3.12 Vocabulary and grammar

English first additional language

Grade 4

What a wonderful world

Module 37

Vocabulary and grammar

Activity 1

To identify opposites [lo 6.6.2]

When Mark Shuttleworth saw the earth from space in April 2002 he described it as looking fragile. It is true that our planet could “break” if we don’t look after it properly. We have to find ways of ensuring that development continues without using all the earth’s natural resources. In August 2002 a very important world summit (meeting) on Sustainable Development was held in South Africa to help all the countries of the world to protect the earth.

Some of the issues that were discussed were the following problems:

• More than 11 000 species are in danger of becoming extinct;
• Forests covering about a third of the surface of the earth, have shrunk by about 2,4% since 1991 as a result of mining and timber activities;
• About 1 100 million people don’t have access to clean drinking water (most of them in Africa and Asia);
• Half of the world’s rivers are polluted or practically dry; and
• Oil, gas and other “greenhouse” gases are causing global warming.

Source: Jip, Die Burger , 2 September 2002

Each one of us, in his/her own small way, must fight against pollution and the exploitation of our animals and natural resources. We must show that we respect each other and all of nature.

1. Write five short simple sentences (one verb only in the sentence) and suggest what young people like you can do to help fight pollution.

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2. The following words have been taken from the passage above. Give a word meaning the opposite (an antonym) for each:

(a) fragile ………………………………………..

(b) help ………………………………………..

(c) protect ………………………………………..

(d) clean ………………………………………..

(e) small ………………………………………..

3. Look at the following words from the passage, and see how their opposites are formed:

• properly - im properly
• continue - dis continue
• natural - un natural
• important - un important
• natural - un natural

Can you see that they have been formed by adding a little bit to the word (at the beginning of the word)? This “little bit” is called a prefix. Do you know any other words that form their opposites in this way? If you do, write them down here:

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

Write all these words in your personal dictionary and make sure that you know how to use them. Ask your teacher for help if necessary.

Activity 2

To understand and use singular and plural forms of ordinary nouns [lo 6.4.1]

4. Most nouns (naming words) have plural forms. That means that the words indicate that there is more than one of the things that are being named, for example:

one planet - many planets

one country - many countries

one animal - many animals

one river - many rivers

one meeting - many meetings

Activity 3

To understand and use nouns which do not have plurals [lo 6.4.2]

Some words, however, don’t have a plural form at all, for example:

tourism, space, exploitation, respect, pollution (as used in this module)

See if you can find any other nouns that don’t have a plural form.

Activity 4

To use a dictionary [lo 6.6.3]

5. Did you notice the spelling of gases ?

We also write buses (one bus / many buses).

Remember to spell these words correctly at all times!

Write them in your personal dictionary.

And finally, just for fun……………

Do you remember the creation myths we started off with? In most of the creation stories all is well on earth up to a certain point, and then the trouble starts. Someone is usually disobedient or mischievous and causes evil things to happen. (In the Bible we read that Adam and Eve were disobedient and that is when sin came into the world.)

In Greek mythology, there is a woman called Pandora. She was the first woman ever to set foot on earth. Pandora wasn’t as good as she seemed to be. In fact, she was the cause of all the trouble on earth …

Do some research on the story of Pandora. You could make up a wonderful little play on it. How about it?

OR

Dramatise any scene based on the protection of nature, e.g. police trying to capture poachers.

Assessment

Learning outcome 6: language structure and use

The learner will know and be able to use the sounds, words and grammar of the language and interpret texts.

Assessment standard

We know this when the learner:

6.4 understands and uses singular and plural forms of nouns:

6.4.1 ordinary nouns;

• nouns which do not have plurals;

6.6 develops own vocabulary:

6.6.2 identifies opposites;

6.6.3 uses personal dictionaries.