Grade 5 - English First Additional Language - Facilitator’s Guide 1/2 - 2026

Intermediate Phase Grade 5 • Facilitator’s Guide 1/2

English First Additional Language

Facilitator’s Guide 1/2

2605-A-FAL-FG01

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CAPS English First Additional Language

complete guide with all the texts and explanations included.

• AComprehensive explanations of language aspects.

• Step-by-step guidelines in plain language.

• Fun, engaging and practical • Interesting themes for Gradeactivities.

• knowledge and inspire curiosity.5 learners to broaden general independent thinking and reasoning skills.

• Encourages for learners at all levels.

• Suitable • Ideal for use in school or at home.

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Owned and published by Optimi, a division of Optimi Central Services (Pty) Ltd. 7 Impala Avenue, Doringkloof, Centurion, 0157 info@optimi.co.za www.optimi.co.za

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© Optimi

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There are instances where we have been unable to trace or contact the copyright holder. If notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.

Reg. No.: 2006/002404/07 ISBN: 9781779841643

English First Additional Language Facilitatorʼs Guide 1/2

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Grade 5

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CAPS aligned

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Facilitatorʼs Guide 1/2 G05~ English First Additional Language

CONTENTS

LESSON ELEMENTS.....................................................................................................................................................7 PREFACE.........................................................................................................................................................................8 YEAR PLAN................................................................................................................................................................. 17

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UNIT 1: WEEKS 1 – 2............................................................................................................................................... 19 LESSON 1: CURIOSITY IS THE KEY!.................................................................................................................... 19 Section 1: Listening and speaking.....................................................................................................20 Activity 1: Listen to a story..................................................................................................................................... 22 Activity 2: Retell the story....................................................................................................................................... 27 Section 2: Reading and viewing..........................................................................................................29 Activity 3: Predict from the title and pictures................................................................................................ 29 Activity 4: Read a story............................................................................................................................................. 30 Activity 5: Discuss new vocabulary..................................................................................................................... 36 Activity 6: Discuss the story in detail................................................................................................................. 39 Activity 7: Answer comprehension questions on the story...................................................................... 39 Activity 8: Practise reading aloud........................................................................................................................ 40 Section 3: Writing and presenting.....................................................................................................44 Activity 9: Write a personal recount................................................................................................................... 44 Activity 10: Write a first draft................................................................................................................................ 45 Activity 11: Write a final version.......................................................................................................................... 45 Activity 12: Write an opinion on a story........................................................................................................... 46 Activity 13: Create a personal dictionary......................................................................................................... 46 Section 4: Language structures and conventions.........................................................................46 Activity 14: Revise common, proper, and countable nouns...................................................................... 46 Activity 15: Revise punctuation............................................................................................................................ 49 Activity 16: Revise ‘a’, ‘an’, and ‘the’ with nouns............................................................................................ 50 Activity 17: Revise the simple present tense.................................................................................................. 52 Activity 18: Sight words and spelling test........................................................................................................ 53

UNIT 1: WEEKS 3 – 4............................................................................................................................................... 55 LESSON 2: ANIMATE IT........................................................................................................................................... 55 Section 1: Listening and speaking.....................................................................................................56 Activity 19: Take part in a conversation............................................................................................................ 59 Activity 20: Give a factual recount....................................................................................................................... 61 Activity 21: Perform a poem.................................................................................................................................. 61 Section 2: Reading and viewing..........................................................................................................62 Activity 22: Read an information text................................................................................................................ 62 Activity 23: Use reading strategies...................................................................................................................... 63 Activity 24: Answer questions on the main ideas......................................................................................... 66 Activity 25: Practise reading aloud..................................................................................................................... 68 Section 3: Writing and presenting.....................................................................................................70 Activity 26: Write a factual recount.................................................................................................................... 70 Activity 27: Draw a graph........................................................................................................................................ 72 Activity 28: Create your own animated film.................................................................................................... 75 Section 4: Language structures and conventions.........................................................................76 Activity 29: Revise the simple past tense......................................................................................................... 76 3

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Facilitatorʼs Guide 1/2 G05 ~ English First Additional Language

Activity 30: Use ‘can’, ‘may’ and ‘must’............................................................................................................... 80 Activity 31: Adverbs of time................................................................................................................................... 83 Activity 32: Sight words and spelling test........................................................................................................ 84

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UNIT 1: WEEKS 5 – 6............................................................................................................................................... 85 LESSON 3: NICE MICE AND RAD RATS!.............................................................................................................. 85 Section 1: Listening and speaking.....................................................................................................86 Activity 33: Listen to a story................................................................................................................................... 90 Activity 34: Do a role-play....................................................................................................................................... 94 Section 2: Reading and viewing..........................................................................................................96 Activity 35: Read a story.......................................................................................................................................... 96 Activity 36: Answer questions on the story...................................................................................................100 Activity 37: Read a social text (invitation).....................................................................................................101 Activity 38: Practise reading aloud...................................................................................................................103 Activity 39: Independent reading and expressing emotional responses..........................................103 Section 3: Writing and presenting.................................................................................................. 104 Activity 40: Write a simple description...........................................................................................................104 Activity 41: Write a short message....................................................................................................................106 Activity 42: Write a short paragraph................................................................................................................108 Section 4: Language structures and conventions...................................................................... 109 Activity 43: Uncountable nouns..........................................................................................................................109 Activity 44: Prepositions that show position................................................................................................112 Activity 45: Reported speech...............................................................................................................................113 Activity 46: Compound words.............................................................................................................................116 Activity 47: Sight words and spelling test .....................................................................................................117

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UNIT 1: WEEKS 7 – 8.............................................................................................................................................118 LESSON 4: WILD AND BEAUTIFUL PLACES....................................................................................................118 Section 1: Listening and speaking.................................................................................................. 120 Activity 48: Listen to and carry out instructions.........................................................................................125 Activity 49: Describe a simple process............................................................................................................128 Activity 50: Perform a short poem....................................................................................................................129 Section 2: Reading and viewing....................................................................................................... 130 Activity 51: Read a recipe......................................................................................................................................130 Activity 52: Practise reading aloud...................................................................................................................132 Section 3: Writing and presenting.................................................................................................. 133 Activity 53: Write instructions............................................................................................................................133 Activity 54: Write an account of a procedure...............................................................................................133 Section 4: Language structures and conventions...................................................................... 134 Activity 55: Possessive nouns..............................................................................................................................134 Activity 56: Possessive pronouns.......................................................................................................................138 Activity 57: Ordinal and cardinal numbers....................................................................................................139 Activity 58: Comparative adjectives..................................................................................................................141 Activity 59: Sight words and spelling test......................................................................................................143

UNIT 1: WEEKS 9 – 10...........................................................................................................................................144 LESSON 5: POP GOES THE WORLD...................................................................................................................144 Section 1: Listening and speaking.................................................................................................. 147

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Facilitatorʼs Guide 1/2 G05~ English First Additional Language

Activity 60: Listen to a poem................................................................................................................................150 Activity 61: Perform a poem................................................................................................................................152 Section 2: Reading and viewing....................................................................................................... 153 Activity 62: Revise elements of a poem...........................................................................................................153 Activity 63: Read a poem.......................................................................................................................................156 Section 3: Writing and presenting.................................................................................................. 157 Activity 64: Write a simple poem.......................................................................................................................157 Activity 65: Write a paragraph about your poem.......................................................................................159 Section 4: Language structures and conventions...................................................................... 159 Activity 66: Gendered nouns................................................................................................................................159 Activity 67: Adjectives: materials and textures............................................................................................163 Activity 68: Practise question forms, personal pronouns, and subject-verb agreement...........165 Activity 69: Sight words and spelling test......................................................................................................169

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UNIT 2: WEEKS 1 – 2.............................................................................................................................................171 LESSON 6: WHERE WOLF?...................................................................................................................................171 Section 1: Listening and speaking.................................................................................................. 172 Activity 70: Take part in a conversation..........................................................................................................177 Activity 71: Listen to a story.................................................................................................................................178 Section 2: Reading and viewing....................................................................................................... 182 Activity 72: Read a story........................................................................................................................................182 Activity 73: Identify features of a story...........................................................................................................188 Activity 74: Make up questions about the story..........................................................................................189 Activity 75: Read a book review.........................................................................................................................190 Activity 76: Do an oral book review..................................................................................................................193 Section 3: Writing and presenting.................................................................................................. 193 Activity 77: Write a story.......................................................................................................................................193 Activity 78: Write a first draft..............................................................................................................................197 Activity 79: Write the final version of your story........................................................................................197 Activity 80: Brainstorm your book review.....................................................................................................197 Activity 81: Write the first draft of your book review...............................................................................198 Activity 82: Revise, edit, and proofread the first draft of your book review...................................199 Activity 83: Write the final version of your book review.........................................................................199 Section 4: Language structures and conventions...................................................................... 200 Activity 84: Learn about nouns that only have plurals.............................................................................200 Activity 85: Practise adjectives as comparatives and superlatives......................................................203 Activity 86: Collocations........................................................................................................................................205 Activity 87: Sight words and spelling test......................................................................................................207

UNIT 2: WEEKS 3 – 4.............................................................................................................................................208 LESSON 7: LET’S RIDE!.........................................................................................................................................208 Section 1: Listening and speaking.................................................................................................. 209 Activity 88: Listen to an information text.......................................................................................................213 Activity 89: Classify objects..................................................................................................................................216 Section 2: Reading and viewing....................................................................................................... 219 Activity 90: Pre-read an information text.......................................................................................................219 Activity 91: Read an information text..............................................................................................................220 Activity 92: Scan the information text.............................................................................................................225 5

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Activity 93: Answer comprehension questions on the information text..........................................225 Section 3: Writing and presenting.................................................................................................. 227 Activity 94: Write a description..........................................................................................................................227 Activity 95: Make a mind map summary........................................................................................................229 Section 4: Language structures and conventions...................................................................... 231 Activity 96: Practise the future tense...............................................................................................................231 Activity 97: Practise prepositions of direction.............................................................................................233 Activity 98: Practise antonyms............................................................................................................................234 Activity 99: Sight words and spelling test......................................................................................................236

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UNIT 2: WEEKS 5 – 6.............................................................................................................................................237 LESSON 8: IT’S A MYSTERY ….............................................................................................................................237 Section 1: Listening and speaking.................................................................................................. 238 Activity 100: Listen to a story..............................................................................................................................244 Activity 101: Retell the story................................................................................................................................247 Section 2: Reading and viewing....................................................................................................... 248 Activity 102: Read a story.....................................................................................................................................248 Activity 103: Answer comprehension questions on the story..............................................................252 Activity 104: Read aloud........................................................................................................................................253 Section 3: Writing and presenting.................................................................................................. 254 Activity 105: Brainstorm a story........................................................................................................................254 Activity 106: Draft and edit a story...................................................................................................................258 Activity 107: Write the final version of a story............................................................................................259 Section 4: Language structures and conventions...................................................................... 260 Activity 108: Use ‘shall’ and ‘will’ to show intention.................................................................................260 Activity 109: Practise synonyms........................................................................................................................262 Activity 110: Root words, prefixes, and suffixes..........................................................................................264 Activity 111: Sight words and spelling test...................................................................................................266

UNIT 2: WEEKS 7 – 8.............................................................................................................................................267 LESSON 9: LOST IN TIME......................................................................................................................................267 Section 1: Listening and speaking.................................................................................................. 268 Activity 112: Listen to instructions...................................................................................................................275 Activity 113: Do a role-play..................................................................................................................................276 Activity 114: Perform a poem..............................................................................................................................277 Section 2: Reading and viewing....................................................................................................... 279 Activity 115: Pre-read instructions...................................................................................................................279 Activity 116: Read instructions...........................................................................................................................280 Activity 117: Discuss the instructions.............................................................................................................281 Activity 118: Answer comprehension questions on the instructions................................................282 Section 3: Writing and presenting.................................................................................................. 282 Activity 119: Write a recipe or instructions..................................................................................................282 Activity 120: Write a short account..................................................................................................................286 Section 4: Language structures and conventions...................................................................... 287 Activity 121: Adverbs of place and degree.....................................................................................................287 Activity 122: Practise using question marks and exclamation marks...............................................288 Activity 123: Sight words and spelling test...................................................................................................290

INDEX.........................................................................................................................................................................291 © Optimi

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Facilitatorʼs Guide 1/2 G05~ English First Additional Language

LESSON ELEMENTS

Introduction Introduces new concepts or background information required to understand the lesson content.

Vocabulary The meaning of new words to fully understand the text/content.

Tips

Language structures and conventions

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A useful hint to help improve skills.

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Key language elements that must be studied, understood and applied to the content of the lesson.

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For the curious

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Core content and questions to test the learner’s knowledge.

Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore.

Important

Important aspects to take note of.

Revision

Revise work from previous grades or lessons until learners have mastered the knowledge. This helps with preparation for tests, projects, and exams.

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Facilitatorʼs Guide 1/2 G05 ~ English First Additional Language

PREFACE

PLEASE NOTE The study guide and facilitator’s guide cover all the work for Grade 5 First Additional Language.

The book has been compiled according to the CAPS requirements as set out by the Department of Basic Education, with additional activities to practise certain concepts.

All content can be covered according to the activities set out in the book, or only certain activities can be done. Use your discretion about the level the learners are on and adapt the content and time allocation accordingly.

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CAPS provides a breakdown of the minimum amount of work that must be covered. In some instances, the study guide and facilitator’s guide contain more information than is required by CAPS.

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The study guide is divided into four units and 18 lessons. Each lesson is discussed over two weeks (10 hours), and each unit extends over a term.

At the end of units 2 and 4 (terms 2 and 4), the learners write exams (refer to the portfolio book and assessment plan).

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Unit 1 consists of five lessons Lesson 1: Curiosity is the key!

Lesson 2: Animate it Lesson 3: Nice mice and rad rats!

Lesson 4: Wild and beautiful places Lesson 5: Pop goes the world Unit 2 consists of four lessons Lesson 6: Where wolf?

Lesson 7: Let’s ride!

Lesson 8: It’s a mystery …

Lesson 9: Lost in time

Unit 3 consists of five lessons Lesson 10: Howdy, partner!

Lesson 11: That’s weird!

Lesson 12: Picture-perfect parks Lesson 13: Octopus 101 Lesson 14: Chasing castles

Unit 4 consists of four lessons Lesson 15: Chocolate dreams Lesson 16: Ghostly animals Lesson 17: Dragons, dwarves & dungeons Lesson 18: Write your story …

The lessons are divided into activities that contain the lesson content as well as questions on it.

Each lesson consists of: • • • •

Listening and speaking Reading and viewing Writing and presenting Language structures and conventions

Section 1: Listening and speaking

Listening and speaking are integral to all subjects. Each lesson begins with a discussion about the topic, which serves as an introduction. Other discussions in lessons can be viewed as orals instead of only formal conversations/discussions.

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The more learners practise writing and delivering orals, the easier it becomes to do tasks and exams.

It will also improve their self-confidence if they speak to an audience more often.

It is important to pronounce words clearly and correctly when reading aloud. Help learners when they use incorrect sentence structure or vocabulary when they speak. Pay attention to the listening process, as it is very important in the higher grades and used during listening tests. The listening process is discussed below. Make sure you know when learners can take notes.

Listening process and strategies

The listening process is a three-phase activity, and not every step of the process will be used every time. For example, if learners are listening to a recording, they will need to do a pre-listening activity that allows them to focus their listening and helps them to make associations with their own experiences. Listening activities help learners recall details and evaluate the message. Post-listening may include learners responding to what they have heard through discussion.

Pre-listening

Talk about background knowledge before listening.

Predict what the text may be about from the title.

Deal with any unfamiliar vocabulary Set a pre-listening question/s to focus the learners’ attention.

Prepare learners with, for example, a pen and paper for taking notes.

Learners: • • • • • •

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During listening

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This introduces learners to the listening situation. This allows them to access their existing knowledge of the topic and prepare for listening.

Analyse the message, the speaker, and the speaker’s evidence.

Make mental connections Find meaning Ask questions Make inferences and confirm predictions Reflect and evaluate.

Post-listening Learners: • • • • • •

Ask questions and talk about what the speaker said Review notes Summarise the presentation orally Analyse and evaluate critically what they have heard Combine new knowledge with prior knowledge Draw conclusions, evaluate, give an opinion, and respond critically.

Follow the listening process for the first few weeks and see how the learners progress. If it becomes clear that they do not have to listen to a text three times, you do not have to read it three times.

However, the process must be followed for tasks/exams.

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Facilitatorʼs Guide 1/2 G05 ~ English First Additional Language

Section 2: Reading and viewing

The more learners read, the easier it will be for them to understand language use and pick up on things such as spelling patterns. Learners must read as much as possible on their own.

Always help with pronunciation and meaning when learners read on their own.

Learners must read at least one book per term. Encourage them to read more than one book per term and from as many genres as possible.

If there is not enough time to do all the language activities in the lesson, make sure that new work is covered before going back to previous work.

Section 3: Writing and presenting

Paragraph: 40–50 words Essay: At least 100 words (2–4 paragraphs) Short story: At least 100 words Summary: 40–50 words (for a 120-word text) Longer transactional texts, e.g. letters: 60–80 words Shorter texts: 30–50 words

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The CAPS requirements are as follows:

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The length of the written texts learners must produce is set according to CAPS requirements.

However, this might limit some learners’ creativity when it comes to writing an essay or story. Use your discretion to determine whether they must adhere to the required number of words or whether they can write longer texts.

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The more learners write, the better. When you write, you are more inclined to use grammar and spelling correctly. Take note of the writing process set out below. Learners are also introduced to various types of texts, each with its own format (e.g. stories, dialogues, news reports, posters, and poems).

Writing process

Not every step of the writing process will be used each time. Make sure learners know where the focus is for each task, e.g. structure, sentence construction, or paragraph writing. The writing process includes: • • • • • •

Planning/Pre-writing Drafting Revising Editing Proofreading Presenting

Planning

Analyse the structure and features of the text. What is the purpose of the text? Decide on the requirements for the format and brainstorm ideas using, for example, mind maps, idea trees, flow charts or lists. © Optimi

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Facilitatorʼs Guide 1/2 G05~ English First Additional Language

Drafting

Write a first draft from the planning process. Read the draft critically and receive feedback from others. Make sure that all the requirements for the text have been met.

Revising, editing, proofreading and presenting

Read through the draft, correct spelling errors, refine word choice, evaluate style and register, and use grammar correctly. Write the final version, including the correct layout/format, heading, and fonts. Present the final version.

Section 4: Language structures and conventions

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By interacting with language in written and spoken formats, the foundation for grammar is laid.

Although all the work required by CAPS is covered in the study guide, we do recommend that facilitators provide learners with additional language exercises. It does not necessarily have to be an activity; it can simply be a revision of the previous day’s work or an informal quiz about synonyms or a spelling test.

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Language aspects must be entrenched early on – it forms the basis for all language work up to Grade 12 (the level only gets higher each year). The more learners practise these language aspects, the better they get at using them correctly.

1 x A4 72-page script or hardback exercise book.

1 x A5 hardback exercise book.

Highlighters in different colours.

A good dictionary, such as the Oxford School Dictionary or Pharos’s English Dictionary for South African schools.

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Stationery list for Grade 5 First Additional Language

Learners must complete their activities in their exercise books. It is recommended that learners write important information in their exercise books and not only answer the questions in the activities. For example, let them write down what a synonym is or how we recognise a proper noun. They can also write down the answers from any class discussion after the discussion is finished.

Learners will also require an A5 hardback exercise book to create their own dictionaries.

Some activities can be completed in the study guide. However, where it states that learners must rewrite the sentences, it is recommended that learners write their answers in their exercise books to practise sentence structure and spelling.

Time allocation

According to CAPS, learners must spend 5 hours per week studying English First Additional Language, so 10 hours per lesson (runs over two weeks). This means that homework is not included in this time. If learners cannot complete the activities during school time, they must do them for homework.

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Facilitatorʼs Guide 1/2 G05 ~ English First Additional Language

Listening and speaking: 2 hours Reading and viewing: 5 hours Writing and presenting: 2 hours Language structures and conventions: 1 hour Note that the time allocation for each activity does not necessarily add up to the 10-hour two-week cycle. This is because the time spent on an activity is determined by the number of learners in the class. Some activities also take longer, where the facilitator must assess the learners’ work, present a poem, orals, etc. In these cases, the activity could be completed over a few days to allow each learner the opportunity to complete the activity.

Use your discretion to make sure learners cover all the work. In some instances, the work extends over a few periods; you may decide how to complete these lessons.

Planning

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The books have been compiled in such a way that the facilitator has to do the minimum planning.

However, it is still necessary to prepare for the lesson, especially since the time allocated for the activities is determined by the number of learners. Go through the lesson and see what you must prepare (for example, a text for reading aloud, decorating the class to suit the theme of the lesson, the necessary preparation for a language quiz/game, asking learners to bring an item to class the following day, etc.). Also, plan which activities you will do on which days during the two-week cycle (days 1–10).

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The activities can be done in the order they appear in the book, but it is not necessary to do all the listening and speaking activities only at the beginning of the lesson. If time does not allow, you may decide not to do some of the listening and speaking activities, such as performing a poem. If learners have mastered some language aspects, they do not have to complete all the activities in class. If, for example, they understand abbreviations, they may complete the activity on abbreviations as revision at home (you can mark it in class).

Vocabulary and spelling

Encourage learners to use their dictionaries from day one and throughout the year. If possible, write a spelling test at the end of each lesson, or they can write a spelling test at the end of the day or week.

Where possible, we have included lists of words that learners may find difficult or to help them broaden their vocabulary to make essays and transactional texts easier to write.

About the texts

CAPS requirements for reading texts According to the CAPS requirements, first additional language learners in Grade 5 must be able at a minimum to read texts, as set out on the next page. © Optimi

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Task Longer listening comprehension texts, e.g. story, interviews, plays, news reports Shorter listening comprehension texts, e.g. announcements, information texts, instructions, directions Reading comprehension/intensive reading texts

100–200 words or up to 5 minutes 50–70 words or 1 to 2 minutes 150–200 words

You may decide how much a learner must read. Some learners are strong readers and will be able to read longer texts, while others might only be able to read the minimum, as stipulated. Where possible, encourage ‘weaker’ readers to try to read more; this will build their confidence and help them to focus on longer texts.

IMPORTANT NOTE

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The texts, poems and stories used in the books have the necessary permissions or are freely available in the public domain. Where there is no accreditation, the author of the book wrote the poem/story.

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The length and complexity of the texts in the study guide vary. There are easier texts, and there are those that may pose more of a challenge to learners. They must learn to read and engage with texts of various lengths and levels of difficulty. Reading comprehension is not only a vital step in helping learners develop a better memory and vocabulary, but also in acquiring the soft skills needed to navigate social and professional situations in their adult lives.

The advantages of a longer attention span cannot be overstated. The better we can focus on one task at a time, the more productive we become. Reading for longer periods will help instil the discipline needed to remain committed to a task until it is completed.

If you find that a learner/learners are having difficulty with a text, spend time with them and help them to read the text bit by bit. We want to remove the apprehension that some learners may feel when they must read a longer text for comprehension. There is no need to rush through any text, and you may provide as much assistance as necessary. However, do not shy away from longer texts, as we are gradually building up to the skills expected of learners in the higher grades (and beyond).

This will make the transition easier for them in the long term, and they will overcome any perceived obstacles to reading longer texts.

Extract from the CAPS document on the approach to teaching languages The approaches to teaching language are text-based, communicative, and process-orientated. The text-based approach and the communicative approach depend on the continuous use and production of texts.

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The text-based approach explores how texts work. The purpose of this approach is to enable learners to become competent, confident and critical readers, writers and viewers of texts. It includes listening to, reading, viewing and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also involves producing different types of texts for particular purposes and audiences.

A communicative approach suggests that when learning a language, a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language by communicating for social or practical purposes. Language learning should be a natural, informal process carried over into the classroom where the literacy skills of reading/ viewing and writing/presenting are learnt in a ‘natural’ way – learners learn to read by doing a lot of reading and learn to write by doing a wide range of writing.

General

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There is a table at the beginning of each lesson in the facilitator’s guide. This table contains the relevant activities and time allocations. Although other aspects may also be covered during the activity, it is not the focus and is not listed in the table.

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Each lesson has a theme. Try to make the theme as exciting as possible – the class could be decorated to suit the theme, or learners could find interesting articles about it and share them with the class.

Many activities require more than one learner; if there is only one learner, the facilitator must take up the other role(s).

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A few things to keep in mind:

As mentioned, some activities require learners to bring items to class – read ahead and give learners enough time to collect these items. For example, if they must bring along a magazine/newspaper or an item for role-play, give them at least a week or two to get these together.

Between doing activities, learners can also write short, informal tests about language aspects, such as gender, degrees of comparison, etc.

As far as possible, the headings in the study guide are according to CAPS, even though it might say ‘perform a poem’, it refers to the poem in the study guide, unless stated otherwise.

More advanced learners can research the topic throughout the year, design and make a poster, and tell the class about it. For example, they can research the information in the ‘For the curious’ block or you can ask them to research a specific author or poet.

Recommended books

There are no prescribed books for English First Additional Language. Learners must, however, have a good bilingual dictionary or school dictionary from Oxford or Pharos. A thesaurus is also beneficial. © Optimi

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As mentioned, learners are expected to read at least one book per term. This may be any appropriate book of the learner’s choice.

When learners read, they broaden their vocabulary and improve their spelling. We have included suggestions for further reading throughout the study guide.

Some recommended books for Grade 5 English First Additional Language level:

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Island of the Blue Dolphins (Scott O’Dell) From the Mixed-Up Files of Mrs. Basil E. Frankweiler (E.L. Konigsburg) Hatchet (Gary Paulsen) Wonder (R. J. Palacio) James & the Giant Peach (Roald Dahl) Sideways Stories from Wayside School (Louis Sachar) Frindle (Andrew Clements) Snow Treasure (Marie McSwigan) Save Me a Seat (Gina Weeks & Gita Varadarajan) Mr. Popper’s Penguins (Richard & Florance Atwater) Pippi Longstocking (Astrid Lindgren) The Miraculous Journey of Edward Tulane (Kate DiCamillo) The Wild Robot (Peter Brown) Charlie & the Chocolate Factory (Roald Dahl) Sarah, Plain & Tall (Patricia MacLachlan) Charlotte’s Web (E.B. White) The Lemonade War (Jacqueline Davies) Shiloh (Phyllis Reynolds Naylor) Tales of a Fourth-Grade Nothing (Judy Blume) The One and Only Ivan (K.A. Applegate)

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Formal assessment

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No activity in the study guide is done for formal assessment. Please refer to the portfolio book for all formal assessments.

Exams

There are two exams in Grade 5 – the June and November exams. In both exams, learners write three papers.

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June exams ‫ל‬ Paper 1: Oral (reading aloud, listening and speaking, prepared speech/unprepared speech/conversation/interview/debate/dramatisation/role-play/discussions/ listening comprehension/mime) ‫ל‬

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Paper 2: Reaction to written texts (reading comprehension, language in context, writing narrative/descriptive texts, and transactional texts)

November exams ‫ל‬ Paper 1: Oral (reading aloud, listening and speaking, prepared speech/unprepared speech/conversation/interview/debate/dramatisation/role-play/discussions/ listening comprehension/mime) 15

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Facilitatorʼs Guide 1/2 G05 ~ English First Additional Language

Paper 2: Reaction to written texts (reading comprehension, language in context, writing narrative/descriptive texts, and transactional texts)

Always refer to the assessment plan as the content of the exams may change.

The *Optimi Online Portal (OLP) contains additional material to assist Grade 5 English First Additional Language learners including language exercises, explanations of concepts, mind maps, and quizzes. All remedial and extension activities are also available online. Scan the QR code to visit the Optimi Online Learning Portal or go to https://optimi.learning.co.za/login.

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*Please note that the OLP facility is only available to subscribers.

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Facilitatorʼs Guide 1/2 G05~ English First Additional Language

UNIT

1

YEAR PLAN

LESSON

WEEKS

LESSON 1: Curiosity is the key!

1–2

LESSON 3: Nice mice and rad rats!

5–6

LESSON 2: Animate it

LESSON 4: Wild and beautiful places

7–8

LESSON 5: Pop goes the world

9–10

LESSON 7: Let’s ride!

3–4

LESSON 9: Lost in time

E

1–2 5–6

PL

LESSON 8: It’s a mystery …

7–8

M

June Examination

1–2

LESSON 12: Picture-perfect parks

5–6

LESSON 11: That’s weird!

3–4

LESSON 13: Octopus 101

7–8

LESSON 14: Chasing castles

9–10

LESSON 16: Ghostly animals

3–4

LESSON 15: Chocolate dreams

4

9–10

LESSON 10: Howdy, partner!

SA

3

DATE COMPLETED

3–4

LESSON 6: Where wolf?

2

DATE STARTED

1–2

LESSON 17: Dragons, dwarves & dungeons LESSON 18: Write your story …

November Examination

5–6 7–8

9–10

Unit 1 (term 1) and unit 2 (term 2) are in this facilitator’s guide, unit 3 (term 3) and unit 4 (term 4) are in facilitator’s guide 2/2.

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Listen to a story Retell a story Take part in a conversation Give a factual recount Perform a poem Do a role-play Listen to and carry out instructions • Listen to a poem • Perform lines from a poem

• • • • • • •

Listening and speaking

• Read a short story • Answer comprehension questions • Practise reading aloud • Reflect on texts read independently • Read an information text • Answer questions on the information text • Read social texts • Read a recipe • Read a poem

E

PL

M • Write a personal recount of events • Write an opinion on a story • Create a personal dictionary • Write a factual recount • Draw a graph • Write a simple description of someone • Write a short message • Write a paragraph • Write instructions • Write an account of a procedure • Write a simple poem • Write a paragraph about the poem

Writing and presenting

LESSONS:

Curiosity is the key!

Animate it Nice mice and rad rats!

Wild and beautiful places Pop goes the world

Reading and viewing

1.

2.

3.

4.

5.

SA

CONTENT COVERED IN UNIT 1

Question forms Reported speech Compound words Possessive form of the noun Determiners Possessive pronouns Comparative adjectives Apostrophes to indicate possession Gender forms of some nouns Different types of adjectives

• • • •

• • • • • • • • • •

1

18

PRACTISE

• • • • • • •

The simple past tense ‘Can’, ‘may’, and ‘must’ Regular and irregular verbs Adverbs of time Personal pronouns Subject-verb concord Countable, uncountable, and proper nouns Punctuation Articles: ‘a’ and ‘the’ Simple present tense Prepositions

REVISE

Language structures and conventions

Unit Facilitatorʼs Guide 1/2 G05 ~ English First Additional Language

Facilitatorʼs Guide 1/2 G05~ English First Additional Language

UNIT 1: Weeks 1 – 2

Unit

1

LESSON 1: Curiosity is the key!

Skills

Study Guide

Time allocation

Activity 1

35 min

Listening and speaking Listen to a story

Retell the story

Activity 2

Read a story

Discuss new vocabulary

Discuss the story in detail

M

SA

Writing and presenting

35 min

Activity 5

35 min

Activity 4

Answer comprehension questions on the story Practise reading aloud

Activity 3

PL

Predict from the title and pictures

E

Reading and viewing

Write a personal recount

35 min

Activity 6 Activity 7 Activity 8 Activity 9

35 min 35 min 35 min 35 min 35 min

Write a first draft

Activity 10

35 min

Write an opinion on a story

Activity 12

35 min

Write a final version

Activity 11

Create a personal dictionary

35 min

Language structures and conventions

Activity 13

Revise common, proper, and countable nouns

Activity 14

35 min

Revise ‛a’, ‛an’, and ‛the’ with nouns

Activity 16

35 min

Revise punctuation

Activity 15

Revise the simple present tense

Activity 17

Sight words and spelling test

Remedial activity: Choose the correct form of the verb.

Activity 18

35 min

35 min 35 min 35 min

Extension activity: Write a poem about a curious cat.

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