Grade

FIRST ADDITIONAL LANGUAGE

A Big
Book of
ENGLISH

little stories

Book 4
 How to use this Big Book:
Dear Teachers
Please use these big book stories during your Shared Reading lessons.
In Grades 2 and 3, Shared Reading is done four times in a two-week theme as follows:
Term 4 • Week 1 Tuesday: Pre-Read
Stories in • Week 1 Thursday: First Read
• Week 2 Tuesday: Second Read
this book: • Week 2 Thursday: Post-Read
Please prepare your learners for these lessons as follows:
Make sure all learners are settled and can clearly see the big book pictures. Remind learners of
your expectations during shared reading time, such as:
1. Sit comfortably.
2. Keep your hands on your laps.
3. Keep your eyes and thoughts on the story.
4. Turn your voices off (make a gesture showing zipped lips).
Below is a brief description of each of the four Shared Reading lessons.

A life Shared Reading: Pre-Read

1
without In the Pre-Read, we build comprehension skills by getting learners to think about the story
before it is read to them.
limits 1 1. Tell learners that today they will look at the pictures in the story, and think about the story.
2. Tell learners that, based on what they see, they will make predictions about the story. This
means they will use the pictures to try and guess what the story is about.
3. Show learners the cover of the story and read the title aloud.
4. Ask learners: What do you think will happen in this story?
5. Next, look at each picture in the story, and as you look, ask learners:
a. What do you see in this picture?
b. What do you think is happening here?
c. What do you think might happen next?
6. When you get to the last picture, ask learners: How do you think this story will end (if
appropriate)?
2 Zandile 7. Thank learners for their predictions.
8. Read through the story once.
learns to
meditate 15 Shared Reading: First Read
In the First Read, ensure that learners have a clear understanding of the story, and that they
start to enjoy the story.
1. Read each page of the story fluently and clearly. As you read, use gestures, actions and facial
expressions, and change your tone of voice (expression) to enhance meaning.
2. Where necessary, stop and explain a word or phrase to learners. If you need to code switch,
you may do so. This gives learners a clear understanding of the story.
3. At the same time, during the First Read, we also focus on modelling and teaching a
comprehension strategy to learners.
4. Once you have read and explained the page to learners, read the text at the bottom of the
page in block 1. This will help you to model and teach the comprehension strategy.
5. On the last page of the story, there are a few questions. Ask different learners to answer the
questions.
3 Bantu
feels sad Shared Reading: Second Read
27 In the Second Read, we continue to build comprehension skills by re-reading the story to
learners, and by focussing on a specific comprehension strategy.
1. Once again, read each page of the story fluently and clearly. As you read, use gestures,
actions, facial expressions, and vocal expression to enhance meaning.
2. This time, you may again explain words or phrases, but try to avoid code switching.
3. At the same time, during the Second Read, you will reinforce the comprehension strategy.
4. Once you have read and explained the page to learners, read the text at the bottom of the
page in block 2. This will help you to model and teach the comprehension strategy.
5. On the last page of the story, there are a few questions. Ask different learners to answer the
questions.

Shared Reading: Post-Read

4 Shamiso’s The purpose of the Post-Read activity is to give learners an opportunity to consolidate their
understanding of the story, and to practise using the new language that they have learnt. You
big trip will find the Post-Read activities in the lesson plans. They include oral recounts, summaries,
39
illustrating the story and acting out the story.
Most importantly, please use the Shared Reading lessons to develop learners’ confidence
and curiosity! Create a safe environment for learners to use new language and answer
questions, without a fear of making mistakes. Encourage learners to ask questions and
make observations about the stories. Build emotional connections with your learners,
by letting them share their own, similar experiences. And of course, show learners that
reading is interesting and fun!
1 A life without limits

This story is based on the life of Rebeca Gyumi. The facts of her life are true, but the
details here are fictional. This story is based on the information from the article:
https://edition.cnn.com/2018/12/12/africa/gyumi-un-human-rights-prize/index.html

1
 Rebeca had been waiting to begin school her whole life!
Since she was a tiny baby, her parents had told her
how important her education was.
‘School is so important,’ her mother cooed.
‘Your education will give you a life without limits!’ her
auntie sang to her.

READ 2
I remember that lots of the girls in Rebeca’s class were not given the same messages
about education at home! I make the evaluation that Rebeca’s family valued education
for girls more than other families.

2
As a young child, Rebeca loved school. She was friends
with many bright, talented girls at Mazengo Primary
School in Dodoma, her village in Tanzania.
‘School is so important!’ her mother told her every
morning.
‘Your education will give you a life without limits!’ her
auntie told her every afternoon.

READ 1
I make the evaluation that Rebeca loved school because she was always told about the
importance of education!

3
 As Rebeca got older, she noticed that some of the
girls in her class stopped coming to school. Rebeca felt
like she could do anything with an education! But, she
could see that not all of her classmates got the same
message at home.
‘My brother said that girls are not
as s mart as boys!’ one of her
friends told her.

‘My mother said that marriage

is more important than school
for girls,’ another friend said.

READ 1 READ 2
Let’s evaluate the problem in this story: I make an evaluation that Rebeca didn’t
not all people think that girls need an understand why girls were dropping
education. out of school, because she was only told
about the importance of education at
home!

4
5
 There were fewer and fewer girls in her classes at
Kilakala High School.
‘Where did Adla go?’ Rebeca asked her friend Joyce
one day, as they walked home from school together.
‘Oh, she has a husband now,’ Joyce replied.
‘And do you remember Zahra?’ Joyce asked. ‘She’s
also married, so she doesn’t come to school anymore.’
‘Zahra was so good in Maths. I always thought she
would become a doctor,’ Rebeca said.
‘Why haven’t any boys left school, but so many girls
have?’ Rebeca wondered.

READ 1 READ 2
This tells us more about the problem! I I make the evaluation that Rebeca felt
read that when girls get married, they confused about why more girls had to
must drop out of school. I make an drop out of school than boys!
evaluation that many smart girls leave
school.

6
That night, Rebeca told her mother about all the girls
who had left school.
‘Please let me stay in school!’ Rebeca cried.
‘School is so important!’ her mother repeated, ‘for
girls and for boys!’
‘Your education will give you a life without limits!’ her
auntie repeated.

READ 1 READ 2
I make the evaluation that Rebeca’s Rebeca is confused. I make the
mother thinks that education is more evaluation that she is also scared that
important than marriage, because then she might be forced to drop out of
Rebeca will be able to do anything she school, like the other girls she has grown
wants! I don’t think that they will make up with!
her leave school.

7
 Rebeca felt so lucky. She wished all the girls in her
class had the same kind of support at home. Rebeca
decided she would use her education to help girls just
like her.

READ 1
I make the evaluation that Rebeca will try to help solve the problem, even though the
problem doesn’t impact her own life directly.

8
At the University of Dar es Salaam, Rebeca decided
to study law. She learned about Tanzania’s law, which
allowed girls to be married at a very young age – just
14 years old. But, the age for boys was 18! ‘This must
be why so many girls left school,’ Rebeca thought. ‘I’m
going to change this law!’

READ 1 READ 2
I make the evaluation that Rebeca Oh! I make the evaluation that when
studied law to try to help solve the Rebeca read this law, she understood
problem! She must really care about the problem more deeply. Girls were
fixing this problem. dropping out because they were getting
married much younger than the boys!

9
 After graduating, Rebeca and her colleagues worked
hard to try to change the law. Many people said that
they were working against Tanzania’s traditions. But
Rebeca disagreed. ‘Any tradition that hurts girls is not
a tradition we should keep!’ she argued.

READ 2
I make the evaluation that Rebeca is determined to fix the problem so that all girls
know that they can be anything they want to be!

10
Rebeca and her colleagues presented their arguments
in front of judges at Tanzania’s High Court. The judges
agreed with Rebeca’s team and decided to change
Tanzania’s law. This meant that the age for girls to
legally marry was changed to 18, the same age as
boys!

READ 1
I make the evaluation that other people in Tanzania saw the same problem as Rebeca,
and wanted to fix it too!

11
 Even though the law has been changed, Rebeca has
not stopped working hard to fight for the rights of
girls. Rebeca still works tirelessly to make sure all girls
know that school is important, and that education will
give them a life without limits!

READ 1 READ 2
Rebeca’s team won the court case! But, I make the evaluation that Rebeca is
I make the evaluation that the problem determined to keep fighting for all girls
isn’t totally fixed, because Rebeca is still to have the same opportunities she had
working to help all girls have access to a because of her education.
full education!

12
READ 1 READ 2
Where does this story take place? Who tells Rebeca that education is
In Tanzania. important?
Her mother.
What is the problem in the story?
• The problem is that girls are dropping Why were girls dropping out of school
out of school. before boys?
• The problem is that some people think • Because they were getting married.
education isn’t that important for girls. • Because the law said that girls could get
married at a younger age than boys.
What did Rebeca do to try to solve the
problem? Can you make an evaluation about
• She decided to become a lawyer. Rebeca? What kind of person do you
• She fought against unfair laws. think she is?
I think she is…because…
Why do you think Rebeca stayed in
school? Why do you think Rebeca Gyumi was
• Because she loved school. determined to change Tanzania’s law?
• Because her family thought education • Because she was taught that education
was very important. is the most important thing.
• Because her family wanted her to have • Because she saw that the law meant
a life without limits. more girls dropped out of school than
• Because she was always told that boys.
education was the most important • Because she wanted to make sure all
thing – for girls and boys. girls got an education before getting
married.
• Because she wanted girls to know that
they could be anything they want to
be!
• Because she saw that the law was
having a negative impact on girls in
her community.

13
 The Constitution of South Africa: Extension Activity
You will need:
1 A simplified version of the Constitution written on the chalkboard, or copies for learners.
See below:
In South Africa, we have a Constitution that is written to protect all of us. Many people say that this
is the greatest constitution in the world, and that we should be very proud of it.
The South African Constitution’s Bill of Rights (Section 28) talks about the rights that children have:
1 You must be given a name and be looked after as part of a family.
2 You must not have to work until you are 15.
3 If you break the law and you are arrested, you must not be put in a jail with people who are older
than 18.
4 You must have shelter - somewhere dry and safe to sleep.
5 If you are sick, you must be treated by a doctor and given medicine or an operation.
6 You must have enough food to eat and clean water to drink.
7 You must be educated.

There are other rights that are for everybody:

1 You are equal to everyone else. This means that everyone must be treated the same – black and
white, men and women, etc.
2 You have the right to life. This means that our lives must be protected.
3 You have the right to freedom and security. This means that you have the right to go anywhere in
our country, and that you should be safe wherever you are.
4 Slavery and forced labour are not allowed.
5 You have the right to privacy, which means that you do not have to tell others about your private
information.
6 You have the right to think what you want and to say what you want, as long as it is not hateful to
other people.

What to do:
1 Explain to learners that when South Africa became a democracy in 1994, a
Constitution was written to protect the rights of everyone in our country, to make
sure that nothing evil like Apartheid could ever happen again.
2 Read through the simplified version of the constitution with the learners, and
explain each point to them.
3 Point out that our rights in the Constitution are protected by law, but that still does
not mean that they are all in place yet.
4 Explain to learners that we must all know and respect the Constitution, so that as
we grow older, we can work hard to make sure that it is fully implemented.
5 Next, ask learners to think about and discuss which children’s rights are not fully
implemented or protected. Give them 10 minutes to discuss this in small groups.
6 After 10 minutes, ask each group to give you feedback.
7 As learners give feedback, acknowledge what they say and thank them for their
contributions.
8 As learners give feedback, listen for any signs of abuse or neglect, and try to follow
up in an appropriate manner.

14
2 Zandile learns to meditate

15
 Zandile woke up early. It was still dark inside the house.
She took her book and went outside. Zandile sat down
and began to read.

READ 1 READ 2
I can infer that Zandile must have woken I wonder why Zandile is awake so early?
up very early because it is still dark inside Maybe she can’t sleep because she is
her house. feeling worried about something!

16
But then, she heard a weird noise. She stood on her
chair, and looked over the fence. She saw Mr and Mrs
Kapoor sitting on the ground. They were making a low
humming sound.

‘What are they doing?’ wondered Zandile.

READ 1 READ 2
I infer that Zandile looks over the fence Zandile wonders what the Kapoors
to find out where the strange noise is are doing, so I can infer that this is the
coming from! first time she has ever seen anyone
meditating.

17
 That day at school, Zandile saw Geeta eating her
lunch. ‘I saw your parents sitting on the ground this
morning,’ Zandile said. ‘Why were they doing that? It
was weird!’

‘It’s not weird!’ Geeta said. ‘It’s just meditation!’

‘What is meditation?’ Zandile asked.

‘You meditate to
feel calm and to
clear your head,’
Geeta replied.

READ 1 READ 2
Zandile saw Geeta’s parents, so I can infer I wonder why Zandile says ‘it was weird’?
that Geeta is Zandile’s neighbour. Oh, I infer that she thinks what she saw
was weird because it was her first time
seeing people meditating. I know that
sometimes people think things are weird
when they have never seen them before.

18
That afternoon, when Zandile got home she went to
the backyard. She sat on the ground. She crossed her
legs. She made a low humming sound, ‘Hhhmmm’.

But, she didn’t feel calm. ‘I wonder how this works?’

Zandile wondered.

READ 1 READ 2
Zandile is doing all the things she saw Zandile decided she wanted to try
Geeta’s parents do. I can infer that she is meditating after she spoke with Geeta
trying to meditate too! about it. I can infer that Zandile might be
looking for a way to feel calm.

19
 The next day, Zandile found Geeta. ‘I tried to
meditate,’ Zandile said. ‘But it doesn’t work! I didn’t
feel calm.’
Geeta laughed. ‘You did it wrong!’
‘What do you mean?’ Zandile asked, her face feeling
hot. ‘How do you know?’
Geeta’s cheeks turned red. ‘Um, I saw you, over the
fence.’
Zandile and Geeta both started laughing. ‘Come to my
house after school,’ said Geeta. ‘I’m sure my dad will
show you what to do.’

READ 1 READ 2
I can infer that Zandile didn’t know that When Zandile’s cheeks feel hot, I can
Geeta saw her trying to meditate! Look at infer that she feels embarrassed. She
her face in the picture! I can infer that she feels embarrassed because she didn’t
feels embarrassed when she learns that know anyone was watching her when
Geeta was watching her! she tried to meditate, and she didn’t
quite know what to do!

20
After school, Zandile put down her school bag at home.
Then, she went next door. She knocked on the Kapoor’s
door.

Geeta answered the door. ‘Oh, hi Zandile!’ Geeta said.

‘Come in. I told my dad you’re coming.’

Mr Kapoor was sitting at the kitchen table, reading

the newspaper. ‘Zandile!’ he said, with a big smile on
his face. ‘I hear you want to learn how to meditate!
Smart girl!’

READ 1 READ 2
I can infer that Zandile must really want I can infer Zandile doesn’t know how to
to learn how to meditate, because she meditate, but I can infer that she is keen
goes to the Kapoor’s house for help! to get help and learn!

21
 Mr Kapoor put down his newspaper. ‘Come,’ he said,
beckoning to Zandile. ‘You come too,’ Mr Kapoor said to
Geeta. The girls followed him to the backyard.

Mr Kapoor showed Zandile how to sit. Geeta helped

Zandile to put her hands in the right place. They
showed Zandile how to take slow, deep, breaths. ‘Forget
everything else,’ said Geeta. ‘Just close your eyes and
think about your breath.’

READ 1 READ 2
I can infer again that Zandile has never Geeta is helping Zandile. I infer that she
meditated before because she doesn’t knows how to meditate, just like her
know what to do! parents.

22
They sat together for a long time.

Zandile tried to think about her breath, but so many

things came into her head. She thought about her
Maths homework. She thought about how hungry she
felt. She thought about what her mother would cook
for dinner.

READ 2
I can infer that meditating is difficult. It seems difficult for Zandile to just think about
her breath, like Geeta told her to do.

23
 ‘Do you feel calm?’ Mr Kapoor asked Zandile.

‘Um, I don’t know if I can do it!’ Zandile answered. ‘I

couldn’t think about my breath.’

‘It takes practice,’ Geeta said. ‘Come back tomorrow

if you want! We can practise together!’

READ 2
I wonder why Zandile doesn’t feel calm? I can infer that it is because meditation takes
practise. You must practise meditating before it helps you to feel calm.

24
And she did.

READ 1 READ 2
Zandile went back to try again the next I infer that Zandile feels determined to
day. That lets me infer that she really learn how to meditate when she goes
wants to learn how to meditate! back the next day to practise! She wants
to learn even though the first time was
difficult!

25
 READ 1 READ 2
Who are Zandile’s neighbours? What did Zandile see when she peeked
The Kapoors. Geeta and her parents. over the fence?
She saw the Kapoors (Geeta’s parents)
What did Zandile want to learn how to meditating in the backyard.
do?
She wanted to learn how to meditate. What did Geeta see when she peeked
over the fence?
What must she do to meditate? She saw Zandile trying to meditate.
She must sit correctly. She must put her
hands in the right place. She must take How did Zandile feel when she found
slow, deep, breaths. She must close her out that Geeta saw her?
eyes and think about her breath. • She might have felt embarrassed.
• She might have felt surprised.
Why did Zandile go to the Kapoor’s
house? Why does Zandile need to practise
• Because she wants to learn how to meditating?
meditate. • Because meditation takes practice.
• Because Geeta told her she could come • Because she really wants to learn how
to learn. to meditate.
• Maybe she really wants a way to feel • Because she is still learning. Meditation
calm. is difficult.
• Because when she tries, she doesn’t
feel calm.
• Because she wants to practise enough
to feel calm.

26
3 Bantu feels sad

27
 Khumo’s friend Bantu didn’t come to school on Monday
or Tuesday. Khumo wondered where his friend could be.

28
When Khumo got home from school on Tuesday, his
mother told him that Bantu’s granny had died. Bantu
was always with his granny. Khumo thought about how
sad Bantu must feel.
‘I must try to make my friend feel better,’ Khumo
thought. He thought and thought about what to do.

READ 1 READ 2
I can infer that Khumo cares about his I can infer that Khumo has never had a
friend, because he wants to help him feel friend whose granny died. I can infer this
better! because Khumo wants to help, but he
doesn’t know how!

29
 ‘Maybe I can make Bantu laugh if I tell him all my best
jokes!’ Khumo thought. ‘Then he will forget all about
feeling sad!’ Khumo thought of all of his good jokes. He
wrote them down on a piece of paper and put them in
his school bag.

READ 1 READ 2
I can infer that Khumo is trying very hard I can infer that Khumo thinks laughing
to help his friend feel better! will make his friend feel better, and
forget all about his granny!

30
On Wednesday morning, Khumo found Bantu at
school. Khumo thought it might make Bantu sad if he
mentioned his granny. So, Khumo didn’t say anything.
Instead, he took out his paper and started
telling Bantu all of his jokes. After
each one, he looked for a smile
on Bantu’s face.
But, Bantu just
looked sad.

READ 1 READ 2
I can infer that Khumo’s jokes did not I infer that Khumo must be thinking that
actually make Bantu feel better, because Bantu will feel better if he forgets all
Bantu still looks sad after Khumo tells all about his granny.
his jokes!

31
 On Wednesday evening, Khumo thought about what
else he could do to help his friend feel better.

‘Maybe I can make Bantu forget how sad he feels if

I show him some new juggling tricks,’ Khumo thought.
‘Then, he will forget all about feeling sad!’
Khumo found some oranges in the kitchen. He took
them outside and practised juggling them, until he
could keep three up in the air!

READ 1 READ 2
I can infer that Khumo is trying very hard I can infer that Khumo thinks seeing
to help his friend feel better! some cool juggling tricks will help his
friend feel better, and forget all about his
granny!

32
On Thursday morning, Khumo found Bantu at school.
Khumo thought it might make Bantu sad if he
mentioned his granny. So, Khumo didn’t say anything.
Instead, he took out his oranges and showed his new
trick to Bantu. He kept all three oranges up in the air,
which he thought was pretty impressive. He looked for
a smile on Bantu’s face. But, Bantu just looked sad.

READ 1 READ 2
I can infer that Khumo’s tricks did not I infer that Khumo must be thinking that
actually make Bantu feel better, because Bantu will feel better if he forgets all
Bantu still looks sad after Khumo shows about his granny.
him all his cool tricks!

33
 When Khumo got home from school on Thursday, he
felt upset.
‘I have tried and tried to make Bantu not feel sad!’
Khumo told his mother. ‘I told jokes, I showed him my
best juggling trick, but nothing worked!’ Khumo said.
‘Did you tell him you’re sorry his granny died?’
Khumo’s mother asked.
‘No. I thought it might make Bantu feel worse if I
talked about his granny,’ Khumo replied.

READ 1 READ 2
I can infer that Khumo wants to help his I can infer that Khumo is feeling upset,
friend Bantu feel better, but he isn’t sure because he is trying so hard to help his
how to do it! I can infer that Khumo has friend but nothing is working! I can infer
never had a friend whose granny died that Khumo doesn’t know what else to
before. do!

34
Khumo’s mother sat down next to him. ‘Bantu feels sad
because he loved his granny. You don’t need to try to
make him forget his sadness. Sometimes, when we are
sad, we just need our friends to be with us, and to listen
to us,’ Khumo’s mother said.

READ 1 READ 2
I can infer that Khumo’s mother has had Oh! Khumo was thinking that Bantu
a friend whose granny has died before needed to forget about his granny and
because she seems to know what to do! feeling sad. But, I can infer that maybe
this isn’t correct. Khumo’s mother says
that Khumo must listen to his friend –
not try to make him forget! I can infer
that Khumo musn’t try to make his friend
forget!

35
 On Friday morning, Khumo found Bantu at school.
‘I’m really sorry your granny died,’ Khumo said. ‘I don’t
know how to help you feel better. But I can just sit
with you if that’s what you want. And if you want to
talk about how sad you feel, I’m here to listen,’ Khumo
said.

READ 1 READ 2
Khumo follows his mother’s advice! I can I can infer that Khumo took his mother’s
infer that Khumo really cares about his advice seriously, because he offers to just
friend, and wants to help him feel better! listen to his friend. I can infer that Khumo
really cares about helping his friend.

36
For the first time all week, Bantu looked at Khumo with
a small smile.
‘Thanks, Khumo. You’re a good friend,’ Bantu said.

READ 1 READ 2
I can infer that for the first time all week, I can infer that Khumo’s mother’s advice
Khumo helped Bantu feel a little bit was helpful. I can make this inference
better. because Bantu finally smiles at Khumo.
Khumo must be feeling relieved that he
could finally help his friend a little bit!

37
 READ 1 READ 2
Why was Bantu absent from school on When was Bantu absent?
Monday and Tuesday? On Monday and Tuesday.
Because his granny died.
What did Khumo do to try to help his
What did Khumo do on Wednesday to friend feel better?
try to help his friend feel better? • He told him funny jokes.
He told his friend jokes to try to make him • He learned juggling tricks.
laugh. • In the end, he offered to listen to his
friend!
Who helped Khumo in the story?
Khumo’s mother helped him! Why can we infer that Khumo felt
frustrated on Thursday night?
Why did Khumo tell jokes and do • Because he wasn’t able to make his
juggling tricks? friend feel better.
• Because he wanted his friend Bantu to • Because he was working hard but
feel better. nothing he tried worked!
• Because he thought jokes and tricks • Because he didn’t know what else to
would make Bantu forget about feeling do!
sad.
• Because he cared about helping his Why did Bantu finally smile at Khumo?
friend feel better. • Because Khumo finally told Bantu he
• Because he didn’t know what would felt sorry about his granny.
help his friend feel better. He tried the • Because Khumo offered to listen to
best he could! Bantu.
• Because Khumo didn’t try to make
Bantu forget about his granny.
• Because Khumo told Bantu that it was
okay to feel sad.

38
4 Shamiso’s big trip

39
 Shamiso and her family had been waiting for months
for the school holiday. They were going to visit their
family in Zimbabwe. On the way, they were making a
stop at a place called Great Zimbabwe. Shamiso looked
up ‘Great Zimbabwe’ on the Internet. She learned
that it was a great city and palace from long ago.

 ‘Wow! How cool!’ she thought.
She couldn’t wait to see
the place of her
ancestors.

READ 1
I visualise Shamiso packing and getting ready days before the trip because she is so excited!
I think she is so excited to learn more about how her ancestors lived!

40
READ 1 READ 2
I visualise Shamiso using Google to I can visualise Shamiso getting more and
research Great Zimbabwe. I visualise her more excited with each picture she sees!
clicking through all the pictures she can
find!

41
 ‘Great Zimbabwe was built by our Shona ancestors!’
her father told her. ‘When I was a child, Zimbabwe was
called Rhodesia and it was ruled by the British. The
government didn’t want people to know that it was
Africans who created such an impressive place!’ he said.

READ 1 READ 2
I visualise Shamiso’s father looking sad I visualise Shamiso asking her dad more
when he thinks about this! about this. I think she might ask her
dad, ‘Why didn’t the British want people
to know that?’ I can visualise her dad
explaining to her that the British wanted
people to believe that black people
weren’t as good at building cities as
white people.

42
When the family finally arrived at Great Zimbabwe,
Shamiso’s dad stopped the car and went over to the
ticket booth. He came back with their tickets and a
tour guide.
‘Welcome to Great Zimbabwe,’ the guide said. ‘This
place was built hundreds of years ago – beginning in
the 11th century!’

READ 1 READ 2
I think Shamiso is visualising her I visualise Shamiso listening to every
ancestors hundreds of years ago, and word the guide says and asking lots of
wondering what life was like for them in questions about what they will see!
this beautiful place!

43
 Their guide took them to the small museum first.
‘Everything in this museum came from inside the ruins,’
their guide told them.
First, the guide showed them eight carved birds.
‘These birds were the symbols of our
ancient kings,’ he said.
‘And look – this is the bird
on our Zimbabwean flag!’
he said, pointing to one
of the carvings.

READ 2
I visualise Shamiso looking at the birds and feeling proud of the skilled carvers who
made them!

44
As they walked by the cases, Shamiso saw golden
beads and copper wire. ‘The people who lived here
were rich in gold,’ the tour guide explained.
‘And those beads came all the way from China!’ the
guide added, pointing to some beautiful glass beads
inside the case. ‘This tells us that the people who lived
here traded internationally!’
‘Wow! How cool!’ thought Shamiso, thinking about the
jewellery of her ancestors.

READ 1 READ 2
I think that as Shamiso looks through the I visualise Shamiso looking at the
glass, she must be visualising one of her bracelets and necklaces inside the case
ancestors wearing these beautiful beads. and feeling proud of the skills of her
ancestors!

45
 Then, they walked to an enormous, round stone
wall. ‘This is called the Great Enclosure and it was a
home for queens!’ their guide explained. He went on,
‘Zimbabwe is named after this big structure. Zimbabwe
means a big stone house – just like this one!’

READ 1
I visualise Shamiso’s look of surprise when she learns this new fact!

46
Shamiso’s dad bent down and whispered in her ear,
‘This is the biggest stone structure in Africa – other
than the pyramids in Egypt.’
‘Wow! How cool!’ thought Shamiso, thinking about her
ancestors building big stone walls.

READ 1 READ 2
I think that as Shamiso looks at the huge I visualise Shamiso admiring how the
and impressive stone wall, she must be stones in the giant wall fit together
visualising her ancestors carrying and and feeling proud of the architect who
stacking all of the stone bricks! designed the Great Enclosure.

47
 Next, their guide took them to a small village. ‘This has
been rebuilt, so you can see what the houses looked like
when people really lived here at Great Zimbabwe!’ he
explained. They also saw a group of dancers.
‘These dancers are working to keep the ancient dances
alive!’ the guide said.
‘Wow! How cool!’ thought Shamiso, thinking about the
beautiful music and dancing of her ancestors.

READ 1 READ 2
I think that as Shamiso watches the I visualise Shamiso listening to the beat
dancers, she must be visualising her of the drum and feeling proud of the
ancestors in the same spot, doing the beats her ancestors created and passed
same kind of dance! down!

48
Finally, their guide took them on a steep walk up
a big hill. ‘This was a religious space, where special
ceremonies were performed,’ he explained. ‘This is
where the stone-carved birds in the museum were
found! And look!’ he said, pointing to giant boulders on
the hilltop. ‘Those boulders look like a bird too!’
‘Wow! How cool!’ thought Shamiso, thinking about her
ancestors praying together.

49
 Shamiso stood at the edge of the hill with her dad,
overlooking the beautiful green hills and the dam in the
distance. They could see the stone ruins dotting the
landscape.
‘Wow! How cool!’ she said, ‘I’m proud of all the work of
our ancestors!’
‘Me too!’ her dad said, smiling.

READ 1 READ 2
I think that as Shamiso and her dad look I visualise Shamiso and her dad smiling
over the land, Shamiso is visualising a with pride as they look out at the work of
busy city filled with her ancestors! their impressive ancestors.

50
READ 1 READ 2
Where did Shamiso and her family go? How did Shamiso and her dad feel at
They went to Great Zimbabwe. the end of the story?
They felt proud of their ancestors.
What did Shamiso see at Great
Zimbabwe? What is the only stone structure
• She saw carved birds. in Africa that is bigger than Great
• She saw beads and copper wire. Zimbabwe?
• She saw the museum. The pyramids in Egypt.
• She saw the Great Enclosure.
• She saw a huge, stone wall. Visualise your own family at Great
• Etc. Zimbabwe. What would you feel most
excited to see?
What do you visualise when you think I would feel most excited to see…
about your ancestors?
I visualise… Why did Shamiso and her dad feel
proud?
Why did Shamiso visualise her • Because their ancestors did so many
ancestors at Great Zimbabwe? amazing things.
• Because Shamiso is Shona, just like • Because their ancestors were good
the ancient people who built Great builders.
Zimbabwe. • Because their ancestors were traders.
• Because Shamiso is related to the • Because their ancestors knew how to
ancient people who built Great make beautiful jewellery.
Zimbabwe. • Because their ancestors were great
• Because Shamiso is trying to imagine builders with stone!
what life was like for her ancestors
who built Great Zimbabwe.

51
 Pride in our Heritage: Extension Activity
You will need:
1 To invite an elder from the community who knows a lot about his or her ancestry
and traditions
2 Learners’ exercise books and pens

What to do:
1 Settle the class and introduce the visitor.
2 Tell learners that just as Shamiso was proud of her Shona heritage, we should all
be proud of our own ancestry.
3 Tell learners that today, you have invited _____________ to talk to us about the
_____________ ancestry and traditions.
4 Ask learners to listen attentively, and to save their questions for the end of the
talk.
5 Ask the guest to do a 10-15 minute talk on his or her culture, ancestry, traditions
and values.
6 After the talk, thank the guest, and allow learners to ask questions if they have
any.
7 Then, write up a list of questions on the chalkboard for learners to copy down.
8 Explain that they must use these questions as a guide to find out more about
their own ancestors, culture and traditions.
9 Tell learners that they should ask their parents and grandparents, and any other
older, knowledgeable people in the community.
10 Find some time later in the theme for learners to give feedback on what they
have learnt.
11 You may even encourage learners to make charts that detail some of their
findings. These charts can be displayed in the classroom.
12 Encourage children to have a sense of pride and interest in their cultures, and to
consistently do more research on their culture.

Questions
1 What is your family’s culture and language? If you have more than one, list them
all.
2 What are the important values of this culture? How should people treat each
other?
3 What are the traditions of this culture? What special ceremonies do you have?
What special songs or dances do you have? What special clothes, jewellery or
headdresses do you have?
4 Are there any stories that are told from generation to generation? What are
some of these stories?
5 What are you most proud of in terms of your culture?

52
 Make your own
Big Book stand
You will need:
1. Cardboard with the same
width as an open Big Book
(594 mm) and three times
the length (1360 mm).
2. Masking tape.
3. Two washing pegs to keep
the cardboard in place.

Fold the cardboard to make an

A-shape and clip the base and FO
LD
HE
the front together as shown below.
RE

(Use masking tape to join pieces

m
of cardboard if you do not have

m
420
Some a long enough piece.) FO
LD
HE
RE

other ideas

m
for using a

m
420
FO
LD
Big Book HE
RE

mm
594

420
mm

• Use a sheet of clear plastic as

an overlay for your Big Book.
It will be useful for you and
the learners to write on the
plastic.
• Write on the overlay with a No Ben, don’t
water-based washable pen run in the stree
t!

(white board markers).

• Use a clip or peg to attach
the transparent overlay to Wow, wow, wow. head
the Big Book. toes After school we
go home.
and left and rig
ht again.
We look right stop when the
W e
We sing. Then we cross. n to go to school.
is fu
Ben is under th
e mat. robot is red. It 5

Ben has fun.

4

Farm animals

THIS BOOK MAY

NOT BE SOLD.

Published by the Department of Basic Education

222 Struben Street, Pretoria
South Africa
© Department of Basic Education
First edition 2016
The Department of Basic Education has made every effort to trace copyright
holders but if any have been inadvertently overlooked, the Department will be
pleased to make the necessary arrangements at the first opportunity.

The Big Books in this series are available in all languages. They were developed
by a team of UNISA Language and Education experts as part of their Community
Engagement contribution to South Africa’s education sector.