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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
Activity
Core content and questions to test the learner's knowledge.
SAMPLE
Key language elements to be studied, understood and applied to the content of the lesson.
RECOMMENDED READING
All the texts for this year are either in this facilitator’s guide, the study guide or in the set book English for Life Reader Grade 9. However, learners must read as much they can – this will help broaden their vocabulary, develop their imagination and improve their memory. Make reading an integral part of every lesson and emphasise to learners that they must read as widely as possible.
INTRODUCTION
Use this facilitator’s guide together with the study guide. Each activity in the study guide appears in the facilitator’s guide with a memorandum. This means you can work side-by-side with the learner without constant reference to the study guide
This facilitator’s 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, learners write exams.
Please refer to the assessment requirements for further details about the examinations and assessments.
Each lesson has 4 sections:
• Listening and speaking
• Reading and viewing
• Writing and presenting
• 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.
Please note that the information/resources in the guides are not exhaustive, find your own articles, books or research materials to enhance the content of the lessons.
TIMETABLE AND TIME MANAGEMENT
Grade 9 English Home Language allocates 10 hours for each two-week lesson:
• Listening and speaking: 2 hours
• Reading and viewing: 3½ hours
• Writing and presenting: 3½ hours
• Language structures and conventions: 1 hour
Each activity in this guide has been developed according to the allocated times.
When you do your timetable make provision for 10 English lessons (5 hours) per week; 20 English lessons (10 hours) per two-week lesson.
Week 1 in your timetable should include:
• 1-hour listening and speaking activity
• 1 x 45-minute reading and viewing activity (comprehension)
• 1 x 45-minute reading and viewing activity (literature)
• 1-hour writing and presenting activity (planning and brainstorming)
• 1-hour writing and presenting activity (writing the first draft)
• 1 x 30-minute language structures and conventions activity (5 hours)
Week 2 in your timetable should include:
• 1-hour listening and speaking activity
• 1-hour reading and viewing activity (comprehension)
• 1-hour reading and viewing activity (literature)
• 1 x 45-minute writing and presenting activity (revising and editing)
• 1 x 45-minute writing and presenting activity (proofreading and presenting)
• 1 x 30-minute language structures and conventions activity (5 hours)
GENERAL
SAMPLE
If possible, begin each lesson with a discussion on the theme. You may use the illustration on the opening page or any other suitable material. Make the lessons as interesting and interactive as possible.
Keep a list of high-frequency errors each time you control or check learners’ spoken or written work. Have a remedial session each two-week lesson to focus on correcting these errors. Allocate time each two-week lesson to reinforce language structures and conventions covered in previous weeks.
The set book for the year is English for Life Reader Grade 9. This contains the poems, short stories, play and folktales to be studied during the year. All questions are in the study guide with a complete memorandum in this facilitator’s guide. Learners do not have to complete the questions and answers in the reader. It is, however, recommended that you use these questions and answers as revision for the exams.
Complete answers are available online at https://bit.ly/2V4ytPj.
ASSESSMENT REQUIREMENTS
Each unit contains activities that form part of the formal assessment. These activities are clearly marked in both guides. The rubrics required for these assessments are at the back of the guide.
There are ten formal school-based assessment tasks (SBA). These are done during the year. They include:
• Four oral assessments
• Two writing tasks
• Three tests
• One mid-year examination
These SBA tasks form 40% of the year mark. The year-end examination makes up the remaining 60%. There is no oral examination at the end of the year. Please use the four oral assessments during the year divided by 4 to calculate a year-end mark for orals (refer to the programme of assessment below).
The mid-year examination consists of four papers:
Paper 1: Oral examination, includes reading, listening and speaking.
Paper 2: Written examination, includes reading comprehension, language in context and a summary.
Paper 3: Written examination, includes an essay and transactional text.
Paper 4: Written examination, includes a response to literature: poetry, folktales/short story, novel and drama.
The year-end examination consists of three papers:
There is no Paper 1: The oral year-end mark consists of the four oral assessments done during the year divided by 4.
Paper 2: Written examination, includes reading comprehension, language in context and a summary.
Paper 3: Written examination, includes an essay and transactional text.
Paper 4: Written examination, includes a response to literature: poetry, folktales/short story, novel and drama.
YEAR PLAN
LESSON 1: A picture is worth a thousand words
LESSON 2: It’s up to us
1
LESSON 3: The common touch
LESSON 4: It’s all in the details
LESSON 5: It’s news to me
LESSON 6: Where there’s a will, there’s a way
LESSON 7: The sky’s the limit
2
3
LESSON 8: Let’s meet
LESSON 9: Everyone matters
LESSON 10: Will you, or won’t you?
LESSON 11: Invest in yourself
LESSON 12: Once upon a time ...
LESSON 13: A powerful mind
LESSON 14: Talk about it
4 LESSON 15: Apply yourself
LESSON 16: Stand up. Speak out.
LESSON 17: Facts or fake?
LESSON 18: Bang your drum!
1 UNIT 1: Weeks 1 – 2
LESSON 1:
A picture is worth a thousand words
Listening and speaking Talk
Reading and viewing
Language structures and conventions
Sentence level work
Remedial activity: Identify the nouns, pronouns and adjectives in a paragraph.
Extension activity: Write a jingle for an advertisement.
SECTION 1 Listening and speaking
Activity 1: Talk about
1 hour
advertisements
SAMPLE
Study the illustration on the opening page. What is everyone doing? What does the idiom in the title of the lesson refer to? (A picture tells a story just as well as, if not better than, a lot of written words.) In this lesson, we look at advertising and the effect it has on us as consumers. Have you ever looked at or listened critically to advertisements?
What is advertising?
The basic aim of all advertisements is to persuade the reader/listener to buy or subscribe to a certain product. Advertisements fall in the category of ‘persuasive texts’ that attempt to influence the reader to perform a certain action, mainly to yield to/to buy a certain product. A persuasive text can be defined as an intentional effort at influencing a reader’s attitude and behaviour. Remember this when you are asked to write a persuasive essay.
Pre-listening and speaking
1. Give two ways we abbreviate (shorten) the word advertisements (ad/advert). This form of abbreviation is called truncation or clipped words, that is, part of the word is clipped off, but the word still retains its original meaning.
Learners must discuss their favourite and least favourite advertisements on the radio or on television and explain why they like or dislike them.
2. Revise these concepts which relate to advertisements by matching the word to its meaning. Some of the words are more relevant to different media such as radio, internet, social media, print (newspaper and magazines), vehicles, billboards and television advertisements. Say which type of media each word and meaning relates to best. Write only the number and letter, for example, 1) d. Learners can verbally say which media each one belongs to after completing the questions.
ACTIVITY 1: MEMORANDUM
Word Meaning Media
1. Purpose
2. Font
3. Layout
4. Jingle
5. Slogan
6. Logo
7. Emotive language
8. Sensory details
9. Manipulative language
d) To create and sustain demand for products and services; to persuade people to buy a product
g) The typeface of the words in the advertisement; must be easy to read
a) How visual elements such as design, illustration and words are arranged and placed in the advertisement
All media
Print media, internet, social media, billboards, vehicles
Print media, internet, social media, billboards, vehicles
e) A short catchy tune/song which promotes the product(s) being advertised Radio, television
h) A short and memorable phrase people associate with a product
b) A design or symbol used to identify an organisation and/or its products
i) Language that evokes feelings such as fear, love, happiness
f) The use of the senses to evoke emotion; sound (music, laughter, words, songs) sight (beautiful scenes) and so on
c) Language that controls or influences people
All media
All media
All media
All media
All media
Find examples of suitable newspaper or magazine articles. Read through them to make sure there are enough nouns. Revise nouns with learners.
Nouns name people, places, things, ideas, actions or qualities.
There are four different types of nouns:
1. Common or concrete nouns name ordinary things (a person: woman, place: shop, or thing: pencil). They are usually preceded by a, an or the.
An advertisement, a commercial, the new television programme
They have gender: masculine (king), feminine (queen), common (doctor) or neuter (table).
2. Proper nouns are specific names of people, places, days, months. They are always capitalised.
Tuesday, January, Sarah, Mpumalanga, Mount Everest
3. Abstract nouns express ideas, concepts, or qualities that cannot be seen or experienced – they are intangible. It can frequently be an emotion or a feeling. You usually use the before an abstract noun rather than a or an
George still has hope, but Sam gives in to despair.
The author has a vivid imagination and creates wonderful worlds.
4. Collective nouns name groups of people or things
A squadron of aircraft, a murder of crows, a colony of ants.
Below are a few examples of collective nouns.
A circle of friends
A class of pupils
A horde of savages
A host of angels
A mob of rioters
A pack of thieves
A panel of experts
A regiment of soldiers
SAMPLE
A staff of employees
A troupe of acrobats
A bask of crocodiles
A leap of leopards
A muster of peacocks
A knot of toads
A zeal of zebras
A smack of jellyfish
A batch of bread
A galaxy of stars
A group of islands
A fleet of ships
A quiver of arrows
A range of mountains
A ream of paper
A reel of film
A set of clubs
A sheaf of grain
A shower of rain
A stack of wood
A string of pearls
A wad of notes
A chest of drawers
A cluster of coconuts
A nest of mice
A pack of wolves
A plague of locusts
A pride of lions
A school of whales
A crew of sailors
A crowd of people
A broad of chickens
A forest of trees
A hail of bullets
A hand of bananas
A flight of birds
A kindle of kittens
A catch of fish
A cloud of insects
A colony of gulls
A drove of horses
Let learners read the newspaper or magazine advertisement you give them and in one minute, write down all the nouns. They must compete with a partner to see who finds the most nouns and identifies them correctly.
Activity 2: Listening exercise
1 hour
1. Revise pronouns using the table below. Then listen to a radio advertisement with the learners. If possible, record a radio advertisement you would like them to listen to. Alternatively, find a suitable radio programme and listen to the first advertisement that comes on. As learners listen, let them write down as many pronouns as they can, and identify them. Whoever has the most correctly identified pronouns wins.
Pronouns
Pronouns take the place of nouns. Study the information and make sure you understand the function of each pronoun.
Pronoun Definition
1. Personal Refers to people or things without giving their names. Use them in place of nouns to avoid repetition of the noun
SAMPLE
2. Possessive Indicates ownership
3. Demonstrative Point out specific people, places or things
4. Interrogative Used to ask questions
As the subject: I am enjoying the dance classes. You should take part
As the object: I asked her whether she would be my dance partner. I, me, you, she, he, it, we, they, him
I was given a new puppy for my birthday. The puppy is mine. mine, yours, hers, his, it’s, ours, theirs
This is mine. That is yours. this, that, these, those
Who is that? What are you doing? who, which, what, whose, to whom
5. Reflexive
The action of the verb is turned back on the subject
6. Relative Introduces adjective clauses
My baby sister has learnt to feed herself
We had to do all the work ourselves. myself, yourself, herself, himself, itself, ourselves, themselves
Sindiwe Magona, who grew up listening to isiXhosa folktales, wrote one of the short stories in our book. who, whose, whom, which, that
7. Indefinite Refer to people or things in a general way
The pirate said, ‘Someone has stolen my treasure!' anyone, anybody, anything, everyone, everybody, everything, no one, nobody, none, someone, somebody, something
2. Circle the words used by advertisers to manipulate buyers. ACTIVITY 2: MEMORANDUM A
3. Listen to and/or watch at least ten advertisements across all media. See how many manipulative words or techniques you can add to the list.
4. Copy your favourite logo.
5. Share two of your favourite slogans.
6. Explain which advertisements you liked the most and why.
Discuss tone, body language and pacing.
Tone is the attitude we convey by the way we speak (diction) or write, or the feeling we convey by the way we say the words.
Body language is the way our movements, facial expressions, the way we stand or sit, and our gestures convey how we feel about what we are saying, or what another person is saying, without us saying anything
Say this sentence a few times using a different tone each time: That’s incredible news! Notice the difference your tone of voice makes. Also, note the body language you use each time you change your tone.
Pacing in speaking is the speed at which we say something. The pace conveys our feelings or emotion about what we are saying. A slow pace can convey thoughtfulness or boredom. A medium pace can convey calmness and reason. A fast pace conveys a more emotional state such as excitement or anger. In a story, it is the speed at which the story unfolds.
7. Record the advertisements and play it for the learners. If you are unable to record it, read it aloud to learners, using different voices for the two adverts. Read it once and then let learners read the questions in the study guide before you read it a second time. Encourage them to make notes during the second reading. To answer the questions, they only write the number and letter, for example, 1 c.
Advert for KFC dunked wings
SAMPLE
NARRATOR: [sounds bored or sarcastic] ‘Oh, you haven’t tried the KFC dunked wings? So, you must be Sarah then. Sarah has no short-term memory. She was going to get some wings when she forgot her wallet at home, but then she forgot why she went home. Also, she didn’t know where home was and why is she in Istanbul when she lives in Kyalami? She doesn’t know, but she does know that she will one day taste the dunked wings. She has an excuse, if you’re not her then you have no excuse. Get the KFC dunked wings for only R21,90. KFC, so good!’
Advert for MILO
MOM: ‘Shin pads?’
SON: ‘No way!’
MOM: ‘Helmet?’
SON: [indignant] ‘Mom!’
MOM: ‘Gloves?’
SON: ‘Uh-uh ...’
MOM: ‘Elbow pads?’
SON: ‘No, way Mom!’
NARRATOR: Milo boosts the calcium content of a glass of milk by nearly 70% which along with active play can help develop strong and healthy bones.
MOM: ‘Milo?’
SON: ‘Oh, yes, please?’
NARRATOR: Milo. The official drink of play. To discover more ways to play every day find us on Facebook.
ACTIVITY 2: MEMORANDUM B
1. What is KFC’s tagline?
a) Always fresher b) KFC, so good! c) Flame grilled, it just tastes better.
2. What device do both adverts use to promote the products?
a) Comedy b) Tragedy c) Melodrama
3. What is advertised in the second advert?
a) Five Roses tea b) Nestlé Hot Chocolate c) Milo
4. The second product makes a claim, what is it?
SAMPLE
a) It boosts the calcium content of a glass of milk by nearly 70% b) Kids love it. c) You can only drink it in the morning.
5. Who are the characters in the second advert?
a) Father and daughter b) Brother and sister c) Mother and son
6. In which category can we place KFC?
a) Healthy food b) Junk food c) Wholefoods
7. Who is the character mentioned in the KFC advert?
a) Joanne b) Sarah c) Jessica
8. What is the difference in delivery between the two adverts?
a) Both have a narrator b) One has a narrator, the other, two characters c) They both have characters.
9. The word KFC is mentioned:
a) Five times b) Three times c) Six times
10. The main idea of the advertisements is to: a) Promote the products. b) Change people’s eating habits. c) Get people to drink more milk.
11. The supporting ideas in the second advertisement are: (there may be more than one answer) a) Kids need a lot of activity. b) Mothers look after their children. c) Calcium is needed for strong bones. d) The product provides energy for play
12. The tone used in KFC advertisement is: a) Sarcastic b) Vibey c) Bored
8. Discuss the persuasive and manipulative language used in the advertisements. Allow for learners’ own answers. Repetition of products’ names. Exaggeration: Sarah getting lost all the way Istanbul! The claim that Milo adds calcium. It entices consumers to buy their products – either for the great taste (KFC) or the health benefits (Milo).
9. Revise these spelling words.
Spelling: double consonants
Learn these commonly misspelt words: they all have one set of double consonants
Two-syllable words villain, wholly
Three syllable words accordance, omission, opposite, parallel, questionnaire, business
Four syllable words exaggerate, professional Some words have more than one set of double consonants committee, embarrass, address, commission, success
SECTION 2
Reading and viewing
Activity 3: Read about advertising techniques
45 minutes
There are various ways we go about reading a text, a story or a cartoon. Read about these different techniques.
• Includes texts for comprehension exercises, speeches and reading.
• Use with the English for Life Reader Grade 9 for poems and short stories.
• Contains tips for better writing, critical reading and understanding.
• Various levels of questions and activities to develop language skills.
• Complete explanations on grammar and syntax.
• Practical examples of writing tasks.
• Encourages independent reading and broadens vocabulary
