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Reg. No.: 2011/011959/07
English Home Language
Study guide 1/2
Grade 7
LESSON ELEMENTS
Vocabulary
The meaning of new words to fully understand the text/content.
Tips
A useful hint to help improve skills.
Language structures and conventions
Key language elements that must be studied, understood and applied to the content of the lesson.
Activity
Core content and questions to test the learner's knowledge.
Sample
For the curious Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore.
RECOMMENDED READING
All the texts for this year are either in the facilitator’s guide or this study guide. However, read as much as you can – even 30 minutes a day will help to broaden your vocabulary, develop your imagination, and improve your memory. Why be a bookworm when you can be a book dragon? Find books you have been meaning to read and explore the worlds within. There are also suggestions for further reading throughout the study guide.
Sample
INTRODUCTION
This study guide is organised into 4 units and 18 lessons. Each lesson is taught over 2 weeks.
• Unit 1 has five themed lessons.
• Unit 2 has four themed lessons and a mid-year examination.
• Unit 3 has five themed lessons.
• Unit 4 has four themed lessons and a year-end examination.
• At the end of units 2 and 4, you write exams.
Each lesson has 4 sections:
1. Listening and speaking
2. Reading and viewing
3. Writing and presenting
4. Language structures and conventions
Sample
Each of these sections contains activities. At the beginning of each lesson is a list of the topics covered in that lesson. At the end of each lesson are remedial and extension activities, which you may complete if time allows.
1
YEAR PLAN
LESSON 1: News of the day
LESSON 2: Space archaeology
LESSON 3: Magical and mythical creatures
LESSON 4: Lights, camera, action!
LESSON 5: It’s a mystery …
LESSON 6: Food, glorious food!
LESSON 7: Mad Middle Ages
2
3
LESSON 8: Forest friends
LESSON 9: Things that go bump in the night …
LESSON 10: Be happy to be you!
LESSON 11: Gorillas
LESSON 12: All hands on deck!
LESSON 13: The Owl House
Sample
LESSON 14: Animal heroes
4 LESSON 15: Women who changed the world.
LESSON 16: Puppet theatre
LESSON 17: Invented by accident
LESSON 18: Time to slow down …
Units 1 and 2 (terms 1 and 2) are in this study guide, and units 3 and 4 (terms 3 and 4) are in study guide 2/2.
UNIT 1: Weeks 1 – 2
LESSON 1:
News of the day
In this lesson you will:
• listen to a short story
• retell a story
• read a short story
• write a narrative paragraph
• write a story based on a personal experience
• revise different types of nouns
• revise different types of sentences
• revise simple present and simple past tense
• learn more about punctuation
SECTION 1 Listening and speaking
What is news? Why are we so eager to always know what is happening in the world? Why does it so often seem sensational? How does the way news is gathered and presented affect our point of view and our lives?
Why do you read or watch the news? How does what happens in your community or country affect you? How do global events affect you? Do you think some news outlets or newspapers print or share stories only for sensation or to evoke a reaction from readers and viewers?
Sample
Find examples of headlines online or in a newspaper that you think are ‘sensationalist’ or deceptive.
For example, sometimes headlines are printed in large lettering and they are often also sensational to draw attention.
But where did ‘news’ begin? Who told the first news story? Sharing news and telling stories are two of the oldest human activities. Of course, there were no newspapers, television, or the internet, so it was up to messengers, town criers, and local gossips to spread the word. The news was shared in the marketplace, at busy crossroads, and around the campfire. If you wanted to find out what your neighbour was up to and how many cows he had bought – then those were the places to be.
Sample
The earliest known written piece of news was a news sheet circulated in ancient Rome: the Acta Diurna (pictured left), said to date from before 59 BCE. The Acta Diurna were carved on stone or metal and recorded important daily events such as public speeches. It was published daily and hung in prominent places.
The first regularly published newspapers appeared in German cities and Antwerp about 1609. The first English newspaper, the Weekly Newes, was published in 1622 by Nathaniel Butter. One of the first daily newspapers, The Daily Courant, appeared in 1702.
When more people learnt how to read, the demand for newspapers grew, and with the introduction of steamand then electric-driven presses, the daily circulation of newspapers rose from the thousands to the hundreds of thousands and eventually to the millions.
The first SABC News radio bulletin went live on 17 July 1950 from Broadcast House on Commissioner Street, Johannesburg, and nationwide television was introduced in 1976. One of our country’s most wellknown newsreaders is Riaan Cruywagen (pictured left). He started with the SABC in November 1975 and his last broadcast aired on 26 November 2012. In his career, he made approximately 7,000 news broadcasts!
The invention of the telegraph and then the radio and television meant news spread faster and all over the world. Today, the internet allows us to follow the news as it happens in real-time and in some instances to even influence the news – something Nathaniel Butter or the ancient Romans would never have dreamed possible.
Tell your facilitator or the class how you access the news – do you read it online, in a newspaper or do you watch it on television? Why do you like listening to or reading the news? If you do not like the news or take no interest in it – why is that?
Remember, there is no right or wrong answer – this is your opinion.
The word ‘news’ dates to the late 14th century and was derived from the French word nouveles meaning ‘new things’. The word ‘paper’ comes from the Latin word papyrus, the plant used to make paper in ancient Egypt.
Activity 1: Listen to a short story
Pre-listening
Your facilitator will read a short story to you. It is about a steamer caught in a storm with three journalists onboard. Read the vocabulary in the box before your facilitator reads the story to you.
During listening
Make notes of important points as you listen. Listen carefully and think about some of these points in the story.
• What are the main and supporting ideas?
• Who are the characters?
• What is the sequence of events?
• Are there any unfamiliar words?
• Specific details in the story.
Post-listening
Arrange your notes in a logical order to help you discuss the story.
burly: (of a person) large and strong; heavily built
swell: A slow, regular movement of the sea in rolling waves that do not break.
burnished: (Especially of metal) polished by rubbing.
Sample
gong: A metal disc with a turned rim, giving a resonant note when struck.
to and fro: In a constant movement backwards and forwards or from side to side.
rank: Having a foul or offensive smell.
bow: [say /baʊ/] the front end of a ship
sediment: Matter that settles to the bottom of a liquid.
broth: Liquid made by cooking bones, meat, or fish slowly in water. In this context, the sea looked murky and dark, with many things stirred up after the eruption.
fathomless: extremely deep
desolation: a state of complete emptiness or destruction
drawn: lips pulled back
barbel: An African marine or freshwater fish with barbels round the mouth.
mask of a lion in Assyrian sculpture: Do you notice the ‘empty’ eyes?
coherent: able to speak clearly and logically
Have a short discussion about the text, using these questions to guide you.
1. What is the setting of the story?
2. Who are the characters in the story?
3. What is ironic about the title of the story?
4. What is another meaning for the word ‘scoop’?
5. Are fictional stories really ‘lies’? What is your opinion?
Activity 2: Retell a story
Sample
We may sometimes feel a bit shy about speaking up in class or in front of an audience, but remember, discussions in class, or in general, can help you in many ways:
1. Participation makes things interesting.
2. A good question can make you think or wonder why.
3. When you answer and participate your facilitator can see how much you understand.
4. If your facilitator asks questions about assigned reading or information in your study guide, it helps you to prepare for tests and examinations.
5. Participation can be used to develop important speaking skills. In many occupations, people must be able to speak up in a group. They may have to share information, ask questions, or argue for a different solution. People do not learn to speak up in a group by reading about how to do it, you must practise it.
6. Participation allows you to practise using English in a more formal situation. It is very different from having a conversation with your friends and family. Practise using good English in class and broaden your vocabulary.
Use the five-finger retell method to remember what you must include.
The problem (What conflict/crisis must the main character (protagonist) solve or overcome?)
Setting (Where does the story happen?)
Characters (Who are the people in the story?)
Events
Sample
(Beginning, middle, and end)
Solution (How does the story end? Are all the problems solved?)
What is a retelling and how can you use it in other subjects?
• Your facilitator uses retelling to determine how well you understand a story or text, and it can be used to help you improve your comprehension.
• When you retell a story or relate a text, your facilitator can see how you are putting together the information and whether you can relate the events in the correct sequence.
• When you retell the story do it as if you are telling it to someone who has never heard or read it before. Once you are finished retelling the story, your facilitator may ask you to elaborate on certain parts.
Retellings should include:
1. Talking about the major characters.
2. Defining characteristics of the characters.
3. The problem presented in the story.
4. The solution to that problem (or the end).
5. Events presented in sequential order.
6. Only events important to the story and exclude unimportant events.
Using retelling in other subjects
In maths, you can use retelling to explain and describe how you were able to solve a problem. You might explain each step you took to solve the problem and why you used those steps. You could also describe the maths process, when to use the process, and a definition of the concept. Retelling can also be used in maths when you retell what another learner or your facilitator said about solving a problem.
In science, retelling can be used when you describe an experiment you observed or did yourself. You may be asked to retell the steps that were needed to complete the experiment and explain your hypothesis. These steps should be described in the correct sequence.
Even in social sciences retelling can easily be used when you learn about major events and historical figures. You can retell what the problem or conflict was and describe the solution or result. This might include retelling the ‘who, what, when, where, and why’ about the event in history to show that you understand.
Can you see how retelling can be used not only in the study of English but in many other subjects?
Use the 5 Ws and 1 H when you retell a story.
Sample
How to retell a story
• Focus on the main characters and events: You must know who you are talking about and be very clear on the central theme that you are building your story around.
• Have a clear structure: All stories have three main ingredients: a beginning, middle, and end. Do not leave this out when you retell a story.
• Engage your audience: Connect with your audience. When you are retelling a story in front of people, you want to make eye contact with them. Speak clearly, do not rush, do not make too many gestures, vary your tone of voice. Keep your listeners interested in what you have to say.
• Look at other good storytellers: There is no better way to learn how to deliver a story than by watching storytellers you admire relate their own stories. Most of us know people who are very good at telling stories. Look for good storytellers and learn through observation.
• Focus on what is important: Do not ramble on, choose the important main points you should include. If you add too many details you will only confuse the audience or even worse, bore them! Choose a clear beginning and end to your story, then use other key plot events to complete your narrative.
Think about a story you would like to retell. Draw a timeline of your story. Use the information and tips above to retell your story. Make sure you mention the characters’ names and that you retell the story in the correct sequence.
You may use the template on the next page to plan your story. Your facilitator will allocate time to you to tell your story. You must retell your story in 2–3 minutes.
SECTION 2 Reading and viewing
Activity 3: Discuss the features of a short story
Remember, not all short stories contain all these aspects, but you must learn to distinguish between the different elements of short stories, novels, and other literature.
Features of a good story
Below is a diagram of the structure of a story. Study it and remember the steps when you are writing a story or an essay.
The most exciting part of the story; when we learn the outcome.
Where the main character faces a series of conflicts.
Beginning of the story where characters and setting are introduced.
Fallingaction Sample
Exposition
Rising action
Events leading to the end of the story.
Resolution
End of the story.
Like a novel, a short story is a fictional narrative. A short story is not a character sketch, a legend, fable, or a moral tale. A short story can be read in one sitting. Characters are often placed in a single event, the setting only briefly described, and dialogue is sometimes kept to a minimum. Every word in a good short story counts and must reveal a bit of the story.
• The background of the story tells us who wrote the story and the historical context. This is often relevant to the meaning of the story.
• The introduction sets the scene and introduces the character/s.
Climax
• The SETTING is the TIME OR THE ENVIRONMENT in which a story takes place.
• Characters: Short stories usually have only one or two main characters, but this is not a rule.
• The PLOT is the SERIES OF EVENTS IN WHICH THE CHARACTERS ARE INVOLVED. It is ‘what happens’.
• The rising action is the incidents that build towards the climax.
• The climax is the most intense point in the story, where everything comes to a head, and things could go either way.
• The falling action is the events after the climax which lead to a resolution.
• The resolution is how the story ends; how the challenge, problem or conflict is overcome.
• The theme is the central idea in a story.
• The message is what the story is showing or teaching us. In a fable, it is often the moral of the story.
• The narrator is the person telling the story – DO NOT confuse the narrator with the author – they are in most instances not the same person.
Activity 4: Read a short story:
Do you know the parts of a book? Look at the books in the picture on the next page and read about the function of each part.
Book cover
On the cover of the book, you will find the names of the author, illustrator, and publisher.
Title page
Provides the title, subtitle, author, and publisher of the book. Other information that may be found on the title page can include where the publisher is located and the year of publication.
Table of contents
A list of topics or parts of a book (chapters) and the page numbers on which they begin. A table of contents is found at the beginning of a book.
Glossary
Appears at the back of the book and is an alphabetical list of terms or words and their meanings or definitions.
Index
An index is a roadmap to the book and can help you find information. It lists names, places, and things in alphabetical order and gives the page numbers for each topic.
‘The Gramophone’
Sample
There are many ways we can read a text, a story, or a cartoon.
Reading techniques
1. Pre-reading is what you do before you read something.
Skimming is looking over something to get an overview of what it is about. For example, you skim the newspaper headlines to get the main news of the day. You read the title of a book before deciding whether you want to read it. Scanning is not reading every word but running your eye over something looking for specific information. For example, scan a list looking for the name of someone you know.
2. During reading is what you do while you read.
Intensive reading in which you read something to get all the details and differences in meaning. To infer means to make sense of an unfamiliar word’s meaning by looking at the context in which it appears and by looking at the words around it. Take note of punctuation and font. For example, I will NEVER understand him! (capital letters add emphasis; the exclamation mark shows feelings of exasperation and helplessness) Make notes to record important details.
3. Post-reading is what you do when you have finished reading.
After reading, you can complete activities such as have a discussion, write a summary, make a mind map or answer questions to ensure you understand what you have read.
4. Learn to distinguish between fact and opinion.
• Whether a statement is a fact or opinion depends on the validity of the statement. A fact refers to something true or real, which is backed by evidence, documentation, etc.
• An opinion is what a person believes or thinks about something.
Samplea) Definition of fact
A fact is something, that has taken place or known to have existed, which can be validated with pieces of evidence.
• Facts are strictly defined and can be measured, observed, and proven.
• A fact refers to something that makes statements true and is used in connection with research and study.
b) Definition of opinion
An opinion is defined as a personal view or judgement about a subject, that may or may not be substantiated by the facts or positive knowledge.
• A complete guide with all the texts (contemporary and classic) for comprehension exercises, speeches, and reading included.
• Contains tips for better writing, critical reading and understanding.
• Lays the foundation for literary studies in higher grades.
• Interesting and fun themes to inspire curiosity and enrich general knowledge.
• Various levels of questions and activities to develop language skills and critical thinking.
• Complete explanations on grammar and syntax.
• Practical examples of writing tasks.
• Encourages independent reading and research and broadens vocabulary.
• Use in school or at home.
home classroom college workplace
• Daaglikse lesse wat maklik is om aan te bied, vir die hele jaar.
• Drie sessies ’n dag wat die verskillende leerareas kombineer.
• Mondelingse, praktiese en geskrewe aktiwiteite om nuwe konsepte bekend te stel.
• Volkleur fasiliteerderhulpmiddel, -leerderhulpmiddel en -werkboek vir elke kwartaal.
• Omvattende verduidelikings van konsepte in eenvoudige taal.
• Gebruik in die klaskamer of tuis. 2505-E-EAT-SG01
