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ENGLISH HOME LANGUAGE – Grade 6 Book 1

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ENGLISH HOME
LANGUAGE
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ENGLISH HOME LANGUAGE
GRADE 6 – BOOK 1
TERMS 1 & 2
ISBN 978-1-920458-71-3
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Grade
Name:
6 Class:

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ISBN 978-1-920458-71-3

THIS BOOK MAY NOT BE SOLD.

9th Edition

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ISBN 978-1-920458-71-3

Book 1
9 781920 458713
Terms 1 & 2
 RESPONSIBILITIES OF THE YOUTH OF

Eq u ity Hu man dig nity Lif e

Tr eat ev er y Resp ec t All lif e is
p er son eq u ally ev er yone. p r ec iou s.
Mrs Angie Motshekga, Mr Enver Surty, and f air ly. Be kind Tr eat all
Do not and lif e w ith
Minister of Deputy Minister of desc r iminate. c ar ing . r esp ec t.
Basic Education Basic Education

These workbooks have been developed for the children

of South Africa under the leadership of the Minister of F amily Edu c ation W or k
Basic Education, Mrs Angie Motshekga, and the Deputy Honou r and r esp ec t Attend Help you r f amily
Minister of Basic Education, Mr Enver Surty. you r p ar ents. sc hool, w ith w or k in you r
Be kind and lear n and home. C hildr en
The Rainbow Workbooks form part of the Department loyal to w or k har d. mu st not be
you r Adher e to f or c ed to g et a
of Basic Education’s range of interventions aimed at f amily. the sc hool’ s j ob.
improving the performance of South African learners r u les.
in the first six grades. As one of the priorities of the
Government’s Plan of Action, this project has been
made possible by the generous funding of the National F r eedom and sec u r ity P r op er ty Relig ion, belief and
Do not hu r t, bu lly Resp ec t the p r op er ty op inion
Treasury. This has enabled the Department to make these or intimidate of other s. Resp ec t the
workbooks, in all the official languages, available at no cost. other s, and do not Do not damag e belief s and op inion
let other s do so. p r op er ty and of other s.
We hope that teachers will find these workbooks useful Solv e disag r eements do not steal.
in their everyday teaching and in ensuring that their in a p eac ef u l w ay.

learners cover the curriculum. We have taken care to

guide the teacher through each of the activities by the Saf ety C itiz enship F r eedom of ex p r ession
inclusion of icons that indicate what it is that the learner Look af ter the ear th. Be a g ood and loyal Do not sp r ead lies and hatr ed.
should do. Do not w aste w ater Sou th Af r ic an c itiz en. Ensu r e other s ar e not insu lted or
and elec tr ic ity. Obey the law s, hav e their f eeling s hu r t.
We sincerely hope that children will enjoy working Look af ter animal and ensu r e
and p lant lif e. other s do
through the book as they grow and learn, and that you, the Keep you r home as w ell.
teacher, will share their pleasure. and c ommu nity
c lean and saf e.
We wish you and your learners every success in using
these workbooks.

Published by the Department of Basic Education

222 Struben Street ISBN 978-1-920458-71-3
Pretoria The Department of Basic Education has made every effort to trace copyright holders but if any have been
South Africa inadvertently overlooked, the Department will be pleased to make the necessary arrangements at the first
opportunity.
© Department of Basic Education
Ninth edition 2019 This book may not be sold.
Grade 6
H om e
an g a g e
L u
IN ENGLISH

ENGLISH
This book belongs to:

Book

1
 Use the
togethe Workbook
r wit C
GUIDELINES FOR USING THIS WORKBOOK resource h your other
s
CAPS inte . Consult the
for Hom
rmediate
ph
o
We wish to welcome you to the intermediate phase Home Language e Langu ase
age.
Workbook. The Home Language level for the intermediate phase is intended n
to develop learners’ language proficiency in the communication skills required in
social situations, and to develop their cognitive academic skills essential for learning across the
t
curriculum. We hope that you will find this Workbook useful in assisting your learners to develop e
these competences.
n
The Workbook is organised according to the two-week cycles of the CAPS. You will find the overview
of what will be covered in each of the two week cycles on pages 1, 35, 69 and 103 of this Workbook. t
Each 2-week cycle is packaged to include the following four language skills:
s
1 Listening and Speaking (Oral) – 2 hours per 2-week cycle
Learners need frequent opportunities to develop their Listening and Speaking
skills to enable them to collect information, solve problems and express ideas
and opinions. The Workbook contains a number of speaking and listening
Let’s talk activities which you can extend upon to ensure that learners have regular
opportunities for oral practise.

2 Reading and Viewing – 5 hours per 2-week cycle

The CAPS require learners to read and view specific texts and genres in each
2-week cycle. This includes reading: short stories, folklore, personal recounts,
Let's read letters, e-mails, diary entries, drama, newspaper articles, magazine articles, radio
interviews, poetry, persuasive texts, advertisements, instructions, directions
and procedures. In addition, the CAPS require learners to read information text
with visuals: maps, charts, tables, diagrams, mind maps, weather charts, posters,
notices, pictures and graphs. You will find a good selection of these types of texts
in the Workbook.

The CAPS specify a process for reading comprising of pre-reading, reading and
post reading stages. You will find a useful graphic explanation of the ‘reading
process’ in the inner front cover of this book.

3 Writing and Presenting – 4 hours per 2-week cycle

The CAPS require learners to have frequent opportunities to practise writing
Let's write across a range of contexts. The Workbook provides a number of writing frames
and organisers to scaffold learners’ presentations of written, visual and
multi-media texts. You will find a graphic explanation of the ‘writing
process’ in the back inner cover of the Workbook.
Grade R - Grade 9
4 Language Structures and Conventions – 1 hour per 2-week cycle WORKBOOK
TRAINING

The CAPS provide a list of Language Structures and Conventions (items) MANUAL

that should be covered in each grade. The Workbook includes specific N ame :

exercises for each of the 2-week cycles. Usually these activities ance
Let's write include a ‘note’ explaining the language convention. f u r t h er guid the
For co nsult
LANGUAGE
please ok Training
o
Workb anual.
M
 C Theme 1: Fact and fiction
o News reports Retell the story in sequence. Crocodile 22
Introduction to proper nouns.
Term 1: Weeks 1 – 2 Prediction of a story based on
n Classification exercise on proper and
common nouns.
illustrations.
1 What’s in the news 2 Write the story using a frame with key
t Read and compare four newspaper 6 Language matters 12
words and illustrations.
Follow the sequence of the writing
articles. Use inverted commas. process.
e Focus on headline, by-line, lead Write sentences in reported speech.
paragraph and captions. Write a topic sentence and includes 12 Different types of nouns 24
n 2 Reading the news 4
relevant information to develop
a paragraph. Deletes sentences
Introduction to common
and abstract nouns.
Discussion about the four articles. unrelated to the topic.
t Identify headline, by-line, date,
Activity on common and
abstract nouns.
introductory paragraph and use of 7 Caring for ourselves 14 Revise proper nouns.
s visuals and captions.
Comprehension on articles identifying
Read two newspaper articles. Sort nouns into common,
Focus on conventions: headline, lead abstract and proper nouns.
headline, by-line and answering paragraph, visuals and main topic. Discuss proverbs and idioms.
who, what, where, when, why and Comprehension on article, comparing Write their definitions and drawing
how questions. two news articles. them.
Vocabulary exercise on words and Interpret a cartoon related to topic. Vocabulary: antonyms.
meanings from newspaper articles. Record new words and meanings in
Discussion on headlines as attracting personal dictionary. 13 The man who bought
the reader. the shade 26
Introduction to gestures using visuals, 8 Talking about the news 16
captions and photographs. Prediction of a story based on
Prepare and present a speech. illustrations and headings.
3 Writing a newspaper article Design a poster to accompany the
6 Discuss the story: characters, setting
speech. and plot.
Plan and draft a newspaper article Assess both the speech and the Record new words and meanings in
using “wh” words. poster using given criteria. personal dictionary.
Brainstorm ideas with group. Word division and counting syllables.
Use the writing process to develop Punctuation activity on comma, full 14 In the shadow of a tree 28
text. stop, exclamation mark, etc.
Write news in the past tense. Make up a role play based on the
Write newspaper article using story to depict characters and plot.
Folk tales Link nouns to adjectives.
headline, by-line and other
conventions. Term 1: Weeks 3 – 4 Activity on antonyms.
Prepare and present a speech based Introduction to metaphors. Illustrates
on a newspaper article. 9 How hare tricked Elephant one of them.
Simple present, past and future tenses.
Prepare notes for speech to be written and Whale 18
in the past tense. 15 More about language
Introduction to folk tales. 30
Record new words and meanings in Carry out prereading, activities
personal dictionary. Simple present and past tense
and prediction using title and exercise using subject-verb
4 Write right 8 illustrations. agreement.
Read a folk tales with a focus on Match proverbs with their meanings.
Introduction to interrogatives. characters, setting and plot.
Exercise on interrogatives. Record new words and meanings in
Record new words and meanings in personal dictionary.
Introduction to subject–verb personal dictionary.
agreement. 16 Tense game 32
Exercise on subject–verb agreement. 10 Thinking about Hare, Whale
The revision of the simple past,
Introduction to personal and reflexive and Elephant 20 present and future tenses as a board
pronouns.
Focus on stereotypes, moral lesson, game.
Record new words and meanings in Check himself or herself against
human characteristics of animals.
personal dictionary. the outcomes for the previous 16
Comprehension on content
and inferences. worksheets.
5 Schoolgirl saves boy’s life 10 Select adjectives to Record new words and meanings in
Read a newspaper article. personal dictionary.
describe hare.
Focus on headline, by-line, lead Use adjectives to
ce paragraph, date and captions. write a character
he Comprehension questions based on sketch of hare.
ng content. Write a character
sketch of a person.
TEACHER: Sign Date 1
11 How Rabbit tricked Lion and
 1 What's in the news? Before you read
Look at the pictures and headings and try
to predict what the text will be about. Skim
Look at the headlines and the pictures of four
Term 1 – Week 1–2

the page to see what you will read about.

newspaper articles and tell your partner what While you read
you think each article is about. Then read the Compare your predictions with what you
Let’s talk lead paragraph of each article and see if you can read. If you don’t understand a section,
read it again slowly. Read it aloud.
predict what the rest of the article is about.

New New Town school

Let's read Jan Roux – Education Reporter

T he Honourable Minister of would, however, be made to

Lead paragraph

Education opened a new ensure that learners continued

primary school in New Town on to learn to speak, read and
Monday at an opening ceremony. write in their home languages
(Sepedi, isiXhosa, isiZulu and
The minister informed guests Afrikaans).
that a new school had been built The residents were thrilled by
in the province to accommodate the development of the school and
the growing number of children. parents joined the minister for
She said that, “the population in a tree-planting ceremony. They
the area has grown considerably have plans to develop a school
since the mine opened in New library and school gardens.
Town and families have moved Smiling 12-year-old Thandi
to the area in search of work.” Khosa said, “I am so excited
Because people had migrated to be starting Grade 6 in a new
to the area from across the school. I will put new effort into
country, the school would teach my work.”
in English. Special efforts

Up in smoke
Jabu Dube News Reporter

City bus went up in smoke after an

Lead paragraph
electrical fault caused a bus to burn.

F our days ago, the passengers on board the Sunhill bus

had to evacuate it through the rear door and by breaking
the emergency window at the back of the bus.
“We were lucky to get our school bags from the bus,” said
a relieved Sbu Ndidi.
Passengers were left stranded as the bus company was not
able to send an alternative bus.
The city bus company will be servicing all its buses to
ensure that this problem does not recur.

2
 Date:

What a beating! Headline

On Tuesday, Super Girls’ Mary Sithole scored

two goals while Anna Smith and Louise Parker
each added another, enabling the Super Girls to
give the Western Warriors a 4-0 hiding at New
Town Stadium.
“It was really important for us,” the coach said.
“The past two years we’ve played them, they’ve
beaten us, so it was satisfying finally to have that
victory.”
So how does a team go from losing against an
old foe to delivering a 4-0 thrashing? According
to the Super Girls coach, look no further
than the defence – which limited the Western
Ann MacDonald Warriors to just three shots on goal.
By-line “Even though our captain was injured, we
Sports Reporter
played our reserves and they did an excellent
Over the last season the Western Warriors’ job,” the coach said.
have been a thorn in the Super Girls “This win has really motivated us!” said Mary
Soccer Team’s side. Sithole. “Whenever we play so well together, it
feels like we can beat any team.”

Boy rescues
toddler
A three-year-old girl was pulled from a river
by a schoolboy, Dumisani Mkize, a learner
at the New Town Primary School in
KwaZulu-Natal.
Two days ago, the toddler had been left in the
care of her eight-year-old sister who became
distracted when the toddler wandered off to the
river. Mrs Dlamini of the Department of Social
Development says that children must always be
supervised by a responsible adult. Caption Twelve-year-old Dumisani
Mkize rescued toddler.

TEACHER: Sign Date 3

 2 Reading the news
Term 1 – Week 1–2

Look at each of the articles again.

Let's write Then fill in the answers to the questions in the table.

No What is the headline? What is the by-line? When did the event occur?
Work out the date.

population moved from one area to another

considerably the total number of people living in an area

Let's write
migrated lost one’s focus
Draw a line to
match the words alternative significantly, a lot
on the left with
their meanings recur left the place
on the right.
distracted happen again

evacuated another one, a substitute

Look at these headlines and say W i NNE R

Let’s talk what you think the articles are about.
LOSES HE
In what way do the headlines
attract our attention?
R HE AD
in

e AD ROOFIVER
R DOG
H es R AIN causes
HAVO C
takes man
for a

L In WA LK
4
 Date:

Good evening. This is

_________________
Choose two of the newspaper
with today’s news.
articles and present them for a
Let’s talk news programme for TV.

r? What happened? Who was

involved?

Newspapers often use photographs. Look at the gestures of these people

and then match the caption with the picture. Fill in the correct numbers.
a Let’s talk

1 Laduma! We are 2 3 Why do I always have

I don’t want to go to school!
the winners! to do homework?

4 You need to eat fresh fruit and 5 It is important for children 6

I am so happy!
vegetables and cut out fats. to read every day.

TEACHER: Sign Date 5

 3 Writing a newspaper article
Term 1 – Week 1–2

Plan your own newspaper article. Discuss the

questions on the mind map with your partner.
Let's do

When did the event

What happened?
2
1
take place?
Intr

5 Why?
3 Who was involved? 4 Where did it take
place?

Use a mind map to help you

to plan your writing Write a
WRITE A NEWS ARTICLE rough draft Ask a friend to edit
the draft Revise your text and
Develop a catchy headline. make the necessary corrections
Then write it neatly in your book.
First paragraph: In your first one or two sentences, you should tell
your reader who, what, when, where, and why. Try to attract the
reader’s attention by beginning with a funny, clever or surprising statement.
Middle paragraphs: Give the reader the complete details. Include one or two quotes
from people you interviewed. Use inverted commas to show what they say.
Last paragraph: End with a quote or a catchy phrase.

Write your own newspaper article in the space provided. Give your newspaper a
name. Make up a catchy heading and then write your news, using the notes you
Let's write made in the mind map. When you have done this, swop your article with a few
others in the class and see who has the most interesting news.

6
 Date:

Name of newspaper
and date

Headline

By-line

Draw a picture and write a caption for it.

Introduction

Who was
involved
What was the event and where did it take place? and what
was the
result?

dit
d
ns
ook.

TEACHER: Sign Date 7

 4 Write right Interroga
tives are
Rememb question
er to end s.
Term 1 – Week 1–2

with a qu the sente

estion m nce
ark.
Change these sentences into questions.
Let's write We have started some for you.

She was playing alone at the river when she fell into the water.
Was she
The girls trained hard to win the game.
Did they
He read the newspapers last night.
Did he
They ran in a race yesterday.
Did they
The Minister of Education opened the new primary school in New Town.

The passengers had to evacuate the bus through the rear window.

They were playing soccer when it rained.

The team won the match.

It started to rain after the soccer match.

Subjects and verbs work together. In a correct sentence, the subject and verb agree in terms of
number. This means that if you have a singular subject, the verb must also be in the singular form,
and if the subject is plural, the verb must also be in the plural form. Look at these examples.
1. The boy digs a hole. (One boy) 2. The boys dig a hole. (More than one boy)

Let's write 1 Jabu live/lives in Polokwane.

2 The girl play/plays netball for the first team.
Make each subject agree with 3 The two boys drive/drives each others’ toy cars.
its verb. Underline the subject
4 She go/goes to New Town School.
and then select the verb that
matches the subject. 5 We play/plays in the under-12 soccer team.
6 The team is/are the best in the province.
8
 n ouns
Date:

Pe rs o n a l p ro
We are now going to look at pronouns. These are personal pronouns:
I he she
Underline the personal pronoun in each of these sentences. it we you they

I am at school. We are children.

She is a girl. You are my best friend.
He is a boy. They are playing soccer.
It is a daffodil. We are eating our lunch.

Let's write
Now look at this longer list of personal pronouns and then
underline them in the sentences below.
PERSONAL PRONOUNS
I me he they them it
you
we us she her it yours

That book belongs to me. She had her book in her bag.
I gave the book to him. This is your book.
We gave the soccer kit to them. I gave the sweets to them.

PERSONAL PRONOUNS REFLEXIVE PRONOUNS

We know what I me myself
personal pronouns
we us ourselves
are. There are also
other kinds of you you yourself
pronouns, such as you you yourselves
reflexive pronouns. he him himself
Look at the table on
she her herself
the right to see what
they are. it it itself
they them themselves
Look at the following sentences and underline the personal pronouns A reflexive pro
and the reflexive pronouns. noun
is a pronoun e
nding
You must enjoy yourself during the She is able to dress herself now in -self (plural
-selves).
holidays. that she is four years old. They are called
reflexive
because they ˝r
She hurt herself when she fell from eflect
I help myself to food at home. back ˝ on the su
the tree. bject or
the personal p
ronoun.
They care for themselves when their parents are at work.

TEACHER: Sign Date 9

 5 Schoolgirl saves boy's life
Term 1 – Week 1–2

Before you start reading this newspaper article, look at the headline
and the photograph. Try to work out what the article is about.

Let's read

E Smith. News Reporter Monday 27 February 2015

Young swimmer to the rescue

B ongi Shabalala, a 12-year-old Grade 5
pupil at Fundani Primary School,
rescued a schoolboy who was drowning
If someone stops breathing you must act
immediately.

in a dam. Eight-year-old Michael Fortunately, Bongi’s friend, Ann Brown,

Naidoo was swimming in the was also passing the scene of the
Rough Dam near the school on accident. Her dog started to
Friday afternoon. According bark and she went to the site
to reports, the Grade 3 boy where Bongi was assisting
was trying to dive from a the boy. She alerted
tree but hit his head on the school principal,
a branch before falling who called the rescue
into the water. Bongi, services.
who was on her way
home from school, saw Bongi will receive a
the boy floating in the reward for her bravery
dam. She immediately and for saving Michael
dived in to rescue him. Naidoo’s life.
She is the swimming captain
at her school and she also has a The principal, Mrs Makhanya,
certificate in first aid. said she had warned all the schoolchildren
not to misbehave. They may not go to the
Bongi brought the boy to the shore and dam on their own.
revived him. She knew how to do mouth-
to-mouth resuscitation. The Red Cross The principal has requested all children
says that life-saving techniques like this to attend both first aid and swimming
are not difficult but you must act quickly. classes.

Tell your partner, in the correct sequence,

what was reported in the newspaper article.
Let’s talk

10
 Date:

Let's write Read the newspaper article and then answer these questions.
What is the newspaper headline?

What is the newspaper by-line?

On what date did this accident happen? (Hint: work it out from the date of the newspaper.)

What happened to Michael Naidoo? Write three sentences to explain what happened to
him. Start your sentences as shown below.

1) First he 2) Then he 3) Eventually he

What two skills did Bongi have that saved Michael’s life?

L k back at the newspaper article. Underline proper nouns Proper nouns are names
(names of people and places) in red and the common nouns of people and places.
(names of things) in blue. Now fill in the nouns under the correct They always start with a
headings. capital letter.

PERSON Place Thing

Bongi Fundani School tree

TEACHER: Sign Date 11

 6 Language matters
e ch
R e p o r te d s p e
Term 1 – Week 1–2

We use two sets of inverted commas if the name of the speaker is given in the
middle of what is being said, like this:
• “I have asked you twice,” said mother, “to wash your plate.”
• “Please pick up the litter,” said the teacher. “The playground is very untidy.”

Let's write Fill in the inverted commas in these

sentences. When w
e
video o write about a
r book, film, DV
inverte w D
d comm e put its name ,
• I have a s, like this in
1 Will you go to town by bike? asked Bongi. seen th :
Buddie e movie
s”. “Mad
2 Where is the soccer match on Saturday? asked Ann. • I have
rea
the Gob d “Harry Potte
3 Have you seen the movie Shrek? let of Fir r and
e”.
4 Are you going to read the book How Hare Tricked Lion and Crocodile?

5 I have to read a book called Children’s Play.

6 Finish your homework, called mother, or you can’t watch TV.

7 You are in trouble! shouted Thami. Your mother saw you doing that.

8 I am so tired, Mandu said. I am going to bed at 7 p.m.

9 That cake smells good, said Grandfather to Mandu, as she took it out of the oven.

10 I wish, Thandile said, that I knew who my teacher is going to be next year.

Rewrite these sentences in the present tense, as if all the actions are happening now.
Bongi rescued a schoolboy who was drowning in a dam.

The boy was trying to dive from a branch.

Bongi dived into the dam and brought the boy to the shore.

12
 Date:

A good
p
Look at the sentences below and have on aragraph sho
ly one m uld
remove those that are not about the topic se a in id
nte ea o
best pla nce (subject). r
topic. Then write out the paragraph in c
topic is e to mention he
T
Let's write in the fi the
the space below. You will need to put When y r
ou wan st sentence.
the sentences into the right sequence. anothe t to talk
r topic, ab
start a n you nee out
ew para d to
Bongi rescued the boy. (topic sentence) graph.

The boy dived into the dam. The dam is pretty.

DVD, Bongi saw the boy in the water. Luckily Bongi walked past.
me in

The leaves are green.

He hit his head on a branch and

fell into the water.

Underline the main idea or topic in each sentence.

Let's write

. d.
e bus nearly every morning fe ll and shattere
friend misses th My cell phone
My

wet.
every second day. ay the b o ok because it was
ir prac tice I threw aw
I go to cho

TEACHER: Sign Date 13

 7 Caring for ourselves
• There are two news articles on this page.
Term 1 – Week 1–2

• Look at the headlines and look at the pictures.

• What do you think the articles are about?
• Do you think they have anything in common?
Let's read
Daily news 13 March 2015

New smoking laws protect children

M ore than half the world’s children breathe
in air polluted by tobacco smoke, and
nearly 5% of all fires in South Africa are caused
In addition, the cigarette companies now have to
put pictures on cigarette packets to show smokers
how bad tobacco is for their health, and they may
by cigarettes. The new anti-smoking laws offer not use the terms “low tar”, “light” and “mild”
additional protection for children. about their cigarettes. Some cigarette companies
The World Health Organization warns us that print these terms on their packaging because it
passive smoking (breathing in the makes people think that “light” cigarettes are less
smoke of someone else’s cigarette) harmful than regular cigarettes. But this is
is a serious health hazard, misleading. Light cigarettes do not reduce
especially for children. The the risk of disease.
new South African smoking The National Council Against
laws are intended to prevent Smoking (NCAS) comments as
people from smoking near follows: “The new legislation will
children. This will protect have a big effect on public health.
them from harmful second- 22% of South Africans smoke and
hand smoke which causes the other 78% do not like breathing
asthma, wheezing, bronchitis in someone else’s tobacco smoke.
or other diseases of the lungs. Smoking is a leading cause of premature,
The new laws make it illegal to preventable death. Tobacco kills 44 000
smoke in a car when travelling with South Africans every year, and that is three times
children under 12 years of age, and no one under more than the number of people who die in car
18 is allowed into a smoking area. accidents.”

National Geographic Kids August 2015

Up in Maria managed to dislodge the

food (using a technique she
Today Hanna is healthy and
happy and Willie the parrot

smoke learnt in her first aid classes) and

Hanna was saved.
Willie the parrot knew that
won’t let her out of his sight. He
follows her wherever she goes
and squawks, “I love you.”
When the childminder Maria Hanna was in trouble and he (Adapted from National Geographic Kids
Howard heard Willie the parrot wanted Maria to help her. The August 2010)
saying “Mama, Baby!” she National Geographic parrot
knew something was wrong. She expert says parrots are very
ran to see what had happened brainy birds. “They can sense
and discovered two-year-old scary situations. They develop
Hanna Desai choking on food strong bonds with people and
and turning blue because she are aware of danger.”
could not get air into her lungs.
14
 Date:

Let's write
Read both news articles and
then answer these questions.

What do these two news articles have in common?

How will the anti-smoking laws protect children?

Why is it misleading to say “light” on a cigarette packet?

Which experts are quoted in the anti-smoking article?

Which expert is quoted in the parrot article?

What is passive smoking?

(Hint: Look at the explanation between the brackets in the newspaper article.)

What does this cartoon suggest about smoking?

TEACHER: Sign Date 15

 8 Talking about the news
Prepare a presentation to tell Grade 6 learners about the dangers
Term 1 – Week 1–2

of “passive smoking” and why it is unhealthy. Write down four main

points that you will include in your talk. Check your presentation
Let’s talk using the checklist on the opposite page.

Now make a poster to show that smoking near children is bad for them. When you
have completed your poster, use the checklist on the opposite page to assess it.

16
 Date:

W O R D
O Word division ÷ ac/com/pan/y 4 accidentally alternative

R Divide these words into the different discovered syllable reoccur

K sounds. Then count the parts and fill
in the number. happened passengers presenting
Then select 8 words and use them
exclamation question designing
to make sentences in your exercise
book.

?
Are these questions, statements or commands?
Let's write Fill in a ? or ! or . .

. !
At what time will the bus leave

You must not cross when the robot is red

Are you going to play chess tomorrow

Mix the butter and sugar together

It is hot today

Do you think it will rain tomorrow

Use this checklist to assess your presentation and poster you made on the
Let's write previous page. Tick () to show excellent good not so good
st list
Poster checkli Presen t at ion che ck
Does the heading attract attention? Did I present my talk logically?
Does the poster have a picture to Did I give enough information
support the message? about the topic?
Do you think the message will Did I use language that is
persuade people not to smoke? appropriate for my audience?
Is the information in the poster Did I focus on my audience during
accurate? my presentation?
How can the poster be improved?

TEACHER: Sign Date 17

 9 How hare tricked Elephant and Whale
Term 1 – Week 3–4

Look at the pictures and work out what

you think this folk tale is about. Every
group
Look at the different characters and at the f avo urite s has its own
tell ov torie
Let’s talk setting where the folk tale takes place. er and s that peop
These over a le
Read the first and last paragraphs stories gain.
This st are ca
of a text. Predict what will happen. ory is lled fo
hare w a folk ta lk tale
Then compare what you read to your ho is f le abo s.
ull of t ut a
predictions. ricks.

One day Hare was walking along the beach when she saw Elephant and Whale
Let's read talking. She wanted to hear what they were saying, so she lay down on the sand
and listened carefully.
Whale was saying: “Elephant, you are the strongest animal on the Earth and I am the strongest
animal in the Sea. If we work together we can get all the animals to do what we want.”
“Yes,” said Elephant, “you’re right! That’s a good idea. We should work together.”
But Hare said to herself, “I’m not going to let that happen. They won’t rule me. I will trick
them.” Off she went, lippety, lippety, down the beach and into the forest. There she found
a long, strong rope. She then went back down to the beach to speak to Whale.
“Whale,” she said, “you are
a very strong animal. Can I
ask you to help me?” “Yes, of
course,” said Whale, feeling
pleased that he was being
asked to help because he was so
strong. “What can I do for you?”
“Well,” said Hare, “I have a cow
stuck in the mud, back there in
the forest. Can you help me pull
her out?”
“Yes,” said Whale, “I will be
happy to help you.”
So Hare tied the strong rope
around Whale’s tail. She said, “I’ll
just go and tie the other end to my cow. Wait until I beat my Before you read
Look at the pictures and headings and try
drum and then start pulling.” Hare left Whale at the beach and to predict what the text will be about. Skim
went off to find Elephant. “Elephant,” she said, “you are a very the page to see what you will read about.

strong animal. Can I ask you to help me?” While you read
Compare your predictions with what you
read. If you don’t understand a section,
read it again slowly. Read it aloud.
18
 Date:

“Yes, of course,” said Elephant, feeling pleased

that he was being asked to help because he
was so strong. “What can I do for you?”
“Well,” said Hare, “I have a cow stuck in the
mud, back there in the forest. Can you help
es. me pull her out?”
“Yes,” said Elephant, “I will be happy to help
you. I am so strong I can pull out twenty cows!”
“Thank you,” said Hare, and she tied the other
end of the strong rope around the trunk of
Elephant. “I’ll just go and tie the other end
to my cow. Wait until I beat my drum in the
forest and then start pulling,” she said, and off
she ran.
Inside the forest, Hare sat down and beat the big drum. Whale began to pull and Elephant
began to pull and soon the rope was stretched very tight. Elephant took a little extra turn
of rope around his trunk when he could, and so Whale found himself being pulled towards
the beach. This made him very angry, so he dived deep into the sea. That was a pull! It
made Elephant go sliding down the beach into the sea. Elephant became very angry, so he
pulled his best. At the jerk on the rope, Whale came up out of the water.
“Who is pulling me?” spouted Whale.
“Who is pulling me?” trumpeted Elephant.
Then they saw they were each
holding one end of the rope.
“You tricked me!” roared Elephant.
“I will teach you not to play the
fool with me!” said Whale.
They began to pull the rope again.
But this time the rope broke, and
Whale and Elephant both fell
over backwards. This made them
so angry that they did not want
to speak to each other again. So
the two of them did not rule all
the animals on the earth and all
the animals in the sea. And Hare
sat in the forest and laughed and
laughed.

TEACHER: Sign Date 19

 10 Thinking about Hare, Whale and Elephant
Term 1 – Week 3–4

Thinking about the story. A fable is a story about

What is the plot in this folk tale? magical creatures,
animals, plants and
Why did Elephant and Whale think that they places. It tells a story
Let’s talk should work together? with a moral message.
Why do you think Hare wanted to prevent that? Many fables have
Do you think that Elephant and Whale speak to animals that can speak
and many have rabbits,
each other nowadays?
hares and foxes that are
Why do you think Hare found it so funny? stereotyped as cunning
Tell your partner the story in the correct sequence. or who play tricks on the
other characters. What is
Let's write a stereotype?

When Hare wanted to hear what Whale and Elephant were talking about, what did she do?

What did Hare ask Whale and Elephant to help her with?

What did Hare wrap the rope around?

What happened to Whale and Elephant?

Why did Hare run into the forest?

Would you like to have a friend like Hare? Why?

20
 Date:

Fill in 6 adjectives that describe the hare. We kno

w
story ar what characte
e like fr
or do o om wha rs in a
Let's write rw t th
about t hat others tell ey say
hem. us

Use the adjectives to write a paragraph to describe the hare. Write the description in rough.
Ask your friend to edit it and then write the revised description in the space provided.

Now describe your best friend’s character. Say why he or she is your
best friend and what you like about him or her.

TEACHER: Sign Date 21

 11
How Rabbit tricked Lion and Crocodile
Look carefully at these eight pictures to see what the story is about.
Term 1 – Week 3–4

Then work with a partner.

Say what happens in each picture. This story is almost the same as the previous one.
Let's do Now tell the story in the words of the animals. This means the story will consist of
things the animals say.
Write your draft on rough paper, and ask your friend to check it.
at Use a mind map to help you
Use these words to help you. waistco
flowe striped to plan your writing Write a
rough draft Ask a friend to edit
hand r
s on ips
the draft Revise your text and
hips hands on h make the necessary corrections
t Then write it neatly in your book.
ho swe at
aty ks
owl loo buck
in tree sleepi
ng
pulled and nger laug
pulled a m stro hed
stron
h s g ro
ug mo pe
la bir
d nke th ick mouse
y

W or d
angry
Let's write
Then write your story neatly alongside the correct pictures. box

22
 Date:

ne. 4
of

ox
6

TEACHER: Sign Date 23

 12
Different types of nouns
You already know about common and proper nouns. Let’s think about collective and abstract
Term 1 – Week 3–4

mon nouns Proper nouns

nouns.

C om
These are names of non-specific These are the specific
things that you can see and touch. school names of people,
places, books, films etc.
chair
A proper noun always Jabulani School
starts with a capital
Jabu
book boy letter. ’s
Jabeu
nt
Fill in the names of people accid

Now write some common nouns of your own.

and places in the table below.
________________________________________________________ ecc
aM
sim
ang

People Place Reb

________________________________________________________
________________________________________________________

Collective nouns Abstract nouns

happiness

These are names sadness

These are names
of things that we
of groups of people
cannot see, touch, anger fear
or things.
smell, feel or see.
swarm delight
flock
Write down some
Write down some collective nouns. abstract nouns. confusion

________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________

Let's write anna joy chair love calendar prize team

blanket jacob hope anger knowledge tooth flock
Sort out these nouns into the smith trust hat pride computer book swarm
correct columns. Use capital zuma truth silence courage polokwane july bunch
letters for all the proper nouns.

Common nouns proper nouns Abstract nouns Collective nouns

24
 Date:

Idi oms L king at idiom

s
Discuss with your partner what you think the real All languages
have common
Let's write meaning of each of the highlighted idioms is. expressions th
at do not mea
Then write down what you think the idioms mean. what they say. For exa n
if we say “It wa mple
My father has green fingers. He grows the most enormous s raining cats
tomatoes. and dogs,” we
mean that it is
raining a lot.

My little sister spilt the beans. Now everyone knows my secret.

The room is so small, you can’t swing a cat.

dness

I went to see a scary movie. My hair stood on end.

elight

t wo o f t h e i d i o m s .
Draw pictures to illus t r a te

Antony
m
mean t s are words th
he opp a
Then match these words with their antonyms. When you have one ano osite of t
done this, divide each word into its syllables. ther.

soothing small ordinary simple antonym

out/stand/ing frightening synonym large complex

TEACHER: Sign Date 25

 13 The man who bought the shade Before you read
Look at the pictures and headings and try
to predict what the text will be about. Skim
the page to see what you will read about.
Term 1 – Week 3–4

What do you think of the title of this

While you read
worksheet? Compare your predictions with what you
read. If you don’t understand a section,
Do you think this story will be about read it again slowly. Read it aloud.
Let’s talk something that really happened?
e
Now look at the pictures and think about which
a r ts of th
country this folk tale comes from. P
are
story in
en
writt e
gu
dialo
.
form

Let's read

There was once a man who was very rich. Unfortunately, he

was also a very mean, nasty man. He was so mean and nasty
that all the people in the village were afraid of him. No one
dared to go near his house and no one dared to speak to
him. One scorching hot day the mean man fell asleep in the
shade under a tree outside his house. When he woke up he
found a young man next to him, also enjoying the shade.

Rich man: What are you doing here? Go away, this is my

shade!

Young man: This can’t be your shade. The tree belongs to

the village.

Rich man: Huh! This tree and its shade belong to me!

Young man: Then sir, please sir, I would like to buy the
shade of your tree.

Rich man: You can buy my shade for five pieces of gold.

Young man: Here you are, sir, take the gold. Thank you, sir. I
am now the owner of this shade.

The mean man put the gold into his pocket, chuckled to
himself and went back into his house.

26
 Date:

d try
Skim
ut.
Later the sun began to set and the shadow of the
you tree grew longer and longer until it covered the
n,
mean man’s house. Then the young man walked
boldly into the house.

Rich man: What are you doing in my house?

Get out of here, you stupid boy.

Young man: Sir, the shade of the tree covers

this house, and the shade belongs
to me. Now the house belongs to
me as well.

In anger the mean man left the house forever

and all the village people came to see his big
house and enjoy the shade of the tree. And they
praised the young man for helping them.
A folk tale from Japan

Do you think this is a true story? Why?

What are we supposed to learn from a story like this?
Let’s talk
Why do you think people in the different countries of the world
like to tell their children stories like these?

Let's write Read the story and then answer the questions.

Who are the characters in the story?

Why did the mean man chuckle to himself when he put the gold into his pocket?

TEACHER: Sign Date 27

 14 In the shadow of a tree
Term 1 – Week 3–4

In your groups, make up a role play

about the story. You will find it easy
Let's do to do because it is written like a play.
However, you must give the story a
new ending. Present your role play to
the class. Decide which group has the
best ending.

Let's write Circle the adjectives in each sentence.

Then underline the nouns they describe.

The rich man lived in a big house. You know

that a
The green tree cast a long shadow. n o u n is the n
of a perso ame
n, a place
The young man had a big party for the village people. or a thing
. An
adjective
tells us
The clever young man sat in the cool shade. more abo
ut a noun
Here is an .
The mean rich man would not let the young man sit under the green tree. from example
the story
was a na : He
Underline the adjective in each of the following sentences. s t y man.
Then write the antonym or opposite of the adjective in the
space on the right. We have done the first one for you.

The music from the radio was loud. soft

The villagers were happy when the mean man ran away.

The happy people in the village were dancing.

Ishmael picked apples from the tallest tree.

The young man bought a newspaper.

Nadia drank a glass of warm milk.

It is a hot day.

The books were on the top shelf.

Mr Shabalala drives a new car.

Mbali is the fastest swimmer in our team.

28
 Date:

Rewrite the present tense sentences in the future tense and then
Let's write in the past tense.

Tomorrow it will
It is hot.
Yesterday it was

It is raining Tomorrow
cats and
dogs! Yesterday

I am cleaning Tomorrow
the floor.
a Yesterday
me
place We are Tomorrow
eating fish
s and chips. Yesterday
oun.
ple What is a metaphor?
e
“He has a heart of ice” and “Her face was a picture” are both metaphors. One thing (a heart)
is described by saying it is something else (ice). You do not use “as” or “like” in a metaphor.
There are often metaphors in poems.

Say what each of

these metaphors
means. Draw a picture
Let’s talk to illustrate one of
them. .
o f gold
rt
s a hea
a
He h ol.
r s cho
u
t a r of o
gs
s h inin n.
i s the o f a lio
He hea
rt
t h e
has he i
s
She s e
b ecau
hi m
o t like cter.
n ra
I do dy cha
a
a sh
TEACHER: Sign Date 29
 15 More about language
Remem
be
subject r we use is for
Term 1 – Week 3–4

and are a
if the su singular
bject is
Let's write plural.

Underline the subject in each of these sentences. Then make the subject agree with its verb.
1. This dog is/are vicious. This dog is vicious.
2. These tomatoes is/are ripe.
3. Jabu and Peter is/are playing soccer.
4. The Grade 2 class is/are very noisy.
5. These cakes is/are delicious.
6. The children is/are late for school.
7. My tooth is/are hurting.
8. My mother is/are at the shop.
9. The soccer team is/are good.
10. This cheese is/are expensive.

Try these using the past tense. We use

“was” for a singular subject and “were”
if the subject is plural.

1. The boys was/were late for school. The boys were late for school.
2. The soccer team was/were on the bus.
3. The nurse was/were helping the patient.
4. The cakes was/were delicious.
5. The farmer was/were planting in the rain.
6. The horse was/were in the stable.
7. My feet was/were aching.
8. My parents was/were at church.
9. We was/were at the cinema.
10. The flock of sheep was/were in the field.

30
 Date:
L king at p
roverbs
Proverbs
are sayin
Match these proverbs with their meanings. Write the number of with a m gs
oral mess
the correct answer next to the proverb. age.

The early bird gets the worm. 3

Better late than never.

Birds of a feather flock together.

There's no place like home. Don't look a gift horse

in the mouth.
Cleanliness is next to godliness.

You can't judge a book by its cover.

Two heads are better than one.

Never look a gift horse in the mouth.

The grass is always
The grass is always greener on the other side of the hill. greener on the other side.

Rather finish your work later than not do it at all. 1

Your own home is the most comfortable place to be. 2

The person who arrives first has the best chance of success. 3

People like to spend time with others who are similar to them. 4
When two people cooperate with each other,
You can’t judge a book
they come up with better ideas.
5
by its cover.
It is very important to be clean. 6

You can’t judge a person by his or her appearance. 7

People tend to want whatever they don’t have. 8

The early bird gets If someone offers you a gift, don’t question it. 9
the worm.
TEACHER: Sign Date 31
 16 Tense game
Tense game – who will be the winner?
Term 1 – Week 3–4

Throw your dice.

Move a marker along.
Use the time expression and make a sentence.
Fun
The one who reaches the end first is the winner.
The time expressions for the different numbers can be
found in the white oval shapes below.
17
16 18

15 go to the
swim in act in 19
library
a gala my school
concert
do my watch
washing television
14 20
Start
go back sentences 18 – 26 watch a
5 spaces with Later tonight I am football
21
going to ... match
13
play on have
the
internet 12
22
supper with
my family FINISH
eat at go to
Sam’s 11 choir 34
Change the form of house practice
the underlined verbs. improve
go to 10 my English
Start brush
sentences 9 – 17 with
the zoo marks 33
my teeth 23
Yesterday I ... bake 24
9 have a
fairy cup
4 Change the birthday
cakes 32
go back form of the party
3 go to town underlined
5 spaces verbs.
to buy shoes
do my 5 8 25 go back
and socks
project Start 10 spaces
visit my shower
friend 6 travel to and go sentences 31
go back 27 – 34 with
to one Durban by to bed
2 I am now ... attend a
train
go help 26 First Aid
work in go to my
swimming my class
1 the garden mother friend’s 27
7 party 30
29 visit my
28 cousin in
go to sit in my
soccer English class America
with my travel

START
Start sentences friend run for to
1 – 8 with Next
the bus Botswana
Saturday I will ...

32
 Date:

Definite article (the) Indefinite article (a/an)

We use the when we are talking We use a or an when we are not
about a specific thing, place or referring to a specific thing or
person. person.
Example: “Please return the Example: “I bought a phone at a
book that you borrowed from the cellphone shop.”
library yesterday.”

Now fill in a , an or the .

We have done the first one for you.

The boy with the red hair arrived late today. (specific boy)

I have apple. (any apple)

Please can I have book you borrowed from me? (specific book)

He has big bag. (any big bag)

He has big bag we use for our soccer kit. (specific big bag)

I was in car when the accident happened. (specific car)

Do you have cellphone? (any cellphone)

31

30

TEACHER: Sign Date 33

 Tense game

Just checking

I know what common, proper, collective and abstract nouns are.

I can read a folk tale.

I can write a folk tale.

I can match the subject and the verb.

I can read a newspaper article.

I can write a newspaper article.

I can identify the headline and by-line.

I know some proverbs.

I can use antonyms or opposites.

I can change sentences from the present tense to the past

tense and to the future tense.

I can use inverted commas.

I can answer comprehension questions based on what I read.

I can design an informative poster.

I can use adjectives.

I can write a character sketch.

34
C Theme 2: Persuasion and poetry
o Persuasive text Form complex sentences using Write the play using a frame to guide
conjunctions (and, but, because, so the introduction
Term 1: Weeks 5 – 6
n and although). of characters.
Present the role play attributing roles
17 Reading adverts 36 22 Persuading 46
t Read an advertisement. Discussion on occasions when
to different learners in the group.
Rate the role plays.
Focus on emotive text, graphics, persuasive arguments are used. Reads
e and techniques such as promises persuasive arguments focusing on 28 Reporting on what
and ways of evoking an emotional target group, presentation and build- they say 58
n response. up of arguments. Use quotation marks in reported
Identify target audience and speech.
t persuasive methods.
Relate target group to style and
23 Writing a persuasive
argument 48
Form complex sentences.
Use antonyms and synonyms.
s register.
Answer questions on the
Plan the presentation using a mind
map and organiser. Pages of poetry
advertisement and identifies Follow the writing process:
conventions and techniques. Term 1: Weeks 9 – 10
brainstorming, planning, drafting,
18 Designing my own editing and presenting. 29 The fun in poetry 60
Test the arguments by way of a
advertisement 38 Read a poem, “A bad case of sneezes”,
debate or speech.
Discussion about techniques for Write the argument neatly using a out aloud.
advertising. frame. Feel the rhythm, and claps to the
Discussion on tips for advertising. beat.
Complete a flow chart to design an 24 Poetic and other devices 50 Focus on the rhyming words.
advertisement. Discussion about Introduction to poetic devices Write a rhyming poem.
ways to persuade readers. including metaphor, similes, Follow the writing process:
Compile an advert following all antonyms, onomatopoeia, brainstorming, planning, drafting,
prewriting stages: brainstorming, consonance, assonance, hyperbole. editing and presenting.
planning, drafting, editing and *They are all covered here and Visual activity on prepositions
presenting the advert. not in weeks 9 – 10 due to space Visual activity on similes.
considerations. Teachers can refer back
19 Design a travel brochure 40 to this worksheet in weeks 9 – 10. 30 A praise pem for
Plan and draft a Z-card travel South Africa 62
brochure for tourism to South Dialogues that talk Talk about praise songs as a genre.
Africa. Relate the song to daily life.
Term 1: Weeks 7 – 8
Brainstorm ideas with group. Fill in a mind map on South Africa.
Use writing process: brainstorming, 25 A dialogue late at night 52 Write a praise poem for South Africa.
planning, drafting, editing and A fun poem about the moon that
Introductory activities including teachers can use if they wish.
presenting.
prediction, using visual cues to
Use a given frame to assist in logical
predict text. 31 Poems around the sun 64
sequencing.
Focus on speakers’ body language, Prereading activity to contextualise
Design a brochure that gives relevant
language, content and register. the poem.
contact information and costs.
Discuss format of text. Read an information poem.
Prepare and presents cut-out
Attribute the text to the speakers. Comprehension based on the
brochure neatly.
Record new words and meanings in 26 Oh no Mr Lion! 54 content of the poem – to be filled
personal dictionary. into a space chart.
Read the story. Focuses on the Introduction of personification.
20 Planning a pamphlet 43 speakers and what they say.
Complete a comprehension activity 32 Write a poem 66
Design own pamphlet
based on the meaning of the text. Write a poem following the writing
21 Linking language 44 Role play the story with a narrator process: brainstorming, planning,
Introduction to simple and complex and the different speakers. drafting, editing and presenting.
sentences. 27 Planning a play 56 Interpret metaphors, defines and
Introduction to conjunctions. draws them.
Use an organiser to design a play. *Teachers can revert to worksheet 24 for
Subject and predicate.
Identify title, characters, scene or a full complement of poetic devices.
Identify the subject and the predicate
setting, narration and message.
in simple and complex sentences.
35
 17 Reading adverts
Cool kids’ gear from Gear Store
Term 1 – Week 5–6

Be popular!
Do you
g , A d mired,
i n Be cool!
want to be Appeal ed?
Accept
popular?

Every young star wants to look

cool at school.
Did you hear?
Get going to Gear Store for cool gear to wear.
Special offers for kids in Grade 6. Buy one, get one free!
O f f e r v a l i d w h i l e s t oc k s l a s t .

Look carefully at the advertisement. Discuss answers to the following

Let's write
questions with your friends. Then fill in the answers to the questions.

What age group does this advert target?

5–7 years 11–13 years 14 –16 years 21–25 years

Why do you say this?

Why does the advert have a funky heading?

36
 Date:
We cal
l the re
the firs pe
t sound tition of
Look at these two sentences from the advert. “alliter s of wo
ati rds
Underline the sounds that are repeated. Peter P on”. Example
iper pi s are:
cked a
pickled pie
Every young star wants to look cool at school. peppe ce of
r.
Did you hear? Get going to Gear Store for cool gear to wear.
How many Gs are there in “Get going to Gear Store for cool gear”?
How many As are there in “Appealing, Admired, Accepted”?

Why do you think the advert has the slogan Be popular! Be cool!?

How does it persuade readers?

What promises does the advert make if you buy products from Gear Store?

What does the fine print at the bottom of the advert tell us?

What does the advert persuade readers to do?

TEACHER: Sign Date 37

 18 Designing my own advert
Term 1 – Week 5–6

Let's talk Make up a role play to advertise a

product or service on TV.

Let's write Plan your own advertisement

by filling in answers to each of
the questions in this mind map. When you
have completed your plan, write and draw the
advert neatly on the opposite page.

Some TIPS for writing persuasive text:

Know your target audience.
Use slogans and catch phrases to attract
attention – e.g. “Have a break – have a KIT KAT.”
Use pictures and visuals to make the advertisement
eye-catching and memorable.
Use figurative language such as alliteration, repetition and rhyme. (See worksheet 24 for
more help on these.)
Present your work neatly and legibly.

Who is the target

4 What technique will
My adve
rt
1
you use to evoke an
group?
emotional response
from the target group?

7 Is the advert
honest?
2 What is your 5 How will you attract
product? the reader’s attention?

8 Did you use any

language devices
such as alliteration?
3 What slogan will 6 What does the (See worksheet 24
you use? advert promise? for more help on this.)

38
 Date:
new words

Let's write Design your advertisement in the space provided.

or

rt

TEACHER: Sign Date 39

 Date:
19 Design a travel brochure
Before you read
Term 1 – Week 5–6

Let's talk Look at the pictures and say which of these Look at the pictures and headings and try
important South African landmarks you to predict what the text will be about. Skim
the page to see what you will read about.
have seen or heard about. What other important sites do you
While you read
know of? Are there any sites where you live that are important Compare your predictions with what you
and interesting, such as the former home of an important read. If you don’t understand a section,
read it again slowly. Read it aloud.
person, a stadium, a game park or a beautiful landscape?
The Cang
ble Mo untain o Caves
Ta

Sun Cit y

ty
erley Soccer Ci
Big Hole Kimb

Kruger National Park

Let's do Tear out the opposite page and fold it to form a Z-Card brochure.
Design the brochure to advertise an interesting South African site
that tourists would like to see. It could be a heritage site, such as the former home
of an important person, a stadium, an old or interesting building, a museum, a
national zoo or garden, a rain forest, or Table Mountain.

You will need to use persuasive language to encourage

people to visit the site.

Your front page should have a South African map

and a catch phrase or slogan – for example,
“A land of history and excitement!”
On each of the other pages draw a picture and Plan
write a description of what they will see. your
Remember to include brochure
the address of the site, on
entry fees, and page 43
opening times.

40
 n
ur

43
ure
Date:

TEACHER: Sign


Date

BACK PAGE: for general information such as your
phone number, address and e-mail address. FRONT PAGE: fold forward

5 6 1

41
20 2 3 4
 Date:
20 Planning a pamphlet

Term 1 – Week 5–6

Design your pamphlet. Fill in the mind map. Each
number refers to a page number on the pamphlet. Use a mind map to help you
Let's write to plan your writing Write a
When you have designed your pamphlet in rough rough draft Ask a friend to edit
the draft Revise your text and
let your friends read it. make the necessary corrections

1 2
Then write it neatly in your book.

Design a front cover. Write relevant information.

3 4
Write relevant information. Write relevant information.

5 6
Write relevant information. Give your contact details and address.

TEACHER: Sign Date 43

 21 Linking language
Term 1 – Week 5–6

Simple and complex sentences

A sentence has two parts.
1. The person or thing that the
sentence is about is called the
subject.
2. What is said about that person
or thing is called the predicate.
Predicates always include the verb
of the sentence.
Jim fell off his bike.

Subject Predicate containing the verb fell

In the sentences below, label the subjects and A sentence tha

predicates. Write subject under the part of the t has
Let's write only one subject
sentence that tells us who or what the sentence is and
one verb is call
about. Then underline the subject. Write predicate ed a
simple sentence
under the other part of the sentence and underline .
the verb.
The chef made a cake.

The aeroplane flew over the mountain.

The fat, jolly chef made an enormous strawberry cake.

The big, silver aeroplane flew over the rocky mountain.

Joining sentences
and then we played Joining s
We went to school entences
netball. If we just
use simp
in what w le se
e write an ntences
speech a d say, ou
nd writin r
jerky. If w g will see
e join ou m
with con r sentenc
juctions t es
compoun o make
d senten
will be a ces, there
better flo
w.

44
 Date:

The
w
join ords we
phra use t
and s
Use one of these conjunctions to join these sent es, claus o
conj e e
Let's write unct nces are s
sentences. Then underline the verbs. impo ions calle
. d
sent rtant for They are
ence linki
s tog n
but ethe g
and although se
becau
r.
so

1. Ann studies hard she sometimes gets bad marks.

2. Ann sometimes gets bad marks she studies hard.

3. He got lost he had a map.

4. They were poor they had enough to eat.

5. Nomsa likes apples she likes pears.

6. Nomsa likes apples she does not like pears.

7. She left her book at home she could share with her friend.

8. The teacher was nice she was strict.

9. The vegetables grew well there was only a little rain.

10. The weather was bad we decided not to go.

11. He was angry I was late.

12. She went to the shop she bought chocolates.

13. Sam plays cricket he plays soccer.

14. It was hot we decided to swim.

15. She can’t see in the dark she does not drive at night.

16. We decided not to go he woke up late.

TEACHER: Sign Date 45

 22 Persuading Please, Dad, can
I have a baby crocodile
as a pet? I promise I
Term 1 – Week 5–6

Do you ever need to convince others to agree with your opinion or will look after it …
to let you do or have something? If so, you need to learn how to use
persuasive language. We all use persuasive arguments, especially
when we try to convince our parents or teachers of something.

Please, Teacher,
Please, Mom, can I stay can you skip homework
at Sam's house for the today? We work so hard
weekend? His parents in class …
will be there …

Let's read Look at the following examples of persuasive writing.

In this
example, the
Title Everyone at school must save electricity writer gives
reasons and
then expands
Purpose To convince everyone at school to save electricity
on them to
strengthen
Target audience School principal and teachers the argument.

Firstly, electronic equipment uses a lot of energy. Therefore computer

First reason screens, overhead projectors and radios should be turned off when
not in use. In the past week, all the electronic equipment was left on
during breaks and after school.

Secondly, other equipment like lights and heaters also use a lot of
energy. Everyone should turn off the lights when they leave the room.
Second reason
Heaters and fans should only be used when the weather is severe. In
the past week, the heaters were left on overnight.

Summarise the In conclusion, if we all think about saving electricity, we can

argument. Give
a concluding
reduce our energy consumption. We must start reducing energy
recommendation. consumption now.

Discuss the answers to these questions with your friend. How many arguments does
the writer give and what evidence does he/she give to support each argument?
Let’s talk

46
 Date:

In this example
the writer gives
for and against
arguments. The
Is TV bad for children? Title writer states “on
the one hand …”
but then “on the
other hand …”
To convince people that TV is not bad for children and that,
although it could encourage bad habits, it also provides Purpose
educational material and models good behaviour.

Parents and teachers Target audience

On the one hand, TV adverts encourage children to be greedy

consumers. In addition, it is not useful for children to sit and On the one hand
watch sports on TV. They should participate actively in sport.

On the other hand, TV can provide information that kids need.

Many programmes, such as the “Learning Channel”, teach On the other hand
viewers important subject content. In addition, TV also shows
good habits about healthy lifestyles.

Summarise the
In conclusion, although watching TV can lead to bad habits, it argument. Give
can be educational and it can promote healthy living. a concluding
recommendation.

How many arguments does the writer give?

What two points does she make in favour of TV?
What two points does she make against TV?
Let’s talk What arguments for TV would work with teachers?
What arguments against TV would work with parents?
new words

TEACHER: Sign Date 47

 23 Writing a persuasive argument
Discuss the following topics with a friend and choose one to write about.
Term 1 – Week 5–6

Let's do
Then use the following mind map to plan your argument.

Children
should
get less
homework. Use a mind map to help you
to plan your writing Write a
rough draft Ask a friend to edit
the draft Revise your text and
make the necessary corrections
School holidays should Then write it neatly in your book.
be longer.
3
First
2
Target group argument 4 Second
1 Purpose argument

Fill in your topic here

7
5 Third 6 Conclusion
argument
Recommendations

Test your argument as a debate before you write it up

Let’s talk
on the opposite page.

48
 Date:
new words

Use your mind map to work out a

Let's write
convincing argument.

Title

Purpose

Target group

First argument to
support your topic

Second argument to
support your topic

Summarise the
arguments. Give
a concluding
recommendation.

TEACHER: Sign Date 49

 24 Poetic and other devices
Simile
Term 1 – Week 5–6

A simile compares two things and brings out a point

of similarity between them. It uses like or as.
He is as big as a house.
Can you think of other examples?

Meta
A metaphor compares two things by saying one ph or
thing is something else. It does not use like or as.
Her face was a picture.
Can you think of other examples?

Alliter
Words starting with the same letter are used one ation
after the other to capture attention.
The silly seal swims in the sea.
Can you think of other examples?

Asson
Words with the same vowel sound are used to ance
mimic or repeat the sound of the thing you are writing about,
or to suggest a mood.
Do you like blue shoes?
Can you think of other examples?

50
 Date:

Synon
yms
le These are words that have the same meanings. We use
synonyms when we want to make our language more vivid.
The mouse is small/tiny/little.
Can you think of other examples?

Anton
These are words that have opposite meanings.
We use them to express contrast.
yms slow

hor Can you think of other examples?

fast

Onom
These are words that imitate sounds. atopoe Quack
ia quack
quack
Can you think of other examples?

on
Woof
woof
Conson
This is the repetition of the same consonant two
or more times in short succession.
ance
Betty bought some bitter butter.
Can you think of other examples? See how the b and t are repeated.

nce
Hyper
We use hyperbole when we exaggerate.
(Hyperbole is pronounced “high-per-billie”.)
bole
It was boiling hot today.
Can you think of other examples?

TEACHER: Sign Date 51

 25 A dialogue late at night
Some of the sentences in the middle describe the character
Term 1 – Week 7–8

on the right, some describe the character on the left. Draw

Let's write a line from each sentence to the correct character.

What are
you doing
out so late?
Nothing. Just
looking at the
moon and the stars.
He has a neat
blue uniform.
His hair stands up
in untidy spikes.
He looks like he needs to bath.
He has a deep voice.
He looks scared and guilty.
He looks stern.
He is Zakes,
aged 11 years.

Now write down what the two characters say

Let's write to one another. This is called a dialogue. A
dialogue tells you what people say. Plays are
written like this. When you have completed
your dialogue, act it out for the class.

Policeman: What are you doing in the street so late at night?

Zakes: _________________________________________________________________________________________
Policeman: _________________________________________________________________________________________
Zakes: _________________________________________________________________________________________
Policeman: _________________________________________________________________________________________
Zakes: _________________________________________________________________________________________
Policeman: _________________________________________________________________________________________

52
 Date:

new words

How many speakers are there in this dialogue?

Who are they?
How would the register (or way of speaking) of a policeman
Let’s talk differ from that of a naughty boy?

Let's write Write a paragraph in which you describe one of the characters.

Now write a dialogue that takes place between you and your teacher.
Fill in your name on the red lines.

Teacher: This is the third time this week that you did not do
your homework.
(You):
_____________ _____________________________________________________________________
_____________________________________________________________________
Teacher: _____________________________________________________________________
_____________________________________________________________________
(You):
_____________ _____________________________________________________________________
_____________________________________________________________________
Teacher: _____________________________________________________________________
_____________________________________________________________________
(You):
_____________ _____________________________________________________________________
_____________________________________________________________________
Teacher: _____________________________________________________________________
_____________________________________________________________________

TEACHER: Sign Date 53

 26 Oh no Mr Lion! Before you read
Look at the pictures and headings and try
to predict what the text will be about. Skim
Who are the characters in this story? the page to see what you will read about.
Term 1 – Week 7–8

How is it presented? Can you identify the features While you read
Compare your predictions with what you
of a dialogue? Who are the speakers? read. If you don’t understand a section,
Let’s talk read it again slowly. Read it aloud.
Let's read
Read this play aloud with 7 of your friends, so that you can each read one of the
animal parts and one of you can be the narrator who reads the bits in between.
Once upon a time, all the animals of Brer Village lived happily together. Life was wonderful,
and the little rabbits, the stripy zebras, the happy hippos, the clever crocodile, the big
elephants and the frisky monkeys all lived happily together ... until a nasty lion moved in and
wanted to eat them all!
From that day on, the animals were very frightened all the time. One day, however, they made a
courageous decision: they would go and talk to the lion to find a solution to this problem.
When the lion saw all the animals approaching, he was very happy, as he thought that
he would not have to hunt that day – his meal was being delivered. But as his mouth was
beginning to water at the thought of lunch, the plucky monkey spoke to him.

Monkey: Please, Mr King ... ah ... um ... we need to speak to you about an important matter.
If you kill us all, you won’t be the king anymore.
Then all the animals began speaking almost at once.
Zebra: Yes, you would have no one to rule over.
Crocodile: You would be all alone in your kingdom.
Hippo: And you would get very hungry with no one left to eat!
Elephant: You would soon starve to death!
Rabbit: So we have a suggestion for you: If you stop killing us, we promise to send you
someone to eat every day. You wouldn't have to hunt ever again.
You could just sit and watch TV all day long.
The lion listened to what they had to say.
Lion: You will deliver my food? That is a good solution! But I must warn you:
if you miss even one day, I will eat you all in one meal!
And so it was agreed. From then on, one animal was sent to the lion’s den every day, and the
lion was very happy. One day it was the rabbit's turn to sacrifice his life to provide food for
the lion. The rabbit did not want to die, so he thought of a plan.

54
 Date:

Slowly, the rabbit made his way to the lion’s den. When he got there, the lion was pacing
up and down. He was very hungry. When he saw the little rabbit, he was very angry.
Lion: Do you think a small rabbit like you will provide me
with enough meat for the day? I am very hungry, and
see how small and thin you are!
Rabbit: The animals had actually sent you six rabbits, Mr King,
but five of them were killed and eaten by another lion.
Lion: What other lion? I am the king around here.
Rabbit: It was … the … there was a … a very big lion. The
other lion said he was the real king of the jungle.
Lion: Take me to the other lion, so that I can teach him a
lesson – this is MY kingdom!
The little rabbit led the lion to a deep river. He told the lion that the
other lion was in the river. The lion peered into the river and saw
his own reflection. He thought it was the other lion. He let out a
huge roar and immediately jumped into the water to attack what he
thought was the other lion. The lion hit his head against the rocks
and drowned.
The little rabbit, now in excellent spirits, returned to the other
animals to spread the good news. And all the animals lived happily
ever after in Brer Village.

Let's write Read the following questions and answer them in the spaces provided.

Why were the other animals so afraid of the lion?

What was the little rabbit’s plan?

What would be a good name for this story?

Why did the animals stutter and stammer (say ah and um) when they talked to the lion?

TEACHER: Sign Date 55

 27 Planning a play
Use a mind map to help you
Term 1 – Week 7–8

to plan your writing Write a

In the previous two worksheets you read two rough draft Ask a friend to edit
Let's talk dialogues. Now plan to write your own dialogue. the draft Revise your text and
make the necessary corrections
Work with a partner to complete this mind map. Then write it neatly in your book.

Title 2 What is the plot? 4 What will the narrator

ay
say?

of pl

5 What message do I
3 What is the want to send?
1 Who are the setting?
characters?

You can b
uil
character d up your
s through
say. Write w
the exact hat they
that your words
ch
Use the mind map to write a rough draft the name aracters say. Fill in
s of your
and then, after you have edited the draft, in the lef ch
Let's write t-hand co aracters
write your play neatly in the space provided. then writ lumn and
ew
the prese hat they say in
nt tense.
Describe the setting

Names of characters What they say in the present tense

56
 Date:

tor

Let the learners in your group read the play you have written.
Were they able to follow the plot? Did they recognise the
Let’s talk characters in your play?

TEACHER: Sign Date 57

 28 Reporting on what they say
Term 1 – Week 7–8

Using quotation marks: You always start or end with a reporting verb, like ask, say, explain.
“Please give me a chance,” begged Bongi, or Bongi begged ,“Give me a chance.”
“Can I go with you?” asked Peter, or “Peter asked”, “Can I go with you?”

The monkey asked Mr King can I speak to you.

Let's write The rabbit said if you eat us you will be all alone in your kingdom.

Fill in the The lion asked will you deliver my food to my door?
inverted commas
at the start Why did you do it? she asked.
and at the end
of what each
Anna said there is nothing we can do about it.
speaker says.

Now write what they are saying in reported speech.

Anna Do you think it will rain on Saturday?

Bongi
The weather chart only shows rain at night.

Jabu That’s good because Chiefs are playing!

58
 Date:
new words
Join these simple sentences to form complex sentences.
Use and or because.

The cat ate a mouse. The cat ate some cheese.

We heard a strange noise. We were scared.

The dog barked. There was someone at the gate.

We ran for shelter. The rain fell.

She bought a dress. She bought a pair of shoes.

Find synonyms (words that have the same meaning) for Synonyms are
Let's write words that have
the words in the table. Use these words to help you.
almost the same
meaning. For
lost old bold tired broken dirty built example, glad
is a synonym for
thoughtful tiny untidy broad afraid shiny happy.

frightened wide
glossy damaged
messy ancient
brave muddy
Now think of antonyms for the underlined words. Write them in the box at the end of the sentence.
It was a scorching day.
I could see my dog was sick, her eyes were dull.
I passed my maths test and did badly in English.
This book is boring.
The weather is unpredictable at this time of the year.
The road was narrow and bumpy.

TEACHER: Sign Date 59

 29 The fun in poetry
Term 1 – Week 9–10

A bad case of the sneezes

Let's read
Last night I had the sneezes,
I was really feeling ill.
I went to see the doctor
who prescribed a pinkish pill.
At eight o’clock I went to bed.
I then turned out the light.
I used up one whole box of tissues
by sneezing through the night.
I sneezed and sneezed throughout
the night.
I didn’t get much rest.
So that’s the reason, teacher,
that I failed my spelling test.
Bruce Lansky (adapted)

Try to feel the rhythm or beat of the poem.

Let's talk Read it out loud and clap your hands to the beat.
Talk to your partner about the subject of the poem.

Write your own poem. Try to make every second line end in a rhyming word.
Let's write Write your poem in rough. Read it aloud to your friend and then write it in
the space below.

60
 Date:
Prepos
it
relatio ions are word
nship o s that s
They o f h
ften te one thing to ow the
in relat ll you w anothe
io he r.
that it n to another re one thing
Use some of these prepositions to complete is in. , or the is
Let's write positio
the sentences below. n

under up past over across into

Jim goes ________ the road. He gets _____ the bath.

He jumps ________ the fence.

He goes _________ the tree.

He goes_______ the stairs.

He goes ______ the postbox.

We often describe
something by sayi
Let's write something else. Fo ng it is like
r example, if someo
we might say, “She ne is busy,
is as busy as a bee.
Fill in the animal name to called a simile. We ” This is
often use animals
in similes.
complete the similes.
1 As heavy as an elephant

2 As brave as a

3 As busy as a

4 As slow as a

5 As free as a

6 As gentle as a

7 As hungry as a

8 As proud as a

TEACHER: Sign Date 61

 30 A praise poem for South Africa
Term 1 – Week 9–10

Let us hold hands together Even we little children

South Africa, Must help build our country.
We are a proud nation. Let’s make South Africa a better place
Let's read
Together we sing our song, Nkosi Sikelel’ iAfrika.
Nkosi Sikelel’ iAfrika.
Masakhane let us build.
We are the leaders of tomorrow,
Leaders in our land of the sun.
Nkosi Sikelel’ iAfrika

Use a mind map to help you

What is the poem about? to plan your writing Write a
Why do we say it is a praise poem? rough draft Ask a friend to edit
Let’s talk the draft Revise your text and
Does the poem have rhythm? make the necessary corrections
When do people sing praise poems? Then write it neatly in your book.

What do you think you, as learners, can do to make our country a

Let's write
better place to live in? Fill in your ideas in this mind map.

62
 Date:
new words

Now write a paragraph about how to make South Africa

a better place to live in.

Let's write Use the ideas in your mind map. We have given you
the main topic sentence to start your paragraph.

South Africa is a beautiful country and we can all help to make it a better place to live in.

Now write your own poem about life in South Africa.

O look at the moon,

She is shining up there;
Fun O mother she looks
Like a lamp in the air.
Last week she was smaller
And shaped like a bow;
But now she’s grown bigger
And round as an O.
E. Follen

TEACHER: Sign Date 63

 31 Poems around the sun
Term 1 – Week 9–10

Let's talk Do you know the names of the planets?

Do you wonder what the planets are like?
Are they like our planet, Earth?
Have you ever seen any of them at night, in the sky?
Do you know how far we are from the sun?

In this poem, Plut

o is still
called a planet. In
2006,
however, scientists
agreed
on a new definition
of what
a planet is and de
cided that
Pluto is not, in fact
, a planet.
Nine planets glide around the sun, Jupiter? Here! Number five
Listen as I call each one. Largest planet, that’s no hive.
Mercury? Here! Number one Saturn? Here! Number six
Closest planet to the sun. Rings of dust and ice that mix.
Venus? Here! Number two Uranus? Here! Number seven
Shining bright, just like new. A planet tilted high in heaven.
Earth? Here! Number three Neptune? Here! Number eight
Earth is home to you and me. With one dark spot whose size is great.
Mars? Here! Number four Pluto? Here! Number nine
Red and ready to explore. The smallest and the last in line!
M. Goldish (Adapted)

64
 Date:
new words

What is this poem about?

Why do you think the poet wrote this poem?
What does the poem tell you about the positions of the planets?
Let’s talk How close to the sun is our planet, Earth?
Read the poem aloud and tap your foot to the beat or rhythm.

Let's write Find six pairs of words in the poem that rhyme and write them into the table.

two new

1. Mercury
Let's do 2.
Now look at the poem
and at the drawing of 3.
it. See if you can fill
in the names of the
4.
planets from what
the poem says
d about where they
hat
are in relation
hat
et. to the sun. The 5.
poem tells you
the position of
each planet. In
this poem, the 6.
poet calls the
planets and each
one answers. She 7.
treats each planet 8.
as if it’s a person. We
9.
call this personification.

TEACHER: Sign Date 65

 32 Write a poem Use a mind map to help you
to plan your writing Write a
Plan to write a poem. Write two rhyming sentences rough draft Ask a friend to edit
Term 1 – Week 9–10

the draft Revise your text and

in each box. Work with a friend. Brainstorm and write make the necessary corrections
Let's write
down ideas for the verses of your poem in the boxes. Then write it neatly in your book.
Then write two rhyming sentences in each box.

Title of poem

66
 Date:
new words

What is a metaphor?
We use metaphors a lot in a poetry. A metaphor is the use of
a word (usually a common noun) or a phrase to describe the characteristics of
something else. Examples are: She has a heart of ice. Her face was a picture. When
you use a metaphor, you make a comparison, but you do not use “as” or “like”.

Let's write Now write your poem neatly and then present it to your group.

Let's talk

Say what each of these metaphors

means. Draw a picture to illustrate
one of them.

Our teacher was away and

school was a circus.

She froze with fear.

The test was so easy – it was a

walk in the park.

TEACHER: Sign Date 67

 Date:

I can

read a folk tale

read persuasive text
analyse persuasive text
read a newspaper article
identify a headline, by-line, introduction
read a dialogue
plan and write a story
plan and write a newspaper article
plan and write a dialogue
predict how a story will end
make up a role play about a story
identify characters, plot, setting and characters
use prefixes and suffixes
give antonyms and synonyms
recognise subject and object
identify and use different types of nouns
analyse an advert
identify a target group or audience
recognise different devices in an advertisement
write an advert using figurative language
design a brochure
explain what is meant by a simple and a compound sentence
identify the subject and the predicate in a sentence
use prepositions correctly
identify arguments and supporting arguments in persuasive language
plan and write a persuasive argument
identify poetic devices such as metaphors and similes
use persuasive language
recognise statements, questions and commands
ensure subject-verb agreement
use idioms and proverbs
use adjectives
use simple tenses

68
C Theme 3: Saying how it is done
o Instructional text Telling a tale
47 Book review 96
Term 2: Weeks 1 – 2 Term 2: Weeks 3 – 4
n Write a book review summarising the
plot, setting, characters and theme.
33 Baking cupcakes 70 41 An unbelievable night 84
t Identify conventions of instructional Read and discuss a short story.
Record new words and meanings in
personal dictionary.
text.
e Cut out and sequence instructions.
Work out the utensils required.
42 More about the crocodile 86
Complete a detailed examination type
48 It continues to happen 98
Review of text types and conventions.
n Answer comprehension questions
based on a recipe.
comprehension with multiple choice
and open-ended questions.
Revise present, past and future
continuous tenses with activities
Record new words and meanings in Introduction to finite verbs.
t personal dictionary. Record new words and meanings in
based on each tense.
Revise past, present and future
personal dictionary. continuous tenses as a board game.
34 Writing a recipe 72
s Write a recipe for a favourite dish. 43 The next day … 88
Record new words and meanings in
personal dictionary.
Write sequenced instructions for Do a role play based on a story.
making a cup of tea. Focus on the characters. Check yourself! 100
Complete a flow chart for typical daily Select adjectives to describe the main Self-check against the outcomes for
activities. character. the previous 16 worksheets.
Use adjectives to write a character
35 New beginnings and endings 74 sketch of the main character.
Introduction to prefixes, suffixes and Plan to write an essay.
stems.
Meaning of prefixes and suffixes. 44 Writing my story 90
Record new words and meanings in Last night I dreamed …
personal dictionary. Record new words and meanings in
personal dictionary.
36 Make these desktop dancers 76
Read instructions for making a craft. 45 Book review 92
Complete the instructions with Write a book review using the story as
reference to illustrations. a basis for this.
Complete a flow chart using Fact or fiction. Discuss table of
connectors. contents.
Activity on transitive and intransitive
37 How I spend a typical day 77 verbs.
Different times on clocks and show 46 The young Nelson Mandela 94
activities.
Predict the ending of a story based on
illustrations and headings.
38 Writing a letter with
Discuss the story: character, setting
directions 78 and plot.
Draw a map. Introduction to the autobiography as
Draw a map with accompanying a genre.
directions. Record new words and meanings in
personal dictionary.
39 Subjects, verbs and objects 80
Identify the subject, verb and object
in sentences.
Identify intransitive verbs.
Write sentences with a subject, verb
and object.
Record new words and meanings in
personal dictionary.
40 What a dictionary tells us 82
Identify the conventions in a dictionary
such as guide words, entry words,
different definitions and parts
of speech.

69
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33 Baking cupcakes
Term 2 – Week 1–2

Recipe for fairy cupcakes

Let's read Ingredients
Cake mixture Icing
125 g softened margarine 50 g unsalted butter
1 cup sugar 2 cups icing sugar
3 eggs 2 tablespoons milk
1 teaspoon vanilla essence Sprinkles to decorate
112– cups self-raising flour
4 cup milk
3
–

Method The cook muddled up

the instructions for
making Fairy Cakes.
See if you can work
out how to make
these cakes. Cut out
the instructions on
the opposite page
and paste them, in
the correct sequence,
in this space.

70
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new words

How much milk do you need?

Let's write
How much flour do you need?

What happens after you have removed the cakes from the oven?

Read the recipe carefully and make a list of the utensils you will need to make these cakes.

d up
for
kes.
ork
ke Cut out these instructions and paste them, in the correct
out Let's do
sequence, in the space provided on the opposite page.
on
age Remove and allow to cool.
, in
ence, Mix margarine and sugar and then add the eggs and vanilla
essence and beat until combined.

Preheat oven to 180 °C. Place cupcake papers into muffin pan.

Fill the cupcake papers with the mixture.

Sift flour into the margarine mixture and add milk.

Bake cupcakes for 20–25 minutes.

Cream the butter until pale and smooth and add icing sugar.

Spread the icing onto the cakes.

✁

Add the sprinkles.

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34 Writing a recipe
Write a recipe for your favourite food. Write the recipe in rough.
Term 2 – Week 1–2

Ask a friend to edit it. Then write it neatly below.

Let's write

Recipe for ____________________________________________

Ingredients

Method

72
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Let's write

The 2
instructions
below are for
making a 3
cup of tea.
They are in
the wrong
order. Write them 4
in the flow
diagram in the
correct order.
5
Put three bags in the teapot.
Stir tea in cup with a teaspoon.
6
Leave to brew for five minutes.
Put enough milk in cup.
Warm the teapot with hot water. 7
Pour boiling water over teabags.
Fill a kettle with fresh water.
Pour tea from teapot into cup. 8
Boil the water in the kettle.

Let's write

Now use these blocks to make a flow diagram that shows how you make a sandwich.

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35 New beginnings and endings

t is a prefix?
Look at the example. What
WhAaprefix
Term 2 – Week 1–2

Let's do
happens when you join the
is not a full word. It’s a word prefix and the root word? What
part that is added at the beginning of does the new word mean?

+
a full word (called a root word). Every
prefix has its own meaning. When Prefix Root word
a prefix is added to a root word, it
changes the meaning of the root word. un- tidy

Circle the prefixes in each of these words.

Then underline the root word.

triangle refill unfair disabled

wa
prepaid disagree misbehave What do these prefixes mean?
misunderstand rewrite Prefix Meaning Prefix Meaning
disgrace
unsure unhappy re- again pre- before
redo
un- not mis- wrong
tricycle prereading misplace tri- three dis- not

Let's write Add prefixes to the underlined words to change the meaning of these sentences.

1. He always behaved in class. 2. I have a paid phone.

3. She was very tidy. 4. You must do your maths homework.
5. She uses a wheelchair because she is 6. The soccer player was happy
abled. because they lost.
7. Her picture was attractive. 8. My socks were matched.
9. He was lazy and reliable. 10. Leave it out, it’s important.
12. My favourite TV programme has been
11. He was kind to his dog. continued.
1 mis, 2 pre, 3 un, 4 re, 5 dis, 6 un, 7 un, 8 mis, 9 un, 10 un, 11 un, 12 dis.

Select three prefixes and use them to form three sentences.

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at is a suffix?
Look at the example. What happens
WhSuffixes are like prefixes, except that
Let's do when you join the suffix and the root
word? What does the new word mean?
hat

+
they are added to the end of a root word
to change its meaning. An example: the Root word Suffix
ending -ful means “full of”, so the word
beautiful means full of beauty. cheer ful

What do these suffixes mean? Circle the suffixes in

each of these words. Then underline the root word.
walking cheerful hopeless understandable

hopeful colourful wonderful

What do these suffixes mean?
walked readable weakness Suffix Meaning Suffix Meaning
jumped
reckless neatly hoped -less without -ward in the direction
-ful full of -en made of
wooden forward dancing speaking
-able can be done -ing continuous verb
slowly woollen playful quietly
-ed past tense -ly the way it’s done
backward
Let's write Add suffixes to the underlined words to change the meaning of these sentences.

1. The children were jump on the 2. The autumn leaves are fall from
trampoline. the trees.
3. She was cheer on her birthday. 4. The kitten is play .

5. Her painting was colour . 6. The school play was wonder .

8. He couldn’t do his homework because it
7. Spiderman is fear . was not understand .

9. He was care and failed the test. 10. He kick the ball hard.

11. It was a wood table. 12. You must be care in the traffic.
1 ing, 2 ing, 3 ful, 4 ful, 5 ful, 6 ful, 7 less, 8 able, 9 less, 10 ed, 11 en, 12 ful.

Select three underlined words from the previous activity and use them to form sentences.

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36 Make these desktop dancers

Term 2 – Week 1–2

Let's do What you need

3 Bostik glue
Look at the illustrations that show 3 3 pipe cleaners
how to make these creatures. 3 2 medium pompoms
With your group, work out what (4 cm in diameter)
you need to do to make a dancer. 3 tiny pompom
3 2 googly eyes
3 feather for tail
1
3 2 buttons for feet

How to make your pompoms

2 11. Draw two large circles, exactly the same, on a piece of
cardboard. Now cut them out.
22. Draw two smaller circles inside the two large circles. Cut
them out, so that your large cardboard circles now have a
hole in the middle.
4 33. Put the circles together, and wrap the yellow wool through
3
the hole in the middle and around the outside until the
circles are fully covered. You can use two or three strands of
wool together to cover the circles more quickly.

5
44. Using sharp scissors, cut the wool between the edges of the
two circles.
55. Slide a piece of wool between the two circles and tie tightly.
Then remove the circles.

Now write what you will do with all the materials including
Let's write
the pompoms.

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How I spend a t ypical day 37

Fill in the clocks for the different times of the day and then draw a picture to show

Term 2 – Week 1–2

Let's do what you do.

First at Then at I

Afterwards I Thereafter at I

Before I Finally at

Now convert your flow chart into sentences explaining

Let's write how you spend a typical day.

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38 Writing a letter with directions

Write a letter to a friend in another town and invite him or her to your school
Term 2 – Week 1–2

concert. Give your friend information on what the concert is about, what time
Let's write
it will start, on what date and where your school is situated. You will also need
to give your friend directions. You will write these on the next page.

e nd
r Fri
Dea

Write your address here.

Write the date here.

Write a suitable greeting or salutation.

Use a mind map to help you

to plan your writing Write a
Write your ending here. rough draft Ask a friend to edit
the draft Revise your text and
make the necessary corrections
Write your name here. Then write it neatly in your book.

78
 Date:

Let's do Draw a map from your home, a bus stop,

a shop or any other place you choose, to your school.

Let's write Now write the directions.

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39 Subjects, verbs and objects

Term 2 – Week 1–2

Read these sentences with your friend.

Let's write
Underline the subject in red. The subject is the person or thing doing
the action.
Underline the verb in blue. The verb is the doing word.
Underline the object in green. This tells you what or who the verb affects.

The cats chase the mice.

He drank his tea.
Ann liked Jabu.

The chef burned the food.

The boy broke the window.

The girl flew a kite.

We baked a cake.

Find and underline the verbs in each of

these sentences. Then circle the object.

She broke the window. I filled my glass.

He washes his face. The school bus arrived late.

The Grade 6 class planted a tree. Ann wrote an e-mail.

Now look at these sentences. Underline the Intransitive verbs do not

subject and the verb. These sentences do need an object to make
not have objects. sense.

She reads. The dog sleeps.

We eat. They work.

She cries. They run.

Cats purr. The boat sank.

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Read the following sentences carefully. Underline the subject in red, the verb in
Let's write blue and the object in green.

Anna answered many questions in class today.

Mandu borrowed my pencil.

Jabu threw a paper airplane through the window!

My sister is reading her library book.

My mother is cooking a stew.

I am listening to the radio.

Oh no! I lost my cell phone!

The hail hit the window.

I have R10 in my wallet.

I ate a sandwich for lunch.

Now write sentences of your own. In each one, underline the

Let's write subject in red, the verb in blue and the object in green.

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40 What a dictionary tells us

A explanatory dictionary tells you the meaning of words and how to say them.
Term 2 – Week 1–2

The words in a dictionary are arranged in alphabetical order.

Let's read

The head word

tells you what the
first word on the
page is.

The bolded word

is called an entry
word. The entry
word is printed in
bold dark letters.

Next to the entry

word is the small
bold text that
indicates the part
of speech and
shows the plural
form of the word.
It tells us whether
the word is a noun,
verb, conjunction.

82
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The definition tells

the meaning of
the word. When
a word has more
than one meaning,
the definitions are
numbered.
(Look at the
definitions for
hoard.)

Some definitions
have an example
sentence that
shows how the
word is used.

TEACHER: Sign Date 83

 222

41 An unbelievable night Before you read

Look at the pictures and headings and try
to predict what the text will be about. Skim
the page to see what you will read about.
Term 2 – Week 3–4

While you read

Let's talk • Have you ever had a nightmare? Compare your predictions with what you
• What was your nightmare? read. If you don’t understand a section,
read it again slowly. Read it aloud.
• Have you ever dreamed about a book you
were reading?

Let's read

One night Lindiwe lay in bed and read dripping wet and it left
about crocodiles in her a pool of water on the
favourite magazine, floor. The crocodile made
“National Animal a hissing sound and swung its
Magazine”. Before head and tail. It opened its mouth, and
she went to sleep Lindiwe swallowed hard when she saw its
she put the long row of teeth.
magazine on The “National Animal Magazine” was
the bookshelf, lying on the floor next to the crocodile.
just outside the Something about it wasn’t quite right.
bathroom door. Lindiwe stared at it, and then she saw that
Later that night, as the picture on the cover was different.
she was on her way Instead of a big crocodile on a river bank,
to the bathroom, she now there was just a river bank! She
hhissssss heard a hissing from picked up the magazine. At that moment
the bookshelf. She the crocodile whipped his tail so hard that
was half asleep so he broke her mother’s favourite vase and
she didn’t really pay the glass shattered everywhere. Lindiwe
attention to it. But then ran to her bedroom and slammed the
the pile of newspapers door. She sat on her bed, feeling relieved.
and magazines on the “Maybe the best way to get rid of it
bookshelf began to move. The would be to give it something to eat,”
pile toppled over and suddenly there were she thought. She looked at the “National
magazines and newspapers all over the Animal Magazine” and said to herself, “If
floor, and the hissing got louder. the croc could crawl out of the picture
Lindiwe could not believe her eyes: a then perhaps other animals could too.”
grunting, snorting crocodile was coming She paged through and found a picture of
out from under the bookshelf. She was some flamingos. “They’d be a good meal
frozen to the spot. She watched the for the croc,” she thought. A loud crack
crocodile crawl and slowly look around made her jump, and she saw the tip of
the room. It seemed to have just come the crocodile’s tail crashing through the
out of the water. Its whole body was splintered door. She pushed the flamingo

84
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picture through the hole in the door to In the morning

show the crocodile its meal. her parents
Suddenly there were dozens of screeching wanted to know
flamingos wildly flapping their wings how the floor got
and running around on their long skinny wet, how her door
legs outside her door. Then a flamingo got broken and how
disappeared into the crocodile’s mouth her mother’s favourite
and then another and another and another. vase came to be
Exhausted, he lay down and closed his eyes smashed into small
and no longer moved. pieces lying all
Lindiwe quietly opened her door and over the floor.
placed the magazine in front of the Lindiwe didn’t
crocodile’s nose. “Please,” she whispered, know.
“please go back home.” She crept back into
the room and looked through the hole in
the door. The crocodile and the flamingos
By Franz Hohler
were disappearing back into the magazine.

(Adapted from the PIRLS).

These sentences are about what happened in Lindiwe’s story. They are
Let's do in the wrong sequence. Number them so that you have the correct
sequence. We have numbered a few to help you.

Later she went to the bathroom.

She saw a crocodile hissing and swinging his head and tail.
2 She went to sleep.
She locked herself inside the bedroom.
She found a picture of flamingos.
The crocodile ate the flamingos.
9 The crocodile went to sleep.
The flamingos jumped out of the picture.
1 Lindiwe read the “National Animal Magazine” and put it on the
bookshelf.

TEACHER: Sign Date 85

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42 More about the crocodile

Term 2 – Week 3–4

Let's write Reread the story, “An unbelievable night”,

and then answer these questions.

What was the first sign that something How did the bedroom
unusual was happening? door get broken?

a The pile of newspapers began to move. a The crocodile’s tail crashed through it.
b Lindiwe saw that the picture on the b Her mother’s vase cracked against it.
magazine cover was empty.
c The flamingo’s sharp beak hit against
c The door to her room was broken. the door.
d Lindiwe heard a hissing sound. d Lindiwe slammed the door so hard it broke.

Where did the crocodile come from? Which words tell us that Lindiwe was frightened?

a The bathroom a Frozen to the spot

b A magazine cover b Could not believe her eyes
c Under the bed c Was relieved
d A nearby river d Heard a hissing sound

Why did Lindiwe think the crocodile was going to attack?

a It showed its teeth.
b It let out a loud hissing sound.
c It started grunting and snorting.
d It swung its tail backwards and forwards.

Why did Lindiwe call the flamingos from the magazine?

Mention two ways in which the magazine helped Lindiwe.

86
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new words

Do you think the crocodile story was part of Lindiwe’s dream?

Give one piece of evidence to show it was a dream.

Now give one piece of evidence that it was not a dream.

e.
ened?

Finite Verbs
She walks home.
You can see that the finite verb is
walks and the pronoun is “she”.
Finite verbs are verbs that have a definite She walked home.
relation between the subject or noun. These Here the verb changed to the
verbs are usually the main verb and change past tense to show that this
according to the noun. They are used only in the happened in the past.
present and past tenses. See these examples.

Read the sentences and then underline all the finite verbs.
Then circle the person or thing that is doing the action.
Let's write
These words will all be nouns or pronouns.

I go to the supermarket. He drinks milk.

She goes to the pool. They watch the game.
They went to the stadium. I ride a bike.
You play football. She brushes her hair.
I read a book. He runs to school every day.

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43 The next day

Term 2 – Week 3–4

Let's talk

Role play
• Make up a role play in which you show Lindiwe telling
her parents what happened.
• Do you think her parents will believe the story?
• how how Lindiwe convinces her parents to believe what she says
about how the floor became wet, how her mother’s vase was
shattered and how her bedroom door got a hole in it. Make up an
ending for your role play.

Look at the story again. Focus on Lindiwe’s character. Think about

Let's write all the things she did to save herself from the crocodile. Fill in some
adjectives to describe her character.

Now use the adjectives to write a character sketch of Lindiwe.

88
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Plan to write a description of a dream or a

Let's write nightmare that you had. Use the mind map
for your planning.

Your topic is: “Last night I dreamed that ...”. Fill in your main ideas on
the mind map. Say what you did before you went to sleep, what happened
in your dream and how it ended. Mention how you felt during the dream.
Were you afraid?
After you have done this, write three or four paragraphs about your dream.
Write your description on rough paper. Ask your friend to check it for you.
Tomorrow you will copy your work neatly into the next worksheet.
1
5 What I did before I slept.
When I woke up.

2
Last How the dream
started.
night I
4 dreamed...
How the dream
ended.

3
How I felt during the dream.

Use a mind map to help you

to plan your writing Write a
rough draft Ask a friend to edit
the draft Revise your text and
make the necessary corrections
Then write it neatly in your book.
TEACHER: Sign Date 89
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44 Writing my story
Term 2 – Week 3–4

Let's write Rewrite your essay neatly in the space provided.

Last night I dreamed that ...

90
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TEACHER: Sign Date 91

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45 Book review
Term 2 – Week 3–4

Let's write Write a book review for the book “An unbelievable night”.

Title of the book

Author
Plot
What happens in
the story?

Setting
Where and when
does the story
take place?

Characters
Who are the
people in the
story?
Is the book fact
or fiction?
Theme
What is the story
about? What is
the message of
the story?

What I liked
What was the
best part of the
story?
Recommendation
Why would you
recommend the
story to a friend?

92
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Fac t o r f i c t i o n
Contents Let's write Have a look at the list of articles
Features in this contents page. Write
2 down whether the articles are
Comment from the Editor
fact, fiction or opinion.
4
School’s out!
8
2
Hike your way to health
10
Adverts – the hidden me
ssage 4 8 4

12 8
Taxi driver – part 4
14
ent 10
Caring for your environm
16 12
nd
Letters – speak your mi
18 22 14
th
The young ones – a Sou
African story
18 16
22
ned
Drinking should be ban
24
The best places to visit
12 18

22

24

What are transitive and intransitive verbs?

Transitive verbs have an object to Intransitive verbs do not need an

receive the action. object to receive the action.

Circle the verb and then underline the Circle the verb in each sentence.
object in each sentence.

I baked some cakes. The bird sang.

We rode our bicycles. I laughed.

He moved the table. I cried.

She painted a picture. The book fell.

The boy kicked the ball. The sun set.

TEACHER: Sign Date 93

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46 The young Nelson Mandela

Term 2 – Week 3–4

Let's talk
What is an autobiography?
Have you heard of An autobiography is the story written by the person whom the
Nelson Mandela? book is about. Auto means “self”, and bio means “life” and graphy
What other famous means “writing”. The author is always the main character in an
autobiography. Autobiographies tell the history of the author’s life.
people do you
In this worksheet you will read a part of the autobiography taken
know? from the famous book The Long Walk to Freedom by Nelson
Mandela. We have simplified it for school reading purposes.
Before you read
Look at the pictures and headings and try
to predict what the text will be about. Skim
the page to see what you will read about.
While you read Let's read
Compare your predictions with what you
read. If you don’t understand a section, My name is Nelson Mandela.
read it again slowly. Read it aloud.
I live in South Africa, a very
beautiful country right at the tip of Africa. I was born
in the tiny village of Mvezo in the Eastern Cape on 18
July 1918, so I am a very old man now.
My father was a chief. He gave me the name of
Rolihlahla, which in Xhosa means “troublemaker”. I
was still very young, about 1 or 2, when my family
moved to Qunu. My days in Qunu were very happy
days. As I grew up I used to herd my family’s sheep and goats.
I played with my friends in the fields. We swam in the rivers and we ate the sweetest
honey, which we took from the beehives. I was always careful to avoid bee stings.
Once I tried to ride a donkey and I was doing very well until the donkey threw me
into a thorn bush!
When I turned seven, my father sent me to a missionary school. I was the first person
in my family to go to school. My father had never been to school. We had to wear
smart clothes for school, but my family was too
poor to buy school clothes.
My father took some of his old trousers and cut
them off at the knees. I did not have a belt, so my
father took a piece of string and drew the trousers
in at the waist. But I was proud, very proud, to
wear those trousers.
At school, my teacher decided to call me Nelson.
Can you imagine getting a new name when you
are seven?

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I was happy at school and happy at

home. My mother used to tell me
lots of stories from long ago. I learnt
so much from her stories. She taught
me to always be kind to people.
My father taught me to be brave.
I wanted to be brave like him. I
wanted to be just like him. I used to
put ash on my hair to make it look
grey like his. I loved my father.
Soon after I turned 9, my life
changed because my father died.
I had to pack the few things I had
and walk with my mother to my new home. It was painful for me to leave
Qunu. I turned and looked back at my home and the happiness I was
leaving behind.
I looked at the huts and the people going about their business. I looked
at the stream where I had splashed and played with the other boys. I
imagined that I could no longer play with my friends. My eyes rested on
the three huts at my home. I left – but I could not imagine my future.
I went to live with my Uncle Jongi in Mqhekezweni, a nearby village. He
was my father’s best friend. I missed Qunu and my family there, but my
life with Uncle Jongi was a good one. I played with his son,
Justice, and we had lots of fun. We rode horses, worked in
the garden, played in the green fields and swam in the
river. My uncle treated me like his own child.
I went to the nearby school. Then when I was 16 Uncle
Jongi sent me to Clarkebury School. Like my father, my
uncle believed that education was very important. Three
years later I went to Healdtown High School. I did my
best at school and studied hard. When I finished school I
went to the University of Fort Hare. By then I was 21.

TEACHER: Sign Date 95

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47 Book review
Term 2 – Week 3–4

Write a book review about the story of

Let's write Nelson Madela’s childhood from the
Long Walk to Freedom.

Title of the book

Author
Plot
What happens in
the story?

Setting
Where and when
does the story
take place?

Characters
Who are the
people in the
story?
Is the book fact
or fiction?
Theme
What is the story
about? What is
the message of
the story?

What I liked
What was the
best part of the
story?
Recommendation
Why you would
recommend the
story to a friend.

96
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Date:
o u ?
W h a t d o y t o re ad mo s t
So far in this workbook you have come across a range of different types of text
Let's talk that you are required to read and write as a Grade 6 learner. What are the
features of each type of text and which types of text do you enjoy
reading most? Discuss the features with your group. When you have done this,
rank order your preferences from 1 – 12. We have started filling in
some of the answers for you.
Type of text/
What are the features of this type of text? Rank
genre
Newspaper articles Headlines, by-lines, past tense
Worksheets 1, 3
Folk tales Messages and animal characters with human
characteristics
Pamphlets

Advertisements Persuasive language

Persuasive texts

Plays or dialogues

Poems Literary language, figurative meaning, poetic devices

Instructional text Uses imperatives, visuals

Diaries Past tense

Book reviews

Informational text Ingredients and methods

Biographies Life story told by the author

Worksheets 4, 6

TEACHER: Sign Date 97

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48 It continues to happen
P re s e n t
Term 2 – Week 3–4

We use the present continuous tense to

show what actions are happening now.
con t inu
She is watching TV now. o us te n se
Let's write Complete the following sentences using the correct form of the present
continuous tense of the verbs in brackets.

He (swim) in the river now.

She is (play) soccer at the moment.

They (walk) to school.

Pas t
We use the past continuous tense to show

o u s t e n se actions that were happening in the past.

co n t inu The children were sleeping when the fire broke out.

Let's write Complete the following sentences using the past progressive tense
of the verbs in brackets.

The sun (shine) when I woke up.

It (rain) when I walked to the bus stop.

I (eat) breakfast when she phoned.

We use the future continuous tense to show an action

F u t u re
that will happen over a period of time in the future.
con t inu
I will be working the whole of next week.
o us te n se
Let's write Complete the following sentences using the correct form of the
future continuous (or progressive) tense of the verbs in brackets.

We (go) on a school trip for the whole week.

I (attend) soccer training next weekend.

We (drive) to Cape Town tomorrow.

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Play the Continuous Tense Game

Flip a coin. 16 17 18
Heads you move
15 clean my 19
forward two places. room when
watching TV
go back
Tails you move forward at the
yesterday
... 4 blocks
moment
only one place. miss a turn
work in the
garden when
Form 14
continuous yesterday
... 20
tense sentences
visit my friends
using the words in Durban
in each of the

FINISH
next school
boxes. holidays
Start your go to the zoo
sentences 13
tomorrow
using one of 12
these words
go back 11
I … She… 4 blocks
He … We …
They … ride a bike 10
My friend… next
Saturday do
homework 9
4
now
3
attend soccer go to the beach
training 5 yesterday
read a bookthe whole 8
when ... of next
sleep
yesterday week 6 7 speak on the
2 tonight phone
now
eat lunch 1 go back
visit my
4 blocks
now granny

go to the next week

library
today

START

TEACHER: Sign Date 99

 Check yourself!

Check yourself
I can

read a recipe

identify conventions of instructional text

sequence instructions

answer comprehension questions based on a recipe

write a recipe

complete a flow chart

write instructions to accompany a map/diagram

use suffixes and prefixes

draw a map

identify the subject, verb and object in sentences

write a letter

use a dictionary

understand the conventions used in a dictionary

read a story and answer comprehension questions

recognise and use finite verbs

recognise and use transitive and intransitive verbs

use the present, past and future continuous tenses

write a character sketch

use adjectives to describe a character

plan and write an essay

write a book review

identify different text types and conventions

read an autobiographical story

100
C Theme : Reading fiction
o Reading a story
54 Plan a story 112 59 Writing informational
Term 2: Weeks 5 – 6 te t 122
n Using a mind map to plan a story
focusing on characters, setting, plot Discussion of a sport or hobby.
49 Reading a story 102
t Prereading discussion based on
and conclusion.
Editing own and friend’s story.
Planning to write informational text
using 6 steps.
illustrations and headings. Writing the story neatly in the space Writing informational text in logical
e Orally answer comprehension
questions based on story.
provided. sequence.
Record new words and meanings in Records new words and meanings in
n Record new words and meanings in
personal dictionary.
personal dictionary. personal dictionary.
55 It happened some 60 Descriptive language 124
t 50 Thinking about characters 104 time before 114 More about adjectives.
Identify adjectives to describe the Using the present prefect tense. Identifying adjectives.
s main character.
Focus on human features.
Identifying has or have and the verb in Using adjectives to form sentences.
sentences. Sorting adjectives into type (number,
Write a description of the character. Forming sentences in the present colour, size etc.)
Complete a list of character traits for a perfect tense.
real life character. 61 It all depends on the
Write a description of a real life
Reading for information weather 126
character.
Prereading activity and discussion
Term 2: Weeks 7 – 8
51 Writing a story with about weather.
Reading three complex weather
believable characters 106 56 Interview a soccer star 116 charts and answering question
Story to have a beginning, middle and Rereading of interview using visual based on them.
end. clues. Record new words and meanings in
Meaning of prefixes and suffixes. Comprehension based on the text. personal dictionary.
Record new words and meanings in Conducting an interview with a
personal dictionary. successful person. 62 The water cycle 128
52 acob gives up Reading an annotated diagram.
108 57 Soccer soccer everywhere 118
Explaining the diagram to a friend.
Prereading activity. Prereading activities based on Writing the different phases shown in
Reading a contemporary story. contextual and visual clues. the diagram.
Answer comprehension questions Reading tables of soccer statistics. Record new words and meanings in
based on text. Reading a league table. personal dictionary.
Record new words and meanings in Answering questions based on
personal dictionary. graphic text and tables. 63 Write an information te t 130
Planning and deciding on a topic.
53 What else does the story 58 The history of soccer 120 Focusing on the introduction,
tell us? 110 Reading a web page on the history of research, expert opinion, diagrams
Looking at idioms and figures of soccer. and headings to be used.
speech contained in the story. Orally answering questions based on Writing the information text neatly.
Writing a diary entry to summarise the the text.
64 What’s on the bo ? 132
story.
Writing a character sketch about the Reading a TV guide and answering
main character. questions based on it.
Self-check against the outcomes for
Using auxiliary verbs. the previous 16 worksheets.
Records new words and meanings in
personal dictionary.

101
 49 Reading a story Before you read
Look at the pictures and headings and try
to predict what the text will be about. Skim
the page to see what you will read about.
Today we are going to read the story of
Term 2 – Week 5–6

While you read

a legendary African spider called Anansi. Compare your predictions with what you
Let's read
When you read the story focus on his read. If you don’t understand a section,
read it again slowly. Read it aloud.
character. He is a legendary trickster.

How the spider got such thin legs

Once upon a time, a long time ago, there lived a spider named Anansi.
Although Anansi was a very good cook he was a bit lazy, so he preferred to eat
the food that others in the village made for themselves and for their families.
One day, he stopped off at Rabbit’s house. Rabbit was his good friend.
“There are greens in your pot,” cried Anansi excitedly. Anansi loved greens.
“They are not quite ready yet,” said Rabbit. “But they will be ready soon.
Stay and eat with me.”
“I would love to, Rabbit, but I have some things to do,” Anansi said
hurriedly. He thought that if he waited at Rabbit’s house, Rabbit
would certainly give him some jobs to do. He did not want to end up
washing dishes.
“Tell you what,” said Anansi. “I’ll spin a web. I’ll tie one end around my
leg and one end to your pot. When the greens are done, tug on the web,
and I’ll come running!”
Rabbit thought that was a great idea. And so it was done.

“I smell beans,” Anansi sniffed excitedly as he ambled along.

“Delicious beans, cooking in a pot.”
“Come eat our beans with us,” cried the monkeys. “They
are almost done.”
“I’d love to, Father Monkey,” said Anansi. He again
suggested that he spin a web, with one end tied around
his leg, and one end tied to the big bean pot.
Father Monkey thought that was a great idea. All his
children thought so, too. And so it was done.

“I smell sweet potatoes,” Anansi sniffed happily as he ambled along.

“Sweet potatoes and honey. How delicious!”
“Anansi,” called his friend Pig. “My pot is full of sweet potatoes and
honey! Come share my food with me.”
“I’d love to,” said Anansi. And again, he suggested he spin a web,
with one end tied around his leg, and one end tied to the sweet
potato pot.
His friend Pig thought that was a great idea. And so it was done.

102
 Date:
new words

By the time Anansi arrived at the

river, he had one web tied to each of his eight legs.
“This was a wonderful idea,” Anansi told himself proudly. “I
wonder whose pot will be ready first? I will be able to eat
eight meals today. Lucky me.”

Just then, Anansi felt a tug at his leg. “Ah,”

said Anansi. “That’s the web string tied
to Rabbit’s greens.” He felt another. And
another. Anansi was pulled three ways at
once.
“Oh dear,” said Anansi, as he felt the fourth
web string pull.
Just then, he felt the fifth web string tug.
And the sixth. And the seventh. And the eighth! Anansi was pulled this way and
that way, as everyone pulled on the web strings at once. His legs were pulled
thinner and thinner. Anansi rolled quickly into the river. Eventually, when all the
webs had washed away, Anansi pulled himself painfully out of the river.
“Oh my, oh my,” sighed Anansi. “Perhaps that was not such a good idea after all.”
To this day, Anansi the spider has eight very thin legs. And he never got any
food that day at all.

Let’s talk

Why did Anansi decide not to wait at Rabbit’s house until the greens were cooked?

How did he end up with eight thin legs?

How did Anansi save himself from being pulled into pieces?

What is the moral of the story? How do we know that this is not a true story?

Look at the pictures and then tell your friend the story in the correct sequence.

TEACHER: Sign Date 103

 50 Thinking about characters
Term 2 – Week 5–6

Look carefully at what Anansi says and does in the story.

Let's write
Then fill in some adjectives that describe his character.

Use these adjectives to write a description of his character.

Now describe the character of a real person.

Let's write Choose a person to write about. The person can be a hero, living or dead.

Character’s full name

Gender
Age
Physical appearance
Occupation
Talents or skills

Why you have

chosen him/her

Make a list of character traits (qualities). Brainstorm your list

with a friend. Use adjectives as much as possible.
For each character trait, write about
things they did or said that are examples of
that character trait.

104
 Date:

Let's do Now fill in some adjectives that describe your character. Draw or paste
his/her picture in the space below.

Use your adjectives to write a character sketch. Discuss the character

with a friend. Then write a draft character sketch on a piece of paper.
Ask your friend to edit your draft. You can edit her/his draft.
Rewrite your sketch neatly below.

TEACHER: Sign Date 105

 51 Writing a story with believable characters
Plan your story.
Term 2 – Week 5–6

Let's do Think about the plot and the character. Then show
Use a mind map to help you
how the plot and the character progress through to plan your writing Write a
the stages of the story. Fill in some adjectives to rough draft Ask a friend to edit
help you to develop your character. the draft Revise your text and
make the necessary corrections
Then write it neatly in your book.
Character

Plot
Beginning

Character

Plot
Middle

Character

Plot
End

106
 Date:

Let's write My story about _____________________________________________________

dit
d Beginning
s
ook.

Middle

End

TEACHER: Sign Date 107

 52 acob gives up
Term 2 – Week 5–6

Look at the pictures and the title of the story and see if you
can work out what the story is about.
What kinds of characters do you think it will be about? Skim
Let’s talk
the story and see if you can predict what it will be about.

Let's read

Jacob was a member of the Newville Soccer Club. He and his

friends would go to soccer practice every day after school.
Jacob would run with the team and practise playing soccer as if
there was no tomorrow. He would train until his muscles ached.
He practised ball control and he practised shooting at the goals
even with his eyes closed. Yet somehow, the coach never chose
him to play in the team. At best, Jacob ended up on the bench
as a reserve and seldom got to play.
Jacob dreamed of playing. He dreamed of scoring the winning
goal.
Then one day shortly before the final game Jacob gave up. ” There
is no point,” he told his mother. “I train so hard, I never miss a
practice session, but the coach never puts me into the team.”
“I think I am giving up” he said, “I am at my wits end.”
“Don’t do that, Jacob,” his mother said. “You’ll will get your
chance someday soon.”
“The coach never chooses me,” he said, woefully.
Then, on the Saturday before the big game, the coach called
out the names of the team. Jacob peeped and saw his name on
the list. “Jacob, you’ve been training hard. You will play in the
forward position. Remember, it’s the final game,” he cautioned.
Jacob could not believe his ears.
The big day came and the crowds were screaming and the
vuvuzelas shrieked across the village.
With one minute to the final whistle, the score was 0 – 0.
Newville Club had to score!
“Take the ball, Jacob,” Jabu screamed, passing him the ball.

108
 Date:

Jacob had to score. With a burst of speed he sped passed

the two defenders. He darted left and then right, leaving his
opponents in confusion. He had the goal posts in his sight.
“Jacob! Jacob!” the crowd cheered. It was like his dream. Then
suddenly, from nowhere, a boot cut into his ankle and sent him
crashing to the ground. “Foul! Foul!” shouted the coach.
“Tweeeet! Tweeet!” blew the referee’s whistle. “Free kick for
Newville Club!” he shouted. “Jacob, take the kick.”
Jacob placed the ball on the field. He took a deep breath, took
two huge steps back as he had done a thousand times during
the practice. He focused on the top right corner of the goal
and kicked with all his might. The ball flew over the goalie,
and curved into the net. The crowd went wild. Newville
won the championship.
“I told you so,” his mother said as she hugged him.
“Practice makes perfect.”

Let's write
Who are the characters in the story?
Main character/s Other characters

Why did Jacob give up? Quote one sentence that tells us he had lost hope.

Quote one sentence in the story to show that Jacob persevered.

TEACHER: Sign Date 109

 53 What else does the story tell us?
Term 2 – Week 5–6

Idioms
Let's write What do these idioms mean?

He could not believe his ears.

Jacob was at his wits’ end.

Practice makes perfect.

Figureesch
of thespvuve uzelas shrieked
What figures of speech are these?
the ball flew
tweeeeet, tweeeeet

ry.
in th e sto ry for th es e wo rds. Write them in your dictiona
Find another word
peeped
warmed

Imagine you are Jacob. Write a diary entry for the day summarising what
Let's write happened and how you felt. Use the words First I, then I and finally I.

Dear diary

110
 Date:

Now write a character sketch about Jacob.

Let's write Brainstorm with your friends to find descriptive words.
Fill in adjectives that describe his character.

Use your
adjectives
to write a
character
sketch. Write
your draft on a
piece of paper.
Ask your
friend to edit
your draft.
You can edit
her/his draft.
Then write
the character
sketch neatly
in the space
provided.

Underline the verb and circle the helping verb. L k ou

t for auxil
Then write the sentences in the negative form. They are iary verb
Sometim s.
“helping es called
I am going to school. verbs”. Th
words th ey a
at come b re the
main ver efore the
b of a sen
Jacob is late for soccer practice. tence.

We were running on the soccer field.

Jacob was chosen for the team.

TEACHER: Sign Date 111

 54 Plan a story Use a mind map to help you
to plan your writing Write a
rough draft Ask a friend to edit
Term 2 – Week 5–6

the draft Revise your text and

Talk to your friend about a story you want to write. make the necessary corrections
Let's write
Then fill in your ideas on this page. Then write it neatly in your book.

Who are my characters? Where does the story take place?

Title of story
What happened How does the
in the story? story end?

Discuss your plan with your friend. Then write your draft on a
piece of paper.
Let's write Ask your friend to edit your draft. You can edit her/his draft.
Write your story neatly on the opposite page.

112
Date:
Writing my story

The End

TEACHER: Sign Date 113

 55 It happened some time before
P re s e n t
Term 2 – Week 5–6

It happened at an unspecified time before now

pe r fe c t
te n s e
Past Present Future
We use the present perfect tense to show that an action happened at an unspecified time in the past. The
exact time is not important. When we use the present perfect tense we use “vague” expressions of time,
such as ever, never, once, many times, several times, before, so far, already, yet.

Let's write Underline have or has before the verb . Circle the verb.

1. She has seen that movie twenty times.

2. I think I have met him once before.

3. There have been many floods in KwaZulu-Natal.

4. People have travelled to space.

5. Have you read the book yet?

6. I have seen that movie.

7. I have spoken to him several times about his bad manners.

8. We have been to Cape Town several times.

9. I am afraid that I have lost your book.

10. He has visited us many times.

Now complete writing these sentences in the present perfect tense.

He went home because he had

She ran to school because she had

I have lost

We had been to

114
 Date:

P re s e n t
Let's write Fill in has or have and the correct
pe r fe c t
form of the verb in brackets.
te n s e
He has visited (visit) us many times.

I (see) my sunglasses.

She (see) that movie three times.

She (return) my book at last.

They (make) that same mistake several times.

They (wash) the dishes.

We (read) so many stories in this book.

We (finish) all our homework.

We (hear) the story before.

You (be) to Polokwane.

Now complete these sentences.

She has returned my

They have seen

We have been

I have studied

TEACHER: Sign Date 115

 56 Inter view with a soccer star
Term 2 – Week 7–8

Which South African sports stars do you think

are really good?
Why do you think they are so good?
What has made them successful?
What do you know about their character?

Before you read

Look at the pictures and headings and try
to predict what the text will be about. Skim
the page to see what you will read about.

Let's find out about a very successful soccer star While you read
Compare your predictions with what you
read. If you don’t understand a section,
read it again slowly. Read it aloud.

Noko Alice Matlou

When people talk about soccer, the stars Then in 2000 I started playing football
they mention are usually men. But one professionally for the Brazilian Ladies
of South Africa’s best footballers is a football club. In 2007 I started playing
woman: Noko Alice Matlou. Matlou was football for Banyana Banyana.
named champion African Player of the How do you keep fit?
Year in 2009 by the Confederation of I train twice a day. I wake up in the
African Football. She was the first South morning and go jogging for 30 minutes.
African person to ever win this award. Then at 3 o’clock I train for about three
Read this interview with Matlou to hours. That’s when I do ball training.
find out more about her.
What advice can you give to other
Where were you born, and where do young people?
you live now? Train hard, then you’ll play easily.
I was born in Molegie, Gaphaudi in
Limpopo. That is where I still live.
When did you first become
interested in sport?
I started playing soccer at primary
school. I already enjoyed sport and
I was always good at athletics and
football. I used to do running and I was
very fast, especially in the 100 metres
and 200 metres. When I was at school
I was a sprinter and I set some records.

116
 Date:

Let's write
Read the information about Matlou on the previous page and then answer the following
questions:
What are Matlou’s achievements?

How do we know that Matlou is dedicated to soccer? Give reasons from the article.

nd try
Skim How did her football career start?
out.

t you
on,

Let your partner pretend to be a sports star. Then interview your partner to
Let's do find out more about his or her achievements.
You will need to find out:
When and how he or she became interested in the sport
His or her main sporting achievements
What message does he or her have for other young people.

Now choose someone in your school or community that you think

is talented at sport. Ask the person to let you interview them. In the
Let's write interview, try to get answers to the questions below. And then write
a character sketch of the person.

What was your childhood like? When did you become interested in sport?
What are your main achievements?
What message do you have for other young people in South Africa?

TEACHER: Sign Date 117

 57 Soccer, soccer everywhere
Term 2 – Week 7–8

What sports do you like to play or watch?

Who is your favourite sports person?
Let’s talk Why?
What do you think it takes to become a
sports champion?
Who are South Africa’s soccer, athletics,
swimming and other champions?

Let's read

In 2010 South Africa hosted the FIFA World Cup soccer tournament. Thousands of spectators
visited the ten stadiums to watch the games. Soccer teams from all over the world came here to
compete for the Cup.
What facts do you know about the 2010 soccer tournament?
Read the information in the tables below, and answer the questions that follow.
Table 1: 2010 World Cup soccer stadiums
Number of seats
City Stadium
for spectators
Limpopo
Cape Town Green Point 40 000

Bloemfontein Free State 70 000 Gauteng

North West Mpumalanga
Durban Moses Mabhida 60 000
Free State KwaZulu-Natal
Johannesburg Ellis Park 40 000
Northern Cape
Johannesburg Soccer City 95 000

Nelspruit Mbombela 40 000 Eastern Cape

Polokwane Peter Mokaba 40 000 Western Cape

Rustenburg Royal Bafokeng 45 000

Pretoria Loftus Versfeld 45 000

Port Elizabeth Nelson Mandela Bay 50 000

118
 Date:

Table 2: Results of the 2010 FIFA World Cup soccer tournament

Quarter-finals

Date Stadium Country 1 Country 2 Score

02 July 2010 Nelson Mandela Bay/ Port Elizabeth Netherlands Brazil 2:1

02 July 2010 Johannesburg Uruguay Ghana 1:1

03 July 2010 Cape Town Argentina Germany 0:4

03 July 2010 Johannesburg Paraguay Spain 0:1

Semi-finals

06 July 2010 Cape Town Uruguay Netherlands 2:3

07 July 2010 Durban Germany Spain 0:1

Finals

11 July 2010 Johannesburg Soccer City Netherlands Spain 0:1

Use the information in Tables 1 and 2 to answer the following

Let's write
questions. Write your answers in the space provided.

Which is the biggest stadium?

How many people does it hold?
When was the final game played?
In which city was it played?
At which stadium was it played?
Which countries played in the quarter-finals?

When did Ghana play?

Against which country did Ghana play?
What was the score when Ghana played?
Where did Ghana play?
Which team won the finals?
What was the score?

TEACHER: Sign Date 119

 58 The history of soccer
Term 2 – Week 7–8

Let's read
The Chinese
Hundreds of years ago in China,
around 400 BC, soldiers played a
game called “Tsu’Chu”, which was
the forerunner of soccer. Players
kicked a ball stuffed with feathers
into a small net, about 40 cm wide,
fixed on bamboo canes.

The apanese
Later, in about 600 AD, Japan had its own
version of soccer, called “Kemari”. Players
formed a circle and kicked the ball towards one
another without letting it touch the ground.
This is familiar to us, isn’t it?

The reeks
The Greeks also had a brand of soccer,
Before you read known as “Episkyros”, which involved both
Look at the pictures and headings and try
to predict what the text will be about. Skim kicking and carrying the ball. It was played
the page to see what you will read about. by two teams which could have as many as
While you read 27 players each! It was similar to the game
Compare your predictions with what you
read. If you don’t understand a section,
we call rugby today.
read it again slowly. Read it aloud.

The Romans
The Roman version of soccer was called “Harpastum”.
It also had two teams with 27 players on each side.
People enjoyed playing it and watching it. Large crowds
of people went to watch Harpastum games, which were often
held in buildings similar to the stadiums we know today.
It was also time of big business for hawkers selling pizza
and spaghetti to the huge crowds of fun-loving spectators!

In which countries did football develop?

How do we know from the web page that people loved football?
Let’s talk Why was the game outlawed?

120
 Date:

In England
In England, ordinary people from entire villages would get together
to kick a ball through the streets and across the fields. The game was
brutal. People pushed and shoved each other and there were many
injuries. The game had no rules and it was very dangerous to play. They
called the game “Shrovetide football”. Towns and villages played against each other,
with hundreds of people taking part in a contest that lasted the whole day. The ball
could be kicked through the streets, in the water, through the market, on rooftops –
anywhere. There were no referees, no off-sides, no throw-ins, no kick-offs, no corner
kicks, no goal kicks, no drop kicks, and no player position. No wonder that many people
ended up with broken legs, arms and heads!

Soccer an unlawful sport

In 1314, King Edward II instructed the Lord Mayor of London
to outlaw the playing of football in the city. This was because
of the noise in the city and the injuries to players.
Later, Queen Elizabeth I jailed soccer players for one week.
But nothing could stop the game. People risked going to jail
for the sake of a game they loved.

The first rules

The first soccer rules were introduced in 1815. The
famous English school, Eton College, established a set
of rules to reduce the lack of discipline in the game. This
was the start of football as we know it today.

A lobal obsession
The introduction of official rules helped to increase the popularity of soccer. The game
spread rapidly throughout the rest of Britain and soon reached Europe and the rest of
the world. The first ever World Cup took place in 1930. This competition has taken place
every four years since then, and it is a sign of the popularity of the game all over the
world. In fact, soccer today is the most popular sport in the world.

What rules do we have in present day soccer to ensure the safety of players
on the field?
Let’s talk
Talk to your friend about the different stages in the history of soccer.
Discuss what soccer means in your school, family, community and culture.

TEACHER: Sign Date 121

 59 Writing informational te t
Write about a sport (or any other hobby) that you know well. Do not
Term 2 – Week 7–8

Let's write
write about soccer. Choose another sport or hobby to write about.
Plan your writing. Brainstorm the topic with your friends
and then complete the mind map.
Then write your first draft on rough paper
and ask a friend to edit it for you.
Write your text neatly in the space on the
opposite page.
3 What is the history
2 Who are the of the sport/hobby?
1 What is the sport or leaders in this field?
hobby about?

6 Where is it played?
5 How popular is it?
4 What are the rules
of the sport?

122
 Date:

What is the sport/hobby?

What is the
sport or
hobby?

Who are the

leaders in this
field?

What is the
history of the
sport/hobby?

What are the

rules of the
sport/hobby?

How popular
is it?

Where is it
played?

TEACHER: Sign Date 123

 60 Descriptive Language
Term 2 – Week 7–8

More about adjectives

An adjective is a word that describes a Adjectives can also tell us about

noun or a pronoun. Adjectives tell you numbers. “There are seventeen
what a person, place or thing is like. learners in our class.” “Seventeen” is
For example, “dog” is a noun, but what an adjective.
kind of dog? The “big, brown, fury dog” They also answer the question: “Which
tells us more about that fury dog. one(s)?” For example:
How do these fish live?
What is that hippo doing?
Where did those wild buffalo
come from?

Let's write Cross out the words that are not adjectives.

big fast paper crunchy

skinny slow shiny delicious

red run soft spoon

quickly new warm green

Then use five adjectives to form sentences.

124
 Date:

Let's write Underline the adjective(s) in each sentence.

There will be blue and red seats in the new stadium.

There were soft pillows and warm blankets on the old bed.
A famous artist painted those beautiful pictures in your book.
I am going to Dudu’s house to see her new red bicycle.
Clever Jabu baked a delicious chocolate cake.
It is a tiny, brown, loud bird.
Dolphins are much smaller than whales.
The small, quiet, grey cat is scratching the big shiny wooden table.

Now sort out the adjectives you have underlined onto these cards.

Number Colour Taste or smell

Type Size Sound

TEACHER: Sign Date 125

 61 It all depends on the weather
What weather do you like best? Why? What kind of weather is it today?
Term 2 – Week 7–8

Why is it important for us to know Describe what the weather is like

what the weather is going to be like during the different seasons where
Let’s talk
tomorrow or next week? you live.
Do you ever listen to the weather Would you move to a place that is
forecast? Why? very hot or very cold? Why?
Look at the weather map and complete the table below.

Let's read

Write down the weather conditions and the Write down the answers to
temperatures for the following cities. these questions.
City Minimum Maximum Describe the What are the two hottest places in
temperature temperature weather conditions
Polokwane South Africa? Give their names and
Johannesburg the temperatures.
Bloemfontein

Durban
In which town is it raining?
Upington

Mthatha
Which city has a cold front?
George

Name one town or city that is cloudy.

Where is the lowest temperature, and what is it?
What is the wind direction?
Where would you expect a thunderstorm?
Which city is partly cloudy?

126
 Date:

? Look at the picture below. This kind of picture is called a line graph.
ke Let's write Notice that each line is a different colour. What do the lines tell us? You
ere will find the answer on the left of the graph.
Cape Town, South Africa Climate Graph (Altitude: 42 m)
t is
Temperatures/Precipitation/Wet Days/

Min Temp (0C)

Sunlight/Wind Speed/Frost

Average Temp (0C)

Precipitation (mm)

Relative Humidity
Average Sunlight Hours/Day
Sea Temp (0C)
Wet Days (> 0.1 mm)
Average Wind Speed (Beaufort)
Relative Humidity (%)

Let’s talk In the table, write down the colours of the lines that show the following:

Average temperature The sea temperature

Average number of hours The humidity
of sunlight each day
Number of wet days The wind speed

Work with a friend. Look at the chart again and answer the following questions.

What was the minimum temperature at the end of September?

What was the average number of sunlight hours at the end of February?

In which month was the humidity highest?

In which month was the sea temperature the lowest?

Which month had the highest maximum temperature?

In which months did it rain most?

TEACHER: Sign Date 127

 62 The water cycle
Term 2 – Week 7–8

All life on earth depends on water. Apart from the air we breathe, water is
Let's read
the most important substance for all living things. Without it, living things
cannot stay alive. If we do not have enough water in our bodies,
waste products cannot be removed. This would affect many
parts of our bodies and would cause illnesses.

We need to understand the water cycle to understand where

water comes from. The water cycle is the never-ending
movement of water between the sea, land and air.

The picture below explains and shows you what happens

in the water cycle.

1 Evaporation
The sun heats up the water
in rivers or oceans and
turns it into water vapour.

2 Condensation
When the water vapour
in the air gets cold it
condenses and turns
into clouds.

3 Precipitation
When a lot of water has
condensed, the air cannot
hold it any more and the
water falls back to the
earth in the form of rain,
hail, sleet or snow.

4
When the water ends up on the land it will go into
the earth and become ground water which plants
and animals use. It could also go into rivers, lakes
and oceans, and then the cycle starts again.

128
 Date:

Look at the diagram of the water cycle again. Explain to one another
how the water cycle works. In your explanation use the following words:
Let’s talk evaporation, condensation, precipitation.

Use a mind map to help you

to plan your writing Write a
rough draft Ask a friend to edit
the draft Revise your text and
make the necessary corrections
The diagram shows a cycle (things that happen in a set order). Then write it neatly in your book.

Now write a sentence to describe what happens in each phase of the cycle.
Phase 1:

Phase 2:

Phase 3:

TEACHER: Sign Date 129

 63 Write an information te t
Term 2 – Week 7–8

Over the past two weeks you have read a number of different types of information texts.
Plan to write your own information text.
You will need to select a topic and then you will need to do some
research using a reference book or the internet. Use a mind map to help you
to plan your writing Write a
Complete this mind map to help you with your planning. rough draft Ask a friend to edit
the draft Revise your text and

My
make the necessary corrections
Then write it neatly in your book.

topic
1 Introducing my 2 What I learned
information from my research

5 What headings I will

4 What diagrams or use
3 What the experts say pictures I can include
about the topic

130
 Date:

Write up your topic in rough. Ask a friend to edit your work. She or he should
Let's write check your spelling, punctuation, logical flow and sequence. Ensure that you
have headings and that your diagrams or charts explain what you mean.

1 2

3 4

TEACHER: Sign Date 131

 64 What’s on the bo ?
Term 2 – Week 7–8

Do you ever use a TV guide? Look carefully at this TV guide.

Tell your friend which programmes you would like to
Let’s talk watch. Say which channel they are on and at what time.

Channel Channel Channel Channel

SABC 1 SABC 2 SABC 3 Magic World
17:00 Captain Planet 17:00 Dragon Ball 17:30 Oprah Winfrey 06:00 Channel O
(Kids) (Kids)
17:28 Listen for a 17:30 News 18:30 Isidingo 12:00 Infomercials
moment
17:30 News 18:00 Takalani 19:00 News@7 13:00 Koowee (Kids)
headlines Sesame (Kids)
18:00 The Bold and 18:30 7de Laan 19:30 School channel 18:00 Channel O
the Beautiful
10:30 Sporting 19:00 News 20:29 News in 60 19:00 Studio Music
highlights seconds
19:00 Main news 10:30 Pasella 20:30 Prison Break 20:00 A Brother with
Perfect Timing
20:00 Weather in 20:30 Sport update 21:15 Weather for 20:30 Will it rain or
brief the week shine?

Let's write Now read the TV guide carefully and answer these questions.

At what time would you watch

Takalani Sesame?

Which programmes are sports

programmes?

Which programmes give you the

news in a minute?

You have to present a summary of the

news in class. Which programme will give
you the information you need to do this?

Which programmes will give you

information about the weather?

132
 Date:
Check yourself

I can

read a story
predict a story based on illustrations and headings
orally answer comprehension questions
identify main characters in a story
use adjectives to describe a character
write a description of a real-life character
plan and write a story with believable characters
give the meanings of prefixes and suffixes
s identify idioms and figures of speech in a story
write a diary entry to summarise a story
ds) use a mind map to plan a story focusing on characters,
setting and plot
edit my own and a friend’s story
write up an edited story
c use the present prefect tense
identify the verbs in sentences
ith form sentences in the present perfect tense
identify and use auxiliary verbs
ng
identify adjectives
or use adjectives to form sentences
read text for information
write an information text
predict a text using contextual and visual clues
read a soccer league table
answer questions based on graphic text and tables
plan to write informational text
write informational text in logical sequence
use descriptive language
interpret diagrams and then write about them
read a TV guide and answer questions based on it

TEACHER: Sign Date 133

134
GEN HL G6 B1 CUTOUTS.indb 1 2014/05/05 11:11 AM
GEN HL G6 B1 CUTOUTS.indb 2 2014/05/05 11:11 AM
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RED PURPLE

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2. Ask them to pick a color. Spell out the
1. Cut off the 2. Fold the paper in half and 3. Unfold it and 4. Fold up all 4 corners color “R” - “E” - “D” while opening and
instructions. in half again. place it printed so that the points closing the Fun Finger Fortune Teller in
side down. meet in the middle. opposite directions with each letter.
3. Then ask them to pick a number from
where the Fortune Teller was left open
after the last letter.
4. Now open and close the Fortune Teller
in opposite direction that number
of times.
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look like this. 7. Fold up all 4 corners now look it in into the corners so showing. Pull up the flap with that
so that the points like this. half. that the creases number on it...
meet in the middle. form the four points. and your answer will be revealed.

GEN HL G6 B1 CUTOUTS.indb 1 2014/05/05 11:11 AM

GEN HL G6 B1 CUTOUTS.indb 2 2014/05/05 11:11 AM