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ENGLISH HOME LANGUAGE

Grade 4

BOOKS, FOR THE MIND

Module 4

QUIZ

QUIZ

Activity 1

To ask and answer questions [LO 2.1.6]

To write for playful and creative purposes [LO 4.1.1]

To ask questions to obtain information [LO 5.2.1]

You need to set up a quiz using your literature memory bank. To make it more interesting, arrange your questions under FIVE different headings such as COLOURS/ NUMBERS/ FAMOUS PAIRS/ WHO SAID/ WHO WROTE…

Example: How many bears lived in the house Goldilocks visited?What was the colour of Mary’s lamb?Who said: “Not by the hair on my chinny, chin chin!”

The quiz must count out of 20 and must have five different sections.

Table 1
  COLOURS
1.  
2.  
3.  
4.  
5.  
Table 2
  NUMBERS
1.  
2.  
3.  
4.  
5.  
Table 3
  WHO SAID?
1.  
2.  
3.  
4.  
5.  
Table 4
  WHO WROTE?
1.  
2.  
3.  
4.  
5.  
Table 5
  SUPPLY THE MISSING PARTNER
1.  
2.  
3.  
4.  
5.  
  • Always remember to be original and creative.
  • Make your quiz a fun challenge for the next person while having fun setting it up yourself!
  • Supply a memorandum.

Activity 2

To rearrange information in the right order [LO 5.3.4]

Now try matching up these famous pairs

Write your answers like this: 6 (d)

Figure 1
Figure 1 (graphics1.png)
Table 6
PARTNERS ANSWERS
1. ADAM (a) DELILAH  
2. PUNCH (b) TWEEDLEDEE  
3. JACK (c) MARGARET  
4. SAMSON (d) CLEOPATRA  
5. ROMEO (e) JILL  
6. ANTHONY (f) ODIE  
7. TWEEDLEDUM (g) ROBIN  
8. TOM (h) EVE  
9. DENNIS (i) JULIET  
10. BATMAN (j) JUDY  
11. GARFIELD (k) JERRY  

Assessment

LEARNING OUTCOME 2: SPEAKINGThe speaker is able to communicate effectively in spoken language in a wide range of situations.

Assessment Standard

We know this when the learner:

2.1 communicates experiences, ideas and information in different contexts for different audiences and purposes:

2.1.6 asks and responds to questions.

LEARNING OUTCOME 4: WRITINGThe learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard

We know this when the learner:

4.1 writes different kinds of texts for different purposes and audience:

4.1.1 writes for personal, exploratory, playful, imaginative and creative purpose (e.g. letters, descriptive paragraphs, limericks).

LEARNING OUTCOME 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.

Assessment Standard

We know this when the learner:

5.2 uses language to investigate and explore:

5.2.1 formulates questions to assist in obtaining the required information;

5.3 processes information:

5.3.4 puts information in the right order.

Memorandum

Table 7
PARTNERS ANSWERS
1. ADAM (a) DELILAH 1h
2. PUNCH (b) TWEEDLEDEE 2j
3. JACK (c) MARGARET 3e
4. SAMSON (d) CLEOPATRA 4a
5. ROMEO (e) JILL 5i
6. ANTHONY (f) ODIE 6d
7. TWEEDLEDUM (g) ROBIN 7b
8. TOM (h) EVEN 8k
9. DENNIS (i) JULIET 9c
10. BATMAN (j) JUDY 10g
11. GARFIELD (k) JERRY 11f

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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.

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