SECTION 2 How this course works Components
The various components available in this series work together to consolidate the key language skills that Senior Phase learners must acquire. These components are:
The Learner’s Book
The Learner’s Book consists of different texts and activities that cover the language skills to assist in learning to read and write, learning content, developing essential language skills, and helping to consolidate learning and track progress. The activities also assist with the informal and formal assessment of learners.
The Teacher’s Guide
The Teacher’s Guide provides the teacher with all the necessary planning, teaching and assessment tools. The Teacher’s Guide supports and complements the Learner’s Book and Anthology.
How the Teacher’s Guide should be used
The Teacher’s Guide provides material for teachers with which to plan their lessons and ensure full curriculum coverage. It provides full lessons for teachers to use which can be modified to suit their purposes. The Teacher’s Guide is a tool for teachers’ daily planning. It provides a number of activities with accompanying answers. It also provides assessment activities to be used in assessing the progress of learners. Extension activities are provided for learner enrichment. Support activities are included to support learners who may struggle with a particular aspect of language.
The Anthology
This course has readers containing the following text types: • Folklore • Short stories • Poetry • Drama
Teaching in the Senior Phase Classroom management
Teaching large classes Large classes are a reality that many Senior Phase teachers face in South Africa. The challenges of large classes include:
• maintaining good discipline • varying abilities and learning speeds • giving enough individual attention to learners • lack of or shared resources.
Throughout this English Home Language course, guidance is given on how to manage the class. This guidance can be found in the Inclusivity, Tips and Step-by-step Instructions sections. Group work is one of the strategies that can be
used effectively in large classes. Learners help and learn from each other while you monitor groups, constantly giving encouragement, assessing needs and giving individual attention where necessary. Group work strategies that can be used include:
• Mixed-ability groups where more able learners assist less able learners. During a shared reading activity you can pair stronger learners with learners who are struggling with word-attack skills. The weaker learner will model the approach of the stronger reader who will help them sound the more difficult words out.
• Same-ability groups where some groups continue working by themselves while you spend more time with less able learners. Use this strategy when assessing reading work with same-ability groups so that you standardise your assessment and learners are not intimidated by being in a group with more competent readers.
• Appointing group leaders who are able to help the less able learners.
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