Gr 12-English Home Language-Study Guide Language 1

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ENGLISH HOME LANGUAGE STUDY GUIDE: LANGUAGE Grade 12

A member of the FUTURELEARN group

English Home Language Study guide: Language

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Grade 12

CAPS aligned

H de Villiers

Study Guide G12 ~ English Home Language: Language

CONTENTS PREFACE ............................................................................................................................ 3 IMPORTANT INFORMATION FOR CANDIDATES ............................................................ 3 LESSON ELEMENTS.......................................................................................................... 5 YEAR PLANNING ............................................................................................................... 6 STUDY TIPS AND METHODS ............................................................................................ 7 UNIT 1: World Cup fever .................................................................................................... 8 Lesson 1: Reading and viewing – comprehension (1) ...................................................... 9 ACTIVITY 1 ................................................................................................................ 11 Lesson 2: Listening and speaking .................................................................................. 12 Lesson 3: Writing and presenting ................................................................................... 13 Lesson 4: Language structures – Punctuation ............................................................... 14 ACTIVITY 4 ................................................................................................................ 20 Lesson 5: Language structures – The apostrophe ......................................................... 21 ACTIVITY 5 ................................................................................................................ 22 Lesson 6: Reading and viewing – Visual literacy: Cartoons (1)...................................... 22 ACTIVITY 6 ................................................................................................................ 23 Lesson 7: Listening and speaking – Oral: Prepared speech .......................................... 25 UNIT 2: Summarising, Visual Literacy and Language Structures ............................... 26 Lesson 8: Writing and presenting – Summaries ............................................................. 27 ACTIVITY 8 ................................................................................................................ 28 Lesson 9: Reading and viewing – Advertisements (1).................................................... 30 ACTIVITY 9 ................................................................................................................ 31 Lesson 10: Writing and presenting: Transactional writing .............................................. 36 Lesson 11: Language structures – Dictionary skills ....................................................... 37 ACTIVITY 11 .............................................................................................................. 38 Lesson 12: Language structures – Textual editing (1) – Concord .................................. 38 ACTIVITY 12 .............................................................................................................. 40 UNIT 3: “I’d Rather Walk the Plank” ............................................................................... 41 Lesson 13: Reading and viewing – Comprehension (2) ................................................. 42 ACTIVITY 13 .............................................................................................................. 43 Lesson 14: Listening and speaking ................................................................................ 47 Lesson 15: Language structures – Direct and indirect (reported) speech ...................... 47 ACTIVITY 15.1 ........................................................................................................... 48 ACTIVITY 15.2 ........................................................................................................... 51 1

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Study Guide G12 ~ English Home Language: Language

Lesson 16: Writing and presenting – Revision of transactional writing genres (1) ......... 51 ACTIVITY 16 .............................................................................................................. 54 Lesson 17: Reading and viewing – Advertisements (2).................................................. 54 ACTIVITY 17 .............................................................................................................. 55 Lesson 18: Language structures – Sentence analysis ................................................... 57 ACTIVITY 18 .............................................................................................................. 59 UNIT 4: Fine-tuning Your Reading, Writing and Language Skills ................................ 61 Lesson 19: Writing and presenting – Revision of transactional writing (2) ..................... 61 ACTIVITY 19 .............................................................................................................. 64 Lesson 20: Reading and viewing – More on cartoons (2) .............................................. 65 ACTIVITY 20 .............................................................................................................. 65 Lesson 21: Language structures – Active and passive voice ......................................... 67 ACTIVITY 21 .............................................................................................................. 68 Lesson 22: Textual editing (2): Testing all your grammatical knowledge! ...................... 70 ACTIVITY 22 .............................................................................................................. 71 REVISION.......................................................................................................................... 72 ADDENDUM A: RUBRICS FOR LISTENING AND SPEAKING ....................................... 73 ADDENDUM B: RUBRICS FOR CREATIVE WRITING – ESSAY .................................... 75 ADDENDUM C .................................................................................................................. 78 ADDENDUM D .................................................................................................................. 91 ADDENDUM E .................................................................................................................. 92 BIBLIOGRAPHY AND REFERENCES ............................................................................. 95

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Study Guide G12 ~ English Home Language: Language

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.

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Study Guide 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

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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.

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

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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).

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Study Guide G12 ~ English Home Language: Language

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.

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.

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Study Guide G12 ~ English Home Language: Language

YEAR PLAN The year plan for literature can be found on the literature guide.

WEEK Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Week 8 Week 10 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Week 7 Week 8 Week 9 – 12 Week 1

Week 6 – 10

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LESSON TERM 1 Settling in – get books together, overview of year plan and assessment programme Unit 1: Lesson 1 – Comprehension Unit 1: Lesson 2 – Listening strategies Lesson 3 – Writing and presenting Unit 1: Lesson 4 – Punctuation Lesson 5: The apostrophe Unit 1: Lesson 6 – Visual literacy: Cartoons Unit 2: Lesson 8 – Summaries Unit 2: Lesson 9 – Visual literacy: Advertisements Discuss work to be learnt for the language test in week 8.

Unit 2: Lesson 11 – Dictionary skills Unit 2: Lesson 12 – Textual editing TERM 2 Unit 3: Lesson 13 – Comprehension Unit 3: Lesson 15 – Direct and indirect speech Unit 3: Lesson 16 – Revision of letters, dialogues, diary entries, reviews Unit 3: Lesson 17 – Advertisements Unit 3: Lesson 18 – Simple, complex and compound sentences Unit 4: Lesson 19 – Revision of reports, minutes, written speeches, emails Lesson 20 – Cartoons Unit 4: Lesson 21 – Active and passive voice Unit 4: Lesson 22 – Textual editing Revision June examination TERM 3 Exam feedback Language revision Revision of language and creative genres Preliminary Examination

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Study Guide G12 ~ English Home Language: Language

STUDY TIPS AND METHODS Many of the study tips are included in the lesson itself, and in the literature study guide.

General tips • Carefully read the passages for comprehension and summary. o In a test or exam, it’s sometimes a good idea to read the questions first to get an idea of what is required – then, when you read the passages, you will already be attuned to this. o In the case of lessons, it is more important to read the passages first, two or three times – because you are, after all, practising your reading skills and not only being tested on them.

• Read questions carefully and take note of mark allocation. You have to give your answer and justify it – explain your reasoning. This generally does not apply to grammar questions (e.g. “What is the purpose of the full stop in this sentence?”).

• Take mark allocation into account. It is very important to make sure that you give a sufficiently detailed answer! However, do not ramble on, keep to the point.

• If there are a number of facts to remember, think of a rhyme to help you: e.g. the coordinating conjunctions are and, but, or, yet: ABOY. Co-ordinating conjunctions make compound sentences, where the clauses are equally important. This is seen in the word co-ordinating – suggests balance, and the repeated “o” is found in the word compound.

• Diagrams on your wall (a suitably sized whiteboard is a good idea because you can clean and replace the work on a regular basis): Mind maps, writing up something that you continually forget, or want to remember.

• When writing the exam, you do not have to start at Question 1 and work your way through the questions. In the Language paper, for instance, you can start with Question 3 or 4 (the advert and cartoon questions) and leave Question 2 (summary) for last. As long as you keep the whole of each question together, i.e. don’t do 3.1 and then 3.5 and then later in the paper do 3.2. You may choose to answer the questions you find easier first and leave the difficult ones until the end.

• Find out what type of learner you are – visual, auditory, or kinaesthetic – and adapt your learning methods accordingly. If you’re kinaesthetic, for instance, you might want to doodle while learning, or get up and walk around; an auditory learner needs to talk and hear, etc. There are several websites that provide a reasonable test of this such as faculty.mu.edu.sa/download.php?fid=24012. You can then adapt your learning methods to suit your style by following the links.

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Unit

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UNIT 1: World Cup fever LEARNING OBJECTIVES

Reading and Viewing: 1.

Comprehension – types of texts, compare texts.

2.

Work out the meanings of unfamiliar words.

3.

Answer comprehension questions from low order to high order.

4.

Identify features of the text.

5.

Understand visual texts: Cartoons.

Language Structures: Understand the meaning and use of punctuation marks in texts.

Listening and Speaking: Complete an assessment task on a listening comprehension.

Writing and Presenting: Write, edit and present an essay for an assessment task.

INTRODUCTION This unit is designed to practise reading and viewing skills, as well as understanding and being able to use language structures in context. By now, you should be familiar with all language structures, as well as verbal and visual texts; it is a matter of practising your skills.

Vocabulary development is an important factor of being able to decode texts effectively; so reading the passages provided and discussing the texts (“World Cup Fever”, “Bookshelf” and the visual texts), forms an important part of (a) development of vocabulary in making meaning of texts and unfamiliar words; as well as (b) allowing you the opportunity to express your opinion and responses to texts.

To understand the satire in cartoons, you need to have some knowledge of current affairs.

This and the understanding of the verbal texts means that you must try to read as widely as possible not only the set works, but also newspapers, novels, short stories, and texts on the Internet.

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IMPORTANT TERMINOLOGY Not new, but may need revising! All of these can be found in the glossary provided in Addendum C. • • • •

Figures of speech: e.g. metaphor, rhetorical questions, pun, etc.

Features of texts, e.g. style, diction, genre, satire, irony Advertising terms: slogan Features of visual literacy, e.g. font, caricature

LESSON 1: Reading and viewing – comprehension (1) DEFINE Refer to Addendum D (Terms used in Comprehension and Literature Questions) and style and diction in the glossary (Addendum C).

Read and discuss the comprehension texts. Remember that you are practising your reading and viewing skills (if you are an auditory learner, it will really help if you read aloud).

Note that TEXT TWO is a visual text – again, discuss the texts, and don’t simply use them to answer the questions.

Answer the questions and have it checked against the memorandum. Discuss any answers with your facilitator if you’re unsure.

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TEXT ONE

WORLD CUP FEVER How a schoolboy created rugby

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The town of Rugby has put up a statue in his honour and erected a memorial stone with the inscription: “This stone is in honour of William Webb Ellis who, with fine disregard for the rules of football, picked up the ball and ran with it. AD 1823.”

Opposite is an enormous field, flanked by trees on one side.

According to legend it was here, on Rugby school’s playing field, where the game was born the day 14-yearold William’s naughtiness disrupted a soccer game.

The 1999 Rugby World Cup tournament kicked off in Cardiff, Wales about two hours’ drive from Rugby. If William Webb Ellis were able to attend would he even have recognised the game?

The soccer game he and his friends were playing that day in 1823 wasn’t soccer as we know it today. It didn’t have 11 players a side, a goal net and a goalie. It was far more primitive, played by 40 or 50 boys at a time.

“Players could pick up the ball,” says amateur rugby historian Clive Jones, “but they could run only backwards with it, not forwards.”

Clive, a former teacher who works part time for the Rugby tourism association, has been researching the origins of the game for years. He believes Webb Ellis was the first to run forward with the ball – the distinguishing characteristic of modern rugby. © Impaq

7 Dr Danie Craven, who also researched the game’s history, believed the game developed from a primitive sport played in Roman times.

8 Doc visited Rugby for the first time in 1931.

“Now I’ve seen the memorial to William Webb Ellis,” he wrote.

9 “But for me, picking up the ball isn’t the most important thing. People often picked up the ball in the game from which rugby, soccer and hockey developed.”

10 It took a long time before rugby authorities could be convinced a World Cup would be to the advantage of the game.

11 In 1985, the world’s seven largest rugby unions – England, Australia, France, Wales, New Zealand, Scotland and Ireland – decided to play the first World Cup in 1987. Because of apartheid, South Africa was banned from international rugby at the time.

It was decided in 1985 to name the World Cup trophy after William Webb Ellis.

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TEXT TWO: The Sportal Network advertisements

ACTIVITY 1: Comprehension Study TEXT ONE on the previous page: How a schoolboy created rugby 1.

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In your own words, explain how the game of rugby got its name.

(2) Explain the metaphor in the title of the article, and comment on its effectiveness.

(4) Suggest the purpose of the rhetorical question that ends paragraph 3. (2) Refer to paragraph 3: “The 1999 Rugby World Cup tournament kicked off in Cardiff, Wales.” Explain the wordplay (pun) in this sentence.

(2) What does the word amateur (paragraph 5) contribute to your understanding of Clive Jones’s involvement in the history of rugby?

(1) Refer to paragraph 6. According to Clive Jones’s research, what important word is missing from the inscription in paragraph 1?

(1) Identify the style of this article by examining the diction and say how the use of the first person and contractions contribute to this style.

(6)

Study TEXT TWO: The Sportal Network advertisements 8.

In the headline for each advertisement, the advertiser makes use of wordplay. Explain how the slogan fits in with the wordplay in each case (e.g. in the first one, the word “Global” in the slogan echoes the “world” in the headline).

(2) 9.

Most advertisements make use of a picture to create impact. Comment on whether this has been applied in TEXT TWO. (3) 10. How does TEXT TWO link up with the title of TEXT ONE? (2)

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LESSON 2: Listening and speaking Strategies for better listening during comprehension Listening is the one skill that you should use the most in everyday life. Listening comprehension is the basis for your speaking, writing and reading skills. To train your listening skills, it is important to listen actively, which means to actively pay attention to what you are listening to.

You should know that there are different types of listening: • Listening for gist: you listen in order to understand the main idea of the text.

• Listening for specific information: you want to find out specific details, for example key words.

• Listening for detailed understanding: you want to understand all the information the text provides.

Tips to improve your listening skills before you listen • Think about the topic of the text you are going to listen to.

• Think about what type of text you are going to listen to.

• Relax and make yourself ready to pay attention to the listening text.

While you are listening • It is not necessary to understand every single word. Try to ignore those words that you think are less important.

• If there are words or issues that you don’t understand, use your general knowledge as well as the context to determine the meaning.

• Focus on key words and facts.

• Take notes to support your memory.

• Intonation and stress of the speakers can help you to understand what you hear.

• Try to think ahead. What might happen next? What might the speaker say, which words might they use?

After listening • Think about the text again. Have you understood the main points?

• Review your notes.

• Check whether you have completed your task correctly.

Adapted from: www.learning-english-online.net/skills/listening-comprehension/listeningstrategies/

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Study Guide G12 ~ English Home Language: Language

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LESSON 3: Writing and presenting TIPS Writing an essay Some notes adapted from the CAPS document to help you: Remember that essay writing is a process. During the writing process, candidates are expected to do the following: • Planning/Pre-writing o Decide on the purpose and audience o Determine the required format, style, point of view o Brainstorm ideas by means of mind maps/flow charts, etc.

• Drafting o Use main and supporting ideas from the pre-writing o Produce a first draft, taking into account purpose, audience, topic, genre o Determine word choice – use appropriate, evocative words and expressions to make writing clear and vivid o Adapt language and tone to suit audience and purpose.

• Editing • Proofreading o Define word choice, sentence and paragraph structure and add if necessary o Evaluate content, style and register o Use appropriate and accurate punctuation, spelling and grammar o Prepare the final draft.

• Presenting

The following types of essays may be written. Please note that the question paper will no longer prescribe what type of essay you have to write for a given topic. Some topics lend themselves to one or two particular types of essays, but the interpretation is left entirely up to you.

Narrative: Telling a story – it provides a sequence of events and reasons. How did it happen? When did it happen? Use a story line that is convincing.

Descriptive: Details are given within a specific time and setting. Impressions become known to the reader, as they are experienced by the narrator. Rather like a snapshot, a descriptive essay allows the reader to experience the situation, usually by means of sensory imagery. This helps us to see, hear, smell, taste and feel it (whichever is appropriate).

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Reflective: Tends to be personal. Presents the writer’s views, ideas, thoughts, and feelings or memories; usually something he/she feels strongly about.

Argumentative: Present an argument for or against an issue. States the writer’s point of view, with reasons, to convince the reader in one way or another. Evidence is given for the truth of any statement.

Discursive: Presents a more balanced view of a particular argument, presenting various sides. Tends to be objective and the argument is presented in a reasonable way. The conclusion should make the writer’s point of view clear.

Response to a picture: In this essay, any type of essay can be written, but there must be a clear link between the picture and the topic (e.g. if the picture features a teenager holding a key, the essay cannot just focus on adolescence without taking into account the key (e.g. new opportunities, responsibilities) – and the connection must be evident in the essay somewhere.

LESSON 4: Language structures – Punctuation Punctuation affects meaning: It either makes meaning clear, or in the case of literature, creative work or speaking (use of pauses, emphasis, etc.), it enhances meaning.

You need to know: a. how to use punctuation correctly and effectively; and b. how to appreciate nuances in texts by understanding the functions of punctuation marks.

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Full stop • Also called period (in American English).

• Use a full stop at the end of a statement.

• Use it at the end of an abbreviated word: Jan. Feb. Mar. o But no full stop when it is pronounced as a word: FIFA, UNISA, UNESCO o Nor if the last letter of the abbreviation is also the last letter of the word: Mr, Mrs • Use only one full stop at the end of a sentence, even if the last word is an abbreviation that must have a full stop: I will bring your books, papers, notes, etc.

• Use three full stops for words omitted in the middle of a quotation – called ellipses.

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