Platinum English HL gr6 TG

CAPS
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Platinum
Platinum
English
Grade 6
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Afrikaans
English Home Language
Mathematics First Graad 6
Additional
Grade 6 Huistaal
Language
● Superior CAPS coverage and Grade

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Grade 6
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Social Life Skills
Sciences Grade 6
Grade 6
Platinum
Natural
Teacher’s Guide
Sciences and
Technology
Grade 6
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I S B N 978-0-636-13656-4
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9 780636 136564
G. Cator • S. Crane • B. Krone • B. Maho
J. Middleton Horn • N. Omar • B. Pitt • P. Tsilik
Platinum TG Gr6 Cover_CAPS_Eng HL.indd 1-3 2012/07/20 11:33 AM

CAPS
Grade
6 id e
Tea
ch
e r ’s G u

It is illegal to photocopy any pages from this book

without the written permission of the copyright holder.
Platinum TG TP Gr6 Cover_CAPS_Eng HL.indd 1 2012/07/20 11:33 AM

Maskew Miller Longman (Pty) Ltd
Forest Drive, Pinelands, Cape Town
Offices in Johannesburg, Durban, King William’s Town, Polokwane, Bloemfontein,

Mahikeng and Nelspruit and companies throughout southern and central Africa.
website: www.mml.co.za
© Maskew Miller Longman (Pty) Ltd 2012
All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the copyright holder.
First published in 2012
ISBN 9780636136892
PACK ISBN 9780636136564
Book design by MML Studio
Edited by Janine Versfeld

Typesetting by Vanessa Wilson, Quickfox Publishing
Printed by
Acknowledgements
Text:
Bridget Krone: p. 163 Interview with Nikita Kekana
David Higham and Assoc: p. 157 extract from ‘Kensuke’s Kingdom’ Michael Morpugo, (pages 34-36) 2010
David Higham and Assoc: p. 158 extract from ‘Kensuke’s Kingdom’ Michael Morpugo, (pages 52-53) 2010
Maskew Miller Longman: p. 161‘A wise and foolish king’ adapted from Walukaga, the Blacksmith of Buganda,
in Play a Part, a collection of plays and fables, 2005.
Oxford University Press: p. 157 ‘New Boy’ by Gareth Owen
Oxford University Press: p155 ‘The world for the first time’ by Gareth Owen
The New Age: p. 153 ‘Eskom to go ahead with solar, wind power plants’ by Andrew Molefe, 16 November 2011
The Star: p.153 ‘Zimele to manage R100 million Green Fund’ by DineoMatomela 16 November 2011
Walker Books: p.159 extract from ‘The Butterfly Heart’ by Paula Leyden
www.storiestogrowby.com: p.160 ‘Sir Gawain and the Lady Ragnell’
9780636136892_PEHL_G6_TG_TXT.indd 2 2012/07/26 4:01 PM

Contents
theme 2: Fairytale families......................... 37
INTRODUCTION
Theme overview.......................................................... 38
THE Platinum SERIES AND THE INTERMEDIATE
Starting off: Discuss stepmothers in fairytales........... 39
PHASE CAPS
Listen and speak: Listen to and talk
How to use Platinum English Home Language about a fairy tale (FAT 1).......................... 40
English Home Language Teacher’s Guide .............. 7 Write: Practise using antonyms........................... 41
English Home Language Learner’s Book ................ 7 Write a character sketch........................... 41
English Home Language Target worksheets............ 7 Read: Read about stereotypes............................. 42
English Home Language Reader ............................ 8 Read an African folktale........................... 42
CAPS and planning for English Home Language practice: Concrete and abstract nouns........ 43
Language ......................................................... 8 Simple past, present and future tenses...... 43
Notional time ............................................................ 8 Idioms, proverbs and metaphors............... 43
Time allocation per two-week cycle for Write: Write a fairy story (FAT 1)....................... 43
English Home Language Intermediate Revision .................................................................. 44
Phase................................................................ 8 Remedial and enrichment........................................... 44
Programme of Assessment theme 3: Punchy advertising...................... 44

Integration................................................................. 9
Assessment Framework......................................... 25 Theme overview.......................................................... 44
Formal Assessment: Task Summary...................... 26 Starting off: Discuss the language of advertising....... 46
Recording and reporting......................................... 29 Listen and speak: Listen to and discuss a radio
How Platinum English Home Language helps advertisement............................................ 47
you with assessment....................................... 29 Read: Read and compare advertisements........... 47
How Platinum English Home Language helps you Read and compare persuasive speeches... 47
with formal assessment and exam preparation...... 29 Read and analyse an advertisement.......... 48
Analyse and improve a speech................. 49
Inclusive education in Platinum.......................... 29 Write: Write a persuasive speech......................... 49
Language practice: (FAT 1)........................................ 49
Term 1 Conjunctions.................................................. 49
Simple and complex sentences (FAT 1)........ 49
Theme 1: Heal our world............................. 32 Idioms............................................................ 49
Revision......................................................... 50
Theme overview.......................................................... 32 Remedial and enrichment........................................... 50
Starting off: Talk about natural resources................... 34
Listen and speak: Listen to and talk about Theme 4: Act yourself................................... 50
newspaper articles..................................... 34
Give a speech about the place you Theme overview.......................................................... 50
would like to live...................................... 35 Starting off: Discuss the roles people play................. 52
Read: Read a newspaper article.......................... 35 Listen and speak: Listen to and discuss a dialogue..... 52
Write: Write a newspaper report.......................... 35 Language practice: Quotation marks.......................... 53
Read: Read an interview..................................... 36 Read: Read a monologue.................................... 54
Language practice: Subject-verb agreement............... 36 Read a play (FAT 1).................................. 54
Word division............................................ 36 Write: Write a dialogue....................................... 56
Uses of the colon...................................... 36 Revision .................................................................. 56
Reported or indirect speech...................... 36 Remedial and enrichment........................................... 57
Revision .................................................................. 36
Remedial and enrichment........................................... 37

Theme 5: Childhood dreams........................ 57
Read: Read an excerpt from a novel................... 76
Theme overview.......................................................... 57 Listen and speak: Discuss features of novels.............. 77
FAT 2: Language structures and conventions............. 59 Read: Read a book review.................................. 77
Starting off: Discuss poetry........................................ 60 Write: Write a book review.................................. 77
Listen and speak: Listen to and discuss a Language practice: Continuous (progressive)
poem (FAT 2)............................................ 60 tense.......................................................... 78
Language practice: Types of sentences....................... 61 Listen and speak: Discuss learning through travel...... 78
Repeated sounds in poetry........................ 61 Read: Read a poem and compare it to the
Comparisons in poetry.............................. 61 novel......................................................... 78
Write: Write a haiku............................................ 62 Revision (FAT 1)......................................................... 78
Read: Read a poem............................................. 62 Remedial and enrichment........................................... 79
Do a comprehension on a poem (FAT 2).. 63
Write: Write a poem (FAT 2)............................... 65
Language practice: Prepositions................................. 65 THEME 8: Anansi the tricky spider............ 79
Revision .................................................................. 65
Remedial and enrichment........................................... 66 Theme overview.......................................................... 79
Starting off: Discuss fables......................................... 80
Listen and speak: Discuss stereotypes in fables......... 80
Term 2 Listen to and discuss a fable..................... 81
Read: Read a fable.............................................. 81
Theme 6: Communicating clearly.............. 67 Language practice: Idioms.......................................... 81
Read: Read a fable.............................................. 82
Theme overview.......................................................... 67 Write: Write a fable............................................. 82
Starting off: Discuss the importance of clear Language practice: Auxiliary verbs............................ 82
communication............................................................ 69 Present perfect tense................................. 82
Listen and speak: Listen to and follow instructions.... 69 Revision .................................................................. 82
Listen to and retell instructions................ 70 Remedial and enrichment........................................... 82
Language practice: Imperative.................................... 70
Read: Read and compare two recipes................. 70 THEME 9: What’s the weather
Language practice: Prefixes, suffixes and root like today?....................................... 83
words........................................................ 70
Write: Write a set of instructions......................... 71 Theme overview.......................................................... 83
Language practice: Plurals of words ending in -y...... 71 Starting off: Discuss a weather map........................... 85
Subject and predicate................................ 71 Listen and speak: Listen to an instructional
Revision (FAT 1)......................................................... 71 text (FAT 1)............................................... 85
Remedial and enrichment........................................... 72 Language practice: Dictionary skills.......................... 85
Read: Read an information text.......................... 86.
THEME 7: Across the sea............................... 72 Read aloud (FAT 1)..................................................... 86.
Read an information text (FAT 1)............................... 86
Theme overview.......................................................... 73 Write: Write information texts............................. 88
Language practice: Simple past tense......................... 88
Starting off: Discuss novels........................................ 75 Attributive adjectives................................ 88
Listen and speak: Listen to and discuss an Write: Write an information brochure (FAT 1).... 88
excerpt from a novel................................. 75 Revision .................................................................. 88
Language practice: Finite and infinitive forms Remedial and enrichment........................................... 89
of the verb................................................. 76

Term 3 Language practice: Hyperbole.................................. 108
Read: Read a short story................................... 108
theme 10: Metamorphosis........................... 91 Read a short story (FAT 1)...................... 109
Write: Write about stereotypes.......................... 109
Theme overview.......................................................... 91 Language practice: Plurals of words ending in -o ... 109
Starting off: Discuss novels........................................ 93 Adjectives............................................... 109
Read: Read a blurb.............................................. 93 Present and past perfect tenses............... 110
Listen and speak: Listen to and discuss an extract Write: Identify the format of a friendly letter.... 110
from a novel.............................................. 93 Write a friendly letter............................. 110
Present an oral on a character from Revision (FAT 1)....................................................... 110
a novel....................................................... 94 Remedial and enrichment......................................... 111
Language practice: Simple past, present and
future tenses.............................................. 95 THEME 13: Drawn out tales........................111
Read: Examine setting in a novel........................ 95
Read an extract from a novel.................... 95 Theme overview........................................................ 111
Write: Write a book review.................................. 96 Starting off: Discuss cartoons, comics and
Language practice: Word division.............................. 97 comic strips............................................. 113
Interrogative, demonstrative and Read: Examine ways in which meaning is
indefinite pronouns................................... 97 conveyed visually................................... 113
Revision .................................................................. 97 Read about characterisation in
Remedial and enrichment........................................... 97 cartoons................................................... 113
Language practice: Active and passive voice............ 114
theme 11: Once upon a time......................... 98 Write: Extract information from a diagram....... 114
Draw a family tree.................................. 114
Theme overview.......................................................... 98 Language practice: Past participle verbs................... 114
FAT 1 Read aloud........................................................ 99 Read: Read a comic strip.................................. 114
Starting off: Identify fiction genres........................... 100 Language practice: Dictionary work......................... 115
Listen and speak: Listen to an discuss an extract Modal verbs............................................ 115
from a legend (FAT 1)............................. 100 Write: Draw a cartoon strip............................... 115
Read: Read an extract from a legend (FAT 1)... 101 Revision (FAT 1)....................................................... 115
Identify themes and features of a story... 102 Remedial and enrichment......................................... 116
Write: Summarise characters’ roles in a story... 103
Write a character sketch......................... 104 THEME 14: All the world is a stage........116
Write a short story (FAT 1)..................... 104
Language practice: Gerunds..................................... 104 Theme overview........................................................ 116
Future perfect tense................................ 104 FAT 2: Comprehension test....................................... 118
Commas.................................................. 104 FAT 2: Language in context...................................... 118
Revision (FAT 1)....................................................... 105 Starting off: Discuss a play poster............................ 119
Remedial and enrichment......................................... 105 Listen and speak: Listen to and discuss a play......... 119
Write: Write a review of a play.......................... 120
THEME 12: Tall tales.................................... 106 Listen and speak: Perform a role play (FAT 2)......... 120
Read: Read a review and a poster
Theme overview........................................................ 106 advertising a play.................................... 120
Starting off: Discuss digitally manipulated Read an extract from a play.................... 120
images..................................................... 107 Write: Write a short play (FAT 2)...................... 121
Language practice: Idiomatic expressions in Language practice: Prefixes...................................... 124
headlines................................................. 107 Active and passive voice......................... 124
Listen and speak: Discuss old wives’ tales............... 108 Revision ................................................................ 125
Listen to and discuss a short story.......... 108 Remedial and enrichment......................................... 125

Term 4 Read: Read extracts from a novel..................... 141
Listen and speak: Take part in a panel
theme 15: What I love to do...................... 126 discussion............................................... 142
Language practice: Noun phrases and noun
Theme overview........................................................ 126 clauses..................................................... 142
Starting off: Discuss special things........................... 129 Write: Write from a character’s point
Listen and speak: Listen to and discuss an of view.................................................... 142
interview (FAT 1).................................... 129 Write a preferred ending to a story......... 142
Write: Write descriptive paragraphs.................. 129 Language practice: Semi-colons............................... 142
Read: Read an information text (FAT 1)........... 130 Contractions............................................ 143
Language practice: Adverbs of frequency and Puns........................................................ 143
degree...................................................... 130 Revision ................................................................ 143
Read: Read a poem........................................... 130 Remedial and enrichment......................................... 143
Language practice: Ambiguity.................................. 131
Listen and speak: Role-play an interview................. 131
Write: Direct and indirect speech...................... 132 THEME 18: Poems are pictures................. 144
Write a report.......................................... 133
Language practice: Understatement.......................... 133 Theme overview........................................................ 144
Adverbs of duration................................ 133 Starting off: Discuss the similarities between
Revision ................................................................ 133 poems and pictures................................. 145
Remedial and enrichment......................................... 134 Listen and speak: Listen to and discuss a
poem (FAT 1).......................................... 145
Discuss photographs............................... 145
THEME 16: Survival in the wild................. 134 Read: Read a poem........................................... 145
Language practice: Onomatopoeia........................... 146
Theme overview........................................................ 134 Read: Read a poem........................................... 146
Starting off: Discuss survival in the wild.................. 136 Listen and speak: Discuss bullying........................... 146
Listen and speak: Listen to and follow Write: Design an anti-bullying poster................ 146
instructions............................................. 136 Write a poem.......................................... 147
Read: Read an information text........................ 136 Language practice: Subject, verb, object.................. 147
Read an information text (FAT 1)........... 136 Figures of speech.................................... 147
Read an instructional text....................... 137 Parentheses............................................. 147
Compare two information texts.............. 137 Punctuation............................................. 148
Language practice: Dictionary work......................... 137 Revision ................................................................ 148
Write: Write instructions................................... 138 Remedial and enrichment......................................... 148
Language practice: Adverbs of manner, time
and place................................................. 138 Memorandum: FAT 2 (Term 2)................................. 149
Compound sentences.............................. 138 Memorandum: FAT 2 (Term 4)................................. 151
Revision ................................................................ 138
Remedial and enrichment......................................... 139 Listening texts........................................................... 153
Rubrics...................................................................... 165
THEME 17: Story time.................................... 139 Suggested answers: Target worksheets..................... 174
Photocopiable sheets................................................. 185
Theme overview........................................................ 139 Recommended fiction reading list............................ 191
Starting off: Discuss book covers............................. 140
Listen and speak: Listen to and evaluate a
book review ........................................... 141

INTRODUCTION
Introduction to Platinum How to use Platinum
English Home Language English Home Language
Intermediate Phase
Teacher’s Guide Platinum English Home
Language Teacher’s Guide
The Platinum Series and • Planning: The Term and Topic overviews help
the Intermediate Phase you with planning and preparation.
• Teaching: Follow the weekly lesson guidelines
CAPS to take you through each part of the topic being
The Curriculum and Assessment Policy Statement covered.
(CAPS) is a revision of the National Curriculum • Resources: The resources section refers you to
Statement (NCS). In developing the CAPS, a key the required learner’s book activities and any other
aim has been to have just one document providing resources like maps, graphs and data you may
guidelines for planning, content and assessment for need to complete the lesson.
each subject. The CAPS also continue to support the • Assessment: Formal assessment activities, with
key principles that underline the NCS, including: assessment tools and teaching guidelines are
social transformation; high knowledge and high skills; provided for each required activity for full CAPS
integration and applied competence; progression; programme of assessment coverage.
articulation and portability; human rights, inclusivity, • Comprehensive content: All content as stipulated
environmental and social justice; valuing of indigenous in the CAPS programme has been covered within
knowledge systems (IKS) and credibility, quality and Platinum English Home Language. The teacher’s
efficiency. guide provides comprehensive advice on how to
• Platinum English Home Language has been cover each section of content with your class.
especially developed to comply with the
Curriculum and Assessment Policy Statement Platinum English Home
(CAPS) for English Home Language: Language Learner’s Book
• Work is divided into terms and follows the CAPS
sequence. • Planning: Work for the year is planned across
• Each term works through topics / themes, covering terms and weeks, matching the required CAPS
the required content and skills. sequence.
• Clear guidelines are given on how to carry out the • Content and skills: Themes are carefully planned
required formal assessment activities. to cover the key geographical and historical
• Daily lesson guidelines follow CAPS-specified concepts.
methodology and time to be spent on each skill / • Support for learners: Each theme has helpful
study area / content area per week. word lists, summary activities and a spelling list.
• Shared reading and group guided reading texts are Target worksheets have been provided to assist
specified, with clear guidelines to the teacher. learners with different abilities.
• Assessment: Formal assessment pages cover the
required formal assessment for the year.
• Teacher support: Teaching guidelines in the
teacher’s guide tell you how to use the learner’s
book with your learners. Answers and guidance on
how to assess learners have been provided for each
activity.
Introduction 7

Platinum English Home worksheet at their level for them to complete for
Language Target worksheets homework or during class time.
Learners who successfully complete the remedial
The target worksheets are a unique tool providing level worksheets should be encouraged to attempt the
additional practice targeted at different ability levels. enrichment level worksheets. This would increase
The Platinum English Home Language pack consists their confidence in their ability and help them improve
of 18 sets of 2 worksheets to provide additional their results in future formal assessment tasks and
practice for each chapter. Answers are provided for examinations.
each worksheet.
Platinum English Home
Two different ability levels Language Reader
The worksheets target two different levels:
• Remedial (A): For learners who have not A reader has been included which offers a range of
achieved or only partially achieved on a texts to enrich the learners’ classroom experience.
very elementary level. They need remedial References in the teacher’s guide earmark texts in
intervention. These worksheets revise and the reader which offer additional information on a
consolidate basic concepts. topic, examples of genres for learners to refer to and
• Enrichment (B): For learners who are completely suggested activities to broaden the learners’ application
confident and competent in the skills and concepts of what has been taught and learnt.
covered in the chapter. They need enrichment
opportunities. These worksheets challenge learners
to further explore the concepts. CAPS and planning for English
Home Language
How to use target worksheets
Use your formal and informal assessment results to Notional time
assess the level suitable for each learner. At the end Platinum English Home Language follows the notional
of a topic or theme, give each learner a copy of the time for English Home Language Intermediate Phase.
Subject Hours per week

Home Language 6
First additional Language 5
Mathematics 6
Natural Science and technology 3.5
Social Sciences 3
Life Skills 4
• Creative (1.5)
• Physical Education (1)
• Personal and Social Wellbeing
(1.5)
TOTAL 27.5
Time allocation per two-week cycle for English Home Language Intermediate Phase
Language Skill Time allocated

Listening and speaking 2 hours
Reading 5 hours 30 minutes
Writing 4 hours
Language structures and 30 minutes + integrated with time for listening and speaking, reading and
conventions viewing and writing and presenting
Total per two-week cycle 12 hours
8 Introduction

Programme of assessment
TERM ONE
Cycle Skill Summary References Assessment
in tg
WEEKS 1 & 2: Listen and speak Baseline
• Listen to two newspaper • Listening comprehension
articles. 34 • Present a prepared speech
THEME 1 • Speak about information
Newspaper deduced from a map. 35
reports: Read and view Baseline
• Read a newspaper article. 35 • Read and discuss newspaper article.
• Read an interview. 36 • Independent reading –
Independent Reading comprehension
Heal our
• Core reader 35, 36, 37
world
Write and present Baseline
Write a newspaper article. 35 Write a news report
Language Baseline
• Subject-verb agreement 36 • Spelling test
• The colon 36 • Remedial
• Direct and reported speech 36 • Target worksheet A
• Punctuation revision 36 Enrichment
• Spelling 37
• Target worksheet B
WEEKS 3 & 4: Listen and speak Formal
• Listen to a fairytale 40 • Listening comprehension
Read and view Informal
THEME 2
• Read about stereotypes. 41 • Write about and discuss stereotypes
FOLKTALES: • Read an African folktale. 42 Formal
Independent Reading • Independent reading –
• Core reader 41, 42, 43, 44 comprehension
Write and present Informal
• Write a character sketch. 41 • Write a paragraph each on
FAIRYTALE • Write a fairy story. 43 contrasting characters.
FAMILIES
Formal
• Write a fairy story featuring
superpowers and a moral.
Language Informal
• Antonyms 41 • Spelling test; language exercises
• Concrete and abstract nouns 43 Remedial
• Simple past, present and 43
• Target worksheet A
future tenses
• Idioms, proverbs and 43 Enrichment
metaphors • Target worksheet B
• Spelling 44
Introduction 9

in tg
WEEKS 5 & 6 Listen and speak Informal
• Listen to a radio advertisement. • Class discussions about types of
• Deliver a persuasive speech 47 language used in advertising and
THEME 3 (optional). persuasive speeches.
PERSUASIVE 49 • Deliver a persuasive speech.
TEXTS: Read and view Informal
• Examine printed • Write about and discuss the language
advertisements. 47 of advertising.
• Read and compare persuasive • Identify emotive language and
PUNCHY speeches. 47, 48 linguistic techniques used by effective
ADVERTISING Independent Reading speakers.
• Core reader 47, 48

• Write a persuasive speech. 49 • Write a speech to persuade
classmates to support a fund-raising
idea.
Language Informal
• Conjunctions 49 • Spelling test
• Simple and complex sentences 49 Formal
• Idioms and proverbs 49
• Exercises: conjunctions; subject and
• Spelling 50
verb, main clause and subordinate
clause; simple and complex
sentences.
Remedial
Enrichment
10 Introduction

in tg
• Listen to a dialogue. 52 • Listening comprehension
• Perform a dialogue (self-
THEME 4 written). 56
DRAMA: Read and view Formal
• Read and discuss a 54, 55 • Prepared reading.
monologue, dialogue and an Informal
excerpt from a play.
• Discuss and write about style,
ACT Independent Reading register, characterisation, point of
YOURSELF
• Core reader 53, 54, 56, 57 view, theme and format of dramatic
texts.
Role-play a situation and use role- • Write a dialogue expressing point
play as basis to write a dialogue. 56 of view of character in a conflict
scenario.
Language Informal
• Quotation marks 53 • Spelling test
• Simple and complex sentences 56 Formal
• Synonyms, antonyms 56
• Exercises: synonyms and antonyms;
• Spelling 56
simple and complex sentences;
punctuation
Remedial
Enrichment
Introduction 11

in tg
• Listen to, discuss and express • Express opinions during class
opinions about poetry. 60 discussions about poems.
THEME 5
Formal
POETRY:
• Listening comprehension on two
poems.
• Read and analyse poems. 62, 63 • Read poems, explain meaning and
Childhood identify poetic devices.
dreams Independent Reading
• Core reader 60, 61, 63 Formal
• Written comprehension – poem.
• Write haiku 62 • Write haiku.
• Write a poem. 65 Formal
• Write a poem about childhood.
Language Informal
• Prepositions 65 • Spelling test
• Statements, questions, Remedial
commands 61
Formal
• Alliteration (consonance and
assonance), metaphor, simile, • Unseen poem and questions on
personification 61 figures of speech, poetic devices and
• Spelling 66 parts of speech.
Remedial
Enrichment
12 Introduction

TERM TWO
Cycle Skill Summary References in Assessment
tg
WEEKS 1 & 2: Listen and speak Informal
• Listen to instructions to • Make notes while listening and
make an origami pelican. 69 create an origami pelican.
THEME 6
INFORMATION • Read and compare two • Identify features of well-written
TEXTS: recipes. 70 instructional texts.
Independent Reading
COMMUNCIATING
CLEARLY • Write instructions to care • Evaluate instructions for clarity.
for a pet. 71
Language Informal
• Stems, prefixes, suffixes 70 • Spelling test
• Subject, object 71 Formal
• Homophones 71
• Exercises on subject and predicate;
• Spelling 72
prefixes and suffixes; finite and
infinite verbs; punctuation.
Remedial
Enrichment
Introduction 13

tg
THEME 7 • Listen to and discuss and • Participate in group discussions

excerpt from a novel. 75 about the features of novels.
NOVEL: • Discuss features of • Express opinion and respect
novels. 77 others’ opinions on the value of
• Discuss the value of travel.
travel. 78
ACROSS THE SEA Read and view Informal
• Read an excerpt from a • Comprehension – excerpt from a
novel. 76 novel.
• Read a book review. 77 • Identify features of novels.
• Read a poem and • Identify features of book reviews.
compare it to a novel. 78
Independent Reading
• Core reader 76, 77, 78, 79
• Write a book review. 77 • Review a book, using correct
format and features.
Language Informal
• Verbs (finite, infinitives) 76 • Spelling test
• Present continuous tense, Formal
past continuous tense,
• Exercises on finite and infinite
future continuous tense 78
verbs; subject-verb agreement;
• Dictionary use 77
punctuation.
• Spelling 78
Remedial
Enrichment
14 Introduction

tg
• Listen to a fable. 80 • Discuss stereotypes in fables and
the origins of the Anansi fables.
THEME 8 Read and view Informal
SHORT STORY: • Read two fables 81, 82 • Identify features of fables.
Independent Reading • Comprehensions – fables.

ANANSI THE
TRICKY SPIDER • Write a fable. 82 • Write a fable featuring a moral,
with a clear beginning, middle and
ending.
Language Informal
• Auxiliary Verbs 82 • Spelling test; language exercises
• Present Perfect Tense 82 Remedial
• Idioms 81
• Spelling 82
Enrichment
WEEKS 7 & 8 Listen and speak Formal
• Discuss a weather map. 85 • Listen to an instructional text
• Listen to an instructional and makes notes and a labelled
THEME 9 text. 85 diagram.
INFORMATION Read and view Informal
TEXT: WEATHER • Read two information • Comprehension – information text.
CHART
texts about the weather. 86 Formal
Independent Reading • Prepared reading.
• Core reader 86, 87, 89 • Independent reading –
comprehension
WHAT’S THE
WEATHER LIKE Write and present Informal
TODAY? • Rewrite a paragraph using • Identify topic and supporting
language and structure sentences.
appropriate to information • Identify grammatical features and
texts. 88 format of information texts.
• Write an information Formal
brochure 88
• Research, design and write an
information brochure.
Language Informal
• Adjectives (attributive) 88 • Spelling test
• Simple past tense 88 Remedial
• Dictionary usage 85
• Spelling 89
Enrichment
Introduction 15

WEEKS 9 & 10: SUMMATIVE ASSESSMENT % REFERENCES
Paper 1: Oral: Reading, listening & speaking 30 LB page 115–116
TG page 149
SUMMATIVE
Paper 2: Writing – essays (20%) and 35 LB page 117
ASSESSMENT
transactional texts (15%) TG page 150
Paper 3: Language in context 35 LB page 118–120
TG page 150
TERM THREE
in tg
• Listen to and discuss an • Listening comprehension.
excerpt from a novel. 93 • Explain ways in which author
THEME 10 • Discuss characterisation in creates an impression of a
NOVEL: novels. 94 character without using explicit
• Present a character sketch of descriptions.
a character from a novel read
independently. 94
Metamorphosis
• Read a blurb. 93 • Explain function of a blurb.
• Read an excerpt from a novel. 95 • Explain how authors create
Independent Reading character and setting in a novel.

• Write a character sketch of a • Write a character sketch of a
character from a novel read character from a novel read
independently. 94 independently.
• Write a book review. 96 • Write a book review of novel read
independently.
Language Informal
• Interrogative, demonstrative, • Spelling test; language exercises
indefinite pronouns 97
Remedial
• Simple present tense, past
tense, future tense 95 • Target worksheet A
• Dictionary usage, word division 97 Enrichment
• Spelling 97
16 Introduction

in tg
• Listen to and discuss a legend 100 • Listening comprehension about
a legend.
THEME 11
Read and view Formal
FOLKLORE: • Read a legend, identify • Independent reading
stereotypes, plot features and comprehension
themes. 102 Formal
Independent Reading • Learners read two short stories
ONCE UPON A • Core reader 100, 103, 105 independently, then read
TIME
selected passaged aloud.
Write and present Formal

• Write a character sketch. 104 • Write a short story, featuring an
• Write a short story. 104 evil character.
Language Informal
• Verbs (gerunds) 104 • Spelling test
• Future perfect tense 104 Formal
• Commas 104
• Exercises on gerunds; future
• Spelling 105
perfect tense; punctuation.
Remedial
Enrichment
Introduction 17

in tg
• Discuss ways of manipulating • Identify stereotypes and
the truth, e.g. digitally exaggeration.
THEME 12 manipulated images and old
SHORT STORY: wives’ tales. 107, 108
• Listen to a “tall story.” 108
• Read a short story. 108, 109 • Identify how humour is created
TALL TALES Independent Reading by using stereotypes and
exaggeration.
Formal
• Independent reading
comprehension.
• Write descriptions of • Stereotypical descriptions.
stereotypical characters. 109 • Write a letter using correct tone
• Write a friendly letter. 110 and format.
Language Informal
• Adjectives (predicative), • Spelling test
tenses, connecting words 109 Formal
• Past perfect tense; future
• Exercises on future perfect
perfect tense 110
tense; punctuation; antonyms;
• Word division, dictionary usage 110
homophones; word division.
• Spelling 111
Remedial
Enrichment
18 Introduction

in tg
• Discuss comics and cartoons. 113 • Participate in class discussions
about comics and cartoons.
THEME 13
VISUAL TEXT • Read about characterisation, • Identify stereotypes and symbols
ways of conveying information in cartoons; recognise distinctive
and distinctive features comics features of comic book styles.
and cartoons. 113 • Comprehension – comic strip
DRAWN OUT • Read a comic strip. 114 story.
TALES Write and present Informal
• Represent information • Draw a family tree from
graphically. 114 information in a paragraph.
• Write own cartoon. 115 • Plan, write dialogue and draw
own cartoon.
Language Informal
• Verbs (participle), moods, • Spelling test; language exercises
adverbs, adjectives 114, 115 Remedial
• Active voice, passive voice,
direct and indirect speech 114
• Dictionary use, word division 115 Enrichment
• Spelling 115 • Target worksheet B
Introduction 19

in tg
• Listen to and discuss a short • Discuss a play poster.
play. 119 Formal
THEME 14 • Perform a play. • Perform a play.
DRAMA Read and view Informal
• Read a play review and poster. 120, 121 • Comprehension: play review and
• Read an excerpt from a play. 121 play poster.
Independent Reading • Comprehension: main idea and
ALL THE WORLD meaning of excerpt from play.
IS A STAGE • Core reader 119, 120, 121,
122, 125 Formal
• Comprehension test on an
excerpt from a play.
Write and present Formal
• Develop role-play into a short • Write a short play.
play. 122
Language Informal
• Stems, prefixes, suffixes 124 • Spelling test
• Active voice, passive voice 124 Formal
• Quotation marks 125
• Parts of speech and punctuation
• Spelling 125
of excerpts from a play.
Remedial
Enrichment
20 Introduction

TERM FOUR
in tg
• Listen to and discuss an • Listen to and answer questions about
interview. 129 an interview.
THEME 15 • Role-play an interview Informal
INFORMATION with an influential person. 131
• Perform a role lay.
TEXT
• Read an information text. 130 • Comprehension: information text.
• Read a descriptive poem • Answer questions about a poem.
about a place. 130 Formal
WHAT I LOVE TO
DO Independent Reading • Reads aloud.
• Core reader 129, 131, Formal
134
• Read and summarise an information
text from the Core reader.
• Write a descriptive piece • Writes vivid description of a place.
(4 paragraphs) 129 • Research and write a report about an
• Research and write a interesting person.
report about a person. 131, 133 Formal
• Research and write a report about an
influential person.
Language Informal
• Adverbs of degree, • Spelling test; language exercises
duration, frequency 130, 133 Remedial
• Direct speech, indirect
speech 132
• Understatement, multiple Enrichment
meaning, ambiguity 131, 133 • Target worksheet B
• Spelling 134
Introduction 21

in tg
• Listen to and follow • Follow instructions to make a hat.
instructions. 136
THEME 16
INSTRUCTIONAL • Read and compare three • Identify elements of effective
TEXT: information/instructional instructional texts.
texts. 136, 137 • Answer questions about information
texts.
SURVIVAL IN THE • Write instructions. 138 • Write an instructional text for a
WILD
survival skill.
Language Informal
• Adverbs of manner, time, • Spelling test
place 138 Formal
• Compound sentences,
• Parts of speech and word meanings in
complex sentences 138
an information text.
• Spelling 139
Remedial
Enrichment
22 Introduction

in tg
• Listen to a book review. 141 • Listen to and identify the elements of
• Take part in a panel a book review.
THEME 17 discussion. 142 • Research and discuss a social issue.
SHORT STORY: • Perform a role-play.
• Read an excerpt from a • Comprehension: excerpt from novel.
novel. 141
STORY TIME Write and present Informal
• Write an analysis of a • Imagine and interpret emotional
character’s emotions. 142 response of hero of novel.
• Write a preferred ending. 142 • Write a dialogue of the preferred
• Summarise plot and ending to the novel.
themes of the novel. 142 • Summarise themes, plot and preferred
ending of novel.
Language Informal
• Noun phrases and • Spelling test
clauses, verb phrases and Remedial
clauses 142
• Word meaning: pun 143
• Colon, semi-colon, Enrichment
contraction 142, 143 • Target worksheet B
• Spelling 143
Introduction 23

in tg
• Listen to and discuss a • Listen to and discuss a poem.
poem. 145 • Describe personal response to
THEME 18 • Examine and respond to photographs.
POETRY photographs. 145 • Discuss social issue and suggest
• Discuss social issue. 146 possible solutions.
POEMS ARE • Read two poems. 145, 146 • Comprehension: poems.
PICTURES • Identify social issues and themes in a
poem.
• Make comparisons to 147 • Write a poem.
write a poem.
Language Informal
• Subject; object 147 • Spelling test
• Similes, metaphors, Remedial
personification, simile,
onomatopoeia, symbol 146
• Parentheses 147 Enrichment
• Spelling 148 • Target worksheet B
WEEKS 9 & 10 SUMMATIVE ASSESSMENT % REFERENCES
SUMMATIVE
ASSESSMENT TG page 151
Paper 2: Writing – essays (20%) and 35 LB page 231
transactional texts (15%) TG page 152
TG page 152
24 Introduction

Integration Formal Assessment
Integration of knowledge, skills and values occurs Formal assessment takes the form of formal
within and across subjects, and is balanced with assessments of skills, tests and examinations.
conceptual progression from grade to grade within a
subject. Intermediate phase % of final
The English Home Language CAPS requires mark
that language skills and speaking, reading and writing Term 1 2 sets of formal assessment
techniques are integrated throughout the year in all tasks
topics. Term 2 1 set of formal assessment
Activities covering language skills and techniques tasks
have been clearly identified throughout the Platinum
Mid-year examination 75%
Learners Book.
Term 3 2 sets of formal assessment
The English Home Language CAPS curriculum
tasks
also provides for a natural integration with content
requirements for Social Science, Life Orientation, Arts Term 4 1 set of formal assessment
and Culture and Technology. tasks
Year-end examination 25%
Assessment Framework
The CAPS prescribes seven formal assessment tasks
Informal Assessment (FATs) for each grade which have to be completed
Informal assessment is a daily monitoring of throughout the year:
learners’ progress. This is done through observations,
discussions, listening and speaking activities, informal Formal Assessment Task Summary
classroom interactions, etc. Informal assessment may The programme of assessment is designed to spread
be as simple as stopping during the lesson to observe formal assessment tasks in all subjects in a school
learners or to discuss with learners how learning is throughout a term.
progressing. Informal assessment should be used to
provide feedback to the learners and to inform planning
for teaching, but need not be recorded.
Introduction 25

Term 1 Formal Assessment Task 1 Narrative / descriptive text
Skill assessed Activity % Platinum book
references
Listens to and speaks Listening comprehension about a fairy tale. 20 LB page 20
about family / friends / TG page 40
pets / favourite sport /
current issues
Language structures Exercises on conjunctions; subject and 15 LB pages 40, 41, 54
and conventions in verb, main clause and subordinate clause; TG pages 49, 56
context synonyms and antonyms; simple and complex
sentences; punctuation.
Reads aloud Prepared reading. Learners can choose to 15 LB pages 24, 48
read a traditional folk tale or part of a play. TG pages 56
Reflects on stories/text Comprehension on a traditional folk tale read 20 LB page 26
read independently independently. TG page 42
Writes about family / Learners play a game to select elements of 30 LB page 29
friends / pets / favourite a story – setting, moral, characters and plot TG page 43
sport / current issues features. They then write their own story.
TOTAL 100
Term 1 Formal Assessment Task 2 : Literature (Poetry)

references
Listens to and speaks Learners listen to two poems and answer 20 LB page 56
about poetry questions orally. Questions focus on meaning, TG page 60
features of poetry and a comparison of the two
poems.
Comprehension test Comprehension on a poem. 30 LB page62
(poem) TG page 63
Language structures Learners read an unseen poem and answer 20 Photocopiable worksheet
and conventions in questions to identify figures of speech, types TG page 185
context of sentences and prepositions.
Writes a poem Learners write a poem about childhood. 30 LB page 64
TG page 65
TOTAL 100
26 Introduction

Term 2 Formal Assessment Task 1: Information text
references
Listening Learners listen to and make notes of 20 LB page 104
comprehension instructions to make a rain gauge. They also TG page 85
(listening and make a labelled diagram of the process.
responding to
instructional texts)
Language structures Exercises on subject and predicate; prefixes 15 LB pages 78, 90
and conventions in and suffixes; finite and infinite verbs; subject- TG page 71, 78
context verb agreement; punctuation.
Reads aloud Prepared reading of an information text. 15 LB pages 107, 108
TG page 86
Reflects on stories/text Answer questions about a text (including 20 LB page 107
read independently weather map) about South African weather TG page 86, 87
conditions.
Writes an instructional Learners research, design and write an 30 LB page 112
text information brochure about South Africa as a TG page 88
tourist destination.
TOTAL 100
Term 2: Mid-year examination % Platinum book

references
TG page 149
Paper 2: Writing – essays and transactional texts 20 LB page 117
15 TG page 150
TG page 150
TOTAL 100
Term 3 Formal Assessment Task 1: Narrative text

references
Listening Listening comprehension about a legend. 20 LB page 135
comprehension (listens TG page 100
to and speaks about
short stories)
Language structures Exercises on gerunds; future perfect tense; 15 LB pages 144, 156
and conventions in punctuation; antonyms; homophones; word TG pages 105, 110
context division.
Reads aloud Learners read two short stories in their 15 TG page 101
own time, then read selected passages for Core reader: The book of
assessment. King Arthur, page 31
Core reader: Akpan and the
smugglers, page 45
Reflects on stories/text Learners answer questions about a traditional 20 LB pages 138, 150
read independently legend and about a modern-day urban legend. TG pages 102, 109
Writes own short story Learners write a short story. 30 LB page 141
TG page 104
TOTAL 100
Introduction 27

Term 3 Formal Assessment Task 2: Dialogue / Drama
references
Listening and speaking Learners write and perform a play. 20 LB page 171, 176
Role play a familiar TG page 120
situation
Comprehension test Learners read and answer questions from an 30 Photocopiable worksheet
excerpt from a play. TG page 187–188
Language structures Parts of speech and punctuation of excerpts 20 Photocopiable worksheet
and conventions in from a play. TG page 189
context
Writes a short play Learners further develop their role-play into a 30 LB page 176
script play script. TG page 122
TOTAL 100
Term 4 Formal Assessment Task 1: Information texts with visuals

references
Listening Listen to and answer questions about an 20 LB page 182
comprehension (Listens interview. TG page 129
to and speaks about a
speech)
Language structures Questions about parts of speech, meaning of 15 LB page 196
and conventions in words in an information text. TG page 136
context
Reads aloud Learners read aloud from a piece on the 15 LB page 184
history of skateboarding. TG page 130
Reflects on stories/text Learners choose an information text from the 20 TG page 129
read independently Core reader and write a summary of the text. Core reader pages 107–120
Writes a report Research and write a report about a person 30 LB page 190
who positively influences others’ lives. TG page 133
TOTAL 100
Term 4 : Year-end examination % Platinum book

references
Paper 1: Oral: Reading, listening & speaking 30 LB page 229
TG page 151
Paper 2: Writing – essays and transactional texts 20 LB page 231
15 TG page 152
TG page 152
TOTAL 100
28 Introduction

Recording and reporting There are also activities at the end of each theme to test
Within the intermediate phase teachers should use the knowledge gained and skills learnt. Each theme has a
7-point rating scale (see below) to record a learner’s revision page. The target worksheets and revision at the
achievement. end of each topic will be useful to the learners as they
prepare for the examinations.
Rating Description of Percentage Two complete summative assessments – one for
code competence the mid-year examination and one for the year-end
7 Outstanding achievement 80–100 examination – are provided in the Learner’s Book
6 Meritorious achievement 70–79 as practice in preparing for each examination. The
5 Substantial achievement 60–69 suggested activities for these activities appear in the
Teacher’s Guide.
4 Adequate achievement 50–59
3 Moderate achievement 40–49
Inclusive education in Platinum
2 Elementary achievement 30–39
Our schools are all different. However, what we have
1 Not achieved 0–29 in common is that there are generally many learners
in mainstream classes who experience barriers to
How Platinum English Home learning. These barriers differ depending on a range
Language helps you with of circumstances. It is important to understand and
acknowledge the main barriers to learning in your
assessment class. We suggest you draw up a profile of your class to
The English Home Languages Programme of help you identify and understand the main barriers to
Assessment is built in throughout each term of learning in your particular class. The table below will
Platinum English Home Languages Learner’s Book. help you to get a general idea of the barriers preventing
Each activity is flagged as a Formal Assessment Task. learning, of course some of the difficulties may be
small whereas others may be more extreme. For
How Platinum English Home Languages example, you may have a child with a minor hearing
helps you with formal assessment and loss in one ear, requiring minimal support or you could
exam preparation: have a learner with a severe loss in both ears requiring
far more support and advice from your local education
There are a variety of activities within each theme office on management of this child’s learning.
which assist in consolidating the content covered.
Type of barrier Examples

Physical Hearing loss; visually impaired; chronic illness; impaired mobility
Cognitive Mentally challenged; specific learning difficulties
Specific academic Gaps in learning. For example a child may have missed school during the early
experiences / difficulties years, subsequently has few basic reading / writing skills
Psychological / emotional Too many experiences of failure; post-traumatic stress; depression
Involving the family or society Unstable family life; victim of natural disasters; physical or sexual abuse;
exposure to excessive violence; hunger; neglect; general deprivation
Specific language issues The language of learning and teaching (LOLT) is different from the child’s home
language and the child is not fluent in the LOLT.
Introduction 29

For most teachers, the most difficult aspect of inclusive on the level of the group. It also enables groups of
education is classes which have a very diverse range learners to work at different paces.
of learners with different abilities, as well as different • Mixed ability groups: These work well for tasks,
types of barriers to learning. Below are some practical projects and activities where you want learners to
suggestions for accommodating diversity in your work together and learn from each other.
classroom.
Allow learners to help each other
Create a safe working environment • Train learners in your class to become tutors and
• Praise whenever possible and make positive introduce peer tutoring.
comments, notice positive behaviour (we generally • You may want to train learners from higher grades
only take notice of negative behaviour) to become tutors, or develop a volunteer system
• Create a positive atmosphere of mutual respect using willing and able adults from the community.
and trust in your classroom with ground rules, for
example: Learners laugh together, NEVER at each Platinum English Home Language helps
other; Don’t allow teasing or bullying you to teach learners of diverse abilities
• Develop a “team” relationship between the learner, by providing:
educator, parent – anyone working towards the
success of the learner • A range of activities to cater for different learning
• Encourage learners to understand themselves styles.
better – talk openly about different learning styles, • Opportunities for group, pair and individual work.
strengths and challenges/weaknesses. • Many opportunities to develop and practise the
same skill. This is based on the spiral approach to
Realise that different learners learn learning where learners are exposed to the same
differently concepts and skills but in increasing complexity
throughout a grade and phase.
• We all receive information, process and express • Target worksheets to give learners extra,
information differently depending on our learning differentiated, practice at their level.
style. Keep in mind that in your class there will • Specific design features in the book – theme
be learners whose learning style is different from discussions that access previous knowledge, word
yours. lists which define terms as they occur in the text,
a revision chapter at the end of each two-week
Set up different group-work systems cycle; a spelling list based on the terms associated
• Same ability groups: This is useful when learners with a particular theme or genre, and colourful
are working on a task that develops specific skills. and relevant artwork which illustrates the concepts
It enables you to adjust the task slightly depending being taught.
30 Introduction

Term 1
Overview
Week Themes LB pages
1&2 1. Heal Our World 7–18
3&4 2. Fairytale Families 19–30
5&6 3. Punchy Advertising 31–42
7&8 4. Act Yourself 43–54
9 & 10 5. Childhood Dreams 55–66
Term 1: Formal Assessment Task 1

Formal assessment Theme LB pages TG pages % of term
task mark
Listens to and speaks Theme 2: Fairytale page 20 page 40 20
about a narrative text families
Language structures Theme 3: Punchy pages 40 and 41 page 49 15
and conventions in advertising
context Theme 4: Act yourself page 54 page 56
Reads aloud Theme 2: Fairytale page 24 Learners select one of the 15
families passage to read aloud as
Theme 4: Act yourself page 48–52 a group (taking parts or
alternating paragraphs)
page 56
Reflects on text read Theme 2: Fairytale page 26 page 42 20
independently families
Writes a narrative text Theme 2: Fairytale page 29 page 43 30
families

task mark
Listens to and speaks Theme 5: Childhood page 56 page 60 20
about poetry dreams
Comprehension test Theme 5: Childhood pages 62 and 63 page 63 30
(poem) dreams
Language structures Theme 5: Childhood N/A Photocopiable worksheet 20
and conventions in dreams TG page 185–186
context Memorandum page 59
Writes a poem Theme 5: Childhood page 64 page 65 30
dreams
Term 1 Overview 31

Theme 1 Heal Our World newspaper articles and see how messages can be
manipulated. After examining how newspaper reports
Weeks 1 and 2 are written, they will write their own reports. The
theme focuses on environmental issues. Reported
Theme overview speech, subject-verb agreement, dictionary work, word
In this theme, leaners will listen to newspaper reports division and punctuation are taught in context.
on current issues and discuss these. They will read
Genre: Media reports

Focus: Environmental issues
Skill Activity LB reference Resources
Listen • Listen to two newspaper reports read by teacher. • Starting off • Listening text:
and speak • Listen to peers’ oral presentations. (LB page 7) Eskom to go
(2 hours) • Examine the collage and discuss the questions. • Before you listen ahead with solar,
• Prediction of contents of newspaper article. (LB page 8) wind power
• Discuss the contents of newspaper articles. • Listen plants
• Give a prepared speech (2-3 minutes) on which (LB page 8) (TG page 153)
province is preferable to live in. • After you listen • Listening text:
• Listens to radio or newspaper reports and (LB page 8) Zimele to
discusses current issues. • Speak manage R100m
—— Introductory activities: prediction. (LB page 9) Green Fund
—— Listens for specific details in radio and (TG page 153)
television programmes.
—— Identifies how stereotypes are created.
—— Asks critical questions that challenge and
seek alternative explanations.
—— Listens for information in a variety of oral texts:
reports, and summarises main ideas.
—— Develops a balanced argument on relevant
and challenging issues.
—— Expresses an opinion and supports it with
solid evidence.
—— Listens actively and with sensitivity.
—— Acknowledges opinions that conflict with own
and responds appropriately in the context.
—— Discusses the validity of information by
comparison with other sources.
32 Term 1

Read • Interpret information on a map and in a table in • Speak • Copies of
(5 hours 30 order to form an opinion and prepare oral. (LB page 9) a variety of
minutes) • Read independently to prepare oral. • Read newspapers.
• Read a newspaper article. (LB page 10) • Atlas showing
• Read independently to research content of article • Write a Papua New
to be written. newspaper Guinea
• Read an interview. report • Core reader:
• Identify features of newspaper reports. (LB page 12) Patients lose
• Read each other’s newspaper articles. • Read fingers to
• Read through notes on subject-verb agreement; (LB page 14) fireworks (page
the use of the colon; reported speech. • Write 120)
• Reads newspaper articles (LB page 12) • Core reader:
—— Pre-reading activities; prediction based on title • After you write Junko Tabei – A
and/or graphics. (page 13) woman on top of
—— Identifies and discusses both the intended and • Language the world (page
hidden cultural messages. practice (pages 116)
—— Uses different reading strategies in order to 16 and 17)
understand what is being read: skimming,
scanning, prediction.
—— Discusses how the message can be
manipulated.
—— Discusses how the techniques used by
writers, graphic designers and photographers
construct particular views of the world.
—— Invents and describes preferred results or
endings.
—— Hypothesises and offers alternatives when
trying to solve a problem.
Write • Make notes and organise ideas for speech. • Speak

(4 hours) • Write answers to questions about a newspaper (LB page 9)
report. • After you read
• Write answer to questions about an interview. (LB page 11)
• Write a newspaper report, using the writing • After you read
process. (LB page 15)
• Complete revision exercise. • Write
• Writes a newspaper article (LB page 12)
—— Uses headline, by-line, lead paragraph, answers to • Revision
who, what, where, when and why/how. (LB page 18)
—— Writes a topic sentence and includes relevant
information to develop a coherent paragraph.
—— Selects, classifies and categorises relevant
information from different sources.
—— Plans, drafts and refines writing.
—— Reflects on and evaluates writing and creative
work.
—— Writes neatly and legibly
• Uses clear structure:
—— Beginning
—— Middle
—— Ending.
Theme 1 Heal our world 33

Language •• Word level • Language • Target
(30 minutes —— Nouns, pronouns (interrogative), tenses practice worksheet A
+ time •• Sentence level (LB pages • Target
spent on —— Subject, subject – verb agreement, reported speech 15–17) worksheet A
integrated •• Spelling and punctuation • Revision
activities) —— Word division, dictionary use, full stop, comma, (LB page 18)
colon, semi-colon, question mark, exclamation
mark
Teaching Guidelines
Suggested answers
Starting off 1. Article A will be about Eskom building solar and
LB page 7 wind powered plants as alternative sources of
electricity.
Preparation and resources Article B will be about Zimele managing a large
• Copies of a variety of newspapers amount of money for eco-friendly projects.
2. Solar energy comes from the sun.
Suggested answers 3. Perhaps to conserve natural resources, to lessen
1. A resource is the available stock or supply of our carbon footprint. There are many possibilities
something that we use like coal, oil or trees. that are acceptable.
2. Mineral resources would be natural stores of 4. a) COP17 was about climate change.
things like gold, platinum, diamonds, coal, b) The articles would have been very topical
titanium, etc. and relevant at the time of the climate change
3. Depending on the province, answers will differ talks.
here.
4. Diamonds. Listen
5. Egoli – Place of gold. Read the listening texts to your learners.
6. Renewable resources are natural resources which
can be replaced over time, e.g. timber. Non- After you listen
renewable resources cannot be grown, produced
or generated. Once depleted, there is no more Suggested answers
available. 1. They are both about large amounts of money being
7. Coal spent on environmentally-friendly projects.
8. We shall have to find an alternative source of 2. The Green Fund will empower and encourage
power when the coal reserves run out. entrepreneurs to be part of our green economy.
9. The lost city of gold is Mapungubwe. Learners may be more specific and say it aims
to lessen greenhouse gas emissions, reduce
Listen energy and water consumption, improve waste
LB page 8 and emissions management by investing in and
facilitating eco-friendly projects. (Any two ideas).
Preparation and resources 3. Vredendal or Upington
• Listening text: Eskom to go ahead with solar, wind 4. a) Eskom
power plants (page 153) b) Zimele, which is part of Anglo American.
• Listening text: Zimele to manage R100m Green
Fund (page 153) Speak
LB page 9
Before you listen
Get learners to predict what the articles will be about Learners must prepare speeches of 2-3 minutes
by examining the headlines. in length. Assist where necessary to interpret the
information provided on the map and in the table.
34 Term 1

Guide them through the questions, which will Assessment (informal baseline assessment)
help them to structure their speeches. Encourage Learners’ work could be taken in and individually
independent reading and research. Encourage active assessed or the answers could be discussed orally and
listening and critical thinking in the audience. self-assessed.
Assessment (informal baseline assessment) Core reader: Patients lose fingers to

Learners’ speeches could be individually assessed fireworks (page 120)
for their content and presentation. Do they present
a relevant argument? Have they included valid Read the headline of the article. Ask the learner to
information? Questions and responses from the predict what the article is about, based on the headline.
audience could also be noted and assessed. Learners then read the lead paragraph and then discuss
what could be in the paragraphs that follow.
Read
LB page 10 Write
LB page 12
Preparation and resources
• atlas showing Papua New Guinea Preparation and resources
• Core reader: Patients lose fingers to fireworks • copies of a variety of different newspaper articles
(page 120) • Core reader: Patients lose fingers to fireworks
(page 120)
Before you read Read a number of different news reports with the
Before reading the article, get leaners to examine learners so that they become familiar with the
and discuss the accompanying picture. Tell them that style in which they are written. You could put up a
Harmony Gold is a mining company and show them current affairs board and encourage learners to bring
where Papua New Guinea is on a map. interesting articles to share with the class. Use the
picture in the Learner’s book to remind learners about
Read the format of newspaper articles.
Read the article with the class and help learners to
understand it as some of the vocabulary is fairly Write
sophisticated. Guide learners through the writing process steps. It is
essential that they brainstorm, plan and research before
After you read they write a first draft. Ideas must be logically ordered
and paragraphed. There must be a clear beginning,
Suggested answers middle and ending. Use the questions in the Learner’s
1. Harmony Gold is in court because their book to assist with the process of refining and editing.
activities have caused environmental damage to
communities in Papua New Guinea. Assessment (informal baseline assessment)
2. Learners’ paragraphs should show sympathy Learners could get into groups and read their reports to
for the mining company. The company must be the group. They choose the best report which could be
presented in a favourable light. read for the whole class.
3. The picture could be seen as quite manipulative.
It gives a before and after scenario and implies Core reader: Patients lose fingers to
that Papua New Guinea is being exploited and will fireworks (page 120)
become a wasteland.
4. — attributed to – caused by, ascribed to Learners read independently, then draw a suitable
—— contamination – pollution, something dirty or picture with a caption.
infected
—— compensation – make amends, especially by
giving money
—— ethical – morally correct, honourable
Theme 1 Heal our world 35

Read Language practice
LB page 14 LB page 15
Preparation and resources Sentence work

• Core reader: Junko Tabei – a woman on top of the Work through the notes on how to find the subject of
world (page 116) a sentence and the importance of the correct use of
concord.
Read
Before reading the interview, discuss the purpose of Suggested answers
interviews and what makes an interview interesting and 1. a) [I] love the wilderness.
professional. Read the interview with Muna Lakhani b) (Muna Lakhani) is an activist.
and talk about her character. In pairs, learners can act c) (Happy people) watch less TV.
out the interview. 2. a) Things do not make us happy.
b) Environmentalists care about our planet.
After you read c) Selfishness is destroying us and our planet.
LB page 14
Word division and colons
Suggested answers LB page 16
1. An activist is someone who works for a cause, to
change opinions about an issue. Read through the examples of word divisions and the
2. His parents were people of conscience. They gave notes on the use of the colon.
a lot of time to help others. They taught their
children to respect others. Suggested answers
3. show that a previous way thinking (myth) is 1. a) di-alogue, im-prove
incorrect b) accomplish-ment
4. Learners’ own answers. Should show insight c) spokes-people
into making realistic changes in daily living and 2. a) Some of South Africa’s endangered animals
community. are: mountain zebras, African wild dogs, giant
5. A conservationist works to protect Nature and to golden moles and blue whales.
repair damage already done in Nature. b) If we keep living as we do: More animals will
An environmental activist tries to change the way become extinct.
people think about the environment. c) I quote Mahatma Gandhi’s famous words:
“Be the change that you wish to see in the
Assessment (informal baseline assessment) world.”
Answers to the questions could be discussed in groups
or as a whole class. Note could be made of the quality Reported speech
of learners’ responses. LB page 17
Core reader: Junko Tabei – a woman on Discuss the notes on reported speech and go through
top of the world (page 116) the examples.
Ask the learners to predict the contents of the story, Suggested answers
based on the headline. After reading, learners write an 3 a) He said that he would be going to the Earth
interview based on the article and then role play with a Day celebrations the following day.
partner. b) The ranger said that the previous week
another rhino had been killed there.
Assessment (informal baseline assessment)

The exercises are to reinforce concepts and could be
marked orally.
36 Term 1

Revision Remedial
LB page 18 More exercises on reported speech, sentence analysis
and parts of speech can be found in Target worksheet
Suggested answers A. Encourage learners who are below level to visit
1. a) The scientist declared that an increase in the library and read one newspaper article a day. They
temperature could melt the polar icecaps could be asked to write a three-sentence summary of
which would cause the levels of the sea to each article that they pin up on a board for others
rise. to read.
b) The scientist cautioned that low-lying
countries like Holland may disappear and the Core reader: Patients lose fingers to
Cape Peninsula could become an island. fireworks (page 122)
2. a) The principal announced that their school
would plant trees in their shadeless Learners read independently, then write a three-
community park. sentence summary.
b) A learner excitedly said that they would
celebrate Arbour Day every day. Enrichment
3. a) It was not easy: to begin with, humans had Learners to find examples of biased reporting.
to realise how they were depleting natural Get them to collect interesting headlines for a week.
resources. Pin these up and discuss them with the class. Target
b) Professor Singh reported on the rapidity of worksheet B for this theme includes work on loaded
deforestation in South America. language, headlines and idiomatic expressions.
c) Mrs Shield, the principal of the school,
declared each day Arbour Day at her school. Core reader: Nursery rhymes (page 97)
4. a) The use of fossil fuels is not sustainable. Learners read independently, then write an article about
b) Chlorofluorocarbons destroy the ozone layer. the old lady’s plight.
c) Each person on earth has a role to play in
conserving our environment.
Theme 2 Fairytale Families
Spelling list
• Revise the terms associated with the theme to Weeks 3 and 4
consolidate learners’ understanding of them.
• Set aside 15 minutes each week for a spelling test. Theme overview
In this theme, the learners explore the concept of
Remedial and enrichment for stereotypes. They examine how fairy tales reflect
this theme cultural values and beliefs, and how stereotypical
characters communicate these. They listen to a Hans
Preparation and resources Christian Andersen fairy tale, read about stereotypes
• Core reader: Patients lose fingers to fireworks and an African folktale. They write character
(page 120) descriptions from a well-known fairy tale, and write a
• Core reader: Nursery rhymes (page 97) fairy tale. Idioms, proverbs and metaphors; abstract and
common nouns; and antonyms are taught in context.
The learners also practise writing in the simple past,
present and future tenses.
Theme 2 Fairytale families 37

Genre: Fairy tales and folklore
Focus: Stereotypes
Listen • Listen to a fairy tale in two parts. • Starting off • Books with illustrated
and speak • Recalls events in the correct sequence and (LB page 19) fairy tales
(2 hours) using the correct tense. • Listen and speak • Posters of fairy tale
• Examine illustrations, identify and discuss (LB page 20) illustrations
stereotypical characters. • After you listen • Books of stories
• Discuss a fairy tale. (LB page 20) by Hans Christian
• Discuss an African folktale and identify an • Before you read Andersen
appropriate illustration. (LB page 22) • Picture of Hans
• Reflect on personal response to a folktale. • After you read Christian Andersen
• Listens to and discusses a folklore, e.g. a (LB page 23) • Listening text: The
myth or a legend • After you read Wild Swans (Part
—— Introductory activities: prediction. (LB page 26) One) (page 153) and
—— Recalls events in the correct sequence audio CD (track 1)
and using the correct tense • Listening text: The
—— Interacts positively during group Wild Swans (Part
discussions. Two) (page 154) and
—— Identifies how stereotypes are created audio CD (track 2)
and their effects on the listener. • Superhero comic
—— Discusses characters. books
—— Discusses plot, conflict and setting. • Core reader: Junko
—— Discusses messages in the text. Tabei: A woman
—— Reflects cultural customs, values and on top of the world
beliefs. (page 116)
—— Reflects on the struggle between good • Core reader: One girl
and evil. to nil (page 96)
Read • Identify elements of a fairy tale. • After you listen • Superhero comic
(5 hours 30 • Read each other’s character sketches. (page 20) books
minutes) • Read information about stereotypes. • After you write • Core reader: The
• Read an African folktale. (LB page 21) building of a city
• Read through notes on concrete and • Read (page 7)
abstract nouns; simple past, present (LB page 22) • Core reader: One girl
and future tenses; idioms, proverbs and • Read to nil (page 96)
metaphors. (LB page 24) • Core reader: Lungile
• Read each other’s fairy tales. • Language practice (page 77)
• Reads a folklore, e.g. a myth or a legend (LB pages 27–28) • Dictionary
—— Pre-reading activities e.g. prediction • After you write • Target worksheets
based on graphics (LB page 29)
—— Reading strategies: skimming,
scanning, prediction.
—— Discusses elements of fables, e.g.
characters and messages
—— Explains interpretation and overall
response to text.
—— Invents and describes preferred results
or endings.
—— Uses a dictionary for vocabulary
development.
38 Term 1

Write • Write a character sketch, using the writing • Write (LB page 21) • Dictionary
(4 hours) process. • After you read
• Write answers to questions about an (LB page 23)
African folktale. • Write (LB page 29)
• Write a fairy tale.
—— Writes for personal, exploratory, playful,
imaginative and creative purposes.
—— Tries to teach a moral lesson.
—— Uses superhuman characters.
—— Uses appropriate vocabulary.
—— Brainstorms ideas for a topic and
develops ideas.
—— Expresses ideas clearly and logically.
—— Reflects on and evaluates writing and
creative work.
—— Produces a first draft with awareness
of the central idea, and appropriate
language and conventions for the
specific purpose and audience.
—— Follows the writing process: planning/
pre-writing, drafting, revising, editing,
proofreading, presenting.
Language • Word level • Write (LB page 21) • Dictionary
(30 minutes —— common and abstract nouns • Language practice • Target Worksheet A
+ time • Sentence level (LB page 27) • Target Worksheet B
spent on —— simple present tense, simple past tense, • Revision
integrated simple future tense (LB page 30)
activities) • Word meaning
—— antonyms, proverbs, metaphors, idioms
• Spelling and punctuation
—— dictionary use
Teaching Guidelines
Starting off
During the coming two weeks, learners will be required LB page 19 (30 minutes)
to complete formal assessment tasks to provide an
indication of their progress. The assessment will be Preparation and resources
made up of the following tasks and marking allocation. • Books or posters with illustrated fairy tales
FAT task 1 % Reference Divide the class into groups. Give them about 15
Listens to and speaks about 20 LB page 20 minutes to look at the illustrations, and discuss the
a narrative text questions. Ask groups to report back (one question per
Reflect on stories read 20 LB page 26 group) and discuss their responses.
independently Explain to the learners that the way the
Writes a narrative text 30 LB page 29 stepmothers are portrayed in fairy tales is an example
of a stereotype; a category of people is assumed to have
certain characteristics. Explain that, in this theme, you
will be looking at fairy stories and the use they make of
stereotypes.

Suggested answers Suggested answers
1. The stories are Snow White and Cinderella. Subjective. This question is intended to get the learners
2. In both, the stepmother is wicked. In Cinderella, thinking about the characters, the conflict in the story,
she treats her own daughters far better than her and the plot or storyline.
stepdaughter; in Snow White she is jealous of her
stepdaughter’s beauty and tries to have her killed. Listen
3. Subjective answer. Read Listening text: The Wild Swans (Part Two)
4. Stepmothers are usually portrayed as cruel, (page 154) or play a recording of a professional reading
resentful and jealous of their stepdaughters. This from the audio CD (track 2).
is not fair as there are many kind and loving
stepmothers! After you listen (Formative Assessment
Task 1) Listening comprehension:
Informal assessment 20 marks
Note the learners’ engagement during the group (60 minutes)
discussion. Assess their grasp of the idea that
stepmothers in fairy tales are a typical negative Learners record their individual responses in their
stereotype. books. Mark responses according to the suggested
answers below. Record the mark for the term
Listen and speak (Formative assessment.
Assessment Task 1)
LB page 20 Suggested answers
2. a) Subjective answer. The important thing is
Preparation and resources that learners can support their answer, and
• Books of stories by Hans Christian Andersen; that they are thinking of the deeper message
picture of the author of the story, and how good and evil are
• Listening text: The Wild Swans (Part One) represented by the characters of the story.
(page 153) and audio CD (track 1) b) You get the idea that they are wicked (1) and
• Listening text: The Wild Swans (Part Two) always resent their step-children (1).
(page 154) and audio CD (track 1) c) This is subjective, and can be any if it
is backed up. The strongest argument is
Before you listen for Eliza, who shows enormous courage
(10 minutes) and resolve in rescuing her brothers from
Give learners 5 minutes to look at the illustrations, and their curse. Assign both marks for the
discuss with a partner what they think may happen in substantiation provided for choosing a
the story that you will read. Invite a few learners to particular character.
report back. d) He thought she was a witch because she went
into the graveyard at night. (1) It shows that
Listen they believed in witches, and believed that
(20 minutes) people who went in to graveyards at night
Read Listening text: The Wild Swans (Part One) were witches. (1)(In a post-test discussion,
(page 153) or play a recording from the audio CD extend this point to discuss other values and
(track 1). beliefs shown in the story, e.g. the belief that
witches should be executed; the King’s power
After you listen to take Eliza to his castle, etc.)
Discuss question 1 with the class. Use the rubric on
page 41 to assess learners’ responses to question 1.
40 Term 1

Plot: any 5 points = 5 marks Characters: any 5 points = Setting: any 2
5 marks points = 2 marks
• A wicked stepmother turns her stepsons into swans • King (1) The children’s • King (1)’s palace
and banishes them and her stepdaughter, Eliza. father, weak – doesn’t stand • The forest
• Eliza finds her brothers. up to his wife • The sea shore
• She learns that she must weave nettle shirts for each • Their stepmother – a witch • The cave
to break the spell, but she cannot talk. in disguise • The palace
• A king takes her to his palace, where she continues • Eleven brothers, who are • The churchyard
to weave the shirts. turned into swans
• An archbishop sees her going into the graveyard, and • Eliza
she is thrown into the dungeon for being a witch. • An old woman in the forest
• Just before she is executed, she finishes the shirts, • The king (2) who wants to
and gives them to her brothers. marry Eliza
• The spell is lifted, and she can talk and is released to • Archbishop who accuses
marry the king. Eliza of witchcraft.
Informal assessment Before you write

Use the group discussion and participation in creating (20 minutes)
the table to assess whether the learners understand: Do a character sketch on the board with the learners.
• how stereotypes influence our thinking Choose a different fairy tale character or ask the
• characters, plot, conflict and setting in the story learners to suggest one. Draw a mind map with the
• cultural values and beliefs shown in the story character in the centre. Use the answers to question 2
• the struggle of good and evil and underlying to develop the mind map.
message of the story.
Write
Core reader: Junko Tabei: A woman on (20 minutes)
top of the world (page 116) Have the learners write the character sketch in the
simple present tense. Encourage them to use the words
Discuss the similarities and differences between Junko from the antonym activity to describe the character.
Tabei and Eliza. While one is a real person and the
other a fairytale character, they are both determined After you write
women who had to overcome obstacles because their (60 minutes)
societies did not understand or except the mission and Have learners swop their character sketches, and
vision which they had. correct each other’s work, before writing out their final
copy. They can illustrate it and bind it to use as a class
Write reader.
LB page 21
Informal assessment
Antonyms Learners may assess their own or each other’s work for
(20 minutes) spelling, punctuation, and the correct use of the present
Remind the learners that antonyms are words with tense. You may take in some samples.
opposite meaning. Read through the words and make
sure that the learners understand them. Go over the Read
example to ensure that the learners understand what to LB page 22
do. Have the learners do the activity in their books.
Suggested answers • Superhero comic books
creative – destructive; generous – mean; hardworking • Core reader: The building of a city (page 7)
– idle; kind – cruel; loyal – fickle; lucky – unfortunate;
selfless – selfish

Before you read Core reader: The building of a city
LB page 22 (page 7)
Divide the learners into groups or pairs, and give them Discuss the differences in how the boys are portrayed
five minutes to discuss the illustrations. and how Eliza is portrayed. What is stereotypical in
Lead a group discussion on their feedback. these portrayals? What is the underlying message when
Stress how common stereotypes can be seen as the grandfather recognises his grandsons years after
normal. Reassure the learners that the concept will they have been lost, but a father does not recognise his
become clearer with practice. This is a fairly complex daughter because she was covered with walnut juice?
and abstract concept for learners of this age. You
should therefore aim to achieve familiarity with the Read
terminology and concept. LB page 24
Have the learners work in pairs and use skills
of prediction and skimming to get a sense of what Explain to learners that they will be assessed on their
the passage will be covering. Spend a few moments understanding of the text. Give the learners a few
discussing their predictions. Explain that these two minutes to predict the ending of the story. Discuss their
skills are important reading skills, especially for thoughts in class.
non-fiction texts, and can always be used to help their
reading. Read
(20 minutes)
Read Have the learners read the story on their own.
LB page 22 (15 minutes)
After you read
Read the text through while the learners follow in their LB page 26 (30 minutes)
books. Read it again, stopping frequently to check that
learners are grasping the basic contents. Allow the learners to discuss questions 1 and 2 in pairs.
After you read After you read

LB page 23 LB page 26 (30 minutes)
Learners read through the text in pairs, and do the Reflect on text read independently (Formal
comprehension activity. Assessment Task 1)

1. Subjective answer Use the less subjective answers below to assess
2. a) true learners’ understanding of the text read independently.
b) true 1. The stepmother in The Wild Swans was married
c) false to a king (1), and she was a witch (1). She cursed
3. a) The stepmother definitely fits this stereotype, and banished her stepchildren (1). This stepmother
because she is a wicked witch who wishes to is mean, but she is not a witch. She is nasty to the
harm her stepchildren. children but does not try to kill them. (3)
b) In some ways Eliza fits this stereotype, 2. Marriage: Men can marry more than one wife. (1)
because she is beautiful and sweet, but she is Death: After death, you live in a kingdom which
not helpless. She is very brave and actually is may be visited by the living. Dead people have
the hero who rescues her brothers. influence over the living. (1)
4. Subjective answer Orphans: You must never mistreat an orphan. (1)
5. Answers will vary. Ensure that answers reflect 3. Yes, (1) because she beats her stepchildren and
understanding of the meanings of words. deprives them of food. (any one) (2)
4. Assign a mark to each sentence where the chosen
Informal assessment word is used in the correct context. (2)
Discuss the answers in class. Use this feedback to
assess whether the learners are grasping the concept of
stereotypes.
42 Term 1

Language practice Idioms, proverbs and metaphors
LB page 27 LB page 28 (30 minutes)
Read through the notes and examples. Ask the learners
Preparation and resources for more examples. Write these on the board and have
• Core reader: One girl to nil (page 96) the learners classify them as an idiom, proverb or
metaphor. Learners do the activity on their own. Stick
Concrete and abstract nouns their illustrations up in the classroom.
(15 minutes)
Explain that the opposite of an abstract noun is not Suggested answers
a common noun, but a concrete noun. All nouns that 1. a) Proverb and metaphor. If you teach
are not abstract are concrete, including proper and someone a skill, they will be able to support
collective nouns. themselves.
Work through the notes and examples. Invite b) Idiom and metaphor. He has more important
learners to call out nouns and write them on the board. things to concentrate on.
Discuss if they are abstract or concrete. If concrete, ask c) Idiom and metaphor. He was tricked, or
if they are common nouns. As an extension activity, ask believed a lie or tall story.
learners to make abstract nouns from the words in the d) Idiom and metaphor. She is hinting you
antonym activity on page 21. should praise her; false modesty.
e) Idiom and metaphor. He is important in a
Suggested answers small community.
1. twins gourd food bead children family – common f) Idiom and metaphor. I feel left out or
sadness hunger pain death – abstract different.
g) Idiom and metaphor. I suspect that there is
Simple past, present and future tense something suspicious going on.
(15 minutes) h) Proverb and metaphor. There are lots of other
Learners should be familiar with these. Work through opportunities.
the notes and exercise. i) Idiom and metaphor. It is a false lead or clue
to follow.
Suggested answers
2. a) Last night, the Archbishop (saw) Eliza (pick) Write (Formative Assessment
the nettles in the graveyard. He (went) and Task 1)
(told) the King that she (was) a witch.
b) This morning, the King (said), “Eliza (will Before you write
be) executed tomorrow.” LB page 29 (30 minutes)
c) The King (is going) to hunt with his horses Demonstrate the story game to the learners. Throw the
and hounds next Tuesday. dice for a combination of setting, moral, characters and
plot features. Use this to model writing a story, with
Informal assessment contributions from the learners.
Learners may mark their own or each other’s work. Use
these to check their grasp of using tenses correctly. Write
(30 minutes)
Core reader: One girl to nil (page 96) Give learners 10 minutes to play the story game.
Discuss the stereotypes of sportsmen and sportswomen. Read through the passage on page 30. Ask the
Then discuss how Zephyr breaks the stereotype of girls learners to rewrite it in the past tense. Invite one child
in sport. to read their version of it in the past tense, and one to
reread it in the present tense. Discuss how each tense
makes the story feel.
Ask them to write their opening paragraph in
both the past and present tense, and to make a decision
about which tense to use for the rest of the story.
Remind them that this story needs to be suitable for
young learners.

After you write Remedial
Have the learners swop their stories with a partner, and Additional practice on Target worksheet.
assess them on punctuation, grammar and spelling, as
well as on the criteria described on page 29. Core reader: Lungile (page 77)
Learners can then rework their first drafts, write Read together, then practise and dramatise the play.
out neatly and illustrate. The stories can be bound into
a class reader, or displayed on the walls. Enrichment
Give learners time to read their stories to each Extension activities on Target worksheet.
other aloud. If possible, learners should read their
stories to those in lower grades. Core reader: Lungile (page 77)
Read the story, then change the format to a fairy tale.
Formal assessment
Assess the stories using the rubric on page 171. Record
the mark for reporting purposes. Theme 3 Punchy
advertising
Revision
LB page 30
Weeks 5 and 6
Suggested answers
4. excited – bored; forgets – remembers; gradually – Theme overview
suddenly; loose – tight; miniature – large Persuasive writing and advertising are dealt with
5. gossip communication worry jealousy in this theme. Learners will examine slogans and
become familiar with advertising jargon. They will
Spelling list listen to a radio advertisement, analyse a variety of
• Revise the terms associated with the theme to adverts and read different persuasive texts. Using
consolidate learners’ understanding of them. emotive language, they will write their own persuasive
• Set aside 15 minutes each week for a spelling test. speeches. Sentence level work focuses on simple and
complex sentences. Other language work includes
Remedial and enrichment for conjunctions, proverbs, idioms and dictionary work.
this theme
• Core reader: Lungile (page 77)
44 Term 1

Genre: Advertisements and speeches
Focus: Persuasive language
Listen • Discuss print advertisements. • Starting off • Advertising flyers
and speak • Listen to and discuss a radio (LB page 31) or adverts from
(2 hours) advertisement. • After you read newspapers and
• Analyse slogans in persuasive speeches. (LB page 37) magazines familiar to
• Listens to a persuasive text • Listen and speak learners
—— Introductory activities: prediction. (LB page 32) • Recording of a radio
—— Asks thought-provoking questions • Before you read advertisement
using appropriate language. (LB page 34) • Script of recorded
—— Identifies opinions which differ from radio advertisement
own. • Core reader: All the
—— Contrasts opposing perspectives and way to Africa (page
gives reasons. 102)
—— Interacts positively during group
discussions.
—— Shares ideas and offers opinions
on challenging topics in a logical,
coherent and structured way.
—— Develops factual and reasonable
arguments to justify opinions.
—— Contrasts opposing perspectives and
gives reasons.
—— Focuses on description.
Read • Analyse print advertisements, focusing on • Read (LB page 33) • Dictionary
(5 hours 30 language and target market. • After you read • Core reader:
minutes) • Read persuasive speeches. (LB page 33) Changing images
• Analyse and compare persuasive • Read (LB page 34) (page 112)
speeches. • Read (LB page 37) • Recording or script
• Read notes on persuasive text; • Read and write of Martin Luther
persuasive speeches; conjunctions; (LB page 38) King’s “I have a
simple and complex speeches; idioms. • Compare texts dream” speech
• Reads a persuasive text (LB page 36)
—— Pre-reading activities, e.g. prediction • Language practice
based on title and or graphics. (LB page 39)
—— Uses different reading strategies in • Language practice
order to understand what is being (LB page 40)
read: skimming, scanning, prediction.
—— Identifies and critically discusses
cultural and social values in texts.
—— Interprets the writer’s intentional and
unintentional messages.
—— Identifies different perspectives within
more complex texts and gives own
perspectives based on evidence within
the text.
—— Discusses the diversity of social and
cultural values in texts.
development.
Theme 3 Punchy advertising 45

Write • Write answers to questions about • After you read • Dictionary
(4 hours) persuasive speeches. (LB page 35) • Core reader: Hitler,
• Improve a speech. • Compare texts the dictator
• Write a persuasive speech. (LB page 36) (page 110)
• Writes a persuasive text • Read and write
—— Evokes emotional responses. (LB page 38)
—— Makes promises. • Write (LB page 39)
—— Stirs the audience.
—— Brainstorms ideas for a topic and
develops ideas.
creative work.
—— Shows understanding of style and
register.
—— Presents work with attention to
neatness and enhanced presentation.
—— Clearly and appropriately conveys
meaning.
—— Writes a topic sentence and includes
relevant information to develop a
coherent paragraph.
—— Draws conclusions and makes
recommendations.
—— Invents and describes preferred
results or endings.
Language • Word level • Language practice • Target worksheet A
(30 minutes —— conjunctions (LB page 39) • Target worksheet B
+ time spent • Sentence level • Language practice
on integrated —— simple sentences, complex sentences (LB page 40)
activities) • Word meaning • Revision
—— idioms and proverbs (LB page 42)
Teaching Guidelines
Starting off
During the coming two weeks, learners will be required LB page 31
to completed formal assessment tasks to provide an
made up of the following tasks and marking allocation. • Bring to school advertising flyers or adverts from
newspapers and magazines. Choose products with
FAT task 1 % Reference slogans familiar to the learners and examples of
Language structures and 15 LB page 40, punchy language.
conventions in context 41
Suggested answers
1. Samsung, JVC, Panasonic and Canon: Electronic
equipment. Coca-Cola: Cooldrinks. MacDonalds:
Fast food. Fosters and Suntory: Alcohol.
2. Red. It is bright and draws attention.
3. Individual responses.
46 Term 1

Listen and speak Read
Preparation and resources Preparation and resources

• Record a radio advertisement for your class. • Core reader: Changing images (page 112)
• Write down what is said in the advertisement.
• Core reader: All the way to Africa (page 102) Learners examine advertisements, focusing on the
Play the radio advertisement and read the script. After target market of each product and the language used.
listening, the learners will discuss the questions with a Answers can be discussed as a class and learners can
classmate. Have a class discussion on feedback. evaluate their own work.

2. a) Advertisements must draw our attention first. 1. Supercell C 100 – teens and young adults
Their objective is to make us want a particular Dazzling dentures – smart older folk
product or service. Acne annihilator – teens with acne
b) Advertisers grab our attention in different Wonderbrain multivitamins – students
ways: with colour and striking or interesting Crunchies chips – children and teenagers
images and pictures, with words that lure 2. The answer should include people who wear
and manipulate us, with catchy tunes and dentures and who are conscious of their
rhythms. Language may be persuasive and appearance (dapper and distinguished.)
emotive, it may create humour or ambiguity 3. The answer should again include reference to
which makes us curious. young people who are image-conscious. Slim,
c) No, different products and services appeal sleek suggests the desire to be perceived as
to different kinds of people. Some things attractive and suave.
are aimed at the younger generation, some 4. No. Dentures generally worn by older people;
products are aimed at a particular class or a acne is generally a problem experienced by
particular sex. teenagers.
d) Answers will vary. 5. Alliteration is used extensively.
6. Emotive words; appealing images; appeal to
Informal assessment desires, needs and wants.
During the class discussion, you will have an 7. Accept a variety of responses. It is Important that
opportunity to assess whether the basic concepts have learners be able to substantiate their responses.
been grasped.
Core reader: Changing images
Core reader: All the way to Africa (page 112)
(page 102)
Learners read and discuss how target audiences are
Read the poem aloud. Draw learners’ attention to the manipulated by advertisers to purchase products.
imagery evoked by the descriptive language. Pause
between descriptions and ask them to describe the Read
mental images created by the poet. Ask them what LB page 34
related imagery comes to mind; smells, sounds, tastes,
etc. Preparation and resources
• Core reader: Hitler, the dictator (page 110)
Before you read

The learners’ focus is now on persuasive language in
speeches. Ask the learners for examples of where they
could hear persuasive speeches (at school, in church, at
political rallies, etc.). Learners then predict, from the
slogans, what each candidate will be like.

Suggested answers Comparing texts
1. a) Answers will vary. LB page 36
b) Candidate 1 is not a “team-player”, likely
to be motivated by self-gain, probably very Suggested answers
forceful personality; Candidate 2 is a 2. I love sports: 2
“team-player”, probably not as forceful as Play to win: 1
Candidate 1. No friends on the sports field: 1
Feeling of belonging: 2
After you read Uplifting feeling: 2
LB page 35 Winning is all there is: 1
Win at all costs: 1
Learners complete the answers in writing. Encourage everyone to participate: 2
I am the I in team: 1
Suggested answers Together everyone achieves more: 2
1. a) Candidate 1 likes to win and being in a team 3. a) Candidate 1
means she has more chances of winning. b) Candidate 2
b) Candidate 1 is competitive and ambitious and c) Candidate 1
likes to be number 1. d) Candidate 2
c) Candidate 1 does not see team mates as 4. a) The intentional message is to convey
friends, but rather as individuals who are determination and a competitive spirit.
playing sport. Unintentionally, it seems very narrow-minded
2. Candidate 2 sees team mates more as friends with and misses the other important aspects of
whom you share a bond. You support one another. playing sport.
She mentions the feeling of belonging, of feeling b) The intentional message is to focus on
uplifted when you are part of a team. She states the individual who is part of a team.
that the team lets you be the best that you can be. Unintentionally, it sounds as though she is not
3. Playing a team sport is not a friendly, personal part of the team; she is not a team player but
experience for her so she does not give her name. is selfish.
4. Candidate 2 would be satisfied with winning a
participation medal. She encourages everyone Read another persuasive text
to participate. It is not about winning, but about LB page 37
being part of a team that is important. Candidate 1
is focused entirely on winning at all costs. Read through the notes on persuasive texts, then
5. No, a team is a unit that works together and it examine the advertisement with the learners.
shouldn’t be about individuals.
6. Answers will vary, but must be well supported. After you read
7. Answers will vary, but must be well supported.
Suggested answers
Core reader: Hitler, the dictator 1. Subjective answer. Learners need to be able to
(page 110) explain why the advert is effective or not, using
the terminology associated with advertising: the
Learners discuss the way in which Hitler advertised emotive value of the language; the linguistic
himself. Encourage learners to examine the strategies techniques that appeal to a particular age group
used and the role of the media. Try to play a recording (repetition, alliteration, humour); the visual impact
of Martin Luther King’s famous “I have a dream” (desirable image, bright, appealing colours).
address to demonstrate the power and techniques of 2. Accept valid responses: shame, embarrassment,
persuasive speech. fear of being ridiculed.
3. Acceptance; beauty; quick results.
4. Learners should refer to the 2-day claim and the
emotive claim, “skin you’ve always dreamed of.”
48 Term 1

Informal assessment Language practice (Formal
Learners could evaluate their own answers as you Assessment Task 1): 30 marks
discuss the questions as a class or you could take the
answers to some of the exercises in and assess them Conjunctions
individually. LB page 39
Read and write Discuss the notes on conjunctions and give learners
LB page 38 time to do the exercise. Learners should work
individually and hand in their answers for assessment.
Read and analyse the short campaign speech by
discussing the questions in the Learner’s book. Suggested answers
1. a) Linda lives near a rubbish dump therefore
Suggested answers she is often sick.
1. a) Allow for differences of opinion but generally b) Linda’s parents bought the house because
the speech lacks expressions that appeal to there was a lush green field next to it.
one’s emotions. c) Linda tries to pick up the litter that blows into
b) No linguistic techniques used (no repetition, her yard but it blows back again.
alliteration, rhetorical questions, etc.) d) The whole community organises litter clean-
c) No. Very general; no specific time-bound up campaigns; however the rubbish dump
goals. is too close to the house and this means that
2. Allow for differences of opinion although there’s always litter around. (4)
a positive response would be difficult to
substantiate. Simple and complex sentences
LB page 40
Write a speech
Read the notes on persuasive speeches and discuss the Read through the notes and get learners to apply their
basic structure of a speech. Have the learners use this knowledge by completing the exercises.
information to rewrite the campaign speech on page 38.
Suggested answers
Informal assessment Discuss what proverbs and idioms are using the notes
Speeches could be read out aloud in groups. Learners in the learner’s book. Exercises can then be completed
could choose the most successful speech in each group and answers discussed.
and read these for the whole class. 2. Subjects are bracketed and verbs are underlined.
a) (It) was a sunny day.
Write b) (I) put on my cap.
LB page 39 c) (I) opened the door. (6 × ½ = 3)
3. Main clause underlined, subordinate clause in
The writing process steps will be followed to write a brackets, conjunctions in bold.
persuasive speech. Guide the learners through the steps a) (Although I was scared), I crossed the bridge.
in the Learner’s book. b) (When the bell rang), the children lined up.
c) (If we play our best), we will win the match.
Informal assessment (9)
It would be beneficial to take these speeches in
for individual assessment. Once you have given More about idioms
constructive feedback, learners could present their LB page 41
speeches to the class.
Revise idioms by reading over the toolkit on page 28
in the Learner’s Book. Then read the notes on page 41.
Do the exercise together in class.

Suggested answers Spelling list
4. — hot off the press – something that has just • Revise the terms associated with the theme to
been printed consolidate learners’ understanding of them.
— to keep someone posted – to inform someone • Set aside 15 minutes each week for a spelling test.
about the latest developments
— spread like wildfire – to spread quickly Remedial and enrichment for
— add fuel to the flames – to make an already this theme
bad situation worse
— bark up the wrong tree – to make the wrong Remedial
choice/ to ask the wrong person Tape advertisements on TV and show them to learners
— break every rule in the book – to behave in an or collect a variety of printed adverts. Discuss target
unacceptable way markets and which adverts are effective and most
— come out of the woodwork – to appear after persuasive. Get learners to make advertising posters for
being hidden or inactive for a long time (7) a school event like a sports day or a production of some
5. Learners write their own sentences with the sort. The target worksheet on this theme includes more
proverbs above. Meaning of the proverb or idiom language practice on identifying conjunctions and main
has to be clear in context. (7) clauses; using persuasive language as well as exercises
on idioms and vocabulary expansion.
Revision
LB page 42 Enrichment
Encourage learners to make their own advertisements
Suggested answers for creative, new products. Using examples, discuss
1. Answers will vary. Some suggestions follow: the manipulative power of advertising and whether
U r no fool, choose to be cool and say no to drugs. advertising really makes a difference to sales. The
Bigger better and simply the best: Barry’s burgers! target worksheet on this theme includes work on
Be cool, wear your attitude. Use Slash deodorant. complex sentences, persuasive writing, slogans, idioms
2. Answers will vary, but should reflect and word games.
understanding of the concept of target market.
3. a) This slogan targets 30-something
professionals who respond to the idea that Theme 4 Act yourself
loyalty gives rewards and who are less fickle
than younger audiences. Weeks 7 and 8
b) Outsurance – adults, middle- to upper-
income group (people who own cars, houses, Theme overview
expensive goods) In this theme, learners examine drama texts and,
c) Shoprite – adults in general, possibly more through these, explore the deeper questions of how
middle- and lower-income group. we play roles in society. They listen to and read
4. a) Thandi, who is an eight-year old girl, lives in a monologue, a dialogue and a play. They write
Polokwane. and perform their own dialogues and write a short
b) Simphiwe is a soccer player who plays for monologue. They explore key aspects of dramatic
Bafana Bafana. texts, such as theme, setting, characterisation, sound
5. a) prepare to work or to fight effects and lighting. The learners also consolidate work
b) put yourself into someone else’s done on simple and complex sentences, practise using
circumstances or situation quotation marks for different purposes, and work with
c) not my taste synonyms and antonyms.
d) ineffectual, a very small amount compared to
what is needed
50 Term 1

Genre: Dramatic texts
Focus: The roles people play, the masks they wear
Listen • Listen to a dialogue. • Starting off • Masks
and speak • Listen to a monologue. (LB page 43) • pictures of William
(2 hours) • Listen to the play • Listen and speak Shakespeare
• Listens for information in a variety of oral (LB page 44) • Core reader: End
texts.Discuss illustrations and quote. • Before you listen of the school year
• Predict contents and setting of dialogue (LB page 44) (page 98)
based on illustration. • After you listen • Core reader:
• Take part in a group discussion on the (LB page 44) The last minute
dialogue. • Before you read (page 16)
• Discuss the social issues and stereotypes (LB page 46) • Listening text:
in the monologue. • After you read Extract from The
• Discuss style and register in the (LB page 47) Adventures of Tom
monologue and dialogue. • Language practice Sawyer
• Discuss characterisation in the play. (LB page 47) (TG page 154) or
• Describe how to stage the play, using stage • After you read audio CD (track 3)
set, sound effects and lighting. (LB page 53)
• Role-play a dialogue. • Write (LB page 53)
• Listens to and discusses a dialogue
—— Introductory activities: prediction.
—— Summarises main ideas, and notes
specific details.
discussions.
—— Identifies and discusses key features.
—— Discusses context, speaker’s body
language, content, register, and choice
of words.
—— Discusses format of the text.
Read • Read notes on use of quotation marks, • Language practice • Core reader:
(5 hours 30 style and register. (LB page 45) The last minute
minutes) • Read the monologue. • Language practice (page 16)
• Read the play. (LB page 47) • Core reader:
• Read each other’s dialogues. • Read (LB page 46) Lungile (page 77)
• Reads a simple play or drama • Read (LB page 48) • Core reader: End
—— Pre-reading activities: prediction based • Write (LB page 53) of the school year
on title and or graphics. (page 98)
—— Explains themes, plot, setting, and • Core reader: Frozen
characterisation. stiff (page 68)
—— Discusses author’s point of view. • Dictionary
—— Explains themes, plots, setting and
characterisation.
development.
Theme 4 Act yourself 51

Write • Answer questions on the monologue. • After you read • Core reader:
(4 hours) • Answer questions on the play. (LB page 47) The last minute
• Write a dialogue. • After you read (page16)
• Writes a dialogue (LB page 53) • Dictionary
—— Reveals characters and motivation. • Write (LB page 53)
—— Establishes tone or mood.
—— Creates or adds to existing conflict.
—— Produces a first draft with awareness of
the central idea.
register.
creative work.
—— Uses a variety of compound and
complex sentences.
Language • Spelling and punctuation • Language practice • Core reader:
(30 minutes —— quotation marks (LB page 45) Lungile (page 77)
+ time • Sentence level work • Language practice • Dictionary
spent on —— Simple and complex sentences (LB page 47) • Target worksheets
integrated • Word meaning • Revision
activities) —— synonyms, antonyms (LB page 54)
Teaching Guidelines Ask them if they agree that we tend to play a

During the coming two weeks, learners will be required role in our interaction with others. Encourage them to
to complete formal assessment tasks to provide an think about how they behave differently in different
indication of their progress. The assessment will be situations (with parents, with peers, with teachers, with
made up of the following tasks and marking allocation. siblings) and how in a sense they are playing different
roles in each of these situations.
FAT task 1 % Reference
Language structures and 15 LB page 54 Informal assessment
convention in context Make a note of how much learners engage with the
Reads aloud 15 LB page 48–52 discussion.
Starting off Listen and speak

Preparation and resources Preparation and resources

• Masks to show learners • Listening text: extract from The Adventures of Tom
• Pictures of William Shakespeare Sawyer (TG page 154 and LB page 237) or audio
CD (track 3)
Listen and speak • Work with confident readers to perform the
(15 minutes) dialogue with you. Practise it with them a few
Invite the learners to share what they know about times, as the language is very colloquial and quite
William Shakespeare, and fill in some basic details if difficult.
necessary. • Core reader: End of the school year (page 98)
Write the quote on the board, and ask them what • Core reader: The last minute (page 16)
they think it means. Explain that masks have often been
used by actors in the past, to help the audience imagine Before you listen
that the actor is another person. Ask the learners to (5 minutes)
look at the illustration. Ask them what they think it is Explain to the learners that Mark Twain was a well-
showing. known 19th century American author, and that The
52 Term 1

Adventures of Tom Sawyer, is one of his novels. Give and it uses idioms particular to boys at that time.
learners time to look at the illustration, and discuss the Boys nowadays would talk differently, although
questions. they may say similar things.
5. The language would be more formal, with correct
Listen grammar.
(20 minutes) 6. He is lively and mischievous, and quite clever in
Explain to the learners that the dialogue is written as getting people to do what he wants (manipulative).
Tom would have spoken, and may be a little difficult 7. Other boys come along, and want to whitewash
for them to understand. Encourage them to get a sense the fence. Tom gets the job done for him.
of what is being said, and not to get too worried if they
do not understand every word. Informal assessment
Write on the board the terms that the learners may Make a note of how well the learners engage with the
have difficulty with. For example: discussion.
—— playing hookey – bunking school
—— ragging – teasing Core reader: End of the school year
—— honest injun – honestly (page 98)
—— afeard – afraid
—— reckon – think Read and discuss the content of the monologue.
Read the dialogue with appropriate gestures Learners must decide why the poet is having this
and vocal expressions or play the recording of a monologue.
professional reading from the audio CD (track
3). Invite the learners to ask questions to clarify Core reader: The last minute (page 16)
their understanding of the text. Ask the learners to Learners write a dialogue that could have occurred
summarise the main idea of the dialogue in two or between Vuyani and his teacher or Vuyani and a friend,
three sentences. explaining why he is always late.
After you listen Language practice

(25 minutes) LB page 45 (30 minutes)
Divide the learners into groups. Have them turn to page
237 of the Learner’s book. Each member of the group Quotation marks
then reads a section of the passage to the rest of the Read through the notes and examples, which the
group. learners should be familiar with.
The groups discuss the questions for approxi
mately 15 minutes. Go through the questions in class. Suggested answers
Get feedback on the answers (one question per group). 1. Tom asked casually, “What do you call work?”
“Well, ain’t that work?” Ben replied, pointing to
Suggested answers the fence.
These questions are mostly quite subjective. Any Tom shrugged and resumed his whitewashing.
well supported answer is acceptable. Less subjective “Well, maybe it is and maybe it ain’t,” he said.
answers as follows. “All I know is, it suits Tom Sawyer.”
1. She meant that, if she did not teach him that it was “Oh come on now!” exclaimed Ben. “You don’t
wrong to play hookey, he would keep doing it. He mean to let on that you like it?”
would not be educated, or know right from wrong, (Variations on this are acceptable as long as they
and he would not have a good future. are grammatically correct.)
2. No, because he said it wasn’t fair, and that he 2. Quotation marks are unnecessary because the
wanted to go swimming, and all the boys would be format of the script makes it clear who is talking
teasing him about having to work on a Saturday. and what they are saying.
3. No. At first he teased Tom about having to work. 3. In the novel The Adventures of Tom Sawyer, Tom
But Tom made it look like fun, and pretended to Saywer’s Aunt Polly tells him to whitewash the
be very unwilling to let him do it, so this made fence as punishment for “playing hookey”. She
him want to do it. says that she is obliged to punish him as otherwise
4. Yes, the language is not grammatically correct, she will be “the ruination” of him.

Note: Explain that we put the phrases “playing Language practice
hookey” and “the ruination” in quotation marks as they LB page 47 (30 minutes)
are idiomatic quotations from the text.
Read • Core reader: Lungile (page 77)
LB page 46
Language: Style and register
Before you read Read through the definitions and discuss the terms in
(10 minutes) relation to the texts.
Discuss the term coconut with the learners. Ask them Invite two learners to role play greeting a school
if they have heard it and what they understand by friend, their mother or father, and a teacher. Discuss the
it. Discuss why this is a hurtful term. Discuss what differences in relation to understanding register.
stereotypes about race are implied in the term. If The learners can do the questions in pairs.
necessary, revise the idea of stereotypes (Learner’s
book, page 23). Suggested answers
Discuss why the author may have chosen this 1. It is informal and colloquial.
term, and what this suggests about the story and the 2. Her mother felt that it was too informal and
monologue. did not reflect the traditions and customs of her
culture.
Read
(10 minutes) Informal assessment
Read the monologue while the learners follow, using Make a note of how much learners are engaging with
gestures and vocal expressions to convey to the learners the discussion.
the understanding that a monologue is performed, not Use this informal assessment to check if they are
just read aloud. Invite the learners to ask questions to grasping the concepts of style and register.
clarify their understanding of the text.
Core reader: Lungile (page 77)
After you read Learners find examples of informal language in the
LB page 47 (10 minutes) play.
Learners can work through the questions in pairs.
Read
Suggested answers LB page 48 (60 minutes)
1. a) She feels misunderstood. Everyone says hi.
She made an effort to get out of the pool Before you read
to greet the guests, and now her mother is Learners discuss the title of the play. Encourage them
furious. At a deeper level, she perhaps feels to explore the meaning of this on different levels:
conflicted between her mother’s values and • literally running away from something;
those of her peer group at her school. • running away from yourself;
b) She is embarrassed. She feels she will be • running way with yourself or your imagination
judged by the other women on how she raises (getting carried away; allowing a situation to get
her child. At a deeper level, she perhaps feels out of hand).
defensive because people will be questioning
if she can raise a child with traditional values Ask the learners to read the list of characters and the
when she is living in a wealthy suburb, and setting, and to discuss what the title could mean in the
married to a white person. context of this play.
c) Ofilwe’s point of view. Discuss the format of the play; the layout, how
d) This is about a girl, Ofilwe, who has a black you know who is talking, stage directions and actor
mother and white father. She upsets her guidelines. If possible, this play could be performed by
mother by greeting her mother’s guests in a the learners as part of Arts and Culture lessons.
way that is not appropriate to the social norms
of her mother’s culture.
54 Term 1

Read —— how lighting can be used to show the shift
The play runs over several pages, and may be read in from in and out the house, from daylight to
different ways. We would suggest one reading of the night time.
play together, with the learners reading different parts,
to try to get a good sense of the story. Informal assessment
Stop at the top of page 49 to discuss the Use the group report back to get a sense of how well
characters. Give the learners a few minutes to discuss the learners grasp concepts such as characterisation,
them in pairs, and then discuss them as a whole group. point of view, punctuation and devices such as lighting
and sound effects.
Suggested answers 3. a) It is set out with the name of the speaker and
• Mishka is assertive and a leader. the words they use. There is a new line for
• Norman is fearful and unpopular. each new speaker. Actor guidelines are in
• Rebekah has a wild imagination. brackets in italics before or after their words,
• If you read the first part, you will know that There are no quotation marks.
Ayanda often boasts about his father. b) Stage directions in italics on a separate line.
• Point out how we get these insights from the c) Setting: in a forest near a school camp; an
words and gestures of the characters. abandoned house.
Theme: children running away together and
Read learning about themselves and each other;
(60 minutes) relationships, self-discovery.
Have the learners read the play in groups, taking Plot: six children run away from a school
different parts. Repeat until the learners are familiar camp to play in the forest. They find an old
with the play. house. Two play a trick on the others and
frighten everyone. In this state they argue
After you read with each other and go off in different
LB page 53 (40 minutes) directions. They come together and help each
Learners work in groups to discuss questions 1 and other find their way home. In this way they
2. Give the groups time to report back before leaners learn more about themselves and each other.
answer question 3 individually. Get feedback on the Characterisation:
questions and discuss in class. Mishka: the leader, likes to be in charge, quite
bossy, doesn’t like it when the others don’t
Suggested answers seem to like her, has problems at home.
1. The children learn to respect Norman when he Ayanda: insecure, always boasting about his
shows that he can cope when Lena is injured. father to make himself seem more important,
Lerato is quiet at first, but shows that she has lies about his father who in fact abandoned
knowledge which can lead them home. Mishka is him.
full of bravado, but shows that she is vulnerable Lerato: down-to-earth, honest, sensible,
when the others react to her bossiness. Ayanda knowledgeable.
admits to Rebekah that he has been lying about his Lena: a follower, quiet, goes along with the
father. group.
2. Staging would vary depending on your stage Rebekah: imaginative, wants excitement,
setting. Encourage the learners to use their likes fantasy games, doesn’t want to be
imagination e.g. models of trees and a wooden grown-up and boring.
house, or they could have these things projected Norman: fearful, not popular, but caring and
on the back wall. Learners need to think about: takes responsibility.
—— how they could use different parts of the
stage, e.g. when the children go in or out the Informal assessment
house; Learners may check their own or each other’s work
—— sound effects such as the creaking of the door when you go through the questions. Use these
in the house; questions to assess whether the learners grasp the
concepts of theme, plot, setting and characterisation.

Core reader: Lungile (page 77) Informal assessment
Learners work in groups and discuss, describe and The dialogues may be assessed according to the above
draw some of the props and costumes required for this criteria by you or by the learners themselves. The
play. learners will perform their dialogues for the class.
Read aloud (Formal Assessment Core reader: The last minute (page 16)
Task 1) Learners write a monologue to express what Vuyani is
thinking when he is being teased and when he becomes
Divide the learners into groups. They may choose to the hero.
read either the play (pages 48 to 52 in the Learner’s
book) or The Market of the Dead (Learner’s book page Revision (Formal Assessment
25). Each learner must either read one character from Task 1) Language in context
the play or an equal number of paragraphs from the
story. Assess with the aid of the rubric on page 168. (30 marks)
LB page 54
Write
LB page 53 Set aside one lesson for learners to complete the
assessment task below. Learners work individually,
Before you write writing the answers in their books. Mark learners’
Briefly discuss the theme of how we sometimes pretend answers using the suggested answers below and record
to be something that we are not. Discuss the character the mark as part of the term assessment.
of Ayanda in the play, and consider why he might have
lied about his father. Suggested answers
Ask two volunteers to role-play one of the 1. a) synonyms (8)
suggested dialogues. Make notes on the board of what dark: dim, dingy, gloomy
they say. Demonstrate how you could turn these notes deserted: empty, abandoned, uninhabited
into a dialogue, writing out the first few sentences in a grown-up: mature
dialogue form. scared: frightened, terrified, alarmed, anxious,
Have the learners work in pairs to role-play and nervous, fearful
write their dialogues. serious: earnest, grave
stupid: senseless, idiotic, foolish
After you write tidy: neat, ordered
Ask learners to swop their dialogues with their partner, ugly: unattractive
and to check them according to the following criteria: b) antonyms (8)
• Is it written in the correct format? dark: bright, light
• Is the setting described? deserted: full, occupied, inhabited
• Does the dialogue have a good and believable plot/ grown-up: immature, childish
story line? scared: brave, courageous, fearless
• Is there a good sense of the conflict/issues between serious: frivolous, unimportant, light hearted,
the characters? joking
• Is this conflict resolved in some way? stupid: clever, smart, intelligent, wise
• Can you see the characters’ personalities, feelings tidy: untidy, disordered
and relationship to each other in what they say? ugly: beautiful, pretty
• Do they speak in a way that sounds like the natural 2. a) Rebekah liked to play games, which
speech of children this age? sometimes frightened the other children.
• Do they have the correct grammar, spelling and Or The games which Rebekah liked to play
punctuation? sometimes frightened the other children. (1)
• Do they use compound and complex sentences? b) Norman knew how to bandage Lena’s leg
because he had been on a first aid course. Or
Learners give each other feedback, and redraft their Norman, who had been on a first aid course,
dialogues accordingly, before writing out neatly. knew how to bandage Lena’s leg. (1)
56 Term 1

c) The children played in the house until it Remedial
grew dark. (1) With learners who are struggling, work at consolidating
d) The other children were annoyed because/ and reinforcing material they find difficult. Revise
when Norman followed them into the language points. Seat them in a group with stronger
forest. (1) learners and set aside time for individual help.
e) Mishka, who was usually the leader, could be Give them the Remedial target worksheet A. For
quite bossy. Or Mishka, who could be quite additional exposure to dialogues and playscripts, place
bossy, was usually the leader. (1) learners in pairs to read Frozen stiff in the Core reader.
3. a) “My brother’s bedroom is always a dreadful Learners then do shared writing of a dialogue.
mess,” complained Janine.
b) “We bought eggs, milk, coffee, and bread at Enrichment
the shop,” Mom replied. Stronger learners can do the Enrichment target
c) The teacher asked, “How many bones are worksheet B. They can also write an additional scene
there in the human body?” for their role-play. Encourage learners to enact Lungile
d) “We spent our last holiday in Greece,” in the Core reader.
boasted Marc.
e) “Take out your homework!” said the teacher
in a stern voice. Theme 5 Childhood dreams
Deduct 1⁄2 for each incorrect punctuation, to a
maximum of 9. (9) Weeks 9 and 10
Spelling list Theme overview
• Revise the terms associated with the theme to In this theme, learners engage with poetry focusing on
consolidate learners’ understanding of them. childhood. They listen to and read a range of different
• Set aside 15 minutes each week for a spelling test. types of poems, and write their own haiku and poems
about childhood. They read poems aloud, to experience
Remedial and enrichment for different rhythms, rhyme and language patterns. They
this theme learn the meaning of personification and learn more
about using different types of sentences (such as
Preparation and resources questions and commands) and prepositions.
• Core reader: Frozen stiff (page 68)
Theme 5 Childhood dreams 57

Genre: Poetry
Focus: Childhood
Listen • Listen to two poems. Discuss quotes about • Starting off • Listening text:
and speak poetry. (LB page 55) The World for the
(2 hours) • Examine and discuss photographs. • Listen and speak First Time
• Predict theme of poem, based on pictures (LB page 56) (TG page 155) or
and title. • Before you listen audio CD (track 4)
• Talk about feelings evoked by poems about (LB page 56) • Listening text: New
childhood. • After you listen Boy (TG page 157)
• Discuss features of poetry including form (LB page 56) • Core reader: I don’t
and poetic devices. • Before you read cry (page 100)
• Listens to and discusses a poem (LB page 60)
—— Introductory activities: prediction. • Language practice
—— Expresses emotions in a sensitive way. (LB page 57, 58)
—— Interacts positively during group • Write (LB page 59)
discussions.
—— Comments on sound and visual effects
such as rhythm, repetition, alliteration,
and comparisons.
—— Interprets content of poem.
—— Summarises the poem.
—— Discusses rhythm and rhyme.
—— Discusses different forms of poem.
—— Discusses structures of poems.
Read • Read three poems and three haiku. • Language practice • Core reader: All the
(5 hours 30 • Read notes on types of sentences, poetic (LB page 57) way to Africa (page
minutes) devices and prepositions. • Before you write 102)
• Read each other’s haiku. (LB page 59) • Target worksheets
• Read each other’s poems. • Before you read • Dictionary
• Reads a simple poem (LB page 60)
—— Pre-reading activities, e.g. prediction • Read (LB page 60)
based on title and or graphics. • Read (LB page 62)
—— Reads aloud with appropriate tempo, • Language practice
clear pronunciation, and proper (LB page 65)
phrasing. • After you write
—— Adjusts the way in which a text is read (LB page 59)
to suit the listener. • After you write
—— Shows understanding of the text, its (LB page 65)
relationship to own life.
—— Identifies and analyses the
characteristics of poems and haiku,
e.g. rhythm, rhyme, personification,
metaphor.
development.
58 Term 1

Write • Rewrite questions as commands and • Language practice • Target worksheets
(4 hours) statements. (LB page 57) • Dictionary
• Write three haiku. • Write (LB page 59)
• Write answers to questions about a poem. • After you read
• Write a poem about childhood. (LB page 61)
• Writes a poem • Write (LB page 64)
—— Uses alliteration, (consonance and
assonance), metaphor, simile.
—— Uses descriptive language.
—— Produces a first draft with awareness of
the central idea.
register.
creative work.
Language • Word level • Language practice • Target worksheet A
(30 minutes —— prepositions (LB page 57) • Target worksheet B
+ time • Sentence level • Language practice • Language in context
spent on —— statements, questions, commands (LB page 65) worksheet (TG page
integrated • Word meaning • Revision 185)
activities) —— Alliteration (consonance and (LB page 66)
assonance), metaphor, simile,
personification
Teaching Guidelines Formal Assessment Task 2:

During the coming two weeks, learners will be required Language structures and
indication of their progress. The assessment will be conventions (20 marks)
made up of the following tasks and marking allocation. Suggested answers and mark allocation
FAT Task 2 % Reference Question Answer Mark
Listens to and speaks about 20 LB page 56
1. c) Personification 1 1
poetry
2. The table has 1 mark 2
Comprehension test (poem) 30 LB page 63
chilblains, they dined each for
Language structures and 20 Photocopiable on beans and bacon, 2 items
conventions in context sheet TG page toddled to bed
185
3a) Yes – running away Give 1 for 6
Writes a poem 30 LB page 64 together is a human correct
activity answer,
3b) Yes – the wind and 1
is doing this that for each
humans do such explanation
as whistling and
shouting
3c) No – the use of
the word muzzle
suggests that it is
an animal, probably
a cat

Question Answer Mark Tell them that you will be reading them a poem.
4 a) statement 1 for each 6 Encourage them to listen to and enjoy the feel and
4 b) command correctly rhythm of the poem, rather than worrying about
4 c) statement identified whether they understand every line.
4 d) question line
4 e) statement Listen to a poem
4 f) command Read The World for the First Time (page 155) or play
a recording of a professional reading from the audio
5 a) With 1 for each 5
CD (track 4). Ask the learners to write a few words
5 b) About correctly
describing their impressions of the poem. Read the
5 c) Down identified
poem again, pausing after each stanza to check for
5 d) In preposition
comprehension and explain any difficult words or
5 e) to phrases.
Allow one bonus mark for correct spelling and 1 Now read New Boy (page 157). Ask the learners
punctuation. to write a few words describing their impression of
Deduct ½ mark for spelling, punctuation or grammar the poem. Read the poem again, pausing to check for
mistakes up to 2 marks. comprehension.
Divide the learners into groups. Tell them to read
the poems (on page 238 of the Learner’s book) aloud to
Starting off each other.
After you listen
Explain that you will be looking at poetry in this cycle, The groups discuss question 2 on page 56. Conduct a
and ask the learners for their views on poetry. group discussion on feedback.
Discuss the meaning of the quotes on page 55. Ask
the learners their opinion. At the end of the cycle, you Suggested answers
may revisit these quotes and assess whether they make There are no right or wrong answers for these. Answers
more sense in the light of the poems that were studied. are acceptable if they can be supported.
Discuss how poetry may be suitable for childhood
in that it is good at describing an imaginative and Core reader: I don’t cry (page 100)
sensory view of the world, which characterises a Read the poem and have the learners clap the rhythm
child’s perception. and identify rhyming words.
Informal assessment Listen to and speak about poetry

Make a note of how the learners are engaging with the (Formal Assessment Task 2)
topic, if they are willing to talk, if they have a view and Over the next two weeks, you need to formally assess
can express it. each learner’s ability to listen to and answer questions
about a poem. If necessary, you can assess them in
Listen and speak pairs or groups of three. You can do this while the
LB page 56 (45 minutes) rest of the class is working on independent writing or
reading tasks.
Preparation and resources 1. Read the two poems, The World for the First Time
• Listening text: The World for the First Time and New Boy aloud.
(page 155) or audio CD (track 4) 2. Ask each learner what the poems are about.
• Listening text: New Boy (page 157) 3. Read a verse from one of the poems. Ask the
• Core reader: I don’t cry (page 100) learner to comment on the form of the poem, and
the rhyme and rhythm patterns.
Before you listen 4. Ask the learner to discuss what is similar and
Ask the learners to briefly discuss the illustration with different between the two poems.
a partner. Then ask them for feedback.
60 Term 1

Suggested answers and mark allocation
What was the poem • A wolf cub is asking his mother about the world, and 2 marks each for 5
about? she is replying. the correct answer,
• The poem is about a boy who realises that he is bonus mark for
no better than the rest of the boys at his school talking clearly
as he joins them in teasing the new boy despite
remembering what it feels like to be the new boy.
Ask the learner to • The World for the First Time has questions and 2 marks each for 5
comment on the form answers, with rhymes on every second line. the correct answer,
of the poem, and the • New boy is written in straightforward, everyday bonus mark for
rhyme and rhythm language as the poet is expressing his thoughts talking clearly
patterns. honestly, with rhymes on every second and fourth line.
Ask the learner to • Both are describing the experiences of youth. But 2 marks each for 5
discuss what is similar one is about a wolf, one about a boy, for the wolf the appropriate
and different between he is exploring his physical world, for the boy it is answer, bonus
the two poems. confronting himself as the type of person he is; the mark for talking
rhyming patterns are different. clearly
Give up to 5 marks for willingness to talk, and an ability to express themselves verbally. 5
20
Core reader: I don’t cry (page 100) 3. a) I took them off for P.E.
Read the poem aloud with the learners. Ask the b) Take them off for P.E.
learners to share similar experiences and their feelings. 4. a) I have felt behind the radiators.
b) Feel behind the radiators.
Language practice 5. a) I have searched the bottom of my bag.
LB page 57 (60 minutes) b) Search the bottom of your bag.
Discuss the pictures and captions and ensure learners Informal assessment
understand the different types of sentences. Ask Learners may mark each other’s work in class. Check a
learners to give their own examples. Give a few extra few to ensure that they grasp the concept.
examples and ask the learners to classify the sentence
correctly. Language practice
Discuss how these sentence types are used in LB page 58 (30 minutes)
poetry. Read a few verses of The World for the First
Time (page 155) and ask what types of sentences are Introduce alliteration by asking learners to think of
used. Discuss how these sentence forms help to express an alliterative adjective for their name, e.g. Happy
the meaning of the poem (a child talking to its mother). Hoosain. Go round the class, with each calling out their
adjective and name.
Read through the poem Thirteen Questions (Learner’s Discuss why the repetition of sounds is effective.
book, page 57) together. Ask the learners what type of Explain that most poems use the repetition of word
sentence is used in this poem. sounds to make the poem more lyrical, rhythmic and
Give learners time to complete question 1 and vivid.
discuss their answers in class. Read through the notes and examples on repeated
sounds and comparisons. Invite the learners to give
Suggested answers further examples by describing themselves, their
1. a) They were fixed on properly. families or other familiar things.
b) Fix them on properly. Have the learners work in pairs to answer
2. a) I have looked in the playground. question 2.
b) Look in the playground.

Suggested answers
Twinkly winky sprinkle stars assonance, consonance, alliteration
Scattered in the sky so far... alliteration
Like the eyes of dear old Grandmama Simile, comparing stars to grandma’s eyes.
You look down at me and seem to say Personification; gives stars qualities of a person (eyes, looking
And what have you done well today? down, talking).
And who is the serpent that glides, mother, Metaphor; comparing river to a snake.
And winds the dark rocks among, consonance
And laughs and sings as he slides through my alliteration
paws Personification; giving river qualities of human (laughs, sings).
Write Informal Assessment

LB page 59 Check the learners’ haiku. Make a note of whether they
have managed to:
Before you write • Grasp the form of the haiku.
(30 minutes) • Use personification.
Read through the definition and the examples of haiku • Use language imaginatively.
together. Count out the syllables together. Help the
learners identify examples of personification. Ask the Read
learners if they think haiku is a good way of writing LB page 60
about childhood.
Model writing a haiku together on the board. Preparation and resources
• Invite the learners to suggest an emotion. • Core reader: All the way to Africa (page 102)
• Brainstorm in what contexts small children might
experience that emotion and write these down. Before you read
• Discuss how this emotion could be personified. (5 minutes)
• Write the ideas, and work on trimming down the Read the title and the first two lines of First Day at
syllables. School together. Discuss what the learners think the
poem may be about.
Write
(15 minutes) Read
Suggest writing three haiku as a target, but learners can (10 minutes)
do fewer if necessary. Encourage them to challenge 1. Read the poem aloud, while the learners follow in
themselves by trying to get the syllables right, but their books.
not to get too anxious if they can’t. If working with 2. Ask the learners their immediate responses to
learning-challenged children, do not worry about the poem. Ask them if the poem echoes their
the syllable structure at all, just concentrate on a memories of their first day at school, and if so, in
description. what way.
3. Discuss the voice of the poem. Does it create the
After you write feeling of a very young child? In what way?
(15 minutes) 4. Discuss ways in which the poet makes the poem
Learners work in pairs, and share their haiku, reading funny. Suggested answers: he plays with words,
them aloud to each other. They then work alone, e.g. waiting for the bell to go where; he mishears
perfecting their haiku, and writing them out neatly. words e.g. glassrooms; he mistinterprets words
e.g. tea-chers.
5. Invite the learners to share what descriptions they
especially enjoy.
6. Compare this poem to New Boy. What is similar?
What is different?
62 Term 1

After you read both, the child is feeling alone, awkward, not
LB page 61 sure how to fit in, not sure what is expected.
They are different in that, in First day at
Suggested answers school, the child does not even know what
1. The answer to this is subjective. Techniques to many words mean such as lessons and
make the poem amusing are the use of language classrooms – he or she is completely confused
– he writes like a young child and misunderstands by the whole situation, whereas in New boy,
words. the narrator is only uncertain of how to fit in
2. Most of the lines show this. Lines 1, 21 and 24 with the other children on the playground.
show this especially. The fact that he is waiting for the bell to ring
3. a) It suggests that the children are completely suggests that he is comfortable with the rest
comfortable in the school environment – as of the school routine.
if they have been “born in uniform” and The form of the poems is also different – New
lived there “all their lives”. They seem to be Boy has a strong repetitive sing-song rhyme
a special breed of children once they are at and rhythm.
school. c) This is a subjective answer.
b) It suggests that he is feeling different, as if
they all feel completely at home but he does Informal assessment
not. Check the learners’ answers in class, and help them
4. a) Some kind of rough animal that eats you. see what sort of answers you are looking for. Then get
b) metaphor them to mark their own work. They may also swop and
c) Yes, because a rough game with bigger compare answers.
children is very overwhelming for a small
child. The answer may be different, as long as Core reader: All the way to Africa
it is supported. (page 102)
5. millionbillionwillion miles
6. subjective answer Read the poem aloud with the learners. Learners
7. a) It seems likely to be an older child who is identify from whose point of view the poem is written
talking – certainly older than the child in and discuss how the personification of the cloth is
First day at school. In the second poem, he made vivid.
already seems to have a familiarity with how
children are at school. For example, he groups Comprehension (Formal Assessment Task 2)
the other children into different categories LB page 62 (60 minutes)
– always play the fool boys, always good 1. Read the first two lines of the poem. Discuss what
as gold ones and so on. This suggests some the learners think the poem may be about.
experience with different types of school 2. Read the poem aloud, with the learners following.
behaviour. Explain the words in the word list.
b) What is similar is that both poems are about 3. Ask the learners to read the poem alone, and to do
a child’s experience of a new environment. In the comprehension on their own in their books.

Question Answer Mark
1. c) She does not have time to learn it. 1 1
2. four 1 1
3. Dressing the children; putting them to bed; taking a 1 for each correct answer, 3
child to school; subtract ½ for wrong answers
4. No (1), because they are too young. (1) They 1 for each point 3
should be concentrating on school work (1)
5. After tea, to the Rec. Pram-pushing’s slow 2 2
6. Her mother is home (1) and is unlocking 2 2
the door. (1)
7. All the lines suggest this 3 2
8. Yes. (1) It makes you feel it more (1), because you 1 for each point. A different 3
can really feel how she experiences her life (1). It is answer is acceptable if it is
sad, because she just seems to accept it (1). supported.
9. • No, they are not understanding. (1) 1 for each point 3
• “Teacher says it’s disgraceful.” (1)
• “Miss Eames calls me an old-fashioned word:
Dunce.” (1)
10. No, she is not right. (1) 1 1
11. Dear Miss Eames (1), I think it is not fair of you to Mark on points made, and 4
call this girl a dunce as it is cruel (1) and makes her 1 mark for the correct form.
feel bad about herself (1). She is not stupid (1) or Any supported points are
not trying (1), she has too many responsibilities at acceptable.
home to concentrate on school (1). Rather find out
about her problems, and see how you can help her
with schoolwork. (1)
12. Yes (1), because many children in South Africa are Mark on points made. 3
forced to look after younger siblings (1) as their Any supported points are
parents are ill or dead or working (1). This means acceptable.
that the children are unable to concentrate on
school work. (1)
13. • Disgraceful: shameful; shocking ½ a mark each 2
• Dunce: idiot
• Required: needed
• Recreation: playing, relaxing, leisure.
TOTAL 30
Deduct ½ mark
for each spelling,
punctuation and
grammar error, up to
3 marks.
64 Term 1

Write Language practice
Read through the notes and examples on prepositions.
Before you write Invite a learner to come to the front and place a book
(30 minutes) in different places. The rest of the class must call out
Discuss the quotes and the pictures in class. where the book is and identify the preposition.
Help the learners to visualise evocative moments Read the poem, Thirteen Questions (Learner’s
from their childhoods. Encourage them to recreate the book, page 57), and tell the learners to stop you every
feelings and sensations of happy times as vividly as time you read a preposition.
possible, as if they are watching a film. Ask them to
write down words or phrases without worrying about Revision
spelling or grammar. Then they read through what they LB page 66
have written, and underline the words or phrases that Learners may do this activity on their own in their
they particularly like. books. If they finish early, they can draw their own
interpretation of a poemadactyl.
Write a poem (Formal Assessment Task 2)
(90 minutes) Suggested answers
Learners must now work their ideas into a poem for “Why do we have to read poetry, Miss?” whined Boris
formal assessment. “It’s so boring.”
1. Explain to the learners that you have to formally Just then, a huge winged beast swooped (down)
assess their poetry, and that you will be looking at through the open window. It snatched Boris (up) in its
originality, interesting descriptions, and language claws and flew away with him.
techniques such as metaphors, alliteration and “Put me down!” shouted Boris as he disappeared.
rhythm. “W-what was that?” asked Bongi (in) alarm.
2. Stress that they do not need to force the poems “Don’t worry,” said Ms Mbawuli brightly. “That’s a
into a rhyme. Encourage them to rather develop poemodactyl. It’s taken Boris (off) somewhere to help
rhythm in their poems. him appreciate poetry.”
3. Encourage the learners to use language “Will he come back?” asked Shafeeka.
imaginatively, and to try to use the techniques of “Oh yes, he’ll be back (before) lunchtime and much
metaphors, similes, alliteration, assonance, and improved, I should think. Let’s get (on) with the
personification where appropriate. lesson.”
4. Have the learners read their poems aloud to “I really love poetry!” said Bongi, glancing nervously
themselves, and then to a partner, paying particular (out) of the window.
attention to the rhythm.
5. Give them time to go over their work again, and to Informal assessment
improve it if they wish. Learners can mark their own work. Check a range to
6. Ask the learners to check each other’s work for ensure that they have grasped the application of using
spelling and grammar errors. prepositions.
Assessment guide and mark allocation

Form Is it in the form of a poem? Is it an original or interesting form? Does 5
it follow any sort of pattern?
Concept Are the ideas fresh? Are they sincere? Original? Do they seem to 10
reflect a real experience or feeling?
Language used Is the language original? Are the descriptions/comparisons fresh and 9
vivid? Does the learner use figures of speech effectively? Does the
learner use a range of vocabulary suitable to the subject matter?
Rhythm Does the learner show a grasp of rhythm in the writing? 3
Spelling, grammar, punctuation Deduct ½ for every mistake, up to 3 marks. 3
TOTAL 30

Spelling list things, without worrying about spelling, and to craft
• Revise the terms associated with the theme to them into simple two or three line poems.
consolidate learners’ understanding of them. Target Worksheet A is a fun activity around many
• Set aside 15 minutes each week for a spelling test. language concepts covered in this chapter.
Remedial and enrichment for Enrichment

this theme Encourage more capable learners to identify the
underlying nuances of poems, and to express their
Remedial ideas freely.
Encourage learners to enjoy the language of poetry, In their own writing, encourage them to explore
without becoming anxious about the meaning. the significance their childhoods hold as they grow up,
Encourage learners to explore words freely when and to find ways to express this in words.
writing their own material. Give them simple evocative As an extra project, ask them to read anthologies
topics associated with childhood e.g. building a of poems and create their own collection of poems
sandcastle, swinging on a swing or eating an ice-cream. about childhood.
Have them write down words or feelings with these
66 Term 1

Term 2
Overview
1&2 6. Communicating clearly 67–78
3&4 7. Across the sea 79–90
5&6 8. Anansi the tricky spider 91–102
7&8 9. What’s the weather like today? 103–114
9 & 10 Summative assessment 115–118

Formal assessment task Theme LB pages TG pages % of term mark
Listening and responding to Theme 9: What’s the Weather page 104 page 85 20
instructional texts Like Today?
Language structures and Theme 6: Communicating Clearly page 78 page 71 15
conventions in Theme 7: Across the sea page 90 page 78
Reads aloud Theme 9: What’s the Weather page 107 page 86 15
Like Today? page 108
Reflects on text read Theme 9: What’s the Weather page 107 pages 86, 20
independently Like Today? 87
Writes an instructional text Theme 9: What’s the Weather page 112 page 88 30
Like Today?
Term 2: Formal Assessment Task 2 (June test/exam)

Formal assessment task Theme LB pages TG pages % of term mark
Paper 1: Oral: Reading, listening & speaking n/a page 115–116 page 149 30
Paper 2: Writing – essays and transactional texts n/a page 117 page 150 35
Paper 3: Language in context n/a page 118–120 page 150 35
Theme 6 Communicating
clearly will follow written, pictorial and oral instructions. They
will recall procedures and write simple instructions.
The features of good instructional writing will be
Weeks 1 and 2 examined by comparing two recipes. Word level work
will examine prefixes, suffixes and root words. Practice
Theme overview will be given in identifying subjects and objects in
This theme uses instructional texts, with a focus on sentences. The writing process steps will be followed
importance of clarity when communicating. Learners to write a clear set of instructions.
Theme 6 Communicating clearly 67

Genre: Instructional texts
Focus: The importance of communicating clearly
Listen • Listen to and follow oral instructions. • Starting off • One square of paper
and speak • Listen for specific information in oral (LB page 67) per learner, coloured
(2 hours) instructions. • Before you listen on one side
• Discuss the importance of clear (LB page 68) • Listening text: How
communication when giving and following • After you listen to make an origami
instructions. (LB page 69) pelican (TG page
• Evaluate the clarity of instructions and • After you read 156)
ask questions to understand clearly. (LB page 71) • Your school’s fire
• Listen to and discuss an instructional text. drill evacuation
—— Introductory activities: prediction. procedure.
—— Recalls procedure. • Core reader: Patients
—— Identifies the features of instructional lose fingers to
text. fireworks (page 120)
—— Notes key headings.
—— Gives clear instructions.
—— Makes notes and applies instructions.
—— Asks questions to clarify.
—— Comments on clarity of instructions.
Read • Read notes on imperatives, prefixes, • Language practice • Core reader: Patients
(5 hours 30 suffixes and root words, subject and (LB page 69) lose fingers to
minutes) predicate • Read (LB page 70) fireworks (page 120)
• Read two recipes, compare and evaluate • After you read • Core reader: Adults
them to identify features of successful (LB page 71) (page 101)
instructional texts. • Language practice • Dictionary
• Read each other’s instructions. (LB page 72)
• Reads a recipe or other instructional text
—— Analyses the characteristics of the
text: organisation and conventions of
instructional texts.
—— Uses appropriate reading and
comprehension strategies: scanning.
—— Shows understanding of the text and
how it functions: literal reading.
—— Recognises and explains the different
structures, language use and
purposes.
—— Identifies and evaluates register of a
text.
—— Understands and uses information
texts
—— Appropriately.
—— Compares two different recipes.
68 Term 2

Write • Write answers to questions on an • After you read • Core reader: Adults
(4 hours) instructional text. (LB page 71) (page 101)
• Write instructions, using the writing • Dictionary
process.
• Writes an instructional text
—— Orders logically.
—— Lists materials and ingredients.
—— Uses dictionaries.
—— Uses imperatives.
—— Develops a frame for writing.
—— Uses linking phrases and
organisational methods.
—— Defines procedures.
—— Organises words and sentences
appropriately.
—— Uses the writing process: planning /
proofreading, and presenting
Language • Word level • Language practice • Dictionary
(30 minutes —— Stems, prefixes, suffixes (LB page 72) • Target Worksheets
+ time spent • Sentence level • After you read
on integrated —— subject, object (LB page 71)
activities) • Spelling and punctuation • Language practice
—— word division, dictionary use (LB page 72)
• Revision
(LB page 78)
Teaching Guidelines Listen and speak

made up of the following tasks and marking allocation. • One piece of paper per learner, coloured on one
side.
FAT Task 1 % Reference • Teach them how to create a square first.
Language structures and 15 LB page 78 • Clear set of instructions which must be followed
conventions in context when there is a fire drill at your school.
• Core reader: Patients lose fingers to fireworks
Starting off (page 120)
LB page 67
Before you listen
Ask the learners to describe what they see in the Read the listening text: How to make an origami
picture. Introduce the subject of origami with the aid pelican (page 156). Learners must make notes while
of the questions. Explain that, typically, no scissors, you read the instructions.
glue or sticky tape are used in this art form. Explain
that, in Japan, the crane is one of the mythical or holy After you listen
creatures. Learners now use their notes and the pictures to make
Ask the learners to share their experiences of their cranes. Emphasise the importance of taking this
following instructions, particularly when doing a craft one step at a time. Conduct a group discussion with the
project. aid of the questions.

Before you listen After you read
Before reading the evacuation plan instructions, first Have the learners work in groups to answer the
go over the questions to identify information which the questions.
learners must listen for. Read the instructions to the
class. They may not make notes. Suggested answers
1. Recipe 1 is visually clearer; it lists ingredients;
After you listen numbered steps follow under the heading. Precise
Learners must recall and write down the rules for a detail is given; short, clear sentences are used. The
fire drill in point form. In pairs, learners must role play style is factual and the tone informative. Literal
explaining the fire drill procedure to each other. language is used.
Recipe 2 is written in an informal, casual way.
Informal assessment Sentences are long and full of figurative language
Make a note of how well individual learners were and descriptive detail. Measurements are not
able to follow instructions. Read their fire drill rules always precise. The long paragraph is not practical
and see whether they are accurate, clear and logically when you are standing cooking in the kitchen.
presented. 2. Recipe 1 is easier, because of its layout and clear,
precise language.
Core reader: Patients lose fingers to 3. Informal register and figurative language are not
fireworks (page 120) appropriate for instructional writing. They do not
aid clarity.
Read the text with the learners. Discuss safety
measures that the City of Cape Town has implemented Informal assessment
to ensure the safety of people and animals and their Note the learners’ level of understanding of the concept
effectiveness. Create a poster with clear instructions on of register. Also note whether they understand the
safety measures around fireworks. difference between literal and figurative language.
Language practice Language practice

Revise different sentence types (Learner’s book, page Prefixes, suffixes and root words
57) and emphasise that instructional writing often uses Work through the notes and examples in the box in
imperatives. Ask for examples of imperatives. the Learner’s book. Learners complete the exercise to
Do the exercise with the learners. practise their skills.

a) question 1. inaccurate
b) command incomplete
c) statement malfunction
d) exclamation misrepresent
dissatisfaction
Read 2. unicorn, unilateral, unipod, unisex
LB page 70 3. bifocal, biennial, binoculars
4. centi- 100
Read over the two recipes with the learners. Discuss dec- 10
which recipe is clearer and easier to follow. hexa- 6
milli- 1000
Suggested answer novem- 9
Recipe 1 is much easier to follow. The ingredients and octo- 8
method are clearly headed and the steps are numbered. penta- 5
Short, clear, precise instructions are given. The quad- 4
descriptive detail in the long paragraph makes it more sept- 7
difficult to follow.
70 Term 2

5. a) malady Core reader: Adults (page 101)
b) malnutrition Discuss with learners to what extent they can relate to
c) malevolent the poet. Discuss parents’ responsibilities. Learners
d) malcontent write instructions for parents on how to care for their
e) malodorous children.
6. completion
hatred Language practice
imagination LB page 75
Informal assessment Teach the learners how to spell plurals of words that
This exercise could be peer-assessed or marked by the end in -y.
learners themselves as you go over the answers.
Language practice
Write LB page 76
LB page 74
Work through the notes and examples on subject and
Preparation and resources predicate. Learners complete the exercise for practice.
• Core reader: Adults (page 101)
Suggested answers
Before you write NOTE: subject is underlined, verb is in bold and object
Discuss what kind of pets the learners own and is in brackets.
the responsibilities that come with owning pets. 1. a) The tabby cat ate (the mouse).
Children who do not have pets will have to use their b) Most people enjoy (music).
imaginations and think of a pet that they would like to c) The box of biscuits was stolen.
own. d) Gary is waiting outside.
Help the learners to brainstorm using simple mind 2. Learners’ own answers.
maps. The questions in the Learner’s book will give 3. a) weather b) lose
them some ideas. c) principal d) It’s
Discuss their ideas and revise the features of e) course
instructional writing (Learner’s book, page 71) and 4. keys
imperatives (Learner’s book, page 75). Teach them how stories
to use linking phrases. pathways
lorries
Write your first draft nannies
LB page 75 arteries
Take the learners though the steps of process writing. Informal assessment
They should start working on the first draft, ordering These questions can be self-assessed or you could take
their ideas and presenting them in a logical way. their work in and assess the answers individually.
After you write Revision (Formal Assessment

The first draft must be revised and edited. Their Task 1): Language in context:
instructions must be proofread before a final draft is
written. 40 marks
LB page 78
Informal assessment
Learners can read out their instructions in groups and Set aside one lesson for learners to complete the
evaluate them for clarity. assessment task below. Learners work individually,
writing the answers in their books. Mark learners’
answers using the suggested answers on page 72 and
record the mark as part of the term assessment.

Suggested answers Remedial and enrichment for
1. Answers will vary. Assign a mark to answers that this theme
make sense in context and where the form of the
verb corresponds with the subject in tense and Remedial
number. (3) Learners need to practise writing instructional texts.
2. a) his toy truck They may also benefit from exercises on linking
b) there is no object phrases which will help them to think logically.
c) the ball Regular practice in identifying subjects and objects will
d) the last chocolate (4) reinforce this skill.
3. a) blew, uprooted Exercises on prefixes and suffixes will show them
b) sizzled how words can be changed and how meanings can be
c) was deduced.
d) love, miss (6) Refer to the target worksheet for this theme.
4. Answers will vary. Assign one mark for a
suitable word and one mark for its definition. Enrichment
Examples Include: Stimulate imagination by encouraging learners to
circumspect – cautious; careful invent new games and to write rules for these games.
circumference – perimeter; boundary; border Have fun with figurative language. Get learners to
circumstances – situation; conditions design posters which illustrate a particular idiom e.g.
circumvent – avoid; get around; skirt (6) “to hang on a person’s words.” The target worksheet
5. Answers will vary. Examples could include gives more idioms to choose from.
transport – move; convey; ship; transfer Encourage dictionary use and vocabulary development
import – bring in, introduce; trade in with the use of exercises on prefixes and suffixes.
deport – exile; banish; send away
export – send abroad; sell abroad; sell to
other countries (6) Theme 7: Across the sea
6. idolise
lengthen Weeks 3 and 4
sparkle
sermonise (4) Theme overview
7. a) “Are you a king?” asked the little boy. (2) This theme explores a novel about the adventures of
b) The men’s ties were identical. (1) a young boy sailing around the world on a yacht. It
c) It’s time for Sunday lunch. (2) also covers book reviews. The learners listen to, read
d) That book is yours. (1) and respond to extracts from the novel. They discuss
the main message, main ideas, characters, point of
Spelling list view and relate the extract to their own lives. They
• Revise the terms associated with the theme to participate in group discussions and reflect on texts
consolidate learners’ understanding of them. read independently. Learners write a review of a
• Set aside 15 minutes each week for a spelling test. novel they have read. Learners work with the finite
and infinitive forms of the verb and the continuous
(progressive) tenses.
72 Term 2

Genre: Novels
Focus: Sailing around the world on a yacht
Listen • Discuss various genres of novels and identify • Starting off • Books from a
and speak those they like best. (LB page 79) variety of different
(2 hours) • Predict the contents of an extract, based on the • Before you listen genres
pictures and title. (LB page 80) • Poster of covers
• Listen to two extracts from a novel. • After you listen of children’s
• Relate main events in an extract. (LB page 80) novels
• Identify message in an extract. • Before you read • Recommended
• Relate the events in the novel to own life. (LB page 82) reading list
• Identify features of a novel. • After you read (TG page 191)
• Discuss the benefits of travel. (LB page 83) • Book reviews of
• Listens to a novel • Speak children’s novels
—— Introductory activities: prediction (LB page 83) from newspapers
—— Listen to extracts from the novel. • Speak and magazines
—— Listens for specific details. (LB page 87) • Reading ladder
—— Identifies the main message. • Listening text:
—— Relates to own life. Extract 1 from
—— Discusses the main ideas and specific detail. Kensuke’s
—— Uses information from the text in response. Kingdom or
—— Discusses the social, moral and cultural values audio CD (track
in the text. 5)
• Participates in group discussion (TG page 157)
—— Takes turns to turn. • Listening text:
—— Stays on topic. Extract 2 from
—— Asks relevant questions. Kensuke’s
—— Maintains discussion. Kingdom
—— Responds to others’ ideas with empathy and (TG page 158)
respect.
Theme 7 Across the sea 73

Read • Read notes on the finite and infinitive forms of the • Language • Suggested
(5 hours 30 verb; continuous (progressive) tenses. practice reading list
minutes) • Read an extract from a novel. (LB page 81) (TG page 191)
• Read a book review. • Language • Reading ladder
• Read each other’s book reviews. practice • Book reviews of
• Read a poem. (LB page 86) children’s novels
• Reads a short novel • Read from newspapers
—— Pre-reading: predicts from title and discusses (LB page 82) and magazines
related themes/content. • Read • Examples of
—— Identifies and explains the central events. (LB page 84) other reviews,
—— Identifies and discusses point of view. • Write e.g. movies,
—— Discusses the characters. (LB page 85) music and
—— Identifies and discusses feelings expressed. • Read computer games
—— Relates events and characters to own life. (LB page 88) • Core reader:
—— Uses a range of reading strategies. The Book of King
—— Discusses the structure, language use, Arthur (page 31)
purpose and audience. • Core reader: All
—— Identifies the difference/s between biographies/ the way to Africa
diaries and stories. (page 102)
—— Uses a dictionary for vocabulary development. • Dictionary
• Reflects on texts read independently.
—— Retells story or main ideas in 3 to 5 sentences.
—— Expresses emotional response to texts read.
—— Relates to own life experiences
—— Compares books/texts read.
Write • Write answers to questions on a book review. • After you read • Book reviews of
(4 hours) • Write a book review, using a frame. (LB page 85) children’s novels
• Write comparisons between a poem and novels. • Write from newspapers
• Writes a book review. (LB page 85) and magazines
—— Uses a frame. • After you read • Copies of the
—— Pre-writing: listens to extracts from a read (LB page 89) book review
novel. frame (TG page
—— Selects content appropriate for the use. 190)
—— Uses appropriate language and text structure. • Dictionary
—— Uses the correct format.
—— Organises content logically – uses chronology.
—— Uses appropriate grammar, spelling and
punctuation, including subject-verb concord.
—— Uses a dictionary for spelling and vocabulary
development.
• Uses the writing process: planning / pre-writing,
drafting, ·revising, editing, proofreading, and
presenting
Language • Word level • Language • Dictionary
(30 minutes —— Verbs (finite, infinitives) practice • Target
+ time spent • Sentence level (LB page 81) Worksheets
on integrated —— Present continuous tense, past continuous • Language
activities) tense, future continuous tense practice
• Spelling and punctuation (LB page 86)
—— dictionary use • Revision
(LB page 90)
74 Term 2

Teaching Guidelines Before you listen
During the coming two weeks, learners will be required Have the learners examine the picture and make
to complete formal assessment tasks to provide an predictions about the story. Read over question 2 for
indication of their progress. The assessment will be details they must listen for while you read. You can
made up of the following tasks and marking allocation. play a recording of a professional reading from the
audio CD (track 5).
FAT Task 1 % Reference
Language structures and 15 LB page 90 After you listen
conventions in context Check the learners’ answers to the prediction
questions.
• Books from a variety of different genres, including Suggested answers
mystery, fantasy, science fiction, historical and 2. a) The Peggy Sue
stories about animals. Take the learners to a library b) Stella is a dog. Words that tell us that: collar,
or bring the books to the classroom. tail
• Make, or get from a bookshop, a poster of covers Ask general questions about the story and what
of children’s novels, such as the Harry Potter happened. Discuss and explain some of the main
series. events, for example ask questions about the man
• Compile a reading list of novels that the learners overboard drill. Explain that a Mayday call is an
will find interesting and which are suitable for emergency signal sent out by a boat or plane in an
their age group. See the recommended reading emergency. It comes from the French words venez
list on page 191. However, it is important that m’aider (come and help).
you customise this for your learners’ interests and Let the learners discuss the questions and then
needs. report back on their ideas.
• Cut book reviews of children’s novels out of
newspapers and magazines. Suggested answers
• Make a reading ladder or other wall chart to show 1. They were all busy: Dad was making tea, Mum
how many books each learner has read (each new was at the wheel, and Michael was doing a
book read is another rung on the ladder). navigation lesson.
2. Mum took the wheel and they sailed the boat as
Starting off close to Stella as they could. Dad leant over the
LB page 79 side and grabbed her. Most important points to
stress: the family followed the man overboard
Listen and speak drill; they did not give up; they learnt from the
Discuss the different types of fiction and ask the accident (Dad would now make a harness for
learners for examples from each genre. Stella).
3. Yes, they seem close. Dad calls Michael monkey
Informal assessment face, a term of endearment. Mum and Dad hug
Assess informally how much the individual learners after Stella is saved.
have read. For reluctant readers, suggest a book or 4. c) – both a) and b)
genre they are likely to enjoy. 5. Answers will vary. Suggestions: Stella falls
overboard or A close call.
Listen 6. Answers will vary.
LB page 80
Informal assessment
Preparation and resources Note how learners participate in group discussions,
• Listening text: Extract 1 from Kensuke’s Kingdom if they are willing to express an opinion and respect
(page 157) or audio CD (track 5) others’ opinions.
• Core reader: The Book of King Arthur (page 31)

Core reader: The Book of King Arthur After you read
(page 31) LB page 83
Read the story in groups and draw a flow chart of the Before the learners attempt the questions on their
main events. own, it is recommended that they first complete Target
worksheet A, as these questions will aid understanding
Language practice of the text. Alternatively, ask questions from the Target
LB page 81 worksheet orally.
Finite and infinitive verbs Suggested answers

Work through the notes and examples. 1. It is told from Michael’s point of view. He is at the
wheel (steering the boat).
Suggested answers 2. When the learners list the problems that the
1. a) Main verb: decided; infinitive: to sail family is facing, encourage them to think of the
b) Main verb: learned; infinitive: to sail implications of each problem.
2. b) To get a better view of the island, he climbed —— Storms have blown the boat north. They are
to the top of the hill. off course.
c) To become a good sailor takes strength, —— The rudder cable has snapped. It is difficult to
training and skill. steer the boat.
d) To learn how to sail, some young South —— Someone has to be at the wheel all the time.
Africans have joined Izivunguvungu. —— Dad or Michael must steer all the time. She
hasn’t been able to look at the charts for three
Informal assessment days so they do not know where they are. Dad
If the learners’ answers indicate that they cannot is tired.
identify finite (main) and infinitive verbs, give extra 3. Dad fixes the equipment on the boat. Mum does
practice. the navigation (decides on the course of the boat).
Dictionary work: Rudder: an item at the back of
Read the boat that makes the boat move to the left or
LB page 82 right. Chart: map. Navigation: deciding on the
direction in which a ship should go.
Preparation and resources 4. Dad wants to send a Mayday signal (an emergency
• Target worksheet A call for help) but Mum won’t let him because
she says this is giving in. This tells us that Dad
Before you read is being more sensible/careful than Mum. Mum
Discuss the questions as a class. thinks that they must persevere. It seems that
Mum’s character is stronger than Dad’s because
Suggested answers they have not sent a Mayday signal.
1. A date usually indicates some kind of a diary. 5. First paragraph: dark, no moon, no stars. Last
2. A ship’s log is a record of what happens on a paragraph: dark, black. These words make the
ship or boat from day to day. It Is a record of any atmosphere depressing and also tell us how
events, as well as factors such as wind speed, Michael is feeling (worried, depressed, hopeless,
weather, sea conditions, etc. Michael is writing and perhaps afraid.)
more of a diary of what happens rather than an 6. Learners’ own answers. Paragraphs must be well-
official log. structured, grammatically correct and pertinent to
3. You expect to find out what happened on the boat the topic.
on July 28.
76 Term 2

LB page 83 Discuss reviews with the learners. Make sure they
understand that books, movies, music and computer
Preparation and resources games all get reviewed. Compare the sample book
• Listening text: Extract 2 from Kensuke’s Kingdom reviews with other reviews e.g. film. Read the book
(page 158) review together as shared reading.
• Conduct a class discussion about the features of
novels. After you read
LB page 85
Suggested answers
1. People read novels mostly for enjoyment. Have the learners answer the questions in pairs, and
2. Chapters break the story into sections. Each then report back to the class.
chapter usually deals with part of the action or a
particular event, or focuses on one character. Suggested answers
3. An autobiography contains facts about a real 1. Dictionary work.
person’s life, whereas a novel is fiction: it is made 2. 1 – anaconda, 2 – macaw, 3 – tapir, 4 – piranha,
up. In an autobiography the narrator (storyteller) 5 – toucan
is always the person writing the facts about their 3. Adventure, because it clearly describes exciting/
own life. In a novel, there may be a first-person interesting adventures and experiences of the main
narrator (one of the characters tells the story from character.
their point of view) or the story might be told from 4. a) 2
a central character’s point of view but in the third b) 1
person (‘he’ or ‘she’). c) 4
d) 2 and 3
Read Extract 2 from Kensuke’s Kingdom (page 158). e) heading
Ask the learners where Michael (the narrator) is now. 5. Subjective answers. Any answers acceptable, if
Ask them to suggest what might have happened. they can be supported.
Ask the learners if they think Michael is still the
narrator. Suggested answer: Clearly this is a much Write
older person writing here. The language is much more LB page 85
complicated, longer words, etc.
Informal assessment • Core reader: The Book of King Arthur (page 31)
The learners can mark their own work or you could • Copies of the book review frame (page 190)
take the learners’ notebooks in and mark them yourself. Distribute copies of the book review frame or write
You could also give the learners the target worksheet it on the board. The learners use what they learnt in
(comprehension questions on this passage). question 3 above to write their own book reviews,
using the writing process.
Read
LB page 84 Informal assessment
Learners use the rubric to assess their own or another
Preparation and resources learner’s book review.
• Collect book reviews of books for young people
from newspapers and magazines. Place in a file or Core reader: The book of King Arthur
make a wall chart. (page 31)
• Examples of other reviews, e.g. movies, music and
computer games. Have the learners read the story and review it, using the
format in the Learner’s book.

Language practice 7. The form and structure of poetry and a story are
LB page 86 different; answers must reflect this. Answers
should also refer to the language; a novel has
The continuous (progressive) tenses more normal speech, whereas a poem uses more
Go through the notes and examples with the learners. descriptive language.
Suggested answers Informal assessment

1. a) past continuous Assess informally whether the learners can identify
b) present continuous the difference between stories and poetry, in terms of
c) future continuous purpose, audience, structure and language use.
2. a) What (was) Michael (doing) when Stella
(came) up on deck? Core reader: The Book of King Arthur
b) While Mum (was) at the wheel, Dad (was (page 31) and All the way to Africa
making) tea. (page 102)
c) Michael (noticed) that Stella (was not
wearing) her harness. Read and compare the structures of the two texts.
Informal assessment Revision (Formal Assessment

Discuss the learners’ answers together in class and Task 1): Language in context:
assess whether they have understood the structure,
formation and use of the continuous tenses. 30 marks
LB page 90
Speak
LB page 87 Set aside one lesson for learners to complete the
assessment task below. Learners work individually,
Have the learners discuss the benefits of travel, as writing the answers in their books. Mark learners’
described in the Learner’s book. answers using the suggested answers below and record
the mark as part of the term assessment.
Informal assessment
Listen, ask questions and assess informally whether the Suggested answers
learners are following the guidelines. Give feedback. 1. a) and b) Answers will vary, but must use the
infinitive form of the verb.
Read c) to become (4)
LB page 88 2. Own examples which have the the infinitive,
to be. (2)
Preparation and resources 3. a) You mustn’t go on board without wearing a
• Core reader: The Book of King Arthur (page 31) safety harness.
• Core reader: All the way to Africa (page 102) b) She wanted to become a navigator.
Have the learners read the poem and answer the c) We were sailing round the Cape.
questions independently. d) I saw a dolphin yesterday. (4)
4. a) Why are you lying down? It’s only
Suggested answers 6 o’clock. (8)
1. The creature is imaginary. It is a mixture of a b) I am not feeling well right now, so I am
swallow (a small, fast bird) and a whale, which going to bed. (6) (13)
we know does not exist. The two creatures are 5. had, dreamt, was floating, was, were playing, were
opposites. The humour comes in the combination throwing, were breaking. (7)
of these two very different creatures.
2-5. Answers will vary. Spelling list
6. Answers will vary, but must feature what is • Revise the terms associated with the theme to
the same and what is different between the two consolidate learners’ understanding of them.
stories. • Set aside 15 minutes each week for a spelling test.
78 Term 2

Remedial and enrichment for Theme 8 Anansi the tricky
this theme spider
• Core reader: All the way to Africa (page 102) Weeks 5 and 6
Remedial Theme overview
Use the target worksheet to assist learners who are In this theme, learners examine fables, viz. two Anansi
struggling. Make sure that they understand text literally stories and one traditional fable. Using fables, learners
before discussing messages, values in texts and are able to identify the message, the rising conflict,
characteristics of different types of texts. climax and resolution in stories. They continue to
examine stereotypes and how these are perpetuated in
Core reader: All the way to Africa many fables. They identify how values are conveyed
(page 102) in stories and identify messages. They write their own
fable using a flow chart. Learners work with idioms,
Read in groups and make a flow chart or draw pictures auxiliary verbs, and the present perfect tense.
of the main events in the poem.
Enrichment
Use the target worksheet for extension. Have these
learners assist others in group work. Encourage the
reading of longer novels or novels of a different type.
Genre: Stories
Focus: Moral messages conveyed in fables
Listen • Retell familiar stories, using picture • Starting off • Listening text:
and speak prompts. (LB page 91) Anansi and the
(2 hours) • Identify animal stereotypes in fables, • Before you listen snake (TG page
using pictures. (LB page 92) 158) and audio CD
• Discuss moral messages in the story. • After you listen (track 6)
• Discuss the origins of the Anansi fables. (LB page 93)
• Listen to a fable. • Speak (LB page 93)
• Listens to and discusses a story • Before you read
—— Introductory activities: prediction. (LB page 94)
—— Identifies themes, asks questions, and • After you read
relates ideas to own life experiences. (LB page 96)
—— Identifies and discusses how
stereotypes are created.
—— Discusses response to text.
—— Links to own life.
—— Discusses social, moral and cultural
values in different texts and comments
on how these are conveyed in the text,
e.g. stereotyping.
—— Uses presentation skills, e.g. volume,
pace, pausing, posture, gesture etc.
Theme 8 Anansi the tricky spider 79

Read • Describe the structure and characteristics • Read (LB page 94) • Core reader: Dung
(5 hours 30 of a fable. • Read (LB page 98) Beetle’s burden
minutes) • Read two fables. • Write (LB page 99) (page 4)
• Read each other’s fables. • Language practice • Core reader: Brer
• Read notes on auxiliary verbs and (LB pages 28 and 41) Rabbit and the tar
present perfect tense. • Language practice baby (page 1)
• Revises notes on idioms. (LB page 100) • Dictionary
• Reads a story
—— Pre-reading activities: prediction based
on title and or graphics
—— Reads aloud and silently, adjusting
reading strategies to suit the purpose
and audience.
—— Discusses social and cultural values
in texts.
—— Interprets and discusses message.
—— Shows understanding of the text, its
relationship to own life, its purpose
and how it functions.
Write • Write answers to questions about fables. • After you read • Dictionary
(4 hours) • Write a fable. (LB page 96)
• Writes a story • Write (LB page 99)
—— Creates believable characters.
—— Shows knowledge of character, plot,
setting, conflict, climax.
—— Plots main events using a flow chart –
beginning, middle and ending.
—— Orders logically.
—— Uses a theme or message.
Language • Word level • Language practice • Target Worksheets
(30 minutes —— auxiliary verbs (LB page 97)
+ time spent • Sentence level • Language practice
on integrated —— present perfect tense (LB page 100)
activities) • Word meaning
—— idioms
Teaching guidelines reach, so walks off saying that he didn’t like the
look of the grapes anyway.
Starting off • Another of Aesop’s fables: the hare and the
LB page 91 tortoise. The hare and the tortoise have a race; the
hare is overly confident, sleeps en route and is
Learners tell each other fables, using the pictures as beaten by the slow and steady tortoise.
prompts. The stories illustrated are as follows:
• Anansi, the spider and the turtle: Anansi plays a Listen and speak
mean trick on a turtle which comes to eat with LB page 92
him, and the turtle retaliates by playing a trick on
Anansi. Preparation and resources
• Aesop’s fable: the fox and the grapes. The Fox • Listening text: Anansi and the snake (page 158)
is unable to grab some grapes that are just out of and audio CD (track 6)
80 Term 2

Before you listen Read
Revise the concept of stereotypes (Learner’s book, LB page 94
Theme 2, page 23). Divide the learners into groups and
have them discuss the questions. Preparation and resources
• Core reader: Dung beetle’s burden (page 4)
Suggested answers
1. tiger – arrogant, powerful, disdainful, haughty Before you read
Anasi the spider – small, cunning, mischievous Tell the learners that some Anansi stories show him
snake – evil, proud as greedy and foolish. Have them predict, from the
2. lion – noble and powerful pictures, which type of Anansi story they are going to
hare – sly and tricky read.
fox – cruel and cunning
mouse – quiet and brave After you read
3. Yes. LB page 96
Listen Suggested answers

Read the listening text: Anansi and the snake 1. Little Spotted Deer. She uses her wits to put a stop
(page 158) or play a recording of a professional reading to Anansi’s greed.
from the audio CD (track 6). 2. Anansi.
3. c) You must work for your own rewards in life.
After you listen 4. Answers will vary, but should convey the idea that
LB page 93 no one should trick anyone else out of what they
have.
Learners to discuss the listening text in pairs. 5. All options, a) to e) apply to this story.
Suggested answers Informal assessment

1. a) Vanity will get you into trouble. Option b) is Learners can give written answers which you can use
partly true, but option a) is the stronger message. to assess their comprehension.
2. Learners’ own answers, using imagination and
insight into the story. Core reader: Dung Beetle’s burden
3. Learners’ own answers. Assist struggling learners (page 4)
by writing some vocabulary on the board that they
can choose from, e.g. satisfied, relieved, amused. Discuss which of Anansi’s qualities are portrayed in
this story. Learners identify the main message or moral
Speak lesson of the story.
LB page 93
Language practice
Read the paragraph with the learners and have a class LB page 97
discussion about the origins of the Anansi stories.
Revise the information on proverbs and idioms on
Suggested answers pages 28 and 41 of the Learner’s book.
1. They had very little control over their lives.
2. They would enjoy telling these stories because Suggested answers
they were powerless themselves, so it would have 1. a) However hard you try you cannot change
been encouraging to think that they could defeat a your basic nature.
more powerful force. b) Wait until you actually have something before
3. Anansi uses his brains and he doesn’t give up. you start thinking it’s yours.
c) It is rude to try and work out how valuable a
gift is: just be grateful.
d) Be sensible and practical even when you
achieve success.
e) Don’t stir up trouble.
Theme 8 Anansi the tricky spider 81

f) If you love me, you must love everything Present perfect tense
about me. LB page 101
2. a) Don’t put the cart before the horse. Go over the explanation, formation and use of the
b) Be a big fish in a small pond. present perfect tense provided in the Learner’s book.
c) You can take a horse to water but you can’t
make it drink. Suggested answers
2. a) The train to Durban has already left.
Read b) Alan has been to the Kruger Park twice.
LB page 98 c) Great news! My dog has had puppies.
d) I have broken my leg once.
Preparation and resources e) We have lived here for a long time.
• Core reader: Brer Rabbit and the tar baby (page 1)
Revision
This story gives the learners an example of how an LB page 102
idiom can be used to convey the moral of a fable.
Read the story through twice. When you read it Suggested answers
the second time, draw the learners’ attention to the 1. Correct sentences are:
structure of the story – beginning, middle, ending, a) Liza has seen the movie several times.
climax and moral message. b) I’m really hungry because I haven’t had lunch
yet.
Core reader: Brer Rabbit and the d) Leo has already gone to school.
tar baby (page 1) 2. a) Beginning: One day a tiny mouse ran over the
nose of a sleeping lion by accident.
In groups, learners give reasons why this story is a Middle: The lion woke up . . . . and was
fable. tangled up with ropes.
Ending: The little mouse remembered her
Write promise and gnawed through the ropes. The
LB page 99 lion walked free.
b) Climax sentence: She found that the lion had
Learners follow the steps outlined to write their own been caught in a trap and was tangled up with
fable, using the writing process. ropes.
c) Moral: Always honour your promises. or
Informal assessment Small does not mean powerless.
Assess the learners’ stories using the rubric on
page 171. Informal assessment
Use the revision activity to assess how well learners
Language practice have understood story structure.
Auxiliary verbs Spelling list

LB page 100 • Revise the terms associated with the theme to
Work through the notes and examples with the learners. • Set aside 15 minutes each week for a spelling test.
Suggested answers Remedial and enrichment for

1. a) are this theme
b) has
c) will Preparation and resources
d) was • Core reader: Brer Rabbit and the tar baby (page 1)
e) will
f) had Remedial
g) were Learners who have struggled with the story-writing
component should use the target worksheet to get more
82 Term 2

practice in identifying story components. They will Theme 9 What’s the
also get more practice with idioms, identifying the weather like today?
moral, and using the present perfect tense.
Core reader: Brer Rabbit and the tar Weeks 7 and 8

baby (page 1)
Theme overview
Learners describe Rabbit and Fox. Learners will explore information texts about the
weather, including interpreting a simple weather map.
Enrichment They also listen to instructions about making a rain
Learners who require enrichment should be encouraged gauge. They will learn the features of information texts
to find more fables from other cultures. They can also and compile an information brochure. The language
do Target worksheet B to extend their understanding of focus is on attributive adjectives, the simple past tense
story structure, idioms, identifying morals and using and on dictionary usage.
the present perfect tense.
Core reader: Brer Rabbit and the tar

baby (page 1)
Learners explain how Rabbit and Fox represent

stereotypes.
Genre: Information texts

Focus: The weather
Listen • Discuss information in information texts. • Starting off • Listening text:
and speak • Make predictions based on skimming (LB page 103) How to make
(2 hours) information texts. • After you read a simple rain
• Suggest suitable heading. (LB page 107) gauge (page
• Listen to and answer questions about an • Before you read 159) or audio
instructional text. (LB page 108) CD (track 7)
• Listens to and discusses an information text • After you read
—— Introductory activities: prediction. (LB page 109)
—— Listens for specific detail.s • Listen (LB page 104)
—— Discusses usefulness of the information.
—— Links information to own life.
—— Discusses possible effects on people.
—— Compares conditions in different places,
indicates preferred destinations with
reasons.
—— Participates in discussions, justifying own
opinion.
—— Identifies features of weather reports:
register and the nature of language used.
—— Uses interaction strategies to
communicate effectively in group
situations.
—— Interprets and discusses more complex
visual texts
Theme 9 What’s the weather like today? 83

Read • Interpret information in tables, maps and • Starting off • Core reader:
(5 hours 30 graphic symbols as part of an information (LB page 103) Extreme
minutes) text. • Read (LB page 106) Weather
• Read two information texts. • Read (LB page 108) (page 105)
• Read notes about the features of information • Write (LB page 110) • Core reader:
texts, simple past tense, attributive adjectives, • Language practice Hitler, the
guide words in the dictionary. (LB page 105) dictator
• Read each other’s information brochures. • Language practice (page 110)
• Identify topic sentence and supporting (LB page 111)
sentences in information texts. • Write (LB page 112)
• Conduct research for information brochure. • Write (LB page 110)
• Reads an information text • Before you write
—— Pre-reading: predicting from title, (LB page 112)
headings and pictures
—— Uses reading strategies: skims to get the
general idea, scans for specific details
—— Identifies the way the text is organised
—— Compares differences and similarities in
different places
—— Reads an information text with visuals e.g.
map.
—— Uses reading strategies, e.g. makes
predictions and uses textual and
contextual clues.
—— Interprets visuals.
development.
Write • Write answers to questions about information • After you read • plain A4 sheet
(4 hours) texts. (LB page 107) of paper per
• Identify topic sentence and supporting • Write (LB page 110 learner
sentences in information texts. • Coloured pens
• Rewrite a passage as an information text. and art material
• Write an information brochure. for making a
• Writes an information text brochure
—— Selects appropriate visuals and content • Samples
for the purpose. of folded
—— Presents information using a map, chart, information
graph or diagram. brochures e.g.
—— Writing process: planning/pre-writing, from tourist
drafting, revising, editing, proofreading, information or
presenting. primary health
care clinic
Language • Word level • Language practice • Target
(30 minutes —— Adjectives (attributive) (LB page 105) worksheets
+ time spent • Sentence level • Language practice • Dictionary
on integrated —— Simple past tense (LB page 111)
activities) • Spelling and punctuation: • After you read
—— dictionary usage (LB page 109)
• Revision
(LB page 114)
84 Term 2

Teaching Guidelines read it again. This time, pause to answer any queries.
During the next two weeks, learners will be required During the second reading, encourage the learners to
to complete formal assessment tasks to provide an jot down particular information as they listen.
indication of their progress. The assessment will be
made up of the following tasks and marking allocation. Suggested answers
1. a rain gauge
FAT task 1 % Assessment 2. It is used to measure how much rain falls in a
resource particular area over a particular period of time.
Listens to and responds to 20 104 3. How
instructional texts 4. one 2-litre plastic bottle, scissors, paper clips, a
Reads aloud 15 107 bucket full of sand or gravel, a measuring cylinder
Reflect on stories/texts read 20 107 5. Make sure that all the steps are listed, sequentially.
independently Nothing must be left out or in the wrong order.
Writes an instructional text 30 112 6. to help the gauge stand upright
7. The learners will say whether the instructions were
clear and easy to follow. They will also indicate
Starting off what improvements, if any, they would make, e.g.
LB page 103 use of photographs.
8. When assessing their drawings, focus on whether
Familiarise the learners with the symbols used on or not their drawings correctly reflect the process
a weather map, with the aid of the questions in the described.
Learner’s book. 9. Learners’ own answers, e.g. simple cheap
instrument that is easy to make and use.
Informal assessment 10. Learners’ own answers that should reflect uses and
Assess the learners’ ability to interpret symbols and purpose of the rain gauge.
familiarity with weather-related terminology.
Assessment rubric and mark allocation
Listen and speak
LB page 104 Assess whether the learner can: Marks
Preparation and resources Listen for specific details. 5

• Listening text: How to make a simple rain gauge Discuss the usefulness of the 5
(page 159) or audio cd (track 7) information.
Link the information to own life. 5
Before you listen Discuss the possible effects on people. 5
LB page 104 TOTAL 20
Read over the notes on the features of instructional
texts.
Language practice
Listen and respond to an instructional LB page 105
text (Formal Assessment Task 1)
For this task, learners are required to listen to and • A dictionary per learner or pair of learners
respond to instructional texts. If necessary, you can • Read over the notes on guide words. Use a
assess them in pairs or groups of three. You can do this dictionary to demonstrate. Give the learners a list
while the rest of the class is working on independent of words to look up and ask them the guide words
writing or reading tasks. on the page where they found the word.
Alert the learners to the fact that they will be
assessed on the responses to the oral comprehension Suggested answers
questions. Read the text, How to make a simple rain 1. climate, map, satellite, temperature, thermometer,
gauge (page 159), through from start to finish. You can weather, wedding, weekly, weight, whether,
also play a recording from the audio CD (track 7). Then willing

2. a), b), e) work independently so as to provide a true reflection
3. a) When using Longman’s South African School of their ability to read with understanding. Questions
Dictionary, the guide words are tea and must be answered in their books and marked using the
television. Note however, that answers will suggested answers below. Record the assessment as
differ depending on which dictionary is being part of the term mark.
used.
b) The guide words indicate the first word and Suggested answers
the last word on that page. All other words 1. a) True (1)
on that page will be between these two guide b) True (1)
words and will be arranged in alphabetical c) False (1) A barometer is used to measure air
order pressure. (1) (4)
4. me-te-or, mack-in-tosh, cloth-ing, cloud-y 2. a) Ceres, Worcester and Paarl (3)
b) 26 °C (1)
Informal assessment c) Ceres – 10 km/hour (1) (5)
Assess whether the learners understand how a 3. fore (1)
dictionary is structured and if they can navigate their 4. meteorologists (1)
way through a dictionary. 5. a) Topic sentence: Weather forecasting involves
predicting the weather, a practice that people
Read have been carrying out for centuries. (2)
LB page 106 Supporting sentences: In the past, people
used to look to plants and animals for hints
Preparation and resources about the weather. (1) This is because nature
• Core reader: Extreme weather (page 105) gives certain clues. (1)
b) Possible subheadings are Ancient methods
Let the learners read the text. They can do this as a of predicting weather (paragraph one) and
shared reading activity. Modern methods of predicting weather
(paragraph two) Any similar or appropriate in
After you read (Formal Assessment Task context (2+2=4) (8)
1): Independent reading: 35 marks 6. One mark for each city correctly placed and each
LB page 107 symbol. (16)
Set aside a period for learners to answer the questions

to the Read assessment in class. Learners have to
86 Term 2

Read aloud (Formal Assessment Task 1) 2. The information contained in the text relates to
Ask the learners to read one or two paragraphs of South Africa’s weather patterns, and in particular,
Predicting the Weather aloud. If necessary, you can to its temperatures. This kind of information
assess them in pairs or groups of three. You can do this would be of interest to people either wanting to
while the rest of the class is working on independent visit the country on holiday or to settle here.
writing or reading tasks. Mark with the rubric on 3. Annual – happening every year
page 168. Plateau – a large area of flat land that is higher
than the land around it
Core reader: Extreme weather (page 105) Altitude – the height of something above sea level
Read the text and use it to identify the characteristics of Hemisphere – one half of the earth, usually as
an information text. divided into northern and southern halves by the
equator
Read 4. a) Upington has the highest average maximum
LB page 108 temperature in summer.
b) Cape Town has the lowest minimum
Preparation and resources temperature.
• Core reader: Extreme weather (page 105) c) The answer will vary depending on where the
learner lives.
Before you read d) The answer will vary depending on where the
Learners practise skimming skills. learner lives.
Suggested answers Core reader: Extreme weather (page 105)

1. a) Answers will vary but must reflect the Learners read the article, and identify the topic
contents of the passage. sentence and supporting sentences of each paragraph.
b) Answers will vary, e.g. a tourism brochure
aimed at European and North American Formal Assessment Task: listening and
tourists. responding to instructional texts
This is an additional assessment task which gives
Read learners an opportunity to improve their results and
Learners must read the text independently. Alert prepare for the mid-year assessment. Ask the learners
them to the importance of the information in the to read the text about South Africa on page 108 of the
accompanying table. Learner’s book. Ask them to retell the information
in the text. Use the rubric on page 88 to assess their
After you read understanding.
LB page 109
Suggested answers
1. The main idea contained in the text is that
although there are seasonal differences between
different parts of the country, South Africa as a
whole is famous for its sunshine.

Suggested answers and marking structure
Question Answer Mark allocation
What was the text The text is about South Africa (1) and the fact that it is 4 marks for the 5
about? famous for its sunshine. (1) correct answer,
It then goes on to describe South Africa’s weather (1) and bonus mark for
gives the minimum and maximum temperatures for a number talking clearly
of towns and cities.(1)
Ask them how the • An instructional text (like making a rain gauge) : 9 marks for the 10
information text on —— Uses formal language. (1) correct answer,
South Africa differed —— lists instructions on how to make something (1) plus a bonus
from the listening text —— the use of the imperative is common. (1) mark for talking
on how to make rain —— Emotive language is not used. (1) clearly
guages. • Information texts like the text on South Africa:
—— Also uses formal language. (1)
—— present facts and figures. (1)
—— Emotive language is also not used. (1)
—— The text is broken down into paragraphs. (1)
—— and headings and sub-headings can be used. (1)
Language use in Ensure learners have a good grasp of the terms used in the 5 marks for grasp 10
speaking about text and can use them correctly when retelling it. of terms
instruction texts Also ensure that learner has good grasp of grammar and 5 marks for grasp
sentence construction. of grammar
and sentence
construction
Give up to 5 marks for willingness to talk, and an ability to express themselves orally 5
TOTAL 30
2. Answers will vary. Model answer:

Write John Harrington is an expert in Geography whose
LB page 110 passion is to study information about the weather,
a topic that not everyone enjoys. Harrington
Before you write ascribes the extreme weather conditions being
Work through the notes on information texts. experienced around the world to changes in the
upper atmosphere. These atmospheric changes are
Write causing natural disasters such as floods, tsunamis,
Learners practise identifying topic and supporting droughts and so forth. The most astounding thing
sentences and rewriting text as an information text. about these changes is the speed at which they are
happening. The Greenland ice-caps are melting at
Suggested answers a rate of about 230,000 billion kg of ice per year.
1. a) South Africa is famous for its sunshine. A study by NASA also shows that the older and
(Topic sentence) Tourists come here to thicker ice of the Arctic sea is melting faster than
soak up the sun on the beaches. When they the newer ice at the edge of the floating ice-cap of
do, they visit the very many coastal towns. the Arctic Ocean.
(Supporting sentences)
b) South Africa is situated at the southern tip Informal assessment
of Africa. (Topic sentence) It is one of the Assess whether learners are able to identify topic and
richest countries on the continent. It also has supporting sentences.
strong ties with Europe and the rest of the
world. (Supporting sentences)
88 Term 2

Language practice brochure. They should work independently on this task.
LB page 111 Assess with the rubric on page 173.
Work through the notes and examples of the simple Revision

past tense and attributive adjectives. Learners use the LB page 114
exercises for practice.
1. a) It was great. 1. a) Early maps were drawn by hand.
b) I travelled around by car and visited different b) The Department of Water Affairs was
places. established in 1998.
c) We were very lucky with the weather. 2. Answers will vary.
2. a) The cold weather set in. 3. fes-ti-val, sun-ny, holi-day, win-try, door-mat,
b) A strong wind blew and heavy rain can down. doub-le
c) The TV news predicted a gentle breeze along 4. a) your light short-sleeved jacket
the coast. b) three small curved lenses
d) Meteorology involves predicting different c) two unexpected discoveries
weather. d) a thick, round heavy carpet
e) the hot humid climate
Write (Formal Assessment f) warm dry blankets
Task 1)
LB page 112 Spelling list
• Revise the terms associated with the theme to
Preparation and resources consolidate learners’ understanding of them.
• plain sheet of A4 paper per learner • Set aside 15 minutes each week for a spelling test.
• Coloured pens and art material for making
brochure Remedial and enrichment for
• Samples of folded information brochures e.g. from this theme
tourist information or primary health care clinic
Before you write • Core reader: Extreme weather (page 105)
Give the learners time to research the facts and figures • Core reader: Hitler, the dictator (page 110)
needed for their information text. They should be
encouraged to do the research on their own. They then Remedial
use a mind map to plan their writing. Give additional explanation of concepts and use the
Target worksheets to give extra practice.
Write
Once they have completed their research and their Core reader: Extreme weather (page 105)
mind maps, let the learners write their ideas out in Learners read the passage and write a summary of six
rough. sentences.
They should then be encouraged to give their rough
draft to someone else to read. Thereafter, they should Enrichment
refine their work by: Throughout the course of the two weeks, assess the
• incorporating the feedback from their peers progress of learners. Identify those learners in the class
• editing and proofreading it who need additional challenges. You can either draw
• checking for errors (grammar, spelling and up additional activities of your own or use the Target
punctuation). worksheets that accompany this course.
Make a brochure Core reader: Hitler, the dictator

LB page 113 (page 110)
Use samples of information brochures to demonstrate Learners read the passage and write a summary of
how to fold their paper to make a brochure. Then give eight sentences.
them time to write their edited information onto the

Term 3
Overview
1&2 10. Metamorphosis 119–130
3&4 11. Once Upon a Time 131–142
5&6 12. Tall Tales 143–154
7&8 13. Cartoons and Comic Strips 155–166
9 & 10 14. All the World is a Stage 167–178

task mark
Listening comprehension Theme 11: Once upon a time page 133 page 100 20
(Listens to and speaks
about short stories)
Language structures and Theme 11: Once upon a time page 142 page 105 15
conventions in context Theme 12: Tall tales page 154 page 110
Reads aloud n/a TG page 101 15
Core reader: The book of
King Arthur
Core reader: Akpan and
the smugglers
Reflects on stories/text Theme 11: Once upon a time page 136 page 102 20
read independently Theme 12: Tall tales page 148 page 109
Writes own short story Theme 11: Once upon a time page 139 page 104 30

Formal assessment task Theme LB pages TG pages % of term
mark
Role play a familiar situation Theme 14: All the world is a page 169 page 120 20
stage
Comprehension test Theme 14: All the world is a Photocopiable 30
stage worksheet
pages 186–187
Language structures and Photocopiable 20
conventions in context worksheet
page 188
Writes a short play script Theme 14: All the world is a page 174 page 122 30
stage
90 Term 3

theme 10 Metamorphosis to an extract, and examine the back cover blurb. They
will also read two additional extracts. Learners will
Weeks 1 and 2 review a novel of their choice, and deliver an oral
analysis/description of a novel character. Language
Theme overview practice includes simple past, present and future tenses;
In this theme, learners will explore the novel genre indefinite, demonstrative and interrogative pronouns;
more deeply. The focus will be on critically assessing and word division.
the techniques and tools used to construct a novel, Note: In preparation for this theme, learners
and to bring the characters and setting to life. The should have read at least one novel independently
reading and listening texts are from I was a Rat! by which they can use as a basis for the character analysis
Philip Pullman. The learners should be encouraged to and book review, or have read the abridged novel,
read the novel in its entirety. The learners will listen Akpan and the smugglers, in the Core reader (page 45).
Genre: Novels
Focus: Analysing a novel
Listen • Discuss metamorphosis. • Starting off • Listening text:
and speak • Predict the theme of a novel, based on (LB page 121) Extract from “The
(2 hours) the cover. • Before you read Butterfly Heart” by
• Predict the behaviour of a character. (page 122) Paula Leyden
• Predict the events in the next chapter. • Before you listen (TG page 159)
• Listen to and discuss an extract from a (page 123) • Core reader: The
novel. • After you listen Book of King Arthur
• Deliver an oral on a character from a (LB page 123) (page 31)
novel. • Speak (LB page 124)
• Discuss setting in a novel. • Before you read
• Discusses a novel (page 125)
—— Introductory activities: prediction. • After you read
—— Listening to read novel extract. (LB page 125)
—— Predicts what is going to happen. • Before you read
—— Explains author and reader’s point of (page 125)
view.
—— Stays on topic.
—— Explains logically.
—— Discusses main ideas and specific
details.
—— Asks relevant questions and responds
appropriately.
Theme 10 Metamorphosis 91

Read • Examine the blurb on a novel. • Read (LB page 122) • Core reader: Akpan
(5 hours 30 • Read notes on characters, setting and • Read (LB page 125) and the smugglers
minutes) plot. • Read (LB page 126) (page 45)
• Read two extracts from a novel. • Write (LB page 129) • Core reader: The
• Read each other’s book reviews. • Language practice Book of King Arthur
• Read noes on word division and (LB page 130) (page 31)
pronouns. • Dictionary
• Reads a novel
—— Pre-reading: predicts from title and
discusses related themes/content.
—— Identifies and explains the central
idea.
—— Discusses the characters.
—— Identifies and discusses feelings
expressed.
—— Discusses suspense and twist.
—— Relates events and characters to own
life.
—— Uses a range of reading strategies.
—— Discusses the structure, language
use, purpose and audience.
development.
• Reflects on texts read independently.
—— Retells story or main ideas in 3 to 5
sentences.
—— Expresses emotional response to texts
read.
—— Relates to own life.
—— Compares books/texts read.
Write • Write a character sketch for an oral. • Speak (LB page 124) • Core reader: The
(4 hours) • Write answers to questions on the novel. • After you read (LB Book of King Arthur
• Write a book review. page 128) (page 31)
—— Uses a frame. • Write (LB page 129) • Dictionary
—— Pre-writing: listens to extracts from a
read novel.
—— Selects content appropriate for the
purpose.
—— Uses appropriate language and text
structure.
—— Uses the correct format.
—— Organises content logically – uses
chronology.
—— Uses appropriate grammar, spelling
and punctuation, including subject-
verb concord.
—— Uses a dictionary for spelling and
vocabulary development.
• Uses the writing process: planning /
proofreading, and presenting
92 Term 3

Language • Word level • Language practice • Dictionary
(30 minutes —— interrogative, demonstrative, indefinite (LB page 124) • Target worksheets
+ time pronouns • Language practice
spent on • Sentence level (LB page 130)
integrated
—— Simple present tense, past tense, • Revision
activities)
future tense (LB page 132)
• Spelling and punctuation
—— dictionary usage, word division
Teaching Guidelines
Suggested answers
Starting off Dictionary work:
LB page 121 (15 minutes) a. Desperation – the state of feeling despair, feeling
hopeless, or feeling very anxious to achieve
Ask the learners to look at the illustration. Ask them something or to resolve a problem
what they think it is showing. b. Strike – this word has many meanings. In this
Write the word “metamorphosis” on the board. case, it means to attack. Discuss the different
Explain what it means. Separate the word roots into meanings, and discuss how the context guides us
meta (from the Greek word for “beyond”) and morph to choose the correct meaning.
(meaning form) so metamorphosis means moving c. Lyrical – expresses the writer’s emotions very
beyond your form or changing form. Discuss how the well; has a song-like quality.
word is usually used in a biological sense, and how it
has been explored in literature. Listen and speak
Suggested answers
1–3. There are no right or wrong answers. Preparation and resources
Encourage free debate. • Listening text: Extract from The Butterfly Heart
4. Possible reasons for calling the theme (page 159)
metamorphosis are that:
• this is a topic of some novels; Before you listen
• it is the name of a famous novel; Ask the learners to briefly discuss the illustration. Then
• reading novels changes us by broadening our ask them for feedback as to how they imagine the girls
understanding – it brings a metamorphosis in our are feeling.
consciousness.
After you listen
Informal assessment Invite the learners to ask questions to clarify their
Make a note of how well learners are engaging with the understanding of the text. Divide the learners into
discussion. groups. Have the learners take turns to read the extract
aloud to their group (Learner’s book page 240).
Read After the groups have spent time rereading and
LB page 122 (40 to 45 minutes) discussing the text, go through the questions in class.
Ask each group to report back on one question, while
Preparation and resources the others can add if necessary.
• Copies of short appropriate novels
• A copy of The Butterfly Heart by Paula Leyden (if Suggested answers
possible) 1. Bul-Boo is worried about her friend Winifred
at school. Winifred seems sad and distracted,
Read and does not behave like she usually does in
Show the learners where a blurb is usually located. the classroom, or when they are walking home
Read the blurb, then have the learners work through the together.
questions in pairs. Discuss their responses. 2. She thinks that it is not likely because Winifred is
the cleverest person in the class.

3. Winifred did not put her hand up; she slipped Ask the learners to discuss how they imagine the
quietly out of the class at when the bell rang; she character of Madillo. Draw up a vivid picture of her
did not tell a story on the way home; she did not on the board with adjectives that they suggest. If you
laugh when Madillo fell down (any three). can, draw a cartoon charicature of her, based on their
4. People do not notice Bul-Boo when Madillo is descriptions.
with her because Madillo is much more noisy than Read through the passage again. Discuss how the
Bul-Boo. author creates this character. Interestingly, she uses no
5. This is subjective answer. But Learners may point adjectives and does not describe her appearance - and
out actions, dialogue, or descriptions that make the yet creates a vivid picture of her through her words
characters real. Get them to explore what it is in and actions. Look at her words and behaviour together.
the text that brings each character to life. Discuss the impression that is created from these
6. Sister Leonisa points out Winifred’s desk because descriptions.
she wants to show Bul-Boo how untidy she is in Go through the questions in the Learner’s book
comparison, and make Bul-Boo learn how she together in relation this character.
should keep her own desk.
7. The author does not seem to believe this as she Suggested answers
has made her main character untidy. We are 1. The butterfly heart by Paula Leyden.
sympathetic with her, and see the untidiness as just 2. The story is about a girl, Winifred, who has a
part of her character, not as a bad thing. problem, and how her friends and the snake man
8. It is not likely that Winifred’s problems will help her to solve it.
be sorted out so quickly. This is a long novel. 3. Her name is Madillo. She is a girl at school.
We know that this novel will be about how the 4. There are no details about her appearance. She is a
children help to tackle Winifred’s problems, both lively, talkative and impatient girl. She seems to be
from reading the blurb and because the author curious about a lot of things, and likes a challenge
introduces these in the first chapter. – for example, counting in Japanese. She does not
9. The answer to this is subjective, but encourage like to wait, and she is very talkative. She is not
children to be specific about what it is in the story scared of her teacher.
that makes them want or not want to read more. 5. This will be a subjective answer.
6. The author creates a vivid image of the character
Informal assessment through her words and actions. This paragraph
Note whether learners contribute to discussion, and describes the character well: There is nothing
grasp the main idea and general content of the text. shadow-like or silent about my twin sister,
Madillo. I wonder how much Mum and Dad knew
Speak about armadillos when they named her after one.
LB page 124 Not very much, I think. Because apart from the
odd grunt, they are peaceful creatures.
• Listening text: extract from The Butterfly Heart by Now give the learners time to write their own analysis.
Paula Leyden (TG page 159 and LB page 240) They first make notes based on the questions in the
• Core reader: The Book of King Arthur (page 31) Learner’s book. They then write a rough draft of their
• Ensure that learners have read a novel that they character analysis. They share this with a partner, and
can use for a character analysis. If necessary, check it against the questions. They also check to see
learners can use the abridged novel, Akpan and the that the analysis flows logically, and that the grammar,
smugglers, in the Core reader (page 45). spelling and punctuation are correct. They make
corrections as necessary, then write the analysis out
Write and present a character sketch neatly.
Explain that you will be doing one character sketch Learners should write cue cards that summarise
together in class, and then the learners will do their their analyses, using the questions as a basis for the
own. They will later present the character sketch as an cue cards. Learners should practise speaking about
oral. Read the block on character. Invite a few learners their character analyses at home. The learners then
to describe their favourite characters from books that present their analyses in class.
they have read.
94 Term 3

Informal Assessment Winifred.”
If necessary, have half the class doing independent When she sees the mess on Bul-boo’s desk
reading or writing while the other half presents their Sister Leonista says, “I wish you were tidy like
orals. The learners’ orals may be informally assessed Winifred.”
both in terms of how well they address the above When she will see the mess on Bul-boo’s desk
questions in the oral, as well as on their presentation. Sister Leonista will say, “I wish you were tidy like
If you combine this with Arts and Culture, this activity Winifred.
may be extended. For example, the learners could dress
up as the character they are portraying. Read
LB page 125 (30 – 40 minutes)
Core reader: The Book of King Arthur
(page 31) Preparation and resources
• Core reader: The Book of King Arthur (page 31)
Read in groups, compare Arthur to Sir Kay, and discuss
how the author uses their behaviour to describe their Before you read
differences. Read through the notes on setting. Talk about how
setting can bring a story to life; how setting helps to
Language practice understand the characters in terms of where they come
LB page 124 (30 minutes) from. Learners write a few words describing the setting
when they walk home from school
Simple past, present and future tenses
The learners can do these on their own. If necessary, do Read
the first one as an example. Learners may read the passage independently and do
the questions on their own.
Suggested answers
1. When Bul-Boo came to school, she saw that After you read
Winifred was different from usual. Discuss the answers in class.
When Bul-Boo comes to school, she sees that
Winifred is different from usual. Suggested answers
When Bul-Boo will come to school, she will see 1. Nshima is a (stiff, maize-based) porridge; kapenta
that Winifred is different from usual. are silvery fish (a type of sardine). The learners
2. When the three friends walked home from school would not necessarily know the details in brackets
together, they would tell/told stories and laugh/ but they can work out the rest from the passage.
laughed. 3. “The path was long and hot”; the mangoes were
When the three friends walk home from school “brought inside to cool”.
together, they tell stories and laugh. 4. Yes, he seems to get excited about being close to
When the three friends will walk home from home; he runs home when he smells the porridge
school together, they will tell stories and laugh. which he finds tasty; his mother gives him
3. Madillo counted her steps in Japanese when she mangoes
walked home. 5. Answers will vary. Stress that a few well-placed
Madillo counts her steps in Japanese when she adjectives, metaphors or similes can describe a
walks home. place vividly.
Madillo will count her steps in Japanese when she
walks home. Informal Assessment
4. Bul-boo hoped that Winifred would be happy and The learners may mark each other’s work. Use this to
laugh again soon. check reading comprehension and grasp of how writers
Bul-boo hopes that Winifred is/will be happy and create setting and character.
laughs/laugh again soon.
Bul-boo will hope that Winifred will be happy and Core reader: The Book of King Arthur
laugh again soon. (page 31)
5. When she saw the mess on Bul-boo’s desk
Sister Leonista said, “I wish you were tidy like In a group, describe the setting and then draw it.

Read b) She does not like them. She does not feel bad
LB page 126 (60 minutes) about chasing them out of the house with a
broom and throwing them into the cold rain
Preparation and resources outside.
• Core reader: The Book of King Arthur (page 31) 4. The adjectives are: evening, enormous, curling.
Any suitable sentence is acceptable.
Before you read 5. It sounds loud because now that he is a cat his
Read the notes on plot. hearing is very sensitive.
Give the learners time to answer the questions. Go 6. The boy hit Peter because he noticed the man of
through the meanings of the words in bold and check the house shouting at Peter, and he thought if he
that learners understand them by asking them to use helped to chase Peter away he might get a tip.
them in their own sentences. 7. He is feeling terrified and bewildered. He does
not know what has happened to him, and his
Read neighbourhood feels completely foreign not that
Assess your learners’ ability. This is a fairly he is a cat. No-one understands him or wants to
challenging text. If you feel they are able, they may help him.
read independently, or in pairs. Or, you may read it 8. The answer to this is subjective.
together with the whole class, or with some of them. 9. It suggests that people were rough towards stray
You could also read with them, and then ask them to cats. They shouted at them and kicked them and
read it again on their own. threw things at them.
10. He does not like the way they are treated. By
Reflection writing a story about a boy who turns in to a cat,
After the learners have had enough time to read the he shows the cat’s perspective. He makes people
text, spend about 10 or 15 minutes reflecting on imagine themselves or their children in Peter’s
the text. Ask the learners: situation, and to think more about how they treat
1. Does this passage make you interested in how stray cats.
Peter came to be in this situation, or in what might 11. This is subjective. The author makes you want
happen next? How do you think the writer is to read on because he describes Peter’s situation
making this plot interesting? very vividly. He helps you really imagine how
2. What in particular makes you want to read on? it might be to suddenly turn into a cat. Peter is
3. Do you like this story? Would you like to read the in a dangerous situation, he is helpless, and we
whole book? Why or why not? are curious to see how he will get over these
problems.
After you read
LB page 128 Informal assessment
Spend some time going through the answers to
Learners work in pairs or independently to answer the this. Learners may mark their own or their partner’s
questions. texts. Use this to help you assess their reading and
comprehension levels.
Suggested answers
1. The passage describes Peter’s experiences when Core reader: The Book of King Arthur
he wakes up to find that he has been turned into (page 31)
a cat. He is chased out of the house by his nanny,
and is chased and beaten by the newspaper boy as Discuss how the author encourages you to want to read
he runs through the streets in fear. the next chapter.
2. She would not listen because she did not know it
was Peter. She thought he was a stray cat. She she Write
could not understand him - he can only miaow LB page 129
now that he is a cat, he can no longer talk.
3. a) She looks after Peter, and punishes him Preparation and resources
by sending him to be without supper if he • Ensure that learners bring to school the book that
disobeys her, for example by bringing in stray they are planning to review. It may be the same
cats.
96 Term 3

one that they used to prepare for their oral on Interrogative pronouns are often confused with
character analysis, or a different one. relative pronouns. Write a few other sentences with
• Core reader: The Book of King Arthur (page 31) relative pronouns. Show that relative pronouns, unlike
interrogative pronouns, relate to an antecedant (for
Before you write example, That is the boy whom I invited – whom is
(30 minutes) clearly linked to boy. The old woman whose leg was
Go over the criteria for writing a review. If necessary, injured went to the hospital. Whose clearly links to
refer the learners to pages 84 and 85 of the Learner’s “old woman”.)
book. Remind learners that reviews may be positive or
negative. Go through the steps outlined in the Learner’s Suggested answers
book. What (interrogative) happened at school today?
Nothing. (indefinite)
Write What (interrogative) do you mean nothing (indefinite)?
(90 minutes) Something (indefinite) must have happened. Tell
Give the learners time to write their reviews. When me anything (indefinite). Who (interrogative) did
they have completed their first drafts, learners swop you talk to? What (interrogative) did the teacher
their work and check against the criteria, as well as say? What (interrogative) did you eat at break? Who
checking for grammar, spelling and punctuation. (interrogative) did you sit next to? What (interrogative)
Learners finalise their drafts and write them out neatly. have you learnt?
Nobody (indefinite), can’t remember, a hot dog,
Informal assessment somebody (indefinite). And nothing (indefinite).
Learners assess each other’s work to check that all the So who (interrogative) is that (demonstrative)?
criteria for a book review are covered. Who (interrogative)?
Keep the book reviews in a file to guide the That [“that” is not an demonstrative pronoun here as it
learners’ reading. The learners can read through them, is followed by the noun. It is a demonstrative adjective
and make a note of the books they would be interested describing “boy”] boy who was talking to you.
to read. No one (indefinite).
What (interrogative) is his a name?
Core Reader: The Book of King Arthur I don’t know what (interrogative) his name is.
(page 31) And whose (“whose” is not an interrogative pronoun
here as it is followed by the noun. It is in interrogative
In a group, learners review the chapters using the adjective describing “jersey”) jersey are you wearing?
criteria provided in the Learner’s book. My friend’s. Oh here, Miss said to give you this
(demonstrative).
Language practice What (interrogative) is this (demonstrative)?
LB page 130 Oh just some report or something (indefinite). I’m
starving. What’s (interrogative) for lunch?
Word division
Read through the notes on word division. Ask learners Informal assessment
to suggest words. Write these on the board, and Spend some time going through the answers to this.
together go through how they may be divided. Learners may mark their own or their partner’s texts.
Use this to help you assess their grasp of the concepts.
Suggested answers
cob-ble; con-fus-ing; ham-per; hap-py; hose-pipe; im- Revision
port-ant; pre-par-ed; tro-phy; trou-ble LB page 132
Interrogative, demonstrative and indefi- Suggested answers

nite pronouns 1. Ex-tract; won-der-ing; half-way; mil-lion
2. When Bul-Boo saw her friend Winifred rest her
Read through the notes on pronouns. For each type of head on the desk, she knew something was wrong.
pronoun, ask learners for a few examples to confirm She felt worried. It was not like Winifred to behave
that they grasp the idea. like that. She always knew the answers to the

teacher’s questions and always put up her hand. good cover? Design your own cover for the book. Also
Bul-Boo wished that she could help her friend. use the graded target worksheets to revise adjectives
3. Mystery; non-fiction; romance; fantasy; drama and the simple past tense.
4. what; which; who; whom; whose
5. b) This is the worst book I have read.
d) That is the boy who was once a cat. Theme 11 Once upon a time
Spelling list Weeks 3 and 4
consolidate learners’ understanding of them. Theme overview
• Set aside 15 minutes each week for a spelling test. In this theme, learners read a very old folk tale from
the time of King Arthur: the legend of Sir Gawain and
Remedial and enrichment for the Lady Ragnell. This theme consolidates what they
this theme have learnt about different story types and also gives
the opportunity to practise what they have learnt about
If there is time, or as part of an Arts and Culture lesson, stereotypes and story structure. Learners examine how
the learners can do the following activity: writers describe character (by action, dialogue and how
Now that you know more about the novel, look other characters treat them) and they write a character
again at the cover on page 106. Do you think this is a sketch of a villain using some of these ideas.
Genre: Legends
Focus: Characterisation in legends; application of themes in legends to life today
Listen • Identify and retell well-known stories – • Starting off • Core reader:
and speak folktale, myth, legend and fable. (LB page 133) Little hare harelip
(2 hours) • Listen to and discuss a legend. • Listen and speak (page 12)
• Predict plot. (LB page 134) • Core reader:
• Listens to and discusses a folklore, e.g. a • Talk about the story The Building of a city
myth or a legend so far (page 7)
—— Introductory activities: prediction. (LB page 137) • Listening text:
—— Recalls events in the correct sequence Sir Gawain and the
and using the correct tense. Lady Ragnell
—— Interacts positively during group (TG page 160) or
discussions. audio CD (track 8)
—— Identifies how stereotypes are created • Core reader:
and their effects on the listener. The Book of King
—— Discusses characters. Arthur (page 31)
—— Discusses plot, conflict and setting.
—— Discusses messages in the text.
—— Reflects cultural customs, values and
beliefs.
—— Reflects on the struggle between good
and evil.
98 Term 3

Read • Read an extract from a legend. • Before you read • Core reader: Little
(5 hours 30 • Analyse themes and features of a legend. (LB page 136) hare harelip
minutes) • Read each other’s short stories. • Read (page 12)
• Read notes on gerunds and the future (LB page 136) • Core reader: The
perfect tense. • After you read Building of a city
• Reads a folklore, e.g. a myth or a legend (LB page 138) (page 7)
—— Pre-reading activities e.g. prediction • Understand themes • Core reader: One girl
based on title and or graphics. and features to nil (page 96)
—— Uses reading strategies: skimming, (LB page 139)
scanning, prediction, views visuals in • Write a short story
order to interpret. (LB page 141)
—— Discusses elements of legend e.g. • Language practice
characters and messages. (LB page 142, 143)
—— Explains interpretation and overall
response to text.
—— Invents and describes preferred
results or endings.
Write • Write answers to questions about a • After you read • Core reader: The
(4 hours) legend. (LB page 138) Book of King Arthur
• Analyse characters in a legend. • Write (page 31)
• Write a character sketch. (LB page 140)
• Write a short story. • Write a character
• Writes a character sketch sketch
—— Thinks about characterisation. (LB page 141)
—— Uses descriptive words to compare • Write a short story
characters. (LB page 141)
—— Plans, drafts and refines writing,
focusing on and linking sentences into
cohesive paragraphs.
—— Shows understanding of setting, plot,
conflict and theme.
—— Correct use of tenses.
• Uses the writing process: planning /
proofreading, and presenting.
Language • Word level • Language practice • Target worksheets
(30 minutes —— verbs (gerunds) (LB page 142, 143) • Dictionary
+ time spent • Sentence level • Revision
on integrated —— future perfect tense (LB page 144)
activities) • Spelling and punctuation:
—— commas
Theme 11 Once upon a time 99

Teaching guidelines Starting off
made up of the following tasks and marking allocation. • Core reader: Little hare harelip (page 12)
• Core reader: The Building of a city (page 7)
FAT task 1 % Reference
Listening 20 LB page 135 Learners start by looking at the pictures representing
comprehension different story genres: folktales, myths, fables and
Language structures 15 LB page 144 legends. They retell any of the stories that they
and conventions recognise from the pictures:
Reflect on stories 20 LB page 138 • The story of Pandora’s box: Pandora, sent to earth
read independently by the God Zeus to marry Epimetheus, is given a
Writes own short 30 LB page 141 box as a wedding present. She is instructed never,
story under any circumstances to open the box. But her
Read aloud 15 Core reader: The book curiosity gets the better of her, she opens the box
of King Arthur (page and all the evils of the world escape, including the
31) and Akpan and the tiny winged “Hope.”
smugglers (page 45) • The folktale of King Lion giving gifts to the
TG page 99 animals: King Lion calls all the animals to a
party and distributes horns, tusks, spotted, striped
coats and tails to the animals. The story explains
Formal Assessment Task 1: why only male buck get horns, why giraffe can’t
Read aloud: 15% speak, why elephant has tusks and why the frog
hides away and doesn’t emerge: he didn’t get any
Learners should prepare for their reading aloud clothes at all.
assessment by reading The book of King Arthur (page • Sheikh Yusuf: a South African legend about a little
31 in the Core reader) and Akpan and the smugglers boy called Agmat who sees the Holy Man in a
(page 45 in the Core reader) at home. As part of their dream and builds a shrine which still honours his
preparation, ask learners to compile a list of ten words memory today.
from each of the texts with which they are unfamiliar • The hare and the tortoise: Aesop’s fable about
for inclusion in their personal dictionaries. To ensure the hare who challenges the tortoise to a race.
that learners engage with and understand the text well The hare is arrogant about his success, and sleeps
before assessment, they should also write a summary along the way, enabling the slow and steady
of each story for inclusion in their portfolios. One of tortoise to defeat him in the end.
the summaries can take the form of paragraphs and
the other can be written as a table with the headings: Suggested answers
characters, setting, plot, highlights of the story, etc. 2. a) Pandora’s box: myth
Inform learners ahead of time on which day b) King Lion’s gifts: folktale
they will be reading for assessment. Ensure that each c) Sheikh Yusuf: legend
learner has completed the dictionary and summary d) Hare and Tortoise: fable
tasks beforehand. Set aside a period for reading aloud 3. a) folktale
assessment. Learners should be selected at random to b) myth
read, thus ensuring that all learners follow the story in c) legend
their reader as a classmate reads for assessment. Use d) fable
the rubric on page 168 to assess reading aloud. Record
the mark for inclusion in the term mark. Core reader: Little hare harelip (page 12)
and The Building of a city (page 7)
Read the two stories and identify their genres.
100 Term 3

Listen and speak have children, beauty or money. (any 2 for 1
LB page 134 mark each)
f) King Arthur meets an ugly lady called Lady
Preparation and resources Ragnell. (1)
• Listening text: Sir Gawain and the Lady Ragnell g) She was very, very ugly: (1) her face was red,
(page 160) or audio CD (track 8) her nose was runny, her mouth was wide and
• Core reader: The Book of King Arthur (page 31) her teeth were yellow and hanging. She had
watery eyes, ears like a donkey and she was
Background to the story shaped like a barrel.
Any story about King Arthur can be classified as h) She wants to marry Sir Gawain. (1)
legend as it is based to some degree on historical fact. i) Sir Gawain agrees to help King Arthur and
King Arthur was said to be King in the late 5th, early marry her in order to save King Arthur’s life.
6th century in England. The earliest records of this If he marries her she will tell them the answer
story go back as far as Chaucer at the end of the 14th to the riddle. (1)
century: it first appears in The Wife of Bath’s tale in j) The answer to the riddle is that women desire
The Canterbury Tales. This version of the story is to be sovereign over their own lives and not to
based on the 15th century poem called The wedding of live under the rule of men. (1)
Sir Gawain and the Lady Ragnell. 2. Yes, (1) Sir Gawain does behave in ways that are
typical of the stereotype: he is very loyal to the
Core reader: The Book of King Arthur king and he bravely volunteers to marry the Lady
(page 31) Ragnell to save the life of the King, even though
Lady Ragnell is very ugly. (1)
Read the story in groups and retell it to each other. 3. Lady Ragnell does not look like the stereotype
of a lady: she is very ugly. (1) She also takes
Before you listen charge of situations and insists on marrying Sir
Learners tell any stories they might know about King Gawain. (1)
Arthur: stories about his wisdom , about his castle in 4. Values (those qualities or beliefs that we consider
Camelot, his sword Excalibur and the Knights who met to be very important in life), are often hidden in
around a round table. stories: they are seldom explicitly stated. Often we
The picture shows a wedding: a knight is being only see what values the author promotes, when
married to a very ugly bride while a lot of people look we see what happens to the hero and the villain
on. in the story or in the way that people behave.
Important values in this story:
After you listen (Formal Assessment a) This value is represented in the story. Sir
Task 1): Listening comprehension: Gawain serves the king by accompanying him
25 marks on his quest to solve the riddle, as well as in
LB page 135 his willingness to marry Lady Ragnell. (2)
b) This value is not represented in the story.
Note: questions 1 to 4 are for assessment, and Arthur does his own “dirty work.” (2)
questions 5 and 6 are for class discussion. c) This value is represented in the story. King
1 a) King Arthur was hunting in the Ingleswood Arthur does not even consider not returning
forest. (1) to meet Sir Gromer a year later – even if it
b) Sir Gromer asked him to solve the riddle of meant he would die. (2)
what women desire most, above all else in the d) This value is represented in the story. Even
world. (1) Sir Gromer, the villain of the story, agrees
c) King Arthur will have to meet Sir Gromer back that it would be shameful for him to kill King
in the forest in a year’s time and be killed. (1) Arthur in the forest as he was not armed for a
d) Sir Gawain, King Arthur’s nephew tries to proper fight. (2)
help King Arthur to find the answer to the e) This value is represented in the story. Sir
riddle. (1) Gawain is seen as very heroic for agreeing to
e) Some said that women want to be beautifully marry such an ugly woman. Beauty is seen as
dressed, or to have handsome husbands, to more worthwhile than ugliness. (2)

5 Knights: brave, strong, honourable, faithful, Before you read
handsome, loyal to the king, active Learners scan the passage to see if Sir Gawain honours
Ladies: waiting quietly to be married, faithful, his promise to marry the Lady Ragnell.
beautiful, serene Now read the story while the learners follow. Stop
6. a) Learners’ own words. at the bottom of page 137 and discuss the story so far.
b) and c) Women during the Middle Ages were The learners now read the remainder of the
not sovereign over their own lives: They were story independently and answer the questions in the
very dominated by men and were: Learner’s book on their own. Collect their written
—— not allowed to marry without their parents’ assessment and mark according to the suggested
consent answers below. Record the mark as part of the term
—— could own not own a business without special assessment.
permission
—— not allowed to divorce their husbands After you read (Formative Assessment
—— could not own property of any kind unless Task 1): Reflect on independent reading:
they were widows 40 marks
—— could not inherit land from their parents if LB page 138
they had any surviving brothers
—— For many women, a life as a servant for the Suggested answers
rich was all they could hope for. This work 1. King Arthur had to find out what it is that women
was demanding and poorly paid. desire above everything else in the world. (1)
—— Women had few choices: they could marry, 2. Lady Ragnell was very ugly. She had a red face,
join a convent, do farm work, do domestic a runny nose, a wide mouth and her teeth were
work or work in the clothing industry. yellow and hanging. She had ears like a donkey
d) Lady Ragnell was not saying that women did and she was shaped like a barrel. (any 5 features at
not want to marry men – she wanted to marry 1 mark each)
Sir Gawain. She wanted to marry and remain 3. She offered to tell him the answer to the riddle (1)
in charge of her own life. if she could marry Sir Gawain (1).
e) Learners’ own opinions. 4. He did not want Sir Gawain to feel that he had to
make such a big sacrifice (1) in order to save the
Read (Formative assessment King’s life (1).
task 1) 5. Sir Gawain was an honourable knight (1) who put
loyalty to the king before his own happiness. (1)
Preparation and resources 6. Women want to be sovereign over (in control of)
• Core reader: The book of King Arthur (page 31) their own lives and not live under the rule of
• Core reader: Akpan and the smugglers (page 45) men. (1)
7. Lady Ragnell turned into a beautiful girl when Sir
Encourage learners to prepare for assessment by Gawain tried to kiss her. (1)
reading the two novels in the core reader. For 8. Sir Gawain had to choose if he wanted Lady
homework, they should read aloud to an adult or older Ragnell beautiful during the day or beautiful
sibling to improve fluency, check the pronunciation during the night (1) – he could not have both,
of words and practise their posture. Assign time in because of a curse that had been placed upon her
class for learners to read aloud from these novels. by her brother Sir Gromer.
Classmates are to follow in the reader while individuals 9. He said that he could not answer, that she had to
read aloud. Use rubric on page 167 to assess decide what she wanted. Whatever she decided,
(1) he would agree with. (1)
Read 10. This answer gave her the freedom to make
LB page 134 decisions about her own life. (1) In so doing, he
released her from the spell completely.
Preparation and resources 11. Sir Gromer (1)
• Core reader: One girl to nil (page 96) 12. The story has two main heroes: Sir Gawain, who
is loyal to the King and who behaves honourably,
(1) and Lady Ragnell, who uses her wits to escape
the curse of her brother. (1)
102 Term 3

13. a) He helps King Arthur to go all over the land Core reader: One girl to nil (page 96)
looking for the answer to the riddle. (1) He Read and discuss if women are free to do any job and
volunteers to marry Lady Ragnell to spare play any sport.
the king’s life. (1)
b) He married Ragnell in a large public Write
wedding, (1) and after the wedding, he tries to LB page 140
kiss her. (1)
c) He did not decide her fate for her. He asked Preparation and resources
her to decide which she would prefer and in • Core reader: The Book of King Arthur (page 31)
so doing he allowed her to have sovereignty
over her life: which is what she wanted. (1) The important point that must be conveyed to the
14. learners is that writers do not usually state clearly what
Characters King Arthur, Sir Gawain, Sir a character in a story is like; readers have to work it
Gromer, Lady Ragnell (4) out by interpreting the character’s actions and speech
Setting England, King Arthur’s palace, and by seeing how other characters in the story react to
the Ingelswood forest, the 15th them.
century (3)
Plot King Arthur has to find the answer Core reader: The Book of King Arthur
to a riddle or lose his life.(1) He (page 31)
meets a lady in the forest who
offers to tell him the answer to In groups, learners make a mind map listing Arthur’s
the riddle if she can marry Sir actions that show his honesty, and another listing Sir
Gawain. (1) Sir Gawain agrees Kay’s deceitfulness.
to marry her and they learn the
answer to the riddle (1) “What do Suggested answers
women want?” After the wedding Sir Gromer (Character’s actions)
Sir Gawain discovers that Lady • Is tall and fearsome with a booming voice.
Ragnell is under a curse. (1) • Threatens to kill King Arthur, although we don’t
He frees her from it entirely by know the history of the conflict between them.
allowing her to choose for herself • Has some honour – decides not to kill King Arthur
how she wishes to be. (1) when it’s pointed out that it is not fair combat.
• Sets him a difficult riddle, thinking that he won’t
Theme The message or theme of the
be able to answer it.
story is that women wish to be in
• Is very angry when King Arthur delivers the
control of their own lives. If given
correct answer.
this opportunity, everyone will
• Puts a curse on his own sister because she will
benefit. (2)
not bow to his authority and do what he says.
15. Learners talk about the relevance of the story He condemns her to live as a hideously ugly hag
today, given that it is over 500 years old. unless she can find someone to volunteer to marry
Encourage debate and accept any ideas that are her.
well supported. Points to consider: Sir Gromer (How other characters behave towards him)
—— Some women’s lives are very different • King Arthur is afraid of him. He knows that Sir
from those of the medieval sisters. In many Gromer could easily kill him.
cultures they can marry without permission, • His sister refuses to do what he tells her.
divorce, own property, inherit, work at skilled • People are afraid of him – he has magical powers
professional jobs and decide if they want to and can put a curse on someone if he wants to.
marry or not. Sir Gawain (Character’s actions)
—— In other cultures, women are still kept very • He is very loyal to King Arthur and offers to help
tightly under the control of men. him find the answer to the riddle. He rides all over
—— Physical beauty is still very highly valued in England with the king speaking to people.
our culture. The media a very influential in • He volunteers to marry Lady Ragnell in order to
this regard. spare the king’s life.

• He marries Lady Ragnell in a big public wedding tense to use in a description: usually we use the present
and does not act as if he is repelled by her simple tense.
ugliness.
• He kisses her on their wedding night although she Informal assessment
is so ugly. Use the following assessment tool to assess each
• He does not decide for Lady Ragnell how the learner’s character sketch.
curse should be broken: he leaves it in her control.
In so doing he gives her control over her own life. 1 – poor 4 3 2 1
Sir Gawain (How other characters behave towards him) 2 – adequate
• King Arthur trusts him and tells him his pact with 3 – good
Sir Gromer as well as some of what Lady Ragnell 4 – excellent
wants. Uses the correct tense
• Lady Ragnell wants to marry him. She knows that Describes details consistent with
he is her best chance at breaking the curse – she a villainous character
hopes that he will act honourably and respectfully Uses adjectives and descriptive
towards her. words
Lady Ragnell (Character’s actions) Overall impression of character
• She is beautiful, but has been made ugly by a sketch
curse put on her by her brother Sir Gromer. Use of the writing process
• She uses her brains to escape from the curse that is
TOTAL
on her – she bargains with King Arthur to give him
what he needs in order to get what she needs.
• She does not wait quietly to be rescued, but takes Write a short story (Formal Assessment
matters into her own hands. Task 1): Writes own short story
• She chooses to marry a knight who she knows will LB page 141
act gallantly and respectfully towards her.
• She is wise and knows the answer to the riddle. Learners now write a short story, using the character
• She refuses to do what her cruel bother Sir Gromer created in their character sketch.
wants her to do – even though it means that she
has a curse placed upon her. Language practice
• She allows Sir Gawain complete freedom to LB page 142
answer the question of whether she will be ugly at
night or during the day. Go over the explanation of gerunds provided in the
Lady Ragnell (How other characters behave towards Learner’s book. Some extra examples to help explain
her) the difference between gerunds and verbs:
• King Arthur sees that she is so ugly that he cannot • Gerund: My job is feeding the hens (feeding is a
promise that sir Gawain will marry her. job/noun)
• Sir Gawain agrees to marry her, but only because Verb: I am feeding the hens right now.
in doing so he can spare the King’s life. • Gerund: His favourite sport is swimming
• Sir Gawain treats her with respect at their (swimming is a sport/noun).
wedding. Verb: He went swimming in the sea.
• The villain, Sir Gromer is furious with her for • Gerund: Feeling and expressing gratitude is very
telling King Arthur the answer to the riddle. important (feeling and expressing are both abstract
• When she is released from the curse completely, nouns).
she and Sir Gawain live happily ever after. Verb: I was feeling gratitude. I like expressing
gratitude.
Write a character sketch Have the learners to the exercises to consolidate
LB page 141 understanding.
Learners use the mind map to plan a character sketch
of a villainous character. They fill in details about the Suggested answers
character: details that must be consistent with their 1. a) Gerund
villainous nature. Draw their attention to the correct b) gerund
104 Term 3

c) gerund the mark as part of the term assessment.
d) gerund
2. a) His Suggested answers
b) his 1. Answers will vary. These are some suggestions.
c) our a) The children denied making all the noise.
d) their b) Making friends with you, was one of the best
things I ever did.
Future perfect tense c) Jake’s driving scares me because he goes so
LB page 143 fast.
d) I am famous for my cooking/ running/
Read over the notes and examples with the learners, swimming/ writing/ juggling. (4)
before they attempt the exercises on their own. 2. Answers will vary. These are some suggestions.
a) By the time you arrive I will have unwrapped
Suggested answers all my presents.
3. a) By the end of the year we will have written so b) We will have spent all our money by the time
many stories. Christmas arrives.
b) She will have left on the aeroplane by this c) They will have finished supper by the time the
time tomorrow. movie starts.
c) We won’t have checked our work properly by d) The baby will have started to walk by her first
then. birthday.
d) We will have been best friends for a year this e) The show will have started by the time we
month. arrive. (5)
4. Answers will vary. These are some suggestions: 3. a) In the first sentence (without the comma)
—— By bed-time tonight I will have finished my “chocolate” functions as an adjective so the
homework. sausage was made from chocolate. In the
—— By bed-time tonight I will have laid out my second sentence (with the comma) we ate
clothes for tomorrow. three different foods: chocolate, sausage and
—— By bed-time tonight I will have read that cake.
book. b) The first sentence (with the comma) is a
command, calling Grandpa to join them while
Comma they eat. The second sentence (without the
comma) means that they are going to eat
Suggested answers Grandpa.
5. a) The evil villain screamed, fell in the lake and c) The first sentence (with the comma) is an
drowned. instruction to drivers to slow down as children
b) The king rewarded the knight with gold, are crossing. Without the comma, “slow”
silver, diamonds and other precious things. functions as an adjective to describe the type
c) He climbed up the stairs, crept across the of children that are crossing – slow children.
landing, disappeared into the bedroom and (6)
hid under the bed.
d) She switched on her torch, so the thief ran Spelling list
away in fright. • Revise the terms associated with the theme to
Revision (Formal Assessment • Set aside 15 minutes each week for a spelling test.
Task 1): Language in context:
Remedial and enrichment for
15 marks
this theme
LB page 144
Set aside one lesson for learners to complete the Preparation and resources
assessment task below. Learners work individually, • Core reader: The Book of King Arthur (page 31)
writing the answers in their books. Mark learners’
answers using the suggested answers below and record

Remedial Core reader: The Book of King Arthur
Learners who have struggled with the character sketch (page 31)
will get another opportunity to practise the skill by
doing Target worksheet A. There are also activities to Learners explain how the author uses Sir Ector’s
reinforce their understanding of gerunds and the use of actions to show that he loves Arthur as his own son.
commas.
Core reader: The Book of King Arthur Theme 12 Tall tales

(page 31)
Weeks 5 and 6
Learners can write a description of Sir Ector.
Theme overview
Enrichment This theme deals with storytelling and tall stories.
Learners who need enrichment can do Target Learners will examine an image which has been
worksheet B in which they write another character manipulated and they will listen and respond to
sketch and deepen their understanding of gerunds and a tall story. Exaggeration and stereotypes will be
commas. Learners can also research other legends identified and they will discuss plot, theme, setting and
associated with the time of King Arthur. They could characterisation by analysing other stories. Learners
look for another well-known story about Sir Gawain write a friendly letter. Language exercises on adjectives
called Sir Gawain and the Green Knight. and tenses follow.
Genre: Short stories

Focus: Exaggeration and hyperbole
Listen • Discuss the implications of manipulating • Starting off • Listening text:
and speak photographs. (LB page 145) Michigan winds
(2 hours) • Discuss idiomatic expressions commonly • Language practice (TG page 161) or
used in the media. (LB page 146) audio CD (track 9)
• Discuss old wives’ tales. • Speak (LB page 146)
• Listen to and discuss a tall tale. • Listen and speak
• Listens to a short story (LB page 147)
—— Introductory activities: prediction. • After you listen
—— Recalls events in the correct sequence (LB page 147)
and using the correct tense.
discussions.
—— Identifies how stereotypes are created
and their effects on the listener.
—— Discusses characters.
—— Discusses plot, conflict and setting.
—— Discusses messages in the text.
106 Term 3

Read • Identify hyperbole. • Language practice • Core reader:
(5 hours 30 • Read two short stories. (LB page 148) The building of a
minutes) • Read notes on adjectives; the present • Before you read City (page 7)
and past perfect tense; plurals of words (LB page 148) • Dictionary
ending in -o; writing a friendly letter. • Read (LB page 148)
• Read an example of a friendly letter. • After you read
• Read each other’s letters. (LB page 149)
• Reads a short story • Read (LB page 150)
—— Pre-reading activities: prediction based • After you read
on title and or graphics. (LB page 150)
—— Examines the text for hidden • Language practice
messages and summarizes the main (LB page 151)
and supporting ideas. • Language practice
—— Explains how the writer manipulates (LB page 152)
the reader’s perceptions: the • Before you write
techniques used, characterisation. (LB page 154)
—— Critically discusses cultural and social • After you write
values in text. (LB page 155)
—— Discusses plot, theme, setting and
characterisation.
development.
Write • Write answers to questions on two short • After you read • Core reader:
(4 hours) stories. (LB page 149) The building of a
• Write descriptive paragraphs of • After you read City (page 7)
stereotypical characters. (LB page 151) • Core reader:
• Write a friendly letter. • Write (LB page 151) Reasons for
—— Uses correct layout. writing (page 94)
—— Shows awareness of audience and • Dictionary
style.
—— Uses appropriate tone.
—— Plans, drafts and refines writing,
focusing on improving language,
spelling, tenses and linking sentences
into cohesive paragraphs.
—— Uses connecting words, e.g. ‘however’,
synonyms and antonyms to link
sentences into cohesive paragraphs.
—— Uses correct spelling and punctuation.
Language • Word level • Language practice • Target worksheets
(30 minutes —— Adjectives (predicative), tenses, (LB page 151) • Dictionary
+ time spent connecting words • Language practice
on integrated • Sentence level (LB page 152)
activities) —— Past perfect tense; future perfect tense • Revision
• Spelling and punctuation (LB page 156)
—— word division, dictionary usage
Theme 12 Tall tales 107

Teaching Guidelines Suggested answers
During the coming two weeks, learners will be required a) False, though too much TV is bad for lots of other
to complete formal assessment tasks to provide an reasons!
indication of their progress. The assessment will be b) True. Continuous exposure to extreme noise can
made up of the following tasks and marking allocation. result in permanent hearing loss.
c) False
FAT task 1 % Reference d) False. You don’t actually turn orange but your skin
Language structures and 15 LB page 156 can get an orange tinge to it.
conventions e) False
Reflect on stories read 20 LB page 150 f) False. The skin around the nail shrinks, giving the
independently appearance that the nails are getting longer.
g) True
Starting off h) False. Cool burns with cold, running water. The
LB page 145 oils in butter will trap heat and actually make the
burn worse.
After the learners have looked briefly at the
photograph, make sure they understand that it is a fake; Play “broken telephone” with the learners. Think of a
it has been digitally manipulated. This introduces the few suitable messages to pass around. After playing the
concept of manipulating the truth. Use the questions in broken telephone game, talk about how stories often
the Learner’s book to lead the discussion. get distorted, embellished and exaggerated as they are
Encourage learners to bring old magazines to class passed along.
where they can look for photographs which have been
manipulated. Listen and speak
LB page 147
Language practice
LB page 146 Preparation and resources
• Listening text: Michigan winds (page 161) or
Review concept of idiomatic expression, referring to audio CD (track 9)
page 28 in the Learner’s book if necessary. Then have
the learners work in pairs to discuss the idiomatic Before reading the text, discuss what a tall story is.
expressions in the headlines. Discuss some of the elements of American culture
which could be considered stereotypical e.g. watching
Suggested answers Little League baseball games, having turkey at
1. He was caught in action, while doing the deed. Thanksgiving dinner. Examine the map in the Learner’s
2. She adjusts the story so that it is not entirely true book and discuss setting. Tell learners to listen for the
to protect her son. exaggeration in the story which you will now read. You
3. The diamonds are sold illegally. can play a recording of a professional reading from the
4. The accountant altered facts and figures to commit audio CD (track 9).
a crime.
5. An untrustworthy business robs the aged. After you listen
6. The politician is accused of bribing someone or LB page 147
giving them money to get something.
7. Did the accused lie openly, blatantly? Suggested answers
8. The scholar has a tendency to steal. 1. The mountain was knocked over into a valley and
a plain was created.
Speak 2. The wind blew Joe’s house over but he finished his
LB page 146 apple pie while holding on to a tree branch so he
didn’t blow away. The wind in British Columbia
Read the notes on old wives’ tales. Discuss the old blew so hard and for so long that the dog starved
wives’ tales and ask the learners to give examples of on the garage wall before it died down.
their own. 3. apple pie
4. Joe
108 Term 3

5. shovel 6. Learners’ own answers. Any well-supported
6. Answers will vary. Suggestions could include answer is acceptable.
trunk (car boot) and diaper (nappy). 7. Learners’ own answers. Any well-supported
7. Answers will vary. answer is acceptable.
8. Evaluate drawings on how well they reflect the
Informal assessment story rather than on artistic ability.
Oral skills can be evaluated as you listen to responses
to digitally altered photograph. Make a note of whether Read (Formal Assessment
the learners were able to identify stereotypes and Task 1): Reflect on text read
examples of exaggeration in the tall story.
independently: 20 marks
Language practice LB page 150
LB page 148
Explain the concept of hyperbole and ask the learners for Learners to read the story and answer the
examples in common use. Go over the exercise together. comprehension questions independently.

• ran like the wind – fast 1. Learners’ own answers. Award marks for original,
• starving – hungry eye-catching titles that accurately reflect the story. (2)
• a million laps – many laps 2. a) Beginning – woman arrives at the airport
• sweating like a pig – sweating early and sits on a bench with her coffee and
• boiling hot – very hot biscuits. (2)
• bolted his food down – ate quickly b) Development – a little old lady approaches
• the mountain of homework – lots of homework and joins her. (2)
• bite his head off – would be angry c) Problem – the old lady opens and starts eating
the woman’s biscuits. (2)
Read d) Climax – the woman discovers her
LB page 148 own unopened packet when the old lady
leaves. (2)
Before you read e) Conclusion – she feels embarrassed and
Help the learners understand the significance of the ashamed of her behaviour but the old lady is
title of the story. They should be able to predict that gone and so she cannot rectify things. (2)
the story will be funny, based on the title. Draw their 3. The story takes place in the afternoon in an
attention to the setting (South Africa) and tell them to airport. Most of it happens on a bench. (1)
pay attention to how this setting is established. Read 4. Learners may come up with different ideas here.
the story aloud while the learners follow in their books. Our tendency to judge and jump to conclusions
before we know all the facts is an obvious
After you read theme. (2)
Learners complete the comprehension questions 5. She was shocked by her behaviour and appalled
independently. by it. (1) She was critical of the old woman and
become angry. We know this as she gave her an
Suggested answers “accusing glare” and a “hostile glare.” (2)
1. Despite the fact that Paul is intelligent and 6. The reader tends to sympathise with the writer (1)
inventive (he comes up with unusual ways to avoid and we too are rather shocked by the old lady’s
work), he is lazy. cheek. (1) We imagine ourselves in the woman’s
2. Paul used his knowledge of porcupines’ habits to position.
come up with a very unusual way of avoiding work.
3. Nocturnal; Paul had to spend the whole night Core reader: The building of a City (page 7)
outside. Learners read the story in groups and identify the
4. in winter; the ground was frozen and Paul was elements of a story (beginning, development, problem/
half-frozen by morning. conflict, climax and conclusion.)
5. bakkie
Theme 12 Tall tales 109

Write Present and past perfect tense
Read over the notes with the learners. Focus on when
Preparation and resources we use these tenses and take examples from the stories
• Core reader: The building of a City (page 7) in this theme to point out more examples of how tenses
are used correctly.
Learners will have varied responses. Some ideas are
suggested. 5.
a) Villain – evil, cruel, mean-spirited, a dark Simple Continuous Perfect
character who may be physically ugly or sinister Present He walks. He is He has walked.
looking. walking.
b) Heroine – a gentle, pretty, kind, gracious woman. Past He walked. He was He had walked.
c) Nurse – a reliable, competent, organised, neat, walking.
caring person who wears sensible shoes and a
Future He shall He shall be He shall have
uniform.
walk. walking. walked.
d) Grandmother – warm and loving, plump and
wrinkly, generous and wise. 6. a) She had written her exam with her new pen.
b) My mother had baked a lemon cake for tea.
Core reader: The building of a City c) I had delivered my speech.
(page 7) 7. a) The boy shall have gone to the shops.
b) Mrs Dowlath shall have taught you.
Discuss the stereotype that wolves portray and how the c) I shall have finished my homework.
stereotype is challenged in this story.
Informal assessment
Informal assessment These exercises can be self-assessed as you go through
Learners could share their stereotypical descriptions in the answers with the whole class. You could assess
groups and compare their ideas. selected questions yourself and record marks for each
learner.
Language practice
LB page 151 Write
LB page 154
Use the notes to teach the learners how to spell plurals
of words ending in -o. Preparation and resources
• Core reader: Reasons for writing (page 94)
Adjectives
LB page 152 Read over the example of a friendly letter, focusing on
Read over the notes with the learners and give them the language and layout. Read the notes on page 155.
time to do the exercises. Ask the learners who they write friendly letters to.
Suggested answers Write a friendly letter

1. a) unusual LB page 155
b) my, fascinating Learners must spend time planning and organising their
c) that, deceptive ideas, with the aid of the instructions in the Learner’s
d) ingenious, talented book. Learners write a first draft using the correct
2. a) The moon was beautiful format.
b) The child is wicked.
c) The election was democratic. After you write
3. energetic, golden, circular, central, furious, LB page 155
humorous Then they must refine and edit. Encourage them to link
4. talkative, revving, oozing, triumphant, humming, sentences with connecting words and pronouns so that
grunting their paragraphs flow. Spelling and punctuation must
be checked.
110 Term 3

Informal assessment Remedial and enrichment for
Learners could get their parents to read their letters this theme
to see whether the tone and language used are
appropriate. The learners could check each other’s Remedial
formats for errors or you could assess their letters Practise analysing the elements of plot: the beginning,
individually and record the marks. development, crisis or conflict, climax and ending. Use
class readers and stories which learners have already
Core reader: Reasons for writing read to do this. Familiar fairy tales are very useful for
(page 94) reinforcing setting, character and theme. Encourage
independent reading of myths and legends.
In groups, learners read the text and discuss how the The target worksheet on this chapter has more
poet is encouraging learners to express how they feel. exercises on adjectives and the past perfect and future
perfect tenses. There are also exercises on punctuation
Revision (Formal Assessment and vocabulary development.
Task 1): Language in context:
Enrichment
25 marks Get learners to do independent reading by researching
LB page 156 some urban legends. These are often very entertaining
Set aside one lesson for learners to complete the and provoke much discussion. Encourage extra writing
assessment task below. Learners work individually, of stories, perhaps a writer’s competition of some sort
writing the answers in their books. Mark learners’ could be organised.
answers using the suggested answers below and record The target worksheet on this chapter has some
the mark as part of the term assessment. ideas for independent reading and extra writing. There
are also exercises on vocabulary development and
Suggested answers stereotypes as well as some word games.
1. a) We shall have left for the trip. (2)
b) I hope that you shall have spent time with
your grandmother. (2) Theme 13 Drawn out tales
c) The man shall have brought the new car to
our house. (2) (6) Weeks 7 and 8
2. a) May I borrow your sister’s book? (2)
b) She can’t do her homework today. (1) Theme overview
c) I enjoyed reading “Boy” by Roald This theme uses cartoons and comics as a basis
Dahl. (3) (6) for learning. There is focus on how messages and
3. scarce – abundant; modern – ancient; rigid – stereotypes are conveyed visually. Learners will read
flexible; hideous – beautiful; massive – tiny (5) and interpret comic strips and become familiar with
4. a) rowed cartoon conventions and finally produce their own
b) preys comic strips. They also examine tree diagrams as
c) practise a way of conveying information visually. Sentence
d) stationary (4) work covers active and passive voice as well as direct
5. ba-con; tea-pot; mu-sic; com-pu-ter (4) and indirect speech. Language work includes verbs,
adverbs, adjectives, dictionary work and word division.
Spelling list
• Set aside 15 minutes each week for a spelling test.
Theme 13 Drawn out tales 111

Genre: Visual texts (cartoon strips)
Focus: Visual techniques to convey messages and information
Listen • Discuss favourite comics and cartoons. • Starting off • Cartoons
and speak • Discuss features of cartoons. (LB page 157) and comic
(2 hours) • Discuss ways in which artists create stereotypes in cartoons. • Before you books
• Discuss ways in which artists convey information in cartoons. read appropriate
• Listen or view audio/visual / read text: cartoon / comic strips (LB page 158) for your
—— Introductory activities: prediction. • Read learners
—— View and discuss content and messages of the text. (LB page 159)
—— Discuss appropriateness of the graphics to the text. • After you read
—— Discuss the effectiveness of the graphics and music. (LB page 160)
—— Share ideas on the title and the text.
—— Discuss any new words vital to the understanding of the
programme.
—— Discuss main characters and the underlying message.
—— Identify and discuss how perceptions are influenced by the
content, choice of words and the speaker’s body language.
Read • Identify visual techniques used to convey information in • Before you • Cartoons
(5 hours 30 cartoons. read (LB page and comic
minutes) • Identify stereotypes used in cartoons. 158) books
• Read notes on active and passive voice; past participle verbs; • Read (LB appropriate
modal verbs page 159) for your
• Read a comic strip. • After you read learners
—— Follow short printed instructions and interpret them and (LB page 160)
explain simple visual text: graphs, diagrams, graphics. • Language
—— Examine the text for hidden messages and summarise the practice
main and supporting ideas. (LB page 161)
—— Explain how the writer manipulates the reader’s • Language
perceptions: the techniques used, characterisation. practice
—— Critically discuss cultural and social values in text. (LB page 163)
—— Identify different perspectives and give own perspective • Language
based on evidence in the text. practice
—— Interpret and analyse details in graphical texts. (LB page 166)
—— Transfer detail from one form to another. • Read
(LB page 165)
Write • Write sentences based on a tree diagram. • Write
(4 hours) • Draw a tree diagram based on information in a paragraph. (LB page 162)
• Write answers to questions on a comic strip. • Write
• Create a comic strip. (LB page 162)
• Write a cartoon / comic script • After you read
—— Use a frame. (LB page 165)
—— Define the concept. • Write
—— Outline the script. (LB page 167)
—— Use correct format.
—— Use interesting main and supporting characters.
—— Use effective plot and conflict.
—— Write and design visual texts using language, pictures
and sound effects creatively, e.g. an advertisement for
television.
• Use the writing process: planning/pre-writing, drafting, revising,
editing, proofreading, presenting
112 Term 3

(30 —— Verbs (participle), moods, adverbs, adjectives practice • Target
minutes • Sentence level (LB page 161) worksheets
+ time —— Active voice, passive voice, direct and indirect speech • Language
spent on • Spelling and punctuation: practice
integrated —— dictionary use, word division (LB page 163)
activities) • Language
practice
(LB page 165)
• Language
practice
(LB page 166)
• Revision
(LB page 168)
Teaching guidelines Suggested answers

1. She looks curious and surprised. Her mouth is in
Starting off a pronounced O, her eyebrows are raised and her
LB page 157 eye are wide open (big).
2. She would look more serious, sombre, sad, dull
Preparation and resources or even bad if she were wearing black and grey
• Collect cartoons and comic books appropriate for clothes.
your learners. 3. Answers will vary.
• Ask the learners to bring their favourite comic
books to school. Read
LB page 159
Use the questions in the Learner’s book to lead a class
discussion. Go over the annotated Tweety cartoon with the
learners, emphasising how the artist has created
Suggested answers Tweety’s character visually. Use the questions in the
1. & 2. Answers will vary. Learners must be able to Learner’s book to guide the discussion.
substantiate their opinions.
3. A cartoon is a simple, usually single, drawing Suggested answers
that may have a caption. It is intended to create 1. She looks cute, innocent and good.
humour. A comic strip is a sequence of drawings 2. a) Her big head makes her look like a baby
arranged in panels. A comic book is a booklet and her bright golden colour is warm and
made up of pictures, usually accompanied by cheerful.
dialogue, that tells a story. b) Her open wave makes her look relaxed.
4. Comics and cartoons use visual art, pictures and c) She looks cute and innocent.
words to tell a story. A novel uses words only. d) She is waving, which makes her look friendly.
3. The pun is on the word “tweet.” His name is
Read Tweety but tweet is also the onomatopoeic sound
LB page 158 made by birds and he means “Ain’t I sweet.”
4. This would make him look far less innocent,
Before you read maybe more curious looking?
The annotated fairy princess cartoon introduces cartoon
conventions, symbols and stereotypes. Learners work Informal assessment
in pairs to examine the picture and annotations and Evaluate whether learners understand how body
discuss the questions. language, stereotypes and symbols convey information.
You may need to find more examples to help them
grasp these concepts.

Read on c) Mr Kaplan complained that that child had run
Continue reading the text on characterisation in across the street.
cartoons. Help learners to recognise distinctive features 3. a) “Don’t bring your bags tomorrow,”
that make characters recognisable. Talk about character Mrs Zondi said.
design and different comic book styles. b) “The bus will be delayed,” said Cyril Moses.
c) “When will we have another excursion?”
After you read asked Jerome.
LB page 160 4. Learners’ own answers, which must reflect correct
use of punctuation and indirect speech.
1. They are bad characters. Their facial expressions
are threatening – lowered eyebrows; dark shadows Write
around their eyes. The background is dark and LB page 162
dull. Their clothes are dark. The bald head and
beard make the character look like a thug. In this exercise learners will interpret information in a
2. The lines around the character and the skew image tree diagram and write factual sentences. These could
in the frame give a mood of chaos and panic. be read out aloud.
3. His smile, bright eyes and open face tell us that he
feels confident and unafraid. Suggested answers
4. The angle helps to convey the confusion, chaos 1. Answers will vary but have to be factual.
and sense of movement. Examples of answers are:
—— This diagram shows different types of food.
Language practice —— In this diagram, food types are divided into
LB page 161 four groups.
—— The main food groups are grains, fruit and
Active and passive voice and indirect veg, dairy and protein.
speech 2. Completed family tree as below.
Read the notes and examples in the toolkit on active Language practice
and passive voice. Revise the concept of indirect LB page 163
speech, referring to the notes on page 17.
Verbs (past participles)
Suggested answers Work though the examples in the toolkit and get
1. a) The book was read by Piggy Pigtails. learners to complete the table and verb exercise.
b) A huge attic full of old junk was discovered
by the girl. Suggested answers
c) The matter was investigated by Peggy. 1. drive, drove, driven
d) The book could not be found by Peggy. swim, swam, swum
e) Many new friends were made by the girl. bring, brought, brought
2. a) Marvin said that he wanted to go to the movies. 2. a) I was woken from a deep sleep when the door
b) Carlo said that Marie had not handed in her slammed.
form. b) The window was broken by a flying rock.
Keith Rose Colin

(1977– ) (1974– ) (1978– )
Linda Bane Ezekiel Maria Arthur Tau Joshua

(1977– ) married (1947– ) (1944– ) married (1942–1954)
1975 1970
Moses Bam Meryl Khaze

married
Family Tree 1940
114 Term 3

c) The cowboys had ridden into town and had Language practice
drawn their guns. LB page 165
d) We were thrown in at the deep end.
e) The boy had worn such a funny hat. Dictionary work
Read the dictionary extract pointing out the head word
Read and use the entry to explain how words related to the
LB page 164 head word are also found here. Remind learners of the
abbreviations used for the different parts of speech.
Read the comic excerpt. Draw the learners’ attention to
how speech bubbles and font size can be used to create Suggested answers
emphasis and to convey meaning. Discuss captions and 1. Reform, uniform.
how they provide important information. Discuss the 2. Formation, format.
appropriateness of characters’ names.
Modal verbs
After you read LB page 166
LB page 165
Use the notes to explain the concept of modal verbs.
Suggested answers When you are sure the learners understand, have them
1. The caption tells us who the characters are and complete the exercise.
gives the background to the story.
2. The writer wants to emphasise these words Suggested answers
because they are important parts of the story. 1. Modal verbs: sit, be. Imperative mood.
3. The jagged edges show that the speaker is 2. Modal verb: walks. Indicative mood.
speaking forcefully and with lots of emotion. 3. Modal verb: likes. Indicative mood.
4. It is a sound effect; it is not being spoken by any 4. Modal verbs: did, insists. Indicative mood.
character. 5. Modal verbs: should clean. Subjunctive mood.
5. It is the sound made as the Fire-eater ignites; it is 6. Modal verbs: to run. Infinitive mood.
the sound made as he rises into the air. 7. Modal verbs: were; would never forget.
6. The movement lines show that they are moving Subjunctive mood.
quickly. The characters in green are leaning 8. Modal verbs: may, have. Subjunctive mood.
forward to show that they are running fast. The
female character in green’s hair is blowing back to Informal assessment
show that she is moving quickly. Leaners could sit with a classmate and compare their
7. The dark blue background creates suspense and answers.
tension. The yellow and orange background is
dramatic and shows that something exciting is Write
happening. LB page 167
8. Bold writing shows that the speaker is
emphasising those words. Colour in the words Before you write
tells us how the speaker feels or the tone of the Leaners will work in pairs to create their own comic
words. The Fire-eater’s words are red because he strips or cartoons. Take them through the prewriting
is passionate about what he is saying. steps in the Leaner’s book. Encourage the learners to
9. Betty Byrd – flight – her surname makes us think of incorporate all they have learnt about characterisation,
a bird which makes us think of flying. Tony Swift – stereotypes and visual techniques.
speed – his surname is a synonym for speed.
Draw your cartoon
Informal assessment Learners first do a rough draft of their cartoon before
The answers to the exercise could be taken in and getting input from classmates. After making desired
individually assessed in order to ascertain whether changes, the learners draw a final version of their
learners have understood characterisation in visual comic strip or cartoon.
texts.

Informal assessment are entertaining and accessible to most learners.
The cartoons or comic strips could be individually The target worksheet includes more exercises on
assessed. Check for creative use of cartoon conventions adjectives, adverbs, identification of the mood of verbs,
and whether the message or joke is clearly conveyed. vocabulary and punctuation.
Display the cartoons in the corridor for other classes to
enjoy. Enrichment
Learners who are above level should be exposed
Revision to satirical cartoons that are not just amusing or
LB page 168 entertaining but which also pass comment on society
1. a) quickly and its follies. Have a board where cartoons and comic
b) lazily strips can be pinned up and enjoyed by all. The target
c) thoroughly. worksheet includes work on symbols and stereotypes,
2. con-serve, in-hale, mind-ful, out-wit, peace-maker the mood of verbs, direct and indirect speech as well as
3. a) A comedy was watched by Jenny and Khanti. vocabulary work.
b) The dog was taken for a walk by Suneel.
c) Comic strips are enjoyed by all of us.
4. a) Babies like to play with soft toys. Theme 14 All the world is
b) The slow car is very cheap. a stage
c) The happy child sits alone in the room.
d) The unpolished table is ugly.
5. Answers will vary. Weeks 9 and 10
• Revise the terms associated with the theme to In this theme, learners explore drama text. They listen
consolidate learners’ understanding of them. to and speak about a play set in Africa, and read and
• Set aside 15 minutes each week for a spelling test. analyse a play based on Anne Frank’s diary. They write
and perform their own role-play and write a review of
Remedial and enrichment for a play. They explore key concepts around structures
this theme of dramatic texts and character development. They
consolidate work done on active and passive voice,
Remedial prefixes and suffixes and practise using quotation
Encourage learners to bring comic books to school marks.
and to share these with their classmates. Comic books
Genre: Drama
Listen • Discuss a poster advertising a play. • Starting off • Posters
and speak • Predict the storyline based on a picture and a poster. (LB page 169) advertising
(2 hours) • Listen to and discuss a short play. • Before you listen plays
• Perform a role-play. (LB page 170) • Core reader:
• Predictions based on scanning. • Listen and speak Lungile (page
• Watch a play. (LB page 170) 77)
• Listens to and discusses drama • Speak (LB page • Listening text:
—— Introductory activities: prediction. 171) A wise and
—— Discusses key feature of the text. • Before you read foolish king
—— Identifies how stereotypes are created and how this (LB page 171) (TG page 161)
affects the listener. • Before you read • Core reader:
—— Identifies themes, asks questions. (LB page 173) Frozen stiff
—— Identifies and discusses values in the text. • After you write (page 68)
—— Links content and messages in the text to own life. (LB page 177)
—— Gives critical comment on messages in the text.
116 Term 3

Read • Read a play review. • Read (LB page • Core reader:
(5 hours 30 • Read an extract from a play. 171) Lungile (page
minutes) • Prediction based on title and or graphics. • Read (LB page 77)
• Reads reviews of play/drama 174) • Core reader:
—— Pre-reading activities, e.g. prediction based on title Frozen stiff
and or graphics (page 68)
—— Uses different reading strategies e.g. skimming, • Age-
scanning to identify main and supporting ideas. appropriate
—— Critically discusses cultural and social values in books or
text. posters about
—— Identifies different perspectives and gives own the Second
perspective based on evidence in the text. World War and
Nazism
• Dictionary
Write • Draw a mind map to summarise the main and • After you read • Core reader:
(4 hours) supporting ideas in a play review. (LB page 172) Lungile (page
• Write answers to questions about a play review. • After you read 77)
• Write answers to questions about a play. (LB page 173) • Learners’ play
• Write a play. • Write (LB page review star
• Writes a dialogue / a short play script 176) rating chart
—— Uses characterisation. (TG page 124)
—— Uses correct layout. • Dictionary
—— Establishes tone or mood.
—— Shows an understanding of style and register.
• Uses the writing process: planning/pre-writing, drafting,
revising, editing, proofreading, presenting.
(30 minutes —— stems, prefixes, suffixes practice (LB • Target
+ time • Sentence level page 178, 179) worksheets
spent on —— Active voice, passive voice • Revision
integrated • Spelling and punctuation (LB page 180)
activities) —— quotation marks
Teaching Guidelines
During the next two weeks, learners will be required
made up of the following tasks and marking allocation.
Formative Assessment Task 2 % Reference

Role play a familiar situation 20 LB page 171
Comprehension test (drama) 30 Photocopiable sheet TG page 184
Language structure and use taken from a drama 20 Photocopiable sheet TG page 185
Writes a drama 30 LB page 176
Theme 14 All the world is a stage 117

Formal Assessment Task 2:
Comprehension test 30 marks
Question Answer Marks
1. Anneke 1
2 She is pleased to have them because she likes them (1), but also because they 3
remind her of her old life (1). They make her new “home” feel more like home. (1)
3. Yes (1). She says “I have always longed for one” (1). She “throws her arms around 3
her father” (1). She immediately begins looking for a pencil to write in it (1). Any 3.
4. No, she could never have imagined it (1). She would have assumed that only she 3
would read it (1). She did not know what might happen to her (1), and even if she
knew she would not have guessed that it would be published and read by so many
(1). Any 3
5. To fetch a pencil (1) to write in her diary (1). 2
6. It was not safe (1) to walk around downstairs in case she was seen or heard by 2
someone. (1)
7. Yes, she is surprised (1) because she thought she could go downstairs once the 2
workers had gone home. (1)
8. She won’t have to wear overshoes (1) or Margot’s coat (1); or to practise piano (1) 3
9. Miep. (1) 1
10. He means that even though they cannot move around (1), no one can control what 2
they think, talk about or read (1)
11 It is figurative (1). It is a metaphor (1) comparing mind control to locking someone 2
up
12. The sound of children playing (1). It would make the audience sad (1) because 3
Anne should have the freedom to be out playing like the other children. (1)
13. No, he knows it will be very hard for her (1). He tells her this because he is trying 3
to encourage her (1), to help her find things to be positive about (1) so that she
can cope with the difficulties (1). Any 3
Total 30
Formal Assessment Task 2: 3. The order may vary, as long as the verb is in the
Language in context (30 marks) passive voice.
a) The Frank family decided to go into hiding
1. The play is called “The diary of Anne Frank.” It after the German authorities had called up
is based on the diary of a young Jewish girl who Margot. (1)
lived with her family in hiding during the German b) The Dutch authorities have restored the
occupation of Holland. Despite her family’s Annex where the family was living and it is
hardship, Anne wrote in her diary, “I still believe now a museum. (1)
that people are really good at heart”. (Take off half c) Actors all over the world have performed
for each error or omission up to 4.) the play that was written by Goodrich and
2. a) the German authorities (1) Hackett. (2)
b) The Dutch authorities (1) 4. a) many people (1)
c) Actors all over the world; Goodrich and b) her father (1)
Hackett (2)
118 Term 3

5. The order may vary, as long as the verb is in the discussion. You can also assess their ability to interpret
passive voice. the graphic material on the poster and ways in which
a) Powerful descriptions of the Second World the playwright can influence the audience.
War have been written by many people,
but few as popular as the Diary of Anne Core reader: Lungile (page 77)
Frank. (1) Learners read the play and design a poster to advertise
b) Pictures of film stars from Anne’s bedroom the play.
were brought for her by her father. (1)
6. Half for each correct use of prefix/suffix Listen and speak
a) Many children like Anne suffered great LB page 170
(unhappiness) and (misery) because of the
war. Preparation and resources
b) Anne’s father did his best to (encourage) her • Listening text: A wise and foolish king (TG page
and make her (hopeful). 161 and LB page 241)
c) The acting was very (powerful) and • Recruit a few learners to help you perform the
(impressive). play. They can read the text if they don’t have time
d) It is hard to believe the (cruelty) and to learn it. However, you should rehearse a few
(inhumanity) of Hitler’s policies. (4) times with them at break so that they are able to
Total marks [20] bring something to the performance. The character
of the King should especially be performed with
Starting off the very strong, stylised gestures of a haughty and
LB page 169 autocratic king. It would also be good if you can
manage a few props and costumes. The closer this
Preparation and resources resembles an actual production of a play, the more
• Posters advertising plays it will fulfill the CAPS requirements.
Before you listen
Invite the learners to discuss the purpose and function Invite learners to look at the illustration of the play,
of the play posters you have brought. Help them to and discuss with a partner what they think the play is
interpret the types of plays shown in the posters. about. Learners should notice that it is an African play,
Divide the learners into groups. Have them look at probably set some time ago as everyone is in traditional
the play poster in the Learner’s book and discuss clothes and there is no evidence of modern life. The
the questions. Invite each group to report back on a action will feature a king, and people shaving their hair
different question. off.
Suggested answers After you listen

1. It is about a fox finding ways to outwit a Farmer. The learners can discuss the questions in groups or
Perhaps he steals the farmer’s chickens. Or the pairs.
farmer is trying to trap him, and he escapes.
2. Yes. The title (Fabulous Frankie Fox), the sub title, Suggested answers
and the way the fox and the farmer are portrayed 1. Subjective answer, but reasons for the title
on the poster all suggest that Frankie is the hero of could be that he shows foolishness in asking the
the play. impossible of the blacksmith, but shows wisdom
3. Yes, it could show the fox as a cunning, sly thief later in realising that it is impossible and therefore
outwitted by a clever farmer. It could also be told he should not have asked it.
from the perspective of the chickens, for whom the 2. Generally yes. He acted in a very self-important
farmer is a hero as he protects them from the fox. way. He spoke to his subjects in a bossy way. The
The play title would depend on the story. one narrator kept describing him as foolish, while
the other over-praised him as if he knew the king
Informal assessment would expect that.
Assess how well the learners engage with each other, 3. a) A wise king listens to advice
whether they listen to each other and participate in the

4. It suggests that rulers should be wise and not Core reader: Frozen stiff (page 68)
make unreasonable demands. It is a valuable Learners read the title of the story and predict what
message, because there are many foolish leaders it is about. After reading the story, they discuss its
in the world and it reminds us that leaders can ask suitability for the play.
impossible things and they should not be blindly
obeyed. Read
LB page 171
Informal assessment
Observe the learners to note how actively they Preparation and resources
participate in discussion, and their general grasp of the • Age-appropriate books or posters about the
play. Second World War and Nazism
Write
LB page 170 Before you read
Discuss why a play review is written. Explain that
Preparation and resources a review is written to inform people about a play,
• Core reader: Frozen stiff (page 68) and to help them decide whether to go and see it or
After the learners have read the review on page 169, not. It should give a good idea of the play and the
they can write a short review of The Wise and Foolish performance, but should not tell the whole story or give
King. These reviews can be circulated and read by the away anything to spoil the story.
other learners. This will help to show how different Use the questions in the Learner’s book to assist
people perceive the same play. the learners make predictions based on the poster.
Discuss other information on the poster e.g. time of
Speak (Formal Assessment the performances, the venue, the production company.
Task 2): Role-play a familiar Discuss what other details might appear on a play
poster such as the names of lead actors.
situation
Explain to the learners that they will perform this role-
play for formal assessment, but it will also form the
scaffolding for the drama which the learners will write.
Divide the learners into groups. Ask them to
choose one of the scenarios for their role-play. They
can each work out a character, and run through the Rating code: Description of competence
role-play. Allow them time to practise. The role-plays percentage
can be performed for you in the course of the next 7 Outstanding achievement 80 – 100
week while the rest of the class is busy with other 6 Meritorious achievement 70 – 79
work. 5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
Assessment rubric and mark allocation 1 Not achieved 0 – 29
1 2 3 4 5 6 7
Voices dialogue consistent with his/her character in the 0 1 1½ 2 2 2½ 3
role play in terms of style and register
Content 0 ½ 1 1 1½ 1½ 2
Speaks clearly and audibly 0 1 2 2½ 3 4 5
Expresses thoughts clearly and with well-constructed 0 1 2 2½ 3 4 5
sentences.
Assumes facial expressions and body language suitable 0 1 2 2½ 3 4 5
for the character being role-played
Total out of 20 20
120 Term 3

Suggested answers Read
1. The poster shows a swastika, which suggests that LB page 173
it is something to do with Nazism, and a diary.
It obviously features a girl called Anne Frank. Preparation and resources
The butterflies flying out of the diary suggests • A recording of this play is available at the website
something escaping, or perhaps something being below. You could play a recording of this scene
reborn. with the learners reading along before or after
2. subjective answer they have read the extract and engaged with the
questions.
After you read • http://www.archive.org/details/
LB page 172 GoodrichHackettTheDiaryOfAnneFrank
Discuss any questions the learners may have regarding Before you read
the meaning and content. Give learners time to read Ask the learners to read the last two lines, and briefly
through the review again, and to discuss the questions discuss the question with a partner. Then go through it.
in groups. In discussing the quote, refer to the comments in the
review on Anne’s sense of mischief and fun. Discuss
Suggested answers what may have gone before as suggested by these
1. Main idea: Anne frank is a powerful and moving words.
play about the holocaust
Supporting ideas: Read
—— The play is based on the diary of Anne Frank Read the extract again with learners following. Then
—— It tells about Anne Frank’s time in the attic ask learners to volunteer to read the different parts, and
hiding from Nazis read it again.
—— Anne is so alive we forget she will die
—— The play brings the whole tragedy of the After you read
holocaust to life Read through the questions together to ensure that the
—— Anne’s belief in goodness shows that Hitler learners understand what is expected from each answer.
killed her, but not her spirit. Divide learners into groups of four to discuss the
2. Learners may agree or disagree. It shows us that questions, after which each learner writes the answers
Anne valued goodness and kindness and believed in his or her book.
in its power despite the terrible hardship that her
family experienced because of human cruelty. Suggested answers
3. “It is a performance not to be missed.” 1. It is evening, so the family can move freely around
4. Anne is so lively, and full of mischief, with the the annex. Anne celebrates by dancing and playing
normal hopes and dreams of any teenager. This a trick on Peter.
makes the audience forget that she dies. 2. a) It shows how they had to keep quiet all day,
5. We are shocked by the end because Anne is so also shown by Anne letting out a “whee”.
alive, and such a real person to us. This makes us b) The sound of the outside life would remind
aware that each one of the six million people who you that there is a world just outside that they
died was a whole person, with dreams, families, cannot be part of.
loved ones, hopes and fears. 3. She hid them to play a joke, for fun. It shows that
she is playful, mischievous, outgoing and friendly.
Informal assessment 4. They may agree or disagree, as long as it is
Assess from the feedback how much the class is substantiated. Other examples: letting out a
grasping about the play. Use this opportunity to clear “Whee”; wanting to dance; saying that she doesn’t
up misunderstandings. want to be dignified; she just wants someone to
laugh and clown with.
Core reader: Lungile (page 77) 5. It shows that people were divided. Some were
Learners read the play and write a review. very cruel, some were perhaps afraid, and some
were very courageous and caring and valued social
justice and freedom.

6. Subjective. Reasons could be yes because it brings This is a more light-hearted activity – some relief after
a family of victims to life which is easier to relate the intensity of Anne Frank. The scenarios are designed
to than just hearing about millions, but they may to stimulate the learners to write an exciting plot-driven
come up with valid arguments against this view. story. This is a FAT, and incorporates both a group and
7. Subjective. The important thing is that they engage an individual component.
with the graphic, and can read it on a symbolic
level. The butterflies are a symbolic or figurative Before you write
image, the play does not literally deal with Remind the learners of the format of a play. Learners
butterflies. work in the groups allocated to the role-plays. The
group develops the characters and setting and general
Informal assessment story, based on their role-play. They can add or take
This is a difficult task, and requires the learners to away characters, and change the story. They repeat the
engage with the text at quite an abstract and complex role-play, with the new developments.
level. It is good preparation for when they do the One group member watches to take notes (others
comprehension, which is a FAT. Spend a lot of time can play more than one role if necessary.) Encourage
going through the questions, to enable learners to really them to role play the story so that they get a feel of the
understand. Explain each answer in several different emotions and natural conversation. They then divide
ways, to help them grasp it. Share their answers, and the story into setting the scene, developing the action,
discuss with them which ones are closer to what is the climax and the resolution.
required and why. It is not necessary to mark these, as
there is a FAT for this fortnight, but use this exercise to After you write
help you and the learners assess how soundly they are LB page 177
grasping the work.
After the learners have written their section of dialogue
Core reader: Frozen stiff (page 68) individually, they then work together to edit and
Learners can dramatise this play. improve the play, using the guidelines in the Learner’s
book.
Write (Formative assessment
task 2) Assessment rubric and mark allocation
LB page 176 When the learners present the whole play, assess each
learner by paying particular attention to the section
Preparation and resources written by that learner.
• If the learners are going to informally assess each
other’s plays, make copies of the Play Review
rubric on page 123. Ensure each learner has one
copy per play.
122 Term 3

30 marks in Level 6-7 Level 4-6 Level 2-4 Level 1-2
total (76–100%) (50–75%) (25–49%) (0–25%)
Marks 4–5 3 2 1
1. Structure: Thorough planning; Good planning, Some evidence Little or no evidence
coherent plot well-developed and coherent, good setting of planning; poor of planning, poor
and story line coherent. Play moves and resolution and coherence; no clear coherence; no
clearly through setting, conclusion. setting of the scene, setting or resolution.
development, climax Clear story line. ends without clear Plot confusing,
and resolution. resolution. rambling.
Marks 5–6 4–5 3–4 1–2

2. Character- Clearly drawn Well drawn Characters poorly Characters not
isation characters, shows characters; consistent drawn; behave drawn at all; do
some emotional in behaviour and inconsistently and lack not stand out
insight; character’s dialogue. credibility. clearly; dialogue
behaviour and speech unconvincing.
is consistent, character
expressed well through
dialogue.
Marks 4–5 3–4 2–3 1
3. Establishes Tone and mood is Some evidence of an Poor or inappropriate Little or no
tone and mood well established awareness of tone establishment of tone establishment of
through dialogue and and mood created and mood. tone and mood.
stage directions and through dialogue
is consciously used and stage directions,
to advance the play, generally contributing
for example humour, to the impact of the
tension, emotional play.
drama.
Marks 4 3 2 1
4. Shows The style and register Style and register Style and register Style and register
understanding are completely usually appropriate. sometimes seldom or not
of style and appropriate at all times. appropriate. appropriate.
register
Marks 4 3 2 1
5. Language Correct language Mostly correct Uses appropriate Many errors in
structure structures, spelling and language structures, language structures language structures,
and use; punctuation; broad, spelling and with some errors; spelling and
vocabulary effective vocabulary; punctuation; good use some spelling and punctuation. Poor
excellent language of vocabulary; few punctuation errors; vocabulary limits
use (correct register, errors in language mostly adequate expression. Many
style, natural speech use; dialogue vocabulary; some errors in language
reflected in the generally expressive errors in language use; use. Dialogue very
dialogue, clear stage of natural speech . dialogue stilted and poor and unnatural.
directions). unnatural.
Marks 5–6 3–4 2–3 1–2
6. Use of the Clear evidence of Evidence of good use Some evidence of Little or no evidence
writing process revision, editing and of revision, editing revision, editing and of revision, editing
proofreading, leading and proofreading; proofreading; however and proofreading.
to a near-perfect script. very few mistakes. many mistakes remain. Little or no
Clear improvement Marked improvement Some improvement improvement from
from first draft to final from first draft to final from first draft to final first draft to final
draft. draft. draft. draft.
Adapted from: NCS Assessment Guidelines for GET (Intermediate and Senior Phases) Languages. (Dept of Education)
2008 P. 61

Informal assessment
Give learners the chance to perform their plays in class.
The other class members can give each play a “star
rating” (up to five stars) on the following criteria:
Play Review Star Rating Name of play

* ** *** **** *****
The plot is interesting and Very boring A bit boring Quite exciting Extremely
exciting exciting exciting
The characters are Not convincing Quite Convincing Convincing Very interesting
interesting and convincing or interesting convincing, but and quite and and convincing
with good dialogue not interesting interesting interesting
Interesting use of props and Dull and Quite dull, not Quite Imaginative Very imaginative
costumes unimaginative imaginative imaginative and effective and effective
Language practice Active and passive voice

Prefixes Remind learners of the active and passive voice,

If necessary, revise the concept of prefixes, suffixes and covered on page 163, and refer them to the explanation
root words by reading through the notes on page 72 of if necessary. Read over the notes and ensure
the Learner’s book. Read through table of examples understanding before giving the learners time to
of how prefixes change the meaning of words. Invite practise.
the learners to give their own examples. Discuss how a
prefix also changes the meaning of the root word. Suggested answers
Go through the answers and point out spelling Go through the answers together. Point out that the
rules when adding suffixes such as dropping the final -e passive voice can be very clumsy, and should be used
when adding -able. with care only when there is a good reason. Encourage
learners to listen to the sentences in the active and
Suggested answers passive version, and notice which sounds smoother and
1. Answers will vary. Check spelling and accuracy. more elegant.
2. a) The Holocaust was an act of (unimaginable) 1. a) The blacksmith told his wife that he had been
cruelty. ordered by the king him to make him a metal
b) The play made a (powerful) (impression) on man.
the reviewer. b) By next week, a new leg for the king’s son
c) The people who looked after the families will have been made by the blacksmith.
in hiding showed a lot of (generosity) and c) All the villagers had had their heads shaved
(bravery). but there was still not enough hair
d) Although the play is about a tragic situation, d) The King had been considered foolish by
it is also (humorous) and shows that Anne some villagers before he changed his mind.
was not always (unhappy). e) Many beautiful bracelets will have been made
e) When sharing such a small space, the family by the blacksmith by the festival.
had to be very (thoughtful) and (considerate) 2. a) He remarked that critics had often described
towards each other. theatre as story telling at its best.
b) The blacksmith’s wife had advised him to
teach the king a lesson.
124 Term 3

c) Thanks to her diary, many generations of punish them most severely. If anyone informs
children have known and loved Anne Frank. me as to who might have committed this hideous
d) We believed that what Hitler had done to the crime, I will handsomely reward him or her. If
world should never be forgotten or forgiven. they do not return my dog by the end of the day
in perfect health, the whole school shall suffer
Informal assessment serious consequences!
Learners can assess each other’s or their own work.
Spelling list
Revision • Revise the terms associated with the theme to
LB page 180 consolidate learners’ understanding of them.
Suggested answers
1. These are some suggestions – there are many Remedial and enrichment for
others this theme
• bio (life) biology; bioscope; bionic;
antibiotic; biome; biography/ic/ical Preparation and resources
• para (beside) parallel; paraglide; parapet; • Core reader: Lungile (page 77)
parachute; paramedical; paralegal; paraplegic;
paranoia Remedial
• Press: express/ion/ive; impress/ion/ive; With learners who are struggling, work at consolidating
depress/ion/ive; compress/ion; suppress/ion; and reinforcing material they find difficult. Revise
oppress/ion/ive language points. Seat them in a group with stronger
• tract (pull/drag) extract/ion; detract; attract/ learners and set aside time for individual help. Give
ion/ive; contract/ion; retract/ion/able. them the remedial Target worksheet.
2. Answers will vary but should show understanding
of the meaning of the words. Core reader: Frozen stiff (page 68)
3. Our play is called “The Dognappers”. It tells the Learners work in groups of two and do shared writing
story of two kids, Mia and Jethro, who decide to of a dialogue.
kidnap their teacher’s dog. They want to teach her
a lesson for being mean to them, but it doesn’t Enrichment
work out quite as they expect. As Jethro remarks Stronger learners can do the enrichment Target
in the play, “Who’d ever guess that dognapping worksheet. They can also write an additional scene
could be so difficult?” for their role-play. They can help with organising a
4. Two dreadful children have kidnapped my dear performance of one of the plays in the chapter or one
little dog. When I discover their identity, I will of the dialogues that have been written by the learners.

Term 4
Overview
1&2 15. What I love to do 181–192
3&4 16. Survival in the wild 193–204
5&6 17. Story time 205–216
7&8 18. Poems are pictures 217–228
9 & 10 Summative assessment 229–232

task mark
Listening Theme 15: What I page 182 TG page 129 20
comprehension love to do
Language structures Theme 16: Survival page 196 TG page 136 15
and conventions taken in the wild
from a text
Reads aloud Theme 15: What I page 184 TG page130 15
love to do
Reflects on text read n/a n/a TG page 129 20
independently Core reader pages 107–120
Writes a report Theme 15: What I page 190 TG page 133 30
love to do
Theme 15 What I love to do

and skateboarding. The learners role-play an interview
Weeks 1 and 2 with a person who has had a positive influence on
others. The learners write a descriptive essay as well
Theme overview as a report on the person they “interviewed.” Language
This theme focuses on information texts (including aspects relating to interviewing include adverbs of
interviews). The focus of the theme is things people love frequency and degree, and direct and indirect speech.
to do, particularly unusual types of sport such as surfing Ambiguity and understatement are also examined.
126 Term 4

Genre: Information texts
Focus: Hobbies and sports
Listen • Discuss hobbies, sports and places of interest • Starting off • Recording of
and speak to learners. (LB page 181) a suitable TV
(2 hours) • Listen to and answer questions about an • Listen and speak interview of
interview. (LB page 182) interest to the
• Role-play an interview. • Listen and speak learners
• Listens to and discusses an information text. (LB page 189) • Listening text:
—— Introductory activities: prediction. Interview with
—— Identifies main ideas and responds Nikita Kekana
appropriately. (TG page 163 and
—— Participates in discussions, explaining own LB page 244)
opinion. • Core reader: I
—— Identifies and explains cause and effect. Asked a Little Boy
—— Comments on the social, moral and cultural Who Cannot See
values. (page 97)
—— Asks critical questions. • Core reader:
—— Expresses and justifies own opinion with Michael Jordan
reasons. (page 108)
—— Uses interaction strategies to communicate • Core reader:
effectively in group situations. Junko Tabei (page
• Role play interview in class. 116)
—— Makes an oral presentation facing the
audience.
—— Shows an awareness of different
audiences.
—— Varies the volume, tone and tempo of
voice.
—— Reflects on own, and others’ presentations
and skills, sensitively.
—— Gives balanced and constructive feedback.
Read • Read an information text. • Read • Core reader:
(5 hours 30 • Read each other’s descriptions. (LB page 184) Michael Jordan
minutes) • Read notes on adverbs of frequency, degree • After you write (page 108)
and duration; ambiguity; understatement; direct (LB page 183)
and indirect speech • Language
• Read a poem. practice
• Research a person for interview role-play. (LB page 186)
• Reads an information text • Language
—— Pre-reading activities, e.g. prediction based practice
on title and or graphics. (LB page 188)
—— Uses different reading strategies e.g. • Language
skimming, scanning to identify the main practice
and supporting ideas and responds (LB page 190)
appropriately. • Read
—— Identifies and explains cause and effect. (LB page 187)
—— Uses previous knowledge or textual clues • Before you listen
to determine meaning. and speak
—— Makes inferences. (LB page 189)
Theme 15 What I love to do 127

Write • Write a descriptive piece. • Write
(4 hours) • Write answers to an information text. (LB page 183)
• Writes a report. • After you read
• Writes a descriptive paragraph (LB page 184)
—— Creative writing (four paragraphs) • Write
—— Chooses relevant content. (LB page 190)
—— Stays on topic.
—— Uses descriptive vocabulary especially a
range of adjectives.
—— Uses figurative language, e.g. similes,
metaphors.
—— Sequences a series of steps or events in a
logical way.
—— Uses the writing process: planning/
pre-writing, drafting, revising, editing, ·
proofreading, presenting.
Language • Word level • Language • Core reader:
(30 minutes —— adverbs of degree, duration, frequency practice Scoring points for
+ time spent • Sentence level (LB page 186) health (page 109)
on integrated —— Direct speech, indirect speech • Language • Newspapers
activities) • Word meaning practice containing
—— understatement, multiple meaning, (LB page 188) interviews
ambiguity • Language (examples of
• Spelling and punctuation practice direct and indirect
—— question mark (LB page 190) speech)
• Revision • Make a wall
(LB page 192) chart to show the
changes in tense
and punctuation
between direct
and indirect
speech
• Core reader:
Michael Jordan
(page 108)
• Core reader:
Junko Tabei (page
116)
Teaching guidelines
During the coming two weeks, learners will be required
made up of the following tasks and marking allocation.
FAT Task 1 % Reference

Listening comprehension 20 LB page 182
Reads aloud 15 LB page 184
Writes a report 30 LB page 190
128 Term 4

Formal Assessment Task 1: Suggested answers
Reflects on texts read 1. interview
2. Main ideas of the interview:
independently —— Nikita is a young (“junior”) successful surfer.
Learners choose an information text from the Core —— She is ambitious (wants to go on the World
reader. Learners write a summary of the text they have Championships Tour).
chosen to read independently. Assess using the rubric —— Surfing has made her a stronger, more
for summaries on page 166. The summary should organised person.
contain the following information: —— The thing she loves best about surfing is
• why the learner chose the particular text being in the ocean and the excitement of
• a summary of the information in the text catching waves.
• why others should read the text. 3. I love being in the ocean; each wave is different;
the adrenaline rush when you catch a wave.
Starting off 4. She wanted to be like the cool-looking surfers she
LB page 180 saw when she was about 11.
Have a class discussion about sports and hobbies that 5. It has made her stronger, more organised, able to
the learners take part in or that interest them. Include handle disappointment.
sporting heroes and role models that the learners would 6. Open discussion on cultural/social values around
like to interview if they had the opportunity. sports that are “for men” or “for women”.
7. Open – learners ask each other questions.
Listen and speak (Formal (Encourage them to ask challenging critical
Assessment Task 1) Listening questions.)
comprehension Formal assessment

LB page 182 Assess the learners’ discussions and responses by
walking around the classroom while they discuss
Preparation and resources the questions in the Learner’s book. Give help and
• If possible show the learners a suitable TV encouragement where necessary. Let stronger learners
interview of interest to them (for example from a work with ones who struggle. Ask each individual
programme such as Carte Blanche) or listen to a group member to answer one of the questions
radio interview. discussed by the group. Ask the learners to substantiate
• Listening text: Interview with Nikita Kekana each answer and to summarise the group’s discussion
(TG page 163 and LB page 244) on the point. Use the rubric on page 167 to assess each
• Core reader: I Asked a Little Boy Who Cannot See learner individually. Use the suggested answers above
(page 97) as a guide to what learners should have gleaned from
the listening text.
Before you listen
Let the learners discuss the questions in the Learner’s Core reader: I asked a little boy who
book and share their ideas with the class. Discuss how cannot see (page 97)
interviews are a type of information text.
Read the poem and discuss what sense the poet is using
Listen to describe colour and the effective use of similes.
Do the interview with Nikita Kekana as a role-play in
front of the class. Choose one of the stronger learners, Write
a girl, to role-play Nikita (read her answers) while you LB page 183
ask the questions (or choose another strong learner Take the learners through the writing process with the
to ask the questions). This provides a model of the help of the questions and tasks in the Learner’s book.
interview. You can also read and discuss the poem on page 187.
After you listen Informal assessment

The learners discuss the questions in the Learner’s Assess the learners’ descriptions as well as their use
book in small groups, giving reasons for their opinions. of the writing process. You could either take in the

learners’ first drafts to assess and give feedback or • What do you think high riding and air boarding
suggestions or let them give each other feedback. are? Answer: Tricks high in the air, for example,
The learners’ descriptions should paint a vivid or when the riders’ feet come off the board.
picture; it should be clear what they are describing. The • Why were kids able to use empty swimming
description should describe what the thing or place or pools as skate sites in California in the late 1970s?
activity looks or feels like, using suitable adjectives Answer: because there was a drought, so people
(and adverbs). They should use at least one simile or were not allowed to keep their pools filled.
metaphor. • What was the result of skaters using skateboarding
Give feedback on use of the writing process i.e. parks? Answer: there were lots of injuries.
whether the learner has planned (is it well organised?); • Discuss the difficult words in the article and have
drafted; revised; edited and proofread (corrected the learners look up words in the dictionary e.g.
spelling, punctuation and grammar mistakes). Also site, banned, soared, manufactured. See the Target
assess the presentation of the final essay: is it neat and worksheet for more vocabulary work if necessary.
tidy and easy to read? • As a challenge, ask them to find or look up
information about Tony Hawks (a famous extreme
Read (Formal Assessment skateboarder) and report back to the class.
Task 1) Reads aloud: 15 marks
1. False. The first manufactured board
Preparation and resources 2. There were many injuries
• Core reader: Michael Jordan (page 108) 3. b)
• After completing the activities below, each learner 4. b)
researches and prepares an article about his/her 5. the 1970s
favourite thing to do. The learners read aloud 6. b)
from the article that has been researched. Use the
rubric on page 168 to assess the learner’s reading Core reader: Michael Jordan (page 108)
fluency, pronunciation, clarity and presentation. After reading the text, learners work in pairs to write
You may ask questions about the article to assess and role-play an interview.
understanding of what has been read or use the
activities below as a reading comprehension. If Language practice
you choose to do so, do not discuss the answers to LB page 186
the After you read questions beforehand.
The language relates to the questions in the interview
Before you read role-play the learners do later in the chapter. Go
The learners do the two pre-reading activities in this through the explanations in the Learner’s book
section. Discuss their ideas. and discuss the different types of adverbs. Give
more examples and write some on the board or let
Suggested answers the learners write their own sentences to show the
1. Factual writing, from the title. meanings of the words.
2. 1959, 1960s, 1970s, 1980s, 1995. American,
California Informal assessment
From the discussion and the learners’ sentences, assess
After you read informally whether the learners have understood the
Discuss the article with the learners and ask questions idea of these adverbs and can use them in a sentence of
before they try to answer the questions in the Learner’s their own.
book (or discuss the Learner’s book questions orally,
then let them write their answers). Ask questions such Read
as: LB page 187
• What is the main idea of the article? Answer:
Skateboarding began with homemade boards in The learners read the poem and discuss the questions.
the 1950s but today it is a popular sport with a
huge industry.
130 Term 4

Suggested answers animal’s ears. This may suggest that the rat/mouse
1. The learners need to infer (understand from the will be eaten by the cat!
text) that the writer enjoyed this place. • Discuss the words “Are you getting the bigger
• She repeats the words “I remember,” so it is picture? Look deeper” and ask what this means.
clear in her mind. • Explain that the ad is for the Financial Mail (FM),
• She describes the details of the things she saw a newspaper that reports about businesses and
vividly so we can imagine them. money, as well as giving world and local news.
• She says she was disappointed when the • Ask them: What is the advert telling you? Answer:
dolphins disappeared. We need to look closely at the picture to see that
• She uses words that describe the richness and there are two animals’ heads there. In the same
beauty of the place: exotic, shimmering blue way we need to look at and understand the world
ocean, acrobatic display, etc. around us, not only the small details.
2. tiny fish; shimmering blue ocean • The advert implies that if you understand the
3. Dictionary work: bigger picture (by having more information/
—— coral: hard substance formed from the reading the newspaper) you will be more
skeletons of very small sea creatures successful (in your business, perhaps.)
—— hull: main part of the body of a boat
—— display: show Suggested answers
—— exotic: strange or unusual, colourful 1. a) A small rat in the middle of the black outline
—— acrobatic: like an acrobat: able to do difficult of a cat.
physical movements b) One meaning: can you see the larger animal
behind the rat? Second meaning: Do you
Language practice understand the bigger problems that are
LB page 188 around us?
2. a) The speaker likes the book so much that he or
Preparation and resources she can’t find words to describe it.
• Core reader: Scoring points for health (page 109) b) One meaning: I like this book so much that
I don’t know how to express that. Second
This section focuses on ambiguous language. Write meaning: I am not going to say how much I
this rhyme on the board and let the learners try to work like the book. Third meaning: I am not able
out what it means. to say how much I like the book (literal
YYs UR meaning).
YYs UB c) I like the book so much I can’t find words to
ICUR describe myself.
YYs 4 ME
Meaning Core reader: Scoring points for health
Too wise you are (page 109)
Too wise you be
I see you are In groups, learners read the text and use the health
Too wise for me benefits of sport as the basis to create an advert for
radio or television advertising.
Go through the notes with the learners, explaining,
discussing and giving other examples. Discuss the Listen and speak
Financial Mail advert. LB page 189
• Tell the learners to look at the picture and ask Tell the learners that they are going to do a role-play
them what they see. Ask them how many animals for a radio or TV programme about someone who has
they can see. See if they see the bigger outline of had a positive influence on others. The interviewers
the black cat behind the smaller rat/mouse. need to find out interesting information about the
• We can “read” the picture in two ways; we can see interviewees.
the small rat in the middle of the black outline or, Interview one of the learners yourself (to provide
if we look at “the bigger picture”, we see that the a model interview). Pretend you don’t know the
black outline is a cat, whose eyes are the smaller learner; act a bit! Ask questions such as: Where were

you born? Where did you go to school? How did you Write (Formal Assessment
get involved in (the activity which influences others)? Task 1)
What are your goals? Is there anything else you can tell LB page 190
us about yourself, something interesting that we don’t
know? Preparation and resources
Give the learners time to research their chosen • Bring newspapers into class and have the learners
person. Both learners should conduct the research, as look for interviews. Let the learners read them
it will be used as the basis for a report-writing activity in pairs and find examples of direct and indirect
later. When the research phase is complete, give the speech.
learners time to plan the questions they want to ask. Go • Make a wall chart to show the changes in tense
through the questions in the Learner’s book to help the and punctuation between direct and indirect
learners prepare. speech (see table below).
The learners will assess their own and each other’s
interviews. Give them the assessment grid (see below) Direct and indirect speech
before they do the role-plays. Write it on the board or If necessary, revise the notes on reported speech
photocopy it and hand it out. on page 17 in the Learner’s book. Go through the
Each interview should take 2 to 3 minutes. The explanation with the learners. Discuss the differences
learners do the interviews in front of the class. In between the three different ways of writing the same
larger classes they could do the interviews in their sentences (dialogue; direct speech; indirect speech). Do
large groups. Choose some pairs of learners to do questions together.
their interviews in front of the class. If there is time,
the learners then swop roles so that the interviewers Suggested answers
become the interviewees and vice versa. 1. Direct speech uses inverted commas, before and
after the actual words of the speaker, and so on.
Informal assessment When a different speaker speaks, start on a new
Walk around while the learners interview each other line.
in their groups. Make notes about learners who are 2. In indirect speech, there are no inverted commas.
struggling and encourage those who are shy. Encourage Sentences in the simple past (e.g. “started”) that
them to take this seriously. refer to actions in the past in direct speech often
The learners assess themselves and each other become past perfect (i.e. “had started”) in reported
using the assessment grid below (or a similar one that speech.
you design yourself). You could add other points for Use of “that.”
example, “Asks grammatically correct questions.”
Role play assessment Yes Partially No

I spoke more formally during the role-play and I didn’t use slang.
I spoke clearly and loud enough for everyone to hear.
I changed the volume (loudness of my voice), the tone (expression) and the tempo
(speed).
The interviewer asked useful questions and found out interesting information.
I gave other learners feedback: I told them which parts worked well and suggested
how they could improve next time.
I used some adverbs (for example often, rarely, partially, totally, almost, really)
132 Term 4

Discuss and revise other changes that take place in
reported speech using example sentences. It is advised
to make a wallchart for your classroom, similar to this
table.
Direct speech Reported speech

Tenses “I do my homework after school.”(present) She said that she did her homework after
“I went to town.” school. (past simple)
He said that he had gone to town (past
perfect)
Time words yesterday the previous day/ the day before
today that day
tomorrow the next day/ the following day
now then
next week the following week
last week the previous week/ the week before
Pronouns “My name is Lisa,” she said. She said that her name was Lisa.
“I love surfing,” he said. He said that he loved surfing.
“What else do you enjoy?” She asked him what else he enjoyed.
Introductory • Questions: begged, requested, enquired
verbs —— “Please help me,” she begged. She begged me
to help her.
• Statements: stated, said, mentioned
—— “I live near here,” she said. She mentioned/
stated that she lived near there.
Language practice Link the explanation to the questions and answers

LB page 191 in the interview the learners are doing (see previous
activity). Let the learners write questions and sentences
Write a report of their own using the adverbs.
Tell the learners to write a report on the person they
researched for their interview, following the guidelines Informal assessment
in the Learner’s Book. Ask some learners to read you their example sentences
with adverbs. Give feedback and correct any mistakes.
Understatement Ask the learners to make some understatements of their
Go through the explanation in the Learner’s book and own.
discuss the example. Give more examples, such as:
• (To a singer who has sold 100,000 albums), “I Revision
understand that you have sold quite a few albums LB page 192
over the years. How does that feel?”
• On a very hot day, you say: “Wow, it’s a little Suggested answers
warm today.” 1. a) The interviewer asked, “When did you start
• On a very cold day, you say: “Hmm, it’s a bit sailing?”
chilly isn’t it.” John replied, “When I was seven. I always
used to go sailing with my Dad.”
Adverbs of duration / For how long …? The interviewer asked, “How does it feel to
Go through the explanation and examples in the have won an international competition?”
Learner’s book with the learners. Point out that these John replied, “It’s terribly exciting! I still
adverbs usually come at the end of the sentence. can’t believe it.”

b) The interviewer asked John how old he was Enrichment
when he started sailing. John replied that he Learners who are ahead can look for and cut out
was seven. He had always gone (or he always newspaper or magazine reports about interesting
went) sailing with his dad (or his father). interviews. They can do a second interview role-
The interviewer asked/enquired how it felt play with a famous person, e.g. a singer or star they
to have won an international competition. admire. They can do more research on the person they
John responded/replied/answered that it was interview. Use the target worksheet for enrichment.
terribly exciting. He said that he still could
not/couldn’t believe it. Core reader: Michael Jordan (page 108)
2. a) Understatement: 100% on a test is excellent and Junko Tabei (page 116)
rather than “not too bad.”
b) Ambiguous: the sentence can be understood Divide the class into boys and girls. Both groups
as “he hit the woman who was wearing red read both the stories, then have a debate on the topic:
shoes” or “he used the red shoes to hit her “Men are sportsmen to make money while women are
with.” sportswomen for the challenge.”
3. a) temporarily
b) frequently
c) terribly Theme 16 Survival in the
wild
Spelling list
consolidate learners’ understanding of them. Weeks 3 and 4
Theme overview
Remedial and enrichment for In this theme learners engage with instructional texts
this theme linked around the theme of survival. They follow
instructions on how to make a sun-protective paper
Preparation and resources hat out of newspaper, they read about transpiration in
• Core reader: Michael Jordan (page 108) plants and how to use this to their advantage if having
• Core reader: Junko Tabei (page 116) to find water where there is no obvious source. They
read instructions on how to make a solar still and they
Remedial compare these two methods of water collection. They
Work with learners who struggle to do the role-play by write instructions of their own and they learn about
getting involved yourself. Try to make this fun so that adverbs and revise complex and compound sentences.
learners enjoy it.
Give learners more examples of direct and indirect
speech if they struggle. Use the target worksheet for
further practice.
134 Term 4

Genre: Instructional texts
Focus: Survival in the wild
Skill Activity LB References Resources
Listen —— Discuss items to survive in the wild. • Starting off • Listening text:
and speak —— Listen to and follow an instructional text. (LB page 193) How to make a
(2 hours) • Listens to and discusses an instructional text • Listen and sunhat in less
—— Introductory activities: prediction speak than 60 seconds
—— Recalls procedure (LB page 194) (TG page 163)
—— Identifies the features of instructional text • After you • Newspaper –
—— Notes key headings listen (LB large double
—— Gives clear instructions, e.g. on how to make a page 194) sized piece per
cup of tea • Compare texts learner
—— Makes notes and applies instructions read (LB page 199) • Sticky tape,
—— Asks questions to clarify string, soccer
—— Comments on clarity of instructions ball per pair or
learners
Read —— Read three instructional texts. • Read • Dictionary
(5 hours 30 —— Compare instructional texts. (LB page 195)
minutes) —— Read notes on adverbs; compound sentences. • Read
• Reads an instructional text (LB page 196)
—— Analyses the characteristics of the text • Read
organisation and conventions of instructional texts (LB page 198)
—— Orders jumbled instructions • After you read
—— Uses appropriate reading and comprehension (LB page 199)
strategies: scanning • Language
—— Shows understanding of the text and how it practice
functions: literal reading (LB page 202)
—— Recognises and explains the different structures,
language use and purposes
—— Identifies and evaluates register of a text
—— Understands and uses information texts
appropriately
—— Compares two different recipes or instructions
Write —— Write answers to questions on instructional texts. • After you read • Dictionary
(4 hours) —— Write instructions. (LB page 197)
• Writes an instructional text • After you read
—— Orders logically (LB page 199)
—— Lists materials and ingredients • Write
—— Uses dictionaries (LB page 201)
—— Uses imperatives
—— Develops a frame for writing
—— Uses linking phrases and organisational methods
—— Defines procedures
—— Organises words and sentences appropriately
(30 minutes —— adverbs of manner, time, place practice • Target
+ time • Sentence level (LB page 200) worksheets
spent on —— compound sentences, complex sentences • Language
integrated practice
activities) (LB page 202)
• Revision
(LB page 204)
Theme 16 Survival in the wild 135

Teaching guidelines Method
During the coming two weeks, learners will be required 1. Work in pairs.
to complete formal assessment tasks to provide an 2. Take a large sheet of newspaper and a soccer
indication of their progress. The assessment will be ball.
made up of the following tasks and marking allocation. 3. Centre the paper over the ball and mould
it around the top half of the ball with your
FAT Task 1 % Reference hands.
Language structures and 15 LB page 196 4. Hold it in place and wrap sticky tape around
conventions in context the crown to make a hat band.
5. Remove hat carefully from the ball.
Starting off 6. Trim with scissors if necessary.
LB page 193 5. Learners’ own answers. Some suggestions:
Introduce the topic of survival in the wild by having branches and leaves, plastic packets, cardboard or
the learners choose three of the items pictured. Point paper. They must describe their procedure using
out that the need for shelter only becomes very urgent clear instructions.
under harsh conditions: extreme heat or cold. Learners
must think about choices and combining various items Read
to make others. There are no right or wrong answers, LB page 195
but the learners must be able to justify their selection to Read the information text as a class.
the group.
After you read
Listen and speak
• Learners should be able to deduce that, if a big
Preparation and resources plant like a tree is losing hundreds of litres of
• Listening text: How to make a sunhat in less than water every day, it might be possible to collect
60 seconds (page 163) some of that water for themselves.
• newspaper – large double sized piece per learner • Some learners might also pick up on the fact
• sticky tape, string, soccer ball per pair of learners that the kind of tree you use could be important.
Obviously it will not be sensible to try a cactus or
Before you listen a pine tree.
Learners should be able to deduce that they will need
a sheet of newspaper in order to make the hat shown in Read
the picture. LB page 196
Listen Formal Assessment Task 1: Language

Read the instructional listening text to the learners. structures and conventions in context
(25 marks)
After you listen
Learners work individually to make notes of the Learners read the instructions and answer the questions
materials they need and the procedure to follow. They that follow independently.
then work in pairs to make the sun hat. After the fun of
making the hat, learners must rewrite the instructions in Suggested answers
the proper format. 1. You would avoid plants that try to survive very dry
conditions (1) as their rate of transpiration is likely
Suggested answers to be less than the rate for other trees. (1) Plants to
4. Written instructions as follows. avoid are pine trees and cacti. (1) You would use
Materials needed a tree or bush with lots of leaves that stands in the
Sheet of newspaper hot sun for most of the day. (1) (4)
Soccer ball 2. Yes, it is very important not to use a poisonous
Sticky tape tree as some of the poisons might leak into the
water. (2)
136 Term 4

3. You seal the bag so that none of the water can 3. The water comes from inside the hole: from the
evaporate. (2) plants which are transpiring and from the soil
4. The word accumulate means to gather together in itself.
an increasing quantity. (2) 4. Register is conversational and simple.
5. Command verbs: start, put, take, tie, seal, untie,
pour . (4) Compare texts
6. e) Find a large can, empty plastic bottle or LB page 199
plastic bag. (8)
a) Punch 5–10 small holes in the base of your Suggested answers
container. 1. The transpiration bag instructions are structured
f) Put in a first layer of cloth at the bottom so under sub-headings: “You will need” and
that the filtering material does not fall out of “Method.” The solar still instructions are not
the hole. organised under any headings or sub-headings.
h) Cover the cloth with a layer of charcoal. —— The solar still will take more time and effort
c) Cover the charcoal with layers of sand and because you need to dig a large hole. You also
pebbles. need more equipment for the solar still than
d) Hang it in a tree or suspend it off the ground you do for the transpiration bag.
in some way. 2. Both methods can be used to collect water using
b) Pour the dirty water in and catch it as it very little equipment. Both methods use the
passes through the filter to a clean container principles of condensation and transpiration to
underneath. collect water. Both methods use plastic which
g) The water will still have harmful bacteria. needs to be sealed off to prevent evaporation. Both
Boil it for 10 minutes before it is safe for methods use a stone to help accumulate water.
drinking. 3. The transpiration bag is the more precise set of
7. A – container (8) instructions.
B – dirty water 4. The Solar still instructions sound more like
C – layer of pebbles conversation.
D – layers of sand 5. a) “You will need” or “Materials needed”
E – layer of charcoal b) Make a plastic sheet by cutting a plastic bag
F – layer of cloth down one side seam and along the bottom.
G – holes punched in container c) Dig a hole in the ground 1m wide and 75 cm
H – container to catch clean water deep.
d) Put the rubber tubing into the container and
Read run it up and out of the hole before you seal
LB page 198 the hole with the plastic.
Learners read about another technique of collecting Language practice

water: a solar still. The instructions are different – less LB page 200
explicit, more conversational, less structured.
Suggested answers
After you read 1. Solar – relating to the sun
LB page 199 2. The way it is used here is as an adjective – it
describes the kind of still.
Suggested answers 3. The word solar comes from the Latin word solaris
1. If you have the tubing leading from the cup to the meaning “sun.”
outside, you can drink the water without having to 4. The prefix “trans” means “across”, as in transport.
dismantle the sill. Every time you dismantle the 5. Transpiration is the process used by plants to give
sill, you risk soil falling into your drinking water. off water vapour through their stomata or pores.
2. The water does not evaporate because the hole is 6. Transpiration is a noun.
tightly sealed. You use soil and rocks to anchor 7. Transpire
the plastic bag all around the hole so no air can 8. The second definition (the noun).
escape.
Theme 16 Survival in the wild 137

Write Compound and complex sentences
Learners can use any of the ideas from their Learner’s Revise the notes on simple and complex sentences on
books or come up with their own idea; however, their page 40 before explaining compound sentences. The
instructions must relate in some way to survival in important distinction to make between compound and
the wilderness. Some ideas will need to be researched complex sentences is this:
before they get written up. Learners write the • Compound sentences are made up of two main
instructions using the format of “Materials” (listed) and clauses that could stand alone and make complete
“Method” (step-by-step instructions). sense, but are joined by conjunctions.
• Complex sentences on the other hand are made up
Informal assessment of one main clause and at least one subordinate
Use the following assessment tool to help you assess clause (which cannot make sense on its own).
each learner’s instructions:
In order to identify the difference between these two
Possible Marks types of sentence, learners will need to be able to
marks allocated identify verbs.
Instructions are appropriate 2
and on the topic of survival Suggested answers
Heading has been provided 2 1. Cover the hole with a sheet of plastic and secure
Instructions are structured 2 the sides with rocks and soil so that the sheet does
All the materials have been 2 not fall in.
listed 2. a) We needed shelter so we cut poles to make a
Command verbs have been 2 frame.
used b) We got hungry but there was nothing to eat.
Instructions are logical and 5 c) We could drink neither the river water nor the
clear water from the marsh.
TOTAL out of 15 d) My shelter looked impressive whereas Jo’s
shelter was more waterproof.
e) We made a solar still and we made a
Language practice respiration bag.
LB page 202
Revision
Adverbs LB page 204
Use the notes to revise adverbs with the learners,
before they do the exercises independently. Suggested answers
1. & 2. Learners’ answers will vary. Their instructions
Suggested answers must be in the correct format (materials listed and
1 a) suspiciously – adverb of manner steps clearly listed, using command verbs.) Some
b) sometimes – adverb of time suggestions include:
c) down – adverb of place • Box 1: Learners could make a hat that keeps
d) carefully – adverb of manner insects away.
e) over there – adverb of place • Box 2: Learners could use the magnifying glass
2. a) Learners’ own answers. Some suggestions: to make fire. The large stones could be used to
Cut neatly / sharply/ carefully / quickly demarcate the fire once it’s going.
Tie tightly / loosely/ simply • Box 3: The rope, blanket and rocks could be used
Place carefully / slowly / quickly to make a simple tent. The rope could be strung
Shout loudly / quickly between two trees, the blanket hung over it and the
3. Answers will vary. rocks used to secure the edges of the “tent.” The
dried grass could be used to make a soft bed.
138 Term 4

• Box 4: These ingredients could be used to make a Enrichment
delicious camping dessert: split the bananas with Learners who want more of a challenge can do the
the knife, insert chunks of chocolate, wrap them more difficult word search using Target Worksheet
in tin foil and cook them in the hot coals until the B. They extend their understanding of clauses by
chocolate has melted and the bananas are well completing the activity on complex sentences.
cooked.
3. a) Complex – if
b) Complex – which theme 17 Story Time
c) Complex – despite
d) Compound – either, or Weeks 5 and 6
• Revise the terms associated with the theme to The focus in this chapter is on stories. Learners will
consolidate learners’ understanding of them. listen to a book review, take part in a panel discussion
• Set aside 15 minutes each week for a spelling test. and read excerpts from a novel. They will identify and
interpret main ideas and values. Using a flow chart
Remedial and enrichment for and following the writing process steps, they will
this theme write a summary. Sentence level work deals with noun
phrases and clauses and verbs. Puns will be examined
Remedial and punctuation includes colons, semi-colons and
Learners can do the fun word search using Target contractions.
worksheet A. They will also have a chance to
consolidate their understanding of compound
sentences.
Genre: Stories
Focus: Social issues in stories
Listen • Listen to and identify elements of a book review. • Listen and • Before teaching
and speak • Discuss response to a book review. speak (LB this theme, it is
(2 hours) • Take part in a panel discussion. page 206) recommended that
• Listens to a Story • Speak you read the novel
—— Introductory activities: prediction (LB page 210) No Turning Back by
—— Responds critically by identifying the key • Write Beverley Naidoo
elements of a book review (LB page 213) • Listening text: Review
—— Recalls main ideas and details from a text of No Turning Back by
—— Retells part of a story Beverley Naidoo (TG
—— Identifies and discusses values page 163) or audio
—— Identifies and discusses messages in the text CD (track 10)
—— Invents and describes preferred results or • Address by someone
endings who works with
homeless children
• Additional copies of
No Turning Back by
Beverley Naidoo (if
possible)
Theme 17 Story time 139

Read • Read an extract from a novel. • Read • Dictionary
(5 hours 30 • Read notes on noun phrases and noun clauses; (LB page 207)
minutes) semi-colons; contractions; puns • Language
• Read each other’s paragraphs and dialogues. practice
• Reads a Story (LB page 211)
—— Pre-reading activities, e.g. prediction based on • Language
title and or graphics practice
—— Uses different reading strategies e.g. (LB page 214)
skimming, scanning • Write
—— Identifies main and supporting ideas (LB page 212)
—— Interprets and discusses message • Write
—— Comments on storyline (LB page 213)
—— Comments on response to the text
—— Comments on values
—— Comments on messages in the text
—— Invents and describes preferred results or
endings
Write • Write answers to questions about an excerpt from • After you read • Dictionary
(4 hours) a novel. (LB page 209)
• Write an emotional response. • Write
• Write a dialogue describing a preferred ending. (LB page 212)
• Write a summary. • Write
• Writes a short summary (LB page 213)
—— Writes a short summary
—— Plots main events using a flow chart
—— Orders logically
—— Expresses ideas clearly and logically
—— Reflects on emotional response
—— Makes recommendations
• Use the writing process: planning/pre-writing,
drafting, revising, editing, proofreading, presenting
Language • Sentence level • Language • Dictionary
(30 minutes —— Noun phrases and clauses, verb phrases and practice • Target worksheets
+ time clauses (LB page 211)
spent on • Word meaning • Language
integrated —— pun practice
activities) • Spelling and punctuation: (LB page 214)
—— colon, semi-colon, contraction • Revision
(LB page 216)
TEaching guidelines Starting off

LB page 205
• Before teaching this theme, it is recommended that To introduce the theme learners will begin by
you read the novel No Turning Back by Beverley examining two book covers. With a classmate they will
Naidoo. discuss the questions and give their opinions.
Suggested answers
The idiomatic expression “You can’t judge a book by
its cover,” means you should not form an opinion about
someone or something from the way they look.
140 Term 4

Listen of comprehension. You could make notes for your
LB page 206 records.
Preparation and resources Read

• Listening text: Review of No Turning Back by LB page 207
Beverley Naidoo (page 163) or audio CD (track 10)
After you read
Before you listen Answers will vary, but should reflect what the learners
Have the learners copy the table into their workbooks. have heard in the review of the book, as well as the
As you read, they will make notes by filling in the titles of Chapters 1, 10 and 19 (covered in the excerpt).
table. You can play a recording of a professional
reading from the audio CD (track 10). After you read
LB page 209
After you listen
Learners work in groups to compare their tables, before Learners work independently and write answers to
taking part in a class discussion about their reactions to the comprehension questions. Answers can then be
the book review. discussed as a class and learners can evaluate their own
work.
Suggested answers
Suggested answers
Elements of No Turning Back 1. Agree with the extract – we read of the harsh
book review circumstances when Sipho runs away because he’s
Author Beverley Naidoo been beaten by his stepfather. It is dangerous: the
Main characters Sipho, Jabu, Judy children get thrown into water, are chased and hit
by some policemen and have nowhere to sleep
Setting Johannesburg, just before first
democratic elections.
but they are helped by the night-watchman. They
manage to survive by sticking together. Sis Pauline
What the The excitement and danger
also helps Sipho and he seems to trust her. She
reviewer liked and the fact that the book has a
mentions his mother and the importance of family
message; it is a believable story.
bonds.
Cliffhanger Can Sipho survive without being
2. Agree – the story sounds exciting as we follow
knifed by a gang bully?
Sipho’s journey of survival. We can relate to the
emotions and scenes that are described. The book
1. The review should make them feel hopeful. The seems realistic and the harsh reality of life as a
review says that, by sticking together, people street child and the dangers that must be faced
“can survive the harshest circumstances.” The touch us deeply.
theme of forgiveness implies that there will be a 3. Learners’ answers will vary, but must be well
reconciliation at the end. supported. It is difficult to say whether he is
2. Answers may vary but hopefully they will always polite, perhaps not as some policemen hit
be curious and intrigued by the promise of and chase these children and one imagines that
excitement. The themes seem easy to relate to and there may have been some provocation involved.
make the book believable which is also a plus. 4. Police van
3. The specific message mentioned is “when people 5. They help the children by asking them to wash
form alliances, they can survive the harshest their vans and then give them bread and tea and
circumstances.” Other themes mentioned are maybe even a bit of money.
friendship, trust, family and forgiveness. 6. Frustrated
4. The word “forgiveness” suggests it will be a happy 7. b) a care worker at a shelter for homeless
ending where Sipho is reunited with his mother. children
Informal assessment Informal assessment

As the class discusses the questions on the review Learners could evaluate their own answers as you
take note of individual responses to ascertain levels discuss the questions as a class.

Speak Write
Preparation and resources Emotional response

• You may wish to put the learners into groups Learners will write two paragraphs which focus on
yourself and have a discussion about what a Sipho’s emotions. Guide them through the planning
panel discussion is before each group chooses a by reading the points to consider in the learner’s book.
chairperson. Ideas must be brainstormed and then ordered.
• It would be useful to have copies of the novel When the first draft is complete they should work
available for the learners to read. in pairs and evaluate each other’s paragraphs. They
• If it is possible, it would be very valuable to have should work through the checklist provided. After
someone who works with homeless children refining and editing, a final draft should be written.
address the learners.
• Stress the importance of preparing thoroughly Preferred ending
for the discussion. Opinions must be motivated. LB page 213
Research must be done. Allow time for this.
Using their imaginations and the knowledge they
Speak have from the excerpts, learners will write a dialogue
Monitor the panel discussions and ensure that each between Sipho and his mother to reflect their preferred
learner is getting a chance to speak and that differing ending of the novel. Allow time for brainstorming and
opinions are being respectfully treated. planning and remind learners how to set out a dialogue.
After you speak Write a summary

After each panel discussion, ask the learners to discuss Learners will summarise the plot and themes of the
the question in the Learner’s book. novel by rereading their notes on the book review and
by re-reading the excerpts. They will plan by making
Informal assessment notes and using the flow chart in the learner’s book.
As you move from group to group, listen to learners’ Remind them to refine their work, to edit and proofread
opinions and record an assessment of individual oral before writing a final draft.
skills. Is there evidence of research? Have opinions
been motivated? Consider clarity, pace, articulation and Informal assessment
tone of voice when listening to discussions. • The learners’ interpretations of Sipho’s emotions
could be taken in and individually assessed. Select
Language practice the best three and read them for the class.
LB page 211 • Get learners to act out their dialogues in pairs.
• In groups they could compare their summaries.
Noun phrases and noun clauses
Work through the notes and examples with the learners Language practice
and give them time to complete the exercises. LB page 214
Suggested answers Semi-colons

1. a) requires Work through the notes and examples with the learners
b) causes and give them time to complete the exercise.
c) makes
d) is Suggested answers
2. a) living on the streets 1. a) Sipho had a choice; stay and be beaten or run
b) abusing alcohol away.
c) having friends b) Life on the streets was hard; begging for food
d) learning who to trust and looking for shelter every day.
c) Sis Pauline told Sipho to cry; it lets you know
what’s inside your heart.
142 Term 4

d) The boys huddled in the doorway; they could c) there d) there
not get warm. e) their f) They’re, there
e) Adults are meant to protect children; they are
not supposed to abuse them. Informal assessment
These language exercises can be self-assessed as
Contractions answers are discussed by the class.
Work through the notes and examples with the learners
and give them time to complete the exercise. Revision
LB page 216
Suggested answers
2. a) My mother says I can’t go to the movies this Suggested answers
weekend. 1. a) noun phrase
b) Our team hasn’t lost a match this season. b) noun clause
c) I’m glad it’s not raining today. c) noun phrase
d) We’ll arrive after sunset. d) noun phrase
e) Don’t forget your jersey. 2. I’m – I am
He’ll – he will
Puns It’s – it is
LB page 215 Should’ve – should have
Doesn’t – does not
Work through the notes and examples with the learners 3. a) Sipho and Jabu became friends; they were
and give them time to complete the exercise. almost like brothers.
1. a) The pun is on the words “harder and harder.” b) It is difficult to survive on the streets; children
As it is a cement factory it could mean the often go hungry.
cement literally sets harder but it could also c) Some street children take drugs; others do
mean the job gets more difficult. not.
b) The pun is on “pointless.” If the pencil is broken d) It is a hot day; you must drink enough water.
it has no literal point to write with. Pointless e) He knew it was wrong; Sipho took his
could also mean useless or meaningless. mother’s money anyway.
c) The pun is on “problems.” It could mean
mathematical sums or it could mean troubles Remedial and enrichment for
or difficulties. this theme
d) Magicians stereotypically pull white rabbits
or “hares” from hats. When we read the Remedial
sentence we think of the homophone hair, so Take learners to the library and let them select a novel
this has a double meaning. for holiday reading. They could write a review of the
e) The pun is on “dye.” It could mean to colour book or a short summary of the plot after reading it.
your hair in order to get rid of the grey but They could also make an alternative cover for the book
if this mother was so upset she may have by drawing or using pictures cut out of magazines.
wanted to “die” – a figurative expression of The target worksheet on this chapter includes more
her horror. language practice on noun phrases and clauses and
f) The pun is on both “knead” and “dough”. contractions as well as exercises on punctuation and
Knead is the action used to make bread. vocabulary.
Dough is slang for money. The speaker works
as a baker because he needs money. Enrichment
g) The pun is on “knight” (Sir Lancelot) Encourage learners to read novels which have been
and “mare” (female horse) in relation to made into films like the Harry Potter series or some
nightmare (a bad dream). of Roald Dahl’s books. Get them to compare the book
h) Washing powder literally goes “down the and the film and say which they preferred and why.
drain”, which is a figurative way of saying The target worksheet on this chapter includes work on
waste. contractions, noun phrases and clauses, puns, loaded
3. a) their b) They’re, there language and word games.

Theme 18 Poems are with writing their own poem. They will listen to and
pictures then read poetry and will answer questions on these
poems. Following this the learners will be guided on
how poets use language and structure to create meaning
Weeks 7 and 8 and finally will be given a framework to assist them in
the writing of their own poem.
Theme overview
This theme will introduce the learners to some more
advanced poetry and will encourage and assist them
Genre: Poetry
Focus: Social issues
Listen —— Discuss feelings and sensations evoked by pictures. • Starting off • Listening text:
and speak —— Listen to and discuss a poem. (LB page 217) The Railway
(2 hours) —— Discuss the issue of bullying. • Speak Train by Emily
—— Role play solutions to problems around bullying. (LB page 219) Dickinson
• Listens to and discusses poems • Listen and (TG page 164)
—— Introductory activities: prediction speak
—— Listens for information and summarises main ideas, (LB page 218)
and notes specific details • Speak
—— Discusses social, moral and cultural values in the (LB page
text 223)
—— Comments on how values and messages are
conveyed in the text
—— Sensitively gives balanced and constructive
feedback
Read —— Read two poems. • Read
(5 hours 30 —— Read notes on onomatopoeia; parentheses. (LB page
minutes) • Reads a poem 220)
—— Pre-reading activities, e.g. prediction based on title • Read
and or graphics (LB page
—— Uses different reading strategies e.g. skimming, 222)
scanning • Language
—— Responds critically to poems practice
—— Comments on the use of alliteration, repetition, (LB page
simile and onomatopoeia 221)
—— Reads and responds critically to poetry • Language
—— Interprets and discusses message practice
—— Shows understanding of the poem and its (LB page
relationship to own life 227)
Write • Write answers to questions about poems. • After you read
(4 hours) • Write a poem. (LB page
• Writes a poem 221)
—— Uses alliteration, metaphor, onomatopoeia, simile, • After you read
symbol, theme (LB page
—— Reflects on and evaluates writing and creative work 223)
—— Develops and organises ideas through a writing • Write
process (LB page 224,
—— Use the writing process: planning/pre-writing, 225)
drafting, revising, editing, proofreading, presenting
144 Term 4

Language • Sentence level Language Target worksheets
(30 minutes —— subject; object practice
+ time • Word meaning (LB page 221)
spent on —— similes, metaphors, personification, simile, Language
integrated onomatopoeia, symbol practice
activities) • Spelling and punctuation (LB page 226)
—— Parentheses
Language
practice
(LB page 227)
Revision
(LB page 228)
Teaching guidelines
Speak
LB page 219
Starting off
LB page 217 The learners should spend some time studying the
photographs so that they can discuss the questions
Have the learners work in pairs to answer the questions set on them. There are no right or wrong answers; the
that introduce this theme. Get feedback from the pairs questions are designed to develop their imaginations
and encourage class debate. and their ability to describe their sensory experiences.

Preparation and resources Read the poem aloud, then let the learners read it
• Listening text: The Railway Train by Emily quietly to themselves before answering the questions.
Dickinson
(TG page 164) After you read
LB page 221
Encourage the learners to look at the picture in the
book and imagine the fog while you read. Read the Suggested answers
poem again, emphasising the rhythm. 1. A highwayman is a robber who used to hold-up
the carriages of wealthy travellers.
After you listen 2. The wind was a torrent of darkness – the wind is
LB page 218 compared to a strong, dark current of water.
The moon was a ghostly galleon – the moon is
Suggested answers compared to a ship that moves quietly over the
1. lap, lick, feed, step ocean.
2. Quickly. To lap or lick something up means that it The road was a ribbon of moonlight – the road is lit
is done easily. To lap up the miles means that they up by the moon and looks like a long thin ribbon.
are covered quickly. 3. The atmosphere is one of expectation; mystery and
3. A path is cut out of the quarry wall to make a danger.
tunnel through which the train can fit. 4. Learners answers will differ. It gives us the idea
4 supercilious – arrogant, disdainful, haughty that he is riding fast and for a long time without
docile – passive, tame, quiet stopping.
5. It is all-powerful because it cannot be stopped 5. The poet wants us to know that the highwayman
from reaching its destination, regardless of how is wealthy, has good taste, is handsome in
long or difficult the journey is. appearance and is not a common thief. He wants
6. Learners’ answers will differ. us to admire and like the highwayman.
Theme 18 Poems are pictures 145

6. The stars in the night sky shine like jewels. Speak
7. The highwayman has come to see Bess, the LB page 223
landlord’s daughter. They are in love with each
other. She was waiting for him and is plaiting a This section will be teacher-led. It should take the form
love-knot into her hair. of a discussion with the class. Perhaps the teacher can
8. The rhythm is like that of a galloping horse. arrange the chairs in the class into a circle and remove
the desks so that the learners are facing in and all
Language practice included in the discussion.
LB page 221 1. This question looks at how someone becomes a
bully. Perhaps the teacher could ask the learners if
Revise the concepts of alliteration, similes, metaphors they know anyone who behaves in the way a bully
and personification. Read over the notes on does and what might make a person believe that it
onomatopoeia and have the class contribute examples. is okay to treat other people poorly.
They can make up new or “nonsense” words. 2. For this question, the teacher will need to look
Have the learners go back to the photographs on at factors such as poverty, boredom, lack of
page 217 and list their answers to question 3. They direction, influence of media and computer games
should try to use a figure of speech to describe their and movies for example on the behaviour of
responses to each question. children.
3. The answers to this question will be personal and
Read take the form of an opinion and therefore there
LB page 222 is no correct answer. This activity will need to be
teacher-led.
Read the poem aloud before having a class discussion 4. Role-plays are aimed at empowering the learners
about the questions. to solve issues of bullying.
5. Slogans should consolidate learning around
After you read persuasive speech and catchy slogans. Encourage
LB page 223 use of figures of speech such as alliteration.
Suggested answers Write

1. She is taking the long way home in order to avoid LB page 224
the bullies that are waiting for her.
2. No, it isn’t pleasant because she is still afraid Before you write
of the bullies and the route is lonely and she The learners should spend some time studying the
is desperately trying to get through the trip as photographs and then explain to the group why any one
quickly as possible. of the photos appeals to them the most.
3. Chrissie’s movements are described as hurried and In pairs, the learners should use the questions in
frantic through the use of words like “scurries”, the Learner’s book to help them describe the place
“cringing” and “flitting”. of choice. They should make a list of the sounds
4. The word “yearns” makes the reader feel as if they would hear, smells they would sense and things
Chrissie is desperate to be invisible. they would feel in this place they have chosen. This
5. “She’s frantic as a hare…” is a simile. It is an is intended to develop their imaginations and also to
effective comparison because a hare is vulnerable demonstrate to them how to extend themselves from a
and delicate and often, like Chrissie, hunted. simple picture source.
6. “They” refers to the bullies. Now the learners should think of everyday places
7. Italics and quotations are used because the poet or objects that might be similar to some of the qualities
wants to emphasise the words being spoken. from their list. The example given is that if the child
8. The theme of this poem is wide-ranging and has chosen a jungle photograph, he or she might state
could include fear, oppression, bullying and/or that the bathroom at home can get steamy and hot just
victimisation. like the jungle. In this way comparisons and metaphors
are established.
146 Term 4

Write and match” sentences. This is intended to be a fun
LB page 225 exercise to help revise the basic sentence structure
of subject, verb and object.
Once the learners have prepared some notes on their 3. a) metaphor b) metaphor
chosen place, they should attempt to introduce some c) onomatopoeia d) onomatopoeia
alliteration, onomatopoeia and similes into their e) simile f) alliteration
descriptions. Perhaps they should begin with sentences g) hyperbole h) personification
that they have written on their chosen place and work i) metaphor j) personification
on redrafting these sentences with assistance and
discussion with the teacher and their pair work partner. Parentheses
Once the learners have written down and LB page 227
developed their descriptive sentences they should
choose in what order to place them and then begin to Read over the notes and example with the learners,
assemble their poem. before allowing them time to do the exercises.
After you write Suggested answers

When the first draft of the poem is ready, the learners 1. a) The cobra (that was hiding in the grass)
should swop their poem with their partner and discuss reared its head and bared its fangs.
specifically what they liked and didn’t like about the b) The racing car (which had just been serviced)
poem they read. It is important here for the teacher won the race easily.
to stress that the learners should choose aspects that c) The mountain climber (who was wearing rain
they both did and did not like, and for them to provide gear) abseiled down the North face.
reasons for their choices. This constructive criticism d) The tractor (which was the farmer’s favourite)
can be used for the learners to amend their writing in a ground through the thick mud.
second draft. e) The spaceship (that was damaged) managed
Now the learners should be given time to practise to make a safe landing on Mars.
reading their own poem aloud with emphasis and 2. The learners can use their own imaginations to
expression in areas of their choice and attention paid to enhance their sentences; as long as the grammar is
pacing too. Guidance from the teacher will be required accurate, the sentences will be correct.
at this point. 3. a) My brother’s bedroom is always a dreadful
There are options to take this a step further by mess.
asking the learners to bring in props from home or b) We bought eggs, milk, coffee and bread at the
dress up clothes in which to perform their poem. shop.
Finally the finished poem should be written out in neat c) How many bones are there in the human
and handed in to the teacher. body?
d) We spent our last holiday in Greece.
Language practice e) “Take out your homework,” said the teacher
LB page 226 in a stern voice.
Suggested answers Revision

1. a) verb – was dripping; subject – the candle; LB page 228
object – the plate
b) verb – carried; subject – the boy; object – the Suggested answers
bicycle 1. Learners’ own answers, e.g. The red Range Rover
c) verb – swam; subject – the children; object – is turning around over there.
the ocean 2. Learners’ own answers, e.g. The duck quacked In
d) verb – barked; subject – the dogs; object – the the middle of the pond.
birds 3. The answers to this question will be varied and
e) verb – scurried; subject – the mouse; object – personal but need a comparison between two
the cat things using either “like” or “as”.
2. Learners should choose any subject and verb and 4. a) This means that he spoke a great deal.
object from the table and create their own “mix b) This is a metaphor.
Theme 18 Poems are pictures 147

5. Rhyme is the repetition of sounds placed at answers may not be correct. By making mistakes and
the end of lines, often in poetry but sometimes talking them through, they will learn and make good
in prose too. Rhythm is the use of structure, progress. The teacher should encourage the learners to
vocabulary and timing to create a dynamic answer the questions by referring as closely to the text
movement within a text. as possible and the learners should also be encouraged
6. a) Alliteration is the repetition of consonant to justify their answers with sensible opinions. It is
sounds. imperative that learners provide an answer for each
b) Onomatopoeia is the use of words which question, no matter how wrong they might feel it is
sound like the concept that they are and so the teacher needs to create an environment of
describing. encouragement.
7. a) Subject – James, Verb – lost, Object – cell
phone Enrichment
b) Subject – Chris and his brother, Verb – wash, Target worksheet B is more challenging and the
Object – the dishes questions are often thematic ones that link with what
c) Subject – The learners, Verb – enjoyed, the poem’s extended meaning may be. Perhaps the
Object – the lesson teacher could get the learners into pairs so that they can
d) Subject – The pretty girl, Verb – is, Object – work together on these questions. At the end of time,
vain the learners can, in their pairs, explain what their two
e) Subject – Amy, Verb – work, Object – harder answers are and then discuss which of the two answers
is the more acceptable of the two. Again the intention
Remedial and enrichment for in this section is for learners to develop confidence
this theme in the validity of their opinions and for them to
provide appropriate justification for their answers. It
Remedial is imperative that learners provide an answer for each
Using Target worksheet A, the teacher will need to question, no matter how wrong they might feel it is
assist the learners. The learners should endeavour to and so the teacher needs to create an environment of
answer all the set questions, even if they feel their encouragement.
148 Term 4

Memorandum: FAT 2 Term 2
Paper 1: Oral: Reading, listening and speaking
(30 marks)
Section A: Prepared reading

LB page 115
Mark out of 15. Use the following assessment tool to

assess each learner’s reading:
1 2 3 4 5
Reads with good audibility and articulation
Reads fluently, without mistakes and with correct pronunciation
Reads with understanding and good expression
TOTAL out of 15
Key:
1 – Very weak
2 – Weak
3 – Average, acceptable
4 – Good
5 – Excellent
Section B: Prepared speech

LB page 232
Mark out of 15. Use the following assessment tool to assess each persuasive speech.
1 2 3 4 5
Content: Speech is easy to follow and well-structured with a
good introduction and conclusion. Interesting ideas.
Emotive appeal: speech is convincing and persuasive. Confident
delivery, good eye contact and rapport with audience.
Volume, pace, articulation, tone and expression are good.
TOTAL out of 15
Key:
1 – Very weak
2 – Weak
4 – Good
5 – Excellent
Memorandum: FAT 149

Paper 2: Writing (35 marks) Section B: Language
Section A: Essay writing 1. c – alliteration (1)

Mark the essay out of 20 using the general assessment 2. a. they – 5. pronoun
rubric for essays. b cinemas – 3. noun
c. and – 1. conjunction
Section B: Transactional writing d. little – 2. adjective
Mark the newspaper report out of 15 using the e. are – 4. verb (5)
assessment rubric for transactional writing. 3. The exclamation mark emphasises the writer’s
shock and disbelief. (1)
4. a. useless
Paper 3: Language in b. unpleasant (2)
context (35 marks) 5. a. The apostrophe indicates possession.
The wedding belongs to the friend.
b. The apostrophe indicates omission of
Section A: Comprehension the letter ‘o’. The words ‘was’ and ‘not’
answers have been joined. (2)
LB page 118–119 6. It made her enraged or very angry. (1)
7. c. a simile (1)
1. “Invaded” – must use quotation marks. (2) 8. ‘I’ is the subject (1)
2. No, the writer says that they are useful and 9. c. an infinitive (1)
that they make our lives easier. (3)
3. B – rude and inconsiderate. (2)
4. The writer was horrified and felt embarrassed
and angry. (2)
5. He went as red as an over-ripe tomato. (2)
6. Learners will give their own ideas here which
may include things like: cell phones are time
saving, they help us keep in touch more easily,
they enhance safety. If they disagree, they must
motivate and discuss their viewpoints
carefully. (3)
7. It is embarrassing and inappropriate to discuss
very personal things in public. It makes others
uncomfortable. It is considerate to lower your
voice as loud voices are intrusive and hard to
ignore. (2)
8. It is polite to ask the people who you are with
whether this is okay. (2)
9. Three metres. (1)
10. C – a nuisance (1)
150 Term 4

Memorandum: FAT 2 TERM 4
Paper 1: Oral: Reading, listening and speaking
(30 marks)
Section A: Prepared reading

LB page 229
Mark out of 15. Use the following assessment tool to assess each learner’s reading:
1 2 3 4 5
Reads with good audibility and articulation
Reads fluently, without mistakes and with correct pronunciation
Reads with understanding and good expression
TOTAL out of 15
Key:
1 – Very weak
2 – Weak
4 – Good
5 – Excellent
Section B: Interview
LB page 234
Mark out of 15. Use the following assessment tool to assess each interview.
1 2 3 4 5
Content and flow: The questions and answers are relevant and
well phrased; interesting information is uncovered; learners
maintain flow of questions and answers.
Language and style: Language and style are suitable for the
purpose and for the audience.
Delivery: Volume, pace, intonation and expression (voice and
facial expressions) are good. Confident delivery, good eye
contact and rapport with audience/interviewer/ interviewee.
TOTAL out of 15
Key:
1 – Very weak
2 – Weak
4 – Good
5 – Excellent
Memorandum: FAT 2 Term 4 151

Paper 2: Writing (35 marks) Section B: Language
Section A: Essay writing 1. The quotation marks indicate that those words
Mark the essay out of 20 using the general assessment come directly from the book the writer is reading.
rubric for essays. They are being quoted. (1)
2. The information is in parenthesis; it is additional
Section B: Transactional writing information which has been added. (1)
Mark the diary entry out of 15 using the assessment 3. c. an understatement (1)
rubric for transactional writing. 4. ‘Owwww!’ (1)
5. Paul scratched a large scab on his knee. (1)
6. Simple (1)
Paper 3: Language in 7. b. angry (1)
context (35 marks) 8. Their father said that they should stop for
lunch. (2)
9. The words ‘hard to beat’ can mean two different
Section A: Comprehension things. The egg has been hard-boiled so it would
answers be difficult to whisk or to beat as it is solid.
LB page 232–233 Figuratively the expression means it is difficult to
find something better for lunch. The pun creates
1. In the car on a long journey. (1) humour. (2)
2. a. 8 hours (1) 10. It is being compared to a volcano. This is a
3. She is struggling to concentrate because she is metaphor. (2)
very tired after getting up so early. (2) 11. The can of Coke was snapped open by Paul. (2)
4. Two thirds. (1)
5. If you could read their body language it would
help you to understand how they were feeling. (2)
6. c. boredom (1)
7. He fell off his new skateboard and hit the tar at a
great speed. (2)
8. We are told that he howled so loudly that you
could have heard him in a neighbouring
province. (2)
9. He dislikes her classical music and is very
disparaging referring to it as ‘rubbish’ and saying
that listening to it is like ‘torture’. (3)
10. c. happily (1)
11. She means that maybe he will gradually start to
enjoy it. (2)
12. The can of fizzy Coke had been rolling around
on the floor of the car. He should have known it
would be all shaken up and would erupt when
opened. (2)
152 Term 4

Listening texts
Eskom to go ahead with solar, wind power plants

Andrew Molefe, The New Age, 16 November 2011
Vredendal in the Western Cape and Upington in the shown a vote of confidence by putting up R700m for
Northern Cape will be the settings for 100 megawatt the projects. Signing the guarantee, Finance Minister
apiece solar and wind power plants, enough to power Pravin Gordhan said SA had “a huge comparative
200 000 households. The projects are going ahead advantage” when it came to solar power advantage.
with Eskom having signed a R1,9bn, 40 year loan Repayments on the loan will start in 10 years time.
with the World Bank. The African Development
Bank has already
Zimele to manage R100m Green Fund

Dineo Matomela, The Star, 16 November 2011
Anglo American has launched a R100 million greenhouse gas emissions, reduce energy and water
investment fund aimed at empowering and consumption, and improve waste and emissions
encouraging entrepreneurs to operate in South management. “The Green Fund . . . will facilitate
Africa’s green economy. The sum has been new investments in projects that yield environmental
committed to the Green Fund, a new addition and economic benefits, and encourage a greener way
to Zimele, Anglo’s business development and of thinking,” Zimele managing director Nick van
empowerment division. The Green Fund will target Rensburg said.
investment opportunities that mitigate
The Wild Swans (Part One) hair, then wandered through the forest. Soon she met
Hans Christian Andersen (1838) an old woman who gave her berries to eat. Eliza asked
(Audio CD track 1) her if she had seen eleven princes.
In a faraway kingdom dwelt a king who had eleven “No,” replied the old woman, “But yesterday I
sons, and a daughter named Eliza. These children lived saw eleven swans with gold crowns on their heads,
happily, but when their mother died their father married swimming on that river close by.”
a beautiful but wicked queen. Eliza followed the river all the way to the sea.
Soon after they were married, the queen, who was Just before sunset, eleven white swans wearing golden
really a witch, cursed the brothers and turned them into crowns flew towards the land. Eliza hid behind a rock,
eleven beautiful wild swans. She warned them to fly far and watched them alight on the shore. As the sun
away, or they would be killed. disappeared beneath the waves, the feathers of the
As Eliza grew up, she grew more and more swans fell off, and there stood Eliza’s eleven brothers.
beautiful. The queen was enraged with jealousy, and She ran out joyfully to embrace them. They laughed,
used all her powers to make Eliza ugly, but the girl and wept, and talked about how wickedly the queen
was too good for witchcraft to have any power over had acted.
her. When the wicked queen saw this, she tore Eliza’s “We are swans by day and human by night,” the
clothes, and rubbed her face with walnut-juice, and eldest brother explained. “We were banished to a land
tangled her beautiful hair beyond the ocean, but once a year we may return.
When her father saw Eliza like this, he declared Tomorrow we must leave again. Have you courage to
she was not his daughter, and banished her from the go with us?”
palace. Eliza walked into the forest until she was “Yes, take me with you,” said Eliza. So they spent
aching with weariness, then slept beneath a tree. all night weaving a net with willow branches. When the
The next day she washed in a stream, braided her sun rose, Eliza lay down on the net, and her brothers,
Listening texts 153

once more transformed to swans, took up the net with fine food and dwell in my richest castle.” And he lifted
their beaks, and flew up to the clouds. her on his horse. She wept and wrung her hands, but
the king said, “I wish only for your happiness. One day
The Wild Swans (Part Two) you will thank me.” And he galloped away with her
(Audio CD track 2) over the mountains to his castle.
Just before nightfall they reached the distant shore, and The castle was magnificent, with marble halls
brought her to the cave where they dwelt. That night hung with rich tapestries and paintings, and sparkling
the old woman who had given her berries came to her fountains and gardens. But Eliza could only weep for
in her sleep, and told her how to release her brothers her lost nettles. The king announced that she was to
from the curse. be his bride, and had her dressed in fine clothes. Then
“You must gather the stinging nettles that grow in he led her to a chamber in which she was to sleep and
a church graveyard. Break them into flax, and weave there on the floor lay the bundle of flax which she had
from them eleven shirts. If these are thrown over the spun from the nettles, and the shirt she had made – the
swans, the spell will be broken. But from the moment huntsmen had brought them from the cave.
you begin your task until its end, you may not speak. She worked on the shirts day and night, but when
Even one word will pierce your brothers’ hearts and she’d finished seven, she ran out of flax. That night
kill them.” she stole from the castle to gather nettles from the
When Eliza woke she went to gather nettles from churchyard. The archbishop saw her, and told the king
the churchyard. Then she returned to the cave, and that she must be a witch. The king did not believe him,
made the flax and began to weave the shirts. When but when Eliza had finished all but the sleeve of the
the brothers returned they were alarmed to find her last shirt, she had to go out to gather nettles again. This
unable to speak, but she made them understand that time the king followed her, and saw her going to the
it was to help them. The youngest brother wept to see churchyard at night.
the blisters on her hands from the nettles, and his tears Sadly he decided that the Archbishop must be
cured her pain. right, and condemned her to die. They threw her into a
The next day, when the brothers were gone, she dungeon.
carried on weaving. As she was working, the king rode The next day, the people gathered to see poor Eliza
past with his huntsman. He drew up his horse, amazed burnt. As they carried her in a cart through the streets,
at her beauty. eleven swans flew down and alighted on the cart. Eliza
“How did you come here, my child?” he asked. quickly threw the shirts over them, and they became
But Eliza dared not speak, at the cost of her brothers’ eleven handsome princes.
lives. Now she could speak, and she and her brothers
“You are too beautiful to live in a cave,” he said. explained to the king. Overcome with joy, he declared
“Come with me, and you shall wear silk robes and eat her innocent, and the very next day they were wed.
Dialogue adapted from The Adventures of Tom Sawyer

by Mark Twain
(Audio CD track 3)
Scene: A small town in the US at the end of the 19th Aunt Polly: That’s too bad. Now, here’s the whitewash
century. Tom Sawyer is a young orphan being looked and brush and bucket, and this fence better
after by his Aunt Polly. He is always up to mischief, be whitewashed afore you go anywhere. And
and his aunt has caught him playing hookey. don’t you get Sid or Jim to do it neither. (She
exits.)
Aunt Polly: (severely) Tom, you have been playing Tom sighs heavily, takes the bucket and brush, and
hookey again and I’m obliged to make you begins to whitewash.
work today. If I don’t teach you right and Tom: (muttering to himself) T’aint fair. An’ I bet all
wrong, I’ll be the ruination of you the boys’ll be raggin’ me ’bout havin’ t’work
Tom: (pleading) But Aunty, it’s Saturday . . . I’m on a Sat’day.
goin’ a-swimming an’ all.
154 Listening texts

Enter Ben, whistling. Stops to watch Tom, while Tom: Like it? Well, I don’t see why I oughtn’t to
nibbling an apple. Tom ignores him and carries on like it. Does a boy get a chance to whitewash a
white washing. fence every day?
Ben: Hi-yi. You’re up a stump, ain’t you? Ben stops nibbling his apple and watches as Tom
Tom steps back to survey his work, then gives whitewashes, making a great show of stepping back to
the brush a gentle sweep, before stepping back inspect his work, dabbing and sweeping the brush as if
again. it was a great work of art.
Ben: Hello, old chap. (with false sympathy) Got to Ben: Say, Tom, let me whitewash a little.
work, hey? Tom: (considering for a while) No, no; I reckon it
wouldn’t hardly do, Ben. You see, Aunt Polly’s
Discuss: What do you think Tom will say? How do you awful particular about this fence – right here
think this dialogue might end? on the street, you know; it’s got to be done
very careful; I reckon there ain’t one boy in a
Tom: Why, it’s you Ben! I warn’t noticing. thousand, maybe two thousand, that can do it
Ben: Say, I’m going a-swimming, I am. Don’t you the way it’s got to be done.
wish you could? (mockingly) But of course Ben: O come now, lemme try, just try, only just a
you’d druther work, wouldn’t you. ’Course you little. I’d let you if you was me, Tom.
would! Tom: Ben, I’d like to, honest injun; but Aunt Polly –
Tom: (casually) What do you call work? well, Jim wanted to do it, but she wouldn’t let
Ben: (pointing to the fence) Well, ain’t that work? him. Sid wanted to do it, but she wouldn’t let
Tom: (shrugs and resumes his whitewashing) Well, Sid. Now, don’t you see how I am fixed? If you
maybe it is and maybe it ain’t. All I know is, it was to tackle this fence, and anything was to
suits Tom Sawyer. happen to it . . .
Ben: Oh come on now, you don’t mean to let on that Ben: Oh, shucks, I’ll be just as careful. Now lemme
you like it? try. Say – I’ll give you the core of my apple.
Tom: No, Ben, I’m afeard . . .
Ben: I’ll give you all of it!
The world for the first time

Gareth Owen
(Audio CD track 4)
And who is the serpent that glides, mother,
What is that howling, my mother, And winds the dark rocks among,
Howling out of the sky; And laughs and sings as he slides through my paws
What is it rustles the branches and leaves And feels so cold on my tongue?
And throws the cold snow in my eyes?
That is the river, my curious son,
That is the wind, my wolf son That no creature alive can outrun,
The breath of the world passing by He cuts out the valleys and great watery lakes
That flattens the grasses and whips up the lake, And was here when the world first begun.
And hurls clouds and birds through the sky.
And whose is the face that I see, mother,
What is that eye gleaming red, mother, That face in the water so clear,
Gleaming red in the face of the sky; Why when I try to catch him
Why does it stare at me so, mother, Does he suddenly disappear?
Why does its fire burn my eyes?
He is closer to you than your brother,
That is the sun, my wolf child, Closer than your father or me,
That changes dark night into day, He’ll run beside you your long life through,
That warms your fur and the pine-needled floor, For it is yourself that you see.
And melts the cold snows away
Listening texts 155

How to make an origami pelican
a
b c
1 2
1. S
tart with your paper white side up. Fold in 2. Fold points b and c into the centre line so that sides 1
half to make a triangle then open out again. and 2 lie along the centre line and crease well.
3. F
old the long outside edges into 4. Turn model over and fold 5. Fold in half so that the long
the centre once again. bottom point d up to the top edges meet.
point a. Crease very well.
6. R
otate the model so that the 7. List the long thin inside 8. Push the tip forward.
long straight edge sits on your triangle upwards slowly at a Reverse the fold and pinch it
table. 45 degree angle, then flatten closed to make the head.
and crease well to make the
neck.
9. F
old the bottom outside edges upwards on each side to make wings. Fold it back again slightly. The
pelican will now rest on its wings and sit up.
156 Listening texts

New boy
Gareth Owen
He stood alone in the playground Heart said I should go over

Scuffed his shoes and stared at the ground Share a joke or play the fool
He’d come half-way through term from the Catholic school But I was scared of looking stupid
On the other side of town. In front of the rest of the school.
He’d a brand new blazer and cap on At break someone said they’d seen him
Polished shoes and neatly cut hair Crying in the Geography Test
Blew on his fists, looked up and half smiled And when he came out they pointed and laughed
Pretending he didn’t care. And I laughed along with the rest.
And I remembered when I’d been new In my dreams I’d always stood alone
And no one had spoken to me Believing I was the best
I’d almost cried as I stood alone But in the cold playground of everyday life
Hiding my misery. I was no better that the rest.
Extract 1 from Kensuke’s

Kingdom for her life in the green of a looming wave. Dad was
Kensuke’s Kingdom, by Michael Morpurgo, pp. 34–36 leaning over the side and reaching for her, but he didn’t
(Audio CD track 5) have his safety harness on and Mum was going mad.
She was trying to bring the boat in as close and as slow
February 7 as she could, but a wave took Stella away from us at
We’re hundreds of miles out in the Indian Ocean, and the last moment. We had to turn and come back again.
then this happens. Stella hardly ever comes up on deck All the time I was pointing and shouting.
unless it’s flat calm. I don’t know why she came up. Three times we came in but each time we passed
I don’t know why she was there. We were all busy, her by. Either we were going too fast or she was out of
I suppose. Dad was brewing up down in the galley, reach. She was weak by now. She was hardly paddling.
and Mum was at the wheel. I was doing one of my She was going under. We had one last chance. We came
navigation lessons, taking bearings with the sextant. in again, perfectly this time and close enough for Dad
The Peggy Sue was pitching and rolling a bit. I had to to be able to reach out and grab her. Between the three
steady myself. I looked up and I saw Stella up at the of us we managed to haul Stella back into the boat
bow of the boat. One moment she was just standing by her collar, by her tail. I got a, “Well done, monkey
there, the next she was gone. face,” from Dad, and Dad got a huge rollicking from
We had practised the “man overboard” drill Mum for not wearing his safety harness. Dad just put
dozens of times back in the Solent with Barnacle Bill. his arms round her and she cried. Stella shook herself
Shout and point. Keep shouting. Keep pointing. Turn and went below as if nothing at all had happened.
into the wind. Get the sails down quick. Engine on. By Mum has made a strict rule. Stella Artois is never
the time Dad had the mainsail and the jib down, we to go out on deck –whatever the weather – without a
were already heading back towards her. I was doing safety harness clipped on, like the rest of us. Dad’s
the pointing, and the shouting too. She was paddling going to make one for her.
Listening texts 157

Extract 2 from Kensuke’s to bother talking to a speck of a spider, but Anansi
Kingdom spoke up bravely and said: “Tiger, I wonder if you
Kensuke’s Kingdom, by Michael Morpurgo, pp. 52–53 would mind letting me have just one thing named after
me?”
What had seemed at first to be a short hike now “What is it you want?” asked the Tiger, looking
felt more like a great expedition into the interior. down his nose.
We emerged exhausted from the trees, clambered “I want the stories,” replied Anansi. “I want them
laboriously up a rocky scree and stood at long last on to be called Anansi stories.”
the peak. “Alright,” said the Tiger with a haughty flick of his
The sun was blazing down. I had not really felt tail. “If you capture Snake and bring him to me, all the
the burning heat of it until then. I scanned the horizon. stories will be called Anansi stories from now on.”
If there was a sail somewhere out there in the haze, I Anansi, who, as you know, was very small but
could not see it. And then it came to me that even if I very cunning, had no idea how he would capture
were to see a sail, what could I do? I couldn’t light a Snake, who was very big. But he agreed to do it.
fire. I had no matches. I knew about cavemen rubbing First, he made a noose out of strong vine and laid
sticks together, but I had never tried it. I looked all a trap in the forest which he baited with berries. But
round me now. Sea. Sea. Sea. Nothing but sea on all when Snake came to eat the berries, Anansi found he
sides. I was on an island. I was alone. was too small and weak to pull the noose closed, so
The island looked perhaps two or three miles in Snake escaped.
length, no more. It was shaped a bit like an elongated Every day that week Anansi persisted with various
peanut, but longer at one end than the other. There traps: he dug pits and he made cages out of sticks. He
was a long swathe of brilliant white beach on both tempted Snake with ripe bananas, mangoes and a fat
sides of the island, and at the far end another hill, the piglet, but nothing worked. Snake knew that Anansi
slopes steeper and more thickly wooded, but not so was trying to trap him and he always managed to
high as mine. With the exception of these twin peaks escape.
the entire island seemed to be covered with forest. So Anansi was starting to get desperate, but at last
far as I could see there was no sign of any human life. he had a plan. He went and sat right in the middle of
Even then, as I stood there, that first morning, filled Snake’s yard.
with apprehension at the terrifying implications of my “Look at you!” said Snake, who was very
dreadful situation, I remember thinking how wonderful surprised to see him sitting there. “All week long
it was, a green jewel of an island framed in white, the you were trying to catch me, and now you sit here
sea all about it a silken shimmering blue. Strangely, barefaced in my yard?”
perhaps comforted somehow by the extraordinary “It’s true,” said Anansi. “I was trying to catch
beauty of the place, I was not at all down-hearted. On you, but for your own good. Now all the animals in
the contrary I felt strangely elated. I was alive. Stella the forest will continue to talk about you behind your
Artois was alive. We had survived. back.”
“What are you talking about, Anansi?” asked
Snake.
Anansi and the snake “Well, I should not be telling you this, but all
(Audio CD track 6) the animals are saying that you believe you are the
There was a time when Tiger was the king of the forest. longest animal around, that you think you are God’s
Tiger lilies were named after him, Tiger moths were gift to longness. They are saying that even the shortest
named after him and stories of the forest were called bamboo is longer than you!”
Tiger stories. “Well, measure me, man!” shouted Snake. “Cut
Anansi, the spider was a nobody. When the down the longest bamboo and I will teach ’em about
animals got together they used to ask each other: “Who long!”
is the strongest animal?” And all the animals would So Anansi cut down a long bamboo and Snake lay
shout “Tiger!” his body along its length. Anansi tied Snake’s tail to
Then they would ask “Who is the weakest?” And one end with strong vine.
everyone would shout “Anansi!” and laugh. “Stretch, Snake, stretch!” called Anansi. And
Ansansi got sick and tired of this. One day he met Snake sweated and stretched till his eyes were
Tiger in the forest. Now Tiger was much too important squeezed shut. Quick as a flash, Anansi tied Snake to
158 Listening texts

the bamboo in his middle and at his head. When Snake signal that it was time to pack my bag to go home.
opened his eyes, he realised what had happened. There is nothing shadow-like or silent about my twin
And this is how Anansi captured Snake and why, sister, Madillo. I wonder how much Mum and Dad
from that day to this, the stories have been called knew about armadillos when they named her after one.
Anansi stories. Not very much, I think. Because apart from the odd
grunt, they are peaceful creatures.
How to make a simple rain gauge “Hey, Bul-Boo, I’m not waiting more than twenty-
(Audio CD track 7) three seconds for you today... and two of those have
There are a variety of commercial rain gauges available gone already. Now seven... You’re out of time. I’m
on the market. However, making a rain gauge is quick leaving...”
and easy. Chances are you already have everything you She danced towards the door, holding her bag on
need to make this simple rain gauge, which is fun to her head.
construct, and interesting to use. I followed her. I don’t really like walking home
on my own. If Madillo is with me then no one notices
You will need: me, even though we look the same. She makes more
• one 2-litre plastic bottle (with consistent diameter) noise than I do. This afternoon she decided to count
• sharp scissors the number of steps she took... in Japanese. In our
• paper clips bedroom, on the ceiling above her bed, she has stuck
• a bucket full of sand or gravel up a chart with the numbers from one to 999,999 in
• a measuring cylinder Japanese. When the light is out she shines her torch
onto them and counts out loud. That way, she says they
Instructions grow in her head during the night – and it is working.
Step 1: Cut the top off your plastic bottle. Be careful to But she thinks one million is unlucky, so she has not
cut the edge as smoothly as possible, salvaging learnt how to say that.
both pieces of the bottle. Winifred and I have been sitting next to each other
Step 2: Remove the bottle cap and turn the top part in class for two years now. Our teacher, Sister Leonisa,
of the bottle upside down, placing it into the doesn’t like change, and all the time we’ve been in her
bottom part. Connect the two halves with paper class no one has ever moved seats. She kept a dead pot
clips. plant on the windowsill for a whole term once because
Step 3: Place the plastic bottle rain gauge in a location she didn’t want to move it, so when you sit next to
where it will easily collect rain. someone you know that will be it. I think if you died
Step 4: Help your rain gauge stand upright by placing in your seat she probably wouldn’t move you. But I
it in a bucket filled with sand or gravel. Simply suppose your parents would when they heard.
make a hole in the sand or gravel and push the Winifred is the same age as me, except I was born
bottle gauge into it. in the wet season and her birthday is in the dry season.
Step 5: Measure the amount of rain caught in your She is short and neat and the tidiest (and cleverest)
gauge by emptying the contents of the bottle person in our class. On her side of the desk there is
rain gauge into a measuring cylinder. hardly anything to be seen, a fact that Sister always
points out to me. As if I couldn’t see it for myself.
“Look, Bul-Boo,” she says, “can you see any
Extract from The butterfly heart pencil shavings on Winifred’s side of the desk? Any
by P
aula Leyden ugly bits of paper? Any pens leaking all over the place?
Anything at all except the things that have to be there,
My friend Winifred didn’t put her hand up today. Not the things that have no option?”
once. She hardly put her head up. I kept looking at her “No, Sister,” I always reply.
side-ways, waiting. But nothing. When the bell rang, If I was Madillo, I might say, “Yes, Sister, Because
she slipped out of the classroom as if she had never I see all... even that which isn’t there,” and see what
been there. Like a shadow. I stayed sitting for a while, she’d say to that. But I’m not, so I won’t. However, I
wondering. Maybe she was having a quiet day. Surely do wonder why she keeps asking me when it clearly
everyone has those? Or maybe she didn’t know any makes no difference. And Winifred doesn’t mind, even
answers. No. Not likely. when I spill over onto her side. She tells me that at
I felt Madillo patting me on the head, my daily home there is no room to be messy. I’ve never thought
Listening texts 159

about it like that, but it makes sense: if you’re messy in answer that you seek.”
a small space then you can’t move. And so Sir Gromer left. The king blew his bugle
I always think that Winifred doesn’t mind about and his companions found him in the forest with the
anything: She never gets cross or mad like Madillo deer at his feet.
does. But maybe I’m wrong. She was minding about Later King Arthur told the story of what had
something today. happened to only one person, the bravest, wisest and
We normally walk halfway home with her, most honourable knight, his nephew, Sir Gawain.
then we go left and she goes right _ and it takes us “Be of good cheer,” said Sir Gawain. “Let us
ages because we always have so much to talk about. saddle up our horses and ride through the country.
Winifred is almost as good at telling stories as Ifwafwa Wherever we go we will ask men and women for the
is, and sometimes (if we can stop Madillo counting) correct answer until we find it.”
she tells us some on the way home. The only time we And so the king and his nephew Sir Gawain rode
are ever in a hurry is when the rain comes. None of us away. And everywhere they went they asked what
mind the rain but we hate lightning. Today Winifred women desire above all else. Everyone who answered
didn’t tell a story, she didn’t even laugh when Madillo was sure that their answer was correct, but everyone
fell down (as she does most days) she just carried on gave a different answer: some said women want to
walking with her head down. I wondered if I’d said be beautifully dressed, some said that women wanted
something to upset her but I didn’t want to ask, her face a husband who is handsome and strong, some said
was so closed. women wanted children, or beauty, or money. And so
King Arthur and Sir Gawain collected many answers,
but none of them seemed right. Soon only a month
Sir Gawain and the Lady Ragnell remained. They returned home full of despair.
One day King Arthur was hunting in the Ingleswood One day King Arthur was once again riding
Forest when he saw a deer. “Hold still, everyone,” said through the Ingleswood Forest when he met a lady.
the king, “I’ll stalk this deer myself.” And he took his Though she was covered in gold and precious stones,
bow and arrows and crept deep into the forest, where she was as ugly a creature as you ever saw: her face
he killed the deer with one shot. As the animal fell, a was red, her nose was runny, her mouth was wide and
figure stepped from the shadows. her teeth were yellow and hanging. She had watery
“How lucky for me that we meet in this way,” eyes, ears like a donkey and she was shaped like a
boomed the voice of a tall and fearsome knight. “King barrel.
Arthur, you have done me wrong for many years. Now She rode up to King Arthur. “Good speed, King
I can put a stop to it.” Arthur,” she said. “Speak with me, or go, for your life
King Arthur recognised the knight as his old is in my hands.”
enemy Sir Gromer. He had to think quickly to save “What do you mean?” asked the king.
himself so he said, “To kill me here, armed as you “I know the answer to the riddle that you seek.”
are, and I defenceless, would bring you no honour, replied the lady. “I will tell you the answer that will
Sir Gromer. All the knights will refuse to sit beside save your life. But I will only tell it to you if you
you and you will be shamed forever. I will give you promise me one thing.”
anything – land or gold, you name it – if you will spare “What is it that I must promise?” said the king. “If
my life.” I can, I shall grant it.”
“There is no land or gold that I desire,” said Sir “There is a knight that I wish to marry. His name
Gromer. “However I will give you a chance to solve is Sir Gawain. Either I marry the knight Sir Gawain
a riddle. In one year and a day from now, you must and I tell you the answer you seek, or you will lose
appear before me, here in the woods as you are, your head.”
without friends or weapons. If you are unable to solve “Alas!” thought the king to himself. “I cannot
the riddle I will take your life. But if you answer the ask Gawain, my own nephew to marry such an ugly
riddle correctly I will let you go free.” creature.” He said aloud. “Then we must part lady, but
“I agree,” said the king. “What is the riddle?” tell me first, what is your name?”
“You must tell me what it is that woman desire “I am the Lady Ragnell,” said the lady. And they
most, above all else in the world.” parted.
“I promise,” said King Arthur “as I am the true When the king returned home the first person he
king, I will return in a year and a day and bring you the saw was Sir Gawain. The king told him everything
160 Listening texts

that had happened, but he did not mention that the an envelope and sent it as a photograph to the Michigan
lady wished to marry Sir Gawain in particular: he only News. Not that he ever forgot that hound ‘cos the wind
said that Lady Ragnell would share her secret for the had pushed its shadow right into the plaster of the wall.
promise of a husband. So Gran’pappy wrote an epitaph on it: Doggone.
“Is that all?” said Sir Gawain. “Then let me marry
her. You are my king. If it will save your life, I will do
whatever is within my power.” A Wise and Foolish King
So a few days later the king returned to the spot in Characters
the forest where he had met the Lady Ragnell and she Walukaga – the blacksmith of Buganda
was waiting for him. He told her that Sir Gawain had The Kabaka – the ruler of Buganda
agreed to the wedding and he asked her to tell him the Warrior – the Kabaka’s son
answer to the riddle. The Kabaka’s wife
“Sir,” said the Lady Ragnell, “some men will say Narrator 1: An old man
that we desire to be beautiful or that we desire the Narrator 2: An old woman
attentions of many men or that we desire to be well Drum player
married. But these men do not know the truth. What we
desire above all else is to have sovereignty, to rule our Scene 1: A village in a jungle clearing. [A block (the
own lives and not to live under men’s rule. That is the Kabaka’s throne) centre/backstage.]
answer that you seek. Now go, your life is spared.” (The Narrators dance onstage to drumbeats.)
So King Arthur rode as fast as he could to meet Narrator 1: In legendary kingdom of Buganda there
with Sir Gromer. was a leader called the Kabaka. He was a
“Here is the answer that you seek,” said the most wise and powerful king . . .
King. “What women desire above all else is to have The Kabaka enters with a roll of drums. He is very
sovereignty and to rule their own lives as they see fit.” proud and haughty. He sits on the throne, where he
“And who told you this?” roared Sir Gromer. “No stays throughout the play.
doubt it was my own sister the Lady Ragnell! May she Narrator 2: Actually he was a most foolish and
burn on a fire! Yet you have given the right answer so I power-hungry king. . .
must release you – so go!” Narrator 1: (whispering) sshh . . .the walls have ears
So King Arthur sped off on his horse to bring the . . . (loudly) a most wise and powerful
Lady Ragnell back to the castle for the wedding. king, whose people were gifted with great
creative talents.
Walukaga: (coming forward) I am the most talented
Michigan winds of these. I turn the tin, copper, and iron
(Audio CD track 9) found in the hills into the strongest
]In Michigan the winds get so fierce you can go to bed ploughs, the sharpest arrows, the truest
in a valley and wake up on a mountain. The wind’ll spears, and the most beautiful bangles
pick up the whole farm and carry it off if you don’t and necklaces.
peg it into the ground real good. Narrators 1 & 2: (admiringly) His work was prized
But we Michigan folk are so used to these things throughout the land.
we take it in our stride. My gran’pappy had just taken Narrator 2: And he was luckily blessed with a very
his place in his ol’ rocker on the front porch to drink clever wife.
some coffee when up came the wind and blew his Narrator 1: One morning, Kabaka summoned
house flat. He didn’t even blink. Gran’pappy started Walukaga into his imperial presence.
rocking his chair so fast that wind couldn’t grab hold (Drumroll as Walukaga approaches the Kabaka, ending
of him. Then he grabbed one of the floorboards as it on a strong drumbeat as he kneels before him.)
came whizzing by, and used it to shield him from the The Kabaka: Blacksmith, listen to me well and do as
wind so that his coffee wouldn’t blow too cold. I say. While hunting, my dear son was
The saddest tale to hear my gran’pappy tell is trampled by a wounded buffalo. The
when his pet wolf got blown against the barn wall. That Royal doctors had to amputate his leg
wind blew so hard and for so long that poor wolf died below the knee! My son needs a new leg.
of hunger before it blew out. That wind had pushed that Make him one. Now go.
poor wolf so flat against that wall, Gran’pappy put it in (Walukaga bows and walks backwards away from him.
Listening texts 161

The Kabaka turns away. Walukaga comes to the front ploughs, arrowheads, pots and trinkets.
of the stage.) The Kabaka: I need more soldiers. You have easily
Walukaga: This will not be easy. But to refuse will managed making arms and legs. It should
cost my life! I must do what I can. be no trouble for you to make a man you
(He moves to the side and mimes working – beating eats and breathes and fights. (He points
metal etc.) to the metal). That’s all the material who
Narrator 1: Such was his genius that in a week he had need. Now go. I want my metal man
built a simple, but effective, metal leg. ready in no more than twenty sunrises, or
(Walukaga comes forward with the leg. The Kabaka’s I will have your head.
son, Warrior, comes in from the other side of the stage Narrator 2: Walukaga went home to wish his wife
on crutches, with one knee bent out of sight. Walukaga goodbye, for he was sure now he would
bends and fixes the stump to his leg.) be killed. For this task the foolish king
Warrior: I can stand! I can walk again! Oh thank had set was impossible.
you, kind blacksmith. Narrator 1: Walukaga’s wife said, “let us talk . . .
The Kabaka: You have done well. Here are ten cows perhaps we can find an answer.” They
as reward. talked all night. The next day, Walukaga
Narrator 2: Walukaga went home, much relieved. But came to the Kabaka.
before long the foolish king . . . (Drumroll as Walukaga comes forward and kneels
Narrator 1: (interrupting) the wise and venerable before the Kabaka.)
king . . . Walukaga: Mighty Kabaka, to make your man I
Narrator 2: . . .called for Walukaga was once more need a few ingredients that only you can
(Drumroll as Walukaga comes forward and kneels provide.
before the Kabaka.) The Kabaka: Speak and you shall have them.
The Kabaka: Blacksmith, my wife’s arm was bitten Walukaga: First, I need ten loads of the ashes of
off by a crocodile when she was doing the human hair to use as charcoal to fire my
royal washing at the river. furnace.
Walukaga: Haai! That is terrible. The Kabaka: It shall be done
The Kabaka: Indeed, but you can fix it. Make her a Walukaga: Then, I need ten calabashes full of human
new arm! tears to damp my fire, if it gets too hot.
(Walukaga bows and leaves. The Kabaka turns away. The Kabaka: Councillors, you’ve heard what the
Walukaga comes to the front of the stage, wringing his blacksmith needs. Make sure he gets it.
hands.) Narrator 2: So every man, woman and child burned
Walukaga: Eish, this is truly a difficult task. But what their hair, until the entire kingdom was
choice do I have? If I fail, I will surely bald. But it was not enough ash to make
lose my own life! I must do what I can. even one load. And then the people
(He moves to the side and mimes working – beating wept, so that a great wailing was heard
metal etc.) throughout the land. But not even one
Narrator 1: Within a week, he had created a usable calabash was filled with tears. With fear
arm – not as good as a real one, of course, in their hearts, the councillors reported
but good enough. their failure to the Kabaka. The Kabaka
(Walukaga steps forward with the arm. The Kabaka’s summoned Walukaga.
wife steps forward from the other side. Walukaga straps (Walukaga approaches the Kabaka nervously.)
the arm onto her stump.) The Kabaka: O wise blacksmith, I realise what you
The Kabaka’s wife: Yo! Look at my new arm! I am so are telling me. I demanded the impossible
happy now! (She begins to ululate) of you, and you demanded the impossible
Narrator 1: Walukaga was allowed to go back to of me to show that neither of us could do
making ploughshares and weapons again. the impossible, because the impossible
But, one day, the Kabaka . . . cannot be done. We’ve learned much here
Narrator 2: . . .who was never satisfied . . . today. Go in peace!
Narrator 1: (Glaring at Narrator 2) . . .who had Narrator 1: All the people celebrated having such a
amazing, kingly ideas, called him again, wise and powerful ruler.
and showed him a big pile of old metal (Sound of people ululating and cheering)
162 Listening texts

Narrator 2: . . . because their king was not as idiotic soccer ball. Centre the paper over the ball as evenly as
as we thought he was . . possible. Because the newspaper is a large rectangular
Walukaga: And I went home to thank my wife . . shape you will have 2 sides that are longer than the
other two: that is fine. While one of you holds the ball
still, the other one presses the paper with their hands
Interview with Nikita Kekana so that it moulds around the top half of the ball. Be
From Great African Sport, by Bridget Krone careful you don’t make the crown of your hat too deep,
just mould the top part of the ball. Hold it in place
Q: When did you start surfing? while your partner wraps some sticky tape or string
A: I was about 11. I saw these surfers who looked so around the ball to make a hat band. Remove the paper
cool: I wanted to be like them. So I started body- hat carefully from the ball so it does not tear and wear
boarding, and then I evolved to surfing. it with the wide brim positioned so that it protects the
Q: What achievement are you most proud of? back of your neck. If the front brim is too floppy and
A: I recently made the South African surfing obscures your vision, you can trim it with scissors.
team. We went to the World Junior Surfing
Championship in Peru this year.
Q: What’s the next big thing to aim for? Review of No Turning Back by
A: To join the World Champions Tour, but that’s Beverley Naidoo
tough. There’s space for 50 men, but only 17 (Audio CD track 10)
women. There’s not nearly as much sponsorship
for women surfers. This novel is set in Johannesburg, just before the
Q: What has surfing taught you? country’s first democratic elections. Sipho, twelve
A: It’s made me a much stronger person. I’ve learnt to years old, can no longer take his stepfather’s violence
be organised and how to handle disappointment. I and escapes to Hillbrow, where he has heard that gangs
love being active and feeling strong. of children live on the streets.
Q: What do you love most about surfing? No Turning Back is full of excitement and
A: I love being in the ocean, and the fact that each danger. It also carries a message of how, when people
wave is different. I love the adrenaline rush you form alliances, they can survive in the harshest
get when you catch a wave: I can’t live without it. circumstances. Sipho befriends Jabu who helps him
I’ll be doing this when I’m old, even if I have to survive on the streets. He also meets Judy, a white girl
hobble into the sea on a walker. who persuades her father to help Sipho. Sipho has to
learn, not only how to survive, but who he can trust.
Through all the action, Sipho’s conscience bothers
How to make a sunhat in less him; he stole money from his mother to escape, and
than 60 seconds worries that she is missing him. How long can Sipho
survive without being knifed by a gang bully? Is there
I am going to give you some instructions on how to hope that he can turn his life around?
make a sunhat quickly in less than 60 seconds. The This book is recommended for people who like
problem with many hats made from paper is that they exciting stories that they can relate to. The themes
might be stylish and durable but they don’t have a good of friendship, trust, family and forgiveness make it a
wide brim to protect you from the sun. One area of believable read.
your body that is very vulnerable when you are trying
to stay alive in a harsh wilderness, is the back of your
neck. You need a hat that both protects your face and
protects the back of your neck.
It is easier to work in pairs to make these hats. You
start by taking a large piece of newspaper. Not a tiny
piece, because your hat will be too small – you need
a big double sized piece of newspaper. Then you need
a soccer ball or something that is shaped roughly the
same size as your head. If you are in the wilderness
you might find a tree stump that will do in place of a
Listening texts 163

The railway train
Emily Dickinson
I like to see it lap the miles,

And lick the valleys up,
And stop to feed itself at tanks;
And then, prodigious, step
Around a pile of mountains,
And, supercilious, peer
In shanties by the sides of roads;
And then a quarry pare
To fit its sides, and crawl between,
Complaining all the while
In horrid, hooting stanza;
Then chase itself down hill
And neigh like Boanerges;
Then, punctual as a star,
Stop – docile and omnipotent –
At its own stable door.
164 Listening texts

Rubrics
Paragraph 7 6 5–4 3 2–1
writing
Process Excellent use Good use of Has used the Some use of Little or no
writing: of the writing writing process; writing process parts of writing proof reading
planning, process has evidence of but has not process (very or editing
editing produced a progressive translated it into basic planning done: writing
refined final draft. improvement in a well-developed or evidence of still has many
Proof reading writing piece, piece of writing editing of first uncorrected
has eliminated mistakes still draft) but many errors
mistakes evident errors still remain
Structure: topic Well-crafted Good, logical Paragraph has Topic sentence No clear topic
and supporting paragraph. Topic paragraph. all necessary not readily sentence.
sentences; sentence clearly Topic sentence features: topic identifiable; Sentences do
connectors identified. Strong easily identified. and suitable some irrelevant not support
supporting Supporting supporting sentences. Poor a single idea.
statements. sentences sentences. sequencing Little or no
Points are good Points Points are of points; sequencing of
sequenced are sequenced; sequenced; inconsistent use points; jumbled
logically; excellent good use of one or two of connectors ideas; Little
use of connectors connectors inconsistencies or no use of
connectors connectors
correctly used
but limited
Content: Excellent Good Adequate Poor Little or no
original development of development development of development relevant
interpretation original content. of relevant relevant content, of content, content, poorly
and Originality in content, fairly systematic some detail developed;
understanding approach to systematic approach to irrelevant detail; handling
of instruction subject approach to subject topic handled of subject
subject systematically inadequate
Sentence Excellent use Creative use Most sentences Sentence Poor sentence
structure and of language; of language; are correct; structure structure;
vocabulary Sentences mostly correct some errors in fair Basic vocabulary
correctly sentences. language use. vocabulary; below expected
structured. Well-developed Good vocabulary several errors in level
Extensive vocabulary language use
vocabulary
Spelling and Punctuation and Few Some errors in Several errors in Many errors in
punctuation spelling correct. punctuation punctuation and punctuation and punctuation,
No errors in and spelling spelling. Several spelling. Has not spelling and
subject-verb errors. One or errors in subject- grasped subject- subject-verb
concord two errors in verb concord verb concord concord;
subject-verb understanding
concord compromised
Rubrics 165

Summary 7 6 5–4 3 2–1
writing
Process Excellent use Good use of Has used the Some use of Little or no proof
writing: of the writing writing process; writing process parts of writing reading or editing
planning, process has evidence of but has not process (very done: writing
editing produced a progressive translated it basic planning still has many
refined final improvement in into a well- or evidence of uncorrected
draft. Proof writing piece, developed editing of first errors
reading has mistakes still piece of writing draft) but many
eliminated evident errors still remain
mistakes
Structure: Effective Coherent, good Functional Poor introduction No introduction or
introductory introduction and introduction and introduction and and conclusion conclusion
paragraph conclusion conclusion conclusion Paragraphing in Little or no
development Excellent use of Good use of Paragraphing essay poor. Ideas paragraphing in
of ideas paragraphing. paragraphing. adequate. sometimes not essay (solid text)
Progressive Ideas. Logical flow Sequence of sequential Ideas muddled
development of of ideas ideas can be
ideas followed
Content: main Succinct Well-structured Adequate Poor summation 50%+ points
ideas and key summation of summation of summation of of text. 50% of missed. Original
words original text. original text. Finer original text. points missed text copied.
All necessary detail missing or 20% of points and/or frequent Summary
information point not clearly missed. Mostly use of original shows lack of
included. Own expressed. Own uses own words text understanding of
words used words used original text
Sentence Excellent use Creative use of Most sentences Sentence Poor sentence
structure and of language; language; mostly are correct; structure fair structure;
vocabulary Sentences correct sentences. some errors Basic vocabulary; vocabulary below
correctly Well-developed in language several errors in expected level
structured. vocabulary use. Good language use
Extensive vocabulary
vocabulary
Spelling and Punctuation and Few punctuation Some errors Several errors in Many errors in
punctuation spelling correct. and spelling in punctuation punctuation and punctuation,
No errors in errors. One or two and spelling. spelling. Has not spelling and
subject-verb errors in subject- Several errors grasped subject- subject-verb
concord verb concord in subject-verb verb concord concord;
concord understanding
compromised
166 Rubrics

Un/Prepared 7 6 5–4 3 2–1
speaking
Language Excellent Impressive Capable of Able to Has difficulty
level: age- command command expressing convey ideas. in expressing
appropriateness; of language. of language. self clearly. Vocabulary self clearly.
difficulty Uses new and Able to convey Appropriate basic. Few Inappropriate
varied words thoughts register and lapses in register register; limited
to express and feelings vocabulary vocabulary
thoughts and accurately
feelings
Topic: suitability Topic relevant, Suitable, Topic relevant Topic meets Topic not
and relevance interesting relevant and but lacks new requirements; suitable; poorly
and original. interesting information or inadequate researched.
Insightful topic. Well interpretation research speaker lacks
interpretation researched and insight
presented
Fluency and Fluent and Fluent but lacks A few Sometimes Hesitant; often
pronunciation expressive; expression. inappropriate repeats self; repeats self;
pronunciation Pronunciation pauses; attempts pronunciation difficult to follow
clear and clear and to modulate ambiguous; train of thought
unambiguous unambiguous voice sometimes
difficult to
understand
Audience contact Good eye Good eye Eye contact Eye contact Eye contact
contact with contact with sporadic with sporadic with lacking; few if
all sectors sections of sections of few friends; any gestures.
of audience; audience; audience; few gestures. Body language
expressive, gestures but gestures are Markedly self- closed
functional sometimes forced. Self- conscious
gestures; open forced. Open conscious
body language body language
Preparation Familiar with Has memorised Material Not familiar with Not familiar with
(Prepared speech) material; written material; written memorised in material but material; unable
speech and speech and parrot-fashion; able to speak; to present; no
cue cards cue cards written speech either written written speech
available; available; and cue cards speech or cue or cue cards;
(audio/visual (audio/visual available; cards lacking; (inadequate or
aid adds to aid adds to (functional audio/ (inadequate no audio/visual
presentation, presentation, visual aid; if audio/visual aid; aid; if applicable)
if applicable) if applicable) applicable) if applicable)
Rubrics 167

Un/Prepared 7 6 5–4 3 2–1
reading aloud
Language Challenging Passage suitable Moderate for Easy for age Too easy for
level: age- passage for age and home age and home and home age and home
appropriateness; language level language level language level language level
difficulty
Topic: suitability Topic interesting Suitable, relevant Topic relevant Topic meets Topic not
and relevance and original. and interesting but lacks new requirements; suitable; poorly
(Prepared reading Insightful topic. Well information or inadequate researched.
with choice of interpretation; researched and interpretation research reader lacks
material) well researched presented insight
Fluency and Fluent and Fluent but lacks A few Sometimes Hesitant;
pronunciation expressive expression. inappropriate repeats self; often repeats
reading; Pronunciation pauses; pronunciation self; difficult
pronunciation clear and attempts to ambiguous; to follow by
clear and unambiguous modulate voice sometimes listening alone
unambiguous difficult to
understand
Audience contact Makes eye- Makes eye contact Eye contact Little eye No eye contact.
contact with with sections of limited. Self- contact; loses Body language
all sectors audience; gestures conscious place. Markedly closed
of audience; but sometimes self-conscious
expressive, forced. Open body
gestures; open language
body language
Preparation Well-versed Fairly familiar Familiar with Not familiar Unfamiliar
(Prepared with material; with material; material; with material; with material;
reading) (vocabulary list (vocabulary list (vocabulary list (vocabulary list (vocabulary list
and summary and summary or summary or summary of and summary
of article done if of article done if of article article not done of article
required) required) not done if if required) not done if
required) required)
168 Rubrics

Dialogue/ 7 6 5–4 3 2–1
Monologue/
Letter /Diary
Setting (implied Skillful, creative Good description Adequate Some Inappropriate or
or overt as suits description of of setting description of description of no description of
the text type) setting setting setting; lacks setting
detail
Plot Interesting, Plot is developed Plot Plot is weak or No plot; writing
development creative plot with adequately; development unclear; purpose is random.
through mono/ effective mono/ some originality is evident but of mono/dialogue No thread in
dialogue dialogue and and good use of basic is not apparent. mono/dialogue
excellent use of vocabulary Weak vocabulary (illogical)
vocabulary inhibits plot
Tone or mood Skilfully Tone and mood Establishes Tone or mood Mood or tone is
(atmosphere) establishes tone established and tone or mood is not firmly not established,
or mood consistent adequately established or is not clear
Characters Well-rounded, Characters are Characters Characters are Characters not
(development believable well developed; adequately one-dimensional; or very poorly
of characters characters well-formed developed; inconsistently developed
through mono/ with engaging personality consistent described
dialogue) personality emerges development
Formatting Uses the correct Correct One or two Significant errors Many mistakes
conventions formatting with formatting with errors in in formatting and/ with formatting;
and associated no mistakes only one or two formatting; or language or has not used
vocabulary mistakes minor language correct format
errors
Use of the Excellent use Good use of Has used the Some use of Little or no
writing process: of the writing writing process; writing process parts of writing proof reading
Plans, drafts and process has evidence of but has not process (very or editing
refines the text, produced a progressive translated it basic planning done: writing
edits first draft refined final draft. improvement in into a well- or evidence of still has many
and proofreads Proof reading writing piece, developed piece editing of first uncorrected
final draft has eliminated mistakes still of writing draft) but many errors
mistakes evident errors still remain
Language use: Excellent use of Creative use Most sentences Sentence Poor sentence
punctuation, language; correct of language; are correct; structure fair structure;
grammar and sentences, mostly correct some errors in but very basic; many errors
spelling punctuation sentences, language use, several errors in in punctuation
and spelling. No punctuation and punctuation language use, and spelling.
errors in subject- few spelling and spelling. punctuation and Many errors
verb concord errors. One or Several errors spelling. Has not in subject-
two errors in in subject-verb grasped subject- verb concord;
subject verb concord verb concord understanding
concord compromised
Rubrics 169

Rubric for 7 6 5–4 3 1–2
character
analysis/auto/
biography
Planning, Thorough Effective Good planning, Some evidence Little or no
coherence, planning; well- planning, coherent, of planning; poor evidence of
introduction developed coherent, good functional coherence; poor planning, poor
and conclusion; and coherent, introduction and introduction and introduction and coherence; no
development of with effective conclusion conclusion conclusion introduction or
structure introduction and Good use of Adequate use of Paragraphing in conclusion
conclusion paragraphing in paragraphing in essay poor Little or no
Excellent use of essay essay paragraphing in
paragraphing in essay (solid text)
essay
Content Excellent Good Adequate Poor Little or no
(objective development of development of development of development of relevant
detail; inclusion original content; relevant content, relevant content, content, some content, poorly
of relevant excellent use good use of objective detail irrelevant; lacks developed; little
information; of objective objective detail; evident; fairly objective detail; or no objective
originality) detail; originality systematic systematic topic handled detail; handling
in approach to approach to approach to systematically of subject
subject subject subject inadequate
Order and Events/ Events are Events are Poor sequencing Little or no
sequencing arguments are sequenced; sequenced; of events; sequencing of
of events / sequenced good use of connectors inconsistent use events; Little
arguments logically; connectors correctly used of connectors or no use of
excellent use of but limited connectors
connectors
Language Correct Mostly correct Uses Sometimes uses Many errors
structure and language language appropriate appropriate in language
use; vocabulary structures, structures, language language structures,
spelling and spelling and structures with structures; spelling and
punctuation; punctuation; some errors; spelling and punctuation.
broad, effective good use of some spelling punctuation; Poor vocabulary
vocabulary; vocabulary; and punctuation basic limits expression.
excellent few errors in errors; mostly vocabulary; Many errors in
language use language use adequate some errors in language use.
(correct register, vocabulary; language use
style, first person some errors in
narration) language use
Use of the Clear evidence Evidence of Some evidence Some evidence Little or no
writing process of revision, good use of revision, of revision, evidence of
editing and of revision, editing and editing and revision, editing
proofreading, editing and proofreading; proofreading; and proofreading.
leading to a proofreading; however many however many Little or no
near-perfect very few mistakes remain mistakes remain improvement
essay mistakes Some Some from first draft to
Clear Marked improvement improvement final draft
improvement improvement from first draft to from first draft to
from first draft to from first draft to final draft final draft
final draft final draft
Adapted from: NCS Assessment Guidelines for GET (Intermediate and Senior Phases) Languages. (Dept of Education) 2008? P. 61
170 Term 4

Story writing 7 6 5–4 3 1–2
Setting and Skillful, creative Good description Adequate Setting and Vague
characters description of of settings, description characters description
setting, characters characters of setting, stereotypical, of setting ,
characters lacks originality characters lack
personality
Plot Interesting, Plot is developed Correct Plot is weak Plot poorly
creative plot; adequately; some sequencing and unclear, developed;
original ideas, originality of action but some gaps in significant gaps
makes for unoriginal, sequencing of in sequencing of
sustained interest predictable action action
Use of the Excellent use Good use of Has used the Some use of Little or no proof
writing of the writing writing process; writing process parts of writing reading or editing
process: process has evidence of but has not process (very done: writing
Plans, drafts produced a progressive translated it basic planning still has many
and refines refined final draft. improvement in into a well- or evidence of uncorrected
the text, edits Proof reading writing piece, developed editing of first errors
first draft and has eliminated mistakes still piece of writing draft) but many
proofreads mistakes evident errors still remain
final draft
Language Excellent use of Creative use Most sentences Sentence Poor sentence
use: language; correct of language; are correct; structure fair structure;
punctuation, sentences, mostly correct some errors in but very basic; many errors in
grammar and punctuation and sentences, language use, several errors in punctuation and
spelling spelling. No errors punctuation and punctuation language use, spelling. Many
in subject-verb few spelling and spelling. punctuation and errors in subject-
concord errors. One or two Several errors spelling. Has not verb concord;
errors in subject in subject-verb grasped subject- understanding
verb concord concord verb concord compromised
Rubrics 171

Rubric for 7 6 5–4 3 1–2
instructional
writing
Planning, Thorough Effective planning, Good planning, Some evidence Little or no
coherence, planning; well- coherent. Final coherent. Final of planning; evidence of
development developed and piece is well- piece can be poor coherence. planning, poor
of structure coherent. Final structured understood. Final piece lacks coherence.
piece is elegant / formatted Formatting structure. Errors Structure
in structure/ and easy to adequate in format incorrect.
format understand Incorrect format
Content Excellent Good Adequate Poor Little or no
(objective development of development of development of development relevant
detail; original content; relevant content, relevant content, of content, content, poorly
inclusion excellent use good use of objective detail some irrelevant developed; little
of relevant of objective objective detail; evident; fairly /missing or no objective
information; detail; originality systematic systematic details; lacks detail; handling
originality) in approach to approach to approach to objective detail; of subject
subject subject subject topic handled inadequate
adequately
Order and Events/ Events are Events are Poor sequencing Little or no
sequencing arguments are sequenced; good sequenced; of events; sequencing of
of events / sequenced use of connectors connectors inconsistent use events; Little
arguments logically; correctly used of connectors or no use of
excellent use of but limited connectors
connectors
Language Correct language Mostly correct Uses appropriate Sometimes uses Many errors
structure structures, language language appropriate in language
and use; spelling and structures, structures with language structures,
vocabulary punctuation; spelling and some errors; structures; spelling and
broad, effective punctuation; good some spelling spelling and punctuation.
vocabulary; use of vocabulary; and punctuation punctuation; Poor vocabulary
excellent few errors in errors; adequate basic limits
language use language use vocabulary; vocabulary; expression.
(correct register, few errors in some errors in Many errors in
style) language use language use language use
172 Term 4

Creative 7 6 5–4 3 1–2
short piece
Development Skillful, creative Good description Adequate Subject and Vague description
of subject description of of subject and description of associated of subject and
and elements subject and associated subject and elements associated
associated elements associated stereotypical, elements; lacks
elements elements lacks originality depth
Theme Interesting, Theme is Plausible Exploration of Exploration of
creative developed exploration theme is weak / theme poorly
approach; adequately; some of theme but unclear, some developed;
original ideas, originality unoriginal, gaps in sequence significant gaps
makes for predictable of ideas in sequencing of
sustained ideas
interest
Use of the Excellent use Good use of Has used the Some use of Little or no proof
writing of the writing writing process; writing process parts of writing reading or editing
process: process has evidence of but has not process (very done: writing
Plans, drafts produced a progressive translated it basic planning still has many
and refines refined final draft. improvement in into a well- or evidence of uncorrected errors
the text, and Proof reading writing piece, developed piece editing of first
proofreads has eliminated mistakes still of writing draft) but many
final draft mistakes evident errors still remain
Language Excellent use of Creative use Most sentences Sentence Poor sentence
use: language; correct of language; are correct; structure fair structure;
punctuation, sentences, mostly correct some errors in but very basic; many errors in
grammar and punctuation sentences, language use, several errors in punctuation and
spelling and spelling. No punctuation and punctuation language use, spelling. Many
errors in subject- few spelling and spelling. punctuation and errors in subject-
verb concord errors. One or Several errors spelling. Has not verb concord;
two errors in in subject-verb grasped subject- understanding
subject verb concord verb concord compromised
concord
Rubrics 173

SUGGESTED ANSWERS:
target worksheets..
Theme 1: Heal our world Theme 2: Fairytale families
Target worksheet A: Target worksheet A:
1. It – pronoun, vast – adjective, rainforests – noun, 1. a) C: She treats her own daughter much better
many – adjective, but – conjunction, sections – than her stepdaughter.
noun, can be used – finite verb. b) C: Her stepmother had given her weak thread.
2. a) (The habitats) of many birds and animals are 2. Present tense: The old woman gives her
destroyed. daughter everything she wishes for, but treats her
b) (Big timber companies) make lots of money. stepdaughter Rose very badly. One day, she tells
3. Africa’s extinct disappeared its the girls to spin while they are sitting on the low
hindquarters plain wall of the well.
4. a) My mother yelled that I would be as dead as a Future tense: The old woman will give her
Dodo if I didn’t go inside immediately. daughter everything she wishes for, but will treat
b) The principal said that we would plant a tree her stepdaughter Rose very badly. One day, she
the following day to celebrate Arbour Day. will tell the girls to spin while they are sitting on
5. The Dodo was a flightless bird that became extinct the low wall of the well.
in the 17th century. The phrase ‘as dead as a Dodo’ 3. Abstract: Wonder, strength, marvel, magic
means to be unquestionably and undoubtedly Common: butterflies, wing, birds, thread
dead.
6. The earth’s forests are responsible for regulating Target worksheet B:
carbon dioxide levels in our atmosphere. Suggested answers
Target worksheet B: 1. Paragraphs 3, 2, 5, 4, 1

Suggested answers 2. I agree. She spoils her own daughter and abuses
her stepdaughter, and gets rid of her on some
1. Some examples of headlines follow. flimsy excuse (the learner may disagree if a good
a) Ten homes gutted as fire rages argument is offered).
b) Poachers butcher rhino in park 3. Present: As the years go by, the old woman gives
c) Factory fumes killing locals her daughter everything she wishes for, but treats
2. a) The young woman was skinny or scrawny. Rose worse than ever and always finds some
b) We had a boring or dull evening. excuse to beat her or to deprive her of food. One
c) He is a miser. day, she tells the girls to spin while sitting on the
3. — Call a spade a spade – be outspoken, not low wall of the well.
mince one’s words. Future: As the years go by, the old woman will
—— Not to give two hoots – not care the smallest give her daughter everything she wishes for, but
bit. will treat Rose worse than ever and will always
—— To turn the stomach – to cause violent find some excuse to beat her or to deprive her of
disgust. food. One day, she will tell the girls to spin while
—— To turn the tide – to reverse the state of sitting on the low wall of the well.
things, to improve the situation. 4. “And you’d better mind what you do,” she said,
—— To pick our brains – to make use of our “for the one whose thread breaks first shall be
knowledge and come up with ideas. thrown to the bottom.”
4. The professor said that the Dodo had disappeared 5. Wish, weakness, strength, magic, colour, marvel,
in the 17th century and that it had been a flightless deprivation, wonder, triumph
bird that had lived on the island of Mauritius. 6. Any five common nouns from the passage – there
are several
174 Target worksheet suggested answers

Theme 3: Punchy advertising b) The SPCA desperately needs pet food and
money for its rescued animals. Please be
Target worksheet A: generous.
Suggested answers c) Feel fantastic! Get fit and toned! Join this
unique aerobics class today!
1 a) (Although) I had had supper, I was still 3. a) Nike
hungry. b) First National Bank
b) My aunt, (who) is a beautician, gave me a c) McDonalds
pedicure. d) Vodacom
c) (Because) it is holiday time, I can sleep late. 4. a) noon
2. Accept answers on their merit. Below are b) ewe
suggested answers for each question. c) level
a) Come on, treat yourself to another slice of d) radar
this delicious, mouth-watering chocolate 5. a) To move the goalposts – to change the rules
cake. b) To be long in the tooth – to be old.
b) Feel on top of the world: Take the healthy
option and eat those delicious, fresh fruit and Theme 4: Act yourself
veg!
c) You cannot miss this truly exceptional movie. Target worksheet A:
3. a) Please may I borrow your book. Suggested answers
b) That boy threw a stone at me.
c) I should have phoned my mom but I forgot. 1. a) Aunt Polly made Tom paint the fence because
d) If you go to see that new movie may I come she wanted to punish him for playing hookey.
with you? b) Tom could not go swimming until he had
4. a) To throw in the towel – to give up finished painting the fence.
b) To cut it fine – to allow very little margin of c) Ben was eating an apple when he saw Tom
time painting the fence.
c) To have a close shave – to have a narrow d) Tom agreed to let Ben paint the fence after
escape Ben offered him his apple.
5. a) pig – sty e) Mark Twain, who wrote Tom Sawyer, was
b) bee – hive also famous for his novel “Huckleberry
c) rabbit – burrow or warren Finn”.
d) chicken – coop 2. The synonym/antonym crossword.
e) spider – web
f) dog – kennel 1
S 2
U R 3
P R 4
I S 5
I N 6
G
6. a) The advertisement for the film was excellent.
b) I went to lie down after lunch as my stomach N R M N E
was sore.
c) The weather forecast said that it would rain
7
1 D L E 8
P L A I N
on Saturday. E S O N T
Target worksheet B: 9
S H E A R 10
I L L
Suggested answers
E N T M E
1. a) Ann, who was born in the year 2000, lived in 11
C R A T E 12
A F A R
a small town called Pofadder.
b) After slamming the door, Dad started the V N T
engine which made a ghastly noise.
c) Steve fixed the roof which had been leaking
13
R E D 14
S T R E A M
on Saturday.
D
2. a) Treat yourself to a fantastic holiday at our
luxurious resort!
Target worksheet suggested answers 175

Target worksheet B: 4. Examples:
Suggested answers What are you doing in my cupboard?
Please leave at once!
Answers are the same as for Target worksheet A on I keep my cupboards tidy.
page 175. 5. The answer must contain a simile and assonance
or alliteration.
Theme 5: Childhood dreams
Theme 6: Communicating clearly
Target worksheet A:
Suggested answers Target worksheet A:
Suggested answers
1. Miss Marple had a tidy house with everything
in its place. The plates were on the dresser the 1. Make sure they create full sentences which contain
dishcloths were in the drawer and her shoes neatly finite verbs.
were lined up under her bed. So she was most 2. Check that instructions are clear and
surprised one morning to find a poem hiding unambiguous, in point form and detailed. A
behind the raspberry jam in her kitchen cupboard. labeled map should accompany the instructions.
2. “Goodness me!” she exclaimed. “Whatever is it 3. Saturday, fifth, February, hoping, weather, autumn,
doing there?” a lot, friends, receive, presents.
“Can you eat it?” asked her cat while rubbing its 4. a) object: her book; subject: Samantha
back against her leg. b) object: her delicious sandwich; subject: Sarah
“I shouldn’t think so,” said Miss Marple. c) object: us; subject: The bus driver
3. a) statement d) object: his bone; subject: The dog
b) question e) object: my sister; subject: Mom
c) command 5. a) My father’s workshop is a very disorganised
4. The answer must contain a simile and assonance place.
or alliteration. b) Sift the flour, add the egg and then add the
milk.
Target worksheet B: c) The cat lay on its back and cleaned its front
Suggested answers paws carefully.
d) “Go home!” yelled the unfriendly woman.
1. Miss Marple had a tidy house with everything 6. a) Examples: quadrangle, quadriplegic,
in its place. The plates were on the dresser the quadruplet, quadruped, quadriceps.
dishcloths were in the drawer and her shoes neatly b) distillery controller teacher
were lined up under her bed. So she was most
surprised one morning to find a poem hiding Target worksheet B:
behind the raspberry jam in her kitchen cupboard. Suggested answers
2. “Goodness me!” she exclaimed. “Whatever is it
doing there?” 1. a) To die
“Miaow,” said her cat while rubbing its back b) To keep quiet and say nothing
against her leg, which meant, “can you eat it?” c) To have suspicions
“I shouldn’t think so,” said Ms Marple. “It’s sure d) To listen with close concentration and rapt
to disagree with you. Mind you,” she added in attention
a voice quite unlike her usual one, “It’s rather e) To be absolutely right
beautiful.” f) To irritate someone
She trailed off filled suddenly with a strange 2. b) team or mate
longing to squelch mud between her bare toes and c) teach
to dance beneath the falling blossoms of a cherry d) battle
tree. e) lived
3. She was a correct person, not used to having fun f) march
and doing things unexpectedly. Finding a poem g) knits
surprised her and made her want to do something h) flesh
unusual and beautiful. i) weird

3. a) “Good morning Sir. I hope you enjoyed your as it should be; she has already fallen overboard
holiday.” once). This would be very dangerous because
b) “What’s in your lunchbox?” Mum and Dad are asleep and it is a very dark
c) “Dad, will you help me lift the dog into the night, so it would be hard to save her.
car.”
d) “It is a shame that Harry has passed on. He Target worksheet B:
was a good man and a good friend.” Suggested answers
e) Horror at slaughter of rhino.
4. a) The table – subject; no object. 1. This exercise should merely be used to encourage
b) Music – subject; the hall – object learners to express themselves freely and should
5. a) unnecessary not be marked.
b) irregular 2. This list has 45 words, but there may be more.
c) impolite The words in brackets are words the learners
d) abnormal are unlikely to know but might come across in a
e) illiterate dictionary.
Theme 7: Across the sea ant, an, ad, advert, art, (advent, avert)
date, dare, dear, dart, den, dent
Target worksheet A: ear, eat, eve, even, event, (endure), end
Suggested answers near, neat, need, net,
run, ran, rat, rate/d, rent, read, rave/d, rude
1. Mum and Dad are sleeping. Michael is at the tread, ten, true, tea, tear, teen, tree, turn/ed,
wheel, steering the boat. tender
2. It is night. urn
3. a) It’s a very dark night. The boat has been
venture, vend, van, vet, (verdant), vat (VAT)
having difficulties, with lots of storms
blowing the boat. The parents are both asleep
and Dad is really tired. It’s very dark. Theme 8: Anansi the tricky
b) Things are going badly on the boat. spider
c) The darkness makes the situation/ atmosphere
seem hopeless. Darkness suggests death or Target worksheet A:
danger / fear. Words: dark, terrible, black. Suggested answers
4. She is sick.
5. Charts are maps used for navigating (planning a 1. Don’t judge a person by how they look
route by sea). 2. Don’t judge a book by its cover.
6. Mum does the navigating and she is sick so she 3. a) I have (seen) a big scary rooster before.
hasn’t read the charts for three days. b) He has (patted) the cat already.
7. Open question. Possible answers: They don’t c) It has (slept) all morning on the wall in the
know where they are: ‘I don’t think we know sun.
where we are anymore.’ Stella is up on deck with d) They have (walked) all night to get here.
no harness on so she might fall overboard. (‘Stella e) She has (read) all those fables already.
hasn’t got her harness clipped on.’)
8. d) Target worksheet B:
9. They don’t know where they are; Mum is sick, Suggested answers
Dad is tired; Michael thinks they may not be able
to stand another storm. 1. Answers will vary according to different learners,
10. Because his mother is sick and his father is very but anything along these lines would be correct:
tired, and they have lots of problems. another much nicer animal. It was a creature with
11. responsible, caring, hardworking, unselfish, a soft white coat and a pretty face and such a
12. Open question. There are many possible answers. friendly smile.’
The most obvious one is that Stella might fall 2. Don’t judge a person by how they look.
overboard again (her harness is not clipped on, 3. Don’t judge a book by its cover.

4. a) I have seen a big scary rooster before. target worksheet B:
b) He has patted the cat already. Suggested answers
c) It has slept all morning on the wall in the 1. The learners use a dictionary to answer the
sun. questions on the words weather and climate. As
d) They have walked all night to get here. dictionaries differ, answers will vary. Accept any
e) She has read all those fables already. plausible answers.
Weather
Theme 9: What’s the weather a) The guide words for the page are WC and
like today? wet.
b) Weather comes after wear.
Target worksheet A: c) Weather is a noun.
Suggested answers d) The dictionary definition of weather is the
state of the wind, rain, sunshine, etc.
1. 1. Call an adult to help you. Climate
2. Make sure you turn the switch off. e) The guide words for the page are chuckle and
3. Look at the bulb that is currently not working. cling.
If there is no bulb, put in a bulb of correct f) Climate comes before climb.
wattage for that lamp or light fitting. g) Climate is a noun.
4. Let the bulb cool down for about 30 seconds h) The dictionary definition of climate is the
or more. If there is no bulb, it is ok to skip weather a place usually has.
this step. i) Weather describes the conditions for a
5. Remove the burnt out lamp and throw it away particular place on a particular day. Climate
properly. If you don’t have a burnt out bulb to describes the weather for a particular place
throw away, it is ok to go on to the next step. over a long period of time.
6. Fit the new bulb. Do not over-tighten or press 2. as follows:
on the bulb too hard. 1. Popcorn made on a stovetop tastes great, and
7. Turn the switch on to make sure the bulb is it doesn’t take as much time as you might
working. think. Keep in mind that cooking with oil is
2. as follows: dangerous. Kids should not try this method
Whitney Elizabeth Houston was an American without adult supervision.
recording artist, actress, producer, and model. 2. You will need: popcorn kernals, a pan with a
The Guinness World Records cited her as the lid and oil.
most-awarded female act of all time. Houston 3. Use a heavy-bottom pan with a lid, preferably
was also one of the world’s best-selling music a lid with holes to allow steam to escape
artists, having sold over 170 million albums, during popping.
singles and videos worldwide. She released seven 4. Add 3 tablespoons of vegetable or peanut oil
studio albums and three movie soundtrack albums. to the pan.
Houston’s appeal on the popular music charts 5. Turn the heat to medium and add two popcorn
continued to influence several African-American kernels to the pan. When those kernels pop,
female artists. the oil is hot enough to add the rest.
Houston’s first acting role was in the feature film 6. Add 1⁄2 cup of popcorn kernels to the pan and
The Bodyguard (1992). Its lead single, “I Will cover. If the lid does not have holes, keep it
Always Love You”, was the best-selling single slightly ajar.
by a female artist in music history. Houston died 7. Gently shake the pan to keep the kernels from
on February 11, 2012. News of her death, the burning.
day before the 2012 Grammy Awards, dominated 8. Keep shaking while the kernels pop. Once the
American and international media. popping slows to a stop, turn off the heat.
9. Wait a few seconds for any remaining pops,
and then remove the lid.
10. Pour the popcorn into a large bowl, and
enjoy!

Theme 10: Metamorphosis Theme 11: Once upon a time
Target worksheet A: Target worksheet A:
1. On most days, she is a smiling, gentle mother. She 1. Answers will vary according to different learners,
hugs her three children, puts pink band aids on but all details should be consistent with an evil
their grazed knees, and packs nutritious lunches villain.
for school. But when the full moon glides through 2. a) I like (staying) on my own.
the starry skies, she runs into the dark woods, b) Your (delaying) is causing a problem.
before she turns into a grey-haired wolf. All night c) (Feeding) the dogs is my job at home.
she trots through the moonlit trees and smells d) (Reading ) is an important skill to learn.
the fascinating scents. At midnight she joins her e) I enjoy (arguing) with people.
fellow wolves, and they sit together and howl to f) I will have to report (seeing) you in town
the silver moon. By morning she is back in her dressed like that.
warm bed, just in time to get up and serve boiled 3. a) The slimy, green walls of the castle loomed
eggs and buttered toast for breakfast. over me, blocking out the sun.
2. a) She was a smiling mother. b) Her courage, beauty and strength lit up her
b) She hugged her children every day. face.
c) She only turned into a wolf when it was full c) I waited for darkness, crept towards the tented
moon. camp and hid behind a tree.
d) She loved her children. d) Let’s eat, dance and be merry, for tomorrow
e) She loved being a wolf. will be a new day.
Target Worksheet B: Target worksheet B:

1. Any suitable adjectives are acceptable 1. Answers will vary according to different learners,
2. On most days, she was a _______ mother, but all details should be consistent with an evil
hugging her _______ children, putting band villain.
aids on ________ knees, and packing ________ 2 Answers will vary but have to make sense within
lunches for school. But when the ________ moon the context of the given phrase.
glided through the _______ skies like a boat with a) My staying here is very convenient
__________ sails, she would run into the dark b) Their laughing was what frightened the
wild woods, before her face lengthened into a birds.
___________ muzzle, and ________ grey fur c) Your complaining has made this difficult.
covered her skin. All night she trotted through d) Her writing is getting better all the time.
the ________ trees, maddened by the __________ e) His driving is very safe.
scents. At midnight she would join her fellow f) Her believing in you has given you the
wolves, and they would sit together and howl to strength to go on.
the _______ moon. By morning she was back in 3. The terrified knight saddled up his horse and
her __________ bed, just in time to get up and galloped off as quickly as he could, into the
serve __________ eggs and _________ toast for distance. The desperate, miserable villagers stood
breakfast. and watched as he went. Meanwhile, the dragon
continued circling the heavy, grey skies and
looked for a place to land. Then, with a thunderous
roar and the loud clanking of his huge, scaly tail,
he settled on the church steeple.

Theme 12: Tall tales cabbage, mussels, pineapple, strawberries, waffles,
rolls.
Target worksheet A: 4. a) It is extremely unlikely or almost impossible
Suggested answers that the story is true because it is so absurd.
b) Her audience was listening with much
1. a) A vegetable farmer from Brits grew the concentration.
biggest pumpkin ever weighed. c) She was born a talker – she could speak easily
b) Ashley is athletic and swims like a little fish. and well.
c) The broken window let the freezing air into d) She made a big fuss about nothing or over
the room. something very silly.
d) My gran is ancient but she can still make a 5. a) Artist – creative, eccentric, unusual, free-
delicious lasagne. spirited, weird, etc.
2. Any suitable adjectives can be filled in. b) Teacher – responsible, caring, hard-working,
3. Learners write a paragraph describing what the trustworthy.
writer saw. c) Crime detective – intelligent, resourceful,
4. a) The chimpanzee had eaten his banana tough, resilient, shrewd.
hungrily. d) King: stately, respected, regal, wealthy,
b) My dad had driven the new car before he had dignified.
bought it. 6. Bacon is the odd word. The others are all
c) Philip had broken the precious vase. examples of computer jargon as well as meaning
5. Learners write their own sentences. something else.
a) prosper – succeed, thrive
b) frantic – frenzied, very anxious Theme 13: Drawn out tales
c) genius – exceptionally clever person
d) tragedy – a very sad or distressing event Target worksheet A:
e) triumph – be victorious Suggested answers
f) tyrant – a cruel ruler
6. a) I’d rather be a cat than a dog. 1. a) music – musical
b) I will invite the following people to my party: b) ice – icy
John, Alan, Craig and Anna. c) heaven – heavenly
c) “Come here boy!” Mrs Smith screamed at the d) muscle – muscular
child from her window. e) water – watery
2. Any appropriate adverbs may be added.
Target worksheet B: 3. a) subjunctive
Suggested answers b) infinitive
c) indicative
1. The beginning: Little Red Riding Hood’s mother d) imperative
tells her to take a basket of goodies to her 4. a) exhausted – tired
grandmother. b) irate – angry, livid
The development: In the woods she is seen by the c) sorrowful – sad, melancholy
wolf. d) happy – joyful
The crisis: The wolf disguises himself and dresses e) petrified – terrified
up as her grandmother so that he can eat Red f) edgy – nervous, anxious
Riding Hood. 5. a) Mrs Lamb, who was a very strict teacher,
The climax: The wolf is killed by the woodcutter. shouted at the children.
The ending: Red Riding Hood’s grandmother is b) My niece asked me to buy her a comic book
rescued and it all ends happily. for her birthday.
2. Individual responses. c) “What superpowers would you like to have?”
3. Some examples: eggs, beef, toffee, carrots, whispered James quietly.
pizza, broccoli, peppers, lettuce, pudding, butter, d) “Mom, may I have another piece of cake
please?” Thando asked politely.

Target worksheet B: Georgie: I once climbed the fence and saw it.
Suggested answers Dipua: What was it?
Georgie: It’s a dragon with big fangs and claws.
1. a) love – a red heart It breathes fire.
b) money – currency signs Bongi: You’re lying. It’s Mr Cordite’s brother.
c) death – graveyard crosses or the grim reaper He was bitten by a werewolf and
d) peace – a dove or a white flag. turned into a monster.
2. Some basic suggestions follow. 2. a) Object: Mr Cordite’s beast. Passive.
a) A clown – red nose, white face, big feet, b) Object: the beast. Active.
colourful clothes. c) Object: the beast. Passive.
b) A nerdy geek – thick glasses, skinny, nose in d) Object: he. Active
a book, gap between teeth. 3. Mr Cordite’s beast was uncontrollable;
c) An angel – back lit, big wings, in white extraordinary; enormous; monstrous; horrible;
flowing robe. frightful.
d) The devil – red, with horns, a forked tail and
a pitchfork. Target worksheet B:
e) A nutty professor – white coat, glasses, hair Suggested answers
unbrushed, carrying a bubbling test tube.
3. Learners write their own sentences. 1.
4. a) Mrs Hill said that they should bring the file Characters: Georgie, Dipua, Bongi, Nazeem, Mr
that they used the previous year. Cordite, “The beast”
b) Mr Cory said that Paul should catch the Setting: A street. In the background is a high
following train home or he would be late for fence made up of scrap metal – old washing
supper. machines, tin sheets, and oil cans. There are
5. a) To make a mountain out of a molehill sounds of a wild animal coming from behind the
b) To smell a rat fence. Three children are standing looking at the
c) To keep one’s head. fence.
6. a) spinster Georgie: I once climbed the fence and saw it.
b) ewe Dipua: What was it?
c) heiress Georgie: It’s a dragon with big fangs and claws.
d) sow It breathes fire.
e) niece Bongi: You’re lying. It’s Mr Cordite’s brother.
He was bitten by a werewolf and
Theme 14: All the world is a turned into a monster.
stage Nazeem: I think it’s cruel to keep whatever it is
chained like that.
Target worksheet A: Georgie: So go and set it free then
Suggested answers Nazeem: Are you crazy. . .
2. a) Mr Cordite’s beast had terrified us all.
1. Characters: Georgie, Dipua, Bongi, Mr Cordite, b) We all knew the beast had made strange
“The beast” noises at night.
Setting: A street. In the background is a high c) Bongi has claimed that the beast is really Mr
fence made up of scrap metal – old washing Cordite’s brother.
machines, tin sheets, and oil cans. There are d) He said that a werewolf had bitten the brother
sounds of a wild animal coming from behind the when he was young.
fence. Three children are standing looking at the 3. The beast was enormous, frightful/frightening,
fence. mysterious, monstrous, horrifying/horrific/horrid/
horrible; terrifying/terrible; dangerous.

Theme 15: What I love to do 2. a) My raft hit the rocks and sank to the bottom
of the river.
Target worksheet A: b) I like chopping wood but/ whereas Adib
Suggested answers prefers collecting water.
c) I won’t eat either lizards or worms./ I will eat
1. never, seldom/ rarely, sometimes/ occasionally, neither lizards nor worms.
often, always d) I made a fire so I could signal for help.
2. sometimes – occasionally e) I dug a hole in the ground so I could make a
often – frequently solar still.
forever – indefinitely
briefly – for a short while Target worksheet B:
3. multimillion; comeback; sidewalk Suggested answers
4. popularity – being liked or enjoyed by many
people 1. Word search answers as for Target worksheet A.
injuries – cuts and bruises, for example 2. a) We pitched our tent when the sun set.
industry – an organisation of companies doing the b) She ran to her mom who was waiting for
same type of business her.
site – a place to do something particular c) We set off hopefully although it looked as if
design – a plan for making something it might rain.
drained – emptied d) I inserted a small stone so that the water
launched – started, set up would accumulate at the bottom of the bag.
culture – the beliefs and behaviours of a particular e) You have to use your wits if you want to
group of people survive.
banned – stopped, did not allow f) They were very grateful for what they had
soared – went up, increased learnt about survival.
Target worksheet B: Theme 17: Story time

Suggested answers
Target worksheet A:
1. a) surfing Suggested answers
b) opinion
c) permanently 1. a) (Doing one’s homework) is a good thing.
d) briefly b) (Singing in the choir) brings me much
2. a) interview pleasure.
b) intercom c) (Pizza cooked in a proper pizza oven) makes
c) international my mouth water.
d) interrupt d) (That I am hungry) is a fact.
e) interval 2. a) I have not had breakfast yet.
f) intersection b) She would have come earlier but her bus was
late.
Theme 16: Survival in the wild c) It is important to look after one’s body.
d) I am dying to have a swim but I cannot find
Target Worksheet A: my swimming costume.
Suggested Answers 3. Gran’s cat is a real character; she’ll only eat
topside mince that’s at room temperature. Gran
1. Word search answers has tried to feed her the following: liver, smoked
P O E M A E W A T CK E T D O O F W A T chicken, ham and turkey. She just turns up her
E R T E K C A J I D O E P M A T C H E S
E H T O L C O I T R E P A P T E L I O T
nose, gives a disapproving look and turns her back
T U Y W U D W H I S T L E F I R S T A I on Gran.
D K I T T E K N A L B M E L D C O S H A
R P K N I F E P A P E R O O D T E P O R

4. a) prejudice Theme 18: Poems are pictures
b) violence
c) recommend Target worksheet A:
d) bicycle Suggested answers
e) apostrophe
f) democracy 1. An ostler takes care of horses.
g) tobacco 2. Learners’ answers will differ. No. He is mad and
h) dialogue unattractive (his hair like mouldy hay)
i) participant 3. Pretty
5. legitimate – lawful 4 a) Chase after me without giving up
mariner – seaman b) hassle or worry
catastrophe – great disaster c) stand in/close the way
boisterous – rough, exuberant 5. He was going to rob a carriage.
insolent – cheeky 6. Learners answers will differ.
slapdash – hasty and careless
Target worksheet B:
Target worksheet B: Suggested answers
Suggested answers
1. a) The highway man is handsome, well-dressed
1. resolute – determined – obstinate and has smart, expensive clothing. The ostler
curvaceous – overweight – fat is pale and sickly in appearance and his hair
a gathering – a crowd – a mob is dirty and unkempt
bright – intelligent – crafty b) The poet uses very flattering and positive
2. Some suggested answers follow. words to describe the highwayman. The
a) Dogs that live on farms need to be dipped words are poetic and positive. The ostler is
regularly. associated with negative words such as deep,
b) We all need to eat a balanced breakfast. dark, creaked, madness and mouldy.
c) Learning to speak in public is an important c) The mood in stanza II is light and exciting.
skill. The mood in stanza IV is dark and dull.
3. meat: meal, mean, peat, beat, neat, melt, heat, d) Learners answers will differ. The
seat, teat, meet. highwayman should generally evoke a
gate: mate, date, fate, date, hate, rate, gale, gape, positive response and the ostler should evoke
gave, game, gave. a negative response.
4. a) ‘present’ could mean the here and now or it
could mean a gift.
b) The figurative expression ‘to do something
with a smile’ means to have a cheerful,
positive attitude. Here is also means a literal
smile or grin.
c) The expression ‘to get back on your feet’
means you have bounced back or recovered
but it could also be interpreted literally. You
would have to start walking using your feet if
they took your car back!
5. It wasn’t a good day. I couldn’t believe my bad
luck. My bus didn’t come on time, my phone
wouldn’t charge and I’d developed a horrible
headache.

Photocopiable sheets
Formal Assessment Task 2 (Term 1) – Language structure
and use in a poem
Read the following poem and answer the questions that follow.
The Table and the Chair
Said the Table to the Chair, And everybody cried,

“You can hardly be aware, As they hastened to the side,
How I suffer from the heat, “See! the Table and the Chair
And from chilblains on my feet!” Have come out to take the air!”
“If we took a little walk, But (in / as) going down an alley,
We might have a little talk! To a castle (in / at) a valley,
Pray let us take the air!” They completely lost their way,
Said the Table to the Chair. And wandered all the day,
Till, to see them safely back,
Said the Chair to the Table, They paid a Ducky-quack,
“Now you know we are not able! And a Beetle, and a Mouse,
How foolishly you talk, Who took them (to / by) their house.
When you know we cannot walk!”
Said the Table (with / on) a sigh, Then they whispered to each other
“It can do no harm to try, “O delightful little brother,
I’ve as many legs as you, What a lovely walk we’ve taken
Why can’t we walk on two?” let us dine on beans and bacon.”
So the ducky and the leetle
So they both went slowly down, Browny-mousy and the beetle
And walked (about / over) the town Dined and danced upon their heads
With a cheerful bumpy sound, Till they toddled to their beds
As they toddled round and round.
by Edward Lear
1. In this poem, the table and chair walk and talk. Do we call this: (1)
a) a simile
b) alliteration
c) personification
2. In what other ways do the chair and table behave like people in the poem? (2)
184 Photocopiable sheets

3. State whether the following poems use personification, and explain
your answer. (6)
a) The dish ran away with the spoon.
b) The wind stood up and gave a shout.
He whistled on his fingers and
Kicked the withered leaves about.
From The Wind by James Stephens
c) The yellow smoke that rubs its muzzle on the window-panes – T.S. Eliot
4. For each of the following lines from the poem, say if it is a statement,
question or a command. (6)
a) You can hardly be aware (of) how I suffer from the heat,
b) Pray let us take the air!
c) It can do no harm to try,
d) Why can’t we walk on two?
e) They completely lost their way,
f) Let us dine on Beans and Bacon!
5. Choose the correct preposition in each of the following lines. (5)

a) Said the Table (with / on) a sigh
b) And walked (about / over) the town
c) But (in / as) going down an alley
d) To a castle (in / at) a valley
e) Who took them (to / by) their house.
TOTAL MARKS [20]
Photocopiable sheets 185

Grade 6 Term 3 Formal Assessment Task 2:
Comprehension
Read the following extract from the play The Diary of Anne Frank and answer the
questions that follow.
Mr. Frank: Anneke, there’s a box there. Will you open it? (He indicates a carton on
the couch. ANNE brings it to the center table. In the street below, there
is the sound of children playing.)
Anne: (As she opens the carton.) You know the way I’m going to think of
it here? I’m going to think of it as a boardinghouse. A very peculiar
summer boardinghouse, like the one that we . . . (She breaks off as she
pulls out some photographs.) Father! My movie stars! I was wondering
where they were! I was looking for them this morning . . . and Queen
Wilhelmina! How wonderful!
Mr. Frank: There’s something more. Go on. Look further. (He goes over to the sink,
pouring a glass of milk from a thermos bottle.)
Anne: (Pulling out a pasteboard-bound book.) A diary! (She throws her arms
around her father.) I’ve never had a diary. And I’ve always longed for one.
(She looks around the room.) Pencil, pencil, pencil, pencil. (She starts
down the stairs.) I’m going down to the office to get a pencil.
Mr. Frank: Anne! No! (He goes after her, catching her by the arm and pulling her
back.)
Anne: (startled) But there’s no one in the building now.
Mr. Frank: It doesn’t matter. I don’t want you ever to go beyond that door.
Anne: (sobered) Never . . . ? Not even at nighttime, when everyone is gone? Or
on Sundays? Can’t I go down to listen to the radio?
Mr. Frank: Never. I am sorry, Anneke. It isn’t safe. No, you must never go beyond
that door. (For the first time ANNE realises what “going into hiding” means.)
Anne: I see.
Mr. Frank: It’ll be hard, I know. But always remember this, Anneke. There are no
walls, there are no bolts, no locks that anyone can put on your mind.
Miep will bring us books. We will read history, poetry, mythology. (He
gives her the glass of milk.) Here’s your milk. (With his arm about her,
they go over to the couch, sitting down side by side.) As a matter of fact,
between us, Anne, being here has certain advantages for you. For
instance, you remember the battle you had with your mother the other
day on the subject of overshoes? You said you’d rather die than wear
overshoes? But in the end you had to wear them? Well now, you see,
for as long as we are here, you will never have to wear overshoes! Isn’t
that good? And the coat that you inherited from Margot, you won’t have
to wear that anymore. And the piano! You won’t have to practice on the
piano. I tell you, this is going to be a fine life for you!
From The Diary of Anne Frank dramatisation of the original Anne Frank: The diary of a
Young Girl by Frances Goodrich and Albert Hackett; Act 1 Scene 2.
1. What is Anne’s father’s pet name for her? (1)

2. Why do you think she is so pleased to have photos of the movie stars
from her old bedroom? (3)
3. Do you think she is pleased to get a diary? Explain your answer. (3)
4. Do you think she could have imagined how many would read her diary?
Give reasons for your answer. (3)
5. Why did Anne want to go downstairs? (2)
6. Why did her father tell her that she must “never go beyond that door”? (2)
7. Is she surprised that her father will not let her go downstairs?
Why or why not? (2)
8. What does her father tell her she won’t have to do any more? (3)
9. Who will bring them books? (1)
10. What does he mean when he tells her that “there are no bolts, no locks
anyone can put on your mind?” (2)
11. Is this literal or figurative? What figure of speech is this? (2)
12. What sound effect is suggested in the third line? What effect do you think
his sound might have on the audience? (3)
13. Does Anne’s father really think it will be a fine life for her? Why, or why not?
If not, why does he tell her this? (3)
Total marks [30]

Grade 6 Term 3 Formal Assessment Task 2: Language
1. Punctuate the following passage
the play is called the diary of anne frank it is based on the diary of a young
jewish girl who lived with her family in hiding during the german occupation of
Holland despite her familys hardship anne wrote in her diary i still believe
that people are really good at heart (4)
2. Identify the subject of the underlined verb.
a) The Frank family decided to go into hiding after Margot had been called
up by the German authorities.
b) The Annex where the family was living has been restored by the Dutch
authorities and is now a museum.
c) The play that was written by Goodrich and Hackett has been performed
by actors all over the world. (4)
3. Rewrite each of the sentences in question 2 with the underlined verb in the
active voice. (4)
4. Circle the subject of the underlined verb.
a) Many people have written powerful descriptions of the Second World
War, but few as popular as the Diary of Anne Frank.
b) Anne’s father brought her pictures of film stars from her bedroom. (2)
5. Rewrite each of the sentences in question 4 with the underlined verb in the
passive voice. (2)
6. Rewrite the underlined words. Correct or add the prefix or suffix of each
one so that it makes sense.
a) Many children like Anne suffered great (happiness) and (miserable)
because of the war.
b) Anne’s father did his best to (courage) her and make her (hope).
c) The acting was very (power) and (press).
d) It is hard to believe the (cruel) and (inhuman) of Hitler’s policies. (4)
Total marks [20]

BOOK REVIEW: FRAME
Heading
Title, author and year the book was published
Paragraph 1
Why should you read this book? + A quote from the book
Paragraph 2
Who are the main characters?
Paragraph 3
What is the book about? (summary of the plot)
Paragraph 4
What does the reviewer think of the book? (reviewer’s opinion and recommendation)
Learner’s name: _______________________________________ Date: ___________________
Yes Partially No
I wrote a heading with the title of the book, the name of
the author and the year the book was published.
I used the writing frame to organise the information in
the book review.
I wrote about the main characters.
I described the plot (the main events) in order
(chronologically).
I included my opinion of the book and a recommendation.
I checked my grammar, spelling and punctuation and
made sure that the verbs agreed with their subjects (for
example ‘she travels’ but ‘they travel’).

RECOMMENDED FIcTION READING LIST
FANTASY Dragon rider; Thief Lord Funke, C
Skellig Almond, D Time stops for no mouse; Sands of time Hoeye, M
Tuck everlasting Babbitt, N Stravaganza series Hoffman, M
Indian in the cupboard and sequels Banks, L R Alex Rider; Diamond brothers Horowitz, A
Arthur and the minimoys Besson, L Journey to the River Sea;
Molly Moon books Byng, G The Star of Kazan Ibbotson, E
Ella enchanted; Two princesses Nancy Drew books Keene, C
of Bamarre Carson Levine, G Talisman adventures Jones, A F
Artemis Fowl books; Wish list Colfer, E High Seas trilogy Lawrence, I
Spiderwick series DiTerlizzi Operation Red Jericho Mowll, J
The girl with the broken wing Dyer, H Kensuke’s kingdom Morpurgo, M
Inkheart; Inkspell Funke, C Hatchet books; Ice race and others Paulsen, G
Light of the oracle Hanley, V Adventure series Price, W
Hoot Hiaasen, C The seven fabulous wonders series Roberts, K
The secret of Platform 13; Dial a ghost Ibbotson, E Raven Hill mysteries Rodda, E
Which witch? Alpha Force series Ryan, C
Redwall series Jacques, B Holes Sachar, L
Spiggot’s quest Kilworth, G Dragonkeeper Wilkinson, C
Narnia series Lewis, C S
Doomspell series McNish, C THRILLER/HORROR
The wind on fire series Nicholson, W The scream Aiken, J
Children of the Red King series Nimmo, J Hacker; Noughts and Crosses series
Mister Monday and others Nix, G and others Blackman, M
Silverwing saga Oppel, K Blackwater Bunting, E
Wolf brother Paver, M Jimmy Coates Craig, J
Eragon Paolini, C Coraline Gaiman, N
Song of the lioness series and others Pierce, T Running out of time Haddix, M
Truckers; Wings; Discworld and others Pratchett, T Silverfin; Bloodfever Higson, C
Song of the lioness Pullman, P Alex Ryder; Raven’s gate Horowitz, A
Percy Jackson books Riordan, R Special agents series Hutton, S
Song quest Roberts, K Mind reader; The creeper Johnson, P
Harry Potter Rowling, J K The drowning and other titles Mendes, V
Magyk Sage, A The recruit and others Muchamore, R
Edge chronicles series; Fergus Crane Stewart, P Darren Shan series Shan, D
Bartimaeus trilogy Stroud, J Tins Shearer, A
Lord of the rings; The hobbit Tolkien, J Room 13; Jacqueline Hyde; Stone cold
and others Swindells, R
HUMOROUS STORIES The children next door Ure, J
Molly Moon stories Byng, G
Frindle Clements, A FAMILY/FRIENDSHIP/SCHOOL STORIES
Absolutely normal chaos Creech, S Fab Four Asquith, R
Undone and all other titles Jennings, P Topaz takes a chance Bailey, H
The Mum hunt and other titles Rees, G Alice by accident Banks, L R
The great switcheroonie Shearer, A Just as long as we’re together Blume, J
A series of unfortunate events Snickert, L Then again maybe I won’t
Stepchain series Bryant, A
ADVENTURE STORIES Dizzy and other titles Cassidy, C
Millions Boyce, F C Al Capone does my shirts Choldenko, G
Lionboy series Corder, Z Frindle Clements, A
190 Recommended fiction reading list

Walk two moons; Bloomability and others Creech, S Witch child, Sorceress Rees, C
Because of Winn-Dixie DiCamillo, K Brind and the dogs of war Russell, C
Bad dreams Fine, A House of secrets; Standing in the shadows Walters, J
Joey Pigza books Gantos, J
Best friends, worst luck; Mad about the SOUTH AFRICAN STORIES
boy and others Hooper, M Song of Be; Jakey; Cageful of butterflies Beake, L
A view from Saturday Konigsburg, E L The red-haired Khumalo Bregin, E
Secret friends; Red sky in the morning Laird, E 92 Queens Road; Love David Case, D
Anastasia series: A summer to die Lowry, L Freefalling Davidov, S
Judy Moody books McDonald, M Going to see Ally Haslam, T
Nothing wrong with a three-legged dog McNamee, G A sudden summer Hofmeyr, D
Starring Brody and other titles Pielichaty, H Dancing in the dust; The mending
The Mum hunt and other titles Rees, G season Molope, K L
Yankee girl Rodman, M Journey to Jo’burg Naidoo, B
The boy who lost his face Sachar, L Praise song; Dark waters Robson, J
There’s a boy in the girls’ bathroom; Moongirl Smith, G
Stargirl; Loser Spinelli, J Who killed Jimmy Valentine Williams, M
Foster family; Hi there ! Supermouse ! Ure, J Siyagruva series of novels for SA teens
Skinny Melon and me; Family fan club
Pumpkin pie and others SURVIVAL (Children who have overcome
Homecoming series and other titles Voigt, C difficult circumstances)
Double act; The suitcase kid and other titles Wilson, J Thura’s diary Al-Windawi, T
The Strollers Beake, L
ANIMAL STORIES Mao’s last dancer Cunxin, L
Watership down Adams, J The breadwinner and sequels Ellis, D
The cry of the wolf; Tiger, tiger Burgess, M A girl named Disaster Farmer, N
The place of lions Campbell, E Spilled water Grindley, S
Firebringer Clement-Davies, D Chandra Hendry, F
Animals of Farthingwood Dann, C Kiss the dust; Jake’s tower Laird, E
Because of Winn-Dixie; The tale of Goodnight Mister Tom Magorian, M
Despereaux DiCamillo, K The other side of truth; No turning back Naidoo, B
Time stops for no mouse; Sands of time Hoeye, M The young man and the sea Philbrick, R
Warrior cats Hunter, E Mellow yellow Robson, J
Wolf; Kimba Malone, G Chinese Cinderella Yen Mah, A
Nothing wrong with a three-legged dog McNamee, G
Ice race Paulsen, G WAR STORIES
Dog Pennac, D Thura’s diary Al-Windawi, T
Varjak Paw Said, S Midnight saboteur; War dog Booth, M
The day of the bomb Bruckner, K
HISTORICAL STORIES Warpath series Eldridge, J
Moses in Egypt Banks, L R The diary of Anne Frank Frank, A
The seeing stone and sequels Crossley-Holland,K Feather wars Grindley, S
I, Coriander Gardner, S I am David Holm, A
At the sign of The Sugared Plum; Kiss the dust Laird, E
Petals in the ashes Hooper, M A boy at war Mazer, H
The remarkable life and times of Eliza Rose Milkweed Spinelli, J
Rubies in the snow Hubbard, J The amazing story of Adolphus Tips;
Natasha’s will Lingard, J Private Peaceful Morpurgo, M
Beware Princess Elizabeth; Brind and the dogs of war Russell, C
Mary, bloody Mary Meyer, C The Arpino assignment Trease, G
A single shard Park, L Blitzcat; The machine gunners Westall, R
Recommended fiction reading list 191

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First published in 2012

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Programme of Assessment theme 3: Punchy advertising...................... 44

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Subject Hours per week

Language Skill Time allocated

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• Core reader 47, 48

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THEME 7 • Listen to and discuss and • Participate in group discussions

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• Core reader 81, 82

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• Core reader 95, 96

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Write and present Formal

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Term 1 Formal Assessment Task 2 : Literature (Poetry)

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Term 2: Mid-year examination % Platinum book

Term 3 Formal Assessment Task 1: Narrative text

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Term 4 Formal Assessment Task 1: Information texts with visuals

Term 4 : Year-end examination % Platinum book

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Type of barrier Examples

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Term 1: Formal Assessment Task 1

Term 1: Formal Assessment Task 2