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BASIC WRITING SKILLS FOR PRIMARY 5                              PARTS OF SPEECH                                           ...
DESIGN FOR RLO 1: NOUNS AS PARTS OF SPEECH No.      Section                                                    Content det...
Types of Noun                      .      Classification of Nouns   1     Review   2     Additional   None         Resourc...
DESIGN FOR RLO 2: PRONOUNS AS PARTS OF SPEECH No.      Section                                                    Content ...
1      Review   2       Additional   None           ResourcesIII. Assessment   1      Pre-RLO   2      Post-RLO
DESIGN FOR RIO 2: SINGULAR and PLURAL NounNo.     Section                                             Content details     ...
    Student:Ok      Instructor: there are two categories of nouns, singular and plural      Instructor: a singular noun...
   Instructor: you should notice that plural nouns have “s” at the end of each word.    Singular nouns do NOT have “s” at...
OUTLINE 3: Activity Walkthrough                      In this screen the instructor gives an overview on the activity sessi...
   Instructor: Ok, here we are at the beginning of the Spotting singular and plural    Nouns Race.   Instructor: you wil...
   Question – Messenger : boys   Answer – boys   Question – Toyota : cars   Answer – Cars   Question – Kings : city ...
DESIGN FOR RIO 2: Noun TypesNo.     Section                                             Content details                   ...
   Student:Ok   Before we start, let’s review what noun is   Instructor: A noun is a person, a place, or a thing.   In...
OUTLINE 2: Exploring and elaborating on types of nounIn this screen the instructor will more elaborate on the deference be...
   Instructor: A city is a place where some people live. But it doesn’t refer t o any       particular city. So city is a...
In this screen the instructor gives an overview on the activity session and what students will face                     du...
   Instructor: Ok, here we are at the beginning of the Spotting Proper and common    Nouns Race.   Instructor: you will ...
   Answer – Volkswagen   Question Identify the common noun – Dr. Seuss: author   Answer – author   Question: Identify ...
DESIGN FOR RIO 2: Noun ActivityNo.     Section                                              Content details               ...
OUTLINE 2: Activity Walkthrough                      In this screen the instructor gives an overview on the activity sessi...
   Instructor: here we go   Instructor: Identify the singular noun in this sentence          Question: Airplane is big ...
   Instructor: Identify the proper noun in this sentence          Question: London is a very big and cold city         ...
DESIGN FOR RIO 2: GENDER OF PRONOUNNo.     Section                                             Content details            ...
   Instructor: now let’s list some examples of feminine gender-specific pronouns            She            Her         ...
   Instructor: Right again! Did you also notice that Jane is a girl? So the word she must       be a      Student: femin...
In this screen the instructor gives an overview on the activity session and what students will face                     du...
   Instructor: Ok, here we are at the beginning of the Spotting gender-specific    pronouns Race.   Instructor: you will...
   Answer – Him          Question – I : His          Answer – His          Question – Her: Yours          Answer – Yo...
DESIGN FOR RIO 2: singular and plural PronounNo.     Section                                             Content details  ...
 Me            He            Him            Her            She            You      Instructor: these are all exampl...
In this screen the instructor will more elaborate on the deference between singular and pluralPronouns as follows:      I...
   Instructor: They are big. The pronoun they takes the place of the noun, Fields so the        pronoun they must be a   ...
II. Practice/Interactive Activity 1   Practice/Activity ACTIVITY ON singular and plural Pronouns     Items                ...
   Instructor: here we go      Student:               Question - It : We               Answer – It               Ques...
   Answer – Them                    Good Job!
DESIGN FOR RIO 2: Pronoun ActivityNo.     Section                                              Content details            ...
OUTLINE 2: Activity Walkthrough                      In this screen the instructor gives an overview on the activity sessi...
   Instructor: here we go   Instructor: Identify the singular pronoun in this sentence          Question: It is a very ...
   Instructor: Identify the plural pronoun in this sentence          Question: Miss Rose gave it to them          Answe...
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Content structure

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  1. 1. BASIC WRITING SKILLS FOR PRIMARY 5 PARTS OF SPEECH SENTENCES mmAt the end of this module, the student should be able to: At the end of this module, the student should be able to:-Identify different types and classifications of part of speech - Interprete a sentence structure-Identify usage of different part of speech - Construct Simple, Compound and Complex sentences NOUNS PRONOUNS VERBS CONJUNCTIONS SENTENCE STRUCTURE COMPOSING SENTENCE At the end of this lesson, students At the end of this lesson, studentsAt the end of this lesson, At the end of this lesson, should be able to: should be able to: At the end of this lesson At the end of this lesson, studentsstudents should be able to: -Sort between finite & non-finite students should be able to:-Identify types of nouns -Identify gender-specific pronouns -Identify a conjunction in a student should be able to should be able to compose verbs-Classify nouns -Identify singular & plural nouns -Sort between regular & irregular given context. interprete a sentence different types of sentence verbs structure Introduction Introduction Introduction Introduction SINGULAR/PLURAL OF GENDER OF PRONOUN REGULAR VERBS CONJUCTIONS NOUNS At the end of this screen, students At the end of this screen, -At the end of the screen the Introduction Introduction should be able to identify gender- students should be able toAt the end of this screen, students should be able to use specific pronouns recognize regular verbs SIMPLE SENTENCE COMPOUND SENTENCEstudents should be able to conjuctions to join at leastmatch singular nouns with its At the end of this screen, students At the end of this screen,corresponding plural two words. should be able to construct a simple students should be able to IRREGULAR VERBS sentence using the parts of speech At the end of this screen, combine simple sentences to students should be able to form a compound sentence recognize irregular verbs SINGULAR & PLURAL OF ACTIVITY TYPES OF NOUNS PRONOUNSAt the end of this screen, FINITE VERBS At the end of this screen, At the end of this screen, students COMPONENTS OF SENTENCE COMPLEX SENTENCEstudents should be able to At the end of this screen, students should be able to should be able to identify singularrecognize proper & common students should be able to demonstrate their ability to At the end of this screen, students At the end of this screen, & plural pronounsnouns identify finite verbs use conjuctions to join two students should be able to or more word should be able to recognize basic construct a complex sentence parts of sentence (Subjects, Objects NON-FINITE VERBS & Verbs) At the end of this screen, students should be able to identify non-finite verbs ACTIVITY ACTIVITY ACTIVITY ACTIVITYAt the end of this screen,students should be able to At the end of this screen, students At the end of this screen, At the end of this screen,demonstrate their should be able to demonstrate ACTIVITY students should be able to students should be able tounderstanding about types of their understanding about At the end of this screen, identify the subject, verbs &nouns and classifications of pronouns and types of pronouns students should be able to objects in a given sentencenouns demonstrate their understanding about different categories and types of verbs
  2. 2. DESIGN FOR RLO 1: NOUNS AS PARTS OF SPEECH No. Section Content detailsI. Overview 1 Introduction We use words when we speak or write a language. In English grammar we study the use of English words. We see how we change the words and how we arrange them to make sentences that other people understand. The nouns are basic for understanding of English Sentences 2 Learning At the end of this lesson, learner will be able to: Objectives  Identify different types and classifications of nouns  Identify usage of nouns as part of speech 3 Pre-requisite Learners are expected to have the basic knowledge of reading and writing 4 Outline The Parts of Speech are the basic English Language building blocks. Nouns are examples of the Parts of Speech. The understanding of nouns as parts of speech is very important. Nouns This section will cover the aspect of: Definition of Noun
  3. 3. Types of Noun . Classification of Nouns 1 Review 2 Additional None ResourcesIII. Assessment 1 Pre-RLO 2 Post-RLO
  4. 4. DESIGN FOR RLO 2: PRONOUNS AS PARTS OF SPEECH No. Section Content detailsI. Overview 1 Introduction We use words when we speak or write a language. In English grammar we study the use of English words. We see how we change the words and how we arrange them to make sentences that other people understand. The pronouns are basic for understanding of English Sentences 2 Learning At the end of this lesson, learner will be able to: Objectives  Identify different types and classifications of pronouns nouns  Identify usage of nouns as part of speech 3 Pre-requisite Learners are expected to have the basic knowledge of reading and writing 4 Outline The Parts of Speech are the basic English Language building blocks. Pronouns are examples of the Parts of Speech. The understanding of pronouns as parts of speech is very important. Pronouns This section will cover the aspect of: Definition of Pronoun Gender-specific pronouns Types of pronouns
  5. 5. 1 Review 2 Additional None ResourcesIII. Assessment 1 Pre-RLO 2 Post-RLO
  6. 6. DESIGN FOR RIO 2: SINGULAR and PLURAL NounNo. Section Content details GlossaryI. Content Item 1 Introduction At the end of this screen, students should be able to match singular nouns with its corresponding plural 2 Learning OUTLINE 1: INTRODUCTION . Information  in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and singular and plural form as follows:  Instructor: Welcome to part of speech town, I’m so glad you’ve won the types of noun race challange.  today, we are going to learn about singular and plural nouns.  I’ll show how to tell the difference between singular and plural nouns as I’m driving in the part of speech town  Then, you ‘ll get a chance show me your how much you’ve learned as you are driving the car in the part of a speech town.
  7. 7.  Student:Ok  Instructor: there are two categories of nouns, singular and plural  Instructor: a singular noun is a noun used to represent one person, place or thing.  Instructor: a plural noun is used to represent two or more persons, places or things.  Instructor: As I said before, nouns either represent people, places, or things.  Instructor: examples of singular nouns would be:  Boy  Field  Book  Instructor: these are all examples of singular nouns  Instructor: now let’s list some examples of plural nouns  Boys  Fields  BooksOUTLINE 2: Exploring singular and plural nounsIn this screen the instructor will more elaborate on the deference between singular and pluralnouns as follows:
  8. 8.  Instructor: you should notice that plural nouns have “s” at the end of each word. Singular nouns do NOT have “s” at the end. Let’s try a few more examples: Student. A student is a person, but the word doesn’t have “s” at the end so it must be a Student: singular noun Instructor: That’s right, now markets are places, but the word doesn’t have “s” at the end so it must be a Instructor: plural noun Instructor: Good job! Ok, try this one: school! Student: schools are places, so that tells me it’s a noun and it has “s” at the end so that also tells me it’s a plural noun Instructor: you’re doing wonderful! Let’s move on to things. Instructor: the word computer represents a thing and has no “s” at the end. So the word is a Student: singular noun Student: but if we are to talk about computers that would be a plural noun because we are talking about many things. Instructor: Wow! I think you’re ready to start doing this on your own and just in time too
  9. 9. OUTLINE 3: Activity Walkthrough In this screen the instructor gives an overview on the activity session and what students will face during the next session.II. Practice/Interactive Activity 1 Practice/Activity ACTIVITY ON singular and plural nouns Items
  10. 10.  Instructor: Ok, here we are at the beginning of the Spotting singular and plural Nouns Race. Instructor: you will start over here Instructor: use your mouse to click on the car starting here to get started Instructor: I will read both words for you and tell you if you need to click on the singular noun or plural noun in the question. Instructor: make sure you click the correct answer at each stop . Instructor: here we go Student:  Answer – Princess Jasmine  Question – Policeman : Balls  Answer – policeman  Question – holidays : New Years Day  Answer - holidays
  11. 11.  Question – Messenger : boys Answer – boys Question – Toyota : cars Answer – Cars Question – Kings : city Answer – Kings
  12. 12. DESIGN FOR RIO 2: Noun TypesNo. Section Content details GlossaryI. Content Item 1 Introduction At the end of this screen, students should be able to recognize proper & common nouns 2 Learning OUTLINE 1: INTRODUCTION to types of noun . Information in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and the deference between common noun and proper noun as follows:  Instructor: Welcome to part of speech town, I’m so glad you’ve decided to join us  My Name is John and I will be your guide today.  Together we are going to learn about the difference between common nouns and proper nouns.  I’ll show how to tell the difference between proper and common nouns as I’m driving in the part of speech town  Then, you ‘ll get a chance show me your how much you’ve learned as you are driving the car in the part of a speech town.
  13. 13.  Student:Ok Before we start, let’s review what noun is Instructor: A noun is a person, a place, or a thing. Instructor: there are two types of nouns, common nouns and proper nouns Instructor: As I said before, nouns either represent people, places, or things. Instructor: examples of common nouns would be:  Instructor (a person)  Park (a place)  Bridge (a thing) Instructor: there are lots of instructors, parks and bridges Instructor: so far I haven’t specified any specific instructor, park or bridge Instructor: so these are all examples of common nouns Instructor: now let’s list some examples of proper nouns  Mr. John  Central Park  London Bridge
  14. 14. OUTLINE 2: Exploring and elaborating on types of nounIn this screen the instructor will more elaborate on the deference between proper nouns andcommon nouns as follows:  Instructor: Mr. John (that’s me) represents a specific person or instructor, Central Park is a specific park in New York City and London Bridge is a specific bridge. I am sure you have heard of London Bridge, the one that was falling.  Instructor: you should also notice that proper nouns are capitalized. Common nouns are NOT capitalized. Let’s try a few more examples: Author. An author is a person, but it’s not a specific person and it’s not capitalized so it must be a  Student: common noun  Instructor: That’s right, now Dr. Seuss is a person’s name. He’s also a specific author. So Dr. Seuss would be a  Instructor: proper noun  Instructor: Right again! Did you also notice that his name is capitalized? Let’s try the word city.
  15. 15.  Instructor: A city is a place where some people live. But it doesn’t refer t o any particular city. So city is a  Student: common noun  Instructor: Good job! Ok, try this one: New York is a particular city. So, New York city would be a  Student: proper noun  Student: and New York city is capitalized, so that also tells me it’s a proper noun  Instructor: you’re doing wonderful! Let’s move on to things.  Instructor: the word dog represents an animal. So the word dog is a  Student: common noun  Student: but if we are to talk about Fido, that would be a proper noun because we are talking about a specific dog named Fido.  Student: and Fido is capitalized too  Instructor: Here’s one last question for you. If I say “My dog is a good boy” The word dog is a common noun  Instructor: I know this because “my dog” is not the name of a specific dog. And, also because the word “dog” is not capitalized.  Instructor: Wow! I think you’re ready to start doing this on your own and just in time tooOUTLINE 3: Activity Walkthrough
  16. 16. In this screen the instructor gives an overview on the activity session and what students will face during the next session.II. Practice/Interactive Activity 1 Practice/Activity ACTIVITY ON proper and common nouns Items
  17. 17.  Instructor: Ok, here we are at the beginning of the Spotting Proper and common Nouns Race. Instructor: you will start over here Instructor: use your mouse to click on the car starting here to get started Instructor: I will read both words for you and tell you if you need to click on the common noun or proper noun in the question. Instructor: make sure you click the correct answer at each stop . Instructor: here we go Student:  Question : Identify the proper noun- lodge: Noun Mountain Lodge  Answer – Noun Mountain Lodge  Question Identify the common noun – John: boy  Answer – Boy  Question Identify the proper noun – Volkswagen: car
  18. 18.  Answer – Volkswagen Question Identify the common noun – Dr. Seuss: author Answer – author Question: Identify the proper noun – princess: Princess Jasmine Answer – Princess Jasmine Question Identify the common noun – policeman: Officer Jim Answer – policeman Question: Identify the proper noun – holiday: New Years Day Answer – New Years Day Question Identify the common noun – Paddington Bear: teddy bear Answer – teddy bear Question Identify the common noun – statue: Statue of Liberty Answer – statue Question: Identify the proper noun – London: city Answer – London
  19. 19. DESIGN FOR RIO 2: Noun ActivityNo. Section Content details GlossaryI. Content Item 1 Introduction At the end of this screen, students should be able to demonstrate their understanding about types of nouns and classifications of nouns 2 Learning OUTLINE 1: Instructions . Information In this screen the instructor explain what are the rules and steps to take as a guide to start the Noun Race ..
  20. 20. OUTLINE 2: Activity Walkthrough In this screen the instructor gives an overview on the activity session and what students will face during the next session.II. Practice/Interactive Activity 1 Practice/Activity The Noun Race Items
  21. 21.  Instructor: here we go Instructor: Identify the singular noun in this sentence  Question: Airplane is big  Answer: Airplane
  22. 22.  Instructor: Identify the proper noun in this sentence  Question: London is a very big and cold city  Answer: city Instructor: That’s wrong! Try again at the end of the road. Instructor: Identify the plural noun in this sentence  Question: There are many rivers in the world  Answer: rivers Instructor: Identify the common noun in this sentence  Question: My favourite stadium is the Emirates Stadium  Answer: stadium Instructor: Identify the proper noun in this sentence  Question: London is a very big and cold city  Answer: London Excellent Job!
  23. 23. DESIGN FOR RIO 2: GENDER OF PRONOUNNo. Section Content details GlossaryI. Content Item 1 Introduction At the end of this screen, students should be able to identify gender-specific pronouns 2 Learning OUTLINE 1: INTRODUCTION . Information in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and the deference in Nouns gender:  Instructor: Pronoun = words that can replace nouns in a sentence  Instructor: there are two types of gender-specific pronouns, masculine and feminine  Instructor: As I said before, pronouns are words that replace nouns in a sentence  Instructor: examples of masculine gender-specific pronouns would be:  He  Him  His  Instructor: these are all examples of gender-specific pronouns
  24. 24.  Instructor: now let’s list some examples of feminine gender-specific pronouns  She  Her  Hers Gender-specific pronouns Masculine He/Him/His Feminine She/Her/HersOUTLINE 2: ExamplesIn this screen the instructor will more elaborate on the topic by giving more examples as follows:  Instructor: The King is a kind man, he helps people. So the word he would be a  Instructor: gender-specific pronoun  Instructor: Let’s try a few more examples: That’s right! Now Jane likes playing, she plays with toys. Jane is a girl so the word she must be a  Student: gender-specific pronoun
  25. 25.  Instructor: Right again! Did you also notice that Jane is a girl? So the word she must be a  Student: feminine gender-specific pronoun  Instructor: Good job! Ok, try this one: The boy is tall, his height is great. So, the word his would be a  Student: gender-specific pronoun  Student: and a boy is masculine, so that also tells me the word his is masculine gender-specific  Instructor: Wow! I think you’re ready to start doing this on your own and just in time tooOUTLINE 3: Activity Walkthrough
  26. 26. In this screen the instructor gives an overview on the activity session and what students will face during the next session.II. Practice/Interactive Activity 1 Practice/Activity ACTIVITY ON GENDER OF PRONOUN Items
  27. 27.  Instructor: Ok, here we are at the beginning of the Spotting gender-specific pronouns Race. Instructor: you will start over here Instructor: use your mouse to click on the car starting here to get started Instructor: make sure you click the correct answer at each stop . Instructor: here we go Spotting gender-specific pronouns Instructor: here we go Student:  Question - Me : She  Answer – She  Question – You : Him
  28. 28.  Answer – Him  Question – I : His  Answer – His  Question – Her: Yours  Answer – Yours Instructor: No. That was not a gender-specific pronoun. You’ll have to try again at the end of the road  Question – He: Them  Answer – He  Question – Her: Yours  Answer – Her Excellent Job!
  29. 29. DESIGN FOR RIO 2: singular and plural PronounNo. Section Content details GlossaryI. Content Item 1 Introduction At the end of this screen, students should be able to identify singular & plural pronouns 2 Learning OUTLINE 1: INTRODUCTION . Information  in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and singular and plural pronoun as follows:  Instructor: there are two types of pronouns, singular and plural  Instructor: a singular pronoun takes the place of a singular noun  Instructor: a plural pronoun takes the place of a plural noun  Instructor: As I said before, nouns either represent people, places, or things.  Instructor: examples of singular pronouns would be:  I  It
  30. 30.  Me  He  Him  Her  She  You  Instructor: these are all examples of singular pronouns  Instructor: now let’s list some examples of plural pronouns  Us  We  You  They  Them Pronouns Singular I, It, Me, He, Him, Her, She, You Plural Us, We, You, They, ThemOUTLINE 2: Examples
  31. 31. In this screen the instructor will more elaborate on the deference between singular and pluralPronouns as follows:  Instructor: you should notice that singular pronouns takes the place of singular and plural pronouns takes the place of plural nouns. Let’s try a few more examples:  Instructor: the girl went to the store. Girl is a singular noun  Instructor: She went to the store. The pronoun she takes the place of the noun, girl so the pronoun she must be a  Student: singular pronoun  Instructor: That’s right, now the cats played with yarn. Cats is a plural noun  Instructor: They played with the yarn. The pronoun they takes the place of the noun, cats so the pronoun they must be a  Student: plural pronoun  Instructor: Good job! Ok, try this one; school!  Instructor: That’s right, now the fields are big. Fields is a plural noun
  32. 32.  Instructor: They are big. The pronoun they takes the place of the noun, Fields so the pronoun they must be a  Student: plural pronoun  Instructor: Wow! I think you’re ready to start doing this on your own and just in time tooOUTLINE 3: Activity WalkthroughIn this screen the instructor gives an overview on the activity session and what students will faceduring the next session.
  33. 33. II. Practice/Interactive Activity 1 Practice/Activity ACTIVITY ON singular and plural Pronouns Items  Instructor: Ok, here we are at the beginning of the Spotting singular and plural Pronoun Race. Spotting singular pronouns
  34. 34.  Instructor: here we go  Student:  Question - It : We  Answer – It  Question – They : I  Answer – I  Question – She : Us  Answer – She  Question – You : Them  Answer – YouGood Job! Spotting plural pronouns  Instructor: here we go  Student:  Question - It : We  Answer – We  Question – They : I  Answer – They  Question – She : Us  Answer – Us  Question – You : Them
  35. 35.  Answer – Them Good Job!
  36. 36. DESIGN FOR RIO 2: Pronoun ActivityNo. Section Content details GlossaryI. Content Item 1 Introduction At the end of this screen, students should be able to demonstrate their understanding about pronouns and types of pronouns 2 Learning OUTLINE 1: Instructions . Information In this screen the instructor explain what are the rules and steps to take as a guide to start the pronoun Race ..
  37. 37. OUTLINE 2: Activity Walkthrough In this screen the instructor gives an overview on the activity session and what students will face during the next session.II. Practice/Interactive Activity 1 Practice/Activity The Pronoun Race Items
  38. 38.  Instructor: here we go Instructor: Identify the singular pronoun in this sentence  Question: It is a very big bird  Answer: It
  39. 39.  Instructor: Identify the plural pronoun in this sentence  Question: Miss Rose gave it to them  Answer: It Instructor: That’s wrong! Try again at the end of the road. Instructor: Identify the gender-specific pronoun in this sentence  Question: She likes going to New York City for holidays  Answer: She Instructor: Identify the plural pronoun in this sentence  Question: My father gave me toys, I love them  Answer: them Instructor: Identify the plural pronoun in this sentence  Question: Miss Rose gave it to them  Answer: Them Excellent Job!
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