Grade Six English

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An­swers Grammar 1) “Thank you,” he said po­litely. 2) “Who drove the car to Lin­den?” asked Lloyd. 3) “Oh!” he said to him­self, “if only I could have a mil­lion dol­lars.” 4) “Reuben is my el­dest son,” Su­san said to the vis­i­tor. 5) “I can­not help you to­day,” Lisa said, “but I can do so to­mor­row.” Com­pre­hen­sion 1)B 2)A

Hello boys and girls of Grade Six!

In this les­son you will learn to change di­rect speech to indi­rect speech and will be guided to use di­a­logue to start a para­graph. Make sure you study the com­pre­hen­sion care­fully be­fore you at­tempt the ques­tions. Try your best to com­plete all the ex­er­cises be­fore the week ends.


- Take turn to read the fol­low­ing sen­tences aloud. “Are you ready, Charles?” Dad asked. “I am,” Charles replied. -Take turns to re­port to each other what was said. - Use your ref­er­ence books to help you to find out how to change di­rect speech to re­ported speech.


Read and dis­cuss the notes.

Di­rect and Indi­rect Speech The ac­tual words of the speaker en­closed by quo­ta­tion marks in­di­cate di­rect speech. In indi­rect or re­ported speech, the speaker’s words are re­ported with­out us­ing all the ac­tual words.

Ex­am­ples: 3)A 4) C

Dad asked Charles if he was ready. Charles replied that he was.

Chang­ing Di­rect Speech to Indi­rect Speech To change di­rect speech to indi­rect or re­ported speech, we much ob­serve some com­mon rules. - Read and dis­cuss the ex­am­ple. Us­ing Di­a­logue to start a Para­graph

“What are ter­mites?” the in­quis­i­tive child asked his fa­ther. “They are in­sects with soft bod­ies that live in large groups and mostly dwell in warmer parts of the world. Over the years, peo­ple have tried to get in­for­ma­tion about ter­mites. Ter­mites are so­cial in­sects which live in the warmer parts of the world. Most of them feed on dead wood or on other dead plant ma­te­rial in the soil. Some of the wood-feed­ing ter­mites live in cham­bers and gal­leries hol­lowed out in the boards of our homes, but most of them live in the soil. Their im­mense net­work of tun­nels plays a very im­por­tant role in drain­ing and aer­at­ing the soil. The ter­mites pro­duce changes by bring­ing sub soil rich in min­er­als to their moulds. The soil of the moulds, usu­ally mixed with the ter­mites’ drop­pings is thus very fer­tile. Aban­doned mounds of­ten sup­port dif­fer­ent veg­e­ta­tion from that on the sur­round­ing ground.

(Adapted from Lan­guage Arts for Up­per Pri­mary Level)


A) Read the pas­sage and other para­graphs and take note of how di­a­logue is used. B) Write a para­graph start­ing with the fol­low­ing di­a­logue: “In how many states does wa­ter ex­ist?” asked the teacher. “It ex­ists in three dif­fer­ent states,” replied Paul.


Read the pas­sage care­fully then an­swer the ques­tions which fol­low.

The fol­low­ing is an eye wit­ness’ ac­count of the at­tack on the Pen­tagon. Septem­ber11,2001.

“I was sit­ting in the North­bound on 27 and the traf­fic was, you know, typ­i­cal rush hour- it had ground to a stand­still. I looked out my win­dow and I saw this plane, this jet com­ing. And I thought, “This doesn’t add up, it’s re­ally low.”

And I saw it. I mean it was like a cruise mis­sile with wings. It went there and slammed right into the Pen­tagon.

Huge ex­plo­sion, great ball of fire, smoke started bil­low­ing out. And then it was chaos on the high­way as peo­ple tried to ei­ther move around the traf­fic and go down, ei­ther for­ward or back­ward.

We had a lady in front of me, who was back­ing up and scream­ing. “Ev­ery­body go back, go back, they’ve hit the pen­tagon, the coun­try’s mil­i­tary nerve.” “It was just sheer ter­ror.”

(Lan­guage Arts for Up­per Pri­mary Level – Stan­dards 4&5)

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