Study & Master English First Additional Language Grade 4 ...

Jan Gallow

CAPS

EnglishEnglishEnglishFirst Additional LanguageFirst Additional LanguageFirst Additional LanguageFirst Additional LanguageFirst Additional LanguageFirst Additional Language

CAPS

First Additional LanguageFirst Additional LanguageFirst Additional LanguageFirst Additional LanguageFirst Additional LanguageFirst Additional Language

Teacher’s Guide 4Grade

SM_Eng FAL_G4_TG.indd 1 2012/09/01 7:57 AM

Jan Gallow

English First Additional Language

Grade 4Teacher’s Guide

Study & Master

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c a m b r i d g e u n i v e r s i t y p r e s s

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City

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© Cambridge University Press 2012

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First published 2012

ISBN 978-1-107-38035-6

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Contents

IntroductionWelcome 1The First Additional Language in the Intermediate Phase 2An overview of skills, content and strategies 17How Study & Master English works 24How Study & Master English covers the Curriculum and Assessment Policy Statement 25

Lesson-by-lessonTerm 1 (Units 1–5) 1Term 2 (Units 6–9) 61Term 3 (Units 10–14) 111Term 4 (Units 15–18) 165

AssessmentIntroduction 1

Informal and daily assessment 2Formal assessment 4Recording and reporting 6

Programme of assessment 7Formal Assessment Tasks 10Formal Assessment Task mark sheets 29Record sheets 38

ResourcesPoems and rhymes 1Games 4Extra Rubrics 8

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1IntroductIon

WelcomeWelcome to Study & Master English. This English course meets all the requirements of the Curriculum and Assessment Policy Statement (CAPS) for English as a First Additional Language in the Intermediate Phase.

The course includes:• a Learner’s Book that teaches, provides practice for, and includes

Formal Assessment Tasks for all content, concepts and skills required to meet the First Additional Language CAPS

• a Core Reader containing stories, drama, poetry; and information, social and media texts

• a Teacher’s Guide that provides support for teachers. It helps you organise a learning programme that enables your learners to master the skills and knowledge of English as their First Additional Language.

This Teacher’s Guide includes:• notes on the listening, speaking, reading, writing and language

skills• extended contents pages that tell you which skills are covered in

each activity in the Learner’s Book• guidelines for time allocations (these can be adapted – if a lesson

takes too much time it can be completed independently at home)• teaching notes for every activity in the Learner’s Book• answers to all activities in the Learner’s Book• resources for the daily listening and speaking activities• notes on assessment requirements • ideas for assessment• examples of rubrics you can use or adapt for assessment• memorandums for the Formal Assessment Tasks and examinations

in the Learner’s Book• notes on recording and reporting and record sheets.

Time allocationListening, speaking, reading, writing and language skills are developed during the Intermediate Phase. The teaching time for First Additional Language is five hours per week. The content is planned in two-week cycles (ten hours). Timetables should include a double period (60 minutes) per week.

IntroductionIntroduction

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2 IntroductIon

FIRST ADDITIONAL LANGUAGE Time allocation per two-week cycle (five hours per week)

Skills Grade 4 Grade 5 Grade 6

Listening and speaking

1 hour 1 hour 1 hour

Reading and viewing

2 hours, 30 minutes

2 hours, 30 minutes

2 hours

Writing and presenting

1 hour 1 hour 1 hour, 30 minutes

Language structures and conventions

30 minutes 30 minutes 30 minutes

Language structures and conventions and their usage are integrated within the time allocation of the four language skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for listening and speaking, for reading and viewing, and for writing and presenting.

The First Additional Language in the Intermediate Phase

Learners need language to think and communicate effectively. Learning to use language effectively enables them to:• think and acquire knowledge• express their identity, feelings and ideas• interact with others• manage their world.

Learning English as a First Additional Language is essential in order to communicate effectively within a broader society. The curriculum aims to prepare learners to be able to use both their home and first additional languages confidently. Learners are often nervous and uninspired about learning an additional language. As the teacher of an additional language, you can make the difference between this being a positive or negative experience. It is important to create a secure and enriching atmosphere in your classroom. If your learners feel relaxed and confident they are more likely to be enthusiastic about learning English and willing to work to their full potential.

Listening and speakingListening and speaking skills are essential to learning and life in general. Through effective listening and speaking strategies, learners:• collect and synthesise information• construct knowledge• solve problems• express ideas and opinions.

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Critical listening skills enable the learners to:• recognise values and attitudes • challenge bias and manipulative language.

In the Intermediate Phase, learners should build on the skills they developed in the Foundation Phase and use listening and speaking skills to:• interact• negotiate meaning• hold sustained conversations• partake in discussions• give short oral presentations.

In the Intermediate Phase, learners:• still need to be provided with frames for spoken language• need to be given opportunities to speak• need to be able to progress at different paces• should progress to speaking more• build on the text types introduced in the Foundation Phase and

are introduced to new ones which they listen to and speak about.

Learners should not feel as though they are being judged whenever they speak. They need to know that what they have to say is important and that it does not matter if they cannot express themselves perfectly. Don’t allow them to be ridiculed if they make mistakes. Comments should be constructive and encouraging. Be patient with them. If learners feel secure in your class, their confidence will grow and they will become more involved in listening and speaking activities. The more involved they become, the quicker they will develop important language skills.

Study & Master English creates opportunities for all learners to listen and speak. It encourages you to introduce lessons daily by having the learners practise listening and speaking. The CAPS document suggests that the learners do one of the following activities daily:• Perform a simple rhyme, poem or song. (Resources can be

found in the Learner’s Book or in the ‘Resources’ section of this Teacher’s Guide.)

• Play a simple language game. (Resources can be found in the Learner’s Book or in the ‘Resources’ section of this Teacher’s Guide.)

• Give and follow simple instructions. (Resources can be found in the Learner’s Book. Alternatively, divide the learners into pairs and have them take turns giving one another simple instructions or directions.)

• Tell own news. (Divide the learners into pairs and have them share their personal news with one another.)

• Retell a story they have heard or read. (Many activities in the Learner’s Book give the learners the opportunity to practise this skill.)

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Group workMany of the activities, especially those related to listening and speaking, are done in groups. Group work needs to be carefully planned and used thoughtfully.• For group work to be successful, the whole class has to be well

behaved. Therefore it is important for you to set very definite ground rules.

• Make the learners aware of the consequences if they do not adhere to the ground rules. It is usually best to remove them from the group and for them to complete the activity on their own.

• Make sure that they know how loudly they are expected to talk.• Let them know if they are allowed to get up out of their seats

or not.• Have signals that will tell your learners that the activity is coming

to an end or the noise level is getting too loud, for example, flicker the lights on and off or ring a bell. It is best not to use your voice, as you will end up shouting to be heard above the group discussions.

• Move around and supervise. This is not free time for you. You need to listen to discussions, check if groups have understood the instructions and conduct informal assessments.

• Vary the groups. Three to five members per group is ideal. If groups are too large, you will usually find someone not participating.

Length of texts Learners should be exposed to listening texts of the following lengths:

task Grade 4 Grade 5 Grade 6 Longer listening comprehension texts, e.g. story, interviews, plays, news reports

100–150 words/ up to 5 min.



Shorter listening comprehension texts, e.g. announcements, information texts, instructions, directions

40–60 words/ 1–2 min.

50–70 words/ 1–2 min.

60–80 words/ 1–2 min.

Reading and viewingEffective reading skills are essential to successful learning in all areas of the curriculum, as well as to fully understanding society and the world of work. The curriculum aims for learners to:• develop proficiency in reading and viewing a wide range of literary

and non-literary texts for information• recognise how genre and register reflect the purpose, audience and

context of texts.

Group-work rules• Listen to each

other.• Give everyone

a chance to share their ideas.

• Be polite and courteous.

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Reading methodsThe Intermediate Phase builds on the Foundation Phase reading programme. The CAPS encourages the following:• shared reading at the beginning of Grade 4 to guide the learners

into the Intermediate Phase• reading with and reading to the whole class• group guided reading• paired reading• independent reading• comprehension activities.

Reading textsLearners’ vocabulary development is very dependent on the amount of reading they do. It is therefore vital to give the learners many opportunities to read a variety of texts, including stories, information texts, newspapers, magazines, comics, brochures, flyers, advertisements and posters. Develop an interest in reading by displaying interesting books, posters and items related to the units.

The reading processLearners should be involved in the following reading activities.

Pre-reading• Stimulating prior knowledge• Skimming to identify the source, author and publication date• Reading the first and last paragraphs of texts• Making predictions

Reading• Pausing for comprehension and reflection• Comparing content to predictions• Using the context and dictionaries to work out the meanings

of words• Visualising what they are reading• Persevering when they do not understand parts of texts• Rereading extracts slowly to gain understanding• Asking for help in order to lead to understanding• Adding reading marks and explanatory notes about key points• Reflecting on what they read

Post reading• Recalling specific information by making graphic organisers and

other outlines of key and supporting ideas• Drawing conclusions• Writing summaries in order to clarify and recall main ideas• Thinking about and writing questions• Asking if the purpose was achieved• Confirming understanding of texts

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• Evaluating bias, accuracy and quality of texts• Extending their thinking by using what they have learnt

Daily readingAim to conclude all lessons with a reading activity. Read to the class, enjoy shared books together or have the learners read independently. A range of texts (including the Core Reader) to accommodate different reading levels should be available in the classroom.

Reflecting on readingLearners must be encouraged to read daily, at home or school. Once a fortnight, they should reflect on what they have read. As part of their reflection, they should:• read to one another• retell stories• identify main ideas and key points• share opinions• relate texts to their own lives and experiences• express emotional responses to texts• give oral reviews• compare books• rate texts• summarise texts• present structured book reviews• describe features of texts.

Reading aloudLearners are given many opportunities to read texts aloud, using appropriate fluency, phrasing, tempo, volume, pronunciation, expression and rhythm. Make opportunities to listen to individuals reading aloud. Give them guidance and assess their reading aloud.

Group-guided readingGroup-guided reading is an ability-group-reading teaching strategy. The reading is done in small groups and guided by the teacher. All the group members read the same text and discuss questions related to it.

Observable behaviour to help group learners for guided reading sessions:• The text can be read with ease, but it still poses a few challenges.• The learners read at similar speeds.• They read fluently and use appropriate expression.• They are interested in the text.• They do not need to finger-point while reading.• They are able to read silently.

Steps in a group-guided reading lesson:• Choose an appropriate text from the graded readers.• Introduce the type of text, ask pre-reading questions and discuss

new vocabulary.

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• Get the learners to read the text individually and to take turns reading aloud.

• Discuss the text by asking questions that lead to discussion and develop comprehension.

Group-guided reading sessions are 10 to 15 minutes long and should take place while the rest of the learners are involved in independent activities. Try to organise at least two sessions of group-guided reading a week.

Independent readingHave various forms of the printed word available for fast workers to read when they have finished their work. Learners should be aware that in your class there is no time to do nothing as they fill every spare moment with reading.

Core ReaderThe Core Reader includes all the genres of text required to cover a year’s work according to the CAPS programme, and additional texts that can be used for shared, paired, independent and extended reading.

Extended readingExtended reading activities have been included in the Learner’s Book and lesson-by-lesson plans. These are not compulsory, but can be used to give the learners extra reading practice. Alternatively, lessons allocated to these activities can be replaced with lessons that focus on reinforcing skills and concepts that the learners are struggling to grasp.

Length of texts Reading texts should be the following lengths.

task Grade 4 Grade 5 Grade 6

Reading comprehension/ intensive reading texts

100–150 words

150–200 words

200–250 words

Writing and presentingWriting is a powerful communication tool that allows learners to construct and communicate thoughts and ideas meaningfully. The CAPS aims to:• enable learners to communicate functionally and creatively• produce competent and versatile writers• equip learners to write and present various texts for a variety

of purposes.

Writing forces learners to think about grammar and spelling. This leads to:• learners processing language• language acquisition• increased accuracy.

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8 IntroductIon

The Study & Master English course includes a variety of writing activities. Writing support is provided in the form of writing frames and checklists that promote the use of the writing process.

Writing textsLearners will learn to write a variety of texts:• descriptive texts• narrative texts• imaginative texts• dialogue• plays• notes• messages• letters• greeting cards• invitations• posters• notices• brochures• advertisements• speeches• procedural texts• factual recounts• information texts• visual texts.

The writing processRemember that the learners will need support and guidance in the form of writing frames to develop sound writing skills. They will use the following writing process to ensure that their writing is well organised and grammatically correct.

Step 1: Pre-writing/planningAt this stage, the learners identify their purpose for writing and their audience. They brainstorm ideas and organise their information in mind maps, flow charts or lists.

Step 2: First draftThe learners refer to their planning and write a first draft.

Step 3: RevisionThe learners read their first draft to others and assess it critically.

Step 4: Editing/proofreadingAt this stage, the learners make changes that correct and enhance their first draft.

Step 5: Publishing, presentingFinally, the learners write a neat, edited final version.

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BrainstormingBrainstorming is a creative technique which encourages learners to generate numerous ideas. It is used as part of the writing process and can also be used in any instance where multiple ideas need to be generated quickly. It is a technique that can be used very successfully in pairs and groups if three basic rules are followed. These are meant to reduce social inhibitions among group members, increase creativity and generate ideas. The three basic rules for effective brainstorming are:• focus on quantity, not quality• criticism is banned• unusual ideas are welcomed.

Personal dictionaryLearners should have a hard-covered A5 lined exercise book to use as their personal dictionary. They set it up in Grade 4 and keep it until the end of Grade 6. Spelling, vocabulary and meanings can be recorded in this personal dictionary. When you formally assess written work, write the correct spelling of a few words that have been spelt incorrectly. Get the learners to add these words and meanings to their dictionaries.

Brainstorming

Keywords Stimulating

QuantityFreedom

Solutions

Creative

All ideas

No criticism

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Text typesIn Grades 4 to 6, learners should be taught to write the following range of text types, as outlined in the CAPS.

Text type Purpose Text structure Language features

Essays

Narrative text/essay

To entertain • Introduces characters and setting

• Events lead to a complication/problem

• Resolution and ending

• Written in the first or third person

• Written in the past tense • Events described

sequentially • Connectives that signal

time• Makes use of dialogue • Language used to create

an impact on the reader

Descriptive text/essay

To describe something in a vivid way

• Identification: gives a general orientation to the subject

• Description: describes features or characteristics of the subject

• May be written in past or present tense

• Creates a picture in words • Uses adjectives, adverbs • Uses figurative language

(e.g. simile, metaphor, personification, alliteration)

transactional texts

Personal (friendly) letter

To inform and maintain a relationship

• Address, date and salutation

• Structure of message will vary depending on purpose

• May use personal recount text type (see below)

• Closing, signature

• Usually informal in style but can vary

• Language features will vary according to purpose of message

Business letter Various (e.g. to apply for a job or bursary; to complain, request, etc.)

• Writer’s address, date, recipient’s address, salutation

• May have a heading • Structure of message

will vary depending on purpose

• Closing, signature

• Usually formal in style • Makes use of language

conventions• Generally concise — brief

and to the point

Curriculum vitae (CV)

To provide a summary of a person’s life

• Personal details: name, date of birth, gender, nationality, ID number, physical address, postal address, contact number

• Hobbies and interests • Referees • Design and layout is

important

• Concise — half a page • Headings and bullets • Formal and direct in style

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Diary/journal To record and reflect on personal experience

• Usually written in a special book

• Entries written regularly

• Entries dated • May use personal

recount text type

• Usually written in past tense

• Informal in style • The writer is writing for

him- or herself

Email/sms To inform and maintain a relationship

• The recipient’s address: for example moloiq (name)@ gmail. (server) za (country)

• CC: these may be the recipients whose attention is called to the email.

• Subject: This is a summary of the content of the email.

• Message • Sender’s name.

Speech-like communication

Invitation To invite someone to an event or to do something (and either accept or decline)

• May take the form of a personal letter or use an invitation card.

• Includes: – the nature of the

event – where it will take

place – the date and time – name of invitee – dress code (optional) – RSVP (optional) – a visual, design

element (optional) – The response may

be in the form of a note or letter.

• Can be formal or informal in style

• Generally concise — brief and to the point

• Makes use of conventional phrases (e.g. ‘I would like to invite you …’)

• Response is polite.

Giving directions

To tell someone how to get somewhere

• Use chronological order

• Refer to a specific direction

• Indicate the approximate distance

• Provide information about landmarks along the way

• Use mostly the imperative form

• Use concise and clear sentences

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Procedures To describe or instruct how something is done through a series of sequenced steps

• Goal: a statement of what is to be achieved

• Materials/equipment needed listed in order

• Sequenced steps to achieve the goal

• May have accompanying visual text

• Written in the imperative • In chronological order• Use of numbers and bullet

points to signal order • Focus on generalised

human agents rather than named individuals

• Expressions of cause and effect

Advertisement/posters/notices

To persuade someone to buy something or use a service

• Can take a variety of forms

• Make use of slogans and logos

• Usually have a visual, design element

• Use advertising techniques

• Use design to make the advertisement eye-catching and memorable

Figurative language and poetic devices used to create impact and make the language memorable (e.g. metaphor, simile, alliteration, repetition, rhyme, rhythm)

Literary and media texts

Personal recount

To tell about a personal experience

• Orientation: scene setting or establishing context

• An account of the events that took place, often in chronological order

• Some additional detail about each event

• Reorientation — a closing statement that may include elaboration

• Usually written in the past tense

• Told in first or third person • Time connectives are used• Tends to focus on

individual or group participants

• Can be informal in style

Dialogue To record the exchanges as they occur, directly from the speaker’s point of view

When writing a dialogue:• Write the names of

the characters on the left side of the page

• Use a colon after the name of the character who is speaking

• Use a new line to indicate each new speaker

• Advice to characters (or readers) on how to speak or present the action must be given in brackets before the words are spoken

• Sketch a scenario before you start writing

When the dialogue involves family or close friends:• a casual style is used• well-known formulae

for requests, questions, orders, suggestions and acknowledgement are used.

When the conversation involves strangers:• a consultative style is

used• more elaborate politeness

procedures are added to the well-known formulae for requests, questions, orders, suggestions and acknowledgement

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Review (e.g. story, book or film review)

To summarise, analyse and respond to literary texts or performances

• Context: background information such as author, illustrator, type of work

• Text description: describes elements of the text or production such as main characters, key incidents and stylistic features

• Judgment: evaluation of the work by expressing an opinion or judgment

• Written in the present/past tense

• Use of appreciation vocabulary to evaluate text

Newspaper article/factual recounts

To inform, educate, enlighten and entertain the public

• State facts briefly but accurately

• Strive to communicate the essence without losing the reader

• Summarise accurately, without slanting the truth

• Give a succinct title and add a clear sub-title

• Start with the most important facts: the who, what, how, when, where, why, and to what degree

• Clear and concise language

• Written in third person• Can use active or passive

voice• Should include quotes,

comments, opinions, statements and observations from people involved or experts on the topic

Magazine article

To inform, educate, enlighten and entertain the public

• The heading must be attractive and interesting

• The style should be personal, speaking directly to the reader

• The style can be descriptive and figurative, appealing to the imagination of the readers

• Names, places, times, positions, and any other necessary details should be included in the article

• The article should stimulate interest and keep the reader absorbed

• Quotes from people; direct quotes

• Longer paragraphs • Descriptive writing • May use a mixture of

formal and informal language including everyday expressions and colloquialisms

• Rhetorical questions • Emotive words • Use of imagery and

description

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Length of texts Learners should produce the following texts.

task Grade 4 Grade 5 Grade 6

Paragraph 30–40 words,4–5 sentences

40–50 words,5–6 sentences

50–60 words,6–8 sentences

Oral creative texts (e.g. recounts, retelling stories, telling stories, short talks)

1 minute 1 minute 1–2 minutes

Written creative and information texts (e.g. recounts, stories, reports)

At least 50 words,1–2 paragraphs



Longer transactional texts (e.g. letters)

40–60 words 60–80 words 80–100 words

Shorter texts(e.g. messages, notes)(e.g. diary entries, descriptions)

20–30 words

30–40 words

30–40 words

40–50 words

40–60 words

40–60 words

Summaries 30–40 words from 100

40–50 words from 120

60–70 words from 180

Language structures and conventionsA sound vocabulary and understanding of language structures and conventions is essential to learning and communicating in an additional language. Learners interact with various texts to extend their vocabulary and correctly apply their understanding of language structures and conventions. They also explore how language is used.

In the Intermediate Phase, learners:• take more notice of words and grammatical structures introduced

in the Foundation Phase• explore the way the English language works• take some conscious control of the English language• use their developing knowledge to check their use of language.

Language structures and conventions are taught in context and therefore integrated into the listening, speaking, reading and writing skills lessons. However, 30 minutes per week is allocated for formal teaching and practise in language structures and conventions.

The Study & Master English course covers all the areas of language listed in the CAPS document. The activities enable the learners to use the language in context.

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Spelling and vocabularyLearners are expected to learn spelling words. Various tips for learning spelling are included in the Learner’s Book and Teacher’s Guide. Learners must be tested and tests should be marked so they know that this is an important aspect of their language development.

In general, learners are not particularly fond of spelling. However, they need to understand that it is a valuable language activity that promotes and extends:• listening • writing• grammar• vocabulary• pronunciation.

Spelling and vocabulary gamesThe following fun activities can be used to revise spelling and vocabulary throughout the year.

Classroom pictionaryThis game is an adaption of the board game, ‘Pictionary’. It is a fun way to revise the meanings of spelling and vocabulary words. It can be played in pairs, groups or as a class. Learners guess words by looking at pictures drawn.

How to play:1. Choose a learner and show him/her one of the spelling words.2. The learner may not speak, but can draw pictures or symbols on

the board that will help the rest of the learners in the class to guess the word.

3. The first learner to guess the word draws the next picture.4. Once the word has been guessed, write it on the board so the

spelling is also revised.

HangmanHangman is a guessing game that can be played to develop vocabulary and spelling skills. It can be played in pairs, groups or as a class.

How to play:1. A player identifies one of their spelling words, and does not tell

the class which one it is.2. They draw a dash to represent each letter in the word. For

example, ‘learner’ would be represented like this: _ _ _ _ _ _ _3. They also draw a simple gallows like this:

4. Learners in the class take turns to guess what letters make up the word.

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16 IntroductIon

5. Each time they guess a correct letter, it is filled in on the dashes that represent that particular letter. For example, if ‘e’ is guessed, it would be filled in like this: _e_ _ _ e _.

6. Each time someone guesses a letter that is not in the word, a body part is added to the gallows in the following order: head, body, arm, arm, leg, leg. These pictures show the progression:

7. If the person hanging in the gallows is completed before the word is guessed, the guessing player loses. If the word is completed first, the guessing player wins. If the guessing players constantly loses, they can be given a better chance to win if facial features are also added.

Charades/mimingThis is when words are acted out without speech. The learners have to guess which word has been acted out.

Language structure and vocabulary gamesThe following activities can be used to successfully reinforce language structures and extend vocabulary.

Circular challengeThis is a word game, played in groups, where players repeat words that have been said and then add a word of their own. This activity is used successfully to reinforce grammar and extend vocabulary.

For example:• The first person in the group says, “I went to the shop and bought

potatoes.”• The second person says, “I went to the shop and bought potatoes

and an ice-cream.”• The third person says, “I went to the shop and bought potatoes,

an ice-cream and a soft drink.”

If a learner cannot remember the items or add an item to the list, they are out of the game.

Memory gameThe object of the game is to find all the matching pairs of cards.

How to play:1. Cards are laid face down on a surface.2. Two cards are flipped over each turn.3. If the cards match, they are removed and kept by the player who

found them.4. If the cards do not match, they are turned face down again.

Players must try to memorise where they are so they can match them with other cards during a later turn.

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17IntroductIon

5. Play moves to the next player.6. The game ends when the last pair has been picked up.7. The winner is the player with the most pairs of cards.

Language teaching approachesThe Study & Master English course is a text-based and communicative approach to teaching language.

A text-based approach focuses on:• exploring how texts work• enabling learners to become competent, confident and critical

readers and writers• listening to, reading, viewing and analysing texts• evaluating texts• producing texts for specific purposes and audiences.

A communicative approach focuses on:• exposing learners to the language as much as possible• creating opportunities to practise the language• using language as a means of communication• learning the language through natural and informal exposure to it.

An overview of skills, content and strategiesThe following table is based on the table of skills, content and strategies in the Curriculum and Assessment Policy Statement for English as a First Additional Language.

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Intermediate Phase: Grades 4, 5 and 6

Skills Content Strategies and sub-skills


Listening comprehension

oral communication• Conversations• Directions• Instructions• Retelling stories• Story telling• Role-play• Group discussions• Short talks• Short poems and

rhymes• Language games

Listening comprehension and speaking

recording main and supporting ideas by:• making notes• making lists• making summaries• retelling• describing• explaining• expressing opinions• asking clarifying questions

communication for social purposes• Initiating conversations• Sustaining conversations• Taking turns• Sharing ideas and experiences• Encouraging the use of the additional

language

Prepared short talks• Research• Logically organise material• Choose and develop main and

supporting ideas including examples• Correct format• Correct vocabulary• Correct language• Correct conventions• Tone, voice projection and pace• Eye contact, posture and gestures• Effective introduction and conclusion• Appropriate visual, audio or

audiovisual aids such as charts, posters, drawings, photographs

Prepared reading (reading aloud)• Use tone, pace, eye contact• Pronounce words correctly

unprepared reading (reading aloud)• Read fluently according to purpose• Pronounce words correctly• Use tone, pace, eye contact

SME Gr4 TG.indb 18 2012/09/01 8:40 AM

19IntroductIon



reading and viewing Prescribed text types:

Stories• Contemporary

realistic fiction• Traditional stories • Adventure stories• Science fiction• Biographies• Historical fiction

Plays

Poetry

Information texts• Procedures• Factual recounts• Reports

Social texts• Invitations• Greeting cards• Letters • Notices

Media texts• Advertisements• Newspaper reports• Magazine articles• Notices• Pamphlets

Visual literacy• Posters• Pamphlets• Advertisements• Cartoons• Comic strips• Diagrams• Graphs• Tables• Charts

types of readingClose reading of texts • Comprehension

activities• Making summaries,

etc.

Extended reading of texts• Oral discussions• Book reviews• Projects, etc.

Prepared and unprepared reading aloud

reading and viewingUse pre-reading, reading and post reading strategies to:• understand the text• interpret the text • show independent reading

Introduce learners to:text featuresTitles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format

text structuresLists, sequential order, description, procedures, main idea, supporting points, narrative sequence

Parts of a bookTitle page, table of contents, chapters, glossary, etc.

reading and viewing strategies• Skim for main ideas• Scan for supporting details• Infer meaning of unfamiliar words and

images by using word attack skills and contextual clues

• Reread• Make notes• Summarise main and supporting ideas• Clarify• Make inferences• Explain the writer’s point of view• Draw conclusions• Give opinions

Visual literacyPersuasive techniques:• emotive language• biasImpact of use of layout and design features:• font types and sizes• headings• captions• images

Poetry• Understand literal meaning• Understand figurative meaning• Identify and understand theme and

message• Identify, understand and use imagery

(e.g. simile, personification, word choice, etc.)

SME Gr4 TG.indb 19 2012/09/01 8:40 AM

20 IntroductIon



• Interpret and use sound devices (e.g. lines, words, stanzas, rhyme, rhythm, punctuation, repetition, refrain, alliteration, onomatopoeia)

Story and playsKey features of texts:• identify the story line• identify, discuss and describe characters• identify the background and setting• analyse text structure and format

Information, social and media texts• Consider audience and purpose• Identify main and supporting ideas• Analyse text structure and format• Identify key features of the text

Prepared and unprepared reading (reading aloud)• Use tone, pausing, phrasing and

expression to convey meaning• Pronounciation

Writing and presenting • Word writing (e.g. lists)• Sentence writing • Paragraph writing • Creative writing – Descriptive

(e.g. descriptions of people, places, animals, plants, objects etc.)

– Narrative (e.g. stories, personal recounts

– Imaginative (e.g. short poems)

– Dialogues and short play scripts based on stories

transactional writing (social, media and information texts)• Notes, messages,

letters, greeting cards, invitations

• Posters, notices, brochures, advertisements

• Short written speeches

• Procedural texts (e.g. recipes, instructions, experiments)

Process writing• Planning/pre-writing• Drafting• Revising• Editing• Proofreading• Presenting

Pre-writing/planning• Considers audience and purpose• Considers type of writing• Brainstorms using mind maps and lists• Organises ideas

drafting• Considers word choice• Considers sentence structure• Includes main and supporting ideas• Includes specific features required

(e.g. direct speech for dialogue, labels and captions for diagrams)

• Reads own writing critically• Gets feedback from peers and teacher

revising, editing, proofreading and presenting• Revises by improving the content and

structure• Refines word choice, sentence and

paragraph structure• Edits by correcting mistakes in

grammar, spelling and punctuation• Presents a neat, legible final version

SME Gr4 TG.indb 20 2012/09/01 8:40 AM

21IntroductIon


• Factual recounts (e.g. news reports, reports of procedures, reports of phenomena observed)

• Information texts (e.g. texts for other subjects, informative texts, book/story reviews)

• Visual literacy texts (e.g. tables, charts, mind maps, diagrams)

Language structures and conventions

The content that should be covered is listed below. Strategies and sub-skills: Learners are required to identify, understand and use the grammatical structures and conventions listed below in context. They should also learn how to apply the rules. Vocabulary development is included in this section.

nounS • Revises nouns from the Foundation Phase.• Revises common nouns: countable nouns (e.g. book — books) and uncountable nouns (e.g.

chalk, fish, cutlery)• Develops an understanding of and uses uncountable nouns (e.g. soccer, water)• Uses nouns that only have plurals (e.g. scissors, trousers)• Revises the possessive form of the noun (e.g. Bongi’s nose)• Uses proper nouns correctly (e.g. with capital letter)• Uses the gender forms of some nouns (e.g. cow — bull)• Uses abstract nouns

dEtErMInErS • Revises ‘a’, ‘an’ and ‘the’ with nouns • Understands there is no article with uncountable nouns (e.g. I like fish.) • Uses determiners that indicate quantity (e.g. one, two, and first, second, last; some, few,

many, enough)

PronounS Revises and uses:• personal pronouns (e.g. I, you, he, she, it, they; me, you, him, her, it, us, them)• demonstrative pronouns (e.g. this, that, those, these)Uses:• possessive pronouns (e.g. mine, yours, his, hers, ours, theirs)• reflexive pronouns (e.g. myself, yourself)

AdJEctIVES Revises comparative and superlative adjectives (e.g. big, bigger, biggest)Revises and uses adjectives:• before nouns (e.g. The small dog)• after nouns (e.g. The dog is small)Uses different types of adjectives including those relating to:• age (e.g. old, young)• temperature (e.g. hot, cold)• what things are made of (e.g. woollen, golden)

VErBS • Develops and uses subject verb concord (e.g. There is one book/There are two books)• Uses the command form of the verb (e.g. Stop!)• Uses regular and irregular forms of the verb (e.g. walk — walked; run — ran)• Uses forms of the verb ‘to be’ (e.g. am — is — are; was — were)• Uses negative concord (e.g. I do not have/She does not have)

SME Gr4 TG.indb 21 2012/09/01 8:40 AM

22 IntroductIon


tEnSE • Develops tenses used in the Foundation Phase including simple past, simple present, present

progressive and future tenses • Uses tenses appropriate for the text type being studied, including: – Simple present to describe regular actions (e.g. I brush my teeth every day) and universal

statements (e.g. The sun sets in the west) – Present perfect (e.g. I have lived in Durban all my life) – Past progressive for an action that was going on when a second one took place (e.g. It was

raining when we left the house) – Future using the present progressive tense (e.g. We are going to Cape Town next week)

ModALS • Revises and uses modals ‘can’ to show ability, ‘may’ to ask for permission• Begins to use ‘must’, ‘should’ and ‘have to’ to show obligation and ‘must’ to show necessity • Uses ‘shall’ and ‘will’ to show intention• Uses ‘will’ to indicate something that will happen (e.g. There will be a storm today)• Uses ‘might’ to convey possibility

AdVErBS Begins to use adverbs of:• time (e.g. tomorrow, yesterday)• place (e.g. here, there)• manner (e.g. quickly, slowly)• frequency (e.g. She often visits me)• degree (e.g. very, too)

PrEPoSItIonS • Revises prepositions that show position (e.g. on, under, above)• Uses prepositions that show: – direction (e.g. to, from, up, down) – time (e.g. on, at) – possession (e.g. with)

connEctInG WordS Uses connecting words to show:• addition (e.g. and)• sequence (e.g. then, next)• contrast (e.g. but)• reason (e.g. because)

SEntEncE StructurE • Constructs simple sentences • Constructs compound sentences• Uses the command form• Uses question forms (e.g. who, what, when, which, why, how)• Uses negative forms • Uses the conditional (e.g. If ..., then ...)• Uses the passive voice• Uses direct speech• Begins to recognise and use reported speech

PunctuAtIon • Revises punctuation done in the Foundation Phase (e.g. capital letters, full stops, commas,

questions marks)• Uses capital letters for proper nouns, for titles and initials of people • Uses commas for separating nouns in a list • Uses exclamation marks • Uses apostrophes for showing possession • Uses quotation marks for direct speech • Uses a colon for indicating direct speech in a play script or dialogue; uses a colon for

listing items

SME Gr4 TG.indb 22 2012/09/01 8:40 AM

23IntroductIon


VocABuLArY dEVELoPMEnt

Begins to understand and use: • Words belonging to the same lexical field (e.g. ‘cat’ and ‘dog’ belong to the lexical field

‘animals’)• Synonyms (words that are similar in meaning, e.g. fast/quickly) • Antonyms (words that are opposite in meaning, e.g. loud/soft) • Homonyms (words that are pronounced or spelled alike but have different meanings,

e.g. flower/flour)

Recognises how words are formed:• Compound words (e.g. classroom)• Joining prefixes or suffixes to a base word • Shortening words (e.g. television/TV)• Abbreviations – initialism (e.g. HIV) – acronyms (e.g. AIDS) – truncation (e.g. Dec, Tues) – clipped (e.g. fridge — refridgerator, phone — telephone)

Begins to understand and use some fixed expressions: • Phrasal verbs (e.g. divide up, move in)• Collocations (e.g. happy birthday not merry birthday; fish and chips)• Idioms (e.g. Look before you leap.)

SPELLInG

• Builds on phonic knowledge from the Foundation Phase to spell words (e.g. builds word families based on how they sound or look)

• Builds on knowledge of sight words and high frequency words from Foundation Phase• Spells familiar words correctly, using a personal dictionary, including words which are often

confused (e.g. diary, dairy)• Uses the dictionary to check spelling and meanings of words• Rereads own writing and makes spelling corrections• Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary• Builds new words by changing one letter/sound for another (e.g. nation, station)• Breaks long words into smaller chunks (e.g. be-cause; sen-ten-ce)

SPELLInG ruLES Draws on spelling rules:‘g’• Words starting with ‘g-’ and followed by ‘-e’, ‘-i’ or ‘-y’: start with ‘g’ even though it sounds

like ‘j-‘ (e.g. germ)‘c-’ and ‘k-’• Words starting with ‘c-’ and followed by ‘-e’, ‘-i’ or ‘-y’: pronounce as ‘s-’ (e.g. centre, city)• Words starting with a ‘k-’ sound and followed by ‘-e’ or ‘-i’: use a ‘k-‘ to spell the word • Words starting with a ‘k-’ sound and followed by ‘-a’, ‘-u’ or ‘-o’: use a ‘c-’ to spell the word

(e.g. can, cot, cup)

Plurals• Add ‘-s’ to form most plurals • Add ‘-es’ to form plurals of words ending in ‘-s’, ‘-sh’, ‘-ch’, or ‘-z’ (e.g. bunch, bunches;

brush, brushes)

Word endings• Words ending in a vowel and a ‘-y’ (‘-ay’, ‘-ey’, ‘-oy’): just add the ending (e.g. play, playing,

played; boy, boys)• Words ending in ‘-l’: double the ‘l’ when you add a suffix (e.g. travel — travelling)• Words with long vowel sounds: add the silent ‘-e’ at the end (e.g. cake, pole, mine, tune)

SME Gr4 TG.indb 23 2012/09/01 8:40 AM

24 IntroductIon

How Study & Master English works

1ENGLISH TERM 1 UNIT 1

Unit 11

Unit My familyLearner’s Book pages 10–18 Duration 10 hours

Overview• Theseguidelinesshowhowmuchtimetoallocatetoactivities.Ifyourunoutoftime,some

activitiescanbecompletedforhomework.• Theactivityheadingsrefertothemainfocusofthelesson,butotherskillsarealways

practisedwithinthelesson.Forexample,inLesson1thefocusisonlisteningandspeaking,butitalsoinvolvesreading.

• Wheremorethan30minuteshasbeenallocatedforalesson,youdonotneedadoubleperiod.Youcandividetheactivityovertwo30-minuteperiods.

• Thereareideasfor‘Dailylisteningandspeakingpractice’inthe‘Introduction’sectionofthisTeacher’sGuide.The‘Resources’sectionhasrhymes,songsandgamesthatyoumayfindusefulforthispracticetoo.

• Groupguidedreadingsessionsshouldtakeplacewhilethelearnersareinvolvedinindependentactivities.Thesehavenotbeenallocatedaspecifictimeslot,asyouneedtoidentifysuitabletimestoworkwithgroups.

Lesson Time allocation (minutes)

LBpage/s

Activities

Daily listening and speaking practice: Learners perform a simple rhyme, poem or song, respond physically to instructions or play a simple language game.

Term 1 Week 1

1–2 60 10 Listening and speaking: Activity 1

3 30 11 Language: Activity 2

4 30 11 Writing: Activity 3

5–6 60 12–13 Listening and speaking: Activities 4, 5 and 6; Core Reader


8 30 13 Spelling: Activity 8

9–10 60 13 Spelling test; Writing: Activities 9 and 10

Term 1 Week 2

1 30 14 Reading: Activities 11 and 12

2 30 15 Comprehension: Activity 13

3 30 15 Vocabulary: Activity 14


5 30 16 Language: Activities 16 and 17; Core Reader

6 30 16 Listening and speaking: Activity 18

7 30 17 Listening and speaking: Activity 19; Core Reader


10 30 17 Reflecting on reading: Activity 20

17WEEKS 1–2 TERM 1

19. Listen to the poem and then learn it.

Grandpa

Grandpa! Grandpa!

Tell us a tale!

The fire burns brightly

The moonlight is pale.

We’ll sit in a ring,

We’ll clap and we’ll sing,

Till the pale moon is gone

And your tale is done.

By Uzo Unobagha

Reflecting on reading20. What have you read in the last two weeks?

• Retell the story to a friend.

If you enjoyed the story in this unit, you may like these books:• Finding Dad, by Lesley Beake• Returning the knife, by Gerald Kithinji.

Core ReaderRead a poemabout a granny in your Core Reader.

WEEKS 1–2 TERM 116

16. Find the nouns in these sentences from the story. a) Is your leg better? b) You work hard for the community.c) Why didn’t you clean your teeth?d) You took your medicine every day.

17. Choose the correct noun to complete each sentence.a) She has two (sister/sisters) and one

(brother/brothers).b) There is a lot of (food/foods) on the table.c) Lebo drew a nice (picture/pictures).d) She went to the (hospital/hospitals) last week.

Listening and speaking18. Tell a story about something that your family did

or about something that happened to someone in your family. Say:• what happened•in what order things happened.

Language

Nouns are words that name people and things. For example:

street, families, stew.Most nouns can be singular or plural.For example:

street – streetsfamily – familiesstew – stews.

Some nouns don’t have plurals. For example:

foodsheep.

Nouns

Core ReaderRead about a jaealous brother in your Core Reader.

12 ENGLISH TERM 1 UNIT 1

Activity 17a) She has two sisters and one brother.b) There is a lot of food on the table.c) Lebo drew a nice picture.d) She went to the hospital last week.

AssessmentLet the learners mark and assess their own work according to

Temperature-gauge assessment (see ‘Assessment’ section). Give

extra support to those learners who have cool or cold symbols.

Temperature-gauge assessment

Hot 5 correct answers

Warm 3–4 correct answers

Cool 2 correct answers

Cold 0–1 correct answers

ExtensionPlay ‘Toss the noun’. Explain the rules and how to play.

Rules• Speak quietly, and only about the game. • Throw underhand and softly.• If someone breaks a rule, they get one warning and then they are

out of the game.

How to playThe beanbag/ball represents the noun. Everybody stands up where they are. You start the game by simply calling out a noun and tossing the beanbag/ball to a learner. The recipient of the ball calls out a noun and tosses it to another learner who calls out a different noun. Each throw must go to a new learner. Play continues in this way until everyone has had a turn to say a noun.

Core Reader (page 7)Encourage the learners to read The jealous brother.

Week 2

Lesson 6: Listening and speaking (page 16)

Learners give a personal recount.

28

All the empty cans and

bottles, plastic bags and

rubbish roll together onto a big

heap. It has become a monster! A rubbish monster.

“I’M HUNGRY! FEED ME MORE RUBBISH!” the rubbish

monster roars.

Oh no! The rubbish

monster is coming

closer. Brave Simphiwe

throws an empty

bottle at the monster.

The monster gets

bigger!

Simphiwe screams,

“Help, Mama. Help!”

29

Mama Hilda sees her friend pushing a trolley.

“Lucky, look! Please help!” she shouts.

Lucky works for a recycling factory. He starts

collecting the newspapers and boxes.

The monster screams and gets smaller.

Now Simphiwe understands. He starts picking up

the rubbish. He throws it into a dustbin. The monster

gets smaller and weaker.

Simphiwe,

Mama Hilda and

Lucky pick up all

the rubbish they

can find. The

rubbish monster

runs away.

Do you think he

will come back?

A colourful reader full of stories, plays, poems and

other texts, which meet the CAPS requirements

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find your

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the bottom

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into units that

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page.

Notes include

additional

resources

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planning.

Learner’s Book

Teacher’s Guide

Core Reader

Answers to all

the activities

Step-by-step

teaching

notes make

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and teaching

your lessons

easy!

Cross-references

to the Core

Reader

Language

boxes explain

key grammar.

Extension activities extend

the content of the curriculum.

Assessment is

clearly covered.

Activities follow

the requirements

of the CAPS.

SME Gr4 TG.indb 24 2012/09/01 8:40 AM

25IntroductIon

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26 IntroductIon

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ses

app

rop

riat

e vo

cab

ula

ry10

21

Work

ing w

ith

word

s an

d s

ente

nce

sA

dje

ctiv

es b

efo

re

no

un

s

620

Giv

es a

fact

ual

reco

unt

of a

new

s ev

ent

base

d o

n

per

son

al ex

per

ien

ceTe

lls a

bo

ut

the

even

t in

at

leas

t 3

sen

ten

ces

92

1C

om

pre

hen

sion

act

ivit

y4

19U

ses

app

rop

riat

e g

ram

mar

, sp

ellin

g a

nd

p

un

ctu

atio

n

112

1V

erbs

to

des

crib

e ac

tio

ns

3, 9

, 10

19, 2

1

Sel

ects

ap

pro

pri

ate

con

ten

t9

21

An

swer

s q

ues

tio

ns

abo

ut

the

mai

n id

ea

and

sp

ecifi

c d

etai

ls

3, 4

19C

orr

ects

sp

ellin

g u

sin

g

a d

icti

on

ary

1523

Sim

ple

pas

t te

nse

3, 9

, 10

, 22

19, 2

1, 26

Tells

ab

ou

t th

e ev

ent

in t

he

corr

ect

seq

uen

ce

92

1E

xpla

ins

mea

nin

gs

of

unf

amili

ar w

ord

s5

19L

abel

s a s

imple

map

1624

Pre

sen

t p

rog

ress

ive

ten

se6

20

Lis

ten

s to

an

d

resp

on

ds

to s

imple

ora

l dir

ecti

on

sFo

llow

s th

e d

irec

tio

ns

1422

, 23

Rea

ds

a s

imple

map

Iden

tifi

es p

lace

s13

22R

ecord

s w

ord

s an

d m

ean

ings

in a

per

son

al dic

tion

ary

Co

nn

ecti

ng

wo

rds

to

show

co

ntr

ast,

rea

son

an

d p

urp

ose

1824

Sh

ows

un

der

stan

din

g

of v

oca

bu

lary

rel

atin

g

to d

irec

tio

n

1422

, 23

Follo

ws

a ro

ute

1422

, 23

Voca

bu

lary

in

co

nte

xt

An

tony

ms

1925

Pra

ctis

es lis

ten

ing

an

d s

pea

kin

gP

erfo

rms

a si

mp

le

po

em

122

1D

escr

ibes

a r

ou

te

usi

ng

vo

cab

ula

ry

rela

ted

to

dir

ecti

on

1724

Ab

bre

viat

ion

s13

22

Res

po

nd

s p

hysi

cally

to

in

stru

ctio

ns

1724

Refl

ects

on

tex

tsD

iscu

sses

mai

n id

eas

2326

Pla

ys a

sim

ple

la

ng

uag

e g

ame

2226

SME Gr4 TG.indb 26 2012/09/01 8:40 AM

27IntroductIon

GRA

DE

4 TE

RM

1: W

EEK

S 5

AN

D 6

Pe

ople

Lis

ten

ing

an

d s

pea

kin

gr

ead

ing

an

d v

iew

ing

Wri

tin

g a

nd

pre

sen

tin

gL

ang

uag

e s

tru

ctu

res

and

co

nve

nti

on

sC

onte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Lis

ten

s to

a s

tory

99

Rea

ds

a s

tory

3, 1

2**

*27

, 28

, 31

Wri

tes

abou

t a s

tory

830

Spel

lin

gB

reak

s w

ord

s in

to

smal

ler

chu

nks

6, 1

129

, 30

Pre

dic

ts9

9P

re-r

ead

ing

1, 2

, 12

***

27W

rite

s se

nte

nce

s to

ex

pre

ss f

eelin

gs

930

ke a

nd

ki w

ord

s15

32

An

swer

s si

mp

le

qu

esti

on

s9

TG

Use

s re

adin

g

stra

teg

ies

1, 2

, 3, 4

27, 2

8U

ses

pu

nct

uat

ion

co

rrec

tly

830

Sh

ort

enin

g w

ord

s11

30

Ret

ells

th

e st

ory

in t

he

rig

ht

seq

uen

ce10

10E

xpla

ins

the

sto

ry li

ne

and

iden

tifi

es m

ain

ch

arac

ters

428

Wri

tes

a d

escr

ipti

on

Wri

tes

sen

ten

ces

abo

ut

peo

ple

’s

app

eara

nce

1933

Ab

bre

viat

ion

s4

, 15

28,

32

Nam

es c

har

acte

rs

corr

ectl

y9

9R

etel

ls t

he

sto

ry in

se

qu

ence

1030

Use

s a

few

new

wo

rds

fro

m t

he

sto

ry19

33W

ork

ing w

ith

word

s an

d s

ente

nce

sS

ub

ject

ver

b c

on

cord

1432

Iden

tifi

es c

har

acte

rs

fro

m o

ral d

escr

ipti

on

s9

TG

Exp

ress

es f

eelin

gs

abo

ut

the

sto

ry4

28U

ses

adje

ctiv

es19

33R

egu

lar

form

s of

th

e ve

rb19

33

Exp

ress

es f

eelin

gs

99

An

swer

s q

ues

tio

ns

abo

ut

the

text

428

Co

rrec

ts s

pel

ling

usi

ng

a

dic

tio

nar

y20

33A

dve

rbs

of f

req

uen

cy19

33

Des

crib

es p

eople

Exp

lain

s th

eir

app

eara

nce

1717

Com

pre

hen

sion

act

ivit

y4

, 14

***

28, 3

2R

ecord

s w

ord

s an

d m

ean

ings

in a

per

son

al dic

tion

ary

6, 1

629

, 32

Pre

po

siti

on

s th

at

show

po

siti

on

1632

Use

s a

few

new

wo

rds

fro

m s

tory

1717

Dis

cuss

es n

ew

voca

bu

lary

4, 6

28, 2

9C

on

nec

tin

g w

ord

s to

sh

ow a

dd

itio

n a

nd

se

qu

ence

1933

Use

s ad

ject

ives

1717

Sp

ells

ten

wo

rds

1532

Ad

ject

ives

17, 1

933

Pra

ctis

es lis

ten

ing

an

d s

pea

kin

gP

erfo

rms

a si

mp

le

po

em

1919

Pra

ctis

es r

eadin

gR

ead

s al

ou

d

wit

h a

pp

rop

riat

e p

ron

un

ciat

ion

an

d

exp

ress

ion

529

Voca

bu

lary

in

co

nte

xt

Co

mp

ou

nd

wo

rds

1130

Res

po

nd

s p

hysi

cally

to

in

stru

ctio

ns

TG

intr

oR

eflec

ts o

n t

exts

Ret

ells

sto

ry22

34

Pla

ys a

sim

ple

la

ng

uag

e g

ame

TG

intr

o

SME Gr4 TG.indb 27 2012/09/01 8:40 AM

28 IntroductIon

GRA

DE

4 TE

RM

1: W

EEK

S 7

AN

D 8

M

akin

g th

ings

Lis

ten

ing

an

d s

pea

kin

gr

ead

ing

an

d v

iew

ing

Wri

tin

g a

nd

pre

sen

tin

gL

ang

uag

e s

tru

ctu

res

and

co

nve

nti

on

sC

onte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Lis

ten

s to

an

d

carr

ies

ou

t in

stru

ctio

ns

1, 3

37, 3

8R

eads

pro

cedu

ral

texts

6, 1

339

, 41

Wri

tes

sim

ple

in

stru

ctio

ns

usi

ng a

fr

am

eN

um

ber

s th

e in

stru

ctio

ns

174

4S

pel

lin

gS

pel

ls f

amili

ar w

ord

s co

rrec

tly,

usi

ng

a

per

son

al d

icti

on

ary

5, 1

538

, 4

3

An

swer

s q

ues

tio

ns

438

Pre

-rea

din

g6

, 13

39, 4

1U

ses

the

corr

ect

spec

ific

det

ails

174

4U

ses

the

dic

tio

nar

y to

ch

eck

spel

ling

an

d

mea

nin

gs

of w

ord

s

5, 1

838

, 4

4

Ask

s q

ues

tio

ns

to

ob

tain

info

rmat

ion

438

Use

s re

adin

g

stra

teg

ies

6, 7

39U

ses

the

rig

ht

seq

uen

ce17

44

Sp

ell w

ord

s th

at s

tart

w

ith

a k

so

un

d a

nd

a, u

o

r o

wit

h a

c

154

3

Lis

ten

s an

d r

esp

on

ds

app

rop

riat

ely

438

An

swer

s q

ues

tio

ns

84

0W

rite

s th

e in

stru

ctio

ns

usi

ng

a f

ram

e17

44

Ad

d s

to

fo

rm m

ost

p

lura

ls5

, 15

38,

43

Des

crib

es w

hat

nee

ds

to b

e d

on

e1

37D

escr

ibes

wh

at n

eed

s to

be

do

ne

144

1, 4

2U

ses

verb

s co

rrec

tly

174

4W

ork

ing w

ith

word

s an

d s

ente

nce

sC

om

man

d f

orm

9, 1

04

0

Giv

es s

imple

in

stru

ctio

ns

Use

s th

e co

rrec

t sp

ecifi

c d

etai

ls

114

1D

iscu

sses

sp

ecifi

c d

etai

ls14

41,

42

Co

rrec

ts s

pel

ling

usi

ng

a

dic

tio

nar

y17

, 18

44

Neg

ativ

e fo

rms

9, 1

04

0

Use

s co

rrec

t se

qu

ence

114

1D

iscu

sses

seq

uen

ce o

f in

stru

ctio

ns

144

1, 4

2W

rite

s a lis

t w

ith

h

eadin

gs

Wri

tes

a lis

t of

item

s

538

Co

mm

on

no

un

s:

cou

nta

ble

no

un

s15

43

Use

s th

e co

mm

and

fo

rm o

f th

e ve

rb11

41

Follo

ws

the

inst

ruct

ion

s12

41

Use

s th

e co

rrec

t fo

rmat

137

Pre

sen

t p

erfe

ct t

ense

137

Pra

ctis

es lis

ten

ing

an

d s

pea

kin

gP

erfo

rms

a si

mp

le

po

em

TG

re

sou

rces

Pra

ctis

es r

eadin

gR

ead

s al

ou

d

wit

h a

pp

rop

riat

e p

ron

un

ciat

ion

an

d

exp

ress

ion

144

1, 4

2G

ives

th

e lis

t a

hea

din

g5

38B

egin

s to

use

mu

st,

sho

uld

an

d h

ave

to t

o

show

ob

ligat

ion

164

3

Res

po

nd

s p

hysi

cally

to

in

stru

ctio

ns

TG

intr

oR

eflec

ts o

n t

exts

Co

mpa

res

bo

oks

rea

d20

45

Use

s si

ng

ula

r an

d

plu

ral c

orr

ectl

y15

43

Voca

bu

lary

in

co

nte

xt

Wo

rds

fro

m s

har

ed o

r in

div

idu

ally

rea

d t

exts

9, 1

0, 1

54

0

Pla

ys a

lan

gu

age

gam

e19

45

Rec

ord

s w

ord

s an

d m

ean

ings

in a

per

son

al dic

tion

ary

154

3

SME Gr4 TG.indb 28 2012/09/01 8:40 AM

29IntroductIon

GRA

DE

4 TE

RM

1: W

EEK

S 9

AN

D 1

0 Th

e w

orld

aro

und

usL

iste

nin

g a

nd

sp

eaki

ng

rea

din

g a

nd

vie

win

gW

riti

ng

an

d p

rese

nti

ng

Lan

gu

age

str

uct

ure

s an

d c

onv

en

tio

ns

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Lis

ten

s to

a s

imple

poem

14

6R

eads

a s

imple

poem

74

8U

ses

a fr

ame

to w

rite

se

nte

nce

s th

at r

hym

eS

ente

nce

s ar

e th

e sa

me

len

gth

114

9S

pel

lin

g a

nd p

un

ctu

ati

on

Sp

ells

fam

iliar

wo

rds

corr

ectl

y, u

sin

g a

p

erso

nal

dic

tio

nar

y

64

8

Rec

alls

mai

n id

ea9

49

Pre

-rea

din

g7

48

Use

s ap

pro

pri

ate

rhyt

hm

an

d r

hym

e11

49

Use

s th

e d

icti

on

ary

to c

hec

k sp

ellin

g a

nd

m

ean

ing

s of

wo

rds

4, 1

74

7,

53

Dis

cuss

es c

entr

al id

ea9

49

Use

s re

adin

g s

trat

egie

s7

48

Use

s kn

owle

dg

e of

sy

llab

les

to d

evel

op

rh

yth

m

114

9P

un

ctu

ates

co

rrec

tly

1, 14

46

, 5

1

Rel

ates

to

ow

n

exp

erie

nce

94

9A

nsw

ers

qu

esti

on

s9

49

Pra

ctis

es w

riti

ng

Wri

tes

wor

ds t

hat

begi

n

wit

h th

e sa

me

soun

d

104

9W

ork

ing w

ith

word

s an

d

sente

nce

sFo

rms

of t

he v

erb

to b

e

165

3

Iden

tifi

es r

hym

e an

d

rhyt

hm

1, 2

, 34

6Id

enti

fies

rhy

thm

an

d

rhym

e1,

2, 3

, 8

, 94

6, 4

9R

ecord

s w

ord

s an

d m

ean

ings

in a

per

son

al dic

tion

ary

4, 1

64

7, 5

3P

rese

nt

pro

gre

ssiv

e te

nse

135

1

Iden

tifi

es w

ords

whi

ch

begi

n w

ith

the

sam

e so

und

104

9B

reak

s u

p w

ord

s in

to

sylla

ble

s9

49

Ad

ject

ives

145

1

Exp

ress

es f

eelin

gs

stim

ula

ted

by

the

text

94

9E

xpre

sses

fee

ling

s st

imu

late

d b

y th

e te

xt9

49

Co

mm

on

no

un

s;

cou

nta

ble

no

un

s1

46

Per

form

s so

ng

/sel

ecte

d

lines

1, 8

46

, 49

Rea

ds

an

d s

olv

es a

w

ord

pu

zzle

155

2P

erso

nal

pro

no

un

s5

47

Pla

ys

a m

ore

com

ple

x

lan

gu

age

gam

eFo

llow

s in

stru

ctio

ns

corr

ectl

y

125

0S

pel

ls w

ord

s co

rrec

tly

175

3V

ocab

ula

ry in c

onte

xt

Wo

rds

fro

m s

har

ed o

r in

div

idu

ally

rea

d t

exts

64

8

Use

s a

ran

ge

of

voca

bu

lary

125

0S

how

s an

u

nd

erst

and

ing

of

the

mea

nin

gs

of w

ord

s

155

2W

ord

s b

elo

ng

ing

to

th

e sa

me

lexi

cal fi

eld

64

8

Take

s tu

rns,

giv

ing

oth

ers

a ch

ance

to

sp

eak

125

0P

ract

ises

rea

din

gR

ead

s al

ou

d

wit

h a

pp

rop

riat

e p

ron

un

ciat

ion

an

d

exp

ress

ion

1, 8

46

, 49

Pra

ctis

es lis

ten

ing a

nd

spea

kin

gP

erfo

rms

a si

mp

le r

hym

e

14

6R

eflec

ts o

n t

exts

Exp

ress

es a

n e

mo

tio

nal

re

spo

nse

to

tex

ts r

ead

18

Res

po

nd

s p

hysi

cally

to

in

stru

ctio

ns

TG

intr

o

Pla

ys a

sim

ple

lan

gu

age

gam

eT

G in

tro

SME Gr4 TG.indb 29 2012/09/01 8:40 AM

30 IntroductIon

GRA

DE

4 TE

RM

2: W

EEK

S 1

AN

D 2

Li

fe a

nd li

ving

Lis

ten

ing

an

d s

pea

kin

gr

ead

ing

an

d v

iew

ing

Wri

tin

g a

nd

pre

sen

tin

gL

ang

uag

e s

tru

ctu

res

and

co

nve

nti

on

sC

onte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Lis

ten

s to

a s

tory

95

9R

eads

a s

tory

25

6,

57

Wri

tes

a m

essa

ge

Ch

oo

ses

app

rop

riat

e co

nte

nt

65

8S

pel

lin

gFi

nd

wo

rds

in a

d

icti

on

ary

(alp

hab

etic

al

ord

er, fi

rst

lett

er)

5, 1

85

8, 6

1

Pre

dic

ts9

59

Pre

-rea

din

g1

56

Use

s th

e co

rrec

t fo

rmat

65

8A

dd

s –e

s to

fo

rm p

lura

ls2

16

2

An

swer

s si

mp

le

qu

esti

on

s9

59

Use

s re

adin

g s

trat

egie

s2

, 45

6,

57

Ad

dre

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sP

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226

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late

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125

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wn

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stru

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TG

intr

o

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o

SME Gr4 TG.indb 30 2012/09/01 8:40 AM

31IntroductIon

GRA

DE

4 TE

RM

2: W

EEK

S 3

AN

D 4

W

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26

4D

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8

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26

4

SME Gr4 TG.indb 31 2012/09/01 8:40 AM

32 IntroductIon

GRA

DE

4 TE

RM

2: W

EEK

S 5

AN

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Use

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l wo

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198

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Iden

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374

Use

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Use

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Work

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776

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374

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8, 1

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Form

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178

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676

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Sim

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676

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Rel

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Pre

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78

SME Gr4 TG.indb 32 2012/09/01 8:40 AM

33IntroductIon

GRA

DE

4 TE

RM

2: W

EEK

S 5

AN

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Th

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Exp

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228

1

SME Gr4 TG.indb 33 2012/09/01 8:40 AM

34 IntroductIon

GRA

DE

4 TE

RM

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EEK

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AN

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Fo

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208

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corr

ect

pla

ce20

89

Refl

ects

on

tex

tsR

elat

es t

o o

wn

life

21

89

Rec

ord

s w

ord

s an

d m

ean

ings

in a

per

son

al dic

tion

ary

38

2

SME Gr4 TG.indb 34 2012/09/01 8:40 AM

35IntroductIon

GRA

DE

4 TE

RM

3: W

EEK

S 1

AN

D 2

D

ance

!L

iste

nin

g a

nd

sp

eaki

ng

rea

din

g a

nd

vie

win

gW

riti

ng

an

d p

rese

nti

ng

Lan

gu

age

str

uct

ure

s an

d c

onv

en

tio

ns

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Lis

ten

s to

a s

tory

79

5R

eads

a s

tory

4, 2

09

3W

rite

s dia

logu

e23

102

Spel

lin

g a

nd

pu

nct

uati

on

Pu

nct

uat

es c

orr

ectl

y

2210

1

Dis

cuss

es p

lot,

set

tin

g

and

ch

arac

ters

79

5P

re-r

ead

ing

29

2S

elec

ts a

pp

rop

riat

e co

nte

nt

2310

2B

uild

s o

n p

ho

nic

kn

owle

dg

e to

sp

ell

wo

rds

18, 1

910

0

An

swer

s si

mp

le

qu

esti

on

s8

95

Inte

rpre

ts a

nd

exp

lain

s th

e m

essa

ge

79

5U

ses

fram

e ap

pro

pri

atel

y23

102

Sig

ht

and

hig

h

freq

uen

cy w

ord

s19

100

Nam

es c

har

acte

rs

corr

ectl

y7

95

Use

s re

adin

g

stra

teg

ies

2, 3

, 49

2, 9

3C

har

acte

rs t

alk

in

log

ical

ord

er23

102

Bre

aks

lon

g w

ord

s in

to

smal

ler

chu

nks

1910

0

Ret

ells

th

e st

ory

in t

he

rig

ht

seq

uen

ce9

95

Ret

ells

eve

nts

in t

he

corr

ect

seq

uen

ce5

94

Use

s ap

pro

pri

ate

gra

mm

ar, s

pel

ling

, p

un

ctu

atio

n a

nd

sp

aces

bet

wee

n

para

gra

ph

s

2310

2P

lura

ls: A

dd

s a

nd

es

1910

0

Exp

ress

es f

eelin

gs

89

5D

escr

ibes

fee

ling

s,

giv

ing

rea

son

s4

93

Rec

ord

s w

ord

s an

d m

ean

ing

s in

a

per

son

al d

icti

on

ary

2310

2W

ork

ing w

ith

word

s an

d s

ente

nce

sP

ron

ou

ns

29

2

Des

crib

es c

ause

s an

d

effe

cts

of a

ctio

ns

79

5D

iscu

sses

th

e m

ain

ch

arac

ter

and

oth

er

char

acte

rs

49

3W

rite

s a d

escr

ipti

on

Des

crip

tio

n is

cle

ar12

97

Co

mm

on

no

un

s:

cou

nta

ble

1910

0

Des

crib

es a

per

son

10, 1

39

6, 9

7D

oes

a r

ole

pla

y5

94

Use

s p

rop

erly

co

nst

ruct

ed c

om

ple

te

sen

ten

ces

129

7V

erbs

: Reg

ula

r fo

rm,

acti

on

s3,

4, 1

0, 1

19

2, 9

3

Exp

lain

s th

e p

erso

n’s

loo

ks10

96

Com

pre

hen

sion

act

ivit

y4

93

Use

s ap

pro

pri

ate

gra

mm

ar (

adje

ctiv

es),

sp

ellin

g a

nd

p

un

ctu

atio

n

129

7C

on

stru

cts

sim

ple

se

nte

nce

s u

sin

g

sub

ject

, ver

b a

nd

o

bje

ct

129

7

Use

s a

few

new

wo

rds

109

6R

eads

a s

imple

book

revie

w15

98

Rec

ord

s w

ord

s an

d m

ean

ings

in a

per

son

al dic

tion

ary

69

4D

irec

t sp

eech

: q

uo

tati

on

mar

ks2

1, 22

101

Use

s ad

ject

ives

109

6Id

enti

fies

key

in

form

atio

n16

99

Voca

bu

lary

in

co

nte

xt

Wo

rds

fro

m s

har

ed o

r in

div

idu

ally

rea

d t

exts

69

4

SME Gr4 TG.indb 35 2012/09/01 8:40 AM

36 IntroductIon

GRA

DE

4 TE

RM

3: W

EEK

S 1

AN

D 2

D

ance

!L

iste

nin

g a

nd

sp

eaki

ng

rea

din

g a

nd

vie

win

gW

riti

ng

an

d p

rese

nti

ng

Lan

gu

age

str

uct

ure

s an

d c

onv

en

tio

ns

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Pra

ctis

es lis

ten

ing

an

d s

pea

kin

gP

erfo

rms

a si

mp

le

po

em

149

8Id

enti

fies

mai

n p

oin

ts16

99

Pla

ys a

sim

ple

la

ng

uag

e g

ame

139

7D

iscu

sses

fo

rmat

169

9

Giv

es a

nd

fo

llow

s si

mp

le in

stru

ctio

ns/

dir

ecti

on

s

TG

intr

oD

iscu

sses

res

po

nse

to

th

e re

view

169

9

Tells

ow

n n

ews

TG

intr

oP

ract

ises

rea

din

gR

ead

s al

ou

d

wit

h a

pp

rop

riat

e p

ron

un

ciat

ion

, ex

pre

ssio

n a

nd

tem

po

5, 1

79

4, 9

9

Ret

ells

a s

tory

99

5R

eflec

ts o

n t

exts

Do

es a

sh

ort

ora

l b

oo

k re

view

usi

ng

an

ap

pro

pri

ate

fram

e

2410

2

SME Gr4 TG.indb 36 2012/09/01 8:40 AM

37IntroductIon

GRA

DE

4 TE

RM

3: W

EEK

S 3

AN

D 4

A

nim

als

Lis

ten

ing

an

d s

pea

kin

gr

ead

ing

an

d v

iew

ing

Wri

tin

g a

nd

pre

sen

tin

gL

ang

uag

e s

tru

ctu

res

and

co

nve

nti

on

sC

onte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Lis

ten

s to

in

form

ati

on

tex

t13

107

Rea

ds

info

rmati

on

te

xt

210

3, 1

04

Su

mm

ari

ses

info

rmati

on

tex

t w

ith

su

pport

510

4S

pel

lin

gFi

nd w

ords

in a

di

ctio

nary

(alp

habe

tica

l or

der,

firs

t le

tter

)

5, 8

104

, 10

5

An

swer

s q

ues

tio

ns

1410

7P

re-r

ead

ing

110

3Fi

lls in

mis

sin

g w

ord

s5

104

g w

ord

s th

at s

ou

nd

lik

e j

1610

8

Des

crib

es t

he

even

t14

107

Use

s re

adin

g

stra

teg

ies

1, 2

, 310

3, 1

04

Use

s ap

pro

pri

ate

voca

bu

lary

510

4W

ork

ing w

ith

word

s an

d s

ente

nce

sN

ou

ns

that

on

ly h

ave

plu

rals

310

4

Sh

ares

idea

s an

d

offe

rs o

pin

ion

s14

107

An

swer

s co

mp

lex

qu

esti

on

s4

104

Use

s so

me

new

wo

rds

fro

m t

he

text

rea

d5

104

a an

d t

he

wit

h n

ou

ns

1911

0

Part

icip

ate

s in

a

short

conver

sati

on

on

a f

am

ilia

r to

pic

1010

6C

om

pre

hen

sion

act

ivit

y3,

410

4U

ses

the

dic

tio

nar

y to

ch

eck

spel

ling

an

d

mea

nin

gs

of w

ord

s

510

4D

eter

min

ers

21

110

Take

s tu

rns

1010

6R

eads

vis

ual te

xt

Pre

-rea

din

g17

108

, 10

9D

esig

ns

an

d p

rodu

ces

a v

isu

al te

xt

2311

1C

om

para

tive

ad

ject

ives

11, 1

210

7

Sta

ys o

n t

op

ic10

106

Dis

cuss

es w

hat

th

e te

xt is

ab

ou

t18

109

, 110

Use

s th

e co

rrec

t fo

rmat

2311

1S

ub

ject

ver

b c

on

cord

2211

0

Ask

rel

evan

t q

ues

tio

ns

1010

6Id

enti

fies

sp

ecifi

c in

form

atio

n18

109

, 110

Sel

ects

ap

pro

pri

ate

info

rmat

ion

2311

1R

epo

rted

sp

eech

1510

8

Pra

ctis

es lis

ten

ing

an

d s

pea

kin

gP

erfo

rms

a si

mp

le

po

em

710

5In

terp

rets

th

e in

form

atio

n18

109

, 110

Use

s d

esig

n f

eatu

res

2311

1V

oca

bu

lary

in

co

nte

xt

Wo

rds

fro

m s

har

ed o

r in

div

idu

ally

rea

d t

exts

8, 9

105

, 10

6

Pla

ys a

sim

ple

la

ng

uag

e g

ame

1810

9, 1

10D

iscu

sses

th

e p

urp

ose

1810

9, 1

10R

ecord

s w

ord

s an

d m

ean

ings

in a

per

son

al dic

tion

ary

910

6S

ho

rten

ing

wo

rds,

ac

rony

ms,

init

ialis

m20

110

Giv

es a

nd

fo

llow

s si

mp

le in

stru

ctio

ns/

dir

ecti

on

s

TG

intr

oD

iscu

sses

so

me

of t

he

lan

gu

age

use

1810

9, 1

10

Tells

ow

n n

ews

TG

intr

oId

enti

fies

and

dis

cuss

es

desi

gn f

eatu

res

1810

9, 1

10

Ret

ells

a s

tory

14, 1

510

7, 1

08

Pra

ctis

es r

eadin

gR

ead

s al

ou

d

wit

h a

pp

rop

riat

e p

ron

un

ciat

ion

, ex

pre

ssio

n a

nd

tem

po

610

5

Refl

ects

on

tex

tsC

om

pare

s b

oo

ks24

111

SME Gr4 TG.indb 37 2012/09/01 8:40 AM

38 IntroductIon

GRA

DE

4 TE

RM

3: W

EEK

S 5

AN

D 6

St

orie

sL

iste

nin

g a

nd

sp

eaki

ng

rea

din

g a

nd

vie

win

gW

riti

ng

an

d p

rese

nti

ng

Lan

gu

age

str

uct

ure

s an

d

conv

en

tio

ns

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Lis

ten

s to

a s

tory

611

4R

eads

a s

tory

211

2W

rite

s a s

tory

usi

ng

a f

ram

e9

116

Spel

lin

gce

, ci,

cy w

ord

s:

pro

no

un

ce a

s s

1812

0

Lis

ten

s an

d r

elat

es t

o

own

exp

erie

nce

711

5P

re-r

ead

ing

111

2S

elec

ts a

pp

rop

riat

e co

nte

nt

911

6ke

an

d k

i wo

rds:

sp

elt

wit

h a

k18

120

Iden

tifi

es s

pec

ific

det

ails

611

4U

ses

read

ing

st

rate

gie

s1,

2, 3

112

, 113

Use

s th

e fr

ame

corr

ectl

y9

116

Work

ing w

ith

word

s an

d s

ente

nce

sC

ou

nta

ble

no

un

s

211

2

Ret

ells

in c

orr

ect

seq

uen

ce7

115

Iden

tifi

es a

nd

co

mm

ents

on

th

e p

lot

311

3U

ses

a va

riet

y of

vo

cab

ula

ry in

clu

din

g

con

nec

tin

g w

ord

s an

d

ph

rase

s

911

6A

dje

ctiv

es2

112

Des

crib

es c

ause

an

d

effe

ct6

114

Exp

lain

s th

e m

ora

l3

113

Use

s ap

pro

pri

ate

gra

mm

ar, s

pel

ling

, p

un

ctu

atio

n a

nd

sp

aces

bet

wee

n

para

gra

ph

s

911

6Fo

rms

of t

he

verb

to

b

e2

112

Exp

lain

s th

e m

ora

l6

114

Des

crib

es c

ause

an

d

effe

ct3

113

Rec

ord

s w

ord

s an

d m

ean

ing

s in

a

per

son

al d

icti

on

ary

4, 9

114

, 116

Sim

ple

pas

t te

nse

1611

9

Lis

ten

s to

a p

oem

Dis

cuss

es w

hat

th

e p

oem

is a

bo

ut

1011

6Id

enti

fies

an

d

dis

cuss

es s

tere

oty

pes

311

3W

rite

s se

nte

nce

s th

at

rhy

me

Wri

tes

pair

s of

se

nte

nce

s of

th

e sa

me

len

gth

th

at r

hym

e

12, 1

311

7A

dve

rbs

of d

egre

e2

, 811

2,

115

Rel

ates

to

ow

n

exp

erie

nce

1011

6C

om

pre

hen

sion

act

ivit

y3

113

Use

s ap

pro

pri

ate

rhyt

hm

an

d r

hym

e12

, 13

117

Alli

tera

tio

n, r

hym

e,

rhyt

hm

1011

6

Iden

tifi

es r

hym

e an

d

rhyt

hm

10, 1

2, 1

311

6, 1

17R

eads

a p

oem

11, 1

511

7, 1

18,

119

Use

s kn

owle

dg

e of

sy

llab

les

to d

evel

op

th

e rh

yth

m

1211

7V

oca

bu

lary

in

co

nte

xt

Wo

rds

fro

m s

har

ed o

r in

div

idu

ally

rea

d t

exts

4, 5

114

Iden

tifi

es w

ord

s b

egin

nin

g w

ith

th

e sa

me

sou

nd

1011

6P

re-r

ead

ing

1411

8R

ecord

s w

ord

s an

d m

ean

ings

in a

per

son

al dic

tion

ary

411

4P

hra

sal v

erbs

2, 1

711

2,

120

Exp

ress

es f

eelin

gs

stim

ula

ted

1411

8U

ses

read

ing

st

rate

gie

s14

, 15

118

Per

form

s p

oem

1111

6Id

enti

fies

rhy

thm

an

d

rhym

e12

, 13,

15

116

, 117

, 11

8, 1

19

SME Gr4 TG.indb 38 2012/09/01 8:40 AM

39IntroductIon

GRA

DE

4 TE

RM

3: W

EEK

S 5

AN

D 6

St

orie

sL

iste

nin

g a

nd

sp

eaki

ng

rea

din

g a

nd

vie

win

gW

riti

ng

an

d p

rese

nti

ng

Lan

gu

age

str

uct

ure

s an

d

conv

en

tio

ns

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Pra

ctis

es lis

ten

ing

an

d s

pea

kin

gU

ses

wo

rds

that

im

itat

e th

eir

sou

nd

s

2, 1

111

2, 1

17B

reak

s u

p w

ord

s in

to

sylla

ble

s12

, 13,

15

116

, 117

, 11

8, 1

19

Exp

ress

es f

eelin

gs

stim

ula

ted

1411

8

Pra

ctis

es r

eadin

gR

ead

s al

ou

d

wit

h a

pp

rop

riat

e p

ron

un

ciat

ion

, ex

pre

ssio

n a

nd

tem

po

11, 1

511

7, 1

18,

119

Refl

ects

on

tex

tsR

etel

ls s

tory

in 3

to

5

sen

ten

ces

1912

1

Exp

ress

es e

mo

tio

nal

re

spo

nse

1912

1

SME Gr4 TG.indb 39 2012/09/01 8:40 AM

40 IntroductIon

GRA

DE

4 TE

RM

3: W

EEK

S 7

AN

D 8

Pa

tter

nsL

iste

nin

g a

nd

sp

eaki

ng

rea

din

g a

nd

vie

win

gW

riti

ng

an

d p

rese

nti

ng

Lan

gu

age

str

uct

ure

s an

d c

onv

en

tio

ns

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Conte

nt

Act

ivit

yP

age

Lis

ten

s to

in

form

ati

on

tex

t7

127

Rea

ds

info

rmati

on

te

xt

wit

h v

isu

als

212

4,

125

Label

s an

d c

om

ple

tes

vis

ual te

xt

Use

s ap

pro

pri

ate

voca

bu

lary

1713

2S

pel

lin

gW

ord

s w

ith

lon

g v

owel

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en

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1613

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An

swer

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ues

tio

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7, 8

127

Pre

-rea

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124

Lab

els

the

text

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1713

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ente

nce

sP

rep

osi

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ns

612

6, 1

27

Iden

tifi

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men

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id

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812

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ses

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st

rate

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s2

, 312

4,

125

Use

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rmat

fo

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132

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s of

th

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rb t

o

be

1913

3

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ares

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s8

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tifi

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men

ts o

n m

ain

id

ea a

nd s

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312

5U

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info

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a

visu

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ext

to w

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info

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912

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od

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how

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or

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sio

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s a

ran

ge

of

voca

bu

lary

812

7In

terp

rets

info

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312

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terp

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th

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form

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orr

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y9

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nn

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1513

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tion

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5, 6

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126

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pre

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0,

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Voc

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Wo

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har

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exts

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tifi

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1313

0,

131

Use

s ap

pro

pri

ate

voca

bu

lary

912

8

Use

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at

corr

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gs

1112

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re-r

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1313

0,

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Use

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ch

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Use

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me

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wo

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1112

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s13

, 14

, 15

130

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1, 13

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Rec

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412

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Use

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1112

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on

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d s

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at n

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Pla

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sim

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sou

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cuss

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pec

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ails

1413

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Giv

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llow

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mpl

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ctio

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tro

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cuss

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equ

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oFo

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ns

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tory

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ts o

n t

ext

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ates

to

ow

n li

fe20

133

SME Gr4 TG.indb 40 2012/09/01 8:40 AM

41IntroductIon

GRA

DE

4 TE

RM

3: W

EEK

S 9

AN

D 1

0 Tr

easu

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Lis

ten

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d s

pea

kin

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513

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134

, 135

Wri

tes

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ts a

pp

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1414

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pel

lin

g a

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on

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g a

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nar

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1414

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Pre

dic

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tit

le5

136

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-rea

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213

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th

e co

nver

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on

log

ical

ly14

140

Use

s d

icti

on

ary

to

chec

k sp

ellin

g a

nd

m

ean

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s of

wo

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813

7

Ret

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e d

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qu

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513

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Nam

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134

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113

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1414

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imp

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813

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Role

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Use

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1414

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dve

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pro

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Use

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ly15

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cuss

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Rec

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913

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11, 1

213

9

Sta

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op

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ctis

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gR

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s al

ou

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ciat

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ssio

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913

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Sh

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s15

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Sw

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7

SME Gr4 TG.indb 41 2012/09/01 8:40 AM

42 IntroductIon

GRA

DE

4 TE

RM

3: W

EEK

S 9

AN

D 1

0 Tr

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Lis

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5, 7

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6

SME Gr4 TG.indb 42 2012/09/01 8:40 AM

43IntroductIon

GRA

DE

4 TE

RM

4: W

EEK

S 1

AN

D 2

Sp

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Lis

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114

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55

Ask

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1, 2

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144

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150

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Use

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1815

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sN

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An

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214

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Use

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Use

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Pla

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8, 1

314

8, 1

52

SME Gr4 TG.indb 43 2012/09/01 8:40 AM

44 IntroductIon

GRA

DE

4 TE

RM

4: W

EEK

S 3

AN

D 4

Co

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lary

715

9

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intr

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vis

ual te

xt

1416

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ses

the

corr

ect

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at18

164

SME Gr4 TG.indb 44 2012/09/01 8:40 AM

45IntroductIon

GRA

DE

4 TE

RM

4: W

EEK

S 3

AN

D 4

Co

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of

the

text

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to 5

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tion

ary

1616

3

SME Gr4 TG.indb 45 2012/09/01 8:40 AM

46 IntroductIon

GRA

DE

4 TE

RM

4: W

EEK

S 5

AN

D 6

Lo

okin

g go

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ives

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, 17

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rase

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1917

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on

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ks f

or

dir

ect

spee

ch6

171

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ys

a m

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co

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x lan

gu

age

gam

eFo

llow

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stru

ctio

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corr

ectl

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1117

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um

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ry

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1017

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1617

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1117

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617

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ys8

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517

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xt

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3, 4

, 516

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70

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1317

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ys a

sim

ple

la

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e g

ame

TG

re

sou

rces

Pre

-rea

din

g12

173

SME Gr4 TG.indb 46 2012/09/01 8:40 AM

47IntroductIon

GRA

DE

4 TE

RM

4: W

EEK

S 5

AN

D 6

Lo

okin

g go

odL

iste

nin

g a

nd

sp

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ng

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nt

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nt

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nd

fo

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s si

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stru

ctio

ns/

dir

ecti

on

s

TG

intr

oU

ses

read

ing

st

rate

gie

s13

, 14

173,

174

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ow

n n

ews

TG

intr

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enti

fies

an

d

dis

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es t

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son

w

riti

ng

th

e d

iary

1417

4

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ells

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10E

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imu

late

d14

174

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ctis

es r

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gR

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s al

ou

d

wit

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rop

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ron

un

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ion

an

d

exp

ress

ion

717

1

Refl

ects

on

tex

tsR

elat

es t

o o

wn

life

2017

6

SME Gr4 TG.indb 47 2012/09/01 8:40 AM

48 IntroductIon

GRA

DE

4 TE

RM

4: W

EEK

S 7

AN

D 8

Sp

ace

Lis

ten

ing

an

d s

pea

kin

gr

ead

ing

an

d v

iew

ing

Wri

tin

g a

nd

pre

sen

tin

gL

ang

uag

e s

tru

ctu

res

and

co

nve

nti

on

sC

onte

nt

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ivit

yP

age

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nt

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ivit

yP

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nt

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ivit

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ivit

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icip

ate

s in

a

conver

sati

on

on

a

fam

ilia

r to

pic

1818

4R

eads

info

rmati

on

te

xt

217

7,

178

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tes

a p

ara

gra

ph

u

sin

g a

fra

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1118

1S

pel

lin

gS

pel

ls f

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on

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8, 2

018

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to q

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1818

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re-r

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117

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app

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nte

nt

1118

1U

ses

alp

hab

etic

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in a

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1118

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n18

184

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adin

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ies

1, 2

177,

17

8U

ses

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riet

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ry: p

ron

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1118

1W

ork

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nce

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rted

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1718

4

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s18

184

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ask

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re c

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x q

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317

8U

ses

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e g

ram

mar

, sp

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1118

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317

8

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eas

1818

4In

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dis

cuss

es v

isu

als

317

8U

ses

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tio

nar

y to

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eck

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ling

an

d

mea

nin

gs

of w

ord

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1118

1P

rese

nt

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ssiv

e te

nse

517

9

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ten

s to

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hort

ta

lk6

, 16

180

, 18

4S

um

mar

ises

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e te

xt

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h s

up

po

rt4

179

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ign

s an

d p

rodu

ces

a v

isu

al te

xt

21

186

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bu

lary

in

co

nte

xt

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rds

fro

m s

har

ed o

r in

div

idu

ally

rea

d t

exts

317

8

Exp

lain

s th

e m

ain

m

essa

ge

718

0C

om

pre

hen

sion

act

ivit

y3

178

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s th

e co

rrec

t fo

rmat

21

186

Co

mp

ou

nd

wo

rds

9, 1

018

1

Inte

rpre

ts a

nd

d

iscu

sses

mes

sag

e7

180

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ds

vis

ual te

xt

1418

3S

elec

ts a

pp

rop

riat

e in

form

atio

n2

118

6P

refi

xes

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su

ffixe

s3,

19

178

, 18

5

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ctis

es lis

ten

ing

an

d s

pea

kin

gP

erfo

rms

a si

mp

le

po

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1218

2P

re-r

ead

ing

1318

2U

ses

des

ign

fea

ture

s2

1, 22

186

Pla

ys a

sim

ple

la

ng

uag

e g

ame

TG

re

sou

rces

Dis

cuss

es w

hat

th

e te

xt is

ab

ou

t15

184

Use

s ap

pro

pri

ate

layo

ut

21

186

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es a

nd

fo

llow

s si

mp

le in

stru

ctio

ns/

dir

ecti

on

s

TG

intr

oId

enti

fies

sp

ecifi

c in

form

atio

n15

184

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ord

s w

ord

s an

d m

ean

ings

in a

per

son

al dic

tion

ary

818

0

SME Gr4 TG.indb 48 2012/09/01 8:40 AM

49IntroductIon

GRA

DE

4 TE

RM

4: W

EEK

S 7

AN

D 8

Sp

ace

Lis

ten

ing

an

d s

pea

kin

gr

ead

ing

an

d v

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ing

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tin

g a

nd

pre

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gL

ang

uag

e s

tru

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res

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co

nve

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on

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nt

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nt

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nt

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ivit

yP

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nt

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ivit

yP

age

Tells

ow

n n

ews

TG

intr

oIn

terp

rets

th

e in

form

atio

n15

184

Ret

ells

a s

tory

1618

4D

iscu

sses

th

e p

urp

ose

an

d a

ud

ien

ce o

f th

e te

xt

1518

4

Dis

cuss

es s

om

e of

th

e la

ng

uag

e u

se15

184

Iden

tifi

es a

nd

d

iscu

sses

des

ign

fe

atu

res

1518

4

Dis

cuss

es la

you

t15

184

Dis

cuss

es c

ho

ice

of

imag

es15

184

Refl

ects

on

tex

tsE

xpre

sses

em

oti

on

al

resp

on

se

2318

6

SME Gr4 TG.indb 49 2012/09/01 8:40 AM

50 IntroductIon

SME Gr4 TG.indb 50 2012/09/01 8:40 AM


Unit 11

Unit My familyLearner’s Book pages 10–17 Duration 10 hours

Overview• Theseguidelinesshowhowmuchtimetoallocatetoactivities.Ifyourunoutoftime,some

activitiescanbecompletedforhomework.• Theactivityheadingsrefertothemainfocusofthelesson,butotherskillsarealways

practisedwithinthelesson.Forexample,inLesson1thefocusisonlisteningandspeaking,butitalsoinvolvesreading.

• Wheremorethan30minuteshasbeenallocatedforalesson,youdonotneedadoubleperiod.Youcandividetheactivityovertwo30-minuteperiods.

• Thereareideasfor‘Dailylisteningandspeakingpractice’inthe‘Introduction’sectionofthisTeacher’sGuide.The‘Resources’sectionhasrhymes,songsandgamesthatyoumayfindusefulforthispracticetoo.

• Groupguidedreadingsessionsshouldtakeplacewhilethelearnersareinvolvedinindependentactivities.Thesehavenotbeenallocatedaspecifictimeslot,asyouneedtoidentifysuitabletimestoworkwithgroups.


LBpage/s

Activities


Term 1 Week 1


3 30 11 Language structures and conventions: Activity 2





9–10 60 13 Spelling test; Writing: Activities 9 and 10

Term 1 Week 2





5 30 16 Language structures and conventions: Activities 16 and 17; Core Reader





SME Gr4 TG.indb 1 2012/09/01 8:40 AM

2 ENGLISH TERM 1 UNIT 1ENGLISH TERM 1 UNIT 1

Week 1

Lessons 1 and 2: Listening and speaking (page 10)

Learners practise reading, speaking, listening and responding to instructions. They also identify capital letters.

Before the lessonDisplaystorybooksatanappropriatelevelforthelearnerstoreadindependently.Writethefollowingwordsontheboardastheywillhelplearnersconstructsentenceswhentheyintroducethemselves.• Goodmorning,Hello,Hi,Morning• Iam…• Duringtheholidays…

Introduce the unitIntroducethetopicandbooksondisplay.Discussthetexttypesandencouragethelearnerstoreadthebooksinpreparationfortheir‘Reflectingonreading’lesson.

Activity 1Askthelearnerstotryreadthegreetingsquietlyontheirownbeforeyoureadthemaloud.Readthegreetingstogether.Discusshowgreetingsshoulddifferwhentheygreetvariouspeople.Askthelearnershowtheywouldgreettheprincipal,theirteacher,theirgrandmotherandafriend.Asitisthefirstlessonoftheyear,getthelearnerstointroducethemselvestotheclass.Followthesesteps.• Calloutthelearner’sname.• Thelearnerthenstandsandintroduceshim/herselftotheclassby

sayingagreeting,his/hernameandsomethingtheydidduringtheholidays.Forexample:“Goodmorningclass.IamMrsEnglish.DuringtheholidaysIpreparedalotofworkforyoutodo.”

• Asklearnerstovolunteersayingagreetingaloud.Onceallgreetingshavebeenread,learnerstryandreadthemtothepersonsittingnexttothem.

Answers: Activity 1Sobs,Indira,Anna,Mohammed,Matodzi,Jabu,Dineo,Jan,Livho,Lebo,Mike,Nyiko,MrsMolefe

Discuss the information about capital letters and ask the learners to find all the names on the page.

Capital letters

SME Gr4 TG.indb 2 2012/09/01 8:40 AM


ExtensionThelearnerswriteappropriategreetingsfortheprincipal,afamilymemberorafriend.

Before the lessonWritethewords‘he’and‘she’inlargeprintonpaper.Surroundthe‘he’withboys’namesbeginningwith‘H’andthe‘she’withgirls’namesbeginningwith‘S’.

Copythistableontheboard.

am are is

I youwethey

hesheit

Activity 2Explainthedifferencebetween‘I’,‘you’,‘he’,‘she’,‘it’,‘we’and‘they’byusingexamplesrelatedtolearnersintheclass.Forexample:• Heis(learner’sname).(Pointtothelearner.)• Theyaretall.(Gathertogetheragroupoftalllearners.)

Payspecialattentiontothewords‘he’and‘she’aslearnersfindtheseveryconfusing.Getthelearnerstofocusonthe‘he’and‘she’cardsyoumadeandmakethelinkwiththewordandthenames.Iftheystruggletorememberthat‘he’referstomalesand‘she’referstofemales,encouragethemtomakethefollowingassociation:‘He’isashortwordasis‘male’,‘boy’or‘man’.‘She’isaslightlylongerword,asis‘female’or‘woman’.

Discussthetableontheboardandshowthelearnerswhichpronounsarefollowedby‘am’,‘are’and‘is’.

Baseline assessmentListen to the learners as they introduce themselves.

• Can they introduce themselves in English?

• Did they follow the instructions?

Write relevant notes in your informal assessment journal (see

‘Assessment’ section).

Week 1

Lesson 3: Language structures and conventions (page 11)

Learners identify the difference between ‘he’ and ‘she’ and play a simple language game.

SME Gr4 TG.indb 3 2012/09/01 8:40 AM


Inpairs,thelearnersusethewordsintheboxandthepresenttensetomakeupsentencesaboutpeople.

ExtensionGetthelearnerstoplayasimplelanguagegameinwhichtheypractiselisteningandspeaking.

Saysentenceswhichincludethepronouns‘he’and‘she’.Sometimesusethepronounscorrectlyandatothertimesusethemincorrectly.

Ifthepronounisusedcorrectlyinthesentence,thelearnersrepeatthesentence.

Ifthepronounisusedincorrectlyinthesentence,thelearnersputtheirheadsonthedeskandsaynothing.

Week 1

Lesson 4: Writing (page 11)

Learners write sentences, using punctuation correctly.

ResourcesApieceofpaperforeachlearner

Read and discuss the information about full stops and capital letters. Tell the learners that when punctuation is not used correctly, it is difficult to read and understand what is written.

punCtuation

Activity 3Thelearnerswritethewordsontopiecesofpaper.Theycutupthewordsandshufflethem.Thentheyarrangethewordsandmakeasmanysentencesastheycan.Theywritethesentencesintheirexercisebooks.

AssessmentThe learners read the sentences to a partner who checks that

each sentence begins with a capital letter and ends in a full stop.

Week 1

Lessons 5 and 6: Listening and speaking (pages 12–13)

Learners talk about a picture and name people using a frame that includes determiners to guide them. They also listen to a story and answer questions about it. Handle these activities sensitively as learners may have lost family members.

SME Gr4 TG.indb 4 2012/09/01 8:40 AM


Before the lessonCopythistableontheboard.

Singular (one) Plural (more than one)

thisthat

thesethose

Activity 4Readanddiscussthewordsinthemargin.Getthelearnerstoidentifywhichwordsrefertoonepersonandwhichrefertomorethanoneperson.Thenstudythesentencesthatneedtobecompleted.Explainthatyouusethewords‘this’and‘that’whenyouarereferringtoonepersonorobject(singular).Youuse‘these’and‘those’whenyouarereferringtomorethanonepersonorobject(plural).

AskthelearnerstonameSophie’sfamily.Theyusetheincompletesentencesandthewordsinthemargintohelpthem.

Activity 5ReadthislisteningtexttotheclasswhiletheylookatthepictureofSofia’sfamily.

Activity 6Holdaclassdiscussiontoanswerthequestionsindetail.

Answers: Activity 6a) Sophia’sgrandparents,parents,aunts,uncles,brothers,sistersand

cousinsallattendedtheparty.b) Theygavepresents,playedgames,hadlunch,talkedandhad

birthdaycake.c) Yes,theyhadagoodtime.d) Personalresponse

Hi. My name is Sofia. As you can see I have a big family. And last week we had a big party because it was my brother’s birthday. You can see him on the left of the picture. He is standing next to me. My two sisters are sitting next to me. And can you see my three uncles? They are at the back. My two young cousins are in the front.

We had a good time. First we gave my brother some presents. Then we played games and after that we had lunch. After lunch we talked and played more games. And then we had some birthday cake. One of my grandmothers made a cake. It was the best part of the day!

listening text

SME Gr4 TG.indb 5 2012/09/01 8:40 AM


ExtensionGetthelearnerstotelloneanotherabouttheirownfamilies.

Core Reader (page 4)EncouragethelearnerstoreadKoba of the Kalahari.

ResourcesAsmallexercisebookforeachlearner,magazines,glue,pairsofscissors

Before the lessonDrawpageexamplesontheboardshowingan‘A’onthetopleftoftheleft-handpage,a‘B’onthetoprightoftheright-handpage,a‘C’onthetopleftoftheleft-handpageanda‘D’onthetoprightoftheright-handpage.

Activity 7Tellthelearnersthattheyaregoingtomakeapersonaldictionaryinwhichtheywillwritespellingwordsinalphabeticalorder.Usethepagesontheboardtodemonstratehowtheysetoutthepages.Encouragethemtoaddwordsthattheystruggletospell.

ExtensionGetthelearnerstopersonalisetheirdictionariesbycuttingwordsoutofmagazinesandpastingthemonthecovers.Remindthemtowritetheirnamesonthecovers(seetheWelcomepagesintheLearner’sBook).

Week 1

Lesson 8: Spelling (page 13)

Learners spell familiar words, use a dictionary to check their spelling, and write and illustrate the words in their personal dictionaries.

AssessmentObserve the learners during the class discussion.

• Do they partake confidently in the discussion using their

additional language?

Write relevant notes in your informal assessment journal.

Week 1


Learners create a personal dictionary.

SME Gr4 TG.indb 6 2012/09/01 8:40 AM


ResourcesDictionaries,magazines,glue,pairsofscissors

Activity 8Spendtimerevisinghowtouseadictionary.Getthelearnerstobrowsethroughthedictionaryandidentifythedifferenttypesofinformationfoundinit.Discusshowthewordsarelistedinalphabeticalorder.

Thelearnerswritealistoftheirfamilymembersandchecktheirspellinginthedictionarybeforewritingthemintheirpersonaldictionaryanddrawinganappropriatepicturetomatcheachword.

HomeworkLearnerslearnhowtospellthefamily-memberspellingwordsforatestinLesson9.

ExtensionWritethefollowingwordsontheboard:‘grandfather’,‘grandmother’,‘mother’,‘father’,‘aunt’,‘uncle’,‘sister’,‘brother’,and‘cousin’.Askthelearnerstousesomeofthewordsinsentencesthatexplaintheirmeaning.Forexample:Mygrandfatherisoldandhaswhitehair.

Week 1

Lessons 9 and 10: Spelling test; Writing (page 13)

Learners write a spelling test and then use a frame to write and edit a story in the past tense.

ResourcesDictionaries

Spelling testTestthelearnersbyfirstaskingthemtowriteeachword.Thendictaterelevantsentencesforthemtowrite.Forexample:• Shehasabigfamily.• Hergrandmothercooksforthefamily.• Sheplayswithherbrotherandsister.• Theyliketoplaywordgames.

AssessmentMark and assess these tests. Record the marks.

Activity 9Explainthatadraftofastoryisthefirstattemptatwriting.Itneedseditingbeforeafinalcopyiswritten.Thelearnersthenusetheframetohelpthemwriteastoryaboutsomethingtheirfamilydid.Theword

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‘last’inthewritingframeshouldhelpthemtowriteinthepasttense.Discusstheinformationaboutthepasttenseandgeteachlearnertosayapast-tensesentencebeginningwiththeword‘last’.

Activity 10Beforeyoureadanddiscussthechecklist,askthelearnerstoidentifywhattypesofthingstheythinkmayneedtobechecked.Thendiscussthechecklist.Getthelearnerstoworkinpairstoedittheirstories.

ExtensionLearnerswrite,decorateanddisplaytheireditedstories.Theythenreadoneanother’sstoriesondisplay.

Week 2

Lesson 1: Reading (page 14)

Learners use reading strategies to make pre-reading predictions and read a story.

Activity 11Tellthelearnersthatskimmingtextsbeforetheyreadcanleadtogreaterunderstandingasitgivesthemanoverviewofthetext.Explainhowtoskimread:quicklylookatthepageandfocusonthetitle,headings,keywordsandpictures;ignoredetailsandinformationnotneeded.Thelearnersthenlookatthetitleofthestoryandthepictures,andtelltheirpartnerwhattheythinkthestoryisabout.

Activity 12Askthelearnerstoreadthestorysilently.Thenreaditaloudtothem.Selectlearnerstohelpyoureadthedirectspeech.Encouragethemtoreadexpressively.Finally,getthemtoquietlyreadthestoryagainontheirown.

ExtensionDividetheclassintogroupsandgetthemtotaketurnsreadingpartsofthestory.

Baseline assessmentObserve the learners while they are editing their work.

• Do they know how to use a dictionary?

Read and assess the stories.

• Did the learners use capital letters and full stops?

• Did they spell words correctly?

Write relevant comments in your informal assessment journal.

SME Gr4 TG.indb 8 2012/09/01 8:40 AM


Week 2

Lesson 2: Comprehension (page 15)

Learners do a comprehension activity on a text.

AssessmentComprehension is a very sound way of assessing a learner’s

language ability, so mark as many comprehension exercises

as possible. After the books have been handed in, or when the

learners have their books back, it is essential that you spend a few

minutes discussing the answers. This is how learners learn from

their mistakes.

Week 2

Lesson 3: Vocabulary (page 15)

Learners use vocabulary in context by identifying synonyms in a text.

Before the lessonWritethefollowingmeaningsontheboard.• Atrackonwhichvehiclesdrive• Totakepleasureinsomething• Pleasingtolookat• Notwell• Nothappyorjoyful

Activity 13Readthequestionstotheclassanddiscussthembeforethelearnerswritetheanswersintheirexercisebooks.Encouragethemtoscanthetexttofindspecificinformationthatwillhelpthemanswerthequestions.Theiranswersshouldbewrittenasfullsentences.

Answers: Activity 13a) ThepeopleinthestoryincludeLeboandhermother(whoisalso

knownasMrsMolefe,MmaandSissie,MmaDineo,RraLeburuandMrsSmit).

b) Lebotellsthestory.c) Lebo’smotherwasaTVstarwhoworkedhardinthecommunity,

encouragedthecommunitytoworkhardandlovedtocook.d) Yes,Lebomisseshermother.e) Lebo’smotherhadAIDS;shegotsickandpassedaway.f ) Personalresponse

SME Gr4 TG.indb 9 2012/09/01 8:40 AM


Activity 14Helpthelearnerstoidentifythesynonymsinthestorybygivingthemthesecontextualcluesanddiscussingthemeaningsofthewords.• Road:acartravelsontheleft-handsideoftheroad.• Enjoy:IamexcitedabouteverysoccermatchasIenjoysoccer

somuch.• Nice:Shehasmanyfriendsassheissuchanicegirl.• Ill:WhenIwasillIstayedinbed,tookmedicinetogetbetterand

missedschool.• Unhappy:WhenIfeelunhappy,Icry.

Asthelearnersidentifythesynonymsinthestory,getthemtomatchthewordtothecorrectmeaningontheboard.

Thelearnerswritethepairsofsynonymsintheirpersonaldictionaries.

Answers: Activity 14road–street,enjoyed–loved,nice–lovely,ill–sick,unhappy–sad

ExtensionThelearnersusethewordsinsentencesthatexplaintheirmeanings.

Week 2


Learners retell a story in sequence, write and read a summary of the story and express an opinion.

Before the lessonMakeacopyofthechecklistforeachlearnerorwriteitontheboardsothatthelearnerscancopyitintotheirexercisebooks.

Activity 15Tellthelearnerstofocusonretellingthestoryinthecorrectsequence.Theyeachhaveaturntoretellthestorytoapartner.

Readthesentencesintheboxtotheclass.Selectlearnerstoreadthemaloud.Thentheywritetheirsummariesandopinions.Askquickworkerstogooutsideandreadtheirsummariesandopinionstotheirpartners.Slowerworkersmayhavetofinishtheactivityforhomework.

Read and discuss the information about synonyms. Ask the learners to think of synonyms for ‘happy’.

synonyms

SME Gr4 TG.indb 10 2012/09/01 8:40 AM


Baseline assessmentUse this checklist to assess each learner’s summary and opinion.

Writing: summary Yes No

Sentences begin with a capital letter

Sentences end with a full stop

Sentences are in the correct sequence

An opinion about the story is written

Name:

Week 2


Learners discuss and complete activities about nouns.

ResourcesAbeanbagorballfortheextensionactivity

• Singular nouns are nouns that name one person, one place or one thing.

• Plural nouns are nouns that name more than one person, place, or thing.

• To change most nouns from singular to plural, add the letter ‘-s’, but for nouns that end in ‘-o’, add ‘-es’.

• Some plural nouns have to be spelled in a new way.• Some nouns do not have plurals.• Some nouns can be counted (e.g. one brother).• Some nouns are uncountable (e.g. sand).

nouns

Activity 16Beforethelearnerswritetheanswersintheirexercisebooks,dividethemintopairs.Getthemtoidentifythenounsandsaythenounandthepluralform.

Answers: Activity 16a) leg(legs)b) community(communities)c) teeth(tooth–teeth)d) medicine(medicines)

Activity 17Thelearnerswritethesentencewiththecorrectchoiceofnoun.Askthemtounderlinethenouns.

SME Gr4 TG.indb 11 2012/09/01 8:40 AM


Answers: Activity 17a) Shehastwosistersandonebrother.b) Thereisalotoffoodonthetable.c) Lebodrewanicepicture.d) Shewenttothehospitallastweek.

AssessmentLet the learners mark and assess their own work according to

temperature-gauge assessment (see ‘Assessment’ section). Give

extra support to those learners who have cool or cold results.


Hot 5 correct answers


Cool 2 correct answers

Cold 0–1 correct answers

ExtensionPlay‘Tossthenoun’.Explaintherulesandhowtoplay.

Rules• Speakquietly,andonlyaboutthegame.• Throwthebeanbag/ballunderhandandsoftly.• Ifsomeonebreaksarule,theygetonewarningandthentheyare

outofthegame.

How to playThebeanbag/ballrepresentsthenoun.Everybodystandsupwheretheyare.Youstartthegamebysimplycallingoutanounandtossingthebeanbag/balltoalearner.Therecipientoftheballcallsoutanounandtossesittoanotherlearnerwhocallsoutadifferentnoun.Eachthrowmustgotoanewlearner.Playcontinuesinthiswayuntileveryonehashadaturntosayanoun.

Core Reader (page 7)EncouragethelearnerstoreadThe jealous brother.

Week 2


Learners give a personal recount.

SME Gr4 TG.indb 12 2012/09/01 8:40 AM


Activity 18Givethelearnerstimetothinkaboutafamilyhappening.Tellthemtosequencetheeventscorrectly.Dividetheclassintogroupsandgetthemtosharetheirhappeningwithoneanother.Encouragethemtoaskoneanotherquestionsaboutit.

AssessmentMove between groups and listen to learners speak.

• Are they able to give a personal recount?

• Do they sequence the story correctly?

Write relevant observations in your informal assessment journal.

ExtensionThelearnersdrawasequenceofpicturesshowingthefamilyhappening.Theywriteashortcaptionundereachpicture.

Activity 19Readthepoemtotheclass.Discussthemeaningsandpronunciationofdifficultwords.Readthepoemagainandthenaskthelearnerstojoininandreaditwithyou.Givethelearnersthesetipsaboutpresenting.• Makeeyecontactwithyouraudience.• Useappropriateactions/bodylanguage.• Speakclearlyandatanappropriatevolume.• Interpretthewordsandpunctuationandthenaddappropriate

expressionandpauses.

Thentheyspendtherestofthelessonlearningthepoemandpreparingtopresentittotheclassinthenextlesson.

Core Reader (page 49)Encouragethelearnerstoreadthepoem,‘Granny,grannypleasecombmyhair’.

Week 2


Learners listen to, read and learn a poem.

Week 2


Learners present poems to the class.

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Before the lessonMakeacopyoftherubricforeachlearnerorwriteitontheboardsothatthelearnerscancopyitintotheirexercisebooks.

Activity 19Thelearnerspresentthepoemusingexpression.

Baseline assessmentAs the learners present the poem to the class, use this rubric to assess their speaking.

Speaking: recitation

4 3 2 1 Subtotal

Stage presence

Eye contact with all;effective bodylanguage

Eye contact with audience;uses bodylanguage

Eye contact with some people;some bodylanguage

No eye contact;little body language

Articulation Clear voice; appropriate volume and always heard

Clear voice;volume generally appropriate

Somewhat clear;voice non-distinctor loud

Unclear;inappropriatevolume

Interpretation Effectiveexpression;effective pausing

Effectiveexpression;some pausing

Not monotone but little expression

Monotone; no expression or interpretation

Memory Accurately recited

A few insignificant mistakes in the recitation

Not learnt

Name: Total: /15

Week 2

Lesson 10: Reflecting on reading (page 17)

Learners read and retell a story.

Activity 20Tellthelearnersthateveryfortnighttheywilldiscusswhattheyhavereadindependently.Theyshouldprepareforthesetimesbyreadingdaily.

Inpairs,thelearnerstelloneanotheraboutthebooktheyhavebeenreading.Getthemtoreadextractsofthebookstooneanother.Readtothelearners.

SME Gr4 TG.indb 14 2012/09/01 8:40 AM


Unit 12

Unit Our newsLearner’s Book pages 18–26 Duration: 10 hours

Overview


LB page/s

Activities


Term 1 Week 3

1 30 18 Reading: Activity 1

2–3 60 18–19 Reading: Activities 2 and 3; Comprehension: Activity 4


5–6 60 20 Language structures and conventions: Activity 6

7 30 20 Listening and speaking: Activities 7 and 8

8–9 60 21 Listening and speaking: Activity 9; Writing: Activities 10 and 11; Core Reader


Term 1 Week 4

1–2 60 22–23 Reading: Activity 13; Listening and speaking: Activity 14; Writing: Activity 15

3–4 60 24 Writing: Activity 16; Listening and speaking: Activity 17

5 30 24–25 Language structures and conventions: Activity 18


7–8 60 25 Spelling: Activities 20 and 21


10 30 26 Spelling test; Reflecting on reading: Activity 23

SME Gr4 TG.indb 15 2012/09/01 8:40 AM


Week 3


Learners complete pre-reading activities about an information text.

Week 3

Lessons 2 and 3: Reading and comprehension (pages 18 and 19)

Learners make predictions and then read, identify the main idea and answer questions about an information text. They also identify commas and learn more about how to use them.

ResourcesNewspapers

Before the lessonDisplaynewspapersandbooksthathaveinformationtexts.

Introduce the unitIntroducethetopicandbooksondisplay.Discussthetexttypesandencouragethelearnerstoreadthearticlesinpreparationfortheir‘Reflectingonreading’lesson.Alsoaskthemtoshareinterestinginformationwiththeclassthroughouttheunit.

Activity 1Discusstheglossary.Showandreadheadlinesinnewspaperstotheclass.Thenaskthelearnerstocompletetheactivityinpairs.

HomeworkEncouragethelearnerstobeginpreparingforthe‘Reflectingonreading’lessonattheendofthisunit.Theyshouldfocusonreadingnewsreports.

ExtensionDividetheclassintogroupsandgiveeachgroupapartofanewspaper.Encouragethemtoreadanddiscusstheheadlines,andthenchoosetheheadlinetheylikethemost.Aspokespersonforthegroupreadstheheadlinetotheclassandtellsthemwhytheychoseit.Thelearnersthencutoutheadlinesfromanewspaper,pastethemintotheirexercisebooksandthenwritewhattheypredictthearticleisabout.

Activity 2Remindthelearnersthatpre-readingactivitiesaimtohelpthemunderstandwhattheyareabouttoread.Theycangainalotofinsightintothetextbyanalysingphotographsandpicturesbeforethey

SME Gr4 TG.indb 16 2012/09/01 8:40 AM


beginreading.Askquestionsaboutthephotograph.Forexample:• Whatarethestudentsdoing?• Howdoyouthinktheyarefeeling?

Activity 3Askthelearnerstoreadthetextontheirownandwritedownnewwords.Explainthemeaningsofnewwordsandpractisepronouncingthembeforereadingthetexttothem.

Discussthemainideaofthereport.(LearnerslearnmoreaboutbooksontheDayoftheBook.)Askthelearnerstoidentifywherethecommasareinthethirdparagraph.Readanddiscusstheinformationaboutcommas.

Activity 4Beforethelearnerscompletetheactivitygiveanexampleofhowtheyshouldcorrectthefalsesentences.Askthemtoreadthesentencesandidentifywhichsentenceisthemainideaofthereport.

Answers: Activity 4a) False,theDayoftheBookwasexciting.b) Truec) False,thechildrenmadecardboardbookboxesfortheirnewbooks.d) False,youcanmakebookmarksfrompaper,cardorwire.Glass

bookmarksmaybreak.e) Truef ) True

AssessmentDiscuss the answers and ask the learners to mark their own

work. They use star-rating assessment to assess their work (see

‘Assessment’ section.) Give extra support to those learners with

only 1 or 2 stars.

Star-rating assessment

***** 5 correct answers

**** 4 correct answers

*** 3 correct answers

** 2 correct answers

* 1 correct answer

Week 3


Learners record words and meanings in their personal dictionaries.

SME Gr4 TG.indb 17 2012/09/01 8:40 AM


ResourcesDictionaries,abookmark,beads,ribbon,cardboard,wire

Activity 5Althoughthelearnersshouldunderstandthemeaningofthewordsbythisstage,getthemtopractiseusingadictionarybylookingupthewordsandreadingthedictionarydefinition.Selectlearnerstoreadthedefinitionstotheclassandmatchthedefinitiontotheactualitem.Thengetthemtocompletetheactivity.

Week 3

Lessons 5 and 6: Language structures and conventions (page 20)

Learners learn more about adjectives and then use them in a game and to complete sentences.

Read and discuss the information about adjectives. Briefly describe what a noun is. Ask the learners to think of any noun they can see and then to describe the noun by adding an adjective to it. Give each learner the opportunity to tell the class their example.

Reinforce the concepts by having an adjectives circular challenge:The aim of the game is to keep the description going for as long

as possible.Write the following words on the board: ‘book’, ‘day’, ‘box’, ‘lady’,

‘boy’, ‘alien’The following is an example using the word ‘girl’:

• The first learner in the group says, “The tall girl.” • The second learner then says, “The tall, pretty girl.” • The third learner says, “The tall, pretty, rude girl.”

Play continues in this way until someone either forgets the words or cannot think of a new word to add.

adjeCtives

Activity 6Discussthemeaningsofthewordsinthebox.Thelearnersreadandwritethesentences.

Answers: Activity 6a) Thebooksareinthewoodenbox.b) Sheusedapaperbookmarktomarkherplaceinthebook.c) Theoldladyisstandinginfrontofthebrickwall.d) Theyoungboyisplayingwithawirecar.

SME Gr4 TG.indb 18 2012/09/01 8:40 AM


AssessmentDiscuss and mark the sentences together. The learners assess

their answers using emotive assessment (see ‘Assessment’

section). Give extra support to those learners who have a sad

face symbol.

Emotive assessment

I know how to use adjectives.

I need help.

ExtensionExplainthatwhenyoutalk(andwrite)youusedifferenttenses.Sometimesyoutalkaboutsomethingthathappenedinthepast.Othertimesyoutalkaboutsomethingthatishappeningtodayorwillhappeninthefuture.Whenyourefertoanactionthatishappeningnowandcontinuestohappen,itisknownasthepresentprogressivetense.Forexample:• Iamreadingabook.• Iammakingabookmark.

AskthelearnerstoidentifythesentencesinActivity6whicharewritteninthepresentprogressivetense.

Week 3


Learners listen to, answer questions about, and share ideas and opinions about a report. They also describe the event.

Activity 7Dividetheclassintogroupsandaskthemtodiscusswhattheythinkthereportisgoingtobeabout.Readthefollowingreport.

An accident There was an accident at the traffic circle in the centre of Ceres yesterday evening. It was already quite dark when it took place. A car drove around the circle and turned right. The driver of the car did not see the cyclist because the bicycle did not have a light or a reflector on it. The car knocked the cyclist over. There was a loud noise and the cyclist fell into the grass at the side of the road. Fortunately nobody was hurt. Someone called the police on their cell phone.

listening text

SME Gr4 TG.indb 19 2012/09/01 8:40 AM


Activity 8First,askthelearnerstodiscusstheanswerstothequestionsintheirgroupsandthentorereadthetextanddiscusstheanswersasaclass.

Answers: Activity 8a) TheaccidenthappenedatatrafficcircleinthecentreofCeres.b) Ithappenedyesterdayevening.c) Thedriverwasnothurt.d) Thecyclistwasnothurt.e) Personalresponsef ) Personalresponseg) Thecyclistdidnothavealightorreflectoronthebicycle.

Week 3

Lessons 8 and 9: Listening and speaking; Writing (page 21)

Learners talk about and write a factual recount.


Activity 9Thelearnersplantheirrecountbytellingapartneraboutit.

Activities 10 and 11Readanddiscusstheinstructionsandthewritingframe.Thelearnersthenwritetheirrecountandedititaccordingtothechecklist.

AssessmentAsk the learners to read their report to a partner. They assess it

together by completing this checklist.

Writing Yes Sometimes No

Used the frame

Selected information from own experiences

Selected an appropriate topic

Told events in sequence

Core Reader (page 66)Encouragethelearnerstoreadtheextract,‘Planetnews’,fromaschoolnewspaper.

SME Gr4 TG.indb 20 2012/09/01 8:40 AM


Activity 12Readthepoemtotheclassusingexpressionandactions.Dividethelearnersintopairstolearnthepoemandpractisepresentingit.

Week 3


Learners perform a poem.

AssessmentMove around the class and listen to learners reciting the poem.

Identify learners who recite the poem using expression and

actions. Ask them to present it to the whole class. Select different

learners to recite the poem to the class at the beginning of

lessons next week.

Week 4

Lessons 1 and 2: Reading; Listening and speaking; Writing (pages 22–23)

Learners read a simple map, identify places and abbreviations on it and describe and follow a route.

Activity 13Discusstheaspectsofamapthathelpusunderstandit.Forexample:• Thetitletellsuswhatthemapisabout.• Themapkeygivesextrainformationthathelpsusinterpret

symbolsonmaps.

Readthepre-readingquestionstotheclassandholdaclassdiscussiontodiscussandanswerthem.Getthelearnerstoasktheirpartnersquestionsaboutthemapsotheyfamiliarisethemselveswithwhereplacesare.

Read and discuss the information about abbreviations. Get the learners to find the abbreviations on the map.

abbreviations

Activity 14Readthetexttotheclassslowlysotheyareabletofollowtherouteonthemap.

SME Gr4 TG.indb 21 2012/09/01 8:40 AM


Activity 15Thelearnerscopythemapintotheirexercisebooks,identifyplacesandthenlabelthem.Tellthemthatthelabelsshouldbewrittenneatlyandclearly.

Week 4

Lessons 3 and 4: Writing; Listening and speaking (page 24)

Learners show understanding of words relating to direction. They also read, give and follow directions.

Before the lessonWritethedirectionwordsontheboard.

Activity 16Readthewordsontheboardandexplainthatsomewordsgiveusdirections.Brainstormotherdirectionwordsandwritethemontheboard.Forexample:‘forwards’,‘backwards’,‘above’,‘below’,‘under’,and‘across’.

Takethelearnersoutsidetoworkinpairsandgiveoneanotherdirectionstofollow.Theyusethevocabularywordsandotherwordsrelatedtodirection.Forexample:• “Walktwostepsforwards.Turnleft.Walkupthestepsandturn

right.Whatareyoulookingat?”• “Walkfivestepsbackwards.Turnleft.Walkroundthesandpit.

Jumpupintheair.Turnrightandwalkforwardsthreesteps.Whereareyou?”

Thelearnersthenwriteandillustratethewordsintheirpersonaldictionaries.Askthemtocheckoneanother’sworktodeterminewhetherornotthearrowsmatchthewords.

Activity 17Thelearnersworkinpairsandcompletetheactivities.Askthemtofollowoneanother’sdirections.Tellthemthatifthedirectionsaresimpleandcleartheywillbeeasytofollow.

ExtensionLearnersdrawamapoftheirownandwritedirectionsforapartnertofollow.Theyswapmapsanddirections,readandfollowoneanother’sdirectionsanddrawtherouteonthemap.

SME Gr4 TG.indb 22 2012/09/01 8:40 AM


Before the lessonWritesomeconnectingwordsontheboard.Forexample:‘and’,‘although’,‘but’,‘because’,‘for’,‘however’,‘if ’,‘or’,‘since’,‘so’,‘then’,‘though’,‘unless’,‘until’,‘when’,‘whether’,‘while’,and‘yet’.

Week 4

Lesson 5: Language structures and conventions (pages 24–25)

Learners discuss and complete activities about connecting words.

Ask the learners to make up sentences using the words on the board. Ask them how they would say the sentence without the word on the board. They should find that they need to use two sentences instead of one. For example:

Sentence with a connecting word Sentences without a connecting word

I like soccer and dancing. I like soccer. I like dancing.

I walked in that direction, but I didn’t find the toilets.

I walked in that direction. I didn’t find the toilets.

If you want to cycle, use the track. You want to cycle. You use the track.

Ask learners the following questions.• What do we call the words on the board? (They are called connecting words. They are also

known as conjunctions.)• What is a connecting word? (It is a word that connects two sentences.)

Now reinforce the concept by reading and discussing the information in the box.

ConneCting words

Activity 18Thelearnerscompletetheactivity.

Answers: Activity 18a) Iwalkeddownthestreet,butIdidn’tseethegardens.b) Therewasanaccidentintheroad,butnobodywashurt.c) Thedriverofthecardidnotseethebusbecausethebusdidnot

havelights.d) Wegotnewbookssothatwecouldreadnewstories.e) WeenjoyedtheDayoftheBookbecausewelovetoread.f ) IreadthenewspaperbecauseIliketoknowwhatishappeningin

mycommunity.

SME Gr4 TG.indb 23 2012/09/01 8:40 AM


AssessmentThe learners mark one another’s work and assess it using emotive

assessment. Give extra support to those learners who have a sad-

face symbol.

Emotive assessment

5–6 correct answers



Week 4


Learners discuss and write antonyms in their personal dictionary.

ResourcesPairsofscissorsandtwopiecesofblankA4paperornewsprintfortheextensionactivity

Activity 19Discusstheinformationintheantonymsboxbeforethelearnerscompletetheactivity.

Answers: Activity 19good–bad,old–young,right–wrong,happy–sad,love–hate

ExtensionDividetheclassintogroups.GiveeachgrouptwopiecesofA4paper.Theyfoldeachpieceofpaperinhalfandthenfolditagainintofivesections.Thentheycutalongthefoldlinessotheyhave20similar-sizedcards.Theywritetenwordsandtheirantonymsonseparatecards.Theyplaythememorygame(see‘Introduction’).Theaimistocollectasmanypairsofantonymsaspossible.

Week 4

Lessons 7 and 8: Spelling (page 25)

Learners learn about ‘c’ sounds that sound like ‘s’.

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Activity 20Readthewordstotheclassandaskthemtoidentifythebeginningsound.

Read and discuss the spelling rules.

spelling rules

Thelearnerswritethewordsintotheirpersonaldictionariesinalphabeticalorder.Getthemtohighlightthe‘ce-’,‘ci-’,and‘cy-’soundsinthewords.Whentheyhavefinished,discussthealphabeticalorderofthewords:cell,cent,centre,circle,circus,city,cycle,cycling,andcyclist.

Activity 21Thelearnerspractisetheirspellingbycompletingthisfunactivityinpairs.

HomeworkLearnersrevisethespellingwordsinpreparationforatestinLesson10.

Week 4


The learners play a game to extend their vocabulary and to practise listening and speaking.

Activity 22Thisgamehelpstoextendthelearners’vocabularyandgivesthemtheopportunitytopractisespeakingandlisteningactively.

Week 4

Lesson 10: Spelling test; Reflecting on reading (page 26)

Learners write a spelling test and reflect on their reading.

ResourcesNewspapers

Spelling testCalloutthewordsandgetthelearnerstowritethemdown.Thentheyuseoneofthewordsinasentencewhichshowstheyunderstanditsmeaning.Markandassessthetest.Recordthemarksandwriterelevantcommentsinyourinformalassessmentjournal.Identifylearnerswhoarenotlearningforthespellingtests.Discussthereasonsforthis.

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Activity 23Thelearnerstellapartnerthemainideasofarticlestheyreadinthenews.Askthemtoreadinterestingextractstooneanother.

ExtensionGiveeachpairoflearnersanewspaper.Askthemtochooseanarticletoreadanddiscuss.Then,theyjoinupwithanothergroupandtellthemaboutthearticletheyread.TheyuseThumbsassessmenttoassessoneanother’sspeaking.

Thumbs assessment

Clearly and well explained

Relatively well explained

I didn’t understand you

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Unit 13

Unit PeopleLearner’s Book pages 27–34 Duration 10 hours

Overview


LB page/s

Activities


Term 1 Week 5


2–3 60 27–29 Reading and comprehension: Activities 2, 3, 4 and 5; Core Reader

4–5 60 29 Vocabulary: Activity 6

6 30 29 Language structures and conventions: Activity 7; Core Reader


8–9 60 30 Listening and speaking: Activities 9 and 10


Term 1 Week 6

1–2 60 31–32 Reading: Activities 12, 13 and 14


4 30 32–33 Writing: Activity 16; Listening and speaking: Activity 17; Core Reader

5–6 60 33 Language structures and conventions: Activity 18; Writing: Activities 19 and 20



9–10 60 35–36 Formal Assessment Term 1 Task 1

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Week 5


Learners complete a pre-reading activity in which they make predictions about and describe characters.

Before the lessonDisplaystorybooks.


Activity 1Holdaclassdiscussiontocompletethispre-readingactivity.Discussonepointatatimeandcreateamindmapontheboardasthelearnersgiveinformation.

ExtensionThelearnerscreateamindmapaboutoneofthecharacters.

Street

Week 5

Lessons 2 and 3: Reading and comprehension (pages 27–29)

Learners answer pre-reading questions, read a story and do a comprehension activity.


Activity 2Holdaclassdiscussiontodiscussthepre-readingquestions.Askthelearnerstolookup‘carnival’and‘minstrel’inthedictionaryandreadthedefinitions.• Carnival–afestival• Minstrel–entertainer

Wearing White pantsWhereDoingMarching

Minstrel

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Activity 3Getthelearnersreadthestoryinawaythatissuitablefortheirability.Forexample:• Readthestorytothemandthenletthemreaditagainquietlyon

theirown.• Readthestorytothemandthendividethemintogroupsandask

thegroupmemberstoreaddifferentparts.• Letthemreadthestoryindependently.Explainthemeaningofnewwordsandpractisepronouncingthem.

Activity 4Discussthequestionsbeforethelearnerswritetheanswersintheirexercisebooks.Explainthatiftheyreferbacktothetextandnoticepunctuationandthecontextinwhichthewordsarewritten,itwillhelpthemunderstandthestorybetter.

Answers: Activity 4a) Tasneem,Tasneem’suncle,PaandMaarecharactersinthestory.b) ThestoryhappensinCapeTown.c) Theminstrelsareentertainerswhomarch,danceandplaymusical

instruments.d) Tasneemfelthappyandexcited.e) Tasneemwantstoseeherfather.Heisoneoftheminstrels.f ) Personalresponseg) Personalresponse

Activity 5GetthelearnerstoreadthestoryaloudinpairsandtofocusonreadingTasneem’swordswithexpression.

Core Reader (pages 47, 48 and 50)Encouragethelearnerstoreadthefollowingpoems:• ‘Everybodysays’• ‘Squeezes’• ‘CuriousKelly’.

Week 5

Lessons 4 and 5: Vocabulary (page 29)

Learners use a dictionary to understand the meanings of words. They record the words and meanings in their personal dictionaries. They also divide words into smaller parts (syllables).


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Before the lessonWritethesewordsontheboard:‘happily’,‘minstrel’,‘people’,‘suddenly’,‘dressed’,‘character’,‘Wednesday’.

Activity 6Discusstheactivityandmakesurethatthelearnerscompleteallpartsofit.

Answers: Activity 6• car/ni/val–apublicfestivalthatusuallyincludesstreet

processions,costumes,musicanddancing• rain/bow–amulticolouredsight• march/ing–walkwithregularsteps• ban/jo–amusicalinstrumentwithfivestringsandacircular

soundbox• wrig/gle–atwistingorturningmovement

Read and discuss the information about syllables. Explain that you can divide up and sound out words into syllables. This can help you pronounce and spell words correctly. Explain the following.• Syllables contain vowel sounds (‘y’ sometimes makes a vowel sound,

e.g. hap/pi/ly)• Words are divided between double consonants (e.g. hap/pi/ly)• Some dictionaries show the words divided into syllables.• The way you divide a word up depends on whether you are trying to

pronounce it or remember how to spell it.

Get the learners to divide the words on the board into smaller parts to help them spell them correctly. It may help if they clap out the sounds in the words to find the syllables.

The divisions may differ as the learners must decide which divisions would help them spell the word correctly.

happily hap/pi/ly

minstrel min/strel

people pe/o/ple

suddenly sud/den/ly

dressed dres/sed

character cha/rac/ter

Wednesday Wed/nes/day

syllables

Week 5


Learners discuss and complete concord (verbs and nouns must match and agree) activities.

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Activity 7Thelearnersapplywhattheyhavelearnt,choosethecorrectformoftheverbandwritethesentencesintheirexercisebooks.Askthemtoreadtheirsentencestoapartner.

Answers: Activity 7a) Itisahotdaytoday.b) Therearelotsofpeopleinthestreet.c) Shekicksherlegsandshouts.d) Theminstrelsdancedownthestreet.e) Tasneempushesherwaythroughthecrowd.f ) Thepeoplearewatchingtheminstrels.

Core Reader (page 68)EncouragethelearnerstoreadaboutwhatpeopleinSouthAfricado.

Read and discuss the information about verbs and nouns.

verbs and nouns

AssessmentRead and discuss the correct answers. The learners mark their

own work and assess it according to star-rating assessment. View

the star ratings and give extra support to those learners who only

have one star.


***** 7 correct answers




* 0–3 correct answers

Week 5


Learners use connecting words and write predictions about a story.


SME Gr4 TG.indb 31 2012/09/01 8:40 AM


Activity 8Discusstherubricbeforethelearnerscompletethisactivitysotheyknowhowtheirworkwillbeassessed.

AssessmentDivide the class into small groups. Each learner reads their paragraph to the group and

together they assess it by filling in this rubric.

Writing: paragraph 3 2 1–0 Subtotal

Sentences All sentences are well structured

Most sentences are well structured

Sentences are poorly constructed

Predictions All predictions make sense

Most predictions make sense

Predictions make little or no sense

Connecting words All connecting words are used appropriately

Most connecting words are used appropriately

Connecting words are inappropriate or not evident

Punctuation Accurate punctuating

Name: Total: /10

Week 5


Learners listen to, discuss, answer questions about and retell a story. They also make predictions.

Activity 9Readthefollowingdefinitiontotheclass:‘anatchaarisapersondressedinamask;hetriestoscarepeopleaspartofatradition.’Askthelearnerstoidentifytheatchaarinthepicture.ReadPart2ofthestorytotheclassandthenholdaclassdiscussiontodiscussandanswerthequestions.

Read and discuss the information about connecting words.

ConneCting words

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1. Whoarethecharactersinthispartofthestory?(Tasneem,theatchaar,Ma,theminstrels)

2. Whatarepeopleselling?(Theyaresellingcooldrinks,icecreamandfruit.)

3. Howdoestheatchaarmakethechildrenfeel?(Hemakesthemfeelscared.)

4. Whatistheatchaarwearing?(Heiswearingamaskandfeathers.)5. Whatdoestheatchaardo?(Heshouts,dances,dives,andscares

thechildren.)6. Whycan’tTasneem’smomhearhershouting?(Thereislotsofnoise.)7. HowdoesTasneemfeel?(Shefeelsscared.)8. Whatdoyouthinkwillhappennext?(Personalresponse)9. Howdidyoufeelaboutthispartofthestory?(Personalresponse)

Activity 10Inpairs,thelearnersretellparts1and2ofthestory,Tasneem gets lost.

AssessmentThey use thumbs assessment to assess one another’s speaking.

Thumbs assessment

The story was in the right order.

Some of the story was in the right order.

The story was not in the right order.

ExtensionDividethelearnersintopairs.Askthemtotaketurnstodescribeapersoninthepictureonpage30oftheLearner’sBook.Theirpartner

Tasneem gets lost (part 2)Tasneem makes her way through the crowd. She runs past people in their small kitchens selling cooldrinks and ice cream. She pushes past a man at the kiosk selling fruit for five rand a bag. She trips over a small kitten that seems to be lost. Then at last she is in front.

The atchaar wears a mask and feathers. He shouts and children scream. He dances and dives next to everyone. He scares the children, but it’s all in fun.

Tasneem turns around to look for her mother. But she can’t see her. She shouts, “MAAA!”

Somewhere in the crowd Ma calls, “Where are you, Tasneem?” But Tasneem can’t hear her, because everyone is shouting.

The minstrels dance and umbrellas twist and twirl. The bands play, and the crowd claps and cheers. Tasneem wants to cry. She is lost. She is lost in the crowd.

listening text

SME Gr4 TG.indb 33 2012/09/01 8:40 AM


listenstothedescriptionandthenpointstotheappropriatepersoninthepicture.

Week 5


Learners divide words into smaller parts, identify words that are short for other words and discuss and form compound words.

Activity 11a) Discussthemeaningsofthewordsandgetthelearnersusethem

insentencesbeforetheybreakthemintosmallerparts.b) DiscusswhichEnglishwordsareusedinsteadofPa(Father,Dad,

Daddy,Papa,etc.)andMa(Mother,Mama,Mum,Mummy,Mom,Mommy).

c) Readanddiscusstheinformationaboutcompoundwords.

Answers: Activity 11a) peo/ple,kitch/en,push/es,chil/dren,moth/erb) Pa–father,Ma–Mother,TV–television,telly–television,

phone–telephonec) rainbow,everywhere,ice-cream,cooldrinks

Week 6

Lessons 1 and 2: Reading (pages 31–32)

Learners make pre-reading predictions, read a story and complete a comprehension activity.

Activity 12Discussthispre-readingactivityasaclass.

Activity 13Itisimportantthatthelearnersfullyunderstandthetextbeforetheyanswerthequestions.Askthemtoreadthetextandidentifynewwords.Discussthemeaningsofthewordsandmakesuretheyunderstandthetextbeforeyoureadittothem.

Activity 14Tellthelearnerstoanswerthequestionsinfullsentences.

Answers: Activity 14a) Yes,Tasneemfoundherfather.b) Pa’sgroupofminstrelsiscalled‘TheGoodHopeMinstrels’.c) Pa’sgroupofminstrelsweredressedingreenandgoldd) Tasneemrememberedtolookforthecoloursofher

Pa’sgroupofminstrels.

SME Gr4 TG.indb 34 2012/09/01 8:40 AM


e) Yes,Tasneemenjoyedthecarnival.f ) low–highg) SometimesTasneemisnaughty.Theminstrelsaremarchingdown

theroad.

Week 6


Learners familiarise themselves with the ‘k’ rule and spell ‘k’ and high-frequency words from the text. They also learn more about abbreviations.

Activity 15aThelearnerspractiseusingthisfunwayoflearninghowtospellwords.

AssessmentLearners mark one another’s work while you call out the answers.

Once they have marked the activity, they write a constructive

comment in their partner’s book. A constructive comment is

carefully considered and meant to be helpful.

For example:

• You tried hard, but did not understand the story.

• You rushed your work and made many careless errors.

• You worked neatly and understand this story very well.

• You need to write full sentences when you answer

comprehension questions.

Read and discuss the spelling rules. Make sure that the learners understand the following rule which is related to the rule in Week 4 Activity 20: if ‘ce-’, ‘ci-’ and ‘cy-’ makes the ‘s’ sound, then you have to use a ‘k’ if you want to say ‘ke-’, ‘ki-’ or ‘ky-’.

Ask the learners to try and say the ‘k’ spelling words in the box with a ‘c’.

spelling rules

AssessmentObserve the learners as they practise their spelling.

• Do they understand the spelling rule?


SME Gr4 TG.indb 35 2012/09/01 8:40 AM


Activity 15bTaketheabilitylevelofyourlearnersintoaccountwhendecidinghowmuchofthefollowinginformationaboutabbreviationsneedstobeexplained.• Abbreviationsareshortenedformsofwords.

Therearedifferenttypesofabbreviations.• Acronymsarewordsformedfromtheinitiallettersofwords.

Theyarepronouncedtogethertoformanewword(e.g.AIDS–AcquiredImmuneDeficiencySyndrome).

• Initialismiswhenawordisformedwiththeinitiallettersofwords,butthelettersinthewordarepronouncedseparately(e.g.CT–CapeTown).

• Truncationiswhenwordsareshortenedtothefirstpartoftheword(e.g.Ave=Avenue).

Answers: Activity 15b• CT–CapeTown• EC–EasternCape• NP–NorthernProvince• PE–PortElizabeth• VIP–Veryimportantperson

ExtensionLearnersdivideintogroupsandwritetenabbreviationsandtheirmatchingfullnamesoncardstheyhavecutoutofpaper.Thentheyplaythememorygame(see‘Introduction’).

AssessmentObserve the learners as they practise their spelling.

• Do they understand the rule?


HomeworkLearnerslearnhowtospellthewordsforthetestinLesson10.

Week 6

Lesson 4: Writing; Listening and speaking (page 33)

Learners write and draw prepositions in their personal dictionaries. They also use adjectives to describe and role-play characters.

Activity 16Askthelearnerstoidentifysomethingthatallthewordshaveincommon.Theyshouldnoticethatthewordsallrefertotheposition

SME Gr4 TG.indb 36 2012/09/01 8:40 AM


Week 6

Lessons 5 and 6: Language structures and conventions; Writing (page 33)

Learners discuss and use adverbs. They also write and edit a description.

ofsomethinginrelationtosomethingelse.Tellthelearnersthatthesewordsarecalledprepositions.Theywritethewordsandmeaningsintheirpersonaldictionaries.

Activity 17Letthelearnershavefundescribingacharacterandthentakingturnstoactlikethecharacter.Encouragethemtouseadjectivesintheirdescriptions.Concludethelessonbyselectinglearnerstoactasacharacter.Therestoftheclassguesseswhotheyare.

ExtensionThelearnersdrawacharacterandthensurroundthedrawingwithwordsthatdescribethecharacter.

Core Reader (page 54) EncouragethelearnerstoreadSome great African women.


Activity 18Encouragethelearnerstowriteinterestingthingsaboutthemselvesthattheirclassmatesmaynotknow.Theyreadthesentencestotheclasssotheylearnmoreaboutoneanother.

Activity 19Holdaclassdiscussiontoanswerthepre-writingquestions.Writethekeywordsontheboardsolearnerswhostrugglecanrefertothemwhentheywritethedescription.

Activity 20Getthelearnerstoworkinpairsandeditthedescriptions.Toreviseadverbs,askthelearnerstotickeachadverbused.

Read and discuss the information about adverbs. Ask the learners to give you more examples of adverbs of frequency and write them on the board. For example: often, seldom, once, usually, frequently. Explain the meanings of these adverbs and then ask the learners to use them in sentences.

adverbs

SME Gr4 TG.indb 37 2012/09/01 8:40 AM


AssessmentOnce learners have edited their story, they use two-stars-and-a-

wish assessment to assess their own writing (see ‘Assessment’

section). Read their comments so you are aware of the learners’

strengths and weaknesses.

Two-stars-and-a-wish assessment

Positive comment (e.g. I find it easy to write

descriptions.)

Positive comment (e.g. I used capital letters and

full stops.)

Where they wish to improve. (e.g. I wish I could find

words more quickly in a dictionary.)

¶¶

Week 6


Learners listen to, read and perform a poem.

Activity 21Readthepoemtotheclassusingexpressionandactions.Discussthewordsandthepoem.Dividethemintogroupstopractiseperformingthepoembeforetheyperformitinfrontoftheclass.Theaimshouldbetopronouncethewordscorrectlyandaddexpressionsoitisentertaining.

AssessmentUse thumbs assessment to assess the performances. Involve

all the learners in the assessment, even those who are being

assessed.

Thumbs assessment

Very expressive and entertaining

Expressive and entertaining at times

Not entertaining

SME Gr4 TG.indb 38 2012/09/01 8:40 AM


Week 6



Spelling testCalloutthespellingwordsandgetthelearnerstowritedownthewords.Askthemtouseoneofthewordsinasentencewhichshowstheyunderstanditsmeaning.

Activity 22 Thelearnersworkinpairsandtelloneanotheraboutastorytheyhavereadorarereading.Theyrelatethestorytotheirlifeandexpressopinionsaboutit.

Week 6

Lessons 9 and 10: Formal Assessment Task (pages 35–36)

Learners complete the Formal Assessment Task independently to evaluate their level of competency.

AssessmentObserve and listen to the learners as they reflect on reading.

• Can they relate texts to their own life?

Make relevant notes in your informal assessment journal.

Formal Assessment Term 1 Task 2See‘Assessment’section.

SME Gr4 TG.indb 39 2012/09/01 8:40 AM


Unit 14

Unit Making thingsLearner’s Book pages 37–45 Duration 10 hours

Overview


LB page/s

Activities


Term 1 Week 7


2 30 38 Listening and speaking: Activities 2, 3 and 4; Core Reader


4–5 60 39–40 Reading and comprehension: Activities 6, 7 and 8

6–7 60 40 Language structures and conventions: Activities 9 and 10; Core Reader


Term 1 Week 8

1–2 60 41–42 Reading: Activities 13 and 14

3–4 60 43 Spelling: Activity 15


7–9 90 44 Writing: Activities 17 and 18



SME Gr4 TG.indb 40 2012/09/01 8:40 AM


Week 7


Learners draw on prior knowledge to describe what needs to be done to make something. They make a list and use the present perfect tense and direct speech.

ResourcesNewsprintandmarkers

Before the lessonDisplaybooksthatincludeproceduraltexts.


Read and discuss the information about the present perfect tense.

the present perfeCt tense

Activity 1Introducetherulesforgroupwork(see‘Introduction’)beforethelearnersdivideintogroupsandcompletetheactivity.Onthenewsprint,getthemtowritetheirlistandbrainstormideasformakingoneofthethings.Theythentalkabouthowtomakeit.

AssessmentListen to the learners as they use the present perfect tense.

• Do they use it correctly?


Week 7


Learners analyse a picture and listen to a story which describes how things are made. They also ask questions and listen to and answer questions.

SME Gr4 TG.indb 41 2012/09/01 8:40 AM


Activity 2Getthelearnerstoidentifytheitemsusedtomakethemusicalinstruments.Writetheseontheboard:‘painttin’,‘stick’,‘stones’,‘tin’,‘broom’,‘bottles’,‘dirt-binlids’,andmetalsheet.

Activity 3Readthefollowingextractclearlyandwithexpression.

Activity 4Discussgoodandbadquestions.Explainthatbadquestionscanbeansweredwithasimple‘yes’or‘no’.Examplesofbadquestions:• Didthechildrenmakeinstruments?• DidRajhavetwodirt-binlids?

GoodquestionsrequireamorecomplexanswerlikethoseexamplesgivenintheLearner’sBook.

Core Reader (page 33)Encouragethelearnerstoreadmoreabouttheband.

The band“Let’s make some instruments,” Nuha said. “I’ll show you how.”

Nuha gave Raj two dirt-bin lids. She gave Lindi a paint tin and a stick. Sam got a tin too, and stones. Zweli and Lonke got a sheet of metal. Neesha got bottles of water. And Layla got a grass broom.

Raj cleaned the dirt-bin lids and then he banged them together. KLANK!

Lindi washed the tin of paint and beat the tin with her stick. TAP-TAP!Sam washed his tin. Then he put stones in the tin and he shook it.

CLINK- CLINK!Zweli and Lonke held the sheet of metal. Then they shook it. BRRMMM.Neesha washed her bottles. Then she blew on the tops of the bottles.

WOOOO!Layla danced around with her broom. SSH-SHH.

listening text

AssessmentListen to the learners.

• Do they respond appropriately to questions?


Week 7


Learners write a list with headings and use a dictionary to check their spelling.

SME Gr4 TG.indb 42 2012/09/01 8:40 AM


Resources Dictionaries


Activity 5Discusstheelementsofgoodlists.• Listsshouldhaveaheading.• Theyshouldhavenumberedpoints.• Theyshouldbewrittenconcisely.

Thelearnerscompletetheactivityintheirexercisebooks.

AssessmentUse this checklist to help you assess the list.

Writing: list Yes No

Can write a list of items

Uses the correct format

Gives the list a heading

Uses singular and plural correctly

Name:

ExtensionLearnerscreateaborderofpicturesaroundtheirlist.Thepicturesshouldmatchtheitemslisted.

Week 7


Learners read a procedural text and answer comprehension questions.

Activities 6 and 7Thelearnerspredictwhattypeoftexttheyareabouttoreadbylookingatthepicturesandreadingtheheadings.Theyshouldunderstandthattheyaregoingtoreadinstructionsthatarenumberedsothestepsareperformedinthecorrectorder.

Astheinstructionshavecorrespondingpictures,letthelearnersattempttoreadtheinstructionsquietlybeforeyoudiscussthemeaningsofnewwords.Practisepronouncingthenewwordstogether.Readthetexttothelearners.

SME Gr4 TG.indb 43 2012/09/01 8:40 AM


Activity 8Thelearnersanswerquestionsaboutthetextanddiscussspecificdetails.Thesequestionsarediscussed,butifthereistimegetthelearnerstowritedowntheanswersoncetheyhavediscussedthem.

Answers: Activity 8a) Youneed10–12bottletopstomakeanankleshaker.b) Youalsoneedahammer,anailandapieceofthinwireorstring.c) First,youshouldcollectthethingsyouneed.d) Youmustbecarefulnottohammeryourfingers.e) Youcanusewireorstringtotiethebottletopstogether.

HomeworkCollectbottlecaps.

Week 7


Learners discuss and use the command form of the verb. They also use negative forms and write and complete instructions.

Activities 9 and 10Thelearnerscompletetheseactivitiesintheirexercisebooks.Askthemtounderlinetheverbs.

Answers: Activity 9a) Collectallthethingsyouneed.b) Don’tusedirtybottletops.c) Makeyourownmusicalinstrument.d) Don’tmakethewiretootight.

Answers: Activity 10Youcanmakeadrumwithanoldcan.Washthetinfirst.Don’tuseadirtytin.Sticksometapeoverthetopofthecan.Decoratethecan.Takeapencilandbeatonthedrum!

Core Reader (page 55)Encouragelearnerstoreadabouthowtomakeadrum.

Remind the learners that a verb is a doing or action word. Ask them to mime verbs while the rest of the class tries to guess which verb they are miming. Read the information about verbs that give instructions. Get the learners to refer back to the instructions in Activity 7 and identify the command form of the verbs.

using verbs to give instruCtions

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AssessmentDiscuss the answers. The learners mark their own work and then

assess it according to temperature-gauge assessment. Give extra

support to those learners who have cool or cold results.


Hot All correct

Warm 1–2 incorrect

Cool 3–4 incorrect

Cold 5 or more incorrect

Week 7

Lessons 8, 9 and 10: Listening and speaking (page 41)

Learners describe what needs to be done and give, listen to and follow the instructions.

ResourcesBottlecaps,hammers,nailsandwireorstring

Activity 11Thelearnersmayneedtorefreshtheirmemorybyrereadingtheinstructionsbeforedescribingwhatneedstobedoneinthecorrectsequence.

Activity 12Oncethelearnersarefamiliarwiththeinstructions,theymaketheirownankleshaker.Ifyouareworriedaboutthenoiseanddangerlevels,askthemtomaketheholesintheirbottlecapsathomepriortothislesson.

AssessmentObserve the learners during the activities.

• Do they participate?

• Are they disruptive?

• Do they listen to, respect and support their partner?

• Do they respond to the instructions appropriately?


ExtensionOncetheshakersarecomplete,dividetheclassintogroups.Askthemtomakeuparhymeorsongaboutmakingsomething.Theyuse

SME Gr4 TG.indb 45 2012/09/01 8:40 AM


theirankleshakersandothereverydayitemstoaddrhythmtotheirrhymes.Theypractiseandperformtherhymesinfrontoftheclass.

ResourcesSomeoftheingredientsmentionedinActivity13

Activity 13Revisethevalueofskimminginformationbeforereading.Discussthestructureofrecipesandwhythelistofingredientsisalwayswrittenseparatelyfromtheinstructions.Getthelearnerstomatchtheingredientsyouhavebroughttoschool,tothoseinthelist.Alsotalkaboutinstructions,andhowtheyneedtobeshortsentencesthataresimple,straight-forwardandeasytofollow.

Activity 14Topromoteunderstandingandcorrectpronunciation,askthelearnerstoreadthetextsilentlyandtoidentifynewwords.Beforetheypractisereadingthetextaloud,discussthemeaningandcorrectpronunciationofthenewwords.

Readthetexttothelearners.Theythenreadtheinstructionsandmatchthemtothecorrectpictures.Getthemtowritetheinstructionsinthecorrectsequenceintheirexercisebooksandthenreadthemtoapartner.

ExtensionLearnerstelltheclasshowtomakesomethingsimpletoeatordrink(e.g.acupofcoffee,asandwich,acordialdrinkoraboiledegg).

Week 8


Learners discuss and learn words with a hard ‘c’ sound. They write the words in their personal dictionaries. They also write plurals and identify countable and uncountable nouns.

ResourcesNewsprint

Week 8


Learners read a procedural text and match instructions and pictures.

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Activity 15a) Itisimportantthatthelearnersfindamethodtolearnspelling

whichworksforthem.Introducethenewmethodinthisactivityandgivethelearnersplentyoftimetopractiseit.Thelearnerswritethespellingintotheirpersonaldictionariesinalphabeticalorder:cake,can,cap,cocoa,coconut,coffee,colour,cook,cream,andcup.

b) Revisethefollowinginformationaboutnounsandplurals.• Singularnounsarenounsthatnameoneperson,oneplaceor

onething.• Pluralnounsarenounsthatnamemorethanoneperson,

placeorthing.• Tochangemostnounsfromsingulartoplural,addthe

letter‘-s’.• Somepluralnounshavetobespelledinanewway.• Somenounsdonothaveplurals.• Somenounscanbecounted(e.g.onebrother).• Somenounsareuncountable(e.g.sand).

Getthelearnerstorefertothewordsandidentifywhethertheyarecountableoruncountablenouns.Theythenwritethepluralofeachword:cupcakes,eggs,sweets,recipes,bottlecaps,andshakers.

HomeworkLearnerslearnhowtospellthewordsforatestduringLesson10.

Discuss the spelling rules in the box. Divide the class into groups to brainstorm ‘c-’ words that sound like ‘ka-’, ‘ko-’ and ‘ku-’. Get the group with the most words to read their list to the class. Write the words on the board and use them in sentences.

spelling rules

Week 8


Learners practise using modals of obligation.

Read and discuss the information in the box. Tell the learners that ‘should’, ‘must’ and ‘have to’ are used to show obligation. This means that something is required or recommended. Get them to identify what is required or recommended in the examples in the box.• You are required to be careful.• It is recommended that you wear an apron when cooking.

should and must

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Activity 16Afterthelearnershavecompletedtheactivity,getthemtoreadthesentencesaloudtoapartnerandsaywhatisbeingrecommendedorrequired.

Answers: Activity 16a) “Youshouldmakealistofeverythingyouneed,”shesuggested.b) “Youmustalwaysbecarefulinthekitchen,”hesaid.c) Weshouldreadalltheinstructionsfirstbeforewestart.d) Wemustcleanupwhenwehavefinishedworking.

ExtensionLearnerswritetheirownsentencesleavingagapfortheword‘should’or‘must’.Theyswapbookswithapartnerandcompleteoneanother’ssentences.


Activity 17Beforethelearnerswritetheirrecipe,getthemtoreferbacktotherecipeonpages41and42oftheLearner’sBook.Theyshouldnotethemeasurementsandhowtheingredientsarewritten.Remindthemthattheinstructionsneedtobewrittenconciselyandinsequence.Askthemtoidentifytheinstructionverbsusedandwritetheseontheboard:prepare,add,pour,andbake.

Activity 18Thisisanimportantroutinetodevelopandbynowthelearnersshouldberealisingtheimportanceofeditingtheirwork.

Week 8

Lessons 7, 8 and 9: Writing (page 44)

Learners write simple instructions using a frame.

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AssessmentOnce the recipes are edited, get the learners to swap them with another pair of learners.

They use this rubric to assess the edited recipes.

Writing: recipe

4 3 2 1 Subtotal

Content Content is appropriate; headings and a list of ingredients are included and appropriate

Content is mostly appropriate; headings and a list of ingredients are included and mostly appropriate

Content is lacking; some headings and a list of ingredients are included

Content is inappropriate; headings and a list of ingredients are not included

Instruction words

All are well chosen

Some are well chosen

Not appropriate

Instructions Correctly sequenced and numbered

Mostly sequenced and numbered

Muddled

Name: Total: /10

Week 8


Learners play a language game in which they are required to speak and listen.

Activity 19Thisisafungamethatdevelopsspeaking,listeningandlanguageskills.Revisetherulesforgroupwork(see‘Introduction’)sothenoiseleveldoesnotdistractothers.Readanddiscusstherulesforthegame.

AssessmentMove from group to group and observe the learners.

• Are they involved?

• Do they ask appropriate questions?

• Can they answer questions?


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HomeworkRemindthelearnerstostudyfortheirspellingtest.Askthemtobringthebooktheyarereadingtoschool.

Week 8


Learners write a spelling test. They also discuss and compare books they are reading.

Spelling testCallouteachwordandgetthelearnerstowriteitdown.Dictatearelevantsentence.Forexample:• Addacupofcreamtothecakemixtureandthencookfortwenty

minutes.• Cleanthekitchenwhileyouwait.

Markandassessthesetests.Recordthemarksandwriterelevantcommentsinyourinformalassessmentjournal.

Activity 20Thelearnerstalkaboutbooksandcomparethembyansweringthequestionsaskedinthisactivity.


• Can they compare texts?


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Unit 15

Unit The world around usLearner’s Book pages 46–53 Duration 10 hours

Overview


LB page/s

Activities


Term 1 Week 9

1–2 60 46 Listening and speaking: Activities 1, 2 and 3; Core Reader

3–4 60 47 Writing: Activity 4; Language structures and conventions: Activity 5; Core Reader


6–7 60 48–49 Reading: Activities 7 and 8



Term 1 Week 10


3 30 51 Language structures and conventions: Activities 13 and 14


5–6 60 52–53 Reading: Activity 16; Writing: Activity 17


8 30 Revision of the term’s spelling


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Week 9


Learners listen to and perform a poem. They identify and use rhyme and rhythm. They also identify countable nouns, quotation and question marks.

Before the lessonDisplaypoemsandpoetrybooksthroughoutthisunit.Introduce the unitIntroducethetopicandthepoemsandbooksondisplayandencouragethelearnerstoreadthemastheir‘Reflectingonreading’discussionfocusesonpoetryinthisunit.

Activity 1Readanddiscussthepoem.Askthelearnersiftheyhaveeverhadsillydreams.Encouragethemtosharethesewiththeclass.

Askthelearnerstoidentifythecountablenounsandhowmanysyllablestheyhave.Explainthatthesyllablesinthepoemgiveitrhythm.Readitagainslowly,andgetthelearnerstoclapeverytimetheyhearanewsyllable.Bothsyllablesinthewords‘Bhi/sho’and‘rea/lly’needtobepronouncedsothepoemhasthecorrectrhythm.

Activity 2Discussrhymebeforethelearnerscompletetheactivity.Thelearnersshouldunderstandthatrhymingwordshavethesamesound,butthesoundmaynotbespeltinthesamewayasin‘Bhisho’,‘shoe’and‘true’.

Activity 3Beforethelearnersreadthepoem,focusonthequestioninthelastline.Askthemwhathappenstotheirvoicewhentheyaskquestions.Theyshouldnoticethatthepitchoftheirvoicerises.Telltheclassthatasilly,humorouspoemwiththisprescribedrhymeandrhythmiscalledalimerick.Thelearnersthenperformthepoemforapartner.

Core Reader (page 51)EncouragelearnerstoreadthepoemaboutrubbishintheirCoreReader.

Read and discuss the information about question marks.

Question marks

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ExtensionThinkofsillyideasandtogethercreateaclasslimericktodisplayinclassandpractisesayingtogether.

Playthecircular-challengegame.Groupsmakeasmanyrhymingwordsastheycanforthewords

‘night’,‘said’and‘thing’.Playmovesinaclockwisedirectionwithinthegroupsothateverylearnerhastoparticipate.Eachlearnerhastorepeatthewordsalreadysaidandaddarhymingwordoftheirown.Forexample,thefirstlearnerbeginswiththeword‘hair’.Thesecondsays,“Hair,care.”Thethirdsays,“Hair,care,tear.”Andsothegamecontinues.Thechallengeistoseehowmanyrhymingwordseachgroupcanfind.

Week 9

Lessons 3 and 4: Writing; Language structures and conventions (page 47)

Learners record words and their meanings in a personal dictionary. They also revise and use personal pronouns.

Activity 4 Readanddiscussthecorrectexplanationforeachword.Dividethelearnersintopairsandgetthemtopractiseusingeachwordinasentence.Thentheycompletetheactivityintheirpersonaldictionaries.

Activity 5Ifyouhavetime,completetheextensionactivitybeforethelearnerscompletethisactivityintheirexercisebooks.

Answers: Activity 5a) Iamagirl.PeoplecallmeTozi.b) Thechildrenweresleeping.Theydidnothearthenoise.c) Pleasecanyouhelpme?Ineedsomeadvice.d) Thisismydog.Hefollowsmeeverywhere.e) Thewomandreamtthatshewentonalovelyholiday.

Read and discuss the information about personal pronouns.

personal pronouns

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AssessmentDiscuss the correct choice of words. The learners mark their own

work and then assess it according to star-rating assessment. View

the star ratings and give extra support to those learners who only

have one star.


*** I fully understand how to use personal pronouns.

** I am starting to understand how to use personal pronouns.

* I need help.

ExtensionGetthelearnerstopractiseusingpersonalpronounsbyfollowingthesesteps.

Theywritethreesentencesaboutthemselves.Theyarenotallowedtouseanypronounsinthesentences.Forexample:JarredwenttoschoolanddidJarred’swork.JarredplayedwithJarred’sfriendsatbreaktime.JarredandJarred’sfriendshadlotsoffun.

Theythenswaptheirsentenceswithapartnerandattempttoreplacetheirpartner’snamewithpronouns.Forexample:Jarredwenttoschoolanddidhiswork.Heplayedwithhisfriendsatbreaktime.Theyhadlotsoffun.

Remindthelearnerstokeepthename(propernoun)thefirsttimeitismentionedandtorefertothesentencesintheinformationboxaboutpronounsiftheyneedhelp.

Core Reader (page 56)Encouragethelearnerstoread‘Plasticbags’.

Week 9


Learners relate words to their own experience. They also record words belonging to the same lexical field and their meanings in a personal dictionary.

Activity 6Introducethelessonbydiscussingthewordsinthebox.Askthefollowingquestions:• Whohasseenalivefish?Describeit.• Wherearefishfound?• Howdowecatchfish?• Wouldyouliketobeafish?Why?• Wouldyouliketohaveafishasapet?Why?

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Discusswhateachwordmeansandrelatethemalltofish.Thelearnersthenrecordthewordsintheirpersonaldictionaries.Encouragethefastworkerstodrawexplanatorypicturestomatchsomeofthewords.

Activity 7Discussthepre-readingquestions.Readthepoemtotheclassandaskwhytheythinkitiscalled‘Fisheseveningsong’.

Activity 8Askthelearnerstoidentifywordsinthepoemthatsoundlikereal-lifesoundsandactions.Tellthelearnersthatinthesamewayasasonghasrhythm(abeat),apoemcanalsohaverhythm.Askthemtovolunteertosaypartsofthepoemwithrhythm.Dividethemintopairstosaythepoemaloudwiththeirpartner.Identifypairswhocapturetherhythmofthepoemandaskthemtoreadittotheclass.

AssessmentObserve the learners as they say the poem.

• Do they use rhythm?

• Do they pronounce words correctly?

• Do they use expression?


Week 9


Learners recall the main idea of a poem and answer questions about it. They also express feelings stimulated by the poem, give an opinion, write a description and break words into syllables.

Week 9


Learners make a prediction and read a poem using rhythm, the appropriate pronunciation and expression.

Activity 9Askthelearnerstorecallthemainideaofthepoem.Beforetheycompletetheactivityingroups,writethefollowingwordsontheboard:‘fishing’,‘fished’,‘fishy’,and‘fishes’.Askthelearnerstoidentifytherootword,‘fish’.Explainthattheendingsofwords(suffixes)areaseparatesyllablesothewordswouldbedividedintothefollowingsyllables:fish/ing,fish/ed,fish/y,fish/es.Tellthelearnersthattheyneedtorefertothepoemandnottheirgeneralknowledgetofindtheanswerstothequestions.

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Answers: Activity 9a) Therearemanywatersounds,forexample,flipflop,flipflap,

slipslap,liplap,plipplop,dripdrop,plinkplunk,splashsplish,swush,swashandswish.

b) Thefishfantheirfins.c) Thefishtailsswish,swushandswash.d) Thepoemsoundsandfeelspeaceful.e) Personalresponsef ) sooth/ing,rest/ing,slee/py

ExtensionTellthelearnersthatthepoethascreatedanideawithwords.Askthemtothinkaboutwhattheythinkthisideaisandthendrawapicturetovisualiseit.

Activity 10Thelearnersidentify,sayandwritethewordsthatstartwithsimilarsounds.

Answers: Activity 10flipflap,slipslap,liplap,soothingsounds,plipplop,dripdrop,plinkplunk,splashsplish,fishfinfan,swushswashswish

Activity 11Remindthelearnersthatrhymingwordssoundthesame.

Answers: Activity 11a) Acceptanyacceptablerhymingwordforexample,‘dish’.b) Example:Shewokeuponenightandsawaterriblesight.c) Example:Thefishermaniswishinghehadwokenearlytogofishing.

Week 9

Lessons 9 and 10: Writing (page 49)

Learners practise writing words that start with the same sound and use the present progressive tense to write sentences that rhyme.

Week 10


Learners play a language game in which they use adjectives.

Activity 12Askthelearnerswhichgamestheyenjoyplayingandwhytheyenjoythesegames.Thendividethemintogroupstointerprettheinstructionsandplaythegame.Theyareindirectlypractisingusingadjectives.

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AssessmentMove between groups and observe the learners.

• Do they follow the instructions correctly?

• Do they use a range of vocabulary?

• Do they take turns?


Week 10

Lesson 3: Language structures and conventions (pages 51 and 53)

Learners discuss and use the present progressive tense and the correct form of the verb ‘to be’.

Activity 13Advisethelearnerstofirstidentifywhetherthenounissingularorpluralbeforetheycompletethesentencesusingthepresentprogressivetense.

Answers: Activity 13a) Thegirlisswimminginthewater.b) Thesillymaniseatinghisshoe.c) Theboysaresingingasong.d) Thechildrenareplayingawordgame.e) Thewaterissplashingoutofthepool.f ) Bongiiswinningthegamenow.

Read and discuss the information about the present progressive tense.

the present progressive tense

AssessmentThe learners mark one another’s work and use emotive

assessment to assess it. Give extra support to those learners

who have a sad-face symbol.

Emotive assessment




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Activity 14Thelearnerschoosethecorrectformoftheverb‘tobe’andwritethesentencesintheirexercisebooks.

Answers: Activity 14a) Therearelotsoffishinthewater.b) Itwasverypeacefulnexttothesea.c) Wehaveoftenbeentotheriver.d) Youarebeingverysillytoday!

Week 10


Learners punctuate sentences.

Before the lessonWritethesewordsontheboard:‘Ouch!’,‘Whew!’,‘Attention!’,‘Hooray!’and‘Yuck!’.

Before you read and discuss the information about exclamation marks, focus on the words on the board. Ask learners to say the words to gauge whether or not they understand the function of an exclamation mark.

Learners need to understand that the word ‘exclaim’ means ‘to cry out suddenly and loudly’. The exclamation is linked to emotions, for example, surprise, pain, fear, happiness, shock or excitement.

exClamation marks

Activity 15Revisequestionmarksbeforethelearnerscompletetheactivity.

Answers: Activity 15a) Whoiswinningthegame?b) Theoldmaniseatinghisshoe!c) Nomsaishavingfuninthesea.d) Howmanypointsdidyouscore?e) Thesmallfisharesopretty.

AssessmentMark this activity yourself as it will give you a very good idea of

whether or not the learners understand and know how to use

punctuation correctly. Once you have marked the activity, discuss

the correct punctuation with the class and give learners who are

struggling extra support and practice.

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Week 10

Lessons 5 and 6: Reading; Writing (pages 52–53)

Learners read and write word puzzles.

Before the lessonPrepareapuzzleboxandpiecesofpaperorcardonwhichthelearnerscanwritepuzzlestoplaceinthebox.


Activity 16Havethelearnersskimthetextandidentifywhattheyaregoingtoread.Explainthatthesetypesofwordpuzzlesarecalledriddles.Theyshouldunderstandthatariddleisapuzzlingquestion,oftenusedasajoke.Thelearnersreadthepuzzlesandtryandsolvethemontheirown.Theythencomparetheiranswerswithothersintheclass.

Answers: Activity 16a) fishb) eightc) swim

Activity 17Askthelearnerstoplanandedittheirriddlesbeforetheywritethemonthecardsyouprovide.Theymustuseadictionarytochecktheirspelling.Remindthemthatariddleusuallyendswithaquestion,sotheymustremembertouseaquestionmarkifthisisthecase.Spendtherestofthelessonhavingfunreadingandsolvingriddles.

HomeworkTellthelearnerstobepreparedtospeakaboutpoemswhentheyreflectontheirreadinginthenextlesson.

Week 10


Learners reflect on their reading.

Activity 18Thelearnersexpressemotionalresponsestothepoemstheyhaveread.

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• Can they express emotional responses to poems?


Week 10

Lesson 8: Spelling and vocabulary revision

The learners revise the term’s spelling and vocabulary by playing a game.

RevisionLetthelearnershavefunrevisingspellingandvocabularybyplayinghangmanoroneoftheothervocabularygamesfromthe‘Resources’sectionofthisTeacher’sGuide.

Week 10



Formal Assessment Term 1 Task 2See‘Assessment’section.

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Unit 16

Unit Life and livingLearner’s Book pages 56–63 Duration 10 hours

Overview


LB page/s

Activities


Term 2 Week 1

1–2 60 56–57 Reading and comprehension: Activities 1, 2, 3 and 4; Core Reader



5–6 60 59 Language structures and conventions: Activities 7 and 8

7–8 60 59 Listening and speaking: Activity 9, 10 and 11 Language structures and conventions: Activity 12

9–10 60 60 Listening and speaking: Activities 13, 14 and 15

Term 2 Week 2



4–5 60 61–62 Language structures and conventions: Activities 18 and 19




9 30 63 Listening and speaking: Activity 23 Writing: Activity 24


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Week 1


Learners complete pre-reading activities, use reading strategies, read a traditional story and complete a comprehension activity about the plot, setting and characters.

Before the lessonDisplay books that have traditional stories.

Introduce the unitIntroduce the topic and books on display. Discuss the text types and encourage the learners to read the books in preparation for their ‘Reflecting on reading’ lesson.

Activity 1Hold a class discussion to complete the pre-reading activities.

Activity 2Read the story to the class. Discuss the meanings of new words and practise pronouncing them correctly. Then get the learners to read the story on their own.

Activity 3Encourage the learners to identify words that they can add extra expression to before they read the story aloud.

Activity 4Discuss the instructions and give the learners examples of how to answer the questions. For example: • The beans grew into a small bean plant. False, the beans grew into

an enormous bean plant.• Jack received six magic beans. False, Jack received five magic beans.

Write one of the examples on the board and draw the learners’ attention to the position of the comma.

Answers: Activity 4a) False, the main characters are Jack, his mother, an old man and

a cow. False, Jack’s mother was very angry.b) Jack met the man on the way to the market.c) The man gave Jack five beans.d) Jack’s mother was angry because Jack brought back beans instead

of the money they needed.e) Personal response

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Core Reader (page 10)Encourage the learners to read ‘Bottle’s story’.


Activity 5The learners complete this activity in their personal dictionaries. Get the learners to practise using the words in sentences of their own.

Answers: Activity 5a) A fine cow – a beautiful, healthy cowb) An enormous plant – a very big plantc) It will make you rich. – You will have a lot of money.d) He was tired of being poor. – He didn’t want to be poor any more.

AssessmentGive a mark for each correct answer. When you return the exercise

books, discuss the answers.

Week 1


Learners use a dictionary to check the meanings of words and then record the words and meanings in their personal dictionaries.

AssessmentObserve the learners as they use a dictionary.

• Do they understand how to find words and their meanings in

a dictionary?


ExtensionLearners volunteer to mime different parts of Jack and the Beanstalk. Once a learner has finished miming, the class guesses which part of the story was mimed. Having fun encourages learners to relax, and participate in speaking English.

Week 1


Learners use a frame to write a message.

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Before the lessonMake a copy of the rubric for each learner or write it on the board so that the learners can copy it into their exercise books.

Activity 6Focus on the layout of the message. Learners should take note of the greeting and the ending where they write their name. Explain that some of the gaps in the message will require more than one word. Encourage them to make the message as interesting as possible.

AssessmentWhen they are finished the message, get them to read it to a partner. Then they use this

rubric to assess the message.

Writing: message

4 3 2 1 Subtotal

Content All content is relevant

Content is mostly relevant

Content is mostly irrelevant

Content is totally unrelated to the story

Correct format

Yes Sometimes No

Capital letters

All correct One missing

Two missing All missing

Full stops All correct One missing

Two missing All missing

Name: Total: /15

Before the lessonCopy these tables on the board.

Week 1


Learners discuss and use irregular verb forms and the past tense.

Present Past Present Past

(Today) I smile. (Yesterday) I smiled. (Today) I blow. (Yesterday) I blew.

(Today) I kiss. (Yesterday) I kissed. (Today) I give. (Yesterday) I gave.

(Today) I look. (Yesterday) I looked. (Today) I sell. (Yesterday) I sold.

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Present (Today) Past (Yesterday)

I paint

We kick

I sing

They draw

I eat

You play

Consider the ability of your learners and only introduce what is relevant to their level or they will become confused. Revise the difference between past and present tenses. Explain the following points to the learners.• Tenses tell you when something took place.• When you talk about something that has already happened, you use

the verb in the past tense.• When you talk about something that is happening today, you use the

verb in the present tense.• For things happening in the future, you use the future tense words

‘will’ and ‘shall’.• The words ‘today’, ‘yesterday’ and ‘tomorrow’ help you use tenses

correctly.• Words change according to which tense you use.

Discuss the first table on the board. Tell the learners that it is important to keep using the same tense when you write a story. Ask the learners to refer back to the story about Jack and identify which tense it is written in. (Past tense) Read the following paragraph and ask the learners why it sounds confusing. (Different tenses were used.)

‘Once there was (past tense) a boy called (present) Jack. He lives (present) with his mother. They will (future) be very poor. They grew (past) food to eat and they have (present) no money. All they will have (future) is a beautiful cow which was (past) white and brown.’

After you have revised tenses, discuss the information about irregular verbs in the past tense information box. Explain that you can change the tense of some words by simply adding ‘-d’ or ‘-ed’ to the word, but other words change completely. Discuss and complete the second table on the board.

Present (Today) Past (Yesterday)

I paint I painted

We kick We kicked

I sing I sang

They draw They drew

I eat I ate

You play You played

the past tense

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Activity 7Learners complete the activity in their exercise books.

Answers: Activity 7

Present tense Past tense

are were

say said

meet met

make made

take took

run ran

Activity 8The learners use the verbs in the table to make sentences. Encourage them to say the word ‘yesterday’ at the beginning of each sentence to check if they have used the past tense. Ask the learners to read the sentences to a partner and together they compare and edit the sentences.

Activity 9Before the learners listen to the personal recount, get them to predict what happens next in the story. Read this personal recount to the learners slowly and use expression.

Week 1

Lessons 7 and 8: Listening and speaking; Language structures and conventions (page 59)

Learners listen to a personal recount, retell a story and give a personal response to it. They also use adjectives.

Of course I climbed up the beanstalk. I thought I was going to be rich. My mother shouted at me.

At the top of the beanstalk was a huge building, like a palace. By then I was hungry so I walked up to the palace. An old woman let me into the kitchen. She told me that a fierce giant lived in the big house. He liked to eat people. I was afraid but I wanted to see the house too. The old woman soon fell asleep, so I crept upstairs. There was a huge man. He was also sleeping. There were boxes of money next to him on the table. I grabbed one of the boxes. But then the giant woke up. I ran and ran and ran, out of the palace and down the beanstalk. The giant followed me. As soon as I got to the bottom, I grabbed an axe and cut the beanstalk down. The beanstalk and the giant crashed down to Earth. And I was rich!

listening text

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Talk about the whole story by asking the following questions.1. Which new characters were introduced? (An old woman and a

giant were introduced.) 2. Which character was scary, fierce and ate people? (The giant was

scary, fierce and ate people.)3. Where was this part of the story set? (It was set at the top of the

beanstalk.)4. Did you enjoy the story? Why? (Personal response)

Activities 10 and 11The learners divide into pairs and retell the whole story in the correct sequence. They also share their opinion about the story.

AssessmentListen to the learners as they retell the story.

• Do they name the characters correctly?

• Are they able to retell events in the correct sequence?

• Can they give a personal response to the story?


Activity 12Remind the learners that adjectives describe nouns. They complete the activity in their exercise books.

Answers: Activity 12a) The young boy climbed up the beanstalk.b) He climbed up above the cold clouds.c) The old woman met him at the palace.d) She let him go inside the warm kitchen.

ExtensionDivide the class into groups and get them to act out the story.

Week 1


Learners recount a traditional story, and listen to and learn a rhyme. They also make predictions.

Activity 13Hold a class discussion in which the learners recount the story Little Red Riding Hood. Tell the learners the story if they do not know it.

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Activity 14Read the rhyme to the class without using the rap style. Then get the learners help you turn it into a rap. Ask the learners which style of reading the rhyme they prefer. They must give reasons for their answers. Discuss the glossary. Divide the class into small groups and give them time to plan how they are going to perform the rhyme and practise learning and presenting it. Encourage them to pronounce words correctly, and to use expression and the correct tempo (speed). They present it to the class in the next lesson.

Activity 15Hold a class discussion to talk about the learners’ predictions. Then read the rest of the poem to them.

Little Red RapJust on the edge of a deep, dark woodLived a girl called Little Red Riding Hood.Her grandmother lived not far away,So Red went to pay her a visit one day.

She took some cake and she took some winePacked in a basket nice and fine.And her ma said, “Red now just watch out,For they say that Big Bad Wolf’s about.”

But Red went off with a hop and a skip.She was feeling good, she was feeling hip.So she took her time, she picked some flowers,And soon the minutes had grown to hours.

And the Big Bad Wolf, who knew her plan,He turned his nose and he ran and ran.He ran till he came to her grandmother’s door.Then he locked her up with a great big roar.

By Tony Mitton

listening text

HomeworkThe learners learn the words of the rhyme and practise saying it in preparation for their presentation in the next lesson.

Week 2


Learners present a rhyme.

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Week 2


Learners read a recount about a story, they also ask and answer questions and share an opinion.

Activity 17Divide the learners into pairs and complete this activity verbally.

Week 2

Lessons 4 and 5: Language structures and conventions (pages 61–62)

Learners write words in alphabetical order, use a dictionary to find meanings and then record words and meanings in their personal dictionary. They also complete a concord exercise.

Activity 14The groups take turns presenting their rhyme to the class. Give each group a constructive comment about pronunciation, expression and tempo.

Activity 16Get the learners to practise reading the recount a number of times. Encourage them to pronounce words correctly, and to use expression and the correct tempo. Ask them which tense is used in the recount. (Past tense)

AssessmentWhile the learners are reading, walk around and listen to them.

Give support where needed.


• Do they read with expression?

• Do they read at an appropriate tempo?

Write observations in your informal assessment journal.

Activity 18Revise alphabetical order. Remind the learners to look at the context of the words in the recount before they identify the correct meaning in the dictionary and write it down.

Answers: Activity 18• Chase – go quickly after something • Cottage – a small house in the countryside• Cupboard – a piece of furniture used for storing things

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• Safe – unharmed; not in danger• Wolf – a wild, meat-eating animal

Activity 19Get the learners to write the sentences in their exercise books.

Answers: Activity 19a) There is a wolf.b) There are lots of bushes in the wood.c) There is lots of food for Grandma.d) There are two bunches of flowers.e) There is one bedroom in the cottage.

AssessmentRead the learners’ sentences.

• Can they write sentences where the verb and noun agree?

Once the learners have learnt more about identifying the subject

of a sentence in the next lesson, it will be easier for them to

identify which form of the verb they should use.

Week 2


Learners analyse and write simple sentences.

Read and discuss the information about parts of sentences. Consider the ability of your learners and only introduce information that is relevant to their level or they will become confused. How to identify the subject, verb and object First identify the verb in the sentence before trying to find the subject and object. The verb is a doing or action word.The subject of a sentence is ‘who’ or ‘what’ you are talking about. It is the person or thing doing an action.The object comes after the verb.Identifying the verb:• I hit the wolf. Which word is an action? (hit = verb)• Jack liked the cow. Which word is doing something? (liked = verb)Identifying the subject:• I hit the wolf. Who hit the wolf? (I did, so ‘I’ is the subject.)• Jack liked the cow. Who liked the cow? (Jack did, so ‘Jack’ is

the subject.)Identifying the object:• I hit the wolf. I hit what? (The wolf, so ‘wolf’ is the object.)• Jack liked the cow. Jack liked what? (The cow, so the ‘cow’ is

the object.)

parts of sentenCes

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Activity 20After you have explained subjects, verbs and objects, the learners complete the activity. If there is time, ask the learners to read their sentences to a partner before they hand in their books to be marked.

Week 2


Learners write the plural forms of words, use a dictionary to check their spelling and use a spelling method to help them learn how to spell the words.


Discuss the information about plurals. Ask the learners to think of examples of other plural words that have changed completely. For example:

Singular Plural

foot feet

tooth teeth

mouse mice

goose geese

ox oxen

plurals

Activity 21Remind the learners to apply the rules when they form the plurals. Get them to check their answers in a dictionary and learn how to spell the words.

Introduce the see-write-say-write-edit spelling method to learn spelling as explained on page 72. It is a constructive and independent way to learn new spelling words. Encourage learners to use this method when studying for future spelling tests.

AssessmentRead the sentences and write a constructive comment in each

learner’s book. Write relevant observations in your informal

assessment journal.

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HomeworkThe learners learn how to spell the words for a test in Lesson 10.

Week 2


Learners discuss and identify proper nouns. Then they punctuate sentences that include proper nouns.

The learners draw a table with four columns and ten rows. The headings for the columns are: ‘Write’, ‘Say’, ‘Write’, ‘Edit’. See: The learners look at the first word in their spelling list.Write: They study this word and then write it in the first ‘write’ column. Say: They say the word and if they can say it they tick the space provided. If they are unsure of the pronunciation they need to put a cross and ask someone to help them.Write: They cover the word and try and write it in the second ‘write’ column.Edit: They mark it and if necessary correct it by writing it again in the ‘edit’ column.By using this method, it becomes clear which words they need to spend extra time learning. After learning the first four words, their table may look like this:

Write Say Write Edit

flowers flours x flowers

beans x beans

baskets bascet x baskets

men men

see-write-say-write-edit spelling method


Activity 22Focus on the sentences before you discuss the instructions. Ask the learners why they would struggle to read them. (They have no punctuation.) Read the instructions and revise proper nouns. They need to understand that proper nouns are nouns that name people, places and things, and they always begin with a capital letter. Ask the learners to identify proper nouns in the recount on page 61. The learners then complete the activity.

Answers: Activity 22a) Jack and his mother lived in a small house.b) A funny old man gave Jack five magic beans.c) I have a brother. His name is Mandla.d) My sister lives in a town called Umtata.

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AssessmentGet the learners to mark their own work and assess their strengths and weaknesses by

filling in this rubric.

Writing: punctuation

4 3 2 1 0 Subtotal

Words correctly spaced

All correct

1–2 mistakes

3–4 mistakes

Some spacing but generally misunderstood

No spacing

Capital letters used at the beginning of sentences

All correct

1 missing 2 missing 3–4 missing All missing

Capital letters used for proper nouns

All correct

1 missing 2 missing 3 missing All missing

Full stops at the end of sentences

All correct

1 missing 2 missing 3–4 missing All missing

Name: Total: /16

Week 2

Lesson 9: Listening and speaking; Writing (page 63)

Learners practise using the past tense by speaking about and writing a personal recount.

AssessmentListen to some of the learners read their recount.

• Are they able to recount a happening in sequence?

• Do they use the past tense correctly?


Activity 23This activity is done in preparation for the written recount.

Activity 24The learners write a paragraph of at least 50 words recounting something that happened to them. When they are finished, ask them to read it to a partner.

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Week 2



Spelling testCall out the singular words and get the learners to write the plural form of each word.

Activity 25The learners talk about and express opinions about what they have read. Ask them to read extracts from the books to one another.


• Can they express their opinions?


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Unit 17

Unit Weather and directionsLearner’s Book pages 64–71 Duration 10 hours

Overview


LB page/s

Activities


Term 2 Week 3

1 30 64 Reading: Activity 1; Listening and speaking: Activity 2

2–3 60 65 Listening and speaking: Activities 3 and 4; Core Reader





Term 2 Week 4


3–4 60 69–70 Listening and speaking: Activities 15 and 16; Vocabulary: Activity 17; Language structures and conventions: Activity 18


6–7 60 71 Writing: Activity 20



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Week 3

Lesson 1: Reading; Listening and speaking (page 64)

Learners read a visual text and listen to and describe an object.

Week 3


Learners listen to an information text and identify and interpret specific details needed to complete a table. They also identify the simple present tense.

Before the lessonDisplay informative books and posters about the weather and directions.

Introduce the unitIntroduce the topic and talk about the books and posters on display. Encourage the learners to read them and share interesting facts with the class during this unit.

Activity 1Discuss all aspects of the map – the labels, symbols, key and title. Explain that without the key, a map is meaningless. Discuss the questions.

Activity 2The learners must choose their descriptive words carefully so they do not give away which symbol they are describing.

Activity 3Read this weather forecast to the class. Read clearly and slowly so they have time to comprehend what you are reading.

AssessmentListen to the learners as they describe the symbols.

• Do they use words that correctly describe the symbol?

• Do they use adjectives correctly?


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Talk about the weather forecast. Ask:1. Which place is the weather forecast for? (Mpumalanga)2. Which day is going to be the hottest? (Sunday)3. Is rain predicted? (No)4. Are the temperatures in the 20s or 30s? (20s)5. Which tense is used in the forecast? (Explain that a forecast is a

prediction of what will happen in the future so the future tense is used.)

Activity 4Ask the learners to check what details are needed in the table before you read the forecast again. Then they complete the table.

Answers: Activity 4

Weather forecast for Mpumalanga, 21 to 24 August

Day Weather Temperature (°C)

Friday Sunny and warm 23

Saturday Cooler; partly cloudy; no rain 20

Sunday Hot 28

AssessmentAssess the learners’ tables.

• Can they listen for specific details?

• Can they interpret information given?


HomeworkListen to or read a weather forecast about your weather for the next four days.

ExtensionDraw up a weather chart for the following week. Fill in the chart daily by drawing a symbol and choosing words to describe each day.

Weather forecast for weekend of 21–24 August: MpumalangaIt is going to be sunny and warm in Mpumalanga for most of the weekend. On Friday the temperature will be 23 degrees Celsius during the day. It will be sunny. On Saturday it will be partly cloudy, but there will be no rain. The temperature will be a bit cooler, at 20 degrees. Then on Sunday it is going to be quite hot. The temperature will rise to 28 degrees.

listening text

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Core Reader (page 13)Encourage the learners to read ‘Thunder and lightning’.

Week 3


Learners use the future tense.

Before the lessonCopy this table on to the board.

Present (today) Future (tomorrow) Going to, will, shall

It is sunny. It is going to be sunny.

The temperature is 25 degrees. The temperature will be 25 degrees.

I watch. I shall watch.

Write these sentences from the weather forecast on the board.• It is going to be sunny and warm in Mpumalanga for most of

the weekend.• On Friday the temperature will be 23 degrees during the day.• It will be sunny.

Read the sentences on the board. Ask the learners to identify the words that tell them they are written in the future tense. Discuss the information about the future tense. Compare the present and future tenses in the table on the board.

the future tense

Activity 5The learners use the information they obtained from the forecast to write three sentences about the weather.

Activity 6The learners complete sentences using the future tense.

Answers: Activity 6a) The forecast says it will rain tomorrow.b) Will he be at the practice this evening?c) It is not going to be hot here this week.d) One day I will travel around the world.e) We are going to Bloemfontein next week.

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AssessmentAs the learners complete the activities read some of their sentences.

• Can they use the future tense correctly?


ExtensionLearners write sentences in the future tense using the words ‘will’ and ‘going to’. They leave a gap in place of these words. Then they swap books and complete one another’s sentences.

Week 3

Lessons 6, 7 and 8: Reading (pages 66–67)

Learners read and interpret an information text with visuals. They identify universal truths (present tense) and connecting words, use synonyms, revise articles and uncountable nouns and answer questions.

Activity 7Discuss the pre-reading questions.

Activity 8Read the text to the learners. Then ask them to read it again quietly. Discuss the meanings of new words and practise pronouncing them correctly.

Universal truthsExplain that a universal truth is a fact that is always true. Ask them to identify universal truths in the text. For example:• Wind is air.• Wind is invisible.

Ask the learners to identify which tense is used to express these truths. Explain that because universal truths are always true, they will always be in the present tense.

Connecting wordsAsk the learners to identify words that connect sentences in the text. For example:• Wind is air and we can’t see it because it is invisible. (Wind is air.

We can’t see wind. Wind is invisible.) Other connecting words in the text are ‘but’ and ‘when’.

Countable and uncountable nounsAsk the learners to identify one uncountable and one countable noun in the following sentence in the text: Warm air rises or moves up and

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then cooler air moves in and takes its place. (air – uncountable, place – countable)

ArticlesDiscuss which nouns get the article ‘a’ and which ones get ‘the’ (e.g. a place; the air).

CollocationsDiscuss the words that describe wind.

Activity 9Discuss the questions before the learners write the answers. They look at the captions under the pictures to help them find the synonyms.

Answers: Activity 9a) Wind is moving air. You cannot see it because air is invisible but

you can hear it when it moves through things.b) Warm air moves up.c) A strong gale can blow you off your feet and cause damage.d) A gentle breeze is a soft and light wind.e) gentle, moderate, invisible, rises

Week 3


Learners brainstorm weather words and record them and their meanings in their personal dictionaries.

ResourcesNewsprint, dictionaries, magazines, glue and pairs of scissors for the extension activity

Activity 10Divide the class into small groups and get them to brainstorm weather words on newsprint. They discuss their meanings and then choose words to look up in the dictionary. In their personal dictionaries, they write the words and draw a picture that shows what each word means.

AssessmentObserve the learners as they complete the activity.

• Do they partake in the brainstorming session?

• Are they able to use a dictionary to help them find the

meanings of words?


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ExtensionLearners cut letters out of magazines to make interesting weather words. They paste them in their exercise books and write the meaning of each word.

Week 3


Learners summarise information with support.

Activity 11Divide the learners into pairs to read the paragraph and discuss options for the missing words. They write the paragraph in their exercise books.

Answers: Activity 11Wind is air that moves. We can hear wind but we can’t see it because it is invisible. You can feel wind when it blows your hair and you can see the trees when they move in the wind. Wind also makes a noise when it blows through things.

There is wind when warm air rises and cooler air takes its place. Sometimes wind is gentle, but it can also be very strong.

AssessmentDiscuss the paragraph. The learners mark their own work and then

assess it according to the temperature-gauge assessment. Give



Hot 9–10 correct answers


Cool 5–6 correct answers

Cold 4 or less correct answers

Week 4


Learners read, interpret and answer questions about a visual text.

Before the lesson Display posters advertising events.

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Activity 12The learners work in pairs to interpret the comic strip and poster. Talk about the poster. Ask:• Is it eye-catching? How?• What is the purpose?• What details are included?• Where have you seen posters? What were they advertising?

Activity 13In groups, the learners discuss the language, design and features on the poster.

Activity 14Get the learners to work in pairs to find the answers, but they both have to write the answers in their exercise books.

Answers: Activity 14a) Dumi is looking for talented young dancers to join his

dance group.b) The audition is at the New Community Centre in River Road.c) The audition is on Saturday 2 September at 10:00.d) You must take your dancing shoes.

Week 4

Lessons 3 and 4: Listening and speaking; Vocabulary; Language structures and conventions (pages 69–70)

Learners listen to, say and respond to directions. They find the meanings of direction words in the dictionary and record the words and meanings in their personal dictionaries. They develop their understanding of connecting words by discussing and using them.

Activity 15Call out the direction words and ask the learners to respond to them using only their hands and arms.

Activity 16The learners look at the map and follow the directions while you read the following text to them.

How to get to the new community centre from the schoolWalk out of the school grounds and walk up the road. Turn right into River Road. Walk along the road and over the bridge. Follow the road around the small lake with the trees on the left. Then walk a bit further and you will see the centre on your left. It is next to some new houses and opposite the supermarket.

listening text

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Activity 17Get the learners to work in pairs and brainstorm as many direction words as possible. Identify the pairs with the most words and ask them to read them to the class while you write them on the board. Then they write the words in their personal dictionaries and include definitions or pictures.

Activity 18Encourage the learners to make their directions simple and easy to follow.

Discuss the information about connecting words. Ask the learners to identify other connecting words that show sequence or order (e.g. next, finally, later, last, lastly). Write these on the board so they can refer to them when they are giving directions.

ConneCting words

AssessmentObserve the learners.

• Are they able to give and follow directions?


ExtensionLearners go outside and give one another verbal directions to follow.

Week 4


Learners learn more about words with long vowel sounds that end in ‘-e’ and they complete a word-search puzzle.

Read and discuss the rule in the box. Ask the learners if they can hear the ‘e’ at the end of the word. Ask them to give you other examples of words with long vowel sounds that end in ‘e’ (e.g. hat–hate, mat–mate, sit–site, fat–fate, rob–robe, cod–code). Write them on the board. The learners then find the words in the word search.

information

Answers: Activity 19Here, there, rise, shine, have, take, make, lake, move, love, some

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h a t l a k e

e t m o v e s

r h a v e r h

e e k e n i i

d r e m o s n

o e t a k e e

HomeworkLearners learn how to spell the words for a spelling test in Lesson 8.

Week 4


Learners read and follow instructions and create a visual text.

ResourcesA large piece of paper for each group and coloured pencils, crayons, pens and markers


Activity 20Learners need to know what makes a good poster. Discuss the following before they follow the instructions to make their own posters:• Information should include the date, time, place and what the

event is about.• Posters should be eye-catching – use colour and different kinds

of writing. • Text should be clear, concise and readable.

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Week 4



Spelling testTest the learners by first asking them to write each word. Then dictate a relevant sentence for them to write (e.g. Her cat loves to run here and there when she takes it to the lake). Mark and assess these tests. Record the marks and write relevant comments in your informal assessment journal.

Activity 21Learners share what they have read and compare the similarities and differences between the types of books they are reading.


• Can they express their opinions?

• Can they compare books?


AssessmentUse this rubric to assess the posters.

Writing: poster

Exceeds expectations (4–5)

Meets expectations (2–3)

Does not meet expectations (0–1)

Subtotal

Text size and colour

All text is clear and readable.

Most text is clear and readable.

Some text is clear and readable.

Informative Well written and organised; clear; easy to follow

Adequately written and organised; clear; fairly easy to follow

Poorly written and disorganised; unclear; hard to follow

Layout Creatively enhances information

Balanced; uncluttered

Not balanced; cluttered

Name: Total: /15

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Week 4


Learners complete the Formal Assessment Task independently so that you can evaluate their level of competency.

Formal Assessment Term 2 Task 1 See ‘Assessment’ section.

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Unit 18

Unit Things all around meLearner’s Book pages 74–81 Duration 10 hours

Overview


LB page/s

Activities

Daily listening and speaking practice: Practise using words that imitate sounds (e.g. bees buzz, glass tinkles, snakes hiss).

Term 2 Week 5

1–2 60 74 Listening and speaking: Activities 1, 2 and 3

3–4 60 74–76 Reading and comprehension: Activities 4, 5 and 6; Core Reader





Term 2 Week 6

1–2 60 78–79 Reading and comprehension: Activities 11, 12 and 13; Core Reader





7 30 80 Spelling: Activities 18 and 19

8 30 80 Spelling test

9 30 81 Listening and speaking: Activity 20; Reading: Activity 21


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Week 5


Learners interpret a title and a picture and make predictions. They listen to a story, relate it to their lives and answer questions about it.

Before the lessonDisplay story and poetry books.


Activity 1Discuss the picture in detail. Ask these questions.• Where do you think the story is set? (The story is set in a

neighbourhood; it starts in Lindi’s garden.)• Which characters are shown? (The picture shows Lindi and her

dog, Spike.)• How are the characters feeling? (They are scared.)• Why do you think they feel that way? (They have just seen a snake.)

The responses to these pre-reading questions may vary. Accept justifiable answers.

Activity 2Read the listening text slowly and very expressively.

Snake! Part 1Lindi and her dog were playing in the garden.

“Aghh! A snake! Keep still!” Lindi screamed. She stood very still and watched the snake slither across the grass, under the gate, across the road and into the garden next door. Lindi ran to tell the neighbours.

“Watch out!” she shouted. “A snake went into your garden!”They looked all over the garden. They could not find the snake

anywhere.“Maybe it’s in Sam’s garden,” said Lindi.“Watch out, Sam!” they shouted. “There may be a big snake in

your garden.”They looked all over the garden. They could not find the snake

anywhere.“It was moving quite fast,” said Lindi. “Maybe it’s in the next

garden now.” “Let’s go see,” said Sam.

And what do you think happened then?

listening text

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Activity 3Discuss the message of the story. To give more learners the opportunity to speak, ask them to discuss the answers to the questions in pairs before you discuss them as a class.

AssessmentListen to the learners’ responses.

• Are they able to identify specific details?

• Can they relate it to their own experience?


Week 5


Learners make predictions, read, interpret and complete comprehension activities about a story which includes phrasal verbs, adjectives, past and present tense verbs and adverbs of degree.

ResourcesNewsprint

Activity 4Before the learners brainstorm words that mean big and small, ask them if they can remember what you call words with similar meanings (synonyms). In groups, they brainstorm synonyms for ‘big’ and ‘small’ and write them on the newsprint. Ask the group leaders to give feedback to the rest of the class. For example:• big – large, giant, vast, huge, gigantic, enormous, massive• small – tiny, teeny, minute, miniscule, little, petite.

Activity 5Read the text to the learners. Refer to phonic and contextual clues when discussing the meaning and pronunciation of new words. Then ask the learners to read the text. As eight different characters speak in the text, it may be interesting to divide the learners into groups to read different parts.

Hold a class discussion in which the plot is identified and the message of the story is explained. (The plot – Children are looking for a very big snake that has been seen in the neighbourhood, only to discover that it is a very small, harmless snake. Messages – Fear can warp reality. Everything is not always as it appears. Know the facts before you spread a story.)

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Activity 6Before the learners answer these questions, ask them to read the text again. Read and discuss the questions. Question ‘g’ can lead to a discussion about stereotypes. Give them these examples of stereotypes:• Men should work while women stay at home to cook and clean.• Boys are stronger than girls.• Big boys don’t cry.

Talk about whether or not the stereotypes are true. Ask the learners to think of other examples of stereotypes that exist in their homes and communities.

Answers: Activity 6a) (Any 4) Mrs Moekwena, Sam, Lonke, Lindi, Layla, Nuha, Neesh

and Raj are characters in the story.b) The story takes place in the neighbourhood gardens.c) Sam used the word ‘big’ to describe the snake.d) Nuha used the word ‘massive’ to describe the snake.e) The snake was small.f ) The snake was in Raj’s pocket.g) No, not all girls scream when they see snakes. People who are

scared of snakes will scream – boys and girls.

Core Reader (page 50)Encourage the learners to read the poem ‘Curious Kelly’.

Week 5


Learners retell and act out a story. They use the past tense and adverbs.

Activity 7Discuss the instructions and information about adverbs. Divide the class into groups to first retell the story and then act it out. After they have practised, let them act out the story in front of the class.

AssessmentObserve the learners as they practise and act out the story.


• Do they speak confidently and expressively?


• Do they use the past tense?

• Do they use adverbs?


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Week 5


Learners identify adjectives in a story and record the words and meanings in their personal dictionary.

AssessmentMark the activity.

• Can learners identify adjectives?


Week 5


Learners work out the meanings of phrasal verbs.

Activity 9The learners work in pairs to work out the meanings of the expressions.

Answers: Activity 9• Give up – stop doing something; admit defeat• Looking after – caring for something

Activity 8Before the learners identify the adjectives, remind them that adjectives describe someone or something. In this case they are looking for adjectives that describe the size of the snake.

Answers: Activity 8(Any 5)• Big – large• Huge – very big• Massive – very, very big• Enormous – very, very big• Ginormous – very, very, very big• Little – small• Tiny – very small

Read and discuss the information about using verbs with other verbs (phrasal verbs).

using verbs with other verbs

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ExtensionThe learners find pictures in magazines (or draw pictures) and paste them in their exercise books. They write captions which include the words ‘give/gave up’, ‘watch out’ or ‘look/looking/looked after’. For example: the caption for a picture of a child with a kitten may be ‘The child is looking after her cat.’

Week 5


Learners use a frame to help them write a story in the simple past tense. They use adverbs and adjectives and also read their story aloud.


Activity 10Before the learners plan and write their stories, ask them to identify what they need to check when they are editing their stories. Write their ideas on the board. For example:• Have I used capital letters at the beginning of sentences?• Have I used capital letters at the beginning of proper nouns?• Do my sentences make sense?• Is my story interesting?• Is my story long enough?

Tell the learners that their stories do not have to be true, but they should be interesting and well structured. Brainstorm synonyms for ‘afraid’ and write them on the board (e.g. petrified, scared, terrified, fearful, frightened). The learners then write their stories. When they have finished, they edit them with the help of a partner. They either read the story to the class or if there is not enough time for everyone to do this, they can read the story to their group members.

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AssessmentUse this rubric to assess the story.

Writing: story 3 2 1–0 Subtotal

Written according to the writing frame

Yes Mostly No

Grammar, spelling, punctuation

Uses appropriate grammar, spelling and punctuation

Mostly uses appropriate grammar, spelling and punctuation

Seldom uses appropriate grammar, spelling and punctuation

Content Very appropriate

Sometimes appropriate

Inappropriate

Vocabulary Uses a variety of vocabulary including connecting words

Name: Total: /10

Activity 11The learners familiarise themselves with the content of the poem by answering pre-reading questions.

Activity 12Read the poem to the learners in a rhythmical way. Then hold a class discussion and talk about these questions.1. What is the poem about? (Noises)2. What noises can you hear right now?3. Which words in the poem rhyme? (Duck – suck, door – floor,

sea – me)4. Which words begin with the same sound? (Crunch – cracker –

creak, clink – clatter; spoon – storybook – sea; roar – rustle; buzz – bees; suck – slam)

5. How does the poem make you feel? Why?

Ask the learners to read the poem quietly on their own. Get them to identify sound words and give you other examples. Mention that when words are used to imitate real-life sounds,

Week 6

Lessons 1 and 2: Listening, speaking, reading and comprehension (pages 78–79)

Learners listen to and read a poem. They also use reading strategies and make predictions. They explain the meaning of the poem, relate it to their own experiences, identify rhyme and rhythm, identify words that begin with the same sound, express feelings about it and divide words into syllables.

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it is called onomatopoeia. Inform the learners that sound words are used to help us imagine what is being described. Discuss the meanings of words. Get the learners to identify rhyming words and make up more words that rhyme with them (e.g. duck, suck, buck, ruck, tuck, luck, muck; door, floor, more, pore, core, roar, jaw, paw, sore).

Activity 13The learners write the answers in their exercise books.

Answers: Activity 13a) The poet likes to make humming and splashing noises.b) ‘Clink’ describes the sound a spoon makes in a cereal bowl.

(Any five) Crunch, clatter, roar, whirr, rustle, purr, quack, buzz, slam, creak

c) Duck – suck, floor – door, me – sead) Personal responsee) Personal responsef ) No/is/es, ce/re/al, sto/ry, flo/wers

Core Reader (page 16)Encourage the learners to read ‘The secret of the hill’.

Week 6


Learners perform selected lines of a poem.

Activity 14Before the learners read the poem, split the poem into five sections of three lines each. Give each learner a part to read. Reread the lines to them emphasising the rhyme and rhythm. The learners practise their part and focus on reading it rhythmically. Have each group present the poem to the class.

AssessmentUse thumbs assessment to assess whether or not the poem was

presented rhythmically.

Thumbs assessment

Rhythmical throughout

Rhythmical in parts

No obvious rhythm

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Week 6


Learners record words and explanations in their personal dictionaries in alphabetical order. They also identify and use countable and uncountable nouns.

Week 6


Learners identify syllables and write sentences with rhyming words.

Activity 16Explain the instructions to the learners. Complete the first example together and then get the learners to work independently to complete the second sentence.

ExtensionLearners write a sentence and then swap sentences with a partner. They write a rhyming sentence for their partner’s sentence and read it to them. They do this a number of times.

Learners play the circular-challenge rhyming game again (see ‘Introduction’).

Activity 15Ask the learners to identify the nouns in the poem and say whether they are countable or uncountable (e.g. cracker – countable; rain – uncountable). Get them to use some of these nouns in sentences. Then ask them to identify the sounds that describe each noun (e.g. crunch – cracker; patter – rain). Before the learners write the sounds into their personal dictionaries, hold a class discussion to describe each sound. This will enable the learners to complete this activity more accurately. Get them to write words that start with the same letter in alphabetical order.

Week 6


Learners use forms of the verb ‘to be’.

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Activity 17The learners complete this activity in their exercise books.

Answers: Activity 17a) The leaves are rustling in the wind.b) The ducks are quacking in the river.c) Were you in the school garden this morning?d) What is he doing now?e) The snake wasn’t in Lindi’s garden.f ) Where are you going tomorrow?

AssessmentDiscuss the answers. Get the learners to mark their own sentences

and then assess the activity according to star-rating assessment.

View the star ratings and give extra support to those learners who

only have one star.


***** 5–6 correct answers




* 0–1 correct answers

Week 6


Learners spell ‘ce-’, ‘ci-’, ‘cy-’, ‘ke-’ and ‘ki-’ words.

Read and discuss the information about the verb ‘to be’. As this is a difficult concept for learners of this age to understand, spend time using the verb by playing this game.

Put learners in pairs.Learner 1 says, “I am _____ (tired).”Learner 2 responds with, “You are _____ (tired).”Learner 1 says another ‘I am …’ sentence.Learner 2 once again changes the sentence into, “You are …”.They continue in this way until Learner 1 says, “I am fast.” In response to this sentence, both learners run to touch the closest

wall. The first one to touch the wall gets a point.The roles of the learners change and Learner 2 says the “I am …”

sentences and Learner 1 responds with the “You are …” sentences.You can also play this game using ‘was’ and ‘were’.

the verb ‘to be’

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Week 6

Lesson 8: Spelling test (page 80)

Learners write a spelling test.

Activities 18 and 19Discuss the meanings of the words. Get the learners to use them in sentences that explain their meaning. The learners then use a spelling method to help them learn how to spell the words.

HomeworkLearn the spelling words for a test in the next lesson.

Spelling testCall out the words and get the learners to write them down. Then use five of the words in sentences that explain their meanings. Mark and assess these tests. Record the marks and write relevant comments in your informal assessment journal.

Activity 20Read the tongue twisters to the class and then discuss the questions.

Activity 21Ask the learners why they are called tongue twisters. Get the learners to practise saying them faster and faster.

ExtensionLearners divide into pairs and make up a tongue twister to share with the class.

Read and discuss the spelling rules on pages 25 and 80 of the Learner’s Book.

spelling rules

Week 6

Lesson 9: Listening and speaking; Reading (page 81)

Learners practise listening to and saying poems that have many words beginning with the same letter.

Week 6



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Activity 22The learners discuss the main ideas of the books they are reading and share their opinions about the books. Explain that the main ideas are the most important parts of the book so they do not have to tell their partner about everything they have read. They should be able to retell the main ideas in three to five sentences.

ExtensionGet the learners to familiarise themselves with words in the unit by playing a vocabulary game (see ‘Introduction’).


• Can they express an emotional response to the text?

• Can they retell the main ideas in three to five sentences?


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Unit 19

Unit FoodLearner’s Book page 82–89 Duration 10 hours

Overview


LB page/s

Activities

Daily listening and speaking practice: Learners respond physically to instructions or give and follow simple instructions and directions.

Term 2 Week 7



4–5 60 82–84 Reading: Activities 4, 5 and 6; Listening and speaking: Activity 7; Core Reader



8–9 60 85 Reading: Activities 11 and 12


Term 2 Week 8


3–4 60 88 Language structures and conventions: Activity 17; Listening and speaking: Activity 18




9–10 60 90–91 Formal Assessment Task Term 2 Task 2/Mid-year examination

Term 2 Weeks 9–10 Revision and assessment

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Week 7


Learners memorise, talk about and group things in a picture. They also write sentences using the simple present tense.

Before the lessonDisplay informative books with visuals and books with procedural texts. Draw this table on the board.

Healthy food Unhealthy food Food we grow Food we buy


Activity 1After the learners have written down the different foods in their exercise books, ask them to name the foods. Write them on the board.

Answers: Activity 1Potatoes, cupcakes, tomatoes, cabbage, sweets, biscuits, onions, oil, bread, bananas

Activity 2Ask the learners to explain why certain foods belong together and then group the food according to the specific criteria. Get the learners to help you complete the table on the board.

Week 7


Learners record words and explanations in their personal dictionaries.

Activity 3Before the learners complete the activity, ask them categorise the food in the picture into those they like and dislike.

ExtensionLearners describe a food and their partner guesses which food they are describing.

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AssessmentObserve the learners when they write in their personal

dictionaries.

• Are they able to write or draw relevant meanings?

Write observations in your informal assessment journal.

Week 7

Lessons 4 and 5: Reading; Listening and speaking (pages 82–84)

Learners read a procedural text and give instructions.

Activity 4After discussing the pre-reading questions, ask the learners how they know they are going to read instructions. They should notice that the instructions and pictures are numbered and show progression, and that the instructions begin with instructional verbs (e.g. mark, dig, make, plant).

Activity 5Read the procedural text to the learners and then ask them to read it quietly on their own. Discuss the meanings of new words and practise pronouncing them correctly.

Activities 6 and 7In pairs, the learners answer the questions and give instructions. Tell them to visualise the order of the pictures as they give the instructions.

AssessmentObserve and listen to the learners as they give instructions.

• Do they give instructions in the correct order?

• Do they speak fluently and use appropriate vocabulary?

• Do they use verbs correctly?


ExtensionLearners explain how to do something simple outdoors (e.g. kick a ball, water a garden, swing on a swing).

Core Reader (page 57)Encourage the learners to read about controlling pests in a garden.

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Week 7


Learners listen to and carry out instructions and ask questions.

Before the lessonDraw this diagram on the board.

Compost

Don’t use

How

Activity 8Get the learners to copy the diagram on the board into their exercise books before you read the listening-skills text. As you read, the learners write important keywords from the text around the appropriate headings. This will help them concentrate and enable them to ask sensible questions after you have finished reading.

How to make compostWhat you can use:You can use any organic things, in other words, natural things that will rot. For example: grass, leaves, dead flowers, most vegetable and fruit peels, tea bags, egg shells, bread, paper, wood, seaweed and animal manure (except dog manure).

What you can’t use:• Things made of plastic, metal or glass. These things will not rot.• Meat and cooked food• Potato peels and the skins of oranges

How to make the compost:• Use an old car tyre or a box. You will also need a top to cover the

compost.• Chop up the things you have collected into small pieces and put these

into your tyre or box.• Put a little water on the chopped materials.• Add a little soil on top.• Put some dry grass on top.• Cover the compost and leave it for a few weeks.• Turn the compost and leave it for a few more weeks.• If there are big white worms in the compost, you must kill them.

listening text

Discuss the questions.

Use

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Core Reader (page 21)Encourage the learners to read ‘Harvest Festival’.

Activity 9Remind the learners that they should use ‘may’ when asking for permission (e.g. Please may I borrow your pencil?)

Activity 10When the learners have written the sentences, ask them to read them to a partner.

Answers: Activity 10a) Everyone can learn how to grow vegetables.b) “Please may we start a garden at school?” asked Cindi.c) You can make compost in an old tyre.d) You must remember to water your vegetables.

AssessmentDiscuss the answers. The learners mark one another’s answers

and assess the activity using temperature-gauge assessment. Give



Hot All correct

Warm 3 correct

Cool 2 correct

Cold 0–1 correct

Week 7


Learners build on their understanding of modals and practise using them correctly.

Read and discuss the information about the modals ‘may’, ‘must’ and ‘can’. It is important that the learners understand when to use each word so get them to explain this to their partner before they complete the activities.

Can, may and must

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ExtensionWrite these sentences on the board.• I _____ water my vegetables.• They _____ mark out the area.• We _____ make rows.• He _____ plant seeds.

Ask the learners which verbs they use to show intention (what they plan to do). Ask them to look at the sentences on the board to help them decide. They should identify the words ‘will’ and ‘shall’.Explain this rule: ‘I shall, we shall and everyone else will.’ Get the learners to apply the rule and complete the sentences on the board verbally.

Week 7

Lessons 8 and 9: Reading (page 85)

Learners read and interpret an information text with visuals and complete a visual text. They also write new words in their personal dictionaries.

Activities 11 and 12After the learners have discussed the information with a partner, ask them to identify the main idea of the information text. They then complete Activity 12 in their exercise books. When they have finished, divide them into pairs and get them to ask and answer questions about the information.

Answers: Activity 12You can grow vegetables all year around. In summer you can plant squashes, radishes and tomatoes. In winter you can plant radishes. They all like to grow in full sun.

Week 7


Learners identify antonyms.

Activity 13Revise antonyms (opposites) and get the learners to give examples of antonyms. The learners find the matching antonyms in the puzzle.

Answers: Activity 13Sun – shade, healthy – unhealthy, old – new, little – lots, small – big, yes – no

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ExtensionThe learners cut out matching pictures that depict antonyms. They write the antonyms under the pictures. For example: a picture of a baby and a man – young, old.

Week 8


Learners read, interpret and do comprehension activities about an information text with visuals. They also use words with long vowel sounds.

Activity 14In this pre-reading activity, the learners look at pictures of ingredients and list them in their exercise books.

Activity 15Read the recipe to the learners while they identify the ingredients mentioned.

Activity 16The learners read the text again, interpret it and write the answers in their exercise books. They should write full sentences.

Answers: Activity 16a) You need half a cup of peanut butter.b) You need two eggs.c) You mix the peanut butter, sugar and margarine first.d) You must stir the mixture slowly.e) Bake the cookies at 180 °C.f ) Bake the cookies for about ten minutes.

Week 8

Lessons 3 and 4: Language structures and conventions; Listening and speaking (page 88)

Learners use adverbs of manner and place. They also listen to, give, and carry out instructions.

Before the lessonWrite these sentences on the board.1. Make the small balls carefully.2. Put the small balls on the baking tray.3. Stir the mixture quickly.4. Place it here in this oven.

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Activity 17Read the adverbs in the box and the sentences to the class before they complete the sentences in their exercise books. Tell them to underline the adverbs.

Answers: Activity 17a) She mixed the ingredients slowly so that she did not make a mess.b) Take the hot cookies out of the oven carefully.c) Come on! Run quickly or we will be late!d) The man shouted angrily at the thief.e) He talks softly, so the teacher won’t hear him.f ) They walked home sadly after their team had lost the match.g) He put everything away neatly after he finished making

the cookies.

AssessmentThe learners mark their own sentences as you discuss them. They

assess the activity using emotive assessment. Give extra support

to those learners who have a sad-face symbol.

Emotive assessment




Read and discuss the information about adverbs of manner. Call out adverbs and get the learners to do the action. For example: • Mix: slowly, carefully, quickly, carelessly• Move in one spot: quickly, slowly, gracefully, clumsily

Focus on the sentences on the board. Ask the learners to identify the sentences that include an adverb of manner (1. carefully; 3. quickly). Ask them to identify the adverbs in the other two sentences and work out what they tell them (2. there; 4. here. They are adverbs of place that tell you where something is happening.)

adverbs of manner

Activity 18Take the learners outside to have fun completing this activity. Get them to make up some instructions of their own.

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Week 8


Learners record adverbs and explanations in their personal dictionaries.

Week 8


Learners listen to, interpret and discuss instructions. They also complete a visual text by writing labels.


• Can they give and follow instructions?

Write relevant observations into your informal assessment journal.

Activity 19After the learners have written down and explained the adverbs, ask them to use one of the spelling methods they know to learn how to spell the words.

Core Reader (page 58)Encourage the learners to read ‘The festival of chariots’.


Activity 20a) The learners look at the pictures while you read the listening text

slowly and clearly.

How to make a healthy sandwich1. Take two slices of whole-wheat or brown bread and put a little

margarine on each slice.2. Wash and slice a tomato and a piece of cucumber carefully. Put two or

three slices of each on one piece of bread.3. Wash a few pieces of lettuce or spinach and put these on the bread.4. Cut a few pieces of meat or cheese and put them on the bread.5. Put the slices of bread together and cut the sandwich in half carefully.

listening text

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Read each sentence again slowly. Get the learners to mime each instruction. Ask them to identify the instruction verbs (take, put, wash, cut).

b) Let the learners read and follow the instructions independently.

Week 8


Learners discuss what they have read and share their opinions.

AssessmentUse this rubric to assess the instructions.

Writing: procedural text

4 3 2 1 Subtotal

Grammar, spelling and punctuation

Excellent Good Average Poor

Content Appropriate Mostly appropriate

Inappropriate

Order of labels Correct Nearly correct

Muddled

Name: Total: /10

Activity 21Get the learners to relate the texts they have read to their own life by discussing and answer the questions. Then ask for volunteers to tell the class about other things they have read during this unit.


• Can they relate the text to their own life?


ExtensionGet the learners to familiarise themselves with words in the unit by playing one of the vocabulary games (see ‘Introduction’).

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Week 8

Formal Assessment Task (pages 90–91)

Learners complete the Formal Assessment Task independently so that you can evaluate their level of competency.

Formal Assessment Term 2 Task 2/Mid-year examinationYou can use this Formal Assessment Task as an examination, or if you are drawing up your own examination, learners can use this as extra practice. It should be done individually. Mark the task according to the assessment tools provided in the ‘Assessment’ section of this Teacher’s Guide.

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Unit 110Unit Dance!

Learner’s Book pages 92–102 Duration 10 hours

Overview


LB page/s

Activities

Daily listening and speaking practice: The learners perform a poem or song, play a language game, give and follow instructions or directions, tell their news or retell a story they have heard or read.

Term 3 Week 1

1–2 60 92–94 Reading and comprehension: Activities 1, 2, 3 and 4

3–4 60 94 Reading and speaking: Activity 5


6–7 60 95 Listening and speaking: Activities 7, 8, 9 and 10



Term 3 Week 2



3–4 60 98–99 Listening and speaking: Activity 15; Reading: Activities 16 and 17

5–6 60 100 Spelling: Activities 18 and 19; Core Reader

7–8 60 100–101 Reading and writing: Activity 20; Language structures and conventions: Activities 21, 22 and 23

9–10 60 102 Spelling test; Reflecting on reading: Activity 24

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Week 1


Learners do pre-reading activities to familiarise themselves with the text. They also listen to, read and answer questions about a story and identify verbs in it.

Before the lessonDisplay storybooks.


Activities 1 and 2Hold a class discussion and demonstration in which the learners show and describe kinds of dances and dance moves. The learners then skim the title and pictures and make predictions about the story.

Activity 3Discuss the glossary. Tell the learners to write down any verbs they hear which describe Jacob’s actions at the audition. Read the text with expression, and at a tempo (speed), which adds to Jacob’s nervousness and embarrassment. Ask the learners which verbs described Jacob’s actions at the audition. Write them on the board (sweat, moved, watched, clicking, ran, jumped, lifted, tilted, threw, opened, hang, landed). Discuss the meaning and pronunciation of new words.

Activity 4Read the questions to the class before the learners read the text again independently and answer the questions in their books. Remind the learners to write full sentences when answering the questions.

Answers: Activity 4a) Jacob is the main character.b) Jacob did not know that he had to dance.c) Jacob felt nervous.d) The other characters are the dancing teacher and a group of boys.e) The boys did not move together.f ) Not everyone remembered the steps.g) These verbs tell us what Jacob did: jumped, lifted, tilted, threw,

opened. (Any four)h) Jacob wanted the ground to swallow him up because he landed

hard on his backside and he felt embarrassed.i) Learners give personal responses about their feelings.

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Activity 5Before the learners take turns reading aloud to their partner, they should practise pronouncing new words. Encourage them to read with expression and to vary their tempo according to what is happening. After they have read the story, they retell it in the correct sequence. Finally, they role-play the story and their predictions for the ending.

AssessmentMark the answers.

• Are the learners’ comprehension skills improving?

Write a constructive comment in their book.

Week 1

Lessons 3 and 4: Reading and speaking (page 94)

Learners read, retell and role-play a story.

AssessmentObserve and listen to some of the learners read, retell the story

and role-play.

• Do they read with expression?


• Do they sequence the events correctly?

• Do they identify the characters?


Week 1


Learners use a dictionary to check the meanings of verbs. Then, they record the words and meanings in their personal dictionary.

Activity 6Read the verbs in context and discuss them. Then learners work independently and look up the definitions in a dictionary and write them in their personal dictionary. They draw a picture to illustrate the meaning.

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AssessmentObserve the learners using the dictionary.

• Do they know how to use a dictionary properly?

Write relevant observations in your personal assessment journal.

Week 1


Learners make predictions, listen to a story that includes demonstrative pronouns and discuss and answer questions. They also retell the story.

Activity 7Hold a class or group discussion to discuss the pre-reading predictions. Involve as many learners as possible especially the more reluctant learners. Read the extract using expression and actions.

Ask these questions.• Where is the story set? (The story is set at a dance audition.)• What is the plot of the story? (Jacob arrives at an audition and

finds out that it is a dancing, not a singing, audition.)• Who are the main characters? (Jacob and the woman auditioning

the dancers.)• What is the message of the story? (Any of these: Don’t be scared to

take a chance; If at first you don’t succeed, try again; Don’t give up.)

Instruct the learners to complete these sentences verbally.• Because Jacob does not know how to dance …• Because Jacob is prepared to try and dance …• Because the teacher was prepared to show Jacob some steps …

You can danceJacob wanted to die. Slowly he gathered himself and got up. He refused to look at anyone.

“You! What’s your name?” “Jacob,” he mumbled, not looking at her. “Not the most graceful landing,” she said. Jacob felt the blood rush to his face. “I thought this was a singing audition.” “Try singing with your body,” she said. “Do it again. But when you land, do this.” She took seven steps backwards, her face raised and her fingers

clicking in time. When she got to the back of the room, she slid to the floor and rolled over.

Then she jumped up, ran forward and slid along the floor on her knees. “You think you can do that?” “I’ll try.”

By Michael Williams

listening text

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Activity 8Read the questions and then read the text a few more times until the learners feel confident that they can answer the questions. They answer the questions verbally.

Answers: Activity 8a) Jacob did not look at her because he was embarrassed.b) Jacob told her he thought it was a singing audition.c) She showed Jacob how to dance.d) She is a good dancer. Reasons will vary: She is able to show Jacob

how to dance, or She wouldn’t be in charge of the dance audition if she was not a good dancer.

e) Answers will vary.f ) She wants to know if Jacob can do what she has shown him.

Activity 9Remind the learners to retell the story in the correct sequence.

AssessmentGet the learners to assess their listening skills according to the

temperature-gauge assessment.


Hot I’m an excellent listener

Warm I’m a good listener

Cool I could be a better listener

Cold I struggle during listening activities

Activity 10This activity prepares the learners to write a description in Activity 12. After the paired discussion, choose some of the learners to tell their description to the class.

AssessmentObserve and listen to the learners describe the dancer.

• Can they explain what the person looks like and does?

• Do they use adjectives, verbs and the correct tense?


Week 1


Learners learn more about verbs and verb tenses.

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Before the lessonWrite these sentences on the board.• Now he is jumping and dancing. Now he jumped and danced.• Yesterday he is jumping and dancing. Yesterday he jumped

and danced.

Activity 11Tell the learners that they may need to change the form of the verbs they add to the sentences. They write the sentences in their book.

Answers: Activity 11a) Jacob wants to sing in a musical.b) A woman asks him to dance.c) I can’t hear you because the TV is playing.d) The dancer practises her steps.e) He ran on the stage and jumped into the air.

AssessmentThe class assesses the verb tense using thumbs assessment.

Thumbs assessment

correct verb tense

incorrect verb tense

Read and discuss the information about verbs and tenses. Ask the learners to identify the sentences on the board that have the correct tenses. Get the learners to think of something they do or have done. Tell them to make up a sentence about it and say it to the class.

verbs


• Can learners use verbs in the correct tense?


Week 1


Learners write a description using verbs and adjectives.

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Before the lessonMake a copy of the rubric for each learner, or copy it onto the board and have the learners copy it into their books.Write these examples on the board:• Jacob went to the audition.• He danced on the stage.• He fell on his backside.

Activity 12Discuss the example in the Learner’s Book (She slid along the floor.) and then ask the learners to help you find the verb, subject and object in the sentences on the board. Get them to identify the verb first and then ask:• Who did the action? The answer will identify the subject.• The verb where? The verb what? The answer will identify the object.

For example:• Who slid? Jacob = subject• Slid where? Along the floor = object

Discuss the instructions before the learners work independently to brainstorm and write and check their draft.

Assessment Use this rubric to help you assess the description.

Writing: description

4 3 2 1 Subtotal

Sentence structure

Excellently formed sentences

Relatively well formed sentences

Sentence structure a little confusing

Sentence structure very confusing

Grammar, spelling, punctuation, adjectives

Excellent Very appropriate

Mostly appropriate

Inappropriate

Description Clear Unclear

Name: Total: /10

Week 2


Learners play a language game describing photographs.

Activity 13The learners take turns describing the dancers and guessing which dancer is being described.

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AssessmentWalk around and listen to some of the descriptions.

• Are the learners able to describe a person?

• Do they use adjectives and some of the new words they have

learnt in this unit?


Activity 15Read the book review expressively while the learners listen to the pronunciation of the words and the way your voice changes.

Activity 16The learners now read the review and then work with their partner to find the information.

Answers: Activity 16a) The title of the book is Billy Elliot.b) The author is Lee Hall.c) The book is set in a small town in England.d) The main characters are Billy and his father.e) The information in the first paragraph.f ) The information in the second paragraph – ‘wonderful story’,

‘This book will make you laugh and cry.’

Activity 17Learners role-play giving a book review on the radio. Tell them to practise pronouncing the words correctly, and to use expression and

Week 2


Learners perform a poem with rhythm.

Activity 14Read the poem and practise saying the new verses. The new verses are formed by replacing the words ‘Clap your hands’ with ‘Stamp your feet’, ‘Dance around’ or ‘ Roll on the floor’. Encourage the learners to think of new verses. They perform their favourite verses for the class.

Week 2

Lessons 3 and 4: Listening and speaking; Reading (pages 98–99)

Learners listen to, read and answer questions about a book review.

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Week 2


Learners build a word family of nouns ending in -er. They also learn how to spell high frequency words and some plurals by breaking them into smaller parts.

an appropriate tempo. Read the first sentence of the second paragraph very quickly and with no expression. Also mispronounce a word. Ask for volunteers to read the sentence in a more appropriate way. Tell the learners that their aim is to keep people interested and listening to them on the radio. They don’t want people to switch off their radio because they are bored!


Activity 18The learners complete the activity in pairs. Get them to write a list of other words they know for people who do things. See whose list is the longest and have them read it to the class.

Answers: Activity 18a) boxerb) writerc) runnerd) singere ) player

Activity 19Explain that if we divide up words into smaller parts it can help us learn how to spell words accurately. Have the learners write the words into their exercise books and divide them up into smaller parts. Then, they practise learning the spelling words with their partner.

Core Reader (pages 21 and 58)Encourage the learners to read about dining and dancing at festivals in their Core Reader.


Week 2

Lessons 7 and 8: Reading and writing; Language structures and conventions (pages 100–101)

Learners read a story with dialogue, practise punctuating direct speech, identify a colon and write part of a story with dialogue.

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Activities 20 and 21Read the dialogue. Read and discuss the information about direct speech. Have the learners identify the characters (Sandra, Mpho) and the actual words spoken (direct speech) in the story. They then practise saying the spoken words in pairs. One learner says Sandra’s words and the other says Mpho’s words. Encourage them to read fluently and with expression and to pronounce the words correctly.

Activity 22Write the first sentence on the board and then discuss and add the correct punctuation together. The learners then complete the activity in their exercise books.

Answers: Activity 22a) “I loved the story of Billy Elliot,” said Lebo.b) “Those are my shoes,” said Mpho.c) “Where are we going to dance?” asked Mary.d) “What’s that?” shouted Peter.e) “I don’t know how to dance,” said Jacob.f ) “That’s a beautiful pair of shoes,” said Mum.

AssessmentAs the learners are completing the activity, write the

unpunctuated sentences on the board. When they are finished the

activity, discuss and add the correct punctuation to the sentences

on the board. The learners mark their own work and put up their

hand if they need extra guidance.

Activity 23Discuss the structure of the dialogue. Ask the learners to identify the colon. Explain that the colon is placed after the name of the speaker in a dialogue. Then learners apply what they have learnt and practised by writing the dialogue in direct speech. Remember to give support to those learners who acknowledged they needed extra guidance.

Answers: Activity 23(Some of the words and word order may vary.)

The woman walked up to Jacob and said, “You! What’s your name?” Jacob answered, “Jacob!”Then the woman said, “Not the most graceful landing.”“I thought this was a singing audition,” said Jacob.“Try singing with your body,” the woman advised.

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Week 2

Lessons 9 and 10: Spelling test; Reflecting on reading (page 102)


Spelling testCall out the words and have the learners write them down. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Activity 24Divide the learners into groups to do a short oral book review about a book they have read. They should have prepared for homework and should use the writing frame to help them.

AssessmentObserve and listen to the learners as they reflect on their reading.

• Are they reading independently?

• Can they give an oral book review?


AssessmentMark the activity so you can assess the learners’ ability, and

give support to those learners who struggle to punctuate direct

speech.

HomeworkThe learners prepare for Activity 24.

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Unit 111

Unit AnimalsLearner’s Book pages 103–111 Duration 10 hours

Overview


LB page/s

Activities

Daily listening and speaking practice: Learners perform a rhyme, poem or song, play a language game, give and follow instructions or directions, tell their news, or retell a story they have heard or read.

Term 3 Week 3

1–2 60 103–104 Reading and comprehension: Activities 1, 2, 3 and 4

3 30 104–105 Writing: Activity 5; Reading: Activity 6


6 30 105–106 Vocabulary: Activities 8 and 9; Core Reader



Term 3 Week 4

1–2 60 107–108 Listening and speaking: Activities 13, 14 and 15


4–5 60 108–110 Reading: Activities 17 and 18; Listening and speaking: Activity 19


7 30 110–111 Language structures and conventions: Activities 21 and 22

8–9 60 111 Writing: Activity 23; Core Reader


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Week 3


Learners answer pre-reading questions and read an information text. They answer simple and more complex questions about the text. They also identify articles, comparatives, singular and plural nouns, nouns that only have plurals, a plural noun that changes its form when it is singular, and an example of concord.

Before the lessonDisplay books that include information texts and visuals.


Activity 1Learners skim the text to familiarise themselves with it. Hold a class discussion to answer the pre-reading questions. The text is about herbivores, which include zebras, buffalos, giraffes etc. The savannah is an open grassy plain, with a few scattered trees.

Activity 2Discuss the words in the glossary before the learners read the text independently.

Activity 3Discuss the meanings of any new words, then refer to the text to revise language the class has studied. Have the learners identify the following in the text:• articles – A, an, the• comparatives – longer, shorter, taller than, younger, tougher• singular and plural nouns – herbivore – herbivores, animal –

animals, plant – plants• a noun that is only used as a plural – buck• a plural noun that changes its form when it is singular –

teeth – tooth• anexampleofconcord–Aherbivore(singular)isananimalthat

eats (verb) plants. They (plural) have to eat (verb) a lot to get their daily nourishment.

The learners then scan the text looking for specific details to answer the questions.

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Answers: Activity 3a) False, giraffes eat the leaves from trees.b) False, wildebeests eat medium-length grass.c) Trued) Truee) False, herbivores spend most of their day eating.



Write constructive comments in their books.

Activity 4Hold a class discussion to discuss these more complex questions.

Answers: Activity 4a) Herbivores do not usually fight over food as they eat grass and

leaves that grow at different heights.b) Zebras dig to find roots to eat.

Week 3

Lesson 3: Writing; Reading (pages 104–105)

Learners summarise a text with support. They also read aloud.

Activity 5The learners choose appropriate vocabulary from the text to complete a summary. They write the summary in their book.

Answers: Activity 5Herbivores are animals that only eat plants. Buck, giraffes, wildebeest and zebras are herbivores. They have special jaws and teeth for eating plants. They have to eat a lot of plants to get their nourishment. The herbivores eat different plants. Giraffes are taller than other herbivores, so they eat the leaves from the tops of the trees. The smaller herbivores eat young plants and leaves on the ground.

Activity 6Discuss the meaning of new words and practise pronouncing them before the learners practise reading the text aloud.

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Week 3


Learners listen to and perform a poem.

Activity 7Read the poem to the class using rhythm and expression. Divide the learners into groups to practise reading and performing the poem, and then have them perform it for the class. Encourage them to say it with expression and rhythm, and to add actions.

Week 3

Lesson 6: Vocabulary (pages 105–106)

Learners write words in alphabetical order, look up the meanings in their dictionaries and then record them in their personal dictionary.


Before the lessonWrite the following words on the board: fast, fly, fat, fierce, and feet.

Activities 8 and 9Recap how to arrange words with similar letters in alphabetical order. Use the words on the board as an example. The learners then write the words in alphabetical order (knobbly, shy, stretch, tan, velvet). The learners then look up the words in the dictionary and choose the correct definition. They write the word and meaning in their personal dictionary.

Answers: Activity 9• stretch: to push part of your body as far as you can • shy: don’t make friends easily • velvet: soft, like velvet material• tan: a brown colour• knobbly: bumpy


• Do they know how to use alphabetical order and a dictionary

to check the meanings of words?


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Core Reader (page 59) Encourage the learners to read more information text about herbivores in their Core Reader.

Week 3


Learners build on their understanding of comparative adjectives.

Week 3


Learners participate in a conversation.

Activities 11 and 12The learners first compare the animals verbally and then they write about them. They need to understand that when they write their comparisons, they are also describing the animal. Instruct them to read what they write to their group.

AssessmentListen to the learners having a conversation and giving feedback.


• Do they stay on the topic?


Activity 10Divide the learners into small groups to discuss the topics. Remind them to take turns to talk, stay on the topic and ask relevant questions. The groups then give feedback to the class. Every learner must participate in the feedback. Encourage the rest of the learners to ask the group questions.

Read and discuss the information about comparative adjectives. Divide the learners into groups of three and have them make up sentences about themselves using comparative adjectives. Get them to say their sentences to the rest of the class.

Comparing things

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Activity 13Read the following text to the learners. It includes examples of was and were concord, and determiners (first, second). Read expressively, changing your voice for the different characters.

Discuss new words and their meanings. Read the text again.

Activity 14Get the learners to talk about and answer the questions in pairs, and then hold a class discussion in which they give feedback about their answers.

Answers: Activity 14a) Dinosaurs lived on the earth a long time ago.b) The learners will give their own opinions.c) A ‘koppie’ is a small hill.d) Jono jumped when he saw a fossil of a head with huge teeth and a

place where an eye should be.e) (Sentences will vary.) Jono learnt about what the Karoo was like

long ago. He climbed a koppie. He saw a fossil of a dinosaur skull.

Week 4


Learners listen to, discuss, answer questions about and describe a recount. They also use reported speech.

Karoo monstersJono visited his Gran on her farm in the Karoo. On the first day, his Gran told him what the Karoo was like long ago.

She kicked a stone with her foot and some ants came running out.She told him that the ants were different when the dinosaurs lived

there. The fish were also different. Everything was different millions of years ago.

Then on the second day, she told him that some of the dinosaurs left something behind so we can see what they were like. She took him up to the top of a koppie and told him to look carefully.

When Jono bent forward to look, he saw a beautiful pattern – a pattern of bones.

He saw something that made him jump. There were huge teeth and there was a place where an eye should be. He could see the shape of a giant head.

His Gran traced the shape on the rock with her fingers. She told him that it was a fossil of a dinosaur skull. She explained that a fossil is part of a dead plant or animal that has turned into stone because it has been under the ground for a very long time.

listening text

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Activity 15Explain that when you tell someone what someone else has said or done, you are reporting, so you use the past tense. The words in the instructions will help learners use reported speech naturally, without having to understand too many rules that may be confusing at this stage.

ExtensionHave the learners ask one another questions about the text.

Week 4


Learners read a rhyme and learn to spell ‘g’ words that sound like ‘j’.

Activity 16Read the rhyme together a few times before discussing the information about the spelling rules. Have the learners use the ‘See-write-say-write-edit’ spelling method to learn how to spell the words (see ‘Introduction’).

HomeworkLearners learn how to spell the words in preparation for a test in Lesson 10.

Week 4

Lessons 4 and 5: Reading; Listening and speaking (pages 108–110)

Learners discuss and answer pre-reading questions. They read and answer questions about a visual text and describe an event. They focus on using ‘a’ and ‘the’ correctly.

Activity 17Learners skim a notice to familiarise themselves with the text before they read it. Discuss the questions and answers together. The notice is advertising the museum, and two exhibitions in it.

Activity 18The learners read the text independently. Hold a class discussion to discuss the design features (colour, fonts, headings, layout) and how they enhance the notice. Also discuss the questions and answers.

Answers: Activity 18a) The museum is in Queen Victoria Street, Cape Town.b) You can see the Stone Bones exhibition and the African Dinosaurs

exhibition.

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c) The purpose of the notice is to inform people about the Iziko SA Museum.

d) SA is short for South Africa and St is short for street.e) You see the big bold heading, and the picture of the dinosaur

skeleton.f ) Important details are in bold.

Activity 19The learners describe their visit to the museum advertised on the notice or a museum they have actually visited. Remind them to use ‘a’ and ‘the’ correctly. Explain that we use ‘the’ when we refer to a particular person or thing.

AssessmentObserve and listen to the learners during the discussions.

• Do they share ideas and offer opinions?

• Can they describe an event?


Week 4


Learners match words and their short forms.

ResourcesNewsprint for the extension activity

Activity 20After the learners have written the words and their short forms in their books, discuss the meanings of the words they do not know. Brainstorm other short forms of words they know and write them on the board.

Answers: Activity 20

St street

telly television

phone telephone

Mr mister

PO post office

SA South Africa

Dr Doctor

cell cellphone

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ExtensionDivide the learners into pairs. Instruct them to write the words and short forms on newsprint and cut them into separate cards. They play the Memory Game with the cards and match the words with the short forms (see ‘Introduction’).

Week 4


Learners use determiners and correct concord.

Activity 21The learners choose the correct determiner to complete each sentence.

Answers: Activity 21a) The museum is the first building on your right.b) There are two dinosaurs in the picture.c) There are three giraffes standing under the tree.

AssessmentDiscuss the answers in class and let the learners mark their

partner’s work. Once they have marked their work, they assess it

using emotive assessment. Give extra support to those learners

who have a sad face symbol.

Emotive assessment

3 correct

2 correct

0–1 correct

ResourcesMagazines for the extension activity

Read and discuss the information about determiners in the ‘Words before nouns’ box.

words before nouns

Activity 22Read the instructions and the information about ‘is’ and ‘are’. Reinforce the concept by doing the following. Ask the learners to identify things in the classroom that only have plurals. For example: pants, scissors, clothes, and trousers.

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Write the plural nouns on the board. Have volunteers use the words in sentences and identify whether they use ‘is’ or ‘are’ with these plural nouns.

Learners then complete the activity verbally with their partner.

ExtensionLearners practise using the correct determiners and concord by cutting out two magazine pictures that have a different number of a certain object. For example, the one picture may have one car and the other may have two dogs. They paste the pictures into their book and write a caption that starts with ‘There is/are’ and includes a determiner. For example: There are two dogs eating the food. There is one car.

Week 4


Learners design and produce a visual text.

ResourcesA large piece of blank paper for each group, scissors, glue, coloured pens and pencils

Before the lessonMake a copy of the checklist for each group.

Activity 23The learners work in small groups. Read the criteria on the checklist so they know how they will be assessed. Let them read and interpret all the instructions, and plan and produce the notice without your intervention.

AssessmentObserve and listen to the learners as they complete this activity independently.

• Do they interpret the instructions correctly?

• Do they share the work?


Use this checklist to help you assess the notice.

Writing: notice Yes No

Used the correct format

Included necessary information

Design features (colour, font, headings etc.) enhanced the notice

The whole group was involved in the process

The group was disciplined

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Core Reader (page 64)Encourage the learners to study the Art exhibition notice in their Core Reader.



• Can they compare texts by identifying similarities and

differences?


Week 4



Spelling testCall out the words and have the learners write them. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Activity 24The learners work in pairs. They tell each other what they have read. Get them to compare what they are reading by discussing the similarities and differences between the books.

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Unit 112Unit Stories


Overview


LB page/s

Activities

Daily listening and speaking practice: Learners use words that imitate their sounds.

Term 3 Week 5






9–10 60 116 Reading: Activity 9

Term 3 Week 6

1–2 60 116–117 Listening and speaking: Activities 10 and 11


5 30 118–119 Reading: Activities 14 and 15


7 30 120–121 Spelling: Activity 18



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Week 5


Learners do pre-reading activities, read a story and do a comprehension activity. They also identify and use countable nouns, adjectives, forms of the verb ‘to be’, adverbs and phrasal verbs.Do not limit the discussions in this lesson. If you run out of time, continue the activities in Lesson 3 as the learners could do Activity 4 for homework.

Before the lessonDisplay stories with a lesson, and poetry books.


Activity 1The learners skim the text to familiarise themselves with it.

Activity 2The learners read the text independently. If they still do not know the meaning of a word after they have tried to work it out using contextual clues, have them write it down. Discuss the meanings together.

Also ask the learners to identify words they cannot pronounce. Where possible, use phonics to sound out the word together. Practise the pronunciation.

Recap some of the language they have learnt this year by scanning the text to find examples of the following in the text.• Phrasal verbs – kept on, thrashed out, lay down, gobbled up• Adverbs of degree – very, very hot, really angry, very sore• Adjectives – thorn, hot• Nouns that can be counted in the first paragraph (countable

nouns) – day, lion, trees, animals, mosquito, paw, head• Forms of the verb ‘to be’ – was lying, were afraid.

Other language usages that can be revised by referring to the text are connecting words, direct speech, comparatives.

Read the story to the class and discuss the moral (lesson) of the story. (Pride comes before a fall.) Ask the learners to share any experiences they have had or stories they know where this is the lesson to be learnt.

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Week 5


Learners record words and their meanings in their personal dictionary.

ResourcesDictionary

Activity 4Read and discuss the meanings of the words in the context of the story. Then, divide the class into five groups. Each group looks up the meaning of one word in the dictionary. They share the meaning with the rest of the class. Write the meanings on the board. The learners write the words and meanings (either a sentence or a picture) in their personal dictionary.

Week 5


Learners read a dictionary entry, listen to and retell a story, complete cause and effect sentences, identify the moral of the story and relate it to their own experiences.

Activity 3Hold a class discussion to discuss and answer the questions.

Answers: Activity 3a) The lion was angry because the mosquito was mocking him.b) The mosquito laughed at the lion because it was too quick for the

lion to swat.c) The mosquito flew into a spider’s web and was eaten by the spider.d) ‘Swatted’ means to strike out at or slap something. Act out swatting

something. Other actions in the story to describe and act out are: lying, buzzing, flew, laughed, thrashed, scratch, bit, and gobbled.

e) ‘Fierce’ and ‘brave’ are words usually used to describe lions.f ) Personal responseg) The story teaches us that pride comes before a fall so we shouldn’t

act proud and show off.

ExtensionThe learners write the answers in their book.

Activity 5After the learners have read the dictionary entry, discuss the meaning and have the learners use the word in sentences.

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Activity 6Read the story to the class.

The greedy dogOne day a dog was running home with a big bone in his mouth. It was almost dark and the dog was looking forward to eating the bone. He started crossing a river to get to his home on the other side.

While he was crossing the river, he looked in the water. There he saw a dog carrying a huge bone. It was the dog’s reflection.

“Ooh, that bone looks so good,” the greedy dog thought. “I want that too!”

He snapped at the bone in the water. But as he opened his mouth to grab the bone, his bone fell out of his mouth and washed down the river! So then the dog, who was too greedy, had no bones at all to eat.

listening text

Ask the following questions.• What is the moral of the story? (Don’t be greedy as you may be

left with nothing.)• What did the dog see in the water?• Who was he actually seeing in the water?

Practise cause and effect by reading the underlined part of the following sentences and having the learners complete the sentence for you.• Because the dog wanted to get to his home, he had to cross the

river.• Because he saw the reflection of a dog and a bone in the water, he

decided he wanted that bone too.• Because the dog snapped at the bone in the reflection, his bone

fell out of his mouth.• Because the dog was greedy, he was left without a bone.

Activity 7Before the learners retell the story have them relate it to their own experiences by sharing similar stories with the class.

AssessmentObserve and listen to some of the learners retell the story.


• Do they identify the characters?

• Do they use tenses correctly?


Core Reader (page 24)Encourage the learners to read the fable, ‘Anansi and the firefly,’ in their Core Reader.

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Week 5


Learners use adverbs of degree.

Read and discuss the information about adverbs of degree. Explain the difference between ‘too’ and ‘very’.• It is very hot: This is a simple statement saying it is hot.• It is too hot: This sentence shows there may be a problem because of

the heat.

‘Too’ shows that there is a problem with the situation.• She is very short: This is a simple statement.• She is too short: This indicates there is a problem. For example: She is

too short to see over the steering wheel.

adverbs

Activity 8Leaners write and complete the sentences in their book.

Answers: Activity 8a) The dog was very greedy.b) Mosquitoes can be really noisy!c) I don’t like to lie in the sun. It’s too hot for me.d) Have you read this book? It’s a really good story!e) I almost caught the mosquito but it was too fast for me!

AssessmentDiscuss the answers in class and let the learners mark their own

work. Once they have marked their work, they assess it using star-

rating assessment. View the star rating and give extra support to

those learners who have less than three stars.


***** 5 correct

**** 4 correct

*** 3 correct

** 2 correct

* 1 correct

ExtensionPlay a game using adverbs of degree. Take the learners outside to play this game.

Learners sit in a group. Identify something close by that they can run and touch. Call this object ‘home base’.

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Say sentences that include adverbs of degree. For example: too, very, almost, really, almost, absolutely, barely, deeply, entirely, extremely, fairly, fully, hardly, highly, incredibly, nearly, quite, and totally.

If your sentence includes an adverb of degree, the learners repeat the sentence. If the sentence does not include an adverb of degree, they hop up as quickly as possible and run to touch the home base. The first person home gets a point.

Repeat from the beginning.The learner with the most points wins. If more than one learner

has the winning number of points, play a deciding round between them to identify an overall winner.

Week 5


Learners write a story using steps and a writing frame to guide them.

Before the lessonMake a copy of the rubric for each learner, or write it on the board so learners can copy the rubric into their exercise books before the story is assessed.

Activity 9Read and discuss all the steps and the assessment criteria in the rubric before the learners begin following the steps and writing their story.

AssessmentUse this rubric to help you assess the story.

Writing: story 3 2 1 – 0 Subtotal




Tense The past tense is used correctly

The past tense is used

Tenses are muddled

Punctuation and spelling

Punctuation and spelling is accurate throughout

Punctuation and spelling is mostly accurate

Very little or no punctuation and spelling is inaccurate

Content and vocabulary

All information is appropriate and sequenced Interesting use of adverbs and adjectives

Most information is appropriate and sequenced Appropriate use of adverbs and adjectives

Information is inappropriate and not sequenced Adverbs and adjectives used inappropriately or not included

Paragraphs Paragraphs are used correctly

Paragraphs are mostly used correctly

No paragraphs

Name: Total: /15

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Week 5

Lessons 9 and 10: Reading (page 116)

Learners read their story to the class.

Activity 9Extend this activity by getting the learners to read their story to the class. Encourage them to read fluently and with expression, and to pronounce words correctly. You will be able to assess parts of the story as they read it aloud. Encourage the learners to ask the reader questions about the story.

Week 6


Learners listen to and perform a poem. They identify alliteration, rhyme and rhythm in the poem.

Activity 10Read the poem in a rhythmical way. Hold a class discussion to talk about the examples of alliteration and words that rhyme.

Answers: Activity 10• Repeated sounds: sippity sip, sippity sup, soon, silver spoon, cereal• Words that rhyme: sup/cup, soon/spoon

Activity 11Give the learners time to learn the poem and practise performing it. Encourage them to add rhythm to the poem. Invite some of the learners to perform it for the class.

AssessmentObserve and listen to the learners as they discuss and perform

the poem.

• Can they identify words that start with the same sound?

• Can they identify rhyming words?

• Do they say the poem rhythmically?

• Do they pronounce the words correctly?


ExtensionPlay the circular challenge with words that start with the same sound (alliteration) and then with rhyming words (see ‘Introduction’).

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Week 6


Learners identify syllables and use rhyming words.

AssessmentThe learners check one another’s work and assess it according to

the thumbs assessment.

Thumbs assessment

All syllables match and all words rhyme.

Some syllables match and some words rhyme.

No syllables match and no words rhyme.

Activity 12After the learners have written the lines in their book, broken the words into syllables, and identified rhyming words, discuss the answer together before they complete the next activity.

Answers: Activity 12• Sip/pi/ty sip, (4 syllables)

sip/pi/ty sup, (4 syllables) I like to drink milk (5 syllables) From a chi/na cup (5 syllables)

• sup and cup rhyme

Activity 13The learners complete the sentences in their books. Instruct them to compare their sentences with their partner’s sentences. The sentences will obviously differ, but here are some examples.a) Sippity sip, sippity sup I give some milk to my new pup. b) Whose cat is that? Sitting in the hat.c) Once there was a mouse Who ran through our house.d) Please can you help me! I’m stuck in this tree.

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Week 6


Learners retell a story using the past tense.

Activity 16Read the instructions and the tip. Tell the learners to find verbs in the poem that are written in the past tense (walked, found, fell, stuck, bought, ran, cried, sent). Talk about how the verbs would be said if they were used in the present tense. Have the learners practise saying the verbs in both tenses. For example: I walked – I walk. They then read the words in the speech bubble and continue retelling the story.

AssessmentListen to the learners retell the story.

• Do they retell events in the correct sequence?


Activity 14The learners interpret the pictures and answer the questions. They should be able to work out that it is a humorous poem.

Activity 15Read the first verse rhythmically before the learners clap, so they can feel the rhythm before they respond to it. Have the learners identify the words that rhyme. Discuss the meanings and pronunciations of new words. Say the poem together.

ExtensionDivide the learners into groups to say the poem together. Get them to use objects in the classroom to make sounds that add to the rhythm of the poem as they say it.

Week 6

Lesson 5: Reading (pages 118–119)

Learners answer pre-reading questions, read a poem and respond to the rhythm of the poem.

Activity 17In pairs, the learners read and discuss the meanings of the words in bold in the sentences.

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Week 6

Lesson 7: Spelling (pages 120–121)

Learners find ‘c-’ and ‘k-’ words in a word search.

Activity 18The learners read the clues and find a word in the word search to match each clue. Explain that the letter in brackets tells them the beginning letter of the word. When they are finished, write the words on the board so they can check they have spelled each word correctly.

Answers: Activity 18a) cerealb) celeryc) cementd) cinemae) certainf ) kingg) kingdomh) kitei) kennelj) kiss

HomeworkThe learners learn how to spell the words for a test in the next lesson.

Week 6



Spelling testCall out the words and get the learners to write them down. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Activity 19Learners work in pairs. They tell each other what they have read and express emotional responses to the texts read.

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• Can they express emotional responses to texts?


Week 6



Formal Assessment Term 3 Task 1See ‘Assessment’ section.

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Unit 113Unit Patterns

Learners Book pages 124–133 Duration 10 hours

Overview


LBpage/s

Activities

Daily listening and speaking practice: Learners perform a rhyme, poem or song, play a language game, give and follow instructions or directions, tell their news or retell a story they have heard or read.

Term 3 Week 7


3 30 126 Vocabulary: Activity 4; Listening and speaking: Activity 5

4 30 126–127 Language structures and conventions: Activity 6





Term 3 Week 8

1–2 60 130–131 Reading and comprehension: Activities 13 and 14; Core Reader

3–4 60 130–131 Reading and comprehension: Activity 13






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Week 7


Learners skim the text to answer pre-reading questions and to familiarise themselves with the text. They also read, discuss and answer questions about an informative text that includes visuals.

Before the lessonDisplay books that include information texts, visuals and procedural texts.


Activity 1Remind the learners that when they skim, they quickly look at the page and focus on the title, headings, key words and pictures and ignore details and information not needed. The learners then skim the text and discuss the answers to the questions.

Activity 2The learners read the information text and interpret information in the pictures. Discuss the questions in the text with them. The following language is included in the text and may be used to revise sections, or to develop lessons for learners who are struggling to understand the sections of language.• modals – can• prepositions – round and round, over, on, between, from, at• the verb ‘to be’ – how old the tree is, A spiral is a shape, How

many spiral lines are there?

Activity 3Allow the learners to work independently. They read the questions and scan the text for specific information. Then hold a class discussion to get feedback from the learners.

Answers: Activity 3a) There are patterns of circles inside trees.b) Some plants grow in spiral patterns.c) A shell has a radiating pattern.d) Mealie kernels grow in rows.

ExtensionLearners draw a pattern and describe it.

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Week 7

Lesson 3: Vocabulary; Listening and speaking (page 126)

Learners record words and meanings in their personal dictionary. They also describe patterns.

Begin the lesson with Activity 5, so that if you run out of time, Activity 4 can be done for homework.

Activity 4Read the words in context and then get the learners to write the words and illustrate their meanings.

Activity 5The learners take turns describing the patterns to the class. The learners guess where the patterns can be seen.

AssessmentListen to the learners describe the patterns.

• Do they use appropriate words to describe the patterns?

• Do they use adjectives?


Week 7


Learners discuss and use prepositions and adjectives.

Read and discuss the information about prepositions. Revise prepositions showing position by using them in sentences about a school bag and book. Get the learners to respond to your instructions by placing their school bag and book in the correct position.For example:• The book is in the school bag. (Learners put their book in their

school bag.)• The bag is below the book. (They place the bag below the book.)

prepositions

Activity 6The learners complete the activity verbally and then write the captions in their book. Instruct them to read their captions to their partners.

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AssessmentRead the captions.

• Can learners use prepositions to describe directions?


Answers: Activity 6Captions will differ so the following are only examples.a) The knitting is in straight rows.b) The hands of the clock go round and round.c) The pretty petals go round and round.d) The paperclips are in straight rows.

Week 7


Learners listen to an information text and answer questions.

Activity 7Hold a class discussion to talk about the patterns the learners can see in the pictures. Read the following text to the learners. Read slowly and clearly. You will probably have to read it more than once.

Activity 8Let the learners work in pairs or groups to discuss the questions and then hold a class discussion in which they give feedback about their answers.

Answers: Activity 8Answers will vary.a) Water and wood can have circular patterns.b) Spider webs and shells can have radiating patterns.

Natural patternsThere are many different patterns in nature. We can see spiral patterns, circular patterns, radiating patterns, curly patterns and all-in-a-row patterns.

A pattern of lines that move out from the centre point is called a radiating pattern. A spider’s web forms a radiating pattern. The rays of the sun also make radiating patterns.

A drop of water can make circular patterns when it falls into still water. All the circles have the same centre. The centre of all these circles is the place where the drop fell.

You can see rings of curvy lines in many flowers and plants. The pattern is made of rings of curved or curvy lines that are not perfect circles. Look at the curvy lines on the cabbage. This cabbage is cut across the middle.

listening text

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c) You can see curvy patterns in flowers and plants.d) Curvy means rounded.e) Personal opinion


Before the lessonMake a copy of the rubric for each learner or write it on the board and have the learners copy it into their exercise books.

Activity 9Read the instructions and the steps before the learners begin planning and writing.

HomeworkTell the learners to read their paragraphs to someone at home and then to edit their work.

Week 7


Learners use information from a visual text to write an information text.

AssessmentUse this rubric to help you assess the activity.

Writing: information text

3 2 1–0 Subtotal

Instructions All instructions are followed

Most instructions are followed

Instructions are not followed

Sentence structure


Relatively well-formed sentences

Confusing sentence structure

Information Interpreted visual information correctly

Interpreted visual information incorrectly

Vocabulary Evidence of a developing vocabulary

Weak vocabulary

Name: Total: /10

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Week 7


Learners interpret visuals, listen to and read a poem, identify adjectives and discuss questions. They also play a descriptive guessing game.

Activity 10Read and discuss the instructions and then read the poem to the class. Learners just listen for enjoyment during your first reading of the poem. Read the poem again and this time the learners write down as many adjectives as possible. (Adjectives: new, red, pink, blue, buckle, bow, pretty, pointy-toe, strappy, cappy, bright, white, dandy, dance-by-night, flat, fat, stump-along-like-that, wipe-them-on-the-mat)Discuss the adjectives and the main idea of the poem. Ask learners to identify the words that rhyme. Choose volunteers to use some of the adjectives to describe their own and other people’s shoes.

Activity 11The learners divide into groups and discuss the questions. Tell them to find the shoes mentioned in the questions among those pictured in the Learner’s Book. The questions are designed to lead to discussions and there are not necessarily right or wrong answers.

AssessmentObserve the learners working in their groups.


• Do they give everyone a chance to speak?


Week 7


Learners practise saying and performing a poem.

Activity 12Practise saying the poem together. Learners should familiarise themselves with the pronunciation of the words, and the rhyme and rhythm. Then, they divide into groups, plan what everyone is going to say and do, learn their words, and practise performing the poem. They then perform it for the class.

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Week 8


Learners skim and scan a procedural text, and do a comprehension activity on it.

Activities 13 and 14Get the learners to skim the text and predict what they will find out about. Discuss the process, and the meanings of new words. Hold a class discussion to talk about the questions and answers.

Answers: Activity 14a) You need an A3 sheet of paper.b) You need sticky tape to stick the corners down.c) You fold the paper first.d) You need to know the front from the back so you can leave a

blank rectangle on the front cover.e) You can write your name in the blank rectangle.f ) You draw them in pencil first so you can make changes to them.

ExtensionThe learners write the answers in their book.

Core Reader (page 27)Encourage the learners to read the story called ‘The Rubbish Monster’ in their Core Reader.

Week 8


Learners follow the instructions and make a book cover.

ResourcesSheets of white A3 paper, pencil crayons, rulers, pencils, sticky tape

Activity 13The learners follow the procedure and make their own patterned book cover.

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AssessmentGet the learners to assess their own covers according to the two-

stars-and-a-wish assessment system. Read their comments so you

are aware of the learners’ strengths and weaknesses.

Week 8


Learners use connecting words to show contrast, reason and purpose.

Activity 15The learners connect the sentences and write them in their books. They must read their complete sentences to their partners.

Answers: Activity 15a) I made a cover so that I could cover my book.b) I drew circles but I didn’t draw squares.c) I bought some new shoes because my old shoes were broken.d) He got out of bed and put on his new shoes.e) There are spirals and straight lines in the pattern.


• Can learners connect sentences using connecting words?

Write a constructive comment in each learner’s book. Write

relevant observations in your informal assessment journal.

Read and discuss the information about connecting words. Use ‘and’, ‘but’, ‘because’ and ‘so that’ in sentences. Sometimes use the connecting words correctly and at other times use the wrong connecting word. The learners must identify when the correct connecting word is used and correct the sentences that are wrong.

For example:• I am taking medicine because I am sick. (correct)• I exercise but I am fit. (incorrect – so that)• I made the cover but I covered the book. (incorrect – and)• I packed my clothes but I forgot my toothbrush. (correct)

ConneCting words

Week 8


Learners practise spelling words that end in ‘-e’.

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Activity 16The learners work with their partners and follow the instructions. When they find the words in the texts, tell them to read the words in context and discuss their meanings.

Answers: Activity 16a) shape, line, space, traceb) white, some, wipe c) write, tape, name

HomeworkLearners learn how to spell the words in preparation for a test in Lesson 10.

Week 8


Learners draw and label a visual text.

AssessmentUse this rubric to help you assess the visual text.

Writing: visual text

5 4 3 2 1

Pattern Excellent Good Average Below average Poor

Labels Excellent Good Average Below average Poor

Name: Total: /10

Before the lessonMake a copy of the rubric for each learner or write it on the board and have the learners copy it into their exercise books.

Activity 17Read and discuss the instructions and the pictures. Encourage the learners to be creative when they design their pattern, and organised when they label it.

Week 8


Learners use ‘can’ to show ability and ‘may’ to give permission. They also use forms of the verb ‘to be’.

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Activities 18 and 19As these are revision activities, the learners should be able to complete them independently.

Answers: Activity 18a) May I leave the room, please?b) Can you draw a spiral?c) A spider can spin a web.d) She may allow me to go to the toilet.e) We can make a book cover because we learned how to in this unit.f ) May we take our book covers home?

Answers: Activity 19a) A spiral is a pattern.b) How many lines are there?c) It is not easy to count them.d) I am making a book cover.e) We are taking our covers home.

AssessmentMark the activities and assess the learners’ ability level. Write

relevant notes in your informal assessment journal. Give extra

support in small groups to those learners who need it.

Week 8



Spelling testCall out the words one at a time and get the learners to write them down. Learners must use two of the words in sentences that show they understand their meaning. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Activity 20The learners work in pairs. They tell each other what they have read and relate the story to their own life by explaining similarities and differences.

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• Can they relate texts to their own lives?


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Unit 114Unit Treasures


Overview


LBpage/s

Activities


Term 3 Week 9

1–2 60 134–135 Reading: Activities 1, 2, 3 and 4

3–4 60 136–137 Listening and speaking: Activities 5, 6 and 7; Vocabulary; Activity 8; Core Reader





Term 3 Week 10

1 30 139 Writing: Activities 11 and 12


3–4 60 140 Writing: Activity 14; Listening and speaking: Activity 15

5 30 140–141 Listening and speaking: Activity 16




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Week 9


Learners read a play and discuss questions about the format, setting and characters.

Before the lessonDisplay plays and books that include dialogue.


Activities 1 and 2Hold a class discussion to discuss these questions about the setting, characters and format.

Answers: Activity 1a) Personal responses as the learners are predicting.b) The play takes place in a small town in South Africa.c) There are ten characters as ‘the twins’ refers to two people.

Answers: Activity 2a) Layla speaks first in Act One.b) We know someone is speaking when his/her name is written with

a colon after it.

Activity 3Divide the class into ten groups. Allocate a character to each group. The learners help you read the words said by their character. Encourage them to read with expression.

The following language is included in the text and may be used to revise language sections or to develop lessons for learners who are struggling to understand areas of language.• Present progressive tense – are they doing, are digging• Adverbs of time – Maybe this place was underwater many

years ago.• Reported speech – Mr Allie said that they are digging trenches for

new pipes.

Activity 4Hold a class discussion to talk about these questions.

Answers: Activity 4a) The words in italics set the scene by introducing the reader to the

time, place and characters. They are called stage directions.

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Week 9

Lessons 3 and 4: Listening and speaking; Vocabulary (pages 136–137)

Learners retell a drama in sequence, make predictions, listen to a play, name characters and order sentences to explain the plot. They also discuss questions and record words and their meanings in a personal dictionary.

b) This symbol is known as a colon. It comes after the name of the person who is speaking, and separates the name from the words they say.

c) A story is written in paragraphs. Direct speech in a story appears between inverted commas. In a play, direct speech is written after the character’s name, then a colon. There are no direct speech punctuation marks. This is called dialogue.

ResourcesPieces of paper, dictionaries

Activity 5Hold a class discussion to recap in sequence what has happened in the play. Then, have the learners share their predictions with the class.

Activity 6Read the sentences. The learners will need to know the names of the characters in order to complete the activity successfully. Get the learners to write the six sentences they choose on separate pieces of paper. They arrange the pieces of paper in the correct order. They compare their sentences to their partner’s sentences and make adjustments if they are needed. Then, they paste the sentences into their books and read them in the correct order.

Answers: Activity 6(Any six of these, but they must be in the correct order.)• A digger dug up a field on First Avenue.• Some children went to explore the field.• Lindi found a plate in the field.• She took the treasure home.• Lindi told her Dad about the treasure.• Lindi’s Dad said he broke the plate and buried it in the field.• Lindi and her Dad did not tell Mrs Yengeni about the plate!

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AssessmentRead the sentences in the correct order and have the learners

assess their ability to sequence events using emotive assessment.

Give extra support to those learners who have a sad face symbol.

Emotive assessment

I chose the correct sentences and sequenced them

easily.

I took time to choose the correct sentences and

sequence them.

I could not choose the sentences and sequence

them.

Activity 7Spend time discussing the questions and getting the learners to share their personal experiences.

Activity 8Tell the learners to read the words in context and to try and work out their meanings. They should also check the meaning of each word in the dictionary before they write sentences to explain each word.

AssessmentListen to the learners during the discussion.

• Is their spoken English improving?

• Is their confidence improving?


Core Reader (page 39)Encourage the learners to read the play in their Core Reader called ‘The Haunted House’.

Week 9


Learners practise acting a play.

Activity 9During this lesson the learners spend time planning who is going to play each character, what each character will do and what props are needed.

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HomeworkThe learners learn their words, practise saying their words with expression, practise their actions and gather their props.

Week 9


Learners act a play for the rest of the class.

Activity 9Let the learners practise their play once before they present it to the class.

Week 9


Learners revise verb tenses.

Read and discuss the information about verb tenses. As you discuss each tense, have the learners make up a sentence using the tense and say it to the class. The class assesses whether or not the tense is correct by giving the thumbs up or thumbs down signal. This should encourage them to listen actively to the sentences.

revise verb tenses

Activity 10Instruct the learners to write the correct sentences in their books and then read them to their partner.

Answers: Activity 10a) Tomorrow we will go on a treasure hunt.b) Mr Yengeni is scared of Lindi’s mother.c) The digger is digging a trench in the field today.d) I am very tired. I think I am going to go to sleep.e) What are you doing? We are acting in a play.f ) The children live on First Avenue.g) Mrs Yengeni is going to be very angry!h) We are writing our own play for the concert.

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160


partner’s work. Once they have marked their work, they assess

it using the emotive assessment. Give extra support to those

learners who have a sad face symbol.

Emotive assessment

I use tenses correctly.

I sometimes understand how to use tenses

correctly.

I need help as I do not understand how to use

tenses correctly.

ENGLISH TERM 3 UNIT 14

Week 9

Lesson 10 and Week 10 Lesson 1: Writing (page 139)

Learners read and write a book review.

Activity 11Read and discuss the instructions and the review. Explain that the first paragraph tells the reader more about the book, whereas the second paragraph gives the reviewer’s opinion about the book.

Activity 12The learners use the writing frame to help them write a book review. Tell them that they will be able to use the review when they reflect on reading in Lesson 10.

Week 10


Learners use adverbs of time.

Read and discuss the information about adverbs. Draw the learners’ attention to the position of the adverbs of time in the sentences.

more adverbs

Activity 13The learners add adverbs of time to sentences. As they write the sentences, walk around and check that they are putting the adverbs in the correct place at the end of the sentences. Have them read the sentences to their partner and then discuss possible answers.

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Answers: Activity 13a) Let’s go and look for treasure again tomorrow.b) Lindi found part of an old plate yesterday.c) We are going to visit the circus today (or tomorrow).d) Do you think it will rain tomorrow?e) We acted our play for the school yesterday.f ) Did you go to school today (or yesterday)?

Week 10

Lessons 3 and 4: Writing; Listening and speaking (page 140)

Learners write a dialogue and then read and role-play it.

Activity 14Read the instructions and the beginning of the dialogue. The learners then work in pairs to discuss, plan and write their dialogue.

Activity 15The learners work in groups of four. They read and role-play both dialogues. Encourage them to use different accents for the children. Choose some groups to role-play in front of the class.

AssessmentObserve and listen to the learners while they role-play the

dialogues.

• Did they select appropriate content?

• Did they use the details accurately?

• Did they stay on the topic?


Week 10

Lesson 5 Listening and speaking (pages 140–141)

Learners play a game in which they use reported speech.

Activity 16This activity is an excellent way to have the learners practise using reported speech correctly. You do not have to explain all the rules about reported speech at this stage. Read the instructions. Demonstrate the game by playing it with two learners. Tell each learner what to say. Play it until all three of you have had a turn to take different parts. The learners then divide into groups of three and play it.

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AssessmentWalk around and listen to the learners play the game.

• Can they use reported speech correctly?

Use your observations to help you aim future lessons at the

appropriate level.

Week 10


Learners punctuate sentences and identify verb tenses.

Activities 17 and 18As these are revision activities, the learners should be able to complete them in their exercise books independently.

Answers: Activity 17a) “Hey Dad! Guess what?” Lindi asked.b) “Please don’t tell Mom,” her Dad replied.c) Sam found fish bones, a tyre and an old plate.d) Mr Allie said, “I think they are digging trenches.”e) “I’m never going back there!” (Learners can also use a full stop.)

Answers: Activity 18a) futureb) pastc) presentd) presente) future

AssessmentMark the activities and assess the learners’ ability level. Write

relevant notes in your informal assessment journal. Give extra

support in small groups to those learners who need it.

Week 10



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Activity 19Divide the learners into groups to give a short oral review of the book they are reading. They can use the review they wrote for Activity 12.



• Can they review a book orally?


Week 10




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Unit 115Unit Sport


Overview


LB page/s

Activities


Term 4 Week 1







Term 4 Week 2



5 30 152 Vocabulary: Activity 14; Core Reader


7 30 153–155 Spelling: Activity 17; Language structures and conventions: Activity 18

8–9 60 154–155 Writing: Activity 19


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Week 1


Learners complete pre-reading activities, read a story, identify prepositions, the present tense and determiners, discuss examples of concord and answer questions.


Before the lessonDisplay comics and books that include comic stories.

Write prepositions that refer to the position of something in relation to something else, on the board. For example: on, under, in, and out.


Activity 1The learners skim the title and pictures to make predictions and gain an overview of the text. Hold a class discussion to discuss the pre-reading questions.

Activity 2The learners read the text independently and write down words they do not understand. List these words on the board and then allocate words to different learners, who look up the meanings in the dictionary and share the meanings with the class.

Take a closer look at the text. Briefly remind the learners what prepositions do, by discussing the information on the board. Have them identify prepositions in the texts. For example: in, near, on, over, under, up, and along.

Ask the learners to identify sentences that are written in the present tense. For example: Lunga lives in Durban. Lunga loves the beach.

Ask the learners which wave Lunga loved the feel of. (‘First’ is a determiner. They will use similar determiners in Activity 10.)

Ask the learners how the following sentences would change if the subject changed from one person (singular) to more than one person (plural):

Lunga’s mom is very strict. Lunga’s parents _____ verystrict. (are)Lunga’s friend lends him a surfboard. Lunga’s friends_____ him a surfboard. (lend)

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Activity 3The learners work in pairs, scan the text to find specific details and complete the activity verbally.

Answers: Activity 3a) False. Lunga lives near the beach.b) Truec) False. Lunga’s friends lend him a surfboard.d) False. The water is warm so Lunga does not need a wetsuit.e) Truef ) False. You can lie, kneel or stand on the surfboard.

AssessmentObserve the learners during their discussions.

• Do they speak confidently in their first additional language?

• Do they understand the questions?


Week 1




Activity 4Read the words in the context of the story. The learners then match the words and definitions and write all the words and definitions in their personal dictionary. Have them draw a picture to match each word and write a caption for each picture which includes the word.

Answers: Activity 4• wave – a line of water that moves across the top of the sea• to paddle – to move your arms so that your body, a surfboard or a

boat moves through the water• a wetsuit – clothing that you wear to keep warm in the water

The following definitions will vary slightly:• a beach – a sandy area where land meets the sea• to surf – to ride waves on a surfboard• a surfboard – a floating board used for surfing.

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Week 1


Learners participate in a conversation.

Activity 5Read and discuss the information, instructions and questions. Give the learners a few minutes to think about the questions before they divide into groups and discuss them. After the group discussion, hold a class discussion in which the groups give feedback to the rest of the class. Encourage every group member to report back in some way.

Week 1


Learners build on their knowledge of concord and the simple present tense.

AssessmentMove between groups and observe the learners.

• Do they respect their group members and give them a chance

to speak?

• Do they ask relevant questions and respond to questions

appropriately?


Read and discuss the information about the present tense and matching nouns and verbs (concord). Ask the learners to think of a sentence in the present tense, then say the sentence to the class. The learners say if the sentence is in the correct tense, and if it is grammatically correct.

the present tense; matChing nouns and verbs

Activity 6After the learners have completed the activity in their books get them to read their sentences to their partner before you mark them.

Answers: Activity 6a) Lunga lives in a flat in Durban.b) They walk on the beach in the mornings.c) The water in the sea is salty.d) The surfers go out on their surfboards every day of the week.e) The sun shines every day, even when it rains!f ) Lunga does his homework before he goes to the beach.

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AssessmentRead and discuss the correct answers. The learners mark their

own work and assess it according to the emotive assessment

system. Give extra support to those learners who have a sad face

symbol.

Emotive assessment

I always use the correct form of the verb.

I sometimes use the correct form of the verb.

I need help.

Week 1


Learners interpret a visual and use the future tense when making predictions. They also listen to a story and retell it.

Activity 7Give the learners time to interpret the picture independently and then hold a class discussion so they can discuss their predictions.

Activity 8Read the following listening text to the class. Read slowly, clearly and with expression. As you read, have the learners write down words they do not understand.

Surf’s up for Lunga (Part 2)One day there was a big surfing contest in Durban. Lunga went to watch. He sat on the warm sand and looked out at the sea. There were surfers from all over the world.

Then one of the surfers gave his old surfboard to Lunga. Lunga could not believe his luck. Surfboards cost a lot and he did not have money to buy one! His friends all came to look at the surfboard. He had his own surfboard at last.

He sat down and talked to his mother. She said he could spend more time surfing if he worked hard as well. “You must always do your homework first,” she reminded him.

The next day Lunga took the new surfboard out for the first time. It was a special board. It turned easily. Lunga had never surfed so well!

listening text

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Discuss the text and the meanings of the words the learners do not understand. Ask the learners if their predictions were correct. The learners then take turns to retell the story to their partner.

Week 1


Learners learn about and correct uncountable nouns. They also use question marks.



• Do they identify the characters correctly?

• Do they use tenses correctly?


Activity 9Have the learners focus on the punctuation at the end of the sentences and ask them why it differs. (The sentences that end with full stops are statements. The sentences that end with question marks are questions.)

The learners work in pairs to correct the sentences. After the paired discussion, discuss the correct answers as a class.

Answers: Activity 9a) Have you done your homework yet?b) I walked on the beach and now I have a lot of sand in my shoes.c) Please can you lend me some money?d) I take two spoons of sugar in my tea.e) Would you like salt on your chips?f ) Do you like to eat fish?

Read and discuss the information about uncountable nouns. Ask the learners to think of a sentence that includes a noun that does not have a plural. They say the sentence to the class and the class decides whether the example is correct or not, by showing the thumbs up or down gesture.

information

Week 2


Learners draw and label pictures and then play a memory game in which they use determiners.

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Activity 10For this activity to be a success, it is important that the learners keep their pictures a secret. Once they have drawn, labelled and covered the pictures, explain the instructions for the memory game in detail. It is important that the learners use the model sentence in the speech bubble to guide them in their responses, so they can practise using determiners. Once they have played the game, they swap partners and play it again with a new partner.

AssessmentObserve and listen to the learners during the game.

• Are they using the model sentence to guide them?

• Are they using determiners correctly?


Week 2


Learners read a story and discuss and answer questions about it. They give an opinion, and use connecting words to retell a story and make predictions. They also identify and discuss exclamation marks.

Activities 11 and 12Divide the learners into groups of six. One learner reads the text in the boxes and the others each read the part of one of the characters. Encourage them to read fluently and with expression. Then learners discuss the questions in their groups.

Activity 13In pairs, the learners retell the story and predict how it will end.


• Do they partake in the discussion?

• Can they give a personal response to the text?

• Can they retell a story in the correct sequence?


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Week 2


Learners look up the meanings of words in a dictionary and write them in their personal dictionary.

Week 2


Learners use prepositions and the word ‘will’ in sentences.

Activity 14Read the words in context first. Then get the learners to work independently and look up the definitions in a dictionary and record them in their personal dictionary.

Answers: Activity 14a) contest – a competition or a game in which you try to win

somethingb) form – a piece of paper which you use to fill in informationc) nervous – afraid and worried

ExtensionInstruct the learners to write sentences. They leave gaps where the words in the vocabulary activity should go. They swap books with their partner, fill the correct word in each space and read the sentences aloud.

For example:• I am taking part in a wrestling ______ on Saturday.• You must fill in the ______ before you can enter.• I was very _____ before the start of the contest.

Core Reader (page 70)Encourage the learners to read the media text about Lettie’s dance group in their Core Reader.

Activity 15To make sure that the learners understand prepositions before they complete the activity, get them to use a book and a pencil and follow your instructions. Say: • The book is under the pencil. (The learners put the book under

the pencil.)• The book is on the pencil. (The learners put the book on

the pencil.)• Pick up the book. (The learners pick up the book.)• The pencil is in the book. (The learners put the pencil in the book.)

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Week 2

Lesson 7: Spelling; Language structures and conventions (pages 153–155)

Learners learn how to spell ‘c’ words that sound like ‘k’. They also use homonyms.Note, you may prefer to do Activity 18 here – we have moved it to next week, to allow for a longer time for the writing activity.

The learners then complete the activity in their book. Discuss the correct answers.

Answers: Activity 15a) Lunga is lying on his surfboard.b) Lunga is standing up on his board.c) Lunga is carrying a surfboard under his left arm.d) He is sitting on his board in the water, waiting for a wave.

Activity 16Have one of the learners read the text in the speech bubble to the rest of the class. Hold a class discussion to talk about what the children may get and do on the trip. Tell the learners that their sentences must contain the word ‘will’.

For example:• will get – a trip, food, a new wetsuit, money, a place to stay• will do – travel, practise, surf

Activity 17Recap the information in the box. Recap the words introduced in Unit 4. The learners then complete the words and write them in their personal dictionary. Discuss the pronunciation and meaning of each word.

Answers: Activity 17contestcatchcompetitioncarefulcannot

covercouldcomiccostcompete

Read and discuss the information about homonyms. Tell the learners that these words are often misspelt, as they are confusing. Ask them to think of other words they find confusing. Discuss the meanings of the words.

homonyms

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Activity 18The learners complete this activity in their book.

Answers: Activity 18a) She has one brother and two sisters.b) Do you know who won the competition?c) Next week I am going to visit my cousins in Durban.d) Last night we ate our supper at eight o’clock.e) Can you open the gate for me, please?

ExtensionEncourage the learners to think of tricks to help them remember the different spelling of tricky homonyms.

For example:there – their: There is a ‘here’ in there to remind us that this

spelling can be used in ‘here and there’. There is an ‘I’ in ‘their’ to remind us that this spelling refers to

people.

HomeworkThe learners learn how to spell the words in Activity 17 for a test in Lesson 10.

Week 2

Lessons 8 and 9: Writing (pages 154–155)

Learners write a story with support. They use exclamation marks.

Before the lessonMake a copy of the rubric for each learner or write it on the board so they can copy the rubric into their books before they hand in their work.

Activity 19Discuss the instructions and information. Recap the purpose of brainstorming. To encourage ideas to flow, let the learners brainstorm in groups. Tell them that they do not need to use all the ideas they brainstorm in their story.

Read and discuss the instructions and guidelines. The learners write their rough draft independently.

Encourage the learners to read their story aloud when editing it. They can either read it to their partner, or go outside and read it to an object. Mistakes are usually more obvious when you read aloud. The learners need to follow the steps in the checklist on page 155 and edit their story before they write a neat copy.

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AssessmentUse this rubric to help you assess the stories.





Instructions All instructions are followed and the frame was used correctly

Most instructions are followed and the frame was mostly used correctly

Instructions are seldom followed and the frame was not used

Punctuation and spelling

Punctuation and spelling is accurate throughout

Punctuation and spelling is mostly accurate

Very little or no punctuation and inaccurate spelling

Content and vocabulary

All information is appropriate Interesting vocabulary

Most information is appropriate Appropriate vocabulary

Information and vocabulary is inappropriate

Paragraphs Paragraphs are used correctly

Paragraphs are mostly used correctly

No paragraphs

Name: Total: /15

Week 2



Spelling testCall out the words one at a time and get the learners to write them down. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Activity 20Learners work in pairs. They tell each other what they have read. They compare what they are reading by discussing the similarities and differences between the books.



• Can they compare texts by identifying similarities and

differences?


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Unit 116Unit Cool cars


Overview


LBpage/s

Activities


Term 4 Week 3

1–2 60 156–158 Reading: Activities 1, 2, 3, 4 and 5



6 30 159–160 Writing: Activity 9; Listening and speaking: Activity 10


9–10 60 161–162 Listening and speaking: Activity 12; Reading: Activity 13; Core Reader

Term 4 Week 4

1–2 60 163 Reading: Activities 14 and 15; Vocabulary: Activity 16; Core Reader


4–5 60 164 Writing: Activity 18; Spelling: Activity 19

6–7 60 164–165 Writing: Activities 20 and 21



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Week 3


Learners complete pre-reading activities, read information texts and answer questions.


Before the lessonDisplay books that include information texts, visuals and social texts.


Activity 1Read and discuss the pre-reading questions. Get the learners to skim the text and find the answers. Hold a class discussion to talk about the answers.

Answers: Activity 1a) The text is about the development of the wheel and cars.b) It is an information text. We know this because it has factual

information.c) The arrow is a timeline that shows us events and developments in

the order in which they happened.

Activity 2After the learners have read the text independently, ask them which words they did not understand. Write the words on the board. Allocate a word to each learner. Some learners will have the same word. They look up the meaning of their allocated word in the dictionary. This saves time as the words can all be looked up at the same time.

It is important that every learner is involved, even if it means that a third of the learners are looking up the definition for the same word. Discuss the meanings of the words and check which meaning fits the context. Write the meanings on the board and have the learners write the words and meanings in their personal dictionary.

Activities 3 and 4Discuss the timeline in detail and then get the learners to scan the text and write the answers only, in their exercise books.

Answers: Activity 4a) 5 000 years agob) Egyptian chariots (carts)

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c) Wheels with spokesd) Henry Forde) 1769f ) disc

AssessmentCall out the answers and have the learners mark their answers.

They assess their work using thumbs assessment.

Thumbs assessment

I understood the text.

I understood some of the text.

I did not understand the text.

Activity 5Hold a class discussion to answer these more complex questions. Encourage learners to share their opinions.



• Do they understand the text?

• Do they understand how to use a dictionary?


ExtensionInstruct the learners to work in groups and brainstorm how many things in the world use wheels. They write a group list, which they share with the class. Add up the items on the list to find out which list is the longest.

Week 3


Learners develop their understanding of connecting words and use them to complete a summary.

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Activity 6The learners complete the sentences and write them in their book. Remind them to refer to the text to help them fill the gap with the correct word.


partner’s work. Once they have marked their work, they assess it

using star-rating assessment. View the star rating and give extra

support to those learners who have less than three stars.


***** 9–10 correct choices

**** 7–8 correct choices

*** 5–6 correct choices

** 3–4 correct choices

* 0–2 correct choices

Week 3


Learners draw and label a visual text.

ResourcesDictionaries, tracing paper

Before the lessonMake a copy of the rubric for each learner, or write it on the board so learners can copy it into their exercise books before they hand in their work.

Activity 7Allocate a word in the box to each learner. Instruct them to look up the word in the dictionary. Discuss the definitions and write them on the board. Give the learners tracing paper to help them draw the car in their exercise books. Alternatively, they can draw a car that has all the parts mentioned in the vocabulary box. Remind them that the labels must be easy to read.

Read and discuss the information about connecting words.

ConneCting words

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Activity 8The learners write descriptive sentences about the picture. They should read their sentences to their partner before they hand in their books.

Week 3

Lesson 6: Writing; Listening and speaking (pages 159–160)

Learners listen to a text from a talk show and classify facts and opinions.

AssessmentUse this rubric to help you assess the activities.

Writing: label a visual Subtotal

Information is captured correctly 0 1 2 3 4

Labels are clear and neat 0 1 2

Sentences are descriptive and accurate 0 1 2 3 4

Name: Total: /10


Activity 9Read and discuss the instructions and the information about word families. Encourage the learners to make brainstorming diagrams for each word family.

Answers: Activity 9• invent – invents, invented, inventor, inventing, invention,

inventive• wood – woody, wooded, wooden, woodland, woodwind,

woodworm• happy – happily, happiness, happier, happiest

Activity 10Read the text to the class. Read slowly and use expression.

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Ask learners what the main idea of the talk show is (what cars will be like in the future).

Talk about the difference between fact and opinion. Ask the learners to tell the class a fact about themselves. Then, ask them for an opinion about a car.

Read the text again. This time ask the learners to write down a fact and an opinion in the text. Discuss the examples of facts and opinions in the text. If the learners do not mention the following facts and opinions, read the sentences to the class and have them classify them as either a fact or an opinion.Fact – Concept cars are cars made only once to try out ideas.Opinion – The Pivo 2 is an interesting concept car.Fact – The Pivo 2 runs on batteries and does not need petrol or diesel.Fact – The Pivo 2 can talk to you.Opinion – The sQuba is an amazing concept car.Fact – The sQuba is a concept car.Fact – The sQuba can go on land, water or underwater.Fact – The sQuba can dive to a depth of 10 meters.

Divide the learners into pairs and get them to ask one another questions about the text.

Cool carsTalk show host: Today we ask our experts, “What will cars look like in the future?” What do you think, Mr Hashido?Mr Hashido: Well, inventors have some good ideas. There are some interesting concept cars.Talk show host: Concept cars are cars that are made to try out ideas, aren’t they?Mr Hashido: Yes. The inventors make only one of them.Miss Tasana: The Pivo 2 is an interesting concept car. It runs on batteries. So you don’t need petrol or diesel. Talk show host: Yes, and the amazing thing is that the car can talk to you!Mr Hashido: Yes. The sQuba is also an amazing concept car. It can go on land, on water and underwater. It can dive to a depth of ten metres! On land it will be able to drive quite fast, but underwater it will drive quite slowly.

listening text

AssessmentListen to the learners as they say their sentences.

• Can they give an opinion?

• Can they ask relevant questions?

• Can they respond appropriately to questions?


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Week 3


Learners practise using pronouns and connecting words correctly when they write a paragraph about a visual they have drawn and labelled.

Before the lessonMake a copy of the rubric for each learner or write it on the board so learners can copy the rubric into their exercise books.

Activity 11Read and discuss the instructions, the information and the criteria on the rubric before the learners complete the activity. Encourage the learners to be imaginative.

AssessmentUse the following rubric to help you assess the activity.

Writing and Thinking: car design Subtotal

Uses appropriate content 0 1 2 3 4

Uses appropriate grammar, spelling and punctuation

0 1 2 3 4

Uses a variety of vocabulary correctly, including pronouns and connecting words

0 1 2 3

Labels are clear, neat and easy to read 0 1 2

Car design is imaginative 0 1 2

Name: Total: /15

Week 3

Lessons 9 and 10: Listening and speaking, Reading (pages 161–162)

Learners play a language game, read a letter, identify and use prepositions, and answer questions about the format.

Activity 12Divide the learners into groups to play the language game. After the game, discuss how important it is to speak clearly if you do not want your words to be misinterpreted.

Activity 13The learners work independently. They read the letter and answer the questions in their book. It is important that they understand the format of the friendly letter as they have to write one in Activity 18, so hold a class discussion to discuss the questions about the letter.

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Read and discuss the information about pronouns. Have the learners identify the pronouns in the letter. Write them on the board and ask the learners to make up sentences using them correctly.

Answers: Activity 13a) The letter is from Charmaine.b) The letter is to Lebo.c) The letter is about Charmaine’s mother buying a taxi.d) The letter was written on 25 September 2012.e) You start a letter by greeting the person you are writing to with

‘Dear’ and their name.f ) You end the letter with the words ‘Your friend’ and your name.g) You write your address and the date at the top of the letter.h) ‘Us’ and ‘we’ refer to Charmaine’s family.

Core Reader (page 63)Encourage the learners to read Lebo’s reply to Charmaine in their Core Reader.

Week 4

Lessons 1 and 2: Reading; Vocabulary (page 163)

Learners read and answer questions about a chart. They also record words and meanings in their personal dictionary.


Activity 14Learners discuss the pre-reading questions to familiarise themselves with this type of information text.

Answers: Activity 14a) This is a chart.b) You find information about different types of taxis.c) It is written in this way because it makes it easy to compare

different information about taxis.d) Someone wanting to buy a taxi would be interested in this

information.

Activity 15The learners work independently and answer the questions in their exercise books.

Answers: Activity 15a) The Big Bus is the cheapest type of taxi.b) The Grand Voyager is the most expensive type of taxi.c) The Traveller can only take ten passengers.d) Answers will vary.

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• Can the learners interpret charts correctly?

• Can they express a valid opinion?

Write relevant comments in your informal assessment journal.

Week 4


Learners use connecting words that show cause and effect.

Activity 16Each learner works independently and completes this activity in his or her personal dictionary.

Answers: Activity 16• taxi – a vehicle that carries paying customers• passenger – a person travelling in a vehicle• petrol – fuel for a vehicle• value – the amount of money something is worth• luxury – has items that are not needed, but add greater comfort

Core Reader (page 61)Encourage the learners to read more information about ‘Cool cars’, in their Core Reader.

Activity 17The learners work independently and complete the activity in their books.

Answers: Activity 17a) She is buying a ticket so that she can go to town.b) He runs five kilometres every day so that he can get fit.c) They write letters to each other so that they can share their news.d) Cars have wheels so that they can move forward.e) The taxi has many seats so that it can take lots of passengers.

Read the reminder and then refer to Unit 13 and recap the information about connecting words.

ConneCting words

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• Do learners know how to use connecting words to show cause

and effect?


ExtensionDivide the learners into pairs. Tell them to make up sentences for their partner to join, using the words ‘so that’.

AssessmentUse this rubric to help you assess the letter.

Writing: letter 3 2 1 Subtotal

Content Appropriate Mostly appropriate Inappropriate

Format Correct Nearly correct Muddled

Address Correct Nearly correct Incorrect

Organises information Logical

Name: Total: /10

Week 4

Lessons 4 and 5: Writing; Spelling (page 164)

Learners write a letter using the correct format. They also practise spelling words.

Before the lessonMake a copy of the rubric for each learner, or write it on the board so learners can copy the rubric into their exercise books.

Activity 18Read the instructions and the tips. Refer back to the letter in Activity 13, and revise the format of the letter. Draw the learners’ attention to the punctuation (capital letters are used, but there are no full stops or commas) in the address, and the beginning and ending of the letter. Discuss the rubric so the learners know what will be assessed.

Activity 19The learners learn how to spell words by playing a game in pairs.

HomeworkLearn the spelling words for a test in Lesson 8.

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Week 4

Lessons 6 and 7: Writing (pages 164–165)

Learners read information and create a table.

ResourcesNewsprint and markers

Activity 20Divide the learners into groups to read the instructions and information, and then complete the activity on newsprint. When the tables are complete, get the learners to display them and give feedback to the rest of the class. Encourage each group member to report back in some way.

Answers: Activity 20

The Little Road Bug The Atlantis Family Car

Suitable for driving in town and takes two passengers

Suitable for comfort, safety and takes five passengers

Cheap and light on petrol Good value for money

Activity 21Learners need to know what makes a good poster. Recap the following information before they follow the instructions and plan their poster.• Posters should be eye-catching – use colour and different kinds of

writing. • Text should be clear, concise and readable. • The heading must be big and bold.

Get the learners to plan their posters in class, and then make the posters at home. Display the completed posters on the classroom walls, and give the learners time to read one another’s posters.

Week 4



Spelling testCall out the words one at a time, and get the learners to write them down. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

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Activity 22Learners work in pairs. They tell each other what they have read. They retell the story in three to five sentences. Have them respond to the text emotionally by saying how some of the parts in the book made them feel.



• Can they retell a story?

• Can they give an emotional response to a text?


Week 4


Learners complete the Formal Assessment Task independently, to evaluate their level of competency.


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Unit 117Unit Looking good


Overview


LBpage/s

Activities


Term 4 Week 5

1–2 60 168–169 Listening and speaking: Activity 1; Reading: Activities 2 and 3



5–6 60 170–171 Language structures and conventions: Activity 6




Term 4 Week 6


2–3 60 173–174 Reading: Activities 12, 13 and 14; Core Reader






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Before the lessonDisplay story books that include dialogue and diary entries.


Activity 1The learners look at the title and pictures and then share their predictions with the class. They should always give a reason for their predictions. Read the story to the class. Read slowly and expressively so the learners follow your lead when they read it aloud.

Activity 2The learners read the story aloud in pairs. Encourage them to read fluently and with expression. After they have read the story, discuss how they know someone is speaking. (The words are in inverted commas.)

Activity 3The learners read the story again independently. Hold a class discussion to talk about the questions before the learners write the answers in their exercise books. Discuss how they know if it is the narrator or one of the other characters speaking. (The characters’ actual words are in inverted commas.)

Answers: Activity 3a) The other characters are Grace, Mom, and Hannah.b) The learners write any sentence not in inverted commas for the

narrator’s words and any sentence in inverted commas for the character’s words.

For example:• Narrator – My little sister Grace is a complete pest.• Hannah – “THE Nina?”

c) The story takes place in the bedroom.d) The learners give their personal opinions.

Week 5

Lessons 1 and 2: Listening and speaking; Reading (pages 168–169)

Learners skim a text and make pre-reading predictions. They listen to and read a story with dialogue, then discuss the dialogue, plot, setting and characters. They also answer questions.

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ExtensionAsk the learners to complete the following sentences about events in the story.a) Grace’s favourite game is …b) When Grace cut her shirt …c) Grace’s mother was excited because …d) Nina was going to …e) When Mom fell asleep …f) Grace started the haircut …g) Grace’s brother thinks that Grace is …

Week 5


Learners use contextual clues and a dictionary to work out the meanings of words. They record words and meanings in their personal dictionary.

Activity 4The learners need to understand that they must first use the contextual clues in the story to help them write the definition of each word, and then check the meaning of the word in the dictionary. Get them to edit their first definition after they have read the meaning of the word in the dictionary. Discuss the correct definitions, write them on the board and have the learners write them into their personal dictionaries.

Answers: Activity 4a) pest – someone who is annoying and a nuisanceb) autograph – a signature, especially of someone famousc) fringe – decorative strands around the edge of somethingd) bedtime – the time someone goes to bed


Read and discuss the information about using contextual clues to work out the meanings of words. Use an example from the text to show the learners how to use contextual clues to work out the meaning of a word.

For example: Which words in this sentence help you work out the meaning of the

word straight? “She can’t cut straight, so one sleeve was about ten centimetres

shorter than the other.”The words, “one sleeve was shorter than the other” tell us that straight

can mean that something is not the same length or level.

remember: Contextual Clues

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Week 5



Activity 5Have the learners skim the story and identify new or difficult words. Write these on the board. Discuss the meanings of the words and practise pronouncing them before the learners record them in their personal dictionaries.

ExtensionInstruct the learners to work in pairs and take turns miming words in the text. Their partner has to try and guess which word they are miming.

Before the lessonAdapt the examples from the information box and write them on the board in the following ways.• can we come and watch hannah asked• no said mom• get her autograph for me i said

Draw three stick figures and name them Hannah, Mom and Alex. Have speech bubbles coming from each of their mouths with the following text.• Hannah – Can we come and watch?• Mom – No.• Alex – Get her autograph for me.

Week 5

Lessons 5 and 6: Language structures and conventions (pages 170–171)

Learners use direct speech.

Read and discuss the information about direct speech and quotation marks. Let the learners compare the examples in the Learner’s Book with those on the board. Ask and discuss the questions.• How are the examples different?• Why are they different?• How does the punctuation differ?

Select volunteers to come up to the board and add the correct punctuation to the sentences on the board.

direCt speeCh and Quotation marks

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Activity 6Let the learners find and read aloud examples of people speaking in Activity 2. Write the following examples on the board and have the learners practise adding the quotation marks before they complete this activity.• Do you know how to write direct speech? asked my teacher.• I do now, I replied.• Well, then you are ready to complete Activity 6, said my teacher.• I will do my best, I said enthusiastically.

Answers: Activity 6The phone rang.

“Alex, put Grace on the phone.”I fetched Grace from her bed. It was full of bits of hair.“Grace did you cut my hair?” Mom shouted.“Grace, why did you cut my hair?” Mom yelled.“I’m sorry Mummy,” said Grace in a very tiny voice.“Just wait till I get home,” yelled Mom.


• Do the learners use quotation marks for direct speech

correctly?

Write relevant notes in your informal assessment journal. Give

extra guidance one-on-one, or in small groups, to those learners

who need extra support.

Week 5


Learners practise reading aloud with appropriate pronunciation and expression.

Activity 7Ask the learners to identify words in the text that they find difficult to pronounce. Practise saying them together. The learners then divide into pairs and practise reading the story aloud to one another. When they have done this, divide them into groups of three. One learner reads the part of the narrator, Alex. As Alex narrates and speaks, the strongest reader in the group should take this part. The other learners read the parts of Mom and Hannah. They can swap characters and read the text again.

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ExtensionLearners make up expressive sentences that one of the characters may have said. The class tries to guess which character may have said the words.

Week 5


Learners make, discuss and role-play predictions, listen to a story with dialogue and discuss the plot, setting, sequence and characters.

Activity 8Before the learners work in groups and complete this activity, recap the guidelines for group work.

AssessmentWalk around and observe the learners working in groups.



Choose some of the groups to role-play their predictions in front

of the class.

Activity 9Read the listening skills text to the class. Read slowly, fluently and with expression. Use different voices to say the words of different characters.

Looking prettyMom walked through the door and she was smiling.

Hannah and I stared at her hair. “It’s not – it’s not so bad,” Hannah said.“It looks quite nice,” I said.Mom grinned. “I know. You won’t believe what happened.”Out of the corner of my eye I saw Grace peeping round the side of

the sofa. “I got to the interview, and Nina was in despair because the stylist had

messed up her hair. And I walked through the door, and she pointed at me, and said, ‘I want my hair like THAT!’

And I turned around, because I thought she was pointing at someone behind me. But her personal assistant came up to me and said, ‘Who cut your hair?’

So I said, ‘My daughter.’And Nina said, ‘Can she cut mine?’And I said, ‘No.’So Nina said, ‘Why not?’And I said, ‘Because she’s a very naughty girl and isn’t allowed to touch

the scissors again until she turns eighteen.’”

listening text

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Activity 10Tell the learners to refer back to the texts they have read and choose appropriate words to complete the sentences. They write the summary in their book and underline the missing words. Discuss the answers before the learners use reported speech to retell the whole story to their partner.

Answers: Activity 10Alexi and Hannah had a younger sister called Grace. Grace liked to cut things with scissors. One day she cut Mom’s hair while her Mom was sleeping. She did not cut the hair straight. Mom only noticed the next day. She was very angry because she had an important interview with a singing star called Nina. But Nina said she liked Mom’s haircut. Mom was surprised. She said that Grace was a very naughty girl and wasn’t allowed to touch the scissors again until she turned eighteen.

Divide the learners into pairs and let them tell one another how the story ended. They take turns saying one sentence at a time and follow on where their partner left off.

For example:Learner 1: Hannah and Alex stared at Mom’s hair.Learner 2: They decided that it didn’t look too bad.Learner 1: Mom told them that when she arrived at the interview,

Nina was unhappy because her hair was a mess.

Ask and discuss the following questions.• Where is this part of the story set? How do you know? (It is set in

the lounge. Grace peeps around the side of the sofa.)• Which character does most of the speaking in this part of the

story? (Mother)• How is the story the same or different to your predictions?• Was the ending predictable or unpredictable?

Week 5


Learners read and complete a summary and retell a story in the correct sequence using reported speech and connecting words.



• Do they identify the characters correctly?

• Do they use reported speech correctly?


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AssessmentWalk around and observe the learners working in groups.

• Can they follow instructions correctly?

• Do they use a wide range of vocabulary?



Core Reader (page 30)Encourage the learners to read the story of ‘Boris the Slug’, in their Core Reader.

Week 6


Learners make predictions, identify the writer of a text and the text type, and then practise using reported speech by reading a diary entry. They also answer questions in which they begin using connecting words to show choice.

Activity 11Divide the learners into groups and have them read the instructions and play the game. Other words they could use are: breakfast, tomorrow, interview, autograph, and professional.

Week 6


Learners follow instructions, use vocabulary and play a game in groups.

Activity 12Hold a class discussion to discuss the pre-reading questions.Discuss these elements of diaries.• A diary is a personal record of our experiences, thoughts and

emotions.• It sometimes has a special name, for example, Kitty, in The Diary

of Anne Frank.• It usually has the day and date at the top of the entry.• Informal language may be used.

Answers: Activity 12a) No.b) This is a social text, which is called a diary.c) Mandla wrote this text.

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Activity 13After the learners have read the text, discuss it and any new words and their meanings.

Activity 14Remind the learners to scan the text to find the specific information they need to answer the questions. Discuss the questions before the learners answer them in their exercise books. Remind them to write full sentences.

Answers: Activity 14a) Mandla wrote the diary. His name is on the cover.b) The entry describes how everyone looked at Carl’s birthday braai.c) Mandla likes to look good. Mandla thinks Dineo looks pretty.d) Mandla will either wear his jeans or his new long black trousers.e) Learners’ personal responsesf ) Learners’ personal opinions

AssessmentMark the answers. Can the learners:

• use contextual visual clues to answer questions (Question a)?

• identify the writer of the diary and find information about him?

• express feelings and opinions about the text?


Core Reader (page 65)Encourage learners to read the diary entry in the Social text section of their Core Reader.

Week 6


Learners use apostrophes to show possession.

Read and discuss the information about the apostrophe. Instruct the learners to look at the text in Activity 13, and identify words where the apostrophe is used to show possession. (Carl’s birthday, Andre’s new shoes, Pumla’s jacket)

Discuss how they would write these words from the text using an apostrophe of possession: Dineo has a new hairstyle. (Dineo’s new hairstyle)

the apostrophe

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Activity 15Discuss the instruction and the example before the learners work independently and write the other captions.

Answers: Activity 15a) This is Dineo’s diary.b) This is Lebo’s shirt.c) This is the dog’s bone.d) These are Brenda’s scissors.

AssessmentWrite the answers on the board and discuss them. The learners

mark their own captions and assess their competence using the

emotive assessment system. Give extra support to those learners

who have a sad face symbol.

Emotive assessment

I understand how to use an apostrophe to show

possession.

I need help.

Week 6


Learners use commas to separate nouns in a list and use connecting words to show a choice.

Read and discuss the information and example about using a comma in lists.

the Comma

Activity 16In this activity the learners practise using the comma to separate lists of nouns. Extend this by having a competition to see who can write the longest list of words beginning with ‘c-’. (Learners should be able to draw from the spelling words they have learnt during the year.) Then hold a similar competition using the letter ‘w-’. (Their spelling words in Activity 18 begin with ‘w-’.)

Activity 17The learners practise using the connecting words ‘either’, ‘or’ and ‘then’.

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Week 6


Learners identify spelling errors and learn how to spell ‘w-’ and ‘wh-’ words.

Read and discuss the information about ‘w-’ and ‘wh-’ words.

spelling

Activity 18The learners correct the sentences and begin learning how to spell the words. Discuss and mark the sentences together.

Answers: Activity 18a) Who is that boy who is wearing a blue T-shirt?b) Where are you going this week?c) Why are you standing with your hands in your pockets?d) Please can you watch my little sister while I go to the shop?e) When are you going and what are you going to wear?


Week 6


Learners use structured support to help them write a story that includes dialogue.


Before the lessonMake a copy of the rubric for each learner, or write it on the board and have the learners copy it into their exercise books. Write the following writing frame on the board:Title:One day my …. It began when …Then ... After that …My … said, “I felt … .” I realised …

Activity 19Read the first instruction and then hold a class discussion so learners can share personal experiences about their family members. Ask them to tell the class about the happening in one sentence. Do not let them give details. Write keywords on the board. For example:

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• won a prize• started a fire• threw a surprise party• found a wallet• was in an accident• met a famous person.

Activity 19aRead and explain the brainstorming process and have the learners plan their story in this way.

Activity 19b and cRead and discuss the instructions and the writing frame on the board before the learners write their first draft. Encourage them to make their story more interesting by adding describing words (adjectives and adverbs) and direct speech. Read and discuss the information in the ‘Tips’ box.

Activity 19dThe learners edit their first draft before writing the final draft to hand in. Encourage the learners to read their story aloud to their partner during the editing process – this should help to draw their attention to errors. Also tell them to use the ‘Tips’ box as a checklist.

AssessmentUse this rubric to help you assess the story.


Content All content is appropriate

Content is mostly appropriate

Content is inappropriate

Guidelines All guidelines were followed

Most guidelines were followed

The guidelines were not followed

Direct speech, adjectives, adverbs, connecting words, pronouns

Used appropriately

Mostly used appropriately

Not used appropriately

Spelling, punctuation

Spelling and punctuation is accurate

Spelling and punctuation is nearly accurate

Spelling and punctuation is inaccurate

Grammar All sentences are well structured

Many sentences are well structured


Name: Total: /15

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Week 6



Spelling testCall out the words. The learners write the words and then use three of them in sentences that show they understand their meanings. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Activity 20The learners work in pairs. They express emotional responses to the book they are reading and relate it to their own life. Have them read extracts of the book to one another.

Assessment Observe and listen to the learners as they reflect on reading.


• Can they express emotional responses to the text?

• Can they relate the text to their own life?


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Unit 118Unit Space


Overview


LBpage/s

Activities

Daily listening and speaking practice: Learners perform a rhyme, poem or song, play a language game, give and follow simple instructions or directions, tell their news or retell a story they have heard or read.

Term 4 Week 7





6–7 60 180–181 Writing: Activity 8; Language structures and conventions: Activities 9 and 10


Term 4 Week 8


2–3 60 182–184 Reading: Activities 13, 14 and 15; Core Reader

4 30 184 Listening and speaking: Activities 16, 17 and 18






Term 4 Week 9–10 Revision and assessment

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Before the lessonDisplay books and posters that include information texts and visuals about space.


Activity 1After the learners have familiarised themselves with the text by discussing the pre-reading activities, hold a class discussion in which they give feedback to the class.

Activity 2Get the learners to write down new words while they read the text independently. Discuss the meanings of the words and practise pronouncing them.

Activity 3Read and discuss the questions and adverbs of manner (adverbs of manner tell us how something is done) before the learners scan the information for specific details, to answer the questions in their books.

Answers: Activity 3a) People who work and travel in space are called astronauts.b) Gravity pulls you down to Earth.c) Astronauts float in their spacecraft as there is no gravity in space.d) They cannot use salt and pepper on their food as it floats away.e) ‘Slowly’ describes how astronauts float around.f ) ‘Carefully’ describes how astronauts hold their food.g) ‘Weightless’ means having no weight (heaviness).h) The sentence is true.

Week 7


Learners complete pre-reading activities, read and discuss a glossary and an information text, and use reading strategies to complete comprehension activities which include questions about adverbs of manner.

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Write constructive comments in their exercise books.

Week 7

Lesson 3: Comprehension (page 179)

Learners use adverbs and words from the text to complete a summary.

Activity 4Tell the learners to refer to the text in Activity 2 and find suitable words to fill the gaps. They write the summary in their books. Let them read the summary to their partner before discussing the answers. Also get the learners to identify the adverbs in the summary.

Answers: Activity 4There is no gravity in space. This makes life in space different from life here on Earth. Astronauts float slowly inside their spacecraft because there is no gravity. They also have to tie themselves down so that they can sleep. When they eat, they have to hold their food carefully so that it doesn’t float away. Astronauts take food in special bags with them.


partner’s work. Once they have marked it, they assess it using the

star-rating assessment system. View the star rating and give extra

support to those learners who only have one star.


***** 7 correct choices

**** 6 correct choices

*** 5 correct choices

** 4 correct choices

* <4 correct choices

Week 7


Learners use the suffix ‘-ing’ to help them write captions using the present progressive tense.

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Activity 5Hold a class discussion to discuss what is happening in each picture and to practise making suitable captions in the present progressive tense. Learners then write the captions in their books. Tell them to underline the verb.

Answers: Activity 5Captions may vary slightly, but the verbs remain the same.• The spacecraft is flying in space• The man is floating in space.• The people are working.

Week 7


Learners listen to a short talk, and explain, discuss and interpret the main message.

Activity 6Read the following listening skills text to the learners. Read it slowly and in a tone that would be used to present an informative talk on the radio. Ask the learners what the main message of the text is. (Inventions to help astronauts in space.)

Read and discuss the information about the present progressive tense. Let the learners refer back to the text in Activity 2 and identify verbs written in the present progressive tense (are sleeping, are listening, are holding).

the present progressive tense

AssessmentMark the captions.

• Can the learners use the present progressive tense correctly?


SpaceGood morning. I am Professor Patel. I am going to tell you about some things that were invented to help astronauts in space. These things have now become very useful to us on Earth as well.

First of all there are plastic sunglasses. We use them when we go outside as they protect our eyes against the sunlight. Plastic is light and strong. Plastic sunglasses were invented to protect the eyes of astronauts when they were working on spacecraft.

listening text

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AssessmentEncourage the learners to assess their listening skills according to

the temperature-gauge assessment system.


Hot I’m an excellent listener.

Warm I’m a good listener.

Cool I could be a better listener.

Cold I struggle during listening activities.

Week 7

Lessons 6 and 7: Writing; Language structures and conventions (pages 180–181)

Learners write sentences to help them explain the meaning of words. They also form compound words, write them in alphabetical order and look them up in a dictionary to check if they are correct.

Think about how you fasten your trainers or the duvet cover on your bed. You may be using Velcro. Velcro has two sides which stick together. It was invented to fasten scientific equipment and other things inside spacecraft so that they did not float around.

So, although it is very expensive to send astronauts and spacecraft into space, these trips have also produced useful things for us on Earth.

Activity 7Read the text again and then tell the learners to work independently and answer the questions in their books. Hold a class discussion to discuss the answers.

Answers: Activity 7a) The radio talk was about inventions to help astronauts in space.b) Plastic sunglasses and velcro were first used by astronauts.c) Velcro has two sides which stick together. It can be used to

fasten things.d) Plastic sunglasses are light and strong and do not scratch.e) Learners’ personal opinions


Before the lessonWrite the following sentences on the board:• I want to be an astronaut.• An astronaut is a person who travels in space.

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Activity 8As the learners were introduced to these words in the reading text and discussions, they should be able to write the sentences independently. Before they complete the activity, ask the learners which sentence on the board explains the meaning of the word ‘astronaut’. They need to understand that their sentences must explain the meanings of the words, and not only be a sentence using the word.

AssessmentHave the learners read their sentences to their partner who uses

thumbs assessment to identify a good and poor explanation.

Thumbs assessment

a good explanation

a poor explanation

Activities 9 and 10Learners form compound words and write them in their exercise books. Then they write the words in alphabetical order and check that their answers are correct by looking them up in a dictionary.

Answers: Activity 10sunlightspacecrafthandbagearringgrandfatherfootballweekendoutside

Read and discuss the information about compound words. Get the learners to give examples of compound words and write them on the board. For example: watermelon, jigsaw, bedroom, bookmark, rainbow, bathroom, and notebook.

Compound words

Week 7

Lessons 8, 9 and 10: Writing (page 181)

Learners research a topic and write a paragraph which includes pronouns and connecting words.

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Before the lessonPlan a trip to the library for the learners to do research. Alternatively, make copies of appropriate information that the learners can use for their research. Encourage the learners to bring information from home.

Make a copy of the rubric for each learner, or write it on the board and get the learners to copy it into their exercise books.

Activity 11Discuss all the instructions and information before the learners begin their research. The learners spend the first lesson completing Step 1. They do their research either in the library or using the books and information they have available to them in the classroom.

During the next two Lessons they complete Steps 2, 3 and 4. When they are editing their paragraph, tell them to read it aloud to their partner or even to a tree outside. Depending on the time available, have the learners read their final draft to their group or the class.

AssessmentUse this rubric to help you assess the paragraph.

Writing: paragraph Subtotal

5 4 3 2 1

Content Excellent Good Average Below average Poor

Vocabulary Excellent Good Average Below average Poor

Grammar, spelling, punctuation

Excellent Good Average Below Average Poor

Name: Total: /15

Week 8


Learners listen to, read and discuss a poem.

Activity 12Read the poem to the learners using expression and rhythm. Hold a class discussion to discuss these questions.• Does the person in the poem know about gravity? How do you

know? (No, she doesn’t. She says it doesn’t make sense to her.)• Will the person fall off the Earth? How do you know? (She will

not fall off the Earth as gravity will hold her down.)• Is the Earth flat? (No, the Earth is round.)• Will we all float into space if gravity lets go? (Yes, we would.)

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• Is the person in bed now? How do you know? (No, she is not. She says that when she gets into bed that night, she will tie herself down.)

• Does gravity make sense to you? Why? Why not?

Discuss the meanings of new words and practise pronouncing them before the learners read the poem to their partner.

Week 8


Learners answer pre-reading questions, read and discuss visuals and information on a poster, and discuss questions about design features, audience, language and layout.

Activities 13 and 14Tell learners to discuss the questions and read the information in pairs.

Activity 15Hold a class discussion to talk about the questions.

Answers: Activity 15a) The names of the planets can be found on the labels on the poster.

They are: Mercury, Venus, Earth, Mars, Saturn, Jupiter, Uranus, Neptune (and Pluto).

b) The sun is a star. It is the nearest and most important star to the Earth. It gives Earth light and warmth.

c) The purpose of the poster is to inform people about the Solar System.

d) Accept and relevant suggestions, for example, learners.e) The poster uses formal, factual information.f ) Possible discussion points:

• the size of the picture• the use of colour• the size of the heading• the font used• the number of words on the poster• the position of the heading, picture and writing.

ExtensionDivide the learners into pairs and have them ask one another questions about the information on the poster.

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• Do they understand the text and design features?


Core Reader (page 60)Encourage learners to read the information text ‘Stars and planets’.

Week 8


Learners listen to a talk and use reported speech and connecting words to retell what was said. They also participate in a conversation.

Activities 16 and 17Read the following text to the class.

Hello, it’s Professor Brown. This time I’m going to tell you more about our Solar System.

Long ago people did not have computers, so they watched how the sun, the moon and the stars moved in the sky. The positions of the stars and moon in the sky told them what time of the year or day it was.

People also used the stars to find their way. They used the stars like we use a map.

People have always been interested in the patterns of stars in the sky. There are many stories about the stars.

listening text

Ask the learners what the main message of the text is. Read the text again and get the learners to identify new words. Discuss their meanings and practise pronouncing them. The learners use the frame to retell the story using reported speech and connecting words.



• Do they use the frame correctly?

• Do they use reported speech and connecting words?


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Week 8


Learners find and learn how to spell words in a word-search.

Activity 18The learners hold a conversation in groups. Encourage them to ask relevant questions, express opinions and respect the ideas of their group members.

AssessmentObserve and listen to the learners during the conversation.

• Do they participate in the conversation?

• Do they ask relevant questions?

• Do they respond appropriately to questions?

• Can they express an opinion?

• Do they respect others’ ideas?


Week 8


Learners add suffixes to adjectives and make comparisons.

Read and discuss the information about making comparisons. Discuss examples using learners. For example, choose learners who are different heights to stand in front of the class. Ask the learners to make up comparative sentences about the learners. They may say:• Zinzi is tall. Lebo is taller than Zinzi. Jan is the tallest.• Jan is short. Lebo is shorter than Jan. Zinzi is the shortest.

making Comparisons

Activity 19The learners write the comparisons in their books. Discuss the answers.

Answers: Activity 19a) Jupiter is bigger than Earth.b) The moon is smaller than Earth.c) The four planets that are nearest to the sun are Mercury, Venus,

Earth and Mars.d) It is much hotter on Venus than it is on Earth.e) Venus and Mars are the two planets that are closest to Earth.

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Activity 20After the learners have written down the words in their exercise books and you have marked the answers, get them to use one of the spelling methods they know to learn their spelling.

Answers: Activity 20Sun, moon, Earth, planets, stars, spacecraft, Mars, dust, gas, orbit


Week 8


Learners plan, design and produce a poster.

ResourcesA large sheet of blank paper for each learner

Before the lessonMake sure the learners have information available to use for their posters.

Activity 21The learners plan their poster by brainstorming ideas, and reading and gathering information and pictures. They can use the texts in their Learner’s Book as the basis for their poster, but encourage them to add extra information.

Discuss the instructions and questions before the learners draft their information and design their poster. Recap the elements on the poster in the Learner’s Book that made it effective – colour, pictures, big font, heading in big letters, arrangement of information.

After thorough planning and drafting, the learners produce their final poster. Walk around throughout the process and give guidance and support.

HomeworkThe learners prepare a short speech about their poster. Read and discuss Activity 22 so the learners know what is expected of them.

Week 8


Learners give a short speech about their poster.

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Spelling testCall out the words and have the learners write them down. Mark and assess the test. Record the marks and write relevant comments in your informal assessment journal.

Activity 23The learners work in pairs. They express emotional responses to the book they are reading and relate it to their own life. Have them read extracts of the book to one another.



• Can they express emotional responses?

• Can they relate texts to their own life?


Weeks 9 and 10

End-of-year examination (pages 187–188)

Learners complete an end-of-year examination to evaluate their level of competency.

Activity 22Depending on the number of learners in your class and your time constraints, get learners either to present their speech to the whole class (this takes more time), or to their group.

Week 8



End-of-year examinationYou can use this as an end-of-year examination, or if you are drawing up your own examination, learners can use this as extra practise. It should be done individually. Mark the task according to the assessment tools provided in the ‘Assessment’ section of this Teacher’s Guide.

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1ASSESSMENT

Unit 1Assessment

IntroductionContinuous assessment, both formal and informal, needs to be conducted throughout the school year. Assessment involves four steps:• generating and collecting evidence of achievement• evaluating the evidence collected• recording the findings• using the findings to understand the learners’ development, give

appropriate support and influence the learning and teaching process so it is relevant.

Assessment should always:• provide relatively prompt feedback for both the learner and

the teacher• serve to reinforce or correct learned responses• help to pace learning as it reflects whether learners have mastered

a concept, or if they need additional work in order to develop the concept.

Formal Assessment Tasks are included in the Learner’s Book. There are also teacher, self- and peer-assessment activities in the lesson plans in this Teacher’s Guide.

The assessments often require learners to become self-evaluative. The development of peer assessment and self-assessment takes planning, time, patience and commitment. Learners need to understand the assessment criteria or else they will find it difficult to move beyond superficial criteria like neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on, and discuss their learning, teachers can develop the learner’s assessment skills.

Assessment terms• Baseline assessment: used to find out what the learners know at

the beginning of a grade• Formal assessment: the assessment of learning which occurs twice

a term and results are recorded• Informal assessment: the daily monitoring of the learners’

development and learning• Peer assessment: when learners assess one another’s work.• Self-assessment: when learners assess their own work• Summative assessment: an assessment given at a particular point

in time to determine what learners know and do not know.

4Grade

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2 ASSESSMENT

Informal or daily assessmentInformal assessment is the daily monitoring of learners’ development and progress. It includes:• observations• discussions• practical demonstrations• learner-teacher meetings• informal classroom interactions.

It does not need to be recorded, but it does help to write down relevant observations. Although the results of informal assessment are not considered for promotion and certification purposes, they are vital if learners are to learn from and reflect on their performance and if you want to plan appropriately. It is therefore important for you to reflect on the self and peer informal assessments as well as the informal assessments that you conduct.

The following informal assessment ideas have been included in the Study & Master English lesson plans.

An informal assessment journal Many of the informal assessments in the lesson-by-lesson plans suggest you write relevant observations in your informal assessment journal. This does not mean that you assess and write comments about all the learners. Focus on a few learners and only write comments that are relevant. Remember to focus on different learners each time. Set up your informal assessment journal at the beginning of the year. Write each learner’s name and the English skills (listening, speaking, reading, writing, language) at the top of a new page in an exercise book. As you make relevant observations during class time write them on the appropriate page. This will help you keep track of learners’ strengths and weaknesses and help you plan lessons at the appropriate level.

Rubrics Rubrics have been included in many lessons. They help you assess the learners’ progress and abilities in order to plan appropriately for future lessons and give individual support. Many of the rubrics can also be adapted for formal assessment.

Note that the maximum marks may vary per row. The grey boxes have no mark allocation. For example, in the following rubric, learners get either one mark or nothing for ‘voice’, but they can get two marks for their ‘story’.

Listening and speaking 2 1 0Voice – clarity Speaks

clearlySpeaks unclearly

Story Told in sequence

Mostly told in sequence

Not sequenced

Constructive comments Constructive comments are comments that are carefully considered and are meant to be helpful.

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3ASSESSMENT

Star-rating assessmentFor example:

***** Excellent

**** Very good

*** Good

** OK

* Needs some help

Emotive assessmentFor example:

A smiling face = excellent work

A straight face = average work

A sad face = needs help

Thumbs assessmentThis is a visual assessment where learners show:

Thumb up = excellent work

Sideways thumb = okay

Thumb down = could have been better

Two-stars-and-a-wish assessmentLearners draw two stars and a simple wand at the end of their work. These should be below each other.• Next to the stars, they write a positive comment about their work.• Next to the wish, they comment on an area where they would like

to improve.

For example:

Most of my answers were correct.

I wrote neatly.

I wish I could work faster.

¶¶

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4 ASSESSMENT

Temperature-gauge assessmentLearners draw a simple circle and point the hand of the gauge in the correct direction.

Hot = Excellent work

Warm = Good work

Cool = Struggling

Cold = Needs help

Formal assessmentThe teacher is required to mark and formally record all Formal Assessment Tasks for progression and certification purposes. They may be moderated to ensure that an appropriate standard is maintained.

Formal assessment is a systematic way of evaluating the progression of the learners. It needs to be administered fairly in order to ensure validity. Formal Assessment Tasks include:• tests• examinations• practical tasks• projects• oral presentations• demonstrations• performances• essays• participation in oral tasks• written tasks.

Appropriate assessment tools need to be used to assess the learner’s level of understanding and skill. For example:• memoranda• rubrics• checklists• rating scales.

Formal assessment requirements for FAL• There are seven Formal Assessment Tasks per year (two in the first

three terms and one in the fourth term; the June examination is included in these).

COLD HOT

COOL WARM

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5ASSESSMENT

• The first Formal Assessment Task should be done in the middle of the term and the other near the end of the term.

• The seven Formal Assessment Tasks make up 75 % of the total mark for First Additional Language in grades 4, 5 and 6.

• The year-end examination counts 25 % of the total mark.• Formal Assessment Tasks should include activities that assess

Listening and speaking, Reading and viewing, Writing and presenting, and Language structures and conventions.

• Language structures and conventions must be assessed in context.• All assessment in the Intermediate Phase is internal.

The Study & Master English Learner’s Book includes seven Formal Assessment Tasks and one examination paper. These formal assessments meet all the formal assessment requirements set out in the CAPS document for English First Additional Language. In each term, the first Formal Assessment Task is done during weeks 5 and 6 and the second Formal Assessment Task is done during weeks 9 and 10.

The Study & Master English Formal Assessment Tasks:• are age and developmental level appropriate• cover the content• include a variety of tasks that achieve the objectives• assess the required knowledge and skills • cater for a range of cognitive levels (literal, reorganisation,

inference, evaluation, appreciation)• include a variety of types of questions• are weighted according to the guidelines set out in the CAPS

document.

The Study & Master English examination:• is drawn up from the work done in the year preceding the

examination• is a selection of skills and activities which enable the learners to

show whether or not they are ready to engage in the following year’s work

• consists of the content requirements as listed in the CAPS document.

The Study & Master English examination consists of:• Reading comprehension• Writing (short creative text)• Language structures and conventions.

Listening and speaking skills are not included in the exam. A summative mark based on the marks attained in Formal Assessment Tasks is used as an examination mark.

Memoranda, rubrics, checklists and rating scales for the Formal Assessment Tasks are included in this Teacher’s Guide.

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6 ASSESSMENT

Recording and reportingThe learner’s performance in the Formal Assessment Tasks needs to be recorded. A variety of record sheets are included at the end of this ‘Assessment’ section. You will also find the following record sheets:• Class record sheet for Formal Assessment Task 1 (All terms)• Class record sheet for Formal Assessment Task 2 (Terms 1 and 3)• Class record sheet for Formal Assessment Task 2 (Terms 2 and 4)• Class record sheet for year total.

Records should be used to communicate the learner’s performance to learners and parents in some of the following ways:• report cards• parents’ meetings• school visitation days• student-teacher’s conferences• parent-teacher’s conferences• phone calls• letters• class or school newsletters.

Report in percentages according to this table.

Codes and percentages for recording and reporting

Rating code Description of competence Percentage

7 Outstanding achievement 80–100

6 Meritorious achievement 70–79

5 Substantial achievement 60–69

4 Adequate achievement 50–59

3 Moderate achievement 40–49

2 Elementary achievement 30–39

1 Not achieved 0–29

Moderation should be carried out at all levels to ensure that assessments are valid, fair and reliable.

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7ASSESSMENT

Programme of assessment: Grade 4 Term 1

Task 1 Learner’s Book page

Activity number

Marks Correctly weighted mark

(Formula: ÷2 x5)

Listen to and give a personal recount

35 1 8 20

Read aloud a prepared text

35 2 4 10

Language structures and conventions in context

36 4 6 15

Reading comprehension (story)

35, 36 3 8 20

Reflect on text read independently

36 6 4 10

Write a descriptive paragraph using a frame

36 5 10 25

Total 40 100

Task 2

Listen to and perform a poem or song with oral comprehension

54 1, 2 8 20

Reading comprehension (procedural text)

54, 55 3 12 30


55 4 8 20

Write instructions using a frame

55 5 12 30

Total 40 100

Unit 1Programme of assessment4Grade

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8 ASSESSMENT



Activity number


(Formula: ÷2 x5)

Listen to and give directions

72 1 8 20

Read aloud an unprepared text

72 2 4 10


73 4 6 15

Reading comprehension (story)

72-73 3 8 20


73 6 4 10

Write a story using a frame

73 5 10 25

Total 40 100

Task 2/June test/examination

Paper 1: OralReading aloudListening and speaking

90 1, 2 6+6=12 30

Paper 2: WrittenReading comprehensionLanguage structures and conventions in contextWriting paragraphs

90, 91 1, 2, 3, 4, 5, 6, 7, 8

12+6+10=28 70

Total 40 100



Activity number


(Formula: ÷2 x5)

Listen to and speak about a story

122 1 8 20

Read aloud a prepared text 122 2 4 10


123 4 6 15

Reading comprehension (poem)

122 3 8 20


123 6 4 10

Write a summary of information text with support

123 5 10 25

Total 40 100

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9ASSESSMENT



Activity number


(Formula: ÷2 x5)

Role play a familiar situation 142 1 8 20

Reading comprehension (information text with visuals)

142, 143 2 12 30


143 3 8 20

Write a book review with a frame

143 4 12 30

Total 40 100



Activity number


(Formula: ÷2 x5)

Listen to and comprehend a story

166 1 8 20

Read aloud an unprepared text

166 2 4 10


167 4 6 15

Reading comprehension (diary)

166, 167 3 8 20


167 6 4 10

Write a paragraph of social text with a frame

167 5 10 25

Total 40 100

Task 2/End-of-year examination

Paper 1: OralReading aloudListening and speaking

187 1, 2 6+6=12 30

Paper 2: WrittenReading comprehensionLanguage structures and conventions in contextWriting creative and transactional texts

187, 188 1, 2, 3, 4, 5, 6, 7

12+6+10=28 70

Total 40 100

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Unit 1Formal Assessment Tasks

Formal Assessment Term 1 Task 1Learners complete the Formal Assessment Task independently to evaluate their level of competency. Mark the task according to the assessment tools provided. There are Formal Assessment Task mark sheets available at the end of this ‘Assessment’ section.

Listening and speaking (8 marks)1. Prepare the learners for this task near the beginning of Unit 3.

Assess this part of the task while the learners are involved in completing activities during Unit 3. Ask the learners to come to you one by one while the rest of the class is working.


2 1 0

Information Appropriate Inappropriate

Voice – clarity Speaks clearly Speaks unclearly

Events Told in sequence Mostly told in sequence

Not sequenced

Language Well-structured sentences

Some well-structured sentences

Poorly structured sentences

Vocabulary Appropriate and shows understanding

Inappropriate and shows a lack of understanding

Topic Stays on topic Does not stay on topic

Reading (4 marks)2. Prepare the learners for this task near the beginning of Unit 3.

Ask them to choose and practise reading a paragraph from one of the texts in units 1, 2 or 3. Assess this part of the task while the learners are involved in completing activities during Unit 3. Ask the learners to come to you one by one to read aloud while the rest of the class is working.

4Grade

10 ASSESSMENT

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11ASSESSMENT

Use this checklist to help you assess the learners.

Reading aloud Yes Sometimes No

Appropriate pronunciation 1 ½ 0

Appropriate expression 1 ½ 0

Reads fluently 1 ½ 0

Reads at the appropriate tempo (speed)

1 ½ 0

Reading comprehension (8 marks)Tell the learners that if a question is worth more than one mark it usually needs more details.

Memorandum3. a) Tasneem sees an atchaar/minstrel/band member. (Any 1) (1)

b) You can buy cooldrinks/ice cream/fruit. (Any 2) (2)c) People who dance and sing in the streets are called

minstrels. (1)d) False (1)e) Tasneem does not hear her mother because the people

in the crowd are making a noise. (1)f ) (Accept any appropriate response.) For example:

Tasneem felt worried and scared. (2)

Language structures and conventions (6 marks)Memorandum4. a) She was afraid because she was lost. (1)

b) The atchaar is scary but he also makes people laugh. (1)c) There was a big crowd of people at the show. (1)d) The word ‘street’ means the same as the word road. (1)e) The word ‘young’ means the opposite of the word old. (1)f ) The man is dancing and shouting. (1)

Writing (10 marks)5. Use this rubric to help you assess the learners.

Writing 2 1 0

Frame Used frame appropriately Sometimes used frame appropriately

Did not use frame

Description Description is interesting and the appropriate length

Description is appropriate

Description is not appropriate

Sentence structure

Well-structured sentences Some well-structured sentences


Punctuation Punctuation is accurate throughout

Punctuation is mostly accurate

Very little or no punctuation

Vocabulary Vocabulary enhances meaning

Vocabulary is appropriate and shows understanding

Vocabulary is not appropriate and shows a lack of understanding

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12 ASSESSMENT

Reflecting on reading (4 marks)6. Prepare the learners for this task near the beginning of Unit 3.



Reflecting on reading Yes Partly No

Retells a story 2 1 0

Retells a story in sequence 2 1 0

Recording Formal Assessment Task marksRecord the marks on the class record sheet which you will find at the end of this ‘Assessment’ section.


Listening and speaking (8 marks)1–2. Prepare the learners for this task near the beginning of Unit 5.

Encourage them to choose a verse of a poem or song that you have practised in class. Assess this part of the task while the learners are involved in completing activities during Unit 5. Ask the learners to come to you one by one while the rest of the class is working. Ask the learners a couple of questions about the song or poem to assess whether they understand what they are saying.

Use this rubric to help you assess the learners.


2 1 0

Voice – clarity Speaks clearly Sometimes speaks clearly

Speaks unclearly

Expression Expression enhances the performance

Uses some expression Does not use expression

Comprehension Fully understands the poem/song

Understands some of the poem/song

Does not understand the poem/song

Questions Listens and responds appropriately

Listens, but does not respond appropriately

Does not listen

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13ASSESSMENT

Reading comprehension (12 marks)Remind the learners that if a question is worth more than one mark, it usually needs more details.

Memorandum3. a) You can make vetkoek. (1)

b) You need flour, salt, sugar, yeast, water and oil. (Any two) (2)c) First you must mix the yeast with the water and leave it

for ten minutes. (1)d) ‘Method’ means ‘what to do’. (1)e) Mix the yeast with warm water. (1)f ) ‘t’ stands for teaspoon. (1)g) Leave the dough to rise for 60 minutes. (1)h) Make small balls of dough and then fry the balls in oil. (1)i) ‘Flour’ rhymes with ‘power’. (1)j) (Accept any appropriate responses.) For example: I think

the recipe is difficult to make because I don’t know how to fry. (2)

Language structures and conventions (8 marks)Memorandum4. a) Mark and Busi made some delicious vetkoek. (3)

b) This is Tom’s mother. She is a good cook! (1)c) packets (1)d) Put the basket on the table. (1)e) You must be careful when you see a knife in the kitchen. (1)f ) He has made chicken for supper. (1)

Writing (12 marks)5. The writing is assessed according to the rubric and not the

number of correct answers. The answers below are used to fill in the ‘specific details’ on the rubric.

How to make tea1. Fill the kettle with water and turn it on.2. Then put a tea bag in a cup.3. After that pour hot water into the cup.4. You can add sugar and milk to the tea.5. Stir the cup of tea.6. Then sit down and enjoy it!

Writing 3 2 1 0

Specific details All specific details are correct

Most specific details are correct

Some specific details are correct

No specific details are correct

Sequence: numbers instructions

Numbered all instructions correctly

Numbered most instructions correctly

Numbered a few instructions correctly

Numbered no instructions correctly

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14 ASSESSMENT

Writing 3 2 1 0

Frame Always used the frame appropriately

Mostly used the frame appropriately

Seldom used the frame appropriately

Did not use the frame

Uses verbs correctly (fill, put, pour, add, stir)

Used all verbs correctly

Used most verbs correctly

Used a few verbs correctly

Used no verbs correctly


Formal Assessment Term 2 Task 1 Learners complete the Formal Assessment Task independently to evaluate their level of competency. Mark the task according to the assessment tools provided. There are Formal Assessment Task mark sheets available at the end of this ‘Assessment’ section.





2 1 0



Directions Told in sequence Mostly told in sequence Not sequenced




Vocabulary Appropriate and shows understanding of direction



Reading (4 marks)2. Choose an unseen text from an appropriate book for the learners’

to read to you. They do not practise reading, as unprepared reading is being assessed. Assess this part of the task while the learners are involved in completing activities during Unit 7. Ask the learners to come to you one by one to read aloud while the rest of the class is working.

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15ASSESSMENT





Reads at the appropriate tempo (speed) 1 ½ 0

Reading comprehension (8 marks)3. Remind the learners that if a question is worth more than one

mark, it usually needs more details.

Memoranduma) Jack planted magic beans in his garden. (1)b) A giant lived at the top of the beanstalk. (1)c) The woman gave Jack water/money. (Any 1) (1)d) rich – to have a lot of money (1) giant – very big (1)e) The woman told Jack to be quiet because the giant

was sleeping. (1)f ) (Accept any appropriate response.) For example:

Jack didn’t want the giant to come after him. (2)

Language structures and conventions (6 marks)Memorandum4. a) cloudy (1)

b) The sun is going to shine tomorrow. (1)c) First go to the shop and then go to the bank. (1)d) We bought two boxes of tomatoes. (1)e) Jack ran away from the giant’s house. (1)f ) I love beans but I hate peas. (1)


Writing 2 1 0

Frame Used frame appropriately

Sometimes used frame appropriately

Did not use frame

Content Content is appropriate Some content is appropriate


Sentence structure Well-structured sentences








Vocabulary is inappropriate and shows a lack of understanding

SME Gr4 TG.indb 15 2012/09/01 8:40 AM

16 ASSESSMENT

Reflecting on reading (4 marks)6. Prepare the learners for this task near the beginning of Unit 7.

Assess this part of the task while the learners are involved in completing activities during Unit 7. Ask the learners to come to you one by one while the rest of the class is working. Ask them the following questions once they have retold the story.a) Who would enjoy reading this book? Why?b) Did you enjoy this book more than other books you have read

this year? Why?


Reflecting on reading Yes No

Retells parts of a story 1 0

Retells a story in sequence 1 0

Expresses an emotional response 1 0

Compares books 1 0


Formal Assessment Term 2 Task 2/Mid-year examinationLearners complete the Formal Assessment Task independently to evaluate their level of competency. Mark the task according to the assessment tools provided. There are Formal Assessment Task mark sheets available at the end of this ‘Assessment’ section.

Paper 1: Oral – Reading aloud, Listening and speaking (12 marks)Complete this part of the paper during the second half of the second term prior to exams. Alternatively, award each learner a summative mark based on the Formal Assessment Tasks done for listening and speaking during the first half of the year.

Reading aloud (6 marks)1. Choose an extract from the Learner’s Book for the learners to read

aloud to you. Assess their reading-aloud skills according to this checklist.





SME Gr4 TG.indb 16 2012/09/01 8:40 AM

17ASSESSMENT



Reads at the appropriate volume 1 ½ 0

Takes note of punctuation when reading 1 ½ 0

Listening and speaking (6 marks)2. Get the learners to act out the story in front of the class. Ask each

learner one question about the part they played to assess whether or not they understood what they were saying.

Use this rubric to assess the learners.


1 0



Content Mostly told in sequence Not sequenced

Language Mostly well-structured sentences

Mostly poorly structured sentences



Understanding Shows understanding Does not show understanding

Paper 2: Written – Reading comprehension, Language structures and conventions, Writing

Reading comprehension (12 marks)Memorandum1. a) Vuyo wanted to make a garden. (1)

b) Vuyo planted sunflower, spinach and tomato seeds. (3)c) False (1)d) little (1)e) You must dig and put compost in the soil before you

plant seeds. (2)f ) Vuyo used the sticks and the string to make rows. (2)g) (Accept any appropriate answer and reason.)

For example: Yes, Vuyo is a good gardener because he cares for his plants. (2)

Language structures and conventions (6 marks)Memorandum2. Last year Pieter and I planted some sunflowers. (1) Next spring we will make a vegetable garden at school. (1)3. Before you plant seeds you must dig up the soil. (1)4. You must water the seeds every day because it is very hot. (1)

SME Gr4 TG.indb 17 2012/09/01 8:40 AM

18 ASSESSMENT

5. Those flowers are very beautiful. (1)6. My mother keeps the seeds in a bottle in the kitchen. (1) Writing (10 marks)7. Creative writing (5 marks)

Assess the creative writing according to this rubric. Divide the mark they attain out of 15 by 3 to gain the correct weighting for the activity.

Creative writing 5 4 2–3 0–1

Description Description is very interesting and the appropriate length

Description is fairly interesting and the appropriate length

Description is appropriate but uninteresting

Description is mostly inappropriate

Sentence structure (word order, tense, concord)

Excellently structured sentences

Well-structured sentences

Some fairly well-structured sentences

Many poorly structured sentences

Punctuation and vocabulary (adjectives, adverbs)

Punctuation and vocabulary is appropriate throughout and enhances meaning

Punctuation and vocabulary is appropriate throughout and shows understanding

Punctuation and vocabulary is mostly appropriate

Punctuation and vocabulary is mostly inappropriate and shows a lack of understanding

Total: /15 ÷ 3 = /5

8. Transactional writing (5 marks)

Assess the transactional writing according to this rubric.

Transactional writing 2 1 0

Content Content is mostly appropriate. Headings and a list of ingredients are included and mostly appropriate.

Content is lacking. Some headings and a list of ingredients are included.

Content is inappropriate. Headings and a list of ingredients are not included.

Instruction words All are well chosen. Some are well chosen.

Not appropriate.

Instructions Mostly sequenced and numbered.

Muddled

Total: /5

Recording Formal Assessment Task marksRecord the marks on the Examination class record sheet which you will find at the end of this ‘Assessment’ section.

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19ASSESSMENT



Assess this part of the task while the learners are involved in completing activities during Unit 12. Have the learners come to you one by one while the rest of the class is working. Ask each learner the following question:• Would you recommend this book? Why?



2 1 0


Story Told in sequence Mostly told in sequence

Not sequenced




Vocabulary Vocabulary enhances speech



Opinion Offers an opinion No opinion given

Reading (4 marks)2. Prepare the learners for this task near the beginning of Unit 12.

Ask them to choose and practise reading a paragraph from one of the texts in Units 11 or 12.

Assess this part of the task while the learners are involved in completing activities during Unit 12. Have the learners come to you one by one to read aloud while the rest of the class is working.


Reading aloud skills Yes Sometimes No





SME Gr4 TG.indb 19 2012/09/01 8:40 AM

20 ASSESSMENT

Reading comprehension (8 marks)Remind the learners that if a question is worth more than one mark it usually needs more details.

Memorandum3. a) The poem is about zebras. (1)

b) (Give a mark for any reason mentioned in lines 1 to 7.) (1)c) high – why (1)d) Herbivore means an animal that doesn’t eat meat. (1)e) (Accept any appropriate response) For example:

Zebras have black-and-white stripes. (2)f ) (Accept any appropriate response) For example:

Yes, I like zebras because they have friendly faces. (2)

Language structures and conventions (6 marks)Memorandum4. a) Dinosaurs lived a very long time ago. (2)

b) Giraffes are taller than lions. (1)c) ‘St’ is short for street. (1)d) The elephant is so big it looks like a giant. (2)

Writing (10 marks)MemorandumThe Durban Natural Science Museum is in Anton Lembede Street. The museum has information about life on Earth. The museum is open every day. During the week it is open from eight o’clock until four o’clock. In the museum you can see the fossil of a big egg and you can see the skeletons of dinosaurs. You can also see insects/lizards/snakes, insects/lizards/snakes and insects/lizards/snakes. Reflecting on reading (4 marks)Prepare the learners for this task near the beginning of Unit 12. Assess this part of the task while the learners are involved in completing activities during Unit 12. Have the learners come to you one by one while the rest of the class is working.


Reflecting on reading skills Yes Sometimes No

Confidently shares information 2 1 0

Information is appropriate 2 1 0

Recording Formal Assessment Task marksRecord the marks on the class record sheet for Formal Assessment Task 5 which you will find at the end of this ‘Assessment’ section.

SME Gr4 TG.indb 20 2012/09/01 8:40 AM

21ASSESSMENT



They will need to practise their role-play before they present it. Have a pair (or more depending on the number of learners in your class) of learners present their role-play to the class at the beginning or end of each lesson.



2 1 0

Information Accurate Inaccurate


Events Sequenced appropriately

Mostly sequenced appropriately

Not sequenced appropriately







Reading Comprehension (12 marks)Remind the learners that if a question is worth more than one mark, it usually needs more details.

Memorandum2. a) The text is about patterns in plants and animals. (1)

b) We see spirals, circles, rows and radiating patterns in nature. (Any two) (2)

c) Circles/Spirals have patterns that are not straight. (Any 1) (1)d) (Any appropriate description.) Example: The petals

go round and round the centre of the flower. (2)e) False (1)f ) We call some patterns radiating patterns because they have

lines that start in the centre and go out in all directions. (2)g) curvy (1)h) (Any appropriate description.) Example: The kernels grow in

straight rows. (2)

SME Gr4 TG.indb 21 2012/09/01 8:40 AM

22 ASSESSMENT

Language structures and conventions (8 marks)Memorandum3. a) In some patterns there are spaces between the lines.

In other patterns things are in rows. (2)b) Yesterday afternoon I played soccer. Today I am at school. Tomorrow I am going on a treasure hunt. (3)c) She bought some new shoes because her shoes were broken. He broke the plate and he was scared to tell his mother. (2)d) He loves poems so he writes one every day. (1)


Writing skills 3 2 1 0

Content Appropriate and enlightening

Appropriate and adequate

Appropriate but lacking detail

Inappropriate and lacking detail

Opinion Includes an appropriate opinion

Includes an inappropriate opinion

No opinion included





Sentence structure



Sentence structure is a little confusing

Sentence structure is very confusing

Vocabulary and punctuation

Appropriate and shows understanding



SME Gr4 TG.indb 22 2012/09/01 8:40 AM

23ASSESSMENT


Listening and speaking (8 marks)1. Read the following text to the learners. Read it slowly and

with expression.

Last week Dineo and Fatima went to Fatima’s granny for the holidays. Fatima’s granny lives on a farm near Kimberly. The girls swam in the dam and rode bicycles. Then one day they decided to go on a treasure hunt. They took small spades and plastic bags with them. They went to a big open field and started digging.

“What did you find?” Fatima’s granny asked when they came home.“Lots of things! We found some old plates and a small tin,” said Dineo.“And lots of small bones!” said Fatima. “I want to go back again

tomorrow!”

listening text

Ask the following questions one at a time and give the learners plenty of time to write the answers. They do not have to answer in full sentences.1. Where did Fatima and Dineo spend the holidays?2. Name two things that they did during the holidays. 3. Why did they take spades with them on the treasure hunt?4. Name one ‘treasure’ that the girls found.5. Do you think Dineo and Fatima enjoyed themselves? Give a

reason for your answer.

Memorandum1. On a farm/on Fatima’s granny’s farm (1)2. Rode bicycles, swam in the dam, looked for treasure (Any 2) (2)3. They took spades because they wanted to dig for treasure. (2)4. old plates/a small tin/bones (Any 1) (1)5. Yes they did. Fatima wanted to go back again and dig for

more treasure. (2)

Reading (4 marks)2. Choose an unseen text from an appropriate book for the learners

to read to you. They should not practise this, as unprepared reading is being assessed. Assess this part of the task while the learners are involved in completing activities during Unit 16. Have the learners come to you one by one to read aloud while the rest of the class is working.

SME Gr4 TG.indb 23 2012/09/01 8:40 AM

24 ASSESSMENT


Reading aloud skills Yes Sometimes No





Reading comprehension (8 marks)Tell the learners that if a question is worth more than one mark, it usually needs more details.

Memorandum3. a) This is Lunga’s diary. (1)

b) They are in Cape Town. (1)c) The under-13 team is in Cape Town to take part in a

surfing championship. (1)d) They live in Durban. (1)e) cold (1)f ) Yesterday Lunga practised surfing. (1)g) (Accept any appropriate responses) Example: Lunga feels

excited because he wants to do well in the championships. (2)

Language structures and conventions (6 marks)Memorandum4. a) We go for a swim every day. We see lots of fish. (2)

b) Lunga practised on his new board before the championships. (1)

c) This is our new car. It is big and very fast. My mum and big brother drive the car. They have driver’s

licenses. (2)d) You cannot surf if you don’t have a board. (1)


Writing: letter 2 1 0

Content Content is appropriate and interesting

Content is appropriate, but not interesting


Format Uses the correct format throughout

Sometimes uses the correct format

Does not use the correct format

Information Orders all information logically

Orders some information logically

Information is ordered illogically




SME Gr4 TG.indb 24 2012/09/01 8:40 AM

25ASSESSMENT

Writing 2 1 0

Greeting Starts the message correctly

Does not start the message correctly

Ending Ends the message correctly

Does not end the message correctly

Reflecting on reading (4 marks) 6. Prepare the learners for this task near the beginning of Unit 16.

Assess this part of the task while the learners are involved in completing activities during Unit 16. Have the learners come to you one by one while the rest of the class is working.

Ask each learner the following questions once they have retold the main ideas of the story:a) How did the story make you feel?b) Which book did you enjoy reading the most this year? Why?

Use this rubric to help you to assess the learners.

Reflecting on reading Yes No

Retells main ideas 1 0

Retells main ideas in sequence 1 0


Compares books 1 0


SME Gr4 TG.indb 25 2012/09/01 8:40 AM

26 ASSESSMENT

End-of-year examinationYou can use this as your year-end examination, or as practice for the year-end examination which you will set yourself. Mark the task according to the assessment tools provided.

Paper 1: Oral – Reading aloud, Listening and speaking Complete this part of the paper during the second half of the second term prior to exams. Alternatively, award each learner a summative mark based on the Formal Assessment Tasks done for listening and speaking during the first half of the year.

Reading aloud (6 marks)1. Choose an extract from the Learner’s Book for the learners to

read aloud to you. Assess their reading aloud skills according to this checklist.








Listening and speaking (6 marks)2. Read a story from the Core Reader to the class slowly and with

expression. Read the text twice and then ask the questions. Allow plenty of time for the learners to write down the answers.

The learners do not have to write full sentences to answer these questions.a) Name two characters in the story. (2)b) Where does the story take place? (1)c) What happened at the beginning of the story? (1)d) What happened at the end? (2)

MemorandumThe answers will depend on the story you choose.

Paper 2: Written – Reading comprehension, Language structures and conventions, Writing Reading comprehension (12 marks)Memorandum1. a) This is Lebo’s diary. (1)

b) She wrote it on Monday, 14 November. (1)c) Someone who travels in space is called an astronaut. (1)d) The opposite of ‘quickly’ is ‘slowly’. (1)

SME Gr4 TG.indb 26 2012/09/01 8:40 AM

27ASSESSMENT

e) Another word that means ‘little’ is ‘small’. (1)f ) Earth looks very small from outer space. (1)g) Lebo tells us about an interesting film that she saw about

travelling in space. (2)h) She doesn’t like the uncomfortable clothes, she does like

the feeling of floating. (2)i) (Accept any appropriate response) Example: Yes I would

like to go into space. I would enjoy floating around inside the spacecraft. (2)

Language structures and conventions (6 marks)Memorandum2. Lebo and Mark are watching a film. It is about space travel. (2)3. I want to travel in a spacecraft so that I can float around inside. (2) 4. “Where are you going?” asked Mark. (1)5. This is Anna’s diary. (1)

Writing Story writing (5 marks)Assess the learner’s story according to this rubric. Divide the mark they attain out of 18 by 3 to gain the correct weighting for the activity.

Writing: story 5 4 2–3 0–1

Content All content is appropriate and interesting

Most content is appropriate and interesting

Some content is appropriate


Story structure (opening sentence, logical development, ending)

Story is structured excellently

Story is well-structured

Some parts of the story are well-structured

Story lacks structure

Grammar, punctuation and vocabulary

Grammar, punctuation and vocabulary is appropriate throughout and enhances meaning

Grammar, punctuation and vocabulary is appropriate throughout and shows understanding

Grammar, punctuation and vocabulary is mostly appropriate

Grammar, punctuation and vocabulary is mostly inappropriate and shows a lack of understanding

Total: /15 ÷ 3 = /5

SME Gr4 TG.indb 27 2012/09/01 8:40 AM

28 ASSESSMENT

Diary writing (5 marks)Assess the learner’s diary entry according to this checklist.

Writing Yes No

Content is relevant 1 0

Format is appropriate 1 0

Uses appropriate vocabulary 1 0

Uses appropriate spelling, punctuation and sentence structure

1 0

Uses an informal style of writing 1 0

Total: /5

Recording Formal Assessment Task marksRecord the marks on the examination class record sheet which you will find at the end of this ‘Assessment’ section.

SME Gr4 TG.indb 28 2012/09/01 8:40 AM

29ASSESSMENT

These record sheets have the rubrics needed to assess each Formal Assessment Task. If possible, make a photocopy of the appropriate sheet to help you record each learner’s marks. Note that the maximum marks may vary per row. The grey boxes have no mark allocation. For example, in the first rubric, learners get either one mark or nothing for ‘information’, but they can get two marks for ‘language’.

Unit 1Formal Assessment Task mark sheets4

Grade

SME Gr4 TG.indb 29 2012/09/01 8:40 AM

30 ASSESSMENT

Grade 4 Term 1 FAT 1

Learner’s name:

Listening and speaking (8 marks) Total: /8

Skills 2 1 0



Events Told in sequence Mostly told in sequence Not sequenced







Reading (4 marks) Total: /4

Skills Yes Sometimes No





Writing (10 marks) Total: /10

Skills 2 1 0

Frame Used frame appropriately Sometimes used frame appropriately

Did not use frame

Description Description is interesting and the appropriate length

Description is appropriate

Description is not appropriate

Sentence structure

Well-structured sentences Some well-structured sentences








Reflecting on reading (4 marks) Total: /4

Skills Yes Partly No

Retells a story 2 1 0

Retells a story in sequence 2 1 0

© Cambridge University Press. You may photocopy this page for use with Study & Master English.

SME Gr4 TG.indb 30 2012/09/01 8:40 AM

31ASSESSMENT


Learner’s name:


Skills 2 1 0

Voice – clarity Speaks clearly Sometimes speaks clearly

Speaks unclearly

Expression Expression enhances the performance

Uses some expression Does not use expression

Comprehension Fully understands the poem/song

Understands some of the poem/song

Does not understand the poem/song

Questions Listens and responds appropriately

Listens, but does not respond appropriately

Does not listen


Skills 3 2 1 0

Specific details All specific details are correct

Most specific details are correct

Some specific details are correct

No specific details are correct

Sequence: numbers instructions

Numbered all instructions correctly

Numbered most instructions correctly

Numbered a few instructions correctly

Numbered no instructions correctly





Uses verbs correctly (fill, put, pour, add, stir)

Used all verbs correctly

Used most verbs correctly

Used a few verbs correctly

Used no verbs correctly


SME Gr4 TG.indb 31 2012/09/01 8:40 AM

32 ASSESSMENT


Learner’s name:


Skills 2 1 0



Directions Told in sequence Mostly told in sequence Not sequenced














Skills 2 1 0

Frame Used frame appropriately

Sometimes used frame appropriately

Did not use frame

Content Content is appropriate Some content is appropriate












Skills Yes No

Can retell parts of a story 1 0

Can retell a story in sequence 1 0


Compares books 1 0


SME Gr4 TG.indb 32 2012/09/01 8:40 AM

33ASSESSMENT


Learner’s name:

Reading aloud (6 marks) Total: /6Reading aloud skills Yes Sometimes No







Listening and speaking (6 marks) Total: /6Skills 1 0



Content Mostly told in sequence Not sequenced

Language Mostly well-structured sentences Mostly poorly structured sentences



Understanding Shows understanding Does not show understanding

Writing (5 marks) Total: /15 ÷ 3 = /5

Skills 5 4 2–3 0–1

Description Description is very interesting and the appropriate length

Description is fairly interesting and the appropriate length

Description is appropriate but uninteresting

Description is mostly inappropriate

Sentence structure (word order, tense, concord)

Excellently structured sentences


Some fairly well-structured sentences

Many poorly structured sentences

Punctuation and vocabulary (adjectives, adverbs)

Punctuation and vocabulary is appropriate throughout and enhances meaning

Punctuation and vocabulary is appropriate throughout and shows understanding

Punctuation and vocabulary is mostly appropriate

Punctuation and vocabulary is mostly inappropriate and shows a lack of understanding


Skills 2 1 0

Content Content is mostly appropriate Headings and a list of ingredients are included and mostly appropriate

Content is lacking Some headings and a list of ingredients are included

Content is inappropriate Headings and a list of ingredients are not included

Instruction words

All are well chosen Some are well chosen

Not appropriate

Instructions Mostly sequenced and numbered

Muddled


SME Gr4 TG.indb 33 2012/09/01 8:40 AM

34 ASSESSMENT


Learner’s name:


Skills 2 1 0


Story Told in sequence Mostly told in sequence Not sequenced




Vocabulary Vocabulary enhances speech



Opinion Offers an opinion No opinion given









Confidently shares information 2 1 0

Information is appropriate 2 1 0


SME Gr4 TG.indb 34 2012/09/01 8:40 AM

35ASSESSMENT


Learner’s name:


Skills 2 1 0

Information Accurate Inaccurate


Events Sequenced appropriately

Mostly sequenced appropriately

Not sequenced appropriately








Skills 3 2 1 0

Content Appropriate and enlightening

Appropriate and adequate

Appropriate but lacking detail

Inappropriate and lacking detail

Opinion Includes an appropriate opinion

Includes an inappropriate opinion

No opinion included





Sentence structure



Sentence structure is a little confusing

Sentence structure is very confusing

Vocabulary and punctuation

Appropriate and shows understanding



SME Gr4 TG.indb 35 2012/09/01 8:40 AM

36 ASSESSMENT


Learner’s name:








Skills 2 1 0

Content Content is appropriate and interesting

Content is appropriate, but not interesting


Format Uses the correct format throughout

Sometimes uses the correct format

Does not use the correct format

Information Orders all information logically

Orders some information logically

Information is ordered illogically

Sentence structure




Greeting Starts the message correctly

Does not start the message correctly

Ending Ends the message correctly

Does not end the message correctly


Skills Yes No

Retells main ideas 1 0

Retells main ideas in sequence 1 0


Compares books 1 0


SME Gr4 TG.indb 36 2012/09/01 8:40 AM

37ASSESSMENT

Grade 4 Term 4 Examination

Learner’s name:









Writing (5 marks) Total: 15 ÷ 3 = /5

Skills 5 4 2–3 0–1

Content All content is appropriate and interesting

Most content is appropriate and interesting

Some content is appropriate


Story structure (opening sentence, logical development, ending)

Story is structured excellently

Story is well-structured

Some parts of the story are well-structured

Story lacks structure

Grammar, punctuation and vocabulary

Grammar, punctuation and vocabulary is appropriate throughout and enhances meaning

Grammar, punctuation and vocabulary is appropriate throughout and shows understanding

Grammar, punctuation and vocabulary is mostly appropriate

Grammar, punctuation and vocabulary is mostly inappropriate and shows a lack of understanding


Skills Yes No

Content is relevant 1 0

Format is appropriate 1 0

Uses appropriate vocabulary 1 0

Uses appropriate spelling, punctuation and sentence structure 1 0

Uses an informal style of writing 1 0


SME Gr4 TG.indb 37 2012/09/01 8:40 AM

Unit 1 Record sheets

Class record sheet for Formal Assessment Task (1st task; all terms)

Grade 4

Term __________________________

FAT ___________________________

8 m

arks

4 m

arks

6 m

arks

8 m

arks

4 m

arks

10 m

arks

40

mar

ks

100

%

Learners’ namesL

iste

nin

g a

nd

sp

eaki

ng

Rea

din

g

Lan

gu

age

str

uct

ure

s an

d

conv

en

tio

ns

Rea

din

g c

om

pre

he

nsi

on

Refl

ect

ing

on

rea

din

g

Wri

tin

g

x 10

0 ÷

40

4Grade

38 ASSESSMENT


SME Gr4 TG.indb 38 2012/09/01 8:40 AM

39ASSESSMENT

Class record sheet for Formal Assessment Task (2nd task; Terms 1, 3)

Grade 4

Term __________________________

FAT ___________________________ 8 m

arks

12 m

arks

8 m

arks

12 m

arks

40

mar

ks

100

%

Learners’ names

Lis

ten

ing

an

d s

pea

kin

g

Rea

din

g c

om

pre

he

nsi

on

Lan

gu

age

str

uct

ure

s an

d c

onv

en

tio

ns

Wri

tin

g

x 10

0 ÷

40


SME Gr4 TG.indb 39 2012/09/01 8:40 AM

40 ASSESSMENT

Class record sheet for Formal Assessment Task (mid-/year-end exam)

Grade 4 Paper 1: Oral Paper 2: Written Total Total

Term _______________________

FAT ________________________

6 marks

6 marks

12 marks

6 marks

10 marks

40 marks

100 %

Learners’ names

Rea

din

g a

lou

d

Lis

ten

ing

an

d s

pea

kin

g

Rea

din

g c

om

pre

he

nsi

on

Lan

gu

age

str

uct

ure

s an

d

conv

en

tio

ns

Wri

tin

g

x 10

0 ÷

40


SME Gr4 TG.indb 40 2012/09/01 8:40 AM

41ASSESSMENT

Class record sheet for year total

Gra

de

4

Term

1

Term

2

Term

3

Term

4

Term

4

Term

4

Tota

l 10

0%

FAT

1

FAT

2

FAT

3

Exa

m

FAT

5

FAT

6

FAT

7

FAT

To

tal

*SB

A 7

5 %

Exa

m m

ark

Exa

m 2

5 %

**

40

mar

ks

40

mar

ks

40

mar

ks

40

mar

ks

40

mar

ks

40

mar

ks

40

mar

ks

28

0 m

arks

x 75

÷ 2

80

40

mar

ks

x 2

5 ÷

40

Learners’ names

*SBA refers to the school-based assessment which is made up of the combined FAT marks. Use the following formula to work out the SBA: FAT1+FAT2+FAT3+FAT4+FAT5+FAT6+ FAT7x75÷280=SBA** Add the totals in the two shaded columns together to work out the year total.© Cambridge University Press. You may photocopy this page for use with Study & Master English.

SME Gr4 TG.indb 41 2012/09/01 8:40 AM

SME Gr4 TG.indb 42 2012/09/01 8:40 AM

1RESOURCES

Unit 1Resources

Poems and rhymesHere is a selection of poems, rhymes and songs that can be used for the daily listening and speaking activities.

NumbersOne, two I tap my shoe (learners tap their shoe)Three, four I point at the door (learners point at the door)Five, six, my hair I’ll fix (learners tidy their hair)Seven, eight I won’t be lateNine, ten I’m working with my pen. (learners settle and look ready to work)

Days of the weekWe know a week has seven daysAnd these are the ones that we can sayMondayTuesdayWednesdayThursdayFridaySaturdaySunday

Months of the yearJanuary, February, MarchApril, May, JuneJuly, August, SeptemberOctober, November, DecemberThese are the months of the yearNow give them all a cheerHOORAY!

All aroundUp in the airDown on the groundBirds and animalsAll around.

4Grade

SME Gr4 TG.indb 1 2012/09/01 8:40 AM

2 RESOURCES

A wave so tallA wave so tall,A mountain wallI am so smallWho do I call?When will it fall?

Rhyming similesAs big as a houseAs small as a mouse

As round as a ballAs tall as a wall

As green as grassAs brittle as glass

As black as nightAs high as a kite

As white as a sheetAs smelly as your feet!

Sun shineSun shineYellowBright lightButNot at night!

PeasI eat my peas with honeyI’ve done it all my lifeIt makes them taste quite funnyBut it keeps them on the knife!

Twinkle, twinkle, little starTwinkle, twinkle, little starHow I wonder what you are.Up above the world so highLike a diamond in the sky.

The old man from PeruThere was an old man from PeruWho dreamed he was eating his shoeHe woke in a frightIn the middle of the nightAnd found it was perfectly true!

SME Gr4 TG.indb 2 2012/09/01 8:40 AM

3RESOURCES

Tongue twistersCheck the chubby childrenChomping chocolatesAnd chips!

How much wood could a woodchuck chuckIf a woodchuck could chuck wood?He would chuck, as much as he could chuckIf a woodchuck could chuck wood.

What now?It’s cold and it’s rainingSo no sport todayIt’s wet and it’s freezingSo what can we play?

In the land of the Bumbly BooIn the land of the Bumbly BooThe people are red, white and blue.They never blow nosesOr ever wear clothses.What a sensible thing to do!

By Spike Milligan

R.I.PHere lies John Bun;He was killed by a gun.His name was not Bun,But wood:But wood would not rhyme with gun, and bun would.

Benjamin plays bass guitar Benjamin plays bass guitarcompletely out of tune.Sarah sings while sucking from a helium balloon.

Payton plays piano with herelbows and her chin.Brayden bangs on bucketswith a plastic rolling pin.

Nathan’s nose has two kazoos;one sharp, the other flat.Bailey sits on bagpipessounding like a screaming cat.

SME Gr4 TG.indb 3 2012/09/01 8:40 AM

4 RESOURCES

We play this way on purposewith a sound no one can stand.It’s fun to be the country’s mostannoying student band.

By Kenn Nesbitt

SqueezesWe love to squeeze bananas,We love to squeeze ripe plums,And when they are feeling sadWe love to squeeze our mums.

By Brian Patten

GamesHere is a selection of language games that can be used to practise and reinforce listening, speaking and language skills.

He or she? (or any other confusing words)

• Say sentences which include the pronouns ‘he’ and ‘she’. Sometimes use the pronouns correctly and at other times use them incorrectly.

• If the pronoun is used correctly in the sentence, the learners repeat the sentence.

• If the pronoun is used incorrectly in the sentence, the learners put their heads on the desk and say nothing.

Toss the noun (or any other part of speech)

• A beanbag or ball represents the noun.• Everybody stands up where they are.• Start the game by simply calling out a noun and tossing the

beanbag/ball to a learner.• The recipient calls out a noun and tosses it to another learner who

calls out a different noun.• Each throw must go to a new learner.• Play continues in this way until everyone has had a turn to say

a noun.

The circular challenge• Learners play the game in groups.• Groups make as many rhyming words as they can. • Play moves in a clockwise direction within the group so that every

learner has to participate.• Each learner has to repeat the words already said and add a

rhyming word of their own. • For example: the first learner begins with the word ‘hair’. The

second learner says, “Hair, care.” The third says, “Hair, care, tear.”

SME Gr4 TG.indb 4 2012/09/01 8:40 AM

5RESOURCES

Catch me out• This game is played using adverbs of degree, but can be adapted to

other parts of speech. • Take the learners outside and sit in a group. • Identify something close by that they can run and touch. Call this

object ‘home base’. • Say sentences that include adverbs of degree (e.g. too, very,

almost, really, almost, absolutely, barely, deeply, entirely, extremely, fairly, fully, hardly, highly, incredibly, nearly, quite, totally).

• If your sentence includes an adverb of degree, the learners repeat the sentence.

• If the sentence does not include an adverb of degree they jump up as quickly as possible and run to touch the home base. The first person home gets a point.

• Repeat from the beginning.• The learner with the most points wins. • If more than one learner has the winning number of points, play a

deciding round between them to identify an overall winner.

That’s not right!• This game is played using nouns that are always plural, but can be

adapted to other parts of speech. • Say sentences using plural nouns.• If you say a sentence using a noun that is always plural, learners

repeat the sentence.• If you say a sentence using a noun which is not always plural the

learners keep quiet.• For example:

I use scissors to cut paper. (learners repeat) I wear trousers to work. (learners repeat) I eat cakes at birthday parties. (learners do not repeat)

I say• Play this game which reinforces the command form of the verb.• Get the learners to stand up for the game.• Tell them to only respond to your instructions if you say your

name before the instruction.• For example:

(Your name) says touch your head. (Learners touch their head.) (Your name) says jump up and down. (Learners jump up and down.) Clap your hands. (Learners must not do the action because your

name was omitted from the instruction).• If a learner makes a mistake he or she sits down.• The last person left standing is the winner.

Perfect tenses• The learners practise using the past tense in this game, but it can

be adapted to practise other tenses.• Learners play the game in groups.

SME Gr4 TG.indb 5 2012/09/01 8:40 AM

6 RESOURCES

• They pretend they are news reporters walking through the city. Each learner adds something to what the last person saw.

• For example: I went to the city and I saw lots of cars. I went to the city and I saw lots of cars and lots of people. I went to the city and I saw lots of cars, lots of people and

an accident.

The telephone game• One person in the group makes up a message.• This person whispers the message once to the second person in

the group.• The second person whispers the message to the third person.• The last person in the group says the message aloud.• They check if the message was passed on correctly.

He said, she said• The learners play this game in a group.• The first person says something, for example, “It’s hot today.”• The next person reports what that person said, for example, “She

said it was hot today.”• They continue playing until everyone has had three chances to

speak and three chances to report.

What am I describing?• The learners play this game in a group.• One learner describes someone, something or even an action or

feeling.• The rest of the group members guess what it is.• The next person then has a turn to describe someone or

something.• For example: He’s tall, thin, grumpy and makes us learn English. = Our teacher I put one foot in front of the other and move forward. = Walking

Ten questions• The learners play this game in a group.• One person starts and thinks of an object, animal or person.• The others in the group may ask them ten questions to identify

the object, animal or thing.• The answers to the questions must be ‘yes’ or ‘no’.• The person who gets the right answer, gets the next turn.

Spelling and vocabulary gamesThe following fun activities can be used to revise spelling and vocabulary throughout the year.

SME Gr4 TG.indb 6 2012/09/01 8:40 AM

7RESOURCES

Classroom pictionaryThis game is an adaption of the board game, ‘Pictionary’. It is a fun way to revise the meanings of spelling and vocabulary words. It can be played in pairs, groups or as a class. Learners guess words by looking at pictures drawn.

How to play:1. Choose a learner and show him/her one of the spelling words.2. The learner may not speak, but can draw pictures or symbols on

the board that will help the rest of the learners in the class to guess the word.

3. The first learner to guess the word draws the next picture.4. Once the word has been guessed, write it on the board so the

spelling is also revised.

HangmanHangman is a guessing game that can be played to develop vocabulary and spelling skills. It can be played in pairs, groups or as a class.

How to play:1. A player identifies one of their spelling words, and does not tell

the class which one it is.2. They draw a dash to represent each letter in the word. For

example, ‘learner’ would be represented like this: _ _ _ _ _ _ _3. They also draw a simple gallows like this:

4. Learners in the class take turns to guess what letters make up the word.

5. Each time they guess a correct letter, it is filled in on the dashes that represent that particular letter. For example, if ‘e’ is guessed, it would be filled in like this: _e_ _ _ e _.

6. Each time someone guesses a letter that is not in the word, a body part is added to the gallows in the following order: head, body, arm, arm, leg, leg. These pictures show the progression:

7. If the person hanging in the gallows is completed before the word is guessed, the guessing player loses. If the word is completed first, the guessing player wins. If the guessing players constantly lose, they can be given a better chance to win if facial features are also added.

Charades/mimingThis is when words are acted out without speech. The learners have to guess which word has been acted out.

SME Gr4 TG.indb 7 2012/09/01 8:40 AM

8 RESOURCES

Extra rubrics

The rubrics in this section are extra rubrics that can be used to assess learners’ spoken and written work. The suggested marks for each code are given at the top of the column. Each row totals 10 marks. This makes scoring learners’ work very easy.

For example, look at the first rubric, for Listening tasks. Five attributes are being assessed (the five rows). Each attribute scores a total of 10 marks. So the total mark for the listening task is out of 50.

Rubrics for examination assessment are included in the Formal Assessment section of this Teacher’s Guide.

Here is a list of the rubrics in this section.

Listening and speaking/Reading and viewing• Listening tasks• Reading aloud• Oral presentations/Prepared speech

Writing and presenting• Writing a paragraph• Writing a bullet-point summary• Writing a friendly letter• Writing a formal letter• Writing a descriptive essay based on a photograph• Analysing an advertisement

SME Gr4 TG.indb 8 2012/09/01 8:40 AM

9RESOURCES

List

enin

g ta

sks

Code

7O

utst

andi

ngM

arks

: 9 o

r 10

Code

6M

erito

riou

sM

ark

8

Code

5Su

bsta

ntia

lM

ark

7

Code

4A

dequ

ate

Mar

ks 5

or 6

Code

3M

oder

ate

Mar

k 4

Code

2El

emen

tary

Mar

k 3

Code

1N

ot a

chie

ved

Mar

ks 1

or 2

List

ens

atte

ntiv

ely

to o

ral t

exts

for

info

rmat

ion

Inte

rpre

ts a

nd

eval

uate

s th

e m

essa

ge

thor

ough

ly a

nd w

ith

insi

ght

Inte

rpre

ts a

nd

eval

uate

s th

e m

essa

ge

very

wel

l and

with

in

sigh

t

Iden

tifies

the

mes

sage

an

d gi

ves

an a

ccur

ate

inte

rpre

tatio

n

Iden

tifies

the

mes

sage

and

giv

es

a fa

irly

accu

rate

in

terp

reta

tion

Adeq

uate

ly id

entifi

es

the

purp

ose

but

cann

ot fu

lly in

terp

ret

the

mes

sage

Seld

om a

ble

to

iden

tify

or in

terp

ret

mes

sage

or p

urpo

se

Har

dly

able

to

inte

rpre

t mes

sage

Easi

ly d

istin

guis

hes

betw

een

fact

s an

d op

inio

ns

Dis

tingu

ishe

s bet

wee

n fa

cts

and

opin

ions

Dis

tingu

ishe

s bet

wee

n fa

cts

and

opin

ions

in

alm

ost a

ll ca

ses

Dis

tingu

ishe

s bet

wee

n fa

cts

and

opin

ions

in

mos

t cas

es

Dis

tingu

ishe

s bet

wee

n ob

viou

s fa

cts

and

opin

ions

Find

s it

diffi

cult

to

dist

ingu

ish

betw

een

fact

s an

d op

inio

ns

Har

dly

ever

abl

e to

dis

tingu

ish

betw

een

fact

s an

d op

inio

ns

Thor

ough

ly

unde

rsta

nds

inst

ruct

ions

, dire

ctio

ns

and

proc

edur

es

Und

erst

ands

mos

t in

stru

ctio

ns, d

irect

ions

an

d pr

oced

ures

wel

l

Und

erst

ands

mos

t in

stru

ctio

ns, d

irect

ions

an

d pr

oced

ures

co

rrec

tly

Und

erst

ands

mos

t in

stru

ctio

ns, d

irect

ions

an

d pr

oced

ures

fairl

y co

rrec

tly

Und

erst

ands

mos

t in

stru

ctio

ns, d

irect

ions

an

d pr

oced

ures

but

ha

s di

fficu

lty w

ith

info

rmat

ion

over

load

Doe

s no

t alw

ays

unde

rsta

nd

inst

ruct

ions

, dire

ctio

ns

and

proc

edur

es a

nd

can

bare

ly in

terp

ret

info

rmat

ion

Bare

ly u

nder

stan

ds

inst

ruct

ions

, di

rect

ions

and

pr

oced

ures

Accu

rate

ly id

entifi

es

mai

n an

d su

ppor

ting

idea

s

Accu

rate

ly id

entifi

es

mai

n an

d su

ppor

ting

idea

s in

mos

t cas

es

Iden

tifies

som

e m

ain

and

supp

ortin

g id

eas

with

acc

urac

y

Iden

tifies

som

e m

ain

and

supp

ortin

g id

eas

fairl

y ac

cura

tely

Iden

tifies

mai

n id

eas,

but n

ot a

lway

s su

ppor

ting

idea

s

Iden

tifies

a m

ain

idea

, bu

t not

sup

port

ing

idea

s

Seld

om, i

f eve

r, ab

le

to id

entif

y m

ain

idea

s

Mak

es c

oher

ent n

otes

an

d su

mm

ary

Mak

es m

ainl

y co

here

nt n

otes

and

su

mm

ary

Mak

es fa

irly

cohe

rent

no

tes

and

capt

ures

th

e m

ost i

mpo

rtan

t de

tails

Mak

es fa

irly

cohe

rent

no

tes

but d

oes

not

capt

ure

the

mos

t im

port

ant d

etai

ls

Not

es c

onta

in o

nly

basi

c in

form

atio

n an

d su

mm

ary

is

inco

mpl

ete

Not

es a

re in

cohe

rent

an

d su

mm

ary

is

inco

mpl

ete

beca

use

of

lack

of i

nfor

mat

ion

Una

ble

to m

ake

note

s or

sum

mar

ise

info

rmat

ion

SME Gr4 TG.indb 9 2012/09/01 8:40 AM

10 RESOURCES

Read

ing

alou

d

Code

7O

utst

andi

ngM

arks

: 9 o

r 10

Code

6M

erito

riou

sM

ark

8

Code

5Su

bsta

ntia

lM

ark

7

Code

4A

dequ

ate

Mar

ks 5

or 6

Code

3M

oder

ate

Mar

k 4

Code

2El

emen

tary

Mar

k 3

Code

1N

ot a

chie

ved

Mar

ks 1

or 2

Flue

ncy

and

pace

Read

ing

is v

ery

smoo

th, a

nd

wel

l-pac

ed, w

ith

paus

es fo

r effe

ct,

whe

re n

eces

sary

A

com

men

dabl

e pe

rfor

man

ce

Read

ing

is s

moo

th,

and

wel

l-pac

ed, w

ith

som

e pa

uses

for

effec

t A

goo

d jo

b

Read

ing

is s

moo

th,

with

bas

ic p

ause

s Re

adin

g is

mos

tly

smoo

th, w

ith th

e oc

casi

onal

nee

d fo

r as

sist

ance

Read

er n

eeds

he

lp to

ove

rcom

e so

me

hesi

tatio

n M

onot

onou

s, w

ith

few

pla

nned

pau

ses

Read

er n

eeds

a lo

t of

hel

p an

d he

sita

tes

ofte

n M

onot

onou

s, de

liver

y

Read

er je

rks

from

one

se

nten

ce to

the

next

N

eeds

ext

ensi

ve h

elp

Volu

me

and

proj

ectio

nVo

lum

e w

ell-

mod

ulat

ed, d

ictio

n cl

ear a

nd p

reci

se

Ever

y w

ord

can

be

hear

d

Volu

me

wel

l-m

odul

ated

, dic

tion

gene

rally

cle

ar

Mos

t wor

ds c

an b

e he

ard

Goo

d vo

lum

e, d

ictio

n ge

nera

lly c

lear

M

ost w

ords

can

be

hear

d

Goo

d vo

lum

e, s

ome

stum

blin

g an

d m

umbl

ing

Alm

ost a

ll w

ords

can

be

hea

rd

Volu

me

varie

s, w

ith

lack

of c

onfid

ence

, st

umbl

ing

and

mum

blin

g of

ten

Som

e w

ords

are

un

clea

r

Volu

me

soft

with

la

ck o

f con

fiden

ce,

stum

blin

g an

d m

umbl

ing

all t

he

time

Man

y w

ords

are

un

clea

r

Read

er n

eeds

hel

p,

wor

ds u

ncle

ar, m

uch

stum

blin

g an

d m

umbl

ing

Expr

essi

on a

nd

artic

ulat

ion

Live

ly u

se o

f ex

pres

sion

, tak

es

on d

iffer

ent r

eadi

ng

voic

es, s

ays

each

w

ord

clea

rly, c

aptu

res

the

inte

rest

of t

he

clas

s

Live

ly u

se o

f ex

pres

sion

, sa

ys e

ach

wor

d cl

early

, cap

ture

s th

e in

tere

st o

f the

cl

ass

Qui

te e

xpre

ssiv

e, s

ays

each

wor

d cl

early

, ca

ptur

es th

e in

tere

st

of m

ost o

f the

cla

ss

Som

etim

es

expr

essi

ve, m

ost

wor

ds a

rtic

ulat

ed,

som

e sh

ufflin

g in

se

ats

Not

ver

y ex

pres

sive

, ne

eds

help

ar

ticul

atin

g w

ords

, cl

ass

losi

ng in

tere

st

Mon

oton

ous

deliv

ery,

ca

n’t e

xpre

ss m

any

wor

ds c

lear

ly, c

lass

re

stle

ss

Faul

ty d

eliv

ery,

nee

ds

help

to s

ay w

ords

, cl

ass

not i

nter

este

d

Prep

arat

ion

(whe

re th

is w

as a

re

quire

men

t)

Wel

l-pre

pare

d, k

now

s th

e pa

ssag

e, c

an

look

up

and

mak

e ey

e co

ntac

t, no

pr

onun

ciat

ion

erro

rs

Wel

l-pre

pare

d, k

now

s th

e pa

ssag

e, m

akes

so

me

eye

cont

act,

no

pron

unci

atio

n er

rors

Prep

ared

, kno

ws

the

pass

age,

trie

s to

mak

e ey

e co

ntac

t, so

me

pron

unci

atio

n er

rors

Prep

ared

, but

do

es n

ot k

now

the

pass

age

very

wel

l, no

ey

e co

ntac

t, so

me

pron

unci

atio

n er

rors

Not

wel

l-pre

pare

d,

does

not

kno

w th

e pa

ssag

e ve

ry w

ell,

no

eye

cont

act,

man

y pr

onun

ciat

ion

erro

rs

Not

pre

pare

d, n

ot

fam

iliar

with

the

pass

age,

man

y er

rors

Not

pre

pare

d, a

lmos

t un

able

to p

erfo

rm th

e ta

sk, n

eeds

con

stan

t he

lp

SME Gr4 TG.indb 10 2012/09/01 8:40 AM

11RESOURCES

Ora

l pre

sent

atio

ns /

Prep

ared

spe

ech

Code

7O

utst

andi

ngM

arks

: 9 o

r 10

Code

6M

erito

riou

sM

ark

8

Code

5Su

bsta

ntia

lM

ark

7

Code

4A

dequ

ate

Mar

ks 5

or 6

Code

3M

oder

ate

Mar

k 4

Code

2El

emen

tary

Mar

k 3

Code

1N

ot a

chie

ved

Mar

ks 1

or 2

Plan

ning

and

re

sear

chTh

orou

ghly

pla

nned

ac

cord

ing

to ta

sk,

audi

ence

, con

text

and

fo

rmat

Very

wel

l pla

nned

ac

cord

ing

to ta

sk,

audi

ence

, con

text

and

fo

rmat

Wel

l pla

nned

ac

cord

ing

to ta

sk,

audi

ence

, con

text

and

fo

rmat

Satis

fact

orily

pla

nned

ac

cord

ing

to ta

sk,

audi

ence

, con

text

and

fo

rmat

Adeq

uate

ly p

lann

ed

acco

rdin

g to

task

, au

dien

ce, c

onte

xt a

nd

form

at

Evid

ence

of s

ome

plan

ning

acc

ordi

ng

to ta

sk, a

udie

nce,

co

ntex

t and

form

at

No

evid

ence

of

plan

ning

acc

ordi

ng

to ta

sk, c

onte

xt o

r fo

rmat

Org

anis

atio

n of

sp

eech

Strik

ing

intr

oduc

tion

whi

ch im

med

iate

ly

gras

ps a

udie

nce

atte

ntio

n

Very

goo

d an

d ap

prop

riate

in

trod

uctio

n

Goo

d an

d ap

prop

riate

in

trod

uctio

n Re

ason

ably

goo

d in

trod

uctio

n In

trod

uctio

n ab

le

to ro

use

mod

erat

e in

tere

st

Som

e ev

iden

ce o

f in

trod

uctio

n, b

ut

bare

ly a

rous

es in

tere

st

Intr

oduc

tion

poor

and

ar

ouse

s no

aud

ienc

e in

tere

st

Brill

iant

dev

elop

men

t of

idea

s an

d ar

gum

ent

Very

goo

d an

d su

stai

ned

deve

lopm

ent o

f ide

as

and

argu

men

t

Goo

d an

d su

stai

ned

deve

lopm

ent o

f ide

as

and

argu

men

t

Goo

d de

velo

pmen

t of

argu

men

t whi

ch c

an

be fo

llow

ed e

asily

Mod

erat

e de

velo

pmen

t of i

deas

an

d ar

gum

ent b

ut

has

prob

lem

s w

ith

cohe

sion

Som

e ar

gum

ents

ca

n be

follo

wed

, bu

t oth

ers

are

inco

nsis

tent

/can

ba

rely

be

follo

wed

Cann

ot s

usta

in

argu

men

t , h

as li

ttle

un

ders

tand

ing

of

topi

c

Skilf

ul e

ndin

g th

orou

ghly

dra

wn

toge

ther

Very

goo

d co

nclu

sion

G

ood

conc

lusi

on

Reas

onab

ly g

ood

endi

ng, b

ut

som

etim

es la

cks

cohe

sion

Mod

erat

ely

acce

ptab

le

conc

lusi

on, b

ut la

cks

cohe

sion

Har

dly

any

evid

ence

of

a c

oncl

usio

n Co

nclu

sion

lack

ing

Tone

, spe

akin

g an

d de

liver

y sk

ills

Confi

dent

del

iver

y w

ith v

ery

little

use

of

note

s

Not

es u

sed

effec

tivel

y an

d w

ith c

onfid

ence

Not

es u

sed

effec

tivel

ySo

me

depe

nden

cy

on n

otes

but

stil

l go

od c

onta

ct w

ith th

e au

dien

ce

Use

of n

otes

oft

en

detr

act f

rom

pr

esen

tatio

n

Dep

ende

nt o

n no

tes

Tota

lly d

epen

dant

on

note

s

Criti

cal a

war

enes

s of

la

ngua

ge u

seEx

celle

nt v

ocab

ular

y an

d cr

eativ

e la

ngua

ge

use

Very

goo

d vo

cabu

lary

an

d cr

eativ

e la

ngua

ge

use

Goo

d vo

cabu

lary

and

cr

eativ

e la

ngua

ge u

seAd

equa

te v

ocab

ular

y an

d cr

eativ

e la

ngua

ge

use

Mod

erat

e vo

cabu

lary

an

d la

ngua

ge u

seLi

mite

d vo

cabu

lary

an

d la

ngua

ge u

seVe

ry li

mite

d vo

cabu

lary

and

la

ngua

ge

Use

of v

isua

l aid

sVi

sual

aid

s m

ake

an im

pact

on

the

audi

ence

and

eff

ectiv

ely

cont

ribut

e to

the

succ

ess

of th

e pr

esen

tatio

n

Pres

ente

r is

able

to

use

vis

ual a

ids

effec

tivel

y to

enh

ance

th

e pr

esen

tatio

n

Pres

ente

r is

able

to

use

vis

ual a

ids

to e

nhan

ce th

e pr

esen

tatio

n

Mos

t of t

he v

isua

l ai

ds u

sed

cont

ribut

e to

the

succ

ess

of th

e pr

esen

tatio

n

Visu

al a

ids

do n

ot

alw

ays

cont

ribut

e to

pr

esen

tatio

n

Use

of a

ids

som

etim

es

clum

sy a

nd n

ot

func

tiona

l

SME Gr4 TG.indb 11 2012/09/01 8:40 AM

12 RESOURCES

Wri

ting

a pa

ragr

aph

Code

7O

utst

andi

ngM

arks

9 o

r 10

Code

6M

erito

riou

sM

ark

8

Code

5Su

bsta

ntia

lM

ark

7

Code

4A

dequ

ate

Mar

ks 5

or 6

Code

3M

oder

ate

Mar

k 4

Code

2El

emen

tary

Mar

k 3

Code

1N

ot a

chie

ved

Mar

ks 1

or 2

Mai

n to

pic

/idea

se

nten

ce

Mai

n to

pic

is v

ery

clea

r, an

d pr

esen

ted

in fi

rst s

ente

nce

Mai

n to

pic

is c

lear

, an

d ne

ar th

e be

ginn

ing

of th

e pa

ragr

aph

Mai

n to

pic

is c

lear

Mai

n to

pic

is th

ere,

bu

t not

cle

arly

sta

ted

Mai

n to

pic

is n

ot v

ery

clea

rly s

tate

d, a

nd

not a

t beg

inni

ng o

f pa

ragr

aph

Mai

n to

pic

is n

ot c

lear

Mai

n to

pic

is a

bsen

t

Supp

ortin

g se

nten

ces

The

para

grap

h ha

s ¾

sup

port

ing

deta

il se

nten

ces

that

rela

te

back

to th

e m

ain

idea

The

para

grap

h ha

s ⅔

su

ppor

ting

sent

ence

s th

at re

late

bac

k to

the

mai

n id

ea

The

para

grap

h ha

s ½

su

ppor

ting

sent

ence

s th

at re

late

bac

k to

the

mai

n id

ea

The

para

grap

h ha

s 1

supp

ortin

g se

nten

ce

that

rela

tes

back

to

the

mai

n id

ea

The

para

grap

h ha

s a

supp

ortin

g se

nten

ce

that

rela

tes

part

ly

back

to th

e m

ain

idea

The

para

grap

h ha

s a

supp

ortin

g se

nten

ce

that

doe

s no

t rel

ate

back

to th

e m

ain

idea

No

supp

ortin

g se

nten

ces

pres

ent

Mec

hani

cs a

nd

gram

mar

Para

grap

h ha

s no

er

rors

in p

unct

uatio

n,

capi

talis

atio

n an

d sp

ellin

g

Para

grap

h ha

s on

e or

two

erro

rs

in p

unct

uatio

n,

capi

talis

atio

n an

d sp

ellin

g

Para

grap

h ha

s th

ree

or fo

ur e

rror

s in

pun

ctua

tion,

ca

pita

lisat

ion

and

spel

ling

Para

grap

h ha

s fo

ur

or m

ore

erro

rs

in p

unct

uatio

n,

capi

talis

atio

n an

d sp

ellin

g

Para

grap

h ha

s m

any

erro

rs in

pun

ctua

tion,

ca

pita

lisat

ion

and

spel

ling,

but

can

stil

l be

und

erst

ood

Para

grap

h ha

s m

any

erro

rs in

pun

ctua

tion,

ca

pita

lisat

ion

and

spel

ling,

and

mea

ning

is

unc

lear

Para

grap

h ha

s to

o m

any

erro

rs to

mak

e se

nse

SME Gr4 TG.indb 12 2012/09/01 8:40 AM

13RESOURCES

Wri

ting

a bu

llet-

poin

t sum

mar

y

Code

7O

utst

andi

ngM

arks

9 o

r 10

Code

6M

erito

riou

sM

ark

8

Code

5Su

bsta

ntia

lM

ark

7

Code

4A

dequ

ate

Mar

ks 5

or 6

Code

3

Mod

erat

e M

ark

4

Code

2

Elem

enta

ryM

ark

3

Code

1N

ot a

chie

ved

Mar

ks 1

or 2

Sum

mar

ises

mai

n an

d su

ppor

ting

idea

s

Sum

mar

y ca

nnot

be

faul

ted

All

mai

n an

d su

ppor

ting

idea

s in

clud

ed

Styl

e is

con

cise

and

po

lishe

d

Sum

mar

y is

ver

y go

odSt

yle

is c

lear

and

mai

n an

d su

ppor

ting

idea

s ar

e in

clud

ed

Sum

mar

y is

sol

id

Styl

e is

fairl

y cl

ear a

nd

alm

ost a

ll id

eas

are

incl

uded

Sum

mar

y is

fair

Styl

e is

litt

le u

ncle

ar

and

som

e id

eas

are

omitt

ed

Sum

mar

y is

just

in

adeq

uate

Styl

e is

unc

lear

and

m

ain

and

supp

ortin

g id

eas

are

not e

ntire

ly

com

mun

icat

ed

The

sum

mar

y is

ver

y lim

ited

Styl

e ne

eds

atte

ntio

n an

d m

ost i

deas

are

no

t inc

lude

d

The

sum

mar

y is

in

com

plet

e an

d co

mm

unic

ates

ve

ry li

ttle

to n

o in

form

atio

n ab

out t

he

artic

le

Use

s bu

llete

d po

ints

as

mai

n id

eas

of

sum

mar

y

Use

s al

l 5 b

ulle

ted

poin

ts a

s m

ain

idea

s Su

mm

aris

es th

em

supe

rbly

Use

s al

l 5 b

ulle

ted

poin

ts a

s m

ain

idea

s Su

mm

aris

es th

em

very

wel

l

Use

s at

leas

t 4

bulle

ted

poin

ts

as m

ain

idea

s Th

e su

mm

ary

is

satis

fact

ory

Use

s m

ost o

f the

bu

llete

d po

ints

as

mai

n id

eas

Sum

mar

y is

fair

Hal

f or l

ess

than

ha

lf of

the

bulle

ted

poin

ts a

re m

entio

ned

Sum

mar

y is

un

satis

fact

ory

Very

lim

ited

evid

ence

of

the

5 bu

llete

d po

ints

A

ttem

pt a

t su

mm

aris

ing

them

un

succ

essf

ul

Litt

le o

r no

evid

ence

of

any

of t

he 5

bu

llete

d po

ints

Use

s ac

rony

ms

and

abbr

evia

tions

Crea

tes

acro

nym

s an

d us

es th

em e

xcel

lent

lyU

ses

all e

xist

ing

acro

nym

s an

d ab

brev

iatio

ns p

ossi

ble

Crea

tes

acro

nym

s an

d us

es th

em v

ery

wel

lU

ses

exis

ting

acro

nym

s an

d ab

brev

iatio

ns

Crea

tes

acro

nym

s an

d us

es th

em w

ell

Use

s so

me

exis

ting

acro

nym

s an

d ab

brev

iatio

ns

Satis

fact

ory

use

acro

nym

s an

d ab

brev

iatio

ns

Just

inad

equa

te u

se/

crea

tion

of a

cron

yms

Very

few

acr

onym

s or

ab

brev

iatio

ns c

orre

ct

Poor

use

of a

cron

yms

and

abbr

evia

tions

A

lmos

t all

of th

em

inco

rrec

t

Use

s no

acr

onym

s or

ab

brev

iatio

ns

SME Gr4 TG.indb 13 2012/09/01 8:40 AM

14 RESOURCES

Wri

ting

a fr

iend

ly le

tter Co

de 7

Out

stan

ding

Mar

ks 9

or 1

0

Code

6M

erito

riou

sM

ark

8

Code

5Su

bsta

ntia

lM

ark

7

Code

4A

dequ

ate

Mar

ks 5

or 6

Code

3M

oder

ate

Mar

k 4

Code

2El

emen

tary

Mar

k 3

Code

1N

ot a

chie

ved

Mar

k 1

or 2

App

ropr

iate

sty

le,

poin

t of v

iew

and

fo

rmat

The

lear

ner h

as

corr

ectly

pla

ced

addr

ess,

the

date

, the

gr

eetin

g, p

arag

raph

s an

d hi

s/he

r ow

n na

me

The

lett

er is

co

nsis

tent

ly w

ritte

n in

a

frie

ndly

sty

le

The

lear

ners

has

co

rrec

tly p

lace

d hi

s/he

r add

ress

, the

dat

e,

the

frie

nd’s

nam

e,

the

para

grap

hs a

nd

his/

her o

wn

nam

e Fr

iend

ly s

tyle

The

lear

ner h

as s

et

out t

he le

tter

alm

ost

corr

ectly

Frie

ndly

sty

le

The

lett

er is

writ

ten

in

a fr

iend

ly s

tyle

Man

y pa

rts

of th

e le

tter

are

in a

frie

ndly

st

yle

A fe

w p

arts

of t

he

lett

er a

re in

a fr

iend

ly

styl

e

The

lear

ner h

as tr

ied

to w

rite

in a

frie

ndly

st

yle

Use

s a

varie

ty o

f se

nten

ce ty

pes,

and

sent

ence

s of

di

ffere

nt le

ngth

s an

d st

ruct

ures

ap

prop

riate

ly

The

lear

ner’s

se

nten

ces

are

of

diffe

rent

leng

ths

and

stru

ctur

es, a

nd

thes

e ar

e us

ed v

ery

effec

tivel

y

The

lear

ner’s

se

nten

ces

are

of

diffe

rent

leng

ths

and

stru

ctur

es, a

nd th

ese

are

used

effe

ctiv

ely

The

lear

ner’s

se

nten

ces

are

of

diffe

rent

leng

ths

and

stru

ctur

es,

and

thes

e ar

e us

ed

appr

opria

tely

The

lear

ner’s

se

nten

ces

are

of

diffe

rent

leng

ths

and

stru

ctur

es,

and

thes

e ar

e us

ed

appr

opria

tely

som

e of

th

e tim

e

The

lear

ner’s

se

nten

ces

are

of

diffe

rent

leng

ths

and

thes

e ar

e us

ed

appr

opria

tely

The

lear

ner’s

se

nten

ces

are

of

diffe

rent

leng

ths

and

thes

e ar

e us

ed

appr

opria

tely

som

e of

th

e tim

e

The

lear

ner h

as tr

ied

to u

se s

ente

nces

of

diffe

rent

leng

ths

Use

s pa

ragr

aph

conv

entio

ns to

en

sue

cohe

renc

e by

usi

ng to

pic

sent

ence

s, in

trod

uctio

n an

d en

ding

, log

ical

pr

ogre

ssio

n of

par

agra

phs,

caus

e an

d eff

ect,

com

paris

on a

nd

cont

rast

The

lear

ner u

sed

para

grap

hs, e

ach

one

base

d ar

ound

a to

pic

sent

ence

Ther

e is

an

inte

rest

ing

intr

oduc

tion

and

a go

od e

ndin

gTh

e pa

ragr

aphs

flo

w in

a lo

gica

l way

an

d th

e le

tter

is

com

plet

ely

cohe

rent

The

lear

ner u

sed

para

grap

hs, e

ach

one

base

d ar

ound

a to

pic

sent

ence

Ther

e is

an

inte

rest

ing

intr

oduc

tion

and

a cl

ear e

ndin

gTh

e pa

ragr

aphs

flo

w in

a lo

gica

l way

an

d th

e le

tter

is

com

plet

ely

cohe

rent

The

lear

ner u

sed

para

grap

hs, e

ach

one

base

d ar

ound

a to

pic

sent

ence

Ther

e is

an

inte

rest

ing

intr

oduc

tion

and

a cl

ear e

ndin

gTh

e pa

ragr

aphs

flow

in

a lo

gica

l way

The

lear

ner u

sed

para

grap

hsTh

ere

is a

n in

trod

uctio

n an

d an

end

ing

The

para

grap

hs fl

ow

in a

logi

cal w

ay

The

lear

ner u

sed

para

grap

hsTh

ere

is a

n in

trod

uctio

n an

d an

end

ing

The

lear

ner u

sed

para

grap

hsTh

e le

arne

r trie

d to

us

e pa

ragr

aphs

som

e of

the

time

SME Gr4 TG.indb 14 2012/09/01 8:40 AM

15RESOURCES

Wri

ting

a fo

rmal

lett

er Code

7O

utst

andi

ngM

arks

9 o

r 10

Code

6M

erito

riou

sM

ark

8

Code

5Su

bsta

ntia

lM

ark

7

Code

4A

dequ

ate

Mar

ks 5

or 6

Code

3

Mod

erat

e M

ark

4

Code

2

Elem

enta

ryM

ark

3

Code

1N

ot a

chie

ved

Mar

ks 1

or 2

A fo

rmal

regi

ster

w

as u

sed

Supe

rb la

ngua

ge

used

It is

form

al a

nd v

ery

appr

opria

te

Very

goo

d la

ngua

ge

used

It is

form

al a

nd

appr

opria

te

The

lang

uage

use

d

is g

ood

It is

mos

tly fo

rmal

and

ap

prop

riate

The

lang

uage

use

d is

sa

tisfa

ctor

yLa

ngua

ge la

pses

into

in

form

ality

at t

imes

The

lang

uage

use

d is

ju

st a

dequ

atel

y fo

rmal

Laps

es in

to

info

rmal

ity fa

irly

ofte

n

Lang

uage

is to

o in

form

al a

nd d

oes

not

suit

the

purp

ose

of

the

lett

er

The

lang

uage

is v

ery

info

rmal

and

doe

s no

t fu

lfill

its p

urpo

se

The

form

at o

f the

le

tter

is c

orre

ctTh

e ad

dres

s, pa

ragr

aphs

and

en

ding

are

cor

rect

in

ever

y de

tail

The

addr

ess,

para

grap

hs a

nd

endi

ng a

re o

nly

just

no

t cor

rect

in e

very

de

tail

The

addr

ess,

para

grap

hs a

nd

endi

ng a

re a

lmos

t co

rrec

t in

ever

y de

tail

One

, tw

o or

thre

e m

inor

err

ors

The

addr

ess,

para

grap

hs a

nd

endi

ng a

re m

ostly

co

rrec

t but

ther

e ar

e se

vera

l min

or e

rror

s

The

addr

ess,

para

grap

hs a

nd

endi

ng a

re c

orre

ct

in s

ome

part

s, bu

t th

ere

are

omis

sion

s or

se

rious

err

ors

The

addr

ess,

para

grap

hs a

nd

endi

ng a

re s

et o

ut

inco

rrec

tly a

nd

cont

ain

serio

us e

rror

s

The

form

at o

f the

le

tter

is in

appr

opria

te

The

appr

opria

te

audi

ence

is ta

rget

edTh

e le

tter

is o

bvio

usly

di

rect

ed to

war

ds th

e re

cipi

ent

The

lett

er is

ver

y cl

early

dire

cted

to

war

ds th

e re

cipi

ent

The

lett

er is

cle

arly

di

rect

ed to

war

ds th

e re

cipi

ent

The

lett

er is

dire

cted

to

war

ds th

e re

cipi

ent

in s

ome

part

s

The

lett

er is

vag

uely

di

rect

ed to

war

ds th

e re

cipi

ent

Lett

er’s

targ

et

audi

ence

is a

lmos

t un

iden

tifiab

le

Lett

er’s

targ

et

audi

ence

is

unid

entifi

able

SME Gr4 TG.indb 15 2012/09/01 8:40 AM

16 RESOURCES

Wri

ting

a de

scri

ptiv

e es

say

base

d on

a p

hoto

grap

h

Code

7O

utst

andi

ngM

arks

9 o

r 10

Code

6M

erito

riou

sM

ark

8

Code

5Su

bsta

ntia

lM

ark

7

Code

4A

dequ

ate

Mar

ks 5

or 6

Code

3

Mod

erat

e M

ark

4

Code

2

Elem

enta

ryM

ark

3

Code

1N

ot a

chie

ved

Mar

k 1

or 2

Des

crib

es li

fe o

f th

e pe

rson

in th

e ph

otog

raph

Supe

rb, i

mag

inat

ive

and

crea

tive

desc

riptio

n of

per

son

Char

acte

risat

ion

com

plet

ely

conv

inci

ng

Very

goo

d cr

eativ

e an

d de

scrip

tion

of p

erso

n Ch

arat

eris

atio

n ve

ry

conv

inci

ng

Com

pete

nt

desc

riptio

n of

per

son

Mos

tly c

onvi

ncin

g ch

arac

teris

ion

Satis

fact

ory

desc

riptio

n of

per

son

but l

acks

cre

ativ

ity

and

imag

inat

ion

Char

acte

risat

ion

a lit

tle w

eak

Just

inad

equa

te

desc

riptio

n Ch

arac

teris

atio

n w

eak

Evid

ence

of

desc

riptio

n bu

t it

is w

eak

an

unim

agin

ativ

e Ch

arac

ters

are

un

conv

inci

ng

Doe

s no

t des

crib

e th

e lif

e of

the

pers

on in

th

e ph

otog

raph

Essa

y is

cor

rect

ly

pres

ente

d,

stru

ctur

ed a

nd is

th

e co

rrec

t len

gth

Essa

y is

exa

ctly

the

corr

ect l

engt

h an

d is

pre

sent

ed a

nd

stru

ctur

ed s

uper

bly

Para

grap

hs a

re

bala

nced

des

crip

tion

is c

oher

ent

Essa

y is

the

corr

ect

leng

th a

nd is

ver

y w

ell p

rese

nted

and

st

ruct

ured

Para

grap

hing

is v

ery

good

and

des

crip

tion

is c

lear

Essa

y is

just

abo

ut th

e co

rrec

t len

gth

but n

ot

terr

ibly

inco

rrec

tSt

ruct

ure

not

cons

iste

nt a

nd

para

grap

hs n

ot

alw

ays

corr

ectly

st

ruct

ured

Essa

y no

t the

cor

rect

le

ngth

but

not

terr

ibly

in

corr

ect

Stru

ctur

e no

t co

nsis

tent

and

pa

ragr

aphs

not

al

way

s co

rrec

tly

stru

ctur

ed

Essa

y ei

ther

too

long

or

too

shor

tN

ot a

lway

s ev

iden

ce

of p

arag

raph

ing

Leng

th o

f ess

ay is

in

appr

opria

te a

nd

very

litt

le e

vide

nce

at a

n at

tem

pt to

st

ruct

ure

the

essa

y

Litt

le o

r no

evid

ence

of

an

atte

mp

to

stru

ctur

e a

desc

riptiv

e es

say

Essa

y in

clud

es

appr

opria

te d

etai

ls

and

imag

ery

Vivi

d, im

agin

ativ

e an

d co

mpl

etel

y ap

prop

riate

det

ails

an

d im

ager

y

Imag

inat

ive

and

very

w

ell d

escr

ibed

and

ap

prop

riate

det

ails

an

d im

ager

y

Wel

l des

crib

ed a

nd

appr

opria

te d

etai

ls

and

imag

ery

Des

crip

tions

of

deta

il an

d im

ager

y in

evi

denc

e bu

t lac

ks

spec

ific

deta

il an

d im

agin

atio

n

Essa

y is

mos

tly

gene

ral w

ith u

ncle

ar

refe

renc

es to

imag

ery

Very

litt

le e

vide

nce

of a

n at

tem

pt to

de

scrib

e de

tail

an

imag

ery

Litt

le o

r no

desc

riptio

n of

det

ail

or im

ager

y

SME Gr4 TG.indb 16 2012/09/01 8:40 AM

17RESOURCES

Ana

lysi

ng a

n ad

vert

isem

ent

Code

7O

utst

andi

ngM

arks

9 o

r 10

Code

6M

erito

riou

sM

ark

8

Code

5Su

bsta

ntia

lM

ark

7

Code

4A

dequ

ate

Mar

ks 5

or 6

Code

3

Mod

erat

e M

ark

4

Code

2

Elem

enta

ryM

ark

3

Code

1N

ot a

chie

ved

Mar

ks 0

-2

Expl

ains

dire

ct a

nd

impl

ied

mea

ning

sLe

arne

r ide

ntifi

es a

nd

expl

ains

dire

ct a

nd

impl

ied

mea

ning

for

ques

tion

3 fa

ultle

ssly

Lear

ner i

dent

ifies

an

d ex

plai

ns

dire

ct a

nd im

plie

d m

eani

ng fo

r qu

estio

n 3

very

w

ell

Lear

ner i

nden

tifies

an

d ex

plai

ns d

irect

an

d im

plie

d m

eani

ng

for q

uest

ion

3 co

mpe

tent

ly

Lear

ner i

dent

ifies

an

d ex

plai

ns d

irect

s an

d im

plie

d m

eani

ng

for q

uest

ion

3 sa

tisfa

ctor

ily

Lear

ner d

oes

not i

dent

ify a

nd

expl

ain

dire

ct a

nd

impl

ied

mea

ning

cl

early

Lear

ner i

s m

ostly

un

able

to id

entif

y di

rect

and

im

plie

d m

eani

ng

Lear

ner i

s un

able

to

iden

tify

dire

ct a

nd

impl

ied

mea

ning

Abl

e to

read

and

un

ders

tand

the

text

The

lear

ner w

as

able

to re

ad a

nd

unde

rsta

nd th

e te

xt

and

thei

r res

pons

es

to th

e qu

estio

ns

refle

ct th

is e

xcel

lent

ly

The

lear

ner w

as

able

to re

ad a

nd

unde

rsta

nd th

e te

xt a

nd th

eir

resp

onse

s to

the

ques

tions

refle

ct

this

ver

y w

ell

The

lear

ner w

as a

ble

to

read

and

und

erst

and

the

text

and

thei

r re

spon

ses

to th

e qu

estio

ns re

flect

this

cl

early

The

lear

ner w

as

able

to re

ad a

nd

unde

rsta

nd th

e te

xt a

nd th

eir

resp

onse

s to

the

ques

tions

refle

ct th

is

satis

fact

orily

The

lear

ner w

as

not a

ble

to re

ad

and

unde

rsta

nd

the

text

su

ffici

ently

and

th

eir r

espo

nses

to

the

ques

tions

do

not r

eflec

t a c

lear

un

ders

tand

ing

to

the

text

The

lear

ners

did

no

t und

erst

and

mos

t of t

he te

xt

Resp

onse

s to

the

ques

tions

mos

tly

inac

cura

te

The

lear

ners

did

not

un

ders

tand

the

text

Re

spon

ses

to

ques

tions

inac

cura

te

Iden

tifies

and

ev

alua

tes

the

impa

ct o

f cer

tain

ad

vert

isin

g te

chni

ques

The

lear

ner’s

in

terp

reta

tion

of

the

adve

rtis

emen

t re

veal

s an

exc

elle

nt

abili

ty to

eva

luat

e ce

rtai

n te

chni

ques

The

lear

ner’s

in

terp

reta

tion

of

the

adve

rtis

emen

t re

veal

s th

e ab

ility

to

eva

luat

e ce

rtai

n te

chni

ques

ver

y w

ell

The

lear

ner’s

in

terp

reta

tion

of th

e ad

vert

isem

ent r

evea

ls

a hi

ghly

ade

quat

e ab

ility

to e

valu

ate

cert

ain

tech

niqu

es

The

lear

ner’s

in

terp

reta

tion

of

the

adve

rtis

emen

t re

veal

s a

satis

fact

ory

abili

ty to

eva

luat

e ce

rtai

n te

chni

ques

The

lear

ner’s

in

terp

reta

tion

of

the

adve

rtis

emen

t re

veal

s a

belo

w

aver

age

abili

ty to

ev

alua

te c

erta

in

tech

niqu

es

The

lear

ner’s

in

terp

reta

tion

of th

e ad

vert

isem

ent

reve

als

poor

ab

ility

to

eval

uate

cer

tain

te

chni

ques

The

lear

ner’s

in

terp

reta

tion

of

the

adve

rtis

emen

t re

veal

s th

at th

ere

is li

ttle

or n

o ab

ility

to

eva

luat

e ce

rtai

n te

chni

ques

SME Gr4 TG.indb 17 2012/09/01 8:40 AM

www.cup.co.za

4Grade

English English English First Additional LanguageFirst Additional LanguageFirst Additional LanguageFirst Additional LanguageFirst Additional LanguageFirst Additional LanguageStudy & Master English has been specially developed to meet all the requirements of the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners master essential content and skills in English, and gives them the best possible foundation on which to build their language knowledge.

The comprehensive Learner’s Book includes:

• useful information and constructive activities that develop all theskills specifi ed by the CAPS English First Additional Languagecurriculum

• colourful illustrations, photographs and diagrams that promoteunderstanding

• current and relevant content, clearly set out according tothe curriculum document.

The colourful Core Reader includes:

• stories, poems and interesting information texts, carefully selectedto stimulate a love of reading

• original artwork by well-known illustrators.

The innovative Teacher’s Guide includes:

• an expanded contents page providing a detailed work schedulefor the whole year

• guidance on the teaching of each lesson and on each form ofassessment

• suggested answers to the activities in the Learner’s Book

• remedial and extension activities for each unit

• step-by-step support in the teaching of language activities

• photocopiable record sheets and templates

• a complete section on formal assessment, with sample exams,memos and record sheets.

SM_Eng FAL_G4_TG.indd 2 2012/09/01 7:57 AM

Study & Master English First Additional Language Grade 4 ...

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