Grammar

Curriculum details

Strand

Grammar Usage (Strand 3)

Sub-strand

Grammar (3.1)

Content standard

3.3.1.CS.3 - Demonstrate command of knowledge of idiomatic expressions in specific contexts. 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 - Explain and identify idiomatic expressions in speech and writing.

Suggested placement

Semester 2, Week 3 (Week 23 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.195: 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.195: 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.3

Curriculum reference

NaCCA curriculum document, p. 195

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Ensuring tolerance for one another's views, learners work in mixed ability groups collaborating and communicating confidently by analysing the meaning of idiomatic
expressions, complex phrasal verbs etc. in given passages.
Problem-Based Learning: Ensuring tolerance for each other's views, learners work in mixed ability groups to use proverbs, complex phrasal verbs and idiomatic expressions appropriately to convey specific meanings, adding variety and interest to enrich communication.
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.