RIC-20245 Primary Grammar and Word Study Year 5 – Figures of Speech
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<strong>Primary</strong> grammar <strong>and</strong> word study (Book F)<br />
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<strong>RIC</strong><strong>–</strong><strong>20245</strong><br />
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<strong>Primary</strong> grammar <strong>and</strong><br />
word study <strong>–</strong> Book F<br />
Foreword<br />
<strong>Primary</strong> grammar <strong>and</strong> word study is a series <strong>of</strong> seven books designed<br />
to introduce students to parts <strong>of</strong> speech, ways to underst<strong>and</strong> <strong>and</strong> choose<br />
words, punctuation <strong>and</strong> figures <strong>of</strong> speech.<br />
Titles in this series:<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book A (Ages 5<strong>–</strong> 6)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book B (Ages 6<strong>–</strong>7)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book C (Ages 7<strong>–</strong>8)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book D (Ages 8<strong>–</strong>9)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book E (Ages 9 <strong>–</strong>10)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book F (Ages 10<strong>–</strong>11)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book G (Ages 11<strong>–</strong>12)<br />
Teachers notes .............................................. iv <strong>–</strong> v<br />
Curriculum links ................................................... v<br />
Literacy character explanation ...................... vi <strong>–</strong> vii<br />
Checklists ................................................... viii <strong>–</strong> xi<br />
Parts <strong>of</strong> speech .............................................. 2<strong>–</strong>33<br />
Nouns .............................................................. 2<strong>–</strong>5<br />
Verbs .............................................................. 6<strong>–</strong>11<br />
Adjectives..................................................... 12<strong>–</strong>17<br />
Adverbs ........................................................ 18<strong>–</strong>21<br />
Pronouns ...................................................... 22<strong>–</strong>25<br />
Conjunctions ................................................ 26<strong>–</strong>27<br />
Determiners ................................................. 28<strong>–</strong>31<br />
Prepositions ................................................ 32<strong>–</strong>33<br />
Underst<strong>and</strong>ing <strong>and</strong> choosing words ........... 34<strong>–</strong>57<br />
<strong>Word</strong>s that are similar ...............................34<strong>–</strong>41<br />
Homographs ......................................... 34<strong>–</strong>35<br />
Homophones ........................................ 36<strong>–</strong>37<br />
Eponyms .............................................. 38<strong>–</strong>39<br />
Acronyms ............................................. 40<strong>–</strong>41<br />
<strong>Word</strong>s that change .....................................42<strong>–</strong>49<br />
Plurals .................................................. 42<strong>–</strong>45<br />
Prefixes ................................................ 46<strong>–</strong>47<br />
Suffixes ................................................ 48<strong>–</strong>49<br />
Contents<br />
<strong>Word</strong>s <strong>and</strong> their meanings ........................50<strong>–</strong>53<br />
Synonyms <strong>and</strong> antonyms...................... 50<strong>–</strong>51<br />
<strong>Word</strong> origins ......................................... 52<strong>–</strong>53<br />
Confused words .........................................54<strong>–</strong>57<br />
Punctuation .................................................. 58<strong>–</strong>75<br />
Full stops, question marks,<br />
exclamation marks <strong>and</strong> capital letters .......... 58<strong>–</strong>59<br />
Commas ....................................................... 60<strong>–</strong>63<br />
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Apostrophes ................................................. 64<strong>–</strong>67<br />
Quotation marks ........................................... 68<strong>–</strong>71<br />
Colons <strong>and</strong> semicolons ................................. 72<strong>–</strong>73<br />
Hyphens, dashes <strong>and</strong> ellipses ....................... 74<strong>–</strong>75<br />
<strong>Figures</strong> <strong>of</strong> speech ......................................... 76<strong>–</strong>85<br />
Colloquialisms <strong>and</strong> jargon ............................. 76<strong>–</strong>77<br />
Hyperbole ..................................................... 78<strong>–</strong>79<br />
Idioms .......................................................... 80<strong>–</strong>81<br />
Metaphors <strong>and</strong> similes ................................. 82<strong>–</strong>83<br />
Proverbs ....................................................... 84<strong>–</strong>85<br />
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<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
checklist<br />
Name <strong>of</strong> student<br />
Colloquialism/<br />
Jargon<br />
Hyperbole<br />
Idioms<br />
Metaphors/<br />
Similes<br />
Proverbs<br />
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<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Colloquialisms <strong>and</strong> jargon<br />
Focus<br />
Colloquialisms <strong>and</strong> jargon<br />
Definitions<br />
• Colloquialisms are correct but informal language.<br />
Example:<br />
I felt ‘down in the dumps’ is a colloquialism for<br />
feeling depressed or miserable.<br />
• Jargon is words or phrases used by people in a<br />
particular job or group that can be difficult for others<br />
to underst<strong>and</strong>.<br />
Example:<br />
<strong>Word</strong>s such as ‘backup’, ‘chatroom’ <strong>and</strong> ‘browser’<br />
are computer jargon.<br />
Explanation<br />
• Investigating figures <strong>of</strong> speech such as<br />
colloquialisms <strong>and</strong> jargon develops <strong>and</strong> enriches<br />
students’ vocabulary <strong>and</strong> fosters an interest in<br />
language.<br />
• Colloquialisms are also known as ‘slang’. Some<br />
colloquialisms are recognised worldwide, while<br />
others are specific to a country. If colloquialisms are<br />
used in formal writing, quotation marks should be<br />
used to indicate the colloquial word or phrase.<br />
• Jargon is <strong>of</strong>ten referred to as ‘technical language’.<br />
It makes communication quicker <strong>and</strong> easier among<br />
members <strong>of</strong> a group who underst<strong>and</strong> it. However, it<br />
can be difficult for others not familiar with the jargon<br />
to underst<strong>and</strong>, so the needs <strong>of</strong> the wider audience<br />
should be considered.<br />
Worksheet information<br />
• The activities on page 77 could be completed in<br />
pairs or as a small group so students’ general<br />
knowledge could be ‘pooled’ <strong>and</strong> they could<br />
work together to identify the meanings <strong>of</strong> the<br />
colloquialisms <strong>and</strong> jargon. Some students will be<br />
more familiar than others with the use <strong>of</strong> specific<br />
words <strong>and</strong> phrases.<br />
Ideas for further practice<br />
• Students identify colloquialisms used by the teacher<br />
<strong>and</strong> other students in a typical school day. Compile a<br />
list to display <strong>and</strong> discuss.<br />
• Brainstorm to list other words <strong>and</strong> phrases used in<br />
computer jargon.<br />
Answers<br />
1. The paragraph students rewrite should indicate<br />
the following:<br />
This afternoon, my brother had a temper<br />
tantrum. My sister, who’s very bossy, came into<br />
the room <strong>and</strong> told him to stop using the remote<br />
control to flick from one channel to another all<br />
the time. She wanted to watch a movie suitable<br />
for females. He got really cross <strong>and</strong> abused her.<br />
The noise woke up Mum, who was having a nap.<br />
The result—no-one watched the television!<br />
2. (a) email: electronic mail<br />
(b) mouse: a device used by h<strong>and</strong> to move the<br />
cursor around a computer screen<br />
(c) download: to transfer information from a<br />
network such as the Internet onto a user’s<br />
computer<br />
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(d) laptop: a portable computer small enough to<br />
be used on your lap<br />
(e) surfing the net: browsing various items or<br />
websites on the Internet<br />
(f) virus: a program made to deliberately ‘infect’ a<br />
computer <strong>and</strong> cause problems for the user<br />
(g) spam: unwanted emails<br />
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Colloquialisms <strong>and</strong> jargon<br />
A colloquialism is an expression used in everyday language but not in formal language.<br />
For example: I love to help Dad put snags on the barbie.<br />
(The formal words would be ‘sausages’ <strong>and</strong> ‘barbecue’.)<br />
1. Read the text below <strong>and</strong> discuss the meaning <strong>of</strong> the colloquialisms in bold print. Then rewrite the<br />
text using formal language.<br />
This arvo, my bro threw a wobbly. My sis, who’s a bossyboots, came into the room <strong>and</strong> told him to<br />
stop using the remote control to channel-surf. She wanted to watch a chick flick. He got really cross<br />
<strong>and</strong> told her <strong>of</strong>f. The noise woke up Mum, who was having forty winks. The result—no-one watched<br />
the tele!<br />
Jargon is language used by people in a particular job or group.<br />
For example: a myocardial infarction is medical jargon for a heart attack.<br />
2. The words <strong>and</strong> phrases below are computer jargon. Discuss them with your classmates or use a<br />
dictionary or the Internet to explain what each word or phrase means.<br />
(a) email<br />
(b) mouse<br />
(c) download<br />
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(d) laptop<br />
(e) surfing the net<br />
(f)<br />
virus<br />
(g) spam<br />
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<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Hyperbole<br />
Focus<br />
Hyperbole<br />
Definition<br />
Hyperbole is an exaggeration or overstatement.<br />
Explanation<br />
• Hyperbole is pronounced hy-per-bol-e with the<br />
emphasis on the second syllable <strong>and</strong> ending with a<br />
long e sound.<br />
• Hyperbole is an example <strong>of</strong> figurative speech that<br />
uses exaggeration to emphasise the magnitude <strong>of</strong><br />
things such as size, feeling, effort or reaction.<br />
Example:<br />
I nearly died laughing.<br />
I could write better than that with both h<strong>and</strong>s tied<br />
behind my back.<br />
Such statements are not meant to be taken literally<br />
but they demonstrate the intensity <strong>of</strong> meaning.<br />
• Hyperbole differs from simile <strong>and</strong> metaphor in that it<br />
is used primarily for emphasis <strong>and</strong> persuasion rather<br />
than for description.<br />
• Hyperbole is an integral part <strong>of</strong> the spoken English<br />
language <strong>and</strong> an underst<strong>and</strong>ing <strong>of</strong> it is important<br />
for the comprehension <strong>of</strong> some humorous, informal<br />
writing.<br />
Worksheet information<br />
• There are many Internet sites on which examples<br />
<strong>of</strong> hyperbole can be found. Give students the<br />
opportunity to compile lists <strong>and</strong> then discuss their<br />
use <strong>and</strong> meaning.<br />
• Explain that hyperbole is generally regarded as using<br />
exaggeration to make a point. It is <strong>of</strong>ten humorous<br />
<strong>and</strong>, in some cases, the more ‘over the top’ the<br />
better.<br />
• Give starter phrases for the students to add an<br />
example <strong>of</strong> hyperbole: e.g. She was so untidy ...<br />
They were so lazy ... The garden was so untidy ...<br />
The dog was so disobedient ...<br />
• Read through the text <strong>and</strong> discuss the examples <strong>of</strong><br />
hyperbole <strong>and</strong> their meaning.<br />
• For Question 2, brainstorm ideas with the class <strong>and</strong><br />
write examples on the board.<br />
• The picture <strong>of</strong> the stranger should reflect his<br />
exaggerated features.<br />
Ideas for further practice<br />
• Create an illustrated class book <strong>of</strong> hyperbole to show<br />
to other classes. Use examples related to the school<br />
so that everyone will appreciate their relevance.<br />
• Students write a hyperbole for each child in the<br />
class, reflecting a positive attribute. Students take<br />
turns to read their examples as they do a roll call.<br />
Answers<br />
1. (b) imprisoned in the kitchen for a lifetime, to feed<br />
the whole neighbourhood for the next five years,<br />
it (the oven) hadn’t cooled down for months, the<br />
freezer was groaning<br />
(c) (i) long<br />
(ii) Many<br />
(iii) long<br />
(iv) full<br />
2. Teacher check<br />
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Hyperbole<br />
Hyperbole is a figure <strong>of</strong> speech <strong>of</strong>ten using exaggeration <strong>and</strong> humour to emphasise<br />
meaning. It is not meant to be taken literally.<br />
Example: He annoyed me so much he made my blood boil.<br />
I was so cold, the blood was freezing in my veins.<br />
1. (a) Read the text.<br />
Mum had been imprisoned in the kitchen for a lifetime, preparing food for the party. She had<br />
baked enough pies <strong>and</strong> cakes to feed the whole neighbourhood for the next five years. The oven<br />
had been on for so long it hadn’t cooled down for months <strong>and</strong> the freezer was groaning with the<br />
weight <strong>of</strong> the extra food.<br />
(b) Underline the examples <strong>of</strong> hyperbole in the text.<br />
(c) What did the writer mean? Circle the correct words.<br />
(i)<br />
(ii)<br />
Mum had worked in the kitchen for a short / long time.<br />
Few / Many cakes <strong>and</strong> pies had been baked.<br />
(iii) The oven had been on for a short / long time.<br />
(iv) The freezer was very full / empty .<br />
2. (a) Use examples <strong>of</strong> hyperbole to complete these sentences about ‘A stranger’.<br />
His legs were so long .<br />
His hair was so wild .<br />
His fingers were so bony .<br />
His ears stuck out .<br />
His smile was so wide .<br />
(b) Include your examples <strong>of</strong> hyperbole in a<br />
descriptive poem entitled, ‘A stranger’.<br />
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(c) Draw a picture <strong>of</strong> the stranger.<br />
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<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Idioms<br />
Focus<br />
Idioms<br />
Definition<br />
An idiom is a saying peculiar to a language in which<br />
real <strong>and</strong> literal meanings are different.<br />
Explanation<br />
• Idioms are metaphorical phrases that are not meant<br />
to be taken literally. The true meaning <strong>of</strong> an idiom<br />
cannot be found from the meaning <strong>of</strong> its individual<br />
words but is learned through its use in context.<br />
• Idioms are an integral part <strong>of</strong> the English language<br />
<strong>and</strong> an underst<strong>and</strong>ing <strong>of</strong> them is essential for the<br />
comprehension <strong>of</strong> a wide range <strong>of</strong> texts <strong>and</strong> for<br />
producing interesting writing.<br />
Worksheet information<br />
• Before completing the worksheet, discuss idioms<br />
<strong>and</strong> their role in adding to the richness <strong>of</strong> the English<br />
language. What idioms are the students familiar<br />
with? Do they know the origins <strong>of</strong> any idioms?<br />
Why do they think idioms have survived over<br />
generations? Do they think idioms are a valuable<br />
part <strong>of</strong> the language? Why? Why not?<br />
• Ask students to close their eyes as you read a<br />
sentence containing an idiom. Ask them how they<br />
visualised the idiom. What do they think it means?<br />
How well do they think it conveys its meaning?<br />
• In pairs, students read through the text <strong>and</strong> discuss<br />
the meaning <strong>of</strong> the highlighted idioms in context.<br />
• In Question 2, students discuss the illustrations <strong>and</strong><br />
researching if necessary, write the idiom <strong>and</strong> its<br />
meaning.<br />
Ideas for further practice<br />
• Create an idiom brick wall on which students<br />
print idioms they come across in reading <strong>and</strong><br />
conversation.<br />
• Create a class book <strong>of</strong> idioms, their meanings <strong>and</strong><br />
origins.<br />
Answers<br />
1. (a) put <strong>of</strong>f the evil hour <strong>–</strong> to postpone an<br />
unpleasant task<br />
(b) quaking in their boots <strong>–</strong> very nervous<br />
(c) sealed their fate <strong>–</strong> guaranteed an unfortunate<br />
consequence<br />
(d) looking rosy <strong>–</strong> positive <strong>and</strong> optimistic<br />
(e) in the doghouse <strong>–</strong> in serious trouble<br />
(f) like a bat out <strong>of</strong> hell <strong>–</strong> very fast<br />
2. (i) spit the dummy <strong>–</strong> to give up<br />
(ii) upset the applecart <strong>–</strong> to cause trouble <strong>and</strong><br />
disturb the peace<br />
(iii) weather the storm <strong>–</strong> to survive difficult<br />
situations<br />
(iv) bury the hatchet <strong>–</strong> agree to forget differences<br />
<strong>and</strong> carry on in harmony<br />
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(i)<br />
Idioms<br />
An idiom is a phrase whose meaning is not related to its individual words:<br />
Example: foaming at the mouth is to be very angry, to have a brainwave is to have a<br />
good idea <strong>and</strong> to get the green light is to receive permission.<br />
The idioms in the text have been highlighted.<br />
Isaac <strong>and</strong> Albert couldn’t put <strong>of</strong>f the evil hour any longer. They were quaking in their boots as they approached<br />
the principal’s <strong>of</strong>fice. They knew that their last practical joke had probably sealed their fate <strong>and</strong> their futures<br />
were not looking rosy. But although they were in the doghouse, the boys had to smile. The memory <strong>of</strong> Mrs<br />
Cooper running out <strong>of</strong> the canteen like a bat out <strong>of</strong> hell would make them laugh for a long time. Now all they<br />
had to do was to find Isaac’s pet rats.<br />
1. Discuss the text with a partner <strong>and</strong> write the meaning <strong>of</strong> each idiom used.<br />
(a) put <strong>of</strong>f the evil hour<br />
(b) quaking in their boots<br />
(c) sealed their fate<br />
(d) looking rosy<br />
(e) in the doghouse<br />
(f)<br />
like a bat out <strong>of</strong> hell<br />
2. What idiom does each picture illustrate? Write the idiom <strong>and</strong> its meaning.<br />
(ii)<br />
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(iii)<br />
(iv)<br />
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<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Similes <strong>and</strong> metaphors<br />
Focus<br />
Similes <strong>and</strong> metaphors<br />
Definitions<br />
• A simile compares one thing with another. Similes are<br />
usually introduced by the words ‘as’ or ‘like’.<br />
Example:<br />
‘He was as cunning as a fox.’<br />
‘She slept like a log.’<br />
• A metaphor is a comparison between two things<br />
without the use <strong>of</strong> ‘as’ or ‘like’. Metaphors say<br />
something is something else.<br />
Example:<br />
‘The sunset was a rainbow <strong>of</strong> colours.’<br />
‘A blanket <strong>of</strong> snow covered the street.’<br />
Explanation<br />
• Similes <strong>and</strong> metaphors are figures <strong>of</strong> speech. They are<br />
examples <strong>of</strong> figurative language, as opposed to literal<br />
language (stating a fact). In figurative language, words<br />
are used to create mental images by comparing ideas.<br />
These comparisons help the reader to more clearly<br />
imagine the person, place or thing being described.<br />
• Writers use similes to emphasise a certain<br />
characteristic. They make writing more interesting,<br />
entertaining <strong>and</strong> colourful, as they <strong>of</strong>ten find a link<br />
between two unlike subjects.<br />
Example:<br />
The children ran around the playground like a pack <strong>of</strong><br />
wild animals.<br />
• Like similes, metaphors compare <strong>and</strong> link two subjects<br />
that are not usually linked. However, while a simile is a<br />
simple comparison, a metaphor states that two subjects<br />
are the same. Metaphors give one object the attributes<br />
<strong>of</strong> the other.<br />
Example:<br />
In the playground, the children were a pack <strong>of</strong> wild<br />
animals.<br />
The children have been given the attributes <strong>of</strong> a ‘pack <strong>of</strong><br />
wild animals’, being ‘loud’ <strong>and</strong> ‘untamed’.<br />
• Metaphors are considered stronger than similes.<br />
Worksheet information<br />
• Read the definitions <strong>of</strong> metaphors <strong>and</strong> similes at the<br />
top <strong>of</strong> the page with the class. Ask the students for<br />
examples <strong>of</strong> each.<br />
• Read the text with the class. Students can work in pairs<br />
to identify the metaphors <strong>and</strong> similes in the text.<br />
• Work through Question 2 with the class. Students<br />
categorise the statements as metaphors or similes<br />
in Question 3. In Question 4, students change similes<br />
to metaphors. For Question 5, students explain the<br />
metaphor stated. Ask the class to consider the function<br />
<strong>of</strong> glue (to hold things in place or together). Students<br />
write their own similes in Question 6. When complete,<br />
ask for volunteers to share their writing with the class.<br />
Ideas for further practice<br />
• Students paint a picture <strong>of</strong> a particular biome (rainforest,<br />
desert etc.) <strong>and</strong> write similes to describe it.<br />
• Browse through a selection <strong>of</strong> fiction novels to find five<br />
metaphors. Copy them <strong>and</strong> change them into similes by<br />
adding ‘like’ or ‘as’.<br />
• Write a simile/metaphor poem where each person in<br />
your family is compared to an animal.<br />
Answers<br />
1. Note: Underlined text = simile Bold text = metaphor<br />
The wind was a sharp blade cutting through her thin<br />
jumper. Although her feet were blocks <strong>of</strong> ice, she<br />
ran like lightning to escape the angry bear. Suddenly,<br />
the bear rushed at her like a winged bird, l<strong>and</strong>ing<br />
just a few metres away. She stopped <strong>and</strong> stood as<br />
still as a stone. Like a giant mouth, the ground before<br />
her opened up, swallowing the bear before it had a<br />
chance to attack.<br />
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2. (a) her feet, blocks <strong>of</strong> ice<br />
(b) Her feet were extremely cold.<br />
(c) It is a metaphor because it does not contain ‘as’<br />
or ‘like’. It states that her feet are blocks <strong>of</strong> ice.<br />
3. (a) Simile (b) Metaphor<br />
(c) Metaphor (d) Simile<br />
(e) Simile (f) Metaphor<br />
4. (a) The kitten’s paws are cotton wool.<br />
(b) The lake is/was a mirror in the moonlight.<br />
5. Answers will vary.<br />
Suggested answer: Mum ‘holds’ us all together like<br />
glue, meaning she keeps the family members together<br />
(ensuring they stay in contact with each other <strong>and</strong><br />
communicate together etc.).<br />
6. Teacher check<br />
<strong>Primary</strong> grammar <strong>and</strong> word study 82<br />
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Similes <strong>and</strong> metaphors<br />
A simile compares one thing with another using the words as or like.<br />
Example: as white as snow, like peas in a pod<br />
A metaphor is also a comparison. It says one thing is something else.<br />
Example: her eyes were diamonds<br />
1. Read the text. Underline the four similes in red <strong>and</strong> the four metaphors in blue.<br />
The wind was a sharp blade cutting through her thin jumper. Although her feet were blocks <strong>of</strong> ice, she<br />
ran like lightning to escape the angry bear. Suddenly, the bear rushed at her like a winged bird, l<strong>and</strong>ing<br />
just a few metres away. She stopped <strong>and</strong> stood as still as stone. Like a giant mouth, the ground before<br />
her opened up, swallowing the bear before it had a chance to attack.<br />
2. ‘Although her feet were blocks <strong>of</strong> ice ...’<br />
(a)<br />
(b)<br />
(c)<br />
Which two things are being compared in this metaphor?<br />
Explain what the metaphor really means. (This is called the literal meaning.)<br />
Why is it a metaphor <strong>and</strong> not a simile?<br />
3. Read the statements <strong>and</strong> write S for ‘simile’ or M for ‘metaphor’ in the box.<br />
(a) The thief was as slippery as an eel. .............. (b) The warrior was a lion in battle. ...........................<br />
(c) The moon was a misty shadow. .................... (d) The frog’s tongue moved like lightning. ................<br />
(e) The story was as old as the hills. .................. (f) Anna was a walking encyclopedia. .......................<br />
<strong>and</strong><br />
4. Change these similes into metaphors.<br />
Example: • Dad’s h<strong>and</strong>s were as rough as s<strong>and</strong>paper. (Simile)<br />
• Dad’s h<strong>and</strong>s were s<strong>and</strong>paper. (Metaphor)<br />
(a) The kitten’s paws are as s<strong>of</strong>t as cotton wool. (Simile)<br />
(Metaphor)<br />
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(b)<br />
The lake shone like a mirror in the moonlight. (Simile)<br />
(Metaphor)<br />
5. Explain this metaphor. ‘Mum is the glue in our family.’<br />
6. On the back <strong>of</strong> this sheet …<br />
(a) Write at least three similes about a wild storm. (b) Rewrite each simile as a metaphor.<br />
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<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Proverbs<br />
Focus<br />
Proverbs<br />
Definition<br />
• A proverb is a wise, usually short saying that has<br />
been used for a long time.<br />
For example,<br />
He who laughs last, laughs longest.<br />
Explanation<br />
• Proverbs are short memorable sayings that express<br />
a truth, warning, practical idea or useful thought.<br />
Most proverbs aim to teach something. Not as many<br />
proverbs are used today as previously. The literal<br />
meaning <strong>of</strong> many proverbs may differ from their<br />
accepted meaning. The origins <strong>and</strong> meanings <strong>of</strong><br />
many proverbs are <strong>of</strong>ten hard to track. Many have<br />
changed from their original forms.<br />
• An apt definition for a proverb is ‘a short sentence<br />
based on long experience’.<br />
Worksheet information<br />
• Students should read <strong>and</strong> discuss the definition <strong>of</strong><br />
a proverb before completing Question 1. Read the<br />
examples given before allowing them to complete<br />
their answers about the meanings <strong>of</strong> the proverbs in<br />
Question 1.<br />
• Students may collaborate to complete Question 2<br />
or they may work individually <strong>and</strong> then compare<br />
answers with a classmate. Students should use the<br />
clues in the beginnings <strong>and</strong> endings <strong>of</strong> the proverbs<br />
to match them. An Internet resource may also be<br />
used.<br />
Ideas for further practice<br />
• Research other well-known proverbs <strong>and</strong> discuss<br />
their meanings or what they are trying to teach.<br />
• List unusual or ‘peculiar’ sayings used by<br />
gr<strong>and</strong>parents which students may have heard.<br />
Discuss their meanings <strong>and</strong> the way they are used.<br />
• Read proverbs from different cultures, in particular,<br />
Chinese proverbs. Discuss their meanings. Use them<br />
as an inspiration for an artwork.<br />
Answers<br />
1. Answers will vary but will be similar to those<br />
given.<br />
(a) Appearances can deceive you.<br />
(b) Stupid people (empty-headed people) make<br />
more noise than wise, thoughtful people.<br />
(c) It is acceptable to eat using your fingers<br />
instead <strong>of</strong> a fork because fingers were used<br />
before forks were invented.<br />
(d) To test something (or try something out), you<br />
need to experience it first.<br />
(e) You can provide opportunities, but you can’t<br />
make people accept them.<br />
(f) Whenever something bad happens, there is<br />
always something good that comes from it.<br />
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2. (a) A chain is only as strong as its weakest link.<br />
(b) A leopard cannot change its spots.<br />
(c) Beauty is only skin deep.<br />
(d) A picture paints a thous<strong>and</strong> words.<br />
(e) Birds <strong>of</strong> a feather flock together.<br />
(f) When the cat’s away, the mice will play.<br />
(g) You can’t teach an old dog new tricks.<br />
(h) A friend in need is a friend indeed.<br />
(i) Mighty oaks from little acorns grow.<br />
<strong>Primary</strong> grammar <strong>and</strong> word study 84<br />
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Proverbs<br />
A proverb is a wise, usually short, saying that has been used for a long time.<br />
Proverbs usually express a basic truth, an idea or try to teach something.<br />
1. Read each proverb below <strong>and</strong> write its meaning or what it is trying to teach.<br />
(a) All that glitters is not gold.<br />
(b) Empty vessels make the most noise.<br />
(c) Fingers were made before forks.<br />
(d) The pro<strong>of</strong> <strong>of</strong> the pudding is in the eating.<br />
(e) You can lead a horse to water, but you can’t make it drink.<br />
(f) Every cloud has a silver lining.<br />
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2. Choose the correct ending that completes each proverb.<br />
(a) A chain is only<br />
a thous<strong>and</strong> words.<br />
(b) A leopard cannot<br />
(c) Beauty is<br />
(d) A picture paints<br />
(e) Birds <strong>of</strong> a feather<br />
the mice will play.<br />
as strong as its weakest link.<br />
only skin deep.<br />
new tricks.<br />
(f) When the cat’s away, change its spots.<br />
(g) You can’t teach an old dog<br />
(h) A friend in need<br />
flock together.<br />
from little acorns grow.<br />
(i) Mighty oaks is a friend indeed.<br />
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