Gourd ornamental

Instructions tell us how to do or make something. In this unit you will study how instructions are written. You will also see how they are sometimes just a part of a longer text. At the end of the unit you will plan, draft and write a set of instructions





EXERCISES

1) COMPREHENSION.Open your book on page 19 and read the text 'GOURD ORNAMENTAL'.

2) VOCABULARY. Using the dictionary you have in the blog, look up these words and write down in your notebook.
Draft, measurement, edible, sow (v), resemble, propagator, moist, ramble, trellis, fence, hint, wax, varnish and germination.


3) INSTRUCTIONS. Answer these questions about the text in your notebook. It's not necessary to copy them.

1) What is the purpose of this text? Does it have more than one purpose?
2) Which part is the instruction?
3) Why is there a description/photograph of the plants?
4) Why are there details of when to plant?
5) Why are details of temperature and height given in two different measurements?
6) Where are materials and tools mentioned?

COMPREHENSION AND VOCABULARY

Main verbs and auxiliary verbs

After careful drying, fruits can be waxed or varnished for table decoration.

'Can be varnished' is a verb phrase which is made up of a main verb ('varnish') and two auxiliary verbs ('can', 'be').

EXERCISES ( in your notebook)

1) Copy these sentences in your notebook and circle

the main verb, underline the auxiliary verbs.

a) He was planting the seeds.

b) Sun can shine on the seeds.

c) Rain will water the seeds.

d) The plant grows very tall.

e) We must eat lots of fruit and vegetables.

2) Here are the chief, modal auxiliary verbs.

can may will shall must could might would should

3) Complete these sentences by adding and ending that includes a

main verb.

a. He could.............................................................. b. They might........

c. The cats would.................................................... d. Gardeners should......

e. We must.............................................................. f. Plants can........

g. Teachers may.......................................................h. It will.......

i. I shall..........

Lists, colons and bullet points.

Look at this list:

• seeds,
• sieved compost
• moist compost
• a propagator

The list has been punctuated using a colon (:), bullet points (.), commas (,) and a full stop. The colon marks the start of the list, the bullet points draw attention to each item in the list, the commas separate items in a list, and the full
stop marks the end.

EXERCISES (Notebook)

1) Change the following sentence lists into bullet-pointed lists. Add colons, bullet points and full stops. Drop any words you don't need.

1) The garden shed contains tools, plant pots, compost, fertilizer, bulbs and

seeds.

2) The hanging basket included lobelia, fuschia, nasturtiums, ivy and geraniums.

3) For a trek on Dartmoor you will niee a map, compass, torch, emergency rations, whistle or mobile phone, waterproof clothing, jumper, gloves, a scarf and high factor sun-cream.

2) Make a list of the items you would pack for a weekend staying at a hotel with a swimming pool.

Working a song

ASK YOUR TEACHER FOR THE SONG AND FILL IN THE GAPS LISTENING TO THE VIDEO.

Time to relax

WEBQUEST. 'HALLOWEEN HOLIDAY'

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Let's go to have a party! Click on this link to start your webquest.

• INTRODUCTION


• TASK


• PROCESS


• EVALUATION


• CONCLUSION