Apart from any fair dealing for the purpose of research, criticism or review as permitted in terms of the Copyright Act, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without prior written permission from the publisher.
The publisher has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
There are instances where we have been unable to trace or contact the copyright holder. If notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.
Reg. No.: 2011/011959/07
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.
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.
SAMPLE
PREFACE
The study guide and facilitator’s guide cover all the work for Grade 9 First Additional Language. The book has been compiled according to the CAPS requirements as set out by the Department of Basic Education.
CAPS provides a breakdown of the minimum work that must be covered. In some instances, the study guide and facilitator’s guide contain more information than required by CAPS.
The study guide is divided into four units and 18 lessons. Each lesson is discussed over two weeks (8 hours) and each unit extends over a term.
At the end of units 2 and 4 (terms 2 and 4), the learners write exams (refer to the portfolio book and assessment plan).
Unit 1 consists of five lessons
Lesson 1: The power of one
Lesson 2: Cool caves
Lesson 3: Graphic novels
Lesson 4: The world of comics
Lesson 5: Film tourism
Unit 2 consists of four lessons
Lesson 6: Zoos: Renew or undo?
Lesson 7: Street art
Lesson 8: Fantastic beasts
Lesson 9: Ghosts in the machine
Unit 3 consists of five lessons
Lesson 10: Under African skies
Lesson 11: Mountain teacher
Lesson 12: Mythical cities
Lesson 13: A stitch in time … Lesson 14: A night at the library
Unit 4 consists of four lessons
Lesson 15: Toadally amazing frogs
Lesson 16: Heroes and villains
Lesson 17: ‘It’s all Greek to me …’
Lesson 18: Are we there yet?
The lessons are divided into activities – this contains the lesson content as well as questions on it.
Each lesson consists of:
• Listening and speaking
• Reading and viewing
SAMPLE
• Writing and presenting
• Language structures and conventions
Section 1: Listening and speaking
Listening and speaking are integral to all subjects. Each lesson begins with a discussion about the topic which serves as an introduction. Other discussions in lessons can be viewed as orals instead of only formal conversations/discussions. The more learners practise writing and delivering orals, the easier it becomes to do tasks and exams. It will also improve their self-confidence if they speak to an audience more often.
It is important to pronounce words clearly and correctly when reading aloud. Help learners when they use incorrect sentence structure or vocabulary when they speak.
Pay attention to the listening process as it is very important in the higher grades and used during listening tests. The listening process is discussed below. Make sure you know when learners can take notes.
Listening process and strategies
The listening process is a three-phase activity and not every step of the process will be used every time. For example, if learners are listening to a recording, they will need to do a pre-listening activity which allows them to focus their listening and helps them to make associations with their own experiences. Listening activities help learners to recall details and evaluate the message. Post-listening may include learners responding to what they have heard through discussion.
Pre-listening
This introduces learners to the listening situation. It allows them to access their existing knowledge of the topic and prepare for listening.
• Talk about background knowledge before listening.
• Predict what the text may be about from the title.
• Deal with any unfamiliar vocabulary.
• Set a pre-listening question/s to focus learners’ attention.
• Prepare learners with, for example, pen and paper for taking notes.
During listening
Learners:
• Analyse the message, the speaker, and the speaker’s evidence
• Make mental connections
• Find meaning
• Ask questions
• Make inferences and confirm predictions
• Reflect and evaluate
SAMPLE
Post-listening
Learners:
• Ask questions and talk about what the speaker said
• Review notes
• Summarise the presentation orally
• Analyse and evaluate critically what they have heard
• Combine new knowledge with prior knowledge
• Draw conclusions, evaluate, give an opinion, and respond critically.
Follow the listening process for the first few weeks and see how the learners progress. If it becomes clear that they do not have to listen to a text three times, you do not have to read it three times. The process must, however, be followed for tasks/exams.
Facilitatorʼs Guide 2/2
Section 2: Reading and viewing
The more learners read, the easier it will be for them to understand language use and pick up on things such as spelling patterns. Learners must read as much as possible on their own. Always help with pronunciation and meaning when learners read on their own.
Learners must read at least one book per term. Encourage them to read more than one book per term and from as many genres as possible.
If there is not enough time to do all the language activities in the lesson, make sure new work is covered before going back to previous work.
Section 3: Writing and presenting
The more learners write, the better. When you write, you are more inclined to use grammar and spelling correctly. Take note of the writing process set out below. Learners are also introduced to various types of texts, each with its own format (e.g. stories, dialogues, news reports, posters, and poems).
Writing process
Not every step of the writing process will be used each time. Make sure learners know where the focus is for each task, e.g. structure, sentence construction, or paragraph writing. The writing process includes:
• Planning/Pre-writing
• Drafting
• Revising
• Editing
• Proofreading
• Presenting
Planning
SAMPLE
Analyse the structure and features of the text. What is the purpose of the text? Decide on the requirements for the format and brainstorm ideas using, for example, mind maps, idea trees, flow charts, or lists.
Drafting
Write a first draft from the planning process. Read the draft critically and get feedback from others. Make sure all the requirements for the text have been met.
Revising, editing, proofreading and presenting
Read through the draft, correct spelling errors, refine word choice, evaluate style and register, use grammar correctly. Write the final draft including correct layout/format, heading, and fonts. Present the final version.
Section 4: Language structures and conventions
By interacting with language in written and spoken format, the foundation for grammar is laid. Although all the work required by CAPS is covered in the study guide, we do, however, recommend that facilitators provide learners with additional language exercises. It does not necessarily have to be an activity; it can simply be a revision of the previous day’s work or an informal quiz about synonyms or a spelling test.
Language aspects must be entrenched early on – it forms the basis for all language work up to Grade 12 (the level only gets higher each year). The more learners practise these language aspects, the better they get at using them correctly.
Time allocation
According to CAPS, learners must spend 4 hours per week studying English First Additional Language, so 8 hours per lesson (runs over two weeks). This means that homework is not included in this time. If learners cannot complete the activities during school time, they must do it for homework.
Two hours must be spent on listening and speaking, 3 hours on reading and viewing, 2 hours on writing and presenting, and one hour on language structures and conventions.
Take note that the time allocation for each activity does not necessarily add up to the 8-hour two-week cycle. This is because the time spent on an activity will be determined by the number of learners in the class. Some activities also take longer, where the facilitator must assess learners’ work, presenting a poem, orals, etc. In these cases, the activity could be done over a few days to allow each learner the opportunity to complete the activity.
Use your discretion to make sure learners cover all the work. In some instances, the work extends over a few periods, you can decide on how to complete these lessons.
Planning
SAMPLE
The books have been compiled in such a way that the facilitator has to do the minimum planning. However, it is still necessary to prepare for the lesson (especially since the time allocated for the activities is determined by the number of learners). Go through the lesson and see what you must prepare (for example, a text for reading aloud, decorating the class to suit the theme of the lesson, the necessary preparation for a language quiz/game, to ask learners to bring an item to class the following day, etc.). Also, plan which activities you will do on which days during the two-week cycle (day 1 to 10).
The activities can be done in the order they appear in the book, but it is not necessary to do all the listening and speaking activities only at the beginning of the lesson. If time does not allow, you may decide to not do some of the listening and speaking activities such as performing a poem. If learners have mastered some language aspects, they do not have to complete all the activities in class. If, for example, they understand abbreviations, they may complete the activity on abbreviations as revision at home (you can mark it in class).
Vocabulary and spelling
Encourage learners to use their dictionaries from day one and throughout the year. If possible, write a spelling test at the end of each lesson, or they can write a spelling test at the end of the day or week.
Where possible, we have included lists of words that learners may find difficult or to help them broaden their vocabulary to make essays and transactional texts easier to write.
About the texts
The texts, poems, and stories used in the books have the necessary permissions or are freely available in the public domain. Where there is no accreditation the author of the book wrote the poem/story/drama.
IMPORTANT NOTE
The lengths and complexity of the texts in the study guide vary. There are easier texts and there are those that may pose more of a challenge to learners. They must learn to read and engage with texts of various lengths and levels of difficulty. Reading comprehension is not only a vital step in helping learners develop a better memory and vocabulary, they also acquire the soft skills needed to navigate social and professional situations in their adult lives.
The advantages of a longer attention span cannot be overstated. The better we can focus on one task at a time, the more productive we become. Reading for longer periods of time will help instil the discipline needed to remain committed to a task until it is done.
SAMPLE
If you find that a learner/learners are having difficulty with a text, spend time with them and help them to read the text bit by bit. We want to remove the apprehension some learners may feel when they must read a longer text for comprehension. There is no need to rush through any text and you may provide as much assistance as necessary. However, do not shy away from longer texts as we are gradually building up to the skills expected of learners in the higher grades (and beyond). This will make the transition easier for them in the long-term and they will overcome any perceived obstacles to reading longer texts.
General
A few things to keep in mind:
• Each lesson has a theme. Try to make the theme as exciting as possible – the class could be decorated to suit the theme or learners could find interesting articles about it and share them with the class.
Facilitatorʼs Guide 2/2
G09 ~ English First Additional Language
• There is a table at the beginning of each lesson in the facilitator’s guide. This table contains the relevant activities and time allocation. Although other aspects may also be covered during the activity it is not the focus and not listed in the table.
• Many activities require more than one learner if there is only one learner the facilitator must take up the other role(s).
• As mentioned, some activities require learners to bring items to class – read ahead and give learners enough time to collect these items. For example, if they must bring along a magazine/newspaper or an item for role play, give them at least a week or two to get these together.
• In-between doing activities, learners can also write short, informal tests about language aspects, such as gender, degrees of comparison, etc.
• As far as possible, the headings in the study guide are according to CAPS, even though it might say ‘perform a poem’, it refers to the poem in the study guide, unless stated otherwise.
• More advanced learners can research the topic throughout the year, design and make a poster and tell the class about it. For example, they can research the information in the ‘Did you know?’ block or you can ask them to research a specific author or poet.
Recommended books
There are no prescribed books for English First Additional Language. Learners must, however, have a good bilingual dictionary or school dictionary from Oxford or Pharos. A thesaurus is also beneficial.
As mentioned, learners are expected to read at least one book per term. This may be any appropriate book of the learner’s choice. When learners read, they broaden their vocabulary and improve their spelling. We have included suggestions for further reading throughout the study guide.
SAMPLE
Some recommended books for Grade 9 English First Additional Language level:
• Holes – Louis Sachar
• Tales of Beedle the Bard – J.K. Rowling
• Stories of Africa – Gcina Mhlophe
• Eragon – Christopher Paolini
• The Lion, the Witch and the Wardrobe (The Chronicles of Narnia series) – C.S. Lewis
• Ella Enchanted – Gail Carson Levine
• Danny the Champion of the World – Roald Dahl
• White Fang – Jack London
• The Borrowers – Mary Norton
• Harry Potter Series – J.K. Rowling
• Charlotte’s Web – E.B. White
Facilitatorʼs Guide 2/2
G09 ~ English First Additional Language
• The Tale of Despereaux – Kate Di Camillo
• How to Eat Fried Worms – Thomas Rockwell
• Wonder – R.J. Palacio.
• The Lightning Thief – Rick Riordan
• Lord of the Flies – William Golding
• The curious incident of the dog in the night – Mark Haddon
• The Witches – Roald Dahl
• Little Women – Louisa May Alcott
• The Maze Runner – James Dashner
Formal assessment
No activity in the study guide is done for formal assessment. Please refer to the portfolio book for all formal assessments.
Exams
There are two exams in Grade 9 – the June and November exams. In both exams, learners write three papers.
• June exams
ל Paper 1: Oral (listening comprehension/debate/conversation/prepared or unprepared speech/group discussion)
ל Paper 2: Reaction to written texts (reading comprehension of literary/nonliterary text, comprehension of visual text, summary, language structures and conventions)
ל Paper 3: (written before the exams) Writing (transactional text: 2 short or 1 long) (poster/advertisement/web page/review, descriptive or argumentative essay)
• November exams
ל Paper 1: Oral (listening comprehension/debate/conversation/prepared or unprepared speech/group discussion)
ל Paper 2: Reaction to written texts (reading comprehension of literary/nonliterary text, comprehension of visual text, summary, language structures and conventions)
ל Paper 3: (written before the exams) Writing (transactional text: 2 short or 1 long) (newspaper article/questionnaire/directions/instructions, descriptive, argumentative, or narrative essay)
Always refer to the assessment plan as the content of the exams may change.
1
YEAR PLAN
LESSON 1: The power of one
LESSON 2: Cool caves
LESSON 3: Graphic novels
LESSON 4: The world of comics
LESSON 5: Film tourism
LESSON 6: Zoos: Renew or undo?
LESSON 7: Street art
2
3
LESSON 8: Fantastic beasts
LESSON 9: Ghosts in the machine
LESSON 10: Under African skies
LESSON 11: Mountain teacher
LESSON 12: Mythical cities
LESSON 13: A stitch in time …
SAMPLE
LESSON 14: A night at the library
4 LESSON 15: Toadally amazing frogs
LESSON 16: Heroes and villains
LESSON 17: ‘It’s all Greek to me …’
LESSON 18: Are we there yet?
Units 3 and 4 (terms 3 and 4) are in this facilitator’s guide, and units 1 and 2 (terms 1 and 2) are in facilitator’s guide 1/2.
• Spelling t est
• Language t est
• Read an extract from a play
• Read a new s article for comprehension
• Role pla y a dialogue
• Tell a story
• Giv e a prepared speech
• Listen t o a speech
• Tak e part in a debate
• Do a presentation
• Listen t o a debate
• Discuss a CV
• Listen t o an interview
• Discuss a will and testament
• Listen to a dialogue
Listening and speaking
SAMPLE
• Ver bs
• Pronouns
• Use one word instead of many
• Read a short story
• Read a co ver letter and CV
• Read an extract from a movie screenplay
• Read an extract from a novel
• View a cart oon for comprehension
• Read a poem f or analysis
• Read a poem aloud
• Read an abridged will and testament
Reading and viewing
• Writ e a dialogue
• Writ e an invitation card and acceptance
• Writ e an argumentative essay
• Writ e a reflective essay
• Writ e a cover letter and CV
• Writ e a will and testament
Writing and presenting
• Spelling patt erns
• Par agraphs
• Perf ect tense
• Conjunctions
• Synon yms and antonyms
• Noun clauses
• Adjecti val and adverbial phrases and clauses
• Par onyms and abstract nouns
• Homonyms, homophones, homogr aphs
Language structures and conventions
UNIT 3: Weeks 1 – 2
LESSON 10:
Under African skies
Skills
Listening and speaking
Listen to a dialogue
Discuss a will and testament
Reading and viewing
Read an abridged will and testament
Read a poem aloud: ‘Africa is where my heart lies’ (Miriam Makeba)
Read a poem: ‘Jumbo Jet’ (Spike Milligan)
View a cartoon for comprehension
Writing and presenting
Brainstorm a will and testament
Write the first draft
Revise and edit the will
Proofread and write the final version
Language structures and conventions
Study GuideTime allocation
Activity 12935 min.
Activity 13035 min.
Activity 13135 min.
Activity 13235 min.
Activity 13335 min.
Activity 13435 min.
Activity 13535 min.
Activity 13635 min.
Activity 13735 min.
Activity 13835 min.
Revise homonyms, homophones, and homographsActivity 13935 min.
Paronyms and abstract nouns
Adjectival and adverbial phrases and clauses
Write a language test
Write a spelling test
Activity 14035 min.
Activity 14135 min.
Activity 14235 min.
Activity 14335 min.
Remedial activity: Complete the South African landmarks word search.
Extension activity: Write a poem about South Africa.
SECTION 1 Listening and speaking
‘Africa changes you forever, like nowhere on earth. Once you have been there, you will never be the same. But how do you begin to describe its magic to someone who has never felt it? How can you explain the fascination of this vast, dusty continent, whose oldest roads are elephant paths? Could it be because Africa is the place of all our beginnings, the cradle of humankind, where our species first stood upright on the savannahs of long ago?’
–Brian Jackman
SAMPLE
We have been telling stories around the fire for 400,000 years …
When humans learnt to control fire, it changed many things – the way we eat and perhaps our culture. Anthropologist Polly Wiessner studied the evening campfire conversations of the Ju/'hoan people of Namibia and Botswana and found that by making the day longer, fire gave people a way to use their imaginations and tell stories. Most daytime conversations were about chores or gossip. At night, however, conversations turned to singing, dancing, spirituality, or stories, often about people they know, adventures in towns, local politics, or elephant stories.
Campfires allowed our human ancestors to tell stories to help them understand each other, build trust, and gain sympathy. Fire still has an important place in our culture today. We sit together around a fire and share memories, stories, hopes, and dreams. When we listen to stories around a fire, the storyteller creates the atmosphere and we stare, smile, and lean forward to hear more …
Africa is rich in stories, and we have a storytelling culture from one generation to the next. What makes our continent so special and filled with wondrous stories are some of the mysterious places that were ‘found’ … and lost.
Let’s explore …
SAMPLE
Juan de Lisboa
Off the coast of Madagascar, this mythical place was said to be discovered by Portuguese sailors and placed on maps from the 17th century. Today, we know Juan de Lisboa was, in fact, a phantom island. Phantom islands are land masses in the ocean that usually appeared on maps after sailors explored new places and mistook a land mass already discovered for a new one. Maps and charts in the Age of Discovery often contained islands plotted according to hearsay or sailors’ tales.
What do we usually call a ‘phantom’ in stories? Use your dictionary if you need help. Phantoms in stories are usually called ‘ghosts’.
The Lost City of the Kalahari
In 1885, William Hunt returned to Europe with a story: he had discovered the ruins of an ancient city in the Kalahari, complete with walls and pavements. A legend was born. Since 1932, more than 30 expeditions – on land and in the air – have been launched to find the city, without success. In early 2016, there were reports on an episode of the Travel Channel’s Expedition Unkown that unusual rock formations were found that could be mistaken for city ruins.
‘Mountains of the Moon’
The source of the Nile has always fascinated explorers.
In ancient times, a merchant, Diogenes, decided to find the source of the Nile himself. He returned from his 25day journey claiming he had found the source of the Nile and that it trickled down from the great heights of several large mountains into many large lakes. He said that because of the mountains’ snow-capped peaks, they are called the ‘Mountains of the Moon’ by the communities around them. In the late 18th century, a Scotsman, James Bruce, identified the ‘Mountains of the Moon’ as Mount Amedamit in Ethiopia, but there are more theories. One of them is that the ‘Mountains of the Moon’ are Uganda’s Rwenzori Mountains (pictured above). Other possibilities include Mount Kilimanjaro in Tanzania and Mount Abuna Yosef in Ethiopia.
SAMPLE
What part of speech is ‘snow-capped’? It is an adjective that modifies the noun ‘peaks’.
St Matthew Island
This island was accidentally found in 1516 by the Loaísa Expedition on St Matthew’s Day and was said to be south of the bulge of Africa, a rough 1,000km from Ascension Island. It appeared on maps and charts from the 16th century onwards.
In 1775, famed seafarer, Captain James Cook, attempted to find St Matthew but failed.
SAMPLE
Thinis (Ancient Egyptian city)
Thinis was the first capital city of Ancient Egypt. We do not know exactly where Thinis was, and it remains a big mystery – it is sometimes called a ‘lost city’. It is also said that the first pharaohs of Egypt were buried in Thinis.
Aoudaghost, an oasis along the trans-Saharan Caravan Route
Early Arabic manuscripts mentioned an oasis in the Sahara, a place where weary traders would stop and take on supplies before travelling on. Out of the endless expanse of the desert, Aoudaghost rose, with its mosque at the heart of it. The earliest account, from 1068 BCE, describes it as being surrounded by date palms, fig trees, vines, and henna plantations. Livestock roamed the streets, some of the sweetest honey in the region was harvested here, and all transactions were done in gold.
From 1960 to 1976, archaeological excavations took place 34 kilometres from the tiny town of Tamchakett in Mauritania. Experts estimate that some of its oldest ruins were built between 600 – 800 BCE and the town was filled with people until the 15th century. It is widely believed that these ruins, known as Tegdaoust, are the remnants of the mythical oasis town of Aoudaghost.
What is ‘henna’? Find the definition in the dictionary. Henna is a reddish-brown dye, used mainly for changing the colour of the hair and skin.
MINI-RESEARCH PROJECT
A Kenyan proverb says: ‘travelling is learning’ and the famous British writer, Aldous Huxley, said that ‘to travel is to discover that everyone is wrong about other countries’.
Even if you cannot travel to some of the most beautiful and interesting places in our country, you can still read about them and enjoy knowing that we live in a remarkable corner of the world.
Do some research on one of the things to see and do listed below. Imagine you have visited one of the places/participated in an activity and write a postcard to a friend about it.
You may use the postcard template or draw your own in your exercise book. Remember, a postcard message is short and to the point – think of it as the paper version of Twitter!
Shark Cage Diving in Gansbaai
A typical shark cage diving excursion takes about three to five hours. You hop on the boat and are hustled away to prime shark territory near Dyer Island and Geyser Rock. Then it’s just you … and the shark.
SAMPLE
Orlando Towers, Soweto
Since 2009, the Orlando Towers have been the launchpad for one of the world’s most epic bungee jumps. After being lifted over 92 metres in the air, very brave visitors can walk across a narrow bridge between the two towers, enjoying a beautiful (yet scary!) view of Soweto along the way.
Just Nuisance Statue, Jubilee Square, Cape Town
Visit the statue of Just Nuisance in Simon’s Town – he was a Great Dane and the only dog ever to be officially listed in the service of the British Royal Navy.
Latimer’s Landing, East London
The spot where the first living specimen of the coelacanth was discovered.
Hole-in-the-Wall, Mgxotyeni
It is known to the Xhosa people as izi Khaleni, the ‘Place of Sound’ and some believe it is a gateway to the world of their ancestors.
Activity 129: Listen to a dialogue
35 minutes
SAMPLE
Revise these words associated with a last will.
testator: A male making a will (a female is a testatrix).
sound mind: Having the ability to think, understand, and reason for oneself.
revoke: Cancel/withdraw
codicil: An addition or supplement that explains, modifies, or revokes a will or part of one.
executor: Person appointed by the testator/testatrix to ensure the written instructions contained in the will are carried out.
liabilities: All outstanding debt, funeral costs, estate duty, etc.
assets: The sum of your wealth made up of property, household contents, vehicles, money in the bank, investments, life insurance, etc.
estate: The final value of your assets after all liabilities have been settled.
beneficiaries: The people or organisations you leave your wealth to.
bequeath: The act of giving a gift to people or organisations.
trust: A legal structure that administers and controls your assets before they are distributed to your beneficiaries.
inheritance: The gifts left to you by the testator/testatrix such as property, goods, money, etc.
estate duty: A tax payable on the value of the estate – only applies to large estates.
intestate: Describes someone who dies without a valid will.
It is a fact of life that we are all going to die one day. For many people, thinking about death evokes strong emotions of anxiety and fear. Others will push thoughts of death aside, laugh at them, dismiss them, or not think about it at all. While it isn’t something we want to think about, at some stage of our life we are forced to confront it, whether we like it or not, and plan for what happens when we are gone.
At your age, you probably have many other things you would rather think about – that is perfectly normal and as it should be, but for this lesson, let’s think about this topic a bit and discuss what must be done one day when you are an adult, and the time comes.
SAMPLE
A will is part of the process, it means you leave something for your loved ones – a legacy or a way to live comfortably when you can no longer look after them.
Why do you think people sometimes put off making a will? Discuss some of the reasons and give arguments to disprove these reasons. For example, ‘I didn’t have time to make a will.’ What would you say to disprove this statement?
Drawing up a will can be stressful and sometimes people pass away without a valid will. Discuss the implications of someone dying ‘intestate’ with learners. When someone dies without a will (intestate) their estate falls under the management of the Master of the High Court and the process may become very unpleasant and drawn out for those concerned.
People tend to delay the process for many reasons. Discuss what some of these reasons may be and give arguments to the contrary:
• They think their estate is too small.
• They can do one later.
• Those left behind can deal with it.
• It could create a problem with the family.
• Some believe that drawing up a will may make their death come sooner.
Read or present the dialogue to the learners. If possible, get two people to play the parts. Alternatively, ask someone to help you record it, so you can play it to the learners. You can even record it on your phone.
The discussion is between Death and Simon in the latter’s office. Simon has not yet realised that he has died, and Death is curious about whether Simon wrote his will before he ‘takes him away’. The dialogue is humorous, yet it delivers the message.
Death is an emotional issue, and we must use a bit of light-hearted content to not cause stress or create fear. Try to keep the conversations light and do not venture into religious discussions about life after death or pass judgement on learners’ beliefs on the matter. Do not allow learners to judge one another’s beliefs either.
SAMPLE
Listen to the dialogue your facilitator will read to you. Death is a serious matter, but sometimes we need a little humour to cope with life. This part of the lesson is not about fearing death or living your life thinking about it – it is about preparing for what may come and making sure your family is taken care of.
The dialogue is on page 28.
Answer the questions orally in class.
1. How does the conversation between Simon and Death develop?
Death is interested in Simon’s family and whether Simon had made the necessary arrangements for when he is no longer there, i.e., did he leave a will. Simon did not and regrets putting off the decision to do it.
2. List three colloquial (ordinary/everyday language) expressions Death uses.
• Hey, look on the bright side …
• Loosen up! Chill!
• You crack me up …
3. What three reasons does Simon give for not wanting to draw up a will?
• He thought that if he made a will he would die prematurely.
• He was worried that someone might not like what he put in his will or that he would leave someone out by mistake.
• He could not decide who should get what from his estate.
• He was too busy to do it.
4. What types of things could someone put in their will that others might not like? They might cut someone out of their will or leave their money and estate to another party other than their family.
5. What does Death mean when he says: ‘that guy in HR with the weird shirts … Well, let’s just say he mustn’t make any holiday plans – you know what I mean?’ What is this figure of speech called?
He is referring to the man’s death. It is a euphemism.
6. What is your opinion about how Death handled the conversation? Did something surprise you?
We usually read about Death in stories and expect him to be unfeeling, yet here he shows sympathy for Simon and his family. He knows the family is facing difficult times because Simon did not leave a will. It shows that sometimes people do not act the way we expect them to, and we should not judge a book by its cover.
7. What do you think will happen to Simon’s family?
Answers may vary and may include these points: Simon’s wife might have to seek legal advice to ensure his estate comes to her and the children. It will probably go to court and be decided from there. We do not know whether she is employed, but if she is, she could be able to take care of the family until the estate is settled.
8. Notice the use of conjunctions, discourse markers, and transitions in the conversation.
9. Discuss Death’s voice.
Example: Death is humorous and sometimes cynical. It is clear he has seen it all over the millennia and not much can surprise him any more.
• 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.
• 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.
