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Listening and reading

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 5

PEOPLE WITH PASSION

Module 21

STORIES: LISTENING AND READING

LISTENING SKILL:

Listen to your teacher as she reads the following extract to you.Listen carefully a second time.

What is this extract about (main idea)? Tell this in only two sentences.

[LO 1.2]

Do NOT read this in advance! Fold your page up to cover up the extract.

Figure 1
Figure 1 (graphics1.png)

[LO 6.1.4]

Acrostic poems . . .

Choose a word. Write the letters vertically with words that describe the topic, e.g.

Table 1
Big
  responsible
    older
      trustworthy
        handsome
          enthusiastic
            reliable
               

Now try to complete these:

Table 2
f ragrant     D  
l       O  
o     effi C ient
w       T  
e       O  
r       R  

Now try these on your own or with a partner:

Table 3
C       C  
H       H  
E       I  
F       L  
        D  
        R  
        E  
        N  

FOR THE TEACHER: Enjoy the following:

The microscope, by M. Kumin

[LO 4.1.1]

Silent reading exercise: Fill in the missing words. Do not use the same word twice.

It is not often one hears a story like this one-

A Miracle Mother: I love him as if he were my own!

Baby Thulani was abandoned at birth at Langa railway station outside Cape Town. His first home was a place of safety. At (1) ___ months old he was so ill it was believed that he was dying of Aids, and he was (2) __ to the Red Cross Children’s Hospital. He was so (3) __ that it had been decided that no attempts should be made to resuscitate him if he got any sicker.

Wendy Tuffin, a 22-year-old psychology (4) ___ and hospital

volunteer, fell in (5) ___ with the baby in the mere minute

that he (6) ___ at her. Her resistance crumbled and she soon

moved him to her family (7) ___ in Pinelands. Wendy took

time off from her studies to be a full-time (8) ___ to him

and now, two years later, with Thulani a healthy (9) ___

attending playschool, she has returned to her (10) ___ and

studies.

Wendy has plans to adopt Thulani, but will have to wait until she turns 24 before she can legally adopt her son.

(Adapted/rewritten from an article in the Reader’s Digest/The Argus – D. Caelers)

[LO 3.1.6]

LET’S READ!

Do you still remember what we learnt in a former module?

Figure 2
Figure 2 (graphics2.png)

In this module we are going to practise these three concepts again.

CHALLENGE!

Find an exciting story (use the library!) – one with PLENTY of action and suspense – and select a really exciting section to practice and READ!

[LO 3.1.8]

Assessment

LO 1

LISTENINGThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

We know this when the learner:

1.2 identifies the main message and themes in oral texts and relates them to everyday life.

LO 3

READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.1 reads a variety of South African and international fiction and non-fiction for different purposes (e.g. peoms, book reviews, short novels, newsletters, reference books);

3.1.1 reads independently, selecting appropriate reading and comprehension strategies for the purpose;

3.1.2 skims to get the general idea;

3.1.3 scans for specific details;

3.1.5 uses previous knowledge or textual clues to determine meaning and make inferences;

3.1.6 predicts content or ending;

3.1.8 reads aloud clearly, adjusting speed according to purpose and audience;

3.3 describes and analyses emotional response to texts;

3.9 understands and responds appropriately to a range of information texts:

3.9.2 reads and carries out fairly complex instructions, and follows directions with minimum assistance;

3.10 interprets and discusses more complex visual texts (e.g. tables, charts, posters, bar graphs, maps) and can change text from one form to another (e.g. a table of data into a graph);

3.11 selects relevant reading material and applies reseach skills to find information in dictionaries, reference books and textbooks from community sources or electronic media (where available).

LO 4

WRITING

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.1 writes different kinds of texts for different purposes and audiences:

4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. diary, humorous anecdotes, story, poem);

4.1.3 writes and designs visual texts expressing information clearly and creatively (e.g. advertisements, newsletters, map with pictures and labels);

4.2 develops and organises ideas through a writing process:

4.2.1 explores and analyses a topic and brainstorms ideas using mind maps, flow charts, and lists;

4.2.2 develops the topic by consulting relevant sources, selecting relevant information and organising ideas;

4.2.3 produces a first draft with central idea and well-developed supporting paragraphs;

4.2.4 uses simple, compound and complex sentences with awareness of the specific purpose and audience;

4.2.5 revises work focusing on content, appropriate language, organisation and style, and uses feedback from classmates and / or teacher;

4.2.6 proofreads and corrects final version;

4.2.7 submits final draft and reflects on assessment of the piece;

4.4 applies knowledge of language at various levels:

4.4.1 word level;

4.4.2 sentence level;

4.4.3 paragraph level;

LO 6

LANGUAGE STRUCTURE AND USEThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

We know this when the learner:

6.1 works with words:

6.1.3 records words in a personal dictionary;

6.1.4 uses phonics and spelling rules to spell words correctly;

6.2 works with sentences:

6.2.3 identifies and uses nouns, pronouns, prepositions, articles and conjunctions.

6.3 works with texts:

6.3.3 shifts from one tense to another consistently and appropriately;

6.6 uses meta-language (terms such as articles, conjunctions, topic sentence, audience, tense, personification).

Memorandum

Spelling: sketch ; much ; scratch.

Silent reading:

Possible answers:

At three (1) months old he was so ill it was believed that he was dying of Aids, and he was (2) sent / transferred to the Red Cross Children’s Hospital. He was so (3) sick / ill that it had been decided that no attempts should be made to resuscitate him if he got any sicker.

Wendy Tuffin, a 22-year-old psychology (4) student and hospital volunteer, fell in (5) love with the baby in the mere minute that he (6) looked / smiled / gazed at her. Her resistance crumbled and she soon moved him to her family (7) home in Pinelands. Wendy took time off from her studies to be a full-time (8) mom / mother / parent to him and now, two years later, with Thulani a healthy (9) toddler / child / 3 year old attending playschool, she has returned to her (10) books / classes and studies.

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