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Intermediate Phase Grade 4 • Facilitator’s Guide

English Home Language CAPS IEB English Home Language

home classroom college workplace

Facilitator’s Guide

2004-E-EHL-FG01

English Home Language Facilitator’s guide

2004-E-EHL-FG01

Í4$È-E-EHL-FG01ÃÎ

Grade 4

CAPS aligned

J Mansfield A Mills W Pichler

Facilitator’s Guide G04 ~ English Home Language

CONTENTS

LESSON ELEMENTS �� 11 PREFACE �� 12 TIMETABLE AND TIME MANAGEMENT �� 13 ASSESSMENT REQUIREMENTS �� 14 YEAR PLAN �� 15 UNIT 1: Weeks 1 – 2 �� 16 Lesson 1: Tell me a story ��16 SECTION 1: LISTENING AND SPEAKING ��17 Activity 1: Listen to a story.......................................................................................................17 Activity 2: Answer questions on the story.........................................................................20 SECTION 2: READING AND VIEWING..................................................................................21 Activity 3: Read a story..............................................................................................................21 Activity 4: Answer questions on the story.........................................................................24 Activity 5: Read aloud.................................................................................................................25 Activity 6: Use a dictionary.......................................................................................................26 Activity 7: Read independently...............................................................................................27 Activity 8: Read for fun...............................................................................................................28 SECTION 3: WRITING AND PRESENTING ��28 Activity 9: The writing process...............................................................................................28 Activity 10: Plan a paragraph about family or friends .................................................30 Activity 11: Write the first draft.............................................................................................31 Activity 12: Edit, proofread and present a paragraph..................................................31 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS ��31 Activity 13: Identify simple sentences.................................................................................31 Activity 14: Punctuation............................................................................................................33

UNIT 1: Weeks 3 – 4.................................................................................................................... 35 Lesson 2: Make music ��35 SECTION 1: LISTENING AND SPEAKING ��36 Activity 15: Listen to a song.....................................................................................................36 Activity 16: Perform the song..................................................................................................40 SECTION 2: READING AND VIEWING ��41 Activity 17: Read a song.............................................................................................................41 Activity 18: Talk about the song.............................................................................................43 Activity 19: Answer questions on a song...........................................................................44 Activity 20: Read by yourself...................................................................................................46 Activity 21: Read for fun............................................................................................................46 SECTION 3: WRITING AND PRESENTING ��47 Activity 22: Brainstorm ideas for a song............................................................................47 Activity 23: Write the first draft of a song..........................................................................48 Activity 24: Revise, edit and proofread a song.................................................................48 Activity 25: Present a song.......................................................................................................48 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS ��49 Activity 26: Concrete and abstract nouns..........................................................................49 Activity 27: Compound nouns ................................................................................................51 3

Facilitator’s Guide G04 ~ English Home Language

UNIT 1: Weeks 5 – 6....................................................................................................................52 Lesson 3: In the library............................................................................................................................... 52 SECTION 1: LISTENING AND SPEAKING ��53 Activity 28: Listen to story........................................................................................................53 Activity 29: Arrange the pictures in order.........................................................................56 SECTION 2: READING AND VIEWING ��58 Activity 30: Read a story............................................................................................................58 Activity 31: Answer language questions............................................................................61 Activity 32: Read aloud..............................................................................................................62 Activity 33: Read independently............................................................................................63 Activity 34: Read for fun............................................................................................................63 SECTION 3: WRITING AND PRESENTING ��63 Activity 35: Record words in a personal dictionary......................................................63 Activity 36: Brainstorm and plan a folktale......................................................................65 Activity 37: Write and edit the first draft...........................................................................66 Activity 38: Proofread the story and present it neatly.................................................66 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS ��67 Activity 39: Complex sentences..............................................................................................67 Activity 40: Roots, prefixes and suffixes.............................................................................68 UNIT 1: Weeks 7 – 8....................................................................................................................71 Lesson 4: Cook it........................................................................................................................................... 71 SECTION 1: LISTENING AND SPEAKING ��72 Activity 41: Listen to instructions.........................................................................................72 Activity 42: Give and follow instructions...........................................................................74 SECTION 2: READING AND VIEWING ��74 Activity 43: Read instructions.................................................................................................74 Activity 44: Follow the instructions.....................................................................................76 Activity 45: Comprehension....................................................................................................76 Activity 46: Paired reading.......................................................................................................77 Activity 47: Read for fun............................................................................................................78 SECTION 3: WRITING AND PRESENTING ��78 Activity 48: Record words in a personal dictionary......................................................78 Activity 49: Brainstorm and plan a set of instructions.................................................79 Activity 50: Write the first draft.............................................................................................80 Activity 51: Revise and edit the first draft.........................................................................80 Activity 52: Proofread and write the final version.........................................................81 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS ��81 Activity 53: Pronouns.................................................................................................................81 Activity 54: Subject and object...............................................................................................83 UNIT 1: Weeks 9 – 10.................................................................................................................86 Lesson 5: In the news.................................................................................................................................. 86 SECTION 1: LISTENING AND SPEAKING ��87 Activity 55: Listen to a newspaper article.........................................................................87 Activity 56: Prepare and present a speech........................................................................91 SECTION 2: READING AND VIEWING ��92 Activity 57: Find newspaper headlines and an article.................................................92 Activity 58: Read a newspaper article.................................................................................93 © Optimi

Facilitator’s Guide G04 ~ English Home Language

Activity 59: Answer comprehension questions...............................................................96 Activity 60: Answer language questions............................................................................96 Activity 61: Read independently............................................................................................97 Activity 62: Read for fun............................................................................................................98 SECTION 3: WRITING AND PRESENTING ��99 Activity 63: Dictionary work....................................................................................................99 Activity 64: Brainstorm and plan a newspaper article..............................................101 Activity 65: Write and edit the first draft........................................................................101 Activity 66: Proofread and present an article...............................................................102 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 102 Activity 67: Sentence types...................................................................................................102 Activity 68: Plurals....................................................................................................................104

UNIT 2: Weeks 1 – 2..................................................................................................................109 Lesson 6: Whatever the weather.......................................................................................................... 109 SECTION 1: LISTENING AND SPEAKING �� 110 Activity 69: Weather words...................................................................................................110 Activity 70: Watch a weather report.................................................................................111 SECTION 2: READING AND VIEWING �� 112 Activity 71: Match words and definitions.......................................................................112 Activity 72: Study a weather forecast...............................................................................113 Activity 73: Compare graphs................................................................................................115 Activity 74: Read independently.........................................................................................116 Activity 75: Read for fun.........................................................................................................117 SECTION 3: WRITING AND PRESENTING �� 117 Activity 76: Record the weather..........................................................................................117 Activity 77: Design a weather chart...................................................................................117 Activity 78: Plan a weather report.....................................................................................118 Activity 79: Present a weather report..............................................................................119 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 119 Activity 80: Present, past and future tense....................................................................119 Activity 81: Adjectives and degrees of comparison....................................................120 UNIT 2: Weeks 3 – 4 ��124 Lesson 7: What am I like? �� 124 SECTION 1: LISTENING AND SPEAKING �� 125 Activity 82: Listen to a short story.....................................................................................125 Activity 83: Learn about characters..................................................................................128 SECTION 2: READING AND VIEWING �� 129 Activity 84: Read a short story.............................................................................................129 Activity 85: Answer comprehension questions............................................................131 Activity 86: Read aloud...........................................................................................................133 Activity 87: Read independently.........................................................................................134 Activity 88: Read for fun.........................................................................................................134 SECTION 3: WRITING AND PRESENTING �� 134 Activity 89: Use a dictionary.................................................................................................134 Activity 90: Brainstorm a description of a character.................................................135 Activity 91: Write the first draft .........................................................................................137 Activity 92: Present a character sketch neatly..............................................................138 5

Facilitator’s Guide G04 ~ English Home Language

SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 138 Activity 93: Subject-verb agreement ................................................................................138 Activity 94: Transitive and intransitive verbs...............................................................139

UNIT 2: Weeks 5 – 6..................................................................................................................144 Lesson 8: Fables and myths................................................................................................................... 144 SECTION 1: LISTENING AND SPEAKING �� 145 Activity 95: Listen to a fable..................................................................................................145 Activity 96: Do a summary and have a discussion......................................................148 SECTION 2: READING AND VIEWING �� 150 Activity 97: A Greek myth......................................................................................................150 Activity 98: Answer comprehension questions............................................................153 Activity 99: Read independently and write a summary...........................................153 Activity 100: Answer language questions on a fable..................................................154 Activity 101: Read for fun......................................................................................................156 SECTION 3: WRITING AND PRESENTING �� 157 Activity 102: Brainstorm and plan a fable......................................................................157 Activity 103: Write the first draft.......................................................................................158 Activity 104: Revise, edit and proofread a fable �� 158 Activity 105: Present a fable.................................................................................................159 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 159 Activity 106: Find meanings for idioms and proverbs..............................................159 Activity 107: Verbs....................................................................................................................160 UNIT 2: Weeks 7 – 8 ��165 Lesson 9: Make it �� 165 SECTION 1: LISTENING AND SPEAKING �� 166 Activity 108: Listen to- and follow instructions...........................................................166 Activity 109: Listen to- and give directions....................................................................168 SECTION 2: READING AND VIEWING �� 169 Activity 110: Read- and follow instructions...................................................................169 Activity 111: Fun with bubbles............................................................................................171 Activity 112: Read independently......................................................................................174 Activity 113: Read for fun......................................................................................................175 SECTION 3: WRITING AND PRESENTING �� 175 Activity 114: Brainstorm and write instructions.........................................................175 Activity 115: Write the first draft.......................................................................................176 Activity 116: Revise, edit and proofread instructions...............................................176 Activity 117: Present instructions neatly........................................................................177 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 177 Activity 118: Verbs....................................................................................................................177 Activity 119: Future tense......................................................................................................178 UNIT 3: Weeks 1 – 2..................................................................................................................180 Lesson 10: Read for fun �� 180 SECTION 1: LISTENING AND SPEAKING �� 181 Activity 120: Listen to an extract from a novel.............................................................181 Activity 121: Answer questions and have a discussion............................................184 © Optimi

Facilitator’s Guide G04 ~ English Home Language

SECTION 2: READING AND VIEWING �� 185 Activity 122: Read an extract from a novel.....................................................................185 Activity 123: Discuss features of the extract..................................................................188 Activity 124: Answer comprehension questions.........................................................190 Activity 125: Use a dictionary and read independently............................................191 Activity 126: Read for fun......................................................................................................192 SECTION 3: WRITING AND PRESENTING �� 193 Activity 127: Write a diary.....................................................................................................193 Activity 128: Plan a diary.......................................................................................................195 Activity 129: Write the first draft and revise.................................................................195 Activity 130: Present a diary neatly..................................................................................195 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 196 Activity 131: Adverbs...............................................................................................................196 Activity 132: Simple and complex sentences................................................................197

UNIT 3: Weeks 3 – 4..................................................................................................................199 Lesson 11: Into the forest �� 199 SECTION 1: LISTENING AND SPEAKING �� 200 Activity 133: Listen to an information text.....................................................................200 Activity 134: Share experiences and have a discussion............................................203 SECTION 2: READING AND VIEWING �� 203 Activity 135: Read short information texts....................................................................203 Activity 136: Read an information text............................................................................205 Activity 137: Answer comprehension questions.........................................................207 Activity 138: Answer language questions.......................................................................208 Activity 139: Read independently......................................................................................209 Activity 140: Read aloud.........................................................................................................212 Activity 141: Read for fun......................................................................................................212 SECTION 3: WRITING AND PRESENTING �� 212 Activity 142: Brainstorm ideas for descriptive paragraphs....................................212 Activity 143: Write the first draft.......................................................................................213 Activity 144: Revise, edit and proofread paragraphs.................................................213 Activity 145: Present paragraphs neatly.........................................................................214 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 214 Activity 146: Prepositions.....................................................................................................214 Activity 147: Continuous tense............................................................................................215 UNIT 3: Weeks 5 – 6 ��219 Lesson 12: Fun with poems �� 219 SECTION 1: LISTENING AND SPEAKING �� 220 Activity 148: Listen to a poem.............................................................................................220 Activity 149: Perform a poem..............................................................................................224 SECTION 2: READING AND VIEWING �� 225 Activity 150: Read two short poems.................................................................................225 Activity 151: Read a poem based on a fairy tale..........................................................227 Activity 152: Read more poems..........................................................................................230 Activity 153: Paired reading.................................................................................................232 Activity 154: Read for fun......................................................................................................232 7

Facilitator’s Guide G04 ~ English Home Language

SECTION 3: WRITING AND PRESENTING �� 232 Activity 155: Write a poem....................................................................................................232 Activity 156: Write the first draft of a poem..................................................................233 Activity 157: Revise, edit and proofread a poem.........................................................234 Activity 158: Write and present a poem..........................................................................234 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 235 Activity 159: Abbreviations...................................................................................................235 Activity 160: Conjunctions....................................................................................................236

UNIT 3: Weeks 7 – 8 ��238 Lesson 13: Schedule it �� 238 SECTION 1: LISTENING AND SPEAKING �� 239 Activity 161: Talk about a schedule...................................................................................239 Activity 162: Answer questions orally.............................................................................241 SECTION 2: READING AND VIEWING �� 242 Activity 163: Study a schedule.............................................................................................242 Activity 164: Study a TV schedule .....................................................................................244 Activity 165: Read instructions on how to make a cup of tea................................245 Activity 166: Read independently......................................................................................249 Activity 167: Read for fun......................................................................................................249 SECTION 3: WRITING AND PRESENTING �� 250 Activity 168: Use a thesaurus...............................................................................................250 Activity 169: Study the graph and write a paragraph................................................250 Activity 170: Revise, edit and proofread a paragraph...............................................252 Activity 171: Present a paragraph neatly........................................................................252 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 252 Activity 172: Phrasal verbs....................................................................................................252 Activity 173: Root words........................................................................................................253 UNIT 3: Weeks 9 – 10.............................................................................................................. 256 Lesson 14: Drama, drama....................................................................................................................... 256 SECTION 1: LISTENING AND SPEAKING �� 257 Activity 174: Watch a play.....................................................................................................257 Activity 175: Role play a dialogue......................................................................................258 SECTION 2: READING AND VIEWING...............................................................................259 Activity 176: Read dialogues................................................................................................259 Activity 177: Read two scenes from a play.....................................................................262 Activity 178: Comprehension test......................................................................................265 Activity 179: Language in context questions.................................................................267 Activity 180: Read for fun......................................................................................................268 SECTION 3: WRITING AND PRESENTING �� 269 Activity 181: Write a dialogue..............................................................................................269 Activity 182: Write the first draft.......................................................................................270 Activity 183: Revise, edit and proofread the first draft.............................................270 Activity 184: Write the dialogue neatly...........................................................................271 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 271 Activity 185: Reflexive pronouns........................................................................................271 Activity 186: Collective nouns..............................................................................................272 © Optimi

Facilitator’s Guide G04 ~ English Home Language

UNIT 4: Weeks 1 – 2..................................................................................................................275 Lesson 15: It’s a social issue �� 275 SECTION 1: LISTENING AND SPEAKING �� 276 Activity 187: Listen to a newspaper article....................................................................276 Activity 188: Discuss a newspaper article......................................................................277 SECTION 2: READING AND VIEWING �� 280 Activity 189: Find newspaper articles..............................................................................280 Activity 190: Read a newspaper article...........................................................................281 Activity 191: Complete a crossword..................................................................................283 Activity 192: Read independently and compare texts...............................................284 Activity 193: Read for fun......................................................................................................285 SECTION 3: WRITING AND PRESENTING �� 285 Activity 194: Write a newspaper article..........................................................................285 Activity 195: Write the first draft.......................................................................................286 Activity 196: Revise, edit and proofread the article...................................................286 Activity 197: Present the article..........................................................................................286 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 287 Activity 198: Apostrophes.....................................................................................................287 Activity 199: Language exercises........................................................................................289 UNIT 4: Weeks 3 – 4..................................................................................................................291 Lesson 16: The diary of ........................................................................................................................... 291 SECTION 1: LISTENING AND SPEAKING �� 292 Activity 200: Listen to diary entries..................................................................................292 Activity 201: Listen to summaries.....................................................................................295 SECTION 2: READING AND VIEWING �� 296 Activity 202: Read a story......................................................................................................296 Activity 203: Read a letter.....................................................................................................299 Activity 204: Use a dictionary and read diary entries...............................................301 Activity 205: Read independently and retell the story..............................................304 Activity 206: Read aloud for assessment........................................................................304 Activity 207: Read for fun......................................................................................................304 SECTION 3: WRITING AND PRESENTING �� 305 Activity 208: Write diary entries........................................................................................305 Activity 209: Plan a letter.......................................................................................................305 Activity 210: Write the first draft.......................................................................................306 Activity 211: Present a letter................................................................................................306 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 306 Activity 212: Noun phrases and clauses..........................................................................306 Activity 213: Revise adverbs and pronouns...................................................................308

UNIT 4: Weeks 5 – 6..................................................................................................................310 Lesson 17: Attention-grabbing adverts �� 310 SECTION 1: LISTENING AND SPEAKING �� 311 Activity 214: Listen to radio adverts.................................................................................311 Activity 215: Watch TV adverts...........................................................................................312 9

Facilitator’s Guide G04 ~ English Home Language

SECTION 2: READING AND VIEWING �� 313 Activity 216: Study an advert...............................................................................................313 Activity 217: Read a billboard..............................................................................................314 Activity 218: Read an information text............................................................................316 Activity 219: Read independently......................................................................................317 Activity 220: Read for fun......................................................................................................318 SECTION 3: WRITING AND PRESENTING �� 318 Activity 221: Design an advert.............................................................................................318 Activity 222: Design the first draft of an advert...........................................................319 Activity 223: Revise, edit and proofread an advert.....................................................319 Activity 224: Present the final advert...............................................................................319 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 319 Activity 225: Use direct speech...........................................................................................319 Activity 226: Change direct speech to reported speech............................................321

UNIT 4: Weeks 7 – 8................................................................................................................. 323 Lesson 18: Time for a play..................................................................................................................... 323 SECTION 1: LISTENING AND SPEAKING �� 324 Activity 227: Listen to a dialogue.......................................................................................324 Activity 228: Have a discussion...........................................................................................327 SECTION 2: READING AND VIEWING �� 328 Activity 229: Read a play........................................................................................................328 Activity 230: Answer comprehension questions.........................................................332 Activity 231: Language in context questions.................................................................333 Activity 232: Read independently......................................................................................334 Activity 233: Read for fun......................................................................................................334 SECTION 3: WRITING AND PRESENTING �� 335 Activity 234: Write a character sketch.............................................................................335 Activity 235: Write the first draft.......................................................................................336 Activity 236: Revise, edit and proofread the first draft.............................................336 Activity 237: Present a character sketch.........................................................................337 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 337 Activity 238: Main and dependent clauses.....................................................................337 Activity 239: Revise similes, metaphors, idioms and proverbs.............................338

RUBRICS ��341 REFERENCES ��349 IMAGES ��351

Facilitator’s Guide G04 ~ English Home Language

LESSON ELEMENTS

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

TIPS A useful hint to help improve skills.

LANGUAGE STRUCTURES AND CONVENTIONS Key language elements that must be studied to be understood and applied to the content of the lesson

ACTIVITY Core content and questions to test the learners knowledge

PREFACE

Facilitator’s Guide G04 ~ English Home Language

RECOMMENDED READING All the texts for this year are included in either the facilitator’s guide or the study guide. Below is a short list of recommended books for additional reading. Keep in mind that not all learners are at the same level or reading maturity. Review each book by reading a chapter or two or browsing through it to make sure it is appropriate.

Narnia (C. S. Lewis) The Nine Lives of Montezuma (Michael Morpurgo) Mr Stink (David Walliams) Billionaire Boy (David Walliams) Junie B Jones (Barbara Park) The One and Only Ivan (Katherine Applegate) Harry Potter and the Philosopher’s Stone (J. K. Rowling) Diary of a Wimpy Kid (Jeff Kinney) All children’s books by Roald Dahl including James and the Giant Peach; Matilda; Charlie and the Chocolate Factory; Charlie and the Great Glass Elevator; George’s Marvellous Medicine; Danny the Champion of the World. A Wrinkle in Time (Madeleine L’Engle) How to Train Your Dragon (Cressida Cowell) A Light in the Attic (Shel Silverstein: a book of poetry) Charlotte’s Web (E. B. White) Tale of a 4th Grade Nothing; Superfudge; Fudge a Mania; Double Fudge (Judy Blume) Mr Nobody’s Eyes (Michael Morpurgo) A Series of Unfortunate Events (Lemony Snicket) Books by Jenny Nimmo (including Henry and the Guardians of the Lost) Books by Lauren St John (The Last Leopard; The White Giraffe and series)

INTRODUCTION

This guide contains all the activities in the study guide as well as suggested answers for all activities. Unit 1 has five themed lessons. Unit 2 has four themed lessons. Unit 3 has five themed lessons. Unit 4 has four themed lessons.

At the end of units 2 and 4, learners write exams. Each lesson has four sections: • Listening and speaking • Reading and viewing • Writing and presenting • Language structures and conventions © Optimi

Facilitator’s Guide G04 ~ English Home Language

Each of these sections has activities. At the beginning of each lesson is a list of what is covered in that lesson. At the end of each lesson, there are remedial and extension activities which learners may complete if time allows.

Each activity has an allocated time. (Refer to the Timetable and Time Management for further details about the lesson and activity times.)

TIMETABLE AND TIME MANAGEMENT

Allocate 12 hours for each two-week lesson. • • • •

Listening and speaking: 2 hours Reading and viewing: 5 hours Writing and presenting: 4 hours Language structures and conventions: 1 hour

Each activity in this book has been developed to meet these times.

In your personal timetabling, account for 12 English lessons (6 hours) per week; 24 English lessons (12 hours) per two-week lesson. You could do this as follows:

Week 1 • 2 x 1-hour listening and speaking activities • 3 x 1-hour reading and viewing activities • 1 x 30-minute reading activity for independent reading • 1 x 30-minute language structures and conventions activity Week 2 • 1 x 1-hour reading and viewing activity • 1 x 30-minute reading activity for independent reading • 4 x 1-hour writing and presenting activities • 1 x 30-minute language structures and conventions activity Alternatively, structure each 12-hour lesson this way:

Week 1 • 1 x 1-hour listening and speaking activity • 3 x 1-hour reading and viewing activity • 1 x 1-hour writing and presenting activity • 1 x 1-hour writing and presenting activity • 1 x 30-minute language structures and conventions activity Week 2 • 1 x 1-hour listening and speaking activity • 2 x 1-hour reading and viewing activity • 1 x 1-hour reading and viewing activity • 2 x 1-hour writing and presenting activity • 1 x 30-minute language structures and conventions activity 13

Facilitator’s Guide G04 ~ English Home Language

GENERAL

It is a good idea to start each lesson with a discussion on the theme. Have conversation around the theme, the illustration and the puzzle/question (if applicable) on the opening page of each lesson.

Keep a list of high-frequency errors each time you control or check learners’ spoken or written work. Have a remedial session each two-week lesson to focus on correcting these errors. Allocate time during each two-week lesson to reinforce language structures and conventions covered in previous weeks.

Where questions form part of an activity, as a general rule 10 questions have been set (this is not the norm, however.) If a learner works slower than others, you may allocate certain questions for them to answer. Do not simply choose questions 1 – 5 but rather select a range of five questions from the activity. Learners must enjoy what they do. Make each activity as light and as much fun as possible.

ASSESSMENT REQUIREMENTS

Each unit contains activities that form part of the formal assessment. Refer to the portfolio book for these activities, as well as all information relating to examinations.

Facilitator’s Guide G04 ~ English Home Language

UNIT

YEAR PLAN DATE STARTED

LESSON

DATE COMPLETED

LESSON 1: Tell me a story 1

LESSON 2: Make music

LESSON 3: In the library LESSON 4: Cook it

LESSON 5: In the news

LESSON 6: Whatever the weather 2

LESSON 7: What am I like?

LESSON 8: Fables and myths LESSON 9: Make it

LESSON 10: Read for fun 3

LESSON 11: Into the forest

LESSON 12: Fun with poems LESSON 13: Schedule it

LESSON 14: Drama, drama

LESSON 15: It’s a social issue 4

LESSON 16: The diary of …

LESSON 17: Attention-grabbing adverts LESSON 18: Time for a play

Facilitator’s Guide G04 ~ English Home Language

UNIT 1: Weeks 1 – 2

Lesson 1: Tell me a story Skills Listening and speaking Listen to a story Answer questions on the story Reading and viewing Read a story Answers questions on the story Read aloud Use a dictionary Read independently Read for fun Writing and presenting The writing process Plan a paragraph about family or friends Write the first draft Edit, proofread and present a paragraph Language structures and conventions Sentence level work Identify simple sentences Spelling and punctuation Punctuation: full stops and capital letters Remedial activity Sort the nouns Extension activity Look up the meaning of words

Study guide

Time allocation

Activity 1 Activity 2

1 hour 1 hour

Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8

1 hour 1 hour 30 minutes 1 hour 30 minutes 1 hour

Activity 13

30 minutes

Activity 9 Activity 10 Activity 11 Activity 12

Activity 14

1 hour 1 hour 1 hour 1 hour

30 minutes

Facilitator’s Guide G04 ~ English Home Language

SECTION 1

SECTION 1:

LISTENING AND SPEAKING

Unit

Activity 1: Listen to a story 1 hour

Start the lesson with a conversation around the theme, the illustration and the puzzle on the opening page. This helps to engage learners and allows them to share their opinions. Always retain the fun element in each lesson because learners tend to remember facts better if the experience is enjoyable. Puzzle What does this say? HIGH HIGH HIGH HIGH HIGH Answer: High five

Read about the features of stories in the study guide with learners. Features of a story All stories have some aspects in common. Characters: people or animals in the story. Setting: where and when the story takes place. Plot: main idea of a story or rather what happens. Read the title of the story and ask learners to look at the illustrations in the study guide and to predict what the story will be about, first from the title and then from the illustrations. Their predictions must make sense in terms of the title and illustrations. Read the story aloud to learners.

Fun with friends “I’ll invite Tumelo and Rashid,” said Toki ticking them off on his fingers one by one. “That’s two and with me, we’ll be three.” “Why don’t you invite one more friend, then there’ll be four of you?” suggests Toki’s mom. Toki thinks hard. “I’ll invite Jason. No one ever seems to invite him to play.”

“That’s a good idea,” says Mom, nodding. “And seeing as they will be here the whole day perhaps we can plan an outing.” “Can we go to HighBranch Walking, pl-ee-aa-se!” begs Toki. 17

Unit

Facilitator’s Guide G04 ~ English Home Language

“I guess we could,” says Mom. “They have very good instructors to keep an eye on all of you. But I will have to ask their parents for permission first though.” “Thanks, Mom,” says Toki, giving her a quick hug.

“By the way, what would you and your friends like for lunch?” she asks, turning over the fish she is grilling for supper. “Chicken nuggets and chips would be great, thanks Mom. May we have some ice cream as well?” “Oh, all right then,” she smiles. “I’ll buy a few flavours.”

Toki is so excited he can hardly wait for the weekend. During break, he and his friends discuss how they will spend the day. Eventually Saturday arrives, and Toki is up bright and early to be ready for his friends.

They spend the morning splashing in the stream running through Toki’s garden; making bows and arrows and climbing the willow tree. At lunchtime, they wolf down their chicken nuggets, chips and ice cream. After lunch, they pile into Toki’s mom’s car for the trip to HighBranch Walking. “Remember now,” says Mom, “listen to everything the instructors tell you.”

“We will,” the boys promise eagerly. They love walking along the tightropes through the trees and they know it is very important to keep their harnesses and safety clips on. At HighBranch Walking the boys are strapped into harnesses. They listen carefully to the instructors and practise using their harnesses and safety clips on the low wires. Only after a few practise walks are they allowed on the higher wires in the treetops.

“Watch me!” shouts Jason suddenly. He loosens his clips from the guiding wire above and walks along the wire without support. The other boys stop in their tracks and stare at him. Toki’s mom watches in horror from below. There is nothing she can do but tell Jason firmly to clip his safety back on and call for an instructor. Within a minute an instructor appears and climbs quickly to where Jason is edging along the wire. Because Jason’s harness is no longer attached, the instructor has to approach him slowly and cautiously to avoid wobbling the wire Jason is balancing on. He talks to him calmly and tells him that everything will be all right. As soon as he gets close, he secures Jason’s safety clips to the overhead wire. Without another word, he leads Jason down to the ground, takes his harness off and tells him to sit and watch the others for the rest of the afternoon. © Optimi

Facilitator’s Guide G04 ~ English Home Language

2. 3. 4.

Unit

Talk about the characters, setting and main idea of the story. Characters: Toki, Tumelo, Rashid, Jason, Toki’s mom and the instructor. Setting: Toki’s home and HighBranch Walking. It is set on a Saturday morning and afternoon. Main idea: Toki invites some friends over for the day and they all go on an outing. He invites Jason to be kind but Jason lets him down and breaks the rules at HighBranch Walking. Ask learners what they think of Jason’s actions and what they think the other boys think of Jason’s actions. Ask learners to retell the story in their own words and in the correct order. Ask learners what they remember about nouns. Prompt them to find out how much they know and read and discuss the information on nouns in the study guide in detail.

Nouns A noun is a naming word. It names people, places and things.

Common nouns are the names of ordinary objects such as net, nugget, and friend.

Proper nouns name specific people or places. They always begin with a capital letter. Most nouns can be counted, for example, one friend, two friends. These are called countable nouns. Countable nouns have a singular and a plural, for example, nugget – nuggets, net – nets.

Nouns which cannot be counted, for example, water, are called uncountable nouns. These stay the same in the singular and the plural. 1.

Read this sentence from the story to learners. Without another word, he leads Jason down to the ground, takes his harness off and tells him to sit and watch the others for the rest of the afternoon.

b. c. 2.

Ask learners to identify four common nouns from the sentence.

Common nouns: word, ground, harness, afternoon.

Which of these common nouns is countable?

Words, harness, afternoon as they have plural forms.

Identify the proper noun.

Jason

Read this sentence to learners. They wolf down their chicken nuggets, chips and ice cream.

Ask learners to identify the uncountable noun in the sentence.

Uncountable noun – ice cream. Ice cream may also be a countable noun when it is an ice cream cone or ice cream on a stick. Then one would be able to count them.

Uncountable nouns can be counted when they are in containers, for example, a glass of water, an ice cream cone, a bottle of oil.

Unit

1 Activity 2: Answer questions on the story

Facilitator’s Guide G04 ~ English Home Language

1 hour

Read the hints on how to listen in the study guide. How to listen properly Listening is an important skill. Listen carefully the first time someone reads a text or story. Try to form a picture in your mind of what the story is about. Take notes when the story is read for the second time. How to take notes Read through any questions you have to answer before listening. This way you will know what to listen for. Only write down important points, do not write full sentences. 1. 2.

Read the questions to the learners before reading the story in Activity 1 the second time. Ask learners to write 1 – 10 in their exercise books. Now read the questions one by one for the learners to answer. They only have to write the letter of the correct answer.

Activity 2: MEMORANDUM

Total marks: 10: One mark for each correct answer. 1. How many friends did Toki invite? (1) a) Two b) One c) 4 d) Three 2. Which answer is correct? Toki was _______ going to HighBranch Walking. (1) a) looking forward to b) wasn’t too sure about c) was worried about d) both a) and b) 3. Toki decided to invite Jason because _____. (1) a) they were best friends b) Jason had never visited him before c) his mom thought it would be a good idea d) not many people invited Jason over to play 4. What did Toki want for lunch? (1) a) Hamburgers, chips and ice cream b) Chicken nuggets and chips c) Chicken nuggets, chips and ice cream d) Chicken nuggets and ice cream 5. Toki’s mom was cooking _______ for dinner. (1) a) boiled fish b) grilled fish c) fried fish d) baked fish 6. Why did Toki’s mom think it was all right to take the boys to Highbranch Walking? (1) a) The boys were old enough to manage on their own. b) They had good instructors. c) She would have permission from their parents. d) Both b) and c) 7. The boys went Highbranch Walking _____. (1) a) on a Saturday b) on Toki’s birthday c) over half-term d) during the school holidays 8. What did the boys wear to keep them safe while Highbranch Walking? (1) a) Special shoes with rubber soles b) Harnesses with safety clips c) Parachutes d) Special clothing © Optimi

Facilitator’s Guide G04 ~ English Home Language

10.

3. 4.

Unit

The boys first practised on: (1) a) low practise wires b) high practise wires c) trees d) overhead wires with safety clips Which word best describes Toki’s mom’s reaction when Jason unclipped his safety clips? (1) a) Delight b) Fascination c) Worry d) Excitement (10) Ask learners to tell a story about their family and/or friends. Read the hints on how to tell a good story in the study guide.

How to tell a good story Content The content of the story must be interesting and the events must be told in the correct sequence. Grab the audience’s attention from the start. Prepare properly and practise the story aloud before presenting it. Language Use words such as first, then, next, later, this will help the audience to follow the story. Use words the audience can easily understand. However, this does not mean that slang is acceptable.

Speaking Speak clearly and pronounce all the words properly. Do not speak too fast. Vary the pitch of your voice: let it rise and fall the way it would in daily conversation. Body language Look interested in what you are saying. Make eye contact with the audience, this will make them feel as if you are speaking directly to them. Stand up straight, do not lean against anything or slouch. Do not touch your face and avoid too many hand gestures. 5.

Ask learners to tell their story.

SECTION 2

SECTION 2:

READING AND VIEWING

Activity 3: Read a story 1 hour

Discuss the three parts of reading with learners. Ask them to explain what they think happens in each part. Encourage them to share their own ideas and ask questions such as: “What do we look at before we read a story?” The information below will help to explain the three parts. 21

Unit

Facilitator’s Guide G04 ~ English Home Language

Reading Good reading can be divided into three parts. Reading strategies (tactics) make reading easier and more effective. 1.

Pre-reading: this prepares us for the story. The title of the book/story: clues as to what the story may be about and prepares us for what is to come. Illustrations in the story: visual clues as to what the story may be about. Look up any new or unfamiliar words – this will help you to understand what you are reading. Skim through the story to see what it may be about and how long it is. To skim means to read through a story very quickly to get an overview (the general idea).

During reading Work out the meaning of new words by looking at them in context. This means reading the words around the new word to work out its meaning. Always have your dictionary nearby to look up any new or unfamiliar word. Form a picture in your mind of what you are reading, this is called visualising. Read the story more than once until you are very familiar with it. Make inferences (draw conclusions) from the writing.

Post-reading: after you have finished reading the story. Ask questions about the story. Identify the characters, plot and setting. Discuss the story – how does it make you feel? Do you like it or not? Answer questions about the story. Make a summary.

Ask learners to look at the title of the story and the illustrations and predict what it will be about. Encourage them to skim through the story to get an overview. Ask them to read the story aloud.

The Night Visitor It’s midnight. Outside, the moon shines its silvery light in a velvet sky. In her room, Samantha is fast asleep. SKRITCH. Samantha sits up and rubs her eyes. What was that? She looks around her room. SKRITCH. There it is again. Someone or something is scratching at her bedroom window. She puts on her bedside lamp. Slowly, she pulls the curtains aside and tries to look out. All she sees is her reflection in the window. I must be imagining things, she thinks. She is just about to draw the curtains when: SKRITCH. If I turn off my lamp, I may able to see outside, she thinks. She leans over her bed and flicks off the lamp. Kneeling on her bed she peers out into the dark.

Facilitator’s Guide G04 ~ English Home Language

Unit

Suddenly, she notices something outside. “It can’t be,” she whispers. There, on the windowsill, is the tiniest dragon she has ever seen. It has leathery wings and looks at her with big round eyes. “Are you real?” she asks the tiny creature. “No, of course, you’re not real, this is just another Jimbo trick. He put you there to fool me, as usual,” she mutters. “But I’ve never seen anything like this before …” The tiny dragon looks at Samantha and a puff of smoke coils from its snout. Slowly, she opens the window. This scares the dragon and it takes off, wings flapping, into the night. Samantha hears a sound at her bedroom door. Is it a chuckle? Is it the door creaking shut? She can hardly be sure …

Use these questions to discuss the story.

Activity 3: MEMORANDUM 1. 2. 3.

Who are the characters? Samantha, Jimbo and the dragon. What is the setting of the story? It is midnight in Samantha’s bedroom. Arrange these sentences in the correct order to tell the story. f. Samantha hears a scratching noise at her window. d. She puts on her bedside lamp. i. She kneels on her bed and opens the curtains to look outside.

Unit

Facilitator’s Guide G04 ~ English Home Language

b. She can see nothing and decides to turn off the lamp to see outside. h. She sees a tiny dragon with leathery wings. e. Her first thought is that her brother, Jimbo, is playing a trick on her. a. She opens the window. g. The dragon gets such a fright that it disappears into the night. c. Samantha turns around when she hears a faint chuckle and her door creaking. 4. How do you think the story continues? Learner’s own answer. 5. Do you know any stories about dragons? Or dinosaurs? Share them.

Note: Arranging sentences in sequence may prove challenging. For question 3, record the answers on the board, this way learners will know which sentences they have used. Guide and assist them as necessary.

Activity 4: Answer questions on the story 1 hour

Learners reread the story in Activity 3 aloud and answer the questions. They must write 1 – 10 in the margin of their exercise book and only answer true or false. Read out the answers. Encourage learners to explain why the questions they answered as false are incorrect. For example, question 1 is false because we know the plot is what the story is mainly about and not where it takes place.

The plot of the story is the place and time the story takes place. False. The plot is what the story is mainly about and not where it takes place. The setting is where it takes place. Do not forget to take notes the first time a story is read. False. We listen the first time a story is read and only take notes when the story is read the second time. The dragon has leathery wings. True Samantha shares a bedroom with her brother. False. There is only one bed in the illustration and the fact that her brother appears to be outside Samantha’s bedroom door shows that they do not share a room. The story takes place at night. True Samantha hears a scratching noise at her door. False. Samantha hears a scratching noise at her window. Jimbo doesn’t usually play tricks on Samantha. False. We read that Samantha thinks Jimbo is trying to fool her as usual. This means he does it often. Samantha has never seen a tiny dragon like this before. True Jimbo was fast asleep when he first heard the scratching at the window. 24

Facilitator’s Guide G04 ~ English Home Language

10. 11.

Unit

False. It was Samantha and not Jimbo who heard the scratching at the window. Samantha turned off her overhead light to see into the dark. False. Samantha turned off her bedside lamp to see into the dark. Learners must explain what the main idea of the story is in two to three sentences.

An example of the summary The story is about Samantha who hears scratching at her window one night and looks out to investigate. She sees a tiny dragon on her windowsill that disappears when she opens the window. Samantha thinks it must be her brother playing a trick on her as she hears noises at her bedroom door. 12. 13.

Learners must provide at least two different endings to the story.

The dragon is not shown in the illustration. Learners must draw a picture to show what they think the dragon looks like.

Activity 5: Read aloud 30 minutes

Read the hints with the learners. How to read aloud • • •

• • •

Understand what you are reading. Form a picture in your mind of what the story is about. Let your voice show the feeling/emotion in the story. You can do this by:

1. 2. 3.

Letting your voice go high or deep to suit the story. Reading some parts quickly, others at a medium pace and others more slowly. This will depend on what is happening in the story. Read some parts loudly and others more softly.

Pronounce the words correctly and end the word clearly. Use the punctuation correctly; stop at full stops, pause at commas, use volume and emotion for exclamation marks and a questioning tone for questions. Use good body language by standing or sitting in a relaxed manner; make eye contact with the audience.

Learners now read the story in Activity 3 aloud. Show them how to practise these steps in the study guide. 1. 2.

First, read the story quietly to yourself. Read the text around any words you are unsure of to try and work out their meaning. This is called reading the word in context. 25

Unit

3. 4. 5. 6. 7. 8. 9.

Facilitator’s Guide G04 ~ English Home Language

Look up any words you still do not understand in the dictionary. Take note of the punctuation in the story. Read the story silently once more. Read the story aloud to yourself. Read the story aloud a second time and use the hints on reading aloud. Read to the facilitator. Listen to the feedback from the facilitator.

All feedback must be constructive. Allow learners to give each other feedback provided that it is positive and constructive.

Activity 6: Use a dictionary 1 hour

Read the hints on how to use a dictionary. By now learners must know the alphabet off by heart. Hints on how to use a dictionary 1. 2. 3. 4.

5. © Optimi

Know the alphabet. A dictionary lists all words alphabetically. Look at the first letter of the word. Turn to the place in the dictionary where you think this word appears judging by its place in the alphabet. For example, words that begin with m are found around the middle of the dictionary, while words that begin with w are found near the end. Look at the second letter of the word. For example, when you look at a word such as genre, you first look at the words under g, you then look at the second letter as this will tell you where in the g section this word is. Below is an example of a page from the Oxford Dictionary of Current English.

Practise using a dictionary. The more you use it, the easier it will become. 26

Facilitator’s Guide G04 ~ English Home Language

1. 2.

Practise saying the alphabet as fast as you can. Who can say it faster, the learners or you? Why not have a competition?

Give the learners a word and ask them to look it up as quickly as possible in the dictionary. Learners put up their hands as soon as they find the definition. However, they are not allowed to call out while others are still looking. When everyone has found the definition, ask the learner who put up their hand first to read the definition. gentle generous scan source

Unit

manufacture mock request response

mystery mischievous skim reply awkward analyse

Learners must start a personal dictionary. In this dictionary, they write new vocabulary and use sentences or drawings to explain meaning. They will refer to this dictionary throughout the year.

Once learners have looked up the words, have fun playing ‘spot the mistake’. Read the list of words but every now and then mispronounce one. Learners must stop you as soon as they spot the mistake and tell you the correct pronunciation. You may want to give an incentive for each word they spot correctly, for example, a gold star or reward at the end of the week

Activity 7: Read independently 30 minutes

Learners choose their own books for this activity or you may provide them with a selection of reading material. If possible, choose a book with stories similar to the theme of this unit. It is important that learners always have a variety of interesting books to choose from. If time allows, arrange a day trip to the library and perhaps a tour of the library, to help learners understand how the library works. For each unit, learners will do the following with the stories/texts they read independently: 1. 2. 3. 4. 5. 6. 7.

Retell the story. Summarise the story either by writing a few sentences or orally. Explain the main idea of the story in two or three sentences. Give an emotional response to the story – how the story makes them feel. Relate the story to their own life and provide examples of similar things that have happened to them or someone they know. Choose five new words from the story, look them up in a dictionary and write them in their personal dictionaries with sentences or illustrations to explain meaning. Compare and contrast texts when they read more than one story or text.

Ask learners to retell the story in 3 – 5 sentences. Make sure they tell the story in the correct sequence using words such as first, then, afterwards, later. 27

Unit

Facilitator’s Guide G04 ~ English Home Language

Activity 8: Read for fun 1 hour

Read the information in the box with learners. Reading for fun Reading is fun when you read something you are interested in. Some people like fiction while others prefer non-fiction.

Fiction is about imaginary events and people. There are so many kinds of fiction, for example, fairy tales, mystery, science fiction or fantasy. This is what we call the genre of the book, or you can say it is the category to which the book belongs. Can you name any other genres that you know?

Non-fiction usually contains facts or is written about things that really happened, for example, a self-help book, a manual, a biography or even a newspaper report. Can you give some examples of non-fiction?

3. 4.

In this activity you will read the book in a number of ways: a. Read aloud to the facilitator or group. b. Shared/paired reading: share the reading with the facilitator or other learners. For example, you could each read one page.

Or you can read to the learners.

SECTION 3

SECT

WRITING AND PRESENTING

Activity 9: The writing process 1 hour

Learners must familiarise themselves with the writing process as it is used in every writing activity in each unit. Read the six steps carefully and make sure the learners understand what to do. There are six steps in the writing process. Step 1 Step 2

Planning: brainstorm ideas for your story. Make notes. Decide on characters/ the story. Make a mind map. Drafting: write the first draft. 28

Facilitator’s Guide G04 ~ English Home Language

Step 3 Step 4 Step 5 Step 6

Unit

Revising: rewrite so that it makes more sense and reads easily.

Editing: how can you improve the writing? Look carefully at spelling, punctuation and grammar. Use a dictionary. Proofreading: read every word carefully. Make sure there are no errors. Presenting: write your piece neatly.

Ask learners to write the six steps on the last page of their personal dictionaries for easy reference. They only have to write the steps and one or two words: Step 1: Brainstorming and planning Step 2: Draft Step 3: Revising Step 4: Editing Step 5: Proofreading Step 6: Presenting

Ask learners to make up a mnemonic to remember the six steps, for example, PDREPP (put down really easy plans perfectly).

Look at the practical example in the study guide about Jax and the talent contest. Allow learners to read the paragraph each time and talk about how it has been improved. First draft Jax saw a poster for a local talent contest. She loved singing and dancing. She sent messages to her friends and asked if they wanted to join her in a group performance. They were all excited and spent two weeks getting their act together. Li and Jax wrote the lyrics, Thembi designed the costumes, Suzi was in charge of the dance routine and taught them the moves while Rashi was in charge of the music. Li and Jax wrote some modern lyrics and Thembi made them awesome costumes. They rehearsed a lot and when the day of the contest arrived they were nervous but ready to perform. Even if I say so myself, we gave a great performance. The cloud clapped and cheered and we were great favourites. We’re now going to start a band called Jax5. Step 2: First draft

Revision of the first draft I saw a poster for a talent contest. My name is Jax and I love singing and dancing. When I saw a poster I knew I had to enter. I called Suzi, Thembi, Li and Rashi to ask if they wanted to have a group performance. They all wanted to join in. Li and Jax wrote some modern lyrics. Thembi designed the costumes for us. They were black jeans with white T-shirts. We also had black and white head bands. Suzi taught us our dance routine and Rashi wrote and played the music on his electric guitar. We were all excited and spent two weeks rehearsing. They rehearsed a lot and when the day of the contest came they were nervous but ready to perform. Even if I say so myself, we gave a great performance. The crowd clapped and cheered and we were great favourites. We’re now going to start a band called Jax5. 29