Apart from any fair dealing for the purpose of research, criticism or review as permitted in terms of the Copyright Act, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without prior written permission from the publisher.
The publisher has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
There are instances where we have been unable to trace or contact the copyright holder. If notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.
Reg. No.: 2011/011959/07
English Home Language
Facilitator’s guide
Grade 8
SAMPLE
CAPS aligned
J Mansfield A Mills A Schwartz
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
Activity
Core content and questions to test the learner's knowledge.
SAMPLE
Key language elements that must be studied to be understood and applied to the content of the lesson
PREFACE
RECOMMENDED BOOKS
All texts needed to facilitate this year are either in this guide or in the study guide. However, here is a short list of age-appropriate books:
• Island of the Blue Dolphins (Scott O’Dell)
• Paper Towns (John Green)
• Stargirl (Jerry Spinelli)
• The Music of Dolphins (Karen Hesse)
• A Wrinkle in Time (Madeleine L’Engle)
• Steve Jobs – The Man Who Thought Different: A Biography (Karen Blumenthal)
• Pax (Sara Pennypacker)
• Bob (Wendy Mass and Rebecca Stead)
• Spud (John van de Ruit)
• The Joy Luck Club (Amy Tan)
INTRODUCTION
Each activity in the study guide is copied in this facilitator’s guide and answers are provided to all questions. This makes it easy to work side by side with the learners.
This facilitator’s guide is organised into 4 units and 18 lessons. Each lesson is taught over 2 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 write exams.
Each lesson has 4 sections:
SAMPLE
• Listening and speaking
• Reading and viewing
• Writing and presenting
• Language structures and conventions
Each of these sections contains activities with an allocated time (refer to the Timetable and Time Management for further details about the lesson and activity times.). At the beginning of each lesson is a list of the topics covered in that lesson. At the end of each lesson are remedial and extension activities, which you may complete if time allows.
TIMETABLE AND TIME MANAGEMENT
Grade 8 English Home Language allocates 10 hours for each 2-week lesson:
• Listening and speaking: 2 hours
• Reading and viewing: 3½ hours
• Writing and presenting: 3½ hours
• Language structures and conventions: 1 hour
Each activity in this book has been apportioned to meet these times.
It is suggested that you account for 10 English lessons (5 hours) per week; 20 English lessons (10 hours) per 2-week lesson.
Week 1 in your timetable should include:
• 1 x 1-hour listening and speaking activity
• 2 x 1-hour reading and viewing activity
• 1 x 30-minute writing and presenting activity
• 1 x 1-hour writing and presenting activity
• 1 x 30-minute language structures and conventions activity
Week 2 in your timetable should include:
• 1 x 1-hour listening and speaking activity
• 1 x 1-hour reading and viewing activity
• 1 x 30-minute reading and viewing activity
• 2 x 1-hour writing and presenting activity
• 1 x 30-minute language structures and conventions activity
GENERAL
It is recommended that you start each lesson with a discussion on the theme. Use the theme and illustration on the opening page to begin the discussion.
SAMPLE
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.
1
2
3
4
YEAR PLAN
LESSON 1: The sound of the ocean
LESSON 2: Listen to the ocean
LESSON 3: Is winning everything?
LESSON 4: Pressure to perform?
LLESSON 5: Where do we get our news?
LESSON 6: Where to from here?
LESSON 7: What are we watching?
LESSON 8: How far can we go?
LESSON 9: What’s so funny?
LESSON 10: Let’s talk about it
LESSON 11: Attitude makes all the difference
LESSON 12: Mystery or miracle?
LESSON 13: It’s all in the words
LESSON 14: Family matters
LESSON 15: To space and back
LESSON 16: Peace in our time
LESSON 17: Get on track
LESSON 18: Stay on track
UNIT 1: Weeks 1 – 2
Listening and speaking
LESSON 1:
The sound of the ocean
Skills Study Guide
Complete a listening comprehension Activity 1
Have a discussion Activity 2
Reading and viewing
Know the parts of a book Activity 3
Read part one of the short story and discuss the questions Activity 4
Read part two of the short story and discuss the characterisation Activity 5
Learn more about the characters and write a summary Activity 6
Focus on literature Activity 7
Writing and presenting
What is a reflective essay? Activity 8
Brainstorm ideas and plan a reflective essay Activity 9
Write the first draft Activity 10
Revise and edit the first draft Activity 11
Proofread and present a reflective essay Activity 12
Language structures and conventions
Sentence level work
Prepositional phrases Activity 13
Identify independent and dependent clauses Activity 14
1
SECTION 1 Listening
and speaking
Activity 1: Complete a listening comprehension 1 hour
Ask learners to discuss the theme of the lesson. Ask them to look at the illustration on the opening page and discuss what they see.
There are eight parts of speech. Revise the first four with the learners. Ask them to come up the required sentences.
Quick revision of parts of speech and a few examples.
1. Nouns name people, places and things. There are different types of nouns:
• Proper nouns are names used for specific people, places, things or ideas. Days, months and holidays begin with a capital letter: Busisiswe, Cape Town
• Common nouns refer to regular people, places or things – not capitalised: computer, textbook
• Abstract nouns identify concepts, experiences, ideas, qualities and feelings you cannot touch, see, hear, smell or taste: happiness, joy, pride
• Collective nouns indicate a group of people objects, ideas or animals as a single concept: a litter of puppies, the flight of stairs
SAMPLE
• Compound nouns are words for people, animals, places, things or ideas, made up of two or more words. Compound nouns often have a meaning different to, or more specific than, the two separate words. They can be ‘closed’ (all one word), e.g., grasshopper, or ‘open’ (two words to make the noun), e.g., bus stop, take-off. Other examples: watermelon, daughter-in-law, swimming pool
Give THREE of your own examples for each type of noun.
2. Pronouns replace nouns in a sentence
• Personal pronouns refer to people and things and are used in the place of a person or thing: he, she, it, they
• Possessive pronouns indicate ownership and are used to avoid repeating information already given: yours, mine, ours, theirs
• Reflexive pronouns indicate that the object and subject of the sentence are the same: himself, herself, themselves, ourselves
• Indefinite pronouns refer to people, places or things that are unknown or not stated. Indefinite pronouns use the singular form of verbs: one, anyone, someone, no one, everyone
• Relative pronouns refer to nouns mentioned previously and can be used to join two sentences: who, whose, that, which
Write THREE sentences using each of these pronouns.
3. Verbs show actions or states of being
• Action verbs show motion, i.e. something you can ‘do’: sail, walk, dance
• Auxiliary verbs help the main verb show the action: is, am are, has, have, was, were
• Linking verbs show a state of being or a condition. They also connect a subject with a noun or adjective that is the subject: is, am, are, was, were. It seems like it is a nice day. Trevor is a good driver.
Give TWO sentences using each of these verbs.
4. Adjectives describe, identify, quantify or modify nouns or pronouns. The order of adjectives in a series should be: Quantity or number quality or opinion size age shape colour origin purpose.
For example: I love those two big, yellow German trucks.
• Descriptive adjectives tell us the size, colour or shape of a person, place or thing: the rough seas, the high tides, the enormous ocean liner
• Proper adjectives are modifiers formed from a proper noun, they typically look like their original proper nouns but have an alternative ending to make them adjectives: the South African public, the Icelandic project, I love Italian food
SAMPLE
• Numerical adjectives say something about the number or quantity: several, some, most, one, twelve, every
• Adjectives of order: first, second, last
• Demonstrative adjectives point out which specific pronouns and nouns are mentioned and always come before the word they are referring to: this, that, these, those
• Possessive adjectives show possession or ownership and always come before the noun: his savings account, our cruise ship
• Interrogative adjectives ask questions and always come before the noun they refer to: Whose book is that? What did Mr Botibol want to do?
• Compound adjectives are single adjectives made up of more than one word, e.g., two-seater aircraft, free-range eggs. The words in a compound adjective are often linked together with a hyphen (or hyphens) to show they are part of the same adjective. Learners write one sentence for each adjective.
This year, learners will study a set book by Roald Dahl called The Wonderful Story of Henry Sugar & Six More. Tell them they will now do a listening comprehension where they will be required to listen to a short text on the life of Roald Dahl and then answer questions on what they have heard. Remind them to have pen and paper ready and to write down important points as you read.
Read the synopsis on the life of Roald Dahl to the learners twice. On the first reading, they must not write anything down, only listen. On the second reading, they should have pen and paper ready and write down important points
Roald Dahl was born on 13 September 1916 in Llandaff, South Wales in the United Kingdom. His parents were Norwegian, and he spent his summer holidays with his grandparents in Oslo. His father died when he was only four years old.
SAMPLE
Dahl started school at Llandaff Cathedral School, but he was always in trouble for being mischievous, boisterous and full of tricks. He was then sent to a British boarding school called St Peters and later Repton, another private school. His mother offered to send him to Oxford or Cambridge, but he wanted to go to ‘wonderful faraway places like Africa or China’. He went on an expedition to Newfoundland and then took a job with the Shell Oil Company in Tanzania.
When World War II broke out, Dahl joined the Royal Air Force where he became a fighter pilot. He sustained serious injuries when he crash-landed in Egypt. Dahl began his writing career with short stories aimed at adult readers. His first short story was published in the Saturday Evening Post. He published nine short story collections, one of which we will study this year. He is quoted as saying, ‘As I went on the stories became less and less realistic and more fantastic.’
Dahl wrote his first children’s book James and the Giant Peach in 1961. In 1964, he published the hugely popular Charlie and the Chocolate Factory. He wrote over 19 children’s books. The BFG, however, was Dahl’s favourite. Although his books are very popular, they have been criticised by some adults and critics as the children often gain harsh revenge on adult wrongdoers, but this is probably what delights children so much. Many of Dahl’s children’s books were made into films, but he despised them.
Dahl knew what children liked. He is quoted as saying, ‘Children are highly critical. And they lose interest so quickly. You must keep things ticking along. And if you think a child is getting bored, you must think up something that jolts it back. Something that tickles. You have to know what children like.’ This was certainly true of Dahl; he knew exactly what children liked.
Dahl wrote his autobiography in Boy: Tales of Childhood.
He died on 23 November 1990.
Ask learners to write 1 – 15 in the margin of their exercise books. Read out each question and give them enough time to answer before going on to the next question. Learners only write the correct letter of the answer next to each number.
1. Dahl was born in: a) Tanzania b) South Wales c) Norway
2. He was born in: a) 1906 b) 1915 c) 1916
3. When Dahl was young, he spent his summer holidays in _____ with his grandparents: a)Oslo b) Newfoundland c) Llandaff
4. Dahl attended ____ schools throughout his schooling career: a) four b) three c) two
5. Which word best describes Dahl while he was at school: a) academic b) scholarly c)naughty
6. After finishing school, Dahl went to: a) Newfoundland b) Oxford c) Cambridge
7. In World War II, Dahl served as a/an: a) army officer b) soldier c) fighter pilot
8. Dahl started his writing career by writing: a) newspaper articles b) short stories c)children’s stories
9. Dahl sustained serious injuries in World War II in: a) Newfoundland b) Tanzania c)Egypt
10. How many short story collections did Dahl publish? a) 9 b) 8 c) 19
11. Some of the criticisms levelled at Dahl’s children’s books were that: a) they were unrealistic b) they were too far-fetched c) the children gained revenge on the adult wrongdoers.
12. Dahl _____ the films made from his children’s books: a) loved b) tolerated c) hated
13. Dahl’s children’s books were so popular because of the way: a) he kept the plot moving along quickly b) he wrote about things that children delight in c) his stories were fantastical and unrealistic d) a and b, e) a, b and c
14. How old was Dahl when he died? a) 72 b) 74 c) 73
15. Which word would you use to describe Dahl? a) adventurous b) cautious c) reserved and shy
Let learners mark their work and discuss their answers as you give the correct answer.
SAMPLE
Activity 2: Have
a
discussion 1 hour
1. Read this story to the learners and then ask them how it makes them feel.
A ten-year-old boy walked into a coffee shop and found himself a table. A waitress put a glass of water in front of him.
‘How much is ice cream and chocolate sauce, please?’ he asked.
‘Twenty rand,’ replied the waitress.
The boy pulled his hand from his pocket and studied a few coins in his palm.
‘How much for a bowl of ice cream only?’ he asked. Some people were now waiting for a table and the waitress was a bit impatient.
‘Eighteen rand,’ she said brusquely.
• Includes texts for comprehension exercises, speeches and reading.
• Use with Roald Dahl’s The Wonderful Story of Henry Sugar & Six More for the literature component.
• Contains tips for better writing, critical reading and understanding.
• Various levels of questions and activities to develop language skills.
• Complete explanations on grammar and syntax.
• Practical examples of writing tasks.
• Encourages independent reading and broadens vocabulary
