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Reg. No.: 2011/011959/07
English First Additional Language
Facilitatorʼs Guide 2/2
Grade 4
LESSON ELEMENTS
Introduction
Introduces new concepts or background information required to understand the lesson content.
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.
SAMPLE
Important
Important aspects to take note of.
Revision
Revise work from previous grades or lessons until learners have mastered the knowledge. This helps with preparation for tests, projects, and exams.
1
YEAR PLAN
1: You’ve got a friend in me
2: Fast and curious
3: Jungle night
LESSON 4: When the curtain goes up …
LESSON 5: Fables, fairy tales, and legends 9–10
10: Destination: Africa
11: Been there, dune that
12: See you at the movies!
13: A treasure trove of stories
18: Hello, holidays!
Unit 3 (term 3) and unit 4 (term 4) are in this facilitator’s guide, unit 1 (term 1) and unit 2 (term 2) are in facilitator’s guide 1/2.
LESSONS:
10. Destination: Africa 11. Been there, dune that 12. See you at the movies! 13. A treasure trove of stories 14. W atch me now!
Language structures and conventions
Writing and presenting
• W ord families
• Punctuation
• Pr epositions
• Connecting w ords
• Sig ht words
• Demonstr ative pronouns
• In verted commas
• Subject , verb, and object
• P ersonal pronouns
• Alphabetical order
• Articles
• Det erminers
• Subject-v erb concord
• R eported speech
• Figur es of speech
• Spelling words with the ‘k’ sound
• F orms of the verb ‘to be’
• W ords beginning with ‘c’ followed by ‘-e’, ‘i’, or ‘-y’
• Pr esent, past, and future tense
• Pr esent continuous tense
• Spelling test
• W rite a book review
• Do an oral book review
• W rite a dialogue
• W rite a description of an animal/person/place
• Summarise an information text with support
• Label or complete a visual text
• Design and make a poster
• W rite a story using a frame
• W rite sentences that rhyme
• R ecord words in a personal dictionary
SAMPLE
Reading and viewing
• Pr edict from title and pictures
• R ead a story
• R ead a poem
• R ead a play
• R ead a book review
• R ead a news article
• R ead a visual text (poster)
• R ead visual text (infographic)
• R ead instructions
• Pr actise reading
• Independent r eading
Listening and speaking
• List en to a story
• List en to a poem
• List en to a play
• Describe an animal
• Discuss plot, setting, and characters
• Compr ehension activity
• List en to an information text
• List en to a description of a place/plant/animal/object
• P articipate in a short conversation about a familiar topic
• P erform a poem
• Pla y a language game
• T ell own news
UNIT 3: Weeks 1 – 2
LESSON 10:
Destination: Africa
Skills
Listening and speaking
Listen to a story
Discuss the plot, setting, and characters
Describe a character or place from the story
Practise listening and speaking
Reading and viewing
Predict a story from the title and pictures
Interpret and explain the message
Answer questions about the story
Study GuideTime allocation
Activity 18030 min.
Activity 18130 min.
Activity 18230 min.
Activity 18330 min.
Activity 18430 min.
Activity 18530 min.
Activity 18630 min.
Discuss the main characters and do a role playActivity 18730 min.
Read a book review
Write a book review
Read aloud
Independent reading: do an oral book review
Writing and presenting
Write a dialogue
Write the first draft
Revise, edit, and proofread the first draft
Write the dialogue neatly
Write a description
Record words in your personal dictionary
Language structures and conventions
Let’s revise
Use inverted commas for direct speech
Use personal pronouns
Word families
Activity 18830 min.
Activity 18930 min.
Activity 19030 min.
Activity 19130 min.
Activity 19230 min.
Activity 19330 min.
Activity 19430 min.
Activity 19530 min.
Activity 19630 min.
Activity 19730 min.
Activity 19830 min.
Activity 19930 min.
Activity 20030 min.
Activity 20130 min.
Spelling test Activity 20230 min.
Remedial activity: Write a folk tale.
Extension activity: Create a menu for a restaurant.
SECTION 1 Listening and speaking
‘You must taste a culture to understand it.’
Deborah Cater
SAMPLE
Read through the introduction with the learners. The aim of the lesson is for them to explore a few African countries and their national cuisines. They must understand that people are connected in many ways – languages, beliefs, and food. Food is a universal language that we all understand, and it’s something we can share. We also want to nurture respect for different cultures and help them understand that the world is a wonderfully interesting place because we have so many different people and that we all have something valuable to add.
As with all the other lessons in these study guides, we also wanted to broaden their vocabulary and general knowledge
SAMPLE
Let’s go on a food safari!
Look at the opening illustration of the lesson. Can you find the idiom on one of the jars? Do you know what the idiom means? Tell your facilitator or the class what you think it means.
An idiom is a group of words or a phrase that means something different from its literal meaning. For example, if we say ‘it’s raining cats and dogs’. It does not literally rain pets; it just means it is raining hard.
The idiom learners must identify is ‘stirring the pot’. It means to cause trouble on purpose or to upset people deliberately. Allow learners to first give their ideas or interpretations before giving them the answer.
SAMPLE
People all over the world have different cultures, languages, and traditional clothes.
Most countries also have a favourite or national dish. These dishes are popular among the people of that country and form part of a country’s identity. Eating the food local people love is an important experience for visitors.
Our lesson is about food from our interesting and vibrant continent. There are also wonderful stories from different countries – so what are we waiting for?
Before we begin our journey, go to page 323 in the Appendix in the study guide and cut out the seven national flags. As we read about each country and its food, learners paste that country’s flag in the map marker on the map of Africa on page 15.
No place like home …
What better place to start than our own country? We have many national dishes and food that we enjoy eating.
Can you match the name of the traditional South African dish to the picture?
potjiekos bunny chow chicken and pap bobotie koeksisters
Write the name of the dish on the line next to the correct number.
‘The warm heart of Africa’
Futali is a traditional Malawian dish enjoyed for breakfast. It is made with pumpkin, sweet potato, cassava, or plantains. Vegetables are cooked in salted water and then mashed and combined with peanut flour. Futali is enjoyed warm and may be served with rice or nsima (a thick porridge made from maize flour and water).
Bunny chow
Bobotie
Chicken and pap
Potjiekos
Koeksisters
cassava [say: kuh·saa·vuh]: A plant with large roots or a type of flour made from these roots.
plantain [say: plan·tin]: A tropical fruit like a banana with a green skin.
Mount Kilimanjaro welcomes you …
Tanzania’s national dish, ugali, is the most commonly eaten food. It is a stiff dough prepared with cornmeal, cassava flour, sorghum, or millet. It is usually served with fish, meat, cooked vegetables, or bean sauce.
SAMPLE
Tanzanians usually have a large bowl of ugali in the middle of the table, and each member of the family can serve themselves as much as they want. It is a social dish meant to create interesting conversations among families.
sorghum [say: saw·gm]: A plant grown in hot and dry areas for its grain, which is used as food for humans and animals, and as a fuel.
millet [say: mi·luht]: A plant similar to grass and its small seeds can be eaten.
‘Hakuna matata!’
No, Timon and Pumba didn’t come up with those words – it’s an expression in Swahili, the native language of the Swahili people in Kenya Nyama choma is Kenya’s unofficial national dish, meaning ‘barbecued meat’ in Swahili. The meat is usually goat or beef, served roasted throughout the country, from roadside shacks to fine restaurants.
It is often paired with side dishes, such as ugali.
In Kenya, each community has its own native food with staples consisting of corn and other grains, such as sorghum and millet, depending on the region, and paired with various meats and vegetables.
‘Please pass the mayo …’
A result of the Belgian colonial period in the Democratic Republic of Congo (DRC) is that local people love large blobs of mayonnaise on nearly everything!
However, the national dish of the DRC, poulet à la moambé is a rich, hearty chicken stew that seems like the perfect dish for a cold winter night. Moambé refers to the red palm nut cream sauce in which the chicken is braised.
Belgian: Relating to Belgium or someone who is from Belgium.
hearty: Nourishing and tasty
braised: To cook food slowly in a covered dish in a little fat and liquid.
The land of the warrior kings.
The word ghana means ‘warrior’ or ‘war chief’ and was the title given to the rulers of the original medieval kingdom.
Fufu is Ghana’s national dish, a starchy side dish eaten with stews and sauce-based dishes. Fufu is very difficult to make, a process that starts with pounding cassava and unripe plantains together with a big wooden pole and mashing them while adding water. As it needs to be vigorously stirred, it usually takes two people to make it – one pounding it, and the other moving it around between the pounding. Once the mixture is smooth, it is shaped into small balls that are then placed in a stew or soup with meat.
SAMPLE
vigorously: In a way that involves physical strength, effort, or energy.
Dates,
dunes, and dromedaries.
Couscous, known as kosksi in Tunisia, is the national dish.
Couscous is usually served with meat and/or vegetable stew spooned on top. It can be eaten in many ways, but in Tunisia, it is typically made spicy with harissa sauce and served with lamb, beef, fish, and other types of seafood. In some parts of Tunisia, it can even be served with camel!
dates: The sweet fruit of various types of palm trees.
dromedary: A type of camel (a large animal that lives in the desert) with one hump (raised area) on its back.
SAMPLE
harissa: A thick, spicy sauce made from chillies and olive oil.
Activity 180: Listen to a story 30 minutes
Revise the elements of the plot, setting, and characters of a story, and then read the story ‘Anansi and the Pot of Wisdom’ to the learners. Tell them that the story is a folk tale from Ghana – one of the countries they read about in the introduction.
Remember to read with expression and emotion, so the learners can hear what it sounds like and follow your example in their own reading.
After reading the story, ask learners whether there are any words in the text they do not know or understand, and discuss the meaning of those words.
Settings describe the time, place, and environment in which the main character and the events are based. Where does the story happen?
The characters are the people (or animals, especially in fables) who appear in the story
The plot is the sequence of events in a story - what happens? The plot is what the story is about.
SAMPLE
The folk tales of Anansi the Spider come from the Asante people of Ghana and have been orally passed down over generations.
The name Anansi means ‘spider’. He is also known as Kwaku Ananse in the stories. He is a very clever trickster and uses his intelligence to win in every situation. He often plays tricks and uses whatever means to outsmart those he comes across. In many of the fables, he is ruthless and shrewd to defeat animals that are larger or stronger than him. In these tales, Anansi usually receives punishment in some form, as there is normally a moral to the story.
Dictionary work
Look up these words in your dictionary and write the meaning on the lines.
• 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 4s to expand general knowledge and inspire curiosity.
• Encourages independent thinking and develops reasoning skills.
