Grade 6

Term 2
Natural Science
Study Notes

Arrangement of particles in solids, liquids and gasses

New words

• Particles - a minute portion of matter.

Everything on Earth is made up of matter. All solids, liquids and gasses are made up
of matter.

Matter is made up of particles

• Matter is made up of tiny particles that are too small to see with the naked
eye.
• The way the particles are arranged makes the matter a solid, a liquid or a gas.
• It is also possible to mix different types of particles together in their different
states.
• Particles of matter have spaces between them,
• Particles of matter are always moving or vibrating.
• Heating particles gives them more energy and makes them move faster. With
enough energy, particles move so fast that they move away from each other.

1
 • Scientists use the word matter to talk about what everything around you is
made of.
• Even you as a person is made of matter. All materials and substances are
made of matter.
• Matter is made of very small particles.

Particles are arranged differently in solids, liquids and gasses

• Particles move. Particles move all the time.

• Sometimes they move slowly, sometimes they move fast.
• The speed and distance they move in determines if the material or substance
is a solid, a liquid or a gas.
• The particles in solids, liquids and gases are all arranged differently.

Solids, liquids and gases are all made up of particles that move.

2
Solids

• When matter is solid it has a fixed shape.

• The particles of solids are packed closely together.
• There is very little space between the particles.
• The particles vibrate or move in one place.

Liquids

• Matter in the liquid state is able to flow.

• The substance will take on the shape of the container it is in.
• The particles are packed close together, but they have no fixed shape.
• There are small spaces between the particles.
• The particles can move around each other.

Gas

• When matter is in the gas state it fills the available space around it.
• The particles in gas are far apart from each other and move fast.
• There is a lot of space between the particles.
• The particles move in all directions.
• Air is a gas that fills the room, a balloon or even a whole atmosphere.

Very important to remember

• Matter is made of particles which are moving all the time.

• There are spaces between the particles of matter.
• Particles move faster when we add heat to them.
• In solids, the particles of matter are held close together and move slowly. In
liquids, the particles are further apart and can move faster.
• In gases, the particles are far apart and move very fast and easily.

3
Look at the picture above.

Note how the particles of matter are arranged

Note the space between the particles of matter in each

Mixture

• Definitions:
• Mixture - a substance made by mixing other substances together.
• Separate - cause to move or be apart
• Physically - in a way that relates to the real world
• Sieving - put (a food substance or other material) through a sieve.
• Filtering - pass (a liquid, gas, light, or sound) through a device to remove
unwanted material.
• Hand sorting - to separate a mixture of solids by hand.
• Settling –to allow a substance mixed with a liquid settle at the bottom.
• Decanting - gradually pour a liquid from one container into another, typically
in order to separate out sediment.

4
Mixture of materials

• When two or more different substances (or materials) are joined the result is a
mixture.
• The substances or materials can be in the solid, liquid or gas state.
• Sometimes the different substances or materials are still visible after mixing.
• Sometimes they are not visible.

Mixture of solid substances

• If you mix two solids together, you can usually see the different solids after
mixing.
• For example, if you mix sugar and tea leaves you will see the sugar and the
tea leaves.
• Other mixtures can be a combination of a solid and a liquid. In some
examples the solid becomes invisible.
• For example, sand is visible in water, but salt is invisible in water.
• Two or more liquids can also be combined to form a mixture.
• Sometimes liquids are visible after mixing, such as water and oil.
• Sometimes liquids become invisible, such as water in a juice concentrated
mixture.

Separating mixtures

• In some of the mixtures the materials are clearly noticeable.

• In other mixtures, some of the materials disappear.
• There are many ways to separate mixtures so that the materials are visible
again.
• It is easier to separate substances we can see.
• We can physically separate these substances by sieving, filtering, hand
sorting, settling or decanting.

5
Method 1: Sorting by hand
• Hand sorting is physically picking out one material and separating it from the
other material.
• This is best use for mixtures with large solids such as coins, beans, peanuts
or sweets.
This involves:
• Pouring the mixture onto newspaper or a piece of plastic

• Using your fingers or a pair of tweezers

• Picking out one of the materials from the others

Method 2: Using a sieve

• This method refers to pouring mixtures through a sieve to separate the
smaller solids from the larger ones.
This involves:
• Pouring the mixture through a sieve into a bowl

• Shaking the sieve so that the small materials fall through

• The larger material will remain in the sieve.

Method 3: Settling and decanting

• Settling refers to letting the mixture sit and waiting for it to separate on its
own. This is easy to see with oil and water, and sand and water.
This involves:
• Stirring the mixture

• Leaving the mixture in its container

• Allowing the mixture to stand until the two materials separate

• Carefully pouring off the top material from the other material

Method 4: Filtering
• Some mixtures are separated by pouring them through paper or other
materials. You can do this with sand and water.
This involves:
• Placing a funnel in a bottle

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 • Placing filter paper in the funnel

• Pouring the mixture through the funnel

• Allowing the liquid material to flow through the filter

• The solid material will remain in the filter or on the filter paper.

Important things to remember

• A mixture consists of at least two different substances/materials mixed
together.
• In some mixtures, the different substances are still visible after mixing.
• The substances in such mixtures can be separated by physical means such
as sieving, filtering, hand sorting, settling and decanting.

Solutions
• A solution is a special mixture of a liquid and a solid. Solutions are uniform in
appearance.
• This means that the solid cannot be seen in the solution.

Dissolving a solid
• Dissolving is the process of mixing a solid and a liquid so that the solid is no
longer visible.
• If the solid dissolves in the liquid, it is said to be soluble. If it does not dissolve
it is insoluble.

Difference between melting and dissolving:

• Dissolving uses mixing to combine a solid and a liquid.
• Melting uses heat to convert one solid into a liquid.

Important to remember

• Solutions are special mixtures.

• Some solutions can be made by mixing a solid and a liquid together such as
sugar and water or salt and water.

7
 • Solutions are uniform in appearance and the different substances cannot be
seen after mixing.

Solutions and insoluble substances

Definitions

• Soluble – can dissolve

• Solvent – the liquid in which a substance dissolve
• Solute – the substance that dissolves in the solvent
• Insoluble – cannot dissolve
• Solubility –how well a substance will dissolve

Dissolving a solid: Solutes and Solvent

• Solids that can dissolve are called solutes.
• The liquid in which a solute dissolve is called the solvent.
• Water is a unique solvent as so many substances can dissolve in it.

The making of Sea Salt

• Over millions of years, salt from the land has washed into the sea.
• The salt has dissolved in the sea.
• Seawater tastes salty because of the dissolved salt.
• The seawater is the solvent.
• The salt is the solute.
• The solution is the mixture of the salt and water.

Insoluble Substances
• Water is known as a universal solvent.
• This means that many different substances can dissolve in water.
• This makes water very useful.
• There are also many substances that do not dissolve in water.
• These substances are insoluble.
• Oil is insoluble in water.
• Oil and water do not mix, and oil will float on water.

8
Insoluble Substances as Water Pollution
• Oil and sand are only two of many substances that are insoluble in water.
• Waste such as plastic bags, tins and bottles are all insoluble.
• They pollute our rivers and seas.

Important to remember

• Soluble solids (solutes) can dissolve in water (solvent).

• Some solids will not dissolve in water (insoluble solids).
• The substances in solutions cannot be separated by sieving, filtering, hand
sorting, settling and decanting.
• Some solutes can be separated by evaporating the solvent.
• When substances dissolve, solute particles become dispersed in the spaces
between the solvent particles.
• There is a difference between melting and dissolving.
• Melting involves heat and dissolving is the spreading of particles.

Saturated solutions

Definitions

• Saturated solution- a solution with solute that is unable to dissolve anymore,

leaving the undissolved substances at the bottom
• Saturated- when the solution can hold no more solute.

Saturated Solutions
• When substances dissolve, solute particles become dispersed in the spaces
between the solvent particles.
• When the spaces are full, there is nowhere else for the solute to go.
• The solute particles that are left out can be seen in the solvent.

9
Rate of dissolving

• Solutes dissolve in water but there are factors that can make the process
faster or slower.
• The speed at which a solute dissolve is called the rate of dissolving.

There are three factors that affect the rate of dissolving:

1. Temperature of mixtures

• The first one is the temperature of the water.

• Substances will dissolve faster in warm water than in cold water.

• In warm water there are more spaces between the particles of water.

• This means there is more space for solute particles.

2. Stirring versus shaking the mixture

• Stirring and shaking are both ways of mixing a solute with a solvent.
• Stirring is better at mixing the solute with the solvent than shaking the
solution.

3. Grain size of the solute

• The third factor is the size of the solute.
• A large grain of solute will take longer to dissolve than a small grain.
• This is because a grain is made up of particles of the solute.
• It takes time for the particles in a grain to break apart.
• The larger the grain, the slower the rate of dissolving will be.

Important to remember
• Factors such as temperature of the mixture, stirring or shaking the mixture
and grain size of the solute can affect the rate of dissolving.

10
Mixture and water resources

Water pollution

Definitions

Fertilisers- chemicals used to make plants grow better

Water: A Precious Resource in South Africa

• South Africa is a very dry country compared to the rest of the world.
• The average rainfall for South Africa is 450 mm per year.
• The world average is 860 mm per year.
• Rain is unequally distributed in South Africa.
• If you live towards the western parts of South Africa, you only receive rain a
few times per year.
• The eastern parts receive rain regularly.
• South Africa has been suffering from a drought for the last few years that was
so bad that we have water restrictions.
• Farmers were unable to give their livestock water therefore many animals
died.
• The farmers could also water their crops, so the crops died, because of the
drought the price of meat, fruit and vegetables went up and they became very
expensive.

Water Pollution
• All water will eventually run into a river somewhere.
• If it is polluted water, it will carry the pollution to the river.
• When pollution mixes with water it can dissolve and form a solution of solutes
and solvents.
• The solution can be poisonous to organisms in the water.
• Some pollution is insoluble but still mixes with the water.
• South Africa’s water is a precious resource that is under threat.
• There are several threats to our water.

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 Some include:

• Insoluble substances

• Soluble substances

• Living germs

Insoluble Substances
• Insoluble substances cannot dissolve in water.
• Not all insoluble substances are harmless.
• Things like oil, plastic, tyres, tins, glass and sewage waste(poop) are bad for
the water and people using the water.

Preventing Water Pollution

• Never throw waste into a river or on the ground.

• Never pour oil down the drain.

• Most insoluble items can be removed from a river by hand.

• Organised river clean-ups can remove many insoluble pollutants from our
rivers.

Soluble Substances
• Soluble substances dissolve in water.

• This means it is very difficult to know if they are in water or not. It can only be
identified by testing the water.

• They are virtually impossible to remove and cause pollution, which then
makes the water undrinkable.

Examples of soluble pollution are:

• Fertilisers and insecticides used by farmers

• Chemicals used by factories

• Soap powder used for washing clothes

• Soap used by people to wash themselves

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Impact of Fertilisers on Rivers
• The effect of these pollutants is to poison the water so that nothing can live in
it.
• It can also cause another problem called eutrophication.
• Eutrophication is when small plants called algae feed of the fertilisers, soaps
and even some chemicals.
• The algae grow very fast and turn the rivers and lakes green.
• The water cannot be used for drinking.
• Some algae discharge poisons that make the water poisonous.
• When the algae die, they sink to the bottom of the river or lake.
• They decompose, and that process uses up all the oxygen in the river.
Without oxygen the fish die.

Preventing Water Pollution:

• Use as little soap and detergents as possible.

• Use as little fertiliser as possible in your garden.

• Avoid using pesticides and herbicides in the garden.

Living Germs
• Germs are living creatures that cannot be seen with the naked eye.
• Even clean looking water can have germs.
• Germs cause diseases and cause people to become ill.
• The most common illness carried by water is diarrhoea.
• Diarrhoea causes a person to lose lots of water.
• They cannot eat food and become very weak.
• The most common cause of death among young children and elderly people
is diarrhoea.
• The diarrhoea germ is common in areas where there are no proper toilets.
• The sewage from people is washed into rivers.
• People drink the water and become ill. This forms a cycle of infection.

To avoid contracting diseases that are transported in water, do the following:

• Do not play in or drink polluted water

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 • Wash your hands with soap before eating

• Report broken toilets

Cycle of Infection:

Important to remember

Water can be polluted by insoluble substances such as oil and plastic, soluble
substances such as soaps and fertilisers and germs.

Mixture and water resources

Importance of wetlands

Definitions

• Wetland – an area covered by shallow water for most of the year.

• Vlei- an area of low flat ground that is soft and wet.
• Agriculture-farming practices such as growing crops and raising live stock.

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 • Industry – factories and businesses that manufacture or process materials
and goods.
• Water quality- how safe our water is to use.

What is a Wetland?
• A wetland is shallow body of water with plants such as reeds.
• Other names for wetlands are marshes, swamps, seepage areas and food-
plains. The water in a wetland can be salty or fresh water.
• Wetlands are the habitat for many unique animals and plants.
• A large wetland can cover an area of several square kilometres.
• A small wetland could be a puddle in a park or a garden. More than half (50%)
of all the large wetlands in South Africa have been destroyed.

How Wetlands Control Floods

• When a river floods, a wetland provides a place for water to spread out and
slow down.
• Wetlands are filled with plants that slow down the flow of water.

How Wetlands Clean Polluted Water

• The slow flowing water allows insoluble substances to settle.
• Sand and silt sink to the bottom of the wetland.
• The water becomes clear. Plants absorb nutrients from the water.
• Many of the nutrients are soluble substances that pollute the water.
• Plants can also absorb the soluble nutrients that cause eutrophication.
• Even germs that cause diarrhoea are eaten by microscopic organisms.
• Water may become drinkable after flowing through a wetland.

Process to purify water

Definitions

• Purification- the process of extracting something from a substance.

• Contaminated-to make impure

Living things such as plants and animals rely on water. Life cannot exist without it.

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Animals and Water
• Blood is made up of about 55% water.
• This helps to carry nutrients around the body of animals.
• All animals would eventually dehydrate without water.
• Not only does water keep an animal cool but water is also needed to digest
food and remove waste (poop and wee.)
• People depend on water for the same reason.
• Without clean water, people would also not be able to grow food, keep clean
and be healthy.

Plants and Water

• Plants also need nutrients dissolved in water.
• Hippos that live in wetlands spread their waste in the water.
• The waste contains nutrients that the plants can use.
• The plants absorb the nutrients through their roots.
• The nutrients are used to make food for the plants.

The Importance of Clean Water

• Water management is everyone’s responsibility, but the municipality officials
of towns and cities have the responsibility of looking after the water treatment
facilities.
• The municipality must purify water to keep people healthy.

How a Water Treatment Facility Works

• Water treatment plants are places where water from dams, rivers and aquifers
are cleaned.
• To clean the water, the following steps are taken:

o Water is pumped to the water treatment plant.

o Water is filtered through a sieve.

o Water is then filtered through a very fine material called a

membrane.

o A chemical called chlorine is added to kill any germs.

o Other chemicals are added to remove any bad tastes or smells.

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 o The water is pumped to factories and houses.

There are four ways to purify water namely:

1. Boiling Water
• Boiled water is heated to kill any germs in the water.
• This method uses a lot of electricity or firewood and does not remove soluble
or insoluble pollution.

2. Filtering Water
• Pouring water through a funnel and filter paper removes most of the insoluble
pollution such as sand.
• But germs can pass through the filter paper.
• Therefore, so can soluble pollution such as salts and chemicals.

3. Settling Water
• Water that can settle will appear to be clean but not all the insoluble pollutants
will settle.
• Germs and soluble pollutants are not removed.

4. Chemical Treatments
• Chemicals or iodine can be added to water to kill germs, but these chemicals
are expensive and can make the water taste awful.

NB: Remember to go through all content to prepare you for your test/exams

17
Grade 6
Term 2
Natural Science
Study Notes

Arrangement of particles in solids, liquids and gasses

New words

• Particles - a minute portion of matter.

Everything on Earth is made up of matter. All solids, liquids and gasses are made up
of matter.

Matter is made up of particles

• Matter is made up of tiny particles that are too small to see with the naked
eye.
• The way the particles are arranged makes the matter a solid, a liquid or a gas.
• It is also possible to mix different types of particles together in their different
states.
• Particles of matter have spaces between them,
• Particles of matter are always moving or vibrating.
• Heating particles gives them more energy and makes them move faster. With
enough energy, particles move so fast that they move away from each other.

1
 • Scientists use the word matter to talk about what everything around you is
made of.
• Even you as a person is made of matter. All materials and substances are
made of matter.
• Matter is made of very small particles.

Particles are arranged differently in solids, liquids and gasses

• Particles move. Particles move all the time.

• Sometimes they move slowly, sometimes they move fast.
• The speed and distance they move in determines if the material or substance
is a solid, a liquid or a gas.
• The particles in solids, liquids and gases are all arranged differently.

Solids, liquids and gases are all made up of particles that move.

2
Solids

• When matter is solid it has a fixed shape.

• The particles of solids are packed closely together.
• There is very little space between the particles.
• The particles vibrate or move in one place.

Liquids

• Matter in the liquid state is able to flow.

• The substance will take on the shape of the container it is in.
• The particles are packed close together, but they have no fixed shape.
• There are small spaces between the particles.
• The particles can move around each other.

Gas

• When matter is in the gas state it fills the available space around it.
• The particles in gas are far apart from each other and move fast.
• There is a lot of space between the particles.
• The particles move in all directions.
• Air is a gas that fills the room, a balloon or even a whole atmosphere.

Very important to remember

• Matter is made of particles which are moving all the time.

• There are spaces between the particles of matter.
• Particles move faster when we add heat to them.
• In solids, the particles of matter are held close together and move slowly. In
liquids, the particles are further apart and can move faster.
• In gases, the particles are far apart and move very fast and easily.

3
Look at the picture above.

Note how the particles of matter are arranged

Note the space between the particles of matter in each

Mixture

• Definitions:
• Mixture - a substance made by mixing other substances together.
• Separate - cause to move or be apart
• Physically - in a way that relates to the real world
• Sieving - put (a food substance or other material) through a sieve.
• Filtering - pass (a liquid, gas, light, or sound) through a device to remove
unwanted material.
• Hand sorting - to separate a mixture of solids by hand.
• Settling –to allow a substance mixed with a liquid settle at the bottom.
• Decanting - gradually pour a liquid from one container into another, typically
in order to separate out sediment.

4
Mixture of materials

• When two or more different substances (or materials) are joined the result is a
mixture.
• The substances or materials can be in the solid, liquid or gas state.
• Sometimes the different substances or materials are still visible after mixing.
• Sometimes they are not visible.

Mixture of solid substances

• If you mix two solids together, you can usually see the different solids after
mixing.
• For example, if you mix sugar and tea leaves you will see the sugar and the
tea leaves.
• Other mixtures can be a combination of a solid and a liquid. In some
examples the solid becomes invisible.
• For example, sand is visible in water, but salt is invisible in water.
• Two or more liquids can also be combined to form a mixture.
• Sometimes liquids are visible after mixing, such as water and oil.
• Sometimes liquids become invisible, such as water in a juice concentrated
mixture.

Separating mixtures

• In some of the mixtures the materials are clearly noticeable.

• In other mixtures, some of the materials disappear.
• There are many ways to separate mixtures so that the materials are visible
again.
• It is easier to separate substances we can see.
• We can physically separate these substances by sieving, filtering, hand
sorting, settling or decanting.

5
Method 1: Sorting by hand
• Hand sorting is physically picking out one material and separating it from the
other material.
• This is best use for mixtures with large solids such as coins, beans, peanuts
or sweets.
This involves:
• Pouring the mixture onto newspaper or a piece of plastic

• Using your fingers or a pair of tweezers

• Picking out one of the materials from the others

Method 2: Using a sieve

• This method refers to pouring mixtures through a sieve to separate the
smaller solids from the larger ones.
This involves:
• Pouring the mixture through a sieve into a bowl

• Shaking the sieve so that the small materials fall through

• The larger material will remain in the sieve.

Method 3: Settling and decanting

• Settling refers to letting the mixture sit and waiting for it to separate on its
own. This is easy to see with oil and water, and sand and water.
This involves:
• Stirring the mixture

• Leaving the mixture in its container

• Allowing the mixture to stand until the two materials separate

• Carefully pouring off the top material from the other material

Method 4: Filtering
• Some mixtures are separated by pouring them through paper or other
materials. You can do this with sand and water.
This involves:
• Placing a funnel in a bottle

6
 • Placing filter paper in the funnel

• Pouring the mixture through the funnel

• Allowing the liquid material to flow through the filter

• The solid material will remain in the filter or on the filter paper.

Important things to remember

• A mixture consists of at least two different substances/materials mixed
together.
• In some mixtures, the different substances are still visible after mixing.
• The substances in such mixtures can be separated by physical means such
as sieving, filtering, hand sorting, settling and decanting.

Solutions
• A solution is a special mixture of a liquid and a solid. Solutions are uniform in
appearance.
• This means that the solid cannot be seen in the solution.

Dissolving a solid
• Dissolving is the process of mixing a solid and a liquid so that the solid is no
longer visible.
• If the solid dissolves in the liquid, it is said to be soluble. If it does not dissolve
it is insoluble.

Difference between melting and dissolving:

• Dissolving uses mixing to combine a solid and a liquid.
• Melting uses heat to convert one solid into a liquid.

Important to remember

• Solutions are special mixtures.

• Some solutions can be made by mixing a solid and a liquid together such as
sugar and water or salt and water.

7
 • Solutions are uniform in appearance and the different substances cannot be
seen after mixing.

Solutions and insoluble substances

Definitions

• Soluble – can dissolve

• Solvent – the liquid in which a substance dissolve
• Solute – the substance that dissolves in the solvent
• Insoluble – cannot dissolve
• Solubility –how well a substance will dissolve

Dissolving a solid: Solutes and Solvent

• Solids that can dissolve are called solutes.
• The liquid in which a solute dissolve is called the solvent.
• Water is a unique solvent as so many substances can dissolve in it.

The making of Sea Salt

• Over millions of years, salt from the land has washed into the sea.
• The salt has dissolved in the sea.
• Seawater tastes salty because of the dissolved salt.
• The seawater is the solvent.
• The salt is the solute.
• The solution is the mixture of the salt and water.

Insoluble Substances
• Water is known as a universal solvent.
• This means that many different substances can dissolve in water.
• This makes water very useful.
• There are also many substances that do not dissolve in water.
• These substances are insoluble.
• Oil is insoluble in water.
• Oil and water do not mix, and oil will float on water.

8
Insoluble Substances as Water Pollution
• Oil and sand are only two of many substances that are insoluble in water.
• Waste such as plastic bags, tins and bottles are all insoluble.
• They pollute our rivers and seas.

Important to remember

• Soluble solids (solutes) can dissolve in water (solvent).

• Some solids will not dissolve in water (insoluble solids).
• The substances in solutions cannot be separated by sieving, filtering, hand
sorting, settling and decanting.
• Some solutes can be separated by evaporating the solvent.
• When substances dissolve, solute particles become dispersed in the spaces
between the solvent particles.
• There is a difference between melting and dissolving.
• Melting involves heat and dissolving is the spreading of particles.

Saturated solutions

Definitions

• Saturated solution- a solution with solute that is unable to dissolve anymore,

leaving the undissolved substances at the bottom
• Saturated- when the solution can hold no more solute.

Saturated Solutions
• When substances dissolve, solute particles become dispersed in the spaces
between the solvent particles.
• When the spaces are full, there is nowhere else for the solute to go.
• The solute particles that are left out can be seen in the solvent.

9
Rate of dissolving

• Solutes dissolve in water but there are factors that can make the process
faster or slower.
• The speed at which a solute dissolve is called the rate of dissolving.

There are three factors that affect the rate of dissolving:

1. Temperature of mixtures

• The first one is the temperature of the water.

• Substances will dissolve faster in warm water than in cold water.

• In warm water there are more spaces between the particles of water.

• This means there is more space for solute particles.

2. Stirring versus shaking the mixture

• Stirring and shaking are both ways of mixing a solute with a solvent.
• Stirring is better at mixing the solute with the solvent than shaking the
solution.

3. Grain size of the solute

• The third factor is the size of the solute.
• A large grain of solute will take longer to dissolve than a small grain.
• This is because a grain is made up of particles of the solute.
• It takes time for the particles in a grain to break apart.
• The larger the grain, the slower the rate of dissolving will be.

Important to remember
• Factors such as temperature of the mixture, stirring or shaking the mixture
and grain size of the solute can affect the rate of dissolving.

10
Mixture and water resources

Water pollution

Definitions

Fertilisers- chemicals used to make plants grow better

Water: A Precious Resource in South Africa

• South Africa is a very dry country compared to the rest of the world.
• The average rainfall for South Africa is 450 mm per year.
• The world average is 860 mm per year.
• Rain is unequally distributed in South Africa.
• If you live towards the western parts of South Africa, you only receive rain a
few times per year.
• The eastern parts receive rain regularly.
• South Africa has been suffering from a drought for the last few years that was
so bad that we have water restrictions.
• Farmers were unable to give their livestock water therefore many animals
died.
• The farmers could also water their crops, so the crops died, because of the
drought the price of meat, fruit and vegetables went up and they became very
expensive.

Water Pollution
• All water will eventually run into a river somewhere.
• If it is polluted water, it will carry the pollution to the river.
• When pollution mixes with water it can dissolve and form a solution of solutes
and solvents.
• The solution can be poisonous to organisms in the water.
• Some pollution is insoluble but still mixes with the water.
• South Africa’s water is a precious resource that is under threat.
• There are several threats to our water.

11
 Some include:

• Insoluble substances

• Soluble substances

• Living germs

Insoluble Substances
• Insoluble substances cannot dissolve in water.
• Not all insoluble substances are harmless.
• Things like oil, plastic, tyres, tins, glass and sewage waste(poop) are bad for
the water and people using the water.

Preventing Water Pollution

• Never throw waste into a river or on the ground.

• Never pour oil down the drain.

• Most insoluble items can be removed from a river by hand.

• Organised river clean-ups can remove many insoluble pollutants from our
rivers.

Soluble Substances
• Soluble substances dissolve in water.

• This means it is very difficult to know if they are in water or not. It can only be
identified by testing the water.

• They are virtually impossible to remove and cause pollution, which then
makes the water undrinkable.

Examples of soluble pollution are:

• Fertilisers and insecticides used by farmers

• Chemicals used by factories

• Soap powder used for washing clothes

• Soap used by people to wash themselves

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Impact of Fertilisers on Rivers
• The effect of these pollutants is to poison the water so that nothing can live in
it.
• It can also cause another problem called eutrophication.
• Eutrophication is when small plants called algae feed of the fertilisers, soaps
and even some chemicals.
• The algae grow very fast and turn the rivers and lakes green.
• The water cannot be used for drinking.
• Some algae discharge poisons that make the water poisonous.
• When the algae die, they sink to the bottom of the river or lake.
• They decompose, and that process uses up all the oxygen in the river.
Without oxygen the fish die.

Preventing Water Pollution:

• Use as little soap and detergents as possible.

• Use as little fertiliser as possible in your garden.

• Avoid using pesticides and herbicides in the garden.

Living Germs
• Germs are living creatures that cannot be seen with the naked eye.
• Even clean looking water can have germs.
• Germs cause diseases and cause people to become ill.
• The most common illness carried by water is diarrhoea.
• Diarrhoea causes a person to lose lots of water.
• They cannot eat food and become very weak.
• The most common cause of death among young children and elderly people
is diarrhoea.
• The diarrhoea germ is common in areas where there are no proper toilets.
• The sewage from people is washed into rivers.
• People drink the water and become ill. This forms a cycle of infection.

To avoid contracting diseases that are transported in water, do the following:

• Do not play in or drink polluted water

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 • Wash your hands with soap before eating

• Report broken toilets

Cycle of Infection:

Important to remember

Water can be polluted by insoluble substances such as oil and plastic, soluble
substances such as soaps and fertilisers and germs.

Mixture and water resources

Importance of wetlands

Definitions

• Wetland – an area covered by shallow water for most of the year.

• Vlei- an area of low flat ground that is soft and wet.
• Agriculture-farming practices such as growing crops and raising live stock.

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 • Industry – factories and businesses that manufacture or process materials
and goods.
• Water quality- how safe our water is to use.

What is a Wetland?
• A wetland is shallow body of water with plants such as reeds.
• Other names for wetlands are marshes, swamps, seepage areas and food-
plains. The water in a wetland can be salty or fresh water.
• Wetlands are the habitat for many unique animals and plants.
• A large wetland can cover an area of several square kilometres.
• A small wetland could be a puddle in a park or a garden. More than half (50%)
of all the large wetlands in South Africa have been destroyed.

How Wetlands Control Floods

• When a river floods, a wetland provides a place for water to spread out and
slow down.
• Wetlands are filled with plants that slow down the flow of water.

How Wetlands Clean Polluted Water

• The slow flowing water allows insoluble substances to settle.
• Sand and silt sink to the bottom of the wetland.
• The water becomes clear. Plants absorb nutrients from the water.
• Many of the nutrients are soluble substances that pollute the water.
• Plants can also absorb the soluble nutrients that cause eutrophication.
• Even germs that cause diarrhoea are eaten by microscopic organisms.
• Water may become drinkable after flowing through a wetland.

Process to purify water

Definitions

• Purification- the process of extracting something from a substance.

• Contaminated-to make impure

Living things such as plants and animals rely on water. Life cannot exist without it.

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Animals and Water
• Blood is made up of about 55% water.
• This helps to carry nutrients around the body of animals.
• All animals would eventually dehydrate without water.
• Not only does water keep an animal cool but water is also needed to digest
food and remove waste (poop and wee.)
• People depend on water for the same reason.
• Without clean water, people would also not be able to grow food, keep clean
and be healthy.

Plants and Water

• Plants also need nutrients dissolved in water.
• Hippos that live in wetlands spread their waste in the water.
• The waste contains nutrients that the plants can use.
• The plants absorb the nutrients through their roots.
• The nutrients are used to make food for the plants.

The Importance of Clean Water

• Water management is everyone’s responsibility, but the municipality officials
of towns and cities have the responsibility of looking after the water treatment
facilities.
• The municipality must purify water to keep people healthy.

How a Water Treatment Facility Works

• Water treatment plants are places where water from dams, rivers and aquifers
are cleaned.
• To clean the water, the following steps are taken:

o Water is pumped to the water treatment plant.

o Water is filtered through a sieve.

o Water is then filtered through a very fine material called a

membrane.

o A chemical called chlorine is added to kill any germs.

o Other chemicals are added to remove any bad tastes or smells.

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 o The water is pumped to factories and houses.

There are four ways to purify water namely:

1. Boiling Water
• Boiled water is heated to kill any germs in the water.
• This method uses a lot of electricity or firewood and does not remove soluble
or insoluble pollution.

2. Filtering Water
• Pouring water through a funnel and filter paper removes most of the insoluble
pollution such as sand.
• But germs can pass through the filter paper.
• Therefore, so can soluble pollution such as salts and chemicals.

3. Settling Water
• Water that can settle will appear to be clean but not all the insoluble pollutants
will settle.
• Germs and soluble pollutants are not removed.

4. Chemical Treatments
• Chemicals or iodine can be added to water to kill germs, but these chemicals
are expensive and can make the water taste awful.

NB: Remember to go through all content to prepare you for your test/exams

17
 Grade 6 Term 2
Math Study Notes
Unit 5
 Number II
Properties of Numbers
ADDING: When adding, you can add
groups of numbers in any order

3 + 6 + 2 = 11
6 + 3 + 2 = 11
2 + 3 + 6 = 11
Unit 6
Unit 7
Unit 8
Grade 6
Term 2
Life Skills
Study Notes
Self-Management
Managing Responsibilities
• Self-management involves methods, skills and strategies by which individuals
can successfully achieve their own objectives.
• You have responsibilities at home
• You also have responsibilities towards your education.
• When we are born we are born helpless and have to depend on adults to do
everything for us.
• As young children, adults manage your lives.
• Adults teach you to do some basic things for yourselves and continue to do
things for you.
• Adults make decisions for you about everything.
• You need adults to manage your lives so that you can grow and develop and
be safe.
• As you get older, you start to manage your own life. You take on more
responsibilities for yourself and your actions.
• This is how you develop self-management skills and good habits you can use
throughout your life.
Take on more Responsibility
• At your age you should be looking for opportunities to take on more
responsibilities at home.
• By doing this you will have a chance to practice being responsible.
• Adults have to provide everything for themselves an their family, they need to
run a household, make sure everyone is safe and secure and if you are home
schooled your parent has to ensure that you are getting a good education by
teaching you.
 • Being responsible adult is very stressful especially if you do not have all the
skills you need.
• Therefore, practice responsible now so that you can be good at it later on.
• Being human means having responsibilities and should never be seen as
negative or annoying.
• Thing about this when you want to complain about doing chores. It is a part of
life. It should be seen as an exciting and important challenge.
Time Management
• The mot important aspect of self -management is time management. This is
where you plan the amount of time you are going to spend on the task.
• Remember that there are only 24 hours in a day.
• You need to manage your time so that you have a balanced and productive
life.
Bullying
What is Bullying?
• When somebody knowingly tries to hurt, care or upset another person then
this action can be called bullying.
• Bullying is also, usually, something that happens repeatedly.
The are five main type of bullying
• Social bullying – ignoring, spreading rumours, excluding, etc
• Physical bullying – hitting, kicking, slapping, pinching, stealing, or hiding
items, etc.
• Cyber bullying – spreading rumours or saying mean things using social media
such as sms, whatsapp or Facebook.
• Verbal bullying – teasing, name calling, insulting, swearing, etc.
• Emotional bullying – threatening, intimidating, teasing, name calling, insulting,
etc.
Reasons for Bullying
• If you want to stop being bullied, then it might help to understand why people
become bullies or do things that can be called bullying.
• Many psychological studies have been directed to try and find out why some
people become bullies and others do not.
• No one has been able to find what makes a bully.
 • However, they have been able to identify some common factors.
Factors that can cause children to become bullies.
• They have family problems.
• They have been or are being bullied themselves.
• They have no friends and they feel angry and lonely, so this is a way of
making people pay attention to them.
• They have a low self-image and when they make other’s feel weak, they feel
strong.
• They want other people to think they are big and powerful.
• They are selfish and want their own way.
Can bullies stop being bullies?
• Nobody likes to be bullied.
• Nobody likes bullies.
• Bullies may seem to have a lot of friends and appear to be popular nut usually
these people are only pretending to be friends with the bully because they are
fearful of him/her.
• More often than not, bullies end up being unpopular and lonely.
These are some things that you can do to break the bullying habits
• Ask a teacher or church member for counselling or other help.
• Apologise to the people you have bullied in the past.
• Join a group who do not know you have been a bully and start a fresh as a
‘nice’ person.
• Focus on things you are good at o that you have a good self-image and do
not need to steal another person’s happiness when you have none of your
own.
• Accept the fact that you can not always get your own way.
• Accept that everybody deserves to be treated with respect.
• Get a sense of humour – do not take life too seriously.
• Do not stress about the small problems.
Stages of Life
What is a rite of passage?

• A rite of passage is an important event that happens at a particular stage of

development or growth in our lives.
• Normally, we will celebrate more than one rite of passage in our lifetime and
this celebration is usually associated with a ritual of some kind, e.g. a party, a
speech, an exchange of rings.
• Some rites of passage are common to more than one culture, e.g. turning 21
is considered a milestone and this rite of passage is usually celebrated with a
party.
• Other rites of passage are specific to one culture or religion, e.g. in the Jewish
culture, turning 13 is considered noteworthy and marks the time when a child
becomes an adult.

Rite of passage and specific cultures

Here is some basic information about a few rites of passage from different cultures:

The meaning and significance of the birth ritual in Traditional African culture
• Ancestors are very important in traditional African culture.
• The ancestors have the power to protect or punish people.
• When a baby is born, the child must be introduced to the rest of the family or
clan at a special ceremony and, in doing so, the child is also presented to the
ancestors.

The meaning and significance of circumcision

• Circumcision is most commonly associated with male children, but some
cultures also practice female circumcision. (which has been made illegal in
many countries)
• For boys, circumcision involves cutting away the foreskin of the penis.
Although this is considered to be a cultural ritual, it is also a very hygienic
thing to do. For this reason, many people have their boy children circumcised
for medical reasons rather than cultural ones.
 • Jewish and many Muslim boys are usually circumcised soon after they are
born.
• In traditional African culture boys are circumcised when the begin puberty
and circumcision is performed to show that a boy has become a man.

The meaning and significance of baptism

• Baptism (Christening) is a ritual that is usually associated with Christian
churches. Some of these churches baptise their church members when they
are babies and some when they are adults – sometimes both.
• When a baby is baptised, a minister or priest sprinkles holy water on the
baby’s forehead and makes the sign of a cross with the water.
• In Christianity, a cross is a symbol of goodness and everlasting life and the
water symbolises washing away of sins.
• The baby is also given a name and, once the ceremony is complete, the baby
is considered to be a formal member of the church.
• When an adult is baptised, water is also used to show that sins have been
washed away and a new way of life has begun.
• This ceremony is similar to the baptism of a child and is usually conducted to
symbolise a person’s ‘re-birth’and they often use the term born again
Christian to refer to their religious status.
• Many other cultures also have naming ceremonies for their babies, but they
do not have a ritual like Baptism.

The meaning and significance of weddings

• A Muslim marriage means the joining of two families, not just the joining of a
man and a woman.
• Marriage is seen as a contract that is blessed by Allah and is undertaken with
the purpose of having children. In Muslim culture, a man may have more than
one wife.
• In Hindu culture marriage is a life-long commitment to one person. Marriage is
seen as something sacred and holy, rather than a contract.
• A Hindu marriage is believed to be one of the ways a family can honour their
ancestors.
 • In Jewish culture, marriage is seen as a holy promise that is bound by a
contract in the sight of God.
• The husband and wife are considered equal but they have different roles. The
man must provide for the family and protect his wife and children.
• The woman must look after the home and raise the children.
• Getting married in African culture brings two families together. A marriage
agreement is made between the families and the future husband promises to
pay lobola for his bride, to the future bride’s family.
• In the past, lobola was usually paid with cows, but in modern times, money
can also be used.
• For Christians, the main purpose of marriage is to spend a life with somebody
that you love and to produce children.
• When Christians get married, they promise God that they will be faithful to
each other and love and respect each other.

The meaning and significance of death

• Muslims believe that there is another world after death – they call it paradise.
• A Muslim believes that when he/she dies, if a good life has been lived, their
soul will go to paradise.
• Hindus believe that death is part of a continuing cycle of birth, life, death and
rebirth. After death, the soul of the person is transferred to another body. The
Hindus call this re-incarnation.
• Jewish people believe that, if the live a good life, their souls will be
resurrected in a perfect world at some future point in time.
• Christians believe that, when they die, God will judge their life. If they have
been good Christians, then their souls will go to Heaven. If not, their souls will
go to Hell.
Reading about rites of passage – customs associated with death

• When a person dies, their body can be buried in a grave (burial) or burnt and
the ashes kept or scattered (cremation).
• In some cultures, the dead are buried in a coffin. In other cultures, the dead
are wrapped in a white cloth called a shroud.
 • People of the Muslim and Jewish faith bury their dead in a special Jewish or
Muslim cemetery. In both of these cultures, the burial must take place within
24 hours of death. A Muslim’s grave must always face their holy city – Mecca.
• Hindu’s cremate their dead. After the cremation, the ashes are scattered in
water – a river, a dam, a lake or the sea.

• In traditional African culture, it is important for a person to be buried in the

same place that he/she was born. The deceased is buried facing his/her
home so that the home is guarded by the spirit of the deceased person.
However, if that person died a violent death then they are buried facing away
from their home so that those who are still living do not suffer the same death.
• People of the Christian faith are permitted to choose whether they want to be
buried or cremated. There is usually a religious ceremony at the deceased
funeral where people who knew the person who is dead have a chance to
speak about him/her and ask God to take their soul to Heaven.
• Burials and ceremonies associated with death are not just practiced for the
sake of the person who has died; they are also an important part of the
healing process that the people who have lost a loved one must go through.
These customs help people to cope with their grief.

Creative arts: Visual arts

Let’s look at mandalas

What is a mandala?

A mandala is a circular pattern. The word ‘mandala’ means circle in Sanskrit, a very
old Eastern language. The colours and shapes of a mandala start at the centre and
radiate outwards, like the spokes of a wheel.

Symmetry

This when both halves of the mandala are the same.

Creative lettering

You can have a lot of fun with creative lettering. You can use your imagination to
come up with new writing styles.
Working in relief

• Relief is parts of an artwork that jut out from the background surface.
• A relief work is not three-dimensional. You can’t walk all the way around it.
But if you look at it from the side you can see parts of it jutting out into space.

Creative arts: Performing arts

The form of music

• All music has structure. When composers write music, they have to plan their
work as carefully as architects’ design buildings. Each musical piece is made
up of different parts that appear in a particular order. We call the arrangement
and setting of the musical ideas in a particular order, the form of the music.

Binary and ternary forms of music

• There are two simple forms of design which composers use to shape fairly
short pieces of music. On is called binary form ant the other ternary form.

Dancing together

• Dancing is something that you can do on your own, with one other person or
in a group. Different skills are needed when you dance on your own and in a
group. We are going to learn more about dancing in a group.

Develop your spatial awareness

• You need to be aware of the objects and empty space around you is essential
when you dance.
• Remember to cool down after dancing.
Dancing with others

Build respect for other dancers

• You need to know where the other dancers are who are around you. This
gives you focus and builds an awareness of the other dancers are in relation
to you. This way you will be able to respect the other dancers and the space
they need. Use your ‘radar’ system to stay in formation and create patterns to
make group dances look good.

Exploring South African dance

• There are many dance styles practiced in South Africa this is due to our
diverse cultures.

Gumboot dancing

• Gumboot dancing started in the gold miners of South Africa in the 1800s. It
was done by miners who wore gumboots as part of their work uniform.
• The mine bosses did not allow the miners to talk to each other, so the
developed was to communicate without words: by slapping their gumboots
and bare chests in different rhythms.
• This soon became a form of dance that the miners used to entertain those in
the hostels where they lived.
• Gumboot dancing evolved over the years to include song and different
rhythms.

Pantsula

• This is a tap and glide style of dance that is done by both men and women.
The Zulu word ‘pantsula’ means to ‘waddle like a duck or to walk while
pushing out your buttocks’.
• Pantsula started in the townships of South Africa in the 1950s and become
very popular with young people in the apartheid days of the 1980s.
 • Pantsula dancers always dress very smartly in flashy clothes when they
perform. Today, Kwaito music is used for Pantsula dancing and it is
performed in clubs and community halls as well as on stage around the world.

Classical Indian dance

• This style of dancing comes from India and is thousands of years old.
• There are many forms of classical Indian dance styles.
• Many of the dance styles began in the temples as a way of worshipping and
still today there are special dances performed for some religious festivals.

Contemporary dance

• This style of dance started in the United States of America in the 1900s. It
draws on other dance styles like modern, jazz and ballet. The dancers work
on creating movements that flow well into each other as they move to the
music.
• Contemporary can be dances to almost all types of music. The dancers are
both male and female.

NB: Remember to go through all content to prepare you for your test/exams
 GRADE 6
TERM 2
ENGLISH FIRST LANGUAGE
STUDY NOTES
 INSTRUCTIONS AND
DIRECTIONS

Tips for Directions and Instructions:

To follow instructions and directions correctly, always start by listening or reading carefully from beginning to
end. Make sure you understand each step before you begin. If something is unclear, ask for help. Follow the
steps in the correct order and do not skip any. Pay attention to important words that tell you what to do, such
as “write,” “cut,” “draw,” or “underline.” By following each step properly, you will complete the task correctly
and avoid mistakes.

Time to make some notes:

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HOMOPHONES - TWO,
TO AND TOO

What are Homophones?

"Two", "too", and "to" are homophones.

They are words that sound the same, but they have different meanings and different spellings.
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Two:
Meaning: The number two (2).
Type of word: Number

Examples:
• I have two pencils.
• We saw two lions at the game reserve.
• She wants two slices of cake.

Too:
Meaning: Also / as well / More than enough / very
Type of word: Adverb

Examples: (meaning “also”)

• I want to come too.
• He likes football, and I do too.

Examples: (meaning “very” or “excessively”)

• It’s too hot to play outside.
• That bag is too heavy for me.

To:
Meaning: Used before a verb or to show movement or direction
Type of word: Preposition / part of an infinitive verb

Examples:
• I’m going to the shop.
• She wants to read a new book.
• We walked to the park.

Time to make some notes:

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 LIMERICKS

What is a Limerick?

Limericks are humorous, child-like rhymes that consist of 5 lines and uses the AABBA rhyme scheme.

For example:
A cat with a curious grin,
Decided to climb in a bin.
It jumped with a bound,
Made a clattering sound,
And startled the postman called Finn!

Tips for Writing a Limerick:

1. Follow the rhyme pattern

A limerick has five lines with a special rhyme pattern:

• Lines 1, 2 and 5 rhyme with each other (A)

• Lines 3 and 4 rhyme with each other (B)
(This is called an AABBA rhyme scheme)

2. Count the beats (syllables)

1. Lines 1, 2, and 5 usually have 8 or 9 syllables

2. Lines 3 and 4 are shorter, with about 5 or 6 syllables
(It should have a bouncy rhythm – try reading it aloud!)

3. Make it funny or silly

Limericks are meant to be funny, playful, or even a bit nonsense – so let your imagination run wild!
4. Use a name or a place
Many limericks begin by telling us about someone or somewhere (e.g. “There once was a girl from
Kent…”)
5. Keep it light and clever
Try to end your limerick with a twist, a joke, or something unexpected to make it fun to read.

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Time to make some notes:
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CHARACTER SKETCHES

What is a Character Description:

A character description tells the reader what a person in a story is like. It includes how they look, how they
act, and what kind of personality they have. A good character description helps the reader picture the
character clearly in their mind.

What to Include in a Character Description

• Name of the character
• Appearance – What do they look like? (e.g. hair, eyes, clothes, height)
• Personality – What are they like inside? (e.g. kind, brave, funny, shy)
• Actions – What do they do or how do they behave?
• Feelings – How do they feel in different situations?

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 Tips for a Character Description:

• Use adjectives to describe (e.g. tall, clumsy, cheerful).

• Show personality through actions (e.g. “She always helps her friends” shows kindness).
• Try to show, not just tell. Instead of “He was mean,” try “He pushed past everyone and never said sorry.”
• Don’t list too many details – choose the most important ones.
• Use your five senses if possible (e.g. “His voice was loud like a drum”).

The Present Perfect Tense:

We form the present perfect tense with have/has + past participle.

I
You
We have eaten an apple.
They
He
She
It has eaten an apple
John

Time to make some notes:

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 PRONOUNS

Pronouns take the place of nouns. For example, I, he, she, we, they, you and it are all pronouns.
Pronouns make sentences shorter, easier to read and speak, and help us to avoid the repetition of nouns.

For example:
• Sally baked cupcakes. She gave me one.
• Sally baked cupcakes. She gave me one.
• Liz and Ray played tag. Liz and Ray had fun.
• Liz and Ray played tag. They had fun.

Demonstrative Pronouns:

• Demonstrative pronouns stand for things that are near or far away.
• We use this or these if the objects are near.
• We use that or those if the objects are far.

Presenting a Speech:

Here are some tips for presenting a speech

• Your presentation must have a beginning, middle and an end.
• Sequence the events correctly. Remember to stand correctly.
• Use the right tone of voice.
• Make sure everyone can hear you.
• Speak clearly.
• Look at your audience

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Time to make some notes:
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GOODNIGHT MR TOM

Themes:
• Friendship.
• Family.
• Finding oneself.
• Life.
• Death.
• Fitting in.
• Grieving.
• Motivation.
• Control.
• Freedom.
• Growth.

London Bridge:
Family Roots, Past Life, New Beginnings:
• London was the birth place to Willie.
• He was born into a family with an abusive single mom and father who was killed in WWII.
• London Bridge symbolises the place where Willie was from.

7
• Willie was never happy in London; he was constantly abused, physically and emotionally.
• He was kept closely within the controlling grips of his mother who was an over zealous believer in God,
who felt that abuse and instilling fear into her children would prevent them from going to hell.
• Willie’s life began here, and would have ended there had it not been for the war.
• All of the bridges that William has crossed and obstacles he has been faced with in his life have made him
the person he is today.

Socks – Control:

• Socks represented the control that Willie’s mother had over him through the use of physical and mental
abuse.
• When Willie first moved in with Tom he was afraid to take his socks off for fear that everyone would see
the “marks of his sins” his mother had left all over his body.
• The abuse Willie had endured during the time grew up with his mother was the only interaction he received
from adult.
• This method of control enabled Willie’s mother to keep him submissive, and allow her to maintain her role
as the one in charge through the use of fear.

Birthday Cakes: Family/Friendship

• Willie never had a birthday celebration or even a recognition before moving in with Mr Tom.
• The town took Willie in as family and gave him all sorts of gifts to make him feel more at home.
• Mr Tom cared for Willie and bought him new clothes made especially for him, something that Willie had
never experienced.
• He was also given a book even though he didn’t know how to read. He was so grateful and overwhelmed
by being treated so well, he commented in disbelief, “Is this for me to keep?”
• This birthday party was the very first time Willie was given any sort of recognition of being a friend, part
of a family, and someone who is special and cared for.

Paints: Finding Oneself

• Willie received paints for his birthday from Mr Tom, and immediately began to paint.
• He had such a natural talent, he had found something he was good at and others saw it in him too.
• This ability made Willie feel self-conscious at first, he was embarrassed to draw any positive attention to
himself, but over time embraced his talent and recognition and was able to be happy with receiving praise

8
 for a job well done.
• Willie became proud of himself.

Blackberries: Friendship and Growth

• Willie’s first interaction with other children who were his own age was when Zack, George, Carrie and
Willie went berry picking.
• This was the first time Willie was able to feel what it was like to be around friends in a healthy type of
play.
• In his past, his mother didn’t allow him to play with friends. Willie had no self-esteem as well as no
friends because of his mother’s strict and unrealistic views on children.
• Interactions with friends was the beginning of Willie realising his self-worth as well as a chance to see
how others really viewed him.
• His friends cared about him, and he cared about them.

Theatre Face: Friendship and Growth

• The first play that Willie played in really gave him the confidence to try new things. This also encouraged
his peers not to be afraid to act and try new things.
• He was beginning to come out of his shell around his peers.

Nature Trail: Life

• The peaceful, tranquil trails found all throughout the town Weirwold is where Willie was given a second
chance at life.
• Being brought to this town as an evacuee from London, he was exposed to not only the sights, smells, and
sounds of the country, but also a life outside of the one he left behind in London with his mother.
• Tom became a caregiver, mentor and father to Willie. They would walk the trails to town, school, and even
with Sammy the dog.
• The trails and untouched ways of the woods allowed Tom to show Willie all that he would never have been
exposed to if he was never sent as a World War II evacuee from London.

9
 Ocean Waves: Freedom, Purity

• The waves of the ocean represent the turbulence and also freedom William has experienced by living with
Tom as an evacuee.
• He has been able to wash away all of the bad memories of his past and let go of the feelings of guilt,
betrayal and mistrust.
• This also symbolises one of the last memories William has of Zack, his best friend.
• Zack was William’s first real friend, they did everything together and learned and grew from each other.

Bicycle: Death/Grieving

• After struggling with the death of his best friend, Willie had finally accepted it.
• Riding his bike was one of Zack’s favourite things to do.
• After Zack’s death, Willie had a lot of support from the many people he had met.
• Willie never learned to ride a bike until Zack died.
• Learning how to ride Zack’s bike was a way to move on from the loss.
• “No one can take the memories away, and I can talk to him when I want.”

Meditation: Growth, Life

• At the end of the book William is able to recognise himself as a son, a friend, and an individual.
• This is shown in his ability to admit that he is growing up and becoming his own self.

Time to make some notes:

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10
 LISTEN TO AN
INSTRUCTIONAL TEXT

Instructional Texts:
• Instructional texts are another type of information text.
• They are non-fiction texts that give instructions on how to do something or make something.
• The information in an instructional text is broken down into small, sequenced steps.
• Instructional texts use imperative verbs. These are verbs that tell or instruct someone to do something.
• Instructional texts also use time connectives such as:
o First
o Next
o Then
o Lastly

• Examples of instructional texts:

o Recipes
o User manuals
o Instruction manuals
o Game rules
o Safety procedures

Giving Clear Instructions:

• Instructions should be clear and simple.
• Use specific commands.
• Give instructions one at a time.
• Give instructions in the order in which they should be carried out.

11
 Tips for Listening to Instructions:

• Focus on the speaker’s voice.

• Avoid distractions.
• Pay attention to WHAT you need to do and HOW you need to do it.
• Take note of the order of the instructions.
• Are there any items/tools that you need?

Time to make some notes:

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LANGUAGE: STRUCTURES
AND CONVENTIONS

Root Words (Stems) and Affixes:

Root Words:
A root word (also called a base word or word stem) is a basic standalone word that has no prefix or suffix
attached to it.

For Example:
• Happy
• Play
• Agree
• Understand

12
Affixes:
An affix is one or more letters that can be added to the front or back of a root word.
There are two kinds of affixes – prefixes and suffixes.

Prefixes:

A prefix is not a full word. It is a word part or group of letters added to the beginning of a root word.
Every prefix has its own meaning.

For Example:
• Unhappy
• Replay
• Disagree
• Misunderstand

When a prefix is added to a root word, it changes the meaning of the word.

Prefixes and their Meanings:

Prefix Meaning Example

Re- Again Re + do = redo
Bi- Two Bi + cycle = bicycle
Tri- Three Tri + angle = triangle
Pre- Before Pre + view = preview
Mis- Wrong Mis + understand = misunderstood
Un- Not Un + do = undo
Dis- Not Dis + agree = disagree
In- Not In + visible = invisible
Im- Not Im + perfect = imperfect
Non- Not Non + human = nonhuman
Mid- Middle Mid + term = midterm
Semi- Half Semi + circle = semicircle
Mini- Small Mini + series = miniseries
Over- Excessive Over + load = overload

13
 Suffixes:

A suffix is not a full word. It is a word part or group of letters added to the end of a root word. Every suffix has
its own meaning.
Here are rules for adding a suffix to a word:

1. Consonant doubling:
If the root word has a short vowel sound and ends with a consonant, the consonant is doubled when the suffix is
added.
For example:
Swim + ing = swimming.
Drop + ed = dropped.

2. Changing y to i:
If the root word ends in a y, change the y and an i and add the suffix.
For example:
Happy + ness = happiness.
Fly + es = flies.

3. Dropping the silent e:

If the root word ends in an e with a consonant before it, drop the e and then add the suffix.
For example:
Like + ed = liked.
Bake + ing = baking.

Suffixes and their Meanings:

Suffix Meaning Example

-able Can be done Read + able = readable
-al Having characteristics of Emotion + al = emotional
-ative Can be Talk + ative = Talkative
-ed Already happened (tense) Work + ed = worked
-en Made of Gold + en = golden
-er A person who does an action Teach + er = teacher
-er More Dark + er = darker
-es More than one Box + es = boxes
-est Best or most Long + est = longest
-ful Full of Truth + ful = truthful
-ible Can be done Digest – ible = digestible
-ing Materials Roof + ing = roofing
-ing Happening now Walk + ing = walking
-less Without Home + less = homeless
-ly How it is done Slow + ly = slowly
-ness State of being Peaceful + ness = peacefulness
-ment Action or state Move + ment = movement

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 -or A person connected with Invent + or = inventor
-ous Possessing qualities of Danger + ous = dangerous
-y A quality of Fruit + y = fruity

Time to make some notes:

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LANGUAGE: SUBJECT,
VERBS AND OBJECTS

Subjects and Objects:

Subjects, verbs and objects are the basic units or building blocks of a sentence.
• Subject: The person or thing doing the action. The subject is usually a noun, pronoun or a noun phrase.
• Verb: The doing or action word. The verb is what the subject does / is doing.
• Object: The person, thing or place affected by the action of the verb.

Transitive and Intransitive Verbs:

Transitive Verbs
Transitive verbs do not make sense on their own. They only make sense when they are followed by an object
to receive the action.

15
Examples:
• She reads a book.
(Reads what? A book – direct object)

• They kicked the ball.

(Kicked what? The ball)

• He painted the wall.

(Painted what? The wall)

Intransitive Verbs
Intransitive verbs make sense on their own. They do not need to be followed by an object to receive the action.

Examples:
• The baby cried.
(No object – verb is complete)

• We danced all night.

(Danced is complete without a direct object)

• She sleeps peacefully.

(Sleeps makes sense on its own)

Time to make some notes:

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 LISTEN TO AN EXTRACT
FROM NOVEL

What is a Novel?

• Novels are books that tell stories.

• Novels are always fiction although they are sometimes based on true stories.
• Fiction means that the stories are made up and didn’t happen in real life.
• Novels are longer than picture books or short stories and they are usually divided into chapters which are
a few pages long.
• Movies are often based on novels.

Tips for Listening Comprehensions

Listen Carefully from the Start

• Focus on the speaker or the audio.
• Avoid distractions (don’t look at your phone or talk to friends).
• Stay interested—pretend you need to explain what you heard to someone else.

Identify the Main Idea

• What is the speaker talking about?
• Listen for keywords that help you understand the topic.
• Try to sum up the message in one sentence.

Pay Attention to Details

• Who? What? When? Where? Why? How?
• Listen for numbers, names, dates, and important facts.

Listen for Clues in the Speaker’s Voice

• Tone of voice can show emotions (happy, sad, excited, serious).
• Pauses and emphasis highlight important points.

Take Notes (if allowed)

• Write down key words, phrases, or short sentences.
• Don’t try to write everything—focus on the most important details.

17
Predict What Will Come Next
• Based on what you’ve heard, try to guess what the speaker will say next.
• This helps you stay engaged and understand better.

Stay Calm and Don’t Panic

• If you miss something, don’t stress—keep listening!
• Focus on what you do understand rather than what you don’t.

Answer Questions Carefully

• Read/listen to the questions properly before answering.
• Look at all answer options before choosing (if it’s multiple-choice).
• Use what you remember to support your answers.

Time to make some notes:

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READ AN EXTRACT FROM

A NOVEL

Tips for Reading Comprehensions:

Read the Questions First

• Before reading the passage, skim through the questions. This helps you know what to look out for as you
read.

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Read the Passage Carefully
• Don’t rush. Read the text at a steady pace and make sure you understand the overall meaning, as well as
the finer details.

Underline or Highlight Key Points

• As you read, underline important facts, names, dates, or ideas. This will make it easier to refer back when
answering questions.

Look for Context Clues

• If you come across unfamiliar words, try to work out their meaning from the surrounding sentences.

Refer Back to the Text

• Your answers should be based on the passage, not your own opinion—unless the question asks for it.

Watch Out for Tricky Questions

• Some questions test your ability to infer (read between the lines). Think about what the writer is
suggesting, not just what’s written.

Check Your Answers

• If time allows, read through your answers to make sure they make sense and that you've answered
everything.

Time to make some notes:

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 WRITE A BOOK REVIEW

What is a Book Review:

• A book review is a descriptive and critical evaluation of a book.

• Whether you loved a book or not, a review gives an honest opinion
• The purpose of a book review is to help people decide whether or not a book would interest them enough
to want to read it, based on your recommendations.

Tips for Writing a Book Review:

• Don’t give away the ending.
• Don’t give simple opinions, and make sure you support your decisions.
• Don’t give every single detail about the story.

How to Structure a Book Review:

Paragraph 1:
• Introduce the book by naming the title and author.
• Provide at least two details about the author.
o Have they written any other books?
o What inspired them to write this book?
o Where are they from?

Paragraph 2:
• Provide a short, concise summary of the story.

Paragraph 3:
• Give your opinion of the book, with reasons.
• Provide suggestions on what you would have done to improve the book.
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 For Example:
o Different ending.
o Story written from a different character’s point of view.

Paragraph 4:
• Mention any connections you make in the book.
For Example:
o Does it remind you of another book?
o Does it remind you of a movie or TV show?
o Does it remind you of something that happened in your own life?

Paragraph 5:
• State who you would recommend the book to and why.

Time to make some notes:

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LANGUAGE:
CONTINUOUS VERBS

The Present Continuous Tense:

We use the present continuous tense to describe actions that are happening now.
• To form the present continuous tense, we use ‘to be’ + verb + -ing.

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 Present Continuous Tense
I am
you are working
he/she/it is
we/you/they are

Negative Present Continuous Tense:

• To form the negative present continuous tense, we use ‘to be’ + ‘not’ + verb + -ing.

Negative Present Continuous Tense

I am not
you are not playing
he/she/it is not
we/you/they are not

The Past Continuous Tense:

We use the past continuous tense to describe actions that were happening in the past.
• To form the past continuous tense, we use the past tense of ‘to be’ + verb + -ing.

Past Continuous Tense

I was
you were cooking
he/she/it was
we/you/they were

Negative Past Continuous Tense:

• To form the negative past continuous tense, we use the past tense of ‘to be’ + ‘not’ + verb + -ing.

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 Negative Past Continuous Tense
I was not
you were not talking
he/she/it was not
we/you/they were not

The Future Continuous Tense:

We use the future continuous tense to describe actions that will be happening in the future.
• To form the future continuous tense, we use ‘will’ + ‘be’ + verb + -ing.

Future Continuous Tense

I will be
you will be eating
he/she/it will be
we/you/they will be

Negative Future Continuous Tense:

• To form the negative future continuous tense, we use ‘will’ + ‘not’ + ‘be’ + verb + -ing.

Future Continuous Tense

I will not be
you will not be walking
he/she/it will not be
we/you/they will not be

Time to make some notes:

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 LANGUAGE: FINITE AND
INFINITE VERBS

Finite Verbs:

• A finite verb is a type of verb that has a subject / is in agreement with the subject.
• In other words, there is a definite connection between the finite verb and the subject.
• These verbs are usually in a sentence and change according to the noun.
• They are used only in the present and past tense.

Examples of Finite Verbs

1. She runs to school every morning.
2. They played soccer yesterday.
3. He is reading a book.

Infinite Verbs:

• Infinitive verbs are also called non-finite verbs.

• These verbs do not have a subject or show any tense.
• Infinite verbs have the word ‘to’ in front of them.
• Infinite verbs need the help from finite verb to complete their meaning.

Examples of Infinite Verbs

1. She loves to read.
2. He decided to swim.
3. They want to play outside.

Time to make some notes:

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 LISTEN TO A STORY

What is a Short Story:

A short story is a brief piece of fiction that usually focuses on one main character, one setting, and one main
event or problem. It is shorter than a novel and can often be read in one sitting. Short stories often have a
clear beginning, middle, and end.

How to Effectively Listen to a Short Story:

1. Sit quietly and focus – Make sure you are paying attention and not distracted.
2. Watch the speaker or storyteller – Look at their face and listen to how they use their voice.
3. Listen for key details – Pay attention to the names of characters, the setting, and important events.
4. Use your imagination – Picture the story in your mind as it is being told.
5. Think about the feelings – How do the characters feel? How does the story make you feel?
6. Try to understand the message – What lesson or idea is the story trying to share?
7. Don’t interrupt – Wait until the story is finished before asking questions or making comments.
8. Be ready to retell the story – Try to remember the main points so you can tell someone else what the story
was about.

Learning More about Stereotypes in Stories:

• Stereotypes are categories or groups that we put people or things into based on how they look on the
outside.
• A common example is the boy/girl stereotype: girls wear pink and play with dolls; boys wear blue and play
with cars.
• Stereotypes are often found in stories. For example, think about evil witches, beautiful princesses and
handsome heroic princes. These are all stereotypes of how people think these characters should behave.
• Other common stereotypes in stories are of animals. Many of these stereotypes have their roots in
folklore.
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Time to make some notes:
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READ A STORY

How to Effectively Read a Short Story:

1. Read the title carefully – It can give you clues about the story.
2. Pay attention to the characters – Who are they? What do they want?
3. Notice the setting – Where and when does the story take place?
4. Look for the main problem – What challenge or conflict does the character face?
5. Follow the plot – Watch how the story builds up to a high point (climax) and then solves the problem
(resolution).
6. Think about the theme – What is the message or lesson of the story?
7. Read with expression – Use your voice to show the feelings of the characters.
8. Ask questions while reading – This helps you understand and enjoy the story better.

Time to make some notes:

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 LISTEN TO AN
INFORMATION TEXT

Informational texts are non-fiction texts that give us information and real facts about particular subjects.
There are many types of information texts, and they can be written about a variety of subjects.

Examples of Information Texts:

• Textbooks.
• Biographies.
• Newspaper/Magazine Articles.
• Pamphlets.
• Essays.
• Instruction Manual.
• Weather Reports.

Tips for Listening to Information Texts:

• Listen carefully to the introduction – it usually tells you what the talk is about.
• Focus on the main ideas – try to remember the most important facts.
• Listen for clue words like “first,” “next,” “for example,” and “in conclusion.”
• Watch the speaker’s body language or visuals, if there are any – they can help you understand.
• Take notes while you listen, using key words or short phrases.
• Ask questions afterwards if you didn’t understand something.

Time to make some notes:

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 READ AN INFORMATION
TEXT

Tips for Reading Information Texts:

• Read the headings and subheadings first to get an idea of what the text is about.
• Look at pictures, charts, and diagrams to help you understand the information.
• Use the glossary or bold words to learn new vocabulary.
• Scan for keywords if you are looking for specific information.
• Take notes while reading to remember the main points.
• Ask questions about what you’re reading to check your understanding.

Time to make some notes:

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LANGUAGE: ADJECTIVES
AND SIMPLE PAST TENSE

Learning More About Adjectives:

Adjectives are describing words. They describe or give us more information about nouns or pronouns such as
animals, people, places, things and thoughts. Using adjectives helps to make your writing more interesting
28
and lively.
Adjectives usually come before the noun or pronoun that they describe.
When they are directly before the noun or pronoun they describe they are called attributive adjectives.

Adjectives describe many things:

• What someone/something looks like.
• What it feels like to touch, taste or smell something or someone.
• Colours.
• Temperatures.
• Sizes.

Examples of Adjectives:

People Objects Size Emotions Character Time

Traits
Beautiful Valuable Huge Happy Brave Young
Handsome Precious Gigantic Elated Courageous Old
Caring Sparkling Colossal Joyful Energetic Outdated
Kind Gleaming Mammoth Excited Strong Ancient
Thoughtful Magnificent Enormous Eager Weak Modern
Considerate Filthy Whopping Calm Mighty Brief
Thoughtless Unsightly Massive Angry Victorious Rapid
Happy Unusual Giant Annoyed Daring Short
Grumpy Strange Vast Ashamed Impulsive Quick
Annoying Elegant Tiny Bewildered Loyal Slow
Aggressive Drab Teeny Embarrassed Entertaining Early
Adventurous Bright Miniature Scared Outgoing Late
Talented Dull Tall Terrified Charming Fleeting
Clumsy Drab Short Worried Mysterious Permanent
Odd Distinct Wide Proud Crafty Temporary

Simple Past Tense:

We use the simple past tense to talk about something that happened in the past or things that we did in the
past.

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• To form the simple past tense, we add the suffix -ed to regular verbs:

Regular Verbs
Bake +ed Baked
Work +ed Worked
Like +ed Liked
Want +ed Wanted

• Irregular verbs have a special past tense form. For example:

Irregular Verbs
Go Went
Eat Ate
Write Wrote
Have Had
Make Made

Negative Simple Past Tense:

• For negatives of the simple past tense we use ‘did not’ or ‘didn’t’ before the verb, but we do not change
the verb to the past form. For example:

Negatives
I did not go to the shops.
I did not eat breakfast.
I did not write a letter.
I did not have lunch.
I did not make my bed.

Time to make some notes:

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Good Job!
NB:
Remember to go through all your
content to prepare you for your
test/exams.

31
Graad 6 Kwartaal 2
Afrikaans EAT
Studienotas
 VOORNAAMWOORDE
(PRONOUNS)
Voornaamwoorde is woorde wat in die plek van name staan.
Voornaamwoorde kan op verskillende plekke in ‘n sin staan:

• Aan die begin van ‘n sin (Persoonlike voornaamwoorde),

• Voor ‘n naamwoord (Besitlike voornaamwoorde),
• Aan die einde van ‘n sin (Besitlike voornaamwoorde)

.
#1
Persoonlike Voornaamwoorde

Ek het ‘n bal. Ek, Jy, Hy, Sy,

Jy het ‘n bal. Ons, Julle,
Hy het ‘n bal. Hulle, U
Sy het ‘n bal.
Ons het ‘n bal.
Julle het ‘n bal.
Hulle het ‘n bal.
U het ‘n bal.

#2
Besitlike Voornaamwoorde

• Die besitlike voornaamwoord dui besitting aan:

Dit is my bal.
Dit is jou bal. my, jou, sy,
Dit is sy bal. haar, ons, julle,
Dit is haar bal. hulle, u
Dit is ons bal.
 Dit is julle bal.
Dit is hulle bal.
Dit is u bal.

Die bal is myne.

Die bal is joune. myne, joune,
Die bal is syne. hare, ons’sn,
Die bal is hare. julle s’n, hulle
Die bal is ons s’n. s’n, u s’n
Die bal is julle s’n.
Die bal is hulle s’n.
Die bal is u s’n.

Wanneer jy van ‘n mens praat, gebruik ons jy en jou.

BYVOORBEELD:
‘n Mens moet JOU plig doen as JY wil slaag.
ONTHOU:
As jy ‘n persoonlike voornaamwoord saam met die volgende werkwoorde gebruik, gebruik
jy altyd die derde person van dieselfde voornaamwoord:

Skaam, verwonder, vererg, bekommer, verbeel, vergryk, vervries.

BYVOORBEELD:

• Ek skaam my oor my swak gedrag.

• Jy bekommer jou oor jou swak punte.
• Sy vergryp haar aan soetgoed.
• Hulle verwonder hulle aan die natuur.
• U vervies u oor ons swak punte.
 #3
Vraende Voornaamwoorde
Die vraende voornaamwoord staan gewoonlik aan die begin van 'n sin:
BYVOORBEELD

• Wie het gekom? Wie, Wat,

• Wat het hy gesê? Watter,
• Watter kind het seergekry? Waaroor,
• Waaroor is jy dankbaar? Waarmee,
• Waarmee is jy klaar? Waarom, Hoe,
Hoekom

#4
Onpersoonlike Voornaamwoorde
Die onpersoonlike voornaamwoord kom gewoonlik by natuurlike verskynsels voor:
BYVOORBEELD

• Dit reën.
• Dit hael.
• Dit spook.

#5
Betreklike Voornaamwoorde
Die besitlike voornaamwoord dui besitting aan.
“Wat” is die mees gebruikte betreklike voornaamwoord in Afrikaans en dit word vir sowel
mense as diere en dinge gebruik.
VOORBEELDE:

• Die man wat daar loop.

• Die hond wat daar hardloop.
• Die stoel wat daar staan.
 • Die man wat hier was.

“Wie” verwys na mense en diere maar word in Afrikaans as betreklike voornaamwoord

nooit alleen gebruik nie.
VOORBEELDE:

• Die vrou wie se kind daar speel.

• Die man vir wie die geskenk is.
• Die koning aan wie eer betuig word.
• Die kind met wie ek gepraat het.
• Die meisie op wie hy verlief is.

#6
Onbepaalde Voornaamwoorde

Die onbepaalde voornaamwoord het nie betrekking op een person of saak nie.
VOORBEELD:

• Iemand het dit gevat.

• Niemand het hulle huiswerk gedoen nie.
• Die mense sê dis waar.

VERSAMELNAME

• Versamelname is woorde vir groepe mense, diere of dinge.

VOORBEELD:
 ➢ ‘n Bol wol.
➢ ‘n Bos hare.
➢ ‘n Hoop klippe.
➢ ‘n String krale.
➢ ‘n Stapel hout.
➢ ‘n Stel kaarte.
➢ ‘n Reeks berge.
➢ ‘n Riem papier.
➢ ‘n Hoop sand.
➢ ‘n Stoet motor.
➢ ‘n Vloot skepe.
➢ ‘n Swerm voëls.
➢ ‘n Swerm bye.
➢ ‘n Skool visse.
➢ ‘n Bundel gedigte

SELFSTANDIGE
NAAMWOORDE
Selfstandige naamwoorde is 'n woordsoort of frase wat verwys na: 'n persoon, plek, ding,
gebeurtenis, voorwerp of eienskap.

#1
Eienaam
Eiename: name van plekke en mense, dit word altyd met 'n hoofletter geskryf.

• Name van mense, BYVOORBEELD: Monica Lwabo, Pieter van Jaarsveld.

• Name van troeteldiere, BYVOORBEELD: Strepies, Wagter, ens
• Dae van die week, BYVOORBEELD: Sondag, Dinsdag, ens
• Maande van die jaar, BYVOORBEELD: Februarie, April, ens.
• Spesiale vakansiedae, BYVOORBEELD: Kersdag, Jeugdag, ens.
• Name van produkte, BYVOORBEELD: Toyota. Ens

#2
Soortname
• Soortname is dinge wat jy kan sien en waaraan jy kan vat.
• Soortname het ook meervoude en verkleinwoorde.
• Voorbeelde: stoel, tafel, kat, hond, seun, ens.

#3
Versamelname
• Versamelname dui op ’n versameling van ’n spesifieke soortnaam,

BYVOORBEELD:
• ‘n Trop ape.
• ‘n Span atlete.
• ‘n Reeks berge.
• ‘n Plantasie bome.
• ‘n Bos blomme.o‘n Baksel brood.
• ‘n Broeisel eiers.
• ‘n Werpsel hondjies.
• ‘n String krale.
• ‘n Snoer pêrels.
• ‘n Vloot skepe.
• ‘n Span osse.
• ‘n Bende rowers.
• ‘n Pluksel vere.
• ‘n Skool visse.
• ‘n Swerm voëls.
• ‘n Boord vrugtebome.
 • ‘n Bondel wasgoed.
• ‘n Kolonie miere.o‘n Swerm bye.

#4
Abstrakte Selfstandige Naamwoorde
Abstrakte selfstandige-naamwoorde: name wat dinge beskryf wat ons nie met die
blote oog kan sien nie, maar nog steeds 'n lidwoord voor aan kan voeg (o.a. emosies)

BYVOORBEELD:
• liefde,
• gemoedsrus,
• jaloesie, ens.

#5
Stofname
Name van elemente en stowwe.
BYVOORBEELD:
• Goud
• Koper
• Silver

#6
Massanaamwoord
Is ʼn woord wat ʼn ding benoem wat in ʼn massa voorkom en nie telbaar is nie.
• Dit sluit in goed soos grondstowwe (goud, platinum), materiaal (sand, glas, sement),
gasse (suurstof, waterstof) en vloeistowwe (melk, koffie, bier).
 IDIOOMATIESE
UITDRUKKINGS
• ‘n Idioom is ‘n ou sê-ding (an old saying).
• Dit word Indirek gesê en nie Direk nie.
• Idiome is figuurlike maniere om iets te sê.

IDIOMATIESE UITDRUKKING BETEKENIS

‘n Eiertjie lê. ‘n moeilike saak met iemand bespreek.
‘n nuwe besem vee skoon. ‘n nuwe taak word dikwels met ywer
aangepak.
‘n uiltjie knip. ‘n kort rukkie slaap.
‘n nuwe blaadjie omslaan. ‘n nuwe begin maak.
As die skoen pas, trek dit aan. as iets op jou van toepassing is, moet jy
maar die kritiek aanvaar.
Bo sy vuurmaakplek. deurmekaar.
Deur die blare. daar skuil gevaar, iets verkeerd.
As die skoen pas, trek dit aanas iets op as die skoen pas, trek dit aanas iets op jou
jou van toepassing is, moet jy maar die van toepassing is, moet jy maar die kritiek
kritiek aanvaar. aanvaar.
Die appel val nie ver van die boom af nie. die kind is soos die ouer.
Die spyker op die kop slaan. net die regte ding sê.
Duim vashou. hoop dat iemand suksesvol sal wees.
Eet met lang tande. hou nie van die kos nie.
Het die kat aan die stert beet. iets verkeerd aanpak.
Het lang vingers. steel.
‘n Appeltjie met jou skil. ‘n Moeilike saak met iemand bespreek.
Daar is ‘n slang in die gras. Daar is moeilikheid / iets is verkeerd.
Iets uit jou duim suig. Storie opmaak.
 BYWOORD
(ADVERB)
Soorte Bywoorde:
1. Bywoord van tyd: Wanneer?
Bv. Hy het gister die doel aangeteken.
2. Bywoord van plek: Waar?
Bv. Hy het langs die muur weggekruip.
3. Bywoord van wyse: Hoe?
Bv. Die man kom stadig om die draai.

Hoe ken ek ‘n byword uit?

• Deur die vrae: Waar? Hoe? en wanneer? te vra.
• Trappe van vergelyking.

‘n Bywoord beskryf die werkwoord, byvoeglike naamwoord, ‘n ander byword of ‘n

voorsetsel.
BYVOORBEELD:
Pieter loop stadig oor die straat.
Die trollie hardloop vining by die pad af.
Hulle sit styf langs die gebou.

#1
Bywoorde van Wyse
BYWOORD VAN WYSE: Antwoord die vraag HOE?
BYVOORBEELD:
Stadig, Vinnig, Hoog, Sag, Moeilik, ens.

• Sy werk sing-sing.
• Sy spring hoog.
• Die vrou het hard gelag.
 • Hulle praat al te heerlik oor die foon.
• Sy is baie oulik

#2
Bywoorde van Tyd
BYWOORD VAN TYD: antwoord die vraag WANNEER?
BYVOORBEELD:
Gister, dikwels, dadelik, onmiddelik, nou, selde, vandag, ens.

• Hy sal netnou uitkom

• Ek lees soms'n boek.
• Hulle speel middae saam.
• Gister was Frank siek.

#3
Bywoorde van Plek
BYWOORDE VAN PLEK: antwoord die vraag WAAR?
VOORBEELDE
Hier, Daar, binne, buite, op, suid ens.

• Die man loop buite rond.

• Kyk binnekant of Sandra in die huis is.
• Ek was nog nie in die Kaap nie, maar more gaan ek daarheen.
• As ek jou roep moet jy hiernatoe kom.
• Die vrou het inwendig seergekry.
• Draai eers links dan regs.
• Kom hierso.
• Loop vorentoe en nie agtertoe nie.
 #4
Bywoorde van Graad
BYWOORDE VAN GRAAD:
VOORBEELDE
Amper, minder, bietjie, baie, heeltemal, kwalik, te, so ens.

• Jy betaal veels te veel daarvoor.

• Daar is nog omtrend tien appels oor.
• Dit reën vreeslik hard en blits taamlik baie.
• Ek hoor slegs af en toe van hom.
• Ek was alte kwaad vir hom vandag.
• Ek kan jou skaars hoor van hier af.
• Ek verstaan glad nie wat hy sê nie.
• Ek was hoogs tevrede met jou werk.
• Daardie storie is heeltemal onwaar.
• Ek verstaan juis wat hy bedoel.

MEERVOUDE

• 'n Meervoud is die vorm van 'n selfstandige naamwoord wat dui op meer as een
entiteit.
• Die woorde in die sin wat jou ʼn leidraad sal gee om meervoud te maak, is woorde
soos baie, al die, verskeie, talle, ʼn groep, ʼn verskeidenheid, drie, ensovoorts.
• Net selfstandige naamwoorde kan in meervoud geplaas word.
• As jou woord uit twee vokale bestaan wat nie dieselfde lyk nie, dan kry die woord
net ‘n “e” in die meervoud.
• As jou woord bestaan uit twee vokale wat presies dieselfde lyk, dan val die een
vokaal weg en die woord kry ‘n “e” in die meervoud.
 • As jou woord uit ‘n kort vokaal bestaan wat alleen staan, verdubbel jy die konstant
waarop die woord eindig en die woord kry ‘n “e” in die meervoud.
• Woorde wat op “ig” eindig kry ‘n “-te” aan die einde.
• Woorde wat op “og” eindig, van die “g” weg en word vervang met “e”.
• Woorde wat op “ing” eindig, kry ‘n “s” aan die einde.
• Kort vokaal “f” aan die einde, val die “f” weg en word vervang met “we”.
• Woorde wat eindig op ‘n kort vokaal kry ‘n “s” aan die einde.

MEERVOUD BY KORT VOKALE:

pan panne
ster sterre
vis visse

MEERVOUDE MET DUBBELE VOKALE:

Tweede vokaal val weg en die vokaal e word aan die einde aangelas.
maan mane
boot bote
muur mure

MEERVOUDE MET TWEE VOKALE:

dier diere
voet voete
huis huise

MEERVOUDE MET DUBBELE KONSONANTE:

vark varke
dorp dorpe
present presente

Meervoude wat met: ig eindig:

gesig gesigte
lig ligte

plig pligte
Meervoude wat ers aan die einde van die woord kry:
kind kinders
kalf kalwers
lam lammers

Meervoude wat ‘n kort vokaal bevat en met f eindig kry dubbel wwe aan die einde:
gif giwwe
stof stowwe
straf strawwe

Meervoude wat in heid eindig word hede:

besigheid besighede
moeilikheid moeilikhede
moontlikheid moontlikhede

Meervoude wat: ë aan die einde van die woord ontvang:

vlieg vlieë
ploeg ploeë
knie knieë

Meervoude wat met ag eindig en ae aan die einde van die woord ontvang:
vraag vrae
dag dae
vlag vlae

Meervoude wat met og eindig en oë aan die einde van die woord ontvang:
oog oë
oorlog oorloë
elmboog elmboë

Meervoude wat met: ing eindig ontvang: s of e aan die einde van die woord:
koning konings
piering pierings
 leerling leerlinge

Meervoude wat eindig met: ie ontvang ‘n s aan die einde van die woord:
baadjie baadjies
katjie katjies
hondjie hondjies

Meervoude van kort woorde met kort vokale ontvang ‘s aan die einde van die woord:
ma ma’s
foto foto’s
skadu skadu’s

Woorde wat eindig in: uig ontvang: uie aan die einde van die woorde:
vliegtuig vliegtuie
voertuig voertuie
vaartuig vaartuie

Woorde wat ens aan die einde van die woord ontvang om ‘n meervoud te word:
bad baddens
bed beddens
gevoel gevoelens
hawe hawens
lewe lewens
nooi nooiens
vrou vrouens
wa waens

Woorde wat te aan die einde van die woord ontvang om ‘n meervoud te word:
bees beeste
fees feeste
nes neste
toeris toeriste
tydskrif tydskrifte
voorskrif voorskrifte
prefek prefekte
 VERKLEINWOORDE
(DIMINUTIVES)
• ONTHOU: verkleinwoorde word gebruik om LIEFDE (love), VERAGTING (contempt),
BESKEIDENHEID (modesty), en JAMMERTE (pity/compassion), uit te druk.
• Wanneer jy gevra word om die verkleining van ʼn woord te gee wat in die meervoud
is, moet jy onthou dat die verkleining wat jy maak ook in die meervoud moet wee
• Woorde in die sin wat jou ʼn leidraad sal gee om verkleining te maak, is woorde soos
klein, kort, oulike, vlak, smal, ensovoorts.
• VERKLEINING gevorm met – ie

Woorde wat eindig met -s, -k, -p, -g en -f, wat volg op ‘n kort vokaal:

sif siffie
Onthou dat die
lag laggie konsonant
hok hokkie verdubbel na ‘n
pop poppie kort, beklemtoonde
kas kassie vokaal.

By woorde wat eindig met -s, -k, -p, -g en -f, wat volg op ‘n lang vokaal (tweeling vokaal):

graaf grafie
oog ogie Onthou dat die lang
krakie vokaal enkel geskryf
kraak word in ‘n oop
streep strepie lettergreep (die een
baas basie vokaal val weg).

By woorde wat eindig op ‘n -f, -g,-k, -p of -s wat volg op ‘n ander konsonant, ‘n diftong of ‘n
lang vokaal.

brief briefie
vliegtuig vliegtuigie
park parkie
stomp stompie
fiets fietsie
VERKLEINING gevorm met – jie
Alle woorde wat eindig op ʼn ‘d’ of ʼn ‘t’

hond hondjie
bad badjie
potlood potloodjie
woord woordjie
mat matjie
maat maatjie
present presentjie

VERKLEINING gevorm met – tjie

Woorde wat eindig met ‘n diftong of op ‘n ie

kraai kraaitjie familie familietjie

trui truitjie mandjie mandjietjie
leeu leeutjie kierie kierietjie

Woorde wat eindig op l, n of r (wat volg op ‘n diftong of lang vokaal)

straal staaltjie skoen skoentjie
sirkel sirkeltjie vloer vloertjie
traan traantjie venster venstertjie

VERKLEINING gevorm met –etjie

Woorde wat eindig met ‘n l, m, n, of r wat volg op ‘n kort vokaal.

bal balletjie
Let op dat die
som sommetjie
konsonant by al hierdie
pen pennetjie woorde verdubbel om
ster sterretjie die vokaal kort te hou.

VERKLEINING gevorm met – pie

Woorde wat eindig met ‘n ‘m’

boom boompie
Onthou dat dit nie die kort woordjies
geheim geheimpie
insluit wat op ‘n ‘m’ eindig en ‘e’ in
arm armpie
die meervoud kry, insluit nie.
skelm skelmpie
kostuum kostuumpie Byvoorbeeld: bom word nie bompie
asem asempie nie, maar bommetjie.
VERKLEINING gevorm met ‘n afkappingsteken (‘)
By woorde wat eindig met ‘n i, o, u, en ‘n lang a

Geen afkappingsteken by
bikini bikini’tjie
oupa (want die ‘a’ is nie
foto foto'tjie
lank nie dus oupatjie.
skadu skadu'tjie
ma ma'tjie

VERKLEINING gevorm met ‘n afkappingsteken (‘)

Ook by letters, syfers en simbole.

A A’tjie Ook nie by kafee nie (want

m m’etjie die ee is nie deel van die
3 3’tjie reël nie); dus kafeetjie
5 5’ie

VERKLEINING gwoorde wat eindig op ‘n -ng

Woorde wat eindig op ‘n beklemtoonde lettergreep (woorde wat -e in die meervoud
kry)

doring dorinkie
koning koninkie Verkleining met ‘n -
kussing kussinkie kie, die ‘g’ val weg
heining heininkie
 HOMONIEME
(HOMONYMS)
’n HOMONIEM is ’n woord wat dieselfde klink en dieselfde gespel word as ’n ander woord—
maar ’n heeltemal ander betekenis en oorsprong het.
VOORBEELDE:

As (dit wat oorbly as iets verbrand het) → as (van ’n motor)

eg (nie vals nie) → eg (plaaswerktuig)
beroep (betrekking) → beroep (versoek om hulp)
bloei (Bloed wat vloei) → bloei (dra van bloeisels)
brak (hond) → brak (souterig)
by (insek wat heuning maak) → by (in die nabyheid)
duur (kos baie geld) → duur (aanhou)
graaf (waarmee ’n mens spit) → graaf (edelman)
haar (uitgroeisel uit vel) → haar (dui op besitting van vroulike persoon)
hou (ek hou van jou) → hou(hy slaan my)
kaap (hoë berggebied) → kaap (seeroof pleeg; iemand ontvoer)
kan (in staat wees) → kan (houer waarin bv. die koffie is)
kant (uiterste rand) → kant (fyn weefsel)
kap (wat jy met hout kan doen → kap (deksel oor die masjien van ’n motor)
ken (’n deel van die gesig) → ken (weet van)
kies (opening tussen die tandvleis en die wang) → kies (’n keuse maak)
lewer (orgaan in die liggaam) → lewer (verskaf)
meer (in groter hoeveelheid) → meer (groot binnelandse watermassa)
noot (musiekgeluid), → noot (papiergeld)
peuter (met iets vroetel) → peuter (‘n jong kind)
 HOMOFONE
(HOMOPHONES)
Dit is woorde wat eenders KLINK, maar verskillend gespel word.
Dit is twee verskillende woorde met verskillende betekenisse.
VOORBEELDE:

bod (aangebode geldsom op ’n veiling) → bot (kortaf en onbeleef; ook uitspruit, gesê van plante)
bond (vereniging) → bont (veelkleurig; ook pelswerk)
boordjie (die boonste deel van die nek → boortjie (’n werktuigie waarmee jy al draaiende ’n gaatjie
van ’n hemp) kan maak)
boud (agterste, dik liggaamsdeel) → bout (dit word met ’n moer vasgedraai)
brei (doen dit met velle of ’n sportspan) → bry (die klank “r” met die kleintongetjie uitspreek)
dokter (geneesheer, meervoud → doktor (iemand wat die hoogste akademiese graad
dokters) verwerf het, meervoud doktore)
end (die einde) → ent (die loot van een boom in die spleet van ’n ander
bevestig; ook ’n stuk van ’n pad)
faal (misluk) → vaal (vervelend, vuilwit, bleekgeel, gryserig of bleekbruin)
feit (geen verdigsel nie) → fyt (pynlike sweer aan ’n vinger)
fel (hewig, byvoorbeeld soos die son → vel (huid van mense of diere; ook omkap, soos in “bome
kan neerbak) word gevel”; ook regterlik beslis, soos in “die vonnis word
gevel”)
fier (vol regmatige trots) → vier (feestelik deurbring; ook een minder as vyf)
fiets (waarop jy trap-trap kan ry) → viets (netjies en sjiek)
fonds (geld wat vir ’n bepaalde doel → vonds (iets wat gevind is)
byeengebring word)
fors (kragtig) → vors (koning)
kruit (in ’n patroon) → kruid (in ’n tuin)
lid (een van die mense in ’n geordende → lit (’n deel van byvoorbeeld ’n vinger of ’n riet)
groep waaraan hy of sy behoort)
lood (metaal) → loot (jong tak van ’n plant; ook deur die lot aanwys)
Verskil tussen Homonieme en
Homofone
 VOORSETSELS
(PREPOSITIONS)
'n Voorsetsel (of preposisie) is 'n woordsoort wat gebruik word om posisie of die verband
tussen verskillende elemente aan te dui. Voorbeelde van voorsetsels is: aan, agter, bo,
buite, by, deur, in, met, na, om, onder, op, per, teen, ten, tot, tussen, uit, van, vir, voo

VOORBEELDE:
➢ Die atleet spring oor die hekkie.
➢ Die ball lê tussen die blare.
➢ Die kat sit op die mat.
➢ Die hond moet buite slaap.
➢ Ek harloop deur die sneeu.
➢ Ek loop met die trappe onder toe.
➢ Hy lê teen die muur.

VOEGWOORDE
(CONJUNCTIONS)
• Woorde wat twee sinne verbind met mekaar.
• En, omdat en daarom is voegwoorde.
• Ons gebruik hulle om sinne te verbind.
• Onthou dat daar ‘n komma voor want kom, maar nie voor omdat nie.
• Wanneer sinne met omdat bymekaar gevoeg word, skuif die werkwoord of
hulpwerkwoord na die einde van die sin.
• Neweskikkende voegwoorde = behou onafhanklike woordorde.
• Daar is slegs ses neweskikkende voegwoorde: en, maar, want, of, asmede, dog.
• Onderskikkende voegwoorde = het afhanklike woordvolgorde tot gevolg, dit is al die
ander voegwoorde: terwyl, indien, mits, nadat, omdat.

Voorbeelde
• Sandra eet haar kos. Sy is honger.
 maar, sowel, dus,
• Sandra eet haar kos want sy is honger. aangesien, want, of,
• Mark leer hard. Hy wil goeie punte kry. en, dog, dus,
• Mark leer hard omdat hy goeie punte wil kry. gevolglik, omdat,
• Sue se hande is vuil. Sy wil die haar hande was nie nogtans, buitendien,
• Sue se hande is vuil maar sy wil hulle nie was nie nietemin

LIDWOORDE

Daar is 2 soorte lidwoorde ‘n en die.

ONBEPAALDE LIDWOORD
Daar word nie na iets spesifiek verwys nie.

• ‘n By het my gesteek.
• ‘n Kameelperd het ‘n lang nek. ‘n
• Buks het ‘n been in sy bek.
• ‘n Poliesieman het ‘n gevaarlike werk.

BEPAALDE LIDWOORD
Daar word na iets spesifiek verwys.

• Die potlood is myne. die

• Die kinders speel in die tuin.
• Die wasgoed hang op die wasgoeddraad.
• Mamma was die vloere met die spons.
 TRAPPE VAN VERGELYKING
(DEGREES OF COMPARISON)

Ons kry drie trappe:

1. Stellende – beskrywing net soos dit is.
2. Vergrotende/vergelykende trap – dit is as twee dinge met mekaar vergelyk word.
Ons voeg -er by die woord.
3. Oortreffende trap – dit is as meer as twee dinge met mekaar vergelyk word.
Ons voeg -ste by die woord.

Die grootste verandering vind plaas by die Vergelykende trap/Vergrotende trap omdat ons
hier ‘er’ aanlas wat dikwels die vokaal beïnvloed.
Die Oortreffende trap is slegs die Stellende trap + -ste

REËL 1:
Indien die woord ’n kort vokaal het en op een konsonant eindig verdubbel onsdie konsonant
en voeg -er by.
BYVOORBEELD:

dik → dikker → dikste

dom → dommer → domste
slim → slimmer → slimste
vet → vetter → vetste

REËL 2:
Indien ons ’n dubbel vokaal het wat dieselfde is en een konsonant aan die einde van die woord
verloor ons die een vokaal en voeg -er by.
BYVOORBEELD

skoon → skoner → skoonste

laat → later → laatste

REËL 3:
Indien die woord op ’n -f eindig, verander die konsonant in ’n -w en die ander reëls word
toegepas.
BYVOORBEELD

laf → lawwer → lafste

gaaf → gawer → gaafste
doof → dower → doofste
dof → dowwer → dofste

REËL 4:
Indien die woord op ’n -r eindig kry ons ’n -der wat bygevoeg word.
BYVOORBEELD

lekker → lekkerder → lekkerste

dapper → dapperder → dapperste

REËL 5:
Indien die woord ’n dubbel vokaal het en op ’n -g eindig verloor ons die -g en pas die ander
reëls toe.
BYVOORBEELD

droog → droër → droogste

moeg → moeër → moegste
leeg → leër → leegste
laag → laer → laagste

REËL 6:
Indien die woord ’n kort vokaal het en op ’n -g eindig, voeg ons -ter by.
BYVOORBEELD

dig → digter → digste

sleg → slegter → slegste
sag → sagter → sagste

REËL 7:
Indien ’n woord op ‘n -d eindig verloor ons die -d en voeg ons -er by en pas die ander reëls
toe.
BYVOORBEELD

koud → kouer → koudste

breed → breër → breedste

REËL 8:
Indien ’n woord op ’n -u eindig voeg ons ’n -wer by in die vergelykende trap en -uste in die
oortreffende trap.
BYVOORBEELD

slu → sluwer → sluuste

ru → ruwer → ruuste

REËL 9:
Indien die woord op ’n -e eindig gebruik ons meer en mees vir die verskillende trappe.
BYVOORBEELD

tevrede → meer tevrede → mees tevrede

opgewonde → meer opgewonde → mees opgewonde
beskeie → meer beskeie → mees beskeie

REËL 10:
As die woord op ’n -s eindig voeg ons nog steeds -ste in die oortreffende trap by.
BYVOORBEELD

los → losser → losste

skaars → skaarser → skaarsste
trots → trotser → trotsste

UITSONDERINGS:
kwaad → kwater → kwaadste
baie → meer → die meeste
goed → beter → beste
dikwels → meermale → die meeste
bietjie → minder → minste
lank → langer → langste
jonk → jonger → jongste
nuut → nuwer → nuutste

BYVOEGLIKE NAAMWOORDE
(ADJECTIVES)
• Byvoeglike naamwoorde word gebruik om selfstandige naamwoorde te beskryf.
• Byvoeglike naamwoorde kan voor of na die selfstandige naamwoord staan.
Dit vertel meer van die selfstandige naamwoord.
BYVOORBEELD:

• Die gebou is hemelhoog.

• Die mooi orgidee is pienk.
• Die grys rok.
• Die geel kamer.
• Die wit wolke.

Die byvoeglike naamwoord het trappe van vergelyking:

• Die sterk stoeier. (stellende trap)
• Die sterker stoeier. (vergelykende trap)
• Die sterkste stoeier. (oortreffende trap)

Byvoeglike naamwoorde beskryf selfstandige naamwoorde.

• Attributiewe byvoeglike naamwoorde staan voor die selfstandige naamwoord wat
dit beskryf.
BYVOORBEELD:
Die mooi meisie dra ‘n geel baadjie.

• Predikatiewe byvoeglike naamwoorde staan na die selfstandige naamwoorde wat

dit beskryf.
BYVOORBEELD:
Die bok is vlugvoetig.

’n Byvoeglike naamwoord is ‘n “beskrywende woord”. Dit beskryf die voornaamwoorde en

selfstandige naamwoorde.

ATTRIBUTIEF: Die byvoeglike naamwoorde is voor die selfstandige naamwoorde.

BYVOORBEELD:
• Die blou pot is op die stoof
• Dit is ’n mooi rok.
 PREDIKATIEF: Die byvoeglike naamwoord is na die selfstandige
naamwoord.

BYVOORBEELD:

• Die blare is groen.

• Die motor is blitsvinnig.

INTENSIEWE VORM:

BYVOORBEELD:

• Baie draag - kurkdroog.

• Baie dun – plankdun

TRAPPE VAN VERGELYKING:

BYVOORBEELD

• Klein – kleiner – kleinste

• Lank – langer - langste.

FIGUURLIKE GEBRUIK:

BYVOORBEELD:

• Gerrie Pretoruis is ’n gesoute reisiger.

Die pad is breed → die breë pad Die glas is dof → die dowwe glas

Die kind is doof → die dowe kind Die gras is droog → die droë gras

Die voël is dood → die dooie voël Die ouma is gaaf → die gawe ouma

Die seep is glad → die gladde seep Die film is goed → die goeie film

Die meisie is jonk → die jong meisie Die water is koud → die koue water

Die dame is lank → die lang dame Die dam is leeg → die leë dam

Die seun is moeg → die moeë seun Die gebou is nuut → die nuwe gebou

Die oupa is oud → die ou oupa Die kos is sleg → die slegte kos
 CUTTICULUM VITA
(CV)
• CV staan vir Cutticulum Vitae, wat beteken lewenspad.
• Wanneer jy ouer is, sal mense jou dikwels vra vir jou CV.
• In jou CV sal jy inligting skryf oor jouself en oor wat jy in jou lewe gedoen het.
• In ‘n CV gee ‘n mens persoonlike inligting asook inligting oor jou kwalifikasies.
• Jy sê ook wat jou stokperdjies en belangstellings is.
BYVOORBEELD:

Onthou om deur al die inhoud te

gaan om voor te berei vir die
toetse/eksamens.