group interaction to orientate themselves before, during or even after a task. The tasks are not an integral part of the main activity and therefore can be used in a variety of ways at the discretion of the teacher and the enthusiasm of the learner.
K: Key features The Learner’s Book contains clearly defined Key Features for a variety of text types and language activities. These are repeated often across the phase so that they become as familiar as the ingredients in a well-followed recipe.
L: Flow charts The Toolbox contains a number of checklists and process diagrams to support the reading and writing process. However, the chapters and cycles in the Learner’s Book also contain a number of flow charts and diagrams, for example to guide the learners in a structured manner through the different stages of the writing process. Not every learner will want to follow each flow chart slavishly, but the charts are there to embed the principle of writing as a process with clearly defined stages across all the different text types. As a package, the Learner’s Book together with
the classroom management activities described in this Teacher’s Guide, particularly the section
providing support and ideas on dealing with barriers to learning and the Teacher’s Guide consolidation and extension activities, encompass a wide variety of support and tools to promote a healthy and constructive learning environment for all.
M: Word detective feature This feature is designed to help learners develop their language skills and appreciate that words and languages have a life and are not set in stone. Furthermore, the features encourage learners to recognise and explore the rich variety of South African languages and their interconnectedness even in the medium of English as a home language.
*Star items Throughout the Learner’s Book, teachers and learners will spot activities that have an asterisk or star beside them. This is to indicate that this activity is more of an enrichment activity and this helps guide teachers and learners and make them aware that more input may be needed to support certain learners or that this is an opportunity for certain learners to challenge themselves and explore a bit more to complete a more challenging question.
11
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 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56
