roodepark school€¦ · web view2020. 8. 18. · english home language . term 3. year 3 / grade...

ENGLISH HOME LANGUAGE

TERM 3

YEAR 3 / GRADE 9

ACTIVITY 1

LISTENING AND SPEAKING

EXPRESS YOURSELF IN YOUR DIARY

A good way to share what you are thinking and feeling is to keep a diary. The word

“diary” makes different people think of different things. To most learners a homework

diary is the most familiar diary. But some diaries are a whole lot more fun and

interesting.

Prepare to read Iris’s diary

Before reading: Find out a little about Iris and where she lived, to get to the context for

the type of diary she wrote.

Biographical detail

Iris Vaughan was a young girl living in the Eastern Cape over 100 years ago when she first started writing her diary. Her father gave her one of his magistrate’s notebooks so that she could write “the truth, the whole truth and nothing but the truth” in it, instead of being rude to his guests. Iris’s diary, finished when she was 13, is a personal account of her family life in small towns in the Eastern Cape, the arrival in town of Boer guerrilla forces and re-occupation by British troops. It was firs published in instalments in a magazine before being published as a book in 1958. The published version kept all the spelling mistakes contained in the original, handwritten manuscript.

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Did you know?

The Anglo-Boer Wars were fought between the British Empire and two independent

Boer republics in what is now South Africa.

The first war: 1880 – 1881

The second war: 1899 – 1902

Answer the following questions:

1.1 Where in South Africa did Iris live?

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1.2 What wars did she live through?

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1.3 How long ago did she live there?

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1.4 How and when was her diary first published?

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1.5 Discuss with the class what you think has changed for children since then.

1.6 Look at the picture below. It shows how long a girl’s skirt had to be at different ages.

How would you feel if you had such strict rules about how you had to dress?

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4 years

8 years

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14 years and older

1.7 If Iris got into trouble for saying things to people, how do you think she felt about the

dress rules she had to follow?

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ACTIVITY 2

READING AND WRITING

THE DIARY OF IRIS VAUGHAN

Read the start of Iris’s diary as a class and then work in groups to answer the questions

that follow.

The Diary of Iris Vaughan

Today is my birthday. I am going to write a diry, diray, a diery book. Pop told me I could. He gave me this fat book. It was a government book, but it is mine now. I shall write here in the loft and hide my book in the old box with straw so that no one can see it. Every one should have a diery. Becos life is to hard with things one must say to be perlite and the things one must not say to lie. This is something I can never get right. If I say you are an ugly old man, that is bad manners, and if I say you are not an ugly old man I am telling a lie and not speaking the truth, the whole truth and nothing but the truth so help me God. That is what the peopel say in the witness box when they are at a case in the witness box at the courthouse. When they say this it is a great sin to tell a lie. Pop says to the witnes who is to speak about the prisoner what you are to say is the truth, the whole truth and nothing but the truth, and the

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witnes says so Help me God. Then he tells the truth and is not punished.

2.1 How old do you think the writer of the diary is? Explain your answer and use

extracts from the diary and the illustrations to support your explanation. (3)

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2.2 Do you think Iris was good at spelling? Explain with the reference to what age you

think she is. (2)

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2.3 What is Iris’s difficulty with telling the truth? (2)

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2.4 Have you ever experienced a similar situation? (1)

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ACTIVITY 3

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WRITING AND PRESENTING

DIARY

Have you ever been in trouble for telling the truth? Like Iris write a diary entry to explain

what happened.

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ACTIVITY 4

LANGUAGE STRUCTURES AND CONVENTIONS

PRESENT AND PAST TENSE VERBS

Diaries use both the present and the past tense. They use the past tense to describe

things that has already happened and the present tense to describe thoughts and

feelings at the time of writing.

4.1 Skim through Iris’s diary and take note of when she writes in the past tense or the

present tense and what she is describing at the time.

4.1.1 Copy out two sentences from her dairy and underline all the words that show the

past tense,

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4.1.2 Copy out two sentences from her dairy and circle the words that show the present

tense.

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ACTIVITY 5


USING A DICTIONARY

GUIDE WORDS

5.1 The words on top of the dictionary page is called the guide words. These words list

the first and last words on a dictionary page. By looking at the guide words you can tell

witch words will appear on the page.

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When you open a dictionary the words in bold are called the entry words.

You will also see a definition for the entry word. Some words have more than one

definition. Sometimes you will also see a word used in a sentence.

5.1 Tell which definition of the word cabin is used in the following sentences:

5.1.1 The pilot greeted everyone in the cabin.

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5.1.2 The boat captain returned to his cabin for the evening.

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5.1.3 I saw smoke coming from the chimney of the cold cabin.

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5.2 Tell which definition of the word horn is used in the following sentences.

5.1.1 The ship’s captain honked the horn as they left the dock.

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5.1.2 The sheep had horns on his head.

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ACTIVITY 6


NOUNS AND ADJECTIVES

6.1 Fill the words into the box under the correct type of noun.

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6.2 Circle the adjectives and underline the nouns they describe.

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WEEK 3-4

ACTIVITY 7


CARTOON/ COMIC STRIPS

Discuss the following with your teacher:

Cartoons are powerful teaching tools and can:

Tell a complex story in a few images

Provide comment and provoke thought on events and issues in the news

Give an example of vocabulary related to current trends and fads

Provide easily identifiable characters to form the basis for sketches

Show culture in action with the ways that men or women are behaving and are expected

to behave

Comment on and illustrate a whole range of issues like racism, teenage relationships,

sexism, ageism, family relationships.

READING AND WRITING

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7.1 Look at the following cartoon strip and answer the questions that follow.

7.1.1 This cartoon was written during which time? (1)

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7.1.2 The man is holding 2 things in his hands. What is it and why do you think he is

taking these items with him on his jog? (4)

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7.1.3 Why does the man need a 5km radius map to go for a jog? (1)

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7.1.4 Why must he set his timer? (1)

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7.1.5 Who is the artist that created this cartoon? (1)

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7.1.6 Do you think this is a good, well thought out cartoon. Why do you say so? (2)

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ACTIVITY 8


CREATING YOUR OWN CARTOON

The cartoon in the previous activity is a good example of how the artist Zapiro

experienced the National Lockdown.

You are going to create your own Cartoon to express how you found the Lockdown or

The Covid-19 pandemic. Remember to put your own feelings and emotions into what

you create.

Look at a few more examples to help your creative juices to flow.

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……../10

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ACTIVITY 9


DEGREES OF COMPARISON

Degrees of Comparison are used when we compare one person or one thing with

another.

There are three Degrees of Comparison in English.

They are:

1. Positive degree.

2. Comparative degree.

3. Superlative degree.

Let us see all of them one by one.

1.Positive degree.When we speak about only one person or thing, We use the Positive degree.

Examples:• This house is big.

In this sentence only one noun “The house" is talked about.

• He is a tall student.

• This flower is beautiful.

• He is an intelligent boy.

Each sentence mentioned above talks about only one noun.

The second one in the Degrees of Comparison is...

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2.Comparative degree.When we compare two persons or two things with each other,We use both the Positive degree and Comparative degree.

Examples:a. This house is bigger than that one. (Comparative degree)

This house is not as big as that one. (Positive degree)

The term “bigger" is comparative version of the term “big".

Both these sentences convey the same meaning.

b. This flower is more beautiful than that. (Comparative)

This flower is not as beautiful as that. (Positive)

The term “more beautiful" is comparative version of the term “beautiful".


3. Superlative DegreeWhen we compare more than two persons or things with one another,We use all the three Positive, Comparative and Superlative degrees.

Examples:a. This is the biggest house in this street. (Superlative)

This house is bigger than any other house in this street. (Comparative)

No other house in this street is as big as this one. (Positive)The term “biggest" is the

superlative version of the term “big".

All the three sentences mean the same meaning.

b. This flower is the most beautiful one in this garden. (Superlative)

This flower is more beautiful than any other flower in this garden. (Comparative)

No other flower in this garden is as beautiful as this one. (Comparative)The term “most

beautiful" is the superlative version of the term “beautiful".

All the three sentences mean the same meaning.

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c. He is the most intelligent in this class. (Superlative)

He is more intelligent than other boys in the class. (Comparative)

No other boy is as intelligent as this boy. (Positive)The term “most intelligent" is

superlative version of the term “intelligent".


d. He is the tallest student in this class. (Superlative)

He is taller than other students in this class. (Comparative)

No other student is as tall as this student. (Positive)

The term “tallest" is superlative version of the term “tall".

Exercise 1

Complete the table:

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Class test about degrees of comparison (20)

ACTIVITY 10


ADVERTISING

Adverts are all around us. Can you remember the last advert you heard on the radio?

What was it about? How did it catch your attention?

Explain how:

Radio adverts have to catch your attention using language techniques. Can you think of

any adverts that:

Ask an interesting question

Promise the fulfilment of a dream

Provide the answer to a problem

Offer a prize or a good deal

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Use catchy or persuasive language

Use language that appeals to a particular audience?

Radio adverts also have to use sound and expression to sell a product. Work with a

partner. Take turns to say each of these opening lines aloud. Try to sound as

persuasive as possible!

Try our new cheese spread.

You must simply try our new, yummy- tummy cheese spread!

Which sentence sounds more persuasive? Why?

Make up your own persuasive sentence to sell cheese spread.

Visual adverts

While radio adverts rely on sound effects only, printed adverts in magazines or

newspapers are what we see so they include visual effects.

Visual effects rely on colour, lettering and layout. Adverts and movies combine sound

and visual effects on television.

Look at the adverts

The following adverts have used visual effects to appeal to their audience.

1. For each advert explain how:

a. Colour

b. Lettering

c. Layout are used to catch your attention.

2. Can you describe each audience the advert is aimed at? How can you tell?

3. Which advert appeal to you? Explain why.

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ACTIVITY 11

READING AND WRITING

What colour is the wrapping of your favorite chocolate or packet of chips? Think about

what you see if you are in the snack isle of the shop: bright packaging? A familiar logo

or character? Large bold print? All these elements are used to grab your attention.

11. Look at the packaging and think about the language and visual affects you can see.

Answer the questions on your own.

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11.1 Do you think the packaging uses bright and bold colours? (1)

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11.2 Explain the effect the colours have. (2)

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11.3 What catchy slogan is used? Have you heard it before? (2)

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11.4 What familiar character in used on the packaging? (1)

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11.5 Why have they chosen this character? Think about his personality and the

language that he uses. (2)

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11.6 Does this character appeal to a specific audience or general one? Explain your

answer. (2)

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11.7 Can you think of other characters that are used to advertise a product? Mention

one or two. (2)

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11.8 Do you like this packaging? Why? (2)

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Message on the back of the packet:

Simba chips are made from only the best potatoes grown right here in South Africa, and while every young potato aspires to become a Simba Chippie, only the very best make the grade. Simba the King of Snacks, is very choosy, and he guarantees that every pack will be of the highest quality and will always Roarrr with flavor!

11.9 Scan the message on the back of the packet to find the following:

a. Two examples of personification. (2)

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b. An example of word play. (2)

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ACTIVITY 12

LANGUAGE STRUCTURES AND CONVENTIONSVERBS AND ADVERB

Adverb

An adverb is a word used to tell more about a verb, and it almost always answers the

questions how? when?, where?, how often?, and in what way?. Words

like slowly, loudly, carefully, quickly, quietly or sadly are all adverbs. Adverbs usually,

but not always, end in -ly.

Examples of adverbs in a sentence (with the adverb in italics): that is a weird word and

is seen differently

How did the man walk? The man walked slowly.

How did the dogs bark? The dogs barked loudly.

An adverb can also modify (describe) an adjective or another adverb

Examples:

Adverb modifying a verb: He writes well

Adverb modifying another adverb: He writes very well

Adverb modifying an adjective: He is very well

In the first two examples the word 'well' is an adverb. In the last example, it is an

adjective. This is one example in which the same word can be both an adjective and an

adverb but not in the same sentence.

As a rule, the same word can play different roles but not in the same sentence. It all

depends on what the word is doing in the sentence. It could be a noun, an adjective, an

adverb, a verb, etc. Example: take the word 'cool'. In the sentence, "he walks cool", the

word 'cool' is an adverb. In the sentence, "cool the hot dish", the word 'cool' is a verb. In

the sentence, "it is a cool evening", the word 'cool' is an adjective. In the first example,

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"he walks cool", the word 'cool' really means 'coolly' as in "play it cool" (do not get

excited; be calm).

12.1 Complete the following worksheet about verbs and adverbs.

Verbs and adverbsLI: We are learning to use verbs and adverbs.

Underline the verbs in these sentences. 1. The mouse found the cheese.

2. The cat chased the mouse.

3. The frog leaped into the pond.

4. The boy ate the chocolate bar.

5. The car skidded round the bend and crashed.

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Change the verbs in these sentences to alter the meaning. Choose from the list below: lost iced hated cycled ate The girl dropped the ice-cream.

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The red team won the race!

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The family loved camping.

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The children baked a cake.

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The boy ran across the road.

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An adverb describes the verb. For example: The alien suddenly jumped up behind them and burped loudly!

Underline the verbs in these sentences, then circle the adverbs. 1. The cat purred softly.

2. The giant sneezed loudly.

3. The man drove quickly.

4. She sang beautifully.

Choose a suitable adverb from the list below to change the adverbs in these sentences to alter the meaning: carelessly quietly slowly

1. The boy carefully wrote his name.

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2. The car quickly came to a halt.

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3. The children played noisily. _________________________________________________________________

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ACTIVITY 13


WRITE AN ADVERT

Decide on a product to advertise. It can be anything you want, but the audience will be

children of your age. It could be a new PSP game, food, toothpaste, clothes or food.

Before writing: plan your advert and think of the following:

Layout

Purpose

Audience

Language

Give your product a catchy name and slogan.

While writing:

a. Give your advert a clear headline

b. Use colours to create a strong visual effect

c. Experiment with different lettering

d. Include a picture of your product and your slogan.

After writing: Check your text for spelling and grammar mistakes.

Present your advert neatly.

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Clear headline …../5

Appropriate picture used ……/5

Creative advert …../5

Cleaver wordplay/ slogan …../5 ……/20

WEEK 7-8

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ACTIVITY 14


POETRY

Look at the following examples of figurative language.

ACTIVITY 15

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READING AND WRITING

POEM

The following paragraph describes the reality experiences by many South African

children. It is adapted from an AIDS Foundation document and provides the context of

the poem.

UNAIDS estimates that 1.9 million orphans were living in South Africa at the end of

2009. The worst effected children – those from very poor households – are losing their

health, their homes and livelihoods as well as their parents, families and caregivers due

to the disease and its affects.

Poor health and the death of family members who should be caring for them puts these

children in a terrible position.

Read the poem that follows and answer the comprehension questions.

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The Head of the Household

By Ingrid de Kok

is a girl of thirteenand her children are many.

Left-overs, moulting gulls, moulting means losing feathers, gulls wet unweaned sacks look naked and ugly if they moult

she carries them under her arms wean means to stop breastfeeding aand on her back baby

though some must walk beside herbearing their own bones and mash

when not on the floorin sickness and distress

rolled up in rowsfacing the open stall.

Moon and bone-cold starsnavigational spoor

for ambulance, hearse,the delivery vans

that will fetch and dispatchthe homeless, motherless

unclean and deadand a girl of thirteen,

children in her arms,house balanced on her head.

15.1 Do you think the title of the poem is a good one? (2)

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15.2 A metaphor is a direct comparison between two things. Look at the three

metaphors below and explain what each one says about the condition of the children.

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a. The children are left-overs. (1)

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b. The children are moulting gulls. (2)

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c. The children are wet and unweaned sacks. (3)

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15.3 Quote one line from the poem that tells you that the children find it difficult to walk

because their muscles are weak. (1)

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15.4 Why are the children fetched by an ambulance or a hearse? (2)

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15.5 Do you think the 13-year-old girl will also be taken away? (2)

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11.6 What does the line house balanced on her head tell you about how rich or poor the

girl is. (2)

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11.7 What is the message of this poem? (2)

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11.8 What emotions does the poem cause you to feel? (3)

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TOTAL:20

ACTIVITY 16


WRITING YOUR OWN POEM

Writing a poem can be a frightening prospect. If you follow the steps in the activity

below, you will be able to create a poem without realizing it.

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16.1 Drawing out your emotions

1. Divide a piece of paper in half, lengthwise by drawing a line down the center and

folding it.

2. At the top of the left-hand column write a negative emotion. Your emotion must

be an abstract noun, for example anger, stress, anxiety.

3. Now use up about 10cm of your page to draw whatever image, symbol or pattern

comes to mind when you think about that emotion. Your image does not need to

be artistic, but it has to capture the emotion you are trying to express. For

example, you might draw dark black storm clouds and a lightning bolt of anger.

4. Next write words or phrases about your emotions into your picture. Use small

writing, and allow them to blend into your drawing. The more words or phrases

you include now, the easier the next few steps will be.

Your drawing might look something like this:

5. Underneath your drawing, write down the following:

two similes about your chosen emotion, e.g. Anger is like a dark storm hovering above my head.

Two metaphors about your chosen emotion, e.g. Anger is a sharp knife cutting me from inside.

Two examples of personification, e.g. Anger whispers words of rage.

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6. Now repeat steps 2-6 with a positive emotion in the right-hand column of your

page.

16.2 Writing your poem:

Activity 16.1 has prepared you to write a poem. Use your figures of speech, your

pictures and your phrases as the basis of your poem. You may choose to write about

only one of your chosen emotions, or write a poem that combines both of them. You

might use activity 16.1 as a springboard for a new idea. It is up to you!

Keep these tips in mind:

Your poem should be about 90-100 words.

Give your poem a creative and clever title.

Your poem does not need to rhyme.

Use poetic language (figures of speech and sound devices)

You may use poetic freedom. This means you do not have to use formal

language structures or punctuation.

Write a poem that is meaningful to you. This will affect your reader.

You can be creative and decorate your poem with a border or image.

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roodepark school€¦ · web view2020. 8. 18. · english home language . term 3. year 3 / grade...

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