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Write down 10 words that have been derived from other languages, but are used as ordinary English words today. Write down the meaning of each of these words or expressions, and then use it in a short sentence to show that you know how to use it.
| LO 3.6 | LO 6.8 |
1. Compare the following sentences:
The verbs that have been printed in bold in the sentences above are various forms of the verb “to work”. Can you see that different forms suggest different meanings?
Look at the last sentence and try to explain exactly what it means. Now look at the following similar sentences and read them out loudly:
DO YOU SEE THAT THE VERB SUGGESTS A RECENT ONGOING PROCESS ? This form is called the PERFECT PROGRESSIVE. (You don’t have to remember that!)
Underline the verb in each sentence. Remember, in this form, the verb consists of more than one word each time.
Do you see that the sentences start with “If”? That means a condition is being set. It is something that is wished for, or desired, or hoped.
Now make two of your own sentences in which you use the conditional form:
| LO 6.1 | |
| LO 6.6 | |
| LO 6.7 |
AND FINALLY, JUST FOR FUN:
Dramatise a visit to your school by Mark Shuttleworth. One of the learners must be Shuttleworth. The others must ask various interesting or amusing questions for him to answer. They must make sense, however! Perhaps you will be allowed to hold a Soyuz party at school … use your imagination. You could even learn a few Russian words, if you wanted to. Perhaps you could also create a “space menu” or a Russian menu. Be creative and enjoy it! Perhaps you could try to do a Cossack dance.
| LO 3 |
| READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| LO 4 |
| WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes to communicate information: |
| 4.1.2 writes one or two paragraphs describing a process (e.g. how to change a car tyre); |
| 4.4 writes creatively: |
| 4.4.1 shows development in the ability to write stories, poems and play-scripts (e.g. by including dialogue in a story). |
| 4.7 uses developing knowledge of language structure and use: |
| 4.7.1 makes text cohesive (e.g. by using pronouns). |
| LO 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. |
| We know this when the learner: |
| 5.2 uses language for thinking: |
| 5.2.1 asks and answers more complex questions (e.g. ‘What would happen if ...?); |
| 5.2.2 defines and classifies. |
| 5.3 collects and records information in different ways: |
| 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: |
| 6.8 expands vocabulary. |
Assignment 1
1. Any suitable questions.
2. Conditions where there is very little (almost no) gravity.
3. Embryos of mammals.
4. Any strange mammals.
5. Project
6. One takes it apart to study the parts of the whole.
7. Synthesis. That means putting the constituent parts together to form a whole.
8. Own comments.
LEARNING UNIT 6: LANGUAGE STRUCTURE AND USE
Assignment 2
1. On reading the passage, special attention must be given to stress and intonation by the learners.
2. mania craze, obsession, passion
campaign movement, crusade, promotion
enthusiastic excited, eager, keen, passionate
tumultuous chaotic, noisy, boisterous
related recounted, told, shared, communicated
all and sundry everybody
1. The university, college or school where one studied. (The Romans: “fostering mother”)
2. Learners’ own contributions. See Guidelines.
Assignment 3
1. Underline the following verbs:
has been visiting; have been following; have been comiling; has been growing; have been making.
2. Four sentences of their own
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