Winmat Primary English Standards-Based Facilitator’S Guide 5
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Winmat Primary English Standards-Based Facilitator’s Guide 5 L. B. Quansah, Innocent Awuttey Published by WINMAT PUBLISHERS LTD No. 27 Ashiokai Street P.O. Box 8077 Accra North, Ghana www.winmatpublishers.com Tel: +233 552 570 422 / +233 302 978 784 www.winmatpublishers.com [email protected] ISBN: 978-9988-0-4819-8 Text © L. B. Quansah, Innocent Awuttey 2020 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Typeset: Fine Precision Cover design by: Josephine Anderson Edited by: Dr. Akosua Dzifa Eghan Dorothy Hammond Eyra Doe Agatha Akonor-Mills The publishers have made every effort to trace all copyright holders but if they have inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity. TABLE OF CONTENTS Introduction....................................................................... V Unit 1: Who are you?....................................................... 1 Unit 2 : Giving and following instructions....................... 8 Unit 3 : Using paragraphs................................................. 14 Unit 4 : Writing friendly letters......................................... 20 Unit 5 : Describing an event............................................. 25 Unit 6 : Telling stories....................................................... 31 Unit 7 : Stories in different forms – biographies.............. 38 Unit 8 : Stories in different forms – fables........................ 47 Unit 9 : Stories in different forms – narrative poems....... 55 Unit 10: Stories in different forms - plays.......................... 60 Unit 11: Writing to inform – writing a report................... 66 Unit 12: Writing to explain – describing a process............ 75 Unit 13: Writing to persuade.............................................. 83 Unit 14: Making speeches.................................................. 90 Unit 15: Preparing debates................................................ 100 Answers to workbook exercises........................................... 111 III IV Moral Education for Primary Schools Teacher’s Guide 2 INTRODUCTION Welcome Facilitator! This Primary 5 English Facilitator’s Guide will take you and your learners on an exciting adventure through the requirements of the new standard-based National English Language Curriculum for Primary Schools. It gives support and advice to you, the facilitator, to make your teaching at Primary 5 level more interesting and effective. The facilitator’s resource follows the pattern of the learner’s book, providing support for the facilitator across each of the fifteen units. It provides you with everything you need to confidently plan and run your lessons. Step-by-step teaching notes include opportunities for differentiated learning and answers to activities in the learner’s books and activity books. The notes cover material for each unit, which should take at least two weeks. Thus, this book is a 30-week lesson plan with revision sessions after every five units based on the learner’s book content, and includes answer keys. The unit-by-unit notes list the primary learning objectives and outcomes at the beginning of each session. Thereafter, it provides background and suggestions for how to approach the activities in the learner’s book and, when necessary, includes supplementary information and structuring. AIMS In line with the new standards-based National English Language Curriculum for Primary Schools, the aim of this course is to promote high standards of language and literacy and provide learners with the opportunity to enjoy using the English language in meaningful and interesting ways. By taking learners through a range of authentic texts including fiction and non- fiction, poetry, songs, dialogues, stories, fables and factual accounts, this course allows learners to learn about language and allows them to communicate and express themselves in different ways. V Thus, by the end of the course, learners should gain confidence as language users with a good command of the spoken and written word. This will motivate them to become independent speakers, readers and writers. ORGANISATION The Upper Primary English series is a three-level, English Language course covering and following the new standards-based National English Language Curriculum for Primary Schools. It is intended to give learners the skills and knowledge to confidently take charge of their own learning, and thereafter access the secondary English curriculum. The full series consists of a suite of Learner’s Books, Facilitator’s Guides and write-in Activity Books for each of the three levels. This facilitator’s guide contains fifteen units of lessons and activities to develop learners’ reading, writing, speaking and listening skills. In line with the integrated approach advocated by the new Primary 5 English Language Curriculum, each of the fifteen units incorporates each of the six strands of the curriculum(Oral Language, Reading, Grammar Usage at Word and Phrase Levels, Writing, Using Writing Conventions/Grammar Usage and Extensive Reading) into the five components of the unit. Thus, though each of the components holistically fulfils the requirements of each of the strands, the six strands can largely be directly correlated with the 5 components as follows: STRAND COMPONENT 1. ORAL LANGUAGE: LISTENING TALK IT OUT!/WORD POWER AND SPEAKING 2. READING LET’S READ!/WORD POWER 3. GRAMMAR USAGE AT WORD BUILD YOUR LANGUAGE!/ WORD AND PHRASE LEVELS POWER! 4. WRITING WRITE IT OUT! 5. USING WRITING BUILD YOUR LANGUAGE! / WRITE CONVENTIONS /GRAMMAR IT OUT! USAGE VI 6. EXTENSIVE READING Age-level appropriate, engaging and varied texts which cover the reading themes have been chosen to engender the love of independent reading Three exciting book reports are recommended with every revision exercise to ensure Primary 5 Learners read at least fifteen books by the end of the year. Each unit contains a selection of activities aimed at enabling learners to acquire specific knowledge or skills across a wide range of text opportunities which will give learners the opportunity to do some oral work, comprehension, grammar, word work and composition. There are also revision exercises to help them review what they have learnt for every five units. Exciting book reports are recommended for every revision exercise to ensure learners read at least fifteen books by the end of the year. The activity books also support independent learning and reinforcement of concepts introduced in the learners’ book. There is no time limit on the sessions and facilitators will want to exercise their own skill and judgement on planning. While the five components of each unit are indicators of the mode of work envisaged, it is always at the facilitator’s discretion to approach the various activities from a different perspective especially when implementing differentiation in the classroom. METHODOLOGY The new standard-based National English Language Curriculum for Primary Schools advocates a learner-centred integrated approach. The course therefore aims at an approach that encourages learners to actively explore, investigate, understand, use and develop their knowledge of English and in particular their reading, writing, listening and speaking skills through the use of regular, guided group and paired work, independent group work and individual work. This approach allows learners to access and reference language input in their own time and internalise it as they work through the activities that provide opportunities to practise their skills. VII Each unit contains specific language input in the form of a selection of activities aimed at enabling learners to acquire specific knowledge or skills in each of the six strands (Oral Language, Reading, Grammar Usage at Word and Phrase Levels, Writing, Using Writing Conventions/Grammar Usage and Extensive Reading). The text extracts selected for the course serve as language input and springboards for teaching and learning grammar and punctuation, phonics, spelling and the development of listening, speaking, reading and writing skills. The language input is progressive and covers the new curriculum framework over the year. Lessons are incorporated under five main components: STRAND 1: ORAL LANGUAGE: LISTENING AND SPEAKING TALK IT OUT! Discussion with a talk partner or in a small group forms an important part of the course, helping learners become more articulate and confident in expressing their opinions; it is also an important part of the embedding process and discovering that others do not always take the same approach or share opinions. STRAND 2: READING - COMPREHENSION Each unit provides an opportunity for progression through reading as a reader, reading as a writer and writing, so that learners can experience the journey to becoming literate, with the emphasis shifting from learning to read towards reading to learn and appreciate. The topics have been carefully selected in line with the new curriculum to help learners acquire vital information on health issues, as well as information on issues of current interests. STRAND 3: GRAMMAR USAGE AT WORD AND PHRASE LEVELS - BUILD YOUR LANGUAGE Using the text extracts selected for the course as language input and springboards for teaching and learning grammar and punctuation, language rules are introduced in meaningful