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SHS2 English Language · Semester 2, Week 3

Grammar Usage

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.1 - Analyse the appropriate use of Subject and Verb in everyday communication.

By the end of the lesson, learners can:

  1. Identify the subject and verb in given sentences from everyday Ghanaian contexts (market conversations, radio broadcasts, school notices) and state whether they agree in person and number.
  2. Apply the rules of subject-verb agreement for singular subjects joined by or/nor, plural subjects, collective nouns, and subjects joined by with or no less than when completing substitution tables.
  3. Analyse short passages from old newspapers to locate and explain errors in subject-verb agreement, justifying corrections using the rules studied.
  4. Produce original spoken or written sentences demonstrating correct subject-verb agreement in a role-play as a TV presenter or radio DJ.
  5. Evaluate a recorded speech or radio clip for correct and incorrect concord, explaining why each verb form matches or fails to match its subject.

Refer to the indicator code 2.3.1.LI.1 throughout the lesson as you assess learners’ progress.

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Curriculum details

Strand
Grammar (Strand 3)
Sub-strand
Grammar Usage (3.1)
Content standard
2.3.1.CS.2 - Exhibit understanding and accurate use of subject-verb agreement in speech and writing. 2.3.1.LO.1 Employ the knowledge of phrases and clauses and their functions in communication. 2.3.1.LO.2 Use sample texts for identification and analysis of the types of subject-verb agreement in speech and in writing. 2.3.1.LO.3 Use active/passive voice in presentations.
Indicator
2.3.1.LI.1 - Analyse the appropriate use of Subject and Verb in everyday communication.
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.130: 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.130: the code 2.3.1.LI.1 names 3 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 2.3.1.CS.2
  • exemplars - p.130: the page prints a long horizontal bar (U+2015) before "or/nor", "with" and "no less than" where an opening quotation mark belongs - the closing mark two lines later is a proper 'nor/or'. Folded to a plain hyphen under the no-dash rule
Curriculum reference
NaCCA curriculum document, p. 130

Exemplars (from the NaCCA curriculum) 

Task-Based Learning:
- Learners watch live/recorded TV programmes on good use of concord and other relating topics/themes.
- Individually, learners complete a substitution table with appropriate subject and verb.
Collaborative Learning: In mixed ability groups, learners collaboratively and critically analyse the agreement between subject and verb in given passages from old newspapers.
Build on What Others Say: In pairs and in tolerance, learners correct errors in subject-verb agreement in selected passages using the 'build on what others say' strategy.
Role-Play: Alternatively, learners in mixed ability groups consolidate their learning by playing roles as TV presenters, Disc jockeys etc., applying the rules of concord.
NOTE:
1. Subject-verb agreement involves matching the appropriate verb form with its subject.
2. Subject and verb must agree in person and number. When the subject isplural, it must agree in number with the verb.
Example:
i. The girl has a new bag
ii. Most students have received awards
a. Where the nouns used refer to the one and same person, the verb is singular. Example:His boss and friend works hard.
b. Singular subjects joined by or/nor take singular verbs. Example: Either my brother or my sister arrived
c. When a singular subject and a plural subject are joined by -or/nor, the verb agrees with the second subject that is nearer the 'nor/or'. Example: Either the headmaster or the teachers are right.
d. A singular subject and a plural subject joined by -with or -no less than takes a singular verb. Example: The boy with his parents is attending a seminar on human relations.
e. A collective noun can take either the singular or plural verb.
Example: The team is/are on the field.
Digital Literacy: Learners watch live/recorded TV programmes on misuse of concord and other relating topics/themes.
Global Citizenship:
- Learners appreciate and respect the Ghanaian identity in appropriate use of language being conscious of current global issues and relate well with people from different language backgrounds.
- Encourage learners' involvement in the discussion and brainstorming sessions.
Teaching and Learning Resources:
- Old newspapers
- Sentence cards
- YouTube videos
- Recorded TV sessions that depict wrong use of concord
- The Radio Show recordings (Disc Jockey)
Assessment (2.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.
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