G.C.E. (Advanced Level) General English

General English
Teachers Guide
Grades12 &13
Department of English
Faculty of Languages, Humanities and Social Sciences
National Institute of Education
Maharagama
Sri Lanka
www.nie.lk
i
Teachers Guide
Grades 12 &13
First Edition 2017
ISBN-
Maharagama
Printed by:
ii
Message from the Director General
The first phase of the new competency based curriculum, with 8 years curriculum cycle was
introduced to secondary education in Sri Lanka in 2007 replacing the existed content based
education system with basic objective of developing the national level competencies recommended
by the National Education Commission.
The second phase of the curriculum cycle to be introduced to grades 7 and 11 starts from 2016. For
this purpose, National Institute of Education has introduced a rationalization process and developed
rationalized syllabi for these grades using research based outcomes and various suggestions made by
different stakeholders.
In the rationalization process, vertical integration has been used to systematically develop the
competency levels in all subjects from fundamentals to advanced levels using the bottom up
approach. Horizontal integration is used to minimize the overlapping in the subject content and to
reduce the content over loading in the subjects to produce more students friendly and implementable
curricular.
A new format has been introduced to the teachers guide with the aim of providing the teachers with
the required guidance in the areas of lesson planning, teaching, carrying out activities and
measurement and evaluation. These guidelines will help the teachers to be more productive and
effective in the classroom.
The new teachers guides provide freedom to the teachers in selecting quality inputs and additional
activities to develop the competencies of the students. The new teachers guides are not loaded with
subject content that is covered in the recommended textbooks. Therefore, it is essential for the
teacher to use the new teachers guides simultaneously with the relevant textbooks prepared by
Education Publication Department as reference guides to be more aware of the syllabi.

The basic objectives of the rationalized syllabi and the new format of teachers guide and newly
developed textbooks are to bring a shift from the teacher centered education system into a student
centered and more activity based education system in order to develop the competencies and skills
of the school leavers and to enable the system to produce suitable human resource to the world of
work.
I would like to take this opportunity to thank the members of Academic Affairs Board and Council
of National Institute of Education and all the resource persons who have immensely contributed in
developing these new teacher guides.
Director General
www.nie.lk
[email protected]
3
Message from Ven. Deputy Director General
Learning expands into a wider scope. It makes life enormous and extremely simple. The human
being is naturally excellent in the skill of learning. A country when human development is
considered the main focus uses learning as a tool to do away with malpractices identified with
intellect and to create a better world through good practices.
It is essential to create valuable things for learning and learning methods and facilities within the
adhere of education. That is how the curriculum, syllabi, teachers guides and facilitatiors join the
learning system.
Modern Sri Lanka has possessed a self directed education system which is a blend of global
trends as well as ancient heritage.
It is necessary to maintain the consistency of the objectives of the subject at the national level.
However, facilitators are free to modify or adapt learning teaching strategies creatively to achieve
the learning outcomes, competency and competency level via the subject content prescribed in the
Syllabus. Therefore, this Teachers Guide has been prepared to promote the teachers role and to
support the students as well as the parents.
Furthermore, at the end of a lesson, the facilitators of the learning- teaching process along with the
students should come to a verification of the achievement level on par with ones expected exam by
a national level examiner, who evaluates the achievement levels of subjects expected. I sincerely
wish to create such a self-progressive, motivational culture in the learning- teaching process.
Blended with that verification, this Teachers Guide would definitely be a canoe or a raft in this
endeavor.
Ven. Dr. MabulgodaSumanarathanaThero

Deputy Director General
Faculty of Languages, Humanities and Social Sciences
iv
Syllabus Committee
Advice and Approval: Academic Affairs Board
Maharagama
Subject Coordination: Ms. HashiniAbeysena

Assistant Lecturer/Project Coordinator
Dept. of English
National Institute of Education, Maharagama
Direction: Ms.V.D.C.P. Perera

Director - English (Acting)
Director - External Resource Management
Maharagama
Panel of Writers: Mr. R.Ramanayaka Rtd/ CPO NIE, Director NATE
SujeewaSebestianperaira - Senior Lecturer

University of Sri Jayawaradhanapura
NamalWalisundara Lecturer,
National College of Education
Peradeniya
D.L.P.C.Senanayake Coordinator- RESC, Hanwella

C.S.K. Kumarapperuma - (Rtd.) In Service Advisor
M.A.G.M. Perera- Teacher - GurukulaVidyalaya, Kelaniya
H.A.B.K. Wijepala Teacher - GurukulaVidyalaya, Kelaniya
E.L Lesley Trainer-RESC, Zonal Education office, Jaffna
D.W. Wanigasekara St. Pauls Girls School, Milagiriya,
Colombo
KanchanaAmaratunge Trainer -RESC Gampaha
Proof Reading: Panini Edirisinghe Retired Lecturer, Bandarawela

S.A. Kularathne Instructor, Kuliyapitiya Centre for Excellence in
Language Education,Yakkarawatte
v
Instructions for Using the Teachers Guide
The revised syllabus for General English to be implemented from the year 2017 emphasizes the ability
levels students shouldreach in order to perform certain tasks with the language. It lists out the ability
levels in quite specific terms, so that the learners themselves can evaluate their abilities.
This confidence will be reflected in learners being able to now assert these specific can-do statements in
relation to English Language skills that they have mastered. The can-do statements that are asserted
correlate to the competencies that were used in Grades 6 to 11, and this relationship has been emphasized
by listing the corresponding competencies that relate to each of them.
Though the can-do statements are a novel aspect introduced in the syllabus, they are related to the eight
major competencies identified for the secondary level in 2007.
According to the Association of Language Testers in Europe, (ALTE) can-do statements describe what
a person can-do using the language in a particular context. The four contexts are general, social, work
and study. Learning that is guided by can-do statements enables a student to become an autonomous and
life-long learner who will develop the main subject related competencies. Can-do statements permit the
students, teachers and parents to assess the progress of the learning process in relation to all 4 skills
namely, listening, speaking, reading and writing.
All four language skills are important for the mastery of a language. The receptive, seemingly passive
listening skill will allow the learner to launch in to the active skill of speaking. The learner has to be
guided to have definite purposes for listening. Correspondingly, in speaking, the speaker will wish to
achieve definite results through what he says.
Reading has always been known to be hardly ever passive. Rather than aiming to test the student, the
emphasis now is on his/her ability to use the examples of reading texts so that he/she can extract specific
details or respond in other appropriate ways as per the purpose. Every effort has been made to present a
wide, interesting, and realistic array of texts. When the student is expected to produce his own writing,
the ability to convey what he intendsis being assessed at various levels in his/her writing.
In relation to teaching all 4 skills, the teacher must monitor performance standards in all areas so that
School Based Assessments (SBA) becomes realistic and meaningful. Although there are no plans to
evaluate listening and speaking skills at a summative examination, these skills are of vital importance to
students who are about to enter the wider world, and it is very important that these skills become an
integral part of SBA.
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While every effort has been made to ensure that the material in the text book is both carefully graded and
interesting, it is for the teacher to ensure that it is creatively used. This guide is not meant to be an answer
book to allow teachers to mechanically trot out solutions. In the introduction of each skill to Advanced
Level students, the relevance of can-do' statements must be kept in mind. The methodology advocated
through this Teachers Guide advocates teachers to make use of strategies and techniques that best suit the
material that is being taught.
Students must receive help with the grammar of the language, but overt teaching of formal grammar may
likely to inhibit some learners. What is necessary for the student is not memorization of the rules of
grammar, but an understanding of how the language works. The teacher must have a clear understanding
of all relevant aspects of grammar. To this end, this guide for the teacher has a section on all the
grammar items involved with references to further material, so that the students can be facilitated when
necessary. The 'Further Reading' section guides the teacher to further explore the thinking behind this
scheme of work.
Keeping all this in view, it is the teachers task to use the material presented in the pupils text book to
guide and inspire the student creatively and innovatively to use their language skills in the social,
professional and academic situations that they find themselves in the world of work, academic affairs and
social milieus.
Project Coordinator
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Content Page
1. Message from the Director General .. iii
2. Message from the Deputy Director General. iv
3. Syllabus Committee v
4. Instructions for using the Teachers Guide vi-vii
5. Content .. viii
6. Contents of the Syllabus.. ix -xxii
7. Instruction for the learning teaching process
Listening..1 - 11
Reading..12 - 22
Writing.. 23 -39
Speaking..40- 54
Grammar.55 -138
viii
1. LISTENING
1.1 Introduction
Listening is the activity of paying attention to and trying to get meaning from something we
hear. To listen successfully to spoken language, we need to be able to work out what speakers
mean when they use a particular word, in a particular way on a particular occasion, and not
simply to understand the words themselves in isolation. A speaker saying Youre late, for
example, may be wishing to convey any one of a range of meanings: simply stating the fact that
you have arrived late, or complaining because he/she had to wait, or expressing surprise because
he/she did not expect you to arrive late. What the speaker means lies only partly in the words
spoken, and we, as the listeners, must recognize and interpret the other factors used to convey the
message. Among many factors to consider are the speakers intention, the listeners acquired
knowledge of the content, the topic, the speakers accent and dialect.
1.2 Importance of Listening Skill for A/L Students
Listening skills are important at every stage of a students personal, professional and academic
lives. The A/L students who will be leaving school for the world of work should be armed with
the skills of listening to help them to perform well in their future careers.
Firstly, it is important for them to learn to understand the overall message and other important
points in any personal or professional context. They should be taught using a variety of contexts
in which they can listen and have ample practice, so that they can understand properly.
Secondly, they should be trained in the sub-skills of listening. For instance, note taking while
listening to a lecture requires many sub-skills of listening such as listening for details, inferring
etc.
Thirdly, it is very important to develop inter-personal relationships in both their personal and
professional lives, so that they can interact with people effectively.
1.3 Performance Standards for Listening

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There are eleven performance standards introduced under the Listening Can-Do Statement.
Each performance standard is precise and easy for the teacher to understand in order to identify
the objectives of the lesson. When writing objectives, teachers may have to narrow down the
performance standards to make them more specific.
The 11 performance standards are given below.
i) Student understands and finds specific information in the announcements found in

the listening texts used in day to day situations.
This standard focuses on short listening texts similar to situations found in the learners
day-to-day life. They should be able to identify specific information such as dates, times,
places, names, etc. Therefore, the teacher should think of suitable texts and techniques to
use.
E.g.: announcements given in day-to-day situations both in school and outside will be
effective because they retain their authenticity, and are linked with the learners day-to-
day life.
ii) Student is able to find specific information in texts used in more complex situations
In this performance standard it is essential to identity the context in which learners are
given aural input. This includes listening to a news item, to the radio, the TV, a speech, a
story or a lecture where the listener cannot control the text or change it.
Both the context and the task are equally important for the students in mastering some
listening sub-skills. For example, listening for details while ignoring anything that is not
relevant is a sub-skill a learner needs to master in achieving this performance standard.
iii) Student distinguishes between a question and a statement in a day-to-day

conversation
The focus here is to identify the difference between a question and a statement through
intonation and stress in oral communication.
When we speak, we show which words are important by giving them a lot of stress. So it
is necessary to teach the learners to identify the differences in varying contexts. For
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example, we pronounce a question and declarative statements differently with a falling
intonation (tone) for wh questions and rising intonation (tone) for binary questions.
Falling intonation is usually indicated using a downward arrow ( ) and rising intonation
is indicated using on upward arrow ( )
Falling intonation ( )
E.g.: Whats your name? ( )
And where were you born? ( )
Rising intonation ( )
E.g.: Are you a student? ( )
Usually, in statements, commands, wh questions (directive questions), confirmatory

questions, tags and exclamations, the falling intonation is used. Students attention should
be drawn to such differences in the listening texts.
iv) Student understands and follows instructions concerning a process
Learners should be taught to identify sign-posts. There are sign-posts in language that help
us to follow what we are listening to. In a process, sequential marks act as sign-posts and
learners should be given proper guidance in how to identify them. The task/activity should
suitable for this purpose.
E.g.: Instructions for sending a picture message on a phone. Sequential markers in such a
process will help the learner to understand the order in which the process should be carried
out. A pre-listening task can be used to prepare students for such an activity.
v) Student understands the general idea in an academic discourse
The focus is on finding the general idea. This involves developing one of the sub-skills of
listening, i.e., listening for gist. Students should be able to look at the whole picture in an
academic discourse and find the general idea within it. Students should be guided at the pre-
listening stage by giving them a suitable task involving vocabulary guidance because there
may be subject specific words and phrases in the discourse that hinder overall
understanding.
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vi) Student deduces the meaning of unfamiliar words and phrases in a social context by
using contextual clues
This performance standard helps the learner to guess the meaning of unfamiliar words using
the hints given in and around the word as well as the situation in which the action takes
place. Here the learners knowledge about the subject and the world also play a part.
vii) Student deduces the meaning of unfamiliar words and phrases in a social context by
using structural clues
The focus here is on the learners ability to listen and find structural information that allows
one to assign meaning to a word. In other words, to find the grammatical function of the
word, place in the sentence and the morphology.
viii) Student deduces the meaning of unfamiliar words and phrases in an academic
discourse by using contextual clues
Student must recognize discourse markers and cohesive devices, which include linking
words, pronouns, etc. The listening task and the text for this performance standard should
be carefully designed to use these devices in both tasks and texts.
ix) Student interprets the speakers point of view when stated directly
x) Student interprets the speakers point of view when stated indirectly
xi) Student understands the plot and cultural implications found in oral narratives
using structural clues and morphological clues
1.4 Teaching Listening
Teaching listening has become a challenging task for teachers for several reasons. First, teaching
listening has not been given much emphasis in English language teaching curricula across the
world and it is not assessed in national examinations. Also there is a general belief that listening
is less important than the other language skills, However, there is sufficient research to show that
listening is not a passive receptive skill but one of many cognitive skills interacting to create
meaning when we engage in listening activities.
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According to Mary Underwood (1997), listening is always an active process and there are three
distinct stages that the listener undergoes in order to process the message he/she hears.
At the first stage, the sounds go to a sensory store called the echoic memory and are organized
into meaningful units. This happens according to the knowledge of the language the listener
already has.
The second stage is the processing of information by the short-term memory. This is a very brief
stage amounting to no more than a few seconds. At this point, words or groups of words are
checked and compared with information already held in the long-term memory and meaning is
extracted from them. Once the meaning has been grasped, the actual words are generally
forgotten.
Once the listener has constructed a meaning from the utterance, he/she might transfer the
information to the long-term memory for later use. Generally a listener records this message in a
reduced form.
Listening strategies
There are strategies that learners should master in order to become good listeners. The teacher
should always practice such strategies in order to help the learner. Some of the strategies that the
teachers should practice with the students are given below.
i) Predicting content
Depending on the context a news report, a university lecture, an exchange in a supermarket

teachers can get the learners to predict the kind of words and style of language the speaker will
use. Knowledge of the world helps them anticipate the kind of information they are likely to
hear. Moreover, when they predict the topic of a talk or a conversation, all the related vocabulary
stored in their brains is 'activated' to help them better understand what they are listening to.
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ii) Listening for gist
When listening, it is also possible to get the main idea. Information may come in a sequence.
In the sequence of information, there are content words (the nouns, adjectives and verbs) that can
help learners form the whole picture.
E.g.: The words 'food', 'friends', 'fun', 'park' and 'sunny day' have their own meanings
when they are taken in isolation, but when you hear the words in a sequence, they help
form the context of a picnic.
iii) Detecting signposts
There are sign-posts in language that help learners follow what they are listening to. These words
link ideas and help learners to understand what the speaker is talking about and follow the
progress of the talk. Sign-posts are particularly important in presentations and lectures.
iv) Listening for specific information

Sometimes listening to an entire speech may not be important. In such cases what is needed is to
find out specific information, for example key words - perhaps a number, name or an object. The
student can ignore anything that does not sound relevant.
v) Listening for detailed understanding
There may be instances where understanding the whole text is important, and one has to listen
and comprehend all the information provided.
vi) Inferring meaning
This is the technique of inferring meaning using clues and prior knowledge about a situation to
work out the meaning of what we hear. Similarly, we can infer the relationship between people
from the words they use, without having to find out directly.
1.5 Stages of a Listening Lesson
In planning a listening lesson one should use a plan with three stages: pre-listening, while-
listening and post-listening.
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i) Pre-listening
The teacher prepares students to listen by making them a) think about what they are about to hear
b) anticipate what the content will be. They should do ordering, predicting, or guessing type pre-
listening tasks based on the main ideas that will come up in the listening exercise. The pre-
listening tasks will be completed after the first listening activity and the same task is used again
as the first while-listening activity to confirm that the main idea/s have been heard and
understood properly.
Pre-listening activities
E.g.: Looking at pictures and talking about them, looking at a list of items/actions, etc., reading a
text, labeling, completing part of a chart, predicting/speculating, previewing language and
informal teacher talks and class discussions.
ii) While-listening
The students are given the opportunity to listen again and get more information during the while-
listening stage. The main listening tasks are the while-listening tasks because these tasks make
students focus on the details. The task becomes a listening guide that externalizes the listening
process and makes it possible for the teacher to monitor how well students have understood.
While-listening activities
E.g.: Matching and labeling tasks, multiple-choice questions, true/false questions, note-taking,
seeking specific pieces of information, mapping out (timelines of events, diagrams of
connections between characters, routes taken on maps, processes, etc.), ranking, completing
grids, comprehension questions, gap-filling activities, predicting, making models/arranging items
in patterns, spotting mistakes, listening and drawing, etc. Completion of the while-listening tasks
usually happens after the second listening.
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iii) Post-listening
The post-listening stage is like the production stage students are supposed to produce
something of their own based on the previous stages in the lesson. The post-listening task is
usually an extension activity involving integrated skills, information transfer, and
personalization.
Post-listening activities
E.g.: Recall tasks, problem solving, role play/simulation, form/chart completion, summarizing,
jigsaw listening, extending lists, matching with a text, discussions, etc.
1.6 Tips for the Teachers
1.6.1 Teachers objectives in teaching / listening should include the following:
i) Expose students to a range of listening experiences
This can be done by using a lot of different listening activities (announcements, stories,
conversations, descriptive talks,)
ii) Make listening purposeful for the students
This can best be achieved by providing tasks which are as realistic as possible, so that the
students can relate them to real life situations.
iii) Help students understand what listening entails and how they might approach it
This means changing the attitudes of students, particularly if past attempts to learn
listening have not been successful. It is worth spending a little time explaining the
processes of listening to your students (in their own language, if necessary) and talking to
them about how they listen in their native language.
iv) Build up students confidence in their own listening ability
Teachers need to provide texts that are close to student experiences and activities that are
not too challenging so that students can be / feel successful.
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1.6.2 Teacher preparation (Before the lesson)
i) Choose the text for the listening activity
When teachers have flexibility in selecting texts, they should select ones with content that
is close to student experiences and then gradually introduce contexts that are foreign.
(Local to global). If a teacher is using a prescribed set of listening materials, s/he may
wish to take some sections out of sequence to match the topics/functions in the textbook
being used.
ii) Check that the activities are suitable
It is very important for the teacher to listen to the listening text, not just to read the
transcript, to check whether the students will be able to complete the activities.
iii) Adjust the level of difficulty of the activities if you need to
A teacher may decide to adjust the difficulty level (depending on the teachers knowledge
of student abilities) by adding some answers to / giving some extended instructions for
the activity/exercise students are going to use.
iv) Consider whether there is sufficient time for the listening task being planned
In a mixed ability class, teachers should plan tasks for both the fast learners and the slow
learners. Fast learners may finish early if the tasks are too simple for them. On the
contrary, slow learners will take longer to complete the tasks, if they are too challenging
for them.
v) Use visual aids
Some visual support is helpful for students to find ideas and language they may know but
have temporarily forgotten.
vi) Decide upon the procedures/strategies to adopt for the listening session.
vii) If a teacher is planning to present the listening text live, i.e., using teacher voice,
s/he needs to practice reading it.
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1.6.3 A good pattern for a listening session should include the following:
i) The pre-listening stage: when the context of the listening activity is established, the tasks
are explained and assistance is given as necessary.
ii) The while-listening stage: when the students listen to the passage (in some instances one
section at a time) and attempt the while-listening activities.
iii) Time for students to discuss their responses in pairs/groups and help each other with the
task.
iv) A repeat listening, if necessary, for students to continue/complete the activity or to
check/clarify information they may have missed or have answered incorrectly.
v) Time set aside for further discussion, (optional) between students, or some assistance
from the teacher, if necessary listening again to all or part/s of the text.
vi) The postlistening stage: production of acceptable answers, either by the teacher or the
class in general.
vii) Consideration of the areas in which students failed to understand or missed something.
Also a discussion of why this happened, playing through the text again, in whole or in
part, if necessary.
viii) A post-listening extension activity (optional)
1.7 Assessment and Evaluation
Teachers can use the post-listening activities to check comprehension, evaluate listening skills
and the use of listening strategies, as well as the extent of knowledge gained in other contexts. A
post-listening activity may relate to a pre-listening activity, such as predicting, or it may expand
on the topic and the language of the listening activity passage, or it may transfer what has been
learned to other skills such as reading, speaking, or writing activities.
In order to provide an authentic assessment of students' listening proficiency, a post-listening

activity must reflect the real-life uses to which students might put information they have gained
through listening. To this end, a post-listening activity needs to;
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i) Have a purpose other than assessment,
ii) Require students to demonstrate their level of listening comprehension by completing
some task.
In order to develop authentic assessment activities, teachers should consider the type of response
that listening to a particular selection would elicit in a non-classroom situation.
E.g.: After listening to a weather report one might decide what to wear the next day; after
listening to a set of instructions, one might repeat them to someone else; after watching and
listening to a play or video, one might discuss the story line with friends.
Listening should be assessed in both formative and summer situations. Further, it is advisable to
assess listening as a part of school-based assessment using a variety of techniques so that the
learner will be exposed to authentic assessment activities.
Reference:
Underwood M. (1997). Teaching Listening. Longman Handbooks for Language Teachers.

Hedge T. (2001). Teaching and Learning in the Language Classroom. Oxford University Press.
http://www.learning-english-online.net/listening-comprehension/listening-strategies/
https://www.britishcouncil.org/voices-magazine/five-essential-listening-skills-english-learners
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2. READING
2.1. Introduction
Reading is the other receptive skill which a learner should master in order to be proficient in a
language. It is a complex cognitive process of decoding symbols in order to construct or derive
meaning from a text. Further, it is a means of language acquisition, communication and of
sharing information and ideas. (Lehrl & Fischer, 1990) Reading, in this sense, is not merely
translating written symbols into corresponding sounds. Several sub-skills and strategies are
involved in reading.
Reading involves active cognitive engagement. Hedge (as cited in Carrel, Devine & Eskey,
1988) uses the term interactive to describe the second language reading process. The term can
be interpreted in two ways: first, it describes a dynamic and active relationship with a text. In
order to make sense of a text, six types of knowledge are used. They are syntactic knowledge,
morphological knowledge, general world knowledge, socio-cultural knowledge, topic knowledge
and genre knowledge; the second interpretation of the term interactive is the interplay among
the various kinds of knowledge a reader employs in moving through a text. However, a fluent
reader may not consciously control this process due to automaticity in their reading.
2.2 Importance of Reading in English for A/L Students
After the A/L examination students enter into the world of work or various academic pursuits as
per their preference or performance at the national examination. Therefore, reading in English is
an essential skill for students to develop in their secondary education, to use in their tertiary
education or in the world of work. Their reading requirements may vary depending on the path
they chose, yet, the ability to read in English, comprehend and respond independently is a skill
that students are going to need throughout their lives.
2.3 Can-do Statements and Performance Standards for Reading
The can-do statement for reading according to the syllabus is that students can read fluently
and accurately in order to process written information for personal, professional and academic
purposes. Under this can-do statement, there are eleven performance standards which
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describe what the students should be able to carry out in relation to reading in English. (See page
xvii.)
In order to reach these standards, students will engage in activities that involve reading a variety
of texts with varying objectives: For instance, finding out the main idea and the supporting
details of a text, inferring the meaning presented in complex structures, following different
genres, narratives, informational and descriptive texts, etc. Teachers are required to apply
different approaches and methods to make students competent readers to achieve the above
goals.
2.4 Teaching Reading
It is important to note that reading skill, like the other three skills, should not be taught in
isolation. However, like the other three skills, it is presented for explanatory purposes as a
separate skill. Teaching reading leads students towards a successful reading experience when the
teacher uses a wide variety of texts, tasks and strategies to teach them.
2.5 Types of Reading
2.5.1 Extensive reading-
Extensive reading can be interpreted as the reading of texts for enjoyment and to develop general
reading skills. The nature of extensive reading may differ in degree with student motivation and
institutional resources (Hedge, 2000).
The following are the characteristics of extensive reading.
a) Reading large quantities of materials. E.g.: short stories, novels, newspapers, magazines
or professional reading.
b) Reading consistently on a frequent and regular basis.
c) Reading longer texts (more than a few paragraphs in length) of the types listed in the first
(a) point above.
d) Reading for general meaning: for pleasure, curiosity or professional interest.
e) Reading longer texts during class time / at home: mostly self- selected materials.
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2.5.2 Intensive reading
Intensive reading can be interpreted as an activity where learners read in detail with specific
learning aims and tasks.
E.g.: looking at the order of information, understanding what is implied, making inferences, etc.
The following are the characteristics of intensive reading:
a) Usually classroom based, but once trained, students can read intensively and
independently outside the classroom.
b) Reader is intensely engaged with the text.
c) Reader can identify key vocabulary and grammar.
d) Linguistic and semantic information in a text are analyzed.
e) Texts are read to identify implicit meaning as well as explicit meaning.
2.6 Strategies of Reading
2.6.1 Scanning
Scanning is reading a text rapidly in order to find specific information .When looking for specific
information, the reader always has a series of questions and he/she reads the text to find the
relevant answers.
E.g.: figures, names, places, dates
Steps for scanning
a) State the specific information you are looking for (paragraph, line etc.).
b) Try to anticipate how the answer will appear and what clues you might use to help to
locate the answer. You have to have a clear idea of the graphic form you are looking for.
If you are looking for the price of an item in an advertisement, your eyes should focus
only on numbers and ignore everything else. If you are looking for the name of a person
or place you should look for words beginning with capital letters.
c) Use headings and any other aids that will help in identifying the section which contains
the information that you are looking for.
d) Selectively read and skip through sections of the passage.
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2.6.2 Skimming
Skimming is a process of rapid reading in order to find the main ideas and the general
overview of the text. It is more than simple previewing and it gives a more accurate
picture of the text. Skimming requires knowledge of the text structure. It involves the
knowledge that the first and the last parts of a text contain important information. Learner
could make use of the title, sub headings, graphs etc. to find out what the text is about. He
/ She should be able to identify the topic sentence and know where to find them.
E.g.: a) Main idea at the beginning of the paragraph.
Read the following paragraph and study the questions and answers given.
A sudden increase in robberies has hit Matugama. The robbers, who are mostly drug
addicts, steal anything that can be converted into cash. Housing schemes are their
biggest targets. Residents of Matugama are aware of this problem and are searching for
methods of protection.
Questions and Answers:

1. What is this paragraph about?
It is about robberies.
2. Which sentence best expresses the main idea of the paragraph?
A sudden increase in robberies has hit Matugama.
3. Why is it called the main idea?
Because it is broad enough to summarize the essential parts of the paragraph and
specific enough to exclude detailed information.
E.g.: b) Main idea expressed in the middle of the paragraph.
How accurate are lie detectors? Can these machines detect when a person is lying? A big
debate has been going on recently about the accuracy of these machines. Some
researchers think that lie detector tests are unscientific and inaccurate. Others think that
the tests are very reliable. Because up to a million persons take lie detector tests during
job interviews, in police stations and in other places each year, the question of the
accuracy of the lie detectors is very important.
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E.g.: c) Main idea expressed at the end of the paragraph
He was called many things a braggart, an outrageous buffoon, a genius, a fake and a
born liar. He made and lost several fortunes in his lifetime. He was elected mayor of a
large city and was a friend of Mark Twain, Abraham Lincoln and Queen Victoria of
England. He was Phineas Taylor Barnum, and many say he was the greatest showman
ever lived.
Steps for skimming
i) Read the title.

ii) Read the introduction or the first paragraph.
iii) Read the first sentence of every paragraph.
iv) Read any headings or sub headings.
v) Notice any pictures, charts or graphs.
vi) Notice any italicized or boldface words or phrases.
vii) Read the summary or last paragraph.
2.6.3 Global / General meaning
Quick and efficient reading or scanning and skimming leads the reader towards the global /
general meaning of the text.
2.6.4 Identifying the topic of a text
The subject of the text is called the topic. The topic is what the text is about. Usually the
topic is stated in one word or in very few words.
E.g.: A knife should be selected to fulfill specific needs. The person who goes
camping wants a small, keen blade for whittling; a slim, pointed blade for cleaning
fish; a knife that can drill a hole to take his belt up a notch. Hunters want a blade
large enough to dress and skin game while holding a keen edge.
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In the above paragraph, the word knife and its synonym blade appears five times. However,
this paragraph is not about knives in general. It is about selecting a knife. Therefore, the topic
of this text is Selecting a knife.
2.6.5 Inferring the meaning of unfamiliar words (understanding the implied meaning)
Inferring is a reading skill in which we read between the lines and use our own knowledge of
the world and our experiences to understand what is stated indirectly in a text. In case of
making inferences, the following may help.
a) Making use of contextual clues
E.g.: The East Japan Railway Company has banned the use of cellular phones on its
commuter (i) cloops. Passengers have (ii) drogged about cellular phone users shouting
loudly into their (iii) soofs, making the train rides noisy and unpleasant. The use of cellular
phones has caused many other problems. For example, in the first six months of the year,
there were 1140 (iv) brocks due to drivers using cellular phones. As a result of these, 9
people died and 1627 were (v) srtugged.
b) Use of definitions
Difficult words are sometimes defined for the reader within punctuation marks like
dashes, commas and brackets. Words like or, refers to, is called, and meaning are
followed by the definition of the difficult word mentioned.
E.g.: A spreadsheet refers to a computer application which is developed for mathematical
and financial calculations.
E.g.: Nihal is affable, or easy to get on with.

Sajith had the arduous extremely difficult task of completing the project with
minimum resources.
Sushila was specializing in geriatrics (the study of diseases of the old).
Achini, I think you should stop wearing gaudy clothes to office; for example that
dark blue and red blouse you wore yesterday and the dark pink skirt you wore last
week.
(From the example given we can deduce that gaudy means bright and colourful.)
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c) Own experience/ logical reasoning
The meaning of unfamiliar words can also be worked out sometimes by your own
experience or by logical reasoning.
E.g.: The use of air-conditioning alleviates the discomfort of a stifling, hot day.
Your own experience tells you that you feel more comfortable in an air-conditioned room
on a hot day. Therefore, alleviates means lessens.
d) Understanding cause and effect
A cause makes something happen. An effect is what happens. Many ideas and events are
connected in a cause and effect relationship.
E.g.: Because we lingered too long at the restaurant we missed the beginning of the
movie.
The door was ajar, so the dog got out of the house.
Since the prices of essential items have skyrocketed many people have been deprived of a
square meal.
e) Opposites /contrast
E.g.: Even though I studied hard, I flunked the exam.
My previous apartment was really small, but my present one is quite spacious.
My brother is very generous in spending money but my sister is quite tight-fisted.
The following example activity may help you to understand how inferring is done by using some
of the aforesaid descriptions.
E.g.: Read the dialogue given below and answer the questions that follow. Give reasons for your
answers.
Mother: Whats this in your school bag, Vipul?
Vipul: Er what ., Amma? Oh that. Thats .. erm erm my report card.
Mother: Why didnt you tell me youve got your report card?
Vipul: I forgot, Amma.
Mother: So, Vipul, how did you do this time?
Vipul: Er. Amma, Im hungry. Can you give me something to eat?
Mother: Lets have a look at this interesting document, first.
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Vipul: Okay. Ill just go and have a shower in the meantime. (Runs out of the room.)
1. What were Vipuls marks like?
2. What kind of results did Vipuls mother expect?
3. Was Vipul really hungry?
4. What kind of person do you think Vipuls mother is?
You will find that none of your answers were based on facts explicitly stated in the text. You
inferred the true situation involving Vipul and his report card by:
looking at the available evidence and facts,
using your own experience and knowledge,
making intelligent guesses.
2.6.6 Distinguishing fact from opinion

A fact can be proven to be true objectively. It contains information about things that have
happened in the past or are happening in the present.
E.g.: Sri Lanka is an island in the Indian Ocean.
An opinion expresses a personal belief or attitude.

E.g.: Sri Lanka is the most beautiful island in the world.
People will be holidaying on other planets in twenty years.
2.6.7 Understanding comparisons and contrast

When you compare two things, you show how they are alike.
E.g.: Both gorillas and chimpanzees live in the forests of tropical Africa.
In contrast,
E.g.: Nuwan is tall and lean but his brother is short and fat.

Any reading text is read for a specific purpose and the reading strategy depends on that particular
purpose. However, it is necessary to encourage the students, especially in advanced level classes,
to undertake extensive reading beyond the classroom texts.
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The following table may help teachers to select the appropriate strategy to teach reading for the
purpose at hand.
Table: Performance standards and corresponding appropriate strategies to teach reading.
Performance standards Strategies to be applied in teaching

1 Identifies specific information in simple texts used for Scanning, inferring meaning in the vocabulary
day to day communication.
2 Identifies specific information in comparatively Scanning, inferring vocabulary
complex and cognitively more demanding texts used for
academic and professional purposes.
3 Understands the reference and referent in simple literary Inferring, discourse markers, cause and effect
and non literary texts.
4 Understands the reference and referent in comparatively Inferring vocabulary, inferring meaning in
advanced and cognitively more demanding literary and contexts, discourse markers, cause and effect
non literary texts.
5 Finds the general idea in simple, literary and non- Skimming, identifying the topic of the text,
literary extracts. inferring, discourse markers, cause and effect,
distinguishing fact from opinion, and how to
compare and contrast
6 Finds the general idea in comparatively complex and Skimming, identifying the topic of the text,
cognitively more demanding literary and non-literary inferring, discourse markers, cause and effect,
texts. identifying fact from opinion, how to compare
and contrast
7 Understands the main points and supportive details in Skimming, identifying the topic of the text,
simple texts. inferring, discourse markers, cause and effect,
distinguishing fact from opinion, and how to
compare and contrast
8 Understands the main points and the supportive details Skimming, identifying the topic of the text,
of the comparatively complex and cognitively more inferring, discourse markers, cause and effect,
demanding texts used in professional and academic distinguishing fact from opinion, and how to
purposes. compare and contrast
9 Understands graphically stated information in charts Scanning, inferring
and graphs.
10 Understands minutes of a meeting. Scanning and skimming
11 Understands and responds to a cover letter and a Scanning, skimming, discourse markers, tcause
resume. and effect, distinguishing fact from opinion,
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2.8 Assessment and Evaluation for Reading
Assessing the reading performance of the students depends on the text type used and the sub-
skills the students use to exploit the text. Therefore, specific criteria cannot be introduced for
assessing reading like other language skills. Anyhow, a variety of test types can be implemented
to assess the reading proficiency of students. The following ideas will be helpful in preparing
reading activities in order to assess the students reading abilities.
i) Do-it- yourself questions Learners compose and answer their own questions.
ii) Provide a title Learners suggest a title if none was given originally; or an alternative, if
there was.
iii) Summarize Learners select the best summary of the content out of three summaries
given. This may also be done in the mother tongue.
iv) Continue The text is a story; learners suggest what might happen next.
v) Preface The text is a story; learners suggest what might have happened before.
vi) Gapped text Towards the end of the text, four or five gaps are left. They can only be
filled in if the text has been understood. Note that this is different from the conventional
cloze test (a text with regular gaps throughout) which tests grammatical and lexical
accuracy and actually discourages purposeful, fluent reading.
vii) Mistakes in the text (editing) The text has, towards the end, occasional mistakes
(wrong words; or intrusive ones; or omissions). Learners are told in advance how many
mistakes to look for.
viii) Comparison There are two texts on a similar topic; learners note points of
similarity or differences in content.
ix) Responding The text is a letter or a provocative article; learners discuss how they
would respond or write an answer.
x) Re-presentation of content The text gives information or tells a story; learners re-
present its content through a different graphic medium.
E.g.:
a) a drawing that illustrates a text
b) colouring
c) marking a map
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d) lists of events or items described in the text
e) diagram (such as a grid or flow chart) indicating relationships between
items, characters or events.
References
Hedge, T. (2000). Teaching and Learning in the Language Classroom. New York, USA :
Oxford University Press
Judson, H. (1972). The Techniques of Reading. USA: The Reading Laboratory Inc.
Ur, P. (1996). A Course in Language Teaching. Cambridge, United Kingdom:

Cambridge University Press
www.Lihur and Fischer, 1990, para 1
www.grad.fis.ucalgary.ca
www.pioneer.netserv.chula.ac.th
Nagasundaram, P. Power Point Presentation 2016
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3. WRITING
3.1 Introduction
Writing is a productive skill which must be mastered by a learner in order to be proficient in a

language. According to Palmer (1994), writing is a process that is recursive. It goes back and
forth; the writer plans a little, puts words on paper, stops to plan what he wants to say next, goes
back and changes a sentence, or changes his mind altogether. Therefore, writing is an active
productive process which requires continuous conscious thinking and organizing. Teachers have
a role to play at each step of this process from brainstorming to planning, outlining, drafting,
writing and editing.
Effective writing needs attention to ensure a high degree of organization in the development of
ideas and information, a high degree of accuracy so that there is no ambiguity of meaning, the
use of complex grammatical devices for focus and emphasis, and a careful choice of vocabulary,
grammatical patterns, and sentence structures in order to create a style which is appropriate to the
subject matter and to the eventual audience (Hedge, 1998:5). In addition, writing requires
meaningful punctuation, use of correct layout, (in writing letters etc.), correct spelling and the
linking of ideas in sentences to develop them into meaningful texts. Writing consolidates the
overall language proficiency of a learner.
3.2 Importance of Writing for A/L Students
The students in A/L classes need to be proficient in writing for three major reasons: first, the A/L
students are required to be proficient in a number of sub-skills in writing in order to excel in their
higher education. In a global setting, as students are more disposed to follow their higher studies
in English both locally and internationally, learning to write well in English becomes a vital skill
for them.
Secondly, when students enter the world of work, they are expected to engage in formal writing
such as writing memos, notices, CVs, letters, minutes, reports, etc. in various official situations.
Hence, preparing students to write accurately will enable them to perform well at work.
Finally, the ability to write well in English will help students to manifest their creativity in the
written form. If they are good in writing, they can express their feelings and emotions
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spontaneously through poems, short stories, other forms of creative expression and through
personal correspondence as well.
3.3 Can-do Statement and Performance Standards for Writing

The can-do statement and the performance standards related to writing are self-assessment
checklists that can be used by language learners in order to assess what they can do with
different forms of writing.
Grade 12 & 13 students are expected to achieve certain skills in writing which they require to
address their personal and academic needs and mastery of these skills will enable them to
perform successfully in their future lives. Keeping this objective in mind, 10 performance
standards have been identified based on the can-do statement related to writing. At the end of
the course it is expected that students will be able to engage in a variety of writing activities to
meet personal, official and academic requirements. The process of mastering the performance
standards has a direct link to the subject-related competencies of English and to our national
goals.
3.3 Teaching Writing
Written communication, in particular, being able to write creatively and innovatively using a
second language, is a skill that a learner masters over time through constant practice and
supervision. Therefore, it is important to help students improve their writing as a continuous
process. The teacher should act as a facilitator, guiding the students throughout the process and
not just correcting the end product. Such a process will help students to develop an independent
style of writing.
Meyers (2005), identifies six steps to make a good piece of writing. Teachers can make use of
them to guide the students in the process of writing.
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Steps for writing
i) Exploring ideas
Writing first involves discovering ideas. Before writing, one has to let the mind explore freely
and then record these thoughts. As in speaking, you must have something to say, a reason for
saying it, and someone to say it to. Keeping these in mind you can explore everything that comes
into your mind.
ii) Pre-writing
The pre-writing stage can have different steps.
a) Brainstorming: One way to capture our thoughts is by brainstorming, or listing thoughts

as they come to us. We might brainstorm a second or third time to generate more ideas.
b) Clustering: In clustering, write the subject in the middle of the page and then circle it.
Then write related ideas around the circle as they occur to you. Circle the ideas and
connect them to the subject circle. These related ideas are like branches.
c) Free Writing: Another way to get started is free writing. Simply write about the subject
without worrying about sentence structure, spelling, logic and grammar - writing as you
would speak so that you can get ideas down fast.
iii) Organizing
After we have put ideas into words, we can begin to organize them. This process involves
selecting, subtracting, and adding to the work. Think again about purpose and audience. Think
about the goals we want to accomplish to inform, persuade, or entertain and the points we want
to make. Consider what we should tell the readers so that we can accomplish those goals.
Then we return to our pre-writing and do the following:
a) Underline or highlight the best ideas in the brainstorming list, putting related ideas
together. Add more ideas that occur and remove or ignore the parts that are not related to
the original choice.
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b) Choose the part of the clustering diagram that has the best ideas. Do a second clustering
diagram that explores those ideas in greater detail. Ignore the parts of the original
diagram that are not related to our original choice.
c) Circle or highlight the best parts of your free writing. Do a second or even a third free
writing exercise while ignoring the parts of each free writing that are not related to the
original choice. Focus specifically on the subject and add more details.
d) After selecting, subtracting and adding, the writer can make an informal outline.
iv) Writing the first draft
After doing some pre-writing, selecting the best ideas, expanding on them, and arranging them in
some reasonable order, one can begin the first draft of the paragraph. Dont worry about being
perfect, and write fast as if you were speaking to your readers.
v) Revising the draft
Revising is one among the most important steps in writing, especially for students who write in a
second language. Revising means improving what has already been written. When revising,
examine how well the first draft makes its point and achieves its purpose for regarding the
audience. Revising may require rearranging ideas, developing ideas further, removing ideas that
do not support ones point, and changing the wording of the sentences.
vi) Producing the final copy
There are two steps in producing the final copy.
a) Editing: After revising the paragraph, edit the work. Check it carefully. Focus on
grammar, word choice, verb forms, punctuation, and spelling. Read the paper more than
once. Copy it over or print it again with all the corrections.
b) Proof reading: This is the final stage in the revision process. Read the draft carefully
more than once to check that revisions and editorial changes were made correctly.
Teachers can make use of the above steps to guide the students in producing a good piece of
writing.
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Collaborative writing will also help the students to improve their writing. This is a process that
produces a document by more than one writer. In collaborative writing, a single writer can write
a document and get it reviewed by many peers before the final product is finished, or the writing
and reviewing can be done by groups. In collaborative writing, the teacher also becomes a part of
the writing process.
The following section discusses the different aspects of student performance in relation to
writing. Teachers should pay attention to them when teaching to achieve each performance
standard in the classroom.
i) Student writes a description using ten simple sentences.

ii) Student writes a paragraph describing people, places, and events using compound
sentences.
iii) Student writes paragraphs describing people, places and things using simple,
compound and complex sentences.
Writing descriptions requires paying close attention to details and describing a person, place or a
thing in order to create a mental picture for the reader. Therefore, descriptive writing should
contain the following characteristics:
i) Good descriptive writing includes many vivid sensory details that paint a picture
and appeals to the reader's senses of sight, hearing, touch, smell and taste when
appropriate. Descriptive writing may also paint pictures of feelings invoked in the
writer by the person, place or thing described.
ii) Good descriptive writing uses precise language. Use specific adjectives and nouns
and strong action verbs to give life to the picture being painted in the reader's
mind.
iii) Good descriptive writing is organized. Some ways to organize descriptive writing
include: chronological (time), spatial (location), and order of importance. When
describing a person, you might begin with a physical description, followed by
how that person thinks, feels and acts.
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iv) In paragraph writing, ideas should be put together to form complete paragraphs.
They should be organized and arranged in such a way that the paragraph is
coherent. Appropriate linking words such as: however, in addition, moreover etc.
should be used.
v) To achieve unity in paragraphs, they should have a topic sentence, that is, a
sentence which expresses the main idea of each paragraph, particularly in
expository writing. The topic sentence usually comes at the beginning of the
paragraph as a clear introductory statement of the new aspect of the subject about
to be discussed.
vi) The topic sentence is the most general sentence of the paragraph and it contains
the main idea. It should be broad enough to summarize all the important parts of
the paragraph and specific enough to exclude detailed information.
vii) The topic sentence does not always come at the beginning of the paragraph. It
sometimes comes in the middle or end of the paragraph. In descriptive and
narrative paragraphs, the topic sentence is often implied rather than clearly stated.
For example, a writer may include a number of details about wind, cold, bare
trees etc. to give an impression of bleakness without explicitly stating: It was a
bleak day.
viii) The sentences in a paragraph, in addition to being relevant to a single topic
sentence or idea, must be clearly related to each other. The clear connection
between sentences comes first from arranging the sentences in a logical sequence.
This is particularly important in narrative writing. A second way of achieving
coherence is using effective and appropriate transitions. In addition to arranging
ideas in a paragraph in a logical sequence, it is important to make the connections
between statements clear to the reader. The most common ways of establishing
connections between sentences in a paragraph are:
Using discourse markers such as therefore, in addition, on the other hand
etc.
Using a clear pronoun reference to a word or idea in the preceding
sentence.
Using coordinating and subordinating conjunctions.
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ix) Paragraphs, like the sentences which compose them, should also be arranged in a
logical sequence. Common ways of achieving connection between paragraphs are:
Concluding a paragraph with a sentence which introduces the next phase
of action: E.g. Finally the police arrived on the scene.
Using in the first sentence of the paragraph a connective such as
furthermore, as a result, in addition, on the contrary.
Beginning a paragraph which refers clearly to a statement at the end of the
previous paragraph: E.g.:
- The second problem in our schools is overcrowded
classrooms. (The first problem has been discussed in the
previous paragraph.)
- Pedestrians as well as motorists would benefit by this
change in traffic plan. (The change has been stated in the
previous paragraph.)
Good transitions between paragraphs are an essential part of a good
composition. They keep the organization of the essay clear, giving the
reader a sense of continuity and progress from the beginning to the end of
the composition.
The primary purpose of the first paragraph in a composition is to introduce
the subject and to interest the reader in it.
Good beginning paragraphs are direct, to the point and interesting. An
emphatic statement of an opinion, a clear definition of the topic to be
discussed, an apt quotation etc. make effective beginnings because they
rouse curiosity or interest.
A common type of conclusion of a composition is a summary briefly
reviewing the main points covered in the essay. Conclusion also can be a
call for action/prediction/ question or quotation that illustrates the writers
point.
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iv) Student writes short texts using simple sentences related to day-to-day events.
The focus is on helping students master the ability to write notes, postcards, e-mails and
short letters that can be exchanged among peers or with teachers and parents if necessary.
As these texts are not very lengthy, the message should be written directly to the point
and should start with the reason for writing. In other words, why you are writing the
particular text should be clearly explained to the recipient. What action is required by
the recipient is also to be stated before ending the text.
Usually students are not expected to write long sentences in short texts. Therefore, the
students can use the simple and compound sentences that they have already learnt.
v) Student writes for personal purposes using appropriate register and style.
A personal letter or an e-mail is a piece of writing exchanged between two individuals

who are known to each other.
It differs from formal writing as the writer is free to express personal feelings and
experiences and the use of language is not formal and concise. Usually informal writing
is characterized by a personal tone. The writer is free to use first person pronouns and can
address the recipient using second person pronouns.
In addition, in personal writing, no rigid formats are followed in structuring the letter or
e-mail. Words are likely to be simplified using contractions (E.g.: Im, doesnt, couldnt,
its) and abbreviations (E.g.: TV, photos) whenever possible.
vi) Student writes for official purposes and responds to written official communication
maintaining appropriate register, style and age-appropriate vocabulary.
The major difference between informal and formal writing is the audience, or the person
or persons, who will be reading the particular piece of writing.
The following features can be identified in formal writing in comparison to personal
writing:
a) Complex: Longer sentences are likely to be more prevalent in formal writing. You
need to be as thorough as possible with your approach to each topic when you are
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using a formal style. Each main point needs to be introduced, elaborated and
concluded.
b) Objective: State main points confidently and offer full supportive arguments. A
formal writing style shows a limited range of emotions and avoids emotive
punctuation such as exclamation points, ellipsis, etc., unless they are being cited from
another source.
c) Full words: No contractions should be used to simplify words (in other words use "It
is" rather than "It's"). Abbreviations must be spelt out in full when first used, the only
exceptions being when the acronym is better known than the full name (BBC, ITV or
NATO for example).
d) Third Person: Formal writing is not personal writing. The formal writer is
disconnected from the topic and does not use the first person point of view (I or we)
or the second person (you).
Apart from business letters, e-mails are widely used for business communication today. Emails,
like traditional business letters, need to be clear and concise. It is necessary to keep the sentences
short and to the point. The body of the email should be direct and informative, and it should
contain all important information.
vii) Student writes for academic purposes maintaining accuracy in grammar and using
age appropriate academic vocabulary.
Academic writing tends to be precise, guarded, and lengthy. It is a style of writing which most
students come across in their higher studies. Academic writers attempt to ensure that their
analysis does not contain inaccurate information or omissions - essential points are usually
clearly justified. This is a way of ensuring that the writer is saying exactly what he/she means -
even if this means creating a lengthy piece in the process. It helps to ensure that the essential
points of the text are interpreted correctly. Such texts are usually written in a clear and logical
way.
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Academic texts will contain references and quotes from others work and a reference list or
bibliography. This shows that the author is writing on sound foundations and has taken into
account, or at least read, what others have also explored and discussed. For instance, consider
writing reports:
Writing reports: A report is a systematic, well organized document which defines and analyses a
subject or problem. It may include:
the record of a sequence of events
interpretation of the significance of these events or facts
evaluation of the facts or results of research presented
discussion of the outcomes of a decision or course of action
conclusions
recommendations
Reports must always be accurate, concise, clear and well structured
viii) Student writes about graphically stated information using grade appropriate
vocabulary.
In many subject areas you may need to refer to numbers, statistics and other data during the
course of your studies. Data is generally presented in the form of tables, charts and graphs,
which makes it easier for readers to understand. However, it is often necessary to reproduce
and refer to this type of information in words, as part of a report or written assignment. If a
graph, chart or table is included in the writing, it must be explained very clearly what the data
in it means, and why it is relevant to the report or assignment.
ix) Student produces short pieces of creative writing while maintaining accuracy in
grammar and age appropriate vocabulary.
Creative writing is a means of expressing thoughts, feelings and emotions rather than simply
conveying information. Students are expected to write simple poems using common literary
devices such as similes, repetitions and rhyming words.
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In addition to that, they are expected to create short stories with interesting plot
developments. Plot is known as the foundation of a novel or story which the characters and
settings are built around. It is meant to organize information and events in a logical manner.
There are five main elements in a plot. The first is the exposition or the introduction. This
is known as the beginning of the story where characters and setting are established. The
conflict or main problem is introduced as well.
The second element of a plot is known as the rising action which occurs when a series of
events build up to the conflict. The main characters are established by the time the rising
action of a plot occurs and at the same time, events begin to get complicated. It is during
this part of a story that excitement, tension or crisis is encountered.
The third element of a plot is known as the climax or the main point of the plot. This is
the turning point of the story and is meant to be the moment of highest interest and
emotion. The reader wonders what is going to happen next.
The fourth element of a plot is known as falling action or the winding up of the story.
Events and complications begin to resolve and the result of actions of the main characters
are put forward.
The last element of a plot is the resolution or the conclusion. It is the end of the story and
ends with either a happy or a tragic ending.
x) Student summarizes short texts on familiar subjects while maintaining accuracy in

grammar and using the required number of words.
A good summary indicates understanding of a particular text. Writing summaries can be

quite confusing because the student is faced with the selection of the right number of
words to express what is said in a lengthy text.
The following are some easy steps that will help learners in mastering summary writing.
a) Divide: First, skim the text to be summarized and divide it into sections. Focus on any
headings and subheadings.
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b) Read: Now that you have prepared, read the selection. Read straight through. At this
point, you dont need to stop to look up anything that gives you trouble. Try to get a feel
for the authors tone, style, and main idea.
c) Re-read: Re-reading should be active reading. Underline topic sentences and key facts.
Label areas that you want to refer to as you write your summary. Also, label areas that
should be avoided because the details - though they may be interesting - are too specific.
Identify areas that you do not understand and try to clarify those points.
d) One sentence at a time: You should now have a firm grasp on the text you will be
summarizing. In steps 13, the piece was divided into sections and the authors main
ideas and points were located. Now write down the main idea of each section in one well-
developed sentence. Make sure that key points, not minor details, are included in the
sentence.
e) Write a thesis statement: This is the key to any well-written summary. Review the
sentences in step d. From them, create a thesis statement that clearly communicates what
the entire text was trying to achieve. If you find that you are not able to do this step, then
you should go back and make sure the sentences actually addressed key points.
f) Ready to write: At this point, the first draft is virtually done. Use the thesis statement as
the introductory sentence of the summary, and the other sentences can make up the body.
Make sure that they are in order. Add some transition words (then, however, also,
moreover) that help with the overall structure and flow of the summary. And once you
are actually putting pen to paper (or fingers to keys!), remember these tips:
Write in the present tense.

Be concise: a summary should not be equal in length to the original text.
Do not put your own opinions, ideas, or interpretations into the summary.
The purpose of writing a summary is to accurately represent what the
author wanted to say, not to provide a critique.
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g) Check for accuracy: Reread the summary and make certain that it accurately
represents the authors ideas and key points. Make sure that anything directly quoted
from the text is correctly cited. Also, check to make sure that the text does not contain
your own commentary on the piece.
h) Revise: Once you are certain that the summary is accurate, it should (as with any piece
of writing) be revised for style, grammar, and punctuation. If you have time, give the
summary to someone else to read. This person should be able to understand the main text
based on the summary alone. If he or she cannot understand, the summary may have
focused too much on one area of the piece and not enough on the authors main idea.
In the teaching and learning process of writing, the teacher has an important role. John (1997)
states,
the teachers role is to help students develop viable strategies for getting started (finding
topics, generating ideas and information, focusing and planning, structure and procedure),
for drafting, (encouraging multiple drafts of reading), for revising (adding, deleting,
modifying and rearranging ideas), and for editing (attending to vocabulary, sentence,
structure, grammar, and mechanics) (1997:12).
3.5 Assessment and Evaluation of Writing
Since writing is one of the major components tested at national examinations, it is strongly
recommended that the teacher maintains a good balance between formative and summative
assessment procedures.
Just as the teacher's first responsibility is to provide opportunities for writing and encouragement
for students who attempt to write, a teacher should also promote students' success in writing after
carefully assessing their written work. The teacher can do this by carefully monitoring students'
writing to assess strengths and weaknesses, teaching specific skills and strategies for writing in
response to student needs, and giving careful feedback that will reinforce newly learned skills
and correct recurring problems.
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3.5.1. Assessing the process of writing
In order to determine the reasons for writing problems (diagnostic purposes), it is good to assess
the process of writing, i.e., the steps students go through and strategies they use as they work at
writing. Here, the teacher can consider the following;
i) How much planning does the student do before he/she writes?
ii) Does he/she have a strategy for organizing ideas?
iii) What seem to be the obstacles to getting their thoughts down on paper?
iv) How does the student attempt to spell words he/she does not know?
v) Does the student re-read what he/she has written?
vi) What kind of changes does the student make to his/her first draft?
Having students themselves assess their own writing process is also important as self-assessment
allows students an opportunity to observe and reflect on their own approach. It will also help to
draw attention to important steps that they might have overlooked.
3.5.2 Assessing the writing product
A balanced assessment usually looks at many aspects of a student's final writing as product.
They are discussed below.
i) Fluency
The first writing skill a teacher might assess with a writer is fluency: being able to translate one's
thoughts into written words, (E.g.: Chenoweth & Hayes, Hatasa & Soeda, 2000) measuring
writing fluency in terms of the composing rate, i.e. the number of words written per minute
obtained through dividing the text quantity by the time spent writing. When fluency is the focus,
misspellings, poor word choice, and faulty punctuation may not be considered.
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ii) Content
Content is the second factor to consider in the written product. Content features include the
composition's organization, cohesion, accuracy (in expository writing), and originality (in
creative writing).
a) General questions the teacher can ask regarding a composition's organization include:
Is there a good beginning sentence?
Is there a clear ending?
Is there a logical sequence of sub-topics or events?
b) Cohesion questions include:
Does the writer stick to the topic?
Is it clear what words like it, that, and they refer to?
Does the writer use key words that cue the reader to the direction of the discourse
(E.g.: First, Then, Therefore, On the other hand, etc.)?
c) Originality is assessed through questions like:
Did the writer present a unique point of view?
Did the writer attempt humour?
iii) Conventions
In order to fulfill the communicative function of writing, the product must follow the standard
conventions of written English: correct spelling, punctuation, capitalization, and grammar and
legible handwriting.
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iv) Syntax
This can be judged by the students ability to produce,
a) variations in the use of sentence patterns,
b) use of compound sentences
c) use of complex sentences.
v) Vocabulary
The writing product can be evaluated based on the range of vocabulary used in the composition
to express ones ideas.
It is important that teachers assess all the aforesaid aspects in students writing.
3.5.3 Criteria for marking written composition:
i) Relevance of content to topic

ii) Originality of ideas
iii) Accuracy in grammar
iv) Variety and complexity of sentences
v) Range of vocabulary appropriateness
vi) Organization cohesion & coherence
vii) Spelling, punctuation, handwriting, layout, length
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Reference
Hedge, T. (1998). Writing. Oxford: Oxford University Press.
John, M. A. (1997). Text, Role and Context. Cambridge University Press.
Latif, M.M.A. (2000). What Do We Mean by Writing Fluency? Proposing a new measure for
assessing fluent written language production. Institute of Educational Studies: Cairo
University: Egypt.
Meyers, A. (2005). Gateways to Academic Writing: Effective Sentences Paragraph and Essay.
New York: Longman.
Palmer, C. B. (1994). Developig Cultural Literacy through the Writing Process. USA:
Longwood Professional Book.
http://www.readingrockets.org
http://www.skillsyouneed.com
http://library.bcu.ac.uk
https://undergrad.stanford.edu
www.elanguages.ac.uk
literarydevices.net
http://www.baal.org.uk/proc08/abdellatif.pdf
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4. SPEAKING
4.1 Introduction
Speaking is an interactive process of constructing meaning that involves producing, receiving

and processing information (Brown, 1994; Burns & Joyce, 1997) and it involves a speaker and
audience of one or more.
Another important feature of speaking is the purpose. Halliday (1970) condenses purpose to
seven basic functions: i) the instrumental function ii) the regulatory function iii) the interactional
function, iv) the personal function, v) the heuristic function, vi) the imaginative function and vii)
the representative function that are common to any language. Thorne (1997) also speaks about
purposes of speaking in terms of a) referential purpose, in lecturing for instance, and b) phatic
purpose where speakers get involved in informal conversations and c) expressive purpose where
speakers intent to reveal his /her taste, attitude, interests, etc.
The nature of speaking as a skill can be graphically presented as follows:
Audience
Speakers intention Context
These three elements determine the speakers linguistic choice (the nature of language that the
speaker uses in communication) and the prosodic choice (the use of stress, intonation, etc.).
Throne (1977) suggests four questions that one can use to analyze any spoken discourse into the
interpersonal and presentation modes of communicative activities put forth in the can-do
statements protocol.
1) Who are the participants and what are their roles?

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2) Do they have equal status?
3) What is the purpose of the exchange?
4) How is the discourse affected by the context?
4.2 Importance of Speaking for G.C.E. (A/L) Students
The students at the G.C.E. (A/L) have passed the G.C.E (O/L) examination and are generally
focused on their future endeavours. They are aware that based upon their performance at the
G.C.E. (A/L), some will get in to universities while others will likely follow avenues in the local
and /or foreign professions. Therefore, it is most likely that students in the G.C.E. (A/L) class
will feel the need to know English more than those who were at the G.C.E. (O/L). Thus, one
would expect the students at the G.C.E. (A/L) to be more motivated to learn English. However,
in reality this is often not the case. Due to the highly competitive nature of the G.C.E. (A/L)
examination, students tend to focus only, or mostly, on the main subjects. Therefore, teaching
English at the G.C.E. (A/L) becomes very challenging. The English language curriculum at this
level needs to aim at equipping the learners with the skills required both for their present and
future.
Despite having learned English from grade 3 onwards, an ordinary student in the G.C.E. (A/L)
class, like a student in a lower grade, may not be proficient in speaking English. This is mainly
due to the non-existence of testing for the speaking skill. Therefore, the ability to speak English,
among G.C.E. (A/L) students may vary across the country. The range of proficiency may vary
from those who are fluent in English to those are unable to speak a single word in English.
Unfortunately, the latter are the majority and it is for them that the can-do statements are most
appropriate.
Therefore, the G.C.E. (A/L) English course is designed to achieve the following in relation to
speech:
1) It is expected that the students who are unable to speak a word in English will be able to
introduce themselves by name at the least. The course material will help students to
develop this basic speaking skill by adding information related to their age, place of
residence and details about their families. Teaching speech needs to commence with
such basics. Therefore, it is important that the teacher develop a healthy rapport between
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himself/herself and the students so that students will feel comfortable in using English in
the spoken form even with mistakes and errors.
2) The teaching of speech has to build on the aforementioned basics and develop the
communicative skills required for future academic and employment purposes. At the
same time, it is important to incorporate skills /tasks that teach students the social and
cultural rules appropriate in each communicative function.
3) Teaching the speaking skill involves teaching correct pronunciation. Even though it is
hard to define a standard pronunciation as such, teachers need to emphasize correctness
in pronunciation, especially with regard to certain sounds that are absent in students
mother tongues. Also features such as the absence of the /s/ sound at the beginning of a
word; the difference between /s/ and /z/; /p/ and /f/ difference, etc. should be made very
clear when teaching speech. If students are already making major mistakes in
pronouncing the aforesaid sounds, due to fossilization as a result of wrong input at the
initial English language learning stages, teachers need to make a special effort to correct
them.
E.g.: School - /s/ some tend to pronounce as /is/
Father - /f/ wrongly pronounced with /p/ sound
In order to develop speaking ability, teachers are expected to make use of the listening
skill. The active, productive skill of speaking is developed on the basis of the passive,
receptive listening skill. Therefore, it is important to include more listening tasks with a
variety of speakers in different situations with different accents (both local and foreign).
Recorded material will be required for such tasks.
4) Speaking is communication. Therefore, to teach speaking in English, approaches and

methods such as Communicative Approach and Collaborative/Cooperative Language
Learning are best suited. Therefore, teachers should be ready with activities that are
related to real life situations so that the aforesaid methods and approaches can be used as
the teaching methodologies to teach speaking.
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Teachers are expected to create a classroom setting / environment that supports
communicative tasks so that activities that involve speaking in groups, pairs, etc. can be
made use of.
5) Making use of technology whenever possible will be an asset in teaching speech. Herein,
designing / planning tasks where students can record their own speech and listen to it will
make them excited about learning to speak in English. Teachers need to make use of such
facilities if available.
Communication with a fluent speaker of English is very important in learning to speak. The
only potential speaker (of English) students come across may be the teacher herself / himself
in some cases. Therefore, teachers are expected to constantly work on improving their
English speaking skills and are expected to use English as the classroom language without
using students mother tongues.
At the same time, it is the teachers responsibility to create awareness among students of the
importance of self-learning, commitment and personal effort if they want to become fluent
speakers of English.
To know a language in its primary sense means to be able to speak it. The ability to speak in
English can directly contribute to students academic achievements and future career goals.
Therefore, it is essential that teachers of English language are aware of the importance of
teaching speaking skills. It is the responsibility of the teacher to understand the points that
have been elaborated above and implement them in teaching speaking skills.
4.3 Can-do Statements and Performance Standards for Speaking
Performance standards are bench marks for the desired proficiency levels that students are
expected to reach. Students personal, professional and academic needs are the basis for deciding
the performance standards at G.C. E. (A/L) for speaking in English. Can-do statement
checklists to be used by language learners to assess what they can do with the English
language in their a) interpersonal, b) interpretive, and c) presentational modes of communication
have been considered in designing the curriculum for teaching speaking skills. Can-do
statements are explained in terms of specific levels ranging from novice low to distinguished.
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Each level is further described with specific standards. (See NCSSL-ACTFL Can-do
statements.)
These benchmarks, though primarily meant for self-assessment purposes, can be exploited in
teaching speech. Thus, the Can-do Statements serve two purposes, to: a) help learners identify
what they need to do to function at a specific level of proficiency (as performance indicators); b)
help educators plan curriculum, units of instruction, and daily lessons to help learners improve
their performance and reach a targeted level of proficiency (NCSSFL-ACTFL Can-do
Statements).
Teachers, therefore, can make use of Can-do Statements in all aspects of the learning / teaching
process in teaching speaking skills: lesson planning, designing and implementing tasks and
assessing the learner in formative and summative assessments. At the same time, teachers can
help students understand how to use Can-do Statements to self-assess their own performance in
regard to speaking skills.
4.4 Teaching Speaking

The ultimate goal of teaching speech is to develop the learners communicative competence. To
this end, the following should be considered.
i) Speaking activities should create a need / purpose to communicate. Then the students will
have sufficient motivation to communicate. Therefore, activities should be based on the
principle of an information gap.
A: has information
B: does not have the information
A: has to fill the gap
ii) Students should be made aware of the communicative value of what they are learning as
speech.
iii) Elicit the pragmatic value of utterances and extended chunks of speech. This is because
speech does not start or stop at the sentence level. Teachers should be aware of speaking
as a communication mode in which language operates at discourse level.
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iv) Language used for communication is interaction based. Therefore, the speech activities
should be interaction based.
v) Language should be used for communication and not to practice structures.
vi) Students should be made aware that language works in a context; who the speakers are,
their relationship, what they are trying to do, where they are, and what has been already
said must be taken into account.
Meaning of a sentence / utterance changes according to the context in which it is said.
4.5 The Importance of Teaching Speaking Skills in English
i) The primary mode of communication in any language is through speech.

ii) People are judged by their speech in society and this is even more prevalent in Sri Lanka
in relation to English.
iii) Speech is the foundation for other skills.
iv) Speech is the vehicle through which people achieve social ranking, status, professional
advancement, etc. in the Sri Lankan society.
v) The ability to speak well in English helps a person to obtain employment.
vi) Teaching speech in English means preparing students for the world of work.
4.6 Sub-Skills Needed for Speaking English
i) Pronunciation: Use of acceptable Sri Lankan pronunciation with appropriate intonation

ii) Appropriateness: Use of language that is appropriate to the context (physical setting,
role and status of participants, linguistic context, etc.)
iii) Features of spontaneous speech: Use of fillers, hesitation markers, contracted forms,
etc.
iv) Fluency: Express oneself intelligibly and without undue hesitation
v) Intelligibility: Express oneself clearly and coherently
vi) Follow rules for conversation: initiate a discussion / dialogue, ending, turn-taking,
interrupting politely, etc.
vii) Cope with unpredictable data:
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4.7 General Guidelines for a Speech Lesson
Stage 1: Preparatory stage

Objectives:
i) To involve the students in the lesson by creating a need to communicate,
ii) To provide background to the activity and help students relate it to their own experience,
iii) To help students realize the relevance and the usefulness of the new language item/s they
are going to learn and why they need to learn,
Features:
i) Enrich the learners with input necessary to express himself / herself and respond
to others.
ii) No output is possible or required at this stage.
iii) Tasks and activities should be organized in order for the students to have input for
speaking (for the task ahead).
Stage 2: Presentation stage

Objectives:
i) To establish the meaning of the language item/s (to be taught) in context,
ii) To demonstrate to students how to use the new language item/s appropriately.
Features:
i) Teachers can have students listen to dialogues, conversations and debates and have
follow-up discussions based on them.
ii) Teachers can highlight the features of a speech activity. For instance, expressions, new
words and sentence patterns recurrently used in speeches can be highlighted.
iii) Teachers can organize reading sessions and listening sessions prior to the speaking
activity as supporting tasks for the activity.
iv) Repetition of the dialogues, speeches, etc. (that are presented) may be required at this
stage so that students will understand how the speaker narrates, describes, explains or
illustrate his/her points.
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Stage 3: Practice stage
Objectives:
i) To give opportunities for students to use the newly-presented language in controlled

situations,
ii) To give confidence to students to use the newly-learned language item/s.
Features:
i) This is the stage where a teacher engages students actively in tasks.
ii) Each task should carry clear and specific instructions.
iii) Each participant in an interactive activity should be assigned a role to play.
iv) Teacher should monitor the students and give corrective feedback where necessary.
Stage 4: Production stage

Objectives:
i) To provide students with more opportunities to use the new language item/s confidently
and accurately,
ii) To evaluate the degree of student learning of language item/s (This is not a formal
assessment).
Features:
i) Students are given an opportunity to apply input (linguistic and prosodic features) gained
at the practice stage to identical or similar situations.
ii) Teachers should suggest / recommend situations for students to apply the practiced
language item/s, functions, etc.
iii) Feedback and corrective suggestions can be given generally and without pointing to
individual students.
4.8 Assessing Speech General Guidelines

In assessing oral skills, it is advisable to follow a descriptive scale since there is a lot of
subjectivity involved. What follows in this section is a general guideline to assess the
speaking skill. At the end of this section, a number of speech assessment rubrics are given
for teachers to follow depending on the speech tested.
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Generally, teachers should look at the category to which the students fall into with regard to
the following. The teacher can assess student performance on the listed aspects (below)
using a general guide: (Guide: Excellent, Good, Fair, Weak)
i) Fluency and coherence

a) The ability to speak without pausing or hesitating
b) The ability to express ideas using connective devices
ii) Vocabulary
a) The ability to use a good range of appropriate words / phrases on different topics in
a variety of situations
iii) Accuracy
a) The ability to use grammar appropriately and accurately
iv) Pronunciation
a) The ability to speak with correct pronunciation (as stated elsewhere, especially on
particular sounds that are absent in students mother tongues) using some variety of
accepted Sri Lankan English

4.9.1 Teachers should make students aware of:
i) their purpose for speaking. These purposes fulfill the different functions that Halliday
(1970) explains under his seven language functions (See Introduction to speaking.)
ii) the nature of audience with whom they going to interact. The relationship of the speaker
with audience and their relative status; the educational, social or economic status of the
participants.
iii) the context in which the interaction takes place. This signals the speaker how to decide on
the time and length of speech in the case of presentational mode.
iv) the manner of speaking. In other words, it is important to know the tone that should be
maintained whether the tone should be formal or informal. This depends on the people
involved in the conversation.
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The awareness of the aforementioned aspects is helpful for a teacher to set tasks for the leaner to
engage in speaking and to decide on the linguistic features to be used (language functions,
sentence patterns and vocabulary) and prosodic features required (stress and intonation patterns).
4.9.2 Teachers should remember;

i) that speaking cannot be taught in isolation. Therefore, it is important to integrate it with
other language skills,
ii) to study well the language functions that are incorporated into the lessons and the
activities suggested in the learners textbooks before they teach them to the students,
iii) to study and be aware of other situations where the suggested language functions can be
incorporated,
iv) to be well aware of the proficiency levels of the students in relation to speaking skills,
v) to anticipate challenges that students may face in performing the task/tasks set,
vi) to design activities facilitating input for the student in performing the tasks that they are
going to do,
vii) to have an information gap, choice and feedback in all speaking activities,
viii) to know all of the grammar points incorporated in to the speaking activity,
ix) to adapt the activities suggested in the textbook to suit the students age, interests,
environment, and proficiency level,
x) to design activities close to students real life experiences, if given the chance to design
them,
xi) to do tactful corrections without inhibiting students,
xii) not to be overambitious in expectations regarding student performance.
4.9.3 Guiding students in speech

i) Teacher should give clear instructions.
ii) It is important to develop confidence in students to speak by creating a stress-free
environment in the classroom.
iii) Students should be given opportunities to work in pairs and groups rather than
individually
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4.9.4 Useful activities to develop speaking skills
i) Simulation
ii) Role play
iii) Decision making activities
iv) Discussion
v) Impromptu speech
vi) Split dialogues
vii) Topic talks
viii) Guided dialogues
Some more example activities in context:

To teach the presentational mode of speech, activities such as following are useful.
Narrating an event; describing people, things and events; giving instructions; making
demonstrations; making presentations; information transfer activities; reasoning gap activities.
To teach the interpersonal mode of speech, the following will be useful:

Role play activities, simulation activities, improvisations, scenarios, information gap activities,
jig-saw puzzle activities, task completion activities, information gathering activities, opinion
sharing activities.
4.9.5 An example assessment rubric for a presentational mode speaking task:

Criteria that can be used in assessing a presentational speaking activity:
Accuracy: Is pronunciation intelligible to the listener?
Are grammatical errors evident and if so to what extent?
Are lexical errors evident and if so to what extent?
Appropriateness: Is the language used appropriate to the function and to the context?
Is the intention of the speaker clear?
Fluency: Is message communicated accurately?
Is the message well communicated?
Are there long pauses, hesitant markers or gaps evident and to what
extent?
Content: Does the delivery include sufficient facts and to what degree?
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Are the facts presented correct, correctly cited and up-to-date?
Organization: Is there a logical progression in the speech?
4.9.6 An example assessment rubric for an interpersonal mode speaking task:

Usually, interpersonal communication activities involve more than one speaker.
E.g.: A role play is an interpersonal activity where both the participants speak and respond to
each other while taking turns to do so.
Given below is a guide to assess an interpersonal speaking task.
Task Description:
weigh
Criteria Exceptional Admirable Acceptable Attempted

t
Factual Factual Factual Information is

information is information is information is inaccurate
Understanding accurate mostly somewhat Presentation is
40%
of Topic Indicates a accurate accurate off topic
clear Good Fair
understanding understanding understanding
of topic of topic of topic
Accepts ideas Accepts most Unwilling to Group does
of others; able ideas without compromise not work
to compromise negative Few members together
All members comments; contribute One person
Cooperation 30%
contribute able to does all the
compromise work
Some
members
contribute
Shows Shows some Unsure of Portrayal stalls
confidence confidence responsibility Lacks
Informative Presents some Somewhat information
Entertaining; information informative Audience
engages Engages Engages bored
Presentation 30%
audience audience audience Mumbles
Speaks loudly Can be heard intermittently Body language
and clearly Some use of Hard to hear is lacking;
Appropriate body Some inappropriate
use of body language movement
language
(Sources Texas Education Agency-2006)
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4.9.7 The nine point band scale given by Carroll (1980) can be used as a guideline to establish
uniformity in assessing oral skills.
Band
9 Expert user. Communicates with authority, accuracy, and style. Completely at home in
idiomatic and specialist English
8 Very good user. Presentation of subject clear and logical with fair style and
appreciation of attitudinal markers. Often approaching bilingual competence.
7 Good user. Would cope in most situations in English
6 Competent user. Although coping well with most situations he is likely to meet, is
somewhat deficient in fluency and accuracy and will have occasional misunderstandings
or significant errors.
5 Modest user. Although he manages in general to communicate, often uses inaccurate or
inappropriate language.
4 Marginal user. Lacking in style, fluency and accuracy, is not easy to communicate
with, accent and usage cause misunderstandings. Generally can get by without serious
breakdowns.
3 Extremely limited user. Does not have a working knowledge of the language for day to
day purposes, but better than an absolute beginner. Neither productive nor receptive
skills allow continuous communication.
2 Intermittent user. Performance will be below the level of a working day to day
knowledge of the language. Communication occurs only sporadically.
1/0 Non user. May not even recognize with certainty which language is being used.
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4.9.8 Another descriptive interview assessment scale
Band
9 Expert speaker. Speaks with authority on a variety of topics. Can initiate, expand and develop- a
theme.
8 Very good non-native speaker. Maintains effectively his own part of a discussion. Initiates,
maintains and elaborates as necessary. Reveals humour where needed and respond to attitudinal
tones.
7 Good speaker. Presents case clearly and logically and can develop the dialogue coherently and
constructively. Rather less flexible and fluent than Band 8 performer but can respond to main
changes of tone or topic. Some hesitation and repetition due to a measure of language restriction
but interacts effectively.
6 Competent speaker. Is able to maintain theme of dialogue, to follow topic switchers and to use
and appreciate main attitude markers. Stumbles and hesitates at times but is reasonably fluent
otherwise. Some errors and inappropriate language, but these will not impede exchange of views.
Shows some independence with ability to initiate.
5 Modest speaker. Although gist of dialogue is relevant and can be basically understood, there are
noticeable deficiencies in mastery of language patterns and style. Needs to ask for repetition or
clarification and similarly to be asked for them. Lacks flexibility and initiative. The interviewer
often has to speak rather deliberately. Copes but not with great style or interest.
4 Marginal speaker. Can maintain dialogue, but in a rather passive manner, rarely taking initiative
or guiding the discussion. Has difficulty in following English at normal speed; lacks fluency and
probably accuracy in speaking. The dialogue is therefore neither easy nor flowing. Nevertheless,
gives the impression that he is in touch with the gist of the dialogue even if not wholly master of it.
Marked L1 accent.
3 Extremely limited speaker. Dialogue is a drawn- out affair punctuated with hesitations and
misunderstandings. Only catchers part of normal speech and unable to produce continuous and
accurate discourse. Basic merit is just hanging on to discussion gist, without making major
contribution to it.
2 Intermittent speaker. No working facility; occasional, sporadic communication.
1/0 Non speaker. Not able to understand and/ or speak.
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Teachers are expected to use these guidelines as appropriate to the speech to assess and train
students to engage in communication.
Further, the schools can start assessing oral skills at the term end examinations based on the
guidelines issued by the Ministry of Education from 2015 onwards.
References
Bailey, K. M. & Savage, L. (1994). New ways in teaching speaking: Teachers of English to
Speakers of Other Languages. Alexandria, VA.
Carrol, B. J. (1980) Testing communicative performance. Pergamon
Richards, C. & Renandya (2005). Communicative language teaching today.
Richards J. & Rodgers (2001). Approaches and methods in language teaching. Cambridge
University Press.
http://www.johnkeithcommunications.com/oralfluency/oralfluencymain.html
http.www.The NCSSFL-ACTFL Can-Do Statements are self-assessment
https://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements
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Grammar
A reference section for the teachers
ADJECTIVES
It is not usually possible to identify whether a word is an adjective by looking at it in isolation because the
form of a word does not normally indicate how it functions. But some suffixes are found only with
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adjectives.
E.g.: able - comfortable
ful - playful
ish - boyish
ous - dangerous
al - seasonal
fic - scientific
less - careless
Many common adjectives, however, have no such identifying form.
E.g.: good, hot, little, young, fat etc.
1) Characteristics
Four features are commonly considered to be characteristics of adjectives.
1) They can freely occur in attributive function. (They pre-modify nouns.)

They are used before a noun, appearing between the determiner and the noun. (Head of the
Noun Phrase)
E.g.: The main argument
A beautiful garden
A pretty child
2) They can freely occur in predicative function. (They can function as subject complement or
object complement.)
E.g.: Your friend is pretty. [Subject complement]
The farmers in our village are happy. [Subject complement]
The teacher made the children happy. [Object complement]
3) They can be pre-modified by the intensifier very.

E.g.: The film was very nice.
Your friend is very helpful.
4) They can take comparative and superlative forms.

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E.g.: The film was nicer than we thought.
The paper will be easier than the previous one.
The students are more intelligent than I thought.
They are the cleverest of all.
2) Central and Peripheral Adjectives
All words traditionally regarded as adjectives do not possess all these features. Some adjectives can be
used only in the predicative position.
E.g.: afloat, afraid, alight, alike, alive, alone, asleep, awake, ill, well
People are afraid. NOT afraid people.
Utter nonsense. NOT nonsense is utter.
Attributive Predicative Pre- comparison

modification
(very)
1 Imal is hungry. + + + +
2 The universe is + + - -
limitless.
3 Ravi is an old friend. + - + +
4 The prisoners were ? + + +

afraid.
5 Lal is an utter fool. + - - -
6 The patient was - + - -

asleep.
7 The meeting is soon. - - + +
8 Ruwan is abroad. - - - -
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It is considered that the ability to function both attributively and predicatively to be a central feature of
adjectives. Hungry (in 1) and limitless (in 2) above are central adjectives.
old in this context does not have predicative function.
E.g.: Ravi is an old friend and The friend is old. are not the same.
afraid does not function attributively.
utter has only attributive function.
asleep has only predicative function.
Those satisfy at least one are called peripheral adjectives. Pre-modification by very and the ability to
take comparison are not valuable criteria for distinguishing adjectives from adverbs.
3) Adjectives and Nouns
Nouns are commonly used attributively and are, therefore, superficially similar to peripheral adjectives in
satisfying the criterion of attributive function.
The bus station foot ruler business partner pest repellent
Nouns, however, do not satisfy any of the other criteria for adjective status.
Furthermore, nouns have other features that distinguish them from adjectives.
1) They take a determiner. E.g.: The school, some children

2) They can be inflected for number. E.g.: One box, two boxes
3) They can have genitive case. E.g.: Girls school, peoples bank
4) They can be pre-modified by adjectives. E.g.: Cold weather, interesting story
Some items can be both adjective and noun. E.g.: Criminal.
This can be used both attributively and predicatively.
E.g.: Its a criminal case. The case is criminal.
On the other hand it can be used as a noun.
E.g.: The criminal pleaded guilty.
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More examples:
Adjective Noun
An annual event She is helping to publish an annual for children.
A black student There was only one black in our class.
A classic book You want find many classics in our library.
Intellectual interests She considers herself an intellectual.
A noble family The king greeted his nobles.
A natural dancer He is a natural for the job.
A six-year-old boy Our six-year-old is at school.
Like adjectives, nouns can function as subject complement after copular verbs, particularly, after be.
The man is a fool.
The noise you heard was thunder.
She became a nurse.
4) Adjectives and Participles
There are many adjectives that have the same suffixes as participles in -ing or -ed. These are called
participle adjectives.
Predicative use Attributive use
His views are very surprising. his surprising views
The man seemed very offended. the offended man
They include forms in -ed that have no corresponding verbs.
The results were unexpected. the unexpected results
All his friends are talented. his talented friends.
The downhearted child The child is downhearted.
His diseased lung His lung is diseased.
When there are no corresponding verbs [*to unexpect/*to talent] the forms are obviously not participles.
When there is a corresponding verb, attributively used -ed forms usually have passive meaning.
Lost property The property that has been lost

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If the corresponding verb is used only intransitively, the -ed participle cannot be interpreted as passive.
The escaped prisoner [the prisoner who has escaped]
The departed guests [the guests have departed]
Predicative use occurs only with some participial adjectives.
The curtains are faded. Her father is retired.
Her son is grown. [dubious in BrE, but full-grown or grown-up is fully acceptable]
Sometimes there is a corresponding verb, but it has a different meaning. We can therefore have ambiguous
sentences where the ambiguity depends on whether the word is a participle or a participial adjective:
Adjective-: She is (very) calculating (but her husband is frank).
Participle: She is calculating (Our salaries). ['... so don't disturb her while shes doing it]
Adjective: They were (very) relieved (to find her at home).
Participle: They were relieved (by the next group of sentries).
Often the difference between the adjective and the participle is not clear cut. The verbal force of
the participle is explicit for the -ing form when a direct object is present. Hence, the
following -ing forms are participles that constitute a verb phrase with the preceding auxiliary:
Her views were alarming her audience.

You are frightening the children.
They are insulting us.
Similarly, the verbal force is explicit for the -ed form when a by-agent phrase with a personal
agent is present, indicating the correspondence to the active form of the sentence:
The man was offended by the policeman.

She is appreciated by his students.
She was misunderstood by her parents.
For both participle forms, premodification by the intensifier very is an explicit indication that
the forms have achieved adjective status:
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Her views were very alarming.
You are very frightening.
The man was very offended
We might therefore expect that the presence of very together with an explicit indicator of verbal
force would produce an unacceptable sentence. This is certainly so for the -ing participle form:
*His views were very alarming his audience.
However, with the-ed participle, there appears to be divided usage, with increasing acceptance of
the co-occurrence of very with a by-agent phrase containing a personal agent:
The man was very offended by the policeman.
In the absence of any explicit indicator, the status of the participle form is indeterminate
The man was offended
Generally, -ed participle forms accepting very can retain very when they co-occur with a
by-phrase containing a non-personal noun phrase that expresses the notion of cause or reason.
Im very disturbed by your attitude.
We were very pleased by his behavior.
The participle sometimes reaches full adjective status when it is compounded with another
element.
It is breaking my heart. It is (very) heart-breaking.
Participle adjectives, -ing and ed can be attributive.
Her crying children a married couple
A winning team his published work
Boiling water the captured prisoner
Some verbs have different participle forms for verbal and adjective use.
You have drunk too much. Drunk(en) driver
Have you shaved? Clean-shaven young man
The shirt has shrunk. A shrunken shirt

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5) Syntactic Functions of Adjectives
i) Attributive and predicative
The adjective functions as the Head of an adjective phrase, with or without modification.
Adjectives are attributive when they pre-modify the head of a noun phrase.
a small garden popular ballads
Adjectives are predicative when they function as subject complement or object complement. There is a
copular relationship between subject and subject complement.
The children are happy. He seems careless.
Adjectives are subject complements not only to noun phrases, but also to clauses which may be finite
clauses or nonfinite clauses.
That you need a car is obvious. Whether he will resign is uncertain.
To drive a car in this weather is dangerous. Playing cards with friends is enjoyable.
Adjectives can also be object complement to clauses.
I consider what he did foolish. I consider playing so hard foolish.
There is a copular relationship between direct object and object complement.
I found him careless. He made the children happy.
The adjective functioning as object complement often expresses the result of the process denoted by the
verb. The result can be stated by using the verb be (S V C)
He pulled his belt tight. The belt is tight.
He pushed the window open. The window is open.
He writes his letters large. His letters are large.
ii) Postpositive
Adjectives can sometimes e post positive. That is, they can immediately follow the noun or pronoun they
modify.
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something useful.
A postpositive adjective can be regarded as a reduced relative clause. Something that is useful.
Compound indefinite pronouns and adverbs ending in body, one, thing, where can be modified only
postpositively.
Anyone intelligent can do it. We are not going anywhere very exciting.
Postposition is obligatory for proper meaning as strictly defined
the course proper
In several institutionalized expressions (mostly in official designations) the objective is postpositive.
the president elect, from time immemorial, heir apparent attorney general director
general
iii) Adjectives as head of noun phrase
Adjectives can function as heads of noun phrases which can be subject, object, complement and
prepositional complement.
Adjectives as heads of noun phrases do not inflect for number or for the genitive case and they usually
require a definite determiner (article). These NPs have generic reference and take plural concord.
Adjectives are typically used as heads of noun phrases to refer to certain fairly well-established classes of
persons.
the brave the weak the elderly the unknown the rich
Some adjectives denoting nationalities can be NP heads.
the British the Spanish the Dutch the French The Chinese the Japanese,
the Swiss
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6) Semantic Sub-classification of Adjectives
Some of these have syntactic correlates. Three semantic scales are applicable to adjectives.
i) Stative /Dynamic
Adjectives are characteristically stative. Many adjectives can be seen as dynamic.
A stative adjective cannot be used with the progressive aspect or with the imperative.
*He is being tall. *Be tall.
It is possible with dynamic adjectives.
He is being careful. Be careful.
Dynamic adjectives denote qualities that are thought to be subject to control by the possessor and hence
can be restricted temporally.
E.g. ambitious adorable careful careless cheerful clever cruel

disagreeable dull enthusiastic faithful foolish friendly
funny generous good helpful talkative
ii) Gradable/Non-gradable
Most adjectives are gradable. Gradable is manifested through comparison.
short shorter shortest
beautiful more beautiful most beautiful
Gradability is also manifested through modification by intensifiers.
very tall so beautiful extremely useful
Gradability applies to adverbs as well as adjectives.
All dynamic and most stative adjectives are gradable; some stative adjectives are not, principally
denominal adjectives like atomic scientist, hydrochloric acid, criminal court, medical school and
adjectives denoting provenance. E.g. British, Dutch.
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iii) Inherent/Non-inherent
Adjectives that characterize the referent of the noun directly (that old man, My friend is old) are inherent,
those that do not (an old friend of mine) are termed non-inherent. Most adjectives are inherent, that is to
say, they characterize the referent of the noun directly. For example, the inherent adjective in a wooden
cross applies to the referent of the object directly: a wooden cross is also a wooden object. On the other
hand a wooden actor is not a wooden man.
Inherent Non-inherent
a firm handshake a firm friend
a perfect alibi a perfect stranger
a true report a true scholar
Modification of a noun by means of a noninherent adjective can be seen as an extension of the basic sense
of the noun. Thus a firm friend is a friend whose friendship is firm, and a perfect stranger is a stranger
who is perfectly strange.
If the adjective is inherent, it is often possible to derive a noun from it. With a noninherent adjective,
however, no such deviation is possible.
a firm handshake the firmness of the handshake
a firm friend * the firmness of the friend
a true report the truth of the report
a true scholar * the truth of the scholar
7) The Order of Adjectives

We can use more than one adjective before a noun. There is usually one correct order. We cannot say
sunny beautiful weather or a black big dog.
We order adjectives according to their meaning. This is the normal order:
Group Examples
1. Opinion (how good?) wonderful, nice, great, awful, terrible
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2. Size (how big?) large, small, long, short, tall, big
3. Most other qualities quiet, famous, important, soft, wet, difficult, fast, angry, warm
4. Age (how old?) new, old
5. Colour red, blue, green, black
6. Origin. (where from?) American, British, French
7. Material (made of?) stone, plastic, steel, paper (Some. of these are nouns)
8. Type. (what kind?) an electric kettle, political matters, road transport
9. Purpose (what for?) a bread knife, a face towel
Here are some examples:

A small green insect (size, colour); Japanese industrial designers (origin, type)
A wonderful new face cream (opinion, age, purpose); Awful plastic souvenirs (opinion, material)
A long boring train journey (size,, quality, type); Some wonderful fast passenger trains (opinion,
quality, purpose)
A beautiful wooden picture frame (opinion, material, purpose)
* We sometimes put commas between adjectives in groups 1 3.

a horrible, ugly building; a busy, lively, exciting city
Reference
Greenbaum, S. & Quirk, R. (2008). A students grammar of the English language. Pearson
Leech. G. & Svartvik, J. (1975). A communicative grammar of English. Longman
Quirk, R. & Greenbaum. (1973). A university grammar of English. Longman
Quirk, R. et al. (1985). Comprehensive grammar of English. Longman
Swan, M. (2005). Practical English usage (fifth Impression, 2008). Oxford University Press
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ADVERBS
1) What is an Adverb?
An adverb is a word that provides us more information about a verb. It "qualifies" or "modifies"
a verb
In the following examples, the adverb is in bold and the verb that it modifies is in italics.
The man ran quickly. (How did the man run?)
My sister speaks loudly. (How does my sister speak?)
Afterwards she collected the document. (When did she collect the document?)
Our former principal lives abroad. (Where does our former principal live?)
An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb
indicates manner, time, place, cause, or degree and answers questions such as "how," "when,"
"where," "how much".
2) Characteristics of Adverbs
The adverb functions as the head of an adverb phrase, with or without modification. The
function of the adverb discussed here are similar to the functions of the adverb phrase.
Morphologically we can distinguish three types of adverbs of which two are closed classes
(simple and compound) and one is an open class (derivational).
i) Simple adverbs e.g. just, only, well. Many simple adverbs denote position and
direction,
E.g.: back, down, out, under, up
ii) Compound adverbs, e.g. somehow, somewhere, therefore, and (the very formal)
whereupon, hereby, herewith, whereto
iii) Derivational adverbs. The majority of derivational adverbs have the suffix `ly', by
means of which new adverbs are created from adjectives (and participle adjectives)
odd oddly
interesting interestingly
Other less common derivational suffixes are:
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wise clockwise ways sideways
ward(s) northward(s) style cowboy-style
fashion schoolboy-fashion
3) Syntactic functions of adverbs
There are two types of syntactic functions.
1. as adverbial (clause element) He always drives carefully.
2. as modifier of
a. adjective
b. adverbs.
c. a number of other constructions

My friend is really beautiful, or even other adverbs (It works verywell). Look at these
examples:
He is really handsome. (How handsome is he?)
That was extremely kind of you.
i. The adverb as a modifier of adjective. (the adverb in general precedes the adjective)
He is an extremely careful driver.
He is rather tall for a ten-year old.
Dedicated work is absolutely necessary.
It's extremely good of you to do this for me.
My friend is really beautiful.
One adverb `enough' is placed after the adjective. This is not good enough.
The adverbs `too' and 'how' (i.e. `how' in interrogative and exclamatory sentences) are
exceptional. When they modify an adjective in a noun phrase, the indefinite article is
placed after the adjective.
He is too good an actor to forget his lines.
How tall a man is he?
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How strange a feeling it was!
But with mass and plural nouns, where no indefinite article is present, these adverbs
cannot modify the adjective. Instead 'how' (in exclamation) is replaced by `what'.
What strange ideas you have!
ii. The adverb as a modifier of an adverb. An adverb may premodify another adverb.
He played surprisingly well.
He drives extremely carefully
She drives incredibly slowly.

The spy followed the man very quietly.
As with adjectives, the only post modifying adverb is 'enough'.
Oddly enough, nothing valuable was stole
iii. The adverb modifies a prepositional phrase

The nail went right through the wall
His parents are dead against his marriage.
We completed the syllabus well within the time.
He came immediately after the bell.
iv. The adverb modifies a determiner, pronoun or numeral

We have hardly any time to waste. (any= determiner)
Nearly everybody came to the party. (everybody = pronoun)
Over two hundred people lost their houses. (two hundred = numeral )
Virtually all the students participated in the seminar. (all = determiner)
v. The indefinite article can be pre modified when 'a' = one.

My parents will stay for about a week. (about here is not a preposition but an
intensifier)
vi. The adverb modifies a noun phrase

A few intensifiers may pre modify noun phrases and precede the determiner in doing so.
The place was rather a mess.
He told quite a funny story.
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vii. Some adverbs denoting place or time post modify nouns.
his journey home.
the sentence below
the meeting yesterday
the years ahead
viii. In some phrases the adverb can also be used as a pre modifier.
the above statement inside information
the then president upstairs room
ix. Some place and time adverbs act as complements of prepositions.

I do not know anybody around here.
I haven't eaten since yesterday.
x. Adverbs can modify a whole sentence.

Obviously, I cant agree with your opinion.
4) Position of adverbs in a sentence
Different kinds of adverbs can be used in different places in a clause. We do not put adverbs
between a verb and an object.
There are 3 normal positions for adverbs.
i) Initial or front position
Initial position is that preceding any other clause element. In effect, this generally means the
position immediately before subject.
Suddenly, the driver started the engine.
Seriously, do you believe in ghosts?
Connecting adverbs go in front position. However, nevertheless
ii) Medial or mid position
Medial position can be preliminarily described as that between Subject and Verb. Adverbs
of frequency (always, often etc) and adverbs of certainty usually go in mid-position.
The driver suddenly started the engine
Children often go to the library.

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I have definitely decided to be independent.
iii) End
End position is the position in the clause following all obligatory elements. It is also the
position of the obligatory adverbial when this follows the other obligatory elements. Adverbs
of manner (how) place (where) and time (when) most often go in the end position.
The driver started the engine suddenly.
The light was fading rapidly.
He entered the room silently.
She started her speech slowly.
The children are playing upstairs.
[time adverbs can also be used in front position.]
5) Form
Compare the following sentences
Keerthi was hungry. Piyal ate hungrily.

The children looked happy. The children played happily.
My friend was angry. The man looked at the children
angrily.
i) Some adverbs can be identified by their characteristic "ly" suffix. The ending ly is the
normal adverb ending. But a few adjectives also end in ly.
Anoma was very friendly.

It was a lively party.
We had a lovely time.
Some more examples are: elderly, likely, lonely, silly, ugly,
The words are adjectives, not adverbs. And we cannot add ly. There is no such word as
friendlyly. But we can say in a friendly way/manner. She spoke to us in a friendly way.
If we need to use an adverb, we often choose another word of similar meaning.
The party was lovely. (adj) Everything went beautifully. (adv)

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ii) Same form as adjective and adverb.
Hard, fast, etc
Compare these sentences.
ADJECTIVE ADVERB
We did some hard work. We worked hard.
I came on the fast train. The train went quite fast.
We can use the following words both as adjectives and as adverbs:
deep, early, fast, hard, high, late, long, low, near, right, straight, wrong
In informal English, the adjectives cheap, loud, quick and slow can be adverbs.
ADJECTIVE ADVERB
They sell cheap clothes in the market. They sell things cheap/cheaply there.
Back already! That was quick. Come as quick/quickly as you can.
iii) Hard, hardly, near, nearly, etc
There are some pairs of adverbs like hard and hardly which have different
meanings. Here are some examples.
a. Players tried hard, but I couldnt win. I've got hardly any money left. (hardly any = very
little, almost none)
b. Luckily I found a phone box quite near. I nearly fell asleep in the meeting. (nearly =
almost)
c. Malith arrived late, as usual. I've been very busy lately. (lately = in the last few
days/weeks)
d. The plane flew high above the clouds. The book is highly recommended. (highly = very)
e. We got into the concert free. (free = without paying) The animals are allowed to wander
freely. (freely = uncontrolled)
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iv) Good and well
- Good is an adjective, and well is its adverb. The opposites are bad and badly.
ADJECTIVE ADVERB
Natasha is a good violinist. She plays the violin very well.
Our test results were good. We all did well in the test.
I had a bad night. I slept badly last night.
Well can also be an adjective meaning `in good health; the opposite of ill.
My mother was very ill; but she's quite well again now.
How are you? -- Very well, thank you.
Adverbs of Frequency
I always come to work on time.
They are seldom home when we call.
He's usually eating breakfast at this time.
She's never been to Maine.
A: Do you come here often?
B: Yes. I'm here occasionally.
A: What do you usually do here?
The most common frequency adverbs in English are:
Always 100% of the time
Frequently about 90% of the time
Usually about 80% of the time
Often about 70% of the time
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Sometimes about 50% of the time
Occasionally about 40% of the time
Seldom about 20% of the time
Rarely about 10% of the time
Never about 00% of the time
Frequency adverbs can be placed at various points in the sentence, but are most commonly used
before the main verb and after the auxiliary verb.
Sometimes I just sit and think about my school days.
I have always thought grammar is important.
I can never understand their attitude.
Note: The adverbs seldom, rarely, never and hardly ever are considered negative.
A: Do you always day dream?
B: (Yes,) I usually do.
No, I usually don't.
No, I rarely do.
No, I hardly ever do.
Other frequency adverbs and expressions are:
Every day/week/month
Every other day/week
Once a week/month/year
Twice a year/day, etc.
(Every) once in a while
Every so often
These expressions are used at the beginning and end of sentences, not before the main verb.
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Every month I visit my grandparents.
I visit my grandparents every month.
I every month visit my grandparents. (Incorrect)
(according to schedule)
Regularly
(commonly nowadays)
Normally
(commonly in the past)
Traditionally
These words can come at various points in the sentence.
I regularly walk in the morning.
I walk in the morning regularly.
Traditionally, that was considered child's play.
I normally get up around 6 o'clock.
Normally, I get up around 6 o'clock.
Reference
Eastwood, J. (1999). Oxford practice grammar. Oxford University Press
Quirk, R. et al. (1985). Comprehensive grammar of English. Longman
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SENTENCE
1) Simple Sentences
A simple sentence has only one finite verb. It is necessary to explain two terms here: one and
finite. In English a verb may consist of one word or more than one depending on the tense, aspect
and voice.
1. Diploma students study hard.
2. Diploma students studied hard.
3. Diploma students are studying hard.
4. Diploma students have been studying hard.
5. Diploma students may have been studying hard.
You may have noticed in the above sentences that sentences 1 and 2 have only one word as the
verb, where as 3, 4, and 5 have two or more words as the verb. All are simple sentences because
each has only one finite verb.
What is a finite verb? Finite verbs mainly have:
1. Tense distinction, present or past
I write essays. I am writing essays.
I wrote essays. I was writing essays.
2. Number concord (agreement)
My friend writes essays.
My friends write essays.
Although a simple sentence has only one finite verb, it does not mean that before (subject) and
after (other elements) the verb you have only one word. In principle it is possible to have any
number of words.
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Children are playing a cricket match.
Young, energetic children are playing a friendly cricket match.
Simple sentence patterns
1. Subject (S) Verb (V)
Human beings can talk. - Birds fly.
2. Subject (S) Verb (V) Object (O)
Forces defeated the terrorists. - We learn English.
3. Subject (S) Verb (V) Complement (C)
- My country is beautiful. - My friend looks happy.
4. Subject (S) Verb (V) Adverbial (A)
Directors meet every Friday. - The delegation came to Sri Lanka.
5. Subject (S) Verb (V) Object (O) Object (O)
- My father bought me a shirt. - My brother sent his pen friend a present.
6. Subject (S) Verb (V) Object (O) Complement (C)
- Students in the class appointed Chitra the monitor.
- Children should make their parents happy.
7. Subject (S) Verb (V) Object (O) Adverbial (A)
Farmers sell their products at the fair.
- General Manager commended us for hard work.
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2) Compound Sentences
A compound sentence contains two or more independent clauses joined by a coordinating

conjunction. The common coordinating conjunctions are: and, but, or. Except for very short
sentences, coordinators are always preceded by a comma.
I will continue with my studies, and my friend will look after me.
Aravinda can stay at home or he can join his friends this evening.
My sister went shopping, but my mother helped us.
The above three sentences are compound sentences. Each sentence contains two
independent clauses, and they are joined by a coordinator with a comma preceding it.
And, but and or are used only at the beginning of the second clause.
Common features
And & or are central coordinators, but differs from them in certain respects.
i) and, or and but are restricted to initial position in the second clause, and they cannot be
used first without producing unacceptable sentences. i.e. the second clause cannot be
used first.
ii) Coordinators are not preceded by a conjunction.
iii) Coordinators can link constituents smaller than a clause. i.e. phrases and words.
iv) Coordinators can link not only independent clauses but also subordinate clauses.
He asked to be transferred because he was unhappy and because he saw no prospect.
f. coordinators and, or can link more than two clauses.
And: joins two similar/related ideas together

He lives in Kadawatha, and he studies at University of Kelaniya.
But: joins two contrasting ideas. Navin is Sinhala, but Sally is English.
Or: joins two alternative ideas I could cook dinner, or we could order a pizza.
i) Using coordinating conjunctions

The uses of AND:
a. The event in the second clause is chronologically sequent to that in the first:
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I washed the dishes and (then) I dried them.
b. The event in the second clause is the result of the event in the first:
Upali heard the news, and promptly left Madolduwa.
c. The second clause introduces a contrast:

My brother is an introvert and my sister is an extrovert.
d. The first clause has concessive force:

She tried hard and (yet) she failed.
e. The first clause presents a condition for the first. (usually the first clause is an
imperative):
Use your credit cards unnecessarily and you'll soon find yourself deep in debt.
f. The second clause makes a point similar to the first:

A trade agreement should be no problem, and (similarly) a cultural exchange
could be easily arranged.
g. The second clause is a pure addition to the first:

He has long hair and (also) he often wears jeans.
h. To suggest a kind of "comment" on or an explanation of the first clause:

Sugath became the sports captain, and that did not surprise the people who knew
his ability.
ii) T h e u s e o f B U T
a. Expresses a contrast to the first clause:

My uncle is poor but he is happy. To give the meaning on the contrary
The bank never invested foolishly, but has hired two new accountants.
b. To suggest that one idea is in contrast to another (frequently replaced by and in this
usage):
My brother is outspoken but (and) my sister has a pleasant personality.
c. To suggest an element of surprise (sometimes replaced by yet in this usage):

Sri Lanka is a peaceful country and suffers from many foreign interference.
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OR
a. To suggest an alternative:
You can stay at home or you can join us.
We can organize a party, or we can just forget about it.
b. or may imply a negative conditional clause.

Dont take long, or we will be late for the film. (If you take a long time )
Sometimes we can use nor, yet, for and so as coordinators, but they are not as common as and,
but and or.
NOR
It is not used nearly as often as the other conjunctions. Its most common use is in the correlative
pair, neither-nor.
Bernada is neither loving nor lenient.
We are neither here nor there.
It can be used with other negative expressions:
I cannot excuse negligence, nor can I tolerate it.
iii) The use of YET

It functions sometimes as an adverb and has several meanings:
a. in addition - yet another cause of trouble"
b. or - a simple yet noble woman
c. even - yet more expensive
d. still - he is yet a novice
e. and until now - He's not here yet.
It also functions as a coordinating conjunction meaning something like nevertheless or but.

Lahiru plays basketball well, yet his favorite sport is badminton.
Friends told her to be careful, yet she refused to agree.
Yet is sometimes combined with other conjunctions, but OR and. It would not be unusual
to see and yet in sentences like the ones above. This usage is acceptable.
The children complained about lack of time, and yet they continued watching TV.
iv) The use of FOR

It is most often used as a preposition. But it is sometimes used as a coordinating conjunction.
When used this way, it has the meaning of because.
Edward knew he could marry Elinor, for he knew she loved him.
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Most upper class English women in the late 18th century and early 19th century had to
depend on the wealth of their husbands, for women earning a living was beyond social
acceptance.
For an instant he thought he had succeeded, for his parents seemed to believe him.
v) The use of SO.

So is used when the same speaker connects two ideas.
It began to rain hard, so we had to abandon our outing.
It is not easy to take a bus on Friday, so I want to travel on Thursday.
2) Complex Sentences
A complex sentence has one independent (main) clause and one or more dependent
(subordinate) clauses. A complex sentence always has a subordinating conjunction such as
because, since, that or zero or a relative pronoun such as who, that, which or whose. It has one or
more subordinate clauses functioning as a clause element of the sentence.
When my aunt got a promotion, she was transferred to the head office. 1
The teacher returned the answer scripts after she had corrected them. 2
The students are studying because they have a test next month. 3
While Sumal practicing in the gym, he injured himself. 4
When a complex sentence begins with a subordinating conjunction such as sentences 1 and 4, a
comma is required at the end of the dependent clause. When the independent clause begins the
sentence with subordinating conjunctions in the middle as in sentences 2 and 3, no comma is
required. If a comma is placed before the subordinators in sentences 2 and 3, it is wrong.
Given below are the subordinating conjunctions
TIME CAUSE + EFFECT OPPOSITION CONDITION
After Because Although If

Before Since Though Unless
When
As Where as Whether or not
While
Since In order that while Even if
Until so
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Different types of subordinate clauses
Subordinate Clause
Finite non-finite
i) Finite subordinate clauses
i. Noun clauses. (NCl)
The noun clause can be replaced with a noun or a pronoun.
I told my little brother that the earth is round. (a story)
that noun clause. The subordinate clause begins with the subordinate conjunction that.
Many people believe that ghosts exist.
I know that you are a busy person.
That my friend is influential is common knowledge.
zero that clause
It is possible to leave out the subordinate conjunction that, and the clause is known as
zero that clause.
I know (that) you like me.
Do you know (that) I like grammar?
We cannot begin a sentence with a zero that clause.
wh noun clause. The subordinate clause begins with a wh word.
I dont know why he cant come.
Tell me what you want for your birthday.
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How he suffered in his childhood is vividly described in his book.
ii. Adverbial clause
They answer questions like why, where, when, how, etc.
I will come when I want.
I like reading because it is very interesting
I missed the bus although I got up very early.
However I tried I couldnt do the sum.
Wherever he goes he is very popular.
iii. Relative Clauses
They tell us more about (modify) the noun. Relative pronouns are who, which, that,
whom, whose. whom is very often replaced by who
Do you know the person who sent me this present?
My sister is the girl who won the first place in the singing competition.
My friend whose mother is in hospital left the office early.
The tree that is very useful to us is the coconut tree.
This the story which highlights his life style.
iv. Comparative Clauses
In this country we eat more food than we can grow.
He is less noisy than her sister was at that age.
She ran as quickly as she could.
That man is not so stupid as some people think.
v. Prepositional Clauses
They begin with a preposition. (preposition + Wh Noun clause)
My friends were astonished at what I achieved.
We have no evidence of who made the allegation against the manager.
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I am thinking of what I will do during the vacation.
I dont like to talk about what you said.
ii) Non-finite subordinate clauses.

Infinitive Clauses (Cli) -ING Clauses (Cling) -EN Clause (Clen)
Non-finite noun clauses
i. INFINITIVE NOUN CLAUSES (NCli): Noun clause begins with an infinitive verb.
I wanted to meet the director. [I wanted what? to meet the director]
My sister likes to teach small children.
ii. ING NOUN CLAUSE (NCling): Noun clause begins with ing form of the verb.
I like spending time with books.
Finding the money for the function is not easy.
Non-finite adverbial clauses
i. INFINITIVE ADVERBIAL CLAUSE (ACli):

Teachers conduct extra classes to help their students.
I came here to give you some information.
ii. ING ADVERBIAL CLAUSE (ACling):

While talking to the witness, the police gathered a lot of information.
I made some changes after listening to my friends.
Leaving the offenders in the cell, the officer went into his office.
Having inspected all the evidence, the judge released the defendant.
iii. EN ADVERBIAL CLAUSE (AClen):

Hauled from his hiding place, the terrorist seemed completely beaten.
The children, elated with their results, ran to thank their teachers.
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Non-finite relative clauses
i. INFINITIVE RELATIVE CLAUSE (RCIi):

The best person to ask for help is your mother.
The important question to consider is how to find money.
ii. ING RELATIVE CLAUSE (RCling)

We talked to the men working in the rice fields.
The dog barking at you is not ours.
iii. EN RELATIVE CLAUSE (RClen):

The information given us at the post office cannot be believed.
The lady deceived by a man was Miss. Havisham
Non-finite comparative clauses These are less common:

i. INFINITIVE COMPARATIVE CLAUSE (CCli)
She is more likely to act than to think.
I am happier to stay at home than to attend parties.
ii. ING COMPARATIVE CLAUSE (CCling)

Most people are better at sleeping than doing a job.
I am better at minding my own business than interfering with others

affairs.
Non-finite prepositional clauses

The -ing clause (PCling) occurs in this category:
The burglars escaped by climbing through a window.
I want to apologize for coming late.
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Relative Clauses
Relative Clauses are introduced by Relative Pronouns.

A Relative Clause tells us which person or thing (or what kind of person or thing) the speaker
means. In other words a Relative clause post- modifies the Head of Noun Phrase.
Sometimes we can use an adjective or a phrase to identify someone or something.

Adjective: the tall girl, the new student, the red car
Phrase: the lady in white, the shop on the corner, the woman with red hair
But when we need a longer explanation, we can use a relative clause.
the woman who gets up early, the car that broke down
Relative clauses with who, which and that
B. Who, which and that

The relative pronouns who, which and that go after the noun and at the beginning of the
relative clause.
Who refers to people.
Our MP is the man who owns that brand new car.
I don't like people who criticize others.
The little child who sat next to me on the coach slept the whole way.
Saraswathie is very annoyed with the person who cheated her.
We can also use that with people, but it is less usual.

Hasitha is the man that plays the lead guitar.
The woman that lived here before us is a famous actress.
That and which refer to animals and things. That is more usual than which, especially in
conversation. The elephant that carries the golden casket
looks majestic. People have captured the crocodile that
terrorized the villagers. The children saw the car that runs only
on electricity.
Which can be a little formal.

There are several places which provide take away food.
Norochcholai is the power plant which was opened very recently.
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We do not use another pronoun like he or it with the relative pronoun.
NOT the man who he owns that brand new car.
NOT the woman who she lived here .
In all these sentences who, which and that are the subject of the relative clause.
The relative pronoun as object
That is the house which our great grandfather sold to a foreigner.
These are the people who we hired to clean the garden
In the above sentences the relative pronoun refers to the object. When the relative pronoun
refers to the object, it is possible to leave out the relative pronoun.
That is the house our great grandfather sold to a foreigner.
These are the people we hired to clean the garden
D. Leaving out the relative pronoun
When we leave out the relative pronoun, we call it Zero Ralative Clause. We do this
especially in spoken English.
WITH OBJECT PRONOUN WITHOUT OBJECT PRONOUN

The man who my brother met The man my brother met...
The house that our grandfather built The house our grandfather built .
Do you know the person the police are looking for?
The cakes my mother bakes are delicious.
The frock you are wearing looks very expensive.
Remember that we cannot leave out a pronoun when it is the subject of a relative clause.
E. Who and whom
In formal English, whom is sometimes used when the object of the relative clause is a person.
The person who/whom the police were looking for has been found.
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But in conversation whom is not very common.
F. Prepositions in relative clauses

A relative pronoun (e.g. that) can be the object of a preposition (e.g. for).
This is the bus that I've been waiting for. I've been waiting for the bus.
The restaurant that we normally go to is closed today. We normally go to the restaurant.
[In informal spoken English we normally put the preposition at the end of the relative clause.
Compare the word order.]
STATEMENT RELATIVE CLAUSE
I've been waiting for the bus. the bus that I've been waiting for
We go to the restaurant. the restaurant that we go to
We do not use another pronoun like it or her after the preposition.
NOT the restaurant that we go to it
NOT someone who I work with her
G. Leaving out the pronoun

We often leave out the relative pronoun when it is the object of a preposition.
WITH OBJECT PRONOUN WITHOUT OBJECT PRONOUN
The bus that I'm waiting for is late. The bus I'm waiting for is late.
Is this the article which you were interested in? Is this the article you were interested in?
That's the man who I was talking about. That's the man I was talking about.
H. A preposition at the beginning

These examples are typical of formal English.
Was that the restaurant to which you normally go?
Electronics is a subject about which I know very little.
The Sales Manager is the person from whom I obtained the figures.
Here the preposition comes at the beginning of the relative clause, before which or whom.
We cannot put a preposition before that or who.
a subject (that) I know little about NOT a subject about that I know little
the person (who) I got the figures from NOT the person from who I got the figures
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I. Whose
I wanted to meet a man whose sister has some link with the
MP.
I know the woman whose car you want to buy.
Here whose sister means his sister (the sister of the man I wanted to meet),
and whose car means her car (the car belonging to the woman). Here are
some more examples.
Someone whose bicycle had been stolen was reporting it to the police.
Ajantha Mendis is the man whose bowling won the match for Sri Lanka.
We use whose mainly with people, e.g. someone, the man. But sometimes it goes with
other nouns.
Which is the European country whose economy is growing the fastest?
Round the corner was a building whose windows were all broken.
Melanie was looking after a dog whose leg had been broken in an accident.
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MODAL VERBS
Modal Auxiliary verbs
will, would, shall, should, can, could, may, might, must, ought to, used to
Characteristics
a. construction with bare infinitive. Modal auxiliaries are normally followed by the bare
infinitive (base form).
You will answer all the questions.
Children must obey their parents.
b. They function only as the first auxiliary in a finite verb phrase.
All the participants may have come.
School children should get up early.
c. No number distinction. Same form for both singular and plural subjects.
My brother can dance well.
His friends can dance well too.
Uses
Will:
will is commonly used to indicate futurity. Reference to future time is clearly shown by the use
of future time adverbials.
I will be happy when this workshop is over.
We will meet them next week.
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Will can be used to express intention: (especially in the first person):
I will do my exercises later on.
I will meet you at the station.
We will invite everyone to the party.
I will write as soon as possible.
Will can be used to express Prediction:

Tomorrows weather will be fine.
The director will recommend you for a scholarship.
He will have an accident if he drives like this.
Will can be used to express willingness:

Who will help me to lay the table? I will.
I will help you to clean the garden.
We're going to have a get together. Will you join us?
I will sweep the room if you arrange it.
Will in its future sense can sometimes be used with a force of a future command.
You will do exactly as I say.
It expresses an impatient commands
Will you be quiet?
Will you after a negative command can tone down a command.
Dont be late, will you.
Will you after a positive command has rising intonation, and usually expresses impatience.
Keep quiet, will you.
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Will is used in making requests
Will you send me the bill, please?
A negative question expects a positive answer and is more persuasive.
- Wont you come and sit down?
Will is used to express typical behaviour
My sister will sit looking at herself in the mirror for hours.
Sulphuric acid will dissolve most metals.
In probable (first) conditional will is used in the main clause.
- If he rides like this, he will have an accident.
would
- Would is not merely the past tense of will. It is used as the past of will in the reported speech.
My partner said, I will invite all the friends.
My partner said (that) he would invite all the friends.
- Would is used instead of will in requests.
Would you come back a little later?
Would you mind opening the window?
- Would is used in making offers. Would you like is a polite way of making offers. Would you
like means Do you want?
Would you like some tea? Yes, please.
Would you like to have some rest? No, thanks.
What would you like to have, tea or soft drinks?
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- To invite someone we use would you like to
Would you like to have lunch with me?
Would you like to go to cinema?
Would you like to spend a few days with us next month?
- Would is used to politely say I want
I would (Id) like a drink. Im thirsty.
I would like some information about this workshop.
- Would is used to show characteristic activity in the past replacing used to.
Every morning my father would meditate for 20minutes.
At home he would smoke five cigarettes a day.
Whenever we came late to the class in the morning, the teacher would say good
afternoon.
[would is typical of narrative style, but used to is common in spoken form.]
- Would is used in conditional sentences. [Hypothetical meaning]
If you asked politely, I would do it. [hypothetical]
If you had asked politely, I would have done it. [past]
- would is used to talk about a characteristic activity:
customary:
After work, he would spend a few minutes checking all the doors and windows.
typical (casual):
She would cause the whole family to be late, every time.

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Would can express a sense of probability:
I hear a musical horn. That would be the mobile bread van.
Shall
- Shall is used with I/we to make suggestions, asking for instructions and to offer services. Here
shall has future reference.
Shall I come tomorrow?
Shall we have something to eat?
Shall I switch on the fan? Its very warm here.
Shall I carry your bag?
- shall is used in polite questions to make suggestions (with an element of permission) in the
first-person: Shall we go now?
Shall I call a cab for you?
Shall is often used in formal situations (legal or legalistic documents, minutes to meetings, etc.)
to express obligation, even with third-person and second-person constructions:
The principal shall be responsible for smooth running of the school.

The prefects shall report any misbehavior of students to the head prefect.
Should
- Should is used
to indicate the right thing to do. [tactful way of giving commands or instructions]
You get up late. You should get up early.
When you bat you should always watch the ball.
- to talk about obligation, duty and similar ideas. It is less strong than must
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The driver should wear the seat belt.
You should speak to your parents with respect.
Applications should be sent before December 30th.
- to express an obligation which may not be fulfilled.
All students should submit their assignment by a given date. [but some dont]
You should come here by 9.00 in the morning.
- to represent something as a neutral idea rather than a fact.
People believe that public transport should be improved.
Some people are suggesting that politicians should be more open minded.
Can- The most familiar use of can expresses ability to perform an action.
- Can shows ability. [strength, knowledge, skill]
I can drive heavy vehicles.
That athlete can lift 100 kg.
I can play many musical instruments.
Can you speak Hindi?
- Permission
You can stop work early today.
You can leave early today.
Can we park the car here?
- Possibility (theoretical)
Railways can be improved.
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Learning English can be made easy.
- Request
Can you give me a lift, please?
Can you wait for me?
- Willingness
I can do it for you.
could
- Could is used
- sometimes as the past tense of can to express an ability in the past.
Yesterday I could complete only three chapters.
I was not well last night and couldnt sleep.
I could always beat you at table tennis when we were kids.
- to politely ask for permission.
Could I meet the chairman?
Hello, could I speak to Sirimal please?
Could I leave early today?
- to express present possibility:

We could always spend the afternoon just sitting around talking.
- to make requests
Could you lend me your book for a week?
Could you iron my clothes, please?
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- to make suggestions
You could clean the office while I am away.
You could meet the clients for me.
may
- May is used to indicate possibility. [chance]
Take an umbrella. It may rain in the afternoon.
What you say may be true.
- May is used to ask for permission.
May I go out for a minute?
May I ask a question?
May I come in?
Use of may for permission is rather formal these days, and is replaced by can.
might
- Might is not often used as a past form of may: both may and might are used to talk about
present or future. I may go to Maharagama tomorrow. (perhaps a 50% chance)
I might to go Maharagama tomorrow. (perhaps 30% chance)
I might meet you this evening.
Dont go out tonight. The General Manager might call.
- suggestion
You might have a look at this document.
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Must can be used
- to express that the speaker thinks what he says is necessarily true.
You must give up smoking.
There must be something wrong with the computer.
- to express that the speaker has drawn a conclusion from things already known or observed.
[Im in love.] You must be very happy.
Upeka must have a problem. [She is crying.]
- Obligation or compulsion [be obliged to, have to present tense]
You must be back by 11.30.
You must prepare for your lessons.
- Must is used when we think it is necessary to do something. (only in the present and future)
The room is full of cobwebs. I must clean it.
Teaching is a noble profession. You must respect it.
- Must has no past form. have to and had to are used instead.
We didnt have water last few months, we had to go about 3 miles to fetch water.
- future is made with the future forms of have to rather than must:
One day I will have to decide for myself.
If you do not water the vegetable beds now, you will have to do it in the evening.
- We can use must have and the past participle to express certainty about past.
We went to Yala las week. It must have been a nice trip.
Someone called when you were out. It must have been our director.
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Negative of must
- Must not is used to forbid something. To express an absence of obligation.
You must not encourage racism.
The negative is formed with need not or the negative forms of have to.
- Negatives a. need not (neednt) You need not come back.
b. dont have to You dont have to come.
Ought to
We can use ought to to advise people (including ourselves) to do things: to tell people that they
have a duty to do things. The meaning is very similar to that of should.
- obligation
I ought to visit my parents.
My sister ought to get a medal for living with her mother-in-law.
- Deduction
He ought to be here soon.
The weather ought to improve after the weekend.
- To express what is desirable
This room is stuffy. I really ought to go outside and get some fresh air.
You ought to save more money for an emergency.
- To express what is likely
The journey ought to take about three hours at this time of the day.
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If you visit the book fair, you ought to be able to find the book you are looking for.
Past form
Ought to has no past form. The perfect construction ought to have + -ed participle is used to refer
to desirable affaires in the past:
We ought to have discussed the problem before it went out of hand.
Used to
- Used to is always this to talk about past habits and states which are now finished. Used to has
only one form, and cannot refer to the present or future:
Sometimes he used to come to my place for a little chat.
I used to smoke heavily.
I used to walk 3 kilometres before work every morning.
- When questions and negatives are formed, they often have did used instead of did use.
What did people used to do in the evenings before TV came?
I didnt used to like world history, but now I do.
be used to
Used to and be used to are different.
Be used to refers to how familiar something is for someone. It can be present past or future. Be
used to is followed by a noun phrase or ing form of the verb or a clause.
We are still not used to the new system. [We are not familiar with the new system.]
Im not used to driving hybrid cars.
I was used to ironing all my clothes every Sunday.
Im not used to how family relations are maintained in western countries.
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VOICE
Active Voice
In sentences written in active voice, the subject performs the action expressed in the verb; the
subject acts.
- The dog bit the boy.
- Pooja will present her research at the conference.
- Scientists have conducted experiments to test the hypothesis.
- The manager gave the staff a party.
In each example above, the subject of the sentence performs the action expressed in the verb.
Passive Voice
The passive voice is less usual than the active voice. The active voice is the "normal" voice. But
sometimes we need the passive voice. In this lesson we look at how to construct the passive
voice, when to use it and how to conjugate it.
In sentences written in passive voice, the subject receives the action expressed in the verb; the
subject is acted upon. The agent performing the action may appear in a "by . Phrase or may
be omitted.
- The boy was bitten by a dog.

- Her research will be presented by Pooja at the conference.
- Experiments have been conducted to test the hypothesis.
- The staff was given a party by the manager.
Form of passive voice
Subject + a form of to be + Past Participle

- A letter was written.
Here are the passive verb forms:
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Infinitive to be washed
simple present It is washed.
past It was washed.
future It will be washed.
conditional It would be washed.
continuous present It is being washed.
past It was being washed.
future It will be being washed.
conditional It would be being washed.
perfect simple present It has been washed.
past It had been washed.
future It will have been washed.
conditional It would have been washed.
perfect continuous present It has been being washed.
past It had been being washed.
future It will have been being washed.
conditional It would have been being washed.
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When rewriting active sentences in passive voice, note the following:
the object of the active sentence becomes the subject of the passive sentence
the finite form of the verb is changed (to be + past participle)
the subject of the active sentence becomes the agent of the passive sentence (or is
dropped)
Passive sentences with two objects
Rewriting an active sentence with two objects in passive voice means that one of the two objects
becomes the subject, the other one remains an object. Which object to transform into a subject
depends on what you want to put the focus on.
- My sister wrote a letter to me.

A letter was written to me by my sister. I was written a letter by my sister.
Use of passive voice
Passive voice is used when the focus is on the action. It is not important or not known; however,
who or what is performing the action.
- My bike was stolen.
In the example above, the focus is on the fact that my bike was stolen. I do not know, however,
who did it.
Sometimes a statement in passive is more polite than active voice, as the following example
shows:
- A mistake was made.
In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You
have made a mistake.).
1. When the person who does the action (actor) is not important.
2. When the actor is unknown.
3. When the actor is understood.
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Restrictions
The passive transformation is blocked when there is co-reference between the subject and the
object.
1. When there are reflexive pronouns as the object.
My baby sister can wash herself.

Manoj could see himself in the mirror.
They commended themselves.
2. When the object has a possessive determiner.
My mother washed her hands.

My students painted their faces for the drama.
3. When there is a reciprocal pronoun as object.
We could hardly see each other.

Children congratulated one another.
4. Meaning restrictions
Every teacher knows at least one action song.

At least one action song is known by every teacher.
(Do these two sentences have the same meaning?)
Jinna cannot do it. (can = ability)

It cannot be done by Jinna. (can = possibility)
5. A small group of transitive verbs normally do not allow a passive transformation.
They have a nice house.

This colour suits you.
My friend lacks confidence.
Nayani resembles her mother.
The coat does not fit you.
This hall holds 500 people.
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PREPOSITIONS
Prepositions of Time
on - days of the week - on Monday
in - months / seasons - in August / in winter
- time of day - in the morning
- year - in 2006
- after a certain period of time (when?) - in an hour
at - for night - at night
- for weekend - at the weekend
- a certain point of time (when?) - at half past nine
since - from a certain point of time (past till - since 1980

now)
for - over a certain period of time (past till - for 2 years

now)
before - earlier than a certain point of time - before 2004
to - telling the time - ten to six (5:50)
past - telling the time - ten past six (6:10)
to / till / - marking the beginning and end of a - from Monday to/till Friday
until period of time
till / - in the sense of how long something is - He is on holiday until

until going to last Friday.
by - in the sense of at the latest - I will be back by 6 oclock.

- up to a certain time - By 11 o'clock, I had read
five pages.
Place (Position and Direction)

in - room, building, street, town, country - in the kitchen, in Colombo
- book, paper etc. - in the book
- car, taxi - in the car, in a taxi
- picture, world - in the picture, in the world
at - meaning next to, by an object - at the door, at the station

- for table - at the table
- for events - at a concert, at the party
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- place where you are to do something - at the cinema, at school, at
typical (watch a film, study, work) work
on - attached - the picture is on the wall

- for a place with a river - London lies on the Thames.
- being on a surface - on the table
- for a certain side (left, right) - on the left
- for a floor in a house - on the first floor
- for public transport - on the bus, on a plane
- for television, radio - on TV, on the radio
by, next to - left or right of somebody or something - Jane is standing by / next to /
under - on the ground, lower than (or covered - the bag is under the table
by) something else
below - lower than something else but above - the fish are below the surface
ground
over - covered by something else - put a jacket over your shirt

- meaning more than - over 16 years of age
- getting to the other side (also across) - walk over the bridge
- overcoming an obstacle - climb over the wall
above - higher than something else, but not - a path above the lake
directly over it
across - getting to the other side (also over) - walk across the road
- getting to the other side - swim across the lake
through - something with limits on top, bottom - drive through the tunnel
and the sides
to - movement to person or building - go to the cinema

- movement to a place or country - go to Jaffna / Japan
- for bed - go to bed
into - enter a room / a building - go into the kitchen / the house
towards - movement in the direction of - go 50 metres towards the

something (but not directly to it) station
onto - movement to the top of something - jump onto the table

from - in the sense of where from - a flower from the garden
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from - who gave it - a present from my wife
-
Other prepositions
of - who/what does it belong to - a page of the book
- what does it show - the picture of a palace
by - who made it - a book by W.A.Silva
on - walking or riding on horseback - on foot, on horseback

- entering a public transport vehicle - get on the bus
In - entering a car / Taxi - get in the car
off - leaving a public transport vehicle - get off the train
out of - leaving a car / Taxi - get out of the taxi
By - rise or fall of something - prices went up by 10 percent

- travelling (other than walking or - by car, by bus
horseriding)
At - for age - she learned Russian at 45
about - for topics, meaning what about - we were talking about you
with - by means of - He treated him with a smile.
possessing, having a girl with long hair
without - not having - Dont go out without
permission
1. accuse somebody of something (NOT for) She accused me of poisoning her dog.
2. apologise to somebody for something I think we should apologise to the public.
I must apologise for disturbing you.
3. arrive at or in (NOT to) What time do we arrive at Ampara?

When did you arrive in England?
4. ask somebody for something Dont ask me for money.
5. believe in If you believe in me I can do anything.
6. Congratulate on I must congratulate you on your exam results.

7. Congratulate on/for He congratulated the team on/for winning their
games.
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8. crash into (NOT USUALLY against) I wasn't concentrating, and I crashed into the car in
front.
9. die of or from More people died of flu than were killed in the tsunami.
A week after the accident he died from his injuries.
10. divide into (Nor in) The book is divided into three parts.
11. dream of (= think of, imagine) I often dreamed of being famous when I was younger.
12. dream about/of (while asleep) What does it mean if you dream about/of mountains?
13. drive into (Not against) Granny drove into a tree again yesterday.
14. enter into an agreement, a discussion etc.We've just entered into an agreement with India.
15. enter a place (no preposition) When I entered the room everybody stopped talking.
16. explain something to somebody (NOT explain-somebody something)

Could you explain this rule to me?
17. fight, struggle etc. with I've spent the last two weeks fighting with the tax office
18. get in(to) and out of a car, small boat etc. When I got into my car, I found the radio had
been stolen.
19. get on(to) and off a train, plane, bus, ship, (motor)bike or horse
We'll be getting off the train in ten minutes.
20. insist on (Not to) My friend insisted on paying the bill.
21. laugh at I hate being laughed at.

22. laugh about We'll laugh about this one day.
23. leave somewhere (talking about the action of leaving)
I left colombo early, before the traffic got too heavy
24. leave from somewhere (talking about the place Does the plane leave from Katunayaka
or Ratmalana?
25. listen to If you don't listen to people, they won't listen to
you.
26. look at (= point one's eyes at) Stop looking at me like that.
27. look after ( take care of) Thanks for looking after me when l was ill.
28. look for (= try to find) Can you help me look for my keys?
29. make of All our furniture is made of wood.

30. operate on a patient They operated on her yesterday evening.
31. pay for something that is bought (NOT pay something) Excuse me, sir. You haven't paid
for your drink.
32. prevent ... from ...ing (NOT to) The noise from downstairs prevented me from
sleeping.
33. remind of She reminds me of a girl I was at school with.
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34. search for (= look for) The customs were searching for drugs at
the airport.
35. search (without preposition) (= look through; look everywhere in/on)
They searched the man in front of me from head to foot.
36. shout at (aggressive) If you don't stop shouting at me I'll come and hit you.
37. shout to (= call to) My friend shouted to us to come in and swim.
38. smile at If you smile at me like that I'll give you anything
you want.
Reference
Swan M Practical English Usage OUP 2008 Edition
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REPORTED (INDIRECT) SPEECH
Changes that occur in forming reported speech.
Direct Speech Indirect Speech
I he / she
We they
You I / We
My his /her
Our their
Your my
Place here there
Time now then

Today that day, on Monday, etc
Yesterday the day before, the previous day
Tomorrow the next/ following day, on Sunday etc
This week that week
Last week the week before, the previous week
An hour ago an hour before / earlier
We use tell if we want to mention the hearer We use say when we do not mention the
hearer
Simple Present > Simple Past

Rosa said, I am happy. Rosa said that she was happy.
Present Continuous > Past Continuous
Sheila said, Thusitha is studying. Sheila said that Thusitha was studying.
Present Perfect > Past Perfect

Wimal said, Harith has left already. Wimal said that Harith had left already.
Simple Future (Will) > Past Future (Would)

Khema said, I will be here tomorrow. Khema said that she would be here
tomorrow.
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Future Continuous (Will) > Past Future Continuous (Would)
Eva said, I will be visiting my family in Matara. Eva said that she would be visiting her family
in Matara.
Sunil said, I will have lived in Hikkaduwa for ten years by the year 2010.
Sunil said that she would have lived in Hikkaduwa for ten years by the year 2010.
Future Perfect Continuous > Past Future Perfect Continuous

Patricia said, I will have been living in Badulla for five years by the year 2008.
Patricia said, she would have been living in Badulla for five years by the year 2008.
Future (Be Going To) > Past Future

Pala said, I am going to go to the store later.
Pala said he was going to go to the store later.
Simple Past > Past Perfect

Carmal said, The students saw a movie.
Carmal said that the students had seen a movie.
Past Continuous >Past Perfect Continuous

Bimal said, I was watching television.
Bimal said that she had been watching television.
Past Perfect >Past Perfect (No Change)

Navini said, 1 had already eaten. Navini said that she had already eaten.
Past Perfect Continuous >Past Perfect Continuous (No Change)

Sonia said, 1 had been cooking. Sonia said that she had been cooking.
Present/Future ability or possibility (Can) > Past ability or possibility (Could)

Rose said, I can work on Saturday. Rose said(that) could work on Saturday
Present/Future Possibility (May) > Past Possibility (Might)

Sita said, I may buy a new car. Sita said (that) she might buy a new car
Present/Future Possibility (Might) > ..Past Possibility (Might, no change)

Dennis said, I might reach home around 7. Dennis said that he might reach home around 7.
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Present/Future Necessity (Must, Have to, Have got to) . >Past Necessity (had to)
Teresa said, You must do your homework. Teresa told us that we had to do our
homework.
David said, You have to be ready for class. David told us that we had to be ready for
class.
Present/Future Advisablity (Should,) >Past Advisability (Should,)

Cindy said, You should go see this movie. Cindy said that we should go see this movie.
Imperative (Command / request etc)> to infinitive

His father said, Go to your room. His father told him to go to his room.
Team manager told the players, Play without fear. Team manager told the players to play
without fear. Mother told the children, Dont come home late. Mother told the children not to
come home late.
Yes/No Questions > If/ whether [question becomes a statement]

Harold asked, Would you like to take a break. Harold asked if we would like to take a
break. Sanath asked, Are you
Comfortable Snath asked whether we were comfortable.
Information Questions (Where, When, Why, Who, What, How, etc.) Questions become
statements.
Lorna asked Tamara, How long have you lived in the Western Province?
Lorna asked Tamara how long she had lived in the Western Province .
Iresha asked Kumari, Where do you live? Iresha asked Kumari where she
lived.
Reported Speech - The verb forms remain the same the following cases.
1. If the reporting verb is in the present tense.
Anoma: "I am enjoying my holiday." - Anoma says she is enjoying her holiday.
Dasun: "I will never go to work." - Dasun says he will never go to work.
2. When we report something that is still true.
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Daneshi: "Asia is the largest continent." - Daneshi said Asia is the largest continent.
Sujeeva: "People in Africa are starving." - Sujeeva said people in Africa are starving.
3. When a sentence is made and reported at the same time and the fact is still true.
Suba: "I am thirsty." - Suba said he is thirsty.
Sajee: My friend is angry. Sajee said her friend is angry.
4. With modal verbs would, might, could, should, ought to, used to.
Yoga: "I would try it." - Yoga said he would try it.
Hasi: "I might come." - Hai said she might come.
Sriya: "I could invite you." - Sriya said she could invite you.
Nish: "He should/ought to stay in bed." - Nish said he should/ought to stay in bed.
Udaya: "I used to have a car." - Udaya said he used to have a car.
5. After wish, would rather, had better, it is time.
Kanthi: "I wish they were here." - Kanthi said she wished they were here.
Niroshi: "I would rather fly." - Niroshi said he would rather fly.
Isuri: "They had better go." - Isuri said they had better go.
Asoka: "It is time I got up." - Asoka said it was time she got up.
6. In if-clauses.
Mangala: "If I tidied my room, my dad would be happy."
Martha said that if she tidied her room, her dad would be happy.
7. In time-clauses.
Bala: "When I was staying in India I met my best friend."
Bala said that when he was staying in India he met his best friend.
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8. We do not change the past tense in spoken English if it is clear from the situation when the
action happened.
"She did it on Sunday," I said. - I said she did it on Sunday.
We must change it, however, in the following sentence, otherwise it will not be clear whether we
are talking about the present or past feelings.
"I hated her," he said. - He said he had hated her.
9. We do not usually change the modal verbs must and needn't. But must can
become had to or would have to and needn't can become didn't have to or wouldn't have to if we
want to express an obligation.
Would/wouldn't have to are used to talk about future obligations.
"I must wash up." - He said he must wash up/he had to wash up.
"I needn't be at school today." - He said he needn't be/didn't have to be at school that day.
"We must do it in June." - He said they would have to do it in June.
If the modal verb must does not express obligation, we do not change it.
"We must relax for a while." (suggestion) - He said they must relax for a while.
"You must be tired after such a trip." (certainty) - He said we must be tired after such a trip.
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TENSE AND ASPECT
Simple Present
Form
In the Simple Present we always use one word verbs.
I want some more time.
Our mother helps us in our studies.
Uses.
We use the present simple to talk about things in general. When we use simple Present, we are
not thinking only about now. We use it to say that something happens all the time or repeatedly,
or that something is true in general. Whether the action is happening at the time of speaking is
not important.
Unrestrictive use It includes past present and future time.
Verbs we can use here:
be, live, belong, last, like, stand, know, have, contain
My brother lives in the country.
My friends are very helpful.
Our teacher knows many languages.
Proverbs-
Honesty is the best policy.
Barking dogs seldom bite.
Rolling stone gathers no moss.
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Scientific statements -
Hydrogen is the lightest element.
Water boils at 100 degrees centigrade.
Mathematical statements-
Two and two make four.
An equilateral triangle has three equal sides.
Geographical statements-
The Mahaweli flows to the sea at Trincomalee.
India shares a border with Pakistan.
Sri Lanka is in the Indian Ocean.
Timeless statements - Expressions of eternal truths.
The sun gives us warmth.
Planets revolve round the sun.
To talk about things that are true about your life.
My sister lives in America.
My friend works in a private firm.
I like love stories.
Habitual Present (Iterative use) - Confined to event verbs. To speak about something that
happens again and again [something that happens regularly] How often we do things.
My friends walk to work.
My sister makes her own dresses.
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Srilankans enjoy drinking tea.
A frequency adverbial can be added to specify the frequency of the repetition.
My friends walk to work every other day.
Buddhists go to temple every poya day.
Sena drinks heavily every night.
Instantaneous use occurs only in certain definable contexts. It signifies an event simultaneous
with the present moment, and has a beginning and an end.
Sports commentaries.
Mathews throws the ball to Malinga. Malinga walks to his bowling mark, he runs in and
bowls
Demonstrations - Occur only in certain easily definable contexts.)
e.g
To refer to future [when the event is unalterably fixed in advance]
The plane leaves for Male at eight tonight.
My parents leave for India next week.
We have a test next month.
Historic present- Used in storytelling. Past happenings are portrayed or imagined as if they were
going on at the present time.
e.g
To refer to writers and books
The Mahawansa says
Shakespeare says ..
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Todays Daily news says
In exclamations
Here comes the train!
There goes the future leader of our country!
Off you go!
With performative verbs
I promise you to be careful.
I beg your pardon.
I deny your charge.
In travelogue itinerary
To reach Thiriyaya, you make your way to Trincomalee. Then move north for about
thirty kilometers and you arrive at Thiriyaya pagoda.
In instruction booklets
Holding the battery pack with terminals facing as shown, press the battery lock in the
direction of the arrow and insert the battery pack until the lock clicks shut.
Simple Past
Like the simple present, the simple past also has only one word as the verb.
There is no number distingtion (singular plural distinction), except with the be verb
Uses
i. Completed action in the past

Use the Simple Past to express the idea that an action started and finished at a specific time in
the past. The happening took place before the present moment. The speaker has a definite time
in mind.
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Last year, I visited Thiriyaya.
I didnt watch news last night.
Did you have dinner yesterday?
ii. Past events happening simultaneously.

We enjoyed and admired the childrens work.
The clerk addressed and sealed the envelop.
We use the Simple Past to list a series of completed actions in the past. These actions happen 1st,
2nd, 3rd, 4th and so on.
I finished work, walked to the station, and waited for the train.
My sister arrived home at 6.00, went into the kitchen, and had a chat with my wife.
If the order of the verbs is reversed, the meaning changes.
iii. Duration in the past

The simple past can be used with a duration which starts and stops in the past. A duration is a
longer period often indicated by expressions such as for two years, for five minutes, all day, all
year etc.
I worked in Polonnaruwa for four years.
My son studied Hindi for five years.

My cousins did not stay at the party the entire time.
iv. Habits in the past

The Simple Past can also be used to describe a habit which stopped in the past. It can have the
same meaning as "used to." To make it clear that we are talking about a habit, we often add
expressions such as: always, often, usually, never, when I was a child, when I was younger, etc.
I studied French when I was a child.
He played the violin when he was at school.

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Did you play a musical instrument when you were a kid?
They never went to school, they always skipped class.
v. The Simple Past can be used to express hypothetical meaning.

Its time we had a holiday.
If you loved me, you wouldnt do such a thing.
I wish I were young again.
If only my friends were here.
Continuous (Progressive) Aspect
The present continuous (Progressive)

A. Introduction
The present continuous refers to temporary situations or activities which means that we are in the
middle of an action. It indicates that action continues to happen before and after the moment of
speaking.
Hello Nimali, where are you going?

Mother is feeding her child.
We are arranging the classroom. '
B. Form
the present tense of be [am, is, are] + ing form of the verb
I am playing. OR I'm playing.
He Hes
She is playing. OR Shes playing.
It Its
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You Youre
We are playing. OR Were playing.
They Theyre
NEGATIVE QUESTION
I'm not playing. Am I playing?
He Is he
She is not / isnt playing. Is she playing?
It Is it
You Are you
We are not / aren't playing. Are they playing?
They Are you
C Use
i. We use the present continuous to say that we are in the middle of an action.
I'm waiting for the train. (I'm at the station now.)

My sister is getting the lunch ready, (She is in the kitchen now.)
I'm waiting means that I am in the middle of a period of waiting. The wait is not yet over.
ii. We can also use the present continuous when we are in the middle of something but not
actually doing it at the moment of speaking.
I must get back to the office. We're working on a new project.

I'm quite busy these days. I'm following a course at the Technical College.
iii. We can use the present continuous when things are changing over a long period.
The life span of humans is decreasing.

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The earth is slowly getting warmer.
iv. The present continuous to express future
Surendra: Are you doing anything next week?

Pradeep: Yes, I'm going to see the third cricket match. I bought a ticket yesterday.
We use the present continuous for what someone has arranged to do in the future. Here
Pradeep has arranged to go to the match. (He has bought a ticket.)
Here are some more examples.
Mahela is coming to meet me later on.
We're having a party tomorrow.
Sarath is going to Paris next week.
v. We use Present Continuous with ALWAYS to show irritation for a repeated action.
[Remember to use the word always between be and verb +ing.]
She is always coming to class late.
You are always complaining about food.
Private bus union is always complaining.

Some people are always demanding a higher pay.
vi. When you are talking about two actions in the present tense, you use the present continuous
for an
action that continues to happen before and after another action that interrupts it. We use the
present simple for the other action.
The phone always rings when Im having my dinner.
Friends always talk to me when Im trying to study.
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vii. We use continuous tenses to describe a state or situation that is temporary. There is no
number distinction except in the use of be verb.
Im living in Colombo at the moment.
Shes spending the holidays with her aunt.
Past continuous (Progressive)
FORM [was/were + verb ing]

You were studying when she called.
Were you studying when she called?
You were not studying when she called.
USEs
i. The Past Continuous means that at a time in the past we were in the middle of an action. It is
necessary to mention the time in the past. Time can be expressed by a phrase or a clause.
Last evening at 8 PM, I was having dinner.
At midnight, we were still driving towards Kataragama.
ii. We often use the Past Continuous and simple together when one (shorter) action comes in the
middle of another (longer) one.
I was watching TV when she called.
When the phone rang, she was writing a letter.
What were you doing when the tsunami came?
You were not listening to me when I told you to turn the oven off.
Sammy was waiting for us when we got off the plane.
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When one (shorter) action comes in the middle of another (longer) one, we use while with the
longer action.
While we were having the picnic, it started to rain.
While Nalin was sleeping last night, someone stole his car.
While I was writing the email, the computer suddenly went off.
iii. In the Simple Past, a specific time is used to show when an action began or finished. In
the Past Continuous, a specific time only shows the action was going on.]
Last night at 6 PM, I watched TV. ( I started watching TV at 6.00)
At 6 PM yesterday, I was watching TV. (I started earlier. At 6.00 I was in the process of
watching TV)
iv. Parallel Actions

When you use the Past Continuous with two actions in the same sentence, it expresses the idea
that both actions were happening at the same time. The actions are parallel.
I was studying while he was making dinner.
While my brother was reading, my sister was watching television.
Were you listening while the teacher was talking?
What were you doing while you were waiting?
While vs. When

Clauses are groups of words which have meaning, but are often not complete sentences. Some
clauses begin with the word "when" such as "when she called" or "when it bit me." Other clauses
begin with "while" such as "while she was sleeping" and "while he was walking." When you talk
about things in the past, "when" is most often followed by the Simple Past verb, whereas "while"
is usually followed by Past Continuous. "While" expresses the idea of "during that time."
I was studying when she called.
While I was studying, she called.
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Non-Continuous Verbs / Mixed Verbs
It is important to remember that Non-Continuous Verbs cannot be used in any continuous tense.
Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses.
Instead of using Past Continuous with these verbs, you must use Simple Past.
v. Neela was believing me. . Not Correct
vi. Neela believed me. Correct
Commom non- continuous (progressive) verbs
Mental and emotional states
believe doubt feel (have an opinion) hate imagine
know (dis)like love prefer realize
recognize remember see (understand) suppose think (have

an opinion) understand want wish
Use of the senses verbs of inert perception
feel see sound hear smell taste
Communicating and causing reactions
agree appear astonish deny disagree impress look (seem)
mean plese promise satisfy seem surprise
Other
be belong consist contain depend deserve
fit
include involve lack matter measure (have length etc)

need
owe own possess weigh (have a weight)
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Event verbs
Momentary verbs These verbs refer to happenngs so brief that it is difficult to think of them
as having duration.
hiccough, hit, jump, kick, knock, nod, tap, wink etc.
When we attribute duration, the progressive form means that we talk of a series of events rather
than of a single event.
He nodded. (single movement) He was nodding. (a repeated movement)
He jumped up and down. He was jumping up and down.
Someone fired tar gas at the crowd. Someone was firing tear gas at the crowd.
Transitional event verbs.
Event verbs denoting transition into a state are used with the progressive to indicate an approach
to the transition, rather than the transition itself.
arrive, die, fall, land, leave, lose, stop etc.
The train was arriving
The helicopter was landing.
The old man was dying.
We can even argue that a different meaning of the verb comes into play in the switch from
Simple Past to Past Progressive.
He was dying. (indicates a process which ends in death.)
He died. (points to the actual moment of transition, the completion of the process.)
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Activity Verbs
drink, eat, play, rain, read, work, write etc.
Although these verbs can be used with the Simple tenses in an event sense, they more usually
occur with the Progressive, as they refer to a continuing, though bounded activity.
What are you doing? I am writing a letter.
They are still eating their dinner.
The important point is that the verbs tell us that something is going on.
Process Verbs
change, grow, mature, slowdown, widen, deteriorate etc.
As a process normally has duration, but not indefinite duration, these verbs also tend to go with
the Progressive Aspect.
The weather is changing for the better.
They are widening the road.
Most difficulties over the use of the Progressive Aspect arise with classes of verbs which are
normally incompatible with the Progressive. The most important of these verbs is the verb to
be.
He is ill. (Unrestrictive present), but not
He is being ill.
Future Continuous (Progressive)
Form : will/shall + be + ing
It talks about events in progress in the future.
We use Future Progressive to say that something will be in progress at a certain time in the
future.
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Ill call me around eight p.m. I will be expecting your call.
Dont visit them tomorrow morning, they will be travelling to their hometown.
Future continuous can be used to state that something will happen in the normal course of events.
I will be going through your report in the next few days.
I will be preparing another project proposal in the course of next week.
Future Continuous is useful when we want to show that we are not taking unnecessary trouble to
do something.
Ican give you a lift because Ill be going that way.
Perfectives
Present perfect
There is a special problem of past time reference in English: the question of how to choose
between the use of past tense and the use of the perfect aspect.
The past is used when the past happening is related to a definite time in the past. In contrast the
perfect is used for a past happening that is seen in relation to a later event or time.
Kumar was in Paris for ten years.

Kumar has been in Paris for ten years.
Both sentences indicate a state of affairs before the present moment, but the simple past indicates
that the period of residence has come to a close, whereas the present perfect indicates that the
residence has continued up to present time. (and may even continue to the future.) This kind of
reference is often summarized in the statement that the present perfect signifies past time `with
current reference'.
Uses
i. Present Perfect is used with `state verbs' such as be, know, like, impress, love,
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Have you known the Pereras for long?
That house has been empty for ages.
He has always been a good teacher.
[Continued up to present and may continue in future]
ii. Present perfect is used with action verbs to refer to some indefinite happening in
the past.
[Linked to the present with knowledge, experience or result]
Have you been to America?
Have you ever traveled in a ship?
[Often the indefinite meaning is reinforced adverbially, especially by ever, never, before.]
By indefiniteness here are meant two things.
1. The number of events is unspecified-it may be one or more than one.
2. The time is also left unspecified. (At least once before now)
iii. Past event with results in the present time
The taxi has arrived. (It's now here.)
Her car has been stolen. (It's still not found.)
Sanath's doctor has told him not to eat oily food. (He is still acting on his doctor's advice.)
Past perfect
The Past Perfect indicates past in the past: that is, a time further in the past as seen 'from a
definite point of time in the past.
The house had been empty for several months when I bought it
The goalkeeper had injured his leg and couldnt play.
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Before the teacher entered the classroom the children had decorated the classroom.
When we arrived at the stadium the match had already started.
Uses
i. The past perfect naturally replaces the Past tense and the Present perfect in reported speech
after a reporting verb in the past tense.
She told me that she had already completed the project.
Bathiya told me that he had visited Japan two years before. (I visited Japan two years
ago.]
ii. When describing one event following another in the past, we can show their relation by using
the past perfect for the earlier event.
After the teacher had left the room the children started talking.
When the teacher had left the room the children started talking.
iii. The Past Perfect is used with such verbs as hope, expect, think, intend suppose and want to
indicate that a past hope; expectation, intention, desire etc was not realized.
We had hoped that you would be able to visit us.
They had wanted to help but couldn't get here in time.
We had intended to go to Jaffna last vacation.
Future perfect
To indicate activities that will or are considered to extend to and include a point or period of
time in the future the Future perfect may be used. The future points to the time of an activity; the
Future Perfect puts more emphasis on the completion of the activity and on the consequence of
this.
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By this time next year I will have completed my degree.
In the year 2020 my sister will have worked for twenty years.
Perfect Continuous (progressive)
Form
Verb have + been + ing
Present Perfect Continuous
Present Perfect Continuous is normally used to talk about situations or actions that started in
the past and are still going on and continue in to the future.
I have been reading this book for three days.
They have been waiting for the train since 8 a.m.
We can use present perfect continuous to talk about how people use their time up to present.
I have been trying to finish this book before noon.
My friends have been watching the match since morning.
We can also use the present perfect continuous to talk about situations or actions that have
just stopped.
You look tired. I have been mending the fence.
Why are you late? I have been waiting for you for two hours.
We can further use present perfect continuous to talk about repeated actions.
My friends have been calling me all day on the first of January.
I have been trying to contact the director for days.
Past perfect continuous
Form: had + been + ing

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Past perfect continuous is used to talk about actions and and situations that had continued up
to a certain point of time in the past we mention.
When I met my sister, I knew that she had been crying.
We had been discussing the programme when you came in.
[A temporary event leading up to some point in the past.]
We use past perfect continuous to say how long something had been happening up to a
particular past moment.
I got a backache because I had been standing for a long time.
I had been closely watching how my parents worked as teachers, and I wanted to be a
teacher.
Future perfect continuous
Form: will / shall/ + have + ing
Future Perfect Continuous shows that an action will be in progress at a particular time in the
future. To show the time or duration adverbials are used.
By six o clock they will have been meeting for almost six hours.
Next January my friend will have been representing the country for ten years.
I will have been teaching for twenty years next March.
Will:
will is commonly used to indicate futurity. Reference to future time is clearly shown by the use
of future time adverbials.
I will be happy when this workshop is over.
We will meet them next week.
Will can be used to express intention: (especially in the first person):

I will do my exercises later on.
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I will meet you at the station.
We will invite everyone to the party.
I will write as soon as possible.
Will can be used to express Prediction:

Tomorrows weather will be fine.
The director will recommend you for a scholarship.
He will have an accident if he drives like this.
Prediction can be of three types.
specific: The meeting will be over soon.

timeless: Oil will float on water.
habitual: The river will overflow its banks every time it rains.
Will can be used to express willingness:

Who will help me to lay the table? I will.
I will help you to clean the garden.
We're going to have a get together. Will you join us?
I will sweep the room if you arrange it.
Will in its future sense can sometimes be used with a force of a future command.
You will do exactly as I say.
It expresses an impatient commands
Will you be quiet?
Will you after a negative command can tone down a command.
Dont be late, will you.
Will you after a positive command has rising intonation, and usually expresses impatience.
Keep quiet, will you.
Will is used in making requests
Will you send me the bill, please?
A negative question expects a positive answer and is more persuasive.
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- Wont you come and sit down?
Will is used to express typical behaviour
My sister will sit looking at herself in the mirror for hours.
Sulphuric acid will dissolve most metals.
In probable (first) conditional will is used in the main clause.
- If he rides like this, he will have an accident.
We often use will with the following expressions.
Probably; Ill probably be home this week end.
I expect: I havent heard from my brother for two days. I expect hell call this evening.
(Im) sure: dont worry about the exam. Im sure youll get through.
(I) think: Do you think you will be able to speak in English?
(I) dont think: We dont think the exam will be difficult.
I wonder: I wonder what will be there in the budget.
would
- Would is not merely the past tense of will. It is used as the past of will in the reported speech.
My partner said, I will invite all the friends.
My partner said (that) he would invite all the friends.
- Would is used instead of will in requests.
Would you come back a little later?
Would you mind opening the window?
- Would is used in making offers. Would you like is a polite way of making offers. Would you
like means Do you want?
Would you like some tea? Yes, please.
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Would you like to have some rest? No, thanks.
What would you like to have, tea or soft drinks?
- To invite someone we use would you like to
Would you like to have lunch with me?
Would you like to go to cinema?
Would you like to spend a few days with us next month?
- Would is used to politely say I want
I would (Id) like a drink. Im thirsty.
I would like some information about this workshop.
- Would is used to show characteristic activity in the past replacing used to.
Every morning my father would meditate for 20minutes.
At home he would smoke five cigarettes a day.
Whenever we came late to the class in the morning, the teacher would say good
afternoon.
[would is typical of narrative style, but used to is common in spoken form.]
- Would is used in conditional sentences. [Hypothetical meaning]
If you asked politely, I would do it. [hypothetical]
If you had asked politely, I would have done it. [past]
- would is used to talk about a characteristic activity:

customary:
After work, he would spend a few minutes checking all the doors and windows.
typical (casual):
She would cause the whole family to be late, every time.
Would can express a sense of probability:

I hear a musical horn. That would be the mobile bread van.
Can-
The most familiar use of can expresses ability to perform an action.

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- Can shows ability. [strength, knowledge, skill]
I can drive heavy vehicles.
That athlete can lift 100 kg.
I can play many musical instruments.
Can you speak Hindi?
- Permission
You can stop work early today.
You can leave early today.
Can we park the car here?
- Possibility (theoretical)
Railways can be improved.
Learning English can be made easy.
- Request
Can you give me a lift, please?
Can you wait for me?
- Willingness
I can do it for you.
could
- Could is used
- sometimes as the past tense of can to express an ability in the past.
Yesterday I could complete only three chapters.
I was not well last night and couldnt sleep.
I could always beat you at table tennis when we were kids.
- to politely ask for permission.
Could I meet the chairman?
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Hello, could I speak to Sirimal please?
Could I leave early today?
- to express present possibility:

We could always spend the afternoon just sitting around talking.
- to make requests
Could you lend me your book for a week?
Could you iron my clothes, please?
- to make suggestions
You could clean the office while I am away.
You could meet the clients for me.
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G.C.E. (Advanced Level) General English

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General English

First Edition 2017

National Institute of Education

Education Publication Department as reference guides to be more aware of the syllabi.

Ven. Dr. MabulgodaSumanarathanaThero

Subject Coordination: Ms. HashiniAbeysena

Direction: Ms.V.D.C.P. Perera

Panel of Writers: Mr. R.Ramanayaka Rtd/ CPO NIE, Director NATE

SujeewaSebestianperaira - Senior Lecturer

D.L.P.C.Senanayake Coordinator- RESC, Hanwella

Proof Reading: Panini Edirisinghe Retired Lecturer, Bandarawela

1. Message from the Director General .. iii

2. Message from the Deputy Director General. iv

4. Instructions for using the Teachers Guide vi-vii

6. Contents of the Syllabus.. ix -xxii

7. Instruction for the learning teaching process

1.2 Importance of Listening Skill for A/L Students

1.3 Performance Standards for Listening

The 11 performance standards are given below.

i) Student understands and finds specific information in the announcements found in

iii) Student distinguishes between a question and a statement in a day-to-day

Usually, in statements, commands, wh questions (directive questions), confirmatory

iv) Student understands and follows instructions concerning a process

v) Student understands the general idea in an academic discourse

1.4 Teaching Listening

Depending on the context a news report, a university lecture, an exchange in a supermarket

iii) Detecting signposts

iv) Listening for specific information

v) Listening for detailed understanding

vi) Inferring meaning

1.5 Stages of a Listening Lesson

1.6 Tips for the Teachers

1.6.1 Teachers objectives in teaching / listening should include the following:

i) Expose students to a range of listening experiences

ii) Make listening purposeful for the students

iv) Build up students confidence in their own listening ability

i) Choose the text for the listening activity

ii) Check that the activities are suitable

iii) Adjust the level of difficulty of the activities if you need to

v) Use visual aids

1.7 Assessment and Evaluation

In order to provide an authentic assessment of students' listening proficiency, a post-listening

Underwood M. (1997). Teaching Listening. Longman Handbooks for Language Teachers.

2.2 Importance of Reading in English for A/L Students

2.3 Can-do Statements and Performance Standards for Reading

2.4 Teaching Reading

2.5 Types of Reading

2.5.1 Extensive reading-

The following are the characteristics of extensive reading.

The following are the characteristics of intensive reading:

2.6 Strategies of Reading

E.g.: figures, names, places, dates

Steps for scanning

E.g.: a) Main idea at the beginning of the paragraph.

Questions and Answers:

2. Which sentence best expresses the main idea of the paragraph?

A sudden increase in robberies has hit Matugama.

3. Why is it called the main idea?

E.g.: b) Main idea expressed in the middle of the paragraph.

Steps for skimming