HEBAT Bacaan BI

Unit 4

UNIT 4
HELLO
HELLO

NICE TO
MEET YOU

THEY HAVE A VERY UNIQUE

LOOK AND WAY OF
DRESSING. WHO DO YOU
THINK THEY ARE?

WHAT LANGUAGE
DO THEY USE TO
COMMUNICATE?

WHICH PART OF THE WORLD

DO YOU THINK THEY COME
FROM?

WOULD YOU LIKE TO

LEARN MORE ABOUT
THEM?

DO THEY LOOK
FRIENDLY?

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Unit 4
TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL
BY THE END OF LESSON,
STUDENTS CAN:

i. Skim and scan for specific information.

ii. Understand the explicit and implicit meaning of the text.

Reading Strategy: 5W1H

Skim & Scan
QUACK
STRATEGIES/
APPROACHES

LOTS: Understanding
HOTS: Analysing
Applying
Evaluating
st

21 Century Learning
VALUES

Patriotism

LEARNING/ TEACHING
AIDS

Website
Worksheet.

SITUATION

Educational

TEXT FORMAT
TEXT TYPE

Mixed
Description

COGNITIVE PROCESS

Scan & locate

Represent literal and gist meaning
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom

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HEBAT Bacaan BI
Unit 4
ACTIVITIES
STEP 1
a. Listen to a recording of people speaking and try to
identify the language.
https://www.youtube.com/watch?v=vNFpQAvh-H8
(SCREENSHOT 1)

SKILLS/
APPROACHES
LOTS:
Understanding

STEP 2
a. Students read a passage about Kenya.
http://www.our-africa.org/kenya/people-culture
(TEXT 1).

Reading Strategy:
Skim & Scan
QUACK

b. Students use QUACK* marks as they read.

HOTS:
Analysing

c. In pairs, students;
i.
Match the adjectives to nouns, based on the
passage (WORKSHEET 1).
ii.
Fill in the blanks with correct adjectives based
on the passage (WORKSHEET 1).

STEP 3
a. In groups, students identify the spoken languages in
Kenya from TEXT 1 and write it onto the Owl Board
(WORKSHEET 2).
b. Students evaluate 5 statements regarding The San
people and indicate whether it is true or false.
c. Students present their Owl Board and justify their
answers in
a Carousel Feedback** activity
(WORKSHEET 3).

HOTS:
Applying
Evaluating
21st Century Learning:
Carousel Feedback

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HEBAT Bacaan BI
Unit 4

SCREENSHOT 1

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HEBAT Bacaan BI
Unit 4
TEXT 1

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HEBAT Bacaan BI
Unit 4
WORKSHEET 1

Match the adjectives to the nouns according to the passage.

mother #

# systems

native #
tribal #
belief #
remote #
elaborate #
official #

#
#
#
#
#
#

language
tongue
tribes
jewellery
African culture
clothes

Enrichment Activity
Fill in the blanks with the correct adjectives based on the passage.
1.
2.
3.
4.
5.
6.
7.
8.

Speak a variety of _______________ tongues

________________ African culture
Original ___________ clothes
_____________ systems
______________ tribes
______________ jewellery
______________ language
Their _________ culture

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Unit 4
WORKSHEET 2

Write out languages spoken in Kenya onto the Owl Board.

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Unit 4
WORKSHEET 3

State True or False to the statements below.

Statements

True/False

Kenya has more than 40 different ethnic African groups

The Cushitic language is spoken by over 5% of the population.
Many of the foreigners came to Kenya in the 19th century.
Swahili and English are the official languages of Kenya.
Many people in Kenya still strongly believe in the ancestral world.

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Unit 4
TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL
BY THE END OF
LESSON, STUDENTS
CAN:

i. Make decisions based on the information given.

ii. Give opinions and justify the answers
iii. Locate main and supporting details

Reading Strategy: Skim and Scan

ACID
5W1H
STRATEGIES/
APPROACHES

LOTS: Remembering
HOTS: Analysing
Evaluating
21st Century Learning
i-THINK

VALUES

Gratitude

LEARNING/ TEACHING
AIDS

Worksheet

SITUATION

Educational

TEXT FORMAT
TEXT TYPE

Mixed
Description

COGNITIVE PROCESS

Reflect on content and form

Integrate and generate inferences
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom

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HEBAT Bacaan BI
Unit 4
ACTIVITIES

SKILLS/
APPROACHES

STEP 1
a. Students look at different pictures of continents
(PICTURE 1).

LOTS:
Remembering

b. Students name some countries in the African continent.

STEP 2
a. Students read the text The San (TEXT 1).
http://www.krugerpark.co.za/africa_bushmen.html
b. Students:
i.
use 5W1H* strategy to find information about
The San.
ii.
transfer the information into Bubble Map***
(WORKSHEET 1).
c. Students share their findings with their shoulder
partner**.

Reading Strategy:
5W1H

STEP 3
a. In pairs, students;
i.
read and evaluate the text Life of The San
Today by using ACID* marks (TEXT 2).
http://www.krugerpark.co.za/africa_bushmen.html
ii.
use Double Bubble Map*** to show similiarities
and differences they find in TEXT 1 and TEXT 2
(WORKSHEET 2).

Reading Strategy:
ACID

b. Students present their Double Bubble Map*** and the

class listens while taking down notes.

i-THINK
Bubble Map
21st Century
Learning:
Collaboration

HOTS:
Analysing
Evaluating
i-THINK:
Double Bubble Map

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Unit 4

PICTURE 1

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HEBAT Bacaan BI
Unit 4

TEXT 1

The San
The San are the oldest inhabitants of Southern Africa, where they have
lived for at least 20 000 years. The term San is commonly used to refer to a
diverse group of hunter-gatherers living in Southern Africa who share historical
and linguistic connections. The San were also referred to as Bushmen, but this
term has since been abandoned as it is considered derogatory. There are many
different San groups - they have no collective name for themselves, and the terms
'Bushman', 'San', 'Basarwa' (in Botswana) are used. The term, 'bushman', came
from the Dutch term, 'bossiesman', which meant 'bandit' or 'outlaw'.

This term was given to the San during their long battle against the
colonists. The San interpreted this as a proud and respected referen ce to their
brave fight for freedom from domination and colonization. Many now accept
the terms Bushmen or San. Like the first people to inhabit other countries in the
world, the San have an unfortunate history of poverty, social rejection, decline of
cultural identity and the discrimination of their rights as a group. Yet, the San
have also received the attention of anthropologists and the media with their
survival and hunting skills,wealth of indigenous knowledge of the flora and
fauna of Southern Africa, and their rich cultural traditions.
San people speak numerous dialects of a group of languages known for the
characteristic 'clicks' that can be heard in their pronunciation, represented in
writing by symbols such as ! or /. Made up of small mobile groups, San
communities comprise up to about 25 men, women and children. At certain times
of the year groups join for exchange of news and gifts, for marriage arrangements
and for social occasions.
Not related to the BaNtu tribes, the San are descendants of Ear ly Stone
Age ancestors. Clans and loosely connected family groups followed seasonal
game migrations between mountain range and coastline. They made their homes
in caves, under rocky overhangs or in temporary shelters. These migratory
people do not domesticate animals or cultivate crops, even though their
knowledge of both flora and fauna is vast. The San categorized thousands of
plants and their uses, from nutritional to medicinal, mystical to recreational and
lethal. San men have a formidable reputation as trackers and hunters. San
trackers will follow the 'spoor' (tracks) of an animal across virtually any kind of
surface or terrain. Their skills even enable them to distinguish between the
"spoor" of a wounded animal and that of the rest of the herd.

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At about the beginning of the Christian era a group of people who owned
small livestock (sheep and perhaps goats) moved into the northern and western
parts of South Africa and migrated southward. These pastoralists,
called Khoikhoi or 'Hottentot' resembled the San in many ways and lived by
gathering wild plants and domesticating animals. Coincidently in the eastern
parts of the country another migration was occurr ing - the BaNtu speaking people
were moving southward bringing with them cattle, the concept of pl anting crops
and settled village life. Ultimately, the 'Hottentots' met these black -skinned
farmers and obtained from them cattle in exchange for animal skins and other
items.

Thus, when the white settlers arrived in the mid-17th century the whole
country was inhabited by 3 different groups - the hunter-gatherers (San), the
pastoralists (Khoikhoi) and the farmers (BaNtu). At first, the San co -existed
peacefully with the Nguni (a sub-language group of the BaNtu) speakers (the
Zulu, Xhosa, Swazi and Ndebele) who intermarried with the San and incorporated
some of the distinctive and characteristic 'clicks' of the San language into their
own languages. Contact with Nguni and Sotho -Tswana farmers is depicted in the
San rock art. The artists started including representations of cattle and sheep
as well as of people with shields and spears, in their paintings.
Unfortunately, hunter-gatherers cannot live permanently alongside a
settled community and thus problems arose. When the San fought against the
BaNtu, they were at a huge disadvantage not only in numbers but also in lack of
weapons. With the Europeans, they were at an even greater disadvantage. The
Europeans owned horses and firearms. In this period, the number of San was
greatly reduced. They fought to the death and preferred death to capture where
they would be forced into slavery.
Colonialism destroyed the San migratory way of life, they were no longer
allowed to roam freely and trophy hunters destroyed the vast herds of game that
formed their principal supply of food. Both Black and White farmers built up
huge herds of cattle that destroyed the foods that had been the San staple diet for
centuries. Enslavement and sometimes mass destruction of San communities,
by both White and Black farmers, followed. Many became farm labourers and
some joined Black farming communities, and intermarried with them, which
added to the destruction of the social identity of the San people.

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Unit 4
WORKSHEET 1

Complete the bubble map with the information from Text 1 using 5W1H.
i.e

Q : Who are The San people?

A : They are the oldest inhabitants of Southern Africa

THE SAN

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Unit 4

TEXT 2

Life of the San Today

Today, the San suffer from a perception that their lifestyle is
'primitive'and that they need to be made to live like the majority cattle -herding
tribes. Specific problems vary according to where they live. In South Africa, for
example, the !Khomani now have most of their land rights recognised, but many
other San tribes have no land rights at all. Few modern San are able to continue
as hunter-gatherers, and most live at the very bottom of the social scale, in
unacceptable conditions of poverty, leading to alcoholism, violence, prostitution,
disease and despair. The last of the hunter-gatherers were forcibly evicted from
the Central Kalahari Game Reserve as recently as April 2002, by the Botswana
government to make way for diamond mines. A court case is currently in
existence to help the San claim their land.
The official reason was to provide them with services such as schools and
medical services, and to bring them into modern society. In fact, few of these
services have materialized, and the San have been confined to
bleakencampments in a hostile environment. The San are a friendly, creative,
and peaceful people, who never developed any weapons of war, and have lived in
harmony with their natural environment for at least 20 000 years. Properly
restored to their ancestral lands, and reintegrated into the game reserves of
southern Africa, San communities could become self -sustaining.

The hardiness of the San allowed them to survive their changed fortunes
and the harsh conditions of the Kalahari Desert in which they are now mostly
concentrated. Today, the small group that remains has adopted many strategies
for political, economic and social survival. The San retain many of their
ancient practices but have made certain compromises to modern living. The
westernised myths regarding the San have caused considerable damage. They
portray the San as simple, childlike people without a problem in the world. This
could not be further from the truth.
Due to absorption but mostly extinction, the San may soon cease to exist as a
separate people. Unfortunately, they may soon only be viewed in national
museums. Their traditions, beliefs and culture may soon only be found in
historical journals.

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HEBAT Bacaan BI
Unit 4

WORKSHEET 2

Complete the Double Bubble Map by using information from Text 1 and Text 2.
Text 1

Text 2

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HEBAT Bacaan BI
Unit 4
TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL
BY THE END OF
LESSON, STUDENTS
CAN:

i. Identify interesting and important details in a text.

ii. Analyse information taken from a text.
iii. Create a scrap book based on information in a text.

Reading Strategy: QUACK

Skim and Scan
STRATEGIES/
APPROACHES

LOTS: Remembering
HOTS: Analysing
Creating
st

21 Century Learning
VALUES

Respect

LEARNING/ TEACHING
AIDS

Website
Worksheet

SITUATION

Educational

TEXT FORMAT
TEXT TYPE

Mixed
Description

COGNITIVE PROCESS

Reflect on content and form

Integrate and generate inferences
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom

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HEBAT Bacaan BI
Unit 4

ACTIVITIES

SKILLS/
APPROACHES

STEP 1
a. Students look at different pictures of people in
traditional clothing and guess which country they are
from (PICTURE 1).

LOTS:
Remembering

STEP 2
a. Students read a text entitled Bushman Traditions &
Culture and use QUACK* Marks (TEXT 1)
http://www.africancraftsmarket.com/Bushmanpeople.htm
b. Students write the information obtained from TEXT 1
and complete the graphic organiser***
(WORKSHEET 1).
c. Students share their answers with the class.

Reading Strategy
Skim and Scan
QUACK
HOTS:
Analysing

STEP 3
a. In groups, students;
i.
ii.

Create a scrapbook about The Traditions &

Culture of The San (WORKSHEET 2).
Display the scrapbook at the English Corner
and in a Gallery Walk**.

HOTS:
Creating
21st Century Learning:
Gallery Walk

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Unit 4
PICTURE 1

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HEBAT Bacaan BI
Unit 4

TEXT 1

Bushman People Traditions & Culture

The 'Bushmen' are the oldest inhabitants of southern Africa, where they are
commonly known as Bushmen, San, Khwe or as the Basarwa. They have been resident in and
around the Kalahari Desert for at least 20,000 years. Which spans areas of South Africa,
Botswana, Namibia and Angola. The terms San, Khwe, Bushmen, and Basarwa have all been
used to refer to hunter-gatherer peoples of southern Africa. They speak a variety of languages,
all of which incorporate 'click' sounds represented in writing by symbols such as! or /. Genetic
evidence suggests they are one of the oldest, if not the oldest, peoples in the world
They were hunter-gatherers, hunting with bows and arrows,
trapping small animals and eating edible roots and berries. They
lived in rock shelters, in the open or in crude shelters of twigs
and grass or animal skins. They made no pottery, rather using
ostrich eggshells or animal parts for storing and
holding liquids. For these reasons, animals and
nature are central features in the Bushman's
religious tradition, folklore, art and rituals.
The Bushman is small in statue and usually
have large bottoms hence the term "Bushman
bum"
Spiritual
The most important southern Bushmen spiritual being was /Kaggen, the tricksterdeity. He created many things, and appears in numerous myths where he can be foolish or
wise, tiresome or helpful.
The word '/Kaggen' can be translated as 'mantis', this lead to the belief that the
Bushmen worshipped the praying mantis. However, /Kaggen is not a praying mantis: the
mantis is only one of his manifestations. He can also turn into an eland, a hare, a snake or a
vulture; he can assume many forms. When he is not in one of his animal forms, /Kaggen lives
his life of an ordinary Bushman, hunting, fighting and getting into scraps
The Bushmen's beliefs go beyond that. The eland is their most spiritual animal and
appears in four rituals
1-boys' first kill,
2-girls' puberty,
3-marriage and
4-trance dance
A ritual is held where the boy is told how to track an eland and how the eland will fall
once shot with an arrow. He becomes an adult when he kills his first large antelope,
preferably an eland. The eland is skinned and the fat from the eland's' throat and collar bone is

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HEBAT Bacaan BI
Unit 4

made into a broth. This broth has great potency. In the girls' puberty rituals, a young girl is
isolated in her hut at her first menstruation. The women of the tribe perform the Eland Bull
Dance where they imitate the mating behavior of the eland cows. A man will play the part of
the eland bull, usually with horns on his head.
This ritual will keep the girl beautiful, free from hunger and thirst and peaceful.
As part of the marriage ritual, the man gives the fat from the eland's' heart to the girls' parents.
At a later stage the girl
is anointed with eland
fat.
In the trance dance, the
eland is considered the
most potent of all
animals,
and
the
shamans
aspire
to
possess eland potency

The modern Bushmen of the Kalahari believe in two gods: one who lives in the east
and one from the west. 'Medicine People' or shamans protect everyone from these spirits and
sickness.
A shaman is someone who enters a trance in order to heal people, protect them from evil
spirits and sickness, foretell the future, control the weather, ensure good hunting and generally
try to look after the well being of their group
The Bushmen are well known for their rock art paintings of stickmen figure hunting
and gathering. These bushman paintings have become important historical finds as they have
given historians key data in the lives and times that the Bushman has been around. As well as
the movement of African people.
The bushman are not notorious for their craft but are more known for their paintings
and rock art. They do however make traditional arts and crafts today such as eggshell jewelry,
bows and arrows, dancing and fire sticks and dancing skirts. They are also making exquisite
textiles and ceramics that have been hand painted with traditional images.

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HEBAT Bacaan BI
Unit 4

WORKSHEET 1
Write the information on the Bushmans traditions and cultures from Text 1 into the
graphic organiser.

Bushman's
Traditions and
Cultures

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HEBAT Bacaan BI
Unit 4

WORKSHEET 2
Create a scrap book about The Traditions & Culture of The San by using the sample
as a guide.

Sample of scrapbook showing front cover

Sample picture of part of the contents in the scrap book

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HEBAT Bacaan BI
Unit 4
ASSESSMENT PROJECT
In the unit 'Hello', students learned about cultures, costumes and languages being practised
all over the world. The reading activities allowed students the opportunity not only to learn
about a peoples language and culture, but also to develop a respect and appreciation for the
diversity in cultures. Consequently, students will learn to appreciate their own cultural
heritage as an integral part of an inter-connected global community.
ACTIVITIES

STRATEGIES/
APPROACHES

Imagine you are representing a country in a summit on cultural

diversity and traditions. Assume the role of an ambassador of a
country and showcase the uniqueness of your chosen
countrys cultural practices. You can display your findings
through exhibitions, video or powerpoint presentations.

Action Oriented
Task

STEP 1
a. Students recall countries with interesting cultural
landscape. Students relate these cultures to their own
background.
b. They come up with a project where they take on the role
of ambassadors of a chosen country and present a
showcase on that countrys culture at a summit.
c. Students must do research on the country in order to
complete this project.

STEP 2
a. Have students consider and reflect on these questions
in their discussions for the project:

Which country and its cultural practices would they

choose?
What would be the reason for their choice of country?
What could they learn from their research on different
cultural practices?
Look out for contrast and comparisons with their own
native land cultural diversity to the country that they
have chosen.
Would there be conflict between both the two cultures?
If there are problems, what would be suitable measures
taken to solve/mediate those problems ?

HOTS:
Applying
Creating

21st Century
Learning:
Collaboration

* Encourage students to discuss other considerations about

the project not mentioned above.
b. Have students consider how they
arrange/display/present their findings.

are

going

to
HOTS:

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HEBAT Bacaan BI
Unit 4
Creating

STEP 3
a. Students present their findings through powerpoint
presentation to other groups who take the role as
ambassadors.
b. The audience will have to guess from which country the
ambassadors represent.

* The audience comprising ambassadors from other

countries can give their view in comparison in their own
cultural practices.
* Teachers who do not have modern technology accessibility
can present their findings through Gallery Walk.

STEP 4
Cultural Day/Fair (PICTURE 1)
a) Ambassadors from each country showcase their cultural
practices i.e food, clothing, wedding attire, taboos,
traditions and mother tongue or native languages.

HOTS:
Applying

21st Century
Learning
Gallery Walk

HOTS:
Applying

PICTURE 1

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