English Language - Nie.lk
English LanguageTeachers’ GuideGrade 08Department of EnglishFaculty of Languages Humanities and Social SciencesNational Institute of EducationMaharagamaSri Lankawww.nie.lki
Teachers’ GuideGrade 08First Edition2017ISBN- National Institute of EducationDepartment of EnglishNational Institute of EducationMaharagamaPrinted by :ii
Director General’s MessageWith the primary objective of realizing the National Educational Goals recommended by theNational Education Commission, the then prevalent content based curriculum was modernized, andthe first phase of the new competency based curriculum was introduced to the eight year curriculumcycle of the primary and secondary education in Sri Lanka in the year 2007The second phase of the curriculum cycle thus initiated was introduced to the education system inthe year 2015 as a result of a curriculum rationalization process based on research findings andvarious proposals made by stake holders.Within this rationalization process the concepts of vertical and horizontal integration have beenemployed in order to build up competencies of students, from foundation level to higher levels, andto avoid repetition of subject content in various subjects respectively and furthermore, to develop acurriculum that is implementable and student friendly.The new Teachers’ Guides have been introduced with the aim of providing the teachers withnecessary guidance for planning lessons, engaging students effectively in the learning teachingprocess, and to make Teachers’ Guides will help teachers to be more effective within the classroom.Further, the present Teachers’ Guides have given the necessary freedom for the teachers to selectquality inputs and activities in order to improve student competencies. Since the Teachers’ Guidesdo not place greater emphasis on the subject content prescribed for the relevant grades, it is verymuch necessary to use these guides along with the text books compiled by the EducationalPublications Department if, Guides are to be made more effective.The primary objective of this rationalized new curriculum, the new Teachers’ Guides, and the newprescribed texts is to transform the student population into a human resource replete with the skillsand competencies required for the world of work, through embarking upon a pattern of educationwhich is more student centered and activity based.I wish to make use of this opportunity to thank and express my appreciation to the members of theCouncil and the Academic Affairs Board of the NIE the resource persons who contributed to thecompiling of these Teachers’ Guides and other parties for their dedication in this matter.Dr. (Mrs.) Jayanthi GunasekaraDirector GeneralNational Institute of EducationMaharagamaiii
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 malpractices 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 resources- theTeachers' 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 stakeholders.Deputy Director GeneralFaculty of Languages, Humanities and Social Sciencesiv
Syllabus CommitteeAdvice and Approval :Academic Affairs BoardNational Institute of EducationMaharagamaSubject Coordination :W.A.M. C. P. WelagedaraAsst. LecturerDept. of EnglishNational Institute of EducationMaharagamaPanel of WritersDarshana SamaraweeraDirectorDept. of EnglishNational Institute of EducationMaharagama:V.D.C.P. PereraDirectorExternal Resource MangementChandrika PeirisLecturerDept. of EnglishNational Institute of EducationMaharagamaHashini AbeysenaAssistant LecturerDept. of EnglishReview committee:C.S.K. Kumarapperuma – (Retd.) ISAS.S.de. Silva - ISA – NegomboSumana Withanage - In service Advisor – GodagamaThanuja Michael - In service Advisor – ColomboD.L.P.C. Senanayake – RESC , HanwellaKumuduni Senevirathna – Teacher Trainer- Co-ordinator - ZonalEnglish Support Centre – PiliyandalaAnoja Jayawardhana - Teacher Trainer - Zonal English Support centre-PiliyandalaM. Ranathunga -Teacher Trainer- ZESC, Rathmalanav
M.A.G.M. Perera - Teacher - Gurukula Vidyalaya, KelaniyaH.A.B.K. Wijepala – Teacher - Gurukula Vidyalaya, KelaniyaNadeeka Liyanagamage – Teacher- Kottawa Dharmapala VidyalayaA.D.W.Wanigasekara - Teacher – St. Paul’s Girls’ School, MilagiriyaG.G.D.C.D Geekiyanage -Teacher- WP/KE Mahamaya Girls’school,KadawathaN.M.Wickramanayake – Teacher- Thurstan College,ColomboNayana Kumuduni - Teacher – Dharmapala Vidyalaya. PannipitiyaDilini . P.Suraweera – Teacher - Pahathgama Roman Catholic schoolComputer Assistance :L.D. Gimhani Kanchana - Management AssistantOther AssistanceHansa Geethani- Management AssistantH.D Swaranalatha - Office Aide:vi
Instructions Regarding the Teachers’ GuideRevised English Language syllabus for grade 08 which is to be implemented in 2017, has 36competency levels to be achieved by the students of grade 08.Grade 08 course materials consist of Pupils’ Text book, Pupils’ Workbook and Teachers’ Guide.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’ Workbook according to the given order in acreative manner will be helpful for the students to achieve the expected outcomes.This Teachers’ Guide consists of detailed syllabus of grade 08, instructions for assessment andevaluation, names of books for further reading for each competency and notes that are useful tounderstand and make the teacher familiar on that particular competency level.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 Leadervii
ContentPage1. Message from the Director General .iii2. Message from the Deputy Director General .iv3. Syllabus Committee .v-vi4. Instructions for using the Teachers’ Guide vii5. Contents of the syllabus . .i-xxxii6. Instruction for the learning teaching processCompetency 1 . 1-3Competency 2 . 4-5Competency 3 . 6-7Competency 4 . 8-10Competency 5 . 11-14Competency 6 . 15-17Competency 7 . 18-20Competency 8 . 21-25viii
IntroductionRevised English Language syllabus for grade 8 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 36 specific competencies / competency levels identified as relevant and suitable for grade eight. Thedistribution of these competencies is given in the grid below.CompetencyNo. of Competency levels11.1, 1.222.533.2, 3.3, 3.444.3, 4.4, 4.5, 4.755.1, 5.2, 5.3, 5.4, 5.5, 5.666.1, 6.2, 6.3, 6.5, 6.6, 6.7, 6.8, 6.977.1, 7.2, 7.3, 7.4, 7.5, 7.688.3, 8.4, 8.6, 8.8, 8.9, 8.133. 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.In designing the grade eight 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.i
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 theindividual and the nation and contributes to the economic development of Sri Lanka.(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 honourable place in the international community, basedon justice, equality and mutual respect.ii
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)Competencies relating to Personality Development (iii)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.Generic skills such as creativity, divergent thinking, initiative, decision making, problem solving, critical andanalytical thinking, team work, inter – personal relations, discovering and exploring ;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.iii
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 capacity To contribute to economic development To discover their vocational interests and aptitudes To choose a job that suits their abilities, and To engage in a rewarding and sustainable livelihood(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.iv
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
Grade 8 SyllabusCompetencyCompetency Level1. Identifies thesounds of EnglishLanguage1.1 Pronounces Englishwords properly.Subject Content Help students to identify thepronunciation of the words withsilent letters.a ) talk, chalk, folk, walk etc.Learning OutcomesNo. ofperiodsStudents will be able toidentify the pronunciation ofthe words with silent letters.03Students will be able topronounce the words withsilent letters correctly.b) know, knew, kneec) honest, honour, hour Help students to identify thepronunciation of the wordsending with ‘ew’.a) flew, blew,drew, crew, chew etc. Students will be able toidentify the pronunciation ofthe words ending with theletters ‘ew’.Students will be able topronounce the words endingwith the letters ‘ew’correctly.Help students to identify thepronunciation difference between‘a’ and ‘o’.Eg. walk – work, warm – worm,wander – wonder, ward – word etc.viStudents will be able toidentify the pronunciationof the words with the letters‘a’ and ‘o’ in the middle.Students will be able topronounce the words withthe letters ‘a’ and ‘o’ in themiddle correctly.
Help students to identify thesounds produced by differentconsonant clusters as shownStudents will be able toidentify the sound producedby consonant clusters.below.a) stream, school, screen, snow,spring, smallb) grow, grind, ground, glass, glad,Students will be able topronounce the wordsbeginning with consonantclusters correctly.glue, blue, truec) play, prize, price, press, pretty,principal, proudd) brown, black, blank, blast, branch,break, brick, breade) cream, crowd, class, clay, cloud Help students to improve theirspellings.Text Types – words, word groups,phrases, sentences, rhymes,tongue twisters, poems, songs etc.Activities – listen and read, listen andtick, listen and underline, listen andcircle, listen and show, read aloud,matching, categorizing, games.1.2 Reads aloud differenttypes of texts accurately andmeaningfully Help students to read different types oftexts (given in the text book) accuratelyand meaningfully.viiStudents will be able to readdifferent types of textsaccurately and meaningfully.05
Text types-tongue twisters,announcements, dialogues,conversations, poems, songs2.Uses Mechanicsof Writing withUnderstanding2.5 Uses inverted commasappropriately Help students to identify the placeswhere the inverted comma is used.*Inverted commas can be single ordou double.‘x’ - or “x”.Main usesInverted commas are mainly used tomark the beginning and end of directspeech (i.e. a speaker’s words writtendown exactly as they were spoken)Single inverted commas are generallymore common in British English whileAmerican English tends to prefer doubleones.Eg.‘Good morning, Dineth,’ said Supun.or“Good morning, Dineth,”said Supun.For speech within speech:Dineth recalled, ‘Supun said, “Goodmorning, Dineth.”’(if you’ve been using single invertedcommas, put any further quoted materialwithin double ones and vice versa.)-Refer : Oxford DictionaryviiiStudents will be able to useinverted comma in asentenceappropriately.02
Text types- simple sentences, simplepassages, simple dialogues, poems,simple letters, notes etc. on familiartopics.Activities - re-writing, underlining theerrors, correcting etc.3. Engages inactive listeningand respondsappropriately3.2 Listens and followsinstructions and respond torequests. Get the students to practiselistening to various types ofsimple instructions and followthem.Help students to understand theterm ‘instructions’ throughdifferent types of activities. Text types – simple instructions, games,requests and directions.Activities – Listen and trace, listen anddo, listen and act, listen and find listenand make (origami).3.3 Listens and responds to Get the students to practisedifferent types of simple textslistening to various types ofsimple texts and to find specificinformation Get the students listen to varioustypes of simple texts and findspecific information. Eg. Names of persons, animals, places,dates, days, time, months, years, etc. Text types –ixStudents will be able tofollow instructionsaccurately to respond tovarious types of requestsappropriately.03Students will be able tofollow instructionsaccuratelyto respond to various typesof requests appropriately.Students will be able to listen 03to and find specificinformation such as names ofpersons, animals, places,dates, days, months, years,etc.
simple dialogues, stories, descriptions ofpeople/ places/animals, processes ( processes of makingjam) and events, songs
Introduction Revised English Language syllabus for grade 8 is presented to the general education system of Sri Lanka based on the following considerations. 1. Retaining of the 8 key competencies introduced to the secondary English language curriculum in the year 2007. 2.
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