HEBAT Bacaan BI

Unit 4

UNIT 4
HELLO

HELLO
NICE TO
MEET YOU

THEY HAVE A VERY UNIQUE WHAT LANGUAGE WOULD YOU LIKE TO

LOOK AND WAY OF DO THEY USE TO LEARN MORE ABOUT
DRESSING. WHO DO YOU COMMUNICATE? THEM?
THINK THEY ARE?

WHICH PART OF THE WORLD DO THEY LOOK

DO YOU THINK THEY COME FRIENDLY?
FROM?

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TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

i. Skim and scan for specific information.

BY THE END OF LESSON,
ii. Understand the explicit and implicit meaning of the text.
STUDENTS CAN:

Reading Strategy: 5W1H

Skim & Scan
QUACK
STRATEGIES/
LOTS: Understanding
APPROACHES
HOTS: Analysing
Applying
Evaluating
st
21 Century Learning

VALUES Patriotism

LEARNING/ TEACHING Website

AIDS Worksheet.
SITUATION Educational
TEXT FORMAT Mixed
TEXT TYPE 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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Unit 4

SKILLS/
ACTIVITIES
APPROACHES

STEP 1
a. Listen to a recording of people speaking and try to LOTS:
identify the language. Understanding
https://www.youtube.com/watch?v=vNFpQAvh-H8
(SCREENSHOT 1)

STEP 2 Reading Strategy:

a. Students read a passage about Kenya. Skim & Scan
http://www.our-africa.org/kenya/people-culture QUACK
(TEXT 1).

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 HOTS:

Kenya from TEXT 1 and write it onto the Owl Board
Applying
(WORKSHEET 2).
b. Students evaluate 5 statements regarding The San Evaluating
people and indicate whether it is true or false.
st
c. Students present their Owl Board and justify their 21 Century Learning:
answers in a Carousel Feedback** activity Carousel Feedback
(WORKSHEET 3).

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Unit 4

SCREENSHOT 1

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HEBAT Bacaan BI
Unit 4

TEXT 1

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Unit 4

WORKSHEET 1

Match the adjectives to the nouns according to the passage.

mother # # systems
native # # language
tribal # # tongue
belief # # tribes
remote # # jewellery
elaborate # # African culture
official # # clothes

Enrichment Activity

Fill in the blanks with the correct adjectives based on the passage.

1. Speak a variety of tongues

2. African culture
3. Original clothes
4. systems
5. tribes
6. jewellery
7. language
8. 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 i. Make decisions based on the information given.

LESSON, STUDENTS ii. Give opinions and justify the answers
CAN: iii. Locate main and supporting details

Reading Strategy: Skim and Scan

ACID
5W1H
STRATEGIES/
LOTS: Remembering
APPROACHES
HOTS: Analysing
Evaluating
st
21 Century Learning
i-THINK
VALUES Gratitude
LEARNING/ TEACHING Worksheet
AIDS
SITUATION Educational
TEXT FORMAT Mixed
TEXT TYPE 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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Unit 4

SKILLS/
ACTIVITIES
APPROACHES

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

b. Students name some countries in the African continent.

STEP 2 Reading Strategy:

a. Students read the text ”The San” (TEXT 1). 5W1H
http://www.krugerpark.co.za/africa_bushmen.html
b. Students: i-THINK
i. use 5W1H* strategy to find information about Bubble Map
The San.
21st Century
ii. transfer the information into Bubble Map***
Learning:
(WORKSHEET 1). Collaboration
c. Students share their findings with their shoulder
partner**.

STEP 3 Reading Strategy:

a. In pairs, students; ACID
i. read and evaluate the text ”Life of The San
Today” by using ACID* marks (TEXT 2). HOTS:
http://www.krugerpark.co.za/africa_bushmen.html Analysing
ii. use Double Bubble Map*** to show similiarities Evaluating
and differences they find in TEXT 1 and TEXT 2
(WORKSHEET 2).
i-THINK:
b. Students present their Double Bubble Map*** and the Double Bubble Map
class listens while taking down notes.

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PICTURE 1

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TEXT 1

The San
The S an a re th e old es t in h ab it an ts of S ou t h ern Af ri ca , wh er e t he y ha ve
lived fo r at l eas t 20 0 00 ye a rs. Th e t erm S a n is commonl y us ed t o r ef er to a
dive rs e group of hunt er - gath er ers livin g in S outhe rn Af ri ca who sha re histo ric al
and li n guist ic co nne ct ions. The S an w er e al so r ef e rr ed t o a s Bus h men, but t his
term ha s sin c e b ee n a band on ed as it i s cons ider ed d ero gat or y. Th er e ar e m an y
diff e ren t S a n group s - the y h ave no coll e cti ve n am e for th emsel v es, and th e t erms
'Bu shm an ', 'S a n ', 'Bas ar wa ' (i n B ots wa na ) a re us ed. The te rm, 'bu shman ', cam e
from th e D utch te rm, 'bossi esm an ', whi ch mea nt 'b an dit ' o r 'outl aw '.

This t e rm was giv e n to the S a n d uri n g thei r lon g b attle a gainst th e

coloni sts. Th e S an in terp r ete d thi s as a pr oud and r es pe cte d re fe re n c e t o th ei r
bra ve fi ght fo r f r eed o m f r o m d o min a tio n an d c olon iz ation . Man y no w ac c ept
the t erm s Bushm en or S an. Lik e th e fi rst p eopl e to i nh abit ot he r cou ntri es in th e
worl d, the S a n hav e a n unfo rtun ate hist or y of pov ert y, s oci al r eje ction, d e cline o f
cult u ral id entit y a nd the disc rimin atio n o f thei r ri ghts as a gr o up. Yet , th e S an
hav e also r ec eiv ed t he att ention o f a nth r opolo gi sts and the medi a wit h th ei r
survi val and h untin g skills, w eal th of in d igen ou s k n ow led g e of th e fl or a a nd
fau na of S outh e rn A f r ica , a nd t hei r rich c ul tura l tr aditi ons.
S an pe opl e sp eak nu mero us di ale cts o f a grou p of l an gu a ges k nown for t he
ch ar act e risti c 'cli cks ' that ca n be he ar d in their p ronu nci ation , rep re sent ed i n
writin g b y s ym bols such as ! or /. M a de up o f s mall mob ile gr ou p s , S a n
commun ities c omp ris e u p to a bout 25 me n, wom en an d child r en. At c ert ain time s
of t he ye a r gro ups j oi n f or ex ch an ge of n e ws and gi fts, fo r m a rr ia ge ar ra n gemen ts
and fo r so ci al o c casi o ns.

Not r el ate d to th e BaN tu t rib es, t he S an ar e d es cen da nts o f E ar l y S t on e

A ge a nc esto rs. Cla ns an d loo sel y c onn e ct ed fam il y grou ps fol lowe d s ea son al
gam e migr ations b et we en mount ain r an ge and co astlin e. Th e y mad e thei r home s
in c av es, un de r ro c k y o ve rh an gs o r in temp or ar y s helt e rs. Th es e mi gr ato ry
p eop le do n o t d o mes ti c at e an i mal s o r cultiv at e cro ps, e ven thou gh t hei r
knowl ed ge of both f lora and f aun a is v a st. Th e S an c at e go ri z ed tho us ands of
plants a nd th ei r us es, fr om nut ritio nal to medi cin al, m ys tic al t o r ec r eatio nal a nd
leth al. S an m en hav e a fo rmid abl e re pu tation a s tra ck e rs a nd hunt ers . S an
tra ck ers will f ollow t he 'sp oo r ' (t ra ck s) o f an a nimal a cro ss vir t uall y an y ki nd o f
sur fa ce o r te rr ain. T heir sk ills ev en e na ble them to disti n gu ish betw e en the
"sp oo r " o f a w ound ed anim al and tha t o f th e r est of th e h erd .

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At about th e b e gi nni n g o f th e Chri stian er a a grou p o f pe ople who own ed

small liv esto ck (sh e e p and pe rh aps go ats) move d into t he nort her n a nd west e rn
part s o f S out h Af ric a and mi gr at ed s outh wa rd. Th ese p asto rali sts,
call ed Kh oik h oi or ' Hott en t ot' res e mb le d th e S an in ma n y w a ys a nd liv ed b y
gath eri n g wild pl ant s an d d ome stic atin g anim als. Coin cid ent l y in t he e ast er n
part s of t he cou ntr y a nothe r mi gra tion was oc cur r in g - th e Ba Ntu spe akin g pe opl e
we re mo vin g so uthw a rd bri n gin g with th e m cattl e, th e co nc ept of pl a ntin g cro ps
and settl ed villa ge l ife. Ultim at el y, t he 'Hott entots ' m et th es e bl ac k -s kinn ed
fa rme rs and o btai ne d from t hem c attle i n ex cha n ge fo r a nimal skins a nd oth e r
items.

Thus, wh en t he whit e s ettle rs a rriv ed in the mi d-1 7th ce ntur y the whol e
count r y w as in h ab i te d by 3 d if f er en t g ro u p s - th e h unt er - gath er er s (S an ), t he
pasto r alists (K hoikh o i) and t he f arm e rs ( BaNtu ). At fir st, t he S an co -ex ist ed
pe ac ef ull y wit h the N guni (a s ub -l an gua ge group o f th e Ba N tu) sp ea ke rs (t he
Zulu, Xh osa , S w az i a nd N de bel e) w ho i nte rma rri ed with th e S an an d in co rpo rat ed
some of the disti ncti ve and c ha ra ct eristi c 'cli cks ' of th e S a n l a n gua ge into t hei r
own l an gua ges . Cont a ct wit h N guni an d S o tho -T sw an a f a rme rs i s de pict ed i n th e
S an ro ck art . Th e ar t ists s ta rt ed in clu d in g r ep r es en ta tion s of ca ttl e and sh ee p
as well as of p eopl e w ith shi elds an d sp ea rs, in th eir pai ntin gs .
Unf ortu nat el y, h unt e r - gath er e rs c ann ot live pe rm an entl y al o n gsid e a
settl ed communit y a nd thus pro blem s a r ose. W h en t he S an f ou ght a gainst t he
BaNtu , the y we re at a huge dis adv ant a ge n ot onl y i n numb er s b ut also in la ck o f
we apo ns. W ith the E urop e ans, th e y w er e at an e ven gre at er di sadv ant a ge. Th e
Euro pe ans o wn ed ho rse s and fir e arms . In this peri od, th e nu mber of S a n wa s
gre atl y r ed uc ed. Th e y f ou ght to th e d e ath an d p r ef er re d d e ath to c apt ur e wh er e
the y w ou ld be f or c ed in to sl av ery .
Colonial ism de stro ye d the S a n mi gr ato r y wa y o f lif e, th e y we re n o lon ge r
allow ed to roam f re el y a n d tr oph y hunt e rs dest ro ye d t he vast h e rds o f gam e th at
form ed t hei r p rin cip a l suppl y of foo d. Bo th Bl a ck and W hit e fa rme rs b uilt up
hu ge h e rds o f c attle t hat d estr o ye d the foo ds that h ad b ee n the S an sta ple di et f or
ce nturi es. En sla vem e nt a nd s ometim es ma ss d es t ru c tion of S a n co mmu n i ties ,
b y both W hit e a nd Blac k f arm er s, f ollow e d. Man y b ec am e f ar m labou r ers and
some joi ned Bl a ck f armi n g c ommuniti es, and int er ma rri ed w ith them, whi ch
add ed t o th e d est ru cti on o f th e so ci al id enti t y of th e S a n p eopl e.

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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 old est inhabitants of Southern Af rica

THE SAN

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TEXT 2

Life of the San Today

Toda y, th e S an s u ff er f rom a p e r cep tion th at th ei r lif est yle is
'p ri mi tiv e' a nd t hat t he y ne ed to be ma de to liv e lik e t he ma jor it y c attl e - he rdin g
trib es. S p e cifi c p robl ems v a r y ac co rdin g t o wh er e t he y liv e. In S outh A f ric a, fo r
ex ampl e, the !Kh oma ni now h ave mo st of thei r land ri ghts re co gnise d, but ma n y
othe r S a n tri bes ha ve no la n d ri ghts at all. F ew m ode rn S an ar e abl e to conti nu e
as h unte r - ga the r ers , and m ost liv e at th e ve r y b ottom of t he soci al s c ale , in
una cc ept abl e c onditi o ns of p ove rt y, le adin g to alc oholis m, viol en ce , pr ostitutio n,
dise as e an d des pai r. The last of th e h u n t e r-g ath er e rs we re fo rc ibl y evi ct ed f rom
the C entr al Kal ah ar i Gam e Re se rv e a s r e c entl y as Ap ril 200 2, b y th e Bots wan a
gove rnm ent t o ma ke wa y fo r di amo nd mines. A cou rt cas e is cu rr entl y in
ex isten ce to h elp the S an claim th eir l an d.
The o f fici al re ason w as t o p rovi de t hem wi th se rvi ces suc h a s sc hools and
medi cal s e rvi ces , a nd to brin g th em into mode rn so ci et y. In f act , f ew o f th es e
ser vic es h av e mat eri aliz ed , an d the S an hav e b een confi ne d to
ble ak en ca mp men ts in a h ostile en vi ron men t . Th e S an ar e a fri endl y, c re ativ e,
and pe ac e ful p eopl e, who n ev er de vel op ed an y we ap ons o f w a r, and hav e li ved in
harm on y with thei r natu ral e nvir onm ent for at le ast 2 0 00 0 ye a rs . P r op erl y
rest or ed to thei r an c estr al la nds, a nd r ei nte grat ed into th e game r es er ves o f
south ern A fri c a, S an commun ities c ould be com e s elf -sust aini n g.

The h a rdin ess o f th e S an all ow ed th em to survi ve th ei r c han ge d fort un es

and t he h ars h c onditi ons o f th e Kal ah a ri Des er t in whi ch t he y ar e now mostl y
con ce ntr at ed. To da y, the small group th at rem ains h as ad opte d man y str at e gi es
for politi cal , e con o mic a nd so ci al su rv ival. The S an r et ain man y of th eir
an cien t p ra cti c es bu t ha ve mad e c ert ain com promi ses to m o der n livi n g. Th e
west e rnis ed m yths r e gar din g th e S an h av e c aus ed co nsid er abl e dam a ge. Th e y
port ra y t h e S a n as si mple, childlik e p eopl e witho ut a pr obl em in the wo rld. T his
could not be fu rth er f rom th e t ruth .
Due to abso rpti on b u t mostl y ex tinctio n, t he S an may soon c e ase to exis t as a
sep ar at e p eopl e. Un fort un atel y, th e y ma y soo n onl y b e vie wed in nati onal
museum s. Th eir tr ad itions, b elie fs a nd c ultur e ma y so on on l y b e fou nd in
histori c al jou rn als.

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WORKSHEET 2

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

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TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

BY THE END OF i. Identify interesting and important details in a text.

LESSON, STUDENTS ii. Analyse information taken from a text.
CAN: iii. Create a scrap book based on information in a text.

Reading Strategy: QUACK

Skim and Scan
STRATEGIES/ LOTS: Remembering
APPROACHES HOTS: Analysing
Creating
st
21 Century Learning

VALUES Respect

LEARNING/ TEACHING Website

AIDS Worksheet
SITUATION Educational
TEXT FORMAT Mixed
TEXT TYPE 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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 SKILLS/
ACTIVITIES
APPROACHES

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

STEP 2 Reading Strategy

a. Students read a text entitled “Bushman Traditions & Skim and Scan
Culture” and use QUACK* Marks (TEXT 1) QUACK
http://www.africancraftsmarket.com/Bushman-
people.htm
b. Students write the information obtained from TEXT 1 HOTS:
and complete the graphic organiser*** Analysing
(WORKSHEET 1).
c. Students share their answers with the class.

STEP 3
a. In groups, students;
HOTS:
i. Create a scrapbook about ”The Traditions &
Creating
Culture of The San” (WORKSHEET 2).
ii. Display the scrapbook at the English Corner
21st Century Learning:
and in a Gallery Walk**.
Gallery Walk

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PICTURE 1

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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 trickster-
deity. 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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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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WORKSHEET 1
Write the information on the Bushman’s traditions and cultures from Text 1 into the
graphic organiser.

Bushman's
Traditions and
Cultures

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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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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 people’s 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
country’s cultural practices. You can display your findings Action Oriented
through exhibitions, video or powerpoint presentations. Task

STEP 1
HOTS:
a. Students recall countries with interesting cultural Applying
landscape. Students relate these cultures to their own Creating
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 country’s 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:
21st Century
Which country and its cultural practices would they Learning:
choose? Collaboration
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 ?

* Encourage students to discuss other considerations about

the project not mentioned above.

b. Have students consider how they are going to

arrange/display/present their findings.

HOTS:

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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 HOTS:
ambassadors represent. Applying

* The audience comprising ambassadors from other

countries can give their view in comparison in their own 21st Century
cultural practices. Learning
* Teachers who do not have modern technology accessibility
Gallery Walk
can present their findings through Gallery Walk.

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

PICTURE 1

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