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Regering se invloed

Module by: Siyavula Uploaders. E-mail the author


Grade 5


Module 2







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:

  1. (a) air-borne :
  2. (b) enemy:
  3. (c) rudder:

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

  1. What is the name of the book written by Dina Knoetze?

The book ____

  1. Which part of the bird helps it to twist and turn while flying?

The _____

  1. Which mammal can fly?

The mammal is _____

  1. This mammal’s wing is made of _____
  2. Name one kind of insect that can fly.

One kind of insect that _____

  1. Complete the sentence: A certain kind of fish can fly in order to _____
  2. True or False: The Arctic tern swims around the world each year. _____
  3. True or False: Only creatures that have feathers can fly. _____


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.



[LO 6.3.2]

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

The explanation below should help …

What do these words tell you?

Is this a sentence?

Figure 1
Figure 1 (graphics1.png)
Figure 2
Figure 2 (graphics2.png)
Figure 3
Figure 3 (graphics3.png)

So, what is your definition of a simple sentence?

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

  • an action word (a verb – it tells you what is happening)

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

  1. (a) My uncle went _____
  2. (b) The tour guide _____
  3. (c) Peter saw _____
  4. (d) She paid _____
  5. (e) Our neighbour is _____

Complete these simple sentences:

  1. (a) _________________________________ ate fresh fish in Hout Bay.
  2. (b) __________________________________________ patted the dog.
  3. (c) ____________________________________________ are delicious.
  4. (d) _______________________________________ travelled to Africa.

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




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

Arrange the following words in alphabetical order, according to …

Table 1
  … the 1st letter     … the 2nd letter
mug     steep  
bug     sheep  
hug     sleep  
tug     sweep  
rug     suite  
Table 2
  … the 3rd letter     … the 4th letter
enquire     senorita  
end     sent  
encore     senior  
enforce     senator  
engage     sense  


Not for the faint-hearted …...

Arrange the following in alphabetical order:

  1. untruth ; untuned ; untouched ; untidy

  1. zip ; zest ; zoom ; zombie ; zone

  1. songwriter ; songbird ; songbook ; songsmith


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

  1. (a) air-borne : transported by air
  2. (b) enemy: foe ; opponent ; a person openly hostile to another
  3. (c) rudder: used for steering or guiding (on a plane or boat)

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

  • The book is called Discovering Flight.
  • The tail feathers are used to help it to twist and turn while flying.
  • The mammal is a bat.
  • This mammal’s wing is made of a thin skin.
  • One kind of insect that can fly is a moth. (dragon-fly ; bee ; butterfly ; fly)
  • A certain kind of fish can fly in order to escape from its enemies.
  • False (It does not swim around the world. It flies from the Antarctic to the Arctic and back and the distance travelled is equal to swimming around the world.)
  • False (Birds, animals, insects and plants can fly.)

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

  1. The hot-air balloon flew for 26 minutes.
  2. Many new hot-air balloonists took to the skies.
  3. A propeller and engine was added, and the shape changed.
  4. A cabin was added to the airship design.
  5. The Flyer flew successfully.

Analysing sentences


  • Ensure that the learners understand the work before continuing. Allow the learners to put together a simple definition of a simple sentence. Use their input and guide them in the right direction, even if it means that you spend time on this section of the activity.

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

  • starts with a capital letter and ends with a full stop ;
  • contains a verb;
  • contains a subject (who or what);
  • tells you something (one idea).

Alphabetical order


Alphabetical order

Table 3
  … the 1st letter     … the 2nd letter
mug bug   steep sheep
bug hug   sheep sleep
hug mug   sleep steep
tug rug   sweep suite
rug tug   suite sweep
Table 4
  … the 3rd letter     … the 4th letter
enquire enclose   senorita senator
end end   sent senior
encore enforce   senior sent
enforce engage   senator senorita
engage enquire   sense sense

Arrange the following in alphabetical order:

  1. untidy ; untouched ; untruth ; untuned
  2. zest ; zip ; zombie ; zone ; zoom
  3. songbird ; songbook ; songsmith ; songwriter

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