TEACHERS’
GUIDE
ENGLISH
UNIT1:
READING
PART 1:
Developing the
reading skill through using nouns
TARGET GROUP:
S1
BRIEF DESCRIPTION OF UNIT:
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TIME REQUIRED: Minimum:
160 mins (4 lessons) Maximum: 240 mins (6 lessons)
MAIN CONTENT AND CONCEPTS TO EMPHASISE:
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MAIN CONTENT
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MAIN
CONCEPTS
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1. Grammar
Practice: Nouns
Definition
of nouns: for purpose of revision according to previous knowledge
Application
of noun use in language-structure exercises
Countable;
uncountable
Common;
proper
Concrete;
abstract
2. Reading
Practice: Nouns
in context
Extracts
of:
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TEACHING/LEARNING
MATERIALS:
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TOPIC NOTES
(a)
Introduction
As a
strategy to discover the knowledge and ability level of S.1
students (who with different backgrounds in English learning), the
use of speech work and reading materials (of simple nature) as
contexts within which to introduce grammatical elements is
paramount. In this way, the students can be led into concepts
behind their use without much abstract explanation.
Although
the Ugandan teaching syllabus cautions that structures “should
not be
taught in their
naked form” but in context, other equivalent syllabuses in
English-speaking countries encourage the development of the
ability of students to acquire a basic ‘descriptive knowledge’
of parts of speech. However, developing their overall
communicative competence must be underlined at all times.
Developing
the students’ ability to relate their own use of English to the
learning of their subjects also underscores the need for their
‘descriptive knowledge’ of parts of speech.
This is largely
developed through using reading extracts from various subjects,
and comprehending them as part of intensive reading in order to
make students respond in speech (e.g. discussion) and in writing
(b)Teaching
about Nouns
Nouns
are easily recognisable as the most common words since they refer
to or name things in the surrounding – people, places, objects
and ideas/events, etc. from the outset, nouns should be introduced
and taught in their main categories ( which will have been dealt
with broadly in upper primary school).
This should
however, be a gradual process in graded sense, until the main
categories are covered and the key concepts grasped by the end of
S.2.
In
S.1, the following categories are normally dealt with: countable,
uncountable
(preferably
introduced as a pair first before each one is demonstrated at
length trough exercises); common, proper (also contrasted and
explained as a pair first); concrete,
abstract
(‘concrete’ is a useful concept in relation t materials and
substances, but probably not dealt with in primary school).
Related concepts such as the use of the Articles
with nouns of
specific kinds and Numbers
and
Quantities of
tings should be introduced appropriately on their own. Compound
and Group (
collective)
nouns are best dealt with in S.2, as should the specialized use of
nouns (e.g. Common nouns becoming proper nouns when used as
symbols authority--the Church, Religion, the Judiciary,
Parliament, etc.).
(c)
Categorising and
identifying nouns in context
Identifying
nouns in context is perhaps the best way to introduce them to
establish common ground among the students. This can be done in
two ways:
In
either case the nouns should be featured distinctly from the rest
of the words in the sentences or passages (e.g. by italicizing or
bolding them). The sentences or short passages should contain
different kinds of nouns from which categories of nouns can be
identified. This will enable ‘practical’ demonstration of how
nouns can be
recognized n context, why
different kinds of nouns are used in different contexts, and how
nouns can be combined for use in different ways.
(i) Using a
list of sentences
The
following sentences are picked from the reading passage. It can be
used to make the students categorise the nouns according to the
framework provided for their exercise. ( The actual nouns in each
column are listed to illustrate what the students are expected to
write down). In column one of the exercise the writer’s name and
gender are given as examples of nouns for that column, though they
are not mentioned in the passage .In column two, an imaginary
place name is given.
Appendix
A list of
sources for selecting resources (readers) for reading development.
-
Intermediate level (1000 basic words)
7.
Pearson Education Limited
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Examples of stimulus Activities
(a) Lead
questions for
discussion as a pre-reading stimulus (in relation to the extract
from Robinson
Crusoe (see 9:
‘Teaching about Nouns’).
You
are part of a small group of scouts or girl guides who are taken
to an uninhabited island in Lake Victoria to explore it for a
month.
(b) Dialogue
(on a similar or related subject as depicted in the reading
passage).
Alice: Hello,
Alan! How was your camping holiday on the island of chimps?
Alan: Hello!
I enjoyed every minute of it.
Alice: You
must have. I’m dying to hear more!
Alan: We saw
many families of playful, amusing and intelligent chimpanzees
of
all sizes. You could have thought they were our lost cousins!
Apart
from them, there are other smaller animals.
Alice: What
do they feed on?
Alan: Mainly
fruits, roots and leaves. Wild bananas and other fruit
abound
in the tall forest in the middle of the island, where they confine
themselves
most of the time.
Alice: Any
snakes?
Alan: Oh
yes--in great numbers, and quite a nuisance in the vegetation.
Thankfully,
only a few are poisonous.
Alice: How
frightening! You must have spent sleepless nights. Where did
you
shelter, with all those snakes around?
Alan: We
pitched our tents on the beach; it was the best place to spend
the
nights. At least there the snakes would not move quickly.
Alice: Any
other…er…. thrills?
Alan: Oh
yes! There were lovely bright-coloured birds, exciting rides in
canoes
and motor-boats around the island, and plenty of delicious
fried
fish every evening! Would you like to come with us next time?
Alice: Not
me! Not even with the fresh tilapia and white sandy beaches
beckoning!
Alan: I
intend to camp there again, alone!
(c) Guided
Conversation
Students’
Exercise:
List
the nouns (words in italics) from the fifteen sentences above
according to their categories in the columns below:
1 2 3 4
This
categorisation exercise clarifies several ideas about nouns. It
serves to illustrate what nouns are (the naming of people,
places,
objects
(things) and ideas/events
etc. i.e.
non-tangible or non-visible things –in that order; it brings out
the concepts of concrete
and abstract
things (especially columns 3 and 4; and it distinguishes between
proper and common nouns (column 1 and 3 respectively; if there
had been a place with a name in column 2, it would also be
included in the proper noun category.)
From this
table the teaching of respective kinds of nouns can proceed, with
the following set of objectives.
Sample
reading passage for teaching nouns
On
the fifteenth of June, after I had been on the island for ten
months, I began to explore the island. First of all I went up the
river where I had first brought my raft on shore. Two miles up
stream, the river became much smaller and the water was cool and
clear. The next day I went even further inland and found the
country became wooded. Various sorts of fruits were growing,
including melons and grapes. Some of these I ate and some,
especially the grapes saved to eat later on. Some of the grapes I
dried in the sun, so that I would have raisins to eat when there
was no fresh fruit about.
I
did not go home that night but slept, as I had on my first night
on the island, in a tree. The next morning I walked for about four
miles and came to a most beautiful valley. Here there was a small
spring and everywhere seemed green and pleasant. It
looked almost
like a garden, which had been especially planted with fruit and
flowers.
I liked the
place so much that I often returned here during the month of July.
I almost thought of living here permanently, but decided against
it as the valley was so far from the shore. Instead, I decided to
build a small shelter so that I could come to stay whenever I
liked.
I began work
at once, building it on the same design as my first home. It had a
fence all around and was entered by a ladder. By the beginning of
August the work was finished. The grapes which I had gathered
earlier were now quite dry, and I took the bunches down from the
tree where they had been hanging. When I returned to my home on
the coast I took the raisins with me. I was very glad that I had
done so because a fortnight later it began to rain heavily. It
rained every day after that until the middle of October. Sometimes
it rained so heavily that for days on end I could not leave my
home.
As soon as the
rains ceased and the weather became settled I made a journey once
more up the river. In the valley I found every thing just as I had
left it. The stakes, which I had driven into the ground, had taken
root and green shoots were everywhere to be seen. In course of
time I was able to prune them so that my house was surrounded by
tall green hedge. I decided to cut some more stakes to take back
to the coast with me, to see whether I could grow a similar hedge
around my first home. The smaller branches from these stakes I
used for weaving baskets. My first attempts at this were rather
crude, but after a time I was able to make a basket, which served
my purpose well enough.
I wanted to
see what the other side of the island looked like. So I took my
gun, an axe and the dog, and a quantity of food and set off. When
I had travelled far enough to see the coast I saw that there was
another island about twenty miles away. On reaching he shore on
the other side of the island, I soon came to the conclusion that
this would have been a better side of the island on which to live.
There seemed
to be a large number of turtles on the beach. On my side of the
island I had seen only three during the whole of my stay. There
were also many birds here, including some, which I recognized as
penguins. There were more goats, too, but, as the country was
flat, they were more difficult to shoot. I explored the shore for
a distance of twelve miles before turning back. I set up a large
pole in the sand to mark where I had been, and I planned to walk
around the island in the other direction at a later date until I
met my pole.
Eventually I
made my way back to my old home, which I was very pleased to see
once more. I had now been on the island for two years without any
sign of a rescuer.
I was looking
forward to a good crop of barley and rice after the rainy season.
I had first to deal with two types of enemy. A number of
long-legged creatures, which looked like hares, appeared and would
have eaten all the green shoots. I soon made a fence, which
surrounded the crops, and at night I tied my dog to it. This kept
the hares away. No sooner had I finished the fence than a flock of
birds began to attack the grain before it was ripe. They were much
more difficult than the hares to deal with. When I fired my gun
they went away, but only as far as the trees. As soon as my back
was turned they all flew back to the field.
I decided that
I would hang the bodies of the birds that I shot upon poles in the
field. I hoped that this would frighten the other birds away. To
my surprise and delight that is what happened and I was never
troubled with birds again. So, at the end of December I was able
to harvest my crop and gathered in two sacks of rice and two and a
half sacks of barley. I was very satisfied with this harvest.
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LESSON PLAN
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DATE
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CLASS
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ENGLISH
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DURATION
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NO. OF
STUDENTS
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S1
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English
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80 Mins
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TOPIC:
Reading
SUB-TOPIC:
Developing the reading skill through using nouns.
AIM: To
enable the students to understand written texts using facts and ideas
conveyed by using nouns.
OBJECTIVES:
To
enable the students to:
i.
Recognise and understand stated factual details and
relationships in describing people, places, objects and ideas
or events.
ii. Understand factual details in categorizing things.
iii.
Understand functional relationships, time and sequence.
iv.
Determine the meaning of Nouns in context.
METHOD/APPROACH:
- Using ‘natural’ language in situations depicting communication (conversation/dialogue, discussion, question and answer) and integrating grammar aspects (use of nouns) in the key skills of listening, speaking, reading and writing.
- Using the main context (i.e. reading passage) to introduce and enable understanding of nouns to enrich vocabulary and communicative ability.
ORGANISATION:
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STEP
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TIME
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CONTENT
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TEACHER
ACTIVITY
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STUDENT
ACTIVITY
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I: Introduction
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5 Mins
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List of example sentences for
identifying nouns.
Definition of ‘Nouns’.
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Provide/write list of sentences on
chalkboard.
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Listen to teacher.
Look at list of sentences.
Read sentences
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II: Building lesson (1)
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15 Mins
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Dialogue for practice.
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Introduce dialogue.
Read dialogue.
Guide students to practise dialogue.
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Listen to teacher read out dialogue.
Take note of nouns featured. Write
nouns down.
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III: Building lesson (2)
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10
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Categorization of Nouns.
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Make table of 4 columns:
People/Places/Objects/Ideas, Events.
Instruct students to fill each
noun-category column with appropriate nouns from the 15-20 nouns
featured.
Go round and assist
individuals/groups while lists are made.
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Make table in note books.
Fill in each column with appropriate
nouns
Show lists of nouns to sitting mates
and teacher.
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IV: Conclusion
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5 Mins
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(End of
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Make concluding remarks on each
noun-category.
Phase One)
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Listen to conclusions on noun-
categories.
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V: Introduction 2nd
lesson
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5 Mins
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Questions for discussion
(Pre-reading)
- related to reading passage.
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Introduce questions for
discussion--then flag-off discussion.
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Listen to instructions on discussion
questions.
Follow grouping guidelines
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VI: Building lesson (1)
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15 Mins
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Discussion
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Follow progress of
discussion/clarify questions raised in groups.
Stop discussion and ask for some
feedback.
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Discuss questions in groups
Give some ideas raised in
discussion.
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VII: Building lesson (2)
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10 Mins
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Reading passage.
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Give and introduce reading passage.
Read passage aloud
(5 Mins).
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Listen to teacher introduce passage
Read passage silently after teacher.
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VIII: Winding up
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5 Mins
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Comprehension questions.
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Give oral questions
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Answer oral questions.
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IX: Assignment.
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10 Mins
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Comprehension questions.
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Give questions for written work (may
be completed out of class).
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Answer questions.
Write down questions for home work
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Self-evaluation
and other comments:
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TEACHERS’
GUIDE
ENGLISH
UNIT1:
READING
PART 2:
Developing reading through using simple present tense.
TARGET GROUP:
S1
BRIEF DESCRIPTION OF
UNIT:
- Tenses are mainly derived from the verb part of any sentence.
- Simple present tense is used to describe an action, an event or condition that is occurring in the present, at the moment of speaking or writing
It is also used when the
precise beginning or ending of a present action, event or condition
is unknown or is unimportant to the meaning of the sentence.
TIME REQUIRED: Minimum: 80 Mins Maximum:
80 Mins
MAIN CONTENT AND CONCEPTS TO EMPHASISE:
Error: Reference source not found
Error: Reference source not found
TEACHING/LEARNING
MATERIALS (with answers):
TASK 1
Read the following passage and underline all the verbs
that are in the simple present tense.
Think about how they affect the understanding of the
text.
Handing on
life in Flowers
The
work of any flower is to produce seeds which later
produce new plants. Let us examine the parts of a
flower called the Petals, sepals. stamens and pistil.
The
petals of a flower look a little like coloured leaves. They
may be brightly coloured in order to attract insects, in which
case they may or may not be scented. White flowers, however, are
often sweetly scented. At the base of the petals we usually find
the nectary where the honey is stored.
The
sepals are the small leaf-like parts below the petals. They
are usually green in colour. All the sepals together are
called the cup or the calyx. It was this cup, which protected the
flower while it was a young bud.
The
stamens are made up of a stalk (or filament) and one or two
little bags at the top. These bags, called anthers, contain
yellow powder, called pollen, which consists of thousands of
male cells. The stamen is the male part of a flower.
The
pistils are the female parts of a flower. The pistil of a
flower consists of three parts:
- an ovary where seeds form
- a style
- a stigma
The
ovary is the seed box. It contains the ovules (tiny
eggs) which will later develop into seeds. Growing out of the top of
the ovary is a stalk, called the style, which ends in a
sticky part, called the stigma. The stigma collects the yellow
pollen
(male cells) from the
stamens. Insects such as butterflies, ants, bees and wasps carry
pollen grains from the stamens to the stigma.
The
process is called pollination. When this has taken place the
seeds in the seed box begin to grow.
When an insect, such as a
bee, pushes its head into a flower, it comes into
contact with both stamens and stigma. If the bee already has pollen
on its head or body, this is picked up by the stigma. The bee picks
up more pollen from the stamens but this pollen only come into
contact with the stigma of the next flower it visits. So the process
goes on. From the stamens of one flower the insect picks up
pollen that is taken up by the stigma of the next flower the insect
enters
The wind also helps
pollination. Flowers that are pollinated by the wind (e.g. maize)
have long and feathery stigmas so as to trap any pollen dust
being blown by the wind. The stamens of such flowers usually hang
out of flowers.
Birds also pollinate
flowers. Birds with pointed beaks and small light, bodies, such as
the doctor bird, the sunbird, etc., sip nectar from banana
flowers, for example, and they carry away the pollen that
sticks to their beaks to other flowers when they visit them.
New plants come
from ripe seeds. But a ripe seed is only formed when the male
cell 9or pollen) of a flower joins with the female cell of
another (or same) flower. The stigma of a flower is covered
with a sugary liquid which is sticky and which thus traps any pollen
that falls on it. In this sugary solution the pollen grains (male
cells) begin to grow, and from each pollen grain a tube grows
down through the style towards the unripe seed (or ovule, the
female cell) in the seed box (ovary). When it reaches the unripe seed
the male cell fertilises the female cell and the fertilised
cell now grows into a seed. This process is called
fertilisation.
When
the unripe seed in the ovary gets fertilised many changes occur in
the flower. The petals die and fall, having done their
task, which was to attract insects by their colour and their smell.
The stamens too wither and fall off. But in the ovary
the seeds begin to grow lager and a covering forms to protect
the growing seeds.
(Adopted from
“Experimental Science for Tropical Schools, Book 3” by G.D
Bishop)
TASK 2
Passage A
Rewrite the following passage
in the present tense.
The Toy Soldiers
The show
opened with first class music from the 4th KAR band. This
was followed by the first entertainers- the toy soldiers. These boys
were very smart, well-drilled ten-year olds. All of them were the
sons of soldiers and their fathers were certainly very proud of them.
The crowd roared with laughter and cheered them loudly. As they
marched off, they pulled their ‘big’ gun behind them. Next came
the noisiest entertainers of the night, the Royal Horse Artillery
Regiment. They fired off their heavy guns and the noise shook the
Kampala sky and impressed all the spectators. What a contrast from
the next group! A tinkling of bells was heard and the famous Acholi
‘Bwola” bankers arrived, with their feathered headdresses and
leopard skins. The dancers hopped and jumped forward in warrior
style, in step with the beating of their heavy drum. They were
another high point of the night of celebration.
Passage B
Fill in the blanks in the
following passage using words in the present tense.
Hint: Use the words you
used when you rewrote Passage A
Now we
have the toy soldiers.
These boys (1) all
sons of soldiers and every father (2) certainly very
proud of his son tonight! The crowd (3)
with laugher and they (4) the boys loudly. Now he
boys (5) off and they (6) their big gun
behind them.
Ladies and gentlemen, we now
have the Royal Horse Artillery Regiment. Listen and I’m sure you
will hear them. They (7) their heavy guns and the noise
(8) the night sky
of Kampala. The people (9) their hands in excitement.
What a difference now! Now
we have the Acholi Bwola dancers. The dancers
(10) and (11)
forward in warrior style and the drummer (12) the
heavy drum. What a wonderful show this (13) !
Infact, it (14) the most wonderful tatoo ever seen in
Uganda.
Answers:
- are (5) march (9) clap (13) is
- is (6) pull (10) hop (14) is
- roars (7) fire (11) jump
- cheers (8) shakes (12) beats
LESSON PLAN
|
DATE
|
CLASS
|
SUBJECT
|
DURATION
|
NO.OF STUDENTS
|
|
|
S1
|
ENGLISH
|
80 mins
|
|
TOPIC: Reading
SUB TOPIC: Developing the reading skill through the use of the simple
present tense.
OBJECTIVE: a) To cultivate
in students the desire to read by themselves.
b) To
encourage students to develop the ability to read a wide variety of
written materials for enjoyment, information and knowledge
ORGANISATION/METHOD/APPROACH:
- Discussion
- Demonstration
- Question and answers
STEP |
TIME
|
CONTENT
|
TEACHER ACTION
|
STUDENT ACTION
|
|
I
|
5-10 Mins
|
Ice beaker
|
Teacher takes roll call
|
Students respond to names
|
|
II
|
10 Mins
|
Verbs
|
Teacher gives examples of verbs
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Students write in note books
|
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III
|
10 Mins
5 Mins
|
Tenses
Dialogue
|
Teacher gives examples of tenses
Teacher gives a half of a dialogue and asks students
to fill in
|
Students write in note books
Students participate.
|
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IV
|
30 Mins
|
Reading a passage underling present tense verbs
|
Teacher displays a passage on ‘Handing on Life in
Flowers
|
Students read and underline the verbs.
|
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V
|
15 Mins
|
Review of the passage for answers
|
Teacher stops students
|
Students stop reading and correct their work
|
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VI
|
5 Mins
|
Conclusion
|
Teacher clears up the table and blackboard
|
Students put away their books
|
ELATE: SCHEME OF WORK FOR ENGLISH LANGUAGE AND LITERATURE
|
WEEK
|
TOPIC
|
SUB TOPIC
|
AIM/OBJECTIVE
|
METHOD/APPROACH
|
REFERENCE
ICT
|
REMARKS
|
|
I
|
Reading
|
Developing
reading skills through using the Noun.
|
To enable the
students to recognise and understand stated factual details and
relationships in describing people, places, objects and ideas or
events.
|
|
Refer to the
website given.
Teacher’s
resources in the Elate website.
|
|
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II
|
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Introducing
countable and uncountable nouns
|
-do-
|
-do-
|
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III
|
-do-
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Developing the
reading skill through using Articles
|
To enable the
students to use the articles appropriately
|
|
|
|
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IV
|
-do-
|
Developing the
reading skill through using of words of quantity.
|
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|
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|
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V
|
-do-
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Developing the
reading skill through the use of adjectives
|
To enable the
students to use the degrees of comparisons of adjectives
appropriately
|
|
-do-
|
|
|
VI
|
-do-
|
Developing the
reading skill through the use of simple present tense
|
To cultivate in
the students a desire to read a wide variety of written material
for enjoyment, information and knowledge
|
|
Refer to the
ELATE Resource for Teacher’s notes
|
|
TEACHERS’
GUIDE
ENGLISH
UNIT1:
READING
PART 1:
Developing the reading skill through the use of articles
TARGET GROUP:
S1
BRIEF DESCRIPTION OF UNIT:
Articles are defining words. There are only
three articles
- Definite article ‘the’
- Indefinite article ‘a / an’
An article cannot exist without a noun following soon
after.
TIME
REQUIRED: Minimum: 80 mins Maximum:
80 mins
MAIN CONTENT AND CONCEPTS TO EMPHASISE:
- Article ‘a’ is always followed by a consonant and ‘an’ is always followed by a vowel e.g. a teacher, a doctor, a book, an elephant, an ant etc.
- You can use a/an with singular countable nouns: a beach, a student, an umbrella etc.
- Definite article ‘the’ is used:
- When the word has already been mentioned: ‘yesterday, they brought me an avocado, a guava, and a melon. Let’s use the avocado in the salad.’
- When the object is well understood between the speakers and the listeners: ‘Bring me the bucket.’ (i.e. the one we used.)
- When the object is unique, at least locally: ‘The sun’, ‘The Nile’, ‘The king’ etc.
You cannot use singular
countable nouns alone without the articles.
Learning objectives:
By the end of the lesson
the learners should be able to
- identify the definite and indefinite articles.
- Use the definite articles in sentences.
TEACHING/LEARNING
MATERIALS:
Here are some suggested stimulus activities for students.
Exercise one:
- Ask students to identify the articles from a suitable passage.
- Ask students to make sentences orally that illustrate the use of articles in sentences.
Answer: Follow your judgement as the teacher.
Exercise two:
Insert ‘a’ or ‘an’ where necessary in the
following sentences:
- bread is made from flour.
- car is made from metal.
- She wore a ring made of gold
- If you want advice about what to do, you had better ask teacher.
- encyclopedia is full of useful information
Answers:
- Blank, Blank
- Blank, Blank
- a, Blank
- Blank, a
- an, Blank
Exercise Three:
Insert definite article “the” where required in
the following sentences
- shop is open longer hours than school.
- aeroplane is fastest means of transport.
- Luganda is language spoken in Buganda.
- Our grand mother is coming to visit us next month.
- trees that were planted last year have nearly all died.
- She was overcome by beauty of scenery.
- biology teacher told us that several books have been written about bee.
8. He studied languages when
he was in England
9. It was on fourth of
month that he arrived.
10. longer he stays in
capital more money he spends.
Answers
- The, blank, the
- The, the
- Blank, the
- Blank
- The, blank
- The, the
- The, the
- Blank, blank
- The, the
- The, the, the
|
References
1. Sesnam, B. (1997).
How to Teach English. Oxford University Press. Oxford
Ox2 6DP.
2. National Curriculum Development Center.
(2003). The Integrated English
Syllabus and Teacher’s Guide. S.I
to S IV. National Curriculum Development
Center. Kampala Uganda
3. Forrest, R. (2005). Revision English.
New Edition. Longman Group Limited.
Pearson Education
Limited. Essex CM20 2JE, England.
4. Kukubo, B. and
Neville, JH.G (1996) English in Practice. An English Course
for Kenyan Secondary Schools Longman.
Essex CM20 2JE, England.
5. Murphy, R. (1995). English Grammar in Use.
A self-study reference and
Practice book for
intermediate students. Cambridge University Press. Cambridge CB2 1
RP. Mussel burgh, Scotland.
|
USEFUL WEBSITES:
Better English Exercises:
http://www.better-english.com/grammar/articles.
English Grammar and Writing.
http://www.edufind.com/english/grammar/ARTICLES5.cfm.
SAMPLE
LESSON PLAN FOR ENGLISH LANGUAGE
|
Date
|
Subject
|
School
|
Class
|
No. of Students
|
Time
|
Duration
|
|
28/08/07
|
English
language
|
Capuc
Girls’
School
|
S.1.A
|
55
|
8.00-9.20am
|
80mins
|
Topic:
Reading
Sub-Topic:
Developing the reading skill through using Articles.
Method: Talk
and Chalk, Explanation, Discussion.
Objectives:
1.The learners should be able to pick out all the articles in
the passage.
2.
The learners should be able to use the articles correctly in
sentences.
Teaching
Resources: Extracts from readers.
References:
Refer to the Template and hyperlinks
|
Time
|
Duration
|
Teacher’s
Activities
|
Learner’s
Activities
|
|
Introduction
8.00-8.10am
|
10mins
|
Explains what articles are and their
use in the parts of speech.
|
Listen attentively
|
|
Development
8.10am-9.05am
|
10mins
|
Gives a passage and
|
|
|
|
10mins
|
|
|
|
|
05mins
|
|
|
|
|
10mins
|
|
|
|
|
20mins
|
|
|
|
Conclusion 9.05am-9.20am
|
15mins
|
|
|
TEACHERS’
GUIDE
ENGLISH
UNIT1:
READING
PART 1:
Developing the reading skill through the use of degree
of comparisons.
TARGET
GROUP: S1
BRIEF DESCRIPTION OF UNIT:
Nouns are plain when they are used on their own,
without adjectives.
Adjectives are the words used to describe nouns.
They change in form to show comparisons between
nouns.
Comparisons of adjectives give the degree of
difference when comparing 2 or more nouns.
TIME REQUIRED: Minimum: 60 mins Maximum:
120 mins
MAIN CONTENT AND CONCEPTS TO EMPHASISE:
- Comparative adjectives are used when comparing 2 nouns with the word than. -er is usually added to the comparatives. E.g. Bigger than
- Superlative adjectives are used when comparing more than 2 nouns with the word most. Est is usually added to the superlatives. E.g. Biggest
- Irregular adjectives e.g. good, bad, use different words to describe comparatives and superlatives e.g. good, better, best, or bad, worse, worst.
- Long adjectives, like beautiful, are used with the words more and most without the –er or –est for the comparative and superlative. i.e beautiful, more beautiful, most beautiful.
Learning outcomes: By the end of this
sub-topic, students are able to use the degrees of comparison.
- Most adjectives of one syllable( short adjectives) and some of more than one, form the comparative by adding er or est to the adjective.
E.g. small, smaller,
smallest.
- When the a adjective ends in e, only –r and –st are added.
E.g. White , whiter
, whitest
- When the adjective ends in y preceded by a consonant, the y is changed into I before adding –er and –est.
E.g. merry merrier
merriest.
- When the adjective is a word of one syllable and ends in a single consonant preceded by a short vowel this consonant is doubled before adding -er or –est
e.g. Thin, Thinner,
Thinnest
- Adjectives of more than two syllables, long adjectives and many of those with two form the comparative by using the adverb more with the adjective and the superlative by using the adverb most with the adjective.
Eg. Beautiful, more
beautiful, most beautiful
- There are also some adjectives whose comparatives and superlatives are not
formed from the
adjective. These are adjectives that compare irregularity.
E.g. Adjective
comparative superlative
Good, well
better best
Bad, evil, ill
worse worst
Little
less, lesser least
Far
farther farthest
TEACHING/LEARNING MATERIALS:
Task 1
Give the correct form of the words in
brackets.
- The (famous) writers are found in Europe.
- At the Olympics, the young lady who won four gold medals was (good) than all her opponents.
- The (old) boxer in the competition was forty two years old.
- The Cranes played (good) than they did last month.
- You should be (careful) than you usually are during the examinations.
- The (amazing) part of the day was the acrobats.
- Patrick performed the (bad) of them all.
- It is always wise to begin with the (simple) of the numbers in a text.
- Kabale is the (beautiful) region of Uganda.
- It is (enjoy) to watch football than to watch wrestling.
Task 1 answers
- most famous 6. most amazing
- better 7. worst
- oldest 8. simplest
- better 9. most beautiful
- more careful 10. more enjoyable
Task 2
Fill in the blanks with the most suitable
adjective.
- Ugly ugliest.
- Fatter fattest.
- Bad ,
- Intelligent, more intelligent
- , more interesting, _____
- , , most expensive.
Task 2 answers
a) Uglier b) fat c) worse, worst d)
most intelligent
e) interesting, most interesting f) expensive,
more expensive
Find the word missing in each of the clues and
complete the crossword.
4
5
6
7
8
9
1 2
3
Across
- The constant and goings next door make me angry. (Comings)
3. I
was absolutely lost for (words)
5. My former
colleagues have all gone off to the four of the
earth. (Corners)
6. Players take
to lay their cards. (Turns)
8. I’m not going to take ,
you two sort out between you.(sides)
Down
2. I refused to compensate him for the damaged
(goods)
4. I have no wish to make with
anyone, least of all you (friends)
7. I mean to succeed by or you
(plays)
9. The police are just beginning to appreciate
the and outs of the case (ins)
Riddles (Brain teasers)
- What has many holes but can still hold water (A sponge)
- What falls but never breaks. (Night fall)
- What breaks but never falls after so many tries (day break)
- What carries a house but doesn’t live in it (a snail)
- What has one colour, and no defined size, is always stuck at the bottom yet flies easily, is present in the sun and not in the rain, does no harm and feels no pain. (A shadow)
- What is it that the Pope has but does not use, and your father has but your mum uses too. (last name)
Similes
As dirty as a (pig)
As hot as the (sun)
As slow as a (snail)
As dark as the (the night)
As beautiful as (a rainbow)
As proud as (a peacock)
As poor as (a church
mouse)
Useful text book references:
- English grammar and composition
by Wren and martin
S. Chard and company ltd
(Revised Edition) 1998
- Revision English
New Edition
by Ronald Forrest
Pearson Education Ltd
29th impression
2005.
- Grammar and Vocabulary for Cambridge Advanced and Proficiency
( 9 continued)
by Richard Sicle and Guy
Wellman
Pearson Education Ltd
2nd impression
2000
- Living English Structure
A practice Book for foreign
students
by W. Stannard allen.
4th Edition, New
impression 1964.
- Integrated English Book 1
A course for Ugandan
Secondary Schools..
- English in Use
by N.J.H Grant and C.R.Wang’ombe
USEFUL WEBSITES:
Regular comparative and superlatives:
When to use it:
http;//online.ohlone.cc.ca.us/mlieu(comparatives/use it. htm/.
Using comparatives and superlatives:
English grammar and writing:
http://www.edufind.com/english/grammar/ADJECTIVES5.cfm
Better English Exercises:
http://www.better-english.com/grammar/comparative.htm
A list of descriptives, comparatives and
superlatives for teaching comparatives and superlatives:
http://.rickwalton.com/curricul/descript.htm
LESSON
PLAN:
Topic: Reading
Sub-Topic: Adjectives
Objective: To enable
the students to use the degrees of comparisons of adjectives
appropriately.
Method/Approach:
- Discussion
- Dialogue
- Question
and answer.
Organisation:
|
STEP
|
TIME
|
CONTENT
|
TEACHER ACT
|
STUDENT ACT
|
|
I
|
5 Mins
|
Adjectives
|
Asks students
to name the adjectives they know
|
Give examples
of adjectives
|
|
II
|
15Mins
|
Comparatives
|
Introduces the
comparative adjectives
|
Use the
comparatives in sentences
|
|
III
|
15 Mins
|
Superlative
|
Introduces the
superlative adjective
|
Use the
superlative in sentences.
|
|
IV
|
15 Mins
|
Use of
comparatives and superlatives.
|
Give examples
of how adjectives change from comparatives to superlatives
|
Do the exercise
|
|
V
|
10 Mins
|
Irregular
adjective
|
Introduces the
irregular adjectives with examples
|
Use the
examples in sentences
|
|
VI
|
10 Mins
|
Wrap up
|
Gives an
exercise (s) on the two degrees of comparatives
|
Do the exercise
|
|
VII
|
10 Mins
|
Dialogue
|
Prepare the
class to act dialogues using the degrees of comparatives
|
Act dialogue
|
Evaluation:
ENGLISH QUIZZES
A CROSSWORD PUZZLE
Find the word missing in each of the clues and
complete the crossword.
4
5
6
7
8
9
1 2
3
Across
- The constant and goings next door make me angry. (Comings)
3. I
was absolutely lost for (words)
5. My former
colleagues have all gone off to the four of the
earth. (Corners)
6. Players take
to lay their cards. (Turns)
8. I’m not going to take ,
you two sort out between you.(sides)
Down
2. I refused to compensate him for the damaged
(goods)
4. I have no wish to make with
anyone, least of all you (friends)
7. I mean to succeed by or you
(plays)
9. The police are just beginning to appreciate
the and outs of the case (ins)
Riddles
(or Brain
teasers)
- What has many holes but can still hold water (A sponge)
- What falls but never breaks. (Night fall)
- What breaks but never falls after so many tries (day break)
- What carries a house but doesn’t live in it (a snail)
- What has one colour, and no defined size, is always stuck at the bottom yet flies easily, is present in the sun and not in the rain, does no harm and feels no pain. (A shadow)
- What is it that the Pope has but does not use, and your father has but your mum uses too. (last name)
Similes
As dirty as a
(pig)
As hot as the
(sun)
As slow as a
(snail)
As dark as the
(the night)
As beautiful as
(a rainbow)
As proud as
(a peacock)
As poor as
(a church mouse)
Sample
Lesson Plan
Reading:
Identifying Nouns
|
DATE
|
CLASS
|
SUBJECT
|
DURATION
|
NO. OF STUDENTS
|
|
|
S1
|
English
|
80 minutes
|
|
AIMS
(i) To recognize and
understand stated factual details and relationships in describing
people, places, objects and ideas or events.
(ii) To understand
factual details in categorising things.
(iii) To understand
functional relationships, time and sequence.
(iv) To determine the
meaning of Nouns in context.
METHOD / APPROACH
- Using ‘natural’ language (i.e. conversation / dialogue, discussion and question and answer techniques) in situations depicting communication and integrating grammar aspects (use of nouns) in the application of the key skills of listening, speaking, reading and writing.
- Using the main context (i.e. reading passage) to introduce and enable understanding of nouns to enrich vocabulary and communicative ability.
ORGANIZATION
|
Step
|
Time
|
Content
|
Teacher
Activity
|
Student
Activity
|
|
I.
Introduction
|
5
minutes
|
List
of example sentences for identifying countable and uncountable
Nouns
|
Provide
/ write on chalkboard list of sentences
|
Listen
to teacher. Look at list of sentences
|
|
|
Definition
of these Nouns
|
|
Read
sentences
|
|
|
II.
Building lesson (I)
|
15
minutes
|
Guides
conversations for practice: Is there enough …?
No
there isn’t enough
Why
don’t we get someone etc.
|
Introduce
conversation pieces.
Read
out conversation pieces.
Guide
students to practice conversations
|
Listen
to teacher and out conversation
Practice
conversations
Take
note and countable nouns
Write
nouns down
|
|
III.
Building lessons (12)
|
10
|
Categorization
of Nouns
|
Make
table of 2 columns: Countable and ‘uncountable instruct students
to fill in columns with nouns appropriate to each category. (Group
work if necessary)
Check
round the class and assist individuals / groups in making lists
|
Fill
in each column with appropriate nouns.
|
|
IV.
Building Lesson 3
|
10
Mins
|
Summary
of categorized Nouns on chalkboard.
|
Stop
class activity and write the two categories of nouns on chalkboard
(from students)
|
Listen
to instructions
Give
list of Nouns.
|
|
|
|
|
Lead
discussion on suitability of nouns given
|
Listen
to teacher and classmates giving feedback
|
|
V.
Introduction of next phase.
|
5
Mins
|
Discussion
question / pre-reading questions on things related to reading
passage.
|
Wind
up this phase
Introduce
question for discussion
|
Write
down key points
|
|
|
|
|
Guide
students on group or class discussion; then flag of discussion.
|
Follow
grouping and discussion guide lines.
|
|
VI.
Building Lesson (4)
|
0
Min
|
Discussion
|
Follow
progress of discussion / clarify questions raised in groups
|
Discussion
questions in groups.
Give
some ideas raised in discussion
|
|
VII.
Building lesson 5
|
10
Mins
|
Reading
passage
|
Civil
and introduction reading passage
Read
passage aloud 5 minutes
|
Listen
to teacher introduce passage
Read
passage silently
|
|
|
12
|
Comprehension
questions / Vocabulary work.
|
Let
students read silently.
Give
oral questions
Introduce
/ go through questions for written work.
Go
round / assist individuals
|
Answer
oral questions
Answer
written questions
Record
any tasks for home work
|
|
Self-evaluation
and other comments
|
|
|
|
|
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