Gr 11-English First Additional Language-Study Guide Language 1

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ENGLISH FIRST ADDITIONAL LANGUAGE STUDY GUIDE: LANGUAGE Grade 11

English First Additional Language Study guide: Language

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Grade 11

CAPS aligned

Study Guide G11 ~ English First Additional Language: Language

CONTENTS INTRODUCTION ................................................................................................................. 3 YEAR PLANNING ............................................................................................................... 9 A BRIEF HISTORY OF THE ENGLISH LANGUAGE ....................................................... 11 ENGLISH IN SOUTH AFRICA .......................................................................................... 13 UNIT 1: Are you ready to order? ........................................................................................ 17 ACTIVITY 1 .................................................................................................................. 17 UNIT 2: An insider’s guide to eating out............................................................................. 21 ACTIVITY 2.1 ............................................................................................................... 23 ACTIVITY 2.2 ............................................................................................................... 24 UNIT 3: Concord ................................................................................................................ 25 ACTIVITY 3 .................................................................................................................. 25 UNIT 4: Comprehension .................................................................................................... 26 ACTIVITY 4 .................................................................................................................. 28 UNIT 5: Essay .................................................................................................................... 30 ACTIVITY 5 .................................................................................................................. 30 UNIT 6: Movie magic ......................................................................................................... 31 ACTIVITY 6 .................................................................................................................. 32 UNIT 7: Comprehension .................................................................................................... 32 ACTIVITY 7 .................................................................................................................. 33 UNIT 8: Film reviews ......................................................................................................... 35 ACTIVITY 8 .................................................................................................................. 37 UNIT 9: Skimming and scanning ....................................................................................... 37 ACTIVITY 9 .................................................................................................................. 38 UNIT 10: Words, phrases and clauses .............................................................................. 39 ACTIVITY 10 ................................................................................................................ 40 UNIT 11: The manipulative word ....................................................................................... 43 ACTIVITY 11 ................................................................................................................ 44 UNIT 12: Comprehension .................................................................................................. 45 ACTIVITY 12 ................................................................................................................ 47 UNIT 13: Pronouns ............................................................................................................ 48 ACTIVITY 13 ................................................................................................................ 48 UNIT 14: First do no harm ................................................................................................. 52 ACTIVITY 14 ................................................................................................................ 55 UNIT 15: Word power ........................................................................................................ 56 ACTIVITY 15 ................................................................................................................ 56 UNIT 16: Brain breather ..................................................................................................... 60 ACTIVITY 16 ................................................................................................................ 61 UNIT 17: Dialogue ............................................................................................................. 61 ACTIVITY 17 ................................................................................................................ 61 UNIT 18: Nouns ................................................................................................................. 63 ACTIVITY 18.1 ............................................................................................................. 63

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Study Guide G11 ~ English First Additional Language: Language

ACTIVITY 18.2 ............................................................................................................. 66 UNIT 19: Gender/plurals .................................................................................................... 68 ACTIVITY 19 ................................................................................................................ 68 UNIT 20: Gender ............................................................................................................... 71 ACTIVITY 20 ................................................................................................................ 71 UNIT 21: Process writing ................................................................................................... 73 ACTIVITY 21 ................................................................................................................ 76 UNIT 22: Comprehension .................................................................................................. 76 ACTIVITY 22 ................................................................................................................ 78 UNIT 23: Summary ............................................................................................................ 81 ACTIVITY 23 ................................................................................................................ 81 UNIT 24: Language – revision ........................................................................................... 82 ACTIVITY 24 ................................................................................................................ 82 UNIT 25: Language – revision ........................................................................................... 85 ACTIVITY 25 ................................................................................................................ 85 UNIT 26: Summary ............................................................................................................ 89 ACTIVITY 26 ................................................................................................................ 89 UNIT 27: Creative writing (paper 3) ................................................................................... 91 ACTIVITY 27 .............................................................................................................. 100

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Study Guide G11 ~ English First Additional Language: Language

INTRODUCTION IN THIS COURSE, WE WILL LEARN TO …

• • •

LISTEN to the ideas of others with an open mind and listen when they speak just as we want them to listen to us.

Acquire skills of critical listening. That means looking out for ideas and supporting data which will help us to avoid being controlled by the media.

Develop critical taste. That is means to prefer the authentic and the imaginative over the stereotyped and subjective writing often found in films, television and the press.

• •

SPEAK spontaneously, easily and freely when we have something to say.

Express ourselves or our interpretations in what we say, read or write.

• •

READ to understand and to realise that language suggests more than it says.

To value the literary tradition of our culture, being able to identify folklore and/or allusions.

To apply, in reading, certain techniques of critical listening to distinguish between report and media manipulation, and between less objective and more objective news.

•

• • •

WRITE with a sense of exploration and discovery.

Develop an awareness of writing styles and improve our own writing.

Have fun writing all types of genres – prose and verse!

•

PERCEIVE, by developing an awareness of ourselves, physically, emotionally and socially, seeing ourselves as individuals.

Realise that the sender’s main intention is often not the one the receiver understands. We have to recognise primary and secondary intentions.

Identify motivations behind emotional appeals on billboards, advertisements and the media, as well as rationalisations and “double-talk” and be able to recognise the myths (unproven statements).

• •

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Study Guide G11 ~ English First Additional Language: Language

CREATIVE WRITING The following three pages provide grids which should be used to mark the preparatory creative writing. Each creative writing piece indicates which grid should be used.

Essay ‒ 50 MARK GRID Longer transactional writing ‒ 30 MARK GRID Shorter transactional writing ‒ 20 MARK GRID

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Study Guide G11 ~ English First Additional Language: Language

Assessment rubric for the essay (50 marks) [CAPS] CRITERIA CONTENT Response and ideas; Organisation of ideas and planning; Purpose, audience and features of text

Exceptional Upper level

Lower level

Moderate

Elementary

Inadequate

27-30 Outstanding response beyond normal expectations;

21-23 Very well-crafted response;

15-17 Satisfactory response;

9-11 Inconsistently coherent response;

Intelligent, thoughtprovoking and mature ideas;

Completely relevant and interesting ideas with evidence of maturity;

Ideas are reasonably convincing;

Unclear ideas and unoriginal;

Reasonably organised and coherent including introduction, body and conclusion

Little evidence of organisation and coherence

12-14 Satisfactory response, but some lapses in clarity;

6-8 Largely irrelevant response;

0-2 No attempt to respond to the topic;

Ideas tend to be disconnected and confusing;

Completely irrelevant and inappropriate;

Exceptionally well organised and coherent, including introduction, body and conclusion

30 MARKS

Skilful

24-26 Excellent response, but lacks the exceptionally striking qualities of the outstanding essay; Mature and intelligent ideas; Skilfully organised and coherent including introduction, body and conclusion

Very well organised and coherent, including introduction, body and conclusion

18-20 Well-crafted response;

Ideas are fairly coherent and convincing;

Relevant and interesting ideas; Well organised and coherent, including introduction, body and conclusion

5

Some degree of organisation and coherence including introduction, body and conclusion

3-5 Completely irrelevant response;

Confused and unfocused ideas;

Vague and repetitive; Unorganised and incoherent

Unfocused and muddled Hardly any evidence of organisation and coherence

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Study Guide G11 ~ English First Additional Language: Language

LANGUAGE, STYLE AND EDITING Tone, register, style, vocabulary appropriate to purpose/effect and context; Language use and conventions; Word choice; Punctuation, grammar and spelling

Upper level

Lower level 15 MARKS

STRUCTURE

5 MARKS

MARK RANGE

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14-15 Tone, register, style, vocabulary highly appropriate to purpose, audience and context; Language confident, exceptionally impressive; Compelling and rhetorically effective in tone; Virtually error-free in grammar and spelling; Highly skilfully crafted

5 Excellent development of topic; Exceptional detail; Sentences, paragraphs exceptionally wellconstructed

10-11 Tone, register, style, vocabulary very appropriate to purpose, audience and context; Language is effective and a consistently appropriate tone is used; Largely error-free in grammar and spelling; Very well crafted 8-9 Language engaging and generally effective; Appropriate and effective tone; Few errors in grammar and spelling; Well crafted 4 Logical development of topic; Coherent; Sentences, paragraphs are logical and varied

40-50

30-39

12-13 Language excellent and rhetorically effective in tone; Virtually error-free in grammar and spelling; skilfully crafted

6

6-7 Tone, register, style, vocabulary appropriate to purpose, audience and context; Appropriate use of language to convey meaning; Tone is appropriate; Rhetorical devices used to enhance content

2-3 Tone, register, style, vocabulary less appropriate to purpose, audience and context; Very basic use of language; Tone and diction are inappropriate; Very limited vocabulary

4-5 Adequate use of language with some inconsistencies; Tone generally appropriate and limited use of rhetorical devices

0-1 Inadequate use of language; Little or no variety in sentence; Exceptionally limited vocabulary

3 Relevant details developed; Sentences, paragraphs wellconstructed; Essay still makes sense 20-29

2 Some valid points; Sentences and paragraphs faulty; Essay still makes some sense

10-19

0 Language incomprehensible; Tone, register, style, vocabulary not appropriate to purpose, audience and context; Vocabulary limitations so extreme as to make comprehension impossible

1 Necessary points lacking; Sentences and paragraphs faulty; Essay lacks sense

0-9

Study Guide G11 ~ English First Additional Language: Language

Assessment rubric for longer transactional text (30 marks) [CAPS] CRITERIA CONTENT Response and ideas; Organisation of ideas and planning; Purpose, audience and features of text

18 MARKS

STRUCTURE AND LANGUAGE Tone, register, style, purpose/effect, audience and context; Language use and conventions; Word choice; Punctuation and spelling 12 MARKS MARK RANGE

Exceptional

Skilful

Moderate

Elementary

Inadequate

16-18

13-15

9-12

6-8

0-5

Outstanding response beyond normal expectations; Intelligent and mature ideas; Extensive knowledge of type of text; Writing maintains focus; Coherence in content and ideas; Highly elaborated and all details support topic; Appropriate format 10-12

Very good response – good knowledge of type of text; Maintains focus – no digressions; Coherent in content and ideas; Well-elaborated and details support topic; Appropriate format with minor inaccuracies

8-9

6-7

Tone, register, style, vocabulary highly appropriate to purpose, audience and context; Grammatically accurate and wellconstructed; Virtually error-free

Tone, register, style, vocabulary very appropriate to purpose, audience and context; Generally grammatically accurate and well-constructed; Very good vocabulary; Mostly free of errors

Tone, register, style, vocabulary appropriate to purpose, audience and context; Adequate vocabulary; Some grammatical errors; Errors do not impede meaning

24-30

20-23

15-19

Adequate response – knowledge of type of text; Not completely focused – some digressions; Reasonably coherent on content and ideas; Some details support the topic; Generally appropriate format, but with some inaccuracies

7

Basic response – some knowledge of type of text; Some focus, but writing digresses; Not always coherent on content and ideas; Few details support the topic; Vaguely applied rules of format; Some critical oversights

4-5 Tone, register, style, vocabulary less appropriate to purpose, audience and context; Inaccurate grammar with numerous errors; Limited vocabulary; Meaning is obscured

9-14

Response reveals no knowledge of type of text; Meaning is obscure with major digressions; Not coherent in content and ideas; Very few details support topic; Has not applied necessary rules of format

0-3 Tone, register, style, vocabulary not appropriate to purpose, audience and context; Error-ridden and confusing; Vocabulary not suitable for purpose; Meaning seriously impaired

0-8

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Study Guide G11 ~ English First Additional Language: Language

Assessment rubric for shorter transactional text (20 marks) [CAPS] CRITERIA CONTENT Response and ideas; Organisation of ideas and planning; Purpose, audience and features of text

12 MARKS

STRUCTURE AND LANGUAGE Tone, register, style, purpose/effect, audience and context; Language use and conventions; Word choice; Punctuation and spelling

Exceptional

Moderate

Elementary

Inadequate

9-12 Outstanding response beyond normal expectations; Intelligent, and mature ideas; Extensive knowledge of type of text; Writing maintains focus; Coherence in content and ideas; Highly elaborated and all details support topic; Appropriate format

7-8 Very good response – good knowledge of type of text; Maintains focus – no digressions; Coherent in content and ideas;

5-6 Adequate response – knowledge op type of text; Not completely focused – some digressions; Reasonably coherent on content and ideas;

0-2 Response reveals no knowledge of type of text;

Well-elaborated and details support topic; Appropriate format with minor inaccuracies

Some details support the topic; Generally appropriate format, but with some inaccuracies

3-4 Basic response – some knowledge of type of text; Some focus, but writing digresses; Not always coherent on content and ideas; Few details support the topic; Vaguely applied rules of format; Some critical oversights

7-8 Tone, register, style, vocabulary highly appropriate to purpose, audience and context;

5-6 Tone, register, style, vocabulary very appropriate to purpose, audience and context;

4 Tone, register, style, vocabulary appropriate to purpose, audience and context;

3 Tone, register, style, vocabulary less appropriate to purpose, audience and context;

0-2 Tone, register, style, vocabulary not appropriate to purpose, audience and context;

Grammatically accurate and well-constructed;

Generally grammatically accurate and wellconstructed;

Adequate vocabulary;

Inaccurate grammar with numerous errors;

Error-ridden and confusing;

Limited vocabulary;

Vocabulary not suitable for purpose;

Some grammatical errors; Errors do not impede meaning

Virtually error-free Very good vocabulary;

16-20

13-15

9-12

8

Meaning is obscure with major digressions; Not coherent in content and ideas; Very few details support topic; Has not applied necessary rules of format

Meaning is obscured

Mostly free of errors

8 MARKS

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Skilful

6-8

Meaning seriously impaired 0-5

Study Guide G11 ~ English First Additional Language: Language

YEAR PLANNING

TERM 1

LESSON

Unit 1

Are you ready to order?

Unit 2

An insider’s guide to eating out

Unit 3 Unit 4

Concord Comprehension

Unit 5

Essay

TERM 2

LESSON

Unit 6

Movie magic

Unit 7

Comprehension

Unit 8

Film reviews

Unit 9 Unit 10

Skimming and scanning Words, phrases and clauses

TERM 3

LESSON

Unit 11

The manipulative word

Unit 12

Comprehension

Unit 13

Pronouns

Unit 14 Unit 15

First do no harm Word power

Unit 16

Brain breather

Unit 17

Dialogue

Unit 18

Nouns

Unit 19

Gender/plurals

Unit 20

Gender

TERM 4

LESSON

Unit 21

Process writing

Unit 22

Comprehension

Unit 23

Summary

Unit 24

Language – revision

Unit 25

Language – revision

Unit 26 Unit 27

Summary Creative writing (Paper 3)

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DATE STARTED

DATE COMPLETED

DATE STARTED

DATE COMPLETED

DATE STARTED

DATE COMPLETED

DATE STARTED

DATE COMPLETED

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Study Guide G11 ~ English First Additional Language: Language

In this term we will: •

take a brief look at the history of the English language

•

learn how to spell and use a number of words relating to the language

•

learn how important it is to be able to use English correctly as an important means of communication

•

decide when to use the third person singular or plural verb (concord)

•

learn to “read between the lines” and understand figurative language more easily

•

do research and present our findings in the form of an article.

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Study Guide G11 ~ English First Additional Language: Language

Read the passage below and answer the questions that follow.

BRAIN TEASER  If someone were to walk up to you and ask, “Hwaet waes paet sweg?” what would your reaction be?

If it were to happen today, you would probably assume the person was a foreigner and direct him to the nearest Information Centre! But if you were living in the England of the year AD 1000, you would have pointed to the closest tree and answered politely that the ‘sweg’ (noise) was made by the ‘fugelas’ (birds). 

Look at the opening lines of the Lord’s Prayer below: “Faeder ure thu/pu the/pe eart on heofonum Si thin nama gehalgod.”

“Our Father, which art in heaven, Hallowed be thy name.”

“Our Father in heaven, May your name be held holy.”

Can you explain the changes?



Do you think similar changes might occur in future? Motivate your answer.

A brief history of the English language Language is a living thing that changes constantly and throughout the ages English too has changed considerably: - words have changed their meanings, for example, “naughty” which means wicked or to annoy somebody, originally meant to injure or harm; - pronunciation has also changed: today neither the “k” nor the “gh” in “knight” are pronounced, but in earlier centuries these sounds were pronounced and the word sounded like “knicht” (the Afrikaans word, “kneg” comes from the same origin); - some words became obsolete (old-fashioned, no longer used) and disappeared from the language, while many others were borrowed from foreign languages e.g.

• • • • •

Italian: pizza, Madonna, spaghetti, solo, operetta, sonata French: omelette, restaurant, boutique, menu, chauffeur Arabic: sultan, sherbet, coffee, sorbet Spanish: potato, mosquito, sombrero, chilli Afrikaans: veld, spoor, trek, padkos 11

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Study Guide G11 ~ English First Additional Language: Language

The history of English can be divided into three important periods ‒ Old English (6th to 13th century); Middle English (14th to 16th century) and Modern English (17th century onwards).

The following is an extract from the introduction to The South African Oxford School Dictionary: Invasions and conquests complicated the process (of changes in the English language). The earliest form of English, now called Old English, arose out of AngloSaxon and Old Norse and bears little resemblance to the English we know today.”

(See the first example of the Lord’s Prayer). Because of Viking invasions, many Scandinavian words were assimilated into Old English.

In 1066, England was invaded by William the Conqueror and his Norman knights, who spoke French. French became the language of the royal court and the government.

The ordinary people of England, however, continued to speak English. As the years passed, English ladies married the Norman knights and made sure that their children learned their mother tongue, and in so doing ensuring the survival of English in England. With a little practise, we can now fairly easily read and understand the language of that time. These lines, for example, were written about 1390: This carpenter hadde wedded newe a wyf, which that he lovede moore than his lyf. The language of this period (spoken between 1100 and 1500) was called Middle English and was strongly influenced by French.

From about 1500 onwards, the English language continued to grow and develop. It adopted words from other languages with which people came into contact through trade and travel and it was exported to other lands when English-speaking people travelled abroad. In the early 17th century, colonies began to be established, first in North America and in India, then in the West Indies and later in Australia, New Zealand, Hong Kong and Africa. To each country the English settlers took the English language of their own time, and in each country it changed, little by little, until it differed in various ways, not only from the English of other settlements, but from its parent form in Britain too.

This development of the English language since 1500 is known as Modern English, a fact that confuses many students who study Shakespeare’s plays and sonnets and think that they will never understand the language.

The future of English as a world language looks bright. Modern English today continues to develop as it acquires words from other cultures, and other languages through films, radio and television programmes, and computer services such as the Internet. One can only imagine all the other factors that will influence the language – an alien invasion might change its sounds forever, with future generations speaking a mixture between English and *%##*&@!

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Study Guide G11 ~ English First Additional Language: Language

English in South Africa INTRODUCTORY EXERCISE We live in a country with 11 official languages that are recognised in our constitution. One of these is English. Even though only about 8% of the population speaks English as a first language, it does have a twofold role in South Africa: In the first place it can be seen (along with Afrikaans and Zulu) as the so-called lingua franca or universal medium of communication through which speakers of different languages can understand each other.

It is also the only official language that is widely used in other countries, which means that it is an important medium for international trade, politics, popular entertainment, like television or cinema, academia and research and it is also widely used on the Internet and in other forms of computer communication.

(Adapted and reworked from The South African Oxford School Dictionary and various other sources.)

Now answer the questions below.

1.

Say whether the following statements are TRUE/FALSE and quote to motivate your answer.

REMEMBER! A quote is placed between inverted commas and should be as brief and to the point as possible. Quote only the relevant phrase, but be careful to ensure that the proof is in your quote!

1.1

Once a meaning has been attached to a word it cannot change.

(2)

1.2

Old English was very different from the English spoken today.

(2)

1.3

William the Conqueror invaded England from France.

(2)

1.4

If it had not been for the English knights, the French language would have become the only language in England.

(2)

1.5

Australian English developed at the same time as American English.

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(2) [10]

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Study Guide G11 ~ English First Additional Language: Language

2.

Choose the correct answer from the options provided and circle the letter of your choice.

2.1

Geoffrey Chaucer, who wrote The Canterbury Tales, lived from 1340 – 1400.

His work would be in A. Old English.

B. Middle English.

C. Modern English.

D. French.

(2)

2.3

If “a wyf” can be read as “a wife”, then “his lyf” could mean A. his life.

B. his body.

C. himself.

D. his love.

(2)

The 17th century would fall in A. the 1700s.

B. the 1600s.

C. the 1800s.

D. the time of the Norman conquest.

(2)

2.5

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(2)

2.2

2.4

3.

If something becomes “obsolete”, it A. is used only in some cases.

B. is no longer used.

C. is no longer understood.

D. has no meaning.

Students regard the works of Shakespeare as A. easy reading.

B. impossible to understand.

C. very unintelligible.

D. a good example of Modern English.

(2) [10]

Answer the questions below in your own words, except where you are asked to quote.

3.1

Name two aspects of the English language that have changed through the centuries and give an example of each.

(4)

3.2

Why can it be regarded as rather ironic if we look at factors that have influenced the development of English, and the influence that English has had on other languages internationally?

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Study Guide G11 ~ English First Additional Language: Language

4.

3.3

From the third paragraph, quote two examples to prove that French was the language used by the ruling class.

(2)

3.4

Why do you think English has a bright future as a “world language”?

Use your dictionary to answer the following.

4.1

“Work”, “toil” and “labour” may all be used to express a similar idea. From which languages have they been taken?

(3)

4.2

Give the meaning of the following words: i.

Mutton ii.

Pork iii.

Beef iv.

Veal

(4)

4.3

From which language do the above words originate?

(1)

4.4

Look at the words: telephone, television, telescope i.

What does “tele-” mean? ii.

What is its language of origin?

(2)

Look up the meanings of “sovereign”, “govern”, “reign”, and “legal”: i.

Which language(s) did they originate from? ii.

Can you explain their appearance in English?

(2)

4.5

5.

(2) [10]

4.6

With which old world culture do you associate religion and learning? Find the origins of the following words to see if you were correct: educate, school, candle, verse, mass, minister. What then, about learn/learner, pupil and teach/teacher?

(10 x ½) = (5)

4.7

Afrikaans-speaking people often confuse “veld” and “field”. i.

What is the difference? ii.

Can you think of a reason why “veld” was adopted into the English language?

(2)

Let us look at English in Africa.

5.1

Name three other Southern African countries (except South Africa) that have been, but are no longer, British colonies.

(3)

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Study Guide G11 ~ English First Additional Language: Language

5.2

What do they still have in common, as far as language is concerned, after their independence?

(2)

5.3

It has been said that a South African can be identified by the way he/she speaks English. i.

Identify four phrases or words that are typically South African. (4) ii.

Could there be any other way in which, for example, an Afrikaansspeaking South African could be identified?

(2) [30]

TOTAL: 60

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Study Guide G11 ~ English First Additional Language: Language

UNIT 1: Are you ready to order?

At the end of this unit you should: • have learnt to use and spell new words relating to food • know how to: book a table understand a menu order food and drinks complain politely use expressions relating to food express likes and dislikes • have revised concord (singular and plural) • have practised how to follow recipes • be able to plan a function.

THINK ABOUT IT  Do you like eating out?  What is your favourite food to order?  Are you adventurous enough to try something new?  Have you ever ordered something new that tasted too foul to eat?  Have you ever discovered a new favourite dish this way?

ACTIVITY 1 Look at the following words and tick the word or phrase that you think is nearest in meaning to the keyword: 1.1 A. B. C. D.

aroma: sweet taste spice fragrance steam

1.2 A. B. C. D.

garnish: harvest decorate select strain

1.4 bland:

1.5 curdle:

A. B. C. D.

A. B. C. D.

mixed boiled unseasoned spicy

1.3 A. B. C. D.

to form into circles freeze put into layers solidify

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delectable: dainty elaborate healthy delicious

1.6 gastronomic: having to do with A. fussy eating B. dieting C. gorging D. eating well

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Study Guide G11 ~ English First Additional Language: Language

1.7 A. B. C. D.

mince: chop finely season lightly to dry trim a crust

1.8 A. B. C. D.

quaff: to sip extinguish fall apart drink deeply

1.9 A. B. C. D.

whisk: measuring cup small jug wire beater tall bottle

(9)

2.

What is a cocktail?

(1)

3.

Can you still remember what we call the meat of: 3.1 Game 3.2 Calves 3.3 Sheep 3.4 Pigs 3.5 Cattle?

(5)

4.

What do we call a person who does not eat meat?

(1)

5.

What is: 5.1 a gourmet? (pronounced goormay) 5.2 a glutton?

5.3 an epicure?

5.4 a teetotaller?

(4) TOTAL: 20

Well, how did you do?

16 – 20 correct…………………...Excellent 12 – 15 correct…………………...Good 10 – 14 correct…………………...Fair 9 or less………………………......Oops!

Study the advertisements below and answer the questions that follow: RAMKIETJIE Country Restaurant The beauty of this Highveld setting, five hectares of paradise, is almost theatrical in its intensity, for Nature has excelled herself. And miraculously, the gracious farmhouse-type building which houses the Ramkietjie blends perfectly with its idyllic surroundings. So, too, does its exquisite cuisine which reflects the best of traditional South African cooking ‒ guinea fowl potjiekos, roast duck, Van Der Hum and waterblommetjie-bredie ‒ are only a hint of the promise the menu holds. Vegetarians are certainly also remembered.

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Study Guide G11 ~ English First Additional Language: Language

Facilities include: a charming ladies’ bar; Sunday brunch from 09:30 (buffet on the terrace, à la carte inside); ample safe parking. This, indeed, is the perfect venue for weddings, functions and small conferences. If you want a divine escape, it is here.

35 Peter Road Tres Jolie Roodepoort Tel.: (011) 958 0503 Fully licensed MAP 1, NO 105A

Jukebox Diner There’s no bell at the entrance. To draw attention you give a couple of staccato toots on an old car horn. It is a good, if unconventional, beginning of a truly original set-up. The diner is the perfect venue for private functions, product promotions and the like. Although open seven days a week, it is not available to the passing public. Inside you will find an immense screen, 5.5 m wide, sophisticated sound and lighting equipment; special lighting effects for dancing; a large stage; a comfortable, wellstocked bar and kindly-priced set menu. “Egoli” thespians are loyal lunchtime regulars.

Decor: a nostalgic glance over the shoulder to the complacent sixties when Elvis was king and inflation had yet to be invented. If you want a lift-off for an occasion or a product, the Jukebox Diner should top your list.

27 Northview Road Highlands North Tel.: (011) 789 1234 Ample secure parking Fully licensed.

Mary-Anne’s, Eco-cuisine Eco-cuisine, meaning ecologically friendly for the body and the environment, is the keyword here. No preservatives. No flavourants. No colourants. The food, unlike many a politician, is totally honest. It is all vegetarian, remarkably appetising, varied and satisfying.

Mary-Anne’s is divided into two parts: the wholesome food emporium and the buffet-style restaurant. Both are exceptionally well patronised during the day. The restaurant serves a selection of fresh salads, hot vegetable dishes, fruits, nuts, seeds, vegetable-rennet cheeses, breads and homemade mayonnaises and sauces. The emporium has bins and bins of dried fruit, grains, seeds, nuts and a whole lot more. The farmhouse decor blends skilfully with the philosophy of healthy living.

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Study Guide G11 ~ English First Additional Language: Language

Shop 5, The Colony 345 Jan Smuts Avenue Craighall Park Tel.: (011) 447-6646 Unlicensed MAP 1, NO 39 6.

Which of the restaurants would you choose if you wanted to: 6.1 introduce an interesting and innovative new product?

6.2 give your friend who does not eat meat a special treat?

6.3 give a surprise party for your grandparents who were teenagers in the sixties?

6.4 give visitors from overseas a taste of good, typical South African food?

6.5 arrange a conference for a small group of businessmen?

(5)

7.

A friend wants to try a new restaurant and has asked you for suggestions. Help him choose one by describing an outstanding feature of each.

(3)

8.

Give an example of exaggeration in the first paragraph of the advertisement on “Ramkietjie”.

(1)

9.

What does Mary-Anne’s have in common with Ramkietjie?

10.

Explain “Egoli thespians” in your own words without looking it up in a dictionary. (2)

11.

Explain the difference between a “set” menu and an “à la carte” menu.

(2)

12.

What do you understand a “buffet-style” restaurant to be?

(2)

13.

Identify a word in the first sentence of the “Ramkietjie” advertisement which we could associate with the “large stage” of the “Jukebox” advertisement.

(1)

14.

What does it mean if a restaurant advertises that it is “licensed”?

(1)

15.

How would you explain “ecologically friendly” to a friend?

(2)

(1)

TOTAL: 20

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Study Guide G11 ~ English First Additional Language: Language

UNIT 2: An insider’s guide to eating out Study the passage below then do the exercises that follow.

AN INSIDER’S GUIDE TO EATING OUT

by Prue Leith All you ever wanted to know – and who better to tell you than a restaurateur.

1.

Just as the customer expects food satisfaction, those who work in restaurants hope for job satisfaction. If you keep this in mind when eating out, you are more than halfway to a memorable and enjoyable experience.

2.

First, book a table. If the dinner is particularly important to you (an anniversary, or a birthday celebration), tell the receptionist when you ring. A request for an intimate table for two or special treatment for a special person is unlikely to be ignored.

3.

You should arrive within fifteen minutes of the time for which you booked your table.

If you run late, ring and say so, the restaurant will be so grateful, you will be treated like royalty on arrival.

4.

Do not turn up with six guests if you have booked for four and then become angry if they cannot fit you in. They will be only too glad if they can – after all two more people are two more dinners sold – but head waiters cannot magically create extra tables and chairs out of nowhere. Restaurateurs cannot really afford to have a table unoccupied, just in case.

5.

One way to increase your chances of a good table is to make it clear that the booking depends on it. “Have you a table for four? It is important that I have a good table and if you are very full, I’d rather come another night. What do you still have available?” Even if tables are not located until the last minute and the receptionist has no idea which table is where, she will almost certainly mark “good table” next to your name.

6.

The question of what constitutes a good table is a tricky one; a window may look attractive, but in winter it is often chilly, draughty or the one where the heater is in the window can fry your thighs. The table near the kitchen is probably the noisiest, with swinging doors a couple of metres away, but the food generally arrives faster and hotter and almost every member of staff passes that way constantly, which means you have a chance of catching an eye or even a cocktail, if necessary.

7.

If you do not like your table, you will endear yourself to the head waiter if you handle it quietly and politely. “We’ve a problem here. There’s a freezing draught. Could we have another table?” will probably get you an immediate, “Certainly, sir.” You do not have to grovel, but being friendly will win better results than being accusatory.

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Study Guide G11 ~ English First Additional Language: Language

8.

As the host, you will improve service by finding out what your guest(s) would like before the waiter comes for the order. If everyone chats merrily and ignores the menu in their hands until the waiter arrives, he will have to cope with dithering and mind-changing and may well end up with someone’s order wrong.

9.

Do not ask the waiter, “What do you recommend?” You will probably be offered what the poor chap is under orders to get rid of fast or else he will recommend what he likes, which you may not. But most often he simply will not know – few chefs give the waiters taste testings and briefings.

10.

Except in the grandest of establishments, be wary of the long menu. If a small restaurant in the heart of the country offers six different seafood dishes, the chef has to keep everything frozen and give it a hurried thaw in the microwave or under hot water. Choose the most straightforward dish you can: avoid anything garnished with asparagus or wild mushrooms out of season – the asparagus will be tinned or frozen and the mushrooms dried. The cook is likely to be better at grilled chicken than at a vegetable terrine with saffron sauce.

11.

When the wine waiter comes, he will not expect you to order wildly grand wines. If you do, then the restaurant will, of course, be delighted but I would not advise it.

You can buy those wines at half the price in the supermarket or bottle store. The wines to drink at good restaurants are the ones they can buy and you probably cannot. If the wine list has nothing but the most usual names on it, do not order the house wine. It is likely bought on price and may well be very nasty indeed. Rather drink the big brand names.

12.

What about the thorny problems of tipping? Practices vary and if you cannot work it out, do not be afraid to ask boldly if service is included. If it is, do not tip. If not, add from 10 to 15% to your bill. If you have not been happy with the service, but do not want to make it worse by having a row in front of your guests at the bill-paying stage, go to reception and ask for the manager. Tell him quietly, but firmly why you are only prepared to pay for the food.

13.

You have now done your bit and from here on, it is up to the restaurant to do theirs.

With any luck they will get it right, but if you have any worries, do not hesitate to tell someone. Good relations in a restaurant, like anywhere else, depend on attitude. A good restaurateur knows that you will only have a good time if you are made to feel that the staff are your friendly servitors. But it cuts both ways.

14.

If you, the customer, arrive unsmiling, if you never look the manager in the eye, never acknowledge the waiter’s presence with a smile or a “thank you” as food is brought, you really cannot be surprised by sullen service. When I asked the waiters at Leith’s which customers they most liked, I half expected them to name the big spenders, the heavy tippers, the ones who never complain about anything. But they said they liked the customers who looked at them, who smiled, who treated them like people.

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Study Guide G11 ~ English First Additional Language: Language

(Adapted from an article in The Reader's Digest, July 1989.)

What comes out in the above is the following: • restaurants prefer you to book a table beforehand • let them know of any change of plans • if you are unhappy with a situation, let the manager know • but if you have to complain, do it politely.

ACTIVITY 2.1 Complete the worksheet below (give the missing words only): I [2.1.1] (dine) where the atmosphere is homely and welcoming. Because I [2.1.2] home cooking [2.1.3] exotic dishes, I always go to a restaurant where the hostess looks like my mother and cooks like my mother!

I consider myself to be an [2.1.4] (person with discriminating taste in food) and when I order, I [2.1.5] rather [2.1.6] have to decide under pressure. I [2.1.7] (take) my time to consider all the possibilities. I am also a [2.1.8] (person who does not drink alcohol), so I always order mineral water with my meal.

My friend, however, is a real [2.1.9] (excellent judge of food and wine). Although he [2.1.10] red wine [2.1.11] white, he will sometimes order a fruity Chardonnay with oysters or a creamy chicken casserole.

I really [2.1.12] rudeness in a waiter and in a patron. I usually [2.1.13] generously for good service, but not at all if the waiter has not done the job properly.

They say, “Manners maketh the man” (and woman!) and I feel strongly that good [2.1.14] in a restaurant depends not only on attitude, but also on [2.1.15] (the rules of good manners).

TOTAL: 15 ASSESS YOURSELF 15.......................Excellent 12 – 14...............Good 8 – 11.................Fair 7 or less.............Oops!

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Study Guide G11 ~ English First Additional Language: Language

ACTIVITY 2.2 Expressions relating to food and eating Match the expressions in column A with the meanings in column B: A 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 2.2.7 2.2.8

B

to egg someone on a bad egg bread and butter a breadwinner to have one’s bread well-buttered a bag of bones/skin and bones the bare bones of something to make no bones about something

a b c d e f g

2.2.9 to be bone-dry 2.2.10 to have a bone to pick with someone 2.2.11 to take the cake

h i j

2.2.12 you cannot have your cake and eat it 2.2.13 to be a piece of cake

k l

2.2.14 to bite off more than one can chew

m

2.2.15 to chew something over 2.2.16 to bite back a remark

n o

2.2.17 to bite the dust

p

2.2.18 to eat out of someone’s hand 2.2.19 to bite the hand that feeds you

q r

2.2.20 to fork out for something

s

How many did you have correct the first time?

20......................Excellent 15 – 19..............Good 10 – 14..............Fair 10 and less........Oops!

t

one’s means of livelihood to have something to say that could cause a quarrel to die/be defeated encourage to take a risk a worthless person to have distinct advantages earns money to support a family to be very skinny to be the best to spend time considering something to pay for something to repay kindness with unkindness to take on more than one can handle to be very easy to be willing to do whatever someone wants stop oneself from saying something the essentials of something do something that could prove awkward, not hesitate must choose between alternatives, cannot enjoy both completely dry TOTAL: 20

Now make sure that you can apply the expressions to situations in real life, do not just repeat them like a parrot! You will be formally tested on them.

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Study Guide G11 ~ English First Additional Language: Language

UNIT 3: Concord ACTIVITY 3 Revision: Concord (singular and plural) Remember: first look for the subject of the sentence. Ask yourself if the subject can be replaced by “it”. If it can, then the verb must be third person singular. If the subject can be replaced by “they”, then the verb is third person plural.

Give the correct form of the verbs in brackets or choose the correct answer: 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20

Bacon and eggs (is/are) a traditional breakfast.

Bread and butter (has/have) become more expensive.

Strawberries and cream (is/are) always served at Wimbledon.

Fresh strawberries and blueberries (is/are) seasonal fruit.

Both the manager and the waiters (know/knows) the friendly tipper over there.

The manager as well as the waiters (become/becomes) upset if a patron is rude.

Each of the guests (was/were) given a red rose on Valentine’s Day. Neither my father nor my mother (like/likes) eating with his/her fingers.

Everybody at that restaurant (get/gets) a friendly welcome from the manager.

The long buffet with all the salads (look/looks) like a picture from a glossy magazine.

Well, everything on that buffet, including the fruit arrangement (was/were) done by the new hostess.

Two hundred rand (is/are) far too much to pay for this type of food.

One of the new dishes that (bring/brings) people to this restaurant (is/are) their calf’s liver in Muscadel.

I know that one of them (is/are) my brother!

Nothing but crumbs (was/were) left on my plate when I had the blueberry muffin.

A number of famous “Egoli” actors (have/has) visited this diner.

People say that the number of shows (have/has) also picked up.

Not only the decor, but also the dishes (is/are) most enjoyable.

Here (is/are) the new crockery, please stow (it/them) away carefully.

Take (this/these) china cups and put (it/them) on the table over there.

TOTAL: 20

ASSESS YOURSELF 20.......................................Excellent 16 – 19...............................Good 12 – 15...............................Fair 8 – 11.................................Oops!

8 or less..............................Needs work!

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Study Guide G11 ~ English First Additional Language: Language

UNIT 4: Comprehension Comprehension: The Crêpe Escape Crêpes are perfect all-rounders in every sense of the word! Use their delicious composition to enclose a variety of fillings, serve them folded or flat, as desserts, starters or as a meal in themselves and you do not have to be a head chef or maître d’hôtel to perfect the art of crêpe making! The following recipes show you how to make your crêpes take shape.

All-purpose crêpe batter: (Makes 32 – 36 crêpes) 4 eggs 1 ml salt 500 g cake flour 560 ml milk 60 g butter or margarine, melted 1.

In a bowl, using an electric beater, beat together the eggs and salt. Beat in the dry ingredients, alternating with the liquid ingredients. Beat until the batter is smooth.

2.

Lastly, add the butter or margarine, beating until just blended. Refrigerate the batter for one hour.

3.

Stir just before cooking to mix in any separated ingredients.

4.

Cook in a crêpe pan or a crêpe maker.

Storing the batter: Batter can be stored in the refrigerator, covered, for up to 24 hours.

Always stir the batter before using as separation may have occurred. Sometimes it may be necessary to stir 10 – 20 grams of cake flour or 10 – 20 ml of milk into the batter to restore the creamy consistency.

Using a crêpe pan: 1.

It is not necessary to grease crêpe pans which have a non-stick coating. Others should be lightly brushed with oil, melted butter or margarine. Heat the pan over medium-high heat. Lift the pan off the heat and pour 20 – 30 ml of batter on to the heated surface. Swirl the pan to ensure that the batter evenly coats the base of the pan. Work quickly as the batter will start cooking.

2.

Return the pan to the heat and cook until the underside is lightly browned. Using a spatula, carefully turn the crêpe over to lightly brown the other side.

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Study Guide G11 ~ English First Additional Language: Language

3.

Slide the crêpe off the pan on to a plate.

Crêpes with Chicken Livers in Sherry (Makes six crêpes) 6 slices streaky bacon, diced 450 g chicken livers, cleaned, diced butter or margarine 250 g mushrooms, sliced 1 onion, chopped 1 clove garlic, peeled and crushed 5 ml fresh thyme, chopped 30 g cake flour 125 ml beef stock 5 ml prepared mustard 2½ ml seasoned salt 2½ ml Worcestershire sauce freshly ground black pepper ½ g dill 125 ml sour cream or natural yogurt 25 ml dry sherry, optional 6 warm crêpes

1.

In a large non-stick pan, sauté the bacon slightly. Add the livers and brown on all sides. Remove bacon and livers and set aside, leaving drippings in pan.

2.

Add a little butter to dripping, if necessary. Sauté mushrooms, onion, garlic and thyme until tender. Combine the flour, stock and mustard in a small bowl. Stir until smooth. Add to the pan and stir until thickened. Add liver and bacon to pan along with seasoned salt, Worcestershire sauce, pepper and dill. Stir well until heated through.

3.

Over a low heat, gradually blend in the sour cream and sherry until thick and creamy.

Heat very gently without boiling.

4.

Divide the mixture between the crêpes. Roll up and serve immediately.

To serve: Top with dollops of sour cream and sprinkle with fresh chopped parsley.

(Adapted from an article in Food & Home, January 1995.)

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