English Language Resource Unit

Strand (Topic): Listening and Speaking

Essential Learning Outcome (General Objective): ELO 3: Learners will demonstrate
understanding of how the cultural background and structure of oral and aural language(s)
are used to communicate effectively in a variety of situations.
Weeks:
Specific Learning Outcomes (Specific Objectives)
3.11 Identify the different functions of words in text (nouns, pronouns, verbs,
adjectives, adverbs, prepositions, conjunctions and interjections)

Knowledge Skills Values

- Learners use more complex -Listening and Speaking -Consider and respond
oral language and develop - Questioning carefully to the views of
awareness of word analysis - Comparing others.
skills. - Identifying - Take part in discussions.
- Discussing - Showing appreciation of
each other’s response
Inclusive Assessment Strategy (Evaluation Strategy)
 Arrange students in Cooperative Learning Groups for the following activities:
 Sentence Strips: Set learners in groups and have then read sentences from text to
identify the different parts of speech of the words in the sentences.

 Building sentences card game: Focus on building sentences by placing different

words on cards and place face down in a pile. Learners pull a card and use it to
build sentences.

Sort Adjectives, Verbs and Nouns by writing sentences on strips of paper and underline a
word of the targeted part of speech and place boxes with the part of speech and allow learners
to group

 Demonstrate the use of nouns, pronouns, verbs, adjectives, adverbs, conjunctions,

descriptive words (adjectives and adverbs) when discussing concepts from science,
social studies or HFLE

Conversation Observation Product

-Discussions -Checklists -Worksheets/Activity
sheets

Inclusive Learning Strategy (Activities)

Parts of Speech Charades: Write down a variety of words, phrases or sentences using nouns,

Teaching Practice Department

Revised September 2022

 verbs, and adjectives, on index cards. (example: “The angry man ran.”) Place the cards in a
hat or bag. Draw a card and without anyone seeing and read it. Now act out what the card
says.

Parts of Speech Scavenger Hunt: Read a book together and challenge your child to pick out
as many parts of speech as possible. You can mix things up by asking for verbs that end in
“ing” or adjectives that are colors, or nouns that begin with the letter “s”.

Grammar Ball: Sit in a circle or across from one another if there are only two players. Name
one of the parts of speech. The person with the ball says a word that correlates with that part
of speech. Then he rolls the ball to the next person and that person says another word that
correlates with that part of speech. Once someone can no longer think of another word then it
is time to start again with a new category.

Pin the part of speech on the pig! With a grammatical twist on the classic game,
students will choose the part of speech that is the focus of the day. Monday =
nouns, Tuesday = verbs, Wednesday = adjectives, Thursday = adverbs, Friday =
prepositions.

Materials: Pig Game, Parts of Speech cards, blindfold, tape.

Needs of Diverse Learners/Inclusivity

Visual learners- Pictures, word cards
Auditory learners- Rhymes, Songs, Videos
Kinesthetic learners – learning games

Teaching Practice Department

Revised September 2022

 Learner’s Context
Learners benefit from understanding basic parts of speech. It aids in the organization of their
speech and writing.

Integration
Vocabulary – Words and meaning
Spelling- New words
Art- Drawing objects or things
Science, Social Studies or HFLE- Discussing content.

Resources & Technology

Rhymes
Word cards
A Process of Learning Language Arts Level 3
Songs & Videos
Pictures
Worksheets
Activity sheets or Games
GoogleImages.com
Youtube.com

Teaching Practice Department

Revised September 2022