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Reg. No.: 2011/011959/07
English First Additional Language
Facilitator’s guide
Grade 6
SAMPLE
CAPS aligned
J Mansfield W Pichler
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
Preface
PRESCRIBED BOOKS
All texts required this year are either in the facilitator’s guide or in the study guide.
However, below is a short list of age-appropriate books:
• The BFG by Roald Dahl
• Molly Moon by Georgia Byng
• The White Giraffe by Lauren St John
• The Sleeping Sword by Michael Morpurgo
• The One and Only Ivan by Katherine Applegate
• Charlie Bone by Jenny Nimmo
• Holes by Louis Sachar
INTRODUCTION
The facilitator’s guide has 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 and a June examination.
Unit 3 has five themed lessons.
Unit 4 has four themed lessons and a November examination. At the end of Units 2 and 4, learners complete examinations. (Please see Assessment Requirements for further details about the examinations and assessments.)
There is a skills table at the beginning of each lesson. This reflects the relevant activity in both the study guide and the facilitator’s guide.
Each lesson has four sections:
Listening and speaking
Reading and viewing
SAMPLE
Writing and presenting
Language structures and conventions
Each of these sections are made up of activities. Each activity is labelled, with a corresponding activity to the study guide. Each activity has a time reference. (See 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 can be completed if necessary and if time allows. They may also be used as preparation for examinations.
Timetable and time management
Grade 6 English First Additional Language follows these times for each section per two-week lesson:
• Listening and speaking: 2 hours
• Reading and viewing: 4 hours
• Writing and presenting: 3 hours
• Language structures and conventions: 1 hour
Each activity in this book has been designed to meet these times.
It is suggested that in your personal timetable, you account for eight lessons per week; 16 lessons per two-week lesson.
Therefore, EACH WEEK your timetable should include:
• 2 x 30-minute Listening and speaking activity
• 2 x 1-hour Reading and viewing activity
• 1 x 1½-hour Writing and presenting activity
• 1 x 30-minute Language structures and conventions activity
General
1. It is recommended that you start each lesson with a discussion on the theme. Initiate the discussion using the illustration on the opening page of each lesson.
2. Some of the Independent Reading activities may be used for paired reading.
3. It is important that the Reading for Enjoyment activities are used to foster a love of reading in learners.
4. There are 10 questions in each comprehension activity. If you find this is too many for some learners, choose five of the questions only.
Assessment requirements
Refer to the portfolio book for assessment requirements.
Year plan
SAMPLE
UNIT 1: Weeks 1 – 2
Listening and speaking
Listen to a story
Lesson 1:
Animal stories
1
Answer questions on the story Activity 2 30 minutes
Play a language game
Reading and viewing
Read story: Predict from title and picture
3 1 hour
Practise listening and speaking Activity 4 30 minutes
Activity 5 30 minutes/1 hour
Discuss title, plot and setting Activity 6 30 minutes
Do a comprehension activity Activity 7 1 hour
Read aloud
Complete a word puzzle
Do a book review: Independent reading
Read for enjoyment
Writing and presenting
Record words and meanings in a personal dictionary
Language structures and conventions
Word level work
SAMPLE
8 30 minutes
9
10 1 hour
11 1 hour
Write a story using the writing process Activity 12 – 14 1 hour and 30 minutes
Activity 15 30 minutes
Build on phonic knowledge: Word families
Build on knowledge of sight words
Sentence level work
Use countable nouns
Practise simple past tense
Use personal pronouns
Use subject-verb concord
Vocabulary in context
Activity 4
Activity 8
Activity 6
Activity 9
Activity 16 30 minutes
Activity 17 30 minutes
Activity 1, 5
SECTION 1 LISTENING AND SPEAKING
Activity 1: Listen to a story
30 minutes
Initiate a discussion on the picture on the opening page of the lesson. Encourage learners to talk about what they see. Ask questions such as:
a) Judging from the picture, what do you think the story will be about?
b) What animals are in the picture?
c) What are their names?
d) What do you think the title of the book is?
Give learners the background to the story.
The Incredible Journey is the story of three animals, Luath, a young labrador retriever, Bodger, a bull terrier and Tao, a Siamese cat, who set off on a journey of more than 300 kilometres across Canada to find their owners.
The story starts with the pets’ owners, the Hunters, leaving for England. The Hunter family consists of the father Jim, the mother and their two children, 11-year-old Peter and nine-year-old Elizabeth. Luath is Jim’s dog. Bodger is Peter’s dog and Tao is Elizabeth’s cat.
They leave the pets with a family friend, John Longridge. John goes away on a two-week hunting trip and leaves a note for his housekeeper to look after the animals while he is away. When he is gone, the animals decide to leave and look for their owners. After overcoming many obstacles along the way, the animals eventually find their way back to their owners, who are absolutely delighted to find them.
The Incredible Journey was made into a Disney film called Homeward Bound: The Incredible Journey and this is what made it so popular.
The book brings out the loyalty and friendship of animals. It also uses animals to show the qualities that we admire in people.
Now read the extract from the end of the book to the learners. In it, John Longridge is with the Hunter family. Discuss new vocabulary with the learners.
Extract from The Incredible Journey by
Sheila Burnford
… Suddenly Elizabeth stood up.
“Listen!” she said. “Listen, Dad – I can hear a dog barking!”
There was complete and utter silence as everyone strained their ears in the direction of the hills behind. No one heard anything.
“You’re imagining things,” said her mother. “Or perhaps it was a fox. Come along, we must start back.”
“Wait, wait! Just one minute – you’ll be able to hear it in a minute, too,” whispered Elizabeth.
Elizabeth’s tense, listening expression changed to a smile. “It’s Luath!” she announced matter-offactly. “I know his bark!”
“Don’t do this to us, Liz,” said her father gently, disbelieving. “It’s ...”
Now Peter thought he heard something too: “Shhh ...”
There was silence again, everyone straining to hear.
Jim Hunter rose and hurried down the narrow path to where it joined the broader track leading around the hill. “Whistle, Dad!” said Peter breathlessly, behind him.
John Hunter whistled – a shrill, sweet whistle and almost before the echo had bounced back from the hills, they heard an answering bark.
They stood there in the quiet afternoon, straining to see where the barking was coming from. They didn’t have long to wait.
Tao, the cat, came hurtling through the bushes and landed softly at their feet.
Elizabeth’s face was full of joy. She kneeled, and picked up the purring cat.
“Oh Tao!” she said softly, and as she gathered him into her arms. “Tao!” she whispered, burying her nose into his soft fur.
Longridge had never thought of himself as being a particularly emotional man, but when the labrador appeared an instant later, running as fast as his legs would carry him towards his master, he had to turn away.
Everyone burst out talking and chattering excitedly and gathered around the dog to stroke and pat him. He barked as if he would never stop, his eyes never leaving his master’s face. Everyone laughed, talked or cried at once, and for a while there was pandemonium in the quiet wood.
Then, down the trail came Bodger, running as fast as he could. He broke into a run, faster and faster, until the years fell away, and he hurled himself towards Peter.
Vocabulary in context
Incredible: so amazing that one can hardly believe it
Imagine: picture in your mind
SAMPLE
Echo: the repetition of a sound
Emotional: showing your feelings
Pandemonium: total chaos
Activity 2: Answer questions on the story
30 minutes
Guide learners to talk about the qualities they think the animals in the story must have expressed to complete the journey. Let them use the words in the box but also encourage them to think of others. Ask them to relate these qualities to people in their own lives.
Reread the extract and let learners take notes as you read.
Ask the learners to write the numbers 1 – 10 in the margin of their exercise books and then write the letter of the correct answer.
1. Bodger is bull terrier. a) True b) False
2. Luath is a Siamese cat. a) True b) False
3. Luath is a labrador retriever. a) True b) False
4. The children’s names were Peter and Elizabeth. a) True b) False
5. The story was made into a Disney film called Homeward Bound: The Incredible Journey. a) True b) False
6. Tao was Peter’s cat. a) True b) False
7. The animals travelled over 400 kilometres. a) True b) False
8. All the animals arrived back safely. a) True b) False
9. The book was written by Sheila Burnford. a) True b) False
10. “Incredible” means “unbelievable”. a) True b) False
Activity 2: Answer questions on the story: MEMORANDUM
1. a) True
2. b) False
3. a) True
4. a) True
5. a) True
6. b) False
7. a) True
8. a) True
9. a) True
10. a) True
SAMPLE
Activity 3: Play a language game 1 hour
Ask learners to make two copies of the chart in the study guide. Instruct them to assign numbers to each letter of the alphabet. Tell them to start from 1 and then allocate the numbers upwards to 26 on the first chart; then to start from 26 on the second chart and allocate the numbers downwards. Tell them this will be used to decipher coded messages.
Let learners then decipher the coded message in the study guide. Tell them to look at the letters that are already filled in and decide if they will use chart 1 or chart 2 to decode the messages.
All the messages must be decoded using chart 1.
1:
2:
Activity 3: Play a language game: MEMORANDUM
You are brave
You are strong
You have courage
Now ask learners to make their own message. They should then give it to you or to a partner to decipher. Encourage them to take turns and give each other the chance to speak without interrupting.
Activity 4: Practise listening and speaking
30 minutes
Note: Allocate a few minutes every day to practising listening and speaking skills. Follow this process for all lessons in the book. Use the ideas in each lesson and add more of your own.
1. Play a language game.
SAMPLE
Language structures and conventions: Words
Word families are groups of words that have the same combinations of letters in them and a similar sound. For example, at, cat, hat, and fat are a family of words with the “at” sound and letter combination in common.
Possible words: -at: at bat brat cat chat fat flat gnat hat mat pat rat sat slat spat that vat
-ake: awake bake brake cake fake flake Jake lake make quake rake sake shake snake stake take wake
2. Ask the learners to say the poem below with expression.
My Puppy by Aileen
Fisher
It’s funny my puppy knows just how I feel. When I’m happy he’s yappy and squirms like an eel.
When I’m grumpy he’s slumpy and stays at my heel.
It’s funny my puppy knows such a great deal.
3. Discuss a topic.
Ask learners to think about an animal story, a movie or book with which they are familiar and to prepare a short talk on the topic.
SECTION 2 READING AND VIEWING
Activity 5: Predict from title and picture
30 minutes / 1 hour
SAMPLE
Ask learners to look at the picture and the title of the story and predict about what the story will be.
Give learners some background to the story.
Lassie was written by Eric Knight in 1940. It began as a short story and was later made into a novel called Lassie Come Home
Lassie Come Home was made into a film in 1943 and later six other Lassie films were made. Lassie has appeared in radio, television, films, toys, comic books, animated series, juvenile novels and other media.
The extract we will read is the story retold by Rosemary Wells.
After learners have read the extract, tell them how the story ends or read the story to them as retold by Rosemary Wells.
Summary:
Lassie is sold when Joe’s father loses his job. She escapes three times and then is moved to a faraway place which is too far a journey to make alone. But Lassie does make this journey and to Joe’s delight she returns home. It takes her a year and she covers over 1 600 kilometres (over 1 000 miles). After Lassie returns home, Joe’s father is offered a job and a cottage on a farm to look after the dogs.
Encourage learners to read the story using phonic and contextual clues to work out unknown words. Discuss new vocabulary with learners.
Lassie Come Home retold by Rosemary Wells
She was sable, black and snow white. Her amber eyes lit up the face of anyone who looked into them. All the village of Greenall Bridge said Lassie was the best collie they had ever seen.
One May morning, without telling anyone, Joe’s father sold Lassie for fifteen pounds and ten shillings. He sold her because he lost his job for good. This was more than three weeks’ wages
How would he tell his son, Joe? What would Joe do when he found Lassie not waiting for him as he always did after school?
When Joe saw the grassy corner of the schoolyard empty that afternoon at four, a panic rose at the back of his mouth. Greenall Bridge was a quiet village, and Joe knew perfectly well Lassie had neither been run over nor stolen. Before he even ran to ask his mother what had happened, a corner of his heart darkened.
He dashed home. Clattering into the kitchen, he shouted, “Mother, something’s happened to Lassie! Where is she? She wasn’t at school!”
Joe’s mother said, “She’s sold. That’s what, and there isn’t any good you trying to change it.”
“Sold!” said Joe.
SAMPLE
“Sold,” repeated his mother. “Come sit down for your tea, Joe.”
“But how could you sell her … how could anyone?” Joe’s voice rose like a child’s, as words of any sense fell away from him.
Joe’s father, usually quiet, knocked over his chair and stormed out of the door. He had not, of course, found a way to tell his son.
After a time his mother spoke of the closing of the mine where his father worked. She reminded him that they could just pay the rent this month and did not have much left over for more than a little bread with no jam, and tea with no milk. All the time she talked she scrubbed and polished.
Vocabulary in context
Sable: a brownish colour
Wages: the money you earn for doing a job; usually paid weekly
Panic: extreme anxiety and worry
Activity 6: Discuss title, setting and plot
30 minutes
Language structures and conventions: Words and sentences
Countable nouns are nouns that can be counted, and can have a singular and a plural, e.g. dog – dogs, cat – cats.
Revise countable nouns with learners. After learners have read the story, ask them to identify the countable nouns in the first paragraph.
eye – eyes, village – villages, collie – collies
Revise countable nouns and then encourage learners to speak about the story using these questions to guide the discussion.
1. Where does the story take place?
2. In which country do you think it takes place? How do you know this?
3. Who are the characters in the story?
4. What is the plot of the story?
5. Does the story have a similar theme to another story about which you have heard? Which story is that?
6. What do you think of the story? How does it make you feel?
SAMPLE
Activity 6: Discuss title, setting and plot: MEMORANDUM
1. It takes place in the village of Greenall Bridge.
2. It takes place in the United Kingdom, as they talk about pounds and shillings.
3. The characters so far are: Joe’s dad, Joe’s mom, Joe, Lassie.
4. The plot is about a dog that is sold and eventually finds his way back home.
5. It is similar to The Incredible Journey.
6. Learner’s own answers.
• 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 6s to expand general knowledge and inspire curiosity.
• Encourages independent thinking and develops reasoning skills.
