1.3 Sentences  (Page 3/3)

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:

4.1.2 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-modal texts (texts using print and images) for various purposes, using a range of visual, and design elements where appropriate by means of recounts of events, research project reports, pamphlets, posters and book reviews;

LEARNING OUTCOME 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;

6.1.6 uses prefixes and suffixes to work out meaning.

6.2 works with sentences:

6.2.6 uses a range of punctuation appropriately (e.g. comma to separate an introductory phase or clause from the main part of a sentence, and to separate phrases and clauses in a series).

Memorandum

ACTIVITY: “FANTASTIC OFFER”? THINK AGAIN!

1. Learning the spelling will also reinforce the new vocabulary. Ask weaker pupils to arrange the words in alphabetical order. A spelling test can assess what they have learnt. Perhaps arrange the words in word class order?

2. Instalments: R200 x 24 months = R4800Deposit: R 300Total amount = R 5100 !

Pupils may collect similar advertisements to display in class. Let the learners create a radio/TV advertisement along similar lines.Create a jingle/rap/slogan to accompany this FANTASTIC FURNISHER’s advertisement.

ACTIVITY 2: SENTENCES

1. PUNCTUATION :

1. the dash in line 2: emphasizes what follows = the climax of the sentence
2. the 1st comma in line 5: introduces direct speech
3. the 2 ^nd comma in line 5: marks off someone who is being addressed
4. the hyphen in line 7: forms a compound verb
5. the dash in line 8: sets apart an extra thought
6. the comma in line 9: introduces a participial phrase
7. the hyphen in line 16: forms a compound adjective

2. SENTENCE PARTS

1. Mr and Mrs Jonas were shopping in town.

2. The next month they received a short letter with an invoice.

3. The invoice and the letter were sent to the couple’s home.

4. The special offer and the idea of receiving something for free were very attractive to them. (subjects in boxes – rest = predicate)

3. PHRASES and CLAUSES PHRASE: group of words without a finite verbCLAUSE: group of words containing a finite verbRevise the basic parts of speech if your pupils battle to find / identify e.g. finite verbs. Use the passage for revision.

3.1 phrase – no finite verb, “to browse” is an infinitive

clause – “returned” is a finite verb

3.2 phrase – no finite verb, “giving” is participle

subordinate clause

3.3 main clause

3.4 subordinate clause

subordinate clause

ACTIVITY 3: TIME TO FIGHT BACK

Guide pupils through the writing process. Emphasise neatness and handwriting when completing the form