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Grad Teachers Instri
v-
Department National Institute
Maharag PRINTING AND DISTRIBUTION BY EDUC

uction Manuals
of English e of Education jama. ATIONAL PUBLICATIONS DEPARTMENT

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ENGI
GRADI
Teacher's Instru
(Implemented ir
Department o Faculty of Languages, Humar
National Institute
PRINTING AND DISTRIBUTION BY EDUC

LISH
E 9
iction Manual
1 2010)
f English aities and Social Sciences of Education.
ATIONAL PUBLICATIONS DEPARTMENT

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Teacher's Instruction Manual - Engli
Grade 9
First Print 2010
O National Institute of Education
Department of English National Institute of Education Maharagama.
P
By Edu Printed at Ra
No 962,

ish
Printing and Distribution cation Publications Department thna Publishers & Printers (Pvt) Ltd
Pannipitya Rd, Battaramulla.

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Message of the D
The present Teacher's Instructional I teachers on the teaching approaches they shou
This Teacher's Instructional Manual with guidance on how you should organize student-centered. The Organization of the cla the student-centered approach is not a new ex or to the teacher. Nevertheless, the studentbeen provided a novel character through this
Not only does the present Teacher's necessary in planning lessons to ensure studen up the environment required for the purpose.
The basis of the guidance inherent ir philosophy that the teacher should be rather transmitter of knowledge. As such, the activ learner who seeks knowledge and thereby ger are expected to direct and stimulate stude exploration.
It is believed that the underlying phile this Teacher's Instructional Manual will stir shackles of traditional teaching methodologie focus on new approaches and teaching metho and creation of an immense range of new kno away from traditional methods and concentrat
What is expected through the inform Manual of this nature is to direct the teac him/her with the basic instructions that he/sh is expected that teachers will make a study that objective in view and utilize the know mainly expected through an endeavour of this of the classroom learning-teaching process.
I would like to thank the subject spec as well as external resource persons who co preparation of this Teacher's Instructional Ma
Professor Lal Perera Director General National Institute of Education

lirector General
Manual will provide excellent guidance to Lld adopt in teaching their subjects.
is provided to you in order to provide you
your classroom activities so that they are Lssroom learning-teaching process based on perience to either the Sri Lankan classroom centered learning-teaching methodology has iew approach.
Instructional Manual provide the direction nt participation but it also judiciously builds
1 the Teacher's Instructional Manual is the ra transformer of knowledge than a mere rities here help transform the student into a serates new knowledge. Therefore, teachers ents to discover new knowledge through
osophy as well as the activities described in nulate the teacher to break away from the s and think. It is necessary that our teachers nds. The new millennium has seen the birth
wledge. Therefore, there is a need to break ce on planning new activities of one's own.
ation included in a Teacher's Instructional her to higher approaches while providing e could employ in his/her teaching tasks. It of this Teacher's Instructional Manual with
how in the classroom. As such, what is s nature is to raise the efficiency and quality
Ealists of the National Institute of Education ntributed of their time and expertise in the nual.

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Pre
According to the curriculum policy in Sri Lanka, s Accordingly, this syllabus and the Teachers' Instruc reformas programme.
The current syilabi consist mainly of subject conter student population who knew the subject content mo
Under the new curriculum reforms, the syllabus of et should achieve. This would result in having students
use the syllabus should make a note of this fact.
In the Teachers' Instruction Manual (TIM), a new aj approach,students should be encouraged to use the persons, engage in peer learning, describe things to which can be shown as possible avenues to enhancel
The teacher in the classroom could use the textbooks pi as a resource material in the classroom. The teacher is students can grasp the content easily. Thus, the role o new knowledge. This should attract the students more suitable learning atmosphere.
The TIM is only a guide, which would facilitate the te using what is given them as models. This also would f would attract the students to learning.
In this new learning - teaching situation, the students children, which should be appreciated to encourage th have to be solved by the teacher. Encourage the stude that goes along with the lessons would lead to a better
The assignments and exercises given in this TIM will this as a good opportunity to assess the children. Also
what the students have learnt.
This new learning culture, would produce students w
Wimal Siyambalagoda Assistant Director General Faculty of Languages, Humanities and Social Science National Institute of Education

JELCe -
chool syllabi should be updated every eight years. cional Manual are introduced under the curriculum
I under content areas. This has resulted in having a re than anything else.
ch subject specifies the competencies students who are practically oriented and the teachers who
pproach is introduced to the classroom. Under this, library, to read books, gather facts from resource peers or use the Internet whenever possible, all of eaming.
ublished by the Educational Publications Department sexpected to organize learning situations so that the f the teacher has to be changed to one enriched with towards learning and subsequently the creation of a
cacher to develop more activities and lessons by acilitate in turning out a creative teacher who
are always active. It will also bring out the best in em more. It will also bring out difficulties that ents to help their friends. The assessment process
learning situation.
strengthen what the students have learned. Take pay attention to give more exercises to strengthen
10 could meet the challenges of the modem world.
C.

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Message of the Commis
Educational
The government provides free textbo the objective of providing education for a
Manuals parallel to the Textbooks, it is expe the Learning - Teaching process.
It is the teacher who paves the way fo in the classroom and beyond. Moreover, the to achieve the competency levels expected aforesaid duty is the intention of compilin responsibility of transmitting the Learningstudent population by reading and practicing on you. You who are sensitive to that respo resource.
You shoulder the responsibility of knowledge, attitudes, skills and compe intra-personal skills to the society. My expe a future generation who can face the challeng that this manual will assist you to strengthe success.
W.M.N.J.Pushpakumara Commissioner General Educational Publications Department "Isurupaya" Battaramulla 12.11.2009

ssioner General of the Publications
-oks for all the students in Sri Lanka with 11. By compiling Teacher's Instructional ected to have a qualitative development in
or the students to explore knowledge both
teacher is the pilot who leads the students in the syllabus. Assisting you to fulfil the
g a Teacher's Instructional Manual. The -Teaching process more effectively to the s the guidelines of this manual is conferred onsibility will undoubtedly be a precious
f providing perfect citizens who have etencies as well as strong social and ctation is that you will be able to build up ges of the present world. I strongly believe en your ability to make that expectation a

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Syllabus Review Commit
Advisors
Prof. Lal Perera Director General National Institute of E
Wimal Siyambalagoda Assistant Director Ger Languages, Humanitie National Institute of Ed
Direction
Sunil Atugoda Director, Department o National Institute of Ed
Geethani Satharasingh
Subject Leadership & Coordination
Subject Committee (Internal ) Champa Perera - Chiet
Darshana Samaraweer
Subject Committee (External) Champa Kumarapperu
Disna Welikala - In Se Manjula Ranatunge-ZI Pushpa Senanayake - Chandana Ariyavansa Sujatha Bandara - For Saman Padidilian - AZ
Himani Arunmapperum Jayani Gurunada - Tee Srima Wedippuliarach Deepika Wickramasek
Content and language editing -
Malanee Suwaris- Fort Ranjith Rainanayake - S.M. Rashad-Deputy assuarance, MOЁ
ProofReading
Hasini Thalagala - De MOE Thilaka Ruinunuarach Dakshini Perera -Depe
Typesetting
Illustrations
H. R. Nilmini - Mahagi
Technical Assistance
E. L. A. K. Liyanage -
Office Assistance
Vajira Perert - Departiti
V. V. Buddadas - Dep:
Vi

Itee
ducation.
deral
S and Social Sciences ducation.
of English ducation.
e - Chief Project Officer- Department of English
f Project Officer - Department of English a - Chief Project Officer - Department of English
Ima - Dharmapala Vidyalaya, Pannipitiva
rice Advisor - Pilihandala ESC - Coordinator, Piliyandala RESC Coordinator-Hariwella
- Teacher In-charge-RESC -Badulla Fmer ISA-Piliyandala
DE English, Zonal Education Office, Gampola a - Teacher Assistant-RESC-Harwella icher Assistent -RESC-Eheliyagoda chi - Vidrakara Balika Vidyalaya, Maharagama Cara - St. Joseph's Girls School, Nugegoda
ner Principal - Teacher's Training College Peradeniva Former Director- NATE - Director of Education - Management & Quality
Putr Commissioner: Educational Publication Dept.,
chi-Deurtment of English artment of English
Ima K.V., Mahagaima.
Publication Department
ent of English Sment of English

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• lucroduction to the subject
Objectives
· English Language Syllabus Grade 9
• School Policies and Programmes
• Learning Teaching Methodology
• Proposed Term Plan
General instructions for the teacher
Activity continuum
Assessment and Evaluation - Introdu
• Extended Learning Teaching Tools
Tool 1 Tool 2 Tool 3 Tool 4 Tool 5 Tool 6

Contents
page r
[]
03
༡༡
action
127
129
Vii

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Page 11
Introduction to
From ancient times, human societies communicated developed into highly complex language systems. Att one's native language is a natural and effortless task clearly understood that one language (monolingualism considering the fact that societies are multinational, mul the necessity of learning a world language has become ve bilingualism and multilingualism have become very popu
Thus, it is not a secret that there is a growing need f official languages being Sinhala and Tamil, most Sri I understanding the importance of learning English as a important to acquire technology and also as the interna
World,
In order to fulfill the above needs, a competency-based aj reforms. The main purpose of learning a language is to Therefore, in preparing the new syllabus, the practical theoretical aspect. Thus, special attention has been pai.
The syllabus of Grade nine consists of eight main com
The recommended teaching learning methodology is in methodology suggested there will help the teachers to meaningful way.
This Teacher's Instruction Manual with a series of act developing more activities for the twenty competency

o the subject
with each other using sign languages, which have he very first encounter anybody would say, learning , carried out with great speed and ease, but it was o served the purpose of isolated societies only. Today, stilingual and multi religious and increasingly mobile, ery important to have a harmonious society. Therefore, alar to meet the increasing needs of the new millennium
or English in the Sri Lankan society. The country's Lankans use one of these as the first language while
common or link language. Furthermore, English is ational language of communication in the globalized
pproach has been introduced under the new curriculum
use the language practically in day-to-day situations.
aspect was considered to be more important than the d to develop the competencies of using the language.
petencies and twenty competency levels under them. ncluded in the syllabus document of Grade 9 and the o organize their teaching learning process in a more
ivity plans will be immensely helpful to you in - levels along with the Grade 9 text book.

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Objective
• Creating the need to leam English as a Second
Creating opportunities for the Sri Lankan chile Creating facilities to learn a language which c Enabling the students to learn an Internationa later life for employment purposes Empowering the learner to communicate con
Language

Language in a Multilingual Society Ito achieve the competencies in a link language an be used to build ethnic harmony ILanguage which could be made use of in their
fidently, fluently and effectively in the English

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English L
Sylla
fo
Grad

anguage ibus
le 9

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English Language S
Competencies Related to Subject
1. Identifies the sounds of the Eng 2. Uses mechanics of writing with 3. Engages in active listening and 4. Builds up vocabulary using wore
convey precise meaning. 5. Extracts necessary information i 6. Uses English grammar for the p
communication 7. Uses English creatively and inno 8. Communicates clearly, fluently =

yllabus for Grade 9
Elish language
understanding responds appropriately ds appropriately and accurately to
from various types of texts. purpose of accurate and effective
vatively in written communication and concisely

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English Language syllabus for Grade 9
Subject content
Competency levels related to the grade
No. of
periods
Competency
06
1. Identifies
the sounds
of the
English
Language
1.5. Constructs English sentences orally with proper articulation
The students should have mastered the basic intonation patterns by now and be able to construct sentences using correct pronunciation, stress, intonation etc.
At word level they should be able to articulate consonant clusters particularly,
a) Consonant clusters in the initial position
school
Smart
strip
street

spread
start
Star
b) Consonant Clusters in the final position
desk
mask
risk
rusk
brisk

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c) Articulating 'ng' // sound in end position
thing
going
taking
coming
nothing
something
They should be able to distinguish between ;

(a) / / Sounds in the past tense morpherne
sobbed
lived
lagged
stopped
laughed
lacked
(b) Plural morpheme /s/, /z/
books /s/, bags /z/ tops /s/, tubs/z/

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Competency levels related to the grade
No. of
periods
Competency
Subject content
05
2. Uses
mechanics of
writing with understanding.
2.5 Uses
exclamation mark appropriately.
• Students should be able to use the exclamation mark appropriately in
exclamatory sentences expressing emotions such as shock, surprise, astonishment, greeting and sarcasm.
E.g.
| |||
What a pleasant surprise! How wonderful! Ouch! My foot ( some one is trampling on my foot) You are very early today!( When someone is late) Wow, you look beautiful!

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Competency levels related to the grade
| Number
of Periods
Competency
Subject content
04
3. Engages in
active
listening and
responds
appropriately
3.5 Listens to and
transfers information to other forms.
• Students should be able to listen to something spoken and transfer
information to other forms.
> Listens to cricket commentaries and fills in a grid with the following
information;
individual scores , team scores, number of balls, wickets etc.
> Gets information over the phone from a railway station and jots down
the relevant information

00
time of arrival, name of train, platform number, time of departure etc
06
3.6 Listens to and reports information
Students should be able to listen to and take down information and pass it on to another person.
Students should be given practice in listening to a message in person or over the phone and conveying the information content orally to another person.

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Competency levels related to the grade
Subject content
No. of
periods
Competency
08
4.4. Uses the
dictionary and encyclopedia
effectively
Students should know the difference between a dictionary and an encyclopedia
4. Builds up vocabulary using
Words
appropriately and accurately to convey precise
meaning.
They should know that a dictionary gives detailed information about words whereas an encyclopedia gives detailed information about a particular subject matter.
Students should be aware of the order in which the words are entered in a dictionary.
Students should be able to look for a word in a dictionary without wasting much time.
Thor should noTurhat the abbreviation ligtad in a dictionarFetand for

IIICY SIUUIUNTIUW WILL LIIC AUDIVILLIULIS IISLU III duILLIUVITALY SLATII IUL.
They should be able to make use of the grammatical information in the dictionary given against each word
apple - n (noun)
water -n (U)( uncountable noun) tasty - (adj) (adjective) make – V (T) (verb transitive) slowly - adv (adverb)
They should be aware of the way in which an encyclopedia is organized. They should know how to extract relevant information from an encyclopedia.

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Competency
Competency levels related to the grade
Subject content
No. of
periods
4.5. Uses contextual / visual clues to derive the meaning of words
09
Students should be able to infer meanings of unfamiliar words making use of contextual clues and morphological clues.
>
Contextual clues: E.g. Ministry Vehicles Under The Hammer
An auction of the ministry vehicles will be held on Thursday 20th July at the ministry premises.
In the above news item, infer the meaning of the phrase

“under the hammer" using contextual clues.
>
Morphological clues:
• Students should be encouraged to infer meaning of making use
of prefixes and suffixes
Prefixes: un - (not) unhappy
re - ( again) rewrite in - (not) inefficient sub - (below/under) subway

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Subject content
Competency levels related to the grade
No. of
periods
Competency
Suffixes: ful - generally positive meaning
Eg - useful
less - generally negative
Eg - useless
09
4.6 Finds
synonyms for given English
words,
Students should be aware that all synonyms
cannot be used in each and every context. they are not always interchangeable.

E.g Iou can sran a car our you can I vegin a cur.
Though “start” and “begin’ are synonyms they can not be always used interchangeably.
Students should be aware of the positive and negative connotation of words.
E.g. slim, slender ,thin , skinny,
In the above synonyms ‘slim’ and ‘slender' convey a positive meaning while ‘thin' and 'skinny' convey a negative meaning.

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Competency levels related to the grade
Subject content
Competency
No. of
periods
09
5. Extracts necessary information from various types of texts
At this level the student should be able to read, understand and extract necessary information from the following texts types.
5.4 Transfers information into other forms
- News items - Advertisements - Prose texts narrative, descriptive, expository - Labels, Recipes - Classified advertisements - Instructions, Catalogues - Invitations, Obituaries, Notices

- Cartoons and Jokes
Students should be able to read a text and use the information to fill in a grid, label something, tick a list etc.

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Subject content
Competency levels related to the grade
No. of
periods
Competency
09
5.5 Extracts the general idea of a text
Students should identify the main idea and key words in a text. E.g.
match topics with paragraphs
match headlines with news items - read news items and get the gist of it
5.6 Reads and responds to simple poems / stories
Students should be able to read and understand the elements of a short story such as
setting,
main character, - other characters and their relationship to the main
character
09

events ( what happens?), what the writer is trying to convey.
Student should be able to respond to the text:
comment on each character, theme etc. respond intellectually and emotionally to the text and express their views
=

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Competency
Competency
levels
related to the
grade
Subject content
No. of
periods
6. Uses English grammar for the purpose of accurate and effective
communication
6.2 Analyses the grammatical relations within the sentence
Students should be able to understand the relationship within a sentence (SVO relationship)
They should understand the grammar of a sentence such as negation, modality, conditionals (Type II and III) Tenses
Students should be able to construct compound and complex sentences through the process of coordination and subordination
8
6.7 Uses simple,
compound,
Students should be able to construct compound sentences using
comnler

sentences in
appropriate
contexts
Coordinating conjunctions such as 'and, but ,or, yet ,nor' e.g.:-
(a) His mother-in-law did not trust him. (6) His wife did not trust him.
His mother in law did not trust him nor did his wife.
Students should be able to construct compound sentences using correlative conjunctions feither...or, neither...nor, not only...but also, both ...and
e.g.:-.
(a) The train runs on rails. (b) The aeroplane flies.
The train runs on rails but the aeroplane flies.

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Subject content
No. of
periods
Competency
Competency
levels
related to the
grade
Students should be able to construct complex sentences using the following subordinating conjunctions
If, although, though, as soon as, in order to, as long as
E.g. (a) The bus was crowded.
(b) The pretty girl managed to get a seat.
Although the bus was crowded the pretty girl managed to get a seat
15
6.8 Identifies
passive
sentences
• Students should be able to distinguish between Active and Passive
sentences. They should be aware that in an active sentence the subject is the person
08

or thing that does the action but in a passive sentence the subject is the person or thing that is affected by the action.
Active (subject).
(Verb)
The dogate
( object)
our dinner
Passive (subject)
Our dinner
(Verb)
+ (Agent) was eaten by the dog.
Students should know that the structure of an active sentence is different from a Passive sentence- particularly the difference in the verb form and that the subject becomes an agent or is left out.
E.g.
A bomb killed six soldiers Six soldiers were killed by a bomb

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08
In the above sentence our interest lies with the soldiers' not with the bomb and the bomb is merely an agent.
> In the following sentence the subject is left out in the passive form.
We will hold the meeting in August. The meeting will be held in August.
Some one stole my purse. My purse was stolen
6.9 Constructs
passive
sentences
Students should be able to construct passive sentences using the passive structure.

16
"They should also know the passive form is more appropriate in scientific writing, in official letters and writing of minutes or when the doer of the action is not known.

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07
7. Uses English creatively and innovatively in
written
communication
7.7 Uses a
variety of
vocabulary
items in
writing
Students should be encouraged to use a variety of vocabulary items appropriately to convey precise meaning in writing. They should also be aware of the appropriacy in collocation such as,
> Noun verb collocation > Adjective noun collocation > Adjective Adverb collocation
E.g. The boy was injured. Not damaged
*The verb ‘injured' collocates with animate nouns whereas the verb *damaged' collocates with inanimate nouns

Adverb Adjective collocation
- It was absolutely true. - He was painfully slow.
Adjective noun collocation
He is a handsome man. She is a pretty girl.

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Competency levels related to the grade
Subject content
Competency
No. of
periods
09
7.8 Expands and combines given
sentences
Students should be able to expand a given sentence by adding words/phrases /clauses appropriately E.g.
Given sentence.
I met the boy.
Expanded sentence.
I met the smart little boy who lives down our lane.
Students should be able to combine sentences in the following ways;
18
1. Through the process of co-ordination using coordinating
conjunctions or correlative conjunctions. (Refer to 6.7) 2. Through the process of subordination using subordinating

conjunctions (Refer to 6.7) 3. Changing an independent clause to a relative clause.
E.g.
(a) The boy was taken to hospital. (b) He was knocked down by a car.
The boy who was knocked down by a car was taken to the
hospital.
In the above example sentence (b) He was knocked down by a car which is an independent clause is changed in to a relative clause by using the relative pronoun 'who' instead of "He' - who was knocked down by a car. And this relative clause is used to post modify the boy.

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07
7.9 Produces imaginative and interesting creative
writing
Students should be able to write a poem or a story. They may be given a theme to write a poem (based on the themes in the reading text)
Students should be directed to write stories by giving
- the beginning of a story - the last line of the story - visuals - students can interpret what will happen
next
- topics.
E.g An imaginary trip to Mars
6I

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07
8. Communicates clearly, fluently and concisely
8.11 Makes suggestions and responds to them
Students should be able to make suggestions and respond to them using the phrases given below. They can make suggestions about going somewhere or doing something using them.
Let's..
Shall we...
What about..
Can't we..
Why don't we. Perhaps it will... It might be...... Don't you think we should ..
20
Responses to the above suggestions

Agreeing
Ok
Of course
By all means That's a good idea
Superb
I'm for it
Sure
Certainly
That's fine It's very thoughtful of you I've been waiting to I totally agree

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Competency levels related to the grade
Subject content
Competency.
No. of
periods
Disagreeing
I'm sorry......
Not now.
I'm tired ......
It's so boring.
What a stupid idea I can foresee problems. I'm totally against this. I'm not convinced that it will work. That will give rise to other problems.
8.12 Expresses opinions and gives reasons
Students should be able to express opinions clearly and precisely supporting it with valid reasons.
07

They should be able to ask for opinion as well
The following phrases could be used to express opinions:
I think that...
What I feel is... What I'm trying to say is ... In my humble opinion... As far as I'm concerned... I strongly believe...
In my point of view... I'r certain that...
It's clear that...
It seems to me that...

Page 32
They could give reasons for their opinions beginnings with "because' as' or “ due to the fact that"
E.g
I don't think we can implement this project because we do not have sufficient funds.
• Students should be able to ask for opinions as well.
They could begin with the following phrases
IIIIIIII
What's your opinion about... What do you feel about........
22
TIITLIT II I III I

What do you think. What are your views on.........
ETT EF EI ETIFTETETT ITT
07
8. 13 Make Simple announcements and speeches
Students should be able to make simple announcements related to the school activities like
a meeting, cancellation of a meeting, postponement of a meeting, after school practices, sports practices. about something lost/found
Students should be able to make prepared or impromptu speeches on a variety of topics.

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School Policies and Programmes:
Time table:
There are 154 periods to complete this syllab according to the number of units in the Pupil':
- Within these 154 periods, time should be alle
the activities in the workbook.
In-Service Training.
English teachers should participate in the W Departments and Zonal Education authorities upgrade themselves both in Language and Me
In some special situations, the National Institu teachers' knowledge of new trends. Teachers

us. The number of periods have to be divided
sText.
ocated for continuous assessments and to complete
workshops which are conducted by the Provincial =(ISA's, RESC's and Teacher Educators) in order to ethodology.
ute of Education conducts workshops to enhance the
are advised to participate in these workshops.

Page 34
Guidelines to facilitate instructional
Initiate the necessary steps to create an Englis students are motivated to use English. Take necessary actions to train some English including special activities of the day has to be The guidance, support and the supervision of Teachers to accomplish the following activities the students:
A A A A A A A A A
> School English Day > Computer assisted English Language Teaching > Inter school English competitions > English Literary Associations > Establish some ground rules to lend and read > Availability of children's newspapers in the lib
School exhibitions
Maintaining a language lab Presenting activities using visual and print med Conducting surveys and projects in English Debate Drama compititions
Write verses/poems Spelling bee competitions Do you know Contest Presentation through OHP/ Multimedia Singing Simulation
Co-curricular activities:
Learning English should be a very enjoyable activity teaching and learning process. If the students are eng which help them to uplift their English language skill English language leaming. Further, they will develop their to participate in the following activities:
AAA AAA
> Maintaining a wall newspaper in English > Maintaining a notice board in English > English speaking society > Watching English films and dramatised version > Presenting an item in English in the morning as
Inter school debates > English drama competitions
24 > Quiz programmes

leadership:
h-speaking environment within the school so that
news readers within the school premises. News e announced in English in the morning every day. the Principal is essential for the English Language s in terms of improving English language skills of
one English book per week тагу
dia
and it should not be limited only to the classroom aged in more meaningful co-curricular activities. s. it may bring about an immense advancement in leam to learn ability while they are given opportunities
as of novels using CDs and videos Esembly (Gradewise)

Page 35
Recommended Method of Teaching En
An eclectic approach to English language teaching ba recommended. According to Girard (1986) the eclectic teacher's ait methods and techniques depending on the needs of I particular time. An eclectic teacher should be flexible and adaptable of approaches, methods and techniques, those elem group of students at a given time. However, teachers term but it is also vague. So one should not blindly a various methods without a clear understanding of the the eclectic approach are given below with a view to in their classrooms.
1 Teaching/Learning Process
• Every lesson should end with the learner
target language which he could not do at i communicatively useful. The target language should be the langus sparingly where necessary to make mean All the four main language skills – listenir systematically. As far as possible activitie the four skills. Special attention should be paid to teachi Pair work and group work should forma Cooperative and collaborative learning si An eclectic approach should be used tot used to teach complex grammar points w simpler grammatical items. The Process approach to reading and wri All activities and tasks used in the classro communication. These activities and task a) Information gap principle b) Information transfer principle c) Task dependency principle
d) Jig-saw principle
• The main role of the language teacher she
teacher should teach students how to lea career learners will be independent users

glish as a Second Language
ased on the following underlying principles is
mis to achieve the maximum benefits from all the his students and the resources available at a
e in order to be able to select from among a variety ents that are appropriate to the needs of a given should be warned that teclectic is a convenient dopt techniques and teaching procedures from : theoretical principles underlying them. Details of » helping the teachers use this approach successfully
feeling confident that he can do something in the the beginning, and whatever he has learnt is
age of the classroom. Mother tongue could be used ing clear. ig, speaking, reading and writing should be taught es and tasks done in class should aim at integrating
ng vocabulary and grammar. an integral part of the classroom procedure.
hould be encouraged. each grammar. The deductive method could be Fhile the inductive method could be used to teach
ting is recommended. -om should aim at engaging students in active s should be based on the following principles:
muld be to facilitate learning. The
n so that at the end of their school of the target language.

Page 36
2 Classroom Techniques
The following classroom techniques are recom opportunities for the teachers to think of their c
Repetition with understanding
Meaningful drills Role-play Dialogues Language games Communicative activities Problem-solving activities Decision-making activities Jig-saw activities Sharing information to complete tasks Simulation Summarizing
Dictation Gap-filling tasks
Assessment and Evaluation
On-going assessment (OA) should be an integ and the learner continual feedback on the learni
• Tests should be primarily criterion-referen
and students with the kind of qualitative infon and Evaluation N-SIG Newsletter Vol. 3N
A criterion-referenced assessment aims at i able to perform relative to a fixed criterion, E demand from learners at the relevant point in course.
• The on-going assessment should include tl
- Teacher's assessment based on a
One self-assessment per term wł performance, using clear criteria an teacher should check this. This typ independence, will also make stude One peer-assessment per term of agreed upon beforehand. The teache autonomy. Portfolio: The learner collects a set done throughout the year in a file. T student and then by the teacher. Summative assessment at the end
26

nended in the classroom while providing vn techniques to suit the level of the students.
Sequencing Controlled composition Guided composition Free composition Picture composition Discussion
Mini-presentations Impromptu speeches Prepared speeches
Memorization (with understanding) Dramatization Group singing Recitation
ral part of the curriculum. OA provides the teacher ng/teaching process.
ced “as they have the benefit of providing teachers nation meaningful for the future use." (JALT Testing Io. 1)
finding out how far the learner has progressed and based on an estimation of what is reasonable to their development during a particular stage of the
je following Imodes of assessment: : least two classroom tests per term. Tere the learners themselves evaluate their own da weighing system agreed upon beforehand. The e of assessment, in addition to promoting learner nts aware of their weaknesses and strengths. group work using criteria and a weighing system rtoo should check this. This again promotes leamer
of assignments, book reviews, and journal writing le contents of the portfolio are first assessed by the
of the year.

Page 37
Learning - Teaching
In deciding the Learning- Teaching methodolog develop student competencies through 'Explorat competencies. In the implementation of compete the role of the teacher is also expected.
The traditional Transmission and the ‘Transaction poor standard of the school leavers a sharp realizat process is felt.
In the “Transaction' role, the dialogue that the teacher: ideas from the teacher to the class and from the clas student intecaction that later results in a dialogue. The the known to the unknown, and from simple to comp
In the competency-based education, the main focus Resource Person who makes an effort to get the chi certain competency. The teacher should closely obser and disabilities, providing feedback. and developing tl the transformation role of the teacher one unique featı learning -teaching process outside the class.
The first part of this guide is the syllabus and the activi steps. In the first step of the activities it is expected t Process. This has been named as "Engagement'. As i involved in learning through dialogue. This allows th knowledge. and an indication of the competencies to strategies to initiate this exchange of ideas. Asking que flash cards, problems, puzzles, dialogues, role plays, radio cassettes etc..
The first step of the activity is to achieve the followin
To gain the attention of the class. Provide opportunities for the students to reca the next stage of learning; exploration. Introduce the children to the basics of explo second step.
The second step of the activities is designed to give al will do this based on a special instructional sheet. Th problems from different angles. It is also important tod in the activity using the resources available. When discipline, sincerity, listening to others, and gain the abi time, achieving qualitative outputs and skills that are
27

Methodology
y of English, attention has been paid to ion' by students, which would develop their ncy based education a remarkable change in
oles are still prevalent in the classroom. Due to the ion of the need to develop the learning - teaching
starts with the students is the initial stage. Thereafter s to the teacher flow. This is followed by studentough questioning the teacher leads the student from lex.
is on student activities and the teacher becomes a Idren reach at least the near competency level of a ve the children learning, identifying students' abilities he learning capacities of the students furthermore, in ire is that the teacher should facilitate and extend the
ties in the activity continuum consist of at least three o get the involvement of the students in the learning in the Transaction role, the teacher gets the children me students to explore and get to know their existing o be developed by them. The teacher can use many stions, showing pictures, using paper advertisements, poems, songs, demonstrations, case studies audio or
e objectives =
Il prior knowledge that is necessary to proceed with
eration which is to be introduced to them under the
opportunity for the pupils for ‘Exploration". They E teacher will have to organize groups to explore the irect the discussion and to engage students effectively he students get used to this, they will develop self ity to work with others, helping each other, managing essential to daily life.

Page 38
Inexploration activities, the teacher should not appoi
group itself.
At the third step, each group can present its finding encourage the children to make presentations. In thi: responsibility. In this step ‘Explanation”, it is impor rather than the teacher taking the major role. During thi as much as possible.
What has been explored in the third step can now be the groups have finished their presentations, the memt groups should be allowed to make constructive prof done by the teacher. In this summarization, the teache about the concepts and theories regarding ‘Explorat
It is the responsibility of the teacher that the learning -t Assessment and ‘Evaluation should be used to achie by the teacher. During the exploration stage the teach and elaboration stages the teacher could evaluate the engage in Step 3, the teacher can do an evaluation. Ass a later stage in this book.
The learning – teaching methodology described allows in dialogue, discussions and brief lectures.
This curriculum, which is the first curriculum revisi "Transformation' role in the learning – teaching metho that the salient aspect of the Transmission' and 'Tran teaching process.
28

at leaders but let leadership emerge from within the
for information of the others. The teacher should - the teacher should direct all students to take some cant that the students are given prominence to speak stage, student centered learning should be promoted
zaken for ‘Elaboration' as the fourth step. Once all ers of the group followed by the students in the other osals. However, the final summarization has to be should give the students an accurate understanding ion' that the students were involved in.
eaching process in the classroom occurs as expected. ve the above within the learning – teaching situation er assesses the students and during the explanation e students through observation. When the students sessment and Evaluation are described separately at
S group exploration and allows the teacher to engage
on in the new millennium, should consolidate the dology. Aremarkable aspect in this, methodology is sactions' roles could be made use of to enhance the

Page 39
Proposed Term
1Term
21. Term
3. Term
1.5
4.6
2.5
5.6
3.5
7.9
3.6 4.5 5.5 6.2 8.11 6.7
4.4
6.8
5.4
6.9
1.7
8.13
7.8
8.12
• Proposed number of competency levels for each t
activities in the Teacher's Instructional Manual, an competency level.
• Teachers are advised to prepare additional activit
levels according to the proficiency level of the stu
• The number of periods allocated for each compete
is not necessary to complete all the allocated peri
• Do all the competency levels suggested for the term
what has been taught.
The extended assessment tools are based on the pr achievements will also be assessed accordingly.
• It is always beneficial for the learner to revise the
more support activities if needed.

Plan - Grade 9
term is given here for the teachers to plan their example of an activity plan is given for each
y plans to develop the competency dents, referring to the grade nine book.
ncy levels is given in the syllabus document. But it -ods at one go.
m alternatively so that the students will consolidate
oposed competency levels, therefore the students
completed competencey levels regularly with

Page 40
General Instr
* Read the Teacher's Instruction Manual (TIM) atte
Exemplary activity plans based on the competency
TIM.
* You are expected to prepare your own activity plan
Pay attention to the given time. * You can make use of the activities given in the Pup
the pupils. * You are free to select suitable activities and lesson
the level of your pupils.
Engagement -
• Make sure almost all the students are i
Arouse curiosity with regard to the new
Create interest.
• Make use of attractive visuals.
• Use simple and clear instructions.
· Avoid ambiguity.
Let students express their views abou uncover what students think or know) The first activity should be a guide for t
Exploration -
Task:
• Let them involve in a task, which has: Task sheets:
At least two liusk sheets should be give participation of the students Task sheets should he clear and simple
Group work:
The maximum number of pupils in a gr Let everyone to be a leader voluntarily Encourage them to use English languag
Let them involve in their learning and t - Get almost all the group members to er . Do not allow one or two members to d
You are expected to help the students v
30

Puctions
entively. - levels mentioned in the syllabus are given in the
ns for the competency levels in the syllabus.
pils Text Book to develop the competency level of
is from the TIM and the Text Book depending on
volved in the task. vContent
1the topic/content first.(Elicits responses that
he activity in the exploration stage.
En information gap among the groups.
en to each group io get the maximum
e for the students.
oup should be five. (Rotate the leadership). e to the maximum. o be the produces of their learning. ngage in the task (equal participation).
Ominate. when and where necessary.

Page 41
Explanation -
Each group should be give Get each member of the gr the presentation)
Note down the mistakes the
disturb them and show thei
• When one group does the p
down important facts or po
Elaboration -
The information which was I
be highlighted.
Encourage students to apply
Evaluation -
This is an ongoing process. Can be done throughout th Observe students when the Let students to assess their

n an opportunity to present their findings/ products. coup to present. (Do not allow the same student to do
ey do for the discussion in the elaboration stage Do not
I mistakes during the presentation. resentation, get other groups to listen attentively taking
oints.
not mentioned during the explanation stage should also
y and extend concepts and skills in new situations.
e lesson according to the selected criteria. ey apply new concepts.
own learning and group process skills.

Page 42
Activity c

ontinuum

Page 43
1
Competency
Identifies the sou
Competency Level 1.5.
: Constructs Englis
Activity 1.5 A
: Let's have fun w
:
40 minutes
Time Quality Inputs
• Aposter of the exa
and sentences give
• Aposter and copie
A poster of the grid
•A poster of the son
• Copies of the task
· Copies of annexe A mask( prepared
Learning Teaching Process Step 1.5.A.1
· Display the poster
• Wear the mask and
and the sentences
• Get the whole clas * Ask the students to
in the text * Lead a discussion to - Correct pronuncia A consonant cluste
school street
Smart
desk In some wor
e.g. . In some wor
e.g.
• Through a le
Expect
desk

inds of the English Language.
h sentences orally with proper articulation
with consonant clusters
mples of tongue twisters given in annexe 1.5.A.1 en in annexe 1.5.A2 !s of the poem given in annexe 1.5.A.3 1 given in 1.5.A4 g given in annexe 1.5.A.5 sheet given in annexe 1.5.A.6
1.5A7 by students)
given in annexe 1.5.A.1 and 1.5 A2 on the board. act it out while reading aloud the tongue twister
Ss to read. identify the words which are difficult to pronounce
o highlight the following: tion is important in speaking English T is a combination of two or more consonants
- / sku:v sponge - /Spandzy - / stri:t/ squirrel - / Skwirel
- / sma:/ kettle - / ketl/ - / desk/ fiddle -/ fidl/ Is consonant clusters are in the initial position school , smart , sponge, skill, squirrel Is consonant clusters are in the final position.
desk, risk, rusk , kettle, bottle, fiddle, kindle ot of practice we can learn better pronunciation. ed answers
, rusk, risk, mask, brisk
(10 minutes)

Page 44
Step 1.5.A2
• Put the students inte
· Distribute a copy o
• Get each group to re
consonant clusters ir
• Get each group to pr
• Display the posters
·Let each group write
given in annexe 1.5.
• Get other groups too
Step 1.5.A 3
• Display the the song g
· Sing the song
· Let the students practic + Get each group to sing
· Remove the poster of
Distribute the task she Get each group to con Get each group to pre
Get other groups to co
· Lead a discussion to
· It is very important to
with consonar in meaningfi
• Correct stress and into
Stress - To pro syllable) more syllables Inton
when you spe
• The following contexts
e.g. dialogue,
SC
Expected answers for
Smart
SC street clean
cle Expected answers for
- Snow - Street - spreading strip - creeping - desk

- five groups and name them as A,B,C,D,E the poem given in annexe 1.5.A.3 to each group. ad the poem and underline the words with the the initial position. esent their findings
n annexes 1.5.A3 and 1.5A4 on the board. their answers in the relevant columns of the grid
A4
omment on the answers
(10 minutes)
Even in annexe 1.5.A 5
e the song in groups the song. the song given in annexe 1.5.A 5. cet given in 1.5.A.6 aplete the missing words in the song. sent their completed songs. Omment on the answers.
highlight the following
learn the correct pronunciation of words it clusters either in initial position or final position al contexts.
onation also should be used in speech. snounce a particular word or a part of a word loudly or with greater force than other words or lation - The way in which your voice rises or falls
tak
can be used for further practice Conversation, songs, announcements,
the annexe1.5.A.3 hool
stripes rap stars othes white
annexe 1.5.A 3.
S

Page 45
Step 1.5.A.4
• Distribute the co
• Get each membe
Get others to cor
Criteria for Assessment and Evaluation
• Identifies the pro
· Accepts the impo
properly.
• Pronounces the w
• Gains confidence
· Enjoys collaborat
Annexe 1.5.A1
Tongue Twister Little Jack jumped on to
Wearing a mask The jump was brisk
He knows it's not a risk Co'z he longs for the rus On the rack
Annexe 1.5.A2
Speak out the sentenc
1. My grandmother uses a stic 2. It is a risk to eat too much c 3. Please, bring me a glass o 4. Remove your socks and wa 5. Stitch the skirt and put it or 6. Wear a mask when cleanir 7. Peel the husk and scrape tl 8. Scrub your dirty knees twic 9. Select the best shield for hi 10. Post the parcle by express
3S

pies of the mini stories given in annexe 1.5.A7. er in the group to read the stories. nment on the pronunciation.
nunciation of consonant clusters.
rtance of pronuncing consonant clusters
ords with consonant clusters accurately 2 for better pronunciation tive learning.
the desk
es given below:
ek when she walks. of sweets.
f milk.
ish them quickly.
the rack.
g cobwebs. ne coconut.
e a day. ardles
mail.

Page 46
Annexe 1.5. A3
* Read the following rhyme an clusters in the final position.
Old king Cole was a And a merry old sol And he called for h He called for his be And he called for hi Every fiddler had o A very fine fiddle + Two diddle diddle o Two diddle diddle o Two diddle diddle d
Annexe 1.5.A4
The grid
Group A
Group
- i mi = i o

: underline the words with consonant
merry old soul el was he is fiddle
owl
s fiddlers three
fine fiddler ad he iddle iddle
В
Group C
Group D Group E
36

Page 47
Annexe 1.5. A 5
The S
1. She 11 be coming throug
She'll be coming through When she comes.
2. She’ll be coming along
She'll be coming along th
When she comes.
3. She’ll be spreading strip
She'll be spreading stripWhen she comes
4. She'll be creeping with a
She'll be creeping with a
When she comes
5. Yes, she knows it's a risk
Yes she knows it's a risk,
When she creeps. Chorus – singing ai ai hip

ong
ch the snow, when she comes //
the snow ///
the street, when she comes // he street ///
ps of papers when she comes // s of papers ///
fiddle when she comes // fiddle ///
when she creeps //
//
ppi hippi ai.
+ + + + + + + + + +

Page 48
Annexe 1.5. A 6
Complete the missing words in the folowing som
The Song
IETETTEL
1. She 'll be coming through the ......
She'll be coming through the ..
When she comes.
2. She'll be coming along the ..........., who
She'll be coming along the ............. III
When she comes.
I ETTEI
3. She'll be
of papers
. of papers
She'll be.
When she comes.
4. She'll be .............. with a ............ when sh
She'll be ..
.. with a fiddle // When she comes.
5. Yes, she knows it's a ............. when she .
Yes she knows it's a ......... /
When she creeps.
Chorus – singing hihi hippi hippi hi......
Annexe 1.5.A7
• One day a teacher told her pupils i
child stood up without any hesitatia snakes don't have feet.
• One day a girl was walking along th towards her and was scared. Altho tight. She fell down and screamed.
her.

uhen she comes //
en she come //
uhen she comes
ne comes /
creeps /
ET
that there was a 10-foot snake in a box. One on and said, “You can't fool me teacher......
e road wearing a tight skirt. She saw a bull coming ugh she tried to run she couldn't as her skirt was too The bull went away without paying any attention to

Page 49
Competency
Identifies the
Competency Level 1.5.B
Producess En
Activity 1.5B
: Let's have fu
Time
40 minutes
Quality Inputs
• Aposter given
A copy of the g:
• Copies of the ta
Learning Teaching Process Step 1.5.B.1
• Display the post
• Read out the w
• Let the students
• Play the game d
• Lead a discussion
| Regular past ten the last soundo
E.g: /t/
liked Scrapped
Learning Teaching Process :
Step 1.5.1
Put the students
· Distribute the ta:
• Get the students
and draw a box (
Step 1.5.B. 3
• Give a part of t
• Get students to
39

Sounds of the English Language.
nglish sentences orally with proper articulation
in with /t/ and /d/ /sounds.
in annexe 1.5.B.) is put up on the board. ame given in annexe 1.5.B.2. ask sheet given in annexe 1.5.B.3
per given in annexe 1.5.B. 1 on the board.
ords. s repeat the words.
escribed in annexe 1.5.B.2 a highlighting the following.
se verbs are pronounced differently according to of the verb to make pronounciation easy.
/d/
borrowed opened
into five groups. sk sheets in annexe 1.5.B.3 to circle ( Othe words ending with // sound.
O encircling the words ending with (d) sound.
he text to each student. - read out the text.

Page 50
• Lead a discussion to highlight
• It is necessary to learn the diffen
tense verbs accurately.
• If a verb ends in /p/, /k/, /f/, /s/, the fed" should be pronounced :
e.g.
/p/ worked
SCTE linked
stof
/k/
• If a verb ends in /w/ /v/, and /n should be pronounced as /d/ e.g. /w/
borrowed
Coverei
/v/
. For further information refer the
• Answers for the activity in annes
//
washed scraped
worked liked asked
mixed finished
Criteria for Assessment
and Evaluation
• Identifies the correc
· Accepts the importa
appropriately.
• Pronouncing the reg
· Gains confidence fo * Enjoys collaborative
40

the following
ent ways of pronouncing the regular past
"sh ( O/ and /t/ to form past tense with ‘ed,
s /t/
/sh/
/t/ washed
watched finished
marched
ped
ped
land forms its past tense with fed', the fed"
/n/
opened
e phonetic dictionary.
ke 1.5.B.3
/d/ borrowed covered opened showed cleaned
pronunciation of regular past tense verbs. nce of pronouncing regular past tense verbs
ular past tense verbs accurately.
•better pronunciation learning.

Page 51
Annexe 1.5. B. 1
//
skipped stopped looked Cooked pushed reached
aTanged
managed changed gained covered allowed
Annexe 1.5.B. 2
Outdoor game
· Divide the class into two groups.
Ask them to be in two lines.
• Keep two chairs 10 metres away from the stu .Name the chairs as /t/ and /d/.
• Read out the words randomly.( words given
• The first two students in each line listen to the
• The first student who runs to the correct chait
• Continue this game until all the students get a
Annexe 1.5.B. 3
Read the following passage and circle allt box for all the words which end with the /d
Kumara decided to paint his living room. He b neighbour, Mr. Perera. He bought a few cans e washed and scraped the walls. He covered all i He wanted to paint the walls blue. He mixed u colour. He painted the wall and liked the colou job at 3.00a.m. Next day, he showed the living He asked Kumara to come and paint his son's
41

idents.
in word list in annexe 1.5.BI e words attentively. r.sits, and reads the word, will get one point.
chance.
he words that end with /t/ sound, and draw a / sound.
-orrowed a ladder and paint brushes from his of paint. First he cleaned the room, then he the furniture with sheets and opened the windows. apa few shades of paint until he was happy with the ar very much. He worked very hard and finished the e room to Mr. Perera who said it was very good.
house too.

Page 52
Competency 2
: Uses the mechanics
Competency Level 2.5
: Uses the exclamation
Activity 2.5
: Let's show Our feelin
Time
: 40 minutes
Quality Inputs
· Enlarged copies of
• A set of expression
• Copies of the task
Word cards given
Learning Teaching Process
Step 2.5.1
• Display the pictures
• Keep the expressio
table
• Get volunteers to ta
correct pictures.
• Get volunteers to ac
under each picture.
• Lead a discussion
• An exclamation is a
surprise, pain, shock
· Exclamation mark ( ) after the actual words
* Br.E - British Engl Am.E-American I
Expected Answers to: Picture 1 : Wow! Picture 2 : Get w Picture 3 : Happy Picture 4 : What Picture 5 : You ar Picture 6 : Ouch! Picture 7 : Look o Picture 8: Oh, ne

of writing with understanding
a mark appropriately
es using an exclamation mark appropriately.
the pictures given in annexe 2.5.1 s given in annexe 2.5.2 sheet given in annexe 2.5.3
in annex 2.5.4
s given in annexe 2.5.1 ns given in annexe 2.5.2 face down on the teacher's
uke expression cards and paste them under the
Cout the feelings using the expressions given
to highlight the following
sound or word spoken to show 1. greeting, sarcasm,etc...
Br.E) exclamation point (Am.E) a mark (!) written that express very strong feelings
ish
English
step 2.5.1 ! You look beautiful!
ell soon! ( New Year!
a pleasant surprise! re very early today!
My foot! put! A car is coming! ! Look at that car!
( 10 minutes)

Page 53
Step 2.5.2
• Put the students into five groups
• Give each group the dialogue given in
• Get each group to read the dialogue ar
• Let two students from each group pres
Step 2.5.3
• Give each group a card with the word
• Get them to write a short dialogue usir
• Get each group to present the dialogu
Lead a discussion to highlight the fo
• The exclamation mark is considered The sentence that follows should begi e.g. Ouch! My foot
• When the exclamation mark co-occu it comes within the quotation marks, capital letter is used. e.g "How tall they are!” he exclai
Expected answers for step 2.5.3 A group of students are watching an
Nisal:Wow! What a nice surprise t Gihan : Hello! Nisal! did you come all Nisal : Yes, of coLIIse! I've been eage Gihan : Shall we proceed then? Nisal:Ouch! my foot! Somebody tra Gihan : Take it easy! You'll be all rigt Nisal:Look at that model of the sola Gihan : How fantastic it is! Nihal :I can't believe my eyes! See h
Criteria for assessment and evaluation :
- Identifies the correct use of the exclamat
· Accepts the importance of the use of the .Uses the exclamation mark appropriately * Gives Constructive criticism.
• Works in pairs as well as in groups coop
43

annexe 2.5.3 nd put the exclamation mark in the correct places. sent the dialogue
(10 minutes)
s written on it - Annexe 2.5.4 ng the function words given in annexe 2.5.4
(10 minutes)
ollowing
an end punctuation. n with a capital letter.
Irs at the end of a quotation, and if more of the including sentences follow, no
imed in delight
exhibition. Suddenly, they meet a friend.
o see you here the way to Colombo to see this exhibition? rly waiting to see this exhibition.
ampled my foot.
ar system!
ow cleverly they've made it.
(10 minutes)
ion mark. exclamation mark - in writing.
eratively.

Page 54
ANDERE 2.3.1
過量
| Deso心目
如明
口
4

با ايالان کانات

Page 55
Annexe 2.5.2
Lookout! Acar is com
Ouch! My foot!
Wow, You look beautif
What a pleasant surpri
Annexe 2.5.3
Read the following dialogue carefully. I
A group of students are watching an exh
Nisal
:Wow what a nice surprise to see y
Gihari
: Hello Nisal did you come all the
Nisal
: Yes, of course, I've been eagerly w
Gihan
: Shall we proceed then?
Visal
:Ouch my foot. Somebody trample
Gihan
: Take it easy. You'll be all right
Val
:Look at that model of the solar sy:
Gihan
: How fantastic it is
:I can't believe Imy eyes see How cl
Nisal Annexe 2.5.4
shock
admiration
surprise
greeting
grecting Gastonishment ) sarcasm )
astonishment
SAICISITI

ning!
You are very early today!
Get well soon!
ful!
Oh, no! Look at that car!
Se!
Happy new year!
Put the exclamation mark in the right places.
sibition. Suddenly, they meet a friend.
you here.
way to Colombo to see this exhibition ?
waiting to see this exhibition.
ed my foot.
stem.
leverly they've made it.
pain
wish

Page 56
Competency 3
:Engages in active list
Competency Level 3.5
:Listens to and transfe
Activity 3.5
:Let's listen, mime an
Time
:40 minutes
Quality Inputs
:Acopy of a story in *Acopy of the song
Learning Teaching Process : Step 3.5.1
• Tell the students tha
• Tell some of them
people, and a few
· Ask them to decide
• Let dragons and pe
• Instruct them to liste
characters.
• Check the moveme
• Lead a discussion
Information could be t essential in any formo
46

tening and responds appropriately.
ers information into other forms.
d write
1 annexe 3.5.1 in annexe 3.5.2
at they are going to listen to a few instructions. are going to be dragons others will be others are trees.
who they want to be. ople come from opposite directions. en to the instructions and mime according to the
nts and expressions to highlight the following
Cransfered in many ways. Attentive listening is of information transfer.
( 10 minutes)

Page 57
Step 3.5.2
:Put the students into groups.
• Get them to listen to the song ina
impotant stages and facts in the
· Ask them to write a story using t
Step 3.5.3
+ Get each group to present their IL
possible.
· Ask the other groups to comment
• Ask them to display their story li
• Lead a discussion to highlight i
•When you listen attentively you can
be transferred into an action or av another story.
Criteria for Assessment and Evaluation
· Agrees one should listen wi
• Transfers information into o -Gains Confidence in transferi * Makes costructive commen
• Works in groups co-orperati
Annexe 3.5.1
Think that you are dragons.
Dragons: You are lying in the mid but your eyes are closed. You are walkin tween the trees. You are walking on soft noise. You stop for a moment. Look arou Can you see the sky ? It is very quiet and slighty dark .You walk on, quietly, amon thing special in the forest today. You fee cned but a little. You look at your friend Then you find magic wands on the group aren't. They are magic wands. You pick What can it be ? Dragons
Dragon! You hear a noise. You slowly op What do you think? What do you feel
47

annexe 3.5.2 carefully and note down the
song. he information collected from the song.
(20 minutes)
pry. Let them act it out if
w the class. the following
aget information correctly. This infromation could Fisual theme or it could also be transformed into
( 10 minutes)
ith a purpose. -ther forms
ng information
ts.
ively.
dle of the forest. You are not asleep ag in the forest. You are walking be
ground. You don't want to make a and you. Look up at the trees. Look up. 1 it is a little dark, not very dark but ng the trees. You think there is someel a little frightened, not very frightIs but you don't speak. nd. You think they are sticks but they them up. Suddenly you hear a noise!
en your eyes and you see some people!
P

Page 58
Annexe 3.5.2
QUE SERI
When I was just a i I asked my mother * What will I be? 1 Here's what she said
Chorus:
* Que
Wh. The Que
When I was just a I asked my teacher
What should I try? Should I paint pictu This was her quiet i
Chorus: Que Sera Se
When I grew up an. I asked my sweether * What lies ahead?
Will we have rainbo Here's what my swe
Chorus: Que Sera Se
Now I have children They ask their moth
What will I be? Will I be handsome I tell them tenderly
Chorus: Que

A SERA
little girl
Vill I be pretty? Will I be rich? d to me.
- sera sera at ever will be, will be e future's not ours to see
Sera Sera, what will be will be
child in school
ures ? Should I sing songs? reply.
era......
A fell in love
att
pows, day after day! eetheart said.
era......
1 of my oum
? Will I be rich?
Ser Seru..
48

Page 59
Competency
:Engages in active listen
Competency Level 3.6
:Listens to and reports it
Activity 3.6
:Let's have fun in conve
Time
: 40 minutes
Quality Inputs
• A set of sentence sti
• Copies of annexe gi
Learning Teaching Process : Ask four volunteers Step 3.6.1
table and ask them t
• Get the other student
• Get the students to pl
• Get the students who
one of the students in
• Get them to convey
• Gets the last student
• Let them have fun be
the first message give
• Lead a discussion to
• Listening means und
• It is important to liste
to another person.
• The listener must sele
Step 3.6.2
• Group the students
• Distribute copies of
• Get the group leader
• Get the students to

ning and responds appropriately
nformation.
ying messages.
cips given in 3.6.1
ven in 3.6.2
to select a sentence strip kept on the teacher's to read each. ts to form 4 circles
ay the whispering game. o have the sentence strips to convey the message to In each group. the message to next student in a whisper. to say it aloud to the whole class. ecause the last message may be very different from en by the teacher. o highlight the following.
derstanding what is spoken. en to a message attentively to be able to convey it
ect the information relevant for his purpose.
(10 minutes)
the listening text to each group. rs to read out the listening text annexe 3.6.2 complete the task.

Page 60
Step 3.6.3
• Get each group to pres
Ask other students to s
· Lead a discussion to
• Listening is an active pe
a stream of sounds and
• A shared knowledge o
listener is importa
Accepted answers for s Text 1 - Grandmother w. Text 2 - Tharaka is not v Text 3 - There will be a Text 4 - The weather iss
Criteria for assessment and evaluation
- Listens to various texts and cor
· Accepts the need to listen to va
• Conveys the information conten
• Practises listening skills to conv
• Provides constructive feedbach
Annexe 3.6.1
| 1. Bring a sheaf of betel to celebrate Teacher's d
2. Wash your white vest with washing powder.
| 3. Go to the garden to play a giggling game.
| 4. Put some potatoes in a plain plastic pot.
5. Sell gloves for gardeners and bags for golfers
| 6. Buy big black buttons for blue blouses
7. Blow brown balloons for the boys' band
50

sent their answers. give their comments.
highlight the following.
rocess of perceiving and constructing meaning from i responding to it appropriately.
f the real world, between the speaker and the ant for the total comprehension of the message.
step 3.6.2
e are not visiting you this week-end well. She won't be able to come. pook exhibition tomorrow. =tormy. Don't go fishing tomorrow. It's dangerous.
( 20 minutes)
veys the message to another. rious texts in day to day life. nt orally to another. rey messages accurately.
ay.

Page 61
Annexe 3.6.2
Listening Text 1
Listen to the dialogue given below a
Mother
- Kasun, do you have something
Kasun
- Yes mother, I'm having a treej
Mother
- Oh! we won't be able to visit
Listening Text 2
Listen to the Telephone conversatia
Tharaka
- Hello! Can I speak to Radhik
Radika
- Speaking.
Tharaka
- I'm Tharaka. I'm not well. De
Radika
- Yes, can you come?
Tharaka
- I'm sorry. I can't. Please infon
Radika
- Sure. Bye.
Tharka
- Bye.
Listening Text 3
Listen to the announcement and co
There will be a book exhibition at the n
Listening Text 4
Listen to the weather report and convey th
Due to the depression in the Bay of Bei |country. The Northern peninsula will
will be clear and sunny, but high winds |dangerous for fishermen.

nd convey the message to your grandmother.
g special during the weekend?
planting compaign at the weekend.
grandmother.
on and convey the message to your teacher.
ca?
o we have drill practices?
m the teacher.
nvey the message to your friends.
nain hall at 9.00 a.m. tomorrow.
me message to your uncle who is going fishing.
ngal, tomorrow's weather will be variable across the pe cloudy with a little rain at times. The East Coast s in the Southern coastal areas will make conditions

Page 62
Competency 4
Builds up vocabulary
meaning.
Competency Level 4.4
Uses the dictionary and
Activity 4.4A
Let's use the dictionary
Time
80 minutes.
Quality Inputs :
Copies of the d Copies of anne An enlarged co Copies of the t Copies of anne Copies of anne
Pocket diction Learning Teaching Process. Step 4.4.1
Write the seven Explain the gar Distribute copi Display the tas Ask the studen Instruct them to slap it on the be Continue the ga
Conduct a bri
· We use a dictionary to find the meani grammatical information and pronur
e.g.:
apple - n(noun) (c)-countable water -(noun) uncountable nou pretty - adj (adjective)
commemorate (V) verb happily - (adv) adverb
* When we look up a word in a diction practice. Further, the word class of a
* Encourage the students to use th
Slap the board - The first person
answer should run to the board
answer. 10 marks is given for Answers for 4.4.1 (a) verb (b) adjective (c) adjective (d

sing language appropriately to convey precise
the encyclopedia effectively.
and the encyclopedia.
ictionary page given in annexe 4.4.2A
xe 4.4.3 py of annexe 4.4.4 ask sheet 4.4.5
xe 4.4.6 xe 4.4.7
ries.
words given in annexe4.4.1 on the board. ne "Slap the board". es of the dictionary page given in annexe 4.4.2 k given in annexe 4.4.3 on the board. ts in the first row to come to the board. o find the word class of the underlined words and pard. ame with each row of students. ef discussion to highlight the following. ings of words. In addition, we can use it to find Iciation of words.
: noun
In
ary, it needs to be done quickly and it needs regular word is given next to the word in abbreviated forms. heir own dictionaries.
who finds the I and slap the word on the board.
each correct answer
noun (e) adjective (f) verb (g) noun
(10 minutes)

Page 63
Step 4.4.2
• Get the students into groups
· Distribute the copies of anne
• Get the students to copy the
Step4.4.3
• Distribute the pocket diction
• Display an enlarged copy of
• Get the students to copy the
• Ask students to write differe
Step 4.4.4
• Distribute the pocket dictiona
• Distribute the copies of anne
• Get the group to complete th
Step 4.4.5
• Get each group to present the
· Conduct a discussion to his
• The use of the dictionary is in
we have to use dictionaries i
• We can also find the pronunc
Smile
Answers for step 4.4.2 verbs
nouns
Smile pollute
pollution bravery
polluted
Answers for 4.4.2 beauty (n) beautiful (adj) beautifully(adv) beautify(V) beautician (N)
Answers for 4.4.3 differ (V) difference (N) differentiv (adv)
rain (V)
Tain (n)
important (adj) importance
S3

:xe 4.4.4 to each group. activity in their books
(10 minutes)
aries among the groups. 'annexe 4.4.5 on the board. activity in their books. ent forms of words in the chart.
(20 minutes)
aries among the group. xe 4.4.6 and annexe 4.4.7 among the groups. le task
(20 minutes)
eir answers. ghlight the following.
nportant in language learning. Therefore, n our day today life. ciation of words in the dictionary.
adjectives brave smiling
adverbs bravely
play (v) player (n) playful (adj) playfully (adv)
different (adj)
rainy (adj)
Cn)
importantly (adv)

Page 64
Answers for step 4.4.4
Word
Word class
1. materials
TOUN
an
IT
2. cocoon
NOUN
Pry
3. continuous
verb
go
4. discovered
verb
tof
5. obtain
verb
get
6. recently
adverb
not
7. provide
verb
to I
8. soft
adjective
Sm.
9. fine
adjective
bea
10. details
noun
poij
11. fabric
clot
12. always
adverb
at al
I i III
13. secret
Soft
|14.Spun
verb
to I
|15. lizard
asn and
Criteria for Assessment and Evaluation
• Identifies the different uses of the d
• Accepts that the use of the dictionar
• Uses the dictionary to find differen
• Uses the dictionary whenever nece
· Enjoys using external resources in

Meaning /Example
thing from which something is
ade
otective case of silky thread.
on over a long period of time.
ind (found)
long ago
get or use
poth, not hard
mutiful and of high quality
nts or facts about something
ih made by threads woven -together
Il time.
rething kept hidden
make thread by twisting ( past tense)
nall creature with a rough skin, four, legs
a long tail.
(20 minutes)
ictionary. y is very important in language learning. information about words. Ssary. anguage learning.
54

Page 65
Annexe 4.4.2
electrih
aldar
P "elder/heldal di lonliy barw neu uilder ih OUNelectoralekialuri CIOTKI WIS FREE pcially somune in your family: Thandler on Eurkai
vode in Ancillud
Tilartaldar batharailer dur FM y eller
alotorai/ilekulaliral / o Ionly be foun] + lasti.
brother, the rider the TM who is older. Scilly
lo elections: Pir Harry prolet in der
I HOPEuple in the Hine family. The elder af her fa
altural i valemi, + The MATEMME arr promisine iletline
ਸ ਸ ਸ ਸ :ਸ਼ .
newm machang o the Wellcio Ire haridi rities
aldarbory/cha beri/ run || AKITA|| NIE Klark
IN JANUARIS Lhu ITO'rih koral itinat,
fruit that MTO MR an cldor . dirbor Mnr
a lactoral 'collage num C| ALITäll group of per
elderly/cldali,' audith An elderly person i el Many
who have the posibility of electing MIMOTHY plenow think that this word la ofensive at Elia
importaTË Kİlkin
often und in talking about policies and conditions that
Ibu Elcunal College the oplechom by act old pople An nerby Britim AS sfanding at
individual stalar to let the Pridet med DR FEL
ihr Frelon drsk + Natalf arly mpiran line i
PENT Of the United SİS
Their relations. This is mint is suitable for palinn
a legtoral register or electoral Folil roum| who are titlerily and fra L. L. the elderly od pler.
an cilicial lifli ih upke Manira uhi hun MARYNple now think that this Ersion affert + OLDb r End about a Garar machine that wika
Fight be wote in erlos
uk-finshioned or do I work w Wells used to ir
alectorate flekti af noun IË Walliy singulari mail :
Auple who are allowed u Fabr in A eledlul. I
dritinut un eldriku unhide Mirda.
de la unuaNacionais lapide
aldar talaiman Dun |E| 1 Iman with a bit of
Elaotra compla hlektra kompkk nuri |
ENTIFICA In politisor IITTIDENË who give a lot
the internacioLIS ETLl feelings that a daughter Ilha
of respect Z an Arrienced and peted member of
lords her father, Iording to the HTML E
ATVIJF OFFAmization
tharinal Sigmund Freud
oldaat"/eldastl/ d luually before Cam| aldest of the ople in I ETH, ESPLly the children in mily
lactie lektril/ditt
1 Eorking by electricity an IE A ritat de her iki a dictor thaitidest the oldest PIESAn In ETOLP, pially the oldest chiH a family
Kalibrush + hANS Lhot tiem ir lielie le
CAying electricity an electricker plugs alle fib
HF LRਤ ਜਾiticiਣ ਵਾਲੀ ਪੀ.
ating to eletricita ciri rumput
aldost/Eldest' TO | pula | iyoral the oldest child
2 ELETHy ForIEin The Uphere he in a family: Her eller birining rid ni Enrik El Dorado el da TMİf an imaginaT planowhere
ahluib nit
per find a lot of my and valuable things
Elatia desila ilihings that artificity II naler
LII Aurk as elecFie fra / Higuitar
Fram thar place in Suth America atTE
Electrical is used in more thal OMENES AIN
Ish-ontary Spanish Empire brilland they could
referring to the murallactuar USA afiecetirir.
final a lot of gold and milwr.
irralikult +irIrical Fig*licet
H9
lactrifying IOMOT A transpoi nim with a Nupply of electricity elogy/clu' nurCJA RAATIT Oh alactrifying/rekin, fung/distreterly PLEİTİng
Ekpring Hadia, Raly abuË
alactro/iltkir Hum [vlat of African-American
element /'elTORE / nounc[ ***
electronie mit ihat diveloped in the 1980s and often
1 perlah
5 Harth,
includes LAF
2 a ciencia
Sait
electrocardiogram / lekirao diagrammoun
Jmal important amount + FADE
UM DO
Alor huling
electrocardiograph/upektru badiagradi / am|Cİ
1 un important basic art met
A DOG
for Emple a System or plan nie electroconvulsive thoropy fictiukan, walay
alemant chur ar HIMAYTIRISÍ BAINT
krapil moun || UT
Fial elementi. F+ In Adam Fing Li electrocuta liektaj/ HD [T] o kill or inju
Lhur rrit POOF, *all Firidunak
Fith electricity = linion Eki?
Lhit cu 1. Qe set of plein
ljujnunul
Eation: The articles related the first
ialactrode ikkid/ nourpul object
Figurerats in NFL.
that allow electricity to low through L. In It LYS
Z drita Hibe that consiste
delectrical quipment, the Wikimedes, one
int: hydrMm, Nn. Rud arher eiler
Polile nd an Eativ
3 lingular||+äl Small but Import electroencephalogram VekirancfalagEITI
particular quality or neling: Thweis
in what dif, * Thurmat qf uri
Run Clan C alactoncephalograph fikiran'efala grafi
Der Bampi,
4 the AM of a plecat ut cirical H
Sun Elan KI alactrolysis lieli troles/ noun Jul 1 in the
dus heat
PROCESUL afronding electricity through a liquid in onder
Seth, air, fire, ar wer, to change it 2 the prOCES LUSINE I Tull cueniat
subtans that all things were I
& the elementiLalural] the Hath
lectricity to MGM hair permanently
ind rain: Thai Hಘನತೆ (Fಸದin addd pr
electrolyto liekto laul/ un cima iquid ilihat
trimis
electricity can SS through
k in your rito El Very hap alectromagnetilellau Tynet/ moun Glan powerful MAGNET that cliriclity teater it for
ina Ritation
be out al four element to feedli alectromgotic fiek LQUITIEg 'metik/ adj relating
fortable in a Tuation
O the Laulun electric CUTENT TO PURE HAINETE
that drets afsth the first and mit
Fou learn about A abjad Ida T ulectromagnetiam Plektru mryngiam nou
of ditam
V MEDNA that is rated by eiricity
alemental ili 'mentl/ adj 1 per
alerton iletirannoun ich fart of an atomi that
rill be af being contend
IELD

elect'uleku/Ert[T] At tochone by voting O that they repren y or hold an official position:
EH ਕਰ ਰ ਰ Le ਵਿਚ ਕਈ ਵਾਰ | FE ।
Eary rarikin should hape are that a clan heir own co
nekri li hings that are prend by electricitet.
FRAAI, + The URANIl la inted by popular Exile. Falect
elemetrial quipat elminiral appliannor
Sb tia mti ir Lielnd ito parliament di bar majority,
electrical fikkirikT/ adj Working by HTME:
electuba Eth Lan Yuan-CEN IS IN THE day as Vilkow Premiidret. Falec ibi pidant/chuimm/luderato
Thar i all kinds of articpat gipnozrnit and appella
i relating to electricity.clencitriral Hiprina + Thari
Sirih : ind ituutio okama gf a ME Hwrit Camille, Falect ib la de A WWE LINE Id lo lake
PUSIN letrat fuit.
PAINOTTİy, and that what warii din
electric blankat moun |C| = LLANELAT heard in elect to do stih formal to choose to do somethings: The
tricity, Ilsed on a bardd
electric bludi TTTy brilhar bilan
iad llind o in het alectilekildi er beliun eletto in Limport
olectric Ghair na IG Fally Igualarla chuir HRINE
ant post ki, but not yet EİNen hul position officially:
Omon i fastid and legally killilerlälk, in the
ih primtalar of South Kore
L5 by Ninh, A kết ETHT ther if-al Tila TI THÌ Alho.
election /ittin' Outfi + Ic[ an sium when
their Ewali is a . i l ਹੀ ran
peoplan vuter tur someone li rebent them, cially
chair Mhuis et il TIL.
in Kotimit Oib about to the pupiler Oled in
electrician lirik tujini non cur when :
har al AYITI rrios, + old an ilican bir
O ir T fit TalquipTITELN
Family AQShkollim elections ihre +
electricity lilek TNif noun v ini
Паслінян и һи фиторая ракіанті атr dur in Afgy. *
lTE that Gan Fodice tudhi heral, and pH
lor Star utanding or the first timelarikan for her
maschi computer, berlawİS OLI etc: The Fach
Marilor Amhly. Hin/los election Thg har en
ਈn Hਨਮ # Hi Fi Are ॥
Fily La Merlion under his leadership tent/
Erikit berfür I alip ay repair Ealin/product
fiqh election. The partiend an alle Pist
electricity Huntiki Laut cukai hat ihrend op
fhir 1943 Legiliajicowellkana i [u] the poor of electing
leutriliter+Ganduct electricity ilet i pare three
PRIF OF JOVETIMIN I tilhelmerlanafanir lear
Im Orta urkirkelry MQT INSib
ihr OLMy ban Harlanikele sihle is a diddor
electries fulekinkas nun lapikurai| rÉ the ritrit
elintikin o he Council + + His election a redemt
yutem in a building machine
IT IM chanu are plig. b. lank belonun
electric shock runi [c]ä uudiden SÉ LE , nilating to an election the presidential influi Dumpaign
by electricity pasing through your body
* local election Fwlisan ileri Derydigital
electric form an | am Morim Mith III.
electionering i leikja'ning/ nun thing that politicians My Lad do bom persuader puple iO VI for
LIGHTNING (mlad rullets, and richt flash flight
tharm in an election, often things that do FIDİ. HEITI
electrification firkinlikcilin non fu ile FIPS
af making Umrhin Wri by electricity. Robert
sincerit or air electiva' tkiv/ adj 1 at iletim Sition is ne
a Mupply of electricity a building of .
that somener huldas beea Hoplar hans voted for the
eknir filmtingt ihr ni hisoy is the Bis
2 elective medical Intment is treatment that you
tilactrified likkir siad / adj TulliTIE A I rith choose to have, rather than tatment that is ny
trifid has electricity passing through in their
2. MED elective Court of Hudy is one that you cho lo do rather than one that YOLA TIUB do
alectrihy/ilçkiri ja VR |||| 1 to like store .
alectivulekiv/moun|CLAH HE ALOIn af Study that
CILIely Child: iri al iki diary has albumi
ou choOM IDdo, Father than one that you met da
CLIIIII kirikwiile. 2 to pravili Marthinuri
moves Around the NLICITIS CNT and has a Five
lictrlal CHAINKIMAN MATERIA, FRONTON electronic / elektronik/d 4* TRİma electricity und Tremely small intrica parË HIch ORCHIF and TILANTEESTAelirgin oculator+rlarning TML involving the Selfiliuniequipment, Cially CDMIpubi di lepk Miy Km -ala
FOnloallyi elektriklady electronica Urk'unikal non [ulang Hof music that is produced Laping dilectronie instruments electronic mail noun |u|HAL. electronic Publishing Sun ju the basis of publishing books ar documents in a form that you can read MI CEImper, for Fiple on OROM alectronics/cel'Dun ul * i the Elmo d bechnology that LS or promuo eletronic quipement: the intronics industry Zeleironie quipment arquipment with lintanië
MITTE Mher DA İHTrevliha carinlatona electronic tanggling elektronik Ign/roun|u|FE
System in which you attacha mall piece of electronic quipment to Pon, animal, or olject 0 that you ulwa kw share they alectron microcopa Oum El I VE Eful
MICROSCOn that LLES WITH af LUCTIONS İnsband of light aleotroplata hlektrapleit vat CVET A mwİ
la jare with a thin layered another mall, specially silver or gold, using electricity --alatraplating in IN elegant/elyniad i lent hos and things Attieba they
e beautiful in a simple Hj. tant iit han Reyes F/ALL'ALTARE IL Relegant Ponië MACİTrived Total in their IPANDE A behan
ALF 2 in eilepni thuyor ilus simpTalve bec it is imple and Rtletive: Their olurilon III much elegant lan mint --alagang moun || |Slid riik Mafana elance, elegant div; at inlegantly drtilioni
MAGNA alegias /al'dak/ di PTSÄng ada
planlly because Omme hus dilled or imething to பாபுஜா பாப்கார்!
nunburt. Ihr elemental moof thar i
sting of Sapie chemical eler tres elementarycli'TITLi afrif og 1 relating to the DSM basic and SOITrthing AC Toliarbaiki ili Paris, li reitingt basic ihine u LETI shout i tileriar GTYNIrlar military ran: 28. lemmary Els 3 relating to the first years, il chi alien elementary, my dear Watson Act thumt it is very sy to underMandai
This phi thought y be detectim Sherlock Halmto this fri the stories ad Sir Arthur Conan Din im at the charter T SITI this
ris. elementary particle nouri CİNİN ihat makes up , for EAT ! ala mantay chool noun clirii children born the Hed af five the UK this is called primary Sch alephant Felilant/mounci Yer thumt fiH in Africa MAsii. IL SI IV long now alla trunka
af Afrikan elephants-Pleft+ elephantine/ElTETmdir
and not acolul olevate l'ela, VEIE/ t ||| 1 TE Status or importance af something i Lark omkrinlar the pilloi Falanteab/'sih tith The brHE E Ao the status of a classe. Ta la git important job or position: ANIMI
ਵੀ ਕਰ ਲਈ himiirama ib, to improve thing. MICI
Milli musle thar als ihr E İNTEtherideiking LAIN UUS honviller Fak.

Page 66
Annexe 4.4.1
a) run h) clever c) tall
d) tree e) colou
Annexe 4.4.3
Refer the dictionary page given and find the word clas:
01 His excellency the President Mahinda
of their motherland.
Sanath Jayasooriya is an (b) electrifying
03. Malani Fonseka is an (c) elegant wom
(d) elegance
04 Thomas Alwa Edison invented the (e) e
05
Barack Obama was (f)elected as the p (g) election.
56

ful f)study g) playground
es of the underlined words.
Rajapakshe has (a) elevated the Sri Lankans' pride
e batsman in the SriLankan cricket team.
an who has become very popular because of her
lectric bulb.
resident of the United States of America at the last

Page 67
Annexe 4.4.4
(1)
Refer to the dictionary and write the won Veera Puran Appu was a brave Sri Lankan her motherland. As Srilankans we are grateful tol
(2)
A smile costs nothing. We can make the world race if we smile. As children we love to look :
(3)
Environmental pollution is caused by various i polluted environment creates health problems.
Adjective
Verb
Annexe4.4.5
Refer the dictionary and find three other forms the relevant word class next to the word.
important (adjective)
beaut
play (V)
rain (n)

rds inside the relevant geometrical shapes. ro who faught bravely for the independence of the him for his bravery.
dwe live in a better place for the entire human at smiling faces.
types of careless activities carried out by us. The
Therefore, we should not pollute the environment.
Nouns
Adverbs
of the following words. Put the abbreviation of
y (n)
differy)

Page 68
Annexe 4.4.7
Refer to text given in annex 4.
Word
Word class
1. materials
2. cocoon
3. continuous
4. discovered
5. obtain
6. recently
7. provide
8. soft
9. fine
10. details
11. fabric
12. always
13. secret
14. spun
15. shearing

4.6 and fill in the grid.
Meaning /Example
58

Page 69
Merino sleep
NATURAL MATERIALS People have always used whatever materials are available in the areas where they have lived from both the animal and plant world, to make their clothes. Animal hides have been made into leather, and other materials, ranging from grasses to wool and silk, have been used to make clothes since time immemorial.
Wool from sheep Sheep are the most important source of wool. The main breed of sheep kept for the quality of its wool is the merino. The wool is removed by shearing the fleece with special clippers.
Annexe 4.4.6
Llama
Angora
Mulberry
EOGIE
Croe.
Silk moth
aterpillar
Special wools Goats like the angora and casumere are lighly valued for their wool. In Soutli America. llamas and alpacas provide very finc, soit Wool.
SO
Fabric from plants

Cotton is spun from the solt white fibres that protect the Scords of the Cotton plant wlien the seedheads ripen. Dried fibres of the flax plant are spun and WOven into linen.
Flax
COLLOIN
Silk moth
Cocoon
Chinchilla
Silk clothes Silk fabric is produced by the But in AD 550, two persian caterpillar of the silk moth.as it monks smuggled some silk moth spins its cocoon. The silk is eggs out of china and sold them formed in a continuous thread. to the roman emperor Justinian.
which can be Over 1.000 metres along with details of howsilk long. TheChinese discovered
was made. The sillkworm's
how to obtain silk over 8,000
cocoon has to be unravelled first year ago, rearing the silkworms and then the thread can be spun in orchards of mulberry tress. into a yarn which can be woven They kept their discovery a
into silk fabric. Silk is used to
closely guarded secret.
make a range of clothes.
HUNTED FOR FASHION The Chinchilla was almost Prunted to obtain its fur. It has a very dense, sofi coat to protect it from the cold in the mountains of South America where it lives. More recently rather than hunting reptiles like lizards, snakes and Crocodiles for their skins to make clothes and handbags. Some of these animals have been bred on farms
Monitor lizard

Page 70
Competency 4.4
:Builds up vocabular convery precise mea
Competency Level 4.4
:Uses the dictionary a
Activity 4.4B.
:Let's use the encycl
ili i
Time
:40 minutes
Quality inputs
:. An enlarged copy
· Half sheets
• Sufficient copies o
• Sufficient copies o
Learning Teaching Process Step 4.4.1
• Display the task giv
• Get the students to
• Ask the students tot
· Conduct a discussi
• We refer to the dicti
· Similarly we can re
subjects.
• The encyclopedia is different subjects or
reference.
• The encyclopedia pr
detail.
• The words are arran
Answers for step 4. 1. dictionary 2. encyclopedia 3.encyclopedia 4. dictionary 5. dictionary
Step 4.4.B.2
• Put the students into six grc
• Distribute the copies of the
• Get the students to do the ta
• Get the groups to present th

y using language appropriately and accurately to aning.
and encyclopedia effectively
opedia and the dictionary.
of Annexe4.4.1 B
f Encyclopedia pages given in annexe 4.4.2B of annexe4,4.3B
en in annexe 4.4.1B to the class read the phrases given in annexe 4.4.1.B tick off the relevant box. Son to highlight the following.
onary to find information about words. fer to the encyclopedia to find facts about different
sa book or a set of books in which facts about about one particular subject are arranged for
resents information about different subjects in
ged in alphabetical order.
4.1
6.dictonary 7.encyclopedia 8. encyclopedia 9. encyclopedia 10. encyclopedia
(10 minutes)
Dups.
page from an encyclopedia given in annexe4.4.2B ask given in annexe 4.4.3
eir ideas.

Page 71
· Conduct a brief disci
· We use the dictionary
• We can use an encycle
• Use of encyclopedia a
Criteria for Evaluation and Assessment
• Uses of encyclopedia to extract nec
· Accepts the importance of using an
· Extracts information from extemal
• Enjoys working in groups.
· Enjoys learning through external re
Annexe 4.4.1 B.
You need to find out the following informa encyclopedia or a dictionary.
Meaning of an unknown word. Capital city of a country
Rivers in the Asian Continent. 4.
Pronunciation of a word 5.
Meaning of an idioIII 6.
Comparative and superlative forms of 7.
National heroes of a country 8. How air crafts are manufactured
Scientists who invented medical equip 10. Oceans in the world.
* It is better if the teacher can take a dictionar

ussion to highlight the following
to find information about words. opedia to find facts on different subjects. and a dictionary is very important in learning.
(30 minutes)
cessary information encyclopedia in language learning. resources when necessary.
Sources
ation. Check whether you have to use an
Dictionary
Encyclopedia
an adjective
ITICnt
y and an encyclopedia to the class.

Page 72
Ainnexe 4.4.2B
Wornders of the
Sigiri) Sigiriy: Distric of in t tother 5 famous
was bu 477-49 sites ir
The G The G A.D} }} defens ever to Constn people COINSLIL
三
Statue o In ancie competit s the 1 Started in the Gree held inh known designed statue o
Great B The Gre compose Stretchin Coral Se Australia 1981。
h2

- world
Pa – (Lion's rock)
is an ancient rock fortress situated in the Matale t of Sri Lanka. It is surrounded by the remains extensive network of gardens, reservoirs and structures. It is a popular tourist destination s for its ancient paintings (frescoes). Sigiriya uilt during the reign of King Kassapa-1 (AD 5) and it is one of the seven World Heritage i Sri Lanka.
H
Freat Wall of China reat Wall of China (220 B.C and 1368-1644 was built to link existing fortifications into a united e system. It is the largest man-made monument - have been built. It is claimed that it is the only uction visible from space. Many thousands of Imust have given their lives to build this colossal uction.
af Zeus ent times the Greek city states used to have tive games every four years. This is known now Olympic games. The Olympic games were n 776B.C. Incidentally this is the period when ek calendar starts. These Olympic games were monour of their King of gods, Zeus. He is also as God Jupiter. During the 5th century, Libon das a Temple for Zeus and Peidias built a big fZeus.
Anne
arrier Reef eat Barrier Reef is the largest coral reef ed of over 2900 individual reefs and 900 islands g for over 3000km. The reef is located in the ea off the coast of Queensland in northeast a. It was selected as a world heritage site in

Page 73
ENT:
OF
sal
AVE
OM rere hem
-ETE
also bom
E
THR HIELT
ge
TI
Annexe 4.4.3
You are going to prepare a brochure to persua the world. Refer to an encylopedia (if availab including the following.
• The name of the place.
• A description of the place. + Why touriists should visit it
63

Niagara Falls The Niagara Falls are waterfalls on the Niagara River which flows between the Canadian province of Ontario and the U.S. state of New York. The smaller Bridal Veil Falls are located on the American side, separated from the main falls by Luna Island. The
Niagara Falls are admired both for their beauty and as a valuable source of hydro-electric power.
Mount Fuji Mount Fuji is the highest volcanic mountain in Japan. Along with Mount Tate and Mount Haku, it is one of Japan's "Three holy mountains". It is located near the Pacific coast of Central Honshu. Mount Fuji's exceptionally symmetrical cone is a well-known symbol of Japan. It is frequently depicted in art and photographs, as well as visited by sightseers and climbers. This volcano last erupted in 1707-08.
Leaning Tower of Pisa The leaning Tower of Pisa is a medieval structure. Bonnnano Pisano, the engineer in charge of construction of the tower that leans in Pisa, sought to compensate for the lean by making the new stories slightly taller on the short side. Work was suspended Several times, but finally finished in the 14th century. In modern times, the foundation has been strengthened by the injection of cement grounding, but it is still in danger of collapse.So various steps have been taken to save it.
ade the tourists to visit one of the wonders of ole) or the page given and prepare a brochure

Page 74
Competency 4
: Builds up vocabulary
meaning.
Competency Level 4.5
: Uses contextual visual
Activity 4.5
: Let's have fun with pre
Time
:40 minutes
Quality Inputs
· An enlargede
• Enough copie
• Enough copic
Learning Teaching Process Step 4.5.1
• Display the enlarged
• Get 10 volunteers.
Get two volunteers to
and slap the correct v * Circle the correct wa
• Get the students to ur
· Lead a discussion to
Prefixes
UN
unh
· Affix - Aletter or a
word to cha
• Prefix - a group of le
change its
e.g. happy* Suffix - a letter or le
word
e.g. kind - Expected answers for
insufficient

using words appropriately to convey precise
clues to derive meanings of words.
efixes
copy of a poster given in annexe 4.5.1 es of the task sheets given in annexe 4.5.2 es of the task sheets given in annexe 4.5.3
copy of a poster given in annexe 4.5.1 on the board
pread the captions one at a time, run to the board
word in the triangle.
ord.
aderline the added group of letters. o highlight the following.
Affix
Suffixes
happy
ness
1appiness
group of letters added to the beginning or end of a nge its meaning or use. etters that is added at the begining of a word to meaning and make a new word. - unhappy etters added to the end of a word to form a new
kindness the task in annexe 4.5.1
unable dislike impossible disconnected

Page 75
Step 4.5.2
• Divide the class into five gro - Distribute copies of workshe
• Get the students to complete
Step 4.5.3
• Distribute copies of workshe
• Get the students to complete
· Ask the group leaders to pre:
• Lead a discussion to highl
• Certain words can be chang
prefix. Sometimes it denotes that th
e.g. correct - recorrect
write - rewrite do - redo
• Prefix un-, dis-, im-, in- use
negative or opposite.
e.g.
happy
- unhapp advantage - disadv: possible - imposs like
- dislike sufficient - insuffi Prefixes and suffixes
friend
friendly forget
unforg faith
faithful possible
impos act
actres: happy
unhap kind
unkind
Expected answers for annexe
rearranged, unnecessa
Criteria for assessment and evaluation :
Uses prefix correctly. Accepts that prefix changes the mean Uses appropriate prefix in sentencess. Shows confidence in using prefixes.
Works co-operatively in groups.
65

ups. ets given in annexe 4.5.2 : the task.
et given in annexe 4.5.3 the task sent their findings. ight the following.
ed into negative or opposite in meaning using it
e activitiy is repeated.
ed to change the meaning of the word into
antage sible
cient
unfriendly ettable forgetful.
unfaithful faithfulness sible posibility
activate
actor action react happiness happily kindness unkindness kindly
Py
4.5.3 y, neatly, quickly, unclen
(30 minutes)
ng of a word.

Page 76
Annexe 4.5.1
Sufficient insufficient for all
lable/ unable to climb
likes / di
medicine
it's siowing
| 000
(can't sw
climb a high
Mountain
bitte medi
little food
Wants to
do
waits well so
three people at the table
wants to eat
O O
O. o o
o o C
66

slike
Possible impossible to be a singer
Connected disconnected
Fallow
can't sing
hasn't paid the telephone bill
a famous singer
cine
no money
wants to be
- to get Don
wants to make a phone call
O O O
0 0 0
O O
o 0 0 0

Page 77
play
Annexe 4.5.2
Write more words using pre
Prefixes
kind
- plays
play
possible
faithK
health
im-, -ly, un-, re-, -ful,

ixes and suffixes given in the box
Suffixes
ness, ill-, dis-, -ing, -or, -tion , ity
67

Page 78
Annexe 4.5.3
Write the correct word using the given aft
un-, re-, -ly
After the New Year vacation the students clea ( arranged) the desks and chairs to give it a be ( necessary) items into a bin. The monitor kep on the shelf. Some of them washed the floor ..
(clean) The class teacher pra
*TEETTITEETTI
ERTE
SAGG
ADV
AE
68

fixes - (a group of letters) to complete the text.
ned their classroom. They ......... etter look. Some students put all the..... ot the books..
OKS......................... ( neat)
...........(quick) because it looked ised the students for their good work.
Een
AYAH

Page 79
Competency 4
: Builds up vocabulary
meaning
Competency Level 4.6
:Finds synonyms forg
ilit
Activity 4.6
:Let's find words simi
Time
:40 minutes.
Quality inputs
: Acopy of the set
· Acopy of the set o
Copies of the task
Copies of the task * Copies of the task
Learning Teaching Process
Step 4.6.1
• Display / write the
• Get 5 pairs of volur
• Read out words giv
· Let each pair listen similar in meaning. Lead a discussion
· Synonym is a word
as another word in
• They may be similar
meaning. For example, a girl She may not be plea
Answers for above COMMImence active afraid assist Temember

/ using language appropriately to convey precise
given English words.
lar in meaning.
of words given in annexe 4.6.1 a of words given in annexe 4.6.1b
sheet given in annexe 4.6.2 sheet given in annexe 4.6.3 .sheet given in annexe 4.6.4
words given in annexe 4.6.1 a on the blackboard. iteers and let them stand in a row. ten in annexe 4.6.1b one at a time. to the teacher, run to the board and slap the word
highlighting the following.
or a phrase that means the same or nearly the same he same language.
rin meaning but rarely have exactly the same
may be happy if you say that she is slim or slender. ased if you call her thin or skinny.
step 4.6.1 - Over - begin - lively - frightened - help - Trecall
abrupt - sudden achieve - obtain abundant - plentiful complete - finish
( 10 minutes)

Page 80
Step 4.6.2
• Divide the class i
• Distribute the tas
• Get the groups te
Step 4.6.3
Distribute the tas
the groups.
• Get the groups to
• Get each group to
• Let the other grou + Lead a discussio
* Although synonyr they nearly alway according to the
Answers for step 4.6.2 Cross 1. accident
- Cras 3. frightened
- Scar 5. tiny
- Smal 6. Cost 7. keen
- cage DOMI 2. home
- hou: 4. shouting
- calli 5.humy
- Rush
- price
Answers for step 4.6.3 1.SITnall
6. adv 2. home
7. fou 3. keen
8.a lit 4. frightened
9. reca 5. said
10. di:
Answers for step 4.6.4 1.calling
3. hun 2. accident
4. little Answers for 4.6.5 1. similar
2. rare 4. made
5. diff 7.differs
8. Care
Criteria for assessment and Evaluation
• Uses synonyms approopria
· Accepts that synonyms diff
• Selects appropriate synonyi
• Enjoys using synonyms in d
• Works colaboratively in gre
70

nto six groups. E sheet given in annexe 4.6.2 to the groups. - do the task.
(10 minutes)
sheet given in annexe 4.6.3,4.6.4 and 4.6.5 to
- do the task - present their answers. ps comment on them. n highlighting the following.
ms often share a similar general meaning, s differ in one way or the other context they occur.
- 1 - -
ice
nd
tle
illed Scovered
5. shouting 6. Tush
3.Imeaning 6. puzzled
erence ful
tely to convey the precise meaning. er in meaning according to the context.
ms in different context. lifferent contexts. oups.

Page 81
Annex 4.6.1 a
above achieve assist
de E a danas
comence abundant remember
active afraid
abrup comp
Annex 4.6.1.b
plentiful
over lively finish begin
recall frightened
sudden
Annex 4.6.2
Do the puzzle using the synonyms of the words ;
h
Across (1) accident (3) frighten (5) tiny (6) cost (7) keen
== E
Down (2) home (4) shouting (8) hurry

lete
obtain
help
given below.
GIO

Page 82
Annexe4.6.3
Read the following paragraph and underli Find the potentials in you!
I lived in the country when I was (1)(small, tin to enter a school in a city. When I was at scho English. My parents were (4) (frightened, sca examination. Therefore my father took me tor told) me and said "You can't control what is control the rest 90%.". Mind you, If there is: guidance) and I (7)(invented / found) some e a (8)(tiny/little ) bit and (9) (Remembered/r end of the year I (10) (explored/ discoverd) ms is my favourite subject today
Annexe 4.6.4
Ravin
Nalin
Read the following conversation and f
:Nalin, what happened to you ye
I tried ( calling/ shouting) you la :Oh, my neighbour had an (acci hospital. In a (hurry, rush) to lea : How is he now? :He's a small, little) bit better no
Ravin Nalin
Pavan
Nalin
His brother Pavan calls him froII :Nalin, Where are you? :There's no need of ( shouting/ca : Have you completed the puzzle :Don't( rush/hurry) me. This nee
Pavan
Nalin
Annexe 4.6.5
Underline the correct word Synonyms are ( similar / resemble / alike) in meaning. Yet, they're ( never, rarely, unusually ) exactly the same Note the ( definition, message, meaning) Of the sentences you ( made, prepared, produced) Notice the ( contract, disagreement, difference) You are not ( puzzled, amazed, mixed up ) are you?
Meaning ( differs, clash, disagree) according to the coi So be ( mindful, careful, aware) synonyms can be dan
72

me the suitable word.
y). I left my (2) (house/home) at sixteen -1, I was not (3)(keen/ eager) on learning red) off how I would perform at the neet my English teacher. She (5) (said/ appening around you, but you can I will there is a way. I took her (6) ( advice/ easy ways to study. Everyday. I used to study ecalled ) what I had learnt. At the - potentials. Believe it or not, English
Š Š 2 A 3
Ste
ind the suitable word. sterday? st night but you weren't at home. Hent, crash) at work and we had to take him to the ve, I forgot to take my phone.
w.
i the gardens
alling I'm not deaf.
Ste
A.
ds thinking about.
Cri
ntext. Igerous!

Page 83
Competency 5
: Extracts necessary infor
:Transfers information in
Competency Level 5.4
Activity 5.4
:Let's transfer informatio
Time
:40 minutes
Quality inputs
• Set of strips with instrı
• A set of picture cards
• Copies of the task she
Learning Teaching Process : Step 5.4.1
• Display the instruction
• Distribute the picture o (volunteers)
Get the students to real the volunteers to match
• Ask the students to fix
• Lead a discussion hig
When some informatio a picture, a graph or can be clearly visualize
· Facts in the original te
facts cannot be added.
Step 5.4.2
• Group the students Distribute all the texts
Get the students to res groups. Get others to commer Lead a discussion high
We extract necesary in form such as a bar gr
Criteria for assessment and evaluation
• Identifies how facts can be prs
Accepts that some texts are ea
• Understands that the visual im
than a written text.
• Improves the skill of informa
• Encourages others to transfer i
73

rmation from various types of texts.
to other forms.
uctions given in annexe 5.4.1 given in annexe 5.4.2 et given in annexe 5.4.3
is written on cards given in annexe 5.4.1 on the board. cards given in annexe 5.4.2 among 10 students
d the instructions displayed on the board and help a them with the pictures. the relevant picture cards against the instructions. ghlighting the following:
on is transferred into another form such as a grid can be easily understood and
d.
Ext cannot be changed or new
(10 minutes)
given in annexe 5.4.3 to each group and the texts and do the tasks assigned to their
at on them lighting the following: nformation from a text to transfer it into another -aph, a grid, a chart or a pie chart.
(30 minutes)
ented in a variety of texts. sier to read and understand than others. pact of a text is immeadiate and involves less time
tion transfer. nformation into various forms.

Page 84
Annexe 5.4.1
Put your litter into a bin.
Don't sound your horn.
Remove your shoes before enterin
Switch off your mobile phones.
E
|Smoking is prohibited
Annexe 5.4.2

|Unguarded level crossing.
Don't iron .
Don't bathe here.
Men at work

Page 85
Annexe 5.4.3 Group 1
Freshu
Freshwater lakes , ponds and rive plenty of food for them to eat. They nes such as flamingoes and herons have lor that they can catch their food as they w Swans have webbed feet that push them
Freshw
Name of the birds
| Where we can see them
Spe
bo
Group 2
This pictograph shows the growth of the One human figure represents 250 millions
250 million people World Population
Year 1600
Year 19
Look at the pictograph and do the task.
Year
No of human figures
population
1
2000
75

water birds
ers attract a huge variety of birds. There is st and shelter on the banks. Some freshwater birds ng legs and necks and specially shaped beaks, so Fade in the water. Birds such as ducks, geese and
through the water.
Pater Birds
ecial features of their
The uses of these
features
Hies.
********************
vorld population from year 1600 to year 2008 people
50
Year 2000

Page 86
Annexe 5.4.3 Group 3
The following pie graph gives information about fa
Playing puter
Watching cartoons TV
Swimming
Playing
1. The number of leisure activities given in the pie chart
2. The most popular leisure activity.
3. The least popular leisure activity.
4. The favourite leisure activities that have an equal perce
Group 4
RUPAVAHIN.
5.00 p.m - News 5.05 p.m - Science for School (Sin 5.30 p.m - The Scooby Doo Show
toon Series 6.00 p.m - Documentary on Fores
Sevation (Sinhala) 6.30 p.m = NEWS - Tamil 6.55 p.m - 'Sara Ranga - Musica
amme 7.25 p.m - Monkey - Adventure Se
Based on the 16th Centi
Chinese novel HSI-YLI8.00 p.m - NeWS - Sinhala 8.20 p.m - Monkey (Contd.) 9.00 p.m - News - English 9.20 p.m - Flashback on World C
Count Down (Sinhala) 9.35 p.m - Dateline = 'Feminism in
Asia' Focus on Current 9.55 p.m - Weekend Movie - "The
ger (Not suitable for Chi 11.40 p.m - Close of Transmission.
16

vourite leisure activities of some children in Grade)
Om
Gardening
Listening to songs
Reading
entage.
ITN
hala) -Car
Con -
Prog
eries
CHI
P.M. 06.28 - Programme Parade 06.19 -3-2-1 Contact 07.00 - Vadya Vrunda 07.30 - Musical Showcase 08.00 - Nanny & the Professor - Starring
Juliet Mills, Richars Long David Dortmus, Kin Richards, Trent Reman
Produced by - Charles B. Fitz Simons 08.30 - Rupccs & Sense - A monthly Prog
Tafilme covering major economic
issues in the country 09.00 - George & Mildred - Series III - To
beleive in yesterday "Starring Yootha Joyce. Brian Murphy Norman Eshley. Sheila Fearn Produced &
Directed by : Peter Frazer. Johnes 09.30 - News - English 09.50 = Programmie Parade 09.51 = Mannix - Detective Series Starring
Mike Conners. Gail Fisher Produced
by: Brue Geller 10.15 - Close of Transmission
up and
South Affairs StranFldren)

Page 87
Find the following information from this 1
i) The name of a programme about
- Music
- Detectives
-Football
- Adventure
- Science
- Conservation
- Current affairs
ii) The time of these programmes:
Programme
Cartoon Series
A film about a professor
News in Tamil on ITN
** Musical Showcase"
"Rupees and Sense"
Criteria for assessment and evaluation
Identifies how facts can be pr Accepts that some texts are e Understands that the visual in than a written text.

TV Programme guide.
Tine
mesented in a variety of texts. asier to read and understand than others. apact of a text is immediate and involves less time

Page 88
Competency 5
:Extracts necessary inf
Competency Level 5.5 : Extracts the general i
Activity 5.5
:Let's understand the g
Time
:40 minutes
Quality Inputs
:• An enlarged copy
· Copies of annexe :
Learning Teaching Process :• Display the passage Step 5.5.1
• Get the students to
the passage.
• Get the students to i
options given below
Lead a discussion
A text consists of seve idea or topic. We shor idea of a text. Answers to step 5.5.
Key words
risk factors
heart attacks Risk factors for heart
Step 5.5.2
:Divide the class into
Distribute the five pa Get them to find the

OTTIIation from various types of texts
dea of a text.
general idea.
of annexe 5.5.1 5.5.2
= and activity given in annexe 5.5.1 read the passage and underline the key words in
dentify the main idea of the passage from the three
to highlight the following:
eral paragraphs. Each paragraph contains a general uld identify the key words in order to get the main
attacks.
( 10 minutes)
five groups. aragraphs given in annexe 5.5.2 among the groups.
general ideas of the text given to them.
( 20 minutes)

Page 89
Step 5.5.3
: • Get one volunteer
general idea of the
· Lead a discussio
. In order to understi
• Generally the topic
sentence.
• It is important to id Answer for step 5. A- A vegan diet ca
vegetable and i B - Water is good i
over diseases. C- Obesity and the D- Advantages of e E- Pets bring pleas
Criteria for assessment and evaluation
• Identifies how facts
• Accepts that getting
• Writes the general i
• Enjoys reading to fin
• Divide the class into
• Works cooperativel
Annexe 5.5.1
Read the passage and under
It is common knowledge among medic smoking, high blood pressure, choleste family history of heart attacks and stres above new research shows that neglect attacks.
General idea : Topic 1. Risk factors
2. Neglected te 3. Obsesity and
attacks.

from the group to read the passage and read out the
text. a to highlight the following.
and a text we have to get the general idea of it. or the general idea is usually given in the first
entify the key words of the text to get the gist of it. 5.2 ontains enough nutrients when it is rich in fruits, vhole grains. For one's health and would help people to get
e causes of obesity. -arly rising.
ure and prevent pressure.
(10 minutes)
are organized the general idea is important in reading. dea of the text. ad the general idea.
five groups. y to complete a task.
-line the topic
al personnel that risk factors for heart attacks are rol, diabetes, hypertension, obesity, lack of exercise, s. In addition to the common risk factors mentioned ed gums and teeth is another risk factor for heart
for heart attacks. eth is a risk factor for heart attacks. I family history of heart attacks results in heart

Page 90
Annexe 5.5.2
Vegans are vegetarians who do
milk and honey. Ifa vegan diet i legumes it will provide plenty o abundance of vitamins and mine calcium in green leafy vegetable
Water therapy helps to cure man of water early morning before h diabetic patient consumes plent and they are able to get over the
Obesity has become a serious so style and the excessive intake of addition to that the intake of too obesity. A programme of diet ar People who dislike vigorous phy life-style and diet control.
Early to bed and early to rise is: In the morning our minds are fre too. Therefore, we can concent riser is a healthy person. They air. They can also admire the be and the chirping of birds.
Pets bring a lot of pleasure to the companionship and a desire to beauty of the animal itself as ac makes our minds stress free. TE
80

not consume any type of animal products including s rich in fruits, vegetables, whole grains and f proteins containing all essential amino - acids an erals to meet nutritional needs. You will find plenty of s and legumes.
ay ailments including diabetes. Consuming a glass aving a glass of milk is good for one's health. If a y of water daily, their sugar level may go down eir problems together with other ailments.
pcial problem in the modern world. An inactive life foily food are the main reasons for obesity. In
many sweets and carbohydrates also results in ad life style activities is effective to reduce weight. ysical activity can lose their weight through an active
a good habit. Early risers have many advantages. esh. There are less disturbances in the environment
rate on our studies and do more work. An early become active as they can enjoy breathing fresh auty of nature, the sun rise, the blooming of flowers,
eir owners. Bringing a pet into your life brings care for an animal and a true admiration for the creature of nature. Pets fill our minds with love and nerefore, keeping pets is a good passtime.

Page 91
Competency 5
: Extracts necessary in
Competency Level 5.6
: Reads and responds
Activity 5.6
:Let's enjoy a story
Time
:40 minutes
Quality Inputs
:. Copies of the story
• An enlarged copy
• Copies of the story
• Copies of the task
Learning Teaching Process Step 5.6.1
• Distribute copies of
• Display the chart gi
Get the students to
• Let volunteers fillti
• Lead a discussion
• When reading a stor
order to respond pi
• A story has a main
• It is generally wove
message to the rea
• Use the knowledge
it better.
Main character
Bats
Setting
A War
Other characters Birds and beasts
81

nformation from various types of texts
to simple poems/stories.
y given in annexe 5.6.1
of the chart given in annexe 5.6.2
given in annexe 5.6.2 sheets given in annexe 5.6.4
f the story given in annexe 5.6.1 among the students iven in annexe 5.6.2 - read the story
he chart
to highlight the following
y all the following features should be identified in Toperly.
character and some other characters too. en around one incident and it conveysa ider. e students already have in order to help understand
Events
* The war between
birds and beasts. * No body won
and they got
together. * Bats helped both
birds and beasts to fight. * Bats were found
deceitful. * Birds and beasts
chased them
Message The deceitful have no friends at all.
away.
(10 minutes)

Page 92
Step 5.6.2
· Divide the class into six gr - Give two copies of the sto
• Distribute the task sheet gi
task to two groups)
• Get the students to do the
Step 5.6.3
• Get each group to present.
• Get others to comment.
· Lead a discussion to high
· Astory could be understood
In a piece of literature, wer
• We should think deeply and
appropriately. Task 1. a.
:ہ
Task 2
T DE
Task 3
a.
Criteria for Assessment and Evaluation
• Identifies the important features of the
• Accepts the importance of getting in
• Responds to the story critically.
• Enjoys reading stories
· Shares ideas with others.
Annexe 5.6.1
The birds, the bea
Once, a fierce war broke out between the birds mise and they fought with all their might. On one side, t. other, several birds regularly fed on various beasts. For owls often dined on mice. The battle raged on, with eac birds and beasts died in this great war. The victor would
The bat family proved to be very clever. It didn were winning the bat family would fight against the be: would begin fighting aginst the birds. At last the war en over, the animals and birds gathered to discuss the cone and the birds and the beast had a common cause to dri
Ever since, the bats hide themselves in deserted

ups. y in annexe 5.6.3 to each group. men in annexe 5.6.4 among the groups.(Assign one
ask.
(20 minutes)
ight the following.
at different levels and responded to differently. espond with our own feelings and attitudes.
we must get involved in it completely to respond
( 10 minutes)
I story. olved in the story completely.
sts and the bats.
and the beasts. The two sides could not comproe geese suffered a lot from the fox family. On the instance the eagles often dined on the hare and the 1 side having the upper hand now and then, Several
always feast on the defeated: ot openly join either side in the war. When the birds sts. But when the beasts got the victory, the bats ed, without any side winning. After the war was uct of the bats. Such a deceit was unpardonable e away the bats. uins and dark towers, flying out only at night.

Page 93
Annexe 5.6.2
Read the story and complete the illu
Main Characters
Setting
Other Characters
Annexe 5.6.3
The cat, the c
There was once a very young mouse. He had s the world and saw two strange creatures.On reachingh mother.“ Mom, I was strolling along peacefully, when a kind and gracious look, but the other was the monste the meanest, scariest pieces of red raw meat on top o restlessly, tearing up the ground with his deadly toes, an continued "If it had not been for the beast, I would hav who seemed so good and gentle. He had a meek face, even smiled and waved his fine long tail at me."
The mother mouse explained to the young mot cock. He will never harm you. But the gentle creature y can get a chance. You are lucky to have escaped alivet
Annexe 5.6.4
Task 1
a. List out the characters in the story. b. List out the qualities of each character.
c. Describe each character using the above info Task 2
a. Mention the theme of the story. b. Find out the message given in the story.
c. Explain your opinion about the message give Task 3
a. List out the important events of the story. b. Write the story in the form of a role play. c. Practise it and act it out.

ustration given below
Events of the story
Message
ock and the young mouse.
een nothing of the world. Once, he ventured out into 1ome, the young mouse narrated his adventures to his
I came across two strange creatures. One of them had er that you could imagine. This ferocious beast had f his head and around his neck. He walked about d flapping his arms savagely. The young mouse ve struck an acquaintance with the pretty creature, a modest look, bright eyes and thick white fur. He
ise, “ My son, the monster you describe is a harmless you talk about is actually a cat. He will eat you if he today."
ormation and the incidents given in the text.
.
Reference - Dhingara's 101 Adapted from Grandma's Tales for Children Dihingra book house, Delhi, India

Page 94
Competency 6
: Uses English gramma
communication.
Competency Level 6.2
: Analyses the gramma
Activity 6.2B
: Let's have fun with "
Quality Inputs
: • An enlarged copy
• A copy of 6.2.2
• Copies of annexe
• Situational cards in
Learning Teaching Process Step 6.2.1
• Display the picture
• Get students to reac
• Tell the students tha
"That's impossible Get one student tot
6.2.2 and ask him/
· Ask 6-8 volunteers
Keep the situation get each volunteer
Get the presenter to
• Lead a discussion
The conditional has the situations or things that
Step 6.2.2
:* Group the students
• Give each group a si
• Ask them to prepare a
Step 6.2.3
• Get the groups to pres
• Encourage the studen
·Lead a discussion to
• Conditional sentence
• In conditional type II, The auxiliaries verbs
mainclause.
Criteria for Assessment and Evaluation
• Identifies uses of Conditional type II
· Accepts that Conditional clauses are use
• Make conditional sentences to suit the
· Enjoys the speaking activities done in t
• Works co-operatively in groups.
84

ar for the purpose of accurate and effective
tical relations within the sentences.
if type 2"
of annexe 6.2.1
6.2.3 1annexe 6.2.4
in annexe 6.2.1 dout the sentences in the speech bubbles. at they are going to watch a TV programme
be the presenter and give her/him a copy of annexe
her to perform as a presenter. to take part in the programme. cards in annexe 6.2.3 face down on the table and e to pick a card. - start the programme.
highlighting the following. ree types, type II is used to talk about imaginary
are unlikely to happen in the present / future.
( 10 minutes)
tuational card in annexe 6.2.4. a mini drama to suit the given situation
(15 minutes) sent their mini dramas to the class. ts by providing constructive feedback. o highlight the following
s have two clauses. (a) if-clause (b) main - clause
the verb of the if - clause is in the past tense. would, could, should and might are used in the
(15 minutes)
ed to talk about imaginary or improbable situations. context. he class

Page 95
Annexe 6.2.1
FY
If I had a lot of money, I could go round the world. I would help the poor.
Annexe 6.2.2
Good evening, we welcome you to our p five/six friends. They will also tell us som use their imagination. Enjoy yourself. Now we have come to the end of our pr week. Have a pleasant evening.
Annexe 6.2.3
สศ
If I became a superstar, If landed first on the moon, If I became the Minister of,.
T..
Annexe 6.2.4
Prepare a mini drama to suit the given si
a) If your dancing group won the w
Tomorrow" If you happened to meet Bill Ga group won the 1“ prize as the me If a group of friends got lost in tt A group of friends imagine what the Minister of Sports, the Minis
b)
85

id
IfI were smaller,
a) I could hide in a hole,
b) I would sleep under a bush.
programme “ That's impossible" Today, we have mething imaginary or improbable. They are going to
ogramme. We'll be back at the same time next
4) 5)
If I became an alien...... If I got lost in the night.. If I met with an accident...
ETTI
tuation using the conditional type II
world Dancing Competition “The Dancers of
ates at the “Young Inventors Awards" and your ost successful inventor of the world. de Sinharaja forest on a field trip.
they would do if they became the Prime Minister, ster of Education etc.

Page 96
Competency 6
: Uses English gramma
Communication.
Competency Level 6.7
: Uses simple,compoun
Activity 6.7
: Let's construct compo
Time
! 40 minutes
Quality Inputs
:. A set of pictures of
A set of sentence str + Copies of task sheet
Learning Teaching Process Step 6.7.1
• Distribute the pictur strips given in anne:
Get them to read the
· Aska student whol
• Get the students wh
sentence below the
· Lead a discussion
A conjunction is a wa clauses. There are tw 1. They are Simple
like and but o 2. Correlative coordir
like either or neither nor both....... and not only...
86

r for the purpose of accurate and effective
d, and complex sentences in appropriate contexts.
und sentences.
objects,animals, people given in annexe 6.7.1. ips given in annexe 6.7.2. Es given in annexe 6.7.3
e cards given in annexe 6.7.1 and the sentence ke 6.7.2 among the students. e sentences on the strips. has a picture card to stick it on the board. no have the sentence strips, to stick a relevant
pictures. nighlighting the following
-rd that links two words, two phrases or two o types of coordinating counjunctions.
coordinating conjunctions
I
nating counjunctions
ut also

Page 97
Step 6.7.2
• Put the students into groups
Distribute the copies of the tas
• Get students to do the activity.
Step 6.7.3
• Get each group to present their
• Ask the other groups to comm
• Lead a discussion highlighti
• Through coordination, clauses, phrase
complex-construction.
• When two or more clauses are coordin Accepted answers for step 6.7.3
a. Father is growing a plant and the b. I like to draw pictures or make c. The policeman is controlling the d. The boys are cleaning the ground e. An elephant eats leaves but a ca
Criteria for Assessment and Evaluation
· Constructs compound sentences using
· Accepts the fact that we should constr
process of coordination.
• Uses compound sentences to write eff
· Improves the knowledge of compound
• Works cooperatively to achieve the go

k sheet given in annexe 6.7.3
( 20 minutes)
r findings to the class.
ent on them.
ing the following:
es or words can be joined to form a more
nated we produce a compound sentence.
- girl is watering the plants.
paper boats. traffic and the children are crossing the road. d but the girls are putting garbage into a bin. ut eats fish.
( 10 minutes)
g corrective conjunctions cuct compound sentences through the
ectively d sentences.
pal.

Page 98
Annexe 6.7.1
88

EvaΣ)

Page 99
Annexe 6.7.2
The fisherman is catching fish
His brother is selling fish at the fair
M
The fisherman is catching fish but his brother is selling them at the fair.
sist
U21 EUS
Sirimal is painting a vase.
AI
| Bandara is weaving a cane basket.
Bandara is weaving a basket and Sirimal is painting a vase.
My brother likes to draw pictures
Group 3
Do a group survey and fill the grid. Then form What do you like to eat? To get information you may use the given st
Sweets Herbal Poridge Fr
Name of the Students
Both ........... and *****
............like to eat Herbal Po Neither......
...nor..
...likes to eat fruits
89

My sister likes to draw pictures
Hy brother likes to draw pictures and my sister kes to paste them on the wall.
y brother likes to draw pictures and my er likes to paste them on the wall
n elephant eats leaves.
Acat eats fish.
nelephant eats leaves but a cat eats fish.
m sentences using the model given.
ructure...Do you like to eat........?
uits Green leaves.
eridge

Page 100
Annexe 6.7.3
Study the pictures given and make sentences
e paru
90

using 'and' or 'buto
9 TL'
o INE
D.II.

Page 101
Group4
Do a group survey and fill the grid. Ther are the games that you like to play? To get information you may use the give
Elle
Name of the student
Volleyball
and.
Both. Neither.
..like to play ..............likesti
Group 5
Do a group survey and fill the grid. Then What do you like to grow? To get information you may use the give Do you like to grow..............?
Name of the Araliya Rose Orchi Student
...and..
Both.
*********
. like Neither.................nor...............likes tog

a form sentences using the model given. What
en structure....
... Do you like to play?
Netball
Cricket
o play netball.
a form sentences using the model given.
n structure.
d Sun flower.
= to grow orchids. grow Araliya.
91

Page 102
Competency 6
: Uses English Gramm
communication.
Competency Level 6.8
: Identifies passive sen
Activity 6.8
: Let's identify passive
Time Quality Inputs
: 40 minutes :. A set of cards giver
• A set of sentence str
• Texts given in anne
Learning Teaching Process Step 6.8.1
: Display the cards gi
• Distribute the senten
• Get the students to I
• Ask the students to fi
• Lead a discussion
• We often use passiv but who or what do Accepted answers At the canteen
In the classroom
In the library
At the market
At the post office
Supermarket
92

ar for the purpose of accurate and effective
rences.
sentences
in annexe 6.8.1 ips given in annexe 6.8.2 xe 6.8.3
ven in annexe 6.8.1 on the board. ce strips given in annexe 6.8.2 among the students. read the phrases. ix the relevant sentence strips against each picture. nighlighting the following:
e structures when we want to talk about an action, es/did it is not important s for step 6.8.1
- Food is bought - Meals are served - Food items are sold - The classroom is cleaned - The oil lamp is lit - The time table is hung. - The vase is kept on the table - Books are borrowed - Books are lent - Newspapers are read - Vegetables are sold - Fruits are bought - Food items are displayed - Price list is displayed - Telegram forms are filled - Stamps are sold - Telephone calls are taken - Letters are posted - Credit cards are accepted - Telephone bill can be paid.
( 10 minutes)

Page 103
Step 6.8.2
:. Ask the students to take as
on the teacher's table.
• Get them to read their senter
• Now get them to form 2 gre
• Lead a discussion highlig
• In an active sentence,the su
• In a passive sentence, the su
• The passive can be used wh
the doer. e.g. Active form
The students swept the Passive forIn
The classroom was sw Active form
Somebody has stolen er Passive form
My purse has been stol
Step 6.8.3
• Group the students.
• Distribute the texts given in annexe 6.
• Get them to do the task in groups.
Step 6.8.4 • Get each group to present their findin;
• Lead a discussion to highlight the
• We must be able to distinguish active
• We must know that in an active sente
• We must understand that the structure
sentence.
• We must know the passive form is mo
processes, announcements, notices, but the action is important.
Criteria for assessment and evaluation
• Identifies the passive sentence with t
· Accepts the fact that the passive is us
• Uses passive sentences accurately in
· Engages in group work enthusiastical
· Enjoys working collaboratively.
93

sentence strip given in annexe 6.8.3 from the box
nces in smaller groups. Dups“ Active” and “Passive"
hting the following:
biect performs the action. object is at the receiving end of the action. men the receiver of the action is more important than
e classroom.
rept by the students.
my purse.
len.
(15 minutes)
.8.4 to each group.
gs.
following. e from passive sentences. ence, the subject is the doer of the action. e of an active sentence is different from a passive
pre appropriate in scientific writing describing
writing minutes etc., where the doer is not important
(15 minutes)
he help of the verb form. sed when we are interested in the 'action'.
writing. Iy.

Page 104
Annexe 6.8.1
List, what is usually done at each place;
at the canteen
in the classroom
Cate
at the market
at the library
94

히메의 일
WE
drum

Page 105
Annexe 6.8.2
Food is bought
Meals are served
Food items are sold
The classroom is cleaned
The oil lamp is lit
A time table is hung on the wall
A vase is kept on the table
Books are lent
Newspapers are read
Vegetables are sold
Fruits are bought
Food items are displayed
A price list is displayed
DEL
Stamps are sold
Telephone calls are taken
Telegram forms are filled
Annexe 6.8.4.
Read the text i
Letters are posted
Ach the game a size. The b nating with used to pla placed in p type can be
95

Annexe 6.8.3
Students grow plants in front of the class.
The classroom is kept clean by the monitor.
The waiter served tea.
Vegetables are sold at the market.
A new fence has been built.
Children water the plants everyday.
We put garbage into a bin.
Tea was served by the waiter.
Pasindu cleaned the room.
The letter was typed by Asoka.
to find the passive voice sentences and write them.
A Chessborad hessboard is a square board used to play of chess. It is usually about 16" by 16" in
oard has 64 black and white squares altern each other. Two sets of sixteen pieces are
y the game for players. The pieces are articular squares on the board and each e moved in a different way on the board.

Page 106
Group 2
A Mem
I was very lucky to be a member the week - long 'Inter State Ju Camp'. When the local secretary 12 students of our school that we were very happy.
The camp was held at Taradevi (I 12th and 19th. We were accompanie About 42 teams consisting of 300 participated.
The scenic beauty of Taradevi e scape in the shivalik ranges, very Secretary of the Red Cross Soci we took the camp oath: "Health, S guidance of the camp director, we ety is to protect life and health a beings.
There were lectures by experiena topics such as firstaid, personal h environment. Each team was enga
Various sports and games were co organized every night. We enjoye
96

norable Camp
- of the group from our state to join nior Red Cross Study and Training of the Red Cross Society informed = had been selected for the camp, we
Himachal Pradesh) between October ed by two of our school teachers. O members from all over the country
nthralled us. It is a beautiful landclose to Shimla, On the first day the ety gave us an introductory talk and Service and Friendship". Under the e understood that the aim of the sociund also to ensure respect for human
ced doctors on various important -ygiene, communicable diseases and ged in a project.
nducted. Cultural programmes were d ourselves thoroughly.

Page 107
Group 3
Active Sent
A Burette
A burette is a piece of laboratory appara analysis to measure the volume of a liquid glass tube with graduations marked on it. A there is a stopcock, or tap. In a liquid bu bottom, in a gas burette, at the top. The ga liquid, and gas is filled by displacing the
Group 4
A Walking Sti
A walking stick is a long pole usually or injured people to help them to wa thinner at the bottom and thicker in the curved or u- shaped so that it can b tom end usually has a metal cap to tear.
Active Sentences
91

Pences
Passive Sentences
tus used in chemical or gas. It consists of a At one end of the tube, rette the tap is at the as burette is filled with liquid.
ick
made of wood used by old alk. It is about 3 feet long, e upper half. The top end is De grasped firmly. The botprevent quick wear and
Passive Sentences

Page 108
Competency 6
:Uses English gramma
communication.
Competency Level 6.9
:Constructs passive se
Activity 6.9
:Let's make passive se
Time
:40 minutes
Quality Inputs Learning Teaching Process Step 6.9.1
: . A copy of the tasks
• Copies of the tasks
• Displays the questic
• Gets the answers fro
the board.
• Display the phrases
• Get a volunteer to an
with the correct acti
• Get the volunteers to passive voice senten
Lead a disscussion
• A verb is in the acti subject is the doer
Answers - e.g.
Annere 6.9.la Srinath will bring the Champa will clean tl Shiromi will bring fle Nuwan will arrange Himali will water the
Annexe 6.9.1.b will be brought The future passive e.g Flowers will b The by phrase cannot complete the sentenc
Annexe 6.9.lb
• The register will b
• The class room w
• The teacher's tabl
• The plants will be
98

r for the purpose of accurate and effective
tences.
ntences.
heet given in annexe 6.9.la, b heet given in annexe 6.9.2
ns given in annexe 6.9.1 a on the board. om the students and also write the answers on
given in annexe 6.9.1.b on the board. range the phrases to make a sentence and match ve voice sentence. o turn the active voice sentences into future
ces and write them on the board.
(10 minutes) a to highlight the followng :
ve voice when the person or thing denoted by the of the action.
register. he classroom. Ɔwers. the teacher's table.
plants.
flowers by shiromi is formed by using will be + past participle e brought by Shiromi t be avoided where the agent is important to fe.
e brought by Srinath. vill be cleaned by Champa.
e will be arranged by Nuwan. watered by Himali.

Page 109
Step 6.9.2
: · Divide the class into
• Distribute the tasks
• Tell them that they a
• Get them to select a
• Candidates discussi
Step 6.9.3
· Each candidate pres
Place a box on the
· Except their own gr
votes to the candid
• Let the other groups
necessary correctio
· Finally one studente candidate and appoi
Minister
Lead a discussion 1
• The passive voice is know, the doer of the doer is obvious
Answers 6.9.2
· Accept any suitable a
e.g.
A new sch
• Roads wil
· More hou
· More jobs
• The main i
• Old tanks
Criteria for Assessment and Evaluation
• Identifies the stucture
· Accepts the importar
• Speaks passive voice
· Engages in group wo
· Learns from each otl

five groups. heet given in annexe 6.9.2. re getting ready for the election campaign.
candidate from each group. the future plans with their group members.
( 15 minutes)
sents their future plans to get the votes. teacher's table to put the votes. oup members other three groups will give their lates. s comment on the plans and provide DNS. Counts the votes and announces the winning.
nts him/her as the future Minister/President/Prime
( 20 minutes)
to highlight the following.
used when we are not interested in or do not e action. Our main interest is in the action or the
answer with will + Past Participle.
ool will be built Il be mended. ses will be constructed.
will be provided for young school leavers. road in the town will be widened.
will be renovated.
e of the passive. nce of the verb form. e sentences correctly. rk with enthusiasm. ner.

Page 110
Annexe 6.9.1 a
The members will elect a new speaker
• Who will bring the registert
• Who will clean the classroon
• Who will bring the flowers?
• Who will arrange the teache
• Who will water the plants to
Annexe 6.9.1ь
will be brought flowers by Shir
Annexe 6.9.2
• Imagine you want to be a poli
• One member of your group h
• Present your ideas and future
100

-morrow? atomorrow?
-'s table?
noTow?
Dmi
tician, give a speech including your promises. as to act as the candidate for the election campaign. plans using passive forms to get votes.

Page 111
Competency 7 :
Uses English creative
Competency Level 7.7 :
Uses a variety of voc:
Activity
Let's use a variety of
Time
40 minutes
Quality Inputs:
• An enlarged copy o
• Copies of the tasks Learning teaching process: Step 7.7.1
• Display an enlarged
Get the students to Get the students to Lead a discussion
•We use a variety of vo
meaning in writing.
•We have to be aware
e.g. The boy was d This sentence is
But The car was 6 The car was in
The second se
The verb * inj verb“ damage
Answers for step 7.7
(1) har (2) pre (3) dar (4) glo (5) star
Step 7.7.2
Divide the stud Get the studen
Step 7.7.3
Get each group
101.

cly and innovatively in written communication.
cabulary items in writing.
vocabulary items appropriately.
of annexe 7.7.1 Cheet given in annexe7.7.2
copy given in annexe 7.7.1 read the words in the box.
do the task to highlight the following.
ocabulary items appropriately to convey precise
of the appropriacy of collocation.
amaged. - incorrect.
damaged. njured.
ntences is incorrect.
ured collocates with animate nouns whereas the d" collocates with inanimate nouns.
ndsome
etty
K
(6) commenced (7) blank (8) empty (9) damaged (10) injured
omy
ted
(10 minutes)
Hents into five groups. its to do the task in annexe 7.7.3
(20 minutes)
p to present their answers.

Page 112
Lead a discussi
When we write s appropriacy of co
Noun ver Adjective Adverb A
e.g. Noun — Vert
The boy The car v Adjective Sangakk Pidurutha
We do no It is bad t
Adverb My sister The car It is absol He was pa
When we meaningf
Answers (1) The girl was severely i (2) The car was greatly d (3)A Coconut tree is a tall (4) My house is on a high (5) Every one admired h (6) We admire the beauty (7) Do not eat stale food. (8) Do not buy addled eg (9) He has a sound know
Criteria for assessment and evaluation
• Writes sentences using appropriate wo
· Accepts that it is important to use word:
• Uses appropriate words in communicati
· Engages in group work with enthusiasm
• Gives constructive criticism.
102

on to highlight the following
entences, it is important to consider the bllocation such as:
b collocation e noun collocation adjective collocation
- collocation was injured. vas damaged.
- noun collocation ara is a tall boy.
lagala is a high mountain. ot eat stale food,
o consume addled eggs.
Adjective – collocation is severely ill. was greatly damaged.
utely true. ainfully slow.
- select vocabulary items in writing we use
ul words according to the context. : for step 7.7.3
amaged. (10) He is good at singing. | tree. (11) Mr. Perera has an old car.
mountain. (12) He loves antique furniture. er elegance. of flowers.
gs.
ledge of English.
(10 minutes)
rds. s in proper Context ion.

Page 113
Annexe 7.7.1
1. As today is a .............
.. day, my
2.
He put the
... sheet of p
The car was badly................... and it accident last night. (damaged, injure
. un
All the students. Environmental society....
IIIIIII
IIII
5.
When I opened my packet of lunch
.food ( addled, sta
the.
Annexe 7.7.2
Use the following words in meaningful s
1. severely 2. greatly
8. Sound 9. good 10. antique
3. tall
4. high 5. elegance 6. beauty 7.addled
103

room is .......
.......( dark, gloomy)
aper into an ...............box. (blank , empty)
the driver was severely ............. at the
uning to the main hall because the meeting of the -(commenced, started)
... egg and
„I got the bad smell of the .. ale)
entences.

Page 114
Competency 7
:Uses Englis communic
Competency Level 7
:Expands ar
Activity 7.8
:Let's enjoy
Time
:40 minutes
Quality Inputs
:*Acopy of Aset of w A copy of
· Blue tac
• A copy of
Learning Teaching Process Step 7.8.1
:Display tt
• Distribute
the stude Ask them on each ce Get theme the word - Get them
· Lead a disc
When we w or Somethin Relative
Aclause w] Relative cl
Accepted a 1) A 2) E
с н D I
104

ncreatively and innovatively in written
tion.
d combines given sentences.
expanding sentences.
the task sheet given in annexe 7.8.1 ord cards given in annexe 7.8.2. che task sheet given in annexe 7.8.3
che sentences given in annexe 7.8.4
e task sheet given in annexe 7.8.1 on the board.
the word cards given in annexe 7.8.2 among
ents.
to read the sentences on the board and the words
ard.
expand the sentences given on the task sheet fixing cards. read the expanded sentence.
cussion highlighting the following
vant to give further information about someone ng mentioned in a sentence, we use a Clause
hich starts with a Relative Pronoun is a ause.
nswers for step 7.8.1
3) K 4)N 5)Q 6) T 7) U
L O R S X M P S V Y
( 10 minutes)

Page 115
Step 7.8.2
· Divide the clas
• Give each grou
• Get the do the a
Step 7.8.3
• Get them to pre - Get students to
·Lead a discus
Sentences can be combined in the foll 1. Through the process of co-ordinati
Conjunctions.(and, but, of)
(e.g. Either or neither nor, both 2. Through the process of subordinati 3. Changing an independent clause to e.g. a) The boy was taken to the
b) He was knocked down
The boy who was knock In the above example th which is an independent by using the Relative Pre down by a car. This Relative Clause is u
We can expand sentence Expected answers for the
Group
= نا نيا ل اا
2 AI < : Pi
Step 7.8.4
Divide the class into 2 groups. Give each group a set of senten Get them to do the task as a co1 Ask one group to read a senten
suitable relative clause.
• Reward the winning group.
Criteria for assessment and evaluation
· Expands sentences using Relati
Accepts the importance of expa Uses Relative clauses effective Helps peers to use Relative Cla Encourages them to expand ser
105

s into 4 groups. pa task sheet given in annexe 7.8.3 activity.
esent their answers.
comment. sion highlighting the following.
owing ways. on using coordinating conjunctions or co-relative
1... and ) ing conjunctions.( e,g, when, although,if) pa relative clause. e hospital. by a car. ked down by a car was taken to the hospital. ne sentence He was knocked down by a car ,
clause, is changed into a “Relative Clause" onoun who’ instead of he’ - who was knocked
used to post modify "The boy' es by using Relative Clauses. e activity 7.8.3.
2 3 4
V V
ET PIE IE =
IR ÞIG --
( 10 minutes)
uces given in annexe 7.8.4.
mpetition. ce while the others have to expand it using a
ve Clauses. anding sentences. ly to expand sentences. auses. ntences to enhance their writing.

Page 116
Annexe 7.8.1
Likes and disl
1.I like people
I like people who
2. I don't like (dislike) people
I don't like people who
3.I like animals
I like animals which
I don't like animals I don't like animals which
I like fruits I like fruits which
I like birds. I like birds which
7. I don't like birds
I don't like birds which
106

kes

Page 117
Annexe 7.82
| are very kind
| tell the truth
refriendly
help others
A D A E E O
protect wild life
destroy forests
harm animals
H
tell lies
< x < c + n = 0 0 0 z 3 -
are unkind to animals
are not helpful
107

have long tails
feed on leaves
are harmless
are fierce looking
have sharp horns
have long fur on their bodies
are juicy
are Sweet
have a soft skin
have colourful feathers
have sharp beaks
sings softly
build their nest
Can't fly
have long beaks

Page 118
Annexe 7.8.3
Group 1
Expand the sentences given below using the clauses fi
The cow is a domestic animal
b
The cow
2. a
The boy is my brother.
The boy I
a
I saw the girl
ь
I saw the girl
The penguin is a bird.
un +
b
The penguin is a bird
a
The pineapples are tasty.
ъ
The pineapples |
who is riding the bicycle
which gives us milk
E: E:
which cannot fly
which are picked from our home garde
< z
who is watering the plants
108

Tom the box
is a domestic animal.
| is my brother.
&RA
J
O
are tasty

Page 119
Annexe 7.8.3
Group 2
Expand the sentences using the clauses given in the
I saw the fishermen.
a.
G
I saw the fishermen.
Mother is watering the plants.
Mother is watering the plants.
3
a.
My sister collected some feathers.
My sister collected some feathers...
They got into the train.
TRO
They got into the train...
5
We saw the boy.
b
We saw the boy....
Which were grown in the garden
i Which goes to Jaffna
i Who were pulling a fishing net
in Who was swimming in the river
v Which were lying on the ground
109

e box
TEET

Page 120
Annexe 7.8.3
Group 3
Expand the sentences using the clauses given in the bo
1. a
The bee is an insect.
The bee is an insect....
I helped the boy.
b
I helped the boy......
3 a
He sold the vegetables.
He sold the vegetables......
I saw the boy.
b
I saw the boy......
Uh
a
My brother took a photograph of a peacock.
My brother took a photograph of a peacock....
Which had spread its feathers
Which were grown in his hom
Who was flying a kite
Which makes honey
Who was repairing the bicycle
110

OX.
e garden

Page 121
Annexe 7.8.3
Group 4
Expand the sentences using the clauses given in
1. a
Father repaired the fence.
b
Father repaired the fence..
2. a
2.
Children watched a TV programme
b
Children watched a TV programme..
3 a. I saw a picture of a Kangaro.
b. I saw a picture of a Kangaro...
4 a
We helped the boy
b
We helped the boy...
5
I saw the children
b
I saw the children.
who has broken his leg
which was carrying the baby in its pouc
which was built around the garden
N
who were flying kites.
which was about wild life.
111

n the box
ETA
O DA
ir

Page 122
Annexe 7.8.4
Expand sentences by using Relative Clauses.
Group 1
1. I met a girl....
2. We ate fruits...
TETETT
3. My mother helped...
4. I saw a farmer....
5. We met people....
Group 2
1. I like films...
2. We saw a man....
IEEE
*****
3. I drew a picture....
4. We ate fish....
===TITEEEEEE
5. I thanked the boy...
11:

Page 123
Competency 7
:Uses English creatively
Competency Level 7.9
:Produce imaginative a
Activity 7.9
:Let's write poems.
Time
:40 minutes
Quality Inputs
:.A poster given in an .A poster given in an
Sentence strips give
Learning Teaching Process Step 7.9.1
• Display the poster g - Get the students to i
• Display the poster g
Get the volunteers to
·Lead a discussion
A poem is a piece of expressing some thou language.
• Lines in a poem can
• Words or lines in po
e.g. Se
Sc
· Accept any relevant
Step 7.9.2
:. Divide the class in - Give one sentence
• Get the students to
• Lead a discussion
|- Imagination leads t |- Continuous practic |Accept any relevar
Criteria for assessment and evaluation:
Identifies the need to be creati Appreciates poems
Writes poems using their imagi Enjoys writing poems. Shares ideas with others.
113

y and innovatively in written communication.
and interesting Creative Writing.
nexe 7.9.1 nexe 7.9.2 nin annexe 7.9.3
iven in annexe 7.9.1 read the poem Given in annexe 7.9.2 - fill in the blanks with imaginary answers. to highlight the following
fwriting arranged in patterns of lines and of sounds, aght, feeling or human experience in imaginative
either be short or long. etry may end with rhyming words. e : bee hool : cool answer which is meaningful in the given context.
(10 minutes) to 6 groups. strip given in annexe 7.9.3 to each group. create a poem using the line given in the strip. n highlighting the following
o creativity. e helps effective creations. at answer
( 30 Minutes)
ve and imaginative in writing poems.
nation.

Page 124
Annexe 7.9.1
Elephants
I came across a On the way to s His beak was v And his flippers Thid him in my So the teacher
He stayed there Until frightened
Annexe 7.9.2
(a) Now, try changing some of the words...
-----at school
I came across a ---
On the way to school
His ----------- was very--
And his------------ very ---
I hid him in my ----
So that teacher would not see He staged there very quietly Untill----------- by a ---
Annexe 7.9.3
Read the line given to your group and c
· It was only a dream ( last line)
• I met an alien - 1" line
• When are you - 44 of each verse
• You are my sun shine - last line
• If only I were a.
• In my dream....
İN
114

at school
in elephant
chool ery hot s very cool. desk would not see, = very quietly by a bee.
b) Now compose something of your own.
On your way.
Teate a poem accordingly.

Page 125
Communicate
Competency 8 Competency Levd &11 :
Makes sugge:
Activity 8.11
Let's enjoy m
Time
40 minutes
Quality Inputs
Responses g
Acopy of th
• The song giv
Situations gi Task sheets
Learning Teaching process Step 8.11.1
Let one of th Display the Get the who Give the list Read out the
Get the clov
• Ask any vol
selecting fro Allow the w response. Continue wi 8.11.1 and Display the Sing the so
Get the stud Lead a disa
• We use th
Let's Shall How Wha
Why
Don"
• We use tl
(
HA O a
115

sclearly, fluently and concisely
stions and responds to them.
aking suggestions and responding appropriately.
iven in annexe 8.11.1 e suggestions given in annexe 8.11.2 ven in annexe 8.11.4 ven in annexe 8.11.3 given in annex 8.11.5
he students be the clown. responses given in annexe 8.11.1 ble class to read the responses given.
of suggestions given in annexe 8.11.2 to the clown. different situations given in annexe 8.11.3 one byone. in to make a suggestion in the given situation. lenteer to come out with the relevant response by
m the given list. rhole class to repeat the suggestion and the relevant
ith all the suggestions and responses given in annexe
8,11.2
song given in annex 8.11.4 on the board ng. lents to sing the song with actions. cussion to highlight the following.
ne following to make suggestions.
we about
about don't you I you think
ure
ne following to make relevant responses.
.K
•I totally agree.
• It's very thoughtful of you. ertainly •I think...... of course I don't agree with you nat's fine No, I think it.....

Page 126
Step 8.11.2
Divide the clas Distribute the t Get the groups Teacher correc Ask them to pr. Get each group Lead a discus
We shoule and howt according
E.g.
aC
Criteria for Assessments and Evaluation
Identifies the impo Accepts the fact th appropriately.
Makes suggestion: Gains confidence i Enjoys collaborativ
116

into 5 groups as ABCDE. isk sheets given in annexe 8.11.3 to each group. to do the relevant task only. s the group presentations.
ctise the dialogue. to enact the dialogue ion to highlight the followinng.
I learn how to make a suggestion pgive a relevant response
to the situation.
reeing sagreeing cepting /refusing
ortance of making suggestions and responses. nat we need to make suggestions and respond
s and responds appropriately. n making suggestions and responses. relearning.

Page 127
Annexe 8.11.1
Responses
O.K. Sure
Of course
• Certainly
• I agree with you
Superb
• That's lovely
• It's very thoughtful of you
I think .....-
I don't agree with you No, I think its ........
Teacher can have more responses according to the
Annexe 8.11.2
Suggestions
1. Let's go to the canteen 2. Let's buy....................(some tofee 3. Shall we ...................(drink tea) 4. What about ................. (playing cri. 5. How about .................. (going on a 6. Why don't you .................. (go to
Annexe 8.11.3
Situations
at the canteen
during the interval
• at the book shop
during the weekend . the English teacher is absent.
Teacher can have more / different si
117

situations used.
cket)
picnic) o the library)
tuations according to the level of the students.

Page 128
Annexe 8.11.4
Good morni
How are yoь
Let's dance
Shake hand
Annexe 8.11.5
• Your class has won the first prize of R
• Your teacher has divided that amoun
spend Rs. 5000/= for the situation giv
Write a dialogue using the suggestions refusing.
Group A - A field trip.
Group B - A Shramada
Group C - A poster cor
Group D - English Day
Group E - English Lang
118

png
ng my
dear friend
this morning ? round
in a circle S and
pass on
Rs. 25,000/= at the Environmental Day competition. g your groups and asked you how you are going to ren. s, responses, agreeing ,disagreeing, accepting and
a compaign
mpetition among grade 9 students
guage Camp

Page 129
Competency 8
:Communicates clearly
Competency Level 8.12
:Expresses opinions a
Activity 8.12
: Let's voice our thoug
iliÍ
Time
:40 minutes
Quality Inputs
: • Topics given in ann
• An enlarged copy
• Copies of role card
Teaching Learning Process : Step 8.12.1
• Draw a horizontal I
annexe 8.12.1
• Write one of the top - Write two preference
as given in ann
• Display the phrases
• Get the volunteerst line where they feel
phrases.
·Lead a discussion
We should learn t them with valid re
We should also le Following are son I think that .......
What I feel is ...... I want to.... I think that...
......... What about .
...... How about...... In my point of vie
e.g These are some
What do you th
Step 8.12.2
Put the students into group Distribute the role cards a Ask them to read the role
119

y, fluently and confidently
nd gives reasons
hts
nexe 8.12.1 of annexe 8.12.3
s given in annexe 8.12.4
ine on the board or on the wall/ floor etc. as in
vics given in annexe 8.12.1 above the line. ce possiblities (Yes, No ) at both ends of the line nexe 8.12.2
given in annexe 8.12.3 o come to the board wall /floor and stand along the they belong to and give a reason using the given
to highlight the following o express opinions clearly and precisely supporting easons. arn to ask for opinions. me phrases that could be used to express opinions.
In my opinion....... I think I agree..... Ifully agree.........
==EEEEE
IIIIIIIII
W........
of the phrases that can be used to ask for opinions. ink?, How do you feel ?.
(10 minutes)
Ds of five.
mong students and explain the task as given in 8.12.4. cards and prepare to express opionions.
( 20 minutes)

Page 130
Step 8.12.3
• Get each group to do thei
• Encourage other groupst
Lead a discussion to his
· Express our opinions,
· Expressions used for g
Expected answers Comment on each role
Criteria for Assessment and Evaluation
• Expresses opinions giving
Accepts that certain word
precisely.
• Discuses ideas meaningful
• Suggests appropriate plan
Works co-operatively to &
120

role play. o comment on each group's opinion.
hlight the following.
polite and relevant expressions should be used ving opinions vary according to the context.
play. Appreciate their efforts.
(10 minutes)
reasons. s and phrases should be used to express opinions
y.
s to the given situation clearly. achieve a goal.

Page 131
Annexe 8.12.1
• Should studen
Should studen
• Every student
• We must listen
Annexe 8.12.2
Yes
Annexe 8.12.3
Et t + + +
I think. I agree.. In my opinion.. As I feel............. According to my As far as I'm c What I feel is.... I think I agre | fully agree....... In my point of v

ts attend tuition classes ?
ts in grade 9 use mobile phones ?
must do sports.
to our elders always.
> No
y point of view... oncerned...
EEEEEEEEEEEEE
IEEE EETILI
ee
iew.
121

Page 132
J
Annexe 8.12.4
• You are a member of a family. You are pl
• Study your role card and prepare for the
· Remember you have to come to a decisi
Role cards for
“Where shall we go on holidays?
Father ( you have to initiate the disa
Your idea of a holiday is suggest that you like to You may start like this I think we should.... Let's..
beca
You want to visit ruined Let's
........... as How about............. bec
14 year old daughter
You want to go to the sea too joins you. I'd like to go to... Don't you think Nathas
IIIIIIIIIIIII
JOYCHA 10 YEAT OU JOQ
You don't want to go with it should be a short trip I don't want..............be I hate to ................. as
ngest Son
You have never travelled in a tra You like big cities where there ar I have never................so I wo I'd like to...............because
12

lanning to go on a holiday.
e discussion.
on as to where you would go.
cussion)
something relaxing but short and cheap. take a brother with you.
a as
===
use......
cities for two days
cause...
a side you'd like if your uncle's daughter
sha.
. because.
TETT III I III
your family any where - but if you have to and as near as possible cause
ain and really would like to travel in a train. re lots of interesting things to see and do
uld.....

Page 133
Competency 8
:Communicates clearly i :Makes simple announc
Competent Level 8.13
Activity 8.13
:Let's make announcen
Time
:40 minutes
Quality inputs
:• An enlarged copy of
• A copy of annexe 8.
• Copies of annexe 8.
• A paper microphone
Learning Teaching Process Step 8.13.1
• Display the announce
class room.
• Make the announcem - Let the students read:
• Get them to practiset * Allow volunteers to n
microphone.
• Lead a discussion hi
• When making an ar
the audience by u
attention please”
• You need to be sp
• The language sho
Step 8.13.2
• Put the students into 5 grou
Give the task sheet in anne Assign one announcement Get each group to preparei
Step 8.13.3
Get students to make their :
Ask the other groups to gue
• Lead a discussion highlightin * When making an announce * The language should be sim
• You start the announcement
using "Your attention plea: May I have your attention
123

fluently and concisely.
cements
ments.
fannexe 8.13.1
13.2 13.3
ments in annexe 8.13.1 on the wall in the
nent in annexe 8.13.1 any announcement displayed. the announcement. make the announcement using a paper cone as a
ghlighting the following.
announcement you start by drawing the attention of using “Your attention please”, “May I have your
etc. pecific and precise.
uld be simple.
(10 minutes)
aps. exe 8.13.3 to each group. to each group. the announcement.
announcements. ess what the announcement is about. ng the following. ement, you need to be specific and precise. nple. e by drawing the attention of the listeners se”, “May I have your attention now" please” etc.

Page 134
• Announcements give i
• We have to pay attent
Sample answers.
A) Your attention pleas
A variety entert will be held on auditorium. Tic
B) May I have your atte
The annual trip Panduwasnuwara and Y those who have paid thi bus leaves at 5.30 a.m.
Criteria for assessment and evaluation
· Students identify language us
· Accepts the fact that simple a
Makes announcements.
· Share ideas with others.
• Works collaboratively.
124

as information
on when we hear an announcement
ainment organized by the Students welfare society the 26th of November at 2.30 p.m in the school kets are available at the main entrance.
Thank You.
ntion please of the Grade 9 students to Dambadeniya, apahuwa will take place on the 25 March. All e fee please come to the school at 5.15 a.m. The Bring your breakfast, lunch and drinking water.
Thank You.
(10 minutes)
ed in simple announcements Innouncements are important in day to day life.

Page 135
Annexe 8.13.1
1) Your attention please.
There'll be a book exhibition and a sale in the
Past question papers, short stories a 2) Attention please
A commitee meeting of the English literary S.
is to plan the English Day for this year. 3) Can I have your attention please
The night camp organized by the Astronomic
weather. 4) May I have your attention please
A Wristwatch has been found at the counter
from the Vice Principal. 5) May I have your attention please.
The Science Day scheduled for next week is po
Annexe 8.13.2
Your attention please! Please stand up, Imove upto the conce read them and tell us what they are at
Annexe 8.13.3 A)
Date
Avari
Venue
Date
Ashr
Time
125

main hall tomorrow. A variety of books such as and novels will be on sale.
pciety will be held on the 2nd of April. The purpose
al Society is cancelled due to the prevailling bad
of the canteen. Prove your ownership and get it
Ostponed to the next term.
ept maps which are displayed,
Out.
Organized by
iety entertainment
( Time)
0 0 0 0
place
ramadana campaign
What they should bring

Page 136
Time duration
Ch
What the children
should do
Date
(Chief Guest
Time
Participant

Classes selected
-oosing the best class
prizes
TIL
Sportsmeet
Events
Venue
Date
place
Annual Trip
35
What they should bring
126

Page 137
Assessment and Evaluation
Intre
Assessment and evaluation can be ini implemented easily in the classroom to ensure the achie teaching process and to identify the mastery levels achie it is not difficult to achieve at least the near mastery rel
Teachers engaged in assessment can pı generally known as feed back and feed forward. It is til weaknesses of the students are identified and to give identified
It is necessary that the students should given in the course are achieved and to what extents tt are expected to judge the mastery levels achieved by th they should communicate with parents and other partie
The syllabus presented to you is base tency based approach. Learning by doing in order to ma role of the teacher.
This syllabus , operating along with api ing and teaching with assessment and evaluation. Th engaged in the exploration in the second step of each ac explanation and elaboration stages in each activity. Wha observing them during the exploration stage and giving the classroom.
Five criteria are suggested in order that The first three criteria among them are based on the kn particular competency. The last two criteria give a helpi their lives.
The teacher should try to identify the fir students engage in activities in the classroom. Further, under the assesment and to quantify thus established
127

oduction
troduced as two interrelated programmes that can be evement of learning outcomes expected of the learning eved by the students. If the assessment is done properly ated to the competencies particular to students. rovide guidance to their students in two ways, which is he teacher's responsibility to give feedback when the feed forward when the strengths of the students are
identify which competencies out of the competencies e said competencies are achieved. Thus the teachers e students throughout the assessment process. Further, es concerned on the progress of the students too. d on a student-centred, activity oriented and compeke life meaningful, is the essense of the transformation
e developed activity continuum tries to integrate learne teacher is able to assess the students when they are ctivity and to evaluate the students when they are in the at is expected of the teacher is to be among the students guidance to solve the problems the students face within
the assessment and evaluation are done conveniently. pwledge, attitudes and skills combined to build up the ng hand for the students to master two skills relevant to
we behavioral changes related to these criteria when the
hey should ensure the establishing of such behaviours behaviours under evaluation.

Page 138
Learning and teaching process can be widened v programme. To extend the learning and teaching pro grouped. Then a variety of activity types that could enh: next step is to prepare the extended learning teaching to students and teacher. The teacher is expected to introd Some of the activity types that can be used to extend le
|
Concept maps
Wall newspapers Quizzes Question and answer books Portofolioes Exhibitions Debates Panel discussions Seminars Impormptu speeches Role plays Presentation of literature reviews Field books/Nature diaries Practical tests.
The third part of the Instruction Manual is dedi and to introduce the tools used for extended teaching le
128

with the improvement of the assessment and evaluation cess, first, the activities in the continuum should be ance the learning and teaching should be identified. The bol based on an assesment type with instructions to the luce these tools at the begining of each activity group. Farming and teaching are given below.
icated to "extended learning teaching opportunities” carming.

Page 139
Learning Teaching Evaluation Tool fo
Tool -1
1. Period of Evaluation : First Term
2. Competency Levels Involved : 1.5, 3.5, 3.6, 7
3. Relevant skills Involved :
Listening
• Li
Speaking
M
Str
Reading
• Tr
Writing
• W:
4. Nature of the Tool : Oral Presenta
5. Objectives of the tool :
To assess whether the
• Listen to news on
• Use the availabler
Listen to a text and
• Write important po
· Report information
6. Instructions for the implementation of the A
Preparation of the task
· At the beginning of
assessment tool. Group the students
(weather, sports ne
Get the students to
Instruct students to topic they selected.
Get them to prepare
• Inform the date for
129

r Learning Teaching Process.
1.7
istens and takes down notes.
akes oral prsentations using correct, pronunciation, ress and intonation.
ansfers information into other forms.
rites main points appropriately in note form.
ution
e students can ;
TV/radio and reports them to others. resources to enhance their listening skill. dtakes down necessary information. pints in note form. n orally with confidence.
Ssessment tool:
fthe first term make the students aware of the
s and ask them to select a topic.
ws, local news, foreign news) - listen to TV news (in English) for a whole week. - note down necessary information in relation to the
e the final news bulletin
r their presentation.

Page 140
Instructions for the students :
Select one of the following topics
Sports news
Weather report Local news Foreign news F
Elects the group leader Assigns different souro Listens to TV/radio ne Brings the notes to sch Prepare a report using tl Hand over the report to Do the oral presentation Each member of the gro
Hand over the completed form given below
Names of the group selected Topic
Nam |members of the
group
130

-political issues - unexpected events
celebrations
ces and channels to which they are going to listen to.
ws in English and takes down necessary information. nool and discusses them with the group members. he information gathered in groups e the teacher on the set date.
pup must take part in the presentation.
ne of the TV channel
Duration

Page 141
Criteria for Evaluation
Criteria 4 marks
each
Introduces the topic clearly
Uses relevant content and language
Prese inform orally correc pronu stress inton:
Name
|
Banding of marks
Excellent Good Fair Should be improved 1
+ m N --
131

its ation with
Shows ability to read news
with confidence.
Completes the task creatively on time.
C + O H
nciation
ition

Page 142
Learning Teaching Evaluation Tool for
Tool - 2
1. Period of Evaluation : First Term
2. Competency Levels involved : 1.5, 3.5, 4.4, 5
Lis
3. Relevant skills involved :
Listening Reading Writing Speaking
Ext
Giv
Pre
4. Nature of the tool
: A Quiz
5. Objectives of the tool :
• Collects necessary in
• Writes questions in o
• Listens to questions a
• Presents questions o
6. Instructions for the implementation of the asse Instructions to the teacher for preparation of the ta
· At the beginning of
assessment tool.
Group the students Get each group to s inventors, Tradition:
World Organization
• Get the students to f
• Instruct each group
Collect the quizzes
Insturctions for students :
Select a topic for the
• Collect information
Prepare the quiz. Hold the quiz.
132

Learning Teaching Process.
-4, 7.7
cens to the questions and responds appropriately. racts necessary information from various types of text es information appropriately. Writes questions correcti sents questions orally and answer them appropriately
nforation from various texts. order to get specific answers. attentively and answers them. rally with correct stress and intonation.
essment tool : sk:
'the first term, make the students to be aware of the
elect a topic (Games indoor/outdoor, Space, Great al crafts in Sri Lanka and other countries, Wild life,
S) form 10 questions under the selected topic in groups. to prepare their quizzes before the deadline given. on the deadline and hold the quiz.
equiz and discusss it. from various sources.

Page 143
Criteria for Evaluation
Criteria
4 marks
FE2E
Forms the questions accurately
Uses relevant content and language.
Name
Presen
quest clearly
cort stress inton:
Banding of marks
Excellent Good Fair Should be improved 1
= N w
133

Total
its the tions y with rect s and ation.
Presents questions confidently.
Completes the task on
time

Page 144
Learning Teaching Evaluation Tool for I
Tool - 3
1. Period of Evaluation : 2nd Term.
2. Competency Levels involved : 5.4, 7.7, 8.12
3.Relevant skills involved :
Writing • Writes relevant informatio Reading · Extracts necessary inform Grammar • Uses English grammar ace
4. Nature of the tool :
Field book
5. Objectives of the tool : To assess whether the st
- Use a fieldbook to n
etc.
Write about importan
6. Instructions for the implementation of the asses
Instructions to the teacher for prepar:
· At the beginning of ti
• Inform the student of
• Instruct the students t
• Ask them to keep rec
stand, railway station internet cafe, commu Get them to include s Get them to use the g their Visits
Collect the field bool
• Distribute the questio
Instructions for the students :
Collect the relevant in like the market, dispe
Church etc.
· Add the school event
• Fill the grid using the
• Handover the comple
• Complete the given i
134

Learning Teaching Process
on about past experiences. mation from different kinds of sources curately to write about past events.
udents can ote down important events, incidents. Descriptions
tevents, incidents and other information in note form.
ssment tool : sation of the task: he term make the students aware of the tool. *the deadline for the completion of the work. to maintain a booklet as their field book. cords of their visits to any place such as market, bus , pharmacy, a religious place, shop, bank, post office, unication centre etc. for two weeks. chool events, and functions in the field book. grid given below to note down events /ideas about
Es on the date given. nnire given and get them to complete it.
formation about your visits within two weeks to places 'nsary, Hospital, Pharmacy, Park, Temple , Kovil,
s and functions. information gathered. eted grid to the teacher on or before the deadline. form and hand it over to your teacher.

Page 145
Criteria for Evaluation
|Gives relevant Uses English 4 marks information.
gramar Group ad
accurately No. Name
Banding of marks.
Excellent - Good Fair Should be improved - 1
= N w B
135

Constructs | Uses rel
|Completes questions
evant
the task on correctly.
Vocbulary
time. items.

Page 146
Learning Teaching Evaluation Tool for
Tool -4
01. Period of Evaluation : 2nd Term
02. Competency Levels involved : 4.4,5.4,5.5,
03. Relevant skills involved :
Reading :Extracts, nec Writing : writes descri
descriptions.
04. Nature of the tool : Preparati
05. Objectives of the tool : To assess whether the
• find information 1
Encyclopedia, ne organize the colle design a cover pa
06. Instruction for the implementation of the as Instructions to the teacher for preparati.
• At the beginning of t
assessment tool.
• Group the students.
• Get them to select a te
(Birds of Sri Lanka, 1 interest in Sri Lanka, Instruct them to colle write the relevent des Get them to prepare Inform the students
Give each book a co Ask them to prepare Inform the students C
Instructions for the students :
Appoint a leader for Discuss the topic sele Assign work among gathering information
136

Learning Teaching Process.
.7,7.8
essary information from various types of texts. ptions/Expands and combines sentences to write
on of a scrap book.
ve students can from various sources such as
wspapers, magazines, internet etc.... cted information properly. ge attractively.
sessment tool : on of the task: the 2nd Term make the students to be aware of the
bpic for their scrap book.
Herbal plants, Folk stories, Ancient Kings, Places of Stage Plays, Transportation now and then.) ct information and pictures from different sources and criptions. the scrap book attractively. of the deadline to handover the book. py of the form given at the end. the scrapbook attractively. of the deadline to hand over the books.
each group. ected by the group. he group members such as collecting pictures, i designing the cover page, illustrations.

Page 147
• Hand over the completed scrapbook on or bet
below.
Topic of the scrapbook.
Name of the group leader .. Names of the members
Cover page done by
ELLIII
EFTER
EEEEEEEEEEE
Illustrations done by
Hand writing/Type setting by ...
=
Sources of information
EEEEEE
EINEN
Date ..
137

fore the deadline along with the form given
AIHEEEEEEEEEEEEEEEEE
IIHEITIEFE
LIHTEELLI
EEEEEEEEEEEEEEEEEEEEEEEEEE|
Signature of the leader

Page 148
Criteria for Evaluation
Criteria
4 marks Name each
Uses various resources to
collect information.
Writes relevent description accurately.
illu
Banding of Marks
Excellent Good Fair Should be imporved 1
ند يا ن ن
138

Uses
Shows elevant
|creativity strations and proper ictures, organization realia
Completion of
the work within the given time.

Page 149
Learning Teaching Evaluation Tool for I
Tool 5
1. Period of Evaluation: 3rd Term
2. Competency Levels involved : 2.5, 4.4, 5.4, 6.7.
3. Relevant skills involved :
Reading · Extract necessary infor Writing . Construct grammaticall
paragraphs. 4. Nature of the Tool
: Preparing an
5. Objectives of the Tool : To assess whether the stu
collect information from
• write grammatically corre
• organize facts meaningfull
use simple, compound and .use a variety of vocbulary
· become aware of the spec
6. Instructions for the implementation of the Ass Instructions to the techer for preparation of the task
• Make the students be aware o
• Group the students and get th
• Brief them on contents and th Instruct the students to collect
other resources available. Get the students to write articl
Guide them to select different
• Make them aware of the mini
• Collect the magazine on or b
Instructions for the student :
Select suitable topics, drawin Divide the topics/drawings/ar
Write compositions, stories, E
• Include pictures, drawings, ill
Use different colours to make
Collect articles, arrange them
• Give a name to your magazine
• Handover the magazine to the
139

Learning Teaching Process
6.9, 7.7, 7.8
mation from various sources. y correct sentences to make meaningful coherent
magazine
idents can various types of sources.
ct sentences.
dcomplex sentences in appropriate contexts.
items to suit the topics. ial features of a magazine.
essment Tool:
of the assessment tool at the beginning of the term. em to collect items for their group magazine.
e features of the magazine. tinformation from the textbook as well as from
les and draw pictures /illustrations for the magazine.
topics. mum number of pages of a magazine. efore the deadline.
gs, articles for your magazine. ticles among all the members of the group. 00CITIS. lustrations etc. as many as possible. eit attractive.
in order and compile the magazine.
e teacher before the deadline.

Page 150
Criteria for evaluation
SFEER
Criteria 4 marks
each Group
Content
Uses relevant information
Uses grammar accurately and appropriately
Uses form Puri
No.
Banding of marks.
Excellent Good Fair Should be imporved 1
= N w B
140

SEE
- correct Uses
Completion nat, and imagination of the task ctuation, and writes
within the creatively.
given time

Page 151
Learning Teaching Evaluation Tool Tool 6 1. Period of Evaluation : 3rd Term. 2. Competency Levels involved : 1.5, 4.4, 5. 3. Relevant skills involved :
Listening:- Listens to question Speaking :-Asks questions, ex Reading :- Extracts necessary i Writing :- Writes questions an
4. Nature of the tool : Pannel discu
5. Objectives of the tool :
• Collects necessary information
• Writes relevant questions.
• Listens to questions and respo
• Has the ability to present idea
Comments on the facts and att
• Respects others' views.
6. Insturctions for the implemetation of the
Instructions to the teacher for preparation of
• Make the students aware of th
• Group the students and get the
• Time given is 2 weeks.
1. Tea Industry
History * Developments
Impact on the econo Current issues and i Trends in marketing
:
2. Rubber Industry
History Developments Impact on the econo Crurent Issues/trend
Future prospect 3. Coconut Industry
History * Developments * Impact on the econo
Current Issues/trend
:

for Learning Process
-6, 7.9, 8.11,8.12, 8.13
ns attentively and responds appropriately. plains and responds appropriately nformation from various types of texts. ad facts appropriately and accurately
ssion
n from various types of texts.
unds appropriately. s effectively. itudes constructively.
assessment tool.
he task. e assessment tool at the begining of the term. em to select one of the topics given below.
omy
future prospects.
omy
omy
*
141

Page 152
Criteria For Evaluation
Criteria
Uses
Presents 4 marks
resources to relevant facts each
collect Name
confidently information.
rel illus
Banding of marks
Excellent Good Fair Should be improved
| | | |
مسلم لیا ہم نے
142

229
Uses levant trations ictures ealia.
Shows
Completes creativity
the work and proper
within the organization. given time.

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English Grade 09 Teacher's Instructional Manual

2010/E/09/TIM/25000