Grammar

Curriculum details

Strand

Grammar Usage (Strand 3)

Sub-strand

Grammar (3.1)

Content standard

3.3.1.CS.2 - Demonstrate mastery of the use of phrasal verbs. 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 - Identify and determine the meaning of phrasal verbs in context.

Suggested placement

Semester 2, Week 1 (Week 21 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.193: 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.193: 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.2

Curriculum reference

NaCCA curriculum document, p. 193

Exemplars (from the NaCCA curriculum)

Experiential/Collaborative Learning: Learners in convenient groups work collaboratively to revise the components of the simple/complex phrasal verbs and their meanings in texts.
Example:
V + ADV, PREP look up to
Come up with
Stand up to
Look up for
Collaborative Learning: Learners in gender groups collaboratively team up to identify phrasal verbs in given texts, determine what they mean and use them in developing meaningful paragraphs.
NOTE: Description of phrasal verbs.
Example:
Verb + Adverb
Look + into
Take + off
The prefect was asked to look into the issue.
Verb + Preposition
put + away
take + up
She put away the dishes.
Problem-Based Learning: Learners work in convenient groups to brainstorm the types of complex patterns.
Example:
Verb + Adverbial + Preposition
I won't go in for such expensive clothes for school.
Verb + adv. + prep.
If you work harder, you can catch up with the rest of the class.
Verb + object + prep.
We can make room for two more guests.
Teaching and Learning Resources:
- Copies of a variety of texts for collaborative annotation activities
- A variety of texts including drama and poems
- A variety of texts (informational and fictional) of varied length and levels of difficulty.
- Informational texts should be drawn from STEM and other cross-curricular fields.
- A variety of texts for practising summarising including extracts from the Core Literature set books (texts should be devoid of gender bias language to enable learners to embrace gender equality).
- Selected Passages
- Old newspapers
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.