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Reg. No.: 2011/011959/07
English First Additional Language
Facilitator’s guide
Grade 5
SAMPLE
CAPS aligned
I Forbes J Petersen A Walton
Lesson elements
TIPS
Information in addition to the content to guide the learner through the learning process.
CORE CONTENT
Reinforcement of core content; in-depth explanation of a specific section of the lesson.
ACTIVITY
Core content and questions to test the learner’s knowledge.
SAMPLE
Facilitator’s Guide
G05
Preface
RECOMMENDED BOOKS
All texts required this year are either in this facilitator’s guide or in the study guide. It is always beneficial for learners to read in their free time. Below is a short list of age-appropriate books:
• Stuart Little by E.B. White
• The Adventures of a Taxi Dog by Debra and Sal Barracca
• Matilda by Roald Dahl
• Charlotte’s Web by E.B. White
• Holes by Louis Sachar
• The Hunger Games by Suzanne Collins
• Freak the Mighty by Rodman Philbrick
• Tuck Everlasting by Natalie Babbitt
INTRODUCTION
Both the study guide and this facilitator’s guide have been organised into four units and 18 lessons. Each lesson is taught over two weeks.
• Unit 1 has five themed lessons.
• Unit 2 has four themed lessons.
• Unit 3 has five themed lessons.
• Unit 4 has four themed lessons.
• At the end of Units 2 and 4 learners write examinations.
There is a skills table at the beginning of each lesson, which lists the things covered in that particular lesson.
Each lesson consists of four sections:
SAMPLE
• Listening and speaking
• Reading and viewing
• Writing and presenting
• Language structures and conventions
Note that many of the Language structures and conventions skills are combined with other sections, and are not stated explicitly.
Each of these sections is made up of activities. Each activity is labelled and has a time reference. (Refer to Timetable and Time Management for further details about the lesson and activity times.)
There are remedial and extension activities at the end of each lesson. These may be completed if necessary and if time allows. They may also be used to prepare for the examinations.
Timetable and time management
Grade 5 English First Additional Language follows these times for each section per two-week lesson:
• Listening and speaking – 2 hours
• Reading and viewing – 5 hours
• Writing and presenting – 2 hours
• Language structures and conventions – 1 hour
Each activity in the study guide has been designed to meet these times.
It is suggested that you allocate time for eight English lessons per week; 16 English lessons per twoweek lesson.
EACH WEEK your timetable should include:
• 2 x 30-minute Listening and speaking activities
• 1 x 30-minute Reading and viewing activity
• 2 x 1-hour Reading and viewing activities
• 2 x 30-minute Writing and presenting activities
• 1 x 30-minute Language structures and conventions activity
SAMPLE
Assessment requirements
Assessment forms a large part of the study guide. The activities that count towards the year mark can be found in the portfolio book.
Study tips and methods
Learners are encouraged to use the following study tips:
1. Make a study plan: Study over the course of a week, not just in one night.
2. Start as soon as you know when your test is.
3. Know what will be in your test or examination.
4. Get enough sleep.
5. Eat a good breakfast.
6. Avoid the last-minute cram session.
7. Study right after waking up and just before bed.
Year plan
UNIT 1: Weeks 1 – 2
Listening and speaking
Listen to a short story
Retell a story
Practise listening and speaking
Reading and viewing
Predict a story from its title and pictures
Use reading strategies
Discuss new vocabulary
Use a dictionary
Answer comprehension questions
Discuss the title, plot and setting
Express your opinion on the story
Read in pairs
Practise reading
Writing and presenting
Write a personal recount
Write an opinion on a story
Create a personal dictionary
Language structures and conventions
Spelling and punctuation
Phonic knowledge
Working with words and sentences
Proper nouns
Countable nouns
Subject-verb agreement
Lesson 1: Responsibility
1 1 hour
2, 13 50 minutes
3 20 minutes
4 30 minutes
5 30 minutes
7
14 1 hour
15 2 x 20 minutes
16 20 minutes
19 15 minutes
17 15 minutes
18 15 minutes
20 15 minutes
SECTION 1 LISTENING AND SPEAKING
Activity 1: Listen to a short story 1 hour
Read the story to the learners.
Two intelligent boys
Once upon a time there were two intelligent and capable boys. Their wonderful talents were obvious from an early age, and they outdid everyone around them. They had always known they were special and they had a desire that, in the future, everyone would come to admit how exceptional they were.
Each of them developed in a different way. John used all his talents and intelligence to have a successful career and show everyone his superiority. He participated in all kinds of competitions, visited all the most important people and places, and was great at making friends in high places. Even when still very young, no one doubted that some day he would be the wisest and most important person in the land.
Simon, equally aware of his own abilities, never stopped feeling a heavy responsibility. He would do almost any task better than those around him, and he would feel obliged to help them. This didn’t leave him enough time to follow his own dreams of greatness. He was always looking for ways to help others. As a result, he was a much-loved and well-known person, but only in his own small circle.
A great disaster struck the land, spreading misery far and wide. John had never come across anything like this, but his brilliant ideas worked well and they managed to slightly improve the situation. Simon, on the other hand, was so used to solving different problems, and had such useful know-how, that the disaster hardly affected the people in his region at all. His clever methods were soon used everywhere, and the fame of this good and wise man spread further than that of John’s. Indeed, he was soon elected governor of the whole nation.
John then understood that …
SAMPLE
Stop reading the story here and ask learners to predict what will happen next.
Then continue reading the last paragraph:
John then understood that the greatest fame and wisdom come from the things we do in life, from the impact they have on others, and from the need to improve ourselves every day. He never again participated in competitions or vain shows, and from then on, whenever he travelled, he took his books along with him, so he would always be ready to offer a helping hand to all.
Ask learners literal questions on the text, for example:
1. What are the characters’ names? John and Simon
2. What do you learn about the characters? John is arrogant and selfish. Simon is compassionate, kind and selfless.
3. For what did the first boy use his intelligence and talents? John used his talents to have a successful career and show everyone his superiority�
4. Was the second boy liked? Yes, he was a much-loved and well-known person.
5. What did the first young boy learn? John learnt that the greatest fame and wisdom come from the things we do in life�
Encourage learners to express their opinions about the story.
Guide the discussion by asking questions such as:
1. Do you think the second boy showed responsibility?
2. How do you show responsibility to the people in your community?
3. Do you know anyone similar to Simon or John?
4. Which character are you more like? Why?
5. Why do you think the story is called ‘Two intelligent boys’?
Activity 2: Retell a story
20 minutes Retelling a story means you tell a story you already heard before.
Tips for retelling a story:
1. Use the simple past tense: This indicates something that has already happened. For example: “Then he walked to the shops.”
2. Use connecting words such as then, because, so, first, firstly.
3. Retell the story in the correct sequence (order of events).
Ask learners to turn to Activity 2 and look at the pictures as you reread the story from Activity 1. Encourage them to retell the story in the correct sequence using the simple past tense.
Once they have all had an opportunity to retell the story, spend 10 to 15 minutes asking learners to name the characters correctly (first young boy, second young boy).
Language structures and conventions
Revise ‘a’ and ‘the’ with nouns
Recap the use of articles before nouns: we use ‘a’ when referring to a thing, for example, ‘a boy’; and ‘the’ when referring to a specific boy.
Use the articles ‘a’ and ‘the’ before nouns when retelling the story.
Activity 3:
Practise listening and speaking 20 minutes
Choose one of the following activities each day for learners to practise their Listening and speaking skills.
• Perform a short poem
Encourage learners to perform the following poem:
I am responsible for all that I do, from turning in work to making friends too.
It is up to me just how much I will learn, the grades that I get will be grades that I earn.
So now I will choose what is best for me. I am responsible I hold the key!
Language structures and conventions
Build on the use of proper nouns
Ask learners what a proper noun is (a noun used for a name/place). Then ask them to point out the proper noun in the poem (I). Explain that all proper nouns are capitalised.
SAMPLE
• Play a simple language game
Encourage learners to play ‘Simple Simon says’ using responsibility phrases such as ‘Simple Simon says, clean the floor/wipe your desk’.
• Give and follow instructions
Place learners into pairs and encourage them to give and follow instructions about doing responsible tasks around the classroom. For example, “Put your book away.”
• Tell their own news
Encourage learners to tell their own news about something responsible they have done around their home. They must share at least two sentences.
SECTION 2 READING AND VIEWING
Activity 4: Predict a story from its title and pictures
30 minutes
Ask learners to turn to Activity 4, read the title and look at the pictures. Ask them to predict what they think the story will be about.
Activity 5: Use reading strategies
30 minutes
Reading strategies are used when reading a text, which help the reader to grasp the concepts and better understand the text.
Here are some basic reading strategies:
1. Skimming a text: You gaze over the text and look for important points (for example, the characters, theme, plot and setting).
2. Phonic clues: The clues the sounds of the words give you. For example: “The chest sings ...” emphasises the singing sound, which means the chest must be magic.
3. Contextual clues: The clues the context of the story gives you. For example: You know it must a kingdom because there is a queen.
Ask learners to skim the following text for the characters (queen, poor boy) and the setting (a kingdom).
Encourage them to use phonic (sounds) and contextual clues to find the meaning of the text: responsibility and thinking of others before yourself.
A young queen received a special gift from a great wizard. It was a magic chest that would bring happiness to the whole kingdom whenever it was opened in a place where there was a spirit of generosity.
The queen travelled all over her kingdom, looking for the most generous people. When she had collected them all, she opened the magic chest. Nothing happened. That was until one day when, returning to her castle, the queen saw a poor little boy begging. The queen would have given the boy a few coins, but she didn’t have any with her.
“May I have the old chest to sell in town for a little money?” he asked. At first the queen hesitated because she had been told the chest was magic. But on seeing how poor the boy was, she gave it to him. The boy took the chest and opened it.
Turn page!
Immediately, all the most wonderful things one could imagine started flying out of the chest, accompanied by the sound of singing: “Why look for it in others? Goodness always starts in yourself,” went the song.
And as well as enjoying all the wonders of the magic chest, the queen learnt to set an example in virtue, and she became the best queen to ever reign over that kingdom.
Activity 6: Discuss new vocabulary
30 minutes
Read the story from Activity 5 again. As you read, encourage learners to underline any unfamiliar words in the text (for example: generosity, virtue). Use your dictionary to give definitions to the words learners share.
Encourage them to make sentences with the words.
Language structures and conventions
Build on knowledge of sight words and high frequency words
As you discuss new vocabulary, ask learners for words they already know, for example, boy, little, poor, queen. Revise the definitions for these words. Then ask them for high-frequency words they can see in the text, for example; all, a, would, etc.
Activity 7: Use a dictionary
30 minutes
SAMPLE
Encourage learners to use a dictionary to find the meanings of words in the text they do not understand. Then ask them to write sentences using the words.
Activity 8: Answer comprehension questions
30 minutes
Ask learners to turn to Activity 8.
Read through the questions with them after which they complete the activity in their exercise books.
Activity 8: MEMORANDUM
1. Who gave the queen a gift? A wizard gave the queen a gift �
2. Explain the gift he gave the queen. He gave the queen a chest that would bring happiness to the whole kingdom whenever it was opened in a place where there was a spirit of generosity�
3. What did the queen give the little boy? The queen gave the little boy the magic chest �
4. What happened when the little boy opened the chest? All the most wonderful things one could imagine started flying out of the chest.
5. What are the words of the song the chest sang? “Why look for it in others? Goodness always starts in yourself�”
6. What did the queen learn? The queen learnt to set an example in virtue�
7. How are you responsible? Learners’ own answers�
8. What is the meaning of:
a) generosity: people being kind and giving b) virtue: goodness
Activity 9: Discuss the title, plot and setting 30 minutes
Title refers to the name of the story. Plot refers to what happens in the story; what it is about. Setting refers to where the story takes place.
Bring a well-known book to the lesson. Show this to learners then a) name the title, b) discuss the plot and c) discuss the setting of the story with them.
Begin a short discussion on each of the features in the story.
1. Title: ‘The Queen’s Journey’
2. Plot: The queen is given a chest, which she gives to a poor boy sitting on the side of the road. The boy asks for money, but the queen does not have money on her, so she gives him the chest. When the boy opens it, goodness comes out.
3. Setting: A kingdom.
Activity 10: Express your opinion on the story 30 minutes
SAMPLE
When you express your opinion on something, you say what you think about it and why.
Encourage learners to express their opinion on the story by engaging them in a discussion.
Guide the discussion by asking the following questions:
1. Did you enjoy the story?
2. Why did you enjoy the story?
3. Do you think the queen was kind? Why?
4. What do you think the poor boy looked like?
5. What do you think the kingdom was like?
6. Do you think the castle was big? Why do you say this?
• A complete guide with all the texts and explanations included.
• Comprehensive explanations of language aspects.
• Step-by-step guidelines in plain language.
• Fun, engaging, and practical activities
• Interesting themes for Grade 5s to expand general knowledge and inspire curiosity.
• Encourages independent thinking and develops reasoning skills.
