Term 4


Weeks 1–2 (Unit 15)


word meaning (LB p. 265) Activity 5: Challenge: Use different verb tenses to explain a cartoon (LB p. 267) Activity 7: Revise direct and indirect speech (LB p. 270) Activity 10: Support: Punctuation and spelling patterns (LB p. 274)


Weeks 3–4 (Unit 16)


and recognise stereotype, bias and emotive language (LB p. 281) Activity 10: Support: Revise and apply abbreviations (LB p. 288)


Weeks 5–6 (Unit 17)


Activity 7: Identify cause and effect (LB p. 298) Activity 10: Learn about “shift in meaning” (LB p. 302)


Weeks 7–8 (Unit 18)


Weeks 9–10 (End-of-year exam papers)


Example teaching plan for a two-week teaching cycle


Note to the teacher: The detailed Unit opener tables in the Teacher’s Guide provide guidance on how to divide up the activities for a two-week teaching cycle into two separate weeks. These guidelines are intended as suggestions and individual teachers may choose to teach the activities differently. The example below from Grade 9 illustrates this.


Unit overview Term 1 Resources


Additional resources (optional)


Week 3


Learner's Book pp. 23–32 Literature Anthology p. 64


• Poetry anthologies; library books about poems


• Newspapers/newspaper reports; cartoons


Listening and speaking Activity 1


• Speaking and listening strategies: Listening to a reading of text: Identify and comment on: use of voice, use of intonation and pace, punctuation in reading, opening and closure; Discuss above features


Reading and viewing


In this unit learners will study Poetry in Activity 2. You may suggest to the learners that they read a poem from the Literature Anthology to learn more about this genre. The poem we recommend the learners could read can be found on page 64 of the Literature Anthology. Learners will be able to learn about mood, theme and message in this poem.


* Answers to the Literature Anthology activities can be found on pages 165–177


Activity 2 • Reading process: Pre-reading


(Introduce text/predict events): Background/setting, brainstorm the theme; During reading (features of text): Post-reading (answer questions, compare, contrast, evaluate)


• Poetry: Key features of a poem; internal structure of a poem, figures of speech/imagery, rhyme, rhythm; external structure of a poem, lines, words, stanzas; typography; figurative meaning; mood; theme and message


Activity 5


• Reading process: Pre-reading (Introduce text/predict events): background/setting, brainstorm the


22


Activity 8 • Prepared reading aloud: Use relevant


speaking skills such as tone, volume, pace, voice projection, pronunciation, fluency


• Learners choose their reading text and present to class


Activity 9 • Literary text like youth novel/short


stories/drama: General discussion of the key features like character, characterisation, plot, conflict, background, setting, narrator, theme


• Reading process: Pre-reading (introduce text/predict events): background/setting, brainstorm the theme; During reading (features of text); Post-reading (answer questions, compare, contrast, evaluate)


Week 4 Learner's Book pp. 32–40 • Library books; novels/short stories


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