Grammar

Curriculum details

Strand

Grammar Usage (Strand 3)

Sub-strand

Grammar (3.1)

Content standard

3.3.1.CS.1 - Apply the knowledge of Phrases and Clauses and their functions in communication. 3.3.1.LO.1 Identify and use the different types of phrases/clauses in speech and creative writing. 3.3.1.LO.2 Identify forms and use phrasal verbs to create meaning in speech and writing. 3.3.1.LO.3 Apply the knowledge and use idiomatic expressions in speech and writing. 3.3.1.LO.4 Apply knowledge of rules when converting indirect speech to direct speech and vice versa.

Indicator

3.3.1.LI.1 - Use a wider range of phrases and clauses appropriately in context.

Suggested placement

Semester 1, Week 18 (Week 18 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• strand name - p.191: this document swaps the names GRAMMAR and GRAMMAR USAGE between the strand and its first sub-strand from page to page - printed p.46 heads "Strand 3. GRAMMAR USAGE / Sub-Strand 1. GRAMMAR", printed p.62 "Strand 3. GRAMMAR / Sub-Strand 2. VOCABULARY", printed p.124 "Strand 3. GRAMMAR / Sub-Strand 1. GRAMMAR USAGE" and printed p.134 "Strand 3.GRAMMAR USAGE" with no space. The scope-and-sequence on printed p.21 calls the strand Grammar and the sub-strand Grammar Usage. Each heading is transcribed as its own page prints it
• indicator text - p.191: the code 3.3.1.LI.1 names 4 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 3.3.1.CS.1

Curriculum reference

NaCCA curriculum document, p. 191

Exemplars (from the NaCCA curriculum)

Experiential Learning: Learners in mixed gender groups collaboratively work in teams to identify and use grammatical forms accurately in writing and in speech. E.g, In convenient groups learners identify noun clauses as subject/object/ complement/appositives in given sentences.
Collaborative Learning: Learners in mixed ability groups collaboratively work to construct sentences indicating noun clauses and their functions.
Problem-Based Learning: Learners in their mixed ability groups discuss effects of the use of noun clauses in simple texts.
NB: Identification of a nominal (noun) clause - It is a clause, which as a result of its structure does the work of a noun in the sentences in which it is found. Identification of noun clauses as subjects, objects, complements:
Example:
What you are saying is right (subject).
I know (that) I was right (direct object).
It seems (that) he will do it (complement).
Identification of types and functions of adverbial clauses.
Example: Time, Place, Condition, Manner, Concession etc. Use of appropriate subordinating conjunctions to signal types.
Example:
Time: I saw him when he arrived.
Place: The sun shines where you are.
Concession: Although I spoke to him, he didn't listen etc.
Function: I saw him when he arrived - This modifies the verb 'saw'
Types of complex adverbial clauses-proportion, purpose and comparison.
Example:
Proportion: As time went on so did their hopes begin to rise.
Purpose: She studies hard so she will pass her examination.
Comparison: I will work as hard as my friend does
Identification of adjective/ relative clauses - antecedent and its type of relative pronoun e.g. who/which/whom/ whose/that e.g. This is the lady who won the national prize for scientific invention.
I received the money, which you sent me.
Defining Relative Clause: Describe the preceding noun in a way as to make it different from other nouns of the same class.
The students who came late were punished.
The person who repairs the computer is here.
Teaching and Learning Resources:
- Selected Passages
- Old newspapers
- YouTube videos
Assessment (3.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.