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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

I'm interested in biological psychology and cognitive psychology
Tanya Reply
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sammie Reply
physiological Psychology
Nwosu Reply
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Amanyire Reply
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Dakolo Reply
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
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Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
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JESSY Reply
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Simon Reply
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namakula Reply
Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
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Amesalu Reply
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
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Zyryn Reply
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Jonathan
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Jonathan
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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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