| << Chapter < Page | Chapter >> Page > |
Your task is to say how the agents managed to get the scientists across the river.
Hint : five crossings from bank to bank should complete the mission.
Let’s see which group is the first to come up with the solution.
| LO 5.4.2 | |
| LO 5.4.3 |
FOOT CASTS
Do this with your partner.
Make a plaster cast of a distinctive shoe print to use as an exhibit in a court case. Write clear instructions for the procedure and demonstrate it to the class.
| LO 4.1.2 |
| LO 4 |
| WRITING The learner is 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 different kinds of texts for different purposes and audiences: |
| 4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. journals, poems, myths, dialogues, argumentative essays); |
| 4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. research report, letter to the newspaper, technical instructions); |
| 4.3 presents work with attention to neatness and enhanced presentation (e.g. cover, content page, layout, and appropriate illustrations or graphics); |
| 4.4 applies knowledge of language at various levels: |
| 4.4.1 word level; |
| 4.4.2 sentence level; |
| LO 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. |
| We know this when the learner: |
| 5.2 uses language to investigate and explore: |
| 5.2.1 asks critical questions that challenge and seek alternative explanations; |
| 5.4 uses language to think creatively: |
| 5.4.2 invents and describes preferred results or endings; |
| 5.4.3 hypothesises and offers alternatives when trying to solve a problem. |
| 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 works with sentences: |
| 6.2.1 uses subject-verb concord; |
| 6.2.5 uses punctuation correctly (e.g. comma to separate subordinate clause form main clause). |
U sing B etter V erbs
S uitable V erbs
A detective solves crimes.
A surgeon performs operations.
An author writes books.
A host entertains guests.
A botanist studies plants.
Crime Stop
1. pain heel made groan
2. whole currant piece
3. muscles two bane
4. cell fined foul
Words which sound the same , but are spelt differently.
Crime Busters
| WORDS | DEFINITIONS |
| Alibi | plea that when the alleged act took place one was elsewhere |
| Arrested | legally seized |
| Bribe | persuade someone to do something dishonest for you |
| Classify | arrange in groups |
| Criminal | person guilty of crime |
| Criminologist | person who studies crime |
| Customs inspector | person who investigates goods |
| Dactyloscopy | study of fingerprints |
| Evidence | facts available as proof |
| Gangsterism | practising violence in a group |
| Guilty | having committed offence |
| Homicide | committing murder |
| Identify | recognise / establish identity |
| Interpret | explain (words or dreams) |
| Investigator | person who inquires or examines |
| Jury | body of persons who give verdict in court |
| Mystery | inexplicable matter |
| Narcotics | drugs |
| Suspect | person believed to be guilty |
| Testify | bear witness |
T ry T his I f Y ou D are
Notification Switch
Would you like to follow the 'English home language grade 6' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|