Skip to content Skip to navigation Skip to collection information

Connexions

You are here: Home » Content » English First Additional Language Grade 5 » Punctuation, gender, dictionary

Navigation

Lenses

What is a lens?

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

This content is ...

In these lenses

  • GETIntPhaseLang display tagshide tags

    This module and collection are included inLens: Siyavula: Languages (Gr. 4-6)
    By: Siyavula

    Module Review Status: In Review
    Collection Review Status: In Review

    Click the "GETIntPhaseLang" link to see all content selected in this lens.

    Click the tag icon tag icon to display tags associated with this content.

Recently Viewed

This feature requires Javascript to be enabled.

Tags

(What is a tag?)

These tags come from the endorsement, affiliation, and other lenses that include this content.
 

Punctuation, gender, dictionary

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 5

WINGS

Module 4

PUNCTUATION, GENDER, DICTIONARY

ACTIVITY 1

TO USE A WIDER RANGE OF PUNCTUATION

[LO 4.5.7]

Figure 1
Figure 1 (graphics1.png)

stop

my name is gemma and i am a cute puppy what is your name i love bones shoes shells and anything that dares to move can i pounce on your tail no don’t go i want to play

Figure 2
Figure 2 (graphics2.png)

Goodness me!

The silly puppy is not making sense! Hasn’t her mother taught her anything? I’ll have to teach her a thing or two.

What is Gemma doing wrong? Why is she not making sense?

Circle all the places in the speech bubbles above where capital letters have not been used:

STOP! CHECK! REWRITE CORRECTLY!

1. the district six museum is an interesting place to visit.

2. you can visit the place from monday to friday, but not on christmas day.

3. i read that it is in buitenkant street, cape town.

4. it tells of the people who live on the slopes of table mountain.

What are the following punctuation marks called and how are they used?

a) A full stop is used at the end of a _____________ .

E.g. _________________________________________

b) ? A question mark is used at the end of a _____________.

E.g. _______________________________________

c) ! An ___________ ___________ is used to show emotion, such as anger, fear, surprise, shock.

E.g. _______________________________________

STOP! CHECK! REWRITE CORRECTLY!

1. take a stroll up lion’s head at full moon

___________________________________________________

2. no

___________

3. would you like to know more about robben island

___________________________________________________

4. may i book your ticket to the island

___________________________________________________

5. please let me go

___________________________________________________

6. he underwent the operation in December 1967 at groote schuur

Commas are used in various ways, such as -

  1. to separate items in a list
  2. to separate the name of the person being spoken to, from the rest of the sentence
  3. before ‘yes’ and ‘no’ in the beginning of the sentence
  4. when additional information is inserted into the sentence

Activity : Match the examples below to the rules listed above.

  • Yes, Dina Knoetze wrote a book about birds.
  • Birds, bees, squirrels, fish and butterflies can fly.
  • No, I cannot fly without wings.
  • The bat, a mammal, flies in an expert fashion.
  • Ayanda, did you know that squirrels can fly?
  • The Arctic tern, a bird, flies a distance of 40 000 km each year.
  • “The flying fish leaps out of the water to escape from enemies, John.”
  • Nature has designed birds, animals, insects and plants in such a way that they can fly, glide or become air-borne!

STOP! CHECK! CORRECT!

(The asterisks serve as clues to help you.)

1. *you will see *camps *bay * clifton * signal *hill and the harbour *

___________________________________________________

2. *xolo * an ex-inmate * will take you on a tour of the island *

___________________________________________________

3. *no * i do not wish to go along *

___________________________________________________

4. *yes * *i don’t mind carrying the picnic basket up the mountain*

___________________________________________________

5. *peter * my friend * is looking forward to the trip*

___________________________________________________

6. *mark * are you also going to the transplant museum *

___________________________________________________

Write out the following sentences, using capital letters, full stops, commas, question marks and exclamation marks where necessary:

1. are you going to surf at noordhoek beach on saturday

___________________________________________________

2. do tourists often go to the castle in cape town

___________________________________________________

3. i went para-gliding abseiling mountain biking and sandboarding

___________________________________________________

4. have you tried south african foods before

___________________________________________________

7. siswe a chef from limpopo specialises in crocodile steaks

___________________________________________________

ACTIVITY 2

TO ANALYSE WORD FORMATION [LO 6.4.1]

TO UNDERSTAND BETWEEN 3 000 AND 4 500 COMMON SPOKEN WORDS IN CONTEXT BY THE END OF GRADE 5 [LO 6.4.3]

Use the list provided below in order to complete the following sentences :

  1. A _________ is a man who has never been married.
  2. My brother’s daughter is my _____________.
  3. When my grandfather passed away, my granny became a ______.
  4. We milk the _________ every morning before breakfast,

while the ____________ grazes nearby in the field.

  1. My mother gave birth to baby girl last week : ________________ is my new _____________
  2. I have two children ; a son and a _______________
  3. Many talented actors and ________________ act in Isidingo.
  4. The policewoman saved the life of the child and is now a h____ .
Table 1
actress – actoraunt – unclemother – fatherniece – nephewpolicewoman – policemanprincess – princequeen – kingsister – brotherwife – husbandhero - heroine female – malegirl – boyshe – hespinster – bachelordaughter - sontraitress – traitorwaitress – waiterwidow – widowerwitch – wizardcow - bull

ACTIVITY 3

TO ANALYSE WORD FORMATION [LO 6.4.1]

TO USE A PERSONAL DICTIONARY [LO 3.7.1; 6.4.2]

Words !

Each one of the words listed below has something in common. What do you think it could be?

Select four coloured pencils from your pencil case and colour each group of words the same colour.

Table 2
submarine supermarket substandard superfine
unknown subway superstructure untie
rebuild undone rewrite replay

Did you group your words according to the similar word beginnings?

‘Sub-, super-, un- and re-’ are known as prefixes. Each prefix has a specific meaning. Use your dictionary and find out the meanings of the words (and the prefixes). Write them below.

Find two examples each of words beginning with the following prefixes:

Table 3
  (dis- making the word opposite in meaning)
  (dis- making the word opposite in meaning)
  (tele- meaning far / distant)
  (tele- meaning far / distant)
  (uni- meaning one)
  (uni- meaning one)
  (bi- meaning two)
  (bi- meaning two)
  (tri- meaning three)
  (tri- meaning three)

Challenge !

If a prefix is a ‘word beginning with a specific meaning’, what would a suffix be?

  • How would you explain it to someone?
  • List five examples of different suffixes with their meanings.

ACTIVITY 4

TO ANALYSE WORD FORMATION

[LO 6.4.1]

SPELLING AND VOCABULARY

Try this method to remember how to spell the words -

  • Study the word.
  • Cover it up!
  • ABC! Try to spell it!
  • Write it.
  • Check your word!

Doubling up !

After a short vowel, the consonant must be doubled when adding –ed or –ing.

  • Shade the words which have a short vowel sound red and those with a long vowel sound blue.
Table 4
fit tip clean tug walk shout
beg leap loop talk clap peep
hem pop fuse plan hop pat
  • Rewrite the red words, adding on –ed and –ing. The first one has been done for you. Circle the doubled consonant in a colour of your choice.
  • Practise to spell these words by using the method given on the previous page. Remember to use this method every time you need to learn the spelling of a new word.

ACTIVITY 5

TO ANALYSE WORD FORMATION

[LO 6.4.1]

SHAKE THE WHIP!!

Try these! Remember to

  • Study the word.
  • Cover it up!
  • ABC! Try to spell it!
  • Write it.
  • Check your word!

These words are missing their first letters – solve the mystery!

Table 5
……adow ……ink ……ief
……irsty ……iver ……oulder
……ich ……ip (ouch!) ……elf
……under ……isper ……ere
……eel ……out ……ought

Challenge!! How many of these words can you fit into a nonsense sentence?

Fill in the missing words to complete the rhymes:

To reach the coffee on the _______ stand on tiptoe and stretch yourself!

I'm so ______ I need a drink.

Water tastes so awful, so I __________!

Little BoBeep has lost her sheep – ______________ would they be fast asleep?

__________ and lightning makes me quiver

I get so scared I start to ___________!

Assessment

LO 3

READING AND VIEWINGThe 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 understands in a simple way some element of stories:

3.1.2 the moral of a story, where appropriate;

3.2 understands, in a simple way, some elements of poetry:

3.2.1 rhyme;

3.2.2 words which begin with the same sound;

3.2.3 words which imitate their sound;

3.3 reads for information.

3.6 reads for pleasure:

3.6.1 reads fiction and non-fiction at an appropriate reading and language level;

3.6.4 solves word puzzles;

3.7 uses reference books and develops vocabulary:

3.7.1 uses a dictionary.

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 to communicate information:

4.1.5 writes a short description of a person, object or simple process;

4.1.6 expresses an opinion in writing and gives a reason for it;

4.3 writes creatively:

4.3.3 uses some techniques for creative writing: repeating the same structure to create a poetic rhythm and pattern;

4.4 designs media texts:

4.4.1 designs a simple poster and/or notice;

4.5 treats writing as a process, and uses developing knowledge or language structure and use:

4.5.1 writes rough drafts;

4.5.3 gets feedback from the teacher and classmates;

4.5.4 rewrites after feedback;

4.5.5 begins to understand differences in writing style;

4.5.6 spells familiar words correctly;

4.5.7 uses a wider range of punctuation.

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:

6.2 uses language forms and structures to communicate orally and in writing:

6.2.3 uses the passive voice to communicate orally and in writing: present passive voice;

6.3 understands and uses simple sentence structure:

6.3.2 analyses simple sentences (e.g. The light bulb/was invented/ in 1877);

6.4 develops own vocabulary:

6.4.1 analyses word formation;

6.4.2 uses a personal dictionary;

6.4.3 understands between 3 000 and 4 500 common spoken words in context by the end of grade 5.

Memorandum

ACTIVITY 1

1. The District Six Museum is an interesting place to visit.

2. You can visit the place from Monday to Friday, but not on Christmas Day.

3. I read that it is in Buitenkant Street, Cape Town.

4. It tells of the people who live on the slopes of Table Mountain.

a) A full stop is used at the end of a sentence

E.g. The tourist walked up the mountain.

b) ? A question mark is used at the end of a question.

E.g. Where are you going?

c) ! An exclamation mark is used to show emotion, such as anger, fear, surprise, shock.

E.g. Help! I am falling!

STOP! CHECK! REWRITE CORRECTLY!

1. Take a stroll up Lion’s Head at full moon.

2. No!

3. Would you like to know more about Robben Island?

4. May I book your ticket to the island?

5. Please let me go!

6. He underwent the operation in December 1967 at Groote Schuur.

Commas are used in various ways, such as -

  1. to separate items in a list;
  2. to separate the name of the person being spoken to from the rest of the sentence;
  3. before ‘yes’ and ‘no’ in the beginning of the sentence;
  4. when additional information is inserted into the sentence.

Activity : Match the examples below to the rules listed above.

  • Yes, Dina Knoetze wrote a book about birds. (3)
  • Birds, bees, squirrels, fish and butterflies can fly. (1)
  • No, I cannot fly without wings. (3)
  • The bat, a mammal, flies in an expert fashion. (4)
  • Ayanda, did you know that squirrels can fly? (2)
  • The Arctic tern, a bird, flies a distance of 40 000 km each year. (4)
  • “The flying fish leaps out of the water to escape from enemies, John.” (2)
  • Nature has designed birds, animals, insects and plants in such a way that they can fly, glide or become air-borne! (1)

STOP! CHECK! CORRECT!

1. You will see Camps Bay, Clifton, Signal Hill and the harbour.

2. Xolo, an ex-inmate, will take you on a tour of the island.

3. No, I do not wish to go along.

4. Yes, I don’t mind carrying the picnic basket up the mountain.

5. Peter, my friend, is looking forward to the trip.

6. Mark, are you also going to the Transplant Museum?

Write out the following sentences, using capital letters, full stops, commas, question marks and exclamation marks where necessary:

1. Are you going to surf at Noordhoek Beach on Saturday?

2. Do tourists often go to the Castle in Cape Town?

3. I went para-gliding, abseiling, mountain biking and sandboarding.

4. Have you tried South African foods before?

5. Siswe, a chef from Limpopo, specialises in crocodile steaks.

Words and gender

  1. gander
  2. stallion
  3. drake
  4. she
  5. cow
  6. his
  7. aunt
  8. lioness
  9. bitch
  10. hen
  11. squaw

Use the list provided below in order to complete the following sentences :

  1. bachelor
  2. niece
  3. widow
  4. cow ; bull
  5. she ; sister
  6. daughter
  7. actresses

Word formation and the dictionary:

Table 6
submarine supermarket substandard superfine
unknown subway superstructure untie
rebuild undone rewrite replay

These words begin with prefixes. The following are suitable meanings

Table 7
  1. submarine : under the sea
sub- 2. subway : under the road
  3. substandard : below standard
  1. supermarket : huge / large shop
super- 2. superstructure : huge / large structure or building
  3. superfine : incredibly fine
  1. unknown : not known
un- 2. undone : not done
  3. untie : not tied
  1. rebuild : built again
re- 2. rewrite : to write over again
  3. replay : to play it over

ACTIVITY 4

  • Practise the following method of learning spelling with your learners. Enforce it regularly.

SPELLING AND VOCABULARY

Try this method to remember how to spell the words -

  • Study the word.
  • Cover it up!
  • ABC! Try to spell it!
  • Write it.
  • Check your word!
Table 8
fittedfitting tippedtipping   tuggedtugging    
beggedbegging       clappedclapping  
hemmedhemming poppedpopping   plannedplanning hoppedhopping pattedpatting

Word formation

SHAKE THE WHIP!!

Table 9
shadow think thief
thirsty shiver shoulder
which whip (ouch!) shelf
thunder whisper where
wheel shout thought

To reach the coffee on the shelfstand on tiptoe and stretch yourself!

I'm so thirsty I need a drink.

Water tastes so awful, so I think!

Little BoBeep has lost her sheep – where would they be fast asleep?

Thunder and lightning makes me quiver

I get so scared I start to shiver!

Collection Navigation

Content actions

Download module as:

PDF | More downloads ...

Add:

Collection to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks

Module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks