ACTIVITY 1

TO PLAY GAMES INVOLVING LANGUAGES [LO 2.4.3]

TO USE LANGUAGE FOR THINKING – TO IDENTIFY SIMILARITIES AND DIFFERENCES BETWEEN THINGS [LO 5.2.5]

TO DEVELOP OWN VOCABULARY [LO 6.4.3]

1. Orally, give words that name (ask your educator about playing the “game”)

(d) six items from your pencil bag

2. In the sentences below:

(iv) Pama, the father and farmer, says they eat his pumpkins and butternuts.

3. Rewrite the following sentences using capital letters where necessary:

4. Complete the sentences by filling in the missing nouns of your choice:

his tail in the closing door.

(e) He sits in the ____nursing his injured ____ .

ACTIVITY 2

TO USE PUNCTUATION [LO 4.5.7]

TO DEVELOP OWN VOCABULARY [LO 6.4.3]

1. Which one fits? Use a ruler to connect the incomplete statement to the answer:

Learn these

a host of angels

a series of events

a circle of friends

a mob of hooligans

a pocket of oranges

a shower of rain

a colony of seals

a column of smoke

a cluster of stars

a bundle of washing

Make up your own collective nouns

A ____ of giraffes

A ____ of meerkats

2. Rewrite the following sentences, putting in the capital letters where necessary:

_____

_____

_____

____

____

____

Remember Gemma? We met her in the first unit. Quickly explain to Gemma why the words you corrected above, have to be written with capital letters.

LO 2

SPEAKINGThe learner will be able to communicate effectively in spoken language in a wide range of situations.

We know this when the learner:

2.1 interacts in additional language:

2.1.2 takes part in a conversation on a familiar topic.

2.4 uses additional language creatively:

2.4.3 plays games involving language.

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:

4.3 writes creatively:

4.3.1 writes a play script or dialogue;

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

4.5.1 writes rough drafts;

4.5.6 spells familiar words correctly;

4.5.7 uses a wider range of punctuation (e.g. inverted commas).

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:

5.2 uses language for thinking:

5.2.4 classifies things according to criteria;

5.2.5 identifies similarities and differences between things;

5.2.6 distinguishes parts from the whole;

5.2.8 expresses opinions and gives reasons for them.

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:

6.4 develops own vocabulary:

6.4.1 analyses word formation (e.g. drum, drummer);

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

ACTIVITY 1

Have fun with this exercise.

This is an oral exercise. All you wish is to elicit nouns (occupations; animals ; foods ; pencil bag items) from your learners.

1. Break away from the usual, dull method by obtaining a soft blow-up beach ball or a sponge ball, and tossing it to the learners in turn. As they catch the ball, they are required to call out the relevant answer.

For example:

Teacher throws ball to James and calls out, ‘Occupation!’

James catches and returns ball, answering, ‘Farmer!’

Teacher throws ball to Khanya and calls out, ‘Food!’

Khanya catches and returns ball, answering, ‘Cheese!’

Teacher throws ball to Mishkah and calls out, ‘Animal!’

Mishkah catches and returns ball, answering, ‘Elephant!’ … and so the game continues …

Develop the game by eliminating anyone who stalls in giving an answer (or repeats an already given answer) and speed up the pace, to eliminate all participants until the ‘champion’ is left.

If the group is too large, break it up into smaller groups and play the same way. The educator can call out the ‘requests’ and the group members can toss the ball(s) to each other within their groups. Learners within that group then have the opportunity to check on themselves.

This is an energetic and fun way to get all the learners participating in an active and enthusiastic way.

2. Correct answers to this exercise :

3. a He is a game ranger in the Kruger National Park.

b. My Aunt Anne works as a secretary for the Nature Conservation Society.

c. The only lioness left in captivity in Natal can be viewed at Durban Zoo.

d.Port Elizabeth is a holiday resort in the eastern Cape.

e. We have an “I love Cape Town” sticker on the back of our Opel Astra.

4. Basically an open memo exercise. Elicit various options from the learners. Discover how different each person’s sentence can be.

ACTIVITY 2

Learners connect the collective nouns correctly.

Test the list of collective nouns in a circle or a row and as an answer is answered correctly, move the learner up one.

Have fun with the words they make up for collective nouns.

Answers

2.a Mordred, the wily wolf, eyed Lard lying in the sun.

b. The Pork Times, a local newspaper, ran an article about Bacon, Rasher and Lard.

c.Mordred planned to have the piggies on Christmas Eve for dinner.

d. The Fry River flowed past Bacon’s house, 3 Forest Drive, Bushville.

e. “I am starving! Bacon and eggs will do!” moaned Mordred.

f.The forest is situated on top of Porkchop Ridge, just below Roast Ridge.

There are many reasons for using capital letters. Make sure they are correct.