First Additional Language: Language
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Reg. No.: 2011/011959/07
English First Additional Language
Facilitator’s guide: Language
Grade 11
CAPS aligned
INTRODUCTION
Dear facilitator
This facilitator’s guide has been specifically compiled to aid you in helping the learners master Grade 11 It is important to note that this guide should be used together with the learners’ 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 that the learners must do from the study guide be done independently. Under no circumstances should the learners see the answers prior to first completing the given activities. The success of this course is determined by learners realising their mistakes and learning from them.
The focus is on the learners and much of the work is based on good principles as inherited from parents and the stable society in which the learners have been raised and nurtured. Effective and correct use of English is valued higher than, for instance, its relation to other international languages.
The aspects which you should concentrate on during the course of the year are:
1. Developing learners 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. Encourage learners to speak as much English as possible without making serious language errors. They should be able to take turns in a conversation; ask questions; 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.
Sample3. The importance of reading. Learners must be able to read for comprehension and the formal study of the prescribed literature. Emphasise the importance of reading independently as reading is the easiest way for learners to expand their knowledge of the language. Encourage learners to determine the meaning of unfamiliar words and images, identify figures of speech and their purpose, draw conclusions, evaluate texts, and compare and contrast texts.
4. Writing is one of the most important skills in the acquisition of language Pay special attention 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). Learners should plan and organise ideas before attempting to write these
pieces. The editing, revising and polishing of the final product are often neglected by learners.
5. Learners should be aware of language structures and conventions. They should build on their general knowledge of for example synonyms, antonyms, idioms and 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.
The best help you can give is to encourage them to read and speak English as much as possible.
To prepare for the language, oral or creative writing examination papers, learners must practise the different skills taught during the course of the year.
Working out old examination papers may be very useful.
Learners should speak as much English as possible. 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 during the course of the year. Look at old essay topics and encourage learners to write some of those essays. Read through it and give them advice on how to improve.
Before you answer a question make sure that you understand the words that are used in the question
ASSESSMENT REQUIREMENTS
INTRODUCTION
Assessment is a continuous planned process of identifying, gathering and interpreting information about learners’ performance, using various forms of assessment.
It involves four steps:
• generating and collecting evidence of achievement
• evaluating this evidence
• recording the findings
• using this information to understand and assist learners’ development and to improve the process of learning and teaching.
Assessment should be both informal and formal. In both cases, regular feedback must be provided to learners to enhance their learning experience.
Informal or daily assessment
Assessment for learning has the purpose of continuously collecting information on the learners’ achievement that may be used to improve their learning.
Informal assessment is a daily monitoring of the learners’ progress. This is done through observations, discussions, practical demonstrations, learner-facilitator conferences, informal interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe the learners or to discuss with them how learning is progressing.
Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place. Learners or facilitators mark these assessment tasks. The facilitator may mark these tasks or can assist the learners in marking some of them. This is important as it allows learners to learn from and reflect on their own performance.
SampleThe results of the informal daily assessment tasks are not formally recorded unless you as facilitator want 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.
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 learners being able to do research and using dictionaries. The learners will then write a first draft, which can be marked by the facilitator The draft can then be discussed with the learners and then they must write the final draft under the supervision of the facilitator Please note that the learners 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 on the piece in total. That means the learners 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 learners are progressing in a grade and in a particular 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 11.
YEAR PLANNING
TERM 1 LESSON
Unit 1 Are you ready to order?
Unit 2 An insider’s guide to eating out
Unit 3 Concord
Unit 4 Comprehension
Unit 5 Essay
TERM 2 LESSON
Unit 6 Movie magic
Unit 7 Comprehension
Unit 8 Film reviews
Unit 9 Skimming and scanning
Unit 10 Words, phrases and clauses
TERM 3 LESSON
Unit 11 The manipulative word Unit 12 Comprehension
Unit 13 Pronouns
Unit 14 First do no harm
Unit 15 Word power
Unit 16 Brain breather
Unit 17 Dialogue
Unit 18 Nouns
Unit 19 Gender/plurals
Unit 20 Gender
TERM 4 LESSON
Unit 21 Process writing
Unit 22 Comprehension
Unit 23 Summary
Unit 24 Language – revision
Unit 25 Language – revision
Unit 26 Summary
Unit 27 Creative writing (Paper 3)
*Additional notes and updated lesson plans are available online on the Optimi Learning Portal (OLP). Refer to OLP for all other lesson content.
INTRODUCTORY EXERCISE
1.1 False: “words have changed their meanings”. (2)
1.2 True: “bears little resemblance to the English we know today”. (2)
1.3 True: “and his Norman knights, who spoke French” (2)
1.4 False: “English ladies married the Norman knights and made sure that their children learned their mother tongue”. (2)
1.5 False: “and later in Australia”.
2.1 B
2.2 B
2.3 A 2.4 B 2.5 B (2 x 5) = [10]
3.1 Any two: pronunciation + example; meanings + example; words disappear + example; words appear + example. (4)
3.2 While English has influenced other languages, it has, in turn, also been influenced by other languages. (2)
3.3 “the royal court” and “government”. (2)
3.4 Own opinion – please give credit for insight.
4.1 work: Old English; toil: Middle English, from Old French, from Latin; labour: Middle English, from Old French, from Latin (3)
4.2 i The meat of a sheep. ii The meat of a pig. iii The meat of cattle. iv The meat of a calf. (4)
4.3 These words have come to English through the (Old) French of William the Conqueror and his Normans. (1) Sample
4.4 i tele- means distance
ii Language of origin: Greek (2)
4.5 i They all come from French.
ii The Norman conquest. (2)
4.6 The Roman Empire
Educate Latin: e- out + ducere lead
School Greek: schole leisure
Candle Latin: candela
Verse Latin: vertere to turn
Mass Greek: maza barley cake
Minister Latin: minister servant
Learn/learner Old English: leornian
Pupil Latin: pupillus ward
Teach/teacher Old English: taecan (10 x ½) = (5)
4.7 i Field: usually a cultivated piece of land; man has interfered
Veld: natural; African grasslands
ii Possibility: the English landscape has nothing similar. No word for this type of natural phenomenon exists in the English language. (2)
5.1 Any three: Botswana; Zambia; Zimbabwe; Malawi; Lesotho; Swaziland. (3)
5.2 They have all kept English as an official language of communication. (2)
5.3 i Words like: “ag shame”, “no, man”, “just now”, “hey”. (4) ii Usually through pronunciation or sentence structure. (2) [30]
TOTAL: 60
UNIT 1: Are you ready to order?
ACTIVITY 1
Please do assessments on a continuous basis. Record the results for each exercise and enter it into the learners’ profile/portfolio.
1.1 aroma: fragrance 1.2 garnish: decorate
1.3 delectable: delicious 1.4 bland: unseasoned
1.5 curdle: solidify 1.6 gastronomic: eating well
1.7 mince: chop finely 1.8 quaff: drink deeply
1.9 whisk: wire beater
2. A cocktail is a mixed alcoholic drink (for example: spirits combined with fruit juice) (1)
3.1 Game – venison
3.2 Calves – veal
3.3 Sheep – mutton
3.4 Pigs – pork
3.5 Cattle – beef (5)
4. A vegetarian. (1)
5.1 Gourmet – a person who is knowledgeable about fine food and drink.
5.2 Glutton – a person who eats immoderately/greedily.
5.3 Epicure – a person with refined taste in food and wine.
5.4 Teetotaller – a person who does not drink any alcohol at all. (4)
Restaurant advertisements:
Sample
6.1 Jukebox Diner
6.2 Mary-Anne’s
6.3 Jukebox Diner
6.4 Ramkietjie
6.5 Ramkietjie (5)
TOTAL: 20
7. Ramkietjie – South African cuisine Jukebox – Technological set-up: screen, sound and lighting, stage Mary-Anne’s – organic/ecological approach or the wholesome food emporium (3)
8. “five hectares of paradise” (1)