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Introduction

Module 2 is all about family. In this module you are going to read about family, talk about family, listen to each other’s ideas about family and write about family. You are going to read a diary entry, a time line, different kinds of poems and an extract from a novel called My family and other animals, by Gerald Durrell.

Before we begin with this module, think about your own family. How big is it? Do you get along? Do you have younger or older siblings? Who do you live with? If you had to describe your family, what adjectives would you use? Think of three and share them with a partner.

Read a diary extract

An extract is a short piece of writing that comes from a bigger piece of writing, such as a story or magazine article. In the next activity, you are going to read an extract out of the diary of a girl named Catherine Smith.

1. Read the diary extract below to yourself:

Tuesday 8 June

Today my grandmother went back to the farm. She was here for almost two weeks, looking after my brother and me while my parents were away overseas. I like it when Gran visits because she always brings us presents and she lets us eat chocolate between meals and she doesn’t mind if we stay up after our bedtime, which is exciting. But I don’t like it when my parents go away because my brother is very naughty and he doesn’t listen and he always gets me into trouble. He is also always banging away on the piano. He says he’s going to be famous one day, but I don’t think he’s very good. He can’t even read music yet.

2. Answer these questions about the diary extract you have just read:

(a) Who do the pronouns ‘my’, ‘me’ and ‘I’ in the extract refer to?

(b) Who does ‘she’ in the first line refer to?

(d) Quote one opinion that the writer gives.

(e) How many members are there in Catherine’s immediate family?

(f) What tense does the writer use in sentences 3-7? Why?

(g) Write a diary extract about the last time someone in your family came to visit. What did you like about the visit, and what didn’t you like about the visit? Also say what you would have liked to have happen, and what you would do differently next time. You will see that you have to use different tenses in your diary extract.

Your teacher will use the following checklist to assess your diary entry:

(h) Write a detailed description of one of the visitors.

Spelling: words that end in ‘e’

English has spelling rules that are often difficult to learn. Here is one for you. Look at these words from Catherine’s diary entry: exciting, famous.

These two words are adjectives (describing words) that are made from other words.

‘Exciting’ is made from the verb ‘to excite’.

‘Famous’ is made from the noun ‘fame’.

Both these root words end in an ‘e’.

When we add a suffix that starts with a vowel, such as -ing, -ous, -able or -ier, the ‘e’ at the end of the word falls away.

1. In the list of words below, which ones end in ‘e’ in their root form? You can use a dictionary to help you. Write the root words in your workbook.

2. Look at your own diary entry. Can you find any words there that have a root that ends in ‘e’? Write out both the word you used and the root.

3. Are there any words in your diary entry that you can change by adding a suffix that starts with a vowel? Does it change the part of speech (verb, adjective, noun, etc)? Write them out, giving the part of speech of both words.

Understand a family tree

A family tree is a diagram that shows you all the members of a family and how they are related. Look at Catherine’s family tree below. In the next activity you will answer questions on it.

Catherine’s family tree

1. Answer these questions about Catherine’s family tree:

(a) How many cousins does Catherine have? Name them.

(b) How many aunts does Catherine have? Name them.

(d) How many generations does the family tree include?

(e) Think about your own family. Draw a family tree to show at least three generations in your family. These could be your grandparents and their children, and your grandparents’ grandchildren.

A time line of important events in the Smith family

When we draw a time line we can see the order in which certain things happened in the past. Here is a time line, giving some of the important things that happened in the Smith family. Notice that the earliest date is at the top and the latest one at the bottom of the time line.

1.(a) How many years older than Phillip is Catherine?

(b) How long were Catherine’s mom and dad married before they had their first child?

(d) Where does Catherine’s family live now?

(e) Where did Catherine’s family live when she was born?

(f) How old was Catherine when she started school?

2. Make your own time line. Think about all the important events that have happened in your family. Make a time line showing all of them. Your time line must have at least five dates on it, and it should have no more than ten dates. Make your time line attractive – draw pictures to illustrate some of the important events.

Your teacher will use the following checklist to assess your time line:

An invitation

An invitation should be addressed to someone asking them to attend some event. It should say who it is from, what the event is, where it will take place, the date and the time. In the next activity you will draw up an invitation.

1. You decide to hold a family reunion. Draw up the invitation. You can decide on the details, but make sure it contains all the elements mentioned above.

2. Discuss your invitation with your partner.

Read poems about family

In this section you are going to read different types of poetry. The first type of poem is called an acrostic poem. Acrostics are fun and easy to write, so you can have some fun creating your own. Next, you are going to read a limerick. Limericks are nonsense poems with a very specific rhyme scheme which you will learn about. Finally, you are going to read a regular poem and compare it to the other two types.

Acrostic poetry

The first type of poem we are going to look at is called acrostic poetry. An acrostic poem does not always look like a poem, sometimes it is just a list of words, and sometimes it can be quite long. All acrostic poems have one thing in common: The first letter of each line spells out a word or words.

Look at the following short acrostic poem:

Sharing parents In a family together, Best friends that Love each other In good times and bad, Now and forever. Good things to have: Sisters and brothers

Can you see that the first letter of each line in the poem spells out the word SIBLINGS? If you do not know the meaning of this word, look it up in a dictionary. Can you see that each line of the poem says something about siblings?

In all acrostic poems the word that is spelt by the first letter of each line forms the theme or main idea of the poem.

1. In this activity you and your partner are going to write your own acrostic poem. As a class, think of as many words as you can that have to do with family and write them on the board. If there are any words you do not know, look them up in your dictionary and write them in your workbook.

Here are some ideas:

Your words don’t all have to be general family words; they could be specific to your family. You could even use the name of a family member.

2. Your teacher is going to put you into pairs. In your pairs decide on a word that you are going to use for your acrostic poem. Your word should have at least six letters, because your poem needs to be six lines or longer. You can use a word from the board, or you can think of a new one if you have any more ideas.

3. Collect as many ideas as you and your partner can, using the letters of the word you have chosen.

4. Write your acrostic poem.

Your teacher will use the following checklist to assess your poem:

5. Share your poem with the class by sticking it up on the classroom walls for everyone to read.

Limericks

The second type of poem you are going to look at is called a limerick or nonsense rhyme. This type of poem is named after the Irish town, Limerick, where they were first written. The most famous limerick poet is Edward Lear.

Limericks are a type of nonsense poem. They do not really mean anything, and were written just for entertainment. Limericks have a very specific, lyrical rhyme scheme and rhythm, which you are going to work out in the next activity. You are going to read two Edward Lear poems about family and discuss them.

1. Read the limerick below by Edward Lear. Read it aloud to hear and sense the rhythm. Look at the picture to help you understand it. Then answer the questions below it.

There was a Young Girl of Majorca,

Whose aunt was a very fast walker;

She walked seventy miles,

And leaped fifteen stiles,

Which astonished that Girl of Majorca.

(a) Who are the characters in the limerick?

(b) What is happening in the picture? Use words from the limerick to explain it.

(d) If the first pair of rhyming words is called ‘a’ and the second is called ‘b’, how would you write the rhyme scheme for this limerick?

(e) How many syllables are there in each line of the poem? Read the poem aloud carefully and listen for each sound in each line to help you count.

2. Now read another limerick by Edward Lear and look at the picture. Then answer the questions that follow:

There was an Old Person of Rhodes,

Who strongly objected to toads;

He paid several cousins,

To catch them by the dozens,

That futile Old Person from Rhodes.

(a) Explain what is happening in the picture. Use words from the poem to describe it.

(b) What are the two pairs of rhyming words?

(d) Count the syllables in each line, like you did in the first limerick.

(e) Now compare the information you have for the two poems. Draw a table like the one below in your workbook and fill it in:

(f) What other similarities can you find between the two poems? Look at the following items and tell a partner what you notice:

• the first and last line of each poem

• the use of capital letters

• the punctuation

3. Find more limericks for homework. Choose one and read it to the class. Remember that limericks are humorous and light. Limericks have an obvious rhythm, so make sure you show this in your reading.

Here are some tips for reading aloud:

• Pronounce each word carefully and clearly.

• Pay attention to the phrasing of each line – this is where the up-and-down pattern of limericks should be obvious in your reading.

• Limericks are easy to say quite fast, but don’t go so fast that your audience can’t hear you.

• Pause between lines, and make eye contact with your audience.

• Make your voice sound happy and interested in your poem – if you aren’t interested in what you are saying, your audience won’t be either.

• Remember not to fidget.

A poem by Roald Dahl

Do you know who Roald Dahl is? Most of what he writes for children is very humorous, and the poem in the next activity is a good example of his humour.

The poem is all about television.

1. Before you read the poem, in pairs discuss your opinion of watching television compared to reading books. Which do you prefer, and why? How much television do you watch at home? How much time do you spend reading?

2. Listen to your teacher read the poem below while you follow in your book.

Television

by Roald Dahl

The most important thing we’ve learned,So far as children are concerned,Is never, NEVER, NEVER letThem near your television set –
Or better still, just don’t install	5
The idiotic thing at all.In almost every house we’ve been, We’ve watched them gaping at the screen.They loll and slop and lounge about,
And stare until their eyes pop out.	10
(Last week in someone’s place we sawA dozen eyeballs on the floor.)They sit and stare and stare and sitUntil they’re hypnotised by it,
Until they’re absolutely drunk	15
With all that shocking ghastly junk.Oh yes, we know it keeps them still,They don’t climb out the window sill,They never fight or kick or punch,
They leave you free to cook the lunch	20
And wash the dishes in the sink –But did you ever stop to think,To wonder just exactly whatThis does to your beloved tot?
It rots the sense in the head!	25
It kills imagination dead!It clogs and clutters up the mind!It makes a child so dull and blindHe can no longer understand
A fantasy, a fairyland!	30
His brain becomes as soft as cheese!His powers of thinking rust and freeze!He cannot think – he only sees!‘All right!’ You’ll cry. ‘All right!’ You’ll say,
‘But if we take the set away,	35
What shall we do to entertainOur darling children? Please explain!’We’ll answer this by asking you, ‘What used the darling ones to do?
‘How used they keep themselves contented	40
Before this monster was invented?’Have you forgotten? Don’t you know?We’ll say it very loud and slow: THEY ... USED ... TO ... READ! They’d READ and READ,
AND READ and READ, and then proceed	45
To READ some more. Great Scott! Gadzooks!One half their lives was reading books!The nursery shelves held books galore!Books cluttered up the nursery floor!
And in the bedroom, by the bed,	50
More books were waiting to be read!Such wondrous, fine, fantastic talesOf dragons, gypsies, queens, and whalesAnd treasure isles, and distant shores
Where smugglers rowed with muffled oars,	55
And pirates wearing purple pants,And sailing ships and elephants,And cannibals crouching round the pot,Stirring away at something hot.
(It smells so good, what can it be?	60
Good gracious, it’s Penelope.)The younger ones had Beatrix PotterWith Mr Tod, the dirty rotter,And Squirrel Nutkin, Pigling Bland,
And Mrs Tiggy-Winkle and –	65
Just How The Camel Got His Hump,And How the Monkey Lost His Rump,And Mr Toad, and bless my soul,There’s Mr Rat and Mr Mole –
Oh, books, what books they used to know,	70
Those children living long ago!So please, oh please, we beg, we pray, Go throw your TV set away, And in its place you can install
A lovely bookshelf on the wall.	75
Then fill the shelves with lots of books,Ignoring all the dirty looks,The screams and yells, the bites and kicks,And children hitting you with sticks –
Fear not, because we promise you	80
That, in about a week or twoOf having nothing else to do,They’ll now begin to feel the needOf having something to read.
And once they start – oh boy, oh boy!	85
You watch the slowly growing joyThat fills their hearts. They’ll grow so keenThey’ll wonder what they’d ever seenIn that ridiculous machine,
That nauseating, foul, unclean,	90
Repulsive television screen!And later, each and every kidWill love you more for what you did.

3. Now answer the questions below in writing. You can discuss the answers with your partner first:

(a) In one sentence, explain what this poem is about.

(b) What is Roald Dahl’s opinion of television?

(d) The poet says ‘until their eyes pop out ‘. Is this literal or figurative language?

(e) Write out the rhyme scheme of the first ten lines of the poem.

(f) The rhyme pattern is not the same throughout the poem. Where is it different?

(g) Why do you think some words and lines are written in CAPITAL LETTERS? How would you say these aloud?

(h) Find all the words that the poem uses to describe television (adjectives).

(i) Do you know the meaning of these words? Look them up in a dictionary and write them down in your workbook.

(j) Choose five words from the list above and make a sentence with each. Your sentence must show you understand the meaning of the word.

(k) Divide the poem equally between groups of four so that everyone has an equal number of lines to read. Practise reading the poem a few times in your group and then read it aloud for another group.

(l) Discuss in your group how a poem such as this one, a limerick and a story you have read differ from each other in terms of vocabulary, layout, and style of language.

You can use the following checklist to assess each others’ reading:

Give a speech

What do you think about television? Do you watch a lot at home? Are there any rules about television in your family?

In the next activity, you are going to give a speech about television. Your topic is ‘Television and my family’. You can talk about the shows you watch, or how much television you are allowed to watch, or what your parents say about television. You could talk about differences between you and your siblings – do you fight over the remote? You could even talk about what you do instead of watching television.

How to write a speech

A speech, like an essay or story, needs a beginning, a middle and an end. Your beginning or introduction should tell your audience what you are going to talk about. Make sure that your audience knows what to expect. For example, you could start by saying: ‘Good morning. Today I am going to talk about the television rules we have in my family. My parents think books are very important so we don’t really watch a lot of television.’ An introduction like this tells your audience what you are going to be talking about and gives them a general idea of what the rules are.

The middle of your speech should give all the information. Your information should be in a logical order. Give details and try to make your speech interesting.

When you finish your speech, your audience needs to know that your speech is finished. Your speech needs a conclusion. In the conclusion you summarise what you have said, but you do not repeat the introduction. For example, you could say, ‘… and that is why we don’t watch a lot of television’.

Guidelines for giving a speech

Giving a speech is different to writing because you have to speak aloud in front of an audience.

It is important that you remember that you are talking to your audience and that they are

listening to you. Here are some tips for giving a speech:

Make eye contact – look at people in your audience.

Speak in a loud, clear voice – don’t rush your words, and make sure that the person at the back of the room can hear you.

Do not fidget – keep your hands at your sides, or they can hold your speech notes, but don’t touch your face or hair and do not make unnecessary gestures.

Smile and look interested in your topic – if you are not interested, your audience is going to lose interest too.

Do not read your speech – you should practise enough that you only need to look at notes to remember what you want to say.

Relax – everyone gets nervous when they have to give a speech, so do not think that you are alone in the way you are feeling.

1. The first thing you should do when you have to give a speech is to think carefully about the topic. You can do this by brainstorming – take a piece of paper and write down everything you think of about television. Do not stop to put your thoughts in any order, just write them down as you think of them.

2. Once you have written down everything you can think of, decide what you are going to use in your speech – you cannot use everything. What information do you need in order to write your speech? Do you need to talk to your parents or siblings to get their opinions? Do you need to talk to your classmates to compare your television habits or rules at home? Do you need to make a list of all the programmes you watch?

3. Once you know what information you need, go out and get it.

Your teacher will use the following checklist to assess your speech:

Listening comprehension

In the next activity you are going to listen to an extract from a novel called My family and other animals by Gerald Durrell.

The Durrell family is made up of four children and their mother. Larry is the eldest, followed by Gerry, then Leslie and finally Margo. When the story starts the Durrells are living in England, but they are all sick and the weather is miserable. The extract that you are going to listen to is about Larry convincing their mother that they should all move to Greece where the weather is better and they will not all be so sick.

1. Your teacher is going to read an extract from the novel My family and other animals by Gerald Durrell. You have most of the story below. Can you hear the missing words? First of all write the numbers 1-25 in your workbooks and then write the words down as you hear them.

The Migration

It was Larry, of (1), who started it. Larry was (2) by Providence to go through life like a (3), blond firework, exploding (4) in other people’s minds, and then curling (5) with cat-like unctuousness and refusing to take any (6) for the consequences. He had become increasingly irritable as the (7) wore on. At length, glancing moodily around the room, he decided to attack Mother, as (8) the obvious cause of the (9).

‘Why do we stand this bloody climate?’ he asked (10), making a gesture towards the rain-distorted (11). ‘What we need is (12),’ Larry continued; ‘don’t you agree, Les? … Les … Les!’

Leslie unraveled a (13) quantity of cotton wool from one ear. ‘What d’you say?’ he asked.

‘There you are!’ said Larry, (14) triumphantly to Mother, ‘it’s become a major (15) to hold a conversation with him. I (16) you, what a position to be in! One brother can’t (17) what you say and the other one can’t be understood. Really, it’s time something was (18). I can’t be expected to produce deathless prose in an atmosphere of gloom and eucalyptus.’

‘Yes, (19),’ said Mother vaguely.

‘What we all need,’ said Larry, getting into his stride (20), ‘is sunshine … a country where we can grow.’

‘Yes, dear, that would be nice,’ agreed Mother, not really (21).

‘I had a letter from George this (22) – he says Corfu’s wonderful. Why don’t we pack up and (23) to Greece?’

‘Very well, dear, if you like,’ said Mother unguardedly. Where Larry was concerned she was generally very (24) not to commit herself.

‘When?’ asked Larry, rather (25) at this cooperation.

. . .

‘Don’t be ridiculous, dear,’ said Mother firmly; ‘that’s quite out of the question. It would be madness.’

. . .

So we sold the house and fled from the gloom of the English summer, like a flock of migrating swallows.

Total: 25

2. Answer the following questions about the extract you have just listened to:

(a) In the first line, what is ‘it’ that Larry started?

(b) The second sentence compares Larry to two things. What are they?

(d) The ‘trouble’ Larry thinks his mother caused is the sickness of everyone in the family and the fact that it is cold and miserable in England. What does Larry think will solve the problem?

(e) Why do you think Leslie might have cotton wool in his ears?

(f) Do you think Larry’s mother is listening to him? How do you know?

(g) Where does Larry suggest they go?

(h) Larry’s mother says ‘no’ to the idea of moving to Greece. Do you think this was the end of the conversation? How can you tell?

3. Imagine you were Larry. How would you convince your mother to sell the house and move to Greece? Write three or four sentences saying what you think he might have said.

The Island of Corfu with the Greek coastline

Personal pronouns

A pronoun is a word used to stand for (or take the place of) a noun. We use pronouns a lot in English because we do not use a person’s name every time we speak about them. Look at this example: ‘I had a letter from George this morning – he says Corfu’s wonderful. Why don’t we pack up and go to Greece?’ Can you tell from the context, who ‘I’, ‘he’ and ‘we’ are?

Look at the tables below:

Below is an example of how pronouns can be used:

Anna fed the cat.

Anna (pronoun – subject, singular, feminine) can be replaced with she and cat (pronoun – object, singular) can be replaced with it: She fed it.

A pronoun which replaces a noun must agree in subject, object, gender and quantity, just like the noun it replaces!

Anna (subject, singular, feminine) – she. The cat (object, singular) it.

1. The following sentences are about the extract from My family and other animals which you have just read. Identify the noun that each of the pronouns in bold is replacing. Also say whether it is plural or singular, masculine or feminine, subject, object or possessive.

(a) Larry tried to convince his mother to move the family to Greece.

(b) They sold the house and moved to Corfu.

(d) She wasn’t really listening to him.

(e) I can’t be expected to produce deathless prose in an atmosphere of gloom and eucalyptus.

2. Change the underlined nouns into appropriate pronouns. Pay attention to where they are in the sentence to help you decide which pronoun to use.

(a) Larry is the oldest brother.

(b) Larry decided Mother was the cause of the problem.

(d) Leslie could not hear anything Larry was saying because there was cotton wool in Leslie’s ears.

(e) Mother was not really listening to Larry.

Question tags

In English there are different ways in which you can ask a question.

You already know that we have question words such as who, what, when, where, which and how.

Another way to ask a question is to use question tags. We use question tags when we want the other person (the listener) to agree with what we are saying. Question tags are a conversational device for keeping a conversation going. Question tags are added onto regular sentences. Look at these examples:

• It’s a nice, warm day today, isn’t it?

• He hasn’t been to Greece before, has he?

• She does still visit you, doesn’t she?

• He wrote you a letter this morning, didn’t he?

• It was a lovely story, wasn’t it?

Can you see from these sentences how to make a question tag?

If the sentence is positive, the question tag is negative.

(It’s a nice warm day today, isn’t it?)

If the sentence is negative, the question tag is positive.

(He hasn’t been to Greece before, has he?)

The question tag uses the same auxiliary noun (do, be, have, can, will) as the sentence:

(She does still visit you, doesn't she?)

If there is no auxiliary verb in the sentence, use ‘do’:

(He wrote you a letter this morning, didn’t he?)

The question tag must be in the same tense as the sentence:

(It was a lovely story, wasn’t it?)

1. Match the sentences in the first column with the correct question tag in the second column and write the complete sentences in your workbooks.

2. Add a question tag to these sentences:

(a) He has a cold.

(b) She can just sell the house.

(d) You have a pet cat.

(e) We did question tags in class today.

English for Life Learner's Book Grade 5 Home Language

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