Page 1
ENGI
Teacher's Instr
VIS 21.
Cover Design by: E. L. A. K. Liyanage
Department of Eng Faculty of Languag National Institute o
Maharagama

ISH
uctional Manual
lish
es, Humanities and Social Sciences of Education

Page 2


Page 3
ENC
|
GRI
Teacher's Inst
Departme Faculty of Languages, Hu
National Insti

NI Lf3
GLISH
ADE 8
ructional Manual
ent of English umanities and Social Sciences
tute of Education 2009

Page 4
Teacher's Instructional Manual - English Grades
FirstPrint August 2008
©National Institute of Education
ISBN 978-955 - 654 - 238-7
Department of English National Institute of Education Maharagama 2009
དེ་
Printed at the State Printing Corporation Panaluwa, Padukka.

9
anleerlasoT

Page 5
For
While the new approaches to the teaching Secondary Grades have been introduced, by the 2009, the present Teacher's Instructional Manu on the teaching approaches they should adopt i been effected in the classroom Learning-Teachi introduced with respect to Grades 6 and 10 in
This Teacher's Instructional Manual guidance on how you should organize your classr The organization of the classroom Learning-Te approach is not a new experience to either t
Nevertheless, the student-centered learning-Tea character through this new approach.
Not only does the present Teacher' necessary in planning lessons to ensure studentp environment required for the purpose. The act have been so organized as to provide direction for each lesson, exploring new information and
The basis of the guidance inherent i teacher should be rather a Transformer of Know As such, the activities here helps transform the and thereby generates new knowledge. The stimulated students to discover new knowledge
It is believed that the underlying philo Teacher's Instructional Manual will stimulatet traditional teaching methodologies and think. approaches and teaching methods. The new m immense range of new knowledge. Therefore methods and concentrate on planning new acti
What is expected through the infor Manual of this nature is to direct the teacher to h basic instructions that he/she could employ in
will make a study of this Teacher Guide with the the classroom. As such, what is mainly expectes the efficiency and quality of the classroom Leai
I would like to thank the subject spec well as the external resource persons who ci preparation of this Teacher's Instructional Man
Prof. Lal Perera Director General National Institute of Education.

eword
; of subjects in Junior Secondary and Senior
1817 National Institute of Education for Grade 8 in al will provide excellent guidance to teachers i teaching subjects. A significant change has ig activity through these teaching approaches tenien 2007 and Grades 7 and 11 in 2008.
s provided to you in order to provide you with pom activities so that they are student-centered. aching process based on the student-centered 1e Sri Lankan classroom or to the teacher. ching Methodology has been provideda novel
s Instructional Manual provide the direction articipation but it also judiciously builds up the ivities in this Teacher's Instructional Manual s to students on the setting up of new groups generating now knowledge.
1 the Teacher Guide is the philosophy that the ledge than a mere Transmitter of Knowledge. : student into a learner who seeks knowledge erefore, teachers are expected to direct and = through exploration. psophy as well as the activities described in this he teacher to break away from the shackles of It is necessary that our teachers focus on new Ellennium has seen the birth and creation of an , there is need to break away from traditional vities of one's own.
mation included in a Teacher's Instructional igher approaches while providing him with the his teaching tasks. It is expected that teachers tobjective in view and utilize the know how in
through an endeavour of this nature is to raise ning-Teaching process.
cialists of the National Institute of Education as ontributed of their time and expertise in the ville
ual.
Online

Page 6
Prel
According to the curriculum policy in Sri Lanka, schools this Syllabus and the Teachers’Instructional Manual are
The current syllabi consist mainly of subject content ur population who knew the subject content more than ar
Under the new curriculum reforms, the syllabus of ea achieve. This would result in having students who are pi should make a note of this fact.
In the Teachers' Instructional Manual (TIM), a newi approach,students should be encouraged to use the persons,engage in peer learning, describe things to per can be shown as possible avenues to enhance learning.
The teacher in the classroom could use the textbooks p as a resource material in the classroom. The teacher i students can grasp the content easily. Thus, the role oft knowledge. This should attract the students more towar learning atmosphere.
The TIM is only a guide, which would facilitate the te what is given them as models. This also would facilitate students to learning.
In this new leaming - teaching situation, the students are which should be appreciated to encourage them more. It the teacher. Encourage the students to help their frien lessons would lead to a better learning situation.
The assignments and exercises given in this TIMwill st good opportunity to assess the children. Also pay atte students have learnt.
This new learning culture, I hope would help to produce the modern world.
Wimal Siyambalagoda Assistant Director General Faculty of Languages, Humanities and Social Sciences
National Institute of Education

ace
yllabi should be updated every eight years. Accordingly, introduced under the Curriculum Reforms programme.
der content areas. This has resulted in having a student ything else.
eh subject specifies the competencies students should actically oriented and the teachers who use the syllabus
approach is introduced to the classroom. Under this,
library, to read books, gather facts from resource ers or use the Internet whenever possible, all of which
ublished by the Educational Publications Department s expected to organize learning situations so that the he teacher has to be changed to one enriched with new -ds learning and subsequently the creation of a suitable
acher to develop more activities and lessons by using e in turning out a creative teacher who would attract the
always active. It will also bring out the best in children,
will also bring out difficulties that have to be solved by ds. The assessment process that goes along with the
is
rengthen what the students have learmed. Take this as a ention to give more exercises to strengthen what the
a student population who could meet the challenges of
Donyamanan dan een aantal

Page 7
yn ETAPA
TENECEN
HOUSE ENTRE
Message of the Commissioner
do
avsnitt
p.
.N
ថ្មី ៗ
The objective of making the teaching- through the provision of Teacher's Instructiona
textbooks to all school children under the Go
Asia
The teacher is the pioneer who directs th out in the syllabus. Therefore you are entruste to make proper use of textbooks in order to de exercise for which there will be necessary gu
It is my earnest hope that teachers, eng ditur new generation to face the challenges of the
I making aqualitative improvement in the teach
Department of Educational Publications
Isurupaya, *Battaramulla.
16. 09. 2008

branilnice
General of Educational Publications
learning process more meaningful is achieved I Manuals to the subject teachers while providing vernment's free textbook scheme.
ne students to achieve the competencies spelled d with the responsibility of directing the students evelop the teaching-learning process as a fruitful idance in the Teacher's Instructional Manuals.
aged in the laborious task of directing a whole
present day will find these Manuals useful for ing environment.
W. M. N. J. Pushpakumara Commissioner General of Educational Publications
isosaamista
Fajolisihatan
VA Gaston

Page 8
Advisor
Prof. Lal Perera Director General National Institute of Educ
Wimal Siyambalagoda Assistant Director Gener: Languages, Humanities a National Institute of Educ
Notlar
Direction voittang
Sunil Atugodan Director, Department of E National Institute of Educ
Subject Leadership - Darshana Samaraweer & Coordination
Subject Committee (Internal )
MAN
Darshana Samaraweera Champa Perera Geethani Satharasinghe Chandrika Peiris
Subject Committee (External)
Pushpa Senanayake S.A.D.D. Vijayanthi Champa Kumarapperuma Champa Liyanagoda R.M.D.Rohan Chandana Ariyawansa Anura Edirimanna Preeni Dias Namal Walisundara
Review Committee
Pushpa Gunathilaka Sujatha Bandara D.C.K Hettiarachchi
Illustrations
Ravindra Jayasena
Proof reading
Chandrika Peiris
Typesetting of Final Draft - Thilaka Ruhunuarachchi
Dakshini Perera
Office Assistance
Vajira Perera V.V.Buddadasa

ARVAN. ation.
VYT
ad Social Sciences ation.
Oderit ignised
oest originele andel i a nglishdanlalardonadonajairong di rayonu ation.tabumonolitoloolalla oli en
aanbori zoonoiqodlazosiosaisir
ਸੰਤ ਹਰੇ 13toi zood 20 ਹੋu n ot
KINI
| 10
Coordinator RESC Gampaha I.S.A, Piliyandala Zone ISA Negombo Zone

Page 9
Conte
Foreword
Preface
Message of the Commissioner General of Edu
Introduction
Objectives
English Language Syllabus Grade 8
Term Plan
School Policies and Programmes
Activity continuum
Learning Teaching Methodology
Assessment and Evaluation- Introduction
Learning Teaching Evaluation Tools
Tool 1
Tool 2
Tool 3
Tool 4
Tool 5
Tool 6
vii

nts
Page No.
< z
ucational Publications
01
02
03 -12
LA 13
14 - 18
20
21 - 88
101
103

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Page 11
Introduction
From ancient times, human societies communica have developed into highly complex language would say, learning one's native language is a n speed and ease, but it was clearly understood t purpose of isolated societies only. Today, consi multilingual and multi religious and increasingly i has become very important to have a harm multilingualism have become very popular to m
Thus, it is not a secret that there is a growing r country's official languages being Sinhala and first language while understanding the import language. Furthermore, English is important to language of communication in the globalized w
In order to fulfill the above needs, a competency new curriculum reforms. The main purpose of lea in day-to-day situations. Therefore, in prepari considered to be more important than the theo paid to develop the competencies of using the 1
The syllabus of Grade eight consists of eight i levels under them. The recommended teaching 1 document of Grade 8 and the methodology sug their teaching learning process in a more meani
This Teacher's Instructional Manual with a serie you in developing more activities for the Seve Eight text book.

o the subject
ted with each other using sign languages, which systems. At the very first encounter anybody atural and effortless task, carried out with great nat one language (monolingualism) served the dering the fact that societies are multinational, nobile, the necessity of learning a world language onious society. Therefore, bilingualism and set the increasing needs of the new millennium.
eed for English in the Sri Lankan society. The Tamil, most Sri Lankans use one of these as the ince of learning English as a common or link access technology and also as the international
vrld.
r-based approach has been introduced under the rning a language is to use the language practically ng the new syllabus, the practical aspect was retical aspect. Thus, special attention has been anguage.
nain competencies and seventeen competency earning methodology is included in the syllabus sgested there will help the teachers to organize ingful way.
es of activity plans will be immensely helpful to nteen competency levels along with the Grade

Page 12
Ob.
Creating the need to learn English as a
Creating opportunities for the Sri Lar language
Creating facilities to learn a language,
Enabling the students to learn an Interm their later life for employment purposes
Empowering the learner to communicate Language
BEGEE
us 374 ਰਹਿ ਫੋElena nu
odellen vanagveidonio
yol almost

ectives
Second Language in a Multilingual Society
kan child to achieve the competencies in a link
which can be used to build ethnic harmony
ational Language which could be made use of in
confidently, fluently and effectively in the English
oturnommairieilgasonarolina
2

Page 13
Cagne" |
English Language Syllabus for Grade 8
Competency
No.of
periods
1.Identifies the sounds of English Language.
Competency levels Subject content related to the grade 1.3 Pronounces
The students should be able to identify different sounds properly
English words
and differentiate between vowels and consonants.
properly.
E.g.
sh
Seat
zip
Sheet
shame
Sip
sue
d
same
Zoo

درا
| oo
bowl
bold
Ball
bald
se grad
Megas
onarchia

Page 14
Competency
Subject content
No.of
periods
Competency levels related to the grade 1.4 Constructs English sentences orally minimizing the problems in
articulation.
The students should be able to differentiate between sounds, stress and intonation & speak with appropriate rhythm & stress within the flow of speech.
Stress
The meaning can be changed according to the word that you stress.
e.g
I want your pen. I want yo‘ur pen. I want your pe'n.

Intonation
Rising intonation for yes/no questions and to express surprise, disbelief etc. e.g Is she your mother? A
Do you want some tea?
Falling intonation for normal statements, commands and ‘wh' questions.
e.g A ticket to Kanady please?
What's your name?

Page 15
Competency
| Subject content
Competency levels related to the grade
No.of
periods
2. Uses mechanics |
| 2.4.Uses commas with
of writing with
understanding.
understanding.
Attention should be paid to the use of commas so as to enhance the effectiveness of writing and convey accurate
meaning. Students should master basic punctuations such as comma, full stop, question mark and capitalization. The comma is the most flexible in the arrange of its uses. E.g. 1.I had egg, sandwiches and orange juice for my breakfast.

2. I had egg sandwiches, and orange juice for my breakfast.
One dominant use of comma is to separate closely associated nouns and clauses within a sentence.
E.g. 2 Ishanthi, Sithari, Bimba and Gayathri went on a trip.
Sien onderdeel in
----

Page 16
Competency
Subject content
Competency levels related to the grade
No.of
periods
12
3.Engages in active | 3.5.Listens to and listening and
transfers information
responds
to other forms. appropriately
At this grade students should be able to transfer information into grids and tables while listening to descriptions of people, places and events.
• Announcements - railway, airport, og center
bus stand, medical
e Advertisements
-- different types of radio announcements – soap, toothpaste, milk
powder, paint etc..
Vocabulary level should encompass 2500 words (400-450 words should be in their productive vocabulary) In addition to
4.Builds up
4.4.Uses English

- ave me. W
ηυινω 111 ιμινι Ρευμνι contexts.
words
appropriately and accurately to convey precise
meaning
tne knowledge of nouns, verbs, adjectives and prepositions the following items should be introduced to them.
• regular and irregular verbs o e adjectives - predicative and attributive functions.
e.gShe is beautiful. (predicative)
Vou uong p She is a beautiful girl. (attributive).
- comparative & superlative forms.
· Adverbs - manner, place and time e.g Sunil went home quickly. (manner)
I visited my grandmother yesterday. (time) The boy is in the garden. ( place)

Page 17
Competency
Subject content
Competency levels related to the grade
No.of
periods
10
4.5. Uses the
dictionary and
encyclopedia
effectively.
Introducing the encyclopedia and how one can use it should also be taught through practical sessions. The children should also be made aware of how to use a dictionary in learning and to use it on their own.
4.6. Uses
Students should be able to
aanta, +11...dara

CUIITTACuaw VISual clues to derive the meaning of words.
identify the reference Words and their relevance. Relates reference words to referents. e.g Texas police said that they had arrested 91 year old
man suspected of robbing a bank, possibly making him the oldest bank robber in U.S. history. They said they had no records to prove it.
Txanteog

Page 18
Competency
Subject content
Competency levels related to the grade
No.of
periods
10
5. Extracts
necessary information from various types of
texts
5.4. Transfers information into other forms.
• Relates one part of a text to another and keeps
meaning in mind
Interprets discourse markers.
• Reads and understands notes - inviting
- giving instructions
- messages
• Reads and understands labels and informal letters
5.5. Extracts the general idea of a text.
Identifies the main idea from a paragraph - narrative,
descriptive, expository e.g Once upon a time.....
(narrative)

-I live in a house which has four bedrooms, a living room...(descriptive) -A crab is a marine animal living in water ... (expository)
beauco acorde conques ago

Page 19
Competency
Competency levels related to the grade
Subject content
No.of
periods
12
6. Uses English grammar for the purpose of
accurate and
effective
communication.
6.2 Analyzes the grammatical relations within a sentence.
At this grade students are expected to engage in further practice of the grammatical items they acquired in the previous year. The ability to construct compound and complex sentences and understand the grammatical relations within a sentence.
6.6 Constructs complex sentences through the process of
-The following items should be introduced to them. YOU
10

subordination.
10
6.7.Uses simple, compound, complex, sentences in appropriate context.
Present prefect continuous Simple future Transitive verbs Ditransitive verbs Conditional clause
- If it rains we will cancel the
trip. Adverbial clauses of reason, time and concession
possa Rauros e 2 cacagay
CE COURSE

Page 20
Competency
Subject content
Competency levels related to the grade
No.of
periods
e.g We have been learning English for six years.( Present Perfect Continuous) -Chanuka will visit Colombo next Sunday
( Simple Future)
-My mother made a cake (S.V.0)
(Simple Past). -I'll buy you a sari next month. (S.V. 0.0) (Ditransitive verbs) -I passed the examination because I worked hard. (Adverbial Clause of reason) - I used to eat Chapathi when I was in India. (Adverbial Clause
10

OI ime) -Although it was raining the children played (Adverbial Clause of
Concession)
como mocence
Ta on |basbosso
| TEGEcce |ara o contra ESOR
-This is the boy who gave me a pen (Complex sentence) -I like music but I don't like dancing (Compound sentence)
| 08.gs

Page 21
Competency
Subject content
Competency levels related to the grade
No.of
periods
7. Uses English creatively and innovatively in
written
communication.
7.5. Writes short poems/ stories on his/her own.
At this grade, students should be encouraged to write poems and stories. Each can write at his or her own level of proficiency so that they feel pride in their work and want it to be read.
The following items should be introduced to them.
10
7.6. Writes letters, brief notes,
instructions and
reports.
• Writes informal letters - asking and giving information
- describing a place/thing

- reporting an accident
Invites, thanks, regrets and apologizes orally and in writing.
gober
• Writes instructions
( - road safety Jmaintaining discipline in the
classroom
- recipes

Page 22
Competency
| Subject content
Competency levels related to the grade
No.of
periods
8. Communicates clearly, fluently and concisely
8.9. Gives and asks for information
appropriately.
8.10. Accepts,refutes and expresses disagreement
properly.
Students should be able to:
e give information about self and family
ask for directions and give directions offer help express gratitude and respond appropriately apologize and accept the apology invite, accept or decline invitations. express opinions and ask for opinions
LOI OPINIONS

8.11 Makes
suggestions and responds to them.
modernoliai
mosaicazione
Tilvoordai
iviovisorer | bensins
hadde slaw
Olaylar
anggota A liste

Page 23
Propose
1st Term
2nd
1.3
1.4
2.4
4.4
5.4
6.2
3.5 4.5 odbionego
5.5 8.9
7.5
8.1
Proposed number of competency levels for eac In the Teacher's Instructional Manual, an example Teachers are advised to prepare additional activity proficiency level of the students, referring to the gr. each competency level is given in the syllabus docur

1 Term Planoorde
Termeidl ofolqaroo 3rd Termenor
Mollod bloorde omnis el 46
ന് നടിക്കാട്ടി.
6.6
6.7 ole ainda 7.6e notions italiana 8.10
h term is given here for the teachers to plan their activities. : of an activity plan is given for each competency level. plans to develop the competency levels according to the ade eight text book. The number of periods allocated for nent.
13

Page 24
School Policies an Timetable:
There are 154 periods to complete this syllabus. I the number of competency levels assigned for eacł
Within these 154 periods, time should be allocat activities related to the achievement of mastery inc
In-Service Training
English teachers should participate in the workshop: and Zonal Education authorities (ISA's RESC's and
In some special situations, the National Institute of E
knowledge of new trends. Teachers are welcome ti Guidelines to facilitate the instructional leadership:
The English teacher must make the principal aware of the
That necessary steps are taken to create an Englis students are motivated to use English.
Necessary action taken to train news readers within ti of the day to be announced in English everyday mor That guidance, support and the supervision of the Pri to accomplish the following activities in terms of imp > School English Day > Computer assisted English Language Teaching
Inter school English competitions English Literary Associations Availability of children's newspapers in the libi Establish some ground rules to lend and read
A A A
School exhibitions
Maintaining a language lab if possible > Presenting activities using visual and print med > Conducting surveys and projects in English
14

a Programmes:
ne number of periods has to be divided according to
grade. Ed for continuous assessments and to complete the ompetency levels.
, which are conducted by the Provincial Departments Teacher Educators) in order to enrich their knowledge. ducation conducts workshops to enhance the teachers o participate in those workshops.
following: h-speaking environment within the school so that
he school premises. News including special activities
ning. ncipal is essential for the English Language Teachers proving English language skills of the students:
ary
one English book per week
a

Page 25
Co-curricular activities:
Learning English should be a very enje classroom teaching and learning proc co-curricular activities, which help the about an immense advancement in Eng learn to learn ability while they are given > Maintaining a wall magazine in English > Maintaining a notice board in Englishl > English speaking society > Watching English films and dramatize » One of the items to be presented in the > Inter school debates > English drama competitions > Quiz programmes Coonaalbolinib
O
Recommended Method of Teaching
An eclectic approach to English language recommended.
According to Girard (1986) the eclectic teach and techniques at his/her disposal, according to th time
An eclectic teacher should be flexible and ac approaches, methods and techniques, those elei students at a given time. However, teachers shoul vague. So one should not blindly adopt technique clear understanding of the theoretical principles below with a view to helping the teachers use this
Teaching/Learning Process
Every lesson should end with the learner feel which he could not do at the beginning, and The target language should be the languag where necessary to make meaning clear. All the four main language skills – listening, s As far as possible activities and tasks done i Special attention should be paid to teaching Pair work and group work should form an collaborative learning should be encouraged

yable activity and it should not be limited only for the ess. If the students are engaged in more meaningful
m to uplift their English language skills, it may bring ish language learning. Further they will develop their 1 opportunities to participate in the following activities:
anguage
dversions of novels using CDs and Videos anos
morning assembly (Grade wise)
originaltiese troepe buonnon auditorio niya
English as a Second Languages
teaching based on the following underlying principles is
er aims to achieve the maximum benefit from all the methods le special needs and resources of his/her pupils at any given
laptable in order to be able to select from among a variety of nents that are appropriate to the needs of a given group of d be warned that ‘eclectic’is a convenient term but it is also es and teaching procedures from various methods without a underlying them. Details of the eclectic approach are given approach successfully in their classrooms.
ng confident that he can do something in the target language, whatever he has learnt is communicatively useful.
of the classroom. Mother tongue could be used sparingly
peaking, reading and writing should be taught systematically. iclass should aim at integrating the four skills. vocabulary and grammar. ntegral part of the classroom procedure. Cooperative and
15

Page 26
An eclectic approach should be used to teach gram complex grammar points while the inductive metho The Process approach to reading and writing is reco All activities and tasks used in the classroom should These activities and tasks should be based on the fol a) Information gap principle b) Information transfer principle c) Task dependency principle d) Jig-saw principle The main role of the language teacher should be to f: how to learn so that at the end of their school care language.
Classroom Techniques
+ + + + +
The following classroom techniques are recommen the teachers to think of their own techniques to suit t
Repetition with understanding
Meaningful drills Role-play Dialogues Language games mixmadivarlar altero Communicative activities Problem-solving activities Decision-making activities Jig-saw activities Sharing information to complete tasks Simulation Summarizing Dictation Gap-filling tasks Sequencing Controlled composition Guided composition Free composition Picture composition Moonaalbolo Discussion
Mini-presentations Impromptu speeches Prepared speeches
Memorization (with understanding) aludeonly Dramatization Group singing Recitation (Poetry)
. . . .
16

amar. The deductive method could be used to teach dcould be used to teach simpler grammatical items.
ommended.
laim at engaging students in active communication. lowing principles:
SiiiinG ni Luis n gg nE
acilitate learning. The teacher should teach students ser learners will be independent users of the target
ed in the classroom while providing opportunities for che level of the students.
aesonigalapagnir

Page 27
Assessment and Evaluation
On-going assessment (OA) should be an ir the learner continual feedback on the teachin
Tests should be primarily criterion-ref students with the kind of qualitative info Evaluation N-SIG Newsletter Vol. 3N A criterion-referenced assessment a relative to a fixed criterion based on an at the relevant point in their developme
The on-going assessment should inclu
Teacher's assessment based on One self-assessment per term whe using clear criteria and a weighting this. This type of assessment in a students aware of their weaknesse One peer-assessment per term of upon beforehand. The teacher too Portfolio: The student will be en produces during the year - exercis file. The contents of the portfolio
Summative assessment at the ei

tegral part of the curriculum. OA provides the teacher and z/learning process. renced “as they have the benefit of providing teachers and irmation meaningful for the future use.” (JALT Testing and o. 1)
ms at finding out how well the learner is able to perform estimation of what is reasonable to demand from learners nt during a particular stage of the course. de the following modes of assessment: at least two classroom tests per term. re the learners themselves evaluate their own performance, ;system agreed upon beforehand. The teacher should check Idition to promoting learner independence will also make es and strengths.
group work using criteria and a weighting system agreed should check this. This again promotes learner autonomy. couraged to maintain a collection of the work that he/she se books, essays, and newspaper cuttings etc- in a separate are first assessed by the student and then by the teacher. end of the year.
17.

Page 28
Syllabus Revision Committee
1
Miss. P.Nagasundaram
Sagan 2. Mr.H.R.S.K.Atugodaoinsom modsat
3. Mr.S.A.D.Samaraweera
Wioonan
4. Ms. V. D. C. P. Perera goberno
une 5. Ms. P. G. Satharasinghetsmaterie
deno douboernoon
6. Ms.N.S.K.Walisundara
7. Mr.M.D.Dissanayaka
8. Ms.C.R.C.Amarasekara
easil
18

M.A. Former Head, Department of English, University of Sri Jayawardenapura.
Si M.Ed, Director English, NIE
M.A., Chief Project Officer, NIE
M.A., Chief Project Officer, NIE
M.A., Chief Project Officer, NIE
* M.A., Coordinator, RESC, Kandy
M.A., RESC, Negombo
P.G.D.E. ADE English, MOE

Page 29
GENERAL MAC
Teacher's Inst
|Only a few sample activit
levels. The teacher has
more similar items to
facilitate le

ructional Manual
ies are given for the competency the freedom to construct many - be used in the classroom to
arning & teaching.

Page 30
ਭਰ ਤੋਂ .
ਹੈ। | (ਕੇ . . . . .
. .
ਕ! ਦੋਨ: | ਦੀ ਆਂ !
1. 'H
Activity Co
::
ਸ 3 ....

ਆ ॥ ਕ, ਜੋ ਤੇ ੧ ਨਵੀ ਨੇ
ਹੈ ਤੇ ਜੋ ਨ
ਨੇ .
. ... . .
. ]
' ਨੇ ਇਸ
ntinuum
:
{ ਹੈ

Page 31
od niego garreg Learning - Tea
In deciding the Learning - Teaching methodo student competencies through ‘Exploration' by In implementation of competency based educa is also expected.
The traditional ‘Transmission' and the ‘Transacti adverse standard of the school leavers a sharp re process is felt.
In the Transaction' role, the dialogue that the teac ideas from the teacher to the class and from the student introduction that later results in a dialogue the known to unknown, and from simple to comp
In the competency-based education, the main fo Resource Person who makes an effort to get the certain competency. The teacher should closely ob disabilities, providing feedback, and developing th transformation role of the teacher, one unique fez leaming -teaching process outside the class .
The first part of this guide is the syllabus and the a steps. In the first step of the activities, it is expe This has been named as ‘Engagement'. Similar to til in leaming by dialogue. This allows the students to an indication of the competencies to be develop exchange of ideas. Presenting questions, pictures dialogues, role plays, poems, songs, demonstrat them.
The first step of the activity is to achieve the follo
• To win the attention of the class.
Provide opportunities for the students to 1 the next stage of learning; exploration.
Introduce the children to the basics in er second step.
The second step of the activities is designed to gi will do this based on a special instructional sheet problems from different angles. It is also important in the activity using the resources available. WŁ discipline, sincerity, listening to others, and gain the time, achieving qualitative outputs and skills that

ching Methodology
logy of English, attention has been paid to develop i students, which would develop their competencies. ition a remarkable change in the role of the teacher
on' roles are still prevalent in the classroom. Due to the ilization of the need to develop the learning - teaching
her starts with the students is the initial stage. Thereafter class to the teacher flow. This is followed by student -
Through questioning the teacher leads the student from slex.
cus is on student activities and the teacher becomes a children reach at least the near competency level of a serve the children learning, identifying students’ activities, te learning capacities of the students further more, in the ature is that the teacher should facilitate and extend the
ctivities in the activity continuum consist of at least three ected to get the involvement of the students to learning. he Transaction role, the teacher gets the children involved o explore and to get to know the previous knowledge and ed by them. The teacher has many tools to initiate this , paper advertisements, flash cards, problems, puzzles, ions, case studies audio or radio cassettes are some of
Dwing objectives –
recall prior knowledge that is necessary to proceed with
sploration which is to be introduced to them under the
ve an opportunity for the pupils for ‘Exploration’. They - The teacher will have to organize teams to explore the
to direct the discussion and to engage students effectively een the students get used to this, they will develop self e ability to work with others, helping each other, managing E are essential to daily life.
21

Page 32
In exploration activities, the teacher should not appoint group itself.
At the third step, each group can present its findings encourage the children to make presentations. In this, responsibility. In this step 'Explanation’, it is importa rather than the teacher taking the major role.
What has been explored in the third step can now be t the groups have finished their presentations, the membe groups should be allowed to make constructive proposal by the teacher. In this summarization, the teacher shoulc the concepts and theories regarding 'Exploration' that
It is the responsibility of the teacher that the learnin expected. Assessment and ‘Evaluation’ should be used i situation by the teacher. When the students engage in S and Evaluation are described separately at a later stag
The learning - teaching methodology described allows in dialogue, discussions and brief lectures.
This curriculum, which is the first curriculum revisio "Transformation’ role in the learning - teaching method that salient aspect of the ‘Transmission’ and ‘Transac teaching process. bibelwoimi enonsag arwolai iego b. xologiko
SOOatsheolwrote aan
22

leaders but let leadership emerge from within the
LI NA for information of the others. The teacher should the teacher should direct all students to take some nt that the students are given prominence to speak
aken for ‘Elaboration' as the fourth step. Once all s of the group followed by the students in the other s. However, the final summarization has to be done I give the students an accurate understanding about the students were involved in.
1
g - teaching process in the classroom occurs as to achieve the above within the learning - teaching cep 3, the teacher can do an evaluation. Assessment
e in this book.
group exploration and allows the teacher to engage
n in the new millennium, should consolidate the -ology. A remarkable aspect in this, methodology is etions’ roles could be made use of to enhance the

Page 33
Pronounces Eng
Constructs Engli
tion.
Competency 1 Level 1.4
DEAS DE Activity Time Quality Inputs
Let's pronounce
40 minutes
**A
bildir
An enlarged Recorded di settes for G English, NI
• A casset
Copies o
orti
Learning Teaching Process Step 1.4.1
Display the Ask the stu displayed si
Read the stat
E getirilen
Repeat the s
Lead a discus
English
Meanin;
E.g. I w: Meanin
I want y
Meanin I want y
Meanin
Step 1.4.2
Divide the c Distribute tl
Get the stud the stresse

ish words properly. sh sentences orally minimizing the problems in articula
words correctly.
nga Ngini
and at copy of annexe 1.4.1 ilogue given in annexe 1.4.2 or “Self access Audio Casrade 10 and 11 Students” (Produced by Department of 3) segment 18 task A te player
ADA PARA ESTA CENTRA
of annexe 1.4.2
statements given in annexe 1.4.1 on the board. lents to listen and underline the stressed word on the tatement. tement stressing at differnt words. ame procedure changing the stress. Tas ssion highlighting the following: is a stressed type language. g changes according to the place of stress. ant your pen g- only ‘T’ want, not anybody else.
Our pen. g-I want your pen, not anybody else's. our pen. g-I want your pen, not anything else.
(10 minutes) lass into 5/6 groups. ne copies of annexe 1.4.2 ents to listen to the recorder or the teacher and underline ed words.
(15 minutes)

Page 34
Step 1.4.3
Get the students
Lead a discussio
Correct stress i listener.obro To identify thes
Answers fo Stressed wo A) girl
B) my,too
A )donkey
B )tricycle
A )smiling
B) too
Criteria for assessment and evaluation
Identifies the
aniwollos:
Accepts the i
Stresses whe Works coope
Enhances co
da body do naveTadao
alagmidyanatos nacional
24

to read out the dialogue placing the correct stress.
a highlighting the following:
- important to convey the correct meaning to the
ress, we have to listen attentively. - the step1.4.2 rds boas
A) dress
A) ribbon B) jump,skirt
B) hair,hers A) watch
B) isn't
· A) white socks
B) any
(15 minutes)
e stress to get the correct meaning of an utterance. necessity of stress to convey the meaning properly. ere it is necessary. eratively.
rect pronunciation by practising.
kim

Page 35
Annexe 1.4.1
I need your pen. Keep the bag on the table Come on Friday not on Tuesday Bring me a glass of water.
Mother cooks rice and curry daily. We travelled to Kandy by train. I have seen it before. There's a boy at the gate. I like pop music not rock music.
Wait at the station in the morning.
Annexe 1.4.2
Arundathi and Nazeer are describing their p
Listen and note how some of the words are stress or show the importance of a word we say it lou A. There's a girl in my picture. B. There's a girl in my picture too. A. Mine's sitting on a donkey. B. Mine's sitting on a tricycle. A. Mine's smiling. B. Mine's smiling too. A. Mine's wearing a dress. B. Mine's wearning a jumper and a skirt. (O A. Mine's wearing a watch. B. Mine isn't wearing a watch. A. Mine's wearing white socks. B. Mine isn't wearing any socks. A. Mine's got a ribbon in her hair. B. Mine's got a hair clip in hers.

pictures.no
ed to convey the meaning. When we want to emphasize Her than the other words (we stress that word.)
oldalon
Dauimenti

Page 36
: Uses mechanics of y : Uses commas with i
Competency 2 Competency Level 2.4 Activity 2.4 Time
Quality Inputs
: Let's use commas o
: 40 minutes
A copy of of the Copies of the 1 Copies of the te
Teaching Learning Process Step 2.4.1.
• Display the tas!
Get volunteers i Capitals appre
Conduct a brief | . A comma marl
closely associa
In other words, in a sentence, i.
We use comma things are listed In listing, com preceded by an e.g. She bough Ref.Quirk et a Language (19 Suggested ans
Savini and
“We want i
"Shall wel
“Yes,” said
Mother wr Vegetables sugar, and “It wouldb them just n

Arealas
writing with understanding. understanding. correctly.
e text given in annexe 2.4.1 task sheet given in annexe 2.4.2.altas ask sheet given in annexe 2.4.2.b
Ksheet given in annexe 2.4.1
Eo put question marks, commas, inverted commas and ppriately on the poster.
discussion to highlight the following: Ks a short pause in a sentence. It is used to separate ated nouns and clauses within a sentence.
commas are used to mark grammatical boundaries e. clauses.
as in lists, but we don't use a comma when only two
1.
na before the last item is optional, provided that this is
Q.
at eggs, butter, cheese, bread, rice (,) and coffee. al. A Comprehensive Grammar of the English
50) P. 1618 Burningas
swers for annexe 2.4.19
her mother were about to go to the market. potatoes, carrots, onions, and cabbage,” said mother. puy beetroot too?” asked Savini. Bau I mother.
astitu nodol
pte down a list of all the things she wanted.
, potatoes, carrots, onions, cabbage, beetroot, flour, coffee. “Do you need all these now?” asked Savani. e easy to buy them today although we won't be using ow”, ” replied mother.
( 10 minutes)

Page 37
Step 2.4.2
SASNonné ni novi • Divide the cla Sortileguondagi nolacoDistribute en
2.4.2 .b
A havao IREV. Get each gro
Get each grou
Step 2.4.3
I
Get them to p
Get others to
disaro • Lead a discuss
• Use of comm:
meaningful to
We use a com an independe sentence)
we use comm
after the s
with addr
with direc
Ref. Elliot, F
Answers
1) I had
2) The fi 3) I was 4) “Lool 5) “May 6) “Wha 7) "The s 8) Dearl Thank yo
2

ss into groups. ough copies of the task given in annexe 2.4.2.a and
up to do both tasks.
(20 minutes)
resent the completed tasks.
comment on them.
-ion highlighting the following: as in writing is useful. It makes a piece of writing more - the reader and avoids misunderstanding too.
ma before a coordinating conjunction that introduces nt clause (a clause that can stand alone as a complete
nas:
alutation and complimentary close, in letters
Fesses and dates.
et quotations Rebecca, Painless Grammar. (1984) for step 2.4.2 (Task given in annexe 2.4.2.a) kurakkan roti, sandwiches, and tea for my breakfast. Im was long, but it was very interesting. afraid, and I didn't go alone. <, there is a big star in the sky,” said the girl.
I use your pen?” asked Saman. at is that noise?” asked the teacher. ship is sinking!" shouted the captain.
Kamalesh,
u for the present you sent for my birthday.
Lots of love,
Hussain

Page 38
Answers fo 1. Shani u
nation.
2. We stuc
3. After et 4. My siste
tin. 6. She live
7. Saman,
8. I was b
Criteria for assessment and evaluation
Identifies th
Accepts tha Uses comm Works co-o Engages in
(BRD) ISTELUImetalaisiais

er step 2.4.2 (Task given in annexe 2.4.2. b) worked hard, but she couldn't get through the exami
ly English,Sinhala,Maths, History, and Music. anting, my cat hiccups. er's name is Miranda, and my brother's name is Aus
es at 225, Sation Road, Nawalapitiya.
it's time to brush your teeth. prn on Tuesday, October 1“, 1997 in Galle.
(10 minutes)
ne proper places where commas should be used. Et commas help in comprehending a text. nas in sentences and texts appropriately.
peratively. healthy discussions.
TETA

Page 39
Annexe 2.4.1
Use full stops (.) questions marks(?) invertedc Savani and her mother were about to go to the said mother shall we buy beetroot too asked sa
s mother wrote down a list of all the things she v
beetroot flour sugar and coffee do you need all today although we wont be using them just now
Annexe 2.4.2.aan
Use commas where necessary. 1. I had kurakkan roti sandwiches and tea for 2. The film was long but it was very interesting 3. I was afraid and I didn't go alone. 4. “Look there is a big star in the sky” said the 5. “May I use your pen ?” asked Saman 6. “What is that noise?” asked the teacher. 7. “The ship is sinking !’shouted the captain.
8. Dear Kamalesh
Thank you for the present you sent for my t
Lots of love
Hussain
Annexe 2.4.2.b
Use commas where necessary. (1) Shani worked hard but she couldn't get thr (2) We study English Sinhala Maths History ai |(3) After eating my cat hiccups.
(4) My sister's name is Miranda and my broth
(5) She lives at 225 Station Rood Nawalapitis |(6) Saman “it's time to brush your teeth.”
(7) I was born on Thursday October 1“ 1997:

ommas (“ ”) and commas (,), capitals where necessary. : market we want potatoes carrots onions and cabbage rani yes said mother anted vegetables potatoes carrots onions cabbage these now asked savani It would be easy to buy them
replied mother
my breakfast.
girl. Intorniola
birthday.
ough the examination.
nd Music.
er's name is Austin.
va.
in Galle.
29

Page 40
Competency 3
Engages in active li Competency Level 3.5
Listens to and trans Activity 3.5
Let's listen and tran Time
40 minutes Quality Inputsino asomosomico Enough numbe
3.5.1.a A copy of the ar Enough copies group)
A copy of the d Learning Teaching Process : Step 3.5.1
Distribute copi domly among Ask them to sho they hear.
• Read the an
Check whe propriately. Lead a disci Listening w day-to-day Answers fo Announcen Announcer Announcer Announcer
Step 3.5.2
Divide the stude Give each grou Ask them to list Read the descri Get each studer
Step 3.5.3
Get answers fro Get others to co Lead a discussi
| • It is important to
Expected answ
30

stening and responds appropriately. Fers information to other forms.
sfer information.
er of copies of the destination cards given in annexe
nouncements given in annexe 3.5.1.b (for the teacher) of the tree chart given in annexe 3.5.2.a (One per
escriptions given in annexe 3.5.2.b (for the teacher)
es of destination cards given in annexe 3.5.1.a ranstudents (One card per student). ow the relevant destination card to the announcement
nouncement given in annexe 3.5.1.b
ether they have responded to the announcement ap
ission to highlight the following. ith a purpose will help in responding appropriately in
life. ir step 3.5.1
ent 1 - Railway station nent 2- Bus station nent 3 - Medical centre nent 4- Airport
bulbolovi (10 minutes) ents into groups of five. pa copy of the tree chart given in annexe 3.5.2.a en to the descriptions and fill in the tree chart. ptions given in annexe 3.5.2.b it to fill one branch of the tree chart.
(20 minutes) m groups. mment. n to highlight the following:
.listen attentively to transfer information. er for 3.5.2

Page 41
Expected answer for 3.5.2
Author: Panditha Number of tales: Name of the boo Publisher:Sarasa Price: Rs. 75.00
World's tallest stupa: Great Pagoda
in Thailand Shape : bell shaped
Height:120.45 metres Circumference: 235.5 IKINS Completed by: King Rama he Wh
Person: Sampath Age : 13 years Class: eight Game : baseball Hobby: reading books
Criteria for assessment and evaluation :
Listens a
Accepts
Fills ach
Works c Enjoys o

Gunawardana ten k: Sri Lankan Folk Tales ji Publishers
Held on : 18th and 19th
February Venue: School main hall Open at : 9.00 a.m. Event: Art and craft exhibition
Brand name: LG Dealer: Abans Item: DVD player Price :-Rs. 12.000/- Payment: scheme interest free
(10 minutes)
nd responds accordingly. the need to be attentive when listening with a purpose. art while listening to various descriptions. )-operatively in groups. împleting a task successfully.
31

Page 42
Annexe 3.5.1.a
Railway station
Bus station
Medical centre
Airport
Annexe 3.5.1.b
The train on platform no. 4 will leave for Kane Ragama, Gampaha, Veyangoda, Mirigama an The express bus to Badulla is scheduled to le please come to queue no. 99. Patients who have come to meet Dr. Dissana
Flight no.MH 188 to Male and Kuala Lump Lumpur please board.
Annexe 3.5.2.a
Dosie
Author Numbe Name Publish Price--
World’s tallest stupa: - Shape :
Height : --- Circumference: - Completed by : --
Person : Age : Class: Game : Hobby:
-------

alsoodil
dy at 4.50 p.m. It will stop at Maradana, Dematagoda, ud all stations beyond. eave at 7.30 a.m. Commuters who travel to Badulla,
yake, please go to room No 8. pur is now boarding. Passangers to Male and Kuala
er of tales ---
of the book---
aer
T|
Held on : - Venue : Open from : Close at:-- Event:
Brand name--- Dealer Price------ Item Payment scheme --

Page 43
Annexe 3.5.2.b.
• Sampath is a 13-year-old boy. He studie
team. He likes reading books when he is fi "Sri Lankan Folk Tales” is an interestingst nice folk tales. It was published by Sarasa The art and craft exhibition will be held on open from 9.00 a.m to 4.00 p.m. It's time to celebrate, because now you player available,with all the Abans dealers installment scheme.
Great Pagoda in Thailand is the World's ta ground to the crown top is 120.45 metres present stupa was completed by king Ram
Evoolab artikli
vere stod

s in grade eight- and is a member of the school baseball
ee.
ory book written by Panditha Gunawardana. There are 10 vi Publishers and the price of the book is only Rs. 75.00. the 18th and 19th February in the school main hall. It will be
can buy the DVD player you always wanted. LG DVD .islandwide. Only Rs 12 000/=, Available on interest free
illest stupa. It is bell shaped. The height of the stupa from and the circumference of the base is 235.5 metres. The ia the sixth.
prenabani
di
olanakala po
Estad genera
33

Page 44
Competency 4
Builds up vocabulary
precise meaning. Competency level 4.4 :
Uses English words i Activity 4.4
RAS: Let's use words appr Time
Voir eto : 40 minutes. Quality inputserloorbeeld is. A copy of a work
gelie De • Word cards givei VOJosiose swls uove . Copies of the tas! Learning Teaching Process Step 4.4.1
Display the task : on toisigol odbor
Distribute the wo1
Ask them to reac MATERY
Get them to com Lead a discussion
Words convey pi contexts. Answers for step
You raise you The Minister Can I have aj She is ironing I can't lift this That tree is ta The mountain Lookout! Th Be careful D
Step 4.4.2
Divide the class i Give each group Get them to com
Step 4.4.3
Get them to prese Get students to co Lead a discussion
Constant practice We must be fami
34

using words appropriately and accurately to convey
i their proper contexts.sonali e Honor opriately. masalalterlot nalista
sheet given in annexe 4.4.1. arnaselt a in annexe 4.4.1.6 ms 00. iono 

Page 45
Expected a 1. The thi 2. Nuwar 3. Iexpec 4. The inj 5. Look, i
see that 6. Don'ts
Criteria for assessment and evaluation
Identifi
Accept Uses aj Helps p Encour

nswers for step 4.4.2 n boy is running along a narrow road. -, take this bucket and bring some water. thim to accept anything except money. ured boy is in the damaged car. t's a beautiful waterfall. Watch your step when you try to
stare, I can see that you are angry with me.
(10 minutes)
Les words in context to convey appropriate meaning. Es the importance of using words in the proper context. ppropriate vocabulary in the proper context. peers to use vocabulary appropriately. cages others to read and enhance their vocabulary.
35


Page 46
Annexe 4.4. 1. a
Kami gason aid bogati al god bei
You...
.your hand.
da 9 AG
Can I have a piece of..........
I can't....
..this heavy bag.
36

The Minister..
.........the flag.
She is ironing her....
That treeis....
contd;.༠༠༠ ༠ ༠ ༠ ༠༠


Page 47
M "LIDI A ir atli
al withét
The mountain is.
INI DILUN
SENERE BLENDINGAR
Be careful. Don't......

JElatestare PaterstossESmateg
ORNITHOLOGIE
SECOLERICISTALCORERSmatrem DER
NEESEELAND
Look out! The bag is going to....
.the glass.
37


Page 48
Annexe4.4.1.b
raise
high
hoisting
fall
cloth
drop
clothes
Tit
Annexe 4.4.2
1. The
_boy is running along a
2. Nuwan,_
this bucket and
3. him to
_anything
4. The .
_boy is in the
, it's a beautiful waterfall.
o un
6. Don't.
„I can_
that y
stare - see
thin
narrow
injured - damaged
take - bring
look
- watch
accept - except - expect
38

road.
ome water.
money.
ar.
-your step when you try to see that.
ou are angry with me.


Page 49
Competency 4
Builds up vocabu
precise meaning. Competency Level 4.5 : Uses the dictiona Activity 4.5 ob bosanska: Let's use the dict Time
: 40 minutes Quality Inputs
• Enlarged cop
• Copies of sei
Copies of die anchibolition denotative.
Copies of the
Copies of the Learning Teaching Process Step 4.5.1
Display ther Distribute th nary meani
Get the stude correct pictu Get the stud word ‘spot Lead a discus
A word may We can find dictionary. Answer for
Picture 1
Picture 2
Picture 3
Picture 4
Picture 5

lary using words appropriately and accurately to conve
ry and encyclopaedia effectively. onary.
vies of the 5 pictures given in annexe 4.5.1 a ntence cards given in annexe 4.5.1.b tionary meanings given in annexe 4.5.1.c
worksheet given in annexe 4.5.2.a : dictionary page given in annexe 4.5.26
victures given in annexe 4.5.1.a e sentence cards given in annexe 4.5.1b and the dictiongs given in annexe 4.5.1c among the students. ents who have sentence cards to paste them under the re. A ents who have the different dictionary meanings of the to paste them under the correct sentences. ssion highlighting the following:
re.
have a number of meanings. I almost all the meanings of a word by referring to a
step 4.5.1
She is wearing a white blouse with red spots. a round area or shape on a surface (which often forms part of a pattern)
ha vall
There is a damp spot on the wall.
a small dirty mark or patch of something. This insect's bites leave itching red spots on the skin.
a small raised area or mark on a person's skin. - It's a lovely spot for a picnic.
a place that has a particular quality. E I spot a boat on the horizon.
notice something, often when it is difficult to do so.
(10 minutes)
39


Page 50
Step 4.5.20os iga
• Divide the class
e Dicthat +
Distribute the cc dictionary page Get the students worksheet.
Step 4.5.3
Get each group Lead a discussion
A dictionary use word classes/fu breviations are i
eg: Nie - n
CONJ - C oitoinettitores de enmig at
под эгідпов отока
NEG - N ജി നാടക | നി
ADV - A ADJ - A
Answers for Ste
nivo
1. noon 2. a piece of r 3. nor 4. normalize 5. normally 6. someone w 7. northerly, n 8. accept any 9. accept any 10. blood come
Criteria for assessment and evaluation sans and
Identifies the
dictionaries. dileuploitung.
Accepts the i Refers to dic
Uses dictiona animo
Engages ing
40

nto five groups. pies of the worksheet given in annexe 4.5.2.a and the given in annexe 4.5.2. b to refer to the dictionary page and do the task in the
( 20 minutes)
o present their answers.
a to highlight the following: sa number of abbreviations to indicate the different nctions of words. We should know what these abn order to be able to use a dictionary effectively.
oun
onjunction
PL
1 1 1
V
Tegative adverbo)
AUX
Auxiliary PL -
plural
verb SING
Singular PHR. VB - Phrasal Verb
adjective
ep 4.5.2
ppe that is tied into a circle
bi
ho comes from northern France orthern correct sentence correct sentence
s out from inside someone's nose.
(10 minutes)
functions and word classes of words as explained in
ecessity of using a dictionary. ionaries for appropriate meaning. ries efficiently. pup activities enthusiastically.


Page 51
Annexe 4, 5. 1. a
(1)
کانادا
کالا
(4)
می ده
طرز پر
برکت اورة
عمیر

(3)
και
η €
Εκεί,
---
Ο
OGO
Ο Ο Α
41


Page 52
Annexe 4.5.1b
She is wearing a white frock with red spots.
There is a damp spot on the wall.
This insect's bites leave itching red spots on
It is a lovely spot for a picnic.
I spot a boat on the horizon.
Annexe 4.5.1 c Dictionary meanings:
a round area or shape on a surface ( which ofte - a small dirty mark or patch of something
a place that has a particular quality
notice something often when it is difficult to dos - a small raised area or mark on a person's skin
Annexe 4.5.2a
Refer to the dictionary page given and write answer
1) Give another word for “twelve o’clock in the 2) What is the meaning of the word ‘noose'? 3) Neither Margaret.................. John was the 4) What is the verb of the word "normal"? 5) What is the adverb of the word "normal"? 6) Who is a “Norman"? 7) What are the adjectives that are formed fron 8) Write a sentence using the word "nose” as a 9) Write a sentence using the phrasal verb "nose
searching thoroughly." 10) What is a “nosebleed”?
42

sensa
EN AAN LA BASE SETIAANA
sa
A NE
the skin.
n forms part of a pattern)
R
21
ya
at
s to the questions.
middle of the day."
re.(Fill in the blank.)
the word "North”?
verb.
put” to give the meaning” “discover information by


Page 53
Annexe 4. 5. 2. b
963
non-restrictive / ** adj technical a nonrestrictive RELATIVE CLAUSK gives additional inform mation about a particular person or thing rather than saying which person or thing is being mentioned, for example in the sentence *Perry, who is 22, was arrested yes.
terday.', the phrase who is 22' is a non-restrictive clause | norm-sense /'nnnsansfna:nsens/n (U)
1 · STUPIDIUNTRUE [U] ideas, opinions, statements etc that are untrue or stupid: all this nonsense about health foods|*"She says she's 9. *" "Nonsense!"| Ioad of nonsense (=a lot of nonsense) / you ask me, hese modern teaching methods are a lood of nonsense talk nonsense: He was talking Kutter nonsense as USZual.) be a nonsense: The whole idea's a complete nonsense. 2 WITHOUT MEANING 4 speech or writing that bas no meaning or cannot be understood: Computer pro Frams look like complete nonsense to me. 3 nonsense poems/verse poetry that is humorous because it does not have a normal sensible meaning 4 > ANNOYING BEHAVIOUR 4 behaviour that is shupid and annoying: I wish they'd stop ali this nonsense and be nice to each other for a change [not stand any nonsense (=be very strict) She won tstand any nonsense form the kids in her class. 3 make (a) nonsense of BrÉ to show that a previous action or idea was useless and had no meaning: Having the army still in pouver makes a nonsense of last year's democratic elections. non-sensl-cal mon'sensikalinan-l adj not reasonable
or sensible: nonsensical ideas -nonsensically Aklifado non sequitur non 'sckwolna:n'sck wuara (Cla statement which does not seem to be connected in a reasonable or sensible way with what was said before non-shrink : ' adj non-shrink materials do not
become smaller when they are washed mon-smoker !n (C) someone who does not smoke non-smok-Ing I- ** ef adj a non-smoking area is one
where you are not allowed to smoke non-standard : '..adj 1 not the usual size or type: a non-standard disk size 2 non-standard words. expressions, or pronunciations are not usually considered to be correct by educated speakers of a language, for example 'gotta' in the sentence "I gotta go.' non-start-er (non'statal, no n'kio:tarn (C) 1 (usually singular) informala person, idea, or plan that has no chance of success: The whole thing sounds like a nonstarter to me. 2 a horse that is supposed to take part in a race but does not run non-stick/. ef adj a non-stick cooking pan has a special inside surface which prevents food from sticking to it non-stop (non'stopno:n'sra:pe adj. ods without stoppings She talked nonstop for over an hour. a non-stop
Might to los Angeles nor1-such 'nanSats/ n [singular) another spelling of
NONESUCH non-Union 'adj (usually before noun) 1 not belonging to a TRADE UNION (-official organization for workers) non-union members 2 notofficially accepting TRADE UNIONS, or not employing their members: nonunion factories -- non-unionized adj non-verbal /nnn'v3:bl«, nan'v31f adj not using
Words: non-verbal communimtion nonverbally ado non-violence / mn[U] political opposition without fighting, shown especially by not obeying laws or orders: Gandhi's policy of non-violence and negotiation ---nonviolent adi: non-violent protests - non-violently ado non-white / 'n (Cespecially SAfrE someone who
does not belong to a white race monum non-white /.../ adj noodle sou:dl/ n 1 noodles (plural) long thin pieces of food made from a mixture of Dour. Water, and es. usually cooked in soup or bolling water: egg nooties 2 (C) old-fashioned a silly person 3 [C] Am ok. fashioned your heard or brain. Use your noodle!
ook nuk/n (C) 1 a small quiet place which is sheltered by a rock, a big ree ete: a shady nook 2 a small E000.000 $.000 most frequent words in Spoken ard []pireen frigliste

Norman space in a corner of a room: a cozy little rook next to the fireplace 3 nook and cranny every part of a place: We searched every not and cranny. 1ook.ie/nukin[U] humorous the activity of having sex 1oon nu:n/n (UM 12 o'clock in the daytime: MIDDAY: We left home at noon. He rarelygets up before noon, -- See also
morming, noon and night (MORNING A (S)) noon-day l'undet/ adj literary happening or appearing
at noon in the home of the noonday sum O one. Ipion not anyone; NOBODY: No one likes being Criticized. There's no-one else I really want to invite apart WTA from yox)Isee no one new has joined the departement in my absence. (No one can say I didn't torm you, --see BACn' (USAGE) noose muzsin 1 [C]aring formed by the end of a piece of ope or string, which closes more tightly as it is pulled 2 the nooSe punishment by hanging. The outlaos managed to escape the hangman's nOase. nope /nauplnopf adv spoken used to say 'no' when you 88
answer someone: "Hungry?" "Nope, Ijtese ate." no place , / adv informmal, especially Amt nontoere:
There's no place left to hide. nor* - maznozrl prefix a prefix meaning ‘north', used
especially by sailors: nor'east norurest nor' insc[noir conjunction 1 neither... nor.w used 5
when two states, facts, actions etc are mentioned and WRE both are not true or not possible: Ile can neither read. nor write. (Ilitary suas neither shocked nor surprised by the neOS. 2 formal used after a negative statement to mean *and not something else too'I texasin Y very impressed by his replies, nor his reasons. nor* adv 1 nor can l/nor does John etc especially Dre used to add a negative statement to one that has just been mentioned: She couldn't Uork out the answer, and nor Could I. 2 formal used to emphasize or add information toA negative statement: I don't expect children to be rude. nor do I expect to be disobeyed. I am not, nor have I etær been a wealthy mawr. See also NEITHER Nordic / nordik'nor adj from or connected with the
Northern European countries of Denmark, Norway, Sweden, Iceland, and Finland:Nordic beauty norm mɔxmlnsirm{ 1 [C] the usual or normal situ
ation, way of doing something etc: Joyce's styles torting toas a striking departure from the literary norm. (be the norm Short terTII contracts are now the norm with some big companies. 2 noms (plurall generally accepted standards of social behaviour: terrorists who violate the
norms of civilized society nor-mal normal|'naxr-f adj 1 not unusual in any way, S.
but happeningjust as you would expect noMal Dorking w hoursit is normal for sb to do sth In the West '$ becoming quite normal for coliples to live together before they are married.|back to normal Train services are back to noriral again after the strike|above/below normal The rounfall has been below normal for this time of year. 2 a normal person, especially a child, is physically and mentally healthy and does not behave strangely:a normal healthy baby perfectly normal He Seems a perfectly normal (lisle boy, compare ABNORMAL nor•rnal--y mo'mæluulnozri also normal-cy
namolsil'nocrAmEn [Üasituation in which things happen in the usual or expected Way, a return to normality a comforting sense of normally normaliza also -iser:malaizf'noir-v(LTLyou normalize a situation, or ifit normalizes, it becomes nor
mal again: normalize relationB (Btart having a norInal friendly relationship with a country again after a period of War or disagreement) meneri normalization Insımalar'zenleml,norrmalan/n (Un normally Anomalil'noir-/ adv 1 especially BrË usu(SIS ally, or under Hormal conditions: [sentence adverb] Nor- WA mally. I get homme about 6 o'clock. The illness normally leses about a week or ten days. 2 in a normal ordinary
way: The patient started breathing normally again. Norman /na:manf'nozri adj 1 built in the style that was popular during the 11th and 120m centuries m Burope & Norman church 2 connected with the Normans, the northern French people who took control of England in the 11th century
43


Page 54
Annexe 4. 5. 2. b
PEYRUTERBREITETEN
I'MOSTRASTIEImammensetemisia ataupun mennene
|要意變
| 南在我希鲁”各售前身臺护单曲在资本海地
南管始部部会生产出食道神座。
# A
normative fro:mətiv|| 'noir-f adj formal describing or establishing a set of rules or standards of behavioura normative social structure Norse mos||noirst adj connected with the people of ancient Scandinavia or their language: Norse legends
Norseman /'noisImənl 'nars-fn[C] literary a VIKING Sal north', North /nacolnsure/ written abbreviation Nn
(singular, U) 1 the direction that is at the top of a map of the world, above the EQUATOR, and is on the left of a person facing the rising Sun: Which payis narth?|from/ towards the northa strong wird was blowing from the north to the north (of) Cheshunt is a few miles to the north of Iondon. [in the north Astrange light appeared in the north. The wind is in the north. (=is coming from the north) 2 the North a) the northern part of a country: The North toill be dry and bright. [in the north of England, b) the northeastern states of the US, which fought against the South in the American Civil War Co the richer countries of the world, especially Europe and N America morth" written abbreviation N adj 1 in the north or facing the north: The north side of the building doesn't get much sun. He lives in North Wales. 2 a north wind cornes from the north north written abbreviation N ay 1 towards the north: The birds fly north in summer. [Chicago is four hours north of Indianapolis. Ia north-facing windou 2 up north informal to or in the north of the country: They've moved up north. north-bound Ana:Obrand'nocro-f adj travelling or leading towards the north: a northbound bus[the north
DOILnd lane of the AI north-east I.as:0irsinair0-4 written abbreviation
NEn EU1 the direction that is exactly between north and east 2 the northeast the northeastern part of a Country muam-northeast adur: This road goes ortheast. northeast written abbreviatlon NE add 1 a northeast wind comes from the northeast 2 in the northeast of a place the northeast outskirts of Las Vegas north-easter Ina:8'isstəlmortistarn (C) a strong
wind or storm coming from the northeast north-easterly not0'itstalino:r'irst orlif adj 1 towards or in the northeast: They set off in a northeast. erly direction. 2 a northeasterly wind comes from the northeast north-eastern Ino:0'irston[napr0'instan/ ati in or (rom the northeast part of a country or area, the northe eastern states of the US Hơn hà 8g Warss nới:stws 7,n rfirst wartz also northeastward --ad towards the northeast morna northeastward ads northerly f'noidanl|'norðarliadj 1 towards or in the north: a northerly direction 2 a northerly wind
comes from the north SA northern f'noidanl'ascrðarmf adj in or from the north of W a country orarea:annan touha Northern accent|Norilnern
Europe northerner / norðanol norðornor n [C] someone who
conies Irom the northern part of a country northern hemisphere -- tonn (singular) he hair of the world that is north of the EQUATOR mnamo See picture at ΚΑΝΤΗ Northern Lights la. Yn (plural) bands of coloured light that are seen in the night sky in the most northern parts of the world; AURORA BOREALIS northernmost norðanmouscil'nosróarnmost/ od)
furthest north: the Orthernmost tip of the island North Pole/, /n[alngular) the most northern point on the surface of the earth, or the area around it -see also SOUL POLE mensee picture at EARTH northwards f'no:Owodz'no:rwordt also norte
ward modo towards the north: We salled northward. marma-northward adj northwest Instwestel.noir0./ written abbreviation NW niU1 the direction that is exactly between north
44

* INTER
身看每出會教并存杂曾群海
营业會會基部者,在然在是意會會鲁希普查是由直章魚部曲身分参
* OOK OP * * * * *
and west 2 the northwest the northwestern part of a country mmnorthwest odu: The house faces narzlazuest: ITA northwest written abbreviation NW adj 1 anorth west wind comes from the northwest 2 in the northWest of a place: the northwest suburbs of the city northwester II:B*westal nordwestarf # [C] at
strong wind or storm coming from the northwest el north-westerly Ino:#*westolil, nordwestarlif adf -1 towards or in the northwest 2 anorthwesterly wind
comes from the northwest north-western /na:8'westannaire'western/ adj inor
Oom the northwest part of a country or area: northwest III ern Canada north-westwards /ns:8'westwadzl, nordwestwardzi, we
also northwestward modo towards the northwest nos. the written abbreviation of numbersnos. 17-38 nose imouzinoelm
1 - ON YOUR FACE (CJ the part of your face that 6 you Smell with and breathe through: a broken Rose Mary punched him on the nose|blow your nose (Eclear it by blowing strongly into a piece of cloth or soft paper) Here, take this hanky and blow out nose, see pictureat BICAD! 2 red-nosed/long-nosed etc having a nose that is red, long etc 3 (right) under sb's nose so close to someone that they ought to notice, but they do not: The drugs were smuggled in right under the noses of security guards. 4 stick/poke your nose into toshow too much interest in private matters that do not concern you: She always has toxick her nose into everything, edoesntsine roman Sce also NOSY 5 keep your nose out (of) spoken to stop showing too much interest in private matters that do not concern you: I'd prefer you to keep your nose right out of my business 6 turn your nose up (at) informal to refuse to accept Something because you do not think it is good enough for you: My children fern their roses up at home cooking. 7 look down your nose at informal to behave as if you think someone or something is not good enough for you: The Taggaris have always looked down their nosesat their neighbours, 8 with your nose in the air behaving as if you are more important than other people and not talking to them:
Maria flauncert past toith her nose in the air. 9 have a nose round BrEspoken to look around a place or to look for something: Let's have a nose rotund zahile there's no one there, 10 have a good) nose (tor) al to be naturally good at finding and recognizing something: [+ for) a reporter
with a nose for a story b) to be good at recognizing Smells: a dog with a good nose 11 get up sb's nose BrË Spoken to annoy someone very much: His manner really gets up my nose. 12 follow your nose to keep goitig straigint ahead: Turm left at the post office and then just follow your nose. 13 keep your nose clean spoken to make sure you do not get into trouble, or do anything wrong or illegal 14 on the nose AmEspoken exactly: Guess how much I paid. That's right:$50 on the nose! 15 keep your nose to the grindstone informaal to work very hard, without stopping to rest 16 have your ose in a book to be giving all your attention to what you are reading 17 by a nose itx horse wins a race by a nose, it only just wins 18 put sb’s nose out of joint informal to annoy some ome, especially by attracting everyone's attention away from them 19 nose to tait especially BrE CAIS. buses etc that are nose to tall are moving very slowly without much space between them: Traffic was aose to fail for three Iniles. 20 - PLANE [C] the pointed front end of a plane, ROCKET etc -See picture al AIRCRAFT mumSee also HARDMosED, BROWN-KOSE. cut off your nose to Spite your face (cum* (8), NOSE Jor', pay through the nose (PAYİ (031), powder your nose (POWDER* (3). thumb your nose at (mKUACB3(2)


Page 55
Competency 4.6
Builds up vocal precise meanin
Uses contextua
Competency Level 4.6 Activity 4.6
Time Quality Inputs
: Let's guess the
40 minutes
• An enlarge * Copies of
Learning Teaching Process Step 4.6.1
Display the Get the vol Lead a disc
We can gu other conte
eolah-olie |
Answe 1. He
5. M
lea

pulary using words appropriately and accurately to convey
al/ visual clues to derive the meaning of words
meanings of unfamiliar words
ed copy of the task given in annexe 4.6.1.
Annexe 4.6.2 A and B
e task given in annexe 4.6.1 on the board.
unteers to underline the correct answer. ussion to highlight the following:
ess the meanings of the unknown words with the help of extual clues.
ers for step 4.6.1 e is gullible.So he gets deceived very often.
very tired easy to be tricked
easy to make one angry e is always boasting about his wealthy relations.
talk too proudly talk angrily talk loudly ar library is very spacious. So many students can use it at e same time.
It has a lot of books It has a lot of space
It is modern aey all went to the orchard happily and bought fresh man=es.
a place where vegetables are grown a place where fruits are grown
a place where fruits are processed r. Perera is a vegan. He won't even wear a belt made of ather.
a person who doesn't use any animal product a person who doesn't eat meat or eggs a person who doesn't take any alcoholic drinks
(10 minutes)
45


Page 56
Step 4.6.2
Group the studei Distribute the pa Get the students given.
Step 4.6.3
O • Get the students
Get the other stu Lead a discussior
• We can use our
of the words. Answers for step
1. Scarce - le 2. threat - d 3. smog -po 4. flood-ove 5. estimated -
del branosaules
botanischen
46

ts.
-agraphs given in annexe 4.6.2 among groups
to match the underlined words with the meanings
(20 minutes)
co present their answers. dents to comment if necessary. to highlight the following:
Forld knowledge to guess the contextual meanings
4.6.2
Answeres
ess
1. current=Present anger
2. decline= decrease olluted
3. severe = great erflow
4. accelerating = increasing rapidly - calculated 5. encroach= occupy by force
(10 minutes)


Page 57
Annexe 4.6.1
Underline the most suitable pharse/word whic NASA 1. He is gullible.So he gets deceived ver
a) very tired b) easy to be tricked
c) easy to make one angry 2. He is always boasting about his wealt
a) talk too proudly b) talk angrily and
c) talk loudly 3. Our library is very spacious. So man
a) It has a lot of books b) It has a lot of space
c) It is modern 4. They all went to the orchard happily a
1a) a place where vergetables are
b) a place where fruits are grow
c) a place where fruites are pro 5. Mr. Perera is a vegan. He won't ever
a) a person who doesn't use any b) a person who doesn't eat me c) a person who doesn't take an
Annexe 4.6.2
A. Match the words or the phrases given in i
Fresh air can be scarce. Breathing describes as a vast gas chamber, is cigarettes a day. Auto exhaust, in parti world, where millions of new cars ha hold so many vehicles. Clogged tra release more pollution than fast-mov Bangkok,
Where each driver spends the equiva estimated to cost the local economy productivity.
1. scarce
2. threat
3. smog
4. flood 5. estimated -

h gives the meaning of the underlined words. y often. DLOTHI
riparareprisviles
noongoloro nome hy relations. Saol ort: TIADA
Vaistinciona enamord Bolognitionnement Hondadeetanolol bod
y students can use it at the same time.
and bought fresh mangoes. e grown
cessed
1 wear a belt made of leather.
animal product Fat or eggs ay alcoholic drinks.
che box with the underlined words.
in New Delhi, which one local politician comparable to smoking between 10 and 20 cular, is a suffocating threat in the developing ve begun to flood streets and roads not built to affic increases smog-since cars in low gear ving autos-and takes a toll on productivity. In
lent of 44 day per year in gridlock, delays are hundreds of millions of dollars a year in lost
(less/ polluted air/ calculated/ danger / overflow)
47


Page 58
B.
BIODIVERSITY RHETORIC :" The current de biodiversity is largely the result of h activity, and represents a severe thi human development." REALITY:The loss of species is a humans encroach on habitats ande fragments. A Convention on Biolog ratified by 161 countries (but not t
1. current
2. decline
3. a severe 4. accelerating 5. encroach 6. fragments
(occupy by force/ decrease/ increasingly ra
siaailog isaolono dotatidlo Os broad gnoliominotoiderne
oddan iborondatore biologjiangelo
og valgi asosan gorgonten ak. Poubongo loteaals DIESEN
See also tooibegrirao navab pedoj
soit volnega
48

ecline in ob alionekana kias uman ceat to
ccelerating as arve up ecosystems into il gical Diversity has been by the U.S.)
apid/great/ smaller sections /present.)
Ceduspargi odab


Page 59
Competency 5
Extracts necess Competency level 5.4: Transfers infon Activity 5.4 etalonmoobs 2: Let's present th
Time
: 40 minutes Quality Inputsaugolib • Copies of t
A copy of t
Copies of a Learning Teaching Process Step 5.4.1
Display th places. Read the d to name th
• Display
Leada There a - in the The wa the sit
differer
An
Y 50
40
35 *
30
25
20
No
15
of
10 Students 5
0 *
solado

ary information from various types of texts. OJ nation into other forms. ings differently.
he graph given in annexe 5.4.1.a
he description given in annexe 5.4.1.b
Innexe 5.4.2
e copies of the graph given in annexe 5.4.1.a at different
escription given in annexe 5.4.1.b and get the volunteers e graphs accordingly. y the completed graph if necessary.
discussion highlighting the following. are different ways of presenting data
· form of a dialogue, a graph, a report etc. iy of presenting data is determined by the requirements of iation.So that we must learn to interpret information in It forms. swers for step 5.4.1
Leisure Time Activities of Grade Eight students.
2000000000000000000000000
3
un
Reading books
Collecting stamps n
Gardening
playing Computer
games
Painting
Hobbies
( 10 minutes)
49


Page 60
Step 5.4.2
Group the studi
Distribute the te
Get the student
Step 5.4.3
Get each group paragraph. Get the others t Lead a discussic
When we transf important facts
Answers fo
costruito boascace
ngang bata Text A
Text A
(1) re sama oa
(2) R
(3) fc
(5) w
(7) fi
(8) h (9) sł (10) al
Text B
(1) a (2) a
(3) re (4) si
(5) H
Gugurou a
(6), th (7) bi
| og 2 m g = T e. a po A
o
(10) g
50

ents.
EggRE exts given in annexe 5.4.2 among them. s to read the dialogues and complete the paragraphs.
(15 minutes) to read out their dialogues as well as the completed
comment. on highlighting the following: er information into other forms, we must not miss the
or step 5.4.2
cceptionist egent Hotel in London pur languages
nglish, German, French and Spanish Fants/likes/ wishes apanese
ve o’clock in the morning er job/working in the hotel Le can meet/ she meets Inationalities
lvertisement
house
nt
tuated igh Level Road ree bed rooms genough
mily of three itique furniture irden


Page 61
Annexe 5.4.1.a
0
45
40
35
30
o un E EN " .
25
20
15
Annexe 5.4.1.b
The X axis (horizontal line ) represents h The Yaxis (vertical line) represents num
Thirty five students read books as their ho
• The majority play computer games when
Thirty students like collecting stamps. The least number of students do painting.
Twenty students do gardening as their hot
• This graph is about “Leisure Time Activit
Soshilovima

2 og Doyob 3 4 5 X
obbies.
mber of students.
obby. they are free.
oby. ies of Grade Eight students”.
51


Page 62
Annexe 5.4.2
Text
Jack
May I know your name Isabel : I'm Isabel. Jack : Are you employed? Isabel : Yes I'm a receptionist. Jack : Where do you work? Isabel
At the Regent Hotel in L Jack
: How many languages di Isabel: Four. English, German, Jack
You don't speak Japane Isabel
No I don't, but want to Jack
What time do you get up Isabel
At five o’clock in the me Jack
Why do you like workin Isabel
Because we meet people
Isabel is a (1)_working at the (2).
English, (4).
__too. She begins her day early, getting uj says that she likes (8).
because (9) (10).
(6)
Annexe 5.4.2
Đi 1.
Piyal Jenny Priyal Jenny Priyal AT : Jenny Priyal Jenny Priyal Jenny
Text What are you read I am reading an ad
What is it about? It is about a house
Where is it situate It's in the High Le Is it big enough foi Yes it is. It has thr
What else is menti It has antique furn
There is an (1). house is (5).
in the (2) Sunday Obse in the (6).
Nu, Land is (8).
and there is a beautiful (11)

please?
London. p you speak?
French, and Spanish. ese, Do you ?
learn it.
S?
prning. gin a hotel? e of all nationalities.
She speaks She says that she (5) p at (7).
many people of
(3).
to learn
. She
alliansen ilerleyen
ing ?
Baile vertisement.
for rent.
12
vel Road, Nugegoda. -a family of three? ee bed rooms. Dned? ture and a beautiful garden. That's why I like it.
The
ver about (3)for (4) gegoda. It consists of (7). or a (9).
_It has (10) to0.


Page 63
Competency 5
Extracts necess Competency level 5.5
Extracts the ge Activity 5.5
: Let's read and
Time
: 40 minutes. Quality input
A copy of t Copies of t Copies of t
Copies of Learning Teaching Process : Step 5.5.1
Distribute 1 5.5.1.b at r or a phras in a phrase Get the chil phrase.
Get the stu pictures.)
Lead a disc
We read at
When readi the text.
To match a tionship be To suggest
Answe
Possib)

ary information from various types of texts.
neral idea of a text.
understand a descriptive text.
he poster given in annexe 5.5.1.a he phrase cards given in annexe 5.5.1.b he descriptive passage in annexe 5.5.2.a he task sheet in annexe 5.5.2.b
picture cards in annexe 5.5.1.a and phrase cards in annexe andom.(Make sure that each student gets a picture card e card. Include only one picture in a card and one phrase e card.Prepare enough cards to match the no. of students) Idren to walk around and find a partner with the picture or
dents to come out with a title to the process ( found in the
ussion to highlight the following:
t
ext quickly (skim) in order to get the main idea of it. ing a text we can get the general idea by skimming throug
picture and a sentence we need to understand the relatween the two.
a topic for a text we need to understand the gist of it. rs for step 5.5.1 e titles for step 5.5.1 Tea production”
Manufacturing tea” From factory to the cup"


Page 64
Answers for step 5.5.1
(1)
wabnyang
Pluck
Bud and the two leaves
ready to be plucked
Keeping the leaves on racks
Pressingu
samanlainenes
LL
RISTEYTY29TTENTATEUCOSO
mengapaaseesantren Trastamaramarosan
Colour and the smell changes wixon Keeping
(9)
TIPATERSON WURPOAmalan SARSANTES DE TOUTEDERGEISFREY
Services an:
Pratar
Tea is sifted into different grades
(Dust, FBOP, BOP)
54

Dopopa Do00D
TERAAN
cing tea
Taking to the factory
(6)
under rollers
Left for fermentation.
(8)
fii: "viies **
them in hot rooms for
drying
(10)
ONI
Enjoying a cup of Sri-Lankan tea
(10 minutes)


Page 65
Step 5.5.2
Put studer
Distribute Give them Get stude
Step 5.5.3
Get them t
Lead a dis
The key w e.g. Parag Paragraph
We should the title c Expected. a - 5 b - 2
O O
C - 3
A W
d - 4
e - 1

ts in groups. the passage in annex 5.5.2.a among the groups. the task sheet in annex 5.5.2.b ats to do the task.
( 10 minutes) p present their findings. cussion to highlight the following:
Umum
ords and the main idea in each paragraph. raph 1- Popular drink, Sri Lanka, India
2 - 400 years, plants grown
understand the meaning of the passage in order to write Drrectly. answers for step 5.5.2
(10 minutes)
55


Page 66
Annexe 5.5.1.a (1)
10000 000 briep
inibus et signs
KI
. and..
(9)
L.
56

(Dust, FBOP, BOP)
(OT)
Arwe2
• Stark.-.
(9) occa
Userved
Muurmeistverkala
KERATUAK
SOGO
SOLIN'
id (2)


Page 67
Annex 5.5.1.b bis Match the following phrases with the picture
picture in front of the phrase. Los
- Keeping them in hot rooms for drying
bi -- Pressing under rollers |
- Taking to the factory
- Left for fermentation
- Bud and the two leaves ready to be p
- Tea is sifted into different grades
- Keeping the leaves on racks
- Plucking tea
- Enjoying a cup of Sri - Lankan tea
- Colour and the smell change

s on the black board by writing down the number of the
rigide soinniheistiansaneve
L onl15 shn pligh g
i ang bansa boinordinal artikelns die Hic bas giansa 10a odia
lucked
57


Page 68
Annex 5.5.2.a 01. Tea is a popular drink in Sri Lanka, India and also inr
France. Most of the people in the world start the da 02. The Chinese were the first to start drinking tea abot
about 300 years ago. Then it spread throughout the 03. Tea plants are grown in Sri Lanka, China and Burma.
but everyone agrees that Sri Lanka's high grown te: 04. Tea is made from the leaves, or rather tender leaves o
starts when the plant is three years old. Preparation the bud are plucked. Then the leaves are put in of pressed under rollers and left for fermentation. At th change. Later, the ‘tea’ is heated up and put in hot r
ferent grades like FBOP, BOP. Fanning and Dust. 05. Two kinds of tea - the green tea and the black tea
produced in countries like Sri Lanka while the greer
Annexe 5.5.2.b
Select a topic from the given list. Match each paragr: the topic. Topics a) The varieties of tea b) The history of tea c) Where tea is produced d) How tea is produced e) Where tea is drunk
58

many European countries like United Kingdom and y with a cup of tea. at 4000 years ago. Tea was introduced to Europe
world There are other countries such as Kenya, and India a is the best. fa plant grown in the form of bushes. Tea plucking of tea is a complex process. Two tender leaves and Den vessels or racks for two days. Next, they are is stage the colour and the smell of the leaves Doms for drying. In the end, tea is sifted into dif
are produced from tea leaves. The black tea is a tea is produced in China.
aph by writing the number of the paragraph next to


Page 69
Stati
Competency 6
: Uses English AT SA
nication Competency Level 6.2
Analyzes the g Activity 6.2
Let's use adver Time
: 40 minutes Quality Inputs
A copy of Copies of
Copies of Learning Teaching Process : Step 6.2.1
• Display th
• Distribute
Get them t words.
Get them t
• Lead a disc
• Adver
We mu Expec
N em F in o
Step 6.2.2
Group the Distribute Get them t
Step 6.2.3
Get them t Get the stu Lead a diso There's ar time used i
We must i relationship Answers m
Criteria for assessment and evaluation:
Identif
Accep
Uses A Shares Enjoys

Grammar for the purpose of accurate and effective commu
rammatical relations within a sentences. -bial clauses of time.
a task sheet given in annexe 6.2.1.a Ehe word cards given in annexe 6.2.1.b ime indicators given in annexe 6.2.2 M
e sentence parts given in annexe 6.2.1.a on the blackbord. the word cards given among the students ( annexe 6.2.1.b) o complete the sentences on the black board by fixing the
1O) Une day
o read the sentences. cussion to highlight the following: bial clauses of time help to decide the tense of a sentence. est learn the adverbial clauses of time used in different tenses. ted answers for step 6.2.1 - last month
7) next week everyday
8) in the 1st period in 1996
9) during the last vacation yesterday
the day before yesterday next September
11) on my last birthday next month
12) last week.
(10 minutes) students. the time indicators given in annexe 6.2.2 to each group. o make sentences using the time indicators.
(20 minutes) o read out their sentences. dents to comment. ussion to highlight the following: elationship between the verb and the adverbial clause of na sentence. identify this relationship in order to understand the ɔ within the sentence. may vary. Accept any grammatically correct sentence.
(10 minutes)
ies the Adverbial clauses of time used in sentences. ts the importance of adverbial clauses of time. .dverbial clauses of time in sentences.
knowledge with group members. .completing a task successfully.
59


Page 70
Annexe 6.2.1.a
1. We visited Kandy 2. My mother cooks meals.... 3. The Sri Lanka cricket team won the world cup 4. Kaushi went home.. 5. My sister will be four..... 6. My friends will go on a trip.. 7. I will go to a new school.....
8. We had English.
9. I was in Matara..
10. We had a camp...
11. I got many presents.... 12. All the Grade 8 students participated in the ‘He
Annexe 6.2.1.b
| everyday |
nextn
yesterday
in 19
last month
the da
| during the last vacation
next
| in the 1st period
last v
on my last birthday
next September
60

at
e
salth Camp’.
nonth
96 |
ay before yesterday
week
veek


Page 71
Annexe 6.2.2
tomorrow
every day
last month
in the future
yesterday
every month
in 2010
5 years ago
daily
iboratoriyadanapalit luonnosta

next week
if 2006
todayਇਕ ਆਤ
ਆਈ.
last December
in 2009
last New Year day
F% :
TH ...


Page 72
Competency 6
Uses English gramn nication.
Competency Level 6.6 Activity 6.6
Constructs complex Let's talk about poss 40 minutes
Time
Quality Inputs
* Copies of the ser
• Copies of the tas
Blue tack/Cellot
Learning - Teaching process Step 6.6.1
Distribute the se dents.
Get the students the sentence stri
Get the other stu ful sentences.
Lead a discussion
Use a conditiona occurrence. A conditional se beginning with
Answers for ste 1. IfI drop the 2. IfI eat too m 3. If we play w 4. Ifit rains, we 5. IfI get up lat
Step 6.6.2
Get each group Get others to co Lead a discussio
In the first type clause) contains the main clause i Answers may va
62

har for the purpose of accurate and effective commu
sentences through the process of subordination.
ibilities.
entence strips given in annexe 6.6.1
sk sheets given in annexe 6.6.2
аре
entence strips given in annexe 6.6.1 among the stu
- who have the strips to come to the board and fix
ps on the board.
dents to rearrange the sentence strips to for meaning
nhighlighting the following: I clause (If clause) to talk about a possible situation/
entence consists of two clauses: a subordinate clause if' and amain clause. p 6.6.1
vase, it will break. auch sugar , my teeth will decay.
ell, we will win the match.
e will get wet. Ee, I will miss the school bus.
(10 minutes) to read out their sentences to the class.
mment on them. nhighlighting the following: of conditional sentences the if-clause ( subordinat a verb in the simple present tense while the verb in is in simple future tensel present tense. ary. Accept any grammatically correct sentence.
(10 minutes)


Page 73
Criteria for assessment and evaluation
Identifie condition
Accepts
Uses cor life.
Shares k
Provide

s the interdependency between the main clause and the nal clause. che importance of learning conditional sentences. aditional clauses to express possibilities in day- to day
nowledge with each other. s constructive feedback.
sellele og gamoto


Page 74
Annexe 6.6.1
| If I drop the vase,....
O
IfI eat too much of sugar,..
If we play well..
Ifit rains,
Timbalwo
If I get up late,....
My teeth will decay.......
| We will win the match......
We will get wet.........
Iwill miss the school bus
It will break
Annexe 6.6.2
Task sheet
Situations for groups
Group 1 If I have a computer, I will. Group 2 If I visit Sinharaja, I will.. Group 3 If I go to the park, I will Group 4 If I go to an Elder's Home, I will Group 5 If I go to the plaground, I will Group 6 If I go to a supermarket, I will...
64

проекта, близларга


Page 75
Competency 6
Uses English
nication. Competency. Level 6.7 : Uses simple, e Activity 6.7
: Let's construo
Time
40 minutes. Quality Inputs
I : • 2 sets of s
Blue tack tagsgrace valg • Copies of
Copies of Step 6.7.1
Fix the fir Distribute the studen
Get the st tences.
Get volun
Lead a dis
When we reason.
We use b reason.
We must 1
Answe
i-j il-f iii-b iv -h
Step 6.7.2
Divide the
Give each griseach monio • Get them
Step 6.7.3an Rooyo y • Get them i
Get them i Lead a disc
Adverbial
tences.

grammar for the purpose of accurate and effective commu
compound and complex sentences in appropriate context. et complex sentences.
entence strips given in annexe 6.7.1 cellotape "task sheets given in annexe 6.7.2.
st set of sentence strips given in annexe 6.7.1 on the board. the second set of sentence parts given in annexe 6.7.1 among ats. udents to fix them on the board to make meaningful sen
teers to read the statements and comment. -cussion highlighting the following points. = express reasons we have to use an adverbial clause of
ecause, since , as to introduce an adverbial clause of
earn to construct complex sentences using adverbial clauses. ers for step 6.6.1
V - a ix - d vi-C
X - e vii-i viii-g
(10 minutes)
e class into 5/6 groups.
group a task sheet given in annexe 6.7.2 make meaningful sentences.
(20 minutes)
to present their sentences to the class.
to comment on them. cussion highlighting the following points.
clauses are important when constructing complex sen
65


Page 76
• For the purpose o
learn to constru Answers for ster
Group 1
I learn English because
Group 2aineatona
I keep pets since
Group 3 til bol
We play games because
Group 4
I grow plants as a
Group 5
I drink milk because
Criteria for assessment & evaluation
Identifies the
Son.
Accepts tha introduce ad
Constructs c
gatavolo
Works co-op
Shares ideas
66

f accurate and effective communication, we must ct complex sentences. 26.7.2
alade
it is important. - I can improve my knowledge.
it is a link language. CI need to play computer games.
they are innocent and obedient. I love them.
they are playful. ( it is my hobby.
it is interesting.
it gives us pleasure. 1 it is a good exercise.
- it is my hobby.
it stops soil erosion. it protects the environment. it makes the air cool.
I love it. it is creamy. it is delicious. it is nutritious.
(10 minutes)
e adverbial clauses of reason when expressing area
t there are many conjunctions that can be used to Averbial clauses of reason.
omplex sentences using adverbial clauses of reason. peratively to achieve a goal. - with others.


Page 77
Annexe 6.7.1
1st set of sentence parts
We won the match.
Pasindu is absent today
iii
The children got wet
Chatura missed the bus
Nimmi passed the exam
Our classroom is very cool
vii
Kavindu took off his shoes
VM11
Mother does not buy fish
| The principal praised the boy
| My baby sister is crying

2nd set of sentence parts
a. since she worked hard.


Page 78
Annexe 6.7.2
Make meaningful sentences using the words or pl
Group 1
I learn English.
important
link language
Group 2
I keep pets.
my hobby
68

arases given in Balloons.
EPISgasnagelaai
D2 (because )
because
improve my knowledge
Need to play computer games
innocent and
obedient
since
love them
playful


Page 79
Group 3
we play games......
interesting
good exercise
Group 4
I grow plants ...
makes air cool.
stops soil erosion

because
gives us
pleasure
my hobby
protects the environment


Page 80
Group 5
I drink milk..
nutritious
creamy
70

live
t
because
delicious
loo is als


Page 81
Competency 70: Uses English cre
Competency Level 7.5
: Writes short po Activity 7.5
Let’s write a sh
Time
40 minutes uality Inputs
• An enlarge
A copy of t)
• A copy of t Learning Teaching Process: Step 7.5.1
Display the Display the
Get volunte
Lead a disci Writing Po nation too.
Answe
i W
ii. WE
i. Thu iv. Re
V. WE
E: S: S. < z :
vi. On
girl
vi But
ix. W
X. Na xi Re!
Step 7.5.2
Divide the Display the Get them to admire, usin

eatively and innovatively in written communication. ems /stories on his/her own.
ort poem. 1-1080
d copy of the poem given in annexe 7.5.1.a he format of the poem given in annexe 7.5.1.b he correct format of the poem given in annexe 7.5.2
poster with the poem given in annexe 7.5.1.a guidelines given in annexe 7.5.1.b eers to write the missing parts of the poem. assion highlighting the following points: ems needs creativity. It needs a lot of practice and imagi
rs for step 7.5.1: no dislikes dirt ao loves to eat apple see actions done by the person playing, running, singing
sident of the dwarfs' cottage ao wants to take care of the dwarfs e complete sentenc describing person She is sucha good
t above all who is very good no needs a prince to save her. no used to live in a castle.
me of the person Snow White lative of a wicked queen
(10 minutes) class into groups of five. - guidelines given in annexe 7.5.3. for writing a poem o write a poem about a wellknown person/ a person they ng the given guidelines
(20 minutes)
71


Page 82
Step 7.5.3
Get each group to Comment on each Lead a discussion Continuous pract language too.
Answers may var
Criteria for assessment and evaluation:
Writes a poem Enjoys writing
Uses appropr
Appreciates p Exhibits creati
niigolio etnias
atroganofos ਕD 5ag to als Buਡੀ.
agaib s
ਤਮੰਨਾ , ਪਰ oea2dd a > aauilas
Braun ziotenomorantlingalan atalganig
തട്ടി വിളി മായാവി alladas movili boa
таанир, һәрімдіовуі
svato equorgnine uggenmot.coxonnini navigacutobius vogneronggaroolipwsiwods noofsatnya
72

display their poems about a person they admire. i presentation. highlighting the following: ice helps effective creations. It helps to improve
y.Accept any suatable creation.
(10 minutes)
I using the given guidelines.
z poems.
iate vocabulary to write a poem
Voems.
vity.
sa iy
oimorto


Page 83
Annexe 7.5.1.a
Read this poem Snow White Beautiful, beloved, los Playing, running, singin Relative of a wicked Who loves to eat app Who needs a prince t
Who wants to take ca
Who dislikes dirt
Who used to live in a But above all, who is Resident of the dwarf She is such a good gir
The princess.
Annexe 7.5.1.b
Complete each line using the information given in e.g.: Three adjectives that describe the person in
1) Who dislikes...
i) who loves ..
iii) Three actions done by the person.. iv) Resident of..
a
V) Who wants....
A e a e ao
vi) One complete sentence desribing the vii) But above all who .. viii) who needs....
ix) Who used to..
X) Name of the person ..
xi) Relative of ...

O sant
nogodilo smas storicovitooibssendt ngdi edmy ani pontit queen evento queen
volenie evimai
les
O save herabges ou are of the dwarfs oder
Eolilaiborne -castle
very good, avodua s' cottagelolabis -1 noirea adolgogoooo
ligiooni
arinardi
1991
yle said
the poem. the poem. Beautiful, beloved, lost
se o oso e a
e
e person.
GO O O O OSO GOGO O O OG
DO O O
о аеросоос


Page 84
Annexe 7.5.2
Compose your poem according to the guidelines g
Line one
Name of the person Line two
Three adjectives that de
Line three
Three ‘ing’ verbs that sı Line four
Relative of...... Line five
Who loves.. Line six
Who needs.. Line seven
who wants.... Line eight
who dislikes.. Line nine
Who used to.. Line ten
But above all, who....
Line eleven
Resident of...
Line twelve : One complete sentence

given
escribe that person uit the person
describing the person


Page 85
ili i
Competency 7
Uses English crea Competency Level 7.6 SO: Writes letters, bri Activity 7.6
Let’s write some Time
: 40 minutes Quality Inputs
• A copy of the enpitoramento de A copy of ea vaderého odmietoondami ad. A copy of the Learning/Teaching Process Step 7.6.1
Distribute the instructions u
Write the pla Get the stude heading. Lead a discus
We use instr tain rules ofb Instructions : we use decla
e.g. You shor
Expected an 1. Compute
- Shut - Don
- No I 2. Canteen
- Be il - Don
- Chec 3. Sports re
- Keep
- Don 4. Library
- Don - Retu

atively and innovatively in written communication. cefnotes, instructions and reports,
instructions.
e jumbled instructions given in annexe 7.6.1.a. ch place given in annexe 7.6.1.b e each task given in annexe 7.6.2
e jumbled words and get the students to make meaningfii
sing them. ces given in annexe 7.6.1.b on the board. ents to write the arranged instructions under the relevant
ssion to highlight the following:
actions to inform people that they should observe cer-ehaviour. are normally written using imperatives, but sometimes erative sentences with a modal verb like must or should uld come to school before 7.30 a.m. swers for step 7.6.1
er Lab
down the computer before you leave. 't keep the doors open. nternet access is allowed.
1 the queue. 't take the bottles out.
k your change. vom » the sports equipment in proper place. 't go to classes in sports kit.
TARINAARIASI
't make any noise. rn the books on due date.
(10 minutes)
75


Page 86
Step 7.6.2
• Put the studen
Assign a situat
Get them to wi
Step 7.6.3
armenia
Get them to re Ask the others Get each grou read t.
Soos
Leada discuss
alireSHNauru
Instructions ar
When we wri context. Expected ans 1) • Keep the
• Don'tpi
• Say ‘No
dan selatan
2) • Sweep t
• Arrange
• Put litte
Trikala
"takel 21 KE Eweit
Asturitate etikettentri
Hattusili Slientes a
3) • Bring a
• Bring b
• Come o
• Don’tb
• Come i
• Wear cl
eeu 'n vis wat Alreiltaxt Muti et contif, les
4) • Practise
• Remem
• Be siler
**
E ANALYSENW:verthwr
Criteria for assessment and evaluation
• Differen
Accepts
Writes ir Enriches Works c

is into groups. ion given in annexe 7.6.2 to each group.lararo rite as many instructions as possible.
(20 minutes)
ad out the instructions.
to comment on each other's instructions. p to comment on the instructions that the others have
KUSURPARK duc LIISIASELTSAMAA Reheas
PLASE
secuiusaastrinya
america
ion highlighting the following: e usually short. te instructions we should use proper words to suit the
wers for step 7.6.2 e school premises clean. ick flowers. ' to polythene.
he classrooms daily. : the desks and the chairs. r into the bin.
letter of permission from your parents. reakfast and a bottle of water. -n time. e late.
your uniform. ean shoes.
e your items properly.
ber to bring the necessary things. at when others perform.
(10 minutes)
iates a statement and an instruction. che need to use imperatives in writing instructions. structions for given situations.
vocabulary. poperatively.
76


Page 87
Annexe 7.6.1.a
1. the / you/ shut down/leavel computers / bei 2. due / return / books / date / the / on/ 3. take / don't/bottles / out / the 4. sports / don't/ to / classes / go/kits / in 5. the / sports / equipment / proper / in / place / 6. keep / don't/ the / open / doors 7. change / check / your 8. in / queue /be/ the 9. no / allowed / internet / access / is also 10. make / don't/ noise / any
Annexe 7.6.1.b
Canteen
Sports Room
Annexe 7.6.2
Group A
1. You are a committee member of the En
displayed in your school.
Group B
2. You are a junior prefect. You are asked to
keep the classrooms neat and tidy.
Group C
3. You are going on a trip. What instructions
Group D
4. You are organizing an English camp in yo
students?

ore
keep
Library
Computer Lab
rironmental Circle. Write a set of instructions to be
semeisterau
give instructions to the primary students on how to
Buncoronamento
Brothers
artamendon sementarpemenacescartes
would you get from your teacher?
NATALINURUS
caseHAIREdraaienesnitz station
meADanteckteatestneasa Inggris
ur school. What instructions would you give to other
EUGENIO
DIRRRRGRETIROTEISTLICHEsnemu. Seewenssit


Page 88
Competency 8 Competency Level 8.9 Activity 8.9 Time Quality inputs
Communicates cl Gives and asks fo Let's give directie 40 minutes
• Copies of the
4 copies of
Learning Teaching Process Step 8.9.1
Distribute th 8.9.1 among Get the stud board. Get the other out to the cla
Lead a discus
We use i Preposit When gi Answer 1) A
Step 8.9.2
Put the stude Distribute th Get each gr selecting the
Step 8.9.3
Get each gro Get others to Leada discus Directions sh Giving direc day life.
Criteria for assessment and evaluation
Identifies api Accepts the Communicat Works co op Develops co

Fearly, fluently and concisely. or information appropriately.
Dns.
e picture cards and sentence strips given in annexe 8.9.1 Ehe maps given in annexe 8.9.2.
e picture cards and the sentence strips given in annexe the students. ents who have the picture cards to paste them on the
I
- students who have the correct directions to read them
ss and fix them against the picture cards. sion highlighting the following:
mperatives to give directions. ions play a vital role in giving directions. ving directions we should speak clearly and concisely. for step 8.9.1
2) B 3)C 4) D 5) E 6) F
(10 minutes) ents into 4 groups. e maps given in annexe 8.9.2 among the groups. pup to study the map and write the correct directions
phrases given.
( 20 minutes) up to read out their directions showing their maps. e comment. ssion highlighiting the following: aould not be ambiguous. etions and asking for directions are important in day to
De igualainn agus inagnaro (10 minutes)
propriate phrases in giving directions. importance of giving correct directions. tes clearly and fluently in giving directions. -eratively.
nfidence in giving directions.
78


Page 89
Annexe 8.9.1
1. Go over the bridge
2. Climb the steps
3. Turn right
4 Turn left.
5 Go straight.
6. Cross the road
79

「


Page 90
Annexe 8.9.2 Group 1
Nirmal wants to go to the playground. Give him the o
First, then , next, finally
Cross the road Turn right/left. Cross Pass Walk
Group 2
Nimal wants to go to the computer center. Give him t
Emri
Smrti
Titus
First, Next, Then, Finally
Pass
Climb turm go straight cross

irections
he directions.
EMMX 3
Mira,
$3
layS
DOL
80


Page 91
Group 3 Nimal wants to go to the library. Give him the directior
First, Next, Then, Finally Pass climb up tum
lavol cross go straight otti otown volt
oluogo
ation boosaassadeuonointioita

LS. A
¢ :
ਨੂੰ fian
Dd ii Tਏ ॥
, 44


Page 92
Competency 8
Communicates Competency Level 8.10 : Accepts, refutes Activity 8.10
: Let's be smart in Quality input
• A copy of th
A copy of th
Copies of di Time
40 minutes. Learning Teaching Process Step 8.10.1
Display the given in ann Get the stude in the appro Lead a discu
In communi ideas.
We must le
Expected ar
Phra: accep
-Yes, W
- It's gre
go to
Step 8.10.2
Put the stud Give each g Ask them to umns as giv Get them to
Step 8.10.3
Ask them to Get others t Lead a discu
In commun ideas. These ful.
• Answe

clearly, fluently and concisely. s and expresses disagreement properly. a speaking. me dialogue given in annexe 8.10.1.a me chart given in annexe 8.10.1.b
alogues given in 8.10.2
dialogue given in annex 8.10.1 on the board and the chart exe 8.10.1.a ents to read the dialogue and write the underlined phrases priate column in the table. Lssion highlighting the following:
cation there are different ways of accepting and refuting
earn to use these phrases appropriately in speech. nswers for step 8.10.1
ses used to
Phrases used to refute ot ideas
ideas
- Excuse me teacher, we've been to e'd love to
Sigiriya many times. zat, we'd love to -Can't we go to the gardens first ? Kandy
- Well, we could, but Dalada Maligava
is the most important place.
(10 minutes) ents into groups. group the dialogue given in annexe 8.10.2 - put the underlined pharses in dialogues into the two col-en in annexe 8.10.1.b
practice the dialogue within the group.
(20 minutes) o present their answers.
o comment. assion highlighting the following: nication different phrases are used to accept and refute e phrases help to make the conversation more success
rs for step 8.10.2
82


Page 93
Phrases used to accept ideas
Yes, I have. Yes, we have it. Sure. Fine.
• Get them to practice the dialogue
Criteria for assessment and evaluation
• Identifies the di
Accepts the ne
Categorizes the
• Practises dialog
Builds up confi
desa
8:

Phrases used to refute ideas
I don't think so. Sorry, It's not available.
How about going to the playground instead?
e 110 minutes) Dovolonomouc (10 minutes)
fferent phrases used in accepting and refuting ideas. ed to use these phrases in speech.
• pharses relevantly. gues in groups.
dence. Sa
lavoboog av
comedie


Page 94
Annexe 8.10.1.a
Teacher : I've got some good news fo Children
: What's it?
Teacher
Would you like to go on a tr
Children
Yes, we would love to.
Teacher
: Where would you like to go Rajan
I'd like to visit Sigiriya.
Praveena
Excuse me, teacher we’ve b Randeera : Wow, it's great. We'd love Teacher
What are the places you wo
How about Dalada Maligav Randeera : Yes but can't we go to the I Teacher
Well we could, but Dalada
After that we can go to the
Rajan
Yes, we can have a nice tim Randeera : Can't we play cricket?
Teacher
Yes, We can but there are se time for cricket.
Annexe 8.10.1.b
Phrases used to accept ideas
Annexe 8.10.2
Shamendra : I've got a good novel. Kavindra
What is it?
Palllllll
Shanendra
Oliver Twist. Have you
Kavindra
Shamendra
Yes, I have but it's too! So what ? Isn't it intere Well it is boring for me.
Kavindra
Shamendra
I don't think so. The sto
E

'you?
zen to Sigiriya many times „Let's go to Kandy. o go to Kandy ild like to visit? a? 'eradeniya Gardens first. ? Maligawa is the most important place in Kandy. Gardens and spend more time there. e there.
o many important places to visit that there will be no
Phrases used to refute ideas
read it ?
-ong. sting ?
ry wouldn't be so popular if it was boring.


Page 95
Naduni and Malmi are at the school canteen
Naduni
Aunty
Malmi
Aunty
Aunty can you give me two : Ok. Do you like Vanila flavo
Aunty, haven't you got Choc Sorry, it's not available. mm.... What about bottled m Yes, We have it.
We'll have that, give us two
Naduni
Aunty
Naduni
Aunty
Sure.
Isuri
o : What shall we do? Our Eng Sanoori : Let's go to the library. Isuri
: How about going to the play Sanoori : No,we are not allowed to g Isuri
: I've got a good idea, We'11 Sanoori : Fine. Let's go and get perm

aliano
packets of milk ?
Pur?
colate flavour ?
ailk?
bottles, please.
ge
lish teacher is absent.
ground instead? Dalone.
go to the computer room. ission from our class teacher.
Cet 1956. He VI EKONAR
Statens
Tignato Firudia


Page 96
Competency 8 Apr
Competency Level 8.11 Activity 8.11
Communicates clea Makes suggestions Let's talk using diff 40 minutes
Time
.
Quality Inputs
I
An enlarged co
Enough numbe
(one response
• Four / Five cop
Learning Teaching Process Step 8.11.1
Display the enl
Distribute the the students.
Get a volunteer
Ask the studen response for th Continue the sa
Repeat the pro
• Lead a discussi
We can makes
e.g. Shall we ...
Let's...
84 S
What / Ho
Why don't These phrases
• Answers f
1. Wait, I 2. Sorry, 3. Thank 4. It's clo 5. Goodi
Step 8.11.2
Group the stud
Distribute the s
Get them to WI

arly, fluently and concisely.. s and responds to them. Ferent expressions.
-py of the suggestions given in annexe 8.11.1.a er of copies of the responses given in annexe 8.11.1.b per student) pies of the situations given in annexe 8.11.2
arged copy of the suggestions given in annexe 8.11.1.a copies of the responses given in annexe 8.11.b among
r to utter a suggestion given on the board. ats who have got the responses to utter the suitable e suggestions read out. ame procedure with the other statements. cedure if the correct response is not given. on to highlight the following: uggestions using different phrases.
w about..
you........ depend on the context in which they are used. or step 8.11.1 Pll switch on the fan.
I have some urgent work to attend to you very much. sed today dea.
(10 minutes)
ents.
ituations given in annexe 8.11.2
rite as many suitable responses as possible.
(15 minutes)


Page 97
Step 8.11.3
Get each gro give relevan Get the othe Lead a discu The use of tl to practiset
• Possible
1. I
5.
i m * t i o voo o
d n Edd n d d E e H H L A R — a H
6. V
10. S
Criteria for assessment and evaluation
Identifies
Accepts tion.
Uses dif
Exhibits Speaks p

up to read out suggestions one by one while other groups
responses es to comment if necessary. ssion to highlight the following: ne phrases practised here enhances fluency.So,we need nese phrases constantly in speaking
responses for step.8.11.2 Let's start from the beginning ?
hall we ask our maths teacher to have extra classes? Let's have a drink.
Vhy don't you drink some water? Let's sweep it. t's better to mop it. -hall we meet our social studies teacher? Let’s refer to an encyclopedia. Let's fix it using some glue. Let’s hide the pieces.
Vhy don't you tell the teacher? Let’s check the bags. Vhy don't you get up a little early? Vhy don't you come early? hall we call the fire brigade? Vhy don't we call the others? Vill you write down this assignment? et's go to the library. hall we give her a Panadol? Vhy don't you tell the teacher?
. (minutes)
(15 minutes)
s different ways of making suggestions. the need to use relevant phrases according to the situa
ferent phrases to make suggestions. confidence. olitely.
87


Page 98
Annexe 8.11.1.aro vydano noong Euo SST olm
1. Let's go out. It's so hot here. 2. Shall we play some computer games? 3. You may finish this activity at home, ifyou ne 4. Why don't you go to the library? 5. How about playing a game of chess after lun
Anenxe 8.11.1.b
LEE dan ramaiera Wait, I'll switch on the fan. Sorry, I have some urgent work to attened to.
Thank you very much. It’s closed today.
 ് വ നി തിർ പ് Good idea.
Annexe 8.11.2
Malta What would you suggest, if...
1. your friend is weak in mathematics 2. your friend is thirsty 3. your classroom is dirty
4. your friend needs to find some facts about a 5. you have broken one of the new vases your i 6. you have lost your pencil case
olingua 7. your friend always gets latestiad 8. there is a fire in a neighbouring house 9. your teacher is absent today 10. one of your friends is sick
anoitear innlentoaineit Angel olunmionosos anuale invalsgeologo
Rodanauaaslanmolesandeira

E80
eed more time.
ch?
country nother bought recently
Rolbaina has oceana sotsiol
alegos


Page 99
Assessment and Evaluation
Int
Assessment and evaluation can be introduced as t easily in the classroom to ensure the achievement of process and to identify the mastery levels achieved byt difficult to achieve at least the near mastery related to tl
Teachers engaged in assessment can provide guic known as feed back and feed forward. It is the teacher's of the students are identified and to give feed forward i
The third part of the Instructional Manual is dedica introduce the tools used for extended teaching learning competencies out of the competencies given in the co tencies are achieved. Thus the teachers are expected i throughout the assessment process. Further, they shoi cerned on the progress of the students too.
The syllabus presented to you is based on a stude approach. Learning by doing in order to make the life n the teacher.
This syllabus , operating along with a pre develoj teaching with assessment and evaluation. The teacher i the exploration in the second step of each activity and to and elaboration stages in each activity. What is expecte them during the exploration stage and giving guidan classroom.
Learning and teaching porcess can be widened w programme. To extend the learning and teaching, first, tl a variety of activity types that could enhance the learnin prepare the extended learning teaching tool based on a the teacher. The teacher is expected to introduce these to activity types that can be used to extend learning and ta
Concept maps
Wall newspapers Quizzes Question and answer books Portofolioes Exhibitions Debates Panel discussions Seminars Impromptu speeches Role plays Presentation of literature reviews Field books/Nature diaries Practical tests.
* * * * * * * * * * * * * *

not onlargaangamine Production
wo interrelated programmes that can be implemented earning outcomes expected of the learning teaching he students. If the assessment is done properly it is not ne competencies particular to students. ance to their students in two ways, which is generally
responsibility to give feedback when the weaknesses vhen the strengths of the students are identified. ated to extended learning teaching opportunities and to
It is necessary that the students should identify which arse are achieved and to what extents the said competo judge the mastery levels achieved by the students ald communicate with parents and other parties con
ent- centred, activity oriented and competency based meaningful, is the essense of the transformation role of
ped activity continuum tries to integrate learning and s able to assess the students when they are engaged in evaluate the students when they are in the explanation d of the teacher is to be among the students observing ce to solve the problems the students face within the
th the improvement of the assessment and evaluatio ne activities in the continuum should be grouped. Then g and teaching should be identified. The next step is to 1 assesment type with instructions to the students and vols at the begining of each activity group. Some of the iching are given below.


Page 100
Learning Teaching Evaluation Tool for Learnir Tool 01
01. Period of Evaluation
: 1st Term 02. Competency Levels Involved : 2.4, 4.5, 03. Relevant Skills Involved :
Reading
Writing
Gramma
04. Nature of the tool
: Project 05. Objectives of the tool
• Reads
and en
• Uses co
• Constr
• Prepar
06. Instructions for the implementation of the
• Make
ning o
Instructions to the teacher: Preparation for the task
ER • Distri
the t
: insuf
Vaatad wat in
Get sti and co
Discu the dio
Get th inform
book. Instructions for the students:
• Visito
a temp
amus
• a Bote
a lives

ig Teaching Process
illionaise
5.5
piraleologasnodaraberbagai
: • Uses the dictionary and encyclopedia effectively.
Extracts the general idea of a text.
• Uses commas with understanding. ir • Identifies the grammar of a sentence.
and extracts necessary information from the dictionary cyclopedia. ommas appropriately in writing. ucts grammatically correct sentences. res a field book creatively.
assessment tool. the students aware of the assessment tool at the beginfthe first term.
bute the copies of the task sheet or get students to copy ask sheet. udents to visit one of the places suggested in the task sheet ollect necessary information. ss the information gathered and get the students to refer to ctionary and encyclopedia for further information. ze students to prepare the field book using the gathered nation set a date for handing over the completed field
one of the places given below ble / kovil/ church/ eum/planetarium/zoo anical Garden / Singharaja/ Sripada stock farm/ chena/ farm
90


Page 101
Find the following information
• Ther
Whet Whic The le Speci birds,
Maintain a diary or anote book during your visit. U
Date &
Place visited
Thin; Time
Findt tures
Discu
• Refer
Prepa
• Incluc
• Hand

anme of the place her it's a religious, cultural or any other place h province does it belong to ocation al features you identified / noticed (Plants, trees, animals, structures, buildings you found)
se the following format. gs observed / seen
Any other relevant
information
he relevant pictures or draw them. (animals, plants, strucetc.) ss the information you have found with your teacher. to the dictionary or encyclopedia for further information. re the project in groups. le the diary page into your project. over the project to your teacher on or before the deadline.
91


Page 102
Criteria for Evaluation
A Criteria
Constructs
Uses commas grammaticall| appropriately
correct sentence
Gives re infom
from diction encyclo
Name
In morem
Banding of marks
Excellent
Good
2
Fair Should be improved 1
Marion en ASSE
Aliading
N. Hiện

levant
Prepares the ation
project using the
| the information tary
appropriately pedia
Completes the task creatively
on time
Total
INNENSTREGIONE


Page 103
Learning Teaching Evaluation Tool for Learnin Tool 2
1. Period of Evaluation 2. Competency Levels involved : 1.3
Relevant skills involved
4. Nature of tool 5. Objectives of the tool
Instructions for the implementation of Instructions to the teacher for preparation of the task
Instructions for the students

- Teaching Process
Term 2.4, 3.5, 5.5
ding
I
tening
• Listens and takes down note.
• Extracts necessary information and takes
down notes. aking
* Makes a speech using expected intonces
tion, stress and pronunciation. A prepared speech Listens to speeches given by others in English (Principal of your school, chief guests etc.) Collects necessary information according to the selected topic.
Writes the speech using expected content. Makes a speech with confidence. the assessment tool
At the beginning of the first term make the students aware of the assessment tool. Get the students to listen to speeches made at different functions in school or outside. Get them to read speeches made by important people and identify the important phrases needed for effective speech. instruct each student to prepare a speech on a selected opic. nform the students of the date to deliver the speech. Decide on a topic and discuss it. Listen to speeches given at various functions by imporant people and make notes. 'ind relevant information for the selected topic and write ie speech. ractise and make the speech on the given date.
i


Page 104
Criteria for Evaluation
Criteria
Introduces the topic clearly
Makes the speech with
correct intornation, gestrue, voice
control
Uses releva conter
and langua
Name
|alige
MORT da se toil
a lo large banda |autoriteeria olika sanoati
ocasionally a
Banding of marks the
Excellent Good
M N
I 2
Fair Should be improved i 1 hasta lossiamond
go ilaga olioista brasitos

Shows creativity and
proper organization
Completes the speech within the given time
Total
కe
Probsesi zorganoides


Page 105
Learning Teaching Evaluation Tool for Learr Tool 3
1. Period of Evaluation 2. Competency Levels involved 3. Relevant skills involved
4. Nature of the tool 5. Objectives of the tool
6. Instructions for the implementation of th
Instructions to the teacher for
preparation of the task
Instructions for the students

ing Process
end Term
5.4, 5.5
Writing
Reading
• Transfers information into other forms.
Extracts the main ideas of a text.
Gives information appropriately.
• Writes main points appropriately in the form
of a concept map. Completing a concept map. (Individual task) Reads and extracts specific information from texts.
Transfers information from a text into a concept map. ne assessment tool.
Make the students aware of the assessment tool at the Preparation for the task beginning of the term. Display the concept map on the board and get the students to copy it. Instruct the students to select any newspaper article. Get the students read the news paper article and complete the map. Set a date for handing over the completed concept map. Read many articles and select suitable ones. Transfer the information in the text into a concept map. Complete the concept map.
Hand over the completed map/spidagram/mind map to the teacher with the relevant newspaper article.


Page 106
Name of the news paper
Date
Name of the
. ൽ
Topic
Cosconia
No of paragraphs......
Main idea of each paragra (in a sentence / phrase
|1"paragraph
2nd paragraph
NUOnodeniai
anottato

180) ਮDs fਖੋ ਚੜ Lਆ ਨੇ 7 84 ਦੇ
writer.
=
Type of the article (Sports / Entertainment/ Documentary etc...
loolasa
Primera
3rdparagraph
4th paragraph


Page 107
07. Criteria for Evaluation
Criteria
Transfers information correctly
Finds specific information
Giv mai of th
Name
redio |
Bandings of marks.
Excellent Good
w A
Fair
III
- N
should be improved

es the a idea e text.
EA =
completes the map
completes the task on time
Total
iomongata
Bari
Saigon
97


Page 108
Learning Teaching Evaluation Tool for Learning Tea Tool 04
01. Period of Evaluation
: 2nd Term 02. Competency Levels involved : 4.4,6.2, 7.5 03. Relevant skills involved
Writing Grammar
04. Nature of the tool
: Preparing a wa 05. Objectives of the tool
• Writes shor
: Uses Engli 06. Instructions for the implementaion of the asses
Instructions to the teacher for • At the begi preparation of the task :
aware of th Put the stuc for each gr Inform the lets.
Distributet Get student Get them to Get them to
Get them f
Instructions for the students :
Select a toj Find neces Discuss the
Write thej Edit with t
Prepare ar
98

:hing Process
Writes short poems/ stories on his/her own. Constructs grammatically correct sentences. Uses English words in their proper contexts. Inewspaper t poems /stories/articles for wall papers. sh words in their proper contexts. Lent tool: nning of the 2nd term make the students e tool. lents into groups and get them to appoint a leader Dup. students the date to hand over the prepared book
the topics among the groups. ts to find out information. o discuss about the topics and write poems/stories. o edit what they have written. If necessary help them, prepare the wall news paper.
aantadbiran
pic from the given task sheet. sary information. e information in groups. -oem /story. ne help of the teacher if necessary.
d display the wall paper on or before the deadline.


Page 109
Task sheet
Select a topic and write a poem
moon
Shining
Soft
right sky round yellow
3 og + y = $ $ m e m 5. n R R T ra
sea blue water
big
waves foam fish boats ship horizon
beach Write a story
Srart
event
Start
once upon a time.... One day... Long ago.....
Events
incidents happend one after the
End | What happend finally.
99

I
tiesiono
rain
right Bowerful
Bot
Trong ise/set Cast/west
drops fill with
water thunder lightening
wind cool new life to plant
Lay/night
waterfall pater
ist
pray
lling
pol Pauty Lountains/rocks
end
e other


Page 110
Criteria for Evaluation.
Criteria
Uses English words in their proper context
Wr
Constructs grammatically
correct sentences with correct spelling
creat
Name
Bandings of marks:
Excellent Good Fair Shoul be improved - 1
1 1 1 1
t m N
at:1990
ESCOLAS
tudi
belana

ites
Prepares the
|Completes the wallnews paper
task on time attractively
Total
ively
10


Page 111
Learning Teaching Evaluation Tool for Learning Tool 5
01. Period of Evaluation
3rd Term 02. Competency levels involved : 4.6, 6.6, 6 03. Relevant skills involved
Writing
Reading
Grammar
03. Nature of the tool
Prepar 04. Objectives of the tool
Collec Analys types.
-- Uses th 05. Instructions for the implementaion of the as
Instructions to the teacher for preparation of the task : •
At thel tool.
Instruc portfoli
- not
rid
Instruc them to
Inform played
Instructions for the students :
Collect Selecti
Preparn
Display

Teaching Process.
7, 8.10
• Writies letters brief notes, instructions and re
ports.
* Extracts necessary information from a text.
• Constructs simple, compound and complex sen
tences.
ng a Portfolio
es his/her own writings or creations.
ses and categorises them under different headings/text
me portfolio to improve writing skill.
sesment tool:
beginning of the 3rd term, make the students aware of the
t them to make a collection of their writings for the o under following text types: ices, posters, invitations, puzzles, roleplays, instructions, lles, recipies, informal letters. t the students to file all these pieces methodically. Get 'select 10 best creations and prepare the portfolio. the students that the portfolio of all students will be disin the class on a given date.
ng the creations, writings, models done by them. ng the best 6 and arranging them in a file. ig a portfolio. ing the port folios at the exhibition on the given data.


Page 112
Criteria for Evaluation
Criteria (Collects creations
relevant to the
subject Name
Collects the expected number
maintainir quality of
creation
Banding of Marks
Excellent
good
F (N N -
Fair
Should be improved
os cionalinista
sosonid Ols
PARA O ANO
cardinaliniai
102

IALANNA
he
Shows the progress in the students' collection
of work
Organizes the
port- folio methodically and
presents it.
ollestadsdelen


Page 113
Learning Te Tool for Learning Teaching Process Tool 06
01. Period of Evaluation
: 3rd Term 02. Competency levels involved : 6.6, 6.7, 7.6 03. Relevant skills involved
Writing
Grammar :
03. Nature of the tool 04. Objectives of the tool
Group Ass Writes inst various co1
Collects ne
Transfers i
Uses simp 05. Instructions for the implementation of the asses:
Instructions to the teacher for preparation of the task : • At the begi
assessmen
Put the stu
Assign eac played.
Instruct ea and find ou
Get the stu the instruc
Instructions for the students :
Select a pl: a) Cantee b) Library c) Main g d) Classr e) IT roo1
Visit the pl informatio Note dowi
103

• Writes instructions properly.
• Uses simple and compound sentences in appro
priate context.
gnment.
ructions properly using language appropriate to
texts.
ecessary information from various sources. nformation into other forms. le and compound sentences in appropriate context
ment tool :
nning of the 3rd term make the students aware of the t tool. lents into 5 groups. h group with a place to write instructions to be dis
ch group to visit these places observe, meet people trelevant information to write. lents to discuss the information collected and write ions to be displayed in the class on a given date.
ce form the list below.
ate Dom 1/ Dancing room/ Music room / Laboratory etc... ice, observe, meet people there and collect relevant i to write instructions. relevant information in the grid below.


Page 114
Date
Place you visited
People m
Discuss the information collected and write instructio
Use relevant symbols against instructions w * Hand over the instructions along with the g
Criteria for Evaluation
Criteria
Gives
Writes simple and compound Uses correct
sentences
Spelling properly
info
Naime
Banding of Marks
Excellent
Good
- 3
حل دی M پر
Fair
Should be improved

etiet
Information/instructions you
found.
voltarea
ns to be followed.
here necessary. id you filled to the teacher on or before the deadline.
; relevant rmation
Prepares instruction card creatively
Completes the task on time
Total
104


Page 115



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ISBN 978 - 955 - 654 - 238 - 7