First Additional Language: Language
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English First Additional Language
Study guide: Language
Grade 10
CAPS aligned
S Schreuder
PREFACE
RECOMMENDED BOOK
Lutrin, B and Pincus, M. 2005. English Handbook and Study Guide, Berlut Books CC, Birnan Park, South Africa
INTRODUCTION
This study guide is CAPS aligned, because it teaches basic structures of the language and emphasises reading, speaking and writing. Your spoken language is very important and you will notice that every unit starts with discussions on topics. Please take part in these discussions. You must be able to converse fluently in English and a lot of emphasis must be put on listening and speaking skills
This study guide does not encompass the whole English language, but it does give a few guidelines about what is important for examination purposes. The activities are important. Don’t skip them! 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 your oral examination.
• Tips on writing good essays and how to write summaries.
• There are examples of the formats of the transactional pieces you will be expected to write. You won’t be doing all the formats of transactional pieces 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 your examination writing skills.
The aim is to:
• Acquire the language skills necessary to communicate effectively and appropriately, taking into account your target audience, purpose and context.
• Listen, speak, read/view and write/present the language confidently and with enjoyment.
• Express and justify, orally and in writing, your own ideas, views and emotions confidently in order to become independent and mature.
• Use English and your imagination to find out more about yourself and the world around you, enabling you to express your experiences and about the world orally and in writing.
• Expand your general knowledge and make you a well-rounded person.
Week 1
Week 2
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
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’
Sample
LANGUAGE LESSON 12: Writing and presenting – Activity 16
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’
LANGUAGE LESSON 21: Language structures
Weeks 6 – 10 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)
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 Sample
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.
LESSON ELEMENTS
LEARNING OBJECTIVES
What the learner should know at the end of the lesson. Taken from CAPS.
DEFINE
Definitions of concepts to understand the content.
TIPS
Any information other than the content, to guide the learner through the learning process.
FOR THE CURIOUS
Encouragement to do in-depth research about the content.
ACTIVITY
Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed.
Sample
LEARNING OBJECTIVES
After you have completed this unit, you must be able to:
• Listening and speaking
Express your opinion on what winning means.
Understand the views, opinions, and emotions of others on 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.
• Writing and presenting
Write your own speech on one of the topics 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 it has on someone. 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 before you write the language test in week 9.
LESSON 1: LISTENING AND SPEAKING
When we feel strongly about something, we can voice our opinions by discussing them with someone. We can also listen to their opinions and comment in them.
1. Do you think all people can be winners?
2. Why does winning play such an important role in western society?
3. Do you think losing is always a bad thing?
4. Do you think winning has become too emphasised and that it causes too much stress?
Remember the rules of a discussion. When you take part in a discussion, you must be able to:
• Initiate and keep up a conversation by sharing your ideas
• Take turn with the person to whom you are speaking.
• State you opinion without becoming too aggressive.
• Show respect at all times, even if you don’t agree
• Fill in gaps in the conversation if you have something sensible to say.
1.1 Pre-listening
You can also convince people of your opinion by finding more evidence to prove that you have a valid point. When you have researched the topic and found credible sources, you can debate the topic with someone. You can also be asked to deliver a speech in which you can try and convince them that you have good arguments.
1.2 Listening
Listen to the speech read to you by your facilitator. Listen to it critically so that you can identify which arguments the speaker is trying to make.
1.3 Post-listening
Discuss this speech with your facilitator and decide whether you think the speaker has persuaded you of his opinion.
ACTIVITY 1
Make a list of aspects that you think would be important in a good speech. You may search the Internet for more examples of speeches. There were great speakers in the previous century like Dr Martin Luther King Jr, Winston Churchill, John F Kennedy, etc. Listen to our own world champion speaker from South Africa, Douglas Kruger, on YouTube.
LESSON 2: READING AND VIEWING
2.1 Pre-listening
While listening to the speech in Lesson 1, you would have noticed that there were certain parts of the speech that influenced your opinion about winning. Now share the notes that you have set up about a good speech with your facilitator and explain why you included certain aspects.
Read the following notes which will give you advice on how to write your own good speech. (Keep these notes for future use.)
2.2 Reading
HOW TO MAKE A GOOD SPEECH
1. Preparation
When preparing a speech (which includes telling a story and giving a description), there are certain guidelines which you may follow to ensure that you get the best mark possible for your effort. These notes are applicable throughout your school career (and later), keep them safe for future use.
Each speech has a good introduction, interesting contents and a striking conclusion.
2. How does one prepare a good introduction?
There are many ways to approach your introduction. The type of introduction depends on the topic and the type of audience The following methods have been used successfully by public speakers.
• Stating a problem: ask an unanswered question and capture your audience’s interest straight away.
• Tell a short story about an interesting event which relates to the topic.
• Tell a short joke as an ice-breaker and then briefly summarise the main gist of your topic to get the audience involved.
• Give a short anecdote on something to enhance an aspect of your topic and create interest
• Use a striking quotation from something that you have read and that relates to your topic and the audience.
A good introduction requires preparation, initiative and creativity from the speaker. It must not be left out or treated haphazardly. The speaker must let the audience relax, involve them and inform them what the speech is about, to make the whole experience enjoyable.
3. How does one prepare the content of a good speech?
Step 1: Accumulating facts:
• Listen to news, people, and discussions on the topic.
• Read about the topic.
• Enquire about the topic.
• Gather information from people with expertise.
• Do research.
• Do an opinion poll
Step 2: Organising the material
The following methods can be used:
• Logical order of facts
• Numerical order of facts
• Chronological order of facts
• Achronological order of facts to build a line of suspense
• The use of acronyms to link letters – e.g. WILL – wisdom, integrity, love and life.
Each one of these methods will depend on the type of topic that has been chosen.
4. How does one prepare a good ending/conclusion?
A good ending must be well thought through The following guidelines can be used:
• End off with a stunning quotation that makes the audience think.
• A short summary of the speech and a good message at the end.
• End with an anecdote, a story or a joke.
• A short summary of the speech and a message at the end.
• State the problem that makes the audience think about the contents of the speech again.
• End with a climax or an anticlimax.
• Weigh the facts and draw a conclusion on behalf of the listener.
Sample• Challenge the audience to action.
5. What else must I take into consideration when preparing a speech?
You must remember that the speech itself is only half of the package that is presented to the audience. Presentation is the other half. If the presentation is boring, the speech will lose its impact. The following aspects are important when speaking in front of an audience:
5.1 Voice quality
A good speaker can vary the volume of his/her voice and control it in such a way that the attention of the audience doesn’t lapse.
5.2
Tone of voice
Someone who talks in a monotone voice can be very boring to listen to. Use the tone of your voice in such a way that you keep the speech interesting.
5.3 Diction and pronunciation
At high school level you shouldn’t be struggling with pronunciation. Speak clearly, don’t swallow your words and if there are a few words that you can’t pronounce, put in some effort to find out how it is pronounced by consulting the dictionary or someone who is a good English speaker.
5.4 Eye contact
If a speaker doesn’t make eye contact with the audience, they become bored and agitated. People lose interest and then extra energy is needed to get their attention again. A good speaker looks the audience in the eye and smiles when he talks. If you are nervous, a good place to look is between the eyebrows of the person. You avoid intimate eye contact, but the person still feels you are looking directly at him. In a large audience it is always good to move your head in a half circular movement from the one side to the other in order to address the whole audience on an equal level.
5.5 Spontaneity
SampleA speaker, who relaxes and has the knack of making the audience relax, is always a winner. Such a person is friendly, spontaneous and knows that he/she is actually there to entertain his/her listeners. If he/she makes a mistake, he/she knows it’s not the end of the world. He fixes the mistake, laughs at himself and carries on. Many times the audience won’t even know that he has made a mistake. Only he knows what he wants to say anyway. The big secret is that the speaker must enjoy himself, and then the audience will enjoy themselves. If one doesn’t practise a speech beforehand, it won’t work.
Article by S Schreuder – used with permission
2.3 Post-reading
You will now be expected to write your own speech, keeping these aspects in mind.
ACTIVITY 2
Use the advice given to you to work out your own speech on a topic of your choice. Remember it is important to include research. Give yourself ample time to prepare it properly.
LESSON 3: WRITING AND PRESENTING
By the end of the lesson you should know all the formats of the different types of essays and their function.
DEFINE THE DIFFERENT TYPES OF ESSAYS
NARRATIVE: A narrative essay aims to tell a story of something that is happening or has happened.
DESCRIPTIVE: Descriptive writing is the act of describing a picture in words, in such a way that the writer makes you think of all the sensory images that he feels towards the subject which is being described.
DISCURSIVE: A discursive essay is one in which the writer makes a point by reasoning. He objectively considers various aspects of the subject and then makes a statement of his own carefully thought-out views about the subject. 1
ARGUMENTATIVE: An argumentative essay is one in which the writer argues both for and against the topic with the idea of highlighting both the pros and cons while at the same time trying to reflect the point of view which may be favoured by the writer. The subjectivity of the writer is clear, as is his attempt to persuade the reader to share his point of view.
REFLECTIVE: A reflective essay is a piece of writing that involves your views and feelings about a particular subject. The goal of a reflective essay is to not only discuss what you have learned about the subject but to convey your own personal experiences and findings that resulted.
3.1 Pre-writing the essay
Read through the notes on essay-writing before you attempt to write your own essay. NOTES ON WRITING AN ESSAY
1. The narrative essay
The narrative essay seems easy, but it is more difficult to write a really good narrative composition than any other type of composition.
What is important in a successful narrative essay?
1.1 The content of the essay must relate to the title chosen and must reflect a well thought-out plot. A plot is the way events take place and the reason why they take place in a particular pattern. The plot is the powerful “web of meaning” and it shapes and explains the story.
1.2 The story must sound true, that is, the reader should not have to strain his imagination to believe that such a situation is possible. The story should be plausible, that is, reasonable or convincing enough for the reader to believe that it did or it could take place.
1.3 Even if the tale is based on pure fantasy, the story should be logical. That is, the events should at least be probable. The reader must be able to say: such and such might well have happened. In storytelling the events described should be within what can be expected. You may invent what you will – as long as within the world of the characters and situation, it might be possible or have happened.
1.4 A good story has a point to make – usually at the end.
1.5 The reader’s interest must be held to the end. This will depend largely on the writer’s style which must keep the reader’s interest.
1.6 In a successful narrative there is usually an inciting moment which changes a predictable plot into an unpredictable plot. An inciting moment causes conflict or something unexpected to happen which changes the whole outcome of the story.
Sample1.7 A successful narrative will have relevant detail of time (when the story takes place), place (where the story takes place) and appearance (and how the events take place – the story itself).
1.8 A successful narrative also shows sensory details, such as: sights, sounds, tastes, smells and tactile (touch) aspects.
1.9 A good ending is an important aspect of any successful narrative. Good writers are able to produce a surprising “twist in the tale”, although a good start will make a reader want to read the story.
1.10 Conflicts are also good for stories. It may be conflict between two or more people, between people and natural forces, between individuals and groups or between aspects of a person’s personality. Regardless of its form, conflict generates dramatic interest.
2. The descriptive essay
The descriptive essay needs very special skills. To write a good descriptive essay you must be able to manipulate language in such a way that the subject being described becomes as real to the reader as it is to the writer. The successful writer is one who makes the reader see the subject as vividly (clearly) as he does; who creates a picture in the mind of the reader through the images he creates of sound, smell, taste, touch and sight.
What is important in writing a descriptive essay?
2.1 Your description should focus on detail.
2.2 Write about familiar objects. Only choose this essay if you have some knowledge about the topic which you have derived from personal experience or if you have read about it.
2.3 You must be able to describe a person, place or events so accurately that the reader can visualise what you are saying.
2.4 Use adjectives and adverbs skilfully and effectively. Include figurative language like similes, metaphors, personification.
3. Discursive essay
In discursive writing you have to argue both sides of an issue. The difference between the discursive and argumentative writing lies in the tone and factual content. The discursive composition is more objective and should try to see both sides of an argument calmly and logically.
What is important in discursive writing?
3.1 The writer should show a real interest in the subject being discussed and reflect reliable information about the subject.
3.2 The writer must see both sides of an argument and present opposing views impartially (without discriminating).
Sample
3.3 The writer should be aware of opposition to a particular idea while trying to show his own opinion.
3.4 There must be a conclusion, that is, an own opinion of where the balance/truth lies.
3.5 The examiner is looking for a calm, reasoned statement of opinion based on facts as they have been presented.
3.6 Use concessive conjunctions or logical connectors, like therefore, however and so
Planning the discursive essay:
a) Introduction: Brief introduction to the subject, perhaps referring to its history and stating its importance by showing it affects us as individuals or as a society.
b) Body: Paragraphs which give equal attention to aspects for and against the subject.
c) Conclusion: The writer gives a carefully considered opinion, that is, a clear statement of his final belief.
14. The argumentative essay
In the argumentative composition, the writer must deal with both the pros and cons of an argument while at the same time trying to show more strongly the aspect which is favoured (by the writer).
What is important in good argumentative writing?
4.1 A good argumentative composition must be clearly presented, it must get to the point (without discussing subjects that are not related) and it must be logical.
4.2 Plan as follows:
a) Rewrite the topic in your own words, that is, create an introductory paragraph which is a clear sign to the examiner that you understand the title. To do this you must be sure that you understand all the vocabulary in the title.
b) Discuss the pros and cons using appropriate ideas and supporting evidence. It is important to remember that all statements should be well substantiated (proven). This is usually done with reference to relevant research findings, statistics and the opinions held by experts on the subject which is being discussed.
c) If you, the writer, possess strong beliefs of your own you should be able to support your own subjective thoughts by making direct reference to specific experiences, texts and supporting facts from reliable sources.
d) Conclude by summing up the points and making a clear statement of your main argument.
NOTE: The argumentative composition can be an excellent choice if you are:
• A logical thinker.
• Able to see both sides of an argument.
• Determined to solve a problem.
• Have reasonable knowledge about the issues which need to be discussed.
• A regular reader of newspapers and magazines.
• Prepared to keep an open mind so that you are able to see both sides of any argument
5. The reflective essay
The reflective essay allows you to reveal and talk about your own personal insight about a topic. It is therefore subjective. You may address certain experiences that led to your opinion about a specific matter. You can also reflect on dreams or your aspirations.
What is important in good reflective writing?
5.1 This essay is often descriptive. You can write about your own observation, experience and attitudes. Say how they have influenced your mind set.
5.2 This is a very difficult essay to write and should be attempted only by skilled writers.
5.3 Plan the content of your essay carefully to ensure that you do not repeat any ideas. This is a common mistake made by learners who attempt to write this type of essay.
5.4 Use personal pronouns.
5.5 Your conclusion should summarise the content of your essay.
1
3.2
Writing and presenting
You may write an essay on any topic. Choose your topic carefully. The best topic would be one where you will be able to write about something you have experienced or you have some knowledge about and suits your personality.
Plan your essay as follows:
1. Write down as many ideas as you can about the topic.
2. Brainstorm with your facilitator about how this topic can be approached.
3. Research the topic. This is an opportunity to build your vocabulary.
4. Organise the ideas you want to use so that your essay will make sense.
5. Identify main ideas and supporting detail.
3.3
ACTIVITY 3: THE ESSAY
Write the first draft of your essay. Topic of your choice.
Post-writing
To write a good essay, it is important that we learn to critically evaluate our own work. Be as objective as possible when you try to improve on your work.
Read the following CHECKLIST and make the necessary corrections in your essay.
1. I have interpreted my topic correctly.
2. The whole essay is on topic.
3. My essay topic is written at the top of my essay and I have indicated the topic number that I have chosen.
4. My essay is between 150 – 200 words. I have indicated the number of words used at the end of my essay.
5. I have spelt all my words correctly. (Use a dictionary)
6. I have used the same tense throughout my essay.
7. I have divided my ideas into paragraphs.
8. I have refined my word choice. I have tried to write words, phrases and sentences into better English.
9. I have used a variety of punctuation marks correctly.
10. All my sentences make sense.
11. I have included figurative language (like metaphors, similes and personification).
ACTIVITY 4
If you can, ask a friend/peer to read through the first draft of the essay and edit it. Now write the final draft of your essay to be marked by your facilitator.
LESSON 4: LANGUAGE REVISION
In this lesson you are going to revise the different tenses, tags, questions and negatives You are then going to do a baseline exercise as part of your revision of your previous years’ work. When your facilitator has marked this for you, you must pay special attention to the parts of the questions that were problematic to you. Then ensure that you master those aspects when studying for a test or examination.
DEFINE
Baseline exercise: An exercise that tests an achievement level based on work done in previous years. This baseline exercise will test your general knowledge of tenses, questions, negatives and tags. To remind you what you have learnt, study the following table.