The Words List consists of idioms, commonly misspelled words, commonly confused pairs and vocabulary which will be tested in the control test and June exams:
You are required to read an age-appropriate book of your choice and write a Book Report on it. Please note: you may NOT read a book based on a movie!!
Your Book Report must be posted on the ONLINE: Book Club page. (Instructions are on the page.)
The questions are as follows:
Details: What is the title and author of the book?
Plot: Summarize the plot without giving away spoilers. (150 words)
Protagonist: Describe the protagonist in terms of his / her involvement in the plot. (100 words) Themes: Choose one of the themes from the novel and discuss how the author explores it in the text. (100 words) Response: Explain why you did / did not enjoy the novel. (100 words)
You haven’t got a cough, You haven’t got mumps, You haven’t got a chill Or any funny lumps. You haven’t got tummy-ache, You haven’t got a fever, You haven’t got a runny nose Or chicken-pox either. You don’t look a ruin, You don’t look a wreck, You haven’t got toothache Or a pain in the neck. You’re as fit as a fiddle, You’re sound as a bell, In fact I’ve never ever Seen you looking so well! You don’t fool me, I’m no fool. Now up out of bed AND OFF TO SCHOOL!
Getting to know US:
Our goal is to prepare you for your future by teaching you:
To communicate (in speech and writing) in an effective, socially acceptable way;
To think creatively and to be able to interpret the creative thoughts of others;
To embrace hard work and be committed to excellence.
In order to achieve this we, as your teachers, commit to being:
Your Words List, which you will receive each term, contains idioms.
Idioms:
Idioms are commonly used figurative expressions. They are figurative. In other words, the intended meaning (figurative) is entirely different from the literal meaning:
[Poem # 2: For appreciation]
MY DAD IS AMAZING! By Ian Souter
My dad’s amazing for he can:
make mountains out of molehills, teach Granny to suck eggs, make Mum’s blood boil and then drive her up the wall.
My dad’s amazing for he also:
walks around with his head in the clouds, has my sister eating out of his hand, says he’s got eyes in the back of his head and can read me like a book.
But, the most amazing thing of all is:
when he’s caught someone red-handed, first he jumps down their throat and then he bites their head off!
Idioms are widely understood in the English speaking world (there are about 25,000 idioms) and are often used as a way of summarizing a situation or giving advise.
Look through the list of idioms to see which ones you are familiar with:
Why would it be an advantage to be far away from the Hindi musicals?
What figure of speech is employed when he says: “I could only see the screen when I was in mid air”
What does it mean to watch something “piecemeal”?
In what way is the ugly man’s outfit symbolic?
Provide a dictionary definition for “cahoots”.
Why do you think they pause to sing a song when “the ugly girl pulls out a box of matches”?
Describe the tone of the following sentence: “Just then, fifty blokes in black jump out from behind a bush that wasn’t there until they jumped out from behind it and start shooting at the hero, who hides behind a small wooden box.”
What does it mean to give your “blessing to their marriage”?
What is indicated by shaking your fist?
Provide a dictionary definition for “seduce”.
Why did the ugly girl change her mind about the man in the lonely hut?
Write a selection of poems according to the instructions below:
Class Poem:
Divide the class into as many teams as their are rows of desks.
The learner in the front desk of each row will compose a line of poetry on a piece of A4 paper, and then pass the paper to the second learner in the row.
Each learner in the row will write a line of poetry, following on from the previous line.
Your teacher will judge which row has the best poem.
Extra marks will be given for use of figurative language and sound devices.
Ezra Pound Couplet:
Line 1 = Visual statement
Line 2 = Metaphor of that image
Example:
A bicycle winding in and out of traffic; A pilot fish in a school of sharks.
Haiku:
Line 1 = 5 syllables
Line 2 = 7 syllables
Line 3 = 5 syllables
Example:
Sunrise comes like paint, Pinks and blues - watery hues, Smudging out the night.
[Poem # 3: For appreciation]
THE HAIKU MONSTER By Paul Cookson
The haiku monster Gobbles up the syllables Crunching words and CHOMP!
The haiku monster Slurps the ‘s’ in _pahetti Bites ‘b’s for _reakfast.
The haiku monster Jumbles all the telrets pu Makes disappear.
The haiku monster Nibbles on the v w ls nd Chews consonants u .
The haiku monster, Alphabet joker, plays with The lettuce and worms.
The haiku monster Hides rude words in the poem And spoils bum snog vest.
Mixes up the lines The haiku monster Ruining all the layout.
Cinquain:
Line 1 = one word (noun), the topic
Line 2 = two words (adjectives) describing the topic
Line 3 = three words (verbs) describing an action related to the topic
Line 4 = four words describing a feeling about the topic (a coherent sentence / phrase)
Line 5 = one word referring back to the topic of the poem
Example:
Cheetah Spotted black Bounding, leaping, chasing Wild feline of Africa Runner
Work through your Words List for the term. You will be tested on them.
Read a novel of your choice. Your Book Report is due - online - by 21 March 2014 and counts towards your year mark!
The cop slumps alertly on his motorcycle, Supported by one leg like a leather stork. His glance accuses me of loitering. I can see his eyes moving like a fish In the green depths of his green goggles.
His ease is fake. I can tell. My ease if fake. And he can tell. The fingers armoured by his gloves splaying and clenching, itching to change something. As if he were my enemy or my death, I just standing there watching.
I spit out my gum which has gone stale. I knock out a new cigarette - which is my bravery. It is all imperceptible: The way I shift my weight, The way he creaks in his saddle.
The traffic is specific though constant. The sun surrounds me, divides the street between us. His crash helmet is whiter in the shade. It is like a bull ring as they say it is just before the fighting. I cannot back down. I am there.
Everything holds me back. I am in danger of disappearing into the sunny dust. My Levis bake and my T shirt sweats.
My cigarette makes my eyes burn. But I don’t dare drop it.
Who made him my enemy? Prince of coolness. King of fear. Why do I lean here waiting? Why does he lounge there watching?
I am becoming sunlight. My hair is on fire. My boots run like tar. I am hung-up by the bright air.
Something breaks through all of a sudden, And he blasts off, quick as a craver, Smug in his power; watching me watch.
Pre-Activity:
Read through the poem and determine, for yourself, what the poem is about. Discuss.
This task will assess how carefully you listen for specific information.
Instructions:
Your Educator will read you a passage about The Chain Gang, followed by 10 questions. Listen carefully because you may NOT take notes or write down the questions. The process will be repeated. After the second reading, you will be required to answer the questions, using FULL SENTENCES, as your Educator asks them, one-by-one.
In groups of ± 4, create the next episode (which must also end on a cliff-hanger). Your episode must be recorded as a radio drama using the Voice Notes Recorder function on a cellphone.
The streets are noisy with the movement of passing motors. The coffee bars get fuller. The leather-jacket groups begin to gather, stand, and listen, pretending they are looking for trouble. The juke box plays its continuous tune, music appreciated by Most. The aroma of Espresso coffee fill the nostrils and the night. Motorbikes pull up. Riders dismount and join their friends in the gang. They stand, smoking, swearing, playing with the girls; making a teenage row. They pretend not to notice the drizzle falling out of the dark, because you’re got to be hard to be a leather-jacket. A couple in a corner, snogging, hope the motor lights will not be dipped too much, so that the others will see them. They must all have recognition; there must always be enough leather-jackets around them, the same as theirs. The street lamp on the side of the street shows the rain for what it is – wet and cold. But it does not show their faces for what they are.
Pre-Activity:
Read through the poem and determine, for yourself, what the poem is about. Discuss.
