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Reg. No.: 2011/011959/07
English Home Language
Facilitator’s guide 2/2
Grade 7
Activity
LESSON ELEMENTS
Vocabulary
The meaning of new words to fully understand the text/content.
Tips
A useful hint to help improve skills.
Language structures and conventions
Key language elements that must be studied, understood and applied to the content of the lesson.
Activity
Core content and questions to test the learner's knowledge.
For the curious
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore.
PREFACE
The study guide and facilitator’s guide cover all the work for Grade 7 Home Language (EHL). The book has been compiled according to the CAPS requirements as set out by the Department of Basic Education.
CAPS provides a breakdown of the minimum work that must be covered. In some instances, the study guide and facilitator’s guide contain more information than required by CAPS.
The study guide is divided into four units and 18 lessons. Each lesson is discussed over two weeks (10 hours) and each unit extends over a term.
At the end of units 2 and 4 (term 2 and 4), the learners write exams (refer to the portfolio book and assessment plan).
Unit 1 consists of five lessons
Lesson 1: News of the day
Lesson 2: Space archaeology
Lesson 3: Magical and mythical creatures
Lesson 4: Lights, camera, action!
Lesson 5: It’s a mystery …
Unit 2 consists of four lessons
Lesson 6: Food, glorious food!
Lesson 7: Mad Middle Ages
Lesson 8: Forest friends
Lesson 9: Things that go bump in the night …
Unit 3 consists of five lessons
Lesson 10: Be happy to be you!
Lesson 11: Gorillas
Lesson 12: All hands on deck!
Lesson 13: The Owl House
Lesson 14: Animal heroes
Unit 4 consists of four lessons
Lesson 15: Women who changed the world.
Lesson 16: Puppet theatre
Lesson 17: Invented by accident
Lesson 18: Time to slow down …
The lessons are divided into activities – this contains the lesson content as well as questions on it.
Each lesson consists of:
• Listening and speaking
• Reading and viewing
• Writing and presenting
Sample
• Language structures and conventions
Section 1: Listening and speaking
Listening and speaking are integral to all subjects. Each lesson begins with a discussion about the topic which serves as an introduction. Other discussions in lessons can be viewed as orals instead of only formal conversations/discussions. The more learners practise to write and deliver orals, the easier it becomes to do tasks and exams. It will also improve their selfconfidence if they speak to an audience more often.
It is important to pronounce words clearly and correctly when reading aloud. Help learners when they use incorrect sentence structure or vocabulary when they speak.
Pay attention to the listening process as it is very important in the higher grades and used during listening tests. The listening process is discussed below. Make sure you know when learners can take notes.
Listening process and strategies
The listening process is a three-phase activity and not every step of the process will be used every time. For example, if learners are listening to a recording, they will need to do a pre-listening activity which allows them to focus their listening and helps them to make associations with their own experiences. Listening activities help learners to recall details and evaluate the message. Post-listening may include learners responding to what they have heard through discussion.
Pre-listening
This introduces learners to the listening situation. It allows them to access their existing knowledge of the topic and prepare for listening.
• Talk about background knowledge before listening.
• Predict what the text may be about from the title.
• Deal with any unfamiliar vocabulary.
• Set a pre-listening question/s to focus learners’ attention.
• Prepare learners with, for example, pen and paper for taking notes.
During listening
Learners:
• Analyse the message, the speaker, and the speaker’s evidence
• Make mental connections
• Find meaning
• Ask questions
• Make inferences and confirm predictions
• Reflect and evaluate
Sample
Post-listening
Learners:
• Ask questions and talk about what the speaker said
• Review notes
• Summarise the presentation orally
• Analyse and evaluate critically what they have heard
• Combine new knowledge with prior knowledge
• Draw conclusions, evaluate, give an opinion, and respond critically.
Follow the listening process for the first few weeks and see how the learners progress. If it becomes clear that they do not have to listen to a text three times, you do not have to read it three times. The process must, however, be followed for tasks/exams.
Section 2: Reading and viewing
The more learners read, the easier it will be for them to understand language use and pick up on things such as spelling patterns. Learners must read as much as possible on their own. Always help with pronunciation and meaning when learners read on their own.
Learners must read at least one book per term. Encourage them to read more than one book per term and from as many genres as possible.
If there is not enough time to do all the language activities in the lesson, make sure new work is covered before going back to previous work.
Section 3: Writing and presenting
The more learners write, the better. When you write, you are more inclined to use grammar and spelling correctly. Take note of the writing process set out below. Learners are also introduced to various types of texts, each with its own format (e.g. stories, dialogues, news reports, posters, and poems).
Writing process
Not every step of the writing process will be used each time. Make sure learners know where the focus is for each task, e.g. structure, sentence construction, or paragraph writing. The writing process includes:
• Planning/Pre-writing
• Drafting
• Revising
• Editing
• Proofreading
• Presenting
Planning
Analyse the structure and features of the text. What is the purpose of the text? Decide on the requirements for the format and brainstorm ideas using, for example, mind maps, idea trees, flow charts, or lists.
Drafting
Write a first draft from the planning process. Read the draft critically and get feedback from others. Make sure all the requirements for the text have been met.
Revising, editing, proofreading and presenting
Read through the draft, correct spelling errors, refine word choice, evaluate style and register, use grammar correctly. Write the final draft including correct layout/format, heading, and fonts. Present the final version.
Section 4: Language structures and conventions
By interacting with language in written and spoken format, the foundation for grammar is laid. Although all the work required by CAPS is covered in the study guide, we do, however, recommend that facilitators provide learners with additional language exercises. It does not necessarily have to be an activity; it can simply be a revision of the previous day’s work or an informal quiz about synonyms or a spelling test.
Language aspects must be entrenched early on – it forms the basis for all language work up to Grade 12 (the level only gets higher each year). The more learners practise these language aspects, the better they get at using them correctly.
Time allocation
According to CAPS, learners must spend 5 hours per week studying English Home Language, so 10 hours per lesson (runs over two weeks). This means that homework is not included in this time. If learners cannot complete the activities during school time, they must do it for homework.
Two hours must be spent on listening and speaking, 3 ½ hours on reading and viewing, 3 ½ hours on writing and presenting, and one hour on language structures and conventions.
Take note that the time allocation for each activity does not necessarily add up to the 10hour two-week cycle. This is because the time spent on an activity will be determined by the number of learners in the class. Some activities also take longer, where the facilitator must assess learners’ work, presenting a poem, orals, etc. In these cases, the activity could be done over a few days to allow each learner the opportunity to complete the activity.
Use your discretion to make sure learners cover all the work. In some instances, the work extends over a few periods, use your discretion on how to complete these lessons.
Planning
Sample
The books have been compiled in such a way that the facilitator has to do the minimum planning. However, it is still necessary to prepare for the lesson (especially since the time allocated for the activities is determined by the number of learners). Go through the lesson and see what you must prepare (for example, a text for reading aloud, decorating the class to suit the theme of the lesson, the necessary preparation for a language quiz/game, to ask learners to bring an item to class the following day, etc.). Also, plan which activities you will do on which days during the two-week cycle (day 1 to 10).
The activities can be done in the order they appear in the book, but it is not necessary to do all the listening and speaking activities only at the beginning of the lesson. If time does not allow, you may decide to not do some of the listening and speaking activities such as performing a poem. If learners have mastered some language aspects, they do not have to complete all the activities in class. If, for example, they understand abbreviations, they may complete the activity on abbreviations as revision at home (you can mark it in class).
Vocabulary and spelling
Encourage learners to use their dictionaries from day one and throughout the year. If possible, write a spelling test at the end of each lesson, or they can write a spelling test at the end of the day or week.
Where possible, we have included lists of words that learners may find difficult or to help them broaden their vocabulary to make essays and transactional texts easier to write.
About the texts
The texts, poems, and stories used in the books have the necessary permissions or are freely available in the public domain. Where there is no accreditation the author of the book wrote the poem/story.
IMPORTANT NOTE
The lengths and complexity of the texts in the study guide vary. There are easier texts and there are those that may pose more of a challenge to learners. It is important that they learn to read and engage with texts of various lengths and levels of difficulty. Reading comprehension is not only a vital step in helping learners develop a better memory and vocabulary, but they also acquire the soft skills needed to navigate social and professional situations in their adult lives.
The advantages of a longer attention span cannot be overstated. The better we can focus on one task at a time, the more productive we become. Reading for longer periods of time will help instil the discipline needed to remain committed to a task until it is done.
If you find that a learner/learners are having difficulty with a text, spend time with them and help them to read the text bit by bit. We want to remove the apprehension some learners may feel when they must read a longer text for comprehension. There is no need to rush through any text and you may provide as much assistance as necessary. However, do not shy away from longer texts as we are gradually building up to the skills expected of learners in the higher grades (and beyond). This will make the transition easier for them in the long-term and they will overcome any perceived obstacles to reading longer texts.
General
A few things to keep in mind:
• Each lesson has a theme. Try to make the theme as exciting as possible – the class could be decorated to suit the theme or learners could find interesting articles about it and share them with the class.
G07 ~ English Home Language
• There is a table at the beginning of each lesson in the facilitator’s guide. This table contains the relevant activities and time allocation. Although other aspects may also be covered during the activity it is not the focus and not listed in the table.
• Many activities require more than one learner if there is only one learner the facilitator must take up the other role(s).
• As mentioned, some activities require learners to bring items to class – read ahead and give learners enough time to collect these items. For example, if they must bring along a magazine/newspaper or an item for role play, give them at least a week or two to get these together.
• In-between doing activities, learners can also write short, informal tests about language aspects, such as gender, degrees of comparison, etc.
• As far as possible, the headings in the study guide are according to CAPS, even though it might say ‘perform a poem’, it refers to the poem in the study guide, unless stated otherwise.
• More advanced learners can research the topic throughout the year, design and make a poster and tell the class about it. For example, they can research the information in the ‘Did you know?’ block or you can ask them to research a specific author or poet.
Recommended books
There are no prescribed books for English Home Language. Learners must, however, have a good bilingual dictionary or school dictionary from Oxford or Pharos. A thesaurus is also beneficial.
As mentioned, learners are expected to read at least one book per term. This may be any appropriate book of the learner’s choice. When learners read, they broaden their vocabulary and improve their spelling. We have included suggestions for further reading throughout the study guide.
SampleSome recommended books for Grade 7 Home Language level:
• Holes – Louis Sachar
• To Kill a Mockingbird – Harper Lee
• Eragon – Christopher Paolini
• The Lion, the Witch and the Wardrobe (The Chronicles of Narnia series) – C.S. Lewis
• Ella Enchanted – Gail Carson Levine
• The Hobbit – J.R.R Tolkien
• White Fang – Jack London
• The Borrowers – Mary Norton
• Harr y Potter Series – J.K. Rowling
• Charlotte’s Web – E.B. White
• The Tale of Despereaux – Kate Di Camillo
• How to Eat Fried Worms – Thomas Rockwell
• Wonder – R.J. Palacio
• The Lightning Thief – Rick Riordan
• Lord of the Flies – William Golding
• The curious incident of the dog in the night – Mark Haddon
• Fantastic Mr Fox – Roald Dahl
• Little Women – Louisa May Alcott
Formal assessment
No activity in the study guide is done for formal assessment. Please refer to the portfolio book for all formal assessments.
Exams
There are two exams in Grade 7 – the June and November exams. In both exams, learners write three papers.
• June exams
ל Paper 1: Oral (listening comprehension/debate/conversation/prepared or unprepared speech/group discussion)
ל Paper 2: Reaction to written texts (reading comprehension of literary/nonliterary text, comprehension of visual text, summary, language structures and conventions)
ל Paper 3: (written before the exams) Writing (transactional text: 2 short or 1 long) (poster/advertisement/web page/review, descriptive or argumentative essay)
• November exams
Sample
ל Paper 1: Oral (listening comprehension/debate/conversation/prepared or unprepared speech/group discussion)
ל Paper 2: Reaction to written texts (reading comprehension of literary/nonliterary text, comprehension of visual text, summary, language structures and conventions)
ל Paper 3: (written before the exams) Writing (transactional text: 2 short or 1 long) (newspaper article/questionnaire/directions/instructions, descriptive, argumentative, or narrative essay)
Always refer to the assessment plan as the content of the exams may change.
1
YEAR PLAN
LESSON 1: News of the day
LESSON 2: Space archaeology
LESSON 3: Magical and mythical creatures
LESSON 4: Lights, camera, action!
LESSON 5: It’s a mystery …
2 LESSON 6: Food, glorious food!
LESSON 7: Mad Middle Ages
LESSON 8: Forest friends
LESSON 9: Things that go bump in the night …
LESSON 10: Be happy to be you!
LESSON 11: Gorillas
LESSON 12: All hands on deck!
3
LESSON 13: The Owl House
LESSON 14: Animal heroes
4 LESSON 15: Women who changed the world
LESSON 16: Puppet theatre
LESSON 17: Invented by accident
LESSON 18: Time to slow down …
UNIT 3: Weeks 1 – 2
LESSON 10:
Be happy to be you!
Skills
Listening and speaking
Do a listening comprehension
Talk about the uses of forms
Have a panel discussion
Reading and viewing
Read about surveys and questionnaires
Summarise the text
Read about completing a questionnaire
Interpret answers on a questionnaire
Read a poem
Writing and presenting
Plan your form
Draft your answers
Revise, edit, and proofread your answers
Present the final version of your form
Study GuideTime allocation
SampleDesign your own form
Language structures and conventions
Revise collective nouns
Identify noun and adjectival clauses
Complete the adverbial clauses
Revise abbreviations
Remedial activity: Word scramble puzzle
Extension activity: Read a poem aloud in class
Activity 13635 min.
Activity 13735 min.
Activity 13835 min.
Activity 13935 min.
Activity 14035 min.
Activity 14135 min.
Activity 14235 min.
Activity 14335 min.
Activity 14435 min.
Activity 14535 min.
Activity 14635 min.
Activity 14735 min.
Activity 14835 min.
Activity 14935 min.
Activity 15035 min.
Activity 15135 min.
Activity 15235 min.
SECTION 1 Listening and speaking
In this lesson, we aim to show learners how special they are and how they should never allow what they look like to overshadow their lives. Tell them they are unique, and that the world needs their special talents – we want to nurture their self-worth and help them to realise how perfect they are, just as they are. Take your time to read the introduction to the lesson and make sure the learners understand the message we want to convey.
What if? What if I had more friends, lived in a bigger house, had nicer clothes, a smaller nose, beautiful hair? We sometimes seem to focus more on what we do not have than what we do have. It is human nature, really. But do we sometimes spend a lot of energy trying to be someone we are not? What is wrong with trying to find happiness right where you are and with who you are?
Easier said than done? Perhaps, but learning to feel satisfied with what you already have is possible – it just takes a little effort and a change in how we think.
Stop comparing yourself to others – your friends, celebrities, models, etc. Do you sometimes feel that you need that new phone or pair of designer shoes, not because you really want it, but because you feel like you should have it – that people will like you more if you do? It is very easy to get caught in this web, but remember you do not have to have (or even want) everything that others have. You are different people with different lives. So, do your best to stay focused on your own life, and forget the rest. In the end, what everyone else is doing has little to no impact on your success and happiness.
Be happy with who you are and learn to be grateful each day. It may seem difficult when you see others being successful or popular and you may think that you are not enough. That is simply not true – who you are is more than enough. Try this, before you go to sleep at night think of at least five things you are grateful for whether it is your family, or great marks on a test, spend some time thinking of all the things that made you smile.
Sample
This technique diverts your attention from all the things you do not have or the embarrassing moments of the day like your hair having a mind of its own or the pimple that decided to show up on school photo day and instead makes you remember all the things (both big and small!) that you should appreciate. Instead of falling asleep obsessing over the ‘cool kids’ and what they will be wearing to the school dance, rest easy thinking about all the positives in your life. Rather doze off thinking how adorable your dog is or how lucky you are to have a room of your own. There is no better way to end the day.
We all want more or to look different or run faster. And, to some extent, that is a good thing. But, if you spend every spare moment only thinking about all the things you do not have or wish you did, you are setting yourself up for a life of stress and discontent. Learn to be happy with what you have and who you are and what you look like right now. BE HAPPY TO BE YOU!
There are many characters in literature and film who are not perfect, and yet, they manage to shine and even become heroes. This shows us that we do not need to be perfect to be valuable to others or that having an imperfection makes us less than others. Literature not only helps us feel seen but also teaches us about others’ experiences. Read about these characters and find some inspiration in their stories.
Quasimodo from the novel, The Hunchback of Notre Dame by Victor Hugo.
Quasimodo: I never realised till now how ugly I am because you are so beautiful ... I am not a man! I am not a beast! I am about as shapeless as the man in the moon! I am deaf, you know, but you can speak to me by signs.
Esmeralda: Why did you save me?
Quasimodo: You ask me why I saved you? Oh, I tried to carry you off, and the next day you gave me a drink of water and little pity.
Quasimodo is the classic symbol of a courageous heart beneath a grotesque exterior. He was the bell ringer in the Notre Dame cathedral, society’s outcast because he was deformed and hunchbacked. Considered a monster, he led a solitary life; all contact with society came in the form of laughter, ridicule, and painful humiliation. Yet beneath his misshapen body was a heart whose love was matched by no other. Born into poverty and despair, Quasimodo let none of that affect him. He shows us that it is not the circumstances in which we live that determine who we are and that a person’s true nature is on the inside.
Sample
Edward Scissorhands from the movie by Tim Burton.
Kim: Well ... a long time ago, an inventor lived in that mansion. He made many things, I suppose. He also created a man. He gave him insides, a heart, a brain, everything. Well, almost everything. You see, the inventor was very old. He died before he got to finish the man he invented, so the man was left by himself ... incomplete and all alone.
Granddaughter: He did not have a name?
Kim: Of course, he had a name. His name was Edward.
Edward is an inventor’s greatest creation, the first near-complete replication of a person, but the creator dies before Edward’s hands have been completed and Edward is left with scissors for hands. He learns that his hands are good for something like cutting hair and hedges and soon people learn to like him. Edward Scissorhands is an untraditional hero. He is intensely shy and socially backwards. Edward has nothing but good intentions and does his best to act on those intentions. He is at the mercy of a world that does not understand him. So, acting on those intentions in a world filled with enemies makes him heroic.
Forrest Gump from the novel by Winston Groom.
Jenny: What is wrong with your legs?
Forrest: Um, nothing at all, thank you. My legs are just fine and dandy.
Forrest was born with strong legs but a crooked spine. He was forced to wear leg braces which made walking difficult and running nearly impossible. He also had a relatively low IQ of 75, which nearly prevented him from being accepted into public school. Despite his physical and mental challenges, Forrest’s mother told him not to let anyone tell him he was different, telling him ‘stupid is as stupid does.’ Forrest is often bullied because of his physical disability and marginal intelligence.
Piglet from Winnie-the-Pooh by A.A. Milne
‘The things that make me different are the things that make me.’ — Piglet
Piglet is the tiniest of Winnie the Pooh’s friends. He is a great role model because he wants to prove himself and this often shows us that size does not matter all that much.
There are many things we can learn from Piglet.
1. He tries to be brave, despite being afraid.
Piglet is terrified of most things. But he never lets that stop him from doing what he needs to do. He tries incredibly hard to overcome his fears and be brave, despite wanting to run away and hide.
2. He is passionate.
He is not just a friend when things are going well. Piglet values the relationships he has with others as the most important things.
3. He battles his insecurities.
SampleAll of them, every day. Despite being embarrassed by some of them, he still makes it a priority to overcome them in the best way he can.
4. He cares for others.
All Piglet wants is for those around him to be happy, and he feels disappointed when he cannot make it happen for them.
5. He never judges his friends.
It does not matter to him that Eeyore is depressed and a bit of a downer or that Pooh often overlooks everything he does for him. He loves all of them, despite any flaws, and stands by them no matter what.
6. He proves it is all right to be afraid. Despite being ashamed and embarrassed about his insecurities, Piglet proves over and over that it is all right to be afraid. The lesson he teaches is that if you work hard to overcome your fear, it is all right to be nervous or worried.
7. He stutters.
Here is a major literary character with a speech impediment and yet his friends accept him for who he is and do not make fun of him for it. Remember, being less than perfect is perfectly all right!
8. He ignores fashion trends!
In the original stories, Piglet is often dressed in a long green jersey. In the Disney versions, he is always in a magenta striped bodysuit. These may not be the most ontrend items, but Piglet does not care. He is a pig who knows his style!
From these characters’ stories, we can see that what you look like makes no difference to who you are. You are unique and the world needs your talents, your voice, and your quirkiness. Go out there and JUST BE YOU, not a flimsy version of someone else!
Further reading
Find the Adrian Mole series online or at the library and enjoy the humour, adventures, and broken heart of the boy aged 13 ¾.
Sample
Wednesday, January 14th
Joined the library. Got Care of the Skin, Origin of Species, and a book by a woman my mother is always going on about. It is called Pride and Prejudice, by a woman called Jane Austen. I could tell the librarian was impressed. Perhaps she is an intellectual like me. She didn’t look at my spot, so perhaps it is getting smaller. About time!
Mr Lucas was in the kitchen drinking coffee with my mother. The room was full of smoke. They were laughing, but when I went in, they stopped.
Mrs Lucas was next door cleaning the drains. She looked as if she was in a bad mood. I think Mr and Mrs Lucas have got an unhappy marriage. Poor Mr Lucas!
None of the teachers at school have noticed that I am an intellectual. They will be sorry when I am famous. There is a new girl in our class. She sits next to me in Geography. She is all right. Her name is Pandora, but she likes being called ‘Box’. Don’t ask me why. I might fall in love with her. It’s time I fell in love, after all, I am 13 3/4 years old.
Activity 136: Do a listening comprehension 35 minutes
Listen to the information text your facilitator reads to you. Follow on the form as your facilitator reads.
NOTE: Read the text to learners while they follow on the form in the study guide. Let learners interact with you by giving answers to your questions as you read.
Completing a form
In our day-to-day lives, we are often asked to fill in forms. Perhaps you want to join a gym, go on a camp, take out a contract, join the library, or apply for a job. In each case, you will be asked to complete a form.
Sarah Walker is starting her first job. She has been asked to complete a form for the company’s records. She must do this before she can be paid. With her first salary, she wants to buy a new cellphone and then a new laptop. She likes being online and connecting with friends on Facebook and Twitter.
Three things to remember when completing forms.
1. Always use a black pen.
2. Write in capitals so it is easy to read.
3. Write one letter or number per block if there are blocks on the form.
Follow on the form as I read the text.
1. Look at where she has filled in her surname. What is a surname? (The name shared with other members of a family as distinct from a given or first name.) Say what you would fill in here.
2. What are her first names? (Sarah Jane) Sample
• A complete guide with all the texts (contemporary and classic) for comprehension exercises, speeches, and reading included.
• Contains tips for better writing, critical reading and understanding.
• Lays the foundation for literary studies in higher grades.
• Interesting and fun themes to inspire curiosity and enrich general knowledge.
• Various levels of questions and activities to develop language skills and critical thinking.
• Complete explanations on grammar and syntax.
• Practical examples of writing tasks.
• Encourages independent reading and research and broadens vocabulary.
• Use in school or at home.
home classroom college workplace
• Daaglikse lesse wat maklik is om aan te bied, vir die hele jaar.
• Drie sessies ’n dag wat die verskillende leerareas kombineer.
• Mondelingse, praktiese en geskrewe aktiwiteite om nuwe konsepte bekend te stel.
• Volkleur fasiliteerderhulpmiddel, -leerderhulpmiddel en -werkboek vir elke kwartaal.
• Omvattende verduidelikings van konsepte in eenvoudige taal.
• Gebruik in die klaskamer of tuis. 2505-E-EAT-SG01
