Читать книгу English for Life Learner's Book Grade 6 Home Language - Lynne Southey - Страница 4

Introduction

Have you ever thought about what a dream really is? We all dream at night and most of us have dreams for our future. The pictures below illustrate this.

In this module you will listen to and read different articles on dreams. You will talk to your classmates about your dreams. You will hear about the dreams of some famous people. You will present a 3D-autobiography to the class. You will also look at phrases used with the word dream/s, and do revision on direct and indirect speech and different tenses. You will also do a role play, and read a poem and a scene from a play.

Read an article

In the first part of this module you are going to read an article on dreams. Read carefully as you will discuss and answer questions to test your comprehension of the article.

1. Your teacher is going to read the following article about what a dream is to the class. Follow carefully in your books while she is reading and then answer the questions below.

The four different meanings of 'dream'

The word ‘dream’ has four different but connected meanings. This means that when we put the meanings together, we are able to know what a dream is.

Firstly, a dream happens when there is very little brain activity, when the outside world cannot enter the brain, and when the system that thinks about ‘I’ or ‘me’ is shut down. This might sound very complicated, but it is explained this way because we don’t just dream during sleep, but also when we are in a very relaxed, waking state. This is when we ‘drift off’ and suddenly realise that we have been dreaming.

Secondly, a dream is something we ‘experience’ because the thinking is very real and makes use of our senses, especially seeing and hearing.

Thirdly, a dream is what we remember in the morning, so it is a memory of the dreaming experience.

Finally, a dream can also be the spoken or written report we give others about the experience. Talking or writing about your dreams is the only way anyone else can ever know about them.

So, to sum up these four connected meanings, we can think of a dream as the report of a memory in your brain. The dream happens under conditions that are most often formed in a state of sleep.

2. Now discuss the following questions with your group:

(a) How many different meanings of a dream does this article talk about? Name them.

(b) It is important to know all four meanings in order to know the exact definition of a dream. Why?

(c) Do we only dream when we are asleep? Give a reason for your answer.

(d) What two senses are often used in our dreams?

(e) Can we know about another person’s dreams?

3. If John wakes up terrified of the monsters he had been dreaming about, which of the meanings of dream should we use?

4. If he tells his brother about his dream, which meaning should we use?

Talk, write and draw

In the next activity you are going to tell your group about dreams you have had in the past. Then you will write a journal entry in which you will describe one of these dreams. Finally, you will draw a picture of this dream to make it more visual to your classmates. Put these pictures up in your class. The picture here shows a boy writing about the dream he is remembering.

1. Tell your group briefly about a dream you had recently.

2. Here is an example of a journal entry:

Now write a journal entry about a dream you had.

(a) Draw a picture of the dream you told your group. Draw as much detail as you can. Show your dream picture to your group.

Read and write about dreams for success

It is important for everyone to have a dream for the future so that they can plan their lives and have a goal to reach. Although we are not always sure how to achieve such a dream, we are inspired by other people’s stories of how their dreams became a reality. In the next activity you are going to read an article about the Wright brothers’ dream. You will then answer questions on the article.

1. Read the following article about the Wright brothers’ dream aloud. Each member of the group can read one paragraph while the others listen and follow in their books.

The Wright brothers’ aeroplane

In the nineteenth century two brothers had an idea which eventually became their passionate dream. Their determination to achieve their dream changed world travel forever.

When Wilbur and Orville were young boys, their father came home one evening with a toy that would change their lives. In the boys’ words, ‘Late in the autumn of 1878, our father came into the house one evening with some object partly concealed in his hands, and before we could see what it was, he tossed it into the air. Instead of falling to the floor, as we expected, it flew across the room till it struck the ceiling, where it fluttered a while, and finally sank to the floor.’ This simple toy made of bamboo, cork and stretched rubber bands fascinated the Wright brothers and sparked their lifelong interest in human flight.

The Wright brothers always enjoyed learning new things. At first they recycled broken parts to build a printing press and opened their own printing office. They later decided to move their interest to bicycles. In 1893, they opened the Wright Cycle Company, where they sold and repaired bicycles.

However, Wilbur (the older of the two) had his heart set on flying. The brothers spent many hours researching, making and testing their machines. Although there were many unsuccessful attempts at human flight, they were determined to succeed. What had started out as a hobby soon became a passion, a dream.

On 17 December 1903 at 10:35 am, Wilbur and Orville Wright realised their dream. On a cold, windy morning at Kitty Hawk, North Carolina, they flew ‘the world’s first power-driven, heavier-than-air machine in which man made free and controlled flight’.

Their life long dream had become a reality. So, the next time you hear or see an aeroplane, remember where it all started.

2. Now answer the following questions in discussion with your group:

(a) What was the Wright brothers’ lifelong dream? Scan the text and give the exact quote.

(b) What words in the text tell us that the writer thinks that the dream the brothers had was positive?

(c) Who sparked the Wright brothers’ lifelong dream? What did he give them? Explain their story in your own words.

(d) What did the Wright brothers do with the broken parts they recycled?

(e) When and where did the Wright brothers finally achieve their dream of human flight?

3. Write an explanation of the title of the article, in your own words. Think about the four meanings of the word dream that we have discussed before. Here in the title the word is used differently.

4. What, in your opinion, was the main ingredient for the Wright brothers’ success?

Talk and write about the future

It is important to have dreams about your future. Your dreams motivate you and urge you on. Without their dream, the Wright brothers would never have invented their aeroplane. Think about your own dreams for the future.

In this part of the module you are going to make a 3D-autobiography to show your teacher and classmates who you are. You will present yourself as you were in the past, as you are at present and what you will be in your future.

1. The first thing you must do is each make your own box. Your teacher will hand out a pattern which you will use to cut out the cardboard for your box. It is better to use cardboard rather than paper because it will make your box stable and easy to work on. Follow your teacher’s instructions. Do not fold your box before you have finished writing and drawing on it.

2. Look at the picture below to understand what you must do.

3. Write your autobiography (up to now) and predict your future. Imagine your whole life set before you on a 3D-box!

(a) On the one side write about your past. For example, where you were born, what your pet’s name was, where you used to live, what your favourite food was, etc.

(b) On the other side describe yourself as you are now. Who you are, how old you are, your favourite sport, colour, car, hobby, subject, how many brothers and sisters you have, where you live, etc.

(c) Finally, write about your future. On the other side of the box, write and explain what your dreams are for your future. The other sides of the box are for you to decorate in any way you like.

A presentation of your life

In this next activity, you are going to present your 3D-autobiography box to the class just like the boy in the picture is doing. Remember that this is like a speech and you have to prepare it and follow the rules for making a speech.

Below are important guidelines to remember when you’re making a speech.

Guidelines for making a speech

 • The audience must want to hear what you have to say.

 • Remember to always make it interesting or important.

 • The audience must be able to hear and understand you.

 • Always make eye contact with the audience. They should all think you are speaking to each of them.

1. Using your 3D-box as an aid, present your autobiography to the class. Also tell them what your dreams for the future are. Below is a checklist to guide you.

2. Keep a list of the names of your classmates and write a few words about each one’s dream. Draw the table below in your exercise book and list each one’s dreams in it.

3. Did any of the other dreams for the future make you change your own dream? In what way? Write out your new dream or write why you don’t want to change your dream.

Phrases with the word ‘dream’

In the next activity you are going to look at phrases that are often used in the English language. These are idioms that are often not the same as those used in other languages, and are therefore difficult to translate. These phrases all contain the word ‘dream’ or ‘dreams’. You are going to have to find the correct meaning of each phrase and then make sentences with them.

1. Match the phrases using ‘dream/s’ with their definition in the right hand column.

2. Make sentences using the phrases in the left hand column to show that you know what they mean.

3. Now that you know the meaning of these phrases, discuss the following questions in your group.

(a) Have you had a recurring dream? Describe it to your group.

(b) What would your dream job be?

(c) Have you ever had a dream come true? Tell your group about it.

(d) Have you ever organised or done anything that went like a dream? Or anything that went disastrously? Tell your group.

(e) Has anything happened to you that was beyond your wildest dreams? Tell your group.

(f) Can you think of a time when you said to yourself ‘dream on’? Tell your group.

Tenses

Tenses are used in our everyday written and spoken language. Tenses tell us whether actions happened in the past, are happening or happen now, or will happen. Look at the table on the next page:

You need to understand all these tenses to use the language correctly. Ask your teacher to help you if you are still not sure about some of the tenses, their formats or uses.

In the next activity you are going to do exercises using different tenses. Be sure to double check how each tense is formed, as well as when it is used. Your teacher will help you with an example in each of the exercises.

1. Write the following sentences one step further in the past.

(a) Andrea is dreaming about tomorrow’s test.

(b) Christine draws the most beautiful pictures.

(c) We sang the whole day and night.

(d) Sipho will eat that pizza if you buy it for him.

(e) Richard has a recurring dream.

2. Join the following sentences with ‘if’, ‘when’ or ‘while’, by using the tenses required.

(a) They sing a song. Nadine plays the guitar. (future + if + present)

(b) Sarah finishes her homework. Sarah’s mother is making supper. (simple past + while + past continuous)

(c) Jacob is daydreaming. Cynthia calls him. (past continuous + when + simple past)

(d) Jason finished all the chocolates. His sister comes home. (past perfect + when + simple past)

(e) Sandla will practise tennis. His friends go to the movies. (future continuous + when + present)

(f) Naomi will tell her dream. She dreams of her favourite star. (conditional + if + past)

3. Complete the following sentences by using the tense in brackets:

(a) If Patricia dreams about a terrible monster, . . . (future)

(b) John and Debbie were talking to Samantha when . . . (simple past)

(c) I would tell you about my dream job if . . . (simple past)

(d) The boys woke up after . . . (past perfect)

(e) When you write the test, . . . (future continuous)

Direct and indirect speech

We often have to tell about what people say or think. An example is when we tell someone about someone else’s dream. In order to do this you can use direct speech or indirect speech as in the drawing here:

Below is a table that will help you.

Remind yourself about direct and indirect speech by reading the following box.

Direct speech gives exactly what someone said. What a person says is given in quotation marks (‘. . . ‘) and must be word for word.

For example: Sarah says: ’I am dreaming of strawberries and chocolate.’

Asiri says: ‘I dreamt I won the Grand Prix last night.’

Indirect speech is when you tell someone what someone else said. ‘I’ then becomes he or she, and ‘we’ becomes they. The tenses that were used in the direct speech need to change to agree with the subject in the indirect speech. Indirect speech does not use quotation marks. The sentences used do not have to be word for word. It is important to use the same tenses when telling what happened.

For example: Sarah says that she is dreaming of strawberries and chocolate.

Asiri says that he dreamt he won the Grand Prix last night.

However, if you say what someone said, the sentence then changes to one step further in the past.

For example: Sarah said that she was dreaming of strawberries and chocolate.

Asiri said that he had dreamt he won the Grand Prix last night.

In the next activity you are going to practise using direct and indirect speech. Be careful to vary the verb you use. Don’t always use ‘say’ and ‘said’.

These are examples of verbs we can use instead of say/said:

He exclaimed . . .

She added . . .

They shouted . . .

John asked . . .

. . . cried Suzi

. . . called her mother

. . . the boy demanded

1. Change the following sentences into indirect speech:

(a) Marcus says: ‘In my dreams I fly to whichever country I want to.’

(b) Michelle and Craig say: ‘We are going to be famous.’

(c) Felix said: ‘I have a recurring dream that makes no sense.’

(d) Cynthia said: ‘Last night I dreamt I invented the first aeroplane.’

(e) Sohail and Amber said: ‘We will tell each other our dreams.’

2. Change the following sentences into direct speech:

(a) William says that he is going to become an astronaut when he grows up.

(b) Thabo says that they will talk about their dreams for hours.

(c) Patricia said that she would like to be a movie star when she grows up.

(d) The rugby team said that they had all dreamt of becoming professional players when they were younger.

(e) Muhammed said that he had never had a recurring dream.

Word jumble

In the next activity you are going to look at jumbled words that hide a secret message. In the first part, each letter represents a specific number in a kind of code. Once you have worked the code out you will be able to look for the message.

1. In your exercise books, copy out the blocks and numbers. Then rearrange the letters to form words that are related to dreams. Remember that there are four different meanings related to dreams. The first letter of every word has been given.

2. Use the numbers of the letters you found in the first exercise to decipher the secret message in the next exercise. Write it down in your exercise book. Your teacher will tell you if you got the message right.

Write a paragraph

You know already that a paragraph is made up of a number of sentences about one idea. It also has a main or topic sentence. The sentences should be linked with linking words. You should also try to vary the kinds of sentences you use in a paragraph.

Write a paragraph using the secret message of the previous exercise as your title. Think of your dreams and goals for the future. Suggest how your dreams can become a reality in the future. If they are very unrealistic dreams, you can still write about them. It is good to have a dream that is out of reach if it is going to encourage you.

Remember to write a rough draft of your paragraph first so that you are able to organise your thoughts and ideas. Then write your final paragraph in your work book.

Revision

In the last activity you are going to practise grammar, spelling, abbreviations, and tenses to show that you have learnt what has been covered in this module.

Match the phrase about dreams with the situation. Write the number and the letter only.

1. Write the following sentences one step further in the past:

(a) Geraldine is reading a book on how to become a chef.

(b) David tells his friends about his recurring dream.

(c) Jonathan spoke to a famous soccer player about his goals.

(d) The Wright brothers dream of building an aeroplane.

(e) Pablo dreamt about flying over the ocean.

2. Write the following sentences in the future tense:

(a) Frederick dreams about his favourite food.

(b) Justine and Tony are talking about their recurring dreams.

(c) Donna becomes a famous model.

(d) The girls go to their favourite mall.

(e) I am a professional dancer.

3. Write the following sentences in the conditional tense:

(a) We dream of the future.

(b) Tebogo looks at his dream car every day he passes it in the window.

(c) The girls talk about their dream jobs when they can.

4. Write the following sentences in indirect speech:

(a) Ray says: “When I grow up I want to be a pilot.”

(b) Jennifer and Ruby say: “We have always dreamt of the future.”

(c) Charles said: “It is easy to think of something to invent.”

(d) Nicky said: “Ryan often talks in his sleep.”

(e) The Wright brothers said: “We had many unsuccessful attempts at human flight.”

5. Write the following sentences in direct speech:

(a) The girls say that they are going to their dream concert.

(b) Sipho says that he often dreams of inventing the television.

(c) Wilbur said that he had a bad dream last week.

(d) Paul said that he had only dreamt of living in a big house.

(e) Marion said that she would be at the rehearsals tomorrow.

A poem

The poem on the next page looks very simple but it has a very serious message of hope for South Africa. Richard Rive wrote this poem during the years of apartheid rule, before the first democratic elections in 1994. He has hopes and dreams that one day South Africans will be united as one people.

Your teacher may want to use this activity as a Formal Assessment task. If so, you will work alone.

1. Read the poem silently to yourself and then discuss the questions below with your partner.

Where the rainbow ends

by Richard Rive

Where the rainbow ends

There’s going to be a place, brother,

Where the world can sing all sorts of songs,

And we’re going to sing together, brother,

You and I, though you’re white and I’m not.

It’s going to be a sad song, brother,

Because we don’t know the tune,

And it’s a difficult tune to learn.

But we can learn, brother, you and I.

There’s no such tune as a black tune.

There’s no such tune as a white tune.

There’s only music, brother,

And it’s music we’re going to sing

Where the rainbow ends.

2. What is usually said to be at the end of a rainbow? (2)

3. The singing in the poem is a metaphor. What is likened to the singing? (4)

4. What race are the poet and the person he is speaking to? (2)

5. Can you describe the situation the poet is referring to? (4)

6. What does the poet mean by ‘Because we don’t know the tune,/And it’s a difficult tune to learn’? (4)

7. Why do you think the poet says the tune will be sad? (4)

8. Quote the lines where the poet is saying that skin colour doesn’t matter, all of us belong to humanity. (2)

9. The poet repeats the word ‘brother’ several times. Think of the connotations of the word and explain why he does this. (3)

10. In your opinion, have Richard Rive’s dreams come true? (3)

Total: [30]

Drama

The script of a drama is very like that of a film. Here you will read the beginning of such a script.

1. Read the first scene from a play below. Note the different elements such as stage directions, character names, the setting.

Juba Berries

Adapted for the stage from ‘The Love Potion’ by Herman Charles Bosman.

[This play is about a young man who is too shy to tell a girl that he is in love with her.]

CHARACTERS

Oom Schalk Lourens

Gideon van der Merwe

Krisjan Cordier

Lettie Cordier

Scene 1

The bush at night. In the centre of the stage is a structure that represents a cliff. One thin light shows Oom Schalk Lourens stalking through the bush (through the auditorium, perhaps) with a hunting lantern (perhaps strapped to his head) and a rifle. He stops a couple of times, switches off his lantern and listens in silence to make sure he is alone.

Oom Schalk:

(Confiding in the audience) Excuse me – I’m not usually so nervous. Ordinarily there would be little to fear, but a couple of days ago two policemen were seen disappearing into the bush after sunset. By their looks they seemed to be young policemen anxious for promotion – the kind who don’t know that it is more becoming for a policeman to drink an honest farmer’s peach-brandy than to arrest him for hunting by lamp-light.

When he reaches front right he suddenly freezes as his lantern picks up Gideon van der Merwe in a police uniform on the opposite side of the stage. He switches off his lantern and bolts off right, climbs up the back of the cliff structure and comes tumbling noisily down the front of it, where he lies stunned. Gideon approaches him diffidently and waits for signs of life.

Gideon:	Oom Schalk, I was wondering if you would lend me your lamp.
Oom Schalk:	(Struggling painfully to a sitting position) You can have my lamp, but you must be careful. It’s worse for a policeman to get caught breaking the law than for an ordinary man.
Gideon:	No, I don’t want to go shooting with the lamp. I want to… (He pauses and then laughs nervously) It seems silly to say it, Oom Schalk, but perhaps you’ll understand. I have come to look for a juba plant. I need it for my studies. For my third-class sergeant’s examination. And it will soon be midnight, and I can’t find one of those plants anywhere.
Oom Schalk:	(Standing up and handing him the lamp) They grow high up on the krantzes. You could even try this krantz where I came down. But I wouldn’t go the short way if I were you – it’s too steep. There’s an easier way round there. (He indicates off right)
Gideon:	Juba plants have berries on them, don’t they, Oom Schalk?
Oom Schalk:	Little red berries. You can’t miss them.
Gideon:	Thank you very much, Oom Schalk. (Gideon exits right)
Oom Schalk:	(To the audience) You are probably wondering what his real reason is for looking for a juba plant at midnight under the full moon. Well, as everybody in the Marico knows, if you are a young man, and you are anxious for a girl to fall in love with you, all you have to do is to squeeze the juice of the juba berry into her coffee. They say that after the girl has drunk the juba juice she begins to forget all sorts of things. She forgets that your forehead is rather low, and that your ears stick out, and that your mouth is too big. She even forgets having told you the week before last that she wouldn’t marry you if you were the only man in the Transvaal. All she knows is that the man she gazes at over her empty coffee cup has grown remarkably handsome. You can see from this that the plant must be very potent in its effects. I mean, if you consider what some of the men in the Marico look like. (Oom Schalk turns towards Gideon as he enters right. Gideon reaches into the pocket of his tunic and brings out a juba-berry, which he shows to Oom Schalk.)
Oom Schalk:	(Nodding at it before looking Gideon in the eye again) Lettie Cordier?
Gideon:	How did you guess it was Lettie, Oom Schalk?
Oom Schalk:	Well, I noticed that you have been calling at Krisjan Cordier’s house quite often recently. Has Krisjan been relating to you the story of his life?
Gideon:	Yes. Lettie’s father has got up to what he was like at the age of seven. It has taken him a month so far.
Oom Schalk:	He must be glad to get you to listen. The only other man who listened for any length of time was an insurance agent. But he left after a fortnight. By that time Krisjan had reached to only a little beyond his fifth birthday.
Gideon:	But Lettie is wonderful, Oom Schalk. I have never spoken more than a dozen words to her. And of course it is ridiculous to expect her even to look at a policeman. But to sit there in the voorkamer with her father talking about all the things he could do before he was six – and Lettie coming in now and again with more coffee – that is love, Oom Schalk.
Oom Schalk:	Yes, it must be.
Gideon:	I have worked it out that at the rate he is going now, Lettie’s father will have come to the end of his life story in two years’ time, and after that I won’t have any excuse for going there. That worries me.
Oom Schalk:	Yes, no doubt that is disconcerting.
Gideon:	I have tried often to tell Lettie how much I think of her, but every time, as soon as I start, I get a foolish feeling. My uniform starts to look shabby. My boots seem to curl up at the toes. And my voice gets shaky and all I can say to her is that I will come round again soon as I have simply got to hear the rest of her father’s life-story.
Oom Schalk:	Then what is your idea with the juba juice?
Gideon:	(Wistfully) The juba juice might make her say something first.
Oom Schalk:	Well, good luck. I hope it works.
Gideon:	Thank you, Oom Schalk. And thanks for the lamp. (He hands Oom Schalk his hunting light) I had better be going now. Good night, Oom Schalk.
Oom Schalk:	Good night, Gideon. (Oom Schalk watches Gideon disappear off-stage and then turns to the audience) He’s a good fellow. And very simple. Still, he is best off as a policeman – if he were a cattle-smuggler he would get arrested every time he tried to cross the border. So he needs my help in this matter. I think I’ll just ride over to Kristan Cordier’s farm in the morning to remind him about a tin of sheep-dip that he still owes me from the last dipping season.

2. Answer the following questions:

(a) Name the props on the stage.

(b) We are told that Oom Schalk Lourens stops to listen to make sure he is alone. What does that tell us about what he is doing?

(b) From Oom Schalk’s aside to the audience, what do we learn he is doing?

(c) What he means with what he says about the two policemen is

(i) that they were hunting or poaching.

(ii) they should have been drinking peach brandy with a farmer who didn’t poach.

(iii) they were eager to catch a poacher so as to be promoted.

(iv) that Oom Schalk is not afraid of being caught by them.

(d) Why does Oom Schalk run and hide when he sees Gideon van der Merwe?

(e) What does he assume Gideon wants to do?

(f) Oom Schalk talks about Gideon’s real reason for looking for the juba berry. What does this tell us about Gideon?

(i) That he is embarrassed to tell Oom Schalk what he really wants it for.

(ii) He always tells lies.

(iii) He really does want it for his studies.

(iv) All of the above.

(g) What is Oom Schalk saying about some of the men in the Marico?

(h) What kind of man is Lettie’s father?

(i) What is Oom Schalk implying when he sarcastically says ‘Yes, it must be’?

(j) What gives us the idea that Gideon will never on his own confess his love to Lettie?

(k) What do you think Oom Schalk is going to do from his last sentence?

3. Do a role-play of the scene with a partner.

Herman Charles Bosman lived in the Groot Marico district and wrote several short stories and novels.

Do some research about his interesting life. Make a list of some of his stories.

Take a book of his stories out of the library. When you have read one story, tell a partner about it.