Study & Master

English First Additional Language

Grade 6 Teacher’s Guide

Jan Gallow University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 The Water Club, Beach Road, Granger Bay, Cape Town 8005, South Africa

Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781107380370 © Cambridge University Press 2012, 2020 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2012 Updated 2020 Reprinted 2020

A catalogue record for this publication is available from the British Library ISBN 978-1-107-38037-0 Proofreader: Karoline Hanks, Gudrun Elliott Typesetter: Baseline Publishing Services Cover photographer: Robyn Minter …………………………………………………………………………………………………………… notice to teachers The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use within the school or institution which purchases the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press and such copies may not be distributed or used in any way outside the purchasing institution. …………………………………………………………………………………………………………… Every effort has been made to trace copyright holders. Should any infringements have occurred, please inform the publishers who will correct these at the earliest possible opportunity. …………………………………………………………………………………………………………… If you want to know more about this book or any other Cambridge University Press publication, phone us at +27 21 4127800, fax us at +27 21 419-8418 or send an email to [email protected] Contents

Introduction Welcome 1 The First dditionalA Language in the Intermediate Phase 2 An overview of skills, content and strategies 17 How Study & Master English works 24 How Study & Master English covers the Curriculum and Assessment Policy Statement 25

Lesson-by-lesson Term 1 (Units 1–5) 53 Term 2 (Units 6–9) 122 Term 3 (Units 10–14) 174 Term 4 (Units 15–18) 233

Assessment Introduction 281 Informal or daily assessment 282 Formal assessment 284 Programme of assessment 286 Formal Assessment Tasks 288 Revision section answers 303

Resources Poems and rhymes 317 Photocopiable resources 323 Extra rubrics 325

IntroductionIntroduction

Welcome Welcome to Study & Master English. This English course meets all the requirements of the Curriculum and Assessment Policy Statement (CAPS) for English as a First Additional Language in the Intermediate Phase. See the note below.

The course includes: • a Learner’s Book that teaches, provides practice for, and includes Formal Assessment Tasks for all content, concepts and skills required to meet the First Additional Language CAPS • a Core Reader containing stories, drama, poetry; and information, social and media texts. • a Teacher’s Guide that provides support for teachers. It helps you organise a learning programme that enables your learners to master the skills and knowledge of English as their First Additional Language.

This Teacher’s Guide includes: • notes on the listening, speaking, reading, writing and language skills • extended contents pages that tell you which skills are covered in each activity in the Learner’s Book • guidelines for time allocations (these can be adapted – if a lesson takes too much time it can be completed independently at home) • teaching notes for every activity in the Learner’s Book • answers to all activities in the Learner’s Book • resources for the daily listening and speaking activities • notes on assessment requirements • ideas for assessment • examples of rubrics you can use or adapt for assessment • memorandums for the Formal Assessment Tasks and examinations in the Learner’s Book • notes on recording and reporting and record sheets. Time allocation Listening, speaking, reading, writing and language skills are developed during the Intermediate Phase. The teaching time for First Additional Language is five hours per week. The content is planned in two-week cycles (ten hours). Timetables should include a double period (one hour) per week.

Note: Revision sections: There are 7 Revision sections in the Learner’s Book. These can be used as homework activities, or for remedial or extension support. Answers are supplied at the end of the Assessment section of this Teacher’s Guide.

INTRODUCTION 1 Formal Assessment Tasks: The Department of Basic Education has released an Amended Programme of Assessment for the CAPS GET level. You can find this new programme at the end of the Learner’s Book on page 217. There are 13 Tasks altogether, including the mid- and end-of-year exams. We have provided suggestions of when to do each Task, for example Task 1 can be done after Unit 1. Answers and Assessment tools such as memos and rubrics are provided in the Assessment section of this Teacher’s Guide.

FIRST ADDITIONAL LANGUAGE Time allocation per two-week cycle (five hours per week) Skills Grade 4 Grade 5 Grade 6 Listening and 1 hour 1 hour 1 hour speaking Reading and 2 hours, 2 hours, 2 hours viewing 30 minutes 30 minutes Writing and 1 hour 1 hour 1 hour, presenting 30 minutes Language 30 minutes 30 minutes 30 minutes structures and conventions Language structures and conventions and their usage are integrated within the time allocation of the four language skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for listening and speaking, for reading and viewing, and for writing and presenting.

The First Additional Language in the Intermediate Phase

Learners need language to think and communicate effectively. Learning to use language effectively enables them to: • think and acquire knowledge • express their identity, feelings and ideas • interact with others • manage their world.

Learning English as a First Additional Language is essential in order to communicate effectively within a broader society. The curriculum aims to prepare learners to be able to use both their home and first additional languages confidently. Learners are often nervous and uninspired about learning an additional language. As the teacher of an additional language, you can make the difference between this being a positive or negative experience. It is important to create a secure and enriching atmosphere in your classroom. If your learners feel relaxed and confident they are more likely to be enthusiastic about learning English and willing to work to their full potential.

2 INTRODUCTION Listening and speaking Listening and speaking skills are essential to learning and life in general. Through effective listening and speaking strategies, learners: • collect and synthesise information • construct knowledge • solve problems • express ideas and opinions.

Critical listening skills enable the learners to: • recognise values and attitudes • challenge bias and manipulative language.

In the Intermediate Phase, learners should build on the skills they developed in the Foundation Phase and use listening and speaking skills to: • interact • negotiate meaning • hold sustained conversations • partake in discussions • give short oral presentations.

In the Intermediate Phase, learners: • still need to be provided with frames for spoken language • need to be given opportunities to speak • need to be able to progress at different paces • should progress to speaking more • build on the text types introduced in the Foundation Phase and are introduced to new ones which they listen to and speak about.

Learners should not feel as though they are being judged whenever they speak. They need to know that what they have to say is important and that it does not matter if they cannot express themselves perfectly. Don’t allow them to be ridiculed if they make mistakes. Comments should be constructive and encouraging. Be patient with them. If learners feel secure in your class, their confidence will grow and they will become more involved in listening and speaking activities. The more involved they become, the quicker they will develop important language skills.

Study & Master English creates opportunities for all learners to listen and speak. It encourages you to introduce lessons daily by having the learners practise listening and speaking. The CAPS document suggests that the learners do one of the following activities daily. • Perform a poem. (Resources can be found in the Learner’s Book or in the ‘Resources’ section of this Teacher’s Guide.) • Play a simple language game. (Resources can be found in the Learner’s Book or in the ‘Resources’ section of this Teacher’s Guide.)

INTRODUCTION 3 • Give and follow simple instructions. (Resources can be found in the Learner’s Book. Alternatively, divide the learners into pairs and have them take turns giving one another simple instructions or directions.) • Discuss a topic. (Many activities in the Learner’s Book give the learners the opportunity to practise this skill. Relate the topic to Group-work rules the theme of the unit.) • Listen to each other. • Retell a story they have heard or read. (Many activities in the • Give everyone Learner’s Book give the learners the opportunity to practise a chance to this skill.) share their • Recount events or experiences. (Get the learners to draw on their ideas. personal experiences and relate them in the correct sequence. Ask • Be polite and the learners questions about them so they have the opportunity to courteous. practise interpreting and answering questions correctly.)

Group work Many of the activities, especially those related to listening and speaking, are done in groups. Group work needs to be carefully planned and used thoughtfully. • For group work to be successful, the whole class has to be well behaved. Therefore it is important for you to set very definite ground rules. • Make the learners aware of the consequences if they do not adhere to the ground rules. It is usually best to remove them from the group and for them to complete the activity on their own. • Make sure that they know how loudly they are expected to talk. • Let them know if they are allowed to get up out of their seats or not. • Have signals that will tell your learners that the activity is coming to an end or the noise level is getting too loud, for example, flicker the lights on and off or ring a bell. It is best not to use your voice, as you will end up shouting to be heard above the group discussions. • Move around and supervise. This is not free time for you. You need to listen to discussions, check if groups have understood the instructions and conduct informal assessments. • Vary the groups. Three to five members per group is ideal. If groups are too large, you will usually find someone not participating.

Length of texts Learners should be exposed to listening texts of the following lengths: Task Grade 4 Grade 5 Grade 6 Longer listening comprehension texts, e.g. 100–150 words/ 100–200 words/ 150–250 words/ story, interviews, plays, news reports up to 5 min. up to 5 min. up to 5 min. Shorter listening comprehension texts, 40–60 words/ 50–70 words/ 60–80 words/ e.g. announcements, information texts, 1–2 min. 1–2 min. 1–2 min. instructions, directions

4 INTRODUCTION Reading and viewing Effective reading skills are essential to successful learning in all areas of the curriculum, as well as to fully understanding society and the world of work. The curriculum aims for learners to: • develop proficiency in reading and viewing a wide range of literary and non-literary texts for information • recognise how genre and register reflect the purpose, audience and context of texts.

Reading methods The Intermediate Phase builds on the Foundation Phase reading programme. The CAPS encourages the following: • shared reading at the beginning of Grade 4 to guide the learners into the Intermediate Phase • reading with and reading to the whole class • group guided reading • paired reading • independent reading • comprehension activities.

Reading texts Learners’ vocabulary development is very dependent on the amount of reading they do. It is therefore vital to give the learners many opportunities to read a variety of texts, including stories, information texts, newspapers, magazines, comics, brochures, flyers, advertisements and posters. Develop an interest in reading by displaying interesting books, posters and items related to the units.

The reading process Learners should be involved in the following reading activities.

Pre-reading • Stimulating prior knowledge • Skimming to identify the source, author and publication date • Reading the first and last paragraphs of texts • Making predictions

Reading • Pausing for comprehension and reflection • Comparing content to predictions • Using the context and dictionaries to work out the meanings of words • Visualising what they are reading • Persevering when they do not understand parts of texts • Rereading extracts slowly to gain understanding • Asking for help in order to lead to understanding • Adding reading marks and explanatory notes about key points • Reflecting on what they read

INTRODUCTION 5 Post reading • Recalling specific information by making graphic organisers and other outlines of key and supporting ideas • Drawing conclusions • Writing summaries in order to clarify and recall main ideas • Thinking about and writing questions • Asking if the purpose was achieved • Confirming understanding of texts • Evaluating bias, accuracy and quality of texts • Extending their thinking by using what they have learnt

Daily reading Aim to conclude all lessons with a reading activity. Read to the class, enjoy shared books together or have the learners read independently. A range of texts (including the Core Reader) to accommodate different reading levels should be available in the classroom.

Reflecting on reading Learners must be encouraged to read daily, at home or school. Once a fortnight, they should reflect on what they have read. As part of their reflection, they should: • read to one another • retell stories • identify main ideas and key points • share opinions • relate texts to their own lives and experiences • express emotional responses to texts • give oral reviews • compare books • rate texts • summarise texts • present structured book reviews • describe features of texts.

Reading aloud Learners are given many opportunities to read texts aloud, using appropriate fluency, phrasing, tempo, volume, pronunciation, expression and rhythm. Make opportunities to listen to individuals reading aloud. Give them guidance and assess their reading aloud.

Group-guided reading Group-guided reading is an ability-group-reading teaching strategy. The reading is done in small groups and guided by the teacher. All the group members read the same text and discuss questions related to it.

Observable behaviour to help group learners for guided reading sessions: • The text can be read with ease, but it still poses a few challenges. • The learners read at similar speeds. • They read fluently and use appropriate expression.

6 INTRODUCTION • They are interested in the text. • They do not need to finger-point while reading. • They are able to read silently.

Steps in a group-guided reading lesson: • Choose an appropriate text from the graded readers. • Introduce the type of text, ask pre-reading questions and discuss new vocabulary. • Get the learners to read the text individually and to take turns reading aloud. • Discuss the text by asking questions that lead to discussion and develop comprehension.

Group-guided reading sessions are 10 to 15 minutes long and should take place while the rest of the learners are involved in independent activities. Try to organise at least two sessions of group-guided reading each week.

Independent reading Have various forms of the printed word available for fast workers to read when they have finished their work. Learners should be aware that in your class there is no time to do nothing as they fill every spare moment with reading.

Core Reader The Core Reader includes all the genres of texts required to cover a year’s work according to the CAPS programme, and additional texts that can be used for shared, paired, independent and extended reading.

Extended reading Extended reading activities have been included in the Learner’s Book and lesson-by-lesson plans. These are not compulsory, but can be used to give the learners extra reading practice. Alternatively, lessons allocated to these activities can be replaced with lessons that focus on reinforcing skills and concepts that the learners are struggling to grasp.

Length of texts Reading texts should be the following lengths.

Task Grade 4 Grade 5 Grade 6 Reading comprehension/ 100–150 150–200 200–250 intensive reading texts words words words

INTRODUCTION 7 Writing and presenting Writing is a powerful communication tool that allows learners to construct and communicate thoughts and ideas meaningfully. The CAPS aims to: • enable learners to communicate functionally and creatively • produce competent and versatile writers • equip learners to write and present various texts for a variety of purposes.

Writing forces learners to think about grammar and spelling. This leads to: • learners processing language • language acquisition • increased accuracy.

The Study & Master English course includes a variety of writing activities. Writing support is provided in the form of writing frames and checklists that promote the use of the writing process.

Writing texts Learners will learn to write a variety of texts: • descriptive texts • posters • narrative texts • notices • imaginative texts • brochures • dialogue • advertisements • plays • speeches • notes • procedural texts • messages • factual recounts • letters • information texts • greeting cards • visual texts. • invitations

The writing process Remember that the learners will need support and guidance in the form of writing frames to develop sound writing skills. They will use the following writing process to ensure that their writing is well organised and grammatically correct.

Step 1: Pre-writing/planning At this stage, the learners identify their purpose for writing and their audience. They brainstorm ideas and organise their information in mind maps, flow charts, or lists.

Step 2: First draft The learners refer to their planning and write a first draft.

Step 3: Revision The learners read their first draft to others and assess it critically.

8 INTRODUCTION Step 4: Editing/proofreading At this stage, the learners make changes that correct and enhance their first draft.

Step 5: Publishing, presenting Finally, the learners write a neat, edited final version.

Brainstorming Brainstorming is a creative technique which encourages learners to generate numerous ideas. It is used as part of the writing process and can also be used in any instance where multiple ideas need to be generated quickly. It is a technique that can be used very successfully in pairs and groups if three basic rules are followed. These are meant to reduce social inhibitions among group members, increase creativity and generate ideas. The three basic rules for effective brainstorming are: • focus on quantity, not quality • criticism is banned • unusual ideas are welcomed.

Keywords Stimulating

Solutions All ideas

Brainstorming Creative No criticism

Freedom Quantity

Personal dictionary Learners should have a hard-covered A5 lined exercise book to use as their personal dictionary. They set it up in Grade 4 and keep it until the end of Grade 6. Spelling, vocabulary and meanings can be recorded in this personal dictionary. When you formally assess written work, write the correct spelling of a few words that have been spelt incorrectly. Get the learners to add these words and meanings to their dictionaries.

INTRODUCTION 9 Text types In Grades 4 to 6, learners should be taught to write the following range of text types, as outlined in the CAPS.

Text type Purpose Text structure Language features Essays Narrative text/ To entertain • Intr oduces characters • Writ ten in the first or essay and setting third person • Ev ents lead to a • Written in the past tense complication/problem • Ev ents described • Resolution and ending sequentially • Connectiv es that signal time • Makes use of dialogue • Language used to create an impact on the reader Descriptive To describe • Identification: gives a • May be written in past or text/essay something in a general orientation to present tense vivid way the subject • Creates a picture in words • Description: • Uses adjectives, adverbs describes features or • Use s figurative language characteristics of the (e.g. simile, metaphor, subject personification, alliteration) Transactional texts Personal To inform and • Addr ess, date and • Usually informal in style (friendly) letter maintain a salutation but can vary relationship • Struct ure of message • Language features will will vary depending on vary according to purpose purpose of message • May use personal recount text type (see below) • Closing, signature Business letter Various, (e.g. • Writer’s address, date, • Usually formal in style to apply for a recipient’s address, • Makes use of language job or bursary; salutation conventions to complain, • May have a heading • Generally concise — brief request, etc.) • Struct ure of message and to the point will vary depending on purpose • Closing, signature Curriculum To provide a • Personal details: • Concise — half a page vitae (CV) summary of a name, date of birth, • Headings and bullets person’s life gender, nationality, • Formal and direct in style ID number, physical address, postal address, contact number • Hobbies and interests • Referees • Design and layout is important

10 INTRODUCTION Text type Purpose Text structure Language features Diary/journal To record • Usually written in a • Usually written in past and reflect special book tense on personal • Entries written • Informal in style experience regularly • The writer is writing for • Entries dated him- or herself • May use personal recount text type Email/sms To inform and • The recipient’s Speech-like communication maintain a address: for example: relationship moloiq (name)@ gmail. (server) za (country) • CC: these may be the recipients whose attention is called to the email. • Subject: This is a summary of the content of the email. • Message • Sender’s name. Invitation To invite • May take the form of a • Can be formal or informal someone to an personal letter or use in style event or to do an invitation card. • Generally concise — brief something (and • Includes: and to the point either accept or – the nature of the • Makes use of conventional decline) event phrases (e.g. ‘I would like – where it will take to invite you … ‘) place • Response is polite. – the date and time – name of invitee – dress code (optional) – RSVP (optional) – a visual, design element (optional) – The response may be in the form of a note or letter. Giving To tell someone • Use chronological • Use mostly the imperative directions how to get order form somewhere • Refer to a specific • Use concise and clear direction sentences • Indicate the approximate distance • Provide information about landmarks along the way

INTRODUCTION 11 Text type Purpose Text structure Language features Procedures To describe or • Goal: a statement of • Written in the imperative instruct how what is to be achieved • In chronological order something is • Materials/equipment • Use of numbers and bullet done through needed listed in order points to signal order a series of • Sequenced steps to • Focus on generalised sequenced achieve the goal human agents rather than steps • May have named individuals accompanying • Expressions of cause and visual text effect Advertisement/ To persuade • Can take a variety of Figurative language and posters/notices someone to buy forms poetic devices used to something or • Make use of slogans create impact and make use a service and logos the language memorable • Usually have a visual, (e.g. metaphor, simile, design element alliteration, repetition, • Use advertising rhyme, rhythm) techniques • Use design to make the advertisement eye-catching and memorable Literary and media texts Personal To tell about • Orientation: scene • Usually written in the past recount a personal setting or establishing tense experience context • Told in first or third person • An account of the • Time connectives are used events that took place, • Tends to focus on often in chronological individual or group order participants • Some additional detail • Can be informal in style about each event • Reorientation — a closing statement that may include elaboration Dialogue To record the When writing a dialogue: When the dialogue involves exchanges as • Write the names of family or close friends: they occur, the characters on the • a casual style is used directly from left side of the page • well-known formulae the speaker’s • Use a colon after the for requests, questions, point of view name of the character orders, suggestions and who is speaking acknowledgement are • Use a new line to used. indicate each new speaker When the conversation • Advice to characters involves strangers: (or readers) on how to • a consultative style is speak or present the used action must be given • more elaborate politeness in brackets before the procedures are added to words are spoken the well-known formulae • Sketch a scenario for requests, questions, before you start orders, suggestions and writing acknowledgement

12 INTRODUCTION Text type Purpose Text structure Language features Review (e.g. To summarise, • Context: background • Written in the present/ story, book or analyse and information such as past tense film review) respond to author, illustrator, type • Use of appreciation literary texts or of work vocabulary to evaluate performances • Text description: text describes elements of the text or production such as main characters, key incidents and stylistic features • Judgment: evaluation of the work by expressing an opinion or judgment Newspaper To inform, • State facts briefly but • Clear and concise article/factual educate, accurately language recounts enlighten and • Strive to communicate • Written in third person entertain the the essence without • Can use active or passive public losing the reader voice • Summarise accurately, • Should include quotes, without slanting the comments, opinions, truth statements and • Give a succinct title observations from people and add a clear sub- involved or experts on the title topic • Start with the most important facts: the who, what, how, when, where, why, and to what degree Magazine To inform, • The heading must • Quotes from people; article educate, be attractive and direct quotes enlighten and interesting • Longer paragraphs entertain the • The style should be • Descriptive writing public personal, speaking • May use a mixture of directly to the reader formal and informal • The style can be language including descriptive and everyday expressions and figurative, appealing colloquialisms to the imagination of • Rhetorical questions the readers • Emotive words • Names , places, times, • Use of imagery and positions, and any description other necessary details should be included in the article • The article should stimulate interest and keep the reader absorbed

INTRODUCTION 13 Length of texts Learners should produce the following texts.

Task Grade 4 Grade 5 Grade 6 Paragraph 30–40 words, 40–50 words, 50–60 words, 4–5 sentences 5–6 sentences 6–8 sentences Oral creative texts 1 minute 1 minute 1–2 minutes (e.g. recounts, retelling stories, telling stories, short talks) Written creative At least 50 At least 100 At least 150 and information words, words, words, texts (e.g. 1–2 paragraphs 2–4 3–5 recounts, stories, paragraphs paragraphs reports) Longer 40–60 words 60–80 words 80–100 words transactional texts (e.g. letters) Shorter texts (e.g. messages, 20–30 words 30–40 words 40–60 words notes) (e.g. diary entries, 30–40 words 40–50 words 40–60 words descriptions)

Summaries 30–40 words 40–50 words 60–70 words from 100 from 120 from 180

Language structures and conventions A sound vocabulary and understanding of language structures and conventions is essential to learning and communicating in an additional language. Learners interact with various texts to extend their vocabulary and correctly apply their understanding of language structures and conventions. They also explore how language is used.

In the Intermediate Phase, learners: • take more notice of words and grammatical structures introduced in the Foundation Phase • explore the way the English language works • take some conscious control of the English language • use their developing knowledge to check their use of language.

Language structures and conventions are taught in context and therefore integrated into the listening, speaking, reading and writing skills lessons. However, 30 minutes per week is allocated for formal teaching and practise in language structures and conventions. The Study & Master English course covers all the areas of language listed in the CAPS document. The activities enable the learners to use the language in context.

14 INTRODUCTION Spelling and vocabulary Learners are expected to learn spelling words. Various tips for learning spelling are included in the Learner’s Book and Teacher’s Guide. Learners must be tested and tests should be marked so they know that this is an important aspect of their language development.

In general, learners are not particularly fond of spelling. However, they need to understand that it is a valuable language activity that promotes and extends: • listening • writing • grammar • vocabulary • pronunciation.

Spelling and vocabulary games The following fun activities can be used to revise spelling and vocabulary throughout the year.

Classroom pictionary This game is an adaption of the board game, ‘Pictionary’. It is a fun way to revise the meanings of spelling and vocabulary words. It can be played in pairs, groups or as a class. Learners guess words by looking at pictures drawn.

How to play: 1. Choose a learner and show him/her one of the spelling words. 2. The learner may not speak, but can draw pictures or symbols on the board that will help the rest of the learners in the class to guess the word. 3. The first learner to guess the word draws the next picture. 4. Once the word has been guessed, write it on the board so the spelling is also revised.

Hangman Hangman is a guessing game that can be played to develop vocabulary and spelling skills. It can be played in pairs, groups or as a class.

How to play: 1. A player identifies one of their spelling words, and does not tell the class which one it is. 2. They draw a dash to represent each letter in the word. For example, ‘learner’ would be represented like this: ______3. They also draw a simple gallows like this:

4. Learners in the class take turns to guess what letters make up the word.

INTRODUCTION 15 5. Each time they guess a correct letter, it is filled in on the dashes that represent that particular letter. For example, if ‘e’ is guessed, it would be filled in like this: _e_ _ _ e _. 6. Each time someone guesses a letter that is not in the word, a body part is added to the gallows in the following order: head, body, arm, arm, leg, leg. These pictures show the progression:

7. If the person hanging in the gallows is completed before the word is guessed, the guessing player loses. If the word is completed first, the guessing player wins. If the guessing players constantly loses, they can be given a better chance to win if facial features are also added.

Charades/miming This is when words are acted out without speech. The learners have to guess which word has been acted out.

Language structure and vocabulary games The following activities can be used to successfully reinforce language structures and extend vocabulary.

Circular challenge This is a word game, played in groups, where players repeat words that have been said and then add a word of their own. This activity is used successfully to reinforce grammar and extend vocabulary. For example: • The first person in the group says, “I went to the shop and bought potatoes.” • The second person says, “I went to the shop and bought potatoes and an ice-cream.” • The third person says, “I went to the shop and bought potatoes, an ice-cream and a soft drink.”

If a learner cannot remember the items or add an item to the list, they are out of the game.

Memory game The object of the game is to find all the matching pairs of cards.

How to play: 1. Cards are laid face down on a surface. 2. Two cards are flipped over each turn. 3. If the cards match, they are removed and kept by the player who found them. 4. If the cards do not match, they are turned face down again. Players must try to memorise where they are so they can match them with other cards during a later turn.

16 INTRODUCTION 5. Play moves to the next player. 6. The game ends when the last pair has been picked up. 7. The winner is the player with the most pairs of cards.

Language teaching approaches The Study & Master English course is a text-based and communicative approach to teaching language.

A text-based approach focuses on: • exploring how texts work • enabling learners to become competent, confident and critical readers and writers • listening to, reading, viewing and analysing texts • evaluating texts • producing texts for specific purposes and audiences.

A communicative approach focuses on: • exposing learners to the language as much as possible • creating opportunities to practise the language • using language as a means of communication • learning the language through natural and informal exposure to it. An overview of skills, content and strategies The following table is based on the table of skills, content and strategies in the Curriculum and Assessment Policy Statement for English as a First Additional Language.

INTRODUCTION 17 Intermediate Phase: Grades 4, 5 and 6 Skills Content Strategies and sub-skills Listening and Listening Listening comprehension and speaking speaking comprehension Recording main and supporting ideas by: Oral communication • making notes • Conversations • making lists • Directions • making summaries • Instructions • retelling • Retelling stories • describing • Story telling • explaining • Role-play • expressing opinions • Group discussions • asking clarifying questions • Short talks Communication for social purposes • Short poems and • Initiating conversations rhymes • Sustaining conversations • Language games • Taking turns • Sharing ideas and experiences • Encouraging the use of the additional language Prepared short talks • Research • Logically organise material • Choose and develop main and supporting ideas including examples • Correct format • Correct vocabulary • Correct language • Correct conventions • Tone, voice projection and pace • Eye contact, posture and gestures • Effective introduction and conclusion • Appropriate visual, audio or audiovisual aids such as charts, posters, drawings, photographs Prepared reading (Reading aloud) • Use tone, pace, eye contact • Pronounce words correctly Unprepared reading (Reading aloud) • Re ad fluently according to purpose • Pronounce words correctly • Use tone, pace, eye contact

18 INTRODUCTION Intermediate Phase: Grades 4, 5 and 6 Skills Content Strategies and sub-skills Reading and viewing Prescribed text types: Reading and viewing Use pre-reading, reading and post reading Stories strategies to: • Contemporary • understand the text realistic fiction • interpret the text • Traditional stories • show independent reading. • Adventure stories • Science fiction Introduce learners to: • Biographies Text features • Historical fiction Titles, illustrations, graphs, charts, diagrams, headings, subheadings, Plays numbering, captions, headlines, format Poetry Text structures Lists, sequential order, description, Information texts procedures, main idea, supporting points, • Procedures narrative sequence. • Factual recounts • Reports Parts of a book Title page, table of contents, chapters, Social texts glossary, etc. • Invitations • Greeting cards Reading and viewing strategies • Letters • Skim for main ideas • Notices • Scan for supporting details • Infer meaning of unfamiliar words and Media texts images by using word attack skills and • Advertisements contextual clues • Newspaper reports • Reread • Magazine articles • Make notes • Notices • Summarise main and supporting ideas • Pamphlets • Clarify Visual literacy • Make inferences • Posters • Explain the writer’s point of view • Pamphlets • Draw conclusions • Advertisements • Give opinions • Cartoons Visual literacy • Comic strips Persuasive techniques: • Diagrams • emotive language • Graphs • bias • Tables Impact of use of layout and design • Charts features: Types of reading • font types and sizes Close reading of texts • headings • Comprehension • captions activities • images • Making summaries, Poetry etc. • Understand literal meaning Extended reading of • Understand figurative meaning texts • Identify and understand theme and • Oral discussions message • Book reviews • Identify, understand and use imagery • Projects, etc. (e.g. simile, personification, word Prepared and choice, etc.) unprepared reading aloud

INTRODUCTION 19 Intermediate Phase: Grades 4, 5 and 6 Skills Content Strategies and sub-skills • Interpret and use sound devices (e.g. lines, words, stanzas, rhyme, rhythm, punctuation, repetition, refrain, alliteration, onomatopoeia) Story and plays Key features of texts: • identify the story line • identif y, discuss and describe characters • identify the background and setting • analyse text structure and format Information, social and media texts • Consider audience and purpose • Identify main and supporting ideas • Analyse text structure and format • Identify key features of the text Prepared and unprepared reading (Reading aloud) • Use tone, pausing, phrasing and expression to convey meaning • Pronounciation Writing and presenting • Wor d writing (e.g. lists) Process writing • Sentence writing • Planning/pre-writing • Paragraph writing • Drafting • Creative writing • Revising – Descriptive • Editing (e.g. descriptions • Proofreading of people, places, • Presenting animals, plants, Pre-writing/planning objects etc.) • Considers audience and purpose – Narrative • Considers type of writing (e.g. stories, • Brainstorms using mind maps and lists personal recounts • Organises ideas – Imaginative (e.g. short poems) Drafting – Dialogues and • Considers word choice short play scripts • Considers sentence structure based on stories • Includes main and supporting ideas • Includes specific eaturesf required Transactional writing (e.g. direct speech for dialogue, labels (social, media and and captions for diagrams) information texts) • Reads own writing critically • Notes, messages, • Gets feedback from peers and teacher letters, greeting cards, invitations Revising, editing, proofreading and • Posters, notices, presenting brochures, • Re vises by improving the content and advertisements structure • Short written • Refines word choice, sentence and speeches paragraph structure • Procedural texts • Edits by correcting mistakes in (e.g. recipes, grammar, spelling and punctuation instructions, • Presents a neat, legible final version experiments)

20 INTRODUCTION Intermediate Phase: Grades 4, 5 and 6 • Factual recounts (e.g. news reports, reports of procedures, reports of phenomena observed) • Information texts (e.g. texts for other subjects, informative texts, book/story reviews) • Visual literacy texts (e.g. tables, charts, mind maps, diagrams) Language structures The content that should be covered is listed below. and conventions Strategies and sub-skills: Learners are required to identify, understand and use the grammatical structures and conventions listed below in context. They should also learn how to apply the rules. Vocabulary development is included in this section. NOUNS • Revises nouns from the Foundation Phase. • Revises common nouns: countable nouns (e.g. book — books) and uncountable nouns (e.g. chalk, fish, cutlery) • Develops an understanding of and uses uncountable nouns (e.g. soccer, water) • Uses nouns that only have plurals (e.g. scissors, trousers) • Revises the possessive form of the noun (e.g. Bongi’s nose) • Uses proper nouns correctly (e.g. with capital letter) • Uses the gender forms of some nouns (e.g. cow — bull) • Uses abstract nouns DETERMINERS • Revises ‘a’, ‘an’ and ‘the’ with nouns • Understands there is no article with uncountable nouns (e.g. I like fish.) • Uses determiners that indicate quantity (e.g. one, two, and first, second, last; some, few, many, enough) PRONOUNS Revises and uses: • personal pronouns (e.g. I, you, he, she, it, they; me, you, him, her, it, us, them) • demonstrative pronouns (e.g. this, that, those, these) Uses: • possessive pronouns (e.g. mine, yours, his, hers, ours, theirs) • reflexive pronouns (e.g. myself, yourself) ADJECTIVES Revises comparative and superlative adjectives (e.g. big, bigger, biggest) Revises and uses adjectives: • before nouns (e.g. The small dog) • after nouns (e.g. The dog is small) Uses different types of adjectives including those relating to: • age (e.g. old, young) • temperature (e.g. hot, cold) • what things are made of (e.g. woollen, golden) VERBS • Develops and uses subject verb concord (e.g. There is one book/There are two books) • Uses the command form of the verb (e.g. Stop!) • Uses regular and irregular forms of the verb (e.g. walk — walked; run — ran) • Uses forms of the verb ‘to be’ (e.g. am — is — are; was — were) • Uses negative concord (e.g. I do not have/She does not have)

INTRODUCTION 21 Intermediate Phase: Grades 4, 5 and 6 TENSE • Develops tenses used in the Foundation Phase including simple past, simple present, present progressive and future tenses • Uses tenses appropriate for the text type being studied, including: – Simple present to describe regular actions (e.g. I brush my teeth every day.) and universal statements (e.g. The sun sets in the west.) – Present perfect (e.g. I have lived in Durban all my life.) – Past progressive for an action that was going on when a second one took place (e.g. It was raining when we left the house) – Future using the present progressive tense (e.g. We are going to Cape Town next week) MODALS • Revises and uses modals ‘can’ to show ability, ‘may’ to ask for permission • Begins to use ‘must’, ‘should’ and ‘have to’ to show obligation and ‘must’ to show necessity • Uses ‘shall’ and ‘will’ to show intention • Uses ‘will’ to indicate something that will happen (e.g. There will be a storm today) • Uses ‘might’ to convey possibility ADVERBS Begins to use adverbs of: • time (e.g. tomorrow, yesterday) • place (e.g. here, there) • manner (e.g. quickly, slowly) • frequency (e.g. She often visits me) • degree (e.g. very, too) PREPOSITIONS • Revises prepositions that show position (e.g. on, under, above) • Uses prepositions that show: – direction (e.g. to, from, up, down) – time (e.g. on, at) – possession (e.g. with) CONNECTING WORDS Uses connecting words to show: • addition (e.g. and) • sequence (e.g. then, next) • contrast (e.g. but) • reason (e.g. because) SENTENCE STRUCTURE • Constructs simple sentences • Constructs compound sentences • Uses the command form • Uses question forms (e.g. who, what, when, which, why, how) • Uses negative forms • Uses the conditional (e.g. If ..., then ...) • Uses the passive voice • Uses direct speech • Begins to recognise and use reported speech PUNCTUATION • Revises punctuation done in the Foundation Phase (e.g. capital letters, full stops, commas, questions marks) • Uses capital letters for proper nouns, for titles and initials of people • Uses commas for separating nouns in a list • Uses exclamation marks • Uses apostrophes for showing possession • Uses quotation marks for direct speech • Uses a colon for indicating direct speech in a play script or dialogue; uses a colon for listing items

22 INTRODUCTION Intermediate Phase: Grades 4, 5 and 6 VOCABULARY DEVELOPMENT Begins to understand and use: • Words belonging to the same lexical field (e.g. ‘cat’ and ‘dog’ belong to the lexical field ‘animals’) • Synonyms (words that are similar in meaning, e.g. fast/quickly) • Antonyms (words that are opposite in meaning, e.g. loud/soft) • Homonyms (words that are pronounced or spelled alike but have different meanings, e.g. flower/flour)

Recognises how words are formed: • Compound words (e.g. classroom) • Joining prefixes or suffixes to a base word • Shortening words (e.g. television/TV) • Abbreviations – initialism (e.g. HIV) – acronyms (e.g. AIDS) – truncation (e.g. Dec, Tues) – clipped (e.g. fridge — refridgerator, phone — telephone)

Begins to understand and use some fixed expressions: • Phrasal verbs (e.g. divide up, move in) • Collocations (e.g. happy birthday not merry birthday; fish and chips) • Idioms (e.g. Look before you leap.) SPELLING • Builds on phonic knowledge from the Foundation Phase to spell words (e.g. builds word families based on how they sound or look) • Builds on knowledge of sight words and high frequency words from Foundation Phase • Spells familiar words correctly, using a personal dictionary, including words which are often confused (e.g. diary, dairy) • Uses the dictionary to check spelling and meanings of words • Rereads own writing and makes spelling corrections • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary • Builds new words by changing one letter/sound for another (e.g. nation, station) • Breaks long words into smaller chunks (e.g. be-cause; sen-ten-ce) SPELLING RULES Draws on spelling rules: ‘g’ • Words starting with ‘g-’ and followed by ‘-e’, ‘-i’ or ‘-y’: start with ‘g’ even though it sounds like ‘j-‘ (e.g. germ) ‘c-’ and ‘k-’ • Words starting with ‘c-’ and followed by ‘-e’, ‘-i’ or ‘-y’: pronounce as ‘s-’ (e.g. centre, city) • Words starting with a ‘k-’ sound and followed by ‘-e’ or ‘-i’: use a ‘k-‘ to spell the word • Words starting with a ‘k-’ sound and followed by ‘-a’, ‘-u’ or ‘-o’: use a ‘c-’ to spell the word (e.g. can, cot, cup)

Plurals • Add ‘-s’ to form most plurals • Add ‘-es’ to form plurals of words ending in ‘-s’, ‘-sh’, ‘-ch’, or ‘-z’ (e.g. bunch, bunches; brush, brushes)

Word endings • Words ending in a vowel and a ‘-y’ (‘-ay’, ‘-ey’, ‘-oy’): just add the ending (e.g. play, playing, played; boy, boys) • Words ending in ‘-l’: double the ‘l’ when you add a suffix (e.g. travel — travelling) • Words with long vowel sounds: add the silent ‘-e’ at the end (e.g. cake, pole, mine, tune)

INTRODUCTION 23 How Study & Master English works

Work is divided Learner’s Book Cross-references

Core Reader 19. Choose the adverb that suits the sentence best. into units that 16. Read about a a) Gavin had (always/often) wanted to beto a the Core Write a brief summary of what has happened so movie star in your e m far. Use this frame to guide you. photographer. a Core Reader. r f

b) He (sometimes/often) dreamed of a scoop.

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r First, Gavin … c) He (sometimes/never) waited outside hotels, reflect the CAPS W Reader He decided to use his camera phone, because … hoping to see celebrities. But, he was caught because … d) (Usually/often) he waited in vain. Hint The bodyguard broke his camera, so that … e) You can (often/never) tell when you will requirements. Use the past tense in Then, they … get a scoop. your summary. He was locked in, so that … f) Newspapers (always/sometimes/often/usually) tell the truth. g) You can (always/sometimes/usually) trust 17. Play the opposite game. Rewrite this paragraph, what you read in the newspapers. so that it has the opposite meaning. To do this, replace the bold words with words from the box. Language Spelling sunrise new rundown 20. Word that end in -l, get a double -ll when you leave no one for a short time add a suffix. Look at these examples. Learn to boxes explain cheap restless a young boy spell the words. unknown a beginner travel travelled key grammar. Gavin was famous. He was an old man who was marvel marvelled an expert photographer. He parked his expensive control controlled car outside the flashy hotel. There was a huge Activities follow crowd outside. It was sunset. When would Romy enrol enrolled Radisson arrive? Gavin was patient. He had been skilful skilfully doing this for years. He could wait. normal normally the requirements It’s easy to Language typical typically 18. Rewrite this paragraph in the past tense. cheerful cheerfully of the CAPS. find your Gavin waits. The Simpsons jabber away on TV. He doesn’t take his eyes off the keyhole. Then he hears water running down a drain. The toilet flushes. Romy walks through into the way around lounge. He sees that the bandages are off. He snaps and snaps! the text, by

looking at 98 WEEKS 5–6 TERM 2 WEEKS 5–6 TERM 2 99 the bottom of the page.

Teacher’s Guide Activity 15 UnitUnit 1Sea stories Get the learners to complete the activity verbally before they write the sentences into their exercise books. Answers to all 1 Learner’s Book pages 10–21 Duration 10 hours Answers: Activity 15 a) They are his. b) They are hers. the activities Overview c) They are theirs. d) They are yours. • These guidelines show how much time to allocate to activities. If you run out of time, some activities can be completed for homework. e) They are mine. The curriculum f) They are yours. • The activity headings refer to the main focus of the lesson, but other skills are always practised within the lesson. For example, in Lesson 1 the focus is on listening and speaking, but it also involves reading. Assessment • Where more than 30 minutes has been allocated for a lesson, you do not need a double information is Read the answers and get the learners mark and assess their own Assessment is period. You can divide the activity over two 30-minute periods. work according to star-rating assessment. View the star rating and • There are ideas for ‘Daily listening and speaking practice’ in the ‘Introduction’ section of give extra support to those learners who only have one star. this Teacher’s Guide. The ‘Resources’ section has rhymes, songs and games that you may find useful for this practice too. clearly laid out Star-rating assessment clearly covered. • Group guided reading sessions should take place while the learners are involved in independent activities. These have not been allocated a specific time slot, as you need to ***** 6 correct answers identify suitable times to work with groups. on the opener **** 5 correct answers Lesson Time allocation (minutes) LB Activities *** 4 correct answers page/s ** 3 correct answers Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. * 0–2 correct answers page. Term 1 Week 1 1 30 10 Listening and speaking: Activity 1 Step-by-step 2 30 10–11 Reading: Activity 2; Listening and speaking: Week 8 Activity 3; Core Reader 3–4 60 11–12 Listening and speaking: Activities 4 and 5; Lessons 5 and 6: Writing (pages 48–49) Core Reader Learners interpret a plan and write a set of instructions and an teaching 5–6 60 12–13 Language: Activities 6, 7, 8 and 9 account of a procedure. 7–8 60 13–14 Language: Activities 10 and 11 9–10 60 14–17 Reading and comprehension: Activities 12 Notes include and 13; Language: Activity 14 Activity 16 notes make Term 1 Week 2 Discuss the floor plan and what it shows. Remind the learners to write 1 30 17 Language: Activities 15 and 16 simple and clear instructions that are easy to follow. 2 30 18 Language: Activity 17 additional Extension planning, 3–4 60 18–19 Reading: Activity 18 5–6 60 20 Writing: Activity 19 Learners read their instructions to a partner and try work out which 7 30 20 Writing: Activity 19 question was answered. resources 8 30 20 Reading: Activity 20 organising 9 30 21 Listening and speaking: Activity 21; Core Reader Week 8 10 30 21 Reflecting on reading: Activity 22 Lessons 7 and 8: Language (pages 49–50) you may find Learners discuss and use comparative adjectives and apostrophes. and teaching

ENGLISH TERM 1 UNIT 1 1 useful in your Extension activities46 extendENGLISH TERM 1 UNIT 4 your lessons planning. the content of the curriculum. easy!

Core Reader

Why the sea is salty

Long ago, there were two brothers. The older brother was rich and nasty. The younger brother was poor, but kind. One day the poor brother and his wife had nothing to eat in their house. He went to visit his brother to ask for help. His brother was rude to him. He threw some meat at him and said, “Take this to Hyisi, the goblin who lives in the woods. You can have whatever is left over.” The poor brother thanked him, and set off for the woods. When he reached Hyisi’s hut, the goblin was so excited that he grabbed the meat and ate it all up! The poor man was sad, so the goblin, who had a kind heart, offered him the pick of anything on his table. The poor man chose a simple millstone. “No, no!” said Hyisi, take some gold or silver instead!” But the poor man would not change his mind.

“Oh well,” Hiysi said at last. “Take it. But this is a magic millstone. It will give you whatever you wish for. Just make your wish and say, ‘Grind, my millstone!’ When you have enough and want the millstone to stop, say, ‘Enough and have done!’ And it will stop. Now go!” The poor man ran home and told his wife about his adventures. Then he put the millstone on the table, and said, “Grind, my millstone! Give us a feast fit for a king.” The millstone began to grind, and out came the most wonderful food ever. The poor man and his wife ate and ate till they could eat no more. A colourful reader full of stories, plays, poems and 5 4 other texts, which meet the CAPS requirements

24 INTRODUCTION Page 20 20 6, 7, 156, 7, 12, 17 7, 97, 12, 13 10 13 20 20 Activity LB* Vocabulary in context Vocabulary from taken Words or individually shared texts read Simple past tenseSimple past 17 18 Subject verb concord verb Subject 16 17 Personal pronounsPersonal 11 14 Words and sentences Words nouns Countable Builds on knowledge on knowledge Builds and high sight of words frequency Builds on phonic know- Builds spell words ledge to Spelling words Spells familiar using a correctly, dictionary personal Content Language structures and conventions Language structures 20 20 20 20 20 20 20 20 20 20 20 Page 20 20 19 19 19 19 19 19 19 19 19 Activity LB* and meanings in a and meanings dictionary personal which is presented which is presented and legibly neatly Revises and editsRevises 19 Writes a first draft a first Writes 19 Uses the writing Uses process ideas Brainstorms Uses appropriate appropriate Uses vocabulary grammar, and punctuation ending Uses connecting words connecting Uses opening sentence topic and content topic plan Writes a simple story Writes Content Writing and presenting Writing 21 words Records 21 a final draft Writes 18, 19, 18, 19, 21 My Family 18, 19 Page 22 22 20 20 20 20 20 20 12, 18, 21 15, 14, 13 16 an appropriate Writes 5 12 an appropriate Writes 12 15 14, appropriate Selects 12, 18*** 15, 14, Activity LB* GRADE 6 TERM 1: WEEKS 1 AND 2 6 TERM 1: WEEKS GRADE eading activity ***Extended r ***Extended Relates text to own life own to text Relates Reflects on texts read texts on Reflects book a short Does oral review words or uses them in or uses words sentences Does a word puzzle a word Does relevant Uses vocabulary Practises reading Practises aloud Reads with appropriate fluency, pronunciation, and expression pacing Comprehension Comprehension activity Answers questionsAnswers 13 16 Discusses the title, plot plot the title, Discusses the story and where place takes vocabulary Reads a story Reads Reading and viewing Reading Content

TG TG TG TG 15 Page ’s guide ’s covers the Curriculum and Assessment Policy Statement Policy and Assessment the Curriculum English covers TG introTG correctly Spells words 21 21 9 9 9 9 TG** new Discusses 5 12 activities Pre-reading 2 11 10, 3, 123, 11, 14, Activity LB* **Teacher

Discusses a topicDiscusses 1 10 of Explains meanings Gives and follows and follows Gives or directions instructions Plays a language gamePlays 9 Practises listening and listening Practises speaking a poem Performs Takes turns, giving others giving others turns, Takes speak to a chance Uses a range of vocabulary of a range Uses Follows instructions instructions Follows correctly Plays a language game Plays Gives a personal response a personal Gives 5 12 strategies reading Uses 3 11 a mind map to Uses Answers literal questions questions literal Answers understanding show to Listens to a story to Listens Listening and speaking Listening Content & Master Study How 6 content as set out in the CAPS Language Grade Additional First the English course covers English & Master the Study how tables show The following document. book *Learner’s

INTRODUCTION 25 31 29 28 28 25 25 25 4, 94, 25 22, 19 16 29 28, 17 15 14 10 8 9 Activity Page Vocabulary in context Vocabulary from taken Words or individually shared texts read Adverbs: time Adverbs: Modals: can (ability), (ability), Modals: can (permission) may Present progressive progressive Present tense superlative Words and sentences Words a and the with nouns smaller chunks Uses knowledge of knowledge Uses and order alphabetical to words of letters first in a dictionary words find Spelling the dictionary to Uses check the spelling and words of meanings Content Language structures and conventions Language structures 25 26 26 26 26 26 26 26 26 9 11 11 11 11 11 11 7 25 24, comparative, Adjectives: 7 25 24, 7 25 24, into long words Breaks 7 25 24, Activity Page Records words words Records in a and meanings dictionary personal Writes a final draft a final draft Writes which is presented and legibly neatly Uses the writing Uses process ideas Brainstorms Edits own writing by writing by own Edits grammar, correcting and punctuation spelling errors Directs the letter at the letter Directs person the appropriate the purpose for Selects appropriate appropriate Selects content Writes a simple Writes letter personal a frame Uses Uses connecting connecting Uses and pronouns words appropriately and supporting details information Writes a simple Writes recount factual Content Writing and presenting Writing Soccer 31 31 26 26 24 24 23 20 20 18 31 30, and edits Revises 11 18 31 30, draft a first Writes 11 18 31 30, 11 6 5 24 23, 5 24 23, main idea Organises 5 24 23, Activity Page GRADE 6 TERM 1: WEEKS 3 AND 4 6 TERM 1: WEEKS GRADE Shares opinions Shares Reflects on texts read texts on Reflects in the text Summarises sentences a few Understands how how Understands are and words pictures persuade to used Discusses the use of of the use Discusses typeface colour, layout, and images Reads media texts Reads the main Identifies message Reads social texts social Reads and main idea Discusses specific details Comprehension Comprehension activity Expresses cause and cause Expresses effect Answers questionsAnswers 6 Discusses new new Discusses vocabulary Uses reading strategies reading Uses 6 5, 24 23, appropriate Selects Pre-reading activitiesPre-reading 5 Reads a simple factual a simple factual Reads recount Reading and viewing Reading Content 22 TG 22 22 22 22 22 22 TG introTG features Identifies 11 TG resources 1 1 2 4 2, 3 Activity Page Discusses a topicDiscusses 1 Gives and follows and follows Gives or directions instructions Plays a language gamePlays 17 Practises listening and listening Practises speaking a poem Performs Respects others by by others Respects and encouraging listening speak them to Sustains a conversation a conversation Sustains topic on a familiar questions and answers Asks Discusses the textDiscusses 2 Expresses and explains and explains Expresses opinion own Understands concepts concepts Understands vocabulary and uses subjects other to relating Listens to a factual a factual to Listens recount Listening and speaking Listening Content

26 INTRODUCTION 38 41 39 36 38 41 Activity Page 13 5 34 20 14, 15 14, 13 6, 10 36 35, 19 Language structures and conventions Language structures Content Spelling words Spells familiar using a correctly, dictionary personal Uses knowledge of of knowledge Uses and order alphabetical words of letters first in a words find to dictionary words ge , gi and gy words j but like that sound with g start Words and sentences Words pronouns Personal Verbs: actionsVerbs: 9 Prepositions: positionPrepositions: 16, 17 40 39, Connecting words: and words: Connecting before then, (addition), (sequence) Capital lettersCapital in Vocabulary context from taken Words 18 or individually shared texts read Homonyms 40 38 38 38 38 38 38 38 Activity Page 13 13 13 13 13 13 5, 65, 35 34, forms Question 11 4, 37 34, Writing and presenting Writing Content Writes for personal personal for Writes reflection correctly Selects appropriate appropriate Selects the topic for content correct sequence correct words grammar, spelling, grammar, and punctuation between spaces paragraphs Records words words Records in a and meanings dictionary personal 36 37 37 41 Talking technology Talking Activity Page 2, 10 33, 32, 4 34 style an informal Uses 13 2, 11 33, 32, 2 33 32, connecting Uses 4, 104, 36 34, appropriate Uses 10, 1110, 37 36, 21 GRADE 6 TERM 1: WEEKS 5 AND 6 6 TERM 1: WEEKS GRADE Reading and viewing Reading Content Reads a story Reads Uses reading reading Uses strategies Discusses new new Discusses vocabulary Answers questionsAnswers 4 34 in the the events Tells Identifies title, setting setting title, Identifies and plot Comprehension Comprehension activity Reads personal personal Reads recounts main and Discusses specific details Identifies features Identifies 11 Reflects on texts texts on Reflects read own Expresses opinion 37 37 35 Activity Page 2 33 32, 3 34 activities Pre-reading 2 33 32, the frame Uses 11 12 TG resources 6 TG intro TG Listening and speaking Listening Content Listens to a story to Listens Summarises a story a story Summarises with support Understands and uses and uses Understands questions Recalls experiences experiences Recalls in the right and events sequence Practises listening listening Practises and speaking a poem Performs Plays a language Plays game Gives and follows and follows Gives or instructions directions Discusses a topicDiscusses 1, 10 36 32,

INTRODUCTION 27 51 49 52 52 49 49 55 51 2, 12 50 44, 14 16 9 17, 2117, 20 55 50, Activity1, 2 Page 44 13 words words , ci and cy Vocabulary in context Vocabulary from taken Words or individually shared texts read Negative formsNegative 8 Prepositions: direction, direction, Prepositions: time Past progressive tense progressive Past 15 Modals: must Modals: must (necessity) Negative concordNegative 8 Words and sentences Words form command Verb: Determiners Content Spelling the dictionary to Uses check the spelling and words of meanings ce with c but starting s pronounced Language structures and conventions Language structures 47 47 47 47 1111 50 11 50 1, 12 50 50 44, 11 50 Synonyms 5, 6 5, 5, 6 5, 22 55 22 55 2222 55 55 Activity22 Page 55 22 55 Selects appropriate appropriate Selects define to items concrete, Uses examples relevant relating vocabulary Uses subjects other to conciselyWrites words Records in a and meanings dictionary personal 11 50 Writes simple Writes using definitions a frame studies Pre-writing: definitions different information Designs, draws and draws Designs, visual completes texts Uses vocabulary from from vocabulary Uses subjects other Uses connecting connecting Uses words in the correct Writes sequence Content a description Writes a simple process of makes Information sense Writing and presenting Writing Odd energy 55 55 48 53 49 49 53, 54 53, 45 23 23 12 50 12 50 relevant Includes 5, 6, 105, 49 47, labels correct Adds 6 7 3, 5, 10 5, 3, 47, 45, 10 4, 194, 46, 47, Activity Page GRADE 6 TERM 1: WEEKS 7 AND 8 6 TERM 1: WEEKS GRADE Reflects on texts read texts on Reflects the text Summarises sentences in a few opinions Shares Spells words correctlySpells words 12 of Explains meanings 50 them in or uses words sentences keywords Uses 6 5, Does a word puzzle a word Does relevant Uses vocabulary Comprehension Comprehension activity Practises reading Practises aloud Reads with appropriate fluency, pronunciation, and expression pacing Follows instructionsFollows 19 strategies features Reads information information Reads with visuals text activitiesPre-reading 3 Content Reading and viewing Reading 52 TG 55 55 55 55 45, 52 53, 54 17 TG resources 20 20 20 20 9, 179, 52 49, reading Uses 3, 17 3, 1917, 52, Activity Page Gives and follows and follows Gives or directions instructions a topicDiscusses intro TG Practises listening listening Practises and speaking a poem Performs a language gamePlays 21 Understands concepts concepts Understands vocabulary and uses subjects other to relating Uses the correct order the correct Uses Uses connecting words connecting Uses Describes a process Describes sense makes Information Uses the correct order the correct Uses 17 54 53, information Interprets 6, 10 49 47, language formal Uses Instructions given given Instructions sense make words connecting Uses 17 54 53, visual Understands Listens to and to Listens of a sequence gives instructions to physically Responds of sequence a complex instructions Listening and speaking Listening Content

28 INTRODUCTION 62 65 Activity Page 13 63 12 63 16 64 3, 6, 7, 8 6, 7, 3, 61, 60, 17 11 63 words and ki words Language structures and conventions Language structures Content Spelling words Spells familiar using a correctly, dictionary personal ke with a k sound starting and spelt with a k Words and sentences Words Nouns: possessive form Adjectives Simple present tense tense Simple present regular describe to actions Vocabulary in context Vocabulary from taken Words or individually shared texts read Compound wordsCompound 15 64 62 62 62 62 62 62 62 62 62 62 62 62 62 Activity Page 9 3, 93, 62 60, 9 9 9 10 10 10 10 10 13 10 9, 63 10 9, Writing and presenting Writing Content Writes a description a description Writes a person of content Focuses on a physical on a physical Focuses description Writes creatively, using creatively, Writes and adverbs adjectives Edits own writing, own Edits spelling correcting errors Writes a description a description Writes animal an object, of or plant content Writes creatively, using creatively, Writes and adverbs adjectives writing, own Edits spelling correcting errors words Records in a and meanings dictionary personal draft a first Writes and editsRevises 9, 10 a final draft Writes which is presented 10 9, and legibly neatly description the writing Uses process ideas Brainstorms 65 58, 59, 59, 58, 60 59 62 Rhythm and rhyme Rhythm Activity Page 1, 18 56, 57, 19 66 appropriate Selects 1, 2, 4 56, 57, 2 5, 195, 66 60, 4 60 appropriate Selects 21 66 on a physical Focuses GRADE 6 TERM 1: WEEKS 9 AND 10 6 TERM 1: WEEKS GRADE Reading and viewing Reading Content Reads poems Reads main idea Understands in a Understands some simple way poetry of elements Discusses new new Discusses vocabulary Uses a dictionaryUses 9 Comprehension Comprehension activity Practises reading Practises aloud Reads with appropriate fluency pronunciation, and expression Reflects on texts read texts on Reflects texts Compares 60 62 62 62 62 Activity Page 2, 3 59, 58, 3 60 and topic Discusses 8 8 8 8 Listening and speaking Listening Content Listens to poems to Listens Uses an oral description an oral Uses people identify to Plays a language Plays game Gives and follows and follows Gives correctly instructions Takes turns Takes Completes the game Completes in the time allocated

INTRODUCTION 29 69 76 76 72 72 73 73 74 Activity Page 2 15 16 6 7 13 2, 14 76 69, words and ko words , ku Language structures and conventions Language structures Content Spelling words Spells familiar using a correctly, dictionary personal ka with a k sound starting but spelt with a c Words and sentences Words Nouns: uncountable demonstrative nouns after nouns, have to (obligation) to have Vocabulary in context in Vocabulary from taken Words or individually shared texts read Activity Page 19 79 78, 19 79 78, 19 79 78, 19 79 78, before Adjectives: 19 79 78, tense Simple present 8 19 79 78, should, Modals: must, 19 79 78, 6, 11 73 72, 6, 11 73 72, Writing and presenting Writing Content Writes a simple story a simple story Writes using a frame Uses story structure as structure story Uses a frame opening sentence Uses connecting words connecting Uses 19 an appropriate Writes ending 79 78, on the topicStays Pronouns: 19 79 78, forms irregular Verbs: 9 coherent paragraph, paragraph, coherent using pronouns, and words connecting punctuation correct grammar, spelling and grammar, punctuation Uses the dictionary Uses check spelling and to words of meanings Writes a paragraph to to a paragraph Writes and explain express an opinion 3 sentences 2 to Writes relevant Selects information Hot air Hot 71, 77 69 69 77 77 77 79 79 Activity Page 3, 183, 70, 69, 2 18 18 4 71 appropriate Uses 17 20 20 GRADE 6 TERM 2: WEEKS 1 AND 2 6 TERM 2: WEEKS GRADE Reading and viewing Reading Content Reads a story Reads Pre-reading activitiesPre-reading 1 Uses reading strategies strategies reading Uses 1, 18 77 69, an appropriate Writes vocabulary sequence the Identifies and setting events, of characters and cause Expresses effect Uses a dictionaryUses 19 79 78, a into sentences Links Comprehension Comprehension activity Practises reading Practises aloud Reads with appropriate fluency pronunciation, and expression Reflects on texts read texts on Reflects opinions Gives life own to text Relates 71, 74, 72, 75 75 75 69 Activity Page 3, 5, 12 5, 3, 70, 69, 10, 1210, 74, 73, 10, 1210, 74, 73, TG resources TG resources TG intro TG Listening and speaking Listening Content Listens to a story to Listens Answers literal literal Answers questions Notes relevant relevant Notes information Tells and retells stories and retells Tells 10 74 73, new Discusses Practises listening listening Practises and speaking a poem Performs a language game Plays Gives and follows and follows Gives or instructions directions a topicDiscusses 1

30 INTRODUCTION Activity Page Language structures and conventions Language structures Content 69 Activity Page 6, 11 73 72, 2 19 79 78, 19 79 78, Writing and presenting Writing Explains sensibly words Records in a and meanings dictionary personal 6, 11 the writing Uses process 73 72, ideas Brainstorms draft a first Writes and editsRevises a final draft Writes which is presented 19 and legibly neatly 79 78, 19 79 78, Content personal own Gives opinion Hot air Hot Activity Page GRADE 6 TERM 2: WEEKS 1 AND 2 6 TERM 2: WEEKS GRADE Reading and viewing Reading Content Activity Page Listening and speaking Listening Content

INTRODUCTION 31 83 85 89 Activity Page 15 86 10 84 9 84 6, 7, 8 6, 7, 18, 19 88 12 20 Language structures and conventions Language structures Content Spelling the dictionary to Uses check the spelling and words of meanings Words and sentences Words Nouns: only plurals Vocabulary in context Vocabulary from taken Words or individually shared texts read nouns, superlative, superlative, nouns, comparative addition, sequence, contrast 87 87 87 83 87 Activity Page 15 86 15 86 adding es Plurals: 15 86 15 86 possessive Pronouns: 14 13, 86 85, 5, 15, 17 15, 5, 86, 82, 17 15, 5, 86, 82, 17 15, 5, 86, 82, 8 15 86 15 86 5, 15, 17 15, 5, 86, 82, 15 86 after Adjectives: 15 86 words: Connecting Writing and presenting Writing Content Writes a description a description Writes an object of specific details Describes physical physical Describes appearance Uses correct correct Uses determiners Includes specific Includes details and keywords Uses phrases words Records in a and meanings dictionary personal draft a first Writes and editsRevises a final draft Writes which is presented 15 and legibly neatly 15 86 86 Uses appropriate appropriate Uses vocabulary the writing Uses process ideas Brainstorms Designs, draws and draws Designs, labels visual texts from information Uses or visual text a written Uses relevant relevant Uses vocabulary correctlyPunctuates 15 writing, gets Drafts and edits feedback, rewrites 86 manner Adverbs: Computers 81 87 82 89 Activity Page 3 16 21 GRADE 6 TERM 2: WEEKS 3 AND 4 6 TERM 2: WEEKS GRADE Reading and viewing Reading Content Reads information information Reads texts identifies the main idea the main idea identifies sentence and topic Answers questionsAnswers 4 Reflects on texts read texts on Reflects what they Summarises in a few read have sentences 80 80 activities Pre-reading 1, 2 80 relevant, Includes 80 and a paragraph Reads 82 80 80 TG 80 80 80 Activity Page 1 1 1 4 1 1 TG resources 10 intro TG 1 1 Listening and speaking Listening Content Listens to oral oral to Listens of descriptions objects Identifies it Identifies Describes what it is Describes for Distinguishes parts parts Distinguishes the whole from Draws and labels itDraws 15 86 Explains why they they Explains why belong together relating vocabulary Uses subjects other to listening Practises and speaking a poem Performs a language Plays game and follows Gives or instructions directions a topicDiscusses intro TG Sorts into groups into Sorts 1 Uses vocabulary relating vocabulary Uses subjects other to and Analyses things classifies similarities Identifies and differences

32 INTRODUCTION 94 98 98 96 95 99 97 7 17 2, 6 94 92, 16 10, 11 10, 20 15 Activity Page Phrasal verbs Phrasal Antonyms Vocabulary in context Vocabulary from taken Words or individually shared texts read Connecting words: but words: Connecting because (contrast), that so (reason), (purpose) Adverbs: frequencyAdverbs: 19 99 Present perfect tense perfect Present 12 Words and sentences Words regular, Verbs: be to irregular, Words with a double l Words is added when a suffix Spelling words Spells familiar using a correctly, dictionary personal Content Language structures and conventions Language structures 92 97 97 97 97 97 97 97 97 98 97 2 15 15 15 15 15 16 15 Activity Page Records words words Records in a and meanings dictionary personal Writes a final draft a final draft Writes which is presented and legibly neatly Revises and editsRevises 15 Writes a first draft a first Writes 15 Uses the writing Uses process ideas Brainstorms Uses appropriate appropriate Uses spelling, grammar, and spaces punctuation paragraphs between Uses new vocabulary vocabulary new Uses learnt and punctuation Writes at least two two at least Writes paragraphs Uses an informal style an informal Uses 15 Uses a frame Uses Writes a simple Writes letter personal Content Writing and presenting Writing 100 100 97 97 97 97, 100 94 94 92 92 94, 98 92 92 93 Getting the story Getting 22 22 13, 1413, 96, 13, 1413, 96, 13, 1413, 96, 14, 21 14, 4, 5 4, 2 1 4, 16 4, 2 3 Activity Page GRADE 6 TERM 2: WEEKS 5 AND 6 6 TERM 2: WEEKS GRADE Reflects on texts read texts on Reflects emotional an Expresses response Relates reading to own own to reading Relates life Comments on format on format Comments and salutation Reads for detail and detail for Reads style informal notices Reads personal and personal Reads texts social on main ideas Comments Practises reading Practises aloud Reads with appropriate fluency pronunciation, and expression Comprehension Comprehension activity Answers questionsAnswers 5 4, Understands the Understands vocabulary Gives reasons for for reasons Gives action Identifies and Identifies on the plot comments Reads for detail and detail for Reads clues contextual uses find meaning to Pre-reading activitiesPre-reading 1 Reads stories Reads Content Reading and viewing Reading 98 95 95 95 92 92 94 93 95 92 92 TG resources 9 9 8 1 1 4 3 8 1 1 Activity Page Tells or retells stories or retells Tells intro TG Plays a language gamePlays 17 Practises listening listening Practises and speaking a poem Performs Organises content content Organises sensibly Role-plays a familiar a familiar Role-plays situation appropriate Uses language and actions Asks and answers and answers Asks giving an questions opinion Expresses and explains and explains Expresses opinion own Gives a personal a personal Gives response Answers literal literal Answers questions Listens to a story to Listens Answers questions questions Answers about sequence, the event recounting Identifies the most the most Identifies and ideas important people Listens to a personal a personal to Listens recount Listening and speaking Listening Content

INTRODUCTION 33 103, 103, 106 110 Activity Page 4, 114, 102, 20 8, 9 105 7, 87, 105 16 108 6 104 19 110 Language structures and conventions Language structures Content Spelling the dictionary to Uses check the spelling and words of meanings vowel sound and a sound vowel e silent Words and sentences Words be to Verb: (obligation) Vocabulary in context Vocabulary from taken Words or individually shared texts read Activity Page 3 101 3 101 with a long Words 3 101 tense Future 3 101 should Modals: must, 11 106 degree Adverbs: 15 14, 108 11 106 11 106 Antonyms 18 109 18 109 18 109 Writing and presenting Writing Content Writes simple Writes definitions information Gives examplesGives 3 101 Writes formally and formally Writes concisely Uses vocabulary relating vocabulary Uses subjects other to Develops a simple Develops questionnaire clearly questions Writes answers form correctly form Writes a paragraph to to a paragraph Writes and explain express an opinion 5 4 to Writes sentences information opinion 103, 103, 107 103 107 107 107 111 relevant Selects 111 personal own Gives 111 Explains sensibly 18 109 Good vibrations Activity Page 4, 134, 102, 4 102, 5, 135, 104, 5, 135, 104, 17 109 for space Leaves 17 109 the question Uses 18 109 22 22 22 GRADE 6 TERM 2: WEEKS 7 AND 8 6 TERM 2: WEEKS GRADE Reading and viewing Reading Content Reads information information Reads with visuals text and identifies the and identifies and topic main idea sentence information Comprehension Comprehension activity Reads a simple book Reads review features key Identifies language used to give give to language used and opinions facts Reads aloud Reads with appropriate pronunciation, and fluency expression Solves a word puzzle a word Solves relevant Uses vocabulary words or uses them in or uses words sentences 101 101 reading Practises 101 Activity Page 12 106 11 106 activities Pre-reading 1 101 relevant Selects 11 106 a paragraph Reads 12 106 questions Answers 13 5, 104, 12 106 specific for Scans 12 106 1 2 101 the Identifies 1 21 111 correctly Spells words 21 111 of Explains meanings Listening and speaking Listening Content Carries out a class out a class Carries survey Asks and answers and answers Asks questions Handles interviews interviews Handles politely Records information information Records accurately Uses the structure the structure Uses correctly Uses keywords and keywords Uses phrases Sustains a Sustains on a conversation topic familiar Listens to and gives and gives to Listens a learners other speak to chance Asks and answers and answers Asks questions Gives an opinionGives 1 Plays a language Plays game and follows Gives instructions Takes turns Takes

34 INTRODUCTION Activity Page Language structures and conventions Language structures Content 103 Activity18 Page 109 184 109 102, Writing and presenting Writing Content the writing Uses process ideas Brainstorms Revises and editsRevises 18 a final draft Writes which is presented and legibly neatly words Records 109 in a and meanings dictionary personal 111 111 draft a first Writes 18 109 Good vibrations Activity Page 22 23 GRADE 6 TERM 2: WEEKS 7 AND 8 6 TERM 2: WEEKS GRADE Reading and viewing Reading Content Uses a dictionary Uses Reflects on texts texts on Reflects read and books Compares read texts Activity Page TG resources 21 111 TG intro TG Listening and speaking Listening Content Practises listening listening Practises and speaking a poem Performs Plays a language Plays game Gives and follows and follows Gives or instructions directions a topicDiscusses 1, 3 101

INTRODUCTION 35 120 120 116, 117 Activity Page 17, 19, 20 19, 17, 121, 122 17 121 14 15 16 121 18 121 3, 4, 6, 7 4, 3, 115, 114, 8 117 Language structures and conventions Language structures Content Spelling words Spells familiar using a correctly, dictionary personal Plurals: adding s Plurals: Words and sentences Words Nouns: proper Simple present tense: tense: Simple present universal describe truths Modals: will (future Modals: will (future action) Connecting words: so so words: Connecting and effect) that (cause Vocabulary in Vocabulary context from taken Words or individually shared texts read Synonyms 122 122 122 122 122 122 122 122 122 122 Activity Page 19, 20 19, 19, 20 19, 19, 20 19, 19, 20 19, 19, 20 19, 19, 20 19, 19 19 8 117 Writing and presenting Writing Content Writes diary entries Writes content for the topic for content structure as a frame structure Tells the events in the the events Tells order correct words grammar, spelling, grammar, and punctuation between spaces paragraphs Uses the writing Uses process ideas Brainstorms Revises and editsRevises 19 a final draft Writes which is presented and legibly neatly words Records in a and meanings dictionary personal Friends 114 appropriate Selects 116 119, 120 119, 120 120 122 Activity Page 4 116 115, 4 116 115, the appropriate Uses 3, 4, 5 4, 3, 115, 114, 5 116 appropriate Uses 3 114 3 114 draft a first Writes 19 4, 12, 134, 116, 115, 13 21 GRADE 6 TERM 3: WEEKS 1 AND 2 6 TERM 3: WEEKS GRADE Reading and viewing Reading Content Reads a story Reads of the text of strategies discusses the setting the setting discusses and characters effect response connecting connecting response their own to the story life Reads simple Reads letters personal main ideas Identifies literal Answers questions features Identifies 13 Reflects on texts texts on Reflects read a structured Does with good book review presentation oral Activity Page 2, 3 114 3 114 activities Pre-reading 1 3 114 the features Describes 11 118 reading Uses 9 118 and Identifies 9 118 and cause Describes 9 118 a personal Gives TG resources TG resources intro TG 11 118 Listening and speaking Listening Content Listens to a story to Listens Answers literal literal Answers questions Discusses the key the key Discusses character Notes relevant relevant Notes information Summarises the storySummarises 11 118 questions Answers 5 116 connecting Uses Listens to oral oral to Listens descriptions forms Identifies Notes relevant relevant Notes information Identifies similarities similarities Identifies and differences Practises listening listening Practises and speaking a poem Performs a language Plays game and follows Gives or instructions directions Recounts experiences experiences Recounts in the right or events using sequence, words connecting

36 INTRODUCTION 126 127 129 130 130 Activity Page 2, 9 123, 10 17, 18 17, 20 2, 23 131 123, 8, 9, 238, 9, 131 126, Language structures and conventions Language structures Content Spelling the dictionary to Uses check the spelling and words of meanings Words and sentences Words Nouns: gender forms Adjectives: before and before Adjectives: nouns after Subject verb concord verb Subject 19 Tenses: simple Tenses: present present, progressive Vocabulary in Vocabulary context from taken Words or individually shared texts read Words belonging to belonging to Words field lexical the same 128 128 128 128 129 129 129 129 Activity Page 7, 127, 126, 7, 127, 126, 7, 127, 126, 14 15 15 15 Writing and presenting Writing Content Writes an information information an Writes and complete text visuals Reads selected text selected Reads 11 5, 127 123, Uses information from from information Uses and draw to the text label visual text Shows clearly the clearly Shows between relationship of parts different or other the diagram visual text Transfers text into into text Transfers form graphic information Transfers form graphic into Analyses informationAnalyses 15 Writes a short report Writes information Evaluates and makes giving judgements, them for reasons Uses an appropriate an appropriate Uses structure Organises paragraphs paragraphs Organises correctly Health 127 124 124 125 126 125 127 131 131 131 Activity Page 5, 115, 124, 5, 65, 124, 7 6 11 22 22 22 GRADE 6 TERM 3: WEEKS 3 AND 4 6 TERM 3: WEEKS GRADE Reading and viewing Reading Content Reads information information Reads with visuals texts Pre-reading activitiesPre-reading 5 Asks questionsAsks 4 Selects relevant relevant Selects answer to details questions Makes a mind map Makes summary Comprehension Comprehension activity Practises reading Practises aloud Reads with appropriate pronunciation, and fluency expression Does a word-search a word-search Does puzzle relevant Uses vocabulary Spells words correctly Spells words Explains meanings of of Explains meanings them in or uses words sentences 123 124 124 123 124 124 129 129 129 129 Activity Page 3 3, 43, 123, 4 4 4 16 16 16 Listening and speaking Listening Content Listens to a simple to Listens on an issue talk Asks and answers and answers Asks complex more questions Discusses the main Discusses idea Gives opinionsGives 1 Respects other other Respects listening by learners them to Encourages other other Encourages members group support fellow to learners Talks about an issue about an issue Talks preparation after appropriate Selects and content topic Selects appropriate appropriate Selects and content topic Stays on the topicStays 16 Organises content content Organises logically

INTRODUCTION 37 Activity Page Language structures and conventions Language structures Content Activity Page Writing and presenting Writing Content Health 131 Activity Page 24 GRADE 6 TERM 3: WEEKS 3 AND 4 6 TERM 3: WEEKS GRADE Reading and viewing Reading Content Reflects on texts texts on Reflects read in text Summarises about 5 sentences 128 128 124, 124, 129 128 Activity Page 13 13 TG resources intro TG intro TG 13 Listening and speaking Listening Content Records information information Records in the as notes questionnaire developed listening Practises and speaking a poem Performs Plays a language Plays game and follows Gives or instructions directions a topicDiscusses 16 1, 4, 123, Asks and answers and answers Asks questions Collects information Collects to questions Selects be asked

38 INTRODUCTION 138 136 141 137 139 139 137 7, 127, 135, 6 134 1, 8 132, 15, 1615, 140 17 9 13 Activity14 Page Language structures and conventions Language structures Tenses: simple past, simple past, Tenses: progressive past Modals: shall, will (intention) placeAdverbs: in Vocabulary 6context from taken Words or individually shared texts read 134 Pronouns: personal, personal, Pronouns: possessive Adjectives: comparative, superlative Uses abbreviations abbreviations Uses correctly and sentences Words with and ‘the’ ‘a’ nouns Content Spelling words Spells familiar using a correctly, dictionary personal wordsShortening 9 139 139 139 139 139 139 139 139 139 139 14 14 14 14 14 14 14 Activity14 Page 14 , using the Uses appropriate appropriate Uses for spacing paragraphs the writing Uses process ideas Brainstorms draft a first Writes 14 punctuation, including punctuation, commas inverted Uses an appropriate an appropriate Uses and co-ordinates tense with ‘and’ sentences and ‘but’ appropriate order appropriate Has a beginning, middle and end structure as a frame structure Writes a simple Writes story more writing process independently interesting Selects content Writing and presenting Writing Content 136 142 142 135 135 133, 133, 135, 136 132 Sounds and songs Sounds 4, 84, 134, 20 20 7 4 134 of a wider range Uses 7 3, 7***3, 132, 4 134 the story Uses Activity Page GRADE 6 TERM 3: WEEKS 5 AND 6 6 TERM 3: WEEKS GRADE Comprehension Comprehension activity poems Reads activities Pre-reading Summarises the story the story Summarises orally the message Identifies the story of Discusses how a how Discusses can a story of plot a particular represent the world of view questionsAnswers 4 134 in the events Tells Reads a story Reads plot, title, Discusses and setting characters Content Reading and viewing Reading 135 135 141 135 135 135 135 132 135 7 7 18 7 7 7 7 3 47 134 activities Pre-reading 1 Activity Page Uses tenses tenses Uses in previous introduced grades an Suggests ending alternative a song to Listens Retells a story Retells the correct Uses events of sequence the to correctly Refers in the story characters Expresses and Expresses opinion own explains an Suggests ending, alternative imagining and possibilities describing Listens to stories to Listens literal Answers questions a personal Gives response Listening and speaking Listening Content

INTRODUCTION 39 137 Activity Page Language structures and conventions Language structures Content and suffixesPrefixes 10 139 139 139 143 143 143 137 Activity14 Page 22 22 22 10 9, Content on feedback Gets and use content and grammar of vocabulary Writing and presenting Writing spellingChecks the final draftWrites 14 14 rhyming Writes on the topic sentences words Records in a and meanings dictionary personal Writes for fun for Writes topic Chooses one comparison Uses 142 142 142 142 133 143 142 133 Sounds and songs Sounds 20 Activity Page 21 21 323 132, 3 132, GRADE 6 TERM 3: WEEKS 5 AND 6 6 TERM 3: WEEKS GRADE Uses reading reading Uses strategies Content questionsAnswers feeling Expresses 21 the by stimulated poem comparisons Discusses made aloud using Reads pronunciation, proper and volume pacing read texts on Reflects own to texts Relates life Discusses rhymeDiscusses 21 reading Practises aloud with Reads showing expression, understanding Reading and viewing Reading 141 141 141 141 141 141 TG intro TG Activity Page 18 18 18 TG resources TG resources Discusses a topicDiscusses intro TG Gives and follows and follows Gives or instructions directions Recalls the main ideaRecalls 18 Listening and speaking Listening Content Discusses the central the central Discusses idea own to Relates experience rhymeIdentifies 18 feelings Expresses the by stimulated poem songPerforms 19 listening Practises and speaking a poem Performs a language Plays game

40 INTRODUCTION 147, 147, 149, 152, 153, 155 155 155 152 147 Activity Page 2, 5, 12, 2, 5, 18 13, 16 154 15 154 17 2 Language structures and conventions Language structures Content Spelling the dictionary to Uses check the spelling and words of meanings Confusing wordsConfusing 18 Words and sentences Words Nouns: possessive form actions Vocabulary in Vocabulary context from taken Words or individually shared texts read 147 152 151 153 153 Activity Page 2 12 2, 12152 147, 2, 12152 147, Adjectives 2, 12152 147, describing Verbs: 2, 12152 147, 9, 10, 12 10, 9, 135, 149, 5, 135, 149, Writing and presenting Writing Content Writes an information information an Writes text Writes two to three three to two Writes paragraphs Organises information information Organises logically Uses a topic sentence sentence a topic Uses and supporting sentences relating to other other to relating subjects Uses formal language formal Uses 2, 12152 147, tense perfect Present 11 Includes specific Includes details Uses the passive voice voice the passive Uses appropriately Makes a mind map Makes a shortsummary of text at least Identifies main points three Organises information information Organises neatly Food 150 150 150 148, 148, 153 149 149 149 149 149 Activity Page 4, 74, 148, 4, 74, 148, 5 5 5 1, 6 146, GRADE 6 TERM 3: WEEKS 7 AND 8 6 TERM 3: WEEKS GRADE Reading and viewing Reading Content Reads procedural procedural Reads text Uses reading reading Uses strategies Interprets visualsInterprets 14 1, 4, 146, Answers questionsAnswers 8 5, 151 149, vocabulary Uses Describes what needs Describes be done to Discusses specific Discusses details Discusses the formatDiscusses 5 Discusses the Discusses of sequence instructions Follows the Follows instructions 149 146 activities Pre-reading 7 4, 148, 147 147 147 155 155 155 155 Activity Page 1, 6 146, 1 2 1, 2 146, 2 3, 173, 147, 3, 173, 147, 3, 173, 147, TG resources 19 17, 3, 147, Listening and speaking Listening Content Listens to and to Listens out carries instructions Predicts what might what might Predicts next come Discusses specific Discusses details Discusses the Discusses of sequence instructions Discusses the form of of the form Discusses used the verb Plays a language Plays game instructions Follows correctly Uses a range of of a range Uses vocabulary Takes turns, giving turns, Takes to a chance others speak Practises listening listening Practises and speaking a poem Performs a language Plays game

INTRODUCTION 41 Activity Page Language structures and conventions Language structures Content 153 153 153 153 155 153 5, 135, 149, 135, 149, 135, 149, 12 154 18 Activity 135, Page 149, Writing and presenting Writing relationship between between relationship the of parts different diagram appropriate Uses vocabulary the dictionary Uses check spelling and to words of meanings the writing Uses process ideas Brainstorms draft a first Writes spellingChecks a final draftWrites words Records in a and meanings 1212 154 dictionary personal 12 154 154 Content appropriate Uses symbols Food 153 149 155 155 150, 150, 153 5 20 20 7 150 the clearly Shows Activity 14 7, 4, Page 148, GRADE 6 TERM 3: WEEKS 7 AND 8 6 TERM 3: WEEKS GRADE Reading and viewing Reading Interprets visualsInterprets questionsAnswers 14 8 the main ideas Gives 7, and supporting details texts on 151Reflects 150, spelling Checks read main ideas Gives of features Describes read the texts of some 13 5, 149, Uses reading reading Uses strategies Reads information information Reads the across texts curriculum activities Pre-reading Content Activity Page TG intro TG Listening and speaking Listening Content Gives and follows and follows Gives or instructions directions a topicDiscusses intro TG

42 INTRODUCTION 158 158 163 158 159 159, 159, 162, 165 21 166 4, 7 4, 8 13, 1713, 162, 6, 7 10 Activity 12, 15, 9, Page 20 Language structures and conventions Language structures Homonyms Vocabulary in context Vocabulary from taken Words or individually shared texts read Adverbs Words and sentences Words Determiners Adjectives Builds on phonic Builds spell to knowledge words Content Spelling the dictionary to Uses check the spelling and words of meanings 159, 162, 162, 159, 165 159, 162 159, 165 162, 159, 165 162, 159, 165 162, 159, 165 165 165 162, 159, 165 165 165 20 9, 12, 15, 12, 15, 9, 20 12, 15, 9, 20 12, 15, 9, 20 12, 15, 9, 20 9, 12, 209, 162, 159, 9, 12, 209, 162, 159, 20 15, 9, 12, 209, 162, 159, Activity 12, 209, Page 162, 159, Gets feedback and feedback Gets revises Proofreads it neatly, presenting legibly and with the spacing correct Uses the writing Uses process ideas Brainstorms Uses appropriate appropriate Uses punctuation conversation and conversation action logically characters Writing and presenting Writing Content Writes a short play a short play Writes script Playing a part Playing 158, 158, 161 160, 158, 161 160, 166 a final draft, Writes 158, 159 158, 159 160, 161 160, 3, 43, 158 157, draft a first Produces 9, 12, 15, 2, 5, 112, 5, 156, 157, 112, 5, 156, 157, 22 1, 5, 91, 5, 156, 9 1 156 speech direct Uses 12, 13, 9, 1 156 the Develops Activity Page 2, 11*** 156, 157, GRADE 6 TERM 3: WEEKS 9 AND 10 6 TERM 3: WEEKS GRADE Reading and viewing Reading Comprehension Comprehension activity Practises reading Practises aloud with Reads showing expression, understanding Reads aloud using Reads pronunciation, proper and volume pacing read texts on Reflects a short oral Presents with book report content appropriate and structure Discusses features features Discusses especially the text of and punctuation format Expresses feelings feelings Expresses the text by stimulated Discusses characters, characters, Discusses and action setting Uses reading reading Uses strategies Pre-reading activitiesPre-reading 1 156 appropriate Selects Content Reads a play Reads 158 158 162 158 162, 162, 165 162 162 162 162 162 5 12 5 9, 12, 199, 159, 12 12 12 Activity Page 4, 124, 158, Performs a simple Performs play appropriate Uses and language content speech direct Uses 5 Develops a sensible a sensible Develops line story and voice Uses and expression convey to gestures meaning Encourages other other Encourages speak to learners their additional language Expresses opinionsExpresses 12 4, others’ Respects ideas 158, Sustains the Sustains conversation Asks relevant relevant Asks and questions questions to responds Listening and speaking Listening Content Participates in a Participates on a conversation topic familiar

INTRODUCTION 43 Activity Page Language structures and conventions Language structures Content Activity21 Page 166 Writing and presenting Writing Content Records words words Records in a and meanings dictionary personal Playing a part Playing 166 Activity Page 22 GRADE 6 TERM 3: WEEKS 9 AND 10 6 TERM 3: WEEKS GRADE Reading and viewing Reading Content Gives own opinion own Gives 158 Activity Page 5 TG resources TG resources intro TG Listening and speaking Listening Content Pronounces words words Pronounces audibly and correctly listening Practises and speaking a poem Performs a language Plays game and follows Gives or instructions directions a topicDiscusses intro TG

44 INTRODUCTION 180 177 177 177 179 173 179 177 Activity Page 20 13, 14 13, 16 16 15, 1915, 179 177, 17 Language structures and conventions Language structures Content Spelling words Spells familiar using a correctly, dictionary personal Builds on knowledge on knowledge Builds and high sight of words frequency Words and sentences Words Nouns: countable demonstrative nouns Adverbs: timeAdverbs: 19 Prepositions: show show Prepositions: time, direction, possession 180 176 180 180 Pronouns: 180 before Adjectives: 180 form command Verbs: 19 180 tense progressive Past 8 7, 180 175 Activity Page 20 11 20 20 20 20 20 11, 20 175, Writing and presenting Writing Content Writes a simple story Writes Uses the story the story Uses as a frame structure Uses language Uses imaginatively, of a variety especially vocabulary Links sentences into into sentences Links paragraph a coherent using pronouns, words connecting and the correct punctuation Uses appropriate appropriate Uses spelling and grammar, punctuation Uses correct tense tense correct Uses consistently Uses the dictionary Uses check spelling and to words of meanings Uses the writing Uses process ideas Brainstorms Writes a first draft a first Writes 11 Space 169 169 172 175 170 175 175 175 Activity Page 3 171 170, 1 5 10 2 10 10 10 GRADE 6 TERM 4: WEEKS 1 AND 2 WEEKS 6 TERM 4: GRADE Reading and viewing Reading Content Reads a story Reads Pre-reading activitiesPre-reading 1 Uses reading reading Uses strategies Discusses plot, setting setting plot, Discusses and characters Discusses the Discusses events, of sequence questions answering about it more complex complex more questions explains their own their own explains opinion characters represent represent characters of view a particular the world that visual images that visual images play 176 175 170 170 Activity Page 9*** 175 174, 2, 11 170, 2 2 11, 21 181 176, and answers Asks 11, 21 181 176, and Expresses 11, 21 181 176, how Discusses 11, 21 181 176, the role Discusses Listening and speaking Listening Content Listens to a story to Listens Asks relevant relevant Asks and questions questions to responds Summarises the storySummarises 10 Answers and begins to and begins to Answers more ask and answer questions complex Discusses ethical, ethical, Discusses and critical social switching code issues, if necessary Tells own story own Tells appropriate Selects and title content Organises events events Organises logically Names characters in characters Names the story Uses connecting connecting Uses words

INTRODUCTION 45 172 177 Activity Page 6 14 Language structures and conventions Language structures Content Vocabulary in Vocabulary context from taken Words or individually shared texts read 180 180 Antonyms 177 Activity Page 20 20 13 Writing and presenting Writing Content Revises and edits Revises presenting it neatly it neatly presenting and legibly Records words words Records in a and meanings dictionary personal Space 178 178 176 176 181 176 179 178 179 Activity Page 18 18 12 12 23 11 19 4, 5, 10 5, 4, 175 172, a final draft, Writes 18 19 GRADE 6 TERM 4: WEEKS 1 AND 2 WEEKS 6 TERM 4: GRADE Reading and viewing Reading Content Discusses the Discusses the letter of purpose the format Discusses the letter of reading Practises aloud with Reads showing expression, understanding aloud using Reads pronunciation, proper and volume pacing texts on Reflects read in 5 the story Retells or 6 sentences Discusses alternative alternative Discusses presenting of ways characters Identifies main idea main idea Identifies and specific details Comprehension Comprehension activity Reads personal personal Reads letters activities Pre-reading Uses reading reading Uses strategies 176 181 181 181 Activity Page 22 TG intro TG 22 TG resources 22 TG resources Listening and speaking Listening Content Discusses a topicDiscusses 2, 11 170, Presents an oral an oral Presents book review appropriate Selects and structure content Gives and follows and follows Gives or instructions directions Expresses and Expresses opinion own explains Plays a language Plays game Presents clearly with clearly Presents expression fluent Practises listening listening Practises and speaking a poem Performs

46 INTRODUCTION 188 182 189 193 192 Activity Page 6, 11 186, 10 188 2 12 20 Language structures and conventions Language structures Content Spelling the dictionary to Uses check the spelling and words of meanings Uses knowledge of of knowledge Uses and order alphabetical words of letters first in a words find to dictionary Words and sentences Words No article with nouns uncountable Pronouns; possessivePronouns; 15 190 Connecting words: and words: Connecting (addition) Relative clausesRelative 21 Comma: separating separating Comma: nouns in a list 187 187 187 187 187 187 187 Activity Page 8 8 8 8 9 188 tense Simple present 15 190 9 188 sentences Compound 14 190 7 7 7 Writing and presenting Writing Content Uses information information Uses to a visual text from a text write Writes two to three three to two Writes paragraphs Organises and writes and writes Organises correctly facts Spells and punctuates Spells and punctuates correctly Writes a visual Writes text information a mind map Makes a short summary of text Organises advantages advantages Organises and disadvantages a table into Writes definitions definitions Writes with examples appropriate Selects define to items relevant examples relevant information Weather 184, 184, 185, 188 184, 184, 185 184, 184, 185 184, 184, 185 182 Activity Page 4, 94, 183, 4 183, 4 183, 2 9 188 5, 65, 186 concrete, Uses 16 190 appropriate Selects GRADE 6 TERM 4: WEEKS 3 AND 4 WEEKS 6 TERM 4: GRADE Reading and viewing Reading Content Reads information information Reads texts Pre-reading activitiesPre-reading 4 183, Uses reading reading Uses strategies Notices the role the role Notices and that pictures in play photographs meaning constructing Answers questionsAnswers 6 5, 186 Identifies advantages advantages Identifies and disadvantages Summarises a Summarises with paragraph support Comprehension Comprehension activity Practises reading Practises aloud Reads with appropriate fluency pronunciation, and expression 183 182 183 183 183 183 182 183 182 Activity Page 2, 3 182, 2 2, 3 182, 2, 3 182, 2, 3 182, 1 3 1 Listening and speaking Listening Content Participates in a Participates discussion Discusses advantages advantages Discusses and disadvantages Uses concepts and concepts Uses to relating vocabulary subjects other Takes turns Takes Respects others’Respects 2, 3 182, Encourages others to to others Encourages speak Listens to and to Listens a talk discusses Discusses main ideas main ideas Discusses and specific details Records specific Records on a information chart or mind map

INTRODUCTION 47 Activity Page 5 186 Language structures and conventions Language structures Content Vocabulary in Vocabulary context from taken Words or individually shared texts read 187 188 Activity Page 7 11 188 7, 117, 187, Writing and presenting Writing Content relating to other other to relating subjects to check spelling and to words of meanings Records words words Records in a and meanings dictionary personal Weather 193 193 Activity Page 17 191 vocabulary Uses 17 191 the dictionary Uses 17 191 22 22 GRADE 6 TERM 4: WEEKS 3 AND 4 WEEKS 6 TERM 4: GRADE Reading and viewing Reading Content Reads and solves a and solves Reads puzzle word-search correctly Spells words of the meanings of of the meanings of words vocabulary Reflects on texts texts on Reflects read an Expresses response emotional Activity Page 18 191 18 191 understanding Shows 18 191 relevant Uses 18 intro TG 191 16 190 life own to text Relates 18 191 Listening and speaking Listening Content Plays a language Plays game Follows instructions instructions Follows correctly Uses a range of of a range Uses vocabulary Plays a language Plays game and follows Gives or instructions directions a topicDiscusses intro TG Practises listening listening Practises and speaking a poem Performs Takes turns giving turns Takes to a chance others speak

48 INTRODUCTION 199 198 200 201 201 201 Activity Page 7, 8, 9, 11 8, 9, 7, 198, 10 199 6 12, 13 199, 15 16, 17 11 199 Language structures and conventions Language structures Content Spelling the dictionary to Uses check the spelling and words of meanings Words belonging to belonging to Words field lexical the same Words and sentences Words forms Question Connecting words: words: Connecting purpose, reason, choice Future tense Future Direct speechDirect 16, 17 Quotation marks for for marks Quotation speech direct Vocabulary in Vocabulary context from taken Words or individually shared texts read 198 198 198 198 198 198 198 198 198 198 Activity Page 7, 8 7, 7, 8 7, 7, 8 7, 7, 8 7, 9 9 9 9 9 9 Writing and presenting Writing Content Writes a book review Writes Selects appropriate appropriate Selects and structure content Expresses and Expresses their own explains opinion Includes a title, a title, Includes and a characters summary Writes a personal a personal Writes letter appropriate Selects content Uses a frame only if a frame Uses necessary Addresses the Addresses correctly message Orders the information information the Orders logically Writes own name at own Writes the end Uses an informal style style an informal Uses writing appropriate of the purpose for 197 197 197 196 197 198 196 197 203 203, 204 Strange school stories school Strange Activity Page 1, 3 196, 5 2 5 6 2 5 21 21, 22 GRADE 6 TERM 4: WEEKS 5 AND 6 WEEKS 6 TERM 4: GRADE Reading and viewing Reading Content Reads a story Reads Pre-reading activitiesPre-reading 3 Uses reading reading Uses strategies Discusses plot, setting setting plot, Discusses and characters Discusses and answers and answers Discusses about the questions events of sequence Asks and answers and answers Asks complex more questions Expresses and Expresses opinion own explains Comprehension Comprehension activity Reads poems Reads activities Pre-reading Uses reading reading Uses strategies 198 198 198 198 196 197 202 202 202 202 Activity Page 4, 64, 197, 6 5, 65, 197, 2 4 18 19 19 Listening and speaking Listening Content Listens to a story to Listens Asks relevant relevant Asks and questions questions to responds Summarises the storySummarises 7 Answers and begins Answers complex ask more to questions Expresses an opinion, Expresses for giving a reason if switching code it, necessary Uses tenses tenses Uses in earlier introduced grades Listens to a poem to Listens main idea Recalls Discusses central idea central Discusses 19 Relates to own own to Relates experience Identifies rhyme and rhyme Identifies that begin with words sounds the same (alliteration)

INTRODUCTION 49 Activity Page Language structures and conventions Language structures Content 198 198 198 198 199 Activity Page 9 9 11 8, 9, 7, 198, 11 199 Writing and presenting Writing Content Uses the writing Uses process ideas Brainstorms Writes a first draft a first Writes 9 Revises and editsRevises 9 Writes a final draft, a final draft, Writes it neatly, presenting legibly and with the spacing correct Uses the dictionary Uses check spelling and to words of meanings words Records in a and meanings dictionary personal 204 204 204 204 203 203 204 Strange school stories school Strange Activity Page 22 22 22 22 20, 21 20, 21 20, 24 GRADE 6 TERM 4: WEEKS 5 AND 6 WEEKS 6 TERM 4: GRADE Reading and viewing Reading Content Answers questions Answers Expresses feelings feelings Expresses stimulated Discusses rhyme and rhyme Discusses alliteration Discusses comparisons Discusses Practises reading Practises aloud with Reads showing expression, understanding aloud using Reads pronunciation, proper and volume pacing Reflects on texts texts on Reflects read a structured Does with a book review presentation good oral 202 202 202 Activity Page 19 19 20 203 18 intro TG TG resources intro TG Listening and speaking Listening Content Identifies and Identifies discusses comparisons Expresses feelings feelings Expresses the by stimulated poem Performs a poem Performs Practises listening listening Practises and speaking a poem Performs events Recounts in or experiences sequence, the right questions answering about the sequence Plays a language Plays game and follows Gives or instructions directions Discusses a topicDiscusses intro TG

50 INTRODUCTION 214 207 208 208 209 207 208 Activity Page 16, 18 213, 4, 6 4, 8 9 4, 6 4, Language structures and conventions Language structures Content Spelling words Spells familiar using a correctly, dictionary personal alphabetical order and order alphabetical words of letters first in a words find to dictionary Words and sentences Words Modals: must (necessity) condition Vocabulary in Vocabulary context from taken Words or individually shared texts read Activity Page 18 214 18 214 of knowledge Uses 18 214 18 214 words: Connecting 18 214 Comparatives 10 18 214 marks Question 13 211 18 214 16 213 words Compound 7 Writing and presenting Writing Content Writes a simple news a simple news Writes report using a frame Includes relevant relevant Includes information Includes a clear main a clear Includes idea Develops information information Develops logically Uses connecting connecting Uses and organises words properly paragraphs Uses the correct the correct Uses format Uses appropriate appropriate Uses spelling and grammar, punctuation Designs a poster Designs relevant Includes information Refugees 206, 206, 213 206, 206, 213 207, 213 207, 213 207, 213 207, 213 207, 213 207 Activity Page 2, 17 205, 2, 17 205, 1, 3, 171, 3, 205, 3, 17 3, 3, 17 3, 3, 17 3, 3 12 210 a picture Includes 16 213 GRADE 6 TERM 4: WEEKS 7 AND 8 WEEKS 6 TERM 4: GRADE Reading and viewing Reading Content Reads media texts Reads Pre-reading Uses reading reading Uses strategies Answers questionsAnswers 17 3, Discusses main ideas main ideas Discusses and specific details Discusses the layout the layout Discusses the text of and design Compares layout and layout Compares a that of to design newspaper Comprehension Comprehension activity Practises reading Practises aloud Reads with appropriate fluency pronunciation, and expression 210 210 210 210 210 210 210 210 210 Activity Page 1, 12 205, 1, 12 205, 1, 12 205, 1, 12 205, 1, 12 205, 1, 12 205, 1, 12 205, 1, 12 205, Listening and speaking Listening Content Takes part in a Takes conversation Asks and answers and answers Asks questions Respects other other Respects learners Listens to other other to Listens and learners them to encourages speak Participates in a Participates discussion and Imagines possibilities describes Uses the conditionalUses 1, 12 205, Takes turns Takes Respects others’ others’ Respects opinions Encourages others to to others Encourages speak

INTRODUCTION 51 Activity Page Language structures and conventions Language structures Content 214 214 214 214 207 Activity Page 16 213 1616, 18 213 213, 16, 18 213, 6 4, Writing and presenting Writing Content format final draft legible, the writing Uses process ideas Brainstorms it neatly, presenting legibly and with the spacing correct words Records in a and meanings dictionary personal Refugees Activity Page 14, 1514, 211, 212 1414 211 211 draft a first Writes and edits Revises 16, 15213, 18 16, 1819 212 213, 214 14, 1514, 211, 212 1514, the correct Uses 1514, 211, 212 features design Uses 211, 212 16 a neat, Presents 213 GRADE 6 TERM 4: WEEKS 7 AND 8 WEEKS 6 TERM 4: GRADE Reading and viewing Reading Content Discusses the purpose the purpose Discusses the text of the of some Discusses language use and Identifies design discusses features the layoutDiscusses 14 different Compares texts 211 texts on Reflects a final draft, Writes read opinions Shares Pre-reading the Interprets information Reads and Reads graphic understands media text Activity Page 12 210 TG resources intro TG Listening and speaking Listening Content Practises listening listening Practises and speaking a poem Performs Plays a language Plays game and follows Gives or instructions directions a topicDiscusses intro TG

52 INTRODUCTION UnitUnit 1Sea stories 1 Learner’s Book pages 10–21 Duration 10 hours

Overview • These guidelines show how much time to allocate to activities. If you run out of time, some activities can be completed for homework. • The activity headings refer to the main focus of the lesson, but other skills are always practised within the lesson. For example, in Lesson 1 the focus is on listening and speaking, but it also involves reading. • Where more than 30 minutes has been allocated for a lesson, you do not need a double period. You can divide the activity over two 30-minute periods. • There are ideas for ‘Daily listening and speaking practice’ in the ‘Introduction’ section of this Teacher’s Guide. The ‘Resources’ section has rhymes, songs and games that you may find useful for this practice too. • Group guided reading sessions should take place while the learners are involved in independent activities. These have not been allocated a specific time slot, as you need to identify suitable times to work with groups.

Lesson Time allocation LB Activities (minutes) page/s Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 1 Week 1 1 30 10 Listening and speaking: Activity 1 2 30 10–11 Reading: Activity 2; Listening and speaking: Activity 3; Core Reader 3–4 60 11–12 Listening and speaking: Activities 4 and 5; Core Reader 5–6 60 12–13 Language structures and conventions: Activities 6, 7, 8 and 9 7–8 60 13–14 Language structures and conventions: Activities 10 and 11 9–10 60 14–17 Reading and comprehension: Activities 12 and 13; Language structures and conventions: Activity 14 Term 1 Week 2 1 30 17 Language structures and conventions: Activities 15 and 16 2 30 18 Language structures and conventions: Activity 17 3–4 60 18–19 Reading: Activity 18 5–6 60 20 Writing: Activity 19 7 30 20 Writing: Activity 19 8 30 20 Reading: Activity 20 9 30 21 Listening and speaking: Activity 21; Core Reader 10 30 21 Reflecting on reading: Activity 22

ENGLISH TERM 1 UNIT 1 53 Week 1 Lesson 1: Listening and speaking (page 10) Learners tell and listen to traditional stories.

Before the lesson Display books with traditional stories. Introduce the unit Introduce the topic and books on display. Encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson at the end of each unit. Explain that this is a lesson in which they will discuss the books they are reading so they need to be prepared for it. Also explain that reading will increase their vocabulary, improve their understanding of English and speed up the process of acquiring an additional language. They should read when they have spare time in class. Activity 1 Read and discuss the information about traditional stories and group work. To establish group work as a disciplined activity you need to spend time laying solid ground rules for group work at the beginning of the year. Also refer to the notes about group work on page 4 of the ‘Introduction’. The learners share traditional stories with their group. The group then chooses one of the stories to tell the class.

Baseline assessment Join groups and observe the learners listening and speaking. • Are they active listeners? • Can they retell a story?

Write relevant observations in your informal assessment journal. Refer to the ‘Assessment’ section to find out more about this journal.

Extension Learners act out the story for the class.

54 ENGLISH TERM 1 UNIT 1 Week 1 Lesson 2: Reading; Listening and speaking (pages 10–11) Learners discuss pre-reading questions, make predictions, listen to and interpret a short story, interpret pictures and then match pictures to parts of the story.

Activity 2 Remind the learners that pre-reading activities aim to help them understand what they are about to listen to. They can gain a lot of insight into the text by looking at the pictures. Get them to work in pairs and to discuss the pictures and make predictions. Ask some learners to share their responses with the rest of the class. Activity 3 Tell the learners to listen carefully while you read and to focus on the picture that matches the text being read. If the learners are actively trying to identify information as you read, they are more likely to listen attentively. Read slowly, clearly and with expression so that the learners are able to understand what is being read.

LISTENING TEXT Why the sea is salty Long ago, there were two brothers. The older brother was rich and nasty. The younger brother was poor, but kind. One day the poor brother and his wife had nothing to eat in their house. He went to visit his brother to ask for help. His brother was rude to him. He threw some meat at him and said, “Take this to Hyisi, the goblin who lives in the woods. You can have whatever is left over.” The poor brother thanked him, and set off for the woods. When he reached Hyisi’s hut, the goblin was so excited that he grabbed the meat and ate it all up! The poor man was sad, so the goblin, who had a kind heart, offered him the pick of anything on his table. The poor man chose a simple millstone. “No, no!” said Hyisi, take some gold or silver instead!” But the poor man would not change his mind. “Oh well,” Hyisi said at last. “Take it. But this is a magic millstone. It will give you whatever you wish for. Just make your wish and say, ‘Grind, my millstone!’ When you have enough and want the millstone to stop, say, ‘Enough and have done!’ And it will stop. Now go!” The poor man ran home and told his wife about his adventures. Then he put the millstone on the table, and said, “Grind, my millstone! Give us a feast fit for a king.” The millstone began to grind, and out came the most wonderful food ever. The poor man and his wife ate and ate till they could eat no more. “Enough and have done!” commanded the poor man, and the millstone stopped. From then on the poor man and his wife always had enough. The millstone gave them a fine new house, fields full of crops, enough food to eat and clothes to wear. The rich brother was jealous. He stole the millstone and ran off, without asking how to make it stop. He rowed out to sea in his boat.

ENGLISH TERM 1 UNIT 1 55 “I want some salt with my lunch,” he thought. “Grind, my millstone! Give me salt, as much as you can!” he said. The millstone began to turn and out poured a stream of fine, white salt. Soon the boat was full. “Stop!” shouted the rich man. But he did not know the magic words. Eventually, the boat was so full of salt that it began sinking. “Help!” cried the rich man. The boat sank to the bottom of the sea, taking the rich man and the millstone with it. The magic millstone kept grinding, pouring out the finest, whitest salt. It is still grinding there, to this very day. And that, believe it or not, is why the sea is salty.

The learners read the sentences and match them to the correct pictures. Once they are sure of the order of the sentences they read the story to their partner.

Baseline assessment Move between groups and listen to learners read. • Do they read fluently? • Do they read with expression?

Write relevant observations in your informal assessment journal.

Week 1 Lessons 3 and 4: Listening and speaking (pages 11–12) Learners listen to a story, make notes, discuss and answer literal questions and give a personal response to the story. They also write a description and a list.

Activity 4 Ask the learners to draw the table in their exercise books before you read the story again. While you read, the learners make relevant notes in the table that will help them answer the questions in the next activity. Activity 5 Divide the learners into groups to discuss and answer the questions. Recap the ground rules for group work. Tell the learners to answer in full sentences. Encourage them to help one another say well- structured sentences. They write down the description of the action and the list in their exercise books.

Answers: Activity 5 a) The main characters are yisi,H the poor man, his wife and his rich brother. b) The story takes place in the homes of the rich and poor man, Hyisi’s hut and a boat in the sea.

56 ENGLISH TERM 1 UNIT 1 c) The poor man swapped meat for a magic millstone. The millstone gave him many things he needed. His brother stole the millstone and took it out to sea where it still grinds salt. d) Learner’s personal response e) Learner’s personal response

Assessment The learners assess their listening and speaking according to the thumbs assessment system. Take note of the learners who feel they need help. In future activities, pair or group them with learners capable of helping and supporting them.

Thumbs assessment

 I listened well and felt confident speaking. C

I sometimes listened and spoke well.

 I needed help.

Core Reader (pages 6, 9 and 14) Encourage the learners to read the following folktales in their Core Reader: • Why the sea is salty • The rainbow snake • The emperor’s new clothes.

Week 1 Lessons 5 and 6: Language structures and conventions (pages 12–13) Learners discuss, identify and use nouns, adjectives and punctuation in the context of the story.

Resources A beanbag or ball for the extension activity

INFORMATION

Read and discuss the information about nouns.

Activity 6 The learners copy the sentences into their exercise books and then underline the nouns.

ENGLISH TERM 1 UNIT 1 57 Answers: Activity 6 a) The poor man walked through the forest. b) The poor man met some woodcutters. c) Theman told the woodcutters that he had a cow’s hoof for Hyisi. d) Thewoodcutters told the man that Hyisi loved meat. Activity 7 The learners copy the sentences into their exercise books and fill in the missing nouns.

Answers (Activity 7) The poor man told his wife of his adventures. Then he put the magic millstone on the table and said, “Grind my food! Give us a feast fit for a king!” The millstone began to grind, and out came the most wonderful meal ever. The poor man and his wife ate and ate, until they could eat no more. Activity 8 The learners write the sentences into their exercise books and add all missing punctuation in a different colour so it is easy to mark.

Answers: Activity 8 a) The goblin’s name was Hyisi. b) The magic millstone poured out food, drink and clothes. c) Believe it or not, that is why the sea is salty. d) This story is called ‘Why the sea is salty’.

INFORMATION

Read and discuss the information about adjectives. Ask a learner to say a noun to the class. Another learner then adds an adjective to the noun.

Activity 9 The learners identify the correct adjectives to fill the gaps and then write the sentences into their exercise books.

Answers: Activity 9 a) Thepoor man b) Some silver coins c) Therich brother d) Themagic millstone e) A new house f) Fine clothes

58 ENGLISH TERM 1 UNIT 1 Baseline assessment Mark as many of these activities as possible so that you have a fair indication of the level of the learners’ language. • Do the learners identify and use nouns correctly? • Do the learners identify and use adjectives correctly?

Make relevant notes in your informal assessment journal.

Extension Toss the noun game (This can also be played with proper nouns and adjectives.) Explain the rules and how to play. Give learners a couple of minutes to think of nouns before the game begins.

RULES

• Speak quietly, and only about the game. • Throw underhand and softly. • If someone breaks a rule, they get one warning and then they are out of the game.

HOW TO PLAY

• The beanbag/ball represents the noun. • Everybody stands up where they are. • You start the game by calling out a noun and tossing the beanbag/ball to a learner. • The recipient of the beanbag/ball calls out a noun and then tosses the beanbag/ball to another learner.

Week 1 Lessons 7 and 8: Language structures and conventions (pages 13–14) Learners extend their vocabulary and set up their personal dictionaries if they have not brought them from Grade 5. Skip the first part of the lesson if learners still have their personal dictionaries. They also discuss and use pronouns in the context of the story.

Resources A small exercise book for each learner, magazines, glue, pairs of scissors, dictionaries Before the lesson Draw page examples on the board showing an ‘A’ on the top left of the left-hand page, a ‘B’ on the top right of the right-hand page, a ‘C’

ENGLISH TERM 1 UNIT 1 59 on the top left of the left-hand page and a ‘D’ on the top right of the right-hand page. Write the words ‘he’ and ‘she’ on paper in large print. Surround the ‘he’ with boys’ names beginning with an ‘H’ and the ‘she’ with girls’ names beginning with an ‘S’. Personal dictionary Tell the learners that they are going to make a personal dictionary in which they will write spelling and vocabulary words. Use the pages on the board to demonstrate how they set out the pages. Activity 10 The learners add suffixes to the words ‘sea’ and ‘salt’. Encourage them to use their dictionaries to identify as many words as possible and to check their spelling. They write the words in their personal dictionary on the appropriate pages.

Answers: Activity 10 Examples:

seashore seaport seashell

seascape sea seaside

seaboard seasick

seaplane

salty salted saltiness

saltless salt saltier

salt-pan saltiest

salt-cellar

60 ENGLISH TERM 1 UNIT 1 INFORMATION

Read and discuss the information about pronouns. Ask the learners to give you examples of pronouns. Write them on the board. Explain the difference between ‘I’, ‘you’, ‘he’, ‘she’, ‘it’, ‘we’ and ‘they’ by using examples related to learners in the class. Examples: • He plays soccer. (Point to a boy who plays soccer.) • They are tall. (Gather together a group of tall learners.)

Pay special attention to the words ‘he’ and ‘she’, as learners find these very confusing. Get the learners to focus on the ‘he’ and ‘she’ cards that you made and make the link with the word and the names. If they struggle to remember that ‘he’ refers to males and ‘she’ refers to females, encourage them to make the following association: ‘He’ is a short word as is male, boy and man. ‘She’ is a slightly longer word, as is female and woman.

Activity 11 The learners replace bold words with pronouns and write the sentences in their exercise books.

Answers: Activity 11 a) He gave his wife a magic millstone. b) They lived near the forest. c) She cooked them some meat. d) He was unkind. e) He was a goblin who lived in the woods.

Assessment Mark the activity. • Do the learners know how to use pronouns correctly?

Write relevant notes in your informal assessment journal.

Extension Get the learners to personalise their dictionary by cutting words out of magazines and pasting them onto the cover. Remind them to write their name on the cover. Learners practise using pronouns by following these steps. • They write three sentences about themselves. • They are not allowed to use any pronouns in the sentences. For example: Jarred went to school and Jarred did work. Jarred played with his friends at break time. Jarred and Jarred’s friends had lots of fun. • Learners swap pieces of paper with their partner and then attempt to replace their partner’s name with pronouns. For example: Jarred went to school and he did work. He played with his friends at break time. They had lots of fun. • Remind them to keep the name (proper noun) the first time it is mentioned.

ENGLISH TERM 1 UNIT 1 61 Week 1 Lessons 9 and 10: Reading and comprehension; Language structures and conventions (pages 14–17) Learners listen to, read and answer questions about a personal account. They also select adjectives to describe the characters in the account.

Resources Dictionaries Activity 12 Read the extract slowly, clearly and expressively. Ask the learners to identify difficult vocabulary and pronunciation. Discuss these before they read the story aloud. Explain how the context in which a word appears often helps us to understand its meaning. Use the words ‘cooped up’ as an example. Get them to look up the word ‘coop’ in the dictionary and read the definitions. Ask them if the definition fits the context of the story. Now focus on the context in which the words are written: ‘… all cooped up like this, with no chance to get away from each other.’ Ask them to identify the words that help them understand the true meaning of the words. (‘… no chance to get away from each other.’) ‘Cooped up’ means cramped in a small area, so the context of the words may have been more helpful than a dictionary in this case. The learners must not underestimate the value of the dictionary as a learning tool. They must be encouraged to use it to find the meanings of difficult words and to check the spelling of words. Activity 13 The learners choose the correct answer.

Answers: Activity 13 a) England b) six c) Sophie’s cousins d) meet new people e) being stuck in a small place with other people f) hit someone on the head g) worried and excited h) things are going to break on the boat i) get worse

Assessment Mark the activity. • Can the learners answer questions about a story?

Write relevant notes in your informal assessment journal.

62 ENGLISH TERM 1 UNIT 1 Activity 14 Tell the learners to scan the extract to find the information that will help them identify the correct adjectives to describe each character. Explain that you don’t need to read all the information when scanning. Your eyes move quickly over the text to find only the information you need.

Answers: Activity 14 a) Uncle Mo is loud. b) Cody is loud. c) Uncle Stew is bossy and fussy. d) Brian is bossy and fussy. e) Sophie is worried and excited. f) Uncle Dock is calm, disorganised and worried.

Week 2 Lesson 1: Language structures and conventions (page 17) Learners discuss and use plurals, personal pronouns, concord and the simple past tense in the context of the story.

Before the lesson Write the following words on the board. • I swim, you swim, we swim, they swim • He swims, she swims • I meet, you meet, we meet, they meet • He meets, she meets Activity 15 Remind the learners that a singular noun is one person, place or thing. A plural noun is more than one person, place or thing. When a singular noun becomes plural, you change the spelling. How the word changes, depends on what letter is at the end of the singular noun. You add ‘-s’ to most nouns to make them plural. The learners complete the activity in their exercise books and underline the plurals.

Answers: Activity 15 Sophie looked at the waves and the seagulls. She was happy, here on the boat with her uncles and cousins. The sails flapped as the wind started to blow.

ENGLISH TERM 1 UNIT 1 63 INFORMATION

Read and discuss the information about the subject and verb agreeing. Ask the learners why you replace some words with ‘I’, ‘you’, ‘we’, ‘they’, ‘he’ and ‘she’. (You use these personal pronouns to avoid repeating people’s names.) Use the examples on the board to reinforce concord and draw the learners’ attention to the ‘-s’ at the end of the verbs when ‘he’, ‘she’ and ‘it’ are the subject. Say sentences in which the subject and verb do not agree and have the learners correct the sentences. For example: • I swims in the swimming pool.  I swim in the swimming pool.  • He swim across the river.  He swims across the river. 

Activity 16 The learners apply what they have learnt, choose the correct form of the verb and write the sentences in their exercise books. Get them to read their sentences to a partner. Then read the correct choices while they mark their own sentences.

Answers: Activity 16 a) Sophie goes to school every day. b) Theywant to sail across the ocean. c) The boys fight about who will steer the boat. d) Uncle Doc worries too much. e) He is older than his brothers. f) We swim in the sea. g) You are a good swimmer. h) Her mother writes a letter to her every day.

Assessment Read and discuss the correct answers. The learners mark their own work and assess it using star-rating assessment. Give extra support to those learners who only have one star.

Star-rating assessment ***** 7–8 correct choices **** 6 correct choices *** 5 correct choices ** 4 correct choices * 0–3 correct choices

Week 2 Lesson 2: Language structures and conventions (page 18) Learners discuss and use the simple past tense.

64 ENGLISH TERM 1 UNIT 1 INFORMATION

Read and discuss the information about the simple past tense. Focus on the irregular verbs in the language box and at the back of the book. Make sure that the learners identify that the words in the second column are the past tense form of the verb. Ask them to choose irregular past tense verbs and use them in sentences which they say to their group.

Activity 17 The learners change the bold verbs to the past tense and rewrite the sentences in their exercise books.

Answers: Activity 17 The wave was huge. Sophie was scared. It made her feel sick. She saw another wave coming. She shouted to Cody. Cody turned round. He started to run.

Assessment Listen to the learners as they use irregular past tense verbs in sentences. • Do they use the simple past tense correctly?

Write relevant notes in your informal assessment journal.

Week 2 Lessons 3 and 4: Reading (pages 18–19) Learners partake in an extended reading activity in which they read a paragraph focussing on using expression.

Activity 18 Give the learners plenty of time to practise reading the paragraph aloud. Walk around and help learners with pronunciation, fluency and expression. Encourage them to use actions to make their presentation more interesting. Each group presents the paragraph to the class.

ENGLISH TERM 1 UNIT 1 65 Assessment The learners assess each group’s performance using thumbs assessment.

Thumbs assessment

 Excellent expression. 

 Good expression, but could have been better.

 A lot more expression needed.

Week 2 Lessons 5 and 6: Writing (page 20) Learners brainstorm ideas, use a mind map to help them plan and then write the first draft of a story.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Identify stories with excellent beginnings and endings. Activity 19 Read and discuss the instructions. Discuss the importance of planning before writing. Tell the learners they need to identify their audience and the purpose for their writing. They should also brainstorm ideas before completing the more structured planning on the mind map. Discuss opening sentences. Tell the learners that their opening sentence should capture the attention of the person reading their story so that they want to read more. Read the opening sentences of the stories you identified and discuss why they are effective. Discuss good endings. Tell the learners that their closing sentences need to end off the story in an appropriate way. Read the endings of the stories you identified and discuss why they are good. Discuss the rubric so the learners know how their writing is going to be assessed. Make sure they understand all the instructions before they begin planning and writing their first draft. The learners complete Activity 19 a) and b).

66 ENGLISH TERM 1 UNIT 1 Week 2 Lesson 7: Writing (page 20) Learners read, edit and write a story.

Activity 19 Get the learners to begin the editing process by reading their stories to one another. They edit each other’s stories according to the checklist. They give feedback to each other and discuss how the stories can be improved. They then write the final copy of their story in their exercise books. They may need to finish writing the neat final copy for homework.

Assessment The final copy of the story can be assessed using this rubric.

Writing: story 3 2 1–0 Subtotal Sentences All sentences are Most sentences Sentences well structured are well are poorly structured constructed Opening Excellent opening Good opening Opening sentence sentence sentence captures sentence does not capture the reader’s the reader’s attention attention Ending Excellent Good appropriate Ending is appropriate ending inappropriate ending Content All information Most information Information makes makes sense makes sense little or no sense

Punctuation, Uses appropriate Mostly uses Inappropriate vocabulary punctuation, appropriate punctuation, and spelling vocabulary punctuation, vocabulary and and spelling vocabulary and spelling throughout spelling Name: Total: /15

Week 2 Lesson 8: Reading (page 20) Learners do a word-search puzzle. They then write the words and sentences in their personal dictionary.

ENGLISH TERM 1 UNIT 1 67 Activity 20 The learners first identify the words in the word-search puzzle and write them in their personal dictionary. They then use the words in sentences that explain their meaning. Encourage them to use a dictionary if they are unsure of the meanings of the words.

Answers: Activity 20 wave, water, salty, sea, yacht, ocean, boat, sail, windy, foam

w a t e r d o

a s a l t y t

v b s e a o h

e l i a s c c

w i n d y e a

f t a o b a y

f o a m x n p

Extension The learners read their sentences to their partner and talk about whether or not the meanings of the words are clear from the sentences.

Assessment Listen to some of the learners as they read their sentences. • Can they use words in sentences which clarify their meaning?

Make relevant notes in your informal assessment journal.

Week 2 Lesson 9: Listening and speaking (page 21) Learners practise reading a poem, paying special attention to the rhythm.

68 ENGLISH TERM 1 UNIT 1 Activity 21 Read the poem to the class and then get them to read it with you. Focus on each line one at a time. Discuss its meaning and then clap out the rhythm of the line together. Explain that in the same way as a song has rhythm (a beat), a poem can also have rhythm. The learners then clap out the rhythm of the whole poem in their groups and practise saying it with rhythm and expression. Core Reader (page 55) Encourage the learners to read the whole poem in their Core Reader, or read the poem to them while they follow in their Core Reader.

Week 2 Lesson 10: Reflecting on reading (page 21) Learners do a short oral book review and relate the text to their own life.

Activity 22 The learners tell their partner what they have read and relate it to their own life. Have them read extracts from the book to one another.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they do a short oral book review? • Can they relate a text to their own life?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 1 UNIT 1 69 UnitUnit 1Soccer 2 Learner’s Book pages 22–31 Duration 10 hours

Overview

Lesson Time allocation (minutes) LB Activities page/s Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 1 Week 3 1–2 60 22 Listening and speaking: Activity 1, 2, 3 and 4 3–4 60 23–24 Reading and comprehension: Activities 5 and 6; Core Reader 5–6 60 24–25 Writing: Activity 7 7–8 60 25 Language structures and conventions: Activities 8, 9 and 10; Spelling test 9–10 60 26 Writing: Activity 11 Term 1 Week 4 1–2 60 26 Writing and reading: Activity 11 3–4 60 27 Language structures and conventions: Activities 12 and 13 5–6 60 28–29 Language structures and conventions: Activities 14, 15, 16 and 17 7–8 60 30 Reading: Activity 18; Core Reader 9 30 31 Language structures and conventions: Activity 19 10 30 31 Reflecting on reading: Activity 20

70 ENGLISH TERM 1 UNIT 2 Week 3 Lessons 1 and 2: Listening and speaking (page 22) Learners listen to a factual account and then answer questions, give opinions, interpret vocabulary and complete a table about it.

Before the lesson Display fiction and non-fiction books about various sports. Introduce the unit Introduce the topic and books on display and encourage the learners to read them. Remind them that they will have to discuss the books they are reading in the ‘Reflecting on reading’ lesson at the end of the unit. Activity 1 The learners discuss the pre-listening questions in their groups. Activity 2 Read the following description to the class twice before they discuss the questions and give their opinions in their groups. Remind the learners to give everyone in the group a chance to speak and to encourage those who struggle to express themselves in their additional language.

LISTENING TEXT

World Cup spectator personal account On Friday, 11 June 2010, it was the opening day of the FIFA World Cup. My dad bought us tickets – he didn’t tell us how much they were, but I know they were very expensive! We parked far away from the stadium, and we walked from there, along the Fan Walk. We were going to see the France- Uruguay game – the first game in Cape Town. Everyone was singing and wearing their team colours, even though there were hardly any people from the other countries there. We got in early, and we had seats on the goal side. No one scored during the game but the vibe was amazing! Everyone was together, all ayoba and whatever, enjoying being a South African. The game itself was quite boring, but then I’m not really a soccer fan. What was cool, were the TV cameras on wires above the field, so they could get the aerial views. Afterwards we caught a free bus, with all the other fans, and went into town to join the celebrations.

Activity 3 The learners copy the table into their exercise books before you read the description again. As they listen, they write information into the appropriate blocks. Read slowly and clearly so they have time to write down the information.

ENGLISH TERM 1 UNIT 2 71 Answers: Activity 3

Date Game between Tickets Friday, 11 June 2010 France and Uruguay Bought by Father Price Expensive Seats Score Atmosphere On the goal side 0–0 Amazing Spirited

Assessment Learners swap books and mark one another’s answers as you discuss them. They then assess them using emotive assessment. Give extra support to those learners who have a sad-face symbol.

Emotive assessment

J Excellent. I understood what I listened to.

 I understood most of what I listened to.

 I needed help.

Activity 4 Discuss what slang words are and get the learners to give you examples of slang words they use. They then write down formal words for the slang words listed.

Answers: Activity 4 The following are possible examples as there is more than one option for most. a) father b) atmosphere c) delighted d) amazing

Assessment Listen to the learners as they speak. • Do they understand the concepts and use appropriate vocabulary? • Do they express and explain their own opinions?

Write relevant observations in your informal assessment journal.

72 ENGLISH TERM 1 UNIT 2 Week 3 Lessons 3 and 4: Reading and comprehension (pages 23–24) Learners answer pre-reading questions, listen to and read a factual account, discuss new words and cause-and-effect questions and then answer questions about the text.

Activity 5 Read the text to the learners while they follow in their books. Discuss the meanings and pronunciation of new words. The learners then read the text silently. Have the learners complete these cause and effect sentences in pairs. • Pelé was called the ‘King of Football’ because … • Pelé won so many awards because … • Beckham is amazingly accurate at scoring goals because … • Because Beckham is such a brilliant footballer, he … Activity 6 Remind the learners to answer the questions using full sentences. They write the answers in their exercise books.

Answers: Activity 6 a) Pelé was born in Brazil. b) Pelé’s real name is Edson Arantes do Nascimento. c) Many people call him ‘King of Football’. d) People loved watching his brilliant dribbling skills, his goal- scoring ability, and his love of the game. e) David Beckham was born in 1975. f) He is a midfielder. g) He is famous for his amazing accuracy and for scoring when he takes a free kick. h) He has played for Manchester United and Real Madrid.

Assessment: Activity 6 Comprehension is a very sound way of assessing a learner’s language ability so it is preferential for you to mark as many comprehension exercises as possible. After the books have been handed in, or when the learners get their books back, it is essential that you spend a few minutes discussing the answers. This is how learners learn from their mistakes.

Core Reader (page 65) Encourage the learners to read ‘Soccer in Africa’ in their Core Reader.

ENGLISH TERM 1 UNIT 2 73 Week 3 Lessons 5 and 6: Writing (pages 24–25) Learners use the writing process to write a recount.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Write the writing process on card and display it on a classroom wall throughout the year. Write this checklist on the board.

THE WRITING PROCESS

• Plan by brainstorming and using a mind map. • Write a first draft. • Revise the information and edit. • Write a final draft.

CHECKLIST

• Is the information appropriate? • Is the vocabulary suitable? • Is the punctuation correct? • Are the main ideas and supporting details organised?

Activity 7 Read and discuss the instructions and talk about the writing process. Learners then start by planning their paragraph in the form of a mind map. Before they start writing the rough draft, it is important for them to understand that although they can use keywords from the text, they need to use their own words to combine these keywords into meaningful sentences. When they have written their paragraph, they work in pairs to revise and edit it according to the checklist on the board. After the editing stage, they write the paragraph neatly into their exercise books. Get them to read the final draft to their partner.

74 ENGLISH TERM 1 UNIT 2 Assessment Use the following rubric to assess their writing.

Writing: 3 2 1–0 Subtotal paragraph Sentences All sentences are Most sentences Sentences are well structured are well structured poorly constructed

Punctuation Punctuation Punctuation is Very little or no is accurate mostly accurate punctuation throughout Content All information is Most information Information is appropriate and is appropriate and inappropriate and makes sense makes sense makes little to no sense Connecting Add a mark if words connecting words were used Name: Total: /10

Week 3 Lessons 7 and 8: Language structures and conventions; Spelling test (page 25) Learners extend their vocabulary by writing synonyms and their meanings in their personal dictionary. They then use a spelling method to learn how to spell the words.

Resources Dictionaries Before the lesson Copy this table on the board.

Write and say Break up and say Cover and write Check and correct soccer soc/cer soccer √ famous fa/mous famuos x famous football foot/ball football √

Activity 8 Say the alphabet together and discuss how to put words in alphabetical order. Remind the learners that if words start with the same letter they need to look at the second letter.

Answers: Activity 8 award, club, famous, fan, football, game, group, name, skill, soccer

ENGLISH TERM 1 UNIT 2 75 Activity 9 Learners write the words and meanings in their personal dictionaries. They use dictionaries to help them write accurate definitions. They then write sentences which show the meanings of four of the words.

Answers: Activity 9 (Definitions will obviously differ slightly.) • soccer – A ball game in which two teams kick a ball in order to score a goal • football – A ball game in which two teams kick a ball in order to score a goal • spectator – A person who watches a game • fan – A supporter who often watches a favourite team play • brilliant – extremely good • excellent – extremely good • famous – very well-known • well-known – famous

The words have similar meanings. Words with similar meanings are called synonyms. Activity 10 The learners first practise dividing the words up into smaller pieces. Then teach the learners this new spelling method to help them learn the words for a spelling test. Refer to the table on the board when explaining the process.

• Draw a table with these headings: Write and say Break up Cover and Check and and say write correct

• Write the spelling word in the first column. • Say the word. • Write the word again, but break it up into parts that will help you spell it correctly. • Say the parts of the word. • Cover the first two columns and write the word. • Check to see that you spelled the word correctly. • Correct the spelling if you did not spell it correctly. • Add difficult words to the first column.

After the learners have practised spelling three words, their table may look like the one on the board. When they feel they know how to spell the words, they work with a partner and test one another.

76 ENGLISH TERM 1 UNIT 2 Assessment The learners mark each other’s tests and assess them using Temperature-gauge assessment.

Temperature-gauge assessment

Hot 7–8 correct words Warm 5–6 correct words Cool 3–4 correct words Cold 0–2 correct words

Have them assess whether or not the spelling method worked for them. If it did, encourage them to use it to learn spelling words in the future.

Week 3 Lessons 9 and 10: Writing (page 26) Learners read a letter, are taught how to set out a personal letter and then plan and write the first draft of a letter.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 11 Read the letter out loud and then give the learners time to read it silently before discussing the activity. Discuss the format of the personal letter and the writing process.

THE PERSONAL LETTER

The address and date • No abbreviations are used. • No punctuation used except for capital letters. • Blocked – each line starts directly below the line above it. • Capital letters are used for all proper nouns.

The salutation (greeting) and ending • No punctuation except for capital letters. • No line is left between ‘Best wishes’ and the writer’s name. • Must be written to the appropriate person for the purpose.

Where to leave a line • After the address • After the salutation • After each paragraph

ENGLISH TERM 1 UNIT 2 77 Appropriate content according to the activity • Paragraph 1 • Paragraph 2 • Paragraph 3

THE WRITING PROCESS

• Plan using a mind map. • Write a first draft. • Revise the information and edit. • Write a final draft. • Discuss the rubric.

The learners should understand how they are going to be assessed before they begin the writing process. They then plan and write the first draft of the letter.

Week 4 Lessons 1 and 2: Writing and reading (page 26) Learners read, edit and assess their letter.

Activity 11 Get the learners to go outside and read their letter to something, for example, a dustbin or tree. As they read, they edit the letter according to the checklist. They then write the final draft of the letter. Divide the learners into groups of three. They each read their letter aloud to the group. All the group members including the writer then assess it.

Assessment: Activity 11 The learners use this rubric to assess the letter.

Writing: 3 2 1–0 Subtotal personal letter Sentences All the sentences Most of the The sentences are well structured sentences are well are poorly structured constructed Instructions All the instructions Most instructions The instructions were followed were followed were seldom followed Punctuation Punctuation and Punctuation and Very little and spelling spelling is accurate spelling is mostly punctuation and throughout accurate correct spelling Content All the information Most of the The information is is appropriate and information is inappropriate and makes sense appropriate and makes little or no makes sense sense Layout The layout is The layout is The layout is accurate throughout mostly accurate mostly inaccurate Name: Total: /15

78 ENGLISH TERM 1 UNIT 2 Week 4 Lessons 3 and 4: Language structures and conventions (page 27) Learners learn more about how to structure sentences.

Read and discuss the information about sentences.

THE SENTENCE

Advise the learners to follow these steps when trying to identify the subject and predicate of a sentence. 1. Find the verb. 2. Ask who or what before the verb in order to find the subject. 3. Once the subject has been identified, the rest of the sentence is the predicate.

For example: Teko Modise kicked the ball. kicked = verb Who/what kicked? Teko Modise – therefore Teko Modise is the subject and ‘kicked the ball’ is the predicate.

The car drove over a nail. drove = verb Who/what drove over the nail? The car – therefore the car is the subject and ‘drove over the nail’ is the predicate.

Activities 12 and 13 The learners work in pairs and complete the activities.

Answers: Activity 12 a) verb: captained subject: David Beckham predicate: captained the 2006 British World Cup team b) verb: retired subject: Pelé predicate: retired after the World Cup in 1970 c) verb: played subject: This striker predicate: played for clubs like FC Barcelona and Real Madrid d) verb: played subject: Zinedine Zidane and Marco Materazzi predicate: played in the 2006 World Cup final in Germany e) verb: is subject: Ronaldinho’s full name predicate: is Ronaldo de Asses Moreira f) verb: is subject: Teko Modise predicate: is the new PSL Footballer of the Year!

ENGLISH TERM 1 UNIT 2 79 Week 4 Lessons 5 and 6: Language structures and conventions (pages 28–29) Learners discuss and use the articles ‘a’ and ‘the’, comparative adjectives, the modal verbs ‘can’ and ‘may’ and verbs in the present progressive tense.

INFORMATION

Read and discuss the information about ‘a’ and ‘the’. Get the learners to work in pairs and make up sentences using ‘a’ and ‘the’.

Activity 14 The learners write sentences in their book and complete them using ‘a’ or ‘the’.

Answers: Activity 14 a) David Beckham is the best player in the world. b) Pelé grew up in a small village in Brazil. c) Teko Modise is a South African soccer player. d) He has played for some of the best clubs in South Africa. e) He plays for the club Orlando Pirates. f) Ronaldinho is a popular player from Brazil. g) He is one of the most famous players in the world. Activity 15 Read and discuss the information. Ask the learners to identify adjectives in the letter on page 26 of the Learner’s Book. Write only the comparative adjectives on the board (greatest, best). Get them to identify the forms of comparison used for each word on the board and use them in sentences.

great greater greatest good better best

Only then do they complete the activity. Activity 16 First, get the learners to complete the activity and then divide them into two groups. Each group is allocated either ‘can’ or ‘may’. Each learner thinks of a sentence that includes their allocated word, and shares it with the class. The class checks if the modal verb is used correctly.

80 ENGLISH TERM 1 UNIT 2 INFORMATION

Read and discuss the information about the present progressive tense.

Activity 17 Get the learners to write the sentences in their exercise books and fill in and underline the correct form of the verb.

Answers: Activity 17 a) She is running in the under-13 race. b) I am thinking about joining the team. c) We are not coming to the practice. d) Theyare eating their lunch now. e) The dog is barking at the referee. f) Why are you shouting at the dog? g) He is balancing on the desk. h) The teacher is making the efreshments.r i) Theyare playing in a women’s soccer team. Extension Using ‘may’ and ‘can’ is a confusing concept. Reinforce it by taking the learners outside to play this game. • Learners sit in a group. Identify something close by that they can run and touch. Call this object ‘home base’. • Say sentences that include ‘can’ and ‘may’. If you use the modal correctly, the learners repeat the sentence. If you use the modal incorrectly they hop up as quickly as possible and run to touch the home base. The first person home gets a point. Repeat from the beginning. • The learner with the most points wins. If more than one learner has the winning number of points, play a deciding round between them to identify an overall winner.

Week 4 Lessons 7 and 8: Reading (page 30) Learners read and interpret an advertisement.

Resources Newspapers and magazines Activity 18 Introduce the lesson by showing the learners advertisements in newspapers and magazines. Get them to identify which advertisements are effective and why. Then discuss the use of layout, colour, pictures, words and slogans. Ask them to identify the words and pictures/ symbols that are used to persuade them to buy. The learners discuss the advertisement and questions in the Learner’s Book in groups.

ENGLISH TERM 1 UNIT 2 81 Assessment Observe and listen to the learners. • Can they identify the main message of adverts? • Do they understand how pictures and words are used to persuade?

Write relevant observations in your informal assessment journal.

Core Reader (page 56) Get the learners to read and discuss the poem ‘Boy’s game’ in their Core Reader. Extension The learners cut an advertisement out of a newspaper or magazine. They then paste it into their exercise books. They write down the main message of the advertisement and why they like/dislike it.

Week 4 Lesson 9: Language structures and conventions (page 31) Learners read sentences and use adverbs of time.

Activity 19 In pairs, the learners read the sentences and discuss which adverb of time to use in each sentence. Remind them that adverbs of time tell them more about when the action (verb) took place.

Answers: Activity 19 a) Today I am going to soccer practice. b) Yesterday I was late, and the teacher was angry. c) Tomorrow I will have detention. d) Today we are watching the game on TV. e) Yesterday we missed the match. f) Tomorrow we will catch the bus into town. g) Today it is raining. h) Maybe tomorrow the sun will shine. i) It was too cold to play soccer yesterday.

Week 4 Lesson 10: Reflecting on reading (page 31) Learners read and reflect on the reading they have done.

82 ENGLISH TERM 1 UNIT 2 Activity 20 The learners reflect on what they have read by: • saying what the book is about • sharing their opinions about the book by saying what they liked and disliked about it • reading interesting extracts from the book.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they summarise a text in a few sentences? • Can they give an opinion about the text?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 1 UNIT 2 83 UnitUnit 1Talking technology 3 Learner’s Book pages 32–41 Duration 10 hours

Overview

Lesson Time allocation (minutes) LB Activities page/s Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 1 Week 5 1–2 60 32–34 Listening and speaking: Activities 1 and 2; Writing; Activity 3 3–4 60 34 Comprehension: Activity 4; Language structures and conventions: Activity 5 5 30 35 Speaking and writing: Activity 6 6 30 35–36 Language structures and conventions: Activities 7, 8 and 9 7–8 60 36–37 Reading: Activity 10; Listening and speaking: Activities 11 and 12 9–10 60 38 Writing: Activity 13 Term 1 Week 6 1–2 60 39 Language structures and conventions: Activities 14 and 15 3–4 60 39–40 Language structures and conventions: Activity 16; Writing: Activity 17 5 30 40 Language structures and conventions: Activity 18 6–7 60 41 Vocabulary: Activities 19 and 20 8 30 41 Spelling test; Reflecting on reading: Activity 21 9–10 60 42–43 Formal Assessment Term 1 Task 1

84 ENGLISH TERM 1 UNIT 3 Week 5 Lesson 1: Listening and speaking; Writing (pages 32–34) Learners discuss pre-listening questions. They then listen to, read, discuss and summarise a narrative story.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Display storybooks about technology. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 Learners discuss the questions in pairs. After their discussion, hold a brief class discussion in which they share some of their answers with the rest of the class. Activity 2 Before you read the story to the class, ask the learners to skim the text so they have a general idea about the story. They do this by: • looking at the pictures • reading the title • reading the words in italics • skimming over the first sentences in the paragraphs.

Once they have done this, get them to predict what the story is about. Then read the extract out loud and use expression to create an atmosphere of irritation. Ask the learners to jot down words they do not understand as you read. Discuss the extract and the difficult words. Encourage the learners to focus on the context of the words to help them work out the meanings. Get them to identify the plot (what happens in the story) and setting (where the story takes place). The learners then read the extract silently. Activity 3 The learners write the summary according to the frame. Remind them to select appropriate content and write it in the correct sequence using connecting words. Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Discuss the rubric so the learners know how they will be assessed.

ENGLISH TERM 1 UNIT 3 85 Assessment Learners read their summary to their partner and assess it according to this rubric.

Criteria Yes (2 Sometimes No (0 marks) marks) (1 mark) Is the frame used correctly?

Is the content appropriate?

Are events in the correct order?

Is the grammar appropriate?

Is the spelling, punctuation and spacing between paragraphs appropriate? Name: Total: /10

Week 5 Lessons 3 and 4: Comprehension; Language structures and conventions (page 34) Learners read and answer questions about a story and write words in alphabetical order.

Activity 4 Encourage the learners to read the story again before they begin scanning for information to help them answer the questions. The learners answer the questions in full sentences in their exercise books. They may discuss questions with a partner if they are struggling. For a more formal comprehension activity, let the learners know how many marks each question is worth.

Answers: Activity 4 a) Danny’s parents thought that cellphones should be attached to the wall by cords ✓, they are slightly magical ✓ and a little dangerous ✓. (3) b) They wanted him to be able to call them if something went wrong when he was driving his old car home alone. (1) c) We know that Danny’s dad had tried to use a cellphone before as the extract says that it was not the first time Danny had tried to show him how to use one. (1) d) Danny showed his dad the buttons to press to speak ✓ and to phone ✓. (2) e) Danny’s dad first panicked and then gave up trying to understand how to use the phone. (1) f) Danny’s dad threw the phone out of the window when it rang. (1) g) Any appropriate answer. (1) (Total: 10 marks)

86 ENGLISH TERM 1 UNIT 3 Assessment Let the learners check each other’s work and discuss the correct answers. For a more formal assessment, the learners can assess the work according to star-rating assessment. Give extra support to those learners who only have one star.

Star-rating assessment

***** Excellent 6–7 correct answers **** Very good 5 correct answers *** Good 4 correct answers ** OK 3 correct answers * Needs some help 1–2 correct answers

Activity 5 The learners write the words in their personal dictionaries in alphabetical order.

Answers: Activity 5 bomb, button, car, cellphone, century, firecracker, fright, screen, scroll

Week 5 Lesson 5: Speaking and writing (page 35) Learners play a vocabulary game and write words and meanings into their personal dictionaries.

Resources Dictionaries Activity 6 Encourage the learners to choose challenging words. They look up the meanings in the dictionary. Get them to exchange cards with various people and play the game a number of times. They then write their own choice of words and meanings in their personal dictionaries.

Week 5 Lesson 6: Language structures and conventions (pages 35–36) Learners learn more about the structure of sentences.

ENGLISH TERM 1 UNIT 3 87 INFORMATION

Read and discuss the information about sentences. Tell the learners that in English, words in a sentence have meaning because of their order and position. If they change the position and order of the words, they may change the meaning of the sentence. Revise subject and predicate (Learner’s Book, page 27) and then focus on the predicate. The predicate contains the verb and object of the sentence. If they ask ‘who’ or ‘what’ after the verb, they will usually find the object of the sentence. For example: Dad threw the cellphone away. Threw who/what? The cellphone, therefore this is the object of the sentence. Aunt Cath worries about Dad. Worries about who/what? Dad, therefore he is the object of the sentence.

Activity 7 The learners write the sentences into their exercise books. Tell them to first underline the verb and then find the subject and predicate.

Answers: Activity 7

Subject Verb Object Sessie phoned her mother Danny read the instruction book Jenny borrowed my phone Peter charged the battery

Activity 8 The learners write sentences of their own. They then swap their books with their partner and identify the parts of the sentences. They discuss and mark the sentences with their partner. Activity 9 The learners choose the correct form of the verb and write the sentences into their exercise books. They then underline the verb in the sentence.

Answers: Activity 9 a) Danny sits in the back seat. b) Dad drives very fast. c) Mother worries about Dad. d) Dad throws the phone out the window. e) Danny presses the buttons. f) Mother calls Danny on the phone.

88 ENGLISH TERM 1 UNIT 3 Assessment Discuss the answers in class and let the learners mark their own work. By doing this they are able to learn from their mistakes. Once they have marked their work, they assess it using the two- stars-and-a-wish assessment (see ‘Assessment’ section of this Teacher’s Guide.) Read their comments so you are aware of the learners’ strengths and weaknesses.

Two-stars-and-a-wish assessment

¶ A positive comment (e.g. I can find the subject.) ¶ A positive comment (e.g. I can find the object.)

 Where they wish to improve (e.g. I wish I could identify the verbs more easily.)

Week 5 Lessons 7 and 8: Reading; Listening and speaking (pages 36–37) Learners read a diary entry, ask and answer questions, interpret pictures and make predictions.

Activity 10 Before they read the diary entry, get the learners to skim the text to identify words which are difficult to pronounce. Write the words on the board and practise pronouncing them correctly. The learners then take turns to read the diary entry to their partners. Encourage them to read fluently, at an appropriate pace and with expression. Discuss the informal style of writing, features of the diary entry and the main idea of each paragraph. Activity 11 The learners discuss the questions and answers in their groups and then ask one another appropriate questions.

Answers: Activity 11 a) Danny uses slang. b) It is all right to use slang in a diary as it is a personal account and not written for public viewing. c) Slang cannot be used in formal writing like stories, letters, reports or even informal letters. d) Learners make up their own definitions, for example: a person who finds technology challenging.

ENGLISH TERM 1 UNIT 3 89 Activity 12 The learners interpret the pictures, and explain what is happening and what is being said and thought.

Week 5 Lessons 9 and 10: Writing (page 38) Learners use a frame to help them write a diary entry.

Before the lesson Make copies of the rubric or write it on the board and get the learners to copy it into their exercise books after they have written their diary entry. Activity 13 Before they write the diary entry, remind the learners that they are allowed to use informal language. Encourage them to personalise the entry by adding pictures and symbols.

Assessment Divide the learners into groups of three members each. Each learner has a turn to read their diary entry to the group and the other two members assess it by filling in the rubric.

Writing: 3 2 1–0 Subtotal diary entry Frame Used the frame Mostly used the Did not use the correctly frame correctly frame correctly Style Used an informal Mostly used an Used an tone throughout informal tone incorrect tone Content appropriate Appropriate and Mostly Inappropriate and in the correct ordered appropriate and and muddled order ordered Interesting Yes (1) No (0)

Name: Total: /10

Week 6 Lessons 1 and 2: Language structures and conventions (pages 38–39) Learners discuss and use pronouns in the context of the story.

INFORMATION

Read and discuss the information about pronouns.

90 ENGLISH TERM 1 UNIT 3 Activities 14 and 15 The learners complete the activities in their exercise books. Get them to read the sentences to a partner before you discuss and mark them in class.

Answers: Activity 14 Danny’s father looked at the cellphone. He turned it upside down, and then he looked at it again. It was a puzzling thing to him. He wondered if his wife would phone him. Just then, it rang.

Answers: Activity 15 When I woke up this morning, my sister came into my room. “You are not allowed in here!” I shouted. She stuck out her tongue at me and closed the door. “Mom!” I heard her shout. “Danny’s being rude to me!” I turned over, and stuck my head under the pillow.

Assessment: Activities 14 and 15 The learners mark their own sentences while you go through the answers. They then assess themselves according to the star-rating assessment system. View their star ratings and give extra support to those learners who only have one star.

Star-rating assessment

***** 15–17 correct answers **** 12–14 correct answers *** 9–11 correct answers ** 6–8 correct answers * 0–5 correct answers

Week 6 Lessons 3 and 4: Language structures and conventions; Writing (pages 39–40) Learners interpret pictures, use prepositions to show position and write directions.

Activity 16 Get the learners to work in pairs and to describe where the cellphone is positioned.

Answers: Activity 16 The cellphone is: a) on top of the picture. b) behind the couch.

ENGLISH TERM 1 UNIT 3 91 c) next to the remote control. d) under the dog. e) above the door frame. Activity 17 Discuss the instructions and tell the learners to do the following. • Identify where Danny is. • Identify where the cellphone is. • Make a list of steps. • Make sure the steps are in the correct order. • Make sure they are concisely written and accurate. • Edit what they have written and try following the directions themselves.

Assessment The learners give their directions to a partner to follow. Once they have tried to follow the directions, they write a comment about what worked or did not work.

Week 6 Lesson 5: Language structures and conventions (page 40) Learners punctuate sentences.

INFORMATION

Read and discuss the information about capital letters.

Activity 18 The learners rewrite the sentences in their exercise books and punctuate them. Encourage them to add the punctuation in a different colour so that it is easy to identify and mark.

Answers: Activity 18 a) DJ Fresh plays good music on the radio. b) Danny goes to Jeppe High School. c) His sister likes dancing, karate and boys. d) In summer Clifton Beach is always full. e) People drive to Durban and the South Coast for their holidays. f) Mr de Korte is our headmaster. g) It’s very dry in the Karoo this year.

92 ENGLISH TERM 1 UNIT 3 Week 6 Lessons 6 and 7: Vocabulary (page 41) Learners discuss and use homonyms and words that start with ‘g’, but sound like ‘j’.

Resources Dictionaries

INFORMATION

Read and discuss the information about homonyms. Get the learners to think of other examples of homonyms and write these on the board. Ask them to use them in sentences that show their meaning.

Activity 19 The learners write the words in their personal dictionaries. They then write sentences using each word meaningfully. Some of the words have many meanings so the definitions may differ from learner to learner. Activity 20 Ask the learners to identify the different initial sounds in the words. Discuss the meanings of the words and then get the learners to write the words and meanings in their personal dictionaries. Homework The learners learn how to spell the words in Activity 19.

Week 6 Lesson 8: Spelling test; Reflecting on reading (page 41) Learners write a spelling test and express their opinions about the books they have read.

Spelling test Call out the words for the learners to write. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal. Activity 21 The learners work in pairs. They express opinions about what they have read. Get them to read extracts from the books to one another.

ENGLISH TERM 1 UNIT 3 93 Assessment Listen to and observe the learners. • Are they reading independently? • Can they express their own opinions?

Write relevant observations in your informal assessment journal.

Week 6 Lessons 9–10: Formal Assessment Task (pages 42–43) Learners complete a Formal Assessment Task independently to evaluate their level of competency.

Formal Assessment Term 1 Task 1 The memorandum for this task can be found in the ‘Assessment’ section of this Teacher’s Guide.

94 ENGLISH TERM 1 UNIT 3

UnitUnit 1Odd energy 4 Learner’s Book pages 44-55 Duration 10 hours

Overview

Lesson Time allocation (minutes) LB Activities page/s Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions, or discuss a topic. Term 1 Week 7 1–2 60 44–45 Listening and speaking: Activities 1, 2 and 3 3–4 60 46–48 Reading and comprehension: Activities 4, 5, 6 and 7 5–6 60 48 Reading: Activity 7 7 30 49 Listening and speaking: Activities 8 and 9 8–9 60 49–50 Reading and comprehension: Activities 10; Writing: Activity 11 10 30 50–51 Vocabulary: Activities 12 and 13 Term 1 Week 8 1–2 60 51–52 Vocabulary: Activity 14; Language structures and conventions: Activities 15 and 16; Core Reader 3 30 52–53 Language structures and conventions: Activities 17 and 18 4–5 60 53–54 Reading and speaking: Activity 19 6–7 60 55 Reading and speaking: Activity 20 8–9 60 55 Reading and speaking: Activity 21; Writing: Activity 22 10 30 55 Spelling test; Reflecting on reading: Activity 23

ENGLISH TERM 1 UNIT 4 95 Week 7 Lessons 1 and 2: Listening and speaking (pages 44–45) Learners discuss vocabulary, use a dictionary to look up meanings, write in their personal dictionary and listen to an information text.

Resources Dictionaries Before the lesson Display books with information texts and visuals. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 In groups, learners read the instructions and discuss the words and possible meanings. Each learner then looks up one of the words in the dictionary and shares their definition with the rest of the group. They write down all the words and the dictionary definitions in their personal dictionaries.

Answers: Activity 1 • energy – the ability to do things • work – exert effort or energy to do something • force – strength, power or energy needed to do something • power – the ability, strength and capacity to do something Activity 2 The learners discuss the instructions, words and definitions. They look up the words in the dictionary if they are unsure. They then match the words with the correct definitions.

Answers: Activity 2 a) boiler – a machine that heats water and turns it into steam b) turbine – a machine that spins to make electricity c) power grid – wires that carry electricity across the country, from power stations to houses, factories and businesses d) renewable energy – energy that is not made from fossil fuels e) solar power – electricity that is made using sunlight Activity 3 Talk about the instructions and the information about skimming. Tell the learners to listen attentively in order to identify the chapter and page numbers related to each extract. Read one extract at a time and then give them time to write down the details in their book before you read the next extract.

96 ENGLISH TERM 1 UNIT 4 LISTENING TEXT

1. Cars that normally run on diesel, rather than petrol, can be fed with the same cooking oil you use in your kitchen for frying hot chips! 2. Some researchers think that in the future, electricity will be made by people walking. Specially built pavements will be placed in busy bus and train stations. 3. In some Rwandan jails, waste from the toilets is used to provide energy for cooking the prisoners’ food! They also use the solids which remain in the digesters as compost for the prison gardens. 4. Did you know that the temperature in the centre of the earth is over 4 000 °C? 5. If a solar panel is tilted, it gets more of the sun’s rays than if it lies flat. Reflectors, like mirrors, can be used to shine more sunlight onto solar panels.

Answers: Activity 3 1. Feeding your car on page 19 2. Into the future on page 22 3. Power from the toilet on page 14 4. Energy from the centre of the earth on page 16 5. Sun power on page 10

Week 7 Lessons 3 and 4: Reading and comprehension (pages 46–48) Learners pre-read, read and interpret visual information. They then complete a flowchart and draw and label a diagram.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that they can copy it into their exercise books. Activity 4 Before the learners follow the instructions and begin reading the information, ask them to skim the text and predict what they are going to read about. Activity 5 The learners scan the information to identify the missing words. They draw the completed flowchart in their book.

ENGLISH TERM 1 UNIT 4 97 Answers: Activity 5

Coal is burned in boilers.

The boilers heat water and make steam.

The steam turns huge turbines.

The turbines generate electricity.

The electricity goes in to a network of cables called the power grid.

Activity 6 Read and discuss the information about scanning. The learners read the information again and identify facts that will help them draw an accurate wind turbine. They add labels and a caption to their picture. Remind them that labels must not be written at odd angles.

Assessment The learners compare their labelled picture with their partner’s drawing. Together they complete the following rubric to assess each picture.

Labelled picture

Includes relevant information 5 4 3 2 1 0

Labels 3 2 1 0

Caption 2 1 0

Name: Total: /10

Activity 7 Discuss the instructions and the language box about pronunciation. Read the extract to the class and practise difficult pronunciation. Also talk about the meanings of new words. Homework The learners practise reading the extract about sun power.

98 ENGLISH TERM 1 UNIT 4 Week 7 Lessons 5 and 6: Reading (page 48) Learners read an extract aloud to the class. They focus on using the correct pronunciation, fluency, pacing and expression.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 7 As the learners take turns reading to the class, listen and make constructive comments.

Assessment Use this rubric to assess each learner as they read aloud. Tick the appropriate boxes.

Reading aloud 1 2 3 4 5 Pronunciation

Fluency

Pacing

Expression

Name: Total: /20

Week 7 Lesson 7: Listening and speaking (page 49) Learners practise asking and answering questions and giving and following instructions.

Activity 8 The learners take turns asking and answering all the questions. Activity 9 Before the learners give and follow instructions, talk about why they need to be short sentences that are simple, straightforward and easy to follow. They then write down five instructions.

ENGLISH TERM 1 UNIT 4 99 Assessment The learners assess each other’s instructions using the thumbs assessment system.

Thumbs assessment  Instructions made sense and were easy to follow.

 Some instructions made sense and were easy to follow.  Instructions were difficult to follow.

Week 7 Lessons 8 and 9: Reading and comprehension; Writing (pages 49–50) Learners read an informative text and answer questions about it. They also read and write a dictionary definition.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 10 The learners read the texts silently and then scan for information to answer the questions. Ask them to write the answers in their exercise books. Remind them to answer using full sentences and to check that they have a capital letter at the beginning of each sentence and a full stop at the end of it.

Answers: Activity 10 a) The main way of making electricity in South Africa is yb using coal. b) A power grid gets electricity from the power station to our homes. c) Wind farms are built where there is steady wind. d) The wind turbines are put on towers. e) The wind turbines need to be high because the wind is stronger higher up. f) Solar panels are made from silicon and metals. g) If you tilt a solar panel it will get more of the sun’s rays. h) People like solar panels because they don’t cost anything to run and they last a long time.

100 ENGLISH TERM 1 UNIT 4 Assessment Mark the answers and fill in this rubric.

Comprehension 2 1 0 Subtotal and writing: factual information Sentence Excellently Relatively Confusing structure formed well-formed sentence sentences sentences structure Punctuation and Good Average Poor spelling Number of 1 2 3 4 5 6 7 8 correct answers Name: Total: /12

Activity 11 Discuss the following aspects of the dictionary entry before the learners write their own dictionary definitions.

This is known as the main This is a thesaurus This means This helps It is American This word tells you entry. It is in bold so that box which provides a that it is an you to say the English. which part of speech it stands out and can be synonym for the word. English word. word correctly. the definition refers found easily on the page. to. One word can be different parts of speech. This is the meaning of the word.

This means it is an uncountable or singular noun. These are examples of the word being used in context.

Week 7 Lesson 10: Vocabulary (pages 50–51) Learners identify vocabulary in a word-search puzzle and then say, discuss and learn to spell ‘c’ words.

Resources Dictionaries Activity 12 The learners search for energy keywords, look up their meanings in a dictionary and then write the words and meanings in their personal dictionaries. Make sure that they choose the most appropriate meanings that match the context of the extract.

ENGLISH TERM 1 UNIT 4 101 Answers: Activity 12

a b t u r b i n e

e c d r e w o p l

n e f g n u s h e

e i t n e r r u c

r j k l w m n o t

g e n e r a t e r

y q r s b t u v i

c a b l e l a o c

z b n m t t y u o

• turbine – a machine that spins to make electricity • generate – produce electricity • cable – electrical wires • coal – a hard, black substance used as fuel • current – a flow of electricity through cables • sun – a large ball of gas which Earth revolves around • power – the ability to do something • electric – powered by electricity • renew – restore or replace something • energy – the ability to do things Activity 13 Get the learners to read the words aloud and identify the different initial sounds. They should be able to work out the following rule: ‘c’ words followed by an ‘e’, ‘i’ or ‘y’ are pronounced ‘s’. Homework Learners use the rule to help them learn how to spell the ‘c’ words.

Week 8 Lessons 1 and 2: Vocabulary; Language structures and conventions (pages 51–52) Learners discuss and use synonyms, the past progressive tense and prepositions.

102 ENGLISH TERM 1 UNIT 4 Before the lesson Write the following checklist on the board. • Is the subject of the sentence singular or plural? • If the subject is singular have I used ‘was’? • If the subject is plural have I used ‘were’? • Have I added ‘-ing’ to the verb?

INFORMATION

Read and discuss the information about synonyms. Hold a group competition in which each group aims to find the most synonyms for the following words: ‘bad’, ‘amazing’, ‘a lot’, ‘beautiful’.

Activity 14 Get the learners to complete this activity verbally. In pairs they choose the best synonym for the sentence, read the sentence with the synonym and then use the other synonym in another meaningful sentence.

Answers: Activity 14 a) Thestrong wind can be used to generate electricity. b) Solar power is a new form of energy. c) Every small saving of electricity helps. d) The fire isery v hot. e) You can save huge amounts of electricity by switching off lights.

Assessment Observe the learners as they read and make up sentences. • Do they partake in the conversation? • Are their sentences well structured? • Do they understand the differences between the synonyms?

Write relevant observations in your informal assessment journal.

INFORMATION

Read and discuss the information about the past progressive tense. Explain that when you talk (and write) you use different tenses. Sometimes you talk about something that happened in the past. Other times you talk about something that is happening today or will happen in the future. When you refer to an action that continued happening in the past, you use the past progressive tense. Get each learner to say a sentence in the past progressive tense. The rest of the class identifies whether or not the correct tense has been used by giving the thumbs-up or thumbs-down gesture.

ENGLISH TERM 1 UNIT 4 103 Activity 15 The learners use the past progressive tense to complete the sentences. They write them into their exercise books. After they have completed the exercise get them to refer to the checklist on the board and edit their sentences before you mark them together.

Answers: Activity 15 a) Theywere burning coal to make fuel. b) We were fetching wood to make a fire, when we saw the elephant. c) My teacher was talking about the environment last week. d) The caretaker was emptying the bins this morning. e) The turbines erew spinning in the power station. f) The wind was blowing very hard yesterday. g) The big boilers erew boiling water. h) Steam was pouring out of the pipes.

Assessment Read the answers and get the learners to mark each other’s books. They then assess the activity using emotive assessment. Give extra support to those learners who have a sad-face symbol.

Emotive assessment

 6–8 correct answers  4–5 correct answers  0–3 correct answers

Activity 16 Revise prepositions by using them in sentences and getting the learners to respond to the sentences. For example: Lulu’s book is on her head. (Lulu puts her book on her head.) Sipho is running towards Brenda. (Sipho runs towards Brenda.) James is snoring during this activity. (James snores.) Learners then complete the activity in their exercise books.

Answers: Activity 16 a) She was running towards the finish line. b) Please be on time. c) We watched the match during break. d) I am taking my sister with me to the show. e) During winter, people use more electricity. f) We are moving towards summer now, thankfully!

104 ENGLISH TERM 1 UNIT 4 g) She is going to live with her grandmother. h) They are coming to visit on aturday.S

Assessment Discuss the correct answers while learners mark their own work. They then assess the activity using emotive assessment. Give extra support to those learners who have a sad-face symbol.

Emotive assessment

 6–8 correct answers

 4–5 correct answers

 0–3 correct answers

Core Reader (page 66) Encourage the learners to read more about how to save electricity by reading ‘Saving electricity’.

Week 8 Lesson 3: Language structures and conventions (pages 52–53) Learners give and follow directions and identify parts of speech.

Activity 17 Remind the learners that their directions should be simple and clear. When they are back in the class, get them to give feedback about what worked and what did not work. Activity 18 The learners revise some of the parts of speech they have learnt about this term. Get them to complete the activity verbally with their partner.

Answers: Activity 18 • car – noun • man – noun • converted – verb • on – preposition • around – preposition • cheaper – comparative • petrol – adjective

ENGLISH TERM 1 UNIT 4 105 Week 8 Lessons 4 and 5: Reading and speaking (pages 53–54) Learners follow instructions to wire a plug.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Resources Each group will need a piece of three-core flex, a three-point plug, a screwdriver and a pair of scissors or pliers. Activity 19 Divide the learners into groups. Give each group a piece of three-core flex, a three-point plug, a screwdriver and a pair of scissors or pliers. The groups read the instructions and try to follow them. Once they have completed the task, they assess the instructions by answering the questions in the frame. They choose a person to report back to the rest of the class. Activity 20 Talk about the instructions. Encourage the learners to demonstrate something with which they are very familiar. This makes preparing and presenting the speech easier. They need to consider their audience when deciding what to demonstrate. It should interest the audience. Tell the learners that they must bring the real items and show the class what to do as they demonstrate. Discuss the rubric so the learners are aware of how they will be assessed. Homework Learners prepare for their presentation.

Week 8 Lessons 6 and 7: Listening and speaking (page 55) Learners present a demonstration to the class.

Activity 20 Before the learners present their demonstration to the class, revise the assessment criteria in the rubric.

106 ENGLISH TERM 1 UNIT 4 Assessment Complete this rubric while the learner presents the demonstration.

Speaking: 3 2 1 or 0 Subtotal prepared demonstration Voice – expression Excellent Good Could be better

Voice – clear and audible Excellent Good Could be better

Instructions Excellent Good Could be better

Order Excellent Good Could be better

Appropriate vocabulary Excellent Good Could be better and sentence structure Name: Total: /15

Week 8 Lessons 8 and 9: Reading and speaking; Writing (page 55) Learners identify and respond to the command form of the verb and write out the steps of their demonstration.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 21 Discuss the information. When the learners identify command verbs in the instructions, write them on the board. Divide the learners into pairs. Get them to take turns using the command verbs on the board to give their partner instructions. Their partner responds by miming the instruction.

Answers: Activity 21 cut away, strip, twist, undo, loosen, tighten, replace, push Extension Play this game which reinforces the command form of the verb. • Get the learners to stand up for the game. • Tell them to only respond to your instructions if you say your name before the instruction. For example: (Your name) says touch your head. (The learners touch their head). (Your name) says jump up and down. (The learners jump up and down).

ENGLISH TERM 1 UNIT 4 107 Clap your hands. (The learners must not do the action because your name was omitted from the instruction). • When a learner makes a mistake he or she sits down. • The last person left standing is the winner. Activity 22 Talk about the instructions. Discuss what needs to be included in the piece of writing: • A list of what is needed to perform the demonstration. • Concise, descriptive steps in the correct order, which advise the reader how to complete the task. • Diagrams or pictures. Discuss effective ways to set out the demonstration. For example: Heading: How to make a cup of coffee You will need: a kettle, water, coffee, sugar, milk, a mug Steps: 1. Put water in the kettle. 2. Switch the kettle on. 3. Put a teaspoon of coffee in a mug. 4. Pour the boiling water into the mug until it is ¾ full. 5. Add milk and sugar. 6. Stir the coffee. 7. Drink and enjoy.

Revise the writing process and remind the learners to use a dictionary to help them spell correctly. They will probably have to complete this activity at home.

Assessment Use this rubric to assess the writing.

Writing: 3 2 1–0 Subtotal instructions Sentences All sentences are Most sentences are Sentences are not concise and well concise and well concise and are structured structured poorly constructed Steps All steps are in Some steps are in Steps are confusing order and easy to order and easy to follow follow Punctuation Punctuation Punctuation is Very little or no is accurate mostly accurate punctuation throughout Layout Instructions for Most instructions Instructions for the the layout were for the layout were layout were not followed followed followed Spelling Spelling is accurate Spelling is mostly Spelling is mostly throughout accurate inaccurate

Name: Total: /15

108 ENGLISH TERM 1 UNIT 4 Week 8 Lesson 10: Reflecting on reading (page 55) Learners write a spelling test. They also express their opinions about and summarise the books they have read.

Spelling test Before the test, revise the rule for ‘c-’ words that they learnt during Activity 13. Test the learners by first asking them to write each word. Then dictate a relevant sentence for them to write. For example: You do not pay a cent to cycle into the centre of town and see clever cats and cows perform at the circus. Mark the test and write observations in your informal assessment journal. Activity 23 The learners work in pairs. They summarise what they have read in a few sentences and share opinions about their book. Ask them to read extracts from their books to one another.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they summarise a text? • Can they express an opinion?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 1 UNIT 4 109

UnitUnit 1Rhythm and rhyme 5 Learner’s Book pages 56-66 Duration 10 hours

Overview

Lesson Time allocation (minutes) LB Activities page/s Daily listening and speaking practice: Play a language game. Term 1 Week 9 1 30 56–57 Listening and speaking: Activity 1 2–3 60 58–60 Listening and speaking: Activity 2; Vocabulary: Activity 3; Reading: Activity 4 4 30 60 Reading: Presentation: Activity 4 5 30 60 Comprehension: Activity 5 6–7 60 61–62 Writing: Activities 6, 7 and 8 8–9 60 62 Writing: Activity 9 10 30 62–63 Writing: Activity 10; Spelling: Activity 11 Term 1 Week 10 1 30 63 Spelling: Activities 12 and 13 2–3 60 64 Language structures and conventions: Activities 14, 15 and 16 4–5 60 65 Writing: Activity 17 6 30 65–66 Reading and comprehension: Activities 18 and 19 7 30 66 Writing: Activity 20 8 30 66 Reflecting on reading: Activity 21; Core Reader 9–10 60 67–68 Formal Assessment Term 1 Task 2

110 ENGLISH TERM 1 UNIT 5 Week 9 Lesson 1: Listening and speaking (pages 56–57) Learners listen to, interpret, discuss and classify types of texts.

Before the lesson Display poems and poetry books throughout this unit. Choose different types of poems to read to the class for the extension activity. Introduce the unit Introduce the topic and the poems and books on display and encourage the learners to read them. Activity 1 Read the texts to the learners, then divide them into small groups to complete the activity. They read and decide which type of writing they are reading. Once they have identified which writing is poetry, they answer the questions about the poems. Get the groups to give feedback about their discussions. The answer to all three questions is no.

Assessment Listen to the discussions. • Can the learners identify different types of texts? • Do they partake in the discussions? • Do they speak confidently? Write relevant observations in your informal assessment journal.

Extension Read different types of poems to the learners. Try to include poems that do and do not rhyme, shape poems, short and long poems, funny and sad poems, and poems with and without a story.

Week 9 Lessons 2 and 3: Listening and speaking; Vocabulary; Reading (pages 58–60) Learners listen to a poem, identify rhyming words, describe characters and present a verse of a poem.

Activity 2 Explain that an adventure is an exciting happening. Hold a class discussion in which the learners share adventures they have been part of, adventure stories they have read or heard, and adventure movies they have seen. Give each learner an opportunity to add to the discussion.

ENGLISH TERM 1 UNIT 5 111 Ask the learners whether adventure books and movies are always realistic. Tell the learners that they are going to listen to the adventures of a girl called Isabel. Ask them to think about whether her adventures are realistic or not, and to write down the rhyming words that they hear. Read the poem to the class, using expression and rhythm. Read and discuss the information about rhyming couplets. Ask the learners which rhyming words they identified. Discuss the meanings of new words. Extension Play the circular challenge game. • Groups make as many rhyming words as they can for the words ‘bear’, ‘you’ and ‘said’. • Play moves in a clockwise direction within the group so every learner gets to participate. • Each learner has to repeat the words already said and add a rhyming word of their own. For example, the first learner begins with the word ‘hair’. The second learner says, “Hair, care.” The third says, “Hair, care, tear,” and so the game goes on. • The challenge is to see how many rhyming words each group can find. Activity 3 The learners must copy the table into their book before you read the poem again. Read the poem slowly in stanzas (verses). Pause after each stanza to let the learners add descriptive words to their table.

Answers: Activity 3

Bear Witch Giant Doctor Isabel enormous wicked hideous troublesome didn’t care hungry old hairy didn’t worry ravenous cross, wrinkled face horrid self-reliant big, cruel, cavernous mouth

Activity 4 Read the information about verses and get the learners to identify the beginning and ending of each verse in the poem. The learners practise saying a verse using expression and actions, but they only present it in the next lesson so they are able to bring props from home.

Assessment Observe the learners while they practise saying the poem. • Are they pronouncing the words correctly? • Can they read with expression? • Are they involved?

Give support and direction where it is needed and write down relevant observations in your informal assessment journal.

112 ENGLISH TERM 1 UNIT 5 Homework Learners prepare to present the verse to the class in the next lesson.

Week 9 Lesson 4: Listening and speaking (page 60) Learners present their verses to the class.

Use the rubric in the ‘Assessment’ section to assess learners’ presentations.

Week 9 Lesson 5: Comprehension (page 60) Learners do a comprehension activity about a poem.

Activity 5 As the learners have spent a lot of time reading, listening to and discussing the poem they should manage to answer the questions independently. They write the answers in their exercise books.

Answers: Activity 5 a) The bear wanted to eat Isabel. b) Isabel ate the bear. c) The witch threatened to turn sabelI into an ugly toad. d) Isabel turned the witch into milk and drank her. e) The giant said that he would grind Isabel’s bones to make his bread. f) Isabel cut the giant’s head off. g) The doctor punched, poked and shocked her. h) Isabel cured the doctor.

Assessment Mark the answers and write a constructive comment to support and direct learners in future comprehension exercises.

Week 9 Lessons 6 and 7: Writing (pages 61–62) Learners write antonyms for adjectives. They also give and follow instructions.

Activities 6, 7 and 8 Discuss the instructions. Remind the learners that adjectives describe nouns and opposites are also called antonyms.

ENGLISH TERM 1 UNIT 5 113 Answers: Activity 6 Answers will vary. This is an example: Isabel met a tiny bear; Isabel was really worried. The bear was full, the bear was satisfied, The bear’s tiny mouth was kind and small. The bear said, Isabel, sorry to meet you, How do, Isabel, I’m not going to eat you! Isabel, Isabel worried. Isabel screamed and scurried. She didn’t wash her hands or straighten her hair up, Isabel didn’t eat the bear up.

Answers: Activity 7

Word Opposite tall short full empty big small boring interesting quiet noisy cheap expensive clean dirty clever stupid untidy neat cold hot difficult easy strong weak fat thin young old ugly beautiful quick slow dark light deep shallow

114 ENGLISH TERM 1 UNIT 5 Assessment Write the answers to Activity 7 on the board. Learners mark their own work and correct it. They then assess it using emotive assessment. Give extra support to those learners who have a sad-face symbol.

Emotive assessment

 14 to 18 correct  8 to 13 correct  0 to 7 correct

Week 9 Lessons 8 and 9: Writing (page 62) Learners follow the steps in the writing process and write a description about a person.

Resources Dictionaries Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 9 Read and discuss the instructions and the writing process. The learners then follow the steps in the writing process and write their description. Remind them to use a dictionary to help them spell words correctly.

ENGLISH TERM 1 UNIT 5 115 Assessment Ask the learners to read their descriptions to the class. Complete this rubric while they read.

Writing: 3 2 1–0 Subtotal description Sentences All sentences are Most sentences are Sentences well structured well structured are poorly constructed Descriptive Many appropriate Some appropriate Few adjectives writing adjectives and adjectives and and adverbs are adverbs enhance adverbs enhance used to enhance the description the description the description Content All the Most of the The information information information makes makes little or no makes sense sense sense Reading Add a mark for fluent, expressive reading Name: Total: /10

Week 9 Lesson 10: Writing; Spelling (pages 62–63) Learners follow the steps in the writing process and write a description of an object, plant or animal.

Activity 10 Before the learners write their description, discuss how adjectives can be formed from nouns. For example: • You use wood to make furniture. (noun) • You make wooden furniture. (adjective) • You use wool to knit a jersey. (noun) • You wear a woollen jersey. (adjective) Ask the learners to think of other examples.

Week 10 Lesson 1: Spelling (page 63) Learners read words from the poem in context and put them in alphabetical order. They also discuss a spelling rule, write words and sentences in their personal dictionary and learn how to spell the words.

116 ENGLISH TERM 1 UNIT 5 Activity 11 Before the learners write the words in alphabetical order, read each word in context and discuss its meaning.

Answers: Activity 11 calm, care, chill, continue, cough, cross, crow, cruel, cure, cut Activity 12 Read and discuss the rule before the learners complete the activity. Activity 13 After the learners have completed the activity, introduce the following method to help them learn spelling. This is a constructive and independent way to learn new spelling words.

SEE-WRITE-SAY-WRITE-EDIT SPELLING METHOD

The learners draw up a table in their exercise books. The table should have four columns and ten rows. The headings for the columns are: ‘write’; ‘say’; ‘write’; ‘edit’. See: Learners look at the first word in their spelling list. Write: They study this word and then write it down under the first ‘write’ column. Say: Now they say the word and if they can say it they tick the space provided. If they are unsure of the pronunciation they need to put a cross and ask someone to help them. Write: Learners cover the word and try and write it in the second ‘write’ column. Edit: They mark it and if necessary correct it by writing it again in the ‘edit’ column.

By using this method, it becomes clear which words they need to spend extra time learning. After learning the words their table may look like this:

Write Say Write Edit pitch  pich x pitch witch x witch 

teeth  tethe x teeth mouth  mouth

night  night

straight x strait x straight

After they have learnt the words in this way, test the learners.

ENGLISH TERM 1 UNIT 5 117 Week 10 Lessons 2 and 3: Language structures and conventions (page 64) Learners identify uncountable nouns and form compound words. They also use the possessive form of the noun.

INFORMATION

Read and discuss the information about uncountable nouns. Talk about how they differ from countable nouns (countable nouns are things that can be counted, e.g. a tyre, the tyre, four tyres).

Activities 14 and 15 The learners complete these activities in their exercise books. When they are finished they read the sentences to their partners.

Answers: Activity 14 a) Isabel turned the witch into milk. b) Have you had any news? c) My grandmother gave me some money for my birthday. d) We went to the shop to get rice and butter. e) The taxi stopped to put some air into the tyres. f) Please may I have some water?

Answers: Activity 15 toothbrush, milktart, waterfall, playground, toothache, ricecake, buttermilk Activity 16 Remind the learners that an apostrophe is used to show possession (ownership). Explain that possession is shown in different ways depending on whether the noun is singular or plural. Ask the learners if the noun is singular or plural in each sentence. Explain that as the nouns are singular they will add an ‘s’ to show possession. They complete the activity in their exercise books.

Answers: Activity 16 a) Isabel’s breakfast b) The doctor’s bag c) Isabel’s eyes d) The witch’s teeth e) The bear’s cave f) The father’s chair

118 ENGLISH TERM 1 UNIT 5 Assessment Write the answers on the board and get the learners to swap books and mark each other’s work. They then assess it using Temperature-gauge assessment. Give extra support to those learners who have cool or cold results.

Temperature-gauge assessment

Hot 5–6 correct answers Warm 4–5 correct answers Cool 2–3 correct answers Cold 0–1 correct answers

Week 10 Lessons 4 and 5: Writing (page 65) Learners use the writing process and a checklist to write a description in the simple present tense.

Before the lesson Write this checklist on the board.

CHECKLIST

• Is the content appropriate? • Have adverbs and adjective been used? • Is the punctuation correct? • Has the spelling been checked?

Activity 17 Read and discuss the instructions and talk about the writing process. Learners then start by planning their paragraphs. When they have written their paragraphs, they work in pairs to revise and edit them according to the checklist on the board. After the editing stage, they write the paragraph neatly into their exercise books. Ask them to read the final draft to their partner, group or the class.

Week 10 Lesson 6: Reading and comprehension (pages 65–66) Learners read and answer questions about a poem.

ENGLISH TERM 1 UNIT 5 119 Activities 18 and 19 Read the poem to the class and discuss difficult words. Ask for volunteers to read the poem aloud. Discuss the questions and answers in class before the learners write them into their exercise books. They may need to complete the activity for homework.

Answers: Activity 19 a) The boy’s father is the topic of the poem. b) A father is many different things. c) The boy loves his father. – “we love our daddy” d) The boy is espectful.r He says that everyone respects his father. e) The word ‘he’ is repeated. f) Personal response (For example: The last line surprises me because it reveals a side to the father that is different to the first line.) g) The following words describe the father: forbids, leads and respect.

Week 10 Lesson 7: Writing (page 66) Learners write a poem.

Activity 20 Discuss the instructions. Look back at the first and last two lines of the poem ‘Not him’. How are they opposite to what is expected? Ask the learners to try and use this surprising element (paradox) within their poem. Remind them to brainstorm, write and then edit. Ask for volunteers to read their poems to the class.

Week 10 Lesson 8: Reflecting on reading (page 66) Learners reflect on their reading.

Activity 21 The learners tell their partners what they have read. Before they complete the last part of the activity, get them to compare their texts by identifying similarities and differences between them. They then complete the last activity in which they are required to give an opinion.

120 ENGLISH TERM 1 UNIT 5 Assessment Listen to and observe the learners. • Are they reading independently? • Can they compare texts?

Write relevant observations in your informal assessment journal.

Core Reader (pages 57 and 58) Encourage learners to read the rhyming poems ‘Rope rhyme’ and ‘Two short poems’ in their Core Reader.

Week 10 Lessons 9 and 10: Formal Assessment Task (pages 67–68) Learners complete a Formal Assessment Task independently to evaluate their level of competency.

Formal Assessment Term 1 Task 2 The memorandum for the Formal Assessment Task is in the ‘Assessment’ section of this Teacher’s Guide.

ENGLISH TERM 1 UNIT 5 121 UnitUnit 1Hot air 6 Learner’s Book pages 69–79 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 2 Week 1 1 30 69 Listening and speaking: Activity 1 2 30 69 Vocabulary: Activity 2 3–4 60 69–72 Reading and comprehension: Activities 3, 4 and 5 5–6 60 72 Writing: Activity 6 7–8 60 72–73 Language structures and conventions: Activities 7, 8 and 9 9–10 60 73 Listening and speaking: Activity 10; Writing: Activity 11 Term 2 Week 2 1 30 74–75 Listening and speaking: Activity 12 2 30 75 Writing: Activity 13 3–4 60 76 Vocabulary: Activities 14 and 15 5 30 76 Spelling test; Vocabulary: Activity 16 6 30 77 Reading: Activity 17 7 30 77 Writing: Activity 18 8–9 60 78 Writing: Activity 19 10 30 78 Reflecting on reading: Activity 20; Core Reader

122 ENGLISH TERM 2 UNIT 6 Week 1 Lesson 1: Listening and speaking (page 69) Learners hold a group discussion and interpret a book cover.

Before the lesson Display storybooks with interesting covers. Introduce the unit Introduce the topic. Show the class storybooks with interesting covers. Ask them to identify the title, author and other details on the cover. Get them to make predictions about what the book may be about. Encourage them to read the books. Activity 1 Divide the learners into groups to discuss and interpret the book cover in their Learner’s Book. This pre-reading activity will help them understand the text in Activity 3. After the learners have written the sentences, get the groups to give feedback in a class discussion.

Answers: Activity 1 a) The title of the book is ‘Hot air’. b) Helen Brain is the author. c) Louisa Gerryts drew the pictures. d) Predictions will vary. Accept justifiable answers such as ‘I think it takes place in Cape Town because Table Mountain is on the cover.’ e) Predictions will vary. Accept justifiable answers such as ‘I think it will be about a girl who has lots of balloons.’

Assessment Observe and listen to the learners. • Can they interpret pictures and identify information? • Do they make sensible predictions and share their opinions?

Write relevant observations in your informal assessment journal.

Week 1 Lesson 2: Listening and speaking (page 69) Learners write words and meanings in their personal dictionaries.

Resources Dictionaries

ENGLISH TERM 2 UNIT 6 123 Activity 2 Discuss the value of a dictionary and revise how to find words in it. Tell the learners that their sentences need to show that they understand the meaning of the word. Read these sentences to the class and ask them why one sentence is better than the other. (The second one is better because it shows the meaning of the word.) • I have vision. • When my vision was blurry, I could not see clearly.

Assessment The learners read and compare their sentences to a partner’s sentences. They then assess the sentences using emotive assessment. Give extra support to those learners who have a sad-face symbol.

Emotive assessment

My sentences show that I understand the  meanings of the words. Some of my sentences show that I understand the  meanings of the words. My sentences do not show that I understand the  meanings of the words.

Week 1 Lessons 3 and 4: Reading and comprehension (pages 69–72) Learners listen to and read a story and then answer questions about the story.

Activity 3 Read the story to the learners. Read slowly and with expression so they understand more about the story by listening to the tone of your voice. Get them to identify new words and discuss the meanings before they read the text again on their own. Activity 4 The learners write the answers in their exercise books. Remind them to write full sentences. Write these answers on the board and get them to identify which answer is correctly written. • Julie • Julie is the name of the person talking about Larry.

124 ENGLISH TERM 2 UNIT 6 Answers: Activity 4 a) Julie is the name of the person talking about Larry. b) Larry wanted to be an airline pilot. c) He could not do the job because he didn’t have 20/20 vision. d) Larry took a parachute, sandwiches, drinks, a camera, a CB radio and a pellet gun with him. e) He used a CB radio to talk to people on the ground. f) Larry went up 4,8 kilometres.

Assessment Mark the answers and identify whether or not the learners are able to answer questions using full sentences.

Activity 5 Read the end of the story to the class.

Week 1 Lessons 5 and 6: Writing (page 72) Learners use a frame to write a paragraph that expresses and explains their opinion about a story.

Before the lesson Make a copy of the checklist for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 6 After the learners have written the paragraph in which they share their opinions about the story, get them to divide into groups and read the paragraphs to one another.

Assessment The group members assess the paragraph using this checklist.

Writing: opinion Yes No Selected relevant information Gave own personal opinion Explained sensibly Name:

ENGLISH TERM 2 UNIT 6 125 Week 1 Lessons 7 and 8: Language structures and conventions (pages 72–73) Learners build on the use of adjectives and irregular verbs.

Activity 7 Discuss the meanings of the words and read the sentences together. Ask the learners to identify whether the adjective comes before or after the noun in each sentence. (The adjective is before the noun.) The learners complete this activity in their exercise books.

Answers: Activity 7 a) He dreamt of being an airline pilot. b) He filled eatherw balloons with helium. c) He tied the balloons to a garden chair. d) He tied the chair to his jeep with a long cord. e) The cord got caught in the electricity wires. Activity 8 Read the instructions and revise the information in the ‘Remember’ box. Change the first verb together as a class and then have the learners complete the rest of the activity in their exercise books.

Answers: Activity 8 a) dreamt – dreams b) filled – fills c) tied – ties d) tied – ties e) got caught – is caught

INFORMATION

Read and discuss the information about verbs and the present tense.

Activity 9 Ask the learners to read the paragraph on their own and identify the correct verbs. Before they write the paragraph in their exercise books, they discuss their choices with a partner and check that their choices match the hints given.

Answers: Activity 9 People do many strange things, but what Lawnchair Larry did is one of the strangest! Larry lives in America, and one day he decided to try and fly. He filled balloons with helium, and tied his chair to them. Up, and up he went. I think his experiment was a great success! But I must say, it is not something I would try myself!

126 ENGLISH TERM 2 UNIT 6 Assessment Mark the activity. • Do the learners know how to use irregular verb forms?

Write relevant observations in your informal assessment journal.

Week 1 Lessons 9 and 10: Listening and speaking; Writing (page 73) Learners write questions and interview one another. They also write a paragraph in which they express their opinions.

Activity 10 Discuss good and bad questions. Remind the learners that bad questions can be answered with a simple ‘yes’ or ‘no’. Good questions require the person to give details and may lead to further questions. For example: • Did you enjoy flying in your chair? (Bad question) • What did you enjoy most about flying in your chair? (Good question)

The learners write questions and then take turns interviewing one another. Extension Once the learners have both had a turn, they decide which role best suits them. They practise the interview in this way and then present it to the class. Activity 11 The learners write a paragraph in which they express their opinions. Get them to read their paragraph to a partner and compare opinions.

Week 2 Lesson 1: Listening and speaking (pages 74–75) Learners listen to a story and statements. They note relevant information and answer questions.

Activity 12 Read the extract to the class slowly and with expression. Read the statements. The learners only think about the answers at this stage. Read the extract again while the learners take special note of the details they need to be able to classify the statements. Read the

ENGLISH TERM 2 UNIT 6 127 statements again. Read them slowly and one at a time. After you read a statement give the learners time to classify it as true or false. Also give them time to correct statements they identify as being false. Discuss the answers once everyone has completed the activity.

TRUE OR FALSE?

a) A fireman told Lenina’s mother that Lenina had been spotted. b) She was floating over a thick forest. c) Rescuers were watching Lenina from boats. d) Lenina had a pellet gun with her. e) It was a warm day. f) Lenina’s sister thought Lenina was very stupid.

Answers: Activity 12 a) False. A policeman told Lenina’s mother that Lenina had been spotted. b) False. She was floating over the sea. c) True d) False. Larry had a pellet gun, but Lenina did not. e) True f) True

Assessment The learners mark their own answers and assess them using star- rating assessment. View the star rating and give extra support to those learners who only have one star.

Star-rating assessment

*** 5–6 correct answers I’m an excellent listener. ** 3–4 correct answers I’m okay. * 0–2 correct answers I’m struggling.

Week 2 Lesson 2: Writing (page 75) Learners begin to use modals to write imaginative sentences.

Activity 13 The learners use the modals ‘should have’, ‘must’ and ‘have to’ to show obligation. Encourage them to think creatively and write imaginative sentences. Divide them into groups and get them to read their sentences to one another.

128 ENGLISH ENGLISH TERM 2 UNIT 6 Week 2 Lessons 3 and 4: Vocabulary (page 76) Learners find words in the text to match definitions and then write them in their personal dictionaries. They also learn words beginning with ‘c’ and ‘k’ for a spelling test.

Activity 14 The learners refer back to Hot Air Part 1 and find words to match the definitions. They write the words and definitions in their personal dictionaries.

Answers: Activity 14 a) Balloon – a flexible rubber bag filled with air b) Helium – a gas that is lighter than air c) CB radio – an old-fashioned way of communicating by radio d) Walkie-talkie – a modern method of communicating by radio e) Fly – to be up in space without being supported f) Sank – to fall downwards Activity 15 The learners write the completed words in their exercise books.

Answers: Activity 15 a) camera b) continue c) kilometre d) communication e) computer f) carry g) caterpillar

The owelsv ‘a’ and ‘o’ follow the letter ‘c’. Extension Once the learners have completed the spelling words, get them to play the following game to help them learn how to spell the words.

Steps: • Write a spelling word on a piece of paper. Say each letter as you camera write it. camer_ • Leave a line before writing the word again. This time draw a line came_ _ instead of the last letter. cam_ _ _ • Leave a line. ca_ _ _ _ • Say the word. c_ _ _ _ _ • Say each letter including the missing letters. Write each letter ______except for the last two letters. Draw a line in place of the two missing letters.

ENGLISH TERM 2 UNIT 6 129 • Continue in this way until you have no letters, only lines. • Now start at the top of the page. Say and spell the word. • Fold over the page so you cannot see the whole word. • Say and spell the word. Fill in the missing letter. • Fold over the page again. • Say and spell the word. Fill in the two missing letters. • Continue in this way until you have written the whole word. • Check that you have spelled it correctly. Homework Learners study the words for a spelling test in the next lesson.

Week 2 Lesson 5: Spelling test; Vocabulary (page 76) Learners write a spelling test and make phrases for uncountable nouns.

Spelling test Call out the words and get the learners to write them down.

Assessment Mark the tests and identify whether or not the learners are learning for the spelling tests. Write relevant notes in your informal assessment journal.

INFORMATION

Read and discuss the information about uncountable nouns.

Activity 16 It is important that the learners understand that there are no definite answers for this activity. Encourage them to be creative. Let them work in pairs if they would like to. Get them to choose their favourite phrase to read to the class. Finally, discuss why the following answers would be logical.

Answers: Activity 16 a) A piece of advice b) A breath of fresh air c) A bit of gossip d) A wealth of information e) A flash of lightening f) A cup of tea g) A glass/bottle of water

130 ENGLISH TERM 2 UNIT 6 Week 2 Lesson 6: Reading (page 77) Learners practise reading a text aloud, focusing on pronunciation, fluency and expression.

Activity 17 Give the learners time to practise reading the extract on their own. Encourage them to go outside and read it aloud to something, for example, a tree or dustbin. They then read it to their partner.

Assessment The learners assess one another’s reading aloud. They award stars according to how much expression was used, how fluently they read and how they pronounced the words.

Star-rating assessment

*** (Excellent) ** (Okay) * (Needs help)

Pronunciation

Fluency

Expression

Week 2 Lesson 7: Writing (page 77) Learners interpret text and complete a table.

Activity 18 Talk about the instructions and the table. Discuss the first example so the learners understand what is required of them.

ENGLISH TERM 2 UNIT 6 131 Assessment Discuss the answers while the learners mark one another’s work. They use emotive assessment to assess the table. Give extra support to those learners who have a sad-face symbol.

Emotive assessment

 4–5 correct answers

 2–3 correct answers Answers: Activity 18  0–1 correct answers

Feelings and thoughts The action that showed their feelings/ thoughts Lenina’s mother was scared that Lenina might Mom wailed. get hurt. Lenina’s sister was worried. But if she fell suddenly from so high, even if she fell into the water she might still die. The policeman thought that Lenina would “We’ve located your daughter, Ma’am,” he said be safe. to Mom. Lenina’s sister was thinking of ways to get She thought of all the things they could do to Lenina down. get Lenina down. The police and rescue services wanted to The National Sea Rescue Institute sent out make sure nothing went wrong. boats and were monitoring her movements.

Week 2 Lesson 8 and 9: Writing (page 78) Learners follow steps about the structure of a story and write an adventure story.

Before the lesson Find books with fascinating and ordinary opening sentences. Activity 19 Discuss the instructions and the topic ideas. Discuss each step in detail.

132 ENGLISH TERM 2 UNIT 6 Step 1 Discuss possible paragraphs. For example: • Introduction, body and conclusion • Introduction, development, problem, climax and conclusion.

Step 2 Read the opening sentences in books. Ask the learners whether they are fascinating or not and discuss why. Ask if they make them want to continue reading or not. Talk about surprise endings. Ask the learners to share surprise endings they have read in books or seen in films.

Step 3 Discuss the information about joining words.

Step 4 Reinforce how important it is to edit and check what they have written. Encourage them to read the story aloud to someone as then the mistakes become more obvious.

Step 5 Tell them to concentrate when writing the final draft so they do not make careless errors. Encourage them to read the story one last time so they can fix any errors they may have made before they hand it in.

Assessment Use this rubric to help you mark the story.

Writing: story 3 2 1–0 Subtotal Sentences All sentences are Most sentences are Sentences are well structured well structured poorly constructed

Spelling and Spelling and Spelling and Spelling and punctuation punctuation punctuation is punctuation is not is accurate mostly accurate accurate throughout Content All information Most information Information makes makes sense makes sense little or no sense

Opening Fascinating Appropriate Could be better sentence

Ending Excellent Appropriate Could be better

Name: Total: /15

ENGLISH TERM 2 UNIT 6 133 Week 2 Lesson 10: Reflecting on reading (page 78) Learners read and reflect on the reading they have done.

Activity 20 The learners reflect on what they have read by: • relating the book to their life • rating the book • giving their opinion about the book • reading interesting extracts from the book.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they give an opinion? • Can they relate a text to their own life?

Write relevant observations in your informal assessment journal.

Core Reader (pages 68–69, 89) Encourage the learners to read more interesting facts in ‘Weird and wonderful’ in their Core Reader.

134 ENGLISH TERM 2 UNIT 6 UnitUnit 1Computers 7 Learner’s Book pages 80–89 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 2 Week 3 1–2 60 80 Listening and speaking: Activities 1 and 2 3–4 60 81–82 Reading: Activity 3; Comprehension: Activity 4 5 30 82 Writing: Activity 5 6 30 83 Language structures and conventions: Activities 6 and 7 7 30 83 Spelling: Activity 8 8–9 60 84 Spelling test; Vocabulary: Activities 9, 10 and 11 10 30 85 Language structures and conventions: Activity 12 Term 2 Week 4 1 30 85–86 Language structures and conventions: Activities 13 and 14; Core Reader 2–3 60 86 Writing: Activity 15 4–5 60 87 Reading and writing: Activities 16 and 17 6 30 88 Language structures and conventions: Activity 18 7 30 88–89 Language structures and conventions: Activities 19 and 20 8 30 89 Reflecting on reading: Activity 21 9–10 60 90–91 Formal Assessment Term 2 Task 1

ENGLISH TERM 2 UNIT 7 135 Week 3 Lesson 1: Listening and speaking (page 80) Learners identify objects, describe their functions and sort them into groups according to their similarities. They also identify true and false statements.

Before the lesson Display books that have information texts especially ones about computers and technology. Introduce the unit Talk about the topic and the books on display. Encourage the learners to read them in preparation for the ‘Reflecting on reading’ lesson and to share interesting facts with the class during this unit. Activity 1 The learners work with a partner and discuss the pre-reading questions. Once they have completed their table or diagram they join up with another pair and compare tables. They need to understand that the objects can be grouped in different ways as long as they are grouped logically. Activity 2 Divide the class into groups to discuss the statements. This discussion prepares the learners for the next activities by asking them to draw on prior knowledge.

Assessment Listen to the learners while they speak. • Can they describe something accurately? • Do they form well-structured sentences?

Write relevant observations in your informal assessment journal.

Week 3 Lessons 3 and 4: Reading and comprehension (pages 81–82) Learners read, discuss and answer questions about an information text.

136 ENGLISH TERM 2 UNIT 7 Activity 3 Depending on the level of your learners, you may need to read the text to them before they read and talk about it with their partners. Ask the learners to identify new words and discuss the meanings of them before they answer the comprehension questions. Practise pronouncing difficult words correctly. Activity 4 Encourage the learners to scan the passage in order to find the information that is needed to answer the questions. Remind them to write full sentences when answering the questions.

Answers: Activity 4 a) The Central Processing Unit (CPU) processes information. b) The computer stores information it is working with in the Random Access Memory (RAM). c) Input devices are used to put instructions and information into a computer. d) (Any 3) A keyboard, mouse, microphone and stylus are examples of input devices. e) Output devices help the computer give information and data back to us. f) (Any 3) A printer, headphones, screen and speakers are examples of output devices. g) Input and output devices are also called peripherals.

Assessment Mark this comprehension to assess whether or not the learners are able to answer questions about informative texts and visuals correctly.

Week 3 Lesson 5: Writing (page 82) Learners write a mind-map summary of an information text.

Activity 5 Read and discuss the instructions. Discuss the following questions.

1. What can you use mind maps for at school? You can use mind maps to: • make study notes • plan for writing activities • plan for orals.

ENGLISH TERM 2 UNIT 7 137 2. What is the value of a mind map? Mind maps: • allow ideas to flow. • make it easier to see related ideas. • focus on keywords which leads to time-saving if you are revising for an exam. • keep you focused on the main idea. • allow for points to be added easily.

The learners copy the mind map into their exercise books. They skim the information and add specific details to the mind map. Explain that to complete a mind map they have to be able to identify main points and keywords. Remind them to use appropriate vocabulary. Learners compare their mind map to their partner’s mind map before you discuss the answers with them.

Answers: Activity 5

Input devices: keyboard, Output Processing mouse, devices: printer, parts: microphone, headphones, Central Processing stylus screen, speakers Unit (CPU), Random Access Memory (RAM), Peripherals Hard Disc Drive (HDD) Parts of a computer

Connecting Other parts: parts: network disc drive, power card and port, cables, fan graphics card, modem, USB

Assessment Observe the learners working on their mind map. • Can they scan a text to find relevant information?

Write relevant observations in your informal assessment journal.

138 ENGLISH TERM 2 UNIT 7 Week 3 Lesson 6: Language structures and conventions (page 83) Learners discuss and practise using vocabulary from the information text.

Activity 6 Make sure that the learners understand that ‘not’ and ‘n’t’ distinguishes a negative sentence from a positive one. The learners write the answers in their exercise books.

Answers: Activities 6 a) Positive b) Negative c) Negative d) Positive e) Positive f) Positive g) Negative

Assessment Discuss the answers. Learners correct their own work and assess it using temperature-gauge assessment. Give extra support to those learners who have a ‘cool’ or ‘cold’ rating.

Temperature-gauge assessment

Hot 6–7 correct answers Warm 4–5 correct answers Cool 2–3 correct answers Cold 0–1 correct answers

Activity 7 The learners practise writing negative sentences and using vocabulary from the text. In pairs, learners take turns reading the sentences they wrote and discussing whether they make sense or not.

Week 3 Lesson 7: Spelling (page 83) Learners write words in alphabetical order and then record them and explanatory sentences in their personal dictionaries.

ENGLISH TERM 2 UNIT 7 139 Resources Dictionaries Activity 8 Talk about the instructions. Put the words into sentences and discuss the meanings. Then get the learners to complete the activity in their personal dictionaries. Remind them to use a dictionary to help them complete the activity accurately.

Answers: Activity 8 bits, computer, hardware, Internet, keyboard, memory, mouse, web

Assessment The learners read their sentences to a partner. They compare their sentences by identifying how they are similar and how they are different.

Homework Learners study the words for a test in the next lesson.

Week 3 Lessons 8 and 9: Spelling test; Vocabulary (pages 84–85) Learners write a spelling test, use nouns in their plural form and write abbreviations and meanings in their personal dictionaries.

Resources A beanbag or ball for the extension activity Spelling test Call out the spelling words and get the learners to write the words and then use them in sentences which explain their meanings. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal. Activity 9 Talk about single objects that have two parts. Get the learners to look at the pictures in their Learner’s Book and then try and think of other examples. They then match the pictures and words and use the words in sentences. Get them to read their sentences to their partners. Activity 10 Read and discuss the information about plurals. Ask the learners to think of single nouns that end in ‘-ch’, ‘-sh’ and ‘-s’. Write the words on the board and then invite volunteers to come to the board and

140 ENGLISH TERM 2 UNIT 7 change the nouns into the plural form by adding ‘-es’. The learners then complete the activity in their exercise books.

Answers: Activity 10 a) He bought some brushes to clean the DVDs. b) They all set their watches for the same time. c) He needed matches to light the fire. d) She didn’t know which of the bunches of flowers to choose from. e) Her mother gave her money to pay for all her lunches that week. f) They were so embarrassed, because they were wearing the same dresses.

Assessment Write the plural words on the board. The learners swap books and mark each other’s answers. They assess the work according to emotive assessment. Spend time giving extra support to those learners who have a sad-face symbol.

Emotive assessment

 5–6 correct  3–4 correct  0–2 correct

Extension Play the ‘Toss the noun’ game. Explain the rules of the game and how to play it.

Toss the noun Rules: • Speak quietly, and only about the game. • Throw underhand and softly. • If someone breaks a rule, they get one warning and then they are out of the game. How to play: • The bean bag/ball represents the noun ending in ‘-ch’, ‘-sh’ or ‘-s’. • Everybody stands up where they are. • You start the game by calling out a singular noun and its plural form (e.g. church, churches) and tossing the beanbag/ball to a learner. The recipient then calls out a singular noun (ending in ‘-ch’, ‘-sh’ or ‘-s’) and a matching plural noun. • Give learners a couple of minutes to think of nouns ending in ‘-ch’, ‘-sh’ or ‘-s’ before the game starts.

ENGLISH TERM 2 UNIT 7 141 Activity 11 Explain that sometimes a shortened form of a word or phrase is used in place of the words. Ask the learners to share examples of abbreviations they know. Discuss the abbreviations in the activity and ask the learners to identify what they stand for. Write the meanings on the board so they can refer to them when they write the abbreviations and words in their personal dictionaries.

Answers: Activity 11 CD – compact disc DVD – digital video disc TV – television ATM – automated teller machine VCR – video cassette recorder

Week 3 Lesson 10: Language structures and conventions (page 85) Learners use connecting words and complete sentences.

Activity 12 Explain that the words in bold are connecting words that can be used to connect two sentences. When the learners have finished writing the sentences in their exercise books, divide them into groups of three. They take turns reading their sentences to the group.

Assessment The group listens to the sentences and then assesses them using temperature-gauge assessment. Spend time completing the activity again with the learners who have a ‘cold’ rating.

Temperature-gauge assessment

Hot All the sentences make sense. Warm Most of the sentences make sense. Cool Half the sentences make sense. Cold Most of the sentences don’t make sense.

Week 4 Lesson 1: Language structures and conventions (pages 85–86) Learners discuss and use possessive pronouns.

142 ENGLISH TERM 2 UNIT 7 Activity 13 Explain that pronouns change according to where they are used. The learners choose words in the box to complete the sentences. When they have written the sentences, get them to read them to a partner before you discuss the answers.

Answers: Activity 13 a) That’s not his phone. It belongs to me. It is mine. b) He has an amazing CD collection. The CDs belong to him. They are his. c) I borrowed her earphones. They belong to her. They are hers. d) Is that your TV? Does it belong to you? Is it yours? e) Don’t laugh at our car. It belongs to us. It is very small, but it is ours. f) That is their computer. tI belongs to them. It is theirs. Activity 14 The learners draw the table in their book and then refer to Activity 13 to help them complete it accurately.

Answers: Activity 14

Possessive adjective Personal pronoun Possessive pronoun My (phone) Me Mine His (collection of CDs) He His Her (earphones) She Hers Your (TV) You Yours Our (car) Us Ours Their (computer) Them Theirs

Core Reader (page 72) Encourage the learners to read about other technologies in their Core Reader.

Week 4 Lessons 2 and 3: Writing (page 86) Learners write a description and draw a labelled diagram.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 15 Read and discuss the instructions and the information about the writing process. Discuss the criteria in the rubric so the learners are clear about what they need to include in their description and on their drawing. Read and discuss the example. Ask the learners how it meets the criteria.

ENGLISH TERM 2 UNIT 7 143 Assessment Use this rubric to help you assess the description and drawing.

Writing: description; labelled drawing Subtotal

Description includes relevant and specific details 0 1 2 3 4

Description of physical appearance 0 1 2 3 4

Vocabulary is relevant; spelling and punctuation 0 1 2 3 is accurate

Labels are clear and neat 0 1 2

The title is appropriate 0 1 2

Name: Total: /15

Week 4 Lessons 4 and 5: Reading and writing (page 87) Learners read and complete flowcharts.

Activities 16 and 17 First, get the learners to read the information with a partner and discuss the questions. Then, discuss the instructions, the questions and the flowcharts as a class. Make sure that the learners understand the difference between the main idea and a topic sentence. • The main idea is the central theme of the paragraph. • The topic sentence is the sentence which states the central theme.

Use the example of making a piece of toast to explain the process. Input: Slice of bread, butter, knife, jam, toaster, electricity for the toaster. Process: Put the bread in the toaster and switch on the toaster. When the toast pops up, use the knife to spread butter and then jam over the toast. Cut the toast into pieces. Output: A slice of toast with jam.

Let the learners think of other examples not mentioned in the exercise. Once they are familiar with the process, they draw the flow diagrams into their book and complete them. Divide the learners into pairs to compare and discuss their completed flow diagrams.

Answers: Activity 16 a) Processing is the main idea. b) When you process something, it means you do something to it.

144 ENGLISH TERM 2 UNIT 7 Answers: Activity 17

Process Input Put water in a kettle. Place the kettle plug in Teabag, milk, an electrical socket and switch on the power Output sugar, water in a supply and kettle. Place a teabag in a cup. A cup of tea kettle, electricity When the water has boiled, pour it into the for the kettle cup. Let the tea draw and then throw the teabag away. Add milk and sugar to your cup of tea.

Process Output Brainstorm appropriate words. Use the pen Input A final Words, pen and and write them on the piece of paper. Write paper, ideas a first draft on the piece of paper. Edit the draft of a first draft. Write a neat copy. paragraph

Week 4 Lesson 6: Language structures and conventions (page 88) Learners interpret information in a table, ask questions about it and compare information using comparative adjectives.

Activity 18 The learners work with a partner and complete the activity verbally.

Answers: Activity 18 a) The laptop is lighter than the desktop computer. b) The desktop computer has a bigger screen than the laptop. c) The desktop computer has more disk drives than the laptop. d) The laptop has less hard-drive capacity than the desktop computer. e) The laptop is more expensive than the desktop computer. f) The desktop computer costs less and it has more hard-drive capacity. g) The laptop costs more and it has a smaller screen.

Assessment Walk around and listen to the learners during the activity. • Do they use comparative adjectives correctly?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 2 UNIT 7 145 Week 4 Lesson 7: Language structures and conventions (pages 88–89) Learners discuss and use synonyms and adverbs.

Resources Thesaurus Activity 19 Read the information about the thesaurus. Show the learners a thesaurus and read examples of synonyms for ‘young’ and ‘old’. Explain that using synonyms for overused words can make their writing more interesting. The learners work in pairs and complete the activity. Activity 20 The learners choose the correct adverb of frequency to use in each sentence. They take turns reading the sentences to one another.

Answers: Activity 20 Answers will vary; these are possible answers. a) I always wake up when my alarm rings. b) My mother never works on the computer. c) Our family often watches TV at night. d) My friends and I sometimes read books for fun. e) I write more slowly than I type. f) If you want to find information quickly you can Google it. g) Computers are quickly taking over the way people run their businesses.

Week 4 Lesson 8: Reflecting on reading (page 89) Learners reflect on what they are reading.

Activity 21 The learners work in pairs. They summarise a book they have read and give personal opinions. Get them to read extracts from the book to one another.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they summarise a text?

Write relevant observations in your informal assessment journal.

146 ENGLISH TERM 2 UNIT 7 Extension Learners mime a part of the story and their partners then guess what happened.

Week 4 Lessons 9 and 10: Formal Assessment Task (pages 90–91) Learners complete a Formal Assessment Task independently to evaluate their level of competency.

Formal Assessment Term 2 Task 1 The memorandum for the Formal Assessment Task is in the ‘Assessment’ section of this Teacher’s Guide.

ENGLISH TERM 2 UNIT 7 147 UnitUnit 1Getting the story 8 Learner’s Book pages 92–100 Duration 10 hours

Overview

Lesson Time LB Activities allocation page/s (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game or tell and retell stories. Term 2 Week 5 1–2 60 92 Listening and speaking: Activity 1; Vocabulary: Activity 2 3–4 60 93–94 Reading: Activity 3; Comprehension: Activities 4 and 5; Vocabulary: Activities 6 and 7 5–6 60 95 Listening and speaking: Activity 8 and 9 7–8 60 95–96 Language structures and conventions: Activities 10, 11 and 12 9–10 60 96–97 Reading: Activity 13; Listening and speaking: Activity 14 Term 2 Week 6 1–2 60 97 Writing: Activity 15 3 30 97 Writing: Activity 15 4–5 60 98 Writing: Activities 16 and 17 6 30 98–99 Language structures and conventions: Activities 18 and 19; Core Reader 7 30 99 Spelling: Activity 20 8–9 60 100 Listening and speaking: Activity 21 10 30 100 Spelling test; Reflecting on reading: Activity 22

148 ENGLISH TERM 2 UNIT 8 Week 5 Lessons 1 and 2: Listening and speaking; Vocabulary (page 92) Learners listen to and discuss an extract of contemporary realistic fiction. They also complete a vocabulary activity.

Resources Dictionaries Before the lesson Display books that include contemporary realistic fiction. Introduce the unit Introduce the topic and the books on display. Encourage the learners to read the books so they can talk about them in the ‘Reflecting on reading’ lesson. Activity 1 Read the instructions and then read the listening text slowly, clearly and with expression.

LISTENING TEXT Scoop! You see, the job in journalism that really gets my heart going, that fills my daydreams, is paparazzi: those hyena photographers who don’t take no for an answer. Sneaking round unsuspecting stars to get their one-in- a-million exclusive shot … a scoop … sifting through their rubbish to see where the money’s going … aiming a telephoto lens at someone famous kissing somebody just as famous, who isn’t their husband or wife. Well, I realise it’s not honourable or anything, but I just know it’s the job for me.

Hold a class discussion to talk about the questions.

Answers: Activity 1 a) Paparazzi try to pry into the lives of the rich and famous in order to get a scoop on them. b) Gavin likes the idea of sneaking around the rich and famous, and gathering information about them. c) Opinions will vary; accept justifiable answers. d) A scoop is an exciting piece of news published by only one newspaper or magazine. Activity 2 Get the learners to complete this activity in pairs. They should read the dictionary entry and look up and discuss new words before answering the questions.

ENGLISH TERM 2 UNIT 8 149 Answers: Activity 2 a) A candid photograph is an informal photograph that was not posed. b) An independent contractor is not tied to one company. They work for themselves and then sell to people or companies who pay them. c) A tabloid newspaper is a small newspaper that usually has sensational stories. d) Another word for ‘celebrity’ is ‘superstar’. (Answers may vary.) e) The paparazzi irritate them as they invade their privacy. (Answers may vary.)

Assessment Observe and listen to the learners during the discussions. • Do they partake in the discussion? • Do they understand the story? • Do they understand how to use a dictionary?

Write relevant observations in your informal assessment journal.

Week 5 Lessons 3 and 4: Reading; Comprehension; Vocabulary (pages 93–94) Learners read and answer questions about a story. They also identify words in the text and use phrasal verbs.

Resources Dictionaries Activity 3 Read the extract out loud and use expression to create an atmosphere of suspense and excitement. Ask the learners to write down any words they do not understand while you read. Discuss the extract and the difficult words before the learners read the extract on their own. Activities 4 and 5 Read the instructions and questions to the learners and make sure they understand the words ‘where’, ‘what’, ‘which’, ‘how’ and ‘who’. The learners then work in pairs and answer the questions verbally. Hold a class discussion in which the learners give feedback about their answers.

Answers: Activity 4 a) Gavin hid behind rubbish bins. b) Gavin saw a black Mercedes, a driver and Romy.

150 ENGLISH TERM 2 UNIT 8 c) Gavin used the camera phone. d) A driver and Romy got out of the car. e) Gavin knocked over one of the dustbins. f) The driver took avin’sG camera, dropped it and ground it into pieces with his boot.

Answers: Activity 5 a) A spy-pen is something that looks like a pen, but is in fact a camera so it can take photographs of people without them being aware of it. b) Oscar night is an evening in America when movie stars gather at a glamorous event and receive awards for their acting. c) The car was a black Mercedes that had shaded windows and did not make much noise. d) Gavin felt nervous and excited. e) Romy was wearing a black dress, a baseball cap and sunglasses. She had long blond hair and her head was bandaged. Activity 6 Once the learners have found the correct words in the text they write the words and meanings in their personal dictionaries.

Answers: Activity 6 a) clicked – took a photograph b) purred – drove very quietly c) massive – very big Activity 7 Discuss the expressions and their meanings before the learners use them in sentences.

Answers: Activity 7 a) to catch my breath – take a short break from one’s activities in order to relax b) to throw up – to vomit c) a lucky break – a chance that brings success d) a tight spot – a difficult situation e) to fight back – to keep an emotion hidden or an action repressed

Week 5 Lessons 5 and 6: Listening and speaking (page 95) Learners ask and answer questions, role-play familiar situations, read a story and act out a scene.

ENGLISH TERM 2 UNIT 8 151 Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 8 The learners work in pairs to complete this activity. Activity 9 Talk about role-playing and explain that for a role-play to be believable they need to take on the role of the character. Ask for volunteers to role-play familiar situations in front of the class and discuss which are believable and why. Discuss the instructions for the activity. Tell learners that each group member must say at least two sentences. This may mean that they need to add words to their scene. Explain the assessment rubric so they know how they are going to be assessed. The learners then practise their scene and present it to the class.

Assessment While the learners present their scene to the class, complete this rubric for each learner.

Speaking: 3 2 1 Subtotal unprepared

Language Excellent Good Poor

Actions Excellent Good Poor

Content organised Yes No

Expression Yes No

Name: Total: /10

Week 5 Lessons 7 and 8: Language structures and conventions (pages 95–96) Learners use regular verbs and the verb ‘to be’. They also make sentences in the present perfect tense.

Activity 10 Discuss verbs and the past tense. Remind the learners that verbs are doing words. Verbs in the past tense describe actions that have already happened. Use present tense verbs in sentences and ask the learners to change them into the past tense.

152 ENGLISH TERM 2 UNIT 8 For example: • Today I paint a picture. Yesterday I painted a picture. • Today I kick a ball. Yesterday … • Today I play soccer. Yesterday … • Today I grab a book. Yesterday …

Before the learners complete the activity in their books warn them that there may be more than one verb in a sentence.

Answers: Activity 10 a) I sprinted round the back. b) It purred up the drive and turned round the back. c) Then I knocked vero one of the dustbins. d) Then the driver calmly took my camera phone, dropped it and ground it to pieces with one of his shiny, black boots. Activity 11 The learners write the sentences in their exercise books and include only the correct form of the verb in the past tense. Get them to underline the verbs so they stand out in the sentence.

Answers: Activity 11 Was Romy in the car? I had no doubt the car was dropping off its famous passenger at the back entrance. My heart was pounding. The car was only just stopping! I had time! I was just deciding which camera to use, when I knocked over one of the bins. That was my first mistake.

Assessment: Activities 10 and 11 Read and discuss the correct answers. The learners mark their own work and assess it using star-rating assessment. Give extra support to those learners with one or two stars.

Star-rating assessment

***** 13–15 correct **** 10–12 correct *** 7–9 correct ** 4–6 correct * 0–3 correct

Activity 12 Discuss the information about present perfect tense before the learners complete this activity verbally with a partner.

ENGLISH TERM 2 UNIT 8 153 Week 5 Lessons 9 and 10: Reading; Listening and speaking (pages 96–97) Learners read and discuss the style and format of a social text in the form of a letter.

Activities 13 and 14 Read and discuss the instructions before the learners complete the activities. Talk about how our writing and speaking should change to suit our audience. Discuss how people feel if we speak to them in the incorrect style. For example: A principal would feel disrespected if we used slang when speaking to him or her. The learners first read the extract on their own before taking turns to read it to a partner. They then discuss the questions. Hold a class discussion in which the learners give feedback from their discussion.

Assessment Listen to the learners as they read and discuss the questions. • Do they pronounce words correctly? • Do they read fluently and with expression? • Are they able to identify and change informal text?

Write relevant observations in your informal assessment journal.

Week 6 Lessons 1 and 2: Writing (page 97) Learners discuss the format of an informal letter and then write a letter following the writing process.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 15 Read and discuss the instructions and the writing process (brainstorm ideas and plan, write a first draft, revise and edit, write a final draft). Discuss the format of an informal letter in detail. Refer to pages 25 and 26 of the ‘Lesson-by-lesson’ section of this Teacher’s Guide. Discuss the assessment criteria on the rubric so they understand how they will be assessed before they start planning.

154 ENGLISH TERM 2 UNIT 8 Assessment Use this rubric to help you assess the letters.

Writing: letter 3 2 1 Subtotal Informal style Good Average Poor

Content Interesting Average Dull

Vocabulary Interesting Average Dull

Format and number of paragraphs Correct Nearly Muddled correct Sentence structure, punctuation and Good Average Poor spelling Name: Total: /15

Week 6 Lesson 3: Reading (page 97) Learners read their letters to the class.

Extension Get the learners to read their letters to the class using expression, fluency and the correct pronunciation. As they read you will be able to assess the first three criteria on the rubric.

Week 6 Lessons 4 and 5: Writing (page 98) Learners use connecting words and the past tense to write a summary of the text. They also play an ‘antonym’ game.

Activities 16 and 17 The learners write the summary and opposite game in their exercise books. They then read and compare them to their partner’s work.

Answers: Activity 17 Gavin was unknown. He was a young boy who was a beginner photographer. He parked his cheap car outside the rundown hotel. There was no one outside. It was sunrise. When would Romy Radisson leave? Gavin was restless. He had been doing this for a short time. He could leave.

ENGLISH TERM 2 UNIT 8 155 Assessment The learners assess one another’s summary according to the thumbs assessment system.

Thumbs assessment

 An excellent, well-sequenced summary 

A relatively well-sequenced summary

 A muddled summary

Extension Learners work in pairs. One learner says a sentence and the other learner changes the sentence so it means the opposite. They then swap roles.

Week 6 Lesson 6: Language structures and conventions (pages 98–99) Learners use past tense verbs and adverbs of frequency.

Activity 18 Tell the learners to say the word ‘yesterday’ before each sentence if they are struggling to change the paragraph into the past tense.

Assessment Discuss the answers and let the learners mark their own work and learn from their mistakes. They assess themselves using emotive assessment. Give extra support to those learners who have a sad-face symbol.

Emotive assessment

I always understand how to use verbs in the  past tense. I sometimes understand how to use verbs in the  past tense.

 I need help with using verbs in the past tense.

156 ENGLISH TERM 2 UNIT 8 Answers: Activity 18 Gavin waited. The Simpsons jabbered away on TV. He didn’t take his eyes off the keyhole. Then he heard water running down a drain. The toilet flushed. Romy walked through into the lounge. He saw that the bandages were off. He snapped and snapped!

Activity 19 Tell the learners that adverbs of frequency tell us how often something happens. Discuss the meanings of the following words: • always – all the time • often – regularly, but with intervals in between • sometimes – from time to time; usually • never – at no time • usually – normally; typically Learners choose the correct word and write the sentences in their exercise books.

Answers: Activity 19 a) Gavin had always wanted to be a photographer. b) He often dreamed of a scoop. c) He sometimes waited outside hotels, hoping to see celebrities. d) Usually he waited in vain. e) You can never tell when you will get a scoop. f) Newspapers usually tell the truth. g) You can usually trust what you read in the newspapers.

Assessment Discuss the answers and let the learners mark their own work and learn from their mistakes. They assess themselves using thumbs assessment. This will give you a general indication of how many learners understand adverbs of frequency.

Thumbs assessment

 I understand well. 

I sort of understand.

 I do not understand.

Core Reader (page 70) Encourage the learners to read about Charlize Theron, a famous movie star, in their Core Reader.

ENGLISH TERM 2 UNIT 8 157 Week 6 Lesson 7: Spelling (page 99) Learners discuss how to add a suffix to words ending in ‘l’. They then use a syllabification spelling method to learn the words for a test.

Activity 20 Discuss the rule and the examples. Get the learners to practise how to spell the words using the ‘break up’ spelling method explained in the ‘Introduction’ section of this Teacher’s Guide. Homework The learners study the words for a spelling test in Lesson 10.

Week 6 Lessons 8 and 9: Listening and speaking (page 100) Learners practise reading aloud.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 21 Read and discuss the instructions. Give the learners time to practise reading aloud. Give them support with pronunciation and expression as they practise. They then read the text to the class.

Assessment Use this rubric to help you assess the learners’ reading aloud.

Reading Never Seldom Often Always

Reads with fluency 0 1 2 3

Reads with expression 0 1 2 3

Can be clearly heard 0 1 2

Pronounces words correctly 0 1 2

Name: Total: /10

158 ENGLISH TERM 2 UNIT 8 Week 6 Lesson 10: Spelling test; Reflecting on reading (page 100) Learners write a spelling test and reflect on their reading.

Spelling test Call out the singular form of the words. The learners must write both the singular and the plural form in their exercise books. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal. Activity 22 The learners work in pairs. They express emotional responses to the books they are reading and relate them to their own lives. Get learners to read extracts from their books to one another.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they express an emotional response to a text? • Can they relate a text to their own life?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 2 UNIT 8 159 UnitUnit 1Good vibrations 9 Learner’s Book pages 101–111 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a rhyme or a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 2 Week 7 1 30 101 Listening and speaking: Activities 1 and 2; Writing: Activity 3 2–3 60 101 Listening and speaking: Activities 2 and 3; Vocabulary: Activity 4 4–5 60 102–104 Reading and comprehension: Activities 5 and 6; Core Reader 6 30 104 Vocabulary: Activity 7 7–8 60 105 Language structures and conventions: Activities 8, 9, 10 and 11 9–10 60 106 Speaking and writing: Activity 12 Term 2 Week 8 1–2 60 106 Listening and speaking: Activity 13 3–4 60 107 Reading: Activity 14 5–6 60 108 Language structures and conventions: Activities 15, 16 and 17 7–8 60 108 Reading and writing: Activities 18 and 19 9 30 109–111 Vocabulary: Activities 20, 21 and 22 10 30 111 Spelling test; Reflecting on reading: Activity 23 Term 2 Weeks 9–10 Revision and assessment

160 ENGLISH TERM 2 UNIT 9 Week 7 Lesson 1: Listening and speaking; Writing (page 101) Learners hold a conversation in which they speak and listen.

Resources Newsprint, markers Before the lesson Display books that include information texts. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 Hold a class discussion to discuss the questions. Ask the learners where and how they listen to music. Activities 2 and 3 Discuss the rules for group work. Tell the learners that they are going to discuss and plan this activity in their groups, but they will only be reporting back on their discussion in the next lesson. This gives them time to get together examples of music and do research about the different genres. They write their definitions on newsprint.

Assessment Listen to the learners during the discussion. • Do they partake in the discussion? • Do they listen to others?

Write relevant observations in your informal assessment journal.

Homework Bring examples of different types of music to class.

Week 7 Lessons 2 and 3: Listening and speaking; Vocabulary (page 101) Learners present a song, write definitions and play a language game.

ENGLISH TERM 2 UNIT 9 161 Activities 2 and 3 Learners give feedback about their discussion in Lesson 1 in the following way. • They play or sing the genre of music they chose to present. • They present their definitions to the class by displaying their piece of newsprint and reading the definitions. • As a class they choose the best definition for each genre. Write these on the board and ask the learners to copy them into their exercise books.

Answers: Activity 3 The following definitions are for reference only as the class needs to make up their own. • ska – blends Jamaican music like calypso with jazz, blues or rock • reggae – originally from Jamaica; combines rock, calypso and soul, accents the second and fourth beats of a four-beat bar • hip hop – key elements are rapping, DJing, sampling, scratching and beatboxing • techno – electronic dance music • kwaito – a South African style of house music • indie – trendy music played by independent artists • gospel – religious music with a good rhythm sung in church • rock – music with a strong solid beat Activity 4 While the genres are fresh in their minds get the learners to play this game in groups.

Week 7 Lessons 5 and 6: Reading and comprehension (pages 102–104) Learners read and identify main ideas and topic sentences in an information text. They also scan the text for specific information to help them answer questions.

Activity 5 First get the learners to read the information text without noting specific information. Discuss difficult words and then get them to read the text again. This time they identify the main idea and topic sentence in each paragraph. Discuss their choices. Activity 6 Remind the learners that scanning is when your eyes move quickly over the text to find only the information you need. They then scan the text and find the information that will help them answer the questions.

162 ENGLISH TERM 2 UNIT 9 Answers: Activity 6 a) Miriam Makeba sang a blend of jazz and traditional melodies. b) She was also known as Mama Africa. c) She received Grammy Awards, was on television and in movies, and wrote a book about her life. d) The Parlotones have four band members. e) The drummer’s name is Neil Pauw. f) Freshlyground has seven members. g) Zolani Mahola is the lead singer. h) Two of their most famous singles are, ‘Doo be doo’ and ‘Nomvula’. (Or they may mention ‘I’d like’.) Core Reader (page 60) Encourage the learners to read the lyrics of the song, ‘Doo be doo’, sung by Freshlyground.

Week 7 Lesson 7: Vocabulary (page 104) Learners match and record words and meanings in their personal dictionaries.

Resources Dictionaries Activity 7 The learners match the words and definitions. Some of the words can be found in a dictionary so encourage them to refer to it if they are unsure of what words mean. Discuss the matching words and meanings before they write them into their personal dictionaries.

Answers: Activity 7

a) blend mix b) ensemble group c) funky cool d) a single a song e) airtime on the radio f) album CD g) goes gold number one h) a cappella without instruments i) isicathamiya soft-shoe shuffle

ENGLISH TERM 2 UNIT 9 163 Week 7 Lessons 7 and 8: Language structures and conventions (page 105) Learners build on their understanding of the future tense by identifying and using verbs in the present tense. They also extend their use of the form of the verb ‘to be’.

INFORMATION

Read and discuss the information about the future tense.

Activity 8 Hold a discussion in which each learner uses the future tense to tell the class what they want to be when they finish school. Give support to learners who do not use the future tense. Get them to begin their response with ‘When I finish school I will …’ or ‘When I finish school I am going to …’. Read the information and get the learners to identify the verbs in the future tense.

Answers: Activity 8 am going to; will; will have; am going to be Activities 9 and 10 The learners practise using future tense verbs and the form of the verb ‘to be’ by completing these activities in their exercise books.

Answers: Activity 9 a) Tonight I am going to a concert in the stadium. b) The band is going to play their new single. c) All the fans will sing along to the music. d) My friends and I are meeting first in the car park. e) Then we are walking up to the stadium. f) It will be a fantastic evening.

Answers: Activity 10 a) We are going to catch a train. b) Then we are going to walk along the Fan Walk to the stadium. c) I am going to buy the CD. d) My parents are going to fetch us.

164 ENGLISH TERM 2 UNIT 9 Assessment Discuss the answers in class and let the learners mark their own work. By doing this they are able to learn from their mistakes and reinforce the correct concepts. Once they have marked their work, they assess it using two-stars-and-a-wish assessment. Read their comments so you are aware of the learners’ strengths and weaknesses.

Two-stars-and-a-wish assessment

Positive comment (e.g. I can identify verbs in the ¶ future tense.) Positive comment (e.g. I understand the ¶ sentences.) Where they wish to improve. (e.g. I wish I was better at using verbs in the future tense.)

Activity 11 The learners write a paragraph in the future tense and read it to their partners. They may need to complete this activity for homework and read it in the next lesson. Extension To reinforce the future tense, use future tense verbs to play a game. Say sentences using the verb in the future tense. If you say a sentence that is in the future tense, the learners repeat the sentence. If you say a sentence using a different tense the learners keep quiet. For example: • I will go shopping. (Learners repeat.) • We are going to win. (Learners repeat.) • I found my lost book. (Learners do not repeat.) • Encourage the learners to take turns leading the game.

Week 7 Lesson 9 and 10: Speaking and writing (page 106) Learners write questions and answers for an interview. They then present the interview to the class.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books.

ENGLISH TERM 2 UNIT 9 165 Activity 12 Read and discuss the instructions. The learners must understand exactly what they need to do. Revise the writing process and good and bad questions. Talk about the criteria on the rubric so the learners are aware how they will be assessed. They then work in pairs and write their interview. After they have written their interview, they practise it and present it to the class.

Assessment Choose which aspect of the activity you want to assess and then use the appropriate rubric to help you assess the activity.

Writing: 4 3 2 1 0 Subtotal interview

Interview is informative 4 3 2 1 0

Interview is entertaining 4 3 2 1 0

Punctuation 3 2 1 0

Questions are well-structured 2 1 0

Responses are well-structured 2 1 0

Name: Total: /15

Speaking: 4 3 2 1 0 Subtotal interview

Eye contact 4 3 2 1 0

Voice – audible and expressive 4 3 2 1 0

Enthusiasm 3 2 1 0

Props 2 1 0

Preparation 2 1 0

Name: Total: /15

Week 8 Lessons 1 and 2: Listening and speaking (page 106) Learners conduct a survey and record responses on a graph.

166 ENGLISH TERM 2 UNIT 9 Activity 13 Read and discuss the instructions. Make sure that the learners fully understand what they are expected to do. Explain the following: • They must conduct their surveys in a polite and orderly manner. • They must word their questions carefully so they are fully understood. • They must record their information accurately or else the surveys are invalid.

They then make their lists, do their survey among their classmates and draw the bar graph to illustrate their findings. Ask the learners to present their findings to their group.

Assessment Observe the learners as they conduct their survey. • Are they polite? • Is their question clear? • Do they record their information accurately?

Write relevant notes in your informal assessment journal.

Week 8 Lessons 3 and 4: Reading and comprehension (page 107) Learners scan a television schedule and answer questions about it.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 14 Learners scan the schedule and answer the questions in their exercise books. Remind them to answer using full sentences. Also ask them to write the times in words, not digits. Write ‘o’clock’ on the board to help them.

Answers: Activity 14 a) You can watch the news in Sesotho on SABC 2. b) ‘The Negotiator’ is on at eight o’clock. c) You can watch ‘Cooked’ if you are interested in cooking. d) ‘Glitterboys and Gaglands’ is on SABC 2 at nine o’clock. e) SABC 2 screens the ‘Rugby World Cup Highlights’. f) You can watch ‘How I met your mother’ on e.tv at half-past seven. g) ‘CSI:NY’ is on at ten o’clock. h) Gospel music is on SABC 2 at eight o’clock. i) e.tv has seven programmes between five and eleven o’clock at night.

ENGLISH TERM 2 UNIT 9 167 j) I know that SABC 2 has Afrikaans programmes because some of the programmes are written in Afrikaans.

Assessment Use this rubric to help you assess the learners’ work.

Performance level Comprehension

10–9: outstanding Responses are precise and reflect thorough comprehension.

8–7: strong Responses are accurate and reflect reasonable comprehension.

6–5: adequate Responses are plausible and reflect literal comprehension.

4–3: limited Responses reflect limited comprehension.

Responses are incomplete, incoherent, or off the topic and reflect 2–1: very limited a lack of comprehension.

Week 8 Lessons 5 and 6: Language structures and conventions (page 108) Learners begin using adverbs of degree and practise using adverbs of frequency. They also practise using the modals ‘must’, ‘have to’, ‘has to’ and ‘should’.

Activity 15 Remind the learners that the words in the box are called adverbs of frequency because the say how often something happens. Ask the learners to write sentences using the adverbs and then read them to a partner.

INFORMATION

Read and discuss the information about adverbs of degree. Get the learners to think of sentences that include adverbs of degree. They say them to the class.

Activity 16 The learners complete the activity, then read and compare their choices with a partner’s choices. If their answers differ, they discuss the choices and try to decide which word makes the most sense in the sentence. Get the learners to mark their own work when you discuss the answers.

168 ENGLISH TERM 2 UNIT 9 Answers: Activity 16 a) She played too softly – I couldn’t hear her. b) We enjoyed the concert very much. c) The organisers did a eallyr good job. d) I worked really hard to earn the money for the ticket. e) It ended too late for us to catch a train home. f) My mother shouted very loudly at us for making so much noise. g) It made us all laugh very hard. Activity 17 The learners practise using the modals by writing sentences. Get them to read and compare their sentences to their partner’s sentences.

Extension Use ‘must’, ‘should’, ‘have to’ and ‘has to’ in sentences. If you use them correctly, the learners repeat the sentence. If you use them incorrectly, they stand up and stretch. For example: • I have to learn for spelling tests. (The learners stay sitting and repeat the sentence.) • You must come to school on time. (The learners stay sitting and repeat the sentence.) • I has to do my homework. (The learners stand and stretch.)

Week 8 Lessons 7 and 8: Reading and writing (page 108) Learners read and answer questions about a book review. They also use the writing process to write a paragraph that expresses and explains their opinion.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 18 Ask the learners to read the book review. Discuss the review by asking the learners to identify the following in the review: • the title of the book • the author • the genre • the rating.

Discuss the summary and what is included in it, such as: • likes • dislikes • favourite part • recommendations.

ENGLISH TERM 2 UNIT 9 169 Explain that the book review is someone’s opinion about the book. Opinions may differ. The learners then answer the questions independently.

Answers: Activity 18 a) The reviewer likes the interesting information in the book. b) The reviewer dislikes the boring parts. c) The title is ‘Good vibrations’. The author is Fiona Macgregor. The genre is non-fiction. d) (Any 2) For example: How the ear works is interesting information. I hate classical music.

Assessment Mark the answers. • Do the learners understand the difference between a fact and an opinion? • Can they answer comprehension questions?

Write relevant observations in your informal assessment journal.

Activity 19 Discuss the instructions, the pattern to follow and the writing process before the learners write the paragraph expressing their opinions.

Assessment Use this rubric to help you assess the paragraph.

Writing: opinion 3 2 1–0 Subtotal

Title, author Both included One included Not included

Excellent Good Summary Poor explanation explanation explanation Personal opinion Excellent Good Poor explanation about the story explanation explanation Recommendation Give a mark if given included Name: Total: /10

Week 8 Lesson 9: Vocabulary (pages 110-111) Learners match antonyms, compare long and short vowel sounds and solve a crossword puzzle.

170 ENGLISH TERM 2 UNIT 9 Resources Newsprint, markers Activity 20 Remind the learners that opposites are known as antonyms. Divide the learners into groups. They brainstorm as many opposites as they can think of and write them on the newsprint. The groups total up their pairs of opposites and the winning group reads their opposites to the class. They then complete the activity in their exercise books.

Answers: Activity 20 • loud – soft • ascend – descend • beautiful – ugly • casual – formal • create – destroy • deep – shallow • full – empty • interesting – boring • classical – modern • noisy – quiet Activity 21 The learners say the words with long and short vowel sounds aloud. They then write a definition to explain what happens to the short vowel sound when a silent ‘e’ is added to the word. Tell them that their definition should be clear, simple and easy to follow. They read their definitions to the class. After assessing the definitions, the class votes for the best definition and everyone writes it down.

Assessment The class assesses each definition using thumbs assessment.

Thumbs assessment

 Excellent definition 

Fair definition

 Poor definition

ENGLISH TERM 2 UNIT 9 171 Activity 22 The learners complete the crossword.

Answers: Activity 22

1 4 DRU MMER U S I C

2 5 GUITARI ST A I

3 N SINGLES G E R

Homework As there is a lot to do in this lesson, the learners may need to finish the activities for homework. Remember to discuss anything finished for homework in the next lesson. Remind the learners to revise the spelling words for the test.

Week 8 Lesson 10: Spelling test; Reflecting on reading (page 111) Learners write a spelling test and reflect on their reading.

Spelling test Call out all the words for the learners to write. Mark and assess the test to analyse whether or not they can differentiate between long and short vowel sounds. Record the marks and write relevant comments in your informal assessment journal. Activity 23 The learners work in pairs. They express opinions and compare what they have read. Get them to read extracts from the books to one another.

172 ENGLISH TERM 2 UNIT 9 Assessment Listen to and observe the learners. • Are they reading independently? • Can they express an opinion? • Can they compare texts?

Write relevant observations in your informal assessment journal.

Weeks 9 and 10 Formal Assessment Task (pages 112–113) Learners complete a Formal Assessment Task independently to evaluate their level of competency.

Formal Assessment Term 2 Task 2/Mid-year- examination You can use this Formal Assessement Task as an examination, or if you are drawing up your own examination, learners can use this as extra practise. It should be done individually. Mark the task according to the assessment tools provided in the ‘Assessment’ section of this Teacher’s Guide.

ENGLISH TERM 2 UNIT 9 173 Unit Friends 10 Learner’s Book pages 114–122 Duration 10 hours

Overview

Lesson Time LB Activities allocation page/s (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or recount experiences or events. Term 3 Week 1 1–2 60 114 Listening and speaking: Activities 1 and 2; Comprehension: Activity 3 3–4 60 115–116 Reading and comprehension: Activities 4 and 5 5–6 60 117 Vocabulary: Activities 6, 7 and 8; Core Reader 7–8 60 118 Listening and speaking: Activities 9 and 10 9–10 60 118–119 Spelling test; Listening and speaking: Activity 11; Reading: Activity 12 Term 3 Week 2 1 30 120 Comprehension: Activity 13; Core Reader 2–3 60 120 Language structures and conventions: Activities 14 and 15 4–5 60 121 Language structures and conventions: Activities 16, 17 and 18 6–7 60 122 Writing: Activities 19 and 20 8 30 122 Reflecting on reading: Activity 21 9–10 60 122 Reflecting on reading: Activity 21

174 ENGLISH TERM 3 UNIT 10 Week 1 Lessons 1 and 2: Listening and speaking; Comprehension (page 114) Learners interpret the title and picture on a book cover and make predictions about the story. They listen actively to a letter and note relevant information. They also discuss questions and write answers.

Before the lesson Display storybooks that include letters, notes or diary entries. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 Revise the importance of pre-reading before listening to or reading texts. Remind the learners that it helps them have a better understanding of what they are about to hear or read. Encourage them to carry this over into their daily lives. For example: • When studying for a test they should skim the titles, sub-titles, pictures, etc. before beginning to learn. • If they are listening to a guest speaker, they should find out information about the person and topic before listening to them speak.

The learners then analyse and interpret the cover in their groups and discuss the questions. Gather feedback from the groups before reading the letter to them. Activity 2 Discuss the instructions. If the learners are actively involved in noting relevant information while you read, they are more likely to concentrate. Read slowly, clearly and with expression so the learners gain understanding from the tone of your voice as well as the text.

ENGLISH TERM 3 UNIT 10 175 LISTENING TEXT

PO Box 88 Cofimvaba 5380

25 January 1995

Dear Nomilo

(You thought I had forgotten that silly nickname your mother gave you because your skin is the colour of Milo, but I haven’t!)

I am writing this letter to let you know that I arrived safely at St James Public Senior Primary School in Cofimvaba. You will remember that this is a school I have been so crazy about and yet knew nothing much about, except what my grandmother told me. She said it was a girls-only school. I feel happy about it because I do not have to suffer the 13-year-old boys we suffered at St Augustine’s Primary School.

I am still trying to get used to this new school. I can’t say much at the moment but my first day was not a pleasant one.

I was so excited that morning. My gran and I waited patiently for Father Tratz, the German priest from our church, to bring us here in his car. However, excitement turned into anxiety as the time drew nearer. You know I have never been away from home except for when I had to go for those choir competitions or athletics competitions. To think that I was going to stay in Cofimvaba for months gave me butterflies.

The trip was rather long on the bumpy road to Cofimvaba. Father Tratz had told my gran not to worry about umphako as the school cooked meals for students. We only bought five juicy peaches to take with to my new school. “As long as I do not have to cook again … I am happy,” I thought.

I thought it was going to be like some hotel. Everything was going to be done for me. I only had to worry about my books. My gran had given me a serious talk about how I should make friends with my books and not get distracted by anything.

Now, here’s my unpleasant news. As soon as Father Tratz and my gran left, the school bell rang for dinnertime. We were all new on the first day. The old students were arriving the next day. We went to the dining hall. To my surprise, there was no meal offered to the students. Most of the students had brought big trunks with food inside with them. That night, I watched as they took out Kentucky Fried Chicken, Chicago Fried Chicken and Chicken Licken bags. Father Tratz had driven past those shops in Queenstown, but I hadn’t thought of stopping there to shop. My heart sank as I sat quietly at that table, hiding my little heap of five peaches with my hands. I wanted the ground to open up and swallow me.

Anyway, I survived my first day. I hope to hear from you soon. Maybe your first experience at your new boarding school in Peddie was better. I hope so, for you sake.

Your dear friend, Mimi

176 ENGLISH TERM 3 UNIT 10 When you have finished reading the letter, hold a class discussion so the learners can give feedback about the notes they made.

Answers: Activity 2 a) The letter is from imi.M b) The letter is to Nomilo. c) The writer is at St amesJ Public Senior Primary School in Comfimvaba. The person she is writing to is at a boarding school in Peddie. d) The letter was written to tell her friend about her arrival at boarding school. Activity 3 Read the letter again. The learners then divide into groups, read the questions and discuss the answers. Before they write the answers in their exercise books, discuss any questions they may have.

Answers: Activity 3 a) Nomilo’s name is Nomilo because her skin is the colour of Milo. b) Mimi is at St James Public Senior Primary School in Comfimvaba. c) She is happy. She says she is happy to get away from the 13-year- old boys at her primary school. d) Mimi has only been away from home for choir and athletics competitions. e) Umphako means food provisions. f) Mimi thought it was going to be like a hotel. g) The first night was unpleasant. h) Personal responses

Assessment Mark the comprehension. Compare their marks to previous marks and assess whether or not the learners’ comprehension skills are developing. Write relevant observations in your informal assessment journal. After the books have been handed in, or when the learners have their books back, remember to spend a few minutes discussing the answers. This is how learners learn from their mistakes.

Week 1 Lessons 3 and 4: Reading and comprehension (pages 115–116) Learners note relevant information as they read a personal letter. They also answer questions about the letter.

ENGLISH TERM 3 UNIT 10 177 Activities 4 and 5 Read and discuss the instructions. The learners then read the letter aloud with their partners. Remind them to try and read fluently and with expression. Ask them to also read the questions. Before they answer the questions in their exercise books, discuss new words and anything else they are unsure of. Remind the learners to read the questions carefully, answer in full sentences and use punctuation.

Answers: Activity 5 a) Answers will vary year to year. b) Milo wrote the letter. c) She was at Themba rimaryP School. d) They washed their clothes every Sunday. e) Mzukisi, a boy in her class, carried her bucket. f) They called him Novenkile because he sold sweets. g) She liked him because he was very nice to her and he was the only one who talked to her when she was new. h) She didn’t like it when he came from nowhere to take her bucket.

Assessment Discuss the answers. The learners swap books and mark one another’s answers. They add up the marks and each learner writes a constructive comment in their partner’s book. Tell them that a constructive comment is carefully considered and meant to be helpful. For example: • You tried hard, but did not understand the text. • You rushed your work and made many careless errors. • You wrote neatly and gave accurate answers. • You need to write full sentences when you answer questions.

Week 1 Lessons 5 and 6: Vocabulary (page 117) Learners compare words, read a description, draw a labelled picture and find synonyms in a text.

Resources Blank paper, coloured pencils Activity 6 Hold a class discussion to complete this activity. Involve as many learners in the discussion as possible. Activity 7 Read and discuss the instructions. Ask the learners to write down the keywords that describe Mzukisi and to visualise him before they draw

178 ENGLISH TERM 3 UNIT 10 their labelled picture. Get them to draw their labelled picture on the blank paper so it can be displayed on the walls of the classroom.

Assessment Look at the pictures. • Did the learners interpret the description correctly? • Do they know how to draw a labelled picture? • Can they follow instructions?

Write relevant observations in your informal assessment journal.

Activity 8 The learners scan for synonyms in the letter. Get them to write down the words, the matching synonym and an explanatory sentence in their personal dictionaries.

Answers: Activity 8 a) kind – nice b) strange – weird/funny c) frightening – scary d) everyone – everybody e) great – good Core Reader (page 61) Encourage the learners to read the poem ‘My black skin’ in their Core Reader. Homework Learners study the synonyms for a test in Lesson 9. They must be able to spell all the words and match the synonyms.

Week 1 Lessons 7 and 8: Listening and speaking (page 118) Learners listen to and talk about descriptions and write relevant information in a table. They also write statements using connecting words.

Activity 9 Hold a general class discussion to discuss how the learners communicate. Ask these questions. • Which forms of communication do you know? • Which form of communication do you prefer? Why? • Which form of communication is quicker? • Which form of communication is more effective? • Which form of communication reveals more about you?

ENGLISH TERM 3 UNIT 10 179 • Which form of communication would you use if you had something important to share with lots of people? • Which form of communication would you use if you wanted to talk about something private? • Which forms of communication do your parents use and which forms do they prefer? Why?

The learners copy the table into their exercise books. Read the text twice slowly. The learners then follow the instructions and complete the activity.

LISTENING TEXT Forms of communication It’s lovely to receive a letter – you get a nice surprise at the post box, and you can keep and treasure a letter. But it does take a long time to send and receive letters so you need to be patient! Email has made communicating much faster – but you need to have a computer, and you need to be connected to the Internet – so it’s quite expensive to set up. Once you have email though, you can send and receive mail instantly! Another method of communicating these days is on Facebook. Facebook is a social-networking site. You can send messages to your friends, and write things on their wall. They can reply instantly to you. A disadvantage of Facebook is that if you allow people access to your profile, they can see everything about you. So if you are a private person, it may not be for you! The telephone is instant, and a good way to contact people. You need to be connected to a telephone line though, which can be inconvenient. Cell phones have changed this – now you can call someone from anywhere! Cell-phone calls can be quite expensive. If you don’t want to spend the money on a cell-phone call, you can send someone an SMS – an instant message. This is much cheaper, but a bit irritating, if you are a slow typer!

When the tables are complete, hold a discussion in which learners give feedback on the advantages and disadvantages of the different forms of communication.

Answers: Activity 9

Form of Advantages Disadvantages communication Cell phone You can call someone from anywhere Expensive SMS Instant message; cheaper than a Irritating if you are a slow typer cell-phone call Email You can send and receive mail You need to have a computer, and be instantly connected to the Internet, so it’s quite expensive to set up Facebook You can send messages to your It’s not very private and if you allow friends, and write things on their wall people access to your profile, they can and they can reply instantly to you see everything about you

180 ENGLISH TERM 3 UNIT 10 Form of Advantages Disadvantages communication Telephone A good and instant way to contact You need to be connected to people a telephone line, which can be inconvenient Letters Can be a nice surprise; you can keep It takes a long time to send and and treasure a letter receive letters

Activity 10 Read and discuss the instructions and example. Get the learners to practise saying statements to their partner before they write them in their exercise books.

Week 1 Lessons 9 and 10: Spelling test; Listening and speaking; Reading (pages 118–119) Learners write a spelling test about synonyms, make a verbal timeline of events and read a letter.

Spelling test Get the learners to draw two columns in their exercise books before they write the test. Call out all the words and get them to write them in the first column. Then, call out all the synonyms in the incorrect order and get them to write these in the second column opposite the correct word.

Assessment Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Activity 11 The learners use the frame to help them make a timeline in the correct sequence.

Assessment Move around and listen to the verbal timelines. • Do the learners use connecting words accurately? • Do they sequence events in the correct order?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 3 UNIT 10 181 Activity 12 The learners read the letter silently. Explain new words before they practise reading it aloud to their partners.

Week 2 Lesson 1: Comprehension (page 120) Learners scan a text to find the answers to questions.

Activity 13 Remind the learners to scan the text in order to find information that will help them answer the questions. They write the answers in full sentences in their exercise books.

Answers: Activity 13 a) Mimi wrote the letter. b) She was at St James School. c) It took her six days to reply to her friend. d) She told Nomilo not to turn him away because he might turn out to be a good friend. e) Her grandmother warned her about choosing good friends. f) The naughty girls stole groceries. g) She liked not having to do the hard chores. h) She missed the lambs and goat kids.

Assessment Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Core Reader (page 80) Encourage the learners to read and compare these social texts in their Core Reader: • postcard • birthday card • letter • good-luck card.

Week 2 Lessons 2 and 3: Language structures and conventions (page 120) Learners complete activities about proper nouns and punctuation. They also use the simple present tense to identify universal statements.

182 ENGLISH TERM 3 UNIT 10 Activity 14 Ask the learners for examples of proper nouns. Write a few of these on the board and ask the learners to identify what is similar about them. They need to know that proper nouns start with a capital letter. They then write the paragraph in their exercise books and punctuate it.

Answers: Activity 14 Hi Nomilo I’m writing to you from St James School in Cofimvaba. Last week we went to Queenstown in Yona, our old school kombi, to buy groceries. It was fun. Everyone here speaks Xhosa. They tease me because they say my Xhosa has a lot of words from Afrikaans.

Assessment Discuss the correct punctuation. The learners mark their own work and assess it according to star-rating assessment. View the star rating and give extra support to those learners who only have one star.

Star-rating assessment

***** 0–2 wrong **** 3–5 wrong *** 6–8 wrong ** 9–11 wrong * More than 11 wrong

Activity 15 Discuss the instructions and the difference between an opinion and a universal statement. Read and discuss the statements one at a time. Give the learners time to think about whether the statement is a universal statement or an opinion before they give you feedback.

Answers: Activity 15 a) opinion b) universal statement c) opinion d) universal statement e) opinion f) universal statement g) opinion

ENGLISH TERM 3 UNIT 10 183 Week 2 Lessons 4 and 5: Language structures and conventions (page 121) Learners identify verbs in the present progressive tense and the future tense. They also learn how to spell plural words and write a paragraph using connecting words.

Before the lesson Draw this table on the board.

Present progressive tense Future tense

Activity 16 Read and discuss the instructions. Remind the learners that something in the present progressive form continues to happen now. These verbs end in ‘-ing’. For example: I am swimming. Identify an example of each type of verb and write them in the table on the board. Tell the learners to copy the table into their exercise books and complete it.

Answers: Activity 16

Present progressive tense Future tense am waiting will do are walking will happen am unpacking will get are stealing will get am going

Assessment Identify the verbs together as a class. The learners mark their work and write a comment. For example: • I can recognise different tenses. • I struggle to recognise tenses. • I do not understand verbs at all.

Activity 17 Read and discuss the words and the information. Ask the learners to learn how to spell the words using one of the spelling methods they know. When they are confident that they know the words, they test one another.

184 ENGLISH TERM 3 UNIT 10 Activity 18 Write connecting words that show cause and effect on the board. For example: ‘due to’, ‘because’, ‘therefore’, ‘so that’, ‘since’, ‘because of’, ‘but’. Ask volunteers to use the words in sentences. The learners then write the paragraph. Get them to read their paragraphs to their partners.

Week 2 Lessons 6 and 7: Writing (page 122) Learners use the writing process to help them write diary entries.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 19 Read and discuss the instructions. Discuss the assessment criteria on the rubric. It is important that the learners understand that they can use informal language and slang. Tell them to personalise the final draft of their diary entry in some way.

Assessment Use this rubric to help you assess the learners’ diary writing.

Writing: diary Exceeds Meets Does not meet Subtotal expectations expectations expectations (5–4) (3–2) (1–0) Content All content is Most content is Some content is appropriate appropriate appropriate Structure, Excellent Adequate Poor punctuation, spelling Sequence All events are Some events Few events told in the are told in the are told in the correct order correct order correct order Name: Total: /15

Homework Discuss Activity 20. The learners complete the diary for homework over the next week.

Week 2 Lesson 8: Reflecting on reading (page 122) Learners write a structured book review.

ENGLISH TERM 3 UNIT 10 185 Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 21 Talk about the following elements that make up a book review: • the title • the author • the characters • the plot (the storyline) • their opinions (their personal view of the book; likes and dislikes) • their rating.

They then write the review in their exercise books.

Assessment If you would like to assess the book review, use this rubric to help you.

Writing: 4 3 2 1 Subtotal book review Sentence Excellently Relatively Sentence Sentence structure formed well-formed structure structure sentences sentences is a little is very confusing confusing Layout Layout was Layout Layout was followed was mostly not followed followed Content Appropriate Appropriate Inappropriate and and adequate and lacking enlightening detail Name: Total: /10

Homework The learners practise presenting the review. Explain that they are not just reading what they have written. They need to turn the book review into an oral presentation. This means that they will have to present facts like the title and author using full sentences. For example: I am going to tell you about a book called, ‘Good vibrations’ which was written by Fiona Macgregor.

Week 2 Lessons 9 and 10: Reflecting on reading (page 122) Learners present their book reviews to the class.

186 ENGLISH TERM 3 UNIT 10 Assessment Listen to and observe the learners. • Are they reading independently? • Can they present a structured book review?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 3 UNIT 10 187 Unit Health 11 Learner’s Book pages 123–131 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 3 Week 3 1 30 123 Listening and speaking: Activity 1 2–3 60 123–124 Listening and speaking: Activities 2, 3 and 4 4–5 60 124–125 Reading and comprehension: Activities 5 and 6 6 30 126 Comprehension: Activity 7; Core Reader 7–8 60 126–127 Vocabulary: Activities 8, 9 and 10; Core Reader 9–10 60 127–128 Reading: Activity 11; Writing: Activity 12 Term 3 Week 4 1 30 128 Listening and speaking: Activity 13 2–3 60 128–129 Writing: Activities 14 and 15; Listening and speaking: Activity 16 4–5 60 129–130 Language structures and conventions: Activities 17, 18 and 19 6–7 60 130–131 Language structures and conventions: Activities 20, 21 and 22 8–9 60 131 Vocabulary: Activity 23 10 30 131 Reflecting on reading: Activity 24

188 ENGLISH TERM 3 UNIT 11 Week 3 Lesson 1: Listening and speaking (page 123) Learners discuss and write definitions.

Before the lesson Display informative books about health issues. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 Discuss the instructions and then divide the learners into groups to talk about and write definitions. After they have written their definitions, the groups come to the front of the class one at a time. Group members take turns to read their definitions to the class. When all the definitions have been presented, write a class definition together. The learners then write the words and the class definitions in their personal dictionaries.

Assessment Observe the learners during the group discussions. • Do they stay on the topic? • Do they share their opinions? • Do they respect and encourage group members?

Write relevant observations in your informal assessment journal.

Week 3 Lessons 2 and 3: Listening and speaking (pages 123–124) Learners look up the meanings of words and write them in their personal dictionaries. They listen to a talk and identify specific details. They also discuss an issue.

Resources Dictionaries Activity 2

Read and discuss the instructions. The learners look up the meanings of the words in their dictionaries and write them in their personal dictionaries. Write the word ‘bacterium’ on the board and explain that

ENGLISH TERM 3 UNIT 11 189 ‘bacteria’ is the plural form of ‘bacterium’. They will need to know this when looking up the word in the dictionary. Discuss the meanings.

Answers: Activity 2 • infectious – a disease that can be passed from one person to another • bacteria – microscopic organisms • malnourished – poorly fed • immune – protected from disease Activity 3 Read and discuss the instructions. Present the listening text as if it is a talk you are giving about an issue. As you read, the learners write down specific information to answer the questions.

LISTENING TEXT Tuberculosis Tuberculosis, also known as TB, is an infectious disease that mainly affects the lungs. If someone has TB, and they cough, or spit or sneeze, tiny droplets with the TB bacteria in them travel through the air. If another person breathes in those droplets, he or she can catch TB. You can catch TB, and the bacteria can live inside you without you knowing it. Many people live their whole lives without actually getting sick. The people who get sick from TB are those who live in areas where there is lots of TB – usually overcrowded, poorer areas of the world. People are also at risk if they are underweight, or malnourished. This means that they don’t have enough to eat every day. Other people at risk are those who are weaker, like young children and old people. When people are sick, their immune systems don’t work as well as they normally do. Your immune system is the system inside your body that fights diseases. When you get sick, your immune system sends out fighter cells to fight off the sickness. So people who are already sick, are also at risk of catching TB, because their bodies don’t have enough fighter cells to deal with two sicknesses at once. HIV-positive people often catch TB, because their bodies are already weak from fighting off the HIV infection. In South Africa one in three people is infected with TB. That is a huge number of people! The good news is that you can cure TB with medicine, but you have to take the medicine every day for six to nine months.

Activity 4 Hold a class discussion to complete this activity. You may like to extend the topic to include diseases other than TB. Make sure that the learners are sensitive, respectful, encouraging and supportive.

Answers: Activities 3 and 4 a) TB, also known as tuberculosis, is an infectious disease that mainly affects the lungs. b) It can be spread through coughing, sneezing and spitting. c) People who are weaker (young children and old people), underweight, malnourished and/or living in overcrowded TB areas are at risk. d) You can take medicine that will cure the TB.

190 ENGLISH TERM 3 UNIT 11 Week 3 Lessons 4 and 5: Reading and comprehension (pages 124–125) Learners read, interpret and answers questions about information texts with visuals.

Activities 5 and 6 After the learners have scanned the text to find information to answer the questions, discuss the answers. The learners then read and analyse the text, maps and photograph before they answer the questions in their exercise books.

Answers: Activity 6 a) Most TB deaths occur in Africa, Asia and South America. b) The death rate is high because of poverty, a lack of health-care facilities and high HIV-infection rates. c) South Africa has the third-highest infection rate in the world. d) About 5 000 people die of TB every day. e) (Any three) The symptoms ofTB are a bad cough for a long time, weakness and tiredness, weight loss, night sweats, chest pain, or coughing up blood. f) You need to take the medicine for six to nine months if you have TB. g) You need to keep taking the medicine, even after you start feeling better. h) Many infectious diseases are spread through coughs and sneezes.

Assessment Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Week 3 Lesson 6: Comprehension (page 126) Learners make a mind-map summary and write an informative text.

Activity 7 Read and discuss the instructions. Encourage the learners to use keywords, colour, pictures and symbols to complete their graphic summary. For example: Instead of writing the word ‘tiredness’ they put ‘ZZZZ’ to represent that they are sleeping because they are tired. When they are finished they compare their mind map to their partner’s mind map before they write their informative paragraph.

ENGLISH TERM 3 UNIT 11 191 Core Reader (page 72) Encourage the learners to read about medical instruments in the ‘Poking and prodding’ information text.

Week 3 Lessons 7 and 8: Vocabulary (pages 126–127) Learners categorise vocabulary and use gender forms.

Resources Dictionaries, newsprint, markers Activity 8 Explain the instructions and tell the learners that they must label each group of words. They complete the activity in their book. Discuss the answers.

Answers: Activity 8

Medical people Cures Symptoms of illness doctor medicine chills nurse pills fever matron rest temperature sister healthy food cough plaster sneeze syrup antibiotics

Activity 9 Read the information. The learners then look up the words in the dictionary and write the definitions. Discuss the definitions.

Answers: Activity 9 a) doctor – a person who is qualified to give others medical treatment b) nurse – someone trained to look after sick people c) dentist – a person who is trained to work on people’s teeth d) paediatrician – a doctor who has specialised in treating children e) psychiatrist – a doctor who treats people with mental illnesses f) scientist – someone who is an expert in one of the sciences Activity 10 The learners match the gender forms and write them in their exercise books. Discuss the answers.

Answers: Activity 10 a) husband – wife b) bridegroom – bride c) father-in-law – mother-in-law

192 ENGLISH TERM 3 UNIT 11 d) son – daughter e) uncle – aunt f) gentleman – lady Extension Divide the learners into groups and get them to brainstorm other professions that do not distinguish between male and female names. For example: accountant, architect, attorney, chef, and composer. They write the names on newsprint. Give them time to read their list to the rest of the class. Also do this activity with words that have a male and female form. Core Reader (page 18) Encourage the learners to read about fit women who climb mountains in ‘Mountain-climbing mamas’.

Week 3 Lessons 9 and 10: Reading and writing (pages 127–128) Learners read an information text and use the information to complete a table or diagram with labelled illustrations.

Resources

Coloured pencils or pens, magazines Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books.

Activity 11 Ask the learners to write down words they do not understand as they read the text silently. Discuss the meanings of these words before the learners divide into pairs to read the text to one another.

Assessment Walk around the class and listen to learners read. • Do they read fluently and with expression? • Do they pronounce words correctly?

Write relevant observations in your informal assessment journal.

Activity 12 Read and discuss the instructions and the criteria on the rubric so the learners know how they will be assessed. Encourage the learners to use colour to make their table or diagram more interesting and easy to understand.

ENGLISH TERM 3 UNIT 11 193 Assessment Use this rubric to help you assess the table or diagram.

Writing: 4 3 2 1 0 Subtotal table or diagram

Informative 4 3 2 1 0

Title, labels and pictures 4 3 2 1 0

Organised 4 3 2 1 0

Instructions followed 3 2 1 0

Name: Total: /15

Week 4 Lesson 1: Listening and speaking (page 128) Learners conduct a survey.

Activity 13 Read and discuss the instructions and the table. The learners need to select relevant questions, politely ask their classmates the questions and record the information in their tables.

Week 4 Lessons 2 and 3: Writing; Listening and speaking (pages 128-129) Learners draw a graph to record their findings. They also write and discuss a report about the information they collected in the survey.

Before the lesson Make a copy of the checklist for each learner or write it on the board so that the learners can copy it into their exercise books. Activities 14, 15 and 16 Read and discuss the instructions and the graph. The learners correlate the results for one of the questions in a graph and then write a report about their findings. Divide the learners into pairs. Get them to discuss their reports and graphs with their partners.

194 ENGLISH TERM 3 UNIT 11 Assessment The learners use this checklist to help them assess the graph and report.

Writing: graph Yes No Title included Axis labelled Easy to understand Matches the information gathered in the survey Writing: report Yes No Judgements are reasonable The structure is correct Name:

Week 4 Lessons 4 and 5: Language structures and conventions (pages 129–130) Learners build on their knowledge of adjectives, concord and the present progressive tense.

Activities 17 and 18 Remind the learners that adjectives are describing words that tell us more about nouns. They can appear before or after the noun. Ask the learners to identify which activity has adjectives before the noun (Activity 17) and which has adjectives after the noun (Activity 18). The learners then complete the sentences in their exercise books.

Answers: Activity 17 a) If you have a bad cough, you could have TB. b) People in poor countries get sick more often than people in rich countries. c) You need regular exercise to stay healthy. d) You should eat fresh fruit every day. e) Good health depends on fresh food, regular exercise, and good hygiene. f) I wrote a short report on healthy living.

Answers: Activity 18 a) The fruit is not rotten, it is fresh. b) He is not sick, he is well. c) I am not unfit, I am fit. d) They were not sad, they were happy. e) That girl is not fat, she is thin.

ENGLISH TERM 3 UNIT 11 195 f) Vegetables are not bad for you, they are good for you. g) We are not unhealthy, we are healthy.

CONCORD

Revise the information about concord. Get the learners to identify the verb and the subject in the sentence. Remind them that they can find the subject by asking ‘who’ or ‘what’ before the verb.

Activity 19 The learners choose the correct form of the verb and write the sentences in their exercise books.

Answers: Activity 19 a) Thereare three rules for healthy living. b) She eats too much junk food. c) My mother makes me brush my teeth twice a day. d) His friends play sport every day, but he does no exercise. e) We go to soccer practice to get fit. f) Vegetables are good for you, but I hate them!

Assessment Discuss the answers. The learners mark their own work and assess it according to two-stars-and-a-wish assessment. Read their comments so you are aware of the learners’ strengths and weaknesses in these language sections.

Week 4 Lessons 6 and 7: Language structures and conventions (pages 130–131) Learners use the present progressive and past perfect progressive tense.

Activity 20

Remind the learners that verbs ending in ‘-ing’ indicate the use of the progressive tense. They write the sentences in their exercise books. Explain that if they say ‘today’ before each sentence, it will help them write the sentences in the present tense.

Answers: Activity 20 a) We are working on our report. b) She is collecting information. c) Theyare drawing up a questionnaire. d) He is asking his classmates questions.

196 ENGLISH TERM 3 UNIT 11 e) The teacher is discussing the eports.r f) Theyare filling in the answers. g) We are drawing pictures for our report. Activity 21 The learners write the sentences in Activity 20 in the past perfect progressive tense.

PAST PERFECT PROGRESSIVE TENSE

Read and discuss the information about past perfect progressive tense.

Answers: Activity 21 a) We had been working on our report. b) She had been collecting information. c) Theyhad been drawing up a questionnaire. d) He had been asking his classmates questions. e) The teacher had been discussing the eports.r f) Theyhad been filling in the answers. g) We had been drawing pictures for our report. Activity 22 After the learners have written their sentences, get them to read them to a partner before you discuss them.

Answers: Activity 22 • He had been paddling so hard, his arms were sore. • My parents had been working in the States. • Barry had been eating his lunch, when the bell rang. • We/She had been studying the effects of taking medicine. • We/She had been studying/working when the power failed.

Week 4 Lessons 8 and 9: Vocabulary game (page 131) Learners play a vocabulary game. They write words and explanatory sentences in their personal dictionaries.

Resources Dictionary Activity 23 The learners play the game in pairs. They then write the words and explanatory sentences in their personal dictionaries. Encourage them to use a dictionary to look up the meanings of new words.

ENGLISH TERM 3 UNIT 11 197 Answers: Activity 23 a) medicine b) immune c) doctor d) symptoms e) cure f) infection Extension Explain the rules of Hangman (see ‘Introduction’). Get the learners to play the game in pairs. They identify words in the texts to use in the game. At the end of each game they read the word in context and discuss what it means.

Week 4 Lesson 10: Reflecting on reading (page 131)

Activity 24 The learners work in pairs. They tell their partners about the books they have read by summarising them in about five sentences. Get them to read extracts from the books to one another.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they summarise a text?

Write relevant observations in your informal assessment journal.

198 ENGLISH TERM 3 UNIT 11 Unit Sounds and songs 12 Learner’s Book pages 132–143 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 3 Week 5 1-2 60 132-133 Listening and speaking: Activities 1 and 2; Reading: Activity 3 3 30 134 Comprehension: Activity 4 4 30 134 Language structures and conventions: Activities 5 and 6 5 30 135-136 Reading and speaking: Activity 7; Comprehension: Activity 8 6 30 137 Vocabulary: Activities 9 and 10 7-8 30 137-139 Language structures and conventions: Activities 11, 12 and 13 9-10 60 139 Writing: Activity 14 Term 3 Week 6 1 30 139 Writing: Activity 14 2-3 60 140-141 Language structures and conventions: Activity 15, 16 and 17; Core Reader 4-5 60 141 Listening and speaking: Activities 18 and 19 6 30 142 Reading: Activity 20 and 21 7 30 143 Writing: Activity 22 8 30 143 Reflecting on reading: Activity 23 9-10 60 144-145 Formal Assessment Term 3 Task 1

ENGLISH TERM 3 UNIT 12 199 Week 5 Lessons 1 and 2: Listening and speaking; Reading (pages 132–133) Learners complete pre-reading activities and listen to and read a story.

Before the lesson Display storybooks that the learners will enjoy reading independently. Make a copy of the rubric for each group or write it on the board so that they can copy it onto paper. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 The learners discuss the sound words in their groups. Activity 2 Get the learners to make up sound words on their own. They then share them with the group. The group discusses the sound words and chooses the most descriptive ones to share with the class. Activity 3 Read the extract to the class using expression and movement to make it more interesting. Discuss the instructions and the criteria on the rubric and then divide the learners into groups of five to practise reading aloud. They then present it to the class.

Assessment Give each group a copy of this rubric. After each performance the groups discuss it and fill in a rubric.

Reading aloud: Kenny Kazoo No Somewhat Yes Yes, excellent and the Lilacs

Read expressively 0 1 2 3

Used sound effects 0 1 2 3

Used accents 0 1 2

Entertaining 0 1 2

Group: Total: /10

200 ENGLISH TERM 3 UNIT 12 Week 5 Lesson 3: Comprehension (page 134) Learners answer questions about a story.

Activity 4

The learners work independently and write the answers in their exercise books. Remind them to write full sentences and use punctuation.

Answers: Activity 4 a) Kenny is the main character in the story. b) Kenny is always moving his fingers and making a noise. c) Kenny taps on the kitchen table, pots and pans, cupboard doors and wooden floors. d) Kenny taps with pencils, spoons and chopsticks. e) The noise drives his sister crazy so she calls an emergency family meeting to complain. f) “It’s driving me crazy,” Carol complained to their parents. g) Kenny says it is a different kind of music. h) Kenny’s father offers to clean out the garden shed so it can become Kenny’s drumming studio. i) Kenny’s mother makes him promise to no longer drum in the house.

Assessment Mark the answers to assess whether or not the learners’ comprehension skills are improving. Write constructive comments.

Week 5 Lesson 4: Language structures and conventions (page 134) Learners practise using adverbs and ‘will’ and ‘shall’.

Activities 5 and 6

ADVERBS

Remind the learners that adverbs tell us more about the verb. Adverbs of frequency tell us how often something is happening. Examples of adverbs of frequency: always, sometimes, often, never, hardly ever. Adverbs of place tell us where something is happening. Examples of adverbs of place: here, there, nowhere, up, down, far, near.

Ask the learners to have a closer look at the activity and identify the sentences that have the words ‘I will’ in them. Ask them if ‘will’ is used correctly in the sentences. Then ask them to correct the sentences. (I shall).

ENGLISH TERM 3 UNIT 12 201 Answers: Activity 5 a) Kenny’s fingers were never still. b) Kenny always beat out a rhythm on things. c) Kenny’s mother asked him to promise that he would never drum in the house. d) I (always/sometimes/often/never/hardly ever) make a noise. (Answers will vary.)

Answers: Activity 6 a) “You can’t play here in the house,” she said. b) “I will clean out the shed, and you can play there.” c) “No more drumming here,” his mom said. d) “Now you have to play there in the shed.” e) “Fine,” said Kenny, I will move my drums from here to there.”

Assessment Read and discuss the correct answers for both activities. The learners mark their own work and assess it according to star- rating assessment. Give extra support and practise to those learners who have less than three stars.

Star-rating assessment ***** 9–10 correct answers **** 7–8 correct answers *** 5–6 correct answers ** 3–4 correct answers * 0–2 correct answers

Week 5 Lesson 5: Reading and speaking; Comprehension (pages 135–136) Learners retell and read a story.

Resources Coloured pens and pencils, a piece of blank paper for each learner Activity 7 Divide the learners into pairs to retell the story in the correct sequence. Both learners must retell the story. Discuss the questions as a class. Then get the learners to read the next part of the story silently. Discuss the correct pronunciation and meanings of difficult words before they read it together with their partners. Remind them to read with expression.

202 ENGLISH TERM 3 UNIT 12 Discuss: • Kenny’s view of the world (his world is full of rhythm) • Kenny’s family’s view of the world (their world is full of noise)

Assessment Observe and listen to some of the learners retell the story. • Do they sequence the events correctly? • Do they identify the characters? • Do they use tenses correctly?

Write relevant notes in your informal assessment journal.

Activity 8

Get the learners to draw on pieces of paper so that the drawings can be displayed on the classroom walls. Encourage the learners to use colour and to be creative. They will probably have to finish this for homework.

Week 5 Lesson 6: Vocabulary (page 137) Learners use a dictionary to find the meanings of abbreviations and words. They write them in their personal dictionaries.

Resources Dictionaries Activity 9 Get the class to share formal or informal abbreviations they know. Explain the following: • Abbreviations are shortened forms of words. • There are different types of abbreviations. • Acronyms are words formed from the initial letters of words. They are pronounced together to form a new word. For example: radar = radio detection and ranging. • Initialism is when a word is formed with the initial letters of words, but the letters in the word are pronounced separately. For example: SAA = South African Airways. • Truncation is when words are shortened to the first part of the word. For example: Dec. = December.

The learners then use a dictionary to look up what the abbreviations stand for and they write them in their personal dictionaries.

Answers: Activity 9 a) RSA – Republic of South Africa b) USA – United States of America

ENGLISH TERM 3 UNIT 12 203 c) UK – United Kingdom d) ANC – African National Congress e) DA – Democratic Alliance f) PTO – Please turn over g) IOU – I owe you Activity 10 Tell the learners that they can change the meaning of a word by putting a prefix before the base word. Ask the learners to give you examples of prefixes. Write them on the board and get them to think of words beginning with each prefix. Try and work out the meanings of the prefixes together.

Examples of prefixes and their meanings

Prefix Meaning Examples aero- air aerobics, aeroplane, aerosol il- im-, in-, ir-, not illegal, impossible, inexpensive, un-, dis- irregular, unimportant, dishonest mis- wrong misuse, misunderstood pre- before, in front prefix, pre-book uni- one unicycle, unicorn bi- two bicycle, binocular tri- three triangle, tricycle

Allocate a word in the list to a few learners. They look up their specific word and write down the definition. Discuss the words one at a time and work out suitable class definitions. Write the definitions on the board. The learners then copy these definitions into their personal dictionaries.

Answers: Activity 10 auto – self • autobiography – a self-written life story • autograph – a signature of oneself • automatic – works by itself

multi – many • multiracial – many races • multimillionaire – someone who has many millions of rands (or another currency)

tele – at a distance • telephone – a device used for communicating at a distance • television – a device used to receive pictures and sounds from a distance • telescope – a devise used to see objects at a distance

204 ENGLISH TERM 3 UNIT 12 Week 5 Lessons 7 and 8: Language structures and conventions (pages 137–139) Learners practise using direct and reported speech. They also use articles.

Before the lesson

Write the following sentences on the board. • kenny said I have made the most amazing instrument • please keep quiet said carol

DIRECT AND REPORTED SPEECH

Discuss the information about direct and reported speech.

Activities 11 and 12 Discuss the examples on the board. First add punctuation, and then change them into reported speech. • Kenny said, “I have made the most amazing instrument.” = Kenny said that he had made the most amazing instrument. • “Please keep quiet,” said Carol. = Carol said that he must keep quiet.

The learners then complete the activities in their exercise books.

Answers: Activity 11 a) Kenny said, “I want to make a drum.” b) Carol said, “Then I am moving out.” c) Their parents asked, “Can ew come too?” d) “That’s not very funny,” said Kenny. e) “We weren’t joking,” said his parents.

Answers: Activity 12 a) Kenny said that nobody understood him. b) Kenny’s father asked what he had said. c) Kenny said that he did not understand his music. d) His father said that he could not hear him. e) Kenny asked whether he could hear him then. f) His father told Kenny that he had only been teasing him. g) Kenny said that that was not very funny. h) Kenny’s sister said that it was funny. Activity 13 Revise the following information about articles: • ‘an’ is used before words beginning with a vowel • ‘the’ is a definite article because it refers to something specific • ‘a’ and ‘an’ are indefinite articles.

ENGLISH TERM 3 UNIT 12 205 Learners discuss and use definite (‘the’) and indefinite (‘a’, ‘an’) articles. Divide the class into three sections. Each section is allocated either ‘a’, ‘an’ or ‘the’. Each learner thinks of a sentence that includes their allocated word, and shares it with the class. Learners write and complete the sentences in their exercise books. Ask them to underline the articles in each sentence.

Answers: Activity 13 Kenny put an advertisement into the newspaper. Many people replied to the advertisement. He decided to audition the people. The first person to arrive was a girl. She played an instrument called a kazoo. Next was a boy with an electric guitar.

Assessment Discuss the answers in class and let the learners mark their own work. By doing this they are able to learn from their mistakes and reinforce the correct concepts. Once they have marked their work, they assess it using emotive assessment. Spend time explaining problem areas to those learners who need help. If they are struggling, it is best to work with them in small groups or one-on-one.

Emotive assessment

 I understand all the language.

 I understand most of the language.

 I need help.

Week 5 Lessons 9 and 10: Writing (page 139) Learners write a story according to the writing process.

Activity 14 Read the instructions, revise the writing process and discuss the criteria on the rubric in detail so the learners understand how they will be assessed. They plan and write their rough draft and then edit the rough draft taking the rubric into account. They then hand in the edited rough draft to you. Read it and make corrections and suggestions. They will only write the neat copy in the next lesson.

206 ENGLISH TERM 3 UNIT 12 Week 6 Lesson 1: Writing (page 139) Learners write the final copy of a story.

Activity 14 Discuss general observations and suggestions about the stories before the learners write the final copy of their story.

Assessment Use this rubric to assess the stories.

Writing: 10–9 8–7 6–5 4–3 2–1 story Interesting Very Interesting A fair story Content Not content original not in clear coherent story form Has a Clear Mostly clear Some Muddled No order beginning, beginning, structure parts need middle and middle and reworking end end Paragraphs All correctly Mostly Often One or two No spacing correctly spaced correct correct correct spaced Tells events Clear order Mostly clear Events jump Difficult to No order in order order a bit find order Uses All correct Mostly Some Errors make Tenses tenses and correct errors, reading mixed; no conjunctions but still difficult conjunctions correctly readable Has some Direct Some direct Made an The idea is No direct direct speech speech; attempt; there, but speech; no speech, present; punctuation some not realised punctuation with correct correctly fair punctuation punctuation punctuated correct

Week 6 Lessons 2 and 3: Language structures and conventions (pages 140–141) Learners use personal and possessive pronouns and adjectives.

Activities 15 and 16 The learners add personal and possessive pronouns to sentences and write them in their exercise books.

ENGLISH TERM 3 UNIT 12 207 Answers: Activity 15 The boy played so loudly that Kenny’s mother got cross. She showed him out the door. Then an old man played the spoons. He clicked his false teeth at the same time. One boy arrived with no instrument. He was sent home. Two girls arrived with violins. They played beautifully. “We would like you to play with us,” Kenny said. The last girl had a pennywhistle. “Let me play for you,” she said. They all clapped when she was finished.

Answers: Activity 16 a) “I play the UDI,” said Kenny. “It is mine.” b) She plays the kazoo. It is hers. c) We play the drums. The drums are ours. d) He plays the electric guitar. It is his. e) They own the instruments. The instruments are theirs. f) You play the ukelele. The ukelele is yours.

Assessment Discuss the answers in class and let the learners mark their partner’s work. Once they have marked their work, they assess it using emotive assessment. Give extra support to those learners who need help.

Emotive assessment

 I use pronouns correctly. I sometimes understand how to use pronouns  correctly. I need help as I do not understand how to use  pronouns.

Activity 17

The learners use the correct comparative adjectives to complete the sentences. Ask them to complete this activity verbally with their partners.

Answers: Activity 17 a) “That is the loudest guitar I’ve ever heard,” said his mother. b) The kazoo is smaller than the pennywhistle. c) The music got faster and faster. d) The drum kit is big, but the UDI is even bigger! e) She is the prettiest girl in the band. f) Kenny goes red when she looks at him.

208 ENGLISH TERM 3 UNIT 12 Core Reader (page 22) Encourage the learners to read ‘The Musicians of Bremen’ in their Core Reader.

Week 6 Lessons 4 and 5: Listening and speaking (page 141) Learners listen to a song, answer questions and perform a song.

Resources Find a local song to play to the learners. Alternatively you can sing to them. Activities 18 and 19 Play or sing the song to the class. Hold a class discussion to discuss the questions. The learners then practise singing the song in their groups. They present it to the class.

Week 6 Lesson 6: Reading (page 142) Learners discuss pre-reading questions, read a poem and answer questions.

Activities 20 and 21 Discuss the questions before reading the poem. Ask the learners to give reasons for their answers. Read the poem to the class using lots of expression and rhythm and use a light-hearted tone. Discuss alliteration. The learners must understand that alliteration is the repetition of consonants at the beginning of words. Ask them to find one example in the poem (e.g. ‘Payton plays piano’. They then make up their own example of alliteration to share with the class. The learners read the poem again and answer the questions verbally with a partner.

Answers: Activity 21 a) (Answers may vary.) The poem is funny because the musicians are all doing funny things. b) There are four verses. c) The end of the second and fourth lines rhyme in each erse.v d) (Any six) Benjamin plays bass, Sarah sings while sucking, Payton plays piano, Brayden bangs on buckets, Nathan’s nose, Bailey sits on bagpipes, sounding like a screaming, e) Bailey’s playing is compared to a screaming cat. f) Personal response

ENGLISH TERM 3 UNIT 12 209 Week 6 Lesson 7: Writing (page 143) Learners write fun poems which include rhyme and a comparison.

Activity 22 Read the instructions and the poems. Discuss the comparison and rhyme. Tell the learners to include a comparison and rhyme in their poem. They read their poems to the class when they have written them.

Week 6 Lesson 8: Reflecting on reading (page 143) Learners reflect on their reading.

Activity 23 The learners work in pairs. They tell their partners about the books they have read and relate them to their own lives. Get them to read extracts from the books to one another.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they relate a text to their own life?

Write relevant observations in your informal assessment journal.

Week 6 Lessons 9 and 10: Formal Assessment Task (pages 144–145) Learners complete a Formal Assessment Task independently to evaluate their level of competency.

Formal Assessment Term 3 Task 1 The memorandum for this task can be found in the ‘Assessment’ section of this Teacher’s Guide.

210 ENGLISH TERM 3 UNIT 12 Unit Food 13 Learner’s Book pages 146–155 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 3 Week 7 1–2 60 146–147 Listening and speaking: Activities 1, 2 and 3; Core Reader 3–4 60 148–149 Reading: Activity 4; Comprehension: Activity 5 5–6 60 149 Comprehension: Activity 6 7 30 150–151 Reading: Activities 7 and 8 8–9 60 151 Language structures and conventions: Activities 9 and 10 10 30 152 Language structures and conventions: Activity 11; Writing: Activity 12 Term 3 Week 8 1–2 60 152 Writing: Activity 12 3 30 153 Writing: Activity 13 4–5 60 153 Writing: Activity 14; Core Reader 6–7 60 154 Language structures and conventions: Activities 15 and 16 8–9 60 155 Vocabulary: Activities 17, 18 and 19 10 30 155 Spelling test; Reflecting on reading: Activity 20

ENGLISH TERM 3 UNIT 13 211 Week 7 Lessons 1 and 2: Listening and speaking (pages 146-147) Learners listen to and follow instructions. They also play a game.

Before the lesson Collect (or ask the learners to bring) a yoghurt cup, soil and seeds (preferably tomato or another vegetable) for each learner. Display books with procedural and information texts. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 Discuss the pre-listening questions. Hand out the equipment. Read the listening text to the class. Read slowly, clearly and in an informative tone. Stop after each step so the learners can carry out each of the instructions.

LISTENING TEXT How to plant a seed 1. Fill your pot with soil. 2. Make a hole in the soil with your finger. 3. Place the seed in the hole. 4. Cover the seed and water the soil until it is just damp.

Activity 2

COMMAND FORM

Discuss the information about the command form of the verb.

Read the listening text again before the learners discuss the answers in pairs. They then write the instructions in point form. Get them to compare their instructions with their partner’s instructions. Activity 3 Divide the learners into groups to read, interpret and follow the instructions.

212 ENGLISH TERM 3 UNIT 13 Assessment Walk around and observe the learners playing the game. • Can they follow instructions? • Do they give others a chance to speak?

Write relevant observations in your informal assessment journal.

Core Reader (page 27) Encourage the learners to read about someone whose job it is to grow plants in ‘Plant people’.

Week 7 Lessons 3 and 4: Reading and comprehension (pages 148–149) Learners answer pre-reading questions and read and answer questions about procedural texts. They also make mind maps.

Resources Newsprint and markers for the mind map Activity 4 The learners skim the texts ‘Home-made tomato sauce’ (page 148) and ‘Growing tomatoes’ (page 149) to identify the types of texts. The first text is a recipe and the second is an extract from an agricultural textbook. Read the texts to the learners. Discuss the different formats. Ask the learners why they think recipes have a set format. Activity 5 Divide the class into groups. Encourage them to read the texts again before interpreting the instructions and answering the questions. Tell them to do their mind maps on the newsprint. Their mind maps must be large enough for the class to read at a distance. Give every group time to report back. Encourage every group member to say something. They display their mind maps and explain them to the class.

Answers: Activity 5 a) I know it is a recipe because of the title and it lists ingredients and instructions. b) A recipe lists the ingredients before the instructions. The steps of the instructions are numbered. c) The ingredients are: onion, tomatoes, oil, salt, pepper, oregano and thyme. d) The instructional erbsv are: heat, chop, cook, stir, add, remove, leave, place (placing).

ENGLISH TERM 3 UNIT 13 213 e) Chop the onions and tomatoes finely. f) The second text comes from an agricultural textbook. g) (Answers may vary.) It is not as easy to read, as the steps are not listed. h) The mind maps will differ, but the three main steps are: planting, caring, harvesting.

Assessment Move between groups and observe the learners. • Do they partake in the discussion? • Do they give their group members a chance to speak?

Write relevant observations in your informal assessment journal.

Week 7 Lessons 5 and 6: Comprehension (page 149) Learners follow and carry out instructions.

Before the lesson Decide whether the lesson is going to be a demonstration or a lesson in which the learners participate. It is preferable for all the learners to be involved in the lesson. Bring the ingredients and utensils to school. Activity 6 Divide the learners into groups to follow the recipe and make their own tomato sauce. Alternatively, demonstrate how to make the sauce. Involve learners in the process by inviting them to read the steps, chop onions and tomatoes, fry the onions, etc.

Week 7 Lesson 7: Reading (pages 150–151) Learners scan a contents page and ask and answer questions.

Activities 7 and 8 The learners work in pairs to complete these activities.

214 ENGLISH TERM 3 UNIT 13 Assessment At the end of Activity 8, get the learners to assess themselves using thumbs assessment. Ask them, “Did you ask good questions?” The learners respond by putting their thumb up (yes), sideways (alright) or down (not good). Then ask, “Were you good at answering questions?” They once again respond by using their thumb. Take note of learners who think they are struggling. In future, make sure they are paired with someone who can support and help them.

Week 7 Lessons 8 and 9: Language structures and conventions (page 151) Learners learn more about and use the passive voice.

PASSIVE VOICE

Read and discuss the information about the passive voice.

Activity 9 Get the learners to work in pairs to find the passive sentences.

Answers: Activity 9 • Tomatoes are grown in summer. • Seeds are planted in seed trays, in early spring. • After three to five weeks, the seedlings are ready to be transplanted. • They are planted in the ground, about a metre apart. • The seedlings need to be watered every day when they are young. • Later they only need to be watered twice a week. • They should be tied to a stake to give them support. • The plants need to be sprayed often and diseased leaves need to be removed. • Tomatoes are harvested eight weeks after planting. Activity 10 Do the first few sentences together so the learners become familiar with the pattern of swapping the sentence around and beginning with the object. They then write them into their exercise books. Discuss the answers.

Answers: Activity 10 a) Vegetables are planted by people. b) Plants are sprayed by the gardeners.

ENGLISH TERM 3 UNIT 13 215 c) Beans are grown by farmers in summer. d) Potatoes are harvested by the workers. e) Sugar is added to the mixture by the chef. f) The ingredients to make the sauce are bought by the shoppers. g) The recipes are written into the book by the writers. h) The food is eaten by the people.

Week 7 Lesson 10: Language structures and conventions; Writing (page 152) Learners use the present perfect tense to describe a procedure.

Activity 11 Before the learners complete this activity, remind them that the present perfect tense describes an action that has finished in the present.

Answers: Activity 11 After I have heated the oil, I will chop the onions. After I have chopped the onions, I will add them to the pan. After I have added them to the pan, I will cook them gently. After I have cooked the onions gently, I will chop the tomatoes. After I have chopped the tomatoes, I will add them to the onions. After I have added the onions to the tomatoes, I will stir the mixture. After I have stirred the mixture, I will add salt, pepper and herbs. After I have added the salt, pepper and herbs, I will cook the mixture until it bubbles. After I have cooked the mixture until it bubbles, I will remove it from the heat. After I have removed it from the heat, I will place it in a container. Activity 12 Introduce this lesson so the learners can do research for homework. Make sure that the learners understand that an information text is factual. Homework Learners do research for the information text they are going to write. They only gather information so they can write the text in the next lesson. They do not write it at home.

Week 8 Lessons 1 and 2: Writing (page 152) Learners follow the writing process and write an information text.

216 ENGLISH TERM 3 UNIT 13 Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Write this editing checklist on the board.

EDITING CHECKLIST

• Have you used formal language? • Have you written three paragraphs? • Is your information organised logically? • Does each paragraph have a topic sentence and supporting sentences? • Have you used the passive voice and present perfect tense?

Activity 12 Discuss the tips in detail and revise the writing process. Also discuss the editing checklist on the board. Tell the learners that it is important for the next lesson that their topic sentences are easily identifiable in each paragraph. After they have completed their rough draft, they refer to the checklist and edit their writing before writing a final copy.

Assessment Use this rubric to help you assess the information text.

Writing: instructions 3 2 1 Subtotal

Content Interesting Average Dull

Easy to Can be Topic sentences Not evident identify identified Organisation of Logically Relatively Muddled supporting sentences organised logical Evident, but Use of the passive voice Good needs more Not evident practise Evident, but Use of the present Good needs more Not evident perfect tense practise Name: Total: /15

Week 8 Lesson 3: Writing (page 153) Learners make a mind map.

ENGLISH TERM 3 UNIT 13 217 Before the lesson Copy these assessment criteria on the board. • Identified the three main points • Information is neatly organised • Arrows or lines were used to connect points. • Appropriate symbols and pictures were used. Activity 13 Read the instructions. Discuss the assessment criteria on the board. The learners make a mind map of their partner’s summary. Encourage the learners to use colour, symbols and pictures to make their mind map more interesting.

Assessment The learner who wrote the information text assesses the mind map according to the criteria on the board. They award a star for each point that has been successfully implemented.

Week 8 Lessons 4 and 5: Writing (page 153) Learners interpret visuals and write contents pages.

Before the lesson Gather books that have contents pages.

Activity 14 Discuss contents pages. Show the learners a variety of contents pages. Discuss where the contents pages are found and what their purpose is. Get the learners to work in pairs to discuss, plan and write the contents pages. When they have finished, they join another pair of learners and compare what they have written.

Assessment Observe the learners while they work in their pairs. • Are they actively involved in the discussion? • Do they help and support their partner?

Write relevant observations in your informal assessment journal.

Core Reader (page 74) Encourage the learners to read about growing their own food in the information text ‘Make a garden’.

218 ENGLISH TERM 3 UNIT 13 Week 8 Lessons 6 and 7: Language structures and conventions (page 154) Learners use adjectives and the possessive form of the noun.

Activity 15 The learners should understand how to use adjectives by now so let them read the instructions and complete the activity independently. Discuss the answers together.

Answers: Activity 15 Add the chopped onions to the metal frying pan. Stir with a wooden spoon. Now add the minced meat. Take some green herbs. Sprinkle them over the tasty mixture. Stir well. Add the fresh vegetables. Cook on a low heat for half an hour. Serve your delicious meal to the whole family.

SHOWING POSSESSION

Read and discuss the information about nouns showing possession.

Activity 16 Complete two phrases (one singular and one plural) together on the board. They then follow the same pattern and complete the phrases independently.

Answers: Activity 16 a) My mother’s cookbook g) The pot’s soil b) The chef’s spoon h) The book’s instructions c) The farmers’ harvest i) The chefs’ aprons d) The writer’s ideas j) My sister’s spoons e) The recipe’s ingredients k) My grandmother’s recipes f) The sellers’ egetablesv l) The plant’s leaves

Assessment Mark the activity. • Do the learners understand how to use the possessive form of the noun correctly?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 3 UNIT 13 219 Week 8 Lessons 8 and 9: Vocabulary (page 155) Learners play a word game with verbs. They also use and learn how to spell confusing words.

Activity 17 Divide the learners into groups to play this word game in which they practise using verbs. Revise the rules for group work (see ‘Introduction’). Activity 18 Ask the learners to look up the meanings and write the words and the meanings in their personal dictionaries. Discuss the meanings. Activity 19 The learners write their lists in their exercise books. When the lists are finished, hold a class discussion to identify the longest list, strangest fruit and least known vegetable. Get the learners to think of other interesting categories to identify. For example: the longest fruit or the roundest vegetable. Homework The learners learn how to spell the words. They will also need to know the meanings of the words.

Week 8 Lesson 10: Spelling test; Reflecting on reading (page 155) Learners write a spelling test and reflect on their reading.

Spelling test Dictate simple sentences for the learners to write so you are able to assess whether or not they understand the meanings of the words. For example: • I milk the cow in the dairy. • I write in my diary. • I practise my cooking. • I went to the doctor’s practice. • The awful weather stopped play. • I do not know whether I should go. • I passed the test. • I walked past the shop. • Be quiet so you do not disturb anyone. • I am quite a good cook. • Stay close to me or I will lose you in the crowd. • If the shorts are too loose they will fall down.

220 ENGLISH TERM 3 UNIT 13 Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal. Activity 20 The learners work in pairs. They discuss the main ideas of the book and the content and index pages.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they identify the main ideas in a text? • Can they describe features of texts?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 3 UNIT 13 221 Unit Playing a part 14 Learner’s Book pages 156–166 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 3 Week 9 1–2 60 156–157 Listening and speaking: Activity 1; Reading: Activity 2; Comprehension: Activity 3 3–4 60 158 Listening and speaking: Activities 4 and 5 5 30 158 Language structures and conventions: Activities 6, 7 and 8 6–7 60 159 Writing: Activity 9 8 30 159 Spelling: Activity 10 9–10 60 160–162 Reading: Activity 11; Speaking and writing: Activity 12 Term 3 Week 10 1–2 60 162 Language structures and conventions: Activities 13 and 14 3–4 60 162–163 Language structures and conventions: Activities 15, 16 and 17 5–6 60 164–165 Listening and writing: Activities 18, 19 and 20 7 30 166 Spelling test; Vocabulary: Activity 21; Core Reader 8 30 166 Reflecting on reading: Activity 22 9–10 60 167–168 Formal Assessment Term 3 Task 2

222 ENGLISH TERM 3 UNIT 14 Week 9 Lessons 1 and 2: Listening and speaking; Reading; Comprehension (pages 156–157) Learners complete pre-reading activities and then read and answer questions about a play.

Before the lesson Display plays and fables that the learners may enjoy reading. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 The learners read the instructions and follow them independently before you hold a class discussion to talk about the answers. Discuss plays. Find out if the learners have seen or participated in a play. Ask them to share their experiences. Talk about the format of a play.

Answers: Activity 1 a) The characters are anjuzaM and an old woman. b) Manjuza dances and sings at weddings. She is in her house and her husband is away hunting. Activity 2 After the learners have read the play silently, discuss the meanings and pronunciation of difficult words before they read it aloud with their partners. Encourage them to read using the correct pronunciation, pacing and expression. Activity 3 The learners write the answers in full sentences in their exercise books. Remind them to use capital letters at the beginning of their sentences and full stops at the end.

Answers: Activity 3 a) Manjuza was making beer for her husband. b) The old woman wanted Manjuza to sing and dance at her granddaughter’s wedding. c) The old woman was angry because anjuzaM had another wedding arrangement on the same day so she could not help her. d) The old woman said that Manjuza’s husband would turn into an ugly, revolting monster. e) Manjuza was sad because she sang and danced at weddings to see happiness and now it had caused unhappiness.

ENGLISH TERM 3 UNIT 14 223 Assessment Mark the answers to assess whether or not the learners’ comprehension skills are improving. Write constructive comments in their exercise books.

Week 9 Lessons 3 and 4: Listening and speaking (page 158) Learners hold a conversation about a familiar topic and perform a simple play.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 4 The learners work in pairs to discuss the questions before you discuss the answers as a class. Answers: Activity 4 a) ‘To break your promise’ means that you do not do as you said you would. b) The old woman spat at Manjuza’s feet because she was in a rage about not getting her own way. c) Accept any logical answer. d) Accept any logical answer. Activity 5 Discuss the first point in depth before the learners perform the play as this will enable them to act out the play more convincingly. If possible, give the learners time to practise the play before they present it to the class or a group.

Answer: Activity 5 Words that tell them how to act: angrily; furiously; she spits at Manjuza’s feet and turns away in a rage; Manjuza sits down. She looks tired and sad; speaking to herself.

224 ENGLISH TERM 3 UNIT 14 Assessment Either you or the group members use this rubric to assess the learners.

Speaking: performs 5 4 3 2 1 a play Strong Moderately Average Moderately Weak strong weak Voice – expression, volume Gestures Pronunciation Name: Total: /15

Week 9 Lesson 5: Language structures and conventions (page 158) Learners use adjectives and adverbs.

ADJECTIVES

Discuss the information about adjectives. Get the learners to give examples, similar to the one given, in which the adjective relates to where it is from.

Activities 6 and 7 The learners complete these activities in their exercise books.

Answers: Activity 6 a) ‘The snake with seven heads’ is an African play. b) My sister does Indian dancing. c) I went to watch an Italian opera. d) He has an American accent. e) We eat Chinese food with chopsticks.

Answers: Activity 7 Manjuza’s husband was on a hunting trip. The old woman cursed him. She said he would turn into an ugly, revolting monster. Manjuza was sad. She danced because she wanted to see happy faces.

ENGLISH TERM 3 UNIT 14 225 Assessment Discuss the answers in class and let the learners mark their own work. They assess it using two-stars-and-a-wish assessment. Read their comments so you are aware of the learners’ strengths and weaknesses.

Two-stars-and-a-wish assessment

¶ I can set out my work neatly. ¶ I know how to use adjectives correctly.

I wish I understood the sentences better.

Activity 8 Remind the learners that adverbs tell us more about the verb and often end with the letters ‘-ly’. The learners take turns to complete this activity verbally with their partners.

Week 9 Lessons 6 and 7: Writing (page 159) Learners write a short play script.

Activity 9 Revise brainstorming (see ‘Introduction’) and dialogue writing.

DIALOGUE WRITING

Dialogue is a writing form used for conversations between people. The speaker’s name and a colon are written down on the left of the page. Extra details, such as how something is said or what noise is playing in the background, is written in brackets.

Talk about the instructions and make sure that the learners know how to complete the activity. Read the scene to the class and discuss the pronunciation and meaning of difficult words. Discuss how they think the children felt and reacted when they saw the monster that was their father. Ask the learners how the story made them feel. Divide the learners into groups of five. When they have completed the activity, they read their dialogues to the class. Each group member plays a different character. Encourage them to read with expression and using the correct pronunciation, pace and volume.

226 ENGLISH TERM 3 UNIT 14 Assessment The groups are assessed by the rest of the class according to thumbs assessment.

Thumbs assessment

 The dialogue describes the scene. 

The dialogue partly describes the scene.

 The dialogue does not describe the scene.

Week 9 Lesson 8: Spelling (Page 159) Learners learn to spell words.

Resources Magazines, scissors, glue Activity 10 Discuss the activity and then get the learners to find pictures in magazines to match each word family. They paste the pictures into their exercise books and write the matching words around each picture. Homework The learners learn how to spell the words for a test in Week 10, Lesson 7.

Week 9 Lessons 9 and 10: Reading; Speaking and writing (pages 160-162) Learners read a play, make predictions and write a short play script.

Activity 11 Learners first read the scenes silently and then they read them in groups. Encourage them to add expression to the character’s voice. They should divide out the parts and take a moment to read over their words before beginning the reading activity.

ENGLISH TERM 3 UNIT 14 227 Activity 12 The learners discuss what has already happened. They then plan the next scene and write it down. Extension Each group presents their scene to the class. Let the learners vote for winners in some of the following categories. A group may not be awarded more than two awards and each group must get at least one award. Add more categories if you need them. • Most exciting scene • Funniest scene • Scariest scene • Most believable scene • Most talented acting group • Most enthusiastic acting group • Most dedicated acting group • Most disorganised acting group • Most organised acting group • The group that tried the hardest

Week 10 Lessons 1 and 2: Language structures and conventions (page 162) Learners use direct speech.

DIRECT SPEECH

Read and discuss the information about direct speech. Revise how to set out direct speech, paying special attention to the punctuation.

Activities 13 and 14 Discuss the examples before the learners complete these activities in their exercise books. When they have finished, get them to compare their sentences to their partners’ sentences. They discuss differences in their sentences and edit them.

Answers: Activity 13 a) The second snake head said, “What do they want?” b) The third snake head said, “They ear staring at us.” c) The fourth snake head said, “I think they want to see our heads.” d) The fifth snake head said, “Why don’t they come closer?” e) The sixth snake head said, “I think they are scared of being bitten.” f) The seventh snake head said, “Can’t they be bitten where they stand?”

228 ENGLISH TERM 3 UNIT 14 Answers: Activity 14 a) Village Man 1 said, “Get a gun and shoot the snake.” b) Village Man 2 said, “You are crazy to try and shoot the snake.” c) Village Man 3 said, “The snake has seven heads.” d) Village Man 4 said, “Yes, I noticed that.” e) Manjuza said, “You are all talking nonsense. It is time that you do something.”

Assessment Mark the sentences. • Can the learners use direct speech correctly?

Write relevant observations in your informal assessment journal. Work one-on-one or in small groups with those learners who need extra support.

Week 10 Lessons 3 and 4: Language structures and conventions (pages 162–163) Learners use direct speech and determiners and ask meaningful questions.

Activity 15 Use an example from one of the groups’ dialogues and show the class how to change it into direct speech. Write the example on the board so they can refer to it as they work with their partner. Activity 16

QUESTIONS

Read and discuss the information about questions. If learners are to complete comprehension exercises effectively, they need to fully understand the meanings of the question words. Discuss the question words and what type of responses they request. Also relate them to words used in their home language. • What – requests information • How – requests an explanation • Why – requests a reason • Where – requests a place • Which – requests identification • When – requests information about time or at what point something happened • Do/did/does – requests a ‘yes’ or ‘no’ response

ENGLISH TERM 3 UNIT 14 229 The learners then complete the questions and write them in their exercise books.

Answers: Activity 16 a) What did you see? b) Where did Manjuza hide the snake? c) When will the children’s father come home? d) What will the villagers do? e) Do you know this game? f) Did they visit the village yesterday? g) Does she always sing at weddings? h) Where is that monster with seven heads? i) Why did they want to kill the snake?

Assessment Read and discuss the correct answers. The learners mark their own work and assess it according to emotive assessment. Give extra support to those learners who identify that they need help.

Emotive assessment

 I understand how to use all question words.  I understand how to use some question words.

 I need help.

Activity 17 The learners work independently to complete the sentences with the correct determiners.

Answers: Activity 17 There were seven snake heads. The four village men were scared of the snake. The one village man said it was a monster. Village man number four said they should discuss the problem in a meeting. All four of them agreed.

Week 10 Lessons 5 and 6: Listening and writing (pages 164–165) Learners read a fable, listen to and speak about fables and write a dialogue using the writing process.

230 ENGLISH TERM 3 UNIT 14 Activity 18 Discuss fables. Tell the learners that a fable is a short story that teaches about behaviour and often has animals as the characters. Read the fable to the class. As you read, get the learners to write down words they do not understand. Discuss the difficult words and their meanings, the story, characters, setting, action and the lesson before the learners read the fable again. Activity 19 The learners listen to and share fables. To encourage involvement in the discussion, allow the learners to use their home language. Activity 20 Revise the writing process and how to write a dialogue. In pairs, learners write a dialogue. They plan and do the first draft and editing together, but they copy the final draft into their own exercise books. Extension Learners practise acting out their dialogue and then they present it to the class. Homework Remind the learners to revise the spelling words for the spelling test in the next lesson.

Week 10 Lesson 7: Spelling test; Vocabulary (page 166) Learners write a spelling test and write sentences using homonyms.

Spelling test Call out the words and get the learners to write them. Mark the tests and identify whether or not the learners are learning for the spelling tests. Write relevant notes in your informal assessment journal. Activity 21 Read the information about homonyms. Ask the learners to write examples of homonyms on the board. Discuss the meanings of the homonyms in the activity and get the learners to practise using the words in sentences. Homework Discuss Activity 22. The learners prepare their book report for the ‘Reflecting on reading’ lesson.

ENGLISH TERM 3 UNIT 14 231 Core Reader (pages 38 and 47) Encourage the learners to read the following plays in their Core Reader: • ‘The bully ate my polony’ • ‘Lanky Len’.

Week 10 Lesson 8: Reflecting on reading (page 166) Learners present their book review to the class.

Activity 22 Remind the learners to speak clearly and at the appropriate pace and volume. Encourage learners to read some of the books that are reviewed. If your class is too large and time is limited, the learners can present their book reviews in groups.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they do a short oral book review? • Can they express an opinion?

Write relevant observations in your informal assessment journal.

Week 10 Lessons 9 and 10: Formal Assessment Task (pages 167–168) Learners complete a Formal Assessment Task independently to evaluate their level of competency.

Formal Assessment Term 3 Task 2 The memorandum for this task can be found in the ‘Assessment’ section of this Teacher’s Guide.

232 ENGLISH TERM 3 UNIT 14 Unit Space 15 Learner’s Book pages 169–181 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 4 Week 1 1 30 169–170 Listening and speaking: Activities 1 and 2 2–3 60 170–172 Reading and comprehension: Activities 3, 4 and 5 4–5 60 172–173 Vocabulary: Activity 6; Language structures and conventions: Activities 7 and 8 6–7 60 174–175 Listening and speaking: Activities 9 and 10 8 30 176 Writing: Activity 11 9–10 60 176 Listening and speaking: Activity 12 Term 4 Week 2 1 30 177 Vocabulary: Activities 13 and 14; Language structures and conventions: Activities 15, 16 and 17 2–3 60 178–179 Reading: Activity 18; Language structures and conventions: Activity 19; Core Reader 4–5 60 180 Writing: Activity 20 6–7 60 181 Listening and speaking: Activity 21 8–9 60 181 Listening and speaking: Activity 22 10 30 181 Reflecting on reading: Activity 23

ENGLISH TERM 4 UNIT 15 233 Week 1 Lesson 1: Listening and speaking (pages 169–170) Learners have a pre-reading discussion about setting, characters, their personal opinions and predictions. They answer more complex questions and discuss ethical, social and critical issues.

Before the lesson Display storybooks that the learners will enjoy reading independently. Write the following glossary card and display it. Keep it for future years.

GENRES

Horror stories: these stories evoke strong feelings of fear, shock and disgust Chicklit: books for women (‘literature for chicks’) Travel guides: facts and helpful advice about places you can visit Autobiography: an account of someone’s life written by the actual person Instruction manuals: tell you how to do or make something Mysteries: stories which include puzzling events Science-fiction: stories about the future

Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activities 1 and 2 Divide the learners into groups. Encourage them to have an in-depth discussion about the questions and issues raised in the pre-reading activities. This will help them have a greater understanding of the text when they read it. Tell them to refer to the glossary on display and the information in their Learner’s Book to help them understand the different genres. Hold a class discussion in which the learners give feedback about their discussion. Encourage as many learners as possible to add to the discussion.

Answers: Activities 1 and 2 There are no right or wrong answers for these activities as they aim to make the learners use their imagination and make predictions. However, they may like to know the actual genre of each book. • Guitar: instruction manual • Prada Princess: chicklit • My family and other animals: autobiography • Surfing South Africa: travel guide • Unbearable: horror • The Da Vinci Code: mystery

234 ENGLISH TERM 4 UNIT 15 Assessment Observe and listen to some of the learners during the discussion. • Are they able to answer more complex questions? • Do they use insight to discuss issues?

Write relevant notes in your informal assessment journal.

Extension The learners choose a genre and design a book cover that depicts the genre.

Week 1 Lessons 2 and 3: Reading and comprehension (pages 170–172) Learners read, listen to and answer questions about a story.

Activity 3 The learners read the extract and write down new words. Discuss the story and the meanings of the new words. Practise pronouncing difficult words. Now that the learners have a better understanding of the extract, read it to them. Make it more interesting by adding expression as you read. Activity 4 Remind the learners to answer in full sentences and to check that they have used punctuation correctly.

Answers: Activity 4 a) Jed delivered laundry into clients’ delivery chutes. b) Jed had to wear heated skins because they gave out heat and kept him warm. c) Droomer is the driver of the delivery van. d) Jed is unhappy because he is wet and his job is not what he expected. e) The Cosmic Laundry asketB is a laundry-delivery company in space.

Assessment Mark the answers to assess whether or not their comprehension skills are improving. Write constructive comments in their exercise books.

ENGLISH TERM 4 UNIT 15 235 Activity 5 Discuss the information on the genre glossary card. Give the learners time to talk about the questions in small groups before you discuss them in class.

Answers: Activity 5 a) This story is science-fiction. b) The story is set in space in the future. c) Droomer is positive and encouraging. Jed is negative and grumpy.

Week 1 Lessons 4 and 5: Vocabulary; Language structures and conventions (pages 172–173) Learners talk about vocabulary in context and use the past progressive and past perfect progressive tenses.

Activity 6 Learners write down the words and their made-up definitions. When they have done this, ask them to share some of them with the rest of the class.

PAST PROGRESSIVE TENSE

Read and discuss the information about the past progressive tense. Draw their attention to the indicators of the past progressive tense (‘was’, ‘were’ and ‘-ing’).

Get the learners to practise changing sentences into the past progressive tense. For example: • I drove all day. = I was driving all day. • I sang sweetly. = I was singing sweetly. • They laughed at the joke. = They were laughing at the joke. • He waited at the bus stop. = He was waiting at the bus stop. • I camped outdoors. = I was camping outdoors. • We watched the soccer game. = We were watching the soccer game. • She played the piano. = She was playing the piano. • I beat the drums. = I was beating the drums. • I used the pen. = I was using the pen.

Ask the learners to think of more sentences and get the class to change them into the past progressive tense.

PAST PERFECT PROGRESSIVE TENSE

Read and discuss the information about the past perfect progressive tense. Draw their attention to the indicator of the past perfect progressive tense (‘had been’).

236 ENGLISH TERM 4 UNIT 15 Get the learners to practise changing sentences into the past perfect progressive tense. For example: • I drove all day. = I had been driving all day. • I sang sweetly. = I had been singing sweetly. • They laughed at the joke. = They had been laughing at the joke. • He waited at the bus stop. = He had been waiting at the bus stop. • I camped outdoors. = I had been camping outdoors. • We watched the soccer game. = We had been watching the soccer game. • She played the piano. = She had been playing the piano. • I beat the drums. = I had been beating the drums. • I used the pen. = I had been using the pen. Activity 7 Revise when to use ‘was’ (singular subject e.g. ‘I’, ’he’, ‘Droomer’) and when to use ‘were’ (plural subject e.g. ‘they’, ’we’) before the learners complete the activity in their exercise books.

Answers: Activity 7 a) He was putting the laundry in the delivery chute. b) Jed was feeling miserable. c) Theywe re travelling in a tunnel. d) We had been waiting for hours! e) It had been raining for hours by the time we arrived. Activity 8 Discuss the instructions. Ask the learners to underline the verbs and then write PPP (past perfect progressive tense) or PP (past progressive tense) above each verb.

Answers: Activity 8 (PPP) a) He had been steaming like a wet fish for most of the day, but now (PP) he was drying off. (PPP) (PP) b) The traffic had been holding them, up but soon they were zipping through the tunnel. (PP) c) She was looking out the window at the rain, when she realised the (PPP) phone had been ringing for ages. (PP) (PPP) d) Theywer e talking about food, as they had been eating their lunch.

ENGLISH TERM 4 UNIT 15 237 Assessment Learners mark one another’s work. They give a mark for each correctly underlined verb in both activities and an extra mark if they have correctly identified if the verb is past perfect progressive tense or past progressive tense. They then assess it according to temperature-gauge assessment. Give extra support to those learners who have cool and cold results.

Week 1 Lessons 6 and 7: Listening and speaking (pages 174–175) Learners listen to a story, discuss the sequence of events, answer questions, express and explain their own opinions and discuss the role that visual images play.

Activity 9 There are quite a few challenging words in this extract so first read it to the learners while they write down the words they do not understand. Discuss the extract and the meanings of the new words and then let the learners read it with their partners. Activity 10 Hold a class discussion to summarise the story in the correct sequence and answer the questions.

Answers: Activity 10 a) The story takes place in 2195. b) Nature is important to Jed’s mom. Inter- and intra-galactic travel is important to Jed. They have different views of the world because they grew up in different times. c) The City Mothers are probably the people who make decisions about the city like our city counsellors do today. d) Answers will vary. e) ‘Up’ refers to going up into space. (Answers will vary for the second part of the question.) f) Answers will vary.

Assessment Observe and listen to the learners sequencing and responses. • Can they summarise a story in the correct sequence? • Can they express and explain their opinions?

Write relevant observations in your informal assessment journal.

238 ENGLISH TERM 4 UNIT 15 Week 1 Lesson 8: Writing (page 176) Learners hold a discussion and use a frame to help them plan a story.

Activity 11 Get the learners to discuss the questions in detail before they complete the planning frame as this will help them plan a more imaginative story.

Week 1 Lessons 9 and 10: Listening and speaking (page 176) Learners practise reading aloud. They focus on using expression, showing understanding, and using the proper pronunciation, pacing and volume.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 12 Read and discuss the instructions. Give the learners time to follow them and practise reading aloud. Then get them to choose approximately ten lines to read to the class.

Assessment Use this rubric to help you assess their reading.

Reading aloud Never Seldom Often Always

Uses the correct pacing 0 1 2 3

Reads with expression 0 1 2 3

Can be clearly heard 0 1 2

Correctly pronounces words 0 1 2

Name: Total: /10

ENGLISH TERM 4 UNIT 15 239 Week 2 Lesson 1: Vocabulary; Language structures and conventions (page 177) Learners use a dictionary to find the meanings of words. They record words and meanings in their personal dictionaries. They also find antonyms and adjectives in a text and use demonstrative pronouns and prepositions.

Resources Dictionaries Activity 13 If the learners struggle with this activity, encourage them to use a dictionary to help them work out the meanings of the words. Learners discuss the answers in groups. They take turns reading their sentences to the other group members.

Answers: Activity 13 a) intergalactic, international, interaction, intercity, interview, internet b) Sentences will vary. c) ‘Inter’ means ‘among’ or ‘between’. Activity 14 Ask the learners what we call opposites (antonyms). They scan the text in Activity 9 to find the opposites.

Answers: Activity 14 a) same – different b) tiny – giant c) closed – open d) winter – summer e) more – less f) over – under g) rotten – fresh h) ordinary – bizarre i) clear – misty j) hot – cold k) dry – wet

Assessment Write the antonyms on the board and get the learners to mark and correct one another’s work. It is important that the words are correctly spelled and matched as they learn them for a test.

240 ENGLISH TERM 4 UNIT 15 Activities 15–17 Let the learners work independently and complete these activities for homework.

Answers: Activity 15 one fantastic, inter- and intra-galactic, space, domed, hospitable, two nearest, extra

Answers: Activity 16 a) This is my house, that is yours. b) These are my pens, those are yours. c) I want this desk, not that desk. d) Those learners are the blue team, these learners are the red team. e) Let’s go this way, not that way.

Assessment Mark the activities and write constructive comments in their exercise books.

Homework The learners learn how to spell the words and matching antonyms for a spelling test in Lesson 10.

Week 2 Lessons 2 and 3: Reading; Language structures and conventions (pages 178–179) Learners use reading strategies to help them answer pre-reading questions. They also read a letter and identify and discuss the main ideas, specific details, the purpose and the format of the letter.

Activity 18 Ask the learners to discuss the pre-reading questions in pairs. Read the letter to them and then discuss the meanings and pronunciation of new words before the learners read the letter silently. Activity 19 As the quiz revises concepts that the learners should be familiar with at this stage of the year, let them complete the quiz independently in their exercise books. Ask them to hand in their exercise books before you hold a class discussion to talk about the answers.

Answers: Activity 19 a) Jed is letting his mother know that he is safe. b) cabin c) Write!

ENGLISH TERM 4 UNIT 15 ENGLISH TERM 4 UNIT 15 241 d) furious e) I am; do not f) Jed is explaining what happened. g) adverb h) adjectives i) (Any two) shirts, uniforms, engines j) As quiet as a mouse k) countable: windows, stars, planets; uncountable: darkness l) Things like little bubbles on stalks m) ‘That’ efersr to riding in a pod. n) Stop! Come here!

Assessment Mark the quiz to assess the learners’ abilities. Record the marks and write relevant comments in your informal assessment journal. Identify areas of weakness and give the learners more practice in these areas.

Core Reader (page 32) Encourage the learners to read more about Jed in ‘The Cosmic Laundry Basket’.

Week 2 Lessons 4 and 5: Writing (page 180) Learners write a story.

Activity 20 Revise the writing process, the story outline from Activity 11 and the assessment criteria on the rubric. Read the instructions before the learners continue writing their story.

242 ENGLISH TERM 4 UNIT 15 Assessment Use the rubric in the Learner’s Book to assess the stories.

Writing: story 10–9 8–7 6–5 4–3 2–1 Interesting Very Interesting A fair story Content Not interesting content; original not clear or clear imaginative use of language Has a Clear Most clear Some Muddled No clear order beginning, beginning, story frame parts need middle and middle and reworking end (a proper end story frame) Paragraphs All correctly Mostly Often One No spacing, no correctly spaced and correct correct or two linking words spaced, and linked correct linked Uses Mostly A few Many errors, Errors Errors make appropriate correct spelling and but meaning make understanding spelling, grammar is still clear meaning difficult grammar and errors unclear punctuation Uses tenses All correct Mostly Some errors, Errors Tenses mixed correctly correct but still make readable reading difficult Name: Total: /10

Homework Read and discuss Activity 21. The learners prepare for their presentation at home. They should understand that they are telling the story and not reading it.

Week 2 Lessons 6 and 7: Listening and speaking (page 181) Learners tell their own story.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 21 The learners should have prepared for this activity at home. Get them to take turns telling their story to the class.

ENGLISH TERM 4 UNIT 15 243 Assessment Use this rubric to help you assess the learners’ presentations.

Speaking: 4 3 2 1 Subtotal tells own story Stage Eye contact Eye contact Eye contact No eye presence with all; with with some contact; effective audience; people; little body body uses body some body language language language language Articulation Clear voice; Clear voice; Somewhat Unclear; appropriate volume clear; voice inappropriate volume and generally non-distinct volume always heard appropriate or loud Events Events Most events A few events Events organised organised organised illogical; few logically; logically; logically; few connecting uses uses connecting words used connecting connecting words used words words Characters Named and Named and Unnamed and believable somewhat unbelievable believable Name: Total: /15

Homework Read and discuss Activity 22. Ask the learners to prepare for it at home.

Week 2 Lessons 8 and 9: Listening and speaking (page 181) Learners present an oral book review.

Activity 22 The learners should have prepared for this activity at home. Get them to present their book reviews to the class.

Week 2 Lesson 10: Spelling test; Reflecting on reading (page 181) Learners write a spelling test and reflect on their reading.

244 ENGLISH TERM 4 UNIT 15 Spelling test Call out a word and get the learners to write the word and the matching antonym. Mark and assess the test to analyse whether or not they learnt for the test and can identify antonyms. Record the marks and write relevant comments in your informal assessment journal. Activity 23 The learners work in pairs. They relate what they have read to their personal feelings and experiences and retell the story. Ask them to read extracts from the books to one another.

Assessment Listen to and observe the learners. • Are they reading independently? • Can they retell a story in a few sentences?

Write relevant observations in your informal assessment journal.

ENGLISH TERM 4 UNIT 15 245 Unit Weather 16 Learner’s Book pages 182–193 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practise: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 4 Week 3 1–2 60 182–183 Listening and speaking: Activities 1, 2 and 3 3–4 60 183–186 Reading and comprehension: Activities 4 and 5 5 30 186 Comprehension: Activity 6 6–7 60 187 Writing: Activities 7 and 8; Core Reader 8 30 188 Writing: Activity 9 9 30 188 Vocabulary: Activities 10 and 11 10 30 189 Language structures and conventions: Activity 12 Term 4 Week 4 1 30 189–190 Language structures and conventions: Activities 13, 14 and 15 2–3 60 190 Reading: Activity 16 4 30 191 Reading: Activity 17 5 30 191–192 Language structures and conventions: Activities 18 and 19 6–7 60 192–193 Language structures and conventions: Activities 20 and 21; Core Reader 8 30 193 Spelling test; Reflecting on reading: Activity 22 9–10 60 194–195 Formal Assessment Term 4 Task 1

246 ENGLISH TERM 4 UNIT 16 Week 3 Lessons 1 and 2: Listening and speaking (pages 182–183) Learners listen to an information text, identify specific information and record it on a map. They participate in a discussion in which they use related concepts and vocabulary to talk about the main ideas, specific details and advantages and disadvantages. They also use uncountable nouns with no article.

Before the lesson Display books that include information texts and visuals. Make a copy of the map on page 9 of the ‘Resources’ section of this Teacher’s Guide for each learner. Alternatively, have tracing paper available so they can trace the map. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 Make sure each learner has a map. Discuss the key and what is shown on the map before you read the weather report. Read slowly, pausing after each sentence so the learners are able to fill in the weather symbols.

LISTENING TEXT

Polokwane: sunny, with a low of 12 and a high of 28. Pretoria and Johannesburg: partly cloudy, but warm, with a low temperature of 13 and a high of 32. Moving inland, Kimberley: cloudy, 9 to 29. Bloemfontein is expecting thunderstorms – a low of 10 and a high of 27. Down to the coastal areas now, Durban is also in for some thunder and lightning – a low of 23 and a high of 30. East London and Port Elizabeth: a steady wind speed of 20 and fog for both areas. Temperatures range from 10 to 19. Finally, Cape Town, as always at this time of the year, blowing a howling gale – 45 knots. Tie down your small dogs and children. Top temperature of 14 and a low of 8. That’s your weather for the day, and now over to the sports desk for an update of the weekend’s sports.

Read the text again so the learners can check that they drew the correct symbol for each place.

ENGLISH TERM 4 UNIT 16 247 Activity 2 During the discussion, tell the learners to focus on the following aspects which will result in a successful and insightful discussion. • Take turns. • Respect the opinions of others. • Encourage group members.

Discuss the weather words in the box and describe what each one means. Reinforce the concept that articles are not used with uncountable nouns, by turning the activity into a game. Say sentences in which you use the uncountable noun correctly and other sentences in which you add ‘a’ or ‘an’ (articles) before the uncountable noun. If you say a sentence that is correct, the learners repeat the sentence. If you say a sentence that is incorrect, the learners keep quiet. For example: • I like sunshine. (Learners repeat the sentence.) • I do not like rain. (Learners repeat the sentence.) • I like a snow. (Learners do not repeat the sentence.) Encourage the learners to take turns leading the game. Activity 3 Read the weather report again slowly and get the learners to compare their map with their partner’s map. They then ask each other questions about the map.

Assessment Listen to and observe the learners during the discussion. • Do they share their opinions? • Do they take turns, respect the opinions of others and encourage group members? • Can they identify advantages and disadvantages? • Can they ask and answer questions appropriately?

Write relevant observations in your informal assessment journal.

Week 3 Lessons 3 and 4: Reading and comprehension (pages 183–186) Learners use reading strategies to answer pre-reading questions, read an information text, and identify the role pictures and photographs play in constructing meaning. They use a dictionary to check the meanings of words.

248 ENGLISH TERM 4 UNIT 16 Resources Dictionaries Activity 4 After the learners have answered the pre-reading questions they should have noticed that the headings of the text are laid out in alphabetical order and that the pictures and photographs help them know at a glance what they are going to be reading about. They take turns reading the text with their partner. Encourage one learner to read all the text under a letter before they swap roles. Activity 5 The learners work independently to complete this task. Tell them to first read the words in context in the information text. If they cannot work out the meaning by doing this, they use a dictionary to help them. They write the words and definitions in their personal dictionaries.

Answers: Activity 5

Word Meaning a) frost frozen dew b) typhoon a violent tropical storm c) sirocco a hot, dry, dusty wind d) gust strong movement of wind or rain e) the greenhouse effect heat trapped in Earth’s atmosphere f) isoline a line on a weather map g) knot a unit of measurement h) hail a type of snow i) humidity the amount of moisture in the air j) lightning a flash fo light in the sky

Week 3 Lesson 5: Comprehension (page 186) Learners answer questions about an information text.

Activity 6 Get the learners to work independently and answer the questions in their exercise books. Remind them to write full sentences.

Answers: Activity 6 a) Theleveche normally blows in early summer (June in the northern hemisphere). b) Scientists think lightning is caused by electricity, formed by ice crystals in the clouds rubbing together.

ENGLISH TERM 4 UNIT 16 249 c) A knot is used to measure the speed of ships. d) A hurricane is also called a typhoon or cyclone. e) Freezing point is 0°C. f) Gales are greater than force 8 on the Beaufort scale. g) Carbon dioxide and methane can be linked to the greenhouse effect. h) Small, round balls of ice are called hailstones. i) Humidity makes the air feel wet and heavy. j) An isoline connects places that have the same weather features. k) Theleveche normally blows across the Sahara Desert and into Spain. l) This comprehension test comes from a book called ‘Weather A–Z’.

Assessment Mark the answers to assess whether or not their comprehension skills are improving. Write constructive comments in their exercise books.

Week 3 Lessons 6 and 7: Writing (page 187) Learners write definitions and use information from a visual text to write a text.

Resources Dictionaries Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 7 Divide the class into six groups. Allocate a word to each group and get them to look it up in the dictionary and choose the best definition to share with the class. As they share the definition with the class, write it on the board. The learners then write two words and definitions in their personal dictionaries. They also write a sentence where the word is used in context. For example: Rain: water that falls from clouds. When it rains everything gets wet and puddles form. Activity 8 Read and discuss the instructions. Do not mention the writing process. By this stage of the year, the learners should know that it enhances their writing and following it should have become a routine.

250 ENGLISH TERM 4 UNIT 16 Assessment Observe the learners. • Do they use the writing process?

If not, have a one-on-one discussion with them to find out why. Discuss the advantages of writing according to it. Use this rubric to help you mark the information text.

Writing: 3 2 1–0 Subtotal information text Sentences All sentences are Most sentences Sentences well structured are well are poorly structured constructed Instructions All instructions Most instructions Instructions are are followed are followed seldom followed

Punctuation Punctuation Punctuation is Very little or no is accurate mostly accurate punctuation throughout Content All information Most information Information makes sense makes sense makes little or no sense Spelling Spelling is Spelling is mostly Spelling is mostly accurate accurate inaccurate throughout Name: Total: /15

Core Reader (pages 86 and 87) Encourage the learners to read the ‘Global warming’ newspaper article and Treknet cartoon.

Week 3 Lesson 8: Writing (page 188) Learners read a paragraph and then organise advantages and disadvantages into a table and make a mind map.

Activity 9 Get the learners to complete the table. Then ask them to compare their table with their partner’s table before they summarise the information in a mind map. When they have finished the mind map, complete it together on the board.

ENGLISH TERM 4 UNIT 16 251 Answers: Activity 9

Wind is good because … Wind is bad because … it powers sailing ships. it uproots trees. it powers windmills which pump water and it lifts roof tiles. grind grain.

Pump Grind water grain

Powers Powers sailing ships windmills Good

Wind

Bad

Uproots Lifts roof trees tiles

Week 3 Lesson 9: Vocabulary (page 188) Learners apply their knowledge of alphabetical order and use a dictionary to find the meanings of words.

Activities 10 and 11 Discuss the instructions and revise alphabetical order. Write the alphabet on the board. The learners say the alphabet. Talk about how words are put into alphabetical order according to their beginning letter. Discuss what happens if two words begin with the same letter (e.g. gale, gust – look at the second letter). The learners then complete the activities in their exercise books. Ask them to also write the three words and definitions in their personal dictionaries.

Answers: Activity 10 temperature, thunder, trade wind, tropical cyclone, trough, twister, typhoon

Answers: Activity 11 Answers will vary. The learners look up only three words. • thunder: a loud noise that follows lightning • temperature: how hot or cold something is

252 ENGLISH TERM 4 UNIT 16 • twister: a violent windstorm • typhoon: a violent tropical storm • trough: a long region of low pressure • trade wind: a steady consistent wind • tropical cyclone: a storm characterised by low pressure that develops over tropical oceans

Assessment Discuss the answers in class. Let the learners read their three sentences to the class. After everything has been marked, they write a constructive comment related to how they did in the activities.

Extension Reinforce alphabetical order in the following way: • Ask each learner to choose a word. • Call the learners up in groups of five. • Learners must arrange themselves in alphabetical order according to the letters in the word they chose. • Once they are in order, they write their words on the board. • The class checks that the words are arranged correctly in alphabetical order.

Week 3 Lesson 10: Language structures and conventions (page 189) Learners discuss and use connecting words.

CONNECTING WORDS

Read and discuss the information about connecting words.

Activity 12 The learners choose the correct connecting words and write the sentences in their exercise books.

Answers: Activity 12 a) She shouted at us and stomped off to the staff room. b) I joked that the teachers have been in a bad mood since it started raining. c) Because I said that out loud, I am now in detention. d) I don’t care, because it is raining and there is no soccer practice. e) My mother, however, does care, because I got into trouble for being cheeky to teachers!

ENGLISH TERM 4 UNIT 16 253 Assessment Let the learners mark each other’s work. Discuss the correct answers and the mark allocation. They then assess it according to star-rating assessment. Give extra one-on-one support to those learners who have less than three stars as they should know how to use connecting words at this stage of the year.

Week 4 Lesson 1: Language structures and conventions (pages 189–190) Learners use the simple present and past tenses and possessive pronouns. They also construct compound sentences using ‘and’ and look up the meanings of words in a dictionary.

Resources Dictionaries Activities 13, 14 and 15 Get the learners to complete these activities verbally in pairs. Then discuss the correct answers in a class discussion.

Answers: Activity 13 a) It started to rain, so we went inside. b) It is hot, and there are too many people. c) We took off our shoes because they were wet. d) I wanted to go outside but it was still raining. e) Phumi ran outside, and the teacher was furious.

Answers: Activity 14 a) It started to rain and the washing got wet. b) I love wind and rain. c) Gales can uproot trees and lift tiles. d) Windmills pump water and grind grain. e) Choose three words and look them up in your dictionary.

Answers: Activity 15 • The dress belongs to her. It is hers. • The shirt belongs to him. It is his. • The shorts belong to him. They are his. • The skirt belongs to her. It is hers. • The socks belong to her. They are hers.

254 ENGLISH TERM 4 UNIT 16 Extension Find examples in the classroom that require the learners to use ‘mine’, ‘yours’, ‘ours’ and ‘theirs’. For example: • Hold up a set of Learner’s Books. A learner should then say, “The books belong to us. They are ours.” • Hold up three learners’ pencils. Another learner should say, “The pencils belong to them. They are theirs.” • Get a learner to hold up his/her own ruler. The learner should then say, “This ruler belongs to me. It is mine.” • Hold up your own diary. One of the learners should say, “The diary belongs to you. It is yours.”

Involve as many learners as possible.

Week 4 Lessons 2 and 3: Reading (page 190) Learners read a poem aloud and present it to the class.

Activity 16 Read the poem aloud as a class. Discuss the meanings of difficult words, practise pronouncing new words and identify words that can be said with extra expression. Divide the learners into groups. Get them to practise saying the poem aloud using the appropriate pronunciation, fluency and expression. They then say the poem to the rest of the class.

Assessment The class listens to the poem and learners use thumbs assessment to rate the expression used.

Week 4 Lesson 4: Reading (page 191) Learners read and solve a word-search puzzle.

Activity 17 Get the learners to write the seasons as headings and the months below the correct season.

Answers: Activity 17 Spring: September, October, November Summer: December, January, February Autumn: March, April, May Winter: June, July, August

ENGLISH TERM 4 UNIT 16 255 Extension The learners draw a picture to match each season. Homework The learners learn how to spell the words for a test in Lesson 8. Tell them you will call out a season and they will have to write the season and the three months that belong to the season.

Week 4 Lesson 5: Language structures and conventions (pages 191–192) Learners play a language game to practise using reported speech. They also use and write direct speech.

Activity 18 Read and discuss the instructions and the example. The learners then follow the instructions and play the game as a class. Remind them to give everyone a chance to speak. Activity 19 Get the learners to complete this activity independently.

Answers: Activity 19 a) Joe said, “I want to be a weatherman when I grow up.” b) Sipho said, “That will never happen.” c) Joe asked, “Why do you say that?” d) Sipho said, “You are never going to grow up.” e) The teacher said, “You are both talking rubbish.”

Week 4 Lessons 6 and 7: Language structures and conventions (pages 192–193) Learners use commas and relative clauses.

RELATIVE CLAUSES

Read and discuss the information about relative clauses. Read the relative clauses in the box and identify the words at the beginning of each clause (‘who’, ‘which’). Involve the learners by asking for volunteers to say a sentence that includes a relative clause. Ask another learner to identify the relative clause. Remind them to use ‘who’ and ‘which’.

Activities 20 and 21 Remind the learners to separate nouns in a list with commas. They complete both activities in their exercise books.

256 ENGLISH TERM 4 UNIT 16 Answers: Activity 20 a) Noks said that she liked netball, dancing and playing the guitar. b) Jan said that she hates cold, rainy weather. c) Peter said, “I want to make a salad with lettuce, tomatoes, onions and cheese.” d) His mother said he must wash the lettuce first. e) The class sang, jumped, laughed and shouted when the bell went.

Answers: Activity 21 a) Winter, which is cold and wet, is my best season. b) Noks, who is my best friend, is coming to stay. c) A map, which gives you directions, is a useful thing if you are lost. d) Ballroom dancing, which my sister loves, is something I hate. e) If it rains, which is very possible, the match will be cancelled. f) This book, which I have to ead,r is putting me to sleep.

Assessment Mark these activities. • Do they use punctuation correctly? (Focus especially on commas in lists of nouns.) • Can they identify relative clauses correctly?

Write constructive comments in their exercise books. Write relevant observations in your informal assessment journal.

Core Reader (page 76) Encourage the learners to read ‘Unbelievable weather!’.

Week 4 Lesson 8: Spelling Test; Reflecting on reading (page 193) Learners write a spelling test and reflect on their reading.

Spelling test Call out a season and ask the learners to write the season and the three months which belong to it. Mark and assess the test to analyse whether or not they learnt for the test and can match months to seasons. Record the marks and write relevant comments in your informal assessment journal. Activity 22 The learners tell their partners what they have read, give an emotional response to the story and relate it to their own lives. Get them to read extracts from the book to one another.

ENGLISH TERM 4 UNIT 16 257 Assessment Listen to and observe the learners. • Are they reading independently? • Can they express an emotional response? • Can they relate a text to their own life?

Write relevant observations in your informal assessment journal.

Week 4 Lessons 9 and 10: Formal Assessment Task (pages 194–195) Learners complete a Formal Assessment Task independently to evaluate their level of competency.

Formal Assessment Term 4 Task 1 The memorandum for this task can be found in the ‘Assessment’ section of this Teacher’s Guide.

258 ENGLISH TERM 4 UNIT 16 Unit Strange school stories 17 Learner’s Book pages 196–204 Duration 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions, discuss a topic or recount events and experiences. Term 4 Week 5 1–2 60 196 Reading: Activities 1 and 2 3–4 60 197 Reading: Activity 3; Listening and speaking: Activity 4; Comprehension: Activity 5 5–6 60 198 Comprehension: Activity 6 7–8 60 198 Writing: Activities 7 and 8 9–10 60 198 Writing: Activity 9 Term 4 Week 6 1 30 199 Vocabulary: Activities 10 and 11 2–3 60 199–201 Spelling test; Language structures and conventions: Activities 12, 13, 14 and 15 4 30 201 Language structures and conventions: Activities 16 and 17; Core Reader 5–6 60 202–203 Listening and speaking: Activities 18, 19 and 20 7–8 60 203–204 Reading: Activities 21, 22 and 23 9–10 60 204 Reflecting on reading: Activity 24

ENGLISH TERM 4 UNIT 17 259 Week 5 Lessons 1 and 2: Reading (page 196) Learners use reading strategies to complete pre-reading activities in which they interpret a cover, read an introduction, express an opinion, predict the plot, setting and who the characters may be.

Before the lesson Display story and poetry books that the learners will enjoy reading independently. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activities 1 and 2 Ask the learners to read the introduction twice. Hold a class discussion to talk about it and the questions. Where the questions require personal responses, give every learner a chance to share their response.

Answers: Activity 2 a) Personal response b) The book includes thirty stories aboutWayside School. c) The book is called Sideways Stories from Wayside School because the school was built sideways. d) The main characters are the children and teachers at Wayside School. e) Personal response Extension The learners practise reading the introduction aloud with expression. Discuss how their school is similar or different to Wayside School.

Week 5 Lessons 3 and 4: Reading; Listening and speaking; Comprehension (page 197) Learners read and listen to a story, make and check predictions and complete a comprehension activity.

Activity 3 After the learners have read the extract, ask them to identify new words. Discuss the meanings of the words. Practise the pronunciation of difficult words. Then the learners write down their predictions. Ask some learners to read their predictions to the class.

260 ENGLISH TERM 4 UNIT 17 Activity 4 Read the rest of the story to the class. Read slowly and use expression. Pause to ask questions as you read. For example: • What do you think the parents did when their children did not come home from school? • What do you think happened next? • How do you think the story is going to end? • What would you have done if you were a child in Mrs Gorf’s class?

LISTENING TEXT Mrs Gorf Mrs Gorf had a long tongue and pointed ears. She was the meanest teacher in Wayside School. She taught the class on the thirtieth story. “If you children are bad,” she warned, “or if you answer a problem wrong, I’ll wiggle my ears, stick out my tongue, and turn you into apples!” Mrs Gorf didn’t like children, but she loved apples. Joe couldn’t add. He couldn’t even count. But he knew that if he answered a problem wrong, he would be turned into an apple. So he copied from John. He didn’t like to cheat, but Mrs Gorf had never taught him how to add. One day Mrs Gorf caught Joe copying John’s paper. She wiggled her ears – first her right one, then her left – stuck out her tongue, and turned Joe into an apple. Then she turned John into an apple for letting Joe cheat. “Hey, that isn’t fair,” said Todd. “John was only trying to help a friend.” Mrs Gorf wiggled her ears – first her right one, then her left – stuck out her tongue, and turned Todd into an apple. “Does anybody else have an opinion?” she asked. Nobody said a word. Mrs Gorf laughed and placed the three apples on her desk. Stephen started to cry. He couldn’t help it. He was scared. “I do not allow crying in the classroom,” said Mrs Gorf. She wiggled her ears – first her right one, then her left – stuck out her tongue, and turned Stephen into an apple. For the rest of the day, the children were absolutely quiet. And when they went home, they were too scared even to talk to their parents. But Joe, John, Todd and Stephen couldn’t go home. Mrs Gorf just left them on her desk. They were able to talk to each other, but they didn’t have much to say. Their parents were very worried. They didn’t know where their children were. Nobody seemed to know. The next day Kathy was late for school. As soon as she walked in, Mrs Gorf turned her into an apple. Paul sneezed during class. He was turned into an apple. Nancy said, “God bless you!” when Paul sneezed. Mrs Gorf wiggled her ears – first her right one, then her left – stuck out her tongue, and turned Nancy into an apple. Terence fell out of his chair. He was turned into an apple. Maurecia tried to run away. She was halfway to the door as Mrs Gorf’s right ear began to wiggle. When she reached the door, Mrs Gorf left ear wiggled. Maurecia opened the door and had one foot outside when Mrs Gorf stuck out her tongue. Maurecia became an apple. Mrs Gorf picked up the apple from the floor and put it on her desk with the others. Then a funny thing happened. Mrs Gorf turned around and fell over a piece of chalk.

ENGLISH TERM 4 UNIT 17 261 The three Erics laughed. They were turned into apples. Mrs Gorf had a dozen apples on her desk: Joe, John, Todd, Stephen, Kathy, Paul, Nancy, Terrence, Maurecia, and the three Erics – Eric Fry, Eric Bacon, and Eric Ovens. Louis, the yard teacher, walked into the classroom. He had missed the children at break. He had heard that Mrs Gorf was a mean teacher. So he came up to investigate. He saw the twelve apples on Mrs Gorf’s desk. “I must be wrong,” he thought. “She must be a good teacher if so many children bring her apples.” He walked back down to the playground. The next day a dozen more children were turned into apples. Louis, the yard teacher, came back into the room. He saw twenty-four apples on Mrs Gorf’s desk. There were only three children left in the class. “She must be the best teacher in the world,” he thought. By the end of the week all of the children were apples. Mrs Gorf was very happy. “Now I can go home,” she said. “I don’t have to teach anymore. I won’t have to walk up thirty flights of stairs ever again.” “You’re not going anywhere,” shouted Todd. He jumped off the desk and bopped Mrs Gorf on the nose. The rest of the apples followed. Mrs Gorf fell on the floor. The apples jumped all over her. “Stop!” she shouted, “or I’ll turn you into apple sauce!” But the apples didn’t stop, and Mrs Gorf could do nothing about it. “Turn us back into children,” Todd demanded. Mrs Gorf had no choice. She stuck out her tongue, wiggled her ears – this time her left one first, then her right – and turned the apples back into children. “All right,” said Maurecia, “let’s go get Louis. He’ll know what to do.” “No!” screamed Mrs Gorf. “I’ll turn you back into apples.” She wiggled her ears – first her right one, then her left – and stuck out her tongue. But Jenny held up a mirror, and Mrs Gorf turned herself into an apple. The children didn’t know what to do. They didn’t have a teacher. Even though Mrs Gorf was mean, they didn’t think it was right to leave her as an apple. But none of them knew how to wiggle their ears. Louis, the yard teacher, walked in. “Where’s Mrs Gorf?” he asked. Nobody said a word. “Boy, am I hungry,” said Louis. “I don’t think Mrs Gorf would mind if I ate this apple. After all, she always has so many.” He picked up the apple, which was really Mrs Gorf, shined it up on his shirt, and ate it.

Activity 5 Divide the learners into small groups to discuss and answer the questions.

Answers: Activity 5 a) Mrs Gorf, Joe, John, Todd, Stephen, Kathy, Maurencia, Jenny and Louis were the main characters. b) Joe got caught cheating so Mrs Gorf turned him into an apple. c) The parents erew worried because their children did not come home from school and no one knew where they were. d) Twelve apples were on the desk the first time Louis came in. e) The apple that was oddT started all the trouble. f) Twenty-four apples were on the desk the second time Louis came in.

262 ENGLISH TERM 4 UNIT 17 Assessment Observe and listen to the learners as they discuss the questions. • Do they partake in the discussion? • Do they use the correct tenses when they speak?

Write relevant observations in your informal assessment journal.

Week 5 Lesson 5 and 6: Listening and speaking (page 198) Learners ask and answer more complex questions and summarise a story.

Before the lesson Write these sentences in large print on separate pieces of newsprint. Display them in the incorrect sequence. • Mrs Gorf caught Joe copying John’s paper. • Mrs Gorf turned Joe into an apple. • Mrs Gorf turned John into an apple. • Four boys did not go home to their parents after school. • Louis saw twelve apples on Mrs Gorf’s desk. • Louis saw twenty-four apples on Mrs Gorf’s desk. • The apples, led by Todd, attacked Mrs Gorf. • Mrs Gorf turned herself into an apple. • Louis saw one apple on Mrs Gorf’s desk. • Louis ate an apple.

Write the following question starters on the board. • Why couldn’t …? • How do you think …? • Why do you think …? Activity 6 Read and discuss the instructions. Read the last part of the story (starting from ‘The children didn’t know what to do ...’) Get the learners to arrange the events on display in the correct order. Ask the learners to share examples of good and bad questions. They should remember not to ask questions that require a simple ‘yes’ or ‘no’ for an answer. Discuss the question starters on the board and encourage the learners to refer to them as they write their questions. After writing the questions they answer their partner’s questions verbally.

ENGLISH TERM 4 UNIT 17 263 Assessment Observe and listen to the learners. • Can they ask and answer more complex questions?

Write relevant observations in your informal assessment journal.

Week 5 Lessons 7 and 8: Writing (page 198) Learners write book reviews using a frame.

Resources Dictionaries Before the lesson Make a copy of the checklist for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 7 Read and discuss the instructions and the frame. After the learners have written the story review, ask a few of them to read it to the class. Identify good and bad points so they will know how to write a good book review in the next activity. Activity 8 Tell the learners that they will be able to use this book review in their ‘Reflecting on reading’ lesson. Discuss the checklist so they know how it will be assessed. Remind them to use a dictionary to check their spelling.

Assessment Use this checklist to assess if the learners understand what details need to be included in a book review.

Book review Yes Partly No Includes title and author Includes main characters Appropriate summary Expresses and explains own opinion

264 ENGLISH TERM 4 UNIT 17 Week 5 Lessons 9 and 10: Writing (page 198) Learners use the writing process to help them write a personal letter.

Resources Dictionaries Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 9 Revise the format of the personal letter (page 219 of the Learner’s Book) and the writing process (page 218 of the Learner’s Book). Discuss the instructions and the assessment criteria on the rubric. Remind the learners to check the spelling of words in their dictionary.

Assessment Use this rubric to help you assess the personal letter.

Writing: 3 2 1–0 Subtotal personal letter Sentences All sentences are Most sentences are Sentences well structured well structured are poorly structured Style of writing The style of The style of writing The style of writing is is sometimes writing is appropriate for appropriate for the inappropriate for the purpose purpose the purpose Punctuation Punctuation Punctuation and Very little and spelling and spelling spelling are mostly punctuation and are accurate accurate correct spelling throughout Content All information is Most information Information is appropriate and is appropriate and inappropriate makes sense makes sense and makes little or no sense Layout Layout is Layout is mostly Layout is mostly accurate accurate inaccurate throughout Name: Total: /15

ENGLISH TERM 4 UNIT 17 265 Week 6 Lesson 1: Vocabulary (page 199) Learners work with words belonging to the same lexical field. They also use alphabetical order and a dictionary to check the meanings of words. They write them in their personal dictionaries.

Activity 10 Get the learners to work in small groups. They should brainstorm words and complete the mind maps. The words should all relate to the central word. For example: • buildings – floors, skyscrapers, house, cottages, ceiling • books – page, cover, novel, story.

Ask them to share their words with the rest of the class and create class mind maps on the board. Also discuss the difference between ‘story’ and ‘storey’. Activity 11 The learners put the words in alphabetical order so they find them quickly in the dictionary. Ask them to write the words and meanings in their personal dictionaries. Homework Learners learn how to spell the words for a spelling test in the next lesson.

Week 6 Lessons 2 and 3: Spelling test; Language structures and conventions (pages 199–201) Learners write a spelling test, use connecting words to show reason, purpose and choice and use the present progressive and the future tenses.

Spelling test Call out the spelling words and get the learners to write them down. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal. Activities 12-15 As these are revision activities the learners should be able to complete them independently. Get them to complete the activities verbally with their partners and then hold a class discussion to discuss the correct answers.

Answers: Activity 12 a) If you laugh, I will turn you into an apple. b) Joe was worried because he couldn’t count.

266 ENGLISH TERM 4 UNIT 17 c) Steven cried because he was scared. d) If you are naughty, you will be punished. e) She lined up the apples, so that she could eat them. f) I don’t want to go to school because I don’t like my teacher. g) I wear a jacket, so that I can hide my lunch. h) I have missed school since last Friday. i) If I went to that school, it would be fantastic fun.

Answers: Activity 14 a) “I wonder who the new teacher is going to be,” said Tod. b) “I think she is coming to school today,” replied Eric. c) “I am standing right behind you,” said a voice. d) “Oh, we are going to class right this minute!” the boys said. e) “Excellent! I am coming in ten minutes. Warn your class!” she said.

Answers: Activity 15 Tomorrow I’m going to bring an apple to school for the new teacher. I wonder if she will be a nice person, or if we are going to hate her like we hated Mrs Gorf. I’m not going to decide in advance. I shall wait and see what she is like. Maybe we are all going to be surprised. But just in case, I’m going to be very well behaved. And I shall tell the class to be good too – you should always be prepared, or trouble is going to find you! At least that’s what my granny always says.

Week 6 Lesson 4: Language structures and conventions (page 201) Learners use and punctuate direct speech.

Activities 16 and 17 As these are revision activities, the learners should be able to complete them independently. Ask them to write the answers in their exercise books.

Answers: Activity 16 a) He said, “I have a package for Mrs Jewls.” b) “I’ll take it,” said Louis. c) “Are you Mrs Jewls?” asked the man. d) “No,” said Louis. e) “I have to give it to Mrs Jewls,” said the man.

Answers: Activity 17 a) Louis said, “I have a package.” b) Mrs Jewls asked, “What is inside it?” c) Louis said, “I do not know.”

ENGLISH TERM 4 UNIT 17 267 d) Mrs Jewls said, “You can open the package.” e) The children asked, “What is it?” f) Mrs Jewls said, “It is a computer.”

Assessment Mark the answers. • Are they able to punctuate direct speech correctly? • Can they change reported speech to direct speech?

Give extra support and practice to learners who are struggling.

Core Reader (page 35) Encourage the learners to read ‘A package for Mrs Jewls’.

Week 6 Lessons 5 and 6: Listening and speaking (pages 202–203) Learners listen to a poem and then answer questions about the main idea, rhyme and alliteration. They relate the poem to their own life and express feelings that were stimulated by it. They also perform the poem.

Activity 18 Read the poem to the class using expression and gestures. Discuss the meanings of new words and practise pronouncing difficult words. Get the learners to read the poem with you. Activity 19 Hold a class discussion in which you discuss the questions and answers. Encourage as many learners as possible to partake in the discussion.

Answers: Activity 19 a) (Answers will vary) The poem is funny because at first you think it is a student who has fallen asleep, but then you find out it is the teacher. b) The teacher is the speaker in the poem. c) Personal responses d) Examples of words that rhyme: bored – snored, face – disgrace, red – head, more – door. e) Piece of paper; slept some f) Personal responses

268 ENGLISH TERM 4 UNIT 17 Activity 20 Divide the learners into groups to practise performing the poem together. Tell them that the expression and hand actions they use should show that they understand what they are reading. Select some groups to perform the poem for the class. Give them feedback about their pacing, volume, expression, actions and pronunciation. Involve the other learners in the feedback by asking them to comment on the various aspects.

Week 6 Lessons 7 and 8: Reading (pages 203–204) Learners use reading strategies to answer pre-reading questions and read a poem. They answer questions and express feelings about the poem, and discuss and identify examples of rhyme, alliteration and comparisons.

Activity 21 Get the learners to answer the pre-reading questions before they read the poem aloud in pairs. After the first reading, discuss the meanings of new words and practise pronouncing difficult words correctly. Pay special attention to the rhyme and rhythm of the poem and read it together as a class.

Answers: Activity 21 • ‘Truant’ means that the person is absent (usually from school) without permission. • Yes, the artwork shows a girl spending the day outside exploring nature (when she is probably supposed to be at school). Activity 22 The learners answered similar types of questions in the previous lesson so get them to work independently and write the answers in their exercise books.

Answers: Activity 22 a) (Any three) The following words rhyme: began – Mary-Ann, away – play, bunch – lunch, long – song, run – sun, sand – hand, creatures – teachers. b) a shout and a song; little black lizards; sat on her sunburnt hand c) No, the beetles are not really hurrying but they are moving quickly. They are being compared to people hurrying. d) The main poem describes the scene, whereas the last two lines give the message of the poem. e) Personal response f) Personal response

ENGLISH TERM 4 UNIT 17 269 Assessment Mark the learners’ responses. • Are they able to answer questions about a poem appropriately? • Can they express their feelings and an opinion?

Write relevant observations in your informal assessment journal.

Activity 23 The learners copy the writing frame into their exercise books and complete it with rhyming words. Ask some of the learners read their poem to the class. Homework Tell the learners to study the book review they wrote in Activity 8 so they can present it orally when they reflect on their reading in the next lesson.

Week 6 Lessons 9 and 10: Reflecting on reading (page 204) Learners give an oral book review.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 24 The learners present their oral book review to the class.

Assessment Use this rubric to help you assess the oral book review.

Speaking: book 3 2 1 Subtotal review Confidence Very confident Moderately Lacks confident confidence Sentence structure Excellently Relatively Confusing formed well-formed sentence sentences sentences structure Pronunciation Excellent Good Poor

Content Sequenced

Name: Total: /10

270 ENGLISH TERM 4 UNIT 17 Unit Refugees 18 Learner’s Book pages 205–214 Duration: 10 hours

Overview

Lesson Time LB page/s Activities allocation (minutes) Daily listening and speaking practice: The learners perform a poem, play a language game, give and follow instructions and directions or discuss a topic. Term 4 Week 7 1–2 60 205–207 Listening and speaking: Activity 1; Reading: Activity 2; Comprehension: Activity 3; Core Reader 3–4 60 207–208 Spelling: Activities 4, 5, 6 and 7 5–6 60 208–209 Language structures and conventions: Activities 8, 9, 10 and 11 7–8 60 210 Spelling test; Listening and speaking: Activity 12 9–10 60 210 Listening and speaking: Activity 12 Term 4 Week 8 1 30 211 Listening and speaking: Activity 13; Core Reader 2 30 211–212 Reading: Activities 14 and 15 3–5 90 213 Writing: Activity 16 6–7 60 213–214 Reading: Activity 17; Writing: Activity 18 8–9 60 214 Reading and listening: Activity 18 10 30 214 Reflecting on reading: Activity 19 Term 4 Weeks 9–10 Revision and assessment

ENGLISH TERM 4 UNIT 18 271 Week 7 Lessons 1 and 2: Listening and speaking; Reading; Comprehension (pages 205–207) Learners take part in a conversation to discuss pre-reading questions. They read a media text and do a comprehension activity.

Resources Map of Africa (see ‘Resources’ section) Before the lesson Display books with media texts, newspapers and magazines that the learners will enjoy reading independently. Introduce the unit Introduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson. Activity 1 Hold a class discussion to talk about questions related to the interview they are about to read. Involve as many learners as possible in the discussion.

Answers: Activity 1 a) A refugee is a person who has to leave home and seek safety somewhere. This may be due to war, persecution or famine. b) Refugees come to South Africa because they think that it is a safer and a more peaceful place to live. They also think there may be a job for them. c) Get the learners to relate the position of these places to the position of South Africa. d) People walk and find lifts. They hide away in cars and trucks and hope they won’t be stopped and sent home again. e) It may take them a very long time. Activity 2 The learners read the interview quietly and then read it again with a partner. One of them reads the part of Giselle and the other reads the part of Thikam. Before the second reading, discuss the meanings of new words and practise the pronunciation of difficult words. Activity 3 After reading the interview twice, get the learners to scan the interview for information that will help them answer questions about it.

272 ENGLISH TERM 4 UNIT 18 Answers: Activity 3 a) Giselle comes from the Democratic Republic of Congo (DRC). b) Giselle came to South Africa when war broke out in the DRC and she was separated from her family. c) Giselle got to South Africa by truck and by walking. d) Giselle works in a restaurant making sandwiches and salads. e) Giselle would like to study beauty therapy and learn to drive a car. f) Answers will vary. Mark the answer correct if it is a logical response to the question. Here are two possible answers: • No, I do not think Giselle is happy in South Africa as some people don’t like her and she misses her friends and family. • Yes, I think Giselle is happy in South Africa as there is no war and she has a job. g) A newspaper article is written in columns and the news is reported. If someone is quoted the words are put between inverted commas. In an interview, the exact words each person says are recorded in the form of a dialogue. Core Reader (page 78) Encourage the learners to read ‘Where do refugees come from?’.

Week 7 Lessons 3 and 4: Spelling (pages 207–208) Learners use contextual clues and a dictionary to understand the meanings of words. They write the words in their personal dictionary. They also use alphabetical order and make compound words.

Resources Dictionaries Activity 4 The learners complete this activity in their personal dictionaries. Ask them to report back on the meanings of the words.

Answers: Activity 4 The learners use the words in sentences so these definitions are only for you reference. • char – a domestic worker who is paid for doing housework • disappear – to vanish and not be found • fugitive – someone who runs away from a situation • maid – a female domestic worker • refugee – a refugee is a person who has to leave home and seek safety somewhere • unemployable – unfit for a job • unemployed – without a job • vanish – disappear suddenly

ENGLISH TERM 4 UNIT 18 273 Activity 5 Read the names together as a class. Ask the learners to break the words into smaller chunks to help them learn how to spell them. Activity 6 Say the word ‘xenophobia’ together until the learners pronounce it correctly. They then look up the meaning of the word in the dictionary. Discuss the meaning (xenophobia is the fear or intense dislike of foreign people). The learners then make up a sentence with the word ‘xenophobic’. Get the learners to say their sentences to the class. Activity 7 Before the learners complete this activity, remind them that two words are joined to make a compound word. Their meanings sometimes change when they are joined together. After they have made the compound words, allocate a different word to a number of learners. They all look up their words in the dictionary. Discuss the meanings of the words.

Answers: Activity 7 • outside, outcast, outbuilding, outgoing, outgrow • insider, inactive, inborn, inexpensive, inflame Homework Learn how to spell the names of South Africa’s neighbours. If you plan to give the learners a map to label (see the ‘Resources’ section for a copy of the map), make sure that they know they have to learn the spelling and the position of each country.

Week 7 Lessons 5 and 6: Language structures and conventions (pages 208–209) Learners practise using the modal ‘must’, connecting words, comparatives and concord.

Activities 8, 9, 10 and 11 By this stage of the year, the learners should be able to interpret the instructions and complete these activities independently. Either get them to write the answers in their exercise books or divide them into pairs and complete the activities verbally.

Answers: Activity 8 a) To leave a country you must have money. b) You should treat other people with respect. c) If I had to leave, I would choose Namibia. d) You have to carry everything you own with you. e) People have to do what they can to survive. f) I must go and get a new passport tomorrow.

274 ENGLISH TERM 4 UNIT 18 Answers: Activity 9 Answers will vary. Accept logical, well-structured sentences.

Answers: Activity 10 (Answers may vary) • In South Africa there are eleven official languages, whereas in Namibia there are ten. • South Africa was colonised by the British, whereas Namibia was colonised by the Germans. • There is a democratic government in South Africa as well as in Namibia. • South Africa has many types of landscape, whereas in Namibia there is mostly desert and semi-desert. • South Africa is as beautiful as Namibia. • South Africa has many wild animals in reserves, whereas in Namibia there are many wild animals in and outside reserves.

Answers: Activity 11 a) My mother helps the refugees at the camp every weekend. b) He is my brother and they are my sisters. c) She has a good job at the restaurant. d) Many refugees work as security guards. e) Where do you work? f) The policeman asks lots of questions. g) We were refugees but now we live in South Africa. h) She cleans other people’s houses.

Assessment Observe the learners. • Can they interpret instructions? • Can they complete activities about familiar subject matter accurately?

Write relevant observations in your informal assessment journal.

Week 7 Lessons 7 and 8: Spelling test; Listening and speaking (page 210) Learners write a spelling test, take part in a discussion and practise performing a poem.

Resources Make a copy of the map for each learner (see ‘Resources’ section). This is optional.

ENGLISH TERM 4 UNIT 18 275 Spelling test If possible, give each learner a copy of the map. As you call out the name of each country, they label the country on their map. Alternatively, call out the words and get the learners to write them in their exercise books. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal. Activity 12 Read the poem to the class. Read slowly and with expression. Your voice should create an atmosphere of despair. Before the learners read the poem, silently discuss the meanings of new words and practise the pronunciation of difficult words. Ask the learners to share how the poem made them feel. Divide the learners into groups to follow the instructions and practise presenting the poem. Homework The learners learn their words and practise presenting the poem.

Week 7 Lessons 9 and 10: Listening and speaking (page 210) Learners perform a poem.

Activity 12 The groups perform the poem for the class. After each performance discuss whether or not the poet’s feelings were appropriately portrayed.

Week 8 Lesson 1: Listening and speaking (page 211) Learners discuss a topic and conduct an interview.

Activity 13 Divide the learners into pairs to discuss the situation the family is in and how they may be feeling. They then make up questions and possible answers. Finally they practise the interview taking turns to play the part of the interviewer and one of the refugees.

Assessment Listen to some of the learners. • Can they take part in a conversation about an issue? • Do they make up appropriate questions and answers?

Write relevant observations in your informal assessment journal.

276 ENGLISH TERM 4 UNIT 18 Core Reader (page 88) Encourage the learners to read the newspaper article on xenophobia.

Week 8 Lesson 2: Reading (pages 211–212) Learners read and interpret graphic media texts.

Activity 14 After studying the posters, the learners discuss the questions in groups before giving feedback during a class discussion.

Answers: Activity 14 a) Personal response b) The main message is to end xenophobia. c) They were made because xenophobia was a problem in the area and the posters encouraged people to end it. d) The word ‘LIVE’ spelt backwards is ‘EVIL’. Not wanting people from other countries to live where they want to was leading to evil behaviour. e) Accept logical opinions, for example, ‘I think colour is used cleverly because the red could symbolise the blood that has been shed because of Xenophobia. The fonts are plain and make the words appear very serious.’ f) Personal response g) Personal response Activity 15 Hold a class discussion to discuss the purpose of the advertisement.

Answers: Activity 15 a) The purpose of the advertisement is to advertise a march against xenophobia. b) Yes, it tells us what the march is about and gives the details needed to attend it. c) The message in the posters is a visual one that appeals to people to end xenophobia. The message in the advertisement is mostly words that give details advertising an event. Extension The learners find an advertisement they like. They show it to the class and say why they like it.

Week 8 Lessons 3, 4 and 5: Writing (page 213) Learners follow steps and design a poster.

ENGLISH TERM 4 UNIT 18 277 Resources A large piece of card or paper for each learner, coloured pens and pencils, koki pens, glue Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 16 Show the learners the size of the paper or card so they can plan appropriately. Explain the assessment criteria on the rubric. Get them to do a rough plan in their exercise books. Edit the rough plans and give the learners constructive advice before they complete the final copy.

Assessment Use this rubric to help you assess the posters.

Writing: Exceeds Meets Does not meet Subtotal poster expectations (5–4) expectations (3–2) expectations (1–0) Text size All text is clear and Most text is clear Some text is clear and colour readable and readable and readable Informative Well written and Adequately Poorly written organised; clear; written and and disorganised; easy to follow; organised; clear; unclear; difficult picture enhances reasonably easy to to follow; no meaning follow; picture is picture or picture appropriate inappropriate Layout Creatively Balanced; Not balanced; enhances uncluttered cluttered information Name: Total: /15

Week 8 Lessons 6 and 7: Reading; Writing (pages 213–214) Learners read and examine newspaper reports and write a report.

Resources Newspaper Activity 17 Give the learners time to read the reports and think about the questions. Discuss the reports and the answers. Show and discuss a real newspaper report. Ask: • Where is the headline? (It is above the article.)

278 ENGLISH TERM 4 UNIT 18 • What do you notice about the headline? (It is eye-catching, powerful and to the point.) • Where is the journalist’s name written? (It is usually above the first paragraph. Sometimes it is at the end of the article.) • Where can they find the name of the newspaper and its publication date? (It is at the top of the pages.) • How are most reports set out (format)? (Discuss columns, short paragraphs, headlines and the journalists.) • What style of writing is used? (It is formal, factual, concise and written in the third person.) Activity 18 Read and discuss the instructions and notes. Revise the writing process. Explain the assessment criteria on the rubric. The learners then follow the process and the instructions and write their report.

Week 8 Lessons 8 and 9: Reading and listening (page 214) Learners read and assess newspaper reports.

Before the lesson Make a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books. Activity 18 Explain the assessment criteria again in detail. It is important that the learners fully understand the rubric. Divide the learners into groups of three. Each learner takes a turn to read their report to the group. Together with the other two group members, they then assess the report according to the rubric. This requires critical thinking and should be a thorough process.

ENGLISH TERM 4 UNIT 18 279 Assessment The learners use this rubric to help them assess the report.

Writing: report 3 2 1–0 Subtotal Sentences All sentences Most sentences Sentences are well are well are poorly structured structured constructed Format (headline, Correct format Mostly correct Incorrect journalist’s name, format format columns, paragraphs) Punctuation Punctuation Punctuation is Very little or no is accurate mostly accurate punctuation throughout Content All information Most Information makes sense information makes little to (logical) makes sense no sense Style of writing Factual and Mostly factual Not factual and concise and concise concise

Name: Total: /15

Week 8 Lesson 10: Reflecting on reading (page 214) Learners reflect on their reading.

Activity 19 The learners tell their partners what they have read and share opinions on the texts read. Hold a class discussion or survey to identify the class’s top ten reads for the year.

Weeks 9 and 10 End-of-year examination (pages 215–216) Learners complete an end-of-year examination independently to evaluate their level of competency.

End-of-year examination You can use this as an end-of-year examination, or if you are drawing up your own examination, learners can use this as extra practise. It should be done individually. Mark the task according to the assessment tools provided in the ‘Assessment’ section of this Teacher’s Guide.

280 ENGLISH TERM 4 UNIT 18 GradeUnitUnit 1MyAssessment family 61 LB pages 5-9 Duration 2 hours

Introduction Continuous assessment, both formal and informal, needs to be conducted throughout the school year. Assessment involves four steps: • generating and collecting evidence of achievement • evaluating the evidence collected • recording the findings • using the findings to understand the learners’ development, give appropriate support and influence the learning and teaching process so it is relevant.

Assessment should always: • provide relatively prompt feedback for both the learner and the teacher • serve to reinforce or correct learned responses • help to pace learning as it reflects whether learners have mastered a concept, or if they need additional work in order to develop the concept.

The CAPS GET amended Formal Assessment Tasks are included at the end of the Learner’s Book. There are also teacher, self- and peer- assessment activities in the lesson plans in this Teacher’s Guide.

The assessments often require learners to become self-evaluative. The development of peer assessment and self-assessment takes planning, time, patience and commitment. Learners need to understand the assessment criteria or else they will find it difficult to move beyond superficial criteria like neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on, and discuss their learning, teachers can develop the learner’s assessment skills.

Assessment terms • Baseline assessment: used to find out what the learners know at the beginning of a grade • Formal assessment: the assessment of learning which occurs twice a term and results are recorded • Informal assessment: the daily monitoring of the learners’ development and learning • Peer-assessment: when learners assess one another’s work. • Self-assessment: when learners assess their own work • Summative assessment: an assessment given at a particular point in time to determine what learners know and do not know.

Assessment 281 Informal or daily assessment Informal assessment is the daily monitoring of learners’ development and progress. It includes: • observations • discussions • practical demonstrations • learner-teacher meetings • informal classroom interactions.

It does not need to be recorded, but it does help to write down relevant observations. Although the results of informal assessment are not considered for promotion and certification purposes, they are vital if learners are to learn from and reflect on their performance and if you want to plan appropriately. It is therefore important for you to reflect on the self- and peer informal assessments as well as the informal assessments that you conduct.

The following informal assessment ideas have been included in the Study & Master English lesson plans.

An informal assessment journal Many of the informal assessments in the lesson-by-lesson plans suggest you write relevant observations in your informal assessment journal. This does not mean that you assess and write comments about all the learners. Focus on a few learners and only write comments that are relevant. Remember to focus on different learners each time. Set up your informal assessment journal at the beginning of the year. Write each learner’s name and the English skills (listening, speaking, reading, writing, language) at the top of a new page in an exercise book. As you make relevant observations during class time write them on the appropriate page. This will help you keep track of learners’ strengths and weaknesses and help you plan lessons at the appropriate level.

Rubrics Rubrics have been included in many lessons. They help you assess the learners’ progress and abilities in order to plan appropriately for future lessons and give individual support. Many of the rubrics can also be adapted for formal assessment. Note that the maximum marks may vary per row. The grey boxes have no mark allocation. For example, in the following rubric, learners get either one mark or nothing for ‘voice’, but they can get two marks for their ‘story’. Listening and speaking 2 1 0 Voice – clarity Speaks Speaks clearly unclearly Story Told in Mostly told in Not sequence sequence sequenced

Constructive comments Constructive comments are comments that are carefully considered and are meant to be helpful.

282 Assessment Star-rating assessment For example:

***** Excellent **** Very good *** Good ** OK * Needs some help

Emotive assessment For example:

 A smiling face = excellent work

 A straight face = average work

 A sad face = needs help

Thumbs assessment This is a visual assessment where learners show:

 Thumb up = excellent work  Sideways thumb = okay

 Thumb down = could have been better

Two-stars-and-a-wish assessment Learners draw two stars and a simple wand at the end of their work. These should be below each other. • Next to the stars, they write a positive comment about their work. • Next to the wish, they comment on an area where they would like to improve.

For example:

¶ Most of my answers were correct.

¶ I wrote neatly.

 I wish I could work faster.

Assessment 283 Temperature-gauge assessment Learners draw a simple circle and point the hand of the gauge in the correct direction.

COOL WARM

COLD HOT

Hot = Excellent work Warm = Good work Cool = Struggling Cold = Needs help

Formal assessment The teacher is required to mark and formally record all Formal Assessment Tasks for progression and certification purposes. They may be moderated to ensure that an appropriate standard is maintained. Formal assessment is a systematic way of evaluating the progression of the learners. It needs to be administered fairly in order to ensure validity. Formal Assessment Tasks include: • tests • examinations • practical tasks • projects • oral presentations • demonstrations • performances • essays • participation in oral tasks • written tasks.

Appropriate assessment tools need to be used to assess the learners’ level of understanding and skill. For example: • memoranda • rubrics • checklists • rating scales.

284 Assessment Formal assessment requirements for FAL • There are thirteen Formal Assessment Tasks in Grade 6 (five in the first term, three in the second term, two in the third term and one in the fourth term; the June mid- and end-of-year examination is included in these). Refer to the table on page 287 of this Teacher’s Guide for details of the assessment tasks and when to do them. • The first ten Formal Assessment Tasks make up 75% of the total mark for First Additional Language in Grade 6. • The year-end examination counts 25% of the total mark. • Formal Assessment Tasks should include activities that assess Listening and speaking, Reading and viewing, Writing and presenting, and Language structures and conventions. • Language structures and conventions must be assessed in context. • All assessment in the Intermediate Phase is internal.

The Study & Master English Learner’s Book includes the 13 Formal Assessment Tasks at the end of the book. These formal assessments meet all the formal assessment requirements set out in the amended CAPS document for English First Additional Language.

Listening and speaking skills are not included in the exam. A summative mark based on the marks attained in Formal Assessment Tasks is used as an examination mark. Memoranda, rubrics, checklists and rating scales for the Formal Assessment Tasks are included in this Teacher’s Guide.

Assessment 285 GradeUnit 1 6 Programme of assessment

The table below outlines the 13 tasks that need to be completed during the year. It tells you which tasks need to be completed within each term, and gives a total mark for each term.

The marks in Terms 1, 2 and 3 contribute 75% of the total year mark (SBA). The Final examination contributes 25 %.

Term 1 Tasks Learner’s When to do Marks % Breakdown Book page

Task 1 Oral p. 217 End of Unit 1 20 7 % Reading aloud (prepared) Task 2 Transactional Writing p. 218 End of Unit 2 10 4,4 % Advertisement Task 3 Essay writing p. 219 End of Unit 4 20 4,4 % Narrative Task 4 Reading comprehension and p. 220 End of Unit 4 30 9,5 % language Section A: Non-literary text (newspaper article) (20 marks) Sections B: Visual text (cartoon) (10 marks) Task 5 Language Structures and p. 222 End of Unit 5 20 6,5 % conventions Section A: Language in literary text (newspaper article from Task 4) (10 marks) Section B: Language in an advertisement (10 marks) Term 1 total marks 100 Term 2 Tasks Task 6: Mid-year exam Paper 1: p. 224 End of Unit 7 20 7 % Oral Section A: Reading aloud (unprepared) (10 marks) Section B: Presentation (10 marks) Task 7: Mid-year exam p. 225 End of Unit 8 30 8,8 % Paper 3: Writing Section A: Transactional text (informal letter) (10 marks) Section B: Descriptive essay (20 marks)

286 Programme of assessment Task 8: Mid-year exam p. 227 End of Unit 9 50 16 % Paper 2: Comprehension and language Section A: Literary text (story) (20 marks) Section B: Visual text (cartoon) (10 marks) Section C: Summary (5 marks) Section D: Language structures and conventions in context (15 marks) Term 2 total marks 100 Term 3 Tasks Tasks 9 and 10: Literature project p. 230 End of Unit 14 70 Task 9: 7 % Task 9: Oral (20 marks) Task 10: 4,4 % Task 10: Creative writing (50 marks) Term 3 total marks 70 Total SBA 270 75% Term 4 Tasks Final examination Task 11: Paper 1: Oral p. 231 End of Unit 16 20 7% Section A: reading aloud (unprepared) (10 marks) Section B: Prepared presentation (10 marks) Task 12: End-of-year exam p. 232 End of Unit 17 30 8% Paper 3: Writing Section A: Transactional text (book review) (10 marks) Section B: Descriptive essay (20 marks) Task 13: End-of-year exam p. 234 End of Unit 18 50 10% Paper 2: Comprehension and language Section A: Non-literary text (information article) (20 marks) Section B: Visual text (pamphlet) (10 marks) Section C: Summary (10 marks) Section D: Language structures and conventions in context (10 marks) Term 4 total marks 100 25%

287 ASSESSMENT Programme of assessment 287 GradeUnitUnit 1FormalMy family Assessment Tasks 61 LB pages 5-9 Duration 2 hours

Task 1: Oral task Prepared reading Make time to let learners read to you one-by-one while the others are working. Let them sit down and read if possible. Check that they read clearly and at an appropriate volume. If they are close to you, they should read at a normal conversational volume, if they are further away, they may need to increase the volume so that you can hear them clearly. Reading pace should be reasonably quick and not laboured. Learners should read in phrases (pausing at commas) or sentences – a good pace does not sound overly slow, broken-up or choppy. Fluent readers will read in phrases and add expression; their reading will sound smooth and effortless.

Use this rubric to assess their reading aloud.

Reading aloud Questions to ask: Subtotal Volume Is the reading clear? /4 Can you hear what the learner is saying? Pace Is the reading too fast to understand? /4 Is it too slow, which makes it difficult to follow? Pronunciation Does the learner pronounce words in a /6 clear way that is easy to understand? Expression Does the learner read with interest /6 and understanding, using punctuation as guidance? Total: /20

Total: 20 marks

288 Formal Assessment Tasks Task 2: Transactional writing task Use the rubric below to assess learners’ transactional writing skills.

Writing skills: Advertisement Yes Partially No Includes all relevant details. 2 1 0 Has a clear layout that is easy to 2 1 0 read. Uses letters of different sizes, 2 1 0 with the most important information written in big letters. Includes a striking and colourful 2 1 0 picture. Uses correct grammar and 2 1 0 punctuation where necessary. Total: /10

Total: 10 marks Task 3: Essay writing – narrative essay Use the rubric below to assess learners’ narrative writing skills.

Criteria 4 3 2 1 0 Subtotal Used writing process to plan and edit work Introduced the characters and setting, provided details of events and ended the story with a concluding sentence. Produced well-structured paragraphs with a topic sentence, connecting words and appropriate vocabulary. Wrote in the past tense and included appropriate language structures. Expressed themselves in a creative and original way. Total: /20

Total: 20 marks

Formal Assessment Tasks 289 Task 4: Reading comprehension

Section A: Newspaper article Use the memorandum below to assess learners’ comprehensions skills.

Memorandum 1. A group of farmworkers decided to make and sell jam. (1) 2. They were struggling to earn a living. They did not want to take handouts. ✓ So they had to find another way to earn money. ✓ (2) 3. A local supermarket bought the jam from them. (1) 4. Children, mothers and fathers were involved in making the jam. (3) 5. Picking, cleaning, boiling and bottling the fruit are the four processes. (4) 6. Wages are low on farms and there are no jobs for young people, so they leave. (2) 7. They have a new sense of pride because they have started their own business to make money. (2) 8. The charity, ‘Inspire Children and Youth’ is helping them. (1) 9. It supported the new business by buying 16 jars of jam to put on its shelves. (2) 10. Learner’s own answers. For example: Yes, because it has promised to buy more jam in the future. No, because 16 jars is too little to earn a lot of money. (2) Total: 20 marks

Section B: Visual text

Memorandum 1. The children on the bench are playing on their cell phones. (2) 2. There is a playground behind them/there are swings, a seesaw and a basketball net behind them. (1) 3. The sign means people should be careful when they are driving, because there are children playing. (2) 4. Learners give their own opinions. The children should be playing in the playground. The children are playing, but just on their cell phones. (2) 5. Learners give their own opinions. It is funny because the sign actually refers to the playground area, but the children are ignoring the playground, because they are too busy playing games on their cell phones. (3) Total: 10 marks Total for task: 30 marks

290 Formal Assessment Tasks Task 5: Language structures and conventions

Section A: Language structures and conventions in context

Memorandum 1. The supermarket supported the farmworkers. (1) 2. Young people have to leave the farms to get work. (1) 3. They have started a business. (1) 4. town; business (1) 5. They have eceivedr help from the community. (1) 6. They can’t (or cannot) find work. (1) 7. small (1) 8. best (1) 9. Please buy our products and help our community. (1) 10. Please support us, our children and our whole community. (1) Total: 10 marks

Section B: Visual text

Memorandum 1. noun: things; adjective: fabulous (2) 2. Everything must be sold today. (1) 3. They sell it all at a good price. (1) 4. Theyare selling everything cheaply. (1) 5. He is selling his soccer boots at the sale. (1) 6. desk (1) 7. most beautiful (1) 8. The sale was a great success! (1) 9. Stella and Naledi arrived at 12H00 exactly. (1) Total for task: 10 marks Task 6: Mid-year exam: Oral: Paper 1

Section A: Unprepared reading Learners can read the text “Kenny Kazoo and The Lilacs”, on page 133 of the Learner’s Book or the section from the same story on pages 135–136. You may, of course, also select your own reading, that works better in your context. Grade 6 learners should be reading about 150 words for their unprepared reading.

Formal Assessment Tasks 291 Use this rubric to help you assess the learners.

Criteria Maximum mark allocation Volume: 2 Learner reads at the appropriate volume and can be heard clearly. Pace: 2 Learner reads at the appropriate pace, pausing in the correct places. Pronunciation: 2 All words are pronounced correctly. Expression: 2 Learner reads with expression, changing tone when different people are speaking and pausing in response to punctuation. Fluency: 2 Learner reads fluently in phrases with expression and sounds smooth and effortless. Total /10

Total: 10 marks Section B: Presentation Use this rubric to help you assess the learners.

Content The learner: included a title 1 included all the steps in the correct 1 order 1 used command words 1 used sequence words. Presentation The learner: 1 spoke loudly enough 1 spoke at a normal speed 1 pronounced the words correctly 1 emphasised the important words 1 sounded interested in his/her topic 1 looked at the audience Total:

Total: 10 marks Total for task: 20 marks

292 Formal Assessment Tasks Task 7: Mid-year exam: Writing: Paper 3

Section A: Transactional text: an informal letter Use this checklist to help you assess the learners’ letters.

Writing skills Yes Partially No Content is relevant. 2 1 0 Format is appropriate. 2 1 0 Uses appropriate vocabulary. 2 1 0 Uses appropriate spelling, 2 1 0 punctuation and sentence structure. Began and ended the letter 2 1 0 correctly.

Total: 10 marks

Section B: Descriptive essay Use the following rubric to allocate marks and assess the essay.

Marks 4 3 2 1 0 Subtotal Used the writing process to plan and edit work. Described the appearance and characteristics of the person being described. Produced well-structured paragraphs with a topic sentence, connecting words and appropriate vocabulary. Wrote in the correct tense (simple present or present progressive) with appropriate language structures. Expressed themselves in a creative and original way. Total: /20

Total: 20 marks Total for task: 30 marks

Formal Assessment Tasks 293 Task 8: Mid-year exam: Comprehension and language: Paper 2

Section A: Literary text

Memorandum 1. Nonki grew up in Khayelitsha. (2) 2. She is a horticulturalist. The name of her job is a horticulturalist (1) 3. She helps to grow plants and gives customers advice on what plants to buy. (2) 4. She did a one-year diploma course in horticulture at college. (2) 5. Aunt Zukiswa is her favourite aunt. (1) 6. She was 1 when she first discovered plants. (2) 7. A nursery is a place where you look after babies, and a nursery is also a place where you grow (or nurse) young plants. (3) 8. She watered the plant, picked out the dead leaves and fed it special food. (3) 9. Real tomatoes are not all the same shape/colour/size as supermarket tomatoes. (2) 10. She describes the soil as generous, because it gave back so much from such small seeds. (2) Total: 20 marks

Section B: Visual text

Memorandum 1. Accept any answer between 5 and 8 years old. (2) 2. She still has a teddy and is playing with blocks. (2) 3. The baby is trying to eat the book. (2) 4. It usually means do you like reading the book/is that a good story? (2) 5. It means: “Does the book taste nice?” (2) Total: 10 marks

Section C: Summary Use this rubric to assess the summaries.

Criteria Marks The learner has: Included all the main points given in the model 2 summary. Used his/her own words. 1 Arranged the facts in a logical order. 1 Used correct grammar and spelling. 1 Total: /5

294 Formal Assessment Tasks Model summary Nonki grew up in Khayelitsha. She is a horticulturalist, and she works in a nursery. She did a one-year diploma after school. Now she helps to grow plants and gives customers advice. When she was 13, her favourite aunt, Zukiswa, visited and brought a plant for their house. The plant became Nonki’s. She looked after it, and that is when she fell in love with plants. (66 words) Total: 5 marks

Section D: Language structures and conventions in context

Memorandum 1. She decided she was going to study plants. (1) 2. “It was the best decision I’ve ever made,” she said. (1) 3. She grew plants and gave advice to customers. (2) 4. She works in a nursery, but she is not looking after babies. (1) 5. She does not/doesn’t look after animals in a zoo. (1) 6. It is mine. (1) 7. My aunt bought us a plant for the house. (3) 8. well (1) 9. They will make a garden and they will grow vegetables. (2) 10. She was on a bus to Port Elizabeth. (2) Total: 15 marks Total for task: 50 marks Tasks 9 and 10: Literature project

In this term learners will do two tasks. You may want to create your own tasks based on the literature genres you have done with the class. Below is a suggestion of a task that can be done based on folktales. We suggest you let them do Task 10 first and then Task 9.

Task 10: Creative writing Your literature project is based on local folktales that have been passed down through families and storytellers for generations. You will be: • researching a story, by interviewing people in your family or community, who are known as good story tellers. • choosing the story you would like to present to the class. • writing the story, to hand in to your teacher.

Remember all the steps you need to take in planning your story. 1. Make a mind map to help you with your planning. 2. Do a first draft of oury story. 3. Get your friend to check your work. 4. You will be handing in your mind map, your first draft and your final neat copy for the written assessment of your project. 5. Look at the checklists on pages 217 and 218 if you need help.

Formal Assessment Tasks 295 Task 9: Oral You will do an oral presentation of your project. You may work with a partner, or in a small group for this section of your project. • Practice your presentation in your group/pair. • You will need to introduce your folktale, and explain why you chose it. • Then you need to present it to the class.

Your teacher will assess your presentation using these criteria: • Planning (appropriate level and content for the audience) • Preparation (evidence of planning, for example cue cards and visual aids) • Presentation and delivery of speech • Introduction and conclusion • Ability to answer questions about your presentation.

296 Formal Assessment Tasks You can use this rubric to assess the oral section of the Folktale Project.

Rubric for assessing the oral aspect of the Folktale Project

Oral aspect of the Folktale Project Total /20 Listening and 2 1 0 speaking skills Introduction and Clear and concise, Information supplied Stilted, not clear explanation of choice interesting but not all there of folktale Presentation Interesting Good presentation, Presentation lurches presentation, well- some gestures from one place to the acted out next Order Actions happen in The order is mostly The action does not an order that makes correct, and can be follow an order that narrative sense followed makes sense Connecting words Uses connecting Sometimes uses Connecting words are words effectively connecting words either not used or correctly used incorrectly Language Well-structured Some well-structured Poorly structured sentences that flow sentences sentences with the action Vocabulary Excellent, varied Appropriate and Inappropriate and choice of words shows understanding shows a lack of understanding Use of costumes and Excellent use of Some props and an No real effort to do props simple costumes and effort at costumes, either props to keep the which helps the action going action Use of sound effects Great sound effects, Good effects which No sound effects using interesting help the tale along instruments Audience Audience involved the Some effort at No audience participation whole way through involving audience in participation action Working together as A good cohesive Team worked well; No real evidence of a team/group effort from all one or two lapses teamwork members of the team

Total: 20 marks

Formal Assessment Tasks 297 Task 10: Creative writing Use this rubric to assess learners’ written folktale, for the Folktale Project. Learners will be assessed individually on their written work.

Rubric for assessing the written aspect of the Folktale Project

Written folktale for Folktale Total: 50 Project Writing skills 10–8 7–5 4–2 1–0 Planning and Planning and Some research Some confusion No real evidence research research are and rough in planning; of research or evident and planning lack of detailed planning notes are included; good research, not included with oral explanation much order and folktale logic in tale Setting, Setting, Setting, Setting, Some setting, characters and characters and characters and characters and characters and plot evident plot strong plot; most of plot; not clearly plot missing these elements defined present Story structure Story is Story is well- Some structure Story lacks (appropriate structured structured is evident structure beginning, excellently middle and ending) Sentence Excellently Well-structured Some fairly Many poorly structure: full structured sentences well-structured structured sentences, word sentences sentences sentences order, tense Vocabulary, Vocabulary is Vocabulary is Vocabulary Vocabulary spelling and interesting and appropriate is mostly is mostly punctuation appropriate throughout appropriate and inappropriate throughout and shows shows some and shows a and enhances understanding. understanding. lack of meaning. meaning. Spelling and Spelling and Spelling and Spelling and punctuation is punctuation is punctuation is punctuation is good. average. weak. excellent.

Total: 50 marks Total for Tasks 9 and 10: 70 marks

298 Formal Assessment Tasks Task 11: End-of-year exam: Oral: Paper 1

Section A: Unprepared reading Learners can read the poem ‘Falling asleep in class’ on page 202 of the Learner’s Book, or the poem ‘Truant’ on page 203. If you prefer a prose text, use the ‘Introduction’ on page 196. You may, of course, also select your own reading, that works better in your context. Grade 6 learners should be reading about 150 words for their unprepared reading, if it is a prose text.

Use the following rubric to assess learners’ reading.

Reading aloud (10 marks) Reading aloud skills Yes Sometimes No Appropriate pronunciation 2 1 0 Appropriate expression 2 1 0 Reads fluently 2 1 0 Reads at the appropriate tempo 1 0–1 0 (speed) Phrasing: takes note of 2 1 0 punctuation when reading Understands the text 1 0–1 0

Total: 10 marks

Section B: Interview Use the following rubric to assess learners’ interviews.

Interview criteria Listening and speaking skills Yes No Questions and answers are appropriate. 2 0 Format is appropriate. 2 0 Vocabulary is appropriate. 2 0 Spelling, punctuation and sentence structure is 2 0 appropriate. Develops the interview logically. 2 0

Total: 10 marks Total for task: 20 marks

Formal Assessment Tasks 299 Task 12: End-of-year exam: Writing: Paper 3

Section A: Book review Use this rubric to assess learners’ book reviews.

Book review Writing skills. Yes No Content is appropriate. 2 0 Includes a title. 1 0 Includes characters. 1 0 Includes a summary of the plot. 2 0 Includes an opinion. 2 0 Uses appropriate spelling, punctuation and 2 0 grammar.

Total: 10 marks

Section B: Descriptive essay Use the following rubric to allocate marks and assess the essay.

Criteria 4 3 2 1 0 Subtotal Used writing process to plan and edit work. Described the appearance and characteristics of the places or characters using appropriate adjectives. Produced well-structured paragraphs with a topic sentence, connecting words and appropriate vocabulary. Wrote in the correct tense (simple present or present progressive) with appropriate language structures. Expressed themselves in a creative and original way. Total: /20

Total: 20 marks Total for paper: 30 marks

300 Formal Assessment Tasks Task 13: End-of-year exam: Comprehension and language: Paper 2

Section A: Non-literary text

Memorandum 1. People are telling stories, all around you, all the time. (2) 2. Two examples of these: A story from another country, a story about a miracle face cream, a story about a soccer player scoring a winning goal. (2) 3. You can find these stories on billboards, bus shelters and lamp posts. (3) 4. You can find out about these stories from TV, in movies, and on your radio. Learners can also mention, and get marks for saying newspapers, cell phones and computers. (Accept any three marks out of those six possibilities.) (3) 5. False (1) 6. Print media is books, magazines and newspapers. (2) 7. Broadcast media (1) 8. People take photographs and interview eyewitnesses. (2) 9. Learner’s own answer. Yes, I do, because if it appears in the media it must be true. No, I don’t because there is a lot of fake news these days and you don’t know who to believe. (2) 10. Learner’s own choice. They need to substantiate their answer, for example I like electronic media, because I can get it on my phone easily. (2) Total: 20 marks

Section B: Visual text

Memorandum 1. The Department of Basic Education sent out this pamphlet. (2) 2. He is a doctor, because he is wearing a doctor’s coat/has a stethoscope around his neck. (2) 3. It is an infectious disease/a virus/ a sickness that can kill people. (2) 4. 1 – Wash your hands. (4) 2 – Wear a mask. 3 – Use hand sanitizer. 4 – Practise social distancing. Total: 10 marks

Formal Assessment Tasks 301 Section C: Summary Use this rubric to assess learners’ summaries.

The learner has: Marks Included all the main points given in the model 4 summary. Used his/her own words. 2 Arranged the facts in a logical order. 2 Used correct grammar and spelling. 2 Total

Total: 10 marks Model summary People are telling stories around you all the time. The stories are outside on billboards, for example, in newspapers, and also sent to you in your phone and computer. These stories are called the media. The media informs us of what is happening in the world, it entertains us, and it sells us things, through advertisements. There is print media and electronic media. (63 words)

Section D: Language structures and conventions in context

Memorandum 1. Theyare providing news all the time. (1) 2. winning; important. Soccer is also acceptable. (2) 3. a) The soccer player’s goal b) The eyewitness’s stories (2) 4. She said, “I bought a newspaper today.” (2) 5. The news is available on their phones. (2) 6. Any of these sentences: facts will be recorded, the news will be available, it will be in the newspapers. (1) Total: 10 marks Total for paper: 50 marks

302 Formal Assessment Tasks GradeUnit 1 6 Revision section answers

Revision 1

Listening and speaking (6 marks) 1. Read the following text to the class slowly and with expression. Read it twice and then ask the questions. Allow plenty of time for the learners to write down the answers.

LISTENING TEXT

Wade van Niekerk is simply a very fast South African! So fast, in fact, that in 2016 he won an Olympic gold medal and set a world record for the 400 metres sprint. His record time is 43.03 seconds. Can you even imagine running that fast? He beat the current record holder, Michael Johnson, by one second. Wade also holds the world’s best time for the 300 metres. But this is an unusual distance for a race, so he usually competes in the 200 metres and the 400 metres. When the 2020 Olympics were postponed due to the Coronavirus, Wade was slightly relieved, as he is recovering from a knee injury. But he is ready and ‘itching to show his stuff on the international track once more.’ Van Niekerk believes that his best is yet to come. “I am hungrier than before,” he told Olympic Channel from Cape Town, where he is locked down due to the virus.

Questions a) What is Wade van Niekerk very good at? (1) b) What does the word ‘sprint’ mean? (1) c) Choose the correct word to complete this sentence (1) Wade won an Olympic gold medal for the 200 m/300 m/ 400 m sprint. d) Is this statement true or false? (1) Wade was not disappointed that the 2020 Olympics were postponed. e) How do you know that Wade van Niekerk is a fast runner? (1) f) How would you feel about the 2020 Olympics, if you were Wade van Niekerk? (1)

Memorandum As listening is being assessed, the learners do not have to write full sentences when answering some of these questions. a) Running/sprinting/running fast - any of these answers. (1) b) To run very fast (over a short distance) (1)

Revision section answers 303 c) 400 m (1) d) True (1) e) He won the gold medal/he holds the world record for 400m and 300 m – any of these answers (1) f) Learner’s own answer. I would feel nervous, as people expect me to win/I would be excited to have a chance to beat my record etc. (1)

Reading aloud (4 marks) 2. Ask the learners to come to you one by one to read aloud while the rest of the class is working. Remind them to focus on pronouncing words correctly, reading fluently, not too fast and not too slowly and reading with expression.

Use this checklist to help you assess the learners.

Reading aloud Yes Sometimes No Appropriate pronunciation 1 ½ 0 Appropriate expression 1 ½ 0 Reads fluently 1 ½ 0 Reads at the appropriate pace 1 ½ 0

Reading comprehension (8 marks) Tell the learners that if a question is worth more than one mark it usually needs more details.

Memorandum 3. a) Tortoise and Hare are the two characters in the story. (2) b) Hare is a very fast runner. (1) c) Tortoise and Hare had a race to see who was the fastest runner. (1) d) Hare went to sleep because he was so far ahead. (1) e) Tortoise got to the finish line first. (1) f) (Accept any appropriate response) For example: If you go slowly and make steady progress you will succeed. (2)

Language structures and conventions (6 marks) Memorandum 4. a) You laughed at me. (1) b) Hare can run very fast. (1) c) Hare runs faster than Tortoise. (1) d) Tortoise is slow. He is slower than Hare. They decided to run a race. (2) e) Tortoise is/was happy because he won the race. (1)

304 Revision section answers Writing (12 marks) 5. The learners should write three paragraphs.You can use the rubric on the next page to assess their writing, or you can follow this formula. Paragraph 1: Topic sentence (1) Supporting sentence (1) Paragraph 2: Topic sentence (1) Supporting sentence (1) Paragraph 3: Topic sentence (1) Supporting sentence (1)

• Allocate one mark for the presence of each sentence. • Use the remaining six marks (one per sentence) for grammatical correctness.

Writing: paragraphs 4 3 2 1–0 Paragraphs All topic Most topic Some topic Few to no topic sentences and sentences and sentences and sentences and supporting supporting supporting supporting sentences are sentences are sentences are sentences are appropriate appropriate appropriate appropriate Sentence structure Excellently Well-structured Some fairly Many poorly (full sentences, structured sentences well-structured structured word order, tense) sentences sentences sentences Punctuation Punctuation Punctuation Punctuation Punctuation and vocabulary and vocabulary and vocabulary and vocabulary and vocabulary (connecting words, is appropriate is appropriate is mostly is mostly pronouns) throughout throughout appropriate inappropriate and enhances and shows and shows a lack meaning understanding of understanding

Reflecting on reading (4 marks) 6. Use this checklist to assess learners’ ability to discuss the books they have read. Ask each learner who they would recommend the book to and why.

Reflecting on reading Yes No Retells parts of a story 1 0 Retells a story in sequence 1 0 Shares an opinion 1 0 Opinion is appropriate 1 0

Revision section answers 305 Revision 2

Listening and speaking (8 marks) 1. Have the learners come to you one by one while the rest of the class is working. Use this rubric to help you assess the learners.

Listening and 2 1 0 speaking Information All information Some information makes Information does not make makes sense sense sense Order The procedure is explained The procedure is not in the correct order explained in the correct order Connecting Uses connecting Sometimes uses Connecting words are either words words effectively connecting words correctly not used or used incorrectly Language Well-structured Some well-structured Poorly structured sentences sentences sentences Vocabulary Appropriate and shows Inappropriate and shows a understanding lack of understanding

Reading comprehension (12 marks) Remind the learners that if a question is worth more than one mark it usually needs more details.

Memorandum 2. a) Four types of fuel are: petrol, electricity, gas and oil. (4) b) You get petrol out of a petrol pump at a petrol station. (1) c) Electric cars can’t go very far before they need to be plugged in and recharged. (1) d) Hybrid cars run on a combination of battery power and petrol. (2) e) (Award 2 marks for a sensible response and 1 mark if the answer is valid, but not likely.) For example: You get oil from the kitchen. (2) f) (Accept any appropriate response) Example: No, because it didn’t work in cars as they are. The cars had to be adapted. (2)

Language structures and conventions (8 marks) Memorandum 3. a) big (1) b) Buses in cities run on natural gas. (1) c) I do not/don’t think this will work. (1) d) Theyw ere trying to find a new source of fuel. (1) You can recharge your battery at night. (1) e) new; popular (2)

306 Revision section answers Writing (12 marks) 4. Use this rubric to help you assess the learners.

Writing 4 3 2 0–1 Description Description is Description is Description is Description very creative fairly creative appropriate but is mostly and the and the not creative inappropriate appropriate appropriate length length Sentence Excellently Well-structured Some fairly Many poorly structure (full structured sentences well-structured structured sentences, word sentences sentences sentences order, tense) Punctuation Punctuation Punctuation Punctuation Punctuation and vocabulary and vocabulary and vocabulary and vocabulary and vocabulary (adjectives, is appropriate is appropriate is mostly is mostly adverbs) throughout throughout appropriate inappropriate and enhances and shows and shows meaning understanding a lack of understanding

Revision 3

Listening and speaking (6 marks) 1. Cut out pictures of objects in magazines. Give each learner a picture of a different object. They plan a description of the object, but do not mention what they are describing. The class tries to guess the object. Spread this assessment over the first two weeks of the term. Try and start or end each lesson with one or two learners describing their object to the class. Use this rubric to help you assess the learner.

Listening and 2 1 0 speaking Description Included relevant Included some relevant Details were not specific details specific details relevant Language Well-structured Some well-structured Poorly structured sentences sentences sentences Vocabulary Appropriate vocabulary Appropriate vocabulary Inappropriate that enhanced the that showed vocabulary that showed description understanding a lack of understanding

Reading aloud (4 marks) 2. Choose an extract from an information text. The learners do not prepare for this activity. Ask them come to you one by one. Give them the text and get them to read it to you while the rest of the class is working. Remind them to focus on pronouncing words correctly, reading fluently, not too fast and not too slowly and reading with expression.

Revision section answers 307 Use this checklist to help you assess the learners.

Reading aloud Yes Sometimes No Appropriate pronunciation 1 ½ 0 Appropriate expression 1 ½ 0 Reads fluently 1 ½ 0 Reads at the appropriate tempo (speed) 1 ½ 0

Reading comprehension (8 marks) Memorandum 3. a) Cartoons are drawings that make people laugh. (1) b) They are drawn eryv big to make them look funny. (1) c) It is a strip cartoon. (1) d) Momm! Hey, Mom! (1) e) The words are in capital letters because the boy is shouting them. (2) f) The mother has her head in her hands because by making her son come to her she caused the house to be full of dog mess. (2)

Language structures and conventions (6 marks) Memorandum 4. a) This is my house. It is mine. (1) b) I used the scissors to cut bunches of flowers. (2) c) She is good at drawing cartoons. (1) d) I ran home because I was late. (2)

Writing (12 marks) 5. Use this checklist to help you assess the learners.

Writing skills Yes Partially No Included relevant specific details 2 1 0 Described physical appearance 2 1 0 Used relevant vocabulary 2 1 0 Used correct format 2 1 0 Used correct punctuation 2 1 0 Began and ended the letter correctly 2 1 0

308 Revision section answers Reflecting on reading (4 marks) 6. Ask each learner to summarise what they have read and say how the book did or did not relate to their own life. Use this checklist to help you assess the learners.

Reflecting on reading Yes No Summarises what they have read 1 0 Summarises in sequence 1 0 Relates the book to their own life 1 0 Shows respect by listening to other group members 1 0

Revision 4

Oral – Reading aloud, Listening and speaking (12 marks)

Reading aloud (6 marks) 1. Choose an extract from the Learner’s Book or Core Reader for the learners to read aloud to you. Ask them a couple of questions to assess their understanding of the text. Assess their reading-aloud skills according to this checklist.

Reading aloud Yes Sometimes No Appropriate pronunciation 1 ½ 0 Appropriate expression 1 ½ 0 Reads fluently 1 ½ 0 Reads at the appropriate tempo (speed) 1 ½ 0 Phrasing: takes note of punctuation when reading 1 ½ 0 Understands the text 1 ½ 0

Listening and speaking (6 marks) 2. Read the following text to the class slowly and with expression. Read it twice and then ask the questions. Allow plenty of time for the learners to write down the answers.

LISTENING TEXT

This is a most important day for our country. History is being made! I stand here, outside Victor Verster Prison, waiting with other newspaper reporters, for Mr Mandela to be released. Today, the past can be put behind us – no more apartheid, no more people being sent to prison. Tomorrow a new South Africa begins – one where all of us have an equal chance – black or white.

Revision section answers 309 Questions The learners do not have to write full sentences when answering some of these questions.

Memorandum 2. a) A newspaper reporter (1) b) Outside Victor Verster Prison (1) c) There was apartheid and people were put into prison. (2) d) (Accept any appropriate response.) For example: People will celebrate the start of a new way of life with equal chances for all. (2)

Reading comprehension and language (16 marks)

Reading comprehension (10 marks) Memorandum 1. a) The boy played a joke because he was hot and bored. (2) b) interesting (1) c) shepherd (1) d) The villages came running with clubs and spears to help him. (2) e) They thought he was playing tricks so they refused to help him. (2) f) A liar will not be believed, even when he tells the truth. (2)

Language structures and conventions (6 marks) Memorandum 2. a) They thought he was playing tricks again. (1) b) He thought it was funny to do this. (1) c) He must not do it again! (1) 3. He always shouted, “Wolf! Wolf!” (1) 4. Next time they will not help him. (1) 5. He shouted for help, but they did not listen to him. (1)

Writing (12 marks) 1. Paragraph (6 marks) Use this checklist to assess the paragraph.

Writing: paragraph Yes No Content is relevant and sequenced 1 0 Includes a relevant topic sentence 1 0 Includes at least two supporting sentences 1 0 Uses appropriate vocabulary 1 0 Uses appropriate spelling and punctuation 1 0 Constructs sentences appropriately 1 0

310 Revision section answers 2. Review (6 marks) Use this checklist to assess the review.

Writing: review Yes No Content is appropriate 1 0 Includes a title 1 0 Includes characters 1 0 Includes a summary of the plot 1 0 Includes an opinion 1 0 Uses appropriate spelling, punctuation and 1 0 grammar Revision 5

Listening and speaking (6 marks) 1. Use the rubric on the next page to help you assess the learners. Divide the mark they attain out of 12 by 2 to gain the correct weighting for the activity.

Listening and speaking 3 2 1 0 Preparation Excellent Good Could be better Not evident

Presentation Excellent Good Could be better Not appropriate Sequencing of story Excellent Good Could be better Not appropriate Ability to answer questions Excellent Good Could be better Not evident Name: Total: /12 ÷ 2 = /6

Reading aloud (4 marks) 2. Ask the learners to choose and practise reading a text. Remind them to focus on pronouncing words correctly, reading fluently, taking note of punctuation and reading with expression. Ask the learners to come to you one by one to read aloud while the rest of the class is working. Use this checklist to help you assess the learners.

Reading aloud Yes Sometimes No Appropriate pronunciation 1 ½ 0 Appropriate expression 1 ½ 0 Reads fluently 1 ½ 0 Appropriate phrasing 1 ½ 0

Revision section answers 311 Reading comprehension (8 marks) Memorandum 3. a) (Any pair) blue – through, wall – all, roar – shore (2) b) The word waves’‘ is repeated. (1) c) The poet compares waves to a great wall. (2) d) Simile (1) e) The poet compares waves to a whisper and a roar. (2)

Language structures and conventions (6 marks) Memorandum 4. a) There are big waves and little waves, Green waves and blue (Award ½ a mark for each adjective identified correctly.) (2) b) The waves are breaking. (1) She writes a poem. (1) c) I like my teacher, Mr Trent. He is very friendly and he helps me with my work. (2)

Writing (12 marks) 5. Use this rubric to help you assess the stories.

Writing: stories 3 2 1 0 Content All content is Most content is Some content is Content is appropriate and appropriate and appropriate inappropriate interesting interesting Story structure Story is Story is well Some structure Story lacks (appropriate structured structured is evident structure beginning, middle excellently and ending) Sentence structure Excellently Well-structured Some fairly Many poorly (full sentences, structured sentences well-structured structured word order, tense) sentences sentences sentences Punctuation Punctuation Punctuation Punctuation Punctuation and vocabulary and vocabulary and vocabulary and vocabulary and vocabulary (includes is appropriate is appropriate is mostly is mostly connecting words throughout throughout appropriate inappropriate and inverted and enhances and shows and shows commas) meaning understanding a lack of understanding Name:

Reflecting on reading (4 marks) 6. Assess this part of the task while the learners are involved in completing activities during Unit 11. Join a group of learners and listen to their discussion. Ask the learners to summarise a story they have read and then discuss the differences between stories and information books. Ask them which they enjoy more and why.

312 Revision section answers Use this checklist to help you assess the learners.

Reflecting on reading Yes Partially No Summarises a story 2 1 0 Explains the difference between story and information books 1 ½ 0 Shares an opinion 1 ½ 0

Revision 6

Listening and speaking (8 marks) 1. Introduce this activity near the beginning of Unit 13. Learners will need to practise at break times or after school. Timetable a special lesson in which they can present their scenes to the class.

Use this checklist to help you assess the learners.

Listening and speaking skills Yes Sometimes No Uses appropriate content and language 2 1 0 Uses direct speech 2 1 0 Uses gestures and expression to convey meaning 2 1 0 Pronounces words audibly and correctly 2 1 0

Reading comprehension (12 marks) Remind the learners to look at the mark allocation before answering the questions.

Memorandum 2. a) The words in italics set the scene for the eaderr or actor. (2) b) The person who opens the door has a cloth around his head and is holding a black bag. (2) c) The salesman is selling window-cleaning products, mops and brooms. (3) d) The capital letters indicate the person is speaking loudly. (2) e) He thinks the robber is a cleaner because he has a cloth around his head and he is holding a black bag. (2) f) (Accept any appropriate synonym) For example: idiot (1)

Language structures and conventions (8 marks) Memorandum 3. a) He has the cleanest windows in town. (1) They were more worried when he did not come home. (1) b) The robber’s bag (1) The girls’ dresses (1)

Revision section answers 313 c) (Accept any appropriate sentences) For example: I can’t go out until I’ve cleaned up the mess in my room. I have to clean out the cupboard and give away all the clothes that are too small for me. (Give one mark if the meaning of each phrasal verb is clear and another mark for each sentence that is grammatically correct.) (4)

Writing (12 marks) 4. Use this rubric to help you assess the learners.

Writing: scripts 3 2 1 0 Characters Characters are Some characters Few No characters are all appropriate are appropriate characters appropriate are appropriate Dialogue and Dialogue Most dialogue and Some No dialogue and action and action action is organised dialogue action is organised is organised logically and action logically logically is organised throughout logically Direct speech Direct speech Direct speech is Direct Direct speech is is appropriate mostly appropriate speech is mostly inappropriate and enhances and shows sometimes and shows a lack of meaning understanding appropriate understanding Punctuation Punctuation Punctuation is Punctuation Punctuation is (including colons, is appropriate mostly appropriate is sometimes mostly inappropriate exclamation throughout and shows appropriate and shows a lack of marks and and enhances understanding understanding question marks) meaning

Revision 7

Listening and speaking (6 marks) Read the following recipe to the class slowly and with expression. Read it twice and then get the learners to complete the activity.

LISTENING TEXT Red lentil soup You will need: one cup of dried red lentils one tin of chopped tomatoes one onion one red pepper

This is what you do: Step 1: Chop the onion and red pepper. Fry the onion until soft, then add the red pepper. Step 2: Add the tin of chopped tomatoes. Step 3: Add the lentils and one cup of water. Step 4: Stir, and let the soup cook slowly for half an hour. Step 5: Add more salt and pepper to season, if you like, and then serve.

314 Revision section answers Memorandum 1. a) Red lentil soup (1) b) lentils, tomatoes, onions, red pepper (4) c) Half an hour (1)

Reading aloud (4 marks) 2. Choose an extract for the learners to read aloud. The learners do not prepare for this activity. Ask them to come to you one by one while the rest of the class is working. Give them the text and ask them to read it to you. Remind them to focus on pronouncing words correctly, using expression and reading at the appropriate volume and pace. Use this checklist to help you assess the learners.

Reading aloud Yes Sometimes No Appropriate pronunciation 1 ½ 0 Expression shows understanding 1 ½ 0 Reads at the appropriate volume 1 ½ 0 Reads at the appropriate pace 1 ½ 0

Reading comprehension (8 marks) Memorandum 3. a) The boy’s name is Tyler Walsh. (1) b) His mother took him out of school because he was being bullied and the teachers weren’t punishing the bullies properly. (2) c) The bully had to go to detention on Saturday. (2) d) The Board of overnorsG is in charge of the school. (1) e) The title plays on the word ‘red’. It is the colour of her son’s hair and the reason he is being bullied, and red is also related to anger. ‘Mom sees red’ means that the mother is very angry. (2)

Language structures and conventions (6 marks) Memorandum 4. a) She said, “I want to speak to the headmaster.” (Deduct ½ a mark for each punctuation error. Do not award a negative mark.) (2) b) There was a bully at the school. (1) She went to speak to the school board. (1) c) I read in the newspaper about the boy with the red hair. (2)

Revision section answers 315 Writing (12 marks) 5. Use this checklist to help you assess the letters. Writing skills Yes Partially No Content is relevant 2 1 0 Format is appropriate 2 1 0 Uses appropriate vocabulary 2 1 0 Uses appropriate spelling, punctuation and sentence structure 2 1 0 Uses the correct style of writing 2 1 0 Began and ended the letter correctly 2 1 0

Reflecting on reading (4 marks) 6. Assess this part of the task while the learners are involved in completing activities during Unit 16. Join a group of learners and listen to their discussion. Ask each learner the following questions after they have retold the story they are reading in about five sentences. How did the book make you feel? Why? How is the book similar or different to your own life?

Use this checklist to help you assess the learners.

Reflecting on reading Yes No Retells parts of a story 1 0 Retells a story in sequence 1 0 Expresses an emotional response 1 0 Relates to own life 1 0

316 Revision section answers GradeUnit 1Resources 6

Poems and rhymes Here is a selection of poems, rhymes and songs that can be used for the daily listening and speaking activities.

Months of the year Thirty days has September, April, June and November. All the rest have thirty-one, Except for February … oh dear! It has twenty-eight days Then twenty-nine in each leap year.

Rhyming Jabu said, “It cannot be done.” But Sipho just smiled and replied, “Maybe it can be, maybe it can’t. But we’ll never know till we’ve tried.”

Tongue twisters How much wood could a woodchuck chuck If a woodchuck could chuck wood? He would chuck, as much as he could If a woodchuck could chuck wood.

Sally sells sea shells on the sea shore On the sea shore Sally sells sea shells. If the shells that Sally sells are from the sea Should she sell the shells or leave them in the sea?

RESOURCES 317 Alone in the dark She has taken out the candle, She has left me in the dark: From the windows not a glimmer, From the fireplace not a spark.

I am frightened as I’m lying All alone here in my bed, And I’ve wrapped the clothes as closely As I can around my head.

But what is it makes me tremble? And why should I fear the gloom? I am certain that there is nothing In the corners of my room.

Anonymous

Hokey-Cokey Put your left leg in Your left leg out In, out In, out Shake it all about. Do the Hokey-Cokey and you turn around That’s what it’s all about. I like Cokey (×3)

Knees bent Arms stretched Rah, rah, rah.

(Also: right leg; left/right arm; whole self) Games Here is a selection of language games that can be used to practise and reinforce listening, speaking and language skills.

He or she? (or any other confusing words) • Say sentences which include the pronouns ‘he’ and ‘she’. Sometimes use the pronouns correctly and at other times use them incorrectly. • If the pronoun is used correctly in the sentence, the learners repeat the sentence. • If the pronoun is used incorrectly in the sentence, the learners put their heads on the desk and say nothing.

Toss the noun (or any other part of speech) • A beanbag or ball represents the noun. • Everybody stands up where they are.

318 RESOURCES • Start the game by simply calling out a noun and tossing the beanbag/ball to a learner. • The recipient calls out a noun and tosses it to another learner who calls out a different noun. • Each throw must go to a new learner. • Play continues in this way until everyone has had a turn to say a noun.

The circular challenge • Learners play the game in groups. • Groups make as many rhyming words as they can. • Play moves in a clockwise direction within the group so that every learner has to participate. • Each learner has to repeat the words already said and add a rhyming word of their own. • For example: the first learner begins with the word ‘hair’. The second learner says, “Hair, care.” The third says, “Hair, care, tear.”

Catch me out • This game is played using adverbs of degree, but can be adapted to other parts of speech. • Take the learners outside and sit in a group. • Identify something close by that they can run and touch. Call this object ‘home base’. • Say sentences that include adverbs of degree (for example, too, very, almost, really, almost, absolutely, barely, deeply, entirely, extremely, fairly, fully, hardly, highly, incredibly, nearly, quite, totally). • If your sentence includes an adverb of degree, the learners repeat the sentence. • If the sentence does not include an adverb of degree they jump up as quickly as possible and run to touch the home base. The first person home gets a point. • Repeat from the beginning. • The learner with the most points wins. • If more than one learner has the winning number of points, play a deciding round between them to identify an overall winner.

That’s not right! • This game is played using nouns that are always plural, but can be adapted to other parts of speech. • Say sentences using plural nouns. • If you say a sentence using a noun that is always plural, learners repeat the sentence. • If you say a sentence using a noun which is not always plural the learners keep quiet. • For example: I use scissors to cut paper. (learners repeat) I wear trousers to work. (learners repeat) I eat cakes at birthday parties. (learners do not repeat)

RESOURCES 319 I say • Play this game which reinforces the command form of the verb. • Get the learners to stand up for the game. • Tell them to only respond to your instructions if you say your name before the instruction. • For example: (Your name) says touch your head. (Learners touch their head.) (Your name) says jump up and down. (Learners jump up and down.) Clap your hands. (Learners must not do the action because your name was omitted from the instruction). • If a learner makes a mistake he or she sits down. • The last person left standing is the winner. Perfect tenses • The learners practise using the past tense in this game, but it can be adapted to practise other tenses. • Learners play the game in groups. • They pretend they are news reporters walking through the city. Each learner adds something to what the last person saw. • For example: I went to the city and I saw lots of cars. I went to the city and I saw lots of cars and lots of people. I went to the city and I saw lots of cars, lots of people and an accident.

The telephone game • One person in the group makes up a message. • This person whispers the message once to the second person in the group. • The second person whispers the message to the third person. • The last person in the group says the message aloud. • They check if the message was passed on correctly. He said, she said • The learners play this game in a group. • The first person says something, for example, “It’s hot today.” • The next person reports what that person said, for example, “She said it was hot today.” • They continue playing until everyone has had three chances to speak and three chances to report.

What am I describing? • The learners play this game in a group. • One learner describes someone, something or even an action or feeling. • The rest of the group members guess what it is. • The next person then has a turn to describe someone or something. • For example:

320 RESOURCES He’s tall, thin, grumpy and makes us learn English. = Our teacher I put one foot in front of the other and move forward. = Walking Ten questions • The learners play this game in a group. • One person starts and thinks of an object, animal or person. • The others in the group may ask them ten questions to identify the object, animal or thing. • The answers to the questions must be ‘yes’ or ‘no’. • The person who gets the right answer, gets the next turn. Spelling and vocabulary games The following fun activities can be used to revise spelling and vocabulary throughout the year.

Classroom pictionary This game is an adaption of the board game, ‘Pictionary’. It is a fun way to revise the meanings of spelling and vocabulary words. It can be played in pairs, groups or as a class. Learners guess words by looking at pictures drawn.

How to play: 1. Choose a learner and show him/her one of the spelling words. 2. The learner may not speak, but can draw pictures or symbols on the board that will help the rest of the learners in the class to guess the word. 3. The first learner to guess the word draws the next picture. 4. Once the word has been guessed, write it on the board so the spelling is also revised.

Hangman Hangman is a guessing game that can be played to develop vocabulary and spelling skills. It can be played in pairs, groups or as a class.

How to play: 1. A player identifies one of their spelling words, and does not tell the class which one it is. 2. They draw a dash to represent each letter in the word. For example, ‘learner’ would be represented like this: ______3. They also draw a simple gallows like this:

4. Learners in the class take turns to guess what letters make up the word. 5. Each time they guess a correct letter, it is filled in on the dashes that represent that particular letter. For example, if ‘e’ is guessed, it would be filled in like this: _e_ _ _ e _.

RESOURCES 321 6. Each time someone guesses a letter that is not in the word, a body part is added to the gallows in the following order: head, body, arm, arm, leg, leg. These pictures show the progression:

7. If the person hanging in the gallows is completed before the word is guessed, the guessing player loses. If the word is completed first, the guessing player wins. If the guessing players constantly loses, they can be given a better chance to win if facial features are also added.

Charades/miming This is when words are acted out without speech. The learners have to guess which word has been acted out.

322 RESOURCES Photocopiable resources

© Cambridge University Press. You may photocopy this page for use with Study & Master English.

RESOURCES 323 © Cambridge University Press. You may photocopy this page for use with Study & Master English.

324 RESOURCES Extra rubrics

The rubrics on the following pages can be used to assess learners’ spoken and written work. The suggested marks for each code are given at the top of the column. Each row totals 10 marks. This makes scoring learners’ work very easy.

For example, look at the first rubric for Listening tasks. Five attributes are being assessed (the five rows). Each attribute scores a total of 10 marks. So the total mark for the listening task is out of 50.

Rubrics for examination assessment are included in the Formal Assessment section of this Teacher’s File.

Here is a list of the rubrics in this section.

Listening and speaking/Reading and viewing • Listening tasks • Reading aloud • Oral presentations/Prepared speech

Writing and presenting • Writing a paragraph • Writing a bullet-point summary • Writing a friendly letter • Writing a formal letter • Writing a descriptive essay based on a photograph • Analysing an advertisement

RESOURCES 325 Code 1 Code Not achieved Marks 1 or 2 able to Hardly the interpret message able ever Hardly distinguish to factsbetween and opinions understands Barely instructions, directions and procedures able Seldom, if ever, main identify to ideas make Unable to or summarise notes information Code 2 Code Elementary Mark 3 Seldom able to or interpret identify the message or purpose to it difficult Finds distinguish between facts and opinions Does not always understand instructions, directions and and procedures interpret can barely information a main idea, Identifies but not supporting ideas incoherent are Notes and summary is because of incomplete lack of information Code 3 Code Moderate Mark 4 identifies Adequately the purpose but cannot fully interpret the message between Distinguishes factsobvious and opinions Understands most instructions, directions but and procedures has difficulty with overload information main Identifies but not always ideas, supporting ideas only contain Notes basic information and summary is incomplete Code 4 Code Adequate Marks 5 or 6 the Identifies message and gives a fairly accurate interpretation Distinguishes between facts and opinions in most cases Understands most instructions, directions fairly and procedures correctly some main Identifies and supporting ideas fairly accurately Makes fairly coherent but does not notes the most capture important details Code 5 Code Substantial Mark 7 the message Identifies an accurate and gives interpretation Distinguishes between facts and opinions in almost all cases Understands most instructions, directions and procedures correctly some main Identifies and supporting ideas with accuracy Makes fairly coherent and captures notes the most important details Code 6 Code Meritorious Mark 8 and Interprets the message evaluates very and with well insight between Distinguishes facts and opinions Understands most instructions, directions well and procedures identifies Accurately main and supporting ideas in most cases Makes mainly and a notes coherent summary Code 7 Code Outstanding Marks: 9 or 10 and Interprets the message evaluates and with thoroughly insight Easily distinguishes factsbetween and opinions Thoroughly understands instructions, directions and procedures identifies Accurately main and supporting ideas notes Makes coherent and a summary Listens attentively attentively Listens texts for oral to information Listening tasks Listening

326 RESOURCES Not prepared, almost Not prepared, performunable to the task, needs constant help Faulty delivery, needs delivery, Faulty words, say help to class not interested Reader needs help, Reader needs help, much unclear, words stumbling and mumbling Reader jerks from one Reader jerks from the next to sentence help Needs extensive Code 1 Code Not achieved Marks 1 or 2 Not prepared, not Not prepared, familiar with the errors many passage, Monotonous delivery, Monotonous delivery, many express can’t class clearly, words restless Volume soft with Volume lack of confidence, stumbling and mumbling all the time are words Many unclear Reader needs a lot of help and hesitates often deliveryMonotonous, Code 2 Code Elementary Mark 3 Not well prepared, prepared, Not well does not know the no passage very well, contact, many eye errors pronunciation Not very expressive, Not very expressive, needs help articulating words, class losing interest Volume varies, with varies, Volume lack of confidence, stumbling and mumbling often are Some words unclear Reader needs overcome help to some hesitation with Monotonous, planned pauses few Code 3 Code Moderate Mark 4 Prepared, but Prepared, does not know the no passage very well, contact, some eye errors pronunciation Sometimes most expressive, articulated, words some shuffling in seats Good volume, some Good volume, stumbling and mumbling can all words Almost be heard Reading is mostly smooth, with the need for occasional assistance Code 4 Code Adequate Marks 5 or 6 Prepared, knows the Prepared, make tries to passage, contact, some eye errors pronunciation Quite expressive, says says expressive, Quite clearly, each word the interest captures of most the class Good volume, diction Good volume, clear generally can be Most words heard Reading is smooth, with basic pauses Code 5 Code Substantial Mark 7 Well prepared, knows prepared, Well makes the passage, contact, no some eye errors pronunciation Lively use of Lively each says expression, captures clearly, word of the the interest class Volume well well Volume diction modulated, clear generally can be Most words heard Reading is smooth, with paced, and well some pauses for effect A good job Code 6 Code Meritorious Mark 8 Well prepared, knows prepared, Well can the passage, look up and make contact, no eye errors pronunciation Lively use of Lively takes expression, reading on different each says voices, captures clearly, word of the the interest class Volume well well Volume diction modulated, clear and precise can be Every word heard smooth, and with paced, well effect, pauses for necessarywhere A commendable performance Code 7 Code Outstanding Marks: 9 or 10 Preparation Preparation a this was (where requirement) Expression and Expression articulation Volume and Volume projection Fluency and pace Reading is very Reading aloud

RESOURCES 327 Very limited limited Very vocabulary and language notes Conclusion lackingConclusion Cannot sustain Cannot has little argument, understanding of topic Introduction poor and no audience arouses interest No evidence of No evidence planning according task,to or context format Code 1 Code Not achieved Marks 1 or 2 Use of aids sometimes Use clumsy and not functional Limited vocabularyLimited and language use Dependent on notes on dependant Totally Hardly any evidence evidence any Hardly of a conclusion Some arguments Some arguments can be followed, but others are inconsistent/can be followed barely Some of evidence but introduction, interest arouses barely Evidence of some Evidence planning according task,to audience, and format context Code 2 Code Elementary Mark 3 Visual aids do not Visual to contribute always presentation Moderate vocabularyModerate and language use Use of notes often of notes Use detracts from presentation Moderately Moderately acceptable but lacks conclusion, cohesion Moderate Moderate of ideas development but and argument with has problems cohesion Introduction able moderate rouse to interest Adequate planning Adequate task, to according and context audience, format Code 3 Code Moderate Mark 4 Most of the visual aids used contribute of the the success to presentation Adequate vocabulary Adequate language and creative use on notes but still on notes good contact with the audience ending, but ending, sometimes lacks cohesion Good development of Good development which can argument easily be followed Reasonably good introduction Satisfactory planning task, to according and context audience, format Code 4 Code Adequate Marks 5 or 6 Presenter is able Presenter use visual aids to the enhance to presentation Good vocabulary and language use creative Notes used effectivelyNotes Some dependency Good and sustained of ideas development and argument Good and appropriate Good and appropriate introduction Well planned Well task, to according and context audience, format Code 5 Code Substantial Mark 7 Presenter is able Presenter use visual aids to to enhance effectively the presentation Very good vocabularyVery language and creative use Notes used effectively used effectively Notes and with confidence Very good conclusion good conclusion Very Good conclusion Reasonably good Very good Very and sustained of ideas development and argument Very good and Very appropriate introduction Very well planned well Very task, to according and context audience, format Code 6 Code Meritorious Mark 8 an impact on the and audience contribute effectively of the the success to presentation Excellent vocabulary Excellent language and creative use Confident delivery Confident with very little use of notes Skilful ending drawn thoroughly together Brilliant development Brilliant development of ideas and argument Striking introduction which immediately audience grasps attention Thoroughly planned Thoroughly task, to according and context audience, format Code 7 Code Outstanding Marks: 9 or 10 Use of visual aidsUse aids make Visual Critical awareness of Critical awareness language use Tone, speaking and Tone, delivery skills Organisation of Organisation speech Planning and Planning research Oral presentations / Prepared speech / Prepared presentations Oral

328 RESOURCES Paragraph has too has too Paragraph make to errors many sense No supporting present sentences Code 1 Code Not achieved Marks 1 or 2 Paragraph has many has many Paragraph in punctuation,errors and capitalisation and meaning spelling, is unclear The paragraph has a paragraph The supporting sentence does not relate that the main idea back to Main is not clear topic Mainis absent topic Code 2 Code Elementary Mark 3 Paragraph has many has many Paragraph in punctuation,errors and capitalisation but can still spelling, be understood The paragraph has a paragraph The supporting sentence partly relates that the main idea back to Main is not very topic and clearly stated, of beginning not at paragraph Code 3 Code Moderate Mark 4 Paragraph has four has four Paragraph errors or more in punctuation, and capitalisation spelling The paragraph has 1 paragraph The supporting sentence back to relates that the main idea but not clearly stated Code 4 Code Adequate Marks 5 or 6 Paragraph has Paragraph errors or four three in punctuation, and capitalisation spelling The paragraph has 1/2 paragraph The supporting sentences the back to relate that main idea Main is clear topic Mainis there, topic Code 5 Code Substantial Mark 7 Paragraph has Paragraph errors one or two in punctuation, and capitalisation spelling The paragraph has 2/3 paragraph The supporting sentences the back to relate that main idea Main topic is clear, Main is clear, topic and near the of the beginning paragraph Code 6 Code Meritorious Mark 8 Paragraph has no Paragraph in punctuation,errors and capitalisation spelling The paragraph has paragraph The 3/4 supporting detail relate that sentences the main idea back to Main is very topic and presented clear, in first sentence Code 7 Code Outstanding Marks 9 or 10 Mechanics and grammar Supporting sentences Main topic/idea sentence Writing a paragraph Writing

RESOURCES 329 Uses no acronyms or no acronyms Uses abbreviations Little or no evidence Little or no evidence of the 5 of any points bulleted The summaryThe is and incomplete communicates very no little to about the information article Code 1 Code Not achieved Marks 1 or 2 Poor use of acronyms use of acronyms Poor and abbreviations all of them Almost incorrect Very limited evidence evidence limited Very of the 5 bulleted points at Attempt summarising them unsuccessful The summaryThe is very limited Style needs attention and most ideas are not included Code 2 Code Elementary Mark 3 Just inadequate use/ Just inadequate of acronyms creation or acronyms few Very correct abbreviations Half or less than half of the bulleted mentioned are points Summary is unsatisfactory Summary is just inadequate Style is unclear and main and supporting not entirely ideas are communicated Code 3 Code Moderate Mark 4 Satisfactory use and of acronyms abbreviations Uses most of the Uses as points bulleted main ideas Summary is fair. Summary is fair Style is a little unclear and some ideas are omitted Code 4 Code Adequate Marks 5 or 6 Creates acronyms acronyms Creates and uses them well some existing Uses and acronyms abbreviations Uses at least 4 at Uses points bulleted as main ideas summaryThe is satisfactory Summary is solid Style is fairly clear and almost all ideas are included Code 5 Code Substantial Mark 7 Creates acronyms and acronyms Creates uses them very well existing Uses and acronyms abbreviations Uses all 5 bulleted all 5 bulleted Uses as main ideas points Summarises them very well Summary is very good Style is clear and main and supporting ideas included are Code 6 Code Meritorious Mark 8 Creates acronyms and acronyms Creates uses them excellently all existing Uses and acronyms possible abbreviations Uses all 5 bulleted all 5 bulleted Uses as main ideas points Summarises them superbly Summary cannot be faulted main and All supporting ideas included Style and is concise polished Code 7 Code Outstanding Marks 9 or 10 Uses acronyms and acronyms Uses abbreviations Uses bulleted points points bulleted Uses as main ideas of summary Summarises main and supporting ideas Writing a bullet-point summary a bullet-point Writing

330 RESOURCES The learner triedThe to some use paragraphs of the time The learner has triedThe of use sentences to lengths different The learner has triedThe in a friendly write to style Code 1 Code Not achieved Mark 1 or 2 The learner used The paragraphs The learner’s learner’s The of are sentences lengths different used and these are some of appropriately the time A few partsA few of the in a friendly are letter style Code 2 Code Elementary Mark 3 The learner used The paragraphs is an There and introduction an ending The learner’s learner’s The of are sentences lengths different used and these are appropriately Many partsMany of the in a friendly are letter style Code 3 Code Moderate Mark 4 The learner used The paragraphs is an There and introduction an ending flow paragraphs The way in a logical The learner’s learner’s The of are sentences lengths different and structures, used and these are some of appropriately the time The letter is written in is written letter The a friendly style Code 4 Code Adequate Marks 5 or 6 The learner used The each one paragraphs, a topic based around sentence is an interesting There and a introduction clear ending flow paragraphs The way in a logical The learner’s learner’s The of are sentences lengths different and structures, used and these are appropriately The learner has set The almost out the letter correctly style Friendly Code 5 Code Substantial Mark 7 The learner used The each one paragraphs, a topic based around sentence is an interesting There and a introduction clear ending paragraphs The way in a logical flow is and the letter coherent completely The learner’s learner’s The of are sentences lengths and different and these structures, used effectively are Correctly placed his/ placed Correctly the date, her address, the name, the friend’s and his/ paragraphs name her own style Friendly Code 6 Code Meritorious Mark 8 The learner used The each one paragraphs, a topic based around sentence is an interesting There and a introduction good ending paragraphs The way in a logical flow is and the letter coherent completely The learner’s learner’s The of are sentences lengths different and and structures, used verythese are effectively Correctly placed placed Correctly the the date, address, paragraphs greeting, and his/her own name is letter The in written consistently a friendly style Code 7 Code Outstanding Marks 9 or 10 Uses paragraph paragraph Uses to conventions coherence ensure using topic by sentences, and introduction logical ending, progression of paragraphs, cause and effect, and comparison contrast Uses a varietyUses of types, sentence of and sentences lengths different and structures appropriately Appropriate style, style, Appropriate of view and point format Writing a friendly letter Writing

RESOURCES 331 Letter’s target target Letter’s is audience unidentifiable The format of the format The is inappropriate letter The language is veryThe and does not informal fulfill its purpose Code 1 Code Not achieved Marks 1 or 2 Letter’s target target Letter’s is almost audience unidentifiable The address, address, The and paragraphs set out ending are incorrectly and serious errors contain Language is too Language is too and does not informal suit the purpose of the letter Code 2 Code Elementary Mark 3 The letter is vaguely is vaguely letter The the towards directed recipient The address, address, The and paragraphs correct ending are in some parts, but omissions or are there serious errors The language used is The formal adequately just Lapses into informality fairly often Code 3 Code Moderate Mark 4 The letter is directed is directed letter The the recipient towards in some parts The address, address, The and paragraphs mostly ending are are correct but there minor errors several The language used is The satisfactory Language lapses into times informality at Code 4 Code Adequate Marks 5 or 6 The letter is clearly letter The the towards directed recipient The address, address, The and paragraphs almost ending are correct in every detail or three two One, minor errors The language used The is good It and is mostly formal appropriate Code 5 Code Substantial Mark 7 The letter is very letter The clearly directed the recipient towards The address, address, The and paragraphs only just ending are not correct in every detail Very good language Very used It and is formal appropriate Code 6 Code Meritorious Mark 8 The letter is obviously is obviously letter The the towards directed recipient The address, address, The and paragraphs correct in ending are every detail Superb language used It and very is formal appropriate Code 7 Code Outstanding Marks 9 or 10 The appropriate appropriate The is targeted audience The format of the format The is correct letter A formal register register A formal used was Writing a formal letter a formal Writing

332 RESOURCES Little or no description of detail or imagery Little or no evidence Little or no evidence to of an attemp structure a descriptive essay Does not describe the of the person in life the photograph Code 1 Code Not achieved Mark 1 or 2 Very little evidence little evidence Very to of an attempt describe detail an imagery Length of essay is of essay Length and inappropriate very little evidence to an attempt at structure the essay Evidence of Evidence description but and it is weak unimaginative Characters are unconvincing Code 2 Code Elementary Mark 3 Essay is mostly Essay with unclear general imagery to references Essay either too long either too Essay shortor too evidence Not always of paragraphing Just inadequate Just inadequate description Characterisation weak Code 3 Code Moderate Mark 4 Descriptions of detail and imagery but lacks in evidence specific detail and imagination Essay not the correct Essay length but not terribly incorrect Structure not and consistent not paragraphs correctly always structured Satisfactory description of person but lacks creativity and imagination Characterisation a little weak Code 4 Code Adequate Marks 5 or 6 Well described and Well includes appropriate details and imagery Essay is just about the Essay correct length but not terribly incorrect Structure not and consistent not paragraphs correctly always structured Competent Competent description of person Mostly convincing characterision Code 5 Code Substantial Mark 7 Imaginative and veryImaginative described and well includes appropriate details and imagery Essay is the correct Essay length and is very presented well and structured is very Paragraphing good and description is clear Very good creative good creative Very and description of person very Charaterisation convincing Code 6 Code Meritorious Mark 8 Vivid, imaginative and imaginative Vivid, includes appropriate details and imagery Essay is exactlyEssay the correct length and is presented and structured superbly Paragraphs and balanced are description is coherent Superb, imaginative imaginative Superb, and creative description of person Characterisation completely convincing Code 7 Code Outstanding Marks 9 or 10 Essay includes Essay details appropriate and imagery Essay is correctly Essay presented, structured and is the correct length Describes life of Describes life the person in photograph Writing a descriptive essay based on a photograph essay a descriptive Writing

RESOURCES 333 Code 1 Code Not achieved Marks 0-2 Learner is unable to is unable to Learner direct and identify implied meaning The learner did not The understand the text and responses questions were to inaccurate The learner’s learner’s The of interpretation the advertisement there that reveals is little or no ability certain evaluate to techniques Code 2 Code Elementary Mark 3 Learner is mostly Learner identify unable to direct and implied meaning The learner did The not understand most of the text to and response the questions mostly were inaccurate The learner’s learner’s The interpretation of the advertisement poor reveals ability to certainevaluate techniques Code 3 Code Moderate Mark 4 Learner does Learner and not identify direct explain and implied meaning clearly The learner The not able was and read to understand the text sufficiently to and responses the questions do not reflect a clear understanding to the text The learner’s learner’s The of interpretation the advertisement a below reveals ability to average certainevaluate techniques Code 4 Code Adequate Marks 5 or 6 Learner identifies identifies Learner direct and explains and implied meaning question 3 for satisfactorily The learner was The and read able to understand the text the to and responses questions reflect this satisfactorily The learner’s learner’s The of interpretation the advertisement a satisfactoryreveals ability evaluate to certain techniques Code 5 Code Substantial Mark 7 Learner indentifies indentifies Learner direct and explains and implied meaning question 3 for competently The learner was able to learnerable to was The and understand read the text and responses the questions reflect to this clearly The learner’s learner’s The of the interpretation advertisement reveals a highly adequate ability evaluate to certain techniques Code 6 Code Meritorious Mark 8 Learner identifies identifies Learner and explains direct and implied meaning for question 3 very well The learner was The read able to and understand the text and the to responses questions reflect this very well The learner’s learner’s The of interpretation the advertisement the ability reveals certain evaluate to verytechniques well Code 7 Code Outstanding Marks 9 or 10 Learner identifies and identifies Learner direct explains and implied meaning for question 3 faultlessly The learner was The and read able to understand the text the to and responses questions reflect this excellently The learner’s learner’s The of interpretation the advertisement an excellent reveals ability evaluate to certain techniques Explains direct and implied meanings Reads and understands the text Identifies and Identifies the evaluates impact of certain advertising techniques Analysing an advertisement Analysing

334 RESOURCES