English Language
English LanguageTeachers’ GuideGrade 11Department of EnglishFaculty of Languages Humanities and Social SciencesNational Institute of EducationMaharagamaSri Lankawww.nie.lki
Teachers’ GuideGrade 11First Edition2016ISBN- National Institute of EducationDepartment of EnglishNational Institute of EducationMaharagamaPrinted by :ii
Message from the Director GeneralThe first phase of the new competency based curriculum, with an 8 year curriculum cycle wasintroduced to secondary education in Sri Lanka in 2007 replacing the existing content basededucation system with the primary objective of developing the national level competenciesrecommended by the National Education Commission.The second phase of the curriculum cycle to be introduced to grades 7 and 11 starts from 2016. Forthis purpose, the National Institute of Education has introduced a rationalization process anddeveloped the syllabi for these grades making use of the research based outcomes and thesuggestions made by concerned stakeholders.In the rationalization process, vertical integration has been used to systematically develop thecompetency levels in all subjects from fundamentals to advanced levels using the bottom upapproach. Horizontal integration is used to minimize the overlapping in subject content and toreduce content over loading in the subjects to produce a more student friendly and implementablecurriculum.This new Teachers' Guide has been introduced to the teachers with the aim of providing them withthe required guidance in the areas of lesson planning, teaching, carrying out activities, measurementand evaluation. These guidelines will help the teachers to be more productive and effective in theclassroom. The new Teachers’ Guides provide the teachers with the freedom to select qualityinputs and additional activities to develop the competencies of the students. These Teachers’ Guidesare not loaded with the subject content that is covered in the recommended textbooks. Therefore, itis essential for the teacher to use the new Teachers’ Guides simultaneously with the relevanttextbooks prepared by Education Publications Department to make the Teachers' Guides moreeffective.The basic objectives of the rationalized syllabi, the new Teachers’ Guides and the newly developedtextbooks are to bring about a shift from the teacher centered education system to a student centeredsystem -a more activity based education system in order to develop the competencies and skills ofthe student body so as to enable the system to produce the required human resources for the world ofwork.I would like to take this opportunity to thank the members of Academic Affairs Board, the Councilof the National Institute of Education and all resource persons who have contributed immensely todevelop these new Teachers' Guides.Director GeneralNational Institute of Educationiii
Message from Ven. Deputy Director GeneralLearning extends across a wide area. It makes life very complex and extremely simple. The humanbeing is capable of reaching great heights with his skill of learning. A country, a society where humandevelopment is the central focus, uses learning as an instrument to do away with the unacceptableidentified through the intellect, to create a better world through good practices.With education should arise things worthwhile for learning, methods to facilitate learning, andfacilities conducive for learning. That is how the curriculum, the syllabi, the Teachers' Guide, andfacilitators join the field of learning.Modern Sri Lanka possesses an independent education system which is a blend of global trends andhereditary traditions. This Teachers' Guide comes to you-a wealth of resources - as a result of theeight yearly updating of the syllabus done on the revisions based on the requirements of the time.It is necessary to maintain the consistency of the objectives of the subject at the national level. Yet,the teaching techniques in the Teachers' Guide do not need to be followed to the letter. I categoricallystate that the facilitators are free to modify or adapt the learning teaching strategies innovatively toachieve the competencies and the competency levels of the syllabus. The Teachers' Guide prepared tosupport and help the teachers' role in raising the percentage of the competency levels of the student toa higher level can be made use of by student as well as parent. The teacher must be aware that theTeachers' Guide is only a guide to the relevant prescribed texts and to make use of both resourcesThe Teachers' Guide and the prescribed texts provided by the Education Publications Department.Furthermore at the end of the lesson, the facilitators of the learning - teaching process along with thestudents should come to an understanding of the level of achievement reached in relation to theexpectations of national level examiners evaluating the level of achievement in relation to the subject.I sincerely trust that this Teachers' Guide would be a canoe or a raft to reach a progressive and viableculture - built in unison with all stake holders.Deputy Director GeneralFaculty of Languages, Humanities and Social Sciencesiv
Syllabus CommitteeAdvice and Approval :Academic Affairs BoardNational Institute of EducationMaharagamaSubject Coordination :Chandrika PeirisLecturer, Dept. of EnglishNational Institute of Education, MaharagamaPanel of WritersDarshana SamaraweeraDirector , Dept. of EnglishNational Institute of Education, Maharagama:Chandrika PeirisLecturer, Dept. of EnglishHashini AbeysenaAssistant Lecturer, Dept. of EnglishReview committee:Sumana Withanage - In service Advisor – GodagamaThanuja Michael - In service Advisor – Colombo 2Kumuduni Senevirathna – Teacher Trainer- Co-ordinatorZonal English Support Centre - PiliyandalaAnoja Jayawardhana - Teacher TrainerZonal English Support Centre – PiliyandalaHimani Arumapperuma -Teacher TrainerRegional English Support Centre – PiliyandalaNayana KumuduniTeacher of English – Dharmapala V. PannipitiyaDilini Suraweera – Teacher of EnglishPahathgama Roman Catholic schoolNadeeka Liyanagamage – Teacher of EnglishKottawa Dharmapala VidyalayaComputer Assistance :L.D. Gimhani Kanchana - Management AssistantOther AssistanceHansa Geethani- Management AssistantH.D Swaranalatha - Office Aide:v
Instructions Regarding the Teachers’ GuideRevised English Language syllabus for grade 11 which is to be implemented in 2016, has 72competency levels to be achieved by the students of grade 11, but you will be happy to hear that,this time we are not going to introduce new competency levels for grade 11 to be achieved by thestudents of grade 11. Instead of that, the competency levels mentioned in the syllabi of grade 6,7,8,9and 10 are included in the grade 11 new syllabus which is to be implemented from 2016 onwards.During the allocated time for English Language, teacher must help the students to do practiceactivities given in the grade 11 new Pupils’ Text book or the practice activities given in the newPupils’ Text books of grade 6 onwards or any other practice activities that will be helpful for thestudents to achieve the Competency Levels and the learning outcomes mentioned in the syllabus, asall the students of grade 11 should be brought at least to the essential level.Grade 11 course materials consist of Pupils’ Text book, Pupils’ Work Book, Teachers’ Guide andAudio and Video Listening and Speaking materials.According to the new Term Plan, teachers do not have to select activities or competency levelsrelated to each term from the Pupils’ Text book, as the activities that are needed to do to achieveeach competency is given in an integrated, orderly manner. So by helping students to do theactivities given in the Pupils’ Text book and the Pupils’ Work Book according to the given order ina creative manner will be helpful for the students to achieve the expected outcomes.This Teachers’ Guide consists of detailed syllabus of grade 11, instructions for lesson planning,instructions for assessment and evaluation, names of books for further reading for each competencyand notes that are useful to understand and make the teacher familiar on that particular competencylevel.Directors of English, In- Service Advisors, Principals and Teachers of English must encourage thestudents to hold English Literary Associations, once a month at classroom level, with the activitiesthey have done in that particular month for their English lessons. For example: spelling games,story telling, loud reading, dramatizing role plays, reciting poems, singing, grammar games etc.Exposure to the language improves their confidence and speaking, listening and all other languageskills.Teachers have an opportunity to be creative and to prepare their own lesson plans and usemethodology which is suitable, helpful and interesting to motivate students to learn and apply thelanguage in their day to day lives.Project Leadevi
ContentPage1. Message from the Director General .iii2. Message from the Deputy Director General .iv3. Syllabus Committee .v4. Instructions for using the Teachers’ Guide vi5. Contents of the syllabus . .i-xvi6. Instruction for the learning teaching process . . 1Competency 1 . 1-4Competency 2 . 5-7Competency 3 . 8-10Competency 4 . 11-12Competency 5 . 13-24Competency 6 . 15-19Competency 7 . 20-22Competency 8 . 23-27vii
IntroductionRevised English Language syllabus for grade 11 is presented to the general education system of Sri Lanka based on the followingconsiderations.1. Retaining of the 8 key competencies introduced to the secondary English language curriculum in the year 2007.2. Presenting 72 specific competencies / competency levels identified as relevant and suitable for grades 6-11. Thedistribution of these competencies is given in the grid below.CompetencyNo. of C. levels11.1, 1.2, 1.3, 1.422.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.733.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.844.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.855.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.866.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.1177.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.888.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12, 8.13, 8.14,8.15, 8.16, 8.17, 8.183. Identification of learning outcomes expected at the end of the learning teaching process.4. Presentation of basic guidelines and limits of the content for teachers and material developers.i
In designing the grade eleven syllabus no particular ELT approach was specially considered and therefore, teachers, teacher educatorsand administrators are requested to be creative and independent to select the best possible methodology to achieve success in teachingand learning. Further, the teachers and material developers are requested to pay special attention to achieve national goals andcompetencies through teaching of English Language in Sri Lanka to ensure sustainable development within a peaceful andharmonious country.National Goals(i)Nation building and the establishment of a Sri Lankan identity through the promotion of national cohesion, nationalintegrity, national unity, harmony, and peace, and recognizing cultural diversity in Sri Lanka’s plural society within aconcept of respect for human dignity.(ii)Recognizing and conserving the best elements of the nation’s heritage while responding to the challenges of a changingworld.(iii)Creating and supporting an environment imbued with the norms of social justice and a democratic way of life thatpromotes respect for human rights, awareness of duties and obligations, and a deep and abiding concern for oneanother.(iv)Promoting the mental and physical well- being of individuals and a sustainable life style based on respect for humanvalues.(v)Developing creativity, initiative, critical thinking, responsibility, accountability and other positive elements of a wellintegrated and balanced personality.(vi)Human resource development by educating for productive work that enhances the quality of life of the individual andthe nation and contributes to the economic development of Sri Lanka.ii
(vii)Preparing individuals to adapt to and manage change, and to develop capacity to cope with complex and unforeseensituations in a rapidly changing world.(viii)Fostering attitudes and skills that will contribute to securing an honorable place in the international community, basedon justice, equality and mutual respect.Basic competenciesThe following Basic Competencies developed through education will contribute to achieve the above National Goals:(i)Competencies in CommunicationCompetencies in communication are based on four subsets: Literacy, Numeracy, Graphics and IT proficiency.Literacy:Numeracy:Graphics:IT proficiency:(ii)Listen attentively, speak clearly, read for meaning, write accurately and lucidly and communicateideas effectively.Use numbers for things, space and time, count, calculate and measure systematically.Make sense of line and form, express and record details, instructions and ideas with line form andcolour.Computer literacy and the use of information and communication technologies (ICT) in learning, inthe work environment and in personal life.Competencies relating to Personality Development-Generic skills such as creativity, divergent thinking, initiative, decision making, problem solving, critical andanalytical thinking, team work, inter – personal relations, discovering and exploring ;iii
(iii)Values such as integrity, tolerance and respect for human dignity;Emotional intelligence.Competencies relating to the EnvironmentThese competencies relate to the environment: social, biological and physical.Social Environment - Awareness of the national heritage, sensitivity and skills linked to being members of a pluralsociety, concern for distributive justice, social relationships, personal conduct, general andlegal conventions, rights, responsibilities, duties and obligations.Biological Environment -Awareness, sensitivity and skills linked to the living world, people and the ecosystem, thetrees, forests, seas, water, air and life – plant, animal and human life.Physical Environment -Awareness, sensitivity and skills linked to space, energy, fuels, matter, materials and theirlinks with human living , food, clothing, shelter, health, comfort, respiration, sleep,relaxation, rest, wastes and excretion.Included here are skills in using tools and technologies for learning, working and living.(iv)Competencies relating to preparation for the World of Work.Employment related skills to maximize their potential and to enhance their capacityTo contribute to economic developmentTo discover their vocational interests and aptitudesTo choose a job that suits their abilities, andTo engage in a rewarding and sustainable livelihoodiv
(v)Competencies in relation to Religion and EthicsAssimilating and internalizing values, so that individuals may function in a manner consistent with the ethical, moraland religious modes of conduct in everyday living, selecting that which is most appropriate.(vi)Competencies in Play and the Use of LeisureEmotions of Pleasure, Joy, and such human experiences as expressed through aesthetics, literature, play, sports andathletics, leisure pursuits and other creative modes of living.(vii)Competencies relating to ‘ learning to learn’Empowering individuals to learn independently and to be sensitive and successful in responding to and managingchange through a transformative process, in a rapidly changing, complex and interdependent world.Objectives Creating the need to learn English as a Second Language in a multilingual society Creating opportunities for the Sri Lankan child to achieve the competencies in a link language Creating facilities to learn a language, that can be used to build ethnic harmony Enabling the students to learn an International language which could be made use of in their later life for employment purposes Empowering the learner to communicate confidently, fluently and effectively in the English Language.v
English Language Syllabus Grade 11CompetencyCompetency levels1. Identifies thesounds ofEnglishLanguage1.1 Pronounces Englishwords properly.1.2 Reads alouddifferent types of textsaccurately andmeaningfullySubject content 1.5 Reads out Englishsentences properly. Students will be able toproperly articulatecommonly used Englishwords they have comeacross so far. Students will be able toarticulate English wordswith different spellingcombinations. Students will be able torecognize words whenthey appear in a sentenceand read them outproperly without difficultyStudents are expected to have gained confidencein articulating the following types of words bynow:1.3 PronouncesEnglish words andphrases properly1.4 Pronounces Englishwords with differentspellings properlyLearning outcomesWords with different spellingcombinations to represent the samesound- National, fashion, crucialCertain borrowings in English that showtheir origin and pronunciation- Pizza, brochure, psychologyThey are also expected to identify the differenttypes of words when they appear in sentencesand to read them aloud smoothly to bring out themeaning of such sentencesviNo. ofperiods12
CompetencyCompetency levelsSubject content2.UsesMechanics ofWriting withUnderstanding2.1 Uses capital andsimple lettersappropriatelyStudents should be given as much practicalopportunities as possible to check their ability to:2.2 Uses full stopappropriately 2.3 Uses questionmarkappropriately2.4 Uses apostrophesappropriately2.5 Uses invertedcommas appropriately Learning outcomesRecognize various punctuation markshighlighted in the secondary syllabus,Recall conventions of writing such as theusing of capital and simple letters insentences appropriatelyUse mechanics of writing properly intheir writingLocate errors in the use of mechanics ofwritingCorrect the identified errors2.6 Uses commas withunderstanding2.7Uses Exclamationmark appropriatelyvii Students will be able towrite sentences usingproper mechanics ofwriting conforming to theaccepted standards inwritingNo. ofperiods15
CompetencyCompetency levels3. Engages inactive listeningand respondsappropriately3.1 Responds to simpleannouncements3.2 Listens and followsinstructionsSubject contentStudents should be exposed to a variety of languagespoken in our day to day life and to respond to suchsituations with confidence. By the end of grade 11they are expected to:3.3 Listens andresponds to differenttypes of simple texts 3.4 Listens andtransfers information toother forms 3.5 Identifies differentintonation patterns anduses of word stressLearning outcomes Identify the intention of the speakerRespond accordinglyLocate specific information in a listeningtext like dialogues; descriptions of people,places, and things; lectures; narratives;debates; news reading; announcements etc.Transfer identified information in lineartexts to non linear formsPractice listening continuously in order toenhance their language ability3.6 Listens and reportsinformation3.7 Recognizesdiscourse markers3.8 Takes notes fromoral presentationsviii Students will be able torespond to spokenEnglish language theylisten to appropriatelyand accurately withconfidence.No. ofperiods25
CompetencyCompetency levels4. Building upvocabularyusing wordsappropriatelyand accuratelyto conveyprecise meaning4.1 Uses masculine andfeminine forms ofnouns appropriately4.2 Uses termsreferring to young onesof animalsappropriately4.3 Finds synonymsand antonyms for givenwords4.4 Uses affixes tochange the word classand the meaning ofwords4.5 Forms the plurals ofnouns4.6 Identifies collectivenouns and compoundnouns4.7 Uses nouns, verbs,Subject contentLearning outcomesStudents should be given necessary support toexpand their vocabulary gradually. The vocabularyis of two types; productive and receptive. I
students of grade 11. Instead of that, the competency levels mentioned in the syllabi of grade 6,7,8,9 and 10 are included in the grade 11 new syllabus which is to be implemented from 2016 onwards. During the allocated time for English Language, teacher must help the students to do practice
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GCSE/‘O’ Level English Language (Pre 2017) C GCSE English Language (Wales) C GCSE English Language (England) 4 IGCSE (first language) English language C IGCSE (second language) B Cambridge Proficiency (CPE
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