Grade 11 Teacher Guide English
Grade 11 Teacher Guide English
Teachers’ Guide
Grade 11
Department of English
Maharagama
Sri Lanka
www.nie.lk
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Teachers’ Guide
Grade 11
ISBN-
Department of English
Maharagama
Printed by :
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Message from the Director General
The first phase of the new competency based curriculum, with an 8 year curriculum cycle was
introduced to secondary education in Sri Lanka in 2007 replacing the existing content based
education system with the primary objective of developing the national level competencies
recommended by the National Education Commission.
The second phase of the curriculum cycle to be introduced to grades 7 and 11 starts from 2016. For
this purpose, the National Institute of Education has introduced a rationalization process and
developed the syllabi for these grades making use of the research based outcomes and the
suggestions made by concerned stakeholders.
In the rationalization process, vertical integration has been used to systematically develop the
competency levels in all subjects from fundamentals to advanced levels using the bottom up
approach. Horizontal integration is used to minimize the overlapping in subject content and to
reduce content over loading in the subjects to produce a more student friendly and implementable
curriculum.
This new Teachers' Guide has been introduced to the teachers with the aim of providing them with
the required guidance in the areas of lesson planning, teaching, carrying out activities, measurement
and evaluation. These guidelines will help the teachers to be more productive and effective in the
classroom. The new Teachers’ Guides provide the teachers with the freedom to select quality
inputs and additional activities to develop the competencies of the students. These Teachers’ Guides
are not loaded with the subject content that is covered in the recommended textbooks. Therefore, it
is essential for the teacher to use the new Teachers’ Guides simultaneously with the relevant
textbooks prepared by Education Publications Department to make the Teachers' Guides more
effective.
The basic objectives of the rationalized syllabi, the new Teachers’ Guides and the newly developed
textbooks are to bring about a shift from the teacher centered education system to a student centered
system -a more activity based education system in order to develop the competencies and skills of
the student body so as to enable the system to produce the required human resources for the world of
work.
I would like to take this opportunity to thank the members of Academic Affairs Board, the Council
of the National Institute of Education and all resource persons who have contributed immensely to
develop these new Teachers' Guides.
Director General
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Message from Ven. Deputy Director General
Learning extends across a wide area. It makes life very complex and extremely simple. The human
being is capable of reaching great heights with his skill of learning. A country, a society where human
development is the central focus, uses learning as an instrument to do away with the unacceptable
identified through the intellect, to create a better world through good practices.
With education should arise things worthwhile for learning, methods to facilitate learning, and
facilities conducive for learning. That is how the curriculum, the syllabi, the Teachers' Guide, and
facilitators join the field of learning.
Modern Sri Lanka possesses an independent education system which is a blend of global trends and
hereditary traditions. This Teachers' Guide comes to you-a wealth of resources - as a result of the
eight yearly updating of the syllabus done on the revisions based on the requirements of the time.
It is necessary to maintain the consistency of the objectives of the subject at the national level. Yet,
the teaching techniques in the Teachers' Guide do not need to be followed to the letter. I categorically
state that the facilitators are free to modify or adapt the learning teaching strategies innovatively to
achieve the competencies and the competency levels of the syllabus. The Teachers' Guide prepared to
support and help the teachers' role in raising the percentage of the competency levels of the student to
a higher level can be made use of by student as well as parent. The teacher must be aware that the
Teachers' Guide is only a guide to the relevant prescribed texts and to make use of both resources-
The Teachers' Guide and the prescribed texts provided by the Education Publications Department.
Furthermore at the end of the lesson, the facilitators of the learning - teaching process along with the
students should come to an understanding of the level of achievement reached in relation to the
expectations of national level examiners evaluating the level of achievement in relation to the subject.
I sincerely trust that this Teachers' Guide would be a canoe or a raft to reach a progressive and viable
culture - built in unison with all stake holders.
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Syllabus Committee
Chandrika Peiris
Lecturer, Dept. of English
Hashini Abeysena
Assistant Lecturer, Dept. of English
Nayana Kumuduni
Teacher of English – Dharmapala V. Pannipitiya
Revised English Language syllabus for grade 11 which is to be implemented in 2016, has 72
competency levels to be achieved by the students of grade 11, but you will be happy to hear that,
this time we are not going to introduce new competency levels for grade 11 to be achieved by the
students of grade 11. Instead of that, the competency levels mentioned in the syllabi of grade 6,7,8,9
and 10 are included in the grade 11 new syllabus which is to be implemented from 2016 onwards.
During the allocated time for English Language, teacher must help the students to do practice
activities given in the grade 11 new Pupils’ Text book or the practice activities given in the new
Pupils’ Text books of grade 6 onwards or any other practice activities that will be helpful for the
students to achieve the Competency Levels and the learning outcomes mentioned in the syllabus, as
all the students of grade 11 should be brought at least to the essential level.
Grade 11 course materials consist of Pupils’ Text book, Pupils’ Work Book, Teachers’ Guide and
Audio and Video Listening and Speaking materials.
According to the new Term Plan, teachers do not have to select activities or competency levels
related to each term from the Pupils’ Text book, as the activities that are needed to do to achieve
each competency is given in an integrated, orderly manner. So by helping students to do the
activities given in the Pupils’ Text book and the Pupils’ Work Book according to the given order in
a creative manner will be helpful for the students to achieve the expected outcomes.
This Teachers’ Guide consists of detailed syllabus of grade 11, instructions for lesson planning,
instructions for assessment and evaluation, names of books for further reading for each competency
and notes that are useful to understand and make the teacher familiar on that particular competency
level.
Directors of English, In- Service Advisors, Principals and Teachers of English must encourage the
students to hold English Literary Associations, once a month at classroom level, with the activities
they have done in that particular month for their English lessons. For example: spelling games,
story telling, loud reading, dramatizing role plays, reciting poems, singing, grammar games etc.
Exposure to the language improves their confidence and speaking, listening and all other language
skills.
Teachers have an opportunity to be creative and to prepare their own lesson plans and use
methodology which is suitable, helpful and interesting to motivate students to learn and apply the
language in their day to day lives.
Project Leade
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Content Page
3. Syllabus Committee…………………………………………. v
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Introduction
Revised English Language syllabus for grade 11 is presented to the general education system of Sri Lanka based on the following
considerations.
1. Retaining of the 8 key competencies introduced to the secondary English language curriculum in the year 2007.
2. Presenting 72 specific competencies / competency levels identified as relevant and suitable for grades 6-11. The
distribution of these competencies is given in the grid below.
Competency No. of C. levels
1 1.1, 1.2, 1.3, 1.4
2 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7
3 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8
4 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8
5 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8
6 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11
7 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8
8 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12, 8.13, 8.14,
8.15, 8.16, 8.17, 8.18
3. Identification of learning outcomes expected at the end of the learning teaching process.
4. Presentation of basic guidelines and limits of the content for teachers and material developers.
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In designing the grade eleven syllabus no particular ELT approach was specially considered and therefore, teachers, teacher educators
and administrators are requested to be creative and independent to select the best possible methodology to achieve success in teaching
and learning. Further, the teachers and material developers are requested to pay special attention to achieve national goals and
competencies through teaching of English Language in Sri Lanka to ensure sustainable development within a peaceful and
harmonious country.
National Goals
(i) Nation building and the establishment of a Sri Lankan identity through the promotion of national cohesion, national
integrity, national unity, harmony, and peace, and recognizing cultural diversity in Sri Lanka’s plural society within a
concept of respect for human dignity.
(ii) Recognizing and conserving the best elements of the nation’s heritage while responding to the challenges of a changing
world.
(iii) Creating and supporting an environment imbued with the norms of social justice and a democratic way of life that
promotes respect for human rights, awareness of duties and obligations, and a deep and abiding concern for one
another.
(iv) Promoting the mental and physical well- being of individuals and a sustainable life style based on respect for human
values.
(v) Developing creativity, initiative, critical thinking, responsibility, accountability and other positive elements of a well-
integrated and balanced personality.
(vi) Human resource development by educating for productive work that enhances the quality of life of the individual and
the nation and contributes to the economic development of Sri Lanka.
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(vii) Preparing individuals to adapt to and manage change, and to develop capacity to cope with complex and unforeseen
situations in a rapidly changing world.
(viii) Fostering attitudes and skills that will contribute to securing an honorable place in the international community, based
on justice, equality and mutual respect.
Basic competencies
The following Basic Competencies developed through education will contribute to achieve the above National Goals:
Literacy: Listen attentively, speak clearly, read for meaning, write accurately and lucidly and communicate
ideas effectively.
Numeracy: Use numbers for things, space and time, count, calculate and measure systematically.
Graphics: Make sense of line and form, express and record details, instructions and ideas with line form and
colour.
IT proficiency: Computer literacy and the use of information and communication technologies (ICT) in learning, in
the work environment and in personal life.
- Generic skills such as creativity, divergent thinking, initiative, decision making, problem solving, critical and
analytical thinking, team work, inter – personal relations, discovering and exploring ;
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- Values such as integrity, tolerance and respect for human dignity;
- Emotional intelligence.
Social Environment - Awareness of the national heritage, sensitivity and skills linked to being members of a plural
society, concern for distributive justice, social relationships, personal conduct, general and
legal conventions, rights, responsibilities, duties and obligations.
Biological Environment - Awareness, sensitivity and skills linked to the living world, people and the ecosystem, the
trees, forests, seas, water, air and life – plant, animal and human life.
Physical Environment - Awareness, sensitivity and skills linked to space, energy, fuels, matter, materials and their
links with human living , food, clothing, shelter, health, comfort, respiration, sleep,
relaxation, rest, wastes and excretion.
Included here are skills in using tools and technologies for learning, working and living.
Employment related skills to maximize their potential and to enhance their capacity
- To contribute to economic development
- To discover their vocational interests and aptitudes
- To choose a job that suits their abilities, and
- To engage in a rewarding and sustainable livelihood
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(v) Competencies in relation to Religion and Ethics
Assimilating and internalizing values, so that individuals may function in a manner consistent with the ethical, moral
and religious modes of conduct in everyday living, selecting that which is most appropriate.
Emotions of Pleasure, Joy, and such human experiences as expressed through aesthetics, literature, play, sports and
athletics, leisure pursuits and other creative modes of living.
Empowering individuals to learn independently and to be sensitive and successful in responding to and managing
change through a transformative process, in a rapidly changing, complex and interdependent world.
Objectives
Creating opportunities for the Sri Lankan child to achieve the competencies in a link language
Creating facilities to learn a language, that can be used to build ethnic harmony
Enabling the students to learn an International language which could be made use of in their later life for employment purposes
Empowering the learner to communicate confidently, fluently and effectively in the English Language.
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English Language Syllabus Grade 11
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Competency Competency levels Subject content Learning outcomes No. of
periods
2.Uses 2.1 Uses capital and 15
Mechanics of simple letters Students should be given as much practical Students will be able to
Writing with appropriately opportunities as possible to check their ability to: write sentences using
Understanding proper mechanics of
2.2 Uses full stop Recognize various punctuation marks writing conforming to the
appropriately highlighted in the secondary syllabus, accepted standards in
Recall conventions of writing such as the writing
2.3 Uses question using of capital and simple letters in
mark sentences appropriately
appropriately Use mechanics of writing properly in
their writing
2.4 Uses apostrophes Locate errors in the use of mechanics of
appropriately writing
Correct the identified errors
2.5 Uses inverted
commas appropriately
2.7Uses Exclamation
mark appropriately
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Competency Competency levels Subject content Learning outcomes No. of
periods
3. Engages in 3.1 Responds to simple 25
active listening announcements Students should be exposed to a variety of language
and responds spoken in our day to day life and to respond to such Students will be able to
appropriately 3.2 Listens and follows situations with confidence. By the end of grade 11 respond to spoken
instructions they are expected to: English language they
listen to appropriately
3.3 Listens and Identify the intention of the speaker and accurately with
responds to different Respond accordingly confidence.
types of simple texts Locate specific information in a listening
text like dialogues; descriptions of people,
3.4 Listens and places, and things; lectures; narratives;
transfers information to debates; news reading; announcements etc.
other forms Transfer identified information in linear
texts to non linear forms
3.5 Identifies different Practice listening continuously in order to
intonation patterns and enhance their language ability
uses of word stress
3.7 Recognizes
discourse markers
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Competency Competency levels Subject content Learning outcomes No. of
periods
4. Building up 4.1 Uses masculine and 25
vocabulary feminine forms of Students should be given necessary support to Students will be able to
using words nouns appropriately expand their vocabulary gradually. The vocabulary expand their
appropriately is of two types; productive and receptive. In the vocabulary, both
and accurately 4.2 Uses terms language classroom they are expected to expand productive and
to convey referring to young ones their vocabulary and to gradually transfer the items receptive to use English
precise meaning of animals in the receptive vocabulary to the productive language appropriately
appropriately vocabulary through constant practice. and accurately in any
real life situation.
4.3 Finds synonyms At the end of grade 11 the students are expected to:
and antonyms for given
words Memorize the vocabulary items they have
learned
4.4 Uses affixes to Recall the vocabulary items they have
change the word class previously learned when they are presented
and the meaning of to them again orally or in writing
words Recognize the vocabulary items in context
when presented in either written or spoken
4.5 Forms the plurals of form
nouns Revise the vocabulary items they have
learned in the previous grades through
4.6 Identifies collective recurrent practice
nouns and compound Use the vocabulary items they have learned
nouns both in speaking and writing
Locate the errors when vocabulary items are
4.7 Uses nouns, verbs, used in the wrong manner
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adjectives and adverbs Choose the right word to make the precise
appropriately sense both in speaking and writing
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5.6 Extracts the general
idea of a text
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Competency Competency levels Subject content Learning outcomes No. of
periods
7. Uses English 7.1 Writes descriptions Students will be able to 25
creatively and of people, animals, This competency targets at improving the writing engage in a variety of
innovatively in places and things skill of the students as an essential skill tested at writing activities ranging
written the national examination and therefore, they are
from short descriptions to
communication 7.2 Describes pictures expected to:
compositions to suit the
7.3 Writes for personal Recall what they have already learnt in age
purposes order to improve their basic writing
practices Students will be able to
7.4 Writes instructions Repeat such basic practices continuously face the writing tasks of
Discuss the problems they have in the national level
7.5 Writes simple improving their writing examination with
compositions on Demonstrate the ability of engage in a confidence and
different types of topics variety of writing tasks appropriate to their understanding
grade and age
7.6 Writes poems and Examine the features associated with
stories different types of writing
Formulate an independent style of writing
7.7 Writes for official adequate to meet the demands of the
purposes national examination
7.8 Writes
compositions
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Competency Competency levels Subject content Learning outcomes No. of
periods
8.Communicates 8.1 Introduces self 25
clearly, fluently This competency area targets the major objective of Students should be able
and concisely 8.2 Uses simple learning a language. to evaluate their own
expressions strengths and
appropriately in At the end of the grade 11 students are expected to;
weaknesses in
greeting, thanking,
affirming, denying Identify basic requirements for effective effective
communication communication
8.3 Describes people, Apply what they have learned so far in
animals, and objects effective communication without hesitation Students will be able to
using simple sentence Formulate an independent style of effective demonstrate a better
patterns communication to suit the context and ability in
purpose communication using
8.4 Speaks on familiar English as a second
topics
language.
8.5 Describes things in
the immediate
surrounding using
adjectives
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position of things
accurately
8.14 Describes
continuing actions
8.17 Engages in
telephone
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conversations
8.18 Engages in
debates
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English Language Detailed Syllabus Grade 11
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Students will be able to
2. Uses 2.1 Uses capital and Help students to identify the words that use capital and simple
Mechanics of simple letters should be capitalized. Eg.First letter of a letters in a sentence
Writing with appropriately sentence, Pronoun ‘I’, Names of people and appropriately.
Understanding places
2.2 Uses full stop Students will be able to
appropriately Help students to understand the importance use full stop where
of ‘Full stop’. Eg. at the end of a sentence, necessary.
2.3 Uses question with abbreviations. Eg. Mr. Mrs. Dr.
mark Rs.10/- Students will be able to
appropriately use question mark where
Help students to understand the importance necessary.
2.4 Uses apostrophes of ‘Question mark’.
appropriately Students will be able to
Help students to identify the places where use apostrophe in a
2.5 Uses inverted the apostrophe is used. Eg. show sentence appropriately.
commas appropriately ownership,omission Eg. Saman’s book, I’m
Students will be able to
2.6 Uses commas with Help students identify the places where the use inverted comma in a
understanding inverted comma is used. Main uses:to mark sentence appropriately.
the beginning and end of direct speech (i.e.
2.7 Uses Exclamation
a speaker’s words written down exactly as Students will be able to
mark appropriately
they were spoken) use comma in a sentence
appropriately. (Not for
Single inverted commas are generally more testing)
common in British English while American English
tends to prefer double ones. Students will be able to
use Exclamation mark in
Refer : Oxford Dictionary a sentence appropriately.
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Help students identify the places where the (Not for testing)
comma is used.
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3. Engages in 3.1 Responds to Get the students to practice listen to various Students will be able to
active listening simple announcements types of simple announcements at school respond to simple
and responds level. announcements
3.2 Listens and Eg. ‘Today grade six students do not have
appropriately appropriately.
follows instructions sports practice after school.’
Students will be able to
3.3 Listens and
responds to different Help students to understand the term - Listen and draw
types of simple texts ‘Instructions’ through different types of - Listen and colour
activities. - Listen and trace troute
3.4 Listens and Listen and do/act -
transfers information to Get the students to practice listen to various Listen and find
other forms types of simple instructions and follow
them. Students will be able to
3.5 Identifies different listen to and find specific
intonation patterns and Eg. listen and draw information such as
uses of word stress Listen and colour
names of persons,
Listen and trace the route
3.6 Listens and reports Games like ‘Simon says’ animals, places, dates,
information days, months, years, etc.
Get the students to practice listen to various Students will be able to
3.7 Recognizes types of simple texts and to find specific
discourse markers follow instructions
information Eg. Names of persons, animals,
accurately to respond to
places, dates, days, months, years, etc.
3.8 Takes notes from various types of requests
oral presentations appropriately.
Text types - simple announcements at school level.
Announcements (Interruption of water supply by Students will be able to
Water Board, Interruption of electricity supply by
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Electricity Board, sermons, blood donation listen and transfers the
campaign, Auvrudu fair, musical shows, given information to
vaccination of dogs) simple instructions (vesak other forms.
lantern, kite, recipes - preparing a tomato and egg
salad, a cup of tea etc.), requests stories, Students will be able to
descriptions of people/ places/ animals, processes identify different
(making a kite, intonation patterns and
uses of word stress.
fruit salad etc.) and events, advertisements,
stories, songs, descriptions of pictures, Students will be able to
notices, notes, letters- formal/informal listen and report
minutes of English Literary Association information orally or in
written form.
Activities – listen and draw, listen and colour,
listen and trace, listen and do, listen and make Students will be able to
(origami) listen and act, listen and find, listen and recognize discourse
completing a picture, listen and fill, listen and find markers.
the correct order etc.matching, labeling a diagram,
multiple choice, filling the blanks/ filling a grid Students will be able to
(answers should be given to select), etc. guess the other part of
the sentence or the text
Help students to identify different
with the help of
intonation patterns and uses of word stress.
students will be able to
Eg. Ayana played netball yesterday.
recognize discourse
Ayana played netball yesterday? markers.
Ayana played netball yesterday?
Ayana played netball yesterday? Students will be able to
Ayana played netball yesterday? take notes from oral
presentations.
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Help students to recognize discourse
markers.
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Students will be able to
4. Building up 4.1 Uses masculine Help students to learn and use masculine use masculine and
vocabulary and feminine forms of and feminine forms of nouns appropriately feminine forms of
using words nouns appropriately Eg. boy – girl, brother bridegroom – bride, nouns appropriately
appropriately hero – heroine, lion – lioness,
4.2 Uses terms Students will be able to
referring to young ones Help the students to learn and use of nouns use terms referring to
of animals – baby animals appropriately. Eg.bear – cub
young ones of animals
appropriately appropriately
Help the students to change the word class
4.3 Finds synonyms and the meaning of words using affixes - -
Students will be able to
and antonyms for given un, -ful, -less, -dis, -ily, -ness , -fully, re-
find synonyms and
words -tion, -ment, –ly, - -ance, - ous, -some, - er, antonyms for given
-est words
4.4 Uses affixes to
change the word class Adjective Noun Verb Noun Students will be able to
and the meaning of use affixes to change
words bright - brightness judge – judgment
Verb Noun Noun Adjective the word class and the
meaning of words
4.5 Forms the plurals
of nouns introduce – introduction trouble – troublesome
Adjective Adverb Students will be able to
form the plurals of
4.6 Identifies
immediate - immediately nouns
collective nouns and
compound nouns
Adj. – Adj. (opposite) Students will be able to
happy – unhappy honest – dishonest identify collective
4.7 Uses nouns, verbs,
nouns and compound
adjectives and adverbs
verb – verb (opposite) Verb – Adj. nouns
appropriately
do – undo care – careless
Students will be able to
4.8 Uses collective
use nouns, verbs,
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nouns and compound Noun – Adj. Adj. – Noun adjectives and adverbs
nouns properly beauty – beautiful kind – kindness appropriately
girl – girls
ies, -ves/s
Eg. Baby – babies, leaf – leaves
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Help the students to form the plurals of
countable and uncountable nouns.
Eg.
Singular Plural
book books flower flowers
Singular Plural
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a packet of milk packets of …
huge – enormous
Kind - unkind
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verb – verb (opposite)
treat – ill-treat
Verb – Adj.
Noun – Adverb
Eg.
1. Close your eyes and imagine that you are in a
forest. (v)
2. The child has done that work imaginatively.
(Adv.)
3. He has got no imagination. (N)
4. It is an imaginative idea. (Adj.)
5.4 Reads and responds Help students to use both context and Students will be able to
to simple poems picture clues to determine the meaning of read and responds to
new words. simple poems
5.5 Reads and
understands simple folk Help students to find specific information Students will be able to
tales from a text. (names, dates, days, places etc.- read and understands
what, when, where, who, which Qs. simple folk tales
5.6 Extracts the
general Help students to transfer the given Students will be able to
idea of a text information into other forms. extract the general idea
of a text
5.7 Infers implied Help students to understand poetic
information language, techniques, structure and Students will be able to
messages given. infer implied
5.8 Recognizes the - visual imagery – colours/size information
organization of a text - auditory imagery – sounds that can be heard
metaphors- Eg. He is a lion/ My mother is Students will be able to
- a goddess recognize the
- similes-Eg. He is like a lion/ My mother is
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like a goddess organization of a text
- number of stanzas
- number of lines
- rhyming words
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Eg.
A: I play cricket
B: So do I. ( I too play cricket.)
A: I am happy.
B: So am I. (I am happy too.)
Etc.
Help students to infer implied information
(mentioned below) in different types of
texts.
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Students will be able to
6. Uses English 6.1 Constructs simple Constructing simple sentences using - ‘Be’ verbs- write sentences using
grammar for sentences Present tense- am, is, are ‘Be’ verbs – present
the purpose of Past tense – was, were tense - positive form
accurate and 6.2 Uses pronouns Future Tense -will be /shall be
effective appropriately Students will be able to
communication 1. Positive form; write sentences using
6.3 Uses modals 2. Question form – ‘Be’ verbs
meaningfully 3. Negative form – Question form.
4. Negative Question form
6.4 Uses determiners Students will be able to
properly ‘have’ as a full verb write sentences using
Present tense – has, have ‘Be’ verbs
Negative form.
6.5 Uses the contracted Help students to learn as shown in ‘Be’
forms verbs present tense. Students will be able to
write sentences using
6.6 Uses adjectives There is/are ‘Be’ verbs
properly Simple Present Tense Negative Question
form.
6.7 Uses prepositions Help students to express the everyday
appropriately actions using simple present tense. Students will be able to
6.8 Uses conjunctions write sentences using
Positive - I eat rice.
appropriately
Negative - I do not eat rice. Be’ verbs – past tense -
Positive Question - Do I eat rice? positive form.
6.9 Uses adverbs
appropriately Negative Question - Don’t I eat rice?
(I, We, You, They + Verb 1+ Students will be able to
6.10 Uses the write sentences using
She, He, It+ Verb 1+s/es /ies ‘Be’ verbs – past tense
conditional clauses
appropriately - Question form
(* Verb 1=eat ,verb 2= ate , verb3=eaten)
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Students will be able to
6.11 Uses reported Simple Past Tense write sentences using
speech accurately ‘Be’ verbs – past tense
Help students to express the past actions - Negative form
using simple past tense.
Students will be able to
Simple Future Tense write sentences using
‘Be’ verbs – past tense
Help students to express the future actions - Negative Question
using simple future tense. form
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a, an, some, this, that, these, those, my, Students will be able to
your, a pair of, one, two etc. write sentences using
Has / have as a full
verb
Eg.
A book, An ant, Some books, This is a book. Students will be able to
These are books, That is a book, Those are books. write sentences using -
One book, Two books, A pair of shoes There is/are
on, in, under, between, near, in front of, Students will be able to
write sentences using
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behind subject and object
pronouns correctly.
Help students to use ‘and’ as a conjunction
to join nouns, adjectives and sentences. Students will be able to
use “may” and “can” to
Help students to use adverbs to describe express possibility and
verbs. Adverbs that formed under C.L.4.4 get permission.
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Help students to use adjectives formed by
adding affixes (the adjectives that are
formed under com. Level 4.4) Students will be able to
construct sentences
Eg. untidy using Passive voice -
Past Tense
Disabled
Irregular Students will be able to
construct sentences
using Passive voice -
Tall taller tallest Future Tense
big bigger biggest Students will be able to
Beautiful more beautiful most beautiful use reflexive pronouns
Dangerous more dangerous most dangerous – myself, our selves,
yourselves, himself,
Help students to use superlative adjectives herself, itself,
in simple sentences.
themselves
Help students to use the prepositions Students will be able to
appropriately through, across about, with ,
use the modals ‘must
without by, along, on (radio)
and have to’
Help students to use the conjunction given appropriately
below to join simple sentences using - as,
since, so Students will be able to
use contracted form in
Help students to use adverbs to describe speaking and writing.
verbs. Adverbs that formed under C.L.4.4
Proudly, Differently etc. Students will be able to
use comparative
xlii
Help students to use frequency adverbs adjectives
Once, twice, always, usnally, never, rarely, appropriately to
often, sometimes compare nouns
xliv
The car has not been washed by him. Students will be able to
construct simple
Has he washed the car? sentences using Past
Has the car been washed by him?
Perfect tense.
( Passive Voice)
4. Past Perfect tense
(Affirmative, Negative, Interrogative) Students will be able to
E.g. construct simple
He had washed the car. sentences using Future
The car had been washed by him. Perfect tense.
He had not washed the car. ( Passive Voice)
The car had not been washed by him.
Students will be able to
Had he washed the car? use pronouns: each
Had the car been washed by him? other, one another in
sentences
5. Future Perfect tense
appropriately.
(Affirmative, Negative, Interrogative)
E.g. Students will be able to
He will have washed the car.
use the modals; need
The car will have been washed by him.
and ought to in
He will not have washed the car. sentences
The car will have not been washed by him. appropriately.
E.g.
xlvii
Help students to describe photographs,
7.6 Writes poems and village fair, super market, classroom, Students will be able to
stories cartoon pictures, playground, beach describe photographs
and the pictures of
7.7 Writes for official village fair, super
purposes Text types : Pictures and model descriptions market, classroom,
cartoon pictures,
7.8 Writes Activities: filling blanks, completing, guided playground, beach
compositions writing, parallel writing and free writing. using simple sentences.
xlix
etc. Students will be able to
write instructions to
Text types : Model essays(simple paragraphs)
suite the purpose.
Text types- notices, notes, letters formal/ informal, Students will be able to
instructions, messages, descriptions of places, write simple poems on
people, animals, things, events and process, places, people and
articles, minutes, advertisements, stories, songs, festivals.
lii
poems. Students will be able to
write for official
Text Topics - historical places (Sigiriya),
purposes.
botanical gardens, mountains, rivers, etc. Birds-
ostrich, eagle, jungle fowl, sparrow, parrot, etc Students will be able to
write compositions on
Stories - Mahadanamutta’s, Nasrudin’s,
sports, books, food,
etc.Madduma Bandara, Dr. C.W.W. Kannanngara,
music, etc.
Sir Henry Steel Olcott, Madam Mary Museus, etc.
liv
Help students to describe photographs and
pictures of historical and religious places,
statues of Lord Buddha, Goddess
Saraswathi, Jesus and other deities and
kings, national and religious festivals, world
famous places, cartoon pictures etc.
lv
Activities: Rearranging, sort out and write,
completing, numbering
lvi
Help students to ; introduces with name,
age, date of birth, hobbies, addresses,
father’s and mother’s name, student’s
school, grade, best friend, number of sisters
and brothers
Text types :
Model essays(simple paragraphs) Students will be able to
speak on ‘Myself’ with
lvii
the information name,
8. 8.1 Introduces self Help students to speak on sports, food , Sri age, date of birth,
Communicates Lanka and any other interesting topics hobbies, addresses,
clearly, fluently 8.2 Uses simple father’s and
and concisely expressions Help students to speak on the things in the mother’s name,
appropriately in classroom, school student’s school, grade,
greeting, thanking, best friend, number of
affirming, denying ( lab, library, playground) sisters and brothers
Parts of home (bed room, living room and
8.3 Describes people, other rooms), home garden. Students will be able to
animals, and objects use simple expressions
using simple sentence Help students to use “can”, “may” to show in greeting, thanking,
patterns ability and possession by using - my, your, affirming, denying in
Saman’s, mother’s etc. in day to day the situations of
8.4 Speaks on familiar activities. classroom, sports meet,
topics birth day party, alms
Help students ask to get personal giving, at the dining
information (name, age, date of birth, table
address, hobbies, father’s and mother’s
name, number of sisters and brothers, Students will be able to
school, grade, etc.) from others. speak about myself, my
mother, my father, my
Help students to use prepositions - on, in, friend, my teacher, my
under, between, near, in front of, behind sister, my favourite
person, cat, dog,
Help students to describe photographs, elephant, parrot,
village fair, super market, classroom, butterfly, my pet etc.,
cartoon pictures, playground, beach fruits, flowers, trees,
objects in the classroom
Help students to describe one’s daily /home, my school, my
routine /actions. classroom, my home,
my village/ town using
lviii
Help students to describe the things done simple sentences.
yesterday, last week end etc.
Students will be able to
Help students to use question words (what, speak on sports, food
when, where, how, why, who, which) to and Sri Lanka
get information.
Students will be able to
Help students to use language in following speak on the things in
contexts -at the sports meet , in the class the classroom, school
room, at school, at the village fair, in the ( lab, library,
playground)
kitchen, at the dining table, at supermarket,
Parts of home (bed
at a birthday party, at an alms giving, in the room, living room and
garden, at the New year festival other rooms), home
garden.
Grade 7
Students will be able to
Help students to speak about : Sri Lanka,
use can and may in
Adam’s Peak, Harbour- Trincomalee, ants, speaking.
butterflies – life cycle, sunflower, lotus, Students will be able to
snake gourd, green leaves, drumsticks, use possessive forms –
manioc, cashew nuts, olive, toys, my, your, mother’s etc.
Kumaratunga Munidasa, Ananda
Samarakoon, Ananda Coomaraswamy, Students will be able to
ask to get personal
Siddi Lebbe, a young inventor in Sri Lanka,
information (name,
Sleeping Beauty, Heensaraya, Naribana etc. age, date of birth,
address, hobbies,
Text types : Model essays (simple paragraphs)
father’s and mother’s
Help students to speak about: national name, number of sisters
and brothers, school,
festivals in Sri Lanka, religious festivals in
grade, etc.) from others
lix
Sri Lanka, historical places in Sri Lanka
Students will be able to
Help students to use can, would, must and use prepositions - on,
should appropriately in different situations in, under, between,
near, in front of, behind
Eg. to describe the position.
Can I help you?
Would you like a cup of tea? Students will be able to
I must come to school tomorrow. describe photographs
We should keep the class
and the pictures of
village fair, super
market, classroom,
Help students to use the prepositions: cartoon pictures,
At - at the bus stop, at the door playground, beach
at the new auditorium, using simple sentences.
near, into, up, down, over, next to, below, above - Students will be able to
appropriately in different situations. describe one’s daily
Help students to describe photographs and pictures routine /actions.
of vegetable stalls, fruit stalls, toy stalls, flower
Students will be able to
stalls, cartoon pictures and pictures with insects describe the things
done yesterday, last
Help students to use language in following week end etc.
contexts – talking about food and meals,
ordering food, buying stationery Students will be able to
use question words
Text types: simple dialogues with simple language, (what, when, where,
simple descriptions (oral ) how, why, who, which)
to get information.
Help students to use present, past and future
continuous forms to describe continuing Students will be able to
lx
actions. use the language
appropriately in the
Help students to use Perfect tense given situation
appropriately in expressing personal
experience, immediately completed actions, Students will be able to
possessions and visible changes. speak about people,
Eg. places and things using
language appropriate to
I have eaten dragon fruit. their age and level.
I have been to Jaffna.
I have been to Colombo. Students will be able to
I have just finished my lunch. speak on familiar
He has just gone out. topics using language
The classroom has become dirty. appropriate to their
I have got two brothers. level and age.
You have put on weight.
Students will be able to
Grade 8
use can, would, must
Help students to speak about the topics and should appropriately
given under C.L. 7.1 in different situations.
Help students to use the prepositions: in, on, Students will be able to
under, near, above, below, over, behind, in use language in
front of, next to etc. familiar contexts
appropriately in different situations.
Students will be able to
Help students to describe photographs and
use present, past and
pictures of busy streets, botanical gardens,
future continuous
birds, clothes, pictures at the post office,
forms to describe
school, bank, etc.
continuing actions.
Help students to use language in following
Students will be able to
contexts – at the school, (classroom, library,
use Perfect tense
canteen, lab, playground – language
expressions that the students need to use) at appropriately in
a post office at bank, at an exhibition etc. expressing personal
experience,
Text types : simple dialogues with simple immediately completed
language, simple descriptions (oral ) actions, possessions
and visible changes.
Activity : acting out, role playing
Students will be able to
speak about people,
places things birds
using language
lxii
Grade 10 appropriate to their age
and level.
Help students to describe objects, animals
and people Students will be able to
(their physical features, qualities etc.) speak on familiar
topics using language
Help students to speak on familiar topics.
E.g. sports, books, food, music, etc appropriate to their
level and age.
Text types : Role plays
Students will be able to
Help students to describe photographs and use must, have to and
pictures of historical and religious places, should appropriately in
statues of Lord Buddha, Goddess Lakshmi, different situations
Jesus and other deities and kings, national
and religious festivals, world famous Students will be able to
places, cartoon pictures etc. describe the position of
something accurately
Text Types : Pictures and model descriptions
using the correct
Activities: filling blanks, completing, guided preposition.
writing, parallel writing and free writing.
Students will be able to
Help students to describe past events and orally describe (various
actions types of photographs
and pictures familiar to
Text types : Role play their lives and
appealing to their
Help students to ask to get information
using what, where, why, when, which, how interests0.
many, how much, how often etc.
Students will be able to
use language in
lxiii
Text types : Role plays familiar contexts
lxiv
Students will be able to
get information using
what, where, why,
when, which, how
many, how much, how
often etc
lxv
lxvi
Competency 1
Competency level :
Learning outcome :
Students will be able to properly articulate commonly used English words they
have come across so far.
Competency level :
Competency level :
Students will be able to recognize words when they appear in a sentence and read
them out properly without difficulty
No. of periods: 12
1
Instructions for Lesson planning
The first competency identified for the secondary English Language curriculum is aimed at
helping the students to be familiar with one of the most important aspects of the language;
pronunciation. When the students reach grade 11 it is expected that they have mastered all the
competency levels mentioned above. Main purpose of including all the competency levels
prescribed in the secondary curriculum (up to grade 11) is for the teachers to be sure of the level
of achievement before the students finish grade 11 and take the first national examination that
comes after 9 years of English language education. Since there are attempts to include speaking
component in the national examination system it is essential that students are able to articulate
English words, phrases and sentences properly. Even if speaking skill is not tested a child who
finishes 11 years of general education must have developed essential English language skills that
might help them to secure their place in the competitive global labour market.
In grade 11 when lessons are planned, it is more effective to incorporate this competency with
the other competencies mainly focus on speaking listening and reading rather than planning
separate lessons focusing on this competency alone. In other words, planning separate lessons for
this competency at this level may kill the interest of both teachers and learners and therefore, you
are requested to pay your attention to the following lesson plan suggestions.
In your reading lessons make sure that you allocate some time for students to read
the texts aloud. If this is practiced continuously during the reading lessons
students’ problems related to word recognition and pronunciation can be
identified together in practical contexts.
Plan your speaking lessons regularly so that students get ample opportunities for
pronunciation practice in more authentic contexts.
As mentioned in the above section if lessons are planned carefully paying attention to improving
their pronunciation in line with the competency levels identified here assessment and evaluation
process will be an integral part of the learning teaching process. In assessing your students,
please pay your attention to the learning outcomes identified here. They are the guiding stars for
2
the assessment process. Paying attention to the action verbs given in the learning outcomes
identified for each competency level will help you design your assessment tasks and to align
them with learning teaching process. It is better if teachers can start the assessment procedures
for this grade after a careful assessment of each and every student’s essential learning levels or
their entry levels to the new grade. These are the essential learning levels they should have
achieved at the end of the previous grade. This entry level assessment helps teacher to determine
the level of teaching he/she has to start in the new grade. This kind of assessment that happens at
the very beginning of the grade 11 will give teachers a clear picture of the differences that exist
in the class among students and to plan a very successful year ahead catering for the needs of
each and every child in the classroom.
The following tips highlighted for all the grades can be helpful for the teacher in this grade too.
In grade 11 also teachers are sincerely requested to maintain student progress records, and
conduct remedial sessions to help students, who find difficulties in achieving these competency
levels, as positive outcomes of their assessment and evaluation process. Progress profiles can be
handed over to the students at the end of this grade so that they will have a sound description of
their language ability, which in turn will help them plan their future language learning activities.
Assessment and evaluation process, if planned well, will invariably help teachers witness better
results and student performance every year.
3
Suggestions for further reading
4
Competency 2.
Competency levels :
Learning outcome :
No. of periods: 15
In the secondary English language curriculum there are seven items highlighted under mechanics
of writing, which students are expected to master when they finish grade 11. They are;
A close look at these seven items shows that they are the most essential items that help them
their writing skill to a level that is appropriate to their age, grade and level of language use. In
5
planning your lessons it is very important to create situations where they get enough
opportunities to use these items meaningfully and at the same time there should be opportunities
for them to discuss these items in the classroom. Mini projects and interesting competitions
targeting the use of mechanics of writing can be motivating activities that can be incorporated in
your teaching plans. Further, it is better to include error recognition ad correction activities
focusing on mechanics of writing so that students will be able to be familiar with them with a
deep sense of understanding. For visual learners, please display examples of using these items
regularly in the classroom.
Please provide your students with more opportunities to identity the correct use of the
prescribed items up to grade 11 in the written sentences they encounter in day to day life.
Make mechanics writing an important item in your assessment check list of essential
Please check whether they have mastered what is prescribed for each grade before you
Use a variety of teaching learning techniques to help them master these items.
Use visual aids as much as possible so that the students will conceptualize better the
items prescribed.
Activity based approaches like using the 5 E model will help you here.
Encourage students maintain a check list for mechanics of writing whenever they are
engaged in writing activities. In the long run the use of mechanics of writing will be a
Assessment of your students’ ability to use mechanics of writing prescribed for the secondary
English language curriculum is a very vital task in this grade. It is a well known fact that
6
mechanics of writing is one of the areas where they can score marks for major writing tasks at
the national examination. As a result it is strongly suggested that a well planned assessment
process happens during this year so that the students will be confident in this area at the end of
the year. In planning your assessment tasks please pay your attention to the learning outcomes
identified for each of the competency levels identified here. Further, it is important to pay our
attention to what they actually are expected to do in this area during the period of one year they
spend in grade 11. The syllabus recommends that they should do the following;
Recall conventions of writing such as the using of capital and simple letters in sentences
appropriately
The action verbs highlighted above represent different cognitive levels. They are arranged in a
logical way that it shows us the order in which students process the concept of ‘mechanics of
writing’ in their mind starting with a lower order abilities like recognizing and recalling and
ending up with higher order abilities such as locating errors and correcting them (when they are
used incorrectly in a sentence) which happens after meaningful use of them in proper contexts. If
your assessment plan can capture these abilities of the children methodically you will surely
succeed in helping your students master this competency.
7
Competency 3.
Competency level :
Learning outcomes :
No. of periods: 25
Listening, though automatically neglected in most of the cases, is the most important skill that
should be mastered in learning a language. Listening makes a learner aware of the sounds, words
and how words are put together to communicate using the target language. Therefore, it is very
important to provide students with more opportunities to listen to English Language.
The process of listening starts with “hearing the sounds” (Urr, 1984) and therefore, it is very
important to understand the close relationship between the competency number 1 and
competency number 3 in the syllabus. Particularly, the first learning outcome given under
competency level 1.1(though it is linked to pronunciation) can be related to the identification of
sounds through listening.
8
In planning your listening lessons please make sure that you use authentic materials as much as
possible so that the students will be exposed to real life language samples. A common mistake
many of the teachers of English make is using reading texts as listening texts. In this process a
reading text is selected and it is converted to a listening activity deleting a number of words.
When the reading text is read out loudly or when a recorded version of the text is played students
are expected to fill in the blanks. Major weakness in such an activity is that nobody is going to
listen to such texts in real life and therefore, the students do not find it interesting or important.
To avoid this, what we can do is to first, list out the various situations where people listen to the
target language (context) and to identify why people listen to English on such situations
(purpose). Some of the situations where we listen to language in real life are given below with
the purpose.
Context Purpose
Listening to others when engaged in a To get various information; to understand
dialogue or a conversation others’ opinions, point of view etc.
Listening to descriptions/directions To understand how to get to a particular place,
to understand the shape or nature of something,
to understand how something or a person looks
like.
Listening to others when calling over the To get information, to give information, to
telephone discuss events, people, places.
Listening to the radio To get information regarding weather, current
affairs, and for entertainment.
Listening to announcements To get information regarding dates, time,
procedures etc.
9
Though the list is not exhaustive, it is easy to understand the nature of listening that should
happen in the language classroom. In grade 11 students are expected to listen to authentic texts
like simple instructions, announcements, dialogues, lectures and stories etc and respond to them
appropriately. One of the main purposes of including listening in the secondary curriculum is to
help them acquire English better. Apart from that students are expected to practice listening to
face the proposed listening test that will be introduced to the system soon. In this process
teachers should not limit their scope only to the Sri Lankan variety of English. Teachers are
expected to make arrangements for students to listen to other varieties as well, especially to the
native speakers.
Since Listening is a proposed area to be tested at the national examination in the near future,
teachers are expected to plan their assessment procedures accordingly, so that the students will
have a better idea about the test. It is, therefore, advisable to include a listening test at the term
end examination, so that it becomes a part of the school evaluation culture. However, it is always
good to remember that we listen to authentic spoken language in the real society and therefore in
test situations too we have to make the texts as natural as possible.
10
Competency 4.
Competency level :
Learning outcome :
Students will be able to expand their vocabulary, both productive and receptive to
use English language appropriately and accurately in any real life situation.
No. of periods : 25
Vocabulary section of the grade eleven syllabus is arranged based on two basic considerations.
a. Providing opportunities for students to practice and consolidate the vocabulary items
introduced in the primary grade.
b. Supporting the students improve their Cognitive Academic Language Proficiency
(CALP) in relation to vocabulary so as to enhance bilingual education.
11
Teachers can make use of the reading input coming in the students’ text book published by the
Department of Educational publications in order to help students to achieve the competency
levels given in this section.
When planning lessons in grade 11 it is very important to pay attention to what the students are
expected to do at the end of the grade when it comes to vocabulary. According to the syllabus
what the students are expected to do ranges from memorizing and recalling the vocabulary items
they have encountered throughout the process and to be able to locate vocabulary related errors
and the correct them. This hierarchical order represents how the cognitive development happens
in relation to vocabulary development in acquiring a second language.
Help students expand their vocabulary (both productive and receptive) gradually through
exposure to a variety of vocabulary items.
Let them feel the joy of expanding their vocabulary through vocabulary games,
dictionary games, competitions etc.
Implement innovative ideas like preparation of picture dictionaries, projects and so on.
Make sure both Basic Interpersonal Communication and Cognitive Academic Language
Processing are developed at the right pace.
When assessing the vocabulary development of grade eleven students, it is very important to
consider what they have brought from previous grades. While providing opportunities for them
to revise and retain the vocabulary they have already acquired their vocabulary development
process in grade 11 should be evaluated methodically.
12
Competency 5
Competency level :
Learning outcome :
No. of periods: 25
This competency and the competency levels prescribed for the secondary level specifically make
the students ready for reading of English Language. Reading is one of the most vital language
skills that help developing of higher cognitive abilities of children. Reading is one of the crucial
areas when it comes to higher education and students should be given training in reading English
so that they will face future challenges of the knowledge based society with confident.
Learning teaching process that comes under this section is carefully structured in order to take
the students through a smooth process from simple reading of visual clues to finding out specific
information up to recognizing the organization of a text. Further, the students should be exposed
to a variety of texts different in many ways: word density, subject matter, cognitive level etc. in
this section. It is expected that the teachers and material developers will pay careful attention to
the above aspects when they select reading texts in grade 11.
13
Tips for the teachers
Encourage students to engage in carefully designed group and pair activities as well as
individual assignments to achieve learning outcomes mentioned in the syllabus.
Individual difference among students should be handled with utmost care in order to keep
the motivation level up during lessons.
Make full use of the reading inputs given in the pupils’ text book in order to achieve the
objectives of the grade seven syllabus. They make the teachers’ work easier.
Maintain records on your students’ progress in reading methodically so that your lesson
planning will be in line with students’ progress.
Three questions given by Daly (2003) can be helpful for you to understand well the
concept of lesson planning in the second language classroom.
Assessing reading ability of second language learners is a very dynamic process. Since reading
happens silently within individuals it is vital to think of strong and realistic measures of
assessing reading. At early stages of learning it is better if students can be individually assessed
for loud reading occasionally for different aspects of reading like word recognition,
comprehension and accuracy. Such practices may help teachers diagnose reading difficulties of
students during formative years and teachers are advised to design their formative evaluation
accordingly. Keeping records of the students’ progress of reading identified as a result of
formative evaluation may help teachers plan remedial measures as well as summative evaluation.
14
Competency 6
Uses English grammar for the purpose of accurate and effective communication
Competency level :
Competency level :
Competency level :
Students will be able to express ideas precisely using modals appropriately and
accurately
Competency level :
Competency level :
15
Learning outcome :
Students will be able to use the contracted forms accurately in proper contexts
Students will be able to comprehend the contracted forms when used in context
both orally and in writing
Competency level :
Students will be able to identify the deference between adjectives and determiners
Students will be able to use adjectives accurately and appropriately using both
attributive and predicative functions
Competency level :
Students will be able to use prepositions to bring out precise meaning conforming
to the conventions of using prepositions
Competency level :
Students will be able to write and speak compound and complex sentences to
express precise meaning
Competency level :
16
Competency level :
Competency level :
Learning outcome :
No. of periods: 25
Grammar in the second language classroom is a very sensitive topic. While some practitioners
argue for teaching grammar in the English Language classroom, there are others, who strongly
speak against the idea of teaching grammar. Harmers’ (1987) explanation on “acquisition and
learning” provides a base for understanding the concept of grammar.
“ All children seem to acquire language without being taught it. They gradually pick it up
until they can use their native language efficiently. People who go and live in another
country and pick up the language without actually going to language classes, presumably
acquire their ability to use the language in the same way, to some extent. May be, then,
we don’t need to teach language at all. Provided that we expose students to a lot of
language which they can understand the general meaning of (even though the language
level is higher their own) acquisition will successfully take place”
This statement, at the first glance, shows how simple language teaching is. However, there is one
condition given in this statement that shows the gravity of the problem. That is, “provided that
we expose students to a lot of language”. The question this condition brings up is whether in a
second language learning and teaching situation we can provide our learners with ‘a lot of
17
language’ as it happens in an environment where the particular language is spoken as the native
tongue.
In this context it is advisable to teach a little amount of language (grammar) both in ‘Covert and
Overt’ forms as suggested by Harmer (1987). The very terms used in the competency statement
‘accurate and effective communication’ signals the objectives of including grammar in the
secondary curriculum. However, this does not mean at any cost the teachers should focus entirely
on teaching grammar, forgetting the other aspects of language teaching. It is strongly suggested
that students should be provided more opportunities to use the language through communicative
activities while shaping their language with necessary support with essential grammar for precise
communication.
Language items focused in grade eleven syllabus are not new to the students as they have
already been exposed to them in the rest of the secondary classes. Hence the language
items given can be included in your lessons using both covert and overt grammar
teaching methods (Harmer, 1987) when and when necessary.
Please consider that the main objective of including these grammatical items in the
syllabus is to give time for students to practice basic sentence structures essential for
them to communicate using English
Teachers are expected to help students use the sentence structures and other grammatical
elements here to engage in successful communication.
Rather than presenting isolated sentences as examples always use the grammatical
elements highlighted in the syllabus in familiar contexts as much as possible so that the
students will easily get these items consolidated.
You can use a range of innovative activities like role play, simulations, drama etc. to
contextualize the language items highlighted here and such activities will help students
make learning of grammar an enjoyable task.
18
Please make your learners aware of the function of pre modification of nouns that
happens with adjectives and determiners (articles, possessive pronouns, demonstratives,
quantifiers and interrogatives)
.
It is recommended that a strong School Based Assessment system which does not make students
feel they are evaluated is developed at school level in order to assess the student’s ability to use
English accurately. Make sure that fluency does not suffer the cost of accuracy in the end.
If a strong SBA system is developed in order to capture the actual progress of students in
acquiring grammar, there is no need for specific efforts to think of summative evaluation. Their
ability to use grammar will be displayed in all what they do using English and will be assessed
indirectly.
19
Competency 7.
Competency levels :
No. of periods : 25
Learning outcomes :
Written communication, particularly being able to write creatively and innovatively using a
second or a foreign language is a competency that a learner masters over time through constant
practice. Therefore, it is of paramount importance to help students improve their writing ability
at a very early stage. Then they will have ample time to develop an independent style of writing,
which they might need for higher students and professional pursuits in the future.
20
Competency levels identified in the grade 11 syllabus under competency number 7 lay
foundation for step by step development of their writing skill in the year to come. Competency
levels identified for the grade 11, focus on expressing the students’ thoughts about their
immediate concrete environment, to a wide range of contexts going beyond the family and the
classroom. This corresponds to the B2 level of the common European Framework of reference
(CEFR) of Language Learning, Teaching and Assessment. Though this is the basic (essential)
level identified for the grade eleven considering the average student performance expected in
grade eleven there is enough scope in the syllabus to cater for the needs of the heterogeneity as
well.
Have a better understanding of the entry level of your students in relation to their writing
skill. This may vary depending on various factors like exposure to language; limited
opportunities students have in their immediate environment etc.
Select activities and text types to be used with your students considering the findings of
your simple survey on the entry level of students as mentioned above.
Teachers have to be patient enough to give students enough time to understand the
complicated, cognitively demanding features of the writing process.
Make writing an opportunity for them to feel proud of their work. High self esteem can
take them a long way.
Never burden your students with writing activities. That might hinder their enthusiasm to
learn the language.
Start with guided activities that would provide them with satisfaction
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Assessment and evaluation
Since writing, is one of the major components tested at the national examinations it is very much
suitable to maintain a good balance between School Based Assessment (formative) and
summative assessment procedures.
Keeping student portfolios can be a very effective way of identifying their progress as well as
their problems in developing writing. Such innovative methods can be used in order to make
your formative evolution system a very successful and effective one.
Always keep records of the progress of your students so that you can make the next teacher
aware of the abilities of your students.
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Competency 8
Competency level :
Learning outcome :
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No. of periods: 25
Communication; clear, precise, and fluent communication is the ultimate objective of learning
any language. So, the competency number 8 in the secondary English language curriculum can
be considered as the most important competency which a learner may achieve over time. This
competency focuses more on oral communication skills and therefore, highlights language
functions most of the time.
Activities planned under this particular competency are expected to give more opportunities to
put what they have learned into practice. Therefore, this section of the syllabus can be more
enjoyable and motivating for the learner as well as for the teacher. In this context it is very much
important to plan the learning and teaching process keeping in mind the basic objective of
learning a language; communication or rather using the language as a tool to get things done.
Plan your lessons adding variety to the classroom so that the motivation level will be very
high.
Give students as many opportunities as possible to engage in oral communication.
Plan activities where they can interact with people who speak English other than the class
teacher.
Eg. Field visits to government and corporate establishments in the area, inviting
outstanding personalities in the area for interactive sessions, Debate competitions,
conducting and English Day, Media club, English speaking club.
Such innovative practices will help students improve their ability to communicate using English.
Since this is a very important area in the curriculum, special attention should be given to
assessment of oral Skills. In assessing oral skills it had better to follow a descriptive scale (a tool)
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in order to make the assessment as pragmatic as possible since there is a lot of subjectivity
involved in assessing oral skills.
The nine point band scale give by Carroll (1980) can be used as a guide line to establish
uniformity in assessing oral skills across the board.
Band
9 Expert user. Communicates with authority, accuracy, and style. Completely at home in
idiomatic and specialist English
8 Very good user. Presentation of subject clear and logical with fair style and
appreciation of attitudinal markers. Often approaching bilingual competence.
7 Good user. Would cope in most situations in English
6 Competent user. Although coping well with most situations he is likely to meet, is
somewhat deficient in fluency and accuracy and will have occasional misunderstandings
or significant errors.
5 Modest user. Although he manages in general to communicate, often uses inaccurate or
inappropriate language.
4 Marginal user. Lacking in style, fluency and accuracy, is not easy to communicate
with, accent and usage cause misunderstandings. Generally can get by without serious
breakdowns.
3 Extremely limited user. Does not have a working knowledge of the language for day to
day purposes, but better than an absolute beginner. Neither productive nor receptive
skills allow continuous communication.
2 Intermittent user. Performance will be below the level of a working day to day
knowledge of the language. Communication occurs only sporadically.
1/0 Non – user. May not even recognize with certainty which language is being used.
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Interview assessment scale
Band
9 Expert speaker. Speaks with authority on a variety of topics. Can initiate, expand and
develop- a theme.
8 Very good non-native speaker. Maintains effectively his own part of a discussion.
Initiates, maintains and elaborates as necessary. Reveals humour where needed and
respond to attitudinal tones.
7 Good speaker. Presents case clearly and logically and can develop the dialogue
coherently and constructively. Rather less flexible and fluent than Band 8 performer but
can respond to main changes of tone or topic. Some hesitation and repetition due to a
measure of language restriction but interacts effectively.
6 Competent speaker. Is able to maintain theme of dialogue, to follow topic switchers
and to use and appreciate main attitude markers. Stumbles and hesitates at times but is
reasonably fluent otherwise. Some errors and inappropriate language, but these will not
impede exchange of views. Shows some independence with ability to initiate.
5 Modest speaker. Although gist of dialogue is relevant and can be basically understood,
there are noticeable deficiencies in mastery of language patterns and style. Needs to ask
for repetition or clarification and similarly to be asked for them. Lacks flexibility and
initiative. The interviewer often has to speak rather deliberately. Copes but not with
great style or interest.
4 Marginal speaker. Can maintain dialogue, but in a rather passive manner, rarely taking
initiative or guiding the discussion. Has difficulty in following English at normal speed;
lacks fluency and probably accuracy in speaking. The dialogue is therefore neither easy
nor flowing. Nevertheless, gives the impression that he is in touch with the gist of the
dialogue even if not wholly master of it. Marked L1 accent.
3 Extremely limited speaker. Dialogue is a drawn- out affair punctuated with hesitations
and misunderstandings. Only catchers part of normal speech and unable to produce
continuous and accurate discourse. Basic merit is just hanging on to discussion gist,
without making major contribution to it.
2 Intermittent speaker. No working facility; occasional, sporadic communication.
1/0 Non – speaker. Not able to understand and/ or speak.
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Teachers are expected to use these guidelines to assess and train students to engage in accurate
communication.
Further, the schools can start assessing oral skills at the term end examinations based on the
guidelines issued by the Ministry of Education from 2015 onwards.
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