English
CAPS
Teacher’s Guide
Peter Lague • Velile Notshulwana
SM_EnglishFAL_11_TG_CAPS_ENG.indd 1
Grade
11
2012/08/09 10:04 AM
Study & Master
English
First Additional Language
Grade 11
Teacher’s Guide
Peter Lague • Velile Notshulwana
SM_EnglishFAL_11_TG_TP_CAPS_ENG.indd 1
2012/08/21 1:46 PM
cambridge university press
Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, São Paulo, Delhi, Mexico City
Cambridge University Press
The Water Club, Beach Road, Granger Bay, Cape Town 8005, South Africa
www.cup.co.za
© Cambridge University Press 2012
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2012
isbn 978-1-107-38134-6
Proofreader: Emma Buchanan
Designer: Chris Davis
Typesetter: Baseline Publishing Services
...............................................................
Cambridge University Press has no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate. Information regarding prices, travel
timetables and other factual information given in this work are correct at
the time of first printing but Cambridge University Press does not guarantee
the accuracy of such information thereafter.
...............................................................
NOTICE TO TEACHERS
The photocopy masters in this publication may be photocopied or
distributed [electronically] free of charge for classroom use within the
school or institution which purchases the publication. Worksheets and
copies of them remain in the copyright of Cambridge University Press
and such copies may not be distributed or used in any way outside the
purchasing institution.
If you want to know more about this book or any other Cambridge University Press
publication, phone us at +27 21 412 7800, fax us at +27 21 419 8418 or send an
e-mail to capetown@cambridge.org.
Eng Gr11 TG.indb 2
2012/08/09 9:46 AM
Contents
Introduction
Welcome���������������������������������������������������������������������������������������������������������������������������������������1
Outline of the National Curriculum and Assessment Policy Statement......................................2
Organising classroom practice......................................................................................................4
The Teaching Plan for Grade 11 .................................................................................................10
Daily Assessment.........................................................................................................................13
Lesson-by-lesson
Term 1 ...........................................................................................................................................2
Term 2 .........................................................................................................................................77
Term 3 ....................................................................................................................................... 129
Term 4 ....................................................................................................................................... 197
Programme of Formal Assessment
Formal Assessment Tasks Term 1.................................................................................................5
Formal Assessment Tasks Term 2...............................................................................................10
Formal Assessment Tasks Term 3...............................................................................................20
Formal Assessment Tasks Term 4...............................................................................................27
Formal Assessment Writing Rubrics...........................................................................................35
Formal Assessment Tasks Record Sheet......................................................................................38
Extra resources
Rubrics...........................................................................................................................................1
Photographs................................................................................................................................16
Poetry..........................................................................................................................................19
Eng Gr11 TG.indb 3
2012/08/09 9:46 AM
INTRODUCTION
Welcome
Welcome to the Study & Master English First Additional Language Grade 11
course. This course includes a Learner’s Book and Teacher’s Guide, which
provide all the core material you need to cover the requirements of the new
National Curriculum and Assessment Policy Statement (CAPS) for Grade 11.
In this introduction you’ll find information about the core features of the
new National Curriculum and Assessment Policy Statement Grades 10–12, as
well as detailed advice and support material on the assessment methods that
you need to use to meet the curriculum requirements.
As a teacher at the Further Education and Training (FET) level, your two
main resources are
• your expertise in your subject
• your teaching experience (knowing how to help learners master the skills
and knowledge of this subject).
The new National Curriculum and Assessment Policy Statement makes two
core demands on you as the teacher:
• to organise a learning programme that enables learners to develop all the
skills, knowledge, values and attitudes relevant to your subject
• to have a sound, up-to-date knowledge of the content and methods of
your subject, and a clear understanding of its social relevance, so that you
can act as a guide, facilitator and expert in the classroom.
This Teacher’s Guide helps you to meet these demands in the following ways:
• it provides a structure for your programme for the year, as well as a
teaching plan that you may find helpful when you organise your work
• it covers all the material in the Learner’s Book, and gives suggestions on
how to introduce the Learner’s Book contents, and how to support the
learners as they work through the information and activities
• it provides answers to all the questions in the Learner’s Book
• it explains all the assessment requirements of the curriculum, and
provides the rating scales and national codes that must be used
• it completely covers all the requirements of the Formal Assessment
component of the curriculum, with sample examination papers and their
memoranda
• it contains examples of rubrics that you can use, or adapt for your
assessment work throughout the year.
Updating your knowledge
As a professional teacher, you need to constantly update your own
knowledge about your subject. Here is a list of books and websites that may
be useful as you do this:
• Arnaudet, Martin L. and Barret, Mary Ellen. Paragraph Development:
A Guide for Learners of English as a Second Language. Englewood Cliffs:
Prentice-Hall, 1981.
• Brown, Kristine and Hood, Susan. Writing Matters. Cambridge:
Cambridge University Press, 1999.
introduction
Eng Gr11 TG.indb 1
1
2012/08/09 9:46 AM
•
•
•
•
•
•
•
•
•
Greenald, Simon and Swan, Michael. Effective Reading. Cambridge:
Cambridge University Press, 1997.
Greenbaum, Sidney. An Introduction to English Grammar. Harlow:
Longman, 1991.
Moody, J. A. Working with English. Gabarone: Foundation For Education,
1992.
Jones, Leo. Use of English. Cambridge: Cambridge University Press, 2001.
O’ Conner, John. The Pocket Guide to English Language. Cambridge:
Cambridge University Press, 2003.
Sinclair, Barbara and Prowse, Philip. Activate Your English. Cambridge:
Cambridge University Press, 1996.
Withrow, Jean. Effective Writing. Cambridge: Cambridge University Press,
1996.
www.Thutong.org.za
www.education.gov.za
The various sections of this Teacher’s Guide cover all the core features of
the Grade 11 English First Additional Language curriculum as set out in
the National Curriculum and Assessment Policy Statement. You can use
the information and suggestions to check that you are covering all these
core features in the learning programme that you prepare. But do not limit
yourself to the material contained in the handbook; adapt and extend the
core material so it is relevant to your learners and their social context. Your
own experience and knowledge are your most important resources in the
classroom, and you should draw on these resources whenever possible to
guide your learners and enrich their learning activities.
Outline of the National Curriculum and Assessment Policy Statement
The National Curriculum and Assessment Policy Statement Grades 10–12
needs to be used in conjunction with the National Protocol for Assessment
Grades R–12 (January 2012). The aims of the South African Curriculum below
are quoted from National Curriculum and Assessment Policy Statement
Grades 10–12, published by the Department of Basic Education in 2011.
General aims of the South African Curriculum
The National Curriculum and Assessment Policy Statement Grades 10–12
outlines what is regarded to be knowledge, skills and values worth learning.
It will ensure that children acquire and apply knowledge and skills in
ways that are meaningful to their own lives. In this regard, the curriculum
promotes the idea of grounding knowledge in local contexts, while being
sensitive to global imperatives.
The National Curriculum and Assessment Policy Statement Grades 10–12
serves the purposes of
• equipping learners, irrespective of their socio-economic background,
race, gender, physical ability or intellectual ability, with the knowledge,
skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country
• providing access to higher education
• facilitating the transition of learners from education institutions to the
workplace
• providing employers with a sufficient profile of a learner’s competences.
2
Eng Gr11 TG.indb 2
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:46 AM
The National Curriculum and Assessment Policy Statement Grades 10–12 is
based on the following principles:
• Social transformation: ensuring that the educational imbalances of the
past are redressed, and that equal educational opportunities are provided
for all sections of our population.
• Active and critical learning: encouraging an active and critical approach
to learning, rather than rote and uncritical learning of given truths.
• High knowledge and high skills: the minimum standards of knowledge
and skills to be achieved at each grade are specified and the curriculum
sets high, achievable standards in all subjects.
• Progression: content and context of each grade shows progression from
simple to complex.
• Human rights, inclusivity, environmental and social justice: infusing the
principles and practices of social and environmental justice and human
rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades 10–12 (General) is sensitive to
issues of diversity such as poverty, inequality, race, gender, language, age,
disability and other factors.
• Valuing indigenous knowledge systems: acknowledging the rich history
and heritage of this country as important contributors to nurturing the
values contained in the Constitution.
• Credibility, quality and efficiency: providing an education that is
comparable in quality, breadth and depth to those of other countries.
The National Curriculum and Assessment Policy Statement Grades 10–12
aims to produce learners who are able to
• identify and solve problems and make decisions using critical and creative
thinking
• work effectively as individuals and with others as members of a team
• organise and manage themselves and their activities responsibly and
effectively
• collect, analyse, organise and critically evaluate information
• communicate effectively using visual, symbolic and/or language skills in
various modes
• use science and technology effectively and critically showing
responsibility towards the environment and the health of others
• demonstrate an understanding of the world as a set of related systems by
recognising that problem solving contexts do not exist in isolation.
Inclusivity should become a central part of the organisation, planning and
teaching at each school. This can only happen if all teachers have a sound
understanding of how to recognise and address barriers to learning, and how
to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified
and addressed by all the relevant support structures within the school
community, including teachers, District-Based Support Teams, InstitutionalLevel Support Teams, parents and Special Schools as Resource Centres. To
address barriers in the classroom, teachers should use various curriculum
differentiation strategies such as those included in the Department of Basic
Education’s Guidelines for Inclusive Teaching and Learning (2010).
introduction
Eng Gr11 TG.indb 3
3
2012/08/09 9:46 AM
Organising classroom practice
In order for effective learning and teaching to take place, there are a number
of factors that you need to take into account, including the following:
• the learning of English as a First Additional Language
• the Further Education and Training Phase Plan
• the Teaching Plan for Grade 11
• the Programme of Assessment for Grade 11 (both daily assessment and
the Formal Assessment Tasks)
• time allocation for learning in the classroom
• the management of learners
– group, pair and individual work
– learning styles.
Learning English as a First Additional Language
As the National Curriculum and Assessment Policy Statement Grades 10–12
notes:
Language is a tool for thought and communication. It is also a cultural and
aesthetic means commonly shared among a people to make better sense of the world
they live in. Learning to use language effectively enables learners to acquire knowledge,
to express their identity, feelings and ideas, to interact with others, and to manage their
world. It also provides learners with a rich, powerful and deeply rooted set of images
and ideas that can be used to make their world other than it is; better than it is; clearer
than it is. It is through language that cultural diversity and social relations are expressed
and constructed, and it is through language that such constructions can be altered,
broadened and refined.
When learners enter Grade 11, they should be reasonably proficient in
their first additional language (FAL) in terms of interpersonal and cognitive
academic skills. However, because many learners still find difficulty in using
their FAL to communicate, teaching and learning at FET should aim to
provide support for these learners while, at the same time, assist them to
develop a high level of proficiency in their FAL, to prepare them for further
or higher education or the world of work.
To this end, the teaching and learning of FAL should enable learners to
acquire the language skills necessary to communicate accurately and
appropriately taking into account audience, purpose and context. In addition,
it should enable learners to listen, speak, read and write the language with
confidence and enjoyment (these skills and attitudes form the basis for lifelong learning), as well as to express and justify, orally and in writing, their
own ideas, views and emotions confidently, in order to become independent
and analytical thinkers. Furthermore, the teaching and learning of FAL
should enable learners to use their FAL
• for academic learning across the curriculum
• to find out more about themselves and the world around them. This will
enable them to express their experiences and findings about the world
orally and in writing.
• to access and manage information for learning across the curriculum and
in a wide range of other contexts. Information literacy is a vital skill in
the ‘information age’ and forms the basis for lifelong learning.
4
Eng Gr11 TG.indb 4
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:46 AM
•
as a means for critical and creative thinking; for expressing their opinions
on ethical issues and values; for interacting critically with a wide range
of texts; for challenging the perspectives, values and power relations
embedded in texts; and for reading texts for various purposes, such as
enjoyment, research, critique.
In order to achieve these teaching and learning objectives, the National
Curriculum and Assessment Policy Statement Grades 10–12 focuses on four
key, but integrated, FAL skills:
• Listening and speaking
• Reading and viewing
• Writing and presenting
• Language structures and conventions.
Listening and speaking
As the National Curriculum and Assessment Policy Statement Grades 10–12
notes, the ability to listen and speak effectively is essential to interpersonal
relations and successful learning across the curriculum. You should use the
activities in the Learner’s Book to help learners develop strategies that will
enable them to
• understand and use information presented orally
• record information that they listen to
• participate in discussions and conversations, using spoken conventions
• use language to express emotions and opinions as well as to understand
the views, opinions and emotions of others.
In order to help learners develop the required strategies, the Learner’s Book
contains activities that focus on the listening and speaking process.
• Pre-listening: strategies to prepare learners for listening. For example
activating background knowledge, predicting and getting physically
prepared.
• During the listening process the following competencies are monitored:
– listening for specific information
– listening for critical analysis and evaluation
– listening for interaction
– listening for appreciation.
• Post-listening: opportunities for answering questions and reviewing
notes, using information such as diagrams, graphs, as well as
summarising, drawing inferences and conclusions, evaluating and
responding critically.
Speaking skills, on the other hand, are developed through informal and
formal conversations (including group work discussions), presentations,
and unprepared and prepared speeches. Much work in this area involves a
three-step approach: research, writing (e.g. a report for presentation) and
presentation. The Learner’s Book and this Teacher’s Guide provide strategies
for guiding learners through this process.
Reading and viewing
Effective reading and viewing involves a multiplicity of skills, such as
skimming, scanning, summarising and identifying a writer’s intention. In
order to assist learners to develop the required skills, we have divided reading
activities into three stages:
• Pre-reading, which prepares learners for reading a text and involves,
for example, making predictions about the text based on the title, or
introduction
Eng Gr11 TG.indb 5
5
2012/08/09 9:46 AM
•
•
skimming and scanning the text to identify key issues and develop an
overall sense of what the text is about.
Intensive reading, which involves a close reading of the text and requires
the systematic development of crucial reading skills, such as:
– identifying parts of speech in sentences to make sense of surface
meaning
– working out the information structure of sentences by identifying,
for example, logical connectors, in order to grasp the underlying
sense (e.g. cause and effect).
– tracing the development of ideas and arguments in a text by identifying
Post-reading, which involves synthesis and evaluation, and could include
a range of activities, such as summarising ideas in the text, or giving an
opinion about views expressed in the text.
The Learner’s Book also provides support for the study of literature. This
support is incorporated into a number of the Reading and viewing lessons,
and takes the form of a dedicated ‘Focus on Literature’. These address
a range of issues and factors related to the study of literature, while the
literary texts and activities provide learners with opportunities to revise,
further develop and refine their literary skills.
Writing and presenting
To succeed in school, in the workplace, and in today’s information-laden
society, learners must be able to express their ideas clearly and correctly in
written form. The Learner’s Book and this Teacher’s Guide provide activities
and tools that can be used to help learners acquire the fundamentals of
paragraph and essay writing, through structured, sequential instruction and
practice. The Learner’s Book approaches writing as a process, providing
encouragement, support, and practical applications throughout. Learners
begin by writing simple activities and simple paragraphs, and gradually
progress to rhetorical modes and essay writing.
The Learner’s Book stresses writing as the effective expression of ideas. To
this end, correct grammar and mechanics are presented as tools for achieving
effective expression, rather than as ends in themselves. In addition, there is
a strong focus on process writing, in which learners engage in a number of
steps in order to produce effective texts, such as planning, drafting, editing
and proofreading.
Advice on teaching writing
There is no one answer to the question of how to teach writing. There
are as many answers as there are teachers and teaching styles, or learners
and learning styles. It is sensible to use a variety of approaches, as not all
approaches will suit all learners.
However, whichever approach is used, it should be underpinned by the
process writing method. This method stresses the importance of planning,
drafting and revising before presentation of the final product.
6
Eng Gr11 TG.indb 6
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:46 AM
When writing, writers do the following things, although they might not do
all of these, and certainly not always in this order:
•
•
•
•
•
•
•
•
•
they identify why they are writing (purpose)
they identify for whom they are writing (audience)
they gather material through observing, brainstorming, making notes or
lists, talking to others and reading
they plan how to go about the task and how to organise the material
they write a draft
they (or others) read the draft critically
they revise
they prepare more drafts and then a final version
they proofread for errors.
Learners therefore need to be encouraged to see writing as a process. They
should make ‘messy notes’, scribble ideas, cross out what they have written
and start again. Once they have a good first draft, they then write out a
‘clean’ copy. Only in this way will they be able to make their writing more
interesting, organised and accurate.
You may wish to give learners a copy of the diagram here and the one on the
next page, to help them in the process of writing.
Questions to ask when writing
8
What errors need
to be corrected?
1
Why am I writing
this?
2
Who is it for?
7
How can I revise
my first draft?
3
What do I want
to say?
6
What can I
say next?
4
Do I need to
plan this?
5
How can I start?
introduction
Eng Gr11 TG.indb 7
7
2012/08/09 9:46 AM
Questions to ask when editing
Is my work well
presented?
Is my writing too
long or too short?
Is my writing in a
logical order?
Have I used
capitals and
full stops in each
sentence?
Is my title
interesting?
Has every
sentence
got a subject and
a verb?
Have I used
the wrong words
anywhere?
Text
Is any sentence
unclear?
Should I cut out any
sentences?
Should I put any of
the ideas nearer the
beginning?
Language structures and conventions
As the National Curriculum and Assessment Policy Statement Grades 10–12
notes, the skills of listening, speaking, reading and writing cannot be put into
practice without a sound knowledge of language structure, as well as a wide
functional vocabulary. To this end, while the Learner’s Book has a focused
language section for each week (called Focus on Language), grammar and
vocabulary teaching and learning are always contextualised and integrated
with the other language skills. Thus, for example, speaking and listening
are used to get learners to practise language structures and vocabulary that
form the focus of the activities for a specific week. These structures and
vocabulary are then reinforced by highlighting them in texts that learners
must read. After these activities, the mechanics and meaning of the grammar
is unpacked, and learners practise using the new language structures.
The Further Education and Training Phase Plan for English First Additional
Language (FAL)
In order to ensure learners are competent in their FAL by the end of Grade 12,
the curriculum is organised according to the following skills, content and
strategies.
Overview of language skills, content and strategies
Listening and Speaking
Listening process
• Pre-listening: strategies to prepare learners for
listening e.g. activating background knowledge,
predicting, dealing with key vocabulary, getting
physically prepared
• During listening:
• Listening for specific information (e.g. main idea)
• Checking comprehension
• Listening for critical analysis and evaluation
• Listening for interaction
• Making notes
8
Eng Gr11 TG.indb 8
Reading and Viewing
Reading and viewing process:
• Pre-reading: strategies to prepare learners for
reading e.g. activating background knowledge,
predicting, skimming headings
• Reading: close reading of text supported by teacher’s
questions; development of strategies e.g. inferencing;
focus on word choice, use of language, imagery, etc.
• Post-reading: interpreting the text as a whole
using strategies such as synthesising, summarising,
comparing and contrasting, inferencing, evaluating,
drawing conclusions, expressing opinions
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:46 AM
• Listening for appreciation
• Identifying and interpreting non-verbal clues
• Post-listening: answering questions, reviewing
notes, using information (e.g. to label a diagram),
summarising, drawing inferences and conclusions,
evaluating, responding critically
Writing and Presenting
Process writing strategies:
• Selecting a text type/genre and topic
• Planning / Pre-writing – analysing the structure and
language features of the text type/genre
• Drafting, revising, proof-reading, editing, presenting
Speaking
• Informal speaking e.g. conversations, using the
features and conventions of oral texts, such as
turn-taking
• Formal speaking and presenting:
• Planning, researching and organising ideas
and information
• Presenting: showing awareness of audience
and context; using appropriate and accurate
language structures and conventions; clear
delivery, using appropriate verbal and non-verbal
techniques
Written text types/genres:
• Essays, longer and shorter transactional texts
(Cognitive academic and creative): information
report, procedures, explanations, persuasion/
argumentative, discussion/ discursive, reflective,
reviews (films or books), narrative, descriptive
• Longer and shorter transactional texts (Personal/
Interpersonal): diary/journal, e-mail, personal letter,
personal recount, invitation, obituary, dialogue,
interview, speech
• Transactional texts (Business): business letter, CV,
form-filling, agenda, minutes, flyer, advertisement,
e-mail
• Transactional texts (Informative): newspaper
article, magazine article, giving directions
Oral text types/genre
• Informal: discussion, conversation, dialogue, group
work, unprepared reading aloud
• Formal: prepared speech, unprepared speech,
reading aloud, interview, panel discussion, debate,
giving directions and instructions, introducing a
speaker, offering a vote of thanks
Language structures and vocabulary
Language structures and vocabulary are taught in the context of the above skills and also as part of a systematic
language development programme. This should include word choice, spelling, sentence construction, parts
of speech, punctuation, paragraph writing, revision of grammatical structures taught in earlier grades, and the
introduction of new grammatical structures. In language development, critical areas, such as verb tenses, concord
(including syntax) and prepositions, should be paid special attention. In this regard, it is important to use learners’
written work to identify common and recurring errors, and then to use these to develop customised remedial
worksheets.
Special attention should also be given to vocabulary development, which includes:
• Synonyms, antonyms, paronyms, polysemes, homonyms, homophones, one word for a phrase
• Figures of speech (simile, metaphor, personification, oxymoron, metonymy, onomatopoeia, hyperbole, contrast,
irony, sarcasm, anti-climax, symbol, euphemism, litotes, oxymoron, paradox, pun, understatement, synecdoche)
• Idiomatic expressions/idioms/proverbs
• Borrowed, inherited, new words (neologisms), and etymology (origin of words)
• Parts of words: Prefixes, roots, and suffixes.
Because meaning is embedded in language structures and vocabulary, language teaching (including vocabulary
development) should be integrated with the language skills in terms of developing learners’ critical language
awareness skills. For example, through a close analysis of sentences, learners can identify logical connectors
that enable them, for instance, to detect inferences. Or, through a thorough engagement with vocabulary, they
are enabled, for example, to identify emotive and manipulative language, which can lead to uncovering bias,
prejudice, stereotyping and writer’s purpose.
To ensure that these language skills, content and strategies are covered in Grade 11, each
teacher needs to draw up a Teaching Plan for Grade 11 based on this phase plan. Study
& Master English provides such a plan (see page 10), and follows the requirements of the
curriculum exactly. In this way, we hope to make the teacher’s very busy life a little easier.
introduction
Eng Gr11 TG.indb 9
9
2012/08/09 9:46 AM
The Teaching Plan for Grade 11
English as a First Additional Language is taught in two-week cycles of
nine teaching and learning hours. In the Learner’s Book and this Teacher’s
Guide, each cycle of two weeks’ work covers the required FAL skills:
Listening and speaking; Reading and viewing; Writing and presenting; and
Language structures and conventions. In addition, each cycle – which is
organised around a theme that will draw learners’ attention – includes a
Focus on Literature feature, which can be used to assist learners to develop
their literary skills. These skills can then be applied when they study their
literature setworks.
The Learner’s Book and this Teacher’s Guide are organised according the
Teaching Plan for Grade 11 in the National Curriculum and Assessment
Policy Statement Grades 10–12.
How Study & Master English covers the Curriculum and Policy Statement for FAL Grade 11
TERM 1: INDEPENDENCE
Units and Weeks
Listening and speaking
Reading and viewing
Writing and presenting
Language
Pages
Unit 1:
Autobiographies
and biographies
Active listening
Listening for main ideas
Long Walk to Freedom,
Nelson Mandela
Intensive reading
Identifying facts and
opinions
Making inferences
Process writing
Informative texts
Paragraph construction
Subject-verb-object
structure
Sentence types
2–10
Week 2
Listening for information
‘This Time Tomorrow’, Ngugi
Wa Thiong’o
Literary issues and elements
Statements
Using determiners
Vocabulary development
11–20
Unit 2: Who
am I?
Unprepared reading aloud
Hamlet, William Shakespeare
‘The Road Not Taken’, Robert
Frost
Analysing plot and imagery
Plan for an imaginative
essay
Using a thesaurus
Synonyms
Adding prefixes or suffixes
21–29
Week 1
Week 3
Week 4
Unprepared reading aloud
‘Ha’penny’, Alan Paton
Group discussion of cartoons Analysing plot
Process writing
Imaginative essay
Adverbs and adjectives to
express emotion
29–38
Unit 3:
Teenagers’
concerns
Summarising
Identifying main ideas and
supporting details
Summarising
Point-form summary
Types of nouns
39-49
Week 6
Listening for main ideas
‘Choice’, www.
myadmissionsessay.com/
samples/application-essayon-everyday-choices.html
Summarising
Extending notes into a
full text
Using nouns
Vocabulary development
49–54
Unit 4: Telling
stories
Prepared reading: ‘The
Toilet’, Gcina Mhlophe
Evaluating prepared reading
Creating characters
Narrative essay preparation:
setting and dialogue
Direct and indirect speech
55–64
Week 5
Week 7
Week 8
Prepared reading strategies Rhetorical devices in poetry
Presenting prepared reading
Process writing
Narrative essay
Grammar skills practice
Using a dictionary
64–72
Unit 5: It’s in the
beat
Listening to/discussing
music
Using stock phrases
Comparing and contrasting
songs
Table of contrasting features
Sound devices
73–80
Presenting extended
reading project
Analysing a song
A magazine interview
Extended reading of setwork
(for holiday)
Use of language in song
lyrics
80–85
Week 9
Week 10
10
Eng Gr11 TG.indb 10
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:46 AM
TERM 1: PEOPLE
Week
Listening and speaking
Reading and viewing
Writing and presenting
Grammar focus
Pages
Formal Assessment Tasks in Term 1
FAT 1
Listening comprehension
Dialogue
86
FAT 2
Narrative essay
87
FAT 3
Longer transactional writing
87
FAT 4
Test 1
87–94
‘Baby is neither a boy nor a
girl’, Sunday Argus
Comprehension, summary
and language
The Government Inspector,
Nicolai Gogol
Literature: Contextual
TERM 2: MY COUNTRY
Units and Weeks
Listening and speaking
Reading and viewing
Unit 6: Tourism
Explaining visual texts
Giving directions
Down Second Avenue, Ezekiel Written directions
Mphahlele
Directions from a literary text
Intensive reading
Week 12
Transferring information
into a table
‘The Cradle of Humankind’,
www.maropeng.co.za
Tourist brochures
Bus timetables
Visual literacy: photographic
images
Process writing
Factual description of a
place in a tourist brochure
Pamphlet
Vocabulary related to
direction, distance and
proportion
Adjectives
105–113
Unit 7: Myths
and folk tales
Planning a formal
researched speech
‘Motikatika’
Intensive reading
Exploring setting, plot,
characters and themes
Process writing
Plan a literary essay
Concord
114–126
Week 14
Presenting a formal
researched speech
‘The Calabash Kids’
Intensive reading
Writing and connecting
paragraphs
Grammar skills practice
Concord
Vocabulary development
126–131
Unit 8: Meetings
Planning a meeting
‘Arrests made in protest over
electricity’, www.news24.com
Informative texts
Intensive reading
Written agenda for a
Terms/ jargon related to
meeting
meetings
Taking notes from a meeting
132–137
Week 16
Conducting a meeting,
following procedures
Newspaper/ magazine
articles
Minutes of a meeting
Paragraph structure in
newspaper/ magazine
articles
Conventions related to
minutes of a meeting
137–141
Unit 9:
Advertising
Holding a debate, following
procedures
‘Whites took our land’, news. Drafting an advertisement
iafrica/com/sa/726476.html
Critical reading and emotive
language
Political cartoons,
advertisements and news
reports
Figurative language and
rhetorical devices
The language of advertising
142–150
Debates: feedback
Listening for attitude and
position
‘The Killer’, D.J. Brindley
Critical reading
Figurative language
150–154
Week 11
Week 13
Week 15
Week 17
Week 18
Writing and presenting
Completing an
advertisement
Language
Pages
96–104
Prepositions
Adjectives
Comparative and superlative
forms of adjectives
Formal Assessment Tasks in Term 2
FAT 5
Formal researched speech
FAT 6
FAT 7
Mid-year
examination
Manhood, John Wain
Paper 1: Language in
context
introduction
Eng Gr11 TG.indb 11
155
Paper 2: Literature
155–156
Paper 3: Writing
156–172
11
2012/08/09 9:46 AM
TERM 3: MEDIA AND COMMUNICATION
Units and Weeks
Listening and speaking
Reading and viewing
Writing and presenting
Language
Pages
Unit 10: Points
of view
Planning a panel discussion
‘Are cell phones dangerous?’
‘Dual nature of ecotourism’
Discursive texts
Process writing
Discursive essay (on a
motion)
Logical connectors and
conjunctions
174–181
Week 22
Presenting a panel
discussion
‘Smoking must be banned
in public places’, www.bbc.
co.uk
Summarising
Table of an argument for
and against the topic
Grammar skills practice
based on mid-year
examination
182–186
Unit 11: Creative
writing
Discussing issues related to
a poem
‘Sounds of a Cowhide Drum’,
Mbuyiseni Oswald Mtshali
Features of poems
Introductions and
conclusions in descriptive or
narrative writing
Body of a descriptive or
narrative essay
Clichés
187–195
Week 21
Week 23
Week 24
Discussing issues related to a ‘The Coffee-cart Girl’, Es’kia Process writing
short story
Mpahlele
Descriptive or narrative
Focus on plot in a short story essay
Verb tenses
Vocabulary development
196–205
Unit 12: Mass
media
Week 25
Presenting a formal
researched speech
Mass media shorter texts
Focus on register, style and
voice
An advertisement
Abbreviations and
acronmyms in classified
advertisements
206–213
Week 26
‘Text 1: Newspapers’,
en.wikipedia.org
‘Text 2: The Big Issue’, www.
bigissue.org.za
Listening to a text (peer
assessment)
Comparing texts for register,
style and voice
Formal letter of enquiry
in response to a classified
advertisement
Grammar skills revision
213–219
The Bughouse, Lesley Milne
Intensive reading
Characterisation
Drafting an imaginative
response to a photograph
Literal and figurative
meaning
220–228
Listening to texts for
Unit 13:
Interpreting texts pleasure/ appreciation
Week 27
Week 28
Listening for pleasure/
appreciation
Discussing elements of radio
dramas
The War of the Worlds, H.G.
Wells
Discussing different genres
in fiction
Process writing
Imaginative text in response
to a photograph
Vocabulary development
228–233
Unit 14: Critical
language
awareness
Prepared reading of letter to
the press
Intensive reading
Focus on critical language
awareness
Analysing a letter to the
press
Drafting a letter to the press
Denotation and connotation
Explicit and implicit
meaning
Assumptions
234–242
Process writing
Letter to the press
Diary entry
Grammar skills practice
242–250
Week 29
Week 30
Presenting prepared reading ‘The Sisters’, Pauline Smith
of letter to the press
Intensive reading
Evaluating messages or
themes
Formal Assessment Tasks in Term 3
FAT 8
Unprepared speaking
OR
Prepared reading
FAT 9
FAT 10
Test 2 OR
Literature:
Contextual
12
Eng Gr11 TG.indb 12
251
Shorter transactional text
‘The Independent
Communication Authority
of South Africa’, www.icasa.
org.za
Comprehension, language
and summary
OR
‘A Time to Talk’, Robert Frost
Literature: Contextual
253
253–258
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:46 AM
TERM 4: GETTING ON ...
Units and Weeks
Listening and speaking
Reading and viewing
Writing and presenting
Language
Pages
Unit 15: Dealing
with bias and
prejudice
Critical listening for bias and
prejudice
‘Our people are facing
extinction’, Julius Malema
Critical language awareness
Rewriting a text to remove
bias
Planning an argumentative
essay
Active and passive voice
260–271
Week 32
Group discussion
‘The Serf’, Roy Campbell
Exploring the theme of a
poem
Process writing
Argumentative essay
Using a thesaurus
Synonyms
272–277
Unit 16: Taking
notes
Note-taking skills practice
‘How to charge a cell phone’
Procedural texts
The Have-Little, Migdalia
Cruz
Intensive reading
Procedural text and
explanatory diagram
Email
Chronological order
278–287
Week 31
Week 33
Week 34
Taking notes on a procedural ‘Willem Prinsloo’s Peach
text
Brandy’, Herman Bosman
Listening for sequence
Intensive reading
Summaries
Grammar skills revision
Vocabulary development
287–294
Unit 17:
Appreciation
Listening for appreciation
‘Life is difficult’, Scott Peck
Intensive reading skills
revision
Reading for comprehension
Process writing
Informal letter of thanks
Focus on ways of saying
thank you
Culturally appropriate forms
of address
Register
295–303
Week 36
Musical appreciation
‘Binge drinking must be
stopped’, Boston Globe
Intensive reading skills
revision
Summarising
Essay-writing skills revision
Essay on a chosen topic
Vocabulary development
304–311
Unit 18:
Wrapping it up
Group discussion on study
schedules
‘The Yellow Ribbon’, Pete
Hamill
Literature revision
Planning and editing
revision
Reflective essay
Idioms, proverbs and sayings 312–321
Understanding and
explaining exam
instructions
‘Anthem for Doomed Youth’,
Wilfred Owen
Lord of the Flies, William
Golding
Literary texts exam practice
Essay-writing skills revision
Essay on a chosen topic
Facsimile
Grammar skills revision
321–327
Paper 2: Literature
Paper 3: Writing
Paper 4: Orals
328–345
Week 35
Week 37
Week 38
Formal Assessment Task in Term 4
Weeks 39 & 40
FAT 11
End of year
examination
Paper 1: Language in
context
Daily Assessment
There are different methods of recording assessment results. The Formal
Assessment Tasks that learners complete at the end of each term are dealt
with in the Formal Assessment section of this file. This section deals with
daily assessment in the classroom, in all its forms – baseline, continuous and
informal assessment.
The recording method you choose for an assessment activity is closely
linked to the assessment method you are using to evaluate the learners’
performance. You will need to choose recording methods (and therefore
assessment methods) that allow you to collect the kinds of evidence needed
for the learners’ portfolio requirements and overall continuous assessment
requirements.
introduction
Eng Gr11 TG.indb 13
13
2012/08/09 9:46 AM
These are various different types of recording instruments, namely
• rating scales
• task lists or checklists
• rubrics.
Rating scales: These are marking systems where you link a rating or mark
to a description of the learner’s achievement. You assess the learner’s level
of achievement in terms of particular competences that he or she must
demonstrate (these are the subject competence descriptions for each grade),
and you assign a rating or mark to the learner to indicate how well he or she
demonstrates each competence.
During the process of teaching and learning, your detailed assessment of
the learner’s competence is more important than the coded score you give
for the competence level. The detailed assessment is your description of
what the learner is doing well and what he or she needs to do to improve
performance in that skill or knowledge area. This assessment may also
include assessments made by the learner, a peer and a group. The score you
give is only a summary of this detailed assessment, to be used for keeping
records of the learner’s work.
The National Curriculum and Assessment Policy Statement Grades 10–12 uses
a seven-point scale of achievement. This scale is shown in the table below.
Rating Code
7
6
5
4
3
2
1
Description of Competence
Outstanding
Meritorious
Substantial
Adequate
Moderate
Elementary
Not achieved
Marks (%)
80–100
70–79
60–69
50–59
40–49
30–39
0–29
Scale of achievement for the National Curriculum and Assessment Policy Statement
Grades 10–12
Task lists or checklists: These consist of separate statements describing how
you expect the learners to perform in a particular task. The statements are
the criteria the learners must meet to succeed. When you (or the peer/group
assessors) observe that the learner has satisfied each statement on the list by
doing what it describes, you tick off the statement. Checklists of this kind are
very useful for peer and group assessment methods.
To work well, the statements on the list need to describe in clear, concrete
terms what the expected performance actions are for the task. For example,
if the task consists of writing a point-form summary, the checklist could
include the following statements:
• uses a title/subject line and a colon
• writes three different valid points
• uses some type of bullet
• does not use finite verbs
• stays within the word limit.
14
Eng Gr11 TG.indb 14
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:46 AM
Rubrics: These are a combination of rating codes and descriptions of
standards. They specify what a learner must do, and at what level of
competence, in order to be rated with a particular code. The rubric describes
the range of acceptable performances in each band of the rating scale.
Rubrics require teachers to know exactly what the learner must achieve, and
at what level of competence, to meet the particular outcome being assessed.
You can use a rubric to make a holistic assessment showing learners’ abilities
in relation to achieving specific language skills. You can also use rubrics at
a more specific level to assess how well learners are meeting one or a few
aspects of a particular language skill.
To design a rubric, you need to decide the following:
• Which language skills are being targeted?
• Which aspects of the language skills are being targeted?
• What kind of evidence should be collected?
• What are the different parts of the performance that will be assessed?
• What different assessment instruments best suit each part of the task
(such as the process and the product)?
• What knowledge should the learners demonstrate?
• What skills should learners apply or what actions should they take?
• What opportunities does the task provide for expressing personal opinions,
values or attitudes, and which of these should be assessed and how?
• Should one rubric target all the language skills of the task, or does the
task need several rubrics?
• How many rubrics are, in fact, needed for the task?
It is crucial that you share the rubric (or rubrics) with the learners before they
do the task. The rubric clarifies both what the learners should do, and what
they should be learning as they carry out the task. It becomes a powerful tool
for self-assessment.
When the learners have completed the task and you are assessing their
performance, you need to be sure that:
• the learner is only assessed once for each criterion within the rubric;
• you complete the comment column of the rubric for each criterion, for
later moderation purposes;
• no criterion is removed from the rubric without explaining why this is
being done. This is necessary for moderation purposes.
There is a selection of rubrics in the Extra Resources section of this file. You
may photocopy and use these to assess the questions in this course. If you
have a limited budget for photocopying at your school, then the simpler ones
can be copied down off the board and into their workbooks by the learners.
Time allocation
In order to cover the curriculum requirements, include the Formal
Assessment Tasks in your time planning (see the Formal Assessment section
of this file). The Study & Master English Teaching Plan makes provision for
this Formal Assessment time.
The First Additional Language curriculum is based on a 40-week academic
year with an allocation of 4.5 hours of teaching and learning time per week.
Language is taught in two-week cycles of nine hours. Timetabling should
introduction
Eng Gr11 TG.indb 15
15
2012/08/09 9:46 AM
make provision for one double period per week, to allow for completion of
extended activities such as writing. In a two-week cycle the following time
allocation for the different language skills is suggested.
Skills
Time allocation per twoweek cycle (Hours)
%
Listening and speaking
1
10
Reading and viewing: Comprehension and
literature
4
45
Writing and presenting
3
35
Language structures and conventions (this is
also integrated into the 4 skills)
1
10
The time allocation for normal teaching/learning in Grade 11 is 36 weeks.
Four weeks are set aside for examination (Formal Assessment) purposes.
Management of learners
The National Curriculum and Assessment Policy Statement demands that
you make extensive use of group and pair work, which will require effective
management of learners. Learners come from a variety of backgrounds, and
have very individual learning styles. This can make group work challenging.
In addition, many teachers in South Africa work in overcrowded classrooms,
which makes learning difficult. By getting a class to work in groups, a teacher
is able to overcome some of these problems. Smaller groups are easier to
handle, and learners feel more positive about themselves when they get
positive feedback from their peers during group work.
Setting up effective group work
Certain learning tasks are better approached through a whole class session;
others lend themselves to group work. For example, at the beginning of a
session, it is a good idea to have a stimulating lesson with the whole class
together. Once the learners are feeling enthusiastic, they can go off in small
groups to carry out different tasks.
There are different ways of grouping learners. Teachers should try to
use different ways of grouping learners for different questions or sets of
activities.
Working in pairs and groups of three to six learners means that learners have
a chance to express themselves more often than if they were part of a class
of 40 or more. They learn to work in a team, helping each other freely where
their knowledge or skill is strong and being helped where it is weak. Some
learners might also be too shy to ask a question in front of a whole class but
feel at ease asking a small group of friends.
Different types of groups
• Language groups: If you have learners with different home languages,
you can put the speakers of each language into their own language
group. Same-language groups enable all the learners to develop their
understanding of a new concept in their own language. On other
occasions you can create mixed-language groups. Learners working in
their second language or third language can be helped with translation,
and have a greater chance to contribute than they would in a large class.
16
Eng Gr11 TG.indb 16
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:46 AM
•
•
•
•
Ability groups: There are times when it is useful to divide learners into
groups according to how well they achieve in the Languages subject. The
top achievers in the class can be grouped together, the average learners
can form a group, and the less able learners can be grouped together. The
learners should choose their own group names, and it is important that
these names in no way indicate that any group is inferior or superior.
Remedial groups: When you have finished assessing some aspects of the
learners’ work, you often find a few learners from different groups with
the same problem. There may be a new concept they have not quite
grasped, or a few learners may have been absent at the same time while
you were dealing with new work. You can then group them together
temporarily, while you help them sort out the problem.
Mixed-ability groups: These work well when the groups all work on their
own while the teacher circulates between them. It is also a good idea
to vary the members of these groups so that learners have experience
of working with different classmates. For instance, new groups can be
formed each time a new unit is started.
Other kinds of groups: Some other ways of varying the groups in a class are:
– learners choose their own groups
– you nominate members according to what team would work best for
a particular task
– you group capable workers with inefficient workers to speed them up
– you group strong leaders with followers
– you group similar personalities (e.g. all the quiet learners, to give
them a chance to talk without being overwhelmed by the more
assertive learners).
Teaching styles versus learning styles
Teachers usually benefit enormously once they examine their teaching styles,
and evaluate the impact of these styles on learners. This should be part of an
ongoing skills development process.
Ask yourself, “How is my teaching approach compatible with the learning
styles of the children in my classroom? Does it enhance, or stifle, their
curiosity in the learning process?”
Here are some of the teaching styles that are recognised by educationalists:
• the task-oriented teacher (gives tasks, expects learners to get on with it)
• the co-operative planner (invites learners to be part of the planning)
• the learner-centered teacher (the well-being of learners is more
important than the subject being taught)
• the subject-centered teacher (content counts – the teacher puts the
content across and the learners are the recipients).
Each of these teaching styles is distinct, and none is right or wrong. The task
is to match your style to the needs of your learners, in order to get results
in the classroom. If you can identify your own style, it will help you to
understand your practice.
Learners, too, have their own learning styles. Practical learners benefit from
being given concrete, measurable tasks to perform. Girls often benefit more
from a learner-centred approach. If you are working with groups in your
class, you may want to adapt your style to the needs of particular groups.
Faster learners can be given tasks to perform independently, while you work
introduction
Eng Gr11 TG.indb 17
17
2012/08/09 9:46 AM
in a more co-operative manner with learners who are struggling. Learners at
all age levels differ from one another in their ability to carry out independent
projects and activities. Some can handle long-term assignments, while others
work independently only for short periods of time.
Working with different teaching styles
• Identify your own instructional approach and learning style.
• When you study your learners’ learning styles, begin with a few learners, usually
those who are having difficulties in the classroom.
• Work out how far you can move from your instructional strengths and preferences,
while still being effective and feeling comfortable.
• Don’t change too much at a time – build your classroom experiences in a flexible,
steady manner, adding one strategy at a time.
• Try to use all modes of learning (visual, auditory, tactile, and kinesthetic) when
teaching concepts and skills.
Culture and learning styles
Cultural upbringing plays a decisive role in determining a learner’s style of
learning, and differences in learning styles may develop because of a learner’s
early childhood experiences. Numerous research reports have attempted to
identify learning-style preferences among learners from a variety of cultures,
in an attempt to find out how to use these preferences to enhance learning.
Clearly, as a result of the diverse cultural backgrounds of learners in
South Africa, this difference in learning styles must be part of the teacher’s
preparation process, in order to maximise children’s potential in the
classroom.
It is essential for principals, teachers, and related personnel to recognise the
importance of understanding and respecting cultural diversity in all aspects
of learners’ experiences in the classroom and in school. There are essential
variables to keep in mind when school personnel are working towards
implementing cultural sensitivity to all learners. Included in the variables are:
• creating a positive perspective on parental and family involvement in the
schooling process of the children;
• making an effort to understand a variety of cultures other than one’s
own, especially those that are represented in the school. Included in the
areas that school personnel need to understand are language, learning
styles, and means of communication;
• establishing concrete plans to connect learners’ culture and the school
learning process in a positive manner.
18
Eng Gr11 TG.indb 18
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:46 AM
term one
Independence
The first term focuses on the concept of
independence. In this term, the learners will
develop the following language skills.
Listening and speaking
• listening for information
• unprepared reading
• listening for main ideas
• prepared reading aloud
• listening to and discussing songs
Reading and viewing
• informative texts
• features in literary texts
• elements in literary texts
• summarising
• evaluating theme in literary texts
• comparing song texts
Writing and presenting
• process writing
• informative texts
• statements
• imaginative response
• point-form summary
• extending notes into texts
• narrative essays
• tabulating information
• visual texts
Language
• statements
• sentence structures
• adverbs and adjectives
• prefixes and suffixes
• nouns
• direct and indirect speech
• sound devices
• stock phrases
• vocabulary development
1
Eng Gr11 TG.indb 1
2012/08/09 9:46 AM
Unit 1
Weeks 1 & 2
Autobiography and biography
In Weeks 1 and 2 learners look at informative texts: summaries, paragraphs,
statements and sentence structures.
Week 1
Activity 1
Listening and speaking (LB p. 2)
In this activity the learners listen to a text for comprehension and information.
Note
If you have access to a DVD player, you could try to obtain a DVD that has independence
as its theme, which you can show learners. In this case, you will have to devise your own
activity, based on whichever DVD you show the class, The point of the activity is both to
get learners to develop listening skills that will enable them to comprehend what they
listen to/view, and to extract specific information from the DVD.)
These icons mean
work alone
work in pairs
group work
class work
Introduce the activity by asking learners to discuss the difference between
hearing and listening. Take feedback, stressing that whereas hearing is a
passive activity (we hear sounds around us all the time), listening is an active
process that requires a number of skills and steps.
Then revise with learners what is meant by the main idea in a text, and how
they can go about identifying it, for example:
• looking for an idea that is repeated
• noting ideas that are introduced by expressions such as ‘the most
important’; ‘the primary reason’; and ‘it is essential’.
• asking: ‘what is the main purpose of this text’?
Now read the text to the class, telling learners to write down the main idea
in it. They then work in groups to compare the main ideas they have written
down, and discuss how and why their main ideas may differ. (Point out that
they do not have to write down the actual words from the text, which express
the main idea. They can use their own words to describe it.)
Here is the text you can read to them. It comes from Down Second Avenue,
an autobiography of Es’kia Mphahlele. (Mphahlele changed his name from
Ezekiel to Es’kia in 1977.)
I have never known why we – my brother sister and I – were taken to the country
when I was five. We went to live with our grandmother. My father and mother
remained in Pretoria where they both worked, my father a shop messenger in an
outfitters’ firm; Mother as a domestic servant. That was in the autumn of 1924.
I remember feeling quite lost during the first weeks in that little village of
Maupaneg, seventy-five miles out of Pietersburg town, a village of about 5000 people.
My grandmother sat there under a small lemon tree next to the hut, as big as fate, as
forbidding as a mountain, stern as a mimosa tree.
2
Eng Gr11 TG.indb 2
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
She was not the smiling type. When she tried, she succeeded in leering muddily.
But then she was not the crying type either: she gave her orders sharp and clear. Like
the sound she made when she pounded on the millstone with a lump of iron to make
it rough enough for grinding on. I do not remember ever being called gently by her.
One of her two daughters was the spit of her; the other anaemic and fawning. But they
seldom came home. They worked in Pretoria. When they were not working they had
children without being able to secure a man they could really call a husband. I haven’t
seen them or my grandmother now for the last twenty years, although I know they are
still alive.
(Source: Ezekiel Mphahlele – Down Second Avenue, Faber & Faber Limited, 3 Queen Square London WC1, 1980)
You can then let the class read and discuss the Focus on Listening.
Understanding the steps and skills required in listening should help learners
to become more active and critical listeners. Some of these steps and skills,
replicated from the Learner’s Book, are outlined below.
1 Tuning in – The listener must tune in to the speaker and the subject,
mentally calling up everything known about the subject and shutting out
all distractions.
2 Questioning – The listener should mentally formulate questions, such as:
• What will this speaker say about this topic?
• What is the speaker’s background?
• I wonder if the speaker has an agenda?
3 Listening – The listener should organise the information as it is received,
anticipating what the speaker will say next and reacting mentally to
everything heard. Part of this organising involves:
• categorising information (e.g. into facts and opinions)
• listening for markers or signals (e.g. words that indicate the
information structure of the oral text, such as ‘because’ which shows
that a reason is to follow).
4 Reviewing – The listener should go over what has been said, constantly
summarising and evaluating. Main ideas should be separated from
subordinate ones.
Take feedback from the class, ensuring that they can explain what each of the
steps and skills in active listening entails.
Baseline assessment
Observe the learners’ group discussions and use their feedback to note the
extent to which they are fluent in English (including pronunciation and
syntax). Use your observations as a baseline assessment of the learners’
ability in spoken English.
You should also use learners’ feedback to assess the extent to which they are
able to identify the main idea in a text that is read to them, as well as their
understanding of the steps and skills involved in active and effective listening.
Suggested answers
2Learners can provide two possible answers: the main idea is the author’s
recollection of being taken to his grandmother’s house when he was five,
or the author’s description of his grandmother.
Extension work
You could extend the activity by asking learners to identify specific
information in the text. For example:
term one • WEEK 1
Eng Gr11 TG.indb 3
3
2012/08/09 9:46 AM
•
•
•
•
How old was the author when he went to live with his grandmother?
What is today’s name for the town near where his grandmother lived?
How many people lived in his grandmother’s village?
Where did his grandmother’s daughters work?
If there is sufficient time, you could also read the class a second extract (see
below) after they have read and discussed the Focus on Listening. This will
give them an opportunity to see if they can put the skills and strategies
outlined in the Focus on Listening into practice and, in so doing, improve
their ability to identify key ideas in texts to which they listen. You should also
use this activity to note which learners had difficulty in identifying the main
idea in the text that you read to them. You should then work in groups with
these learners, focusing on using short, one-paragraph texts.
Here is the additional text that you can read to the class. It also comes from
Down Second Avenue by Es’kia Mphahlele.
One of the families in the village kept their goat among ours. Their boy and I alternated
in herding them and going to school. I began to detest the whole idea of school. I
came to associate it with physical pain – with the rod, which the teachers applied
liberally as a panacea for teacher and organisational ills. If I had any choice in the
matter, I should rather have revelled in the sun, the music of the birds, a plunge into a
cool stream than go to school.
Yes, I hated school, and swore to myself I would loathe it to the end of my life.
The faces of those pedagogues seemed to tell a story of torture. And they seemed
to want to work it off on us with a rod. So I rather enjoyed it whenever I went with
my grandmother and paternal uncle to the fields beyond the school and spent a few
days ploughing or hoeing or keeping the birds away or harvesting. I ceased to regard
school as any place where a sensible person might spend a day. Indeed all other
children attended school by fits and starts. And the teachers seemed to view it with
nothing but boredom.
(Source: Ezekiel Mphahlele – Down Second Avenue, Faber & Faber Limited, 3 Queen Square London WC1, 1980)
FAT
Extended reading project
During Grade 11 learners must complete an extended reading project. Discuss the
requirements of this project with the class. For example, indicate that the project
could take the form of articles on the theme of independence that they must collect
from newspapers and magazines. These should be cut out and kept in a file. Learners
could then be required to produce written work on these articles, such as vocabulary
development, summaries, a report or opinion pieces.
Alternatively, the extended reading project could involve reading a book per term
(titles – which should focus on the theme of the term – to be approved by you first) and
then writing a book review on each title they have read. They could use this format:
• Title
• Main characters
• Author
• Plot outline
• Genre
• Appreciation
• Publication details (publisher, date,
place of publication, ISBN)
It is important that this extended reading project is initiated in the first week of Term
1, since learners must present unprepared reading aloud in Week 2. They must also
present their extended reading projects at the end of Term 1. Make sure that you
provide learners with criteria (or a rubric) that will be used to assess their extended
reading projects.
4
Eng Gr11 TG.indb 4
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Activity 2
Reading and viewing (LB p. 3)
This activity focuses on developing the learners’ intensive reading skills
by getting them to engage with an extract from Nelson Mandela’s
autobiography, Long Walk to Freedom.
Revise the main steps involved in intensive reading, pointing out that
intensive reading is designed to assist learners to comprehend a text from
word level upwards, so that they have a full understanding of the text,
its main and supporting ideas, the way it is structured and the author’s
intention in writing it. Make sure they understand the following and what
each one entails:
• pre-reading – skimming and scanning
• close reading – to identify the information structures and meaning in the
text, including its purpose
• post-reading – applying what they have read (this can involve, for
example, relating the text to their own experience, identifying the
author’s agenda, synthesising parts of the texts to draw conclusions,
evaluating the effectiveness of a text in terms of its purpose, and
comparing and contrasting different aspects of texts).
Depending on the level of the learners in your class, you can then let them
work individually or in pairs to complete the question. (Each learner should,
however, produce written work.) You may want to take feedback from the
class after each question has been completed. You could also set Questions 2
and 3 for homework, using the next lesson to discuss their answers.
Baseline assessment
Use your discussion with the learners as well as their feedback to assess
the extent to which they understand what skimming and scanning are, and
whether they can use these two pre-reading skills. This activity will also allow
you to baseline assess their grasp of:
• signal words in texts (e.g. ‘during’; ‘but’)
• the meaning conveyed in different verb tenses.
Personal dictionaries
Tell learners that they should each start a personal dictionary, and set it out as follows:
• They should write down at least 10 new words each week.
• Next to each word, they should write down its definition.
• Below each word and its definition, they should write down a sentence that shows
that they understand the meaning of the word.
Suggested answers
1 Difference between skimming and scanning: one skims a text to find out
what it is generally about by letting one’s eyes move over a text quickly,
looking for clues to meaning; one scans a text to find specific information
in it. Scanning also involves moving one’s eyes quickly over a text, but
ignoring information that is not relevant to what one is looking for.
a The main idea in the text: ‘I have cherished the ideal of a democratic
and free society in which all persons live together in harmony and
with equal opportunities.’ (Learners can express this in their own
words. The main idea is that Mandela’s struggle has been to achieve a
democratic society in which all people are free and equal.)
term one • WEEK 1
Eng Gr11 TG.indb 5
5
2012/08/09 9:46 AM
2
3
b Note that learners’ definitions can differ from those below; what
is important is that their definitions show an understanding of the
words as they are used in the text.
i dedicated – devoted or committed; fully focused on something
ii domination – exercising control over someone or something
iii cherished – held as important or valuable
iv harmony – in agreement, without violence; peace
videal – something that you work towards; a principle or model of
what you want to achieve.
aThe word ‘during’ tells us that Mandela’s struggle has lasted for his
whole life up to the present.
b The tense is the present perfect tense. Mandela uses this tense
because this tense expresses an action that started in the indefinite
past (we don’t know exactly when the action started) and has
continued up to the present moment.
c Changed tense:
iThe tense changes to the present simple tense in the second half
of the extract.
iiMandela changes to this tense because he is talking about
something that is true for him at all times. (Remind learners that
one of the functions of the present simple tense is to express facts
and universal truths, e.g. ‘The sun rises in the East’; ‘All people are
equal before the law.’)
d Mandela uses the word ‘But’ to start the last sentence of the extract,
because he is now presenting a counter argument: he wants to live but
he is willing to die for freedom. (Remind learners that we use logical
connectors or conjunctions such as ‘but’, ‘however’ and ‘although’ to
join ideas that are opposite in meaning.)
Learners’ own answers, but make sure that they are logically expressed
and grammatically coherent, and that they provide substantiation for
their points of view.
Extension work
It is important that you identify learners who face reading challenges, such
as difficulty with word recognition and decoding meaning, problems with
grasping the meaning and function of signal words, and an inability to
differentiate key ideas and supporting details. If learners do not master these
reading skills and strategies, they will find Grades 11 and 12 very difficult,
since success in these grades requires plenty of intensive reading.
Form small groups with learners who struggle, and devise methods to help
them develop different skills in turn. (These learners should be willing to give
up some of their break or after-school time to attend these extra sessions.)
For example, you could provide them with sets of sentences where the first
sentence contains a complex term, and the second contains an explanation of
the term. You could then use these to show them how to use the contextual
method to decode meaning. Here is an example:
• My uncle has been a numismatist for many years. For this reason, his coin
collection is very large. (Here you should help learners to see the link
between ‘numismatist’ and ‘coin collection’ so that they work out that a
numismatist is someone who collects coins.)
6
Eng Gr11 TG.indb 6
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
You can encourage learners, especially those who enjoy a challenge, to read
the whole of Nelson Mandela’s autobiography.
Activity 3
Language (LB p. 4)
The Language activity has been placed before the Writing and presenting
activity, because it deals with basic sentence structure, an aspect of grammar
that is fundamental to paragraph and essay writing. Placing it here will
therefore give learners an opportunity to revise basic sentence structure
in preparation for the paragraph-writing activity. It will also give you an
opportunity to baseline assess learners and put in place remediation (related
to basic sentence construction) that may be necessary before learners write
their paragraphs.
Allow learners to work in pairs to complete Question 1a. Use their feedback
to revise what subjects, verbs and objects are, reminding learners that:
• subjects do the action
• verbs indicate the action
• objects ‘receive’ the action.
Before learners do Question 1b, ask them to tell you the difference between
a statement and a question. Find out if they can also explain the difference
between a command and an exclamation. Once they have completed
Question 1b, take feedback again.
Question 2 introduces learners to determiners. At this point it is not
important for them to know that the words in bold are called determiners
(they will study determiners formally in Activity 8). They just need to
summarise what they think the function is of these bold words.
Learners then read and discuss the Focus on Language. Once they have
done this, ask learners to explain each of the four sentence types. You can
also write examples up on the chalkboard, asking the class to identify what
sentence type each one is. For example:
• Where do you live? [Question/Interrogative – asks for information; starts
with a capital letter and ends with a question mark.]
• My name is Sipho. [Declarative statement – provides information; starts
with a capital letter and ends with a full stop.]
• Stop doing that! [Command/Imperative – an order to do or not do
something; starts with a capital letter and ends with a full stop or
exclamation mark.]
• What a surprise! [Exclamation/Exclamatory – expresses surprise,
joy, anger, pain, etc.; starts with a capital letter and ends with an
exclamation mark.]
During the feedback session, also make sure that learners understand that the
predicate of a sentence is the part of the sentence that contains the verb and
the object. In addition, point out how the subject and the object (as part of
the predicate) can contain more than one word. For example:
• The huge football player (all four words make up the subject) dribbled
through the confused and disorganised opposition. (all seven words make
up the predicate)
term one • WEEK 1
Eng Gr11 TG.indb 7
7
2012/08/09 9:46 AM
Learners should then work alone to complete Questions 4 and 5. Alternatively,
you can set these two questions for homework, which you can check in class
the next day.
Baseline assessment
Use this activity to baseline assess learners’ ability to:
• identify and write the four main types of sentences in English
• construct basic sentences with the correct syntax (subject + verb
+ object).
Suggested answers
1 a Subject, verb and object:
i I = subject; spent = verb; free time = object
ii I = subject; learned = verb; my lesson = object.
iii I = subject; acquired = verb; knowledge = object
iv I = subject; enjoyed = verb; myself = object
v Many people = subject; inspired = verb; me = object.
b Type of sentences: They are all declarative statements because
each one provides information (they do not ask questions or give
commands).
2 Their function is to provide additional information regarding quantity
related to the verbs or nouns, or to identify whether a noun that is being
referred to is general or specific.
i most = tells us that almost all the free time was spent in the veld.
ii an = tells us that the donkey (at this stage) is unspecified.
iiimainly = tells us how the majority of the knowledge was
acquired (i.e. through observation).
iv the = tells us that specific fields are being referred to.
vmany = tells us that lots of people inspired the writer; refers to
quantity.
4 Ensure that learners write two of each type of sentence (declarative;
interrogative, exclamatory and imperative). Make sure that their syntax is
correct and that they have used the correct punctuation.
5 Subject and complete predicate:
a I = subject; enjoy all types of music = complete predicate
b South Africa = subject; became a democratic country in 1994 =
complete predicate
c I = subject; cherish my independence above all other things =
complete predicate
d How many countries in Africa = subject; became independent after
1950 = complete predicate
e Walter Sisulu = subject; was an important person in the struggle for
South Africa’s independence = complete predicate.
Extension work
Here is an additional activity you can give learners to provide them with
extra practice in identifying and punctuating sentence types.
8
Eng Gr11 TG.indb 8
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Types of sentences
Place the correct punctuation at the end of each sentence. Identify each sentence as
either declarative, interrogative, imperative (command) or exclamatory.
1 Andries is one of the best soccer players on the team
2 The smoke alarm battery should be changed at least once a year
3 We record all of our purchases in the purchases journal
4 I feel terrible that you had an accident this morning
5 Buy some more milk when you are at the supermarket
6 I am sick and tired of these annoying television commercials
7 The talent of this footballer is reminiscent of Pele
8 Who was calling on the phone
9 May I have a clean plate
10 Tell me about your experience at your last company
11 Pay for your food at the cashier at the front of the restaurant
12 Who could have done such a terrible thing
Suggested answers
1
2
3
4
5
6
7
8
9
10
11
12
full stop; declarative
full stop; declarative
full stop; declarative
exclamation mark; exclamatory
full stop; imperative
exclamation mark; exclamatory
full stop; declarative
question mark; interrogative
question mark; interrogative
full stop; imperative
full stop; imperative
question mark; interrogative
Teacher’s resource: Sentences
Subjects and verbs
A sentence is commonly defined as ‘a complete
unit of thought’. Normally, a sentence expresses a
relationship, conveys a command, asks a question or
describes someone or something. It begins with a
capital letter and ends with a full stop (.), a question
mark (?) or an exclamation mark (!).
Building a sentence
Sentences contain or imply a subject and a predicate
(verb and object). In addition, sentences contain
clauses.
• Simple sentences have one clause. (The girl
kicked the ball.)
• Compound sentences and complex sentences
have two or more clauses. (The girl kicked the
ball and scored the winning goal.)
term one • WEEK 1
Eng Gr11 TG.indb 9
The subject in a sentence is generally the person or
thing carrying out an action. The object in a sentence
is involved in an action but does not carry it out. The
object comes after the verb. For example:
• The boy climbed a tree.
If you want to say more about the subject (the boy)
or the object (the tree), you can add an adjective. For
example:
• The young boy climbed a tall tree.
If you want to say more about how he climbed the
tree you can use an adverb. For example:
• The young boy quickly climbed a tall tree.
9
2012/08/09 9:46 AM
Activity 4
Reading and viewing (LB p. 6)
This is an application activity in which learners apply the skills and
knowledge they have developed in the previous two activities. In order to do
this, they read an extract from Nelson Mandela’s autobiography and then
complete a number of tasks based on the extract.
Before learners do this activity, quickly revise the skills and strategies
involved in intensive reading. Also remind learners to enter any new
vocabulary that they find interesting into their personal dictionaries. Learners
then work alone to complete the activity (you could pair learners if you think
they will benefit from working with a partner). You could also set this activity
for homework.
Ensure that you take in learners’ work and assess it thoroughly, as this will
provide your final baseline assessment of their comprehension, vocabulary,
summarising and general writing skills.
Baseline assessment
Use the learners’ written work to assess their skills levels in terms of the full
range of intensive reading skills and strategies, such as:
• decoding vocabulary
• understanding the grammatical function and information implicit in verb
tenses and word signals (discourse markers)
• comprehension (identifying the meaning in sentence structures)
• application (e.g. identifying main ideas; summarising; noting differences
between fact and opinion; expressing their opinion on a situation
presented in a text).
Suggested answers
In most instances learners’ answers will vary from those provided below.
Ensure, however, that their answers are along the lines of those provided,
and that their language use (spelling, punctuation and grammar) is of a level
that is acceptable in Grade 11.
1 aThe main idea in each paragraph in the extract from Nelson
Mandela’s autobiography called Long Walk to Freedom:
•F.W. de Klerk’s speech on 1 February 1990 unbanned political
organisations and announced negotiations.
•F.W. de Klerk, in one announcement, virtually normalised the
situation in South Africa.
•F.W. de Klerk told Mandela that he was going to release him from
prison the next day.
• Mandela said that he did not want to be released the next day.
• Mandela objected to F.W. de Klerk’s plans for his release.
•Mandela insisted on where and when he wanted to be released,
despite F.W. de Klerk’s saying it was not possible.
b Scanning to identify and define words:
i dismantle – take apart; undo
ii incarcerated – imprisoned
iii breathtaking – astonishing; very surprising; inspiring awe
iv speculating – trying to establish a fact without evidence
v imminent – very soon; in the very near future
vi ungrateful – not showing happiness or thankfulness
10
Eng Gr11 TG.indb 10
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
2
3
viinonplussed – surprised or confused, making it difficult for one to
know how to react
viii irony – the opposite to what one would expect
Answer the questions:
a Grammatical function of the words in bold:
idid = past simple tense – expresses an action that took place at
a definite time in the past; had ever done = past perfect tense –
expresses an earlier action (before the action expressed by the past
simple tense) that refers to all time before the action expressed by
the past simple tense
iifor = logical connector or conjunction – expresses reason (as in
‘because’); virtually = adverb – expresses the extent of an action
(not completely, but nearly completely)
iiicould no longer = ‘could’ is the past tense of can; ‘no longer’ means
something that cannot be done any more – expresses something
in the past that was not possible or not allowed any more
ivas = logical connector or conjunction – expresses two actions
happening at the same time
valthough = logical connector or conjunction – expresses an
opposite idea; nevertheless = logical connector or conjunction –
expresses an opposite idea
viwould fly = ‘would’ is the past tense of ‘will’ – expresses a future
action in the past
b Because it was so surprising, unexpected and important (a very big,
important and unexpected decision).
c There can be various answers here: began dismantling apartheid;
laying the foundation for a democratic South Africa; unbanning of
political parties; freeing of political prisoners; people could not be
arrested for belonging to the ANC; Mandela’s photograph could be
published.
d Learners’ own answers, but along the lines that he was feeling pleased
that he was in a position to release Mandela. (Other possibilities
include that he was happy that he could do something to prevent civil
war in South Africa or that he wanted to make Mandela feel welcome
and at ease.)
e He was surprised and felt conflict because he wanted to leave prison,
but felt that doing so at such short notice was unwise.
f He was worried that people would not have time to prepare for his
release and that this could cause chaos.
g Mandela wanted some notice before he was released, whereas F.W.
de Klerk wanted to release him the next day. The place of release
was also a point of conflict: Mandela wanted to be released from
the prison he was in (Victor Verster in Paarl), whereas F.W. de Klerk
wanted to fly Mandela to Johannesburg and release him from there.
h Learners’ own answers but along the following lines: Neither was
relaxed (both were anxious) and they did not realise how strange
it was for a prisoner to ask to stay in jail for longer, when the jailer
wanted to release the prisoner.
Post-reading skills:
a Fact = something that is objective and can be proved; opinion =
subjective point of view. Five important facts in the extract: F.W. de
Klerk stood before Parliament on 2 February 1990; he announced
the unbanning of the ANC on this day; Mandela and F.W. de Klerk
met on 9 February to discuss Mandela’s release; Mandela wanted his
term one • WEEK 1
Eng Gr11 TG.indb 11
11
2012/08/09 9:46 AM
release delayed by a week; De Klerk wanted Mandela released the next
day; Mandela wanted to be released from Victor Verster in Paarl; De
Klerk wanted Mandela released from Johannesburg. (any five of these)
b Summary of the extract (learners’ summaries may differ, but they
must contain only facts and must stick to the word limit):
On 2 February 1990 F.W. de Klerk announced in Parliament the unbanning of political
parties and the freeing of political prisoners. On 9 February Mandela met De Klerk at
Tuynhuys. De Klerk announced Mandela’s release from prison the next day, saying
Mandela would be flown to Johannesburg and released there. Mandela said he
wanted a week’s notice before his release and wanted to be released from Victor
Verster. (68 words)
c
Learners’ own paragraphs of between 70 and 100 words. Ensure that
they focus on how they would feel being released from prison after 27
years. Check their language use, focusing on:
• tenses – they should write in the past tense
• syntax – correct order of the parts of each sentence
•logic – sentences should flow into one another (look at the
appropriate use of conjunctions and logical connectors)
• spelling and punctuation.
Extension work
This activity should clearly indicate which learners are in need of
remediation. You need to carefully analyse their answers to note in which
areas they need specific assistance. For example, you may find that certain
learners struggle with vocabulary, while others find signals (discourse
markers) difficult. There may be yet others who struggle with identifying
main ideas (and so with summarising).
Form focus groups with learners who are struggling with similar aspects
of intensive reading. Devise customised remediation programmes for each
group so that they can develop the skills (and confidence) required to succeed
in the final exams in Grade 12.
Here is an example of a worksheet that you use to help learners struggling
with vocabulary (you may need to revise what a ‘guide word’ is – the word at
the top of the dictionary page that shows what the first dictionary entry is on
that page).
Vocabulary worksheet
Use your dictionary to complete the following table. The first one has been done as an
example for you.
12
Eng Gr11 TG.indb 12
Word
Guide words
Page
Part of speech Meaning
fizz
flat
175
verb
1
cruel
2
dual
3
trial
4
quiet
5
private
make a hissing or spluttering
sound that produces bubbles
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
6
peculiar
7
particular
8
similar
9
crossroad
10 hinder
Activity 5
Note
During the first term, you
should note common and
recurring language errors
that your learners make
in their written texts.
List these and devise
remedial tasks based on
them that you can give
to learners whenever you
have a Language lesson
or when you are doing
grammar revision, such as
in Activity 3.
Writing and presenting (LB p. 9)
Revise with the class what process they follow when they have to carry out a
writing task (e.g. writing an essay or a letter). Ask them to put the steps they
follow into a logical order.
Then let the learners read the Focus on Writing and discuss it in groups
afterwards. Take feedback afterwards, ensuring they understand what each of
these five process-writing stages (as well as their related steps) entails:
• Stage 1: Pre-writing
• Stage 2: Planning
• Stage 3: Drafting
• Stage 4: Checking
• Stage 5: Publishing or presenting
Emphasise the importance of each stage, but point out that if the first stage
is not done properly, all other stages will fail. This is because as part of the
first stage one decides on the purpose and the audience of the text, which
enables one to adopt the correct style, format and tone.
In the next part of the activity, learners develop their sentence-writing skills
(following on from the work they did in Activity 3). They then focus on how
to turn sentences into paragraphs, with an emphasis on logic and flow from
the topic sentence to the developing sentences, and then through to the
terminating sentence, that also functions to link with the next paragraph.
Take feedback after learners complete Question 2 to ensure that they can
structure sentences. Also take feedback after Question 3 to check that
learners understand what is involved in paragraph construction.
Learners should work individually to complete Question 4. They can then
discuss their individual paragraphs in groups (Question 5) and then – as a
group – write and present their final paragraph.
Formative assessment
Use feedback from the learners as well as their written work to assess
whether or not they can:
• write the different parts of sentences in the correct order
• use connecting words to complete sentences
• put sentences in the correct order to create logical paragraphs.
Suggested answers
2 Learners should do this without referring to the extract.
a After forty years of persecution and banishment, the ANC was now a
legal organisation.
term one • WEEK 1
Eng Gr11 TG.indb 13
13
2012/08/09 9:46 AM
b I met a smiling Mr de Klerk in his office and, as we shook hands,
he informed me that he was going to release me from prison the
following day.
c I had not been told that the reason De Klerk wanted to see me was to
tell me that he was making me a free man.
3 Take feedback from learners. Ensure they understand:
•the function of the topic, developing and terminating sentences in
a paragraph
•that conjunctions (connecting words) help us to link ideas logically in
sentences and between sentences so that our writing is coherent.
4–6 Learners work individually to write the paragraphs. They then compare
and discuss their paragraphs before – as a group – writing and then
presenting a final paragraph. Here is a model paragraph.
I did not get back to my cottage until shortly before midnight, whereupon I
immediately sent word to my colleagues in Cape Town that I was to be released the
following day. Next, I managed to get a message to Winnie, and telephoned Walter
in Johannesburg. They would all fly in on a chartered plane the following day. That
evening, a number of ANC people on what was known as the National Reception
Committee came to the cottage to draft a statement that I would make the following
day. They left in the early hours of the morning and, despite my excitement, I had no
trouble falling asleep.
Extension work
Write a few sentences on the chalkboard, which contain obvious errors (these
can be syntax, spelling, tense, concord and punctuation errors, for example).
Ask the learners to identify the errors and to tell you how to correct them.
You should also identify learners who are struggling with any aspects
of sentence and/or paragraph construction, and develop customised
worksheets for them that address their problems.
Here is an example of a worksheet that can be given to learners who struggle
with concord.
Subject – verb agreement
Write the correct word in the blank space.
• am • is • are
1 I ___ very happy.
2 They ___ going to run laps.
3 Safwat ___ five years old.
4 Pumpkins ___ orange.
5 The flower ___ pretty.
6 I ___ teaching you.
7 He ___ a tall boy.
8 She ___ telling a joke.
9 We ___ reading books.
10 Nozoku and Jarid ___ friends.
11 The dog ___ lost.
12 The cat and dog ___ eating.
13 They ___ eating lunch.
14 Tomorrow ___ Friday.
15 Saturday and Sunday ___ the weekend.
14
Eng Gr11 TG.indb 14
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Suggested answers
1
2
3
4
5
6
7
am
are
is
are
is
am
is
8
9
10
11
12
13
14
15
is
are
are
is
are
are
is
are
Here is an example of a worksheet that can be given to learners to practise
sentence construction.
Subjects and predicates
Decide whether the sentence fragment is missing a subject or a predicate, then fix it.
Create complete sentences.
1
___________________________________________________ is my role model.
Is the sentence missing a subject or a predicate? ___________________________
2
Hagar the Horrible, the cartoon character, ________________________________
Is the sentence missing a subject or a predicate? ___________________________
3
Mr Njove __________________________________________________________
Is the sentence missing a subject or a predicate? ___________________________
4
_______________________________________________ went to the park.
Is the sentence missing a subject or a predicate? ___________________________
5
My favourite food ___________________________________________________
Is the sentence missing a subject or a predicate? ___________________________
6
_____________________________________________ is my favourite musician.
Is the sentence missing a subject or a predicate? ___________________________
7
The game I love playing ______________________________________________
Is the sentence missing a subject or a predicate? ___________________________
8
______________________________________________is my favourite TV show.
Is the sentence missing a subject or a predicate? ___________________________
term one • WEEK 1
Eng Gr11 TG.indb 15
15
2012/08/09 9:46 AM
Teacher’s resource: Process writing
Stages in process writing
Although there are many ways of approaching
process writing, it can be broken down into
three stages.
1 Pre-writing
The teacher needs to stimulate learners’ creativity, to
get them thinking how to approach a writing topic.
In this stage, the most important thing is the flow
of ideas, and it is not always necessary that learners
actually produce much (if any) written work. If they
do, then the teacher can contribute with advice on
how to improve their initial ideas.
The answers to these questions will form the
basis of the composition.
• Discussion and debate: The teacher helps
learners with topics, helping them develop
ideas in a positive and encouraging way.
2
Focusing ideas
• Fast writing: The learners write quickly
on a topic for five to ten minutes without
worrying about correct language or
punctuation. Writing as quickly as possible,
if they cannot think of a word they leave a
space or write it in their own language. The
important thing is to keep writing. Later this
text is revised.
• Group compositions: Working together in
groups, sharing ideas. This collaborative
writing is especially valuable as it involves
other skills (speaking in particular).
• Changing viewpoints: This is a good writing
activity to follow a role-play or storytelling
activity. Different learners choose different
points of view and discuss what this
character would write in a diary, witness
statement, etc.
• Varying form: Similar to the activity above,
but instead of different viewpoints, different
text types are selected. How would the text
be different if it were written as a letter, or a
newspaper article?
3
Evaluating, structuring and editing
• Ordering: Learners take the notes written in
one of the pre-writing activities above and
organise them. What would come first?
Why? Here it is good to tell them to start
with information known to the reader
before moving onto what the reader does
not know.
• Self-editing: A good writer must learn how
to evaluate their own language – to improve
through checking their own text, looking for
errors, and evaluating structure. In this way
learners will become better writers.
• Peer editing and proofreading: Here, the
texts are interchanged and the evaluation
is done by other learners. In the real world,
it is common for writers to ask friends and
colleagues to check texts for spelling, etc.
2 Focusing ideas
During this stage, learners write without much
attention to the accuracy of their work or the
organisation. The most important feature is
meaning. Here, the teacher (or other learners) should
concentrate on the content of the writing. Is it
coherent? Is there anything missing? Anything extra?
3 Evaluating, structuring and editing
Now the writing is adapted to a readership. Learners
should focus more on form and on producing a
finished piece of work. The teacher can help with
error correction and give organisational advice.
Classroom activities
Here are some ideas for classroom activities related to
the stages above.
1 Pre-writing
• Brainstorming: Divide learners into groups
and get them to write down words and
ideas quickly, in a limited time.
• Planning: Learners make a plan of the
writing before they start. These plans can be
compared and discussed in groups before
writing takes place.
• Generating ideas: Try cubing, where learners
write quickly about the subject in six
different ways. They:
– describe it
– compare it
– associate it
– analyse it
– apply it
– argue for or against it.
•
Questioning: In groups, the idea is to
generate lots of questions about the topic.
This helps learners focus on audience as they
consider what the reader needs to know.
16
Eng Gr11 TG.indb 16
(Source: http://www.teachingenglish.org.uk/think/articles/
approaches-process-writing
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Week 2
Activity 6
Listening and speaking (LB p. 11)
Introduce this activity by discussing with the class what the terms ‘predict’
and ‘anticipate’ mean. Draw on practical examples that relate to learners’
everyday experience if possible.
Point out that you should use prediction and anticipation when you listen
to texts so that you can work out what the next part of a text is likely to
contain. Stress that being able to do this shows active listening. It indicates
an understanding of the text you are listening to at that moment, and by
anticipating or predicting what the next bit of spoken text is likely to be, you
can enhance your understanding of what you are listening to.
Learners then work in pairs to reread and discuss the Focus on Listening
in Activity 1. Ensure that they understand the meaning of prediction and
anticipation, and that these listening techniques can be applied to reading as
well. Show them how to identify clues in the current text. For example, if
the current text is: ‘I put my hand in my pocket and found that my key was
missing’ you can predict that the next piece of text could be ‘so I couldn’t
unlock my front door’, or ‘so I had to phone my mother to bring me a key’.
Learners then work individually to complete the first part of Question 2.
When they have written down their predications, they compare and discuss
their predications with those of a partner. You could take feedback before
they complete Question 3, in which they again first work alone and then
compare and discuss their key information with a partner. (Refer to the
Learner’s Book page 11 for instructions on how to conduct Questions 2 and 3.)
Here are the two texts for you to read to the class.
Question 2
These extracts are from a biography called The calling of Katie Makanya by
Margaret McCord (David Philip, Cape Town, 1997).
Note that you should not read the last section of each extract [in brackets] as
it is these parts that learners must try to predict through using the previous
text to anticipate what could come next.
a
But for Katie, the words written down in books had no more meaning than
chicken scratching in the dust. What she learned, she learned by listening – to
Charlotte and Ma reading aloud, to the teaching of Mr Joba, to snatches of
conversation overheard on the road. In time her ears caught the rhythm and
melody of each different voice, each different tongue – the high clear notes of the
English walking the streets of Uitenhage, the soft throatiness of the Boers driving
their wagons up to the shops, the rippling tilt of the Xhosa language, all so similar
yet each as different as the notes of a song. Sometimes she heard the words of the
Europeans spoken, heard them repeated by her own people and, in the repeating
coloured and changed until the original sound was lost and a new word created.
By the end of her second year in school she could [speak English, Dutch, Xhosa
and Pa’s Sotho.]
term one • WEEK 2
Eng Gr11 TG.indb 17
17
2012/08/09 9:46 AM
b
Katie no longer had time to worry about Mrs Xiniwe. She was now earning a
little extra money by singing at weddings in a nearby church. At the first of those
weddings, Katie thought she would never forget the beauty of that English bride
in her white satin gown and the wreath of orange blossoms holding down her
veil. Some day she would make a dress like that and wear it when she found
herself a husband. She wondered who that husband would be. No one here in
Uitenhage! She liked Wellington, but he was always clowning, John Hadebe talked
only of books. Neli treated her like a child. None of the men in the choir would
[make a suitable husband.]
c
After the bone-weariness of the long wagon journey from Soekmekaar, Katie’s
months among the Baklokwa were like a dream remembered. In her eagerness
to see Phillip, she pounded on the door of Auntie’s house in Doornfontein and
shouted out the news of her coming. There was a rush of bare feet inside. The door
[opened so suddenly that she lost her balance and fell against her cousin …]
d
The new baby, little Charlotte, was different from her brother, Samuel, aged two,
who was strong. If Katie left her for just a minute, she began to cry … One Friday
morning, when she was almost a year old, she whimpered all day and refused to
eat. That night her little body grew hotter and hotter and her legs began to jerk.
Katie and Ndeya bathed her in lukewarm water. For a time she was quiet. Ndeya
went to bed and did not hear Katie’s call when little Charlotte again went into
convulsions. That time she died. Katie, not yet believing, held her in her arms and
sat down in the rocking-chair by the window, until Ndeya came in the morning
and took the child from her … Katie waited while Auntie laid little Charlotte in
her coffin. She looked so pretty in the red coat with her eyes closed as if asleep
that Katie still could not believe she was dead. Even after the funeral Katie kept
listening for her to wake up in the night. Once, when Samuel whimpered, [she
jumped up and ran to Charlotte’s empty crib before remembering.]
e
Katie’s body grew strong at Amanzimtoti. All day long she hoed and weeded
her garden, and fertilised it with cow dung and chicken droppings so that the
pumpkins grew big and the sweet potatoes ripened. That first year she produced
[twenty-five bags of mealies from her fields and so many other vegetables …]
Question 3
This extract is from Fischer’s Choice by Martin Meredith.
But far more radical ideas were being considered within the communist hierarchy.
From his hideout in Johannesburg, moving between ten different houses in five
months, Michael Harmel produced a paper arguing that it was necessary to abandon
non-violence as the sole means of struggle and move to armed methods. Harmel led
a disorganized life. He was a moody, irritable personality, with few social graces, known
to be unkind to his wife. But he was highly regarded as the party’s leading theoretician,
admired for his analytical mind, and a major influence on his colleagues, including
Braam. Ben Turok, who spent five months with him during the state of emergency,
described him as ‘the Lenin of the movement’. Harmel’s view was adamant: ‘No further
progress is possible along the traditional paths or by adhering strictly to the nonviolence slogan in a situation where every democratic demand or criticism is treated as
an act of rebellion or treason.’ Such was the respect in which Harmel was held that the
idea of armed action gained immediate credibility …
18
Eng Gr11 TG.indb 18
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Among the detainees in prison, similar thoughts were brewing, not just among
communists, but among other radicals. In the wake of the Sharpeville crisis, many activists
came to believe that the use of violence offered the only way forward. In Pretoria, an odd
assortment of radicals gathered around Monty Berman, a communist recently expelled
from the party who harboured romantic notions of leading his own guerilla army.
(Source: Fischer’s Choice, by Martin Meredith, Jonathan Ball, Johannesburg, 2002)
Formative assessment
Use learners’ oral or written feedback to assess whether or not they are
able to:
• predict or anticipate what they think the next piece of information will be
in an oral text to which they are listening
• identify the key information in an oral text to which they are listening.
Suggested answers
Learners’ answers may vary considerably from those provided below.
Nevertheless, you must ensure that their answers for both questions are
along the lines of those supplied.
2 Learners write down what they think will come next.
a By the end of her second year in school she could … [speak many
languages]
b None of the men in the choir would … [make a good/suitable
husband]
c The door … [opened suddenly]
d Once, when Samuel (Katie’s son), whimpered, she … [jumped up]
e That first year she produced … [lots of vegetables]
3 Learners write down key information. The main idea in the extract is that
those in the struggle against apartheid had to start using armed methods
and not only non-violence.
Extension work
Point out that you should also use prediction and anticipation when you read
texts so that you can work out what the next part of a text is likely to contain.
Stress that being able to do this shows active reading, which indicates an
understanding of the text you are engaged in at that moment, and that – by
anticipating or predicting what the next bit of text is likely to be – you can
speed up your reading.
Teacher’s resource: Strategies for developing listening skills
Language learning depends on listening. Listening
provides the aural input that serves as the basis for
language acquisition and enables learners to interact
in spoken communication.
Effective language teachers show learners how
they can adjust their listening behaviour to deal with
a variety of situations, types of input and listening
purposes. They help learners develop a set of
listening strategies and match appropriate strategies
to each listening situation.
term one • WEEK 2
Eng Gr11 TG.indb 19
Listening strategies
Listening strategies are techniques or activities
that contribute directly to the comprehension and
recall of listening input. Listening strategies can be
classified by how the listener processes the input.
Top-down strategies
Top-down strategies are listener-based, in which the
listener taps into background knowledge of the topic,
the situation or context, the type of text, and the
language. This background knowledge activates a
19
2012/08/09 9:46 AM
set of expectations that help the listener to interpret
what is heard and anticipate what will come next.
Top-down strategies include:
• listening for the main idea
• predicting
• drawing inferences
• summarising.
Bottom-up strategies
Bottom-up strategies are text-based, in which the
listener relies on the language in the message: that is,
the combination of sounds, words and grammar that
creates meaning. Bottom-up strategies include:
* listening for specific details
* recognising cognates
* recognizing word-order patterns.
Strategic listening
Strategic listeners also use meta-cognitive strategies
to plan, monitor and evaluate their listening. For
example:
• They plan by deciding which listening strategies
will serve best in a particular situation.
• They monitor their comprehension and the
effectiveness of the selected strategies.
• They evaluate by determining whether they
have achieved their listening comprehension
goals and whether the combination of listening
strategies selected was an effective one.
Activity 7
Listening for meaning
To extract meaning from a listening text, learners
need to follow four basic steps.
• Figure out the purpose for listening. Activate
background knowledge of the topic in order
to predict or anticipate content and identify
appropriate listening strategies.
• Attend to the parts of the listening input that
are relevant to the identified purpose and ignore
the rest. This selectivity enables learners to focus
on specific items in the input and reduces the
amount of information they have to hold in
short-term memory in order to recognise it.
• Select top-down and bottom-up strategies
that are appropriate to the listening task and
use them flexibly and interactively. Learners’
comprehension improves and their confidence
increases when they use top-down and bottomup strategies simultaneously to construct
meaning.
• Check comprehension while listening and
when the listening task is over. Monitoring
comprehension helps learners detect
inconsistencies and comprehension failures,
directing them to use alternate strategies.
(Source: Adapted from http://www.nclrc.org/essentials/listening/
stratlisten.htm)
Reading and viewing (LB p. 12)
Introduce this activity by asking learners what they understand by literature,
why certain works (books) are considered to be literature, and why writers
write literature (plays, poems, novels and short stories). Lead the discussion
to an understanding that literature is made up of novels, short stories, plays
and poems that are considered to have lasting merit.
Before learners read and discus the Focus on Literature, ask them to outline
what they recall about the elements of literature. Once they have read
and discussed the Focus on Literature, take feedback, ensuring that they
understand the importance of theme in literature as the element through
which writers explore issues.
Learners then work in groups to complete Question 2. You should circulate
amongst groups to observe their discussions and to ask questions about
issues (themes) they think should be dealt with in literature and why.
Learners then continue to work in groups to read the extract from This Time
Tomorrow by Ngugi Wa Thiong’o. Take feedback afterwards to check their
understanding of vocabulary and the issues (themes) explored in the extract.
20
Eng Gr11 TG.indb 20
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Formative assessment
Use learners’ feedback to assess their vocabulary development, their
understanding of elements in literature (focusing on issues or themes) and
their ability to identify issues or themes in a piece of literature. You could
also use your observation of learners’ reading of the extract and their group
work discussions to assess their reading ability and their ability to participate
in discussions.
Suggested answers
Answers to this activity are subjective, since learners will have different
opinions on what the issues (themes) are in the extract. So, accept any
answers that make sense and that can be backed up with evidence from the
extract. (It should, however, be quite clear to learners that Wa Thiong’o is
exploring issues of government abuse of power, neglect of the poor and
support for the rich.
Extension work
Encourage learners to read other works by Wa Thiong’o, such as The Trial of
Dedan Kimathi, The River Between and Devil on the Cross. They should also be
encouraged to read works by other African writers, such as The Beautyful Ones
Are Not Yet Born by Ayi Kwei Armah and Things fall apart by Chinua Achebe.
Teacher’s resource: Understanding theme
In order to understand themes in fiction, there are
certain things you need to be aware of.
1Events represent ideas. It’s not always easy to
realise that stories carry both literal and figurative
meaning and that the author is choosing specific
events to convey specific messages. Help
learners to understand how events can be both
literal and figurative at the same time, and that
their figurative meaning helps us understand the
issues or themes. For example, in the Wa Thiong’o
extract, the sounds of the sirens and bulldozers
are literal events (actual sounds) but they also
convey deep (figurative) meaning – such as
forces of oppression – which relate to the themes
in the extract.
2Experience evolves in patterns. Most human
beings are, to some extent, creatures of habit.
Because of this, the same things seem to
show up in our lives at different points in time.
Characters in literature are like this, too. There’s
often a thread of similarity that ties together the
important events in their lives.
3Fiction explores important issues. Writers write
literature to express and explore important truths
in a unique way. Many ideas in human existence
are best explored through examples. In one
sense, a story is just a collection of examples that
represent ideas a writer wants to talk about.
4Issues in literature apply to many readers. Ideas
like envy, loneliness and greed enter into all of
term one • WEEK 2
Eng Gr11 TG.indb 21
our lives at one time or another. The best stories
are those that speak to the most readers in the
most powerful way.
5Themes are abstract nouns. Themes are nouns
(things), but they aren’t the kinds of things
one can easily survey with the five senses. In
other words, they are not concrete. You can’t
see loneliness, for example; you can only see
examples of it.
6Everything is expressed from a point of view.
Themes don’t exist in literature for their own
sake. Readers are supposed to think about
them, to discern a writer’s opinion of them, and
to see how that opinion fits with our own. So,
for example, it’s not enough to say that a book
is about the struggle between good and evil.
We have to look at the writer’s point of view
regarding this struggle by asking: ‘What does this
story say about that struggle and how does this
fit with my own opinion?’
7Fiction is instructional. As a genre, fiction exists to
entertain us, but it also exists to teach us valuable
lessons, often the types of lessons that are not
easy to learn unless we’re wrapped up in a good
story. Themes are the subject matter of the
lessons fiction writers want us to learn.
(Source: Adapted from http://www.ttms.org/say_about_a_book/
themes_and_variations.htm)
21
2012/08/09 9:46 AM
Activity 8
Language (LB p. 16)
In this activity, learners focus on developing their understanding of parts of
speech by looking at the form and function of a range of determiners that
are used in English.
Introduce the activity by checking that learners understand the difference
between figures of speech and parts of speech, stressing that:
• figures of speech are devices that writers use to express meaning or to
create an aesthetic quality in their work (e.g. metaphors, similes and
alliteration)
• parts of speech make up the mechanics of language (e.g. nouns, verbs,
adjectives and prepositions).
Learners then work in pairs to read and discuss the Focus on Language. Take
feedback afterwards – using Question 3 – to assess their understanding of the
form and function of different determiners.
Learners should then work individually to complete Questions 4 and 5.
Alternatively, if there is insufficient class time, they can complete these
questions for homework.
Formative assessment
Use learners’ feedback as well as their written answers to assess whether or
not they are able to identify determiners and have understood their form
and function.
Suggested answers
3 Discussion:
a In the former it means write a letter to any politician; in the latter it
means write a letter to a specific politician. This is because ‘a’ is an
indefinite article and ‘the’ is a definite article.
b Usually when the nouns starts with a vowel or a vowel sound.
c Reasons:
•That people are very poor. [No – because ‘that’ is used for
singular nouns; here you need to use ‘those’.]
•Those politicians are corrupt. [Yes – because ‘Those’ is used for
plural nouns, such as ‘politicians’.]
•These police officer took a bribe. [No – ‘These’ is used for plural
nouns, but ‘police officer’ is a singular noun. You need to use
‘This’ for a singular noun.]
•All this countries became independent in the 1960s. [No – ‘this’
is used with singular nouns. So you need to use ‘these’ because
‘countries’ is a plural noun.]
d ‘Some’ is generally used in a positive sense: There were some people
at the meeting. ‘Any’ is generally used in a negative sense: There
weren’t any people at the meaning. Note: Although you can ask some
learners to read out their examples in class, you should check all
learners’ sentences to make sure that they have used ‘some’ and ‘any’
correctly.
e No – because ‘some’, although used in a positive sense, usually refers
to a lesser quantity. So, if say between 5 and 10 learners passed the
test, you could use ‘some’. In this example, you should use ‘most’
because nearly all learners passed the test.
22
Eng Gr11 TG.indb 22
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
f
4
5
The first sentence means that both of them will not take part in the
debate. The second sentence means that only one of them will take
part in the debate, but that we do not know which one.
Correct the sentences:
aNtombi, Faried, Kobus and Seshni both went to the political meeting.
(Incorrect)
Ntombi, Faried, Kobus and Seshni all went to the political meeting.
(You use ‘both’ for two and ‘all’ for more than two.)
b In July 2011 Southern Sudan became a most recent country in the
world to get independence. (Incorrect)
In July 2011 Southern Sudan became the most recent country in
the world to get independence. (You use the indefinite article ‘a’
when you are referring to a general thing, not a specific thing. Here,
because you are referring to a specific noun – most recent country –
you must use the definite article, ‘the’.)
c Many people fought for freedom in South Africa. (Correct)
d All over the world, much politicians love power more than they care
for the people who voted for them. (Incorrect)
All over the world, many politicians love power more than they care
for the people who voted for them. (‘Politicians’ is a countable noun,
so you use ‘many’. You use ‘much’ with uncountable nouns.)
e There are less rich people than poor people in most countries.
(Incorrect)
There are fewer rich people than poor people in most countries. (We
use ‘less’ with uncountable nouns, so – because ‘rich people’ is a
countable noun, we must use ‘fewer’.)
You will have to check learners’ work to make sure that:
• determiners have been identified (not other parts of speech)
• the determiners have been correctly used
• each sentence is grammatically correct.
Extension work
Many learners of English as an additional language find determiners difficult.
Ensure that you identify learners who struggle with identifying determiners
or who consistently use the incorrect determiners in sentences. Form groups
with these learners and develop customised worksheets for them.
Here is an example of a worksheet that can be used to revise or practise the
use of ‘some’ and ‘any’.
Using ‘some’ and ‘any’
Fill in the blanks with some or any.
1 Buyer:
I would like to buy ______ paper, please.
Seller:
Sure.
2 Carol:
Do you have ______ lettuce?
Yoan:
Yes, we do.
3 Noma:
May I have ______ sparkling water, please?
Annie:
Sure. Here you are.
4 Father:
I need ______ sugar for my coffee.
Daughter:
Here you are, Dad.
5 Ella:
Do you have ______ sunflower seeds?
Rashied:
I’m sorry. We don’t have ______.
6 Ntombi:
Would you like ______ banana cake?
Razeena:
No thanks, I don’t want ______.
term one • WEEK 2
Eng Gr11 TG.indb 23
23
2012/08/09 9:46 AM
7 Lia:
Is there ______ flour left in the cupboard?
Kobus:I’m not sure if we have ______ left. Let me check first. Yes, there’s
still ______ left.
8 Izak:
Do you need ______ help?
Ani:
Yes, please. I need ______ fertiliser for my flowers.
Ika:
I’m sorry. I don’t have ______.
9 Chika:
Indy, do you have ______ story books at home?
Indy:
Yes, I do. Why?
Chika:
May I borrow ______?
Indy:
Of course. I’ll bring ______ to school for you tomorrow.
10 We don’t want ______ milk with our tea.
Suggested answers
1
2
3
4
5
6
7
8
9
10
some
any
some
some
any; any
some; any
any; any; some
any; some; any
any; some; some
any
Activity 9
Writing and presenting (LB p. 18)
This activity looks at how to write objective statements, such as eye-witness
accounts or giving information to the police. Introduce the activity by
asking learners to describe a recent incident they witnessed or observed,
such as person paying for goods at a till or two people talking at a taxi rank.
Afterwards, ask the class to analyse these accounts in terms of how factual
and descriptive they were. For example, did the speaker indicate how tall the
people were, what they were wearing, the colour of their hair, and so on?
Did they add their own feelings about what they witnessed or observed?
Use this example to stress that statements or eye-witness accounts should be
highly descriptive, and provide as much detail as possible, but they should
avoid the inclusion of one’s emotions.
Work through the list of types of statements in the Learner’s Book, and
then let learners work in pairs to complete Question 1. (You may need to
explain the meaning of ‘connotative’, bearing in mind that learners will cover
connotation and denotation in a later lesson.) Take feedback, ensuring that
learners have identified some of the key elements in statements, such as use
of tense, structure and type of language.
Learners can then work in pairs to read and discuss the Focus on Writing.
Once again, take feedback. Reinforce and make sure they have noted the
following about statements:
• use of the past simple tense
• attention to factual detail
• short, straightforward sentences (usually only one or two facts per
sentence)
• use of literal language
24
Eng Gr11 TG.indb 24
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
•
logical structure that is signposted by the use of signal words and logical
connectors (e.g. ‘The first thing’; ‘The next thing’; ‘Then’, and so on)
Learners then use the process-method of writing to write a witness
statement based on the incident in the extract from This Time Tomorrow.
Revise the steps in process writing if necessary. Insist that learners complete
a plan and write a first draft that must be edited, before they write their final
versions. They should hand in their plans and edited first drafts together with
their final versions.
Note
You can use or adapt
the rubric in the Extra
resources section of this
file, to help you assess
learner’s statements.
Formative assessment
Take in and assess learners’ statements. Focus on the following:
• consistent use of the past simple tense
• structure (must be logical and signposted to show the order of events)
• use of literal language
• sufficient detail.
Extension work
Identify learners who struggle with this type of writing. Form a group with
them and work through a structured remediation exercise. For example,
place four items in a row on a table. Get learners to describe each item in
sequence, using signal words and the past simple tense. (First, I saw a yellow
flower. It was in a glass vase. Next I saw …) Once they can cope with simple
factual statements, provide them with slightly more complex ones. For
example, you could carry out a sequence of actions that learners must then
report. (First, the teacher walked over to the desk. It was a wooden desk.
Then she sat down on a metal chair. After that …)
Activity 10 Language (LB p. 20)
Stress the importance of vocabulary as the most fundamental building
block of language, pointing out that the wider the functional vocabulary of
learners, the more likely they are to succeed at school and in life generally.
This is because having a wide, functional vocabulary allows you to be an
effective communicator.
If necessary, revise basic dictionary skills before learners complete the questions,
outlining how dictionaries show words, and parts of speech, as well as different
contexts in which the same word can be used with a different meaning.
Let learners work individually to complete the activity in class (or for
homework). Take feedback from learners, discussing their answers orally
in class so that learners can benefit from one another’s work. However, you
should check each learner’s written work to ensure that all vocabulary and
expressions have been understood and correctly used.
Formative assessment
Use your discussions with learners, their oral answers and their written work
to assess whether or not they can:
• use dictionaries effectively
• identify the definitions of words
• use their understanding of words to make meaningful sentences with
the words
• understand the meaning of expressions and use them in sentences.
term one • WEEK 2
Eng Gr11 TG.indb 25
25
2012/08/09 9:46 AM
Suggested answers
It is not possible to provide model answers to this activity since learners’
sentences will all vary. However, make sure that words and expressions have
been correctly used.
Here are the suggested meanings of words and expressions.
1 Words:
a incarcerated – in jail; imprisoned
b dismantle – take apart
c illegal – against the law
d persecution – very bad and cruel treatment of someone
e conflict – a serious disagreement or argument; an armed struggle
f announcement – a public and typically formal statement about a fact,
incident or plan
g ungrateful – not thankful
h prepared – ready for something
i chaos – lack or order; confusion
j unacceptable – not satisfactory or allowable
2 Expressions:
a stand together – united
b stand firm – will not be persuaded to change their minds
c watch out – be careful
d drive us – force us to do something
e set up – start or establish
26
Eng Gr11 TG.indb 26
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Unit 2
Weeks 3 & 4
Who am I?
In Weeks 3 and 4, learners are going to look at imaginative writing:
paragraphs, essays, using adjectives and adverbs to express emotion,
thesaurus work, prefixes and suffixes. Week 3
Activity 11 Listening and speaking (LB p. 21)
In this activity learners have to present a piece of unprepared reading. Many
learners find this quite an intimidating experience that causes much anxiety. For
these reasons, you need to reassure learners and help them to develop confidence.
This can be done by providing learners with some techniques for unprepared
reading and allowing them time to practise unprepared reading in pairs.
Let learners work in pairs to complete Question 1. They should each read
a sentence a number of times to get a feel of how punctuation influences
fluency and helps to clarify meaning. Once they have practised the sentences
a number of times, ask some learners to read the sentences aloud in class.
Stress the following.
• When there is a question mark, your voice goes up slightly to indicate
that you are reading (or asking) a question. This allows the listener to
know that what they are hearing is a question.
• Commas indicate that you should take a short pause (like for a quick
breath in), while semicolons and colons indicate longer pauses.
• Exclamation marks at the end of sentences indicate that the sentence
must be said with stronger feeling than usual. To identify what type of
feeling is required, you need to look at the verbs and adverbs (e.g. shout
angrily; laugh happily; cry sadly).
Learners then work through Question 2. Circulate among pairs to observe
whether they are doing this task correctly. Help learners to put emphasis on
the correct (bold) word each time. Take feedback afterwards.
• Get some learners to say the sentences, with the emphasis on a different
word each time.
• Ask learners how this change of emphasis subtly affects meaning.
Learners then continue to work in pairs to read and discuss the Focus on
Reading. Take feedback to ensure that they understand the following points
covered in the Focus on Reading:
• phrasing
• fluency
• eye contact
• body language
• vocal variety
• comprehension.
You should then – for Question 4 – supply learners with short texts they
can read to each other. Each text should have a number of comprehension
questions that the learner who is listening can ask the learner who has read
1
term one • WEEK 3
Eng Gr11 TG.indb 27
27
2012/08/09 9:46 AM
the text. The listening learner should also have a simple rubric with which to
assess the reading learner.
Here is an example the type of text and questions you should prepare
for learners (remember, each learner in a pair needs a different text and
questions), as well as an example of a rubric, that learners can use to assess
one another’s unprepared reading.
Example of an unprepared reading text
Anywhere from 10 to 20 percent of today’s couples will choose an alternative to the
tradition of the bride taking her husband’s surname. While the concept is nothing new,
state officials and scholars say the percentage of couples wrangling over the issue is
rising. University of Washington sociology Professor Pepper Schwartz says that what
began as an idealistic movement by ‘ardent feminists’ has grown more mainstream.
She attributes the surge in alternative naming to high divorce rates and growing ranks
of career women. She says women are reluctant to change their names, because
they are daunted by the number of marriages that fail, or are already established
professionally under their maiden name.
Examples of questions based on the unprepared reading text
1 What percentage of brides today choose not to take their husbands’ surnames?
2 Name the university that carried out the research.
3Give two reasons why many more women these days consider keeping their own
surname when they get married.
Example of a rubric that can be used to assess unprepared reading
Criteria
Proficient
Basic
Minimal
Communication skills
Identify and apply
criteria for verbal
and nonverbal
communication skills
in oral presentations
Eye contact at all times
Projection: was able to
hear throughout room
Tone: appealing voice
Volume: loud enough
Rate: just right speed
Articulation: able to
hear every word
Some eye contact
Some projection
Tone: appealing voice most of
the time
Volume: loud enough some time
Rate: sometimes too fast or slow
Articulation: able to hear most
words
No eye contact
Not able to hear
Rate was too fast or
too slow
Could not understand
Reading aloud
Use effective oral
presentation skills
Fluency: reading was
very smooth
Expression: changed
voice to act excited,
scared, stressing
something important
Fluency: reading was smooth
most of the time
Expression: attempted to
change voice to act excited,
scared, stressing something
important
Fluency: very choppy
Expression: no change
of voice
Comprehension
Answers questions
accurately
All questions answered
correctly
Answers show that the
reader understood the
text that he or she read
More than half the questions
answered correctly
Answers show that the reader
had a partial understanding of
the text read
Less that half the
questions answered
correctly
Answers show that the
ready had only a slight (or
no) grasp of the text read
Formative assessment
Use your interaction with learners, your observation of their pair work, their
feedback (including their reading of sentences and explanations) to assess
whether or not they:
28
Eng Gr11 TG.indb 28
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
•
•
•
FAT
understand skills and techniques that can be used in unprepared reading
implement skills and techniques when carrying out unprepared reading
can complete the reading of an unprepared text and answer questions on
it at an acceptable level.
Extended reading project
In the next Reading and viewing lesson you must ensure that learners undertake an
extended reading practical. This could involve a visit to the library where the librarian
explains the book classification system to learners, or helps learners to understand
how they can use different parts of books (non-fiction) to ascertain whether or not a
particular book is useful for a particular purpose.
Alternatively – especially if your school does not have library and you do not have
access to one in the community – you should ask learners to bring newspapers and
magazines to school. Learners can then work in groups to analyse these newspapers
and magazines to see how they are organised. Groups can then write a report on their
findings, which they should present to the class.
Activity 12 Reading and viewing (LB p. 22)
The focus of this activity is on exploring imagery in literature: how images
are created and how they are employed in literary texts to express or support
issues and themes.
Introduce the activity by asking learners to outline what they remember
about imagery and to make up a few images of their own. The images they
make up may contain examples of metaphors and similes, which you can
then use to show that writers often use figures of speech to create images.
Learners then work in pairs to complete Question 1 in which they must
identify imagery that supports the theme of choice in the extract from
Hamlet. Point out that they can refer to the Focus on Literature to help them.
Take feedback once learners have completed Question 1, using their answers
to stress the figures of speech that can be used to create imagery, such as:
• similes (indirect comparison between two things)
• metaphors (direct comparison between two things)
• metonymy – describing something/someone by using a word that is
closely associated with that thing/person (e.g. instead of using ‘business
people’, using the word ‘suits’)
• onomatopoeia – using words that sound like their meaning (e.g. buzz,
hiss, clang , splash, murmur and chatter)
• synecdoche – using a part of a thing/person to describe the whole thing/
person (e.g. SA wins cup, when you mean the South African rugby team)
• synaesthesia – using the description of a sense impression in terms of
another sense e.g. the loud (sense of hearing) perfume (sense of smell).
Learners then complete Question 2, first working alone and then with their
partners. You should observe learners while they are completing Question 2, but
should attempt to be as unobtrusive as possible so that they do not become
self-conscious.
Learners can then work in pairs to complete Questions 3 and 4 (although
you could permit learners to work individually if you feel they are capable
and will benefit from this). Alternatively, if there is insufficient class time,
term one • WEEK 3
1
Eng Gr11 TG.indb 29
29
2012/08/09 9:46 AM
learners can complete Question 3 in class and Question 4 for homework.
In either case, you should take oral feedback in the next lesson, in order to
discuss learners’ answers. You should also take in the work to check that have
answered the questions correctly.
Formative assessment
Use your discussions with learners, your observation of their individual and
pair work, their oral feedback and their written answers to assess whether or
not they can:
• identify imagery in literacy texts
• explain how imagery expresses, explores or supports issue and themes
• use intensive reading skills to answer questions on a poem.
Suggested answers
Note that learners’ answers, because they are subjective responses to poetry,
may vary considerably from those provided below. Ensure, however, that all
answers are logical and make sense, and that they are backed up by sound
reasoning or evidence.
1 Extract from Hamlet by William Shakespeare:
a Hamlet is debating whether to continue living and suffering, or
whether to end the suffering by dying/committing suicide.
b Learners’ own justified answers, which could be along these lines:
The extract shows that Hamlet is faced with these choices because
he has been facing problems (‘slings and arrows of outrageous
fortune’) that have made him suffer mentally (‘in the mind to suffer’)
and wonders if it would not be better to end these problems and the
suffering (‘take up arms against a sea of troubles, / And by opposing
end them’). The possible consequences of his choices are death
(suicide) and so possible peace, or to continue suffering mentally due
to the problems.
c Learners own substantiated answers, which could be along these
lines: ‘slings and arrows’ = metaphor that creates an image of
problems, on the one side of the choice; ‘take up arms against a sea
of troubles’ = metaphor of how to combat the problems, which
is the other side of the choice. Or, ‘by a sleep to say we end / The
heartache …’ where sleep = metaphor for death (one choice) and
‘heartache’ = metaphor for problems and the suffering they cause
(the other choice).
2 Use your observation of learners and their feedback to assess this
question, as there are no right or wrong answers.
3 Learners’ own answers along these lines: Imagery is descriptive or
figurative language that creates mental pictures. Most imagery is visual,
but images can appeal to all senses. A number of figures of speech can be
used to create imagery, such as metaphors and similes.
4 Questions based on The road not taken:
a In a forest or wood. The opening line says ‘wood’, which is repeated
in line 18.
b Two roads that diverged.
c The speaker’s regret is that he/she was unable to travel down both
roads. Learners’ own answers along the lines that it is impossible to
travel down two different roads at the same time.
d The speaker chooses one of the roads (‘Then took the other …’). The
speaker’s choice was based on which road looked less used: ‘Because
it was grassy and wanted wear’.
30
Eng Gr11 TG.indb 30
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
e
‘First’ refers to the road that the speaker did not take. The speaker
says ‘I doubted if I should ever come back’, because in life we usually
stick to the road (path) that we have chosen and very seldom change
this choice to a previous possibility. You may need to help learners
understand this by using a practical example, such as someone facing
a choice of becoming a doctor or lawyer. If the person chooses to
become a doctor, it is unlikely that later in life the person will stop
being a doctor and study to become a lawyer instead.
f Learners’ own answers along the lines that the speaker chose the road
that most people did not choose. It is possible that the speaker chose
this ‘less travelled’ road because he wanted to be different from other
people, or he wanted to experience things that most people do not
because they chose the more travelled road.
It is important that learners understand that these are not literal roads;
instead they are metaphors for choices in life. Most people choose
a conventional life, while a few choose a life that does not follow all
society’s rules and expectations. They choose the ‘less travelled’ road.
g Learners should point out that ‘that’ refers to the choice the speaker
made (to choose the ‘less travelled’ road). The speaker’s choice meant
that he did not follow a conventional life, such as getting a 9–5 job
and settling down to a suburban life of watching TV in the evenings.
Instead, he chose an unconventional life, such as becoming a poet,
where he did not have a 9–5 job and did not necessarily follow social
conventions and expectations.
h They symbolise life choices: whether to follow a conventional or a
more unconventional life. Learners’ own reasons, but ensure they
are logical.
i Learners’ own answers, but they should be along the lines that we
are all faced with choices which shape our lives and futures, and that
sometimes – to remain an independent individual, we must choose
the ‘less travelled’ road.
j The wood and the road are visual images, made up of metaphors
or symbols.
The wood is an image of life – the physical objects and emotional
issues with which we surround ourselves (like a man in a forest
surrounded by trees). The road symbolises the way our lives are
going at the moment. It divides into two roads (symbolising the
choices we have to make). We have to choose one road, and the one
that we choose will determine what our futures will be. In this way,
the images (wood and road) support the theme of the poem, which is
how our choices determine our future.
Extension work
Learners who enjoy a challenge can be given additional poems and asked to:
• identify the imagery in these
• outline how the imagery has been created (i.e. identify the figures of
speech used to create the images)
• explain how the images support the issues or themes.
You may find that a number of learners have difficulty in identifying images
in poetry, outlining how these are created and explaining their linkages with
issues and themes. You will have to find time during breaks or after school to
work with these learners. The best way is to provide them with short texts
that contain single images that are quite obvious. For example:
term one • WEEK 3
Eng Gr11 TG.indb 31
31
2012/08/09 9:46 AM
‘The athletes were fit and muscular. Their bodies looked like those of cheetahs in
the wild.’
‘Looked like’ shows that a comparison is being made.
The athletes are being compared to cheetahs.
Both are fit and muscular.
Once they can identify these images and outline how they are created, you can
provide slightly longer texts that include an issue that is supported by imagery.
Activity 13 Language (LB p. 26)
Re-emphasise the importance of being able to call on and use a wide,
functional vocabulary as one of the keys to success at school and in life. Then
discuss the importance of being able to choose vocabulary that expresses
precisely what you mean and that is suitable for an intended purpose and
audience. Use the example of a learner speaking to a friend and using the
term ‘bro’ or ‘chommie’ when talking about another a friend, but using the
term ‘friend’ or ‘close acquaintance’ when talking to the school principal. In
this example, although all the terms mean more or less the same, the learner
has chosen different terms to suit the context.
Use the first part of Question 1 to discuss (or revise) what synonyms are and
why it is important that we know many synonyms. Point out that a thesaurus
is a type of dictionary that contains synonyms. Learners can then read and
discuss the Focus on Grammar before completing the rest of Question 1.
Take oral feedback (but make sure you sign off learners’ written work) and
then revise what prefixes and suffixes are, and how we can use them to change
the function of words (e.g. ‘beauty’ = noun into ‘beautiful’ = adjective) or to
make opposites (e.g. adding ‘im’ to ‘possible’ makes ‘impossible’).
Learners can then work in pairs to complete the first part of Question 2.
They should work alone to complete Question 2 parts a, b and c, unless you
think they will benefit from pair work. Alternatively, you can set parts a, b
and c of Question 2 for homework. Whatever the case, you should first take
oral feedback so that the class has an opportunity to discuss the answers, and
then take in their written work to check that it has been correctly done.
Formative assessment
Use your interaction with learners as well as their oral and written answers
to assess the extent to which they are able to:
• identify and work with synonyms
• use a thesaurus correctly
• identify and use prefixes and suffixes.
Suggested answers
Note that learners’ answers may vary from those provided below. Accept all
correct and logical answers.
1 c List synonyms for words:
i sorry – apologetic; regretful; remorseful; sad; unhappy
ii travel – journey; venture; go; walk
iii looked – glanced; stared; observed; gazed
iv perhaps – maybe; possibly; feasibly
32
Eng Gr11 TG.indb 32
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
2
v telling – explaining; narrating; revealing; expressing; divulging
dLearners’ own sentences. Make sure that the sentences make sense
and are grammatically and contextually correct.
Prefix: a word element that comes at the beginning of some words
(e.g. ‘im’ at the front of ‘possible’ to make ‘impossible’). Suffix: a word
element that comes at the end of some words (e.g. ‘ful’ at the end of
‘wonder’ to make ‘wonderful’.)
a Prefixes:
i unhappy [un]
ii impossible [im]
iii misbehave [mis]
b Suffixes:
i hairless [less]
ii deceitful [ful]
iii happily [ily]
c Opposite meanings:
i disprove
ii disconnect
iii blameless
iv unfair
v homeless
vi nonsense
vii illegal
viii anticlockwise
ix harmless
x distrust
Extension work
You can provide learners with additional exercises on prefixes and suffixes,
such as the one in the example below. You can also develop information
sheets of words with specific prefixes or suffixes. The one below – on the
prefix ‘-less’ – provides an example of how you can do this.
Prefix worksheet
Name:Date:
Add a prefix to each of the following words to make new words. If you get stuck on
one, move onto the next one and then go back to it.
Prefixes you might need: un- dis- re- mis- de- im- in- il- non- anti- pre_____clockwise
_____behave
_____sense
_____possible
_____place
_____fix
_____happy
_____lucky
_____legal
_____code
_____visible
_____connect
_____fiction
_____mind
_____appear
_____view
_____prove
_____able
_____play
_____frost
_____wind
_____obey
_____cover
_____honest
_____healthy
_____sent
_____chief
_____serve
_____historic
_____fair
term one • WEEK 3
Eng Gr11 TG.indb 33
33
2012/08/09 9:46 AM
Example of an information sheet: Suffixes: -less
ageless
boneless
breathless
doubtless
faultless
fruitless
harmless
hopeless
mindless
powerless
reckless
scoreless
sleepless
stainless
timeless
weightless
aimless
bottomless
careless
effortless
fearless
graceless
heartless
lifeless
nameless
priceless
regardless
selfless
soundless
tasteless
tireless
wireless
blameless
boundless
cheerless
endless
featureless
guiltless
helpless
luckless
painless
purposeless
relentless
shapeless
speechless
thankless
topless
wordless
bodiless
brainless
dauntless
faithless
flightless
hairless
homeless
meaningless
pointless
reasonless
restless
sightless
spotless
thoughtless
tuneless
worthless
Activity 14 Writing and presenting (LB p. 28)
In this activity learners write an imaginative essay based on the poem they
studied in Activity 12. Revise the stages of process writing with the class.
Then, after learners have read and discussed the Focus on Writing, emphasise
the importance of planning a written text, working thorough the main
stages involved:
• analysing the question
• generating ideas
• choosing ideas
• ordering ideas
• creating a framework.
Depending on the level of your class, it may be useful to go through an essayplanning exercise in class, writing up learners’ input on the chalkboard until a
coherent framework based on a specific topic has been developed. Stress the
importance of the logical flow of ideas (information; events) in the plan.
Learners should then work individually to develop a plan for an essay
entitled: What would have happened if the speaker had taken the other road?
They can discuss their plans in pairs, and revise them if necessary.
Formative assessment
Use your discussions with the class as well as the plans that learners have
drawn up to assess the extent to which they are able to follow the planning
process in order to draw up coherent essay plans.
Extension work
Form a group with learners who find essay planning difficult. Provide them
with a simple topic that involves linear movement (e.g. My trip to the shop).
Let them identify the different things that they see or that happen to them on
such a trip. They can list these ideas, then group similar ones. By doing this,
they can cluster certain similar ideas into paragraphs.
34
Eng Gr11 TG.indb 34
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Week 4
Activity 15 Listening and speaking (LB p. 29)
In this activity, learners read unprepared texts to you. Discuss how you will
do this activity (see the Learner’s Book) and which criteria you will use to
assess learners. You can use an extract from the setwork you are studying
in class. Alternatively, you can use newspaper or magazine articles, as long
as the vocabulary is not too complex and the sentences not too long or
complex. The texts that you choose should be about 250 words long.
Formative assessment
Use the following criteria to assess learners:
• fluency
• eye contact
• interpretation
• voice projection
• comprehension.
You can also use or adapt the rubric in the Extra resources section of this
Teacher’s File.
Extension work
If there are learners who struggle with unprepared reading, you need to find
the reasons for this: is it due to eye problems; does the learner have difficulty
in decoding vocabulary; are the learner’s word-attack skills weak; is the
learner overly shy and lacking in self-confidence?
Once you have pinpointed the reasons why particular learners have difficulty
with unprepared reading, you can devise specific, customised intervention or
access specialist assistance.
Activity 16 Listening and speaking (LB p. 30)
This activity has a dual purpose: it helps to develop learners’ visual literacy
skills, with an emphasis on a particular form of visual text (cartoons) while,
at the same time, providing learners with an opportunity to sharpen their
discussion and conversation skills.
Introduce the activity by asking learners whether or not they enjoy
comics and cartoons, where they encounter these, and what makes them
entertaining or humorous (or not). Depending on learners’ responses, lead
the discussion towards examining satire and the manner in which cartoons
often satirise certain aspects of human behaviour and attitudes. Make sure
that learners understand the concept of satire before moving on to a revision
of the elements used in cartoons, such as:
• speech and thought bubbles
• use of caricature
• narration boxes
• symbols
• different typefaces (bold, capital letters)
• ‘sound’ effects (e.g. ‘Pow’; ‘Crash’)
term one • WEEK 4
Eng Gr11 TG.indb 35
35
2012/08/09 9:46 AM
Before they start their group discussions, remind them to use the rules and
conventions for discussions and conversations, with particular emphasis on
the following:
• initiating and sustaining conversations, e.g. by filling in gaps and
encouraging the speaker
• asking and responding to questions to sustain communication
• using turn-taking conventions and interrupting politely (e.g. ‘Excuse me’)
• sharing ideas and experiences
• clarifying meaning where appropriate
• giving and justifying opinions
• signalling interest and attention appropriately through expression,
posture and gesture.
Formative assessment
Use your discussion with learners, as well as your observation of their group
discussion and their answers, to assess whether or not they are able to:
• explain the meaning of satire
• identify and describe elements used in cartoons
• use their visual literacy skills to explain the meaning in cartoons
• participate confidently in a group discussion, adhering to group work and
conversation rules and conventions.
Suggested answers
Note that learners’ answers may vary from those suggested, but make sure
that their answers make sense and can be backed up with good reasons.
Cartoon 1
a Learners’ own answers, but they could say to caricature the way
teenagers dress and walk, as well as the self-conscious awkwardness and
gangliness of teenagers.
b Learners’ own answers, but they could point out factors such as the body
shapes, facial expressions and the way they wear their clothes. They
could also mention that part of the humour comes from recognizing
themselves in the cartoons (or girls recognising typical teenage boy
behaviour, dress and attitude).
c Learners’ own answers, but they talk about the manner in which
teenagers (in this case, boys) dress; their sense of fashion; their attitude
towards what’s ‘cool’; the subtle peer pressure that exists and so on.
Cartoon 2
a That the girl does not mix with bad company.
b To show emphasis (it indicates a vocal stress). The ellipses are used to
show that part of the father’s reply is missing here. The ellipses are also
used to link to the next frame.
c Learners should make the link between the word ‘effort’ and the girl on
the sofa. Since it is obvious from the girl’s body language that she does
not care much, the father’s word ‘effort’ is underlined to stress exactly
what the girl does not do (it is used for sarcastic effect).
d Learners’ own answers, but it would be preferable if they understand
that this cartoon is not so much satiric as it is a social comment. The
cartoonist seems to be making a social comment about the sedentary
lifestyle of many teenagers who spend too much time in front of TV,
eating junk food. (If learners regard this cartoon as satiric, that is fine, as
long as they can give reasons for their opinion.)
36
Eng Gr11 TG.indb 36
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
3
Learners’ own answers, but ensure that they give reasons for their
opinions. Depending on their responses, you could discuss the issue of
cultural literacy: how often our understanding of a cartoon depends
on our understanding of cultural conventions and symbols that may be
specific to the context in which the cartoon was generated.
Extension work
Provide learners with additional cartoons from daily newspapers to discuss.
Take feedback to find out whether or not they can identify the different
cartoon elements employed and their functions, as well as the meaning of
the cartoons.
Activity 17 Reading and viewing (LB p. 31)
ng
Ex t
d ed r e a
di
en
Some texts in the
Learner’s Book are longer
than usual; this is to
give learners practice at
extended reading – see
page 32 of CAPS.
The focus of this activity is on plots in literature (specifically the short story
genre), and how plot relates to the issues or themes explored in the work.
Introduce the activity by revising what theme is. Let learners work in groups
to discuss Question 1. When taking feedback, ensure they understand what
theme is and why writers have themes in their literary work. Learners should
give examples of themes in any literature that they have read.
Point out that the basic ‘vehicle’ for exploring themes in literature is the
plot (the story). The plot contains the elements of literature, such as the
characters, the setting and the action. In other words, it is what characters do
and say, and where they do and say things that make up the plot.
Let learners work in groups to read and discuss the Focus on Literature,
which outlines what plot is. Take feedback afterwards, ensuring that learners
can describe the main components (or the structure) of plot:
• exposition
• rising action
• climax
• falling action
• resolution.
They should also be able to outline the main laws of plot (this will help
them in their study of literature as well as when they have to write
narrative essays).
To check their understanding of plot structure, you could ask a couple of
learners to summarise a movie they have seen or a book they have read,
indicating which parts of the movie or book correlate with each component
of plot.
Learners then work in groups to read the short story by Alan Paton, called
Ha’penny (Question 3) and answer the questions based on it (Question 4).
Learners could take turns to read sections of the short story. After each
learner has finished a section, the group should recap on the events in that
section (outline the plot) and say which component of plot the section
matches.
term one • WEEK 4
Eng Gr11 TG.indb 37
37
2012/08/09 9:46 AM
It may be best if you take feedback after each part of Question 4 to ensure
that learners are on the right track. Once they have discussed and answered
all the parts of Question 4, learners should write down their answers.
Formative assessment
Use your discussions with learners, as well as their oral feedback and written
answers, to assess whether or not they are able to:
• describe components of plot
• identify components of plot in a short story
• explain how plot relates to theme.
Suggested answers
Learners’ answers may vary from those provide below, so accept all answers
that make sense and can be substantiated with good reasons or evidence
from the text.
4 aThe exposition covers the first four paragraphs because they set the
scene of the story (from ‘Of the six hundred boys at the reformatory’
to ‘… their sisters and brothers.’).
b The rising action is made up of all the events that show us the
narrator’s relationship with Ha’penny up to the point where Mrs
Maarman visits Ha’penny in hospital.
c The climax of the story is presented indirectly by referring to
Ha’penny’s funeral. (A more direct presentation would have been to
describe his death.)
d The falling action phase of the story is made up of Mrs Maarman’s
regrets and shame at not having been kinder to Ha’penny earlier on.
e The action is resolved by Mrs Maarman’s return to Bloemfontein and
the narrator’s decision to be ‘more prodigal’ in his work.
f Learners’ own answers, which should be along the lines that the main
issue is the importance of human relationships, especially family, to
the formation and nurturing of individual identity. In other words, it
is our relationships, especially with those close to us (family), which
help us to be who we are.
Activity 18 Language (LB p. 37)
In this activity learners look at the function of adjectives and adverbs in
expressing emotion in texts. Introduce the activity by asking learners to
explain what adjectives and adverbs are, and why we use them. They should
then provide a few examples of adjectives (with suitable nouns) and adverbs
(with suitable verbs).
Learners can then work in groups to complete Question 1. (You could
also do Question 1 as a whole-class activity.). Take feedback before they
work individually to complete Question 2. (Question 2 could be done for
homework.).
Formative assessment
Use your discussion with learners, as well as their oral and written answers,
to assess the extent to which they are able to:
• explain the function of adjectives and adverbs
• identify adjectives and adverbs in texts
38
Eng Gr11 TG.indb 38
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
•
•
explain what adjectives and adverbs in texts tell us about characters and
their feelings
use adjectives and adverbs in sentences that show their understanding of
these adjectives and adverbs.
Suggested answers
1 Only the adjectives and adverbs are noted in the answers below. Accept all
sensible answers that explain what the adverbs and adjectives tell us about
the characters and their emotions.
a Adverbs = instinctively; naturally; easily; Adjective = small
b Adverb = straight; Adjectives = little; childish; manly
c Adjective = biggest
d Adjective = concealed
e Adjectives = strong; fatherly
f Adjectives = loving; honest; strict
2 You can get learners to read out their sentences in class, but you must
ensure that you check each learner’s written answers to check that the
whole class understands adjectives and adverbs, and how to use them
correctly.
Activity 19 Writing and presenting (LB p. 37)
In Activity 14 learners looked at how to plan an essay. In this activity they are
going to plan and write an essay (a response to literature), using the processwriting method.
It is probably a good idea if you quickly revise the main components of an
essay (introduction; body and conclusion), stressing the importance of:
• paragraph construction: topic, developing and terminating sentences
• logic and linkages between sentences within a paragraph
• logic and linkages between one paragraph and the next.
You may also wish to revise the steps involved in process writing, stressing
the importance of each step.
Learners can then work individually to develop a plan for one of the essay
topics provided in the Learner’s Book. They can then discuss their plans in
pairs, and revise them if necessary, before writing a first draft. Remind them
to use adjectives and adverbs. Their partners should then edit their first
drafts, which should be used to write a second draft. Learners should then
proofread their second drafts, and then write a final version. They must hand
in their neat copy together with their:
• brainstormed ideas
• plan (and revised plan)
• edited first draft
• proofread second draft.
Formative assessment
Use learners brainstormed ideas, their plans, their drafts and their final
versions to assess whether or not they:
• understand and can use the process-writing method
• are able to write a coherent essay in response to a piece of literature.
term one • WEEK 4
Eng Gr11 TG.indb 39
39
2012/08/09 9:46 AM
Note
You can also use or adapt
the rubric in the Extra
resources section of this
Teacher’s File.
40
Eng Gr11 TG.indb 40
In assessing learners’ essays, focus on the following:
• sufficient evidence of pre-writing, planning and editing
• adherence to the topic
• overall structure
• sentence coherence
• paragraph coherence
• aspects such as style, use of appropriate vocabulary and register.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Unit 3
Weeks 5 & 6
Teenager’s concerns
In Weeks 5 and 6, learners are going to look at informative texts: point-form
summaries, notes, nouns and dictionary work. Week 5
Activity 20 Listening and speaking (LB p. 39)
The Listening and speaking activities in Unit 3 are geared towards listening in
order to summarise aural texts. In this activity, learners listen to a short text
in order to identify the main points in it.
Point out to learners that the most important factor in summarising is being
able to distinguish between main and supporting ideas or information.
Remind them that the main idea in a text is the central thing that the text is
about. It could almost be used as the heading of the text.
Learners then work in groups to discuss Question 1. Observe their group
work discussions to check whether or not they are all participating and using
acceptable group work (or conversational) conventions, such as taking turns,
not interrupting and using suitable forms to show disagreement.
One learner in the group then reads a short text to the rest of the group. The
group members must identify the key ideas in the text. They must then share
their key ideas with other groups and discuss any differences.
Formative assessment
Use your observation of learners’ group work discussions, as well as their
oral feedback, to assess whether or not they are able to:
• use group work conventions in discussion
• identify the main ideas in texts to which they have listened.
Suggested answers
The main ideas in the listening text are:
• teenagers should start saving early
• banks are the best place for saving.
Extension work
If there is time, you could provide each group with a second text to read.
Learners then identify the key ideas in this second text. Here is an example of
a second text.
term one • WEEK 5
Eng Gr11 TG.indb 41
41
2012/08/09 9:46 AM
I will quit smoking tomorrow. I swear it. I promise. I’m not kidding. I’m serious this
time. I just bought my last pack of cigarettes. I’m going to smoke all 20 cigarettes
before midnight. And then I’m finished. I’m through. I’m done. No more. Not one more
cigarette. Not even one. I will be free. I will save lots of money. That will be nice. I will
have fresh breath. My girlfriend will enjoy kissing me. I will smell good. My clothes will
smell good. My lungs will get healthy. My teeth will get whiter. I won’t get lung cancer.
I won’t get mouth cancer. I won’t get throat cancer. My cough will go away. My sore
throat will go away. I won’t think about cigarettes all the time. I will start a new life. My
new life will be a healthy life, without cigarettes.
If there are learners who are unable to identify key ideas in texts to which
they listen, you need to form a group with them and provide them with
simple texts in which the main idea is explicit. This will help them to gain
confidence in identifying main ideas. Here is an example of a simple text.
It should be clear that the main idea is ‘She was really looking forward to
watching her new DVD’.
Maria raced home after buying her new DVD. She was really looking forward to
watching her new DVD. When she got home, she switched on the DVD player. She
then put the DVD into the DVD player. Then she sat back and started watching.
Activity 21 Reading and viewing (LB p. 40)
This activity follows on from the previous listening activity, in that it also
looks at key and supporting ideas, but in written texts. To emphasise what
a summary is, ask some learners to summarise a movie they have seen or a
book they have read. They should focus on providing only the main points in
the plot.
Use Questions 2 and 3 to revise aspects of intensive reading (skimming,
scanning and the use of signal words – such as logical connectors and
conjunctions – in sentences). Learners then work in groups to read and
discuss the Focus on Reading. Take feedback, ensuring learners can explain
what main and supporting ideas are, and some ways in which these can be
identified in texts.
Question 5 is designed to help learners revise and practise some of the
intensive reading skills, such as skimming, to get the sense of main ideas; and
scanning, to identify specific information. Take feedback after learners have
completed these two questions.
In Question 6, which learners should complete individually, they have to
distinguish main from supporting information in ten sentences. This will help
them to understand what type of information is needed when summarising
a text, which they do in Question 7. You should take feedback after Question
6 to ensure that learners have been able to distinguish between key and
supporting information before they write their summaries.
Formative assessment
Use learners’ oral summaries, their explanations, their oral feedback and their
written work, to assess the extent to which they are able to:
• explain what the difference is between key and supporting information
• explain the difference between skimming and scanning
42
Eng Gr11 TG.indb 42
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
•
•
•
use skimming and scanning skills
differentiate key from supporting information in texts
use relevant key information to write a summary.
Suggested answers
Learners’ answers may vary from those provide below. However, ensure that
their main ideas and supporting details are along the lines of those supplied
(Questions 5a and 6), their definitions are correct (Question 5b) and that they
have used relevant main ideas in their summaries (Question 7).
5 aMain idea: ATMs can be very useful, but you must be aware of
the dangers.
b Make sure learners provide contextually relevant definitions:
i deposits – putting money into a bank
ii withdrawals – taking money out of a bank
iii ruse – trick; action designed to deceive someone
iv isolated – away from busy places
vsuspicious – causing you to think something is wrong about the
place (or the people there)
6 Most important and supporting information in each rule:
Rule number
Main idea
Supporting information
1
Place a limit on the amount of money that can
be withdrawn from your account in any one day
using your card.
N/A
2
If someone asks you for help at an ATM,
decline politely …
and refer them to the bank. Often when people
ask for help they use it as a ruse to switch ATM
cards and clean out your account.
3
If your card appears to be jammed telephone
your bank immediately and have the card
cancelled.
Crooks often create a blockage in ATM
machines so your card is stuck there and then
they steal it as soon as you leave.
4
Do not use ATMs that appear to be isolated.
Rather find another ATM
5
Do not let anyone see you entering your code.
If you are feeling crowded ask the person or
people to stand back, or leave and come
back later.
6
If you are at all suspicious of anything, delay
your transaction.
N/A
7
Always remember to remove your cash, your
card and your transaction record.
N/A
8
Do not keep your PIN code in the same place as
your ATM card, and definitely do not write the
PIN on your card.
N/A
9
If you are threatened at an ATM rather let the
people have the money.
It is better than being injured or worse. However,
try to memorise what the people look like.
10
Report any incident immediately to the police
and to your bank.
Each ATM usually has emergency phone
numbers that you can use to do this.
7
Summary between 70 and 80 words long:
Place a limit on daily card withdrawals. Don’t help people at ATMs. Report and cancel
jammed cards. Don’t use isolated ATMs. Don’t let anyone see you entering your
code. Delay transactions if there is suspicious activity. Remove your cash, card and
transaction record. Don’t keep your PIN code and ATM card in the same place. Don’t
write the PIN on your card. If threatened at an ATM, let them have the money. Report
incidents to the police and bank. (79 words)
term one • WEEK 5
Eng Gr11 TG.indb 43
43
2012/08/09 9:46 AM
Extension work
Many learners find it difficult to distinguish between main and supporting
ideas. Use the example of what you did over the weekend to show them the
difference. For example, use the sequence below, to show them how certain
ideas are key, while others fill in the details.
• I woke up. (main)
• I got dressed.
• I made my bed.
• I brushed my teeth.
• I went to visit my friend. (main)
• We had coffee and a sandwich.
• We went to see a movie. (main)
• We ate popcorn and had a soft drink.
• We walked home.
• That night we went to a party. (main)
• There were lots of people at the party.
Activity 22 Writing and presenting (LB p. 43)
In this activity learners are introduced to point-form summaries. Let learners
work in pairs to discuss the example in the Learner’s Book (Question 1). Take
feedback to make sure that they understand how the main ideas in the text
must first be identified and then ‘reduced’ to points. (Do remind learners
always to check summary instructions, because sometimes full sentences
must be used in point-form summaries). Remind learners how certain clues
(or signals) in texts can indicate what the main and supporting ideas are.
For example, words such as ‘basic’, ‘fundamental’, ‘essential’ and ‘most
important’ are signals that you are dealing with main ideas.
Learners then work individually to complete the rest of the Activity
(Questions 2 to 6). You could, however, use different strategies for these
questions, depending on the needs and level of your learners. For example:
• You let them work in pairs for some questions (e.g. discussing their table
after completing Question 5).
• You could ask for feedback after each question has been completed to
ensure that it has been done correctly and that learners know how to use
various intensive reading skills.
• You could work through all questions (except Question 6) orally with the
whole class first, before learners individually write their answers. In this
case, Question 6 could be set as homework.
Formative assessment
Use learners’ oral and written answers to assess whether or not they are able to:
• use intensive reading skills (skimming, scanning, understanding
information structures, etc.)
• define words
• identify key ideas and supporting details
• use key ideas to write a point-form summary.
Suggested answers
Learners’ answers may vary from those provided here. However, ensure that
their five-word summary and heading (Question 2), their definitions (Question
3), their explanations of expressions (Question 4), their tables (Question 5) and
their point-form summaries are along the lines of those provided.
44
Eng Gr11 TG.indb 44
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
2
3
4
5
Five-word summary: The youth: challenges and solutions
Title: Challenges faced by young people and how to overcome them
Only suggested definitions are provided. Make sure learners’ definitions
are contextually appropriate. You will have to check learners’ sentences
to make sure that vocabulary has been used correctly.
i strive – aim for, with effort
ii obsolete – no longer in use or needed
iii aspirations – aims; goals
iv curb – reduce; lessen
v compulsory – must be done
vi resent – feel bitter about or irritated by something
vii immense – large; huge; very big
viii disrupt – interrupt due to some external disturbance or influence
ix incurable – cannot be cured; cannot heal or become healthy again
x consequences – results; outcomes
Only suggested explanations are provided. Make sure learners’
explanations are contextually appropriate. You will have to check
learners’ sentences to make sure that expressions have been used
correctly.
i characterised by – defined by; distinguished from others by certain
qualities or factors
ii the most fundamental problem – the main, deepest problem that
causes all other problems
iii another problem facing – an extra problem they have to cope with
iv yet another area of great concern – an additional problem or factor
that worries them very much
Focus on identifying the four challenges facing young people:
Words that show a main The main ideas
idea is being introduced
or expressed
Supporting ideas
The most fundamental
problem
Unemployment, which means
financial worries, frustration and
discouragement
Downturn in the economy coupled with
technology have made particular jobs and
skills obsolete
Another problem facing
Tension that exists between parents
and children, causing strained
relationships and mistrust
Young people may resent any restrictions
placed upon them; young people may not be
willing to admit that they have doubts and
fears about taking on adult responsibilities
and freedom; parents are overanxious and
overprotective
Yet another area of great
concern
Sex and dating, where parental
attitudes result in young people being
prevented from learning how to
interact with the opposite sex
Some parents are prepared to give their
children latitude as far as dating and sex
are concerned; others are overprotective,
restricting their children from going out with
the opposite sex. Thus, many young people
today are prevented from learning how to
interact with the opposite sex.
Another major common
problem
Teenage pregnancies and different
types of sexually transmitted
infections that disrupt education and
harm health
Teenage pregnancies can disrupt the
education of young people; can also cause
serious health problems for teenage girls; STIs
can impact negatively on education and pose
a huge health risk; HIV and Aids are incurable;
incurable diseases that can be contracted by
having unprotected sex; all these can disrupt
education and harm health.
term one • WEEK 5
Eng Gr11 TG.indb 45
45
2012/08/09 9:46 AM
6
Major challenges faced by youth:
• unemployment – causes financial worries, frustration and
discouragement
• tension between parents and children – causes strained relationships
and mistrust
• sex and dating – negative parental attitudes: young people don’t learn
how to interact with the opposite sex
• teenage pregnancies and STIs – disrupt education; damage health
Extension work
You can get learners who enjoy a challenge to turn the point-form summary
into a full-sentence summary.
Some learners may find it difficult to ‘reduce’ key information to points.
Assist them by providing simple texts that they can use to gain confidence
and develop their skills.
Here is an example. Show learners how to identify the key information in the
text and how to ‘reduce’ this by removing unnecessary words, like pronouns,
articles, adjectives, adverbs and prepositions.
Text
Main ideas
Point form
It seems I had a lot to eat today.
First I had breakfast of toast, eggs
and coffee. After working in the
garden all morning, I then had
a huge, delicious lunch. In the
afternoon I went to visit friends. We
played football and I build up a big
appetite. So, that evening, I had an
enormous supper of steak, chips
and vegetables.
I had a lot to eat today.
First I had breakfast.
Then I had a huge, delicious lunch.
I had an enormous supper.
• ate lots today
• had breakfast
• had lunch
• had supper
Activity 23 Language (LB p. 47)
The focus of this activity is on nouns as one of the most basic building blocks
of language. Make sure learners have a broad understanding of nouns before
proceeding with the activity. You can use Question 1 to do this. Then let
learners complete Question 2. Take oral feedback and check their written
work to ensure that they have identified nouns (not other parts of speech)
and used the nouns correctly.
Learners should then work in pairs to read and discuss the Focus on
Language. Because the full range of nouns is covered, you may wish to split
this work on the Focus on Language over two lessons. Whichever approach
you take, monitor learners closely, taking feedback after they have completed
each section (noun type) to make sure that they understand that particular
noun type, and can identify it in texts.
Learners should work individually to complete Questions 4 and 5, unless you
think they will benefit from pair work.
46
Eng Gr11 TG.indb 46
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Formative assessment
Use your interaction with learners, as well as their oral and written answers,
to assess the extent to which they are able to:
• classify nouns
• identify different noun types
• use their general knowledge to insert suitable nouns into sentences
• identify errors related to nouns and correct them.
Suggested answers
2 No model answers can be provided, so you must check each learner’s
work (possibly after the class has given oral feedback) to make sure they
have identified nouns and have defined them correctly.
4 Note that the answers here are suggestions. Learners’ answers will no
doubt vary, so be careful to ensure that they have used the correct type of
noun (with appropriate use of capital letters) in each instance.
a Many public holidays in South Africa, such as Human Rights Day on
21 March and National Women’s Day on 9 August are celebrated in
honour of people who sacrificed their lives for our freedom.
b Nelson Mandela was the first democratically elected president of
South Africa.
c If a public holiday falls on a Sunday then the Monday is usually also
a holiday.
d Leaders must have strength and wisdom so that they can lead their
countries.
e Nelson Mandela looked after a herd of cattle when he was a
young boy.
5 a ‘Were’ is incorrect; it should be ‘was’ to ensure concord with ‘panel’.
b ‘A wisdom’ and ‘a knowledge’ are incorrect because we do not use
indefinite articles with abstract nouns; ‘a’ must be omitted in both
instances.
c ‘talmud’ should be written with a capital letter – Talmud – because it
is the name of a holy book. Although many people write ‘bible’ with
a lowercase ‘b’ it should also be capitalised – Bible – because it is also
the name of a holy book.
d ‘The declaration of children’s rights’ should be capitalised because
it is the title of an official document: The Declaration of Children’s
Rights.
e ‘A money’ is incorrect because we do not use indefinite articles with
uncountable nouns, such as money, water and air; the ‘a’ should
be omitted.
Extension work
You can extend this activity by looking at different parts of speech that
accompany various noun types. For example, you could look at the types of
determiners that accompany countable and uncountable nouns.
Week 6
Activity 24 Listening and speaking (LB p. 49)
This activity continues from the Listening and speaking activity in Week 5,
and focuses on helping learners to develop their ability to identify key ideas in
texts to which they listen.
term one • WEEK 6
Eng Gr11 TG.indb 47
47
2012/08/09 9:46 AM
Briefly revise some of the clues that learners can use to identify when a
key idea is being expressed. Then read the two texts to learners, with them
completing the table. Point out that they must provide ONE key idea in each
text, and supply a suggested title for each one. You should read each text
three times:
• the first time, learners should just listen
• the second time, they can write down the answers
• the third time, they can revise their answers if necessary.
Here are the two texts.
Text 1
Before 1994 South Africa had a long struggle to achieve human rights and democracy.
In fact, the struggle goes back to the arrival of the first Europeans many centuries ago.
However, these struggles intensified in the 19th century and right through to the late
20th century. During these struggles, many people sacrificed their lives so that we can
enjoy our freedom today. For example, many black South Africans died during the wars
against the British in the Eastern Cape and KwaZulu-Natal in the 19th century. Many
white South Africans also lost their lives in the South African War against the British
between 1899 and 1902. Then, when apartheid started seriously in South Africa in
1948, many South Africans from all cultures and language groups sacrificed their lives
in their struggle for our freedom and independence. A few examples include Steve
Biko, Abdullah Haron, David Webster and Jonathan Claasen, but there were many,
many more. We must honour these people because it is due to their sacrifices that we
now live in a democracy where peoples’ human rights are protected.
Text 2
Garang Yai was 7 when government soldiers burned down his village, forcing him to
flee to Ethiopia, a three-month walk that many of his fellow refugees didn’t survive.
One of the famous ‘Lost Boys,’ Yai eventually found refuge in the United States. Now
a U.S. citizen, he lives in Virginia and works as a university custodian.
Yai, 31, flew back to Sudan this week to celebrate an occasion that has drawn
thousands of exiles like him: the independence of the Republic of South Sudan (on
9 July 2011) after a generations-long war that left more than 2 million people dead.
‘Our long suffering is ending and we’re becoming a nation,’ Yai said. ‘I can’t believe
it’s happening.’
The raising of the new country’s flag Saturday is the result of a referendum in which
southern Sudanese, who are mostly Christian and animist, voted overwhelmingly to
secede from the mainly Muslim and Arab Sudanese north.
(Source: Adapted from http://articles.latimes.com/2011/jul/09/world/la-fg-sudan-independence-20110709)
Formative assessment
Use learners’ answers to assess whether or not they are able to identify the
main point in texts to which they have listened.
Suggested answers
The wording of learners’ answers may vary from those provided below, but
they should be along similar lines.
48
Eng Gr11 TG.indb 48
Text
Main idea or message
Suggested title for the text
1
During these struggles, many people
sacrificed their lives so that we can enjoy
our freedom today.
Sacrifices made for our freedom
2
South Sudan became independent on 9 July The independence of South Sudan
2011 after a long civil war.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Activity 25 Reading and viewing (LB p. 50)
Because of the importance of being able to write succinct and coherent
summaries for academic success, this activity focuses on further developing
learners’ summary-writing skills. Summary writing is essentially a reading
skill, because it entails being able to identify key and supporting details
in texts.
Learners start the activity by reading and discussing the Focus on Reading.
It contains an approach to summary writing that learners may find useful.
Take feedback from learners to check their understanding of this approach,
ensuring that you emphasise the list for checking that their summaries are
on topic:
• comprehensiveness – all required key information is included
• accuracy – nothing from the original as been misrepresented
• neutrality – learners have not added their own opinions
• independence – the summary provides an independent representation of
the original.
During the feedback session, also make sure that learners understand what
supporting details are, and can identify these in a text. Some summaries
require main ideas to be backed up by relevant supporting details. (Remind
learners to check the instructions to the activity.)
Learners then work in pairs to identify the main ideas and supporting details
in each paragraph in the text (‘Choice’). Take feedback to check that learners
are on the correct track. They can then work individually to write their
summaries (about 70 words long). The summary-writing task (Question 3)
can also be set for homework. Stress that they should express the main ideas
and supporting details, as well as write their summaries, in their own words
as far as possible.
Formative assessment
Use your discussion with learners about the approach to summarising in
the Focus on Reading, as well as their table and written summaries, to assess
whether or not they are developing the ability to:
• identify key information and supporting details
• synthesise key information (and relevant supporting details, when
required) into a coherent summary.
Suggested answers
Learners’ answers may vary from those provided here, but ensure that their
main ideas and supporting details are along similar lines, and that they have
included only relevant information in their summaries. They should express
the main ideas and supporting details in their own words, as far as possible.
term one • WEEK 6
Eng Gr11 TG.indb 49
49
2012/08/09 9:46 AM
2
Recording main ideas in a table:
Paragraph
Main idea
Supporting details
1
She knew that in her life there
was no choice: she had to be a
musician.
The moment she heard those mysterious sounds, she knew she
was deeply in love with music.
2
She had an accident and
suddenly, she faced a lot of
choices but did not want any.
She clumsily fell over and broke both collar bones.
The doctor who examined her X-rays said she had to consider
alternatives because she would not feel comfortable playing any
musical instrument.
3
She really had to choose what
she wanted to do with her life.
Life continued and gradually she started paying attention to
other activities.
4
She wanted to become a doctor.
The more she visited the doctor, the more clearly she saw the
route she wanted to follow: she wanted to help people keep their
choices open and have possibilities to choose from the endless
list of options without being limited by disabilities.
She wanted to work every day to help kids like her recover from
injuries so that they could follow the choices they had made.
3
Suggested summary:
When she first heard classical music she knew she had to a musician. Then she had an
accident. Her doctor said she must choose another career. She didn’t want to, but as
she became involved in other activities, she realised she must make another choice
about her future. She decided to become a doctor to help others with injuries to
follow their choices. (63 words)
Extension work
Here is an additional text you can give to learners to summarise. There are
only two main points in it, which they must summarise in under 10 words.
At a typical football match we are likely to see players committing deliberate fouls,
often behind the referee’s back. They might try to take a throw-in or a free kick from an
incorrect, but more advantageous position, in defiance of the clearly stated rules of the
game. They sometimes challenge the rulings of the referee or linesmen in an offensive
way, which often deserves exemplary punishment or even sending off. No wonder
spectators fight amongst themselves, damage stadiums, or take the law into their own
hands by invading the pitch in the hope of affecting the outcome of the match.
(100 words)
Suggested answer
Summary:
Bad behaviour by footballers may cause bad behaviour among spectators.
(9 words)
Activity 26 Writing and presenting (LB p. 52)
One area in which many learners struggle, especially if they go on to study at
a higher education level, is taking notes and then ‘expanding’ their notes into
coherent texts. Discuss the importance of these skills with the class, pointing
out how note-taking allows one to ‘capture’ key ideas in a whole lecture (or
lesson) and then, by using the skill of turning notes into full texts, one can
write out more fully what was said in the lecture, so that these texts can be
used for study and revision purposes.
50
Eng Gr11 TG.indb 50
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Let learners first work through the example in pairs. Then, during the feedback
session, work through the same example with the class, pointing out:
• how notes can be formulated (using conventions, one’s own shorthand,
symbols, etc.)
• how these notes can be ‘expanded’ into a full text by ‘translating’ the
shorthand and symbols, and ‘filling in’ the missing parts of speech (such
as articles and prepositions).
Stress that one of the skills required in taking good notes is being able to
detect what information is important. You can do this by listening for signal
words, such as ‘very important’, ‘crucial’, ‘vital’ and ‘essential’. Another
skill – especially when the lecture (or lesson) is about a process – is to listen
for words that signal stages or steps, such as ‘firstly’, ‘next’, ‘after that’, and
‘finally’. A further skill, which relates to understanding the information
structure being provided in a lecture is to listen for logical connectors, such as
‘on the contrary’ and ‘similarly’. Finally, noting words that inform one what
type of text is being delivered, is also an important aspect of note-taking.
For example, ‘in conclusion’ tells one that the lecturer or teacher is coming
to the end and is now providing a final or summarising point. Similarly, ‘for
example’ indicates that an example is being given.
Then read the text below to the class, explaining that they must make notes
of the text using conventions, abbreviations and symbols (as in the example).
Afterwards, they must expand their notes into a full, grammatically correct text.
Towards an independent, democratic South Africa
On October 25 1991, ninety-two organisations that were united in their opposition
to apartheid gathered in Durban to form the Patriotic Front. The Front’s main job was
to discuss the negotiation process. During the two days of discussion the method
and technicalities of transition and a changeover of political leadership were clarified.
Importantly, at the end of the conference, all organisations agreed that an interim
government was required to manage the transition. This was because delegates felt
strongly that since the National Party government had a vested interest, it was not
deemed suitable to manage and monitor the transfer of power. Clear guidelines were
put forward on the most vital responsibilities of the interim government, such as to
take non-partisan control of the security forces, the electoral process, state media, and
define areas of budget and finance, to allow international participation of South Africa
in global affairs, and to elect a constituent assembly based on a one-person-one-vote
basis in a united South Africa, which would draft and adopt a democratic constitution.
CODESA 1
The first plenary session of the Convention for a Democratic South Africa (CODESA)
began on December 21 1991, at the World Trade Centre in Johannesburg. Chief Justice
Michael Corbett opened the Convention with Petrus Shabort and Ismail Mohamed as
presiding judges. About 228 delegates from nineteen political parties attended and,
crucially, pledged their commitment to negotiations by signing the Declaration of Intent.
After the negotiating parties had agreed and signed the declaration, five working
groups were elected to deal with specific issues of national importance in terms of
the transition from Nationalist rule to democracy. These groups were mandated to
investigate the establishment of:
• The new constitution
• The setting up of the interim government
• The future of the homelands
• Time period for the implementation of the changes
• The electoral system.
(Source: Adapted from http://www.sahistory.org.za/codesa-negotiations)
term one • WEEK 6
Eng Gr11 TG.indb 51
51
2012/08/09 9:46 AM
Formative assessment
Use learners’ notes, as well as their notes expanded into a full text, to assess
their ability to take notes and expand these into a coherent text.
Suggested answers
Learners will use their own system of note-taking. What is important
is whether or not they are able to expand their notes into a coherent,
grammatically correct text that contains the most important aspects of the
text entitled ‘Towards an independent, democratic South Africa’. For this
reason, a model answer cannot be supplied. You should, therefore, make
time available to discuss with each learner his or her notes and expanded text.
During this session, stress the importance of developing one’s own consistent
note-taking system that contains conventions, abbreviations and symbols.
Extension work
You can provide learners who found this activity difficult with simple notes
to expand into a text. Here is an example.
Notes
Most NB 4 party = send invites
Next: buy things for party
e.g. drinks, cakes, chips, etc.
Then: Music syst & cds
Last: decor8 sit rm
Expanded text
The most important thing to do to prepare for the party is to send out the invitations.
After that, I must buy food and drinks for the party, such as cokes, cakes and chips.
The next thing I must do is organise a good music system and lots of CDs with music.
Finally, I must decorate the sitting-room.
Activity 27 Language (LB p. 53)
In this activity, learners continue the work on nouns that they started in
Activity 23. They also do some vocabulary development work.
If necessary, briefly revise the different types of nouns, asking learners to
provide examples of each type. Learners can then work individually to
complete the activity. It may be useful to circulate among learners to check
that they doing the activity correctly.
Formative assessment
Use learners’ written answers to assess whether or not they are able to:
• identify different types of nouns, with reasons, and use them in sentences.
• define a range of vocabulary and use it in meaningful sentences.
Suggested answers
1 Only suggested answers to the ‘type’ and ‘explanation’ columns have
been provided (note that learners’ answers may vary from those
provided). You should check learners’ sentences to make sure they have
used the nouns correctly.
52
Eng Gr11 TG.indb 52
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Noun
Type
Explanation
a
Abstract noun
‘Puberty’ is intangible and uncountable
b United Nations
Proper noun
Name of an organisation
c
puberty
frustration
Abstract noun
‘Frustration’ is intangible and uncountable
d unemployment
Abstract noun
‘Unemployment’ is intangible
e
opposite sex
Collective noun
Refers to a group
f
doubt
Abstract noun
‘Doubt’ is intangible
g problem
Common noun
‘Problem’ is countable
h
education
Abstract noun
‘Education’ is intangible
i
psychologists
Common noun
‘Psychologists’ is tangible and countable
j
sympathy
Abstract noun
‘Sympathy’ cannot be counted
2
Only the part of speech for each word has been provided. You should
check learners’ sentences to ensure that they have used the vocabulary
correctly.
a manage – verb
b finances – noun
c safely – adverb
d entering – verb
e memorise – verb
f immediately – adverb
g difficult – adjective
h compulsory – adjective
i responsibilities – noun
j freedom – noun
term one • WEEK 6
Eng Gr11 TG.indb 53
53
2012/08/09 9:46 AM
Unit 4
Weeks 7 & 8
Telling stories
In Weeks 7 and 8, learners are going to look at narrative texts: prepared
reading, literary texts about character, written narrative using speech, direct
and indirect speech, and researching word meanings. Week 7
Activity 28 Listening and speaking (LB p. 55)
Learners have already done an unprepared reading activity (Weeks 3 & 4).
Now they are going to build on the skills they started developing in Grade 10
to present a text for prepared reading.
Use Question 1 to introduce the activity, letting learners first work in groups
to discuss the questions and then taking feedback to ascertain what they
remember about prepared reading. Ensure that they understand how to
prepare for this. For example, remind them that they must:
• read the text many times before presenting it, so that they are familiar
with the meaning of all the words, and can pronounce all of them
• work out where to pause and look up at the audience
• decide where to use vocal variety, such as changing tone, volume, pace
or pitch.
You should also work through the checklist with the class, to make sure
learners understand what is required in terms of each criterion.
Learners can practise reading the text and then work in groups to take turns
to read the text. You should circulate among the groups to observe their
prepared reading. (Note that this is a preparatory activity that draws on the
learners’ prior knowledge and existing skills. They will engage more formally
with prepared reading in Activity 32.)
Formative assessment
Learners use the grid below to assess one another’s prepared reading. You
could use the same grid, or the rubric in the Extra resources section of this
Teacher’s Guide.
Criteria
Scores
4
Excellent
3
Good
2
Average
1
Poor
Fluency (how smooth the reading was)
Articulation (how clearly each word was pronounced)
Expression and tone (how much feeling there was in the reader’s voice to
show excitement, fear, happiness, etc.)
Eye contact (how well the reader connected with the audience)
Volume and projection (how well everyone could hear the reader)
Rate and pace (how fast or slow the reader read – did the reader read at one
speed, or did the rate and pace change according to the content?)
54
Eng Gr11 TG.indb 54
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Activity 29 Reading and viewing (LB p. 57)
Learners have previously looked at plot in the short story. In this activity, they
are going to focus on how character is developed in a short story.
Introduce the activity by getting the learners to describe a character in story
they have read or a movie they have watched. They should highlight aspects
of the character that they found interesting, such as they way they were
described (or looked), and the things they did and said.
Learners then work in pairs to read and discuss the Focus on Literature.
Alternatively, because the Focus on Literature is fairly long, you may wish
to work through it with the whole class, getting learners to take turns to
read a section, then discussing it with the class, before moving on to the
next section.
Before learners work on Questions 3 and 4, make sure that they understand
how writers use each of the following techniques to develop characters:
• physical description
• names
• attitude
• dialogue
• thoughts and feelings
• reactions of others to them
• their reactions to others and to events.
Learners should then work in pairs to complete Question 3 and individually
to complete Question 4, unless you feel they will benefit from working in
pairs. Depending on the level of your class, you could also work through the
questions with the class first, before they write their answers. You could also
set either or both questions for homework.
Formative assessment
Use your discussions with learners, as well as their written answers (and oral
answers if you work through the questions orally first) to assess the extent to
which they are able to identify:
• character qualities in an extract
• ways in which writers create characters
• evidence of different aspects of characterisation.
Suggested answers
3 Learners’ answers may vary substantially from the suggested answers
provided here, so accept all answers that make sense and can be justified.
• Main character = We are not told anything about her physical
description, but can infer that she is not white because she refers to
whites: ‘The white people always had their supper at six-thirty’.
Madam = high-pitched voice; She was like a doll, her hair almost
orange in colour, all curls round her made-up face. Her eyelashes
fluttered like a doll’s. Her thin lips were bright red like her long nails,
and she wore very high-heeled shoes.
• Main character = there are many descriptions of what she does:
waiting in the park; stealing her way into the garden; reading; staring
at the dogs, and so on. Madam = Calling out; chewing gum; smiling;
talking to the dogs nicely.
term one • WEEK 7
Eng Gr11 TG.indb 55
55
2012/08/09 9:46 AM
•
4
Quality
Main character = scared when she finds out her sister is not home
yet; feels stupid about not having a key; very frightened when the
dogs arrive; pleading with the Madam about the dogs; scared by the
Madam; her descriptions of the Madam show that she does not have
much respect for the Madam – she thinks the Madam is superficial
(made-up face, eyelashes that flutter like a doll’s, long, red nails,
always smiling/laughing forever at something) and a hypocrite (‘I
couldn’t understand how she could smile like that, but not want
me to stay in her house’). Madam = does not show respect to the
main character (chewing gum in the company of others is a sign
of disrespect, and speaks nicely to the dogs but not to the main
character); shows her power over the main character because she
does not immediately call off the dogs that are frightening the main
character; does not have sympathy for the main character (does not
invite her to stay and wait for her sister to arrive).
• The main point here is that learners must identify how direct speech
in the story is presented, focusing on the punctuation and the
‘realism’ of speech.
Note that these answers are suggestions only, and may vary from
learners’ answers, so accept all answers that make sense and can
be justified.
Explanation
Evidence
Timid; lacking courage
She is not brave enough to leave when
she finds her sister is not home.
‘I was scared to go out again.’
Afraid of being seen
She ‘hides’ while waiting for her sister.
‘I decided to sit down in front of my sister’s
room, where I thought I wouldn’t be
noticed’
Enjoys reading
She reads while waiting for her sister.
‘I was reading a copy of Drum Magazine’
and ‘I was trying hard to concentrate on
my reading again.’
Self-critical
She is upset with herself for not getting a
key cut.
‘I realised how stupid it was of me not to
have cut myself a spare key long ago.’
Observant
She describes the Madam in detail.
‘She was like a doll … she wore very highheeled shoes.’
Does not respect her
domestic worker
Seen in the way she shouts loudly from far
away for the maid to come
‘Then the Madam’s high-pitched voice
rang out above the dogs’ barking.
‘Ireeeeeeeene!’
Does not show respect
for the main character
(or other people
generally) or sympathy
towards her position
Chews gum while talking to her instead of
calling off the dogs
‘… chewing that gum which never left her
mouth, instead of calling the dogs away
from me.’
Seems superficial and
insincere
Evident from the main character’s
description of the Madam
‘She was like a doll … Her eyelashes
fluttered like a doll’s … She was still
smiling; I wondered if it didn’t hurt after
a while … I could always hear her forever
laughing at something or other.’
Appears hypocritical
Smiles at the main character (which seems
to indicate she likes the main character)
but does not invite her into the house to
wait for her sister
‘I couldn’t understand how she could smile
like that but not want me to stay in her
house.’
Main character
Madam
56
Eng Gr11 TG.indb 56
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Activity 30 Language (LB p. 61)
Learners studied direct and indirect (reported) speech in Grade 10, so this
activity should not pose too many challenges.
Discuss the role of direct speech (dialogue) and indirect speech in short
stories and novels in terms of characterisation (how writers use these to
portray characters). Then let learners work in pairs to analyse the direct
speech in the extract in Activity 29 in terms of punctuation and structure.
Take feedback, ensuring that learners have noted, for example, the use
of inverted commas to indicate direct speech, and how direct speech is
structured to mimic how people talk in everyday life (realism).
Learners should then continue to work in pairs to complete Question 2,
which is designed to get them to identify the changes that occur when
changing from direct to indirect (reported) speech. Take feedback, without
going into the formal rules. Focus on checking how accurate the learners’
observations are.
In Question 3, which should be completed in pairs, learners study and discuss
a number of examples of changes from direct to indirect speech. They use
their observations of these changes to draw up a list of rules. Take feedback
from the class, writing learners’ observations on the chalkboard, focusing on
three main areas:
• pronoun changes
• tense changes
• punctuation changes.
Complement learners’ input where necessary, so that learners can update,
expand or revise the rules they have formulated. (See Teacher’s resource
box on page 58.)
Learners then work individually to complete Question 4, which could be set
for homework.
Formative assessment
Use your interaction with learners, as well as their oral feedback and written
work, to assess whether or not they are able to:
• identify changes that occur when changing direct speech to indirect
speech
• list the changes that occur when changing direct speech to indirect speech
• change indirect speech into direct speech.
Suggested answers
2 Learners’ answers may vary from those provided here.
• In Sipho’s direct speech reply he uses the present tense (cannot) and
the future tense (will). Inverted commas are used to show the actual
words he says. You could also point out that he uses the first person
pronoun: ‘I’ as well as the time marker ‘tomorrow’.
• In Mbuli’s reported speech to Anna she uses the past perfect tense
(had said) as well as the past tense of ‘cannot’ and ‘will’ (‘could not’
and ‘would’). In addition, there are no inverted commas. You could
also point out pronoun changes: ‘I’ becomes ‘he’ and the time marker
changes: ‘tomorrow’ becomes ‘the next day’.
term one • WEEK 7
Eng Gr11 TG.indb 57
57
2012/08/09 9:46 AM
3
4
Use learners’ feedback to check if they have identified the major changes
that take place: tense, punctuation, pronouns and time markers.
Learners’ answers may vary slightly from those provided here, but ensure
that they correctly changed inverted commas, tenses, and pronouns.
a Petros said, “Thabiso, I want to start a study group.”
b Lettie asked, “Mr Claasens, may I borrow your dictionary?”
c S’bu said, “Maria, I applied for a place at the university last week.”
d My friend said, “I will start studying for my exams next week.”
e Nkulu said, “Piet, I hope to go overseas after I have completed my
final exams.”
Extension work
Ask learners who enjoy a challenge to find examples of direct speech in
newspapers, magazines and their setworks. They should copy these out and
then, below each one, change it into indirect speech.
Learners who find changing direct speech to indirect speech difficult should
be given extra exercises that focus on single aspects of the transformation at
a time (e.g. changes involving only a single tense). Once they are confident
in working with single changes, they can be given more complex sentences
to transform.
Teacher’s resource: Direct and indirect speech
Rules for changing direct to indirect speech
AWhen the main verb is in the past tense, all the
present tenses in the direct speech are changed
into past tense.
aSimple present tense becomes simple
past tense.
Example:
• Direct: He said, “I am unwell.”
• Indirect: He said that he was unwell.
bPresent continuous tense becomes past
continuous tense.
Example:
• Direct: He said, “My mother is writing
a letter.”
• Indirect: He said that his mother was
writing a letter.
cPresent perfect tense becomes past
perfect tense.
Example:
• Direct: He said, “I have passed the
examination.”
• Indirect: He said that he had passed the
examination.
dAs a rule, the simple past tense in direct
speech becomes the past perfect tense in
indirect speech.
Example:
• Direct: He said, “His horse died in
the night.”
• Indirect: He said that his horse had died
in the night.
58
Eng Gr11 TG.indb 58
Direct
Indirect
shall
will
can
may
should
would
could
might
BThe tenses do not change if the statement is still
relevant or if it is a universal truth. You can often
choose whether to keep the original tenses or
change them.
Examples:
• Direct: “I know her address”, said John.
• Indirect: John said that he knows/knew
her address.
In this indirect speech, both the past tense and
the present tense are correct.
• Direct: The teacher said, “The earth goes
round the sun.”
• Indirect: The teacher said that the earth
goes/went round the sun.
• Direct: She said, “German is easy to learn.”
• Indirect: She said that German was/is easy
to learn.
The past tense is often used when it is uncertain
if the statement is true or when you are reporting
objectively.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
C
If the reporting verb is in the present tense, the
tenses of the direct speech do not change. For
example, you can rewrite the above examples,
putting the reporting verb in the present tense.
Examples:
• Direct: He says, “I am unwell.”
• Indirect: He says that he is unwell.
• Direct: He says, “My mother is writing a letter.”
• Indirect: He says that his mother is writing
a letter.
• Direct: He says, “I have passed the
examination.”
• Indirect: He says that he has passed the
examination.
DThe pronouns of the direct speech change to
show the relation between the reporter and his
hearer, rather than the original speaker.
Examples:
• Direct: He said to me, “I do not believe you.”
• Indirect: He said that he did not believe me.
• Direct: She said to him, “I do not believe you.”
• Indirect: She said to him that she did not
believe him.
EWords expressing nearness in time or place
change.
Examples:
• Direct: He said, “I am glad to be here this
evening.”
• Indirect: He said that he was glad to be there
that evening.
• Direct: He said, “I was here yesterday.”
• Indirect: He said that he was there the day
before.
Direct speech
Indirect speech
now
here
ago
today
tomorrow
yesterday
last night
this
these
then
there
before
that day
the next day
the day before
the night before
that
those
term one • WEEK 7
Eng Gr11 TG.indb 59
FIn indirect speech, questions need the addition
of a verb, such as: asked, enquired, etc.
Examples:
• Direct: He said to me, “What are you doing?”
• Indirect: He asked me what I was doing.
• Direct: A stranger asked me, “Where do
you live?”
• Indirect: A stranger enquired where I lived.
• Direct: The police officers said to us, “Where
are you going?”
• Indirect: The police officers asked us where
we were going.
G Commands and requests in indirect speech
also need the addition of a verb. The imperative
mood changes to the infinitive mood.
Examples:
• Direct: Raja said to John, “Go away.”
• Indirect: Raja ordered John to go away.
• Direct: “Call the first witness”, said the judge.
• Indirect: The judge commanded them to call
the first witness.
• Direct: He said, “Be quiet and listen to my
words”.
• Indirect: He ordered them to be quiet and
listen to his words.
HExclamations and wishes in indirect speech also
need the addition of a verb.
Examples:
• Direct: He said, “Oh dear! I am in trouble”.
• Indirect: He exclaimed sadly that he was in
trouble.
• Direct: Alice said, “How clever am I?”
• Indirect: Alice boasted that she was very
clever.
• Direct: He said, “Bravo! You have done well.”
• Indirect: He applauded him, saying that he
had done well.
(Source: Adapted from http://www.english-for-students.com/
DirecttoIndirectspeech.html)
59
2012/08/09 9:46 AM
Activity 31 Writing and presenting (LB p. 62)
Learners have had the opportunity to look at plot and character in short
stories. They have also looked at how to use direct and indirect speech. These
are some of the main ingredients needed in writing narratives. In this activity
they explore setting, which will provide them with the understanding of
another important ingredient in writing narratives.
Let learners work in pairs to complete Question 1. Use their feedback to
revise briefly the main elements of a narrative: plot, action, characters,
setting (place and time). Learners then continue to work in pairs to read the
Focus on Literature. Take feedback, ensuring that learners can describe the
main ways in which setting can be depicted in narratives:
• through time (setting involves the place and time related to action)
• through place.
Learners should also be able to explain how setting is used in narratives and
to identify setting and its meaning.
In Question 3, learners work in pairs to analyse a short text in order to
identify aspects of character and setting. With this basic understanding, in
Question 4 they then refer back to the extract from The Toilet in order to
identify aspects of setting (place and time) and how these are depicted.
The last two Questions (5 and 6) require the learners to write a brief
description of the setting for a narrative, as well as a few examples of dialogue
between the characters in the narrative, and then to comment on one another’s
work. The intention here is to give learners an opportunity to practise
writing these elements of a narrative before they write a complete narrative.
Formative assessment
The focus of the activity is learners’ ability to write setting and dialogue, so
use your interaction with learners, their feedback and their written work to
assess whether or not they are able to:
• write a paragraph that describes the setting of a narrative
• write direct speech (and some descriptive details) between characters in
a narrative.
Suggested answers
Note that learners’ answers may vary from ALL suggested answers provided
below. So, you should assess their answers on their own merit, ensuring,
however, that they are sensible and grammatically correct.
1 •Place – concrete steps leading to the servant’s quarters; glared at me
through the openings in the hedge; The street lights were so very
bright! Like big eyes staring at me.
•Time – Thursday afternoon; six-thirty; The street lights were so very
bright (tells us the event took place at night).
Note that learners could also mention aspects such as descriptive and
figurative language, which are an important part of narratives.
3 •Character – his appearance, especially specific details: beady eyes,
razor-thin lips, prominent scar, aggressively pushing, eyes flashing,
snarled scarily (all suggest a dangerous, unfeeling type of character
who has been in fights and has a bad temper)
•Setting – gloomy office, cobwebs (suggests a depressing setting,
where criminals may meet).
60
Eng Gr11 TG.indb 60
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
4
5
•Setting – back yard of a big garden of a rich family, where ‘servant’s
quarters’ are cut off from the main garden (yard … concrete steps
leading to the servant’s quarters; glared at me through the openings
in the hedge; her friends came for a swim). Setting shows that the
servant (main character’s sister) lived in a room at the bottom end of
a wealthy family’s garden.
• Time – afternoon, evening and night (Thursday afternoon; six-thirty;
The street lights were so very bright). Time (in terms of era) is also
shown through setting and character details. For example, ‘servant’s
quarters’ indicates that the narrative is set pre-1994, when such
descriptions of where domestic workers lived was very common.
No model answers can be provided for this question, as learners’ written
work will be subjective and individual. However, you should ensure that
their descriptions of setting are sufficiently vivid and the portrayals of
character adequately descriptive. You should also ensure correct language
usage: sentence structure, tenses, concord, spelling and punctuation. Pay
particular attention to punctuation of direct speech.
Extension work
Encourage learners who enjoy a challenge to identify examples of setting,
character description and dialogue in their setwork or any other books they
may be reading. Get them to copy out these examples and then to write brief
explanations as to why they think these examples are effective (or not).
Assist learners who struggle with character portrayal and depiction of
setting. Provide them with simplified models of these elements, getting them
to develop their own examples based on these models. Here is an example of
a simplified depiction of place.
The big house stood on the edge of a dark forest. There were tall trees in front of the house.
The house was very old, with broken windows and cracked walls. It looked very scary.
Week 8
Activity 32 Listening and speaking (LB p. 64)
Note
•Remind learners that
they must finalise
their extended
reading projects for
presentation in two
weeks’ time.
•You need to find
suitable music (with
lyrics) to play to
your class in the first
Activity of Week 9. You
could also show them
a suitable music video.
If these options are not
viable, read the lyrics
of a song to learners.
In this activity, which follows on from the preparatory work done in
Activity 27, learners get ready to present prepared reading.
Assist learners to prepare for the presentation of their prepared reading by
working through the activity with them, ensuring that they understand how
to prepare and which criterion will be used to assess their efforts. You could
also assist by making sure that they choose suitable texts to read, which are
at the correct language level for Grade 11 learners studying English as a First
Additional Language.
Formative assessment
You could use or adapt the rubric on the next page to assess learners’ ability
to read prepared texts. You can also use the rubric in the Extra resources
section of this Teacher’s Guide.
term one • WEEK 8
Eng Gr11 TG.indb 61
61
2012/08/09 9:46 AM
CATEGORY
%
PREPARED READING
OUTSTANDING 90–100
Perfect fluency and audibility.
Lucid articulation and pronunciation.
Outstanding ability to vary pitch, pace and tone.
Outstanding interpretation of text.
Audience riveted.
A pleasure to listen to.
EXCELLENT
80–89
Excellent fluency and audibility.
Very high quality of articulation and pronunciation.
Varies pitch, pace and tone in a highly effective manner.
Excellent interpretation of text.
Brilliant ability to sustain audience contact.
VERY GOOD
70–79
Very good level of fluency and audibility.
Clear articulation and pronunciation.
More than adequate ability to vary pitch, pace and tone.
Very good interpretation of text. Clearly able to sustain audience contact.
GOOD
60–69
Good fluency and audibility.
Articulation and pronunciation generally good though there may be a few lapses.
Appropriate pitch, pace and tone used.
Appropriate interpretation of text. Clearly able to sustain audience contact.
AVERAGE
50–59
Reader generally fluent and audible.
Reasonably good articulation and pronunciation, though may stumble over some words.
Pitch, pace and tone at times inappropriate.
Does generally display understanding of text. Audience contact adequate.
BELOW
AVERAGE
40–49
Reader not sufficiently fluent and audible.
Articulation and pronunciation not adequate and reader found to be stumbling over words.
Inadequate control over pitch, pace and tone.
Sense of text not clearly conveyed. Does not sustain sufficient audience interest.
POOR
34–39
Reading clearly inadequate at this level.
Lacks fluency and audibility.
Cannot convey sense of text. Audience contact almost non-existent.
WEAK
33 and
below
Reading cannot convey sense of text.
Inarticulate, unintelligible.
Clearly out of his/her depth at this level.
Activity 33 Reading and viewing (LB p. 66)
Learners have already looked at how imagery is created in literary texts,
such as poems. They know that writers use figures of speech (or rhetorical
devices) to create images. They also looked at how these figures of speech
can be used to assist in the description and exploration of events and
situations in literary texts. In this activity, they are going to find out about
additional figures of speech.
Use Question 1 to revise figures of speech. Initially, allow learners to work
in groups to discuss the figures of speech listed in the Learner’s Book and to
come up with examples of each. Use the feedback session to make sure that
they do in fact understand what each figure of speech is (they should define
or explain them) and that they can provide accurate examples of each one.
Learners then continue working in groups to read and discuss the Focus on
Literature. Take feedback to gauge their understanding of these figures of
speech (or rhetorical devices):
62
Eng Gr11 TG.indb 62
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
•
•
•
•
•
•
allusion
eponym
oxymoron
hyperbole
understatement
litotes.
In Question 3 learners first work alone to read each extract and to identify
the figure of speech that is used in it. They then discuss how the figure of
speech functions in each extract. Take oral feedback, after which learners
should write down their answers.
Formative assessment
Use your discussion with the class, as well as their oral and written feedback,
to assess whether or not they can:
• explain different figures of speech (or rhetorical devices)
• identify figures of speech in poems
• explain how figures of speech function.
Suggested answers
1 The wording of learners’ answers may differ from those below.
• metaphor – direct comparison between two things
• indirect comparison between two things, usually using ‘like’ or ‘as’
• personification – giving an inanimate object human attributes
• alliteration – repetition of consonant sounds in a line of poetry
• onomatopoeia – when the sound of a word echoes its sense
• symbol – when something stands for, or represents, something else.
3 The wording of learners’ answers may differ from those below.
a Simile – the colour of the lights are compared to peppermints.
b Allusion – the ‘crown’ referred to here is an allusion to the crown
of thorns placed on Jesus’ head when he was crucified. (Also accept
simile as an answer.)
c Oxymoron – there is a contradiction between being in a grave and
embracing.
d hyperbole – ‘heard around the world’ is an exaggeration for effect.
e Eponym – Achilles was a Greek soldier who was killed by being
stabbed in his heel (which is where we get the saying: someone’s
Achilles’ heel: their weak spot, emotionally, physically or morally)
f Personification – steam that ‘kisses’ the ceiling
g Oxymoron – there is a contradiction between ‘dark’ and ‘excessive
bright’.
h Understatement – We would expect ‘anything more than the truth’ to
be very strong; yet here the poet (speaker) implies that just the plain
truth is strong enough.
i Hyperbole – ‘Ten thousand thousand’ is exaggeration for effect.
j Oxymoron – there are contradictions between ‘miserable’ and
‘abundance’ and between ‘beggarly’ and ‘riches’.
Activity 34 Writing and presenting (LB p. 69)
Learners have previously (in Activity 29) looked specifically at setting and
character in narratives. In this activity they are going to use these skills,
together with the other narrative writing skills they have developed, to write
a narrative essay.
term one • WEEK 8
Eng Gr11 TG.indb 63
63
2012/08/09 9:46 AM
In order to prepare for writing the narrative essay, learners should first revise
the elements of the narrative, as well as its structure and language features.
Let them work in pairs to read and discuss the Focus on Writing in order to
do this. Take feedback afterwards to make sure that they have grasped the
information in the Focus on Writing.
Read through Questions 2 – 5 with the class, discussing each one in turn, so
that you use this activity for revision purposes as well, by going over:
• pre-writing considerations
• planning
• process-writing steps
• what editing involves.
Learners should then work individually to complete the activity, noting that
they must edit their first drafts while a partner must edit their second drafts.
Learners can write their final versions for homework. Tell learners that they
must hand in their plans, both edited drafts and their proofread drafts (if
applicable) when they hand in their final versions.
Reminder
You can use or adapt the
rubric in the Extended
resources section of this
Teacher’s Guide.
Formative assessment
You can use your interaction with learners to assess their understanding of
the elements of narrative, but should focus on using their written work to
assess whether or not they have acquired the skill level necessary for success
at Grade 11 level in terms of:
• producing a narrative that is coherent overall (with linkages and flow
between the introduction, the body – including between paragraphs –
and the conclusion
• being able to employ all aspects of narratives essays
• writing grammatically correct sentences with correct punctuation
and spelling
• using vocabulary that is appropriate
• pitching the essay correctly and consistently in relation to audience,
intention, register and style.
Activity 35 Language (LB p. 71)
This activity focuses on remedial grammar from learners’ writing and
dictionary-based vocabulary development. Remind learners of the
importance of practice, which includes correcting things one gets wrong
until one gets them right, and of having a wide, functional vocabulary.
Learners work individually to complete Questions 1, 2 and 3 (note that
Question 3 is comprised of worksheets that you have been developing
throughout the term, based on common errors made in learners’ written
work). You should check each learner’s work while the class is completing
these questions, providing assistance and guidance as required.
Learners can then work in pairs to complete Question 4, but should work
individually to complete Question 5.
Formative assessment
Use your interaction with learners, as well as their written answers, to assess
the extent to which their grammar and vocabulary skills have developed in
Grade 11 thus far.
64
Eng Gr11 TG.indb 64
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Suggested answers
1 Turn sentences into direct speech:
a Vusi said, “I will bring the plans of the fortress tomorrow.”
b Loretta asked, “What time should we meet tonight to discuss our
adventure?”
c Jake replied, “We should meet at 8 o’clock tonight.”
d Faizel asked, “At whose house should we meet tonight and what is
the address?”
e Sindiwe said, “We can meet at my house. I live at 18 Porterville
Avenue.”
2 Corrected sentences:
a Doris said, “I am looking forward to the adventure tomorrow.”
b Ahmed replied that he could come to the meeting that night.
c The teenagers will meet tomorrow to discuss their plans for the
adventure.
d They spoke in quiet voices so that no one could hear what they
were saying.
e There were too many people around so they decided to postpone the
meeting to the next day.
4 Dictionary work (1)
a Get learners to say the word to see if they can pronounce it. The part
of the dictionary entry that helps with pronunciation is the section
with ‘say: gar-gan-tew-a’ in it.
b Noun; the adjectival form is ‘gargantuan’.
c It is a late 16th word from the name of the voracious giant in
Rabelais’ book of the same name (1534).
5 Dictionary work (2)
a Meanings of ‘open’:
iMeaning 4 honest; not secretive
iiMeaning 1 allowing people, animals, things to go in or out; not
closed or covered up
iiiMeaning 3 letting in visitors or customers
ivMeaning 4 honest; not secretive
vMeaning 2 spread out or unfolded
b Suggested definitions have been provided here. You should check
learners’ work to make sure their sentences are grammatically
correct and sensible, and that they have used the words in the correct
context.
i steal – move somewhere quietly so that one is not detected
iidisturbing – interrupting or intruding on someone, especially
when they want privacy
iiiconcentrate – focus one’s attention or mental effort on a
particular activity
iv pounded – beat strongly with a regular rhythm when afraid
v glared – stared at very strongly
vi threateningly – in a hostile or frightening manner
viipleaded – made a strong emotional appeal (almost like begging –
though not as in beggars who beg)
viii fluttered – moving up and down rapidly and unevenly
term one • WEEK 8
Eng Gr11 TG.indb 65
65
2012/08/09 9:46 AM
Extension work
It is very important that you identify learners who did poorly in this activity.
You should analyse their written work (including their essays in Activity 31)
to identify the types of language challenge they face. You then need to devise
customised remediation interventions for these learners, while there is still
time to rectify the situation. Soon it will be too late, and then they are bound
to perform poorly in the final exam at the end of Grade 12.
66
Eng Gr11 TG.indb 66
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Unit 5
Weeks 9 & 10
It’s in the beat
In Weeks 9 and 10 learners are going to look at songs, sound and rhythm:
compare and contrast songs, write a music review and create a visual text for
a musical event.
Week 9
Activity 36 Listening and speaking (LB p. 73)
This activity sets the context for most of Unit 5. Introduce the activity by
asking two or three learners to tell the class about their music preferences.
Then direct learners’ attention to the expressions in the Focus on Speaking.
If necessary, discuss the meaning of the expressions, and how they are
used in conversations and discussions. Learners then complete Question 1.
Observe their group work and take oral feedback to determine their fluency
and how well they can express their thoughts and feelings about music.
Play the song or show the music video you have chosen to the class, first
explaining how they should go about completing the table.
Formative assessment
Use your observation of learners’ group work, as well as their responses and
completed tables to assess learners’ general listening skills and their ability to:
• use expressions and conventions in group work
• articulate thoughts and feelings about music
• meaningfully complete a table using aural information.
Extension work
You can extend this activity by getting learners to discuss their completed
tables in groups. Individual learners (or groups) could share their responses
with the class. It would be interesting to note the range of opinions in the
class on a particular song.
Activity 37 Language (LB p. 74)
Language precedes reading and writing activities in this unit because it deals
with sound devices, which learners need to know about in order to complete
the reading and writing activities.
Ask learners what they know about sound devices from their poetry studies.
They should be able to recall a fair amount of information about the main
sound devices, such as:
• alliteration – the repetition of consonant sounds in a line
• rhythm – the way in which sound moves in regular patterns
• rhyme – when words at the end of lines have the same sound.
Check that learners know what a refrain is, and why many songs have a
refrain. A refrain (or a chorus) is a group of lines that is repeated throughout
the song, usually after each verse. It usually has a different melody and
rhythm to the rest of the song to provide contrast. Its function is often to
keep repeating a key idea – like an issue or theme – throughout the song.
term one • WEEK 9
Eng Gr11 TG.indb 67
67
2012/08/09 9:46 AM
Learners should then work in groups to read and discuss the Focus on
Language, which explores elements of songs that make them easy to
remember, such as repetition and use of stock phrases (phrases that are used
very widely, and have specific meanings, such as ‘what have you been up to?’;
‘that’s not cool’; ‘go with the flow’ and ‘going forward’).
Learners then work individually to complete Question 4. Once they have
worked out their answers, they discuss these in their groups. Take feedback
before they write down their answers.
Formative assessment
Use learners’ feedback and written answers to assess whether or not they are
able to:
• explain what sound devices, refrains and stock phrases are
• identify sound devices, refrains and stock phrases in lyrics.
Suggested answers
Note that learners’ answers may vary from those provided below. Accept all
answers that make sense and are grammatically correct.
2 As noted above, a refrain is a group of lines that is repeated throughout
the song, usually after each verse. It usually has a different melody and
rhythm to the rest of the song to provide contrast. Its function is often to
keep repeating a key idea – like an issue or theme – throughout the song.
4 •line 1: Friday at five; line 3: She runs down the street
• door/more; free/be
• Most of the verse uses phrases that could be considered stock in
that they form part of our everyday expressions, such as ‘as the day
begins’; ‘away from her sins’; ‘she is free’.
Extension work
To extend this activity, you could ask learners to write a paragraph on how
sound devices, refrains and stock phrases add to the meaning and enjoyment
of songs. You could also ask them to listen to other songs and to note where
sound devices, refrains and stock phrases are used in them.
Activity 38 Reading and viewing (LB p. 76)
The focus of this Reading and viewing activity is on comparing and
contrasting. Use the introduction to the activity in the Learner’s Book, as well
as Question 1, to introduce and explore these concepts. Once learners are able
to articulate a basic understanding of what comparing and contrasting are,
and why and how we use them, let them work in pairs to read and discuss
the’ Focus on Reading. During the feedback session, make sure learners
understand what the expressions in the Focus on Reading mean, and can
use them in sentences. Point out that they must be on the lookout for these
expressions in texts, because they signal the writer’s intention to either
compare or contrast issues, events, points of view, characters and so on.
Learners then work individually to read the lyrics of the two songs,
comparing and contrasting them in terms of sound devices, style, stock
phrases, refrains and message. Depending on the level of your class, it may be
beneficial if learners do this part of the activity in pairs. Alternatively, you can
work with the whole class to identify the elements in the first song. Learners
can then work individually – or in pairs – to do the same for the second song.
68
Eng Gr11 TG.indb 68
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Take oral feedback only, since learners will tabulate their answers in the
next activity.
Formative assessment
Use learners’ feedback, your interaction with them and their oral answers to
assess whether or not they are able to:
• explain what comparing and contrasting mean
• describe sound elements, including stock phrases and refrains
• identify these in lyrics
• compare and contrast them in lyrics.
Suggested answers
Note that answers have been provided for the first verses and the refrains
of the lyrics to function as a model for the rest of the verses. Also note that
learners’ answers may vary from those provided. Accept all answers that
make sense and can be justified.
Question 3
• Marley:I tell you what: some people got; like Daniel out of the lions’
den.
Taylor: helping hand; come running; All you have to do is call
• Marley: there/care/everywhere; dreams/means
Taylor: right/night; name/again; fall/call
• Marley:Biblical – like Daniel out of the lions’ den; Shadrach, Meshach
and Abednego.
Taylor – no obvious allusions
• Marley:Basically repetitive but does shift; thematic focus = survivors;
hopes and dreams.
Taylor:Also basically repetitive; thematic focus = he (speaker or voice)
will always be available to give support
• Marley:quite informal and colloquial; uses sound effects: Ow, ow/
na-na; makes up own expressions: suffer in the suffering
Taylor:more formal and grammatically correct, but with many stock
phrases
• Marley: that you care; every time I look around; hopes and dreams.
Taylor:you’re down; helping hand; nothing is going right; think of
me; darkest night; see you again
• Marley:suffering of ordinary people who are survivors against great odds
Taylor: the loyalty of friendship.
Activity 39 Writing and presenting (LB p. 80)
Introduce the activity by discussing the usefulness of tabulating in order to
compare and/or contrast two things. Use a practical example to illustrate
this, for example, two types of fruit.
Aspect
Apples
Bananas
Shape
Round
Elongated
Colour
Red or green
Yellow
Texture
Crisp
Mushy
Moisture
Juicy
No juice
Taste
Sweet or tart
Bland
term one • WEEK 9
Eng Gr11 TG.indb 69
69
2012/08/09 9:46 AM
Learners then work individually to tabulate the differences between
the Marley and the Taylor songs. You should facilitate a class discussion
afterwards, in which learners share and discuss their tables with the class.
Formative assessment
Use learners’ tables and the class discussion that you facilitate to assess
whether or not learners are able to record contrasting information in a table.
Suggested answers
It is not possible to provide model answers for this activity. However, the
table below shows one example of how the contrasting information could be
recorded. Ensure, nonetheless, that learners’ tables make sense and that they
can give reasons for the contrasting information in their tables.
Aspects of the songs
Survival
You’ve got a friend
Alliteration
Has alliteration
Has alliteration
Assonance
Has assonance (but generally the diction is
more discordant than the Taylor song)
Has assonance (generally the diction is
softer and more harmonious than in the
Marley song)
Rhyme
Has end rhymes (more frequent than
Taylor song)
Has end rhymes (not as frequent as the
Marley song)
Allusions
Has a number of obvious allusions
No obvious allusions
Refrain
Has a refrain that – although basically the
same throughout – does change by adding
extra words or lines
Same refrain throughout
Style
Informal and colloquial; uses sound effects
and coinages
More formal and grammatically correct
Stock phrases
Does use, but not as frequently or clichéd
as the Taylor song
Uses many stock phrases: lyrics are basically
built on them
Message
Survival of the poor and oppressed against
great odds (technological destruction,
capitalist greed)
Loyalty and conditional nature of true
friendship
Extension work
If possible, obtain recordings of both songs (or any two other songs that have
a strong contrast, such as rap and folk or rock and blues) to play to learners.
Then ask them to write a few lines on how the rhythms compare and
contrast, and how each song made them feel and why.
Week 10
Activity 40 Listening and speaking (LB p. 80)
In this activity learners should present their extended reading projects that
you set at the beginning of the term. Depending on the type of extended
reading project that you set, outline how learners should present it and any
other relevant information. For example, if they had to do a book review, you
could ask learners (individually) to present an outline of their reviews to the
class, covering:
• title, author and publisher
• main characters
• a one-minute summary of the plot
• a one-minute appreciation of the book (why they liked or did not like it;
what they learned from it).
70
Eng Gr11 TG.indb 70
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
They could be required to read a one-minute long extract from their
chosen book.
Both their presentations and their written reviews should be assessed, so
make sure that you provide learners with assessment rubrics, and that
you discuss these with them. Also ensure that you give learners adequate
feedback so that they can improve their performance in the next extended
reading project.
Formative assessment
Use learners’ extended reading projects to assess their:
• current reading ability (fluency, pronunciation, etc.)
• ability to talk and write meaningfully about a book they have read.
The rubric below is for a book review. You can use or adapt it to assess
learners’ extended reading projects, if this took the form of a book review.
Criteria
Outstanding
7
Presentation Presented
with
complete
fluency,
excellent
expression
and total
confidence
Review
Substantial
5
A good
presentation
with very
few lapses
in fluency.
Good
expression
and
confidence
Covered
Covered
Covered all
all the
requirements all the
requirements. requirements,
and more
but content
(e.g. included Content is
could have
detailed
a photo of
been more
the author). and well
detailed
organised,
Content
in places.
with good
is very
Material
detailed and links
is well
organised in between
organised
a way that is sections.
and
appropriate Language
language use
use is of a
and makes
is good, with
very high
sense. The
only a few
standard
ideas flow
errors
logically and
language use
is flawless (or
very close
to it)
FAT
Meritorious
6
Well
presented
with good
fluency and
expression,
and lots of
confidence
Adequate
4
Presented
with some
fluency and
expression.
Occasionally
appeared
nervous
Covered
all the
requirements,
but most
sections do
not have
adequate
detail.
Content
is mostly
logical, while
language use
is acceptable
and does not
hinder the
sense
Moderate
3
Presented
with
reasonable
fluency
and fair
expression.
Sometimes
appeared
nervous
Omits one
section or
covers all
requirements,
but too
thinly for
Grade 11
level. Makes
quite a few
language
errors, but
sense is still
clear
Elementary
2
A number of
breakdowns
in fluency
which made
expression
uneven.
Quite often
appeared
nervous
Omits two
sections or
does not cover
requirements
adequately at
all. It is difficult
to follow the
logic in places
and too many
language
errors hamper
comprehension
Not achieved
1
Stumbled
through the
presentation;
lack of fluency
marred
sense. Seems
nervous and
distracted
most the time
More than
two sections
missing or
requirements
so
inadequately
covered
that content
is virtually
meaningless.
What content
there is, is
disjointed
and sense
is marred
by many
language
errors
Extended reading project
Learners must be given an extended reading project – based on one of their literature
setworks – that they must complete during the school holidays. This could take a
number of forms, such setting a section that must be read and summarised, providing
a worksheet based on a section that must be competed, or undertaking a research
project on the author to find out more about his or her life.
term one • WEEK 10
Eng Gr11 TG.indb 71
71
2012/08/09 9:46 AM
Activity 41 Reading and viewing (LB p. 80)
This activity links to the previous Reading and viewing activity in that it
explores song lyrics as a form of poetry. If possible, play some modern love
songs (e.g. ‘Umbrella’ by Rihanna & Jay-Z or ‘Set fire to the Rain’ by Adele)
to the class, or ask learners to tell you about modern love songs they enjoy.
Find out why they enjoy these songs, which parts appeal to them and why,
and what these songs means to them.
Learners can then work in groups to discuss the questions. Take feedback
and then let learners work individually to write down their answers.
Formative assessment
Use your discussion with learners, and their oral and written answers, to
assess whether or not they are able to:
• talk about personal responses to a song
• identify poetic elements in the lyrics of a song
• understand word choices (diction) in the lyrics of a song
• identify and articulate the message or theme in a song.
Note
In the next activity
learners have to design
and create CD covers.
Make sure that you have
materials (e.g. paper or
cardboard, old magazines,
etc.) and equipment
(e.g. pairs of scissors, glue,
paints or crayons, etc.)
available for this activity.
72
Eng Gr11 TG.indb 72
Suggested answers
1 Scanning to identify words and expressions in terms of meaning and
significance:
• What do they mean?
• Why do think the songwriter has included them (in other words, what is
their significance)?
a Dow Jones [This is a U.S. stock market index that tracks the financial
performance of top U.S. companies. Reference to it seems to indicate that
the financial world is trouble and that people are facing poverty.]
b Rocafella (think about the spelling of this word) [Rockefeller, an
American, was one of the richest men in the world. This comparison
refers to the ‘richness’ of their singer’s love –even though the Dow Jones
is tumbling and there is growing suffering as a result (“thunder rumbles”;
“stormy weather”)]
c G5’s [The most probable reference here is to the five wealthiest countries
in the world, which were known as the Group of Five or G5 (viz. France,
Germany, Japan, the United Kingdom, and the United States). This
reference continues the idea of material wealth versus the ‘wealth’ of
being in love: that love for another person is richer (stronger) than material
richness (the G5 and their “fancy cars”) and can overcome any suffering]
d stack chips [‘Chips’ are what one uses in casinos to gamble with, so to
‘stack chips’ means to save them up or store them. In the context of
gambling introduced earlier and ‘… for the rainy day’ the singer seems to
be saying that in life as a gamble, some people save up money for when
they face times of financial hardship, while others pray to keep them
from misfortune]
e dealt its cards [This is a stock phrase that means what life has given you
(e.g. to be born into a poor or rich family, or to live in a town that was
struck by an earthquake), so the singer – developing the idea in the first
two lines of this verse – seems to be saying stacked chips or prayers are
unnecessary for coping with the hand life has dealt and which most
people complain about; instead, in misfortune (“raining”) he / she laughs
and sings – no doubt of the love that he / she has]
2 Repetition of ‘rain’ and ‘raining’:
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
a
Why are the repeated so often? [They link with the title of the song (‘You
are my umbrella’) and it seems that ‘rain’ could symbolise the troubles
people face in relationships and in life]
b How do they link with the title of the song? [An umbrella provides
shelter and protection from the rain]
c What do you think the ‘umbrella symbolises? [It could symbolise their
relationship, their love or the care for each other – all things that will
protect them from life’s turmoil]
3 What is the message or theme of this song? Explain your answer in
one paragraph (5–10 lines) by quoting from the lyrics. [Learners’ own
answers, possibly along the lines that whatever life may throw at them
(‘world has dealt its cards’), their love is richer/worth more than ‘Dow
Jones’, Rockefeller and the ‘G5’ and so will endure. The singer’s lover is
like an umbrella that will provide shelter and protection from all life’s
troubles and even though these troubles may force them to physically
separate (“Though storms may tear us apart”) nothing can destroy their
love because their “hearts [are] dancing and joined forever”]
Activity 42 Writing and presenting (LB p. 83)
The focus of this activity is on how to write interviews. Find out from learners if
any of them have attended an interview. If some have, ask them to outline their
experiences, describing briefly what the interview was about and its format.
Learners then work in pairs to read and discuss the Focus on Writing. Take
feedback to ensure that they understand:
• the types of questions that should be asked in interviews (it may be
worthwhile to revise basic question structures and punctuation)
• the formats of written interviews.
Learners should then work individually to write their imagined interviews.
Circulate amongst learners for the first few minutes of the written section of
the activity to make sure that they are:
• using the correct format
• formulating questions correctly
• using appropriate tenses.
Formative assessment
Use your interaction with learners, as well as their written interviews, to
assess whether or not they are able to:
• formulate questions correctly
• write and structure an interview according to the correct format.
Extension work
To further link this activity to the theme of the unit and the songs that
learners have listened to and read, you could get them to write or design
a multimodal or visual text in response to a song, preferably the one you
played to the class in Activity 36.
You could introduce the activity by asking a couple of learners to describe
CD covers that they like, getting them to summarise what it is about these
covers that they like. Explain that while analysing these covers, they need to
keep in mind that will be designing and creating their own CD covers.
term one • WEEK 10
Eng Gr11 TG.indb 73
73
2012/08/09 9:46 AM
Take feedback from learners to assess their understanding of how the elements
on a CD cover work together to provide some type of visual image of the
music (or the main message of the music) on the CD. Use these points:
• the images used
• the colours used
• the way that the images relate to one another (i.e. where each one is
positioned and why)
• the texts (consider the style and position of the texts)
• the way that the images and texts relate to one another.
The second part of the activity involves learners designing and creating a CD cover,
using a song that you play to them as inspiration. Learners can make notes while
listening to the song for the second time (they should just listen the first time).
Work through the requirements of the CD cover with the class, as well as the
suggestions as to how they could approach the design and creation. Make sure
that suitable materials and equipment are provided. Learners can then work in
groups to discuss and design the CD covers, but each learner must produce one.
Formative assessment
Use your discussion with learners, their feedback and their completed CD
covers to assess the extent to which they are able to:
• identify and discuss design elements in visual texts
• respond to a piece of music in terms of its meaning and how it makes
them feel
• use their response to a piece of music as a catalyst to designing and
creating a visual text
• design and create a visual text that is both aesthetically pleasing and
informative (attractive, appealing layout, as well as song titles).
Activity 43 Language (LB p. 84)
This is a fairly short activity that looks at aspects of vocabulary as it appears
in the lyrics of songs. Introduce the activity by asking learners what they
know about the following, and ask them to give you examples where possible:
• slang
• contractions
• archaisms
• symbols and allusions
• made-up or coined words and expressions.
Learners should then work individually to complete Question 1. Take feedback
to check that they identified appropriate usages of language. They can then
work in pairs to discuss the meaning of the usages they have identified
(Question 3), and then work individually to complete the rest of the question.
Formative assessment
Use your discussions with learners, as well as their oral feedback and written
answers, to assess:
• their understanding of what slang, contractions, archaisms, symbols,
allusions and coinages are, and why they are used in lyrics
• whether or not they can identify these language used in lyrics, and
explain reasons for their inclusion
• whether or not they can work out the meaning of these language usages,
and use them in meaningful sentences.
74
Eng Gr11 TG.indb 74
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Suggested answers
It is not possible to provide suggested answers since there are too many
possibilities that learners may identify. It is therefore important that learners’
answers are checked to make sure that they make sense. Here are some
examples of language usages they could identify:
• slang: gotta; Rocafella; I’ma stick it out
• contractions: we’re; y’all; you’ve; they’ll; don’t
• archaisms: Shadrach, Meshach and Abednego (could also be regarded
as allusions)
• symbols and allusions: Daniel; Shadrach, Meshach and Abednego (could
also be regarded as archaisms); Dow Jones
• made-up or coined words and expressions: Idren; I-sistren;
misphilosophy; misenergy.
Extension work
Ask learners to look for examples of contractions in texts that they come
across e.g. in newspaper and magazine articles). They should list these and
write out their full meanings.
Teacher’s resource: Contractions
Here is a list of the most common contractions used in English:
aren’t
are not
that’s
that is; that has
can’t
cannot
there’s
there is; there has
couldn’t
could not
they’d
they had; they would
didn’t
did not
they’ll
they will; they shall
doesn’t
does not
they’re
they are
don’t
do not
they’ve
they have
hadn’t
had not
we’d
we had; we would
hasn’t
has not
we’re
we are
haven’t
have not
we’ve
we have
he’d
he had; he would
weren’t
were not
he’ll
he will; he shall
what’ll
what will; what shall
he’s
he is; he has
what’re
what are
I’d
I had; I would
what’s
what is; what has
I’ll
I will; I shall
what’ve
what have
I’m
I am
where’s
where is; where has
I’ve
I have
who’d
who had; who would
isn’t
is not
who’ll
who will; who shall
let’s
let us
who’re
who are
mightn’t
might not
who’s
who is; who has
mustn’t
must not
who’ve
who have
shan’t
shall not
won’t
will not
she’d
she had; she would
wouldn’t
would not
she’ll
she will; she shall
you’d
you had; you would
she’s
she is; she has
you’ll
you will; you shall
shouldn’t
should not
you’re
you are
you’ve
you have
term one • WEEK 10
Eng Gr11 TG.indb 75
75
2012/08/09 9:46 AM
76
Eng Gr11 TG.indb 76
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
term two
My country
The second term focuses on aspects of South
Africa. In this term, the learners will develop the
following language skills.
Listening and speaking
• explaining visual texts
• transferring information into another text form
• presenting a formal researched speech
• role playing meeting procedure
• taking part in debates
• listening for position and attitude
Reading and viewing
• directions from a literary text
• visual texts
• timetables
• literary texts
• informative texts
• media sources and advertisements
Writing and presenting
• process writing
• directions
• factual descriptions
• literary essay
• agendas, notes and minutes
• advertisements
Language
• prepositions
• verbs
• adjectives
• adverbs
• comparison of adjectives
• concord
• paragraph structure
• conventions related to minutes
• figurative language and rhetorical devices
• vocabulary development
Eng Gr11 TG.indb 77
2012/08/09 9:46 AM
Unit 6
Weeks 11 & 12
Tourism
In Weeks 11 and 12 learners are going to look at directions. They will focus
on visual texts, directions, factual descriptions and parts of speech.
Week 11
Activity 44 Listening and speaking (LB p. 96)
In this activity, learners explore the idea of giving and listening to precise
oral information, such as instructions or directions. Introduce the activity
by talking generally about the difference between hearing and listening, and
then the difference between speaking and giving precise information. Find
out from learners in what types of situations they might have to give precise
information. Examples could include giving someone a message, providing
one’s contact details, instructing someone on a process, or giving directions.
It would be a good idea if you could get a few pairs of learners to come to
the front of the class and role-play some situations in which precise oral
information is given. One learner could give the information and the other
could ask for clarification. Afterwards, ask the class to comment on the roleplays, paying attention to:
• the type of language used (it should be mostly factual and literal)
• the main verb tense used (it should be mainly the present simple tense,
although other tenses, such as the present continuous and the present
prefect could be woven in).
Learners then work in groups to read and discuss the Focus on Speaking.
Take feedback, ensuring that learners understand the basic requirements and
language elements involved in giving directions.
Discuss the street map with learners, explaining what icons are and why they
are used on maps. Learners can then work in groups to complete Question 3.
You should circulate among groups to observe their discussions and the way
in which they give directions. Make sure that they are using the correct type
of language (mainly literal, with some descriptive adjectives if necessary)
and tenses.
Formative assessment
Use your interaction with learners and your observation of their discussion
and direction-giving to assess the extent to which they are able to use the
correct type of language and appropriate verb tenses to give directions.
Suggested answers
There are no model answers, but do ensure that learners can identify the
icons and give directions correctly.
Extension work
You could extend the activity by asking some learners to present directions to
the class in pairs. One learner could give the directions, while the other asks
for additional information or clarification. The class can then comment on
78
Eng Gr11 TG.indb 78
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
the clarity of the directions, indicating how they could be improved,
if necessary.
Activity 45 Reading and viewing (LB p. 97)
Note
In Activity 50 learners
must read tourist
brochures. Try to collect
some for this activity.
This is quite a complex activity, since it deals with somewhat intangible
concepts in literary texts. According to the National Curriculum and
Assessment Policy Statement Grades 10–12 for First Additional Language,
learners need to use intensive reading in order to identify aspects of literary
texts that indicate direction, distance and proportion.
Let learners work in pairs to complete Question 1. Take feedback, using
learners’ answers to the questions to ensure that they understand what
direction, distance and proportion mean, why these aspects are included in
some literary texts and what forms their expression can take.
Before learners work on the rest of the activity, quickly revise the main
elements of intensive reading:
• comprehension at word level, using a range of vocabulary skills and tools
(scanning, word-attack, dictionaries, etc.)
• comprehension at sentence level, using a range of grammar skills
(decoding language structures, working out implicit functions of
sentences: facts, cause and effect, etc.)
• comprehension at whole text level (applying their knowledge of genre
and formal text study to understand the meaning, intention and effect of
the whole text).
Depending on the level of your class, you may want to work through the first
text with the whole class, before learners work in pairs to analyse the second
text. Whichever route you choose, do ensure that learners first scan the
text for new or difficult vocabulary, and then work out the meaning of this
vocabulary. Circulate amongst learners, checking that they understand what
they must do, and helping them – where necessary – to identify aspects of
the texts that relate to direction, distance and proportion. Take oral feedback
after Question 2, before learners write their answers, or work on the rest of
the activity.
Formative assessment
Use learners’ oral answers (Questions 1 and 2), your observation of their
work and their written answers to assess their:
• understanding of what intensive reading involves
• grasp of the meaning of direction, distance and proportion
• ability to identify examples of direction, distance and proportion in
literary texts.
Suggested answers
Note that learners’ answers may differ from those suggested below. Make
sure, however, that their answers do make sense in terms of the questions.
1 a • ramshackled buildings
• the one double the height of the other
• Across the road; about 10 metres away and to the left
b • home; the hill; the plain; tall mountains; large forest
• on top of; below; stretched upwards; rose up
• stretching out; as far as her eye could see; to the east; to the west
term two • WEEK 11
Eng Gr11 TG.indb 79
79
2012/08/09 9:46 AM
2
3
4
Extracts from Down Second Avenue:
a Take feedback to check that learners have identified new vocabulary
and worked out its meaning.
b Text 1: A description of Orlando West and their home; learners
can mention details regarding the house or any details regarding
Orlando West.
Text 2: Night time in Orlando; learners can mention any supporting
details.
c iThere are many possibilities here, such as: two rooms with an old
sunken floor and a sooty hessian ceiling; new concrete flooring;
sandy floor (Text 1); dark little world; dark township (Text 2). The
point is to ensure that learners can identify which parts of literary
texts refer to setting.
iiText 1: From our higher ground; the street lights looked at
across from our dark west end of the township; towering above;
Below us.
Text 2: below there; Up there.
iii Text 1: eastern part; twelve miles out of Johannesburg.
Text 2: from a distance; from afar, miles away; the more distant
they appear; the more distant they are the lovelier.
aThe first one was small and cramped, and in poor condition and
had no indoor tap; the second was larger with extra rooms and an
indoor tap.
b All of them help to add to the effect of proportion (objects in relation
to each other).
iGives a sense of being above, looking down, and being able to see
everything.
iiGives the sense of them being in darkness, able see across an
expanse; them being in darkness exaggerates the view they can
see in the distance: gives it greater brightness.
iii Gives the sense of the power station being very tall.
ivAs in ‘From our higher ground …’ it gives a sense of being above,
looking down, and being able to see everything.
c He uses prepositions and adjectives: From our higher ground; eastern
part; twelve miles out; looked at across from our dark west end;
towering above, etc.
Learners’ own answers that include a repetition of ‘distance’ and ‘distant’;
use of descriptions such as ‘viewing them from afar, miles away’ and ‘not too
far to reach’; use of prepositional phrases such as ‘below there’ and ‘up there’.
Activity 46 Language (LB p. 100)
The Language activity has been placed before the Writing and presenting
activity because it deals with prepositions, adjectives and the comparative
and superlative forms of adjectives, that learners should be encouraged
to use in the Writing and presenting activity (Activity 47). Learners dealt
with prepositions, adjectives and the comparative and superlative forms of
adjectives in Grade 10, so they should not face problems with this Activity.
There is no need to introduce the Activity. Let learners work individually to
complete Question 1 and take oral feedback before they write their answers.
Use their oral feedback to gauge their grasp of prepositions, adjectives and
the comparative and superlative forms of adjectives. Make a note of learners
who may need additional support.
80
Eng Gr11 TG.indb 80
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Learners then work individually to read the Focus on Language. (You could
allow pair work, if you think learners will benefit from this.). Take feedback,
ensuring that learners know and understand the main prepositions (used for
time, place, direction, movement and position). They should also be able to
explain the basic rules for making comparative and superlative adjectives.
Learners then continue to work individually to complete the Activity. As
before, you could allow learners to work in pairs if you think this will be
beneficial. You could also take oral feedback, before getting learners to write
down their answers. Question 6 could be set for homework.
Formative assessment
Use learners’ oral feedback and written answers to assess whether or not they
are able to identify and use prepositions, adjectives and the comparative and
superlative forms of adjectives correctly.
Suggested answers
3 a at, on
b across
c between
d in the middle of
e in, at
4 a South African
b foreign; beautiful
c old; romantic
d afternoon
e six
5 Copy the table and complete it.
Positive form
Comparative form
Superlative form
a
heavier
the heaviest
b sad
sadder
the saddest
c
worse
the worst
d funny
funnier
the funniest
e
more practical
most practical
6
heavy
bad
practical
Learners’ own sentences. Ensure that you check learners’ work to assess
their ability to use prepositions, adjectives and the comparative and
superlative forms of adjectives correctly.
Extension work
Many people find prepositions difficult, so it is a good idea for you to develop
a number of worksheets, which learners can complete in order to revise
preposition use. You should have three levels of worksheets:
• one for learners who struggle with prepositions (this type of worksheet
should include only the basic common prepositions used for place, time,
position, etc. It would be best to focus on one type of preposition at
a time.)
• one for intermediate learners (this type of worksheet could include twoand three-word prepositions, such as: ‘next to’ and ‘on top of ’.
• one for more advanced learners (this type of worksheet could include
prepositional phrases (or phrasal verbs) that have figurative meaning,
such as: ‘pick up’, ‘put up with’, ‘put off ’.
term two • WEEK 11
Eng Gr11 TG.indb 81
81
2012/08/09 9:46 AM
Here is an example of a basic common preposition worksheet.
Revising prepositions of time
Fill in the correct prepositions.
1 Piet is playing tennis _____ Sunday.
2 My brother’s birthday is _____ the 5th of November.
3 My birthday is _____ May.
4 We are going to see my parents _____ the weekend.
5 _____ 1994, South Africa became a democratic country.
6 I don’t like walking alone in the streets _____ night.
7 What are you doing _____ the afternoon?
8 My friend has been living in Carnarvon _____ two years.
9 I will meet you _____ seven o’clock.
10 Please hand in your essay _____ Friday.
Suggested answers
1
2
3
4
5
6
7
8
9
10
on
on
in
at (on and over are also acceptable)
in
at
in
for
at
on (accept by too)
Teacher’s resource: Prepositions
This table contains rules for some of the most frequently used prepositions in English.
Prepositions – Time
Preposition
Usage
Example
on
days of the week
on Monday
in
months/seasons
time of day
year
after a certain period of time (when?)
in August/in winter
in the morning
in 2006
in an hour
at
for night
for weekend
a certain point of time (when?)
at night
at the weekend
at half past nine
since
from a certain point of time (past till now)
since 1980
for
over a certain period of time (past till now)
for 2 years
ago
a certain time in the past
2 years ago
before
earlier than a certain point of time
before 2004
to
telling the time
ten to six (5:50)
past
telling the time
ten past six (6:10)
to / till / until
marking the beginning and end of a period of time
from Monday to/till Friday
till / until
in the sense of how long something is going to last
He is on holiday until Friday.
by
in the sense of at the latest
up to a certain time
I will be back by 6 o’clock.
By 11 o’clock, I had read five pages.
82
Eng Gr11 TG.indb 82
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Prepositions – Place (position and direction)
Preposition
Usage
Example
in
room, building, street, town, country
book, paper etc.
car, taxi
picture, world
in the kitchen, in Polokwane
in the book
in the car, in a taxi
in the picture, in the world
at
meaning next to, by an object
for table
for events
place where you are to do something
typical (watch a film, study, work)
at the door, at the station
at the table
at a concert, at the party
at the cinema, at school, at work
on
attached
for a place with a river
being on a surface
for a certain side (left, right)
for a floor in a house
for public transport
for television, radio
the picture on the wall
Prieska lies on the Orange River.
on the table
on the left
on the first floor
on the bus, on a plane
on TV, on the radio
by, next to, beside
left or right of somebody or something
Sipho is standing by/next to/beside the car.
under
on the ground, lower than (or covered
by) something else
The bag is under the table.
below
lower than something else but above
ground
The fish are below the surface.
over
covered by something else
meaning more than
getting to the other side (also across)
overcoming an obstacle
Put a jacket over your shirt.
over 16 years of age
walk over the bridge
climb over the wall
above
higher than something else, but not
directly over it
a path above the lake
across
getting to the other side (also over)
getting to the other side
Walk across the bridge.
Swim across the lake.
through
something with limits on top, bottom
and the sides
Drive through the tunnel.
to
movement to person or building
movement to a place or country
for bed
go to the cinema
go to Mthatha/Botswana
go to bed
into
enter a room / a building
go into the kitchen/the house
towards
movement in the direction of
something (but not directly to it)
Go five steps towards the house.
onto
movement to the top of something
jump onto the table
from
in the sense of where from
a flower from the garden
term two • WEEK 11
Eng Gr11 TG.indb 83
83
2012/08/09 9:46 AM
Other important prepositions
Preposition
Usage
Example
from
who gave it
a present from Jake
of
who/what does it belong to
what does it show
a page of the book
the picture of a palace
by
who made it
a book by Zakes Mda
on
Walking, or riding on horseback
entering a public transport vehicle
on foot, on horseback
get on the bus
in
entering a car / taxi
get in the car
off
leaving a public transport vehicle
get off the train
out of
leaving a car / taxi
get out of the taxi
by
rise or fall of something
Prices have risen by 10 per cent.
travelling (other than walking or horse-riding) by car, by bus
at
for age
She learned to speak isiXhosa at 45.
about
for topics, meaning what about
We were talking about you.
Nouns and prepositions
Adjectives and prepositions
Verbs and prepositions
approval of
awareness of
belief in
concern for
confusion about
desire for
fondness for
grasp of
hatred of
hope for
interest in
love of
need for
participation in
reason for
respect for
success in
understanding of
afraid of
angry at
aware of
capable of
careless about
familiar with
fond of
happy about
interested in
jealous of
made of
married to
proud of
similar to
sorry for
sure of
tired of
worried about
apologise for
ask about
ask for
belong to
bring up
care for
find out
give up
grow up
look for
look forward to
look up
make up
pay for
prepare for
study for
talk about
think about
trust in
work for
worry about
Activity 47 Writing and presenting (LB p. 103)
To introduce this activity, ask some learners to give directions from one place
to another (see Question 1). Ask the class to critique these directions (see
Question 2), They should understand that directions:
• use mainly the present simple tense (although the present perfect can also
be used, e.g. After you have walked for 50 metres …)
• should be in a chronological or logical order
• can refer to directions (left, right, east, etc.)
• can include approximate distances (50 metres, etc.)
• should provide examples of landmarks.
84
Eng Gr11 TG.indb 84
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Learners can then work in pairs to complete Questions 3 and 4. Take
feedback after Question 4 to check that they are able to identify features of
directions in texts. Learners can then complete Question 5. Circulate among
pairs to observe their work, making sure that they are using the correct tenses.
Formative assessment
Use your interactions with learners’ and your observation of their pair work
to assess their:
• understanding of the features of directions
• ability to identify features of directions in texts
• ability to give accurate directions, using the appropriate features (tenses,
directions, distances, landmarks, etc.).
Suggested answers
5 a Sports field to hospital:
Turn left out of the sports field onto Freedom Avenue. When you
reach the library at the Y-junction, take the right-hand fork into Brink
Road. Continue straight on, keeping the bird sanctuary on your right.
Cross Merry River. When you see the fire station on your left, turn
right into Mphahlele Way. The Oriental Plaza will be on your right.
Carry on to the T-junction. Turn right into Rive Way. The reservoir
will be on your left. Continue over the bridge, through Industria and
across the railway line. When you reach the recycling drop-off facility,
turn right at the robot into Independence Drive. The skateboard park
will be on your left. Pass the station on your right. When you reach
the retirement home on your left, turn right into Hospital Road. The
hospital is about 200m down the road on your left.
b School to garage:
Turn left out of the school onto Mandela Drive and over the river. At
the first crossroad, turn right into Mda Avenue. The municipal clinic
will be on your right. Continue to the fountain, round the circle and
straight on, keeping to Mda Avenue. Pass the playground on your left
and the church on your right. At the T-junction turn left into Rive
Way. The Total garage is on your left.
Extension work
You could ask two or three learners to present their directions to the class for
evaluation and comment. Learners could also be asked to write the directions
for homework.
Week 12
Activity 48 Listening and speaking (LB p. 105)
The focus of this activity is twofold: to give learners practice in listening
for specific information and to help them develop the skill of transferring
information from one format to another. You could introduce the activity by
holding a brief class discussion on these two aims, getting learners to explain
why it is useful to be able to listen for specific information and to transfer
information to different formats.
Tell learners to copy a table like the one in the Learner’s Book. Then explain
that you will read information from a bus timetable:
term two • WEEK 12
Eng Gr11 TG.indb 85
85
2012/08/09 9:46 AM
•
•
•
they must just listen during the first reading
they should complete the table during the second reading
they can make corrections during the third reading.
Once they have completed their tables, they should discuss them in their
groups. The point of this discussion is for learners to reflect critically on their
listening skills, by trying to work out why the information in their tables
differs (if it indeed does).
Here is the text for you to read to the class.
Bus information
Jet-style bus company operates a number of buses on all major routes throughout the
country. Bus number 16 is our luxury bus, operating between Durban and Cape Town.
It departs from Durban every Monday at 05H00 and arrives in Cape Town at 21H00
each Tuesday. This bus boasts a TV, air conditioning and a kiosk. There is no lunch stop
and tea is offered on board. However, special one-hour stops are made at East London
and Mossel Bay, where passengers can stretch their legs.
Our bus that travels between Polokwane and Johannesburg, bus number 60, is
a special tourist bus. It departs from Polokwane every second weekday (starting on
Monday) at 09H00 and arrives in Johannesburg every following day at 15H00. This
bus has on-board DVD screens, air conditioning and a 20-seater restaurant where
passengers can buy meals and tea. The bus makes special stops at nature reserves on
the way, and an overnight stop at Warmbaths.
Bus number 66 is long-distance bus that travels from Cape Town to Musina. It departs
weekly on Fridays at 06H00 and arrives in Musina 36 hours later. The bus is air-conditioned,
and each seat is fitted with a small radio and a set of headphones. No special stops are
made, but the bus does stop at Laingsburg, Hanover, Kroonstad and Warmbaths for tea,
and at Beaufort West, Bloemfontein, Johannesburg and Polokwane for meals.
Formative assessment
Check learners’ completed tables to make sure that they are able to:
• identify precise information in aural texts
• transfer an aural text into a table.
Suggested answers
Here are the suggested answers.
Bus
number
Special features
Departs
Meals
Tea
Special stops
Arrives
16
TV, air
conditioning and
a kiosk
Every
Monday at
05H00
None
On board
East London
and Mossel
Bay
21H00 each
Tuesday
60
On-board DVD
screens, air
conditioning
and a 20-seater
restaurant
Monday,
Wednesday
and Friday at
09H00
On board
On board
Nature
reserves on
the way and
an overnight
stop at
Warmbaths
Tuesday,
Thursday and
Saturday at
15H00
66
Air conditioning,
and each seat
is fitted with
a small radio
and a set of
headphones
Fridays at
0H600
Beaufort West,
Bloemfontein,
Johannesburg
and Polokwane
Laingsburg,
Hanover,
Kroonstad
and
Warmbaths
None
Saturdays at
18H00
86
Eng Gr11 TG.indb 86
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Extension work
If it is clear that some learners find it very difficult to identify precise
information in aural texts, you need to find out why. Is it because the learner
has hearing difficulties, or finds it problematic to discriminate between
sounds in aural texts?
If you suspect the problem is physiological in nature, you should refer the
matter to an appropriate authority. To get to the bottom of the issue, you
need to provide a few diagnostic exercises. For example, getting learners to
write down words like the following will indicate that the issue has to do
with sound discrimination: sheep, ship; beat, bit; eat, it; deep, dip, etc.
Providing simple listening texts could also help learners develop their
listening skills. For example, you could ask learners to write down items of
clothing and their colours in a table, like in the example below.
Josiah wore a brown jacket, a blue shirt, grey trousers and a black hat. His socks were
green and his shoes were black.
Items of clothing
Colours
Activity 49 Reading and viewing (LB p. 105)
In this activity, learners must read a visual text on a place of public interest.
This Activity is linked to the Writing and presenting activity (Activity 52) in
which learners have to write a factual description of a place. For this reason,
learners will read an information brochure in this activity.
If possible, have examples of tourist brochures that learners can discuss in
groups. If you cannot obtain any, ask which learners have seen or read a
tourist brochure, and what it contained. Use their feedback and discussions
to get learners to provide input on:
• what tourist brochures look like
• the type of information they contain
• the type of language they use
• the type of images they contain.
From learners’ input on these points, it should become clear that tourist
brochures – while providing factual information about places (which is
usually quite descriptive, with many adjectives) – are idealised depictions of
places. Although not strictly required by the curriculum at this stage, ask
learners to think critically about why tourist brochures provide idealised
descriptions, and what types of information they exclude in order to achieve
these idealised descriptions.
Learners can then read and discuss the Focus on Reading. Take feedback,
and then let learners work in groups to read the text on The Cradle of
Humankind (learners can take turns to read sections.) They can then discuss
Question 3, providing oral answers in a class discussion, before they work
individually to write their answers. (This could also be done for homework.)
term two • WEEK 12
Eng Gr11 TG.indb 87
87
2012/08/09 9:46 AM
Formative assessment
Use your interaction with learners, as well as their oral and written answers,
to assess whether or not they are able to:
• identify features of a tourist brochure, including its purpose and how it
achieves this purpose
• critically engage with a tourist brochure to identify examples of bias in
the way that information is presented.
Suggested answers
Note that learners’ answers may vary from those suggested. Ensure,
however, that all answers make sense and can be backed up with logical
reasoning or evidence from the text.
3 aIntroduction; Exhibitions (has subsections: Maropeng Visitor Centre,
Sterkfontein caves); Hotels and restaurants; Conferencing; Education;
General information (has subsections: Admission, Admission Fees)
b General background information about the site: its size, a summary
of its attractions, its status; specific information about different
features.
iThere are two main functions: firstly, to entice visitors (so it is a
marketing device); secondly, to provide information on the site
and its facilities and attractions.
iiLearners’ own choice of nouns and adjectives, but make sure that
they identify these particular parts of speech. Examples include:
remarkable 47 000 hectare destination; rich/fascinating history;
wildlife facilities; historical interest; wonderful experience; rich
source of information; world-famous Sterkfontein Caves; awardwinning Visitor Interpretation Centre; incredible destination.
iiiLearners’ own answers, but they should include that the nouns
and adjectives create a mental picture of the place as unique,
wonderful, interesting, and so on.
c To provide specific information on facilities, attractions and services,
as well as admission times and costs.
d Visitors, especially tourists. To attract them; to entice them to visit.
iLearners’ own answers. Make sure they provide logical reasons
for their answers.
iiLearners’ own answers. Make sure they provide logical reasons
for their answers.
e Learners’ own answers, but they should include:
•use of specific nouns (called referential nouns because they refer
to specific items)
• use of descriptive language (adjectives that add value to nouns)
•use of the present simple tense (because – although highly
descriptive and designed to attract people – the brochure is
written as presenting factual truth).
Activity 50 Reading and viewing (LB p. 108)
This is a straightforward but important activity, because it gives learners an
opportunity to practise reading practical (utilitarian) texts. There are many
such texts in our daily lives – ranging from application forms, hire-purchase
agreements and instruction manuals, to timetables and bank statements – so
it is important that learners develop the skills to read them.
88
Eng Gr11 TG.indb 88
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Introduce the activity by asking learners about practical texts they have
encountered. Ask if they found it difficult to read these texts. List the
difficulties on the chalkboard. Then find out if any learners struggle to read
bus or train timetables. List these difficulties on the chalkboard.
Learners work individually (or in pairs, if you think this is beneficial) to
complete the activity. You may want to work through the activity orally first,
before learners write their answers.
Formative assessment
Use learners’ answers to assess whether or not they are able to read a bus
timetable, including:
• the abbreviations
• conventions used
• drawing inferences and conclusions from the data presented.
Suggested answers
1 a Hout Bay – Wynberg – Khayelitsha
b 2/09/2011
c i station
ii travelling through a place to get to a destination
d 17:00
e Because demand is too low, since most people are at work during this
time and do not need to catch buses.
f No.
g No.
h Because of low demand. Many people do not work on weekends.
i It exempts the bus company from any problems that passengers may
face if the bus company does not stick to the timetable.
j There is no charge or cost when using this phone number.
2 Learners’ own answers, but ensure that they are logical, make sense and
are grammatically acceptable.
Extension work
It would be a good idea if you could find other examples of bus timetable for
learners to read and discuss. You could also use train timetables and examples
of other practical texts (e.g. applications for an ID document, driver’s
licence or bank account) for learners to read and discuss. It is important that
they know how to read these types of texts, which they will increasingly
encounter when they move into the world beyond school.
Activity 51 Reading and viewing (LB p. 109)
This additional Reading and viewing activity gives learners extra practice in
‘reading’ a visual text. Unlike in the previous Reading and viewing activity
where they read a visual text that was accompanied by written text (tourist
brochure), the visual text in this activity is visual only, depicting the release of
Nelson Mandela from Victor Vester Prison in Paarl on 11 February 1990.
Introduce the activity by finding out what learners know about Nelson
Mandela and his release. Ask what they think he, his wife (Winnie), his
supporters and other South Africans must have felt on that day of release.
term two • WEEK 12
Eng Gr11 TG.indb 89
89
2012/08/09 9:46 AM
Then discuss the importance of being able to read images critically. Use the
Focus on Reading to talk about how to read images critically, pointing out
that images are generally created from a subjective point of view for a specific
purpose. Learners can then work individually to complete Question 3. (You
may want to work through this question orally with the class first, before
they write down their answers.)
Formative assessment
Use your discussion with learners, as well as their answers, to assess the
extent to which they are able to:
• explain what visual literacy is and why it is important
• use visual literacy skills to respond to an image.
Suggested answers
Note that learners’ answers may vary from those suggested. Ensure, however,
that all answers make sense and can be backed up with logical reasoning.
1 Learners’ own answers, but they should indicate the image is of
momentous significance because it depicts:
• The freedom of a person wrongly jailed for 27 years (so it is very
significant on a personal level, as well as a human level)
• A turning point in South Africa’s history from oppression and
apartheid to freedom, democracy and human rights
• A turning point in South Africa’s relationship with the rest of the
world (e.g. South Africa faced many bans and boycotts across the
world because of apartheid, which would now fall away).
3 aLearners’ own answers, but they should mention that Mandela and
his wife look very happy (triumphant). They have their fists raised.
Most of the surrounding people look very serious.
b Learners’ own answers, but they should mention that Mandela and
his wife look happy because their happiness is sincere: he has been
released from prison after 27 years and is now reunited with his
wife. Their triumphant look (fists raised in the air) is because his
release also symbolises the victory of freedom and human rights
over oppression and apartheid. They (the oppressed people that
Mandela represents) have been victorious. The surrounding people
look formal and serious (even worried) because they are fearful of
what could happen to Mandela (many people were unhappy about
his release and there were concerns about assassination). They are
not participating in the happiness and celebration of the movement.
Instead they are guarding Mandela and his wife against danger, like
bodyguards.
c A section on South African history, dealing with the rise and fall of
apartheid, because it symbolises the point at which apartheid finally
began to be fully dismantled.
d Learners’ own answers, but backed up with logical reasons.
Extension work
Learners who enjoy a challenge could research the concept of propaganda,
and how images can be manipulated in order to try to convince readers of a
certain ‘truth’ or point of view.
Provide learners who found this activity difficult with additional images from
newspapers to discuss. They need to focus on:
• what they can see
90
Eng Gr11 TG.indb 90
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
•
•
•
what is foregrounded and backgrounded, and why
what message they think the images are trying to convey
what their feelings about the images are.
Activity 52 Writing and presenting (LB p. 110)
Note
It is important when
assessing learners’ written
work that you note
common recurring errors
and develop remedial
worksheets based on
these errors.
Refer learners back to the Activity 49 in which they read a tourist brochure.
Point out that in this activity they are going to do two tasks related to the
type of language that is used in a tourist brochure:
• write a pamphlet to persuade people to visit a certain tourist attraction
• write a factual description of a place based on the visual text in the brochure.
Revise the main language elements of the tourist brochure, such as the use of
referential nouns and adjectives, and the use of the simple present tense. Ask
learners what they think the difference is between factual language and figurative
language. Point out that although factual language expresses facts, it can include
descriptive words (adjectives), but should not include figurative language. Explain
that in this activity they are going to use both types of language:
• persuasive language that can include some appropriate figurative
language to write a pamphlet
• factual language (which is largely denotative/literal, but can include
descriptive words) to write a factual description.
In the first part of the activity, let learners work in pairs to study the
pamphlet in the Learner’s Book. They should consider:
• its size and layout
• elements that it includes, such as logos and contact details
• the type of language that it uses.
Take feedback, ensuring that learners have identified relevant aspects of
the pamphlet and can explain what each one is and its purpose. They can
then continue to work in pairs to discuss and plan their pamphlets, but each
learner must produce a pamphlet for assessment. Note that you can set the
production of the final pamphlet as a homework activity.
In the second part of the activity, learners switch language focus to the more
literal and factual. First let learners work in pairs to read and discuss the Focus
on Writing. Take feedback afterwards, ensuring that learners understand and
can explain the elements of factual writing, and can identify them in a text.
Before learners start Question 2b, get them to list (orally) the stages in the
process-writing method. Stress the importance of brainstorming, planning,
drafting and editing. Learners can then follow the process-writing method to
produce a factual description.
Formative assessment
Take in learners’ pamphlets and use the following checklist to assess them.
The pamphlet:
• has an appropriate format (e.g. A5 paper size)
• has an eye-catching headline, slogan or logo
• contains a brief description of the attraction
• includes contact details
• uses concise language that speaks directly to the reader
• uses persuasive language (e.g. adjectives and adverbs) to attract the reader.
term two • WEEK 12
Eng Gr11 TG.indb 91
91
2012/08/09 9:46 AM
Reminder
You can use or adapt
the rubric in the Extra
Resources section of this
Teacher’s Guide to assist you
in assessing learners’ texts.
Then use learners’ oral feedback as well as their written texts to assess whether
or not they understand the elements of factual writing and can use the processwriting method to produce a factual text. Focus your assessment on
• structure (introduction, body with linked paragraphs, conclusion)
• inclusion of relevant details
• use of referential nouns and appropriate adjectives
• grammatical correctness (main tense should be simple present tense).
Extension work
Since this type of writing is one of the easiest, make sure that you identify
learners who are struggling. Form a group with them, getting them to work
together during breaks or after school hours. Provide them with simple objects or
images that they must describe. Through questions and answers, get them to list
everything they can see (nouns). Ask them which adjectives could go with these
nouns to make them more vivid. Ask them in which order they think the items
should go in a written text. Help them formulate an introduction. Work with
them to construct sentences, helping them with syntax and logical connectors.
It is extremely important that learners who are struggling to produce
coherent texts are assisted at a micro-level. This means intensive work, which
includes the basics of vocabulary identification and sentence construction.
Activity 53 Language (LB p. 113)
Stress the importance of vocabulary, as the most fundamental building
block of language, pointing out that one of the best ways to develop a wide
vocabulary is to be a keen reader. Emphasise, however, that learners should
always find out the meaning of words they do not understand in texts that
they read. They should then try to use these words in their conversations and
texts that they write. Learners can then work individually to complete the
activity. It may be a good idea to circulate among learners during the activity
to make sure that they are doing it properly and to assist where required.
Depending on the level of your class, you may also want to work through
each question orally first, before learners write their answers.
Formative assessment
Use learners’ answers to assess whether or not they can use vocabulary
correctly in terms of their:
• grammatical function
• meaning in context.
Suggested answers
Note that it is not possible to provide model sentences, as learners’ sentences
will vary considerably. However, check their sentences to make sure that
vocabulary has been used correctly (function and meaning) and that rest of
each sentence also makes sense. The definitions suggested here may vary from
those that learners provide, but make sure that they are along similar lines.
1 a adjective: situated in the east
b adjective (comparative): above the rest of the area
c preposition: at a lower level
d adverb: at a distance
e adjective (comparative): far away
2 a below the level it should be
b covered in soot
92
Eng Gr11 TG.indb 92
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
c consisting of sand
d shared by all members of a community
e extremely dirty and unpleasant, especially as a result of poverty
or neglect
f having the bright colour of fire
g crowded with people or things moving about in a rapid or hectic way
h beautiful or delightful in such a way as to seem removed from
everyday life
Extension work
You can never give too much vocabulary work. Provide learners with at least
ten new words to learn each week. They should provide the following for
each word:
• the part of speech
• the meaning
• a sentence with each one to show that they understand its part of speech
and meaning.
Note that – depending on the range of ability in your classroom – you could
provide differentiated worksheets with vocabulary ranging from the simple
to the more complex.
term two • WEEK 12
Eng Gr11 TG.indb 93
93
2012/08/09 9:46 AM
Unit 7
Weeks 13 & 14
Myths and folk tales
In Weeks 13 and 14 learners are going to look at myths and folk tales. They
will focus on preparing a researched speech, intensive reading, paragraphs
and correct concord.
Week 13
Activity 54 Listening and speaking (LB p. 114)
FAT
Note
Learners must present a
formal researched speech
for Formal Assessment
Task 5. You could either
use the one set in this
unit, or the one at the end
of Term 2.
Remind learners about the formal reading text that they presented in Term 1,
asking them draw on that activity, as well as their knowledge and experience
in Grade 10, to outline what presenting a formal researched speech entails.
You can use Question 1 and a discussion on the Focus on Speaking in this
revision section of the activity.
Learners can then work in groups to brainstorm topics for a researched
speech, so that they can start researching and planning their speeches.
Remind learners to complete their research, write out their plans and
speeches, and practise them during the week in preparation for presentation
the following week.
Formative assessment
Use your discussion with learners to assess whether or not they can identify
and explain the requirements of a formal speech, that they must research and
prepare for presentation.
Teacher’s resource: Presenting a prepared speech
For many people, standing up in public and doing
a speech is one of their greatest fears. For many
language learners in particular, this is the ultimate
challenge. In this article we will look at some ways
we can help learners to overcome the difficulties
involved and explore some techniques for making
their speeches as impressive as possible.
Why is public speaking useful for learners?
Most people, at some point in their life, will need to
stand up and speak in front of a group of people.
Teaching learners the necessary skills for doing this
will therefore help them to do this more successfully.
As a result of the practice, learners often report an
increase in general confidence as well as a marked
sense of achievement. Many learners get incredibly
nervous the first time they have to do a speech in
front of their classmates, but with practice the nerves
subside and they usually begin to enjoy the whole
process.
Working on public speaking also helps to
develop learners’ overall fluency and requires them
to consider how they speak as well as what they say.
94
Eng Gr11 TG.indb 94
This is useful for speaking in any situation, public or
otherwise.
Techniques to teach learners
Ideas/content generation
Lots of learners find getting started quite difficult. It’s
a good idea to give learners either a type of public
speech that you would like them to do, or a particular
topic. It’s often useful to get learners working in
groups at the planning stage, helping each other
to come up with ideas. Showing learners a variety
of ways of making notes of ideas works well, as
not everyone likes the same methods. These could
include mind mapping, making lists, or writing ideas
on post-it notes and then arranging them on a piece
of paper into groups.
Structure
Stress the importance of having a beginning, middle
and end and keep reminding them of this. You might
then like to give them a standard introduction to use
for their first speech. For example, “Good evening. My
name is x and today I am going to talk about y. I will
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
talk about three main areas, x, y and z”. This then gives
them a focus for the structure of the rest of the speech.
It can seem a little dry, however, so once they get the
idea, it’s worth experimenting with different styles of
beginning, such as using jokes and anecdotes.
Many learners are so relieved to get to the end
of their speech that they rush the conclusion, or
sometimes completely forget to do one. Again, a
suggested format may help them to summarise what
they have said.
Body language
A lot of our communication – up to 70 per cent – is
done through body language. For this reason, you
should stress the importance of body language in the
presentation of prepared speeches.
Posture: Doing an activity where you get everyone
to stand up and then suddenly ‘freeze’ works well.
You then ask everyone to stay still but look around at
how everyone is standing. Then try getting everyone
to stand straight and well centred, behind a podium
if you have one to use. You’ll be surprised how many
people rock from side to side or slouch. Sounds
pretty basic, but it can make a big difference to how
confident and in control someone appears to be.
Gestures: One way to practise these is to give
learners some sentences with key words in them,
such as “I caught a huge fish and it was this big!” or
“There are three important reasons why you should
vote for me”. Ask the learners to practise saying these
sentences while standing up and using gestures
that reinforce the sense of what they are saying.
Help them work out what gestures might be the
most appropriate. Stress the importance of keeping
gestures controlled.
Eye contact: It’s very important that speakers
make eye contact with all areas of the room, ideally
with every person but with large audiences that isn’t
possible. Many learners tend to look at one spot or
at the teacher. One way to practise this is to ask each
learner to do a short 30-second introduction and
then at the end get any learner who feels the speaker
did not look in his/her direction to raise their hand.
Pauses and stress
Help learners to understand which words to stress
and when to pause. Knowing how to do this can help
speakers sound much more confident, and increase
the overall effectiveness of their speech. The idea is
to stress the keywords in a sentence that carry the
meaning, e.g. “I DON’T want you to just SIT there and
DO NOTHING”. We also pause after many of these key
words, and at the end of a sentence.
To practise this, try playing your learners an
example of a speech (e.g. Earl Spencer’s eulogy
for Princess Diana or Martin Luther King’s ‘I have a
term two • WEEK 13
Eng Gr11 TG.indb 95
dream’). Ask them to listen and identify the stressed
words and pauses from a small section of the speech,
and then practise delivering it in the same manner.
They can then mark the stress and pauses on their
own speeches and practise incorporating the idea
into their own work.
Common problems and solutions
Lack of confidence
This is very common and one that only practice,
practice and more practice will help to overcome.
You could also try getting the learners to first speak
in front of three or four others, then adding to the
number as they become more confident. Reminding
learners to breath properly while they’re speaking, as
well as thinking positively about their ability to speak
well, will also help, along with lots of encouragement!
Speaking too fast
This is another common problem, usually caused by
nerves. Try getting learners to do the introduction of
the speech in an exaggeratedly slow manner. Once
they have done this a few times, they may find it
easier to find a middle ground.
Appropriateness of body language
This is a tricky area to tackle, because you do not want
to create too much self-consciousness. The best way
to tackle this is to let learners present in small groups
(with other learners whom they trust). These learners
could then give feedback on body language. If you
have access to a video camera, you could try videoing
the speaker and asking them to watch themselves.
They will usually be able to identify where the
problems lie and then work on improving these areas.
Boring speeches!
It’s really important to get the learners to think
carefully about their audience when planning their
speech. For example, if they want to do a speech
about the dangers of smoking, but no one in the
class smokes, this probably won’t be very interesting.
Encourage the learners to think of creative ideas
for their speeches – do the planning stage in class so
that you and the other learners can monitor and give
advice on topics that look like they might bore the
audience.
Appropriateness of style
Here again, it is important that the learners think
about their audience. You might like to play them
several different examples of famous speeches and
ask them to comment on the style and discuss the
purpose of the speech and the audience, before
reflecting on their own.
(Source: Adapted from an article by Amy Lightfoot at http://www.
teachingenglish.org.uk/articles/public-speaking-skills)
95
2012/08/09 9:46 AM
Activity 55 Reading and viewing (LB p. 116)
ng
Ex t
d ed r e a
di
en
The focus of this activity is on further exploring themes and character in
literary texts, using folk tales and myths with an emphasis on comparison
and/or contrast. Briefly revise the concept of comparing and contrasting
by asking learners to provide examples of when they use these cognitive
skills in their everyday lives. Then discuss how writers use comparisons and
contrast in their texts to make certain points. For example, in Things fall
apart by Chinua Achebe, the character of Okonwo and his father, Unoka, are
contrasted to highlight aspects of Okonkwo, such as his utter dislike of lazy,
squandering people.
You could also take the opportunity to briefly revise some of the main
elements of short stories, such as plot, action, setting and character,
discussing how they often work together in the text to express the writer’s
view on a particular issue (theme). Learners can then work in pairs to
complete Question 1. Take feedback, ensuring that learners can describe
what myths and folk tales are, and their purpose. Then revise the key aspects
of intensive reading.
Then learners work individually to complete Questions 2 and 3. Give them two
minutes to skim the text (Question 2) and then a minute or two write down
the main idea. Thereafter, give them three minutes to scan the text to identify
the words. (Ask them to put up their hands when they have done this. It is
important that learners now begin to skim and scan quickly.) Learners can then
work out the meanings of the words. Take feedback on Questions 2 and 3.
Learners work in pairs to discuss Questions 4 and 5. Depending on the level
of your class, you may wish to discuss Question 4 with the whole class. Take
feedback before learners write down their answers.
Learners then work individually to complete the rest of the activity. (If
learners find comprehensions quite challenging, it may be beneficial to
work through Questions 6 and 7 with the whole class before they write their
answers.) Note that since this is quite a long activity, you could give some of
the Questions (e.g. 7 and 8) for homework.
Formative assessment
Use your interaction with learners, as well as their oral and written answers,
to assess the extent to which they are able to:
• explain the concepts of comparing and contrasting
• identify and explain elements of myths and folk tales and their purpose
• scan and skim a text within a time limit
• work out the meaning of new vocabulary
• identify and explain the meaning of structures and connecting words
in sentences
• identify character qualities and themes in a literary text.
Suggested answers
Note that learners’ answers could vary from those suggested below.
However, ensure that they are along similar lines.
1 Learners’ own feedback. Ensure they mention that folk tales and myths
are part of the oral tradition and that their main purpose is to explain
events (e.g. how the world began) and to help instil values in children.
96
Eng Gr11 TG.indb 96
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
2
3
4
5
6
Learners’ own answers, but along the lines that this folk tale is about a
selfish mother (and father) who are willing to sacrifice their child in order
to save their own lives.
Learners’ definitions may differ from those suggested, but ensure they
are correct in terms of the context in which they are used in the folk tale.
a surrounded by: all around; on every side
b despair: feeling of hopelessness
c disgust: strong feeling of dislike
d rejected: said ‘no’; did not accept; refused
e begged: pleaded; asked very strongly
f dreadful: horrible; awful
g bewilderment: confusion; being perplexed
h punishment: bad treatment to make someone pay for a wrong thing
they did
i deceived: tricked; made someone believe something that is not true,
typically in order to gain some personal advantage
j seized: took hold of something suddenly and forcibly; grabbed or snatched
Learners’ explanations may vary considerably from those suggested, but
ensure they are along similar lines and make sense within the context of
the folk tale.
a … attempted to convince or make them believe …
b … started walking away immediately / left at that same moment …
c … left to go …
d … after quite a long time …
e … could not be seen …
Learners’ explanations may vary considerably from those suggested, but
ensure they are along similar lines and make sense within the context of
the story.
a a The husband tried to persuade her to eat all sorts of delicious fruits
that he had found in the forest, but she would have none of them …
[‘but’ shows that an opposite idea is introduced – it tells us that the
husband did not succeed in trying to persuade his wife]
b So for the fourth time she put her jug on her head … [‘So’ introduces
a result or consequence – here it shows that she had to do something
(put the jug on her head for the fourth time) because of something that
had happened previously]
c You shall have my baby, if you will only let me go [‘if ’ is used to
introduce a condition – it shows that the success of one action
(her staying alive) depends on another action happening (the ogre
accepting/taking her baby]
d Now, though his mother did not know it, the baby was a magician
…[‘though’ introduces a contrasting idea; here it shows the contrast
between what the mother knows (she thinks it is a normal baby) and
what the baby really is (a magician)]
e As soon as his mother was out of sight, the baby took out some magic
bones … [‘as soon as’ is used to introduce an action that happens (baby
took out some magic bones) immediately when another action is
complete (mother could no longer be seen / was out of sight)]
Allow for some difference in the way learners express their answers, but
ensure they are along the lines of the suggested answers below.
a The wife, her husband, the ogre and Motikatika, the baby.
b The story takes place in a forest: grass, flowers, trees, pool, lake, fields
(learners could also mention the hut, with the bed).
term two • WEEK 13
Eng Gr11 TG.indb 97
97
2012/08/09 9:46 AM
c
7
8
At first they are happy and seem kind, but then in the rest of the first
section they seem mean and spiteful, as if they are trying to make life
difficult for each other.
iThey are expressed through the demands each makes and their
refusal to be satisfied by what each offers.
iiIn order to build up and reinforce their character qualities – to
show their selfishness.
d ‘the water was golden like honey’.
iTo honey.
iiTo show how sweet the water was and so how tempting it was to
drink it.
e An ogre’s head appeared above the surface of the water.
iIt shows that she cares more about her own life than her baby’s
life, which tells us that she is selfish.
iiLearners’ own answers, but it could be that she is shown in this
way to help teach young people what type of mother (or parent)
they should not be like.
f iBecause – as we have seen from the start of the story – he is also
a selfish person, so she tells him because she probably thinks that
he will help her.
iiLearners’ own answers, but they should provide a reason for
their opinion.
aIt contrasts their characters by showing the repeated ways that the
mother tries to give her baby to the ogre, showing her selfishness,
while describing the different ways that the baby tries to stay safe using
its magic, showing its cleverness and its desire to outwit the ogre.
b It contrasts their characters so that it can set up the theme of the story,
to show how goodness defeats evil, how those with power (the mother)
should not punish the vulnerable (the baby) for bad deeds done by
other people with power (the father) and how selfishness gets punished.
Learners’ own answers along the lines that the folk tale intends to teach
us about the evils of selfishness and how it gets punished.
a Learners’ own answers, but ensure that they make sense.
b Selfishness is unacceptable and must be punished / It is not
acceptable to punish the weak for the wrongdoings of the powerful.
‘Motikatika said: “It is only just that he should be eaten, and not I; for
it was he, and not I, who sent you to fetch the water.”’
Activity 56 Writing and presenting (LB p. 122)
In this activity, learners start planning and writing paragraphs based on the
folk tale in Activity 55 (‘Motikatika’), focusing on the qualities of the main
characters, the effect of the setting, and the significance of theme. Ensure
that learners understand what character, setting and theme are (they should
by now!) and can outline the steps involved in the process-writing method.
Let learners work in pairs to read and discuss the Focus on Literature.
Take feedback afterwards, checking that they understand how to set about
planning and structuring a paragraph. (It may be a good idea, depending on
the level of your class, to work through the planning process with the whole
class. Alternatively, you could form a group with learners that you know
have difficulties with structuring paragraphs, and work through the planning
process with them.)
98
Eng Gr11 TG.indb 98
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Learners can then continue to work in pairs to brainstorm the topic and
develop a plan. Circulate among learners to check that their plans cover the
required content and are coherent.
Formative assessment
Use your discussions with learners, your observation of their pair work
discussions, and their written plans, to assess the extent to which they can:
• understand the meaning of character, setting and theme in literary
contexts
• outline the process-writing method
• brainstorm a topic
• transform brainstormed points into a coherent essay plan.
Teacher’s resource: Literary analysis
The study of literature is the study of life through the
eyes of a writer or poet. So, to analyse a literary text,
learners have to deal with basic elements of literature,
such as plot, theme, character, point of view and
setting. These elements are closely examined for their
meaning and significance.
When writing paragraphs (either standalone or
as part of a literary essay), no matter which aspect
of the text learners explore, they need to structure
their paragraphs by using a topic sentence as the
controlling idea that determines what the other
sentences will be about. For example, learners have
to write a paragraph on the following topic:
‘The husband and wife in the folk tale ‘Motikatika’
get what they deserve.’ By outlining the character
of the husband and wife, show whether or not
you agree with this statement.
For this topic, a topic sentence (or controlling
idea / thesis could be:
Everything that people do has consequences.
On the basis of this topic sentence (controlling idea),
learners would then show how the character qualities of
the wife and her husband result in their fate.
Here are some thoughts to keep in mind when
you analyse literary texts with learners.
Character analysis
What kind of person is the character being analysed?
Learners need to examine:
• what the person says (what he or she says need
not be taken at face value; the person may be
hypocritical, self-deceived or biased)
• what the person does
• what others (including the narrator of the story)
say about the person
• what others do (their actions may help to indicate
what the person could do, but does not do)
• what the person looks like: face, body, clothes
(these may help to convey the personality, or
they may in some measure help to disguise it)
• ethical qualities of the person.
There are also some terms of characterisation that are
important to consider:
• Protagonist – the lead character
•
Antagonist – the character who operates in
opposition to the lead character
•
Round or complex character – interesting
character who has multiple qualities
Plot summary
•
Sometimes, learners may have to summarise plot as
a prewriting exercise before doing a deeper analysis
of the text. To do this, they should use the model
provided in Term 1, called the Freytag Pyramid. This
will help them to identify components of plot, such
as the exposition, causal events leading to the climax,
the climax itself, the falling action (denouement) and
the resolution. Learners need to be aware that plot
elements can also be presented through flashbacks
(reference to past events) and foreshadowing
Flat or simple character – a character who is
one-dimensional and not very interesting;
such characters are often stereotypical or stock
(the bully; the corrupt politician; the cheating
husband)
•
ynamic character – evolves as the story
D
progresses
•
S tatic character – stays the same throughout
the story.
term two • WEEK 13
Eng Gr11 TG.indb 99
(reference to events that are still to happen),
especially when plots are not linear.
99
2012/08/09 9:46 AM
Setting
In simple terms, setting is the time, place, and social
reality within which a story takes place. You have to
understand where you are, in which period of time,
in which society and at which level in that society, in
order to interpret correctly the other elements in
the story.
Descriptions of place, in which specific details are
given, often have a direct bearing on theme. The time
elements in setting can have different functions. For
example, it can indicate the period in which a story
takes place, it can indicate how much time passes
during the plot of the story, and it can show how the
passage of that time is perceived or experienced by
the characters.
Just as important as time and place, is the social
context of a story, which is often a product of time
and place. We must understand enough about the
society – its customs, values and possibilities – to
know what constraints the characters face, what they
are free to choose, and what they may not do.
Theme
Theme is the expression of the main idea or ‘message’
that the writer wants to convey in the text. It is
central to the work and unifies the text. All other
elements (plot, setting, character, etc.) work together
in the exploration and expression of theme.
When writing a literary text, it should be possible
for learners to state theme in one sentence. However,
they should note that theme should be stated as a
generalisation about life, and not as reference to a
specific character or action in a story. (For example,
in ‘Motikatika’ the ogre eating the husband is part
of the action that tells us about character: it is not a
statement of theme.)
Activity 57 Language (LB p. 124)
In this activity learners revise concord as an important aspect of writing
grammatically correct sentences. Expand Question 1 to introduce the
activity, getting learners to come up with their own examples of incorrect
concord. Ask other learners to identify these, using their explanations to
develop a basic outline of some rules that govern concord. (You can do this
by writing up their explanations – in summarised form – on the chalkboard,
and then sorting them into categories dealing with, for example, agreement
between subject and verb.)
Because concord is so fundamental to grammatical correctness, you should
work through the Focus on Language on pages 124 and 125 of the Learner’s
Book with the class. Learners can then work in pairs to complete Questions
2, 3 and 4. They should work individually to complete Questions 5 and 6,
which could also be set for homework. As before, depending on the level of
your class, you may want to work through some of the questions orally first,
before learners write their answers, or you could take feedback after they
compete each section.
Formative assessment
Use your discussion with learners as well as their answers to assess whether
or not they are able to:
• explain what concord is
• outline the basic rules of concord
• identify concord errors in texts and correct them.
Suggested answers
1 aThe use of ‘is’ is incorrect, because it must be used with a singular
subject. (‘learners’ is plural and therefore the correct form is ‘are’.)
b The use of ‘are’ is incorrect, because it must be used with a plural
subject. (‘theme’ is singular and therefore the correct form is ‘is’.)
2 Learners read and discuss the Focus on Language.
100
Eng Gr11 TG.indb 100
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
3
4
5
6
They are correct because the tenses as well as the subjects and verbs
agree (e.g. ‘lived’ and ‘was’ – both are in the simple past; ‘They’ and
‘were’ – shows agreement between subject and verb).
aSo for the fourth time she put her jug on her head, and passing all the
lakes she will hitherto try, she came to another, where the water were
golden like honey. She stooped down to drink, when a horrible head will
bob up on the surface. [‘will … try’ is future, but the past perfect tense is
needed because this excerpt expresses something that she did before her
fourth time: it should therefore be ‘she had … tried’; ‘were’ is incorrect
because we always use a singular auxiliary with uncountable nouns: it
should therefore be ‘water was’; ‘will bob’ is incorrect because the text is
in the past tense: it should therefore be ‘bobbed’]
b The woman did not knew what to make of it, so, to keep him in
a good temper, she enter the hut and prepared a bowl of maizes,
which she have brought him. [‘knew’ is incorrect because – although
the sentence is in the past tense – verbs following ‘did’ are in the
present tense (the past tense is expressed through ‘did’ and not the
verb): it should therefore be ‘know’; ‘enter’ is the wrong tense: it
should be in the past (note that because of the conjunction ‘so’, enter
is not governed by ‘did’ and so it needs its own tense form to show
when the action happened: it should therefore be ‘entered’; ‘maizes’
is an uncountable noun that is always used as a singular: it should
therefore be ‘maize’; ‘have’ is incorrect because with ‘brought’ it
makes the present tense, which is the incorrect tense in the context of
this sentence in the story: it should therefore be omitted].
a The class was very interesting all the time.
b All these conflicts are causing me many problems.
c This city has so many people from different countries.
d The building is old and in bad condition.
e The customer was very angry with her.
f This situation has taught me to be more responsible to myself.
g She has a very strong character.
h My life has changed so much I can’t believe it.
i The people are worried about their jobs.
j The student was studying for the exam.
a Vusi and Michelle sit next to each other in the Life Sciences class.
b Peanut butter and jam is my favourite sandwich.
c Physics is an interesting course.
d The class deserves a day off for working so hard.
e Learners are not suspected of committing yesterday’s theft.
f The eight-person committee makes all the important decisions for
the club.
g There are two reasons why I stopped playing for the team.
h The lawns in this neighbourhood look like golf courses.
i Professor Harris should listen closely to the students who are in
her class.
j Neither of the biscuits is made with buttermilk.
Extension work
Concord errors are so fundamental that they are often penalised in written
work, because learners at this level should no longer be making such errors.
It is therefore important that you identify learners who consistently make
concord errors and provide them with additional concord worksheets.
term two • WEEK 13
Eng Gr11 TG.indb 101
101
2012/08/09 9:46 AM
Here is an example of a worksheet.
Concord practice
Choose the correct form of the verb in brackets. Write out each sentence with the
correct form of the verb.
1 The four men (is walking/are walking) in the woods.
2 You (will see/will sees) a movie tomorrow.
3 He (has/have) a good grasp of the new concept.
4 The old woman (lives/live) alone.
5 I told you that you (was/were) wrong about her.
6 The old women (lives/live) in the same house.
7 All the people (have/has) had enough of crime.
8 My parents (is/are) visiting family in Namibia.
9 I (am/are) going to study for the test tomorrow.
10 Last year my brother (was/were) often sick in the winter.
Suggested answers
1
2
3
4
5
6
7
8
9
10
are walking
will see
has
lives
were
live
have
are
am
was
Week 14
Activity 58 Listening and speaking (LB p. 126)
FAT
Note
Learners must present a
formal researched speech
for Formal Assessment
Task 5. You could either
use the one set in this
unit, or the one at the
end of Term 2. If you use
the latter, set it now for
learners so that they have
adequate time to prepare.
Reminder
You can use or adapt
the rubric in the Extra
resources section of this
Teacher’s Guide to assist
you in assessing this
activity.
102
Eng Gr11 TG.indb 102
In the previous Listening and speaking activity, learners researched and
planned a speech for formal presentation. They should have completed their
speech and practised it during the last week. In this activity, they must present
their speeches.
Emphasise that learners must listen attentively while other learners are
presenting their speeches. Remind learners that when it is their turn, they
must remain calm, and focus on projection, fluency, pace, volume and pitch.
They must also be aware of their body language and make sure that they
engage their audience.
Formative assessment
Note that if you use the activity as Assessment Task 5 (and not the one set
at the end of Term 2), then this will form part of the learners’ school-based
assessment for Term 2. Consequently, you must record their marks (out of 20)
based on your assessment of the following:
• research skills
• planning and organisation of content
• tone, speaking, and presentation skills
• critical awareness of language usage,
• choice, design and use of audio-visual aids (if applicable).
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Activity 59 Reading and viewing (LB p. 126)
ng
Ex t
d ed r e a
di
en
The focus of this activity is on intensive reading, so you should let learners
work on it individually, perhaps providing a time limit (say 40 minutes).
In this way, the activity should give you a clear sense of learners’ levels of
competence in comprehension, as they near the mid-year examinations.
This will allow you to develop customised interventions for learners who are
struggling, in order to help them achieve an acceptable level in their exams.
Formative assessment
Use learners’ written answers to assess their level of competence in
comprehension, with a focus on their ability to:
• skim and scan (can they identify the two parts in the text and are they
able to work out the meaning of new words?)
• make inferences and draw conclusions from the text
• tabulate differences (identify contrast).
Suggested answers
Note that learners’ answers may vary from those suggested, so ensure that
they make sense (in terms of the text) and are grammatically correct.
1 a •The first main part of the story is about Shindo and her unhappy,
lonely life.
•The second main part of the story is about when the messenger
visited Shindo, gave her gourds that turned into children and
what the children did to help her.
•The third main part of the story is about when Shindo lost her
temper with Kitete and how all the children disappeared, which
made Shindo sad and regretful (sorry), so they returned.
bMake sure learners have listed ten words and defined them as they are
used in the text.
3 a iIt is very similar and also uses the beginning ‘Once’.
iiThey generally start with an statement of when the tale took
place, which is sometime long ago in the vague past.
bShe cleaned the hut and yard, tended the chickens, washed her
clothes in the river, carried water, cut firewood, and cooked her
solitary meals. She also did farming chores (e.g. weeding).
i They show us that she works hard – her life is not easy.
ii To give us a clearer picture of what Shindo’s daily life is like.
iii To emphasise her loneliness.
cIt shows us that folk tales often draw on the supernatural or magical
to help develop the plot, to show how characters react and behave and
contribute towards the theme (which becomes the lesson of the tale).
iTo help her so that she would not have to work so hard and
would have some company. It could also be to reward her for her
hard work, her basic goodness as a person and her prayers.
iiIt shows how the supernatural (gods, spirits, ancestors, etc.)
intervenes in human lives to reward (or punish). This intervention
also helps characters fulfil their destiny by forcing them to show
their true character (e.g. in ‘Motikatika’ the ogre’s intervention
made the wife show her true character).
d i Folk tales often contain supernatural or magical elements.
iiThey did all her chores: they quickly cleaned the hut and yard, fed
the chickens, washed the clothes, carried water, cut firewood, and
cooked a meal for Shindo.
term two • WEEK 14
Eng Gr11 TG.indb 103
103
2012/08/09 9:46 AM
iiiKitete is included because – as he is simple-minded – it is Shindo’s
interaction with him that will test her character and show what
her true qualities are.
eBecause he was in the way and she tripped over him and fell. The clay
pot shattered and vegetables and water streamed everywhere.
i Kitete turns into a gourd.
iiIt is the climax of the tale and is included as the moment in which
the character of Shindo is tested to see how she reacts to the
situation, which shows her true qualities.
f She changes from a lonely, sad but basically good woman, to a happy
prosperous woman, who then shows her negative side (anger and
spitefulness), perhaps because she has lost touch with her true self
due to her prosperity. However, her true nature quickly takes over
again and she shows sorrow and regret for what she said to Kitete and
she becomes very respectful towards her children.
g iThat she cannot lose her temper with her children (or others) just
because they may not be clever. She must respect all her children
(all people) equally and perhaps even show greater kindness and
consideration to those who are weaker or not so clever.
iiThe theme of the folk tale is the importance of being kind and
respectful to all people, especially those who are not as fortunate
as you may be. So, this lesson relates directly to the theme.
Activity 60 Writing and presenting (LB p. 130)
In Activity 56 learners developed plans for paragraphs based on responses
to a folk tale. In this activity they must complete their paragraphs. Stress the
importance of planning and editing, making sure that learners understand
the following and how to undertake them in the editing process:
•checking that the topic sentence contains the controlling idea of the paragraph
•making sure that the developing sentences are in a logical order and link
together coherently
•ensuring that the paragraphs have terminating sentences that draw
to a close the controlling idea stated in the topic sentence and (where
applicable) contain a link to the next paragraph
• refining word choice
• eliminating ambiguity, verbosity and any offensive language
•checking that grammar, spelling and punctuation are correct.
Once learners have completed their final versions, they must hand them in
for assessment, together with their brainstorms, plans and edited first drafts.
Reminder
You can use or adapt
the rubric in the Extra
resources section of this
Teacher’s Guide to assist in
assessing this essay.
Formative assessment
Take in and assess learners’ paragraphs to determine the extent to which
they are able to:
• plan a paragraph that focuses on a specific topic
• structure a paragraph
• express their ideas in grammatically correct sentences that link coherently
• include content relevant to the topic
• substantiate ideas by referring to the text, or through using quotations.
Suggested answers
It is difficult to provide a model answer for this activity, but here are some
suggested guidelines.
104
Eng Gr11 TG.indb 104
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Paragraph 1
•Learners should outline the plot, showing how the husband and wife
react to different situations and events. They can then use the reactions of
the husband and wife (which reflect their characters) to draw conclusions
as to whether or not they deserve what they get.
Paragraph 2
•Learners need to identify the theme (along the lines that selfishness and
self-interest is unacceptable and will be ‘punished’) and then, in two or
three sentences, indicate their feelings about this theme.
Paragraph 3
•Learners need to describe elements of setting (grass, flowers, lakes,
pools, honey-sweet water, etc.) and then argue, using two or three points,
whether or not these elements help to show that the story is a folk tale.
Extension work
If time allows, it may be useful to take the editing steps outlined above and
then work through each one on the chalkboard, using practical examples and
learners’ input.
• Refining word choice: Put sentences on the chalkboard which contain
words that could obviously be substituted for more suitable ones.
Ask learners to look at word choice in the sentences and to suggest
improvements. Here is an example:
The boy had lots of nice sweets. Learners should identify that ‘lots’ and
‘nice’ are not really acceptable at Grade 11 level, and suggest substitutes,
such as ‘many’, ‘a pocketful’, ‘delicious’, ‘tasty’ and so on.
• Work on sequencing: Put sentences on the chalkboard that use illogical
connectors and ask learners to identify the error and suggest alternatives.
Here is an example:
The children were happy, but they were laughing and dancing around. However,
they were also singing songs and cheering. The use of ‘but’ and ‘however’
are illogical in connecting ideas here, because they are used to introduce
opposite ideas. Learners should note this and suggest alternatives, such as
‘so they were …’ and ‘In addition, they were …’.
Activity 61 Language (LB p. 131)
This is a revision activity, in which learners have an opportunity to work on
correcting common errors and consolidating their understanding of aspects
of grammar dealt with in the second term.
Provide learners with the remedial worksheets, based on common recurring
errors in learners’ written work that you have developed. You could work
through these with the class orally first, before they write their answers.
Once you have checked their answers, learners can then complete the rest of
the activity. (If there is insufficient class time, they can do this for homework.)
Formative assessment
Use learners’ oral and written answers to assess their progress in using
grammatical conventions and structures correctly, focusing on:
• remedial work done (based on common errors in written work)
• concord
• vocabulary development
• use of adjectives.
term two • WEEK 14
Eng Gr11 TG.indb 105
105
2012/08/09 9:46 AM
Suggested answers
1 Mark learners’ work using the memorandum you have developed for
the remedial worksheets based on common, recurring errors in learners’
written work.
2 aLearners need to explain that with singular nouns or pronouns we
use singular verb forms. So, ‘was’ is used for ‘woman’ and ‘she’. They
also need to show an understanding of the past perfect tense by
explaining that ‘had died’ shows that the husband was already dead
when the story started – it is in the past perfect tense.
bHere learners must indicate that the past simple tense is used most of
the time because the story is set in the past (e.g. helped, ran, joined,
sat). However, there are some exceptions:
•‘had made’ – this is in the past perfect because the ‘drying by the
fire’ happened further back in the past than when Kitete ‘sat there’.
•‘smiling’ – this is in the continuous form because it shows an
on-going action in the past.
3 aThe police are working hard to catch the thief. Police, although a
collective noun, is regarded here as being made up of many individuals.
b Of the two schemes put forward by the government, I think this one
is the more likely to succeed. The comparative form must be used
when comparing two things, not the superlative form.
c That kind of music is very old-fashioned. Music is an intangible,
uncountable noun and therefore is used in the singular, with a
singular verb form.
d The committee is unable to agree on a date for the next meeting.
Here ‘committee’ is regarded as single, collective entity, and so must
be used with a singular verb.
e None of the learners is coming to the game next week. The meaning
of ‘none’ here is ‘not one’, so – since this is singular, it must be used
with a singular verb form.
f Either the teacher or the class representative is expected to attend the
meeting. The structure ‘either … or’ means ‘this one or that one’, so it
refers to two separate individuals, not two individuals joined together
to make two. For this reason, the structure uses a singular verb form.
g Macaroni and cheese is her favourite dish. Here the ingredients make
one dish, so a singular verb form must be used.
h His two brothers and his sister were there to help him. The three of
them form a single unit, so a singular verb form must be used.
i Everyone is to blame. Although ‘everyone’ refers to many people, it
is regarded as a single entity – a type of collective pronoun – so it is
followed by a singular verb form.
j The learners attend a language class. Plural nouns (‘learners’) must
be followed by plural verb forms (‘attend’).
4 Learners’ definitions may differ from those suggested, but ensure they are
along similar lines. Since their sentences will vary widely, no models are
provided. You must therefore check their sentences to make sure that the
words have been used correctly in terms of meaning and part of speech.
a sumptuous: adjective – splendid and expensive-looking
b aversion: noun – a strong dislike
c vivid: adjective – producing strong feelings or clear images in the mind
d faintly: adverb – not strongly or clearly
e procrastinating: verb – delaying or putting off the doing of something
5 Learners’ own choices. Make sure that they have chosen adjectives and
used them correctly in sentences.
106
Eng Gr11 TG.indb 106
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:46 AM
Unit 8
Weeks 15 & 16
Meetings
In Weeks 15 and 16 learners are going to look at informative texts. They will
focus on role-playing, intensive reading, agendas and minutes, paragraph
structures and the language used in meetings.
Week 15
Activity 62 Reading and viewing (LB p. 132)
Extended reading
Find newspaper or
magazine articles related
to service delivery
issues. Bring them to
class for learners to read
and discuss in the next
Reading and viewing
lesson.
Because the Listening and speaking work in Unit 8 (role-playing of meetings)
requires a context, as well as specialised vocabulary, Week 15 starts with a
Reading and viewing activity, to provide a context, then moves on to Writing
and presenting (learners look at agenda writing so that they can draw up
agendas for the role-plays). Learners then, in the Language activity, look at
the jargon required for conducting meetings, which they can use in their
role-plays.
Introduce the activity by discussing the issue of service delivery, using
Question 1 to find out what learners know and think about this critical issue.
You could extend this introductory part of the lesson by discussing the role
that newspapers play in bringing service delivery issues to the attention of
the wider public.
Learners should then work individually to complete the rest of the activity.
However, you could allow pair work where you think learners will benefit
from this. You may also find it useful to take oral feedback from learners
after they have completed each section, before they write their answers. This
allows for discussion so that you can get a sense of how learners are coping
with the activity – you can get immediate insight into problems they are
facing, rather than only picking these up when you mark their work.
Formative assessment
Use your discussions with learners, as well as their feedback and written
answers, to assess the following:
• their skimming skills (can they summarise what the article is about?)
• their scanning and vocabulary skills (you could impose a time limit for
identifying the words in the text: one minute should be sufficient)
• their ability to identify which parts of text contain information relevant
to comprehension questions
• their ability to express informed opinions on issues
• their ability to identify the information structure in a text (key ideas,
supporting ideas etc.).
Suggested answers
Note that learners answers may vary from those suggested here. However,
ensure that they are along similar lines, or that they can be backed up with
logical reasons.
1 There are no right or wrong answers, but learners should express
opinions on the points listed in the Learner’s Book.
term two • WEEK 15
Eng Gr11 TG.indb 107
107
2012/08/09 9:47 AM
2
3
4
a The community’s electricity has been cut off.
b Note that suggested meanings provided may vary from learners’
definitions. Make sure, however, that their definitions are along
similar lines and are contextually correct.
ibarricaded: blocked by a barrier to prevent people from entering
or leaving
ii insisting: demanding forcefully; not accepting refusal
iii punctured: made a hole (or holes) in it so that the air escaped
iv escorted: accompanied for protection
v disperse: make them go away in different directions
vi monitoring: watching very carefully
a Because their electricity had been cut off.
b The residents barricaded roads, burned tyres, and threw stones at
police. (Learners could also mention that residents insisted on talking
to someone from the municipality, and that they punctured the
wheels of the mayor’s car.)
c They fired rubber bullets and gas canisters, because they wanted to
disperse the crowd, which was damaging property and could have
injured people.
d Learners’ own answers, but probably to find out what the people’s
grievances were and maybe to show that she cared about their issues/
problems.
iTwo tyres on her car were punctured and the people tried to hold
her hostage.
iiLearners’ own answers, but probably because they were angry
that their electricity had been cut off and they felt that it would
be restored if they held the mayor hostage.
e Learners’ own answers, but ensure they give reasons for their
opinions.
f Learners’ own answers, but ensure they give reasons for their
opinions. They should also mention how they think the police and
residents could have responded.
aThe first sentence, because it summarises what the rest of the article
is about.
b Residents barricaded roads, burned tyres, and threw stones at police
on Monday; When the Madibeng local municipality mayor Poppy
Magongwa visited the community on Monday afternoon, two tyres
on her car were punctured; Rubber bullets and gas canisters were
used to disperse the crowd.
c Information that develops the idea in the topic sentences is provided.
For example, after the first topic sentence (Residents barricaded
roads, burned tyres, and threw stones at police on Monday) we get
information about why the residents were doing this. This supporting
information explains the information in the topic sentence.
Activity 63 Writing and presenting (LB p. 134)
This activity begins to turn towards the focus of the unit: meetings, their
procedures, the texts involved in meetings, and the jargon of meetings.
Introduce the activity by asking learners if any of them have ever attended
a formal meeting. If any of them have, ask them what they recall about the
meeting. Develop this introduction into a discussion on why meetings are
held, using the article on the Damonsville protests to suggest meetings as
alternatives to protests. Using the Damonsville example again, ask learners
108
Eng Gr11 TG.indb 108
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
what they think people would want to talk about at a meeting with the
municipality, and who would attend such a meeting. Point out that the list of
items that people talk about in meetings is called an agenda.
Learners can then work in groups to read and discuss the Focus on Writing,
which looks at agendas. Take feedback before learners brainstorm what they
think should go onto the agenda for a service delivery meeting between
the residents of Damonsville and the municipality. They can then use their
brainstorming ideas to follow the process-writing method to develop an
agenda for the meeting.
Formative assessment
Use learners’ written agendas to assess whether or not they can write an
agenda that:
• includes all relevant information
• uses concise and appropriate language.
Suggested answers
It is not possible to provide a model agenda, as learners’ agendas will differ.
However, make sure that their agendas contain the following:
• Name of organisation
• Date, time and place of meeting
• Welcome and apologies
• Matters arising from minutes of previous meeting
• Items to be discussed
• Any other business
• Conclusion and thanks.
Also ensure that they have used appropriate language and style, focusing on:
• conciseness
• use of actionable verbs (approve, discuss, announce, etc.)
• use of relevant jargon (matters arising, apologies, etc.).
Activity 64 Language (LB p. 135)
This activity continues looking at meetings and focuses on the jargon of
meetings. Use Question 1 to introduce the activity, asking learners (if any
have attended a meeting) to share what they know about the processes
followed at meetings and any jargon they may have noted. Discuss how
many disciplines, professions and activities have their own unique jargon. You
could use a sport as an example, or share some of the jargon of your own
profession.
Work through the table of meeting terms (replicated below) with the class,
making sure that they understand what each term means, and when and why
it is used.
term two • WEEK 15
Eng Gr11 TG.indb 109
109
2012/08/09 9:47 AM
Term
What it means
Abstain
Choose not to vote (not for a motion or against a motion).
Adjourn
A temporary break in the meeting before matters are finalised.
Agenda
A list of items to be discussed at the meeting.
Attendance register
A full list of all the members who attended the meeting.
Ballot
A system of anonymous voting, usually in writing, on a paper or card.
Chairperson
The person who leads the meeting.
Closing
The official ending of a meeting, after matters on the agenda have been finalised.
Constitution
The rules and regulations of an organisation that members must follow.
Minutes
An official written record of what is said and decided at a meeting, usually written by the
secretary or minutes clerk.
Motion
A proposal that is formally presented at a meeting:
• proposer presents the motion
• seconder supports the motion
• members discuss the motion
• members vote on the motion
• motion is accepted or rejected.
Notice
The announcement to members that a meeting will be held, including the venue, date
and time.
Proposal
A matter that a member wants discussed at a meeting. Not a formal proposal, as in the case
of a motion, but rather a suggestion.
Point of order
This can be requested by a member to draw attention to the fact that either meeting
procedures or constitution rules have not been followed at the meeting.
Quorum
The minimum number of registered members that must be present to make the
meeting legal.
Second
To formally support a motion for discussion.
Secretary
A committee member who assists the chairperson before, during and after the meeting.
Responsible for
• club or society administration and correspondence
• sending out the notice and agenda to members before the meeting
• writing the minutes of the meeting afterwards.
Treasurer
A committee member who is responsible for the club or society’s finances.
Unanimous
Accepted or agreed on by all members.
Verbatim
Word for word: the exact words of the speaker are quoted.
Voting
A process whereby members decide on a course of action, or elect someone to office. Voting
can be done by
• a show of hands
• by shouting ‘Yea’ or ‘Nay’ (yes or no)
• by ballot
• by dividing into two groups: for and against the motion (this usually only happens in
Parliament).
If the vote is a draw, the chairperson has the casting (deciding) vote.
Formative assessment
There is no need to formally assess this activity. However, do ensure that
learners understand meeting-related terminology. You could hold a spot quiz
the following day to check their understanding.
110
Eng Gr11 TG.indb 110
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Activity 65 Listening and speaking (LB p. 137)
The time has now come for learners to put into practice the information they
have learned and the skills they have been developing during the past week.
Let learners work in groups to complete the preparatory work outlined in
this activity. Circulate among learners to make sure that they are focusing on
what the activity requires.
Formative assessment
The main assessment will take place in the next activity. In this activity, you
should assess the following:
• can learners decide on a service delivery issue to discuss?
• are they able to divide up their groups into relevant role-players and
stakeholders?
• can they develop relevant input for the meeting?
Week 16
Activity 66 Listening and speaking (LB p. 137)
Extended reading
Make sure that you bring
newspaper or magazine
articles related to service
delivery issues for learners
to read and discuss in the
next Reading and viewing
lesson.
In this activity learners will use their agendas and the input they have
developed to role-play a meeting. Learners should first read and discuss the
Focus on Speaking so that they become familiar with meeting procedures.
When taking feedback, stress the importance of politeness and respect at
meetings, asking learners to give you examples of how they would show the
following at a meeting:
• disagreement
• interruption
• not giving in
• stressing a point.
Learners can then work in groups to conduct their role-plays of a meeting.
You should circulate among groups to make sure that they are staying on
topic, following the correct procedures and using the correct terminology.
Once again, stress the importance of politeness and respect, even when
there is strong disagreement. Remind learners that the person chosen to be
secretary must take notes of the meeting, including decisions made, and who
is responsible for carrying out which actions. A copy of these notes must be
given to each group member.
Formative assessment
Use your observation of learners’ group role-plays to assess their ability to
conduct meetings. Focus on the following:
• process and procedure (e.g. did the meeting follow the correct order?)
• language use (e.g. did participants use the correct terminology?)
• interaction (e.g. did the participants use polite forms and conventions to
disagree, interrupt and stress their opinions?)
Extension work
Ask one or two groups that caught your attention during the role-plays
to present their role-plays to the class for comment. (Ideally, you should
choose one group that excelled, and another group that did not really follow
meeting procedures too well.) Ask the class to critique the presentations,
term two • WEEK 16
Eng Gr11 TG.indb 111
111
2012/08/09 9:47 AM
writing the comments up on the chalkboard. These comments can then be
organised into a Do and Don’t checklist for meeting procedures.
Learners could use a checklist like the one below to evaluate group
presentations.
Criteria
Scores
4
Excellent
3
Good
2
1
Average Poor
Procedures and processes followed
Terminology used
Group work and meeting conventions used
Extent of participation
Authenticity
Activity 67 Reading and viewing (LB p. 138)
The curriculum indicates that learners should spend some time on extended
reading and viewing in this unit. Hand out the newspapers or magazines that
you have collected over the last fortnight (or which learners have brought
to class). Learners then work individually to a complete a number of tasks
based on newspaper or magazine articles.
You should use this activity as an opportunity to encourage learners to read
newspapers daily, not only to become well informed, but also to improve
their reading and comprehension skills.
Circulate among learners during this activity, checking that are doing the
work correctly. Try to spend a few minutes with each learner, discussing their
answers with them.
Formative assessment
Take in learners’ work to check that they have been able to:
• identify topic and supporting sentences
• identify parts of speech (nouns and adjectives)
• work out the meaning of these parts of speech
• use these parts of speech in meaningful sentences.
Activity 68 Language (LB p. 138)
This activity continues with the exploration of meetings, focusing on what
minutes are, their function, and how to write them.
Work through the example of minutes in the Learner’s Book with the class,
stressing the type of information that is included as well as:
• the order of this information (focus on the headings)
• the type of language used
• the function of the ‘action’ column
• the way the document is concluded.
It is important to stress that all official meetings, by law, must keep minutes
of the proceedings. For this reason, minutes must follow a prescribed format
and must always be signed and dated. Point out that because minutes are an
112
Eng Gr11 TG.indb 112
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
official record of meeting proceedings, they can be used to resolve disputes
or question future actions.
The activity concludes with a brief language exercise that helps focus
learners’ language use in relation to meeting discourse.
Formative assessment
Use your interaction with learners to assess whether or not they can:
• list items to be included in meeting minutes
• explain why these items must be included
• describe the type of language used in minutes.
Suggested answers
2 Learners should give their opinions on the format of the agenda (Name
of organisation, date, venue, items listed, action column, conclusion
where signatures must be placed, etc.). They should also note that
minutes mainly use the past tense because they are a record of an event
(meeting) that took place in the past. Language use should be formal and
concise: no flowery, descriptive language should be used. Minutes are a
factual summary of what occured during the meeting.
3 a We went to a meeting last week.
b The stakeholders all agreed to address the issue of poor service
delivery.
c The chairperson said he would follow up on the council’s promises.
d The members all voted in favour of not demonstrating. Instead they
would meet with local residents to discuss the way forward.
e The chairperson closed the meeting at 21:00 and said the next
meeting would be on 21 May. He asked whether all members could
make that date.
Activity 69 Writing and presenting (LB p. 140)
Refer learners back to Activity 66. One of them played the role of secretary,
and took notes of the role-played meeting. These notes should include
decisions made and who is responsible for carrying out which actions.
Learners must use these notes to write up minutes of that meeting.
Let learners work in groups to read and discuss the Focus on Writing. Take
feedback to ensure that they understand the most important elements in
writing minutes, such as:
• what type of information must be recorded
• conciseness
• format
• language use (formal)
• verb tenses (mainly the past tense, as well as the past of the future, e.g.
‘will’ becomes ‘would’, etc.)
Formative assessment
Use learners’ feedback as well as their written minutes to assess whether or
not they are able to:
• explain what minutes are
• identify what should be included in minutes, the format of minutes and
the type language that should be used
• write coherent, concise and grammatically correct minutes.
term two • WEEK 16
Eng Gr11 TG.indb 113
113
2012/08/09 9:47 AM
Extension work
Some learners may have found it difficult to write concise minutes. Work
in a group with these learners. First, role-play a short, simple meeting
(e.g. between a learner, a parent and a teacher), in which one or two issues
are discussed, a decision made and an action assigned to someone. Other
learners can observe and take notes.
Next, ask the observing learners to report what happened at the ‘meeting’.
Help them with verb tenses and summarising (they should only report
essential information). Once learners can report on this ‘meeting’
satisfactorily, get them to write an account of the ‘meeting’, using the format
for minutes.
Work through each aspect of the format, ensuring they know which
information goes where (this should not pose a problem). Monitor their
language use closely when they record what actually took place at the
‘meeting’, making sure that they use formal, concise language.
114
Eng Gr11 TG.indb 114
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Unit 9
Weeks 17 & 18
Advertising
In Weeks 17 and 18 learners are going to look at persuasive techniques.
They will focus on debates, reading for critical awareness, advertisements,
figurative language, rhetorical devices, and the meta-language of advertising.
Week 17
Activity 70 Listening and speaking (LB p. 142)
Note
In Activity 74 you must
give learners feedback on
their debate, so make sure
that you make notes on
their performance during
this lesson.
In this activity learners further develop their debating skills. They covered
debates in Grade 10, and so should have a good understanding of debate
procedures. Nonetheless, use the Focus on Speaking in the Learner’s Book, as
well as the information below from the National Curriculum and Assessment
Policy Statement For English First Additional Language, Grades 10–12, to
make sure that learners know what a debate is and how to conduct one.
You can use the example of the motion in the Learner’s Book (‘The
government should nationalise all mines and share the wealth amongst
the poor people in the country’) to show learners how ideas (propositions
and rebuttals) for a debate can be generated and clustered in terms of the
function of each participating speaker. When the class is ready, let learners
suggest motions for a debate. They can then follow the procedure outlined in
the Learner’s Book to conduct a debate.
Debates
•
•
•
•
•
•
•
•
•
Two teams of speakers, usually three per team, argue for or against a motion.
Motions make claims or propositions, e.g. ‘The World Cup was good for our
economy’, rather than simply ‘The World Cup’.
Debate proceedings are controlled by a chairperson, who:
– introduces the motion and gives some background to it;
– introduces each speaker;
– maintains order;
– keeps time – speakers are given time limits;
– manages the discussion when the motion is opened to the floor (see below);
– manages the vote (see below).
The chair introduces the motion and asks the first speaker for the proposition (the
team arguing for the motion) to speak.
The first speaker for the proposition presents arguments supporting the motion.
The first speaker for the opposition (those speaking against the motion) presents
arguments opposing the motion and may also rebut (attack) the first speaker’s
arguments.
The second speaker for the proposition builds on the team’s arguments, presents
new arguments, and rebuts the previous speaker’s points.
The second speaker for the opposition does the same.
The motion is opened to the floor (audience) for discussion and questions.
Following the general discussion, the opposition sums up first. The third speaker
repeats the team’s main arguments and tries to persuade the audience to
vote against the motion, giving reasons. This speaker may also rebut previous
arguments.
term two • WEEK 17
Eng Gr11 TG.indb 115
115
2012/08/09 9:47 AM
•
•
The third speaker for the proposition does the same.
The debate may be concluded and a result obtained in different ways, e.g. by
having the speeches assessed (scored) by a judge, or putting the motion to
the vote.
Formative assessment
You can use or adapt the assessment checklist below to assess the debate.
Learners not participating directly (the floor) could use the same checklist
to assess their peers. Note that the Department of Basic Education’s Codes
and Percentages for Recording and Reporting (the seven-point scale) should
be used.
Debate scoring sheet
Topic: _______________________________________________________________
Date: _______________________
Learners’ names:
(1) __________________________________________________________________
(2) __________________________________________________________________
(3) __________________________________________________________________
(4) __________________________________________________________________
Pro or Con (Circle one)
Which side won: _______________________________________________________
Criteria
Rate:
1–7
Comments
Opening statement was clear, well organised,
factual, and relevant.
First argument in support of its position was stated
clearly, was relevant, and well informed.
Rebuttal to opposing side’s first argument was
clear, relevant, well informed, and effective.
Second argument in support of its position was
stated clearly, was relevant, and well informed.
Rebuttal to opposing side’s second argument was
clear, relevant, well informed, and effective.
Third argument in support of its position was
stated clearly, was relevant, and well informed.
Rebuttal to opposing side’s third argument was
clear, relevant, well informed, and effective.
Closing statement was stated clearly, was relevant,
and effectively summarised the team’s position.
Answers to audience questions were clear, well
informed, and relevant.
Overall preparedness, effectiveness, and
professionalism in the debate.
Total points earned: ______________ divided by 7 X 100 = ______ % for the debate
116
Eng Gr11 TG.indb 116
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Extension work
If time allows, it would be useful to hold additional debating sessions so
that as many learners as possible can have the opportunity of participating
directly in a debate in one capacity or another.
FAT
Formal Assessment Task 5
Note that learners must present a formal prepared speech based on a topic that they
have researched for Formal Assessment Task 5. Their speeches should not be shorter
than two minutes or longer than five minutes. Provide learners with five topics. They
must choose ONE to research and present. Tell learners when their speeches must be
presented for formal assessment. Tell them to follow these steps.
1 Conduct their research (using the library, the internet, other teachers and people
they know as sources of information)
2 Write their speeches.
• Organise the material coherently. Choose and develop the main ideas and
support them with examples. They must make sure their speeches have a
strong introduction and conclusion and that the body flows logically. Point
out that some repetition is useful to emphasise points.
• Remind them to use correct vocabulary, language and conventions, as well
as an appropriate style and register, including rhetorical questions where
applicable.
• Point out that they should incorporate appropriate visual, audio and/or audiovisual aids, e.g. charts, posters, objects or images.
3 Stress the importance of editing and redrafting.
4 Encourage learners to practise their speeches, focusing on tone, voice projection,
pace, eye contact, posture and gestures.
Activity 71 Reading and viewing (LB p. 144)
In this activity learners have to use their critical reading skills to analyse
three texts (a newspaper report, a cartoon and an advertisement) in order
to identify viewpoints, attitudes and assumptions in the texts. Because this
type of reading is quite subtle and complex, we have used texts that are
quite explicit in the way in which they present viewpoints, attitudes and
assumptions.
Introduce the activity by asking learners to describe instances in which they
used emotive language to try to convince someone to agree with their point
of view. Use their responses to discuss how texts (spoken, written or visual)
almost always present a particular viewpoint and express a specific attitude.
Point out too that many texts contain assumptions that would not stand
up to close scrutiny (you can look at this issue more closely when learners
analyse the ‘Whites took our land’ article).
Because the Focus on Reading is quite long and deals with complex ideas, it is
probably best if you work through it as a class. You could get learners to read
it in groups first, and discuss it, before you work through it section by section
with the class. Focus most of your attention on the ‘Strategies for the whilereading stage’, because this section contains the types of questions one must
actively ask while reading or viewing texts.
Learners then work in groups to complete the Activity. Circulate among the
groups, observing their discussions and providing assistance and guidance as
required. (Note that, depending on the level of your class, it may be useful
term two • WEEK 17
Eng Gr11 TG.indb 117
117
2012/08/09 9:47 AM
first to work through Question 3 with the whole class, before learners write
their answers. Alternatively, you could let learners discuss each part of
Question 3, and then take feedback to ascertain understanding, before they
go onto the next part.)
Formative assessment
Use your interaction with learners, as well as your observation of their group
work and their answers, to assess whether or not they are developing the
ability to read and view texts critically in order to:
• identify emotive and manipulative language
• identify point of view, attitude and assumptions in texts
• explain the way in which visual images work to express point of view
• describe how advertisements work to encourage people to buy goods
or services.
Suggested answers
Note that because a certain degree of subjectivity is inevitably involved
in critical language awareness, learners’ answers may differ from those
suggested here. Accept all answers that make sense and that can be justified.
Ensure that language use is accurate and does not mar meaning.
3 a Study the texts.
iText 1: ‘white people should be regarded as criminals’; ‘[whites]
are criminals’. Text 2: The whole cartoon is an image that uses
allusions (e.g. crucifixion) to make it emotive. Text 3: Language
such as ‘sound of breaking glass’ creates images of break-ins,
intrusion, danger to what is precious (family) and so on.
iiText 1: To stir up people to support the speaker’s agenda (possibly
also to create unrest). Text 2: To comment on (satirise) the
manner in which those in power can undermine justice (the
Constitution) and to make people think about this, possibly
spurring them to voice dissent. Text 3: To persuade people to buy
the alarm system.
b Language in the newspaper report.
i‘… all white people’. It is used to turn those being addressed
against white people, to make them not think critically – it is a
form of propaganda.
iiBoth. In reference to his audience, he is being inclusive, but in
reference to all South Africans he is being exclusive, because he is
excluding white people.
iiiIt is a generalisation, because it is not possible to prove that every
black South African (‘we’ in this context refers to black South
Africans) thinks that every white person stole the land.
ivNoun: criminals; verb: stealing. He uses these to sensationalise
the situation, to create an image in the listeners’ minds of white
people as thieves, to stir up negative emotions in listeners against
white people, so that they will agree with his agenda, or take
action against white poeple, and so on.
c Figures in the cartoon.
i Crucifixion of Jesus.
iiShe symbolises justice (point out the scales of justice). The
cartoonist uses the allusion to the crucifixion of Jesus to
portray how he thinks justice in South Africa is being crucified
(sacrificed), by those in power, to further their own agendas.
118
Eng Gr11 TG.indb 118
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
4
iiiThey are political leaders: President Zuma, Hofmeyr and Mpshe.
They are depicted as the Roman leaders (symbolising those in
power) who crucified Jesus (justice) to further their own political
agendas.
ivIt is emotive because it uses religious events and symbolism to
depict and comment on current political issues. In addition, the
crucifixion is a very holy event for Christians, which would make
this a highly emotive cartoon. Furthermore, the depiction of
especially President Zuma is quite negative (cartoonists often use
extreme exaggerations or caricatures to depict important people)
and could raise strong feelings among his supporters. Possibly
Christians, because the crucifixion is such a holy and important
event to them.
d Language in the advert.
i The repeated use of ‘your’ (family).
iiTo make it stick out and imprint itself in the reader’s mind so that
the reader will remember this product when he or she thinks of
buying an alarm system.
iiiIt targets our fear of robberies and the danger they bring; it also
targets our desire to protect our families at all costs. It does this
by using expressions such as: ‘criminals are targeting families
while they are in their homes’; ‘make sure your family is safe’;
‘home has been invaded’; and ‘ensure the safety of your family’. It
uses these emotive expressions to play on our fear, and our desire
to protect our families, so that we will buy the alarm system.
Learners’ own answers, but they should mention factors such as:
• How – through the use of words, expressions, symbols and allusions
that play on people’s feelings; through the use of generalisations and
stereotypes; through the use of inclusive and exclusive pronouns.
• Why – to make people think and feel in certain ways; to persuade
them to believe certain viewpoints, or to create the need or desire for
certain products.
Activity 72 Language (LB p. 147)
In this activity learners look at some techniques of advertising. Use the
advertisement in the Learner’s Book, or provide learners with advertisements
from newspapers and magazines. Remind learners of the work they did on
adverts in Grade 10, and get their ideas on the techniques that advertisers use
to persuade consumers to buy their products and services.
Take feedback on Question 1, and then let learners work in pairs to read and
discuss the Focus on Language. Make sure that learners understand words
and concepts such as: jargon, copy, layout, font, logo, headline and slogan.
Also make sure they understand the principles in the AIDA formula.
Learners can then continue to work in pairs to complete Question 3. You
may wish to do this section as a whole-class activity. Learners should write
their answers afterwards. This could be set as homework.
Formative assessment
Use your interaction with learners, as well as their oral and written answers,
to assess the extent to which they can:
• identify AIDA principles in advertisements and explain how they function
term two • WEEK 17
Eng Gr11 TG.indb 119
119
2012/08/09 9:47 AM
•
identify elements that advertisers use, such as fonts, layout, copy, logos
and headlines, and explain how these function to attract consumers and
influence them to buy products and services.
Suggested answers
Allow some variation from the answers suggested, as long as they make sense.
1 Techniques to get attention and keep interest: Use of image with
emotive content; positioning of image in an eye-catching place; use of
bold headline in a big point size; repeated use of product name in a bold
font so that it stands out; use of emotive language; use of a narrative
technique that makes the reader want to read the ‘story’ to the end.
How the advertiser makes it easy for one to take action: Provision of a
phone number.
3 aA headline comes at the top (usually) and is usually in a bigger font;
it often includes the name of the product or a clever expression (puns
are common), to catch the reader’s attention. A slogan usually comes
at the end of the advert. It is often in a smaller font and takes the
form of a catchy summary.
b iDifferent fonts – to bring variety to the advertisement; to make
certain parts of the adverts stand out so that they catch our
attention.
iiImages – people are naturally more attracted to images than words;
images can also depict ideal situations with which advertisers want
readers to identify; they also offer the opportunity of presenting the
products, often in a glamorous light.
iiiLogos – these are essentially a part of branding; the idea is that
the logo gets fixed in the reader’s memory so that whenever he
or she sees the logo, it makes him or her think of the product.
This creates an on-going awareness of the product in the reader’s
mind, which could lead to repeat purchases.
ivDifferent colours – to attract attention; to highlight certain
aspects; to provide visual variety. Certain colours are also
associated with certain emotions, so advertisers may use specific
colours to try to get readers to have particular feelings about the
product being advertised.
c Attention refers to getting the reader to notice or look at the advert in
the first place.
Interest refers to keeping the reader’s attention, so that the reader
reads through the whole advert.
d It makes the reader want the product. If no desire for the product
were created, then the reader would not even consider buying it.
e Learners’ own answers, but they should include things like website
addresses, highlighting of online buying, provision of email and
physical addresses; stressing aspects such as discounts, special offers
valid for certain periods only, free gifts that accompany purchases,
entry into lucky draws when purchases are made, and so on.
Extension work
Some learners may find it difficult to analyse adverts in terms of formal
critique that involves the use of specific terminology. For example, they
may find terms like ‘desire’, ‘copy’ and ‘font’ confusing and so experience
difficulty in identifying these elements in adverts and then using them to
critique the adverts.
120
Eng Gr11 TG.indb 120
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
To overcome this barrier, you need to get these learners to talk about their
responses to adverts in their own terms, devoid of jargon or terminology. Get
them to explain to you in their own words what they like or don’t like about
certain adverts. Then begin to focus on certain elements in the adverts. Ask,
for example: ‘Do you like this picture?’ ‘Which writing do notice first?’ ‘Why
is the phone number written in such big numbers?’
Once they can provide personal responses to such questions, begin to link
them to the techniques of advertising. For example, link their answers to the
question ‘Why is the phone number written in such big numbers?’ to the
appropriate jargon, such as: ‘The phone number is in a bold font with a big
point size in order to spur the reader to take action’.
Activity 73 Reading and viewing (LB p. 148)
In this activity learners apply the knowledge and skills they have been
developing over the last few lessons to analyse an advertisement. Depending
on the ability of your class, you could present this activity in a variety of ways:
• as a test in which learners work alone to complete the activity within a
time limit
• as a whole class discussion, where you work through each question with
the class and learners write the answers for homework
• as a group or pair work activity where learners discuss each question
and then either give feedback before writing their answers or write their
answers for homework.
Whichever method you choose, it is important to make sure that all learners
can use appropriate terminology to critique an advertisement. (See the
extension work suggestions in Activity 72 for ways of working with learners
who find this type of activity difficult.)
Formative assessment
Use learners’ answers to assess whether or not they able to use appropriate
terminology to analyse an advertisement, with a focus on:
• elements used in adverts
• the AIDA principles and how they function.
Suggested answers
Because answers to this activity are fairly interpretative and subjective,
learners’ answers’ may vary from those suggested. Accept all answers that
make sense, ensuring, however, that appropriate terminology has been used
where relevant.
1 ‘Deals so hot, they’re yellow.’ The use of ‘hot’ is figurative. It is supposed
to make the reader desire the deals (phone packages) because ‘hot’ has
the connotations of desirable (a hot guy or girl) and of being popular, in
fashion, in demand and new.
2 They are large with a glow behind them to make them stand out and
attract the reader’s attention. The glow adds glamour to them.
3 It is in a bigger, red font to attract the reader’s attention. It’s the price the
reader sees first. On closer inspection, the reader will then see that the
higher price has a line through it. Then, when looking at the price in red
again, the reader will see that by purchasing the deals now, you can save.
The prices in red become fixed in the reader’s mind as a great deal (big
term two • WEEK 17
Eng Gr11 TG.indb 121
121
2012/08/09 9:47 AM
4
5
6
7
7
savings) in comparison to the higher, crossed out prices, even though the
difference between the two prices is not that great.
Their function is to provide more detailed information about what each
deal includes.
‘Let your Ayoba shine’. It can be considered a rhetorical device, because
it speaks directly to the reader (‘your’) and has positive connotations of
happiness and fun. Even if the reader does not know what ‘ayoba’ is, the
fact that it is in an attractive font, with a glow behind, makes the reader
want his or her ‘ayoba’ to shine. In these ways, the slogan is persuasive,
appealing to the reader by saying that if he or she buys these phones,
then his or her ‘ayoba’ will ‘shine’.
MTN is the logo. It tells us who the service provider is (the cellular
network).
Learners’ own answers, but make sure they are sensible. Ideas include:
The fonts in capital letters and in red stand out – they are the first thing
the reader sees; the use of red font with the word ‘hot’ reinforces the
hotness of the deals, because red is associated with heat; the prices in
red and the bigger font attract one’s attention next – these prices link
with ‘hot’ deals and reinforce the notion that the prices are ‘hot’ (special,
desirable, etc.). The yellow background is part of MTN’s branding,
so having the whole background in yellow reinforces this brand in the
reader’s mind. Images (phones) are placed in a prominent position and
are large; their faces contain appealing information – the whole idea is
to attract the reader’s attention and persuade him or her that he or she
cannot do without these ‘hot’ deals.
AIDA formula:
• Big headline that is in red and uses figurative language that appeals
to younger target market; phones are prominently positioned and
enticingly presented.
• Prices in big red font make the reader look at more than just the
headline and the pictures of the phones; the slogan, text in the red
box and the ‘Dial … Zone’ all make the reader look through the
whole advert, thus keeping his or her interest. The overall layout also
allows the reader to take in most of the advert in one glance, which
then creates interest to look at more specific details.
• The headline, the attractiveness of the phone images, the prices and
the slogan all create a desire for ownership: for example, we all want
a ‘hot’ deal; we all want to save money, and we all want the happy
warm feeling associated with the slogan.
• Details for buying the product are placed in a red box, which draws
the attention of the reader. So does the ‘Dial … Zone’ placed in a
bigger font at the bottom of advert. Both show what action you can
take to possess the phones.
Activity 74 Writing and presenting (LB p. 150)
In this activity learners use the knowledge and skills they have been
developing to create their own advertisements. Introduce the activity by
giving learners some adverts to study and discuss in groups. Tell them to
use the AIDA formula to guide their discussions. Observe their group work,
asking relevant questions and providing support as required. Take feedback,
ensuring all learners understand what AIDA stands for and how adverts use
the formula to attract attention, sustain interest, create desire and
prompt action.
122
Eng Gr11 TG.indb 122
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Learners then continue their group work, identifying products and services
that they think would appeal to a teenage target market. Once again,
observe their group work to make sure they have chosen relevant products
or services and are thinking of ways to advertise them in terms of the AIDA
principles.
Once learners have an overall grasp of factors that adverts aimed at the teen
market should contain, they choose a particular product or service that
they want to advertise. Read through the steps that the learners must follow
to create their adverts. They can work in groups to do this (although each
learner must create their own advert), and should complete a first draft.
You should observe their work as they put together their first drafts, asking
questions about fonts, colours and images chosen and about layout. (Note:
if learners do not complete their first drafts in class, they must do so for
homework for the next Writing and presenting lesson.)
Formative assessment
Use your observation of learners’ group work, as well as your interaction
with them and their first drafts, to assess whether or not they can:
• work in groups, using group work and conversational conventions and
rules
• identify and discuss the types of products that appeal to the teenage
market and why
• use the AIDA formula to plan, design and create a first draft of an advert
for a product or service aimed at the teenage market.
Extension work
There are a number of ways in which you could extend this activity.
• Learners could do research into careers in the advertising industry.
• You could set learners a research assignment on TV adverts: the images,
animations, music and texts that they use to attract, ensure interest and
create desire, and what methods are used to prompt action.
• You could invite someone from the advertising industry to address the
class on how professional adverts are conceptualised and created.
Week 18
Activity 75 Listening and speaking (LB p. 150)
In Activity 70 learners planned, prepared for and held a formal debate. In this
activity you should give learners feedback on their debate. You should give
them some additional activities to build their confidence and help them to
work on pace and tone in speech delivery. Here are some examples.
Confidence building exercises
1
2
Alphabet recital: Get some learners to recite the alphabet with different emotions,
gestures and inflections.
Give each learner a list of two groups of impromptu topics. Examples:
• Concrete words – school holidays, aeroplane, football
• Abstract words – sorrow, joy, hope
Learners pick a word and take turns speaking about that word in front of their
small group.
term two • WEEK 18
Eng Gr11 TG.indb 123
123
2012/08/09 9:47 AM
3
4
5
6
7
8
Have learners take turns presenting short arguments to the class with varying
body language and tone. For example, ask learner A to present his or her
argument angrily. Then, ask Learner B to present his or her argument sadly, and
so on.
Give learners a few sentences. Ask them to say these with differing volumes and
pace. For example, ask one learner to present the sentences loudly and another to
present them quietly. Ask the class to comment on the effectiveness of different
volumes and pace.
Impromptu speeches: Each learner can draw a word, phrase, topic, or saying out
of a hat. Learners can have up to five minutes to prepare a 1–2 minute speech on
their topic.
A-R-E practice: As a variant on the impromptu speech exercise, you can have
learners deliver short speeches where they make an argument using the A-R-E
format (assertion, reasoning, and evidence). Learners can draw a topic out of a hat
or choose a subject of their own, and deliver a short 1-minute speech where they
make an argument using the three-part model.
Four-step refutation practice: As another variant on the impromptu speech
exercise, you can have learners pick a topic or an argument out of a hat and deliver
a short (one-minute) speech in which they refute the topic or argument using
the four-step method for refutation (see below). You can also have learners do the
above A-R-E exercise in pairs, where one learner delivers the argument, and the
other refutes it immediately afterwards.
Body language: Give learners a few lines to memorise. Ask them to say these lines
using different body language (e.g. leaning against a wall; with their head down;
leaning to one side with weight more on one leg; with arms folded; with feet
slightly apart and standing upright, etc.). Ask the learners delivering the lines, as
well as the ‘audience’) which type of body language they found most effective.
(Source: Adapted from www.middleschooldebate.com)
Teacher’s resource: Four-step refutation
Skilled debaters not only have a command
of language and content, but are also able to
present their arguments in an organised way, that
allows the audience to follow the logic of their
arguments. Refutation is designed to introduce
arguments, undermine opponents’ arguments,
rebuild arguments and clarify own arguments. One
way to do this is through a process called fourstep refutation, often referred to as the Four S’s:
signposting, stating, supporting, and summarising.
Step one: Signal
Identify the claim you are answering.
In a single debate, there will be multiple arguments,
pieces of evidence, and sometimes tangents that
a debater must address. Clearly identifying which
of your opponent’s arguments you are responding
to, will keep the flow of the debate progressing in a
coherent manner.
124
Eng Gr11 TG.indb 124
Step two: State
Make your (counter) claim.
After articulating your opponent’s position, you
should make your response in a concise, articulate
manner.
Step three: Support
Reference evidence or explain the justification.
Use evidence to support your counter claim. This can
be evidence that comes from an earlier part of the
debate, or new evidence. Remember, evidence must
be factual.
Step Four: Summarise
Explain the importance of your argument.
For an audience to reach a judgment on an issue,
they must recognise the comparative importance
of different arguments. Detailing the way in which
your argument implicates your opponent’s position,
is a crucial way to leave an impression on audience
members.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
124
2012/08/09 9:47 AM
Example:
(Signaling) My opponent argued that the death
penalty deters crime.
(State) In fact, the death penalty increases crime.
(Support) According to a nationwide study
conducted by Professor XXX in 2012, violent crime
has actually increased in countries with the death
penalty, while crime has decreased in countries
without the death penalty.
(Summarize) If this study is true, and the
methodology is certainly sound, then the central
justification for the death penalty has no merit.
(Source: Adapted from www.speaking.pitt.edu)
Activity 76 Listening and speaking (LB p. 151)
Refer back to Activity 71, and revise position and attitude with the class.
Point out that position refers to a point of view that a person holds on an
issue, while attitude refers to the feelings and thoughts a person has about an
issue. These are quite subtle distinctions, so use some examples to reinforce
them. For example: ‘People should not eat meat (position), because all living
things are sacred (attitude)’.
Then read the poem ‘The killer’ by D.J. Brindley to the learners (Learner’s
Book page 152). Instruct them as follows:
• Study the table, and then copy it into your workbook.
• Just listen during the first reading.
• Make notes during the second reading.
• Fill in the table during the third reading.
Learners can discuss their tables in groups afterwards, focusing on why their
answers differ (if they do).
Formative assessment
Use your discussion with learners as well as their completed table to assess
whether or not they can:
• distinguish between position and attitude
• identify position and attitude in a text and indicate how these change.
Suggested answers
Note that learners’ answer may differ from, or be expressed differently, to
those suggested. Accept answers that show an understanding of position and
attitude and how these can shift.
Speaker’s attitude
Speaker’s position
At the beginning of the poem
Fear, revulsion
Does not have much consideration for
sea life (not conscious or aware of its
uniqueness, etc.)
At the end of the poem
Anger, sadness, regret
Realisation of the uniqueness and
beauty of sea life (maybe now all life)
Main changes
From negative feelings to positive
feelings (anger and sadness here, though
negative in themselves, show that
the speaker has moved from negative
unawareness to positive awareness)
From indifference (lack of awareness)
to care and consideration (awareness
and consciousness)
term two • WEEK 18
Eng Gr11 TG.indb 125
125
2012/08/09 9:47 AM
Activity 77 Language (LB p. 151)
This activity combines revision of figurative language with the types of
language used in advertisements and in poetry. Before learners do this
activity, make sure they remember the differences between figurative and
literal language. Point out that many figures of speech, some of which can
also be called rhetorical devices, can be classified as figurative language,
because they do not use language literally. Ask learners why they think
figurative rather than literal language is used in many advertisements and in
most poems. Learners can then work individually to complete the activity.
Formative assessment
Use your discussion with learners, as well as their written answers, to assess
whether or not they are able to:
• define figurative and literal language
• distinguish between literal and figurative language
• explain why figurative language is often used in advertisements and poems
• identify figures of speech in texts.
Suggested answers
Note that the wording of learners’ answers may differ from that in the
suggested answers. Ensure that all answers make sense.
1 Literal language refers to words that do not deviate from their defined
meaning. Figurative language refers to words, and groups of words, that
exaggerate or alter the usual meanings of the words.
2 a This shampoo will make your hair shine like the rising sun. [simile]
b The softly singing birds at Dream Hotel will sweep away your stress.
[alliteration; personification]
c Use SuperClean to wash your face twice a day and all your pimples
will vanish. [exaggeration/hyperbole]
3 Advertisements. Learners’ own reasons.
4 Because they are used to persuade; they have an emotive component that
is aimed at persuading people to buy or use certain products.
5 a My love is like a red, red rose. [simile]
b I heard a sudden harmony of hooves. [alliteration; metaphor]
c Strained by the gale the olives whiten / Like hoary wrestlers
bent with toil. [This includes a simile (‘like hoary wrestlers’) and
personification (‘olives … bent with toil’) where the olives bent by the
wind are given human qualities.]
6 Poems. Learners’ own reasons.
Activity 78 Reading and viewing (LB p. 152)
Learners have already completed a listening activity (Activity 76) based on
the poem they will analyse in this activity. Before learners complete this
activity, it may be a good idea to briefly revise:
• position and attitude
• how imagery can appeal to different senses
• some figures of speech, such as similes and metaphors.
As before, depending on the level of your class, you can approach this activity
in a number of ways. For example:
• learners can work individually under ‘test’ conditions (this could help
them prepare for the impending mid-year examinations)
126
Eng Gr11 TG.indb 126
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
•
•
you can work through the poem, question by question, with the whole
class. Learners can then write their answers for homework.
learners can work in groups or pairs to discuss the questions, with you
either taking feedback at the end of each question, or once all questions
have been discussed. In both methods, learners can write their answers
for homework.
Formative assessment
Use your interaction with learners and their oral and/or written answers,
to assess the extent to which they have developed sufficient competence to
analyse poems at Grade 11 level in terms of being able to:
• extract relevant information to answer first order questions
• discern the ‘plot’ in a poem
• identify and track changes of attitude in a poem
• identify and explain the sense of figures of speech
• decode surface meaning of a poem to identify implied meaning
• identify and express an opinion on the theme of a poem.
Suggested answers
Because poetry analysis is quite subjective, learners’ answers may differ
from those suggested. However, ensure that their answers make sense and
can justified.
1 aSeeing: ‘An octopus laired invisibly’; ‘Liking the orange-green beauty
of his arms’; ‘crimson darkness of the pool’, etc.
b Touching: ‘To grip against the sucking backwash’; ‘quick as flame he
caught’; ‘start to entwine the stick as prey’, etc.
c Feeling: ‘Raising a mild nausea in the throat’; ‘twisted in his rage’
d Movement: ‘Whiplashed my complacency’; ‘twisted in his rage’ etc.
2 anemones; limpets.
3 It was in a rock pool. It had been washed in by the tide.
4 a fear and revulsion
b curiosity; interested in seeing how the octopus behaves
c sadness and anger at the death of the octopus
5 ‘Strain against strain’.
6 ‘quick as flame’. It suggests the speed at which the octopus moves its
tentacles.
7 A young child killed it. Its eye was stabbed and two tentacles cut off.
8 Angry, disgusted and sad.
9 That the octopus is a killer (it kills its prey for food) or that the boy who
killed the octopus is a killer.
10 Learners’ own answers, but answers should include something about the
need for us to appreciate nature and/or the similarities between animal
and human life in the way that both strive for survival sometimes against
terrible odds.
Activity 79 Writing and presenting (LB p. 154)
In this activity learners complete the advertisements that they started working
on in Activity 74. There is no need to introduce this activity. Let learners work
in pairs and then individually to complete their adverts. You should circulate
among learners to ask questions about the elements they have created (e.g.
why they have chosen particular images or fonts) and their layout (e.g. why
they have positioned the elements as they have). You should also ask some
pairs to explain how their adverts work in relation to the AIDA formula.
term two • WEEK 18
Eng Gr11 TG.indb 127
127
2012/08/09 9:47 AM
Formative assessment
Use your observation of learners’ work, as well as your interaction with
them and their final adverts to assess the extent to which they are able to:
• explain and justify choices of elements and layout decisions for an advert
• plan, design and produce an advert that adheres to the AIDA principles in
relation to their chosen target market and product or service.
128
Eng Gr11 TG.indb 128
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
term three
Media and communication
The third term focuses on media and
communication and their roles in the modern
world. In this term, the learners will develop the
following language skills.
Listening and speaking
• panel discussion
• group discussion of literary issues
• prepared speech and prepared reading
• listening for appreciation and discussion
Reading and viewing
• reading for summary
• discursive texts
• features and issues in literary texts
• intensive reading
• mass media texts
• comparing texts (register, style and voice)
• enrichment texts
• critical language awareness
Writing and presenting
• process writing
• argumentative and descriptive texts
• announcements and notices
• formal letter of enquiry
• imaginative responses
• letter to the editor
Language
• logical connectors and conjunctions
• writing strong beginnings and endings to texts
• avoiding clichés
• verb tenses
• formats of media texts
• abbreviations and acronyms
• images and symbols
• literal and figurative meaning
• denotation and connotation
• assumptions and implied meaning
• vocabulary development
Eng Gr11 TG.indb 129
2012/08/09 9:47 AM
Unit 10
Weeks 21 & 22
Points of view
In Weeks 21 and 22 learners are going to look at defending a point of view.
They will focus on panel discussions, discursive texts, writing an argument
and revising logical connectors and conjunctions.
Week 21
FAT
Reminder
In Weeks 25 and 26
learners have to present
a formal, researched
speech on any aspect of
communication. Discuss
the requirements for this
with learners now so that
they can start preparing
for their presentations.
You can provide learners
with a copy of the rubric
from Week 25 so that they
know how they will be
assessed.
Activity 80 Listening and speaking (LB p. 174)
In this activity, learners find out about panel discussions, their function
and how they are presented. Introduce the activity by asking if anyone has
watched a panel discussion on TV. If someone has, get them to tell the class
about it, describing, for example:
• how the panel was set out
• the way in which the panellists (people on the panel) behaved
• how the discussion was conducted (e.g. could anyone speak at any time,
or did they have to take turns?)
• the role of the chairperson (also known as the panel leader or moderator).
If learners have never watched a panel discussion on TV, you will have to
describe the format for them and explain the function of such discussions.
Point out that the main purpose of panel discussions is to share different
opinions, and information from different sources.
Once learners understand the format and function of a panel discussion,
divide them into groups (there should be four groups altogether). Learners
can then identify and brainstorm a topic for a panel discussion. Some topics
are provided as examples in the Learner’s Book, but learners can choose their
own, as long as they are topical and controversial.
Learners then read and discuss the Focus on Speaking. Take feedback to ensure
they understand how to conduct a panel discussion. Then begin preparatory
work for the panel discussions, which they must present in the following week.
In terms of assisting learners to prepare and present a panel discussion, you
should do the following.
• Identify, or help learners identify, issues or topics upon which to base
their panel discussion.
• Ensure that all panellists and the moderator (chairperson) are familiar
with the procedures for panel discussion, in advance of the discussion
itself, so that they will be able to fulfil the responsibilities of their roles.
For example, make sure that the chairperson is aware of the following
roles and duties:
– keeping order
– managing time
– keeping to the agenda
– encouraging participation
– remaining neutral
– calling for proposal or votes.
130
Eng Gr11 TG.indb 130
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
•
•
Assist panellists and participants (when necessary) in preparation for the
discussion by directing them to various source materials, authorities in
the field, etc.
Help participants understand the need for fair procedures when discussing
an issue, e.g., the freedom to discuss an issue, the obligation to listen to
other points of view, the need for orderly, courteous discussion, etc.
Formative assessment
Use your interaction with learners and your observation of their discussions
to assess the extent to which they understand the function and format of a
panel discussion.
Activity 81 Reading and viewing (LB p. 176)
This activity uses the panel discussion in Activity 80 as a basis for introducing
and teaching the discursive essay (learners will write a discursive essay in
Activity 84). Discuss how – as in a panel discussion – different points of view
are presented in a discursive essay, in order to achieve a balanced conclusion.
Explain to learners that in discursive texts, they need to look out for different
points of view. Point out that these points of view are often introduced or
signalled through the use of logical connectors or conjunctions.
Before learners start the activity, briefly revise the stages involved in intensive
reading, such as skimming and scanning. Note that – depending on the
level of your class – you could let learners complete the whole activity by
themselves (first discussing all the questions and then writing their answers
for homework) without taking feedback. Alternatively, you could follow a
more interactive approach, as outlined below.
Learners skim the text to identify the main idea. Give them two or three
minutes to do this. Before you take feedback, let them discuss the main
ideas they have identified with one another. Encourage learners to achieve
consensus. Then take feedback, opening up a critical discussion in instances
where learners in pairs could not achieve consensus. Ask learners in such
pairs to justify their answers.
Learners then scan the text to identify new or difficult vocabulary. Encourage
them first to use their word attack skills, or the contextual method to work
out meanings, before using their dictionaries. (They can use dictionaries
afterwards to verify the meanings they have worked out.) Do a spot check by
asking learners to explain the meanings of different words in the text.
Before learners complete Question 2, re-emphasise that much of the
meaning of texts lies in the way that information is organised. Conjunctions
often give clues to the meaning and intention in a text. Illustrate this by
discussing the word ‘although’ – which signals that the sentence contains
information about contrasting ideas. Learners then continue working in pairs
to complete Question 2.
Take feedback after Question 2 because a grasp of many of the words that
learners had to explain in Question 2 is essential for understanding (and
writing) discursive texts.
term three • WEEK 21
Eng Gr11 TG.indb 131
131
2012/08/09 9:47 AM
Learners then complete Question 3. They work in pairs first, to help one
another identify the points relating to each side of the discussion, but each
learner must write a summary. If necessary, revise how to present the sides
of a discussion or argument in list form, emphasising the following:
• lists must have headings
• information for and against must be placed under the relevant headings
• information should be listed in order of importance
• it is not essential to write full sentences in list summaries, but the
information presented must be clear and the words must be correctly
spelled.
Formative assessment
Use your discussion with learners, as well as their oral and written answers,
to assess if they are able to use intensive reading skills to:
• identify the main idea in a text
• work out the meaning of vocabulary
• identify the meaning inherent in logical connectors and conjunctions and
explain their function
• identify information in a text that supports two opposing points of view
• present a summary of a discursive text in list form.
Suggested answers
Note that learners’ answers may differ from those suggested, but they should
be along similar lines.
1 Main idea in the text: There are two views on cell phones – that they
are dangerous and that they are not – and scientists are trying to find a
definitive answer.
Vocabulary: learners’ own answers, but you should do a spot check,
making sure they understand the meaning of the following, for example:
claim, evidence, emit, dramatic increase, and incidents.
2 Function of words in text:
a but – indicates that a counter-argument follows
b main arguments – the word ‘main’ shows that this is the most
important idea
c however – indicates that a counter-argument follows
d further argument – the word ‘further’ indicates that what follows is
an additional argument, one that supports the ‘main’ argument
e anti-cell phone – the prefix ‘anti’ indicates that the information or
ideas following come from those who do not support cell phones
f pro-cell phone – the prefix ‘pro’ indicates that the information or
ideas following come from those who do support cell phones
g although – indicates that a counter-argument follows
h final argument – the word ‘final’ indicates that what follows is the last
argument in support of the ‘main’ argument
i despite – indicates that two counter arguments or points of view are
presented
j consequently – indicates that the information that follows is the result
of preceding information.
3 Summarise the text: Learners should do this in list form.
132
Eng Gr11 TG.indb 132
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Arguments for cell phone use
Arguments against cell phone use
•
F requency and energy of cell phones too low to
cause any damage
•
Cell phones emit microwaves
•
ell phones emit non-ionizing energy that cannot
C
cause brain damage
•
T he source of the radiation from cell phones is held
close to your brain and can cause brain damage
•
big increase in brain cancer since cell phones have
A
become so widely used
•
T he increase in brain cancer is due to an increase in
population
Extension work
Some learners may find it difficult to identify differing points of view in
a text. Help them develop this skill by providing simple, shorter texts, in
which differing points of view are obvious. Ensure that such texts include
increasingly complex information structures as learners’ skills and confidence
develop.
Activity 82 Language (LB p. 178)
In this activity, learners further revise and reinforce the use of logical
connectors and conjunctions. Explain to learners that a good use of these
will help them to structure their written (and oral) texts, so that they are
logical and coherent.
Let learners work in pairs to read and discuss the Focus on Language. Take
feedback, ensuring learners understand the functions of logical connectors
and conjunctions, and the words that can be used to express these functions.
Learners then work in pairs to complete Question 2. They should work alone
to write down their answers. They could do this written work for homework.
Formative assessment
Use learners’ feedback and their answers to assess whether or not they are
able to:
• identify logical connectors
• identify their type
• explain their function.
Suggested answers
2
Logical connector
Type
Grammatical function
a
sequential
Puts the verbs (actions) into a logical order
b even though
contrast
Indicates two contrasting actions (pass test; not study)
c
causal (reason)
Gives the reason for something that happened
d although
contrast
Indicates two contrasting circumstances (from poor background;
successful life)
e
condition
Indicates an action that must happen for another action to happen
before
because
unless
Extension work
Understanding and being able to identify and use logical connectors and
conjunctions is a key language skill. It is vital therefore that you identify
learners who have difficulties and provide them with remedial exercises. Start
off with simple examples (e.g. ‘but’, ‘and’) and deal with only one type per
exercise. As learners’ skills and confidence develop, you can provide more
complex examples, and mixed exercises.
term three • WEEK 21
Eng Gr11 TG.indb 133
133
2012/08/09 9:47 AM
Here is an example of a remedial activity that contains a mix of logical
connectors and conjunctions.
Practising logical connectors and conjunctions
Fill in the blanks with these words: although, and, because, but, or, since, so, unless,
until, when.
1 Things were different _____ I was young.
2 I do it _____ I like it.
3 Let us wait here _____ the rain stops.
4 You cannot be a lawyer _____ you have a law degree.
5 That was years _____ years ago.
6 She has not called _____ she left last week.
7 I saw him leaving an hour _____ two ago.
8 This is an expensive _____ very useful book.
9 We were getting tired _____ we stopped for a rest.
10 He was angry _____ he heard when happened.
11 Walk quickly _____ you will be late.
12 He had to retire _____ of ill health.
13 We will go swimming next Sunday _____ it’s raining.
14 I heard a noise _____ I turned the light on.
15 Would you like a coffee _____ tea?
16 Do you know _____ she will arrive?
17 _____ the car is old, it still runs well.
18 Do you want a pen _____ a bit of paper?
19 I would like to go _____ I am too busy.
20 She will die _____ the doctors operate immediately.
Suggested answers
1 when
2 because
3 until
4 unless
5 and
6 since
7 or
8 but
9 so
10 when (because)
11 or
12 because
13 unless
14 so (‘when’ is also grammatically correct, but does not make very logical sense)
15 or
16 when
17 although
18 and (‘or’ is also grammatically correct, but does not make very logical sense)
19 but
20 unless
134
Eng Gr11 TG.indb 134
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Teacher’s resource: Logical connectors
Logical connectors are used to join or connect two ideas that have a particular relationship.
These relationships can be: sequential (time), reason and purpose, adversative (opposition and/or
unexpected result) and condition.
Sequential (time)
Subordinating conjunctions
until
after
before
when
while
since
once
whenever
as soon as
as long as
by the time
Prepositions
during
after
before
since
until
upon
Conjunctive adverbs and
transitions
then
next
after that
following that
before that
afterwards
meanwhile
beforehand
Conjunctions
and then
Prepositions
because of
due to
in order to
Conjunctive adverbs and
transitions
therefore
consequently
Conjunctions
so
Adversative (unexpected result, contrast,
opposition)
Subordinating conjunctions
even though
although
though
(in spite of the fact
that)
while
whereas
where
Prepositions
despite
in spite of
Conjunctive adverbs and
transitions
however
nonetheless
nevertheless
on the other hand
in contrast
on the contrary
Conjunctions
But … anyway
But … still
Yet … still
but
Causal (reason and purpose, cause and effect)
Subordinating conjunctions
because
as
since
inasmuch as
now that
as long as
such … that
[such a/an +
adjective + noun +
that]
so … that
[so + adjective or
adverb + that]
[so much/many/
little/few + noun +
that]
Condition
Subordinating conjunctions
if
unless
even if
providing (that)
provided (that)
in case
whether or not
Conjunctive adverbs and
transitions
otherwise
Conjunctions
or (else)
Expressing purpose
so that
in order that
term three • WEEK 21
Eng Gr11 TG.indb 135
135
2012/08/09 9:47 AM
Reduced adverb clauses
Rule: If the subject of the adverb clause and the main clause are the same, the adverb clause may be
reduced.
To reduce, drop the subject and the verb ‘be’
in the adverb clause.
I had an accident while I was driving past the police station.
= I had an accident while driving past the police station.
Even though she was hungry, she didn’t eat the pie.
= Even though hungry, she didn’t eat the pie.
If there is no ‘be’ verb, change the adverb
clause verb to the present participle.
Before she owned a pet, she was afraid of dogs.
= Before owning a pet, she was afraid of dogs.
You may omit the subordinating conjunction While living in Polokwane, I made many friends.
(‘while’) with simultaneous actions.
Living in Polokwane, I made several friends.
Remember: Only sentences in which the
subjects of both clauses are the same may
be reduced.
While I was eating a mealie, my tooth fell out. (This adverb
clause cannot be reduced because the subject of the adverb
clause is not the same as the subject of the main clause.)
Activity 83 Reading and viewing (LB p. 179)
In this activity learners will apply their knowledge of logical connectors
to evaluate their reading and language skills. Before learners complete the
activity, emphasise the importance of intensive reading skills, such as:
• identifying and analysing language structures (e.g. noting conjunctions in
a sentence and, by understanding their function, working out what type
of information the sentence contains: results, reasons, contrasting ideas,
and so on)
• identifying the purpose of a text or its point of view.
Learners work individually to complete the activity. However, if you
think some learners will benefit from pair work, let them work in pairs. In
addition, if you have identified learners who are really struggling with logical
connectors, form a group with them and work through the activity with them.
Formative assessment
Use learners’ answers to assess whether or not they are able to:
• explain the function of logical connectors in a text
• identify opposing ideas in a text and express these in their own words.
Suggested answers
Learners’ answers may differ from these; make sure that they have identified
the correct function for each logical connector.
2 Function of the logical connectors:
a therefore – expresses the reason why ecotourism has certain aims
b while – indicates two concurrent actions: fund protection
programmes and (at the same time) stimulating income
c in addition – indicates an extra (additional) aim
d however – indicates that an idea contrary to a previous one is about
to follow
e although – indicates that two contrary ideas are being contrasted
f even though – indicates that two contrary ideas are being contrasted
3 Opposing main ideas in the text: Ecotourism aims to help local people/
Ecotourism has in fact harmed local people.
136
Eng Gr11 TG.indb 136
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Activity 84 Writing and presenting (LB p. 180)
The panel discussion work and the discursive texts that learners have looked
at, should have laid the foundations for their understanding of the form and
function of the discursive essay. Before looking at the discursive essay in
greater detail, revise the steps in the process writing method, making sure
they can explain what is involved in each of the following:
• pre-writing
• planning
• drafting
• checking.
Learners then work in pairs to discuss the essay topics and choose one on
which to write. Use their topic choices to discuss the two sides to each topic.
Get them to see, for example, that a topic such as ‘Parents should not control
their children’s access to the Internet’ has two perspectives: that parents
should not control access to the Internet and its opposite, that parents should
control access to the Internet. Point out how, in a discursive essay, both
perspectives must be examined and then a balanced conclusion reached.
Learners can then work in pairs to read and discuss the Focus on Writing.
Discuss the two broad approaches in writing discursive texts:
• using the first and second paragraphs to look at one side of the topic and
then the next two paragraphs to look at the other side
• letting each paragraph examine both sides of each point, for and against
a topic.
Learners then use the process writing method to write their essays. Although
they can get their partners to edit and proofread their work, they do need
to start getting practice in doing this themselves. They can write their final
versions for homework.
Reminder
You should develop
remedial worksheets
based on common
recurring language errors
that learners make in their
written work, including
errors made in their
mid-year exams. Learners
must complete these
worksheets in Activity 88.
Formative assessment
Use your discussion with learners and their written essays to assess whether
or not they are able to write a discursive essay. Focus on the following:
• introduction – does it present the situation?
• body – are both sides of the topic presented?
• conclusion – is it balanced?
• logic and coherence – do ideas follow and connect logically?
• language – is grammar, spelling and punctuation acceptable?
• vocabulary – is the lexical register of sufficient standard for Grade 11?
• style, tone and register – are these appropriate for this type of text?
term three • WEEK 21
Eng Gr11 TG.indb 137
137
2012/08/09 9:47 AM
You can use or adapt this rubric to help you assess learners’ discursive essays.
Rubric for discursive essay
Name of learner: ______________________ Date: ________________
Class: ________________
7
Outstanding
6
Meritorious
5
Substantial
4
Adequate
3
Moderate
2
Elementary
1
Not achieved
The learner
presents
perspective
and
arguments
confidently
and
competently.
The learner
presents all
perspectives
confidently
and
competently
throughout
the essay,
without in any
way becoming
repetitive.
Essay is the
correct length.
The learner
presents
all points
of view on
the topic
and he/she
continues
to explain
these
perspectives
confidently
and
competently
throughout
the essay.
Essay is
the correct
length.
The learner
presents
some points
of view on
the topic
and he/she
continues
to explain
these
perspectives
throughout
the essay.
Essay is
the correct
length.
The learner
presents
limited
points of
view on
the topic,
but he/she
manages
to explain
them
throughout
the essay.
Essay is
slightly
short.
The learner
presents
limited
points of
view on
the topic.
He/she
does not
manage
to explain
all of them
throughout
the essay.
Essay is too
one-sided.
Essay is
about 50
words too
short.
The learner
presents
only one
or two
perspectives
on the topic.
There is
very limited
explanation
of the
perspectives.
Essay is very
one-sided.
Essay is
about 75
words too
short.
The learner
presents only
one (or no)
perspectives
on the
topic. No
explanation of
perspectives
or only one
side of the
topic is
looked at in a
very limited
way. Essay is
more than
75 words too
short.
The learner
provides
coherence
and
cohesion
in overall
structure.
The learner’s
essay flows
logically from
one paragraph
to the next. All
of the learner’s
paragraphs
make sense
and are
logically
structured.
The essay
feels like a
complete
piece of
work from
which there
is nothing
lacking.
The learner’s
essay flows
logically
from one
paragraph
to the next.
All of the
learner’s
paragraphs
make sense
and are
logically
structured.
The learner’s
essay flows
logically
from one
paragraph
to the next
most of
the time.
Most of the
learner’s
paragraphs
make sense
and are
logically
structured.
The
learner’s
essay flows
logically
from one
paragraph
to the next
some of
the time.
Most of the
learner’s
paragraphs
make sense
and are
logically
structured.
Most of the
learner’s
paragraphs
make sense
and are
logically
structured.
Some of the
learner’s
paragraphs
make sense
and are
logically
structured.
The learner’s
paragraphs
and his/her
essay as a
whole, do
not flow in a
logical way.
The learner
always uses
a verb that
matches
its subject
in terms of
number.
In all cases
but one, the
learner uses
a verb that
matches
its subject
in terms of
number.
The learner
usually
uses a
verb that
matches
its subject
in terms of
number.
The learner
sometimes
uses a
verb that
matches
its subject
in terms of
number.
The learner
rarely uses
a verb that
matches
its subject
in terms of
number.
The learner
never uses
a verb that
matches
its subject
in terms of
number.
The learner
The learner
uses concord always uses
a verb that
correctly.
matches
its subject
in terms of
number,
even in some
challenging
instances.
138
Eng Gr11 TG.indb 138
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
The learner
applies
language
rules and
conventions.
7
Outstanding
6
Meritorious
5
Substantial
4
Adequate
3
Moderate
2
Elementary
1
Not achieved
The learner
spells all the
words in his/
her essay
correctly even
though he/she
uses formal
vocabulary
that is
appropriate
in an
argumentative
essay. He/
she includes
a personal
spelling list of
relevant words
that he/she
has compiled
while writing
the essay.
The learner
spells all the
words in his/
her essay
correctly,
and includes
a personal
spelling list
of relevant
words that
he/she has
compiled
while writing
the essay.
The learner
spells most
of the words
in his/
her essay
correctly,
and includes
a personal
spelling list
of relevant
words that
he/she has
compiled
while
writing the
essay.
The learner
spells
most of
the words
in his/
her essay
correctly,
but has
about five
spelling
mistakes.
The learner
spells
some of
the words
in his/
her essay
correctly,
but has
about ten
spelling
mistakes.
The learner
spells some
of the words
in his/
her essay
correctly,
but has
about fifteen
spelling
mistakes.
The learner
misspells
many words
or relies on
slang words
that do not
have formal
spelling
patterns.
Extension work
Some learners may find it difficult to structure discursive essays. Assist these
learners at sentence and paragraph level, to see how ideas can be structured.
For example, using a topic such ‘Homework should not be compulsory’, ask
them to give you two reasons on either side of the topic. Then help them to
structure these ideas into a discursive format.
Week 22
Activity 85 Listening and speaking (LB p. 182)
In Activity 80 learners planned and prepared a panel discussion. In this activity
they must present their panel discussions. To allow all four groups to present
their discussions, and to allow time for a forum period, you should limit each
panel discussion to 20 minutes over a double lesson (or two single lessons).
Formative assessment
Assess learners’ participation in the panel discussions focusing on:
• adherence to the topic
• use of discussion and conversation rules and conventions
• level of participation
• overall fluency.
term three • WEEK 22
Eng Gr11 TG.indb 139
139
2012/08/09 9:47 AM
You can use or adapt this rubric to help you assess learners’ participation in
the panel discussion.
Rubric for panel discussion
Name of learner: ______________________ Date: ________________
Class: ________________
7
Outstanding
6
Meritorious
5
Substantial
4
Adequate
3
Moderate
2
1
Elementary Not achieved
The learner
is able to
present a
point of view
or opinion
on a topic
The learner
made
original,
relevant,
analytical and
interesting
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened to
other learners
expressing
their
ideas and
responded
in a relevant
and analytical
way, and
extended
and/or linked
the ideas
introduced
by others.
The learner
made
original,
relevant,
analytical
and
interesting
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their
ideas and
responded
in a relevant
and
analytical
way.
The learner
made
relevant and
interesting
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their
ideas and
responded to
these ideas.
The learner
made
relevant
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their ideas.
The learner
made
relevant
contributions
to the
topic being
discussed.
The learner
listened to
other learners
expressing
their ideas
some of the
time.
The learner
tried to
talk about
the topic
and tried
to listen
to other
learners.
The learner
did not speak
on the topic
or listen
to other
learners.
The learner
is able to use
discussion
and
conversation
rules and
conventions
The learner
could start off
discussions
about the
sub-topics
in a way that
invited others
to join.
The learner
could
start off
discussions
about the
sub-topics
in a way
that invited
others to
join.
The learner
could
start off
discussions
about the
sub-topics.
He/she
could help
to keep the
conversation
going.
The learner
could help
to keep the
conversation
going. He/
she took
turns to
speak.
The learner
took turns to
speak.
The learner
sometimes
spoke at
appropriate
times.
The learner
did not
speak at an
appropriate
time.
140
Eng Gr11 TG.indb 140
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
7
Outstanding
6
Meritorious
5
Substantial
He/she
could play a
supportive
role in a
conversation
as well, not
needing to
dominate
every part
of the
conversation.
He/she took
turns to
speak, filled
in awkward
silences
some of the
time and
encouraged
quiet learners
to voice their
opinions too,
and always in
a sensitive
way.
He/she
could help
to keep the
conversation
going. He/
she took
turns to
speak, filled
in awkward
silences
some of the
time and
encouraged
quiet learners
to voice their
opinions too.
He/she took
turns to
speak, filled
in awkward
silences
some of the
time and
allowed
quieter
learners to
voice their
opinions too.
4
Adequate
3
Moderate
2
1
Elementary Not achieved
Activity 86 Reading and viewing (LB p. 182)
This activity can be used to assess learners’ summary writing skills. Introduce
the activity by asking learners how you write a summary. Then read and
discuss the Focus on Reading with the class. It is quite long, and contains
fairly complex, but important ideas and information. Make sure that learners
understand what the following skills entail:
• selection
• condensation
• reorganisation
• paraphrasing or restatement.
Work through the guidelines, emphasising what to avoid when writing
summaries. Learners work individually to complete the activity. If you think
learners will benefit from pair work, they can complete Question 2 (a) and
(b) in pairs. Alternatively, if the class generally requires additional support
in summary writing, work through Question 2 (a) and (b) as a class, before
learners work individually to complete Question 2 (c).
Formative assessment
Use your discussion with learners, as well as their answers and written
summaries, to assess the extent to which they are able to:
• work out the meaning of vocabulary in a text
• explain the function of logical connectors in a text
• identify and extract the main ideas in a text
• use the main ideas they have identified and extracted to write a summary
of a text.
term three • WEEK 22
Eng Gr11 TG.indb 141
141
2012/08/09 9:47 AM
Suggested answers
Note that learners’ answers may differ from those suggested. Ensure that
their explanations of vocabulary and logical connectors are correct.
2 a Scanning:
i globally – across the world; internationally
ii chronic – severe; very bad
iii passive – not doing it themselves
iv nuisance – something irritating
v ailments – minor illnesses
vi inhaled – breathed in
vii jeopardising – putting in danger
viii habit – something we do without even thinking about it
ix addicted – when you cannot do without something
x substantial – a big amount; a lot
b Function of logical connectors:
iyet – indicates that a point opposite to the previous point is about
to be made
iiin addition – indicates that another (extra) point in support of an
argument is about to be made
iii as a result – indicates that a consequence is about to follow
ivfor instance – indicates that an example to illustrate an earlier
point is to follow
vconversely – indicates that a point that is opposite to the previous
point is about to be made
videspite – indicates that what is to follow is opposite to what has
just come before
c Suggested summary:
Cigarettes contain chemicals linked to disease development. Cigarette
smoke affects non-smokers (passive smoking). Smoking is an
expensive habit.
Smokers say they have the same right as non-smokers to be in public
places. Because they don’t think smoke affects non-smokers, they
don’t think smoking must be banned. They believe that smoking is no
one else’s business because they are harming only themselves. They
say smoking is enjoyable and helps them relax. (69 words)
Activity 87 Writing and presenting (LB p. 185)
Find out from learners if any of them use graphic organisers, such as mind
maps or tables, to organise and summarise information. If some do, ask
them to explain how this helps them. Then, if time permits, use an example
from the learners’ everyday lives to develop a mind map or table on the
chalkboard. For example, ask learners to tell you about things they must do,
should do and would like to do, if they have the time during the next week.
Show them how these ideas can be categorised in a mind map or table.
Learners then work individually to complete the activity. Hold a class
feedback session afterwards to discuss learners’ tables.
Formative assessment
Use your discussion with learners and their completed tables to:
• evaluate whether or not they appreciate the use of graphic organiser
• assess whether or not they are able to categorise information from a text
into a table.
142
Eng Gr11 TG.indb 142
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Suggested answers
3
Here is the suggested table.
For smoking
Against smoking
Reasons
Smokers believe they are being
discriminated against.
Smoking is their own business,
because they are harming
themselves only.
Smoking is relaxing.
Responsible for many deaths
Contain chemicals linked to diseases
Endangers the health of non-smokers
through passive smoking
Very expensive
Examples
None
About 419 000 deaths in the USA
Smoking results in 87% of cancer
deaths; causes heart attacks;
bronchitis, emphysema and strokes.
Passive smoking causes sore eyes,
wheezing, and increases non-smokers’
chances of heart attacks.
Smoking costs build up to hundreds
of rands a year.
Activity 88 Language (LB p. 186)
Learners generally are not keen to do more schoolwork than they have
to, so it can be quite challenging to get them to do practice exercises and
corrections. A possible way to motivate them is to discuss the achievement
of excellence in fields that interest them, pointing out how much practice
and correcting of errors goes into becoming a top sports player, or musician.
It is very important that learners take corrections and extra practice work
seriously.
Provide learners with the remedial worksheets you have developed, based
on common recurring errors that they have made in their written work,
including their mid-year exams. Let them work individually to complete
these, and then take feedback, discussing their answers and guiding them
towards the correct answers where they have still made errors. Learners can
then do the additional exercise in the Learner’s Book.
Formative assessment
Use learners’ oral and written answers to assess whether or not they are
improving their language skills and knowledge, in areas where they have
previously made errors.
Suggested answers
2
a
b
c
d
e
responsible
passive
jeopardising
nuisance
substantial
Extension work
Here are two additional remedial exercises that you can give to learners to
complete.
term three • WEEK 22
Eng Gr11 TG.indb 143
143
2012/08/09 9:47 AM
Extra language practice
1 Practising prepositions
Choose the best preposition to complete the text. You can use some of the
prepositions more than once.
around • by • in • to • at
My name is Sipho and I live ____ Vosburg, a small town ____ the Northern Cape.
During the school holidays, I often travel ____ Tshwane to visit my uncle. Luckily, he
works ____ night, so we can spend time together ____ the afternoons, after he has
rested. When I visit him, we sometimes go ____ the zoo ____ bus. We spend hours
walking ____ the zoo looking ____ the different animals. I am looking forward to
visiting my uncle ____ December.
2 Practising concord
Choose the correct word in brackets.
a Some people (is/are/am) very good at maths.
b Somebody (have/has) the winning lottery ticket.
c The doctor who has visited dozens of countries and has helped thousands of
patients all around the world (is/are/am) living in Musina.
d There (is/are/am) two sides to every argument.
e Johann as well as Ntombi (is/are/am) absent today.
f Either Thabo or I (go/goes).
g Rice (is/are/am) a common food all over the world. It (is/are/am) very cheap. Two
bags of rice (cost/costs) only R14,99.
h Either the bus driver or the motorcycle rider (is/are/am) responsible for the
accident.
i A large number of countries (is/are/am) members of the United Nations.
j The number of computer advances (is/are/am) increasing every year.
Suggested answers
1My name is Sipho and I live in Vosburg, a small town in the Northern Cape. During
the school holidays, I often travel to Tshwane to visit my uncle. Luckily, he works at
night, so we can spend time together in the afternoons, after he has rested. When I
visit him, we sometimes go to the zoo by bus. We spend hours walking around the
zoo looking at the different animals. I am looking forward to visiting my uncle in
December.
2 a Some people are very good at maths.
b Somebody has the winning lottery ticket.
cThe doctor who has visited dozens of countries and has helped thousands of
patients all around the world is living in Musina.
d There are two sides to every argument.
e Johanna as well as Ntombi is absent today.
f Either Thabo or I go.
gRice is a common food all over the world. It is very cheap. Two bags of rice
cost only R14,99.
h Either the bus driver or the motorcycle rider is responsible for the accident.
i A large number of countries are members of the United Nations.
j The number of computer advances is increasing every year.
144
Eng Gr11 TG.indb 144
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Unit 11
Weeks 23 & 24
Creative writing
In Weeks 23 and 24 learners are going to look at issues surrounding creative
writing. They will discuss issues and features in literary texts, write a
descriptive essay, find out about clichés and how to avoid them, and learn
more about verb tenses.
Week 23
Activity 89 Reading and viewing (LB p. 187)
FAT
Note
In Weeks 25 and 26
learners have to present
a formal, researched
speech. Make sure you
have discussed this with
the class and that they
are making adequate
preparations.
Learners have studied a number of poems in Grade 10 and during the first
half of Grade 11. They should therefore be quite familiar with the figures of
speech that are often used in poems.
Introduce the activity by asking learners to outline some of the main
differences between poems and other literary genres, such as short stories
or plays. Use their feedback to talk about the features that poems have, such
as lines (that often rhyme at the end) and rhythm. Then let learners work in
groups to read and discuss the Focus on Literature. Take feedback, ensuring
that they can identify and describe some of the key features in poems, such as:
• meaning or theme (often the exploration of an issue)
• sounds that are conveyed through alliteration and assonance
• imagery that is often created through metaphors, similes and
personification
• lines that often rhyme at the end
• rhythm that is achieved through patterns in poems, made up in part of
syllables in words.
Depending on the needs of your class, learners can now either work in
groups to read the poem and complete Question 4, or they work individually.
Alternatively, you can work through the Question with the class. It may be
a good idea, whichever approach you take, to read the poem (‘Sounds of a
Cowhide Drum’ by Mbuyiseni Oswald Mtshali) to the class a few times and
to ask learners about their initial impressions.
Formative assessment
Use your discussions with learners, as well as their feedback and answers to
Question 4 to assess whether or not they are able to:
• identify and describe some of the main differences between poems and
other literary genres
• describe the main features that occur in poems
• identify and explain images in a poem.
Suggested answers
Because of the subjective nature of much literary analysis and interpretation,
learners’ answers may vary from those suggested. Do, however, ensure
that their answers are relevant to the questions and that they can justify or
substantiate whatever they assert.
term three • WEEK 23
Eng Gr11 TG.indb 145
145
2012/08/09 9:47 AM
1
4
Learners’ own answers, but they should mention aspects such as:
• Poetry is written in lines that often rhyme; it contains many figures
of speech and sound devices; it does not always follow all the
grammatical rules.
• Short stories are written in continuous prose. They can include some
figures of speech (mostly metaphors and similes) and usually follow
all language rules.
• Plays are written in dialogue form that is in direct speech. They often
contain stage directions.
a Four images – here are some examples:
• ‘like a buck ready to flee’
• ‘my hopes soaring’
• ‘the eagle’s throne’
• ‘I am the drum’
• ‘shaking their hearts’
b Learners’ answers will depend on the images they have identified.
Here are some examples:
• ‘like a buck ready to flee’ – simile
• ‘my hopes soaring’ – personification
• ‘the eagle’s throne’ – personification
• ‘I am the drum’ – metaphor
• ‘shaking their hearts’ – personification
c Learners’ own answers. Make sure their answers make sense and they
give valid reasons for their points of view.
Extension work
Rhythm is probably the most difficult aspect for learners to detect in poems,
so you should draw parallels with music that they enjoy. You could also read
extracts from poems that have a very clear rhythm, such as:
Tyger, tyger burning bright
in the forests of the night
(From ‘The Tyger’ by William Blake)
The wind was a torrent of darkness among the gusty trees,
The moon was a ghostly galleon tossed upon cloudy seas,
The road was a ribbon of moonlight over the purple moor,
And the highwayman came riding—
Riding—riding—
The highwayman came riding, up to the old inn-door.
He’d a French cocked-hat on his forehead, a bunch of lace at his chin,
A coat of the claret velvet, and breeches of brown doe-skin;
They fitted with never a wrinkle: his boots were up to the thigh!
And he rode with a jewelled twinkle,
His pistol butts a-twinkle,
His rapier hilt a-twinkle, under the jewelled sky.
(From ‘The Highwayman’ by Alfred Noyes)
146
Eng Gr11 TG.indb 146
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Activity 90 Listening and speaking (LB p. 189)
In this activity learners have to discuss various issues related to the poem in
the previous activity (‘Sounds of a Cowhide Drum’ by Mbuyiseni Oswald
Mtshali). There is no need for any formal teaching in this activity, but remind
learners that in effective group work they should do the following:
• initiate and sustain conversations
• use turn-taking conventions
• fill in gaps and encourage other participants
• clarify meaning where necessary
• give and justify opinions; negotiate a position
• share ideas and experiences
• ask and respond to questions to sustain communication
• promote the aims of the group work by taking on leadership and
other roles
• respond to language, gestures, eye contact and body language
• signal interest and attention appropriately through expression, posture
and gesture.
If necessary, discuss what each of the above entails by drawing on learners’
own experiences. For example, ask them how – when they see that someone
is shy in a group, or is being left out – they try to make that person feel
comfortable or get them to participate. Use their responses to indicate
strategies, such as asking the shy person what he or she thinks.
Two important aspects of group work that you could stress are how to make
and defend a point and how to interrupt. Both of these situations often lead
to conflict in groups, and learners must learn strategies to cope with them.
The central aspect to stress is that one must always be polite and respect the
other person’s right to speak and hold different views from one’s own. One
should also use polite ways of interrupting, waiting for strategic moments
(never while someone else is speaking), and then saying things like:
• Excuse me, but I would like to …
• Sorry, could I just say that …
Circulate among groups during their discussions, observing the way that
they participate and interact, and listening to the quality and fluency of their
discussions. Ask them probing questions and provide support as required.
Afterwards, take feedback from the class in a facilitated discussion.
Formative assessment
Use your observation of learners’ discussions to assess the extent to which
they are able to:
• use group work and conversational rules and conventions
• stay on topic during a discussion
• provide mature, insightful and fluent observations and comments.
You can use or adapt this rubric to assist you in assessing learners’ group
work skills.
term two • WEEK 23
Eng Gr11 TG.indb 147
147
2012/08/09 9:47 AM
Rubric for discussing ideas
Teacher assessment – formative
Name of learner: ______________________ Date: ________________
Class: ________________
7
Outstanding
The learner
is able to
share ideas,
understand
and respond
to others’
ideas,
comment on
experiences,
defend a
position
and make
unprepared
responses.
The learner is
able to start
and sustain
conversation
by using
appropriate
turn-taking
conventions,
filling in
gaps and
encouraging
others to
participate
where
appropriate.
148
Eng Gr11 TG.indb 148
6
Meritorious
5
Substantial
4
Adequate
3
Moderate
2
Elementary
The learner
The learner
The learner
The learner
The learner
The learner
tried to
made
made
relevant
made
relevant
made original, made original,
talk about
and interesting contributions to relevant
relevant,
relevant,
contributions to the topic being contributions the topic
analytical and
analytical and
and tried
the topic being discussed, and to the
interesting
interesting
to listen
topic
being
used
examples
discussed,
and
contributions to contributions to
to other
the topic being the topic being used examples to support his/ discussed.
learners.
The learner
discussed, and discussed, and to support his/ her opinions.
listened to
The learner
used examples used examples her opinions.
other learners
listened to
to support his/ to support his/ The learner
expressing
other learners
listened to
her opinions.
her opinions.
expressing their their ideas
other learners
The learner
The learner
some of the
ideas.
expressing
listened to
listened to
time.
their
ideas
and
other
learners
other learners
responded to
expressing
expressing
their ideas and their ideas and these ideas.
responded in
responded in
a relevant and a relevant and
analytical way, analytical way.
and extended
and/or linked
the ideas
introduced by
others.
The learner
The learner
The learner
The learner
The learner
The learner
took turns to sometimes
could help
could start off
could start off
could start off
spoke at
speak.
to keep the
discussions
discussions
discussions
appropriate
conversation
about the
about the
about the
times.
sub-topics. He/ going. He/she
sub-topics
sub-topics
she could help took turns to
in a way that
in a way that
speak.
to keep the
invited others
invited others
conversation
to join. He/
to join. He/
she could play she could help going. He/she
took turns to
to keep the
a supportive
speak, filled
conversation
role in a
in awkward
going. He/she
conversation
silences some
took turns to
as well, not
of the time
speak, filled
needing to
and allowed
dominate every in awkward
quieter learners
silences some
part of the
of the time and to voice their
conversation.
opinions too.
encouraged
He/she took
quiet learners
turns to
to voice their
speak, filled
opinions too.
in awkward
silences some
1
Not achieved
The learner
did not speak
on the topic
or listen
to other
learners.
The learner
did not
speak at an
appropriate
time.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
7
Outstanding
6
Meritorious
5
Substantial
4
Adequate
3
Moderate
2
Elementary
1
Not achieved
The learner
expressed his/
her own ideas,
and used his/
her knowledge
of his/her own
and other
cultures to
explore ideas.
The learner
expressed his/
her own ideas,
and used his/
her knowledge
of his/her own
and other
cultures to
explore ideas.
The learner
expressed his/
her own ideas,
and used his/
her knowledge
of his/her own
culture to
explore ideas.
The learner
expressed
his/her own
ideas.
The learner
expressed
an idea.
The learner
did not
express an
idea.
of the time and
encouraged
quiet learners
to voice their
opinions too,
and always in a
sensitive way.
The learner
is able to
interact
effectively
in group
discussions
by
expressing
own ideas
and opinions
and listening
to and
respecting
those of
others.
The learner
expressed
his/her own
ideas, and
when another
learner could
not articulate
his/her idea in
English, he/she
waited until
that learner
was finished
speaking then
used more
appropriate
language to
clarify what that
learner meant.
The learner
used his/her
knowledge of
his/her own and
other cultures
to explore
ideas.
Activity 91 Language (LB p. 190)
Learners often tend to neglect introductions and conclusions when they
write essays. Point out to them that many people, including exam markers,
often read the introduction and conclusion of a text first, to get a sense of
what the text is about and how interesting it is. Therefore, if these parts of
a text are boring or full of mistakes, the reader (including the exam marker)
will already be biased against the text before they read it properly, and will
read the body with a certain degree of negativity. Stress that for these reasons
it is very important to write strong introductions (that grab the reader’s
attention) and conclusions (that leave the reader satisfied or wanting to know
more, or with questions that they have been provoked to ponder).
Let learners read and discuss the examples of introductions in the Learner’s
Book. Ask them which they think is the better introduction and why. They
can then continue to work in pairs to read and discuss the Focus on Writing.
Take feedback to check that learners understand the different strategies that
can be used to write introductions and conclusions. Learners can then work
through Question 4. Ask them why the introduction is interesting, and what
term three • WEEK 23
Eng Gr11 TG.indb 149
149
2012/08/09 9:47 AM
the strategy the writer has used to write the conclusion (the writer echoes
the introduction by repeating the idea of bringing out the child in adults).
Learners then choose a topic and write an introduction and conclusion for
the topic. Remind them to use the process writing method. Once they have
written their introductions and conclusions, get some of them to read these
out loud to the class for comments and evaluation.
Formative assessment
Use your observation of learners’ pair work, as well as their feedback and the
introductions and conclusions that they write, to assess their ability to write
strong introductions and conclusions.
Extension work
Writing strong introductions and conclusions is not easy and takes a lot of
practice. Form a group with learners who find this aspect of writing difficult
and provide them with simple, banal introductions. Work through the first
one with them, word by word, asking how they could make the introduction
more interesting by, for example:
• changing particular words (using synonyms)
• adding modifiers (adjectives and adverbs) to increase meaning and to
provide more descriptions
• changing sentence structure by, for example, inserting relative clauses.
Activity 92 Language (LB p. 193)
Many first language speakers use clichés. It is even easier for additional
language learners to use clichés because often they are not aware that certain
expressions have become clichés.
Introduce the activity by asking learners for their opinions on a number
of expressions, indicating whether or not they think they are interesting,
imaginative or boring, and why. Here are some examples you could use:
• I work up at the crack of dawn.
• The children were as good as gold.
• The holiday is just around the corner.
• You must put your heart into your work.
Point out that these are called clichés, because they have lost their meaning
through overuse. Find out what clichés learners know in their home language,
pointing out that clichés should be avoided, especially in written texts.
Let learners work in pairs to complete Question 1. Take feedback and then get
them to read and discuss the Focus on Language. They can then discuss ways
in which the sentences in Question 3 could be made more interesting. Let them
read their reworked sentences to the class for comments and evaluation.
Formative assessment
Use your discussion with learners, as well as their feedback and answers, to
assess whether or not they:
• understand what clichés are and why they should be avoided, especially
in written texts
• can improve sentences by removing clichés and providing more original
alternatives.
150
Eng Gr11 TG.indb 150
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Suggested answers
It is not possible to provide model answers for this activity. However,
do ensure that learners have made a concerted effort to improve on the
sentences in the Learner’s Book.
Activity 93 Writing and presenting (LB p. 194)
This activity extends the work done on writing strong introductions and
conclusions. Read through the Focus on Writing with the class, stopping to
discuss critical points as they arise. For example, emphasise the following:
• the language of narratives and descriptive essays – figurative and
connotative
• descriptive essays must focus on sensory details, and use metaphors,
similes, adverbs and adjectives
• descriptive essays are NOT stories – they must paint word pictures of
what one sees, hears, smells, etc.
• narrative essays must include the elements of a narrative: plot, action,
setting, characters, dialogue, etc.
• narrative essays must tell a story.
Also stress the importance of using logical connectors and conjunctions to
ensure smooth transitions between sentences and paragraphs. Learners can
then use the process writing method to complete Question 2.
Formative essay
Use your discussion with the class, as well as learners’ written work
(brainstorm, plans and first drafts) to assess whether or not they are able to
• use the process writing method effectively
• identify and describe the requirements of narratives and descriptive
essays.
Extension work
Use experiential learning with learners who find it difficult to distinguish
between narrative and descriptive essays. For example:
• provide learners with objects or pictures and ask them to describe
these orally
• get learners to describe another learner in the class orally
• take them outside and ask them to observe a natural object or a building
or a street, and then to describe what they saw, heard and smelled.
Work closely with them as they do this, commenting on word choice and
always steering them towards the use of descriptive words (similes, adverbs,
adjectives).
Then get two or three learners to role-play a situation, such as finding
something valuable, or being confronted by a bully. Afterwards, ask the
observing learners to narrate what they observed. Assist them to focus on
what happened, in order to develop a plot, and on who did and said what, in
order to develop action. Remind them to draw in the setting. Help them to
create a coherent narrative from what they observed, which includes relevant
narrative elements, such as dialogue.
term three • WEEK 23
Eng Gr11 TG.indb 151
151
2012/08/09 9:47 AM
Week 24
Activity 94 Reading and viewing (LB p. 196)
ng
Ex t
d ed r e a
di
en
Introduce the activity by broadly revising the various elements and features
that are used in literary texts. You can do this by asking learners to name
some of the elements for each genre, and then to provide a one-line
description of them. It is important that learners are reminded of these as
often as possible, so that remembering them (their names and functions)
becomes almost second nature.
You can then focus on revising imagery in more detail by asking learners what
they remember about how imagery is created. Refer them back to the ‘Sounds
of the Cowhide Drum’ by Mbuyiseni Oswald Mtshali, which they studied
in Activity 89. Tell learners that in this activity they are going to focus on
revising another literary element – one that is used in short stories and novels:
the plot. They can work in pairs to discuss what they remember about the
different aspects of plot, referring back to the Focus on Literature in Activity
16 if necessary. Take feedback, ensuring they understand the development
of plot from exposition, through rising action to the climax, dénouement
and resolution. Then, before learners complete Questions 2 to 4, ask them
to outline what is involved in intensive reading. Once again, this should be
repeated often, so that using intensive reading becomes second nature.
Depending on the level of your class, you can either let learners work in
pairs to discuss Questions 2 to 4 before working individually to write their
answers (which can also be set for homework), or you can let them discuss
each question and then take feedback before they discuss the next question. A
third option is for you to get learners to take turns to read parts of the story,
and then to discuss it in broad terms first, by discussing questions such as:
• What are the key aspects of the plot? [e.g. The strike incident; the
meeting between Pinkie and Ruben/China; China’s visit to Pinkie; their
visit to Naidoo; China’s confrontation of Pinkie; China looking for Pinkie
to find she’s gone]
• What is the climax of the story? [China’s confrontation of Pinkie]
You could also set Question 2 as a whole-class, timed, scanning activity,
before learners follow the approach you have chosen to adopt for this activity.
If you do this, you could break Question 2 up into two parts:
• first get learners to identify as many words as they can within a specific
time limit, for example three minutes
• then set another time limit, say ten minutes maximum, for learners to
work out the meaning of the words.
Combined, these make up an important skill that learners should master:
the ability to scan texts quickly to identify specific information, and to use
various strategies, such as the contextual method and word-attack skills, to
work out the meaning of vocabulary.
Whichever option you choose, it is important to observe learners’
discussions, making sure that they are meeting the requirements of the
questions. You can do this by asking them to provide reasons for answers
they have produced, or by engaging them in brief discussions that focus on
specific questions.
152
Eng Gr11 TG.indb 152
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Formative assessment
Use your discussions with the class, learners’ feedback, your observation of
their pair work and their written answers, to assess whether or not they have
achieved a level of competence that is acceptable for Grade 11. Focus your
assessment on the following:
• understanding of the structure of plot
• ability to back up answers with evidence from the text
• ability to identify and explain figures of speech
• ability to express their answers in coherent, grammatically correct English.
Suggested answers
Note that because of the fairly subjective nature of literary interpretation,
learners’ answers may differ from those suggested, especially in terms of
wording. Ensure that learners’ answers are along similar lines and that –
where they differ substantially – learners are able to justify their answers.
2 astrike: when a group of workers refuse to work until certain
demands, such as better wages, are met
b brandishing batons: waving their batons (sticks or clubs) in a
threatening way
c predicament: problem; difficult situation
d squalid: very dirty and unpleasant
e provocation: anything that makes someone angry
f Buddha-like: as if they knew and understood everything; calm
g malignantly: as if wanting to do something evil
h benign: gentle; calm
i fiendish: devilish; cruel; very unkind
j menacing: dangerous; wanting to cause harm
3 aIt was set in a dirty, run-down part of a city [Learners can provide
their own evidence from the story, such as ‘squalid West End sector
of the city’]. It was set during the apartheid era, before 1994 [‘Strikes
were unlawful for black people’].
b Because he had ‘slit eyes’– a physical characteristic of Chinese people.
c They met when China saved her coffee-cart from being destroyed in
the strike.
d He thought she was gentle, physically appealing (pretty) and
vulnerable [‘tender fingers’; ‘jersey … too big for her’; ‘thin frock’;
‘face … well framed and compelling’]
e Because she is small and frail (like one’s pinkie finger).
f He is a ‘cheapjack’, someone who sells a range of cheap goods in the
street; a hawker.
g It brings a comic element to the story (which is quite heavy) and
helps to portray his character (it is a quality writers often give to
stock or one-dimensional characters who, unlike the main characters,
do not develop in the story).
h Learners’ own answers, which they should substantiate. He seems to
have ambivalent feelings towards it: on the one hand, he is ashamed
of it; on the other, he is a proud man who tries to rise above it and
not be defeated by it.
i Learners’ own answers, which they should substantiate. He obviously
has very tender feelings towards her, perhaps even love.
j Figures of speech (accept learners’ explanations if they are logical and
make sense):
i metaphor
ii simile
term three • WEEK 24
Eng Gr11 TG.indb 153
153
2012/08/09 9:47 AM
4
FAT
Note
Remind learners that they
will present their formal
researched speeches at
the beginning of Week 25.
Discuss the assessment
criteria with the class.
It may also be useful
to discuss the ‘Tips for
presenting a speech’ (in
Activity 99) with the class.
iii simile
iv metaphor
Plot of ‘The Coffee-cart Girl’:
a The strike incident; the meeting between Pinkie and Ruben/China;
China’s visit to Pinkie; their visit to Naidoo; China’s confrontation of
Pinkie; China looking for Pinkie to find she’s gone.
b When China wants to stab Pinkie.
c China going back to Pinkie’s abandoned coffee-cart, wondering if she
would come back.
Activity 95 Listening and speaking (LB p. 202)
This activity is an opportunity for learners to practise their oral discussion
skills as well as revise aspects of literature, such as author’s intention and the
function of plot and setting.
Take feedback after each question, checking that learners are on the right track,
especially as far as setting and plot are concerned. They need to know what
these are, and how to identify these features in literary texts. Circulate among
groups during their discussions to make sure that everyone is participating and
that they are using group work and conversation rules and conventions.
Informal assessment
There is no need to assess this activity formally, but do ensure that learners
participate in the discussions and that:
• their fluency and use of group work and conversation rules and
conventions are acceptable
• they are able to articulate answers that are relevant to the questions.
Suggested answers
There are no model answers for this activity. However, do make sure that
learners’ answers make sense and that they can provide reasons for their
points of view.
Activity 96 Language (LB p. 203)
This activity revises verb tenses, an area that many learners find tricky.
Introduce the activity by putting one or two sentences up on the chalkboard
and asking learners to say when the actions (denoted by the verbs) took
place. For example, in the sentence ‘After I had eaten supper, I went out’ both
actions (eat and go out) took place in the past, but the ‘eating’ happened
further back in the past than the ‘going out’.
Use these examples to stress that there are only three basic tense forms
(present, past and future), with progressive and perfect variations. Here you
can use another example, asking learners to explain the different types of
information about the action (verb) in each:
• I eat every day. (Present simple: statement of habit or fact)
• I am eating now. (Present progressive/continuous: expressing a current
action)
• I have eaten. (Present perfect: expresses a past action, but we do NOT
know when it ended)
• I have been eating. (Present perfect progressive/continuous: expresses an
action that started in the past, has continued to the present and is likely to
continue into the future)
154
Eng Gr11 TG.indb 154
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Learners can then work in pairs to discuss the sentences in Question 1 and
then complete Question 2. Take feedback before they read the Focus on
Language. Once again, take feedback, asking questions about the general
function of different tenses. Learners should then work individually to
complete Question 4. This question could also be set for homework.
Formative assessment
Use your discussion with learners, as well as their feedback and written
answers, to assess the extent to which they are able to:
• identify tenses in sentences
• explain the function of different tenses
• use a range of tenses correctly.
Suggested answers
1
4
aIts workers did not hear [past simple tense] one another: perhaps
they didn’t need to [past simple tense], each one interested as he was
in what he was saying [past progressive/continuous tense] – and
that with his blood. The uses of the past simple tenses show things
that happened in the past, while the use of the past progressive/
continuous tense indicates an on-going past action (was saying).
b One of the row of coffee-carts had tipped over [past perfect tense]
and a knot of men fallen on it. She climbed down [past simple tense]
from her cart, looking like a bird frightened out of its nest. Both
actions – climb down and tip over – happened in the past, but the use
of the past perfect tense ‘had tipped over’ shows us that this action
happened before she ‘climbed down’.
c The man who had been pinned [past perfect tense] against the pillar
had freed [past perfect tense] himself and he found [past simple tense]
himself standing beside the girl. All three actions happened in the past,
but the use of the past perfect tense (had been pinned and had freed)
tell us that these actions – in the order in which they are in the sentence
– took place before the man ‘found’ himself standing beside the girl.
a reads
b am doing
c will have finished
d had eaten; watched
e wore
f have been learning/are learning
g was walking; started
h have been taking
i will write
j crashed; fell
Extension work
Identify learners who had difficulty in getting the answers correct. Form a
small group with them (no more than four per group) and work on the use
of tenses. Focus on one tense at a time, sticking with the ‘simple’ forms. For
example, focus on the present simple tense, giving learners remedial work
that helps them to master this tense. Once they are comfortable using this
tense, move onto the past simple tense and then the future simple tense. It
is far more important that struggling learners learn to use the basic tense
forms correctly, than expecting them to use all tense forms and then making
unnecessary mistakes. In revising tenses, do point out the importance of
concord (subject–verb agreement in terms of number).
term three • WEEK 24
Eng Gr11 TG.indb 155
155
2012/08/09 9:47 AM
Here are some examples of remedial tense work activities.
Tense revision activities
1
2
Complete the sentences. Use the correct tense of the verb in brackets.
a I __________ the news on TV at 7pm every evening. (watch)
b My friends _________ the news on TV at the movement. (watch)
c The same newsreader _________ the news every morning. (read)
d The same newsreader as last night __________ the news at the moment. (read)
e I _________ a newspaper every evening. (buy)
f My teacher _________ a newspaper at the moment. (buy)
Revise each sentence below to make the verb tense consistent.
a We went to the movies yesterday, and we see a double feature.
b Xola’s birthday party will be next week. It was a bowling party.
c That school bus goes along Main Street and turned right on Linden.
d Every day, when I got to school, I meet my friend before history class.
e Sipho likes this book because she enjoyed the author’s style.
Suggested answers
1 a watch
b are watching
c reads
d is reading
e buy
f is buying
2 a We went to the movies yesterday, and we saw a double feature.
b Xola’s birthday party will be next week. It will be a bowling party.
c That school bus goes along Main Street and turns right on Linden.
d Every day, when I get to school, I meet my friend before history class.
e Sipho likes this book because she enjoys the author’s style.
156
Eng Gr11 TG.indb 156
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Teacher’s resource: Verb tenses
In English, there are three basic tenses: present, past, and future. Each has:
• a perfect form, indicating completed action
• a continuous or progressive form, indicating ongoing action
• a perfect continuous or progressive form, indicating ongoing action that will be completed at some
definite time.
Here is a list of examples of these tenses and their definitions.
Simple forms
Continuous or
progressive forms
Perfect forms
Perfect continuous or
progressive forms
Present
take/s
am/is/are taking
have/has taken
have/has been taking
Past
took
was/were taking
had taken
had been taking
Future
will take
will be taking
will have taken
will have been taking
Simple forms
Present tense
The present tense expresses an unchanging, repeated, or recurring action or situation that exists only now.
It can also represent a widespread or universal truth or fact. It can also be used to express habits and definite
future actions.
Example
Meaning
The mountains are high and grey.
Unchanging action
Every year, the school parents’ committee elects new members. Recurring action
Pb is the chemical symbol for lead.
Widespread truth
I wake up at 6 am every morning.
Habit
Her plane leaves at 8 am tomorrow.
Definite future action
Past tense
The past tense expresses an action or situation that was started and finished in the past. Most past tense verbs
end in -ed. The irregular verbs have special past tense forms (past participles), which must be memorised.
Example
Form
The Second World War ended in 1945.
Regular -ed past
Chinua Achebe wrote Things fall apart.
Irregular form
Future tense
The future tense expresses an action or situation that will occur in the future.
1 This tense is formed by using will with the simple form of the verb. For example:
The speaker of the House will finish her term in May of 1998.
2 The future tense can also be expressed by using am, is, or are with going to. For example:
Sibongile is going to visit her aunt next week.
The surgeon is going to perform the first bypass in Minnesota.
3We can also use the present tense form with an adverb or adverbial phrase to show future time. For
example:
The president speaks tomorrow. (Tomorrow is a future time adverb.)
Continuous or progressive forms
Present continuous or progressive tense
The present continuous or progressive tense describes an on-going action that is happening in the present
time (at the moment). This tense is formed by using am/is/are with the verb form ending in -ing. For example:
Grade 11 learners are studying the Russian Revolution at the moment.
term three • WEEK 24
Eng Gr11 TG.indb 157
157
2012/08/09 9:47 AM
Past continuous or progressive tense
The past continuous or progressive tense describes a longer-term action in the past that was happening when
another action occurred. This tense is formed by using was/were with the verb form ending in -ing.
For example:
The politician was addressing the crowd, when someone threw an egg at him.
Future continuous or progressive tense
The future continuous or progressive tense describes an on-going or continuous action that will take place in
the future. This tense is formed by using will be with the verb form ending in -ing. For example:
I will be studying medicine at the university next year.
Perfect forms
Present perfect tense
The present perfect tense describes an action that happened and was concluded at an indefinite time in the
past or that began in the past and continues in the present. This tense is formed by using has/have with the
past participle of the verb. Most past participles end in -ed. Irregular verbs have special past participles that
must be memorised.
Example
Meaning
The researchers have travelled to many countries in order to research
HIV and Aids.
At an indefinite past time
All South African citizens have voted in elections since 1994.
Continues in the present
Past perfect tense
The past perfect tense describes an action that took place in the past before another past action. This tense is
formed by using had with the past participle of the verb.
For example:
By the time Maria arrived home, the rest of the family had eaten.
Future perfect tense
The future perfect tense describes an action that will occur in the future before some other action in the
future. The earlier future action uses the present simple form. This tense is formed by using will have with the
past participle of the verb. For example:
By the time I get there tomorrow, Jonas will have started his new job.
Perfect continuous or progressive forms
Present perfect continuous or progressive
The present perfect continuous or progressive tense describes an action that began in the past, continues in
the present, and may continue into the future. This tense is formed by using has/have been and the present
participle of the verb (the verb form ending in -ing). For example:
Rabia has been writing exams for a week.
Past perfect continuous or progressive
The past perfect continuous or progressive tense describes a past, ongoing action that was completed before
some other past action. This tense is formed by using had been and the present perfect form of the verb (the
verb form ending in -ing). For example:
Before the budget cuts, the learners had been participating in many extracurricular activities.
Future perfect continuous or progressive
The future perfect continuous or progressive tense describes a future, ongoing action that will occur before
some specified future time. This tense is formed by using will have been and the present participle of the verb
(the verb form ending in -ing). For example:
By next year, I will have been studying English for 12 years.
158
Eng Gr11 TG.indb 158
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Activity 97 Writing and presenting (LB p. 204)
In this activity learners complete the essay they started working on in
Activity 93. Before they start editing their essays (self-editing), revise what
they must look out for when they are editing, such as:
• spelling and punctuation errors
• language errors (e.g. wrong use of tenses; incorrect concord)
• inappropriate vocabulary
• verbosity, clichés, ambiguity and offensive language
• illogical use of connecting words.
If you covered the use of editing marks and symbols in Grade 10, you could
revise the use of these as well. Once learners have edited their first drafts,
they must write a second draft that must be peer-edited. They should discuss
this edit with the person who edited their second drafts. The idea of going
through a two-phase edit is to show learners how important this part of the
publication process is. They should then write a third draft, which should be
proofread before a final version is written for assessment. Remind learners
that they must hand in the following:
• their initial introductions and conclusions
• their brainstorming notes and plans
• their edited first drafts
• the second draft that their partner edited.
Formative assessment
Use learners’ brainstorming notes, plans and drafts to assess the extent
to which they are following the process-writing method correctly and
comprehensively. Use their final essays to assess whether or not they are
able to:
• distinguish between the requirements of descriptive and narrative essays
• use the appropriate style and features for the essay type they have chosen
• write strong introductions and conclusions
• write a coherent body with sentences that flow logically, and paragraphs
that are well-linked
• use language – in terms of grammar, spelling and punctuation – at a level
that is acceptable for Grade 11
• use vocabulary that is appropriate in terms of content and level.
Activity 98 Language (LB p. 205)
Reminder
You can use or adapt
the rubric in the Extra
resources section of this
Teacher’s Guide to assist
you in assessing learners’
essays.
This activity is designed to improve learners’ vocabulary skills by providing
them with a range of vocabulary that they should use in sentences. The
vocabulary is drawn from Es’kia Mpahlele’s short story, ‘The Coffee-cart Girl’
and gives learners an opportunity to practise using compound adjectives as
well as descriptive expressions containing adjectives and nouns, and adverbs
and verbs.
If necessary, before learners start the activity, you could revise what adjectives
and adverbs are, their function and why and when they are used.
Learners work individually to start the activity in class, so that you can
monitor their progress. They can then finish the activity for homework.
However, depending on the level of your class, you could let learners work
in pairs to look up and discuss meanings first, before they work individually.
term three • WEEK 24
Eng Gr11 TG.indb 159
159
2012/08/09 9:47 AM
Alternatively, you can use part or all of the activity as a whole class task,
working through each question orally with learners, before they do the
written work.
Formative assessment
Use any interaction you have with the class, as well as their answers, to assess
the extent to which they are able to:
• work out the meaning of descriptive vocabulary
• use descriptive vocabulary in relevant and appropriate contexts
• write sentences with descriptive vocabulary that are interesting and
grammatically correct.
Suggested answers
Because learners’ sentences will vary so widely, it is not possible to provide
model answers. However, you must ensure that learners have:
• used the vocabulary correctly (it is especially important that vocabulary is
contextually relevant and appropriate)
• written sentences that are grammatically correct (check especially
concord, verb tenses and spelling).
160
Eng Gr11 TG.indb 160
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Unit 12
Weeks 25 & 26
Mass media
In Weeks 25 and 26 learners are going to look at media texts. They will focus
on formal speech presentation, listening practice, media texts, writing notices
and formal letters and abbreviations and acronyms.
Week 25
Activity 99 Listening and speaking (LB p. 206)
Note
Ask learners to bring
copies of old newspapers
to the next English lesson.
Learners should have been working, since the beginning of the term, on
a formal, researched speech that they have to present. It is now time for
them to present these speeches. Make sure that you discuss the criteria for
assessment before they present their speeches.
Formative assessment
Since this activity should be used as preparation for the Formal Assessment
Task (Listening and Speaking), you should use the assessment of this activity
to identify learners who require additional support. You can use or adapt this
rubric to assist you in your assessment.
term three • WEEK 25
Eng Gr11 TG.indb 161
161
2012/08/09 9:47 AM
Formal oral presentation
Teacher assessment – formative
Name of learner: ______________________ Date: ________________
Class: ________________
7
Outstanding
6
Meritorious
5
Substantial
4
Adequate
3
Moderate
2
Elementary
1
Not achieved
The learner is
able to use a
suitable style
and register
that suits
the purpose,
audience and
context.
The learner
can speak
flawlessly
in a formal
register, using
appropriate
vocabulary,
grammar and
pronunciation.
He/she
speaks in an
engaging way.
The learner
can speak
very well
in a formal
register, using
appropriate
vocabulary,
grammar and
pronunciation.
He/she
speaks in an
engaging way.
The learner
can speak well
in a formal
register, using
appropriate
vocabulary,
grammar and
pronunciation.
The learner
can speak
in a formal
register, using
appropriate
vocabulary
and
pronunciation.
The learner
can speak
in a formal
register
some of the
time, using
appropriate
vocabulary.
The learner
tries to speak
in a formal
register some
of the time.
The learner
is not able
to speak
in a formal
register.
The learner
is able to
prepare
and present
adequate
introductions
and endings.
The learner’s
speech had
a punchy,
relevant
introduction
and a
convincing,
relevant
conclusion
that summed
up the
learner’s main
message.
The learner’s
speech had
a punchy,
relevant
introduction
and a relevant
conclusion
that summed
up the
learner’s main
message.
The learner’s
speech had
a relevant
introduction
and a
conclusion
that summed
up the
learner’s main
message.
The learner’s
speech had
a relevant
introduction
and a clear
ending.
The learner’s
speech
had an
introduction.
The learner
tried to
include an
introduction
or
conclusion.
The learner
did not try
to include an
introduction
or conclusion.
The learner
is able to
organise
material
coherently
by choosing
main ideas
and relevant
and accurate
details or
examples for
support.
His/her
structured
oral used
main ideas
ordered in a
logical way,
and always
used relevant
examples
for support.
Listeners
found the
presentation
clear,
convincing
and
interesting.
The learner’s
oral was well
structured.
He/she used
main ideas
ordered in a
logical way,
and always
used relevant
examples for
support.
The learner’s
oral was
structured.
He/she clearly
had some
main ideas
and used
examples to
support these.
The learner
The learner
expressed
expressed
some ideas.
some
main ideas
and used
examples to
support these.
The learner
tried to
express some
ideas.
The learner
had nothing
to say on the
topic.
162
Eng Gr11 TG.indb 162
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
7
Outstanding
6
Meritorious
5
Substantial
4
Adequate
3
Moderate
2
Elementary
1
Not achieved
The learner
is able to
incorporate
appropriate
visual and/or
audio-visual
aids.
The learner
used a
relevant and
clear visual
aid, and an
audio aid
that helped
get his/her
audience’s
attention. He/
she referred
to these aids
in order to use
them to their
full potential.
The learner
used a
relevant and
clear visual
aid, and an
audio aid
that helped
get his/her
audience’s
attention.
The learner
used a
relevant visual
aid and audio
aid.
The learner
used a
relevant visual
aid or audio
aid.
The learner
used a visual
aid or audio
aid.
The learner
clearly had
plans to use
a visual aid
or audio aid,
although
these were
not used in
the actual
presentation.
The learner
did not try to
use any audiovisual aids.
The learner
is able to
use effective
tone, voice
projection,
pace, eye
contact,
posture and
gestures.
The learner
used a varied
and lively
tone, and a
varied and
lively pace.
He/she stood
confidently,
used
appropriate
gestures while
talking, and
made eye
contact with
the audience.
His/her
voice clearly
reached the
back of the
classroom. He/
she captivated
the audience.
The learner
used a varied
and lively
tone, and a
varied and
lively pace.
He/she stood
confidently,
used
appropriate
gestures while
talking, and
made eye
contact with
the audience.
His/her
voice clearly
reached the
back of the
classroom.
The learner
stood
confidently,
used
appropriate
gestures while
talking, and
made eye
contact with
the audience.
His/her
voice clearly
reached the
back of the
classroom.
The learner
stood
straight, used
gestures while
talking, and
occasionally
made eye
contact with
the audience.
The learner
stood
straight and
used a few
gestures
while
talking.
The learner
stood
straight.
The learner
slouched.
The learner
is able to
pronounce
words
without
distorting
meaning.
The learner
pronounced
all words
correctly,
while using
advanced
vocabulary.
The learner
pronounced
almost
all words
correctly,
while using
advanced
vocabulary.
The learner
pronounced
almost
all words
correctly.
The learner
pronounced
some words
correctly.
The learner
pronounced
a few words
correctly.
The learner
tried to
pronounce
words
correctly.
The learner
said so little
it was not
possible to
judge his/her
pronunciation
ability.
term three • WEEK 25
Eng Gr11 TG.indb 163
163
2012/08/09 9:47 AM
Activity 100
Reading and viewing (LB p. 209)
You can introduce this activity by asking learners to skim through the copies
of old newspapers they have brought to class, and to identify the different
sections in it. Ask them to identify different types of texts as well (e.g.
news reports, advertisements, cartoons, notices and so on). Take feedback,
pointing out that newspapers are divided into a number of sections, such as:
• local news
• international news
• editorial and letters
• sports
• classifieds
Make sure that they have identified a range of texts in newspapers,
including advertisements and notices. Use their feedback to discuss the
functions of newspapers, such as keeping us up-to-date with news (local
and international), providing a marketing tool for businesses (adverts),
communicating important information (this can be official government
information or information that businesses or other relevant parties need to
convey) and being a ‘space’ in which people can communicate about events
in their lives (birth, deaths, marriages, etc.) and about things they have for
sale or want to buy. Let learners add to these functions.
Tell learners that in this activity, they are going to focus on notices and
a specific section of newspapers called the classified section (sometimes
also known as ‘the smalls’). Learners can then work in groups to complete
Question 1. They should focus on the format of the texts, by looking at the
wording, the sentence structures, the tenses used, and so on. Take feedback
to make sure that learners have correctly identified the main features of
notices and classified texts (obituaries and others – flats to let, cars for sales,
employment offered). Stress how these types of adverts, while very concise,
usually include all the critical information that a reader would need.
One of the aspects learners should have noted is the use of abbreviations
and acronyms. Ask learners why they think these are used in many classified
adverts (the main reason is to keep word count down because one usually
pays for such ads on a per word basis). Learners can then see how many
abbreviations and acronyms they can work out (Question 2). Take feedback
and then let learners focus on the more subtle issues of style, register and
voice. They should first work through the Focus on Reading and then
complete Question 4.
Formative assessment
Use your interaction with learners, as well as their feedback and written
answers, to assess whether or not they are able to:
• explain the purpose of notices and the classified section in newspapers
• identify the style, register and voice in these types of texts (in Activity 104,
they will compare these to the register, style and voice of a formal letter).
Suggested answers
1
164
Eng Gr11 TG.indb 164
Notices and classified adverts usually use literal, denotative language
(factual) except obituaries (which are more subjective and so tend to be
more connotative). Sentence structures are usually straightforward, using
mainly the simple present tense (once again, obituaries are an exception,
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
2
4
where the past tense is used except when talking about the future, e.g.
We will miss you very much). Learners should also comment on:
•idiosyncratic terminology (e.g. ‘viewing’ and ‘in lieu of ’ in the
obituary
• layout, the use of capital and bold letters
• the use of abbreviations and acronyms.
a R.I.P = rest in peace
b bedrm = bedroom
c bics = built-in cupboards
d o/plan = open plan
e hr = hour
f sec = security
g u/cov = undercover
h imm = immediately
i pm = per month
j km = kilometer
k f/s/h = full service history
m cond = condition
n onco = or nearest cash offer
o Co = company
p min = minimum
q exp = experience
r env = environment
s NSC = National Senior Certificate
t t/port = transport
u CV = curriculum vitae
It is not possible to provide model answers for this question, but ensure
that learners do indicate:
•Register is quite formal despite use of abbreviations, acronyms and
sentences that are not always full and grammatically correct. This
is because classifieds communicate factual denotative information
(obituaries, as discussed above, are an exception)
•Style, though seemingly informal for the above reasons, is – in fact –
quite formal, much of which is a result of the particular structure and
format of classified adverts
•Voice – except in the case of obituaries – is formal because of the
factual content. (There are, of course, exceptions, where trendy slang
is used to catch a particular target market).
Activity 101
Language (LB p. 212)
This activity reinforces the work done on abbreviations and acronyms in
Activity 100. Learners can work through the activity in pairs. You could
hold a quick class quiz after learners have read the Focus on Language (they
should close their textbooks and you can quiz them on the meaning of the
abbreviations and acronyms).
Learners can then look at the classified section in newspapers and copy
out any abbreviations and acronyms they identify (they should identify at
least ten). They can complete this activity for homework. Facilitate a class
discussion at the beginning of the next lesson to check learners’ answers.
term three • WEEK 25
Eng Gr11 TG.indb 165
165
2012/08/09 9:47 AM
Formative assessment
Learners can mark one another’s answers. You should, however, make sure
that all learners have completed the activity and that they have managed to
identify at least ten abbreviations or acronyms, and have worked out their
correct meanings.
Suggested answers
See the answers to Question 2 in Activity 100. It is not possible to provide
model answers to Question 3 of this activity. However, you should check
learners’ work.
Activity 102
Writing and presenting (LB p. 213)
In this activity learners use the knowledge they have developed over the last
two activities to write
• a job advert
• an advert for accommodation to let
• an advert for any type of item for sale.
Remind learners to make their advertisements as concise as possible, while
still including all relevant information. They should also pay attention to the
verb tenses and the format of their adverts. Each advertisement should be
between 50 and 100 words long.
Formative assessment
Use learners’ written work to assess whether or not they are able to write
classified advertisements that:
• include all relevant information that a reader would need
• use suitable and acceptable abbreviations and acronyms
• are laid out correctly (format; use of capital letters, etc.)
• use an appropriate style, register and voice (shortened sentences; factual;
mainly the present simple tense, etc.)
Week 26
Activity 103
Speaking and listening (LB p. 213)
If not all learners have presented their formal researched speech, you should
continue with their presentations in this lesson. Alternatively, you can let
learners work in pairs to complete this activity. There is no need for any
formal introduction or teaching, except to stress the importance of being
able to listen attentively for relevant information. You could ask learners
to outline some of the skills and techniques required to do this, such as
listening out for signal words that indicate importance (e.g. I must stress;
the vital thing to remember) and connecting words that show what type of
information is being communicated. Circulate among the pairs to observe
their reading skills and the attentiveness of the listeners.
Formative assessment
Use your observation of learners, as well as their completed tables, to assess
how fluently they can read, and how attentively they can listen, in order to
identify specific information in oral texts.
166
Eng Gr11 TG.indb 166
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Suggested answers
Facilitate a class discussion to get learners’ feedback on the answers. They can
mark one another’s work. You should check that all learners have completed
the tables. Here are the suggested answers.
Questions
Answers
How many newspapers were there in 2007?
6 850
Give two reasons why newspaper sales
began to decline after 2008.
Worldwide recession; rapid growth of webbased alternatives
Name three types of text found in
newspapers.
editorial opinions, criticism, persuasion
and op-eds; obituaries; entertainment
features such as crosswords, sudoku and
horoscopes; weather news and forecasts;
advice, food and other columns; reviews
of radio, movies, television, plays and
restaurants; classified ads; display ads, radio
and television listings, inserts from local
merchants, editorial cartoons, gag cartoons
and comic strips (any three)
How is a newspaper usually funded?
Advertising and subscriptions
Name three types of news stories in a
newspaper.
Local and national political events
and personalities, crime, business,
entertainment, society and sports (any
three)
Questions
Answers
What do NGO and PBO stand for?
Non-governmental Organisation; Public
Benefit Organisation
How much do vendors buy the
magazine for?
R9
What percentage is this of the selling price?
50%
How much have vendors earned since the
magazine started?
Over R15-million
Name four regular sections in the
magazine.
News, features, opinions, arts &
entertainment, vendors’ corner and humour
(any four)
Who provides the content for the
magazine?
Specialist freelance and professional writers
Activity 104
Reading and viewing (LB p. 216)
In this activity learners are going to compare the register, style and voice of
notices and classified advertisements with the register, style and voice of a
formal letter. Revise what register, style and voice of texts are, and remind
learners that choices about these aspects of texts are made based on:
• the type of text to be written
• the purpose of the text
• the intended audience of the text
• the context in which the text is being written and in which it will be read.
Learners can then work in pairs to identify the differences and similarities
between the texts. They should do this (in a informal sense, using their own
term three • WEEK 26
Eng Gr11 TG.indb 167
167
2012/08/09 9:47 AM
knowledge and experience) before they work through Questions 2, 3 and 4.
Take feedback and then allow them to complete Questions 2, 3 and 4. You
may wish to hold a brief class discussion after they have completed Question
2 and then again after completion of Question 3.
Formative assessment
Use learners’ feedback and completed tables to assess whether or not they are
able to identify differences and similarities between texts (classified ads and a
formal letter) in terms of register, style and voice.
Suggested answers
It is quite difficult to be prescriptive about answers related to register, style
and voice of texts, because interpretations of texts are quite subjective
and ways of expressing answers can be highly individual or idiosyncratic.
Nonetheless, it is important that learners’ answers fall within acceptable
parameters. For example, while it would be acceptable for them to say the
style of the formal letter is conventional (instead of formal), it would be
unacceptable to say that it is informal (because this is simply wrong).
2 Main features of the classified advertisement:
•Layout – divided into sections dealing with what is for sale, location,
brief description and price, and contact details. Uses bold capital
letters to highlight what is for sale.
•Uses standard classified abbreviations, such as T/o = turnover; pm =
per month; mil = million; incl = including
•Uses concise, factual language, with no superfluous vocabulary; tense
is present simple.
• Short, two or three word sentences that contain no subject.
3 Main features of the formal letter of enquiry:
•Layout is according to the standard layout for formal letters. Discuss
this with learners if necessary – where the addresses are placed; the
positioning of the ‘Dear Sir/Madam’ in relation to the letter heading,
which is bold; the paragraphing style (line between paragraphs, flush
left, not indented); how the letter ends. Point out that if we know the
name of the person to whom we are writing, we end the letter with
‘Yours sincerely’.
•Vocabulary is formal and related to the subject matter; it uses a
number of conventions for this type of letter: number of queries;
clarify; furnish me; at your earliest convenience, etc. Tense is
primarily present simple because the letter is asking questions about
factual issues as they stand in the present.
•Most sentences in this letter take the question form (because it is a
letter of enquiry). Point out to learners that in formal letters it is not
unusual to use the passive voice. An example of this in the current
letter is: ‘I can be contacted at the …’. Discuss how the passive voice
is used here (active would be: ‘You can contact me …) because it
expresses an instruction to the reader in a less direct way by not
making the reader the subject. Making the reader the subject could
make the reader feel insulted because he or she would feel that he or
she is being ordered or instructed to do something. The passive voice
therefore makes the tone more polite.
4 Table – it is difficult to prescribe how learners will complete this table,
but ensure their answers are within acceptable parameters.
168
Eng Gr11 TG.indb 168
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Aspect
Classified advertisement
Formal letter of enquiry
Register
Formal, although it uses informal elements, such
as abbreviations.
Formal, but not excessively so; shown through use
of mainly the active voice.
Style
In keeping with the style of classified adverts:
format; use of short sentences and abbreviations.
Formal business letter style in terms of format
and layout.
Voice
Neutral and objective; states just the pertinent
facts in a concise manner
Formal, but not excessively so; shown through
use of ‘I’ which makes it personal and subjective;
but does maintain a formality in the use of certain
language conventions for this type of letter.
Activity 105
Reminder
Make sure that you have
developed remedial
grammar activities for
learners to complete in
Activity 106. These should
be based on their written
work, including the letters
they will write in this
activity.
Writing and presenting (LB p. 217)
Learners have had the opportunity to study the layout, style, voice and
register of a formal letter of enquiry in Activity 104, so this activity should
not pose any problems. If necessary, quickly revise the layout of the formal
letter, stressing where the various components (addresses, heading, etc.)
are positioned. Also stress the importance of conciseness and the use of
denotative language (no flowery adjectives or adverbs). Reiterate when to
use ‘Sir/Madam’, the person’s name, ‘Yours faithfully’ and ‘Yours sincerely’.
Learners can then read and discuss the Focus on Writing. Take feedback to
ensure they have understood the information in this focus box.
Learners work in pairs to plan and draft their letters. Ensure that they do selfor peer-editing and that they proofread their second drafts. You should try
to check their plans, before they write their first drafts. Do a random check
on their edited first drafts to make sure that they are following the editing
process correctly.
Formative assessment
Use learners’ plans, first drafts, edited drafts and final versions to assess
whether or not they are able to write formal letters at a level that is
acceptable in Grade 11. You can use or adapt the rubric on page 170 to assist
you in assessing learners’ letters.
term three • WEEK 26
Eng Gr11 TG.indb 169
169
2012/08/09 9:47 AM
Rubric formal letter
Teacher assessment – formative
Name of learner: ______________________ Date: ________________
Class: ________________
7
6
Outstanding Meritorious
5
Substantial
4
Adequate
3
Moderate
2
Elementary
1
Not achieved
The learner
has tried to
use a formal
style, and
to plan the
format of the
letter.
The style
and point of
view used
inappropriate
and the
format is
incorrect.
The learner
is able to
use the
appropriate
style, point
of view
and format
required for a
formal letter.
The style
and point of
view used are
appropriate
to the
audience,
context and
purpose of
the letter.
The format
of the plan is
correct.
The style and
point of view
used are
appropriate
to the
audience,
context and
purpose of
the letter.
The format
of the plan is
correct.
The style
used is
appropriate
to the
audience
and purpose
of the letter.
The format
of the plan is
correct.
The style
used is
formal.
The format
of the plan
is correct.
The style
used is
formal.
The format
of the plan
is partly
correct.
The learner is
able to apply
paragraph
conventions
to ensure
coherence by
using correct
paragraphing
techniques
(e.g. topic
sentence,
developing
or supporting
sentences,
terminating
sentences
that link
to next
paragraph), as
well suitable
structured
sentences
with logical
connectors
to show,
The learner
uses one
paragraph
for each main
idea, and this
idea appears
in the topic
sentence
of that
paragraph.
The
paragraphs
progress
in a logical
way, and
causes and
effects are
mentioned
clearly to
help with
explanations. The learner
uses one
paragraph
for each
main idea,
and this idea
appears in
the topic
sentence
of that
paragraph.
The
paragraphs
progress
in a logical
way, and
there is an
introduction
and an
ending, each
in its own
paragraph.
The learner
uses one
paragraph
for each
main idea,
and this idea
appears in
the topic
sentence
of that
paragraph.
There is an
introduction
and an
ending, each
in its own
paragraph.
The learner
uses one
paragraph
for each
main idea.
There is an
introduction
and an
ending, each
in its own
paragraph.
The learner The learner
uses
uses one
paragraphs.
paragraph
for each
main idea.
There is an
introduction
or an
ending,
in its own
paragraph.
for example,
cause and
effect,
comparison
and contrast.
There is an
introduction
and an
ending, each
in its own
paragraph.
170
Eng Gr11 TG.indb 170
The learner
does not use
paragraphs.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
7
6
Outstanding Meritorious
5
Substantial
4
Adequate
3
Moderate
2
Elementary
1
Not achieved
The learner
The learner’s The learner The learner The learner The learner The learner
The learner
did not use
tried to use tried to use
used the
used the
used the
is able to use initial draft
checklist to checklist to checklist to the checklist the checklist the checklist
fulfilled all
set criteria
to evaluate
evaluate his/ evaluate his/ to evaluate to evaluate
(editing such the criteria in correctly
his/her draft. his/her draft.
his/her
her draft,
as an editing the checklist evaluate his/ her draft,
draft, and
and then
and then
so the learner her draft,
checklist)
then tried
improved
improved
and then
added
for overall
to improve
improved all most of the some
two more
evaluation
the relevant
problems
the problem problem
relevant
of own
problems
areas in the areas in the in the final
criteria to
and other’s
in the final
draft.
final draft.
the checklist final draft
writing for
draft.
so that the
improvement. (with the
checklist
help of the
teacher) and would now
be able to be
improved
his/her work ticked ‘yes’
by improving for all the
criteria.
these areas
when writing
the final
draft.
The letter is
The learner The letter
The letter
The layout of The letter
The letter
The learner
very untidy
is rather
has tried
is written
the letter is is typed
is perfectly
is able to
and the
untidy and
to follow
on clean
present final laid out and correct and or clearly
the format is format is
the correct
paper. The
presentation written on
extremely
product
incorrect.
incorrect.
clean paper. letter is laid format
is very
neat.
paying
but there
out almost
The letter
pleasing.
attention to
are some
correctly.
is laid out
appropriate
problems
correctly.
presentation
with how it
style.
is laid out.
Extension work
When assessing learners’ letters, identify learners who are struggling in
terms of:
• layout issues
• style, tone, voice and register issues
• language issues.
Form groups with these learners to provide them with remedial activities.
For example, learners who find layout difficult can be given a formal letter
template that shows precisely where what types of information must go.
They can use the template to practise the layout of different formal letters.
Learners who find style, tone, voice and register challenging can be given
sentences that have the wrong style, tone, voice and register to rewrite in a
more suitable style, tone, voice and register.
Dealing with language problems at this stage is more challenging for you as a
teacher, and a more complex issue to handle. You will have to identify exactly
what types of problems these learners face and then devise appropriate
remedial activities. Generally speaking, errors at this stage fall into a number
of well-defined categories, such as:
term three • WEEK 26
Eng Gr11 TG.indb 171
171
2012/08/09 9:47 AM
•
•
•
•
errors of concord
verb tense errors where either the incorrect tense has been used, or the
construction of the tense is not correct
incorrect question formation (usually a syntax problem, where words do
not follow the correct order)
sentences in paragraphs don’t link – a problem with logical connectors
and conjunctions).
Once you have identified the category of challenge the learner faces, you can
then devise appropriate remedial work.
Activity 106
Language (LB p. 219)
By now learners should understand the importance of on-going practice and
doing corrections, even though they may find these onerous tasks. Provide
learners with the remedial worksheets that you have devised, based on
recurring common errors learners have made in their written work. Circulate
among learners while they are doing this work, providing assistance and
support as required. It is absolutely vital that as learners approach the end of
Grade 11, they are able to construct grammatically correct sentences.
Remember when developing remedial activities, that these should meet
the specific needs of particular learners, as far as possible. In other words,
there is little point in giving a learner who is struggling with basic sentence
construction an activity that focuses on the use of logical connectors in
multi-clause sentences. It is far more important that such learners are able to
construct basic sentences correctly, than complex sentences incorrectly.
Take oral feedback afterwards so that you can discuss learners’ answers and
explain factors that may have led them to make further or recurring errors.
Learners then complete Questions 2, 3 and 4 (these can be set for homework
if you have run out of class time).
Formative assessment
Use learners’ answers to the remedial worksheets you have developed, as well
as their answers to Questions 2, 3 and 4, to assess whether or not they have
attained a level of grammatical competence that is acceptable at Grade 11.
Suggested answers
2
3
4
172
Eng Gr11 TG.indb 172
Abbreviations:
a PTO = please turn over
b ps = post script
c NB = very important
d i.e. = that is
e viz. = namely
Acronyms:
a asap = as soon as possible
b NASA = National Aeronautics and Space Administration
c Aids = Acquired immune deficiency syndrome
d OPEC = Organisation of Petroleum Exporting Countries
e wasp = white Anglo-Saxon Protestant
Note that learners’ answers could vary from those provided. However,
ensure that their sentences make sense in terms of the logical connector
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
chosen, e.g. it would be illogical to choose ‘therefore’ to connect the
sentences in (a), and that they have removed repetition and amended
punctuation when joining the sentences together.
a Even though the government said the proposed law was not aimed
at restricting freedom of the press, many people were worried that it
would. Learners could use ‘although’ here, but given the seriousness
of a threat to press freedom, ‘even though’ is more suitable because it
is stronger than ‘although’.
b I enjoy watching TV, because there are many interesting programmes
on it.
c There are a number of ways to join these together. Because freedom
of the press is a very important part of democracy, we should try
to make sure that it stays free to report on everything that happens
in a country. / Freedom of the press is a very important part of
democracy; we should therefore try to make sure that it stays free
to report on everything that happens in a country. / Freedom of the
press is a very important part of democracy; therefore, we therefore
try to make sure that it stays free to report on everything that
happens in a country.
d Last night I watched a movie on TV and read the newspaper before I
went to bed.
e There are a number of ways to join these together. The old man
could not read; therefore, he made a point of knowing what the
latest news was. / The old man could not read; he therefore made a
point of knowing what the latest news was.
term three • WEEK 26
Eng Gr11 TG.indb 173
173
2012/08/09 9:47 AM
Unit 13
Weeks 27 & 28
Interpreting texts
In Weeks 27 and 28 learners will look at communicating feelings. They will
focus on listening to texts for pleasure and appreciation, understanding how
character is developed in texts, exploring rhetorical devices in poetry, writing
a response to a visual image, and understanding imagery, symbols, literal and
figurative language.
Week 27
Activity 107
Listening and speaking (LB p. 220)
Talk about listening to music for pleasure and appreciation. Ask learners
if listening for pleasure and appreciation is more passive than listening for
specific information. Point out that even when you are listening for pleasure,
you are still listening for specific information. For example, if you like a song,
very often it’s because of a particular line in the lyrics, or a specific bass
rhythm. Discuss how you make certain critical judgements, and that’s how
you identify the song (which is also a ‘text’) as one that you enjoy.
Learners then work through Questions 1 and 2. Take feedback after they
have read and discussed the Focus on Listening. Then read the poem called
‘busstop’ by Michele Freind, a South African poet. Tell the learners to just
listen the first time you read the poem. They should then copy the table into
their workbooks. When you read the poem a second time, they should make
notes. When you read the poem the third time, they must complete their
tables. Here is the poem.
busstop
i saw a nice boy
with long sideburns
and short hair and a blue suit.
he stood in front of me in the bus queue.
when the bus came
he stood back
to let me climb into the bus in front of him.
i turned to thank him
he gave me a radiant smile
it warmed my heart and made my day beautiful.
and then (wrapt in a haze of rosy dreams)
i tripped
and fell into the bus
flat on my stupid face.
(Source: Explorings – a collections of poems for the young people of southern Africa, compiled by Robin
Malan, David Philip, Cape Town, 1988)
174
Eng Gr11 TG.indb 174
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Formative assessment
Use your discussion with learners, as well as their completed table, to assess
whether or not they:
• understand what listening for pleasure and appreciation means and
entails
• can respond to a poem, using appropriate listening skills.
Suggested answers
Because of the highly subjective nature of listening for appreciation, there is
no one right answer for this type of activity. Make sure that learners’ answers
make sense, and are in line with those suggested.
Question
Your response
a
He was nice; had long sideburns; short hair and was wearing a blue suit.
Describe the boy.
b What did he do when the bus arrived? He stepped back to allow the girl to get on the bus first.
c
How did this make the girl feel?
Very happy
d What happened to her?
She turned to thank the boy, but then tripped and fell into the bus, flat
on her face.
e
Have you ever had a similar
experience? Describe it briefly.
Learners’ own answers
f
Did you enjoy listening to this poem?
Give reasons for your answer.
Learners’ own answers. They could mention things like the humour in
the poem; the girl mocking herself; the fact that they can relate to this
type of situation, where you do something stupid in front of someone
you like.
Activity 108
Language (LB p. 221)
This activity provides an opportunity to revise literal and figurative language.
Use Question 1 as an introduction to this activity, getting learners to explain
that while literal language conveys the surface, dictionary meaning of words,
figurative language uses similes, metaphors, associations and connotations to
express alternative meanings.
Let learners work in pairs to read and discuss the Focus on Language. Take
feedback afterwards, ensuring that learners understand what the following
mean:
• Similes: comparisons that usually use like or as.
... as rough as sandpaper; as fast as the wind; like a lightning bolt.
• Metaphor: direct comparison without using like or as.
He is a giant. Her ex-boyfriend is a monster.
• Hyperbole: an exaggerated statement.
It took me a million hours to finish my homework.
• Personification: giving something a human quality.
The sun smiled down on me while the flowers danced and whispered in the wind.
• Symbolism: a noun which has meaning in itself, that is used to represent
something else.
He walked through the field of thorns. (Here, thorns could symbolise
problems.)
• Imagery: language which creates a picture in the mind of the reader.
The two wild animals faced each other, with snarling teeth and sharp claws at
the ready.
• Allusion: reference to something or someone outside of the text that
adds meaning to the text.
term three • WEEK 27
Eng Gr11 TG.indb 175
175
2012/08/09 9:47 AM
Be careful – she could be your Brutus. (Brutus was a Roman who betrayed his
leader, Julius Caesar.)
Learners can then work in pairs to complete Question 3. Take feedback
before they work individually to complete Questions 4 and 5. You could also
set these questions for homework.
Formative assessment
Use your discussion with learners, as well as their feedback and written
answers, to assess whether they are able to:
• explain the difference between literal and figurative language
• identify figures of speech in texts and explain how they function.
Suggested answers
Note that in Question 3, because it calls for a fairly subjective response,
learners’ answers will probably differ quite widely from those suggested.
Make sure that their answers make sense.
3 Figurative language:
Figurative language
Meaning
heart leapt with joy
Personification – the person felt very happy
days would fly past, like birds in spring
Simile – days would go by fast because of the person’s happiness
seemed a thousand years away
Hyperbole – person uses it to give a sense of how far away the next day
had seemed
news, singing its sweet message
Personification – used to show how joyous the news was (sweet message)
flash by, quick as lightning
Simile – used to give a sense of how quickly time would now pass
4
Identify figurative language:
a simile
b personification
c metaphor
d hyperbole
e imagery
5 Learners’ own sentences, but make that they used the figurative
language/figures of speech correctly. Check their grammar too.
Activity 109
Note
In Activity 111 you should
play a short radio drama
to learners. You should
record this in advance.
There is a sample radio
drama in the resource box
for Activity 111, which
you can use.
176
Eng Gr11 TG.indb 176
Reading and viewing (LB p. 223)
You can introduce this activity by asking learners to give you examples of
figurative language they use in their everyday communication with their
friends. Point out that figurative language has become so much part of
everyday speech, because it is more colourful and interesting, and often more
precise than literal language. Sometimes we are not even aware of using it.
Then find out from learners why they think that writers (novelists, poets,
playwrights, etc.) use figurative language in their texts. Learners then work in
pairs to use intensive reading methods to answer the questions based on the
extract from The Bughouse by Lesley Milne, a South African writer. You may
wish to do Question 2 as a whole class activity, giving learners a time limit
in which to scan the text to identify the words and work out their meanings.
This would be useful practice to sharpen their scanning skills. Remind
learners that although they can work in pairs to discuss the questions, they
must all write down the answers.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Formative assessment
Use your discussion with learners, as well as their written answers, to assess
the extent to which they are able to:
• explain the function of figures of speech in literary texts
• use intensive reading skills to answer questions based on a text, with a
focus on figurative language.
Suggested answers
Because of the fairly subjective nature of literary interpretation, allow for
variations in learners’ answers from those below. However, ensure that their
answers make sense and are within acceptable limits.
2 a Scanning:
i lodger – someone who lives with another family and pays rent
iigape – stare at someone, usually with your mouth open due
to awe
iii dotes on – loves or likes very much, without any negative thoughts
iv ruefully – with a degree of regret
v promptly – quickly; without any delay
vi envy – a type of jealousy in that you want what someone else has
vii meekly – timidly; not bravely
viii a peek – a quick, usually secretive look
ix scolding – expressing disapproval
x hunched – bent over
b Complete the table.
Expression
Literal or figurative
Reason
Meaning
i
quick to pick up his
astonishment
figurative
One cannot physically pick up
astonishment.
Noticed or became aware of
his astonishment
ii
lend me a hand with
my bags
figurative
One cannot physically ‘lend’ a
hand because it is attached to
your body.
To help someone
iii
don’t mind Ben
figurative
The literal mind is that part of
your brain that allows you to
be aware of your world.
Don’t be worried about or
distressed by …
iv swallow my envy
figurative
Envy is an abstract noun, so
it is not an object that can be
physically swallowed.
Hid or destroyed the envious
feelings
v
it was hellish, trying
not to mind
figurative
Both ‘hellish’ and ‘mind’ are not
used in a literal sense.
It was very difficult to try to
be unconcerned or not to
become worried or distressed.
3
4
An allusion is a reference to something (usually well known) outside of
the text, in this case, Sidney Poitier. He is a famous American actor. As
a handsome black man, this allusion allows the reader to visualise more
clearly what Jay looks like.
Allow for learners to provide their own interpretations to these
questions. However, they should be in line with those suggested.
term three • WEEK 27
Eng Gr11 TG.indb 177
177
2012/08/09 9:47 AM
Jay
Qualities
Evidence
Appearance
Has an Afro hairstyle and speaks with a
broad (USA-like) accent
scrubbed rather ruefully at his Afro head and drawled
He is black and good-looking
reminded me a bit of the movie actor Sidney Poitier
He is very perceptive
was quick to pick up his astonishment
Shows interest in people
bent an expressive eye on Ben
Engages with his environment
nodding and pleased as he took in
Charismatic; friendly; people are attracted
to him
he had a quality that drew us
He is interested and curious
questioning us so keenly
Quick to put people at ease and make them
feel comfortable
He bent an expressive eye on Ben, scrubbed rather
ruefully at his Afro head and drawled, “Surprise,
surprise – Ben, is it?” And he laughed. “Take five, man.”
Attracts other people
he had a quality that drew us, even me
Fits into new situations easily
It was as if we’d known Jay forever.
Personality
Other’s
responses
Activity 110
Writing and presenting (LB p. 225)
The focus of the activity is on using figurative language to write an
imaginative response to a photograph. This type of text is quite difficult to
write. Although you must teach reflexive writing to all learners, you should
stress that when it comes to exams, learners should choose the type of essay
they are most comfortable writing.
Introduce this activity by asking learners to describe something they saw
recently that had an impact on them. After this, ask them to summarise their
response to the incident or situation. In doing this, they should focus less on
what they saw and heard (which are the descriptive elements, which belongs
in a descriptive text) and focus more on their response (what they felt and
thought, which belongs in a reflexive text).
Use this introduction to the activity to stress that reflexive writing is
subjective, and must focus on your personal response to something (a
picture, a situation, a text). Learners then work through Questions 1 and
2. Take feedback, asking learners to focus more on their responses to
the pictures than on what they can see in them. This distinction between
description and response is what often causes problems, because, while
some description is necessary – otherwise the response would happen in a
void without context – it should not form the focus. Instead, it should be the
catalyst for imaginative responses.
Learners then read and discuss the Focus on Writing. Take feedback to
ensure that they explain the main differences in format and style of the
different genres. Learners can then use the process-writing method to write
a first draft of an imaginative response to one of the photographs in the
Learner’s Book. You should check their plans before they write their first
drafts, to ensure that their focus is not overly on the descriptive. You should
check their unedited first drafts for the same reason.
Formative assessment
Use your discussion with learners, as well as their feedback, plans and first
drafts, to assess whether or not they understand the distinction between
descriptive essays and imaginative (reflexive) responses.
178
Eng Gr11 TG.indb 178
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Extension work
If from checking learners’ plans and unedited first drafts you identify learners
whose work is overly descriptive, form a group with them so that you
can help them with the difference between descriptive and reflexive texts.
Give learners a fairly accessible picture (i.e. without too much symbolic
meaning) and ask them to describe what they see. For example, if it is a
picture of the beach, they can say things like: ‘I can see the shiny white sand
and the blue seas. The waves are big and there are people swimming. The
sky is blue.’ Then ask them to tell you what they think and feel about the
picture, to perhaps imagine that they are in the scene. Their answers could
be something like: ‘The shiny white sand on the beach makes me feel lazy. I
long for the summer holidays when I splash in the waves without a worry in
the world and let my thoughts fly free into the blue sky.’ Show learners how
the second text, while using descriptive elements to provide some context,
focuses more on how the writer thinks and feels about the picture.
Repeat this type of exercise a number of times, using different pictures, to
help learners understand the difference between descriptive and reflexive
writing, and to build their confidence and skills. However, as noted earlier,
encourage learners to choose essay topics they are most comfortable with,
when they are writing their exams.
Week 28
Activity 111
Listening and speaking (LB p. 228)
Revise what listening for pleasure and appreciation entail, focusing on, for
example, listening for words that have sensory appeal and relating texts to
one’s personal experience. Then ask learners if any of them have listened to
a radio drama. Get them to list some of the features of texts broadcast on
the radio (e.g. adverts, radio phone-ins, interviews, and so on) and then to
indicate what some of the main differences are between these texts and texts
broadcast on TV (news, soapies, sport, and so on). They should be able to
identify that the main differences are:
• nothing visual in radio broadcasts
• radio broadcasts rely entirely on sound.
Bearing this discussion in mind, learners work in groups to read and discuss
the Focus on Listening. Take feedback, ensuring that the main elements of
radio dramas are understood. You should play the radio drama that you have
recorded. Learners can then work in groups to discuss Question 4. Circulate
among groups to observe learners’ levels of participation and general group
work skills. Note their levels of language competence as well. Facilitate a
class discussion afterwards so that learners can share and debate their ideas.
Formative assessment
Use your interaction with learners, as well as their feedback during the
facilitated class discussion, to assess the extent to which they are able to:
• participate meaningfully in group work discussions
• express themselves logically and fluently
• use language structures and conventions at an acceptable level
• articulate preferences and reasons.
term three • WEEK 28
Eng Gr11 TG.indb 179
179
2012/08/09 9:47 AM
Teacher’s resource: Example of a radio drama
NARRATOR: It’s an evening in late spring, and the
dinner hour finds the little Afrika Café
Restaurant busy as usual. Most of the
patrons this evening, the locals, blend
into the surroundings: but now and then
there’s one who stands out, a recent
arrival. Joanna Ngoyi is one of these.
Alone in the crowd, she looks new,
fragile, and out of place.
[SOUND EFFECTS: THE CA-CHING! SOUND OF A CASH
REGISTER, FOLLOWED BY THE SOUND OF FOOTSTEPS.
IN THE BACKGROUND, THROUGHOUT, IS THE SOUND
OF DINERS CHATTING. THE OCCASIONAL CLATTER OF
CROCKERY AND CUTLERY CAN ALSO BE HEARD.
She pays for her tray of food, then
standing for a moment, awkward, she
looks around. Finally, spotting her goal,
chin out, she crosses the room to a tiny
table with two chairs and only one diner.
JOHANNA: Excuse me! All the other tables seem to
be taken. Do you mind if I sit here?
NTOMBI: Oh! No! Of course not! I’d love the
company. Please! Join me.
JOHANNA: Thank you! My name is Joanna Ngoyi.
[SOUND EFFECTS: SOUND OF TRAY BEING SET ON
TABLE; FOLLOWED BY A THE SOUND OF A CHAIR
BEING PULLED BACK AND SOMEONE SITTING DOWN]
NTOMBI: Hello, Joanna! Ntombela Moshia. Friends
call me Ntombi.
JOHANNA: Hi, Ntombi. My friends call me Johanna.
NTOMBI:
(THOUGHTFULLY) Johanna! I like it.
JOHANNA: It’s really busy in here this time of day,
isn’t it? Do you eat here often?
[SOUND EFFECTS: JOHANNA TAKING A DRINK;
FOLLOWED BY SOUND OF GLASS BEING PUT DOWN
ON THE TABLE]
NTOMBI: Just about every day. It’s the cheapest,
and the best place around. I haven’t
seen you here before, have I?
JOHANNA: No, this is the first time. I just got to town
three days ago. It’s all so very different
from Cape Town.
NTOMBI: Oh, Cape Town? I was there once. What
part are you from?
[SOUND EFFECT: GLASS BREAKING ON THE FLOOR]
JOHANNA: Oh gosh! How silly of me. I will have to
call a waitron to clear up this mess. Must
be my nerves after a busy day.
NTOMBI:
Ah, don’t worry. Here comes a waitron.
[SOUND EFFECTS: WAITRON’S FOOTSTEPS
APPRACHING AND THEN THE SOUND OF BROKEN
GLASS BEING SWEPT UP]
NTOMBI:So, tell me about your busy day. What do
you do?
JOHANNA: I’m an artist. Or at least I’d like to be.
NTOMBI:
Oh! Wonderful! So am I.
Extension work
You could ask learners to write a short radio drama, and then to practise
and present it. Encourage them to use plenty of dramatic sound effects.
Alternatively, they could devise a radio advert for any product, practise the
advert and then present it.
Activity 112
ng
Ex t
d ed r e a
di
en
Reading and viewing (LB p. 229)
Hopefully, a culture of reading has developed in your class. Keep stressing the
importance of reading widely and often, asking learners to tell you about the
types of books (genres) they enjoy reading.
Learners work in groups to discuss Questions 1 and 2. Take brief feedback,
asking two or three learners to share their reasons for enjoying specific books
they have read. Then find out if any learners have read stories by HG Wells
or seen the movie, War of the Worlds (2005, directed by Steven Spielberg and
starring Tom Cruise).
180
Eng Gr11 TG.indb 180
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Learners then read the extract and discuss Question 4. You may – depending
on the level of your class, want to read through the extract in class first,
getting learners to read sections and then holding a brief class discussion
to make sure they have followed the story line and have understood the
vocabulary.
Formative assessment
Use your discussions with learners, as well as their feedback on Question
4, to assess their understanding of the plot and their ability to express their
thoughts and feelings on a literary text.
Extension work
Try to get the War of the Worlds DVD for learners to watch, if possible. They
can then write a review on the movie by:
• summarising the plot
• describing which part they liked best
• indicating who their favourite character was and why
• presenting an overall opinion on the movie.
Activity 113
Writing and presenting (LB p. 233)
This activity continues from Activity 110. Tell learners that when they edit
their first drafts (or get their partners to edit them), they must ensure that the
text is not overly descriptive. It may be a good idea for you to check their first
drafts to make sure of this. Learners can then complete the activity and hand
in their final texts, together with their plans and edited first drafts.
Formative assessment
Assess learners’ final texts to ensure that they understand what a personal
response text is and how to write one. Make sure that their texts are not
overly descriptive, but focus instead on their response (thoughts and feelings)
to the photograph they have chosen. Also check language use, especially
concord, tenses and spelling.
Activity 114
Language (LB p. 233)
Point out to learners that while reading is an excellent way to develop new
vocabulary, and stretch their imaginations, they should never copy other
writers’ texts and pretend that these are their own. This is called plagiarism,
and is considered to be theft. Plagiarism can get them into serious trouble.
Learners then work alone to complete the activity. As before, depending on
the needs of your class, you could let learners work in pairs or you could
work through the questions with the whole class, stopping after each point to
hold a brief class discussion.
Formative assessment
Use your interaction with learners, as well as the answers (written and/or
oral) to assess the extent to which:
• their ability to use vocabulary in meaningful sentences has developed
• they are able to explain the meaning of figurative expressions and use
them in meaningful sentences.
term three • WEEK 28
Eng Gr11 TG.indb 181
181
2012/08/09 9:47 AM
Suggested answers
Note that learners’ explanations may differ from those suggested here.
Ensure that learners compete the written work, that their meanings
are within acceptable parameters, and that their sentences reflect an
acceptable level of grammatical competence. Their sentences should also be
imaginative. For example, for 1 (a):
•The snake travelled with a hissing sound. While grammatically correct, this
is not a very imaginative effort.
•The gnarly, scary monster, eyes all bloodshot, travelled with a hissing sound
escaping from its fire-spitting jaw. This attempt shows more imagination
through its use of additional descriptive words.
2 a He noticed suddenly; he noticed with surprise.
b Made him afraid or very nervous
c Quickly realised, a sudden thought
d Took a minute or two to understand something
e Quickly, without wasting time, went out
3 Learners’ own sentences. Make sure that their sentences show that they
understand the meaning of the words, descriptions or expressions that
they have chosen.
182
Eng Gr11 TG.indb 182
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Unit 14
Weeks 29 & 30
Critical language awareness
In Weeks 29 and 30 learners are going to look beneath the surface of
texts. They will focus on unprepared and critical reading of letters to the
press, developing their critical language awareness, evaluating messages in
texts, writing a letter to the press and exploring denotation, connotation,
assumptions and implied meaning.
Week 29
Activity 115
Listening and speaking (LB p. 234)
Earlier this term (Activity 100) learners looked at different sections in
newspapers, so they should be familiar with the page that contains letters to
the press (also known as letters to the editor). Tell learners that in this activity
and in Activity 120 they are going to present prepared reading. Before they
do this, let learners work in groups to discuss Question 1, in order to revise
what letters to the press are, their function, and who writes these types of
letters. Take feedback and then allow learners to continue working in groups
to revise what the presentation of prepared reading entails.
Facilitate a class discussion, using learners’ feedback to talk about some
presentation tips e.g. varying volume and tone, how to stand, what to do
if you cannot pronounce a word or get nervous. Also outline and discuss
the main criteria that are used to assess prepared reading, making sure that
learners understand what each one involves:
• fluency (reading smoothly without hesitation)
• articulation (pronouncing each word clearly)
• expression and tone (putting feeling into your voice to show excitement,
fear, happiness, etc.)
• eye contact (connecting with your audience)
• volume and projection (making sure everyone can hear and that your
voice is not monotonous)
• rate and pace (the speed of your reading, making sure this varies
according to the content).
Hand out copies of letters to the press, and tell learners to practise reading
these. Once they feel comfortable reading their texts, they can read them to
their group, asking their group to provide critical feedback. They can then
incorporate this feedback into further practice.
Observe their practices as well as their informal presentations to their groups
and make notes of problem areas. Discuss these with the class, providing
suitable strategies for overcoming the problems. Praise learners for the
positive things you have noticed. Remind learners to keep practicing their
reading throughout the week, for formal presentation in Week 30. Also
remind them that part of prepared reading involves comprehension, so they
must make sure that they understand the text.
term three • WEEK 29
Eng Gr11 TG.indb 183
183
2012/08/09 9:47 AM
Formative assessment
Use learners’ feedback, your discussions with them, and your observation of
their reading practice sessions to assess whether or not they are able to:
• describe what letters to the press are, their function and why people write
such letters
• list criteria that are used to assess prepared reading and explain what
these entail
• incorporate suggestions for improvement into their reading practices
• use strategies to improve their reading techniques.
Activity 116
Reading and viewing (LB p. 235)
By now learners should be quite familiar with letters to the press (editor),
and know why newspapers have this page and what types of issues people
write about. Allow learners to work in groups to discuss Question 1.
Use their feedback to open up a discussion on freedom of speech in a
democracy, highlighting how this ‘right’ creates public space for people to
express their opinions on issues. Discuss how this often means that people
are quite subjective in their letters to the editor, resulting in points of view
that are not based on facts and which can be quite divisive, and cause conflict.
You could use an example (theoretical) of a letter to the press from middleclass person condemning workers’ strikes, highlighting how such letters often
do not look at the reasons for the strikes, but only at the impact they have on
a segment of the public. Point out how when this happens, such letters are
not only divisive (they often use terms like ‘them’ and ‘us’); they also do not
present the whole story (e.g. we do not get the workers’ perspective).
Learners then continue working in groups to scan the letter to the editor in
the Learner’s Book (Question 2). Make sure they remember what scanning
is and how to scan. Take feedback and then let learners continue working in
groups to read and discuss the Focus on Reading. (Depending on the level
of your class, it may be best to work through this Focus on Reading with the
whole class, since it deals with the crucial aspects of critical reading. If you
do this, spend time discussing each bullet point in turn.)
Once learners have read and discussed the Focus on Reading, and you are
sure they have grasped the basics of critical reading, they should then work
individually to answer Question 4. (If you think pair work will benefit
learners, permit this. You may also consider doing Question 4 as a whole
class task, depending on the needs of your learners.)
Formative assessment
Use your discussions with learners, as well as their oral feedback and written
answers, to assess whether or not they are able to:
• distinguish between fact and opinion
• explain why letters to the press
– are often highly subjective and emotive
– can be quite divisive
– often do not provide the whole story
• use intensive and critical reading skills to answers questions based on
a text.
184
Eng Gr11 TG.indb 184
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Suggested answers
Allow some leeway in learners’ answers, since they could vary in wording
and meaning from those suggested. Ensure, however, that learners’ answers
make sense and are expressed in grammatically competent English.
2 a Immigrants (non-citizens) must go back to their own countries.
b Subjective; learners’ own answers, which could include the following:
no specific facts presented; emotive language (sick and tired);
prejudiced terms (aliens).
4 a Highly subjective point of view
b He is referring to citizens of the country.
c He is referring to the immigrants/foreigners.
d To be divisive, to cause conflict.
e Derogatory term for foreigner; he uses it to insult foreigners, show
his lack of respect for them, to indicate that he thinks ‘we’ are
superior to ‘them’.
i Immigrants; non-citizens; illegally here; aliens
iiNon-citizens and aliens have negative connotations – he uses
them to show his dislike of immigrants, his lack of respect
for them and his feelings of superiority. These terms show his
prejudice and bias.
f Pronouns used in the letter:
iDivides people living in the country up into us and them:
‘we’/‘them’ ‘our’/‘those’; ‘their’/‘we’
iiHe is being divisive; he wants readers to identify with his point
of view that ‘we’ (all citizens) feel the same about ‘them’
(immigrants).
Teacher’s resource: Critical reading
Stages in the reading process
Different types of tasks can be designed for
developing critical reading strategies among learners
in the context of the three stages in the reading
process: the pre-reading stage, the while-reading
stage, and finally the post-reading stage.
Strategies for the pre-reading stage
In conventional pre-reading activities, learners are
asked to do the following:
• find answers to given questions based on
the text;
• give their personal opinion about the topic;
• predict the continuing text.
In critical pre-reading activities, learners can be asked
to consider:
• the reason the author is writing about the topic;
• the whole range of ways to write a particular text;
• the generating of their own list of questions.
Thus, in critical pre-reading activities learners can be
asked to provide answers to questions that are not
text-based, but are based around the text. This will
develop in them a critical awareness of how and why
term three • WEEK 29
Eng Gr11 TG.indb 185
texts are written. Some questions that learners can be
asked to consider are:
• What is the topic/title of the text? What does it
tell me?
• What is the purpose of the writing: to inform,
persuade or entertain?
• How is the topic written? Is the style formal or
personal? What other ways are there of writing
about the topic?
• What is the genre of the text: a letter, an article in
a newspaper, an essay, an advertisement?
• Who is the writer? How much do you know
about him/her?
• What does the information reveal about the
writer?
• What other information is revealed about the
period when the text was written, for example?
• Who is the reader?
One point that teachers need to bear in mind is
that texts cannot be understood as self-contained
products, as they are always produced in a social
and cultural context. Generating questions such as
the above helps learners view texts from a wider
perspective. Attempts to answer questions about
185
2012/08/09 9:47 AM
the context in which a text was written, or to gather
information about the background of the writer, will
help learners understand the text’s social, political,
historical, and cultural context. Previewing for genre
will equip learners with a set of expectations to guide
their reading.
By making a tentative decision about the genre of
a text, learners will be able to find out why the piece
was written, and how the writing situation affected
the particular way it was written. In the process they
will also develop problem-solving and interpreting
strategies. Thus, at the pre-reading stage, it is possible
to generate questions around the text, which will
enable the reader to look at the text critically.
Strategies for the while-reading stage
What is generally done at this stage while teaching
reading comprehension is that texts are brought
into the classroom or are reproduced in a textbook.
These texts are then treated to various forms of
analysis, such as asking learners to provide answers to
multiple-choice questions, true or false statements,
or particular questions. Although these activities
contribute to fostering higher-level critical literacy
skills, they are not sufficient. Reading should be
treated as a creative and challenging activity where
learners’ questioning and interpretive abilities are
triggered. Learners at this stage can be asked to
read and react to content and language in a text by
annotating and analysing.
Annotating
The strategy of annotating is essential to critical
reading because it focuses the reader’s attention on
the content and language of the text. As learners
read, they can be asked to annotate directly on the
text. Three useful ways of annotating are underlining,
questioning and outlining.
• Underlining: As a first step, ask learners to read
through the passage and underline difficult
words and phrases, while getting a general
idea of the whole passage. Next, ask them to
figure out the meanings of these words and
phrases from context, and if necessary, look
them up in a dictionary or another relevant
book, encyclopaedia, etc. The answers can be
discussed as a group with constant input from
the teacher.
• Questioning: Questions are the most notable
aspect of the annotations. Next, you could get
your learners to read the text again and express
their doubts in the form of questions in the
margin. Initially, questions would reflect learners’
lack of knowledge as these questions would
186
Eng Gr11 TG.indb 186
•
identify information that is needed. They may
even represent doubts, confusion, or comments.
Outlining: Outlining helps to focus on the
most important ideas of a text, separating what
is central from what is peripheral. Outlining
also shows how information is organised and
supported in a text. Like the other activities,
outlining can be done as a group activity. Ask
learners to identify the main ideas in each
paragraph and look for sentences that carry the
main thrust of the arguments. For this purpose,
remind learners that:
–writers generally place the main thrust of
their arguments either at the beginning or
the end of a paragraph
–connectors such as: as a result of,
consequently , etc., play a crucial role in
advancing the main thrust of the writer’s
argument. Similarly, other connectors such
as for example, firstly, in addition, reflect
supporting arguments. By actively searching
for such connectors, learners are able to
focus on the most important ideas of a text,
separating what is peripheral from what is
central.
Having gone through the processes of underlining,
questioning and outlining, with each activity
providing the basis for the subsequent activity,
learners are bound to have a good understanding of
the writer’s stand.
Analysing
Having identified the main thrust of the writer’s
arguments from outlining, the learners next have to
be guided to analyse arguments and language.
Arguments: An argument is basically a group
of statements that have a special relationship to
one another: One of the statements (the claim or
conclusion) is asserted as true, on the basis of the
other statements, which give reasons, evidence, or
assumptions. Some questions that the learners can
be encouraged to ask are:
• What point is the writer attempting to establish?
• What is being asserted as true?
In addition to identifying the main argument or idea
in each paragraph, learners can be given a checklist
of questions that they can bear in mind while reading
texts to evaluate arguments such as the following:
• Why should I accept this claim as true?
• What reasons or evidence does the writer give
for this claim?
• On what basis should I accept this claim?
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
A critical reader seriously thinks about what s/he is
reading. This means that s/he:
• does not believe everything s/he reads;
• questions everything that doesn’t make sense to
him/her
• analyses arguments;
• discounts arguments based on faulty reasoning;
• has good reasons for believing some things and
not believing others.
•
•
•
why the writer uses them, the purpose they
serve, the meaning they convey;
the use of modal verbs, what they convey about
the writer’s attitude and mood: affirmative,
negative, imperative, or interrogative;
the use of connectors, not just to convey ideas,
but also to convey the writer’s stand or position
on the matter.
Strategies for the post-reading stage
So a very important critical reading skill is to be able
to distinguish fact from opinion. This is an essential
first step in acquiring critical reading ability.
One way of doing this would be to give learners
several sentences expressing facts and opinions
and ask them to differentiate between the two. It is
important to make learners aware of how language is
used to express facts and opinions.
Language: One way of analysing language is to look
for patterns or repetitions of any kind such as:
• repetitions or patterns of recurring images;
• repeated descriptions;
• consistent ways of characterising people or
events;
• repeated words and phrases, examples or
illustrations;
• reliance on particular writing strategies;
• use of opposites/opposing ideas to reveal
contrasting perspectives;
• use of figurative language to reflect the authors’
attitudes, tone, and feelings.
An important question to consider is how such
figures of speech in a text are used, which reveals
something of the writer’s feelings about the
subject. Taking note of these language devices can
provide insights into the tone of writing and the
text’s emotional effect on the reader. So, important
questions to ask learners to consider are:
• Does the author write emotionally?
• Does s/he use sentiment, name calling, or other
emotional means to make his/ her point?
Thus, central to the idea of critical reading is an
awareness of the role that language plays in
conveying an ideological message. The analysis of
language can be very useful for ascertaining the
writer’s ideology. Learners can also be made aware of
the following:
• the use of inclusive and exclusive pronouns to
represent self, subject, reader, etc.;
• the way nouns function, i.e., as actors or acted
upon, and the reasons for their selection;
• the kinds of verbs used: action verbs, verbs
denoting mental processes etc.;
term three • WEEK 29
Eng Gr11 TG.indb 187
The logical strategy to use at the post-reading stage
is to extend the understanding obtained from texts at
the pre-reading and while-reading stages into writing
tasks, such as summarising, evaluating, synthesizing,
commenting, and reflecting.
Summarising is an excellent way to learn from
reading and, most importantly, to remember what
is read. But a summary writing task does not have
to be just a summary. Learners can also be asked to
evaluate, to synthesize, to comment, or to reflect
on what they have read. All of these strategies will
help learners to consolidate in writing the critical
understanding and interpretation that they have
derived from their interaction with the text or texts.
Pedagogical implications
The implications for adopting and adapting these
strategies in the classroom can be discussed under
two broad headings: methodology and materials.
Methodology
The teaching methodology advocated for the
classroom would be one of group work and
cooperative learning. If the class size is large, and
learners are generating their own questions rather
than discussing answers to teachers’ questions, group
work is definitely more efficient. The effectiveness of
such group activities would, of course, depend on the
teacher, whose role becomes even more crucial. A lot
of thought and planning would be required outside
class in choosing materials and organising lessons
that focus on developing critical reading abilities.
Once the focus and direction are set in class,
there will be very little teacher-talk. The role of the
teacher is that of a facilitator who walks around the
class listening to discussions, guiding learners to keep
their discussions focused, and giving them input
wherever necessary. This implies that the learners
take responsibility for their own learning.
Since learners would be gathering information in
the classroom, dictionaries and reference books and
other relevant materials have to be made available.
Alternately, work involving dictionary searches or
research about the writer can be given as homework
assignments.
187
2012/08/09 9:47 AM
Materials
Research shows that critical reading can be taught
and that learners do not become critical readers
without instruction. Reading experts also confirm
that the reading process becomes a critical act if
the learners are challenged by provocative reading
materials and learning activities.
Based on the characteristics of critical reading,
which is to question, analyse and evaluate texts,
a wide variety of materials is necessary for critical
reading: books, advertisements, passages from
textbooks, warning notices, excerpts from novels,
magazines, and newspapers in particular. Newspaper
Activity 117
editorials that present conflicting viewpoints can
be used to encourage learners to share their initial
thoughts on the topic. Teachers could also have
learners focus their attention on the editor’s use of
emotional language and then have them rewrite
each emotive sentence found in the editorial to make
it more objective and less emotional. Yet another
strategy would be to make learners aware of the
way language is used for simple reporting, versus
straightforward expression of approval or disapproval.
(Source: Adapted from http://eca.state.gov/forum/vols/vol35/no3/
p24.htm)
Language (LB p. 237)
From reading and discussing the letter to the editor in the previous activity,
learners should have increased awareness of the fact that language is seldom
neutral and that we often use language to express our specific points of view
or to manipulate people. To illustrate this point, ask learners to think about
how their tone and choice of words change when they are asking different
people for permission or to do something for them: a parent or caregiver, a
close friend, an acquaintance, a sibling, a teacher, the principal, and so on.
Use Question 1 to discuss how language, in addition to being broadly divided
into literal and figurative language, can also be categorised into connotative
and denotative language. Define these terms, using learners’ feedback to
Question 1. Talk about how connotative language can often have positive or
negative connotations, and how we use these meanings to shape the purpose
of our written and oral texts.
Learners work in pairs to read and discuss the Focus on Language. Take
feedback, making sure they understand what the term ‘reading between
the lines’ means and how we can use the connotative meaning of words to
add layers of subtext to our texts. Learners then work in pairs to complete
Question 3, although – depending on how well they have grasped this
concept of denotation and connotation, you could use Question 3 as a whole
class activity that lays the foundation for Questions 4 and 5. Whichever
approach you use, take feedback on Question 3 before learners complete
Questions 4 and 5. They should work individually to complete these
questions.
Formative assessment
Use your interaction with the class, as well as learners’ oral feedback and
written answers, to assess whether or not they:
• show an understanding of the differences between and functions of
denotative and connotative language
• understand that words and expressions can have positive and negative
connotations
• identify connotations and explain their meaning.
188
Eng Gr11 TG.indb 188
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Suggested answers
Allow for some variation in learners’ answers from those suggested,
especially for Questions 3 and 5 where some measure of subjectivity
is involved.
1 Two examples:
a Positive message: very well-off; negative message: filthy rich
b Learners’ own answers, but they should mention factors such as the
intrinsic meaning of the words themselves: ‘well’ is a positive word,
meaning healthy, happy and so on, which gives ‘well-off ’ a positive
connotation; whereas ‘filthy’ means very dirty, with filth associated
with disease, thus giving ‘filthy rich’ a negative connotation, that
implies that wealth is ‘sick’ and has been achieved by dubious means.
3 Replacing words:
a freedom fighters = positive; negative = terrorists
b facetious = negative; positive = light-hearted; frivolous; witty
c domineering = negative; positive = strict.
d chubby = positive; negative = fat; overweight
e talkative = negative; positive = communicative; conversational
4 Matching words: slim & skinny; generous & extravagant; extrovert &
show-off; brave & reckless; chat and gossip; encourage & incite. Learners’
own sentences, but ensure they make sense and are grammatically
correct.
5 Letter to the press:
a immigrant
b denotative: the word has no deeper or hidden meaning; it means
exactly what it is
c non-citizens; aliens
d negative connotations (‘non’ and ‘alien’ both have negative
connotations of not belonging)
e visitors; newcomers; settlers.
Activity 118
Reminder
Note that in Activity
123 you should provide
learners with remedial
worksheets that you have
developed, based on
common and recurring
errors in their written
work.
Writing and presenting (LB p. 239)
In this activity learners are going to write a response to the letter by Fanie
Grobbels (Activity 116) to counter his point of view. Revise the format of
a letter to the editor with the class, and then work through the Focus on
Writing, focusing on important aspects of this type of letter:
• formal style and register
• conciseness
• structure
• use of nom de plume.
Learners can then use the process-writing method to write their first drafts.
In other words, they must:
• brainstorm to generate counter arguments
• develop a plan or framework for their letters
• write the first draft.
You should check their first drafts to ensure that they have used the correct
format and that style and register are appropriate.
Formative assessment
Use your interaction with learners, as well as their first drafts, to assess
whether or not they are able to:
term three • WEEK 29
Eng Gr11 TG.indb 189
189
2012/08/09 9:47 AM
•
•
explain what writing a response to something (letter to the editor, in this
case) means
use the correct format, style and register to write the first draft of a letter
to the editor.
Activity 119
Language (LB p. 240)
This activity continues looking at the sub-textual meaning of texts that began
in Activity 117 when learners looked at denotation and connotation. In this
activity, however, we go one step deeper in that learners now look at texts
where – because information is omitted – the reader has to work out what
meanings the text could have. In this case, we talk about ‘implied’ meaning.
Learners also look at assumptions in texts, where texts make statements
based on assumed truths that do not necessarily correlate with facts.
This is quite an abstract part of the curriculum and so is fairly difficult
to teach. The best way to introduce learners to implied meaning and
assumptions is to provide the class with an example that they can discuss. For
example, show them a picture of a person, and ask them to say what they
think about the person:
• where the person lives
• what type of job he or she has
• whether or not he or she is married and has children
• what type car he or she drives
• whether or not he or she is a kind or cruel person.
Learners will have to make judgements about the person in the picture, using
what the person looks like, to infer certain things about him or her. They will
also draw on their own assumptions to make certain decisions. For example,
if the person is well dressed, they may draw on their assumption that welldressed people are wealthy and so say that this person lives in a big house and
drives a smart car.
Once learners have begun to grasp how we use assumptions and inferences
to make meaning of (or interpret) situations, let them work in pairs to
complete Questions 1 and 2. Take feedback, making sure that learners
understand how implied meaning and assumptions function in the pairs of
sentences. You should then work through the Focus on Language with the
class, looking at how implied meaning refers to what is unsaid (the reader
then makes the meaning) while assumptions are often based on statements
that have no evidence, or that use generalisations and stereotypes. Learners
can then work individually to complete Questions 4 and 5.
Formative assessment
Use your discussions with learners, as well as their feedback and written
answers, to assess they extent to which they are able to:
• explain what implied meaning and assumptions are
• explain the purpose of implied meaning and assumptions in texts
• identify implied meaning and assumptions in texts
• interpret implied meaning and assumptions in texts.
Suggested answers
Because there is quite a high degree of subjectivity involved in this activity,
allow variation from the suggested answers. Ensure, however, that learners
190
Eng Gr11 TG.indb 190
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
express themselves clearly, in grammatically correct English, and that they
can justify their answers.
1 a The first sentence
b A range of possible meanings – accept all answers that make sense.
2 a The second sentence
b Because it provides no evidence; instead it bases its assertion ‘you
cannot trust them’ on a generalised stereotype that poor people
cannot be trusted.
4 Some possibilities are suggested, but accept all answers that make sense
and can be justified.
a That the person must have stolen it because he or she obviously
could not afford it
b That the person is dressed very revealingly
c That the speaker is a person in authority
d That the speaker means the opposite
e That the speaker thinks the other person is incompetent
5 Note that most assumptions in this text are based on stereotypes and
generalisations: That girls like being indoors; that girls only talk about
superficial things (clothes); that girls wear pink; that boys play sport; that
boys prefer outdoors to indoors; that boys like blue; that boys are rough
and tough.
Week 30
Activity 120
Listening and speaking (LB p. 242)
In this activity learners present the prepared reading they started practising in
Activity 115. They should take turns to read their letters to their groups.
Formative assessment (Group)
Group members can use the simplified assessment grid in the Learner’s Book
to assess one another. You can use or adapt the same assessment grid if you
wish to assess learners.
Activity 121
ng
Ex t
d ed r e a
di
en
Reading and viewing (LB p. 243)
You can introduce this activity by quickly revising some of the main elements
of literature, asking learners to name these and to summarise each one
and its purpose. From learners’ feedback, single out ‘theme’ for additional
discussion, asking learners why writers (including poets) include themes in
their work. Talk about how we can also use the term ‘message’ as a synonym
for theme, in that theme is what the writer essentially wants to communicate
to the reader. In this respect, point out how fiction is sometimes
instructional. Talk about how, as a genre, fiction exists to entertain us, but
it also sometimes teaches valuable lessons (without preaching), and that
themes (or messages) are the expressions of the lessons that writers want us
to learn.
Then discuss the importance of critically evaluating the theme or message
in a literary work to decide whether or not you think it is valid or has merit.
Use this as a point of departure to get learners to explain how they evaluate
things in their daily lives, such a new CD that they bought. Talk about how
we are evaluating things all the time, often quite subconsciously, because we
are engaged in making on-going decisions about whether or not we like or
term three • WEEK 30
Eng Gr11 TG.indb 191
191
2012/08/09 9:47 AM
approve of things. In other words, to use the informal expression, we spend
time ‘checking things and people out’.
Once learners understand the concept of evaluation, get them to read and
discuss the Focus on Literature. You may wish to read it with learners,
discussing each point as you go along. Make sure that learners understand
the types of questions they must ask about a text in order to evaluate it.
They should also be able to explain the different techniques they can use to
evaluate a text.
Learners then read the short story by South African novelist and short-story
writer, Pauline Smith, called ‘The sisters’, to get an overall idea of what it is
about. Since we have provided the whole short story, which is fairly long, you
may want to – depending on the needs of your learners – read it with them,
discussing each section in turn to make sure they are following the plot and
understand the key vocabulary. Whichever approach you use, make sure
that you ask learners to outline what the story is about, before they answer
Questions 4 to 6. Although learners should work alone to answer these three
questions, you could allow pair work, if you think this will benefit learners.
Make sure that you take feedback after Questions 4 and 5, because learners
need to understand the key vocabulary and expressions in the short story, in
order to engage with issues related to theme (message) and its evaluation.
Formative assessment
By this stage, it is important that learners have a good grasp of most aspects
of literature, and can work with them in a meaningful way. As this activity
focuses on one of the central aspects of literature, namely theme or message,
use your interaction with learners, as well as their feedback and written
answers, to assess the extent to which they are able to:
• explain what theme or message in literature is
• explain the function of theme or message in literature
• explain what evaluation means and why it is important to evaluate theme
or message in literature
• identify the theme or message in ‘The sisters’ and evaluate it.
Suggested answers
Note that due to the interpretative nature of literary analysis, learners’
answers may vary from those suggested. Accept answers that make sense,
ensuring that learners have expressed themselves in grammatically correct
English.
4 a Scanning for vocabulary:
Word
Grammatical function
Meaning
i
eldest
Adjective of comparison in the superlative form
Tells the reader that she has two younger sisters
ii
fair
Adjective that gives us more information about
what kind of ‘share’ the father wants to get
Reasonable, just
iii presently
Adverb that describes when he said what he said After a short while
iv bankrupt
Adjective that describes the condition that Jan
Redlinghuis wants to force the father into
Without money; unable to meet expenses
Noun
An agreement
v
bargain
vi weaker
192
Eng Gr11 TG.indb 192
Adjective of comparison in the comparative form Tells us what was happening to her, gradually,
day by day: she was losing her strength and
energy
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
b Scanning for expressions:
Expressions
Information
i
to give in to
To accept or admit defeat; to yield
ii
all she cared about
The only thing she wanted
iii lost more money than ever before
Never lost more money than he has now lost
iv did not know which way to turn
Desperate; not knowing how to solve a problem
v
In a position of not being able to escape from,
or avoid a problem
5
6
back was up against the wall
aThe father was stubborn and bitter, always fighting with his
neighbour about water rights, so that he can gain wealth, status and
material possessions; the mother was very gentle and just wanted
peace in the house and her children to be happy and around her.
b It has the effect of emphasising the amount of increasing pressure Jan
Redlinghuis was putting on the narrator’s father.
c ‘This’ refers to the bonding of some of his (the father’s) lands to Jan
Redlinghuis. It was unwise, because it meant that Jan Redlinghuis
indirectly ‘owned’ the father’s lands, and that he ( Jan Redlinghuis)
was entitled to take the land as compensation if the father could not
pay his debts to Jan Redlinghuis.
d She decides that even though she does not like Jan Redlinghuis, she
will marry him, so that he will let her father have access to the water.
Her belief in God (‘God will help me’) gives her the confidence to
make the sacrifice.
e She loves her sister very much and is willing to suffer to make her
happy; she is brave and outspoken (e.g. she says to Jan Redlinghuis
that he is a ‘sinful man’ and ‘a little mad’).
f She views God as someone she can bargain with, and believes that if
he does not hold up his side of the bargain (to save Marta) then he
does not exist. This seems to show that she thinks God is merciless,
since he does not save Marta. She loses her faith in God. Learners’
own views regarding their opinion of her attitude.
g She is referring to the suffering that the fight over the water has caused.
aShe learns that it is not our place to judge others, and that being bitter
does not achieve anything. She regains her faith in God and forgives
her father.
b Possible moral messages or lessons include: the danger of greed; love
of money causes suffering; people must learn to compromise to avoid
suffering; bitterness is destructive; it is not our place to judge others;
we cannot bargain with God; forgiveness brings peace. Learners’ own
views regarding whether or not they can learn anything from the
messages in this story.
c Learners’ own views. Ensure they provide substantive seasons for
their point of view. (They should say that it is not depressing because
although many depressing things happen in the story, it is ultimately
about the redemptive power of forgiveness.)
Extension work
You could encourage learners who enjoy a challenge to read other works by
Pauline Smith, either from her collection of short stores (‘The Little Karoo’)
or her only novel, The Beadle.
term three • WEEK 30
Eng Gr11 TG.indb 193
193
2012/08/09 9:47 AM
If you have identified learners who still have some difficulty in identifying
and discussing themes, form a small group with them (no more than about
four per group).
Give them a short story that is well known, such as ‘The Tortoise and the
Hare’. After you have read it with them, ask them to describe the subject of
the story (i.e. what it is about, overall). Since these learners struggle with
the concept of theme, it is quite likely that they may say something like:
‘It is about races’. Without undermining their efforts, push them to think
about the ideas in the story. After some prompting and leading, they should
arrive at some of the more abstract ideas in the story such as ‘boasting’ or
‘persistence’. Once you have a list of such ideas, ask them what the story is
saying about, for example, ‘persistence’. Some of them might still miss the
point, but usually they arrive at the thematic statement that persistent effort
always pays off in the end.
Teacher’s resource: Background information on Pauline Smith
Pauline Smith was born in Oudtshoorn in the Cape
Province in 1882, and educated in Britain from the
age of 13. She returned to South Africa for a short
while where she wrote ‘The Sisters’, which was
published in 1915 and formed part of her collection
of short stories called The Little Karoo (published in
1925). She wrote only one novel, The Beadle in 1926.
‘The Sisters’ chronicles the dealings of two rival
farmers, one of whom is driven to madness by his
desire to extend his property. In his blind desire to
Activity 122
Reminder
You can use or adapt
the rubric in the Extra
resources section of this
Teacher’s Guide to assist
you in assessing learners’
letters.
acquire water rights from his neighbour, Burgert de
Jager offers his daughter Marta to Jan Redlinghuis,
who owns the land de Jager wants. Redlinghuis
rebukes Sukey, Marta’s sister, when she offers herself
in place of her delicate sister. Eventually, Redlinghuis
humiliates Marta by treating her as property, and
she dies. Sukey is left trying to understand the
situation in terms of the Christian meaning of sin
and redemption.
Writing and presenting (LB p. 249)
In this activity learners complete two tasks related to the letter to the editor
that they started in Activity 118:
• they complete their letters
• they write a diary entry about their feelings regarding the letter in
Activity 118 and how they feel about people from other countries living
and working in South Africa.
First let learners work in pairs to complete their letters. Provide them with
any feedback from when you checked their first drafts, reminding them to
check the following when they edit their first drafts:
• format and layout
• register and style
• language, including spelling and punctuation
• tone and vocabulary.
They should also check that the sentences within the paragraphs flow
logically and that the paragraphs link together so that the letter forms a
coherent whole. Stress that they must ensure that the content of their letters
is a rebuttal of Fanie Grobbels’ subjective and prejudiced letter, which means
they must avoid excessive subjectivity as well as vocabulary that is offensive,
implied meanings, and assumptions.
194
Eng Gr11 TG.indb 194
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
You can set the second part of this activity – diary writing – for homework.
Ensure, however, that you spend some time discussing the following before
learners write their diary entries:
• the purpose of diaries – personal reflection and recording of events
• their format – usually in a special book (journal) with a page or a section
of a page for each day)
• the text structure (which can include format) – regular, dated entries,
concise texts, although some people write more detailed entries that include
descriptions of place and people, and accounts of events and incidents
• language features – generally use the past tense (because they record past
events) and are generally informal in style. Point out though that if they
write a diary entry in an exam, while their style can be informal, they
should not use slang.
You could also ask learners if any of them keep diaries. If some do, ask them
if they would be willing to share what types of information they record in
their diaries, remembering that diaries are personal and private.
Formative assessment
Use learners’ written work (letters) to assess whether or not they have
mastered the requirements for writing this type of letter:
• format
• content
• style, register and tone
• sentence and paragraph cohesion
• language usage (tenses, concord, spelling and punctuation).
You can also take in and assess learners’ diary entries. This need not be
formal recorded assessment, but do ensure that learners are able to use:
• the correct format or text structure (e.g. dated entry)
• an appropriate style and register (informal)
• suitable tenses (generally the simple past) and time connectives, where
relevant (e.g. when recounting a specific event in detail).
Activity 123
Language (LB p. 250)
This activity is basically revision work, focusing on two areas that learners
sometimes find difficult: prepositions and concord. If appropriate, you can briefly
revise the main types of prepositions (see Activity 82) and the basic concord
rules (see Activity 57). Learners can then work individually to complete the two
language questions, as well as the vocabulary development exercise.
If you have developed worksheets for learners, based on common and
recurring errors that occur in their written work, you should let learners
complete these now as well.
Formative assessment
Use learners’ written answers to assess whether or not their language skills
are developing in terms of:
• using prepositions correctly
• identifying and correcting concord errors.
You should also use this activity to check on learners’ vocabulary
development and any other language weaknesses that you have identified.
term three • WEEK 30
Eng Gr11 TG.indb 195
195
2012/08/09 9:47 AM
Suggested answers
1
2
3
4
196
Eng Gr11 TG.indb 196
Prepositions:
a People should communicate effectively at home and at work.
b I study at the library in the afternoon and at home at night.
c I read the story in the newspaper and saw a programme about it
on TV.
d Freedom of the press is important in a democracy.
e I will read the book on Sunday night, when I am in bed.
Concord:
a When you read a newspaper, you must always look for bias in
the articles.
b Letters to the editor are written by people who want to express their
points of view on current issues.
c The students at the university were demonstrating against the high
fees that the university wants to charge them.
d Censorship is when books, movies, newspapers and magazines
are officially examined and the parts that are unacceptable to the
authorities are not allowed to be published.
Use the memorandum for the remedial worksheets you have developed
to mark this question.
It is not possible to provide model sentences, since learners’ sentences
will all vary. However, make sure that they have written grammatically
correct sentences that clearly show the meaning of the expressions
and words.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
term four
Getting on …
As learners move into Term 4, the expression
‘getting on …’ has multiple meanings for them.
They are moving ahead, coping with schoolwork
and their lives, and relating to others. It is in this
multi-layered context of ‘getting on’ that learners
will develop the following language skills.
Listening and speaking
• listening for bias and prejudice
• participating in a debate
• listening for procedures and sequences
• listening for appreciation
• informal discussions
Reading and viewing
• critical language awareness
• intensive reading of literary texts
• reading to summarise
• reading for enrichment
Writing and presenting
• process writing
• removing bias and prejudice from texts
• argumentative essays
• procedural texts
• summary writing
• letter of thanks
• exam practice
Language
• passive and active voice
• thesaurus and dictionary work
• synonyms
• verbs
• chronological order
• polite forms and stock phrases
• culturally appropriate forms of address
• register
• idioms, proverbs and sayings
• grammar revision
• vocabulary development
Eng Gr11 TG.indb 197
2012/08/09 9:47 AM
Unit 15
Weeks 31 & 32
Dealing with bias and prejudice
In Weeks 31 and 32 learners are going to look at critical listening, and reading
and writing. They will focus on listening for bias and prejudice, political
speeches, argumentative essays, passive and active voice, and synonyms.
Week 31
Activity 124
Listening and speaking (LB p. 260)
Introduce the activity by asking learners to explain their understanding
of the terms ‘bias’ and ‘prejudice’. They have dealt with these concepts a
number of times this year (and in Grade 10) and should be able to define the
terms quite easily. Ensure that their explanations are along these lines:
• bias – when one is in favour of, or against, one thing, person, or group,
compared with another, usually in a way considered to be unfair
• prejudice – when one has preconceived opinions about people, places or
things that are not based on reason or actual experience, usually resulting
in dislike, hostility or unjust behaviour towards whatever it is that one is
prejudiced against.
Learners work in groups to complete Question 1. Take feedback, asking
them to provide examples of when they have been biased or prejudiced, or
when they have experienced bias or prejudice. They should also talk about
how they felt, and how they imagine the other person felt.
Learners then continue working in groups to read and discuss the Focus
on Listening, using their feedback to make sure they can list some of the
methods they can use to detect bias and prejudice in oral and written texts.
Then read the passage about Rosa Parks to the class. They can make notes
while you read it to them, and then should use their notes and the questions
below to discuss the passage.
Questions
a
b
c
d
e
What type of bias and prejudice can you identify in the text?
Why did these types of bias and prejudice exist in the USA?
What would you have done if you were Rosa Parks? Why?
What types of bias and prejudice exist in South Africa today?
How do you think we can improve human relations in South Africa?
Rosa Parks’ Act of Courage Sparked the Civil Rights Movement in 1955
On December 1, 1955, Rosa Parks was in a hurry. She had a lot of things to do. When
the bus came to the boarding area where she was standing, she got on without
paying attention to the driver. She rode the bus often and was aware of Montgomery’s
segregated seating law, which required blacks to sit at the back of the bus.
In those days in the South, black people were expected to board the front of the
bus, pay their fare, then get off and walk outside the bus to re-board on the back. But
she noted the back was already crowded, standing room only, with black passengers
even standing on the back steps of the bus. It was apparent to Rosa that it would be all
but impossible to re-board at the back. Besides, bus drivers sometimes drove off and
198
Eng Gr11 TG.indb 198
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
left black passengers behind, even after accepting their fares. Rosa Parks spontaneously
decided to take her chances. She paid her fare at the front of the bus, then walked
down the aisle and took a seat toward the back but still in the area reserved for whites.
At the second stop after she boarded, a white man got on and had to stand.
The bus driver saw the white man standing and ordered Rosa Parks to move to
the back. She refused, thinking “I want to be treated like a human being.” Two police
officers were called, and they arrested Rosa. She was taken to City Hall, booked,
fingerprinted, jailed, and fined. Her arrest and subsequent appeal—all the way to
the U.S. Supreme Court—were the catalyst for a year-long boycott of Montgomery,
Alabama’s buses by blacks, who composed 70 percent of the bus riders.
The boycott inspired Martin Luther King, Jr., to become involved. The boycott
ended when the Supreme Court declared Montgomery’s segregated seating laws
unconstitutional. Rosa Parks’ unplanned defiance of the segregated seating law sparked
the Civil Rights Movement. This Civil Rights Movement has not only promoted social
and economic justice for African Americans, but has also served to inspire other
groups to organize to advocate for their civil rights. These groups include other racial
and ethnic groups, women, and the elderly, persons with a disability, and gays
and lesbians.
(Source: Marie Ragghianti, “I Wanted to Be Treated Like a Human Being,” Parade Magazine,
Jan. 19, 1992, pp. 8–9)
Remind learners that they should use skills such as the following in their
discussions:
• initiate and sustain conversations
• use turn-taking conventions
• fill in gaps and encourage the speaker
• clarify meaning where necessary
• give and justify opinion; negotiate a position
• share ideas and experiences
• ask and respond to questions to sustain communication
• promote the aims of group work by taking on leadership and other roles
• respond to language, gestures, eye contact and body language
• signal interest and attention appropriately through expression, posture
and gesture.
They should also use formulaic expressions, such as those below, in their
discussions.
Interrupting
• Excuse me, could I …?
• Sorry, but I would like to say
that …
Disagreeing
• Well, I’m sorry, but I beg to
differ.
• I really don’t buy that …
• No, I don’t agree that …
Stating point of view
• Well, I feel strongly that …
• In my opinion …
• I really think that …
Guessing
• I’m not sure. Perhaps they …
• It looks like …
• It seems as though …
• It’s difficult to say, but I’d guess
that …
Formative assessment
Use your interaction with learners, as well as your observation of their group
work discussions, to assess whether or not they are able to:
term four • WEEK 31
Eng Gr11 TG.indb 199
199
2012/08/09 9:47 AM
•
•
•
define and explain bias and prejudice
identify examples of bias and prejudice in an oral text
use group work rules and conversation conventions to discuss bias and
prejudice in an oral text.
You can use or adapt this rubric to assist you in assessing learners’ group
work discussions.
Rubric for discussing ideas
Teacher assessment – formative
Name of learner: _________________________________________________ Date: ___________________________
Class: ___________________________
7
Outstanding
The learner is The learner
made
able to share
ideas, show an original,
understanding relevant,
analytical
of concepts,
and
comment on
interesting
experiences
and defend a contributions
to the
position.
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their
ideas and
responded
in a relevant
and
analytical
way, and
extended
and/or linked
the ideas
introduced
by others.
200
Eng Gr11 TG.indb 200
6
Meritorious
The learner
made
original,
relevant,
analytical
and
interesting
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their
ideas and
responded
in a relevant
and
analytical
way.
5
Substantial
The learner
made
relevant and
interesting
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their
ideas and
responded to
these ideas.
4
Adequate
The learner
made
relevant
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their ideas.
3
Moderate
The learner
made
relevant
contributions
to the
topic being
discussed.
The learner
listened
to other
learners
expressing
their ideas
some of the
time.
2
Elementary
The learner
tried to talk
about the
topic and
tried to listen
to other
learners.
1
Not achieved
The learner
did not speak
on the topic
or listen
to other
learners.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
7
Outstanding
The learner is The learner
able to initiate could
start off
and sustain
discussions
conversation
about the
by
demonstrating sub-topics
in a way
appropriate
that invited
turn-taking
others to
conventions,
join. He/she
filling in
could play a
gaps and
supportive
encouraging
role in a
where
conversation
appropriate.
as well, not
needing to
dominate
every part
of the
conversation.
He/she took
turns to
speak, filled
in awkward
silences
some of the
time and
encouraged
quiet
learners to
voice their
opinions too,
and always
in a sensitive
way.
6
Meritorious
The learner
could
start off
discussions
about the
sub-topics
in a way
that invited
others to
join. He/she
could help
to keep the
conversation
going. He/
she took
turns to
speak, filled
in awkward
silences
some of the
time and
encouraged
quiet
learners to
voice their
opinions too.
5
Substantial
The learner
could
start off
discussions
about the
sub-topics.
He/she
could help
to keep the
conversation
going. He/
she took
turns to
speak, filled
in awkward
silences
some of the
time and
allowed
quieter
learners to
voice their
opinions too.
term four • WEEK 31
Eng Gr11 TG.indb 201
4
Adequate
The learner
could help
to keep the
conversation
going. He/
she took
turns to
speak.
3
Moderate
The learner
took turns to
speak.
2
Elementary
The learner
sometimes
spoke at
appropriate
times.
1
Not achieved
The learn
did not
speak at an
appropriate
time.
201
2012/08/09 9:47 AM
The learner is
able to interact
effectively
in group
discussions
by expressing
own ideas and
opinions and
listening to
and respecting
those of
others, while
engaging with
a range of
issues.
The learner is
able to identify
and challenge
bias and
stereotyping,
emotive,
persuasive and
manipulative
language,
and produce
alternative
ways of
expression.
202
Eng Gr11 TG.indb 202
7
Outstanding
The learner
expressed
his/her
own ideas,
and when
another
learner could
not articulate
his/her idea
in English,
he/she
waited until
that learner
was finished
speaking
then used
more
appropriate
language to
clarify what
that learner
meant. The
learner
used his/her
knowledge
of his/
her own
and other
cultures
to explore
ideas.
The learner
could
identify
stereotyping,
bias and
emotive
language,
and could
challenge
these on
ethical
grounds. He/
she could
also identify
persuasive/
manipulative
language
and suggest
other ways
of using
language.
6
Meritorious
The learner
expressed
his/her own
ideas, and
used his/her
knowledge
of his/
her own
and other
cultures
to explore
ideas.
5
Substantial
The learner
expressed
his/her own
ideas, and
used his/her
knowledge
of his/
her own
and other
cultures
to explore
ideas.
4
Adequate
The learner
expressed
his/her own
ideas, and
used his/her
knowledge
of his/her
own culture
to explore
ideas.
3
Moderate
The learner
expressed
his/her own
ideas.
2
Elementary
The learner
expressed an
idea.
1
Not achieved
The learner
did not
express an
idea.
The learner
could
identify
stereotyping,
bias and
emotive
language.
He/she could
also identify
persuasive/
manipulative
language
and suggest
other ways of
speaking.
The learner
could
identify
stereotyping,
bias and
emotive
language.
He/she could
also identify
persuasive/
manipulative
language.
The learner
could
identify
stereotyping,
bias and
emotive
language
(or any three
other similar
features).
The learner
could
identify bias
and emotive
language
(or any two
other similar
features).
The learner
could
identify
emotive
language
such as
adjectives
with positive
or negative
connotations
(or any one
other similar
feature).
The learner
could not
discuss
bias and
prejudice.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Suggested answers
It is not possible to provide model answers for Question 3, except for (a) but
even there learners may identify different types of bias and prejudice. These
are the main factors to consider in assessing learners’ answers.
• Are their answers reasonable and logical?
• Can they provide solid reasons for their answers?
• How well do they work in groups?
• How articulately do they express themselves?
• How accurate is their language use in spoken English?
Extension work
If there are learners who find these concepts difficult, form a group with
them and use role-plays to enable them to ‘experience’ what it feels like to be
the ‘victim’ of prejudice.
For example, set up a role-play in which a learner or two play the roles
of poor beggars or street children or untidy teenagers dressed very
unconventionally. The other learners could play the roles of a shopkeeper or
a wealthy person or a police officer. Learners then role-play the interaction
between these ‘opposites’ showing how, for example, the shopkeeper is
prejudiced and biased towards the beggar, street child or anti-social-looking
teenager. In this situation, the shopkeeper could say things like: ‘Get away
from here. All beggars are thieves.’ Or ‘Get out of my shop. I know that
people dressed like you only come here to steal.’ The point to drive towards
is how people, like the beggar, street child or anti-social-looking teenager,
feel when they are discriminated against for looking the way they do, even
though they are honest, good people.
You can then use learners’ experiences in such role-plays to emphasise that
bias and prejudice are when you judge people superficially (e.g. based on
what they look like) and then act negatively towards them, based on this
superficial judgement.
Activity 125
ng
Ex t
d ed r e a
di
en
Reading and viewing (LB p. 262)
This activity continues developing the concepts of bias and prejudice by
using critical language awareness (CLA) to examine a newspaper report.
Ask learners to summarise what they remember about critical language
awareness, reminding them that in Term 2 they looked at how people,
including politicians, often use persuasive and emotive language to try to
convince other people to agree with their point of view, and in Term 3 they
found out about critical language awareness. If the class has some difficulty
in recalling the basics of CLA, refer them to the Focus on Reading in Term 2
(Activity 71).
Let learners work in pairs to complete Question 2. You should take feedback
after they have completed part a (scanning for vocabulary), and then again
after they have completed part b (skimming for main idea). Learners should
then work individually to complete Question 3.
As before, depending on the needs of learners, they could work in pairs to
complete Question 3. Alternatively, you could complete this question as a
whole class activity, discussing each question in turn. Learners could then
write down their answers to Question 3 for homework.
term four • WEEK 31
Eng Gr11 TG.indb 203
203
2012/08/09 9:47 AM
Formative assessment
Use your discussion with learners, as well as their feedback and written
answers, to assess whether or not they are able to:
• define and explain the function of CLA
• list the methods they can use to critically interrogate texts
• use CLA skills to critically interrogate a text and answer questions based
on it.
Suggested answers
Allow variation in learners’ answers, because they are based on subjective
interpretation. However, ensure that learners’ answers are in line with those
suggested and that they are grammatically correct.
2 a Scanning:
i the process of dying out until none are left
ii aiming for; directing their hopes/ambitions towards
iiitangible things that can improve one’s life, such as better food,
houses, clothes
iv complete change
v freedom from oppression
vi destroy completely
vii being above others; superior to others
viiibeing under the control of others because they have power over
you
ix facing harsh treatment; having no human rights
x treated unfairly, especially by being paid badly
xi preventing or stopping the freedom of others
b Skimming for main idea: The majority of South Africans are still poor
and oppressed 17 years after democracy and they must rise up against
their exploiters.
3 Before learners answer this question, they must answers questions (a)
to (j), because these answers will inform their answer to this question.
Accept learners’ views, but ensure they provide good reasons and express
themselves in grammatically correct English.
a Although there are attempts to make the article seem as though it
is based on fact, most of the statements made in the article are not
backed up by hard evidence. So, it contains mostly opinions.
b No, or very seldom.
c The people he is writing about, namely the majority of South
Africans who are still very poor.
d They will unite and rise up against those who Malema says are
exploiting and oppressing them (white capitalists).
e The writer (Malema), because he gets more power because poor,
oppressed people will support him.
f No.
g The people who Malema labels as the oppressors and exploiters
(whites in general and rich whites and white-owned businesses
specifically).
h Their wealth, their businesses, and – for ordinary people – their
homes, etc. They also stand to lose their identity as South Africans.
i He uses mostly connotative, emotional language. He uses this type of
language to stir up the oppressed, poor people against whom he sees
as the oppressors.
j It quite militant and inflammatory; strident and aggressive.
204
Eng Gr11 TG.indb 204
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Activity 126
Writing and presenting (LB p. 265)
In this activity learners are going to look at another type of writing that can
be problematic, namely the argumentative essay. Introduce this activity by
asking learners which type of argument they find the most convincing, and
why: a one-sided one, or one that presents a more balanced view of both
sides and then comes to a conclusion.
Although some learners may say the one-sided argument is more convincing,
work with the class to reach an understanding that one-sided arguments
usually rely on prejudice and bias, and are often propagandistic in nature.
Help them to understand that in most cases people like to be presented with
both sides of a story, so that they can decide whether or not they agree with
the conclusion reached. You could refer back to the article, ‘Our people
are facing extinction’ by Julius Malema, to show how this article does not
present any other viewpoint and so it could be considered as being biased and
prejudiced.
Work through this list of factors that can indicate bias, and then let learners
work in pairs to discuss Question 1:
• generalisations and stereotypes
• loaded vocabulary (words with strong connotations)
• use of the passive voice (point out to learners that they will find out
about passive voice in detail in the next activity; here you could just ask
learners what they remember from Grade 10)
• absence of alternative views
• lack of evidence to back up assertions
• use of many opinions and few facts
• tone.
The text in Question 1, being a rather over-the-top description of teenagers,
written from an extremely biased point of view, may help them to
understand the unacceptability of bias, and the need to present ideas in a
more balanced manner. You should stress, of course, that people are entitled
to strong opinions, but that when presenting arguments, one should be more
balanced, even though one supports a particular point of view.
Learners can then complete Questions 2 and 3. Take feedback, letting some
learners read out their reworked texts, and asking others to comment on
how successfully bias has been removed. Learners can then continue to work
in pairs to read and discuss the Focus on Writing. Take feedback, stressing the
importance of structure in this type of essay – the presenting of points and
counter-points, and the three main formats that this structure can take.
Plan (Format) 1
Introduction
Thesis statement
PRO idea 1
PRO idea 2
PRO idea 3
CON(s) + Refutation(s)
Conclusion
term four • WEEK 31
Eng Gr11 TG.indb 205
205
2012/08/09 9:47 AM
Plan (Format) 2
Introduction
Thesis statement
CON(s) + Refutation(s)
PRO idea 1
PRO idea 2
PRO idea 3
Conclusion
Plan (Format) 3
Introduction
Thesis statement
CON idea 1
Refutation (PRO idea 1)
CON idea 2
Refutation (PRO idea 2)
CON idea 3
Refutation (PRO idea 3)
Conclusion
Also stress the importance of avoiding emotional language, not making up
evidence (or using generalisations and opinions as evidence) and using logical
connectors to ensure:
• cohesion within sentences
• cohesion in paragraphs
• coherence between and among paragraphs.
Learners then work in pairs to complete Question 4. Check their plans to
ensure they have structured their argument outlines coherently and logically.
They will complete their essays in Activity 131.
Formative assessment
Use your discussions with learners, as well as their essay plans, to assess
whether or not they are able to:
• explain bias and prejudice
• identify bias in a text
• rewrite a text to remove bias
• understand and describe the structure of an argumentative essay
• develop a plan for an argumentative essay.
Suggested answers
It is not possible to provide a model answer for Question 3 (rewriting the
paragraph to remove bias) but make sure that learners have identified the
‘loaded’ words and used less biased synonyms, as well as other techniques to
remove the bias.
Extension work
Learners face two main difficulties when writing argumentative essays:
• lack of cohesion (linking words and expression incorrectly used)
• lack of structure (not balancing two points of view).
You need to work intensively with learners so that they can master cohesion,
first at sentence level, then among sentences and finally between paragraphs.
To do this, you could provide learners with:
• sets of sentences that they must join with connecting words
• sets of sentences that are jumbled up, that they must put into correct
order
206
Eng Gr11 TG.indb 206
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
•
•
a series of paragraphs that are in the incorrect order, getting them to put
these in the correct order
a series of paragraphs that are in the correct order, but which need better
opening (topic) and closing sentences, in order to improve cohesion
among paragraphs.
Do some oral exercises with learners to familiarise them with the concept
of point and counter-point. For example, get learners to work in pairs, with
each learner making a statement, which the second learner must counter.
Once they have done this a few times, then they can make statements that
contain an increasing number of sentences (starting with two and working
to a maximum of five), which their partners must counter. Here are two
examples.
One-sentence points and counter-points:
A: It is hot.
B: It is cold.
A: I am sad.
B: I am happy.
A: They are wealthy.
B: They are poor.
Two-sentence points and counter points:
A: It is cold. I am wearing a jersey.
B: It is hot. I am wearing a T-shirt.
A: I am sad. I am going to cry.
B: I am happy. I am going to laugh.
A: They are wealthy. They live in a big house.
B: They are poor. They live in a small house.
The point here is for learners to understand that in an argumentative essay,
each argument must be balanced with a counter-argument.
Here an example of an activity you can give learners to practise using logical
connectors.
Logical connectors
Rewrite the sentences below so that they make logical sense. Note: you can combine
sentences, or leave them separate.
1
2
3
4
5
6
7
8
There is no more food left. ______ there are plenty of drinks.
The Concerned Learners’ Club has done well to help the poor. ______ the Help the
Needy Club has done well too.
The police will examine the documents. ______ they will be sent back to the
relevant authority.
The shopkeeper has been making losses. ______ he intends to close down his
business.
Wash the potatoes first. ______ you can peel them.
We have been trying to contact Sibongile for the past few days. ______ we
managed to trace her to a hotel in town.
Life in the countryside may not be as exciting as life in the city. ______ you are
close to nature, which provides peace and quietness.
The dog barks every time we have visitors. ______ it never barks when strangers
knock on the door.
term four • WEEK 31
Eng Gr11 TG.indb 207
207
2012/08/09 9:47 AM
9
Let us not be lazy as we get close to the final exams. ______ we might fail if we do
not continue working hard.
10 Andries has experienced poverty and hardship before. ______ he has a
sympathetic heart towards the poor and needy.
Suggested answers
Learners may come up with different ways of making the sentences more coherent.
Sometimes they may leave the sentences separate, other times they may combine
them, and they could also use different connecting words and a varied syntax. Their
answers may therefore vary from those suggested. However, ensure that whatever
approach they take, that their sentences make logical sense and are grammatically
correct.
1
2
There is no more food left; however, there are plenty of drinks.
Both the Concerned Learners’ Club and the Help the Needy Club have done well
to help the poor.
3 The police will examine the documents. After that, they will be sent back to the
relevant authority.
4 The shopkeeper has been making losses, so he intends to close down his business.
5 First wash the potatoes, then peel them.
6 We have been trying to contact Sibongile for the past few days. Eventually, we
managed to trace her to a hotel in town.
7 Although life in the countryside may not be as exciting as life in the city, you are
close to nature, which provides peace and quietness.
8 The dog barks every time we have visitors. However, it never barks when strangers
knock on the door.
9 Let us not be lazy as we get close to the final exams, because we might fail if we
do not continue working hard.
10 Andries has experienced poverty and hardship before, so he has a sympathetic
heart towards the poor and needy.
Activity 127
Language (LB p. 268)
Although the trend in modern English is towards an increasing use of the
active voice, there are still numerous occasions when it is useful and even
preferable (if not necessary) to use the passive voice. Check what learners
remember about active and passive voice by putting a few active voice
sentences on the chalkboard and asking learners to identify the subject, verb
and object in each one. For example:
The teenager plays football. [subject: the teenager; verb: plays; object: football]
The farmer plants the seeds. [subject: the farmer; verb: plants; object: the seeds]
The teacher teaches the learners. [subject: the teacher; verb: teaches; object:
the learners]
Remind learners that when the subject is before the verb, it shows us that the
subject carries out the action (verb) directly on the object (which receives the
subject’s action). When the sentence is in this form: subject + verb + object, it is
in the active voice, because the subject is acting directly (actively) on the object.
Then ask the learners to put the above sentences in the passive form, so that
the subject and object switch positions. Talk about how when you do this,
the object becomes the focus (the new ‘subject’) with the action carried out
indirectly (passively) on it. Also point out how the verb form changes to the
past participle (3rd form of the verb):
208
Eng Gr11 TG.indb 208
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Football is played by the teenager.
The seeds are planted by the farmers. [Point out here that because ‘seeds’ is
plural, the auxiliary verb (are) must be plural.]
The learners are taught by the teacher. [Focus here on the irregular form
of the past participle, pointing out that learners must memorise these
irregular past participles.]
Learners then work in pairs to read and discuss the Focus on Language. You
should spend adequate time taking feedback from the class to make sure that
they understand:
• the changes that take place in the verb tense in the active – passive
transformation (the auxiliary verb determines tense, for example: is =
present simple; is being = present continuous; the verb form itself is
always the past participle).
• the main reasons for using the passive voice.
Let learners continue to work in pairs to complete Question 2. You may
wish to work though this question orally, with the whole class. Learners that
demonstrate competence in the transformation can then work individually
to complete the activity. You should work with struggling learners (see the
‘Extension work’ below) before they complete the rest of the activity.
Formative assessment
Use your discussion with learners, as well as their feedback and written
answers, to assess they extent to which they are able to:
• remember and repeat past participle forms
• say what the correct auxiliary forms are for different tenses
• explain the basic structure of active and passive voice constructions:
active = subject – verb – object; passive = object – verb (past participle)
– subject
• explain why and when the passive voice is used for different effects
• transform active voice sentences into the passive voice and passive voice
sentences into the active voice.
Suggested answers
Identify any learners who are struggling and give them extra remedial
exercises.
2 Learners’ answers may vary from those suggested, but if they identify
different missing subjects, they must be able to justify these. Make sure
their active voice sentences are correctly structured.
Omitted subject
Active voice
Julius Malema
Julius Malema will lead them in mass marches to the heights of the
economy and of power in SA.
The government
The government has done almost nothing in the transfer of SA’s wealth to
the ownership of the people as a whole.
The government (or the capitalists)
The government/The capitalists will never transform the economy.
The government (or the farmers)
The government has/The farmers have not meaningfully achieved anything
with regard to land reform and restitution. . (An alternative could be …has/
have achieved nothing meaningful with…]
Whites (or the capitalists, or the
government)
Whites/The capitalists/The government treat these communities like subhuman settlements.
term four • WEEK 31
Eng Gr11 TG.indb 209
209
2012/08/09 9:47 AM
3
4
Verbs are bold and underlined; the auxiliary, which gives the verb its
tense, is in bold only.
a In 2005 the largest airport in South Africa opened for business. [Active]
b OR Tambo International Airport has been labelled by its supporters
as the airport for the twenty-first century. [Passive]
c The airport was built on 80 square kilometres of flat land north-east
of the city. [Passive]
d Mismanagement and technological mishaps pushed the final cost to
almost R5 billion, R3 billion over budget. [Active]
e Three parallel runways are designed to handle ninety-nine aircraft
every hour. [Passive]
f The control tower, 100 metres tall, will operate even in severe
weather. [Active]
g An automated underground transit system and a superhighway of
moving sidewalks transport passengers to their gates. [Active]
h Some of the glitches in the R232-million automated baggage system
have been corrected. [Passive]
i Baggage is no longer shredded by the state-of-the-art system. [Passive]
j The baggage system winds for 32 kilometres beneath the terminal.
[Active]
Note that learners should be penalized if they have retained an
unnecessary subject.
a The people trust honest politicians.
b A new leader was voted for (by the people). [‘by the people’ should
be dropped]
c The candidate who spoke out against corruption was trusted by
the voters.
d The smooth-talking politician deceived many people.
e The demonstrating youth who wanted employment gave the
politician a petition.
f The government has drawn up a new strategy to combat crime and
unemployment.
g The xenophobic attacks were started by biased and prejudiced people.
h The learners were told by the teacher that critical reading skills are
important.
i The bank was broken into (by the thieves) and millions of rand were
stolen. [‘by the thieves’ should be dropped]
j The passive voice is used when you want to highlight the object of a
sentence.
Extension work
Encourage learners who enjoy a challenge to be on the lookout for passive
voice usage in texts they read. They could analyse these, summarising their
findings in a table, like the one below. (An example of how this could be done
has been provided.)
Passive sentence
Who is the actual
subject
Effect of passive usage
Reason for passive
usage
The sentence in
active voice
The students
were shot.
Whomever did
the shooting
(unknown
subject)
Makes the doers
(subject) unknown;
places the ‘students’ as
the focus of the sentence
To ‘hide’ the subject;
to focus attention on
the receivers (objects)
of the action
Someone shot the
students.
210
Eng Gr11 TG.indb 210
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
You will probably find that a number of learners find the passive-active /
active-passive transformation difficult. There are usually two main reasons
for this, aside from just not understanding the subject-object reversal. In
doing remedial work, you must first clear up this issue, that basically a
change from active to passive voice involves shifting the position of the
subject and object in a sentence.
You can use the simple ‘person kicks the ball’ demonstration to clarify this
shift. Get one learner to lie on the ground and be the ball. Another learner
moves forward to kick the ‘ball’. Let learners look at this scenario from two
points of view: the kicker and the ‘ball’. The kicker moves forward towards
the ball, so the kicker is carrying out the action on the ball. The kicker is
the subject. This is the active voice: The person kicks the ball. Then let the
learners see it from the ‘ball’s’ point of view. The learner who is the ‘ball’ can
describe the experience of seeing the kicker come towards him or her so that
he or she will receive the action – being kicked. So the ball is the object – the
receiver of the action. So when we look at the situation from the ball’s point
of the view, the ball is receiving the action (is kicked), which gives us the
passive voice: The ball is kicked by the person. Understanding the shift from
active to passive thus involves getting learners to understand the shift in focus
from who is doing the action to who is receiving the action.
Once learners are clear about this change of focus, you can look at the other
two areas that tend to cause problems:
• the change of the verb form
• the change in syntax because the subject – object positions in the
sentence change.
Point out to learners that there is no quick fix here – they must learn the
past participle form of the verbs (especially irregular ones; see below for the
difference between regular and irregular) off by heart. The rest then involves
using the correct tense of the auxiliary (see below for an example). Set a few
past participle forms and auxiliaries for these learners to learn each day for
the next few weeks, and do a quick text with them during the course of each
lesson.
Present
Past
Past participle
play
played
played
eat
ate
eaten
teach
taught
taught
write
wrote
written
Present
Past
Future
is played
was played
will be played
is eaten
was eaten
will be eaten
is taught
was taught
will be taught
is written
was written
will be written
The second challenge that learners often face – as noted above – relates to
syntax. However, once learners have understood the principle of reversal
of subject and object, and once they have memorised the past participle of
verbs and know which auxiliary form to use to denote tense, then the syntax
should become less problematic, since it follows the same basic pattern in
every verb tense form.
term four • WEEK 31
Eng Gr11 TG.indb 211
211
2012/08/09 9:47 AM
The best approach here is to work with learners in small groups, giving them
simple sentences to transform, orally first and then in writing. Move through
the tenses progressively, focusing on simple forms of each one first (starting
with the present simple) before moving on to the continuous and perfect
forms. For example, learners first orally transform the following, and then do
written reinforcement work.
The girl kicks the ball. [The ball is kicked by the girl.]
The boy bakes the cake. [The cake is baked by the boy.]
The mouse chases the cat. [The cat is chased by the mouse.]
The child reads the book. [The book is read by the child.]
The teacher writes a letter. [The letter is written by the teacher.]
You can add to this list until learners get them all correct all of the time, and
then use the same list with plural objects (so that we now have, for example
‘The balls are kicked by the girl’) and for passive transformations in the other
verb tenses.
Week 32
Activity 128
Listening and speaking (LB p. 272)
This activity focuses on developing learners’ group discussion skills. There is
no need for a lengthy introduction to the activity, but you could start off by
asking learners why they think being able to participate in group discussions
is a useful skill. Learners can then work in groups to brainstorm issues they
think are major challenges we face in South Africa today. They should choose
three that they think are critical for the future stability and prosperity of
South Africa.
Before learners start the second part of the activity (Question 2), ask a few
groups to read out their topics. Facilitate a brief class discussion to – with the
assistance of the class – evaluate the suitability of the topics. Then make sure
learners understand what they must do to complete Question 2.
Learners can then carry out their group discussions (they have 20 minutes to
discuss all three topics). You should circulate among the groups to observe
their discussions, making sure that they stay on topic and use group work
and conversation rules and conventions.
Formative assessment
Use your interaction with learners, as well as your observation of their group
work discussions, to assess whether or not they are able to:
• stay on topic
• participate meaningfully and generate good ideas
• use group work rules and conversation conventions to discuss issues
facing South Africa
• write a critical evaluation of their experience in a group work situation.
212
Eng Gr11 TG.indb 212
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
You can use or adapt this rubric to assist you in assessing learners’ group
work discussions.
Rubric for discussing ideas
Teacher assessment – formative
Name of learner: _________________________________________________ Date: ___________________________
Class: ___________________________
7
Outstanding
The learner is The learner
made
able to share
ideas, show an original,
understanding relevant,
analytical
of concepts,
and
comment on
interesting
experiences
and defend a contributions
to the
position.
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their
ideas and
responded
in a relevant
and
analytical
way, and
extended
and/or linked
the ideas
introduced
by others.
6
Meritorious
The learner
made
original,
relevant,
analytical
and
interesting
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their
ideas and
responded
in a relevant
and
analytical
way.
5
Substantial
The learner
made
relevant and
interesting
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their
ideas and
responded to
these ideas.
term four • WEEK 32
Eng Gr11 TG.indb 213
4
Adequate
The learner
made
relevant
contributions
to the
topic being
discussed,
and used
examples to
support his/
her opinions.
The learner
listened
to other
learners
expressing
their ideas.
3
Moderate
The learner
made
relevant
contributions
to the
topic being
discussed.
The learner
listened
to other
learners
expressing
their ideas
some of the
time.
2
Elementary
The learner
tried to talk
about the
topic and
tried to listen
to other
learners.
1
Not achieved
The learner
did not speak
on the topic
or listen
to other
learners.
213
2012/08/09 9:47 AM
The learner is
able to initiate
and sustain
conversation
by
demonstrating
appropriate
turn-taking
conventions,
filling in
gaps and
encouraging
where
appropriate.
The learner is
able to interact
effectively
in group
discussions
by expressing
own ideas and
opinions and
listening to
and respecting
those of
others, while
engaging with
a range of
issues.
214
Eng Gr11 TG.indb 214
7
Outstanding
The learner
could
start off
discussions
about the
sub-topics
in a way
that invited
others to
join. He/she
could play a
supportive
role in a
conversation
as well, not
needing to
dominate
every part
of the
conversation.
He/she took
turns to
speak, filled
in awkward
silences
some of the
time and
encouraged
quiet learners
to voice their
opinions too,
and always
in a sensitive
way.
The learner
expressed
his/her own
ideas, and
when another
learner could
not articulate
his/her idea
in English,
he/she
waited until
that learner
was finished
speaking then
used more
appropriate
language to
clarify what
that learner
meant.
6
Meritorious
The learner
could
start off
discussions
about the
sub-topics
in a way
that invited
others to
join. He/she
could help
to keep the
conversation
going. He/
she took
turns to
speak, filled
in awkward
silences
some of the
time and
encouraged
quiet
learners to
voice their
opinions too.
5
Substantial
The learner
could
start off
discussions
about the
sub-topics.
He/she
could help
to keep the
conversation
going. He/
she took
turns to
speak, filled
in awkward
silences
some of the
time and
allowed
quieter
learners to
voice their
opinions too.
4
Adequate
The learner
could help
to keep the
conversation
going. He/
she took
turns to
speak.
3
Moderate
The learner
took turns to
speak.
2
Elementary
The learner
sometimes
spoke at
appropriate
times.
1
Not achieved
The learn
did not
speak at an
appropriate
time.
The learner
expressed
his/her own
ideas, and
used his/her
knowledge
of his/
her own
and other
cultures
to explore
ideas.
The learner
expressed
his/her own
ideas, and
used his/her
knowledge
of his/
her own
and other
cultures
to explore
ideas.
The learner
expressed
his/her own
ideas, and
used his/her
knowledge
of his/her
own culture
to explore
ideas.
The learner
expressed
his/her own
ideas.
The learner
The learner
expressed an did not
express an
idea.
idea.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Activity 129
Hint
You may want to preface
your discussion by
talking about the political
situation at the time.
Who were the rulers,
and who the ruled? In
which direction was Roy
Campbell biased?
Reading and viewing (LB p. 273)
Discuss with learners how most written texts express a particular point of
view. In some instances, these views are unashamedly biased, because the
writer has an agenda that he or she is trying to push, while other texts may
be more balanced leaving the reader to weigh up the pros and cons and then
come to a decision.
Talk about how writers also often want to express points of view about
life in their literary works, but that they usually do not make these points
of view explicit. Instead, they allow the reader to ‘discover’ these points of
view (which often make up the themes or messages) by getting the reader to
engage with the literary elements and devices that are used in the creation of
the literary work.
Ask the learners about any South African poets that they know of, or whose
poems they have read. Tell them that in this activity they are going to analyse
a poem written by Roy Campbell (1901–1957) who was born in Durban,
wrote many poems and literary works, and lived in England and Spain before
settling permanently in Portugal, where he died in a car accident at the age
of 56. Remind learners to use their intensive reading skills when they analyse
the poem. If necessary, quickly revise key literary devices (e.g. figures of
speech such as similes, metaphors and alliteration). Choose an approach that
will suit the needs of your class. You could, for example:
• work though the first part of each question with the class and then let
learners work in pairs or individually to complete the questions
• let learners work in pairs to discuss the questions and then take feedback
before they write their answers
• let able learners work on their own, while you work thorough all the
questions with the rest of class.
Whichever approach you choose, ensure that all learners produce written
answers (this could be done for homework).
Formative assessment
Use your discussion with learners, as well as their oral and written answers,
to assess whether or not they will cope with the literature exam at the end of
the year. Your assessment should focus on their ability to:
• work out the meaning of vocabulary in a poem
• identify what a poem is about (its ‘plot’ and ‘setting’)
• identify figures of speech and explain their function
• provide a personal response to the poem.
Suggested answers
Because of the subjective nature of literary analysis and appreciation,
learners’ answers may vary – primarily in wording – from those suggested.
Nonetheless, ensure that their answers are along similar lines, that they can
back up their answers, and that their answers are expressed in grammatically
correct English.
1 Scan for meaning of vocabulary:
a serf – an agricultural worker (labourer) who works on another
person’s land
b torrid – hot (also has connotations of great emotion and suffering
due to difficulties)
term four • WEEK 32
Eng Gr11 TG.indb 215
215
2012/08/09 9:47 AM
c
d
e
f
2
3
216
Eng Gr11 TG.indb 216
somnambulist – someone who walks in their sleep
furrow – a long narrow trench made in the ground by a plough
clod – lump of hard earth
fallow – a field ploughed and ready for planting, but left unsown for a
period to regain its fertility
g surly – bad tempered; unfriendly; sulky
Learners’ own ideas, which may change as they analyse the poem – see
Question 3 (h). Their ideas of theme may be quite literal and narrative
at this stage. As they engage with the poem they will begin to discern its
deeper sense/theme.
Learners compare and discuss their main ideas. It may be interesting
(and useful) to ask some to read out their main ideas, and for the class to
discuss them. Write up a selection on the chalkboard and see if their ideas
change by the time they get to Question 3 (h).
a He is ploughing the field.
b Learners must first answer i–iv below, in order to inform their
answers to this question. It means something like his ploughing hurts
his heart (causes him suffering) more than it hurts the earth.
i The earth covered with grass or bushes
ii It ‘grooves / His heart’.
iii With his plough
ivHis ‘heart’; learners’ own answers for the second part of the
question, which could be along the lines that because he is sad
or suffering due to his hard life or that he is in bondage (as a serf
would be).
c Learners’ own answers, but they should be along the lines that
the ‘war-cry’ refers to when his people (black people) were free in
their land and it was ‘rain’, because it brought life (conquering new
territories, fighting other tribes for freedom); but that way of life
(‘tribal spears’) resulted in death and defeat (‘fatal sheaves of corn’).
iThey show a time when his people were conquerors; whereas the
first six lines show him as a serf.
iiThe first six lines show him bonded to the land which once
belonged to his people, in contrast to the next two lines.
d He is bitter, angry, sulky because he has had his freedom taken away
from him – his people who were warriors once, are now subjugated,
serfs bonded to the land they once owned.
e Learners must first answer i & ii below, in order to inform their
answers to this question. He will rise up against those who have
oppressed him and taken his land and forced him to work as a serf
(like a slave) on the land that once belonged to him/his people.
iHis slow and patient movement towards rebellion and freedom –
overthrowing those who have taken his land.
iiHere it used in a military or destructive sense – to destroy or
bring down.
f i drives a slow somnambulist’
iiAnd through the green his crimson furrow grooves / His heart,
more deeply than he wounds the plain’
iiiRed clod, to which the war-cry once was rain / And tribal spears
the fatal sheaves of corn’: ‘war-cry’ is compared directly with
‘rain’: ‘tribal spears’ are compared directly with ‘fatal sheaves
of corn’
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
g
iThe ploughman in the present, ploughing the fields; the past (precolonial) days of his people; the future when he ‘ploughs down
palaces’.
iiPresent shows bondage, forced to work as a serf on the land that
his people once owned; past shows when his people were free
warriors; future shows when he will rise up in rebellion.
h Learners’ own answers, but they should state something along the
following lines: that the theme is that oppressed people who have had
their freedom and land taken from them by force will rise up against
their oppressors and reclaim the freedom.
i They support it by contrasting his current position (subjugated serf
suffering due to loss of freedom) with his past (‘war-cry once was
rain’) and also that he will rise up against the oppressors (‘plough
down palaces…’).
j Learners’ own substantiated answers.
Activity 130
Language (LB p. 275)
This is a straightforward vocabulary development activity based on a
thesaurus entry. Revise the use and function of a thesaurus if necessary,
stressing the importance of having a wide vocabulary, but underlining the
necessity of ensuring that vocabulary is always contextually appropriate. This
means not only that the word chosen must suit the sense of the sentence; it
must also be appropriate in terms of:
• the audience of the text
• the type of text
• the purpose of the text
• the style, register and intended tone of the text.
Learners can then work individually to complete the activity. However, if you
think certain learners will benefit from pair work, you can allow this. Point
out that for Question 2, learners must provide at least two synonyms for each
word taken from ‘The serf ’. They must use the meaning and grammatical
function of these words as they are used in the poem when they identify
synonyms. So, for example, they must use ‘wounds’ as a verb (to wound/
injure someone) and not as a noun and ‘share’ as a noun and not as a verb.
Formative assessment
Use learners’ written answers to assess whether or not they are able to:
• use a thesaurus
• use vocabulary that is contextually appropriate to complete sentences
• provide synonyms for words
• use vocabulary to make sentences.
You can use peer assessment for Question 1 and self-assessment for Questions
2 and 3. However, you will have to check learners’ answers (especially their
sentences) to these two questions yourself.
Suggested answers
Note that learner’s answers may differ from those suggested. However,
ensure that their use of vocabulary is correct and that their sentences are
grammatically acceptable.
1 aThe minster of finance’s management of the economy was
catastrophic and resulted in the country going bankrupt.
term four • WEEK 32
Eng Gr11 TG.indb 217
217
2012/08/09 9:47 AM
2
b The drug addict took a lethal overdose of drugs and died.
c The earthquake in Japan in 2011 was devastating and caused much
suffering.
d The employee who stole money from the company left the company
in a ruinous state and it had to close down.
e Because Aids is an incurable disease, people should take precautions
against it, such as practising safe sex.
There are three parts to this question. The synonyms and parts of speech
are in the table. Check all learners’ sentences to make sure that they are
grammatically correct.
Word
Examples of possible synonyms
Part of speech
a
slow
unhurried
dawdling
plodding
sluggish
slow-moving
adjective
b
wound
injure
hurt
harm
cut
verb
c
share
part
portion
allocation
division
noun
d
insult
slur
jibe
affront
aspersion
indignity
noun
e
progress
advance
headway
passage
noun
3
Learners make sentences with the words to show their meaning.
Suggested definitions are provided, although learners’ wording of
these may differ. Because learners’ sentences will vary so widely, model
sentences are not provided.
a aspiring – directing one’s ambitions towards
b transformation – dramatic change from one condition to another
c emancipation – freedom from bondage
d eradicate – completely destroy or get rid of
e oppressed – kept under control by others through harsh, unfair
treatment
f exploited – made to work hard for others for very little reward and
often in harsh conditions, to make others wealthy.
Extension work
Learners who enjoy a challenge can identify synonyms for these words from
Question 2 with their alternate grammatical functions:
• wound as a noun
• share as a verb
• insult as a verb
• progress as a verb.
218
Eng Gr11 TG.indb 218
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
They can then use these additional synonyms in sentences to show their
meaning.
Some learners may find the dual grammatical function of some words
problematic. Help these learners to use the context within which the words
are used to identify their grammatical function. For example, help them to
examine these two sentences:
Please share the cake equally among your friends.
Please give each person a fair share of the cake.
In the first sentence, ‘share’ is a verb because, for example, no other words
are doing words (verbs) and ‘equally’ is an adverb that refers to ‘share’ so
‘share’ must be a verb because adverbs refer only to verbs.
In the second sentence, ‘share’ is a noun because, for example, ‘fair’ – which
is an adjective – relates to ‘share’ and adjectives can only relate to nouns. In
addition, to identify whether a word is a noun or not, learners can ask the
question ‘What?’ in relation to the verb. The answer will identify the noun.
So, for example, in this case, learners can ask the question: ‘What must we
give each person?’ The answer is: ‘a fair share’ (of cake), so ‘share’ must be
a noun.
Activity 131
Reminder
Remember to note any
common and recurring
errors that learners make
in their written work.
You should use these
to develop remedial
worksheets that learners
can complete in their
language lessons (see
Activity 140, for example)
or as homework.
Learners complete the argumentative essays they planned in Activity 126.
Revise the use of logical connectors before they write their first drafts. This
is very important. Also ask learners to outline what is involved in the processwriting approach. Stress the importance of writing and editing first drafts
before producing a final piece of work. Learners can then complete the
activity.
Formative assessment
Use learners’ feedback and their written essays to assess their ability to:
• identify logical connectors, describe their function and explain their
importance
• outline the requirements of the process-writing method
• plan and write a logical, well-balanced and coherent argumentative essay.
term four • WEEK 32
Eng Gr11 TG.indb 219
Writing and presenting (LB p. 277)
219
2012/08/09 9:47 AM
You can use or adapt the rubric below to help you in assessing learners’
argumentative essays.
Rubric for argumentative essays
Teacher assessment – formative
Name of learner: _________________________________________________ Date: ___________________________
Class: ___________________________
The learner
is able to
sustain own
point of
view while
presenting
a balanced
argument
The learner is
able to write
coherently,
with
cohesion
in overall
structure.
220
Eng Gr11 TG.indb 220
7
Outstanding
The learner
presents both
sides of the
argument in
a logical and
clear way
throughout
the essay,
without in any
way becoming
repetitive,
but manages
to sustain a
perspective
throughout
which
culminates
in a logical
conclusion.
6
Meritorious
The learner
presents
both sides
of the
argument in
a logical way,
although
there tends
to be some
minor
overlap and
repetition. A
clear point
of view on
the topic is
maintained
and
culminates
in a logical
conclusion.
The learner’s
essay flows
logically from
one paragraph
to the next. All
of the learner’s
paragraphs
make sense
and are
logically
structured. The
essay feels like
a complete
piece of
work from
which there
is nothing
lacking.
The learner’s
essay flows
logically
from one
paragraph
to the next.
All of the
learner’s
paragraphs
make sense
and are
logically
structured.
5
Substantial
The learner
presents
both sides
of the
argument
in a fairly
logical way,
although
the structure
tends to
become
loose,
resulting
in some
overlaps and
repetition.
Point of view
on the topic
is maintained
and
culminates
in a logical
conclusion.
The learner’s
essay flows
logically
from one
paragraph
to the next
most of the
time. Most of
the learner’s
paragraphs
make sense
and are
logically
structured.
4
Adequate
The learner
presents
both sides
of the
argument,
but in a fairly
haphazard
and
unstructured
manner. Own
perspective
becomes
lost and the
conclusion
does not fully
sum up the
final point of
view.
3
Moderate
The learner
attempts to
present both
sides of the
argument,
but the
structure is
too loose
to allow
balance.
As a result,
the point
of view is
overly biased
and the
conclusion
subsequently
weak.
2
Elementary
The essay
is mostly
one-sided,
with very
little time
spent on
countering
a particular
perspective.
1
Not achieved
There is only
one side of
the argument
presented
or the two
sides are so
unclearly
differentiated
that one
cannot make
out what is
going on.
The learner’s
essay flows
logically
from one
paragraph
to the next
some of the
time. Most of
the learner’s
paragraphs
make sense
and are
logically
structured.
Most of the
learner’s
paragraphs
make sense
and are
logically
structured.
Some of the
learner’s
paragraphs
make sense
and are
logically
structured.
The learner’s
paragraphs
and his/her
essay as a
whole, do
not flow in a
logical way.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
7
Outstanding
The learner
The learner
is able to use always uses
language at language
a competent of a high
level, such
level.
as accurate
concord and
verb tenses.
6
Meritorious
The learner
uses
language
of a high
level, such
as accurate
concord and
verb tenses
most of the
time.
5
Substantial
The learner’s
use of
language,
such as
accurate
concord and
verb tenses,
is good.
The learner
spells all the
words in his/
her essay
correctly even
though he/she
uses formal
vocabulary
that is
appropriate
in an
argumentative
essay.
The learner is The learner’s
able to write essay had
a punchy,
adequate
introductions relevant
and endings. introduction
and a
convincing,
relevant
conclusion
that summed
up the
learner’s main
message.
The learner
spells all the
words in his/
her essay
correctly.
The learner
spells most
of the words
in his/
her essay
correctly.
The learner’s
essay had
a punchy,
relevant
introduction
and a
relevant
conclusion
that summed
up the
learner’s
main
message.
The learner’s
essay had
a relevant
introduction
and a
conclusion
that summed
up the
learner’s
main
message.
The learner is
able to apply
knowledge
of a range
of spelling
patterns,
rules and
conventions.
term four • WEEK 32
Eng Gr11 TG.indb 221
4
Adequate
The learner
makes a
number of
language
errors, such
as misaligned
concord and
incorrect
verb tenses,
but these
do not mar
sense.
3
Moderate
The learner
makes a
number
of fairly
fundamental
language
errors that
should not
be made
at Grade
11 level.
However,
overall sense
is clear.
The learner
The learner
spells some
spells most
of the words of the words
in his/
in his/
her essay
her essay
correctly, but correctly, but
has about
has about
five spelling ten spelling
mistakes.
mistakes.
The learner’s
essay had
a relevant
introduction
and a clear
ending.
2
Elementary
A large
number
of basic
errors mean
that it is at
times quite
difficult to
get a sense
of what they
learner is
trying to
express.
1
Not achieved
There are
simply too
may basic
language
errors that
impact on
meaning.
The learner
spells some
of the words
in his/
her essay
correctly,
but has
about fifteen
spelling
mistakes.
The learner
misspells
many words
or relies on
slang words
that do not
have formal
spelling
patterns.
The learner’s The learner
essay had an tried to
introduction. include an
introduction
or
conclusion.
The learner
did not try
to include an
introduction
or conclusion.
221
2012/08/09 9:47 AM
Unit 16
Weeks 33 & 34
Taking notes
In Weeks 33 and 34 learners are going to practise taking notes and look at
note-taking procedures. They will focus on taking notes and listening for
sequence, intensive reading, procedural writing, summary writing, verbs and
chronological order.
Week 33
Activity 132
Listening and speaking (LB p. 278)
In this activity, learners focus on developing and practising note-taking.
Because they learned about note-taking in Grade 10, and no doubt take notes
during many of their lessons, learners have probably developed some fairly
advanced techniques of their own, and understand the importance of being
able to take good notes. Nonetheless, this skill can always be improved.
Use Questions 1 and 2 in the Learner’s Book to initiate and hold a short
class discussion on note-taking, its importance and the different strategies
and techniques that learners use. You can facilitate this discussion, using
learners’ feedback, after they have had an opportunity to discuss Questions
1 and 2 in their groups. Learners can then continue to work in groups to
read and discuss the Focus on Listening. Since this Focus contains important
ideas related to note-taking, it is essential that you make sure that learners
understand, for example, how to identify what is note-worthy material by:
• picking up on signals from the speaker as to what information is
important
• using clues in oral texts to note what information is important.
Also discuss with learners that although some of the note-taking ‘shorthand’
is quite universal (e.g. use of ‘NB’ for important), they can devise their own
‘shorthand’ – as long as it works for them and they are able to decipher their
notes later on, when they want to expand or study them.
Read the text below to learners, reminding them that they must listen for
key ideas, taking note of signals that you may send to emphasise important
ideas, for example, stressing certain words, or talking more slowly when
saying something essential. Once learners have taken their notes, they
should compare their notes with the notes that other learners in their groups
took. They need to discuss whether or not they are able to understand one
another’s notes, as well as why or why not.
How to send an email
•
•
222
Eng Gr11 TG.indb 222
First, open your email program. It will open as a ‘window’ on your computer screen.
Second, click ‘New’. This is usually at the top left-hand side of the email window. An
email message box appears. Can you see the large white space? That is the place
where you type your email.
Just above there are email feature icons for you to use when writing your email: for
example ‘Bold’ and ‘Text Colour’, as well as others, like ‘Print’. You can explore these
when you have time. Later, after you begin to add email friends, a ‘Contacts’ list will
appear to the right of the email message box.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
•
•
•
•
•
Third, in the ‘To:’ space, type in the email address of the person that you want to
send an email to. If they are already in your ‘Contacts’, their full address will appear
after you have typed the first few letters. An email address always has a name,
then an @ (at) sign followed by a service-provider name. For example: guddens@
hotmail.com
Next, type a few words in the ‘Subject’ space. This gives the person who receives
your email an idea of what the email is about.
After this, you can begin typing your message in the big white box below the
‘Subject’ box. Depending on who you are writing to, you can use a formal or an
informal style.
When you have finished writing the email, it is important to check that you have
the correct address in the ‘To:’ space. If you have an incomplete address, the email
won’t reach its destination. And if you have the wrong address, it will go to the
wrong person.
Finally, click on the ‘Send’ button. Your email will then be sent to the person whose
address you typed into the ‘To:’ space.
Formative assessment
Use your discussion with learners, as well as the notes they have taken, to
assess whether or not they have developed good note-taking skills.
Extension work
Learners will expand the notes they took in this activity into paragraphs in
Activity 139. In order to provide some preparatory practice for Activity 139,
you could give learners an opportunity to practice expanding notes into texts
over the next week or so.
You could do this by letting learners work in groups to take turns to read
short, simple texts to one another. The listeners take notes. Then, for
homework, the listeners expand their notes into a full text. They then give
the readers their notes to check, to see how close to the original the versions
written from notes are. What is important here is not an exact replica of the
original, but one that contains all the relevant information, without changing
the meaning.
Activity 133
Reading and viewing (LB p. 280)
This activity links with the previous one in that it also looks at instructions
(or procedural texts that explain processes). You can introduce the activity,
using feedback from learners’ discussions (Question 1) by asking learners to
relate any experiences they have had with procedural texts (i.e. any ‘how to’
text, including recipes). Ask them about any features of aspects of these texts
that stood out or made it easy to understand the instructions. Learners could
mention:
• use of literal language
• emphasis on step-by-step descriptions, often numbered or bulleted
• realistic, but simple diagrams that illustrate the steps to be followed.
With this background information in mind, learners should now be able to
work individually to complete Questions 2 and 3.
As before, if you think that specific learners will benefit from pair work,
allow them to work in pairs. You could also do this as a whole class activity,
with learners first reading the text and then you working through each part
term four • WEEK 33
Eng Gr11 TG.indb 223
223
2012/08/09 9:47 AM
of Question 3 with the class. Whichever approach you use, it may be a good
idea to get oral feedback first, so that you can discuss any misconceptions,
before learners write down their answers.
Formative assessment
Use learners’ feedback as well as their written answers, to assess whether or
not they are able to identify key features in procedural texts.
Suggested answers
3 Learners’ answers may vary in places as in a number of instances they
must provide their own opinions, backed up with reasons.
a Verbs: make sure; connect; plug; switch on; charge; switch off;
remove. Tense: Present simple
b No pronouns are used. Learners to provide reasons for absence of
pronouns, but the main reasons are:
•to allow for use of the imperative form (instructions or
commands, where someone is addressed directly; this has the
effect of shortening and simplifying instructions)
•to universalise the instructions so they are applicable to all people
at all times, anywhere.
c Only very few, which add clarity to nouns and verbs, such as
• adjectives: extension cord
• adverbs: facing upwards.
No unnecessary descriptive words are used in order to keep the
instructions as clear and simple as possible. Only descriptive words
that clarify objects or processes are used.
d They are in the order that the actions must be carried out. They are in
this order so that the reader will do the different steps in the correct
order. Doing the steps in the wrong order could result in the process
not working, or the appliance malfunctioning.
e Learners’ own substantiated opinions.
f Learners’ own substantiated opinions.
Activity 134
Reading and viewing (LB p. 282)
As learners near the end-of-the year examinations, it is important that they
have plenty of practice in working under exam-like conditions (individually,
with imposed time limits). Activity 134 is designed to provide this type
of practice. You can make Activity 134 even more exam-like by providing
learners with a mark allocation, although what is important at this stage is
being able to work quickly and accurately within a time limit.
If many of your learners still require additional support in order to cope
with the demands of the end-of-year exams, you could allow some learners
to complete this activity individually (those who enjoy a challenge or are
more capable) and then let the others work in pairs. Alternatively, while still
allowing the more able learners to work individually, you could deal with
this activity as a whole class activity, using shared reading, and discussing
each question in turn, before learners write the answers for homework.
Whichever approach you choose, do note that this is a fairly easy activity,
which even learners who find literature difficult, should be able to complete
satisfactorily. It could therefore – if you have all learners complete it
individually within a time limit (30–40 minutes should be adequate) –
function as an important exam-readiness test as well as a form of diagnostic
assessment that highlights areas in which learners need additional support.
224
Eng Gr11 TG.indb 224
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Formative assessment
Use learners’ written answers, or their oral feedback and written answers, to
assess the extent to which individual learners are in a position to cope with
the Grade 11 end-of-year literature paper. Note that this activity can be used
for self- or peer assessment, but that you do need to check all learners’ work
to make sure that they have ‘assessed’ their answers correctly, and that their
language use is at a standard that is acceptable for Grade 11 level.
Suggested answers
Note that because of the subjective nature of literary analysis and
interpretation, learners’ answers may vary – especially in wording – from
those suggested.
2 aPlays are set out in dialogue format with different instructions
regarding set and characters provided in the text.
iExample of set descriptions: There is a single bed by the oven. The
door is open.
iiExample of stage directions: She slams down the receiver. She picks
up a Daily News.
b It is not clear, but probably her father.
c Probably Carmen’s husband; Lillian’s father.
d They are mother and daughter. It seems that there is a lot of
conflict between them. (Learners could also mention that despite
this conflict, the mother – Carmen – does seem to care about her
daughter, but is angry that she has made many bad choices in her life.
Similarly, even though the daughter – Lillian – is in conflict with her
mother, she would like to have her mother care for her.)
e Examples of dialect: ‘Mami’; ‘tole’
f For beating her.
g She turns up the heat.
h When Carmen says: ‘You’re gonna raise your baby without a father!
You don’t have nobody! As least I had somebody.’ (It is ironic because
Carmen also actually has nobody because her husband has said he
won’t come.
i Because she is going to die and she wants some form of reconciliation
between father and daughter so that the daughter (Lillian) does not
have to look after her child all by herself.
j i and ii Learners’ own responses but they should note that neither
gender is shown in a good light. Use this as a point of discussion
in class. Should literature reflect life, where people don’t always
behave well, or should literature show an ideal world?
Activity 135
Language (LB p. 284)
This activity links back to Activity 133. Talk about what chronology is, and why
it is important, especially when related to instructions or directions. Ask learners
to give you examples of words and terms that express chronological order
(firstly, secondly, next, after that, finally, etc.). They should then discuss the text in
Question 2 in order to identify words and terms that express chronological order.
Take feedback and then let learners continue to work in pairs to read and discuss
the Focus on Language. Make sure they understand the two categories of words
and terms that express chronological order: sequence words and time words.
Learners then work individually to complete Question 4. Tell them to work
in rough first, and then have some learners read out their chronological
term four • WEEK 33
Eng Gr11 TG.indb 225
225
2012/08/09 9:47 AM
descriptions before they write their final versions in neat. When they read
their descriptions, focus on:
• correct sequence of steps to be taken
• correct words and terms that signal chronology.
Formative assessment
Use your discussion with learners, as well as their oral and written answers,
to assess whether or not they:
• understand the concept of chronology and its function in ordering things
according to time and/or sequence
• are able to identify and use the main words and terms that express
chronological order
• can put a set of instructions into the correct order
• can use appropriate words and terms that express chronological order to
link instructions.
Suggested answers
Note that while the sequence of instructions is set, learners may use words
and terms that express chronological order that differ from those suggested.
However, do ensure that they use logical words that express chronological
order in appropriate places. For example, it would be inappropriate to use
‘finally’ half way though a set of chronological instructions.
How to boil an egg
First, place the raw egg in a small pot. Second, run cold water into the pot until the water is
2 cm above the egg. Next, place the pot on a stove and cook over medium heat until the
water begins to boil. Then, reduce the heat to low. After that, simmer for 2 to 3 minutes for
soft-boiled eggs or 10 to 15 minutes for hard-boiled eggs. Finally, remove the egg with a
spoon or ladle and let it cool slowly, or run cold water over it to cool it more quickly.
Extension work
All learners should cope with this activity. You could however ask learners
who enjoy a challenge to write out sequences of directions that use time
words to express chronological order.
Activity 136
Writing and presenting (LB p. 285)
Learners know how to write an email, and how to write a procedural text.
Go back to Activity 122, to refresh their memories about how to send an
email, and how to record the steps in the procedure.
Discuss when people send emails, and what type of language is used in them.
Use learners’ feedback to stress these points.
• Emails are sent on any occasion – from very personal to strictly business
and formal.
• Their purpose is to inform, enquire, or maintain a relationship.
• Emails have a particular structure:
– the recipient’s address: in most cases this is the recipient’s name and
the server point, as well as the country in which the server point is
based. For example, lethaboj (name) @gmail. (server) za (country)
– CC: these may be the recipients to whom the email is copied because
they need to be kept in the loop
– subject: this is a summary of the content of the email
– message: this is the actual content itself
226
Eng Gr11 TG.indb 226
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
–sender’s name (NB: The sender’s address reflects automatically when
the email is received. The sender may choose to provide other contact
details at the end. This is called a signature).
Learners can then copy the replica of an email in the Learner’s Book into
their workbooks and write their own emails. You can set this for homework.
For the second part of the activity, learners summarise the main features of
procedural texts. They work in pairs to read and discuss the Focus on Writing.
Learners then choose one of the topics, and plan and write a procedural text
that is between 80 and 100 words long. Remind them that an explanatory
diagram, which helps the reader of their texts understand how to follow the
instructions, must accompany their procedural texts. Also remind them to
follow all the steps in the process-writing method.
They must hand in their brainstorming notes, plans and edited first drafts,
together with their final text.
Formative assessment
Take in learners’ written emails and assess them informally to ensure that
they have completed all the details (recipient’s address, CC, subject, etc.)
appropriately, and that the content (body of the email) is grammatically
correct and uses a relevant style and register (this should be quite informal
because they are writing to a friend, but it also needs to be clear, logical and
factual because they are providing advice on how to take notes).
Use learners’ brainstorming notes, plans, edited drafts and final texts to assess
whether they are able to:
• use the steps in the process-writing method effectively
• write a logical procedural text that includes all relevant elements, such
as use of the present simple tense, minimal use of pronouns (or just the
use of ‘you’ and ‘your’), absence of adjectives and adverbs (except for
essential ones), use of terms and expressions indicating chronology, and
an accompanying diagram or storyboard that shows the steps involved in
the instructions.
You can use or adapt the rubric below to assist you in assessing learners’
procedural texts.
7–6
Text organisation
States the goal using precise terminology appropriate to the context and form
Clearly lists all materials and quantities required
Explicit instructions for sequence of steps required to complete task
Includes detailed, accurate information on ‘how’, ‘where’ and ‘when’ each step is to be completed, with an
evaluation of the outcome
Includes a detailed, well-drawn diagram or storyboard that reflects all steps in the written text
Language
Consistently uses the imperative form, omitting use of personal pronouns
Uses correct verb tenses all of the time
Uses linking words to do with time, e.g. first, next, after ten minutes
Supports action verbs and nouns with use of precise adverbs or adjectives, e.g. slowly unwind the larger
spool, carefully cut a 10 cm wide strip from the left side
term four • WEEK 33
Eng Gr11 TG.indb 227
227
2012/08/09 9:47 AM
5–4
Text organisation
States the goal precisely
Lists materials required, showing evidence of appropriate layout
States method or instruction in correct sequence
Adequate detail, may include some specific detail
Includes a well-drawn diagram or storyboard that reflects most steps in the written text
Language
Uses correct verb tenses most of the time
Refers to reader in a general way (one/you) or does not mention the reader (turn the water on, add the
water)
Develops coherence through use of linking words such as after, next, while, during, secondly, finally
Consistently uses action verbs
3–2
Text organisation
States the purpose or goal
Lists the materials required
Includes most of the necessary steps of the procedure in sequence
General detail
Includes a diagram or storyboard, which lacks detail and does not always reflects steps in the written text
Language
Mixes verb tenses, but sense is still clear
Uses generalised ‘you’, e.g. ‘you put some bananas in then you mash them’
Uses linking words to signal time, e.g. first, when, then, after
Uses some action verbs
1
Text organisation
Briefly mentions the goal, e.g. ‘This is how you make a cake’
Mentions some of the materials
Includes some of the steps of the procedure, sequencing may be confusing
Vague, lacking details, may be repetitive
No accompanying diagram or storyboard or, if present, so vague and untidy that it confuses rather than
clarifies the text
Language
Uses pronouns and directs the instructions at specific people instead of using the generalised form
Uses a mix of tenses that are inappropriate, e.g. ‘After they have cut them you will put them …’
Links steps using ‘and then’
Uses mundane, boring verbs
Extension work
If some learners find the topics too demanding, provide them more
accessible ones, such as:
• how to light a fire
• how to wash dishes
• how to sharpen a pencil.
You should also work in a small group with these learners, to help them plan
their texts. First get them to identify as many steps as possible that make up
the instructions for the process they have chosen. Help them to express these
steps in clear, straightforward imperative form statements. Then help them
to put these into their correct order and to provide each with a suitable word
that expresses chronology in terms of sequence.
228
Eng Gr11 TG.indb 228
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Week 34
Activity 137
Reminder
Note that in Activity 141
learners must listen to
oral texts, such as music,
recorded readings, songs
or recitation of poetry for
appreciation. If possible,
you should prepare some
suitable recording of
oral texts to which they
can listen. You should
also develop suitable
worksheets to accompany
these oral listening texts.
Listening and speaking (LB p. 287)
This activity links to the note-taking activity (Activity 132), in that learners
now use the note-taking skills they have been developing in order to write
notes on a procedural text. Quickly revise what note-taking involves and the
main features of procedural texts (acknowledge diagrams or storyboards as a
critical element, but point out that except for mentioning them in the notes,
they do not form a part of the activity.)
Instruct learners to copy the table from the Learner’s Book into their
workbooks. Then should just listen the first time you read the text. They
then take notes the second time you read it. You can read it a third time
if necessary. Afterwards, learners should work in groups to compare and
discuss their notes, focusing on whether or not they can understand one
another’s notes and why or why not. Circulate among the groups to observe
their discussions. Here is the text to read to the class.
How to make a banana shake
First, pour one litre of milk into a jug.
Second, carefully break an egg into the jug containing the milk.
Next, peel a banana and mash it with a fork in a bowl.
After this, add the banana to the milk and then add the ice cream.
Then, beat the mixture with the fork until it is smooth.
Finally, pour the mixture into the glass.
Don’t forget to clean up the mess. Enjoy your banana shake.
Formative assessment
Use learners’ completed notes, your observation of their discussions and
their feedback, to assess whether or not learners are able to take effective
notes of oral texts and can articulate some of the challenges they face in
taking effective notes.
Extension work
Here are two additional oral texts that you can use for note-taking practice.
The first is for learners who need additional support, while the second can be
used for learners who require challenges.
Additional listening texts for note-taking practice
Text 1 How to play hopscotch
Make a board or get one.
Grab a marker. Wait in line behind number one.
Throw your marker on number 1.
Hop to ten and back to one.
Don’t hop on the squares that have markers.
Pick up the marker when you hop back.
Start all over again and have fun.
Text 2 How bread is made
First of all, grains such as wheat or rye are grown on farms. The grains are harvested and
stored in silos. Later they are taken to a flourmill where the grains are ground into flour.
The flour is then sent to a large bakery. There it is mixed with water, salt, and yeast
to form dough.
term four • WEEK 34
Eng Gr11 TG.indb 229
229
2012/08/09 9:47 AM
Next the dough is placed in metal pans. The pans are put into an oven where the
temperature is about 180°C. After it is baked for 45 minutes the bread is taken out of
the oven to cool.
Some loaves of bread are sliced in a machine and then wrapped in plastic. A ‘use
by’ date is usually attached to the package.
Finally, the bread is sent to a supermarket where it is bought.
Activity 138
ng
Ex t
d ed r e a
di
en
Reading and viewing (LB p. 287)
As with Activity 134, this activity is also designed to provide learners with an
opportunity to get used to working in exam-like conditions, where they have
to rely on themselves and their skills to answer questions, and have to work
under the pressure of an imposed time limit.
Because the text is fairly long (nearly the whole of the short story – ‘Willem
Prinsloo’s Peach Brandy’ by Herman Charles Bosman – has been provided),
you will need to give learners about 30 minutes to read it, and then another
20–30 minutes to answer the questions. We suggest that you set aside an
hour for learners to complete this activity.
However, if many of your learners still require additional support in order
to cope with the demands of the end-of-year exams, you could allow some
learners to complete this activity individually (those who enjoy a challenge or
are more capable) and then let the others work in pairs. Alternatively, while
still allowing the more able learners to work individually, you could deal with
this activity as a whole class activity, using shared reading, and discussing
each question in turn, before learners write the answers for homework.
Whichever approach you choose, this activity could also function as an
important exam-readiness test, as well as a form of diagnostic assessment
that highlights areas in which learners need additional support.
If you decide not to use this activity for exam practice or as a diagnostic
opportunity, you should focus on revising the main elements of literature on
which this activity focuses, namely:
• identification of theme (or the main idea of what a text is about)
• setting – where and when the story takes place
• characterisation – how authors describe characters
• plot – how to trace plot development and outline this from exposition
thorough to climax and resolution
• the language of literature – how to identify and explain the impact of
figurative language or figures of speech.
Should you use this activity to revise important aspects of literature, you
should still require that all learners complete the questions as homework.
Formative assessment
Use learners’ written answers, or their oral feedback and written answers, to
assess the extent to which individual learners are in a position to cope with
the Grade 11 end-of-year literature paper. Note that this activity can be used
for self- or peer assessment, but that you do need to check all learners’ work
to make sure that they have ‘assessed’ their answers correctly and that their
language use is at a standard that is acceptable for Grade 11 level.
230
Eng Gr11 TG.indb 230
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Suggested answers
Note that because of the subjective nature of literary analysis and
interpretation, learners’ answers may vary – especially in wording – from
those suggested. However, do ensure that their answers are along similar
lines and that language use is at an acceptable level.
1 It should be clear from learners’ answers whether or not they have been
able to work out the meaning of essential vocabulary. In your feedback
after assessing their work, you could check on their understanding by
asking them to provide the meaning of selected key words in the story,
such as:
• jauntily – in a lively, cheerful, and self-confident manner
• chatty – talkative, in an easy and casual way
• rakishly – in a casual, but slightly gangster-like way
• stylishly dressed – fancily, according to the latest fashion
• ostentatiously – in a very show-off way
• outlandish – very strange; weird; bizarre
• eluding – getting away from; evading or escaping
• impudence – not showing respect; cheeky
2 The story is about Schalk Lourens’ attempts to win Grieta’s heart before
Fritz Pretorius does, and his failure to achieve this.
3 Words and expressions that describe setting:
•General background description of setting (not essential to mention
as it does not form part of the plot).
•The forest they had to ride through to get to the party: ‘trees grew
taller and denser’; ‘queer, heavy shadows’; ‘tall trees’; ‘gloomy
region’.
•The farmhouse: ‘the voorhuis was big’; ‘was so crowded’; ‘in the
candlelight’
•Outside the farmhouse: ‘under the tall trees, with the stars over us’;
‘amongst the trees’; ‘grass was long and thick’.
4 The focus here is on description rather than attributes, although if
learners identify ‘deeper’ aspects, such as their discussion about sums
and their encounter in the woods to indicate their lack of education, or
Schalk Lourens’ cowardly nature, they should be given credit. On a more
superficial level, the descriptive focus is mainly on their dress, as outlined
in the table.
Fritz Pretorius
Character
Schalk Lourens
Character
Stylishly dressed; new grey
suit, with his socks pulled
up over the bottoms
of his trousers; had a
handkerchief which he
ostentatiously took out of
his pocket several times;
Airily flapping his white
handkerchief in time with
the music; flapping his
handkerchief behind him
Shows he is a man of the
world, who knows the
latest fashion trends and
what type of behaviour
would appeal to young
women of the time;
because he follows trends,
he is more conventional
than Schalk
I wore in my hat, jauntily;
I wore a black jacket, fawn
trousers, and a pink shirt;
my hat rakishly on one
side; the rose in my hat;
white rose still stuck in
my hat
Shows he has a high
opinion of himself, but
is out of touch with the
fashion of the day; he
dresses in a way that he
likes, so – although like
Fritz he wants to dress to
impress Grieta – he is more
individual than Frtiz
term four • WEEK 34
Eng Gr11 TG.indb 231
231
2012/08/09 9:47 AM
5
6
Sequential events in the plot:
• Brief passing through the voorhuis
• Drinking in the kitchen
• Going down the passage and then talking to Grieta
• Outside with Grieta where Schalk tries to proclaim his love to her, but
she eludes him
• Schalk back in the kitchen where he is given lots of brandy to drink
• He is carried outside, where he wakes up in an ox-wagon
• He rides home, and sees Fritz sitting under a tree
He uses mostly descriptive and figurative language. Here are a few
examples, but credit any five that learners provide:
• the white rose that I wore in my hat, jauntily
• feeling pretty shaky about talking to her
• The trees grew taller and denser
• a cold wind suddenly sprang up through the poort
• as though an evil voice were calling my name
• looked like a laager (simile)
• had to lean against the wall several times to think (euphemism)
• with bright eyes and red lips and small white teeth
• weird sound of jubilation
• the wild, thrilling things that were in my heart (metaphorical)
• in my heart it felt like green wings beating (simile)
Activity 139
Writing and presenting (LB p. 292)
Learners sometimes make a mess of the summary question in the exams,
because they do not fulfil the requirements of the question. Sometimes,
these requirements stipulate, for example, that the summary must focus
on a certain aspect of a text, or that it must be in point form. Stress the
importance of carefully reading and understanding the requirements of
the summary question when you take feedback after they have discussed
Question 1. During this feedback, also ensure that learners understand the
following:
• what the concept ‘main idea in a text’ means, and ways they can use to
identify it
• what supporting sentences in a text are, and methods they can use to
identify them
• how they can identify examples in a text
• what it means to paraphrase
• how they can avoid repeating the exact same words from the text they
must summarise (you should emphasise the use of appropriate synonyms
in this regard).
Learners should then work individually to use the notes on how to write an
email that they took in Activity 137.
Formative assessment
Use learners’ feedback, as well as their written point-form summaries, to
assess the extent to which they are able to:
• identify and explain factors to take into account when writing a summary
• follow instructions to write a summary.
232
Eng Gr11 TG.indb 232
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Suggested answers
Here is a suggested summary. Note that learners’ summaries may vary,
especially in wording, but that they must contain the same main and
supporting ideas.
When you write an email [main idea] you must first open your email program [1]. Then
you must click ‘New’ [2]. Next, you must type in the address of the person you are
emailing [3]. After this, you must type in the subject [4]. You can then write your email
and check the address [5]. Finally, click on ‘Send’ to send the email [6].
Activity 140
Writing and presenting (LB p. 293)
This is a language development activity, in which learners revise and reinforce
their grammar and vocabulary skills. It also provides an opportunity for
remedial work, using the remedial worksheets that you have developed,
based on common and recurring errors that learners have made in their
written work.
Let learners first complete these worksheets (Question 1). Take feedback, using
this as an opportunity to work through common and recurring errors that
learners make. Learners should then work individually to complete Questions
2–5. You can decide on which strategy best suits the needs of your learners:
• the whole class doing individual work
• pairing up stronger and weaker learners
• working in a dedicated group with specific learners who need additional
support
• working through parts of each question with the class as a whole, and
then letting them work individually
• working through each question orally first, and then letting learners
write their answers for homework.
Depending on the strategy you choose, you should circulate among learners
in order to observe their work, so that you can provide support and guidance
as required.
Formative assessment
Use your observation of learners’ work, as well as their feedback and written
answers, to assess whether or not they have been making progress in terms of:
• correcting common and recurring language errors
• understanding and being able to use active and passive voice constructions
• identifying where capital letters are required
• correcting concord in inverted sentences
• identifying parts of speech
• using new vocabulary in sentences.
Suggested answers
1 Use the memoranda for the worksheets that you have developed to mark
learners’ answers.
2 Active or the passive voice. In this question, learners must:
• Write down the sentences.
• Underline the verb in each sentence.
• Next to each sentence, write down whether it is in the active or the
passive voice.
term four • WEEK 34
Eng Gr11 TG.indb 233
233
2012/08/09 9:47 AM
a
Sentence
Voice
The man catches poisonous snakes for a living.
Active
Poisonous snakes are caught by the man for a living.
b
A light pole was hit by a car.
Passive
A car hit a light pole.
c
The buildings are being renovated by Mkhize and Sons Construction Company.
Passive
Mkhize and Sons Construction Company is renovating the buildings.
d
The police fired teargas at the demonstrating workers.
Active
Teargas was fired at the demonstrating workers by the police.
e
The corrupt politician was jailed for stealing public funds.
Passive
The court (judge) jailed the corrupt politician for stealing public funds.
3
4
5
Capital letters:
a Cape Town University of Technology
b Jacob Ngedleyihelikisa Zuma
c Library of Congress
d the Sunday Times newspaper
e isiZulu, English, isiXhosa, Afrikaans
f Fifth Avenue in New York City
g Tuesday, November 1960
h My favourite drink is pineapple
Subject – verb agreement in inverted sentences:
a The clippers are in Zola’s hand.
In Zola’s hand are the clippers.
b The gardener stands among some bushes.
Among some bushes stands the gardener.
c A gently curving stream flows between the towering trees.
Between the towering trees flows a gently curving stream.
d Crumbling orange-blossom petals lie in the dry dust.
In the dry dust lie crumbling orange-blossom petals.
e New growth comes with frequent watering.
With frequent watering comes new growth.
f The colourful rose blooms near another stream.
Near another stream blooms the colourful rose.
Note that the wording of learners’ definitions may differ from that
provided, but ensure that their definitions are accurate and that they have
correctly identified the parts of speech. It is not possible to provide model
sentences, since learners’ sentences will vary widely. However, make sure
that learners have used the words in a contextually appropriate way and
that their sentences are grammatically correct.
Word
Part of speech
Meaning
a
drought
noun
A time when there is very little or no rain
b
jauntily
adverb
in a lively, cheerful, and self-confident manner
c
rakishly
adverb
in a casual, but slightly gangster-like way
d
gloomy
adjective
Dark or badly lit so that it appears scary
e
stylishly
adverb
fancily, according to the latest fashion
f
ridiculous
adjective
silly; stupid-looking
g
radiant
adjective
bright, shining, glowing (with happiness)
h
whirled
verb
move around and around quickly
i
interrupted
verb
stop someone from continuing to say what they are saying
j
triumph
noun
victory or achievement
234
Eng Gr11 TG.indb 234
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Unit 17
Weeks 35 & 36
Appreciation
In Weeks 35 and 36 learners are going to look at ways of expressing
appreciation. They will focus on listening for appreciation, revision
of intensive reading, writing a letter of thanks, forms and phrases of
appreciation and vocabulary development.
Week 35
Activity 141
Reminder
Note that in Activity 145
learners must listen to a
piece of music or a song
for appreciation. You need
to ensure that you have a
CD player and a suitable
CD available for this
activity.
Listening and speaking (LB p. 295)
School and education are generally focused on academic achievement and
the development of hard skills. As a result, aspects such as appreciation
of aesthetic qualities in literature, music and the world around us tend to
be neglected. This activity focuses on getting learners to develop the skills
required when one listens to oral texts, such as music, recorded reading,
songs and recitation of poetry, for appreciation.
You can introduce this activity by drawing on learners’ own experiences of
things, such as music, which they enjoy listening to. Ask them, for example,
to tell you about a particular song they enjoy listening to, explaining what
it is about the song that they enjoy. Through discussion, lead them to an
understanding that listening for appreciation involves an emotional response
(how and what we feel when we listen to something) as well as a response to
aesthetic qualities.
In a piece of music, aesthetic qualities may be the sound of the singer’s voice
or the beat of the drums, or the background harmonies, and so on. Point out
that usually the two types of responses are not separate, with the aesthetic
qualities often causing the emotional response. For example, the beat of the
music may make one feel happy, or the sound of a singer’s voice could make
one sad.
Learners can then discuss Question 1 in groups. You should circulate among
the groups to observe their discussions and to ask them questions related to
listening for appreciation. Learners can then read and discuss the Focus on
Listening. Take feedback, to make sure they understand concepts related to
listening for appreciation, such as:
• allowing the listening experience to conjure up images
• being sensitive to implications of tone
• synthesising various elements in a oral text (e.g. the sound of a singer’s
voice, the meaning of the lyrics, the beat and the rhythm) to form a
whole response.
You should also point out the importance of cross-cultural respect when
listening to oral texts from other cultures. For example, the sounds of music
or the spoken word from other cultures can sound quite strange if one is not
used to hearing these, but it is very important to show respect for cultural
conventions.
term four • WEEK 35
Eng Gr11 TG.indb 235
235
2012/08/09 9:47 AM
Tell learners that you are now going to read two texts to them. For the first
one, they should copy down the table in the Learner’s Book, and complete it
when you read the text to them. For the second one, they must write down
their answers to the questions. (They should just listen to the texts the first
time you read them, and then complete their tables and write down their
answers when you read them the second time). They should then work in
groups to discuss their answers, focusing on:
• explaining why their answers are either the same or different
• talking about their subjective responses to the texts and why they
had these.
Circulate among groups during these discussions, observing, for example,
whether or not they are:
• using turn-taking conventions
• asking questions to sustain communication
• responding to one another through gestures, eye contact and body
language
• showing respect for cultural conventions
• responding to the aesthetic qualities of oral texts.
Here are the two oral texts.
Oral text 1
My People
The night is beautiful,
So the faces of my people.
The stars are beautiful,
So the eyes of my people
Beautiful, also, is the sun.
Beautiful, also are the souls of my people.
By Langston Hughes
Oral text 2
The National Anthem
Nkosi sikelel’ iAfrika
Maliphakanyisw’ uphondo lwayo
Yizwa imithandazo yethu,
Nkosi sikelela, thina lusapho lwayo
Morena boloka setjhaba sa heso
Ofedise dintwa le matshwenyeho,
O se boloke,
O se boloke setjhaba
sa heso
Setjhaba sa South Afrika –
South Afrika.
236
Eng Gr11 TG.indb 236
Uit die blou van onse hemel,
Uit die diepte can ons see,
Oor ons ewige gebergte,
Waar die kranse antwoord gee.
Sounds the call to come together,
And united we shall stand
Let us live and strive for freedom,
In South Africa our land.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Formative assessment
Use your discussions with learners, your observation of their discussions and
their written answers to assess whether or not they are able to:
• explain what listening for appreciation involves
• use group work and conversational rules and conventions effectively
• respond appropriately to oral texts
• meaningfully discuss their responses to oral texts.
Extension work
If you have the resources to make recordings of oral texts, it may be useful to
record oral texts that express very different emotional and aesthetic qualities,
such as:
• birds chirping
• busy traffic passing by
• an ambulance or police vehicle siren
• people laughing
• a baby crying
• a very raucous piece of heavy metal music
• a monotonous speaker
• a poetry recital
• a folk song.
You could then play these to learners, getting them to discuss how each one
made them felt and why.
Activity 142
Reading and viewing (LB p. 297)
Since the final Grade 11 examinations are only a few weeks away, discuss
with learners how they should be focusing on:
• remedial work (identifying their weak areas and working to fix these)
• revision (going over what they have learned to make sure they
understand everything
• reinforcing their strong areas (identify areas that they are good in, and
doing additional practice in these).
Then tell learners that this activity is designed for them to practise their
intensive reading skills, which they will need to use in their comprehension
and literature exams. Before they start working on the activity, quickly revise
what intensive reading entails, working from an understanding of texts at
word level, through to sentence and paragraph level so that they can grasp
the entire text in terms of, for example:
• meaning (main and supporting ideas)
• writer’s intention
• theme
• aesthetic qualities.
Learners can then work in pairs to discuss Question 1 in preparation for
the revision activity. Take feedback, making sure that they understand the
difference between scanning and skimming, and know how to identify and
distinguish between:
• facts and opinions
• denotative and connotative language
• homonyms and homophones
term four • WEEK 35
Eng Gr11 TG.indb 237
237
2012/08/09 9:47 AM
Also make sure that they understand what parts of speech in sentences are,
and why they need to know their function, as well as how they can work out
if a sentence in a text contains a reason or a result, or whether it is comparing
or contrasting information.
Learners then continue to work in pairs to read and discuss the Focus on
Reading, which summarises a number of important strategies they should
use when reading comprehension texts. It would be well worth the time
discussing this Focus on Reading with the class, making sure that they
understand what each strategy or approach involves, and how to implement
these in practice.
Learners should then work individually to complete the activity. This
will give them and you a good sense of how well prepared they are for
the forthcoming examinations. They can discuss their answers with their
partners afterwards, and make any corrections they feel are necessary.
Formative assessment
You can use self- or peer assessment for this activity. However, it would be
wise to take in and check learners’ work so that you can identify any areas in
which common or recurring mistakes are being made. You can then devise
appropriate remedial tasks to attempt to rectify these in the weeks left before
the final exams.
Suggested answers
3 a Word or phrase that best completes sentences:
i D great size
ii B produce
iii D cause
iv A ability
b Matched words in Column A and Column B:
Column A
Column B
transcend
rise above
incessantly
without stopping
subtly
faintly
affliction
suffering
visited upon
forced on
cutting edge
severe test
resolving
working out
c
Sentences that best express central point:
iEverybody has problems. [The main supporting ideas on which
the central idea is based]
iiWe become stronger by facing and solving the problems of life.
[The central idea]
d Sentences that best express the main idea of paragraph 2:
ivMost people complain about how hard their lives are. [This one;
the others are not relevant]
e Learners’ own answers. Make sure that they provide reasons and
express themselves in grammatically correct sentences.
238
Eng Gr11 TG.indb 238
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Activity 143
Note
Remember to prepare
for the Listening and
speaking activity (Activity
145) – learners need to
listen to a song or piece of
music, so make sure you
have a suitable CD and a
CD player available.
Language (LB p. 300)
In this activity learners look at an aspect of language that they touched on
in Grade 10, namely polite forms and stock phrases of thanks, as well as
culturally appropriate forms of address and the use of appropriate register.
You can use the cartoon in the Learner’s Book as a way of introducing this
activity. Discuss why the use of culturally appropriate forms of address and
register are important in communication.
Using Question 1, draw on learners’ experiences of communication with
different people (peers, teachers, shopkeepers, parents or caregivers,
homeless people, community leaders, the police, members of different
cultures and religions, etc.) to explore the importance of appropriate register
and cultural forms of address. Ask them, for example, about some important
communication convention in their culture, and how they would feel if
someone from another culture deliberately violated it. Then talk about
how most languages and cultures have certain stock phrases that are used
in specific contexts, such as greeting peers, parents or caregivers, strangers,
elder people and so on. Ask learners to provide examples of these from their
own language.
Tell learners that in this activity they are going to focus on polite forms
and stock phrases of thanks. Get them to read and discuss the Focus on
Language. Take feedback, making sure they understand the difference
between formal and informal ways to say ‘thank you’, as well as in which
situations they would use these (and the stock) forms.
Explain that stock forms are mainly colloquial and should not be used in
formal contexts, expect in situations where one is on good terms with
another person. For example, it would be acceptable for a worker to say to a
colleague they know quite well: ‘I owe you’; but it would not be acceptable
to say this to one’s boss or teacher. You could also point out that stock
phrases are colloquial because they are based on current cultural and social
terminology, and that for this reason they often ‘die out’ after a while because
language trends change.
Learners can then work in groups to develop role-plays based on the
situations suggested in the Learner’s Book. You should observe their
preparations, questioning them about the language forms they are using
for the different contexts. They should act out these role-plays and the class
should comment on aspects such as:
• was the register appropriate?
• were culturally (and socially) appropriate forms of language used?
• were the accompanying gestures (body language) culturally and socially
appropriate?
Learners then work individually to write up some of their role-plays as
dialogues. You can use the example in the Learner’s Book to revise the
dialogue format.
Formative assessment
Use your discussions with learners, your observation of their group work
preparations, their role-play presentations and their written dialogues to
assess whether or not learners:
term four • WEEK 35
Eng Gr11 TG.indb 239
239
2012/08/09 9:47 AM
•
•
•
•
understand the concept and importance of register and culturally
appropriate forms of address
know what stock phrases are
can explain the difference between formal and informal contexts
are able to use forms of thanks that are contextually appropriate in terms
of language (content) and register (mode of delivery).
Activity 144
Writing and presenting (LB p. 302)
Remind learners that in Grade 10 they learned about writing informal letters,
asking them what they remember about these in terms of:
• format and layout
• register.
If they have difficulty recalling aspects of informal letters, refer them to the
Focus on Writing. After making sure that they understand what writing
informal letters entails, tell them that in this activity they are going to write
an informal letter of thanks. If necessary, read through the topics with the
class, to make sure they understand what type of thanks each one requires.
Also remind learners to use the process-writing method. They must hand in
their brainstorming notes, plans and edited first drafts together with their
final versions. Encourage them to edit their own first drafts (because this is
what they will have to do in the exams) but do allow peer editing if you think
particular learners will benefit from this.
Formative assessment
Use your discussion with the class, as well as their brainstorming notes, plans,
edited first drafts and final versions to assess whether or not they are able to:
• use process writing effectively
• write informal letters of thanks at a level of competence required for
Grade 11 level.
Reminder
You can use or adapt
the rubric in the Extra
resources section of this
Teacher’s Guide to assist
you in assessing learners’
informal letters.
Extension work
If you have identified certain learners who still find writing any form of
continuous prose very challenging, it would be a good idea to work with
them in a number of stages:
• assist them to choose and brainstorm a topic
• let them develop plans, which you should discuss with them, helping
them to refine these if necessary
• get them to write a first paragraph (including the address and the
greeting – Dear XXX) and then checking this with them, making
suggestions where required and sorting out any major language errors
• ask them to complete their first drafts (you could shorten their word limit
to between 75 and 100 words) and then help them to edit their drafts.
Week 36
Activity 145
Listening and speaking (LB p. 304)
This activity continues the theme of listening for appreciation that was
started in Activity 141. You can remind learners of the activity in Term 1
where they listened to songs and discussed the lyrics of songs (e.g. ‘Survival’
by Bob Marley). Here the focus is more on appreciation than analysis. After
240
Eng Gr11 TG.indb 240
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
a brief discussion on what types of music they enjoy and why, read and
discuss the Focus on Listening with the class, asking learners to provide their
understanding of each point.
Learners must then copy the table in the Learner’s Book into their
workbooks and complete it when you play the song to them. Remind them
just to listen the first time you play it. Afterwards, they can discuss their
responses in their groups. Remind them to use group work and conversation
rules and conventions, possibly drawing their attention to some of these,
such as turn-taking, and reminding them of some of the stock phrases that
can be used to express:
• point of view and opinion
• disagreement
• interruption
• reasons.
You should observe these discussions and then facilitate a brief wrap-up
discussion to find out what they have learned about listening for appreciation
and what think of it – such as whether it has made them listen to songs in a
new way.
Formative assessment
Use your observation of learners’ discussions and their feedback to assess
whether or not they:
• understand the concept of listening for appreciation
• can respond meaningfully to oral texts (a song)
• use group work and conversation rules and conventions to participate in
group discussions.
Activity 146
Reading and viewing (LB p. 305)
Learners have been practising their intensive reading skills over the last while,
mostly using pair work. Now it is time for them to put themselves to the test
by completing an entire activity on their own. Before they start, point out the
importance of doing this activity to the best of their ability, because in that
way they will be able to identify their own strengths, and areas in which they
need to do additional work so that they can handle the exam with ease. Tell
them that by doing their best, you will also be in a position to note any areas
in which you need to provide additional support. Half-hearted attempts will
not provide these opportunities.
It would be preferable if you imposed a time limit for this activity, so that
learners can practise working under pressure. The text is not very long, but
both it and the questions are quite challenging, so learners should be given
50 minutes to complete the activity. If you wish to add a further layer of
pressure and realism, you could provide a mark allocation for each question.
Formative assessment
Take in learners’ written work and assess it to determine whether or not
their comprehension skills are sufficiently developed to cope with the Grade
11 exam. In particular, use your assessment to identify learners who need
additional support over the next two weeks in terms of, for example:
• interpreting the requirements of specific types of questions
• understanding the vocabulary of questions (e.g. intention; evidence;
sufficient; take for granted)
term four • WEEK 36
Eng Gr11 TG.indb 241
241
2012/08/09 9:47 AM
•
•
being able to identify main ideas, intended audience and writer’s purpose
expressing answers in clear, concise and grammatically correct sentences.
By doing this, the activity can function as an important diagnostic tool that
you can use to develop relevant, last-minute interventions to provide support
as necessary.
Suggested answers
Allow some leeway in your assessment of learners’ answers to accommodate,
for example, differences in wording from the wording in the suggested
answers. Many of the questions also ask for fairly subjective interpretations
– although they do frame concrete concepts, such as writer’s assumptions,
which learners should be able to identify – so allow for acceptable variations
from the suggested answers. Answers should, however, be logical and
coherently expressed.
1 Pre-reading tasks:
• Scanning – you will not be able to assess this directly, but learners’
answers overall should reflect whether or not they have scanned and
how effective their scanning has been in terms of working out the
meaning of new or difficult words.
• Learner’s own sentences to express the main idea, but it should be
along the following lines: The main idea in the text is that something
serious must be done now about alcohol abuse at American
universities.
3 Read, analyse and evaluate the text:
a Learners’ own responses, but they need to include these points.
•The writer assumes that his audience agrees with his perspective,
and that the issues he is writing about are true ( he does have
some basis for this assumption, since he researched 140 colleges
and universities, but this is faulty reasoning, as there are over
4 000 of these institutions).
•He takes for granted that his readers have similar values and
beliefs to his.
•He accepts the facts he presents as an accurate reflection of what
is happening at colleges and universities across the USA, based on
limited research.
b Probably quite a well-educated audience, possibly including university
authorities, local authorities and students, especially those who do
not abuse alcohol. / Alternatively, the general public.
He uses a formal style and quite complicated vocabulary. He also
mentions the types of people who should become involved in
solving this problem: ‘the college president’s office, the fraternity
and sorority system, the athletics department, community licensing
boards and, foremost, those students who are sick of the drinking
they see around them’. / Alternatively, because the article was
written for a newspaper.
c To get those in positions of influence to do something about the
problem of alcohol abuse. / Alternatively, to inform the public of the
vastness of the problem.
The writer lists a number of issues or factors that have resulted in
alcohol abuse, in each case implying that the problem has arisen due
to the neglect of a certain responsible authority. Thus, by implication,
the writer’s intention is to provoke these authorities into doing
something about the problem. / Alternatively, by the fact that he
242
Eng Gr11 TG.indb 242
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
paints a vivid picture of the problem and provides shock statistics:
‘Legally, no alcohol can be sold to people under age 21, but 86 per
cent of college students drink’.
d Learners’ own responses, backed up with reasons.
e The evidence is based on research, but because it involved a survey,
it cannot really be called scientific data. He uses this type of evidence
(survey data) in order to give weight, authenticity and legitimacy to
his assertions.
f The evidence is limited, but the writer tries to make it convincing by
writing very emotively. He also uses generalisations. So, while the
evidence is quite convincing, it is not reliable (too limited) and is only
relevant to contexts in which the survey was carried out. In itself it is
not slanted, but the emotive nature of the text indicates an agenda,
which makes the conclusions slanted.
g To a large extent it does – the dangers of alcohol abuse are not to
be taken lightly – but the emotive nature of the text undermines
the logic.
h No opposing views are presented, because the writer does not want
to present a balanced argument or discussion. He has an agenda and
is on a crusade that does not allow for alternative views.
i Learners’ own responses that must be backed up with reasons.
Activity 147
Language (LB p. 308)
This is a straightforward vocabulary development activity. Once again remind
learners of the importance of a wide, functional vocabulary, but stress the
need to use vocabulary that is contextually relevant.
Formative assessment
Question 1 in this activity is suitable for self- or peer assessment. For
Questions 2 and 3, learners can read out their vocabulary definitions and
sentences, but you should make sure that you check all learners’ books to:
• note any recurring or common errors (e.g. do many learners struggle
with working out the meaning of vocabulary from the context in which
it is used?)
• assess their grammatical competence in expressing the meaning of new
vocabulary in meaningful sentences.
Suggested answers
Note that learners’ definitions of words may vary in terms of wording from
those suggested, but their meanings must be accurate. Note too that you
must check learners’ sentences in Questions 2 and 3, to ensure that the sense
of the vocabulary comes through and that they are grammatically correct.
1 Best answers from text:
a D safe
b C drinking heavily for a short period
c C received many
d B not complete
e D significantly
term four • WEEK 36
Eng Gr11 TG.indb 243
243
2012/08/09 9:47 AM
2
Vocabulary:
Word
Part of speech
Meaning
a
outraged
verb
very angry
b
consequence
noun
result; outcome
c
widespread
adjective
common; done by many people
d
inconceivable
adjective
cannot be believed or understood
e
euphemism
noun
indirect way of saying something
3
In this question learners write sentences with words to show their
meaning. Possible meanings are provided, but you should check learners’
sentences to make sure that the meanings do come through and that the
sentences are grammatically correct.
a deeply entrenched – well established; rooted; an ingrained part of
b is a reality of – what is actually happening
c could easily reveal – is able quickly to show, tell or inform
d lulled into complacency – made not to worry; falsely made to feel
that there is no problem
e root of the problem – the real cause of the worrying situation
Activity 148
Reading and viewing (LB p. 309)
This activity provides learners with an opportunity to practise their
summarising skills. Let learners work individually to read the Focus on
Reading. Take feedback to make sure they understand what a summary
is and how summary writing should be approached. Emphasise the
importance of:
• identifying main (key) and supporting ideas
• using their own words as far as possible (paraphrasing and use of
synonyms)
• making sure they understand exactly what the summary requires (e.g.
sometimes only a certain aspect of the text must be summarised)
• not exceeding the word limit (point out that their summaries must
not be too short either – usually no more than 10% fewer words than
stipulated).
Learners can then use the process writing method – as outlined in the Focus
on Reading – to write their summaries. You may wish to impose a time limit
(30 minutes), which takes effect after the feedback session.
Formative assessment
Use your discussions with learners and their written summaries to assess
whether or not they are able to:
• correctly interpret the requirements of a summary question
• identify the main points in a text relevant to the summary question
• write a coherent and grammatically correct summary that falls within the
stipulated word limit.
Suggested answer
Here is a sample summary. Do allow for variation in the way that learners
word their summaries, but ensure that they have included only the main
ideas from paragraphs 6, 7 and 8, and their summaries are coherent and
grammatically correct.
244
Eng Gr11 TG.indb 244
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
The problem of binge drinking at American colleges and universities has not been
solved because, firstly, they refuse to see that there is a problem. Secondly, they do not
provide comprehensive solutions that address the underlying cause of the problem
and many people shirk their responsibilities. Thirdly, when there are new rules, no one
checks that they are being enforced. (60 words)
Activity 149
Writing and presenting (LB p. 310)
This activity provides learners with an opportunity to practise their essay
writing skills. Remind them that they should try to practise writing each
type of essay before their exam, and then bring them to you for assessment.
You should make time to discuss issues such as recurring errors, sentence
structure, paragraph cohesion and compliance with the required format and
structure.
Learners then work individually to read the Focus on Writing. Point out
that although the Focus looks at narrative and descriptive writing, they can
apply the same approach to other essay types, because all essay types require
them to brainstorm and plan. Take feedback afterwards, asking learners if
they found the techniques outlined in the Focus on Writing useful. Stress
that there are many approaches to brainstorming and planning, and that
they should find techniques that work for them. Emphasise, however, that
it would be a serious mistake not to undertake these processes because
– although not doing them may seem to save time in the short-term, not
having ideas and a plan will result in them getting stuck for content or going
off topic when they write their essays.
Learners then choose a topic and use the process-writing method to write
their essays. You can impose a time limit (say 60 minutes) for those who
want to work under exam-like pressure. For the others, you can circulate and
handle queries, ask questions (e.g. about the structure of their plans) and
provide support as required.
Reminder
You can use or adapt
the rubric in the Extra
resources section of this
Teacher’s Guide to help
you in assessing learners’
essays.
Formative assessment
Use learners’ written essays to assess whether or not they are able to write
essays at a level acceptable for Grade 11. In particular, focus on:
• relevance to topic
• relevance of approach, format and structure to type of essay
• general language use (some grammatical errors are acceptable, but they
should never mar sense)
• maturity and appropriateness of vocabulary
• issues of style and register
• sentence structure
• paragraph cohesion
• overall coherence.
term four • WEEK 36
Eng Gr11 TG.indb 245
245
2012/08/09 9:47 AM
Unit 18
Weeks 37 & 38
Wrapping it up
In Weeks 37 and 38 learners are going to concentrate on exam revision. They
will focus on class and group discussion, revising a literary text, essay writing
practice, dictionary work, idioms, proverbs and sayings, and vocabulary
development.
Week 37
Activity 150
Reminder
Note that in Activity 154
learners will discuss the
format and layout of their
English exam papers. You
should try to make copies
of past papers that are
aligned with the CAPS
assessment requirements,
so that you can discuss
their layout and format, as
well as their instructions
with the class in
Activity 154.
Listening and speaking (LB p. 312)
The learners now have only a few weeks left before they write their Grade 11
end-of-year examinations. Discuss the importance of good study habits with
the class, stressing time management. Talk about how good time management
helps to avoid last minute ‘cram’ learning. Find out if any learners have
developed a study timetable, and if some have, let them talk about how they
did this and the benefits they derive from having a schedule to work to.
Learners then work alone to develop their own study timetable (including
those learners who have already done this out of their own initiative).
Then they can discuss their timetables in groups, using Question 2 to guide
their discussions. Remind them to use group work and conversation rules
and conventions. You can circulate among the groups to observe their
discussions, ask questions about their timetables and assist with any language
issues if required.
Informal assessment
There is no need to assess this activity, but do check that learners can (and
do) use group work and conversation rules and conventions. Also check that
they are able to express themselves in grammatically correct sentences.
Activity 151
Note
In Activity 152 learners
have to edit a text that is
provided in the Learner’s
Book. It would be ideal if
you can make photocopies
of this text so that learners
can edit on the hard copy.
ng
Ex t
d ed r e a
di
en
Reading and viewing (LB p. 313)
Tell learners that the next two weeks will be mainly devoted to revision,
starting with the revision of literature. Let them work in groups to discuss
Question 1 and then take feedback. Alternatively, you may wish to use
Question 1 for a whole class revision session. Whichever approach you
choose to use, ensure that learners are able to explain the various elements
of literature, as well the different figures of speech.
Learners should then work individually to complete Question 2. However, as
before, adapt your approach to suit the needs of your learners, letting them
work in pairs if necessary, or working through the activity with the whole
class as general revision. However, ensure that all learners write the answers,
which you should check for content and language. Also stress the importance
of using the steps involved in intensive reading.
Formative assessment
Use learners’ feedback and their written answers to assess whether they are
ready for the Grade 11 literature exam. In particular, assess if they are able to:
• explain the elements of literature (short stories) and figures of speech
246
Eng Gr11 TG.indb 246
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
•
•
use scanning and skimming effectively
draw conclusions and inferences from a text in order to identify theme.
Suggested answers
Allow for some variation in the wording of answers, where applicable.
2 aLearners must scan the text for new or difficult words. No written
answers are required, but their answers should reflect whether or not
they were able to work out the meaning of new or difficult vocabulary.
b Learners’ answers may vary, but they need to summarise the plot (not
theme) in one sentence, such as: The story is about an ex-con who,
while travelling on a bus to see his family, is befriended by a girl.
c ii Something about Vingo made the young people curious.
d i The girl’s friendliness finally caused Vingo to confide in her.
e ii Vingo was nervous.
f He sat in a ‘cocoon of silence’; ‘sat rooted in his seat’; ‘retreated again
into silence’; ‘slowly and painfully and with great hesitation, he began
to tell his story’; ‘he said shyly’.
g Learners could mention things like: he was not proud of what he had
done (‘slowly and painfully and with great hesitation, he began to tell
his story’); he accepted that he had done wrong (‘I did it and I went to
jail. If you can’t do the time, don’t do the crime. That’s what they say
and they’re right’); he had a noble and honorable attitude towards his
wife and marriage (learners could mention that he did not expect his
wife to stay married to him when he was in jail).
h Fort Lauderdale (destination); old terminal on 34th Street (departure
point); Jersey; Philly (short for Philadelphia); Washington; Howard
Johnson’s; Florida; Jacksonville; Brunswick. (any four)
i iv interviewed one of the young girls who’d been on the bus.
j ia summary (Most learners will probably say (iv) The last event
of his narrative. In some respects they are correct and in an exam
could be awarded half the mark allocation for the question, but
the concluding sentence really functions as a summary since it
reflects the essence of the theme.)
k Accept well-worded, logical answers that show insight into the
meaning of all the balloons tied to the tree, namely that the wife had
waited for him and was looking forward to seeing him again. This
expresses the theme of forgiveness and redemption, and also touches
on the theme of loyalty.
Extension work
In order to check the extent to which learners were able to scan successfully
in the literature activity, you could ask them to define (give the meanings of )
the following words, without using their dictionaries, and then to make oral
sentences with each one.
a tides (of the sea)
b ill-fitting (suit)
c cocoon (of silence)
d rooted (in his seat)
e insisted
f shy
g hesitation
h bluntness
i fortifying
j exaltation
term four • WEEK 37
Eng Gr11 TG.indb 247
247
2012/08/09 9:47 AM
Activity 152
Reminder
In Activity 156 learners
will do remedial language
work. You should use
your assessment of their
written work to note
common and recurring
errors and then use these
to develop customised
worksheets.
Writing and presenting (LB p. 316)
Many learners tend to think that planning is a waste of precious time,
especially during exams when they have to complete work within a fixed
time limit. This is a natural response, but you need to try to convince
learners of the importance of spending some time (10–15 minutes in a onehour question) planning so that they:
• have all the ideas at hand when they begin writing
• have a structure within which to write.
Reiterate that not having a plan is like going on a journey with no map: you
will get lost! Also stress that a very important point that examiners look for in
a written essay is the ability to organise thinking into a coherent whole that
is logical and structured. This can only be achieved if one has a plan to work
within. Remind learners of the importance of following all the steps in the
process writing method when they write their essays.
Before learners start part (c) of Question 1, revise what they need to take into
account when editing a text. Also revise some of the main editing marks that
they can use to indicate, for example, spelling mistakes. They can refer to the
Editing checklist at the back of the Learner’s Book.
Learners can then work individually to complete the activity, although it
would be a good idea to take feedback after Question 1 to ensure that they
have followed the method of planning presented in the Learner’s Book. As
before, stress that there are many ways of planning and that learners must
find a method that works for them. Feedback on Question 1 will also give
you a good sense of learners’ editing skills and overall language competence
(if they miss many of the errors in the text, then they are likely to make
similar errors themselves). You can use feedback on Question 1 to revise and
emphasise the following.
• Coherence: does the essay have a logical flow, from an introduction,
through well-developed and connected paragraphs, to a good conclusion?
• Sentences: are they grammatically correct and do they connect to each
other within paragraphs?
• Paragraphs: are they logically constructed with topic sentences and
supporting details, and do they follow each other in a logical order?
• Language: is the grammar, spelling and punctuation correct?
• Vocabulary: is this of a Grade 11 level, and does the word choice suit
the topic?
• Style and structure: does the essay use the correct style (including register
and tone) and structure for a reflective essay?
Once you have discussed the editing process, learners can work individually
to complete Question 2. You could impose a time limit in order to give
learners practice in working under exam conditions. Alternatively, should
your learners require additional support, you could work through the
planning stage with the class, as a planning revision task, and then they can
work on their drafts. You could then engage with learners on a one-onbasis during the editing stage to provide guidance as required. Whichever
approach you use, make sure that all learners produce written work and that
you assess each learner’s essay to identify:
248
Eng Gr11 TG.indb 248
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
•
•
errors specific to particular learners so that you can work with them in
a group
errors common to many learners so that you can discuss these with the
whole class.
Formative assessment
Use your interaction with learners, as well as their written work, to assess
whether or not they are:
• able to explain the importance of planning
• able to edit a text
• able to use the process writing method to write essays
• ready for the Grade 11 essay paper.
Reminder
You can use or adapt
the rubric in the Extra
resources of this Teacher’s
Guide to assist you in
assessing learners’ essays.
Suggested answers
Here is a suggested model for the editing task (Question 1c).
• Texts in a box indicate two paragraphs that were in the wrong place in
the first draft that learners had to edit. These two paragraphs should
form the introduction and the conclusion respectively.
• Underlined and/or bold bits of text indicate errors.
• Text that is tinted indicates the corrections that should be made.
[This paragraph should be the introduction] Modern life [makes] demands
on the human mind that no other period of history has made. As society
becomes more and more complex, the mind has developed some defense
[defence] mechanisms. Confronted with inventions like the Internet [,]
television, and the shopping center [centre], the mind will slip [—] all by
itself [—] into an altered state.
Cruising the Internet can quickly make the mind slip into a strange state. A
computer user sits down to check his E-mail or looking [look] up something.
Because [O]nce tapped into the Internet the user loses all sense of time.
He can chat with strangers, research any topic, play a game, or shop for
any product. Some people begins to think of the online world and online
friends as realer [more real] than the people in their own homes. While
my roommate was [is] absorbed in the Internet, he can even have brief
conversations with people who come into our room, because [yet] he cannot
not be able [is unable]to remember the conversations later. He sits there in a
daze from information overload. He seems numb as he hits key after key [,]
going from website to website.
Then there’s TV. Our grandparents can [could] not have imagined the idea
of sitting passivly [passively] for hours, stareing [staring] at moving pictures
coming out of [could be emanating] from a box. [*It’s not a normal state
of affairs, so the mind goes into something like a hypnotic trance.] You see
the sitcom or the dog food commercial, but your mind goes into a holding
pattern. you [You] don’t really absorb the pictures or sounds. [The sentence
marked * above was here, but it did not make logical sense here. It should be shifted
up] Five minutes after I watch a show I can’t remember commercials I’ve seen
or why the TV cops are chaseing [chasing] a certain sucpect [suspect].
If the TV watcher arises from the couch and journeys into the real world,
he often goes to the shopping center [centre]. Here, the mind is hit [could be
bombarded] with the sights, smells, and sounds of dozens of stores,
restaurants, and movie theaters [theatres] competing for its attention.
term four • WEEK 37
Eng Gr11 TG.indb 249
249
2012/08/09 9:47 AM
[The sentence marked * below was here, but it did not make logical sense here. It
should be shifted down] Dazed shoppers begin to feel like mountain climbers
trapped in a blinding storm. Suddenly, everything looks the same. My father
is the badder [worst] of all when it comes to shopping in an altered state.
He comes back from the mall looking like he’d been through a war. [*After
about fifteen minutes of shopping, he can’t concentrate enough to know
what he’s looking for.]
[This paragraph should be the conclusion] Internet surfers, TV viewers, and
shoppers all have one thing in common. They’re just trying to cope with the
mind-numbing discoveries [inventions] of modern life. Hopefully someday
we’ll turn away from such inventions and return to a more simpler [simpler]
and healthiest [healthier] way of life.
Extra resources for the teacher
Editing a text
When you edit or proofread a text, you correct errors by using special marks. This table shows some of
the marks that you need to know.
Instruction
Correction mark in the text
delete
through letter
through word
delete and close up
through letter
through word
insert
Correction mark in the margin
new word followed by
replace
through letter
through word
transpose
between letters or words
insert space
between words affected
new letter or new word
run on/no new paragraph
start new paragraph
change to capital
under letter(s) to be changed
change to lower case
circle letter(s) to be changed
full stop
where required
comma
where required
apostrophe
where required
Look at this example of an edited text. You’ll see that correction marks in the margin are separated
by a back-slash (/).
250
Eng Gr11 TG.indb 250
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Activity 153
Language (LB p. 319)
Although it is bit late in the teaching year to introduce new work, knowledge
of idioms, proverbs and sayings is useful because learners can use these in
their essays. Idioms, proverbs and sayings can also be useful in the Language
in Context exam paper because learners are sometimes asked to explain the
meaning of colloquial terms. Furthermore, this knowledge can help learners
become better communicators.
To introduce the activity, write up a few examples on the chalkboard, asking
learners to tell you about their style (invariably informal) and their sense.
Then ask learners what they call these expressions, and when they would use
them. Here are some examples.
I am going to turn over a new leaf next year. (‘to turn over a new leaf ’ means
to make a change in your life for the better)
Learners can benefit from teachers who go the extra mile. (‘to go the extra mile’
means to make more effort to help someone than is officially required)
My friend poured cold water on my idea. (‘to pour cold water on’ someone’s
ideas means to criticise them)
Learners then work through Question 1. Take feedback, asking learners to
provide a few examples of idioms, proverbs and sayings from their home
language, as well as some English ones that they know of or use. Check that
they have the correct formulation of these idioms, proverbs and sayings,
because it is quite easy for an additional language learner to get a word
wrong, or insert a word that is incorrectly spelled because they have ‘heard’
it wrongly. (This can be quite a common issue and results in words like ‘ship’
being used instead of ‘sheep’ or ‘heat’ instead of ‘hit’.)
Learners should then work individually to complete Question 2. Once they
have identified at least two sayings from ‘The Yellow Ribbon’, they can
discuss the meanings with their partners. Take feedback before learners
continue to work in pairs to read and discuss the Focus on Language. When
they have done this, you can check that they know how to use the idioms,
proverbs and sayings in sentences, by getting some learners to make oral
sentences. Learners should then work individually to make sentences with
the idioms, proverbs and sayings in the Focus on Language box. They should
choose at least four idioms and proverbs and at least two sayings. You can
give them additional ones to complete for homework, if necessary.
Formative assessment
Use your interaction with learners, their feedback and their oral and written
sentences to assess whether or not they can:
• explain what idioms, proverbs and sayings are, and in which contexts they
can be used
• identify sayings in a text and work out their meaning
• use idioms, proverbs and sayings in sentences.
Suggested answers
It is not possible to provide model answers since learners’ sentences will all
vary. However, do make sure that learners complete the written work and
that their sentences are grammatically correct and do express the meaning of
the idioms, proverbs and sayings they have chosen.
term four • WEEK 37
Eng Gr11 TG.indb 251
251
2012/08/09 9:47 AM
Week 38
Activity 154
Listening and speaking (LB p. 321)
It is very important that learners know what format their exam papers will
take. This means that they must know what each paper will contain (essays,
literature, etc.) and what each paper will look like (structure, headings,
instructions, and so on). Exams are intimidating enough without learners
having to make sense of paper layouts, formats and instructions. It is
therefore very important that you provide learners with copies of past papers
(ensure that these use the same layout and format as the CAPS assessment
requirements) to discuss, so that they are familiar with layouts, formats and
instructions when they write the papers.
One example has been provided in the Learner’s Book. It includes
instructions and information for Paper 3. Let learners work in groups to
discuss these. You can circulate among groups to observe their group work,
to check that they understand the meaning of the words and instructions,
and to answer any queries. Hold a class feedback session afterwards to clarify
any further queries learners may have.
Informal assessment
There is no need to assess this activity, but do make sure that all learners
understand the layout, format and instructions in all three written papers.
Teacher’s resource
Here is the format of Examination Papers 1, 2 and 3 from the CAPS for English First Additional Language.
252
T4-SME Gr11 TG.indd 252
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/10 9:25 AM
Activity 155
Reading and viewing (LB p. 322)
This activity provides learners with a final opportunity to practise their
literature skills in a classroom context before they write Paper 2. You could
therefore either let learners complete it individually, in exam-like conditions
(you could impose a time limit and/or provide a mark allocation) or you
could use it as a final revision activity and work through it together with
the whole class. Whichever approach you choose, do assess their work
thoroughly and provide as much one-on-one feedback as you can to bolster
their confidence and performance before the examination.
Formative assessment
Assess learners’ written work to determine whether or not they are able to
answer a literature question satisfactorily. Pay particular attention to their
ability to:
• identify and explain figures of speech
term four • WEEK 38
T4-SME Gr11 TG.indd 253
253
2012/08/10 9:25 AM
•
•
explain the sense or meaning in specific lines or images
provide synonyms for words in the texts.
Suggested answers
Allow for some variation from the suggested answers. Do ensure, however,
that learners’ answers make sense and that grammar is of a sufficiently high
standard.
1 ‘Anthem For Doomed Youth’ (Wilfred Owen)
1.1Learners’ own answers, but they should be along the lines that it
means a type of song for young people who have no hope.
1.2 A – the national song of a country.
1.3The ‘youth’ – young men – because they are being slaughtered in war.
1.4Personification, because the ‘guns’ are given the human quality of
‘anger’.
1.5Only the stuttering rifles’ rapid rattle’ – the repetition of the ‘r’ sound.
1.6Learners’ own answers, but it should be along the lines that it is a
machine gun, not a rifle, because it has a ‘rapid rattle’, indicating
continuous firing.
1.7 ‘Orisons’ in line 4 and ‘prayers’ in line 5.
1.8Learners’ own answers, but it should be along the lines that the
poet is describing the sound of the bombs (‘wailing shells’) that are
the only sounds that these youth will hear when they die, so these
sounds will be like the ‘choirs’ that welcome them to death.
1.9Because they are so young – they have hardly left the stage of youth
and have not experienced the life of men and women.
1.10Learners’ own answers, but it should be along the following lines:
The pale colour of the girls’ foreheads will be the cloth that is spread
over the coffins of the boys.
1.11Learners’ own answers, but it should be along the following lines:
He uses it to end the poem because the ‘drawing down of blinds’
(closing the curtains) is something we do at the end of the day, as
night is coming, so the phrase symbolises the end of these young
men’s lives.
1.12 a monstrous
b bugles
1.13Learners’ own answers, but they must indicate the death of the
young soldiers, so the best completion would use the word ‘killed’.
2 Lord of the Flies (William Golding)
2.1 He was panting from exertion.
2.2 It was very quiet.
2.3Yellow
2.4 It was a gentle breeze, coming from behind them.
2.5 ‘…hair that hung on his forehead’
2.6They are on an island and it very quiet so possibly the island is far
away from anywhere.
2.7Initially, no because nobody said anything in reply, but later yes,
because there was a ‘clamour’ from the boys, indicating excitement.
2.8 i There is food.
ii There is drink.
2.9 B – because it is Ralph’s turn to speak.
2.10 To be found or rescued from the island.
2.11 Treasure Island; Swallows and Amazons; Coral Island (any two)
2.12 ‘Until the grown-ups come to fetch us’.
254
Eng Gr11 TG.indb 254
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
2.13 a slanted
b wizard
c lagoon
Activity 156
Language (LB p. 325)
This is a final language revision activity that focuses on two common
problem areas: concord and tenses. It also assists in vocabulary development.
Note that you should provide learners with any customised worksheets you
have developed, based on common and recurring errors that you have noted
in their written work. It would be best if learners worked individually to
complete this activity so that you (and they) can get a more accurate sense
of language problems they still face, but if you think learners would benefit
more from pair work or even a whole class revision activity, then use those
approaches instead.
Formative assessment
Use learners’ written answers to assess whether or not they have mastered
concord and verb tenses at an appropriate level for Grade 11. Note that you
could use self- or peer assessment, especially for Question 1, but that you
should check all learners’ work to make sure they have done the work, and at
a satisfactory level.
Suggested answers
1 a Corrected sentences:
iThe health inspectors walk [walked] into the kitchen as the cook
was picking up a hamburger off the floor.
iiThe thieves would have stole [stolen] my stereo, but I had had it
engraved with a special identification number.
iiiAt the Chinese restaurant last week, Hollis choose [chose] his
food by the number.
ivHe had tore [torn] his girlfriend’s picture into little pieces and
tossed them out the window.
vBecause I has [have] asthma, I carry an inhaler to use when I lose
my breath.
vi Baked potatoes doesn’t [don’t] have as many calories as I thought.
viiThe grizzly bear, with the dart dangling from its side, has begin
[begun] to feel the effects of the powerful tranquilizer.
viiiYesterday I check [checked] my bank balance and saw my money
was getting low.
ixMany childhood diseases has [have] almost vanished in the United
States.
xNancy sticked [stuck] notes on the refrigerator with fruit-shaped
magnets.
B Corrected sentences:
iThere [are] dozens of eager shoppers waiting for the store to open.
ii Here [are] the notes from yesterday’s history lesson.
iii When [do] we take our break?
ivThere [were] scraps of yellowing paper stuck between the pages
of the cookbook.
vAt the very bottom of the grocery list was [an] item that meant a
trip all the way back to aisle one.
viSome members of the parents’ association [want] to ban certain
books from the school library.
term four • WEEK 38
Eng Gr11 TG.indb 255
255
2012/08/09 9:47 AM
2
3
viiChung’s trench coat, with its big lapels and shoulder flaps,
[makes] him feel like a tough private eye.
viiiMisconceptions about apes like the gorilla [have] turned a
relatively peaceful animal into a terrifying monster.
ixThe rising cost of necessities like food and shelter [forces] many
elderly people to live in poverty.
xIn my opinion, a few slices of pepperoni pizza [make] a great evening.
Use the memorandum for the customised remedial worksheets that you
have developed to assess this question.
Learners’ choices and sentences will vary. Ensure that you check their
work individually.
Activity 157
Writing and presenting (LB p. 326)
Learners dealt with faxes in Grade 10, so this activity should be considered revision.
These days most written communication is done by email (using the
attachments facility to send documents), but sometimes it is necessary to
send faxes (e.g. if recipients don’t have email, or if you need to send a signed
document to someone). Tell learners that the style of a fax (type of language
used: choice of vocabulary, register and so on) is dependent on the context,
but since most faxes are sent in a business or official context, the language
use is formal and to the point.
Let learners work in pairs to study the example of a fax in the Learner’s Book.
Tell learners that the front sheet (as shown in the Learner’s Book) is called a
cover sheet. ‘Pages’ must show how many pages in total are being faxed.
Learners then work alone to complete Question 2. Remind them to leave
enough space for ‘Comments’ when they copy a replica of the fax sheet into
their workbooks.
Formative assessment
Take in and assess learners’ work. Can they:
• complete the details on the fax correctly
• use appropriate grammar and register?
Activity 158
Note
Learners WILL be penalised
if they write, for example,
a narrative essay when
the question requires a
descriptive essay.
Reminder
You can use or adapt
the rubric in the Extra
resources section of this
Teacher’s Guide to assist
you in assessing learners’
essays.
256
Eng Gr11 TG.indb 256
Writing and presenting (LB p. 327)
This is the learners’ final class-based essay writing revision activity. Before
they complete the activity discuss the importance of:
• choosing topics they know something about or that interest them
• choosing essay types that they enjoy writing or are good at
• choosing the correct format, structure and style for an essay
• planning, drafting and editing
• ensuring that sentences are grammatically correct, that they link up in
paragraphs and that paragraphs flow logically.
Learners can then work individually to choose a topic and complete the activity.
Formative assessment
Use your discussion with learners and their written work to assess their
readiness for the essay paper in the Grade 11 exam. In particular, focus
on identifying common and recurring errors that you can work towards
rectifying over the next few days, before they write their exam.
S t u d y & M a s t e r E n g l i s h F i r s t A d d i t i o n a l La n g u a g e G r a d e 1 1
2012/08/09 9:47 AM
Programme of Formal Assessment
Rubrics for FAT essays
and transactional texts
can be found at the end
of this section.
In addition to daily informal assessment and the assessment of activities
in the Learner’s Book, it is required in Grade 11 that learners complete a
number of formal assessment tasks (FAT) that make up the school-based
assessment (SBA) programme. The requirements of the Department of Basic
Education in this regard are outlined below.
F O R M A L A S S E S S M E N T TA S K S
Assessment–SME Gr11 TG.indd 1
1
2012/08/10 9:27 AM
2
Assessment–SME Gr11 TG.indd 2
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/10 9:27 AM
F O R M A L A S S E S S M E N T TA S K S
Assessment–SME Gr11 TG.indd 3
3
2012/08/10 9:27 AM
You will find the Formal Assessment Tasks at the end of each term’s work
in the Learner’s Book. The memoranda for these tasks are provided in this
section of the Teacher’s File. At the end of the section is a record sheet,
which you can use to record the FAT marks of your class, so they are easy to
access for the end-of-year progress reports.
4
Assessment–SME Gr11 TG.indd 4
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/10 9:27 AM
Formal Assessment Tasks
FAT 1
Note
Paper 4 (Oral) is out of 50
marks, and is made up of
three oral assessments.
In this first assessment,
you must convert learners’
marks to a mark out of
10 to record as part of
their final assessment for
Paper 4.
Term 1
Listening and speaking (20 marks)
Read the dialogue to the class four times.
• The first time, learners should just listen. They should then read the
questions, and copy the table.
• The second time, learners should make notes.
• The third time, learners should answer the questions.
• The last time, learners should make any required corrections.
Here is the text.
Pulling an all-nighter
Staying up all night is fun when you’re partying with your friends. But pulling an allnighter because you have an essay to write for school or a project to finish at your job
is a different story. Unfortunately, if you put off doing your work until the last minute,
you might have no choice. Hear Devan’s advice to Jeff about pulling an all-nighter.
Week 1
Devan: So what are you doing tonight? Do you want to go watch a movie with me?
Jeff:
I don’t even want to talk about it.
Devan: Why? What’s going on?
Jeff: I went out too much, procrastinated, and now I have this huge project due
tomorrow, 10 am. And I’m so tired, and I don’t have time for sleep.
Introductions
Devan: So you’re gonna pull an all-nighter tonight?
Jeff:
Oh, I’m burning the midnight oil.
Devan:That’s a downer. I used to do those all the time in college. I always had to
cram for exams the night before. But luckily I’m naturally already a night owl
anyway, so that’s kind of when I thrive: at three in the morning.
Jeff: So do I, but when the pressure’s on like this, it turns it into a different thing.
It becomes this traumatic experience.
Devan: That’s true. It does make it a lot more stressful when your deadline is rapidly
approaching.
Jeff: Yeah, tell me about it. Even though I am a night owl, it’s nice to wake up
early, see the sunrise, hear the birds chirp. But when you’ve stayed up all
night it kind of sours the experience.
Suggested answers
1
2
3
a False
b True
c False
d False
e True
a iii finish a project
b ii college
c i night owl
d iv burn the midnight oil
10 am
t e r m o n e • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 5
(5)
(4)
(1)
5
2012/08/09 9:47 AM
4
5
It is when you stay awake all night.
Because she is naturally an night owl (someone who likes being
awake at night).
6 Having to work all night / pull an all-nighter.
7 cram
8 c stressful
9 Put off, or procrastinate
10 It is about how procrastinating can force people to work all night,
which is stressful, to meet deadlines.
FAT 2
(1)
(1)
(1)
(2)
(2)
(1)
(2)
Writing and presenting (50 marks)
Essay writing: Learners must write a narrative essay of between 200 and 250
words long. Provide them with the topics below, instructing them to choose
ONE. Remind them that they must hand in evidence of planning and editing
with their final version. You can use the rubric at the end of this section to
assess their essays.
Topics
1
2
3
4
5
A strange discovery
Saved by a stranger
The journey
Success in mission impossible
The secret meeting
FAT 3
Writing and presenting (20 marks)
Longer transactional writing: Learners must write a longer transactional
text of between 120 and 150 words (content only). Provide them with the
topics below, instructing them to choose ONE. Remind them that they must
hand in evidence of planning and editing with their final version. You can
use the rubric in the Extra resources section of this Teacher’s Guide to assess
their texts.
1
Imagine you have witnessed one of the following incidents.
•
car accident in which a blue Ford went through a red traffic light and
A
collided with a red Mercedes Benz
OR
• A
shoplifter slipped a CD underneath his coat and walked out of the shop
without paying.
In both incidents, the police have found the person who did the wrong deed,
but the person denies the accusation. The police want you to provide a written
statement of what you witnessed.
Write a witness statement of between 120 and 150 words to describe the
incident that you witnessed.
2
6
Eng Gr11 TG.indb 6
Write a review of a book that you recently read. Your review must be
between 120 and 150 words. Include the title, the author, the main
characters, an outline of the plot and a short appreciation section in
which you explain whether or not you enjoyed reading the book and why.
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
3
Note
You must convert learners’
mark to a mark out of
40 in order to record it as
part of their schoolbased programme of
assessment.
•
•
•
•
Imagine that you are going to meet someone famous to interview him or
her. This could be an imaginary person or someone real, who you would
love to interview. Write an interview between yourself and this person.
Your interview must be between 120 and 150 words (content) and should
focus on:
where this person was born and grew up
how this person got into what he or she is doing (e.g. if your person is
a sports player, you need to find out how this person became involved
in sports)
any special training that this person did or still does
what advice the person has for young people.
FAT 4
Test 1 (100 marks)
Part 1 Comprehension (20 marks)
Learners read a newspaper article and answer questions based on it.
Suggested answers
1 a genderless – neither male or female
b hermaphrodite – having both male and female sex organs
c siblings – brothers or sisters
d ideology – beliefs or principles
e repulsed – having a very strong negative feeling about something (5)
2 Three: Storm and two others
(1)
3 Without discrimination; not limiting a person by labelling them.
(1)
4 Because they have taken politically correct issues such as non-sexism
(non-discrimination based on gender) to an extreme.
(1)
5 Learners could provide a number of reasons, such as wanting to
give Storm the opportunity to decide on his/her own gender or
not wanting to impose decisions on the child
(1)
6 When Stocker found and read a book called X: A Fabulous Child’s Story(1)
7 Not showing whether one is male or female
(1)
a So that people when they look at the baby will not be able to
guess its gender by the colour of clothes it is wearing
(1)
b Pink for girls and blue for boys
(2)
8 Very negative: ‘no one they told had a kind word to say about
their decision’; ‘hundreds e-mailed to express their horror’.
(2)
9 Learners’ own answers along the lines that parents who want to
do what is best for their child can make such bad decisions that
they actually harm the child instead of helping him or her.
(1)
10 Learners’ own answers but ensure they provide solid reasons for
their opinions.
(3)
Part 2 Summary (20 marks)
Suggested summary
Parents’ reasons:
• so that child can choose its own identity
• not to limit the child or impose their will
• to free the child from social norms
Arguments against:
• make child vulnerable to bullying
• does not give child an identify
• children are born with a gender – we can’t deny this
t e r m o n e • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 7
7
2012/08/09 9:47 AM
Part 3 Language study (60 marks)
Learners refer to the article (‘Baby is neither a boy nor a girl’) to answer a
series of language-based questions.
Suggested answers
1 aSome friends accused the couple of imposing their ideology on the
child. [Subject: Some friends; verb: accused; object: the couple]
bStorm’s parents are offering no clues. [Subject: Storm’s parents;
verb: are offering; object: no clues]
c And the shockwaves have moved across Canada and beyond. [Subject:
shockwaves; verb: have moved; object: across Canada and beyond] (3)
2 Learners’ own sentences, so check carefully that the verbs have
been used correctly.
(10)
Verb from article
Tense
a
are raising
Present
continuous
b
will be keeping
Future
continuous
c
told
Past simple
d
insist
Present
simple
e
have moved
Present
perfect
Your own sentence with the verb
3
a‘The’; definite article indicates specific parents
b ‘This’; demonstrative indicating a particular example,
‘a’: indefinite article indicating that this is one of many examples;
‘a’: indefinite article indicating that this is one of many types
of licence.
(6)
4 a chubby-cheeked [adjective: relates to baby/Storm]
b lightly [adverb: the way the decision was taken]
c bizarre [adjective: relates to their decision]
d pushy [adjective: relates to parents in general]
e charmingly [adverb: the way that Stocker spoke]
(10)
5Degrees of comparison:
(10)
Positive form
Comparative form
Superlative form
a
more extreme
most extreme
b politically correct
more politically correct
most politically correct
c
more comfortable
most comfortable
d pushy
pushier
pushiest
e
more bizarre
most bizarre
6
8
Eng Gr11 TG.indb 8
extreme
comfortable
bizarre
Direct and indirect speech:
(6)
a One reader exclaimed that that was a perfect example of why one (or
people) should have a licence to have children.
b Other people chided, “You have condemned Storm to a life of
bullying.”
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
7
Note that learners’ answers may vary, depending on the suffixes
they choose. Make sure they have created proper words when
adding suffixes and that these are correctly used in terms of part of
speech in their sentences.
a puzzle [puzzlement]
b bully [bullying]
c voyeur [voyeuristic]
8 a certainty [uncertainty]
b parents [grandparents]
c guided [misguided]
9 a won’t [will not]
b we’ve [we have]
10 To say positive, supportive/sympathetic things
(6)
(6)
(2)
(1)
Part 4 Literature: setwork contextual (10 marks)
Learners read an extract from the play called The Government Inspector by the
Russian playwright, Nicolai Gogol, and then answers questions based on it.
Suggested answers
1 To show the reader what the setting is (would also help in the
construction of the set when performing the play); to give an idea of
costumes/what the characters wear; provide insight into how scenes
should be acted; provide insight into characterisations/characters’
thoughts and feeling
(2)
2 a ‘He is as fussy as the furnishings and decoration of his room’.
b The mayor is being compared to the furniture and decorations. (2)
3 a awful [terrible]
b dependable [reliable]
(2)
4 Learners’ own answers, but along the lines that being in disguise
means people will not know who he is, so they will go about their daily
business as usual; they won’t change their behaviour because they
are being watched by the inspector.
(1)
5 Learners’ own answers, but along the following lines: getting a bit
of extra where possible. It refers to corruption, such as taking
bribes or skimming off government money.
(1)
6 Learners’ own answers, but ensure they provide solid reasons for
their opinions that indicate an understanding of the quote and that
articulate their stand on the issue.
(2)
7 Learners’ own answers, but along the lines that the plot will be about
the inspector’s visit to the town and the way that the mayor and other
officials try to prevent him from finding out about their corruption. (1)
t e r m o n e • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 9
9
2012/08/09 9:47 AM
Formal Assessment Tasks
FAT 5
Term 2
Listening and speaking (20 marks)
Learners must present their formal researched speeches (refer to Week 17
in this Teacher’s Guide). You can use or adapt this rubric to assess their
prepared speeches.
COMPETENCE
%
PREPARED SPEECH
OUTSTANDING
80–100
Perfect fluency and audibility.
Lucid articulation and pronunciation.
Outstanding ability to vary pitch, pace and tone.
Outstanding presentation of text with brilliant use of audio and/or visual aids (e.g.
posters, charts).
Audience riveted.
A pleasure to listen to.
MERITORIOUS
70–79
Excellent fluency and audibility.
Very high quality of articulation and pronunciation.
Varies pitch, pace and tone in a highly effective manner.
Excellent presentation of text with very good use of audio and/or visual aids (e.g.
posters, charts).
Brilliant ability to sustain audience contact.
SUBSTANTIAL
60–69
Very good level of fluency and audibility.
Clear articulation and pronunciation.
More than adequate ability to vary pitch, pace and tone.
Very good presentation of text with suitable use of audio and/or visual aids (e.g.
posters, charts). Clearly able to sustain audience contact.
ADEQUATE
50–59
Reader generally fluent and audible.
Reasonably good articulation and pronunciation, though may stumble over
some words.
Pitch, pace and tone at times inappropriate.
An adequate presentation of text with some use of audio and/or visual aids (e.g.
posters, charts). Audience contact adequate.
MODERATE
40–49
Reader not sufficiently fluent and audible.
Articulation and pronunciation not adequate and reader found to be stumbling
over words.
Inadequate control over pitch, pace and tone.
Presentation of text is not fully coherent.
Use of audio and/or visual aids (e.g. posters, charts) is not always appropriate
or relevant.
Does not sustain sufficient audience interest.
ELEMENTARY
30–39
Reading clearly inadequate at this level.
Lacks fluency and audibility.
Cannot convey sense of text.
If audio and/or visual aids are used, use is inappropriate or lacking in relevance.
Audience contact almost non-existent.
NOT ACHIEVED
0–29
Jumbled text that is mostly off topic.
No use of visual aids.
Inarticulate, unintelligible.
Clearly out of his/her depth at this level.
10
Eng Gr11 TG.indb 10
Study & Master English First Additional Language Gr ade 11
2012/08/09 9:47 AM
FAT 6
Literature: Contextual questions (35 marks)
Learners have to answer contextual questions based on an extract from a
literary work. We have chosen an extract from Manhood written by John
Wain. We have provided the extract for your convenience.
Background
Rob’s father desperately wants his son – Rob – to grow up to be a stereotypical man:
tough, physical and unafraid of danger. So, he influences Rob to take up boxing at
school. His mother is against her husband’s wishes. The extract below takes place just
before a boxing tournament that Rob is supposed to participate in.
Extract from Manhood
‘You’re hysterical,’ said Mr Willison bitterly. Rising, he went out into the hall and called
up the stairs, ‘Are you in bed, Rob?’
There was a slight pause and then Rob’s voice called faintly, ‘Could you please come
up, Dad?’
‘Come up?’ Why? Is there something the matter?’
‘Could you come up?’
Mr Willison ran up the stairs. ‘What is it?’ he panted. ‘D’you want something?’
‘I think I’ve got appendicitis,’ said Rob. He lay squinting among the pillows, his face
suddenly narrow and crafty.
‘I’ve got a terrible pain in my side,’ said Rob. ‘Low down on the right-hand side. That’s
where appendicitis comes, isn’t it?’
Mr Willison sat down on the bed. ‘Listen, Rob,’ he said. ‘Don’t do this to me. All I’m
asking you to do is to go into the ring and have one bout. You’ve been picked for the
school team and everyone’s depending on you.’
‘I’ll die if you don’t get the doctor,’ Rob suddenly hissed. ‘Mum!’ he shouted.
Mrs Willison came bounding up the stairs. ‘What’s it, my pet?’
‘My stomach hurts. Low down on the right-hand side.’
‘Appendicitis!’ She whirled to face Mr Willison. ‘That’s what comes of your
foolishness!’
‘I don’t believe it,’ said Mr Willison. He went out of the bedroom and down the stairs.
The television was still jabbering in the living-room, and for fifteen minutes Mr
Willison forced himself to set staring at the strident puppets, glistening in metallic
light, as they enacted their Lilliputian rituals. Then he went to the bedroom again.
Mrs Willison was bathing Rob’s forehead.
Suggested answers
1 To Mrs Willison, his wife.
2 Learner’s own answers, but they should be able to glean from
the rest of the text that it is because her husband wants Rob to
take part in the boxing tournament while she does not.
3 Learner’s own answers, but along the lines that he may be worried
that Rob is trying to get out the tournament.
4 To give the impression that he is weak from not feeling well.
5 ‘Squinting’. It gives the sense that Rob is making a great effort
against the pain to open his eyes.
t e r m t w o • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 11
(1)
(1)
(1)
(2)
(2)
11
2012/08/09 9:47 AM
6
7
Go to the tournament.
(1)
It is ironical because no one is depending on Rob, except his
father, who is trying to turn Rob into the kind of man he
(the father) would like Rob to be.
(2)
8 Learners’ own answers, but they must back up their choice.
The best answer is: No, he is pretending because he wants to get
out of the tournament. This is shown in words such as ‘crafty’
when his father first comes into the room and ‘hissed’ when his
father tries to persuade him to go the tournament.
(2)
9 Choice of verbs:
(3)
a ran - shows Mr Willison’s panic
b bounding - shows Mrs Willison’s concern
c whirled - shows her anger towards her husband.
10 It shows they have a close relationship; she wants to protect and mother
him. For example, she calls Rob ‘my pet’ and she bathes his forehead. (3)
11 Hall, stairs, Rob’s bedroom, living-room. Learners’ own reasons.
(8)
12 Learners’ own answers, but along the lines that it has to do with a
father trying to impose his will on his son; trying to make his son
into the kind of person that he (the father) wants the son to be, and
the son’s resistance. In this way, the story examines the importance of
parents allowing their children to develop their own identities.
(2)
FAT 7
Mid-year examinations
The mid-year examination comprises the following:
• Paper 1 – Language in context (80)
• Paper 2 – Literature (70)
• Paper 3 – Writing (100)
PAPER 1 ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 1
Memorandum
MARKS: 80
TIME: 2 hours
SECTION A: COMPREHENSION
QUESTION 1
1.1 The company she worked for closed down.
1.2 ‘sick of the hijackings and violence’ or ‘crime forced her’
1.3 C
1.4 D
1.5 D
1.6 She found that people in the township were money-driven. They
wanted payment for any work that they did, whilst people on the
farm did not expect money for any favours.
‘Township people do not do any work without being paid’ OR
‘Once the work had been done, they disappeared without so much
as asking for a cent’
1.7 C
1.8 She did not have the necessary experience. The chicks she had bought
all turned out to be cocks/she didn’t realise that they were all cocks.
1.9 She had to give up her taxi business.
12
Eng Gr11 TG.indb 12
(2)
(1)
(2)
(2)
(2)
(3)
(2)
(3)
(2)
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
1.10Accept any TWO of the following:
the scale of her success; the range of successful activities; the
number of people benefiting; her emphasis on community
upliftment and not personal profit only
(3)
1.11It’s mostly males who play leading roles in the taxi industry and
in farming.
(2)
1.12She built her taxi fleet from 8 to 17 despite the crime problem.
She was not discouraged by her early blunder with the chickens
and now produces 150 000 birds a year.
(4)
1.13Open-ended. Accept any suitable response. For example:
Woman power
(2)
TOTAL SECTION A: 30
SECTION B: SUMMARY WRITING
QUESTION 2
Important Points
1. Many teenagers are obsessed with weight loss.
2. No amount of weight loss brings teenagers the happiness they seek.
3. Media images of thin models cause teenagers to diet excessively.
4. Whilst dieting is gradual, healthy weight loss, eating disorders stem from
poor self-esteem.
5. Teenagers are only concerned about weight loss and not the damage
excessive dieting can cause.
6. Anorexics avoid food, believing they are too fat.
7. Bulimics overeat and then vomit.
MARKING:
• Award ONE mark for each fact.
• Award ONE mark for the number of words that are indicated correctly.
• Award TWO marks for correct language usage.
• The candidate must rewrite the core idea in his/her OWN WORDS as far
as possible.
• Mark only one fact per line – ignore the other facts.
• If given in paragraph format, treat one sentence as one fact.
MARK ALLOCATION
1 Mark per fact.
• Word count correctly indicated = 1 mark
• Language usage: 2 marks
PENALTIES
Subtract ½ mark for each of the following:
• Words over the 70 word limit (½ mark for every multiple of 5 words
beyond 75.)
• Summary in paragraph form.
• Language usage: Deduct 1 mark for every 5 language errors.
TOTAL SECTION B: 10
SECTION C: LANGUAGE IN CONTEXT
QUESTION 3: VISUAL LITERACY
3.1 ANALYSING A CARTOON
3.1.1 This conversation takes place in a gym/health club.
3.1.2The bold print emphasises the word. It indicates that the
word was expressed louder than the others.
t e r m t w o • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 13
(1)
(2)
13
2012/08/09 9:47 AM
3.1.3She is smiling broadly. He eyes are wide open. She looks happy
and pleased with herself because she has lost weight and is close to
attaining her goal weight. (Give 1 mark credit for description and 1
mark credit for feelings.)
(2)
3.1.4She hates her because she is envious of her since she does
not have to lose weight. The speaker on the other hand is
battling to lose weight.
(3) [8]
3.2 ANALYSING AN ADVERTISEMENT
3.2.1 Use of large font. Use of illustration.
(2)
3.2.2To emphasise that this product will keep the user fresh for the
whole day. This will influence the reader to buy the product.
(2)
3.2.3Yes. It influences the reader to take immediate action and buy
the product today so that he or she can remain fresh.
(2)
3.2.4 Open-ended. Accept any suitable response.
(2) [8]
[16]
QUESTION 4: LANGUAGE AND EDITING SKILLS
4.1.1 Started
(1)
4.1.2 Here’s
(1)
4.1.3 Holds
(1)
4.2 To indicate the names of the groups
(1)
4.3 where
(1)
4.4 afford
(1)
4.5 successful
(1)
4.6 started
(1)
4.7 worst
(1)
4.84.8.1 by
(1)
4.8.2 of (1)
4.9 I – personal pronoun
(1)
sold – verb
(1)
4.10
Where was Dome going to perform? OR In which place/city
was Dome going to perform?
(2)
4.11 sold – bought
(1)
many – few
(1)
4.12 manageress
(1)
4.13 communities
(1)
4.14 annually
(1)
4.15 favourite
(1)
4.16Dome said that he had sold the album out of his backpack.
(Give a ½ mark credit for each of the underlined changes.) (2) [24]
TOTAL SECTION C: 40
GRAND TOTAL: 80
14
Eng Gr11 TG.indb 14
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
PAPER 2 ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 2
Note
You must set Paper 2 for
your learners based on the
setwork you are studying.
You can use the guidelines
here and in the Learner’s
Book.
Memorandum
MARKS: 70
TIME: 2 hours
SECTION A: POETRY
QUESTION 1: PRESCRIBED POETRY
Choose ONE of the following poems/extracts and answer the set questions.
1.1 Prescribed poem 1
(15 marks)
OR
1.2 Prescribed poem 2
(15 marks)
NOTE TO TEACHERS:
• Contextual questions should be set on any TWO of the prescribed
poems. In the case of longer poems, questions may be set on an extract
from the poem. Knowledge of the entire text will be essential to
answering the questions fully.
• Contextual questions should be asked in the order that the answers are to
be found in the poem.
• Questions should cover a range of cognitive levels:
– Literal comprehension, recall (Who…? What…?, Where…?,
When…?, How…? Describe…)
– Questions that require interpretation, where the meaning is not
directly stated but implied (Interpret a figure of speech, How do you
know that…?, In your own words explain why…, How is…related
to…?, Why is…significant?)
– Questions that require analysis where candidates are required to
analyse certain elements in the poem and draw a conclusion. (Why
does…? How does…compare/contrast with...?)
– Questions that require evaluation and give candidates the
opportunity to make their own judgment based on evidence. (Do you
agree…? What is the most important…? What do you think…?)
• Questions should assess if candidates are able to:
– Recognise how word choices, figures of speech, imagery and sound
devices affect mood, meaning and theme
– Recognise how lines, stanza forms, rhyme, rhythm and other
repetition techniques and punctuation affect meaning
• Candidates should be encouraged to give their own views and to
substantiate them.
QUESTION 2: UNSEEN POEM
This is a COMPULSORY question. Read the poem and answer
the questions.
(10 marks)
NOTE TO TEACHERS:
• The unseen poem should be accessible to the average learner. The poem
should be suitable in terms of language, background of learners and
cognitive demand.
• The poem should not have too many levels of meaning, but it should not
be simplistic either.
• This Section is aimed at assessing if learners are able to apply the basic
skills that they have learnt in their study of the Prescribed poetry. If
t e r m t w o • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 15
15
2012/08/09 9:47 AM
•
•
•
prescribed poetry is taught and learnt, the candidates should be able to
answer the questions on the unseen poem with relative ease.
Only contextual questions should be set.
Questions should assess if candidates are able to:
– Recognise how word choices, figures of speech, imagery and sound
devices affect mood, meaning and theme
– Recognise how lines, stanza forms, rhyme, rhythm, repetition
techniques and punctuation affect meaning
Candidates should be encouraged to give their own views and to
substantiate them.
TOTAL SECTION A: 25
SECTION B: NOVEL/SHORT STORIES/ESSAYS/AUTOBIOGRAPHY/
BIOGRAPHY
Answer EITHER the essay QUESTION 3.1 OR the contextual question,
QUESTION 3.2.
QUESTION 3.1: ESSAY QUESTION
Read the question carefully and write an essay of one and a half
to two pages.
OR
QUESTION 3.2: CONTEXTUAL QUESTION
Answer the questions set on the following extract(s).
[25]
[25]
NOTE TO TEACHERS:
• ONE essay and ONE contextual question must be set on the
genre studied.
• Candidates may choose either the contextual or the essay question.
• The contextual question may be set on one long extract or on two or
three shorter extracts.
• The choice of passages for the contextual questions should ensure that
there is sufficient reference to characters, events and themes to enable
one to ask detailed questions on the extract/s and to relate the extract/s
to the rest of the prescribed work.
• Questions should assess if the candidates are able to:
- Describe the development of plot, subplot, conflict, character and
role of the narrator (where relevant)
- Identify and explain messages and themes and relate them to selected
passages in the rest of the text
- Describe how background and setting relate to character and/or
theme
- Describe mood, time-line and ending
• Questions should cover a range of cognitive levels as outlined in the
Poetry Section.
• Candidates should be expected to give their own views and to
substantiate them.
TOTAL SECTION B: 25
16
Eng Gr11 TG.indb 16
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
SECTION C: DRAMA
Answer EITHER the essay QUESTION 4.1 OR the contextual question,
QUESTION 4.2.
QUESTION 4.1: ESSAY QUESTION
Read the question carefully and write an essay of one and a half
to two pages.
OR
QUESTION 4.2: CONTEXTUAL QUESTION
Answer the questions set on the following extract(s).
[25]
[20]
NOTE TO TEACHERS:
• ONE essay and ONE contextual question must be set on the drama or
short plays studied.
• Candidates may choose either the essay or the contextual question.
• The contextual question may be set on one long extract or on two or
three shorter extracts.
• The choice of passages for the contextual questions should ensure that
there is sufficient reference to characters, events and themes to enable
one to ask detailed questions on the extract/s and to relate the extract/s
to the rest of the play.
• Questions should assess if the learners are able to:
– Recognise how dialogue and action are related to character and
theme
– Describe plot, subplot, character portrayal, conflict and dramatic
purpose
– Recognise the use of dramatic structure and stage directions
• Questions should cover a range of cognitive levels as outlined in the
poetry section.
• Candidates should be encouraged to give their own views and to
substantiate them.
TOTAL SECTION C: 20
GRAND TOTAL: 70
PAPER 3 ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 3
Note
You can use the rubrics
(50 mark, 30 mark and
20 mark) in the Extra
resources section of this
Teacher’s Guide to assess
Paper 3.
Memorandum
MARKS: 100
TIME: 2½ hours
SECTION A
Instructions to markers:
• Candidates are required to write ONE of the essays.
• Use the 50-mark assessment rubric to mark the essays.
Question 1
1.1 Programmes and content for a new radio station
• Descriptive/Expository Essay
• Candidates should mention different kinds of programmes and content
that they think will appeal to young South Africans.
t e r m t w o • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 17
17
2012/08/09 9:47 AM
1.2 South Africa in fifty years’ time
• Descriptive/Reflective Essay
• Candidates should reflect on/describe what life will be like in fifty years’
time in South Africa.
1.3 ‘That day I realised how harmful gossip can be.’
• Narrative Essay
• The words given in the topic must appear in the essay. Subtract one
mark from the total if the words do not appear, but the topic is addressed
in the essay.
• Candidates are expected to relate an event that made them realise that
gossip is harmful.
1.4 Is the Government doing enough to curb the spread of HIV/Aids?
• Argumentative/Discursive Essay
• Candidates are expected to express an opinion on the topic and to
motivate their point of view.
OR
HIV& Aids – a human tragedy
• Narrative essay
• The story has to link HIV/Aids with the concept of tragedy.
1.5 It is difficult to forgive
• Narrative/Reflective/Expository Essay
• The concept of forgiveness must be addressed.
1.6 Interpretation of the picture
• Candidates may interpret the picture in any way.
• Give credit for any interpretation that can be linked to the picture.
1.7 Teenagers and fashion
• Expository/Descriptive/Discursive Essay
• Candidates may interpret the topic in various ways, e.g. discuss why
fashion is important to teenagers or argue that companies use brand
names to exploit teenagers; the demands made on parents by teenagers
may also be discussed, etc. [50]
SECTION B
Instructions to markers:
• Candidates are required to answer ONE question.
• Use the 30-mark assessment rubric to mark the pieces in this section.
2.1 Letter to the Editor
• The letter should be addressed to the Editor.
• The candidate must give more than one solution to the lack of
recreational activities and facilities.
• Consider the following aspects of format and deduct half-a-mark for an
error in each of the following:
- Sender’s address
- Address of the addressee
- Greeting and subject line
- “Yours faithfully”/signature/name in print.
18
Eng Gr11 TG.indb 18
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
2.2 Report
• The candidate should use the headings given in the question paper.
• Consider the following aspects of format and deduct half-a-mark for an
error in each of the following:
– Heading of the report
– Subheadings given in the paper
– Date
– Signature and name of person writing the report.
2.3 Dialogue
• Deduct one mark for each of the following:
– colons are not used after the names of the characters.
– there is no spacing between the names and the words of the
characters.
• The tone used by the interviewer should be polite.
• The dialogue should have a clear beginning and end.
SECTION C
Instructions to markers:
• Candidates are required to answer ONE question.
• Use the 20-mark assessment rubric to assess the responses of candidates.
3.1 Instructions
• Candidates are required to choose one of the topics given in the question.
• The instructions should be clear and follow a logical sequence.
3.2
•
•
•
•
Poster
Candidates should give the contents of a poster on the topic given.
The poster should have an eye-catching heading.
At least five points on how water can be saved should be given.
The language used should be persuasive.
3.3 Filling in a form
• Consider whether the candidate has understood the question and is able
to provide the correct details on the form, e.g. the difference between a
physical and a postal address; if they give the surname and first name or
initials of the nominee - reasons that make the teacher special, etc.
[20]
TOTAL MARKS: 100
t e r m t w o • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 19
19
2012/08/09 9:47 AM
Formal Assessment Tasks
FAT 8
Note
Paper 4 (Orals) is out of
50 marks, and is made up
of three oral assessments.
In Term 1 you assessed
listening (10 marks) and
Term 2 you assessed
the presentation of a
speech (20). In this third
assessment, you must
convert learners’ marks
to a mark out of 20 to
record as part of their final
assessment for Paper 4.
Term 3
Listening and speaking (20 marks)
In this formal assessment task learners have a choice. They can choose
ONE of the following:
A Unprepared speaking
OR
B Prepared reading
(20)
(20)
A Unprepared speaking (20)
On the day of assessment, provide learners who chose this option with a
topic. Each learner receives a topic in turn, because each learner must have
only five minutes to prepare. Before starting, stress that particular attention
will be paid to the following in the assessment:
• content
• tone
• speaking and presentation skills
• critical awareness of language usage.
Here are some possible topics, but you can make up or choose your own ones:
• Road safety
• Global warming
• How to improve education
• Problems of unemployment
• My ambitions
• Substance abuse
• Prejudice and stereotypes
• Corruption
OR
B Prepared reading (20)
In this formal assessment task option, learners should – in advance – choose a
suitable passage from a novel that must contain some dialogue. They should
prepare their reading thoroughly. Point out that the chosen passage must be
about three minutes long. Before starting the assessment, discuss the rubric
below with the class to make sure they know how they will be assessed. In
addition, stress the following:
• They should carefully consider their choice of passage to ensure that
it gives them the best opportunity to demonstrate their reading skills,
but the level of language and thought in the chosen passage should be
mature and sophisticated.
• They must give an introduction of some kind before reading, which
indicates the source of the passage and their reason for choosing it.
• Reading aloud is for entertainment and/or persuasion. Communication
with the audience is therefore of the utmost importance.
• They should use a suitable tone, which shows understanding of the
passage. Facial expression should enhance the quality of the overall
reading.
20
Eng Gr11 TG.indb 20
Study & Master English First Additional Language Gr ade 11
2012/08/09 9:47 AM
•
•
•
They should make full use of pause, variety in pace, as well as in pitch
and volume.
Eye contact is essential. The reader should look up to his or her audience
on significant phrases and at the end of some sentences where there is
natural pause.
They should hold their texts up to facilitate eye contact and not read to
the table.
Competence
%
Prepared speech
Outstanding
80–100
Perfect fluency and audibility.
Lucid articulation and pronunciation.
Outstanding ability to vary pitch, pace and tone.
Audience riveted.
A pleasure to listen to.
Meritorious
70–79
Excellent fluency and audibility.
Very high quality of articulation and pronunciation.
Varies pitch, pace and tone in a highly effective manner.
Brilliant ability to sustain audience contact.
Substantial
60–69
Very good level of fluency and audibility.
Clear articulation and pronunciation.
More than adequate ability to vary pitch, pace and tone.
Clearly able to sustain audience contact.
Adequate
50–59
Reader generally fluent and audible.
Reasonably good articulation and pronunciation, though may stumble over some words.
Pitch, pace and tone at times inappropriate.
Audience contact adequate.
Moderate
40–49
Reader not sufficiently fluent and audible.
Articulation and pronunciation not adequate and reader found to be stumbling
over words.
Inadequate control over pitch, pace and tone.
Presentation of text is not fully coherent. Does not sustain sufficient audience interest.
Elementary
30–39
Reading clearly inadequate at this level.
Lacks fluency and audibility.
Cannot convey sense of text. Audience contact almost non-existent.
Not achieved
0–29
Jumbled text that is mostly off topic.
Inarticulate, unintelligible.
Clearly out of his/her depth at this level.
FAT 9
Writing and presenting (20 marks)
This assessment task is out of 20 marks.
In this assessment activity, learners have to write a shorter transactional text
(e.g. an advertisement, minutes or an agenda). Give them a choice of six
topics, from which they must choose ONE. Stress that they must:
• draw up a plan for their topics based on the text type chosen.
• write a first draft and edit it.
• write a second draft and proofread it. If the second draft has mistakes,
they write a final version for assessment.
Their texts must be between 80 and 100 words long. They must hand in their
plans and their edited first drafts, together with their final versions.
t e r m t h r e e • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 21
21
2012/08/09 9:47 AM
You can use the rubric at the end of this section to assess their shorter
transactional texts.
Here are some suggested topics, but you can make up or choose your own.
1 You are the secretary of an environmental club. You recently took
minutes of a meeting between your club and a road developer who wants
to build a road through an area that is the home of a rare type of frog.
• Make up a name for your club and the road developer.
• Decide who attended the meeting (from your club and the
developer’s company) and make up names for them.
• Think about what was discussed. Use your ideas to write the minutes
of the meeting. Make sure you use the correct format and register for
minutes.
2 You work for a sports club. The club has arranged a bicycle race that will
take place in your area. It will take place on a Sunday morning and will
last for three hours. During this time, the road in the area will be closed.
• Write a notice that will go into the local newspaper, informing
residents of the race and the road closures.
• Make sure that you use an appropriate tone, style and format.
3 You have been put in charge of making arrangements for the wedding of
a relative or older friend. One of the tasks you must complete is a public
announcement of their engagement.
• Write a suitable announcement that will appear in the Classified
section of the local newspaper.
• Remember to include all relevant details.
• Make sure that the tone, register and word choice of the
announcement are appropriate.
4 A friend from another town is coming to visit you. He or she has never
been to your home before.
• Write the directions from the nearest public transport facility (e.g. bus
stop, train station or taxi rank) to your home.
• Remember to use appropriate verb tenses and sentence structures.
5 You have a few items that you no longer need and would like to sell them.
• Decide on the items.
• Write an advertisement that will go into the Classified section of the
local newspaper.
• Set out your text in the correct format. Make sure that you use an
appropriate tone and register.
6 You work in the customer support department of a company that
manufactures electronic products, such as cell phones, calculators, digital
watches and cameras.
• Choose any electronic product (it does not have to be one of those
mentioned above) and write a set of clear instructions on how to use
or operate the product.
• You should provide no more that five steps in your instructions.
• Your instructions should be short and to the point.
22
Eng Gr11 TG.indb 22
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
FAT 10
Reminder
You must convert learners’
marks out 100 for Test 2
to a mark out of 40 for
recording as part of your
final assessment for each
learner.
Test 2
Language in context or Literature: contextual questions
Note that according to the CAPS page 81, learners have a choice in Test 2
between:
Language in context: Comprehension, Summary, Language structures and
conventions (40 marks)
OR
Literature: contextual questions (35 marks)
Option 1: Language in context
Part 1 Comprehension (30 marks)
Learners read an article and answer questions based on it.
Suggested answers
1 a written law [statute]
b inclusion [merger]
c inexpensive [affordable]
d safeguards [protects]
e objections [disputes or complaints]
(5)
2 South African Telecommunications Regulatory Authority (SATRA)
and the Independent Broadcasting Authority (IBA)
(3)
3 Regulating the telecommunications, broadcasting and postal
industries in the public interest.
(2)
4 People (members of the public) who buy services and products
from businesses.
(1)
5 By creating competition in the telecommunications, broadcasting
and the postal industries.
(2)
6 Learners’ own answers, but they must provide two reasons for their
points of view, such as:
• Yes: to make sure consumers are not exploited; to limit corruption;
to stop businesses selling inferior products
• No: Consumers must take responsibility for their own purchases;
consumer protection is against free enterprise.
(3)
7 Someone/something that protects people’s rights. It receives and tries
to resolve the public’s complaints about services and products provided
by the telecommunications, broadcasting and postal industries.
(3)
8 Learners must explain these in their own words, as far as
possible (any 2): enforces compliance with rules and regulations;
protects consumers from unfair business practices and poor quality
services; hears and decides on disputes and complaints brought
against licensees.
(6)
9 It passes judgment in disputes and complaints from the public.
(1)
10 An institution (organisation) that was set up according to the
Constitution to help make sure that South Africa stays a
democratic country.
(2)
11 The functions and responsibilities of Independent Communication
Authority of South Africa.
(2)
Part 2 Summary (10 marks)
Here is a suggested summary. Note that learners’ summary must focus
on the functions and responsibilities of the Independent Communication
Authority of South Africa.
t e r m t h r e e • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 23
23
2012/08/09 9:47 AM
ICASA regulates the telecommunications, broadcasting and postal industries and
ensures good quality, affordable services. It issues licenses to telecommunications
and broadcasting service providers, enforces compliance with regulations, protects
consumers from unfair business practices and poor quality services, hears and judges
disputes and complaints brought against licensees, manages the use of radio frequency
spectrum and helps to create competition in the industries it controls. (63 words)
Part 3 Language structures and conventions (60 marks)
Learners refer to the article called ‘The Independent Communication
Authority of South Africa’ and answer the questions.
1 Logical connectors:
(8)
Logical connectors (or
conjunctions)
Function
Ideas they connect
a
but (line 2)
Joins opposite ideas
Fragmented regulation
before
Single regulatory authority
now
b
and (line 15)
Joins similar ideas
SATRA
IBA
c
in addition (line 19)
Develops an idea by
connecting another idea
provided for the
incorporation of the Postal
Regulator into ICASA
increased ICASA’s council
complement
d
in turn (line 39)
To show what happens
because of something else
create competition
competition brings about
affordable prices
2
3
aThe manager respects every employee, in turn the employees all
respect the manager.
b The employees worked all weekend, but they did not manage to
meet the deadline.
c The regulatory authority issues licences and protects consumers. (6)
Copy the table and complete it.
(10)
Verb from article
Tense
Sentences with the verb
a
changed
Past simple
Learners’ own sentences – ensure correct use of the verb tense
b
has regulated
Present perfect
Learners’ own sentences – ensure correct use of the verb tense
c
was established
Simple past (passive voice) Learners’ own sentences – ensure correct use of the verb tense
d
issues
Present simple
Learners’ own sentences – ensure correct use of the verb tense
e
is educating
Present continuous/
progressive
Learners’ own sentences – ensure correct use of the verb tense
4
5
24
Eng Gr11 TG.indb 24
•
bbreviations IBA: Independent Broadcasting Authority; CCC:
A
Complaint and Compliance Commission; DoC: Department of
Communication
• Acronyms ICASA: Independent Communication Authority of South
Africa; SATRA: South African Telecommunications Regulatory Authority
i onco - or nearest cash offer
ii bic - built-in cupboards
iii RIP - Rest in Peace
(10)
Learner’s own sentences; ensure prepositions have been
correctly used.
(12)
a Since then, the Independent Communication Authority of South
Africa (ICASA) has regulated telecommunications and broadcasting
in South Africa.
b The ICASA Amendment Act 2005 also provided for the incorporation
of the Postal Regulator into ICASA.
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
6
7
Parts of speech:
(10)
a The = definite article; Authority = proper noun; in = preposition;
affordable = adjective; all = determiner
b facilitates = verb; these = determiner; or = conjunction;
them = pronoun; to = preposition
Learners’ own sentences. Ensure the meaning of the expression
and the word are brought out (clear) in their sentences.
(4)
Option 2: Literature: Contextual (35 marks)
Learners read a poem by Robert Frost called ‘A Time to Talk’ and then
answer questions based on it.
1 A farm; the countryside; a rural area
(2)
2 Farmer; ‘hoed’.
(2)
3 A friend slows his horse down and calls to the speaker; the
speaker stops working and sticks his hoe into the ground;
the speaker walks (‘plod’) to the friend.
(3)
4 There is some intention in slowing the horse down; the friend
has a motive or purpose for doing this.
(2)
5 because
(1)
6 He does not stand still and look around him to see all the work that he
must still do and then shout to the friend to find out what he wants. (2)
a Learners’ own answers, but should be along the lines that
he has respect for others.
(1)
b Learners’ own answers, but should be along the lines that it
shows us that the speaker values human relationships.
(2)
7 He sticks his hoe into the ground and walks up to the friend.
(2)
a Because he does not want to leave the hoe lying around and
he wants to talk with his friend.
(2)
b On the boundary of the farm, between the farm and the
road, up a hill.
(1)
c He is an American poet/He is a poet who lives in a country
where they use ‘feet’ and not metres for measurement.
(1)
8 Verb use:
(6)
Learners need to provide reasons why these verbs are used as well as
their response to the use of the verbs. For the first part of each answer,
use the guidelines below. For the second part, accept learners’ answers if
they show empathy with the speaker’s position or insight into the theme.
a shout – Learners’ own answers, but should be along the lines that
he uses ‘shout’ to emphasise that the speaker is a respectful person
because he does not ‘shout’ like other people might do to find out
what someone some distance away from them wants.
b thrust – Learners’ own answers, but should be along the lines that he
use the word ‘thust’ to show us that a strong action was needed to get
the hoe into the ground because he stuck it in handle first. Note that
it could also indicate the speaker’s frustration – he has so much work
to do, but his principles or values won’t allow him to be rude to the
friend, so he vents his frustration by thrusting the hoe into the ground.
c plod – Learners’ own answers, but should be along the lines that the
word ‘plod’ shows us that speaker is tired from work and that the hill
is steep. Note that – as in (b) it could show the speaker’s frustration
due to the interruption when he has so much work to do since ‘plod’
has the connotation of walking without any enthusiasm.
9 abcadbceed
(2)
t e r m t h r e e • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 25
25
2012/08/09 9:47 AM
10 Learners’ own answers. Ensure they provide solid reasons for
their points of view.
11 Learners’ own answers, but should be along the lines that the
theme of the poem is that human relationships are more
important/precious than anything else.
12 It is an allusion from the Bible (Old Testament: Ecclesiastes).
(3)
(2)
(1)
A time to talk
When a friend calls to me from the road
And slows his horse to a meaning walk,
I don’t stand still and look around
On all the hills I haven’t hoed,
And shout from where I am, ‘What is it?’
No, not as there is a time to talk.
I thrust my hoe in the mellow ground,
Blade-end up and five feet tall,
And plod: I go up to the stone wall
For a friendly visit.
By Robert Frost
[Source: Explorings – a collection of poems for the young people of Southern Africa, compiled by Robin
Malan, David Philip, Cape Town, 1994]
26
Eng Gr11 TG.indb 26
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
Formal Assessment Tasks
Term 4
ENGLISH FIRST ADDITIONAL LANGUAGE
Paper 1 – Language in context
Memorandum
MARKS: 80
TIME: 2 hours
Week 1
SECTION A: COMPREHENSION
QUESTION 1
PASSAGE 1
1.1
1.1.1 B
(1)
1.1.2 C
(1)
1.2Someone who loves/is keen on/enthusiastic about
doing homework.
(2)
1.3 True: “hated school with a passion”
(2)
1.4 “… my marks were low”
(2)
1.5 False: “separated by five rows of desks”
(2)
1.6 D
(1)
1.7 It gave him the chance/opportunity to be close to Debbie.
(2)
1.8 He liked/loved Debbie / He was excited.
(2)
1.9 False: “… our intellectual differences”
(2)
Introductions
1.10 A
(1)
1.11 Trying to show how clever he is / Wants to impress Debbie.
(1)
1.12 At the tuck shop; During a fire drill; In the library.
(3)
1.13 Opinion (“seemed to”)
(1)
1.14He became more confident; His school results / marks
improved; His father looked forward to his report.
(3)
1.15 1.15.1
False: “In time I recovered from my wounds.”
(2)
1.15.2False: “I still continued extensively reading encyclopaedias
and many other books.”
(2)
TOTAL SECTION A: 30
SECTION B: SUMMARY WRITING
QUESTION 2
QUOTES
These are the core ideas that must be assessed.
1. “... end up feeling weary ...”
2. “... struggle to concentrate.”
3. “... frequently get ill ...”
4. “... causes changes in the enzymes of white blood cells, which in turn
affects our immune system.”
5. “... it leads to insulin resistance, ...”
6. “... can affect coordination, reaction time and judgement.”
7. “... higher levels of stress, anxiety and depression.”
8. “... frequent mood swings, which influences their quality of life and also
has a significant impact on relationships.”
t e r m f o u r • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 27
27
2012/08/09 9:47 AM
9. “... impacts on the lives of the people around them.’’
(any 7 for 7 marks + 2 marks for language + 1 mark for length =10)
MARKING
• Learners must rewrite the core idea in their OWN WORDS as far as
possible.
• Changes in the word order of the quote are acceptable if they are
grammatically correct.
• Award ONE mark for each different fact.
• The facts need not be in a specific order.
• Number of words correctly indicated – earns ONE mark. (Count number
of words up to the maximum and ignore the rest.)
• Mark only ONE fact per line - ignore the other facts. If an incorrect fact
occurs first, the learner unfortunately forfeits the mark for the other
possibly correct facts.
• If given in paragraph format, treat one sentence as one fact.
PENALTIES
• If the maximum of 50 words is exceeded, no mark is allocated for length,
OR if the number of words isn’t indicated or is obviously incorrectly
indicated, the learner also forfeits the mark.
• Allocate marks as follows in relation to grammar, spelling and
punctuation errors:
0 – 3 errors
= 2 marks
4 – 6 errors
= 1 mark
7 – more errors = 0 marks
TOTAL SECTION B: 10
SECTION C: LANGUAGE IN CONTEXT
QUESTION 3
3.1 (each correct answer is worth one mark)
3.1.1 toured
3.1.2 best
3.1.3 accommodation
3.1.4 offer
3.1.5 repeatedly
3.1.6 told
3.1.7 announcement
3.1.8 would be
3.1.9 to
3.1.10 departure
3.1.11 was
3.1.12 would
3.1.13 board
3.2 taxis
3.3 The driver explained that that was how much it would cost for
a taxi back to our hotel if we forgot the first two numbers.
(Accept their/they too)
3.4 B or D
3.6 nor
28
Eng Gr11 TG.indb 28
(13)
(1)
(4)
(1)
(1)
[20]
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
QUESTION 4
4.1 (each correct answer is worth one mark)
4.1.1 earthward
4.1.2 the earth
4.1.3 earthing
4.1.4 earthly
4.1.5 earthbound
4.2 B
QUESTION 5
5.1Letter size; Logo/picture; Size of picture; Choice of
words/diction (any two or any other points that make sense
5.2 Wanna sparkle?
5.3 Do you want to sparkle?
5.4 (each correct answer is worth one mark)
5.4.1 has
5.4.2 niece
5.4.3 cheap/inexpensive
5.4.4 himself (5)
(1)
[6]
(2)
(1)
(1)
(4)
[8]
QUESTION 6
I went to a bookshop last week and bought a new book to read. I asked
the assistant to give me a receipt. He said the till was broken, but he
would write me one out by hand.
(6)
TOTAL SECTION C: 40
GRAND TOTAL: 80
PAPER 2 ENGLISH FIRST ADDITIONAL LANGUAGE
Reminder
Note: You must set
Paper 2 for your learners
based on the setworks
you are studying. You can
use the guidelines here
and in the Learner’s Book.
PAPER 2: Literature
Memorandum
MARKS: 70
TIME: 2 hours
SECTION A: POETRY
QUESTION 1: PRESCRIBED POETRY
Choose ONE of the following poems/extracts and answer the set questions.
1.1 Prescribed poem 1 (15 marks)
OR
1.2 Prescribed poem 2 (15 marks)
NOTE TO TEACHERS:
• Contextual questions should be set on any TWO of the prescribed
poems. In the case of longer poems, questions may be set on an extract
from the poem. Knowledge of the entire text will be essential to
answering the questions fully.
• Contextual questions should be asked in the order that the answers are to
be found in the poem.
• Questions should cover a range of cognitive levels:
–Literal comprehension, recall (Who…? What…?, Where…?,
When…?, How…? Describe…)
t e r m f o u r • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 29
29
2012/08/09 9:47 AM
–
•
•
uestions that require interpretation, where the meaning is not
Q
directly stated but implied (Interpret a figure of speech, How do you
know that…?, In your own words explain why…, How is…related
to…?, Why is…significant?)
– Questions that require analysis where learners are required to analyse
certain elements in the poem and draw a conclusion. (Why does…?
How does…compare/contrast with...?)
– Questions that require evaluation and give learners the opportunity
to make their own judgment based on evidence. (Do you agree…?
What is the most important…? What do you think…?)
Questions should assess if learners are able to:
–Recognise how word choices, figures of speech, imagery and sound
devices affect mood, meaning and theme
–Recognise how lines, stanza forms, rhyme, rhythm and other
repetition techniques and punctuation affect meaning.
Learners should be encouraged to give their own views and to
substantiate them.
QUESTION 2: UNSEEN POEM
This is a COMPULSORY question. Read the poem and answer the questions.
(10 marks)
NOTE TO TEACHERS:
• The unseen poem should be accessible to the average learner. The poem
should be suitable in terms of language, background of learners and
cognitive demand.
• The poem should not have too many levels of meaning but it should not
be simplistic either.
• This section is aimed at assessing if learners are able to apply the basic
skills that they have learnt in their study of the Prescribed poetry. If
prescribed poetry is taught and learnt, the learners should be able to
answer the questions on the unseen poem with relative ease.
• Only contextual questions should be set.
• Questions should assess if learners are able to:
–Recognise how word choices, figures of speech, imagery and sound
devices affect mood, meaning and theme
–Recognise how lines, stanza forms, rhyme, rhythm, repetition
techniques and punctuation affect meaning.
• Learners should be encouraged to give their own views and to
substantiate them.
TOTAL SECTION A: 25
SECTION B: NOVEL/SHORT STORIES/ESSAYS/AUTOBIOGRAPHY/
BIOGRAPHY
Answer EITHER the essay QUESTION 3.1 OR the contextual question,
QUESTION 3.2.
QUESTION 3.1: ESSAY QUESTION
Read the question carefully and write an essay of one and a half
to two pages.
[25]
OR
QUESTION 3.2: CONTEXTUAL QUESTION
Answer the questions set on the following extract(s).
[25]
30
Eng Gr11 TG.indb 30
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
NOTE TO TEACHERS:
• ONE essay and ONE contextual question must be set on the genre studied.
• Learners may choose either the contextual or the essay question.
• The contextual question may be set on one long extract or on two or
three shorter extracts.
• The choice of passages for the contextual questions should ensure that
there is sufficient reference to characters, events and themes to enable
one to ask detailed questions on the extract/s and to relate the extract/s
to the rest of the prescribed work.
• Questions should assess if the learners are able to:
–Describe the development of plot, subplot, conflict, character and
role of the narrator (where relevant)
–Identify and explain messages and themes and relate them to selected
passages in the rest of the text
–Describe how background and setting relate to character and/or theme
– Describe mood, time-line and ending
• Questions should cover a range of cognitive levels as outlined in the
Poetry Section.
• Learners should be expected to give their own views and to substantiate
them.
TOTAL SECTION B: 25
SECTION C: DRAMA
Answer EITHER the essay QUESTION 4.1 OR the contextual question,
QUESTION 4.2.
QUESTION 4.1: ESSAY QUESTION
Read the question carefully and write an essay of one and a half
to two pages.
[25]
OR
QUESTION 4.2: CONTEXTUAL QUESTION
Answer the questions set on the following extract(s).
[20]
NOTE TO TEACHERS:
• ONE essay and ONE contextual question must be set on the drama or
short plays studied.
• Learners may choose either the essay or the contextual question.
• The contextual question may be set on one long extract or on two or
three shorter extracts.
• The choice of passages for the contextual questions should ensure that
there is sufficient reference to characters, events and themes to enable
one to ask detailed questions on the extract/s and to relate the extract/s
to the rest of the play.
• Questions should assess if the learners are able to:
–Recognise how dialogue and action are related to character and
theme
–Describe plot, subplot, character portrayal, conflict and dramatic
purpose
– Recognise the use of dramatic structure and stage directions
• Questions should cover a range of cognitive levels as outlined in the
poetry section.
• Learners should be encouraged to give their own views and to
substantiate them.
TOTAL SECTION C: 20
GRAND TOTAL: 70
t e r m f o u r • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 31
31
2012/08/09 9:47 AM
ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 3: Writing
MARKS: 100
TIME: 2½ hours
Reminder
Note: In SECTION C:
SHORTER TRANSACTIONAL
TEXTS QUESTION 3
learners have the option
in QUESTION 3.3 to fill in
a form. You should ensure
that you have sufficient
copies of this form
available (See Learner’s
Book page 344)
Reminder
Use the rubric at the end
of this section to assist
you in assessing learners’
essays.
32
Eng Gr11 TG.indb 32
INSTRUCTIONS AND INFORMATION
1. This question paper consists of THREE sections:
SECTION A: Essay (50 marks)
SECTION B: Longer Transactional Texts (30 marks)
SECTION C: Shorter Transactional Texts (20 marks)
2. Learners are required to answer ONE question from EACH section.
SECTION A: ESSAY
QUESTION 1
Assessment instructions
• Learners are required to write an essay of 250 to 300 words (1 to
1½ pages) on ONE topic only.
• Full credit must be given for the learner’s own interpretation.
• Marking must be objective. Consider the background of the learner and
give credit for relevant ideas.
• Use the 50-mark assessment rubric to mark the essays. The texts
produced by learners must be assessed according to the following criteria
as set out in the attached rubric:
– Content and planning (32 marks)
– Language, style and editing (12 marks)
– Structure (6 marks)
1.1 Write an essay which contains the following words: ‘If I had not met …’
(These words can appear anywhere in the essay.)
• Narrative/Reflective essay
• The words ‘If I had not met’ must appear in the essay.
• Learner should indicate what the outcome was ‘of meeting …’ [50]
1.2 ‘There is more recognition of women in society today than ever before.’
Discuss your views.
• Discursive essay
• Learners must use appropriate structure, style and register.
• Substantiation and/or motivation should be included.
• Can be written from the first person point of view.
[50]
1.3 South Africa today.
• Discursive/Reflective/Argumentative/Descriptive essay
• Learners need provide their views on South Africa. If they write
a descriptive essay, ensure appropriate word choice (descriptive
vocabulary and relevant figures of speech).
[50]
1.4 The aged – whose responsibility are they?
• Discursive/Argumentative essay
• Learners need to either present a balanced discussion or adopt
a point of view.
• Learners must use appropriate structure, style and register.
• Substantiation and/or motivation should be included.
• Can be written from the first person point of view.
[50]
1.5 Lessons I have learnt from my grandmother/grandfather.
• Reflective essay, but should contain elements of description.
• Should be written from first person point of view.
[50]
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
1.6 ‘Schools are no longer safe.’ Do you agree with this statement? Discuss
your view in a well-substantiated essay.
• Discursive essay
• Learners must use appropriate structure, style and register.
• Substantiation and/or motivation should be included.
• Can be written from the first person point of view. [50]
1.7 If I were the president of South Africa, I would …
• Reflective/Discursive essay
• Learners should maintain the conditional tense throughout (second
conditional).
• Substantiation and/or justification should be included.[50]
1.8 Choose ONE of the photos. Write an essay on a topic that comes to mind
when you look at the photo. Write the question number and give your
essay a suitable title.
• The learner may interpret a picture in any way.
• The learner may choose to write ANY type of essay.
• The interpretation should be linked to the pictures.
• The learner should give the essay a suitable title.
• The learner may write in any appropriate tense. [50]
TOTAL SECTION A: 50
SECTION B: LONGER TRANSACTIONAL TEXTS
QUESTION 2
Assessment instructions
• Learners are required to answer ONE question.
• The body of each response must be between 120 and 150 words (about
12 to 15 lines) in length.
• Marking must be objective. Consider the background of the learners and
give credit for relevant ideas.
• Use the 30-mark assessment rubric to mark the responses in this section.
The texts produced by learners must be assessed according to the
following criteria as set out in the attached rubric:
– Content, planning and format (20 marks)
– Language, style and editing (10 marks)
Reminder
Use the rubric at the end
of this section to assist
you in assessing learners’
longer transactional texts.
2.1 MAGAZINE ARTICLE
• Article should have a headline.
• Article should address the topic: concerns of learners at school.
• Article should be structured into paragraphs with each addressing a
concern. (Learners must NOT just list concerns; they must address
them – for example: why they are concerns, who is affected, problems
caused, possible solutions, etc.
• Language, tone, style and register should be appropriate
(formal, but accessible).
[30]
2.2 DIALOGUE
• Must use the dialogue format.
• Must remain focused on the topic.
• Must have an even balance of principal/learner dialogue. [30]
2.3 FRIENDLY LETTER
• Ensure correct layout and relevant aspects (address, date, suitable
greeting, suitable ending)
t e r m f o u r • F O R M A L A S S E S S M E N T TA S K S
Eng Gr11 TG.indb 33
33
2012/08/09 9:47 AM
• Letter should be structured into paragraphs:
– General greeting (‘How are you …?)
– Body that focuses on topic and good wishes.
– Appropriate conclusion.
• Informal style and register. [30]
TOTAL SECTION B: 30
SECTION C: SHORTER TRANSACTIONAL TEXTS
QUESTION 3
Assessment instructions
• Learners are required to answer ONE question.
• The body of each response must be between 80 and 100 words (about 8
to 10 lines) in length.
• Marking must be objective. Consider the background of the learners and
give credit for relevant ideas.
• Use the 20-mark assessment rubric to mark the responses in this section.
The texts produced by learners must be assessed according to the
following criteria as set out in the attached rubric:
– Content, planning and format (13 marks)
– Language, style and editing (7 marks)
Reminder
Use the rubric at the
end of this section to
assess learners’ shorter
transactional texts.
3.1 DIARY ENTRIES
• Entries should cover three days (Days/Dates should be indicated
above each entry).
• Entries should relate to the topic: brief description of issues and
reasons.
• Entries should be written from the first person point of view.
[20]
3.2 INSTRUCTIONS
• Instructional/imperative should be used (Do not penalise use of
pronouns, but learners should NOT use long, flowery sentences).
• Instruction must focus on the topic: on how to lead a healthy,
balanced life
• Less than five tips is deemed inadequate and marks should be
deducted for inadequate content.
[20]
3.3 FILLING IN A FORM
• Factual, to the point answers required.
• Legibility and neatness are important.
• Any inappropriate style or content should be penalised.
[20]
TOTAL SECTION C: 20
GRAND TOTAL: 100
PAPER 4: Orals
MARKS: 50
INFORMATION
Learners’ Paper 4 mark will be based on oral tasks that they have done
throughout the year. You should alert learners in advance for Paper 4
assessment tasks for inclusion in their assessment.
34
Eng Gr11 TG.indb 34
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
Eng Gr11 TG.indb 35
14
NSC
14
NSC
DoE/Examination Guidelines 2009
DoE/Examination Guidelines 2009
10-12
8½-9½
8½-9½
7½-8
7½-8
6-7
6-7
5-5½
5-5½
4-4½
4-4½
0-3½
0-3½
5-6
4½
4½
4
4
3-3½
3-3½
2½
2½
2
2
0-1½
0-1½
35
Copyright reserved
Copyright reserved
Please turn over
Please turn over
-Coherent
-Logical development
-Several relevant
-Some points,
-Some necessary
-Sometimes off topic.
-Off topic.
-Coherent development of-Logical
-Several relevant
-Some points,
-Some necessary
off topic.
topic. development
of details. Coherent.
details developed.
necessary details
points evident.-Sometimes
General
line of-Off topic. -Sentences,
STRUCTURE
development
of
topic.
of
details.
Coherent.
details
developed.
necessary
details
points
evident.
General
line
of
-Sentences,
-Sentences,
developed.
-Sentences,
thought difficult-Sentences,
to
paragraphs muddled,
STRUCTURE Vivid detail.Vivid detail. -Sentences,
-Sentences,
developed.-Sentences, -Sentences,
thought
paragraphsinconsistent.
muddled,
paragraphs logical,
paragraphs well
paragraphs faulty
but difficult
follow.to
-Sentences,
logical,
paragraphsconstructed.
well
paragraphsideas
faultycan
butbe follow.
-Sentences,
-Sentences,
paragraphs paragraphsvaried.
paragraphing might
-Sentences, inconsistent.
Length - far too
6 MARKS
varied.
constructed.
ideas
can be
paragraphscoherently
might in places
too
understood. -Sentences,
-Length correct.
-Length almostparagraphing
be faulty
but
paragraphs Length - far
6 MARKS
long/short.
understood.
coherentlyconstructed. -Length correct.
-Length almost
be faulty inessay
places
butmakes
correct.
still
-Length - too paragraphsconstructed at long/short.
an
constructed.
correct.
essay still sense.
makes
-Length - too
constructed
at an
long/short.
elementary
level.
-Length in
sense.
long/short.
elementary-Length
level. - too
-Length in accordance with
-Length correct.
accordance
with
-Length - too
-Length correct.
requirements
of topic.
long/short.
requirements of topic.
long/short.
5-6
-Critical awareness of -Critical awareness of -Critical awareness of -Some awareness of
-Limited critical
-Language &
-Language &
-Critical awareness
-Critical awareness
-Critical awareness
-Some awareness
-Limited critical
-Languagepunctuation
&
-Languagepunctuation
&
impact of of
language.
impact of of
language.
language of
evident.
impact ofoflanguage.
language awareness.
flawed.
seriously
impact of language.
language awareness.
punctuation
flawed.of words
punctuation
seriously
-Language, impact of language.
-Language, language evident.
-Language & impact of language.
-Language simplistic,
-Language ordinary
& -Choice
flawed.
-Language,punctuation -Language,punctuation correct;
-Languagepunctuation
&
-Languagepunctuation
simplistic,
-Languagepunctuation
ordinary & often
-Choice of limited.
words
flawed. -Choice of words
LANGUAGE,
mostly
LANGUAGE,
punctuation
punctuation
correct;
punctuation
mostly
punctuation
punctuation
often
limited. -Style, tone, register
-Choice of inappropriate.
words
effectively
used.
able
to
include
correct.
adequate.
inaccurately
used.
STYLE effectively
&
used.figurativeable to include
correct. -Choice of words
adequate. -Choice of words
inaccurately
used. of words
-Style, tone,
register
inappropriate.
figurative language
Uses
-Choice
inappropriate.
-Style, tone, register
STYLE &
EDITING
figurative language
Uses figurative
-Choice of suited
words to text. -Choice of adequate.
words
-Choice of basic.
words
inappropriate.
-Style, tone,
register
correctly.
language.
-Error-ridden despite
flawed
in all aspects.
EDITING
correctly. -Choice of words
language. -Choice of words
suited to text.
adequate. -Style, tone, register
basic.
-Error-ridden
despite
flawed in all
aspects. &
proof-reading,
-Style, tone, register
-Style, tone register
-Error-ridden
-Choice of varied
words & correctly
proof-reading,
-Choice of highly
wordsappropriate.
-Style, tone,
register
-Style,
registerconsistent
-Style, tonelacking
register
-Error-ridden
&
editing.
suited
to topic in
mosttone,
generally
in coherence.
confused
following
12 MARKS
varied & correctly
editing.
highly appropriate.
suited to topic
in essay.
most generally consistent
lacking in coherence.
confused following
used.
-Style, tone, register
of the
with topic
-Contains several
proof-reading,
12 MARKS
-Style, tone,
register
of the essay.
with topic requirements. -Contains several
proof-reading,
highly
suited toused.
topic.
-Style, tone, register
errors following proofediting.
-By and large errorhighly suited
to topic.
-Style, tone,
register
requirements.
errors following
proofediting.
-By and large
-Virtually
error-free
appropriately
suited
reading,
editing.
freeerrorfollowing proof-Still contains errors
-Virtually error-free
suited
free following
proof-editing.
-Still contains
errorsproof-reading, editing.
following proof-appropriately
to topic.
reading,
following
following proofto topic. -Largely error-free
reading, editing.
following proofreading & editing.
reading, editing.
reading & editing.
-Largely error-free
reading, editing.
following prooffollowing proofreading, editing.
reading, editing.
10-12
-Content shows
-Content shows
-Content shows a
-Content an adequate -Content ordinary.
-Content not always
-Content irrelevant.
-Content shows
-Content shows
-Content shows
-Content an
adequate of-Content
-Content not
always
impressive insight
thorough
soundainterpretation
interpretation
topic. ordinary.
Gaps in coherence.
clear,
lacks -Content irrelevant.
No coherence.
impressive
insight
thorough
sound
interpretation
interpretation
of
topic.
Gaps
in
coherence.
clear,
lacks
No
coherence.
CONTENT &
into topic.
interpretation of topic. of the topic.
coherence.
-Ideas ordinary,
-Ideas mostly
-Ideas repetitive.
CONTENT &
into topic. -Ideas thought-interpretation
of topic.
of the topic.
coherence.-Few ideas, often
-Ideas ordinary,
-Ideas repetitive.
-Ideas
imaginative,
-Ideas interesting,
lacking depth. -Ideas mostly
relevant. Repetitive.
-Non-existent
PLANNING
-Ideas thought-Ideas imaginative,
-Ideas interesting,
often
-Non-existent
provoking, mature.
interesting.
convincing. lacking depth.
- Planning &/orrelevant. Repetitive.
- Planning &/or-Few ideas,
repetitive.
planning/drafting.
PLANNING
provoking,-Planning
mature. &/or interesting.- Planning &/orconvincing.- Planning &/or- Planning drafting
&/or
- Planning drafting
&/or
repetitive. -Inadequate evidence
planning/drafting.
has produced
has produced
Poorly presented
drafting has
produced drafting has
produced -Inadequate
Poorly presented
-Planning &/or
- Planning drafting
&/or
- Planning drafting
&/or
a satisfactorily
a moderately
essay.
drafting has produced
has produced
has produced
of evidence
planning/drafting.
32 MARKS
a very
satisfactorily
a moderately
drafting has
produced
drafting has
produced &drafting has
produced &
32 MARKS
presented essay.
presentable & of planning/drafting.
a virtually
flawless,
a well-crafted
a presentable
Essay not well essay.
presented essay.
presentable
&
a virtually flawless,
a well-crafted
&
a presentable
very
Essay not presented.
well
coherent
essay.
presentable essay.
presentable
essay.
good& essay.
coherent essay.
presentable essay.
presentable essay.
good essay.
presented.
Code 1:
Code 2:
Code 3:
Code 4:
Code 5:
Code 6:
Code 7:
Code 1:
Code 2:
Code 3:
Code 4:
Code 5:
Code 6:
Code 7:
Not achieved
Elementary
Moderate
Adequate
Substantial
Meritorious
Outstanding
Not achieved
Elementary
Moderate
Adequate
Substantial
Meritorious
Outstanding
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-100%
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-100%
26-32
22½-25½
19½-22
16-19
13-15½
10-12½
0-9½
22½-25½
19½-22
16-19
13-15½
10-12½
0-9½
26-32
APPENDIX B: ASSESSMENT RUBRICS FOR FIRST ADDITIONAL LANGUAGE
APPENDIX B: ASSESSMENT RUBRICS FOR FIRST ADDITIONAL LANGUAGE
SECTION A: RUBRIC FOR ASSESSING AN ESSAY - FIRST ADDITIONAL LANGUAGE (50 marks)
SECTION A: RUBRIC FOR ASSESSING AN ESSAY - FIRST ADDITIONAL LANGUAGE (50 marks)
Languages P3/SAL P2
Languages P3/SAL P2
Rubrics
2012/08/09 9:47 AM
15
NSC
DoE/Examination Guidelines 2009
Eng Gr11 TG.indb 36
10 MARKS
Copyright reserved
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
LANGUAGE,
STYLE &
EDITING
20 MARKS
CONTENT,
PLANNING &
FORMAT
6-6½
7- 7½
-Text is well
constructed &
accurate.
-Vocabulary is mostly
appropriate to
purpose, audience &
context.
-Style, tone and
register mostly
appropriate
-Text largely errorfree following proofreading, editing.
-Length correct.
8-10
-Text is
grammatically
accurate & well
constructed.
-Vocabulary is very
appropriate to
purpose, audience &
context.
-Style, tone, register
very appropriate.
-Text virtually errorfree following proofreading, editing.
-Length correct.
-Text is well
constructed & easy to
read.
-Vocabulary is
appropriate to
purpose, audience &
context.
-Style, tone, register
generally appropriate.
-Text mostly errorfree following proofreading, editing.
-Length correct.
-Fair knowledge of
requirements of the
text.
-Writing – learner
maintains focus, with
minor digressions.
-Text is coherent in
content & ideas, and
details support the
topic.
-Evidence of planning
&/or drafting has
produced a
presentable & good
text.
-Has applied most of
the necessary rules
of format/substantial.
-Specialized
knowledge of
requirements of the
text.
-Disciplined writing –
maintains thorough
focus, no digressions.
-Text fully coherent in
content & ideas & all
detail support the
topic.
-Evidence of planning
&/or drafting has
produced a virtually
flawlessly
presentable text.
-Has applied all the
necessary rules of
format/outstanding.
-Good knowledge of
requirements of the
text.
-Disciplined writing –
learner maintains
focus, hardly any
digressions.
-Text is coherent in
content & ideas, with
all details supporting
the topic.
-Evidence of planning
&/or drafting has
produced a well
crafted, presentable
text.
-Has applied the
necessary rules of
format/meritorious.
-Text is adequately
constructed. Errors
do not impede flow.
-Vocabulary is
adequate for the
purpose, audience &
context.
-Style, tone, register
adequately
appropriate.
-Text still contains a
few errors following
proof-reading,
editing.
-Length almost
correct.
5-5½
-Adequate knowledge
of requirements of
the text.
-Writing – learner
digresses from topic
but does not impede
overall meaning.
-Text adequately
coherent in content &
ideas & some details
support the topic.
-Evidence of planning
&/or drafting has
produced a
satisfactorily
presented text.
-Has applied an
adequate idea of the
requirements of
format.
-Text is basically
constructed. Several
errors.
-Vocabulary is limited
& not very suitable for
the purpose,
audience & context.
-Lapses in style,
-Text contains
several errors
following proofreading, editing.
-Length – too
long/short.
4-4½
-Moderate knowledge
of requirements of
the text. Response to
writing task reveals a
narrow focus.
-Writing – learner
digresses, meaning is
vague in places.
-Text moderately
coherent in content &
ideas and has basic
details which support
the topic.
-Evidence of planning
&/or drafting has
produced a
moderately
presentable &
coherent text.
-Has a moderate idea
of requirements of
format – some critical
oversights.
-Text is poorly
constructed
& difficult to follow.
-Vocabulary requires
remediation & not
suitable for purpose,
audience & context.
-Style, tone & register
inappropriate.
-Text error-ridden
despite proofreading, editing.
-Length – too
long/short.
3-3½
-Elementary
knowledge of
requirements of the
text. Response to
writing task reveals a
limited focus.
-Writing – learner
digresses, meaning is
obscure in places.
-Text not always
coherent in content &
ideas, and has few
details which support
the topic.
-Inadequate planning
&/or drafting. Text not
well presented,
-Has vaguely applied
the necessary rules
of format.
Please turn over
-Text is poorly
constructed and
muddled.
-Vocabulary requires
serious remediation &
not suitable for
purpose.
-Style, tone & register
do not correspond
with topic
-Text error-ridden and
confused following
proof-reading,
editing.
-Length – far too
long/short.
0- 2½
-No knowledge of
requirements of the
text.
-Writing – learner
digresses, meaning is
obscure in places.
-Text not coherent in
content & ideas, too
few details to support
topic.
-Planning/ drafting
non- existent. Poorly
presented text.
-Has not applied the
necessary rules of
format.
SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS - FIRST ADDITIONAL LANGUAGE (30 marks)
Code 7:
Code 6:
Code 5:
Code 4:
Code 3:
Code 2:
Code 1:
Outstanding
Meritorious
Substantial
Adequate
Moderate
Elementary
Not achieved
80-100%
70-79%
60-69%
50-59%
40-49%
30-39%
0-29%
14-15½
12-13½
10-11½
8-9½
6-7½
0-5½
16-20
Languages P3/SAL P2
36
2012/08/09 9:47 AM
Eng Gr11 TG.indb 37
37
7 MARKS
LANGUAGE,
STYLE &
EDITING
13 MARKS
CONTENT,
PLANNING &
FORMAT
Copyright reserved
16
NSC
DoE/Examination Guidelines 2009
5-5½
-Text is well
constructed and
accurate.
-Vocabulary is mostly
appropriate to
purpose, audience
and context.
-Style, tone and
register mostly
appropriate.
-Text largely errorfree following proofreading, editing.
-Length correct.
-Text is
grammatically
accurate and well
constructed.
-Vocabulary is very
appropriate to
purpose, audience
and context.
-Style, tone, register
very appropriate.
-Text virtually errorfree following proofreading and editing.
-Length correct.
-Good knowledge of
requirements of text.
-Disciplined writing –
learner maintains
focus, hardly any
digressions.
-Text is coherent in
content & ideas with
all details supporting
the topic.
-Evidence of planning
&/or drafting has
produced a well
crafted & presentable
text.
-Has applied the
necessary rules of
format.
6-7
-Specialized
knowledge of
requirements of text.
-Disciplined writing –
learner maintains
thorough focus, no
digressions.
-Text fully coherent in
content & ideas, and
all details support
topic.
-Evidence of planning
&/or drafting has
produced a virtually
flawless, presentable
text.
-Has applied all the
necessary rules of
format.
-Text is well
constructed and easy
to read.
-Vocabulary is very
appropriate to
purpose, audience
and context.
-Style, tone, register
generally appropriate.
-Text mostly errorfree following proofreading, editing.
-Length correct.
4½
-Fair knowledge of
requirements of the
text.
-Writing – learner
maintains focus, with
minor digressions.
-Text is coherent in
content & ideas, and
details support topic.
-Evidence of planning
&/or drafting has
produced a
presentable and good
text.
-Has applied most of
the necessary rules
of format.
-Text is adequately
constructed. Errors
do not impede flow.
-Vocabulary is
adequate for
purpose, audience &
context.
-Style, tone and
register adequately
appropriate.
-Text still contains
few errors following
proof-reading,
editing.
-Length almost
correct.
3½-4
-Adequate knowledge
of requirements of
text.
-Writing – learner
digresses but does
not impede overall
meaning.
-Text adequately
coherent in content &
ideas and some
details support topic.
-Evidence of planning
&/or drafting has
produced a
satisfactorily
presented text.
-Has applied an
adequate idea of the
requirements of
format.
-Text is basically
constructed. Several
errors.
-Vocabulary is
limited and not very
suitable for purpose,
audience and
context.
-Lapses in style,
tone and register.
-Text contains
several errors
following proofreading, editing.
-Length – too
long/short.
3
-Moderate knowledge
of requirements of
the text. Response to
writing task reveals a
narrow focus.
-Writing – learner
digresses, meaning
vague in places.
-Text moderately
coherent in content &
ideas and has basic
details which support
the topic.
-Evidence of planning
&/or drafting that has
produced a
moderately
presentable &
coherent text.
-Has a moderate idea
of requirements of
the format – some
critical oversights.
-Text is poorly
constructed and
difficult to follow.
-Vocabulary requires
some remediation
and not suitable for
purpose, audience
and context.
-Style, tone and
register
inappropriate.
-Text error-ridden
despite proofreading, editing.
-Length – too
long/short.
2½
-Elementary
knowledge of
requirements of the
text. Response to
writing task reveals a
limited focus.
-Writing – learner
digresses, meaning
obscure in places.
-Text not always
coherent in content &
ideas, and has few
details which support
topic.
-Planning/drafting
inadequate. Text not
well presented,
-Has vaguely applied
the necessary rules
of format.
Please turn over
-Text is poorly
constructed and
muddled.
-Vocabulary requires
serious remediation &
not suitable for
purpose.
-Style, tone & register
do not correspond
with topic
-Text error-ridden and
confused following
proof-reading,
editing.
-Length – far too
long/short.
0- 2
-No knowledge of
requirements of the
text.
-Writing – learner
digresses, meaning
is obscure in places.
-Text not coherent in
content & ideas and
too few details to
support the topic.
-Planning and
drafting non-existent.
Poorly presented
text.
-Has not applied the
necessary rules of
format.
SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENCE/INFORMATIONAL TEXTS FIRST ADDITIONAL LANGUAGE (20 marks)
Code 7:
Code 6:
Code 5:
Code 4:
Code 3:
Code 2:
Code 1:
Outstanding
Meritorious
Substantial
Adequate
Moderate
Elementary
Not achieved
80-100%
70-79%
60-69%
50-59%
40-49%
30-39%
0-29%
9½-10
8-9
6½-7½
5½-6
4-5
0-3½
10½-13
Languages P3/SAL P2
Rubrics
2012/08/09 9:47 AM
38
Eng Gr11 TG.indb 38
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 11
2012/08/09 9:47 AM
Names
CLASS: ___________________
Formal Assessment Tasks Record Sheet Grade 11
Formal Assessment Tasks Record Sheet
TERM 1
TERM 2
TERM 3
TERM 4
TOTAL
extra resources
Rubrics
The rubrics on pages 2–16 can be used to assess learners’ spoken and written
work in general classroom activities. The suggested marks for each code are
given at the top of the column. Each row totals 10 marks. This makes scoring
learners’ work very easy.
For example, look at the first rubric, for Listening tasks. Five attributes are
being assessed (the five rows). Each attribute scores a total of 10 marks. So
the total mark for the listening task is out of 50.
FAT
Rubrics for examination assessment are included in the Formal Assessment
section of this Teacher’s File.
Here is a list of the rubrics in this section.
Listening and speaking/Reading and viewing
• Listening tasks
• Reading aloud
• Oral presentations/Prepared speech
Week 1
Writing and presenting
Introductions
• Essays
– CAPS rubrics for exam essays
• Transactional texts – general rubric for exam pieces
• Writing a paragraph
• Writing a bullet-point summary
• Writing a friendly letter
• Writing a formal letter
• Writing a reflective essay
• Writing an argumentative essay
• Writing a descriptive essay based on a photograph
• Analysing an advertisement
extra resources
Eng Gr11 TG.indb 1
1
2012/08/09 9:47 AM
2
Eng Gr11 TG.indb 2
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
Listens attentively
to oral texts for
information
Listening tasks
Barely understands
instructions,
directions and
procedures
Seldom, if ever, able
to identify main
ideas
Does not always
understand
instructions, directions
and procedures and
can barely interpret
information
Accurately identifies
main and supporting
ideas in most cases
Makes mainly
coherent notes and
summary
Accurately identifies
main and supporting
ideas
Identifies a main idea,
but not supporting
ideas
Unable to make
Notes are incoherent
notes or summarise
and summary is
incomplete because of information
lack of information
Identifies main
ideas, but not always
supporting ideas
Notes contain only
basic information
and summary is
incomplete
Identifies some main
and supporting ideas
fairly accurately
Makes fairly coherent
notes but does not
capture the most
important details
Identifies some main
and supporting ideas
with accuracy
Makes coherent notes
and summary
Makes fairly coherent
notes and captures
the most important
details
Understands most
Understands most
Thoroughly
instructions, directions instructions, directions
understands
and procedures
instructions, directions and procedures well
correctly
and procedures
Understands most
instructions, directions
and procedures but
has difficulty with
information overload
Hardly ever able
to distinguish
between facts and
opinions
Understands most
instructions, directions
and procedures fairly
correctly
Distinguishes between Distinguishes between Distinguishes between Distinguishes between Finds it difficult to
distinguish between
obvious facts and
facts and opinions in
facts and opinions
facts and opinions in
facts and opinions
opinions
most cases
almost all cases
Easily distinguishes
between facts and
opinions
Hardly able to
interpret message
Seldom able to
identify or interpret
message or purpose
Adequately identifies
the purpose but
cannot fully interpret
the message
Identifies the
message and gives
a fairly accurate
interpretation
Identifies the message
Interprets and
evaluates the message and gives an accurate
interpretation
very well and with
insight
Code 1
Not achieved
Marks 1 or 2
Code 2
Elementary
Mark 3
Code 3
Moderate
Mark 4
Code 4
Adequate
Marks 5 or 6
Interprets and
evaluates the message
thoroughly and with
insight
Code 5
Substantial
Mark 7
Code 6
Meritorious
Mark 8
Code 7
Outstanding
Marks: 9 or 10
extra resources
Eng Gr11 TG.indb 3
3
2012/08/09 9:47 AM
Reader needs help,
words unclear, much
stumbling and
mumbling
Volume soft with
lack of confidence,
stumbling and
mumbling all the
time. Many words are
unclear.
Volume varies, with
lack of confidence,
stumbling and
mumbling often.
Some words are
unclear.
Good volume, some
stumbling and
mumbling. Almost all
words can be heard.
Good volume, diction
generally clear. Most
words can be heard.
Faulty delivery, needs
help to say words,
class not interested
Not prepared, almost
unable to perform the
task, needs constant
help
Monotonous delivery,
can’t express many
words clearly, class
restless
Not prepared, not
familiar with the
passage, many errors
Not very expressive,
needs help
articulating words,
class losing interest
Not well-prepared,
does not know the
passage very well, no
eye contact, many
pronunciation errors
Sometimes
expressive, most
words articulated,
some shuffling in
seats
Prepared, but
does not know the
passage very well, no
eye contact, some
pronunciation errors
Quite expressive, says
each word clearly,
captures the interest
of most of the class
Prepared, knows the
passage, tries to make
eye contact, some
pronunciation errors
Lively use of
expression, says each
word clearly, captures
the interest of the
class
Well-prepared, knows
the passage, makes
some eye contact, no
pronunciation errors
Volume wellmodulated, diction
clear and precise.
Every word can be
heard.
Lively use of
expression, takes
on different reading
voices, says each
word clearly, captures
the interest of the
class
Well-prepared, knows
the passage, can
look up and make
eye contact, no
pronunciation errors
Volume and
projection
Expression and
articulation
Preparation
(where this was a
requirement)
Volume wellmodulated, diction
generally clear. Most
words can be heard.
Reader jerks from one
sentence to the next.
Needs extensive help.
Reader needs a lot
of help and hesitates
often. Monotonous,
delivery.
Reader needs
help to overcome
some hesitation.
Monotonous, with
few planned pauses.
Reading is mostly
smooth, with the
occasional need for
assistance.
Reading is smooth,
with basic pauses
Reading is smooth,
and well-paced, with
some pauses for
effect. A good job.
Code 1
Not achieved
Marks 1 or 2
Code 2
Elementary
Mark 3
Code 3
Moderate
Mark 4
Code 4
Adequate
Marks 5 or 6
Code 5
Substantial
Mark 7
Code 6
Meritorious
Mark 8
Reading is very
smooth, and
well-paced, with
pauses for effect,
where necessary.
A commendable
performance.
Code 7
Outstanding
Marks: 9 or 10
Fluency and pace
Reading aloud
4
Eng Gr11 TG.indb 4
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
Notes used effectively
Notes used effectively
and with confidence
Use of visual aids
Visual aids make
an impact on the
audience and
effectively contribute
to the success of the
presentation
Presenter is able
to use visual aids
effectively to enhance
the presentation
Presenter is able
to use visual aids
to enhance the
presentation
Very good vocabulary Good vocabulary and
Critical awareness of Excellent vocabulary
language use
and creative language and creative language creative language use
use
use
Confident delivery
with very little use of
notes
Good conclusion
Very good conclusion
Skilful ending
thoroughly drawn
together
Tone, speaking and
delivery skills
Good and sustained
development of ideas
and argument
Very good
and sustained
development of ideas
and argument
Brilliant development
of ideas and
argument
Limited vocabulary
and language use
Adequate vocabulary Moderate vocabulary
and creative language and language use
use
Most of the visual
aids used contribute
to the success of the
presentation
Use of aids sometimes
clumsy and not
functional
Totally dependant on
notes
Dependent on notes
Use of notes often
Some dependency
detract from
on notes but still
good contact with the presentation
audience
Visual aids do not
always contribute to
presentation
Conclusion lacking
Hardly any evidence
of a conclusion
Moderately
acceptable
conclusion, but lacks
cohesion
Reasonably good
ending, but
sometimes lacks
cohesion
Very limited
vocabulary and
language
Cannot sustain
argument , has little
understanding of
topic
Good development of
argument which can
be followed easily
Some arguments
can be followed,
but others are
inconsistent / can
barely be followed
Introduction poor and
Some evidence of
arouses no audience
introduction, but
barely arouses interest interest
Moderate
development of ideas
and argument but
has problems with
cohesion
Introduction able
to rouse moderate
interest
Good and appropriate Reasonably good
introduction
introduction
Very good and
appropriate
introduction
Striking introduction
which immediately
grasps audience
attention
Organisation of
speech
No evidence of
planning according
to task, context or
format
Evidence of some
planning according
to task, audience,
context and format
Adequate planning
according to task,
audience, context and
format
Satisfactory planning
according to task,
audience, context and
format
Well planned
according to task,
audience, context and
format
Very well planned
according to task,
audience, context and
format
Thoroughly planned
according to task,
audience, context and
format
Code 1
Not achieved
Marks 1 or 2
Code 2
Elementary
Mark 3
Code 3
Moderate
Mark 4
Code 4
Adequate
Marks 5 or 6
Code 5
Substantial
Mark 7
Code 6
Meritorious
Mark 8
Planning and
research
Code 7
Outstanding
Marks: 9 or 10
Oral presentations / Prepared speech
Eng Gr11 TG.indb 5
14
NSC
14
NSC
DoE/Examination Guidelines 2009
DoE/Examination Guidelines 2009
10-12
8½-9½
8½-9½
7½-8
7½-8
6-7
6-7
5-5½
5-5½
4-4½
4-4½
0-3½
0-3½
5-6
4½
4½
4
4
3-3½
3-3½
2½
2½
2
2
0-1½
0-1½
5
Copyright reserved
Copyright reserved
Please turn over
Please turn over
-Coherent
-Logical development
-Several relevant
-Some points,
-Some necessary
-Sometimes off topic.
-Off topic.
-Coherent development of-Logical
-Several relevant
-Some points,
-Some necessary
off topic.
topic. development
of details. Coherent.
details developed.
necessary details
points evident.-Sometimes
General
line of-Off topic. -Sentences,
STRUCTURE
development
of
topic.
of
details.
Coherent.
details
developed.
necessary
details
points
evident.
General
line
of
-Sentences,
-Sentences,
developed.
-Sentences,
thought difficult-Sentences,
to
paragraphs muddled,
STRUCTURE Vivid detail.Vivid detail. -Sentences,
-Sentences,
developed.-Sentences, -Sentences,
thought
paragraphsinconsistent.
muddled,
paragraphs logical,
paragraphs well
paragraphs faulty
but difficult
follow.to
-Sentences,
logical,
paragraphsconstructed.
well
paragraphsideas
faultycan
butbe follow.
-Sentences,
-Sentences,
paragraphs paragraphsvaried.
paragraphing might
-Sentences, inconsistent.
Length - far too
6 MARKS
varied.
constructed.
ideas
can be
paragraphscoherently
might in places
too
understood. -Sentences,
-Length correct.
-Length almostparagraphing
be faulty
but
paragraphs Length - far
6 MARKS
long/short.
understood.
coherentlyconstructed. -Length correct.
-Length almost
be faulty inessay
places
butmakes
correct.
still
-Length - too paragraphsconstructed at long/short.
an
constructed.
correct.
essay still sense.
makes
-Length - too
constructed
at an
long/short.
elementary
level.
-Length in
sense.
long/short.
elementary-Length
level. - too
-Length in accordance with
-Length correct.
accordance
with
-Length - too
-Length correct.
requirements
of topic.
long/short.
requirements of topic.
long/short.
5-6
-Critical awareness of -Critical awareness of -Critical awareness of -Some awareness of
-Limited critical
-Language &
-Language &
-Critical awareness
-Critical awareness
-Critical awareness
-Some awareness
-Limited critical
-Languagepunctuation
&
-Languagepunctuation
&
impact of of
language.
impact of of
language.
language of
evident.
impact ofoflanguage.
language awareness.
flawed.
seriously
impact of language.
language awareness.
punctuation
flawed.of words
punctuation
seriously
-Language, impact of language.
-Language, language evident.
-Language & impact of language.
-Language simplistic,
-Language ordinary
& -Choice
flawed.
-Language,punctuation -Language,punctuation correct;
-Languagepunctuation
&
-Languagepunctuation
simplistic,
-Languagepunctuation
ordinary & often
-Choice of limited.
words
flawed. -Choice of words
LANGUAGE,
mostly
LANGUAGE,
punctuation
punctuation
correct;
punctuation
mostly
punctuation
punctuation
often
limited. -Style, tone, register
-Choice of inappropriate.
words
effectively
used.
able
to
include
correct.
adequate.
inaccurately
used.
STYLE effectively
&
used.figurativeable to include
correct. -Choice of words
adequate. -Choice of words
inaccurately
used. of words
-Style, tone,
register
inappropriate.
figurative language
Uses
-Choice
inappropriate.
-Style, tone, register
STYLE &
EDITING
figurative language
Uses figurative
-Choice of suited
words to text. -Choice of adequate.
words
-Choice of basic.
words
inappropriate.
-Style, tone,
register
correctly.
language.
-Error-ridden despite
flawed
in all aspects.
EDITING
correctly. -Choice of words
language. -Choice of words
suited to text.
adequate. -Style, tone, register
basic.
-Error-ridden
despite
flawed in all
aspects. &
proof-reading,
-Style, tone, register
-Style, tone register
-Error-ridden
-Choice of varied
words & correctly
proof-reading,
-Choice of highly
wordsappropriate.
-Style, tone,
register
-Style,
registerconsistent
-Style, tonelacking
register
-Error-ridden
&
editing.
suited
to topic in
mosttone,
generally
in coherence.
confused
following
12 MARKS
varied & correctly
editing.
highly appropriate.
suited to topic
in essay.
most generally consistent
lacking in coherence.
confused following
used.
-Style, tone, register
of the
with topic
-Contains several
proof-reading,
12 MARKS
-Style, tone,
register
of the essay.
with topic requirements. -Contains several
proof-reading,
highly
suited toused.
topic.
-Style, tone, register
errors following proofediting.
-By and large errorhighly suited
to topic.
-Style, tone,
register
requirements.
errors following
proofediting.
-By and large
-Virtually
error-free
appropriately
suited
reading,
editing.
freeerrorfollowing proof-Still contains errors
-Virtually error-free
suited
free following
proof-editing.
-Still contains
errorsproof-reading, editing.
following proof-appropriately
to topic.
reading,
following
following proofto topic. -Largely error-free
reading, editing.
following proofreading & editing.
reading, editing.
reading & editing.
-Largely error-free
reading, editing.
following prooffollowing proofreading, editing.
reading, editing.
10-12
-Content shows
-Content shows
-Content shows a
-Content an adequate -Content ordinary.
-Content not always
-Content irrelevant.
-Content shows
-Content shows
-Content shows
-Content an
adequate of-Content
-Content not
always
impressive insight
thorough
soundainterpretation
interpretation
topic. ordinary.
Gaps in coherence.
clear,
lacks -Content irrelevant.
No coherence.
impressive
insight
thorough
sound
interpretation
interpretation
of
topic.
Gaps
in
coherence.
clear,
lacks
No
coherence.
CONTENT &
into topic.
interpretation of topic. of the topic.
coherence.
-Ideas ordinary,
-Ideas mostly
-Ideas repetitive.
CONTENT &
into topic. -Ideas thought-interpretation
of topic.
of the topic.
coherence.-Few ideas, often
-Ideas ordinary,
-Ideas repetitive.
-Ideas
imaginative,
-Ideas interesting,
lacking depth. -Ideas mostly
relevant. Repetitive.
-Non-existent
PLANNING
-Ideas thought-Ideas imaginative,
-Ideas interesting,
often
-Non-existent
provoking, mature.
interesting.
convincing. lacking depth.
- Planning &/orrelevant. Repetitive.
- Planning &/or-Few ideas,
repetitive.
planning/drafting.
PLANNING
provoking,-Planning
mature. &/or interesting.- Planning &/orconvincing.- Planning &/or- Planning drafting
&/or
- Planning drafting
&/or
repetitive. -Inadequate evidence
planning/drafting.
has produced
has produced
Poorly presented
drafting has
produced drafting has
produced -Inadequate
Poorly presented
-Planning &/or
- Planning drafting
&/or
- Planning drafting
&/or
a satisfactorily
a moderately
essay.
drafting has produced
has produced
has produced
of evidence
planning/drafting.
32 MARKS
a very
satisfactorily
a moderately
drafting has
produced
drafting has
produced &drafting has
produced &
32 MARKS
presented essay.
presentable & of planning/drafting.
a virtually
flawless,
a well-crafted
a presentable
Essay not well essay.
presented essay.
presentable
&
a virtually flawless,
a well-crafted
&
a presentable
very
Essay not presented.
well
coherent
essay.
presentable essay.
presentable
essay.
good& essay.
coherent essay.
presentable essay.
presentable essay.
good essay.
presented.
Code 1:
Code 2:
Code 3:
Code 4:
Code 5:
Code 6:
Code 7:
Code 1:
Code 2:
Code 3:
Code 4:
Code 5:
Code 6:
Code 7:
Not achieved
Elementary
Moderate
Adequate
Substantial
Meritorious
Outstanding
Not achieved
Elementary
Moderate
Adequate
Substantial
Meritorious
Outstanding
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-100%
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-100%
26-32
22½-25½
19½-22
16-19
13-15½
10-12½
0-9½
22½-25½
19½-22
16-19
13-15½
10-12½
0-9½
26-32
APPENDIX B: ASSESSMENT RUBRICS FOR FIRST ADDITIONAL LANGUAGE
APPENDIX B: ASSESSMENT RUBRICS FOR FIRST ADDITIONAL LANGUAGE
SECTION A: RUBRIC FOR ASSESSING AN ESSAY - FIRST ADDITIONAL LANGUAGE (50 marks)
SECTION A: RUBRIC FOR ASSESSING AN ESSAY - FIRST ADDITIONAL LANGUAGE (50 marks)
Languages P3/SAL P2
Languages P3/SAL P2
extra resources
2012/08/09 9:47 AM
15
NSC
DoE/Examination Guidelines 2009
Eng Gr11 TG.indb 6
10 MARKS
Copyright reserved
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
LANGUAGE,
STYLE &
EDITING
20 MARKS
CONTENT,
PLANNING &
FORMAT
6-6½
7- 7½
-Text is well
constructed &
accurate.
-Vocabulary is mostly
appropriate to
purpose, audience &
context.
-Style, tone and
register mostly
appropriate
-Text largely errorfree following proofreading, editing.
-Length correct.
8-10
-Text is
grammatically
accurate & well
constructed.
-Vocabulary is very
appropriate to
purpose, audience &
context.
-Style, tone, register
very appropriate.
-Text virtually errorfree following proofreading, editing.
-Length correct.
-Text is well
constructed & easy to
read.
-Vocabulary is
appropriate to
purpose, audience &
context.
-Style, tone, register
generally appropriate.
-Text mostly errorfree following proofreading, editing.
-Length correct.
-Fair knowledge of
requirements of the
text.
-Writing – learner
maintains focus, with
minor digressions.
-Text is coherent in
content & ideas, and
details support the
topic.
-Evidence of planning
&/or drafting has
produced a
presentable & good
text.
-Has applied most of
the necessary rules
of format/substantial.
-Specialized
knowledge of
requirements of the
text.
-Disciplined writing –
maintains thorough
focus, no digressions.
-Text fully coherent in
content & ideas & all
detail support the
topic.
-Evidence of planning
&/or drafting has
produced a virtually
flawlessly
presentable text.
-Has applied all the
necessary rules of
format/outstanding.
-Good knowledge of
requirements of the
text.
-Disciplined writing –
learner maintains
focus, hardly any
digressions.
-Text is coherent in
content & ideas, with
all details supporting
the topic.
-Evidence of planning
&/or drafting has
produced a well
crafted, presentable
text.
-Has applied the
necessary rules of
format/meritorious.
-Text is adequately
constructed. Errors
do not impede flow.
-Vocabulary is
adequate for the
purpose, audience &
context.
-Style, tone, register
adequately
appropriate.
-Text still contains a
few errors following
proof-reading,
editing.
-Length almost
correct.
5-5½
-Adequate knowledge
of requirements of
the text.
-Writing – learner
digresses from topic
but does not impede
overall meaning.
-Text adequately
coherent in content &
ideas & some details
support the topic.
-Evidence of planning
&/or drafting has
produced a
satisfactorily
presented text.
-Has applied an
adequate idea of the
requirements of
format.
-Text is basically
constructed. Several
errors.
-Vocabulary is limited
& not very suitable for
the purpose,
audience & context.
-Lapses in style,
-Text contains
several errors
following proofreading, editing.
-Length – too
long/short.
4-4½
-Moderate knowledge
of requirements of
the text. Response to
writing task reveals a
narrow focus.
-Writing – learner
digresses, meaning is
vague in places.
-Text moderately
coherent in content &
ideas and has basic
details which support
the topic.
-Evidence of planning
&/or drafting has
produced a
moderately
presentable &
coherent text.
-Has a moderate idea
of requirements of
format – some critical
oversights.
-Text is poorly
constructed
& difficult to follow.
-Vocabulary requires
remediation & not
suitable for purpose,
audience & context.
-Style, tone & register
inappropriate.
-Text error-ridden
despite proofreading, editing.
-Length – too
long/short.
3-3½
-Elementary
knowledge of
requirements of the
text. Response to
writing task reveals a
limited focus.
-Writing – learner
digresses, meaning is
obscure in places.
-Text not always
coherent in content &
ideas, and has few
details which support
the topic.
-Inadequate planning
&/or drafting. Text not
well presented,
-Has vaguely applied
the necessary rules
of format.
Please turn over
-Text is poorly
constructed and
muddled.
-Vocabulary requires
serious remediation &
not suitable for
purpose.
-Style, tone & register
do not correspond
with topic
-Text error-ridden and
confused following
proof-reading,
editing.
-Length – far too
long/short.
0- 2½
-No knowledge of
requirements of the
text.
-Writing – learner
digresses, meaning is
obscure in places.
-Text not coherent in
content & ideas, too
few details to support
topic.
-Planning/ drafting
non- existent. Poorly
presented text.
-Has not applied the
necessary rules of
format.
SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS - FIRST ADDITIONAL LANGUAGE (30 marks)
Code 7:
Code 6:
Code 5:
Code 4:
Code 3:
Code 2:
Code 1:
Outstanding
Meritorious
Substantial
Adequate
Moderate
Elementary
Not achieved
80-100%
70-79%
60-69%
50-59%
40-49%
30-39%
0-29%
14-15½
12-13½
10-11½
8-9½
6-7½
0-5½
16-20
Languages P3/SAL P2
6
2012/08/09 9:47 AM
Eng Gr11 TG.indb 7
7
7 MARKS
LANGUAGE,
STYLE &
EDITING
13 MARKS
CONTENT,
PLANNING &
FORMAT
Copyright reserved
16
NSC
DoE/Examination Guidelines 2009
5-5½
-Text is well
constructed and
accurate.
-Vocabulary is mostly
appropriate to
purpose, audience
and context.
-Style, tone and
register mostly
appropriate.
-Text largely errorfree following proofreading, editing.
-Length correct.
-Text is
grammatically
accurate and well
constructed.
-Vocabulary is very
appropriate to
purpose, audience
and context.
-Style, tone, register
very appropriate.
-Text virtually errorfree following proofreading and editing.
-Length correct.
-Good knowledge of
requirements of text.
-Disciplined writing –
learner maintains
focus, hardly any
digressions.
-Text is coherent in
content & ideas with
all details supporting
the topic.
-Evidence of planning
&/or drafting has
produced a well
crafted & presentable
text.
-Has applied the
necessary rules of
format.
6-7
-Specialized
knowledge of
requirements of text.
-Disciplined writing –
learner maintains
thorough focus, no
digressions.
-Text fully coherent in
content & ideas, and
all details support
topic.
-Evidence of planning
&/or drafting has
produced a virtually
flawless, presentable
text.
-Has applied all the
necessary rules of
format.
-Text is well
constructed and easy
to read.
-Vocabulary is very
appropriate to
purpose, audience
and context.
-Style, tone, register
generally appropriate.
-Text mostly errorfree following proofreading, editing.
-Length correct.
4½
-Fair knowledge of
requirements of the
text.
-Writing – learner
maintains focus, with
minor digressions.
-Text is coherent in
content & ideas, and
details support topic.
-Evidence of planning
&/or drafting has
produced a
presentable and good
text.
-Has applied most of
the necessary rules
of format.
-Text is adequately
constructed. Errors
do not impede flow.
-Vocabulary is
adequate for
purpose, audience &
context.
-Style, tone and
register adequately
appropriate.
-Text still contains
few errors following
proof-reading,
editing.
-Length almost
correct.
3½-4
-Adequate knowledge
of requirements of
text.
-Writing – learner
digresses but does
not impede overall
meaning.
-Text adequately
coherent in content &
ideas and some
details support topic.
-Evidence of planning
&/or drafting has
produced a
satisfactorily
presented text.
-Has applied an
adequate idea of the
requirements of
format.
-Text is basically
constructed. Several
errors.
-Vocabulary is
limited and not very
suitable for purpose,
audience and
context.
-Lapses in style,
tone and register.
-Text contains
several errors
following proofreading, editing.
-Length – too
long/short.
3
-Moderate knowledge
of requirements of
the text. Response to
writing task reveals a
narrow focus.
-Writing – learner
digresses, meaning
vague in places.
-Text moderately
coherent in content &
ideas and has basic
details which support
the topic.
-Evidence of planning
&/or drafting that has
produced a
moderately
presentable &
coherent text.
-Has a moderate idea
of requirements of
the format – some
critical oversights.
-Text is poorly
constructed and
difficult to follow.
-Vocabulary requires
some remediation
and not suitable for
purpose, audience
and context.
-Style, tone and
register
inappropriate.
-Text error-ridden
despite proofreading, editing.
-Length – too
long/short.
2½
-Elementary
knowledge of
requirements of the
text. Response to
writing task reveals a
limited focus.
-Writing – learner
digresses, meaning
obscure in places.
-Text not always
coherent in content &
ideas, and has few
details which support
topic.
-Planning/drafting
inadequate. Text not
well presented,
-Has vaguely applied
the necessary rules
of format.
Please turn over
-Text is poorly
constructed and
muddled.
-Vocabulary requires
serious remediation &
not suitable for
purpose.
-Style, tone & register
do not correspond
with topic
-Text error-ridden and
confused following
proof-reading,
editing.
-Length – far too
long/short.
0- 2
-No knowledge of
requirements of the
text.
-Writing – learner
digresses, meaning
is obscure in places.
-Text not coherent in
content & ideas and
too few details to
support the topic.
-Planning and
drafting non-existent.
Poorly presented
text.
-Has not applied the
necessary rules of
format.
SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENCE/INFORMATIONAL TEXTS FIRST ADDITIONAL LANGUAGE (20 marks)
Code 7:
Code 6:
Code 5:
Code 4:
Code 3:
Code 2:
Code 1:
Outstanding
Meritorious
Substantial
Adequate
Moderate
Elementary
Not achieved
80-100%
70-79%
60-69%
50-59%
40-49%
30-39%
0-29%
9½-10
8-9
6½-7½
5½-6
4-5
0-3½
10½-13
Languages P3/SAL P2
extra resources
2012/08/09 9:47 AM
8
Eng Gr11 TG.indb 8
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
Main topic is very
clear, and presented
in first sentence
The paragraph has
3/4 supporting detail
sentences that relate
back to the main idea
Paragraph has no
errors in punctuation,
capitalisation and
spelling
Supporting
sentences
Mechanics and
grammar
Code 7
Outstanding
Marks 9 or 10
Main topic /idea
sentence
Writing a paragraph
Paragraph has too
Paragraph has many
errors in punctuation, many errors to make
sense
capitalisation and
spelling, and meaning
is unclear
Paragraph has many
errors in punctuation,
capitalisation and
spelling, but can still
be understood
Paragraph has four
or more errors
in punctuation,
capitalisation and
spelling
Paragraph has
three or four errors
in punctuation,
capitalisation and
spelling
Paragraph has
one or two errors
in punctuation,
capitalisation and
spelling
No supporting
sentences present
The paragraph has a
supporting sentence
that does not relate
back to the main idea
The paragraph has a
supporting sentence
that relates partly
back to the main idea
The paragraph has 1
supporting sentence
that relates back to
the main idea
The paragraph has 1/2
supporting sentences
that relate back to the
main idea
The paragraph has 2/3
supporting sentences
that relate back to the
main idea
Main topic is absent
Main topic is not clear
Main topic is not very
clearly stated, and
not at beginning of
paragraph
Main topic is there,
but not clearly stated
Main topic is clear
Main topic is clear,
and near the
beginning of the
paragraph
Code 1
Not achieved
Marks 1 or 2
Code 3
Moderate
Mark 4
Code 2
Elementary
Mark 3
Code 4
Adequate
Marks 5 or 6
Code 5
Substantial
Mark 7
Code 6
Meritorious
Mark 8
extra resources
Eng Gr11 TG.indb 9
9
2012/08/09 9:47 AM
Little or no evidence
of any of the 5
bulleted points
Uses no acronyms or
abbreviations
Very limited evidence
of the 5 bulleted
points. Attempt at
summarising them
unsuccessful.
Poor use of acronyms
and abbreviations.
Almost all of them
incorrect.
Half or less than
half of the bulleted
points are mentioned.
Summary is
unsatisfactory.
Just inadequate use/
creation of acronyms.
Very few acronyms or
abbreviations correct.
Uses most of the
bulleted points as
main ideas. Summary
is fair.
Satisfactory use
acronyms and
abbreviations
Uses at least 4
bulleted points
as main ideas.
The summary is
satisfactory.
Creates acronyms
and uses them well.
Uses some existing
acronyms and
abbreviations.
Uses all 5 bulleted
points as main ideas.
Summarises them
very well.
Creates acronyms
and uses them very
well. Uses existing
acronyms and
abbreviations.
Uses bulleted points Uses all 5 bulleted
points as main ideas.
as main ideas of
Summarises them
summary
superbly.
Uses acronyms and
abbreviations
Creates acronyms
and uses them
excellently. Uses all
existing acronyms and
abbreviations possible.
The summary is
incomplete and
communicates
very little to no
information about the
article
The summary is
very limited. Style
needs attention and
most ideas are not
included.
Summary is just
inadequate. Style is
unclear and main
and supporting
ideas are not entirely
communicated.
Summary is fair.
Style is little unclear
and some ideas are
omitted.
Summary is solid.
Style is fairly clear and
almost all ideas are
included.
Summary is very
good. Style is clear
and main and
supporting ideas are
included.
Summary cannot be
faulted. All main and
supporting ideas
included. Style is
concise and polished.
Summarises main
and supporting
ideas
Code 1
Not achieved
Marks 1 or 2
Code 2
Elementary
Mark 3
Code 3
Moderate
Mark 4
Code 4
Adequate
Marks 5 or 6
Code 5
Substantial
Mark 7
Code 6
Meritorious
Mark 8
Code 7
Outstanding
Marks 9 or 10
Writing a bullet-point summary
10
Eng Gr11 TG.indb 10
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
The learner tried to
use paragraphs some
of the time
The learner used
paragraphs
The learner used
paragraphs. There is
an introduction and
an ending.
The learner used
paragraphs. There
is an introduction
and an ending. The
paragraphs flow in a
logical way.
The learner used
paragraphs, each
one based around
a topic sentence.
There is an interesting
introduction and a
clear ending. The
paragraphs flow in a
logical way.
The learner used
paragraphs, each
one based around
a topic sentence.
There is an interesting
introduction and a
clear ending. The
paragraphs flow in a
logical way and the
letter is completely
coherent.
The learner used
paragraphs, each
one based around
a topic sentence.
There is an interesting
introduction and a
good ending. The
paragraphs flow in a
logical way and the
letter is completely
coherent.
Uses paragraph
conventions to
ensue coherence
by using topic
sentences,
introduction and
ending, logical
progression
of paragraphs,
cause and effect,
comparison and
contrast
The learner has tried
to use sentences of
different lengths
The learner’s
sentences are of
different lengths
and these are used
appropriately some of
the time
The learner’s
sentences are of
different lengths
and these are used
appropriately
The learner’s
sentences are of
different lengths
and structures,
and these are used
appropriately some of
the time
The learner’s
sentences are of
different lengths
and structures,
and these are used
appropriately
The learner’s
sentences are of
different lengths and
structures, and these
are used effectively
The learner’s
sentences are of
different lengths
and structures, and
these are used very
effectively
Uses a variety of
sentence types,
and sentences of
different lengths
and structures
appropriately
The learner has tried
to write in a friendly
style
A few parts of the
letter are in a friendly
style
Many parts of the
letter are in a friendly
style
The letter is written in
a friendly style
The learner has set
out the letter almost
correctly. Friendly
style.
Correctly placed his/
her address, the date,
the friend’s name,
the paragraphs and
his/her own name.
Friendly style.
The learner has
correctly placed
address, the date, the
greeting, paragraphs
and his/her own
name.
The letter is
consistently written in
a friendly style.
Appropriate style,
point of view and
format
Code 1
Not achieved
Mark 1 or 2
Code 2
Elementary
Mark 3
Code 3
Moderate
Mark 4
Code 4
Adequate
Marks 5 or 6
Code 5
Substantial
Mark 7
Code 6
Meritorious
Mark 8
Code 7
Outstanding
Marks 9 or 10
Writing a friendly letter
extra resources
Eng Gr11 TG.indb 11
11
2012/08/09 9:47 AM
The address,
paragraphs and
ending are correct in
every detail
The format of the
letter is correct
The appropriate
The letter is obviously
audience is targeted directed towards the
recipient
Superb language
used. It is formal and
very appropriate.
A formal register
was used
Code 7
Outstanding
Marks 9 or 10
Writing a formal letter
Code 1
Not achieved
Marks 1 or 2
The language is very
informal and does not
fulfill its purpose
The format of the
letter is inappropriate
Letter’s target
audience is
unidentifiable
Code 2
Elementary
Mark 3
Language is too
informal and does not
suit the purpose of
the letter
The address,
paragraphs and
ending are set out
incorrectly and
contain serious errors
Letter’s target
audience is almost
unidentifiable
Code 3
Moderate
Mark 4
The language used
is just adequately
formal. Lapses into
informality fairly
often.
The address,
paragraphs and
ending are correct
in some parts, but
there are omissions or
serious errors
The letter is vaguely
directed towards the
recipient
Code 4
Adequate
Marks 5 or 6
The language used is
satisfactory. Language
lapses into informality
at times.
The address,
paragraphs and
ending are mostly
correct but there are
several minor errors
The letter is directed
towards the recipient
in some parts
Code 5
Substantial
Mark 7
The language
used is good. It is
mostly formal and
appropriate.
The address,
paragraphs and
ending are almost
correct in every detail.
One, two or three
minor errors.
The letter is clearly
directed towards the
recipient
Code 6
Meritorious
Mark 8
Very good language
used. It is formal and
appropriate.
The address,
paragraphs and
ending are only just
not correct in every
detail
The letter is very
clearly directed
towards the recipient
12
Eng Gr11 TG.indb 12
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
The learner sustained
his/her point of view
The learner sustained
his/her point of view
with confidence
The learner sustained
his/her point of
view with flair and
confidence
The learner sustained
his/her point of view
with flair, confidence
and, seemingly, with
ease, which made
reading the essay a
delight
Sustains own point
of view/perspective
and arguments with
growing confidence
The learner sustained
his/her point of view
some of the time
The learner tried to
use conjunctions
The learner used
conjunctions
The use of
conjunctions helped
the essay to seem
sensible
The use of
conjunctions and
adverbs helped
the essay to seem
complete and
sensible
The essay formed a
coherent whole, and
this was helped by the
use of conjunctions,
pronouns and
adverbs
The essay formed a
coherent whole, and
this was helped by the
use of conjunctions,
pronouns and
adverbs that related
the different ideas to
one another
The essay formed a
coherent whole, and
this was helped by the
use of conjunctions,
pronouns and
adverbs that acted as
signposts in the text,
directing the reader
on how to relate the
ideas to one another
Uses conjunctions,
pronouns and
adverbs to ensure
cohesion
The learner sustained
his/her point of view
most of the time
The learner tried to
use an idea from the
planning process in
his/her essay
The learner used
an idea from the
planning process in
his/her essay
The learner used
a main idea and a
supporting idea from
the planning process
in his/her essay
The learner used main
and supporting ideas
from the planning
process in his/her
essay
The learner used main
and supporting ideas
from the planning
process in his/her
essay in an effective
way
The learner used main
and supporting ideas
from the planning
process in his/her
essay in an effective
way. He/she was
selective about which
ideas to use.
The learner used main
and supporting ideas
from the planning
process in his/her
essay in an effective
way. He/she did not
use those ideas that
would distract from
the main flow of his/
her essay.
Uses main and
supporting ideas
from the planning
process
The learner tried to
sustain his/her point
of view
The learner tried to
make notes
The learner made
notes
The learner made
notes about the topic
The learner used a
mind-map or other
logical way of making
notes about the topic
The learner used a
mind-map or other
logical way of making
notes about the topic.
This encouraged the
learner to develop
his/her ideas.
The learner used a
mind-map or other
logical but flexible
way of making notes
about the topic.
This encouraged the
learner to develop
his/her ideas further.
The learner used a
mind-map or other
logical but flexible
way of making notes
about the topic.
This encouraged the
learner to develop
his/her ideas further
in a variety of
directions.
Develops coherent
ideas and organises
these by using
techniques such
as mind maps,
diagrams, lists of
key words and flow
charts
Code 1
Not achieved
Mark 1 or 2
Code 2
Elementary
Mark 3
Code 3
Moderate
Mark 4
Code 4
Adequate
Marks 5 or 6
Code 5
Substantial
Mark 7
Code 6
Meritorious
Mark 8
Code 7
Outstanding
Marks 9 or 10
Writing a reflective essay
extra resources
Eng Gr11 TG.indb 13
13
2012/08/09 9:47 AM
The learner
has written an
argumentative essay
that makes many
points and connects
them effectively. Each
idea is explained
well, and a solid and
convincing argument
is presented.
The learner has
written a first draft
and a second draft,
and it is clear that
he/she has edited
both the spelling and
the grammar when
redrafting the essay.
He/she has also made
important structural
improvements.
The learner’s
introduction is
eloquent and
provocative, and
his/her conclusion
confidently sums up
his/her main point
The learner uses
complex sentences
that are joined with
relative clauses, and
complex sentences
that are joined with
conjunctions. When
he/she uses simple or
compound sentences
it is for variety, clarity
and effect
Effective wellconnected structure
Uses knowledge of
grammar, spelling
etc. to edit
Writes coherently
with introductions
and conclusions
Uses complex
sentences
Code 7
Outstanding
Marks 9 or 10
Writing an argumentative essay
There is no sign that
the learner checked
his/her work or
edited it
The learner has
not written an
introduction or a
conclusion
The learner can only
use simple sentences
The learner has read
through his/her work
and made corrections
to the spelling
The learner
has written an
introduction or a
conclusion
The learner did
include one
grammatically
correct complex or
compound sentence
The learner has read
through his/her work
and made correction
to the spelling and
the corrections to
the spelling and the
grammar
The learner
has written an
introduction and a
conclusion
The learner uses
complex sentences
that are grammatically
correct some of the
time
The learner has
written a first draft
and a second draft,
and these are
different to each other
The learner
has written an
introduction and a
conclusion and these
are clear
The learner uses
complex sentences
that are grammatically
correct most of the
time
The learner has
written the first draft
and a second draft,
and it is clear that he/
she has edited his/her
work when redrafting
the essay
The learner’s
introduction is
catchy and his/her
conclusion sums up
his/her main point
The learner uses
complex sentences
correctly
The learner’s
introduction is
catchy and his/
her conclusion
confidently sums up
his/her main point
The learner uses
complex sentences
that are joined with
relative clauses, and
complex sentences
that are joined with
conjunctions
The learner has no
point to make on this
topic
The learner
has written an
argumentative essay
that makes a point
The learner
has written an
argumentative essay
that makes some
points
The learner
has written an
argumentative essay
that makes many
points and connects
them
The learner
has written an
argumentative essay
that makes many
points and connects
them
The learner
has written an
argumentative essay
that makes many
points and connects
them effectively. Each
idea is explained well.
The learner has
written a first draft
and a second draft,
and it is clear that
he/she has edited
both the spelling and
the grammar when
regarding the essay
Code 1
Not achieved
Marks 1 or 2
Code 2
Elementary
Mark 3
Code 3
Moderate
Mark 4
Code 4
Adequate
Marks 5 or 6
Code 5
Substantial
Mark 7
Code 6
Meritorious
Mark 8
14
Eng Gr11 TG.indb 14
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
Code 1
Not achieved
Mark 1 or 2
Does not describe the
life of the person in
the photograph
Little or no evidence
of an attemp to
structure a descriptive
essay
Little or no
description of detail
or imagery
Code 2
Elementary
Mark 3
Evidence of
description but
it is weak an
unimaginative.
Characters are
unconvincing.
Length of essay is
inappropriate and
very little evidence
at an attempt to
structure the essay
Very little evidence
of an attempt to
describe detail an
imagery
Code 3
Moderate
Mark 4
Just inadequate
description.
Characterisation
weak.
Essay either too long
or too short. Not
always evidence of
paragraphing.
Essay is mostly
general with unclear
references to imagery
Code 4
Adequate
Marks 5 or 6
Satisfactory
description of person
but lacks creativity
and imagination.
Characterisation a
little weak.
Essay not the correct
length but not terribly
incorrect. Structure
not consistent and
paragraphs not
always correctly
structured.
Descriptions of
detail and imagery
in evidence but lacks
specific detail and
imagination
Code 5
Substantial
Mark 7
Competent
description of person.
Mostly convincing
characterision.
Essay is just about
the correct length
but not terribly
incorrect. Structure
not consistent and
paragraphs not
always correctly
structured.
Well described and
appropriate details
and imagery
Code 6
Meritorious
Mark 8
Very good creative
and description
of person.
Charaterisation very
convincing.
Essay is the correct
length and is very
well presented
and structured.
Paragraphing is very
good and description
is clear.
Imaginative and very
well described and
appropriate details
and imagery
Code 7
Outstanding
Marks 9 or 10
Superb, imaginative
and creative
description of person.
Characterisation
completely
convincing.
Essay is exactly the
correct length and
is presented and
structured superbly.
Paragraphs are
balanced description
is coherent.
Vivid, imaginative
and completely
appropriate details
and imagery
Describes life of
the person in the
photograph
Essay is correctly
presented,
structured and is
the correct length
Essay includes
appropriate details
and imagery
Writing a descriptive essay based on a photograph
extra resources
Eng Gr11 TG.indb 15
15
2012/08/09 9:47 AM
The learners did
not understand
the text. Responses
to questions
inaccurate.
The learner’s
interpretation of
the advertisement
reveals that there
is little or no ability
to evaluate certain
techniques
The learners did
not understand
most of the text.
Responses to the
questions mostly
inaccurate.
The learner’s
interpretation
of the
advertisement
reveals poor
ability to
evaluate certain
techniques
The learner
was not able
to read and
understand the
text sufficiently.
Their responses to
the questions do
not reflect a clear
understanding to
the text.
The learner’s
interpretation of
the advertisement
reveals a below
average ability to
evaluate certain
techniques
The learner was
able to read and
understand the
text and their
responses to the
questions reflect this
satisfactorily
The learner’s
interpretation of
the advertisement
reveals a satisfactory
ability to evaluate
certain techniques
The learner was able to
read and understand
the text and their
responses to the
questions reflect this
clearly
The learner’s
interpretation of the
advertisement reveals
a highly adequate
ability to evaluate
certain techniques
The learner was
able to read and
understand the
text and their
responses to the
questions reflect
this very well
The learner’s
interpretation of
the advertisement
reveals the ability
to evaluate certain
techniques very
well
The learner was
able to read and
understand the text
and their responses
to the questions
reflect this excellently
The learner’s
interpretation of
the advertisement
reveals an excellent
ability to evaluate
certain techniques
Able to read and
understand the text
Identifies and
evaluates the
impact of certain
advertising
techniques
Learner is mostly Learner is unable to
unable to identify identify direct and
implied meaning
direct and
implied meaning
Leaner does
not identify and
explain direct and
implied meaning
clearly
Learner identifies
and explains directs
and implied meaning
for question 3
satisfactorily
Learner indentifies
and explains direct
and implied meaning
for question 3
competently
Learner identifies and
explains direct and
implied meaning for
question 3 faultlessly
Learner identifies
and explains
direct and implied
meaning for
question 3 very
well
Code 1
Not achieved
Marks 0-2
Code 2
Elementary
Mark 3
Code 3
Moderate
Mark 4
Code 4
Adequate
Marks 5 or 6
Code 5
Substantial
Mark 7
Code 6
Meritorious
Mark 8
Explains direct and
implied meanings
Code 7
Outstanding
Marks 9 or 10
Analysing an advertisement
Photographs
You can use these photographs as inspiration for narrative or descriptive
essays. Ask learners to write a story about the photograph (narrative), or ask
them to write a description of the scene, or characters in the scene.
16
Eng Gr11 TG.indb 16
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
extra resources
Eng Gr11 TG.indb 17
17
2012/08/09 9:47 AM
18
Eng Gr11 TG.indb 18
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
Poetry
Here is a selection of well-known poems that you can use for extra practise.
If You Forget Me
by Pablo Neruda
I want you to know
one thing.
You know how this is:
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,
if I touch
near the fire
the impalpable ash
or the wrinkled body of the log,
everything carries me to you,
as if everything that exists,
aromas, light, metals,
were little boats
that sail
toward those isles of yours that wait for me.
Well, now,
if little by little you stop loving me
I shall stop loving you little by little.
If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.
If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
remember
that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.
extra resources
Eng Gr11 TG.indb 19
19
2012/08/09 9:47 AM
But
if each day,
each hour,
you feel that you are destined for me
with implacable sweetness,
if each day a flower
climbs up to your lips to seek me,
ah my love, ah my own,
in me all that fire is repeated,
in me nothing is extinguished or forgotten,
my love feeds on your love, beloved,
and as long as you live it will be in your arms
without leaving mine
A Dream Within A Dream
by Edgar Allan Poe
Take this kiss upon the brow!
And, in parting from you now,
Thus much let me avow-You are not wrong, who deem
That my days have been a dream;
Yet if hope has flown away
In a night, or in a day,
In a vision, or in none,
Is it therefore the less gone?
All that we see or seem
Is but a dream within a dream.
I stand amid the roar
Of a surf-tormented shore,
And I hold within my hand
Grains of the golden sand-How few! yet how they creep
Through my fingers to the deep,
While I weep--while I weep!
O God! can I not grasp
Them with a tighter clasp?
O God! can I not save
One from the pitiless wave?
Is all that we see or seem
But a dream within a dream?
20
Eng Gr11 TG.indb 20
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
Do Not Go Gentle Into That Good Night
by Dylan Thomas
Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.
Though wise men at their end know dark is right,
Because their words had forked no lightning they
Do not go gentle into that good night.
Good men, the last wave by, crying how bright
Their frail deeds might have danced in a green bay,
Rage, rage against the dying of the light.
Wild men who caught and sang the sun in flight,
And learn, too late, they grieved it on its way,
Do not go gentle into that good night.
Grave men, near death, who see with blinding sight
Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light.
And you, my father, there on that sad height,
Curse, bless, me now with your fierce tears, I pray.
Do not go gentle into that good night.
Rage, rage against the dying of the light.
I Wandered Lonely As A Cloud
by William Wordsworth
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced, but they
Out-did the sparkling leaves in glee;
A poet could not be but gay,
In such a jocund company!
I gazed—and gazed—but little thought
What wealth the show to me had brought:
extra resources
Eng Gr11 TG.indb 21
21
2012/08/09 9:47 AM
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
Brown Penny
by William Butler Yeats
I whispered, ‘I am too young,’
And then, ‘I am old enough’;
Wherefore I threw a penny
To find out if I might love.
‘Go and love, go and love, young man,
If the lady be young and fair.’
Ah, penny, brown penny, brown penny,
I am looped in the loops of her hair.
O love is the crooked thing,
There is nobody wise enough
To find out all that is in it,
For he would be thinking of love
Till the stars had run away
And the shadows eaten the moon.
Ah, penny, brown penny, brown penny,
One cannot begin it too soon.
All the World’s a Stage
by William Shakespeare
All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse’s arms.
Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
22
Eng Gr11 TG.indb 22
S t u dy & M a s t e r E n g l i s h F i r s t A d d i t i o n a l L a n g uag e G r a d e 10
2012/08/09 9:47 AM
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
O Captain! My Captain!
by Walt Whitman
1
O CAPTAIN! my Captain! our fearful trip is done;
The ship has weather’d every rack, the prize we sought is won;
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring:
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
2
O Captain! my Captain! rise up and hear the bells;
Rise up-for you the flag is flung-for you the bugle trills;
For you bouquets and ribbon’d wreaths-for you the shores a-crowding;
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head;
It is some dream that on the deck,
You’ve fallen cold and dead.
3
My Captain does not answer, his lips are pale and still;
My father does not feel my arm, he has no pulse nor will;
The ship is anchor’d safe and sound, its voyage closed and done;
From fearful trip, the victor ship, comes in with object won;
Exult, O shores, and ring, O bells!
But I, with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
extra resources
Eng Gr11 TG.indb 23
23
2012/08/09 9:47 AM
Grade
11
Study & Master
English
Study & Master English Grade 11 has been especially developed
by an experienced author team according to the Curriculum and
Assessment Policy Statement (CAPS). This new and easy-to-use
course helps learners to master essential content and skills in
English First Additional Language.
The comprehensive Learner’s Book includes:
an expanded contents page, showing how CAPS is covered
each week
unit openers clearly stating the content covered in each unit
icons indicating individual, pair and group activities
listening, speaking, reading, writing, and language activities
that cover all the skills required by CAPS
special tasks for Formal Assessment.
The Teacher’s Guide includes:
a comprehensive overview of the CAPS document
a full work schedule for the year, based on the CAPS teaching
programme
notes on how to teach each activity
extra information which extends the skills of the teacher
suggested answers to the activities in the Learner’s Book
a separate section for Formal Assessment, including two
examination papers
extra resources, including rubrics, photographs and poetry.
www.cup.co.za
SM_EnglishFAL_11_TG_CAPS_ENG.indd 2
2012/08/09 10:04 AM