English First Additional Language

Transcription

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2 Solutions for all English First Additional Language Grade 5 Learner s Book L Harvey

3 Solutions for all English First Additional Language Grade 5 Learner s Book Lesley Harvey, 2011 Illustrations and design Macmillan South Africa (Pty) Ltd, 2011 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 Published by Macmillan South Africa (Pty) Ltd Private Bag X19 Northlands 2116 Gauteng South Africa Typeset in SwissForAll 14/17pt by Positive Proof cc Cover design by Rene de Wet Cover image from VMS Images Illustrations by Sandy Lightley ISBN PDF: WIP PDF: 5553M000 It is illegal to photocopy any page of this book without written permission from the publishers. Acknowledgements 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.

4 Contents Term 1 Weeks 1 2 Theme 1: Amazing animals 1 Lesson 1: Let s listen and talk (listening, speaking) 2 Lesson 2: Let s listen to a story (listening) 3 Lesson 3: Let s learn about nouns (language) 5 Lesson 4: Let s read (reading) 9 Core Reader activities 13 Weeks 3 4 Theme 2: More amazing animals 15 Lesson 1: Let s listen and speak (listening, speaking) 16 Lesson 2: Let s read a factual text (reading, language) 18 Lesson 3: Let s write (writing) 22 Core Reader activities 25 Weeks 5 6 Theme 3: Magical creatures 26 Lesson 1: Let s describe people (language) 27 Lesson 2: Let s read (reading) 30 Core Reader activities 35 Lesson 3: Let s read and write (reading, writing) 35 Weeks 7 8 Theme 4: Watery things 39 Lesson 1: Let s listen (listening) 40 Core Reader activities 42 Lesson 2: Let s read (reading) 43 Lesson 3: Let s work with words (language) 46 Weeks 9 10 Theme 5: Animal poems 50 Lesson 1: Let s listen to a poem (listening) 51 Lesson 2: Let s read and write a poem (reading, writing) 53 Lesson 3: Let s use the future tense (language) 56 Core Reader activities 63

5 Term 2 Weeks 1 2 Theme 6: Books 61 Lesson 1: Let s read (reading) 62 Lesson 2: Let s write (writing) 66 Lesson 3: Let s listen and speak (listening, speaking) 70 Core Reader activities 72 Weeks 3 4 Theme 7: I know what to do in an emergency 73 Lesson 1: Let s listen (listening) 74 Lesson 2: Let s write (writing) 76 Core Reader activities 80 Lesson 3: Let s read (reading) 81 Weeks 5 6 Theme 8: Ghost stories 86 Lesson 1: Let s listen (listening) 87 Lesson 2: Let s read (reading) 90 Lesson 3: Let s write (writing) 94 Core Reader activities 97 Weeks 7 8 Theme 9: South Africa s rainbow people 98 Lesson 1: Let s read and write (reading, writing) 99 Lesson 2: Let s listen and speak (listening, speaking) 102 Lesson 3: Let s learn about language (language) 104 Core Reader activities 107 Weeks 9 10 Revision and assessment 109 Term 3 Weeks 1 2 Theme 10: Stories from Southern Africa 113 Lesson 1: Let s listen (listening) 114 Lesson 2: Let s read (reading) 117 Lesson 3: Let s learn about language (language) 120 Core Reader activities 122

6 Weeks 3 4 Theme 11: My history 123 Lesson 1: Let s read (reading) 124 Lesson 2: Let s write (writing) 128 Lesson 3: Let s write (writing) 131 Core Reader activities 132 Weeks 5 6 Theme 12: South African stories 134 Lesson 1: Let s read a story (reading) 135 Lesson 2: Let s write (writing) 140 Core Reader activities 143 Lesson 3: Let s write (writing) 143 Weeks 7 8 Theme 13: Paper 148 Lesson 1: Let s read and speak (reading, speaking) 149 Lesson 2: Let s read and write (reading, writing) 153 Core Reader activities 158 Weeks 9 10 Theme 14: Stories from the EmaSwati people 160 Lesson 1: Let s read and write (reading, writing) 161 Lesson 2: Let s read a story (reading) 167 Lesson 3: Let s speak (listening, speaking) 170 Core Reader activities 172 Term 4 Weeks 1 2 Theme 15: Fairy tales 173 Lesson 1: Let s listen and write (listening, writing) 174 Lesson 2: Let s write (writing) 176 Lesson 3: Let s write (writing, language) 179 Lesson 4: Let s read (reading) 182 Core Reader activities 183

7 Weeks 3 4 Theme 16: I know how to stay safe! 185 Lesson 1: Let s read and write (reading, writing) 186 Lesson 2: Let s learn about language (language) 191 Lesson 3: Let s write (writing) 193 Core Reader activities 195 Weeks 5 6 Theme 17: Myths and fables 196 Lesson 1: Let s read a myth (reading) 197 Core Reader activities 201 Lesson 2: Let s read a poem (reading) 202 Lesson 3: Let s listen and use language (listening, language) 204 Weeks 7 8 Theme 18: Keeping healthy 209 Lesson 1: Let s read tables and charts (reading, language) 210 Lesson 2: Let s read and write (reading, writing) 214 Lesson 3: Let s read (reading) 218 Core Reader activities 221 Weeks 9 10 Revision and assessment 222

8 1 Amazing animals Theme In this theme, I will: practise listening and speaking listen to a short story write a paragraph read a short story retell a story do a comprehension write my own opinion. Let s talk about this theme Animals can do really amazing things. Do you have an animal that can do anything special? Tell the class all about it. Amazing animals 1

9 Theme 1 Lesson 1: Let s listen and talk What you know already I must practise speaking English in class. I must sit quietly and listen when other people are talking. Check myself I can... sit quietly and listen when others are speaking. talk when it is my turn. Yes/No Yes/No Word Bank A B C conversation when two or more people are talking to each other What you still need to know A conversation means that I can talk, but I must also listen to others when they are speaking. Having a conversation is great fun. It means that I can tell my friends all about the exciting things that have happened to me, but I must also give my friends a chance to talk. It is not much fun to have to hear the same people talking all the time, is it? Having a conversation is like sharing a slab of chocolate if you always take the biggest piece, no-one will want to share with you anymore! Classroom activity 1 Talk to your partner about these questions: 1 Do you have pets at home? If you do, tell your partner what they are. 2 Amazing animals

10 2 Do you like being around animals? 3 What is your favourite animal? 4 If you could have any pet in the world, what would you have? Tell your partner why you would choose this animal. Lesson 2: Let s listen to a story What you know already I can tell what a story is about by looking at the pictures. I must listen very carefully when my teacher reads a story so that I can retell the story to my friends. Check myself After listening to a story I can... retell the story without leaving out any important details. name the characters. talk about my feelings about the story. Word Bank A B C character a person or animal in the story predict try to work out what could happen next cunning very clever astonishment surprise and shock What you still need to know A picture that is part of a story will sometimes show us a character in the story or something that happens in the story. Before we read the story, we should look at the pictures and Amazing animals 3

11 Theme 1 try to work out what is happening in the pictures. This will help us work out what we think is going to happen in the story. This is called making a prediction. Predicting is fun, because after we have read the story, we can see if we were right or not. Look at this picture. Do you know what kind of dog this is? What is in the dog s mouth? Where do you think it is going? Your teacher is going to read you a story. Listen carefully and see if you can predict the ending. Classroom activity 1 Answer these questions about the story you have just heard. 1 Did you enjoy listening to the story? 2 Who was the main character in this story, the man or the dog? 3 How do we know that this story is a story from long ago? 4 Do you think the dog s owner was angry with him when he found out what the dog had done? 5 Would you be angry if your dog did something like this? 6 Do you think that the man sent the dog to get his paper again? 7 What would be a good name for the dog? 8 Were your predictions right or wrong? 4 Amazing animals

12 Classroom activity 2 Formal assessment task Have you ever had a pet that has done something very naughty? Or have you ever done something very naughty? Use the words below to help you to write four sentences telling a story about what you or your pet did that was so naughty. 1 It all started when... 2 Then... 3 After that... 4 In the end... (15) Lesson 3: Let s learn about nouns What you know already The name that we give to a person, a place or a thing is called a noun. We have common nouns like hat, cat, and school. We also have proper nouns, which are the names of people, places, days of the week, and so on. We always start proper nouns with a capital letter. Check myself I can name some common nouns. I can name some proper nouns. I know a proper noun must start with a capital letter. Yes/No Yes/No Yes/No Word bank A B C countable singular plural something that we can count only one more than one Amazing animals 5

13 Theme 1 What you still need to know We call a noun a countable noun if it can be counted. If a noun is singular, we say one dog, one man, one book. If a noun is plural, we say two (or three or six or nine) dogs. Can you see we add -s to the end of dog to show that it is a plural noun? We put the words a, an or the before a noun, so we say a dog, the dog, an ant. We use a for single nouns, for example: a girl, a cat. We use an for singular nouns that start with a vowel (a, e, i, o, u), for example: an apple, an ox. We use the for singular and plural nouns, for example: the bag, the bags. Remember when we use a singular noun, we must use a verb that is singular, for example: There is one car on the road. We use a verb in the plural when we use plural nouns, for example: There are six cars on the road. Classroom activity 1 Formal assessment task 1 Complete these sentences by filling in is or are and the plural form of the noun. a) There is one dog. There two. (1) b) There the red apple. There are the red. (1) c) There is a truck. There ten. (2) d) He is wearing a hat. They wearing. (2) e) The lady eating an ice cream. The ladies eating. (3) 2 Read these sentences taken from the story that your teacher read to you. Fill in a, an or the to complete each sentence. 6 Amazing animals

14 a) There was old man who lived with dog. (1) b) Every morning old man and dog would go out to get newspaper. (1½) c) old man would let dog carry newspaper home in his mouth. (1½) d) He missed reading newspaper that day. (½) e) They watched dog getting piece of fruit cake from waiter. (1½) Total: (15) Classroom activity 2 We use a pronoun in the place of a noun so that we don t have to keep repeating the same noun. Look at this sentence: Sithle says that Sithle will play the vuvuzela at the match that Sithle is going to. This is a very long and very confusing sentence, so we use a pronoun instead of Sithle. Read the sentence now: Sithle says that he will play the vuvuzela at the match that he is going to. These words are pronouns: I me we us you he him she her it they them How many pronouns can you make using the letters in the clouds below? Amazing animals 7

15 Theme 1 Classroom activity 3 Remember that the person doing something in the sentence (the subject) works together with the verb or action word, for example: run, read, sleep. This means if the subject is one person, the verb must be singular and if the subject is two or more people, the verb must be plural. Look at these two sentences: Ben reads a book every day. (one subject singular verb) Ben and Sam read a book every day. (two subjects plural verb) In the first sentence, only one person is reading, so the verb is reads. In the second sentence, two people are reading, so the verb is read. 1 Read each sentence below. Choose the correct verb in brackets that agrees with the subject. a) Oupa a hamburger for dinner. (cook, cooks) b) Oupa and Ouma dinner together. (cook, cooks) c) The dogs when the postman comes. (growl, growls) d) The brown dog when someone comes in. (growl, growls) e) All three computers when you turn them on. (beep, beeps) f) That computer when you turn it off. (beep, beeps) g) The soccer ball across the grass. (roll, rolls) h) Three tennis balls across the court. (roll, rolls) 2 Complete the following table in your exercise book by filling in the correct pronoun and the present tense of the verb. 8 Amazing animals

16 Verb Pronoun I Pronoun he a) eat I eat He eats b) lift I He c) wish d) work e) buy f) come g) wash Lesson 4: Let s read What you know already It is very important to look carefully at the pictures and the title of a story as they tell me a lot about the story before I start reading. Check myself When I read I use my dictionary. I always look at the pictures before I start to read. Word bank A B C marine to do with the sea aquarium a see-through container filled with water in which fish and other water animals are kept sly clever in a dishonest way octopus an animal that lives in the sea, with eight arms that have rows of suckers on them. The plural of octopus is octopi culprit somebody who has done something wrong invertebrate an animal that doesn t have a backbone, e.g. a worm or a snake Amazing animals 9

17 Theme 1 What you still need to know When we read a story, we understand that the characters in a story are the people in a story. We know that every story has a story line; this is what happens in the story from the beginning to the end. We also know where the story is taking place. When we read a story for the first time, we must ask ourselves: Who are the characters in the story? Where does the story happen? What is the story line or what is happening in the story? You are going to read a true short story now, called The sly octopus. It is taken from a book called Animals can be almost human and the author of this story is Ronald Rood. Look at the picture and the title, in your groups, and tell your teacher what you think the story is going to be about and where it takes place. The sly octopus People don t usually think much of crabs until one nips their finger or toe, but at the marine aquarium the crabs seemed to be able to fly as they were disappearing out of their tank night after night, never to be seen again. The caretaker decided to investigate this mystery and he found that the crabs were not flying away but rather it seemed they were being eaten! At the bottom of the crab tank were bits of claw and shell which, according to the caretaker, were stripped clean of crab meat. Someone with a lot of time, and a love of crab meat, has to be sneaking in at night and stealing the crabs he said to me. 10 Amazing animals

18 Other than a human the only other thing I know of that LOVES crab meat are octopi, so we cleaned the crab tank carefully to make sure that no octopi were hiding at the bottom of the tank hidden in the plant material or under the rocks. We found nothing. But still the crabs disappeared! One night I was working late and long after lights out I was heading to my car when I happened to look in the direction of the crab tank. To my utter amazement the mystery of the crabs had been solved and the culprit was in the tank next door. Sitting quietly in the tank next door was an octopus; he slowly and steadily used his suckers on the side wall of his tank to climb to the top. Once there he reached across to the crab tank, got a solid grip on its wall and lifted himself out of his tank, made his way over to the crab tank, climbed in and began to eat his dinner. As the sun started to rise at the aquarium he slowly and steadily repeated the process in reverse, and returned to his tank to sleep off a very full tummy. Needless to say we had to move the tanks, but this incident did cause many scientists around the world to conclude that the octopus is probably the most intelligent creature in the invertebrate world. Did you know that during the 2010 Soccer World Cup there was an octopus called Paul who correctly predicted the outcome of many of the matches? Classroom activity 1 Answer these questions about the story in your exercise books. 1 Where did the story take place? 2 What was happening to the crabs each night? 3 How did they find out what the octopus was doing? 4 What did the aquarium staff do with the octopus after they found out what he was doing? Amazing animals 11

19 Theme 1 5 Why do you think the story is called The sly octopus? 6 Read the following sentences from the passage: a) But still the crabs disappeared! What punctuation mark is being used in this sentence? Why? b) Did you know that during the 2010 Soccer World Cup there was an octopus called Paul who correctly predicted the outcome of many of the matches? What punctuation mark is being used in this sentence and why? c) What punctuation mark do we use to end a sentence? Give an example from the passage where this punctuation mark is used. Words that tell us about things that have already happened in the past are called the past tense. The simple past tense of most English verbs is formed by adding -ed or -d to the verb, for example: walk walked, dance danced But some verbs change completely in the past tense, for example: eat ate. 7 Look for the simple past tense of the following words in the reading passage The sly octopus. a) decide c) solve e) reach b) clean d) use Classroom activity 2 Formal assessment task Write two sentences on whether you liked or disliked the story about the sly octopus. Use the example below to get you started. I liked the story because or I disliked the story because 12 Amazing animals

20 Use words such as interesting, exciting, mystery, boring, silly in your sentences. (10) Core Reader activities 1 Read the story called A cat called Mouse on page 3 of your Reader. 2 Tell your group what you are scared of. Make a wall chart and write what each member of your group is scared of. Now think of something to help each group member get over this fear. 3 Read the poem The Eagle on page 51 of your Reader. 4 If you could fly, what would you like to do the most? Tell your group. Use interesting adjectives to describe what you would like to do. Amazing animals 13

21 Theme 1 Summary Conversation A conversation means that I can talk, but I must also listen to others when they are talking. Predictions Making a prediction means trying to work out what we think is going to happen. Before we read a story, we should look at the title and the pictures and try to work out what is happening. Nouns We call a noun a countable noun if it can be counted. We put the words a, an or the before a noun. Pronouns A pronoun takes the place of a noun in a sentence so that we don t have to keep repeating the noun. Verbs If the subject is one person, the verb must be singular and if the subject is two or more people, the verb must be plural. The simple past tense is usually formed by adding -ed or -d to the verb. Some verbs change completely in the past tense, e.g. eat ate. 14 Amazing animals

22 2 More amazing animals Theme In this theme, I will: take part in a conversation read an information passage with pictures do a comprehension write a factual paragraph use adverbs of time. Let s talk about this theme If you want to read a story about a really clever and brave dog, you should read the true story Jock of the Bushveld, by Sir Percy Fitzpatrick. This South African story is a wonderful way to see how people in South Africa used to live. Do you know a story about a brave or clever dog? Tell your partner about it. More amazing animals 15

23 Theme 2 Lesson 1: Let s listen and speak What you know already A conversation means that I can talk, but I must also listen to others when they are talking. Check myself I give others a chance to speak. I listen when others are talking. Yes/No Yes/No Word bank A B C topic curbstone the subject that is being talked about a stone along the pavement What you still need to know We don t only listen to each other when we are having a conversation, sometimes we listen to others because they are reading a story to us or are acting in a play. We must listen when people are saying poems or speeches. We must always listen when someone else is talking so that we can ask and answer questions about what they said. This shows that I am paying attention, but also that I understand and follow what people are saying. Classroom activity 1 Read the poem on the next page about a horse, a flea and some mice. Then, in groups, act out the poem for your teacher and the rest of your class. 16 More amazing animals

24 A horse and a flea and three blind mice Sat on a curbstone shooting dice The horse he slipped and fell on the flea Whoops, said the flea, There s a horse on me! Way down south where bananas grow A flea stepped on an elephant s toe The elephant cried, with tears in his eyes Why don t you pick on someone your own size? Way up north where there s ice and snow There lived a penguin and his name was Joe He got so tired of black and white He wore pink slacks to the dance last night! Classroom activity 2 Look at the picture below and then answer the questions on it. More amazing animals 17

25 Theme 2 1 What does the picture show you? 2 When you look at the picture, what do you think we are going to talk about? 3 Can you name other special jobs that animals do for people? 4 Do you think animals should be trained to help people? Why? 5 Have you ever trained an animal to do something special? Tell your partner about it. Lesson 2: Let s read a factual text What you know already We know that the title and the pictures can help you to predict what a story is going to be about even before you start to read. Sometimes, the pictures can be graphs, mind maps, drawings or charts. Check myself I always look at the pictures first. I try to predict what the story is about just from looking at the picture. Word bank A B C factual true paragraph a group of sentences irritable upset and cross flicking moving from side to side harmony peace 18 More amazing animals

26 What you still need to know We know that the past tense of verbs is usually formed by adding -ed or -d to the end of a verb in the present tense, for example: He talks to his friend every day. becomes He talked to his friend every day. I use pencil in my exercise book. becomes I used pencil in my exercise book. Sometimes, we can t just add -ed or -d and the whole verb changes. Look at these examples: I see my friends at school. I saw my friends at school. She runs for the school team. She ran for the school team. Now let s read an article about cats and dogs. This comes from an article published in the You magazine. It was written by Petro- Anne Vlok. How pets talk to us Cats miaow and dogs bark but noise isn t the only way these animals can talk to us. They use their bodies to send us clues and signals. Let s look at the following pictures to see what your pet might be trying to tell you... If your dog wants to play he will lower the front of his body, stick his bum in the air and wag his tail. If your dog is cross he will stand on his toes, his nose will wrinkle, he will show his teeth, his neck hair will stand up and his tail will be stiff. More amazing animals 19

27 Theme 2 If your dog is frightened he will tuck his tail between his legs, lower his body, raise his neck hair and pull back his ears. If your cat is angry she will puff up her tail, arch her back and her fur will stand up. If your cat is happy her tail will stand straight up. If your cat is irritable her tail will be on the ground but the tip will be flicking. Classroom activity 1 Formal assessment task Answer the following questions about the article. 1 What does the title tell you about the article? (1) 2 Look at the pictures. What do they tell you about the text? (2) 3 How do we know if a dog wants to play? (2) 4 When will a cat arch its back? (2) 5 If your dog is showing his teeth, should you walk towards him? Why or why not? (3) 6 Why has the author written this passage giving us this information? (2) 7 Would you be interested in reading another passage or a book about this topic? Why? (2) 8 Now answer True or False for the following questions: a) A cat with a flicking tail is a happy cat. (1) b) If a dog is frightened, he will put his tail between his legs. (1) 20 More amazing animals

28 9 Give the past tense form of these verbs from the passage. They are in the present tense now: a) bark e) tell b) send f) wants c) look g) is d) see h) stand (½ x 8) = (4) Total: (20) Classroom activity 2 A story is divided into paragraphs. Each paragraph has one main idea. This main idea is told in one sentence or part of a sentence in each paragraph. 1 In your groups read the passage below about the Bushman and pick out the main sentences in each paragraph. Each paragraph has a number next to it. 1. The Bushmen believe that the Creator made the Earth and then the plants to live on it. Next, the Creator thought up the many different kinds of animals that were to live in the world. 2. Hitting a huge baobab tree, he caused the roots to split and from these split roots walked the animals one at a time. As each one appeared He gave it a name and a place to live. The animals took a long time to come out of the tree, and last of all were humans. 3. By then the only role still left on earth was that of hunter-gatherer and this was given to the Bushmen. To this day the Bushmen live in harmony with the plants, animals and birds on the earth. Main ideas: More amazing animals 21

29 Theme 2 2 Now re-read the opening paragraph from the article How pets talk to us and find the main sentence. (Ask yourself, What is this paragraph actually about? ) Cats miaow and dogs bark but noise isn t the only way these animals can talk to us. They use their bodies to send us clues and signals. Let s look at the following pictures to see what your pet might be trying to tell you... Lesson 3: Let s write What you know already A fact is something that we can prove or that we know is true. Check myself I know what a fact is. I know what an opinion is. Word bank A B C permission be allowed to do something recount when we tell about an incident after it has happened sequence the right order What you still need to know Words such as can and cannot are verbs that are used with other verbs. They come before the other verbs. Can tells us if we are able to do something, while cannot tells us if we are not able to do something, for example: I can swim means that I am able to swim. He cannot swim means that he is not able to swim. 22 More amazing animals

30 Please may I leave the room? The verb may is used to ask for permission, for example: Please may I have some cake? (Am I allowed to have some cake?) Please may I leave the room? (I am asking if I am allowed to leave the room.) The word must is a verb that tells us that we have to do something, for example: You must do your homework every day! I must look left and right before I cross the road. Classroom activity 1 1 Fill in the following blanks with can or cannot. a) Lizzy is my pet canary and she fly. b) Phoebe is a cat and she bark. c) Mr Mlamba is deaf, so he hear. d) The dog only has three legs, but it still bite. 2 Go back to the reading passage in Lesson 2 and find information that will help you finish these sentences that use the verb must. a) You must be careful if your dog b) You must comfort your dog if he because it means he is scared. c) You must not pat your cat if her tail because it means she is More amazing animals 23

31 Theme 2 Classroom activity 2 Formal assessment task A factual recount tells us about something that happened in the past, and it must be true. Have you ever seen an animal do any of the things we read about in the passage How pets talk to us? Work in groups and tell your friends about it. Tell them where you saw the animal, what it was doing and why it was behaving the way it was. Remember that you must tell your recount in the past tense and it must be factual or true. (15) Classroom activity 3 Read these words: yesterday, today, last week, tomorrow, soon, now What do these words tell us about? Yes, they all tell us about time. They are called adverbs of time. We use them in sentences to tell us when something happened, for example: Yesterday I fell off my bike. Now you are now going to write the story that you told your friends about. Use the frame below to help you.... while I was... I saw a... The... looked... because... Remember your story happened in the past so you must write in the past tense. Try to use as many adverbs of time as you can to make your story exciting. Your story must have a title. You must also draw the animal to show what it was doing and you must write a sentence to describe the picture you have drawn. 24 More amazing animals

32 Core Reader activities 1 Read the information text Types of animals on page 63 of your Reader. 2 In groups, you are going to do an oral presentation for the class on a mammal, a reptile or a bird, which you find interesting. Do research on your chosen animal and collect pictures to make your presentation exciting. 3 Your presentation should not be longer than 1 minute. 4 Then read The elephant sanctuary on page 80 of your Reader. 5 Now you are going to write a diary entry of your own. Think of a time that you went on a school outing and write about that. Remember that your diary entries must always have a date. Summary We must always listen when someone else is talking so that we can ask and answer questions about what they said. This shows that I am paying attention, and also that I understand and follow what people are saying. Sometimes, we can t just add -ed or -d to present tense verbs to change them into the past tense. Instead, the whole verb changes. A story is divided into paragraphs. Each paragraph has one main idea. This main idea is told in one sentence or part of a sentence in each paragraph. Can tells us if we are able to do something, while cannot tells us if we are not able to do something. The verb may is used to ask for permission and the word must is a verb that tells us that we have to do something. A factual recount tells us about something that happened in the past, and it must be true. Adverbs of time tell us about time. We use them in sentences to tell us when something happened. More amazing animals 25

33 3 Theme Magical creatures In this theme, I will: listen to a story take part in a role-play read a story write an invitation write a message use reported speech. Let s talk about this theme Hundreds of years ago people did not know much about the world around them. Sailors and travellers were the only people who left their home towns. Often they would come back from overseas with wonderful stories of what they had seen lands of gold, people with two heads and strange animals that no-one had ever heard of before. Some of these stories were not true. Why do you think that these travellers would lie about the things they had seen? 26 Magical creatures

34 Lesson 1: Let s describe people What you know already I use adjectives to describe people and things. Check myself I can: explain what an adjective is. use three adjectives to describe my best friend. Yes/No Yes/No Word bank A B C synonym a word that means the same as another word hide skin of an animal 24/7 every hour of every day of every week armadillo a type of animal with long, strong claws and hard, thick shells for skin morsel a tiny bit, a scrap hornet a kind of wasp rind skin of fruit What you still need to know When we talk about a description, we talk about how someone or something looks. We use adjectives to describe nouns, for example: The small, scruffy, sad puppy was looking into an empty bowl for some dinner. We know more about what the puppy looks like after reading this sentence. This is a description! When we describe someone we must use the correct adjectives to describe that person. We cannot say a man is fat when in fact he is very thin! It is important to use synonyms when describing people and things, as we cannot Magical creatures 27

35 Theme 3 use the same boring words such as nice, pretty, happy and kind all the time. We need to use better words. Listen to your teacher read you a story about Randolph the monster. Classroom activity 1 1 Look up the following words in your dictionary and then decide which words best describe Randolph the monster. a) angry e) skinny b) scary f) hungry c) funny g) huge d) ugly 2 What do the girl monsters like to do with the ends of their tails? 3 What do the monsters do after the people have run away from their homes? 4 Name four kinds of food that the monsters took from the house. 5 When they got back to the cave, what did Randolph have to go and do? 6 Why was Randolph angry? 7 If you were Randolph, would you be angry as well? 8 Did you like the story or not? Why? 9 Would you like to be a monster? Why? 28 Magical creatures

36 Classroom activity 2 Formal assessment task We use the progressive tense to show what somebody is doing at a certain time. We form the progressive tense by using the verb + ing, for example: I am listening to a story. You are going to use the words you learnt in Classroom activity 1 to write a short paragraph describing one of the other monsters (not Randolph) in the story you heard. You must use the simple present tense and the progressive tense to talk about the monster, for example: The monster is huge and he is screaming at the people. (15) Classroom activity 3 In groups, you are going to act out a role-play. Pretend that you are people who are at home, at school or at a shop, when suddenly some monsters appear and scare you. Think of these points: How would you feel? What would you say? What would you do? Practise your role-play in your group. Your teacher will let you act out your role-play for your class. Remember to use lots of facial expressions and noises. Classroom activity 4 1 Imagine you got a chance to meet Randolph! You could ask him questions about what it is like to be a monster. Use these question words: who, what, when, which, why and how to write six questions that you would like to ask Randolph. Use each question word only once! Be creative! 2 Imagine you are Randolph and you have just returned to your cave to find that the other monsters have eaten all Magical creatures 29

37 Theme 3 the food and gone out. You are cross and very hungry. You decide to go out on your own and find your own food. Write a short message to the other monsters telling them where you have gone and why. Remember to include the following in your message: Address your message to somebody (Dear...). Write the date on your message. Write who your message is from. Your message must be short. Don t forget to write in full sentences and check your spelling and punctuation. Lesson 2: Let s read What you know already I use quotation marks ( ) to show the exact words that somebody says. This is called direct speech. Check myself I know when to use quotation marks. I know where to put the words in this sentence: Mommy said,! Word bank A B C cackling laughing in a high-pitched voice snarling speaking angrily, growling spell saying words that have magic powers hesitation when you are not sure and you take a moment to decide about something chunk big lump 30 Magical creatures

38 What you still need to know Reported speech is when you tell somebody else the exact words that someone has said. Look at this example: John, get ready for school, mommy said. (This is direct speech.) What did mommy say to John? She said that he must get ready for school. (This is reported speech.) Let s look at how the sentence changed: The quotation marks have gone. The word that has been put in to introduce the words that mommy said. John has changed to he because mommy is not talking directly to John anymore we are telling somebody else what mommy said. Let s read a story about Alison in the story, The tired witch, written by Margo Fallis. When you look at the title, what do you think the story will be about? What do you see in the picture? Alison looked at her broom. I suppose I have to fly around tonight, like I m supposed to do. Who decided that witches had to fly around at night on their brooms? She sighed. The moon is out. Time to go, but I d much rather sit in front of the fire and eat chocolate. She picked up her broom Magic broom, the moon is bright. Magic broom, we must go out tonight. With that the broom shook from side to side and flew out of the window, with Alison holding on. The witch zoomed back and forth across the moon. She saw her friend, Diane. Diane, who made up this rule that witches have to fly around at night cackling and snarling? Magical creatures 31

39 Theme 3 Diane rode her broom next to Alison. It s fun. I love doing this. I dyed my hair a darker shade of purple today just for this occasion. Diane laughed and flew towards the moon. Her cackles echoed across the midnight sky. Alison sighed again. Diane and the others might like this, but I don t. I m going home. I am tired of flying. I m going inside to sit in front of the fire and eat two pieces of chocolate. Once home she leaned the broom against the door and went inside. After taking off her boots and pointed hat, she threw some fire powder into the fireplace. Hot flames burst out, warming the chilled house. She scratched through her cupboards. I ve got bat s toes, lizard tongues, mushroom caps and spider legs, but no chocolate. A heavy book sat on the table. Alison glanced at it. My Magic Spell Book. She turned the pages. There must be a spell to conjure up chocolate. She looked at one page after another. No spells for chocolate, but there is one for cheese. I like cheese. Let s see what it says. Fly on your magic broom to the moon. It is made of cheese! The moon is made of cheese? Alison went to the window and peered out. She could see all the other witches flying about. I wonder. She put on her hat, her boots and grabbed her broom. Magic broom, the moon is bright. Magic broom, we must go out tonight. Without hesitation, the broom whizzed out the window, heading straight for the moon. When Alison came closer to the other witches, she saw big chunks of cheese in their hands. So that s why we fly across the moon every night. Witches like cheese and the moon is made of cheese. Now it all makes sense. Alison flew right up 32 Magical creatures

40 to the moon. She picked up a chunk of cheese and gobbled it down. This is good stuff. I like moon cheese. All of a sudden Alison wanted to fly every night. She wanted cheese, like all the other witches. [Adapted from: Classroom activity 1 Now answer the following questions about the story: 1 What would Alison rather be doing than flying around at night at the beginning of the story? 2 Her friend Diane likes to fly at night. What did she do just for the flight that night? 3 Why did Alison throw fire powder into the fire place? 4 Why do you think it s strange that she s got things like bat s toes, lizard tongues and spider legs in her cupboard, but she hasn t got chocolate? 5 Name two things in the story that you know are not real. 6 Why did Alison change her mind about flying from the beginning of the story? 7 Look at this conversation from the story that Alison has with her friend Diane: Diane, who made up this rule that witches have to fly around at night cackling and snarling? It s fun. I love doing this. I dyed my hair a darker shade of purple today just for this occasion. Rewrite the conversation in reported speech. Start like this: Alison asked Diane who made up the rule that... Diane said that... 8 Find one compound word in the passage. What two words is it made up of? Magical creatures 33

41 Theme 3 Classroom activity 2 Alison likes cheese. Cheese is a very special type of noun. Cheese is an uncountable noun. This means that we cannot count it. We don t say one cheese, two cheeses. We say one piece of cheese and two pieces of cheese. An uncountable noun has no plural. Other examples of uncountable nouns are sand, honey and water. 1 Use each the following uncountable nouns in a sentence of your own. rice sugar ice coffee tea Sometimes we can add a word in front of uncountable nouns if we need to count them. These are words like a lot, some, many and little. These words give us an idea of the quantity of something without giving us an actual number. 2 Read the following sentences and discuss what each of them means. There is some ice in the fridge. There is a little ice in the fridge. There is too much ice in the fridge. Classroom activity 3 1 Find at least 6 prepositions in the reading passage. 2 Make up your own sentences with each of them. Remember a preposition shows the position of something, for example: on, above, under, etc. 34 Magical creatures

42 Core Reader activities 1 Read the story Pegasus, the winged horse on page 7 of your Reader. Describe the monster in your own words to your partner. 2 Design your own monster. Write five sentences where you describe what your monster looks like. Now draw a picture of your monster. Show your picture to the class and tell them all about your monster. 3 In groups read the play called Bathusi and the King of the Reeds on page 37. In your group re-tell the play in your own words. 4 Does this play have a lesson to teach us? If so, what is the lesson? 5 Now practise the play in your groups. Then your teacher will let you perform your play for the class. 6 Look at the invitation on page 82 of your Reader. Who in your group likes the way the invitation looks, and who doesn t. Explain to the group why you do or don t like the invitation. If you received this invitation would you go to the party? What type of gift would you take? 7 If you could receive an invitation to a famous person s birthday party, who would you like that person to be and why? 8 If you could receive an invitation from a storybook/movie character who would it be and why? Share your answers with the class. Lesson 3: Let s read and write What you know already I can read lots of different things, not only stories and poems but also letters, diaries, invitations and s. Magical creatures 35

43 Theme 3 Check myself I have read a letter. I have read a diary. I have read a poem. Word bank A B C occasion a special or important happening What you still need to know An invitation is a special note that we write when we want to ask someone to come to a special occasion such as a birthday party or a wedding. When we write an invitation, it s very important to remember to include this information: we must address the invitation to somebody. We must tell them where to come, when to come and what time to come. Sometimes, we will also tell people what to wear, for example if it s a dress-up party or a very smart wedding. We must also say who the invitation is from. Read this invitation that Alison sent to her friend Diane, inviting her to a party. 36 Magical creatures

44 Classroom activity 1 Imagine it is your birthday. You are having a birthday party and you can choose whatever kind of party you would like to have. Now write an invitation to your best friend, inviting him or her to your birthday party. Be creative and decorate your invitation. Remember to use capital letters for people s names and for places. Classroom activity 2 Write a paragraph in which you tell your teacher all the things you are going to do at your birthday party. a) Talk about what time your guests will arrive, the games you are going to play, the cake you are going to eat and anything else that will make your party amazing! b) Write in the future tense. c) Remember to use connecting words, such as before, and, then to join your sentences. These words will also help your paragraph make sense because they help you to show the order in which things will happen. Magical creatures 37

45 Theme 3 Summary It is important to use synonyms when describing people and things, as we cannot use the same words all the time. We use the progressive tense to show what somebody is doing at a certain time. We form the progressive tense by using the verb + ing When you write a message, you must address your message to somebody, write the date on your message and write who your message is from. Your message must be short. Reported speech is when you tell somebody else the exact words that someone has said. You mustn t use quotation marks in reported speech. Sometimes we can add a word in front of uncountable nouns if we need to count them. These are words like a lot, some, many and little. An invitation is a special note that we write when we want to ask someone to come to a special occasion such as a birthday party or a wedding. It s very important when inviting somebody, to tell them where to come, when to come and what time to come. Sometimes, we will also tell people what to wear. 38 Magical creatures

46 4 Watery things Theme In this theme, I will: listen to instructions give and follow instructions read an experiment write instructions use the possessive form of nouns. Let s talk about this theme Water covers about 70% of the Earth s surface. The three largest oceans on Earth are the Pacific Ocean (the biggest), the Atlantic Ocean (the second biggest) and the Indian Ocean (third biggest). The longest river in the world is the Nile River. It is kilometres long. Water is amazing! It can take the shape of any container in which it is placed. If it is frozen, it can hold that shape, but if it is heated, it can disappear completely! Watery things 39

47 Theme 4 Lesson 1: Let s listen What you know already If we do not listen carefully when we are given instructions, we will not know what to do and this can cause problems especially in class. Check myself I know what to do in class because I listen very carefully. Word bank A B C instructions something that tells us what or how to do something What you still need to know When we give instructions, they must be very easy to understand. When we write instructions, the language should be formal. This means we use proper grammar and punctuation because it is important that people understand exactly what the instructions are saying. We write instructions in the simple present tense, for example: Now put the other end in the glass. Instructions must be given in order. We start at the beginning and go through them in order until the last instruction. Words such as first and next help us to connect ideas when we are giving instructions. Listen carefully while your teacher reads you a set of instructions. See if you can keep up with all the things you must do! 40 Watery things