practise using these structures in the oral and written activities that follow.
Extension (Challenge) and support activities
We have provided extension and support activities (called Challenge and Support in the Learner’s Book) in most of the two-week cycles in the Learner’s Book. These activities have small icons next to them in the Learner’s Book. You can choose to use these additional activities
when you have time in the class. You could, for example, let a class finish an exercise for homework and then use the remaining time in the period for challenge or support activities. Or you may decide to let the learners who struggle do the extra help activities at home, etc. It is really up to the individual teacher, because situations in Grade 7–9 classrooms differ vastly from one another throughout the country.
Multimedia
In each unit the suggested extra resources include written texts from a variety of different sources. These resources will help to enrich the learners’ reading experience and expose them to different examples of the various text types they study in the year. You should collect a variety of suitable media materials: newspapers, magazines, brochures, flyers, advertisements, posters and notices from materials available in your community.
Method
Guided group work Learners work in groups to complete tasks. The teacher facilitates the group work by monitoring the learners’ progress and intervening where necessary.
Pair work Learners work with a partner to complete a task. These partners should not always be the same.
Individual work Learners complete a task or activity working on their own.
One-on-one The teacher works individually with a single learner.
Classroom management
Good classroom management, including structure and a predictable routine, helps learners to feel safe and secure enough to express themselves and develop to their full potential.
Managing large classes
Large classes are a reality faced by many teachers in South Africa and in other countries. Teachers have approached the challenges with dedication and innovation and have developed strategies to enhance
teaching and learning. Some of these strategies are: • having a predictable routine and structure to the day • allocating roles and responsibilities to specific
learners, and rotating these roles and responsibilities regularly so that everyone has a turn
• tracking of learners’ responses (verbal, oral, practical, written) on an on-going basis to assess and monitor learners’ progress and plan support
• sharing LTSM in groups • using whole class, group work and individual work
for different types of activities and learning opportunities.
Creating an inclusive class environment
Using class work, group work, pair work and individual work. The following table provides suggestions:
Suitable activities
Concept introduction Concept development Some reading activities Problem solving Shared writing activities Assessment
Reading activities Assessment activities Support and extension activities
Most written activities Reading activities Assessment activities Some creative arts activities
Concept development Assessment Support and consolidation Remediation
16
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51
