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Reg. No.: 2011/011959/07
English Home Language
Facilitator’s guide
Grade 4
CAPS aligned
J Mansfield A Mills W Pichler
SECTION 2: READING AND VIEWING
Activity 122: Read an extract from a novel
123: Discuss features of the extract
Activity 124: Answer
Activity 125: Use a dictionary and read
Activity 126: Read for fun
Activity 127: Write a diary
Activity 128: Plan a diary
Activity 129: Write the first draft and revise
SECTION 3: WRITING AND PRESENTING
Activity 155: Write a poem
Activity 156: Write the first draft of a poem
Activity 157: Revise, edit and proofread a
Activity 158: Write and present a
PREFACE
RECOMMENDED READING
All the texts for this year are included in either the facilitator’s guide or the study guide� Below is a short list of recommended books for additional reading� Keep in mind that not all learners are at the same level or reading maturity Review each book by reading a chapter or two or browsing through it to make sure it is appropriate
Narnia (C� S� Lewis)
The Nine Lives of Montezuma (Michael Morpurgo)
Mr Stink (David Walliams)
Billionaire Boy (David Walliams)
Junie B Jones (Barbara Park)
The One and Only Ivan (Katherine Applegate)
Harry Potter and the Philosopher’s Stone (J� K� Rowling)
Diary of a Wimpy Kid (Jeff Kinney)
All children’s books by Roald Dahl including James and the Giant Peach; Matilda; Charlie and the Chocolate Factory; Charlie and the Great Glass Elevator; George’s Marvellous Medicine; Danny the Champion of the World.
A Wrinkle in Time (Madeleine L’Engle)
How to Train Your Dragon (Cressida Cowell)
A Light in the Attic (Shel Silverstein: a book of poetry)
Charlotte’s Web (E B White)
Tale of a 4th Grade Nothing; Superfudge; Fudge a Mania; Double Fudge (Judy Blume)
Mr Nobody’s Eyes (Michael Morpurgo)
A Series of Unfortunate Events (Lemony Snicket)
Books by Jenny Nimmo (including Henry and the Guardians of the Lost)
Books by Lauren St John (The Last Leopard; The White Giraffe and series)
INTRODUCTION
This guide contains all the activities in the study guide as well as suggested answers for all activities
SAMPLE
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 exams
Each lesson has four sections:
• Listening and speaking
• Reading and viewing
• Writing and presenting
• Language structures and conventions
Each of these sections has activities� At the beginning of each lesson is a list of what is covered in that lesson� At the end of each lesson, there are remedial and extension activities which learners may complete if time allows
Each activity has an allocated time� (Refer to the Timetable and Time Management for further details about the lesson and activity times�)
TIMETABLE AND TIME MANAGEMENT
Allocate 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
In your personal timetabling, account for 12 English lessons (6 hours) per week; 24 English lessons (12 hours) per two-week lesson
You could do this as follows:
Week 1
• 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
• 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 each 12-hour lesson this way:
Week 1
• 1 x 1-hour listening and speaking activity
• 3 x 1-hour reading and viewing activity
• 1 x 1-hour writing and presenting activity
• 1 x 1-hour writing and presenting activity
• 1 x 30-minute language structures and conventions activity
Week 2
• 1 x 1-hour listening and speaking activity
• 2 x 1-hour reading and viewing activity
• 1 x 1-hour reading and viewing activity
• 2 x 1-hour writing and presenting activity
• 1 x 30-minute language structures and conventions activity
GENERAL
It is a good idea to start each lesson with a discussion on the theme Have conversation around the theme, the illustration and the puzzle/question (if applicable) 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 during each two-week lesson to reinforce language structures and conventions covered in previous weeks�
Where questions form part of an activity, as a general rule 10 questions have been set (this is not the norm, however�) If a learner works slower than others, you may allocate certain questions for them to answer Do not simply choose questions 1 – 5 but rather select a range of five questions from the activity.
Learners must enjoy what they do� Make each activity as light and as much fun as possible�
ASSESSMENT REQUIREMENTS
Each unit contains activities that form part of the formal assessment� Refer to the portfolio book for these activities, as well as all information relating to examinations�
SAMPLE
YEAR PLAN
UNIT 1: Weeks 1 – 2
Lesson 1:
Tell me a story
Listening and speaking Listen to a story
Answer questions on the story
Reading and viewing
Writing and presenting
Edit, proofread and present a paragraph
Language structures and conventions
Sentence level work
Identify simple sentences
Spelling and punctuation
Punctuation: full stops and capital letters
Remedial activity
Sort the nouns
Extension activity
Look up the meaning of words
SECTION 1 LISTENING AND SPEAKING
Activity 1: Listen to a story 1 hour
Start the lesson with a conversation around the theme, the illustration and the puzzle on the opening page This helps to engage learners and allows them to share their opinions Always retain the fun element in each lesson because learners tend to remember facts better if the experience is enjoyable�
Puzzle
What does this say?
HIGH HIGH HIGH HIGH HIGH
Answer: High five
Read about the features of stories in the study guide with learners
Features of a story
All stories have some aspects in common�
Characters: people or animals in the story�
Setting: where and when the story takes place
Plot: main idea of a story or rather what happens
Read the title of the story and ask learners to look at the illustrations in the study guide and to predict what the story will be about, first from the title and then from the illustrations. Their predictions must make sense in terms of the title and illustrations�
Read the story aloud to learners�
SAMPLE
Fun with friends
“I’ll invite Tumelo and Rashid,” said Toki ticking them off on his fingers one by one. “That’s two and with me, we’ll be three ”
“Why don’t you invite one more friend, then there’ll be four of you?” suggests Toki’s mom�
Toki thinks hard� “I’ll invite Jason� No one ever seems to invite him to play�”
“That’s a good idea,” says Mom, nodding “And seeing as they will be here the whole day perhaps we can plan an outing�”
“Can we go to HighBranch Walking, pl-ee-aa-se!” begs Toki�
“I guess we could,” says Mom� “They have very good instructors to keep an eye on all of you� But I will have to ask their parents for permission first though.”
“Thanks, Mom,” says Toki, giving her a quick hug�
“By the way, what would you and your friends like for lunch?” she asks, turning over the fish she is grilling for supper
“Chicken nuggets and chips would be great, thanks Mom� May we have some ice cream as well?”
“Oh, all right then,” she smiles. “I’ll buy a few flavours.”
Toki is so excited he can hardly wait for the weekend During break, he and his friends discuss how they will spend the day�
Eventually Saturday arrives, and Toki is up bright and early to be ready for his friends�
They spend the morning splashing in the stream running through Toki’s garden; making bows and arrows and climbing the willow tree�
At lunchtime, they wolf down their chicken nuggets, chips and ice cream� After lunch, they pile into Toki’s mom’s car for the trip to HighBranch Walking
“Remember now,” says Mom, “listen to everything the instructors tell you ”
“We will,” the boys promise eagerly� They love walking along the tightropes through the trees and they know it is very important to keep their harnesses and safety clips on�
At HighBranch Walking the boys are strapped into harnesses They listen carefully to the instructors and practise using their harnesses and safety clips on the low wires� Only after a few practise walks are they allowed on the higher wires in the treetops�
SAMPLE
“Watch me!” shouts Jason suddenly He loosens his clips from the guiding wire above and walks along the wire without support The other boys stop in their tracks and stare at him Toki’s mom watches in horror from below. There is nothing she can do but tell Jason firmly to clip his safety back on and call for an instructor�
Within a minute an instructor appears and climbs quickly to where Jason is edging along the wire Because Jason’s harness is no longer attached, the instructor has to approach him slowly and cautiously to avoid wobbling the wire Jason is balancing on He talks to him calmly and tells him that everything will be all right� As soon as he gets close, he secures Jason’s safety clips to the overhead wire�
Without another word, he leads Jason down to the ground, takes his harness off and tells him to sit and watch the others for the rest of the afternoon
1 Talk about the characters, setting and main idea of the story
Characters: Toki, Tumelo, Rashid, Jason, Toki’s mom and the instructor�
Setting: Toki’s home and HighBranch Walking � It is set on a Saturday morning and afternoon�
Main idea: Toki invites some friends over for the day and they all go on an outing � He invites Jason to be kind but Jason lets him down and breaks the rules at HighBranch Walking �
2� Ask learners what they think of Jason’s actions and what they think the other boys think of Jason’s actions�
3 Ask learners to retell the story in their own words and in the correct order
4 Ask learners what they remember about nouns. Prompt them to find out how much they know and read and discuss the information on nouns in the study guide in detail
Nouns
A noun is a naming word It names people, places and things
Common nouns are the names of ordinary objects such as net, nugget, and friend�
Proper nouns name specific people or places. They always begin with a capital letter
Most nouns can be counted, for example, one friend, two friends These are called countable nouns� Countable nouns have a singular and a plural, for example, nugget – nuggets, net – nets�
Nouns which cannot be counted, for example, water, are called uncountable nouns� These stay the same in the singular and the plural�
1 Read this sentence from the story to learners
Without another word, he leads Jason down to the ground, takes his harness off and tells him to sit and watch the others for the rest of the afternoon.
a� Ask learners to identify four common nouns from the sentence�
Common nouns: word, ground, harness, afternoon�
b� Which of these common nouns is countable?
c�
SAMPLE
Words, harness, afternoon as they have plural forms�
Identify the proper noun�
Jason
2 Read this sentence to learners
They wolf down their chicken nuggets, chips and ice cream.
a� Ask learners to identify the uncountable noun in the sentence�
Uncountable noun – ice cream� Ice cream may also be a countable noun when it is an ice cream cone or ice cream on a stick� Then one would be able to count them�
Uncountable nouns can be counted when they are in containers, for example, a glass of water, an ice cream cone, a bottle of oil�
Activity 2: Answer questions on the story
1 hour
Read the hints on how to listen in the study guide�
How to listen properly
Listening is an important skill� Listen carefully the first time someone reads a text or story. Try to form a picture in your mind of what the story is about� Take notes when the story is read for the second time
How to take notes
Read through any questions you have to answer before listening� This way you will know what to listen for� Only write down important points, do not write full sentences�
1� Read the questions to the learners before reading the story in Activity 1 the second time�
2� Ask learners to write 1 – 10 in their exercise books� Now read the questions one by one for the learners to answer They only have to write the letter of the correct answer
Activity 2: MEMORANDUM
Total marks: 10: One mark for each correct answer�
1 How many friends did Toki invite? (1) a) Two b) One c) 4 d) Three
2� Which answer is correct? Toki was _______ going to HighBranch Walking� (1) a) looking forward to b) wasn’t too sure about c) was worried about d) both a) and b)
SAMPLE
3 Toki decided to invite Jason because _____ (1) a) they were best friends b) Jason had never visited him before c) his mom thought it would be a good idea d) not many people invited Jason over to play
4� What did Toki want for lunch? (1) a) Hamburgers, chips and ice cream b) Chicken nuggets and chips c) Chicken nuggets, chips and ice cream d) Chicken nuggets and ice cream
5 Toki’s mom was cooking _______ for dinner (1) a) boiled fish b) grilled fish c) fried fish d) baked fish
6� Why did Toki’s mom think it was all right to take the boys to Highbranch Walking? (1) a) The boys were old enough to manage on their own� b) They had good instructors� c) She would have permission from their parents d) Both b) and c)
7 The boys went Highbranch Walking _____ (1) a) on a Saturday b) on Toki’s birthday c) over half-term d) during the school holidays
8� What did the boys wear to keep them safe while Highbranch Walking? (1) a) Special shoes with rubber soles b) Harnesses with safety clips c) Parachutes d) Special clothing
9� The boys first practised on: (1) a) low practise wires b) high practise wires c) trees d) overhead wires with safety clips
10 Which word best describes Toki’s mom’s reaction when Jason unclipped his safety clips? (1) a) Delight b) Fascination c) Worry d) Excitement (10)
3 Ask learners to tell a story about their family and/or friends
4� Read the hints on how to tell a good story in the study guide�
How to tell a good story
Content
The content of the story must be interesting and the events must be told in the correct sequence� Grab the audience’s attention from the start� Prepare properly and practise the story aloud before presenting it�
Language
Use words such as first, then, next, later, this will help the audience to follow the story Use words the audience can easily understand� However, this does not mean that slang is acceptable�
Speaking
Speak clearly and pronounce all the words properly Do not speak too fast Vary the pitch of your voice: let it rise and fall the way it would in daily conversation�
Body language
Look interested in what you are saying� Make eye contact with the audience, this will make them feel as if you are speaking directly to them Stand up straight, do not lean against anything or slouch Do not touch your face and avoid too many hand gestures
SAMPLE
5 Ask learners to tell their story
SECTION 2 READING AND VIEWING
Activity 3: Read a story
1 hour
Discuss the three parts of reading with learners Ask them to explain what they think happens in each part Encourage them to share their own ideas and ask questions such as: “What do we look at before we read a story?” The information below will help to explain the three parts�
Reading
Good reading can be divided into three parts Reading strategies (tactics) make reading easier and more effective
1�
Pre-reading: this prepares us for the story�
The title of the book/story: clues as to what the story may be about and prepares us for what is to come� Illustrations in the story: visual clues as to what the story may be about Look up any new or unfamiliar words – this will help you to understand what you are reading Skim through the story to see what it may be about and how long it is� To skim means to read through a story very quickly to get an overview (the general idea).
2 During reading
3
Work out the meaning of new words by looking at them in context This means reading the words around the new word to work out its meaning� Always have your dictionary nearby to look up any new or unfamiliar word� Form a picture in your mind of what you are reading, this is called visualising� Read the story more than once until you are very familiar with it� Make inferences (draw conclusions) from the writing�
Post-reading: after you have finished reading the story. Ask questions about the story� Identify the characters, plot and setting� Discuss the story – how does it make you feel? Do you like it or not? Answer questions about the story� Make a summary�
Ask learners to look at the title of the story and the illustrations and predict what it will be about� Encourage them to skim through the story to get an overview� Ask them to read the story aloud
The Night Visitor
SAMPLE
It’s midnight� Outside, the moon shines its silvery light in a velvet sky� In her room, Samantha is fast asleep� SKRITCH� Samantha sits up and rubs her eyes� What was that? She looks around her room� SKRITCH� There it is again� Someone or something is scratching at her bedroom window She puts on her bedside lamp Slowly, she pulls the curtains aside and tries to look out. All she sees is her reflection in the window. I must be imagining things, she thinks. She is just about to draw the curtains when: SKRITCH�
If I turn off my lamp, I may be able to see outside , she thinks. She leans over her bed and flicks off the lamp Kneeling on her bed she peers out into the dark
Suddenly, she notices something outside “It can’t be,” she whispers There, on the windowsill, is the tiniest dragon she has ever seen� It has leathery wings and looks at her with big round eyes� “Are you real?” she asks the tiny creature� “No, of course, you’re not real, this is just another Jimbo trick� He put you there to fool me, as usual,” she mutters� “But I’ve never seen anything like this before …” The tiny dragon looks at Samantha and a puff of smoke coils from its snout
Slowly, she opens the window. This scares the dragon and it takes off, wings flapping, into the night�
Samantha hears a sound at her bedroom door Is it a chuckle? Is it the door creaking shut? She can hardly be sure …
SAMPLE
Use these questions to discuss the story
Activity 3: MEMORANDUM
1� Who are the characters? Samantha, Jimbo and the dragon�
2 What is the setting of the story? It is midnight in Samantha’s bedroom�
3� Arrange these sentences in the correct order to tell the story� f� Samantha hears a scratching noise at her window� d� She puts on her bedside lamp�
i� She kneels on her bed and opens the curtains to look outside�
