Rooms in thehouse

English first additional language

Grade 4

Please come inside

Module 8

Rooms in the house

Activity 1

To understand words in context [lo 6.6.4]

ROOMS IN THE HOUSE

In our second module we shall be talking about our homes. Our homes are the places where we live. There are many types of homes, which also vary in size. We shall be looking inside our homes, outside our homes and hearing about other people’s homes. Enjoy the visit!

A. Cut out the pictures of the rooms and paste them in the correct places in the house. Pay special attention to the names of the different rooms.

B. In your groups let each learner choose two of the rooms. Take turns to explain to the rest of the group what you do in those rooms.

Complete the following sentences by filling in the missing word.

a) The car is parked in the ……………………………………

b) Mum prepares food in the ………………………………..

c) We watch television in the ………………………………..

d) My brother sleeps in his own …………………………….

e) We eat dinner in the ……………………………….

f) I bath or shower in the ………………………………..

g) I do my homework in the ……………………………….

h) We store our suitcases and old toys in the …………………………..

i) We play table tennis in the ………………………………..

j) Our swimming pool is in the …………………………………

k) We keep our gardening tools in the ………………………………..

l) Our guests sleep in the …………………………………..

Activity 2

To repeat the same structure to create a poetic rhythm [lo 4.3.1]

SONG TO SING

This song can be sung to the tune of "Are you sleeping...?" (Frère Jacques). If you do not know the tune you will be able to clap out the rhythm by counting the syllables in the song.

A. Work in your groups and count the syllables in each line. If a word is made up of more than one syllable, break it up like this: e.g. hos/ pi/ tal.

This is my house (2x)

I am proud (2x)

You are very welcome (2x)

Please come inside (2x)

B. As a group, you are going to make up a second verse. Check that each line has the correct number of syllables. Once your song is complete your educator will allow you an opportunity to present it to the class. You may sing it or present it as a rap.

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C) Now it is your turn to be creative. Write the next verse on your own. Remember to count the syllables in each line.

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Assessment

Learning outcome 4: writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standard

We know this when the learner:

4.3 writes creatively:

4.3.1 uses some techniques for creative writing: repeating the same structure to create a poetic rhythm and pattern.

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:

6.6 develops own vocabulary:

6.6.4 understands between 2 000 and 3 500 common spoken words in context by the end of grade 4.

Memorandum

Activity 1

ROOMS IN THE HOUSE

The learner is afforded the opportunity to learn vocabulary - the names of the rooms in the house in a fun and “hands on” way – cutting and pasting.

Discuss the criteria in the “Rooms in our House” checklist prior to learners beginning this activity.

Check the learners’ understanding of the new vocabulary by letting them complete the sentences.

Answers: garage; kitchen; lounge; bedroom; dining room; bathroom; study; cellar; playroom; garden; shed; spare room

Activity 2

SONG TO SING

Revise the concept of syllables by letting each learner say their first and last name in “syllable rhythm” E.g. Ma-ry-Mc-Do-nald = 5 syllables They love this!

Show them how to clap out a rhythm by clapping out a simple song that is familiar to them. e.g. Ma-ry-had-a-li-ttle-lamb…

Now that you have empowered them with knowledge about syllables, they can work in their groups.