Nguzu Nguzu English Teacher’s Guide 1 Standard 6 First Edition 2005 Published in 2005 by the Curriculum Development Centre P.O. Box G27 Honiara Solomon Islands Copyright © Ministry of Education and Human Resources Development 2005 All rights reserved. Any parts of the book may be copied, reproduced or adapted to meet the local needs without permission from the authors, provided that parts reproduced are distributed free, for educational purposes only. Written permission must be obtained from the Curriculum Development Centre if any part of this book is to be reproduced for profit. ISBN 978-982-371-099-0 The development of this Teacher’s Guide was funded by the Solomon Islands Government, with assistance from the New Zealand Agency for International Development, the European Union and the U.K. Department for International Development. Printing and production was completed with assistance from the New Zealand Agency for International Development. Foreword This Standard 6 English Teacher’s Guide has been developed to make English teaching and learning more natural and more relevant to the needs of Solomon Islands’ pupils and teachers. Through exposure to the English Language, pupils learn its vocabulary, grammatical rules and pronunciation. Fluency and understanding are developed through practice in speaking and listening activities and literacy is promoted through reading and writing activities. The emphasis in the upper years of primary is on functional literacy; reading and writing for a range of specific purposes and audiences. Reading for meaning is central to the objectives. Reading to research factual information and reading for pleasure and enjoyment are emphasised through the inclusion of a range of factual and fiction texts. Writing activities are always geared to a specific purpose, to convey ideas, information, facts and opinions to a particular audience. Literacy skills that are useful in real life are the basis of what is taught in the classroom. This Teacher’s Guide and the related Pupil’s Books have been developed locally, by Solomon Islands’ teachers and curriculum developers, to reflect the everyday customs, values and experiences of Solomon Islanders. The themes and topics on which the Standard 6 units are based are relevant to the everyday lives of Standard 6 pupils. The reading texts introduce sensitive and important issues that face the young people of Solomon Islands. Through discussion of these in English lessons, pupils learn to think, and to develop their own opinions as well as their ability to express these with confidence. The Standard 6 materials also aim to broaden pupils’ horizons by including regional and international texts and themes alongside the local, to add interest and depth. As we move towards phasing out the Standard 6 exam, activities included in this Teacher’s Guide for term 4 encourage pupils to use and apply the English skills they have developed in creative writing and drama projects. It is hoped that these and indeed all the approaches used in Standard 6 English will prepare pupils for moving on to secondary education. I regard the development of these teaching and learning approaches as another important step in our efforts to provide high quality, meaningful learning experiences for our primary pupils. As Permanent Secretary responsible for education services in Solomon Islands I endorse the Standard 6 English Teacher’s Guide for use in primary schools throughout the country. I recommend it to teachers and encourage you all to implement this curriculum in your classrooms. Dr. Derek Sikua Permanent Secretary Ministry of Education and Human Resources Development September 2005 1 Acknowledgements The Ministry of Education is grateful to the following people, whose work has led to the development of the Nguzu Nguzu English Teacher’s Guide and other materials and resources for Standard 6. Curriculum Development Centre Team Writers Franco Rodi, Nguzu Nguzu English Teacher Writers Director CDC School of Education English Department Staff Jacob Zikuli, PEDP Curriculum Officer Consultant Editors Linda Puia, PEDP Curriculum Officer Annette Woods David Sokaika, Elunid Woyd PEDP Curriculum Officer Cindy Watson Ellen Wairiu, Anna Kinnane PEDP Curriculum Officer Lionel Damola, Desk Top Publisher PEDP Curriculum Officer Alison Blaylock Alison Blaylock, PEDP Project Adviser Ewa Czernuszewicz, Funding Agencies Consultant Adviser European Union UK Department For International Development Illustrator New Zealand Agency for International Development Jackson Onahikeni, PEDP Graphic Artist Important Note This Teacher’s Guide, the Pupil’s Books and all supporting materials for the Nguzu Nguzu curriculum are the property of the school. They have been freely donated to the school. They must not be sold or removed from the school. Teachers who are transferred to other schools must not take books with them when they move. 2 Contents Page Foreword 1 Acknowledgements 3 Introduction The English Syllabus 5 The Layout of the Materials 10 Developing Literacy from Standards 4 - 6 12 Teaching Methods 19 Discussion and Oral Work 19 Language Development 20 Teaching Reading 21 Teaching Comprehension 22 Teaching Writing 23 Teaching Handwriting 26 Teaching Spelling 26 Assessment and Record Keeping 29 Assessing Reading - Running Records 30 Assessing Writing – Collecting Writing Samples 33 Assessing oral Skills – Oral Observations 34 Planning Guidelines 35 Composite Class Applications 38 Glossary of Terms 40 The Term 1 English Units Unit 1 Keeping Fit in Body and Mind 49 Unit 2 Social Issues in Modern Society 92 Unit 3 Gender 133 Unit 4 Feelings 180 3 4 The English Syllabus The Rationale for Teaching English in the Primary Curriculum English is one the international languages of the world, the official language of Solomon Islands and the recommended medium for instruction throughout the formal education system. By the time they enter the formal education system, pupils will already have acquired one or more languages. Through the Nguzu Nguzu Curriculum in Standards 1-5 they have become familiar with English as an additional language in a classroom environment, which also builds on and enriches their local language. By Standard 5 they will be at a point where they are comfortable with it as the medium for instruction across the primary curriculum. The Standard 6 English Curriculum builds on this foundation. Through a variety of genres pupils develop skills in literacy (reading and writing) and oracy (speaking and listening). Factual and literary texts in different forms and styles are the basis for developing confident reading and independent writing skills. The materials encourage reading and writing for a real purpose, in a real world. Pupils will learn to read and write for pleasure, for instruction, for information, to express ideas and opinions and to give and follow instructions. Why is English Important for Solomon Islands’ Pupils? A sound understanding of English is necessary for pupils to fully access all areas of the primary curriculum, and essential if they are to progress to secondary and tertiary education. Achieving literacy in English gives pupils access to a range of written texts including newspapers, magazines, books and poetry. Fluency in spoken English enables them to communicate and express their ideas with confidence in the official language of Solomon Islands. English opens up access to a wider range of English language media such as radio and television broadcasts and telecommunications. Confidence in English will provide pupils with an entry point to exploring new media such as the Internet and email communications in an increasingly multi-media age. In adulthood, the ability to read in English promotes access to a wealth of knowledge in community life, a range of professional fields, business, science and technology. Confidence in English contributes significantly to the achievement of social, cultural, economic and political potential. Aims of English Language Education - Oracy and Literacy English is used as the medium of instruction in Solomon Islands in all areas of the primary curriculum. Pupils learn much of their English through immersion in an English-rich environment. Daily English lessons, based on a whole language approach, develop pupils’ ability to communicate confidently and effectively, in both speech and writing. The active involvement of pupils is encouraged to help develop their listening and speaking (oracy) and reading and writing (literacy) skills. Teachers should expose their pupils to as much English as possible, in natural contexts which are relevant and appropriate to the age and experience of the pupils. Using the Nguzu Nguzu Readers, Teacher's Guides, Pupil’s Books and other available materials, teachers are encouraged to plan and implement a programme of varied learning activities to meet the specific needs of their pupils. 5 Aims in Oracy To develop effective listening and speaking skills, pupils should learn to: listen, understand and respond to English instructions, directions and questions; organise their ideas and present them in spoken English in a way which is appropriate to their purpose and that of their audience; understand the ways in which the pronunciation of consonants and consonant blends differ in English and the languages of the Solomon Islands; understand and use the vocabulary, pronunciation and grammar of standard international English; understand and use the vocabulary of all subjects of the primary curriculum. Aims in Literacy