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English first additional language

Grade 5

Module 8

A fairy tale and a true story

ACTIVITY

TO READ FICTION AND NON-FICTION AT APPROPRIATE LEVEL

[LO 3.6.1]

  • Find a fairy tale or a story of your own choice:

The story I chose: ______

  • Select 20 – 25 lines (not the beginning) and practise reading them.
  • Read the extract to your partner IN AN ENTERTAINING WAY!

Now that we have met some interesting people, let us meet a heroic man, Nathan Ross, and read about the miracle he helped to perform…

Flying blind

Nathan Ross was worried. Something wasn’t right. It was about eight, the wind was lashing the rain and Ross’s border collie was running around, barking furiously. Ross was standing in his yard in the raging thunderstorm, listening hard.

Ross had been interested in flying since he could remember and he made a hobby of tracking planes as they soared past. He listened again and could hear a small aircraft circling Tenterfield, flying past his house again and again. Suddenly the red and green lights of the Cessna broke through the cloud cover. Judging by the way the little aircraft was bucking in the sky he realised that something was seriously wrong. Either the pilot was lost or in trouble – or both.

Ross, who had an electronics and communication business, owned an air–band portable radio, which looked like a cellphone and could be used to contact aircraft overhead. With this radio, he began to call the pilot. First he could hear only static, but then the radio came alive.

“This is Juliet Uniform Alpha – and no, I’m not OK, repeat, not OK. I’m not sure how much fuel I have left. I can barely see and I need help!”

“Don’t worry,” Ross reassured him, “We’ll organise something.” Ross did not feel as confident as he sounded, as he knew that Tenterfield’s airstrip was a grassy field with no runway lights or control tower. Getting the pilot down in the dark and rain on the airstrip surrounded by hills and mountains would be very tough.

Ross was concerned that it would be hours before the clouds would clear enough for the pilot to be able to see the airstrip. He knew there was a chance that he could crash into one of the hills surrounding the town. His best bet was to call Robert Wild, a local pilot who knew the airstrip well, and to ask for his help.

Thirty minutes later, after having found flares, Wild spoke to Esmond Yasi, the pilot, and told him to follow the streetlights to the edge of town and then the car lights on the main road out of town to the air-field.

“Tenterfield Ground, I’m at 700 feet and don’t know how much lower I can go.” The pilot’s frightened voice rang in Ross’s ears. “Stay calm, mate,” Ross said, noticing that the radiophone battery was running low.

“Forget about finishing lighting the flares,” Ross said to Wild, “The cloud cover is descending too fast and he must land now!” Blue and red police lights flashed in the dark. Townsfolk wishing to help sat in their cars, watching, with their headlights on.

From inside the cockpit, Yasi headed the plane for the airstrip. Suddenly he was momentarily blinded by a colossal flash of lightning and where Tenterfield’s lights had blinked just seconds before, there was total darkness. “It’s a blackout!” the voice from the ground told Yasi.

In desperation, Ross turned on the hazard lights of his car and roared his Mitsubishi through the wet streets of the town, heading for the airstrip, with the Cessna only 250 feet above him.

Flying nearly blind, Yasi did not realise that he had come very close to crashing into Howard’s Hill as he flew above and behind Ross’s car. He saw the flashing lights of the police cars and the headlights of the other vehicles as he lowered the wing-flaps, readying the plane for landing.

His hands were shaking on the controls. He eased the controls back to keep the aircraft’s nose up. Car headlights whizzed past – and with a light thud, the rear wheels touched the ground. He had landed and was safe!

(Adapted from a story by Sandy Guy and David Crofts, Reader’s Digest July 2001)

Well, we are sure that you enjoyed this story.

Just as in previous modules, you need to practise in order to read fluently. Let us pay attention to fluency. Ask your teacher to help you with pronunciation.

Assessment

LO 3

READING AND VIEWING The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.1 understands in a simple way some element of stories:

3.1.4 notices the role that visual images (pictures, photographs) play in the construction of meaning (e.g. how old and young people are represented in pictures);

3.2 understands, in a simple way, some elements of poetry:

3.2.1 rhyme;

3.2.2 words which begin with the same sound;

3.6 reads for pleasure:

3.6.1 reads fiction and non-fiction at an appropriate reading and language level;

3.6.4 solves word puzzles;

3.7 uses reference books and develops vocabulary:

3.7.1 uses a dictionary;

3.7.2 demonstrates a reading vocabulary of between 2 000 and 3 500 common words.

Memorandum

Ensure that the learners understand

  • All the difficult/new words and phrases
  • What the story is about
  • The thumb rule – using the thumb to slide down the side of the page in order to indicate to the reader where they are reading, especially after having made eye-contact with the listeners.
  • That when someone is reading, everybody else listens (good manners!)
  • That practice (and lots of it) makes fluent reading

In this activity the learner will assess him/herself, as well as a partner. Ensure that the children are well practised before assessment. Discuss the criteria with the learners beforehand, so that they are aware of what is expected.

Learners can write short phrases in the spaces provided, such as ‘good eye-contact’ or ‘a little bit slow ; need to change the tempo’. Another way of assessing would be to indicate with ticks (1 tick would indicate ‘needs more practice’; 2 ticks would indicate ‘satisfactory’ and 3 ticks would indicate ‘well done’.) Learners could choose to assess by means of smiling or frowning faces. Decide on a system and ensure that the learners understand what to do.

Questions & Answers

what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
Do somebody tell me a best nano engineering book for beginners?
s. Reply
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
AMJAD
preparation of nanomaterial
Victor Reply
how to synthesize TiO2 nanoparticles by chemical methods
Zubear
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Good
Berger describes sociologists as concerned with
Mueller Reply
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Source:  OpenStax, English first additional language grade 5. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col10992/1.2
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