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
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.
SAMPLE
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.
SAMPLE
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?
Unit 3 (term 3) is in this study guide, unit 1 (term 1) is in study guide 1/4, unit 2 (term 2) is in study guide 2/4, and unit 4 (term 4) is in study guide 4/4.
LESSONS:
Language structures and conventions
• Homonyms, homophones, homogr aphs
• Par onyms and abstract nouns
• Adjecti val and adverbial phrases and clauses
• Noun clauses
• Synon yms and antonyms
• Conjunctions
• Perf ect tense
• Par agraphs
• Spelling patt erns
• Use one wor d instead of many
• Pronouns
• Ver bs
SAMPLE
A night at the library Reading and viewing Writing and presenting
• Writ e a will and testament
• Writ e a cover letter and CV
• Writ e a reflective essay
• Writ e an argumentative essay
• Writ e an invitation card and acceptance
• Writ e a dialogue
Listening and speaking
• Read an abridged will and testament
• Read a poem aloud
• Read a poem f or analysis
• View a cart oon for comprehension
• Read an extract from a novel
• Read an extract from a movie screenplay
• Read a co ver letter and CV
• Read a short story
• Read a new s article for comprehension
• Read an extract from a play
• Language t est
• Spelling t est
• Listen to a dialogue
• Discuss a will and testament
• Listen t o an interview
• Discuss a CV
• Listen t o a debate
• Do a presentation
• Tak e part in a debate
• Listen t o a speech
• Giv e a prepared speech
• Tell a story
• Role pla y a dialogue
UNIT 3: Weeks 1 – 2
In this lesson you will:
• listen to a dialogue
• discuss a will and testament
LESSON 10: Under African skies
• read an abridged will and testament
• read a poem
• view a cartoon
• write a will and testament
• revise paronyms and abstract nouns
• revise homonyms, homophones, and homographs
• revise adjectival and adverbial phrases and clauses
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.
SAMPLE
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.
What part of speech is ‘snow-capped’?
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.
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.
SAMPLE
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.
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!
SAMPLE
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.
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
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.
SAMPLE
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.
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?
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 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’.
Answer the questions orally in class.
1. How does the conversation between Simon and Death develop?
2. List three colloquial (ordinary/everyday language) expressions Death uses.
3. What three reasons does Simon give for not wanting to draw up a will?
SAMPLE
4. What types of things could someone put in their will that others might not like?
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?
6. What is your opinion about how Death handled the conversation? Did something surprise you?
7. What do you think will happen to Simon’s family?
8. Notice the use of conjunctions, discourse markers, and transitions in the conversation.
9. Discuss Death’s voice.
Voice is the individual way a person speaks or writes. This is who you are. Some people speak in or write short, terse sentences. Their speaking or writing is usually direct and to the point.
Others may use flowery words and get to the point in a roundabout way. While others use superlatives and exclamation marks – none of these are better than the others. They are simply different.
The important thing to remember is to be true to your own ‘voice’. If you try and write in someone else’s voice, you may find your writing becomes stilted and the words just won’t flow. Our ‘voice’ is often a good indication of the type of person we are.
Activity 130: Discuss a will and testament
You studied a will in Lesson 6. Think about what you would put in your will. Think about your most valuable possessions. Do you think you need to draw up a will?
REMEMBER, during a discussion you must:
• Take turns – make sure everyone has the opportunity to speak.
• Structure your thoughts logically.
• Use appropriate language
• Use manipulation techniques by making others in your group understand your point of view.
• Have an opening and closing statement – an introduction and a conclusion.
• Reach a consensus.
SAMPLE
Have a conversation about a will. Your discussion must be 15–20 minutes
1. Is a will important and necessary?
2. Why is it so important to make a will?
3. What details are generally included in the document?
4. Who draws up the will?
• 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.
