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Reg. No.: 2011/011959/07
English First Additional Language
Study guide: Language
Grade 11
Sample
INTRODUCTION
IN THIS COURSE, WE WILL LEARN TO …
• LISTEN to the ideas of others with an open mind and listen when they speak just as we want them to listen to us.
• Acquire skills of critical listening. That means looking out for ideas and supporting data which will help us to avoid being controlled by the media.
• Develop critical taste. That is means to prefer the authentic and the imaginative over the stereotyped and subjective writing often found in films, television and the press.
• SPEAK spontaneously, easily and freely when we have something to say.
• Express ourselves or our interpretations in what we say, read or write.
• READ to understand and to realise that language suggests more than it says.
• To value the literary tradition of our culture, being able to identify folklore and/or allusions.
• To apply, in reading, certain techniques of critical listening to distinguish between report and media manipulation, and between less objective and more objective news.
• WRITE with a sense of exploration and discovery.
• Develop an awareness of writing styles and improve our own writing.
• Have fun writing all types of genres – prose and verse!
• PERCEIVE, by developing an awareness of ourselves, physically, emotionally and socially, seeing ourselves as individuals.
• Realise that the sender’s main intention is often not the one the receiver understands. We have to recognise primary and secondary intentions.
Sample• Identify motivations behind emotional appeals on billboards, advertisements and the media, as well as rationalisations and “double-talk” and be able to recognise the myths (unproven statements).
CREATIVE WRITING
The following three pages provide grids which should be used to mark the preparatory creative writing. Each creative writing piece indicates which grid should be used.
Essay ‒ 50 MARK GRID
Longer transactional writing ‒ 30 MARK GRID
Shorter transactional writing ‒ 20 MARK GRID
Sample
CRITERIA
CONTENT
Response and ideas; Organisation of ideas and planning; Purpose, audience and features of text
Assessment rubric for the essay (50 marks) [CAPS]
Outstanding response beyond normal expectations; Intelligent, thoughtprovoking and mature ideas;
30 MARKS
Exceptionally well organised and coherent, including introduction, body and conclusion
Very well-crafted response; Completely relevant and interesting ideas with evidence of maturity; Very well organised and coherent, including introduction, body and conclusion
Satisfactory response;
Inconsistently coherent response;
Completely irrelevant response;
Excellent response, but lacks the exceptionally striking qualities of the outstanding essay; Mature and intelligent ideas;
Skilfully organised and coherent including introduction, body and conclusion
Well-crafted response;
Ideas are reasonably convincing; Reasonably organised and coherent including introduction, body and conclusion
Unclear ideas and unoriginal; Little evidence of organisation and coherence
Confused and unfocused ideas; Vague and repetitive;
Unorganised and incoherent
Relevant and interesting ideas;
Well organised and coherent, including introduction, body and conclusion
Satisfactory response, but some lapses in clarity;
Ideas are fairly coherent and convincing; Some degree of organisation and coherence including introduction, body and conclusion
Largely irrelevant response;
No attempt to respond to the topic;
Ideas tend to be disconnected and confusing; Hardly any evidence of organisation and coherence
Completely irrelevant and inappropriate;
Unfocused and muddled
LANGUAGE, STYLE AND EDITING
Tone, register, style, vocabulary appropriate to purpose/effect and context;
Language use and conventions; Word choice; Punctuation, grammar and spelling
15 MARKS
5 MARKS
Tone, register, style, vocabulary highly appropriate to purpose, audience and context; Language confident, exceptionally impressive; Compelling and rhetorically effective in tone;
Virtually error-free in grammar and spelling; Highly skilfully crafted
Tone, register, style, vocabulary very appropriate to purpose, audience and context; Language is effective and a consistently appropriate tone is used;
Largely error-free in grammar and spelling; Very well crafted
Language excellent and rhetorically effective in tone;
Virtually error-free in grammar and spelling; skilfully crafted
Language engaging and generally effective; Appropriate and effective tone; Few errors in grammar and spelling; Well crafted
Logical development of topic; Coherent; Sentences, paragraphs are logical and varied
G11 ~ English First Additional Language: Language
Tone, register, style, vocabulary appropriate to purpose, audience and context; Appropriate use of language to convey meaning; Tone is appropriate; Rhetorical devices used to enhance content
Tone, register, style, vocabulary less appropriate to purpose, audience and context; Very basic use of language;
Tone and diction are inappropriate; Very limited vocabulary
Language incomprehensible;
Tone, register, style, vocabulary not appropriate to purpose, audience and context; Vocabulary limitations so extreme as to make comprehension impossible
Adequate use of language with some inconsistencies; Tone generally appropriate and limited use of rhetorical devices
Inadequate use of language; Little or no variety in sentence; Exceptionally limited vocabulary
Relevant details developed; Sentences, paragraphs wellconstructed; Essay still makes sense
Some valid points; Sentences and paragraphs faulty; Essay still makes some sense Necessary points lacking; Sentences and paragraphs faulty; Essay lacks sense
CRITERIA
CONTENT
Response and ideas; Organisation of ideas and planning; Purpose, audience and features of text
Assessment rubric for longer transactional text (30 marks) [CAPS]
18 MARKS
Outstanding response beyond normal expectations; Intelligent and mature ideas; Extensive knowledge of type of text; Writing maintains focus; Coherence in content and ideas; Highly elaborated and all details support topic; Appropriate format
STRUCTURE AND LANGUAGE
Tone, register, style, purpose/effect, audience and context; Language use and conventions; Word choice; Punctuation and spelling
12 MARKS
Tone, register, style, vocabulary highly appropriate to purpose, audience and context; Grammatically accurate and wellconstructed; Virtually error-free
Sample
Very good response –good knowledge of type of text; Maintains focus – no digressions; Coherent in content and ideas; Well-elaborated and details support topic; Appropriate format with minor inaccuracies
Adequate response –knowledge of type of text; Not completely focused –some digressions; Reasonably coherent on content and ideas; Some details support the topic; Generally appropriate format, but with some inaccuracies
Basic response – some knowledge of type of text; Some focus, but writing digresses; Not always coherent on content and ideas; Few details support the topic; Vaguely applied rules of format; Some critical oversights
Response reveals no knowledge of type of text; Meaning is obscure with major digressions; Not coherent in content and ideas; Very few details support topic; Has not applied necessary rules of format
Tone, register, style, vocabulary very appropriate to purpose, audience and context; Generally grammatically accurate and well-constructed; Very good vocabulary; Mostly free of errors
Tone, register, style, vocabulary appropriate to purpose, audience and context; Adequate vocabulary; Some grammatical errors; Errors do not impede meaning
Tone, register, style, vocabulary less appropriate to purpose, audience and context; Inaccurate grammar with numerous errors; Limited vocabulary; Meaning is obscured
Tone, register, style, vocabulary not appropriate to purpose, audience and context; Error-ridden and confusing; Vocabulary not suitable for purpose; Meaning seriously impaired
CRITERIA
CONTENT
Response and ideas;
Organisation of ideas and planning;
Purpose, audience and features of text
12 MARKS
STRUCTURE AND LANGUAGE
Tone, register, style, purpose/effect, audience and context; Language use and conventions; Word choice; Punctuation and spelling
8 MARKS
G11 ~ English First Additional Language: Language
Assessment rubric for shorter transactional text (20 marks) [CAPS]
Outstanding response beyond normal expectations; Intelligent, and mature ideas; Extensive knowledge of type of text; Writing maintains focus; Coherence in content and ideas; Highly elaborated and all details support topic; Appropriate format
Very good response –good knowledge of type of text; Maintains focus – no digressions; Coherent in content and ideas;
Well-elaborated and details support topic;
Appropriate format with minor inaccuracies
Adequate response –knowledge op type of text; Not completely focused – some digressions; Reasonably coherent on content and ideas; Some details support the topic;
Generally appropriate format, but with some inaccuracies
Basic response – some knowledge of type of text;
Some focus, but writing digresses; Not always coherent on content and ideas; Few details support the topic;
Vaguely applied rules of format; Some critical oversights
Response reveals no knowledge of type of text;
Meaning is obscure with major digressions; Not coherent in content and ideas;
Very few details support topic;
Has not applied necessary rules of format
Tone, register, style, vocabulary highly appropriate to purpose, audience and context;
Grammatically accurate and well-constructed;
Virtually error-free
Tone, register, style, vocabulary very appropriate to purpose, audience and context;
Generally grammatically accurate and wellconstructed;
Very good vocabulary;
Mostly free of errors
Tone, register, style, vocabulary appropriate to purpose, audience and context;
Adequate vocabulary; Some grammatical errors; Errors do not impede meaning
Tone, register, style, vocabulary less appropriate to purpose, audience and context;
Inaccurate grammar with numerous errors;
Limited vocabulary; Meaning is obscured
Tone, register, style, vocabulary not appropriate to purpose, audience and context;
Error-ridden and confusing;
Vocabulary not suitable for purpose;
Meaning seriously impaired
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 DATE
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.
In this term we will:
• take a brief look at the history of the English language
• learn how to spell and use a number of words relating to the language
• learn how important it is to be able to use English correctly as an important means of communication
• decide when to use the third person singular or plural verb (concord)
• learn to “read between the lines” and understand figurative language more easily
• do research and present our findings in the form of an article.
Read the passage below and answer the questions that follow.
BRAIN TEASER
If someone were to walk up to you and ask, “Hwaet waes paet sweg?” what would your reaction be?
If it were to happen today, you would probably assume the person was a foreigner and direct him to the nearest Information Centre! But if you were living in the England of the year AD 1000, you would have pointed to the closest tree and answered politely that the ‘sweg’ (noise) was made by the ‘fugelas’ (birds).
Look at the opening lines of the Lord’s Prayer below:
“Faeder ure thu/pu the/pe eart on heofonum Si thin nama gehalgod.”
“Our Father, which art in heaven, Hallowed be thy name.”
“Our Father in heaven, May your name be held holy.”
Can you explain the changes?
Do you think similar changes might occur in future? Motivate your answer.
A brief history of the English language
Language is a living thing that changes constantly and throughout the ages English too has changed considerably:
Sample
- words have changed their meanings, for example, “naughty” which means wicked or to annoy somebody, originally meant to injure or harm;
- pronunciation has also changed: today neither the “k” nor the “gh” in “knight” are pronounced, but in earlier centuries these sounds were pronounced and the word sounded like “knicht” (the Afrikaans word, “kneg” comes from the same origin);
- some words became obsolete (old-fashioned, no longer used) and disappeared from the language, while many others were borrowed from foreign languages e.g.
The history of English can be divided into three important periods ‒ Old English (6th to 13th century); Middle English (14th to 16th century) and Modern English (17th century onwards).
The following is an extract from the introduction to The South African Oxford School Dictionary: Invasions and conquests complicated the process (of changes in the English language). The earliest form of English, now called Old English, arose out of AngloSaxon and Old Norse and bears little resemblance to the English we know today.”
(See the first example of the Lord’s Prayer). Because of Viking invasions, many Scandinavian words were assimilated into Old English.
In 1066, England was invaded by William the Conqueror and his Norman knights, who spoke French. French became the language of the royal court and the government.
The ordinary people of England, however, continued to speak English. As the years passed, English ladies married the Norman knights and made sure that their children learned their mother tongue, and in so doing ensuring the survival of English in England. With a little practise, we can now fairly easily read and understand the language of that time. These lines, for example, were written about 1390: This carpenter hadde wedded newe a wyf, which that he lovede moore than his lyf. The language of this period (spoken between 1100 and 1500) was called Middle English and was strongly influenced by French.
From about 1500 onwards, the English language continued to grow and develop. It adopted words from other languages with which people came into contact through trade and travel and it was exported to other lands when English-speaking people travelled abroad. In the early 17th century, colonies began to be established, first in North America and in India, then in the West Indies and later in Australia, New Zealand, Hong Kong and Africa. To each country the English settlers took the English language of their own time, and in each country it changed, little by little, until it differed in various ways, not only from the English of other settlements, but from its parent form in Britain too.
Sample
This development of the English language since 1500 is known as Modern English, a fact that confuses many students who study Shakespeare’s plays and sonnets and think that they will never understand the language.
The future of English as a world language looks bright. Modern English today continues to develop as it acquires words from other cultures, and other languages through films, radio and television programmes, and computer services such as the Internet. One can only imagine all the other factors that will influence the language – an alien invasion might change its sounds forever, with future generations speaking a mixture between English and *%##*&@!
English in South Africa
INTRODUCTORY EXERCISE
We live in a country with 11 official languages that are recognised in our constitution. One of these is English. Even though only about 8% of the population speaks English as a first language, it does have a twofold role in South Africa: In the first place it can be seen (along with Afrikaans and Zulu) as the so-called lingua franca or universal medium of communication through which speakers of different languages can understand each other. It is also the only official language that is widely used in other countries, which means that it is an important medium for international trade, politics, popular entertainment, like television or cinema, academia and research and it is also widely used on the Internet and in other forms of computer communication.
(Adapted and reworked from The South African Oxford School Dictionary and various other sources.)
Now answer the questions below.
1. Say whether the following statements are TRUE/FALSE and quote to motivate your answer.
REMEMBER! A quote is placed between inverted commas and should be as brief and to the point as possible. Quote only the relevant phrase, but be careful to ensure that the proof is in your quote!
1.1 Once a meaning has been attached to a word it cannot change. (2)
1.2 Old English was very different from the English spoken today. (2)
1.3 William the Conqueror invaded England from France. (2)
Sample1.4 If it had not been for the English knights, the French language would have become the only language in England. (2)
1.5 Australian English developed at the same time as American English. (2) [10]
2. Choose the correct answer from the options provided and circle the letter of your choice.
2.1 If something becomes “obsolete”, it
A. is used only in some cases.
B. is no longer used.
C. is no longer understood.
D. has no meaning. (2)
2.2 Geoffrey Chaucer, who wrote The Canterbury Tales, lived from 1340 –1400.
His work would be in
A. Old English.
B. Middle English.
C. Modern English.
D. French. (2)
2.3 If “a wyf” can be read as “a wife”, then “his lyf” could mean
A. his life.
B. his body.
C. himself.
D. his love. (2)
2.4 The 17th century would fall in
A. the 1700s.
B. the 1600s.
C. the 1800s.
D. the time of the Norman conquest. (2)
2.5 Students regard the works of Shakespeare as
A. easy reading.
B. impossible to understand.
Sample
C. very unintelligible.
D. a good example of Modern English. (2) [10]
3. Answer the questions below in your own words, except where you are asked to quote.
3.1 Name two aspects of the English language that have changed through the centuries and give an example of each. (4)
3.2 Why can it be regarded as rather ironic if we look at factors that have influenced the development of English, and the influence that English has had on other languages internationally? (2)
3.3 From the third paragraph, quote two examples to prove that French was the language used by the ruling class. (2)
3.4 Why do you think English has a bright future as a “world language”? (2) [10]
4. Use your dictionary to answer the following.
4.1 “Work”, “toil” and “labour” may all be used to express a similar idea. From which languages have they been taken? (3)
4.2 Give the meaning of the following words: i. Mutton
Pork
Beef iv. Veal (4)
4.3 From which language do the above words originate? (1)
4.4 Look at the words: telephone, television, telescope i. What does “tele-” mean? ii. What is its language of origin? (2)
4.5 Look up the meanings of “sovereign”, “govern”, “reign”, and “legal”: i. Which language(s) did they originate from? ii. Can you explain their appearance in English? (2)
4.6 With which old world culture do you associate religion and learning? Find the origins of the following words to see if you were correct: educate, school, candle, verse, mass, minister. What then, about learn/learner, pupil and teach/teacher? (10 x ½) = (5)
Sample4.7 Afrikaans-speaking people often confuse “veld” and “field”. i. What is the difference? ii. Can you think of a reason why “veld” was adopted into the English language? (2)
5. Let us look at English in Africa.
5.1 Name three other Southern African countries (except South Africa) that have been, but are no longer, British colonies. (3)
5.2 What do they still have in common, as far as language is concerned, after their independence? (2)
5.3 It has been said that a South African can be identified by the way he/she speaks English.
i. Identify four phrases or words that are typically South African. (4) ii. Could there be any other way in which, for example, an Afrikaansspeaking South African could be identified? (2)
TOTAL: 60
Sample
UNIT 1: Are you ready to order?
At the end of this unit you should:
• have learnt to use and spell new words relating to food
• know how to:
- book a table
- understand a menu
- order food and drinks
- complain politely
- use expressions relating to food
- express likes and dislikes
• have revised concord (singular and plural)
• have practised how to follow recipes
• be able to plan a function.
THINK ABOUT IT
Do you like eating out?
What is your favourite food to order?
Are you adventurous enough to try something new?
Have you ever ordered something new that tasted too foul to eat?
Have you ever discovered a new favourite dish this way?
ACTIVITY 1
Look at the following words and tick the word or phrase that you think is nearest in meaning to the keyword: 1.1 aroma: 1.2 garnish:
delectable:
sweet taste
harvest
dainty B. spice
Sample
decorate
elaborate C. fragrance
steam
select
strain
healthy
delicious
1.4 bland: 1.5 curdle: 1.6 gastronomic: having to do with
