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Use your dictionary to help you understand the meaning of the following words. Write down the meaning of each word. You may work with a friend as long as you WHISPER!
A TREAT FOR TUCKER
A soft breeze was blowing in Shadyhanger and it carried the sweet scent of strawberries through the open window of Tucker’s cottage at the base of the oak tree.
Tucker had woken up very early. He was searching for his special gloves because he decided to go strawberry picking. The ground felt warm and the sun was shining brightly in the sky.
Tucker set off with his blue berry-barrow in the direction of the strawberry patch. His little mouth began to water when he saw row upon row of fat, juicy strawberries. Tucker used his thick gloves to pick a large strawberry and then he bit into it to test if it was ripe. It was! He took another bite . . . just to make sure . . . and then another . . . . until there was nothing left. Tucker was very full!
Just then, over by the hedge, he noticed an enormous strawberry. It was going to be a special treat, “That’s the one I’ll take home in my berry-barrow.” he said.
He pulled and pulled with all his might but the strawberry wouldn’t budge! Suddenly the strawberry began to shake violently. Tucker felt his hands slipping out of his gloves. He was sailing through the air and then he landed on the grass with a “BUMP”.
“What an unusual strawberry”, thought Tucker feeling rather giddy.
Tucker waited until the world had stopped going round.
“It feels like my nap-time,” he said hurrying home.
He was drifting off to sleep when he remembered he had left his gloves behind!
Adapted from “ The Walker Bedtime book ”- original story written by Peter Cross and retold by the author.
QUESTIONS:
Why was Tucker up so early?
Answer True or False
…………………………
…………………………
…………………………
…………………………
(e) Tucker returned home with a berry-barrow full of strawberries.
…………………………
LEARNING OUTCOME 1: LISTENING The learner is able to listen for information and enjoyment, and respond appropriately and critically in a wider range of situations.
Assessment Standard
We know this when the learner:
1.6 listens for information in different kinds of texts (such as weather reports, school announcements, interviews), recalls main ideas or specific details, and responds appropriately.
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:
4.4 applies knowledge of language at various levels:
4.4.1 word level.
LEARNING OUTCOME 5: THINKING AND REASONING The learner is able to use language to think and reason, as well as to access, process and use information for learning.
Assessment Standard
We know this when the learner:
5.4 uses language to think creatively:
5.4.3 finds different ways to express ideas using a thesaurus and discusses nuances in meaning.
Activity 1
1. torture: to inflict severe physical or mental pain.
2. shrivelled: to contract into a wrinkled or curled-up state
3. extraordinary: unusual or remarkable, additional
4. furnace: an enclosed structure for intense heating by fire.
a very hot place.
5. absurd: ridiculous, wildly inappropriate
6. ferocious: fierce, savage
7. adore: like very much, regard with honour and deep
affection
8. despicable: contemptible, deserving to be despised
9. automatic: working of itself, without direct human involvement
in process
10. friend: very wicked or cruel person, evil spirit
11. triumphant: successful, victorious
12. sensation: stirring of emotions, senses, mind, feelings
13. flabbergasted: astound, astonish
14. dumbfounded: to be speechless with surprise
15. nonsense: absurd, foolish words, ideas or behaviour
Activity 2
1. c
2. b
3. a
4. c
5. c
6. (a) false
(b) true
(c) true
(d) true
(e) false
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