21

Section 2

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Content: Before getting started...

Download the following applications: Scrabble, English Grammar, Practice English Grammar and

Countdown. Content Page no.

Theme 3: The Gift of the Gab 23

Exercise 3.1: Drama 23

Assessment 2: Produce your own Drama 26

Activity 3.1: Pronouns 27

Activity 3.2: Subject and Predicate 28

Activity 3.3: Finite Verbs 30

Activity 3.4 Synonyms and Antonyms 31

Activity: 3.5: Idioms and Proverbs 32

Theme 4: Book worms 34

Exercise 4.1: The Tortoise and the Lizard 35

Activity 4.1: Similes and Metaphors 37

Activity 4.2: Degrees of Comparison 38

Activity 4.3: Future, Present and Past Tense 40

Activity 4.4: Homonyms, Homophones and Homographs 41

Activity 4.5: Idioms and Proverbs 45

Assessment 3:Comprehension and Language (not in document)

Theme 5: Attention to Detail 46

Exercise 5.1: Descriptive Essays 46

Assessment 4: Write a Descriptive Essay 47

Activity 5.1: Prefixes, Suffixes and Root words 49

23

Exercise 3.1: Drama In this theme, you will explore the world of drama. Drama is a part of our daily lives. We watch it

on television. We see it in films. We enjoy going to the theatre and most schools organise some

sort of stage production during the year and produce a play. Stories in action are all part of the

world of drama. This form of entertainment is not new. It has been around for centuries. In this

chapter we will look at the history of drama and different types of drama. You will also create your

own drama.

Classification of dramas Drama is a way of making stories come alive by acting them out. Can you think of where you

come across ‘drama’ on a daily basis?

There are various genres of drama.

William Shakespeare William Shakespeare was an English poet and playwright. He is regarded as the greatest writer in

the English language. He produced most of his work between 1589 and 1613. His early plays

were mainly comedies and histories, and later on he wrote many tragedies, including Hamlet,

Othello and Macbeth.

For now, let’s focus on his very popular play, Romeo and Juliet which was a tragic romance. The

story is about two young people who fall in love, but are forbidden to see each other because of

the feud between their families, the Montagues and the Capulets.

Exercise 3.1.1: Genres Write the date in your books and the heading ‘Genres of drama’. Work in pairs and use a

dictionary. Find a definition for each of these genres and try to think of an example for each. You

only have a few minutes to do this.

24 Let’s look at a scene from Romeo and Juliet.

Scene 2: Capulet’s Orchard Setting: Juliet’s orchard during the fourteenth century.

Scene: Romeo enters Juliet’s orchard and sees Juliet on her balcony. He wants to confess his

love for her without her parents hearing him.

ROMEO: See, how she leans her cheek upon her hand! O, that I were a glove upon that hand,

that I might touch that cheek!

JULIET: Ay me!

ROMEO: She speaks: O, speak again, bright angel! For thou art

As glorious to this night, being o’er my head

As is a winged messenger of heaven

Unto the white-upturned wondering eyes

Of mortals that fall back to gaze on her

When she bestrides the lazy pacing clouds

And sails upon the bosom of the air.

JULIET: O Romeo, Romeo! Wherefore art thou Romeo?

Deny thy father and refuse thy name;

Or, if thou wilt not, be but sworn my love,

And I’ll no longer be a Capulet.

Exercise 3.1.2: Genres

Click on the link below and watch actors act out this specific scene from Romeo and Juliet. It is a bit

longer than what is written in the extract above, but listen carefully from 1 minute and 33 seconds in

to 2 minutes 34.

http://www.youtube.com/watch?v=FHoaPLO6Zd8

Find a partner. You will have 5 minutes to practice this short scene and you will act it out to the

class. Merits will be rewarded to those pairs that really put in the effort. (Remember, that in

Shakespearean times, most of the actors were men, so it was not unusual for the part of Juliet to

be played by a man.)

25

Extension and remediation

Write your own Monologue.

Refer to page 52 of ‘English for success’ to complete this activity.

Exercise 3.1.3: Romeo and Juliet Comprehension Write the date and the heading “Romeo and Juliet Comprehension” into your books.

Answer the following questions in full sentences.

1. Did you find it difficult to read and understand this text? Why? (1)

2. Describe the setting of this scene. (2)

3. Who are the main characters and what is their relationship? (3)

4. What does Juliet mean when she says, “I’ll no longer be a Capulet?” (2)

5. What does Romeo mean when he says, “O, that I were a glove upon that hand?” (1)

6. This play is described as a romantic tragedy. In what ways is it romantic? What do you

expect might happen in a tragedy?

(2)

Total: 11

26

Assessment 2: Produce your own drama You are going to work in groups to create your own drama. You will need 4-5 people in a group.

Organise your group Each member, in your group, will have their own specific role. However, bear in mind that team

work and good communication will be needed to ensure each and every aspect is covered, and

that your play ‘gels’ throughout. Try to dedicate roles to individuals that compliment their interests

and abilities.

Roles:

a) The director will direct the actors on the stage and will decide where and when characters will

move. This is called blocking. b) The scriptwriter will be responsible for writing the script, but the group must still decide on the

story and help with ideas.

c) Then costume designer will be responsible for making sure everyone has a costume to wear.

d) The props master will get ideas on what props to use and will make or get the props.

e) The sound effects engineer will plan and prepare any sound effects that are needed.

Instructions: 1. Produce a play of about 5-10min long.

2. Create a tragic love story of your own.

3. Remember to include a problem and a climax.

4. First decide on the title of your drama.

5. Now, brainstorm ideas for your script. Use the writing process correctly. Each person must

have a part in the play. Look back at the Romeo and Juliet play to edit your work correctly.

27

Activity 3.1: Pronouns Watch these two videos.

http://www.youtube.com/watch?v=hh62KQ7mujA http://www.youtube.com/watch?v=mfGEJJ9g1tI

Now, can you explain to your teacher or to a friend, what a pronoun is?

Activity 3.1.1: Pronouns Click on your ‘English Grammar’ app and read the explanation of what a pronoun is. Write the date and the heading ‘Pronouns’ into your books. Write a definition for pronouns and then complete the exercise below. Rewrite the sentences in your book and underline the pronouns:

1. She went to the store with Angela.

2. Six of us had to squeeze in the tiny car.

3. Every Thursday, Kenny goes to Pick and Pay with them.

4. At the store, the cashier gave her some change.

5. When the sun comes up, he leaves for work.

Fill in one of the following pronouns into the sentences. Rewrite the whole sentence into your book.

‘this, those, that, these’

1.) Did you eat ___________ cookies on the table?

2.) ___________ tests on my desk don’t have names on them.

3.) Remember ____________ movie we watched yesterday?

4.) _______________ trees are going to grow very tall.

5.) ___________ storm we had last night kept me awake.

6.) Did you buy _____________ grapes at the market.

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Activity 3.2: Subject and Predicate

There are 4 basic types of sentences:

• Statements: These simply state something.

Example: “Acting is fun.”

• Questions: These ask a question and have a question mark.

Example: “Do you like to act?”

• Exclamations: This is an expression of an emotion like surprise, joy, sadness, amazement,

anger and pain, etc. These have exclamation marks at the end.

Example: “I can’t believe I got the lead role in the school play!”

“I literally broke my leg on stage!”

• Commands: These are sentences where instructions are given. These often have

exclamation marks at the end.

Example: “Get changed into your costume now!”

“You need to remember your lines!”

Activity 3.2.1: Four types of sentences

Write the date and the heading ‘Four types of sentences’ into your books. Rewrite the following

sentences into your books and label them as: statements, questions, exclamations or commands.

1. What a fool!

2. Can Sheila swim?

3. Go home now!

4. Am I lucky?

5. I’ve heard that the school burnt down.

6. Mandela has taught us a lot.

7. Just look at Priscilla’s knees!

29 Now, that we have examined the basic types of sentences that we use, we can look more closely

at the simple sentence type. We find that these often tell us about someone or something doing something or being something. Example:

The father + held his baby boy.

SUBJECT PREDICATE

Robin loves the latest music.

That dirty shop sells off meat.

The old goat ate all his food.

Sue is tall.

I am hungry.

The ball flew though the air.

Activity 3.2.2: Subject and Predicate Write the date and the heading “Subject and Predicate” into your book.

Watch the following video in class: http://www.youtube.com/watch?v=LBO8jq1WyhU

Rewrite the following sentences into your book and skip a line between each sentence. Underline

the subject in one colour and put an ‘S’ below it and underline the predicate in another colour and

put a ‘P’ below it.

1. Red paint stains clothing.

2. Name brand shoes cost a fortune.

3. Mrs. Reynolds sang a funny song.

4. That oak tree is very old.

5. Hippo’s love crocodile soup.

6. Mandy found R200.

7. Those vicious, wild dogs ate the new born lambs.

8. He was wandering would will happen next. (8)

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Activity 3.3: Finite Verbs All the verbs in bold, in activity 3.2.2 are finite verbs. Finite verbs tell us what action is being done;

it is essential to realise that ALL FINITE VERBS MUST HAVE A NOUN, PRONOUN OR –ING WORD IN FRONT OF THEM which tells us ‘who’ or ‘what’ is doing the action.

This noun or noun equivalent is called a SUBJECT. The subject of the sentence is doing the

action. To find the subject we ask ‘who?’ or ‘what?’ Finite verbs are found in the predicate.

Activity 3.4: Synonyms and Antonyms

Activity 3.3.1: Finite Verbs Write the date and the heading ‘Subject and Predicate’ in your books. Rewrite the following

sentences into your book and skip a line between each sentence. Underline the subject in one

colour and put an ‘S’ below it and underline the predicate in one colour and put a ‘P’ below it. Also

highlight the finite verb in the sentence.

1. Daisies grow everywhere.

2. Richard was a cruel king.

3. The professor carried a huge book.

4. You can’t be serious!

5. Tim is a deep thinker.

6. Those careless boys broke the window.

7. Nobody wanted to buy the damaged car.

8. Where are you going?

9. The rogue elephant terrorised the whole district.

10. I have written the letter.

11. Peter repaired the puncture in his left tyre.

12. How could she be so silly?

13. Obviously, I don’t agree with him.

14. I am cold.

15. The branch of that tree has no leaves on it. (15)

31 Synonyms are words that have the same or very similar meaning. All words can have a synonym.

Nouns, verbs, adjectives, adverbs and prepositions can have a synonym, as long as both words

are the same part of speech.

Examples of Synonyms

Adjectives: beautiful, lovely, gorgeous, stunning, striking

Nouns: house, home, dwelling, residence, abode, quarters

Verbs: jump, bound, leap, hop, skip

Prepositions: in, inside, within

Antonyms are words that have opposite meanings. For example, the antonym of long is short.

Often, words will have more than one antonym but, as with synonyms, it depends on the context.

For instance, the word warm could have the antonym cool or chilly. In order to choose the correct

antonym, you have to look at all the meanings and how the word is used in a sentence. Cool can

mean stylish as well as chilly, so the word cool may not be the best choice.

Examples of Antonyms

happy – sad

healthy – sick

smart – stupid

open – close

husband – wife

dead- alive

Activity 3.5: Idioms and Proverbs

Activity 3.4.1: Synonyms and Antonyms Write, on a piece of paper, 4 examples of synonyms and 4 examples of antonyms. Write quite big

and very clearly, as we will be putting the examples on display, in the class.

32

Idioms An idiom is a group of words used in a way that

gives the group of words a new figurative

meaning. It is used as an expression.

Example: Over the moon

Literally - this means above the moon.

Figuratively - this means excited or extreme

happiness

Proverbs Proverbs are short sayings that are widely

known and used frequently. They give advice

on daily circumstances. These also have literal

and figurative meanings.

Example: The apple doesn’t fall far from the

tree.

Literally - fruit from a tree drops

next to that tree.

Figuratively - A child is very

similar to their parents.

Activity 3.5.1: Proverbs

Compete the following proverbs and give the figurative meaning of each.

You may use the internet to help you.

a) A stitch in time ___________________________

b) A rolling stone ___________________________

c) Don’t look a gift horse _____________________

d) Look before you __________________________

e) Every cloud has a _________________________

f) A new broom _____________________________

g) Still waters _______________________________

h) You can’t teach an old dog ___________________

i) Tomorrow never ___________________________

j) People who live in glass houses _______________

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Quotes: Are well-known words of wisdom said by someone, once upon a time.

Example: Mother Theresa: “Kind words can be short and easy to speak, but their echoes are truly endless.”

Activity 3.5.2: Idioms Below are 10 different idiomatic expressions. Draw or explain the literal and figurative meaning of

each.

a) To be out of pocket

b) A red-letter day

c) To eat humble pie

d) To burn the candle at both ends

e) To feather one’s nest

f) To sit on the fence

g) A white lie

h) Like a bull in a china shop

i) To burn one’s boat

j) To give the cold shoulder

34

Once upon a time...

Long, long ago, in a faraway land…

Sound familiar?

These opening lines have been used millions of times. They usually conjure up feelings of anticipation as you settle in to hear or read a story filled with adventure, intrigue, comedy or drama. At the beginning of a story, we are usually given clues about where a story takes place and what type of story the reader can expect.

What are myths, legends and folktales?

Storytelling is common to every culture. Most people enjoy

listening to stories. Storytellers have catered for the need for a

'good story' since the beginning of civilization.

Most people have their own favourite story from childhood and,

often, these tales are both fascinating and frightening. These

stories include legends, myths and folktales.

What is a legend? A legend is a semi-true story, which has been passed on from person-to-person and has important

meaning or symbolism for the culture in which it originates. A legend usually includes an element

of truth, or is based on historic facts, but with 'mythical qualities'. Legends usually involve heroic

characters or fantastic places and often encompass the spiritual beliefs of the culture in which they

originate.

What is a myth?

A myth is a story based on tradition or legend, which has a deep symbolic meaning. A myth

'conveys a truth' to those who tell it and hear it, rather than necessarily recording a true event.

Although some myths can be accounts of actual events, they have become transformed by

symbolic meaning or shifted in time or place. Myths are often used to explain universal and local

35 beginnings and involve supernatural beings. The great power of the meaning of these stories, to

the culture in which they developed, is a major reason why they survive as long as they do -

sometimes for thousands of years.

What is a folktale? A folktale is a popular story that has been passed on, in spoken form, from one generation to the

next. Usually, the author is unknown and there are often many versions of the tale. Folktales

comprise fables, fairy tales, old legends and even 'urban legends'. Again, some tales may have

been based on a partial truth that has been lost or hidden over time. It is difficult to categorize

folktales precisely because they fit into many categories.

Exercise 4.1: The tortoise and the lizard Once upon a time, there was famine in the land of the animals. One day, the lizard was passing by

a farm when he saw the farmer approach a rock. The lizard hid and watched as the farmer rolled

the rock away to reveal the entrance into a cave. The farmer went inside and came out a few

minutes later with a handful of yams and rolled the rock back into its place. The lizard waited for

the farmer to leave then he too rolled away the rock and went into the cave. Inside the cave were

several stacks of yams. The lizard took out a yam, and rolled the rock back into its place. Every

day, the lizard would return to the cave to take a yam and would go home to eat it.

One day, as the lizard was carrying his yam home, he came across the tortoise, who asked him

where he had gotten his yam. He offered to tell him, on the condition that the tortoise told no one.

The tortoise promised to keep the secret, so the lizard told the tortoise to meet him the following

morning and he would take him to the secret cave. Early the next morning, before the very first

rooster crowed, the lizard and the tortoise went to the secret cave. When they got there, the lizard

rolled the rock away to reveal the entrance to the cave. The tortoise, who was a very greedy

fellow, could not believe his eyes, for there were more yams in there than even he could eat.

The lizard picked a yam and started on his way home, but the tortoise was not done yet. He was

going to carry as many yams as he could and maybe even more. Very soon, the farmer came and

found the tortoise, who was still busy collecting yams. By this time, the lizard was home, had eaten

his yam and was taking a nap. The farmer grabbed the tortoise and asked him how he came to be

in the cave. The tortoise confessed that the lizard had brought him there. So, the farmer took

tortoise to the lizard’s house. There they found lizard lying on his back. The farmer asked lizard if it

was he who had brought tortoise to his cave. The lizard was shocked and said it was not possible

36 as he had been feeling unwell and had been lying on his back all day. The farmer grabbed the

tortoise and threw him against the wall and the tortoise lay on the floor with a broken shell. The

tortoise cried out to the insects of the forest who helped him pick up and glue the pieces of his

shell together. And that was how the tortoise ended up with a broken shell.

Exercise 4.1.1: Comprehension

After reading the folktale, answer the following questions:

1. Where does this story take place? (1)

2. Who are the three main characters in this story? (3)

3. Give two words to describe tortoise’s personality. (2)

2. What makes this story a folktale? (2)

3. Explain the hidden message within this story. (1)

4. Create your own African folklore story. Use the writing process to create your own African Folklore story. Be creative.

Criteria 3 2 1/0

Paragraphs Story has a well thought out

introduction, body and conclusion

Introduction body and conclusion needs adjusting

Structure is poor/ No paragraphs

used

Spelling & Punctuation

1-2 errors A few errors Many errors

Grammar 1-2 errors A few errors Many errors

Creativity Beautifully thought out and creative

Ideas need a bit more planning

Learner has not followed

instructions

Length 80-90 words Slightly more or less than 80-90

words

Learner has not followed

instructions

(15)

37

Activity 4.1: Similes and Metaphors Read the poem and answer the questions that follow.

My Favourite Day

My favourite day is Saturday (1)

I like to go outside and play. The day is like a burst of light

The day is the moon in the dead of night.

My favourite day is Friday (5)

Saturday’s only a day away. My excitement is a bottled rocket

I feel like the grasshopper in my shirt pocket.

My favourite day is Sunday Lazy, sleepy, do nothing fun day. (10)

I yawn like a lion before a nap My arms and legs and toes are sap.

My favourite day is not Monday.

“Get out of bed!” I hear my mom say. Like a tiger, I growl, “it’s not fair!” (15)

Waiting for Friday, I am a bear.

Exercise 4.1.2: Book Review

Your teacher will explain how to compose a book review. A date will be given to you as to when your book review must be handed in.

38

Activity 4.2: Degrees of Comparison

Look at these sentences

• That is an old house.

• The house next door is older.

• The house down the street is the oldest.

The first sentence is a simple statement about ONE house. This is the positive degree of comparison.

The second sentence makes a comparison between TWO houses. This is the comparative degree of comparison.

The third statement compares MORE THAN TWO houses. This is the superlative degree of comparison.

Thus, adjectives have 3 degrees of comparison.

Activity 4.1.1: Poetry Comprehension

1. Give a simile and a metaphor used for Saturday. Make sure you label them accordingly. (1) 2. Give a simile and a metaphor used for Friday. Make sure you label them accordingly. (1) 3. “I yawn like a lion before a nap”, line 11. Why does the writer compare himself to a lion?

What figure of speech is being used? (2)

4. “My arms and legs and toes are sap.” (Line 12). Why does the writer make this

comparison? What figure of speech is being used here? (2)

5. What is the main difference between a simile and a metaphor? (1) Total: 7

39

Activity 4.2.1: Comparison of Adjectives

Copy this table into your books under the date and heading ‘Comparison of adjectives’. Complete

the table.

Positive Comparative Superlative

large larger largest

tiniest

cautious

best

sad

youngest

More comfortable

helpful

farthest

wetter

friendly

worst

heavier

beautiful

40

Activity 4.3: Future, Present and Past Tense

As we know, every sentence MUST have a verb. Verbs describe actions and they also let the

reader know the tense of the sentence, i.e. whether the action took place in the past, present or

will take place in the future.

Simple Past (already happened)

Simple Present (happens usually or

regularly)

Simple Future (has not happened yet)

I flew for the first time

yesterday.

I washed the dog yesterday.

I fly to Cape Town twice a

year.

I wash the car on Sundays.

I will fly the next time I travel

to Durban.

I will wash the dishes later. Past Continuous

(During an action, something happened)

Present Continuous (Doing something at the moment, it is happening

now)

Future Continuous (During an action in the future, something will

happen) I was writing, so I didn’t see what he did. They were eating when I called.

I am writing as neatly as I can. I am eating a delicious peach.

I will be writing my story this afternoon. I will be eating supper at eight.

Past Perfect (something had happened

before something else happened in the past)

Present Perfect (In that time and up until

now, something had happened)

Future Perfect (something happens in the

future before a second thing happens)

I had met Joe’s sister before I met Joe. I had ridden a donkey, but that was my first time on a horse.

We have already met. I have ridden horses all my life.

I will have met him at the airport by the time you arrive. I will have ridden for one hour by the time you start.

Activity 4.2.2: Comparison of Adjectives

Fill in the correct degree of comparison of the word in brackets for each sentence. Write the

sentences out in your book, as they are here, and underneath, write the correct sentence.

a) She is the .......................runner in the school. (good)

b) He is the ............................ student in the class. (conscientious)

c) James is the .......................of the twins. (tall)

d) Of the three sisters, Rebecca is the ....................(slim)

e) That was the ..........................thing you could have done. (bad)

f) a My left arm is the ........................ one. (strong)

g) Who is the ..........................., Jennifer or Allison? (fast)

h) It was the ............................ exam I had ever attempted (easy) (8)

41

Activity 4.4: Homophones, Homonyms and Homographs

Homophone Homonym Homographs

Words that sound the same, however have different meanings...

AND are spelt differently

Words that sound the same, however have different meanings...

AND are spelt the same

Words that are spelt the same and have different meanings...

AND are pronounced differently

Example: Sea and see

Example: Bow and bow

Example: Bow and bow

Activity 4.3.1: Changing sentences from Simple Present to Simple Past

Change these sentences into Simple Past Tense. Note: Sometimes irregular verbs or negative sentences are a little bit more difficult. See if you can work them out.

1. I play my guitar loudly, in my room.

2. She kisses me on the cheek every day.

3. Angela watches TV all night

4. Yusuf wants to go to the museum.

5. They don’t live in Benoni.

6. He doesn’t speak Zulu.

7. What do you say?

8. I go to the shops often.

Total: 8

42

Activity: 4.4.1: Homophones

Find a homophone for each word written in bold. Write both words in your book and give a

definition for each.

1. I always write with a blue pen.

2. The weather is really miserable today.

3. One day, I want to be a drummer for a rock band. 4. The horse gallops through the field.

5. The boy is really sweet, I think I like him. Total: 7

Activity: 4.4.2: Homonyms

Find a homonym for each word written in bold. Write both words in your book and give a definition

for each.

1. I hope you are not lying to me.

2. I like to watch people walk by.

3. I will have a little bit of sugar in my tea.

4. The rabbits love to play in their pen. 5. Please page the doctor if you need help.

Total: 6

43

Activity: 4.4.3: Homographs

Find a homograph for each word written in bold. Write both words in your book and give a definition

for each.

1. The wind is blowing hard.

2. All students are present today.

3. The boy sat close to his uncle.

4. The rope was wound around his ankle.

5. How can you live with yourself after what you have done?

Total: 5

44

EXAMPLE 1:

“What gets wetter and wetter the more it dries?”

A towel

EXAMPLE 2:

A hole

EXAMPLE 3:

A coin

“I am weightless, but you can see me. Put me in a

bucket, and I'll make it lighter.

What am I?”

“I have a tail, and I have a head, but i have no body. I am NOT a snake.

What am I?

Definition: a question or statement intentionally

phrased so as to require ingenuity in ascertaining its

answer or meaning.

45

Activity 4.5: Idioms and Proverbs

Refer to the poster demonstrating riddles on page 44. Create a poster similar to this on either idioms or proverbs. (Your teacher will allocate the topics.)

Ensure you have included:

1) A definition

2) 3 Examples of each

3) An explanation of each (A literal meaning)

You will present this to the class.

46

Exercise 5.1: Descriptive Essays Carnival Rides

I have always been fascinated by carnival rides. It amazes me

that average, ordinary people eagerly trade in the serenity of the

ground for the chance to be tossed through the air like

vegetables in a food processor. It amazes me that at some time

in history, someone thought that people would enjoy this, and

that person invented what must have been the first of these

terrifying machines. For me, it is precisely the thrill and

excitement of having survived the ride that keeps me coming

back for more.

My first experience with a carnival ride was a Ferris wheel at a local fair. Looking at that looming

monstrosity spinning the life out of its sardine-caged occupants, I was dumbstruck. It was huge,

smoky, noisy and not a little intimidating. Ever since that initial impression became fossilized in my

imagination many years ago, these rides have reminded me of mythical beasts, amazing

dinosaurs carrying off their screaming passengers like sacrificial virgins. Even the droning sound

of their engines brings to mind the great roar of a fire-breathing dragon with smoke spewing from

its exhaust-pipe nostrils.

The first ride on one of these fantastic beasts gave me an instant rush of adrenaline. As the death-

defying ride started, a lump in my throat pulsed like a dislodged heart ready to walk the plank. As

the ride gained speed, the resistance to gravity built up against my body until I was unable to

move. An almost imperceptible pause as the wheel reached the top of its climb allowed my body

to relax in a brief state of normalcy. Then there was an assault of stomach-turning weightlessness

as the machine continued its rotation and I descended back toward the earth. A cymbal-like crash

vibrated through the air as the wheel reached bottom, and much to my surprise I began to rise

again.

47 Each new rotation gave me more confidence in the churning machine. Every ascent left me elated

that I had survived the previous death-defying fall. When another nerve-wracking climb failed to

follow the last exhilarating descent and the ride was over, I knew I was hooked. Physically and

emotionally drained, I followed my fellow passengers down the clanging metal steps to reach the

safety of my former footing. I had been spared, but only to have the opportunity to ride again.

My fascination with these fantastic flights is deeply engrained in my soul. A trip on the wonderful

Ferris wheel never fails to thrill me. Although I am becoming older and have less time, or less

inclination, to play, the child-like thrill I have on a Ferris wheel continues with each and every ride.

This essay is reproduced with the permission of its author, Elisabeth McCarthy. No part of this

essay may be reproduced.

Assessment 4: Descriptive Writing

Write a descriptive paragraph on one of the following topics:

(To be provided)

Criteria 5 4 3 2 1/0

Exercise 5.1.1: Figures of Speech All the highlighted phrases in the above text are examples of figures of speech. Can you name the

figure of speech and explain what it means?

Instructions:

• You must follow the writing process.

• Your written text should be 80-90 words.

• You must include 5-8 different figures of speech and they MUST be highlighted otherwise they will not be marked.

• Follow your rubric.

• You must have an introduction and conclusion.

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-2 if the word count is incorrect and only mark up to 90th word TOTAL: ________/30

Logical, descriptive

essay

Extremely logical and well constructed

Mostly logical and descriptive

Some parts are well constructed, however, too little or too much information has been given

Very few parts of the story are logical and descriptive

No planning has gone into writing this story

Language and spelling

No errors

1-3 errors

4-6 errors

7-9 errors

10 or more errors

Punctuation

No errors

1-3 errors

4-6 errors

7-9 errors

10 or more errors

Figures of speech

Excellent use of 5 or more figures of speech

Good use of 5 figures of speech that “gel” fairly well with the story

Good use of figures of speech, however some did not “gel” with the story

Figures of speech used are poor

Only one or two figures of speech/ Figures of speech cannot be identified

Introduction

An excellent introduction that creates anticipation and suspense

A good introduction - encourages some interest

A fair introduction, however few moments are unclear

The story is introduced, but it is not very clear

The story is not introduced to the audience

Body and conclusion

An intense, captivating story with a surprising conclusion

A good story and interesting conclusion

The story was very interesting, but it lost intensity in the conclusion

The story had some interesting parts, however, it did not “gel”

There is no conclusion to the story/ there was no suspense in the story

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Activity: 5.1: Prefixes, Suffixes and Root words

Prefixes • Word part added to the

beginning of a root word • Contributes to the meaning

of the word Examples: Bi - means two Ex - means former In - means into or not Re - means again

Root word • Main part of a word that

gives the basic meaning of a word

• Usually Latin or Greek origin Examples: Act - means do Claim - means shout Struct - means build

Suffix • Word part added to the end

of a root word • Contributes to the meaning

and tense of the word Examples: Less - means without Ed - means past tense

Activity 5.1.1: Prefixes suffixes and roots Add prefixes and suffixes to create one word for the following:

a) Not interested

b) To do again

c) To play in past tense

d) The superlative form of strong

e) Not making sense

f) Full of beauty

g) An adverb form of lazy

h) Having the ability to afford

i) To lead in the wrong way

j) Comparative form of tiny (10)