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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
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.
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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.
RECOMMENDED READING
All the texts for this year are either in the facilitator’s guide or this study guide – but don’t stop there! Read as much as you can. Reading helps you to relax, improves your concentration and memory, stimulates your creativity and imagination, and helps to make you a better writer. We have included a few suggestions for further reading throughout the study guide.
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INTRODUCTION
This study 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, you write exams.
Each lesson has 4 sections:
1. Listening and speaking
2. Reading and viewing
3. Writing and presenting
4. Language structures and conventions
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.
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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 …
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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?
Unit 2 (term 2) is in this study guide, unit 1 (term 1) is in study guide 1/4, unit 3 (term 3) is in study guide 3/4, and unit 4 (term 4) is in study guide 4/4.
• Re vise a short story
• View an ad vertisement
• Read a notice, agenda, and minutes
• View a cart oon for comprehension
• Read a f olk tale
• Unprepar ed reading
• Unprepar ed speech
• Group discussion
• Discuss a speech
• Listen t o a speech
• Present an oral analysis of an advertisement
• Wat ch an advertisement
• Listen to a short story
Listening and speaking
SAMPLE
• Present continuous t ense
• Read a dr ama
• Read a diary entry
• Read a will and testament
• Read a poem
• Read a new spaper article
• Read an extract from a novel
• Read an extract from a movie screenplay
Reading and viewing
• Writ e a review on an advertisement
• Writ e a notice, agenda, and minutes
• Writ e a summary • Writ e a diary entry • Writ e a film review • Writ e a one-act play
Writing and presenting
• Par onyms, metonymy, and neologism
• Nouns and pronouns
Prepositions
• Adjecti ves
• Writ e a spelling test
• Writ e a language test
• Cross word puzzle
• Finite and infinite verbs
• Generalisations
Language structures and conventions
Ghosts in the machine
Fant astic beasts
Stree t art
Zoos: Renew or undo?
LESSONS:
UNIT 2: Weeks 1 – 2
LESSON 6:
Zoos: Renew or undo?
In this lesson you will:
• listen to a short story
• read an article and have a group discussion
• read an extract from a movie screenplay
• read a poem
• read a diary entry and write your own diary entry
• read a will and testament
• write a summary
• learn about generalisations
• write a language test
• write a spelling test
SECTION 1
Listening and speaking
SAMPLE
Discuss the title of the lesson. Do you think zoos should be ‘renewed’ –continually updated and modernised – or should they simply be ‘undone’ and closed forever? What is your opinion about zoos in general? REMEMBER: Be POLITE, be TOLERANT, be OPEN-MINDED. Listen to others’ viewpoints.
This lesson looks at zoos and their place in society – where it all began and what is happening today. Zoos, and the animals in them, is always a sensitive topic – but you must be able to critically look at an issue and decide where you stand. We will ask you to consider many aspects of animals in captivity: is there a positive side or only negative outcomes? You must decide.
1. There are over 10,000 zoos worldwide
2. There are 15 zoos and aquariums in South Africa
3. In 2022, the San Diego Zoo in the United States was rated as the best zoo in the world. Founded in 1916, the San Diego Zoo houses more than 3,500 animals across 650 different species and was also one of the first zoos to have open-air, cageless exhibits.
4. Our National Zoological Gardens in Pretoria is in the top 10! It is one of the eight largest zoos in the world and one of the most highly rated. The zoo houses a total of 9,087 animals belonging to 705 species and more than 600,000 people visit the zoo every year.
Who knew? So many words with ‘zoo’ … And these are only a few!
zoo (noun): The place where animals are kept for exhibition.
zoography (noun): The geographical distribution of animals; the branch of science dealing with this.
zookeeper (noun): An animal attendant employed in a zoo.
zoological (adjective): Having to do with animals.
zoology (noun): The study of animals.
zoomania (noun): Passionate enthusiasm for or interest in animals.
zoometry (noun): The measurement of the dimensions and proportions of the bodies of animals.
zoomorph (noun): A representation of an animal form in art; a zoomorphic design or figure.
zoonosis (noun): A disease that can be transmitted to humans from animals.
zoophobia (noun): Fear of or strong aversion to animals.
zooplankton (noun): Plankton consisting of small animals and the immature stages of larger animals.
zootechny (noun): The practice or activity of keeping domesticated or captive animals for any purpose; the science or technology of rearing, handling, and breeding livestock.
Read about the history of zoos on the next page.
THE HISTORY OF ZOOS
1. EGYPT AND MESOPOTAMIA
Wall carvings found in Egypt and Mesopotamia show that rulers and the wealthy created menageries as early as 2500 BCE. They had giraffes, elephants, bears, dolphins, and birds. In Egypt, a zoo has been found where antelopes, baboons, hyenas, cheetahs, cranes, storks, and falcons were kept. In southern Mesopotamia, royalty kept wild animals as pets. In Egypt, Ramses II kept giraffes and pet lions.
3. ROMANS
As the Roman Empire expanded, many animals were collected, including elephants, leopards, lions, ostriches, and parrots. The Romans are also well known for their cruelty towards animals in the Colosseum, where many were killed in combat or for pleasure. The Romans were fascinated by wild animals and used them in public displays, such as parading elephants, showing animal tricks, and even dressing them (monkeys were dressed as soldiers and rode in chariots pulled by goats). They also studied the animals they held in captivity and began the process where people came into closer contact with wild and exotic animals.
2. AZTECS
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The Aztec emperor Moctezuma II, had one of the earliest animal collections. In his capital city of Tenochtitlan, Moctezuma had a ‘house of animals’ with a large collection of birds, mammals, and reptiles in a garden tended by more than 600 people. After the Aztec revolt against Spanish rule, and during the battle for the city, Hernán Cortés reluctantly ordered the zoo to be destroyed.
4. ROYAL MENAGERIES
The wealthy created the first zoos as private collections to show their power. These private collections were called menageries. Well-known collectors of animals included King Solomon and King Nebuchadnezzar. Alexander the Great is known to have sent animals he found on his military expeditions back to Greece. Henry I of England kept a collection of animals at his palace, including lions, leopards, and camels. Henry III received a wedding gift in 1235 of three leopards and in 1264, the animals were moved to the Tower of London. It was opened to the public during the reign of Elizabeth I in the 16th century. During the 18th century, the price of admission was three half-pence or the supply of a cat or dog for feeding to the lions. The animals were moved to the London Zoo when it opened.
Just a century ago, the main attractions of many large cities were Human Zoos. In the late 1800s, colonial exhibits became popular in the western world — not only artefacts but actual people. Many new regions and communities were discovered in the late 18th and early 19th centuries. Those who visited them came back with stories of different-looking people, unique languages, and interesting customs. However, explorers called the people from their travels ‘primitive’, ‘savage’, and ‘wild’. Thousands of indigenous people from Africa, Asia, and the Americas were brought to Europe and the United States.
5. THE ENLIGHTENMENT
The oldest zoo in the world that still exists is the Tiergarten Schönbrunn in Vienna, Austria. It was built in 1752, to be a menagerie only for the royal family but was made accessible to the public in 1765. In 1775, a zoo was founded in Madrid, and in 1795, the zoo in Paris was founded for scientific research and education. The Kazan Zoo, the first zoo in Russia, was founded in 1806 by Professor Karl Fuchs.
SAMPLE
Major cities in Europe set up zoos in the 19th century. The transition was made from royal menageries to public zoological gardens. The new goal was to educate people using science. Scientists wanted to research animal behaviour and anatomy. To do this, scientists and zookeepers had to keep animals in places that were close to or resembled the animals’ natural habitats.
Early zoos were more like museums of living animals than natural habitats. Animals were kept in small display areas, with as many species as space would allow.
Their ‘natural environments’ were recreated in the enclosures in which they were kept. They wore the clothes they would normally wear (even during autumn and winter!) and demonstrated their customs and way of life. The aim was to make visitors feel as if they have travelled to those regions. At the same time, the harsh weather, diseases, and poor living conditions made these people ill and weak and many of them died. They were buried in the gardens of the zoo. The last Human Zoo was presented at the World’s Fair of 1958 in Brussels, Belgium.
Today, zoos are meant to entertain and educate the public but have a strong emphasis on scientific research and species conservation. There is a trend towards giving animals more space and recreating natural habitats. Zoos are usually regulated and inspected by the government.
6. HUMAN ZOOS
7. THE MODERN ZOO
The Pilanesberg Wildlife Trust has launched a campaign to urge tourists or travellers not to buy or accept animals or creatures from roadside traders on the way to the Pilanesberg, Sun City, or anywhere else! It is illegal to have indigenous wildlife and when people pay for these illegal purchases, they create an even bigger market. They also become guilty of a crime. Although we may feel sorry for the animals and think we are helping, we are causing more animals to be taken from the veld. This includes chameleons, tortoises, pangolin, and any indigenous snakes. Please rather call the SPCA or the Department of Agriculture, Land Reform, and Rural Development.
IN THE SHADOWS: ROADSIDE ZOOS
Unfortunately, there are also other attractions found along many roads in different countries, even our own. They draw tourists or travellers with catchy names and photos of happy animals, promising the opportunity to see wildlife up close and maybe even the chance to interact with them. Who wouldn’t want to pet a lion cub?
Roadside zoos are collections of animals in cages used to lure passing motorists to stop and see, feed, or play with the animals. In the United States, they became popular in the 1950s when the car became the preferred mode of transport. Originally stocked with farm animals and native wildlife, they offered anything from donkey rides to snake pits. In the 1960s, tigers, the largest of the big cats, became a prize attraction. Today there are more than 3,000 roadside zoos in the United States and while not all have tigers, those that do usually have more than one.
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In South Africa, it is easy to open a zoo according to the NSPCA. All that is required is a permit from the province and zoos often open their doors before getting one. None of the permit conditions takes animal welfare into account which results in the number of fly-bynight facilities growing and causing concern.
The animals often live in small, dirty cages. They are fed inadequate food and do not have medical care. They have little to keep them busy and often do not even have the company of other animals since many roadside zoos keep animals confined alone in their cages. Sometimes roadside zoos also encourage potentially dangerous interactions between animals and visitors, such as bottle-feeding tiger cubs or petting lion cubs in South Africa.
Netflix’s 2020 docuseries, Tiger King, shows viewers the inside of a well-known roadside zoo in Oklahoma, previously owned by a man known as Joe Exotic. For the price of admission, Joe Exotic would take visitors on a tour of his facility, allowing them to stare at the hundreds of wild animals held in captivity there, watch him feed and walk among the animals, and even hold and pass around tiger cubs for photos.
Roadside zoos, like Joe Exotic’s, are driven by profit to ignore animal welfare concerns, breed animals, and stuff a growing array of exotic animals into limited space – to make money and keep themselves in business forever.
At one point, Joe Exotic says his facility and sanctuaries, and other zoos are basically the same. Both keep animals in captivity, he observes, so what is the difference, really?
Quick class discussion
1. Do you agree with Joe Exotic’s statement that his roadside zoo and other facilities are the same because they also keep animals in captivity?
2. Many South Africans live in poverty or in very rural areas and will never have the money to travel to a game reserve or even watch TV channels like National Geographic or Discovery. For some, the only connection they might have to our beautiful animals is through a visit to the zoo – would you agree that zoos are beneficial in this aspect? Or do you feel that zoos have no place in society?
Unprepared speech
Think on your feet and choose a side to defend in an unprepared speech of 1–2 minutes This is not for marks, only to practise your public speaking skills and build your confidence.
SAMPLE
Choose one or more of the points below, along with what you have read so far, and present a persuasive speech – remember you must state your point of view and motivate it. Believe in what you say, and your audience will too.
Your facilitator will give you 10 minutes to read through the information and make a few notes for your speech. Use your general- and existing knowledge to make your speech interesting and relevant.
Arguments for zoos
• By bringing people and animals together, zoos educate the public and nurture an appreciation of animals. This motivates people to protect animals.
• Zoos save endangered species by bringing them into a safe environment, where they are protected from poachers, habitat loss, starvation, and predators.
• A good zoo provides an enriched habitat in which the animals are never bored, are well cared for, and have plenty of space.
• Zoos are a tradition, and a visit to a zoo is a wholesome, family activity.
• Seeing an animal in person is a more memorable experience than seeing it in a nature documentary.
• Humans have little, if any, duty to animals because humans are more important, and if keeping animals in zoos serves educational or entertainment purposes, we can ethically do it.
• Zoos help rehabilitate wildlife and take in exotic pets people no longer want or are no longer able to care for.
Arguments against zoos
• We do not have a right to breed, capture and confine animals, even if they are endangered.
• Animals in captivity suffer from stress and boredom.
• Baby animals bring in visitors and money, but this incentive to breed new baby animals leads to overpopulation. Surplus animals are sold not only to other zoos, but also to circuses, or canned hunting facilities.
• Removing individuals from the wild will further endanger the wild population because the remaining individuals will have more difficulty finding mates.
• If people want to see wild animals in real life, they can observe wildlife in the wild or visit a sanctuary.
• If zoos are teaching children anything, it is that imprisoning animals for our entertainment is acceptable.
• Animals sometimes escape their enclosures, endangering themselves as well as people.
BOOKS TO EXPLORE
An Elephant in My Kitchen (Francoise Malby-Anthony & Katja Willemsen)
Life of Pi (Yann Martel)
Faithful Elephants: A True Story of Animals, People, and War (Yukio Tsuchiya)
SAMPLE
Pride of Baghdad (Graphic novel by Brian K. Vaughn)
The Island of Doctor Moreau (H. G. Wells)
We Bought a Zoo (Benjamin Mee)
Babylon's Ark: The Incredible Wartime Rescue of the Baghdad Zoo (Lawrence Anthony & Graham Spence)
Activity 77: Listen to a short story: ‘Zoo’ (Edward D. Hoch)
Listen to the short story your facilitator will read to you.
• During the first reading, just listen and enjoy the story.
• On the second reading, make notes about the characters, setting, plot, and any other details you find relevant.
• Listen carefully and pay attention – practise your active listening skills.
After the reading, discuss these questions:
1. What is the main idea of the story?
2. What are the supportive ideas?
Answer the questions in your exercise book. Use full sentences where necessary. You may use a dictionary to help you.
1. What is the title of the story?
SAMPLE
2. Who wrote the story?
3. Who are the characters in the story?
4. What is the setting for the story? Does it stay the same throughout the narrative?
5. How much is the entrance fee to the zoo?
6. What does ‘annual’ mean?
7. What creatures came from Venus and Mars?
8. What is the professor wearing?
9. Which planet do the spider creatures come from?
10. On which date does the zoo return every year?
11. What is another word for ‘offspring’?
12. How are the spider creatures similar to humans? Quote to substantiate your answer.
13. ‘There are bars to protect us from them.’ In your opinion, what does this line say about the nature of humans?
14. interplanetary awe expense
Complete each sentence with a word from the word bank above.
a) The of running a zoo was high, but Professor Hugo earned the money back by charging a one dollar admission fee.
b) The children stared in at the creatures from a distant planet.
c) Professor Hugo’s zoo visited Earth, Mars, Venus, Kaan, and many other worlds.
15. What is the genre of the story?
16. How do the humans and spider creatures describe each other? Quote from the text to substantiate your answer.
Activity 78: Read an article and have a group discussion
Read the article and discuss one of the issues raised in the text. Use your dictionary to look up any unfamiliar words.
Guidelines for the discussion
• Your facilitator will divide the class into different groups.
SAMPLE
• Assign roles to the different members of your group.
• Decide which issue raised in the article you want to discuss.
• Decide what your stance is on the issue.
• Decide who will present the opening, the middle, and the conclusion (three different speakers, if possible).
• To help you, we have shaded a few issues for discussion in grey.
• Refer to the rubric to understand how you will be assessed.
(4 – 5)
INDIVIDUAL
The learner uses the appropriate group discussion conventions by taking turns and assigning roles to different members.
The learner uses appropriate language.
The learner respects others’ opinions.
GROUP
Disagreements are resolved appropriately.
There is an introduction, middle, and end to the discussion.
(2 – 3)
(0 – 1)
SAMPLE
TOTAL /25 (x 4 = 100)
Louzel Lombard
SAFARINEWS
2 April 2020
The East London Zoo has been keeping a jaguar in a 150m2 wire cage for more than three years while it awaits relocation to a bigger enclosure. At the Johannesburg Zoo, two more elephants have been placed in captivity after management refused to release their female elephant to a rewilding sanctuary when her life-long partner died in 2018. Bloemfontein Zoo has been closed indefinitely over permit violations of endangered species and, at Pretoria Zoo, the welfare of animals was recently called into question when animals allegedly were not fed for days.
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Despite a global outcry and the rapid deterioration of conditions, the struggling facilities refuse help from other wildlife facilities wanting to alleviate the animals’ suffering. South Africa’s state-run zoos say they play an important role in conservation, research, and the education of young children and ‘marginalised communities’ in South Africa, according to Jenny Moodley from the Johannesburg Zoo.
‘There is no conservation value as these captive-bred animals can never be released in the wild,’ says Ban Animal Trading (BAT) director Smaragda Louw. ‘Baby animals are attractions but once the cuteness factor has worn off, the animals are sold to other zoos or private individuals.’ It creates a vicious cycle into which more and more animals are born. ‘In terms of education, the best example of why one does not need a zoo for developing interest in an animal, is the dinosaur,’ says Panthera Africa Big Cat Sanctuary co-founder and director, Catherine Nyquist. ‘They have not been around for millions of years, yet they are one of the most popular animals that everyone knows something about.’
‘Future of zoos’
Annette Rademeyer of the King Williamstown SPCA near East London agrees. ‘Officials will tell you that many children come to the zoo who would not have the opportunity to see these animals in the wild. But what are we teaching the children?’ she asks. ‘That it’s okay to incarcerate animals under such conditions to be made fun of – there is no educational purpose being served.’ In South Africa with its rich wildlife heritage, opportunities exist for people of all demographics to see wild animals in their natural habitat. The SANParks open week is one example, and privatised wildlife sanctuaries in South Africa are also stepping up.
A movement labelled #truesanctuaries has taken off in South Africa, spearheaded by five internationally-accredited sanctuaries that operate on the strictest ethical guidelines. The Drakenstein Lion Park in Paarl, Panthera Africa outside Stanford, Jukani Wildlife Sanctuary near Plettenberg Bay, the Born Free Foundation at Shamwari, and Lionsrock Big Cat Sanctuary near Bethlehem in the Free State, all adhere to these standards that say no to breeding, trading, and interaction.
These facilities will not breed or trade, will never allow unnecessary human-animal interaction, or permit visitors to enter the animal’s ‘safe space’.
Isobel Wentzel, group curator for the South African Animal Sanctuary Alliance says, ‘There is no place left for any zoo where animals are simply incarcerated for visitors’ gaze. Animals in zoos are seen as objects on display, they might as well be stuffed animals. Visitors, especially children, who leave a zoo, take nothing of value home with them.’
Leading global conservationist Damian Aspinall says the writing is on the wall. ‘We’re not suggesting that zoos be closed straight away, this is not a viable option. We suggest that a plan is put in place, so zoos are phased out over a 25 to 30-year period.’
In South Africa, most of the state zoos occupy coveted natural real estate and there is great potential for these grounds to be converted into public spaces for all to enjoy.
‘East London’s Zoo grounds are beautiful and would make a beautiful botanical garden where families can have a picnic or walk around,’ Rademeyer says. The same goes for Bloemfontein, Pretoria, and Johannesburg.
SAMPLE
If zoos are to be a part of South Africa’s wildlife heritage going forward, changes must be made. The unnecessary incarceration of wildlife is no longer acceptable and South Africa’s municipal zoos must step up or face even harsher backlash.
• 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.
