RIC-20249 Primary Grammar and Word Study Year 6 – Figures of Speech

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Figures of speech checklist Name of student Colloquialisms/ Jargon Hyperbole Idioms Metaphors/ Similes Proverbs ©R.I.C. Publications Low Resolution Images Display Copy R.I.C. Publications ® www.ricpublications.com.au xi Primary grammar and word study
Figures of speech Colloquialisms and jargon Focus Colloquialisms and jargon Definitions • Colloquialisms are correct but informal language. Example: The expression ‘on the blink’ is a colloquialism for something that is not working properly. • Jargon is words, phrases or clauses used by people in a particular job or group that can be difficult for others to understand. Example: ‘slam dunk’, ‘timeout’ and ‘three-point play’ are jargon used in a basketball game Explanation • Investigating figures of speech such as colloquialisms and jargon develops and enriches students’ vocabulary and fosters an interest in language. • Colloquialisms are sometimes also known as ‘slang’. Some colloquialisms are recognised worldwide, while others are specific to a country. If colloquialisms are used in formal writing, quotation marks should be used to indicate the colloquial word or phrase. • Jargon is often referred to as ‘technical language’. It makes communication quicker and easier among members of a group who understand it. However, it can be difficult for others not familiar with the jargon to understand, so the needs of the wider audience should be considered. Worksheet information • The activities on page 77 could be completed in pairs or a small group where students general knowledge could be ‘pooled’ and they could work together to identify the meanings of the colloquialisms and jargon. Some students will be more familiar than others with the use of specific words and phrases. Ideas for further practice • Students identify colloquialisms used by the teacher, other students and in television programs. Compile a list to display and discuss. • Brainstorm to list other words and phrases used in sporting jargon by commentators, coaches and players. Answers 1. The paragraph students rewrite should indicate the following: I knew today was going to be a day where things went wrong. It began when I combed my hair and realised it would be a day where I wouldn’t be able to get my hair to look good. Then, at breakfast, I dropped my toast buttered side down on the floor. I nearly slipped over when I stepped on it. Later, Mum yelled for me to hurry up if I wanted a lift to school. When I got in the car she said I looked very scruffy. 2. (a) broken their drought: finally won a game (b) all but their die-hard fans had counted them out: everyone except their loyal fans thought they would lose (c) hardly been able to buy a goal: hardly scored a goal (d) neck and neck: the scores were close (e) on fire: playing really well (f) all over bar the shouting: it was obvious the Demons were going to win (g) hadn’t sunk in yet: they couldn’t believe they had actually won ©R.I.C. Publications Low Resolution Images Display Copy Primary grammar and word study 76 www.ricpublications.com.au R.I.C. Publications ®
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Page 3: Primary grammar and word study - Bo
Page 7 and 8: Figures of speech Hyperbole Focus H
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Page 11 and 12: Figures of speech Similes and metap
Page 13 and 14: Figures of speech Proverbs Focus Pr

RIC-20249 Primary Grammar and Word Study Year 6 – Figures of Speech

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