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English First Additional Language
Facilitator’s guide: Language
Grade 12
CAPS aligned
T Stolp
LESSON ELEMENTS
LEARNING AIMS
What the candidate should know at the end of the lesson. Taken from CAPS.
IMPORTANT TERMINOLOGY
New terminology to extend understanding of the subject as part of this lesson.
Sample
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 candidate 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 candidate is encouraged to explore. For the gifted candidate: expanded exercises. For Candidates with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.
ACTIVITY
Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed.
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; needs to be understood.
STUDY REVISION
Time spent to study the content in conclusion of the unit and in preparation for the test or examination.
ASSESSMENT REQUIREMENTS
INTRODUCTION:
Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of the candidates, using various forms of assessment. It involves four steps:
• generating and collecting evidence of achievement;
• evaluating this evidence;
• recording the findings and
• using this information to understand and thereby assist the candidates’ development in order to improve the process of learning and teaching.
Assessment should be both informal and formal. In both cases regular feedback should be provided to the candidates to enhance the learning experience.
Informal or daily assessment
Assessment for learning has the purpose of continuously collecting information on a candidate’s achievement that can be used to improve their learning.
Informal assessment is a daily monitoring of the candidates’ progress. This is done through observations, discussions, practical demonstrations, candidate-teacher conferences, informal interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe the candidate or to discuss with him/her how learning is progressing.
Informal assessment should be used to provide feedback to the candidates and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place. The facilitator may mark these tasks or can assist the candidates in marking some of them. This is important as it allows candidates to learn from and reflect on their own performance.
The results of the informal daily assessment tasks are not formally recorded unless the facilitator wishes 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.
All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained.
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 candidates being able to do research and use dictionaries. The candidates will then write a first draft which can be marked
G12 ~ English First Additional Language: Language
by the facilitator The draft can then be discussed with the candidates and then the candidates must write the final draft under the supervision of the facilitator When the final draft is written it is under “test conditions”. The candidates may no longer use dictionaries and the facilitator may not help the candidates in any way. Please note that the candidates 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 of the whole piece of writing. That means the candidates 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 the candidates are progressing in a grade and in English as a 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 12
STUDY TIPS AND METHODS
In preparing for the language, oral or creative writing examination papers the candidates have to get enough practice in mastering the different skills taught in the course of the year.
Working out old examination papers can prove to be very useful.
The candidates should speak as much English as they can. 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 in the course of the year. Look at old essay topics and encourage the candidate to write some of those essays. Read through it and give the candidates advice for improvement.
G12 ~ English First Additional Language: Language
When answering questions the candidates must make sure that they understand the words that are used when questions are formulated.
QUESTION WORD
WHAT IS EXPECTED OF YOU WHEN YOU ANSWER THE QUESTION
Analyse Find main ideas and explain how they link together
Apply Use your knowledge and reasoning to give a good suggestion or answer to the question.
Comment on the effectiveness of…
Compare or contrast
Say why a particular point or image (e.g. a metaphor, alliteration) has impact and give reasons/examples to justify your opinion.
Say how things are similar to each other or how they are different. Define Give the formal meaning/ definition of a concept.
Describe Say what happened in a logical order (e.g. Describe what led to a person’s actions)
Evaluate Explain why you say something is good or bad.
Explain Use your own words to describe something or say why something happened.
List Use one word or phrase only, one underneath one another; may be numbered.
Illustrate Explain using examples from the text.
Justify Give valid reasons why you have interpreted something in a specific way or why the writer has done something in a particular way.
Relate Indicate the connection between things or explain how things happened.
Substantiate
Support your opinion with clear references to, or quotations from, the text (do not quote unless they tell you to do so)
Summarise State the main features of an argument, leaving out all unnecessary detail or examples.
G12 ~ English First Additional Language: Language
OTHER USEFUL INFORMATION
There are many old examination papers to be found on the Department of Education websites of the different provinces.
Visit www.thutong.doe.gov.za or
Google: ‘Gauteng Department of Education’ ‘Past papers’
Sample
PREFACE
INTRODUCTION
Dear Facilitator
This facilitator’s guide has specifically been compiled to aid you in helping your student master Grade 12. It is important to note that this guide should be used with the 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 in the study guide that the candidates must do, is done independently. Under no circumstances should the candidates see the answers prior to completing the given activities. The success of this course is determined by the candidates realising their mistakes and learning from them.
The focus is on the candidate and much of the work is based on good principles as inherited from the parents and the stable society in which the candidates have been raised and nurtured. The, effective and correct use of the language is valued more highly than, for instance, its relation to other international languages.
The aspects which you should concentrate on in the course of the year are:
1. Developing the candidates 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. Encouraging the candidates to speak as much English as possible without making serious language errors:
They should be able to take turns in a conversation, ask questions, and 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.
Sample
3. The importance of reading
The candidates should be able to read for comprehension and also read for the formal study of the prescribed literature. Also emphasise the importance of reading independently as reading is the easiest way for the candidates to expand their knowledge of the language. Encourage the candidates to figure out the meaning of unfamiliar words and images, identify figures of speech and the purpose thereof, draw conclusions, evaluate texts and to compare and contrast texts.
4. As writing is one of the most important skills in the acquisition of language, special attention should be paid 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). Candidates should plan and organise ideas before attempting to write these pieces. The editing, revising and polishing of the final product are often neglected by candidates
5. Candidates should be aware of language structures and conventions being used. They should build on their general knowledge of for example synonyms, antonyms, idioms, 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.
SampleFinally, the best help you can give the candidates, is to encourage them to read and speak English as much as possible.
YEAR PLAN
Unit 7
26 Discussing tourist attractions
27 Reading an article
28 Writing a news article, editorial and designing a brochure
29 Conjunctions, abbreviations and using a dictionary
3 Unit 8
30 Discussing advertisements
31 Reading comprehension
32 Writing: a poster, flyer and advertisement
33 Analysing cartoons; phrases and clauses; simple, compound and complex sentences
Unit 9
34 Discuss your future
35 Reading comprehension
36 Giving directions, instructions and writing an invitation
37 Homophones, homonyms, words often confused, emotive language
Unit 10
38 Discus preparation for exam
39 Reading comprehension
40 Notice, agenda, minutes of a meeting, memorandum
41 Punctuation
4 Unit 11
42 Examination paper 1
43 Examination 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.
TERM 1
UNIT 1 Sport
LEARNING AIMS:
After completing this unit, the candidate should be able to:
Listening and speaking:
Express your opinion about sport in this country.
Understand the views, opinions, emotions of others. Listen critically and evaluate a speech.
Use resources and reference material to find and select information in preparation of the speech.
Practise arguing a point Practise and presenting the speech.
Reading and viewing:
Read an article about presenting a speech
Read an article about writing a good essay.
Writing and presenting:
Write your own speech.
Analyse the structure, language features and register of essays.
Demonstrate your planning skills for a specific purpose, audience and context.
Evaluate own work for improvement.
Language structures and conventions:
Baseline exercise (revision of last year’s language)
Revision of indefinite, continuous and perfect tenses.
INTRODUCTION
This unit is about sport and the influence that sport has on people. You will think, talk and read about sports. You will also allow the candidate to express his/her opinion about it in a speech. In this unit the candidate will be expected to also do an exercise which will briefly revise language work done in previous grade before the candidate will do a baseline exercise. Identify with which aspects of this exercise the candidate has a problem and concentrate on doing enough revision exercises regarding this aspect before he/she writes the language test in week 9.
1.1. Lesson 1: Listening and speaking
Have a discussion about sport and its place in South Africa. Are we making too much of it? Encourage the candidate to voice his opinion. The aim with this exercise is to serve as a warmup exercise to get the candidate comfortable to speak his/her mind about a topic which is surely close to his heart. Encourage him/her to allow you to speak your mind about the matter as well, so that he can practice listening to other opinions as well.
1.1.1 Pre-listening
Discuss with the candidate the importance of voicing our opinions and doing it responsibly. Then talk about doing research about something which we feel strongly about and then organising your ideas into a speech.
1.1.2 Listening
You are now going to read a speech to the candidate to illustrate how one can include research in your arguments. Ask him/her to listen carefully to see whether the person has actually made a valuable point. When you read the speech to the candidate, read it with passion so that the content will be convincing, as the tone of voice will influence the candidate’s opinion on the speech.
HONESTY IS THE BEST POLICY
How easy is it for you to tell a little white lie? “Yes Mom, I have already done my homework” or “ No, I didn’t eat the packet of chips in the cupboard. It must have been someone else.” Is telling a lie something that comes easily to you?
Ladies and gentlemen, today I will try to prove to you that even telling a small lie, it doesn’t matter how innocent it may be, can be harmful to you. I will firstly identify the reasons why people lie to one another and then I will prove to you how telling the truth can change your life.
During our childhood our parents teach us the value of always telling the truth. They warn us about the consequences of telling lies and constantly remind us that a lie is bound to come out sooner or later. Yet, how many of you can honestly say that you never lie? If we know what the right thing is to do, why don’t we do it?
According to Sue Blaney, author of the book “Stop the rollercoaster” in which she gives parents advice on how to handle teenagers, there are several reasons why teenagers lie to their parents.
Sample
One such reason is because teenagers experience the desire to control their own lives and make their own decisions. They have a desire to be independent.
Secondly teenagers feel that their parents will not respect or hear their point of view. The root cause of them being dishonest lies in the lack of proper communication between parents and their teenagers. They feel their parents do not trust them enough to make the right choices, like for example when going to a party.
The third reason why teenagers lie is because they sometimes need to test the boundaries that support them. Teenagers need to know just where the boundaries of their freedom lie. How far can they push their parents before a specific reaction will follow? Teenagers want the reassurance that their parents care enough to set these boundaries AND enforce them. It gives them a sense of security.
I think that one should not merely accept these three reasons why teenagers lie as an excuse to make lying seem more acceptable.
According to the positive mindset website, Vital Affirmations, it is honesty, and not lying that helps us to identify who we really are and what we really want. When lying becomes a habit it influences not only the way we see ourselves but also the way other people see us.
Lies have a negative effect on our thoughts It creates the impression that our true self is not good enough and causes us to have a low self-esteem. We create the impression that in order to get something worthwhile we need to lie or cheat. On the other hand telling the truth gives us a sense of direction. We know who we are and what we want out of life.
Thomas Jefferson, the third president of America, said that “Honesty is the first Unit to wisdom.” Honesty instills trust. If your parents realise that you are always honest with them they will start to trust you and your judgement when making important decisions.
The well-known author, Virginia Woolf very aptly said “If you do not tell the truth about yourself you cannot tell it about other people.” With these words she is saying that you need to be true to yourself before you can be true to anyone else. Being honest builds relationships (not only your relationship with yourself but also your relationship with others)
My advice to you is to practise to become an honest, trustworthy person. If you’re afraid you will hurt someone when telling them the truth, rather say nothing than lie to them. People will regard you as a more reliable and balanced person because everyone will know exactly where they stand with you.
Sample
I close with the words of the English poet and dramatist John Lyly, “He that loseth his honesty hath nothing else to lose.” Stay honest and stay true to yourself.
1.1.3 Post-listening
Now discuss the speech with the candidate Encourage him/her to motivate why he/she regards the speech as being successful. Ask questions and if necessary read the speech again with the candidate so that he can clearly see where the main statements are made. He/she should also clearly see how research has been incorporated into the speech.
ACTIVITY 1:
The candidate now has to make a list of aspects which would make a speech successful. Allow him/her to refer/look at the speech you read to him/her. You may even allow him/her to make use of the internet to research the characteristics of a good speech.
FOR THE CURIOUS:
The candidate has been encouraged to read more examples on the internet. There are many speeches on the internet that do not follow the rules of a good speech. Encourage the candidate to rather look at the speeches of well-known politicians as they are always worthwhile to read because they usually have a definite purpose.
1.2 Lesson 2: Reading and viewing
1.2.1 Pre-reading
The candidate can now report back on the list of characteristics he/she has made in activity 1
1.2.2 Reading
Now read through the list of characteristics of a good speech in the study guide.
1.2.3 Post-reading
The candidate will now be expected to write his own speech which is to be delivered in week 3 Guide the candidate in choosing an appropriate topic. Remember it is always important to keep the speaker’s interests and personality in mind when choosing a topic. e.g. A very serious candidate will find it difficult to write a speech which contains a lot of humour.
Consult the addendum at the end of the facilitator’s guide for the marking grid which will be used to assess the prepared speech. Discuss this with the candidate so that he/she knows exactly what they will be getting marks for. He/she has a week to prepare for the speech. Do not write the speech for him/her but you are welcome to assist him/her by giving him/her advice for the improvement of the speech.
Remind the candidate that he/she should spend at least three days learning the speech and polishing the presentation. The biggest error that candidates make when preparing a speech is to think that they can write and prepare it within two or less days. The key to the success of their speech will be whether they have practised the presentation sufficiently.
