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1.2 Sound nouns

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English home language

Grade 7

Module 3

Sound nouns

Sound nouns

Be as creative as a poet (simile!) and suggest the best sound-nouns to complete each of the following statements. There is always more than one answer. The first one has been done to give you the idea.

  1. The crackling of thin paper.
  2. The _________________ of rain on a galvanized-iron roof.
  3. The _________________ of teeth on a cold day.
  4. The _________________ of escaping steam.
  5. The _________________ of car tyres.
  6. The _________________ of a stone thrown into a pool.
  7. The _________________ of rusty door hinges.
  8. The _________________ of cups and saucers.
  9. The _________________ of broken glass.
  10. The _________________ of a frightened puppy.
LO 4.1.2

‘paint’ words

Adjectives add colour to words. Cartoonists also employ adjectives. Look at the comic strip below and see how many adjectives you find in each piece of dialogue. Highlight the adjectives. (Think before you ink!)

LO 6.2.1

What’s news?

Take a look at the news headlines on this page and then match them with the summary of the newspaper articles that follow. Write the correct symbol in each square.

  1. Three small children are saved from a burning house.
 L
  1. Police are looking for the owners of stolen goods.
  1. A small fire breaks out at a local school.
  1. A fire starts in a car on the motorway.
  1. A local man was run over by a bus.
  1. A local woman died while on holiday at Mauritius.
  1. A girl was knocked off her bike by a car.
  1. Girls and boys from a local school go on a sponsored bike ride.
  1. A pigeon attacked babies in their prams.
  1. An old lady had her bag stolen while shopping at the mall.
  1. A 14 year old youth stole some tools.
  1. A search starts for a man who attacked a shopkeeper.
  1. A woman dug up a human skull in her garden.
  1. A house painter was taken to court for attacking a woman.
  1. The barman at a local pub did a parachute jump to get money for charity.
  1. Identify the three headlines which have made use of alliteration.
LO 3.4.1

Headlines

Using the newspaper/magazine articles that you have brought, invent new headlines for each. Remember that alliteration is a clever way to make the headlines eye-catching. People will remember them and want to repeat them because they are like tongue twisters.

Just by the way…

You will notice that the first paragraph of a newspaper report contains all the facts about the report. The rest of the article contains opinions and interviews.

LO 5.1.3

Adding adjectives

Add the appropriate adjective to complete these well-known similes. The first one has been done to help you.

  1. as
 slow as a snail.
  1. as
 as ABC.
  1. as
 as the hills.
  1. as
 as a hatter.
  1. as
 as ice

Adjectives add colour, shape, size, strength, feeling or some other quality to a noun.

Link the adjectives in the box with the most appropriate nouns in the list that follows:

woollen * blazing *delicious* cloudless * lunar

  1. The full moon shone in a ……………………. sky.
  2. She wrapped the …………………… scarf around her neck.
  3. We enjoyed the most …………………… meal.
  4. The scientists predicted a …………………….. eclipse.
  5. The …………………….. fire could be seen from afar.

Now try your hand at forming adjectives. Change the words in italics into adjectives – e.g. disgrace behaviour = disgraceful behaviour

a fame film star
an energy teacher
a rely car
a favour flavour
an innocence victim

Change these Proper Nouns (all of which are countries) into their adjectives.

South Africa will become South African .

NOUNS ADJECTIVES
1. Canada
2. Italy
3. France
4. Japan
5. Britain

[6.2.1]

TERMINOLOGY

All of the words listed below have something to do with the moon. Spaces have been left for you to add any more words of your own.

WORDS DEFINITIONS
1. Aureole
2. Crescent
3. Eclipse
4. Gibbous
5. Luminescent
6. Lunacy
7. Lunar
8. Moonbeam
9. Moonshine
10. Moonstruck
11. Nebulous
12. New moon
13. New quarter
14. Wane
15. Wax
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

Assessment

LO 3
READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.
We know this when the learner:
3.4 shows understanding of information texts;
3.4.1 identifies main ideas and explains how details support the main idea;
3.7 identifies and sicusses techniques used to create particular effects in selected visual, written and multimedia texts such as:
3.7.1 simple literary devices and use of language (e.g. word play, register).
LO 4
WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.
We know this when the learner:
4.1 writes a selected range of imaginative texts:
4.1.1 to express imagination, ideas and feelings about self and others;
4.1.2 to explore the creative and playful use of language by means of narrative and descriptive compositions, diaries, friendly letters, dialogues, poems, cartoons, limericks and songs;
4.3 demonstrates basic skills in selected features of writing appropriate to the text type (e.g. uses straightforward language in simple descriptions).
LO 5
THINKING AND REASONINGThe learner will be able to use language to think and reason, as well as to access, process and use information for learning.
We know this when the learner:
5.1 uses language to think and reason:
5.1.3 weighs options by deciding which of two alternatives is the better choice;
5.2 uses language to investigate and explore:
5.2.3 listens to, reads and views texts from a variety of sources to collect and select ideas.
5.2.5 works on integrated projects across Learning Areas and produces a synthesised product.
5.4 thinks creatively:
LO 6
LANGUAGE STRUCTURE AND USEThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.
We know this when the learner:
6.1 works with words:
6.1.3 uses the dictionary and thesaurus o increase vocabulary and improve spelling;
6.2 works with sentences:
6.2.1 identifies and uses nouns, verbs, modals, adjectives, pronouns, prepositions, conjunctions, and articles.
6.4 develops awareness and use of style:
6.4.3 uses idioms and idiomatic expressions of the language appropriately.

Memorandum

SMART VOCABULARY

  • Revere: Hold in deep and religious respect
  • Elusive: Baffling. did not comply.
  • Supple: Flexible
  • Lithe: Supple
  • Stealthily: Secretly
  • Fragmented: Broken into pieces.

Questions & Answers

prostaglandin and fever
Maha Reply
Discuss the differences between taste and flavor, including how other sensory inputs contribute to our  perception of flavor.
John Reply
taste refers to your understanding of the flavor . while flavor one The other hand is refers to sort of just a blend things.
Faith
While taste primarily relies on our taste buds, flavor involves a complex interplay between taste and aroma
Kamara
which drugs can we use for ulcers
Ummi Reply
omeprazole
Kamara
what
Renee
what is this
Renee
is a drug
Kamara
of anti-ulcer
Kamara
Omeprazole Cimetidine / Tagament For the complicated once ulcer - kit
Patrick
what is the function of lymphatic system
Nency Reply
Not really sure
Eli
to drain extracellular fluid all over the body.
asegid
The lymphatic system plays several crucial roles in the human body, functioning as a key component of the immune system and contributing to the maintenance of fluid balance. Its main functions include: 1. Immune Response: The lymphatic system produces and transports lymphocytes, which are a type of
asegid
to transport fluids fats proteins and lymphocytes to the blood stream as lymph
Adama
what is anatomy
Oyindarmola Reply
Anatomy is the identification and description of the structures of living things
Kamara
what's the difference between anatomy and physiology
Oyerinde Reply
Anatomy is the study of the structure of the body, while physiology is the study of the function of the body. Anatomy looks at the body's organs and systems, while physiology looks at how those organs and systems work together to keep the body functioning.
AI-Robot
what is enzymes all about?
Mohammed Reply
Enzymes are proteins that help speed up chemical reactions in our bodies. Enzymes are essential for digestion, liver function and much more. Too much or too little of a certain enzyme can cause health problems
Kamara
yes
Prince
how does the stomach protect itself from the damaging effects of HCl
Wulku Reply
little girl okay how does the stomach protect itself from the damaging effect of HCL
Wulku
it is because of the enzyme that the stomach produce that help the stomach from the damaging effect of HCL
Kamara
function of digestive system
Ali Reply
function of digestive
Ali
the diagram of the lungs
Adaeze Reply
what is the normal body temperature
Diya Reply
37 degrees selcius
Xolo
37°c
Stephanie
please why 37 degree selcius normal temperature
Mark
36.5
Simon
37°c
Iyogho
the normal temperature is 37°c or 98.6 °Fahrenheit is important for maintaining the homeostasis in the body the body regular this temperature through the process called thermoregulation which involves brain skin muscle and other organ working together to maintain stable internal temperature
Stephanie
37A c
Wulku
what is anaemia
Diya Reply
anaemia is the decrease in RBC count hemoglobin count and PVC count
Eniola
what is the pH of the vagina
Diya Reply
how does Lysin attack pathogens
Diya
acid
Mary
I information on anatomy position and digestive system and there enzyme
Elisha Reply
anatomy of the female external genitalia
Muhammad Reply
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Source:  OpenStax, English home language grade 7. OpenStax CNX. Sep 09, 2009 Download for free at http://cnx.org/content/col11018/1.1
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