Solutions for all
English
Home Language
Grade 6
Learner’s Book
C H B Strauss
E Moller
Solutions for all English Home Language Grade 6 Learner’s Book
© C H B Strauss, E Moller, 2012
© Illustrations and design Macmillan South Africa (Pty) Ltd, 2012
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form
or by any means, electronic, photocopying, recording,
or otherwise, without the prior written permission of the
copyright holder or in accordance with the provisions
of the Copyright Act, 1978 (as amended).
Any person who commits any unauthorised act in relation to this
publication may be liable for criminal prosecution and
civil claims for damages.
First published 2012
13 15 17 16 14 12
2 4 6 8 10 9 7 5 3 1
Published by
Macmillan South Africa (Pty) Ltd
Private Bag X19
Northlands
2116
Gauteng
South Africa
Illustrations by Rassie Erasmus
Typeset in 14pt Swiss for all by Positive Proof
Cover design by Assegai Designs
Cover image from Gallo Images
eISBN: 9781431023158
ISBN: 978-1-4310-0896-4
WIP: 3993M000
It is illegal to photocopy any page of this book
without written permission from the publishers.
The publishers have made every effort to trace the copyright holders.
If they have inadvertently overlooked any, they will be pleased to
make the necessary arrangements at the first opportunity.
The publishers would also like to thank those organisations
and individuals we have already approached and from
whom we are anticipating permission.
Photographic acknowledgements
Roger de la Harpe Africa Media Online – pg 15
INPRA – pg 21, 173
Salvation Army – pg 29
The Bigger Picture – pg 108
Jeremy Jowell Moonshine Media – pg 209
Gallo Images – pg 213
Contents
Term 1
Unit 1:
Unique
1
Unit 2:
Imagine that!
13
Unit 3:
Want or need?
26
Unit 4:
Drama, drama!
38
Unit 5:
Rhyme and reason
51
Unit 6:
Do it yourself!
65
Unit 7:
Tell me a story
79
Unit 8:
Fabulous!
91
Unit 9:
Stay informed, stay ahead
106
Unit 10:
Summative assessment
118
Unit 11:
X marks the spot
130
Unit 12:
From myth to reality
144
Unit 13:
A pinch of salt
158
Unit 14:
Cyclone warning!
171
Unit 15:
Honesty is the best policy
185
Unit 16:
Let’s give a peace prize!
200
Unit 17:
Let’s grow together!
216
Unit 18:
It’s a mystery!
229
Unit 19:
Terrible tantrums
244
Unit 20:
Summative assessment
262
Term 2
Term 3
Term 4
Term 1: Week 1–2
Unit
1
Unique
What I will learn about in this unit
By the end of the unit I will:
O have learnt new words, such as stereotypes
O be able to ask questions about the texts I read
O know how to summarise main ideas
O know how to speak about a story I have read
O know how to share ideas with others
O be able to check the facts in a story
O be able to write my own story.
What I already know
Last year I learnt about:
O reading fast by skimming and scanning
O the elements of a story, such as character and plot
O using language imaginatively
O linking sentences into paragraphs with joining words
(conjunctions)
O using appropriate grammar, spelling and punctuation
O planning, drafting and writing texts.
k
Chec lf
myse
Can I:
O listen with understanding
O list the main ideas in an article in the correct order
O discuss my opinions on the article in a respectful way
O base my opinions on facts
O confirm my opinion by referring to facts
O report and summarise main ideas
O write my own article?
Unique •
Unit 1
Word bank
ABC
brainstorm: come up with many ideas and say them as you
think of them
gender:
male or female
rifle:
a type of weapon (noun); to search through (verb)
suspect:
a person who is thought to have done something
wrong (noun); to think that someone might have
done something wrong (verb)
stereotype: to stereotype people is to label them: for example,
all fat people are lazy or women are better drivers
than men
unique:
one of a kind, rare
What I still need to know
I need to learn how to:
O remember the order of events when listening to an article
O explain my own feelings and opinions about a text I listen
to or read
O use a dictionary to look up the meanings of words
O write sentences using the simple past tense
O order my sentences into paragraphs
O use the correct punctuation: full stop, comma, colon, semicolon, question mark, exclamation mark
O use the correct format when I write an article
O keep my personal dictionary neat and up to date.
Classroom activities
1. Listening and speaking
Listen for:
O details such as the names of people and places (proper nouns)
O the order in which things happened
O the things done by the police at a crime scene.
t Unique
Term 1: Week 1–2
Look at the heading and sketch. What do you expect to hear in
this passage? Discuss this in your group.
Crime fighters get their man
Listen carefully to the newspaper article your teacher is going
to read to you.
Pretend you are a detective or a special investigator. You have
to remember as much as possible while listening, such as the
names of characters and the order in which events happened.
Now close your book and listen to the excellent work done by
our ‘men and women in blue’, the South African Police
Services (SAPS).
Classroom activity 1
In your groups, talk about and answer the following questions:
1
Did you enjoy listening to the article? Why?
2
How did the story of the burglary make you feel?
3
Tell your friends what you know about the different types
of crime.
Unique •
Unit 1
°
4
Why are speeding, littering and buying and selling
pirated DVDs also crimes?
5
Do you know what a proper noun is?
6
Can you remember any names (proper nouns) in the
story?
7
What are two of the duties the police carried out at the
crime scene?
8
What is the gender of the detective?
9
Were you surprised to learn the gender of the detective?
Discuss with your partner why you think some people
may have been surprised.
10
What punctuation marks would the writer have used for
the direct speech of the old lady, May?
11
Why did May say the Boks were “playing as if they had
never seen a ball before”?
12
Look at the sketch on page 3 again. Do you like it or not?
13
Discuss your answer to question 12.
14
What would you have done differently if you had to draw
a sketch for the article?
15
Imagine that you were the detective involved in this case.
With the help of your partner, draw up a list of at least
five questions you would have asked May. Remember to
be specific and polite.
2. Reading and viewing
Look at the heading and picture on the next page. Can you
guess what the article is about?
Follow in your book while your teacher reads the newspaper
article to you.
Then the whole class should read through the story aloud.
Make sure that you pronounce the words the way your
teacher does.
t Unique
Term 1: Week 1–2
°
Pay attention to your intonation – your teacher will remind
you what this means.
If there are words you do not understand, ask your teacher.
Better still: look them up in your dictionary with your partner.
Fingerprints are her job
I interviewed Detective
Prince about the
excellent job she had
done in apprehending
the suspect involved in
the break-in at Granny
May’s house last week. She said that it was all thanks to the
clear set of fingerprints she had found on the bedroom door.
When I enquired how she could be certain that she had
caught the right person, she told me that fingerprints don’t lie.
She said that no two people have the same fingerprints.
Fingerprints are unique. In fact, there’s only a one-in-64-billion
chance that your fingerprint will match up exactly with
someone else’s.
Readers might be surprised to know that even identical twins
don’t have the same fingerprints and that fingerprints never
change, not even as people grow older.
Detective Prince explained that fingerprints contain pores,
which are attached to sweat glands under the skin. You leave
fingerprints on glasses, tables and just about anything else
you touch because of this sweat.
Some criminals have attempted to escape from the police by
trying to change their own fingerprints. Chicago bank robber,
John Dillinger, reportedly burned his fingertips with acid in the
1930s. Recently, a man in the USA tried to hide his identity by
cutting and stitching up all ten of his fingertips (unfortunately
for him, a police officer recognised his face).
Unique •
Unit 1
°
Detective Prince said that a new worry was that criminals
might try to steal entire fingers for their prints. In one case,
robbers in Malaysia cut off a man’s fingers! This reporter
discovered that security companies are now creating
scanners that detect blood flow to make sure a finger is still
alive.
(Adapted from: http://science.howstuffworks.com/fingerprinting.htm)
Classroom activity 2
1
Read the following sentences to your partner. Then let
your partner read them back to you. (First look at the
hints in the block below.)
Pay attention to:
Voice projection – your partner must hear each word
you read
Pronunciation – ask your partner or teacher if there
are words you cannot pronounce
Tempo – do not read too fast or too slow
Intonation – remember that your voice must go down
at the end of a sentence, unless it is a question. Then
it rises at the end of a sentence (rising inflection)
Emphasis – you might want to say a word more
loudly to emphasise its importance
When I enquired how she could be certain that she had
caught the right person, she told me that fingerprints
don’t lie. She said that no two people have the same
fingerprints. They are unique. In fact, there’s only a onein-64-billion chance that your fingerprint will match up
exactly with someone else’s.
2
Which words did you emphasise by saying them more
loudly (with a rising inflection)?
t Unique
Term 1: Week 1–2
°
3
The four underlined words in the passage are all verbs.
They are in the simple past tense. See if you can change
them into the simple present tense by yourself. (If you
can’t, ask your teacher for help – we learn by asking.)
4
Find four facts about fingerprints in the first three
paragraphs of the article by reading very fast (scanning).
Tell your group these facts.
5
Find one sentence in the first three paragraphs that
contains an opinion. Tell your group why it is an opinion
and not a fact.
6
See if your group can recall how criminals have tried to
outwit (fool) the police. Help one another, but remember
to be polite – don’t interrupt.
7
Do you know other techniques the police make use of to
catch criminals and have them convicted? Tell your
group.
8
Are all these techniques acceptable? Discuss.
NOTE: If you want to find out more about detective work and
fingerprinting, go to a public or school library, or even surf the
Internet. It is a fascinating topic that is often addressed in
detective stories.
3. Writing and presentation
You are now going to write your own newspaper article. Before
you write, first THINK:
O What would be a good heading for your article?
O Write down answers to the what, why, who, when, where and
how questions about the story.
O Which tense are you going to use? Try the simple past tense
because you are describing an event that happened in the
past.
Unique •
Unit 1
Classroom activity 3
Now you are ready to write your article. Use 140 to 150 words
to describe a crime that was solved in your area. (It might be
a good idea to read through the reading comprehension
passage again for ideas.)
You can work with a partner. Each of you must write your
own article.
1
Talk about your crime story with your partner.
2
Listen to your partner’s story.
3
Help each other where you can.
4
Ask your teacher for help if you are stuck.
5
Read your partner’s article.
6
Let your partner read your article.
7
Improve the article where you can.
8
Make use of the following checklist once you have
finished your draft:
O
O
O
O
O
O
O
9
I have included a short heading.
I have a by-line (a separate line indicating your
name, i.e. the name of the person who wrote the
article).
I have checked my spelling in the dictionary.
I have checked the use of punctuation.
I have tried to use a variety of words.
My sentences are not too long.
My paragraph says exactly
what I had in mind.
Rewrite your article neatly.
4. Language structures and
conventions
Read through the following
paragraph carefully.
t Unique
Term 1: Week 1–2
A few hours after the crime, Justice and Rudy were walking
on a trail behind the house. Rudy suddenly picked up a
scent. “He was pulling me and he was just sniffing on the
ground constantly and there they were, my stolen items,”
said Justice.
The family believes the thieves tried to hide the items in the
woods until police had left.
Classroom activity 4
1
Write down three questions about the passage. Start
your questions with what, where, why, who, when or how.
(Your three questions must not all start with the same
words.)
2
Underline the subject of these sentences:
a) The thieves tried to hide the items in the woods until
the police had left.
b) A few hours after the crime, Justice and Rudy were
walking on a trail behind the house.
3
Pretend you are one of the family members speaking to
the police. Tell them what you believe the thieves had
tried to do. Remember the quotation marks (“ ”).
4
Correct any errors in the following sentences:
a) Some criminals has tried to hide there identitie’s.
b) Detectives write reports dayly; all kinds off crime’s are
described.
5. Extra practice
Classroom activity 5
Rewrite the paragraph on the next page and fill in the missing
words. To help you, the letters with which the words begin
have been included:
Unique •
Unit 1
°
We are special
We have learnt how f__________ are u__________ to a
particular person. We also learnt that to be unique is to be
r__________ or unusual. Through the ages, people have
attached great value to something that is rare or d_________t.
We can conclude that each p__________ on this earth is
special and of great value.
Classroom activity 6
Read through the following paragraph and fill in the missing
punctuation marks:
_Oh no_ _ she cried when she entered her bedroom and
realised that she had been burgled_ She immediately saw
that the following items were missing_ her iPod_ cellphone_
bag and sunglasses_ _Why now_ _ she wailed_ _ Just when
I’d cancelled the insurance_ so typical_ _
Classroom activity 7
The following words appear in the passage We are special.
fingerprints, particular, different, person
See if you can break them up into syllables. Do not hesitate
to consult your dictionary.
Homework
Think about the things that make you unique and special.
Make a list of all these things. Ask your friends and family to
help you if you get stuck. Make notes of what they say and
what you say. Share these with your group in class.
t Unique
Term 1: Week 1–2
Summary
Remember:
O when listening to someone, the details, such as names, are
important
O when speaking, pronounce your words clearly, and do not
speak too fast
O each paragraph has a main or topic sentence
O use a dictionary to look up the meanings of words
O add words to your personal dictionary that you would want
to use again
O use the simple past tense to describe events that
happened in the past
O when writing, arrange your ideas carefully, so first think
and plan how to order sentences into paragraphs
O use the correct format when writing an article
O not to stereotype or label people.
Unique •
Unit 1
Core Reader activity
Turn to page 1 in your Core Reader and read the
information about how clever pets can be.
1
Do you have a pet of your own at home? If you do, tell your
group about your pet. (For example, what kind of pet it is,
how old it is, who looks after it, where you got it from, what
peculiarities it has, and so on.)
2
Once you have read the story, comment on the following:
3
a)
Did you feel that enough information was given to the
reader? If not, what else would you have liked to have
been included?
b)
Look at the heading again: Family dog solves crime.
Is it satisfactory or not?
c)
In groups, try to come up with a new heading for the
reading passage. Remember it must be short, catchy
and capture the essence of the text.
Do you think the text is logically structured?
O
Does each new paragraph introduce a new idea?
O
Is the information clear and understandable?
O
O
Is the language level appropriate, so that most of your
classmates will understand what is written?
Were there any words you had to look up in your
dictionary? Which words?
t Unique
Term 1: Week 3–4
Unit
2
Imagine that!
What I will learn about in this unit
By the end of the unit I will:
O know how to brainstorm effectively
O be able to identify a moral lesson
O have discussed the elements of a fable
O have expressed ideas clearly and logically
O know how to write a creative text.
What I already know
In the previous unit I learnt about:
O listening with understanding
O listing the main ideas in an article in the correct order
O discussing my opinions on the article in a respectful way
O basing my opinions on facts and confirming them by referring
to these facts
O reporting and summarising main ideas
O writing my own newspaper article.
k
Chec lf
myse
Can I:
O read more quickly and with greater understanding
O skim for general information
O identify facts when reading or listening to a
newspaper article
O structure my writing better
O work more neatly and more legibly?
Imagine that! •
Unit 2
Word bank
ABC
18th century:
boast:
brow:
conceal:
folklore tales:
the 18th century lasted from 1700 to 1799
to brag/show off/; boasted: simple past tense
forehead
hide or cover; concealing: hiding
the legends, myths, popular beliefs, fairy tales
and customs that are the traditions of a
particular culture or group
legend:
a traditional story that people sometimes
regard as historical (noun); very well known
(his speed was legendary) (adjective)
myth:
a traditional story, especially about the early
history of a people and typically involving
supernatural beings or events
phenomenon: something that happens or exists and is
sometimes difficult to explain
What I still need to know
I need to learn how to:
O recall events in the correct sequence
using the correct tense throughout
O discuss characters in fiction
O discuss the elements of a fable
O brainstorm ideas for a topic
O skim a text in order to interpret it.
t Imagine that!
Term 1: Week 3–4
Classroom activities
1. Listening and speaking
In this activity you will listen to a story called Van Hunks and the
Devil. Before your teacher reads you the story, complete
Classroom activity 1 below.
Classroom activity 1
Discuss the following questions in groups:
1
Look at the title and the photograph. Suggest to your
group what you think this story might be about.
2
Do you think it will be a scary story? Why do you say
that?
3
Do you know any scary stories? Share them with your
group.
4
Whose scary story was the best?
5
Who told his/her story the best? Why do you say so?
Imagine that! •
Unit 2
Classroom activity 2
Now we will find out about Van Hunks and the Devil.
Listen carefully to the South African folk tale your teacher
is going to read to you. How do you feel when you hear
that it’s going to be about the devil?
O Now close your book and listen to the story of a very bad
man and what happened to him.
O See if you can figure out the moral of the story. What life
lessons can we learn from the story?
Also listen for:
O
O
O
O
details such as the names of people and places (proper
nouns)
the order in which things happened
how Table Mountain got its “tablecloth”.
In your groups, talk about and answer the following questions
about Van Hunks and the Devil:
1
Van Hunks was a “fierce pirate”. What does this tell you
about what he did for a living?
2
Describe what you think Van Hunks looked like and what
he probably wore.
3
Do you remember learning about stereotypes in Unit 1?
Do you agree that the picture you have of Van Hunks is
probably due to a stereotype of pirates we have seen in
the movies?
4
Discuss Van Hunks’ character with your friend. What kind
of man was he?
5
Describe the events of that day and night in the correct
order.
6
Discuss the setting of this folk tale.
7
What lessons do you think we are supposed to learn
from this story?
8
From which cultural group does this story come? Why do
you say so?
t Imagine that!
Term 1: Week 3–4
2. Reading and viewing
Classroom activity 3
Can you guess what the story is about? Look at the title and
sketch carefully.
Follow in your book while your teacher reads the myth to you.
Then the whole class should read through the story aloud.
Make sure that you pronounce the words the way your
teacher does. Some of the words are Xhosa, so you may have
to ask a Xhosa speaker to help you say the clicks properly.
If there are words you do not understand, ask your teacher.
Better still: look them up in your dictionary with your partner.
Qamata and Inkanyamba:
How Table Mountain was created
This is the story of how
Table Mountain was
created, according to the
traditional beliefs of the
Xhosa people. It all starts
with one of their most
important gods, Qamata,
and his struggles to create
dry land.
Qamata was the son of
the sun god, Thixo, and
the earth goddess,
Djobela. He wanted to
create dry land, but the dragon of the seas, Inkanyamba, was
not pleased with that plan and tried to stop him.
Imagine that! •
Unit 2
°
The result was a series of hard battles that were fought.
Qamata’s mother, Djobela, created four giants to help in the
fight against the sea dragon. Unfortunately, despite their size,
the giants could not beat the dragon and they were all
defeated. As they died, the giants asked the earth goddess,
Djobela, to turn them into mountains so that they could
protect the land. She did this and the giants of the south
became what we today know as Table Mountain.
(Adapted from: http://www.theafricatravelblog.com/tips-advice/amazing-storiesof-cape-towns-table-mountain/)
NOTE: If you want to read more stories about places and
people in South Africa, go to a public or school library or even
surf the Internet – there are many folk tales from other parts of
the country.
Classroom activity 4
1
Read the following sentences aloud to your partner.
Then let your partner read them back to you. (Before you
start reading, review the hints about reading in Unit 1 on
page 6.)
Unfortunately, despite their size, the giants could not beat
the dragon and they all were defeated. As they died, the
giants asked the earth goddess, Djobela, to turn them
into mountains so that they could protect the land. She
did this and the giants of the south became what we
know today as Table Mountain.
2
In the paragraph you have just read, find:
a) a synonym (word with the same meaning) for in spite
of
b) a synonym for beaten
3
List some of the characters in this story that you would
not find in a newspaper article.
t Imagine that!
Term 1: Week 3–4
°
4
Many folk tales tell the story of the battle between good
and evil. In this story, who or what represents good?
5
Who or what represents evil?
6
According to this folk tale, what is the purpose of Table
Mountain?
7
Let’s imagine a different ending. Tell your partner what
you think would have happened if the four giants had
killed the dragon.
8
Did you enjoy this story? Tell your partner why you did
or why you did not.
9
A common noun is the name given to all members of a
group. The word people in the comprehension passage
is a common noun. See if you can think of at least eight
other common nouns. List them alphabetically.
10
Read this line aloud:
She did this and the giants of the south became what we
know today as Table Mountain.
The two underlined verbs are in the ____________ tense.
Now rewrite the sentence, first in the simple present tense
and then in the simple future tense.
Classroom activity 5
Think of any story you know about the struggle between
good and evil. It could be a story you have heard or read.
Perhaps a family member told it to you, or it could even come
from a religious book. Tell your group this story, making it as
dramatic as possible.
Imagine that! •
Unit 2
3. Writing and presentation
Classroom activity 6
You are now going to create your own folklore tale. You can
work with your partner, but each of you must write your own
story.
Folklore tale: how I overcame evil
Before you write, first THINK and PLAN:
O You are going to create a fable in which you are the main
character, fighting on the side of good.
O Decide what your name will be.
O Decide on the name of the evil character.
O Describe the evil character’s personality.
O Brainstorm ideas to find a cause for which you are fighting.
O Express your ideas clearly and logically.
O One of the characters in your story must be an animal.
O Your tale must be between 140 and 150 words long.
1
2
3
4
5
6
7
8
9
Discuss your fable with your partner.
Listen to your partner’s story.
Help each other where you can, for example, is it
possible to explain how or why certain things happen/
happened in your story or is it just a mystery?
Ask your teacher for help if you are stuck.
Read your partner’s story.
Let your partner read your story.
Improve the story where you can.
Make use of the following checklist:
O
I have checked my spelling in the dictionary.
O
I have checked the use of punctuation.
O
I have tried to use a variety of words.
O
My sentences are not too long.
O
My story says exactly what I had in mind.
O
I have used appropriate language in my story.
Rewrite your story neatly.
t Imagine that!
Term 1: Week 3–4
4. Language structures and conventions
Archbishop Emeritus
Desmond Tutu has his
own version of the story
of Table Mountain,
which he told to Carrie
Hampton for her book
Table Mountain to Cape
Point:
“In the creation story,
we are told that when
God created the earth
and all living things, he
sat, filled with
admiration for his
handiwork. But I believe
he looked at the
southernmost tip of
Africa, where the two
great oceans meet, and
said, ‘Mmmm … I
should do something
special here.’ And he
took the mountains and
the oceans and the
plants and the animals and created a southern entrance to the
most lively, most exiting, most wonderfull continent in all the
world.”
He is talking about Africa, a continent known for its diversity, and
Cape Town, the city where he lives – places once seen, never
forgotten.
Imagine that! •
Unit 2
Classroom activity 7
1
Let’s test your general knowledge first. Ask your partner:
a) Which two oceans meet “at the southernmost tip of
Africa”?
b) Which town can be found “at the southernmost tip of
Africa”?
2
Did you get that right? Well done! If you didn’t, read up
about the interesting animal and plant life and natural
beauty of the Cape. (You can find the information in the
public/school library, in maps/encyclopaedias or on the
Internet.)
3
Your teacher has told you about common and abstract
nouns. Seven nouns have been underlined in the
passage. Write them down and then say whether they
are common or abstract. Check your answers with your
partner.
4
Word attack skills: find a noun in the passage that means
the same as differences.
5
A word that has the same meaning is called a synonym,
and a word that has an opposite meaning is called an
antonym. Find antonyms in the passage for:
a) destroyed
b) dislike
6
Tell your friend why you think the writer of this passage
has used the ellipsis (…) in the phrase “Mmmm … I
should do something special here.”
7
You will have noticed that the writer uses both double
quotation marks “…” and single quotation marks ‘…’ in
this text. Discuss with your partner why that could be.
8
Correct the spelling of the two words in italics. Check to
see if your partner agrees with your corrected version.
t Imagine that!
Term 1: Week 3–4
5. Extra practice
Classroom activity 8
Read through the following passage called The Table
Mountain gold rush.
Table Mountain is not only the topic of old myths and
legends. This is the true story about how there was a
huge, but short-lived, gold rush.
In 1856, a certain Mr Saleem came up with a plot to make
some money quickly. He gave a piece of gold to his
servant and asked him to tell the people of Cape Town that
he had found the gold on the slopes of Table Mountain. He
also had to say that there was a whole lot of gold up there.
As the rumour spread, people went racing to the mountain
in order to dig for this precious metal. When they arrived
at the spot, they found that Mr Saleem had already set up
a shop where he sold beer, wine and sandwiches – at
twice the price of what he could charge in town, of course.
But the gold diggers were willing to pay, as they were
hungry and thirsty from working in the heat. They also
thought they would be able to afford it, as they would
soon be rich.
The result was a five-day gold rush on Table Mountain,
but no gold. The gold Mr Saleem’s servant showed the
people had been found in Australia years earlier. The only
wealth created in this gold rush was a very nice profit for
Mr Saleem from his refreshment business. Mr Saleem fled
the country soon after.
Adapted from: http://www.theafricatravelblog.com/tips-advice/amazingstories-of-cape-towns-table-mountain/
1
In this passage, we see that people were referred to as
“gold diggers” because they literally dug for gold. But
“gold digger” can also be a metaphor to describe a
certain type of person. Do you have any idea what its
Imagine that! •
Unit 2
°
meaning can be? Discuss with your partner and then
consult a dictionary to confirm the answer. Write it down
when you’re sure.
2
Look in the dictionary and see if you can find at least one
proverb or idiom that contains the word “gold”.
3
Write a summary of no more than 70 words of the events
in this passage. Your summary can be a numbered list.
Check your partner’s summary to see that it contains no
more than 70 words and that the facts are in the correct
order.
Homework
Find pictures or make drawings of the unique flowers and
animals of South Africa. Bring them to class and tell the class
ten facts that you have discovered about South Africa’s
diverse plant and animal life.
Summary
O
O
O
O
O
Folklore tales consist of myths or legends. There is very
little truth, if any, in them. They are handed down from one
generation to another and form part of the cultural heritage
of a country.
Myths and legends do not only give a plot (a story-line),
but also teach us certain moral lessons, for example,
distinguishing between good and evil.
Nouns are names given to members of a group; they are
called common nouns. Abstract nouns are nouns that
cannot be recognised by the five senses, such as fear,
delight, hope, admiration.
An ellipsis indicates a pause ( … ).
South Africa is a land known for its diversity in plant and
animal life. It is also rich in cultural diversity.
t Imagine that!
Term 1: Week 3–4
Core Reader activity
Turn to page 5 of your Core Reader to the folklore
tale called The lost message.
1
Look at the heading of the story: The lost message. Without
looking at the text, try predict what you think the heading
could mean.
2
Once you have read the folk tale, look at all of the pictures
that appear in the passage again. Do you think the pictures
contribute to the understanding and enjoyment of this
passage?
3
We read that the message was lost because Adam Ant never
arrived at his destination. Working in groups, come up with
what you think could have happened to Adam Ant.
4
Choose one group member to present your conclusions
about Adam Ant’s disappearance to the class. The class will
vote for the one they think is best.
Imagine that! •
Unit
3
Want or need?
What I will learn about in this unit
By the end of the unit I will:
O have learnt about persuasive texts, such as advertisements
O know how advertisements appeal to our emotions
O understand how advertisements try to create a need or a want
O know how visuals (pictures) support a message
O be able to use conjunctions effectively.
What I already know
In the previous unit I learnt that:
O there are different genres of writing, for example, fables,
newspaper articles
O the different genres serve different purposes, for example, to
entertain, inform
O the different genres are aimed at different audiences, for
example, children, adults
O words add meaning to a text, so I must choose my words
carefully.
k
Chec lf
myse
t Want or need?
Can I:
O act respectfully towards others during a discussion
O first listen to another’s point of view before I respond
O respond politely
O read clearly and pronounce my words correctly
O vary my tone to make my reading interesting
O pay attention to the word choice in my writing
O try to extend my vocabulary by learning and using
new words?
Term 1: Week 5–6
Word bank
accompany:
audition:
exclusive:
film extra:
mime:
minor:
venue:
ABC
go with, or be together with
to try out for a role
limited, special, private
somebody used in a minor, usually nonspeaking, part in a film, for example, in a crowd
scene
to act without words
small youth, child
place, location, site
What I still need to know
I need to learn how to:
O recognise the different purposes for which language is
used
O interpret an advertisement’s intentional message
O use facial expressions to convey my feelings
O write an advertisement using emotive words to persuade
O improve my choice of words to suit different audiences
O learn more about evaluating writing and creative work
O create a mind map to plan writing
O recognise idioms and proverbs.
Classroom activities
1. Listening and speaking
Have you ever imagined playing a role in a
movie or being on stage? Perhaps you are
shy.
Listen to the advertisement your teacher is
going to read now and see how even
someone who is shy can get involved in
acting.
Want or need? •
Unit 3
Classroom activity 1
1
With your partner, rehearse miming being shocked.
When you have both had a turn, show the rest of the
group.
2
Now practise looking frightened. Remember, you may
not speak: you may only use your facial expression and
body language.
Classroom activity 2
1
Try shaking your head from side to side while saying
yes. How does that feel?
2
Look at your partner nodding his/her head up and down
while saying no. How does it look to you?
3
Why do you think body language is important when
telling a story?
4
Describe a scenario to your partner in which the people
who are watching an event are shocked and surprised.
5
Now ask your partner to act out the appropriate body
language as you describe your scenario.
6
Describe to your partner how your body reacts when you
are frightened.
7
Describe how your body reacts when you are happy and
excited.
8
Which feelings do you think an advertisement for a new
smart phone will want the reader/viewer to experience?
9
Discuss the following with your partner: what feelings do
advertisements generally want the reader/viewer to
experience?
10
Tell your group how you feel about the advertisement
your teacher has just read.
11
List five facts from the Become a movie extra
advertisement.
t Want or need?
Term 1: Week 5–6
2. Extra practice
“You wouldn’t
be caught dead
in them, but, for
a homeless
person, they
could mean the
difference
between life
and death.”
Discuss the
message in this
advertisement
with your
partner and
then write a
paragraph of 80–100 words, encouraging your readers to donate
their old clothes.
3. Reading and viewing
Classroom activity 3
An advertisement can appeal to a need or a want. Skim
through both advertisements and guess which of our needs
they appeal to. Discuss your prediction with your partner.
Study the first advertisement (visuals and table) carefully and
then answer the questions that follow.
1
2
6
4
3
5
Want or need? •
Unit 3
°
Special offer 1
Brand name
Free spirit
Description
Soft Touch Tapered Cargo Trousers
(Was R160, now R95)
Number
Trousers feature pocket detail with snap fastening.
Viscose. Colour: Navy
Free spirit
Ruffle Bolero
(Was R120, now R70)
Machine washable. Colours: Black, Pink. Ages: 5/6 to
15/16
Top Class
Boys Flat-front Shorts (two-pack)
(Was R80, now R20)
Adjustable waist up to age 12. Cool iron. Machine
washable. Colours: Grey, Black
Free spirit
Girls Frilly Sundress
(Was R120, now R80)
Cotton. Machine washable. Colours: Multi, Pink, Bright
blue. Ages: 5/6 to 15/16
Demo
Tanks (three-pack)
(Was R130, now R65)
Cotton. Machine washable. Colours: Navy/White/Grey
Free spirit
Libby Stretch Flare Trousers
(Was R120, now R70)
Jeans feature printed waistband and pocket bags.
Adjustable waistband up to 12 yrs. Colour: Dark Wash
1
Match the pictures to the correct descriptions and write
the correct numbers in the final column of the table.
2
Name two types of material named in the advertisement.
3
Which items should probably be washed by hand or drycleaned?
4
Which items come in pink?
5
Which items come in navy?
6
List the brand names of the clothing. (Can you tell your
partner about another three clothing brand names?)
7
Put together a matching outfit for yourself for under R200.
a) Draw a picture of yourself in your new outfit.
b) Label each item: write the colour and type of material
from which it is made.
t Want or need?
Term 1: Week 5–6
°
8
You and your partner can exchange drawings so that
you can discuss your choices and give reasons for
choosing the specific items of clothing.
9
Pretend you are trying to sell your outfit to your group.
Describe it in such a way that they will also be very
eager to have it.
10
Is there something you wouldn’t want to ‘be seen dead
in’? Tell your partner why.
Now let’s look at the second advertisement (you will have to
scan to find the information you want):
Local
SMS
Intl
SMS
Other
R49 R2.05 R2.70 R2.70
80c
R1.74 R1.12 R1.15 R1.15
35c
R1.74
Mobile C
Any Time 50
R50 R2.30 R2.30 R2.30
75c
R1.60 R2.30 R2.30 R2.30
75c
R1.60
Mobile C
Off Peak 50
R50 R2.85 R2.85 R2.85
80c
R1.74 R1.10 R1.10 R1.10
80c
R1.74
Cellula
Control Chat
50 Standard
R50 R2.50 R2.50 R2.85
80c
R1.50 R1.40 R1.40 R1.60
34c
R1.50
Own
Vodac
Top Up 49 S
Own
Intl
SMS
Telkom
OFF-PEAK CALL TO NETWORK
19:00–7:00
Local
SMS
Other
PEAK CALL TO NETWORK
7:00–19:00
Telkom
Network
Provider
Rand/ Month
Special offer 2
(Based on information from the Hellkom website: http://www.hellkom.co.za/
cellular-comparison/)
Your parents have agreed to let you take out a cellphone
contract for R50 per month. Decide which package would suit
you best by completing the table on the next page.
Want or need? •
Unit 3
°
I need
Cost
Best package
10 local SMSs in peak time
10 local SMSs in off-peak time
10 calls to Telkom line in peak time
10 calls to Telkom line in off-peak time
10 calls to my own network in peak time
10 calls to my own network in off-peak time
10 calls to other networks in peak time
10 calls to other networks in off-peak time
Remember, if you come across words that are new to you (or
that you do not quite know how to spell), look them up in
your dictionary. Then add them to your personal dictionary
so that your vocabulary grows.
4. Writing and presentation
In the next activity, you are going to plan to write your own
advertisement of 60–80 words. You want to sell your bicycle,
which is too small for you.
Let’s look at how to
plan what you will
write in your
advertisement. It is
called a mind map.
You will see why in
a moment.
t Want or need?
Term 1: Week 5–6
Your first step is to put your topic in a circle in the centre of the
page.
Bicycle
for sale
Then, think of all the features of the bicycle that you want to
emphasise. Add these to your diagram, like the spokes of a
wheel.
green
new saddle
Bicycle
for sale
new tyres
Next, think of all the benefits of the bicycle to the buyer and add
them to your mind map.
green
comfortable
new saddle
Bicycle
for sale
no extra cost
new tyres
helps you stay fit
By the time you have finished drawing your mind map, you will
have thought up the main and supporting ideas for your
advertisement. For example:
1
Green bicycle for sale.
2
Its new saddle will keep you comfortable.
3
New tyres mean that you do not have extra costs.
4
It will help you to stay fit.
Your task now is to add descriptive words, such as adjectives
(stylish green bicycle) and adverbs (corners fast) to make your
writing more interesting and appealing to the reader. And there,
you have a winning advertisement!
Want or need? •
Unit 3
Classroom activity 4
Now it’s your turn.
1
Decide what you want to sell.
2
Follow the steps and write your own advertisement of
80–100 words.
3
Show your partner your mind map before you start
writing. Discuss your main points.
5. Language structures and conventions
The language of persuasion is creative. One of the creative ways
in which people say things is by using idiomatic expressions.
This is also called figurative language. An example is I am all
ears, which means that I am eager to hear what you have to say.
Classroom activity 5
See if you can fill in the correct words in these idiomatic
expressions. Here are words you can choose from: kick,
state, cake, tight, clock, chew, flow, fire, sleep, play, snow,
white.
1
It was a piece of ________ (very easy).
2
Be careful not to bite off more than you can ________
(don’t take responsibility for more than you can manage).
3
I get a ________ out of comedy shows (enjoy).
4
Just go with the ________ (take things as they come).
5
I’ll________ on it (take at least a day to think about
something before making a decision).
6
It’s________ of the art (uses the latest technology).
7
I told a little________ lie (say something that isn’t true to
avoid hurting or offending someone).
8
He is incredibly ________-fisted (very stingy).
t Want or need?
Term 1: Week 5–6
Classroom activity 6
Now try these proverbs. (Proverbs have an element of truth.)
Here are the words you can choose from: halved, weepers,
castle, dared, workman, steps, miles, words, story, home.
1
A house is not a ________.
2
A journey of a thousand ________ begins with a single
step.
3
A poor ________ always blames his tools.
4
A problem shared is a problem ________.
5
Actions speak louder than ________.
6
Every picture tells a ________.
7
Finders keepers, losers ________.
Classroom activity 7
Complete the following paragraph by filling in suitable joining
words (conjunctions) from this list: although, or, but, who,
and, when, after, which.
The purpose of advertising is to make customers aware of a
product or service ________ to convince them that the product
or service is right for their needs. ________ advertising seems
to focus on creating a need, its main purpose is to get the
customer to take the next step, ________ is to buy.
Want or need? •
Unit 3
Homework
Find three advertisements of your own and bring them to
class. Your teacher will explain what to bring and what to do
with them.
Summary
When writing a persuasive text, we should:
O use descriptive (emotive) words
O know who our readers are
O appeal to the emotions of the readers
O create a need or a want.
When telling a story, we should:
O use descriptive words
O pay attention to our intonation
O pay attention to our body language.
Idioms and proverbs enrich our language by saying things in
a figurative way, e.g. home is where the heart is.
t Want or need?
Term 1: Week 5–6
Core Reader activity
Turn to page 11 of your Core Reader to find out more
about advertising.
1
Look again at the heading of the passage: Scary new facts
about cereals and food advertising aimed at children.
This is a very lengthy heading. Working in groups, try come
up with a shortened version that is catchy and that captures
the essence of the text.
2
Do some research in class to find out more about your
classmates.
a)
Copy the following table and fill in the information by
putting a name, tick or figure in each block where
appropriate:
Name
3
Do you
watch TV?
How many Do you
hours per listen to
week?
the radio?
How many
hours per
week?
b)
Work out an average for each group. For example, if
your group watches 30 hours of TV per week in total,
divide 30 by the number of learners in the group. If there
are 6 learners: 30 ÷ 6 = 5 hours on average per week.
c)
Work out averages for both TV-watching and radiolistening for the whole class.
In groups, discuss how you think you are influenced by
advertisements. Choose one group member to report back to
the class.
Want or need? •
Unit
4
Drama, drama!
What I will learn about in this unit
By the end of the unit I will:
O know the difference between a dialogue and a monologue
O be able to read and appreciate a drama
O know more about the structure of a drama
O be able to write my own drama
O know even better how and when to use quotation marks.
What I already know
In the previous unit I learnt:
O that newspapers contain advertisements as well as articles
O to read advertisements more critically
O that emotive words and figurative speech influence the reader/
listener.
k
Chec lf
myse
t Drama, drama!
Can I:
O use headings properly when I write
O write headings that are short and eye-catching
O see how emotive words can influence me and others
O see how visual material adds to the effect of a text
O interact positively during group discussions?
Term 1: Week 7–8
Word bank
ABC
drama queen:
someone who over-reacts to every
small thing and thinks that only his or
her feelings are important
dramatist/playwright: a person who writes a drama or play
drenched:
soaked; wet through
outwit:
to outsmart; to be cleverer than
someone else
Ph.D.:
stands for Doctor of Philosophy; this
person has studied for a doctorate
(degree) in a particular field
props:
comes from the word properties and
refers to all the items on a stage to set
the scene, for example, furniture, the
newspaper a character will read.
resembles:
looks like
therapist:
a counsellor who helps people to cope
with emotions or stress
What I still need to know
I still need to learn how to:
O improve my choice of words to suit
different audiences
O tell the difference between simple and
complex sentences
O explain plot, setting and characterisation
O edit my writing.
Drama, drama! •
Unit 4
Classroom activities
1. Listening and speaking
What does this picture tell you about life?
Roses are red
What are you reminded of when you see
this title? What do you expect this drama to
be about?
Close your eyes and block out everything
else. Listen to the monologue your teacher
is going to read now and try to put yourself
in our main character’s shoes.
Classroom activity 1
1
How did you feel when your teacher finished reading this
monologue? Discuss your feelings with your partner.
2
The title of a text should immediately draw attention and
interest. Is the title of this play effective or not? Give
reasons for your answer.
3
Tell your partner how Lethi reacts to her mother’s death.
What does she do and say?
4
Have you ever lost a loved one? Tell your partner how it
feels to lose someone close to you (or how you think it
would feel).
5
Tell your partner how you have learnt to cope with your
loss.
6
What do you think the saying time heals all wounds
means?
7
Tell your partner whether or not you think therapy is a
good thing.
8
If you had to act out this monologue, how would you
speak and use your body? Show your partner.
t Drama, drama!
Term 1: Week 7–8
°
9
With your partner, practise a dialogue in which one of
you is Lethi and the other is the therapist who is trying to
comfort Lethi. When you are ready, act out your dialogue
– first by yourselves and then in your small group.
10
What differences did you notice between the dialogue
and Lethi’s monologue?
Classroom activity 2
1
Read the following aloud, so that your partner can hear
Lethi’s pain:
You understand? You understand? No, you don’t
understand. You think that just because you have a
Ph.D. and a framed certificate on the wall, that you
magically know what I’m feeling? What a load of rubbish!
You’re just doing your job – making your money. You
probably never cared about anyone in your life.
2
Why do you think Lethi is asking, “You understand? You
understand?”
3
Rewrite the extract that follows, then complete the
dialogue between the therapist and Lethi by filling in one
sentence in each gap. What do you think the therapist
would say? (Remember to pay attention to the
punctuation.)
Therapist:
Lethi:
You understand? You understand? No, you don’t
understand. You think that just because you have
a Ph.D. and a framed certificate on the wall, that
you magically know what I’m feeling? What a load
of rubbish! You’re just doing your job – making
your money. You probably never cared about
anyone in your life.
Therapist:
Drama, drama! •
Unit 4
2. Reading and viewing
Read this short play in groups of three. There are three
characters: Mom, Dad and Jeremy. Every day, Jeremy plays
and has fun, but when it comes to bath time, he always has an
excuse. The setting of this play is the lounge, where Mom and
Dad are relaxing at the end of the day. Jeremy comes in and
tells them about his day. He is about five.
No bath tonight!
Jeremy: On Monday, I made a fortress in the sand. It had
three towers and a seaweed flag. It had a dragon
trying to get in and it had a king.
Dad:
Jeremy stepped on the king. It made his foot hurt.
Jeremy: My foot hurts!
Mom:
Said Jeremy to me when it was time to go to bed.
Jeremy: No bath tonight!
Dad:
On Tuesday, Jeremy picked 153 blueberries. He ate
97 and made ink by squishing the rest. He wrote his
name on his palm and sat down on a prickly-pear
bush.
t Drama, drama!
Term 1: Week 7–8
°
Jeremy:
Dad:
Jeremy:
Mom:
Jeremy:
Dad:
Jeremy:
Mom:
Jeremy:
Mom:
Jeremy:
Mom:
Jeremy:
Mom:
Jeremy:
Mom:
It hurts there …
Said Jeremy to me at bed time.
No bath tonight!
On Wednesday, Jeremy painted dinosaurs. He also
painted his toes, one knee and half an elbow. As he
shut the easel, it snapped shut on his finger.
My hand hurts …
He said to me.
No bath tonight!
On Thursday, Jeremy and I had tea together. I can
read tea leaves, you know.
I can only read printing. Teach me how to read
leaves, please.
I’ll teach you, but first I’ll teach you how to read kids’
leaves.
Kids don’t have leaves!
Come upstairs and we’ll make some kid tea. (to
audience) I put Jeremy in the bath. The water began
to change colour. (studying the water, then
speaking to Jeremy) I see you made a fortress in
the sand and picked berries.
You forgot one thing. The prickly-pear sting!
(pauses; and studies the water) Oh yes – there it is,
under that soap bubble. (to audience) I let out the
water and it left a ring. (to Jeremy) I also see clean
clothes, a walk in the park and a long story at bedtime and ...
And what, Mom?
(smiling) No bath tonight!
(Adapted from: http://lifestream.aol.com/)
Classroom activity 3
1
With your partner, discuss Jeremy’s activities every day.
How does he get hurt each time?
Drama, drama! •
Unit 4
°
2
It is clear that Jeremy does not like bathing. Do you think
this is normal behaviour for a child of his age? Discuss
with your partner.
3
How do you feel about bathing? Discuss your answer
with your partner.
4
List and discuss the items that you believe are essential
for enjoying your bath time.
5
Discuss with your partner how Mom outwits Jeremy in
this play.
6
This text was written for a specific purpose. Discuss with
your partner what the message (theme) is that the
playwright wants to convey.
7
The playwright wanted to create a mood of lightheartedness and fun. How does he create this mood?
8
Your teacher has told you that the plot of a play is the
series of events that take place. Describe the plot of this
play to your partner.
9
With your partner, debate the issue: “showering is better
than bathing”.
Note how this short play is written (its format). The names of
the speakers are written one below the other on the left,
followed by a colon; then a space, followed by the spoken
words (the dialogue). The bits in brackets show what the
character does.
3. Writing and presentation
Classroom activity 4
1
Write a dialogue of no more than five exchanges (ten
lines) between Mom and Dad. Jeremy has gone to bed
and a relieved Mom is telling Dad how she finally got
Jeremy to have a bath.
t Drama, drama!
Term 1: Week 7–8
°
Tips for writing a dialogue:
O
O
O
O
O
O
O
Make sure that the language you use reflects the age of
the character, for example, Lethi is a teenage girl, but
Jeremy is still a small boy and Mom and Dad are adults.
Try to write the way people really talk.
Write a first draft.
Say it out loud to yourself. Does it sound like a real
conversation?
Edit your dialogue and make sure that you have
punctuated it correctly.
Rewrite your dialogue neatly.
Remember the heading (title) at the top.
2
Read your dialogue to your partner. Let your partner
read his or her dialogue to you.
3
Write a shortened dialogue from both of your efforts that
you can put on as a play.
4
Now, with your partner, act out the scene between Mom
and Dad. Take turns to be Mom and Dad.
4. Language structures and conventions
Classroom activity 5
A play is written to be
performed on stage. Pretend
that you and your partner
are going to put on the play
No bath tonight! and the
two of you are now planning
the scene in which Mom and
Dad discuss how Mom
outwitted Jeremy.
Drama, drama! •
Unit 4
°
1
Describe the setting of your play, or where it will take
place, for example, in the bedroom or lounge.
2
List the props (for example, furniture, books, cups, etc.)
that you will need.
3
Draw a top view of the stage, which is a view from above,
showing where you will place the props. Remember to
label them.
4
Describe the lighting that you will use. Why is lighting
important?
5
Discuss the following with your partner: if you were
putting on the whole play, how would you handle the
bath scene so that you do not need to have a naked little
boy on stage?
6
Now write a dialogue of 10–12 lines (five to six
exchanges) in which you outwit someone or convince
someone else to do something for you, even though he
or she does not really want to.
Classroom activity 6
Find synonyms (words with the same or similar meaning) for
the following words from the play No bath tonight!
1
squeezing
2
a free-standing upright support for a painter’s canvas or
a school blackboard
3
a watermark in the bath
4
hurt
5
beneath
t Drama, drama!
Term 1: Week 7–8
Classroom activity 7
Give antonyms (words with the opposite meaning) for the
following words or phrases from the play No bath tonight!
in
sat
down
there
shut
together teach
upstairs change forgot
clean
long
A complex sentence has a main clause (the most important part
of the sentence) + a subordinate clause (a sentence which gives
more information about the main clause). These two clauses are
joined by any conjunction other than and or but, for example,
although, as, because, if, since, so, unless, when …
main clause conjunction subordinate clause
Jeremy was sorry because he had to bath.
Classroom activity 8
Combine the following sentences to form one sentence, using
the words in brackets:
1
Jeremy made a fortress in the sand. It had three towers
and a seaweed flag. (which)
2
Jeremy stepped on the king. It made his foot hurt. (when)
3
Jeremy painted dinosaurs. He also painted his toes, one
knee and half an elbow. (as well as)
Drama, drama! •
Unit 4
5. Extra practice
Classroom activity 9
Read the following paragraph about a wellknown drama queen aloud to your partner.
Linda Jones is no stranger to a striped
uniform. The troubled actress has been
arrested many times, serving time behind
bars on more than one occasion. But just
don’t say that she was “locked up” unless
you want to feel her anger. The 25-year-old
‘Superstar’ actress has filed a lawsuit
against John Idol for the line in his smash
hit song, ‘Give up, girl’, where he raps “I got locked up like
Linda Jones.”
1
Write antonyms for the underlined words in the passage.
2
Explain what is meant by “Linda Jones is no stranger to
a striped uniform”.
3
Find one joining word (conjunction) in the third sentence
of this paragraph.
4
Give synonyms for or explain the meaning of:
a) smash hit song
b) he raps
5
Why do you think the writer of this passage refers to
Linda Jones as “the troubled actress”?
6
Can you think of a reason why ‘Superstar’ and ‘Give up,
girl’ have single quotation marks, while “I got locked up
like Linda Jones” has double quotation marks?
7
With your partner, write a short rap containing the words
locked up and Linda Jones.
8
Do you think someone like Linda Jones is a good role
model for young people? Who is your role model? Tell
your group.
t Drama, drama!
Term 1: Week 7–8
Homework
Talk to your parents or caregivers about times when they had
to outwit you (or someone else) to get something done.
1
List three such occasions and say approximately how old
you were.
2
Is it still as easy to outwit you now? Explain why or why
not.
3
Describe three occasions on which you have outwitted
someone else.
Summary
When writing a dramatic text we should:
O use monologues when we want to show the audience what
our character is thinking and feeling
O use dialogues when we want to show the conversations
between the characters.
Remember that dialogues must:
O be written in direct speech
O create the mood of the play
O describe the action of the play
O sound like real-life speech, with humour and questions.
A complex sentence combines two simple sentences using
joining words (conjunctions), such as when, although, while,
because, that, which.
Drama, drama! •
Unit 4
Core Reader activity
Turn to page 14 of your Core Reader and read the
drama called Beauty and Character.
1
Work in groups of 14. Thirteen of you should sit in a circle,
with one learner in the middle. Each of you should choose a
character and then play-read the drama. The learner in the
middle should be the “voice” and should read all nondialogue texts.
2
Now, in smaller groups, have a discussion about the play.
What characteristics did you pick up about the following
characters:
a)
Character
b)
Beauty
c)
Mayor Noble
d)
Mrs Noble?
3
In the same group of 14, play-read the drama again.
4
Have a smaller group discussion again. Do you think you
performed the play better the second time around?
t Drama, drama!