Solutions for all English Home Language Grade 5 Learner's ...

Solutions for all

English Home Language

Grade 5Learner’s Book

A F de VilliersE Jacobs

T GovenderM C W Hugo

H E de VilliersC M R Harris

Solutions for all English Home Language Grade 5 Learner’s Book

© A F de Villiers, E Jacobs, T Govender, M C W Hugo, H E de Villiers, C M R Harris, 2012

© Illustrations and design Macmillan South Africa (Pty) Ltd, 2012

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form

or by any means, electronic, photocopying, recording,

or otherwise, without the prior written permission of the

copyright holder or in accordance with the provisions

of the Copyright Act, 1978 (as amended).

Any person who commits any unauthorised act in relation to this

publication may be liable for criminal prosecution and

civil claims for damages.

First published 2012

13 15 17 16 14 12

2 4 6 8 10 9 7 5 3 1

Published by

Macmillan South Africa (Pty) Ltd

Private Bag X19

Northlands

2116

Gauteng

South Africa

Illustrations by Debbie Human (Prisma Graphics) and Rassie Erasmus

Typeset in 13pt Swiss for all by Positive Proof

Cover design by Assegai Designs

Cover image from Gallo images

ISBN: 978-1-4310-0894-0

WIP: 3991M000

It is illegal to photocopy any page of this book

without written permission from the publishers.

The publishers have made every effort to trace the copyright holders.

If they have inadvertently overlooked any, they will be pleased to

make the necessary arrangements at the first opportunity.

The publishers would also like to thank those organisations

and individuals we have already approached and from

whom we are anticipating permission.

Photographic acknowledgements

Greatstock Corbis: pp 87, 191

Greatstock Masterfile: pp 124, 248

Gallo Images: pp 91, 169

AAI Fotostock: pp 106, 107, 161

INPRA: p 229

VMS Images: p 229

Getty Images: p 236

Mark Carwardine (PhotoAccess): p 245

Philip Mould Bridgeman (PhotoAccess): p 272

e-ISBN: 978-1-4310-2312-7

Contents

Term 1Unit 1: My world is changing 1Unit 2: Our priceless fauna 14Unit 3: We are talented 28Unit 4: Magically memorable tales 41Unit 5: Everyday emotions 57

Term 2Unit 6: Shop till you drop 70Unit 7: E for Entertainment 86Unit 8: A twist in the tale 105Unit 9: Maybe it’s true; maybe it’s not 122Unit 10: Summative assessment 137

Term 3Unit 11: Adventures 147Unit 12: Buy me! 160Unit 13: Can you believe it? 173Unit 14: The hot and the cold of it 187Unit 15: People 202

Term 4Unit 16: Be a friend 216Unit 17: Dreams 231Unit 18: Rhino’s request 244Unit 19: What to and what not to … 257Unit 20: Summative assessment 269

1

Unit

My world is changing •

Term 1: Week 1–2

1 My world is changing

What I will learn in this unit

By the end of the unit, I will know how to: listen to a story attentively read a story and talk to my group about what I have read write my own story use punctuation effectively, particularly the comma and full stop express my opinion and respect the views and opinions of others.

What I already know

In the previous grade, I learnt how to: plan, draft and edit short stories, letters and advertisements write a summary use different language aspects correctly, e.g. conjunctions, adverbs

and figurative language use voice modulation and correct tone when delivering a speech listen attentively to information and express my opinion politely.

Check

myselfCheck

myselfCan I:

read most texts on my own summarise the details that I read in stories and retell

them identify the most important aspects in a story listen to stories and relate them to my own life express my opinion after listening to various forms of

information?

My world is changing2

CBAWord bank

accommodation: place for someone to stay or live. Accommodate (verb) simple present tense

classified advertisements: short advertisements (usually in small print) that appear along with other advertisements of the same type

divorced: no longer married because the marriage has ended legally. A divorcee is a person who is divorced.

financial: involving money. Finances (plural) deals with how much money you have, e.g. The family’s finances were in a real mess after dad lost his job.

relocate: move to a new place sibling: a brother or sister. Sibling rivalry is

when there is competition between brothers and sisters.

yearn: to want something really badly. Desire is a synonym.

What I still need to know

I need to learn how to: write a short story with a plot, characters, setting and central

idea listen carefully to various stories and discuss cause-and-effect

relationships discuss the central idea, plot, characters and setting of a story use the simple present tense when writing and speaking identify prefixes and suffixes.

Unit 1

3My world is changing •

Classroom activities1. Listening and speaking

Relocating to Johannesburg

Listen carefully to the passage your teacher is going to read you. You must focus your

attention on the plot and structure of the story. Take note of the characters in the

story and the roles they play. Later, you will need to comment on how a

character changes during the story. Can you relate to the story? Have you or a family member had a similar experience?

Classroom activity 1

Answer the following questions: 1 List the characters in the story. 2 Mention two financial problems that the family experienced. 3 Do you think that Tom, the father, really tried hard to find a

job? Give a reason for your answer. 4 Pretend that your mom or dad is unemployed and there is no

money. What can you do to ease the situation? Discuss in groups and report back to the class.

5 Provide two reasons why James is so sad. 6 If you had to leave the province and relocate, what would you

really miss? Make a list of things and give a reason explaining why you would miss each one.

7 Summarise the story in five to eight lines and retell it to your friend.

8 From whose point of view is the story told? How do you know? (Hint: Look at the pronouns used.)

Relocating to J

Listen caarefugoing to rea

attention ostory.

storyyou

ch

each one.eight

Term 1: Week 1–2



In literal language, we write exactly what we mean, e.g. The boy likes eating.Figurative language has a hidden meaning beyond what has been written, e.g. She is in seventh heaven. (she is very happy)

1 Study the following list of idioms. Match column A with column B to complete the figurative expression. Rewrite the answers neatly in your workbook.

Column A Column B

a) To have cold when one comes to itb) To start from feetc) To cross the bridge bushd) To beat about the scratche) To be ends meetf) To make on edge

2 Some of these expressions could apply to James and his family. Identify them and state why you think they are suitable.

3 Explain the meaning of each of the idioms in the table. 4 In your groups, each learner must choose one figurative

expression. Write five to eight lines to show how the expression sums up an experience that you have had. For example, you could write on To make ends meet.

5 What do you think the main message of the story is? (Think about the heading.)

2. Reading and viewingRead the following passage very carefully. Try to find the meanings of words that you don’t know from the context of the passage before using a dictionary. Pay particular attention to the central idea, plot, characters and setting. Read the passage one more time before you attempt to answer the questions.

Unit 1


Family matters

Sally shares a special relationship with her mother. Her parents are divorced, but Sally hopes they will be reunited. Her mom tells her this is impossible. Her dad has never done an honest day’s work in his life. Sally yearns for a normal family and another sibling.Sally looks forward to rushing home after school. She loves chatting to her mom, Pam, who is a writer. They have tea with delicious muffins, cakes and pancakes. Pam first helps Sally with homework and then goes back to her office. Some evenings, Pam’s friend, Uncle Phil, visits. He treats them to the movies and leisurely strolls on the Durban beaches.Today, something is very different. There are dozens of red roses in the hallway. A huge, iced cake and a bottle of champagne are on the counter. Sally hears voices. Mom and Uncle Phil stroll in. “Oh, Sally! I have wonderful news for you. Uncle Phil has asked me to marry him and I have agreed.” Sally notices there are tears of joy in her mother’s eyes. Uncle Phil looks very pleased.Sally feels some sadness thinking about her real dad. But when she hugs Uncle Phil, she feels safe and secure in his arms.

Term 1: Week 1–2



1 Do you think that the story has a suitable title? 2 Suggest another possible title for the story and explain why

you prefer it. 3 Why does Sally wish for a sibling? 4 Compile a list of things you have always wished for. Indicate

if any of your wishes have come true. Discuss your list with your group and then report back to the class.

5 In which province does this story take place? 6 How do you know that Pam and Sally share a special

relationship? 7 Is there anyone with whom you share a special relationship?

What makes this person so special? Discuss this in your groups.

8 How do you know Pam is very happy that Uncle Phil proposed to her?

9 Write down two statements from the first paragraph that tell you Sally wants a normal family life.

10 You will be given some book reviews to read and discuss with your partner. This is what you must do:

Tell your partner what you have read. How did you feel about what you read? Did what you read make you think about things in your

own life? In what way? Which text did you enjoy most? Why? 11 Change the sentences in column A to the past tense. Write

the answers in column B.

Column A Column B

a) Sally’s parents are divorced. b) Sally hopes that her parents

will be together again.c) Today there is something

different about her mother.d) Uncle Phil has a warm,

friendly smile.

Unit 1



Read the following poem dealing with Sally’s feelings and answer the questions based on it.

My real dadI really feel so sad.

Uncle Phil can never be my real dad.Mum is in seventh heaven.

She has made a decision in lifeNot to be dad’s wife.

I suppose I have to cope.It is really useless to have false hope.

1 Do you think that you have a right to question a decision that an adult makes? Discuss this in groups and report back to your class.

2 You have experienced something in life that upset you and made you sad. Write a poem expressing your feelings. Begin the poem like this:

Life is not always fair Nobody really seems to care ... Your poem must have at least eight lines

and should have a rhyme scheme. 3 Illustrate the poem. 4 Once you have completed your poem,

quietly practise reading it. You are going to share it with the class.

5 Give antonyms for the three underlined words.

6 Make sentences using the underlined words.

7 Three words are in italics. Give a synonym for each one.

8 Read through the poem again. How does it make you feel?

9 What is the false hope mentioned in the last line of the poem?

Term 1: Week 1–2


3. Writing and presenting


1 You are now going to write a short story (140–160 words) about something that happened in your life. Make it a happy story. Call it The day I was in seventh heaven. Follow the guidelines in the table.

Brainstorm the topic with your partner. Use a mind map to record your ideas. (If you have

forgotten how to do a mind map, ask your teacher for help.)

Think of a good plot for your story. Choose words that help to make your story interesting,

such as adjectives (e.g. a kind man). Your story can have up to four characters. You should have four or five paragraphs. Each paragraph

must have a topic sentence that contains the main idea. Be sure to use the same tense throughout the piece of

writing. Use the simple past tense because you are writing about something that happened.

If your characters are going to speak, you must use quotation marks.

2 Complete the first draft. Swop books with your partner. Use the following checklist to ensure that the story has no errors:

What to check Yes No

Does each paragraph have a topic sentence?Are there any grammatical or spelling errors? Did you keep to the simple past tense?Has punctuation been used correctly?Has/Have the main character/s been described well?Is it an interesting story?Did you use your dictionary to check the spelling?

Unit 1


3 When you get your book back, make the necessary changes. If you are not sure, ask your teacher for help.

4 Write your final draft. 5 Illustrate your story.

4. Language structures and conventions


1 Try this exciting Word Step. Work from the top step down to the bottom. In each step, change one letter only until you make the last word. Each word must be grammatically correct. The first one has been done for you.

Example 1 2 3 4

MEAN BEAN DEER PANE FINELEANLOAN SEEN DEAL WINE PINE

2 Make sentences with each of the words you wrote in the steps. 3 Rearrange each word step in the correct alphabetical order. 4 Reread the first paragraph of Family matters and then jot

down all the common and proper nouns. To do the exercise, draw a table like the one that follows in your workbook.

Paragraph Common nouns Proper nouns

One

5 Find suitable adjectives to describe each of the common nouns and the proper noun you listed in question 4.

6 James wrote this diary entry:

I feel so sad The family members have decided to put Granny into an old age home Everyone is deciding for her However I don’t believe that this is what Gran wants She really is going to miss her plants her animals and her books Mr Jenkins Gran’s neighbour is also very sad Gran

Term 1: Week 1–2


just smiles and pretends everything is all right There are so many questions in my mind Will Granny be lonely and sad Is Mum not going to have doubts about this important decision

Unfortunately, he forgot to use full stops, commas and question marks. Rewrite the entry with the correct punctuation.

Remember, a comma is used to separate words in a list and to highlight extra information. You should also use a comma after a linking word, e.g. however and nevertheless.

7 Did you notice that the entry was in the simple present tense? Now rewrite the entry in the simple past tense.

8 Send James an e-mail to cheer him up. The e-mail must be about eight lines long.

Quotation marks are important in punctuation. They indicate direct speech, e.g. Granny said, “I hate being in the old age home.”

Quotation marks are also used to show that you are repeating someone else’s words.

9 Here is a challenge. Insert the correct quotation marks in the sentences that follow. If you are unsure, ask your teacher for assistance.

a) Mum said, Moving house is an extremely difficult process. b) Dad commented, You need to hurry up with the packing. c) James whispered on the phone to Peter, I think my

parents are making a big mistake.

Do you still remember the use of prefixes and suffixes? Look at the table that follows to see how the word enrichment can be broken down into a prefix, root and suffix.

Prefix (before) Root word Suffix (after)

en- -rich- -ment

Unit 1


The root is the most basic part of the word. Prefixes and suffixes are added to the root word.Prefixes are used before the root word. They sometimes make new words, e.g. play – replay. They can also create opposites, e.g. married – unmarried.Suffixes are used after the root word. They often make a different part of speech from the root word, e.g. laughing and laughter. The root word is laugh. Add the suffix -ing to create an adjective: laughing. Add the suffix -ter to create a noun: laughter.


1 Underline the root words in each of the following: a) insecure b) sadness c) commitment d) misunderstood e) uncomfortable f) empowerment g) replacement h) parenthood i) freedom j) reality 2 Complete the table by listing the suffixes and/or prefixes of

the words in question 1.

Word Prefix Suffix

insecuresadnesscommitmentmisunderstooduncomfortableempowermentreplacementparenthoodfreedomreality

Term 1: Week 1–2


5. Extra practice


Sipho is very upset that his mother is having another baby. He has expressed his feelings in his diary. He used a secret code, because he does not want anyone to know what he has written. See if you can decipher the entry. We managed to find out which letter Sipho used to represent the actual letter he wanted. Clue: If Sipho wanted to use an A (the letter on the left), he actually used a G (the letter in bold on the right).

A–G B–D C–O D–P E–U F–V G–B H–E

I–H J–A K–N L–Q M–T N–W O–C P–Z

Q–I R–L S–M T–R U–S V–X W–F X–Y

Y–J Z–K

H LUGQQJ FGWR RC DU GW CWQJ OEHQP

Homework

1 Find out how five people (members of your family or your friends) feel about moving to another town or province. Enter your findings in a table like the one that follows:

NameWould you want to move?

Reason Advantages Disadvantages

We call this type of form a questionnaire (because you get answers to your questions).

2 Present your findings to the class.

Unit 1


Summary

When writing a story, remember to brainstorm the topic first. Use a mind map to arrange your ideas. Each paragraph should have a topic sentence. Use quotation marks for direct speech (the actual words spoken). Capital letters are used for proper nouns, e.g. Sipho, James. Always listen to and respect other learners’ opinions in

discussions. The literal meaning of a word is its actual meaning: A dog is a

domestic animal. The figurative meaning of a word is non literal: He behaves like

a dog.

Core Reader activityTurn to page 1 of your Core Reader and read the short story titled Relocating.

1 Josh is a very good chess player. Working in groups, make a list of some attributes that are necessary for a person to become good at something, for example, chess, sport, music, dance, and so on.

2 Copy the following table into your exercise books:

Josh – when he left home

Mrs White – when Josh left home

Josh – at the end of the story

Have a discussion in groups and fill in at least two different emotions you think Josh and his mother, Mrs White, would have experienced respectively.

Term 1: Week 1–2

14

Unit

2

Our priceless fauna

Our priceless fauna


By the end of the unit, I will know: how to use a mind map meaningfully the importance of using facial expressions and correct language

when making a speech the importance of participating, especially sharing ideas and

offering opinions how to use the finite verb and write sentences with subject-verb

agreement more about literal and figurative meanings, e.g, personification.

What I already know

In the previous unit, I learnt how to: listen to a story attentively read a story and discuss it with my group use punctuation marks, such as the comma and full stop, effectively express my opinion and respect the views and opinions of others write my own interesting story.

Check

myselfCheck

myselfCan I:

use quotation marks correctly use a dictionary when I am uncertain about spelling listen attentively to a story being read and then

summarise what I have heard brainstorm, plot, plan, draft and revise a story?

15Our priceless fauna •

CBAWord bank

gestation: the time taken for the animal foetus to develop in the mother’s womb

herbivores: plant-eating animals poach: to take game or fish from someone’s property without

permission tradition: the passing down of beliefs or customs from

generation to generation traditional: used to describe a tradition – It is traditional to give

each other gifts at Christmas. vegetation: plants that are growing in a particular place


I need to learn how to: listen for details in an informational text adjust volume and pace when I am delivering an unprepared

speech distinguish between idioms and proverbs choose the right information for an information text.

Classroom activities1. Listening and speaking Look at the title of the listening comprehension as well as the drawing on the next page. What information do you expect to hear about elephants? Discuss with your group.Listen carefully to the article your teacher reads to you and then answer the questions based on it. Look at the picture and think of suitable adjectives to describe the elephant.

Term 1: Week 3–4

Our priceless fauna16


The world of elephants

Discuss in your groups: 1 What was the most fascinating information

that you learnt about elephants? 2 Mention the animals that make up the Big

Five. 3 Complete the question in column A by

choosing the correct answer from column B. Write out the answer in full in your workbooks.

Column A Column B

a) Who is the leader of the herd? six metresb) How long do the tusks grow? two metresc) How long are the ears of a

full-grown African Elephant?approximately 80 years

d) For how long can an elephant live?

the oldest female elephant


You will recall that similes are direct comparisons that always contain the words like or as.

1 Write down the similes that can be formed by matching the adjectives and nouns in table 1. Write your answers down in table 2. The first example has been done for you.

Table 1 Table 2Adjective Noun Answersa) gentle ox As gentle as a lambb) stubborn lambc) sly muled) strong foxe) fat dogf) sick pig

Unit 2


2 Once you have completed the table, get into your groups and discuss why you think the simile is appropriate. For example, the simile as gentle as a lamb is appropriate because lambs are gentle, harmless and innocent.

Do you know what an acrostic poem is? In this special type of poem, the first letter of each line forms a word when read from the top down. The following is an example of an acrostic poem:

Loud, overpowering roarImmeasurable beauty

Only lives with the pride Never gives up when pursuing its prey


1 Now write your own acrostic poem about your favourite animal. You can choose either a wild animal or a domesticated animal.

2 Once you have finished with the poem, draw a suitable sketch, or you may choose a suitable picture from the Internet or a magazine.

3 Paste your sketch or picture on the wall.


You must give an unprepared speech on the animal you like or admire most.Pay attention to the following points:

Your speech should take between one and two minutes.

It must have a beginning, a middle and an ending.

Make sure it is organised logically, with one point leading to the next.

Term 1: Week 3–4


Pay attention to: language usage intonation (tone of voice) body language, including facial expression tempo (pace at which you deliver your speech) volume. If you feel uncertain about anything, ask your teacher.

2. Reading and viewing Before you read the following reading comprehension passage, look at the title. Why do you think the author chose the words priceless heritage? Discuss this in your groups.Now read the passage carefully.

Rhinoceros: our priceless heritageThe scientific name for the rhino family is Rhinocerotidae. Long ago, rhinos were found in many places in the world. Unfortunately, today there are only five species remaining. Three of these species are found in Asia. The other two species – the black rhinoceros and the white rhinoceros – are found in Africa.The rhinoceros is a huge animal. In fact, after the elephant and elephant seal, the rhinoceros is the biggest land animal. Did you know that an adult rhinoceros reaches a height of 1,5–2 metres at the shoulder and can be up to four metres long? A herd of rhinoceros consists of females and calves. The males are generally loners. Female rhinos give birth to one calf after a gestation period of 15–18 months.Rhinoceros are herbivores and only eat plants. The rhinoceros uses its horns to protect itself and to uproot vegetation. It is the rhinoceros’ horn that makes it such a hunted animal. The poachers dart the rhinoceros and cut off its horn, leaving the poor animal to die.

Unit 2


The horns are worth millions of rand and are used for several purposes. Horns are ground to make traditional medicines. They are also used for handles of knives or daggers. The main aim of World Rhinoceros Day, which is on 22 September, is to make people aware of the plight of the rhinoceros.(Adapted from the You Magazine 3 November 2011; Issue #256. Article: Endangered! The Rhino)


1 Do you think the article has a suitable title? 2 Provide another suitable title for the article. 3 What is the scientific name for the rhinoceros family? 4 Read the passage again and complete the table that follows:

Important rhino facts

a) Gestation periodb) Number of remaining speciesc) Number of species in Africad) The uses of the rhino horn

5 Say whether the following statements are true or false. Give a reason for your answer.

a) Male rhinoceros usually lead the herd. b) Rhinoceros are carnivores. c) Rhinoceros face the threat of extinction. 6 Do you know of any other facts about the rhinoceros which

haven’t been mentioned in the article? Share your knowledge with the class.

7 Look up the meaning of carnivores in your dictionary. Now add this word to your personal dictionary.

8 Match the sentence halves in the table on the next page so that they make a single, sensible sentence. Write them down neatly. The first one has been completed for you.

Term 1: Week 3–4


a) The artist drew a picture of a rhino.b) After the elephant and

elephant seal,were found in many places in the world.

c) World Rhino Day is ground to make traditional medicines.

d) Long ago, rhinos on 22 September.e) The horns are the rhino is the biggest land

animal.

An idiom is a group of words where the meaning is figurative: It was raining cats and dogsA proverb offers advice/words of wisdom:A watched pot doesn’t boil; Beggars cannot be choosers


Match the idiom in column A with the meaning in column B. Write down the answers neatly in your workbooks. Use your dictionary to help you.

Column A (Idiom) Column B (Meaning)

a) bite the dust try to stop a quarrelb) turn over a new leaf make a big issue over something

that is unimportantc) a storm in a teacup deal with an issue indirectlyd) beat about the bush be defeatede) blood is thicker than water begin againf) pour oil on troubled waters support the family rather than

those who are not related to you

Unit 2



Imagine that you are a nature conservationist and you have to address a group of Grade 5 learners. You are very upset about the manner in which the rhino population is decreasing.

Go to the library, consult the Internet or find a suitable book in the reading corner in your class for the necessary information.

Summarise the information you want to use in the form of a mind map.

Your speech should last just over a minute. Tell the learners about the importance of conserving our fauna. Your peers will use the following rubric to assess you:

Criteria Yes No

Was the learner fluent?Did the learner sound convincing?Did the learner have good posture?Did the learner make eye contact?Was the tempo satisfactory?Were the learner’s facial expressions appropriate?Could everyone hear the learner clearly?



1 You are going to do research on the Internet or at the library on your favourite animal. When you have gathered enough information for about three paragraphs, write an information text of between 120 and 140 words. You may want to use some of the details in the table that follows.

1. Habitat of the animal2. The appearance of the animal3. The diet of the animal4. What is the animal’s lifespan? (Comment on whether the

animal is in danger of extinction.)5. How the animal cares for its young

Term 1: Week 3–4


Use the following hints to ensure that your writing is really interesting:

Brainstorm the topic and then use a mind map to record ideas.

Group your ideas into three or four paragraphs. Remember, each paragraph must contain a single main idea – the topic sentence – and some extra, supporting information about the main idea.

Your reading corner may have books or magazines with information you could use.

Be absolutely sure of all the facts that you use. Write them down in your own words.

You must acknowledge all sources that you use; otherwise, you will be accused of plagiarism (using other people’s ideas and pretending you thought of them). Write down:

a) the author’s name b) the title of the book or article (underline it) c) the name of the magazine or website d) the full web address of the website, e.g. http://www.

honoluluzoo.org/black_rhinoceros.htm Make sure that you have written it down exactly as it

appears at the top of the web page so that anyone wanting to find the article is able to do so.

e) the page number/s, if given. For example: Sally Walker, Rhinos, pages 44, 51–53. Express your thoughts clearly. Use linking words between sentences, e.g. and, then,

although, but, because, while. Make sure that the introduction, body and conclusion are

linked. Use a combination of both long and short sentences. If

you wish, you can also use questions, exclamations and commands, as well as statements.

to

glea,

e;

Brainstorming ...

Unit 2

http://www


Revise (edit) your draft. Check your spelling, using a dictionary when necessary.

Draw or paste in an appropriate picture to illustrate your writing.

2 Once you have written the first draft, swop books with the members of your group. Ensure that these instructions have been followed:

Criteria Yes NoDoes each paragraph have a topic sentence?Are there any spelling errors? (Make necessary changes in pencil.)Is there evidence of research?Are the thoughts expressed clearly?Is the punctuation correct?Are there links between the introduction, body and conclusion?Has the writer kept to the topic?

3 Make the changes and write the final draft neatly. If you are uncertain about any aspect of language, ask your teacher. Once you have finished everything, you are going to present your piece of writing to the class orally. When presenting, pay attention to the following:

voice projection tempo eye contact volume facial expressions intonation (tone/voice modulation)

4. Language structures and conventionsDo you know what a finite verb is? A finite verb can stand on its own. It does not need an auxiliary (helping) verb in front of it for it to make sense. For example, The poacher darts the animal. It also has a subject (The poacher), number (The poacher is singular) and tense (simple present tense). Here’s another example: The game rangers attended the conference. There is a plural subject (The game rangers) and the sentence is in the simple past tense (attended).

Term 1: Week 3–4


Do you remember what concord is? Take note of the following important rules: If the subject is singular, use a singular verb – The traveller

answers the question correctly. If the subject is plural, use a plural verb – The travellers answer the

question correctly.When the subject and verb agree in number (singular subject with a singular verb; plural subject with a plural verb), this type of concord is called subject-verb agreement.


1 Choose the correct form of the verb in brackets in each sentence:

a) The elephant (devour, devours) the vegetation. b) The rhinoceros (is, are) a protected species. c) The authorities (invest, invests) a great deal of money in

the conservation of animals. d) All the learners (are, is) expected to attend the wildlife

conference. 2 Write the sentences in question 1 in the simple past tense. 3 You will recall that when the word to is used before the verb, it

creates an infinitive. Change the following finite verbs into infinitives:

Finite verb Infinitive

a) devourb) dartedc) prosecuted) kills

Personification is a figure of speech where human qualities are given to objects. Example: The trees wept as they watched the animals being killed.Crying is an emotion that humans display. Here the trees are described as being sad and crying. They are also watching.

Unit 2



Study the following sentences and identify the personification. Explain what object has been given a human quality. Fill your answers in the table that follows.

Sentence Object/s personified

Identify the human quality

1. Winter arrived in his cloak of icy coldness and thawed the world.

2. Sadness hugged the forests as they watched the cruel poachers.

5. Extra practice


Word search – Our wonderful heritage

The following animals and birds can be found in the forests: elephant, leopard, antelope, tiger, panther, hawk, owl, eagle

The old, lonely house sighed loudly. The wind groaned around the corner.

Term 1: Week 3–4


1 See how quickly you can find these words in the grid:

E L E P H A N TA E A A A N B IM O G N W T C GN P L T K E D EO A E H E L L RP R G E F O W LQ D H R R P S KT S I U V E W XY Z J B F E G EC D H A S M P H

2 Record the words in your personal dictionary. 3 Make sentences with the words. Each sentence must contain

a finite verb.

Homework

You need to find suitable articles on the environment or nature and bring them to read to the class. The other learners will assess you, using the following rubric:

Criteria Yes No

Was the reader fluent?Were the reader’s facial expressions lively?Did the learner have good posture?Was the tempo right – not too fast or too slow?

Unit 2


Summary

Always use a variety of different facial expressions when delivering a speech.

When writing a sentence, remember there must be subject-verb agreement, e.g. The girl is here, but The girls are here.

An information text contains factual information. A finite verb can stand on its own and has a subject, number

and tense. A simile is a comparison which uses the words like or as. Personification is a figure of speech where human qualities are

given to objects.

Core Reader activityTurn to page 6 of your Core Reader and read the information in the passage about giraffes.

1 a) In groups, work together to identify two other animals you would like to learn more about.

b) Using resources from the library or from the Internet, compile a list of five characteristics for each animal. (Examples of characteristics you can look for are appearance, size, eating habits, speed, location – forest/grassland/bush, and so on.)

2 In your groups, make a poster of the two animals that you chose to research. You can include drawings or photographs of the animals. Your teacher may display your posters on the wall.

Term 1: Week 3–4

28

Unit

CBA

3

We are talented

We are talentedWhat I will learn in this unit

By the end of the unit, I will know: how to read and understand the contents of a newspaper article about the structure and the type of information in an article how to write a newspaper article the difference between the denotative and connotative meaning of

words.

What I already know

In the previous unit, I learnt: to vary volume and pace when delivering an unprepared speech the importance of using appropriate facial expressions when

delivering a speech about idioms, proverbs and personification about finite verbs and subject-verb agreement how to use the appropriate language for an information text.

Check

myselfCheck

myselfCan I:

predict content of an extract from the title and pictures use the writing process effectively write a well-structured paragraph write sentences with subject-verb agreement identify personification, idioms, proverbs and similes?

Word bank

economic: relating to finances (money matters). Economically (adverb)

environment: place where people live and work focus: something you concentrate on, e.g. At our school, there

is a strong focus on achievement. Doing well is important.

29We are talented •

impressive: something that one admires and respects. Impress (verb)

role model: someone’s excellent behaviour that others may want to copy

stimulating: making you feel interested, e.g. She really enjoyed her stimulating work.


I need to learn how to: identify different kinds of information in a newspaper article make predictions using contextual clues discuss an issue with a group and present your findings to the

class acknowledge and respect differing opinions use articles correctly.

Classroom activities1. Listening and speakingCarefully listen to your teacher reading the following article. Make a mental note of the headline (heading) and the by-line (line giving the writer’s name). Remember that the article consists of many facts. Later, your teacher will ask you about these facts.Hearing impaired youngster dances her way into judges’ hearts

Term 1: Week 5–6

We are talented30


1 Get into your groups. Look at the drawing and discuss what the headline and drawing tell you about the article.

2 Do you think the article has a suitable headline? 3 Can you suggest another possible headline? 4 Write down the by-line of the article. 5 How does Brandon Smith feel about Sally, do you think? 6 What disability does Sally have? 7 Where does Sally live? 8 How do you think Sally travelled to Sandton? 9 Sally is still very uncertain about how to travel back. Note:

Sally’s school raised money for her trip, so she has enough money for transport. Look at the table and discuss Sally’s options (the choices she has) in your groups. When your group has decided on the best mode of transport for Sally, send her an e-mail advising her how she ought to travel.

Mode of transport Bus Aeroplane Train Car

Features Slowest mode

Most convenient and most expensive Quickest mode

Provides the best scenic views

The best mode to carry lots of luggage

10 Which school does Sally attend? 11 When will the next dance competition take place? 12 What does Sally consider to be more important than

dancing? 13 Tell the rest of the class about any special talent that you

have.

Can you recall the difference between the definite article and an indefinite article?Look at the table that follows to give you an idea.

Unit 3


Definite article Indefinite article

You use the word the when referring to something that is definite (particular), e.g. Sally received the award for best dancer.

You use the word a/an when referring to something that is not specific, e.g. She is a girl who attends school.

Definite and indefinite articles are known as determiners and are used in front of nouns.

14 Look at the paragraph that follows and indicate whether the underlined words are examples of definite articles or indefinite articles.

Sally worked hard and received the prize for the best dancer. A member of the audience congratulated her. An enthusiastic photographer captured the highlights of the night.


1 Sally wants a timetable that will include all her activities. In your group, draft her timetable and then present it to the class.

2 Rewrite the following sentences from the extract in the simple past tense:

Sally is no stranger to winning. For the past two years, she’s won dance competitions organised by her school, Paradise High.

3 Sally offered useful advice to the youth. Summarise this advice in three lines. Compare your summary with those of the other group members.

4 Rewrite the following sentences, inserting the correct punctuation marks:

Do you know that everyone has a special gift Some people are good academically Others are very talented with their hands Celebrate your ability You are unique

5 Now read the sentences out to your class. Remember the following:

Voice modulation Voice projection Facial expression

Term 1: Week 5–6

We are talented32

2. Reading and viewingLook carefully at the picture. In your group, discuss what you think the article is about.

Read through the article at least twice. Take special note of the five Ws (who, what, where, when, why) and the one H (how).

nk

ce. o,

ne H

Thirteen-year-old takes the literary world by stormPaul Davies, Pietermaritzburg

A thirteen-year-old from Pietermaritzburg, Simphiwe Dlamini, has had his first novel published. The impressive novel, My Heroes, deals with various role models that Simphiwe admires. Thus far, 500 copies of the novel have been sold.

“I believe that children need to learn from positive role models. Not everybody is lucky enough to have family support,” states the softly-spoken Simphiwe. The words fly out of his mouth with an intelligence far beyond that of a thirteen-year-old.

What makes Simphiwe’s success even more remarkable is that he only has four years of formal education in English.

His mother tongue is isiZulu. “I think I have read a million books. They let me travel to places I have never been before,” he adds. His mother watches him proudly.

“He is my pride and joy. His favourite place is the library. One day, we are going to have our own library.” She looks around sadly at the congested one-bedroom home that she and Simphiwe share.

Judging by his success, the economic situation of the family is going to change. Is he planning to write more books?

“Yes, I have already planned a new story. This book is going to be in isiZulu,” replies a confident Simphiwe.

Unit 3



1 How old is Simphiwe? 2 Where does Simphiwe live? 3 When did Simphiwe first start learning English formally? 4 Have you ever had to acquire a new language skill? 5 Did you experience any difficulty learning the new language

skill? Discuss this in your group. 6 Look at the headline. Do you think the word storm has been

used literally or figuratively? Explain your answer. 7 In paragraph two, the writer says, “The words fly from his

mouth.” Do you think this is a good sentence? Explain your answer.

8 What is the title of Simphiwe’s novel? 9 At the end of every question there is a question mark (?).

Look at the three sentences that follow and underline the sentence that requires a question mark.

a) Simpiwe is a very talented writer b) His mother considers Simphiwe a real gem c) What is Simpiwe’s greatest source of inspiration 10 Now, in your groups, draw up a list of five questions based on

the passage. (Do not use the ones already asked.)


1 To whom do you think Simphiwe will dedicate his next novel? 2 Who is your greatest inspiration in life? Explain why. 3 Simphiwe comes from a poor background. What evidence is

there in the passage to show that he is poor? 4 According to Simphiwe, what is the greatest benefit of

reading? 5 In your group, discuss the benefits of reading. Present your

findings to the rest of the class. List at least five benefits. 6 Imagine that you are an illustrator. You have been asked to

design the cover of Simphiwe’s book. Include the following:

Term 1: Week 5–6

We are talented34

Title of the book:Name of author:Your cover drawing:Three adjectives that describe the content:

7 How many copies of Simphiwe’s book have already been sold?

We scan a text when we want to find something specific, like a word. We skim a text when we want to get a general idea of what has been written.

8 Scan the passage to find the word congested. Use your dictionary to see what this word means.

9 Skim read the passage to find out if the writer admires Simphiwe.


The publication of a novel requires many steps. Go to the library or search the Internet to find out more. Present your research to the class in the form of a mind map.



You are now going to write an article. Imagine that you are a journalist for The Inspiration, a weekly paper for teenagers. Your article is about a group of learners assisting the elderly in the community. This group helps the elderly by running errands (such as walking dogs, cooking meals, doing shopping) for a voluntary fee – the person for whom the errand is done pays what he/she feels is fair.Write an interesting article of between 80 and 100 words (at least three paragraphs). Remember each paragraph must have a topic sentence and two to four supporting sentences, linked to the topic sentence. Follow the steps in the table when writing your article.

y

per for

y

f

Unit 3


Step one Step two Step three Step four Step five

Choose an interesting headline. It must be short.

Include a by-line (remember that this is the line that contains the name of the journalist).

Make sure that the article contains columns. The columns must be neatly drawn. They must contain short paragraphs.

Remember to include facts and not your own views. Articles must be well researched.

Include answers to the five Ws:1. Who?2. What?3. Where?4. When?5. Why? and the one H: How?

1 Brainstorm the topic and organise your ideas in a mind map. 2 Once you have written your rough draft, swop books with

your partner. Check for the following important aspects:

Yes No

A short headlineA by-lineAnswers to the 5 Ws and 1 HGood adjectivesCorrect punctuationAccurate spellingLinking words between sentences

3 Return each other’s books. Revise it and write the final, neat draft. If you are uncertain, ask your teacher for assistance.

4. Language structures and conventionsDenotation refers to the dictionary meaning (the actual meaning) of a word, e.g. the word storm means a great deal of rain and strong winds.

Term 1: Week 5–6

We are talented36

Connotation is the figurative meaning of a word or what the word implies. The connotative meaning of the word storm could be to burst into or rush into – to storm into a room – or it could mean angry – He could see how angry she was by the stormy look on her face.


1 In the following sentences, the words in italics have been used figuratively. Read the sentences and then complete the table. The first one has been done for you.

a) The young singers sweep the judges off their feet. b) There were stars in her eyes. c) The pop sensation caused a storm. d) The learner had a burning ambition to become a star. e) The teacher’s face was plastered with make-up.

Word Denotative meaning Connotative meaning New connotative sentence

sweep To clean the floor or another surface, using a broom

To move someone very deeply in an emotional sense

The lovely music sweeps the audience away.

starsstormburningplastered

2 Find the meanings of these words in the dictionary. 3 Arrange the words in the first column in alphabetical order. 4 Enter the words in your personal dictionary.


1 Unscramble the words in column A and write them down in column B. In column C, write down the antonyms (opposites) of the words in column B. All the words in column A can be found in the article entitled Thirteen-year-old takes the literary world by storm. The first one has been done as an example.

Unit 3


Column AScrambled word

Column B Unscrambled word

Column CAntonym

evssrepimi impressive unimpressivekycul

lamrofipsitveolyasdebeorf

2 Now write a sentence using each of the unscrambled words in column C.

The simple future tense focuses on what is going to happen, e.g. I shall enrol for drama classes tomorrow. Next year, my friends will attend high school.


Complete the following sentences in your workbook, using the simple future tense.

In five years’ time, he will __________ .

Next week, they will __________ .

In Grade 8, I shall __________ .

Word order is also important in English. It helps us understand who did what to whom. The subject is always a noun or a pronoun and tells us who or what the sentence is about – who/what does the action. The verb is the action or doing word. The object is also a noun or pronoun (like the subject), but it tells us who (or what) is receiving the action. Look at this sentence:

The boy ate the bread

subject verb object

Term 1: Week 5–6

We are talented38


1 Can you identify the objects in the following sentences? Rewrite each sentence in your workbook and underline the object.

a) Michael used a map. b) The principal called the boys to the office. c) The tennis coach blew the final whistle. d) Carol and her friends enjoyed the party. e) Vuyo hasn’t done his homework again! 2 Look at the objects you underlined in question 1. If they are

singular, make them plural. If they are plural, make them singular. Write down just the answer.

5. Extra practice


Read the following information and then answer the questions.

A reading nation is a successful nation

Jessie Jones, Pretoria

Research has shown that children exposed to books and literature from early childhood fare better at school and have a good general knowledge. Mary Hobbs, a CEO* of LA (Literacy Alive) said, “Parents must ensure that there are enough books and literature in the home. The environment has to be very stimulating for children. Parents must also read to their children. This will improve their listening skills.”

Thus far, LA has supplied more than R10 000 000’s worth of books to rural schools. This is an initiative to improve literacy in South Africa.

LA’s motto is: A reading nation is a successful nation.

Unit 3


(*Note: CEO means Chief Executive Officer, the person responsible for the operation of a firm.)

1 According to the article, what are the advantages being

exposed to books from an early age? 2 Who is the CEO of Literacy Alive? 3 What is the motto of LA? 4 Rewrite the underlined sentences in the simple past tense.

Prepositions show the relationship between something/someone and the noun/pronoun that follows. Look at the sentence: The book is in my bag. This tells us where the book is in relation to the bag – it is in the bag. Now look at this sentence: Parents should read to their children. This tells us how parents relate to their children – they read to them.

5 With your partner, identify and write down all the prepositions in the article.

Homework

The headlines of two newspaper articles appear in the table:

Lion attacks zookeeper

Suspected bank robber flees

Make a summary of five sentences for each headline, indicating what you think the content of the article would be. (Hint: use factual information.)

Term 1: Week 5–6

We are talented40

Summary

Denotation refers to the dictionary meaning of a word. Connotation is the figurative meaning of a word or what the

word implies. Newspaper articles make use of a headline and a by-line. Newspaper articles contain facts. Scanning is used to find something quickly, such as a word or

number, by glancing over a text. When reading aloud, the following aspects are important: voice

modulation, voice projection and appropriate facial expressions.

Core Reader activityBefore you read the passage in this unit, work in groups and do the following:

Make a list of your favourite music artists or bands and try to identify the kind of music they make. Copy and complete the following table:

Artist Type of musicHow many in group like musician (answer with a tick: )

Your teacher will collate each group’s information on the board. You will then be able to tell who the class’s favourite musician or band is.

Now read the passage on page 8 of your Core Reader and answer the following questions:1 Do you enjoy classical music? Say why or why not.2 Do you know any other information about Mozart or any other

composer? Share this information with your class.

Unit 3

41

UnitTerm 1: Week 7–8

Magically memorable tales •

4 Magically memorable tales


By the end of the unit, I will know: the difference between a myth and a legend how to plan, draft and refine a story how to use adjectives, adverbs and conjunctions how to listen attentively to a story and give feedback how to write a poem with a rhyme scheme.

What I already know

In the previous unit, I learnt: that newspaper articles contain facts to inform us about what is

happening how to read a newspaper article, taking note of the headlines and

by-lines that words have connotative and denotative meanings how to plot, plan, draft and revise a newspaper article.

Check

myselfCheck

myselfCan I: read a passage fluently, heeding the punctuation marks predict the contents of an article/passage by reading

the heading and looking at the picture participate confidently in class discussions and express

my opinion write a newspaper report use my dictionary to check for the correct spelling of

words?

Magically memorable tales42

CBAWord bank

descended: went down, e.g. They descended from the top of the mountain to the valley below. Descended is in the simple past tense.

devour: to eat something very fast because you are really hungry. Devour is in the simple present tense.

dungeons: dark, underground rooms in a castle that in the past were used as prisons

engulfing: covering or surrounding something in a way that harms it, e.g. The building burnt to the ground, destroyed by the engulfing flames.

frantically: something done in an urgent or desperate way, e.g. The girl frantically scrambled for cover when it started to hail.

perished: died, often in a violent manner, e.g. The man perished in the blaze.

reduced: to make something smaller, e.g. The block of ice reduced in size in the heat of the sun. Reduced is in the simple past tense.


I need to learn how to: differentiate (tell the difference) between fictional and factual

texts substantiate and justify my opinions give constructive feedback use language imaginatively use punctuation effectively use scanning and skimming techniques effectively distinguish between a myth and a legend and to decide

whether events are true (realistic) or not (unrealistic).

Unit 4

43Magically memorable tales •

Classroom activities1. Listening and speakingThe myth of the cruel Sphinx

Listen carefully to the myth that your teacher is going to read to you. Take careful note of which events are realistic and which are unrealistic.


1 Study the picture carefully. Use two adjectives to describe the Sphinx.

2 Who is the English teacher?

3 Mention the names of the mythical creature and the person Claude researched.

4 Write down the word that tells you Mrs Peters was pleased with Claude’s effort.

5 Where did the Sphinx live? 6 Was the Sphinx a cruel creature? 7 Provide a reason for your answer to question 6. 8 Who eventually provided the Sphinx with the correct answer? 9 Why do you think the Sphinx threw herself off the cliff?

Earlier, you learnt that an adjective tells the reader more about a noun: It was a beautiful, warm, sunny day – beautiful, warm and sunny tell you more about the day.

A possessive adjective tells the reader to whom the noun it is describing belongs: That is my book Jannie is reading. (The book belongs to me – it is my book.); His house is the one with the fence around it. (The house belongs to him – it is his house.)

g

y.

Term 1: Week 7–8


A pronoun replaces (stands in place of) the noun. Instead of writing John took the big, red book, you can say John took it. The word it stands in place of the big, red book. Did you notice that the pronoun also replaced the article (the) and the adjectives (big, red) as well as the noun (book)?


1 Look at these two sentences: a) Claude took his schoolbag. b) Claude took his. With your partner, decide if his is an adjective or a pronoun in

each sentence. How do you know?

Another type of concord is when the subject agrees with the pronoun or adjective. Look at this sentence: Mrs Peters sees her pen on the table. The subject Mrs Peters is singular, so the possessive adjective is singular – her pen.Now look at this sentence: The teachers see their pens on the table. The subject teachers is plural, so the possessive adjective must also be plural – their pens.Did you notice the subject-verb agreement in the examples above?

2 Underline the correct form of the verb within the brackets. a) The kings (were, was) very cruel to the subjects. b) The learners (were, was) attentive as the teacher read the

interesting myth. c) The boy (listen, listens) to the fascinating legend. 3 Now underline the correct form of the possessive adjective or

pronoun within the brackets. a) The Sphinx asked (their, her) riddle. b) The letters to the parents are ready. Each girl must fetch

(theirs, hers) from the classroom. c) The travellers were unable to answer the Sphinx’s

question because it was too hard for (them, they).

Unit 4



1 Complete column A by choosing the correct answer from column B. Write your answers neatly in your workbook.

Column A Column B

a) A myth was a fierce creature who was half man and half bull.

b) The Minotaur contains weird and magical creatures.c) Perseus was a creature who had the head of a

woman, the body of a lion and the wings of an eagle.

d) The Sphinx was half god, half man.e) A legend is a traditional tale.

2 In your groups, choose any mythical creature you have read about (it could also be one mentioned in this passage). Draw a picture of the creature.

3 Present the drawing to the class. Tell the learners what makes your creature so magical and weird. Your teacher will display all your drawings in the classroom.

4 Do you think these mythical creatures could possibly have existed? Debate this with your group members.

5 Ask your teacher to write the Sphinx’s riddle on the board. Can you solve the riddle? (Hint: the words morning, noon and evening are used figuratively. Remember, the figurative meaning of a word is what the word implies and the various connotations of the word. The literal meaning of a word is the dictionary meaning or the actual meaning of the word.)

ddle? ((Hint: the n aannddnuraativeeelyyy. ativvee

s

Term 1: Week 7–8


6 Think of a mythical creature that you have read about (or you could make one up). Make up a suitable riddle that describes the creature you have chosen. Let the other learners guess the answer to your riddle.

7 What is the theme of the myth you listened to? 8 Your teacher will read the myth to you again. Change the

ending. (Hint: you could add some humour to the myth.) 9 In Grade 4, you learnt that conjunctions are connecting words

that join two or more sentences into a single sentence. The paragraph that follows has four sentences. Use conjunctions to join the sentences and form two longer sentences. Here are some conjunctions you could use when combining two or more sentences: although, when, while, as, after, since, unless, but.

The traveller was terrified of the Sphinx. He was normally very brave. He stopped a kilometre away from the cliff. He considered his next move very carefully.

2. Reading and viewing

A legend is a traditional, popular tale. Many people maintain that they are true, although there are some elements that are hard to believe. A myth is a fantasy story, with mystical, magical creatures and a plot that is clearly made up.

Before you read the following legend, look at its title and the sketch. In your groups, discuss the brave deeds you think Lakshmanna performed.

Now, read the legend carefully and answer the questions based on it.

Unit 4


Celeste is very excited. The legend she wrote for a literacy competition has been awarded first prize. Here is her legend.

Lakshmanna – the brave warrior

In the year 300 BC, a king named Janaka lived in India. He was cruel. His subjects simply shivered with fear when he was around. They were whipped to make them work faster. Some were thrown into dungeons.

Lakshmanna, a fifteen-year-old, lived with his mother in a diminutive cottage. Janaka had imprisoned Lakshmanna’s father, Siva.

Lakshmanna was brave and fearless: a lion of a boy. He prayed for his dad’s freedom. One day, while Lakshmanna was weeding the fields, a masked man approached him and said, “Never fear, Lakshmanna. Your father will be set free. Meet me at the castle tomorrow. I am Agni, a true and fearless warrior.”

Lakshmanna obeyed the instructions. When he got to the courtyard of the

palace, he saw a tall, fully masked man setting the castle on fire.

“Hurry! Set the prisoners free.” The man produced a set of keys.

Lakshmanna’s heart was beating wildly, but he ran to the

dungeon. Siva and all the prisoners were set free.

Flames immediately began engulfing everything in the

castle. The king screamed out frantically, but in vain. He perished in the inferno.Lakshmanna was praised for his bravery and was made the new king. Agni became one of the new king’s advisors.

Lakshmannnhis mother had impriso

Lakshmanna was brave and feafor his dad’sss freeedom. OOOne daaay, while Lakshmanna waman approached him and said,father will be set free. Meet meAgni, a true and fearless warr

LakshmannWhen h

palacemaan

“Hum

L

Term 1: Week 7–8



1 Do you think that the legend has a suitable title? Give a reason for your answer.

2 Think of other possible titles for this legend. 3 Where did the story take place? 4 What was the name of the cruel king? 5 In your groups, think of another legend

with a cruel king or ruler. Note down: a) the storyline (plot) of the legend b) the main idea (theme) running through the legend c) the names and one characteristic of each of the characters d) where the legend takes place (setting). 6 List two forms of punishment that the king’s subjects suffered. 7 Why do you think Siva was imprisoned? 8 Why do you think Agni wore a mask? 9 List three other instances

where people wear masks in real life.

10 Look at the following words and, with your partner, try to work out the meanings from their context in the passage:

a) literacy (paragraph 1) b) diminutive

(paragraph 4) c) inferno (paragraph 8) Then check your answers

in a dictionary and write the words and their meanings down in your personal dictionary. Pay particular attention to the spelling of each word.

11 Scan the passage and find two adjectives that Agni used to describe himself.

12 Scan the passage to find the underlined word. What part of speech is it – an adjective or an adverb?

Unit 4


Remember an adverb tells us more about a verb, e.g. He acted bravely. Ask: How did he act (verb)? Answer: bravely (adverb). He behaved cruelly. How did he behave? cruelly (adverb)

In the legend, the writer makes use of assonance, alliteration and metaphors.

Assonance is the repetition of the same vowel sounds, e.g. The king bowed down in shame.Alliteration is the repetition of the same consonant sound at the beginning of words near or next to each other, e.g. Music makes me merry. A metaphor is a comparison without the use of as or like, e.g. My mother is a gem.


1 Skim read the passage to find: a) an example of alliteration b) an example of a metaphor. 2 Why do you think Agni chose Lakshmanna to help him

overthrow the king? 3 A proverb is a wise saying. Which proverb do you think best

sums up the content of the legend? Underline the correct answer.

a) Let sleeping dogs lie. b) All’s well that ends well. c) One good turn deserves another. 4 Read the poem on the next page that Agni wrote to the

people in the kingdom out loud to your partner (take turns to read). Read with expression and pay particular attention to the rhyme scheme of the poem.

Term 1: Week 7–8


My dear friends, never fearwhen I am near.

Be brave and boldand do as you are told.

Remember to prayevery day.

The end of terror is in sighttrust and believe with all your might.

The word at the end of each line of the poem rhymes with the word at the end of the next line. Therefore, the poem has the following rhyme scheme – aa bb cc dd.

5 List the rhyming words in the poem, e.g. fear–near. 6 Do you think Agni delivered on his promise to the people of

the land? 7 Look up the word noble in your dictionary, then add the word

and its meaning to your personal dictionary. Now, pretend that you are Lakshmanna and have been anointed as the new king. Write a poem of eight lines in which you pledge (promise on your honour) to be noble. Begin your poem like this:

I promise to be a noble king wonderful songs about whom you’ll sing. Remember to use the aa bb rhyme scheme. Use at least one

example of either assonance or alliteration.



1 You are now going to write a myth or a legend (140–160 words in length). Go back to the beginning of the section on Reading and viewing and make sure you know the difference between these two types of stories. Use your

Unit 4

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