Table of Content Contents Introduction Grammar Activities : Article Activity 1 : Role Play Preposition Activity Part 1 : Simon Says Part 2 : Constructing Sentences Tense : Simple Present Tense Activity 1 : Act it Out ! Noun: Gender Specific Noun Activity Part 1 : Mix & Match Part 2 : Role Play Pronoun : Demonstrative Pronoun Activity Part 1 : Let’s Dance Along Part 2 : Worksheet Assessment Verb: Auxiliary Verb Activity Part 1 : Story Image - “is” or “are” Part 2 : Story Image - “was” and “were” Adverb :Activity Part 1 : Adverb Word Search Part 2 : Stand up, Hand up , Pair up ! Interjection Activity Part 1: Role Play Part 2 : Short Story Conjunction Activity Part 1 : Writing Sentences Part 2 : Worksheet Assessment Adjectives Activity Part 1: Storytime Part 2 : Good Traits References Appendix
Page Number 2 3 4 5 6–7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32-35 36- 47
Introduction This book is written for teachers and parents. The book helps teachers to plan their lesson as they will know what approaches to use and the benefits of collaborative learning. What is collaborative learning ? Collaborative learning is an educational approach to teaching and learning that involves a group of children working together complete a task. This approach helps the children with increasing their openness, strengthening the communication with others, increases self-esteem, and so much more. What is Grammar ? Grammar is a system of language. People often describe grammar as the rules in a language but in reality, there are no rules in languages. Teachers should teach grammar because it helps to enhances creativity, with the aid of teaching and so much more. What is the content of the book? In this book, there is 10 grammar items being taught which are prepositions, tenses, articles, pronouns, verbs, adverbs, nouns, interjections, conjunctions, and adjectives. These are the 10 grammar items chosen because based on the Singapore syllabus, these are the main grammar items that are needed to be covered in primary school. How did the book constructed and benefits the targeted users ? Teachers and parents can help their children have a better understanding towards grammar by using various types of activities ranging from worksheets to role play. It is to also give them an idea on what activities they can construct based on their leaners’ understanding. There is a top tip for teachers in every page to help the teachers to take precaution in that particular activity. The activities in this book include the three learning styles by David Kolb. There are activities tailored for visual learners, auditory learners and kinesthetic learners. 2
Article ARTICLE “A”, “AN” AND “THE” ❖ A is used before a word that begins with a consonant sound whereby an is used before a word that begins with a vowel sound. The is used before singular and plural nouns, both countable and uncountable when we are talking something specific.
SUGGESTED PRE- ACTIVITY FOR LEARNERS: Teacher could project an article(Appendix 1) on the slide. Learners need to read through and note down the article found in the passage. This could help the learners to recap their prior knowledge on article.
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Activity 1 :Role Play Year group : Primary 2 Students : 20 students Learning Objective : 1) Learners will be able to learn collaboratively. (Part 1) 2) Learners will be able to construct sentences that relates to the surrounding using a and an. (Part 2) Rationale: - Cognitivism suggested that learners will remember better when the information learned is practiced constantly. (Ertmer, P. A., & Newby, T. J., 1993) Hence, role play will provides learners with a platform to use preposition in their conversation. Materials : Worksheet Instruction: 1. Teacher need to divide the learners into 4 person each group. 2. Each group are given different scenario which are beach, market, classroom and library. 3. Each group are given 5 minutes to plan the dialogue involving article in each sentences. 4. After 5 minutes, each group will carry out the role play infront of the classroom. 5. Teacher need to access their performances and give feed back after the role play.
TOP TIP ! Teacher should give meaningful comment to learners after the role play. 4
Preposition Preposition of position: â?– Preposition - A preposition is a word that shows position or direction. Some examples are in, on, under, beside , between ,behind, over and in front of.
SUGGESTED PRE- ACTIVITY FOR LEARNERS: Teacher could place a stuff animal in a box and bring into the class. Learners are invited to guess the object in the box and when they get in right, teacher could introduced the stuff animal to the learners. Then, teacher could place the stuff animal in different position and teach the students the preposition of position.
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Description of Activity Year group : Primary 2 Students : 20 students Learning Objective : - Learners able to sharpen up their listening skills through the game “Simon Says� (Part 1) - Learners will be able to construct sentences that relates to the surrounding using preposition words. (Part 2 ) - Learners will be able to increase their self confidence when presenting their idea in front of the class.( Part 2 ) Rationale: Social constructivism theory suggested children would learn through interacting with others and symbolic tools that help them to construct knowledge and understanding. (Chong Hin.L., 2017) Materials : - Youtube video - Preposition of position flashcards. - Variety colour of whiteboard marker
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Part 1: Simon Says Instruction: 1. Teacher could show a video about preposition to deepen the understanding of learners in that topic. (Appendix 2 ) 2. After watching the video, teacher will explain the game rules of “Simon Says” and all the learners are asked to stand up to participate in the game. 3. Then, teacher will call out “Simon says, stand beside your chair.” 4. After ensuring all the students are doing the same pose, teacher could proceed to second examples and call out, “Simon says, squad under the table.” 5. Besides, teacher could make the activities more challenging by using body parts, for example “Simon says, stand next to your friend and touch your head.
TOP TIP ! Teacher could speak quietly when giving out the instruction so that the learners will quiet down to listen carefully. Hence, the lesson is still under control by the teacher. 7
Part 2 :Constucting Sentences Instruction: 1. After completing activity in part 1 , learners are divided into 4 person a group for this activity. 2. Each group is given two preposition of position flashcards.
TOP TIP ! Teacher could ask different group to underline the preposition word found in each group. This could help the learners to learn other prepositional words!
3. They need to construct two sentences involving the preposition word and draw out the image on the whiteboard. Exp. The word “in” and “on” is given to a group. The learners manage to come out with the sentences of “The cat is on the tree” and “The cat is in the box.” Then, they will need to draw out the image on the whiteboard.
4. After that, each group will present their idea and teacher will evaluate the answer.
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Tense: Simple Past Tense Brief Introduction: â?–The simple present tense in English is used to describe an action that is regular, true or normal.
SUGGESTED PRE- ACTIVITY FOR LEARNERS: Teacher could recap the prior knowledge of student of simple present tense by showing a video(Appendix 3) about simple present tense
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Activity 1: Act it Out Year group : Primary 2 Students : 20 students Learning Objective : - Learners able use correct simple present tense in different scenario. - Learners able to add “s” or “es” to the verbs when using third personal singular pronouns “he”, “she” or “it”. Rationale: - Acting out in front of the whole class would help to increase the confidence of the learners. - Recapping the activities they did everyday help the learners to relate the grammar they learnt into their daily life. Materials : - Music video - Balls Instruction: 1. Teacher would divide the learners into 10 person each group. 2. Teacher gives the ball to one of the learners in the group and plays the music. 3. When the music stops, the learner who holds the ball is expected to stand up and tell the whole class what he or she does every day, say, “I sweep the floor every day.”. 4. The rest of the learners in the group are required to tell what that particular learner does every day in the following way: He sweeps the floor every day. 5. The above will go on for several rounds. 10
Noun ❖ A noun is a word that names a person, place or things. E.g. Kate, London, Childhood
SUGGESTED PRE-ACTIVITY FOR LEARNERS: ❖ Teacher could read the short passage below to recap the learner's prior knowledge about Noun. Learners are required to note down all the Nouns that the teacher has mentioned in the story below:
Keith lives in Taman Sentosa. He will jog around his housing area every morning. His jogging buddy is Chris, who lives opposite to Keith’s house. They will start jogging at 6 a.m. for 30 minutes before the sun comes out.
Top Tip! Read it twice so that the learners are given time to process the information before identifying the nouns.
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Part 1 : Mix & Match Year Group: Primary 3 Learning Objective :1) Learners will be able to identify gender-specific nouns for common occupation through game. (Part 1) 2) Learners will be able to use gender-specific nouns to communicate through role playing. (Part 2) Rationale: 1) Cognitivism suggested that learners will remember better when the information learned is practiced constantly. (Ertmer, P. A., & Newby, T. J., 1993) Hence, role play will provides learners with a platform to use the gender specific nouns learned. 2) Role play will help to build learners’ confidence to speak in front big crowd. Materials: Appendix A4 – Gender Specific Noun, Blu-Tack Instruction:1) A1 will be printed out and cut separately. 2) Each learner will get 2 gender-specific occupation cards and they will be required to stick it on their friend’s arm according to the correct gender. 3) Each learner will end up having 1 card on their arm. 4) Learners will be required to pair up with their partners by the occupation cards on their arms. E.g. waiter and waitress will be as a pair. 5) Learners will be performing a runaway show with their partners to their classmates with some action according to the particular occupation they got on their arms. 12
Part 2 : Role Play Year Group: Primary 3 Learning Objective :1) Learners will be able to identify gender-specific nouns for common occupation. (Part 1) 2) Learners will be able to use gender-specific nouns to communicate through role playing. (Part 2) Rationale: 1) Cognitivism suggested that learners will remember better when the information learned is practiced constantly. (Ertmer, P. A., & Newby, T. J., 1993) Hence, role play will provides learners with a platform to use the gender specific nouns learned. 2) Role play will help to build learners’ confidence to speak in front big crowd. Materials: Instruction:1) Teacher will prepare different situations for each pair of the occupation. E.g. Arguments between waiter and waitress 2) Paired up learners will have to come up with simple dialogues to act in the given situation by using gender specific occupation titles. 3) Teacher will assess learners’ pronunciation and the correct usage of gender specific occupation titles.
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Pronoun PRIOR KNOWLEDGE OF LEARNERS : ❖ Pronoun takes place of one or more nouns. E.g. I, you, we, what, mine.
SUGGESTED PRE-ACTIVITY FOR LEARNERS: ❖ Teacher could use puppet show to attract the attention and recap prior knowledge of learners about Pronoun. Below are an example of the puppet show dialogue. Puppet 1: This is a red and big balloon. Puppet 2: Is it the one you bought from that store? Puppet 1: Yes, I love it so much! Puppet 2: I hope you don’t mind sharing the balloon with me! Puppet 1: Of course not! Let’s play together at the corner. Top Tip! Create conversation between the puppet and learners could encourage class participation. 14
Part 1: Let’s Dance Along Year Group: Primary 1 Learning Objective :1) Learners will be able to identify “this and that” by educational song – This and That. (Part 1) 2) Learners will be able to differentiate the usage of “this and that” through worksheet. (Part 2) Rationale: 1) Educational song caters to 3 types of learners, where the video itself appeals to visual learners, singing along with the song will catch the attention of audio learners while dancing to the songs will help kinaesthetic learners to stay alert. 2) Song acts as an interesting drill to help the learners to remember 3) Worksheet is explicitly showing the learning result from the song drill. Materials: Appendix – A5 Educational song Instruction:1) Educational song will be play twice. 2) Teacher will come up with easy dancing steps which focus on “this” and “that” and teach the learners. 3) Learners will be paired up and practice the song together. 4) Paired up learners will be presenting the songs to their classmates.
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Part 2 : Worksheet Assesment Year Group: Primary 1 Learning Objective :1) Learners will be able to identify “this and that” by educational song – This and That. (Part 1) 2) Learners will be able to differentiate the usage of “this and that” through worksheet. (Part 2) Rationale: 1) Educational song caters to 3 types of learners, where the video itself appeals to visual learners, singing along with the song will catch the attention of audio learners while dancing to the songs will help kinaesthetic learners to stay alert. 2) Song acts as an interesting drill to help the learners to remember. 3) Worksheet is explicitly showing the learning result from the song drill. Materials: Appendix – A6 Worksheet on “This” and “That” Instruction:1) Worksheet is printed out and cut accordingly. 2) Learners will be still working in previous pair to complete the worksheet. 3) Learners will present their work to teacher for assessment.
Top Tip! Teacher should be guiding them on worksheet. 16
Verb PRIOR KNOWLEDGE OF LEARNERS : ❖ A verb a word that expresses an action or a state of being E.g., play, walk, run, love, think
SUGGESTED PRE-ACTIVITY FOR LEARNERS: ❖ Teacher could use the simple game below to start the lesson :
Teacher could whisper a verb (e.g. dancing, cutting, searching) to a learner and have him/her to act it out. Others learners are required to guess the verb that the learner is acting.
Top Tips! Give some sensing verbs or feeling verbs which has action to allow the acting take place.
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Part 1 : Story image using “is” or “are” Year Group: Primary 3 Learning Objective :1) Learners will be able to identify the usage of “is” and “are” by constructing sentences. (Part 1) 2) Learners will be able to use “was” and “were” correctly in storytelling. (Part 2) Rationale: 1) Attractive images creates student’s learning interest. 2) Storytelling encourages learners to present their silent ideas to their friends. 3) Learning is enhanced when learners are able to articulate their thoughts. Materials: Appendix A7 – A Story Image, mini white board, marker pens Instruction:1) Story Images will be show to learners. 2) Working in a group of 3, learners will construct sentences relating to the image by using “is” or “are” and write it on the mini whiteboard, each group should have at least 5 sentences. 3) Learners will present their work by telling the sentences to the class. Top Tip! Teacher should encourage learners to construct complex sentences rather than 3 words sentences. 18
Part 2: Story image using “was” and “were” Year Group: Primary 3 Learning Objective :1) Learners will be able to identify the usage of “is” and “are” by constructing sentences. (Part 1) 2) Learners will be able to use “was” and “were” correctly in storytelling. (Part 2) Rationale: 1) Attractive images creates student’s learning interest. 2) Storytelling encourages learners to present their silent ideas to their friends. 3) Learning is enhanced when learners are able to articulate their thoughts.
Materials: Appendix – A8 Story Image, mini white board, marker pens Instruction:1) Story Images will be shown to learners. 2) Learners will still be working in the same group. 3) Learners will describe the image being shown and continue the story by using their imagination. Learners should use “was” and “were” in their story script. 4) Learners will be sharing their storying with their classmates.
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Adverb PRIOR KNOWLEDGE OF LEARNERS : ❖ Adverb tells something extra about a verb. Adverbs often answer question like how? , when? or where? . Most of them end with -ly, but some of them don’t. E.g. there, soon, often, quickly, briefly, very, really.
SUGGESTED PRE-ACTIVITY FOR LEARNERS: ❖ Teacher read the story below to hint the learners of the topic that they are going to focus on.
Lynn sings happily all the time. She cheerfully live her life to the fullest. Her friends wonder why is she constantly joyful? Her family is continually researching about her reason of being such amazingly happy. Do you know what is the reason? 20
Top Tip! Read with pronunciation enhancement which allow learners to get the hint.
Part 1: Adverb Word Search Year Group: Primary 2 Learning Objective :1) Learners will be able to identify adverbs as word ending with -ly (Part 1) 2) Learners will be able to learn the usage of adverbs in sentences. (Part 2) Rationale: 1) Word search will attract learner’s interest to learn through games. 2) Working in groups encourage collaborative learning among learners. 3) Rewards for learners suggests positive reinforcement by Behaviourism Theory (Ertmer, P. A., & Newby, T. J., 1993) Materials: Appendix – A9 Adverb Word Search Instruction:1) Learners will be separated into 5 groups of 4. 2) Each group will be provided with 1 piece of printed word search. 3) The fastest group to complete the word search will obtain mystery gifts from teacher. Top Tip!
The mystery gift could be DIY multi-colored book marks which appeals to learners. 21
Part 2 : Stand up, Hand Up, Pair up ! Year Group: Primary 2 Learning Objective :1) Learners will be able to identify adverbs as word ending with -ly (Part 1) 2) Learners will be able to learn the usage of adverbs in sentences. (Part 2) Rationale: 1) Word search will attract learner’s interest to learn through games. 2) Working in groups encourage collaborative learning among learners. 3) Rewards for learners suggests positive reinforcement by Behaviourism Theory (Ertmer, P. A., & Newby, T. J., 1993) Material: Instruction:1) Learners will be separated into 5 groups of 4. 2) Learners will have to come up with 3 sentences which uses the words from the previous word search. 3) Learners will share their sentences by “Stand up, Hand up, Pair up.” Top Tip! Teacher should use multiple presentation of instruction to allow learners to understand the usage of the learning structure. 22
Interjection BREIF INTRODUCTION Interjections are words that are used to express strong feelings or sudden emotion.(Ideas for Teaching Interjections, 2001) • There are two kinds of interjections which are; ❖ Strong Interjections ❖ Mild Interjections • ❖ ❖ ❖
Strong Interjections; Shows strong emotions. Should be followed by an exclamation point (!). Must capitalize the first letter of the word after a strong interjection.
• Mild Interjections; ❖ Should be followed by a comma (,). ❖ Shows less emotions compared to strong interjections.
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Part 1 :Role Play Year group: Year 2 Students: 20 students Learning objectives; - The learners should be able to use interjections correctly in a sentence. Rationale; Cooperative Learning is an interactive way for learners to learn to communicate and cooperate with other learners. (Cooperative learning: Teaching Strategy (Grades K-12), n.d.) Materials: - A dice with different interjections on each side - A piece of paper for each group Instructions: 1. The teacher will first divide the learners into 2 group, 10 learners in each group. 2. The teacher will then give a dice with different interjections on each side to each group. One dice per group. 3. The learner will then have to roll the dice and act out the interjection that is written on the dice. 4. The learner will then have to pass the dice to the next learner on the right and they will have to act out the interjections they get after rolling the dice.
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Part 2: Short Story Year group: Year 2 Students: 20 students Learning objectives; - The learners should be able to use interjections correctly in a sentence. Rationale; Cooperative Learning is an interactive way for learners to learn to communicate and cooperate with other learners. (Cooperative learning: Teaching Strategy (Grades K-12, n.d.) Materials: - Pencils for each learner - A comic strip for each group Instructions: 1. The teacher will group the learners in pairs. 2. The learners will receive a short comic strip with at least an interjection. 3. The learners will also get a piece of paper and two pencils. One pencil for each learner as they get to share a piece of paper. 4. The learner will then have to use their creativity to write a short story on what happened based on the comic strip they received.
Conjuction PRIOR KNOWLEDGE OF LEARNERS • Conjunction is a word used to join or connect other words or sentences together. (Y, 2017) • The conjunctions that have been learnt before are; ❖For addition- and, too, as well as ❖For sequence- then, while, before ❖For contrast- but, however, although
BREIF INTRODUCTION For reason- because, as, for For purpose- so that, in order to, so as to “Because” is used to show cause and effect. Effect comes after the word “because”. Cause comes before the word “because”. “So” is used to show reason and reaction. Reason comes before the word “so”. Reaction comes after the word “so”. 26
Part 1: Writing Sentences Year group: Year 2 Students: 20 students Learning objectives; - The learners should be able to write sentences with using conjunctions Rationale; The Discovery Learning is when the learners discover facts and relationships themselves based on their own understanding of their capabilities. (Bruner, n.d.) Materials: Worksheet Pencils for each learner
Top Tip! Make sure the instructions given is clear and easy for the Instructions: learner to understand. 1. The teacher would give a brief introduction of conjunctions to the learners. 2. Each learner would be given a piece of paper and a pencil. 3. The teacher will then tell the learners to construct sentences with at least one conjunction. 4. The teacher will then check whether the learners have used the conjunction correctly in their sentences.
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Part 2 : Worksheet Assesment Year group: Year 2 Students: 20 students Learning objectives; - The learners should be able to write sentences with using conjunctions Rationale; The Discovery Learning is when the learners discover facts and relationships themselves based on their own understanding of their capabilities. (Bruner, n.d.) Materials: Worksheet Pencils for each learner Instructions: 1. After the learners write their sentences, they will be given a choice between two worksheets with different difficulty level.(Appendix 10, Appendix 11) 2. The learners would have to do the worksheets they have chosen. 3. The teacher will then collect the worksheet when the learners have finished and check the paper for the correct answers. 4. The teacher will then divide the learners into three different groups (beginning/ developing/ mastering) based on their capabilities and understanding towards conjunctions.
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Adjectives Brief Introduction • Adjectives is a word used to describe a noun. (Shrives, n.d.)
• There are three types of adjectives that include: ❖ Possessive Adjectives - Used to show possession. - Ex. my, you, his, her, its, our and their ❖ Demonstrative Adjectives - Used to demonstrate specific things. - Ex. this, that, these and those ❖ Indefinite Adjectives - Do not point out specific things like demonstrative adjectives. - Formed from indefinite pronouns. - Ex. No, any, many, few and several
Part 1 :Story Time Year Group: Primary 2 Students: 20 students
Learning Objectives; - The learners should be able to give adjectives to describe nouns provided by the teacher. Rationale; Constructivism suggests that learners control their own learning process by experiences. (Thirteen, 2004) Materials; - A storybook which the characters can be described - Papers for every student - Pencils for every student Instructions; 1. The teacher will choose a storybook that is within the learners’ literacy level. 2. Tell the learners the story while asking them to observe the pictures shown in the book. 3. Ask them to write down who their favorite characters are and the reasons why. 4. Ask them to describe the characters using adjectives. 30
Part 2 : Good Traits Year Group: Primary 2 Students: 20 students Learning Objectives; - The learners should be able to give adjectives to describe nouns provided by the teacher. Rationale; Constructivism suggests that learners control their own learning process by experiences. (Thirteen, 2004) Materials; - A storybook which the characters can be described - Papers for every student - Pencils for every student Instructions: 1. The teacher group the learners into four groups. There will be five learners in each group. 2. The learners will all receive a piece of paper and a pencil. 3. The teacher will then give the instruction that they have to write something they like about each of their friends in the group in adjectives. 4. The learners would be told to present in front at the end of the lesson. 5. The learner who will be described first will be standing next separated from the learners who are told to describe her. 6. All the groups will be presenting to their classmates.
References [Cartoon]. (n.d.). Retrieved from https://www.google.com/search?q=simon says&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjc7o 6u8rXAhVIo48KHckmDEUQ_AUICigB&biw=1242&bih=53 5#imgrc=43R3qos0KXI3mM: CHALLENGES & ADVANTAGES OF COLLABORATIVE LEARNING:.(n.d.). Retrieved from http://www.seenmagazine.us/Articles/ArticleDetail/ArticleId/5613/CHALLENGES-amp-ADVANTAGES-
OF-
COLLABORATIVE-LEARNING Chong Hin, Lim.( 2017). Theories of learning [PDF document]. Retrieved from Lecture Notes Online Web site: https://classroom.google.com/u/0/c/NzE0OTI0MTI2N1pa/t/NzUz
MTk4NjEwMFpa
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References Bruner.(2017). Retrieved from https://www.learning theories.com/discovery-learning-bruner.html Cooperative Learning: Teaching Strategy (Grades K-12). (n.d.). Retrieved from https://www.teachervision.com/professionaldevelopment/cooperative-learning?page=2 DLTK's Crafts for Kids“Why grammar? It stifles creativity!�. (n.d.). Retrieved from http://www.dltkkids.com/articles/why_grammar.htm Ertmer, P. A., & Newby, T. J., (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance improvement quarterly, 6(4), 5072. doi: 10.1002/piq
English/Language Arts Lesson Plans. (n.d.). Retrieved from https://www.teacher.org/lesson-plans/englishlanguage-
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arts
References Ideas for Teaching Interjections. (2001). Retrieved from http://classroom.synonym.com/ideas-teaching-interjections12288933.html McLeod, S. (1970). Saul McLeod. Retrieved from https://www.simplypsychology.org/learning-kolb.html Shrives, C. (n.d.). What Are Adjectives? Retrieved from http://www.grammar-monster.com/lessons/adjectives.htm Thirteen. (2004). Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/ index_sub2.html Simple Present Tense . (n.d.). Lecture. Retrieved from https://www.slideshare.net/xennidilmuhammad/lesson-planpresent-simple-tense
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References S. (2014). The preposition song. Retrieved from https://www.youtube.com/watch?v=xyMrLQ4ZI-4 What is Grammar? (n.d.). Retrieved from https://www.englishclub.com/grammar/what.htm Y. (2017). What is an interjection? Retrieved from http://grammar.yourdictionary.com/parts-ofspeech/interjections/what-is-an-
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interjection.html
APPENDIX
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Appendix 1 - Article Jane is a girl, the only child of her honored family. When the Huns invade China, one man from every family is called to arms. Jane's father, who has an old wound and cannot walk properly, decides to fight for his country and the honor of his family though it is clear that he will not survive an enemy encounter. She prays to her family's ancestors for protection and luck before leaving as a man in her father's armor with her family's horse. 37
Appendix 2 - Video
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Appendix 3 : Youtube Video
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Appendix – Gender Specific Nouns Appendix A44– Gender Specific Nouns
Waiter
Waitress
Manager
Manageress
Police
Policewomen
Chairman
Chairwoman
Lord
Lady
King
Queen
Businessman Businesswoman Actor
Actress 40
Appendix A5 - Educational song Appendix 5 – Educational Song https://www.youtube.com/watch?v=sm-Rqru_N2s&feature=youtu.be
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Appendix 6- Worksheet Appendix – A6 Worksheet on “This” and “That”
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Appendix 7 – Story Image Appendix – A7 Story Image
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Appendix 8- Story Image Appendix – A8 Story Image
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Appendix 9- Adverb Word Search
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Appendix 10- Conjunction (Beginners)
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Appendix 11 - Conjunction (Masters)
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