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Can you spell these words? Do you know their meanings?

Try to fit as many of these words as you can into ONE sentence!

A word is hidden away in the blocks that are left. What is it?

Assessment

LO 3

READING AND VIEWING The 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:

3.6 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;

3.7.2 demonstrates a reading vocabulary of between 2 000 and 3 500 common words.

LO 6

LANGUAGE STRUCTURE AND USE The 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

This section on Adverbs is set out very clearly for the learners in their modules.

Work through the exercises carefully. As with the previous language sections in the units, do not attempt to continue unless the learners are confident in the work.

Select the most suitable adverb – discuss the answers with the learners. Listen to them. Get them to think rationally in selecting an adverb to best suit the sentence. Let them work out what each word tells us (how, when, where, why, to what degree), i.e. let them tell you the function of an adverb.

The same applies to the exercise labelled: Adverbs tell us HOW, WHEN and WHERE, and the exercises which follow. Discuss the options. Allow the learners to tell the others what they have selected as an answer.

A checklist in the form of an assessment (for the educator) is provided.

ENRICHMENT EXERCISE :

Make a spinning wheel chart, using 3 layers of cardboard joined in the middle with a split pin. Write adjectives in the outer circle, nouns in the middle circle and verbs in the inner circle. (as shown)

1. Spin and write the adjective, e.g. s illy

  1. Spin again and write the noun, e.g. ogres
  2. Spin again and write the verb, e.g. tickle
  3. Spin again for another adjective, e.g. chocolate
  4. Spin again for another noun, e.g. worms

Write the sentence:

_____

Try some more:

_____

This is a great game to play – and from experience I can vouch that the learners get maximum enjoyment from it. The instructions are basic and self-explanatory. See the Learners’ Module.

Develop the game by allowing the learners to change the adjectives, nouns and the verbs. Give prizes for:

  • The most nonsensical sentence
  • The weirdest sentences
  • The truest sentence
  • The funniest sentence, etc.

Allow the children to make up their own categories.

Additional task – just for fun ! “PICTURE-A-NOUN!”

  1. Think of a noun.
  2. List 15 – 20 words describing this object.
  3. Create a “picture” outline of this object, using your descriptive words.

(= earthworm)

ACTIVITY 2

Fill the books with words having similar meanings to the word on the spine of the book. Refer to the KEY to understand the code given.

This is a very simple exercise, but it has been designed so that the learners are actually forced to use a dictionary/thesaurus, in order to find the answers. Refer to Unit 3, Activity 16 for help. Discuss context with them, and relevance.

ACTIVITY 3

Once again, use is made of a wordsearch. Allow the learners to either work on their own, in pairs or in bigger groups. Make the activity more exciting by reverting back to the method used in module 2. Give little prizes, even certificates.

Select perhaps 10 words, maybe more, and practise spelling them according to the system they have been taught.

Apply the strategy to this task.

Additional task : some s- words.

You will need a garbage bag.

Get into groups of 2.

You may cut, twist, knot, shape or get inside the garbage bag to depict the word you have chosen.

Once finished, choose the best group.

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Source:  OpenStax, English first additional language grade 5. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col10992/1.2
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