AL Teachers Guid
AL Teachers Guid
AL Teachers Guid
Teachers’ Guide
Grades12 &13
Department of English
Faculty of Languages, Humanities and Social Sciences
National Institute of Education
Maharagama
Sri Lanka www.nie.lk
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Teachers’ Guide
Grades 12 &13
ISBN-
Department of English
National Institute of Education
Maharagama
Printed by:
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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
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
National Institute of Education
www.nie.lk [email protected]
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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.
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Syllabus Committee
Advice and Approval: Academic Affairs Board
National Institute of Education
Maharagama
NamalWalisundara – Lecturer,
National College of Education
Peradeniya
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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
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students who are about to enter the wider world, and it is very important that these skills become an
integral part of SBA.
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 Teacher’s 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 teacher’s task to use the material presented in the pupil’s 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
3. Syllabus Committee………………………………………… v
Listening………………………………………………………..1 - 11
Reading………………………………………………………..12 - 22
Writing……………………………………………………….. 23 -39
Speaking………………………………………………………..40- 54
Grammar……………………………………………………….55 -138
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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 ‘You’re 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 speaker’s intention, the listener’s acquired knowledge of
the content, the topic, the speaker’s accent and dialect.
Listening skills are important at every stage of a student’s 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.
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1.3 Performance Standards for Listening
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.
This standard focuses on short listening texts similar to situations found in the learner’s
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 learner’s day-
today 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.
The focus here is to identify the difference between a question and a statement through
intonation and stress in oral communication.
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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
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.: What’s your name? ( )
And where were you born? ( )
Rising intonation ( )
E.g.: Are you a student? ( )
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.
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
prelistening 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 learner’s 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 speaker’s point of view when stated directly x) Student
interprets the speaker’s point of view when stated indirectly xi) Student understands the
plot and cultural implications found in oral narratives using structural clues and
morphological clues
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
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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.
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.
There may be instances where understanding the whole text is important, and one has to listen
and comprehend all the information provided.
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.
In planning a listening lesson one should use a plan with three stages: pre-listening,
whilelistening 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
prelistening tasks based on the main ideas that will come up in the listening exercise. The
prelistening 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
whilelistening 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.
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.
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)
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.
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.
A teacher may decide to adjust the difficulty level (depending on the teacher’s 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.
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 post–listening 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)
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.
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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:
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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.
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.
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
describe what the students should be able to carry out in relation to reading in English. (See page
xvii.)
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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.
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.
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).
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.
Intensive reading can be interpreted as an activity where learners read in detail with specific
learning aims and tasks.
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E.g.: looking at the order of information, understanding what is implied, making inferences, etc.
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.
2.6.1 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.
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.
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
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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.
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.
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
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England. He was Phineas Taylor Barnum, and many say he was the greatest showman
ever lived.
Quick and efficient reading or scanning and skimming leads the reader towards the global /
general meaning of the 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.
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
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the world and our experiences to understand what is stated indirectly in a text. In case of
making inferences, the following may help.
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.
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’.
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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: What’s this in your school bag, Vipul?
Vipul: Er… what …., Amma? Oh that. That’s ….. erm … erm … my report card.
Mother: Why didn’t you tell me you’ve got your report card?
Vipul: I forgot, Amma.
Mother: So, Vipul, how did you do this time?
Vipul: Er…. Amma, I’m hungry. Can you give me something to eat?
Mother: Let’s have a look at this interesting document, first.
Vipul: Okay. I’ll just go and have a shower in the meantime. (Runs out of the room.)
1. What were Vipul’s marks like?
2. What kind of results did Vipul’s mother expect?
3. Was Vipul really hungry?
4. What kind of person do you think Vipul’s 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:
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• looking at the available evidence and facts, • using your own
experience and knowledge,
• making intelligent guesses.
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.
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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 nonliterary Skimming, identifying the topic of the text,
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 and Scanning, inferring
graphs.
10 Understands minutes of a meeting. Scanning and skimming
11 Understands and responds to a cover letter and a resume. Scanning, skimming, discourse markers, tcause
and effect, distinguishing fact from opinion,
Assessing the reading performance of the students depends on the text type used and the subskills
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.
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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
represent its content through a different graphic medium. E.g.:
a) a drawing that illustrates a text
b) colouring
c) marking a map
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.
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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
3. WRITING
3.1 Introduction
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.
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.
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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
spontaneously through poems, short stories, other forms of creative expression and through
personal correspondence as well.
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.
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
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:
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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.
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.
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. Don’t worry about being
perfect, and write fast as if you were speaking to your readers.
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 one’s point, and changing the wording of the sentences.
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.
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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.
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.
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.
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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.
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
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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.
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.
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• 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 writer’s
point.
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.
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.: I’m, doesn’t, couldn’t,
it’s) 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.
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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
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.
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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.
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
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.
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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.
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.
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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.
b)Read: Now that you have prepared, read the selection. Read straight through. At this
point, you don’t need to stop to look up anything that gives you trouble. Try to get a feel
for the author’s 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 1–3, the piece was divided into sections and the author’s main
ideas and points were located. Now write down the main idea of each section in one
welldeveloped 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:
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• 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.
g)Check for accuracy: Reread the summary and make certain that it accurately represents
the author’s 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 author’s main idea.
In the teaching and learning process of writing, the teacher has an important role. John (1997)
states,
the teacher’s 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).
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
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response to student needs, and giving careful feedback that will reinforce newly learned skills
and correct recurring problems.
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;
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
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.
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 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.)?
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
v) Vocabulary
The writing product can be evaluated based on the range of vocabulary used in the composition
to express one’s ideas.
It is important that teachers assess all the aforesaid aspects in students’ writing.
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.
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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
4. SPEAKING
4.1 Introduction
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
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purpose where speakers get involved in informal conversations and c) expressive purpose where
speakers intent to reveal his /her taste, attitude, interests, etc.
Audience
These three elements determine the speaker’s 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.
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)
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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
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
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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.
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.
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.
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At the same time, it is the teacher’s 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.
Performance standards are bench marks for the desired proficiency levels that students are
expected to reach. Student’s 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.
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.
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4.4 Teaching Speaking
The ultimate goal of teaching speech is to develop the learner’s 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.
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.
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:
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).
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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.
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.
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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.
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
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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.
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).
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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?
Are the facts presented correct, correctly cited and up-to-date?
Organization: Is there a logical progression in the speech?
Task Description:
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Presentation 30% Shows Shows some Unsure of Portrayal stalls
confidence confidence responsibility Lacks
Informative Presents some Somewhat information
Entertaining; information informative Audience bored
engages Engages Engages Mumbles
audience audience audience Body language
Speaks loudly Can be heard intermittently is lacking;
and clearly Some use of Hard to hear inappropriate
Appropriate use body language Some
of body movement
language
(Sources Texas Education Agency-2006)
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.
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.
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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.
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
https://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements
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Grammar
A reference section for the teachers
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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
adjectives.
ish - boyish
ous - dangerous
al - seasonal
fic - scientific
less - careless
Many common adjectives, however, have no such identifying form. E.g.:
1) Characteristics
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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]
3) They can be pre-modified by the intensifier ‘very’. E.g.: The film was very nice.
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
(very)
1 Imal is hungry. + + + +
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2 The universe + + - -
is limitless.
4 The prisoners ? + + +
were afraid.
8 Ruwan is abroad. - - - -
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.
E.g.: ‘Ravi is an old friend’ and ‘The friend is old.’ are not the same.
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.
Nouns are commonly used attributively and are, therefore, superficially similar to peripheral adjectives in
satisfying the criterion of attributive function.
Nouns, however, do not satisfy any of the other criteria for adjective status.
Furthermore, nouns have other features that distinguish them from adjectives.
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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, people’s bank
4) They can be pre-modified by adjectives. E.g.: Cold weather, interesting story
More examples:
Adjective Noun
There are many adjectives that have the same suffixes as participles in - ing or -ed. These are called
participle adjectives.
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The man seemed very offended. the offended man
When there is a corresponding verb, attributively used ‘-ed’ forms usually have passive meaning.
If the corresponding verb is used only intransitively, the ‘-ed’ participle cannot be interpreted as passive.
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
Participle: She is calculating (Our salaries). ['... so don't disturb her while she’s doing it]
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:
For both participle forms, premodification by the intensifier ‘very’ is an explicit indication that the forms
have achieved adjective status:
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:
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:
In the absence of any explicit indicator, the status of the participle form is indeterminate
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.
The participle sometimes reaches full adjective status when it is compounded with another element.
Some verbs have different participle forms for verbal and adjective use.
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.
Adjectives are predicative when they function as subject complement or object complement. There is a
copular relationship between subject and subject complement.
Adjectives are subject complements not only to noun phrases, but also to clauses which may be finite
clauses or nonfinite clauses.
To drive a car in this weather is dangerous. Playing cards with friends is enjoyable.
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)
ii) Postpositive
Adjectives can sometimes e post positive. That is, they can immediately follow the noun or pronoun they
modify.
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.
the president elect, from time immemorial, heir apparent attorney general director
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
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.
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
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
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
Group Examples
1. Opinion (how good?) wonderful, nice, great, awful, terrible
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Here
2. Size (how big?) large, small, long, short, tall, big
are
some 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
examples:
A small green insect (size, colour); Japanese industrial designers (origin, type)
7. Material (made of?) stone, plastic, steel, paper (Some. of these are nouns)
A 8. Type. (what kind?) an electric kettle, political matters, road transport
9. Purpose (what for?) a bread knife, a face towel
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)
Reference
Greenbaum, S. & Quirk, R. (2008). A student’s grammar of the English language. Pearson
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,
whereto
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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
fashion schoolboy-fashion
2. as modifier of
a. adjective
b. adverbs.
i. The adverb as a modifier of adjective. (the adverb in general precedes the adjective) He
is an extremely careful driver.
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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.
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'.
ii. The adverb as a modifier of an adverb. An adverb may premodify another adverb. He played
surprisingly well. He drives extremely carefully
Over two hundred people lost their houses. (two hundred = numeral )
viii. In some phrases the adverb can also be used as a pre modifier. the
above statement inside information
Different kinds of adverbs can be used in different places in a clause. We do not put adverbs
between a verb and an object.
Initial position is that preceding any other clause element. In effect, this generally means the
position immediately before subject.
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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.
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.
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.
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.
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If we need to use an adverb, we often choose another word of similar meaning.
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 couldn’t 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)
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e. We got into the concert free. (free = without paying) The animals are allowed to wander
freely. (freely = uncontrolled)
- 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.
My mother was very ill; but she's quite well again now.
Adverbs of Frequency
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Often about 70% of the time
Sometimes about 50% 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.
Note: The adverbs seldom, rarely, never and hardly ever are considered negative.
Every day/week/month
a year/day, etc.
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.
(according to schedule)
Regularly
(commonly nowadays)
Normally
(commonly in the past) Traditionally
Reference
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.
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.
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.
6. Subject (S) Verb (V) Object (O) Complement (C) - Students in the class appointed Chitra the
monitor.
7. Subject (S) Verb (V) Object (O) Adverbial (A) – Farmers sell their products at the fair.
2) Compound Sentences
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.
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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.
a. The event in the second clause is chronologically sequent to that in the first:
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.
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.
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He has long hair and (also) he often wears jeans.
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.
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.
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.
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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.
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
Edward knew he could marry Elinor, for he knew she loved him.
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)
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
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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 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
Subordinate Clause
Finite non-finite
‘that’ noun clause. The subordinate clause begins with the subordinate conjunction ‘that’.
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Many people believe that ghosts exist.
It is possible to leave out the subordinate conjunction ‘that’, and the clause is known as
‘zero that’ clause.
‘wh’ noun clause. The subordinate clause begins with a ‘wh’ word.
They tell us more about (modify) the noun. Relative pronouns are who, which, that,
whom, whose. ‘whom’ is very often replaced by ‘who’
My sister is the girl who won the first place in the singing competition.
v. Prepositional 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.
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i. INFINITIVE ADVERBIAL CLAUSE (ACli):
Teachers conduct extra classes to help their students.
I came here to give you some information.
Relative Clauses
Phrase: the lady in white, the shop on the corner, the woman with red hair
the woman who gets up early, the car that broke down
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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.
In all these sentences who, which and that are the subject of the relative clause.
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.
When we leave out the relative pronoun, we call it Zero Ralative Clause. We do this
especially in spoken English.
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The house that our grandfather built … The house our grandfather built ….
Remember that we cannot leave out a pronoun when it is the subject of a relative clause.
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.
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.]
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
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.
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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
I. Whose
I wanted to meet a man whose sister has some link with the MP.
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.
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,
Characteristics
a. construction with bare infinitive. Modal auxiliaries are normally followed by the bare
infinitive (base form).
c. No number distinction. Same form for both singular and plural subjects.
Uses Will:
will is commonly used to indicate futurity. Reference to future time is clearly shown by the use
of future time adverbials.
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I will be happy when this workshop is over.
Will in its future sense can sometimes be used with a force of a future command.
Will you after a positive command has rising intonation, and usually expresses impatience.
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Keep quiet, will you.
would
- Would is not merely the past tense of will. It is used as the past of will in the reported speech.
- Would is used in making offers. Would you like is a polite way of making offers. ‘Would you
like’ means ‘Do you want?’
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What would you like to have, tea or soft drinks?
- Would is used to show characteristic activity in the past replacing ‘used to’.
Whenever we came late to the class in the morning, the teacher would say ‘good
afternoon’.
• 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 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:
Should
- Should is used to indicate “the right thing to do”. [tactful way of giving commands or
instructions]
- 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.
All students should submit their assignment by a given date. [but some don’t]
Some people are suggesting that politicians should be more open minded.
Can- The most familiar use of can expresses ability to perform an action.
- Permission
- Possibility (theoretical)
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Learning English can be made easy.
- Request
- Willingness
I can do it for you.
could
- Could is used
to make requests
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- to make suggestions
- May is used to indicate possibility. [chance] Take an umbrella. It may rain in the
afternoon.
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)
- suggestion
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You must give up smoking.
- to express that the speaker has drawn a conclusion from things already known or observed.
- Must is used when we think it is necessary to do something. (only in the present and future)
- Must has no past form. ‘have to’ and ‘had to’ are used instead.
We didn’t 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.
Negative of must
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
Deduction
This room is stuffy. I really ought to go outside and get some fresh air.
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:
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:
- When questions and negatives are formed, they often have did ……… used instead of did …use.
be used to
‘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.]
I’m 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.
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Infinitive to be washed
• 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)
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.
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.
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:
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.
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.
Prepositions of Time
on - days of the week - on Monday
in - months / seasons - in August / in winter
- time of day year - in the morning in
- after a certain period of time (when?) - 2006 in an hour
- -
at - for night -
at night at the
- for -
weekend at half
- weekend - past nine
a certain point of time (when?)
since - from a certain point of time (past till - since 1980
now)
for - - for 2 years
over a certain period of time (past till now)
to / till / - marking the beginning and end of a - from Monday to/till Friday
until period of time
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 walk
- getting to the other side (also across) - over the bridge climb over
- overcoming an obstacle - 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 swim
- getting to the other side - 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
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 - Don’t 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.
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.
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?
32. prevent ... from ...ing (NOT to) The noise from downstairs prevented me from sleeping.
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33. remind of She reminds me of a girl I was at school with.
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
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.
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.
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.
3. When a sentence is made and reported at the same time and the fact is still true.
4. With modal verbs would, might, could, should, ought to, used to.
Yoga: "I would try it." - Yoga said he would try it.
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.
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.
Martha said that if she tidied her room, her dad would be happy.
7. In time-clauses.
Bala said that when he was staying in India he met his best friend.
8. We do not change the past tense in spoken English if it is clear from the situation when the
action happened.
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.
"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.
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.
Simple Present
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.
Proverbs-
Scientific statements -
Geographical statements-
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.
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 …
e.g
Historic present- Used in storytelling. Past happenings are portrayed or imagined as if they were
going on at the present time.
e.g
In exclamations
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
We use the Simple Past to list a series of completed actions in the past. These actions happen 1 st,
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.
B. Form
the present tense of be [am, is, are] + ‘ing’ form of the verb
He He’s
She is playing. OR She’s playing.
It It’s
You You’re
We are playing. OR We’re playing.
C Use
i. We use the present continuous to say that we are in the middle of an action.
‘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.
iii. We can use the present continuous when things are changing over a long period.
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.)
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”.]
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 I’m having my dinner.
Friends always talk to me when I’m trying to study.
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.
I’m living in Colombo at the moment.
She’s spending the holidays with her aunt.
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Past continuous (Progressive)
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.
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.
You were not listening to me when I told you to turn the oven off.
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.
At 6 PM yesterday, I was watching TV. (I started earlier. At 6.00 I was in the process of
watching TV)
Other
belong consist contain depend deserve
be
fit
involve lack matter measure (have length etc)
include
need
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.
Someone fired tar gas at the crowd. Someone was firing tear gas at the crowd.
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.
We can even argue that a different meaning of the verb comes into play in the switch from
Simple Past to Past Progressive.
He died. (points to the actual moment of transition, the completion of the process.)
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.
deteriorate etc.
As a process normally has duration, but not indefinite duration, these verbs also tend to go with
the Progressive Aspect.
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 being ill.
We use Future Progressive to say that something will be in progress at a certain time in the
future.
Don’t 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.
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.
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,
[Often the indefinite meaning is reinforced adverbially, especially by ever, never, before.]
2. The time is also left unspecified. (At least once before now) iii. Past event
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
Before the teacher entered the classroom the children had decorated the classroom.
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.
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.
In the year 2020 my sister will have worked for twenty years.
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.
We can use present perfect continuous to talk about how people use their time up to present.
We can also use the present perfect continuous to talk about situations or actions that have just
stopped.
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.
Past perfect continuous is used to talk about actions and and situations that had continued up to
We use past perfect continuous to say how long something had been happening up to a particular
past moment.
I had been closely watching how my parents worked as teachers, and I wanted to be a
teacher.
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.
Will:
will is commonly used to indicate futurity. Reference to future time is clearly shown by the use
of future time adverbials.
Will in its future sense can sometimes be used with a force of a future command.
Will you after a positive command has rising intonation, and usually expresses impatience.
I expect: I haven’t heard from my brother for two days. I expect he’ll call this evening.
(I’m) sure: don’t worry about the exam. I’m sure you’ll get through.
would
- Would is not merely the past tense of will. It is used as the past of will in the reported speech.
- Would is used in making offers. Would you like is a polite way of making offers. ‘Would you
like’ means ‘Do you want?’
- To invite someone we use would you like to… Would you like to have lunch with me?
- Would is used to show characteristic activity in the past replacing ‘used to’.
Whenever we came late to the class in the morning, the teacher would say ‘good
afternoon’.
- Permission
- Possibility (theoretical)
- Request
- Willingness
I can do it for you.
could
- Could is used
to make requests
- to make suggestions