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Reg. No.: 2011/011959/07
English Home Language
Study Guide 1/2
Grade 5
CAPS aligned A Mills
2505-E-EHL-SG01
RECOMMENDED READING
All the texts for this year are either in the facilitator’s guide or this study guide – but don’t stop there! Read as much as you can. Reading helps you relax and improves your concentration, memory, creativity, and imagination. The more you read, the better you will write. There’s a whole world of books out there – so get going!
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INTRODUCTION
This study guide is organised into 4 units and 18 lessons. Each lesson is taught over 2 weeks.
• Unit 1 has five themed lessons.
• Unit 2 has four themed lessons and a mid-year examination.
• Unit 3 has five themed lessons.
• Unit 4 has four themed lessons and a year-end examination.
At the end of units 2 and 4, you write exams.
Each lesson has 4 sections:
1. Listening and speaking
2. Reading and viewing
3. Writing and presenting
4. Language structures and conventions
Each section contains activities. At the beginning of each lesson is a list of the topics covered.
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If you feel you need more practise or want to do a few additional exercises, visit the Optimi Online Learning Portal. There you will find remedial and extension activities to stretch your creativity and give you some added practise in different aspects of the language. Examples of the activities can be found at the end of Lesson 1
YEAR PLAN
Unit 1 (term 1) and unit 2 (term 2) are in this study guide, unit 3 (term 3) and unit 4 (term 4) are in study guide 2/2.
Down in the garden
Beary nice to meet you
Language structures and conventions
Writing and presenting
Sentence types
Subject-verb agreement
Tenses
• Write a story • Write an information text • Write a newspaper article • Write a myth • Write a poem • Common and proper nouns • Finite and infinite verbs • Noun prefix es and suffixes
Personification
Prov erbs
Idioms
Simile
Synonyms
Punctuation
Prepositions
Determiners
Articles
Antonyms
Adjectiv es
Adv erbs
Pronouns
Conjunctions
Metaphors
Statements
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Reading and viewing
• Read a story • Read a book r eview • Read an information text • Read a newspaper article • Read a myth • Read a poem
Listening and speaking
• Listen to a story • Discuss a story • Listen to and discuss an information text • Listen to and r espond to a newspaper article • Listen to a myth • Listen to a poem • Perform a poem
Alliteration
Rhyme
Rhythm
Dictionary wor k
Sight wor ds
Spelling test
UNIT 1: Weeks 1 – 2
LESSON 1: 3rd rock from the sun
In this lesson you will:
• listen to and discuss a story
• predict from a title and pictures
• use reading strategies
• read a story
• discuss new vocabulary
• reflect on texts read independently
• read a book review
• write a story
• practise types of sentences
• practise punctuation
• practise synonyms
• revise common and proper nouns
• revise prefixes and suffixes
SECTION 1 Listening and speaking
What do you think the heading of the lesson means? Share your thoughts with your facilitator or the class. Remember, don’t be afraid to speak up – we all want to hear what you have to say, and we all learn from one another.
Look at the illustration on the opening page. Can you name the landmarks in the right lens of the binoculars? If there is one you do not know, your facilitator will tell you what it is – but try to identify as many as you can first.
Our world is full of incredible wonders, from majestic mountains and oceans to valleys, deserts, rivers, ancient pyramids, and even a clock named Big Ben.
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However, how often do we stop to think about our place in this strange and wonderful world? Where do we fit in, and are we doing enough to protect our planet?
The theme of our lesson is about taking a moment to fully appreciate the beauty of our world. Look around you – really look. Do you find magic in raindrops on flowers? Are you still amazed by the birds in the sky? Do you appreciate the salty air at the beach or the stars that shine every night – whether you notice them or not?
The secret to many things, including learning English, is to be observant. Pay attention to the small things – the sound of thunder, the warmth of a blanket in winter, the taste of ice cream on a summer holiday – and observe the world around you with fresh eyes.
Read about far-off lands, discover why the Great Library of Alexandria in Egypt was so important, learn about the tribes of the Amazon Rainforest and explore the wonders of narwhals. Take pleasure in everything this ‘blue planet’ has to offer.
Activity 1: Listen to a story
While your facilitator reads the background information and the extract from the story, make sure you are actively listening.
Pay attention
Look at the person talking/reading
Visualise what is being said
What is active listening?
ACTIVE LISTENING
Follow directions
Listening is one of the most important skills to develop.
Do not talk/ interrupt
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What do we listen for?
• We listen for information.
• We listen to understand.
• We listen for enjoyment
• We listen to learn
Ask questions to clarify
Can you see how these skills relate to all your school subjects and life in general?
It takes a lot of concentration and practise to be an active listener. We all sometimes do not listen when someone is speaking – or we listen with an answer already on the tip of our tongue. Work hard not to do this when you must listen in class.
There are five ways to develop your active listening skills:
1. Pay attention.
• Do not think about other things when someone is speaking or reading in class.
• Do not be distracted by side conversations or your fellow learners; focus on what is being said or read.
2. Show that you are listening – use your body language to show that you are interested.
3. Give feedback – when your facilitator asks questions or asks for your opinion, make sure you can answer. When you give feedback, your facilitator will know whether you understand the content of the text and the lesson. If you do not understand something, say that, too! Never assume that your facilitator knows what you are thinking; it is up to you to tell them and ask for help.
4. Do not be ready to judge – never interrupt when someone is speaking or reading to you. Listen until the end, and then form an opinion.
5. Respond appropriately.
• Act respectfully when you are asked a question or for your opinion. You add nothing by being disruptive or disrespectful in a discussion.
• Be open and honest when you answer.
• Treat others in the class the way you want to be treated.
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The Whale Rider is set in New Zealand, where a 12-year-old girl named Kahu is growing up in a Māori [say: MAU + REE] community. Kahu is an orphan being raised by her grandparents, Koro and Nanny Flowers.
Koro is the leader of his people, and his most important task is to find and train their next chief. It is Māori tradition that chiefs are always males, but Kahu believes she could become the next leader. Koro loves his granddaughter, but he does not believe that Kahu could be a leader. The harder Kahu tries, the more critical and angrier her grandfather becomes.
Meanwhile, deep within the ocean, a massive herd of whales is responding, drawn towards Kahu. When the whales become stranded on the beach, Koro is sure this means an end to his tribe. Until one person prepares to make the ultimate sacrifice to save the people – the Whale Rider.
ultimate: In this context, the greatest or highest.
sacrifice: When you give up something for someone else who is important to you.
Activity 2: Discuss the story
Listen carefully as your facilitator reads the extract to you a second time. This time, listen to the details of the story. For example, what are the characters’ names? What is the setting of the story? What do we know about the characters in the story?
Now, answer the questions your facilitator asks you about the story.
SECTION 2 Reading and viewing
Activity 3: Predict from a title and pictures
Pre-reading
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To infer means to work out the meaning of a word or a phrase from the context. The context is where the word appears. Look at the words and sentences around the word you do not understand. Also look at the story. This might give you a clue about what the word means.
Remember what your facilitator told you about the title of the story Connect that to the pictures and tell your facilitator what you think the story will be about. Illustrations and words work together to tell a story – sometimes if you do not understand the words, the pictures can help you to follow the story.
Read the title of the story on page 21.
1. Who do you think these men are? Read the title of the story again. Does it give you a clue?
2. From the picture, can you tell what the setting of the story will be?
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3. Looking at the illustration, what type of story do you think it will be? Think about how the elephant is drawn and decorated – do you think it will be a factual story?
Activity 4: Read a story
Good reading can be divided into three parts. Reading strategies (tactics) make reading easier and more effective.
1. Pre-reading: This prepares us for a story.
• The title of the book or story: clues as to what the story may be about and prepares us for what is to come.
• Illustrations in the story: visual clues as to what the story might be about.
• Look up any new or unfamiliar words – this will help you to understand what you are reading.
• Skim through the story to see what it might be about and how long it is. To skim means to read through a story very quickly to get an overview (the general idea).
2. During reading
• Work out the meaning of new words by looking at them in context. This means reading the words around the new word to work out its meaning. Always have your dictionary at hand to look up any new or unfamiliar words.
• Form a picture in your mind of what you are reading; this is called visualising.
• Read the story more than once until you are familiar with it.
• Make inferences (draw conclusions) from the writing.
3.
Post-reading: After you have finished reading the story.
• Ask questions about the story.
• Identify the characters, plot, and setting. Remember, characters are the people or animals in the story. The plot is the storyline, or ‘what happens’, and the setting is where the story happens, for example, a forest, a bakery, or a time in the future.
• Discuss the story – how does it make you feel? Do you like it or not?
• Answer questions about the story.
• Make a summary
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What do you do if you do not know a word? Use your word attack skills.
Read the information in the infographic and apply it whenever you have difficulty with a word.
STOP if something does not look right, sound right, or make sense.
Look for a PICTURE or paint a picture in your mind.
Say the FIRST LETTER SOUND or sound it out.
REREAD: go back and try again. Reread the phrase, sentence, or paragraph.
BLEND: say the first two letters.
COVER part of the word.
CHUNK: look for parts you know.
Look for a BASE WORD
Say ‘BLANK’, read on, and come back.
Try a DIFFERENT SOUND for the vowel.
Read on to see whether the meaning can be found in the text.
Use the knowledge you already have. Do you already know things that can help you?
Use your context clues to make a good guess.
If it still does not make sense, ask for help!
During reading
Use different coloured highlighters to make certain words or ideas stand out in the passage you will read.
For example:
GREEN/BLUE Important vocabulary or words you do not understand
PINK
YELLOW
Important people or characters in the story.
Important places in the story or details about the setting
ORANGE Any other important things you might want to remember. You can decide which colours to use to make reading passages more fun.
While you are reading, mark the text with symbols.
!
When you find something interesting ?
*
When you are unsure or confused about something
When you find something important.
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‘The six blind men and the elephant’
There were once six blind men who stood by the roadside every day and begged from people who walked past. They had often heard of elephants, but they had never seen one; because being blind, how could they?
One morning, an elephant was led down the road where they stood. When they were told that the elephant was in front of them, they asked the man to let it stop so they could see it.
Of course, they could not see it with their eyes, but they thought that by touching it they could find out what it looked like.
The first man put his hand on the elephant’s side. ‘Well,’ he said, ‘now I know it looks exactly like a wall.’
The second man touched one of the elephant’s tusks.
‘My friend,’ he said. ‘You are mistaken. It is round, smooth, and sharp. It’s more like a spear than anything else.’
The third man held the elephant’s trunk.
‘Both of you are wrong,’ he said. ‘Anyone can see that this elephant is like a snake.’
The fourth man grabbed one of the elephant’s legs. ‘It’s very clear,’ he said. ‘That an elephant is round and tall like a tree.’
The fifth man was very tall, and he touched the elephant’s ear.
‘This animal is not like any of the things you named,’ he said. ‘It’s exactly like a huge fan.’
The sixth was very blind, and he took some time to find the elephant. Finally, he grabbed the animal’s tail.
‘You’re all wrong!’ he cried. ‘This elephant is not like a wall, or a spear, or a snake, or a tree; neither is he like a fan. Anyone can see it is exactly like a rope.’
Then the elephant moved on, and the six blind men sat by the roadside all day and quarrelled about it. Each believed he knew exactly what the animal looked like.
People who have eyes sometimes act just as foolishly.
Post-reading
Answer these questions in class after you have read the story.
1. Is this what you thought the story would be about when you saw the title and pictures?
2. In what ways is it the same as you imagined?
3. In what ways is it different from what you imagined?
Activity 5: Discuss new vocabulary
Dictionary techniques
1. Know the alphabet.
2. All the words are listed alphabetically. Look at the first letter of the word.
3. Turn to the place in the dictionary where you think this word will appear, judging by its place in the alphabet.
4. Look at the second letter of the word. For example, when you look at a word such as ‘fairy’, you first look at the words under ‘F’; you then look at the second letter, as this will tell you where in the F section this word will be found.
5. If the first letters of the words are the same, look at the second letter, and so on.
6. Remember, the more you practise looking up words in the dictionary, the easier it will become. cloud house waterfall explosion poison gorilla
Make your dictionary your friend, use it when you are reading or writing, or if you hear a word on the radio or television, and you do not know what it means. Using your dictionary will often broaden your vocabulary and improve your spelling.
The next page is a reminder of the parts of a dictionary and how to use it.
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• 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.
