Gr 11-English First Additional Language-Facilitator's Guide Language 1

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ENGLISH FIRST ADDITIONAL LANGUAGE FACILITATOR’S GUIDE: LANGUAGE Grade 11

English First Additional Language Facilitator’s guide: Language

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Grade 11

CAPS aligned

Facilitator’s Guide G11 ~ English First Additional Language: Language

CONTENTS INTRODUCTION ................................................................................................................. 3 ASSESSMENT REQUIREMENTS ...................................................................................... 5 YEAR PLANNING ............................................................................................................... 7 INTRODUCTORY EXERCISE ............................................................................................. 8 UNIT 1: Are you ready to order? ........................................................................................ 10 ACTIVITY 1 ................................................................................................................ 10 UNIT 2: An insider’s guide to eating out............................................................................. 11 ACTIVITY 2.1 ............................................................................................................. 11 ACTIVITY 2.2 ............................................................................................................. 12 UNIT 3: Concord ................................................................................................................ 12 ACTIVITY 3 ................................................................................................................ 12 UNIT 4: Comprehension .................................................................................................... 13 ACTIVITY 4 ................................................................................................................ 13 UNIT 5: Essay .................................................................................................................... 14 ACTIVITY 5 ................................................................................................................ 14 UNIT 6: Movie magic ......................................................................................................... 14 ACTIVITY 6 ................................................................................................................ 14 UNIT 7: Comprehension .................................................................................................... 14 ACTIVITY 7 ................................................................................................................ 14 UNIT 8: Film reviews ......................................................................................................... 15 ACTIVITY 8 ................................................................................................................ 15 UNIT 9: Skimming and scanning ....................................................................................... 15 ACTIVITY 9 ................................................................................................................ 15 UNIT 10: Words, phrases and clauses .............................................................................. 16 ACTIVITY 10 .............................................................................................................. 16 UNIT 11: The manipulative word ....................................................................................... 18 ACTIVITY 11 .............................................................................................................. 18 UNIT 12: Comprehension .................................................................................................. 19 ACTIVITY 12 .............................................................................................................. 19 UNIT 13: Pronouns ............................................................................................................ 20 ACTIVITY 13 .............................................................................................................. 20 UNIT 14: First do no harm ................................................................................................. 22 ACTIVITY 14 .............................................................................................................. 22 UNIT 15: Word power ........................................................................................................ 23 ACTIVITY 15 .............................................................................................................. 23 UNIT 16: Brain breather ..................................................................................................... 25 ACTIVITY 16 .............................................................................................................. 25 UNIT 17: Dialogue ............................................................................................................. 26 ACTIVITY 17 .............................................................................................................. 26 UNIT 18: Nouns ................................................................................................................. 26 ACTIVITY 18.1 ........................................................................................................... 26 ACTIVITY 18.2 ........................................................................................................... 27 1

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Facilitator’s Guide G11 ~ English First Additional Language: Language

UNIT 19: Gender/plurals .................................................................................................... 28 ACTIVITY 19 .............................................................................................................. 28 UNIT 20: Gender ............................................................................................................... 28 ACTIVITY 20 .............................................................................................................. 28 UNIT 21: Process writing ................................................................................................... 30 ACTIVITY 21 .............................................................................................................. 30 UNIT 22: Comprehension .................................................................................................. 30 ACTIVITY 22 .............................................................................................................. 30 UNIT 23: Summary ............................................................................................................ 32 ACTIVITY 23 .............................................................................................................. 32 UNIT 24: Language – revision ........................................................................................... 32 ACTIVITY 24 .............................................................................................................. 32 UNIT 25: Language – revision ........................................................................................... 34 ACTIVITY 25 .............................................................................................................. 34 UNIT 26: SUMMARY ......................................................................................................... 36 ACTIVITY 26 .............................................................................................................. 36 UNIT 27: Creative writing (paper 3) ................................................................................... 36

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Facilitator’s Guide G11 ~ English First Additional Language: Language

INTRODUCTION Dear facilitator This facilitator’s guide has been specifically compiled to aid you in helping the learners master Grade 11. It is important to note that this guide should be used together with the learners’ study guide. It outlines how the work should be attempted and what you as facilitator should focus on during each lesson. It is important that the activities that the learners must do from the study guide be done independently. Under no circumstances should the learners see the answers prior to first completing the given activities. The success of this course is determined by learners realising their mistakes and learning from them.

The focus is on the learners and much of the work is based on good principles as inherited from parents and the stable society in which the learners have been raised and nurtured.

Effective and correct use of English is valued higher than, for instance, its relation to other international languages.

The aspects which you should concentrate on during the course of the year are: 1. Developing learners as sound listeners. They should be able to listen for specific information, listen for main and supporting ideas, make meaningful notes, be aware of a speaker’s body language, distinguish between facts and opinions, interpret and evaluate the tone of messages, recognise language which is intended to manipulate you and listen critically to a text.

2. Encourage learners to speak as much English as possible without making serious language errors. They should be able to take turns in a conversation; ask questions; respond to language, gestures, eye contact and body language; signal interest and attention appropriately through expression, posture etc.; respond to communication situations; use voice modulation (e.g. stress and intonation); pronounce words correctly; read fluently; argue and voice their opinion; express themselves in various social contexts; participate in group discussions; and present a speech.

3. The importance of reading. Learners must be able to read for comprehension and the formal study of the prescribed literature. Emphasise the importance of reading independently as reading is the easiest way for learners to expand their knowledge of the language. Encourage learners to determine the meaning of unfamiliar words and images, identify figures of speech and their purpose, draw conclusions, evaluate texts, and compare and contrast texts.

4. Writing is one of the most important skills in the acquisition of language. Pay special attention to: using a good dictionary, learning and applying the knowledge of the different pieces of writing that they are expected to write (essays, longer and shorter transactional pieces). Learners should plan and organise ideas before attempting to write these 3

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Facilitator’s Guide G11 ~ English First Additional Language: Language

pieces. The editing, revising and polishing of the final product are often neglected by learners.

5. Learners should be aware of language structures and conventions. They should build on their general knowledge of for example synonyms, antonyms, idioms and proverbs.

They should know the structure of a sentence and be able to identify the different parts of speech. They should be able to use their tenses correctly, formulate questions, negatives, tags, passives, reported speech, etc.

The best help you can give is to encourage them to read and speak English as much as possible.

To prepare for the language, oral or creative writing examination papers, learners must practise the different skills taught during the course of the year.

Working out old examination papers may be very useful.

Learners should speak as much English as possible. Encourage them to practise reasoning and debating skills and when reading a book or magazine to practise reading aloud. This will be good preparation for the oral examination.

The different creative writing pieces are practised during the course of the year. Look at old essay topics and encourage learners to write some of those essays. Read through it and give them advice on how to improve.

Before you answer a question make sure that you understand the words that are used in the question.

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Facilitator’s Guide G11 ~ English First Additional Language: Language

ASSESSMENT REQUIREMENTS INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about learners’ performance, using various forms of assessment.

It involves four steps: • generating and collecting evidence of achievement • evaluating this evidence • recording the findings • using this information to understand and assist learners’ development and to improve the process of learning and teaching.

Assessment should be both informal and formal. In both cases, regular feedback must be provided to learners to enhance their learning experience.

Informal or daily assessment Assessment for learning has the purpose of continuously collecting information on the learners’ achievement that may be used to improve their learning.

Informal assessment is a daily monitoring of the learners’ progress. This is done through observations, discussions, practical demonstrations, learner-facilitator conferences, informal interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe the learners or to discuss with them how learning is progressing.

Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place. Learners or facilitators mark these assessment tasks. The facilitator may mark these tasks or can assist the learners in marking some of them. This is important as it allows learners to learn from and reflect on their own performance.

The results of the informal daily assessment tasks are not formally recorded unless you as facilitator want to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes.

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Facilitator’s Guide G11 ~ English First Additional Language: Language

Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the facilitator for progression and certification purposes.

While preparations for formal assessment tasks could be done outside the classroom, the final version should be done under controlled conditions, under the supervision of the facilitator. That implies that certain tasks may be prepared at home with the learners being able to do research and using dictionaries. The learners will then write a first draft, which can be marked by the facilitator. The draft can then be discussed with the learners and then they must write the final draft under the supervision of the facilitator. Please note that the learners may not merely rewrite the draft by just correcting the errors indicated in the marking process. The final piece of writing must be a general improvement on the piece in total. That means the learners had to improve on the content as well. They must also clearly have tried to improve on their language use and word choice.

Formal assessment provides the facilitator with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, writing tasks, oral presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year-long formal programme of assessment in Grade 11.

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Facilitator’s 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

Concord

Unit 4

Comprehension

Unit 5

Essay

TERM 2

LESSON

Unit 6

Movie magic

Unit 7

Comprehension

Unit 8

Film reviews

Unit 9

Skimming and scanning

Unit 10

Words, phrases and clauses

TERM 3

LESSON

Unit 11

The manipulative word

Unit 12

Comprehension

Unit 13

Pronouns

Unit 14

First do no harm

Unit 15

Word power

Unit 16 Unit 17

Brain breather Dialogue

Unit 18

Nouns

Unit 19

Gender/plurals

Unit 20

Gender

TERM 4

LESSON

Unit 21

Process writing

Unit 22 Unit 23

Comprehension Summary

Unit 24

Language – revision

Unit 25

Language – revision

Unit 26

Summary

Unit 27

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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Facilitator’s Guide G11 ~ English First Additional Language: Language

INTRODUCTORY EXERCISE 1.1 False: “words have changed their meanings”.

(2)

1.2 True: “bears little resemblance to the English we know today”.

(2)

1.3 True: “and his Norman knights, who spoke French”.

(2)

1.4

False: “English ladies married the Norman knights and made sure that their children learned their mother tongue”.

(2)

1.5

False: “and later in Australia”.

(2) [10]

2.1 B 2.2 B 2.3 A 2.4 B 2.5 B

(2 x 5) = [10]

3.1 Any two: pronunciation + example; meanings + example; words disappear + example; words appear + example.

(4)

3.2

While English has influenced other languages, it has, in turn, also been influenced by other languages.

(2)

3.3

“the royal court” and “government”.

3.4

Own opinion – please give credit for insight.

(2)

4.1 work: Old English; toil: Middle English, from Old French, from Latin; labour: Middle English, from Old French, from Latin.

4.2 i

4.3

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(2) [10]

(3)

The meat of a sheep. ii The meat of a pig. iii The meat of cattle. iv The meat of a calf.

(4)

These words have come to English through the (Old) French of William the Conqueror and his Normans.

(1)

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Facilitator’s Guide G11 ~ English First Additional Language: Language

4.4 i 4.5 i

tele- means distance ii Language of origin: Greek They all come from French. ii The Norman conquest.

4.6 The Roman Empire.

Educate School Candle Verse Mass Minister Learn/learner Pupil Teach/teacher 4.7 i

Latin: e- out + ducere lead Greek: schole leisure Latin: candela Latin: vertere to turn Greek: maza barley cake Latin: minister servant Old English: leornian Latin: pupillus ward Old English: taecan

(2) (2)

(10 x ½) = (5)

Field: usually a cultivated piece of land; man has interfered.

Veld: natural; African grasslands. ii Possibility: the English landscape has nothing similar. No word for this type of natural phenomenon exists in the English language.

(2)

5.1 Any three: Botswana; Zambia; Zimbabwe; Malawi; Lesotho; Swaziland.

(3)

5.2 They have all kept English as an official language of communication.

(2)

5.3 i

Words like: “ag shame”, “no, man”, “just now”, “hey”. ii Usually through pronunciation or sentence structure.

(4) (2) [30]

TOTAL: 60

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Facilitator’s Guide G11 ~ English First Additional Language: Language

UNIT 1: Are you ready to order?

ACTIVITY 1 Please do assessments on a continuous basis. Record the results for each exercise and enter it into the learners’ profile/portfolio.

1.1 1.3 1.5 1.7 1.9

aroma: fragrance delectable: delicious curdle: solidify mince: chop finely whisk: wire beater

1.2 1.4 1.6 1.8

garnish: decorate bland: unseasoned gastronomic: eating well quaff: drink deeply (9)

2. A cocktail is a mixed alcoholic drink (for example: spirits combined with fruit juice)

(1)

3.1 Game – venison 3.2 Calves – veal 3.3 Sheep – mutton 3.4 Pigs – pork 3.5 Cattle – beef

(5)

4. A vegetarian.

(1)

5.1 Gourmet – a person who is knowledgeable about fine food and drink.

5.2 Glutton – a person who eats immoderately/greedily.

5.3 Epicure – a person with refined taste in food and wine.

5.4 Teetotaller – a person who does not drink any alcohol at all.

(4) TOTAL: 20

Restaurant advertisements: 6.1 Jukebox Diner 6.2 Mary-Anne’s 6.3 Jukebox Diner 6.4 Ramkietjie 6.5 Ramkietjie (5) 7. Ramkietjie – South African cuisine Jukebox – Technological set-up: screen, sound and lighting, stage Mary-Anne’s – organic/ecological approach or the wholesome food emporium

(3)

8. “five hectares of paradise”

(1)

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Facilitator’s Guide G11 ~ English First Additional Language: Language

9. Both restaurants cater for vegetarians or both have farmhouse settings.

10.

(1)

The term “Egoli thespians” refers to actors who play in “Egoli”, the television soapie.

(2)

11.

With a “set” menu you eat what is provided by the restaurant (there are no choices); with an “à la carte” menu you may choose from a wide variety on the menu.

(2)

12.

In this restaurant all the different dishes are displayed on a table and guests help themselves to whichever dishes they want.

(2)

13. “theatrical” (1) 14. It has permission to serve alcoholic drinks.

15.

(1)

It refers to food grown and prepared without harming the environment, like spraying with pesticides, using artificial fertilisers or polluted water. Any similar explanation is acceptable.

TOTAL: 20

UNIT 2: An insider’s guide to eating out ACTIVITY 2.1

2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.1.6 2.1.7 2.1.8 2.1.9 2.1.10 2.1.11 2.1.12 2.1.13 2.1.14 2.1.15

prefer/like dining/to dine prefer to epicure would not like/prefer taking teetotaller gourmet prefers to dislike/do not like tip relations/manners etiquette TOTAL: 15

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Facilitator’s Guide G11 ~ English First Additional Language: Language

ACTIVITY 2.2

2.2.1 2.2.2 e 2.2.3 a 2.2.4 g 2.2.5 f 2.2.6 h 2.2.7 q 2.2.8 r 2.2.9 t 2.2.10 b

d 2.2.12 2.2.13 2.2.14 2.2.15 2.2.16 2.2.17 2.2.18 2.2.19 2.2.20

2.2.11 s n m j p c o l k

i

TOTAL: 20

UNIT 3: Concord

ACTIVITY 3

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10

is have is are know becomes was likes gets looks

3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20

was is bring/is is was have has are is/it these/them

(½ mark each)

(a number = third person plural) (the number = third person singular) (½ mark each) (½ mark each) TOTAL: 20

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Facilitator’s Guide G11 ~ English First Additional Language: Language

UNIT 4: Comprehension ACTIVITY 4

4.1.1

False: “you don’t have to be a head chef or maître d’hôtel to perfect the art of crêpe making!”

(2)

4.1.2

False: “alternating with the liquid ingredients”.

(2)

4.1.3

True: “for a maximum period of 24 hours.”

(2)

4.1.4

True: “It is not necessary to grease crêpe pans which have a non-stick coating.” (2)

4.1.5

False: “Heat the pan over medium-high heat.”

4.2.1 4.2.2 4.2.3 4.2.4

(2)

B C B A

(2) (2) (2) (2)

For Question 3, please remember that it is the idea that counts, only model answers are provided, but any answer that contains the content of the model is acceptable.

4.3.1 Different types of fillings may be used in crêpes.

(2)

4.3.2 Bacon lined with fat.

(2)

4.3.3 Cut or chopped into small pieces.

(2)

4.3.4 A crêpe pan and a crêpe maker.

(2)

4.3.5

4.3.6

The recipe is for sherried chicken liver crêpes, why would you leave out the sherry?

The Great Escape

(2)

(2) TOTAL: 30

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Facilitator’s Guide G11 ~ English First Additional Language: Language

UNIT 5: Essay ACTIVITY 5

Writing an essay (Mark according to the essay rubric).

TOTAL: 50

UNIT 6: Movie magic The learners should read through the definitions, discuss brain teasers and best film choices, but only orally.

ACTIVITY 6 Unit 6 has no measurable activity.

UNIT 7: Comprehension ACTIVITY 7

7.1.1 True: “a large box of tissues”.

(2)

7.1.2 False: “the film title comes from the book by Dr Seuss.”

(2)

7.1.3 False: “merely to prove a point to her colleagues”.

(2)

7.1.4 True: “This true-life tale”.

(2)

7.1.5 False: “his wife who stands by him”.

(2)

7.1.6 False: “The film won three Golden Globes”.

(2)

7.2.1 7.2.2 7.2.3 7.2.4

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A B B A

(2) (2) (2) (2)

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Facilitator’s Guide G11 ~ English First Additional Language: Language

7.3

Please remember that these are only model answers. Give the learners credit for insight.

7.3.1 It means that something pleasant from the past will be remembered.

(2) 7.3.2

accept something that is not very credible, they must allow their imaginations to be stretched.

(2)

7.3.3 wife/life partner …/no one

(1)

7.3.4 Nash had a great future ahead of him, but then he fell ill.

(2)

7.3.5 He shows us that these people are just like us.

(2)

7.3.6 Both suffer from a mental illness.

(1) TOTAL: 30

UNIT 8: Film reviews ACTIVITY 8

Write a film review. (Mark according to the longer transactional writing rubric.)

TOTAL: 30

UNIT 9: Skimming and scanning ACTIVITY 9

9.1 The acting is good.

9.2 Moulin Rouge ‒ love.

Fifteen Minutes ‒ murder and manipulation.

9.3 To inform cinemagoers about the films.

9.4 Moulin Rouge.

9.5 Ewan McGregor.

9.6 Tragically.

9.7 Moulin Rouge.

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Facilitator’s Guide G11 ~ English First Additional Language: Language

9.8 Fifteen Minutes.

9.9 Nicole Kidman.

9.10

Fifteen Minutes.

9.11

Paris.

9.12

Thought-provoking.

9.13

The madam in Fifteen Minutes.

9.14

Charlize Theron.

9.15

The writer falls in love with the courtesan (Moulin Rouge).

9.16

Fifteen Minutes (more stars).

9.17

“long-limbed”.

9.18

Fifteen Minutes.

9.19

Someone who enjoys being shocked.

9.20

Three.

TOTAL: 20

UNIT 10: Words, phrases and clauses ACTIVITY 10

10.1 a. b. c. d. e.

This film is set apart through a degree of quirkiness and black humour.

Gene Hackman plays a selfish father who returns to his children after an absence of 20 years.

With the assistance of a voice coach, Johnny Depp is convincing as a Cockney police inspector. (The phrase can also be added at the end.)

Barry Levinson scores another hit with this highly entertaining movie.

It is a riveting film, despite the ludicrously litter-free London streets.

(The phrase can also be put in front.)

(5)

10.2 a. b. © Optimi

They met the director who was responsible for the art film.

The actor tried the gestures that/which he had to use in the next scene.

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Facilitator’s Guide G11 ~ English First Additional Language: Language

c. d. e.

The crew set up the tracks that/which were necessary for the cameras.

The actress walked towards the pond in which (not that) she was supposed to “drown”.

The producer promised a lot of money that/which would be used to pay the extras.

(5)

10.3 a. b. c. d. e.

The scene with the extras was shot against the sun which/that was setting.

The hero stared at his friend who disappeared under the water.

The crew battled to stop the camera which/that toppled from the scaffold.

The director shouted at the public who tried to get close to the actor.

We watched the last scene which/that was filmed first.

(5)

10.4 a. b. c. d. e. f. g. h. i.

j.

After directing seven retakes, the director was exhausted.

Before acting the important scene, the actor said a little prayer.

The posse rode out to meet the stagecoach carrying the gold dust.

Sending out signals, the starship approached the new planet carefully.

Since speaking to the people on earth the captain has not used the intercom once.

Two possible endings to the film were first discussed before filming.

After completing the final scene, the camera crew and actors had a party.

Having devoted a lifetime to the cinema, the actor looks forward to the day when he receives an Oscar for his achievements.

Providing strong backing for the film by finding a sponsor, the producer feels entitled to a say in the choice of the main lead.

OR By finding a sponsor and providing strong backing for the film, the producer feels entitled to a say in the choice of the main lead.

Needing money desperately, the actor made a play for the main role. (10)

10.5 10.5.1 is getting 10.5.2 is seeping 10.5.3 is wearing 10.5.4 is approaching; moving 10.5.5 are swimming 10.5.6 are trying 10.5.7 is relaxing 10.5.8 is lurking (or lurks ‒ present indefinite tense) 10.5.9 Turning 10.5.10 Grabbing

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(10) TOTAL: 35

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Facilitator’s Guide G11 ~ English First Additional Language: Language

UNIT 11: The manipulative word This whole exercise is to point out how the consumer is manipulated through advertising.

Please assist the learners in the discussions and analyses required in the different activities.

It should make them understand that no one can avoid this exploitation and that we are all “victims” of the ideas depicted in the media.

• • • • • • • •

Consumer: a person who pays for products and services Commodity: an item that can be sold or exchanged for money Persuade: to convince a person to do something Persuasion: the noun used to refer to the ability to convince a person Luxury: an item which is not necessarily needed, but wanted Luxurious: having qualities of being an item of superior value to ordinary items Exploit: use something or someone more than the person or object wants to be used or can be used Exploitation: the act of using someone or something more than it should be

Using a pun: 1.

Renoir was a famous painter who painted using oil-based paints, because these give a better quality picture. The advertisement implies that olive oil also gives food a better quality taste.

2.

The advertisement plays on the word “pot”. It implies that a good pot of tea is just as uplifting as drugs, but it is legal and healthy. “Pot” refers to the slang used for cannabis.

ACTIVITY 11 Unit 11 has no measurable activity.

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Facilitator’s Guide G11 ~ English First Additional Language: Language

UNIT 12: Comprehension ACTIVITY 12

Please remember that the answers provided are only model answers. Learners should receive credit for their own insight.

12.1

The enjoyment of shopping for pleasure lasts a long time while the enjoyment that compulsive shopping brings is short-lived.

(2)

12.2

The speaker cannot be identified.

(2)

12.3

She hid the purchases from the family and lied about the amount spent.

(She knew she had a problem and did what she could to keep it a secret.)

(3)

12.4

True: “Antidepressants can be helpful in conjunction with therapy.”

(2)

12.5

The expectation is created that a pill can cure the illness, but it is a rhetorical question, so when we read further we understand that the answer is, in fact, no.

The reason for this is to show that the illness cannot be cured so easily.

(3)

12.6

It is something that sets off or starts the illness.

12.7

Buying on credit postpones payment, because you pay it off monthly; buying with cash means immediate payment.

(2)

12.8

The shopper can then only buy what they can afford, since cash is limited, so too will the amount of shopping be.

(2)

12.9

any of: anger, frustration, boredom.

(1)

12.10

Luvox.

(1)

12.11

It is a group of people with the same problem who understand what happens and can help by listening and/or providing alternatives to help you find a solution to the problem.

(2)

12.12

Both have a need for or want to acquire possessions they often do not use nor need, it is not about the product, but how it is obtained.

(2)

12.13

Any one: going for a walk, writing down one’s feelings, meeting a friend, exercising, having a creative hobby.

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(2)

(2)

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Facilitator’s Guide G11 ~ English First Additional Language: Language

12.14

If the person sees something they want very badly, there is no possibility of buying it immediately.

(2)

12.15

It can be replaced with the word “amount”.

(2) TOTAL: 30

UNIT 13: Pronouns ACTIVITY 13

I. Pronouns 13.1.1 themselves 13.1.2 herself 13.1.3 himself 13.1.4 myself 13.1.5 ourselves 13.1.6 yourself 13.1.7 yourselves 13.1.8 themselves

(8)

13.2.1 your 13.2.2 their 13.2.3 us 13.2.4 Our 13.2.5 your; mine 13.2.6 oneself 13.2.7 whose; her

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Facilitator’s Guide G11 ~ English First Additional Language: Language

13.2.8 one’s 13.2.9 I 13.2.10 its; It’s 13.2.11 Who’s; her 13.2.12 my; yours 13.2.13 your; you 13.2.14 one 13.2.15 me; my

(22) [30]

13.3.1 has spent 13.3.2 have found out 13.3.3 started; has bought 13.3.4 has not given 13.3.5 have bought 13.4.1 I have not just bought another shirt.

13.4.2 He has not yet filed for divorce.

13.4.3 Manny has not read the article, has he?

13.4.4 She has not shown any improvement since starting therapy.

13.4.5 We have not yet stopped buying anything that takes our fancy.

13.5.1 Why have you run up too much credit?

13.5.2 Has she already gone for therapy?

13.5.3 What have we heard before?

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Facilitator’s Guide G11 ~ English First Additional Language: Language

13.5.4 Who has just given up smoking?

13.5.5 Have those two already spent thousands on jewellery?

13.6.1 His purchases have been hidden by Patrick.

13.6.2 Ten pairs of trainers have been bought (by them).

13.6.3 The procedure has been explained by the psychologist.

13.6.4 The girls’ parents have been told (by them).

13.6.5 All her credit cards have been cut up (by her).

[20] TOTAL: 50

UNIT 14: First do no harm ACTIVITY 14 TWENTY-FIVE WAYS TO A HEALTHIER HOME Please remember that the answers below are model answers and guidelines only. Give the learners credit for insight, as long as the answer is substantiated.

14.1

Home-owners who want the best for their families/who have family members suffering from one or more of the symptoms mentioned or suffer from allergies themselves.

(1)

14.2

That conditions in the home (1) might contribute to ailments (1) of family members.

14.3

(2)

The author suggests that their houses should be as environmentally friendly (1) as possible (1).

(2)

14.4.1 Possible sufferers of the symptoms mentioned.

14.4.2 Potential sellers of the products suggested.

(1) (1)

14.5 headaches, stuffy or runny nose and itchy eyes (1 mark each)

(3)

14.6 i natural products ii natural fibres should be used as far as possible

(1) (1)

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Facilitator’s Guide G11 ~ English First Additional Language: Language

14.7

True: Any motivation that points out possible harmful substances that might cause illness. One mark for TRUE and one mark for motivation.

(2)

14.8 Manufacturers and sellers of synthetic products (1) may go out of business (1).

(2)

14.9

Mark according to insight, one mark per “dangerous” element and one mark for its solution.

(6)

14.10

Mark according to insight, one mark for the advice and two marks for stating the reason.

(3) TOTAL: 25

UNIT 15: Word power ACTIVITY 15

15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8 15.9 15.10

C C B C B C D B C A

(10)

Specialist fields: 15.11 15.12 15.13 15.14 15.15 15.16 15.17 15.18 15.19 15.20

D F A J B H I E C G

(10)

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Facilitator’s Guide G11 ~ English First Additional Language: Language

Remedies: 15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 15.30

D E F G B A C J H I

(10)

Fields of specialisation: 15.31 15.32 15.33 15.34 15.35 15.36 15.37 15.38 15.39 15.40

Grows, collects and works with natural herbal products.

Manipulates (massages) body joints, especially the spine.

Uses needles placed in particular pressure points.

Gives small doses of natural drugs which produce the particular symptoms when used in large doses.

Uses aromatic (perfumed) oils to soothe and relieve stress symptoms and pain.

Uses pressure points on the feet as treatment.

They use movement and apply exercise to rehabilitate patients.

Uses different forms of massage particularly on stiff muscles.

A traditional healer uses traditional African medicine.

Works out a suitable individual food programme for patients.

(10)

Alternative medicine

–

Assist doctors

–

Herbalist Acupuncturist Homeopath Aromatherapist shaman or sangoma Chiropractor Reflexologist Masseur Dietician Biokineticist

We call these fields allied health practitioners.

TOTAL: 40

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Facilitator’s Guide G11 ~ English First Additional Language: Language

UNIT 16: Brain breather ACTIVITY 16 Listening comprehension Please read the passage below to the learners, as follows: • • •

First read through the passage as a whole, while learners listen and take notes if they want to.

Read the passage again, paragraph by paragraph, giving learners the opportunity to make notes as you read.

Allow learners to complete the exercise before discussing the possible main ideas which are given after each paragraph.

THINK YOURSELF WELL 1

We all know that positive thinking can improve our quality of life, making our relationships easier, work more rewarding and leisure time more fulfilling. But many are still sceptical about the level of influence the mind has over the physical wellbeing of the body. Those who do believe in a mind-body connection often do not pay more than lip service to the idea, resigning themselves to stress factors outside their control. (Main ideas given in the study guide as example.)

2

Western medicine has traditionally focused on the body in isolation, often ignoring the mental well-being of the patient. This unnatural separation has led to the perception that the immune system is completely independent from external influences. In western medicine there has been an unnatural separation between mind and body, leading to a wrong perception about the working of the immune system. (Main idea)

3

For more than 25 years now researchers in the field of psycho-neuro immunology have been investigating the connection between particular emotions and biochemical states in the body, concentrating on the immune system in particular.

Depression and stress have been clearly linked to a decline in immune system functioning, showing that unhappy and stressed people are more likely to fall ill than those with a calm, clear and centred approach to life. Researchers have found clear links between the mental state of a person and the working of the immune system. Happy people are less likely to become ill than unhappy people. (Main idea)

4

On an intellectual level, the awareness of this mind-body link is interesting. But how do you translate the knowledge that you can mentally influence your health or recovery process into effective strategies to harness that power? How can this knowledge work for you?) (Main idea) 25

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Facilitator’s Guide G11 ~ English First Additional Language: Language

5

Look at your coping mechanisms and stress-management skills. Are they effective?

Can you think of a healthier way to manage your life pressures? Become aware of how often you allow yourself to be sucked into the morbidity of “negative whirlpool thinking”. Set boundaries for yourself. Pull back from wallowing in worries about illness, crime and politics and look to what positive impact you can have within your own sphere. Diet and exercise are a powerful starting point. Honour your body!

Look at the way in which you cope with stress and change it if necessary.

(Main idea)

(Adapted from an article in TLC, Volume 4, Edition 2.)

UNIT 17: Dialogue ACTIVITY 17 Dialogues Assist the learners with the conversations and to role-play the different characters.

Keep the book open initially, but later the learners must be able to have the conversations without looking at the texts. The learners need not repeat every word exactly as it is, but should know what the main ideas of the dialogue are.

UNIT 18: Nouns ACTIVITY 18.1

Common nouns 18.1.1 18.1.2 18.1.3 18.1.4 18.1.5

traveller/doctor/patient; sleep doctor/specialist; patient; abuse/recovery patient; recovery; operation/abuse patient/receptionist; appointment Specialists; complaints

(12)

Proper nouns 18.1.6 18.1.7 18.1.8 18.1.9 18.1.10

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Mahatma Ghandi … India Good Friday … Dr Mally Wright … Orville … Wilbur … The Flyer … Kitty Hawk, United States of America Mr Mike Baily Hermanus Whale Festival … October … November (24)

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Facilitator’s Guide G11 ~ English First Additional Language: Language

Collective nouns (verbs) 18.1.11 18.1.12 18.1.13 18.1.14 18.1.15

was is was follows spends

(5) TOTAL: 41

ACTIVITY 18.2

18.2.1 18.2.2 18.2.3 18.2.4 18.2.5 18.2.6 18.2.7 18.2.8 18.2.9 18.2.10

performs perform were was join joins eats eat is are

(10)

Abstract nouns 18.2.11 18.2.12 18.2.13 18.2.14 18.2.15 18.2.16 18.2.17 18.2.18 18.2.19 18.2.20

sensibility silence accuracy patience danger attraction kindness purity power popularity

18.2.21 18.2.22 18.2.23 18.2.24 18.2.25 18.2.26 18.2.27 18.2.28 18.2.29 18.2.30

obedience necessity hunger decency loyalty luck wisdom satisfaction sanity friendship

(20)

Abstract nouns 18.2.31 18.2.32 18.2.33 18.2.34 18.2.35 18.2.36

admiration regret/disbelief ability emergency responsibility effort

27

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