GR 7 Term 2 2023 PSRIP EFAL Learner Book

First Additional Language
Grade 7
Learner Book | Book 1
Term 2
The development of this programme was funded by the Anglo American South Africa Education Programme
ords
ate
ice
identity
ture
rds
ort
presentation support
explore
LEGACY
RY perspective
ideaS
nking ART teenager legacy
ART
r planet READ adjective read
critical thinking
climate
Teacher Guidelines: How to use this book iv
Icon Key viii
ideas
NOUN
01
maps
The Legacy Continues 1

explore
POETRY
Fiction Text: The return 2
Decoding Skills 11
Independent Reading Skills 14
ART
interesting
Language Structures & Conventions: Practice 19
politics
02 phonics resilient
Changing World Changing Jobs
Graphic story: Future World
23
24
plore climate
Decoding Skills 35
ideas identity
DISCUSS
tity my voice words

culture
culture
03
Designers and Developers 47
anslate
Non-fiction Text: Mapungubwe Interpretation Centre – Brochure 48
explore
Decoding Skills 56
respect
phonics

thinking analyse our planet resilient

04
Staying Safe 71
Fiction Text: On a knife’s edge 72
ORT explore
analyse
Decoding Skills 80
discuss
legacy
my voice
ideas
nics interesting
determined our plane
culture read poetry words
ART
creativity identity our pla

discuss
adject
cuss climate
pers
iden
resp
teen
ART
Teacher Guidelines
Teacher Guidelines: How to use this book

Please remember that learners must not write in these books.
Please manage and control the use of the Learner Books, so that they can be
re-used.
_______________________________________________
Orientation to the structure of this reading programme

For every two-week cycle, learners should work through the following
texts:
1. Phonic sounds
2. Phonic words
3. Sight or high frequency words
4. Theme vocabulary words
5. Decodable texts x 2
6. Independent reading text – fiction or non-fiction
7. Independent reading text – visual
8. Summary
9. Language Structures and Conventions – Practice
_______________________________________________
Differentiation of activities: technical decoding

• Activities 1–5 above are aimed at improving learners’ technical decoding skills.
• These activities help struggling or developing readers master English phonics,
phonic decoding, and recognition of sight or high frequency words.
• They also help learners to improve oral reading fluency.
• Use professional judgement to decide which learners need to engage with
these activities.
• Use professional judgement to decide which learners need to focus on these
activities, before moving on to activities 6–9.
iv
EFAL | Learner Book | Grade 7
How to use this book
Differentiation of activities: reading comprehension

• Activities 6–7 are directed at building learners’ reading comprehension skills.
• These activities are related to the theme and use theme vocabulary in context.
• These texts provide opportunities for learners to engage with a fiction, non-
fiction or visual text. This allows learners to develop their understanding of
genre types and text features.
• Learners are required to answer a range of comprehension questions
independently. Sentence starters are provided as a scaffold.
• In activity 8, there is a Summary task of one of the texts. A structured frame
has been provided to help the learners.
• In activity 9 learners are required to answer a few LSC questions to reinforce
their understanding and knowledge of different language structures and
conventions in context.
_______________________________________________
Gaining a better understanding of technical decoding

Teach learners that decoding means reading the words on a page. Explain that if
they are struggling with reading this is not their fault. Learners must understand
that:
1. Reading is a code. With enough practice, anyone can learn the code.
2. It is never too late to learn how to read.
This programme helps learners to build their decoding skills as follows:
1. In every theme, a few English phonic sounds are revised

• Phonic sounds are the building blocks of reading
• Learners must learn to read English phonic sounds
• Learners must be able to blend sounds together to make words
2. In every theme, a few English phonic words are revised

• These words use the phonic sounds that have been revised
• Learners must practice sounding them out
3. In every theme, there is an English word find activity

• In this activity, learners must blend sounds from the table to build English
words
• Learners must try to build as many words as they can
v
Teacher Guidelines
4. In every theme, a few English sight words or high-frequency words are revised
• Learning to read by sight means that learners must remember what the
words look like
• The technical term for this is orthographic mapping
• To help learners with orthographic mapping, teach them to look at a word
and focus on:
– the order of sounds in the word;
– the spelling of the word;
– the meaning of the word; and
– any ‘sound patterns’ that they recognise in the word
5. In every theme, a list of theme vocabulary words is also included

• Teach learners the meanings of these words as per the lesson plans
• Encourage learners to learn to read these words by sight
• These are often more challenging words as this programme aims to
explicitly extend learners’ understanding of cognitive academic vocabulary,
concepts and content
6. In every theme, two short decodable texts are included

• These texts allow learners to practice reading phonic and sight words in
context
• The texts include the phonic words and sight words from the current cycle
and previous cycles
• The purpose of the decodable texts is to develop reading automaticity and
fluency
• Because of this, the structure of these texts may seem unfamiliar – do not
be concerned by this
• The second text is followed by three simple comprehension questions
• Whilst these texts and questions have no significant content value,
answering these questions provides an opportunity for developing readers
to gain some practice in answering recall questions
vi
How to use this book
Gaining a better understanding of reading comprehension

The shared reading lesson plans follow the same procedure every cycle to help
learners engage with and understand the text. Train learners to use the same
process to help them work through a text independently as follows:
1. First, learners must look at the text features to ascertain:

• Is there a title or headline?
• Are there sub-headings?
• How is the text laid out?
• Are there pictures or diagrams?
• Train learners to ask themselves:
What do these text features tell me about the text?

What kind of text am I going to be reading?
2. Secondly, learners must scan the text and do the following:

• Make a list of words that seem important
• Try to work out how these words connect to each other
What do these words have in common?

Do these words give me any idea of what the text is about?
If so, what do I think the text is about?
3. Thirdly, learners must read the text as follows:

• Read the text for the first time and try to work out the basic meaning of
the text
• Look at any pictures or diagrams that go with the text
• Read through the text a second time and try to understand parts of the
text that were difficult the first time
4. Lastly, learners must read the questions that follow the text.
What kind of information is this question asking me for?

Where did I read about this – was it in the beginning, the middle or the end of the
text?
• Learners must find the answers in the text and use the answer frames to
help them write the answers in their exercise books
vii
Teacher Guidelines
Please remind learners of the following key points:

Independent reading is a very important learning skill – throughout our
education, we need to read to learn new things.
1. This means that we need the skills to read a text and understand it on
our own.
2. Vocabulary is a very important part of this. We must take time to study

new vocabulary words and we must make constant use of our personal
dictionaries.
3. We must not become frustrated and give up! Even the best readers
struggle to understand a text from time to time.
4. We must remember the steps we have been taught, and must work
through them to try and understand a new text.
5. We must try to read as much as we can on our own. Reading is a skill

that gets better with practice.
Icon Key
Teacher Guidelines Summary
Independent Language Structures

LSC
Reading Skills & Conventions
Challenge Your Comprehension

CS
Brain Strategies
A
LSC Practice Z Vocab Vocabulary
viii
The Legacy Continues
Term 2
Weeks 1 & 2 | Cycle 1
Online References
https://kids.kiddle.co/Slave_trade - Kiddle has a wide range of interesting facts

and stories on human history.
https://youtu.be/dnV_MTFEGIY - Extra History is an animated and exciting

channel that sensitively discusses the effects of the Trans-Atlantic Slave Trade.
1
The Legacy Continues | Weeks 1 & 2 | Cycle 1
CS Fiction Text: The return

Do you know It was a beautiful hot summer’s day in Accra, Ghana’s capital. The
where Ghana sound of the waves on the beach nearby was inviting. Ashante was
is? Try to locate
Ghana and Accra heading out to do some shopping. ‘I must get to the beach this
on a map. afternoon,’ she thought. ‘What’s the point of living near the
ocean if I don’t go for a swim?’
LSC
Punctuation of
thoughts
2
As she walked out her house, she saw that new neighbours were moving
in. Ashante saw a tired looking woman talking to the movers and
LSC
walked over to her.
Punctuation of
‘Hi! Welcome to the neighbourhood! I’m Ashante,’ she said with direct speech
a smile.
The woman turned to her, ‘Oh, hello, nice to meet you. I’m
LSC
Deja.’
Figurative
‘Hey, you’re American! Wow! Have you just arrived? Are you here for language –
tumbled means
good?’ Ashante’s questions tumbled out quickly. to quickly fall
over and over.
Deja laughed at her enthusiasm. ‘Yes, we’re from the USA! And yes, we’re Ashante’s words
came out of her
here for good!’ mouth quickly and
without proper
‘I’ve got some shopping to do, but when I get back, I’d love to welcome order, as if they
were falling.
you properly. Is there anything I can get you at the shops?’ Ashante
asked.
‘No thanks. But I’ll take you up on that offer for a visit. See you later,’
Deja called.
3
A few hours later, Deja’s doorbell rang. Ashante was standing there with
some cold drinks and snacks.
‘Come in, please. Oh, thank you so much for these!’ Deja said.
LSC
‘Pleasure. Now tell me your story,’ Ashante prompted. ‘How did
Punctuation of you end up in Ghana?’
direct speech
‘Well, this move happened very quickly!’ laughed Deja. ‘My husband and
A
Vocab
I have two great sons, and we have always lived in Minneapolis. I’m a
Z
computer programmer and Trevon, my husband, is an entrepreneur. We
prompted: lived in a nice neighbourhood. I guess most people thought we were
to encourage
someone to say doing well.’
something
4
Deja paused and the expression on her face changed. Then she spoke
again, in a quiet voice. ‘A while ago, my kids were playing outside, and a
police car pulled up to them. The officer asked my sons what they were CS
doing playing in that neighbourhood. When my sons answered that they
lived there, the officer didn’t believe them. He then threatened my Character
Evaluation
sons, saying that he was watching them, and that they’d better What evaluation
not do anything or there’ll be trouble.’ can you make
about this police
officer?
Ashante saw tears welling in Deja’s eyes, and felt sad and angry for
her new friend.
A
Z Vocab
welling: filling
up
5
‘My boys were terrified after that.’ continued Deja. ‘And of course, so were Trevon
and I. Every time we saw another report on police brutality, our fears grew. Then
in May in 2020, George Floyd was killed by a police officer, and the city erupted!
We all joined the ‘Black Lives Matter’ marches and protested for weeks!’
6
Deja took a deep breath, ‘But the final straw happened a few nights
A
later. I was driving home one night, and two police cars pulled me Z Vocab
over. The officers accused me of driving a stolen car, put me in cuffs cuffs: handcuffs
and terrorised me. I honestly thought that I would be on the next
‘Black Lives Matter’ poster! When I eventually got home, I was traumatised: to
cause someone
traumatised. We’d seen all the information about African Americans to feel very
returning to Africa and we decided then and there we had to leave!’ upset, in a way
that can lead to
serious emotional
Deja took a long drink and tasted the nkate cake Ashante had brought. problems
‘Yum, this is so good.’ she said.
‘I can’t believe you were living like that. Constantly in fear!’ LSC
Ashante said, shaking her head.
Punctuation of
direct speech
7
CS
‘From the moment we stepped off the plane in Accra, I
felt I could breathe. All of us feel it. We can drive and walk
Evaluate this around at night, go into shops and no one suspects us of being
event in the
story criminals,’ Deja reflected. ‘You know, in Accra, I’m not a black woman,
Can you make I’m a woman, because everyone’s black!’ she laughed.
an evaluation
about many
people’s belief
‘I never thought about it like that,’ said Ashante. ‘What a story!’
that America is
safe and Africa is
dangerous?
A
Z Vocab
suspects: thinks
we’re dangerous
or thinks we’re
going to do
something bad
8
‘We have been here for a few weeks, and it really has been a CS
homecoming,’ Deja said thoughtfully. ‘Before we left America, we did
DNA tests to find out about our African ancestry. My ancestors were Character
evaluation
from right here in Ghana. Trevon’s people were from the Ivory Coast. It Can you evaluate
is very likely that our relatives were slaves. We visited the Cape Coast if Deja and Trevon
are good parents
Castle last week, which was such an emotional experience. My French because they
name, ‘Deja’, means ‘Already’. When I returned to this place where my moved their family
ancestors were taken from, I felt such a strong connection. I felt like to Ghana?
I had been there already, through them. I honestly feel like I’m finally
home – where I belong.’ LSC
Punctuation of
‘That’s beautiful,’ said Ashante. ‘I’m so glad we’re going to be direct speech
neighbours.’
CS
Why do you
think this door at
the Cape Coast
Castle is called
the ‘Door of No
Return’?
9
Just then two boys came running in followed by their dad.
‘Mom! We’re so hot! Can we go to the beach?’ they panted.
“My thoughts exactly,’ Ashante said with a smile.
10
Decoding Skills
Phonic sounds
Learn to say these sounds:
ch ai
_______________________________________________
Phonic words
Practice sounding out and reading these words:
chomp chop rich pain gain rain

_______________________________________________
Word find
Blend sounds from the table to form words. Write as many words as possible in your exercise
book.
ai ch- u i
p g l n
bl a ck -ch
_______________________________________________
Sight or high frequency words

Learn to read these words by sight:
away took stop never every slaves

slavery violence return afraid safe
_______________________________________________
Theme vocabulary
unstable branded inferior final straw outraged

criminals for good prompted entrepreneur threatened
terrified systemic racism police brutality DNA (DNA tests)
11
Decodable Texts
Afraid of the rain!
Mum is afraid. Mum is afraid of the rain. Dad is afraid. Dad is afraid of the rain.
What are mum and dad afraid of? Mum and dad are afraid of the rain. When
there is rain, mum and dad are afraid. They are in pain in the rain. When are
they in pain? They are in pain in the rain. They are afraid and in pain in the rain.
The rain will never stop. Every day it rains. The rain will never stop and every
day it rains. When is there rain? There is rain every day. When will the rain
return? The rain will return every day. But in their home, they are safe. In their
home mum and dad are safe from the rain. Where are mum and dad safe from
the rain? Mum and dad are safe from the rain in their home. In their home they
are not afraid. In their home they are safe from the rain.
Mum and dad see a chap in the rain. The chap in the rain is in pain. He is cold
and wet. He has chills. Who is cold and wet in the rain? Who has chills in the
rain? The chap in the rain is cold, wet and has chills. Mum and dad are not rich
but they are kind. They are rich with kindness. They do not think the chap will
rob them. They do not think the chap is mad or bad. They think they will gain if
they are kind to the chap. They return home with the chap. Mum and dad return
home with the chap. They are not afraid. They are not in pain. They are rich in
kindness. They gain from helping the chap.
12
The violence of slavery

Some people were not safe.
Some people were not safe
on this earth. Why were
some people not safe? Some
people were not safe as
there was violence. One
kind of violence was called
slavery. What was one kind
of violence called? One
kind of violence was called
slavery.
Slavery took people away from their homes. Bad people took people away from
their homes and made them work. These people were called slaves. They were
made to work. Slaves were people who were made to work. Slaves had to work
for many days. Slaves were in danger. Slaves had to work for many days and were
in danger. Slaves could never go home. What could slaves never do? Slaves could
never go home. Many slaves were afraid. Many slaves were afraid of the violence.
To this day there is still violence. To this day some people are afraid. To this day
there is still violence and some people are still afraid on this earth. But people can
return. But people can return to their homes. People can return home and be safe.
Every person can return home and be safe.
And if there is violence, we must stop it. If there is violence, we must protect
everyone. If there is danger, we must stop it. If there is danger, we must protect
everyone. What must we do if there is violence and danger? We must protect
everyone. We must help everyone to be safe. We must help everyone to make
their journey back home. What must we do to help? We must help everyone be
safe and make the journey back home. We can’t accept violence. We can’t accept
slavery. What can’t we accept? We can’t accept violence and slavery. We must
help everyone be safe.
1. What is one kind of violence called?

One kind of violence is called…
2. What is one thing that a slave could never do?

One thing that a slave could never do is…
3. What can’t we accept?

We can’t accept…
13
Independent Reading Skills

Fiction Text: Email about plantation tour
Hi there Sis,
How are you? I hope winter’s not too bad in Jozi and that you’re having
A a good holiday. I’m in the middle of a boiling hot summer! My trip to
Z Vocab
America has been so interesting in so many ways.
slave plantation Today, I went on a slave plantation tour in New Orleans in the South. This
– a farm where
crops were grown was a tour of a sugar plantation. The main house was beautiful – huge
by slaves and so fancy! They’ve tried to keep the old furniture and stuff so you can
see how the plantation owners lived. You can’t believe people actually
fancy – grand
with lots of lived there and children grew up there! (I kept thinking how we would
expensive, have broken all those valuable things when we were kids!)
valuable things
The garden and the whole property is huge! Our guide (she was amazing,
valuable –
she knew so much about history) told us all about the sugar crops and
something
expensive and how they grow. She also told us about the slaves who worked in the
precious fields. Their lives were so hard. Slaves usually worked for 12–15 hours
punished – a day! They had to work without a break and if they stopped, they were
something that punished. Most slaves lived in one-room cabins. These cabins were not
happened if well built, and the roofs leaked letting the rain or snow in. The slaves
the slaves did
something wrong, were only given enough food to keep them alive. Many died from illness
like whipping or or malnutrition.
beating
Slaves were never taught to read or write. And of course, they could not
malnutrition
vote. And, worst of all, a slave family could be separated. A baby could
– not getting
enough food, be taken from her mother! If a slave tried to escape and was caught, they
starving were whipped or even killed.
I have to go. We’re going to a jazz club tonight. Please tell mom I’m fine!
I miss you lots!
Love
Fundi
14
1. Who wrote this email and where is she?

….. wrote the email. She is in….
2. Who is the email written to and where is that person?
The email is to… and she is in …
3. List 3 facts of how the slaves on the plantations lived.
The slaves on the plantations…
4. What can you infer about how the writer of the email and her sister
were like when they were little?
I can infer that they were …
5. Can you make an evaluation about how the writer feels about
slavery? Give a reason for your answer.
I make the evaluation that the writer feels that slavery is….
I make this evaluation because….
CS
Visual Literacy
What does this
image tell you
about the way
that slave owners
and slaves lived?
15
Visual Text: Oak Alley Brochure
Oak Alley
A
Z Vocab
homestead –
farm house
magnificent –
beautiful, fancy,
Plantation The plantation owner, his wife
grand and their seven children lived
For anyone interested in
in the magnificent house at
preserved – kept the history of the American
the centre of the property.
as it was when
South, you must visit the
people lived there The house, which has 12
Oak Alley Plantation. This is
bedrooms and 7 bathrooms,
grand – fancy, one of the oldest and most
magnificent, has been preserved so you
famous sugar plantations
extravagant
can see life was like in the
found along the Mississippi
extravagant – ‘grand old South’.
magnificent, grand
River. Your half day visit will
take you on a tour of the The plantation takes its name
elegant –
beautiful, grand
main homestead and the from the extravagant double
surrounding property and row of oak trees to the
fields. main house. These elegant
trees provide shade in the
fierce heat.
16
Plantation Tour
Slaves where the slaves lived and

what their lives were like.
But this is not just a tour of
how the plantation owners
Details
lived in luxury.
• Duration: 4.5 hours – wear
It is also a tour of how the comfortable walking shoes.
slaves lived. It was slaves • Excellent tour guide.
who built the house, served • Your half day visit includes
the family, and worked in a traditional Southern drink
the fields, under terrible and a snack on arrival.
conditions. Oak Alley
Plantation does a very
Bookings
detailed tour about slavery. Contact oakalley@
plantationtours.org to book
The guide who takes you your tour now! LSC
around will not shy away
Figurative
from this painful history. You language – to
will learn about the lives shy away from
something means
and conditions to avoid it, to
of the slaves in not want to talk
about it
the 19th century.
You will be shown
17
1. How did the plantation get its name?

It got its name from …
2. On this tour you will learn about and see how the plantation owners
lived. What else will you learn about?
You will also learn about …
3. Would you like to go on this Oak Alley Plantation tour? Why or why not?
I would/ would not like to go on this tour because …
_______________________________________________
Oak Alley Brochure: Challenge your brain!

1. In your opinion, should tourists have the choice: learn about the plantation
owner’s house and life, or the slaves’ lives; or should all tourists have to go to
both?
In my opinion, tourists should be able to choose / tourists should learn about both,
because…
2. Do you think that people should still feel angry about slavery and things that
happened hundreds of years ago? Why or why not?
I feel that…
18
Summary:
This summary is a mind map. A mind map is a way of noting down the main
points in a text.
• You start with the topic in the centre.
• Then, the main ideas branch off from the centre.
• Each main idea from the text has its own circle. Under the main ideas, you list
the points from the text. You don’t need to write in full sentences, you may use
point form and key words.
Complete the following mind map on: Email about plantation tour
The
Text plantation
owner’s house
1. ___________
1. Sender: _________
2. Receiver: ________ Email about 2. ___________
Plantation
Tour 3. ___________
How the
slaves lived How the
slaves worked
1. ___________ 1. ___________
2. ___________ 2. ___________
3. ___________ 3. ___________
19
Language Structures & Conventions: Practice

Read the Email about plantation tour, then answer the questions that follow.
1. Punctuate the following direct speech correctly:

a. I’m so excited to visit the South and see what the sugar plantations look
like, said Jermaine.
b. He looked at the huge house and said thoughtfully, it’s quite crazy how
owners and slaves lived so close together, but their lives were so different.
c. I’d love to go visit the South, she sighed but I can’t afford the ticket.
d. What do you mean? he said with a gasp.
The main clause in a sentence has a finite verb and is independent (can
stand alone).
The dependent (subordinate) clause has a finite verb, but it is

dependent on the main clause (it can’t stand on its own).
Example: Sipho emailed his family because he was missing them while he
was away.
• Sipho emailed his family – main clause: This makes sense and can stand
alone.
• because he was missing them while he was away – dependent clause:
This cannot stand on its own. The conjunction (joining word) ‘because’
shows that something is missing.
2. Underline the main clause and circle the conjunction and the dependent
clause. (NOTE: sometimes the conjunction and the dependent clause are at
the beginning of the sentence!)
a. I want to go for a walk, but now it’s raining.
b. We always have special food whenever they come to visit.
c. You mustn’t buy it unless you are sure you love it!
d. Those are the people who live in the new house.
e. While I was asleep, the storm blew my washing away.
20
Synonyms are words with similar meanings.
Example:
big, huge, enormous
3. Write down a synonym for each word from the 3rd paragraph of: Email from
a plantation tour:
a. difficult
b. disease
c. beaten
Antonyms are words with opposite meanings.
Examples:
big – small
kind – mean
4. Write down an antonym for each word from the 2nd paragraph of: Email from
a plantation tour
a. ugly
b. new
c. inexpensive
An idiom is an expression or saying where the words don’t mean

exactly what they say. There is an extra, hidden meaning. An idiom
is figurative language.
Example:
Let’s call it a day. (finish what we are doing)
21
5. Match the idioms from Column A to their meanings in Column B. Write them
in your exercise book.
Column A Column B
a. They worked their fingers to the bone to get the
a clumsy person
job done in time.
b. I am such a butter fingers I’m sure I’d break that
immediately
valuable vase.
c. They decided then and there to travel and
agree
explore the country!
d. Even though she’s old and he’s young, they always
work very hard
see eye to eye.
he
w as t le
e p Interesting
e T rad an peo
l av fr i c s . Facts
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r a ns-A nd sel an slav Amer 19th
T a e o
The apping Europ sold t to the
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kidn aves by ns wer the 16t
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Man owne
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• A iginall ica. o l
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We re at B ain we tlantic
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• F rtuga in the in e
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Swa rans-A
T
the
22
Changing World
Changing Jobs
Term 2
Online References
https://youtu.be/ad79nYk2keg – Simplilearn is a YouTube channel that explains

complicated 21st century-related technological innovations in a simple and visually
pleasing manner.
https://kids.kiddle.co/Artificial_intelligence – Kiddle is an interesting multimedia website

for kids that explains a wide range of topics, including technology, in a simple way.
https://www.kidscodecs.com/what-is-artificial-intelligence/ – Beanz Magazine is an

informative website developed by teachers, technologists and writers to present
technology to learners in accessible and engaging language.
Changing World Changing Jobs | Weeks 3 & 4 | Cycle 2
Future World
Somewhere in a Grade 7
classroom in South Africa 2023
Class, let’s talk careers. What I want to own a

are you thinking of doing business, and earn big
after Matric? What are your bucks! Maybe I’ll own a
plans and dreams in terms fleet of buses and taxis!
of careers?
Me! Me! I want

to be a doctor!
I want to stay right

here and be a cattle
farmer!
I’m interested in
LSC Civil Engineering,
building roads and
those jobs: bridges and stuff.
demonstrative
adjective – plural,
far
What? Really? But…those jobs
are from now. Come on guys, by
the time you start your careers,
the world will be different. Let
CS
your imaginations run wild. What
Visualisation are your dreams?
Can you visualise
Mpho singing in
front of her mirror,
pretending to hold
a microphone? Is
she dancing as
well? What’s the
expression on her
face?
I dream of winning Ha, ha, you need to be talented for that,

South Africa’s Got Talent! Mpho! That’s not a dream, that’s a fantasy!
24
Enough, Sizwe! This topic is serious. I can see you LSC

all need some inspiration. Let me share some of
this topic:
the dreams I had when I was your age, just to give demonstrative
you a sense of how the world has changed … adjective –
singular, near
Picture it…..it’s
a Saturday in
1993 and 13 year
- old Itumeleng
Morake is
hanging out with
his friends in
Mahikeng, talking
about ‘the future’.
A
Z Vocab
portable –
something that
can be carried or
I bet in the future moved
we will have portable

phones that we can use
anywhere. And I think That would be
we will be able to see amazing! Imagine,
who we are talking to! you could chat to
someone on the
long walk home
from school – cool!
25
Hey, and what if

we could have TV
on our watches?
We could watch TV
whenever we like!
LSC
that idea:
Haha, this is not
demonstrative Star Wars! That idea
adjective –
singular, far
will never happen,
but it would be cool.
And wouldn’t it be cool

if we could get from
one place to another
without our own cars? If
we could tell our phones
to send a car for us –
imagine!
26
I’d love to be able to take photos

of myself and INSTANTLY send
them to my cousin in Durban, so A
Z Vocab
she could see what I am doing!
instantly –
immediately, right
now!
No ways! It takes like 3 weeks to

have photos developed! Then you
have to post them! How could that
be done instantly?
27
I can’t always get the

books I need at the
library. Imagine if we
could somehow see
all the pages of library
books we need? Like
maybe on a home
computer, or on our
TVs or something?
Oh please! You live

in a dream world!
LSC
Back in 2023…
those things:
demonstrative
far
We NEVER thought any of those

things would ever be possible! But
look at the world we live in. The
internet gives us information on
everything under the sun and
beyond! Cell phones keep us
in touch with everyone all the
time. We can take pictures and
videos and instantly send them
all over the world. We have Uber
drivers, internet banking, internet
shopping and space travel! I’m So, in 30 years, life has changed a
telling you class, when I was your lot! Think how much it can change
age, we never dreamed that life in the next 20–30 years… Now think
would be like this! again about your future jobs …
28
Hmm, I want to be a doctor, but I guess

this will be different in the future. I
imagine that people won't go out to see
a doctor anymore - a consultation will
be done virtually, in their homes!
Please lift your arms and

open your mouth for the
temperature reading and
body scan. Thank you.
A
Z Vocab
virtually – not
face-to-face,
something that
is done from
another place
using technology
CS
Can you
visualise having
your body
scanned virtually
in your own home,
instead of going
to the doctor?
Virtual Doctor
29
Hmm, this is that new

virus again. Luckily we have
LSC medicine to treat it. I’ll
these pills:
send a drone delivery to
demonstrative drop off these pills. She
close
should feel better soon.
A
Z Vocab
concerns –
worries, questions
So these are the anti-virus tablets that need to be

taken daily. Now, for the first few days you might feel
quite tired. But you will start to have more energy by
the end of the week. Please remember, if you have
any concerns, just buzz the Medical Helpline and I’ll
project into your house for another consultation. Virtual Home Visitor
30
Okay, maybe I need to dream bigger

than being a Civil Engineer. I think I
would like to design and build modem
cities. I will call them '15-minute cities'.
Everything that residents need will be
within a 15-minute walk. No more traffic,
no more long drives to school or work.
Clean air, friendly neighbours, no more
rushing and waiting.
CS
Visualisation
Can you visualise
these 15 minute
cities? What do
they look like?
15 Minute City Planner
31
I guess cattle farming may not be

such a good dream, because of
global warming! But it may be cool
to grow amazing fruit and vegetables
right where people are, in the cities!
CS
Visualisation
Can you visualise
being a farmer
in a city, and
growing plants
up the sides of
buildings?
Vertical Garden Farmer
32
Forget buses and taxis! I am going to A

Z Vocab
have a business that provides amazing
forms of transport for people! And it clean energy –
will all use clean energy! using wind, water
and the sun to
produce energy,
not causing
harmful carbon
emissions
CS
Visualisation
Can you visualise
what a hyperloop
may look like and
how it works? Can
you visualise other
transport systems
of the future?
Uh-oh, Underground
Network running 4 minutes
behind schedule. What’s the
problem there? Hyperloop
loaded with passengers and
ready for next loop around
the city. Hey, watch that jet
pack, It looks out of control!
Modern Transport System Owner
33
Now that’s what I’m talking

about! We need to learn
to dream and we need to
keep dreaming! The world
LSC is changing, and you are all
going to be part of those
Idiom – ‘the sky
is the limit’
changes…
means that you
must not limit
your goals to the
earth. Tomorrow I want to hear about your
dreams and plans for your jobs and
careers. And the sky is not the limit!
34
Decoding Skills
Phonic sounds
tr ir
_______________________________________________
Phonic words
train trust trail bird first dirt

_______________________________________________
Word find
book.
ai ch n ir
sh tr f t
s ar u bl
_______________________________________________

how things found I’ve another

career future imagine world changing
_______________________________________________
Theme Vocabulary
stylish images footage international contesting

predicted career imagination inspiration body scan
drone vertical consultation pedestrian
35
Decodable Text
A train journey
The children go on a train. Children go on a train journey. Where do the children
go? They go on a train journey. On the train they see a bird. On the train they
see a new bird. On the new bird there is some dirt. There is dirt on the new bird.
This is the first dirt on the new bird. This is the first dirt on the new bird on the
train. What is on the new bird? The first dirt is on the new bird on the train.
The children find some water. ‘I’ve found some water!’ one said. The children
find some water for the new bird. What did the children find? The children found
some water for the new bird. The bird can trust the children. The bird can trust
the children in the future. When can the bird trust the children? The bird can trust
the children in the future. The children can imagine the future. The children can
imagine the future of the bird. What can the children imagine? The children can
imagine the future of the bird.
In the future the world is changing. In the future things are changing. What is
changing in the future? In the future the world and things are changing. The
bird must trust the children. The bird must trust the children to be safe. The bird
must trust the children to be safe in the changing world. Another future can be
found. Another future can be found for the bird. Another future can be found for
the children.
In the future there could be new careers. In the future there could be new trails.
What could there be in the future? In the future there could be new careers and
new trails. Imagine! The bird and the children dream. The bird and the children
on the train dream of the future.
36
The world is changing

I can see how things are
changing. I can see how things
in the world are changing.
What can I see in the world?
I can see how things in the
world are changing. Many
things in the world are
changing. Many things in the
world are changing, so I must
imagine. I must imagine how the future will be. What must I imagine? I must imagine
how the future will be.
I can’t stop the future! I can never return from the future. What can’t I stop? I can’t
stop the future. What can I never return from? I can’t return from the future. How
will my home be changing? How will my home be changing in the future? I must
imagine how my home will be changing in the future.
How will my career be changing? How will my career be changing in the future?
I must imagine how my career will be changing in the future. I’ve found another
career! I’ve found another career in the future! I can imagine my new career in the
future. It is new. It is a new career. It is a new career in the future. It is my first new
career in the future!
I must explore my new career. I must dream of my new career. What must I do? I
must explore and dream about my new career in the future. My new career will
help. My new career will help everyone. My new career will help everyone in the
future. What will my new career do? My new career will help everyone in the future.
I can trust. I can trust that I will have a new career in the future. What can I trust? I
can trust that I will have a new career in the future.
I can see things. I can see how things are changing. I can see how things are
changing in the world. So, I must imagine. I must imagine my new career for the
future!
1. What are two things that may change in the future?

Two things that may change in the future are my … and my …
2. What new thing has the person in this story found in the future?
The person in this story has found a new … in the future.
3. What will this new career be about?

This new career is about…
37

Non-Fiction Text: Jobs of the future
A
Z Vocab
Society is changing very fast. We are living in a world where many of
take for the things we take for granted, were just a dream 30 years ago. In
granted – when
we don’t think the future, there will be new ways of living and new technology. There
about something, will also be new jobs to meet the needs of a changing society. Here
we just accept
that it is there are some ideas of what these new jobs might be:
virtually – not 1. Virtual doctor
face-to-face,
something that • Patients will be virtually scanned and have blood tests.
is done from
another place, • All the information will be recorded on a computer.
using technology
• The computer will make a first diagnosis.
diagnosis –
deciding what is
• Then, a virtual doctor will examine all the evidence.
wrong with the • The virtual doctor will then say if the computer’s diagnosis is
patient
correct.
prescribe –
recommend • If the diagnosis is correct, the virtual doctor will work out a
or say which treatment plan and will prescribe medication.
medication is best
38
• The medicine will be delivered to the patient by a drone.

• If it is a difficult or serious illness, the virtual doctor will send a
A
virtual home visitor to speak to the patient. Z Vocab
2. Virtual home visitor drone – a

small flying
• The virtual home visitor will beam into the patients’ homes to aircraft without
a human pilot
speak to them. but controlled
• The patients do not have to leave their beds or homes. remotely by
someone on the
• The patient can ask questions about their treatment and ground. Can
deliver small
speak about any concerns. parcels and take
pictures.
• The virtual home visitor can offer emotional support.
co-ordinator
3. Transport systems co-ordinator – someone who
manages and
• Cities will have many types of transport, each with their own controls
system.
confirm – to
• Computers will control all the systems, but a co-ordinator has agree with, to say
that the decision
to confirm decisions made by the computers. is correct
• The transport systems co-ordinator checks decisions about all vertical – going
the different types of transport, on land, water and in the air. upwards
4. Vertical garden farmer

• Cities will produce their own food. (This is to stop the
destruction of huge natural areas of land for crop and stock
farming. It is also to reduce the packaging and the transport
from the farms to the urban centres.)
• Urban farmers will use urban spaces to plant and grow the
fruit and vegetables for the people in the city.
• Some of these spaces will be vertical, i.e.: growing up along the
walls of tall buildings.
• They need to understand what crops grow best in which
weather conditions, and with what quantities of soil, water and
sunlight.
• Urban farmers need to work with the local markets to get the
fresh produce to the people.
39
1. What does a virtual doctor do with the diagnosis (information about the
patient’s medical condition) from the computer scan?
First the virtual doctor … then …
2. How does a virtual home visitor speak to patients?

The virtual home visitor…
3. What is the job of a transport systems co-ordinator?

A transport systems operator has to … and check…
4. Why will some fruit and vegetables be grown up the side of buildings
(vertically)?
Some plants will be grown vertically because…
5. Which of these jobs would you like to have? Why?

I would like to be a…because…
40
Visual Text: Job Advertisement in Lwazi

Commercial Network
Position: Transport Systems Co-ordinator (TSC)
Job Description: A TSC co-ordinates and controls all the

transport systems in the city: bubbles, fly-overs, jet-packs,
the Starship Intercontinental, the Whizz-train, Hyperloop, the
Underground Network, the Airbus pop-up and so on. A
Z Vocab
Qualification: The applicant must have completed their applicant – the

person applying
Engineering in Transport Systems degree. Other qualifications in for (who wants to
Science or Structures and Management will be beneficial. get) the job
Characteristics: The applicant needs to be highly alert, must beneficial –

helpful, useful
enjoy working under pressure and must be able to co-ordinate
and manage many systems at the same time. We are looking for alert – ready to
act, watching and
a motivated, energetic, problem-solver who is not afraid of many prepared
challenges and lots of responsibility.
remotely – from
a distance
Where you will work: We do operate from Central Offices in
the CBD, but applicants may work remotely. negotiable – the
salary is not set,
the applicant and
Experience: At least 5 years’ experience is essential in this high- the company
level job. can discuss the
amount and come
Salary: Negotiable. to an agreement
Send your Video CV to: Integrated Transport Hub at:

inttranshub@thecityworks by the 12th May 2051.
41
1. What is the abbreviation for a transport systems co-ordinator?

The abbreviation is…
2. List three characteristics that a transport systems co-ordinator must have.

A transport systems co-ordinator must be…, … and ….
3. Why do you think you need 5 years’ experience to get this job?
You need 5 years’ experience because…
_______________________________________________
Job Ad in Lwazi Commercial Network: Challenge your brain!

1. Why do you think a transport systems co-ordinator needs to be able to work
under pressure?
A transport systems co-ordinator needs to be able to work under pressure because…
2. To work ‘remotely’ means to work not in a traditional office with your

colleagues. What are the positive things about working remotely and what
are the negative things?
The positive things are…
The negative things are…
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42
Summary:
points in a text.
• Then, the main ideas branch off from the centre.
• Each main idea from the text has its own circle. Under the main ideas, you list
the points from the text. You don’t need to write in full sentences, you may use
point form and key words.
Complete the following mind map on the article: Jobs of the Future
Transport
Virtual doctor systems
co-ordinator
1. They are needed

1. The virtual
because ___
doctor will:
2. They must confirm
a. examine ___
Jobs of the ___ and check
b. confirm ___ Future ___
2. Medication
delivered by ___
Virtual home Vertical garden

visitor farmer
1. They ‘visit’ by ___ 1. They grow fruit and

2. They can ___ and ___ vegetables in ___
3. The virtual home 2. They need to know
visitor is helpful ___
because … 3. They need to work
with …
43

Read Jobs of the future then answer the questions that follow.
A proper noun names a is a specific person, place, or thing.
Proper nouns always start with a capital letter.
A common noun is the general name for a person, place or thing.
Common noun Proper noun

city Polokwane
child Sizwe
month November
language Zulu
1. Copy the following into your exercise book and capitalise the proper nouns.
I was born in the city of bojanala. Not too far away there is a magnificent
national park called the pilanesberg national park. My sister, tshanduko, loves
reading. Her favourite author is the south african deon meyer.
2. Give the plural form of the following common nouns:

a. city
b. society
c. technology
d. visitor
e. person
f. quantity
A compound sentence is a sentence that has at least two simple

sentences joined by a comma, semicolon or conjunction. (A simple sentence
has a subject and finite verb and makes sense on its own.)
Example: This phone is too expensive and that one is too old.
The conjunctions, commas and semicolons, that join the sentences do more
than just join. They add meaning and flow to the sentence. The conjunctions
used in a compound sentence are: for, and, nor, but, or, yet, so. (The first
letters of these words spell out the word: FANBOYS.)
44
3. Choose the correct conjunction to join the simple sentences into a compound
sentence:
a. A virtual doctor will examine the information (but/so) a virtual home
visitor will talk to the patient.
b. A transport systems co-ordinator must be highly alert (nor/and) she must
be able to work under pressure.
c. In the future, farms may be vertical (so/yet) they do not take up too much
land.
Synonyms are words with similar meanings.
Example:
big, huge, enormous
4. Rewrite the sentences below in your exercise book, replacing each underlined
word with a synonym.
a. In the future your illness will be treated by a virtual medical team.
b. A medical data analyst will examine all the information.
c. A transport systems co-ordinator must enjoy working under pressure.
Demonstrative adjectives
• A demonstrative adjective emphasises a noun or pronoun in a sentence.
• Demonstrative adjectives help to make clear which person or thing you
would like to talk about, whether it’s near or far, singular or plural.
• The most common demonstrative adjectives are this, that, these and those.
5. Fill in the correct demonstrative adjective: this, that, these or those:

a. Come and watch _______ news item on farming in the future! It’s really
interesting!
b. Can you hear _______ drone in the distance? I think I heard it yesterday
too.
c. Our teacher predicted _______ things when he was young.
d. I would love to have _______ stylish career, but I need to study first.
e. _______ images of the Hyperloop are inspiring!
45
An idiom or a figurative expression is a saying where the words don’t

mean exactly what they say. There is an extra, hidden meaning.
Example:
They’re on the ball. (doing a good job)
6. Match column A with Column B so that the figurative expressions make sense:
Column A Column B
a. We never even think about cell
the sky’s the limit for future careers.
phones, we just
b. Don’t let today’s technology stop
keep in touch.
your imagination,
c. She is doing so well in her career,
her ideas for the virtual body take them for granted.
scan are really
d. We know how our family is, even
if they live far away. Because of up and coming.
all our technology, we can always
46
Designers and Developers
Term 2
Online References
https://youtu.be/wbNeIn3vVKM – National Geographic has many interesting videos on

science and technology.
https://youtu.be/5UhnuddcAsE – Great Big Story is a YouTube channel that showcases

interesting and unique man-made structures all over the world.
Designers and Developers | Weeks 5 & 6 | Cycle 3
Non-fiction Text: Mapungubwe

Interpretation Centre – Brochure
WELCOME TO
CS
MAPUNGUBWE INTERPRETATION CENTRE
Inference
2009
THE WONDERS OF THE
What inference
can you make Winner of the
about the
prestigious
MAPUNGUBWE
Mapungubwe
Interpretation World
Centre if it won Architectural
an award?
INTERPRETATION
Building of the
A
Year Award
CENTRE!
Z Vocab
prestigious –
respected and
admired
Image courtesy of
Obie Oberholzer
The Mapungubwe Interpretation Centre is a building

that celebrates and honours the site of a great
ancient civilization.
It is situated where the Limpopo
and Shashe Rivers meet, on
South Africa’s northern border with
Zimbabwe and
Botswana.
48
Beads made from molten gold.

Image courtesy of
University of Pretoria Museums A
Z Vocab
CE – Common
THEN
Era. This is a way
of showing that an
event happened in
history after the
year 0. E.g. South
Africa became
a democratic
country in 1994
One thousand years ago, Mapungubwe CE.
(meaning ‘hill of the jackal’ or ‘stone monuments’)

was the centre of a great kingdom.
• This civilization was a successul trading centre from around

1200 to 1300 CE, trading gold and ivory with China, India and
CS
Egypt.
Inference
• The Kingdom of Mapungubwe was one of the first places that What can you
produced gold and had a class-based social system. infer about a
society that mined
• In addition to the cultural heritage, Mapungubwe is also home and produced
to a rich ecosystem. gold?
• This includes ancient Baobab trees that are over one thousand
years old. A
Z Vocab
• It also includes an impressive variety of animal life, including cultural

elephant, giraffe, white rhino, antelopes and over 400 species heritage – a
of birds. society’s traditions
UNESCO –
United Nations
Educational,
Scientific
and Cultural
Organization
UNESCO’s aim is
to build a culture
of peace, remove
Today, Mapungubwe is a poverty, and

grow sustainable
UNESCO World Heritage Site.

development
and intercultural
dialogue through
education, the
sciences, culture,
communication
and information.
49
KINGDOM
LSC
Passive Voice
‘Kingdom of
Mapungubwe was
formed by Bantu- The Kingdom of Mapungubwe
speaking peoples’ was formed by Bantu-speaking
(object does the
peoples who farmed cattle
verb)
and crops. At the centre of the
SOCIETY
A Kingdom was a large sandstone
Vocab
Z
plateau, which protected the
plateau – an Kingdom from attackers.
area of high level
ground
The King of Mapungubwe
was the wealthiest person
in the society. The king
and his advisors lived in
stone buildings, which
were built on the highest
level of the area, a natural
sandstone hill.
POPULATION The natural sandstone hill in Mapungubwe

that was home to the king and his court.
At its peak, in the mid-13th
LSC century CE, the total
population of Mapungubwe
ARTEFACTS
Active Voice was around 5,000 people.
‘Archaeologists
have found
pottery remains’
(subject does the Archaeologists have found
verb)
pottery remains of bowls,
copper, ivory and gold
A
Z Vocab jewellery, and other objects.
These artefacts show a
artefact – an skilled and advanced
object made by
people long ago
society.
Image courtesy of
University of Pretoria Museums
Intact pottery bowls found in burial sites during the archaeological excavations
50
DISCOVERY A
Z Vocab
When the ruins of Mapungubwe were excavated in the 19th excavated –

carefully dug up
century CE, many Europeans could not believe that it was built
by archaeologists
by Black people. Archaeology, however, has since proved that
it was indeed built by indigenous peoples.
CS
What can you

infer about these
Europeans?
Metal technology in ancient Africa used tall

clay structures as furnaces for the smelting of
different metals like copper, iron and gold.
51
The hig
NOW
hlig
ht
fo
The Mapungubwe
rm
Interpretation Centre an Image courtesy of
now tells the story of this y is t
University of Pretoria Museums
civilisation’s incredible h e Go
lden Rhino.
history.
• The Centre has been designed very thoughtfully by architect

Peter Rich.
• The first thing visitors will see are the dome shapes that blend
into the landscape.
• These have a natural shape and look like massive caves rising
out of the earth. They are manufactured structures, but are
built to look like natural structures.
• The stone-walling technique used in the building of the centre

was adopted from a traditional building method used in the
Mapungubwe area.
Image courtesy of
Obie Oberholzer
52
TRADITION A
Z Vocab
materials – what
The traditions of the ancient society and the natural is used to make
other things (e.g.
materials of the area were important to the designers wood, stone,
and architects. bricks, etc)
INNOVATION LSC
Only local materials and labour were used in the
Passive Voice
production. Usually steel is used in construction, but
‘steel is used’ –
steel is expensive, and the project had a tight budget. object does the
This led the designers and architect to choose local verb (no subject)
materials and ancient design methods.
CONNECTION
Materials that are cheap and easy to find were used
in simple but clever ways. Most of the materials come
from the local rocky environment. This connects the
new building with the ancient structures that existed
before.
53
MATERIALS
Local people made three important
parts of the building:
1. Adobe bricks were made for the

walls.
2. Stones were cut into special

shapes to cover the domed
roofs.
3. Reeds were made

into roof covers
for the semi-open Reeds are used for roofing in traditional
spaces, to provide dwellings in the Limpopo district.
shade for the hot climate.
SUSTAINABLE
The Interpretation Centre is an excellent model
of sustainable development.
Images courtesy of
Obie Oberholzer
LSC
Firstly, the designers and
Active voice architect trained unemployed
‘the designers and
architects trained local people to work on the
unemployed local buildings. This gave the local
people’ (subject workers skills and experience
does the verb)
for other employment. And
secondly, the choice of
materials and design had a low
impact on the environment.
Interior view of a domed space

in the Interpretation Centre
54
WALKWAYS
Numerous walkways take visitors through the Centre. These
walkways follow different levels and gently climb the hill to
the highest point on the site. Here the visitor can experience
magnificent views of Mapungubwe. Visitors also get a sense
of the social structure of the society – the wealthy people
lived at the top of the hill, and the ordinary people lived
lower down.
CULTURE
The Centre’s aim is to present the history of
the area, and to show the importance of the
precious ecology as well. The Mapungubwe A
Z Vocab
Interpretation Centre shows how human
culture can develop hand-in-hand with its hand-in-hand –
environment. closely connected
For bookings go to
www.sanparks.org
Tel: 015 534 7924
Walkways in the Centre were constructed from a variety

of materials, such as local stone, concrete and timber.
Image courtesy of Obie Oberholzer
55
Decoding Skills
Phonic sounds
th ay
_______________________________________________
Phonic words
third with thud stay clay day

_______________________________________________
Word find
book.
s ir i -th
d th- -ay a
tr e n p
_______________________________________________

think need more way let’s

live about buildings environment develop
_______________________________________________
Theme vocabulary
architect structure residential construction techniques

materials innovative thrive design (designer)
artefacts affordable dome employment
archaeology (archaeologist) sustainable development
56
Decodable Texts
Sustainable buildings
There are so many buildings. There are so many buildings on this earth. Some
buildings are homes. Some buildings are houses. We all need a home. Rich people
need homes. Poor people need homes. All people need a building that is a home.
But we need to think about the future. We need to think about the ways that we
build our homes in the future. We need to think about where we stay. We need
to think about where we will stay in the future. If we do not change, we will be
sad and mad. We will be sad and mad about the pain of the earth. We need to
change so that we can gain a better earth.
Designers must respect our earth. Designers must respect our environment.
Designers must respect our earth and environment. Designers must think about
where we stay in the future. They must not design buildings for the pay. They
must design buildings for the future. These buildings must respect our earth and
environment. These buildings must be sustainable.
Some designers have found a way. Some designers have found a way to design
sustainable buildings. Some buildings are built from clay. Some homes where
we stay are built from clay. Clay comes from the earth. Clay comes from the
environment. Clay is sustainable.
We will thrive if we imagine a new future. We will thrive if we think about

sustainable buildings. We will thrive if we develop new ways to build. Let’s save
the environment. Let’s save the earth. Let’s design sustainable homes and houses.
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Thinking about design and technology

Designers need to
think. Designers
need to think all
day. Designers need
to think all day
about a way to
develop technology.
What do they need
to think about all
day? They need
to think about a
way to develop
technology.
We need more technology. We need more technology to save the day. Why do
we need more technology? We need more technology to save the day. Designers
can’t choose what they want. They can’t choose to work only for pay. We must
pray that they do more. We must trust them to do more. We must train and
trust designers to do more. All designers must come. All designers must come
and design new technology. We must trust designers to develop technology to
save the earth. They must design technology to save the day.
First, designers must think of technology. Second, designers must imagine the
future. Third, designers must imagine technology for the future. They must
imagine technology that is more sustainable. What must the new technology be?
It must be more sustainable.
This new technology could be for the environment. The new technology could
be for buildings. The new technology could be for the environment and buildings
of the future. So, the designers need to think. The designers need to think all day
about a way to develop sustainable technology. The designers need to think all
day about a way to develop sustainable technology to save the day.
1. What do designers need to think about?

Designers need to think about…
2. What do we need to save the day?

We need…
3. Why must designers develop sustainable technology?

Designers must develop sustainable technology because…
58

Fiction Text with Instructions: How to Make Adobe
Bricks
Anele happily returned home from school. She found her grandfather
sitting outside in the garden, enjoying the sun.
‘Hi, Umkhulu!’ she shouted, giving him a hug.
‘Hello granddaughter! How was school?’ her grandfather asked.
Anele moved towards the bench and sat down. ‘Oh, Technology was
really interesting! Ms Makwetla taught us about structures and about
how some buildings are made from natural materials. She even taught
us how to make bricks from soil.’
‘Hmm, tell me more about these bricks and how they are made?’
Umkhulu sat up slowly.
‘Bricks made from soil are called Adobe Bricks. These bricks have been
used to build in Africa for thousands of years,’ said Anele.
59
A
Her grandfather smiled encouragingly and asked, ‘Can you tell me
Z Vocab
about some of these buildings?’
encouragingly
– warmly and ‘The city of Timbuktu in Mali has many buildings made from Adobe
supporting her to Bricks. Even some of the pyramids in Egypt were made from Adobe,’
continue
Anele said proudly.
Her grandfather clapped his hands happily. ‘Very good! And can you tell
me what Adobe Bricks are made from?’ he continued.
Anele thought back to what Ms Makwetla had told the class. ‘The best
kind of soil for making Adobe Bricks is clay soil. Clay soil is pretty easy
to find, if you look on the top or side of a natural hill.’ Anele continued
A
Z Vocab her explanation, ‘These days, most people use a brick hand press to
make them at home.’
pyramids – huge
ancient structures Then Anele took a deep breath and asked her grandfather, ‘Can we buy
in the shape of
triangular prisms one?’
in the desert in
Egypt Her grandfather considered her question and said, ‘I will only buy you
soil – earth or one if you can correctly tell me how the bricks are made!’
ground
‘I can do better!’ Anele laughed. ‘I made notes that I can show you!’
ingredients – all
the different things
Anele took out her notes and passed them to her grandfather.
you need to make
something
‘That’s a great explanation,’ Anele’s grandfather said. ‘Let’s go and buy
that brick hand press!’
How to make Adobe Bricks

First step: Collect some clay soil and water.
Second step: Mix the ingredients into a stiff mud paste.
If the mixture is too runny, add some straw to help
stiffen the paste.
Third step: Put the mixture into the brick hand press.
Fourth step: Press out any air bubbles and use a spade
to level off the mixture.
Fifth step: Leave the bricks to dry in the hand press
for 2 to 4 days.
Sixth step: Once the brick is hard, remove it from the
hand press and leave in the sun for 7 to 14 days.
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Anele jumped up excitedly. ‘Thank you, Grandfather, I can’t wait to tell Ms

Makwetla!’
1. What did Anele learn about in Technology?

Anele learnt about…
2. Where are two places in Africa where Adobe bricks are used in buildings?
Adobe bricks are used in… and ….
3. What is the best kind of soil to make Adobe bricks and where can you find it?
The best kind of soil is…
You can find it…
4. Why do you think it’s important that the bricks do not have any air bubbles in
them (fourth step)?
The bricks should not have any air bubbles because…
5. Would you like to have a brick hand press? Why or why not?
I would/wouldn’t like to have a brick hand press because…
6. What kind of relationship do Anele and her grandfather have?
I can infer that Anele and her grandfather…
61
CS Visual Text: Table of architectural styles

Text features: Ndebele houses Mid-Century Modern
Table
This table shows
Images
four different
architectural
styles:
1. Ndebele houses
2. Mid-Century
Modern
3. Zulu Beehive
(iQukwane)
4.Victorian
For each different

architectural
style, there are
3 different kinds
of information in
three rows:
• Images –
pictures of the
buildings
• Style - a
description of
the style
• Materials - a
list of materials
used
These houses are built around This was a popular style

Style
a courtyard, where people from the 1930s to the 1960s.

A
Z Vocab do their daily tasks. The main Mid-century buildings were
house is divided into a front anddesigned to be practical with
futuristic – very
modern and
back. a futuristic feel. They were
innovative usually flat buildings with
The houses are designed straight lines, and not much
to protect people from the decoration or colour. A key
weather. The thick courtyard feature of the Mid-Century
walls offer protection from wind Modern house is to bring in
and sun. nature. There were often large
windows, to let in lots of light.
The symbols painted on
the walls were used for
communication between groups
of the Ndebele people. These
wall paintings are done by the
women.
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Cow dung, mud and clay soil Glass, steel, and concrete were
Materials
are used to make the structures. used.
The houses are painted in a
A
white limewash. These days Z Vocab
latex paint is used for the vivid, vivid – strong,
bright coloured patterns on the intense
walls.
Zulu Beehive (iQukwane) Victorian
Images
The traditional indlu is built in a Victorian architecture is named

Style
beehive shape. The frame of the after Queen Victoria of Great

hut is made of poles placed in Britain.
a circle, bent inwards and tied A
Z Vocab
together. Thatch covers these Victorian-era architecture is
poles. The hut is very stable, very decorative style. The stable – steady
and firm
warm in winter and cool in buildings are usually two or
summer. three storeys high. The roofs
are usually pointed. There
is often a porch around the
building and bay windows.
Some buildings have stained
glass windows. The bricks
and iron railings are often
colourfully painted.
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Sapling poles are used. Grass is then In Victorian building, mostly stone,
Materials
used to make a thatch covering. metal and wood are used. The
The floor of the hut is made from floors inside were usually wooden.
a mixture of anthill clay and cow- The indoor walls often had wooden
dung. panelling which was covered in
patterned wallpaper or sometimes
silk.
_______________________________________________
1. What are the 3 main building materials used in Ndebele houses?

The 3 main building materials used are…
2. True or False:Victorian style is very plain and simple. Explain your answer.
True/False,Victorian style buildings have…
3. How does Mid-Century style bring nature into its buildings?

Mid-Century style brings nature into its buildings by…
4. Which of these styles of architecture do you prefer (like best)? Why?

I prefer…style because…
_________________________________________
Table of architectural styles: Challenge your brain!

1. The Zulu hut has the same dome shape we saw in the structures at
Mapungubwe. This is a traditional design. How do think this design helps to
keep houses at a regular temperature?
I think the style regulates the temperature because…
2. Which of these designs do you think is best for sustainable development? Why?
I think the…style is best for sustainable development, because…
64
Summary:
points in a text.
• Then, the steps branch off from the centre.
• Each step from the text has its own circle. Under each step, write down what
to do. You don’t need to write in full sentences, you may use point form and
key words.You can also draw pictures to illustrate each step.
Complete the following mind map on the instructions: How to make

Adobe Bricks
First step Sixth step
______________ ______________
How to make
Second step Fifth step
Adobe Bricks
______________ ______________
Third step Fourth step
______________ ______________
65

Read How to make adobe bricks thentime the questions that follow.
Adverbs
Adverbs tell us more about verbs. They make our writing more interesting.
Adverbs of manner tell us how someone/something did something.

For example: The athlete ran quickly. ‘Quickly’ tells us how the athlete ran.
Adverbs of manner are formed from adjectives, but to form an adverb you
add –ly. A few exceptions of adverbs that don’t end in –ly are: well, straight,
hard, fast.
Remember:
If the adjective ends in ‘y’, change the ‘y’ to ‘i’ and add –ly. Example: happy –
happily; pretty – prettily.
If the adjective ends in ‘ic’, add –ally. Examples: dynamic – dynamically;
historic – historically.
Adverbs of place tell us where something happened/is happening/will happen.

For example: The visitors went inside. Other examples of adverbs of place
are: there, here, forwards, nearby.
Adverbs of time tell us when something happened/is happening/will

happen, for example: It will rain tonight. Other examples of adverbs of time
are: now, yesterday, monthly, hourly.
1. Write down 3 adverbs of manner from the text How to make adobe bricks.
(Hint, look for words ending in – ly.)
a. …
b. …
c. …
2. Underline the adverbs of place in the following sentences:

a. ‘As Anele happily returned home from school, she found her grandfather
sitting outside in the garden, enjoying the sun.’
b. ‘Anele moved towards the bench and sat down.’
c. ‘These days, most people use a brick hand press to make them at home.’
3. Choose from the following adverbs of time to complete the sentences:
66
monthy / earlier / constantly / immediately / sometimes / regularly / never
a. You must go there…or it will be too late!

b. The art students meet every four weeks. It’s a … class.
c. If you exercise…you stay healthy and fit.
d. …I dream about building my own house.
e. The sun rises…in the summer and I can’t sleep late.
Active and Passive Voice
• The active voice describes sentences where the subject performs the
action on the object.
• The passive voice describes sentences where the object and subject
change places in the sentence. So now, the subject in the beginning is
NOT the thing doing the action.
1. Change the following instruction into the passive voice.

Note, these instructions in the active voice do not have a subject, so you can
fill in your own, or leave it out in your passive voice sentences.
e.g. Active: Collect some clay soil and water.
Passive: Clay soil and water must be collected. / Clay soil and water
must be collected by you.
a. Mix the ingredients into a stiff mud paste.
b. Put the mixture into the brick hand press.
c. Press out any air bubbles and use a spade to level off the mixture.
d. Leave the bricks to dry in the hand press for 2 to 4 days.
2. Change the following into the active voice:

Note, these sentences do not say who does the action, so you can make up
your subject in the active voice.
e.g. Passive: Glass, steel, and concrete were used.
Active: The architects used glass, steel and concrete.
a. Sapling poles are used.
b. Grass is then used to make a thatch covering.
c. The floor of the hut is made from a mixture of anthill clay and cow-dung.
67
Numeral adjectives
These can be numbers (cardinal) or numerical orders (ordinal),

describing the number of nouns or the order of the noun being described.
For example:
He built five new buildings this year.
The Victorian house had three storeys and two towers.
The first step is to collect the clay and the second step is to mix the ingredients.
1. Fill in the missing numerical adjectives so that the instructions

make sense
First / Second / Third / Fourth
a. ________, when the frame is complete, it is thatched with grass.
b. ________, the floor of the hut is made from a mixture of anthill clay and
cow-dung.
c. ________, the frame of the hut is made of sapling poles placed in a circle,
bent inwards and lashed togethed.
d. ________, once dry, the floor is covered with cattle-fat.
Apostrophe
The apostrophe has 2 functions: possession and contraction.
Possession: The apostrophe shows that something belongs to someone

(the ‘possessor’), for example: The child’s book is missing. (The book that
belongs to the child is missing.) The possessive apostrophe also shows that
something belongs to something else (e.g. the car’s windows).
There are different rules about where the possessive apostrophe must go:
a. If the possessor is a singular noun (there is just one owner), then add
an apostrophe and ‘s’, for example: the house of Siya = Siya’s house; the
door of the building = the building’s door
b. If the possessor is a singular noun that ends in ‘s’, then usually we add an
apostrophe and ‘s’, for example: the desk that belongs to the boss = the
boss’s desk; the design that Jonas created = Jonas’s design.
68
c. If the possessor is a plural noun and it does end in ‘s’, then just add the
possessive apostrophe, for example: the girls’ soccer team, and this is the
buildings’ owners
d. If the possessor is a plural noun (there is more than one owner), and it
doesn’t end in ‘s’, then add an apostrophe and ‘s’, for example: the games
of the children = the children’s games; the rules of the people = the
people’s rules.
Contraction: The apostrophe is used to show a letter or letters are

missing. The apostrophe is placed where the missing letter should be.
e.g. it’s – it is or it has; we’ll – we will; they’ve – they have; can’t – cannot;
he’d – he would or he had
1. Fill in the apostrophe in the correct place:

a. The children helped to clean the old ladys house.
b. My uncles friend redesigned the building.
c. You shouldnt play in unused buildings. Theyre dangerous places.
d. That trees leaves are starting to fall.
e. Im thinking of ways to make my house more practical.
f. The cities decisions were the same: all decided to follow the aims of
sustainable development.
g. Its a beautiful day!
h. Architects ideas have changed peoples lives.
69
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70
Staying Safe
Term 2
Online References
https://www.savethechildren.org – Save the Children is a worldwide organisation that

encourages families to learn more about issues that are uniquely related to children.
Staying Safe | Weeks 7 & 8 | Cycle 4
LSC
Fiction Text: On a knife’s edge
Figurative
language Debbie was feeling on top of the world. It was a sunny Saturday
on top of the
world – meaning
morning in Bloemfontein, and she was off to her job at the mall. Every
to be very happy Saturday she worked at the book shop and she was slowly
managing to save some money. She wished she could earn
more, but for now, while she was still at school, this seemed to
CS
be the only way.
Can you connect
to Debbie wanting ‘Bye Mom,’ she yelled, closing the door.
to earn some
money and
getting a job? ‘Bye, honey!’ her mom called back. ‘Have a good day. See you later.’
72
At the mall, Debbie greeted the security guard, Jake. She’d got to know
him as she’d seen him every Saturday for nearly a year.
‘Morning Jake,’ she waved. He nodded and smiled in response.
It was a busy day at the mall. It seemed everyone wanted to buy books
and Debbie was occupied with customers for three hours until her
break. Just then her phone beeped, and she saw a message from her
friend, Lisebo. LSC
Colloquial
‘Hey, how RU? Come meet for coffee at our fave place. I’m here with a language
surprise!’ fave: short for
favourite
73
Debbie’s heart lifted when she saw the message from Lisebo. She
LSC
hadn’t been at school for two days and she hadn’t replied to any
Figurative messages. Debbie walked through the mall and saw her sitting at a
language
heart lifted:
booth. But Lisebo wasn’t alone. She was sitting with a boy. No, actually,
meaning to feel a man!
joy, relief
74
‘Hi!’ said Debbie, sitting down. ‘So good to see you, Lis!’ she said. And
LSC
then turning to the stranger, ‘Hi, I’m Debbie.’
Figurative
‘And you’re just as beautiful as your friend said you would be,’ the man language
said looking her up and down. ‘I’m Alan.’ wouldn’t make
eye contact: –
meaning wouldn’t
Debbie didn’t know what to say. She felt very uncomfortable. She looked look into her eyes
at her friend, but Lisebo wouldn’t make eye contact with her. She
Figurative
seemed very sleepy and out of it. She noticed a beautiful shiny bracelet language
on her friend’s wrist. out of it –
meaning sleepy,
not focused or
concentrating
75
‘Hey, nice jewellery. And is that a new jacket? I approve!’ Debbie smiled at her
friend.
‘Oh, Alan got this stuff for me,’ Lisebo shrugged. She glanced at Alan and he
nodded at her. ‘So Debbie, would you also like to get some new stuff? And make
some money?’ she asked.
‘Of course! It’s not like I’m earning big bucks slogging away here!’ Debbie
laughed. ‘What’s the job?’
76
‘Well sweetie, it’s so easy.You can come with us and we can start right
now,’ Alan said starting to get up. He took Lisebo’s hand and as he CS
pulled her, her sleeve went up and Debbie saw a dark purple bruise on Can you connect
her arm. to Debbie’s
feeling in her
stomach ‘telling’
What’s that, Lisebo?’ Debbie asked, getting a twisty feeling in her something is
her stomach. ‘And why haven’t you been at school? And why didn’t wrong, and she is
you answer my messages?’ in danger? Have
you ever felt that
feeling in your
‘Come on, kids. I’ve had enough small talk!’ Alan pulled Lisebo stomach?
roughly to her feet and then grabbed Debbie’s arm too and
pulled her. ‘You want to start earning! Let’s go!’ LSC
Figurative
language
small talk –
polite talk about
unimportant
things
CS
Can you connect

Alan’s behaviour
to anything else
you’ve read or
heard about?
77
Debbie was terrified. What was going on? This couldn’t be real. Why
LSC
couldn’t she scream?
Figurative
language Alan pushed them through the mindless shoppers, gripping their arms
mindless – painfully. They were just about to go out into the car park when Jake
meaning the
shoppers do have appeared in front of them.
minds, but they
are not aware of ‘Everything okay here, Debbie?’ he asked with concern.
what’s going on,
they are just going
with the crowds in
the mall
78
Debbie finally found her voice. ‘No!’ she shouted! ‘He’s kidnapping us! LSC
Look what he did to my friend!’ she pointed to Lisebo’s arm.
Figurative
Jake was radioing for help, but Alan seemed to have slipped into the language
found her voice
crowds and melted away. – meaning to be
able to talk again
Debbie fell to the floor in relief and shock. She’d heard about this, and after not being
able to
how quickly it happened, but she never, ever thought she’d nearly be a
victim herself. She looked at up Jake and started to cry. Figurative
language
melted –
meaning that
he disappeared
amongst the
people as though
he’d melted like
ice in water
79
Decoding Skills
Phonic sounds
br ng
_______________________________________________
Phonic words
bring brave brain thing song wing

_______________________________________________
Word Find
book.
s w i -th
d th- ay a
br e ng n
_______________________________________________
Sight or High Frequency Words

school live after thought learn

rights hurt adults alert teenagers
_______________________________________________
Theme Vocabulary
opportunities vulnerable neglect gripping citizenship

protection earn occupied jewellery bruise
exploitation kidnap shock victim
80
Decodable Texts
The bird that was hurt
A bird had a wing. A bird had a hurt wing. What had the bird hurt? The bird had
hurt its wing. The bird was vulnerable. The bird was vulnerable with a hurt wing.
How was the bird vulnerable? The bird was vulnerable with a hurt wing.
The teenagers thought they could help. The teenagers thought they could help
the bird with the hurt wing. The teenagers thought they could help the bird with
the hurt wing after school. ‘What can we bring you, bird?’ said the teenagers.
‘What can we bring you after school?’ said the teenagers.
‘Bring me a song,’ said the bird with the hurt wing. ‘Bring me a song after school,’
said the bird. The bird asked for a song after school. So, the teenagers went
to school. So, the teenagers went to school to learn. At school the teenagers
learn from adults. At school the teenagers learn from one another. Who do the
teenagers learn from? The teenagers learn from adults and one another.
After school, the teenagers found it. After school, the teenagers found the bird
with the hurt wing. The teenagers had a song. The teenagers had a song in their
brains. The teenagers had a song in their brains
to help the bird. Where was the song for
the bird? The song for the bird was in
the teenagers’ brains.
The song could help the bird

to be alert. The song could
help the bird to live. How
could the song help the
bird? The song could
help the bird to be
alert and to live. What
a thing! What a
thing was this
song! This song
could stop the
bird’s hurt. This
song could stop
the wing from
hurting. This song
could stop the bird’s
wing from hurting. What
a thing was this song!
81
Children’s rights
At school I learn. At school
I learn about my rights.
At school I learn about
my rights and we learn
about how to protect one
another. What do I learn
at school? At school I learn
about my rights and we
learn about how to protect
one another.
Children can be vulnerable. Children can be vulnerable and they can be hurt. So, I
must be alert. I must be alert and know my rights. I must be alert and know how
to protect my rights. What must I be? I must be alert and know how to protect
my rights.
Some adults want to hurt children. Some adults want to hurt vulnerable children.
Who do some adults want to hurt? Some adults want to hurt vulnerable children.
There is danger. There is danger in the world. Where is there danger? There is
danger in the world. But it is my right to be safe. But it is my right to be treated
with kindness. What are my rights? It is my right to be safe and treated with
kindness. I want to live with kindness. I want to live where there is no hurt. How
do I want to live? I want to live with kindness and where there is no hurt.
But some adults bring danger. Some adults bring hurt. What do some adults
bring? Some adults bring danger and hurt. So, we must be alert. As children, we
must be alert. Who must be alert? Children must be alert.
I’ve thought about a safe world. I’ve thought about a safe future. I dream about
a safe future for all vulnerable children. What do I dream about? I dream about
a safe future for all vulnerable children. Here is the thing: after I dream, I think of
my rights. After I dream, I learn more about my rights. It is my right to be safe. It
is my right to be treated with kindness.
1. What does the person in this story learn about at school?

At school this person learns about …. and ….
2. Why must children be alert and know their rights?

Children must be alert and know their rights because…
3. What does the person in the story dream about?

The person in the story dreams about…
82

Non-Fiction Text: Speech to the Grade 7s
Good morning, Grade 7s. My name is
Sergeant Nandi Masiko. I work at the
Child Protection Unit. I have come
to talk to you today about a very
serious thing: keeping yourselves safe! A
Vocab
Z
Now, I’m sure you feel very grown up vulnerable –

and you’re nearly finished primary unsafe, at risk,
could be hurt,
school…but you are still children physically or
and you are still vulnerable emotionally
to abuse and even to child child traffickers
traffickers. – People who take
children from their
Here are some things you need to homes and make
them work when
know: they are underage
like slaves.
1. Think of an adult whom you can trust
and talk to. If you are being
abused or feel unsafe in
any way, you must tell
someone.
2. Abusers and traffickers can be

people you know. They can live in your
community and be well-dressed. If you feel unsafe with someone, do not
ever be alone with that person, even if you know them.
3. Be aware in a public place. Don’t accept money, presents or a lift from

anyone you don’t know well.
4. If someone grabs you, scream! Two children go missing every day in

South Africa, possibly more. 23% of those children are never found.
5. The Internet is great for many things, but it’s also extremely
dangerous. Never accept friend requests from strangers. Never
give out your personal information (where you live, where you go
to school, who your friends are, and so on). Never agree to meet
anyone that you’ve met online.
A
Z Vocab
6. Look out for your friends and classmates. Has this person’s
behaviour changed? Is the person fearful? Are they depressed and anxious – nervous
anxious? Does the person have bruises? or worried
83
7. If you feel worried or uncomfortable, go with your gut and get out
A
Z Vocab of the situation or tell an adult you trust in authority.
Figurative Grade 7s, I wish I didn’t have to talk about this, but information is
language
go with your
protection.You need to educate yourselves and be aware. Abuse and
gut – meaning child trafficking are all around and you need to know the dangers. The
to trust your eye doesn’t see what the mind doesn’t know. There are people who are
instincts, your
natural feeling. there to help.You are not alone.
Often our
stomach (our gut) And now, are there any questions?
will ‘tell’ us when
something feels _________________________________________
unsafe or wrong.
Figurative 1. Who has come to speak to the Grade 7s? What is she speaking
language
the eye doesn’t about?
see what the …has come and she is speaking about …
mind doesn’t
know – meaning
if you know what 2. True or false: Abusers will always be bad, scary people.
the danger signs
are, you are
Explain your answer
more likely to see The statement is true/false, because…
danger, and to
protect yourself
3. How many children go missing in South Africa every day? Why do
you think this happens?
…go missing every day. I think this happens because ….
4. List 3 things you should never do when you’re online.

You should never…, …, or …
5. Your stomach will feel funny if you are uncomfortable or scared.

Quote the expression that shows you must trust your stomach and
leave a bad situation.
The expression is: ….
6. Sergeant Masiko said ‘information is protection’. What do you think

you need to know to protect yourself from abuse?
To protect myself from abuse, I think I must know…
84
Visual Text: RSA Social Development Poster
Let us all protect children

during covid-19 and beyond
Report child abuse, neglect
and exploitation
CRIME STOP
Toll free: 08600 10 111
CHILDLINE
Toll fere: 0800 055 555
www.childline.org.za
DEPARTMENT OF SOCIAL DEVELOPMENT

Toll free: 0800 60 10 11
www.dsd.gov.za
Building a Caring Society Together.
c t A Ch
te
• Pro
i ld•
il d
Pr
te
o
ct A C
85
Organisations listed on the poster:
Department of Social Development
NDA – National Development Agency
SASSA – South African Social Security Agency

_______________________________________________
1. What is this poster giving information about?

This poster is…
2. What is the Crime Stop toll-free number and the Childline toll-free number
you can call if you need to report abuse?
The Crime Stop number is…
The Childline number is…
3. In the picture, an adult hand is holding the children. What message / idea is
this picture trying to share?
The message that the picture is trying to share is …
_______________________________________________
Social Development poster: Challenge your brain!

1. What does your eye first focus on when you look at this poster? Why do you
think it was designed this way?
My eye first focuses on the …… I think it was designed this way so that…
2. Read all the words and look at the picture. How does the picture support
what the words are saying (‘Working together to protect children’)?
The picture and the words are all….
86
Complete the following mind map on: Speech to the Grade 7s
Point 1: Abusers
are not always
strangers
• they can be people you know

• they can live in your community
Speech to the
Point 2 Point 3
Grade 7s
• _________________ • _________________
• _________________ • _________________
• _________________ • _________________
Point 4 Point 5
• _________________ • _________________
• _________________ • _________________
• _________________ • _________________
st
e re t he mo d then
wh an
r i b l e crime e abducted lso
ter ar a
c k i n g is a n d c h ildren rafficking is
fi
n traf men a s. Human t
Huma le women, e
l n e r ab s t t h e ir wish 0 milli
on
v u g a i n e r y ’ . a n d 4
ed a slav 20
enslav odern-day e b e t ween ing today.
ar k
called
‘M
t h a t there uman traffic 50 000
t e d o f h t h a n
estima ictims at mo
re
• It is e that are v at e d t h
peopl s b e e n estim Mexico.
t ha m
t h e USA, i fficked in fro l
• In are tr
a
N ationa
e o p l e l t h e Interesting
p
c a n cal
ns Facts
o u t h Africa king Hotline o report
• S f fi c o r t
n Tra help ing.
Huma 2 777) for man traffick
22 hu
(0800 involved in
e
anyon
87

Read Speech to the Grade 7s then answer the questions that follow.
An imperative verb
• This verb gives an instruction or command. It tells someone to do
something.
• It is usually at the beginning of the sentence, but not always.
• Sometimes there is no subject before the verb, but we understand who
the subject is because of the sentence.
• Imperative verbs can be in the negative.
For example, ‘Wash the dishes!’

‘Don’t make a mess!’
1. Read the following warnings from Sergeant Masiko and write down the
imperative verb. (Remember they can be in the negative.)
a. Know an adult whom you can trust and talk to.
b. Be aware in a public place.
c. Don’t accept money or presents or a lift from anyone you don’t know well.
d. If someone grabs you, scream!
e. Never accept friend requests from strangers.
f. Never agree to meet anyone that you’ve met online.
g. Look out for your friends and classmates
2. Now, imagine you are telling a child how to protect herself. Write an instruction
starting with an imperative verb.
88
Colons and semicolons are two types of punctuation.

• Colons (:) are used in sentences to show that something is following,
like a quotation, explanation, or list.
For example, Nelson Mandela said: ‘Education is the most powerful
weapon you can use to change the world.’
She could only focus on one thing: her exams.
I need to get the following from the shop: milk, bread, oranges, and soap.
• Semicolons (;) are used to join two related independent clauses, instead
of using a full stop or a conjunction.
E.g.: My older sister is a doctor; my younger sister is a dancer.
3. Punctuate the following sentences, filling in the necessary colons or

semicolons.
a. Every holiday we do the following sleep late, see our friends and watch
movies.
b. I love reading novels and stories my cousin prefers nonfiction about our
planet.
c. She marched into the room and said ‘I am ready! Let’s go!’
d. I looked around before I went out I needed to make sure everything was
okay.
e. South Africa is filled with great things to visit game parks, beaches,
mountains, and museums.
4. Change the following sentences into the present progressive tense.

a. They walk to school despite the weather.
b. Bongi talks to her friends about the soccer game.
c. Even though Olwethu laughs, he feels sad inside.
d. They cook the best food.
e. Don’t disturb me while I read.
5. Rewrite the following sentences in your exercise book. Include all punctuation
marks. Notice that the sentences show direct speech.
a. Are you ready to leave? I’ve been waiting for half an hour! she said
impatiently.
b. Yusuf whispered, I’m really scared. This doesn’t feel safe.
89
Antonyms are words with opposite meanings.
Examples: big – small

kind – mean
6. Connect the adjective in Column A with its antonym in Column B.

Column A Column B
a. public dangerous
b. depressed private
c. safe scruffy
d. vulnerable harm
e. protect resilient
f. well-dressed cheerful
An idiom is an expression or saying where the words don’t mean exactly

what they say. There is an extra, hidden meaning.
Example: I jumped out of my skin! (got a big fright and was very scared)
7. Use the following figurative expressions in your own sentence

a. go with your gut
b. out of it
c. found her/his voice
_______________________________________________
90

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First Additional Language

Learner Book | Book 1

The Legacy Continues 1

tity my voice words

Independent Reading Skills 59

thinking analyse our planet resilient

Language Structures & Conventions: Practice 87

creativity identity our pla

Teacher Guidelines: How to use this book

Orientation to the structure of this reading programme

Differentiation of activities: technical decoding

Differentiation of activities: reading comprehension

Gaining a better understanding of technical decoding

This programme helps learners to build their decoding skills as follows:

1. In every theme, a few English phonic sounds are revised

2. In every theme, a few English phonic words are revised

3. In every theme, there is an English word find activity

5. In every theme, a list of theme vocabulary words is also included

6. In every theme, two short decodable texts are included

Gaining a better understanding of reading comprehension

1. First, learners must look at the text features to ascertain:

What do these text features tell me about the text?

2. Secondly, learners must scan the text and do the following:

What do these words have in common?

3. Thirdly, learners must read the text as follows:

What kind of information is this question asking me for?

Please remind learners of the following key points:

2. Vocabulary is a very important part of this. We must take time to study

5. We must try to read as much as we can on our own. Reading is a skill

Teacher Guidelines Summary

Independent Language Structures

Challenge Your Comprehension

Weeks 1 & 2 | Cycle 1

https://kids.kiddle.co/Slave_trade - Kiddle has a wide range of interesting facts

https://youtu.be/dnV_MTFEGIY - Extra History is an animated and exciting

CS Fiction Text: The return

Just then two boys came running in followed by their dad.

‘Mom! We’re so hot! Can we go to the beach?’ they panted.

“My thoughts exactly,’ Ashante said with a smile.

chomp chop rich pain gain rain

Sight or high frequency words

away took stop never every slaves

unstable branded inferior final straw outraged

The violence of slavery

1. What is one kind of violence called?

2. What is one thing that a slave could never do?

3. What can’t we accept?

Independent Reading Skills

1. Who wrote this email and where is she?

Visual Text: Oak Alley Brochure

Slaves where the slaves lived and

1. How did the plantation get its name?

Oak Alley Brochure: Challenge your brain!

Language Structures & Conventions: Practice

1. Punctuate the following direct speech correctly:

The dependent (subordinate) clause has a finite verb, but it is

Synonyms are words with similar meanings.

Antonyms are words with opposite meanings.

An idiom is an expression or saying where the words don’t mean