Gr 11-English Home Language-Study Guide Language 1

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ENGLISH HOME LANGUAGE STUDY GUIDE: LANGUAGE Grade 11

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English Home Language Study guide: Language

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Grade 11

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Study Guide: Language G11 ~ English Home Language

CONTENTS Informal Assessment 1: Diagnostic test .............................................................................. 3 UNIT 1 ................................................................................................................................ 7 Lesson 1 ..................................................................................................................... 7 Informal Assessment Task 2: Summary ................................................ 19 Lesson 2 ................................................................................................................... 26 Activity 7 ...................................................................................................... 28 Activity 8 ...................................................................................................... 30 Activity 9 ...................................................................................................... 34 UNIT 2 .............................................................................................................................. 47 Lesson 3 ................................................................................................................... 47 Activity 11 .................................................................................................... 50 Informal assessment task 3: .................................................................. 58 Lesson 4 ................................................................................................................... 65 Informal assessment task 9: .................................................................. 70 UNIT 3 .............................................................................................................................. 78 Lesson 5 ................................................................................................................... 78 Informal assessment task 10: ................................................................ 83 Stem cells that won't destroy embryo? ............................................................................. 89 Scientists develop new method, but rift over research remains ........................................ 89 Lesson 6 ................................................................................................................... 96 Informal assessment task 11: .............................................................. 101 UNIT 4 ............................................................................................................................ 117 Lesson 7 ................................................................................................................. 117 Lesson 8 ................................................................................................................. 125 Informal assessment task 13: .............................................................. 131 English home language - grade 11 language revision test – term 1 ............................... 134 English home language – grade 11 language revision test – term 3 .............................. 137 Books and web pages consulted .................................................................................... 140 Listening and speaking ................................................................................................... 142

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UNIT 1 LESSON 1 At the end of this unit, you will have mastered the following skills: Literature and text appreciation • Satire: recognising it in texts, understanding its function in literature and the broader community • Anticlimax: identifying it and understanding its effects in a text • Innuendo: identifying it and recognising its effects in a text Language • Adjectives: o Correct order of adjectives o Using different forms correctly • Sound devices: o Alliteration o Assonance o Onomatopoeia Transactional writing • Summary writing: effective summaries Visual literacy • Cartoons: humour and body language

Literature and text appreciation Look at the following cartoons.

What is important about the way Dagwood Bumstead is satirised? Which words are important – those that are said, or those that are left unsaid?

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Is the final frame what the reader expects it to be? Is there much sympathy for the deceased?

Let us now look at some techniques for achieving satire.

Satire Satire implies the use of sarcasm, irony or wit in ridiculing and denouncing abuses, follies, customs, etc. It contains derogatory jokes (barbs) aimed at people, ideas or things in order to improve, correct, or prevent something.

Examples: 1. The character of Malvolio (Twelfth Night) is pompous and full of his own importance, but made ludicrous by Shakespeare.

2. “An evolving idea that wouldn’t name itself. The immaculately dressed lunacy of Chairman Mao. And now here he was playing new role, the marquis of Mooikloof.” ( A description of Robert Mugabe in the fiction The Marquis of Mooikloof by Sean O’Toole) 3. George Orwell (1903-1950) – Animal Farm 4. Mark Twain (1835 to 1910) 5. Oscar Wilde (1854 to 1900) 6. The Simpsons (Pop culture) 7. Jonathan Swift: A modest proposal and Gulliver’s Travels Satire is a mode of challenging accepted notions by making them seem ridiculous. It usually occurs only in an age of when no absolute uniformity exists but rather two sets of beliefs. Of the two sets of beliefs, one holds sufficient power to suppress open attacks on the established order, but not enough to suppress a veiled attack.

Further, satire is intimately connected with urbanity and cosmopolitanism, and assumes a civilized opponent who is sufficiently sensitive to feel the barbs of wit levelled at him. To hold something up to ridicule presupposes a certain respect for reason, on both sides, to which one can appeal. An Age of Reason, in which everyone accepts the notion that conduct must be reasonable, is a general prerequisite for satire. (Jacob Bronowski & Bruce Mazlish)

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Anticlimax This is a rhetorical technique by which ideas are sequenced in abruptly diminishing importance, generally for satirical effect, so as to emphasise the turning point in a story. An anticlimax is always a letdown because of the interruption of built-up tension. It’s the point at which you realise the story will not turn out the way you expected.

Have another look at the Animal Crackers cartoon. It contains an anticlimax.

Examples: 1. He lost all that he had lived for: his vision, his dreams, and his worn out running shoes.

2. Virgin Peak: Lawrence G. Green (as in Focus, compiled by R. Meyer) 3. Poison: Roald Dahl.

4. The Marquis of Mooikloof: Sean O’Toole 5. Rothchild’s fiddle: Anton Chekhov Let us look at a poem which contains an anticlimax.

MINIVER CHEEVY

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Miniver Cheevy, child of scorn, Grew lean while he assailed the seasons; He wept that he was ever born, And he had reasons.

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Miniver loved the days of old When swords were bright and steeds were prancing; The vision of a warrior bold Would set him dancing.

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Miniver sighed for what was not, And dreamed, and rested from his labors; He dreamed of Thebes and Camelot, And Priam's neighbors.

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Miniver mourned the ripe renown That made so many a name so fragrant; He mourned Romance, now on the town, And Art, a vagrant.

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Miniver loved the Medici, Albeit he had never seen one; He would have sinned incessantly Could he have been one.

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Miniver cursed the commonplace And eyed a khaki suit with loathing;

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He missed the medieval grace Of iron clothing.

Miniver scorned the gold he sought, But sore annoyed was he without it; Miniver thought, and thought, and thought, And thought about it.

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Miniver Cheevy, born too late, Scratched his head and kept on thinking; Miniver coughed, and called it fate, And kept on drinking.

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Edwin Arlington Robinson

Activity 1Explain the anticlimax in the final line of the poem.

1. Discuss the satire in lines 21 to 24. Refer to the use of irony.

2. How does line 3 hint at the anticlimax of the final line?

Innuendo Hinting, or implying something that is not said in words. It contains variations of wordplay, humour and using indirect communication to achieve a satirical effect. It is a remark or question, typically disparaging, that works obliquely by allusion.

A variation on innuendo is double entendre, where the wordplay is unintentional or meant to be innocent.

Look at the Blondie cartoon again. The boy does not state outright that he does not want to be like Dagwood Bumstead, but it is implied.

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Examples: 1. Shall I join the circus, or shall I just stay with this company?

2. What is the difference between school and a prison? In a prison at least you get some food once in a while. (Prison is better than school) 3. Some of the techniques used to achieve innuendo a. By refusing to say something, thereby implying that it is true or false. "Is John a good salesman?"

"His manners are impeccable."

Avoiding the question confirms that he is not good at selling. b. By using puns. Because a pun is a play on words, a seemingly literal meaning can hint at another meaning.

Here is an example of an intended pun, hinting at something.

The American actress, Jean Harlowe was speaking to the English Ballerina, Margot Fontaine at a function.

Jean: How do you spell your name again, I can never remember. Is it Margot or Margo?

Margot: The T is silent as in harlot!

This example is witty and clever. A synonym for harlot is prostitute. c. By adding something opposite to what the reader, or audience, might expect.

Women are often the victims of such jokes, where the innuendo is often crude or sexist in nature. Often being crass, innuendo can be offensive. My wife had an accident with the car the other day. The insurance company paid for the damage to the car, luckily - the Missus was written off. (Implying that the car is worth more that his wife.)

Read the following column by James Clark, taken from The Star of June, 2 2006.

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Activity 2 1. To what does Tour the Farce allude?

2. Quote and explain three examples of innuendo.

3. Name and explain two instances where Rex is satirised. a. What literary device does the author use to achieve this satire? Explain.

4. Discuss the tone in paragraph 14: (“But after a couple of days…..”). a. How does it differ from that of the final paragraph? (“But we would…”)

5. What is the effect of the foot note at the end of the passage? a. What is the effect of the parenthesized question? b. Why does the writer talk about his tappen, instead of its?

6. How does the writer parody the instructions in the guide book? (A parody is a comic imitation of another text.)

Language Adjectives We already know that an adjective describes a noun. Let us look at a few rules about their order when using more than one to describe a single noun.

1. The adjective describing the noun’s purpose, comes nearest to the noun. a. luxury passenger train, old-fashioned saloon car, broken hockey stick 2. Just before the description of purpose, comes the adjective describing the material it is made of. a. wooden saloon car, aluminium hockey stick, saline cleansing solution 3. Before these, adjectives describing origin: a. German wooden saloon car, Swedish aluminium hockey stick, laboratory saline cleansing solution 4. Next are the colours: a. brown German wooden saloon car, silver Swedish aluminium hockey stick, clear laboratory saline cleansing solution 5. Finally, adjectives for age, shape, size, temperature are generally placed at the beginning of a phrase. a. old German saloon car, extra-long aluminium hockey stick, cold saline cleansing solution

Some examples of adjective order Opinion Size Age Shape Colour Origin Material Purpose a silly

young

a

huge

a

small

English round

man metal

red

bowl sleeping bag

Do not overcrowd a phrase with a list of adjectives. It is safe to limit the number to three, especially if you are an inexperienced writer.

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Activity 3 1. Correct the following classified advertisement which appeared in the Weekend Argus Cape Town: We buy good children, second-hand clothing, bulk. We collect.

2. Use a dictionary to match the correct adjective to the sentences in the table below.

This may be a _________examination, but you are not allowed to use notes.

In __________literature, characterisation is usually vivid.

The proposed solution is not _________. It will take up too much time.

Is the city of Atlantis a ___________ fact? Did it really exist?

This is the________ style for a suit. You will be able to use it for many years.

The actor’s movements seem to be more ________, than indicating exasperation.

The first inauguration of a president was considered a ________ event for many people.

These _________indicators are important for investors.

Bulk purchases are more ____________.

He had such a __________ expression, that I could not help laughing, although I was supposed to be angry.

classic practicable classical historical practical economical comic historic comical economic

Poetry

Assonance Assonance is the repetition of the same vowel sound. It is important to pay attention to sound when dealing with assonance. Spelling does not indicate assonance.

Examples 1. You say no way 2. Hold on or I'm gone 3. This time you'll find you're mine 4. 'Green as a dream and deep as death.' ( The Old Vicarage, Grantchester, Rupert Brooke) 5. And crash upon the rocks, or drop to drown. (The broken chain, W.W. Gibson)

Alliteration Words or syllables with the same initial letter (usually consonants) are used in close proximity.

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Examples: 1. 'Full fathom five thy father lies'. ( Ariel's Songs from The Tempest, Shakespeare) 2. 'Only the stuttering rifles' rapid rattle' (Anthem for Doomed Youth, Wilfred Owen) 3. 'king-dom of daylight's dauphin, dapple-dawn-drawn Falcon'. (The Windhover , Hopkins) 4. …., or drop to drown. (The broken chain, W.W. Gibson) The one that (nearly) did not get away…..

Have you ever seen something that is so hideously ugly that it almost seems to be beautiful? Read the following poem and look for instances of assonance and alliteration.

The Fish I caught a tremendous fish and held him beside the boat half out of water, with my hook fast in a corner of its mouth.

He didn’t fight.

He hadn’t fought at all.

He hung a grunting weight, battered and venerable and homely. Here and there his brown skin hung in strips like ancient wallpaper, and its pattern of darker brown was like wallpaper: shapes like full-blown roses stained and lost through age.

He was speckled with barnacles, fine rosettes of lime, and infested with tiny white sea-lice, and underneath two or three rags of green weed hung down.

While his gills were breathing in the terrible oxygen — the frightening gills, fresh and crisp with blood, that can cut so badly — I thought of the coarse white flesh packed in like feathers, the big bones and the little bones, the dramatic reds and blacks of his shiny entrails, and the pink swim-bladder like a big peony.

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with tarnished tinfoil seen through the lenses of old scratched isinglass.

40 They shifted a little, but not to return my stare.

— It was more like the tipping of an object toward the light.

I admired his sullen face, the mechanism of his jaw, and then I saw that from his lower lip — if you could call it a lip — grim, wet, and weapon like, 50 hung five old pieces of fish-line, or four and a wire leader with the swivel still attached, with all their five big hooks grown firmly in his mouth.

A green line, frayed at the end where he broke it, two heavier lines, and a fine black thread still crimped from the strain and snap when it broke and he got away.

60 Like medals with their ribbons frayed and wavering, a five-haired beard of wisdom trailing from his aching jaw.

I stared and stared and victory filled up the little rented boat, from the pool of bilge where oil had spread a rainbow around the rusted engine 70 to the bailer rusted orange, the sun-cracked thwarts, the oarlocks on their strings, the gunnels — until everything was rainbow, rainbow, rainbow!

And I let the fish go.

Elizabeth Bishop

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Activity 4 1. Read the first 25 lines again and find at least three examples of assonance.

Quote and comment on the effect of each.

2. Refer to line 50: a. What sound device does the author employ in this line? b. Discuss its implication. c. hung five old pieces of fish-line, or four and a wire leader with the swivel still attached, with all their five big hooks How do these lines confirm the suggestion in line 50? Refer to the techniques that are employed by the poet.

Onomatopoeia Onomatopoeia is a sound device for the creation or use of words that sound like the items or actions they name or refer to. It may also be seen as the formation or use of words such as buzz or murmur that imitate the sounds associated with the objects or actions to which they refer.

Examples: 1. splash, wow, gush, kerplunk 2. The Bells: Edgar Allan Poe 3. The moan of doves in immemorial elms, And murmuring of innumerable bees. (Tennyson) Let us look at an excerpt from The Bells by Edgar Allan Poe. Hear the sledges with the bells Silver bells!

What a world of merriment their melody foretells!

How they tinkle, tinkle, tinkle, In the icy air of night!

While the stars that oversprinkle All the heavens, seem to twinkle With a crystalline delight; Keeping time, time, time, In a sort of Runic rhyme, To the tintinnabulation that so musically wells From the bells, bells, bells, bells, Bells, bells, bellsFrom the jingling and the tinkling of the bells.

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