Grade 10 • Facilitator’s Guide
First Additional Language: Language
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PREFACE
RECOMMENDED BOOK
Lutrin, B and Pincus, M. 2005. English Handbook and Study Guide, Berlut Books CC, Birnan Park, South Africa
INTRODUCTION
You are the facilitator of Further Educational Training (FET) phase and you are preparing the learners for the Final Examination in Grade 12. Grades 10, 11 and 12 form a unit and much of the work done during this year will be repeated and refined in Grades 11 and 12. You will also notice that the Senior Phase years introduced the learners to most of the basic structures of English as a First Additional Language (FAL).
The study guide and facilitator’s guide is CAPS aligned. The learners’ spoken language is very important and you will notice that every unit starts with discussions on topics. Facilitate in these discussions with the learners to ensure that they take part in the conversation and you don’t do all the talking. Asking questions is the best way to engage learners. The learners must be able to converse fluently in English and a lot of emphasis must be put on their listening and speaking skills
The study guide is a guide. It doesn’t encompass the whole English language, but it does give a few guidelines about what is important for examination purposes. The activities in the study guide are very important. They can be given as homework activities if time runs out during lesson time The learners should work diligently throughout the year to achieve success at the end of the year.
In the study guide you will find:
• Notes on language structures and activities to practise the structures.
• Tips and information on how to perform well in oral examinations.
• Tips on writing good essays and how to write summaries.
• There are examples of the formats of the transactional pieces the learners will be expected to write. Not all the formats of transactional pieces will be done this year. A few of them will be taught in Grades 11 and 12.
• Information on how to interpret visual texts.
• Lots of exercises to practise the learners’ examination writing skills.
The aim is to:
• Acquire the language skills necessary to communicate effectively and appropriately, taking into account target audience, purpose and context.
• Listen, speak, read/view and write/present the language confidently and with enjoyment.
G10 ~ English First Additional Language: Language
• Express and justify, orally and in writing, own ideas, views and emotions confidently to become independent and mature.
• Use English and learners’ imagination to find out more about themselves and the world around them, enabling them to express their experiences and about the world orally and in writing.
• Expand the learners’ general knowledge and make them well-rounded individuals.
HOW TO USE THE STUDY GUIDES
There are two study guides: one for language and one for literature. Both study guides must be used simultaneously. The year plan will give you an indication on when to use the language study guide (work that covers paper 1 and paper 3) and the second study guide (work that covers paper 2).
Activity: Each lesson has activities that the learners must do in their workbooks. You will guide the learners in this regard. Please remember that the learners will have class work as well as homework. The classwork will consist of all the discussions and explanations of the work. If time allows, the learners can do the activities in class, but you may ask them to do the activities at home/in their own time.
The language lessons are divided into four sections, namely: Lesson 1: Listening and speaking Lesson 2: Reading and viewing Lesson 3: Writing and presenting Lesson 4: Language structures/revision/exercises
This structure ensures that all the aspects of communicating well in English are covered.
HOW TO USE THE FACILITATOR’S GUIDE
• The facilitator’s guide is aligned with the study guide
• There are memorandums for all the activities. If you have facilities to photocopy the memorandums, they can be pasted next to the learners’ work for later reference and studying purposes.
• Use the year plan to help you plan the learners’ daily activities. Try to do a whole lesson per day.
• There are portfolio tasks that are compulsory and that must be assessed for the learners’ year mark. Make sure that these tasks are completed at least two weeks before the end of each term.
• The year plan shows you how to combine the language and literature lessons. This is merely a guideline. You may want to start with the literature immediately or do the language first, as long as each terms’ work is completed by the end of each term.
Week 1
YEAR PLAN
LITERATURE LESSON 1: ‘The Second Coming’ (William Butler Yeats)
LANGUAGE LESSON 1: Listening and speaking – Activity 1
LANGUAGE LESSON 2: Reading and viewing – Activity 2
Week 2 LITERATURE LESSON 2: ‘Anthem for Doomed Youth’ (Wilfred Owen)
LITERATURE LESSON 3: ‘Mid-term break’ (Seamus Heaney)
LANGUAGE LESSON 3: Writing and presenting – Activity 3 and 4
Week 3 LITERATURE LESSON 4: My Family and Other Animals: Introduction and ‘The Migration’
LANGUAGE LESSON 4: Language revision – Activity 5
LANGUAGE LESSON 5: Speaking – Activity 6 and 7
Week 4 LITERATURE LESSON 5: My Family and Other Animals: Chapter 1: ‘The Unsuspected Isle’
LANGUAGE LESSON 6: Listening and speaking
LANGUAGE LESSON 7: Reading and viewing – Activity 8 and 9
Week 5 LITERATURE LESSON 6: My Family and Other Animals: Chapter 2: ‘The Strawberry-Pink Villa’
LANGUAGE LESSON 8: Writing and presenting – Activity 10
LANGUAGE LESSON 9: Language revision – Activity 11 and 12
Week 6 LITERATURE LESSON 7: My Family and Other Animals: Chapter 3: ‘The Rose-Beetle Man’
LANGUAGE LESSON 10: Listening and speaking – Activity 13
LANGUAGE LESSON 11: Reading and viewing – Activity 14 and 15
Week 7 LITERATURE LESSON 8: My Family and Other Animals: Chapter 4: ‘A Bushel of Learning’
LANGUAGE LESSON 12: Writing and presenting – Activity 16
Sample
LANGUAGE LESSON 13: Language structures – Activity 17
Week 8 LITERATURE LESSON 9: My Family and Other Animals: Chapter 5: ‘A Treasure of Spiders’
LANGUAGE LESSON 14: Listening and speaking – Activity 18
LANGUAGE LESSON 15: Reading and viewing – Activity 19 and 20
Week 9 LITERATURE LESSON 10: My Family and Other Animals: Chapter 6: ‘The Sweet Spring’
LANGUAGE LESSON 16: Writing and presenting – Activity 21
Week 10 LITERATURE LESSON 11: My Family and Other Animals: ‘Conversation’ (Part 1)
LANGUAGE LESSON 17: Language structures – Activity 22 and 23
G10 ~ English First Additional Language: Language
TERM 2 LESSON
Week 1
Week 2
Week 3
LITERATURE LESSON 12: ‘Reggae Sounds’ (Linton Kwesi Johnson)
LANGUAGE LESSON 18: Listening and speaking – Activity 24
LITERATURE LESSON 13: My Family and Other Animals: Chapter 7: ‘The Daffodil-Yellow Villa’
LANGUAGE LESSON 19: Reading and viewing – Activity 25
LITERATURE LESSON 14: My Family and Other Animals: Chapter 8: ‘The Tortoise Hills’
LANGUAGE LESSON 20: Writing and presenting – Activity 26 and 27
Week 4
LITERATURE LESSON 15: My Family and Other Animals: Chapter 9: ‘The World in a Wall’
LANGUAGE LESSON 20: Writing and presenting – Activity 28 and 29
Week 5 LITERATURE LESSON 16: My Family and Other Animals: Chapter 10: ‘The Pageant of Fireflies’
Weeks 6 – 10
LANGUAGE LESSON 21: Language structures
Revision – June examination
TERM 3 LESSON
Week 1 LITERATURE LESSON 17: ‘Dark Rider’ (Tatamkhulu Africa)
LANGUAGE LESSON 22: Listening and speaking
Week 2 LITERATURE LESSON 18: ‘Calvinia 1976’ (Jacques Rousseau)
LANGUAGE LESSON 23: Reading and viewing – Activity 30
LANGUAGE LESSON 24: Writing and presenting – Activity 31
Week 3 LITERATURE LESSON 19: My Family and Other Animals: Chapter 11: ‘The Enchanted Archipelago’
LITERATURE LESSON 20: My Family and Other Animals: Chapter 12: ‘The Woodstock Winter’
LANGUAGE LESSON 25: Language practise – Activity 32, 33 and 34
LANGUAGE LESSON 26: Listening and speaking
Week 4 LITERATURE LESSON 21: My Family and Other Animals: ‘Conversation’ (Part 2)
Sample
LITERATURE LESSON 22: My Family and Other Animals: Chapter 13: ‘The Snow-White Villa’
LANGUAGE LESSON 27: Reading and viewing – Activity 35.1, 35.2 and 36
Week 5 LITERATURE LESSON 23: My Family and Other Animals: Chapter 14: ‘The Talking Flowers’
LANGUAGE LESSON 28: Know your pronouns – Activity 37
Week 6 LITERATURE LESSON 24: My Family and Other Animals: Chapter 15: ‘The Cyclamen Woods’
LANGUAGE LESSON 29: Homonyms – Activity 38
LANGUAGE LESSON 30: Homophones – Activity 39
G10 ~ English First Additional Language: Language
Week 7 LITERATURE LESSON 25: My Family and Other Animals: Chapter 16: ‘The Lake of Lilies’
LANGUAGE LESSON 31: Synonyms – Activity 40
Week 8 LITERATURE LESSON 26: My Family and Other Animals: Chapter 17: ‘The Chessboard Fields’ and The characters
LANGUAGE LESSON 32: Abbreviations and dictionary skills –Activity 41.1 and 41.2
Week 9
LITERATURE LESSON 27: My Family and Other Animals: Chapter 18: ‘An Entertainment with Animals’
LANGUAGE LESSON 33: The advertisement – Activity 42 and 43
Week 10 LITERATURE LESSON 28: My Family and Other Animals: ‘The Return’
TERM 4 LESSON
Weeks 1 – 4
LITERATURE LESSON 29: Revision – Exam time
Week 1 LANGUAGE LESSON 34: Listening and speaking – Activity 44
Week 2 LANGUAGE LESSON 35: Examination preparation
Week 3 LANGUAGE LESSON 36: Writing and presenting –Activity 45 and 46
Week 4 LESSON 37: Language revision – Activity 47
Weeks 5 – 10 Revision – November examination
*Additional notes and updated lesson plans are available online on the Optimi Learning Portal (OLP). Refer to OLP for all other lesson content.
TIME MANAGEMENT
The learners must have at least six hours of formal English lessons per week. This includes reading the study guide, comprehension activities, poetry, short stories, discussions of the topics, etc. Activities can be done for homework, but time must be allocated during the lesson to mark and discuss all activities.
It would be beneficial if a whole lesson can be completed in a day. Some lessons (especially language exercises) can be combined to save time. Peer marking/self-marking also saves time.
STUDY TIPS
1. Teach the learners that REPETITION is the best way of studying something.
2. The learners can be motivated to revise the work done in “class”.
3. The activities are important because they give the learners the opportunity to practise the work.
4. The learners must know the names of the different language structures, e.g. synonyms, homophones, plurals, etc.
LEARNING OBJECTIVES
After the learners have completed this unit, they must be able to do the following:
• Listening and speaking
Express your opinion on what winning means.
Understand the views, opinions, emotions of others regarding the concept of being a winner.
Listen critically and evaluate a speech.
Use resources and reference material to find and select information for a speech. Practise and present the speech.
• Reading and viewing
Read the article about how to present a good speech.
Read the article about the different types of essays that can be written.
• Writing and presenting
Write his/her own speech on one of the topics suggested in the portfolio book.
Demonstrate your planning skills for the specific purpose, audience and context as suggested in the speech topic that you choose.
Evaluate your own work and tweak the speech where necessary.
• Language structures and conventions
Baseline exercise: revision of language structures done until last year: tenses, questions, negatives, tags and passives.
INTRODUCTION
UNIT 1: How to be a winner Sample
This unit is about winning and the influence that winning has on a person. You will think, talk and read about winning. You will be allowed to express your opinion about it in a speech. In this unit you also will be expected to do an exercise which will briefly revise language done in the previous grade, before embarking on a baseline exercise. Identify which aspects of this exercise you struggle with and concentrate on doing enough revision exercises regarding these aspects before you write the language test in week 9.
LESSON 1: LISTENING AND SPEAKING
Have a discussion about winning. Is it important to win at all costs? What makes a winner? Are there different types of winners/winning? The aim of this exercise is to serve as a warm-up exercise to make the learners as comfortable as possible when speaking. Encourage them to allow you to speak your mind on the matter as well, so that they can practise listening to other opinion as well.
1.1 Pre-listening
Have a discussion with the learners on voicing our opinions in a responsible manner. Then talk about doing research on a topic which is really interesting and then organising ideas into a coherent speech.
1.2 Listening
You are now going to read a speech to the learners to illustrate how you can include research in your arguments. Ask them to listen carefully to see whether the person has actually made a valuable point.
What it takes to be number one
Winning is not a sometime thing; it's an all the time thing. You don't win once in a while; you don't do things right once in a while; you do them right all of the time. Winning is a habit. Unfortunately, so is losing.
There is no room for second place. There is only one place in my game, and that's first place. I have finished second twice in my time at Green Bay, and I don't ever want to finish second again. There is a second place bowl game, but it is a game for losers played by losers. It is and always has been an American zeal to be first in anything we do, and to win, and to win, and to win.
Every time a football player goes to play his trade he's got to play from the ground up - from the soles of his feet right up to his head. Every inch of him has to play. Some guys play with their heads. That's okay. You've got to be smart to be number one in any business. But more importantly, you've got to play with your heart, with every fibre of your body. If you're lucky enough to find a guy with a lot of head and a lot of heart, he's never going to come off the field second.
Sample
Running a football team is no different than running any other kind of organisation – an army, a political party or a business. The principles are the same. The object is to win – to beat the other guy. Maybe that sounds hard or cruel. I don't think it is.
It is a reality of life that men are competitive and the most competitive games draw the most competitive men. That's why they are there – to compete. The object is to win fairly, squarely, by the rules – but to win.
And in truth, I've never known a man worth his salt who in the long run, deep down in his heart, didn't appreciate the grind, the discipline. There is something in good men that really yearns for discipline and the harsh reality of head to head combat.
I don't say these things because I believe in the “brute” nature of men or that men must be brutalised to be combative. I believe in God, and I believe in human decency. But I firmly believe that any man's finest hour – his greatest fulfilment to all he holds dear – is that moment when he has worked his heart out in a good cause and lies exhausted on the field of battle –victorious.
– Coach Vincent T. Lombardi http://www.vincelombardi.com/number-one.html
1.3 Post-listening
Now discuss the speech with the learners. Encourage them to motivate why they regard the speech as being successful/unsuccessful. Ask questions and if necessary, read the speech with the learners again so that they can clearly see where the main statements are made.
ACTIVITY 1
The learners must make a list of aspects which would make a speech successful. They may even use the internet to do research on the characteristics of a good speech.
FOR THE CURIOUS
The learners can be encouraged to read more examples of good speeches on the Internet. Some of these speeches do not follow the rules of a good speech, but are good anyway. Some of the speeches which might stimulate their minds are: “I have a dream” (Dr Martin Luther King Jr), speeches by Sir Winston Churchill, speeches by famous sports stars like Francois Pienaar, John Smit, Roger Federer, etc.
2.1 Pre-listening
The learners can now report back on the list of characteristics of a good speech they wrote in Activity 1.
2.2 Reading
Now read the passage “How to make a good speech” in the study guide.
2.3 Post-reading
The learners will now be expected to write their own speeches which is to be delivered during week 3. Be sure to guide the learners to incorporate as many of the aspects contained in the passage about good speeches as possible. Also guide the learners in choosing an appropriate topic. Remember to bear the speaker’s interests and personality in mind when choosing topic. A very serious learner will find it difficult to write a speech which contains a lot of humour.
Consult the addendum at the end of the facilitator’s guide for the marking grid which will be used to assess the prepared speech. Discuss this with the learners so that they know exactly what they will be getting marks for. They have a week to prepare for the speech. Do not write the speech for them, but you are welcome to assist by giving them advice for the improvement of the speech.
Remind the learners that they should spend at least three days learning the speech and polishing the presentation. The biggest error that learners make when preparing a speech is to think that they can write and prepare it within two or less days. The key to the success of their speech will be whether they have practised the presentation sufficiently.
ACTIVITY 2
Learners prepare a speech on a topic of their own choice.
LESSON 3: WRITING AND PRESENTING
3.1 Pre-writing the essay
Sample
Read through the notes on writing an essay. Emphasise to the learners that when they have to choose a topic, they should keep in mind what type of essay they will be comfortable in writing. It is not easy for everyone to for example write an argumentative essay. A learner who has difficulties in expressing an opinion should therefore not be influenced by the topic which sounds interesting to write an essay in which he/she would be expected to argue a point.
3.2 Writing and presenting
Planning the essay:
• Advise the learners to first identify at least two topics which they feel comfortable writing about. They should then make a mind map in which they write down all possible ideas.
• The ideas should then be organised into possible paragraphs.
• Before starting to write down the first draft, the learners must decide what the point is that they will try to make in the essay as a whole.
• Decide what the link between the introductory and closing paragraph will be.
ACTIVITY 3
Learners write the first draft of their essay on a topic of their own choice.
3.3 Post-writing
The first draft of the essay can be marked by the facilitator or another learner. This is an informal marking so errors should be indicated but no marks awarded.
After it has been marked you should give the learners some advice as to how they can improve on it. Let them follow the checklist given in the study guide before writing the final draft.
Note that the learners may not merely correct the language errors that you have indicated on the first draft. The whole essay should be an improvement on the first draft. The learners must clearly have improved on the following aspects:
• Content – streamlined the plot (narrative essay), all arguments, are backed up with evidence (argumentative essay), improved on arguments, etc.
• The sentence construction – no clumsy, long sentences that don’t make sense
• Spelling, punctuation, tenses and paragraphing.
IMPORTANT
When marking the first draft of all essays or transactional pieces, DO NO CORRECT THE ERRORS FOR THE LEARNERS.
Just underline the errors and discuss them with the learners. Encourage them to use a dictionary to correct spelling errors.
The learners must now write the final draft of Task 2 under controlled circumstances. You as facilitator may no longer advise them on how to improve on this piece of writing.
ACTIVITY 4
Both the first and the final draft of the essay must be handed in for marking.
LESSON 4: LANGUAGE REVISION
In this lesson the learners are going to revise the different tenses. You are going to supervise the learners doing a baseline exercise as part of their revision of previous years’ work. Don’t assist the learners if they have any questions. The idea of this baseline exercise is to identify which part of the work they find problematic.
Read through the notes of the tenses with the learners.
ACTIVITY 5
5.1 The heading of the passage means that Graeme Smith has decided to stop playing professional cricket for his country. (2)
5.2 International means “between countries”. (1)
5.3 Smith has been contemplating making this decision for nearly a year and now he has finally made his final decision. The decision is not easy, because it is a life changing one which he may regret later as there is no turning back. (If a learner has given a logical, well-substantiated answer based on the passage, credit him/her accordingly.) (3)
5.4 It means Smith has given his all for his country, the team and the game. (2)
5.5 South African Broadcasting Corporation and South African Sports Confederation and Olympic Committee. (2)
5.6 Which game was the most important one in your career? (Consider other possibilities as well). (0 if no question mark.) (1)
5.7 I don’t think I have reached all my goals in life yet. (2)
5.8 Since I saw Graeme at Newlands I knew he has been one of the best players. (2)
5.9 Smith said that he had a young family to consider, and he had felt that retiring at Newlands would be the best way to end because he has (general truth) called that place his home since he had been 18 years old. (10)
5.10 It’s a culture that one can be very proud of, isn’t it? (1)
5.11 After Graeme Smith had announced that he was going to retire from cricket, the social media went crazy. Everybody wanted to know why he had decided to call it a day at this critical time. He is surely the best captain we have ever seen in this country. (7)
5.12 media – noun final – adjective (2) [35]
LESSON 5: SPEAKING
The learners now had a week to prepare for their speeches. Some learners are very nervous when delivering a speech so it is important to try to set them at ease.
ACTIVITY 6
Learners deliver the speech to apply what they have learnt.
ACTIVITY 7
1. People who win emphasise their strong points and not their weak points. (2) 2. Past indefinite
3.1 My potential is blocked by my weakness.
(1 mark for sentence 1 mark for tense identification)
4.1 You haven’t worked on your strengths, have you?
4.2 You developed the habit of winning, didn’t you?
4.3 My habits are blocking my focus, aren’t they?
4.4 You must allow space for mistakes, mustn’t you? (1)
4.5 Winners can’t work on weaknesses, can they?
4.6 She works very hard every day, doesn’t she?
4.7 He didn’t focus on his strengths enough, did he?
4.8 They weren’t giving their full focus, were they?
4.9 The men had developed a positive attitude, hadn’t they? (1) 4.10 I am winning by far at the moment, aren’t I?
Pay special attention to 4.10. This tag is an exception.
I am … (becomes) … aren’t I? (The reason for this is because there is not a word like amn’t.)
I can also be: I am…am I not?
5.1 Has he won many titles in his life? (1)
5.2 Has she been breaking swimming records for the past year? (1)
5.3 Did the Springboks lose against the All Blacks in the World Cup? (1)
5.4 What do winners know? (1)
5.5 Am I a very dedicated sportsman? (1)
Pay special attention to the following three aspects:
- When changing a sentence into a question, learners must make sure that they use the same tense as the sentence. LEARNERS MAY NOT RANDOMLY USE ANY TENSE TO CHANGE THE SENTENCE INTO A QUESTION.
- Learners must use the same verb in the question and not randomly use a different verb to change the sentence into a question.
- Learners must be very careful not to use question words at the beginning of a question if they have not been specifically asked to do so. Question 5.4 is the case in point, because a question word (What) was put in brackets to clearly indicate that the sentence must start with a question word.
6.1 Don’t/Do not focus on traits you can’t correct. (1)
6.2 You don’t/do not need to cultivate your weaknesses. (1)
6.3 They haven’t/have started with a plan of action yet. (2)
6.4 They didn’t/did not leave for the event early this morning. (1)
NOTE: The learners must stick to the same tense the question was asked in when doing negatives.
7.1 She tried to do her work first and then she wrote her blog. (2)
7.2 After she had written her blog, she took a bath. (2)
7.3 At that moment he was listening to a speaker who was talking about strategies on winning. (3)
7.4 She fell while practising. (1)
NOTE: The learners must change the time word to suit the tense if it needs to be changed. See 7.3.
