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From design to adjectives

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 5

Module 24

FROM DESIGNS TO ADJECTIVES

ACTIVITY 1

TO ENCOURAGE OTHER GROUP MEMBERS TO SUPPORT FELLOW LEARNERS [LO 1.5.3]

TO TAKE PART IN A CONVERSATION ON A FAMILIAR TOPIC [LO 2.1.2]

TO IMAGINE AND DESCRIBE POSSIBILITIES [2.4.4]

Design a shoe!

  • Design and make a shoe, using only waste material.
  • Display the shoe to the rest of the class.
  • What is good about your design?
  • Where do you feel your design could improve?
  • Discuss these points within your group and with your class

Explain how you would go about redesigning the shoe to eliminate the weaknesses.

Figure 1
Figure 1 (graphics1.png)

.

Activity 2

TO USE ADJECTIVES AS COMPARATIVES AND SUPERLATIVES

[LO 6.2.7]

1. DESCRIBING WORDS - Adjectives and Adverbs

Punk-cat, the ginger tomcat, gazes lovingly into Pasha’s green eyes.

She purrs happily, while flicking her long, fluffy tail slowly.

Find the describing words:

  • Underline all the nouns in RED.
  • Underline all the verbs in GREEN.
  • Find the words that tell us more about (describe) the nouns. Circle them in RED.
  • Figure 2
    Figure 2 (graphics2.png)
    Find the words that tell us more about (describe) the verbs. Circle them in GREEN.

These describing words have special names.

A word that describes the noun is called anADJECTIVE.

A word that modifies the verb is called anADVERB.

2. ADJECTIVES - Let’s take a look at adjectives in greater detail.

Place the following words into the right ‘hats’ according to the right category:

MOVEMENT; EMOTIONS; SHAPE; TASTE; WEATHER; TOUCH; SMELL

Table 1
slow round rectangular salty sweet
woolly bitter rapid square lonely
happy rough overcast sunny fast
oblong sour sad jerky smooth
triangular cold knobbly tasteless content
         
Figure 3
Figure 3 (graphics3.png)

Could you manage to do that ? Have you realised that adjectives tell us more about the person, place, etc ?

3. Try this: Think of other words to use rather than ‘good’, ‘bad’ or ‘nice’.

  • The ________ woman bought the _______ and placed it into her ________ handbag.
  • A ________ worm peeped at me from the ________ apple in my lunchbox.
  • The _________ man walked down the _________ road.
  • The _______ child behaved badly when he kicked the

dog.

e. The __________ lady is reading a ________ book.

4. Which of the following two paragraphs is more interesting to read? Why?

Sonia Bata collects shoes as a hobby. These artefacts are stored in a building shaped like a box.

Sonia Bata collects various shoes as a fascinating hobby. These ancient artefacts are stored in an interesting building shaped like a rectangular box.

5. Expand the following sentence, using adjectives. (Tip: look for the nouns!)

The professor sold his invention to the manufacturer for a sum of money.

6. COMPARING ADJECTIVES

Table 2
small   smaller   smallest
         
happy   happier   happiest

Three different forms of each word (small and happy) have been used.

How do I know when to use which form of the word?

CLUE: When comparing two, add _______ to the end of the word.

When comparing three or more, add ________ to the end of the word.

This will help!

  • Double the final consonant if it follows a short vowel, e.g. fat fatter fattest
  • In words ending in y , the y changes to i before adding – er or –est, e.g. happy happier happiest.
  • If the word ends in e, only add –r or –st, e.g. pale, paler, palest.

Try these:

Table 3
one two three or more
  1. (a) large
   
    tallest
  poorer  
  1. (a) naughty
   
  sillier  
  harder  
    quickest
    oldest

These adjectives do not follow the rules! Learn them:

Table 4
bad worse worst
good better best
much more most
little less least
dead dead dead

Rewrite the following, using the proper form of the adjective in brackets.

  • Bill Gates is the (rich) man in the world.
  • Andrea is (young) than Pete.
  • It was the (worse) toothache I have ever had.
  • It is the (less) I can do to help.
  • My toad hops the (fast) of all the toads.
Figure 4
Figure 4 (graphics4.png)
  1. Adjectives with three or four syllables do not sound right when -er or -est are added. So, we use more or most.

It is more dangerous to climb a mountain without a safety harness.

  1. That bicycle is _________ expensive than this one.
  2. This is the _________ comfortable chair in which I have ever sat.
  3. You must be _________ careful with your books, Anne!
  4. This is the _________ exciting story I have ever heard.

e. He is the _________ impatient person I know.

Can you think of any others like this?

Assessment

LO 1

LISTENINGThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

We know this when the learner:

1.1 understands stories (told or read to learners):

1.1.7 summarises the story with support;

1.5. respects other learners:

1.5.3 encourages other group members to support fellow learners.

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 an additional language:

2.1.2 takes part in a conversation on a familiar topic;

2.1.3 expresses an opinion and gives a reason for it;

2.3 uses additional language to communicate information:

2.3.4 describes the purpose of something (e.g. a familiar tool and what it is used for);

2.4 uses additional language creatively:

2.4.1 tells a story;

2.4.2 performs poems, songs and simple plays;

2.4.4 imagines and describes possibilities.

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:

6.2.7 uses some adjectives as comparatives and superlatives (e.g. bigger than, more expensive than, the biggest, the most expensive);

6.2.2 uses subject-verb concord (e.g. I have / she has);

6.4 develops own vocabulary:

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

Memorandum

ACTIVITY 1

Before allowing the learners to begin, make sure that everyone understands your instructions clearly.

The learners assess their groupwork according to the given assessment scale. There is also a self-assessment and an assessment scale for the educator.

ACTIVITY 2

Additional information for the educator :

  1. Adjectives describe a noun and may come before the noun, e.g. the white cat sat still.
  2. Adjectives could follow linking verbs, (am ; is ; are ; was ; were) e.g. The cat is white.

Adjectives can be used to form nouns : beautiful – beauty

Nouns : Punk-Cat ; tom-cat ; eyes ; tail

Verbs : gazes ; purrs ; flicking

The words describing the nouns are Adjectives: ginger, green long, fluffy. The words describing the verbs are Adverbs : lovingly, happily, slowly.

3. So often the children only use the words ‘good’, ‘bad’ and ‘nice’ (even the word ‘ugly’) – mostly incorrectly, or in the wrong context. This exercise aims to encourage the learners to think of, and to use, other descriptive words.

More than one answer could be correct.

4. Second paragraph is more interesting. The learners should be able to tell you that the paragraph is more interesting because there is more information. (It has been ‘coloured in’.)

5. Let different members of the class read out their sentences. Make a list of new words.

6. Comparing Adjectives :

How do they know when to use which form of the word:

CLUE: When comparing two, add -ier to the end of the word.

When comparing three or more, add -iest to the end of the word.

7. a) richest

b) younger

c) worst

d) least

e) fastest

8. a) That bicycle is moreexpensive than this one.

b) This the mostcomfortable chair in which I have ever sat.

c) You must be morecareful with your books, Anne!

d) This is the mostexciting story I have ever heard.

e) He is the mostimpatient person I know.

Peer-assess the learners: scale given in Learners’ module

Figure 5
Figure 5 (graphics5.png)

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