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ENGLISH FIRST ADDITIONAL LANGUAGE FACILITATOR’S GUIDE: LANGUAGE Grade 12

English First Additional Language Facilitator’s guide: Language

1812-A-FAL-FG01

Í2,È-A-FAL-FG01HÎ

Grade 12

CAPS aligned

T Stolp

Facilitator’s Guide G12 ~ English First Additional Language: Language

CONTENTS LESSON ELEMENTS ................................................................................................................ 5 TIMETABLE AND TIME MANAGEMENT ................................................................................. 7 ASSESSMENT REQUIREMENTS .......................................................................................... 17 STUDY TIPS AND METHODS ................................................................................................ 19 OTHER USEFUL INFORMATION ........................................................................................... 20 PREFACE ................................................................................................................................ 21 YEAR PLAN ............................................................................................................................ 23 TERM 1 .................................................................................................................................... 25 UNIT 1 Sport ........................................................................................................................... 25 1.1. Lesson 1: Listening and speaking..................................................................... 25 ACTIVITY 1: ..................................................................................................... 28 1.2 Lesson 2: Reading and viewing ........................................................................ 28 ACTIVITY 2: Preparing a speech ..................................................................... 29 1.3. Lesson 3: Writing and presenting ..................................................................... 29 ACTIVITY 3: The essay .................................................................................... 29 ACTIVITY 4: ..................................................................................................... 30 Lesson 4: Language revision ............................................................................ 30 1.4 ACTIVITY 5: BASELINE EXERCISE ................................................................ 31 1.5. Lesson 5: Speaking .......................................................................................... 32 ACTIVITY 6: SPEECH ...................................................................................... 32 REVISION EXERCISE .................................................................................................. 32 UNIT 2 People that inspire .................................................................................................... 34 2.1. Lesson 6: Listening and speaking..................................................................... 34 2.2. Lesson 7: Reading and viewing ........................................................................ 34 ACTIVITY 7: READING COMPREHENSION ................................................... 35 2.3. Lesson 8: Writing and presenting ..................................................................... 36 ACTIVITY 8: TRANSACTIONAL WRITING ...................................................... 36 2.4. Lesson 9: Language revision ........................................................................... 37 ACTIVITY 9: ..................................................................................................... 37 ACTIVITY 10: ................................................................................................... 38 UNIT 3 Your health ................................................................................................................. 39 3.1. Lesson 10: Listening and speaking................................................................... 39 ACTIVITY 11: ................................................................................................... 42 3.2. Lesson 11: Reading and viewing ...................................................................... 42 ACTIVITY 12: READING COMPREHENSION ................................................ 42 3.3. Lesson 12: Writing and presenting ................................................................... 43 ACTIVITY 13: LONGER TRANSACTIONAL TEXT ......................................... 43 3.4. Lesson 13: Language structures....................................................................... 44 ACTIVITY 14: Reported speech ....................................................................... 45

Facilitator’s Guide G12 ~ English First Additional Language: Language

UNIT 4 Communication ......................................................................................................... 49 4.1. Lesson 14: Listening and speaking................................................................... 49 ACTIVITY 15: The graph ................................................................................. 50 4.2. Lesson 15: Reading and viewing ...................................................................... 50 ACTIVITY 16: READING COMPREHENSION ................................................ 51 ACTIVITY 17: WRITING A SUMMARY ........................................................... 52 4.3. Lesson 16: Writing and presenting ................................................................... 53 ACTIVITY 18: LONGER TRANSACTIONAL WRITING .................................... 53 4.4. Lesson 17: Language structures....................................................................... 53 ACTIVITY 19: NOUNS ..................................................................................... 54 ACTIVITY 20: IN THE PORTFOLIO BOOK .................................................... 54 TERM 2 .................................................................................................................................... 55 Unit 5 The future is in your hands ........................................................................................ 55 5.1. Lesson 18: Listening and speaking................................................................... 55 ACTIVITY 21: Listening test ............................................................................ 58 5.2. Lesson 19: Reading and viewing ...................................................................... 58 ACTIVITY 22: COMPREHENSION.................................................................. 59 5.3. Lesson 20: Writing and presenting ................................................................... 59 ACTIVITY 23: The dialogue and interview ........................................................ 59 5.4. Lesson 21: Language structures....................................................................... 60 ACTIVITY 24: Prefixes..................................................................................... 60 ACTIVITY 25: ADJECTIVES ........................................................................... 61 Unit 6: I want that job! ........................................................................................................... 62 6.1. Lesson 22: Listening and speaking................................................................... 62 6.2. Lesson 23: Reading and viewing ...................................................................... 63 ACTIVITY 26: READING COMPREHENSION ................................................ 63 6.3. Lesson 24: Writing and presenting ................................................................... 64 ACTIVITY 27: THE CURRICULUM VITAE ...................................................... 64 ACTIVITY 28: LETTER OF APPLICATION ..................................................... 65 6.4. Lesson 25: Language structures....................................................................... 66 ACTIVITY 29: ADVERBS ............................................................................... 66 ACTIVITY 30: PREPOSITIONS ....................................................................... 67 ACTIVITY 31: PRONOUNS .............................................................................. 67 ACTIVITY 32: SUMMARY ................................................................................ 68 Unit 7 Travelling ..................................................................................................................... 70 7.1. Lesson 26: Listening and speaking................................................................... 70 7.2. Lesson 27: Reading and viewing ...................................................................... 71 ACTIVITY 33: READING COMPREHENSION ................................................. 72 7.3. Lesson 28: Writing and presenting ................................................................... 72 7.4. Lesson 29: Language structures....................................................................... 73 ACTIVITY 34: Conjunctions ............................................................................. 73

Facilitator’s Guide G12 ~ English First Additional Language: Language

ACTIVITY 35: Abbreviations and acronyms .................................................... 75 ACTIVITY 36: DICTIONARY SKILLS ............................................................... 75 TERM 3 .................................................................................................................................... 81 Unit 8 Advertising .................................................................................................................. 81 8.1. Lesson 30: Listening and speaking................................................................... 81 8.2. Lesson 31: Reading and viewing ...................................................................... 82 ACTIVITY 37: COMPREHENSION.................................................................. 82 8.3. Lesson 32: Writing and presenting ................................................................... 83 ACTIVITY 38: THE ADVERTISEMENT ........................................................... 84 8.4. Lesson 33: Language structures....................................................................... 84 ACTIVITY 39: ANALYSING A CARTOON ........................................................ 85 ACTIVITY 40: SIMPLE, COMPOUND AND COMPLEX SENTENCES ........... 85 Unit 9 Life beyond school ..................................................................................................... 86 9.1. Lesson 34: Listening and speaking................................................................... 86 9.2. Lesson 35: Reading and viewing ...................................................................... 87 ACTIVITY 41: READING COMPREHENSION .............................................. 87 9.3. Lesson 36: Writing and presenting ................................................................... 88 ACTIVITY 42: SHORTER PIECE OF WRITING .............................................. 89 ACTIVITY 43: FINAL SHORTER PIECE OF WRITING ................................... 90 9.4. Lesson 37: Language structures....................................................................... 90 ACTIVITY 44: COMMON ERRORS................................................................. 90 ACTIVITY 45: STEREOTYPING...................................................................... 91 Unit 10 Examination success................................................................................................ 92 10.1. Lesson 38: Listening and speaking................................................................... 92 10.2. Lesson 39: Reading and viewing ...................................................................... 93 ACTIVITY 46: READING COMPREHENSION – ............................................. 93 10.3. Lesson 40: Writing and presenting ................................................................... 94 10.4. Lesson 41: Language structures....................................................................... 94 ACTIVITY 47: PUNCTUATION ....................................................................... 95 TERM 4 .................................................................................................................................... 96 UNIT 11 Prepare for the Final examination ......................................................................... 96 11.1 Lesson 42: Paper 1 – Comprehension, summary and language ...................... 96 11.2 Lesson 43: Paper 3 – Creative writing ............................................................ 101 ADDENDUM A ...................................................................................................................... 107 ADDENDUM B ...................................................................................................................... 108 ADDENDUM C ...................................................................................................................... 110 ADDENDUM D: ASSESSMENT RUBRIC (SHORTER TRANSACTIONAL) ........................ 111 GLOSSARY ........................................................................................................................... 112 BIBLIOGRAPHY AND REFERENCES ................................................................................. 116

Facilitator’s Guide G12 ~ English First Additional Language: Language

LESSON ELEMENTS LEARNING AIMS What the candidate should know at the end of the lesson. Taken from CAPS. IMPORTANT TERMINOLOGY New terminology to extend understanding of the subject as part of this lesson. DEFINE Definitions of concepts to understand the content. IMPORTANT Explain misunderstandings; possible confusion regarding existing knowledge. TIPS Any information other than the content, to guide the candidate through the learning process.

Facilitator’s Guide G12 ~ English First Additional Language: Language

FOR THE CURIOUS Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that the candidate is encouraged to explore. For the gifted candidate: expanded exercises. For Candidates with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.

ACTIVITY Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed. EXERCISE In conclusion of the specific unit. Formative assessment. CORE CONTENT Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood. STUDY REVISION Time spent to study the content in conclusion of the unit and in preparation for the test or examination.

Facilitator’s Guide G12 ~ English First Additional Language: Language

TIMETABLE AND TIME MANAGEMENT ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 12

The INSTRUCTIONAL time that should be spent in teaching English FAL should be 4½ hours a week. This excludes the time spent doing homework activities. PLANNING: TERM 1 WEEK 1: DAY

Monday

Tuesday Wednesday Thursday Friday

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Listening and speaking Reading and viewing

Discuss sport Listen to a speech Read features of a good speech

Activity 1 – Language

Reading and viewing

Genres Introduction to short stories and poetry

Reading and viewing Writing and presenting Language

Revise literary terms

FORMAL ASSESSMENT

Activity 1 – Literature

Discuss the writing of an essay

Revise Indefinite and continuous tenses

WEEK 2: DAY

Monday

Tuesday Wednesday Thursday Friday

SKILL Listening and speaking Reading and viewing Reading and viewing Reading and viewing Writing and presenting Language

CONTENT AND ACTIVITY

ACTIVITY

Work out your speech and prepare for presentation of it next week

Activity 2 – Language

Poetry: Notes on sonnets Short stories – an introduction Write first draft of essay Baseline exercise

Activity 2 – Literature Activity 3 – Language Activity 5 – Language

FORMAL ASSESSMENT

Facilitator’s Guide G12 ~ English First Additional Language: Language

WEEK 3: DAY Monday Tuesday Wednesday Thursday Friday

SKILL Listening and speaking Reading and viewing Reading and viewing Writing and presenting

CONTENT AND ACTIVITY

ACTIVITY

Deliver your speech

Activity 6 – Language

Poetry: “Trespassers” Short stories: “A mother in Manville” Discuss essay - first draft and how to improve on the essay

FORMAL ASSESSMENT

Language

Revision exercise: Boxing

Revision exercise – Language

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Reading and viewing Reading and viewing Reading and viewing Writing and presenting

Poetry: “Trespassers” Short Stories: “A mother in Manville” Short Stories: “A mother in Manville”

Activity 3 – - Literature

WEEK 4: DAY Monday Tuesday Wednesday Thursday Friday

Write final draft of essay

FORMAL ASSESSMENT

Activity 4 – Literature Activity 4 – Language

Language

Discuss errors made in baseline exercise and language revision exercise

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Share opinions about people that inspire you Read a magazine article

Activity 7 – Language

WEEK 5: DAY

Monday

Tuesday Wednesday Thursday Friday

Listening and speaking Reading and viewing Reading and viewing Reading and viewing Writing and presenting Language

Poetry: “Meditation with a cat” Short Stories: “Taste” The friendly letter Revise perfect and perfect continuous tenses

Activity 9 – Language

FORMAL ASSESSMENT

Facilitator’s Guide G12 ~ English First Additional Language: Language

WEEK 6: DAY

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Reading and viewing Reading and viewing Reading and viewing Writing and presenting

Poetry: “Meditation with a cat” Short Stories: “Taste” Short Stories: “Taste” Discuss the diary entry and obituary

Activity 5 – Literature

Language

Revise Active and passive voice

DAY

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Monday

Listening and speaking

Listening for facts – note taking, make a summary Prepared reading aloud Poetry: “Digging” Short Stories: “The boy and Mr Katz” Discuss the letter to the press and reviews

Activity 11 – Language

Monday Tuesday Wednesday Thursday Friday

FORMAL ASSESSMENT

Activity 6 – Literature Activity 8 – Language Activity 10 – Language

WEEK 7:

Tuesday Wednesday Thursday Friday

Reading and viewing Reading and viewing Writing and presenting Language

FORMAL ASSESSMENT

Revise reported speech

Activity 14 – Language

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Reading and viewing Reading and viewing Reading and viewing Writing and presenting

Reading comprehension (Happy teenagers …) Poetry: “Digging” Short Stories: “The boy and Mr Katz” Write first draft of longer transactional texts

Language

Revision exercise (smoking)

Activity 12 – Language Activity 7 – Literature Activity 8 – Literature Activity 13 – Language Revision exercise

WEEK 8: DAY Monday Tuesday Wednesday Thursday Friday

FORMAL ASSESSMENT

Facilitator’s Guide G12 ~ English First Additional Language: Language

WEEK 9: DAY

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Listening and speaking Reading and viewing

Discuss technology, interpret a graph Comprehension (Biz 2011)

Activity 15 – Language

Reading and viewing Reading and viewing Writing and presenting Language

Poetry: “Because I couldn’t stop for death” Short Stories: “The end of something” Write final draft of longer transactional texts Nouns

Activity 18 – Language -

DAY

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Monday

Listening and speaking

Language test

Tuesday

Reading and viewing

Monday

Tuesday Wednesday Thursday Friday

FORMAL ASSESSMENT

Activity 16 – Language -

WEEK 10:

Wednesday Thursday Friday

Reading and viewing Writing and presenting Language

Poetry: “Because I couldn’t stop for death” Short Stories: “The end of something” Writing a summary Nouns

FORMAL ASSESSMENT

Activity 20 – Language Activity 9 – Literature Activity 10 – Literature Activity 17 – Language Activity 19 – Language

PLANNING: TERM 2 WEEK 11: DAY Monday Tuesday Wednesday Thursday Friday

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Listening and speaking Reading and viewing Reading and viewing Writing and presenting

Discussion about life Listening test Poetry: “Sonnet 145: Those lips that love’s own hand did make” Short Stories: “The magistrate’s daughter” Practice writing the dialogue and interview

Activity 21 – Language

Language

Roots, prefixes and suffixes

Activity 23 – Language Activity24 – Language

FORMAL ASSESSMENT

Facilitator’s Guide G12 ~ English First Additional Language: Language

WEEK 12: DAY Monday Tuesday Wednesday Thursday Friday

SKILL Reading and viewing Reading and viewing Reading and viewing Writing and presenting

CONTENT AND ACTIVITY Reading comprehension Poetry: “Sonnet 145: Those lips that love’s own hand did make” Short Stories: “The magistrate’s daughter” Discuss marked dialogue and interview

ACTIVITY

FORMAL ASSESSMENT

Activity 22 – Language Activity 11 – Literature Activity 12 – Literature -

Language

Adjectives

Activity 25 – Language

SKILL

CONTENT AND ACTIVITY

ACTIVITY

WEEK 13: DAY Monday Tuesday Wednesday Thursday Friday

Listening and speaking Reading and viewing Reading and viewing Writing and presenting Language

Discuss your future plans Poetry: “London 1802” Short stories: “The pedestrian”

Mark previous language work

Activity 27 – Language -

CONTENT AND ACTIVITY

ACTIVITY

The covering letter, CV

FORMAL ASSESSMENT

WEEK 14: DAY Monday Tuesday Wednesday Thursday Friday

SKILL Reading and viewing Reading and viewing Reading and viewing Writing and presenting Language

Reading comprehension Poetry: “London 1802” Short stories: “The pedestrian” The letter of application Verbs, adverbs

Activity 26 – Language Activity 13 – Literature Activity 14 – Literature Activity 28 – Language Activity 29 – Language

FORMAL ASSESSMENT

Facilitator’s Guide G12 ~ English First Additional Language: Language

WEEK 15: DAY

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Monday

Language

Determiners and prepositions

Activity 30 – Language

Reading and viewing Reading and viewing Reading and viewing

Poetry: “Novella” Short Stories: “The fly” Short Stories: “The fly”

Language

Pronouns

SKILL

CONTENT AND ACTIVITY

Tuesday Wednesday Thursday Friday

FORMAL ASSESSMENT

Activity 16 – Literature Activity 31 – Language

WEEK 16: DAY Monday Tuesday Wednesday Thursday Friday

Reading and viewing Reading and viewing Reading and viewing Writing and presenting

ACTIVITY

Revise work for literature test

Literature test (contextual)

Poetry: “Novella” Summary

FORMAL ASSESSMENT

Activity 15 – Literature Activity 32 – Language Exercise – Language

Language

Language revision exercise

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Discuss holiday destinations

Activity 33 – Language

WEEK 17: DAY

Monday

Tuesday Wednesday Thursday Friday

Listening and speaking Reading and viewing Reading and viewing Reading and viewing Writing and presenting Language

Comprehension test Revise short stories for examination Revise poetry for the examination Newspaper article, editorial, brochure

Activity 34 – Language

Conjunctions

FORMAL ASSESSMENT

Facilitator’s Guide G12 ~ English First Additional Language: Language

WEEK 18: DAY

Monday Tuesday Wednesday Thursday Friday

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Language

Abbreviations, Dictionary skills

Activity 35 and 36 – Language

Reading and viewing Reading and viewing Reading and viewing

Revise short stories for examination Revise poetry for the examination Revise poetry for the examination

Language

Revision exercise (paper 1)

FORMAL ASSESSMENT

Language p.117

WEEK 19-20: JUNE EXAMINATION

PLANNING: TERM 3 WEEK 21: DAY Monday Tuesday Wednesday Thursday Friday

SKILL Listening and speaking Reading and viewing Reading and viewing Reading and viewing Reading and viewing

CONTENT AND ACTIVITY Discuss paper 1 of examination Discuss paper 2 of the examination Discuss paper 3 of the examination Poetry: “It was long ago” Short stories: “The follower”

ACTIVITY -

FORMAL ASSESSMENT

Facilitator’s Guide G12 ~ English First Additional Language: Language

WEEK 22: DAY

Monday

Tuesday Wednesday Thursday Friday

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Listening and speaking Reading and viewing Reading and viewing Writing and presenting

Discuss influence of printed media Poetry: “It was long ago”

Activity 17 – Literature

Language

Interpreting cartoons

Language

Phrases and clauses: Simple, compound and complex sentences

Activity 40 – Language

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Reading comprehension Poster, flyer, advertisement

FORMAL ASSESSMENT

Activity 37 – Language Activity 38 – Language Activity 39 – Language

WEEK 23: DAY

Monday

Listening and speaking Reading and viewing Reading and viewing

Discuss your future plans

Poetry: “Not waving, but drowning”

Activity 41 – Language Activity 19 – Literature

Reading and viewing

Short stories: “The follower”

Activity 18 – Literature

Writing and presenting Writing and presenting

Giving directions and instructions, invitation Write first draft of shorter piece of writing

Activity 42 – Language

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Reading and viewing Reading and viewing Writing and presenting

Poetry: “Next please” Poetry: “Next please” Write final draft of shorter piece of writing

Thursday

Language

Words often confused

Friday

Language

Emotive language

Tuesday Wednesday Thursday Friday

FORMAL ASSESSMENT

Reading comprehension

WEEK 24: DAY Monday Tuesday Wednesday

Activity 20 – Literature Activity 43 – Language Activity 44 – Language Activity 45 – Language

FORMAL ASSESSMENT

Facilitator’s Guide G12 ~ English First Additional Language: Language

WEEK 25: DAY

Monday

Tuesday Wednesday Thursday Friday

SKILL Listening and speaking Reading and viewing Reading and viewing Reading and viewing Writing and presenting Language

CONTENT AND ACTIVITY

ACTIVITY

Discuss examination success

Activity 46 – Language

Reading comprehension Revise poetry for examination Revise short stories for the exam Notice, agenda, minutes of a meeting, memorandum Punctuation

FORMAL ASSESSMENT

WEEK 26: DAY

SKILL

CONTENT AND ACTIVITY

Monday

Language

Revise language for the examination

Revise poetry for examination

Revise short stories for the examination

Tuesday Wednesday Thursday

Reading and viewing Reading and viewing Writing and presenting

ACTIVITY

Language

Punctuation

Activity 47 – Language

DAY

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Monday

Language

Prepare for examination

Tuesday

Language

Prepare for examination

Wednesday

Poetry

Prepare for examination

Thursday

Short stories

Prepare for examination

Friday

Creative

Prepare for examination

Friday

FORMAL ASSESSMENT

WEEK 27:

FORMAL ASSESSMENT

Facilitator’s Guide G12 ~ English First Additional Language: Language

WEEK 28-30 PRELIMINARY EXAMINATION PLANNING: TERM 4 WEEK 31- 34 DAY

SKILL

CONTENT AND ACTIVITY

ACTIVITY

Monday

Language

Work out sample paper 1

Tuesday

Creative Writing

Work out sample paper 1

Wednesday

Short stories

Work out sample paper 3

Thursday

Poetry

Prepare for examination

Friday

Poetry

Prepare for examination

FORMAL ASSESSMENT

WORK OUT OLD EXAMINATION PAPERS AND STUDY FOR FINAL EXAMINATION

Facilitator’s Guide G12 ~ English First Additional Language: Language

ASSESSMENT REQUIREMENTS INTRODUCTION: Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of the candidates, using various forms of assessment. It involves four steps:  generating and collecting evidence of achievement;  evaluating this evidence;  recording the findings and  using this information to understand and thereby assist the candidates’ development in order to improve the process of learning and teaching. Assessment should be both informal and formal. In both cases regular feedback should be provided to the candidates to enhance the learning experience. Informal or daily assessment Assessment for learning has the purpose of continuously collecting information on a candidate’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of the candidates’ progress. This is done through observations, discussions, practical demonstrations, candidate-teacher conferences, informal interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe the candidate or to discuss with him/her how learning is progressing. Informal assessment should be used to provide feedback to the candidates and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place. The facilitator may mark these tasks or can assist the candidates in marking some of them. This is important as it allows candidates to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the facilitator wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 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. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. 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 candidates being able to do research and use dictionaries. The candidates will then write a first draft which can be marked

Facilitator’s Guide G12 ~ English First Additional Language: Language

by the facilitator. The draft can then be discussed with the candidates and then the candidates must write the final draft under the supervision of the facilitator. When the final draft is written it is under “test conditions”. The candidates may no longer use dictionaries and the facilitator may not help the candidates in any way. Please note that the candidates 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 of the whole piece of writing. That means the candidates 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 the candidates are progressing in a grade and in English as a 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 12.

Facilitator’s Guide G12 ~ English First Additional Language: Language

STUDY TIPS AND METHODS In preparing for the language, oral or creative writing examination papers the candidates have to get enough practice in mastering the different skills taught in the course of the year. Working out old examination papers can prove to be very useful. The candidates should speak as much English as they can. 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 in the course of the year. Look at old essay topics and encourage the candidate to write some of those essays. Read through it and give the candidates advice for improvement. When answering questions the candidates must make sure that they understand the words that are used when questions are formulated.

QUESTION WORD Analyse Apply Comment on the effectiveness of… Compare or contrast Define Describe Evaluate Explain List Illustrate Justify Relate Substantiate Summarise

WHAT IS EXPECTED OF YOU WHEN YOU ANSWER THE QUESTION Find main ideas and explain how they link together. Use your knowledge and reasoning to give a good suggestion or answer to the question. Say why a particular point or image (e.g. a metaphor, alliteration) has impact and give reasons/examples to justify your opinion. Say how things are similar to each other or how they are different. Give the formal meaning/ definition of a concept. Say what happened in a logical order (e.g. Describe what led to a person’s actions) Explain why you say something is good or bad. Use your own words to describe something or say why something happened. Use one word or phrase only, one underneath one another; may be numbered. Explain using examples from the text. Give valid reasons why you have interpreted something in a specific way or why the writer has done something in a particular way. Indicate the connection between things or explain how things happened. Support your opinion with clear references to, or quotations from, the text (do not quote unless they tell you to do so). State the main features of an argument, leaving out all unnecessary detail or examples.

Facilitator’s Guide G12 ~ English First Additional Language: Language

OTHER USEFUL INFORMATION There are many old examination papers to be found on the Department of Education websites of the different provinces. Visit www.thutong.doe.gov.za or Google: ‘Gauteng Department of Education’ ‘Past papers’

Facilitator’s Guide G12 ~ English First Additional Language: Language

PREFACE INTRODUCTION

Dear Facilitator This facilitator’s guide has specifically been compiled to aid you in helping your student master Grade 12. It is important to note that this guide should be used with the 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 in the study guide that the candidates must do, is done independently. Under no circumstances should the candidates see the answers prior to completing the given activities. The success of this course is determined by the candidates realising their mistakes and learning from them. The focus is on the candidate and much of the work is based on good principles as inherited from the parents and the stable society in which the candidates have been raised and nurtured. The, effective and correct use of the language is valued more highly than, for instance, its relation to other international languages. The aspects which you should concentrate on in the course of the year are: 1.

Developing the candidates 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.

Encouraging the candidates to speak as much English as possible without making serious language errors: They should be able to take turns in a conversation, ask questions, and 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.

The importance of reading. The candidates should be able to read for comprehension and also read for the formal study of the prescribed literature. Also emphasise the importance of reading independently as reading is the easiest way for the candidates to expand their knowledge of the language. Encourage the candidates to figure out the meaning of unfamiliar words and images, identify figures of speech and the purpose thereof, draw conclusions, evaluate texts and to compare and contrast texts.

Facilitator’s Guide G12 ~ English First Additional Language: Language

As writing is one of the most important skills in the acquisition of language, special attention should be paid 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). Candidates should plan and organise ideas before attempting to write these pieces. The editing, revising and polishing of the final product are often neglected by candidates.

Candidates should be aware of language structures and conventions being used. They should build on their general knowledge of for example synonyms, antonyms, idioms, 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.

Finally, the best help you can give the candidates, is to encourage them to read and speak English as much as possible.

Facilitator’s Guide G12 ~ English First Additional Language: Language

YEAR PLAN TERM 1 Unit 1

Unit 2

Unit 3

Unit 4

2 Unit 5

Unit 6

LESSON

DATE STARTED

1 2

Talking about sport Characteristics of a good speech 3 Writing an essay 4 Indefinite and continuous tenses 5 Delivering a speech 6 Discuss someone I admire 7 Reading a magazine article 8 Writing a letter, diary, obituary 9 Perfect, perfect continuous tense, active and passive voice 10 Listening and summary 11 Reading: Fact and opinion and reading aloud 12 Letter to the press, reviews 13 Reported speech 14 Interpret a graph 15 Comprehension, summary 16 Email 17 Nouns 18 Talking about life 19 Reading: Denotation/connotation 20 Dialogue and interview 21 Roots, prefixes, suffixes, Adjectives 22 Discuss how to get the right job 23 Reading comprehension 24 The covering letter, the CV and the letter of application 25 Verbs, adverbs, determiners, prepositions, pronouns, summary

DATE COMPLETED

Facilitator’s Guide G12 ~ English First Additional Language: Language

Unit 7

Discussing tourist attractions

27 Reading an article 28 Writing a news article, editorial and designing a brochure 29 Conjunctions, abbreviations and using a dictionary 3 Unit 8

Discussing advertisements

31 Reading comprehension 32 Writing: a poster, flyer and advertisement 33 Analysing cartoons; phrases and clauses; simple, compound and complex sentences Unit 9

34 Discuss your future 35 Reading comprehension 36 Giving directions, instructions and writing an invitation 37 Homophones, homonyms, words often confused, emotive language

Unit 10

38 Discus preparation for exam 39 Reading comprehension 40 Notice, agenda, minutes of a meeting, memorandum 41 Punctuation

4 Unit 11

Examination paper 1

Examination paper 3

Facilitator’s Guide G12 ~ English First Additional Language: Language

Term

TERM 1

UNIT 1 Sport LEARNING AIMS: After completing this unit, the candidate should be able to:  Listening and speaking:

Express your opinion about sport in this country. Understand the views, opinions, emotions of others. Listen critically and evaluate a speech. Use resources and reference material to find and select information in preparation of the speech. Practise arguing a point. Practise and presenting the speech.  Reading and viewing: Read an article about presenting a speech. Read an article about writing a good essay.  Writing and presenting: Write your own speech. Analyse the structure, language features and register of essays. Demonstrate your planning skills for a specific purpose, audience and context. Evaluate own work for improvement.  Language structures and conventions: Baseline exercise (revision of last year’s language) Revision of indefinite, continuous and perfect tenses. INTRODUCTION This unit is about sport and the influence that sport has on people. You will think, talk and read about sports. You will also allow the candidate to express his/her opinion about it in a speech. In this unit the candidate will be expected to also do an exercise which will briefly revise language work done in previous grade before the candidate will do a baseline exercise. Identify with which aspects of this exercise the candidate has a problem and concentrate on doing enough revision exercises regarding this aspect before he/she writes the language test in week 9. 1.1.

Lesson 1: Listening and speaking

Have a discussion about sport and its place in South Africa. Are we making too much of it? Encourage the candidate to voice his opinion. The aim with this exercise is to serve as a warmup exercise to get the candidate comfortable to speak his/her mind about a topic which is surely close to his heart. Encourage him/her to allow you to speak your mind about the matter as well, so that he can practice listening to other opinions as well.

Facilitator’s Guide G12 ~ English First Additional Language: Language

Term

1.1.1 Pre-listening Discuss with the candidate the importance of voicing our opinions and doing it responsibly. Then talk about doing research about something which we feel strongly about and then organising your ideas into a speech. 1.1.2 Listening You are now going to read a speech to the candidate to illustrate how one can include research in your arguments. Ask him/her to listen carefully to see whether the person has actually made a valuable point. When you read the speech to the candidate, read it with passion so that the content will be convincing, as the tone of voice will influence the candidate’s opinion on the speech.

HONESTY IS THE BEST POLICY How easy is it for you to tell a little white lie? “Yes Mom, I have already done my homework” or “ No, I didn’t eat the packet of chips in the cupboard. It must have been someone else.” Is telling a lie something that comes easily to you? Ladies and gentlemen, today I will try to prove to you that even telling a small lie, it doesn’t matter how innocent it may be, can be harmful to you. I will firstly identify the reasons why people lie to one another and then I will prove to you how telling the truth can change your life. During our childhood our parents teach us the value of always telling the truth. They warn us about the consequences of telling lies and constantly remind us that a lie is bound to come out sooner or later. Yet, how many of you can honestly say that you never lie? If we know what the right thing is to do, why don’t we do it? According to Sue Blaney, author of the book “Stop the rollercoaster” in which she gives parents advice on how to handle teenagers, there are several reasons why teenagers lie to their parents. One such reason is because teenagers experience the desire to control their own lives and make their own decisions. They have a desire to be independent. Secondly teenagers feel that their parents will not respect or hear their point of view. The root cause of them being dishonest lies in the lack of proper communication between parents and their teenagers. They feel their parents do not trust them enough to make the right choices, like for example when going to a party.

Facilitator’s Guide G12 ~ English First Additional Language: Language

Term

The third reason why teenagers lie is because they sometimes need to test the boundaries that support them. Teenagers need to know just where the boundaries of their freedom lie. How far can they push their parents before a specific reaction will follow? Teenagers want the reassurance that their parents care enough to set these boundaries AND enforce them. It gives them a sense of security. I think that one should not merely accept these three reasons why teenagers lie as an excuse to make lying seem more acceptable. According to the positive mindset website, Vital Affirmations, it is honesty, and not lying that helps us to identify who we really are and what we really want. When lying becomes a habit it influences not only the way we see ourselves but also the way other people see us. Lies have a negative effect on our thoughts. It creates the impression that our true self is not good enough and causes us to have a low self-esteem. We create the impression that in order to get something worthwhile we need to lie or cheat. On the other hand telling the truth gives us a sense of direction. We know who we are and what we want out of life. Thomas Jefferson, the third president of America, said that “Honesty is the first Unit to wisdom.” Honesty instills trust. If your parents realise that you are always honest with them they will start to trust you and your judgement when making important decisions. The well-known author, Virginia Woolf very aptly said “If you do not tell the truth about yourself you cannot tell it about other people.” With these words she is saying that you need to be true to yourself before you can be true to anyone else. Being honest builds relationships (not only your relationship with yourself but also your relationship with others). My advice to you is to practise to become an honest, trustworthy person. If you’re afraid you will hurt someone when telling them the truth, rather say nothing than lie to them. People will regard you as a more reliable and balanced person because everyone will know exactly where they stand with you. I close with the words of the English poet and dramatist John Lyly, “He that loseth his honesty hath nothing else to lose.” Stay honest and stay true to yourself. 1.1.3 Post-listening Now discuss the speech with the candidate. Encourage him/her to motivate why he/she regards the speech as being successful. Ask questions and if necessary read the speech again with the candidate so that he can clearly see where the main statements are made. He/she should also clearly see how research has been incorporated into the speech.