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English Home Language
Facilitator’s guide
Grade 6
SAMPLE
CAPS aligned
O Barendse J Mansfield
Lesson elements
VOCABULARY
The meaning of new words to fully understand the text/content.
IMPORTANT
Aspects to take note of to better understand the content. Additional information to enhance understanding of concepts or content covered in the lesson.
TIPS
Information in addition to the content to guide the learner through the learning process.
CORE CONTENT
ACTIVITY
Core content and questions to test the learner’s knowledge.
SAMPLE
Reinforcementof core content, in-depth explanation of a specific section of the lesson.
Preface
RECOMMENDED 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:
• All children’s books by Michael Morpurgo, such as Dolphin Boy, Running Wild, An Elephant in the Garden
• Laura Marlin Series by Lauren St John, such as Dead Man’s Cove, Kidnap in the Caribbean
• Pig City by Louis Sachar
• Percy Jackson Series by Rick Riordan, such as The Lightning Thief
• The Harry Potter Series by J. K. Rowling
• The Lion, the Witch and the Wardrobe by C. S. Lewis
• The Charlie Bone Series by Jenny Nimmo
• Matilda by Roald Dahl
INTRODUCTION
The facilitator’s guide contains all the activities in the study guide as well as suggested answers for all activities.
The guide is divided 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 mid-year examination.
• Unit 3 has five themed lessons.
• Unit 4 has four themed lessons and a year-end examination.
At the end of Units 2 and 4, learners will complete examinations. (Please see Assessment Requirement for further details about the examinations and assessments.)
There is a skills table at the beginning of each lesson which reflects the page number of each activity in both the study guide and the facilitator’s guide.
SAMPLE
Each lesson consists of four sections:
• Listening and speaking
• Reading and viewing
• Writing and presenting
• Language structures and conventions
Each of these sections contains activities. Each activity is labelled with a corresponding activity to the study guide and has a specific time allocation. (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 may be completed if there is a need and time available. These may also be used as exam preparation.
Timetable and time management
Grade 6 English Home Language allocates 12 hours for each two-week lesson:
• Listening and speaking: 2 hours
• Reading and viewing: 5 hours
• Writing and presenting: 4 hours
• Language structures and conventions: 1 hour
Each activity in this book has been developed to meet these times.
It is suggested that in your personal timetabling, you account for 12 English lessons (6 hours) per week; 24 English lessons (12 hours) per two-week lesson. Do this in one of the following ways:
Week 1 in your timetable should include:
• 2 x 1 hour listening and speaking activities
• 3 x 1 hour reading and viewing activities
• 1 x 30 minute reading activity for independent reading
• 1 x 30 minute language structures and conventions activity
Week 2 in your timetable should include:
• 1 x 1 hour reading and viewing activity
• 1 x 30 minute reading activity for independent reading
• 4 x 1 hour writing and presenting activities
• 1 x 30 minute language structures and conventions activity
Alternatively, structure your 12-hour lesson this way:
Week 1 to include:
• 1 x 1 hour listening and speaking activity
• 3 x 1 hour reading and viewing activities
• 2 x 1 hour writing and presenting activities
• 1 x 30 minute language structures and conventions activity
Week 2 to include:
• 1 x 1 hour listening and speaking activity
• 3 x 1 hour reading and viewing activities
• 2 x 1 hour writing and presenting activities
• 1 x 30 minute language structures and conventions activity
General
It is recommended that you start each lesson with a discussion on the theme using the illustration and the quote on the opening page of each lesson.
Keep a list of high frequency errors each time you control or check learners’ spoken or written work. Have a remedial session each two-week lesson to focus on correcting these errors.
Allocate time each two-week lesson to reinforce language structures and conventions covered in previous weeks.
Assessment requirements
Refer to the portfolio book for assessment requirements.
SAMPLE
1
2
LESSON 1: It’s news!
LESSON 2: It’s a tale!
Year plan
3
LESSON 3: Advertising: are we being manipulated?
LESSON 4: Talk about it
LESSON 5: Rhyme, rhythm and rap
LESSON 6: What’s cooking?
LESSON 7: It’s adventure time!
LESSON 8: Be the best you can be
LESSON 9: Being a TV presenter
LESSON 10: It’s a novel idea
LESSON 11: It’s a myth
LESSON 12: It’s a story!
LESSON 13: A funny thing happened …
LESSON 14: It’s play time!
LESSON 15: Be informed
LESSON 16: It’s magic
4
LESSON 17: The art of listening
LESSON 18: Poems come in all shapes and sizes
UNIT 1: Week 1 – 2
Lesson 1: It’s news!
Skills Activity
Listening and speaking
Listen to a radio news report
Watch a television programme
Activity 1
Activity 1
Do a listening comprehension on stereotypes and write a summary: formal assessment Activity 2
Reading and viewing
Read newspaper headlines
Read a news report
Read a newspaper article
Do independent reading
Writing and presenting
Write newspaper headlines
Write a newspaper article using the writing process
Language structures and conventions
Word level work
Nouns
Interrogative pronouns
Sentence level work
Activity 3
Activity 4
Activity 5
Activity 7
Activity 9
Activity 10 – 13
Activity 6
Activity 6
Identify the subject Activity 6
Subject-verb agreement Activity 6
Reported speech Activity 15
Spelling and punctuation
Punctuation Activity 14
SECTION 1 LISTENING AND SPEAKING
Activity 1: Talk about it
1 hour
Vocabulary in context
Stereotype: a widely held image or idea of a particular type of person or thing without any real justification.
For this activity you will need:
• A recorded radio news report or radio programme
• A recorded television news report or programme (for example a current “hot” issue such as rhino conservation)
Initiate a discussion on the theme of the lesson. Ask learners to look at the illustration on the opening page of the study guide and discuss what they see, as well as the different types of media represented in the illustration. Then ask learners to read the quote by Maya Angelou on the opening page: “No one has ever become poor from giving”. Ask them what they think it means. Encourage a discussion around the thought expressed in the quote.
Note: The opening page of each lesson in the study guide has a quote. At the start of each lesson ask learners to read the quote and have a discussion about it. For further extension work you could ask learners to research some of the people whose words are quoted. Encourage learners to find their own favourite quotes during the year.
Then ask learners to discuss these questions in the study guide.
You will note that, where there are unfamiliar words in activities, definitions of these words are given at the start of the activity. Begin the lesson by discussing the meaning of these words.
SAMPLE
Ask learners to talk about the following questions in the study guide.
1. Talk about the different ways people access news reports and articles. Newspapers, radio news broadcasts, television news reports, online newspapers, online news reports, for example News24.
2. Share how you listen to, watch or read the news and why you like your method.
3. Read the meaning of the word stereotype in the vocabulary box. Discuss with learners whether they think stereotypes are positive or not. Ask them to provide their own examples of stereotypes, for example:
• “Of course the top three in the Maths and Science Olympiad were boys: we all know boys are better at maths and science than girls.”
• “You can’t join the ballet class; you’re a boy!”
• “It’s no surprise that the detention class was full of boys; they never do their homework!”
4. Ask learners to answer these questions from the study guide.
a) How do you think stereotypes are formed?
We form stereotypes by listening to and believing widely-held beliefs and prejudices from our parents, relatives, friends, and the media.
b) Why do you think we form stereotypes?
To help us categorise information about each individual member of a group, these concepts save us “thinking” time.
c) Do you think stereotypes are positive or negative?
They are negative as they place people and groups of people into categories. They make us feel better about ourselves; our group is better than another group. Stereotypes may quickly lead to prejudice.
d) How do you think stereotypes fall into a theme about news? There is a lot of media coverage on equality of people in terms of gender, race, age and background.
5. Ask learners to read the tip in the tip box. Remind them to listen carefully the first time the reports are played and then take notes only when they listen a second time.
Tip: Take notes only when you listen to a listening comprehension a second time. Do not write long notes, only jot down the important points.
6. Select a radio programme for learners to listen to. If you have the facilities, record the programme so they can listen to it during the lesson. Play this to the learners once for them to get an overview of the report.
Note: If it is not possible to record a programme, select a programme for learners to listen to live, either with you or after lessons.
7. Play the radio programme a second time, and encourage learners to listen for specific details. They should listen actively and with sensitivity. Emphasise the importance of jotting down specific details of the report.
8. Discuss the main idea of the programme and specific details with learners.
SAMPLE
9. Select a television programme or news report. Play the television programme or news report and follow the same process as for the radio programme. Encourage learners to ask critical questions that challenge what is presented and allow them to see alternative explanations for events or news being presented.
10. Emphasise the importance of establishing the validity of information they listen to/watch. Ask their opinions on whether the source is trustworthy or not, and how they have arrived at these conclusions.
Note: This is a very important aspect of reading articles and reports, especially in this day of googling information. Tell learners that they should always check information or facts if they are uncertain. They can do this by using other sources, such as the Internet, books, magazines or reputable sites.
11. Ask learners to bring a newspaper article that deals with a current issue for the next lesson and prepare a short talk on the issue in the article.
Activity 2: Listen for information and give a summary 1 hour
You will need:
Study guide
A newspaper article
Text in facilitator’s guide
Vocabulary in context
prejudice: a feeling of like or dislike for someone or something especially when it is not reasonable or logical
blog: frequently updated diary on a website intended for public viewing bizarre: amusingly odd blatitude: an empty, pointless comment or statement made as though it were important or helpful boisterous: noisy, energetic and rowdy, often wild assumption: something taken for granted; something believed to be true without proof abandoned: (in this context) given up; stopped using
Go through tenses and subject-verb agreement with the learners
Tenses
There are three main tenses: present tense, past tense and future tense.
Present tense: the action is happening now or it happens regularly. We add -s or -es depending on whether the subject is singular or plural.
For example: Naledi goes to town. He watches the television news broadcast. The sun sets in the west.
SAMPLE
Past tense: the action took place in the past. To change a verb to the simple past add –ed to the verb or change the verb form.
For example: Naledi went to town. He watched the television news broadcast. The sun set in the west.
Future tense: the action will take place in the future. We use shall or will for the future tense. We use shall for I/we (first person) and will for the other persons (you, he, she, they). In modern use, however, will is used more than shall. Shall is used mainly with I and we to make an offer or suggestion, or to ask for advice.
For example: I will watch the television news broadcast. I shall tell you what we want you to do. She will go to town. They will go to town.
First person is the person speaking.
Second person is the person spoken to.
Third person is the person spoken about.
Ask learners to give one sentence in each of the three tenses.
Subject-verb agreement
Subject verb agreement means that the subject and verb have to agree with each other. If the subject is singular, then the verb should be singular. If the subject is plural, the verb should also be plural, for example: Naledi watches the television programme. Naledi and his friends watch the television programme.
Ask learners to give four sentences making sure the subject-verb agreement is correct.
Pre-listening
1. Discuss the meaning of the words in the vocabulary box with the learners.
2. Read the heading of the article and ask learners to predict what it will be about.
During listening
3. Before reading the article read the subheading which gives a more in-depth idea of what the article is about. Read the article once to the learners allowing them to get an overview of it.
4. Encourage learners to ask questions about any of the aspects of the article of which they are unsure.
5. Tell learners to jot down notes as you read the article a second time. If necessary, read the article a third time.
6. Read the questions in the study guide (pay particular attention to the language questions) with the learners before reading the text a third time.
After listening
7. Learners must answer the questions in their exercise books. Tell them to write only the number and the letter of the answer, for example 6f.
8. Mark the answers with the learners.
SAMPLE
Young children must be protected from gender stereotypes
Whether in school or in the toy shop, gender assumptions about boys and girls may have a long-lasting effect on children. Luckily, some kids are on top of it.
Laura Bates blog
On Twitter this week, I saw one particular tweet, with an image attached, which immediately jumped out at me. A parent had shared a photograph of her six-year-old child’s homework – a worksheet asking pupils to research a scientist or inventor. So far, so normal. But the question read: “Who was he? Who was the person you have chosen to look at? How old were they when they began inventing? Did they have a wife and family?”
An angry mother appealed to other Twitter users to come up with a list of female inventors. The question, she said, made it seem like there were only male scientists and inventors. Was she overreacting? Do other parents feel the same? She is far from alone. Parents share similar homework woes on Twitter with startling regularity.
One parent spoke about her son’s physics homework, which used examples of men pushing vans, lifting weights, climbing trees and shooting arrows. The sole female example was a woman pushing a pram. Another parent described an assignment where children were asked to do research on a website, only to find that, of the 21 historical personalities listed, just two were women. Lots of the questions involved men doing active, strong tasks such as driving or playing sport, while women cooked, cleaned or, in one particularly bizarre example, simply “sat on a rug”.
SAMPLE
To those who cry “overreaction”, a new study published this month by the US-based National Bureau of Economic Research, suggests that gender bias at primary school may in fact have long-term problems for pupils. In the study several groups of students took two exams, one marked blind by outside examiners, the other marked by teachers who knew the learners’ names. On the anonymously marked exam, girls outperformed boys in maths, but boys outperformed girls when assessed by teachers who knew their names. This suggests that they may have overestimated the boys’ abilities and underestimated the girls.
Keeping track of these pupils to the end of high school, the researchers found that boys who were given encouragement as youngsters not only performed better later on, but were also more likely to take advanced courses involving maths, compared with girls who had been discouraged. They concluded: “Teachers’ over-assessment of boys in a specific subject has a positive and significant effect on boys’ overall future achievements in that subject, while having a significant negative effect on girls.”
Of course, many teachers actively encourage girls into Stem (science, technology, engineering and mathematics) subjects. But gender stereotypes are not only passed on at school. They are also found in the advertising, television, books, magazines and conversations that children are exposed to from a young age. One parent recently told me about the moment that their three-year-old daughter picked up a toy stethoscope, only for another well-meaning adult to swoop in and comment: “Ah, are you going
to be a nurse?” Not, of course, that it wouldn’t be a fine choice of profession, but what comment would have been made if a little boy had picked up the same toy?
We should think carefully about the gender stereotypes we instil on children. How often do we heedlessly shower little girls with platitudes about prettiness and looks, or comment on how “big and strong” their brothers are growing? We hear comments about the sweetness and politeness of daughters, while sons are proudly described as boisterous instead.
In many toy stores, blue shelves mark off chemistry sets, dinosaurs and building tools as the domain of boys, while girls are left holding the (plastic) baby.
The silver lining is that change is happening. Several toy stores have abandoned gender segregation. The parent whose tweet first caught my eye later reported an excellent response and apology from the school. There is hope, too, in the reactions of children themselves. One mother described how, when her seven-year old son was asked to complete a drawing for homework showing “Mummy in the kitchen”, he added his daddy to the picture, doing the washing up.
It’s refreshing to see how ridiculous gender stereotypes can look through children’s eyes. If we could only stop passing our own inherited assumptions on to them.
Content questions
1. The heading tells me the article will be about:
a) Racial stereotypes
b) Gender stereotypes
c) General stereotypes (1)
2. Where did Laura Bates (the writer) see the comment that made her write her blog?
a) Facebook
b) Instagram
a) Seven
c) Twitter (1)
3. What age was the child who was asked to do research on a scientist or inventor?
b) Six
a) He, they
c) Ten (1)
4. Choose the two words that made the blogger think this homework was sexist?
b) He, family
a) Female
SAMPLE
c) He, wife (1)
5. In what way is this stereotyping? The question assumes the inventor or scientist is:
b) Male
6. What do you think the parent’s tweet to Twitter looked like?
a) Can you name any female inventors or scientists?
b) Can you name any male inventors or scientists?
c) Either one of the two sexes? (1)
c) Can you name any inventors or scientists? (1)
7. Does the study published by the National Bureau of Economic Research suggest that gender bias in primary school:
a) Has no effect on children as they are growing up
b) Has a long-term effect on children as they grow up
c) Only has an effect on girls? (1)
8. When the maths tests were marked without the markers knowing the names of the learners:
a) The boys outperformed the girls
b) The girls outperformed the boys
c) The results were the same in both (1)
9. Which of these does the blogger blame for influencing stereotypes?
a) Books
b) Television
c) Conversations
i) a and c ii) a and b iii) all of them (1)
10. Is the blogger optimistic that change is taking place?
a) Yes
b) No
MEMORANDUM: Activity 2: Listen for information
1. b 2. c 3. b 4. c 5. b 6. a 7. b 8. b 9. iii
10. a
Language and general questions
Discuss the language and general questions with the learners.
c) Undecided (1)
Subtotal: [10]
a) Acronyms are words formed from initials, for example RAM – Random Access Memory. Did you find an acronym in the text? What is it? Stem
b) Write the word that two of the letters stand for. science, technology, engineering and mathematics
c) In literal language the words mean exactly what they say, for example spill the beans means that we drop some beans. In figurative language the words have a deeper meaning and do not mean what the words literally say, for example spill the beans means to tell someone some secret information. Do you think jumped out at me is literal or figurative? It is figurative language. It means that I noticed it immediately.
SAMPLE
d) Break the word stereotypes into syllables. Ster–e–o–types
e) Give the following sentence in the past tense. Each individual incident is easily dismissed as harmless. Each individual incident was easily dismissed as harmless.
f) What is wrong with this sentence? A parent have shared a photograph of her six-year-old child’s homework.
A parent has shared a photograph of her six-year-old child’s homework.
g) What do you think of gender stereotyping?
Encourage learners to give their own opinions and a balanced argument as to why they feel this way.
h) Do you think gender stereotypes are found frequently in your circle of friends? If so, state in which ways; if not, give reasons why you think so. If you have more than one learner, stress the importance of accepting that others may have different opinions. Emphasise the importance of respecting all opinions even if they do not agree with them.
i) Do you think that the information from this source is valid? Give reasons for your answer. Allow for learner’s own answer as long as they provide reasons. Possible answer: The source seems to be valid as the author quotes from various sources.
j) How do you think people can be encouraged to discard and not continue stereotypes? Learner’s own opinion: Possible answer: It is up to each individual, and the way one speaks and acts is important. I would make sure that nothing I say is a stereotype.
Ask learners to write a summary of no longer than 90 – 110 words of the passage on gender stereotypes in rough. Encourage learners to use the words in the box in the study guide to write their summary. The summary must have a heading and the number of words must be written in brackets at the end. Point out the rubric at the back of the study guide so that learners know how they will be assessed. Let learners read their summary to you. Use the summary in the memorandum as an example only. Mark learners’ individual attempts.
Subtotal [10]
Total [20]
blog, gender, stereotypes, parents, Twitter, types of questions, reinforce, boys, portrayed, inventors, scientist, mathematics, sciences, girls, tests, not necessarily, passed on, media, advertisements, television programmes, conversations, author, challenge stereotypes, change, children, stand up, gender stereotyping
This is an example of the summary.
MEMORANDUM: Example: Activity 2: Write a summary
Gender stereotypes
SAMPLE
This is a blog about gender stereotypes. It describes how parents have shared on Twitter some questions learners are asked for homework and how these questions reinforce gender stereotypes. Boys are generally portrayed as inventors and scientists and as being better in mathematics and the sciences than girls. Tests show that this is not necessarily the case. Gender stereotypes are also passed on in the media in advertisements, television programmes and also by conversations children hear. The author feels that we are starting to challenge these stereotypes and that change is happening. She feels that children themselves may be the ones to stand up against gender stereotyping. (109 words)
SECTION 2 READING AND VIEWING
Activity 3: Read newspaper headlines
1 hour
Vocabulary in context
obesity: being severely overweight ban: forbid something volunteer: someone who works without being paid bogus: fake, fraudulent (intended to deceive)
Go through the figures of speech with learners.
Figures of speech
Pun: a play on words; a use of words that involves a word or phrase that has more than one possible meaning, for example: pilot loses wings, goose downs man.
The pilot loses the wings on an actual aircraft and crashes; a pilot loses his licence to fly. Goose trips up man; goose gives down feathers to man.
Alliteration: the use of several words that begin with the same letters, for example: Angry Argument Augers Badly for Summit.
Go through the vocabulary in the vocabulary box with the learners. Bring examples of newspaper headlines to the lesson.
Encourage learners to discuss the following:
SAMPLE
• From the headline, what do you think each article may be about?
• What makes a good headline?
• List the features of a good newspaper headline.
Some facts about headlines
• They are the titles or headings of newspaper articles
• They usually contain few words
• Their purpose is to attract the interest of readers
• They are usually in bold and in larger font than the article
• They make use of figures of speech such as puns and alliteration
Let learners read the newspaper headlines in the study guide aloud. Ask them if they can find a pun and alliteration in any of the headlines.
Dark day as hail lashes city: the sky would have been dark if there was such a big hailstorm; a dark day refers to a day which is bad.
Rubbish dump puppy is called a cutie
Ask learners to match each headline to the summary of one of the newspaper articles below.
A. Colleges that have not been registered with the Department of Education have been shut down in an effort to protect students paying high fees for inferior education.
SAMPLE
B. The city’s fire and rescue services asked for aerial support after an extensive fire was reported in the early hours of the morning. Helicopters have been sent to water-bomb the fire.
C. Volunteer Wildfire Services fighters put their lives at risk fighting fires. They spend the day in intense heat.
D. A newborn puppy rescued from a rubbish dump last week is making good progress. Sources say the puppy is a real cutie.
E. The proposed new sugar tax will not cut obesity, but it will fuel food inflation and hurt consumers.
F. South Africa’s rhino poaching epidemic saw a record 1 215 rhino killed last year for their horn.
G. A dog saved a woman from a cobra which had come into her garage. He is a real hero.
H. Rain and hail caused devastation in the city last night. Residents report that hailstones bigger than golf balls broke tiles on roofs and smashed windows.
Discuss current news stories and make suggestions for headlines for these stories. Try to make some headlines using a pun.
