Nguzu Nguzu English Teacher's Guide Book 2 Standard 4 Standard 4 Reprinted in 2004 with assistance from the New Zealand Agency for International Development (NZAID). First edition 2003 Published in 2003 by the Curriculum Development Centre P.O. Box G27 Honiara Solomon Islands. Copyright © Ministry of Education and Human Resources Development 2003 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 the parts reproduced are distributed free for educational purposes only. Written permission should be obtained from the Curriculum Development Centre, if the book is reproduced to make profit. ISBN 982-371-074-0 The production of this teacher's guide was funded by the Solomon Islands Government with assistance from the British Department For International Development and The European Union. Printed in 2004 with assistance from New Zealand Assistance For International Development. oreword The development of this English Teachers Guide has arisen from the desire to make English teaching and learning more natural and relevant to the needs of Solomon Islands pupils and teachers. The activities in the Teachers Guide reflect the principle that children learn any new language by hearing that language used in a natural way. Through exposure to the language in use, they learn its vocabulary, its grammatical rules and pronunciation. !luency and understanding are developed by practice in speaking and listening activities and literacy is promoted through reading and writing activities. The Whole Language Approach that was the foundation for learning English in Standards 1 3 is developed in Standard 4 into a functional approach to literacy which stresses reading and writing for specific purposes. That is reading for meaning, for information, for pleasure and for understanding and writing to convey ideas, facts and opinions to a particular audience. Literacy skills useful in real life are the basis for what is taught in the classroom. This Teachers Guide and the related Pupils Books have been developed locally, by Solomon Islands teachers and Curriculum Developers, to reflect the everyday customs, values and experiences of Solomon Islanders. Thus they ensure that the teaching and learning of English in schools is relevant and meaningful for our pupils and is placed firmly in the context of their daily lives. I regard the development of these teaching and learning approaches as another important step in our efforts to provide quality, meaningful learning experiences for our children. As Permanent Secretary responsible for the provision of education services in Solomon Islands I endorse this English Teachers Guide for use in Primary Schools throughout the country. Barnabas Anga Permanent Secretary Ministry of Education and Human Resources Development. 1 Acknowledgements The Ministry of Education and training is grateful to the following people whose work has led to the development of the Nguzu Nguzu English Teachers Guide and other materials and resources for Standard 4. Curriculum Development Centre Team !ranco Rodie, Director CDC Jacob Zikuli, Senior Curriculum Development Officer David Sokaika, PEDP Curriculum Officer Ellen Wairiu, PEDP Curriculum Officer Lionel Damola, PEDP Curriculum Officer Andrew Herriot, PEDP Project Adviser Alison Blaylock, PEDP In-service Training Adviser Writers Nguzu Nguzu English Teacher Writers School of Education English Department Staff Consultant Editors, University of Queensland Annette Woods Ewa Czernuszewicz Eluned Lloyd Cindy Watson Anna Kinnane unding Agencies New Zealand Assistance to International Development European Union UK Department !or International Development Desk Top Publishing Jacob Zikuli Eunice Duna Graphics & Artwork Jackson Onahikeni 2 Contents Page oreword 1 Acknowledgements 2 Contents 3 The English Syllabus 4 The Layout of the Materials 8 Developing Literacy from Standards 4 - 6 10 Teaching Methods 16 Discussion and Oral Work 16 Language Development 17 Teaching Reading 18 Teaching Comprehension 19 Teaching Writing 20 Teaching Handwriting 22 Teaching Spelling 24 Assessment and Record Keeping 26 Assessing Reading - Running Records 26 Assessing Writing Collecting Writing Samples 29 Assessing Oral Skills Oral Observation Records 31 Planning Guidelines 32 Composite Class Applications 34 Glossary of Terms 36 The English Units Term 3 41 Unit 9 Local Recipes 42 Unit 10 Water and Health 70 Unit 11 Village Games and Sport 99 Unit 12 orms of Transport 131 Term 4 161 Unit 13 inding Your Way Around 162 Unit 14Local easts 193 Unit 15 ood in our Region 222 Unit 16 Christmas 252 3 The English Syllabus The Rationale for Teaching English in the 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 1-3 they have become familiar with English as an additional language in a classroom environment which also builds on and enriches their local language. In the first three years of primary school, pupils will have been gradually introduced to written and spoken English, so that by Standard 4 they will be at a point where they are comfortable with it as the medium for instruction across the primary curriculum. The Standard 4 English Curriculum builds on this foundation. Through a variety of genres pupils develop their skills in literacy (reading and writing) and oracy (speaking and listening). !actual and literary texts, different forms and styles of writing 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 Island 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. • !luency 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 the English Language 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 school textbooks and 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, further develop pupils ability to communicate confidently and effectively, in both speech and writing, through encouraging the active involvement of pupils in developing their listening and speaking (oracy) and reading and writing (literacy) skills. Teachers need to 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, Teachers Guides, the Pupils 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. 4 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 listener; • 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 To develop effective reading and writing skills, pupils should learn to: • view reading and writing as both pleasurable and useful activities; • read silently, with understanding and enjoyment; • read, understand and respond to a wide range of English texts, in a variety of styles (genres) across the primary curriculum; • read aloud, accurately, fluently, with expression and with understanding; • write with appropriate accuracy and precision of handwriting, spelling, punctuation and text organisation; • write narrative and factual texts confidently, expressively and effectively from their own experience, research and imagination using a draft-discuss-redraft process; • understand that different forms of writing require writers to organise their ideas in particular ways and influence