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  1. Any entry word may be listed more than once. The multiple entries are called homographs . Homographs are words that are spelled alike, but have different meanings and origins. Look at the word gall .

A: gall /gawl/ n . 1 . Impudence 2 . asperity, rancour. 3 . bitterness, anything bitter. 4. the bile of animals. 5 . the gall-bladder and its contents.

B: gall /gawl/ n&v * 1 . sore on the skin made by chaffing . 2 . a place rubbed bare . * v. tr . 1. injure by rubbing. 2. vex, annoy, humiliate.

C: gall /gawl/ n . 1 . a growth caused by insects or fungus on plants and trees, esp. oak .

  1. Which gall is produced in the body?
  1. Which gall swells up leaves of plants?
  1. Which gall hurts?
  1. Which gall is caused by irritation?

Can you use your dictionary to find these words ?

Identify whether each word is a noun(N), adjective(A), verb(V) or adverb(AV) :

Use your dictionary to find these words which all begin with ‘tu’ .

  • smart jacket for formal occasions: tu __ __ __ __
  • a greenish blue colour: tur __ __ __ __ __ __
  • a tasty fish (delicious when tinned): tu __ __
  • someone who teaches or instructs: tut __ __ (….)
  • a kind of headdress: tu __ __ __ __
  • small tower: tur __ __ __
  • a water tortoise: tur __ __ __
  • stiff net skirt worn by ballet dancers: tu __ __ (….)

Assessment

LO 2

SPEAKING The 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:

2.1.1 asks and answers questions.

2.2 acts in culturally appropriate ways:

2.2.1 role-plays some familiar situations using appropriate language and gestures;

2.2.2 shows increasing awareness of social and cultural differences (e.g. understands the differences in expressing politeness in home and additional language);

2.2.3 switches from one language to another where appropriate;

2.3 uses additional language to communicate information:

2.3.2 gives a sequence of instructions

2.3.3 describes a process;

2.4 uses additional language creatively:

2.4.3 plays games involving language.

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:

3.2 understands, in a simple way, some elements of poetry:

3.2.4 comparisons (e.g. ‘he is the summer time’);

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:

6.2.1 uses the tenses introduced in previous grades to communicate orally and in writing;

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

6.4 develops own vocabulary:

6.4.1 analyses word formation.

Memorandum

ACTIVITY 1

Begin by explaining the difference between POSITIVE and NEGATIVE reactions so that the learners understand what is expected of them.

This activity has been structured to that the learners can see how problems can be handled. They need to grasp the better way of handling a problem and why a positive way is a better method. Spend time discussing this so that they do comprehend. Link this to the previous unit where handling conflict was emphasised.

ACTIVITY 2

Remember to continue with the spelling system with the learners:

Remember to

*Study the word.

*Cover it up!

* Try to spell it!

*Write it.

*Check your word!

1. When ‘c’ or ‘g’ are followed by :

a, o or u : hard sound.

2. When ‘c’ or ‘g’ are followed by :

e or I : soft sound.

c e metery
c e ntury
g i raffe
c i rcle
g i ant
c i rcus
c i garette
eng i ne

Evaluate the learners by giving them a spelling test and allocating marks accordingly.

ACTIVITY 3

This activity is designed to help the learners to understand how words are used in the dictionary – so that they will be able to recognise when words are used as verbs, nouns etc.

1. noun

barn (barn) n. a building used to shelter farm animals and to store grain.

The word coop is a verb in meaning nr 2 and 3 and a noun in meaning nr 1 .

coop (coop) n. 1. a pen for keeping animals such as rabbits or chickens; -v 2. to put or confine in a coop; 3. to keep in a small area. (The dog was cooped up all day in the house.)

2.

In this activity the learners need to explain how the word light is used as a noun and as a verb. They will need to use the dictionary for this.

(a) noun e.g. The light in this room is poor.
(b) verb e.g. If you light this area you will see better.
  1. Look at the word beard .
  • What does it mean?
hair growing on the chin of a man or a goat
  • What part of speech is beard ?
noun
  • What is the adjective form of the word?
bearded / beardless
  1. How many meanings does cookhouse have?
3
  1. From which language is teacake derived?
British

6.

  1. Which gall is produced in the body?
A
  1. Which gall swells up leaves of plants?
C
  1. Which gall hurts?
B
  1. Which gall is caused by irritation?
B

7.

Use your dictionary to find these words which all begin with ‘tu’ .

  • smart jacket for formal occasions: tu xedo
  • a greenish blue colour: tur quoise
  • a tasty fish (delicious when tinned): tu na
  • someone who teaches or instructs: tut or
  • a kind of headdress: tu rban
  • small tower: tur ret
  • a water tortoise: tur tle
  • stiff net skirt worn by ballet dancers: tu tu

An assessment task is provided for both the Educator and the learner.

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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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