FET Phase
Grade 12 • Study Guide
English Home Language: Language
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Reg. No.: 2011/011959/07
English Home Language
Study guide: Language
Grade 12
CAPS aligned
H de Villiers
PREFACE
Dear candidate,
Welcome to the course for English. The timetable will help you to plan your time and work during the year and will also give you an idea of what will be expected from you in examinations and tests. Please work through your study units thoroughly. Carefully think about your answers and do not use the answers in the facilitator’s guide as an easy solution. The purpose of many questions is to encourage your independent thinking and to use language for expressing your own thoughts.
Most of the lessons are set out so that you can practise your reading, writing and language skills in context, as required by CAPS. The language syllabus is largely covered by the time you reach this level, and it ought to be revision of knowledge and skills you acquired in the earlier grades.
NOTE that the literature lessons are in the separate literature guide. The number of lessons may seem to be fewer than are allocated by the Department, because there is a great deal of focus on the literature and poetry components of the Grade 12 syllabus.
In the facilitator’s guide, at the beginning of each unit, there is an overview of the unit and some pointers about the baseline knowledge expected, and about what to focus on to develop and improve reading and language skills. It is important to be aware that English is a communicative subject and the texts should preferably not be read in isolation, but read aloud and discussed.
The same applies to the answers – the learning experience will be more effective if your facilitator goes through the answers provided in the facilitator’s guide with you and have a discussion. In the classroom this usually occurs the following day, after the homework has been done. If it is still fresh in your mind the feedback is much more effective. If you simply check your answers with the guide or your facilitator marks them, there’s no real feedback. When more than one person speaks their mind on a topic, it immediately stimulates the critical thought processes of the other.
IMPORTANT INFORMATION FOR CANDIDATES
Please mark all work that you submit on each page as follows:
1. Name and surname
2. Registration number
3. Grade
4. Nature of work: (Examination Term 2, Paper 1, etc.)
Your work will be returned unmarked if you fail to do this.
Literature: Know the texts very well. The examiner does not know your notes and is not interested in them either. They are only meant to help you.
G12 ~ English Home Language: Language
All literature notes (not texts) are included in the Literature Guide. These notes provide detailed analyses of the prescribed poems as well as the chosen novel and drama. Knowing the background to both texts will enhance your understanding and enjoyment. The themes of literature are usually still applicable.
Good luck and remember that the effort you put in will largely determine your results!
RECOMMENDED LANGUAGE TEXT BOOKS TO SUPPLEMENT YOUR STUDIES
1. English in Context Grade 12 (new CAPS edition) by J. O Hendry et al. (Maskew Miller Longman). ISBN: 978-0-636-14002-8. [An excellent chapter-by-chapter approach to CAPS, e.g. Chapter 1: Comprehension; Chapter 3: Summary; Chapter 5: Creative Writing, etc.]
2. The Teacher’s Guide for English in Context is also available, and contains the answers to the exercises. ISBN: 978-0-636-14594-8
3. English Handbook and Study Guide by Beryl Lutrin and Marcelle Pincus. (Berlut Books). ISBN: 978-0-620-32583-7. [An excellent reference book for all aspects of grammar, and also includes sections on Writing, Oral and Literary Essays.]
4. Reader’s Digest Oxford Complete Wordfinder. (Reader’s Digest Association in conjunction with Oxford University Press). ISBN: 0276421019. [This combines a dictionary (which includes etymology of words, as required in the language syllabus) and a thesaurus.] OR a Cambridge dictionary, or any other recognised dictionary. Avoid the pocket dictionaries and others that don’t have etymology for the words.
5. Macrat is an organisation that publishes study guides for English Home Language – written by teachers, for teachers. You can contact them via their website at www.macrat.co.za or on Facebook: https://www.facebook.com/MacratPublishing
6. Previous Department of Basic Education Grade 12 National Exam papers are available at: www.education.gov.za/Examinations/PastExamPapers/tabid/351/Default.aspx Remember that this is the first year that Paper 3 consists of only two sections: the Essay (50 marks) and Section B (2 pieces marked out of 25 marks each). Previous papers have Section B (30 marks) and Section C (20 marks).
LESSON ELEMENTS
LEARNING AIMS
What the learner should know at the end of the lesson. Taken from CAPS
IMPORTANT TERMINOLOGY
New terminology to extend understanding of the subject as part of the lesson.
Sample
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 learner through the learning process.
FOR THE CURIOUS
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that the learner is encouraged to explore. For the gifted learner: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.
ACTIVITY
Questions that must be done to test the knowledge of the completed lesson
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 must be understood.
STUDY/REVISION
Time spent to study the content in conclusion of the unit and in preparation for the test or examination.
3.2 In frame 3, bold print is used in Madam’s answer. What does this imply? (1)
3.3 Is Madam speaking in frame 4? Justify your answer. (2)
3.4 Discuss the irony used in the message of this cartoon. (3)
DENNIS THE MENACE
4.1 Dennis’s expression in the first frame, “Whazzup, dude?” is an example of what type of language? (1)
4.2 In the first frame, Dennis comes across as being quite confident. How is this portrayed? (2)
4.3 Rewrite Dennis’s words in the first frame in more formal language. (1)
4.4 Why, in your opinion, was Dennis given a “time out”? (2)
4.5 Why does tryin’ end on an apostrophe? Explain why it is appropriate here. (2)
LESSON 7: Listening and speaking – Oral: Prepared speech
UNIT 2: Summarising, Visual Literacy and Language Structures
LEARNING OBJECTIVES
At the end of this unit, you will have mastered the following skills:
• Summarising
• Visual literacy – Advertisements
• Language
o Dictionary work: The use of dictionaries
o Textual editing
INTRODUCTION
This unit continues to build on the importance of language in context. Use the summary first as a reading passage to sharpen your reading and viewing skills. Discuss it before continuing with the summary exercise. Follow the guidelines to identify important points in each paragraph as preparation for summarising the text, and read the instructions carefully to make sure you know exactly which parts to summarise. Note that there are two more summaries of the text, each written with a different audience in mind.
A number of different advertisements have been provided for a wider scope. For additional practise apply your skills to advertisements in the print media. Go through the AIDA principles carefully.
Target market may be a difficult concept to identify. Don’t be too quick to say “the general public” because illustrations, type of product, choice of words, even type of font all tend to point to a sector of the public, rather than the general public.
IMPORTANT TERMINOLOGY
(Explained in the lesson in the study guide, and/or the glossary in Addendum C).
• Synopsis
• AIDA, target market
• Etymology
• Concord
LESSON 8: Writing and presenting – Summaries
DEFINE
A summary of a passage is a faithful and concise synopsis of the original passage.
• “synopsis” – it focuses on the main points of the article.
• “faithful” – it is true to the original (the opinion of the summariser does not intrude).
FEATURES OF SUMMARIES
• A summary MUST be as far as possible in your own words and not those of the original author.
• A summary has a definite word limit which must be strictly adhered to. Penalties for exceeding the word limit are indicated in the marking memorandum. You must write down the number of words you have used in your summary.
• The summary may be presented in paragraph format OR in point form. Point form, however, does not mean that “headline” language may be used. Make your points in full sentences, one per point.
• The style is:
o factual (NO opinions)
o full sentences
o logically linked
o flowing
o statements (NO questions!).
TIPS
Let’s revise the METHOD
1. Read the whole passage carefully before you write anything.
2. Give the passage your own title which sums up what it is about.
3. Underline important points/topic sentences and cross out examples, quotes, rhetorical questions, dialogue, repetition and unnecessary detail.
4. List the main points in your own words. Make sure you don’t repeat a point and that you have not missed any. (Often there is one idea or concept in each paragraph.)
5. Combine the points into a flowing, logical, well-written paragraph. Use linking adverbs where necessary such as “therefore”, “meanwhile”, “as a result”, “nevertheless”, “however”, etc., to improve the flow.
6. Count the number of words.
7. Edit the paragraph so that you are within the word limit; eliminate careless spelling, punctuation and errors in grammar; check for clarity of expression and that you have mentioned all the points.
How is the summary marked?
Below is the marking rubric adapted from the SACAI Grade 12 examination guidelines.
The summary should be marked as follows:
• Seven marks for seven points
• Three marks for language
• Total marks: 10
Distribution of language marks:
• 1 – 3 points correct: award one mark
• 4 – 5 points correct: award two marks
• 6 – 7 points correct: award three marks
Distribution of language marks when a candidate has quoted verbatim:
6 – 7 quotations: award no marks
1 – 5 quotations: award 1 language mark
Word count
• Markers are required to verify the number of words used.
• If the word limit is exceeded, read up to a maximum of five words above the stipulated upper limit and ignore the rest of the summary.
• Summaries that are short, but contain all the required main points should not be penalised.
NOTE: Abbreviations should not be used, but, should they appear in the summary, they must be counted as the number of words they represent.
ACTIVITY 8
Read the newspaper article “Braais can make you stupid …” on the next page.
1. What is the tone and intention of the first two paragraphs?
2. Will you use the first two paragraphs in your summary?
3. Now summarise the report according to the guidelines provided above.
You may also be asked to summarise the same passage for a specific audience, or with a specific intention. Choose one of the following and rewrite the summary with the correct style.
4. Vegetarians who are health conscious
5. Primary school children
6. Adapt the tone and the register to suit the audience, but it must still be a summary.
Sample
LESSON 9: Reading and viewing – Advertisements (1)
Today, we are constantly bombarded by numerous advertisements for hundreds of products. We have to understand how advertisements are put together to draw our attention, to create in us a desire to buy or use the product being advertised.
DEFINE
The AIDA model is discussed in the lesson.
“Seven Deadly Sins”, exploited by advertisers to persuade buyers.
Fact and opinion
Target market
Slogan and figurative devices such as the pun will be familiar to you.
Four advertisements are provided. Make sure you understand AIDA principles, slogan, target market, etc. before going on to the written exercise.
An advertisement is designed to persuade someone to buy a product or use a service. They may take a variety of forms and may contain slogans and logos. They contain design techniques to make the advertisement eye-catching. They contain emotive, persuasive and figurative language and poetic devices such as puns, metaphors, similes, repetition and alliteration to create an impact.
The traditional conceptual model for creating any advertising or marketing communications message is the AIDA model:
• get ATTENTION,
• hold INTEREST,
• arouse DESIRE, and then
• stimulate ACTION.
ATTENTION – Attract attention by bold print, pictures, colour.
If you don’t attract the attention of the potential customer, they will never read your advertisement. Advertisers want you to stop and look at their advert.
INTEREST – Hold the interest of the viewer by arousing their CURIOSITY, arrange the LAYOUT in such a way as to lead the eye through the advert. Bulleted lists, for example, encourage reading because they look more interesting and manageable than solid paragraphs.
If an advert can hold your interest for long enough to read the whole advert, you are more likely to be influenced by it. Advertisers want you to read the advert
DESIRE – Arouse a desire for the product by associating it with, e.g. the SEVEN DEADLY SINS, using images, emotive language, etc. After you have read the advert, manufacturers want you to desire their product. Then they can persuade you to buy it, or at least keep it in mind the next time you go shopping.
ACTION – Stimulate action to go out and BUY the product by promising a reward, e.g. a competition to win, buy one get one free, limited special offer, making it easy by providing phone numbers or a delivery service. If the manufacturer does not motivate you to take immediate action, you may still desire the product, but put it off for another day because you have other priorities, or want to save to afford it. They want you to buy it NOW.
What are the seven deadly sins?
Gluttony – greed for food/drink
Avarice – greed for money either to have more, or to save it all for yourself
Sloth – laziness (wanting the easy way out, involving as little effort as possible)
Lust
Anger
These names are self-explanatory.
Envy Remember that pride can also refer to a lust for power.
Pride
ACTIVITY 9
Study the four advertisements on the following pages, and answer the questions on each.
A note on the toothpaste ad: The full colour advertisement has a bright pink background with the heart shape, the lips and the toothpaste tube in red. Text is navy blue on a white background.
Questions
1. Analyse the advert according to the AIDA principles.
2. Discuss the effectiveness of the pun in the headline
Maybelline advert
3. Identify the slogan and comment on its effectiveness.
4. Identify the FACTUAL information in the advertisement.
5. List the examples of OPINION in the advertisement.
Sample6 To which of the seven deadly sins does the advertisement appeal to sell the product?
7. What is the product name?
Coca-Cola advert
8. Who would be the target market for this product?
9. Read the slogan. What does it imply about people’s tastes?
10. Discuss how the font reinforces the message.
11. Explain how the slogan and the picture have been linked.
“Leadership is a verb” advert
12. Describe the type of reader to whom this advertisement would appeal. Support your answer by referring to the advertisement.
13. Explain whether the slogan, “Out of the Ordinary”, is justifiable in terms of a claim made elsewhere in the text about the service being advertised.
14. Comment on the effectiveness of the statement, “Leadership is a verb”, as an advertising device.
15. Do you think the visual image is suitable for the service being advertised?
