ENGLISH HOME LANGUAGE

Grade 5

THAT SINKING FEELING

Module 24

COMMUNICATION

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Communication can be described as an exchange of ideas and feelings, and also as the successful giving and receiving of information.

The choice of words and their arrangement in sentences is very important if one wants to convey the message correctly.

DISCUSSION

What frustrates you about giving or receiving a verbal message?

How many times are you misunderstood?

Do these misunderstandings cause ... confusion? … chaos?

Maybe even anger between you and someone else?

Look at this interesting sentence:

“Hastily summoning an ambulance, the corpse was taken to the morgue.”

1. Who called for the ambulance ___ the corpse?

2. How should this sentence have been written?

If you wish to communicate effectively and successfully, you will need to be clear in that which you say and write.

Exercise 1

How should the following sentences be written so that they communicate the intended meaning in each case?

(All work on this page selected from an unknown source.)

Exercise 2

Exercise 3

Words that are confusing. Select the correct word from the brackets:

Exercise 4

Correct the faults in the following sentences:

[LO 3.6; 4.4.1; 5.1.5]

Exercise 5

Rewrite each of these sentences, omitting unnecessary words.

[LO 5.1.1]

MAGIC MEMORIES

Exercise 1

Find the blocks in which there are words missing capital letters. Rewrite the words correctly:

Exercise 2

Correct these sentences, filling in the capitals where they have been omitted:

Exercise 3

Punctuate the following sentences:

Exercise 4

[LO 4.4.3; 6.2.6]

DEGREES OF COMPARISON: ADJECTIVES

Peter runs fast. Pietie runs faster. Pedro runs the fastest.

Adjectives normally take –er and –est to form the comparative and superlative degrees of comparison. This is not always the case.

Adjectives which do not follow the rules:

good better best

little less least

much / many more most

bad worse worst

Exercise 1

What is the correct form of the adjective in each of these sentences? Rewrite the full sentences correctly.

Exercise 2

Some adjectives need help – from the words more and most.Complete the following table, copying the first words and adding the two missing words next to each of them.

Exercise 3

Use more or most to complete the following. Rewrite in full:

Exercise 4

Form adjectives from these nouns:

ADVERBS!

Adverbs always tell you more about the verbs (action words).They can give more informationabout how (manner) when (time) and where (place).

Yesterday Peter ate the chocolate greedily.

(Yesterday tells us when he ate the chocolate; greedily tells us how he ate the chocolate).

He ate it here.

Here tells us where he ate the chocolate.

Exercise 1

Form adverbs (manner) by adding –ly to the following adjectives. Some of the spellings might change.

(Orally) Make sentences with at least 5 of the above-listed words.

Exercise 2

Complete each of the following sentences by filling each blank space with an adverb of the type mentioned in brackets: (T); (P); (M):

[LO 4.4.2]

Assessment

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. diary, humorous anecdotes, story, poem);

4.1.3 writes and designs visual texts expressing information clearly and creatively (e.g. advertisements, newsletters, map with pictures and labels);

4.2 develops and organises ideas through a writing process:

4.2.1 explores and analyses a topic and brainstorms ideas using mind maps, flow charts, and lists;

4.2.2 develops the topic by consulting relevant sources, selecting relevant information and organising ideas;

4.2.3 produces a first draft with central idea and well-developed supporting paragraphs;

4.2.4 uses simple, compound and complex sentences with awareness of the specific purpose and audience;

4.2.5 revises work focusing on content, appropriate language, organisation and style, and uses feedback from classmates and / or teacher;

4.2.6 proofreads and corrects final version;

4.2.7 submits final draft and reflects on assessment of the piece;

4.4 applies knowledge of language at various levels:

4.4.1 word level;

4.4.2 sentence level;

4.4.3 paragraph level;

LO 5

THINKING AND REASONINGThe learner will able to use language to think and reason, and access, process and use information for learning.

We know this when the learner:

5.1 uses language to think and reason:

5.1.3 distinguishes between advantages and disadvantages of something and explains why;

5.3 processes information:

5.3.1 collects and categorises relevant ideas and explains the reasons underlying the categorisation;

5.3.3 organises information under different headings;

5.3.5 organises information into a paragraph, table, timeline, chart or other appropriate written or graphical representation;

5.3.6 evaluates and draws conclusions and can explain basis;

5.3.7 evaluates and draws conclusions and can explain basis;

5.4 uses language to think creatively:

5.4.4 experiments with visual and sound effects of language;

5.4.5 explores associations of words and concepts to get new angles on topics.

Memorandum

Degrees of Comparison

Exercise 1

Exercise 2

Self explanatory

Exercise 4

Adverbs

Exercise 1