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To solve a word puzzle

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 5

WINGS

Module 1

TO SOLVE A WORD PUZZLE

ON THE MOVE !

ACTIVITY 1

TO SOLVE A WORD PUZZLE

[LO 3.6.4]

How many ways can one ‘get around’? And what would you use to move from place to place? There are 26 words, associated with travel and ways of travelling, hidden in this wordsearch.

How many of these words can you find hidden in the block?

Tick them off as you find them.

Table 1
r a i r h l e g s e v o m
e d r a o b e t a k s x i
f e e t v h o r s e i x c
r o l l e r b l a d e s r
u r u n r s a i l s w x o
s u b i c y c l e x h r l
d s a e r o p l a n e o i
n h j x a n i a r t e c g
i x x e f x d n a l l k h
w i n g t x s w i m s e t
m o t o r c a r t o r t s

Aeroplane, aeroplane, hovercraft, rollerblades, microlight, windsurfer, bicycle, jet, rocket, swim, wing, blades, land, run, train, bus, skis, rush, trot, feet, motor car, skateboard, water, horse, move, sails, wheels

ACTIVITY 2

TO READ FOR INFORMATION [LO 3.3]

TO DISCUSS ADVANTAGES AND DISADVANTAGE [5.2.9]

TO USE INFORMATION FROM A WRITTEN TEXT TO COMPLETE A TABLE [5.3.2]

GETTING AROUND !

Trains, planes and motor cars have become faster, safer and more comfortable as forms of transport throughout the century.

Do you know what a hovercraft or a microlight looks like and how it works? In order to complete the table, you will need to find out more about some of the methods of transport on the list below.

Work in groups of not more than four and share the workload.

Each member of the group will need to find information on one or two of the topics.

It is important that the research must be done thoroughly, as you will need this information for some of the tasks that lie ahead.

Once you have done your research, complete the table below.

Table 2
Method of transport Powered by? On water, land or in the air? Reason it would be used? Can it transport people? Commonly used in South Africa? Wheels, wings, sails, blades, skis or air? Rate it: cheapest to most expensive method of transport.
feet and legs              
hover-craft              
boat              
bicycle              
train              
bus              
motor car              
aero-plane              
taxi              

Once you have completed the task, give feedback to the rest of the class.

Quick – debate

(not for assessment)

GIVES OTHER LEARNERS A CHANCE TO SPEAK [ LO 1.5.1]

LISTENS TO THEM AND ENCOURAGES THEM TO SPEAK IN THEIR ADDITIONAL LANGUAGE [1.5.2]

Select one of the methods of transport.

Discuss with your partner why you believe this method of transport is the best or the most economical method.

Explain the advantages of using this mode of transport.

FIVE ‘MUSTS’ FOR THE VISITOR

ACTIVITY 3

TO ANSWER AND RESPOND TO QUESTIONS

[LO 1.1.1; 1.1.2]

TO SUMMARISE THE EXTRACT / STORY WITH SUPPORT

[LO 1.1.7]

Listen carefully so that you know what the passage is about the first time your teacher reads to you. Listen a second time to pick up as many details as you can. Only then try to answer the questions.

  1. At which hospital did the first human heart transplant take place?

_________________

  1. At which time of the day must you take a walk up Lion’s Head?

__________________

  1. Which outing includes a tour by an ex-inmate?

__________________

  1. What was Adamastor turned into? (two things)

__________________

  1. Other than taking a cable car, how else could you get up Table Mountain?

__________________

  1. Name one extreme adventure listed in the article.

__________________

  1. In what year did the first human heart transplant take place?

__________________

CHALLENGE !

What is this article actually about ?

Complete the sentence below :

This article has been written to tell the reader

______________________________________________________________

“Welcome ! Welcome to …… !

My name is ….. and I am your tour guide

for the day !”

ACTIVITY 4

TO GIVE LEARNERS A CHANCE TO SPEAK [LO 1.5.1]

TO EXPRESS OPINIONS AND GIVE REASONS FOR THEM [ LO 2.1.3; 5.2.8]

TO USE ADDITIONAL LANGUAGE TO COMMUCICATE INFORMATION ABOUT A FAMILIAR TOPIC, WITH PREPARATION [ 2.3.5]

TO MIND MAP A SUMMARY OF THE PREPARED TEXT / ORAL [5.4.4]

Which place in Cape Town, listed below, is the most interesting, in your opinion?

Pretend you are a tour guide and have to take a group of visitors to this place.

Find information and prepare what you would say to these people. Imagine that you are walking the visitors along the route or through the place - pretend to stop and tell them things that they see or experience while on the outing. Remember to keep your talk as interesting and as varied as possible!

District Six Museum

Transplant Museum, Groote Schuur Hospital

Robben Island

The Noonday Gun, located at Lion Battery

Kirstenbosch Botanical Gardens

The Castle, city-centre

A trip around Chapman’s Peak in a chauffeur-driven classic car

Table Mountain, by cable-way

Ratanga Junction Theme Park

Tygerberg Zoo, Joostenbergvlakte, Cape Town

Be clever!

Summarise your prepared talk in the form of a mind map.

Refer to this mind map as you speak.

The words you list on your mind map will remind you what to say while you are talking.

Do not write sentences; only key words.

ACTIVITY 5

TO EXPRESS AN OPINION AND GIVE A REASON FOR IT [LO 2.1.3; 5.2.8]

TO EXPRESS AN OPINION AND GIVE A REASON FOR IT IN WRITING [LO 4.1.6]

TO CLASSIFY THE TOURIST ATTRACTIONS ACCORDING TO CRITERIA [LO 5.2.4]

Make a choice –

Which of the tourist attractions would you like to experience? List six of them in YOUR order of preference, number 1 being ‘most eager to see or do” and number 6 being, “wouldn’t waste my time”. Be able to explain (motivate) why you have made the selections.

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:

1.1 understands stories (told or read to learners):

1.1.1 answers literal questions;

1.1.2 responds personally;

1.1.5 suggests an alternative ending for the story;

1.1.6 retells the story;

1.1.7 summarises the story with support;

1.4 understands recounted events:

1.4.2 recounts the same events with support;

1.5 respects other learners:

1.5.1 gives other learners a chance to speak;

1.5.2 listens to them and encourages their attempts to speak their additional language.

LO 2

SPEAKINGThe learner will be able to communicate effectively in spoken language in a wide range of situations.

We know this when the learner:

2.1 interacts in additional language:

2.1.1 asks and answers questions;

2.1.3 expresses an opinion and gives a reason for it;

2.3 uses additional language to communicate information:

2.3.5 talks about a familiar topic with preparation.

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 understands in a simple way some element of stories:

3.1.2 the moral of a story, where appropriate;

3.2 understands, in a simple way, some elements of poetry:

3.2.1 rhyme;

3.2.2 words which begin with the same sound;

3.2.3 words which imitate their sound;

3.3 reads for information.

3.6 reads for pleasure:

3.6.1 reads fiction and non-fiction at an appropriate reading and language level;

3.6.4 solves word puzzles;

3.7 uses reference books and develops vocabulary:

3.7.1 uses a dictionary.

LO 4

WRITINGThe 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 to communicate information:

4.1.5 writes a short description of a person, object or simple process;

4.1.6 expresses an opinion in writing and gives a reason for it;

4.3 writes creatively:

4.3.3 uses some techniques for creative writing: repeating the same structure to create a poetic rhythm and pattern;

4.4 designs media texts:

4.4.1 designs a simple poster and/or notice;

4.5 treats writing as a process, and uses developing knowledge or language structure and use:

4.5.1 writes rough drafts;

4.5.3 gets feedback from the teacher and classmates;

4.5.4 rewrites after feedback;

4.5.5 begins to understand differences in writing style;

4.5.6 spells familiar words correctly;

4.5.7 uses a wider range of punctuation.

LO 5

THINKING AND REASONINGThe learner will able to use language to think and reason, and access, process and use information for learning.

We know this when the learner:

5.2 uses language for thinking:

5.2.3 sequences things;

5.2.4 classifies things according to criteria;

5.2.8 expresses opinions and gives reasons for them;

5.2.9 discusses advantages and disadvantages;

5.3 collects and records information in different ways:

5.3.2 designs, draws and labels maps, plans, charts, graphs and diagrams.

5.4 transfers information from one mode to another:

5.4.4 does a mind map summary of a short text.

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:

6.2 uses language forms and structures to communicate orally and in writing:

6.2.3 uses the passive voice to communicate orally and in writing: present passive voice;

6.3 understands and uses simple sentence structure:

6.3.2 analyses simple sentences (e.g. The light bulb/was invented/ in 1877);

6.4 develops own vocabulary:

6.4.1 analyses word formation;

6.4.2 uses a personal dictionary;

6.4.3 understands between 3 000 and 4 500 common spoken words in context by the end of grade 5.

Memorandum

WINGS

In this module the learners will be expected to give their imaginations wings – to use their initiative and to be very creative.

STEP-BY-STEP THROUGH THE MODULE AND MEMORANDUM

Word Puzzle

ACTIVITY1 : TO SOLVE A WORD PUZZLE

  • Before giving the learners the puzzle to do, initiate a discussion on methods of transport. Let the learners lead you in the discussion.
  • This is a very straight forward activity. The words are not difficult to find and the clues are given below the wordsearch.

Aeroplane, aeroplane, hovercraft, rollerblades, microlight, windsurfer, bicycle, jet, rocket, swim, wing, blades, land, run, train, bus, skis, rush, trot, feet, motor car, skateboard, water, horse, move, sails, wheels

Survey

ACTIVITY 2:

  • In finding the information the learners will need to work in groups of not more than four to a group in order to share the workload. It is of utmost importance that the research must be done thoroughly, as they will need this information for some of the tasks that lie ahead.
  • They will need to complete the table with as much of the requested information as possible, so that the feedback they give is as comprehensive as possible.

Quick – debate

This is not for assessment.

The learners can work in groups of two. They may use the information they researched and may base their ‘argument’ on this information. However, opinion may also be used in motivating why their selected mode of transport is the best/most economical.

It is important that the learners give each other a fair chance to speak and that they listen and encourage each other to speak in the language. The educator must ensure that learners do not laugh at each other or ridicule each other.

Five “musts” for the visitor

ACTIVITY 3

  • Read the following extract to the learners twice. The learners need to listen carefully before attempting to answer the given questions. Assess the activity.
  1. Groote Schuur Hospital
  2. at night (at full moon)
  3. the trip to Robben Island
  4. fynbos and rock
  5. you would walk / stroll
  6. tandem paragliding, mountain biking, sandboarding, kloofing
  7. 1967

This article has been written to tell the reader about the places of interest and the activities to experience in and around Cape Town.

(any relevant answer will do – along the same lines as the answer above)

Five ‘musts’ for the visitor

Cape Town has something to suit your style and energy level

1. Transplant Museum

The world’s first human heart transplant was performed at Groote Schuur Hospital on December 3, 1967. Book in advance to see a reconstruction of the event in the original operating theatre. The hearts of both the donor and the recipient are on display.

2. Howl at the full moon !

Make the most of the moonlight by walking up Lion’s Head at full moon. Set off well before sunset and start walking up the sand road opposite the parking spaces under the trees. The path offers breathtaking views of Camps Bay, Clifton, Signal Hill and the harbour.

3. Robben Island

This outing is considered an essential excursion, as it is a place of history, education and a look into South Africa’s past. The island is a living museum. Your ticket includes the return boat trip and a tour around the museum by an ex-inmate.

4. Table Mountain

No visit is complete until you have visited Cape Town’s wonder – Table Mountain. There are various options to get closer to the spirit of Adamastor, who, legend has it, was turned into fynbos and rock by the scornful nymph of the sea. Take the cable car, or alternatively pack a picnic and take a stroll to the top.

5. Extreme Adventure

Not to be missed ! Get your blood pumping … from a number of exhilarating, daredevil adventures – tandem paragliding, mountain biking, sandboarding, kloofing or a variety of other high-adventure activities. Table Mountain is the world’s highest abseil at 112m, and therefore something definitely not to be missed.

ACTIVITY 4

  • The instructions in the module are self-explanatory to the learner.
  • It is important that the learner understands that the success of this oral activity is based on the amount of research that is done. The research forms the basis of this activity.
  • Quite specific places of interest have been selected for this activity, but for out-of-town learners and schools it might be of more interest to find a place of interest within their area to research and present. This is quite acceptable.

The learners are expected to listen to three speakers of their choice, and to complete a table, summarising information. This ensures that they listen with attention for specific information.

ACTIVITY 5

  • This is quite an interesting activity – every learner will most probably have a totally different selection, and for vastly different reasons. This should lead to interesting discussions. Remind the learners to respect the opinions of others, even if the opinion differs.
  • The written reason should be clearly stated.

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