| << Chapter < Page | Chapter >> Page > |
Total: [20]
| LO 3.1.2 |
Using your dictionary find the meaning of each of the following words:
Note : You may use reference books to help you.
Prepared oral:
Here is the News.....
Prepare a 5-minute oral to say to the class. Begin by introducing the news to your listeners. Report on a shark attack. This should be your main feature story.
| LO 2.3.1 | LO 2.3.2 | LO 2.3.3 |
Read this amusing poem:
A STING IN THE TALE
I picked up a shell on a golden beach
and asked it to reveal to me
the secret wonders of the sea
the mysteries that seemed out of reach.
I held the shell close in order to hear
its stories of rolling waves,
of mermaids and treasures in pirate caves ...
then a crab came out and painfully pinched my ear!
P.&B. Louw
Writing: In pairs try to write your own poem about the sea.
| LO 2 |
| SPEAKING The learner will be able to communicate effectively in spoken language in a wide range of situations. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 2.3 uses appropriate body language and presentation skills: |
| 2.3.1 does not turn back to audience; |
| 2.3.2 varies volume, tone and tempo of voice for emphasis and effect; |
| 2.3.3 reflects on own presentation and skills and tries to improve identified weakness. |
| LO 3 |
| READING AND VIEWING The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.1 reads and responds critically to a variety of South African and international fiction and non-fiction (journals, poetry, novels, short plays, newspapers, textbooks, etc.): |
| 3.1.2 uses appropriate reading and comprehension strategies (skimming, and scanning, predictions, contextual clues, inferences, monitoring comprehension, etc.); |
| LO 4 |
| WRITING The 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 different kinds of texts for different purposes and audiences: |
| 4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. journals, poems, myths, dialogues, argumentative essays); |
| 4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. research report, letter to the newspaper, technical instructions); |
| 4.1.4 shows understanding of style and register (e.g. transfers information form story into a newspaper article). |
| 4.4 applies knowledge of language at various levels: |
| 4.4.1 word level; |
| LO 6 |
| LANGUAGE STRUCTURE AND USE The learner will know and be able to use the sounds, words and grammar of the language and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.1 uses prefixes, stems and suffixes/extensions to form words; |
| 6.1.3 records words in a personal dictionary; |
| 6.2 works with sentences: |
| 6.2.2 identifies and uses nouns, pronouns, prepositions, articles, conjunctions, and modals. |
| 6.4 develops awareness and use of style: |
| 6.4.2 understands and uses figurative language such as metaphor (e.g. ‘He is an angel.’). |
2.
(a) to
(b) beside / with / behind
(c) for
(d) of
(e) among / amongst
(f) with
3.
(a) to take a short nap
(b) to face and deal with a situation caused by one’s actions
(c) to forget about past differences – to forgive and forget.
(d) to pretend not to see / know about something
4.
(a) Think before you act.
(b) Prompt action when needed saves a lot of future trouble.
(c) If there is no trouble, do not cause any; leave well alone.
(d) Do not make plans that are based on something that is not certain.
5. (b)
| Sand | Quality | Coloured | Quality | |
| Dark | Quality | My | Possessive | |
| Light | Quality | Light | Quality | |
| Sea-wet | Quality | Mysterious-looking | Quality | |
| Brown | Quality | Strong | Quality | |
| Vivid | Quality | Soft | Quality | |
| Capable | Quality | Open | Quality | |
| Large | Quality | Black | Quality | |
| Wellington | Quality |
(c) I we
me us
he they
Note to the teacher: its shade / his sack (its and his are not pronoun, but adjectives. See earlier work on adjectives. These are possessive adj.)
6.
(a) Australia
(b) surfing
(c) 12 dolphins protected him by attacking the sharks.
(d) A traditional fiction story told by Greeks.
(e) They are curious and bump and jostle person to find out what it is.
(f) “… they’re afraid sharks will eat their young” “… they would flee from large ones”
(g) Lost his bearing – saw rock – was “directed” to shore by dolphins.
(h) They are also sometimes hurt by humans.
(i) Scientists are probably right – scientifically founded not opinion, subjective.
(j) (i) nudge
7.
(a) feeling sorry for someone or showing that you are sorry.
(b) remote, lonely
(c) validate, establish the truth or correctness of something
(d) push or bump against something roughly
(e) direction or position relative to a fixed point
(f) captain of a boat or ship
Notification Switch
Would you like to follow the 'English home language grade 6' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|