Level 8-English PDF

ENGLISH LANGUAGE
CURRICULUM GUIDE
Grade 8
FOREWORD
It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even more critical today
when one considers the limited resources, both human and material which are available.
The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculum materials that have
been designed to improve the quality, equity and efficiency of secondary education. The curriculum materials include Grades 7-9
Curriculum Guides and Teachers Guides for Language, Mathematics, Science, Social Studies, Reading and Practical Activities
Guides for Science. These materials have been tested in all secondary-age schools nationwide and are considered useful in
providing teachers with a common curriculum framework for planning, monitoring and evaluating the quality of teaching and learning.
The curriculum materials also provide a basis for continuous assessment leading to the National Third Form Examination (NTFE).
The initial draft curriculum materials have been subjected to evaluation, by Heads of Departments, from all ten Administration
Regions and Georgetown and they have been subsequently revised to reflect the views expressed by teachers.
The revised curriculum materials are now published as National Curriculum documents to provide consistency and support for
teachers in the process of planning for an effective delivery of the curriculum. All secondary teachers must ensure that they make
good use of these curriculum materials so that the quality of teaching and learning can be improved in all schools.
Ed Caesar
Chief Education Officer.
PREFACE
This is the Revised Curriculum Guide for Grade 8. This document fulfils the objective of making English
Language and Literature accessible to all students at Grade 8. Hence the teachers of Grade 8 students should make
a conscious effort to see how best they could utilise the ideas contained to plan for instruction. This document can
serve as a focal point for departmental and regional subject committee meetings, where methodologies and
strategies for both teaching and assessing are deliberated on. Lessons should be delivered in an environment in
which there is opportunity for active and creative participation by both students and teacher. This Guide has a
direct focus on an integrated approach to curriculum delivery, in which the teacher is not unduly restricted by the
subject content. The student’s total development as a person should be of foremost concern to the teacher.
In the curriculum process, feedback is a necessary condition for change and improvement, and I would urge
all of our English Language teachers to provide such feedback to the curriculum staff as they visit to provide
support that will enhance your classroom teaching.
Mohandatt Goolsarran
Head, Curriculum Development and Implementation Unit
National Centre for Educational Resource Development (NCERD)
March 2002
ACKNOWLEDGEMENTS
The following persons were involved in writing and reviewing the Grade 8 English Language Curriculum Guide.
Cecelia Holder Former Subject Specialist (S.S.R.P)

Elizabeth Duncan Subject Specialist (S.S.R.P)
Vilma Lynch Subject Specialist (S.S.R.P)
CONTENTS
ENGLISH LANGUAGE – ENGLISH A

Page
WRITTEN EXPRESSION
Narrative 1
Descriptive 4
Expository
Advertisement
Report
Letter 9
Organising Ideas 10
Expository Paragraphs 11
COMPREHENSION
Reading 13
Extracting Ideas 14
Facts and Opinions 15
Figurative Language 15
Summary 16
Visual Thinking 16
Listening and Speaking 18
CONTENTS
Page
GRAMMAR
Noun 19
Possessive noun 22
Pronoun 23
Verb 24
Adjective 31
Adverbs 33
Preposition 34
Conjunction 34
Clauses 36
Inverted Sentence 38
Subject and Predicate 38
Direct and Indirect Speech 39
Punctuation 40
VOCABULARY
Gathering Information 43
Word Origins 44
Affix 46
CONTENTS
Page
PREFIX
Suffix
Figures of Speech 48
Hyperbole
Slang
Metonymy
Personification
Euphemis
Expression 50
Accent 51
LEVEL 8 CURRICULUM GUIDE – ENGLISH LANGUAGE
WRITTEN EXPRESSION
ACTIVITIES/
OBJECTIVES MATERIALS/
TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION
Narrative Write Narratives Speaking To Defining fiction Gathering Can students write Social Studies
interesting are stories characters appreciate and non-fiction information on stories with:
narratives that are re- add to the the fact types of fiction Environmental
pieces: lived as realism of a that all Stories and non-fiction. - Full Education
Create they are story. narratives Adventure Listing a characterisation? Life Skills
interesting being read. do not Fantasy specified number Education
dialogue. have the Science fiction of books in each - Realistic conflict
Create Narratives same category. and sound
characters can be features Characterisation Reading one resolutions?
that are stories and What are the fiction and one
clearly created purposes. character’s most non-fiction novel - Inanimate
defined. stories of notable features in preparation for characters that are
Present fantasy, and a book review personifications of
conflicts which can distinguishing (See expository specific persons?
that include marks? writing)
explode scientific - Internal and
into a facts How does the Teacher giving external conflicts?
climax, and/or character move the following
which is social or heading on the
then issues or it communicate? chalkboard: A
resolved. can relate What trait or Teacher, A
real issues. traits set the Burglar, A
character apart Politician, A
from others? Prostitute etc.
Students
Does the describing the
character’s dress, physical
appearance fit appearance,
his, her or its attitude, and
personality? distinguishing
features – if any
WRITTEN EXPRESSION
ACTIVITIES/
Narrative Conflict sets the Suggest person’s Can students:
Cont’d. events in motion and lifestyle – things
engages the reader’s they do; places - Use at least
interest. they visit; persons one suspense
they associate technique
External conflict with; problems reasonably
- Person against they face, that well?
person. would stereotype
One character or fit the - Write stories
attempts to harm personality. with a good
another or opposes Using the story line?
the beliefs of another. framework to write
- Person against stories with a
nature. beginning, middle
A character tries to and ending.
scale a dangerous
peak, is threatened by Mapping out on
a storm or is attacked the chalkboard the
by a vicious animal. characters that are
involved, the type
Internal conflict of conflict and
- Person against self series of events of
A character has low a story.
expectations. seeks to Writing the story
achieve an unrealistic from map.
goal or tries to
overcome a fear. Plotting and writing
an adventure story
Creating suspense which includes one
Foreshadowing kind of suspense
- To give clues before
hand.
WRITTEN EXPRESSION
ACTIVITIES/
OBJECTIVES MATERIALS /
Narrative Withholding Creating stories Can students:
Cont’d. information that are fables with
- To keep the appropriate - Create
reader guessing. characters, setting, interesting
conflict and fables?
Some ways to suspense if
begin necessary. - Effectively
- Flashback begin their
- A dream Examining a stories using one
- Introduce the narrative containing of the
main character or dialogue. techniques?
the characters Observing and
- Give the setting identifying how the - Include
- Tell about the dialogue is inserted appropriate
problem or situation in the narration. dialogue to
Noting the reveal
Some ways to end differences when personality/
- Problem is solved compared to a
- Villain is punished narrative which has - Present events
or hero rewarded no dialogue. that relate to the
- Happy ending activities or uses
- Sad ending Creating a narrative of the
in which the personified
Personification in dialogue is used to object?
characters advance the plot
Dialogue in Creating animal

narration characters and
writing stories
Stories for teens based on their
and children activities.
WRITTEN EXPRESSION
ACTIVITIES/
Descriptive Write a In Suitable Be more Point of view Placing a Can students: All Curriculum
description describing, lexical items conscious - Perception student or an areas
from a chosen the outline and structural of the - Position object in the - Write
and given of what is devices can importance Determines the middle of the description
point of view described create vivid of details in choice of details class and from given
of a person, is visibly descriptions. descriptive and the order of allowing the view positions
object, followed writing. their students to and achieve
building or and then arrangement. describe orally variations in
scene. drawn in what they see, those
words. Position so that the descriptions?
Stationary or concept of point
moving of view is - Write the
- Near or far established details of the
- Above or below description in
- Direct line or Selecting a vertical,
oblique position (moving horizontal,
- Inside or or stationary) depth or
outside and giving a circular order/
written
Perception description of - Enhance
- Expressing the the view of the description by
view one has on scene, object or using figures
the topic e.g. person of speech
The scientist and other
sees the beauty Sequencing the lexical
of the spider’s descriptive devices?
web while the fly information in
sees the trap for vertical,
what it is. horizontal,
depth or circular
order
WRITTEN EXPRESSION
ACTIVITIES/
Descriptive Order of Enhancing Can students All Curriculum
Cont’d. description their own effectively: areas
Vertical order written
- Top to bottom descriptions - Begin
narratives with
and the reverse with the use pieces of
of similes and description?
- Horizontal metaphors
order e.g. in - Give in
describing a Describing a sentences and
buffet table snake from paragraphs
the precise
- Left to right perception of descriptive
and the reverse its beauty or details of
characters?
from the
Depth order perception of
- Inside, outside danger
Circular order
- Clockwise, Including in a
anticlockwise short story
sentences or
Literal and short
figurative paragraphs
description describing
the
Lexical items characters
- Figures of and/ or the
speech setting
- Adjectival and
adverbial
phrases
-Similes and
metaphors
WRITTEN EXPRESSION
ACTIVITIES/
Expository Develop The It informs Be aware Paragraphs that: Gathering Can students: All Curriculum
paragraphs expository through that - Explain e.g. how information that areas
Paragraphs that paragraph explanations, exposition something is done. would give a - Write
- Explain how explains answers and is not an clear relevant and
and why persuasion. end in itself - Answer a explanation of appropriate
- Answer Question e.g. What the topic. Using details in
questions It can be used is forensic science? the chosen paragraphs
- Persuade along with the facts and that explain?
the reader. narrative and - persuade e.g. details to write
descriptive Giving an opinion the paragraph - Give
paragraphs. and supporting it accurate and
Placing a topic thorough
Topic sentence on the answers?
- states central chalkboard for
point class Use
Relevant discussion supporting
supporting ideas Using the sentences
- to develop main opinions given that make the
topic to write opinion
Concluding persuasive believable?
sentences paragraphs
- to bring closure
Each student
Coherence contributing a
- linked ideas question to the
Unity question bank.
- keeping to the Randomly
topic sharing some of
the questions to
Pre-writing groups.
Drafting Paragraphs are
Editing written to
Final draft answer the
questions
WRITTEN EXPRESSION
ACTIVITIES/
TOPIC OBJECTIVE CONTENT MATERIALS/ EVALUATION INTEGRATION
Skill Knowledge Understanding Attitude STRATEGIES
Expository Seek Some All information Be not Kinds Researching Can students: All Curriculum
information on expository given in easily - Sale of items from the media areas
Advertisement the nature of writing aim advertisements persuaded. - Contribution to - The various - Assess the
advertisements. mainly to is not charity, shows, types of intent and Economics
persuade, necessarily concerts, sports advertisements purpose of a
Produce even as it factual. Some of events - Their purposes specific
advertisements informs. it may be - New releases - The persons advertisement
to cover a wide assumptions of songs videos who advertise ?
range of parading as and movies - The number of
purposes using facts. - Job vacancies times the - Distinguish
the appropriate advertisement is between the
techniques with Some aired. real facts and
each. advertisements -Time span for the ‘parading’
inform while an facts?
others mainly advertisement
persuades episode - Create an
advertisement
Mediums Bringing that is
- Audio advertisements persuasive
- Audio-visual from the different enough to
- Visual media houses achieve its
- Radio, T.V. and discussing purposes?
- Newspaper the points
- Magazine mentioned
above.
Filing the
information
collected.
WRITTEN EXPRESSION
ACTIVITIES/
Expository Techniques Examining the Can students:
used advertisements for
Advertisement - Dialogue the effectiveness or - Work in
Cont’d. - Pictures ineffectiveness of harmony with
- Captions the use of each other and
- Fallacies language, colour, assign tasks for
- Statistical picture and caption the completion
data of the
- Music Creating and assignment?
naming a
Target Corporation, place - Give
audience it in a location and constructive
give it a criticism of the
Management Staff. advertisement?
Dividing students
into committees to
advertise
- The opening of
the company
- The new products
to be produced
- The jobs available
for new employees.
Designing posters
to
advertise
- For a function
- A special event
- Environmental
awareness
WRITTEN EXPRESSION
ACTIVITIES/
Expository Produce Reports The points of Appreciate Review of a book Writing a review Can students: All Curriculum
reports are factual view objectivity and/ or a of the fiction or areas
Report about an pieces of expressed in programme non-fiction read - Give factual
incident or exposition. are not reporting. - Name of author (See Narrative) details that Environmental
event necessarily or producer are Education
giving Depending for - Brief outline of Reviewing a sequenced
factual on the persuasion, interesting details radio or T.V. and
details in purpose but to share - Personal programme from interesting?
sequential there may personal comments and a list decided on
order. be some views. impressions from students’ - Write
interjection suggestions grammatically
Write of opinion. Sequencing Specific events correct
reports and order are and incidents Students reports with
based on very - Sports Day organising and good
the review important - Fashion Contest staging an” in- punctuation?
of literary when writing - An accident class” Fashion
and media reports. Show. Writing a - Express
material Use of past tense report on the views that are
verb conduct of the well
contest from balanced?
Ways to express their position of
factual details participation e.g.
precisely. - Judge
- Contestant
Arrangement of - Audience
details
- Sequential order Reporting on a
- Chronological trip to a place of
order interest for the
Interest Corner
Writing to a of the school’s
specific audience magazine
WRITTENEXPRESSION
ACTIVITIES/
Letter Write Letters can Letters can be To be Informal - Asking the head Can students: Social
letters to convey for private, selective in Newsy teacher’s Students
real information, individual or the -Current permission for the - Use the
audiences express views public information social issues class to go on a appropriate Environmental
in an and concerns. communication. given in - Informing of tour to a place of format and Education
attempt to private and the dangers interest tone?
inform Letters can public of abusing Stating Life Skills
and/or reach their letters drugs and - Purpose of the - Maintain the Education
persuade destination via alcohol and visit purpose for
the reader Postal Service, the need for - Planned activities which the
and to Fax, E-mail etc. sexual - Mode of letter is
provoke a abstinence transportation intended?
response. - Current - Date and duration
school of trip - Write clear
improvement statements
projects Complaining to the and relevant
Ministry of details?
Education about
Formal the need for more
Request human and other
- Financial aid resources
for a class,
school or Sending complaint
community about the
project. dissatisfaction with
the Canteen
Complaint/ Service to the
Petition Supervisor via the
- Cruelty to Headmaster
children,
women and Replying to letters
animals
WRITTEN EXPRESSION
ACTIVITIES/
Letter Prepare and Some The systems To appreciate Fax – replica of Preparing a Can students All Curriculum
Cont’d. despatch, if communications used for the use of letter or letter or areas
possible, are transferred despatching various document sent document to - Prepare
formal and electronically to mail are all communication electronically. be Faxed letters that
informal their equally technology can be sent
letters via destinations. important. E-mail – Despatching by electronic
Fax, E-mail, The correspondence an E-mail to means/
preference typed on the a friend or a
of use computer relative
depends on keyboard and
he purpose despatched
of the letter electronically.
All Curriculum
Organising Develop The techniques These To appreciate Ways of Using a - Develop areas
Ideas paragraphs used to develop techniques the need to presenting Venn paragraphs
by a paragraph develop the vary the information diagram to with the four Environmental
organising reveal the paragraph to presentation of explore the techniques Education
the ideas, purpose of the give views information Comparison similarities taught?
using the paragraph and by and contrast and - Use these
techniques indicate the organising - Similarities differences techniques
of writer’s attitude the ideas in and differences between two effectively in
comparison, towards the specific between two books, various kinds
illustration, subject ways subjects subjects or of writing
comparison presented. time periods and for
and Illustration different
contrast, - Using relevant Presenting a purposes?
cause and facts to support picture with
effect in the idea given two similar
expository in the topic objects or
writing. sentence animals.
- Cause and
effect
WRITTEN EXPRESSION
ACTIVITIES/
Organising Cause and Identifying the All Curriculum
Ideas Effect similarities of areas
Cont’d - Explains how the objects or
one event animals.
causes another Composing
or the one or more
relationship paragraphs
between events. with the
- The exposition derived
can focus on the information.
causes or the
effects Writing a
paragraph or
Difference exposition on
between (1) The
sequential effects
events and caused by TV
cause and effect watching.
events (2) Causes
for getting
The relationship good grades.
between events
is causal when Effective use
they can be of similes and
linked by the metaphors to
word “because” enhance
writing
Linking the
paragraphs
COMPREHENSION
ACTIVITIES
OBJECTIVES MATERIALS
Reading Read Reading a The Have an Critical reading Discussing the Can students: All Curriculum
fluently and wide information open mind to -Poems writer’s point of areas
with variety of read must be receive -Classical novels view and -Distinguish
confidence text understood substantiated -Short stories purpose fact from
from a wide improves so that it can views on opinion?
range of knowledge be useful to topics and Writer’s purpose: Determining
literature. of topics the reader. issues. -To inform through -State how the
and helps (manual and discussion, purpose of the
Show in the reader magazine) whether the writer
discussion to give -To instruct, text affirms, determines
and writing balanced convince and denies or fails how the article
an ability to views. persuade to express or is written?
form a (advertisement support an
considered and editorial) opinion -Tell when the
opinion -To entertain, writer does not
about please and Examining the express his/
features of express strong reading her own
presentation feelings and material for the opinion?
which are emotions- (diary effectiveness in
used to and love letter) the use of -Extract new
inform, dialogue, information with
reassure or Organisation of organisation of the use of the
persuade in information ideas, stanzas, SQ3R method?
non-literary clincher
and media Using the SQ3R sentences etc.
texts. reading method
Discussing the
Types of narrator subject of the
View point poem, drama
-Observer or extract
-Involved before reading
-Reported
COMPREHENSION
ACTIVITIES
Extracting Read Questioning Accurate Give Main and Answering oral Can students: All Curriculum
Ideas literary motivates knowledge relevant subordinate ideas questions to areas
texts and the reader can be feedback Note and recall extract the main -Give the
answer to look gained only based on details. idea and recall information
questions deeper into when the presented Draw inferences. details required to the
for the the reader facts. Draw conclusions. question?
purpose of information understands Predict outcomes. Locating the
extracting presented what has relevant detail -Give the
ideas and in the text. been read. Words in context from the text to precise
given draw inferences meaning of
details. It enables Denotation- Literal words in
the reader or dictionary Examining the context?
to examine meaning facts presented
the to draw -Differentiate
meanings Connotation- conclusions and between when
of words Associated using personal a word is used
and literary meaning experiences to to denote or
devices predict outcomes connote
used. Use of literary meaning?
devices and Observing and
It facilitates sensory images discussing the -Identify the
the effective use of main and
formulation Use of Antonyms words, literary subordinate
of the main Synonyms devices and ideas?
idea Homophones imagery in the
presented. text
COMPREHENSION
ACTIVITIES
Facts and Express A fact is a Most of what is Extracts form Reading a Can All Curriculum
Opinions written and statement read includes Newspapers newspaper or students: areas
verbal that can be both facts and Magazines magazine article to
opinions that proved opinions Literary text pick out the facts -Identify facts
are supported true. and opinions from
by evidence. Proof of facts Groups sharing opinions?
An opinion -Experience comments on
Write factual is an -Reference whether facts were -Write a
reports. expression book given to support report that is
of one’s -Expert the opinions were factual?
beliefs and given as facts
feelings. Supporting
opinions with
evidence
Interpret the Used to Found in Simile Group reading of a -Give the All Curriculum
meaning of make texts novels, short … and gathered comprehension correct areas
the figurative more stories, poems, like mist around extract or narrative interpretation
language interesting advertisements their feet poem. of the
used. and etc. Listing the figurative
express Metaphor examples of the language
Use figurative ideas more The dancers figurative language used?
expressions clearly swept across used
in appropriate the floor … Inserting literal -Give
written language in place accurate
assignments. Personification of the figurative literal
She was parked language translations?
there in the Discussing the
garage for all to effectiveness of
see. the figurative
language in the
context
COMPREHENSION
ACTIVITIES
Summary Write Summaries Summaries Making a Making a Can students: All Curriculum
summaries present the can be of summary summary not areas
from main points the whole, -Make notes of using more than -Include the
passages, of a or parts of the key ideas. a certain number necessary
stories and discourse or passages or -Decide what to of words, lines or details?
paragraphs text given in texts. omit. sentences.
a specified -Make rough -Link the
number of notes. Summarising sentences to
words. -Link the notes only a part of a give continuity
to achieve passage of thought?
continuity of
thought. Summarising to -Write
-Use the correct bring out the grammatically
number of main points of a correct?
words. festival, a film, a
day of sports etc
Visual Interpret Graphics Each Appreciate Graphics Comparing the -Give a Mathematics
Thinking the present graphic is other Tables data given in the statement that
information numbers and interpreted forms of -Separate tables and in bar sums up the Social Studies
that is other facts differently. presenting information into graphs to arrive present data in
presented that are information categories at a conclusion. a table or bar Science
in the difficult to (easily chart?
tables, bar communicate compared). Developing
graphs, in sentences. tables and bar -Place the
flow charts Bar Graphs graphs form headings and
and cluster -Show given or collected titles in their
diagrams. categories and data correct
quantities positions?
(easily
compared).
COMPREHENSION
ACTIVITIES
Visual Flow charts Using the data from Can students:
Thinking -Show the steps a flow chart to write
Cont’d in a process an expository -Interpret the
paragraph on the information given in
Cluster diagrams process presented the graphics?
-Show the
relationship Individual students -Answer questions
among ideas. having the class based on the data
respond to their given?
questions about the
information given in -Include all the
the cluster diagram ideas needed in the
and flow chart cluster diagram?
Using cluster Use the cluster

diagrams to plot diagram to write an
pre-writing and essay or research
research ideas paper that is
sequenced,
In groups of fours, coherent and
students developing relevant?
a cluster diagram
then analysing the
connections and
discussing their
meanings
COMPREHENSION
ACTIVITIES
Listening Respond Listening Through Be keen Effective listening – Delivering oral Can students: All Curriculum
and by action informs the listening listeners Think about what is messages areas
Speaking or mind of new heard. -Repeat the
speech happenings information -Write down the Following given exact message
to what is learnt. important information. oral instructions given?
was -Organise thoughts and
heard. notes. Answering oral -Perform
questions based required tasks?
Evaluating heard on read
information advertisements, -Include all
-Is it true? poems or necessary
-What perspective does extracts details in
it represent? responses?
-Who would disagree Listening to oral
with it? readings and -Deliver a
-Is the source reliable? responding orally prepared
etc and/ or writing speech that is
unified and
Responding to Students writing coherent while
audience feedback short persuasive using note
-Inattention paragraphs to cards?
-Puzzled expressions have others
-Leaning forward agree with them -Express ideas
Reading clearly while
Formal speaking statements in speaking?
-Using note cards paragraph aloud
so others can
Impromptu speaking identify the stated
facts or opinions
Informal speaking
GRAMMAR
ACTIVITIES
TOPIC Skill Knowledge Understandin Attitude CONTENT STRATEGIES EVALUATION INTEGRATION
g
Noun Identify the A concrete All kinds Noun phrases Reading a given Can students: All Curriculum
many kinds noun names and A noun with all its paragraph from -Categorise areas
and forms an abject that categories qualifications a text and nouns?
of nouns, occupies of nouns E.g. The big blue bag having students
categorise space or is have was on the table. record the -Use concrete
and use recognized by singular and nouns in their and abstract
them all the plural forms, Gerunds books and nouns
effectively senses. depending E.g. Swimming is categorise them effectively in
in on whether good for your health. sentences?
sentences An abstract they name Matching
in all kinds noun names one, two or Abstract nouns proper nouns -Use a variety
of writing. an idea, a mare E.g. happiness, with common of nouns in
quality, or a persons, democracy, fame, nouns that can their singular
characteristic. places, love replace them in or plural forms
things or sentences e. g. in sentences
Proper nouns ideas. Concrete nouns Middle in a
are E.g. smoke, cough, Ages/era; The paragraph?
punctuated orange, flower Wizard of Oz/
with a capital play -Punctuate
letter. Captialising proper proper nouns
nouns Writing ten in sentences?
Persons- Uncle sentences that
John, Mr. Joe describe a
Places- Demerara person, place or
River, Pearl Harbour, thing, using as
Parliament Building. many concrete
Things- Republic nouns to
Day, The 1763 convey a vivid
Monument picture
Ideas- Islam, Underlining the
nouns, then
Christianity etc.
arranging the
sentences in a
paragraph
19
GRAMMAR
ACTIVITIES
Noun Nouns can In written Captialise names Writing a Can students: All Curriculum
cont’d contain two expression languages, people, paragraph with areas
words, a and answers races and tribes e.g. The blanks on the -Captialise the
compound to questions ancient Romans chalkboard, for correct nouns
word or the rules of communicated in Latin. students to as they appear
hyphenated capitalizatio General terms not insert different in sentences?
words and n will prove captialised kinds of nouns
are called useful. E.g. gypsy, blacks, in their -Use the
compound nomads appropriate singular and
nouns. places plural of
Use of collective noun in collective and
a singular or plural Finding the first compound
context ten nouns in a nouns correctly
E.g. The audience textbook or a in sentences in
shouts its approval. – magazine and a paragraph?
singular. telling how to
The audience have form the plural.
arrived in small groups. Then spelling
– plural. the plural forms
Plural forms Cutting an

Collective nouns article from the
E.g. navy – navies newspaper
Underlining the
Compound nouns as nouns in a
one word or two words chosen section
E.g. – Bathhouse/sing. Rewriting that
Bathhouses ---Pl. section using
-Teaspoonful --- sing. the plural nouns
teaspoonfuls --- pl. or vice versa
-Snake dance --- sing. and making the
snake dances --- pl. necessary
grammatical
changes.
20
GRAMMAR
ACTIVITIES
Noun In a Speech and Compound words with Writing a paragraph Can students: All Curriculum
cont’d compound written work hyphens e.g. with incorrect areas
word the must reflect -Passer-by --- sing. plurals on the -Write the
original the rules. passers-by ---pl. chalkboard correct plural
noun Sister-in-law --- Students identifying forms or words
carries the sisters-in-law --- pl. and rewriting the derived form
plural paragraph with the Latin that are
marker. -Good-for-nothing --- sing. correct plurals used in their
good-for-nothings --- pl. assignments?
-Two-year-old --- sing. Conducting a
Two-year-olds --- pl. Spelling Bee -Use the
competition correct plural
Some words that end in o form of
add s or es e.g. compound
-Banjo / banjos / banjoes words in their
-Mosquito / mosquitos / speech?
mosquitoes
-Halo / halos / haloes
-Volcano / volcanos /
volcanoes
Words ending in f or ff
E.g. tariff / tariffs
Latin words
-Alumna --- sing.
alumnae --- pl.
-Crisis --- sing.
crises --- pl.
-Curriculum --- sing.
curricula --- pl.
-Medium --- sing.
media --- pl.
21
GRAMMAR
ACTIVITIES
g
Possessive Use nouns Shows that There can Possessive of Filling in the Can students: All curriculum
noun in the object is be joint or compound nouns appropriate form areas
sentences possessed separate E.g. the of the possessive -Punctuate and
to indicate by the possession. [sheepherder’s] cries in the blank use the
joint or noun. -the [emperor of places of given possessive
separate Japan’s] palace sentences in a form of the
possession. -the [chief operating paragraph noun correctly
officer’s] budget Stating the in sentences in
significance of the various
Words that end in ‘s’ the possessive forms of
E.g. Jane Stravis’s e.g. Both nouns writing?
car possess the
-William Davis’s same thing etc.
nose
Students reading
Joint possession each others’
-The juniors and written
senior’s dance assignment, and
checking it for the
Inanimate correct use of the
possession possessive noun
e.g. the clamour of Underlining the
the alarm. nouns that should
be changed to
Exceptions the possessive
-for pity’s sake case in
-for heaven’s sake sentences
-a penny’s worth
-a week’s wages
22
GRAMMAR
ACTIVITIES
Pronoun Use the Personal Pronouns are of Endeavour Personal and Comparing and Can students: All Curriculum
appropriate pronouns different kinds to use the possessive pronouns contrasting areas
kinds of indicate 1st 2nd but they all appropriate 1st, 2nd and 3rd person sentences in -Identifying
pronouns in or 3rd person. relate to nouns. pronoun to which ‘herself’ relative and
sentences and convey the Reflective pronouns is used as both emphatic
add meaning Possessive required 1st, 2nd and 3rd person reflective and pronouns in
to informed pronouns relationship E.g. He always timed emphatic sentences?
pieces of denote with nouns himself when running pronoun
written and ownership. in -Do not use his self -Say what is the
oral sentences. Students relationship
presentations Reflexive Emphatic pronoun forming small between
pronouns refer 1st, 2nd and 3rd person groups to reflexive and
to the subject E.g. The maid discuss and possessive
of a sentence. opened the door. report their pronouns and
The maid herself findings on the intensive and
Emphatic opened the door. relationship personal
pronouns add Used for emphasis. between pronouns?
emphasis to a Henry an Doreen reflective and
noun or planned the concert possessive -Use reflexive,
pronoun. themselves. pronouns, and intensive and
emphatic and demonstrative
Demonstrative Demonstrative personal pronouns
pronouns point pronouns e.g. pronouns correctly in
out a place, This, that --- sing. sentences in a
person, thing These, those --- pl. Distinguishing paragraph?
or idea. between the
Interrogative interrogative
Interrogative pronouns and reflexive
pronoun from E. g pronoun by
questions. -Who? identifying and
-Whose? underlining
-Which? them
GRAMMAR
23
ACTIVITIES
Pronoun Relative The use of Relative pronouns Using reflective, Can students:
Cont’d pronouns relative E.g. intensive and
begin the pronouns -Whoever demonstrative -Identify the
subordinate helps in -Whomever pronouns in incorrect use of
clauses. varying the -Whatever blank spaces or types of
types of -Whichever underlining pronouns in
sentences them in writing?
spoken or sentences or in
seen in sentences in a
written paragraph
assignments
.
Use verb and All verbs Action verbs Using specific -Write All Curriculum
Verb verb phrases can be A verb as a -Physical action e.g. action verbs sentences that areas
to indicate classified single unit The captain signals and to write contain suitable
time, mood as either can link the instructions to … several verbs to show
and tone in physical or subject to -Mental action e.g. sentences on physical and
written mental the object The clothes designer one of their mental action?
assignments action or as making them understands the favourite TV
and make a state of one and the technique. shows or sports
them agree being. same. activity
with their Linking verbs Using the
subjects. Only linking -‘Be’ in all its forms sentences to
verbs can be i.e am, is will be, was form one or two
followed by a being. paragraphs
predicate -Remain which convey a
adjective or -Appear sense of the
expression -Feel programme or
that identifies -Become sport
the subject. -Grow
GRAMMAR
24
ACTIVITIES
Verb A verb is Verb tenses Verb phrase- a main verb Creating sentences Can students: All Curriculum
Cont’d not only a clarify with all its auxiliary or that contain areas
time writing and helping verb e.g. appropriate verb -Use the
marker but enhance -I should be learning … tenses various tenses
can style. -Could he have finished Arranging the effectively?
perform … sentences sequentially
other -Snakes have often been to form a paragraph -Write
functions seen in … sentences in
such as Having read a literary which the verb
expressing Effectiveness of verb passage, students will agrees with its
mood and phrases examine the use of subject?
tone when I go verb tenses, then write
used with -I must go : adds a paragraph to
certain obligation or necessity practice what they
auxiliary -I shall go : change from observed.
verbs. present to future
-I did go : change form Giving oral sentences
present to past and adds and explaining the
insistence or emphasis effectiveness of the
-I may go : uncertainty verb phrase used.
-I might go : more
uncertainty
Verb agreement
-With subject nouns
E.g. An excellent athlete
and a good student is
Jonathan.
GRAMMAR
25
ACTIVITIES
Verb -With real subject after Writing Can students: All Curriculum
Cont’d dummy subject there’ sentences that areas
E.g. There is only one tree in have dummy -Insert the
the yard. subjects on the correct verb
There are many persons in chalkboard and that agrees
the room. having students with the
fill in the verb subject of the
-With subject nouns not spaces with verbs sentence?
words in opposition that agree with
E.g. I, your English teacher the real subjects -Write
give you this assignment. sentences in
The team, Joe and Mary has Filling in verbs in which there is
won the tennis match. sentences to agreement
Robert, along with his brother agree with between
has the flu. subjects that are subject and
collective nouns verb?
-With collective nouns as a or titles
unit e.g. -Write
The committee is angry … paragraphs
The crowd is divided… with
-As individual e.g. sentences that
The jury have disagreed have
among themselves… agreement?
With plural titles and proper

nouns as one person or thing
e.g.
The Stabroek News has an
advertisement section.
The fishermen is an
interesting book.
GRAMMAR
26
ACTIVITIES
Verb With compound Identifying the Can students: All Curriculum
Cont’d subjects connected by kinds of areas
-or, subjects in -Use verbs that
-either…or, given sentences agree with
-not only…but also, and observing various kinds of
-neither…nor the verb that is subjects?
E.g. used in
-Either they or I am to agreement with
go. them
-Not only you but also
Jim was mistaken. Filling in verbs
in sentences to
That represent one agree with
person or thing e.g. compound
-My friend and subjects that
neighbour, Mr. are connected,
Jackson, plays cricket. subjects that
-A cart and two represent one
horses was rounding person or thing,
the corner. or subjects
modified by the
Subject modified by word each or
each or every e.g. every
-Each man, woman
and child has received
a souvenir.
-Every officer and
member was there to
answer his name.
GRAMMAR
27
ACTIVITIES
Verb A verb can The voice of Verb voice Having a Can students: All Curriculum
Cont’d be classified a verb -Active / Passive student areas
as being determines Their uses in writing demonstrate a -Positively
either in the whether it is given sentence identify the
active or the transitive or Active voice that has the active or
passive voice intransitive or -The form of the verb verb in the passive voice in
or being whether the that shows that the active voice so sentences?
either sentence has subject performs an that the subject
transitive or a direct, action on something is seen -Use active
intransitive. indirect or no or someone e.g. performing the voice in stories
object. action on the to highlight
Lauren is painting the object events of action
picture. – active The same effectively?
voice. sentence is
given in the -Change the
The verb that is in the passive voice verb in
active voice is also a and a student is sentences from
transitive verb. asked to active voice to
The transitive verb demonstrate it. passive voice
acts on a thing or Conceptualising and vice versa?
person who is an the difference in
object or indirect the effect in the -Identify the
object. use of the direct and
active and the indirect objects
Object passive voice in sentences?
- A noun or pronoun
that receives the
action of a transitive
verb in the active
voice.
GRAMMAR
28
ACTIVITIES
Verb E.g. I enjoy cooking. Identifying Can students: All Curriculum
Cont’d I hate to wait. transitive verbs by areas
I can hear Sally. locating the direct -Identify all the
and indirect objects objects that are
Compound direct in the sentences present in the
object e.g. various types of
We sold [newspapers Demonstrating the sentences?
and magazines] to act with the direct
customers. and indirect objects -Transfer the
as indicated in the concept gained
Two objects e.g. sentence e.g. This from the
Ask me my name. sentence is given- simulation and
Peter buys Marilyn apply to
Indirect objects – The a scarf. The seller, sentences to
noun or pronoun that the buyer and the determine the
receives the direct receiver are kind of object in
object e.g. selected from the the sentence?
Peter bought Marilyn class and they
[a scarf] enact the
Marilyn – the indirect simulation created
object by the sentence.
A scarf – direct object.
Compound indirect
objects
I told Marvin and her
[a secret].
GRAMMAR
29
ACTIVITIES
Verb Passive voice Using a passive Can students: All Curriculum
Cont’d -The form of the verb sentence in the areas
that shows that the same way as the -Use passive
subject is being acted on active sentence to sentences
e.g. demonstrate that where they do
-The poster was the subject is in not want too
designed by John. receipt of the action much attention,
-The dishes are being and active
washed by Marge and Examining the use sentences
Phil. of the active and where they
passive voice in an need to draw
The verb that is in the extract and attention?
passive voice is an discussing the
intransitive verb and strength of and -Recognise
does not have an object. necessity for both incorrect use of
tenses in
Changing the voice of Observing given written work
verbs sentences to tell and correct
-Passive to active how the perfect them?
-Active to passive tense verb is
formed -Use the
Perfect tense perfect tense
Incident occurred at Proof-reading correctly in
some indefinite time in written assignments sentences?
the past. to identify the
-She has caught the flu. incorrect use of
-They have brought a tenses and effect
present for us. the necessary
changes
GRAMMAR
30
ACTIVITIES
g
Verb Completed action
Cont’d in the past
-Sophia has
completed her
project.
-The museum has

displayed the
exhibit for months.
Communicates the
idea that the action
began some time
in the past and still
continues.
Use and Adjectives Position of Giving sentences Can students: All Curriculum
Adjective punctuate vary in adjectives for students to areas
adjectives position in -How obedient the discuss how the -Recognise
in relation to child is! position of the and use
sentences noun. -The teacher adjective relates to adjectives in
in a considered the the other parts of appropriate
paragraph. child obedient. speech in the positions in
subject and to the the sentence?
Punctuating predicate parts of
adjective the sentence -Punctuated
Captialise proper proper
adjectives Filling in punctuated adjectives?
E.g. proper adjectives in
Guyanese sentences in a
Olypian paragraph
GRAMMAR
31
ACTIVITIES
Adjective Captialise articles in Recognising proper Can students: All Curriculum
Cont’d titles. adjectives and areas
E.g. ”A Man for all articles in sentences -Punctuate
Seasons.” and observing how correctly
Please buy a Readers they are punctuated proper
Digest. in the given examples adjectives and
articles that
Adjectives equal in Demonstrating on appear in
rank separated by a chalkboard instances titles?
comma e.g. when a comma is
-The cold, blistering used between -Punctuate
wind adjectives and when adjectives that
-A dingy, evil smelling they are not appear
hallway. together in
sentences?
Compound words
beginning with
adjectives require no
comma when another
adjective is added
before it e.g.
-Fur coat
Cheap fur coat
-White man
Bearded white man
-Brick house
New brick house
GRAMMAR
32
ACTIVITIES
Adverb Use adverbs Adverbs tell Adverbs can Positions of adverb Comparing two Can students: All Curriculum
in essays, where, link two narrative extracts areas
research when, how, ideas, be Comparison of and discussing the Use
papers, and why and to used to adverbs – softly, effect of the use of comparison to
reports to what compare less softly, least comparison in one good
submit degree a and they can softly as against the advantage in
views that thing is introduce an absence of their writing?
are specific done. adverbial Negative words as comparison in the
and clause in a adverbs e.g. other -While proof-
detailed. complex -The plane has [not] reading correct
sentence. landed. Correcting in any double
-The plane was sentences the use of negatives
[nowhere] in sight. double negatives used?
-I have [never] flown.
Writing a paragraph -Replace
Avoiding double on the chalkboard conjunctive
negatives that contains adverbs with
repeated conjunctive suitable
Conjunctive adverbs adverbs substitutes?
To replace AND use Letting students
‘also’, ‘besides’ replace some of
To replace BUT use them with the given
‘still’, ‘however’, options
‘though’
To state a result use
‘thus’,
‘consequently’,
‘though’, ‘so’
To state equality use
‘equally’, ‘likewise’,
‘similarly’
GRAMMAR
33
ACTIVITIES
Preposition Use Shows the Prepositions Compound Picking out all Can students: All
prepositions relationship can be one propositions – in spite the Curriculum
to enhance of a noun or word or a of, ahead of, according propositions -Identify areas
oral and pronoun to phrase. to , instead of, etc. found in a prepositions
written some other newspaper used in a body
expression. word in the Prepositional phrases of writing?
sentence. E.g. Inserting
He drank a glass [of compound -Use the
milk]. prepositions in appropriate
I ate some bread [with blanks in prepositions in
cheese]. sentences or sentences?
[At the end] the guests sentences in a
applauded. paragraph from
[According to her], a given list
they were [ahead of
us].
Conjunctive adverbs
Use A part of The joined -accordingly, also, All
Conjunction conjunctions speech used sentences besides, therefore, Identifying Curriculum
in writing to to join ideas produce nevertheless, finally. coordinating areas
give precise in compound E.g. Here is my book: conjunctions
ideas. sentences. and complex [however}, my notes found in the
sentences. are in my locker. subject part of
Coordinating sentences
conjunctions – single
unit e.g. and, but, or,
yet
She [and] I were there.
She [or] I could go.
GRAMMAR
ACTIVITIES
34
Conjunction Conjunctions They also form Split pairs or Identifying and Can students: All Curriculum
Cont’d also link ideas compound correlative using areas
in paragraphs. subjects and conjunctions – coordinating -Use
compound -Both…and and correlative conjunctions to
predicates. -Not only…but conjunctions to combine ideas
also join given in sentences
-Either…or sentences and
E.g. paragraphs?
-[Both] she [and] I Joining
were there. appropriate -Identify the
-[Neither] she sentences in a type of
[nor] I can go. given conjunction
Used to join paragraph of used in
simple simple sentences?
sentences. sentences to
enhance the Join several
Subordinate paragraph sentences
conjunctions in using the
complex Using appropriate
sentences combined conjunction?
sentences to
develop style in
narrative,
descriptive, and
expository
writing
GRAMMAR
ACTIVITIES
35
Joining Analyse There are The main The main clause as a Analysing the Can students: All Curriculum
Clauses sentences two types of clause simple sentence sentence by areas
by clauses, the expresses a identifying the -Separate
separating main and complete Defining and clauses, stating clauses in
and the thought, while identifying the main the type and combined
identifying subordinate the and subordinate function of the sentences and
the clause clause. subordinate clause in sentences subordinate clause identify the
and stating clause needs e.g. Identifying the kind type of clause
the part of The noun, a main clause -[The cast bowed] (e.g. compound) and the type of
speech the adjective to fully Main clause of sentence, and sentence?
clause and adverb complete its [when the audience isolating and
represents clauses are meaning applauded.] identifying the -Use simple,
three types Subordinate clause conjunction used. compound
of Sentences joined by and complex
subordinate a subordinate Separating the sentences
clauses. conjunction simple, compound effectively in
and complex writing?
A main -[The student] sentences found in
clause and Main clause a paragraph or a -Identify the
one or more [who directed the recipe, then types of
subordinate play] examining the sentences
clauses Subordinate clause effectiveness of used in a
form a [also took a bow] their use. paragraph and
Main clause
complex demonstrate
Sentences are
sentence. the
embedded or joined
effectiveness
by a relative pronoun
of their use in
their written
Types of subordinate
assignments?
clauses
-Noun clause
GRAMMAR
ACTIVITIES
g
36
Joining -Adjectival clause Giving sentence Can students: All Curriculum
Clauses The student [who starters or finishers areas
Cont’d directed the play] also to fill in appropriate -Construct
took a bow. noun, adjectival meaningful
Describes or identifies and adverbial sentences from
which student. clauses to the patterns
complete the given?
-Adverbial clause sentences
The cast bowed [when
the audience Constructing
applauded.] sentences from the
Identifies the time that sentence clause
the audience bowed. pattern given, and
indicating the type
Sentence composition of sentence created
-Compound sentence e.g. complex etc.
[Main clause]
[Conjunction] [Main
clause]
-Complex sentence
[Main clause]
[Subordinate
conjunction]
[Subordinate clause]
Embedded sentence
[Part of main clause]
[Relative pronoun]
[Subordinate clause]
[Other part of main
clause]
GRAMMAR
ACTIVITIES
37
Inverted Use inverted A sentence These Desire to Structure of Selecting Can students: All Curriculum
Sentence sentences in all that begins sentences enhance inverted appropriate areas
kinds of writing. with its are either writing by sentences sentences in a -Include in their
predicate or simple or using a paragraph to writing inverted
its complex. variety of -[Predicate] be sentences?
subordinate sentences. [Subject] reconstructed
clause. -[Subordinate into inverted
clause] sentences
[Main clause]
Reading the
paragraph and
Purpose in
discussing its
creative writing
difference from
the original
paragraph
All Curriculum
Identifying the The simple, The subject The two parts of Writing a Can students: areas
Subject subject or compound of the paragraph on
the compound
and predicate of and compound and complex the chalkboard -Divide the
Predicate sentences to complex sentence is sentences Letting different types
assist in sentences most times students write of sentences
knowing who is have their found in the The two parts of each sentence into subject
spoken of and subject and first clause of these of the and predicate?
what predicate the sentence sentences; paragraph
information is parts. while the Declarative, separately
give about them subject of the Questions, Underlining the
for purposes of complex Commands or subject or the
comprehension. sentence is Requests predicate part
found in the
main clause. Compound
subject and
compound
predicates in
sentences
GRAMMAR
ACTIVITIES
38
Direct and Use direct Direct The use of Quotations from Writing the Can students: All Curriculum
Indirect speech speech is direct speech distinguished different types of areas
Speech appropriately the exact conveys the speakers sentences in the -Punctuate the
in scripts for quoted reality of the form of direct different types Environmental
plays, essays words of a communicative Quotations from speech on the of sentences Education
and in speaker. exchange. daily conversions chalkboard for used as direct
conversations students to speech? Allied Arts -
Indirect Speech patterns punctuate drama
speech is -Dialects -Make the
the -Registers One student necessary
retelling or giving a message changes to the
reporting Punctuating to another structure of the
of what direct words student, then the sentence so
was said followed by or receiver delivers that direct
using the preceded by the it to the class in speech
reporter’s identity of the indirect speech. becomes
own speaker Students observe indirect
words. the grammatical speech?
Direct statements changes needed.
-Declarative -Insert dialogue
-Questions Adapting the role correctly in
-Commands of reporters, narratives?
-Wishes, request students
interview the -Punctuate
Direct speech to teacher and then direct speech in
Indirect speech writing a report dialogue?
using direct and
Direct speech as indirect speech.
used in short
story. Writing a
dialogue that is a
short
conversation for
a scene in a play
GRAMMAR
ACTIVITIES
g
39
Punctuation Use Punctuation Periods, Be aware Comma Inserting Can students: All Curriculum
punctuation is the tool commas that correct -Separate items commas in areas
marks in used to give and other punctuation in a list compound -Write
writing, to clear such marks is -Used after sentences and sentences in a
separate meaning to are used to necessary introductory colons in paragraph that
clauses and written punctuate. in writing words: No, … sentences that are correctly
words; to work. Well, … contain a list or punctuated?
categorise However …etc series of items
words and -Used after a -Use
give overall beginning phrase Inserting punctuation
meaning to in a sentence commas in marks
written -Marks off inverted appropriately in
work. information about sentences that sentence?
a noun begin with long
-Separate words phrases -Correctly
of address e.g. punctuate
George, did you Inserting direct speech
understand…? commas to that is set in a
Dear John, separate the narrative?
subordinate
Colon clause in an Write dialogues
-Used before a embedded that are
list e.g. Bring sentence. correctly
these items: a punctuated?
pen, lined paper, Inserting
… etc. punctuation
-Separates marks in an
introductory unpunctuated
remarks from a passage or in
formal quotation. sentences
-Separates the
hours form the
minutes in time
e.g. 10:45.
GRAMMAR
ACTIVITIES
g
40
Punctuation Separates chapter Proof-reading a Can students: All Curriculum
Cont’d and verse numbers research paper, a areas
in the bible e.g. written -Use quotations
Genesis 2:17 composition or a marks correctly
created poem to in dialogue?
Hyphen ensure the words
-Used in hyphenated are correctly -Write the
words e.g. twenty- hyphenated dictated
one, self-centered, possessive
great-grandmother Dictating a short noun?
etc. passage,
-Used to divide requiring students -Insert
words at the end of to punctuate only punctuated
a line the nouns that direct speech in
are in the written stories?
Apostrophe possessive case:
-Shows possession or punctuating
-Used in a the words that
contraction to mark are contractions
the omission of
letters e.g. can’t. Writing a
punctuated
Quotation marks dialogue between
-Used to separate two speakers
the direct words of a who discuss a
speaker from other current issue
words.
-Used in dialogue to
mark the direct
words of different
speakers in a
conversation.
GRAMMAR
41
ACTIVITIES
g
Punctuation Ellipsis marks Giving a short Can students: All Curriculum
Cont’d -Used to show passage for areas
that something students to -Indicate the
has been left out punctuate by omission of
of a quotation underling the parts of a
titles and formal quote by
Underlining capitalizing the the use of
-Titles of books, necessary ellipsis marks?
movies and words
names of specific -Underline titles
ships and buses. of books that
appear in
Capital letters sentences?
-The first word in
a direct quote -Capitalise
words
-The names of correctly?
historical events
and documents
-The first word

and important
words in titles
-The first word in

the salutation and
closing of a letter
-Titles before
names e.g. Rabbi
…, Doctor…,
Mrs./Ms…
VOCABULARY
42
ACTIVITIES
Gathering Gather There are Dictionaries Seek Use of the library Researching a Can students: All Curriculum
Information information literary and and the topic in small areas
through the electronic Encyclopaedias source Questioning groups or -Use a variety
use of a sources are specialised for -Interviews individually using of sources to
questionnaire, that can be to furnish the needed -Questionnaires a variety of access
interviews used to researcher with data. references information?
and the use access specific Preparation Giving oral or
of reference information. information all Conducting written reports of -Design
material. in one place. Analysing data findings questions that
would furnish
Reference books Preparing and the required
Encyclopaedias formatting data for an
-General, Medical questionnaires interview and
Dictionaries Presenting the a
-Oxford, Webster responses as questionnaire?
Biographical statistical data or
Dictionary a report -Quickly skim
-Atlas and scan to
-Magazines Using questions select relevant
-News paper contributed by data or
the class to information for
Internet conduct a live a research
interview with a paper?
Skimming chosen person
-Checking for
relevant titles and Looking at the
chapters parts of a book
Scanning to determine
-Looking for whether the
specific contents offer
information needed data
VOCABULARY
43
ACTIVITIES
Word Choose and The origin Persons are Be aware First names Researching to Can students: All Curriculum
Origins use names of name named from that there -Charles: strong find the areas
to give words is things in the is more -Gwen: life meaning of first -Give the
character from a environment. meaning in -Kevin: handsome names and meanings of
more particular a name. -Russell: red- family names their names?
identity in source. Some things haired
stories. are called by Listing names -Name
the name of Surnames with their origins characters in
Create the inventor. -Occupations e.g. and/or the narratives to
names to Baker, Taylor, meanings enhance their
make Some Carpenter, Fowler characteristics?
newspaper names are -Relationships / Choosing
headlines Greek or son of e.g. related or -Identify Greek
concise. Latin or Johnson, appropriate and Latin words
native Davidson, Greek or/and in paragraphs?
names. MacDonald Latin words
Fitzgerald from a list and -Use derived
Some using them in a names in
names are Names derived written paragraphs?
blended to from inventors etc. paragraph
form other Ferris Wheel
names. G. W. Gale Ferris
-Cardigan
Earl of Cardigan
-Leotard
Jules Leotard
Greek and Latin

-Candidate/ Latin
-Senators/ Latin
-Politics, police/
Greek
VOCABULARY
44
ACTIVITIES
g
Word Changed spelling Creating Can students: All Curriculum
Origins Chinese categories and areas
Cont’d -Ketchup/ Ke-tsiap listing borrowed -Successfully
Dutch words coin words that
-Coleslaw/ koolsta enhance their
Examining writing?
Unchanged spelling newspapers
Morocco and novels to
-Tangerine pick out words
Germany that are coined
-‘Frankfuter
Italian Writing a
-Pizza proclamation for
the Sports
Native American page, using a
words coined word
-Wigwam, igloo, within it
skunk, pecan
Coining new words

-To be used in novels
-For newspaper story
headlines
Portmanteau words
-Words formed by
blending parts of
other words together
e.g. Motel formed
from motor and hotel
VOCABLARY
45
ACTIVITIES
g
Affix Use A word All words Be Prefixes Using the Can students: All Curriculum
prefixes could have have roots, creative numerical prefixes areas
and suffixes a prefix but not all with Indicate number and adding them -Give meanings
to help followed by roots are words -One = Mono-, to suitable roots and the class of
determine the root words mon-, uni- to create new words through
the then by a E.g. monorail words their affix?
meaning suffix. -Two = Bi-, bin-, di-,
and class of e.g. digraph Determining the
words -Half or two = Twi-, meanings of
E.g. twilight words through
-Three = Tri their suffixes
E.g. tripod
-Ten = Deca-, dec-, Creating word list
deka-, and placing the
E.g. decathlon words in
-Hundred = Centi-, categories
E.g. centimeter
Suffix
-logy = The study of
E.g. zoology,
astrology, geology,
psychology.
-et, -ette = small

E.g. diskette,
kitchenette
-ward = in the
direction of
E.g. upward,
homeward
VOCABULARY
46
ACTIVITIES
g
Affix -ship = occupation of Giving a list of Can students: All Curriculum
Cont’d or condition of being words on the areas
E.g. horsemanship, chalkboard. Successfully
citizenship Then stating in plot the
notebooks derivation of a
-ment = action, through a word?
process, state of diagram or
E.g. government, sequential order -Identify the
arrangement. how the word root of a word?
was derived
-hood = condition of from its base or Derive new
E.g. childhood root e.g. words from a
Sur[mount]able root or base
-ry, -ery = the [Surmount]able word by adding
product of an action Surmountable an affix?
E.g. poetry, injury,
cannery.
The root of ‘cannery’
and ‘injury’ do not
appear as words
because of the
added or omitted
letters needed to
spell the word in its
new category
Derivation of words
from a root or a
base word
-The order e.g.
surmountable
Mount – surmount, -
Surmountable
VOCABULARY
47
ACTIVITIES
Figures of Use figures Figures of They are Hyperbole – a Greek Providing Can students: All Curriculum
Speech of speech in speech are known as word meaning sentence areas
Narratives, imaginative rhetorical extravagance. starters for -Use hyperbole
Descriptive language devices A figure of speech in students to effectively in
writing and used to which the truth is complete using written
Expository heighten Figurative stretched. a hyperbole expression?
writing to effect, by language E.g. AIl have not seen
convey comparing changes him in a million years. Giving a -Use the
ideas more or connotations She is up to her neck comparison of appropriate
vividly. identifying a of words. with work. literal meaning slang in the
particular to be changed speech of
thing with Slang – a non- with the use of characters to
another standard figure of a hyperbole convey desired
more speech used in ways personality?
familiar not yet acceptable in Using slang in
one. formal writing only in dialogue to
dialogue. stereotype
character
The effective use of
slang in writing
“That movie was
cool.”
As a compound word
-Copycat
-Butterfingers
-Lazybones
As a metaphor
E.g. ‘I don’t have
enough bread to buy
the CD.”
VOCABULARY
48
ACTIVITIES
g
Figures of Metonymy – The Identifying the use Can students: All Curriculum
Speech use of the name of and meaning of areas
Cont’d one thing for that of metonymy in -Identify and
another that it sentences and use metonymy
suggests. paragraphs effectively in
E.g. “Put on your written
glasses,” means Identifying an assignments?
“Put on your object or thing,
spectacles.” then listing the -Personify
“The world is human qualities animate and
shocked,” means that could be inanimate
“The people of the attributed to it things in
world are shocked. Writing a story fables?
about the
Personification- activities of that
Giving human object or thing
qualities to based on the
inanimate things human qualities
E.g. The green tree given
whispered low and
mild. Identifying the use
of figurative
Euphemism – language in
Used to express a poems
disagreeable or
unpleasant fact Listing
indirectly e.g. euphemisms
Instead of saying frequently used in
someone died, it is the community,
said that someone and including
passed away or them in narratives
gave up the ghost.
VOCABULARY
49
ACTIVITIES
g
Expressions Use Proverbs They are To Idiomatic sayings Listing idiomatic Can students: A Curriculum
idiomatic and sayings figurative appreciate E.g. sayings on the areas
sayings and are used in expressions cultural -To keep up chalkboard for -Give the
proverbs speech and should expressions appearances students to state meanings and
within rather than not be used -To back out of in their uses of
dialogue in formal in their literal something notebooks the idiomatic
and writing. sense. -An open secret meanings and sayings and
speech. when they can proverbs in
The kind of The Proverbs be used speech and
emotive information -You must writing?
word used given in paddle your own Recording
gives direct canoe. proverbs that -Correctly
inferential speech or -Make hay while are used in the assess the
details other the sun shines. home mood of a
statements environment, speaker by the
creates Emotive value of giving their emotive words
specific words e.g. meanings and used?
emotional -“Yes I did it,” under what
effect. said Tom circumstances
(firmly). they were used
“Yes I did it,
myself,” agreed Giving the
cheerfully. impression
“Yes I did it gained of a
myself,” snapped personality from
Tom the emotive
(impatiently). words used
“Yes I did it,”
Tom whined at
last.
VOCABULARY
50
ACTIVITIES
g
Accent Pronounce Some words A word Be aware Accent Writing the Can students: All Curriculum
specific differ in could either that words Absent – adverb examples of the areas
words that parts of be a noun or should be Absent – verb words on the -Correctly
appear in speech a verb when pronounced Refuse – noun chalkboard, pronounce the
texts, according to pronounced. in the Refuse – verb having students given word as a
magazines where the context in Export – noun pronounce them noun or verb?
and accent is which they Export – verb as verb and noun
newspaper placed are used. -Give oral and
articles with when they Difficult words to Giving oral and written
the correct are pronounce written sentences sentences in
accent so pronounced. Alias, abdomen, in which in which which the word
as to give obese, naïve, the word is a is used in the
its part of solace, incognito noun or verb given part of
speech to speech?
convey the Differentiating Making a list of
correct between words such words and
meaning -Censor, sensor identifying the
censure. part of speech
-Antipathy,
apathy, Grouping
empathy. students and
each group
giving the word
and its part of
speech and
having the other
groups create
sentences with
the word, and
then sharing their
sentences with
the class
51

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ENGLISH LANGUAGE

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

ENGLISH LANGUAGE – ENGLISH A

Dialogue in Creating animal

Using cluster Use the cluster

Plural forms Cutting an

With plural titles and proper

-The museum has

-The first word

-The first word in

Greek and Latin

Coining new words

-et, -ette = small

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