ONGOING PHONICS,SPELLING AND VOCABULARY正在進行的語音拼寫和詞匯

SchemeofWork–Stage7English

Overview

TERM1

TERM2

TERM3

1AHorrorandsuspense

(Sentencestructure&punctuationskills;structural/narrative/genre/literaryandgrammaticalfeaturesofhorrorandsuspensetexts;learnerstowritehorror/suspenseextract,usingconventionsandfeatures)

2ANon-fictiontypes

(Sentencestructure&punctuationskills;structural/presentational/

linguisticfeaturesandconventionsofarangeofnon-fictiontexttypes–toinform,explain,argue,persuade,comment;notetaking;writeownnon–fictiontexttypeusingconventions)

3AExploringpre-20thcenturyfiction(Narrativestructure/themes/literary/rhetoricalandgrammaticalfeatures;social,culturalandhistoricalcontexts;writtenresponsetoatextextract,focusingonessentialreadingskills)

1BPoetry–narrativeandnon-narrative

(Straightforwardstructural/thematic/stylistic/literaryfeaturesofnarrativepoems;dramaandroleplay;characterdiaryentries;structural/literaryfeaturesofnon-narrativepoems;writtenresponsestopoems)

2BAnintroductiontojournalisticwriting

(Issuesofbiasandviewpointinjournalisticwriting/newswebsites;oralandwrittenworkcoveringfeaturesofjournalisticcommentaryandinterviews)

3BExploringpre-20thcenturydrama(Dramaticstructure/themes/literary,rhetoricalandgrammaticalfeatures;social,culturalandhistoricalcontexts;basicperformance/conventionsofgesture,movement,delivery,pace;writing–shortdramascript/extract)

1CGettingtogripswithgenre

(Genrefeaturesofsciencefiction,fantasy,contemporaryfolkandfairytales;narrativefeaturesofshortstories;personalreadingpreferences/habits;bookreviews;individualpresentations)

2CContemporarynon–fiction:expressingtheself(Straightforwardthematic/structural/linguisticfeaturesofbiography,autobiography,lettersanddiaries;writtenandoralwork)

3CExploringpre-20thcenturypoetry

(Themes/poeticandlinguisticdevices;social,culturalandhistoricalcontexts;comparisonofcontemporaryandpre-20thcenturypoems;writtencomparativeresponsedoneingroups)

ONGOINGPHONICS,SPELLINGANDVOCABULARY

FrameworkCodes

LearningObjective

LearningActivities

7PSV1

Spellcorrectlymostwordsused

Teachersshouldusestrategieswhichwillhelpstudentsrememberwords.Forexample:

-Breakwordsupintosyllablesorlookforwordswithinwordse.g.secret-ary;rest-au-rant;bus-i-ness;fri-end;care-ful;ar-gum-ent;for-ty;a-cross

-Devisemnemonicstorememberspellingse.g.because–BigElephantsCanAlwaysUpsetSmallElephants;necessary–onecollar,twosleeves.

Toconsolidateandextendknowledge/understanding,studentscould:

-Keepaspellingjournalwhichcouldinclude:alistofhighfrequencywords;individualspellingtargets;waystoremembertrickyspellings–highlighting/emboldening/increasingsizeofparticularletterse.g.embarrassment;commonhomonymsand‘tricks’forrememberingthese;gridswithaproblematicspellingpatternsortedaccordingtotherule/pattern/exception;alistofwordswithsilentletters;listsofwordswithaparticularprefix;wordswiththesameletterstringse.g.igh/high/sigh/tight/sight;suffixesaddedtoarootworde.g.success/ful/ly

7PSV2

Increaseknowledgeofwordfamilies,roots,derivations,morphologyandregularspellingpatterns

Teachersshouldrevisitspellingrules/patternsasappropriatetostudents’needs:

Spellingofhighfrequencywords,includingcommonhomophonese.g.eight/ate;grate/great;rain/reign/rein;to/too/two;there/their/they’re;cell/sell;knot/not;know/no;sum/some;week/weak;peace/piece;right/write

Correctvowelchoices,includingvowelswithcommonalternativespellingse.g.ay,a-e;ee-ea;ight,ite;unstressedvowelse.g.definitely,prepare,Wednesday;theinfluenceofvowelsonotherletters,e.g.doublingconsonant(beg,begged)

Pluralisation,including‘es’endings,andwordsendinginy,fandvowels

Adding‘ing/ly/ed’towordsendingin‘y’

Similarendingssuchascian,sion,tion,ary,ery

Suffixessuchas‘ible,able,ful,fully,al,ic,ist,ive’.

Commonprefixessuchas:un,im,il,ir,a/an,auto,contra,inter,micro,mal,super,post,pre,super,sub

Commonrootssuchasbio,aud,derm,graph,therm,phono,scribe,sequ

Theuseoftheapostropheforomissionandpossession

Toconsolidateandextendknowledge/understanding,studentscould:

Identifyphonemese.g.d-i-a-r-y;collectandinvestigatewordsandcategorisepatterns/exceptions;categorisewordswiththesamespelling/rulesintodifferentpiles/columns;createwordladdersbyaddingonlyonelettereachtimee.g.cough-rough-bough;playcard/bingogamesonwordswiththesameletterstrings/patterns/rules;createword-webse.g.tele/phone/graph/vision;useadictionarytocollectwordswithparticularprefixes,suffixesetc;findparticularspellings/patterns/stringsinarangeoftextse.g.newspapers,leaflets,reports;writea100wordstoryusingasmanywordsaspossiblewithaparticularpattern/rule;playsuffixgames–rootword,howmanydifferentsuffixescanbeadded;playboardgames–e.g.Scrabble,Boggle,Snap;createaposterforaparticularspellingrule/pattern;useSpellchecker;takepartinspellingtests/competitions

ONGOINGPHONICS,SPELLINGANDVOCABULARY

FrameworkCodes

LearningObjective

LearningActivities

7PSV3

Useadictionaryandthesauruseffectivelytofurtherdevelopmeaning

Theteachershouldhavearangeofdictionariesintheclassroom,modelhowandwhentheyshouldbeused-andtheimportanceofthesecondandthirdlettersstressed.

Toconsolidateandextendknowledge/understanding,studentscould:

Locatemeaningsofparticularwordsintexts

Createindividual/groupdictionariesofwordsonsubject/topicareas

Discussandagreeaparticularworddefinition,thencomparetothedictionarydefinition

Participateindictionary/wordfindercontests

Findthehistoryofparticularwordsusinganetymologicaldictionary

Findthedifferentmeaningstowordssuchas:salt;pitch;fit;field

Investigatethequalitiesofdifferentdictionaries

Thereshouldbeasetofthesaurusesintheclassroomforstudentstouse.Theteachershouldmodeltheuseofthethesauruswhenwriting.

Toconsolidateandextendknowledge/understanding,studentscould:

Useathesaurustofindsynonymsforwell-usedwordssuchassaid,went,got,nice-andcreatepersonalsynonymbanks

Replacedull,clichéduseoflanguageinatext(thesewordscouldbeunderlined)withmoreappropriatewordsfromathesaurus

Useathesaurustoreplacekeywordsinatextandconsiderhowthisaffectsnuanceandmeaning.Useanonlinethesaurustoimprovepartner’swrittenwork

Useathesaurusaspartofthesuccesscriteriaforaparticulartask

ONGOINGPHONICS,SPELLINGANDVOCABULARY

FrameworkCodes

LearningObjective

LearningActivities

7PSV4

Learnarangeofvocabularyappropriatetotheirneeds,andusewordspreciselyinspeechandwritingtoclarify,andextendmeaning,andtointeresttheiraudience

Inordertofacilitatemoreprecisevocabulary,teacherscould‘ban’wordssuchaswent,nice,got,said,thing.Newvocabularycouldbeintroducedeachweek,andstudentsrewarded/praisedwhentheyusethesewordsintheirwritingorspeaking.

Toconsolidateandextendknowledge/understanding,studentscould:

Unscramblesynonymanagramsofaparticularworde.g.cold–yhiserv(shivery),ceiy(icey),andthenusetheseinasentence

Sequencearangeofsynonymse.g.hot,sweltering,boiling

Focusonparticularprefixesandsuffixeseachweek.Howmanywordscanbecreatedusingthese?

Makeapresentation,orengageindiscussiononaparticulartopic,usingkeytechnicalterms

Highlightwordstheyunderstandanddon’tunderstandintexts,discussinpairs,thenclarifywordsstillnotunderstoodwiththeteacher

Underlineemotivewordsusedinextractsfromspeeches,adverts,arguments–thenincorporatetheseintheirownwritingasappropriatetoaudienceandpurpose

Writeashortdescriptionofaplacethatisdirtyandrundownbutfirstusethethesaurustocollectsynonymse.g.dirt,filth,broken,decay,derelict.

Createvocabulary/topicbanks

Selectawordandtalkaboutitwithoutsayingwhatthewordis.Otherstudentshavetoguesswhatthewordisfromthedescription.Teachersmayneedtomodelthistechniquefirst.

Play‘Blockbusters.’Theteachercouldpicktwoteams,thenaskBlockbusterstylequestionsusingsubjectspecificvocabulary.‘Blockbusters’isagameinwhichparticipantsanswertriviaquestionstocompleteapathacrossordownagameboardofhexagons.Thegameboardis20interlockinghexagonsarrangedinfivecolumnsoffour.Eachhexagoncontainsaletterofthealphabet.Contestantschoosealetterandareaskedaquestionwhosecorrectanswerwillbeginwiththatletter.(

/wiki/Blockbusters_(UK_game_show)

.Forexample,‘What‘S’wordmeansawordpicture?’’

ONGOINGGRAMMARANDPUNCTUATION:WRITING

FrameworkCodes

LearningObjective

LearningActivities

7GPw1

Useawiderangeofpunctuationtomakemeaningclear,includinggenerallyaccurateuseofcommasincomplexsentencesandtopresentdialogue

Questionandexclamationmark

Ifnecessary,teacherscouldrevisittheuseofthequestionandexclamationmark.

Toconsolidateandextendknowledge/understanding,studentscould:

-Selectsomesentencesfromanewspaperarticleandaddexclamationmarks.Istheeffectpositiveornegative?

-Reducetheamountofquestionandexclamationmarks(thesequantified)inanextractwheretheyhavebeendeliberatelyoverused

-Highlightquestionandexclamationmarksindifferenttexts,andchoose2/3effectiveexamples

-Writeanaccountofwhattheyhavedonesofartoday;5(suitable)exclamationmarksadded.Whatdifferencedoesthismake?

-Writeashortspeechforaclassaudienceonatopictheyfeelstronglyabout.Use5rhetoricalquestions.

Commas

Teachersshouldensurethatstudentsknowhowtousecommasasfollows.Tomarkoff:

Thecontrastive‘but’e.g.‘Ilikebread,butnotbutter.’

Asubordinateclause,e.g.Ilikehim,althoughnotalways;Youcandothis,ifyouworkhard;Althoughit’shot,it’sraining.-Anounphraseinappositione.g.MrSmith,45yearsold,wasinjuredinanaccident

Directaddress,e.g.MrSmith,Ilikeyourhat;Ithink,Class9,youarenotwellbehaved

Tagwords,fillerse.g.Yes,youcancome!Oh,I’mnotsure.That’sit,ofcourse!

-Aparentheticclausee.g.Jane,whoisanicegirl,cametoseeme.

Anadverbiale.g.Yesterdayat6oclock,weallmadeourwayhome;Slowly,wemadeourwayhome

Anon-finiteclausee.g.Running,Islippedandfell;Exhausted,Islumpedtotheground

Toconsolidateandextendknowledge/understanding,studentscould:

-Highlighttheuseofcommasinarangeoftexts

-Moveasubordinateclause,andcomma,todifferentpositionsinasentence

-Fillinthemissingconnectivesandcommasfromatext

-Writea200wordaccountoftheirday,usingcommasinasmanydifferentwaysaspossible.Eachtypeusedcouldbeannotatedbythestudente.g.‘Usedacommahere,asitisatagword.’

Dialogue

Teacherscouldgivelearnersanextractofdialoguewithcommasmissing.Thiswouldenabletheteachertoascertainlevelsofknowledgeandunderstanding

Toconsolidateandextendknowledge/understanding,studentscould:

Highlighttheuseofcommasindialogueindifferenttexts,andworkoutwhencommasareused

Constructtheirownsectionofdialogue,butomitthecommas.Thisisthengiventoanotherstudenttocomplete.

Workinginpairs,writeoutacomicstripdialogueinwrittenform,usingcommas,newlines,appropriate‘said’wordsetc.Thiscouldthenbecomparedwiththeattemptsofanotherpair.Aretheythesame?

ONGOINGGRAMMARANDPUNCTUATION:WRITING

FrameworkCodes

LearningObjective

SuggestedTeachingandLearningActivities

7GPw2

Usecorrectgrammar,includingarticles,wordorderandtensesinarangeofgenresandtexttypes

Teachersshouldbealerttotheincorrectuseofgrammarinstudents’writing,pursuingmisconceptions,andmodellingcorrectusage.Posters,aidememoires,laminatedcardswithrulesandexamplesofcorrect/incorrectusewillallbehelpful.

Toconsolidateandextendknowledge/understanding,learnerscould:

Correctexamplesofincorrectuse

Highlightshiftsintenseinshortextract

Identifyverbauxiliariesinatexte.g.have/has/had;is/was/were;do/did;may/might/mustought/shall/should/will/would/could

Constructaverbchaine.g.Theystartthematch;Theyhavestartedthematch;Havetheystartedthematch?;Willtheystartthematch?;Thematchhasstartedetc

Writeaparagraphonwhattheydidattheweekendinthepasttense,thenagaininthepresenttense

Takesentencesfromatext,re-orderandgivetoapartnertowriteourcorrectly

Moveanadverbialroundtodifferentpositionsinasentencee.g.quickly;by5o’clock

Moveclausesaroundinasentencee.g.Whenthewindowflewopen...

Designaposter/aidememoireonthecorrectuseoftenses/articles,withexamples

ONGOINGGRAMMARANDPUNCTUATION:WRITING

FrameworkCodes

LearningObjective

LearningActivities

7GPw3

Clarifyrelationshipsbetweenideaswithanincreasinglyaccurateandgrowinguseofconnectives

Teachersshouldensurethatstudentsarefamiliarwiththefollowingcategoriesofconnectivesandhowtheycanbeusedwithinandbetweensentences,andtolinkparagraphs:

Sequence:Firstly,Secondly,Finally,Next

Time:Later,Thefollowingmorning,Yearslater,Afterawhile,WhenIfinished,Tobeginwith

Position:Besides,Nearby,Overthere,Ontheotherside

Logic:Therefore,So,Subsequently

Change:However,Although,Ontheotherhand,Yet

Toadd:Also,Another,Moreover

Example:Forexample,Forinstance

Comparing:Similarly,Likewise

Toconsolidateandextendknowledge/understanding,studentscould:

Investigatearangeoftextsonhowconnectivesarevariouslyused,thencategorisetheseinagridaccordingtotypee.g.sequence,time.Studentsmightwelldiscoverothercategoriesofconnectives!

Incorporatedifferentconnectivestoasentence,sothatitsmeaningchangeseverytime

Connectsomeverysimplesentencestogetherwithsuitableconnectives,andseethetransformation!e.g.Ayoungboywalkedtowardstheriver.Hewasbored.Hepickedupastone.Hethrewthestone.Amanwasontheothersideoftheriver.Thestonehitthemanonthehead.Hewasangry.Theboyranaway.

Insertthecorrectconnectivesmissingfromatextextract–clozeexercise

Changetheconnectivesonapieceofwritingwhichhasover-usedthenso/also.

Talkforaminuteretellingthestoryoftheirfavouritebook/filmwithoutusing‘a(chǎn)nd/then’

Takeacomicstripwiththedialogueremoved.One-linecommentarywrittenundereachbox,connectivestodrivenarrativealonge.g.Next;Later;Subsequently;Afterthis.Actoutinfreeze-frames,managedbyanarrator.

ONGOINGGRAMMARANDPUCTUATION:WRITING

FrameworkCodes

LearningObjective

LearningActivities

7GPw4

Provideclarityandemphasisinwriting,avarietyofsentencelengths,structuresandsubjects

Teachersshouldemphasisetheimportanceofvaryingsentencelength,structureandsubject.Studentsshouldknowthatsentencesubjectscanbevariedinthefollowingways:

Throughareferencechaine.g.Theoldman/He/MrSmith/Anelderlygentleman

Withanadverbiale.g.Quitesoon;Slowly

Withaconnectivee.g.However,Nextday

Withanon-finiteclausee.g.Tired,Ifellasleepquickly;Runningquickly,Icaughtthebus

Withaconnectivee.g.Ifyouwant,I’llcomeroundlater;Asyouarehere,youcanstay

Toconsolidateandextendknowledge/understanding,studentscould:

Investigateshortextractsfromarangeoftextsandrecordthefrequencyofvarietyinsentencelengthandsubject.

Keepadailytallyofhowmanyshortsentencestheyuse–andhighlight

7GPw5

Usearangeofincreasinglycomplexsentencestructurestocommunicatemeaningandtogivefluencytotheirwriting

Theguidelines/activitiesalreadysuggestedon,7GPW1and7GPW4applyto7GPW5.

Toconsolidateandextendknowledge/understanding,studentscould:

Seehowmanywaystheycanlinksimplesentences,usingdifferentconnectivese.g.Itwasraining.Johnwentforawalk.Hefellintheriver.

Addtoamainclause,e.g.Englandlostthematch,thefollowingclauses:1x‘a(chǎn)nd’,1x‘but’,2xsubordinatingconnectives.Remembercommas!

Joinup3/4simplesentencesbyaddingsubordinatingconnectivesonly–andcommas

Keepatallyofhowmanycomplexsentencestheyuse.Foronedayonly,allcomplexsentenceswritteninadifferentcolour

Aposter/aidememoiredevisedwhichexplainsacomplexsentence,listsconnectivesandconnectivephrases

ONGOINGREADING:FICTIONANDPOETRY

Framework

Codes

LearningObjective

LearningActivities

7Rf2

Useinferenceanddeductiontorecogniseimplicitandinferredmeanings

Inference/deductionisanimportantreadingskillforstudentstoacquire.Teachers’workonthiswillvaryaccordingtothetextbeingstudied.However,theimportanceofvisualisation,narrativehooks,connotation,knowledgeofnarrative/genrearetaught.Teachersshouldalsomodelhowtoreadback,aswellasforwardsinatexttofindlinksbetweeneventsandthemes.Givingstudentsapicture/photographto‘read’willoftenmakecleartheskillsofinference.

Toconsolidateandextendknowledge/understanding,studentscould:

-Underlineliteralinformationandthenpredictwhatisgoingtohappennext

-Highlightwords/phrasesinafictionextractwhicharetodowithbehaviour,thoughts,senses

-Inashortfictionextract,underlinewordswhichshowhowacharacterspeaks,moves,looks.Whatcluesdothesegiveaboutthecharacter?

-Usesomeofthefollowingapproachestohelpwithinference:thought-maps;guidedtours;Venndiagrams;tensiongraphs;hotseating

-Createa‘characterline’ofhowacharacterchangesthroughoutatext

-Createspiderdiagramsexploringtheconnotationofparticularwordse.g.white,green,peace.Comparethesewithapartner.Aretheythesame?

-Underlinewordsinapoemunderstood,andcomparewithapartner.

-Fromthetitleofapoem/storypredictwhatisgoingtohappennext.

-Readfirstchaptersfromdifferentgenresandpredictwhatisgoingtohappennext.

-Matchbeginningsandendsoftexts/poems

7Rf6

Giveaninformedpersonalresponsetoatextandprovidesometextualreferenceinsupport

Teachersshouldensurethatstudentsrecognisetheimportanceofusingappropriatetextualevidencetosupportreadingpoints.Theyshouldmodelhowtousequotationseffectively,andthedifferencebetweenexplicitandembeddedquotes,e.g.WecantellthatMaryfeelshappywhenshegoestoschoolbecauseitsays,‘QUOTE’;Mary’shappinesswhenshegoestoschool,QUOTE,isveryobvioustothereader.‘

Toconsolidateandextendknowledge/understandingstudentscould:

Workin3’s.Onetoputforwardapointaboutacharacter,theothertoexplainwhatthispointmeans,theothertofindevidence.Thiscouldbedoneondifferentcolouredslipsofpaper

Keepanongoingcharacterprofilebackedupbyquotations

Begivenapointaboutacharacter,theme,plotetc,andaskedtofindthequotationwhichprovesthis

Completeacharacterwheel–thatis,sixquotationswhichrevealdifferentaspectsofthecharacter

Matchupacardinonecolourwhichhasapointorpieceofinformationwithacardinanothercolourwhichhasthecorrespondingquotation

Chooseastatementaboutacharacterinabookfromalistofferedandthenfindaquotewhichbacksitup

Collect/highlightquotationsinatextextractwhichconveyathemee.g.trust,friendship

ONGOINGREADING:NON-FICTION

Framework

Codes

LearningObjective

LearningActivities

7Rn1

ExtractthemainpointsandrelevantinformationfromatextorICTsource,usingarangeofstrategiessuchasskimmingandscanning

Teachersneedtoensurethatstudentsknowthedifferencebetweenskimmingandscanningandwhenitisappropriatetouseeachofthesereadingstrategies.

Scanning:afastreadingtechniquetolookforspecificinformationinatext–suchasaphonenumber,TVschedules,timetables,lists,cataloguesorwebpagesforinformation-theconcentrationisonfindingaparticularanswer/pieceofinformation.Studentsshouldbeshownhowtomovetheeyequicklyacrossanddownthepage,usingapentohelp‘steer’it.Teachersshouldmodelthinkingaloudastheyscandownatextforinformation.

Skimming:usedtoquicklyidentifythemainideasofatext,carriedoutataspeedthreetofourtimesfasterthannormalreading.Again,teachersshouldmodeltheprocess.Apencanbeusedtohelp‘push’theeyeacross7/9wordsatatime,onlypausingonpunctuationmarks.Learnersneedtohaveaspecificpurpose/questionsforbothskimmingandscanning.

Toconsolidateandextendknowledge/understanding,studentscould:

Scanatextforspecificinformation/answerstoquestions,usinghighlighting

Scanatext,highlightingparticulartypesofwords–e.g.positive,negative

Takeaquestionsuchas‘Whydoesitrain?’,andskimthrough2/3textsusingonlytheindex,contents,chapterheadings,boxedinformation,bulletpoints,andmakeanimmediateassessmentofwhichbookwouldbemostuseful

7Rn2

Makerelevantnotestoselect,collateandsummariseideasfromtexts

Teachersshouldensurethatstudentsknowofsomeofthemorestraightforwardwaysofmakingnotesandsummarising.Thesecouldinclude:

Removingallnon-essentialwordsfromsentencesi.e.allthosewordsapartfromnounsandverbs

Deletingdeterminersthe/a/anfromtexts

Onlyremovingprepositionse.g.with,on,ifthewholephrasegoese.g.withnoshoeson

Reducingdownalongsentence,removingonewordatatime,askinglearnerstojudgewhen:itstillmakescompletesense;makessense,butsoundslikenotes;makessensebutthemeaninghaschanged;stopsmakingsense.

Toconsolidateandextendknowledge/understanding,studentscould:

Reducenewsstoriestoheadlines

Summarisepoints/ideasetcinanon-fictiontextinfivesentencesorbulletpoints;onesideofapostcard,usingheadings,sub-headingsandhighlightingtodrawattentiontoessentialpoints

Createamindmap/spiderdiagramofthemainpointsofachapter/textextract

Useanotegrid,with‘MainPoints’ononeside,‘Supportingdetail’ontheother

Makehandwrittennotesfromatext,thenafterwardshighlightonlythosewordsthatareessential

Underlinetopicsentences,keywords,thencopythesedownasnotes

ONGOINGWRITING:FICTIONANDPOETRY

Framework

Codes

LearningObjective

LearningActivities

7Wf1

Developdifferentwaysofgenerating,organisingandshapingideas,usingarangeofplanningformatsormethods

Teachersshouldensurethatlearnersarefamiliarwithnarrativeformandstructure–thatis,orientation,problem,complication,resolution-andthefunctionofcharacterandsetting.

Toconsolidateandextendknowledge/understandingstudentscould:

Createthought/ideamapsorspiderdiagramstoformulateinitialideas

Use‘questionplan’grids.Whoisinthestory?Wheredoesittakeplace?Whendoesithappen?Whathappens?Howdoesitend?

Createcharacterprofiles/grids,withdetailsofphysicalappearance,gestureetc

Fillina6stagenarrativeplan–openingwhichestablishescharactersandsetting;buildup–developmentofcharactersandtheirworld;problem–complications;aseriesofeventsascharacterstrytoovercome,sortouttheproblems;resolution–theysortitout;end–theyreflectonwhathashappened,lookforward.

Usestoryboards,storymaps

Paragraphboxeswithtopicsentences

7Wf2

UnderstandtheconventionsofstandardEnglishandhowtousethemconsistentlyinwriting

Thislearningobjectivecrossesoverwithsomefeaturesof7GPR1reformal/informalEnglish.TeachersmaywishtofocusoncommonerrorsofStandardEnglish,someofwhichareasfollows::

StandardEnglishformsoftheverb‘tobe’,i.e.presenttense,Iam,he/she/itis;weare/youare;pasttense,Iwas,he/she/itwas;wewere/youwere/theywere

Regularverbsinthepasttensee.g.,Iwriteit/Iwroteit/Ihavewrittenit.Otherverbsare:break,bite,choose,drive,eat,fall,forget,give,hide,shake,speak,take

Irregularverbspasttensee.g.Idrinkit/Idrankit/Ihavedrunkit.Otherverbsare:ring,sing,sink,spin,spring,stink,swim

Negatives–i.e.useofnever,anybody,nothingtomakenegativestatements.Onlyonenegativecanbeusedinasentence,so‘Idon’twantnoicecream’isincorrect.Theinformal‘a(chǎn)in’t‘isalsounacceptableinStandardEnglish.Sentencesforlearnerstoworkwithare:Ihaven’tseennoone;Ididn’tdonothing;Ineverknewnothingaboutit;Ineversawhimlookingsmart;Ididn'twantnotrouble;Ididn’thardlysurvive

Pronounse.g.Passmethemsweets;Hewastheonewhatsaidit;Hesaidgiveusitback;Theystolemeshoes;Meandfriendwenttoschool;Theywanteditfortheirselves;missingoffthe‘ly’onadverbse.g.Ialwayswritenice/Themanshoutsveryloud

Confusionovertheuseofwell/goode.g.Theboysplayedgood.

7Wf6

Usevocabularypreciselyandimaginativelytoclarifyandextendmeaningandcreatespecificeffects

Thislearningobjectivecrossesoverwithsomefeaturesof7PSV4.Teachersshouldencouragestudentstogatherprecisevocabularybeforestartingawrittentask.Forexample,useathesaurustogatherbanksofsuitablewords,orwithadescriptivetaskfocusedonahotdayonthebeach,wordscouldbecollectedfromthecategoriesofheat,beach,sand,sea,wavesetc.Synonymbanksforwell-usedwordssuchas’said/went/got/nice’etcwillalsosteerlearnersintomorepreciseusage.

Toconsolidateandextendknowledge/understanding,studentscould:

Changethevocabularywhenanangrycharacterwalksintoaroom,thenahappyone,thenashyoneetc.Thepreciseuseofadjectives,verbsandadverbswillbeimportant!

Collect/highlightexamplesofwriters’effectiveuseofvocabulary

Keepavocabularynotebookwithnewwordsaddedregularly.Thesecouldbecategorisede.g.heat,cold,happiness,sadness,fear,dirt,cleanlinessetc

Verbchainse.g.flutter-flicker-wave.Devis