Structure: Construct sentences using substitution tables Primary 4 Second Term Week 11

Subject : English Grammar

Class : Primary 4

Term : Second Term

Week : Week 11

Topic :

Structure: Construct
sentences using
substitution tables.

Primary 4 Second Term Week 11

Learning Objectives : By the end of the lesson, pupils should be able to

• To teach students about the basic structure of sentences in English
• To help students understand the importance of using correct sentence structure to communicate effectively

Learning Activities :

• Pupils, as an individual,
  construct new sentences
  using the substitution
  table.
• Pupils, in small groups,
  come together to
  understand how the
  sentences are formed
  using the substitute table.

Embedded Core Skills :

• Communication and Collaboration
• Creativity and Imagination
• Critical thinking and problem solving
• Leadership skills and Personal Development
• Digital Literacy

Materials:

AUDIO VISUAL
RESOURCES

• Whiteboard and markers
• PowerPoint presentation
• Handouts with multiple-choice questions
• Worksheets with fill-in-the-blank questions
• Internet access for research
• Flash cards containing examples of distributive determiners

Content :

When we talk about “structure” in sentences, we’re talking about how the words in the sentence are arranged. One way to change the structure of a sentence is to use substitution tables. A substitution table is a chart that shows different options for replacing words in a sentence.

Here’s an example of a substitution table:

In this table, we have three rows, and each row represents a complete sentence. The first column (Subject) shows who is doing the action, the second column (Verb) shows the action itself, and the third column (Object) shows what the action is being done to.

Using this table, we can make different sentences by picking one word from each column. For example, if we choose “I” from the Subject column, “like” from the Verb column, and “ice cream” from the Object column, we get the sentence “I like ice cream.” If we choose “You” from the Subject column, “like” from the Verb column, and “hamburgers” from the Object column, we get the sentence “You like hamburgers.”

Substitution tables can be helpful when you’re trying to come up with lots of different sentences using the same basic structure. By changing just one or two words in the sentence, you can make it sound different and express different ideas.

Let’s use the same substitution table from the previous example:

Here are some examples of new sentences we can construct using this substitution table:

1. She likes cake.
2. We like sushi.
3. You like apples.
4. They like sandwiches.
5. He likes spaghetti.
6. I like tacos.

In each of these sentences, we’ve substituted a different subject and/or object while keeping the same verb. This shows how substitution tables can be a useful tool for creating new sentences with similar structures. By making small changes, we can create many different sentences that convey different ideas.

The process of sentence formations.

1. First, you need to decide what you want to say. You might have an idea in your head or a message you want to communicate.
2. Next, you need to choose the words that will convey your message. Think about the meaning of each word and how it fits into the sentence you want to create. You may need to use a dictionary to look up the meanings of unfamiliar words.
3. Once you’ve chosen your words, you need to put them in the right order. In English, sentences typically follow a subject-verb-object structure, but there are many variations depending on the message you want to convey.
4. You also need to pay attention to grammar and punctuation. Make sure your verbs agree with your subjects, and use commas, periods, and other punctuation marks to make your sentence clear and easy to read.
5. Finally, you may want to revise your sentence to make it more clear or concise. Read your sentence out loud and see if it makes sense. If not, try rewording it or changing the order of the words.

By following these steps, you can create clear and effective sentences that communicate your ideas effectively

Evaluation

1. Which of the following is the correct sentence structure in English? a) Object-verb-subject b) Subject-verb-object c) Verb-subject-object d) Subject-object-verb
2. In the sentence “The cat chased the mouse,” what is the subject? a) The b) Cat c) Chased d) Mouse
3. Which of the following is an example of a compound sentence? a) “I ate breakfast.” b) “I ate breakfast and went for a walk.” c) “After I ate breakfast, I went for a walk.” d) “I went for a walk because I ate breakfast.”
4. Which of the following is an example of a complex sentence? a) “I like ice cream.” b) “I like ice cream and cake.” c) “Although I like ice cream, I prefer cake.” d) “I like ice cream, so I eat it often.”
5. Which of the following is an example of a run-on sentence? a) “I woke up early, I went for a run.” b) “I woke up early. I went for a run.” c) “I woke up early; I went for a run.” d) “I woke up early, and I went for a run.”
6. In the sentence “She is running to the store,” what is the verb? a) She b) Is c) Running d) Store
7. Which of the following is a preposition? a) And b) But c) On d) So
8. Which of the following is an example of a pronoun? a) Book b) Run c) He d) Fast
9. Which of the following is an example of an interjection? a) And b) But c) Wow d) Because
10. Which of the following is an example of a declarative sentence? a) “Do you like pizza?” b) “Let’s go for a walk.” c) “It’s raining outside.” d) “Please pass the salt.”

Lesson Presentation

Introduction:

• Ask students what a sentence is and what it is used for.
• Explain that a sentence is a group of words that expresses a complete thought, and that it is used to communicate ideas.
• Ask students to give examples of sentences they know.

Body:

1. Basic sentence structure

• Explain the subject-verb-object structure of sentences in English, and give examples.
• Discuss variations of sentence structure depending on the message to be conveyed, such as interrogative, imperative, and exclamatory sentences.

2. Parts of speech

• Discuss the basic parts of speech that make up sentences, including nouns, verbs, adjectives, adverbs, prepositions, pronouns, and conjunctions.
• Provide examples of each part of speech and explain their function in a sentence.

3. Run-on sentences and fragments

• Define run-on sentences and sentence fragments and give examples.
• Explain how to avoid these common errors by using appropriate punctuation and conjunctions.

4. Substitution tables

• Introduce substitution tables as a tool for creating new sentences with similar structures.
• Provide an example of a substitution table and show how to use it to create new sentences.

Conclusion:

• Summarize the key points of the lesson.
• Provide students with a handout with sample sentences and substitution tables for them to practice on their own.
• Encourage students to ask questions and provide feedback.

Assessment:

• Give students a short quiz on basic sentence structure and parts of speech.
• Assign homework to create sentences using substitution tables.

Weekly Assessment /Test

1. In English, sentences typically follow a –-__________ structure.
2. The __________ is the part of a sentence that performs the action or is being described.
3. The __________ is the part of a sentence that receives the action.
4. A sentence that contains two or more independent clauses is called a __________ sentence.
5. A sentence that contains one independent clause and one or more dependent clauses is called a __________ sentence.
6. A sentence that is missing either a subject or a verb is called a __________.
7. A __________ is a word that connects phrases, clauses, or sentences.
8. A __________ is a word that describes or modifies a noun or pronoun.
9. A __________ is a word that describes or modifies a verb, adjective, or other adverb.
10. An __________ is a word or group of words that shows the relationship between a noun or pronoun and other words in a sentence.