Grade 9 - English Teacher's Guide
Grade 9 - English Teacher's Guide
Grade 9 - English Teacher's Guide
English Language
Teacher’s Guide
GRADE 9
September 2003
ACKNOWLEDGEMENTS
Original Contributors
Ingrid Barker NCERD
Donna Chapman Ministry of Education
Wendella Jarvis Mackenzie High
Evadney Holder President’s College
Hazel Moses NCERD
Claudith Thompson University of Guyana
Grace Trotman Alleyne’s High
Reviewers
Elizabeth Duncan Subject Specialist SSRP
Vilma Lynch Subject Specialist SSRP
Evadney Williams Snr. Subject Specialist SSRP
Editor
Hazel Moses NCERD
FOREWORD
It is acknowledged that thorough planning is essential for effective teaching and learning.
Such planning is even more critical today when one considers the limited resources, both
human and material which are available.
The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed
curriculum materials that have been designed to improve the quality, equity and efficiency of
secondary education. The curriculum materials include Grades 7-9 Curriculum Guides and
Teachers Guides for Language, Mathematics, Science, Social Studies, Reading and Practical
Activities Guides for Science. These materials have been tested in all secondary-age schools
nationwide and are considered useful in providing teachers with a common curriculum
framework for planning, monitoring and evaluating the quality of teaching and learning.
The curriculum materials also provide a basis for continuous assessment leading to the National
Third Form Examination (NTFE).
The initial draft curriculum materials have been subjected to evaluation, by Heads of
Departments, from all ten Administration Regions and Georgetown and they have been
subsequently revised to reflect the views expressed by teachers.
The revised curriculum materials are now published as National Curriculum documents
to provide consistency and support for teachers in the process of planning for an effective
delivery of the curriculum. All secondary teachers must ensure that they make good use
of these curriculum materials so that the quality of teaching and learning can be improved
in all schools.
Ed Caesar
Chief Education Officer.
PREFACE
A team of Subject Specialists has produced this guide to meet the needs of
our Guyanese teachers. The methodology suggested in the lessons will
definitely enhance students’ understanding of how they could improve and
enhance their language skills. New and technical approaches are treated
with ample illustrations, content and concepts that are located within the
students’ experiential background.
I wish every teacher all the best for a successful implementation of the
Grade 9 English Language Guide.
Ingrid Barker
Head, Curriculum Development and Implementation Unit.
National Centre for Educational Resource Development.
CONTENTS
Page
INTRODUCTION……………………………………………………………….. 1
BACKGROUND INFORMATION……………………………………………… 3
What is Language…………………………………………………. 3
Language Across the Curriculum………………………………… 3
Skills………………………………………………………………… 4
Basic Language Skills…………………………………………….. 5
Learning Objectives……………………………………………….. 7
Types of Teaching Strategies…………………………………….. 8
Environmental Education…………………………………………. 11
The Learning Process…………………………………………….. 12
Learning Styles…………………………………………………….. 13
Principles of Effective Teaching………………………………….. 15
Preparing to Teach………………………………………………… 17
Basic Steps in Lesson Planning………………………………….. 24
UNIT 1
WRITTEN EXPRSSION………………………………………………………...
Developing Composition Skills………………………………………………… 25
Understanding how a Composition should be Written………… 26
Paragraph Structure………………………………………………. 27
Types of Paragraphs………………………………………………. 33
Ways of Development……………………………………………. 35
Introductory Paragraph…………………………………………... 40
Concluding Paragraphs………………………………………….. 42
Achieving Coherence…………………………………………….. 43
Narrative Writing
Purpose of Narrative Writing 47
Language Features……………………………………………….. 47
Narrative Framework……………………………………………… 49
Graphic Organisers……………………………………………….. 50
Time Relationships in Narrative…………………………………. 52
Expository Writing
Persuasive Writing……………………………………………………………………. 55
Ways of Persuading………………………………………………. 56
The Argument……………………………………………………… 58
Essay………………………………………………………………… 63
Letter………………………………………………………………… 67
Advertisement………………………………………………………. 67
Letter Writing ……………………………………………………………………….. 69
Formal Letter……………………………………………………….. 70
CONTENTS
Page
Letter of Application…………………………………………….. 71
Business Letter…………………………………………………. 76
Friendly Letter…………………………………………………… 78
Envelopes and Folding………………………………………… 79
Report Writing…………………………………………………………………. 81
Report Letter……………………………………………………. 82
Research Report……………………………………………….. 84
UNIT 2
CONPREHENSION
Overview………………………………………………………………………… 88
Pre-Reading Strategies……………………………………………………….. 90
Anticipation Guide………………………………………………. 90
K-W-L Strategy………………………………………………….. 93
Analogy Graphic Organiser……………………………………. 95
Frayer Model…………………………………………………….. 97
Proposition/Support Outline……………………………………. 99
Concept/Definition Mapping…………………………………….. 101
Reading………………………………………………………………………….. 103
Literal Comprehension………………………………………….. 103
Time and Place Relationships………………………………….. 105
Cause and Effect Relationship…………………………………. 106
Fact and Opinion…………………………………………………. 109
Inferential Comprehension……………………………………… 111
Summary…………………………………………………………………………. 116
Graphics………………………………………………………………………….. 119
Maps………………………………………………………………. 120
Venn Diagram……………………………………………………. 121
Graphs……………………………………………………………. 123
Understanding Text…………………………………………………………….. 124
Figurative Language……………………………………………………………. 131
Structured Note Taking………………………………………………………… 133
Speaking and Listening………………………………………………………… 136
Delivering a Speech……………………………………………… 137
Conducting a Meeting…………………………………………… 138
UNIT 3
GRAMMAR
Overview…………………………………………………………….…………… 139
How to Teach Grammar……………………………………………………….. 140
Subject/Verb Agreement………………………………………… 146
Voice of Verbs……………………………………………………. 150
Compatibility of Tenses………………………………………….. 151
Sentences………………………………………………………… 152
Clauses……………………………………………………………. 155
CONTENTS
Page
Glossary………………………………………………………………………… 168
References……………………………………………………………………… 171
INTRODUCTION
Language and communication are basic aspects of human behaviour and can be
communicated through oral and written means. A person uses words to articulate
in oral and in written forms, to manipulate ideas, to shape thoughts and to
understand that these key concepts are necessary in all forms of communication.
The effective use of language has deteriorated over recent years, and today
there is renewed emphasis on the acquisition of language skills. In the Guyanese
context the English language is an indispensable tool, it is not only a subject but
also a medium to instruct in all disciplines.
Students have now completed two years in the secondary school, and would
have been exposed to language skills and aspects of language structures and
use, required at those levels. These students would have achieved varying levels
of language proficiency. It is your ongoing task as the teacher to continue to
provide opportunities for further language development in these students, so that
they exercise their full potential to achieve the required level of competence in
language use.
The Grade 9 Language Arts Curriculum Guide, like the previous Grades,
describes the basic language experiences that students can be involved in at this
level. The language components: Written Expression, Comprehension and
Grammar are presented separately; however, the English curriculum is also
about literature and about experiences. The components are inherently
integrated and are building blocks for each other. Though listening and speaking
1
are two of the skills that interlace the language curriculum, they are treated
separately so as to target and develop competence in oratory, which is a skill
needed for specialised communication at specific forums and occasions.
2
BACKGROUND INFORMATION
What is Language?
As teachers, you have the unique responsibility to assist your students in their
growth towards language maturity. To perform this task, you need to have a clear
view of what language is and ways in which children acquire its skills,
But what do we mean by ‘language across all curriculum areas’? It certainly does
not mean that a teacher of science or social studies must take responsibility for
teaching sentence structure, grammar and composition skills in their subject
areas. Rather, language across the curriculum would ensure that the student is
cognisant of the fact that the use of good language structures gives clear
meaning to what they want to convey.
3
A. This involves students
• Using correct grammatical structures in writing.
• Presenting thoughts in an ordered and classified manner.
• Learning the terms appropriate to the subject.
• Using with increasing precision the vocabulary of their subject.
SKILLS
• Skills enable a person to respond appropriately to situations, or to initiate
change.
• Skills are developed through deliberate or unplanned practice.
• Skills are not merely physical acts; in fact, the only physical act involves
speaking.
Types of Skills
(a). Practical or Productive Skills
This skill is related to procedures or methods and the outcomes are important
e.g. the ability to construct a paragraph, write an essay etc.
The practical and social skills cover any skill that can be examined.
4
(c). Basic Skills
The basic skills are literacy, oracy and numeracy. These skills open the
way or enhance other skill acquisition. The other skills that are enhanced
and acquired are problem solving, manipulative ability, everyday coping
and relationships.
Goals
Speaking –
To develop students’ ability to speak
(a). formally, semi-formally and informally with confidence, clarity, and fluency
(b). in a variety of situations for a variety of audiences
5
(c). for a range of purposes of increasing complexity
Listening –
To develop students’ ability to listen
(a). with an increased span of concentration in order to ask and to respond to
questions and express opinions
(b). attentively to readings to appreciate stories, poems, drama and other
literary material
(c). to respond appropriately, so as to give, receive and follow precise
instructions when pursuing a task individually or as a group member
Reading –
To develop students’ ability to
(a). read with fluency and confidence, a range of different kinds of material
using reading methods appropriate to the material
(b). read meaningfully to understand and interpret written text
(c). read for information, for interest, for entertainment and for the extension of
experience and insight that poetry and fiction afford
Writing –
To develop students’ ability to
(a). write confidently for a range of purposes and to a variety of audiences
(b). organise the content of what is written in ways appropriate to the purpose
(c). use the mechanics of writing, so as to convey intended meaning
6
Learning Objectives
Learning objectives can be broken down into the following categories that
constitute Bloom’s Taxonomy.
Analysis The ability to break down information into its constituent parts
such that each part is understood and/or relationship between is
explicit
7
Types of Teaching Strategies
Teaching strategies can be classified as Expository, Discovery, Exploratory and
Evaluative.
Expository Methods
Lecturing
This is when the teacher provides new information by lecturing to students.
Students are required to process the information by paying attention to the
teacher. Learning takes place as students link new information with relevant
previous knowledge. It therefore means that the lecture method is most effective
when students have the necessary background knowledge with which to make
meaningful links with the new information being presented. The lecture method is
particularly useful when dealing with a relatively large class.
Demonstrations
This is another form of the expository method. This method is particularly useful
when students need to have a concrete experience to facilitate learning.
Demonstrations usually arouse students’ interest and provide excitement in the
class.
This method can also be used when
♦ there are insufficient materials
♦ the students are unable to do a particular activity
♦ there are safety and space considerations
♦ it is necessary for all students to have a common reference for a
particular learning activity.
Discovery Methods
Discovery methods include practical activities and field visits. These methods
are useful especially for concept development. They require students to process
information by doing, observing and engaging in other process skills such as
classifying, measuring and making inferences. In applying these process skills
8
the students abstract salient characteristics of a particular situation for concept
development and for application of concepts and principles to solve the problem.
Discovery/Exploratory methods are usually practical activities such as hands-on
activities in science, experimenting, art-work, making models and projects.
Participatory Methods
These methods include group discussions, debates, role-play, simulation and
drama. They are particularly useful in dealing with topical issues, values in
education and for the development of desirable attitudes. They provide
opportunity for the students to express how they feel and what they think in a
non-threatening manner. They can also be entertaining and appropriate
activities that allow all students to participate in the learning experience.
Evaluative Methods
These methods are used at the end of a lesson for review and to check whether
or not the objectives of the lesson were achieved. Such methods include
questions, quizzes and tests.
Use of Demonstrations
When using demonstrations, you should
Ensure that all the students are able to see what is taking place
9
Elicit from students what they are observing and point out any special
features if necessary
Depending on the activity, get some students involved by asking them to
serve as volunteers
Prepare and rehearse the demonstrations to ensure that it works
Point to note
Demonstrations can be used in all subject areas.
Participatory Methods
When using this method you should
Ensure that no student is put in an embarrassing position. This can
happen if the activity deals with a sensitive matter such as family
relationship or socio-economic conditions.
Let the students enjoy the process but ensure that the point of the lesson
is not lost by asking and getting them in a summary of the lesson.
Integration
Integration is a teaching strategy that is used to link the subject matter in all
disciplines. This strategy can be planned or it may be incidental. It is not merely
the use of the content of one subject within another subject that constitutes
integration, but it is through discussion and exploration of the issues in the
content that facilitates integration. It is not necessary to integrate every lesson,
for some lessons require students to focus on the language skill/s alone e.g.
grammar lessons, while others are naturally integrated e.g. expository writing
integrated with science – How to conduct an experiment/process.
In any lesson you can use more than one of the strategies. For example, a
lesson may begin with a demonstration and then students can participate through
10
discussion and at the end of the learning session an evaluative method is used to
determine how much was learnt.
Environmental Education
The Environment is not merely the physical, the biotic and the cultural, but also
refers to the immediate environs of the home, the school and the community. It is
therefore important to foster environmental responsibilities in students, teachers
and support staff.
Curriculum Content
The environmental content of science and geography and to a lesser extent
history and social studies are explicitly identified within the programme of study.
The other subjects could develop knowledge, understanding and skills relevant to
EE by using environmental contexts and issues.
11
Teaching and Learning Styles of EE
The development of students’ ability to express their own views, and listen to
those of others, form reasoned opinions, work co-operatively, make decisions
and take action for the environment is related to the adopted teaching and
learning styles e. g. co-operative learning, enquiry-based approach, use of real
life issues, use of secondary sources and first hand experience.
The process is of maximum value to the student when the learning context is
structured, when learning styles are taken into account and when the teaching
style is professional.
Learning guidelines are to a student what a road map is to a motorist. They map
out for the students what is to be learnt, how it is to be learnt and the steps to
12
follow in order to achieve the intended learning.
Telling students how they will be evaluated helps them to know what kind of
learning will be acquired from the lesson. Students may prepare differently for
different types of evaluation. To specify evaluation procedures, the teacher can
tell the students what kinds of tests will be given, what kinds of questions will be
asked and what kind of knowledge or skills will be evaluated.
Learning Styles
There are four learning styles that are utilised by students in and out of the
classroom. Students learn through seeing, talking, doing and touching. In other
words, the human senses are the avenues for learning.
Students respond in two ways to learning. There is the cognitive response that
comprises the learning styles and there is the social response that indicates how
they interact with the learning.
A. Cognitive Response
LOOKERS –Visual learners
They like to see what they learn.
Method to use
• Demonstrations and illustrations
• Visual aids, charts, and pictures that focus attention on the lesson
• Written examples on the chalkboard
13
TALKERS - Auditory learners
Like to listen and talk about what they learn.
Method to use
• Give verbal instruction and affirm students verbally.
• Use sound in the environment e.g. recordings, audio-visuals.
• Allow student to lead in discussion.
Methods to use
Tasks that
• Manipulation and construction of models e.g. drama, games etc.
• Create an action–oriented environment
• Encourage peer-teaching so that they can do things for others
Basically students learn to some extent through all these styles, but each student
learns best through one style that is dominant and is his/her main channel of
learning.
B. Social Response
(1). Attention seekers (3). Intermittent workers
(2). Solitary workers (4). Quiet collaborators
Teachers, you need to get to know your students’ cognitive and social responses
as individual learners, so that you would be able to match and accommodate
your teaching to most of their learning styles.
14
Principles of Effective Teaching
1. Have clear goals for instruction
2. Ensure the relevance of classroom activities to real-world context and student’s
lives
3. Exhibit adaptation to diversity by selecting instructional strategies and materials
appropriate to age, background, culture, and special needs of individual students.
4. Create a classroom climate that promotes learning, intrinsic motivation, and
achievement.
5. Encourage social interaction related to classroom subject matter.
6. Provide a structure that guides students’ learning and behaviour.
7. Facilitate effective information processing.
8. Support mastery of fundamentals, including proficiency in the basic knowledge
and skills that provide the foundation for advanced learning.
9. Provide the challenge essential for cognitive development.
10. Promote higher-level thinking skills.
11. Communicate realistic high expectations for students’ performance.
12. Engage in regular monitoring of students’ behaviour and progress towards
classroom goals.
Professional Knowledge
(a). How children learn and develop
(b). Awareness of curriculum developments
(c) Current educational debate
(d). Recent classroom research
(e). New materials for teaching and learning
15
Professional Attitudes
(a). Personal qualities, enthusiasm/energy/confidence/flexibility etc.
(b). Personal values and beliefs
(c). Personal relationships with colleagues etc
(d). Professional and life goals
(e). Self awareness and self appraisal
Characteristics
1. Integrated subject matter
2. Teacher as guide to educational experiences
3. Active student role
4. Learning by discovery techniques, practice and memory learning
5. Intrinsic and extrinsic motivation
6. Equal priority to academic, social and emotional development
7. Adequate testing
8. Accent on cooperative group work mixed with healthy competition
9. Teaching in and outside the classroom base
10. Accent on creative expression
16
PREPARING TO TEACH
The Language lesson like all other lessons aim to help students learn, apply and
understand new concepts.
A. Objectives
(1). Learning Objectives
17
(2). Behavioural Objectives
The learning objectives that you wish to achieve at the end of the lesson are
stated in behavioural terms. Behavioural objectives specify what the learner will
be doing when an evaluation is made to discover whether the intention has been
achieved. These objectives must be clear, measurable and achievable.
Condition
Describes the important conditions under which the performance or behaviour is
expected to occur.
Criteria
Specifies the criteria of performance which would determine how good the student’s
performance must be for it to be acceptable.
Terms such as ‘to identify’, ‘to state’ and ‘to describe’ indicate the form of
behaviour the students are expected to demonstrate in terms of skills, knowledge
and understanding. The attitudinal behaviour is not stated in the objective as it is
not measured but mainly observed through enthusiasm and interest.
The tables following show the categories with some behavioural terms for stating
objectives and an example of a behavioural objective.
18
Knowledge Knowledge
Students will be able to
To define identify and state the
To describe parts of speech of all
To identify the words used in
To state given sentences.
To list
To recall
To recognise
To match
To name
To acquire
To collect
Comprehension Comprehension
After listening to the
To translate reading of a story,
To give in own words
students will be able to
To illustrate
re-write the entire story
To prepare
To read in their own words.
To represent
To change
To convert
To distinguish
To estimate
To explain
Application Application
Students will be able to
To apply produce and dramatise
To relate a scene from a section
To develop of a story they have
To generalise read.
To transfer
To prepare
To produce
To show
To solve
To use
To manipulate
To operate
19
Analysis Analysis
Students will be able to
To distinguish classify the types of all
To classify the nouns taken from a
To detect given paragraph.
To deduce
To categorise
To break down
To discriminate
To analyse
To identify
To infer
To outline
To point out
Synthesis Synthesis
Students will be able to
To write write a short story from
To tell a narrative poem after
To relate discussing the plot of
To produce the poem.
To transmit
To modify
To document
To create
To compose
To re-write
To revise
To plan
To design
To derive
To develop
To combine
Evaluation Evaluation
Students will be able to
To compare compare their
To conclude predictions with their
To justify
actual findings after
To judge
reading the
To standardise
To appraise comprehension
To summarise passage.
To discriminate
20
THE LESSON
Content
In the Curriculum Guide, the English A content is segmented into its components
being Written Expression, Comprehension and Grammar. The content is so
structured to ensure that it is relevant and adequate to cover a year programme
and that it is progressive from Grade 7 - 9.
It is expected that teachers would choose from the components the topics that
are interrelated and would be a unit of work e.g.
A teaching unit could be taken directly from the English Language text or its parts
can be selected from several texts. The teacher must ensure that the unit of work
planned meets the needs of the recipients.
When planning a particular lesson from the unit, the teacher is required to include
the content in the lesson plan.
21
Ways to Introduce a Lesson
(1). Tell a story:
A story will easily capture students’ attention. The story must hold relevance to
the topic for its use to be worthwhile. Use: Narrative Writing, Grammar
22
government public transport.” This extreme position on the transportation issue
may get students to give other opinions. Another method of arousing controversy
is to present a topic about which the students can hold a debate. Use: Oral
Expression, Written Expression – Points of View
These techniques are not confined to introducing lessons but can be used
effectively within the developmental stages of the lesson.
When trying to motivate students, teachers should remember that each student is
different; what motivates one student may not motivate another. Therefore
teachers should be careful not to use the same strategy repeatedly over a short
time, because the students will soon tire of it.
Assessment
Students can be assessed at each stage of the lesson to determine their
readiness for the next stage. Then there is an assessment usually at the end of
the lesson or unit for review and to evaluate whether or not the objectives of the
lesson or unit were achieved.
Assessment Methods
There are five main methods:
1. Completion
2. Objective tests
3. Situational
4. Projects
5. Time-based
23
Basic steps in Lesson Planning
24
UNIT 1
WRITTEN EXPRESSION
Written expression is based on oral expression and students should be
encouraged to explore their physical environment, form their impressions of what
they perceive and then express their thoughts verbally. When this is done, the
basis is laid for the teaching of written expression.
All expressions whether oral or written, require the words, and the larger unit of
that expression put into an arrangement that seeks to accomplish the purpose of
the expression. This arrangement is composition and whether it is effective or
not, will depend on the thinking that goes into it.
Readiness
It is argued that readiness for written composition is just as important as
readiness for reading. It is the view that writing readiness builds on linguistic
readiness, conceptual readiness, and on an understanding of the composing
process.
25
♦ Give students activities with vocabulary development, with
sentence development that uses the various syntactic patterns of
language.
♦ Give them activities such as drama and oral reporting.
Such activities will help them to develop a sense of audience. Since all
these skills are essential for effective written composition, the language
programme should stress the importance or oral language skills before
and during formal written instructions.
The answer to each of these questions is a brick in the foundation structure that
will enable students to write build on and produce effective compositions.
26
♦ An incubation period during which thoughts can develop
♦ Writing, and often rewriting until the intended message is presented
to the appropriate audience
The writer of the composition needs to search and select information then reflect
on the main and supporting ideas in the gathered information and draw
conclusions or form new ideas.
Rather, children are encouraged to write if the topic has an apparent, meaningful
purpose and is an outgrowth of an activity and experience. They will write when
they have something to say, and when they feel that someone will read and
appreciate what they have written. For example, a student will gladly write a
summary of an experiment if he/she enjoyed working on it. Children usually have
much to write about. By careful guidance and planning of your class activities
you can help them to see the need to write.
Paragraph Development
A prerequisite for a good composition is paragraph development therefore it
should be the focus of several teaching sessions.
27
The student, in addition to writing a variety of clear meaningful sentences also
needs to be able to organize ideas into paragraphs.
The following is a definition of a paragraph
Students must be able to group and classify related ideas, since the ability
to do so demands that students be able to understand relationships. Such
classifications may relate to other content areas e.g. science or
mathematics.
If students cannot select the main idea from a short story or paragraph,
they will have difficulty understanding and choosing a main idea of their
own. Some activities to help them are
- choosing the best title for a paragraph or short story
- underlining the main idea in a story or paragraph
- writing titles for a paragraph or a short story
- selecting the main idea from a series of pictures which tell a story
28
example, in a chapter entitled ‘Transportation’, a sub-heading might read,
‘Land Transportation’. This sub-heading can be turned into questions
such as:
1. How are we transported on land?
2. Kinds of land transportation?
They can then read the paragraph to determine which of the questions is
answered. You can then point out to the students that the details that
answered the question are the support to the main idea. The main idea is
found in the question which is – kinds of land transportation. That is the
general information the writer is conveying.
♦ You can also lead a discussion to develop the concept that the
paragraphs are written to provide the answer to the controlling
question and do not include unrelated ideas.
♦ You can also help your students to identify the possible locations
for implied or stated main ideas (the beginning, middle or ending)
and give the key statement that conveys the main idea.
The topic sentence can be in the middle, at the end or anywhere in between.
When the writer uses an introduction to arouse the reader’s interest, he places
the topic sentence in the middle. In the following paragraph, which sentence is
the topic sentence? How many sentences make up the introduction to the
paragraph?
Example
Some people say it’s boring. Others say it’s for grandmothers. Others think it’s a
waste of time. But many people find smocking interesting and relaxing. A former
popular male basketball player does smocking as a hobby. He says it helps him
to relax and stay calm. He takes his smocking with him to card games and works
on it to help himself keep a straight face. As you can imagine, no one ever calls
him a sissy.
29
♦ While the first sentence says that some thing is boring, the paragraph
states how interesting and relaxing smocking is.
♦ Sentences 1 – 3 are merely the introduction, while the fourth sentence,
“but many … relaxing”, contains the main idea.
Sometimes the topic sentence is near the end of the paragraph, or may even be
the final sentence. Writers provide information; then build up to the main idea.
It was 04:30 hr. in the morning on April 12, 1861. Suddenly, there was a flash of light. A
mortar shell burst over Fort Sumter, in Charlestown, South Carolina. For 34 hours, the
Confederate troops from the South battered the Federal troops who were in the fort.
Finally, Major Robert Anderson, the Federal commander of the fort agreed to surrender
the fort to the Confederates. The next day, President Abraham Lincoln asked the
northern states for 75,000 fighting men. The American Civil war had begun.
30
Newspaper Article
HEARNS K. O.’S SHULER IN 1!
Thomas Hearns, the 27-year- When the referee, Richard
old fighter from Detroit, won the Steele, finished his 10-count,
North American Boxing Hearns threw his hands up in the
Federation’s middleweight title sign of victory and left the ring
when he knocked out James grinning.
Shuler, the champion, in the first Hearns made $1 million for
round. the fight with Shuler tonight. If
One minute and 13 seconds he gets a rematch with Hagler,
into the match, Hearns hit Shuler who beat him in three rounds
with a right hand that put the last April, he’ll earn $3.5
loser on his back on the canvas. million.
Teachers should encourage Grade 9 students to state the main idea at some
point in their paragraph. However, students should be aware that in many
paragraphs there is no topic sentence at all. The writer supplies the details or
information of the topic, and students have to figure out what is the main idea.
Passage
Peters, a single parent, wakes his children, gets them dressed and takes
them to school. He arrives at work late almost every morning.
Whenever he meets friends after work, he looks at his watch
constantly to see if it’s time to collect them. At 18:30 hr. he picks
31
them up from the day-care centre and heads home to cook dinner. He
puts the children in bed by nine. After doing the dishes, he drinks a
beer in front of the TV, or if he finds the energy, he plays his banjo.
He figures that he sees his girlfriend about two hours a week.
After reading the passage, students figure out what is the main idea, and give
reasons to support their suggestions. Teacher writes the most appropriate ones
on the chalkboard e.g.
1. Peters is a single parent.3
2. Peters spends a lot of time with his children.3
3. Peters is so busy that he doesn’t have much time for himself.
4. It’s difficult for Peters to work and take care of his children.3
5. Peters doesn’t get to spend much time with his girlfriend, because he has
to take care of his children.3
A paragraph develops a main idea, and supports the main idea with facts.
When students write their own paragraphs and research facts or ideas to
include, they often have difficulty sorting important and trivial information.
♦ You can have students turn their main ideas into questions which
will help them see whether a detail is important in answering
questions.
32
♦ You can also list a number of details that accompany an idea, and
discuss with the students which are the most important and why.
Students dictating stories about their own experiences can be one of the
best ways to illustrate the concept of logical sequencing. For example,
after students have done an experiment or gone on a field trip, they can
be asked to dictate a report of their experiences, and then the class can
talk about the sequence, whether it was logical or not.
Types of Paragraphs
Descriptive Paragraph
This type of paragraph gives a clear ‘mind picture’ of objects, scenes, persons
and experiences. It makes use of striking and significant details and comparison
and contrast.
33
Example
I gazed into the classroom and saw the most forlorn and deserted place
I had ever seen. It was a long room with three long rows of rickety desks
and benches. Torn, old textbooks and exercise books littered the dirt floor.
Some were scattered on the desks. Two miserable white mice left
behind by their owners were running up and down in a musty castle made
of cardboard and wire. On dark brown walls that were once blue, hung
dog-eared teaching aids, many of which were covered with cobweb.
To complete the picture the eastern window hung on a single hasp-
and-staple like a drunkard.
Narrative Paragraph
This type of paragraph tells a story or incident. It is written in a logical sequence,
progressing from beginning through middle to the end and follows a time
sequence.
Example
Suddenly a door slammed upstairs and we jumped in alarm.
We now spoke as though someone were listening to us.
We decided to investigate. When we were halfway upstairs, there
was a sudden swishing sound and something touched my face as
it went by. I shouted and Timothy gripped my arm. We shone
our torches upwards. It was an owl that had resented our intervention.
As we gazed at it with a mixture of surprise and relief, we saw the
open window and realized that the wind had caused the door to slam.
34
Expository paragraphs are usually developed by the use of facts or reasons. The
order in which details are set out depends on the type of explanation involved.
♦ If the aim is to give information, the facts may be stated in any order, as
long as they are clear.
♦ If it is about an event, a chronological or time order should be used.
♦ If the paragraph simply sets out to list facts, this may be done beginning
with the most important to the least important.
♦ When explaining how to make or do something, a chronological order is
the best approach.
Example
Dental care for a baby really begins during the mother’s pregnancy.
A balanced diet including adequate amounts of milk, fish and greens is
mandatory for her. The infant’s first visit to the dentist should take place
between six and twelve months after birth so that he can discover, intercept
and change any practice adopted by the parents or guardians that may be
detrimental to the baby’s oral health.
Modes of development
♦ Description
♦ Analysis
♦ Classification
♦ Definition
♦ Comparison
♦ Contrast
35
♦ Exemplification
♦ Narration
♦ Process
♦ Cause and Effect
A mode is a way or manner of developing ideas. The term is used to refer to both
the process and arrangement of the ideas. Categories such as analysis,
classification and the others refer to mental processes (thought patterns) and
processes of arrangement; also represent methods of developing paragraphs.
They appear in paragraphs because our minds think along those lines.
Examples of the modes in paragraphs
Analysis
Organises paragraphs by dividing a complex subject into its component parts.
The supporting sentences divide the term “Patriotism’, which is introduced in the
topic sentence, into its elements.
36
Description
The paragraphs consist basically of sentences representing objects
arranged in space. The principle of organization is based on the way the
objects are perceived in space. The scene is easier to follow if a particular
spatial arrangement is used.
♦ Left to right
♦ Bottom to top
♦ Right to left
♦ Top to bottom
As you enter the forest, it seems dark and shadowy, and as cool
as a cucumber. The light is filtered through a million leaves, and so have
a green aquarium-like quality which make everything seem unreal. The centuries
of dead leaves that have fluttered to the ground have provided a rich layer
of mold, soft as any carpet, and giving off a pleasant earthly smell. On
every side are the huge trees with their curling buttress roots, their smooth
trunks towering hundreds of feet above, their head foliage and branches merging
indistinguishably into the endless green roof of the forest. Between
these the floor of the forest is covered with the young trees, thin tender
growths just shaken free of the cradle of leaf mold, long thin stalks with a
handful of pale green leaves on top. They stood in the everlasting shade of
their parents ready for the great effort of shooting up to the life-giving sun.
In between their thin trunks, rambling across the floor of the forest, one
can see faint paths twisting and turning. These are the roads of the bush
and are followed by all its inhabitants.
Gerald Durrell, The Overloaded Ark
Classification
Classification deals with systems of classes. Begin classification paragraphs with
a general statement and support this statement by an explanation of the types or
subtypes:
37
Meteorites are of three general classes: irons – composed 98 percent
or more of nickel-iron; stony irons – composed roughly half and half of
nickel-iron and of a kind of rock known as olivine: and, finally stones. The
stones are further subdivided, depending on whether they contain tiny
bodies of the materials olivine and pyroxene. The stones that possess them,
are called chondrites. The few stones that lack these minerals are known as achondrites.
All these categories offer useful clues to those who try to
reconstruct the history of the earth.
Time-Life Books, The Earth
Exemplification
These paragraphs use supporting examples to illustrate a generalisation. The
paragraph begins with a general which is then supported by specific examples.
Definition
This kind of paragraph tells what a thing is. It also explains what words or
phrases mean. Lead off with a general statement or with a logical definition, then
expand the general statement by other methods of defining.
38
“Desert” is an unfortunate word all around and most of its usual associations are
inaccurate as well as unfavourable. In the first place the word doesn’t even mean “dry,”
but simply uninhabited or deserted. In that sense, the expanse around me is far from
being a desert, for it is teeming with live things very glad indeed to be right there. Even in
its secondary meaning, “desert” suggests to most people the rolling sand dunes of the
Sahara. Something like that one way find in Death Valley, perhaps in parts of the Mojave;
and especially, with an added weirdness, in the hundreds of square miles of New
Mexico’s White Sands, where the great dunes of glistening gypsum drift like the snow
banks one can hardly believe they are not. Most of my Lower Sonoran Desert, however,
is not at all like that. The sandy soil is firm and hard packed; it supports life, less crowded
than in wetter regions but pleasantly flourishing. Nature does not frown here. She smiles
invitingly.
Joseph Wood Krutch, The Desert Year
The way of the desert and the way of the jungle represent the two opposite methods of
reaching stability at two extremes of density. In the jungle there is plenty of everything life
needs except more space, and it is not for the way of anything else that individuals or that
races have any limit set to their proliferation. Everything is on top of everything else; there
is no cranny which is not both occupied and disputed. At every moment, war to the death
rages fiercely. The place left vacant by any creature that dies is seized almost instantly by
another, and life seems to suffer from nothing except too favourable an environment. In
the desert, on the other hand, it is the environment itself which serves as the limited
factor. To some extent the struggle of creature against creature is mitigated, though it is of
course not abolished even in the vegetable kingdom. For the plant which in one place
would be strangled to death by its neighbour dies a thirsty seedling in the desert because
that same neighbour has drawn the scant moisture from the spot of earth out of which it
was attempting to spring.
Joseph Wood Krutch, The Desert Year
39
Narration
The emphasis is usually on the action, on the connected series of events that
take place in chronological order. Narrative paragraphs seldom use the topic
sentence; they begin with a sentence that gets the action started, then sentences
are added to advance the action. Description is often included in order to present
the action in the most vivid terms.
Slowly the minutes ticked away towards the zero hour. Officers their watches
synchronized, waiting with guns in the air, ready to fire the shots that signaled the
opening. At last the revolvers barked, and along the line pandemonium broke loose. Men
whipped up their horses, wagons careened wildly forward, horses freed from overturned
vehicles galloped madly about – all was hurrah and excitement. The Santa Fe trains,
streaming slowly at a regulated pace which would not give their passengers an undue
advantage, disgorged riders along the route as men leaped from roofs or platforms and
rushed about in search of a claim. Noise and confusion reigned as the shouts of
successful “Boomers,” the crash of hammers on stakes, the clatter of wagons, the crash
of overturned vehicles, and the curses of disappointed homeseekers mingled to create a
bedlam unique in the annals of the nation.
Ray Allen Billington, Westward Expansion
Introductory Paragraphs
These paragraphs should lead into the subject, and arouse the curiosity and
interest of the reader and create the correct tone.
40
3. Do they have any interest in my subject?
4. How can I best gain their attention?
5. Is my purpose:
♦ To present them with new information?
♦ To persuade them to take a certain course of action?
♦ To entertain?
6. How can I best convey to my readers my own interest in and attitude toward
my subject?
Ways to Begin:
♦ Descriptive Details
The poster mirrored what the nightmare might be, that terrifying day when the
street gangs take over the city, any city. Some of them wore leather vests
over bare chests. Others had on Arab headdresses. A few their faces painted
harlequin colours…
♦ An Anecdote
Nearly five years ago I sat in the courtyard of a household in the village I call
Tudu, Niger, haranguing the head of the household in an attempt to
determine the year his first son was older or younger than other men whose
ages I knew very well…
♦ A Quotation
“We cannot tolerate the Cubans to go swashbuckling unchecked in Africa, the
Middle East and other areas, nor can we tolerate the Cubans of the Orient to
go swashbuckling in Laos, Kampuchea or even in the Chinese border areas.
Now some people in the world are afraid of offending them, even if they do
something terrible. These people wouldn’t dare take action against them.”
So said China’s Vice Premier Teng Hsiao-p’ing last week…
41
♦ A Question
Is it possible that a cigar-shaped spaceship descended over the tiny town of
Aurora, and crashed into Judge J. S. Proctor’s windmill?
♦ A Figure of Speech
Like fast-approaching storm clouds, the consequences of the political turmoil
that shut down Iran’s became clearer last week.
♦ An Analogy
From Florida to Maine there is war. Between man and man, fish and bird,
wave and sand. The battle rages and storms over the coast. Yet the
battlefield is strangely quiet. Grasses bend softly in the wind. Herons stalk
silently through shallow waters. This war is being fought in the narrow green-
and-tawny band of salt marsh that stretches along our eastern shore.
Concluding Paragraphs
The concluding paragraph should conclude. If the essay in short it could be
ended with the most important points. If the essay is relatively long, the main
points made in the body can be repeated. If the ideas are difficult they can be
summarized in the concluding paragraph. The reader must leave with the
feeling that the essay is completed.
Ways to Conclude
1. End with the most important point of your essay.
2. Repeat the main points of your essay.
3. Present your reader with a summary of your main ideas.
4. Conclude with a question.
5. End with a question.
6. Conclude with a prediction or forecast.
7. Give your reader an opinion, based on your previous discussion.
8. Discuss the broader implications of your subject.
42
9. End with an anecdote.
10. Conclude with a striking example.
Exercises
♦ Let students examine introductory paragraphs and discuss the following.
- What method is used to begin each paragraph
- In what way they arouse interest
- How do they lead into the body of the essay
Achieving Coherence
The best way to achieve coherence in writing is to develop consecutive thinking
so that the paragraphs unfold in a logical, step-by-step manner. Coherence can
be achieved by breaking the writing into logical units, but sometimes there is
need for connecting words and phrases to make the flow of thought smooth and
effortless
Transitional devices that make the relationship among the parts clear
and, too, also, again, and then, moreover, further, indeed, in
Addition
addition, plus, likewise, besides, together, jointly.
Example: This is a wine to enjoy with your dinner. You will also enjoy its delicious
43
First, second, third, next, again, last, primarily, secondarily, in
Series the first place, in the second place, additionally, first and
foremost, the former, the later.
Example: First we let blueberry pie dry on a dessert dish overnight. Then we
this, that, these, those, he, she, it, you, they, we, such, some,
Pronoun
Reference many, none.
Example: Welcome to Hawaii. It is a place as unique and varied as its flowers.
Example: Add fresh taste and variety to your salad with country-fresh mushroom.
44
equally important, similarly, in the same way, also, equally,
Comparison comparably, corresponding, like
Example: Animal life on the desert is like life anywhere else. It is completely
care of itself.
Example: The colour of the roof is muted. So it blends in naturally with the
Example: The new cars are quieter than last year’s models. You will be surprised,
for example, by the almost complete absence of road noise and body vibrations.
Here, there, above, under, near by, beyond, on the other side,
Place opposite, adjacent to, in.
Example: Spend your vacation in British Columbia. Your American dollar’s worth
Exercise
♦ Analysing paragraphs
45
- Students can state the methods used to achieve coherence
- They can mark each paragraph in detail to illustrate the use of
transitional devices.
- Then they can discuss what they observed within the paragraphs
and between the paragraphs
♦ Rewriting paragraphs, enhancing them by including appropriate
transitional devices.
♦ Writing their own essays using the necessary transitional devices to
achieve coherence.
46
NARRATIVE WRITING
Much has already been said about Narrative Writing in Level 7 and Level 8
Teacher’s Guide. This guide will therefore build on what has already been said
in the two previous guides.
Organization of Narratives
♦ Narratives usually include an Orientation in which the setting, time, main
character, and possibly some minor characters of the story are
established. Here the mood is set, and the reader is invited to continue
reading.
♦ The Resolution
Language Features
• Specific, often individual, participants with defined identities
Major participants are human, or sometimes animals with human
characteristics
47
• Mainly action verbs are used, but also many verbs that refer to what the
human participants said, or felt, or thought
• Dialogue often included, during which the tense may change to the
present or future
• Can be written in the first person (I, we) or the third person (he, she, they).
(Adapted from Derewianka, 1990, Exploring How Texts Work, p. 42)
NARRATIVE
• Orientation
- Who, When, Where
48
Narrative Framework
Complication When he awoke the snake he had carved looked quite Linking
The snake spun through the air. Adam peered as it spun Variation in
sentence
around, turned in the air and came skipping across the length to
49
This simple story can help you to introduce and analyse the structure of a
narrative.
1. Narrative Plan
HEADINGS NOTES
Title
Orientation
Initiating Event
Complication
Resolution
Moral/Concluding Statement
50
2. Narrative Plan
Title:
Orientation:
Setting: Who? When? What? Why?
_______________________________________________________
_______________________________________________________
_______________________________________________________
Initiating Event:
What began the event?
How did the characters get involved?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Complication/s:
How conflict/s or problem/s began
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution:
How the character/s solve the conflict/s problem/s
_______________________________________________________
_______________________________________________________
_______________________________________________________
51
3. Narrative Writing - STORY BOARD –-To Sketch Story Ideas
Complications Ending
Past Future
Present Moment
Any part of time which includes present time is indicated by the use of present
tense verbs, the past time by using past time verbs. Future time can be marked
in one of these ways.
1. He swims in the 400 metre relay tomorrow.
52
2. He will swim in the freestyle leg.
3. He is swimming at three pm.
4. He is going to swim the race of his life.
If there are events that happened before or after the point of the story the verb
form would need to change.
1 st 2 nd
Past STORY TELLER Future
John had been lonely and miserable until the day he met Jane
He I saw
said him
goodby again
We said goodbye, but little did I know that I was to see him again soon.
53
Strategy
Time relationships can be introduced to the class in a comprehension lesson with
a passage such as this.
Passage
Smokey Joe was quietly sipping his bourbon in the salon, where Belle
had been singing her new number. If Jesse were here, he thought, he would
have enjoyed hearing that. He should have been here by now.
Curly had arrived, and he would have had a long tedious wait if he had
not whiled away the time talking to Belle. Curly loved Belle. She had loved him,
too. He would spend hours gazing at her across the saloon.
Jake would be along later. He was the boss, and he had the plans for
the bank. The whole gang was to meet sundown. When they were all together
they would ride off into the sunset.
Questions
1. Which of the gang were already at the saloon?
2. Which of the gang had not yet arrived?
3. Whom was Smokey Joe expecting next?
4. Had Joe finished his bourbon?
5. Was Belle singing?
6. What was Curly doing?
7. Does Curly love Belle? Does Belle love Curly?
8. When did Curly gaze at Belle across the saloon?
9. What can you tell about the time of day when Joe was sipping his bourbon?
10. What will happen when the gang meets?
54
EXPOSITORY WRITING
Persuasive Writing
As future leaders, students must be able to influence others by
communicating with them convincingly. Knowledge of persuasive writing
will help them to do this.
Persuasive writing can also help students develop research skills. When
preparing arguments for a debate, for example, students will have to do
research so as to gather facts to support whatever position is taken.
55
Ways of Persuading
There are basically three tactics that can be used when persuading
(Tompkins 1990). The passages that follow illustrate these tactics.
Passage No 1
Questions
1. What was special about Sladden Wood?
2. What was special about Aston Keynes Long Meadow?
3. What happened to each of these important places?
4. What exactly is the point Brian Jackson is making?
This is a clear example of an argument which depends for its effect on the
evidence which the writer cites
Passage No. 2
Man has come to dominate the earth and to prosper by his cleverness. With the tools and
technological knowledge now at his command, he not only tinkers with his environment to
56
make it more comfortable – he rapes it. We continue, nevertheless, to use brute force to
make natural resources yield up what we want – now – from them. Danger signals blink
urgently on all sides. Our survival really is in the balance.
Racheal Carson Silent Spring 1963
Questions
1. Summarise in one sentence the argument which is being made here?
2. Is there any evidence of the kind which Brian Jackman cites in this
passage?
3. What is the force of the verse ‘tinker’ and ‘rape’?
4. Why does the writer enclose the word ‘now’ in dashes?
5. What is the effect of the two short, crisp sentences which end the
passage?
Passage No. 3
The train bore me away, through the monstrous scenery of slag-heaps, chimneys, piled
scrap-iron, foul canals, paths of cindery mud criss-crossed by the prints of clogs. This
was March, but the weather had been horribly cold and everywhere there were mounds
of blackened snow. As we moved slowly through the outskirts of the town we passed row
after row of little grey slum houses running at right angles to the embankment. At the
back of one of the houses a young woman was kneeling on the stones, poking a stick up
the leading pipe which ran from the sink inside which I supposed was blocked. I had time
to see everything about her – her sacking apron, her clumsy clogs, her arms reddened by
the cold. She looked up as the train passed, and I was almost near enough to catch her
eye. She had a round pale face, the usual exhausted face of the slum girl who is twenty-
five and looks forty, thanks to miscarriages and drudgery; and it wore, for the second in
which I saw it, the most desolate, hopeless expression I have ever seen. It struck me
then that we are mistaken when we say that ’It isn’t the same for them as it would be for
us,’ and that people breed in the slums can imagine nothing but the slums. For what I
57
saw in her face was not the ignorant suffering of an animal. She knew well enough what
was happening to her – understood as well as I did how dreadful a destiny it was to be
kneeling there in the bitter cold, on the slimy stones of a slum backyard, poking a stick up
a foul drain pipe.
George Orwell The Road to Wigam Pier 1937
Questions
1. What kind of landscape is described in the first three sentences?
2. Why does George Orwell set the scene in this way before introducing
the young woman?
3. In your own words describe this woman’s appearance.
4. This is not an argument for a specific course of action but there is no
doubt that Orwell wants his readers to react in a particular way to what he
describes. What reaction do you think he wants to inspire?
The tactic here is neither to quote precise evidence nor to state the
argument in a forceful and persuasive fashion. Orwell leaves the details to
speak for themselves and the reader to draw his or her own conclusions.
The Argument
The passages above exemplified tactics which can be used to persuade
the readers. However, there are other tactics that can be used.
58
3. The third way to persuade someone is an appeal to the person’s
“Emotions”.
Emotional appeals can be strong as intellectual appeals, because
people have a strong concern for their well-being and the rights of
others. We support or reject arguments according to our strong
feelings about what is ethical and socially acceptable.
The object of any argument is to find out the truth or to determine what is
best, not to have a conflict in which one may vanquish another. The aim of
any argument is to convince others that your point of view is the correct
one.
1. Before writing one must be clear about one’s feelings on the topic.
- One may feel that the statement is acceptable as it is.
- One may feel that the statement is only partly acceptable.
The law is stupid. You can vote at eighteen, drive a car at eighteen, but marry
with your parents consent at sixteen and have a child; Yet still cannot drink
legally or go to an adult movie. I think something should be done about this
ridiculous state of affairs. I vote that we reduce the age of voting, driving and
drinking to sixteen.
Step 1
In order to help students make up their minds, you can get them to explore
the topic from different viewpoints. For example, they may take the
following viewpoints.
59
1. The law is to be changed, and young people will have to be eighteen
before they can drive.
3. At one time only married women could vote. Could a law be introduced
where married women under the age of eighteen are able to vote?
Why? Why not?
Step 2
When they have decided on their point of view get them to prove their
argument. In order to do this they must state their case and write down
what led them to this decision.
60
Learning Activities in Conducting Arguments
(a) Discuss with your students the guidelines for conducting
arguments. Explain the values to be gained by following them. Give
examples from your own experience in which these guidelines were
or were not followed.
(c) Get students to meet in small groups and argue on topics. Allow
them to choose their own topics. In the beginning have the students
give arguments for both sides.
61
Activities to help Students Write Arguments
It should not be difficult for you, the teacher, to find topics for persuasive
writing since persuasion is a part of everyday life. At home, for example,
children try to persuade parents to try new clothes, to go to bed early or
maybe to join a particular club. At school, children try to persuade
teachers to give less homework. Therefore, let them write out of their
experiences.
Content area topics can also be used for persuasive writing. For example,
in Environment Education students can use persuasive writing to try to
stop pollution of the environment.
62
Types of Persuasive Writing
A The Persuasive Essay
Students write persuasive essays in which they argue on topics
they have strong beliefs about. In a persuasive essay, the
argument must be organized. It must have
♦ A beginning,
♦ A middle
♦ An end.
In the beginning, the writer must state his/her position or opinion clearly.
In the body of the essay the opinion is developed. At this point, the writer
can select and present three or more reasons or pieces of evidence to
support his/her position. The reasons may appeal to
♦ Logic,
♦ Character
♦ Evidence.
They can use transitional words between paragraphs to alert the reader to
the development of the argument.
In the end, the writer may lead readers to draw conclusions that they
intend, by using one or more of these techniques:
♦ Giving a personal statement
♦ Making a prediction
♦ Summarizing the major points.
63
It must be noted that a persuasive argument is most effective when based
on sound logical reasoning and the writer’s commitment to the position
he/she holds.
64
Graphic Organisers for Persuasive Writing
Fig 1
POSITION STATEMENT
Reason - Explanation
Reason - Explanation
Reason - Explanation
Reason - Explanation
Reason - Explanation
Conclusion
65
Fig 2
Reasons
Middle
Reasons
Conclusion
66
B. The Persuasive Letter
Another type of persuasive writing is the persuasive letter. Students can
write to different audiences. For example, they can write to editors of
newspapers, to family members or to friends.
In a persuasive letter, the writer can appeal to reason, character and
emotion. He/she can also use his/her appeal.
C. Advertisements
Advertisements use appeal to reason, character and emotions just as in
other types of persuasive writing. This is done so as to promote products,
ideas and services. Advertisers may however use propaganda in an
attempt to influence the beliefs and actions of the audience.
67
68
LETTER WRITING
41 Republic Drive
Beterverwagting, Your address
East Coast Demerara
The greeting
Dear Mr. Nerhu:
Introduction
I am writing to enquire… Reasons for writing
Body of letter
Ending
Yours sincerely
Chandra Singh
69
Punctuating a Business Letter
1. The Heading
This contains the complete address of the writer and the date.
♦ Abbreviations should not be used in headings.
♦ A comma should always follow the name of the city or village.
♦ Another comma should separate the day of the month from the
year.
♦ No other punctuation marks should appear in the heading.
3. The Salutation
In a business letter the salutation is followed by a colon: in a
friendly letter by a comma. The first word of the salutation and all
nouns in it are capitalized.
4. The Body
This is made up of what you have to say to the receiver. It should
be written in paragraphs to organise and group the ideas
discussed.
6. The signature
There is no punctuation following it.
70
♦ A letter to a person whom one does not know very well should be
signed with one’s full name.
♦ Letters to friends and relatives should be signed with the name by
which they call the writer.
♦ In signing a business letter one’s legal name should be used.
Letter of Application
A letter to a potential employer should make a good impression.
Applications can be written for part-time or full-time jobs. Your letter will be
judged by
♦ What you say
♦ How you say it
♦ Whether or not you have used the correct letter format.
♦ Whether or not you have followed all the rules of grammar,
spelling, punctuation, and neatness.
Paragraphs 2, 3
Calls attention to the writers qualifications, highlighting areas that are
pertinent to the specific job
Calls attention to the fact that enclosed with the application (cover letter) is
a resume and any other supplementary information.
Paragraph 4
Expresses enthusiasm for the job and a desire to be granted an interview.
71
♦ The writer says he/she will make a follow up call instead of saying,
‘I will look forward to hearing from you.
♦ Letters of application should not exceed one page f at all possible.
Sample
2003-12-21
Permanent Secretary
Ministry of Health
Brickdam
Georgetown
Dear Sir/Madam:
I an writing to apply for the position of receptionist at the Open Doors Centre as
advertised in the Sunday Stabroek Newspaper of 14th of December 2003.
Il graduate from St. Andrews High School in July. Over the past five years, I have
completed studies which included bookkeeping, typing, shorthand, and academic
subjects. I have achieved passes in these studies.
As you will note in my resume, which is enclosed, I have worked part-time in the
office of Gregg Realty since leaving school in July this year. I began as a file clerk,
but my duties were gradually expanded to include typing and reception. This
experience has given me an opportunity to apply my school training to a business
setting and to familiarize myself with the responsibilities of the office. I plan to take
evening classes in personal dynamics early next year
I would very much like to meet with you to learn more about the position at Open
Door Centre and to discuss my qualifications. I will call you next week to learn when
it would be convenient for me to see you.
Yours Sincerely
Jane Chung
Jane Chung
72
Résumé
Jane Chung
231 Round Tree Road
North Ruimveldt
Greater Georgetown
TELEPHONE: 231-6828
DATE F BIRTH: 1986-09-14
EDUCATION
- Graduated from St Andrews High School in July 2003
- Achieved a B+ average.
EXPERIENCE
REFERENCES
- Ms P. Wallash, Supervisor, Archer’s Home, Durban Street, 225-2859
Person Data:
Name, address, phone number, date of birth.
73
Education:
Name of school, list of courses taken related directly to the job
applied for, any outstanding scholastic achievement.
Work Experience:
Listing of any jobs you held including volunteer work. Begin with the
most recent job and work back listing the name of each company,
the dates of your employment, a brief description of your duties.
References:
List two or three references, which you have permission to give,
providing name, position, address, and phone number of each
person you are suggesting.
Points to Note
Greetings and Endings
It is important that the greeting and ending of your letter tie up as follows
If you know the name of the person you are writing to, use their
name to greet them. For a formal letter you should use ‘Dear’
followed by ‘Mrs/Mr/Miss’, as appropriate, then the surname.
The correct ending for this greeting is ‘Yours sincerely’.
If you do not know the name of the person you are writing to, you
should greet them using ‘Dear Sir of Madam’.
The correct ending for this greeting is ‘Yours faithfully’.
74
Planning a letter
(a) When you are planning a letter, list all the points you wish to
include then put them in logical order
(b) Make sure that the words you choose and the way you use
them are suitable for the occasion. It is important that you make
the best impression in your letter.
Practice Exercise
Write a letter of complaint using the following information.
(a) You have bought a 200 gm jar or Nescafe from Adams store in Kitty
on October 19th 2001.
(b) When you opened the jar, you found that most of the coffee was
powder, with just a few granules in it. It smelt very bitter and was
impossible to drink. The seal had not been tampered with. You are
enclosing a sample for investigation.
Learning Activities
A. Get students to place the correct form of salutation, headings and
closings for letters.
75
2. ½ mile wismar linden april 1 2001
dear joy lovingly lucy
B (a) Have students model the form for the following business
letters
(b) Have them draw lines to separate paragraphs in the letters
(c).In small groups have them exchange books and check the
punctuation and capitalization in each part of the letter
Business Letters
A business letter communicates to a person in a formal way about a non-
personal matter, such as business or politics.
76
3675 Rossen Street
North Ruimveldt
Greater Georgetown
Also restate the main idea The children of Madison School understand how busy you
in the closing paragraph. must be with your many responsibilities as school
superintendent. We do hope, however, that you can spend
some time with us on World Culture Day.
Sincerely yours,
Tomas Ramos, President
Madison Student Council
77
Friendly Letters
Personal news is shared in a friendly letter. Thoughts and feelings can be
discussed or just some news to keep in touch.
Dear Renu,
End salutation with
comma It was great to receive your letter. I hadn’t heard
from you in so long, I am wondering if you even remember
who I was! Hey, guess what: for once I actually have a lot
of news.
First things first. Do you remember my terrier,
Body is written in Barney? Well she had puppies – four of them! Two are
an informal tone, almost all brown, with little patches of black and grey.
similar to the kind
used in everyday There’s another one who looks a lot like Barney. And last,
conversation. there’s my personal favourite: she’s mostly white, with
brown speckles on her back and sides. I know it is totally
corney, but I couldn’t resist calling her Spot.
The other big news is that I was elected vice-
president of the ninth grade. I had serious competition from
Joseph Parks, and I have to admit it was a very close race.
But I promised a few things to a few people, and I guess
Mention of what is that made the difference.
going on with the
writer, and How’s everything in your new school? Mr.
wanting to know Tanabe’s English class really misses you. You wrote better
about the person limericks than anyone else. How about coming back for a
they are writing to.
visit sometime soon? I can’t keep your seat in the lunch
room reserved forever.
Your friend
Rick
78
Envelopes and Folding
Envelopes for friendly letters may vary in size, but for business
letters the correct size is 24.0 cm × 10.5 cm (9½” ×4⅛”).
Envelopes should always include the return address as well as
the complete address of the recipient
Jane Chung
231 Round Tree Road Guyana
North Ruimveldt
$6
Greater Goergetown.
A friendly
letter is
folded in
half, and
written on
personal
stationary
79
A business is
folded in
thirds, and
written on a
letter size
paper.
(8½”×11”)
80
REPORT WRITING
The Simple Report
The aim of the simple report is to record information objectively. As a
result the report must be based on factual information and all opinions,
preferences and judgments must be excluded. However, in some reports
recommendations and conclusions based on evidence may be included.
Example:
Fourth Form student injured during recess
The subject must be underlined.
(b) The first paragraph of the report is the introduction. This part
of the report must restate in a complete sentence what the
subject said, and answer the question what happened.
Example:
During the recess period a fourth form student was injured.
81
Example of a Simple Report Letter
Alleyne’s High
Regent Street
Georgetown
1st September 2001
The Headmistress
St Georges High
North Road
Georgetown
Dear Madam
Yours respectfully
Ann John (Prefect)
82
• Use your own words as far as possible. However, it is sometimes
necessary to retain key words and phrases where necessary.
• You must always use formal language. Direct speech must also be
avoided.
• Do not give reasons unless asked. If asked give only those that are
presented in the material.
If all the questions are answered in the affirmative then the student would
have written a Simple Report.
83
Research Report
A science research report explains something about science or nature that
has been learned from books, articles or experiments.
What to Do
State the main point
Develop the paper with information and examples from your
research.
Write in clear language
The writer develops the topic of this science report by using comparison
and contrast.
84
small to show much detail. On the other hand, most
globes were too large and cumbersome to carry
around as a ready reference. Because of a globe’s
rounded shape, it is awkward to chart or follow a
straight line from one place to another. Incidentally, a
globe is not completely accurate because Earth is not
truly round.
To explain the most important differences
between a globe and a Mercator map of the world, it is
necessary to understand the system meridians and
parallels. On a globe meridians are north-south half
circles that begin at one pole and end at the other.
These are used to measure longitude. Parallels are
east-west lines drawn around a globe; these circles are
used to measure latitude. The grid formed by
meridians and parallels provides standard reference
points. However when making a two-dimensional
map from a three dimensional globe, a mapmaker is
essentially stretching and compressing the distance
between them.
This spreading of the meridians and extending
of the parallels would not distort sizes or distances of
Here the writer features at the equator. The farther a feature is from
discuses the
second item in the the equator, however, the greater the distortion. Thus
comparison.
areas nearer the poles, such as Greenland, are shown
to be much larger than they should be.
Although distortion is a great disadvantage of a
Mercator map, there are several important
advantages. Like all maps, it is light weight foldable,
and easily portable. A Mercator lets the viewer use the
whole surface of the world at once. Because maps are
85
flat, charting courses and measuring distances
become easier.
The writer
concludes by When you look at the world depicted on a
restating the
main point- a Mercator map, it’s important to know what you are
globe and a map
are different. seeing and how each serves a different purpose.
This social studies report explains something about the society or other
societies that has been learned from books or articles. The writer develops
the topic by presenting historical information in time order.
86
summers, leaving them ready to germinate during the cold
Specific examples wet winters. The flourishing grains become tougher, so that
and physical
their seeds did not scatter when the plants were plucked. It
details help the
reader details help was inevitable that people would learn to save some of the
the reader picture
and understand seeds of these wild grasses for planting, to cultivate the
your subject. plants, and then to harvest these cereals.
Archaeologists have discovered that a sophisticated
culture formed in this area about 10,000 years ago. These
Present research –
archaeologists’ people lived in well-built houses in a permanent
discoveries – to
help back up the settlement. They had a social organisaton that allowed
theory. Notice that them to control the storage and distribution of grain. They
the writer gives
specific examples also had the technology of flint sickles and stone mortars.
to show what he
means by The increased food supplies made possible by agriculture
“sophisticated led to the expansion of human population and thus to the
culture.”
formation of cities.
The historical Soon a spreading population carried the idea of
developments that
the writer has agriculture east and north into Mesopotamia and what is
shown lead to the now modern Turkey. Both agriculture and civilization were
conclusion
well under way.
87
UNIT 2
COMPREHENSION
The Level 9 student is expected to write a national examination and
continue towards the CXC. The main purpose of reading at this level is to
facilitate study in the various subject areas. The content of the texts in
these subject areas has expository writing as its main feature. As
teachers, we need to use classroom strategies to develop readers who
can learn from a wide variety of print materials. Reading should be seen
as a constructive process in that the reader has to construct meaning from
print by using prior knowledge.
There are various strategies that can be used to help the students
comprehend the read content. Reading comprehension is supposed to be
an interactive process. The interaction among four conditions determines
what meaning a reader will construct from a given text. The four
conditions involve the following:
What the reader brings to the reading situation (prior knowledge).
The characteristics of the written text (descriptive, expository,
narrative).
The learning context that defines the task and purpose of the
reader.
Background knowledge about a topic.
88
Objectives
Creative Reading
Students will be able to:
associate personal experiences with what has been read.
appreciate the writer’s craft.
evaluate characters and situations.
The students would have to be exposed to the reading of short stories,
novels and extracts from these sources, to achieve these objectives.
Functional Reading
Students will be able to:
locate the required reading material by using the relevant section of
a book.
use a dictionary to discover meaning of technical terms.
identify the organizational structure of the encyclopaedia and, and
use the knowledge to locate material.
gain information from content areas by identifying cause and effect,
problem and solution.
Volume 1
Section 1 A HAPPY HOME
Building a Happy Home 19
Who’s Boss in your Home 22
The real Meaning of Marriage 25
Common causes of Trouble in the Home 29
Solving your Marriage Problems 32
89
Questions like these would help the student.
They should also understand that they need to check the headlines in the
chapter to determine whether the issue or topic is discussed there.
Pre-reading Strategies
Comprehension passages should be taken from a variety of reading
material covering a wide range of topics and issues. The teacher must
consider a variety of interest, appropriateness to the age level of students,
ethnic and sex balance and readability level when selecting material.
When presenting the reading text, the teacher needs to make the
students aware of the issues they are about to read about. This approach
is called ‘reading readiness’ which is accomplished through pre-reading
exercises such as the following.
90
Deciding on the order of the statements and their mode of
presentation, for example, whether you will use sequence in
the text
Presenting the guide for students to respond to
Discussing each statement briefly; encouraging students to
share opinions, giving reasons; tallying the total responses to
each of them
Directing students to read the text and then letting them know
that the text relates to their opinions
Conducting follow-up discussion that focuses on what
students have learnt and how their opinions have changed
Before After
Reading Reading
91
Why Europeans Sailed West
Five centuries ago times were changing. A few learned men,
of course, knew that the world was round and not flat. This
had been known ever since the time of the ancient Greeks.
Some very foolish things were nevertheless still believed
about the distant parts of the Atlantic. Some thought that
the edge of the world was somewhere beyond it and that
they would fall off if they went too far out. To others, the
ocean depths were the home of horrible monsters and evil
spirits. There was much superstition.
Those who knew that the world was round thought that if
anyone was brave enough, he could sail from Europe
towards the west and arrive finally at the east.
The journey was a dangerous thing to attempt, for the
journey might be very long and the question of preservation
of food was not easy. Besides, in those days, there were
little or no means of preventing diseases such as scurvy,
which attacked people who went for a long time without
fresh food.
Two things greatly helped the new zest for exploration. One
was the newly discovered mariner’s compass, which made
voyages possible in distant seas and made navigators much
less dependent on clear skies and familiar stars. The other
was a new development in the building of ships. The new
ships called carracks helped to make the opening up of
uncharted seas possible.
As well as the zest for exploration there was also the desire
for trade. Exploration and trade always go together. In the
fifteenth century the large eastern trade in spices, silk, and
other precious cargoes was in the hands of Venice.
92
Carter, E.H et al (1959) History of the West Indian Peoples
Bk. 111 London Thomas Nelson & sons Ltd. P.8
(B) K –W –L Strategy
The K – W – L strategy is used for activating prior knowledge and determining
purpose for reading expository texts. It is especially useful in the area of Science
and Social Studies.
The following is an example of how the teacher may use the K – W – L strategy
to introduce a passage on Juices.
93
What I have learnt and still
What I know What I want to learn need to learn
1. Juices are made from 1. Who came up with 1. Cavemen squeezed
fruits. the idea of making juices out of fruits.
2. Juices contain juices? 2. Juices are non-fattening
vitamins. 2. How are juices and a source of vitamins
3. Drink and juices are manufactured? and glucose.
not the same. 3. What are the 3. The juice of the
4. There are artificial effects of artificial watermelon contains
packaged juices. juice on the body? vitamin A.
5. Juices can be 4. Vitamin C prevents
preserved by freezing scurvy.
and adding chemicals. 5. Because the English
sailors used a lot of lime
juice on long trips they were
called “limeys”.
6. What are the effects of
preservation on the body?
Since the first cavemen squeezed the juice out of a fruit to make
drink, people have been enjoying the easy refreshment of fruit
juices.
94
fearful symptoms. It was discovered that by drinking the juice of
fresh limes the disease could be cured and even prevented. It is
the vitamin C in the limes that prevents scurvy.
Citrus fruits are easily prepared using the standard glass or plastic
squeezer. Special lime squeezers made of strong metal and
which operate like a garlic press are also used. More elaborate
preparation is required for such fruit as sour-sop, papaw or
mango, including the use of blenders and strainers. Others such
as prunes and sorrel require steeping in hot water.
95
The following steps can be used in implementing this strategy:
1. Determine what students already know in order to establish the
relationship between two concepts.
2. Brainstorm students to get them to identify specific characteristics
or features common to both concepts.
3. Ask students how the two concepts are different and then place
their responses in the different columns.
4. Discuss further categories for comparison.
5. Give students the opportunity to write a summary.
Music
Music has been compared with language. While music combines easily with
actual language, it also speaks its own language regarded as universal. To
understand the significance of the organizing features of rhythm, melody,
harmony, tone, colour, and form, the analogy of a familiar language is helpful.
Music has its own alphabet. Each of these letters represents a note, and just as
certain letters are complete words in themselves, so certain notes may stand
alone, with the force of a whole world. Generally, however, a note of music
implies a certain harmony, and in most modern music the notes take the form of
actual chords. So it may be said that a chord is similar to a word in language.
Several words form a phrase, and several phrases a complete sentence, and the
same thing is true of music. Measured music corresponds to poetry, while the
old unmeasured plain-song might be compared with prose. Finally, the
relationship of modern music to free verse at once becomes apparent.
Mc Crimmon, John M. (1963) Writing With a Purpose 3rd Ed. Bouston: Houghton Miffin Co. p72
MUSIC LANGUAGE
96
Similarities Differences
-Music and language are forms - Language uses intonation.
of communication. Music uses melody.
Buehl, Doug (2001) Classroom Strategies for Interactive Learning 2nd ed.
Newark, D.E. International Reading association.
97
brainstorming session. They go back to the list, extract the
characteristics that have been confirmed. Students ask additional
questions for clarification. For example, the student may ask: Why
are triangles and rectangles called polygons?
4. Students practise using the model.
FRAYER MODEL
ESSENTIAL NON-ESSENTIAL
CHARACTERISTICS CHARACTERISTICS
TOPIC/WORD
POLYGON
EXAMPLES NON-EXAMPLES
- Triangle - Circle
- Square - Semi-circle
- Rectangle - Angle
- Rhombus - Arc
- Parallelogram - Line
- Quadrilateral
- Pentagon
- Hexagon
98
The Proposition/Support Outline involves the following:
1. Discuss with students the differences between facts and opinions.
Students are encouraged to give examples of each and to construct
definitions.
3. Model for students the categories used for support – facts, statistics,
examples, expert testimony, logic and reasoning.
Sharks
Sharks are not as dangerous to humans as humans are to sharks. Marine
biologists have carried out surveys to determine the ratio of humans to
sharks that die at sea every year. Even though millions of people venture into
the ocean each year, fewer than fifty serious shark attacks occur on the
average and only ten of these are fatal. The reason for this low accident rate is
that most sharks are afraid of creatures as large as humans. Of the 350
known species of sharks, only one – the great white shark – is totally unafraid
of humans. Meanwhile, humans kill sharks in record numbers. Thousands
are hunted and slain each year for food. Thousands more are killed by under
water nets positioned off the beaches to protect swimmers in Australia and
99
South Africa. Even the great white shark is diminishing in number as
humans hunt it for its teeth and jaws, which are sold as collector’s items.
Maybe, it is time we begin worrying less about protecting people from sharks
and more about protecting sharks from people.
Proposition/Support Outline
Proposition:
Sharks are not as dangerous to human beings as human beings are to sharks.
Support:
1. Facts
Millions of people venture into the oceans each year.
Sharks are afraid of creatures as large as humans.
2. Statistics
Fewer than fifty shark attacks occur each year. Only about 10 shark attacks
each year are fatal. Of the 350 species of sharks only the white shark is totally
unafraid of humans.
3. Examples
Sharks are hunted and slain for food.
Sharks are killed by under water nets.
The teeth and jaws of the great white shark are sold as collective items.
4. Expert Authority
Marine biologists have carried out surveys to determine the ratio of humans to
sharks that die at sea every year.
100
Buhel, Doug (2001) Classroom Strategies for Interactive Learning 2nd ed. Newark, D.E:
International Reading Association.
(2) Present a new key term or concept from materials the students are
learning. For example, you may be discussing vertebrates but more
specifically mammals.
101
Example of Definition
The savannah is a natural region in Guyana that experiences a
cool climate. It is tropical grassland with scattered trees including
the balata. Cattle-rearing is done in this region. Lethem, Aishalton,
and St. Ignatius are located in the savannah.
Concept/Definition Map
What is it? What is it
like?
Savannah Tropical grassland
Scattered trees
Natural Region
Cool climate
102
During the teaching/learning process the students should be exposed to
an equal weighting of the comprehension skills.
These skills are:
Literal comprehension
Time and place relationships
Sequencing
Cause and effect relationships
Fact and opinion
The main idea
Making inferences
Word in context
Understanding graphs, tables and advertisements
Students should be given the opportunity to read and reflect, and through
structured discussion and interaction share their understanding of the
material.
Literal Comprehension
At this level of understanding the students are required to read and note
the facts and details presented. The information that is recalled usually
answers to the question why, where, when, what and who.
Teaching Example
A Report
John was riding his bicycle along Richmond Street on Saturday 15th
February at about 5.00 p.m. He was crossing the street and did not see
the approaching car. The car was travelling at a great speed and when
the driver saw John he swerved out of the path of the bicycle on to the
pavement. Luckily no one was on the pavement at that time. John
103
escaped injuries but the car was seriously damaged. The driver,
however, was not hurt but he was very angry at John
These facts and details can be had by asking questions such as:
1. When did the accident occur?
2. Where bib it happen?
3. Who were the persons involved?
4. How did the incident happen?
These are literal comprehension questions that are used to get the facts
and information from the passage.
It should be noted that the passage is a report and this comprehension
exercise can be used to point out to students that the when, why, where,
who and what questions must be answered when composing a report.
Practice/Apply/Assess Example
A hurricane begins near the equator, in the tropical or warmest areas of the ocean.
Strong winds come together there and begin to whirl in a huge circle. If you could
see the winds-which you can’t-they would look like a giant wheel. A hurricane
circle of winds may be as much as 500 miles wide. Most hurricanes occur during
the period from May through October.
The winds of a hurricane blow at speeds of 75 miles per hour or faster. And a
hurricane moves across the ocean at about 10 to 15 miles per hour. It usually
moves in a northwest direction.
Inside the winds of a hurricane is an area called the eye. In the eye, the winds are
light. After a ship passes through the winds of a hurricane into the eye, it will
seam to those aboard that the storm is over. But the ship will have to pass through
the winds on the other side of the hurricane’s circle.
Some hurricanes will die down before they reach land. But those that don’t can
cause great damage. The winds are so strong they can overturn automobiles and
damage houses. A hurricane also stirs up large waves on the ocean. They can
destroy docks and piers, wash away roads and destroy buildings near the shore.
Heavy rainstorms also come with the hurricane. The giant downpour can force
rivers or streams to overflow and cause floods.
104
Questions:
1. Where does a hurricane begin?
2. At what time do most hurricanes occur?
3. How wide is the circle of the winds in a hurricane?
4. What is the wind speed of a hurricane?
5. In what direction does a hurricane usually travel?
6. What is the ‘eye’ of the hurricane/
7. What kinds of damage can a hurricane cause/
8. What effect does a hurricane have on rivers and streams?
Practice/Apply/Assess Example
How did the saga of Trinidad oil begin? What led to the discovery
of oil in this island? The story is told that this substance, which
has become the backbone of Trinidad’s economy, was first
discovered in 1870 by a huntsman in the Guayaguay are forest.
He took a sample of the liquid from a forest seepage, and
showed it to the Warden. The Warden in turn had the sample
sent to London to be analysed. The quality of the oil was found
to be of such a high standard that the analyst returned the
sample saying that it was artificial
Ten years before, in 1860, two geologists, Wall and Sawkins, had
conducted a geological survey of the island, and their report had
been favourable enough to attract oil prospectors to these
shores.
105
The first oil well to be drilled in Trinidad was one under the
charge of Captain Walter Darwent at Aripero, South Trinidad, in
1867. Using a wooden derrick, Darwent went down to 200
metres when he seemed to have struck a bed of oil.
Questions
(1) Where was the substance found?
(2) When did Wall and Sawkins conduct a geological survey of Trinidad?
(3) Where was the first oil well drilled in Trinidad?
(4) When did the brave pioneer, Darwent, die?
(5) Where was the ‘substance’ first sent?
(6) How long after the geological survey was oil discovered?
(7) In paragraph 3, to what shores does the writer refer?
Teaching Example
2. The night was so dark that we could not see the pathway.
________________________________________________________
________________________________________________________
106
3. She fell asleep on the couch because the music was soft and
soothing.
________________________________________________________
________________________________________________________
B. Give them the ‘cause’ sentence and three other sentences to tick the
corresponding ‘effect’
C. Give them an ‘effect’ sentence and three other sentences to tick the
‘cause’ that created the effect.
Practice/Apply/Access Example
Roxanne and her sister Jane were going to Prize Giving Day in their
school. Roxanne had won the first prize in the Essay Competition. Their
father had promised to come home early to take them to the function.
The two sisters got dressed and waited. They were anxiously looking at
the clock when the phone rang. “Roxanne,” he said, “I am in a heavy
traffic jam. I’ll b late. Can you call your cousin, David and ask him to take
you?”
Roxanne called her cousin, but he was not at home. She became uneasy,
for if they arrived late the principal would be annoyed. The door bell rang
and in walked Aunt Enid.
“Oh! Aunt Enid. We are so glad to see you!” remarked the two sisters.
They were relieved, for now they could attend the function on time.
107
The cause and effect relationships are:
Question - What caused their father to be late?
Question – Why couldn’t their cousin Peter, take them to the Prize Function?
CAUSE EFFECT
_________________________ _________________________
Why did something happen? What happened?
______________________________ _______________________________
There was a traffic jam. Their father would be arriving late.
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
It should be noted that the effect could either be explicit or implied in the
text.
108
An opinion is a personal feeling or thought that varies from person to
person. It is influenced by a person’s perception, preference or outlook.
E.g. Trinidad is a beautiful island.
As is said ‘beauty is in the eye of the beholder’, therefore everyone would
not share the same opinion about Trinidad. It is important that students
are able to tell the difference between fact and opinion when reading.
Teaching Example
Students will identify the statements that are ‘fact’ and those that are
‘opinion’ and state the reasons why.
1. The book weighs two pounds. FACT
It can be weighed and proven.
2. Homework deprives children of leisure pursuits. OPINION
The statement is debatable not everyone would agree with it.
3. The anopheles mosquito spreads malaria. FACT
_______________________________________________________________________
4. Rain hardly ever falls in the desert.
__________________________________________________________
_
5. Girls study harder than boys.
__________________________________________________________
_
Practice/Apply/Access Example
Students can be asked to select the statements of ‘fact’ and those of
‘opinion’ from this extract.
109
All the children in the area attend the Government
school. The teachers in that school are hardworking
and ambitious. Some of the children are keen on
their studies. They study English Language,
Mathematics, Science and Social Studies. These
subjects
Fact are very important to them. Opinion On Friday
Some of the afternoons
children are they
keen are allowed
on their All to
the play games
children in theonarea
theattend the
studies. playground. In that school the boys school.
Government are healthier
than the girls. The girls study harder than the boys.
It is the
They study English best school in the
Language, The teachersItinwas
Region. that built
schooltoare
Mathematics,accommodate four hundred
Science and Social hardworking
students. and ambitious.
Studies.
These subjects are very important to
On Friday afternoons they are allowed them.
to play games on the playground.
The girls study harder than the boys.
In that school the boys are healthier
than the girls. It is the best school in the Region.
Students can also be asked to select the report that is ‘factual’ and the
one that is ‘opined’ and state the reasons.
110
Inferential Comprehension
Students will be able to:
Identify ideas inferred from given facts (in print or pictorial).
Predict outcomes.
Grasp the writer’s plan and intent.
In Grades 7 and 8 students should have been familiar with literal meaning,
time and space relationship, sequencing, the main idea and supporting
details, word in context, inference, fact and opinion and understanding
simple tables and advertisements. In Grade 9 students will get more
practice in the foregoing topics in a variety of settings. One such setting is
to ask students to read a passage and then answer multiple choice
questions or allow them to formulate their own responses e.g.
Passage
Leaving for school on mornings, I walked slowly through the busy parts of the town. The
business places would all be opening then, and smells of strange fragrance would fill the
High Street. Inside the opening doors I would see clerks dusting, arranging, hanging
things up, ready for the day’s business. They looked cheerful and eager and they opened
the doors very wide. Sometimes I stood up to watch them.
In places between the stores several little alleys ran off the High Street. Some were busy
and some were not and there was one that was long and narrow and dark and very
strange. Here, too, the shops would be opening as I passed and there would be bearded
Indians in loin-cloths spreading rugs on the pavement. There would be Indian women
also, with veils thrown over their shoulders, setting up their stalls and chatting in a
strange, sweet tongue. Often I stood, too, watching them, and taking in the strange
fragrance of rugs, spices, onions and sweetmeats. And sometimes, suddenly
remembering, I would hurry away for fear the school bell had gone.
111
(D) Busy Activities of the Town. Answer
The answer to this recall question comes directly from the passage.
Students need practice in gleaning meaning from the context to select the
correct word or phrase to replace the ones used therein. The word
“chatting” indicates that the writer has to be referring to speech/language
and not taste. Consequently (B) and (D) are the two possible options.
Since nothing in the passage suggests that the women had any reason for
flattery, “Unfamiliar but musical language” is the only feasible answer.
112
The last line of the passage gives the impression that he did not
want to imagine that the school-bell had gone; hence he would
hurry away. The school bell signals the assembly of school.
Having read the passage students discard (A), (B) and (D), because these
options only tell part of the writer’s story.
Example
113
Over the grass the hedgehog came
Questing the air for scents of food
And the cracked twig of danger.
He shuffled near in the gloom. Then stopped.
He was aware of me, I went up,
Bent low to look at him, and saw
His coat of lances pointing to my hand.
What could I do
To show I was no enemy?
I turned him over, inspected his small clenched paws,
His eyes expressionless as glass,
And did not know how I could speak,
By tongue or touch, the language of a friend.
It was grief to be a friend
Yet to be dumb; to offer peace.
And bring the soldiers out………….
Clifford Dyment
(A) bright
(B) dark
(C) clouds
(D) misty
114
(C) The hedgehog threatened him.
(D) The hedgehog was hungry and alone.
7. ‘And bring the soldiers out’ (L. 16). To what does soldiers refer.
Summary
A summary is a brief overview of something that was read. Most
summaries cover the material in the same order the information is
presented.
115
The student must convey a balanced overview of what is read. They
should not include their own opinion on the topic or the writing style. They
should be brief and not rewrite the text.
Method
Students should:
Study the passage until they find the theme; then record it.
Make rough notes one section at a time.
Link up notes properly so that they do not read in a jerky or
unconnected way.
Check for length and amend when necessary; write out the final
version.
Points to note:
Students should:
Always cross out their rough work.
Desist from turning the whole passage into reported speech.
Dialogue may be converted into reported speech.
Not use direct questions.
Omit details, examples, repetition and irrelevant remarks.
Not add to or comment on the subject matter.
Make the summary the required length, if any limits are set.
Sum up a mass of details in one or two sentences.
Only copy passages from the original unless there is no better
way of expressing an idea.
Check the final summary for accuracy of language, punctuation
etc.
Passage
The national parks of Africa are an important economic asset of the
territories in which they lie, for they attract tourists (our tiresome word
for modern pilgrims and travellers); and tourists bring in a substantial
116
revenue, not merely through disbursements in the national parks
themselves, but chiefly through what they spend in the country at large,
on transport, accommodation, equipment, photography and souvenirs.
The national parks and wild-life preserves are now the main reasons
why they come to East Africa, and one of the main reasons why they
come to South Africa and Mozambique; and the same could soon hold
good for Central Africa. Tourism is increasing in volume throughout
Africa’s wild-life area, and in Kenya, for instance has already become the
largest source of national revenue, to the tune of $20 million. What is
more, it is capable of a very large further increase in the near future (of
course, always provided there is no World War, and no major political
trouble in eastern Africa).
This will cost money – quite a lot of money. So far, game departments
and national parks have been among the most neglected of government
departments in Africa: how can they be provided with this extra finance?
I would hazard the guess that if the African territories could co-operate
in the latter, and make a reasoned application to the United Nations
agency for a loan to develop their tourist trade, they would have a good
chance of getting it.
117
Rough Notes
- National parks important in economic life of some African countries
Attract tourists and bring direct and indirect revenue to countries.
- Increasing no. of people from West will take advantage of cheaper air
fares to travel more widely to avoid industrialisation.
- Good organisation and new parks needed to avoid overcrowding. Loan could
perhaps be obtained from a U.N. agency, if concerned African countries
produce co-operative plan of development.
These notes are made in point form and abbreviations, with which
students are familiar, are permissible. However, students must ensure
that the final summary is cohesive.
Final Summary
National parks and wild-life reserves play an important part in the economic life of
some African countries, particularly in East and South Africa. They attract tourists
and thus bring substantial direct and indirect revenue. In Kenya, for example,
tourists are the second largest source of revenue, and there are potentialities in
Central Africa.
With the rise in population in the West and with continued prosperity there, an
increasing number of people will take advantage of cheaper fares to travel more
widely, seeking to avoid the unpleasantness of their industrialised environment.
If there were improved facilities in and out of the parks, the revenue from tourism
could probably be increased as much as ten-fold in the next decade. To achieve this,
it is vital to have good organisation and new national parks to avoid overcrowding.
One way of financing this work would be by way of a loan that could perhaps be
118
obtained from a United Nations agency if the interested African countries produced
a co-operative plan for development.
Graphics
Graphics is another way of presenting summarised information. The
reading and understanding of these graphics is also comprehension and
students need to develop the skill of visual thinking to interpret the
information presented.
Kinds of Graphics
Tables
Cluster diagram
Graphs
Maps
Advertisements
Maps
119
A blue line in a
land mass
indicates a
river.
The colours
suggest the
specifics
about its
divisions.
There are
other symbols
used that give
information
about this
area.
Students should be given practice in using the colour key to extract information
and to draw conclusions.
Maps can also show smaller areas: the houses in a neighbourhood, the
buildings on a college campus, or the location of rooms in a building. A
map, a floor plan is used by architects when designing a building.
120
Double lines
are used to
show walls
and windows.
Spaces show
doorways.
The parts of
the house are
labelled.
Venn Diagram
A Venn diagram may be used to show the similarities and differences
between two people/objects … that are related somehow. A comparison
between a dog and a piano will be nonsensical. But a comparison
between a dog and a cat may reveal some interesting similarities and
differences between these animals.
121
Differences
Likeness
Audio
Audio
Visual
Ads
Ads
Having identified the unique features and the common ones students can
formulate an oral or written paragraph or several paragraphs based on the
data. Students need to be reminded of the necessity for transitional
words/phrases such as but, however, in the same way, like, unlike,
similarly, on the other hand.
Graphs
Often a graph is the best way to convey numerical information. Graphs
can reveal patterns of relationships among different numerical facts or
statistics; thus they can be useful tools in comparison-contrast writing.
122
Whenever students use graphics in their writing, they should place them
and refer to them so that they make the greatest impact on the reader.
Students can put the diagram at:
Whenever and however they use graphics, they need to let the reader
know why they are there and when to look at them.
123
Students must remember to title graphics clearly when they present more
than one. In that way the reader will not be confused and can refer to the
appropriate graphic quickly and easily.
Understanding Text
Writers select information and use loaded words very carefully, so as to
influence the readers. Students need to be alert and watch out for a
writer’s bias which is created by specific word used or specific word
omitted on purpose. It is absolutely necessary to separate the writer’s
feeling from the information he or she is giving.
To the Editor:
In my opinion, drunk-driving laws are not nearly as strict enough. Anyone caught
driving drunk should have his or her driver’s licence taken away immediately –
and never returned. Why should some drunk be given a second chance to
murder innocent people?
124
-. Drunk makes the reader feel that the person drinks regularly, and is not
socially acceptable.
-. Murder suggests that the drunk kills people on purpose.
-. Innocent portrays the dead as good and kind; hence the reader detests
the drunk even more.
3. What is the phrase that tells the reader that the writer is giving a
personal opinion?
Let students read or write the sentence that contains the phrase.
“In my opinion.”
B. News Articles
1. Today, Terry Roach became the 2. Today, Terry Roach, 25, walked
second person in 22 years to be into the death chamber at South
executed in the U.S. for crimes Carolina’s Central Correctional
committed while he was a juvenile. Institution in Columbia. Soon after, he
He was sentenced to death for became only the second person in 22
murdering a 16-year-old girlfriend in years to be executed in the U.S. for
cold blood. After finding the young crimes committed while he was a
couple in their car, Roach and two of juvenile. He was sentenced to death
his sick friends shot the boy three for killing two teenagers when he was
times in the head. They then fired 17 years old.
five shots into the girl. Roach, a surly
no-account, was 17 at the time he
committed the crime.
125
ARTICLE 1 ARTICLE 2
Biased Factual
Provides more information/details to Just wants the reader to know exactly
show how cruel Roach and his “sick” what happened. He/She is not trying to
friends were. convince the reader that Roach is
good or bad.
Calls Roach a “brutal, heartless
murderer”. Since he is also “brutal and Says Roach “killed the teenagers. A
heartless” and “kills in cold blood” no “killer” doesn’t sound nearly as bad as
reader will sympathise with him. In fact, a “murderer” The reader may even
the reader feels that he deserves to think that it was accidental.
die.
C. Reports
1. Mary Davis, a 46-year-old 2. Mary Davis is suing Stanford
English teacher at Stanford University. The tall, awkward
University, is suing the university to former English teacher claims that
get her job back. She says she was she was fired because she
fired because in 1994 she failed six refused to pass eight of the
basketball players in her English university’s best basketball
class. The university asked her to players. University officials say
change the grades so the athletes that Ms. Davis was fired for other
could play basketball. She refused, reasons. They say that Ms. Davis,
and the university let them play who recently had a nervous
anyway. When she objected, she breakdown, was uncooperative,
was fired. difficult to work with and
unpleasant to her students.
126
____ (1) One is about Stanford University, and one is about
Mary Davis.
____ (2) One says Ms. Davis is suing the university, and the
the university is suing Ms Davis.
____ (3) They include different information about Ms. Davis.
____ (4) One is biased against Ms. Davis, and the other is not
biased.
___(5) Both 3 and 4.
The first paragraph gives the facts of the case, but the second paragraph
is biased against Ms. Davis. The reader knows this because the writer
says she is “awkward”. He also states that she had a nervous breakdown.
Finally, he includes all the negative things the university officials said
about her.
3. Scan the two paragraphs to find when Ms. Davis failed the athletes.
Write the last sentence you had to read to find the information.
4. Read the two paragraphs and find the sentence that makes you feel
that Ms. Davis is physically unattractive.
5. Write the sentence from the second paragraph that suggests that the
reader shouldn’t believe Ms. Davis.
127
6. Which paragraph is obviously biased against Ms. Davis? Give evidence
to support your view.
D. Report of a Meeting
At a meeting of the City Council, the councillors were discussing a
proposal to build a new sports stadium. Here is the speech made by
Councillor Williams of he wishes to oppose the location of the structure.
128
1. How does the report create an unfavourable impression of Mr.
Williams?
2. What dishonesty can you find in the report?
129
Allow the other students to give their views on the validity of the
views presented.
Advertisements
Advertisements thrive on loaded words not facts. They are written to make
buyers think that one product is much better than another. The words and
pictures chosen influence feeling and may result in the reader buying the
item.
130
Encourage students to study advertisements and reports in newspapers
and magazines to identify examples of the following:
a. Opinions given as facts
b. Opinions and facts cleverly mixed together to create the impression
that all the statements are facts.
c. Dishonesty by exaggeration
d. Dishonesty by distortion of facts
e. Dishonesty by the suppression of facts vital to the case
f. Misleading claims made by the use of words with a strong emotive
feeling.
From time to time similar selections can be used to give students practice
in speaking and listening.
131
Example: In road signs ‘P’ denotes a car park.
132
Examples:
(a) The language faculty discussed the proposed grading system.
(b) The language faculty debated the proposed grading system.
(c) The language faculty argued about the proposed grading
system.
(b) The language faculty quarrelled over the proposed grading
system.
133
Irony says the opposite for emphasis.
Example: “What a lovely day!” It may be raining or there may be several
problems at work.
It describes an oddly contradictory situation: e.g.
Example: The irony of it is that I tripped while telling Jane to be careful.
Exercises
Select a short passage from a novel or short story that uses
figurative language. Rewrite the passage, changing the figurative
language to literal language. Which style is more effective –
figurative or literal? Have a class discussion on the reasons for
their choice.
134
ideas. This facilitates memorization of the material read. Notes
constructed by the students themselves stimulate independent thinking
and creativity.
Students work in pairs to select information for the graphic outline and
place these in the relevant sections.
135
seines are largely responsible for the deaths of sea turtles.
The sea turtles are accidentally caught by drift seines and
instead of releasing them the fishermen cut off their flippers
and throw them back into the sea where they die by
drowning because they are starved of oxygen. For example, a
large leatherback turtle was washed up dead on the Kitty
foreshore with its flippers chopped off. Sea turtles are also
hunted and caught by poachers to be eaten. The eggs are
also sought after for the same purpose.
It is necessary to implement measures to protect endangered
species of sea turtles since turtle protection is an
international concern. One of these measures is to place
more resources at the disposal of the rangers who patrol the
beaches. There is also need for education programmes to
make persons aware of the importance of turtle preservation.
For example, the British High Commission has funded an
education project for Santa Rosa. Another plan for protection
is the prohibition of drift seine activity during the egg-laying
and nesting season.
Also, there should be implementation of Turtle Excluder
Devices (TED’S). Finally, funding should be sought from
International donor foundations such as the World Wildlife
Fund.
Adapted from articles by Owen Evelyn and Miranda La Rose in Sunday Chronicle and Sunday
Stabroek respectively, March12, 2000.
Example of Notes
Name of endangered animal Sea turtle – Olive Ridley
Habitat the sea - Shell Beach
137
If they are to give a speech, they must anticipate possible
questions and plan how to answer them.
If they are the chairperson of a discussion, they must talk with each
participant and learn what type of information he/she has to offer
and what role each is likely to play.
Debaters need to coordinate their presentation with their team
members and anticipate the arguments of the opposing side.
Formal Meeting
A chairperson follows the agenda and conducts the meeting in
accordance with parliamentary procedure. Each participant must
understand in advance the rules to be used for conducting the meeting,
and be prepared to respect the chairperson’s direction. Contributors must
stick to the topic, and listen attentively to the views of others.
Agenda
1. Call to order by chairperson
138
2. Reading or distribution of the previous meeting minutes (official
record kept by secretary).
3. Confirmation of minutes
4. Reports of various committees (small groups considering a
problem)
5. Unfinished business from previous meetings
6. New business
7. Announcements
8. Adjournment by the chairperson
Activities
1. Let students conduct a P.T.A. or any formal meeting of their choice.
They will need to nominate; then elect a chairperson and secretary and to
decide on committee/s and members thereof.
2. Divide the class in four and allow each group to field a team for or
against two topics suggested by the students. Be a facilitator as students
139
prepare their case for or against. Stage the debates. Allow the other
students to give their views on the conduct of the debates.
140
ENGLISH LANGUAGE
Sample Lesson 1 Grade 9
ENGLISH LANGUAGE
Sample Lesson 2 Grade 9
159
TOPIC SPECIFIC PREVIOUS TEACHER STUDENTS’
TIM SUB-TOPIC OBJECTIVES CONTENT KNOWLEDGE ACTIVITY ACTIVITY RESOURSE EVALUATION
E
80 Written Develop Definition of Can 1. Defines 1. Listen Sample of a A paragraph
min. Expression from a given a construct the classification that contains
topic, a classification paragraphs classification paragraph a general
Classification paragraph paragraph paragraph. statement
Paragraphs that followed by
classifies The 2. Presents 2. Listen supporting
beginning the sample and sentences,
statement paragraph answer and which
and questions states the
Supporting examines when types or
the the general necessary subtypes
beginning statement
statement
(p.37, 38) 3. Monitors 3. Read
discussion the
giving supporting
guidance to sentences
the and identify
conclusions the types
arrived at or
subtypes
4. Gives a 4. Give
science information
related topic that
for students classifies
to write a the topic
paragraph into its
using the types or
sample subtypes,
paragraph then write
model the
paragraph
160
ENGLISH LANGUAGE
Sample Lesson 3 Grade 9
TIME TOPIC SPECIFIC PREVIOUS TEACHER STUDENTS’
SUB-TOPIC OBJECTIVE CONTENT KNOWLEDGE ACTIVITY ACTIVITY RESOURSE EVALUATION
80 Narrative Plan a story Orientation Can write 1. Explains 1. Listen, ask Graphic The
min. Writing using the Complication stories the questions and Organiser necessary
Narrative Resolution relatively well organization respond to - Narrative detail for a
Organisation Plan of the teacher Plan 1& 2 new story
Language narrative (p. 50, 51) stated in the
features and states sections of
(p. 47, 48) what is A short the Narrative
required for narrative Plan
each part (p. 49)
on the
Narrative
Plan.
3. Asks 3. Respond
students to by giving the
state the setting,
details in events,
the involvement
Narrative of characters,
Plan. conflict and
solution.
4. Have
students 4. Plan story
plot a story on Narrative
on the plan
Graphic
Organiser.
161
ENGLISH LANGIAGE
Sample Lesson 4 Grade 9
162
TOPIC SPECIFIC PREVIOUS TEACHER STUDENTS’
TIME SUB-TOPIC OBJECTIVES CONTENT KNOWLEDGE ACTIVITY ACTIVITY RESOURSE EVALUATION
40/80 min Expository Provide The use Naturally 1. Makes a 1. A sample An
Writing evidence of present statement to Respond. of an argumentative
that can be ‘evidence’ arguments initiate an argument paragraph
Ways to used in a to when argument. that uses that has
Persuade persuasive persuade expressing evidence to relevant and
argument to views on 2. Uses support valid evidence
support a issues argument to 2. Listen point of
viewpoint establish the and view
use of respond if
‘evidence’. necessary.
3. Have
students pick 3. Read the
out the argument
evidence and identify
used in an the
argument. evidence
used
4. Examines
the validity of 4. Examine
the validity of
evidence. evidence.
5. Gives a
topic and 5. Do as it
asks is required.
students to
write the
evidence to
support their
point of view.
ENGLISH LANGUAGE
Sample Lesson 6 Grade 9
TOPIC SPECIFIC PREVIOUS TEACHER STUDENTS’
TIM SUB-TOPIC OBJECTIVE CONTENT KNOWLEDGE ACTIVITY ACTIVITY RESOURSE EVALUATION
E S
163
80 Exposi- Examine Types of They have 1. Writes 1. Listen Samples of Choice of
min. tory the advertisements investigated the and advertisements place based
Writing techniques the use of techniques respond on the
used in Techniques: audio and and give when strongest
Advertise- ads. - Exaggeration audio-visual examples required to appeal to
ments - Exclamation advertisements of their do so services that
Decide on & questions use in ads. meet needs
an ad. that - Contrast
is most 2. Puts 2. Read
appealing several ads., state
ads. on and identify
chalkboard the
for techniques
students to used
identify the
technique
used
3. Places 3. Examine
students in all the ads.
groups given to
and uses a the group,
theme for for the
each techniques
group. used and
then
4. decide
Distributes where they
ads. would go
E.g. A to do
Wedding: business,
Ads. for: Give
-Caterer reasons for
-Music, choice
etc.
ENGLISH LANGUAGE
Sample Lesson 7 Grade 9
164
40/80 Expository Respond to Format Can write 1. Reviews 1. Listen and Sample A letter with
min. Writing an business the format respond letter of the
advertised Contents letters of the application appropriate
Letter of job with a of letter business format and
Application letter of letter information
application necessary for
2. Asks for 2. Give an application
the appropriate
similarity answers
between
the
business
letter and
letter of
application
3. Monitors 3. Highlight
the the
discussion information
about the given in
contents of response to
the body of the
the advertisement
application
4. Sets 4. Respond to
assignment the
for students advertisement
to write an with a letter of
application application
in response
to an
advertised
job
ENGLISH LANGUAGE
Sample Lesson 8 Grade 9
165
40/80 Expository Research a Nature of a Can write 1.Instructs 1. Read the Sample Relevance of
min. Writing topic and report simple students to report report the
write a reports read the information
Report social - Historical report noted during
studies information the research
report - Specific 2. Initiates 2. State
examples and observations,
and details monitors ask and
- Time discussion answer
order on the facts questions
presented
Purpose of in the
first and opening
concluding paragraph,
paragraphs the middle
and the
closing
paragraph
3. Gives a 3. Respond,
title and and identify
asks the areas
students to they are not
state the familiar with
kind of
information
needed for
the report.
4. Asks 4. Comply
students to with request
research
the topic
ENGLISH LANGUAGE
Sample Lesson 9 Grade 9
TOPIC SPECIFIC PREVIOUS TEACHER STUDENTS’
TIME SUB-TOPIC OBJECTIVE CONTENT KNOWLEDGE ACTIVITY ACTIVITY RESOURCE EVALUATION
166
40/8 Comprehension Interpret Venn Students can 1. Introduces the 1. Listen to A table with Information
0 information diagrams compare lesson and gives know what statistical from data on a
min on a Venn show the objects and learning is to be data Venn diagram
Graphics diagram. similarity state their guidelines. done used to write a
and differences paragraph to
differences and 2. Tells of the show proper
between similarities purpose of the under-standing
two Venn diagram 2. Listen to and
persons or and how it is gain new interpretation of
objects used.. knowledge information
about
4. Demonstrates presenting
how to interpret information.
information from
the Venn 4. Ask
diagram. questions
for
5. Guides clarification
students in a
plotting a Venn
diagram from
information
presented in a 5. Follow
paragraph. information
on
6. Sets an examples.
assignment
6. Write the
paragraph.
167
GLOSSARY
169
Theme the central idea or topic of discourse of
a work, primarily a work of literature
REFERENCES
170
Benjamin Errol Integrated English for Secondary Schools Bk. 1
Caribbean Educational Publishers, Trinidad, 1991.
171
Sesnan Barry How to Teach English
Oxford University Press, New York, 1997.
Writer’s Choice
Teacher’s Wraparound Edition
172