Grade 5 • Study Guide English
First Additional Language
IEB CAPS
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Reg. No.: 2011/011959/07
English First Additional Language
Study guide
Grade 5
SAMPLE
CAPS aligned
I Forbes J Petersen A Walton
TIPS
Information in addition to the content to guide the learner through the learning process.
CORE CONTENT
Reinforcement of core content; in-depth explanation of a specific section of the lesson.
ACTIVITY
Formative assessment to test the learner’s progress and knowledge of each completed lesson.
Lesson elements SAMPLE
Preface
RECOMMENDED BOOKS
All texts required this year are either in the facilitator’s guide or in this study guide. It is always beneficial for you to read in your free time. Below is a short list of age-appropriate books:
• Stuart Little by E.B. White
• The Adventures of a Taxi Dog by Debra and Sal Barracca
• Matilda by Roald Dahl
• Charlotte’s Web by E.B. White
• Holes by Louis Sachar
• The Hunger Games by Suzanne Collins
• Freak the Mighty by Rodman Philbrick
• Tuck Everlasting by Natalie Babbitt
INTRODUCTION
The study guide has been organised into four units and 18 lessons. Each lesson is taught over two weeks.
• Unit 1 has five themed lessons.
• Unit 2 has four themed lessons.
• Unit 3 has five themed lessons.
• Unit 4 has four themed lessons.
• At the end of Units 2 and 4 learners write examinations.
Each lesson consists of four sections:
• Listening and Speaking
• Reading and Viewing
SAMPLE
• Writing and Presenting
• Language Structures and Conventions
Each of these sections is made up of activities. At the beginning of each lesson is a list of the things covered in the particular lesson.
At the end of each lesson there are remedial and extension activities, which may be completed if time allows.
Each lesson is broken down into activities. Some of these activities will be used as part of the formal assessment tasks. Refer to the portfolio book for the formal assessment tasks. Addendum A at the back of the study guide has the rubrics used to assess some of these tasks.
Year plan
UNIT 1: Weeks 1 – 2
In this lesson you will:
• listen to a short story
• retell a story
• practise listening and speaking
• predict a story from its title and pictures
• use reading strategies
• discuss new vocabulary
• use a dictionary
• answer comprehension questions
• discuss the title, plot and setting
• express your opinion on the story
• read in pairs
• practise reading
• write a personal recount
• write an opinion on a story
• create a personal dictionary
• practise proper nouns
• practise countable nouns
• practise phonic knowledge
• practise subject-verb agreement
Lesson 1: Responsibility
SECTION 1 LISTENING AND SPEAKING
Activity 1: Listen to a short story
Listen carefully as your facilitator reads you a short story.
Answer the following questions:
1. What are the characters’ names?
2. What do you learn about the characters?
3. For what did the first boy use his intelligence and talents?
4. Was the second boy liked?
5. What did the first young boy learn?
Now, discuss these points:
1. Do you think the second boy showed responsibility?
2. How do you show responsibility to the people in your community?
3. Do you know anyone similar to Simon or John?
4. Which character are you more like? Why?
5. Why do you think the story is called ‘Two intelligent boys’?
Activity 2: Retell a story
Retelling a story means you tell a story you already heard before.
Tips for retelling a story:
1. Use the simple past tense: This indicates something that has already happened. For example: “Then he walked to the shops.”
SAMPLE
2. Use connecting words such as then, because, so, first, firstly.
3. Retell the story in the correct sequence (order of events).
Look at the pictures below and on the next page. Then retell the story your facilitator read to you in Activity 1.
Language structures and conventions
Revise ‘a’ and ‘the’ with nouns
Recap the use of articles before nouns: we use ‘a’ when referring to a thing, for example, ‘a boy’; and ‘the’ when referring to a specific boy.
Use the articles ‘a’ and ‘the’ before nouns when retelling the story.
Activity 3: Practise listening and speaking
Your facilitator will tell you which of these activities to do.
• Perform a short poem
SAMPLE
I am responsible for all that I do, from turning in work to making friends too.
It is up to me just how much I will learn, the grades that I get will be grades that I earn.
So now I will choose what is best for me.
I am responsible I hold the key!
Language structures and conventions
Build on the use of proper nouns
A name used for a specific person, place, thing or idea. Days, months and holidays always begin with a capital letter. For example, Kate, Belgium or Tuesday, 29 March.
• Play a simple language game
Play ‘Simple Simon says’ using responsibility phrases such as ‘Simple Simon says, clean the floor/wipe your desk’.
• Give and follow instructions
Give and follow instructions about doing responsible tasks around the classroom. For example, “Put your book away.”
• Share your own news
Share your own news about something responsible you have done around the home. Share at least two sentences.
SECTION 2
READING AND VIEWING
Activity 4: Predict a story from its title and pictures
1. Read the following title: ‘The Queen’s Journey’. What do you think the text will be about?
2. Look at the pictures below and on the next page. What do they tell you about the text?
Activity 5: Use reading strategies
What are reading strategies? Effective readers use strategies to understand what they read before, during, and after reading.
Some basic reading strategies include:
1. Skimming a text: You gaze over the text and look for important points (for example, the characters, theme, plot and setting).
2. Phonic clues: The clues the sounds of the words give you. For example: “The chest sings ...” emphasises the singing sound, which means the chest must be magic.
3. Contextual clues: The clues the context of the story gives you. For example: You know it must a kingdom because there is a queen.
1. Skim the text and write down the characters and setting of the story.
SAMPLE
A young queen received a special gift from a great wizard. It was a magic chest that would bring happiness to the whole kingdom whenever it was opened in a place where there was a spirit of generosity.
The queen travelled all over her kingdom, looking for the most generous people. When she had collected them all, she opened the magic chest. Nothing happened. That was until one day when, returning to her castle, the queen saw a poor little boy begging. The queen would have given the boy a few coins, but she didn’t have any with her.
“May I have the old chest to sell in town for a little money?” he asked. At first the queen hesitated because she had been told the chest was magic. But on seeing how poor the boy was, she gave it to him. The boy took the chest and opened it.
Turn page!
• A complete guide with all the texts and explanations included.
• Comprehensive explanations of language aspects.
• Step-by-step guidelines in plain language.
• Fun, engaging, and practical activities
• Interesting themes for Grade 5s to expand general knowledge and inspire curiosity.
• Encourages independent thinking and develops reasoning skills.
• Suitable for learners on all levels
• Use in school or at home.