2.8 To use comparatives to communicate

English first additional language

Grade 6

Module 19

To use comparatives to communicate

Activity 1:

To use comparatives to communicate

[lo 6.2.4]

An idiom is an expression that we use in English. Each picture below depicts an idiom that we use that has something to do with an animal. Study the meanings below and write down the correct idiom.

Meanings

1. To feel out of place in a situation. (fish)
2. To falsely show sadness. (tears)
3. To count your profits before they have materialised. (chickens)
4. To pretend to be upright and honest when you are not. (sheep)
5. To tackle a problem head on. (bull)
6. When someone is not affected at all by what you say. (duck's back)

Can you think of any idioms that you have heard, that we have not used?

Write your examples on the lines below. Ask your parents for help or look up some examples in books.

Well done. We are going to make it a little more challenging for you! On the lines below, write down five idioms that you have thought up that deal with animals.

Assessment

Memorandum

This activity focuses on idioms. Learners must study the pictures in their workbooks very carefully and then write the correct idiom, using the clue given, under each picture. Before allowing the learners to complete this exercise, go through the clues with them. They may not have heard of the idiom that is being referred to in the clues. If you find that idioms are a very new concept to your learners, write the idioms on the board and allow them to match the correct idiom to the picture by choosing one of the options from the board.

In the next part of the activity, learners must try to think of idioms that make use of colour. They may work in groups, ask parents, look in books etc to find these examples. Should books not be available, or should they be finding it difficult to find examples, make use of the following list of idioms to help them.

1. All that glistens is not gold.
2. Absence makes the heart grow fonder.
3. Beggars can’t be choosers.
4. New brooms sweep clean.
5. Once bitten, twice shy.
6. Charity begins at home.
7. Every cloud has a silver lining.
8. Too many cooks spoil the broth.
9. A friend in need is a friend indeed.
10. More haste, less speed.

In the last part of the activity, learners are asked to be creative and to think of their own idioms that make use of animals as a theme. This is a challenging exercise and learners may want to work in partners or in groups. As an introduction to this part of the activity, go though some examples of animal idioms that already exist and discuss the meanings. The following are some examples that you may use:

1. The early bird catches the worm.
2. While the cat’s away the mouse will play.
3. A bird in the hand is worth two in the bush.
4. Let sleeping dogs lie.
5. The last straw that breaks the camel’s back.
6. Give a dog a bad name and hang him.
7. Every dog has its day.
8. Care killed the cat.

Remind learners that they will be assessed on neatness and on the originality of their examples.