English First Additional Language

Solutions for all English First Additional Language Grade 4 Learner s Book H Glass

Solutions for all English First Additional Language Grade 4 Learner s Book Hayley Glass, 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 2012 11 13 15 17 16 14 12 0 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 Typeset in SwissForAll 14/17pt by Positive Proof cc Cover design by Rene de Wet Cover image from VMS Images Illustrations by Judy Mare ISBN: 978-1-4310-0900-8 WIP: 3997M000 e-isbn: 978-1-4310-2300-4 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.

Contents Term 1 Theme 1: Girls can play soccer too! 1 Weeks 1 2 Lesson 1: Let s read a story (reading) 2 Lesson 2: Let s listen and speak (listening, speaking) 4 Lesson 3: Let s play a game (language) 6 Core Reader activities 10 Lesson 4: Let s read and write (reading, writing, language) 11 Weeks 3 4 Theme 2: A game park 13 Lesson 1: Let s read and understand (reading, language) 14 Lesson 2: Let s read a map (reading) 17 Core Reader activities 19 Lesson 3: Let s listen (listening, speaking) 20 Lesson 4: Let s write (writing, language) 21 Weeks 5 6 Theme 3: In the garden 24 Lesson 1: Let s listen (listening, speaking) 25 Lesson 2: Let s read (reading) 26 Lesson 3: Let s write (writing, language) 30 Lesson 4: Let s write (writing, language) 31 Core Reader activities 34 Weeks 7 8 Theme 4: Let s grow our own food 35 Lesson 1: Let s listen (listening) 36 Lesson 2: Let s read (reading, language) 38 Lesson 3: Let s read (reading, speaking, language) 41 Lesson 4: Let s write (writing, language) 44 Core Reader activities 46 Weeks 9 10 Theme 5: Funny animals 47 Lesson 1: Let s listen (listening) 48 Lesson 2: Let s read (reading, speaking) 49

Lesson 3: Let s read and write (reading, writing, language) 52 Lesson 4: Let s write (writing, language) 54 Core Reader activities 56 Term 2 Weeks 1 2 Theme 6: We love music 57 Lesson 1: Let s listen (listening, speaking, language) 58 Lesson 2: Let s write (writing) 61 Lesson 3: Let s read (reading) 62 Lesson 4: Let s write (writing, language) 66 Core Reader activities 68 Weeks 3 4 Theme 7: We re going on holiday 69 Lesson 1: Let s listen (listening) 70 Lesson 2: Let s read (reading) 71 Lesson 3: Let s write (writing) 74 Lesson 4: Let s write (writing, language) 76 Core Reader activities 78 Weeks 5 6 Theme 8: Folktales and fables 79 Lesson 1: Let s listen (listening, speaking) 80 Lesson 2: Let s read and write (reading, writing, language) 81 Lesson 3: Let s listen and read (listening, reading, speaking) 84 Core Reader activities 87 Lesson 4: Let s write (writing, language) 88 Weeks 7 8 Theme 9: Can you cook? 90 Lesson 1: Let s read and listen (reading, listening, speaking, language) 91 Lesson 2: Let s read a recipe (reading, language) 93 Lesson 3: Let s write (writing, language) 96 Lesson 4: Let s read a story (reading 99 Core Reader activities 101 Weeks 7 9 Revision and assessment 102

Term 3 Weeks 1 2 Theme 10: I love reading 104 Lesson 1: Let s listen (listening, speaking, language) 105 Lesson 2: Let s read (reading, speaking, language) 108 Core Reader activities 112 Lesson 3: Let s read a book review (reading) 113 Lesson 4: Let s write (writing, language) 115 Weeks 3 4 Theme 11: Newspapers 117 Lesson 1: Let s listen (listening, language) 118 Core Reader activities 120 Lesson 2: Let s read (reading, language) 120 Lesson 3: Let s read (reading, language) 123 Lesson 4: Let s write a summary (writing) 126 Weeks 5 6 Theme 12: Too much TV 129 Lesson 1: Let s read a story (reading, language) 130 Lesson 2: Let s read a poem (reading) 133 Lesson 3: Let s listen to a story and a poem (listening, speaking) 136 Lesson 4: Let s write (writing, language) 139 Core Reader activities 141 Weeks 7 8 Theme 13: Food 142 Lesson 1: Let s listen (listening, speaking, language) 143 Lesson 2: Let s read (reading, language) 145 Lesson 3: Let s read (reading, language) 147 Lesson 4: Let s write (writing, language) 149 Core Reader activities 152 Weeks 9 10 Theme 14: Let s put on a play 153 Lesson 1: Let s listen to a play (listening, speaking) 154 Lesson 2: Let s read a play (reading, speaking) 156

Lesson 3: Let s write (writing, language) 161 Lesson 4: Let s write a book review (writing) 163 Core Reader activities 164 Term 4 Weeks 1 2 Theme 15: Friends for life 165 Lesson 1: Let s read (reading, language) 166 Lesson 2: Let s play a game (speaking, language) 168 Lesson 3: Let s write (writing, language) 170 Lesson 4: Let s write (writing, language) 172 Core Reader activities 175 Weeks 3 4 Theme 16: Let s drink clean water 176 Lesson 1: Let s listen (listening, speaking) 177 Lesson 2: Let s read and write (reading, writing, language) 178 Lesson 3: Let s read a picture (reading, writing, language) 183 Lesson 4: Let s write (writing, language) 185 Core Reader activities 187 Weeks 5 6 Theme 17: Family and friends 188 Lesson 1: Let s listen (listening, speaking, language) 189 Lesson 2: Let s read (reading, speaking, language) 190 Lesson 3: Let s read a diary (reading, writing) 193 Lesson 4: Let s write (writing, language) 195 Core Reader activities 198 Weeks 7 8 Theme 18: Ubuntu 199 Lesson 1: Let s read (reading) 200 Lesson 2: Let s listen (listening, language) 203 Lesson 3: Let s read and write (reading, writing) 204 Core Reader activities 206 Lesson 4: Let s write (writing, language) 207 Weeks 9 10 Revision and assessment 209

Th T eme Theme 1 Girls can play soccer too! In this theme, I will: read a story listen to a story answer questions on a story use full stops and capital letters in the right place write the ending to a story create my own dictionary. Let s talk about this theme What is your favourite sport? Tell your partner why you like this sport the best. Girls can play soccer too!

Theme 1 Lesson 1: Let s read a story What you know already I can read a short story and use the title to guess what the story will be about. I can answer some questions about a story and tell how a story made me feel. Check myself I can use the title and pictures to guess what a story will be about. I use punctuation to help me read. Yes/No Yes/No Word bank A B C trials: tests to find the best player for a team premier league: the top group of soccer clubs in England national: belongs to or acts for the whole country What you still need to know When I learn new words from stories that I read, I can look them up in a dictionary. Words in a dictionary are arranged in alphabetical order. This means they start at A and end at Z. I should also add new words to my own personal dictionary. Read this story with your teacher. Can girls play soccer? The Grade 4 boys in Mrs Phillips class were very excited. There were soccer trials for the school s soccer teams that afternoon. Many of the boys were hoping to get a place in the Under 12 soccer team. Girls can play soccer too!

I m definitely going to get a place, said Masego. I ve been playing soccer since I could walk. I m going to be like Siphiwe Tshabalala, when he scored the very first goal of the soccer world cup in 2010. Hah! Well, watch me, said Ray, I m going to be like Steven Pienaar and play for an overseas premier league football club, like Tottenham. Suraya rolled her eyes. You boys are so boring. You ve been going on about these soccer trials for weeks now. Yes, agreed Tshepiso, besides, I don t see why girls can t try out for soccer, too! Don t be silly, soccer is a boy s game! said Ray. Girls must play netball. Rubbish! replied Susan, We even have a national women s soccer team. Well, girls, said Mrs Phillips, If you enjoy the game that much and you want to have a soccer team, maybe we should speak to Principal Dlamini about starting a girls soccer team. Yay! shouted all the girls excitedly. Girls can play soccer too!

Theme 1 Classroom activity Now answer these questions with your teacher. 1 Why were the boys in the class so excited? 2 Were the girls also excited? Why? 3 Do you think that Ray is right and that girls shouldn t play soccer? Why? 4 Put these words from the story into alphabetical order. Use your dictionary to help you: soccer, netball, national, game. 5 Find a synonym (a word that means the same) in the reading passage for these words: a) overjoyed b) dull When we write the names of people and places, we always use a capital letter, for example, South Africa, Ray, Mrs Phillips. We also use a capital letter at the beginning of a sentence and a full stop at the end of a sentence. 6 How many sentences are there in the first paragraph of the reading activity? How do you know this? 7 Put capital letters in the right places in the words below. (Not all the words will need capital letters.) siphiwe tshabalala, dictionary, football club, principal dlamini Lesson 2: Let s listen and speak What you know already I can understand and give some instructions. I can listen to others when they speak and take part in a conversation. Check myself I listen without interrupting. I can listen to and retell a story. Girls can play soccer too!

Word bank A B C football: another name for soccer nickname: a name used instead of somebody s real name, usually to show caring and friendliness train: to teach somebody skills in a sport striker: a soccer player whose main job is to score goals What you still need to know When I listen to a story, I must pay attention. I must listen for information in the story information like names of people, places and dates. When I have to retell a story, it must be in the right order, which means I must start at the beginning and finish at the end. Classroom activity Your teacher is going to read you a story now about the South African women s national soccer team, Banyana Banyana. Listen carefully because you will have to answer questions afterwards. Now answer these questions. 1 What does Banyana Banyana mean? 2 In what year did they first start playing? 3 Who did they play their first match against? 4 Who prepares and trains them to play? 5 Who has scored the most goals for the team? 6 Where are the Olympic Games being held in 2012? Banyana Banyana qualify for the 2012 Olympic Games. Girls can play soccer too!

Theme 1 Your teacher will read the answers to you. Use the grid below to assess how well you did. Question Yes No I understood the story. I understood the questions. I could answer the questions. I enjoy listening to stories. Lesson 3: Let s play a game What you know already I know how to play language games and can spell some words. Check myself I know how to play board games if the rules are explained to me. Yes/No I can spell words that I have learnt. Yes/No Word bank A B C synonym: foul: a word that means the same as another word to do something in a sport that is against the rules uncountable: when you cannot count something because there is too much of it Girls can play soccer too!

What you still need to know Some nouns can be counted, for example one ball or two balls. Some nouns cannot be counted, for example, milk or sand. You cannot say two milks or four sands. Nouns that can be counted are called countable nouns and nouns that cannot be counted are called uncountable nouns. Classroom activity Play this game on the next pages in your groups. Your teacher will give you dice to play with. Instructions Play in groups of four or five. Players must choose a marker to stand for them on the board. Your teacher will give you these markers. Start at number 1 on the board. Each player rolls the dice. The player who gets the highest number goes first. Players take turns to roll the dice. Each player moves his or her marker to the right square on the board. Answer the question on that square correctly to carry on or follow the instructions on that square. Girls can play soccer too!

Theme 1 START 1 Today I play soccer, yesterday I soccer. 4 How many players on a soccer team: a) 7 b) 11 c) 13 8 A synonym is a word that: 1) has a similar meaning 2) has an opposite meaning 12 Which of the nouns in Block 3 is uncountable? 5 Yay, you scored a goal, dice again! 9 Put these sports in alphabetical order: tennis, rugby, soccer, netball, athletics. 13 A synonym for soccer is. 16 You have to tie your laces, which have come undone: tie a knot and a bow and miss your turn! 17 The teacher coached our team. Change this sentence into the present tense. Girls can play soccer too!

2 In rugby you score a try, in soccer and netball, you score a. 3 To qualify for the team, you have to give the plurals of the following nouns: ball, team, mate, grass. 6 Which spelling is correct: ladys or ladies? Give an example of another word that ends in y and give its plural. 10 You fouled a player by tripping him while he was running. Miss a turn. 14 Well done, your team has won a trophy for Best team! Dice again. 18 Your match was rained out; move back 3 spaces. 7 You hurt your leg before a game, miss a turn. 11 I scored one goal. I wish I could score goals. 15 Match the boys to their place in the race: Boy Place A first B second C third Well done! END Hooray! Girls can play soccer too!

Theme 1 Core Reader activities 1 Turn to page 3 in your Reader. Look at the story called Busi and the soccer team. 2 Look at the pictures. Tell your group what you think the story is going to be about. 3 Do you think that girls should be allowed to play soccer or not? Talk about this with your group. 4 Listen to your teacher read the story to you. Then read the story yourself. 5 Do you think Busi would have liked to be at the same school as Susan, Suraya and Tshepiso (from lesson 1)? Give some reasons for your answer. 6 Now look at the poem My soccer team on page 43 of the Reader. What do you notice about the picture? 7 What is the same about the story in lesson 1, the story Busi and the soccer team and this poem? 8 Which of these texts did you like the best? Tell your group why. Girls can play soccer too!

Lesson 4: Let s read and write What you know already I can build and sound out words to help me read words I don t know. Check myself I recognise sounds and how they join together to form words. I know how to use a dictionary. Word bank A B C permission: being allowed to do something thrilled: feeling very excited What you still need to know When you write about something that is happening now, you use the present tense of the verb. When you want to write about something that happened in the past, you use the past tense: Yesterday, I ran into the room. Last week, he kicked the ball. Read the rest of the story about the girls who wanted to play soccer. You read the first part of this story in Lesson 1. Can girls play soccer? (Part 2) Principal Dlamini gave permission for a girls soccer team at the school. The girls in Class 4P were thrilled. Mrs Phillips had spoken to Miss Gardner and she had agreed to coach the girls soccer team. Girls can play soccer too!

Theme 1 The next week, trials were to be held after school. The boys had been teasing the girls all week. You can t play, because you don t know how to kick a ball, laughed a boy in Grade 7. Ha ha ha. Girls can t play because they won t know which way to run on the field. Yes and they ll keep kicking the ball in their own goal, ha ha ha ha... But all the teasing just made the girls more positive. They were going to play well and show the boys that they could play soccer just as well as the boys could. Classroom activity 1 What do you think happened? Write your own ending to the story. Use the sentences below to help you. Write your sentences in the past tense because you are describing what has happened already. First Soraya Then Tshepiso At last Susan Classroom activity 2 Formal assessment task Now you are going to write about something that happened to you. You are going to write in the past tense. Write about your story in the order that it happened. Yesterday I came to school. First I Then I Lastly I (25) Girls can play soccer too!

2 Theme A game park In this theme, I will: read a story answer questions on a story listen to a story share my ideas and opinions write a recount with a title use commas in the right places read and label a map. Let s talk about this theme 1 Have you ever seen one of the Big Five in real life before? 2 If you could see any one of them, which one would you choose to see? Why? A game park

Theme 2 Lesson 1: Let s read and understand What you know already I can tell what a story will be about by looking at the pictures and the heading or title. Check myself I always read the title of the story because it tells me what the story will be about. I look at the pictures next to a story because they tell me more about the story I am reading. Word bank A B C sub-heading: a smaller heading in a passage that tells you more about the writing that comes after it game: wild animals and birds game ranger: a person who looks after the wild animals in a game park or reserve game drive: when a game ranger takes people in an open vehicle around a game park or reserve to look at the animals track: follow the trail left by animals habits: activities that the animals do every day What you still need to know When you read a story, the title and sub-headings help you to work out what the story will be about. The sub-headings allow you to find information quickly because you know exactly where to look for it. Read the story on the next page with your teacher. It is about Uncle Vusi who works at a game park. A game park

Uncle Vusi, the game ranger Uncle Vusi works as a game ranger at the VendaVela Game Lodge in Limpopo Province. He studied for many years to become a game ranger. Then he went to work at the Kruger National Park, where he became very experienced. He knows the names of many birds and many animals, not just the Big Five! Game drives At about 5 o clock every morning, and every evening, Uncle Vusi takes visitors, who are staying at the lodge, on a game drive. Most of these visitors come from the city, so they have never seen wild animals before. Uncle Vusi shows the visitors all the different types of game and birds that live in the park. He knows where the animals will be because he can track them. He also knows their habits very well. He knows, for example, that animals can often be found at the watering holes, so he will take the visitors there to watch the animals drinking. Types of animals Some of the animals he sees at the VendaVela Game Lodge are: leopard, zebra, hyena, hippo, lion, white rhino, blue wildebeest, elephant, Cape buffalo, cheetah and black rhino. Warnings Uncle Vusi warns the visitors never to feed the animals. He also tells them to sit in the centre of the vehicle and never to hang their hands over the sides. A game park

Theme 2 Classroom activity 1 Now answer these questions about the story you ve just read. 1 In your own words, explain what Uncle Vusi does for a living. 2 What is the Kruger National Park? 3 Why do you think the visitors want to go on game drives every day? 4 How does Uncle Vusi know he can find the animals at the watering holes? 5 Name four kinds of animals that visitors to the VendaVela game park can see. 6 Why do you think the visitors aren t allowed to feed the animals? 7 Find antonyms (words that mean the opposite) in the passage for the following words: a) few b) tame c) always Classroom activity 2 When we have a list of things, we use a comma to separate the different things. Look at this sentence from the reading passage: Some of the animals he sees at the VendaVela Game Lodge are: leopard, zebra, hyena, hippo, lion, white rhino, blue wildebeest, elephant, Cape buffalo, cheetah and black rhino. Can you see how the comma has been used to separate the different animals in the list? Now use a comma to separate the things in the list below: 1 Uncle Vusi tells visitors to pack water sandwiches jerseys binoculars and sunglasses. 2 Visitors are not allowed to feed the animals birds snakes tortoises and fish. A game park

Lesson 2: Let s read a map What you know already Pictures add meaning to writing and help me to understand more about what I am reading. Check myself I always look at pictures carefully. I try to read pictures and writing together to understand better. Word bank A B C T-junction: a place where two roads meet and form a T you can t go straight, you can only turn left or right route: the roads, streets and paths taken to get from one place to another lodge: a hotel at a game park where visitors stay What you still need to know A map is a drawing that gives us information. A map tells us where places, people, animals and objects are. We can use a map to work out a route to get where we want to go. Classroom activity Look at the map of the VendaVela Game Park on the next page. Use these words to help you answer the questions about the map. turn left turn right go straight follow the road T-junction curve with the road drive in drive out A game park

Theme 2 1 Uncle Vusi wants to take visitors on a game drive to the watering hole. On the way, he wants to show them buffalo, lion and zebra. Explain the route he would take when he leaves the lodge. 2 Uncle Vusi wants to take people to see the rhinoceros, cheetahs and then to the watering hole. What route would he take when he leaves the lodge? 3 If Uncle Vusi had been to see the elephants, explain how he would get back to the lodge. 4 Where do the elephants live? 5 Where do the monkeys live? A game park

Core Reader activities 1 Turn to page 55 in your Reader. Look at the information text called The Big Five. 2 Look at the pictures. Tell your group what you think the story is going to be about. 3 Can you name the Big Five? 4 What is the biggest mammal living in the sea? 5 Give synonyms (words that mean the same) for the following words: a) large b) alone c) night 6 Give opposites for these words from the text: a) long b) top c) night 7 Look at the newspaper article on page 74 of the Reader. How do you know this is a newspaper article? 8 What do people use rhino horns for? 9 What would you do if you caught a poacher? Tell your group and explain why you would do this. 10 Your teacher is going to ask you to choose a story to retell. You will need to retell the story in the order that it happened and talk about the main things that happen in the story. A game park

Theme 2 Lesson 3: Let s listen What you know already When I listen to a story, I must listen for information like names of people, places and dates. When I have to retell a story, it must be in the right order. Check myself I listen carefully for important information. I can retell a story in the right order. Yes/No Yes/No Word bank A B C celebration: being happy on a special day to show that something good has happened decade: a group of ten years poachers: people who hunt wild animals illegally erosion: when the soil in an area is slowly washed away by rain or blown away by wind and the good minerals and food in the soil disappear alien plants: plants that did not come from South Africa, but came from other countries What you still need to know When you listen to or read a passage, you will often be asked to give your opinion on the passage. This means you will have to say what you liked or did not like about the passage. You can give your opinion on the people described in the passage, the places explained and the events that happened. A game park

Classroom activity Your teacher is going to read you a story about the game rangers in the Kruger National Park. Listen carefully because you will have to answer questions afterwards. Now answer these questions. 1 On which day is International Ranger s Day held? 2 Where was this ceremony held in South Africa? 3 Which rangers were honoured at the ceremony? 4 What reward did these rangers receive? 5 Name two things that the rangers have to do every day. 6 Do you think it is a good idea to reward the rangers for their hard work? Why do you think so? 7 Do you think poachers are bad? Tell your partner why you think so. Lesson 4: Let s write What you know already I can write simple sentences using a frame to help me. I know that I must check my writing for mistakes in my grammar, spelling and punctuation. Check myself I read what I have written before I hand it in. I check my writing for mistakes and correct them. A game park

Theme 2 Word bank A B C verb: recount: assembly: a doing word a word that shows action to retell the story or details of something that happened a meeting of all the learners in a school that is usually held once a week, where the principal speaks to the learners What you still need to know We use verbs to describe action words. These are some examples: I run to school every day. I play soccer. He kicked the ball to the dog. I draw and paint all the time. When I want to describe an action that I am busy doing now or am going to do in the future, I use the word am in front of the verb and add -ing to the verb. Look at these examples: I am running in the race, now. He is kicking the ball to the dog. You are making a noise. They are coming tomorrow. Is is used for he, she and it. Are is used for you and they. Classroom activity 1 Imagine that each week a learner at your school has to write a recount of what happened at assembly that week. This week it is your turn to write about the assembly. A game park

Use the frame below to help you. On Friday, we had assembly. The principal and teachers were sitting at the front of the hall. The learners walked in... Suddenly... But... At last... When you have finished writing your recount, give it a title. Remember, when you are writing and you are not sure how to spell a word, you can use a dictionary to check the spelling. Classroom activity 2 Look at the map below of a school hall. Now draw a simple map, like this one, to show where everybody was sitting at the assembly that you wrote about in Classroom activity 1. Label your map, using these words to help you: chairs windows door stage principal s platform teachers chairs A game park

3 In the garden Theme In this theme, I will: listen to a story describe people in a story read a story answer questions about a story write sentences using adjectives learn new vocabulary. Let s talk about this theme 1 What do you like best about gardens? 2 If you could have your own garden, what would you grow? In the garden

Lesson 1: Let s listen What you know already I can say what I liked or did not like about a passage. I can talk about the people, places and happenings described in the passage. Check myself I listen carefully for information about people and places. I listen for information about things that happen. Yes/No Yes/No Word bank A B C character: invitation: curious: one of the people written about in a story being asked to spend time with somebody wanting to know more about something What you still need to know A person in a story is called a character. You can learn a lot about people or characters from the way they are described in a story. For example, if a character is always smiling, we can say that she is a happy person. If somebody shouts all the time and tells people to stay away, then we can say he is angry, unhappy and unfriendly. Classroom activity Formal assessment task Your teacher is going to read you a story. It is called Mrs Tabole s garden. Listen carefully to the story because afterwards you will have to answer questions about the story. In the garden

Theme 3 1 What did Mrs Tabole grow in her garden? (3) 2 What did she do every morning in her garden? Start like this: a) First, she would start with the flowers and then the. (1) b) Then she her plants. (1) c) And then she used her to dig up the. (2) 3 How did the schoolchildren mess Mrs Tabole s garden? (1) 4 What was Mrs Tabole s dog s name? (1) 5 What did Mrs Tabole offer the children? (1) Now work in a group. Take turns describing what Mrs Tabole looks like. Use the picture to help you. Use adjectives (describing words) to help you describe her. (10) Total: (20) Lesson 2: Let s read What you know already A person or animal in a story is called a character. You can learn a lot about people or characters from the way they are described in a story. In the garden

Check myself I can name the characters in a story. I can say if I like the characters in a story. Word bank A B C delicious: when something tastes very nice nibble: eat something in small, quick bites among: in the middle of attract: to make something come closer pest: an insect that damages plants and crops interrupt: say or do something to stop somebody when they are speaking What you still need to know Every story has a story line. This is the order in which things happen in the story. So when you retell a story, you say what happened in the story line from the beginning to the end. Think of the story line as a number line: The baby was born. She went to school. Her parents moved to another town. She met a boy who was also new at school. Do you remember the passage that your teacher read to you about Mrs Tabole and her garden in Lesson 1? Now read more about Mrs Tabole and her garden. What grows in Mrs Tabole s garden? The children sat down on the blanket in Mrs Tabole s garden. They ate the sandwiches that she had made for them. They were delicious. The lettuce was crisp and sweet, the tomatoes were juicy and she even gave them carrots to nibble on. After In the garden

Theme 3 they had eaten their sandwiches, she poured them glasses of water from a huge glass jug that was filled with green leaves. But, my goodness, it tasted delicious. She explained, It s mint water. I pour water into a jug, pick mint leaves from my garden and let them soak in the water. The water then tastes like mint. Isn t it yummy? Then Mrs Tabole took them for a walk around her garden. She showed them her vegetable garden that grew in straight rows. She grew pumpkins, carrots, onions, tomatoes and lettuce. Why are the flowers growing among the vegetables? Susan asked Mrs Tabole. That s a very good question. Most people think that flowers and vegetables should grow separately, explained Mrs Tabole. But flowers attract bees and birds. They then eat any insects that are feeding on the vegetable plants. Flowers also hide the vegetable plants when they are small, so pests can t find them and eat them. Isn t nature clever? She showed them beautiful yellow flowers that were called marigolds, white flowers with yellow centres called daisies and tall, pink and light purple coloured flowers called cosmos. The children listened to Mrs Tabole without interrupting. This was so interesting. She showed the children a plant with greenish-grey leaves that had flowers that looked like daisies. Now, whenever I have a cold and my chest is sore, I take part of this plant and soak it in hot water. Then I drink it as a tea twice a day and in a few days, I feel fine. It s called an Ibohlololo plant. My mom rubs the juice from Aloe leaves on my skin if I hurt myself or if I get an insect bite, said Pat. In the garden

That s right, said Mrs Tabole pointing to a plant in the corner, that s an aloe plant right there. A garden is a wonderful, living thing that needs care. And that s why I get so upset when you throw your ball into my garden and run over my flowers and vegetables, said Mrs Tabole. We re very sorry, Mrs Tabole. We promise never to do it again, the children said. But, they asked Mrs Tabole, Can we please come and visit your wonderful garden again? Of course, you can! she said. Next time, I ll make you herb tea and biscuits! Classroom activity Formal assessment task Now answer these questions about the reading passage. 1 Who is the most important character in the story? (1) 2 Why did she invite the children into her garden? (1) 3 What did she give them to eat? (2) 4 How did she make her special kind of water? (2) 5 What kinds of vegetables did she grow in her garden? (4) 6 What is the name of the white flowers with a yellow centre that grow in Mrs Tabole s garden? (1) 7 When does Pat s mom use the juice of the Aloe plant s leaves? (2) 8 What did Mrs Tabole promise to make the children next time they came to see her garden? (2) 9 Think back to the story you listened to in Lesson 1. Read this story again. Now retell the whole story from the beginning to the end. (10) Total: (25) In the garden

Theme 3 Lesson 3: Let s write What you know already When I see new words, I must first find out their meaning and then learn to spell them. I should write new words in my dictionary. Check myself I find out the meanings of new words. I learn how to spell new words. I write new words in my dictionary. Word bank A B C grid: a set of squares What you still need to know When words are very long, it is better to break them up into smaller pieces. That way, they are easier to pronounce, to spell and sometimes to understand. Look at the word vegetable we can break it up into smaller pieces: vege + table = vegetable. Look at the word sunflower. It is made up of two smaller words, sun + flower. We call words like these compound nouns. Classroom activity Word search Find these vegetables, flowers and herbs in the word search grid on the next page. The first one has been done for you. The words can be read from left to right or from top to bottom. In the garden

tomato potato herb basil marigold daisy carrot vegetable garden weeds lettuce sunflower mint flowers onion cosmos insect a p g q r w e e d s m b p h j o u w a d b m c w p k y q i y n o p o t a t o s r d f a y o l h p y c s l s t m i n t o a r h u m a j s u d r t e n e t g x h j r n r f l o w e r s o o b l z i n s e c t p k o n i o n s c x m m w a z x g d y l l l e t t u c e j k u b r s m z o f t r k n f g b a s i l m t a g a q k m v v n g m a r i g o l d d h s h d f l s b z c v e g e t a b l e n o w k n n p x c u x Lesson 4: Let s write What you know already A verb is a doing word. Verbs can be past, present or future. Check myself I know a verb is a doing word. I can give examples of verbs in the past, present and future tense. Yes/No Yes/No In the garden

Theme 3 Word bank A B C plural: singular: describing: more than one only one explaining something by telling what it looks like, what it does and other things about it What you still need to know When one person or thing does an action, the verb must be in the singular. When two or more people do an action, the verb must be in the plural. Look at these two sentences: The flowers is growing among the vegetables. The flowers are growing among the vegetables. Why is the first sentence wrong? Flowers is a plural noun that means there are more than one. Our verb must match the noun, so we have to use a plural verb. Is is the singular form of the verb. That s why we use are. Classroom activity 1 Formal assessment task In each of the sentences below, you can choose from two verbs. Choose the correct verb so that the sentence makes sense: 1 Mrs Tabole give/gives the children sandwiches. (1) 2 The children eat/eats the sandwiches and drink/drinks the mint water. (1) 3 Susan ask/asks Mrs Tabole why she grow/grows flowers. (1) 4 Vegetables need/needs sunlight to grow. (1) 5 The children is/are happy to learn about Mrs Tabole s garden. (1) In the garden

When we change verbs into the past tense, we add -ed to the verb, for example: She plants seeds. becomes She planted seeds. I pick flowers. becomes I picked flowers. Change the verbs in the sentences below into the past tense. 1 Mrs Tabole fills their glasses with mint water. (1) 2 The children listen carefully to her. (1) 3 Her dog barks very loudly. (1) 4 She loves the vegetables and flowers in her garden. (1) Classroom activity 2 Formal assessment task Look at the picture of Mrs Tabole. We use adjectives to tell us more about nouns. There are different kinds of adjectives that we can use. Some adjectives tell us about size, colour and age. Write five sentences describing Mrs Tabole. Use these sentences to help you: 1 Mrs Tabole is a big/small woman. (1) 2 She is very thin/fat. (1) 3 She is wearing a blue/red dress with black/green spots. (1) 4 She has a yellow/blue scarf around her head. (1) 5 She likes/does not like to grow vegetables in her garden. (1) 6 She is a young/old woman. (1) Total: (15) In the garden

Theme 3 Core Reader activities 1 Look at the poem Garden Bugs on page 44 of the Reader. What kind of bug is shown in the picture? 2 Read the poem with your teacher. 3 a) Write down five adjectives in the poem. b) Look these adjectives up in your dictionary. c) Write a sentence using each of these adjectives. Your sentences must show that you understand the word. 4 Read the story called The Biggest Pumpkin on page 6 of your Reader. 5 Your teacher is going to divide you into groups. You are going to act out the story. In the garden

4 Theme Let s grow our own food In this theme, I will: listen to a story describe what needs to be done use commands read a story answer questions about a story write instructions write a list. Let s talk about this theme 1 What are the children doing in the picture? 2 Have you ever grown anything in a garden? Did you enjoy it? 3 Would you like to grow vegetables? Why? 4 If you could grow your own vegetables, which ones would you grow? Why? 5 What would you do with the vegetables that you grew in your garden? Let s grow our own food

Theme 4 Lesson 1: Let s listen What you know already I can listen for information in a passage. I can understand and follow instructions. Check myself I listen carefully for information in a passage. I can understand and follow instructions. Word bank A B C nutrients: the minerals in the soil that a plant uses to grow diagram: a simple drawing or plan journal: a book in which you write about everything that happens every day preserve: to store food in a way that stops it from rotting, e.g. pickling, drying, canning directions: instructions on how to do something What you still need to know When you listen to a passage that gives instructions and directions about how to do something, it is important to remember the exact details. If you have to follow these directions to make or do something, you need to be able to do it exactly. Remember that the order of the directions is also very important. You have to start with the first step, then go on to the next step and end at the last step. So, it is very important to listen carefully to directions. Let s grow our own food

Classroom activity Your teacher is going to read you a passage about planting a vegetable garden. Listen carefully as you will have to answer these questions afterwards. 1 What is the first thing that needs to be done when you are planning your vegetable garden? 2 How many hours of sunlight should a vegetable garden get? 3 The soil needs to be, and have lots of nutrients. 4 Why do you need to have water close by? 5 Complete each of the steps in this process. The first one has been done for you: 1. Draw a diagram of the vegetable garden you want to plant. 5. Write down information like the dates that you planted your seeds; you should water your plants and when they will be ready to be. 2. Draw what you would like to plant and you would like to plant them. 3. Keep a. 4. In your journal you can write down information about the you are growing in your garden. Let s grow our own food

Theme 4 Lesson 2: Let s read What you know already I can tell what a story will be about by looking at the pictures and the heading or title. Check myself I always read the title of the story because it tells me what the story will be about. I look at the pictures next to a story because they tell me more about the story I am reading. Word bank A B C instructions: information about how to do or make something prepare: to make something ready drain: when water runs out of the soil layer: something that covers the surface or lies between two things border: the edge of an area of ground What you still need to know When we read or write a text with instructions, we usually give commands. Commands are like orders the person listening must follow them. Instead of saying: Mandla, please give me that bat before you break another window. We say: Give me that bat before you break another window! We are instructing or commanding Mandla to give us the bat. And, we show that it is a command by using an exclamation mark! Let s grow our own food

Read the text below, which tells us how to plant a vegetable garden! Let s grow a vegetable garden (part 1) It is an excellent idea to plant a vegetable garden near your home or school. If your garden is close by, you can water it and look after it properly. Read the instructions below on how to plant and grow a vegetable garden. First, decide on the types of vegetables you would like to grow, such as potatoes, cabbages, carrots, beans, peas, cucumbers and tomatoes. You should plant at least four different kinds of vegetables. Plant each type of vegetable in a different row. A/w 4.3 Illustration of small vegetable garden four rows of veges growing: cabbages, potatoes, carrots and tomatoes How to prepare your vegetable garden Mark out the area of your garden. It should be about 1 metre x 2 metres. Then mark out four rows of about 30 cm each, leaving enough space in between the rows for you to move. Vegetable A Vegetable B Vegetable C Vegetable D 30 cm 30 cm 30 cm 30 cm Let s grow our own food

Theme 4 In each row, dig the soil up from the bottom to the top, taking out any stones and weeds. At the bottom of the hole that you have dug, put a mixture of things such as eggshells, bones, wood and paper to help the soil to drain better. Then put a layer of soil on top of this. Then put a layer of a mixture of grass cuttings, small branches and leaves. Lastly add another layer of soil. The seeds will be planted in this layer. Use small stones to make a border around your rows. Leave the beds like this for a week. Water well before planting. Classroom activity Formal assessment task Read the passage about how to grow a vegetable garden and then answer these questions. 1 What is the first thing you should do if you want to plant a vegetable garden? (1) 2 How wide should each row be? (1) 3 Why must you leave a space between each row of vegetable plants? (2) 4 Name three things that you should put into the soil at the bottom of each hole. (3) 5 Why should you put these things into the soil? (1) 6 In which layer of soil should you plant your seeds? (1) 7 Look at this sentence from the passage: The seeds will be planted in this layer. What tense is used in this sentence? (1) Total: (10) Let s grow our own food