Vishwasa Kirana 9th English

 Vishwasa Kirana 9th English

6

ANTONYMS

Act 1: I say 'In'

Teacher says "I say 'in' you say "....."

Student's response should be the opposite of underlined word i.e out.

Likewise teacher can add words like, come, rich, ugly, strong, bottom etc. and elicit opposites from the students.

This can be played as a group activity or for whole class.

Act 2: Make students to Match the words in column A with their opposites in column B in work sheet 1

CROSSWORD

Act 3: Make students read the clue and fill the crossword puzzle in worksheet 2

PREFIX

Act 1: Instruction to the teacher

Act 2:

1) Divide the class into 2 groups.

2) Distribute the words to 1 group and prefixes to the other group.

3) Let the group with the prefix card stand in a fixed place.

4) Students with 'word' card should identify the right prefix, go and stand in its group.

5) Ask the participants to pair with prefix word and the root word.

6) Now ask the whole group to read the words and their prefixes.

Facilitator gives the worksheet no. 3 and asks them to write prefix in the cloud of words. Ex dishonest

Find your Group

un in dis im ir mis mal ig

perfect

active

respect

happy

probable

grateful

fortunate

obey

conduct

nutrition

correct

pure

grateful

kind

complete

proper

connect

pronounce

mobile

replaceable

reversible

rational

practice

noble

appropriate

Act 3: Make the students to write a word adding prefix which describes the given phrase in worksheet 4

HOMOPHONES

A homophone is a word having the same pronunciation but different meaning and spelling. Teacher writes examples on board.

Eg: nose, knows wait, weight etc

Facilitator gives the meaning and definition of the word homophone and elicits examples.

Act 1: Facilitator makes the students to read the sentences given in worksheet 5 and asks them to identify words with same pronunciation and circle them.

Students are asked to match the homophones in worksheet 6 Act 2:

Act 3: Students are given the worksheet no 7 and are asked to use the homophone pairs given in the bracket to and complete the sentences.

Act 4: A small story is given with incorrect words, students read the story and replace them with correct homophones in worksheet 8

COLLOCATION

Act 1: Facilitator provides the worksheet 9 and asks them to combine the word in column A with its collocative word in column B by describing collocation. Collocation refers to a group of words that often go together or that are likely to occur together.

Ex quick shower

Fast food.

News paper

news paper

Fast runner

fast runner

Hot Coffee

hot coffee

High Fever

high fever

READING

Act 1: Facilitator reads the text (any prose from the text book) aloud by chunking it meaningfully and give practice tot he students.

Act 2: Facilitator reads the poem from the text book aloud by chuning it meaningfully. Importance should be given to intonation, pause and stress and followed by reading practice by the leamers.

Act 3: Facilitator provides the worksheet 10 to the students and asks them to read and comprehend the pie chart and answers the given questions.

Act 4: Facilitator gives the worksheet 11 and makes them to answer the questions after reading the bargraph.

Act 5&6 Facilitator asks the learners to read and comprehend the passage. Then they are asked to answer the given questions in worksheet 12 & 13.

WRITING EDITING

Teacher introduces the punctuation marks to the students

Act 1: Facilitator gives worksheet 14 teacher introduces the punctuation marks to the students and asks them to match the punctuation marks in column B with their names in column A

Act 2: Facilitator provides a worksheet 15 and guides them to complete the letter with

missing punctuations. Act 3: Facilitator gives out the worksheet 16 and ask them to complete the sentences with the missing punctuation marks.