عرض بوربوينت Coverage grammar & functional language Level 8.1 في اللغة الإنجليزية للصف العاشر Elite والحادي عشر Advanced

English Language

Assessment Coverage، Level 8.1، Grade 10 Elite، Grade 11 Advanced

How to use this resource

Preparation - grammar

Preparation – functional language

Contents

The slides within this resource, although detailed, are designed to be used as a starting point for teachers to construct lessons around the language points that are explored here. The slides are intended to be used individually as a resource within a lesson and to be incorporated as part of instruction incrementally throughout the term to ensure that students have been exposed to all the language points in the coverage ahead of their end of term exam. Therefore, the PowerPoint should not be presented at a single event or in its entirety. Some functional language points may overlap with grammatical points in the coverage, and in that case, it is possible to combine slides. However, this resource should be considered to be a collection of individual slides that teachers can use to enhance students’ learning.

Within this document, you will find information about the coverage for this term. The lexis family that assessments will contain is mentioned as well as the particular grammatical and functional language points that will be tested in the exams at the end of this term. In the preparation sections, you will find examples and explanations for the grammatical and functional language points that will be assessed this term.

The grammar preparation section has an example sentence that illustrates the grammatical point. It follows this with an explanation of the meaning of the example sentence. Next, the specific grammatical structure used within the example sentence is detailed followed by an explanation of the circumstances under which the particular structure is used. More example sentences using the structure are given at the end of the slide.

In the functional language preparation section, there are examples of the particular language point followed by an explanation of how the particular are used. In the associated grammar section, language points that comprise the structure or can be used to in conjunction with the language point to express the stipulated function are detailed.

Term 3 Assessment Coverage

Topic(s): Looking back, health and fitness, free time

ECFE Grammar، GSE Grammar، Functional Language

Clauses and phrases: participle clauses

Can order a sequence of events using an appended clause with present participle or 'having' + past participle.

Expressing opinion

Describing past experiences and events

Past time: past perfect

Can use 'as if/as though' with the past perfect to refer to hypothetical (counterfactual) circumstances in the past.

Clauses and phrases: cleft sentences

Can use a range of cleft sentences in the present, past and future.

Conjunctions: subordinating conjunctions

Can use 'since ...' to talk about reasons, causes and explanations.

Verb forms: gerunds

Can use 'on the point of' to talk about imminent events in the present and past.

Conjunctions: correlative

Can add information using 'not only... but also...'

Term 3:

Preparation – Grammar

Knowing she loved reading, she got her friend a book.

Having bought tickets, we got on the plane to start our vacation.

She already knew that her friend loves reading so she got her a book. They bought tickets and then got on the plane to go on vacation.

present participle (verb -ing) reduced clause, main clause

We use participle clauses to say information in a more economical way and to show literary style. They are formed using the present and passive participle (given, standing, knowing, being, etc.) or the perfect participle (having seen, having bought, having been, etc.).

Present or passive participle clauses are used to talk about two actions that happen at the same time. They can also indicate a reason for an action. They are formed using the present participle (standing, knowing, being, etc.)

Being exhausted, I fell asleep during the movie. I fell asleep during the movie because I was exhausted.

Opening the door, I noticed the bathroom was flooded. Both the action of opening the door and seeing the flood happen at the same time.

Having walked in the park, he was tired.

Having finished her workout, she left the gym.

Standing in line, I realised I forgot my wallet.

Is your school project finished Ali?

Not yet, but I have been working all weekend and it should be ready soon!

He started working on his project at the weekend and is still working on it now. He thinks he is nearly finished.

Present perfect continuous tense

have / has + been + verb (ing)

We use the present perfect continuous to talk about an action that started in the past and is continuing in the present.

Alia has been thinking about going on holiday.

I haven’t been working on the presentation today.

What have you been doing until now?

The woman behaved as though she hadn’t driven before.

The woman was so nervous that it looked like it was her first time driving, even though she had driven a car before.

‘as if / though’ with the past perfect (equivalent to third conditional)

as if / though + subject + compliment clause in past perfect (had + past participle)

We use ‘as if / though’ with the past perfect to talk about hypothetical or counterfactual circumstances in the past and how something seemed. The woman looks like she is a novice driver, but in reality, she can drive.

He looked as if he had worked there for months.

The local gym looked as though it had been closed for years.

She was acting as though she hadn’t met me before.

What you need to do is sleep 7 to 8 hours a day. This will help you focus during the day.

‘What you need to do’ is understood information; the speaker knew that the other person needed to do something. ‘is sleep 7 to 8 hours a day’ is the new information that the speaker is emphasising.

In one of the examples below, ‘that you saw” is understood information, the speaker knows someone was seen. “it was Ali that...” is new information and emphasising a correction.

Cleft sentences in the past, present and future tense

Wh- cleft sentences: Wh- clause + be + emphasised word / phrase

It-cleft sentences: It + be + noun + that/who relative clause

We use cleft sentences to emphasise new information.

It-cleft sentences: The information that comes after it is emphasised for the listener. We use that to begin the clause that contains information that is already understood.

Wh-cleft sentences: Usually with what, but we can also use why, where, how, etc. The information in the wh-clause is typically understood information.

I saw your brother Ahmad at the gym yesterday. No, it was Ali that you saw!

The fact is that we can’t go back in time and change the past.

What we’ll do is take the train from France.

My grandfather knows a lot about the traditions of the UAE since he has lived here so long.

My grandfather is old and has lived for many years. That is why he knows about the traditions of the past. It is because he grew up with them.

Conjunctions: subordinating

'since' (=because) + sub-clause