Reading for explicit meaning; small group discussion and role play; descriptive writing with an explanation; instructional writing; use of note taking; writing to inform; use of verbs; verb suffixes ‘deed’ and ‘inning; use of adverbs of manner; use of suffix ‘lay to create adverbs; use of speech marks in narrative writing. (Term 3) Use and understanding of synonym and antonym; use of conjunctions; using notes for speech; use of paragraphs; summarizing; reading for explicit meaning; use of a Hesperus to develop vocabulary; writing to describe. 2 The Year 8 scheme of work uses a topic-based structure to develop students’ abilities to use language effectively, to communicate in speech and writing and to respond with understanding and insight to a wide range of texts.
It develops and builds on those skills outlined in Year 7 The activities are linked to the learning objectives of the Checkpoint English curriculum framework and cover the following skills: (Term 1) Reading for explicit and implicit meaning; writing in the form of autobiography, biography and diaries; evolving and using appropriate vocabulary in speech and writing to clarify meaning and to interest an audience; using commas and dashes; writing character studies. (Term 2) wry. Storekeepers. Net writing to Monitor Ana entertain, writing In a range AT Dorms; Dourness, newspaper articles, magazine articles and formal letters; implicit and explicit reading of texts to understand character, using direct and indirect speech, recognition and use of a wider vocabulary of speech verbs. Term 3) Speaking appropriately for performance; discussing, debating and persuading; reading for explicit and implicit meaning; rioting to describe, persuade, inform and analyses; recognizing the style and format of newspapers, magazine articles, personal and formal letters; leaflets, reviews; notes and summaries; recognition of the term irony, awareness of punctuation to clarify meaning. 3 The material for Year 9 Checkpoint English is focused on the content of the Checkpoint English test papers. The work also prepares students for what they may expect during their ‘GEESE courses in First Language English and English Literature, so that passage between this stage and the next may be a smooth one. Speaking and existing activities are included .
Although speaking and listening is not assessed in Checkpoint, its importance as an essential part of the curriculum continues to be stressed. Where the word Discuss is used, it is intended that students will work in pairs or small groups and will report their conclusions to the class. Writing activities are also included as part of reading activities where appropriate. The sections are as follows: 1 . Comprehension and vocabulary work (Paper 1) 2. Summary (Paper 1) 3. Writing to inform, explain and persuade (Paper 1) 4. Character (Paper 2) 5. Setting (Paper 2) 6. Writers’ use of language ( Paper 2) 7. Implicit and explicit comprehension (Paper 2 ) 8.
Narrative plot development and usage of sentence structures and punctuation (Paper 2) The activities are linked to the learning objectives of the Checkpoint English curriculum framework and cover the following skills: Use of persuasive language; writing summaries; using topic sentences and sequence order in paragraphs; understanding and using complex sentences; showing understanding of the term ‘impression’ when discussing and writing about character and setting in reiterative writing; identifying fact and opinion in texts; writing dialogue with correct punctuation; writing stories to entertain a variety of audiences; planning and giving presentations.