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Inside Collection (Course): English Home Language Grade 6
Your teacher will now show you an advertisement.
What product would you say is being advertised?
1. Briefly explain the story in the advertisement.
2. What message is the advert sending?
WRITING A SHAPED POEM
The shape of a poem immediately shows the reader what the poem is all about. Your educator will show you examples of various ones.
Some make use of alliteration (e.g. Slippery slimy slugs and snails, toothpaste twirls and twists - the repetition of a letter or sounds), which enhances the overall effect.
You will now be given the opportunity to write your own poem. Your educator will assist you and you can use the following checklist to make sure that you are on the right track.
| CHECKLIST(check continually throughout the writing process that you are on track) | ||
| PLANNING |
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| FIRST DRAFT |
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| EDITING EVIDENT |
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| FINAL DRAFT |
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| LO 4.1.5 | LO 4.3 |
WRITING A RESPONSE TO A TOPIC
Think about the role television plays in your life.
| LO 4.4.3 |
THINKING AND REASONING
| LO 5.2 |
A. QUESTIONING
As a class, talk about current news or events. Then as a group, choose a piece of the news or an event, and ask questions on or about:
Try to think of a reason for the event.
| LO 5.2.1 | LO 5.2.2 | LO 5.2.3 |
| LO 5.2.1 |
B. SOLVING A PROBLEM
Discuss the topics below and offer solutions:
Summarise the outcome of the discussions:
Most children watch too much television
People are losing their creativity
People complain that too much TV is not good for them, yet they continue watching. Why?
| LO 5.1.1 | LO 5.3.4 |
THINKING AND REASONING
Your educator will allow you to watch a TV programme (if there is no TV in your classroom, decide together with your educator on a programme that everybody will watch at home.)
If you could invent your own ending to the TV programme viewed, what would it be?
| LO 5.4.2 |
LANGUAGE STRUCTURE AND USE
Sometimes the first syllable of a word gives a clue to the meaning of the word itself.Such syllables are called prefixes.
For example:
Use your dictionary for the following exercise.
Bi ___________ = a flower which lives for two years.
tri __________________ = a spear with three prongs.
tele ________________ = instrument which makes distant objects seem near.
Auto _______________ = a person’s signature written by that person.
tri __________________ = brothers or sisters who were born at the same time.
Tele ________________ = the wireless transmission of images which can be seen.
Bi __________________ = a sea creature whose shell is in two halves joined by a hinge.
How good are your dictionary skills?
TV is the abbreviation for television.
R.S.V.P.
P.S.
M.P.C.
A.A.
R.S.A.
Std.
@
Rev.
I.O.U.
p.m.
a.m.
Mr
S.W.A.
c/o
P.T.O.
C. NOUNS
| Most common nouns | adds “s” | cows, dogs, rivers |
| nouns ending in “s”, “ss”, “x”, “ch” and “”sh” | add “es” | boxes, pushes, ditches |
| nouns ending in a consonant followed by a “y” | change y to “ies” | ponies, spies |
| nouns ending in “f”, “if” and some in “fe” | change f to “ves” | elves, lives |
| nouns ending in “o” | add “es” | heroes, echoes |
| BUTnouns ending in “o” which are musical terms | add “s” | solos, pianos |
examples: a circle of friends
a flight of steps
a school of porpoises
a swarm of bees
a litter of ____________________ a herd of ______________________
a brood of____________________ a pack of ______________________
a shoal of____________________ a school of _____________________
a troop of____________________ a flock of ______________________
wolves monkeys cows sheep sardines porpoises chickens puppies
1. A _______________ of steps led to the cabin.
2. A large ______________ of starlings flew over the town.
3. Our milk comes from a ______________ of Jersey cows.
4. A pack of _______________ went hunting in the forest.
5. A _____________ of fish swam past our boat.
6. A _____________ of people gathered to welcome the Prince.
7. The clothes were kept in an old ______________ of drawers.
8. She bought a new _____________ of shoes for the wedding.
9. Father gave his old _____________ of clothes to a jumble sale.
10. When my aunt was in hospital my uncle took her a lovely _____________ of black grapes.
| LO 6.2.2 |
D. REVISING PUNCTUATION
1. Rewrite the following sentences, punctuating them correctly.
1.1 I don’t think much of television said Tom.
1.2 I enjoy the sport programmes replied Jane.
1.3 Peter said I don’t think there is enough sport on television.
1.4 Tom said I wish there were more educational programmes earlier in the day.
1.5 Jane said I feel the children’s programmes are too violent.
| LO 6.2.5 |
| LO 4 |
| WRITINGThe learner is 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); |
| 4.1.5 reflects on and evaluates writing and creative work; |
| 4.2 develops and organises ideas though a writing process: |
| 4.2.1 brainstorms ideas for a topic and develops ideas by consulting a wide variety of sources, selecting relevant information, and organising the ideas using strategies such as mind maps, flow charts, grids, etc.; |
| 4.2.2 produces a first draft with awareness of the central idea, and appropriate language and conventions for the specific purpose and audience; |
| 4.2.3 revises work, focusing on improving the language, organisation and style, using feedback from classmates and/or teacher; |
| 4.3 presents work with attention to neatness and enhanced presentation (e.g. cover, content page, layout, and appropriate illustrations or graphics); |
| 4.4 applies knowledge of language at various levels:4.4.3 paragraph level. |
| LO 5 |
| THINKING AND REASONINGThe learner is 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: |
| 5.1.1 distinguishes cause from effect in a variety of cross-curricular contexts; |
| 5.1.3 develops a balanced argument on relevant and challenging issues; |
| 5.2 uses language to investigate and explore: |
| 5.2.1 asks critical questions that challenge and seek alternative explanations; |
| 5.2.2 asks follow-up questions to get deeper answers; |
| 5.2.3 discusses the validity of information by comparison with other sources; |
| 5.3 processes information: |
| 5.3.4 draws conclusions and makes recommendations; |
| 5.4 uses language to think creatively: |
| 5.4.1 describes what learner visualises after reading or listening to a text; |
| LO 6 |
| LANGUAGE STRUCTURE AND USEThe learner knows and is able to us the sounds, words and grammar of the language to create and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.1 uses prefixes, stems and suffixes/extensions to form words; |
| 6.2 works with sentences: |
| 6.2.2 identifies and uses nouns, pronouns, prepositions, articles, conjunctions, and modals. |
| 6.2.5 uses punctuation correctly. |
Solving a problem:
for charity.
ABBREVIATIONS
They are words that name objects / things or more, thus the naming word must be singular or plural.
1. flight
2. flock
3. herd
4. wolves
5. shoal
6. crowd
7. chest
8. pair
9. suit
10. bunch
D.
1.1 “I don’t think much of television,” said Tom.
1.2 “I enjoy the sport programmes,” replied Jane.
1.3 Peter said, “I don’t think there is enough sport on television.”
1.4 Tom said, “I wish there were more educational programmes earlier in the day.”
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Last edited by Siyavula Uploaders on May 16, 2009 5:21 am -0500.