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ROOTS SCHOOL SYSTEM Head Office: 74 Harley Street, Rawalpindi Cantt. Name : ……………………… Subject : English Language Date : ……………………… Class : VI Sec : ……… CREATIVE WRITING SHEET # 1 PRÉCIS WRITING (THEME: THE BOOK „GREAT EXPECTATIONS‟ BY CHARLES DICKENS) Note: A précis is word ‘precise’. A as few words as sort of repetition a sort of summary. It is a French word that is connected with the English précis must cover up the main points of a passage/story/article/essay in possible, in a concise, clear and effective way. It must not contain any or irrelevant details. (Summarize the following article about a story book „Great Expectations‟ written by Charles Dickens. The keywords have been underlined – use a dictionary to look up their meanings.) My sister had a trenchant way of cutting our bread-and-butter for us, that never varied. First, with her left hand she jammed the loaf hard and first against her bib – where it sometimes got a pin into it, and sometimes a needle, which we afterwards got into our mouths. Then she took some butter (not too much) on a knife and spread it on the loaf, in an apothecary kind of way, as if she were making a plaister – using both sides of the knife with a slapping dexterity, and trimming and moulding the butter off round the crust. Then, she gave the knife a final smart wipe on the edge of the plaister, and then sawed a very thick round off the loaf which she finally, before separating from the loaf, hewed into two halves, of which Joe got one, and I the other. On the present occasion, though I was hungry, I dared not eat my slice. I felt that I must have something in reserve for my dreadful acquaintance, and his ally the still more dreadful young man. I knew Mrs. Joe‟s housekeeping to be of the strictest kind, and that my larcenous researches might find nothing available in the safe. Therefore I resolved to put my hunk of bread-and-butter down the leg of my trousers. THE PRÉCIS: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ROOTS SCHOOL SYSTEM Head Office: 74 Harley Street, Rawalpindi Cantt. Name : ……………………… Subject : English Language Date : ……………………… Class : VI Sec : ……… CREATIVE WRITING SHEET # 2 DESCRIPTION OF A PAINTING – (PABLO PICASSO) Pablo Picasso was an artistic genius and no doubt one of the most important artists of the twentieth century. Picasso experimented throughout his life and was continued to innovate into his later years. His impact on Western twentieth century art is immeasurable. Born in 1881 in Spain, the son of an art teacher, Picasso permanently moved to Paris from Barcelona in 1904. He did not however entirely leave behind his Catalan roots and the influences of his early years are visible in his art throughout his career. (Look at the painting observe the details, arouse your imagination, create your own story and feel the thrill of a young author. Remember to make a rough drafts of your thoughts in your rough notebook. Read through your rough draft and ensure that your story has suspense, cohesiveness, continuity and can stimulate the reader. Use a variety of word vocabulary. Take help from your understand and communicate and by visiting the adjectives site http://grammar.ccc.commnet.edu/grammar/adjectives.htm) The Description: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ROOTS SCHOOL SYSTEM Head Office: 74 Harley Street, Rawalpindi Cantt. Name : ……………………… Subject : English Language Date : ……………………… Class : VI Sec : ……… CREATIVE WRITING SHEET # 3 EXPLANATION OF A QUOTATION “He who has never learned to obey cannot be a good commander” Aristotle 384 B.C. - 322 B.C. Born in the Ionian colony of Stagira in Macedonia, Aristotle lost his parents at an early age. Little is known about them, but scholars have recorded that his father, Nicomachus, served as the court physician to the King of Macedon. When Aristotle was seventeen, his guardian sent him to study in Athens, under Plato. Aristotle spent twenty years at the Academy and left after Plato's death in 347 B.C. After a period of travel, Aristotle married Pythias, with whom he had a daughter and probably a son, Nicomachus. In 342, Aristotle was appointed tutor to Philip II's thirteen-year-old son, Alexander (later known as Alexander the Great). After remaining in the Macedonian court at Pella for some time, Aristotle probably retired to Stagira in 340, when Alexander became his father's regent. Not long after, in 335, Aristotle returned to Athens and founded a school, the Lyceum. Here, Aristotle lectured, conducted research, and established a library. Upon Alexander's death in 323, the anti-Macedonian party grew strong in Athens. Some of its officials charged him with impiety and prosecuted him. Following this incident, Aristotle left the directorship of his school to Theophrastus and departed Athens for the last time. He retired to Chalcis and died in the next year, 322. (Comprehend the given quotation “He who has never learned to obey cannot be a good commander.” Explain it in your own words. You may use other quotations, sayings or phrases to aid you in clarification of your ideas.) The Explanation: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ROOTS SCHOOL SYSTEM Head Office: 74 Harley Street, Rawalpindi Cantt. Name : ……………………… Subject : English Language Date : ……………………… Class : VI Sec : ……… CREATIVE WRITING SHEET # 4 REPORT WRITING - (THEME: A FIRE OFFICER‟S REPORT) Last night there was a fire at Zia Malik‟s block of flats. Afterwards, a fire officer came to ask Zia some questions. He took some notes, so that he could write a detailed report. Later on, he got very busy, and couldn‟t write it. Help the fire officer by writing the report for him. He‟ll be pleased The Notes: Paragraph 1: Paragraph 2: Paragraph 3: Name: Zia Malik Age: 18 Address: 8D, Seaview Apartments, At present, living alone (parents in London – holiday) 10:30 p.m. – last night … went to bed as usual 02:40 a.m. – woke up … heard noise 02:45 a.m. – went to investigate … opened window … saw … – closed … ran … – opened door … found … full smoke … all lights out – closed … dialed 02:55 a.m. – siren … waved from window … ladder … rescue – fireman … helped down ladder – flat damaged … flat below badly burned – Zia … no harm The Report: (The report has been started for you; remember to write three separate paragraphs) Zia Malik is eighteen years old and lives at: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ROOTS SCHOOL SYSTEM Head Office: 74 Harley Street, Rawalpindi Cantt. Name : ……………………… Subject : English Language Date : ……………………… Class : VI Sec : ……… ACTIVITY SHEET # 1 Homonyms There are three kinds [of homonyms]: those that sound and look alike (bank a slope, bank a place for money, and bank a bench or row of switches); homophones, that sound alike but do not look alike (coarse, course); and homographs, that look alike but do not sound alike (the verb lead, the metal lead). There are over 3,000 homographs in the Concise Oxford Dictionary (8th edition, 1990)." (Tom McArthur, Oxford Companion to the English Language, 1992) Test your vocabulary by looking at the words and tick those ones you already know. Give yourself a score. For the words you do not know look in your thesaurus and understand their meaning. Pick out three pairs on daily basis to use them in sentences on a loose sheet. Objective: To enhance your word power in writing compositions and reports. are – our be – bee then – than ad – add buy – by cent – sent for – four hole – whole hour – our its – it‟s off – of some – sum there – their there – they‟re – their to – two were – we‟re where – were whose – who‟s wood – would your – you‟re allowed – aloud bear – bare beat – beet blew – blue break – brake chews – choose creak – creek dear – deer die – dye fair – fare fir – fur flew – flu scene – seen way – weigh great – grate groan – grown hair – hare heal – heel hear – here I – eye lead – led loose – lose maid – made mail – male main – mane meat – meet new – knew no – know nose – knows not – knot oh – owe pail – pale pain – pane pair – pare – pear peace – piece peak – peek peal – peel plain – plane quite – quiet rain – rein – reign raise – rays read – red reads – reeds real – reel sail – sale sea – see seam – seem soar – sore steak – stake steal – steel tail – tale to – too – two toad – towed toes – tows waist – waste weak – week ate – eight berry – bury board – bored buy – by – bye course – coarse dew – do – due flour – flower form – from forth – fourth hall – haul hay – hey heard – herd higher – hire missed – mist night – knight none – nun one – won pause – paws rap – wrap right – write ring – wring road – rode sew – so – sow tacks – tax wait – weight threw – through weather – whether which – witch addition – edition ant – aunt celery – salary cell – sell clothes – close desert – dessert guessed – guest horse – hoarse passed – past profit – prophet sense – since son – sun stairs – stares accept – except access – excess affect – effect capital – capitol ceiling – sealing cent – sent – scent cereal – serial conscience – conscious council – counsel patience – patients principal – principle stationary – stationery wade – weighed ROOTS SCHOOL SYSTEM Head Office: 74 Harley Street, Rawalpindi Cantt. Name : ……………………… Subject : English Language Date : ……………………… Class : VI Sec : ……… ACTIVITY SHEET # 2 Homophones Write the following passage in your Literacy book, with the correct homophones. Look carefully to make sure you don‟t miss any. Make sure that ALL spellings are correct, using a dictionary if necessary. Won knight I sore a pear of men buy the see. Eye thought there feet were stuck butt sum people came and court hold of them and pulled them out. Watt were they doing? They had to no that the tied was coming in! The men had taken a long thyme to get hear. Now they had to go all the weigh back again. The won with lots of read hare looked odd. He was holding too parcels tide up with string that had nots in. I thought eye new him. Was I write? If you have time when you have finished this, try writing your own passage with homophones used incorrectly. Have fun! SPOT THE HOMOPHONES! See if you can find all the homophones that have been used incorrectly. Underline the words that you need to change and use a dictionary to help. Last knight when I looked up the sky was dark blew. I new I wood sea stars but eye was surprised buy there brightness. Who had maid them seam sew beautiful? I was shore they had bean maid millions of years ago, and I was court up in there beauty. I wanted to stair at them four ever, butt my piece was disturbed. Nun of this would bee forgotten but I knew it was to grate to last.