a telephone conversation and find necessary information to complete the form. Read out the telephone conversation/ play audio tape prepared according to the tape scripts in Annex 3.5.2 Ask volunteers to fill in the form on the board. Read out or play the telephone conversation again and ask students to check the answers written on the board. Conduct a brief discussion to highlight the following :

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

28

· ·

Listening is essential for effective communication. As we cannot remember all the information that we listen to, sometimes it's necessary to quickly note down specific information.

Completed form :

WHILE YOU WERE OUT

Date :- (Date on which you do the activity) Time : (Time on which you do the activity ) Message : Wants to meet you urgently Caller : Mr. Nalin Rajendran

Caller's number : 0777753011

Message To : Mr. Rajapaksha Manager

3

Will call back

3

Please call back

Call before......Am./p.m.

( 10 minutes) Step 3.5.2 :

3 3 3 3 3 3 3 3

Get the students into five groups. Provide each group with the task sheet given in Annex 3.5.3 copied on to a demy paper. Tell them that they are going to listen to a description about a person. Ask them to listen to the text and fill in the required information in their task sheets . Read the text given in Annexe 3.5.4. Ask them to fill the task sheet. Read the text again and get the students to complete the form. Get the groups to swap their task sheets and correct the answers while listening to the third reading. (10 minutes )

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

29

Step 3.5.3

: · · · · · · Ask each group to display their completed and corrected task sheets to the class. Get the students to discuss and order the information to make a complete Personal Information sheet. Get the students to number the headings in the task sheets in the order they have decided. Conduct a brief discussion to highlight the following points.

Listening is an important receptive skill. We must practice listening for specific information as it helps us to become better listeners. · In our day ­ to ­ day life listening to information' comprehending and transferring information has an added practical value. Completed Personal Information form for step 3.5.2 and 3.5.3 :First Name ­ Saman Surname - Gunatilake Address ­ No. 2, Main Road , Panadura Telephone Number ­ 278945 Date of birth ­ 01.10.1970 Place of birth - Pothupitiya Marital status -Married Nationality ­Sri Lankan Schools attended ­ St. John's College, Royal College Height ­ 5' 4" Occupation ­ Doctor Place of work ­ Base Hospital, Panadura Works from 9.00 am. ­ 4.00 pm. Favourite food ­ Jack curry ­ Chinese food Languages spoken ­ Sinhala, English , French , Tamil Likes Sports - ..................... Books ­ Adventure stories Music ­ Opera music Films ­ English Movies Other ­ ..................... Dislikes ­ gossiping and paying bills Appearance ­ handsome, /brown eyes, grey hair.

(20 mintues)

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30

Criteria for evaluation and assessment · · · · · Fills forms in authentic situations. Accepts the importance of filling forms in everyday situations. Writes specific information extracted from a listening text. Accepts that listening is an important skill in day to day life. Admits the necessity of listening attentively to specific information.

Annexure 3.5.1

While You Were Out Date :Time :From :Message :Caller : Contact No of caller : To :

Will call back

Please call back

Call before .................

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

31 Annexure 3.5.2

Tape script for telephone conversation.

Nalin :-

Good morning . Is this 874686?

Receptionist :-

Good morning Yes, sir.

Can I help you ?

Nalin :-

Could I speak to the manager, Mr. Rajapaksha please?

Receptionist :-

I'm s message ?

orry. He's at a meeting right now. Do you want me to convey a

Nalin :

Yes please. I'm Nalin Rajendran, From the Galle Branch. I want to meet Mr. Rajapaksha on an urgent matter. Can I get an appointment today?

Receptionist :-

I'm sorry. I don't think it's possible today. You'd better call again.

Nalin :

Well, could you ask him to call me back? My contact number is 077753011

Receptionist :

Okay,

Nalin :

Thank you.

Receptionist :

You're welcome. Goodbye !

Nalin :

Bye !

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

32 Annexe 3.5.3

Task sheet for Group A Listen to the teacher and complete the table.

First Name Surname Likes :- Sports Books Music Films Others

: : : : : : :

Dislikes :-

Task sheet for Group B Listen to the teacher and complete the table

Address :

Height:

Nationality:

Place of work:

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33 Annexe 3.5.3 (continued )

Task sheet for Group C Listen to the teacher and complete the table.

Marital status : Telephone number: Languages spoken : Favourite food:

Task sheet for Group D Listen to the teacher and complete the table.

Appearance : Occupation : Place of birth : Schools attended :

Task sheet for Group E Listen to the teacher and complete the table. Works from : Dislikes : Date of birth : Place of work :

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34

Annexutre : 3.5.4

Text for step 3.5.2 :-

Saman Gunathilake is a Sri Lankan doctor working at the base hospital in Panadura. He is married to a teacher. He was born on the 1st of October 1970 in a village called Pothupitiya. At present he lives at No. 2, Main Rd., Panadura. You can contact him on Telephone number 2278945. He attended two schools, namely, St. Johns College and Royal College. He is a handsome person with brown eyes and grey hair. He is 5 feet and 4 inches tall He starts work at 9.00 a.m. and finishes work at 4.00 p.m. on week days. Some times he has to work on Saturdays too. In addition to his mother tongue, Sinhala, he speaks English, French and Tamil fluently.

His favourite food is jack curry. He enjoys eating Chinese food too. He likes reading adventure stories and enjoys listening to opera music. As often as he can he goes to see films, especially English movies. He can't stand people who gossip. There is nothing he dislikes more than paying his telephone and electricity bills.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

35 Competency 3 Competency Level 3.6 Activity 3.6 Time Quality inputs -Engages in active listening and responds appropriately - Listens and reports information - Let's listen and report - 40 minutes · · · · : · · · · · · ·

· · Completed diagram

An enlarged flow chart given in Annexe 3.6.1 Listening text given in Annexe 3.6.2 Task sheets for groups given in Annexe 3.6.3 Text in Annexe 3.6.4.for listening tasks in step 3.6.2.

learning Teaching process Step 3.6.1

Display the enlarged diagram given in Annexe 3.6.1 Ask students to quickly copy it in their books Tell them that they have to fill in the boxes in the diagram while listening to the teacher / audio tape Read the text(play the tape with the text )given in Annexe 3.6.2 Get volunteers to fill in the boxes in the diagram displayed on the board Ask the rest of the students to check their answers Lead a discussion highlighting the following

In listening comprehension concentration is essential To extract necessary information, we have to have a purpose in mind

domestic purposes

uses

coal industry produce electricity

obtained by drilling Sources of energy oil the earth

land obtained by drilling gas sea

d i s a d v a n t a g e s

Pollute the

environ ment

Not renew -able

(10 minutes)

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36

Step 3.6.2 · · · · · Get the students into groups Distribute the task sheets in Annexe 3.6.3 relevant to each group (one task sheet per group) Tell the students that they are going to fill in the tables given to them while listening Read, play audio tape with the text given in Annexe 3.6.4 Ask students to discuss and prepare a list of needs for their assigned schools (10 minutes )

Step 3.6.3 · · · · Get each group to select a presenter for their group Ask presenters who are speaking on behalf of the same school to get together and jointly report the details and needs of their assigned school Get others to provide constructive comments Conduct a discussion to highlight the following

· Listening plays an important role in day to day life · For effective communication, listening is necessary · We must practise the skills of extracting the necessary information from the details given Completed tables for step 3.6.2

Group A

Nelum Vidyalaya

Group B

Nelum Vidyalaya

No.of students No. of teachers available No of teachers needed Subjects

450 10 02 Music Life Competencies Yes No

No. of classrooms No. of chairs No. of blackboards Resources available Library Computer Lab Yes

11 425 09 No.

Facilities available Playground Canteen

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37

Group C

Manel Vidyalaya

Group D

Manel Vidyalaya

No.of students No. of teachers available No of teachers needed Subjects

1500 40 03 English Commerce Arts Yes No

No. of classrooms No. of chairs No. of blackboards Resources available Library Computer Lab Yes

25 1460 30 No.

Facilities available Playground Canteen Group E

Olu Vidyalaya

Group F

Olu Vidyalaya

No.of students No. of teachers available No of teachers needed Subjects

750 15 05 Buddhism Agriculture Dancing, Science Woodwork Yes No

No. of classrooms No. of chairs No. of blackboards Resources available Yes

16 735 16 No.

Facilities available Playground Canteen

Library Computer Lab

( 20 minutes) Criteria for evaluation and assessment ­ · · · · · Fills in a given flowchart by listening to a text Accepts the need to listen with concentration Extracts necessary information from a detailed text Makes presentations confidently Works cooperatively in groups

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38

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

39 Annexe 3.6.2 Most conventional sources of energy can be divided into three main forms according to the type of fossil fuel it is obtained from. The first type to be used, on a wide scale was coal. Formed at great depth from decaying trees and plants, coal has long been used both for domestic purposes and in industry. A large number of power stations too use coal to produce electricity. Oil, however, has now replaced coal as one of the most important sources of energy. It is obtained by drilling deep holes into the earth and taking up supplies from large underground reservoirs. Almost half of the power used in the world today is provided by oil. Like oil, natural gas too is obtained by drilling deep into the earth both on land and at sea. On the whole fossil fuels are safe to use, but they have two important disadvantages. Not only do they pollute the environment, but they are not renewable. It is estimated that almost all these energy sources would be exhausted by the middle of the next century.

Annexe 3.6.3

For Group A : Listen and fill in the table Nelum Vidyalaya No.of students No. of teachers available No of teachers needed Subjects

For Group B: Listen and fill in the table Nelum Vidyalaya No. of classrooms No. of chairs No. of blackboards Resources available Library Computer Lab Yes No.

Facilities available Playground Canteen

Yes

No

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

40 For Group C: Listen and fill in the table Manel Vidyalaya No.of students No. of teachers available No of teachers needed Subjects For Group D: Listen and fill in the table Manel Vidyalaya No. of classrooms No. of chairs No. of blackboards Resources available Library Computer Lab Yes No.

Facilities available Playground Canteen

Yes

No

For Group E: Listen and fill in the table Olu Vidyalaya No.of students No. of teachers available No of teachers needed Subjects

For Group F: Listen and fill in the table Olu Vidyalaya No. of classrooms No. of chairs No. of blackboards Resources available Library Computer Lab Yes No.

Facilities available Playground Canteen

Yes

No

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

41 Listening text for Step 3.6.2

In Nelum Vidyalaya, there are 450 students. There are 1500 students in Manel Vidyalaya and 750 students in Olu Vidyalaya. Where the teacher population is concerned, all three schools need some more teachers. For example, though Nelum Vidyalaya has 10 teachers, the school needs teachers for Music and Life Competencies. Manel Vidyalaya needs teachers for English, Commerce and Art although they have the highest number of teachers, which is 40 regarding the three schools examined. There are 15 teachers in Olu Vidyalaya. They need teachers for Buddhism, Dancing, Woodwork, Agriculture and Science.

Nelum and Manel Vidyalaya have very good libraries, but Olu Vidyalaya has no library. Although there are 11 classrooms in Nelum Vidyalaya, they have only 9 blackboards. For the 16 classrooms available at Olu Vidyalaya, there are enough blackboards. There are 30 blackboards in Manel Vidyalaya, of which 5 are in excess. Manel Vidyalaya has 1460 chairs for students while Olu Vidyalaya has 735 chairs and Nelum Vidyalaya has 425 chairs.

Out of the three schools, only Nelum Vidyalaya and Manel Vidyalaya have playgrounds. Olu Vidyalaya is the only school with a canteen and it has been fortunate enough to receive a computer lab from a donor, a few years ago

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

42 Competency 4 : Builds up vocabulary using words appropriately and accurately to convey precise meaning. : Identifies different word classes. : Let's identify different word classes. : 40 minutes. : · An enlarged picture given in Annex e4.7.1 or any suitable picture. · Task sheet given in Annex 4.7.2 · Task sheet given in Annexe 4.7.3

Competency 4.7 Activity 4.7 Time Quality Inputs

Learning Teaching process : Step 4.7.1 : · Write the following headings on the blackboard . Nouns / Verbs / Adjectives / Adverbs · Display the picture given in Annexe 4.7.1 to the class. · Ask the students to give examples for the headings given above, from the picture. · Encourage the students to come out with adverbs and adjectives using/ eliciting questions · Get the students to write all the words under the relevant column. · Conclude the task after 5 minutes and lead a discussion to highlight the following. · · Nouns, Verbs, Adjectives and Adverbs are four word classes. They can be used to denote Names - Nouns Actions - Verbs Describe nouns - Adjectives Describe verbs - Adverbs Expected answers Noun photographer mountains bicycle umbrella camera shirt pair-of trousers mountain frock swimming pool Verb ride take focus point run shines Adjectives bright tall beautiful colourful lovely striped Adverbs happily slowly fast quickly brightly

(10 minutes)

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43 Step 4.7.2 · Get the students into four groups. · Distribute the task sheets given in Annexe 4.7.2 to the groups. · Ask them to read the sentences and study the underlined word in each sentence. · Tell them to write the word class of each underlined word in the given boxes. · Get each group to present their answers. · Ask others to check their answers. ( 15 minutes) Step 4.7.3 · Distribute the task sheet given in Annexe 4.7.3 to the groups. · Tell them to read the passage, identify the words that belong to the four word classes. · Ask them to circle, cross out, underline or put a box to mark nouns, verbs, adjectives and adverbs respectively. · Get each group to present words that belong to one word class. · Ask others to check the answers. · Conduct a discussion to highlight the following points. Words can be used meaningfully and appropriately when we know the word classes of the particular word. The same word can belong to several classes according to the meaning to be conveyed.

Answers for step 4.7.2 (a) adjective (b) verb (b) noun (a) noun (b) adjective (c) adverb (a ) adjective (b)verb (c) noun (a) noun (b) adjective (c) verb

· ·

· Set 1 Set 2 Set 3 Set 4 ·

Answers for step 4.7.3 Nouns :- mast ,ship, flag, light , waves, figures, prow, vessel, hair, shoulders ,voice, pirate, guns, Amos Duncan Verb :creaked , flew, reflected, made, tell, was, were ,standing ,had, rang out ,man ,is adjective tall , sailing heavy, small, bright, sunlit, high, proud, long ,broad, shrill, blackest, two , impossible Adverbs noisily, , suddenly

(15 minutes) Criteria for assessment and evaluation · · · · · Categorizes given words under nouns, verbs, adverbs and adjectives. Accepts that there are some words that can fall into more than one word class. Identifies four different word classes. Engages in group work with enthusiasm. Learns from each other.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

44 Annexe 4.7.1

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45 Annexe 4.7.2 Set 1 a) The water lily in the pond is beautiful

b) The gardeners water the plants daily

c) There are some swans gracefully gliding on the water

Set 2 a) The well is near the coconut tree

b)

The well-written report was appreciated by others

c) She writes well

Set 3 a) Children enjoy making sand castles on the beach

b) The workers sand and polish the wooden furniture.

c) People walk on the sand.

Set 4 a) There is a lecture on youth unrest at the auditorium

b)

This is the lecture room

c)

These professors lecture at the University of Peradeniya

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46 Annexe 4.7.3 Task sheet for step 4.7.3 The tall masts of the sailing ship creaked noisily under the full spread of heavy sails. A small flag flew at her topmast but the bright light reflected from the sunlit waves made it impossible to tell what it was. Two figures were standing on the high prow of the proud vessel. One of them had long hair and broad shoulders. Suddenly, a shrill voice rang out. " Man the guns! It's Amos Duncan, the blackest pirate of them all."

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

47 Competency 4 : Builds up vocabulary using words appropriately and accurately to convey precise meaning.

Competency level 4.8 :

Infers figurative and connotative meanings of words and phrases.

Activity 4.8

:

Let's explore poetry

Time

:

40 minutes.

Quality Inputs : · · · A Display of the poem given in Annexe 4.8.1 Questions for step 4.8.1 given in Annexe 4.8.2 Copies of task sheets given in Annexe 4.8.3

Teaching Learning Process :Step 4.81 : · · · · · · · Display the poem given in Annexe 4.81 to the students. Ask them to read the poem. Put the three questions given in Annexe 4.8.2 on the board. Get the students to answer the questions. Conduct a brief discussion to highlight the following.

In ordinary usage, language expresses ideas in a direct, straightforward way, and it is called the denotative meaning of the word. But, sometimes a person may use language to call attention to his own feelings about something or may say something strikingly , by using figurative language.

Expected answers :(1) brain (2) heart (3) respiratory system, digestive system (10 minutes)

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

48 Step 4.8.2 : · · · · · · · · Get the students into five groups Distribute copies of the task sheet given in Annexe 4.8.3 Get students to discuss and do the given task within 20 minutes. Ask each group to present their ideas. Encourage others to give their comments. Conduct a brief discussion to highlight the following

If a word or phrase is used in a figurative way, it is used to say something different from what it normally refers to, which will create a picture in your mind. Figurative language is a technique that poets use to make their poems more striking.

Answers for step 4.8.3 (a) All the people in this world act different roles in varying situations. (b) Before you die, you have to finish your duties and responsibilities that were thrust upon your shoulders. So that, you can't get totally lost in personal interests. (c) The child is the person who will become a man one day. So, the experiences one gains as a child, will affect his future manhood. (d) My love is very strong and fresh. (e) Though I am ugly and not good looking, my heart is very beautiful. (f) I roamed here and there without any particular aim (30 minutes)

Criteria for evaluation : · · · · · Infers figurative and connotative meanings of words and phrases in literary extracts. Accepts that words convey meanings beyond the surface level. Expresses figurative and connotative meanings of words and phrases. Enjoys reading literary extracts. Guesses implied meanings of literary texts.

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49 Annexe 4.8.1

I Am I am a human being, a boy. You may say I am a special compound which can Think, can see ... etc, And a little bit different from cat, dog, etc. You may say I am a body with a soul Which is living I have a special computer which requires no electricity. It is in my skull. It works all the time until night. When it can't work, I can't work. I have a special pump which pumps the blood all over my body, and no electricity required It is in my left chest, But it never stops or feels tired. When it stops, I stop, I have some other machines which require no electricity And they never stop or feel tired. But when they stop, I stop That's me. However, I am still I! - Chun Po Man

Annexe 4.8.2

Read the poem and answer the following questions. (1) (2) (3) What is the special computer the boy refers in line `7' What is the special device that pumps the blood all over his body? What are the other machines the boy has in his body?

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50

Annexe 4.8.3

Select any five of the following extracts, and write in your own words what the poets want to say. (a) " All the world's a stage And all the men and women merely players. " William Shakespeare

(b)

"The woods are lovely, dark and deep But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep." Robert Frost

(c)

" The child is father of the Man "

- William wordswaorth

(d)

" My love is like a red ,red rose That's newly sprung in June "

- Robert Burns

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51 Annexe 4.8.3 (continued)

(e)

" And I am black, but O! my soul is white"

- William Blake

(f)

" I wandered lonely as a cloud That floats on high o' er vales and hills " : Builds up vocabulary using words appropriately and - William Wordsworth accurately to convey precise meaning .

Competency 4

Competency level 4.9 : Updates the vocabulary with the help of external resources.

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52 Competancy 4 : Builds up vocabulary using words appropriately and accurately to convey precise meaning

Competancy Level 4.9: Updates the vocabulary with the help of external resources.

Activity 4.9 Time Quality Inputs

: Let's go on a word hunt. : 80 minutes. : · · · · · · · ·

A display prepared for step 4.9.1 given in Annexe 4.9.1 Copies of the task sheet and two dictionary pages given in Annexe 4.9.2 for step 4.9.2 Copies of task sheet and dictionary page given in Annexe 4.9.3 for step 4.9.2 Copies of task sheet and dictionary page given in Annexe 4.9.3 for step 4.9.2 Copies of task sheet and dictionary page given in Annexe 4.9.4 for step 4.9.2. Copies of task sheet and page from encyclopedia given in Annexe 4.9.5 for step 4.9.2 Exercise books for each student in the class to create personal dictionaries. A few dictionaries / copies of pages of a dictionary.

Learning Teaching Process : Step 4.9.1 : · · · ·

Display the task given in Annexe 4.9.1 to the class. Ask volunteers to match the words to their meanings /definitions Get others to check the answers and give constructive feed back. Conduct a brief discussion to highlight the following

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53

· · · · ·

When we read we come across many words which are unknown to us . Sometimes we can guess the words in context but not always. Therefore we must learn how to use external resources such as dictionaries, encyclopedias and a thesaurus. We can learn to find a word very quickly in a dictionary through practice . Answers for step 4.9.1 dictionary b

Encyclopedia

c

thesaurus

d

glossary

a

(10 minutes ) Step 4.9.2 : · · · · ·

Get the students into six groups. Distribute the task sheets and the dictionary page given in Annexe 4.9.2 to the relevant groups. Tell them that they have 10 minutes to complete the task. After 10 minutes, distribute the task sheet and the dictionary page given Annexe 4.9.3 and ask them to complete the task within 10 minutes . After 10 minutes repeat the same procedure with the task sheets and dictionary pages given in Annexe 4.9.4 and 4.9.5 (40 minutes )

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

54 · Answers to the tasks in step 4.9.2

Task 1 a. I) home b. I) mother tongue Task II

ii ) homeless ii) motherland (mother country)

iii) homely iv) homesick iii) motherless iv) motherboard

2.H

O

1.H

O

O R I Z 3.H 4.H O R O N T A L P

R O S C O P E

N

E

T

E

R

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

55 Step 4.9.3 :

· · · · ·

Ask students to swap/exchange their completed task sheets for task 1. (Task 4.9.2) Get them to discuss the work done by their peers and do the necessary corrections. Encourage the students to ask teachers advice when necessary . When the first task is corrected get the groups to exchange their completed task sheets 4.9.3 Follow the same procedure for task 4.9.4 and 4.9.5 (15 minutes)

Step 4.9.4 :

· · · · · · · · ·

Ask the students to take the new exercise books they have brought. Tell them that they are going to create their own personal dictionaries. Draw their attention to dictionaries displaying a few dictionaries from the school library if possible or provide photo copies of a few pages of a dictionary . When they get an idea of how words are recorded in a dictionary tell them to start creating their personal dictionaries. First get them to allocate pages for each letter in the alphabet. Get them to record the words they have used in the previous tasks in their personal dictionaries. Ask them to add their meanings or definitions as well Ask them to record any new words they come across (encounter) in the second language in their personal dictionaries for their future reference. Tell them they must study the words in their personal dictionaries regularly and develop their vocabulary. Conduct a brief discussion to highlight the following

· · ·

When learning a language we must keep on updating our vocabulary. We can use various sources to update our vocabulary. Creating a personal dictionary will help us to develop vocabulary quickly and easily.

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56

Answers for Task IV

1) Niccolo Machiavelli 2) Charles Macintosh 3) i) lever ii) wheel and axle iii)pulley iv) inclined plane v) wedge vi) screw

4)

Year 1800

Significant events in his life he was born near Claysville

1845-73 1836-57

He became a professor of moral philosophy. He compiled the famous six elementary school books that became standard school texts He died.

1873

(35 minutes ) Criteria for evaluation and assessment · · · · · Uses external resources to update vocabulary. Accepts the importance of using external resources particularly when learning a language . Acquires the skills of scanning and skimming for information provided in dictionaries, thesauruses etc..... Enjoys accepting challenges with enthusiasm when learning. Accepts the fact that it is important to keep a personal dictionary.

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57

Annexe 4.9.1 Match the following words and definitions

dictionary encyclopedia thesaurus

glossary a) A list of words or expressions listed in an alphabetical order. b) It is a book in which the words of a language are listed alphabetically and their meanings are explained. How to pronounce the words is also explained with the help of phonetic symbols. c) It is a book used for reference in which lists of words with similar meanings are grouped together. d) It is a book or set of books in which facts about different subjects or about one particular subject are arranged for reference

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

58

Annexe 4.9.2- Task sheet 1 Refer to the dictionary page given. Learn the meanings of the words related to home and mother

Study their meanings and fill in the blanks of the sentences given below. a) Home I) II) III) IV) My --------- is where my heart is Due to floods in north- eastern India, 20,000 people were rendered ........... That hotel has a ------------ atmosphere and hence you don't feel a foreigner there The child was -------------- because he is a boarder in the hostel.

b) Mother I) The ------------ is the language that is used by the person first as a child. II) Sri Lanka is our --------------------III) The ---------- child was adopted by a kind family. IV) ----------- is the board where all the circuits of a computers are placed.

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59 Annexe 4.9.2 Dictionary page for Task 1(a)

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60 Dictionary page for Task 1(b)

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61 Annexe 4.9.3 Task sheet 2 Across 1. Large wasp that stings. 2. A device shaped like a large funnel 4. A hard pointed growth found on the heads of bulls, deer, sheep and goats 2.

1.

t

3. 4.

o

Down ­ 1. To be flat and level with the ground 2. It was predicted in his .....that he would be famous

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62 Dictionary page for Task 2 Annexe 4.9.3

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63 Annexe 4.9.4 Task Sheet 3 Refer to the dictionary page provided earlier and complete the following grid. (Word list)

Noun e.g

Adjective e.g

Verb e.g

Adverb e.g

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64

Annexe 4.9.4

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65

Annexe 4.9.5 Task Sheet 4

Read the page from an Encyclopedia and find on the following: 1) Name of a well known Italian political theorist: ......................... 2) Name of the person who patented a method of water proofing fabric:.......................................... 3) The six types of machines: (i) (ii) (iii) (iv) (v) (vi) ............................................... ................................................. ................................................ ................................................ .............................................. ..............................................

4) Read about William (Holmes) Mc Guffy and complete the table given below: Year 1800 1845 ­ 73 1836 ­ 57 1873 Significant events in his life

(15 minutes)

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66 Annexe 4.9.5 Page from an Encyclopedia for Task 4

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67

Competency Level Activity 5.7 Time Quality Inputs · · · ·

: Identifies the speaker's/writer's intention. : Let's read newspapers. : 80 minutes : Five copies of the Annexe5.7.1 and 5.7.2 A poster Ten English Newspapers. Blue Tack/drawing pins.

Learning Teaching Process: Step 5.7.1 · · · · · · · ·

Distribute the newspapers to the class. Ask them what they can find in them. Get answers randomly. List them on the blackboard. Conduct a brief discussion to highlight the following:

Newspapers contain different features. Each feature deals with a specific subject. In each of these articles/ advertisements the intentions of the writers vary. Some features in a newspaper: · · · · · · · · · · Headlines Advertisements Classifieds Sports. Obituaries News/Features Editorial World news Property sales Marriage proposals.

(10 minutes)

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68

Step 5.7.2 · · · · · · · Get the students into five groups. Distribute the task sheet given in Annexe 5.7.1 and reading texts in Annexe 5.7.2 to each group. Instruct the students to complete the table within 20 minutes. Get each group to present their answers. Ask others to provide comments. Conduct a brief discussion to highlight the following.

· ·

People have a reason /intention for writing articles / letters /notices etc. Writing styles vary according to the writers intention.

Answers for the task :Letter of the feature A B C D E F Writer's intention To inform the public Appreciation To announce about a lost item To recruit suitable people for the vacancy. To make in an announcement to the public To report about the lack of teachers in teaching motor mechanism.

(30 minutes ) Criteria for assessment and evaluation · · · · · Reads various types of texts and identifies the writer's intention. Accepts that each feature in a newspaper has its own intention. Infers the writer's intention by reading different types of texts. Shares ideas with others. Works co-operatively in groups

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69 Annexe 5.7.1 Task Sheet Read the given text. Discuss to find out the writers intention and fill the grid. Letter of the feature Writer's intention.

A

B

C

D

E

F

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70 Annexe 5.7.2

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71 Competency 5 Competency Level 5.8. Activity 5.8 Time Quality Inputs Extracts necessary information from various types of texts . Processes directly stated information. Let's process directly stated information. 80 minutes · · · · · ·

Questions given in Annexe 5.8.1 Reading text given in Annexe 5.8.2 Task sheet given in Annexe 5.8.3 Reading text given in Annexe 5.8.4 Flow chart given in Annexe 5.8.5 Guidelines given in Annexe 5.8.6

Learning Teaching Process Step 5.8.1 · · · ·

Write the questions given in Annexe 5.8.1 on the board Conduct a quick survey to find the answers to question 1 Elicit answers to the questions and write them on the board. Conduct a brief discussion to highlight the following.

·

When we are particularly interested in a subject such as a game or sport we tend to learn a lot of facts about it. · Reading is one way that can help us to get accurate information. Answers may vary according to the choice of students

( 10 minutes )

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72 Step 5.8.2

· · · · ·

Get the students into five groups. Distribute a copy of the text given in Annexe 5.8.2 along with the task sheet given in Annexe 5.8.3 Give the students time limit of 15 minutes to do the task. Get the groups to exchange the completed task sheets and correct the work of their peers. Conduct a brief discussion to highlight the following.

· · Name of the game Rugby Cricket

Encyclopedias provide us with accurate information. Answers to the task in step 5.8.2 No of players 15 11 Equipment used Rugby ball Rugby boots Bat, ball, wickets, gloves ,pads, helmet When and where the game originated 1823 England 13th century England

Table Tennis

2

Badminton

2

Light weight ball, rectangular table , low net, bat Shuttle cock, racquet, high net

1870 Cambridge 1870 England

( 20 minutes )

Step 5.8.3

· · · · · ·

Distribute the text given in Annexe 5.8.4 along with demy sheet and markers to each group. Display the flow chart given in Annexe 5.8.5 Get the students to copy the flow chart. Ask the students to read the text and complete the flow chart in groups. When the students have completed the task get them to display their work to the class. Get the students to compare the flow charts and provide comments.

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73

Step 5.8.4

· · · ·

Write the topic " My favourite sport " on the board. Display the guidelines given in Annexe 5.8.6 Get each group to write a brief paragraph on the given topic using the guidelines. Conduct a brief discussion to highlight the following.

· · ·

Reading helps us to collect interesting, useful and accurate information. When we process information we learn to summarize useful information, extract details and then use the information. Therefore reading is a necessary skill and habit we must keep on improving .

( 25 minutes )

Criteria for assessment and evaluation · · · · · Extracts main ideas in a text . Accepts the need to widen one's knowledge on a sport that one likes. Summarizes an informative text . Discerns the logical sequence of a process . Provides constructive feedback

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74 Annexe 5.8.1 1) What is the sport the majority of the students in this class enjoy ?

2) Is it an indoor /outdoor game?

3) How many players are involved in it?

4) How are the marks scored?

5) What are the equipment used ?

Annexe 5.8.2

Cricket

CRICKET IS BROADLY SIMILAR to baseball in that, teams take it in turns to bat and field .The two sports differ in that there are two batsmen on the field at any one time and they must defend the " wicket " with their bat and score by running in between the two wickets at opposite ends of the narrow pitch. Four runs are automatically scored if the ball is hit over the boundary of the field , and six if it crosses the boundary without touching the ground . Bat-and ball games like cricket were probably played in England as long ago as the 13 the century.

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75

Table Tennis and Badminton

TABLE TENNIS AND BADMINTON are indoor sports , in many ways similar to tennis . Badminton is played with a feather "shuttlecock " on a court with a high net, and table tennis is played with a light weight ball on a rectangular table with a low net . Both sports date from the 1870s. The first " table tennis " match was between two Cambridge students , using cigar boxes as bats and a champagne cork as a ball ! Do you know that badminton is named after somebody's house ? It is named after the ancestral home of the Duke of Beaufort in Gloucestershire, England .The sport is thought to have been adapted from a children's game as an after ­ dinner entertainment for the Duke's guests.

Rugby

RUGBY IS A SPORT in which players are allowed to carry, kick and throw the ball, although they may only throw it backwards. Points are scored by touching the ball down over the opponents' goal-line (a "try") or by kicking it over the crossbar and between the goal posts. The sport gets its name from Rugby school in England where it was first played in 1823. The "inventor " of the sport was Willem Webb Ellis, a pupil at the school, who was the first player to pick up and run with the ball during a football game. In 1895, an argument over paying money to players led to a split between rugby clubs in England. Two forms of the sport have existed ever since: the newer, professional (paid) game is known as "rugby League ", which has thirteen players per team, and the more traditional and widely ­ played amateur (unpaid) version is "Rugby Union", with fifteen players on each side. The rules for each are slightly different, but the basic idea behind both sports remains the same.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

76 Annexe 5.8.3 Task Sheet . Read the text and complete the table given below. Name of sport Number of Players . Equipment used When and wheRE the game originated ----------------------------------------------------------------------------------------------------------------------

Rugby

--------------------------------11 bat , ball gloves , helmet, pads, wicket -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Cricket

2 Table tennis

2 Badminton

-------------------------------------------

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77 Annexe 5.8.4 How cricket bats are made. The making of cricket bats is a skillful craft that has changed very little over the years. Cricket bats are still shaped and finished largely by hand, and the bat ­ makers experience enables him to sort the raw wood into different grades The bat blade, which absorbs the impact of the ball, is made from willow, while the springy cane and rubber handle protects the hands from the shock of striking the ball First a piece of willow trunk (70 cm in length) is cut into segments or " clefts " then the bark is removed as the young outer " sap wood " is best for making bats. The clefts are sawn into "blades " and then stacked and left to dry for 2.-4 weeks. Then they are put into a kiln to dry for a further 4-6 weeks. Now the dried blade is shaped and pressed by a special machine. The pressure of up to 2 tonnes hardens the bat and shows up any hidden weaknesses in the wood. Next the bat is planed and smoothed by hand and the V-shaped slot or " splice " is cut into the top, ready for the handle to be inserted. The handle is turned on a lathe and shaped to fit the splice. Then it is fixed into place with strong animal glue. Twine is wrapped around the handle. The completed bat is sanded and polished. If the wood is not a uniform colour, it may be bleached or covered in linen before the maker's seal of approval is given.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

78 Annexe 5.8.5 Read the text in Annexe5.8.4 and complete the flow chart First a piece of ............................... and the bark.................................

Secondly the clefts are ............. And then stacked and ............... For ............... then they are put into ............

Then the dried blade ...................... Next the bat is ............................ and ................................. by hand and the V- shaped slot ........................................................................

The handle is ................................. and shaped to fit Then it is .................................with ........ the splice After that twine ...........................

The completed bat is..............

Finally it may be................... Or ......... .......................................... before......

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79 Annexe 5.8.6 Write a brief paragraph about your favorite sport. Say whether it's an indoor or an outdoor game. How many players are involved in it . Whether girls and boys both can play it. Where it could be played Equipment needed to play the game How marks are scored. Why you like this game.

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80 Competency 5 Competency Level 5.9 Activity 5.9 Time Quality Inputs : : : : : · An enlarged copy of Annexe5.9.1 · Copy of strips of papers given in Annexe 5.9.2 · Five copies of Annex 5.9.3 Learning Teaching process : Step 5.9.1 Extracts necessary information from various types of texts Reads for pleasure as well as for information. Let's read for pleasure and for information. 40 minutes.

· · · ·

Display the dialogue and the task sheet given in 5.9.1 Get the whole class to read the dialogue, paying attention to the underlined phrases Distribute the paper strips given in Annexe 5.9.2 randomly among students. Get the students to complete the table in the task sheet (5.9.1) · Lead a discussion to highlight the following

· · · Name

An idiom is an everyday expression which conveys an idea in an interesting way. Idioms convey a meaning beyond the word level. Continuous use of these expressions help us to grasp the meaning correctly. Idioms used to describe the person In a world of her own Rough diamond What is the implied Meaning ? To be lost in a daydream . A good person with an abrupt manner. Never boasts about herself. Behaves in a way that does not help her . Is not influenced by others. (10 minutes)

Answers :

1 Malani 2. Shan

3.Chamodi

Never blows her own trumpet. Her own worst enemy.

4.Liz

5. Lakshmi

Very much her own person

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81

Step 5.9.2

· · · · · · · ·

Put the students into 5 groups. Distribute the task sheet given in Annex 5.9 .3 among the groups. Get the students to do the tasks provided. Have a whole class discussion to select the correct answers. Encourage the students to guess the meanings from the clues in the sentences. Lead a whole class discussion to highlight the following. Idiomatic expressions enhance the language. They convey a wealth of meaning in a nutshell

Answers for the tasks provided in Annex 5.9.3 (1) (2) (3) (4) (5) (6) (7) (8) ­ (a) ­ (a) ­ (b) ­ ( c) ­ (b) ­ ( c) ­ (a) ­ (b) (30 minutes)

Criteria for evaluation and assessment : · · · · · Identifies idiomatic expressions and the meanings they convey. Accepts the need to use idioms appropriately. Guesses the meaning of idioms from the context. Gains pleasure as well as information through reading. Initiates the habit of using idioms in communication.

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82 Annexe 5.9.1 Malin : So, what do you think of your collegues?

Nalin :

Well, Mirani always seems to be in a world of her own. Shan's a rough diamond. I like Chamodi. She never blows her own trumpet . Liz is her own worst enemy - if she had a bit more confidence in herself, others would appreciate her more. Lakshmi is very much her own person although all the rest of the family are teachers, she is determined to make a career in business.

Task for step 5.9.1

Name

Idiom used to describe the person

What is the implied meaning?

1. Mirani 2. Shan 3. Chamodi 4. Liz 5. Lakshmi

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83 Annexe 5.9.2

Paste the following idioms & meanings against relevant name.

A rough diamond Her own worst enemy Very much her own person In a world of her own Never blows her own trumpet Is not influenced by others Is not influenced by others To be lost in a daydream A good person with an abrupt manner Behaves in a way that does not help her. A rough diamond Her own worst enemy Very much her Never boasts about herself

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84 Annexe5.9.3 Find and underline the answer which gives the closest meaning of the phrases in bold type. (1) I wanted to keep the present as a secret but my little boy let the cat out of the bag.

(a) gave the secret out. (b) took the cat out of the bag. (c) secretly hid the cat.

(2) Don't trust him. He is a snake in the grass. (a) pretends good but can be harmful. (b) some one who is trustworthy. (c) some one who is very wicked

(3) His rude behaviour really gets on my nerves (a) pleases me (b) annoys me (c) makes my sick

(4) I can't make head or tail of what you are trying to say. (a) I understand him well (b) I can't see his head properly. (c) I can't understand him at all.

(5) When I was in the office, minding my own business, my friend Ranil came. (a) doing others' work. (b) doing nothing special. (c) doing only my work.

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85 (Annexe5.9.3 Cont.d) (6) Sita is the apple in her father's eye

(a) the most beautiful daughter (b) as sweet as an apple. (c) the most loved daughter.

(7) " Don't beat around the bush. I know what you are up to . "

(a) try to cheat me (b) beat the drums (c) run around the bush

(8) I felt all at sea on my first day at work., but I soon got used to it.

(a) felt homely (b) felt lost or confused (c) felt quite at ease.

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86 Competency 6 : Uses English grammar for the purpose of accurate and effective communication. : Constructs meaningful and logical passages integrating suitable grammatical functions. : Let's build up a story : 40 minutes : · · · Learning Teaching Process : Step 6.10.1 : · · · · · · · ·

Competency Level 6.10

Activity 6.10.1 Time Quality Inputs

Enlarged copy of the picture given in Annexe 6.10.1 Sentence strips given in Annexe 6.10.2 Task sheet given in Annexe 6.10.3

Display the picture of the story given in Annexe 6.10.1 Distribute the sentence strips given in Annexe 6.10.2 randomly among the students. Get the students to fix matching sentence strips with the pictures. Get the other students to check whether the sentences are relevant. Get the whole class to read the story aloud. Lead a discussion to highlight the following.

There is a logical flow in a story . It's important to recognise the language clues that help to understand the flow of a story. E.g. Once upon a time ........... Long time ago............. At the end , finally ­etc· When we read a story we come across different tenses being used in the same story .

Answers for step 6.10.1 Picture (1) h,d Picture (2) c,g Picture (3) i , m ,e, Step 6.10.2 Picture (4) n,k,b Picture (5) a Picture (6) j,l,o,f (15 minutes) · Divide the class into fivegroups.

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87 · · · · · · Give each group a task sheet given in Annexe 6.10.3 Let them attempt the task given. Get each group to present their answers to the whole class after 10 minutes. Get the other groups to comment Have a discussion to highlight the following.

Sequential markers are useful to identify the logical flow of the events in a story.

· ·

There are language clues that decide the tense of the story events When writing a story, it is important to identify those clues and use them appropriately .

(25 minutes)

Criteria for evaluation and assessment · · · · · Builds up a story. Accepts the fact that the language clues are important to write logically Uses different verb forms to construct meaningful passages Improves creativity Engages in challenging language tasks.

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88 Annexe 6.10.1

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89 Annexe 6.10.2

a) They got married in May .

b) Mary said that she would like to marry him

c)

He said to himself , "I hate house work . I am tired of doing all the work by myself

d) His name was Albert . e) She agreed to meet him.

f) Oh ! Poor Albert !

g) He thought of a way to lessen his burden of household chores. h) Once upon a time, there lived a bachelor.

i) He phoned his girlfriend ,Mary j) Next day, Albert asked his wife to do the cooking. She shook her head and smiled sweetly at him.

k) Albert asked Mary whether she would marry him.

l) She said , "I really hate household chores, Albert. I knew you were a very good cook and that's why I married you."

m ) He said " Hello , Marry . This is Albert . Shall we meet tomorrow evening ? "

n) The next day , they met at a restaurant.

o) At the end, he felt sorry for what he had done

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90 Annexe 6.10.3 Write a story using as many phrases as possible from those given below.

Old lady at a bus stand /a box in her hand / man seize the box and ran off/ gentleman saw this / was about to follow the thief / lady told him not to trouble himself/ gentleman surprised / inquired if the thief had taken anything valuable / her reply ; that box contained a kitten given to her by her friend / was taking it home / A good lesson for the thief "said the gentleman.

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91 Competency 6 : Uses English grammar for the purpose of accurate and effective communication. Identifies the functions and the positions of different word classes in a sentence. : Let's find the positions of different word classes in a sentence. 40 minutes

Competency Level 6.11 :

Activity 6.11

Time Quality Inputs · · ·

:

A display prepared with the sentences written in Annexe 6.11.1 A set of word cards (given in Annexe 6.11.2) prepared according to the number required Copies of texts given in Annexe 6.11.2

Learning Teaching Process. Step 6.11.1· · · · ·

Display the demy paper with the sentences given in Annexe 6 .11.1 Distribute the cards (given in Annexe 6.11.2) in which the names of word classes are written for the sentences Get the students to label the word classes of the given sentences. Conduct a discussion to highlight the following.

There are four main word classes such as Nouns, Verbs, adjectives and Adverbs. They can occur as the subject , the verb, the object or the complement of a sentence. These word classes can go into five main sentence patterns

·

·

They are, S.V. S.V.O. S.V.O.O. S.V.C S.V.A. There are instances when we change this word order as for eg. Where the subject or the doer is not important as in passive voice sentences e.g. Banks are closed on Poyadays Free text books are distributed in Sri Lanka (10 minutes)

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92

6.11.2

· ·

Put the SS into six groups. Write the following examples on the bb. " All children are lured by eye catching toys. " The young of large animals are captured in various ways.

· · · · · · · ·

Distribute a copy of the text given in Annexure 6.11.3 to each group Get each group to identify sentences similar to the examples given and write them down. Get them to find the passive form of verbs of the sentences identified and write them down. Swap the texts among groups. Get each group to read the sentences and write on the bb. Get the other groups to comment Encourage peer correction Lead a discussion highlighting the following. (30 minutes)

·

The verbs in these sentences must have Be verb + Past participle of the verb

Eg. All children are lured by eye catching toys. Eye catching toys lure all children Expected Answers

Text 1 Cheating the young Many food items, injurious to health, especially to children, are widely displayed in the open market.'' All children are lured by eye catching plastic toys and various other forms promising everything on earth thereby cheating the young mind to achieve their sales target. Most of these food items are packed in attractive aluminium foils which itself is a threat to health. The health authorities are turning a blind eye for reasons best known to them. It is time all parents rise against these food items being displayed in open market and stop giving these food items to their loved ones and encourage more nutritious food and fresh fruits for the future well-being of healthy citizens.

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93

Text 2 How Zoo Animals are obtained There are several ways of collecting animals for zoos. Nowadays relatively few animals and birds are captured in the wild state. Most are bred in captivity, and surplus animals are often exchanged with other zoos. However, animals are sometimes caught in game reserves in Africa, south America, and Asia. But this is allowed only when they are plentiful in the wild. The young of large animals are captured in various ways. The most popular method is to shoot them with a dart containing a drug which dazes them; this prevents them running away and allows them to be roped and loaded into crates. The drug's effect does not last long. The animal is given an antidote to counteract the drug, and soon recovers. If it is kept calm and quiet for a while, it soon settles down and begins to feed. Elephants are generally caught when they are small and become quite tame after a few months Text 3 Charles Blondin was born into a circus family . He was taught to walk on a tightrope when he was five. In 1859 he became very famous when a high wire was put above the Niagara falls between America and Canada and he walked across it Thousands of people watched him do it. Afterwards many of them were carried across the water on his back. Blondin sometimes fell from the high wire but he wasn't killed. He died peacefully in bed in his sleep. Text 4 Kinds of Nursery Rhyme Rhymes have been used for centuries to quieten babies when they are restless, to make them laugh, and to encourage them to talk. Almost as soon as babies are born they hear words strung together in a musical way. They are rocked to sleep with " Hush ­ a ­ bye baby on the tree top" or " Bye, baby bunting ". Soon they learn to clap their hands to " Pat a ­ a ­cake, pat -a ­ cake baker's man". They laugh happily as someone pulls their toes and says, " This little pig went to market". They ride on a foot or a knee to verses that jog, trot, and gallop. Long before they understand the words, they say rhymes themselves as they skip, roll, climb, hop, or ride a hobbyhorse. Small children chant rhymes for such ring games as " Farmer in the Dell" and " Ring a a Ring o' Roses ". Many games begin by choosing one person to chase the others. A leader may use a counting ­ out rhyme to decide which girl or boy will be "It " . Many rhymes are based on ancient methods of counting. More than 2,000 counting ­ out rhymes have been recorded throughout the world.

Text 5 When you arrive at an airport, you should go straight to the check in desk where your ticket and luggage are checked . You keep your hand luggage with you but your suitcases are taken to the plane on a conveyor belt. You can now go to the departure lounge. If you're on an International flight, your passport is checked, and then you and your bags are x- rayed by security cameras, sometimes you are given a body search and your luggage is searched by a security officer. You wait in the departure lounge until your flight is called and you are told which number gate to go to, Finally, you board your plane and you are shown to your seat by a flight attendant.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

94

Text 6

Fourteen years ago Spanish tourist Gaspar Sanchez dropped his wallet into the waters of Loch Ness in Scotland. His passport, his car keys, his business card and his money were lost in 150 m of water. This week the phone rang in Senor Sanchez's Barcelona flat and a Scottish policeman told him, " Sir, your wallet has been found. It was discovered last Sunday on the bed of the loch by some scientists in a submarine looking for the Loch Ness monster ! Senor Sanchez said, " the whole thing is absolutely amazing. Apparently my wallet and its contents have been put in the post to me.

(30 minutes)

Criteria for evaluation and assessment · · · · · Identifies the positions of different word classes in different sentences. Accepts the fact that the word order is changed in passive voice sentences. Learns to find passive voice sentences in ­ reading texts Works co-operatively in groups. Agrees to the others views

Annexe 6.11.1

Label the " Subject " , Verb and " Object " and "Adverb " of the following sentences. 1. 2. 3. 4. 5. She is a teacher. Dogs eat meat. Saman gave me a present Birds fly. Teachers come early every day

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95 Annexe 6.11.2 Subject Subject Subject

Subject

Subject

Verb

Verb

Verb

Verb

Verb

Object

Object

Object

Compliment

Adverb

Adverb

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96

Annexe 6.11.3

Read the text and copy down the sentences in passive voice. Text 1 Cheating the young Many food items, injuries to health. Especially to children, are widely displayed in the open market.'' All children are lured by eye catching plastic toys and various other forms promising everything on earth thereby cheating the young mind to achieve their sales target. Most of these food items are packed in attractive aluminum foils which itself is a threat to health. The health authorities are turning blind eye for reasons best known to them. It is time all parents rise against these food items being displayed in open market and stopped giving these food items to their loved ones and encourage more nutritious food and fresh fruits for the future well-being of healthy citizens.

Text 2 How Zoo Animals are obtained There are several ways of collecting animals for zoos. Nowadays relatively few animals and birds are captured in the wild state. Most are bred in captivity, and surplus animals are often exchanged with other zoos. However, animals are sometimes caught in game reserves in Africa, south America, and Asia. But this is allowed only when they are plentiful in the wild. The young of large animals are captured in various ways. The most popular method is to shoot them with a dart containing a drug which dazes them; this prevents them running away and allows them to be roped and loaded into crates. The drug's effect does not last long The animal is given an antidote to counteract the drug, and soon recovers. If it is kept calm and quiet for a while, it soon settles down and begins to feed. Elephants are generally caught when they are small and become quite tame after a few months.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

97 Annexe 6.11.3 Contd.

Text 3 Charles Blondin was born into a circus family. He was taught to walk on a tightrope when he was five. In 1859 he became very famous when a high wire was put above the Niagara falls between America and Canada and he walked across it Thousands of people watched him do it. Afterwards many of them were carried across the water on his back. Blondin sometimes fell from the high wire but he wasn't killed. He died peacefully in bed in this sleep. Text 4 Kinds of Nursery Rhyme Rhymes have been used for centuries to quieten babies when they are restless, to make them laugh, and to encourage them to talk. Almost as soon as babies are born they hear words strung together in a musical way. They are rocked to sleep with " Hush ­ a ­ bye baby on the tree top" or " Bye, baby bunting ". Soon they learn to clap their hands to " Pat a ­ a ­cake, pat -a ­ cake baker's man". They laugh happily as someone pulls their toes and says, " This little pig went to market". They ride on a foot or a knee to verses that jog, trot, and gallop. Long before they understand the words, they say rhymes themselves as they skip, roll, climb, hop, or ride a hobbyhorse. Small children chant rhymes for such ring games as " Farmer in the Dell" and " Ring a a Ring o' Roses ". Many games begin by choosing one person to chase the others. A leader may use a counting ­ out rhyme to decide which girl or boy will be "It " . Many rhymes are based on ancient methods of counting. More than 2,000 counting ­ out rhymes have been recorded throughout the world.

Text 5 When you arrive at an airport, you should go straight to the check- in desk where your ticket and l luggage are checked. You keep your hand luggage with you but your suitcases are taken to the plane on a conveyor belt. You can now go to the departure lounge. If you're on an International flight, your passport is checked, and then you and your bags are x- rayed by security cameras, sometimes you are given a body search and your luggage is searched by a security officer. You wait in the departure lounge until your flight is called and you are told which number gate to go to. Finally, you board your plane and you are shown to your seat by a flight attendant.

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98

Annexe 6.11.3 Cont.d Text 6

Fourteen years ago Spanish tourist Gaspar Sanchez dropped his wallet into the waters of Loch Ness in Scotland. His passport, his car keys, his business card and his money were lost in 150 m of water. This week the phone rang in Senor Sanchez's Barcelona flat and a Scottish policeman told him, " Sir, your wallet has been found. It was discovered last Sunday on the bed of the loch by some scientists in a submarine looking for the Loch Ness monster ! Senor Sanchez said, " the whole thing is absolutely amazing. Apparently my wallet and its contents have been put in the post to me.

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99 Competency 7 : Uses English creatively and innovatively in written communication. Writes short poems/stories on their own. Let's write poems and stories. 80 minutes.

Competency Level 7.10 Activity 7.10 Time

: : :

Quality Inputs :

· · · ·

Five copies of the task sheet in Annexe 7.10 .1 Five copies of the story maze in Annexe 7.10.2 Five demy sheets and markers. Colour pencils and pens.

Step 7.10.1 · · · · ·

:

Display the poem given in Annex 7.10.1 Get students to read it aloud. Get them to guess the missing words. Write their answers on the blackboard Lead a discussion to highlight the following .

· ·

A poem is usually composed With a rhyming scheme Language can be used to develop one's creativity Answers for step 7.10.1

a. wall d. moon

b. trees c. way

c. house f. rise (10 minutes)

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100 Step 7.10.2 : · · · · · · Display the enlarged picture given of the story maze in Annexe 7.10.2 Get the students to study the picture . Get volunteers to speak about the pictures to build up a story according to the given order (use the arrows) Lead a discussion focussing on the following . A story is a series of events. It demands a flow of coherent language.

(10 minutes) Step 7.10.3 · · · · · Put the class into five groups Provide each group with a demy paper and a marker pen. Get each member to draw any picture they like on the paper. Ask them to circle pictures they have drawn and make a story maze. Collect all the picture mazes. (20 minutes.) Step 7.10.4 · · · · · · ·

Shuffle the collected story mazes and distribute them again among groups. Get each group to build up a story using the story maze given to them After 20 minutes get them to narrate their stories. Get the group, which prepared the story maze to comment on it. Have a brief discussion to highlight the following. Imagination and creativity play an important role in creating stories. In a story there should be a clear beginning, a body and an effective ending. (40 minutes)

Criteria for assessment and evaluation : · Builds up a creative and meaningful story · Appreciates others' efforts. · Writes coherent series of actions with grammatically correct sentences. · Shares ideas with others. · Works collaboratively in groups.

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101 Annexe 7.10.1

Fill in the missing words

The Moon The moon has a face like the clock in the hall She shines on thieves on the garden (a)______________ On streets and fields and harbour quays And birdies asleep in the forks of (b)_______________

The squalling cat and the squeaking mouse The howling dog by the door of the ©_______________ The bat that lies in bed at noon All love to be out by the light of the (d)_______________

But all of the things that belong to the day Cuddle to sleep to be out of her (e) _________________ And flowers and children. Close their eyes Till up ion the morning the sun shall (f) _________________

Haydn Richards

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102 Annexe 7.10.2

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103

Competency 7

:

Uses English creatively and Innovatively in written Communication. Reports experiences /information

Competency level 7.11 : Activity 7.11 : Time :

Let's interpret graphs.

80 minutes : · · · ·

Quality inputs

An enlarged copy of Annexe 7 .11.2 A copy of Annexe 7.11.2 copies of Annese 7.11.3 Demy papers, colour markers and blu ­tack

Learning Teaching Process : Step 7.11.1 ·

· · · · · · · ·

Put the following modes of transport "on the black board. bus car van train on foot bicycle Check how many students use each of the different modes of transport to come to school. Put the number against each mode of transport. Display Annexe 7.11.1 on the board. Get a few volunteers to complete the bar graph using the collected information. Display the paragraph in Annexe 7.11.2 and get students to complete it. Lead a discussion to highlight the following.

When writing reports we must use formal language. When graphs are interpreted the following phrases can be used The most The least more than none a few fever than An equal number (15 minutes)

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104

Step 7.11.2

· · · · ·

Get the students to form five groups. Distribute the statistics given in Annexe 7.11.3 to each group. Get the groups to draw graphs of their choice ( pie chart / bar graphs ­ vertical /horizontal etc.) by using the given data. After 15 minutes get each groups to display their graph to the class and say a few sentences to interpret the graph. Get others to comment on the presentation. (25 minutes)

Step 7.11.3

· · · · · ·

Get the groups to exchange the graphs Get the groups to write a small report interpreting the graph that they have got within 20 minutes . Get each group to swap their work with another group. Get the groups to do necessary corrections and present their peers' report to the class. Conduct a brief discussion to highlight the following.

When writing a report it is necessary to use appropriate language.

·

In writing ,attention should be paid to grammatical accuracy of language , spelling and punctuation

(40 minutes ) Criteria for evaluation and assessment. · · · · · Uses appropriate language when interpreting a graph. Accepts constructive criticism with a positive attitude. Writes a report accurately. Conducts a mini survey to collect data. Transfers data into graphical form

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105 Annexe 7.11.1

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106

Annexe 7.11.2

This bar graph shows the mode of transport of students in Grade 10 at ............................ The most number of students come to school by .................. more students use .......... than ......... The ......... is used by the least number of students. None of the students uses ......... to come to school. Both......... and ......... are used by an equal number of students.

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107 Annexe 7.11.3 Study the table assigned to your group. Draw a graph to depict the information given in the table. You may use any type of graph. Group A Group B Leisure Activities Item 1.Gardening 2.Collecting stamps 3.Reading 4.playing computer games 5.cycling 6.Listening to music Total No of students 5 20 12 10 5 8 60 Total 50 Item 1.Sinhala/Tamil 2.English 3.Matehmatics 4.Science 5.Social studies 6.Aesthetics Favourite subjects No of students 9 5 6 10 5 15

Group C Games Items 1.Cricket 2.Football 3.Elle 4.Badminton 5.Vollyball 6.Net ball

Total

Group D Language Proficiency No of students 21 4 4 11 10 0

50

Item 1.Sinhalese 2.Tamil 3.English 4.French 5. Japanese 6. Hindi

Total

No of students 35 25 20 10 10 0

100

Sources of energy for Domestic purposes Item 1. Firewood 2.Kerosene oil 3.Gas 4.Electricity 6. Petrol 5.Solar power

Total

No of students 15 15 38 20 12 0

100

Group E

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108 Competency 7 : Uses English creatively and innovatively in written communication.

Competency 7.12

:

Writes for personal purposes.

Activity 7.12.1

:

Let's write massages.

Time

:

40 minutes

Quality Inputs : · Headings given in Annexe 7.12.1 · Copies of tests given in 7.12.2 Learning Teaching Process Step 2.12.1 : · · · · Display the headings given in Annese 7.12.1 Distribute the texts given in Annese 7.12.2 Get the students to match the texts with the headings displayed Lead a discussion to highlight the following.

· · ·

We communicate with each other for different purposes We use different means of communication to covey the above mentioned purposes Different formats are used in writing them

Answers for step 7.12.1 1) C,D,F 2) E,H, 3) G,J,L 4) B 5) A,I 6) K

(10 minutes)

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109 Step 7.12.2 · · · · · · · · · · · Divide the class into six./eight groups. Get each groups to write any ten letters of the alphabet. Get them to exchange the written letters among groups. Display the topics given in Annex 7.12.3 Ask each group to select one topic Ask them to do the task according to the topic selected Get each group to write at least five/six words that begin with the letters they have been given relating to the topic Get them to complete their tasks meaningfully addingother appropriate words . Get each group to present their tasks Get them to comment on the completed task. Lead a discussion to highlight the following.

· ·

Language can be used creatively depending on the purpose. Free writing tasks enhance students' creativity

(30 minutes) Criteria for evaluation and assessment · · · · ·

Uses English creatively and innovatively in written communication . Accepts how language differs situationally. Completes the tasks, appropriately. Becomes familiar, with different types of texts. Involves in challenging tasks.

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110 Annexe 7.12.1 1. 2. 3. 4. 5. 6. A telegram A personal note An SMS A letter of excuse An invitation An e-mail

Annexe 7.12.2 Text A I'll be happy to see You On the 20 th August In the evening At my B'day party Krishan

No 15, Highlevel Rd, Kottawa.

Text B Prakash , I won't be able to come for drama practices. Please tell Mrs. Jayalalitha. Dinesh

Text C Saman's father expired. Funeral Monday. Kamal.

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111

Text D Volleyball match postponed Coach. Text E Suranji , Wait for me at the school gate at 2.30 a.m. I'll be Coming with you today Olga Text F Interview 15 th Aug. 9.00 a.m. Bring Certificates. Personnel Manager.

Text G Bring ur guitar 2 party.

Text H Mother , I'll be staying after school . come to fetch me at 4.30 Sameena

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112 Text I We'll be pleased to have Your presence Pl collect tutes 4 me . see u on Monday at our class party On the 10 th Oct. 2007 At 11.00 O'clock.

Text J

Stuedent of Grade 11 Text K

Text j Pl collect tutes 4 me . see u on Monday

Text k Hi Manoj, I've changed my E-mail address . It's [email protected] Please keep in touch.

Text k

I got notes 4 u

Annexe 7.12.3 1. 2. 3. 4. 5. 6. A telegram An invitation A personal note An E-mail An SMS A letter of excuse

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113 Competency 8 Competency Level 8.14 Activity 8.14 Time Quality inputs -Communicates clearly, fluently and concisely - Participated in discussions - Let's discuss how to help people - 80 minutes - copies of guidelines givenin Annexe 8.14.1 -copies of Annexe 8.14.2 -Demy sheets and markers

Learning ­ Teaching process: Step 8.14.1 - Put the table given in Annexe 8.14.1 on the board -Discuss and elicit students ideas and fill in the table -Conduct a brief discussion to highlight the following · · ·

When we take part in discussions, we should be active participants Participants in discussions must contribute valid ideas and help the discussion to move forward In order to make the maximum use of time in a discussion, the participants should adhere to a set of topics/ guide lines/ agenda (15

minutes) Step 8.14.2

-Divide the class into five groups -Provide each group with copies of task sheets in Annexe 8.14.3, demy sheets and markers -Ask them to discuss solutions and activities they can suggest to control given problem -Get each group to write their ideas on demy paper (35 minutes)

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114

Step 8.14.3

-Get each group to present their suggesions -Encourage a whole class discussion to discern the feasibility of the given suggestions - Conclude the activity by highlighting the following -

· · ·

When we participate in discussions, language should be used concisely and fluently Suggestions should be presented precisely In order to save time, we should not digress from the given guidelines (e.g) Annexe 8.14.1

(30 minutes)

Criteria for assessment and evaluation · · · · · Expresses ideas clearly, fluently and concisely Accepts that they have to work in a team to achieve goals Discusses the activity meaningfully Works cooperatively to achieve a goal Suggests appropriate solutions to a given problem clearly, fluently and concisely

Annexe 8.14.1 Use the following guidelines to conduct a discussion in each group. · · · ·

What are the strategies you can use to control the health problem? Do you think it practical? How do you educate the public? Do you thinl\k public awareness will help to controal/ prevent the health problem?

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115

Annese 8.14.2 Task sheet for Group A

Health Problem How to educate school children How to educate school children Other suggeations To control Dengue fever

Task sheet for Group B

Health Problem How to educate school children How to educate school children Other suggeations To control Dengue fever

Task sheet for Group C

Health Problem How to educate school children How to educate school children Other suggeations To control Dengue fever

Task sheet for Group D

Health Problem How to educate school children How to educate school children Other suggeations To control Dengue fever

Task sheet for Group E

Health Problem How to educate school children How to educate school children Other suggeations To control Dengue fever

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116

Competency 8 : Competency level 8.15 : Activity 8.15.1 Time : Quality Inputs : · :

Communicates clearly, fluently and concisely. Presents arguments logically and coherently. Let's see how witty we are ! 80 minutes.

· Learning Teaching Process : Step 8.15 .1

Sentence strips prepared using the phrases /statements given in Annexe. 8.15.1 Copies of the fact sheet given in Annexe 8.15.2 · · · ·

Distribute the sentence strips randomly among students. Write the following headings on the blackboard. Agree Disagree

Get the students to read the sentence strips and paste them under the appropriate heading Conduct a discussion to highlight the following.

· · ·

There are specific language expressions that are used when presenting arguments. These expressions are used when you want to emphasise what you want to say and to present counter arguments. Expected answers:Agree · · · · · · · · · · · · Disagree

I strongly agree Certainly It is possible I know it is true Sure You are correct

I totally disagree No I don't agree Certainly not. I disagree with you. It is not possible.. No, I don't believe in what you say.

(15 minutes)

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117

Step 8.15 .2 : · · · · · · Write the topic of the debate on black board - " T.V- A blessing or menace." Select two teams of five for the debate. Appoint two leaders for the debating team,. three judges and a time keeper. Draw lots to decide the proposing and opposing teams. Provide the relevant copy of the facts given in Annexe 8.15 .2 Give a time limit of 25 minutes for the teams to organize the facts and prepare themselves to participate in the debate. (25 minutes) Step 8.15.3 : · · · · · · Get the classroom ready for the debate. Brief the judges and time keeper on the rules and regulations of the debate. Set a time limit of 30 minutes and conduct the debate. Conduct a brief discussion to highlight the following.

In debates the debaters must state facts clearly, listen to others and present counter arguments. When you agree/disagree reasons for acceptance /rejection should be stated clearly and logically. (40 minutes)

Criteria for evaluation and assessment :· · · · · Conveys ideas in English fluently and concisely. Accepts defeat or victory with equanimity. Presents arguments logically and coherently. Uses appropriate language expressions to convey ideas. Engages in challenging tasks with confidence.

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118 Annexe 8.15 1

I strongly agree

I totally disagree

No I don't agree

Certainly not

I disagree with you

Sure

Certainly

It is possible

You are correct

It is not possible

I know it is true

No, I don't believe in what you say

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119 Annex 8.15.2

Advantages · · · · · ·

Gain knowledge /information- Discovery programme, Documentaries : Provide entertainment ­ Cartoons, teledramas , films. Colour & visual effects are always pleasing Get exposed to the world ­ news bulletins, documentaries, new inventions Companion for elderly persons / for the disabled ­ religious programmes / listening to sermons Get additional support to the children for their studies / effective medium of instruction Quick access to information /facts news.

Disadvantages · · · · · · · · · · · Too much T.V. can be very harmful especially for the young ones. Children neglect their studies. People get addicted . Addiction may lead to eye problems (poor eye sight) Discourages inter relationships among family members and peer groups . Communication within the family is badly affected. Imitate /adopt unsuitable cultural practices . Advertisements mislead people. Children wish to be just like the heroes they watch on T.V. screen. Violence shown on T.V. may have bad effects on children. Create more needs and wants which are not essential. Learn false values. Hinder critical thinking.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

120 Competency 8 Competency Level 8.16 Activity 8.14 Time Quality inputs -Communicates clearly, briefly, fluently and concisely - faces an Interview with confidence - Faces an interview with confidence - 80 minutes - 5 copies of the annexe 8.16.1 -A demy paper written from the completed grid on it which is in the annexe 8.16.2 -2 copies of a dictionary -5 copies of the dialogue given in the annexe 8.16.3

Learning ­ Teaching process: 8.16.1 -inform students that they are going to organize and conduct interviews today -Pose the following questions to the class and conduct a brief discussion on it

· · ·

What is an interview? Why do we conduct interviews? When do we conduct interviews

·

Conduct your discussion highlighting the following.

· ·

An interview is a meeting at which someone asks you questions about yourself to find out whether you are suitable for a particular post. There are polite expressions which can be used in apologizing, taking leave, asking for information/ certification etc. I'm sorry I'm late I beg your pardon Excuse me, but what do you mean by .....?

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

121 Expected Answers

Greetings

Good morning

Introducing

Apologizing

Asking for information

Thanking

Leaving

-It was a pleasure to meet you.

-Can I ask you a question Thank you. please? Good afternoon -I've applied for the -I'm sorry. I don't -Do you mind explaining -Thank you post of trainee nurse have an idea about that again very much. it. Good evening -I'm the applicant -I beg your pardon -Excuse me, but what do -I appreciate From Kalutara you mean by ............? it very much. -Excuse me, I'm Achala Perera, not Anura Perera -I'm sorry I didn't hear you. -I planned to make a copy, but I'm sorry I didn't have time -Response to thank you Your'e welcome

-I am Achala Perera -I'm sorry I'm late

(10 minutes) Step 8.16.2 · Put the students into five groups · Give each group a situation given in Annexe 8.16.3 · Get them to prepare for an interview · After 20 minutes, get each group to present their interviews · Encourage the other groups to comment on the presentations · Conduct a discussion highlighting the following

· · ·

At an interview, you are expected to be polite When you respond to the interviewer, you have to give clear and precise answers You must face an interview with confidence (30 minutes)

Criteria for evaluation and assessment :· · · · · Uses polite expressions in the interview Accepts the need to be polite when facing an interview Conducts an interview Uses relevant language functions in communication Builds up confidence to face an interview

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122

Annexe 8.16.1 Table to be displayed on the board;

Greetings

Introducing

Apologizing

Asking for information

Thanking

Leaving

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123 Annexe 8.16.2 I wanted to get the photo copy, but I'm sorry I didn't have time. Good evening. I am Achala Perera. It was a pleasure to meet you. Good afternoon. Can I ask you a question please? Thank you. I appreciate it very much. Excuse me, but what do you mean by........? Thank you very much. I'm the applicant from Kalutara. Do you mind explaining that again? I am sorry. I'm late. Good morning. I'm sorry. I don't have any idea about it. I've applied for the post of trainee nurse. I'm sorry, I'm Achala Perera, not Anula Perera. I beg your pardon I'm sorry. I didn't hear you.

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124 Annexe 8.16.3 Distribute the following situations among groups. (1) An interview for the post of Accounts clerk.

(2) An interview for a scholarship for a university abroad.

(3) An interview for the selection of prefects.

(3) An interview for selecting for an advanced computer of course.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

125 Extended Assessment Tool for Learning Teaching Process Tool 01 :01. Period of Evaluation 02. Competency levels involved 03. Relevant skills involved Listening

·

: 3rd Term : 1.6, 3.6,5.8,6.10,7.11.2007 : Listens and reports information. Articulates English words and phrases confidently.

Speaking

·

Reading

·

Processes directly stated information.

Writing

· ·

Constructs meaningful logical passages integrating suitable grammatical functions. Reports experiences information. : Presentation of a news bulletin :

04. Nature of the tool 05. Objectives of the tool

· · · · ·

Listens and extracts necessary information from news broadcasts. Writes brief news reports/ news items. Presents new reports clearly and fluently. Speaks with proper pronunciation and confidence. Completes an assignment within the given time span.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

126 Instructions to the teacher Preparation for the task; · At the beginning of the third term, make the students aware of the assessment tool

Implementation of the task. Step 1 2 Task Put the students into five groups Assign a topic for each group. E.g. topics ­ sports news foreign news local news weather report special news items Ask students to listen to news for one week and make notes Get each group to select and prepare two brief news items relevant to their given topic. Ask each group to prepare for a presentation of news items for a limited duration ( e.g. 6 minutes) Get each group to present their news items ( two or three members may be allowed to present the news items. Period .

One week.

3

4

5

Three days

6

40 minutes

Instructions to the students .

· · · · ·

Listen to news telecasts / broadcasts for one week and make notes of new items relevant to the assigned topic. Select two interesting news items and prepare two brief news items. Appoint two news presenters. Get ready to present the news bulletin. Complete the presentation during the given time span.

Copyright © 2007 National Institute of Education - Sri Lanka. All rights reserved

127 Criteria for marking.

. Criteria

Present news items relevant to the topic .

Uses grammatically correct sentences

Presents facts clearly and fluently

Group

Speaks with proper information and pronunciation

Completes the presentation on time.

A B C D E

. Banding of marks. Excellent Good Fair Should be improved 4 3 2 1

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