2.8 Making my bed

English first additional language

Grade 4

Please come inside

Module 16

Making my bed

Activity 1

To answer questions about what happened first, second, etc. [lo 1.4.1]

To give simple instructions [lo 2.3.2]

Making my bed

A. Number the following statements according to the sequence in which they occurred in the listening passage.

B. Choose one of the following activities or any other that your educator approves of. Explain to the class in 10 steps how to complete the activity. You may prepare your instructions at home.

IDEAS: Bathing Washing dishes Laying the table Making tea

Activity 2

To spell familiar words correctly [lo 4.5.2]

Spelling

A. Complete the words in the left-hand column and match them with the correct sentence.

SUMMATIVE SPELLING TEST

1. Choose the correct word from within the brackets. Underline the word that you choose.

a) (Witch, watch, which) house do you like?

b) I like to (chat, shut, chop) to my friends.

c) I picked (that, these, this) flowers in our garden

2. In the following sentences there are a few spelling mistakes. Find these mistakes and correct them.

1. Wher does the rish man live and what is the number of his house?

…………………………………………………………………………………..

…………………………………………………………………………………..

1. I sit on a chiar at the table when I eat my lansh.

………………………………………………………………………………….

………………………………………………………………………………….

1. Fill in the missing word.

Assessment

Learning outcome 1: listening

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wider range of situations.

Assessment standard

We know this when the learner:

1.4 understands recounted events:

1.4.1 answers questions about what happened first, second, etc.

Learning outcome 2: speaking

The learner will be able to communicate effectively in spoken language in a wide range of situations.

Assessment standard

We know this when the learner:

• uses additional language to communicate information:

2.3.2 gives simple instructions.

Learning outcome 4: writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standard

We know this when the learner:

4.5 uses developing knowledge of language structure:

4.5.2 spells familiar words correctly.

Memorandum

Activity 1 MAKING MY BED

Read and acts the passage while the learners listen. Then the learners act while you read the passage again.

Read again and let the learners act, but now you leave out the parts between brackets, and the learners have to fill them in orally.

After I have finished (washing and dressing myself) in (the morning), I make (my bed). I open (the curtains) and (the windows wide) to allow (fresh air) into my (bedroom). I take off the (duvet, pillows and sheets). I spread the (sheets) over the (bed) I (smooth) the (sheets) and tuck them in under (the mattress) on both (sides) as well as at (the foot) of the bed. I shake the (pillows well) and arrange them (neatly) at the (head) of the (bed). The pillowcases must be (neat and smooth). Then I fetch (the duvet) and (cover the bed). I (smooth out) the (duvet), so that there are no (wrinkles) and (folds). My duvet’s (colour) matches the colour of (the curtains). Now I fold my (pyjamas/nighty) and put them (away) in the (wardrobe). My bed looks (neat and tidy). I quickly (arrange everything) on my (dressing table). Then I go in to have (breakfast) before I go to (school).

Answers

Activity 2 SPELLING

Answers:

where; which; when; what

chair; chat; rich; lunch ; much

shut; shall; shop; wash; flush; fresh

thank; think; then; these; cloth