ACTIVITY 1

TO READ TEXT FOR PLEASURE [LO 3.6.1]

TO USE A DICTIONARY [LO 3.7.1]

TO PUT SENTENCES INTO CORRECT SEQUENCE / ORDER [LO 5.2.3]

TO USE THE PRESENT PASSIVE VOICE [ LO 6.2.3]

Read this extract carefully before answering the questions.

Nature is amazing – it has designed birds, animals, insects and plants in such a way that they can fly, glide or become air-borne!

In Discovering Flight by Dina Knoetze, the writer lists unbelievable facts about birds. She states that the peregrine falcon can reach a speed of 350 km per hour in a dive! She also states that the Arctic tern migrates from the Antarctic to the Arctic and bac – a distance of 40 000 km – every year. This is equal to flying around the world!

Did you know that feathers not only keep a bird warm, but they can spread out and move closer together to help the bird control its flight? The tail feathers are used like a rudder: they aid the bird in turning and twisting and changing speed.

Not only birds fly. A mammal which flies – and is not a bird – is the bat. Their wings are made of a thin skin, enabling them to twist and turn expertly in the air while flying. Insects – moths, dragon-flies, bees, butterflies and flies – can also fly. The flying squirrel leaps and glides to the ground from branches in trees. Fish can ‘fly’ – flying fish leap out of water to escape from enemies.

Do you understand?

Use your dictionary to find the proper meanings to these words:

Answer the following simple questions.The sentences have been started in order to help you answer.

The book ____

The _____

The mammal is _____

One kind of insect that _____

CHALLENGE :

Think of a suitable title for this piece of reading.

Read the following extract carefully.

Hot-air balloons

Two Frenchmen, Joseph and Etienne Montgolfier, designed the first hot-air balloon. They lifted off into the skies – and managed to stay aloft for 26 minutes!

This was an exciting experience for all prospective hot-air balloonists. However, this kind of flight had its limitations. Man could soar in a balloon, but was at the mercy of the wind and weather.

The design of the hot-air balloon was improved by adding a propeller and engine, and then by changing the shape. A cabin was placed underneath the improved cigar-shaped balloon for passengers and goods. These huge inventions were called airships. However, they were slow and could not change course quickly.

What was needed was a powered flight – using an engine -, propellers – to push the aircraft through the air – and wings to lift and control the aircraft. Wilbur and Orville Wright managed to design this new kind of flying machine, the Flyer, and it flew successfully for 12 seconds.

Put the following sentences in order (sequence of events)

A propeller and engine was added, and the shape changed.

A cabin was added to the airship design.

The hot-air balloon flew for 26 minutes.

The Flyer flew successfully.

Many new hot-air balloonists took to the skies.

ACTIVITY 2

TO ANALYSE SIMPLE SENTENCES

[LO 6.3.2]

What makes a sentence? How do we put a sentence together?

What do these words tell you?

Is this a sentence?

Figure 1

Figure 2

Figure 3

So, what is your definition of a simple sentence?

What do you think a sentence ‘should have’ in order to be a sentence?

Now complete these simple sentences by adding a telling part to each:

Complete these simple sentences:

A, B, C . . . ORDER(Dictionary skills – to aid reading)

ACTIVITY 3

TO SOLVE A WORD PUZZLE AND ARRANGE WORDS IN ALPHABETICAL ORDER [LO 3.6.4]

TO USE A PERSONAL DICTIONARY [ LO 6.4.2]

How would you go about arranging words in alphabetical order, in an organised fashion?

Arrange the following words in alphabetical order, according to …

CHALLENGE!

Not for the faint-hearted …...

Arrange the following in alphabetical order:

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 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.

Reading and comprehension

Answer the following simple questions.The sentences have been started in order to help you answer.

CHALLENGE : Think of a suitable title for this piece of reading. Any suitable heading that is relevant to the contents of the extract, should be deemed as correct.

Discuss the assessment criteria with the learners beforehand, so that they know what to expect and where they need to focus.

Hot-air balloons: sequence of events

Analysing sentences

ACTIVITY 2

You might receive the following information from the learners: A simple sentence

Alphabetical order

ACTIVITY 3

Alphabetical order

Arrange the following in alphabetical order: