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CLOZE PROCEDURE: MEGGIE’S TREAT
“Help, Mommy, my toes have (1.) ...........……........….......... to tell you.” said Meggie.
“Please ask your (2.) ........……..........….…………....... toes to speak a
(3.) ...................…..……….…................. louder?” asked Mrs Rabbit.
“We (4.) .................………....................... new shoes!” said Meggie in her
(5.) ...…………....……................. wiggly-toes voice.
Meggie was so (6.) .............................................. when her mommy agreed
to take her (7.) ..................…................ . She waited 8.) ..................….........
while her mommy was (9.) ............……............................. .
Meggie (10.) ............………....................... her mommy if she could
(11.) ......................…….….......... the colour of her new shoes.
“You (12.) ........…………........................ can.” replied Mrs Rabbit.
All the (13.) ........................................... to Mr Dudley’s shoe store, Meggie
(14.) ..........………............... at her little feet. Mr. Dudley was
(15.) ..………......................... to serve such a polite, young customer.
“Please (16.) ...........……................. I have a red and blue size four shoe?”
asked Meggie. “Oh dear, Meggie. You have it all
(17.) ......................…............... shoes come in pairs, “ said Mr Dudley. “And
both shoes in a (18.) ......………...…..................... are the same colour.”
Meggie’s face lit up when her mommy thought of an
(19.) ............................... idea. She (20.) .................................... the red size
four shoes and tied blue laces in the one shoe, and red laces in the
other shoe!
( Bunny’s New Shoes by S. Calmenson adapted by the author)
0 - 4 5 - 9 10 - 14 15 - 17 18 - 20 correct correct correct correct correct
LET YOUR TASTE BUDS DO THE TALKING...
Invent a delicious new milkshake. Work with your fellow Oompa-Loompa friend, bring your ingredients to class and make your yummy creation.
When we read about food, we usually get rather hungry! Instead of writing down your favourite ‘fudge’ recipe, make up a very special recipe, with your friend: “for making happy children”.
Assessment
LEARNING OUTCOME 2: SPEAKING The 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:
2.1.1 uses language with ease for interpersonal communication in everyday conversation.
LEARNING OUTCOME 4: WRITING The 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:
4.1.2 writes informational texts, expressing ideas clearly for different audiences (e.g. short reports, instructions);
4.4 applies knowledge of language at various levels:
4.4.3 paragraph level:
uses topic and supporting sentences to develop a coherent paragraph,
uses appropriate grammar, spelling and punctuation.
LEARNING OUTCOME 6: LANGUAGE STRUCTURE AND USE The learner will know and be able to use the sounds, words and grammar of the language and interpret texts.
Assessment Standard
We know this when the learner:
6.2 works with sentences:
6.2.4 uses a variety of sentence types correctly and appropriately (statements, questions, commands, exclamations).
MEMORANDUM
Activity 1 - Meggie’s Treat
1. something
2. tiny
3. little
4. want / need
5. small / desperate
6. delighted, pleased
7. shopping
8. patiently
9. busy, shopping
10. begged, asked
11. choose
12. certainly
13. way
14. looked
15. pleased
16. may
17. wrong
18. pair
19. unusual
20. choose, selected
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