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ENGLISH FIRST ADDITIONAL LANGUAGE FACILITATOR’S GUIDE: LANGUAGE Grade 12
A member of the FUTURELEARN group
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 ASSESSMENT REQUIREMENTS .............................................................................................. 7 STUDY TIPS AND METHODS .................................................................................................... 9 OTHER USEFUL INFORMATION ............................................................................................. 11 PREFACE .................................................................................................................................. 12 YEAR PLAN .............................................................................................................................. 14 TERM 1 ...................................................................................................................................... 16 UNIT 1 Sport ............................................................................................................................. 16 1.1. Lesson 1: Listening and speaking ......................................................................... 16 ACTIVITY 1: .................................................................................................................... 19 1.2 Lesson 2: Reading and viewing ............................................................................ 19 ACTIVITY 2: Preparing a speech – ................................................................................. 20 1.3. Lesson 3: Writing and presenting.......................................................................... 20 ACTIVITY 3: The essay ................................................................................................... 20 ACTIVITY 4: .................................................................................................................... 21 1.4 Lesson 4: Language revision ................................................................................ 21 ACTIVITY 5: BASELINE EXERCISE ............................................................................... 22 1.5. Lesson 5: Speaking .............................................................................................. 23 ACTIVITY 6: SPEECH..................................................................................................... 23 UNIT 2 People that inspire....................................................................................................... 25 2.1. Lesson 6: Listening and speaking ......................................................................... 25 2.2. Lesson 7: Reading and viewing ............................................................................ 25 ACTIVITY 7: READING COMPREHENSION .................................................................. 26 2.3. Lesson 8: Writing and presenting.......................................................................... 27 ACTIVITY 8: TRANSACTIONAL WRITING ..................................................................... 27 2.4. Lesson 9: Language revision ............................................................................... 28 ACTIVITY 9: .................................................................................................................... 28 ACTIVITY 10: .................................................................................................................. 29 UNIT 3 Your health ................................................................................................................... 30 3.1. Lesson 10: Listening and speaking ....................................................................... 30 ACTIVITY 11: .................................................................................................................. 33 3.2. Lesson 11: Reading and viewing .......................................................................... 33 ACTIVITY 12: READING COMPREHENSION ............................................................... 33 3.3. Lesson 12: Writing and presenting........................................................................ 34 ACTIVITY 13: LONGER TRANSACTIONAL TEXT ........................................................ 34 3.4. Lesson 13: Language structures ........................................................................... 35 ACTIVITY 14: Reported speech ...................................................................................... 36 UNIT 4 Communication............................................................................................................ 40
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Facilitator’s Guide G12 ~ English First Additional Language: Language
4.1. Lesson 14: Listening and speaking ....................................................................... 40 ACTIVITY 15: The graph ................................................................................................ 41 4.2. Lesson 15: Reading and viewing .......................................................................... 41 ACTIVITY 16: READING COMPREHENSION ............................................................... 42 ACTIVITY 17: WRITING A SUMMARY .......................................................................... 43 4.3. Lesson 16: Writing and presenting........................................................................ 44 ACTIVITY 18: LONGER TRANSACTIONAL WRITING ................................................... 44 4.4. Lesson 17: Language structures ........................................................................... 44 ACTIVITY 19: NOUNS ................................................................................................... 45 ACTIVITY 20: .................................................................................................................. 45 TERM 2 ...................................................................................................................................... 46 Unit 5 The future is in your hands .......................................................................................... 46 5.1. Lesson 18: Listening and speaking ....................................................................... 46 ACTIVITY 21: Listening test ........................................................................................... 49 5.2. Lesson 19: Reading and viewing .......................................................................... 49 ACTIVITY 22: COMPREHENSION ................................................................................ 50 5.3. Lesson 20: Writing and presenting........................................................................ 50 ACTIVITY 23: The dialogue and interview....................................................................... 50 5.4. Lesson 21: Language structures ........................................................................... 51 ACTIVITY 24: Prefixes ................................................................................................... 51 ACTIVITY 25: ADJECTIVES .......................................................................................... 52 Unit 6: I want that job!.............................................................................................................. 53 6.1. Lesson 22: Listening and speaking ....................................................................... 53 6.2. Lesson 23: Reading and viewing .......................................................................... 54 ACTIVITY 26: READING COMPREHENSION ............................................................... 54 6.3. Lesson 24: Writing and presenting........................................................................ 55 ACTIVITY 27: THE CURRICULUM VITAE ..................................................................... 55 ACTIVITY 28: LETTER OF APPLICATION .................................................................... 56 6.4. Lesson 25: Language structures ........................................................................... 57 ACTIVITY 29: ADVERBS .............................................................................................. 57 ACTIVITY 30: PREPOSITIONS ..................................................................................... 58 ACTIVITY 31: PRONOUNS ............................................................................................. 58 ACTIVITY 32: SUMMARY ............................................................................................... 59 Unit 7 Travelling ....................................................................................................................... 61 7.1. Lesson 26: Listening and speaking ....................................................................... 61 7.2. Lesson 27: Reading and viewing .......................................................................... 62 ACTIVITY 33: READING COMPREHENSION ................................................................ 63 7.3. Lesson 28: Writing and presenting........................................................................ 63 7.4. Lesson 29: Language structures ........................................................................... 64 ACTIVITY 34: Conjunctions ............................................................................................ 64 ACTIVITY 35: Abbreviations and acronyms ................................................................... 66 ACTIVITY 36: DICTIONARY SKILLS .............................................................................. 66 TERM 3 ...................................................................................................................................... 72
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Facilitator’s Guide G12 ~ English First Additional Language: Language
Unit 8 Advertising .................................................................................................................... 72 8.1. Lesson 30: Listening and speaking ........................................................................... 72 8.2. Lesson 31: Reading and viewing .............................................................................. 73 ACTIVITY 37: COMPREHENSION ................................................................................ 73 8.3. Lesson 32: Writing and presenting ............................................................................ 74 ACTIVITY 38: THE ADVERTISEMENT .......................................................................... 75 8.4. Lesson 33: Language structures ............................................................................... 75 ACTIVITY 39: ANALYSING A CARTOON....................................................................... 76 ACTIVITY 40: SIMPLE, COMPOUND AND COMPLEX SENTENCES .......................... 76 Unit 9 Life beyond school ....................................................................................................... 77 9.1. Lesson 34: Listening and speaking ........................................................................... 77 9.2. Lesson 35: Reading and viewing .............................................................................. 78 ACTIVITY 41: READING COMPREHENSION (how to get ahead without a degree) .... 78 9.3. Lesson 36: Writing and presenting ............................................................................ 79 ACTIVITY 42: SHORTER PIECE OF WRITING ............................................................. 80 ACTIVITY 43: FINAL SHORTER PIECE OF WRITING.................................................. 81 9.4. Lesson 37: Language structures ........................................................................... 81 ACTIVITY 44: COMMON ERRORS ............................................................................... 81 ACTIVITY 45: STEREOTYPING .................................................................................... 82 Unit 10 Examination success.................................................................................................. 83 10.1. Lesson 38: Listening and speaking ....................................................................... 83 10.2. Lesson 39: Reading and viewing .......................................................................... 84 ACTIVITY 46: READING COMPREHENSION – ............................................................ 84 10.3. Lesson 40: Writing and presenting........................................................................ 85 10.4. Lesson 41: Language structures ........................................................................... 85 ACTIVITY 47: PUNCTUATION ..................................................................................... 86 TERM 4 ...................................................................................................................................... 87 Unit 11 Prepare for the final examination ............................................................................. 87 11.1. Lesson 42: Paper 1 – Comprehension, summary and language .......................... 87 11.2 Lesson 43: Paper 3 – Creative writing .................................................................. 92 ADDENDUM A .......................................................................................................................... 98 ADDENDUM B .......................................................................................................................... 99 ADDENDUM C ........................................................................................................................ 101 ADDENDUM D: ....................................................................................................................... 102 ASSESSMENT RUBRIC (SHORTER TRANSACTIONAL) ..................................................... 102 GLOSSARY ............................................................................................................................. 103 BIBLIOGRAPHY AND REFERENCES ................................................................................... 107
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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.
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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.
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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
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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.
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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.
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Facilitator’s Guide G12 ~ English First Additional Language: Language
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
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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.
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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’
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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.
2.
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.
3.
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.
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Facilitator’s Guide G12 ~ English First Additional Language: Language
4.
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.
5.
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.
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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 Talking about sport 2 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
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DATE COMPLETED
Facilitator’s Guide G12 ~ English First Additional Language: Language
Unit 7
26 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
30 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
42 Examination paper 1 43 Examination paper 3
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Facilitator’s Guide G12 ~ English First Additional Language: Language
Term
1
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.
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Facilitator’s Guide G12 ~ English First Additional Language: Language
Term
1
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.
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