Gr 6-English Home Language-Facilitator's Guide 1 by Impaq

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ENGLISH HOME LANGUAGE FACILITATOR’S GUIDE

Grade 6

A member of the FUTURELEARN group

English Home Language Facilitator’s guide

1806-E-EHL-FG01

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Grade 6

CAPS aligned

O Barendse J Mansfield

Facilitator’s Guide G06 ~ English Home Language

CONTENTS LESSON ELEMENTS �� 9 PREFACE�� 10 TIMETABLE AND TIME MANAGEMENT �� 11 GENERAL �� 13 ASSESSMENT REQUIREMENTS �� 14 YEAR PLAN�� 15 UNIT 1: Week 1 – 2�� 15 Lesson 1: It’s news! �� 16 SECTION 1: LISTENING AND SPEAKING �� 16 Activity 1: Talk about it ��17 Activity 2: Listen for information and give a summary��19 SECTION 2: READING AND VIEWING �� 25 Activity 3: Read newspaper headlines ��25 Activity 4: Read a news report ��28 Activity 5: Read a newspaper article��30 Activity 6: Look at language ��31 .............................................................................36 SECTION 3: WRITING AND PRESENTING �� 37 ....................................................................37 Activity 9: Plan and write newspaper headlines��38 ....................................................................39 Activity 11: Write a first draft ��40 Activity 12: Revise, edit and proofread the article��41 Activity 13: Present the article ��41 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 42 ....................................................................42 Activity 15: Write in reported speech ��44 SECTION 1:

SECTISECTION 2:

SECTION 3:

SECTION 3: SECTION 4:

UNIT 1: Week 3 – 4 �� 47 Lesson 2: It’s a tale!�� 47 SECTION 1: LISTENING AND SPEAKING�� 49 Activity 16: Listen to a myth ��49 ............................................................52 SECTION 2: READING AND VIEWING �� 56 ....................................................................................56 .............................................................................59 Activity 20: Intensive reading of a legend ��60 Activity 21: Read aloud ��65 Activity 22: Reflect on texts ��66 SECTION 3: WRITING AND PRESENTING �� 67 Activity 23: Brainstorm ideas for a myth or legend................................................67 Activity 24: Write a first draft ��68 Activity 25: Revise, edit and proofread the myth or legend ��69 ........................................................................69 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 69 SECTION 1: SECTION 1:

SECTISECSECTION 2:

SECTION 3: bSECTION 4:

SECTION 4:

Facilitator’s Guide G06 ~ English Home Language

Activity 27: Use a dictionary��69 Activity 28: Match proverbs, idioms and meanings��71 UNIT 1: Week 5 – 6�� 77 Lesson 3: Advertising: are we being manipulated? �� 77 SECTION 1: LISTENING AND SPEAKING �� 79 Activity 29: Listen to an advertisement ��79 Activity 30: Ask questions ��80 SECTION 2: READING AND VIEWING �� 83 Activity 31: Read persuasive text��83 Activity 32: Read opinions on advertisements ��85 .............................................................89 Activity 34: Look at humour in advertisements ��90 Activity 35: Read about persuasive writing techniques��92 SECTION 3: WRITING AND PRESENTING �� 94 Activity 36: Write responses to advertisements ��94 Activity 37: Write a persuasive speech ��94 ...........................................................95 Activity 39: Revise, edit and proofread the speech��96 ..........................................................96 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 97 Activity 41: Identify simple and complex sentences��97 Activity 42: Subordinating conjunctions ��99 SECTION 1: SECTION 1: SECTION 1:

SECTISECSESECTION 2:

SECTION 3:

SECTION 4:

UNIT 1: Week 7 – 8�� 101 ...................................................................................................... 101 SECTION 1: LISTENING AND SPEAKING �� 102 ..........................................................................102 Activity 44: Listen to dialogues ��104 SECTION 2: READING AND VIEWING �� 108 Activity 45: Read a play ��108 Activity 46: Read Act 2 of the play �� 111 Activity 47: Read Act 3 of the play �� 113 Activity 48: Complete a comprehension �� 115 Activity 49: Use a dictionary�� 119 ............................................120 SECTION 3: WRITING AND PRESENTING �� 120 Activity 51: Plan a dialogue��120 .......................................................122 Activity 53: Revise, edit and proofread the dialogue ��122 ..............................................123 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 124 ................................................................................124 Activity 56: Identify sentences ��125 SECTION 1:

SECTISECSECTION 2:

SECTION 3: SECTION 3:

SECTION 4: SECTION 4:

UNIT 1: Week 9 – 10�� 128 Lesson 5: Rhyme, rhythm and rap �� 128 SECTION 1: LISTENING AND SPEAKING �� 129 SECTION 1:

Facilitator’s Guide G06 ~ English Home Language

................................................................................129 Activity 58: Talk about a poem ��132 SECTION 2: READING AND VIEWING �� 135 Activity 59: Discuss features of poems ��135 ..................................................139 Activity 61: Read and perform a rap ��141 Activity 62: Use a dictionary and read independently ��143 SECTION 3: WRITING AND PRESENTING �� 145 ............................................................................145 Activity 64: Write a first draft ��146 Activity 65: Revise, edit and proofread the poem or rap ��146 ...................................146 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 147 Activity 67: Identify types of sentences ��147 Activity 68: Use prepositions��148 SECTISECSECTION 2: SECTION 2:

SECTION 3: SECTION 3: SECTION 3:

SECTION 4: SECTION 4:

UNIT 2: Week 1 – 2 �� 152 Lesson 6: What’s cooking? �� 152 SECTION 1: LISTENING AND SPEAKING �� 153 Activity 69: Give and listen to directions ��153 .............................................................................154 SECTION 2: READING AND VIEWING �� 155 Activity 71: Read a poem and a recipe ��155 ...................................................159 Activity 73: Unjumble instructions ��160 ..........................................................162 Activity 75: Read independently ��164 SECTION 3: WRITING AND PRESENTING �� 165 Activity 76: Watch a show and write a report ��165 ...............................................................................165 Activity 78: Write the first draft ��166 Activity 79: Revise, edit and proofread the instructions ��166 .....................................................................167 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 167 .................................................................167 Activity 82: Roots, prefixes and suffixes ��170 SE

SECTISECSECTION 2: SECTION 2: SECTION 2:

SECTION 3: SECTION 3:SECTION 3:

SECTION 4:

UNIT 2: Week 3 – 4 �� 174 Lesson 7: It’s adventure time!�� 174 SECTION 1: LISTENING AND SPEAKING �� 175 Activity 83: Listen to an extract from a novel ��175 Activity 84: Take part in a discussion ��182 SECTION 2: READING AND VIEWING �� 184 Activity 85: Look at a novel ��184 Activity 86: Look at the structure of a novel ��189 Activity 87: Read an extract from a novel ��191 Activity 88: Answer questions on the extract ��197 Activity 89: Read a book review��199 SE

SECTISECSECTIOSECTION 2:

Facilitator’s Guide G06 ~ English Home Language

Activity 90: Read aloud ��200 SECTION 3: WRITING AND PRESENTING �� 201 Activity 91: Plan a book review ��201 Activity 92: Write a first draft ��202 ...............................................202 Activity 94: Present the review ��203 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 203 ..............................................................................203 Activity 96: Identify finite verbs and infinitives ��204 SECTION 3: SECTION 3:SECTION 3: SECTION 3:

SECTION 4:

UNIT 2: Week 5 – 6 �� 206 Lesson 8: Be the best you can be �� 206 SECTION 1: LISTENING AND SPEAKING �� 207 Activity 97: Listen to and discuss a story ��207 Activity 98: Tell a story ��209 SECTION 2: READING AND VIEWING �� 210 ......................................................................................210 Activity 100: Read intensively ��212 Activity 101: Enjoy a story��215 Activity 102: Look at the structure of a story ��219 Activity 103: Read independently and write a summary ��220 SECTION 3: WRITING AND PRESENTING �� 221 ............................................................221 Activity 105: Write a first draft ��222 Activity 106: Revise, edit and proofread the story ��223 Activity 107: Present a final version of the story ��223 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 223 Activity 108: Match the idioms to their meanings��223 Activity 109: Present perfect tense ��230 SESECTION 1:

SECTION 2:

SECTION 3: SECTION 3:SECTION 3: SECTION 3: SECTION 3:

SSECTION 4:

UNIT 2: Week 7 – 8�� 233 Lesson 9: Being a TV presenter �� 233 SECTION 1: LISTENING AND SPEAKING�� 234 ................................................................234 Activity 111: Present a weather report ��235 SECTION 2: READING AND VIEWING �� 236 Activity 112: Unjumble weather words ��236 Activity 113: Research and design a graph ��237 Activity 114: Study a weather map��238 Activity 115: Read an interview ��241 Activity 116: Read independently��244 SECTION 3: WRITING AND PRESENTING �� 244 Activity 117: Write a weather report ��244 Activity 118: Write a first draft of the report ��244 Activity 119: Revise, edit and proofread the report ��244 Activity 120: Present the report��245 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 245 Activity 121: Adjectives ��245 SESECTION 1: SECTION 1:

SECTIONSECTION 2:

SEON 3:

SECTION 4:

Facilitator’s Guide G06 ~ English Home Language

Activity 122: Past tense ��247 UNIT 3: Week 1 – 2�� 249 Lesson 10: It’s a novel idea �� 249 SECTION 1: LISTENING AND SPEAKING �� 250 Activity 123: Listen to an extract from a novel ��250 ...............................................253 SECTION 2: READING AND VIEWING �� 255 Activity 125: Read an extract from a novel ��255 Activity 126: Talk about a novel ��258 Activity 127: Answer comprehension questions��261 Activity 128: Talk about reviews ��263 ........................................................................265 SECTION 3: WRITING AND PRESENTING �� 266 Activity 130: Plan a book review ��266 Activity 131: Write a first draft ��266 Activity 132: Revise, edit and proofread the review ��267 ..................................................................267 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS �� 268 Activity 134: Pronouns.........................................................................................268 Activity 135: Past, present and future tense........................................................269 SECTION 1:

SECTION 2: SECTION 2:

SECTION 3: SECTION 3:SECTION 3: SECTION 3: SECTION 3: SECTION 3:

SECTION 4:

UNIT 3: Week 3 – 4�� 272 Lesson 11: It’s a myth�� 272 SECTION 1: LISTENING AND SPEAKING�� 273 Activity 136: Listen to a folktale...........................................................................273 Activity 137: Discuss the folktale.........................................................................277 SECTION 2: READING AND VIEWING�� 278 Activity 138: Read a fable....................................................................................278 Activity 139: Answer questions on the fable........................................................280 Activity 140: Language assessment....................................................................282 Activity 141: Identify the characters and read aloud............................................285 Activity 142: Compare myths...............................................................................289 SECTION 3: WRITING AND PRESENTING�� 290 Activity 143: Plan character sketches for a story.................................................290 Activity 144: Write a first draft of the story...........................................................291 Activity 145: Revise and edit the story.................................................................292 Activity 146: Present the final version..................................................................292 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS�� 293 Activity 147: Commas..........................................................................................293 Activity 148: Future perfect tense........................................................................294 SECTION 1:

SECTION 2: SECTION 2: SECTION 2:

SECTION 3: SECTION 3:SECTION 3: SECTION 3: SECSECTION 3:

SECTION 4: SECTION 4:

UNIT 3: Week 5 – 6 �� 298 Lesson 12: It’s a story!�� 298 SECTION 1: LISTENING AND SPEAKING�� 299 Activity 149: Listen to a rhyming story.................................................................299 Activity 150: Discuss the story and the characters..............................................304 SECTION 2: READING AND VIEWING�� 305 Activity 151: Read a short story...........................................................................305 SECTION 1: SECTION 1:

SECTION 2: SECTIONSECTION 2:

Facilitator’s Guide G06 ~ English Home Language

Activity 152: Continue reading the story..............................................................308 Activity 153: Answer questions on the story........................................................ 311 Activity 154: Read the diary entries.....................................................................313 Activity 155: Read independently........................................................................316 SECTION 3: WRITING AND PRESENTING�� 317 Activity 156: The structure of a letter...................................................................317 Activity 157: Plan a letter.....................................................................................318 Activity 158: Draft the letter.................................................................................319 Activity 159: Revise, edit and proofread the letter...............................................319 Activity 160: Present a final version of the letter..................................................319 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS�� 320 Activity 161: Tenses.............................................................................................320 Activity 162: Look up adjectives in the dictionary................................................321 SEON 3: SECTION 3:

SECTION 4: SECTION 4:

UNIT 3: Week 7 – 8 �� 323 Lesson 13: A funny thing happened�� 323 SECTION 1: LISTENING AND SPEAKING�� 324 Activity 163: Look at a comic strip.......................................................................324 Activity 164: Watch some gags............................................................................326 SECTION 2: READING AND VIEWING�� 326 Activity 165: Study a graph..................................................................................326 Activity 166: Read a comic strip..........................................................................329 Activity 167: Complete the comic strip.................................................................332 Activity 168: Read and match riddles and answers.............................................333 Activity 169: Read independently........................................................................334 SECTION 3: WRITING AND PRESENTING�� 336 Activity 170: Make a comic strip..........................................................................336 Activity 171: Draft the comic strip........................................................................336 Activity 172: Revise, edit and proofread the comic strip......................................337 Activity 173: Draw the final version of the comic strip.........................................337 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS�� 337 Activity 174: Active and passive voice.................................................................337 Activity 175: Adverbs...........................................................................................340 SECTION 1:

SECTIOSECTION 2:

SEON 3: SECTION 3: SECTION 3:

SECSECTION 4:

UNIT 3: Week 9 – 10 ....................................................................................................... 343 Lesson 14: It’s play time! ................................................................................................. 343 SECTION 1: LISTENING AND SPEAKING�� 344 Activity 176: Listen to a play................................................................................344 Activity 177: Develop and present a play............................................................348 SECTION 2: READING AND VIEWING�� 349 Activity 178: Read a play.....................................................................................349 Activity 179: Look at the features of a play..........................................................352 Activity 180: Answer content questions...............................................................355 Activity 181: Answer language questions............................................................357 Activity 182: Read a review of a play...................................................................359 Activity 183: Read independently........................................................................361 SECTION 3: WRITING AND PRESENTING�� 362 Activity 184: Write a play script............................................................................362 SECTION 2:

SEON 3: SECTION SECTION 3:

Facilitator’s Guide G06 ~ English Home Language

Activity 185: Write the first draft...........................................................................362 Activity 186: Revise, edit and proofread the play................................................363 Activity 187: Present the final version..................................................................363 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS�� 364 Activity 188: Prefixes and suffixes.......................................................................364 Activity 189: Quotation marks..............................................................................365 SSECTION 4:

UNIT 4: Week 1 – 2 �� 369 Lesson 15: Be informed�� 369 SECTION 1: LISTENING AND SPEAKING�� 370 Activity 190: Listen to an interview......................................................................370 Activity 191: Role play an interview.....................................................................374 SECTION 2: READING AND VIEWING�� 376 Activity 192: Tips for giving interviews.................................................................376 Activity 193: Answer questions on top tips..........................................................379 Activity 194: Read a profile..................................................................................382 Activity 195: Comprehension activity...................................................................383 Activity 196: Read independently........................................................................385 SECTION 3: WRITING AND PRESENTING�� 385 Activity 197: Plan a profile...................................................................................385 Activity 198: Draft a profile...................................................................................386 Activity 199: Revise, edit and proofread a profile................................................386 Activity 200: Present a final version of a profile...................................................387 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS�� 387 Activity 201: The meaning of sentences..............................................................387 Activity 202: Adverbs...........................................................................................389 SECTION 1: SECTION 1:

SECTION 2:

SEON 3: SECTION SECTION 3: SECTION 4:

SSECTION 4: SECTION 4:

UNIT 4: Week 3 – 4 ......................................................................................................... 392 Lesson 16: It’s magic!....................................................................................................... 392 SECTION 1: LISTENING AND SPEAKING�� 393 Activity 203: Listen to an instructional text...........................................................393 Activity 204: Give instructions..............................................................................395 SECTION 2: READING AND VIEWING�� 396 Activity 205: Unjumble the instructions................................................................396 Activity 206: Read instructions for a magic trick..................................................398 Activity 207: Read a recipe..................................................................................400 Activity 208: Answer content and language questions........................................404 Activity 209: Read aloud......................................................................................407 Activity 210: Compare two texts..........................................................................407 SECTION 3: WRITING AND PRESENTING�� 409 Activity 211: Plan a set of instructions.................................................................409 Activity 212: Write a first draft for instructions......................................................410 Activity 213: Revise, edit and proofread the instructions.....................................410 Activity 214: Write a final version of the instructions............................................ 411 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS�� 411 Activity 215: Adverbs........................................................................................... 411 Activity 216: Types of sentences.........................................................................412 SECTION 1: SECTION 1: SECTION 1:

SECTION 2: SECTION 2:

SEON 3: SESECTION 3:

SSECTION 4: SECTION 4: SECTION 4:

Facilitator’s Guide G06 ~ English Home Language

UNIT 4: Week 5 – 6 �� 416 Lesson 17: The art of listening�� 416 SECTION 1: LISTENING AND SPEAKING�� 417 Activity 217: Listen to a story...............................................................................417 Activity 218: Recall the story...............................................................................422 SECTION 2: READING AND VIEWING�� 425 Activity 219: Read part 1 of a story......................................................................425 Activity 220: Read part 2 of a story......................................................................428 Activity 221: Read a book review........................................................................431 Activity 222: Read a summary.............................................................................434 Activity 223: Read independently........................................................................435 SECTION 3: WRITING AND PRESENTING�� 435 Activity 224: Plan a summary..............................................................................435 Activity 225: Write a first draft of the summary....................................................436 Activity 226: Revise, edit and proofread the summary........................................436 Activity 227: Present a final version of the summary...........................................437 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS�� 437 Activity 228: Identify types of phrases and clauses.............................................437 Activity 229: Phrasal verbs..................................................................................440 SECTION 1:

SECTION 2: SECTION 2:

SEON 3: SECTION SECTION 3: SECTION 3:

SSECTION 4: SECTIOSECTION 4:

UNIT 4: Week 7 – 8 ......................................................................................................... 442 Lesson 18: Poems come in all shapes and sizes ............................................................ 442 SECTION 1: LISTENING AND SPEAKING�� 443 Activity 230: Listen to a poem..............................................................................443 Activity 231: Enjoy a poem..................................................................................446 SECTION 2: READING AND VIEWING�� 448 Activity 232: Read and discuss a poem...............................................................448 Activity 233: Read and talk about a poem...........................................................451 Activity 234: Complete a comprehension on the poem.......................................453 Activity 235: Read some humorous poems.........................................................454 Activity 236: Read independently........................................................................456 SECTION 3: WRITING AND PRESENTING�� 456 Activity 237: Write an acrostic poem....................................................................456 Activity 238: Edit and present an acrostic poem..................................................457 Activity 239: Brainstorm and draft limericks.........................................................458 Activity 240: Edit and present limericks...............................................................459 SECTION 4: LANGUAGE STRUCTURES AND CONVENTIONS�� 459 Activity 241: Identify subject, verb and object......................................................459 Activity 242: Revise language.............................................................................461 SECTION 1:

SECTION 2: SECTSECTION 2:

SEO

SSESECTION 4:

ADDENDUM A: RUBRICS�� 465 BIBLIOGRAPHY�� 475 PERMISSIONS.................................................................................................................484

Facilitator’s Guide G06 ~ English Home Language

YEAR PLAN UNIT

DATE DATE STARTED COMPLETED

LESSON LESSON 1: It’s news! LESSON 2: It’s a tale!

LESSON 3: Advertising: are we being manipulated? LESSON 4: Talk about it. LESSON 5: Rhyme, rhythm and rap. LESSON 6: What’s cooking?

LESSON 7: It’s adventure time! LESSON 8: Be the best you can be. LESSON 9: Being a TV presenter. LESSON 10: It’s a novel idea. LESSON 11: It’s a myth.

LESSON 12: It’s a story! LESSON 13: A funny thing happened … LESSON 14: It’s play time! LESSON 15: Be informed.

LESSON 16: It’s magic. LESSON 17: The art of listening. LESSON 18: Poems come in all shapes and sizes.

Unit

Facilitator’s Guide G06 ~ English Home Language

UNIT 1: Week 1 – 2

Lesson 1: It’s news!

Skills Listening and Speaking Listen to a radio news report Watch a television programme Do a listening comprehension on stereotypes and write a summary: formal assessment Reading and Viewing Read newspaper headlines Read a news report Read a newspaper article Do independent reading Writing and Presenting Write newspaper headlines Write a newspaper article using the writing process Language Structures and Conventions Word level work Nouns Interrogative pronouns Sentence level work Identify the subject Subject-verb agreement Reported speech Spelling and punctuation Punctuation

Activity Activity 1 Activity 1 Activity 2

Activity 3 Activity 4 Activity 5 Activity 7 Activity 9 Activity 10 – 13

Activity 6 Activity 6 Activity 6 Activity 6 Activity 15 Activity 14

Facilitator’s Guide G06 ~ English Home Language

SECTION 1

SECTION 1:

Unit

LISTENING AND SPEAKING

Activity 1: Talk about it 1 hour

Vocabulary in context Stereotype: a widely held image or idea of a particular type of person or thing without any real justification. For this activity you will need: • A recorded radio news report or radio programme • A recorded television news report or programme (for example a current “hot” issue such as rhino conservation) Initiate a discussion on the theme of the lesson. Ask learners to look at the illustration on the opening page of the study guide and discuss what they see, as well as the different types of media represented in the illustration. Then ask learners to read the quote by Maya Angelou on the opening page: “No one has ever become poor from giving”. Ask them what they think it means. Encourage a discussion around the thought expressed in the quote. Note: The opening page of each lesson in the study guide has a quote. At the start of each lesson ask learners to read the quote and have a discussion about it. For further extension work you could ask learners to research some of the people whose words are quoted. Encourage learners to find their own favourite quotes during the year. Then ask learners to discuss these questions in the study guide. You will note that, where there are unfamiliar words in activities, definitions of these words are given at the start of the activity. Begin the lesson by discussing the meaning of these words. Ask learners to talk about the following questions in the study guide. 1.

Talk about the different ways people access news reports and articles. Newspapers, radio news broadcasts, television news reports, online newspapers, online news reports, for example News24.

Share how you listen to, watch or read the news and why you like your method.

Read the meaning of the word stereotype in the vocabulary box. Discuss with learners whether they think stereotypes are positive or not. Ask them to provide their own examples of stereotypes, for example:

Unit

Facilitator’s Guide G06 ~ English Home Language

•

“Of course the top three in the Maths and Science Olympiad were boys: we all know boys are better at maths and science than girls.”

•

“You can’t join the ballet class; you’re a boy!”

•

“It’s no surprise that the detention class was full of boys; they never do their homework!”

Ask learners to answer these questions from the study guide.

a) How do you think stereotypes are formed? We form stereotypes by listening to and believing widely-held beliefs and prejudices from our parents, relatives, friends, and the media.

b) Why do you think we form stereotypes? To help us categorise information about each individual member of a group, these concepts save us “thinking” time. c) Do you think stereotypes are positive or negative? They are negative as they place people and groups of people into categories. They make us feel better about ourselves; our group is better than another group. Stereotypes may quickly lead to prejudice. d) How do you think stereotypes fall into a theme about news? There is a lot of media coverage on equality of people in terms of gender, race, age and background.

Ask learners to read the tip in the tip box. Remind them to listen carefully the first time the reports are played and then take notes only when they listen a second time. Tip: Take notes only when you listen to a listening comprehension a second time. Do not write long notes, only jot down the important points.

Select a radio programme for learners to listen to. If you have the facilities, record the programme so they can listen to it during the lesson. Play this to the learners once for them to get an overview of the report.

Note: If it is not possible to record a programme, select a programme for learners to listen to live, either with you or after lessons. 7.

Play the radio programme a second time, and encourage learners to listen for specific details. They should listen actively and with sensitivity. Emphasise the importance of jotting down specific details of the report.

Discuss the main idea of the programme and specific details with learners.

Facilitatorâ€™s Guide G06 ~ English Home Language

Unit

Select a television programme or news report. Play the television programme or news report and follow the same process as for the radio programme. Encourage learners to ask critical questions that challenge what is presented and allow them to see alternative explanations for events or news being presented.

10.

Emphasise the importance of establishing the validity of information they listen to/ watch. Ask their opinions on whether the source is trustworthy or not and how they have arrived at these conclusions.

Note: This is a very important aspect of reading articles and reports, especially in this day of googling information. Tell learners that they should always check information or facts if they are uncertain. They can do this by using other sources, such as the Internet, books, magazines or reputable sites. 11.

Ask learners to bring a newspaper article that deals with a current issue for the next lesson and prepare a short talk on the issue in the article.

Activity 2: Listen for information and give a summary 1 hour

You will need: Study guide A newspaper article Text in facilitatorâ€™s guide Vocabulary in context Prejudice: a feeling of like or dislike for someone or something especially when it is not reasonable or logical Blog: frequently updated diary on a website intended for public viewing Bizarre: amusingly odd Platitude: an empty, pointless comment or statement made as though it were important or helpful Boisterous: noisy, energetic and rowdy, often wild Assumption: something taken for granted; something believed to be true without proof Abandoned: (in this context) given up; stopped using Go through tenses and subject-verb agreement with the learners Tenses There are three main tenses: present tense, past tense and future tense. Present tense: the action is happening now or it happens regularly. We add -s or -es depending on whether the subject is singular or plural. 19

ÂŠ Impaq

Unit

Facilitator’s Guide G06 ~ English Home Language

For example: Naledi goes to town. He watches the television news broadcast. The sun sets in the west. Past tense: the action took place in the past. To change a verb to the simple past add –ed to the verb or change the verb form. For example: Naledi went to town. He watched the television news broadcast. The sun set in the west. Future tense: the action will take place in the future. We use shall or will for the future tense. We use shall for I/we (first person) and will for the other persons (you, he, she, they). In modern use, however, will is used more than shall. Shall is used mainly with I and we to make an offer or suggestion, or to ask for advice. For example: I will watch the television news broadcast. I shall tell you what we want you to do. She will go to town. They will go to town. First person is the person speaking. Second person is the person spoken to. Third person is the person spoken about. Ask learners to give one sentence in each of the three tenses. Subject-verb agreement Subject verb agreement means that the subject and verb have to agree with each other. If the subject is singular, then the verb should be singular. If the subject is plural, the verb should also be plural, for example: Naledi watches the television programme. Naledi and his friends watch the television programme. Ask learners to give four sentences making sure the subject-verb agreement is correct. Pre-listening 1. Discuss the meaning of the words in the vocabulary box with the learners. 2.

Read the heading of the article and ask learners to predict what it will be about.

During listening 3. Before reading the article read the subheading which gives a more in-depth idea of what the article is about. Read the article once to the learners allowing them to get an overview of it. 4.

Encourage learners to ask questions about any of the aspects of the article of which they are unsure.

Tell learners to jot down notes as you read the article a second time. If necessary, read the article a third time.

Facilitator’s Guide G06 ~ English Home Language

Unit

Read the questions in the study guide (pay particular attention to the language questions) with the learners before reading the text a third time.

After listening 7. Learners must answer the questions in their exercise books. Tell them to write only the number and the letter of the answer, for example 6f. 8.

Mark the answers with the learners.

Young children must be protected from gender stereotypes Whether in school or in the toy shop, gender assumptions about boys and girls may have a long-lasting effect on children. Luckily, some kids are on top of it.

...

Laura Bates blog

On Twitter this week, I saw one particular tweet, with an image attached, which immediately jumped out at me. A parent had shared a photograph of her six-year-old child’s homework – a worksheet asking pupils to research a scientist or inventor. So far, so normal. But the question read: “Who was he? Who was the person you have chosen to look at? How old were they when they began inventing? Did they have a wife and family?” An angry mother appealed to other Twitter users to come up with a list of female inventors. The question, she said, made it seem like there were only male scientists and inventors. Was she overreacting? Do other parents feel the same? She is far from alone. Parents share similar homework woes on Twitter with startling regularity. One parent spoke about her son’s physics homework, which used examples of men pushing vans, lifting weights, climbing trees and shooting arrows. The sole female example was a woman pushing a pram. Another parent described an assignment where children were asked to do research on a website, only to find that, of the 21 historical personalities listed, just two were women. Lots of the questions involved men doing active, strong tasks such as driving or playing sport, while women cooked, cleaned or, in one particularly bizarre example, simply “sat on a rug”. To those who cry “overreaction”, a new study published this month by the US-based National Bureau of Economic Research, suggests that gender bias at primary school may in fact have long-term problems for pupils. In the study several groups of students took two exams, one marked blind by outside examiners, the other marked by teachers who knew the learners’ names. On the anonymously marked exam, girls outperformed boys in maths, but boys outperformed girls when assessed by teachers who knew their names. This suggests that they may have overestimated the boys’ abilities and underestimated the girls.

Unit

Facilitator’s Guide G06 ~ English Home Language

Keeping track of these pupils to the end of high school, the researchers found that boys who were given encouragement as youngsters not only performed better later on, but were also more likely to take advanced courses involving maths, compared with girls who had been discouraged. They concluded: “Teachers’ over-assessment of boys in a specific subject has a positive and significant effect on boys’ overall future achievements in that subject, while having a significant negative effect on girls.” Of course, many teachers actively encourage girls into Stem (science, technology, engineering and mathematics) subjects. But gender stereotypes are not only passed on at school. They are also found in the advertising, television, books, magazines and conversations that children are exposed to from a young age. One parent recently told me about the moment that their three-year-old daughter picked up a toy stethoscope, only for another well-meaning adult to swoop in and comment: “Ah, are you going to be a nurse?” Not, of course, that it wouldn’t be a fine choice of profession, but what comment would have been made if a little boy had picked up the same toy? We should think carefully about the gender stereotypes we instil on children. How often do we heedlessly shower little girls with platitudes about prettiness and looks, or comment on how “big and strong” their brothers are growing? We hear comments about the sweetness and politeness of daughters, while sons are proudly described as boisterous instead. In many toy stores, blue shelves mark off chemistry sets, dinosaurs and building tools as the domain of boys, while girls are left holding the (plastic) baby. The silver lining is that change is happening. Several toy stores have abandoned gender segregation. The parent whose tweet first caught my eye later reported an excellent response and apology from the school. There is hope, too, in the reactions of children themselves. One mother described how, when her seven-year old son was asked to complete a drawing for homework showing “Mummy in the kitchen”, he added his daddy to the picture, doing the washing up. It’s refreshing to see how ridiculous gender stereotypes can look through children’s eyes. If we could only stop passing our own inherited assumptions on to them.

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Content questions 1.

The heading tells me the article will be about: a) Racial stereotypes b) Gender stereotypes

Where did Laura Bates (the writer) see the comment that made her write her blog? a) Facebook b) Instagram c) Twitter (1)

What age was the child who was asked to do research on a scientist or inventor? a) Seven b) Six c) Ten (1)

c) General stereotypes (1)

Facilitator’s Guide G06 ~ English Home Language

Unit

Choose the two words that made the blogger think this homework was sexist? a) He, they b) He, family c) He, wife (1)

In what way is this stereotyping? The question assumes the inventor or scientist is: a) Female b) Male c) Either one of the two sexes? (1)

What do you think the parent’s tweet to Twitter looked like? a) Can you name any female inventors or scientists? b) Can you name any male inventors or scientists? c) Can you name any inventors or scientists?

Does the study published by the National Bureau of Economic Research suggest that gender bias in primary school: a) Has no effect on children as they are growing up b) Has a long-term effect on children as they grow up c) Only has an effect on girls? (1)

(1)

When the maths tests were marked without the markers knowing the names of the learners: a) The boys outperformed the girls b) The girls outperformed the boys c) The results were the same in both (1)

Which of these does the blogger blame for influencing stereotypes? a) Books b) Television c) Conversations i) a and c ii) a and b iii) all of them

(1)

10.

Is the blogger optimistic that change is taking place? a) Yes b) No

(1)

c) Undecided

Subtotal: [10]

MEMORANDUM: Activity 2: Listen for information 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

b c b c b a b b iii a

Unit

Facilitator’s Guide G06 ~ English Home Language

Language and general questions Discuss the language and general questions with the learners. a) Acronyms are words formed from initials, for example RAM – Random Access Memory. Did you find an acronym in the text? What is it? Stem b)

Write the word that two of the letters stand for. science, technology, engineering and mathematics

In literal language the words mean exactly what they say, for example spill the beans means that we drop some beans. In figurative language the words have a deeper meaning and do not mean what the words literally say, for example spill the beans means to tell someone some secret information. Do you think jumped out at me is literal or figurative? It is figurative language. It means that I noticed it immediately.

Break the word stereotypes into syllables. Ster–e–o–types

Give the following sentence in the past tense. Each individual incident is easily dismissed as harmless. Each individual incident was easily dismissed as harmless.

What is wrong with this sentence? A parent have shared a photograph of her sixyear-old child’s homework. A parent has shared a photograph of her six-year-old child’s homework.

What do you think of gender stereotyping? Encourage learners to give their own opinions and a balanced argument as to why they feel this way.

Do you think gender stereotypes are found frequently in your circle of friends? If so, state in which ways; if not, give reasons why you think so. If you have more than one learner, stress the importance of accepting that others may have different opinions. Emphasise the importance of respecting all opinions even if they do not agree with them.

i) j)

Do you think that the information from this source is valid? Give reasons for your answer. Allow for learner’s own answer as long as they provide reasons. Possible answer: The source seems to be valid as the author quotes from various sources. How do you think people can be encouraged to discard and not continue stereotypes? Learner’s own opinion: Possible answer: It is up to each individual, and the way one speaks and acts is important. I would make sure that nothing I say is a stereotype.

Facilitator’s Guide G06 ~ English Home Language

Unit

Ask learners to write a summary of no longer than 90 – 110 words of the passage on gender stereotypes in rough. Encourage learners to use the words in the box in the study guide to write their summary. The summary must have a heading and the number of words must be written in brackets at the end. Point out the rubric at the back of the study guide so that learners know how they will be assessed. Let learners read their summary to you. Use the summary in the memorandum as an example only. Mark learners’ individual attempts. Subtotal [10] Total [20] blog, gender, stereotypes, parents, Twitter, types of questions, reinforce, boys, portrayed, inventors, scientist, mathematics, sciences, girls, tests, not necessarily, passed on, media, advertisements, television programmes, conversations, author, challenge stereotypes, change, children, stand up, gender stereotyping This is an example of the summary.

MEMORANDUM: EXAMPLE: Activity 2: Write a summary Gender stereotypes This is a blog about gender stereotypes. It describes how parents have shared on Twitter some questions learners are asked for homework and how these questions reinforce gender stereotypes. Boys are generally portrayed as inventors and scientists and as being better in mathematics and the sciences than girls. Tests show that this is not necessarily the case. Gender stereotypes are also passed on in the media in advertisements, television programmes and also by conversations children hear. The author feels that we are starting to challenge these stereotypes and that change is happening. She feels that children themselves may be the ones to stand up against gender stereotyping. (109 words)

SECTION 2

SECTION 2:

READING AND VIEWING

Activity 3: Read newspaper headlines 1 hour

Vocabulary in context obesity: being severely overweight ban: forbid something volunteer: someone who works without being paid bogus: fake, fraudulent (intended to deceive) Go through the figures of speech with learners. 25

Unit

Facilitator’s Guide G06 ~ English Home Language

Language structures and conventions: Figures of speech Pun: a play on words; a use of words that involves a word or phrase that has more than one possible meaning, for example: pilot loses wings, goose downs man. The pilot loses the wings on an actual aircraft and crashes; a pilot loses his licence to fly. Goose trips up man; goose gives down feathers to man. Alliteration: the use of several words that begin with the same letters, for example: Angry Argument Augers Badly for Summit. Go through the vocabulary in the vocabulary box with the learners. Bring examples of newspaper headlines to the lesson. Encourage learners to discuss the following: • From the headline, what do you think each article may be about? • What makes a good headline? • List the features of a good newspaper headline. Some facts about headlines • They are the titles or headings of newspaper articles • They usually contain few words • Their purpose is to attract the interest of readers • They are usually in bold and in larger font than the article • They make use of figures of speech such as puns and alliteration Let learners read the newspaper headlines in the study guide aloud. Ask them if they can find a pun and alliteration in any of the headlines. Dark day as hail lashes city: the sky would have been dark if there was such a big hailstorm; a dark day refers to a day which is bad. Rubbish dump puppy is called a cutie

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Published on Dec 5, 2018

Gr 6-English Home Language-Facilitator's Guide 1

Published on Dec 5, 2018

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