GRADE 7 ENGLISH

TASK 13

MRS Y UDITHPITLOCHRY PRIMARY

Language

2. Singu

lar and

plural 3. Degrees of compariso

n4. Direc

t Speec

h

1. Prope

r noun

s

1. PROPER NOUNS

UNDERLINE THE PROPER NOUNS IN EACH SENTENCE.

1. Agatha Christie wrote many mystery books. 2. Cleopatra is the cutest kitten that I have ever seen. 3. My brother and I love Oreo cookies. 4. Let’s go to New York for the July holiday. 5. Mr Bell, the Science teacher, set a very difficult test. 6. I can see Jupiter and Mars with the telescope.

2. SINGULAR AND PLURAL

STATE THE PLURAL FORM OF THE FOLLOWING WORDS

1. wife

2. fish

3. deer

4. mouse

5. goose 6. baby

7. tooth

8. woman

9. child

10. firefly

3. DEGREES OF COMPARISON

USE THE CORRECT ADJECTIVE FORM IN EACH SENTENCE.

1. Elephants are said to be the world’s (large) mammal. 2. The adult elephants were the (troublesome). 3. It was the (unusual) request I had ever heard. 4. There were two (largest) herds on the farm. 5. “Your elephants are the (happy) elephants I have ever known,”

said the tourist.

4. DIRECT SPEECH Direct speech quotes exactly what someone says.

What a person says/said, is given within quotation marks “…”

You have to give the exact words of the person.

E.g. Sarah says, “I love strawberries!”

E.g. “I bought a new dress,” said Jane.

♦ Add a comma after the introductory verb e.g. says, or said,

♦ If the person speaking, appears at the end of the sentence, then the comma must be placed before the closing inverted comma e.g. “I need …,” said Jane. ♦ Quotation marks must be used to open and close the speech (“…”) ♦ A capital letter must begin the direct speech. ♦ A full stop, or exclamation mark or question mark must end the sentence (./!/?)

In direct speech, each new speaker must begin on a new line.

ADD QUOTATION MARKS TO THE SENTENCES BELOW TO MAKE THEM DIRECT SPEECH.

1. The boy said I pledge not to buy wildlife souvenirs. 2. The man said I have started my fight against wildlife trade. 3. Linda said tigers need their fur to keep warm. 4. Sam said elephants use their tusks for digging. 5. Bongi said all animals belong in the wild.

THE LISTENING PROCESS

LISTENING AND SPEAKING

STEP INTO A ROLEAs an actor you have to play the part of someone else and try to imagine how this person would think, feel and react. To do this, it helps to know as much about the role as possible. Most actors do a lot of research before taking on a role.

PLAY THE PARTA “whodunit” drama is a mystery-detective drama in which the audience plays a character. The aim is to solve the mystery and find out who the culprit is.*Read the title. Can you predict what this mystery drama is about?*Read through the drama. Imagine how each character speaks and behaves.

KEY FEATURES OF DRAMA:• PLOT• CHARACTERISATION• POINT OF VIEW• THEME AND MESSAGES• BACKGROUND AND

SETTING• DRAMATIC STRUCTURE• MOOD AND TONE• IRONIC TWIST/ENDING• STAGE DIRECTIONS• LINK BETWEEN DIALOGUE

AND ACTION• DRAMATIC IRONY• TIMELINE

B. Read the extract from the drama and develop a set of interview questions that will help to solve the mystery of the missing detention book. Share your ideas with the class.

C. In your own words, explain what you think happened to the book from the beginning of the day to the end of the day. Explain where you think the book is.

A. FOCUS ON CHARACTERISATION – Characters are developed through• Dialogue – language/ register/ accent• Body language – facial expressions and mannerisms• Their thoughts and emotions which are not part of the dialogue.Choose a character from the drama script to role play. Decide how you will behave and speak according to the character chosen. Try to picture the character in your mind. Use the clues in the text to help you

Reading and viewing Poetry

WATCH THE VIDEO CLIP: “WHAT IS POETRY?”https://youtu.be/JmkgAWAGtbE

• The basic unit of poetry is the line. It serves the same function as the sentence in prose, although most poetry maintains the use of grammar within the structure of the poem. Most poems have a structure in which each line contains a set amount of syllables; this is called meter. Lines are also often grouped into stanzas.

• The stanza in poetry is equivalent or equal to the paragraph in prose. Often the lines in a stanza will have a specific rhyme scheme. Some of the more common stanzas are:

• Couplet: a two line stanza • Triplet: a three line stanza • Quatrain: a four line stanza • Cinquain: a five line stanza

Poetry ElementsWriters use many elements to create their poems. These elements include:

• Rhythm/Rhyme• Sound• Imagery

Imagery: a word or set of words that paints a verbal “picture” of an object, idea, mood, or situation.

E.g. “Moon is shining.Night sky is blue. Stars are great dropsOf golden dew.”“Harlem Night Song,” Langston Hughes

n Imagery is the use of words to create pictures, or images, in your mind.

n Appeals to the five senses: smell, sight, hearing, taste and touch.

n Details about smells, sounds, colors, and taste create strong images.

n To create vivid images writers use figures of speech.

Five Senses

• Rhythm is the flow of the beat in a poem.

• Gives poetry a musical feel. • Can be fast or slow, depending

on mood and subject of poem.

• Rhymes are words that end with the same sound. (Hat, cat and bat rhyme.)

• Rhyming sounds don’t have to be spelled the same way. (Cloud and allowed rhyme.)

• Rhyme is the most common sound device in poetry.

Rhythm & Rhyme ExampleWhat is the rhyme pattern of this poem? Use paper to write down the pattern. After you finish, click to the next slide to check your pattern.

Where Are You Now?When the night begins to fall

And the sky begins to glow

You look up and see the tall

City of lights begin to grow –

In rows and little golden squares

The lights come out. First here, then there

Behind the windowpanes as though

A million billion bees had built

Their golden hives and honeycombs

Above you in the air.By Mary Britton Miller

The rhythm in this poem is slow – why?

When the night begins to fall aAnd the sky begins to glow bYou look up and see the tall aCity of lights begin to grow – bIn rows and little golden squares cThe lights come out. First here, then there c Behind the windowpanes as though bA million billion bees had built dTheir golden hives and honeycombs eAbove you in the air. c

By Mary Britton Miller

Where Are You Now? Sound Writers love to use interesting sounds in their poems. After all, poems are meant to be heard. These sound devices include:

• Repetition• Alliteration• Onomatopoeia

• Repetition occurs when poets repeat words, phrases, or lines in a poem.

• Creates a pattern.• Increases rhythm.• Strengthens feelings, ideas and mood in a

poem.

Figures of Speech• Figures of speech are tools

that writers use to create images, or “paint pictures,” in your mind.

• Similes, metaphors, and personification are three figures of speech that create imagery.

• A simile compares two things using the words “like” or “as.”

• Comparing one thing to another creates a vivid image.

• A metaphor compares two things without using the words “like” or “as.”

• Gives the qualities of one thing to something that is quite different.

The winter wind is a wolf howling at the door.

The runner streaked like a cheetah.

• Personification gives human traits and feelings to things that are not human – like animals or objects.

The moon smiled down at me.

Reading for Meaning• To find meaning in a poem, readers ask questions as they read. There are many things to pay

attention to when reading a poem:

Title – Provides clues about – topic, mood, speaker, author’s purpose? Rhythm – Fast or slow? Why? Sound Devices – What effects do they have? Imagery – What pictures do we make in our minds? Figures of Speech – What do they tell us about the subject? Voice – Who is speaking - poet or character; one voice or more? Author’s Purpose – Sending message, sharing feelings, telling story, being funny, being descriptive? Mood – Happy, sad, angry, thoughtful, silly, excited, frightened? Plot – What is happening in the poem?

Remember, to make meaning, you must make connections and tap into your background knowledge and prior experiences as you read.

READ THE POEM: “WHY WE NEED POETRY by JOANNA PATERSONI don’t know if it’s because

Poetry is the language of rebels, artists and mavericks, confoundingExpectations, breaking rules and saying this, this is how things might be

Or maybe thatAt times of the deepest emotion, we turn as if by instinct, back to poetry

Of course perhapsIt’s the invitation to play, to dance, to make words sing

Or simply thatWe need to express a deeper truth

Perhaps it’s because we understand thatPoems are born from the words of the heart

Or maybe as one who's found this, thatOnce you get started you can make your own rules

And yet I know it’s not form, it’s thatSomething's are too beautiful, or too terrible, not to be spoken in verse

Which means I believe to my core thatHowever much some poems baffle us, others can reach us at the most

Human, most universal levelAnd that

We are human, and long to say: this, this is how it was for me… and weWill keep exploring and experimenting with ways to say it, share it, make

You feel it tooOr maybe its simply that

Poetry has a pulseAnd sometimes we need reminders of how it feels to be alive.

MAVERICKSRebels who do things their way

PROSE POETRY:Prose poetry is written in sentences instead of verse. It still includes imagery, rhythm and rhyme

DISCOURSE MARKER:A word or phrase that connects what has been said and what is to follow e.g. on the other hand…Because… and maybe… which means… and that

ANSWER THE FOLLOWING:

1. Do you agree with the poem that poets are rebels who break the rules?2. Do you think that poets are artists? Give a reason.3. Do you think that poetry inspires peoples? Explain.4. Do you agree that poetry reflects deep emotions?5. How does this prose poem leave you feeling?6. What is the poem’s message?7. Study the structure of the poem.7.1 Explain how the poem reads like a conversation.7.2 Why has the poem been written with some parts in bold?7.3 How many points does this poet make?8. Can poetry have a pulse? Why has the poet said that it does?

WRITING AND PRESENTING REVIEWS

YOU ARE A FILM CRITIC FOR A NEWSPAPER OR A MAGAZINE. WRITE A REVIEW OF A FILM THAT YOU HAVE WATCHED.

THE LENGTH OF THE REVIEW SHOULD BE BETWEEN 80 – 100 WORDS.

REMEMBER TO INCLUDE THE FOLLOWING IN YOUR REVIEW:

1. THE FILM’S TITLE2. THE GENRE (TYPE OF FILM)3. THE AUDIENCE. WHO IS THE FILM FOR?4. THE DIRECTOR (IF KNOWN), MAIN

ACTORS, WHEN IT WAS MADE, HAS IT WON ANY AWARDS?

5. THE PLOT. A BRIEF SUMMARY THAT DOES NOT MENTION THE ENDING!

6. YOUR OPINION OF THE FILM. INCLUDE THE TARGET AUDIENCE.

7. YOUR EVALUATION. (USE A STAR RATING OUT OF 5)

REMEMBER TO FOLLOW THE WRITING PROCESS- MINDMAP, DRAFT, REVIEW AND EDIT, FINAL

Use the following template and the useful vocabulary to write your review:

A MOVIE REVIEW by _________________The movie is _____________________________________________ isabout_____________________________________________________________________________________________________________________________________The main character(s) is/are_____________________________________________________________________ The actors include ______________________________________________________________________ In my personal opinion, ____________________________________________________________________________________________________________________________________________What I liked most about the movie was ____________________________________________________________________________________________________________________________________________Because ______________________________________________________________________What I liked least about the movie was ____________________________________________________________________________________________________________________________________________Because ______________________________________________________________________My personal recommendation is ______________________________________________________________________Number of stars I give the movie ________________________________

USEFUL VOCABULARY:

ADJECTIVES Entertaining, exciting, funny, hilarious, dull, serious, moving, violent, predictable, entertaining, frightening, amusing, sad, fantastic, romantic, fascinating, excellent, gripping, dramatic, tragic, badly/well-written/-acted/-made, touching dreadful, spectacular, powerful

NOUNS acting, actor, actress, author, writer, director, character, ending, story, plot, scene, series, sequel, special effects, cast, star, soundtrack, episode

ADVERBS a bit, a little, rather, fairly, really, absolutely, slightly, quite, very ,extremely

VERBS act, star, play, write, direct

TYPES OF FILMS thriller, comedy, adventure, action, love story, detective story/mystery, science fiction, biography, romance, novel, fairy tale

YOU WILL PRESENT YOUR REVIEW DURING THE LESSONS NEXT WEEK SO PRACTICE SAYING IT OUT ALOUD

RUBRIC FOR MOVIE REVIEW

5 4 3 2 1Structure Uses appropriate structure and format for a movie review

Displays outstanding knowledge, ability and skill in this area and works independently

Displays good knowledge and ability and can work independently

Displays sufficient knowledge and ability and needs some assistance

Displays moderate knowledge and ability and requires a lot of assistance

Displays elementary knowledge and ability and requires a lot of assistance

Content Uses content appropriate to the topic and purpose of the text

Excels at including the correct and appropriate content

Does well in including the correct and appropriate content

Succeeds in including the correct and appropriate content

Succeeds in including some correct and appropriate content

Succeeds in including basic content

Language Uses language and vocabulary appropriate to the purpose of the text

Can skilfully, independently and successfully employ these language skills to enhance his/her work

Can successfully employ most of these skills with little assistance to enhance his or her work

Can employ most of these skills to enhance his/her work with some assistance

Requires assistance in particular areas to employ these skills independently

Is able to understand and employ a few of these skills with guidance

Writing process Uses the writing process to plan and edit the text-brainstorms ideas using mind map-produces a first draft: writes ideas down as a practice- Revises and refines: improves the content and structure- Edits and proofreads: corrects mistakes in grammar, spelling and punctuation-Presenting: presents a neat, legible, correct final version

Displays outstanding ability and skill

Displays worthy ability and skills Displays substantial ability and skills

Displays adequate ability and skills

Displays elementary ability and skills

TOTAL (20 ÷ 2 = 10)

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