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Christine Palmer
Paragraph 1:
Give the meaning of sensitive .
LO 6.1.2 ( 2 )
What is the difference between affect and effect ?
LO 6.1.2 ( 2 )
Give one example each for why young boys and girls react with deep emotion, heartfelt agony and embarrassment.
LO 6.1.1 ( 6 )
Paragraph 2
“We need to look more deeply” . Give the part of speech of and the function of . . .
LO 6.1.5 ( 8 )
we
need to look
more
deeply
Paragraph 3
What is the connection of the second sentence to the first?
LO 6.2.6 ( 1 )
Paragraph 4
What is the function of the colon?
LO 6.2.6 ( 1 )
Paragraph 5
Define your answer.
LO 6.4.1 ( 1 )
Paragraph 6
Use understanding , kin d and compassionate in sentences. Show the meaning clearly.
LO 6.1.2 ( 3 )
What is the purpose of the colon?
LO 6.1.2 ( 1 )
Paragraph 7
Use the word in a sentence to show it’s meaning clearly.
LO 6.1.2 ( 3 )
What is the difference between fame and notoriety ?
LO 6.1.2 ( 2 )
What can a bully do if he wants to change his behavioural pattern?
LO 5.1.1 ( 3 )
Paragraph 8
Name two other gifts you feel are the greatest gifts you could give to any man.
LO 5.1.1 ( 2 ).
Paragraph 9
What is meant by world here?
LO 5.1.1 ( 3 )
Paragraph 10
Why is talk repeated?
LO 5.1.1 ( 1 )
Why is there an exclamation mark after the last sentence?
LO 6.2.6 ( 1 )
Paragraph 11
Give the ONE function of both commas in the first sentence.
LO 6.2.6 ( 1 )
Paragraph 12
Combine the 2 nd , 3 rd and 4 th sentences into ONE sentence. Use the correct punctuation.
LO 6.2.6 ( 1 )
Paragraph 13
What is the function of the semi-colons; the dash and the exclamation mark?
LO 6.2.6 ( 3 )
Paragraph 14
Is this sentence a statement, a command or a question?
LO 6.2.4 ( 1 )
Explain the figurative image in stake your claim .
LO 3.8.2 ( 2 )
TOTAL: 48 [1 - 12 = 1; 13 – 24 = 2 ; 25 – 36 = 3; 37 – 48 = 4 ]
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LO 4 Writing |
The learner will be 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 a range of imaginative texts:4.1.1 to express imagination, ideas and feelings about self and others;4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs and letters; |
4.2 produces a range of factual written and multi-model texts for various purposes, using a range of visual, and design elements where appropriate by means of recounts of events, research project reports, pamphlets, posters, book reviews; |
4.4 uses the writing process collaboratively and independently to generate texts:4.4.5 reflects on multiple drafts considering purpose, audience, language usage, bias, complex organisation and a few simple elements of style, and revise appropriately. |
LO 5 Thinking and Reasoning
The learner will be 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:
5.1 uses language to think and reason:
5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum;
5.1.6 draws on own experience in order to substantiate point of view;
5.1.7 questions and infers to solve problems and develop thinking about complex issues, ideas and emotions;
5.2 use language to investigate and explore:
5.2.4 locates and accesses information from a wide variety of sources;
5.3 processes information:
5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills;
5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product.
5.3.6 formulates thoughts orally and in writing in increasingly complex ways, using knowledge of language.
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:
6.1 works with words:
6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems;
6.1.5 uses word families and words of the same field to develop vocabulary in context.
ACTIVITY 1: Write a sensitive letter
ACTIVITY 2: Read passage
ACTIVITY 3: Point-form summary
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