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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.
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.
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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 4 (term 4) 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 3 (term 3) is in study guide 3/4.
LESSONS:
15. Toadally amazing frogs 16. Heroes and villains 17. ‘It’ s all Greek to me …’ 18. Are we there yet?
Language structures and conventions
Writing and presenting
• Acti ve and passive voice
• Ambiguity, cliché, r edundancy, slang, and jargon
• Proper nouns, gerunds, and comple x nouns
• Tr ansition words
• Degrees of comparison
• Tenses
• Sentence types
SAMPLE
• Writ e a letter of application
• Writ e an email
• Writ e an obituary
• Writ e a narrative essay (for revision)
• Writ e a diary entry (for revision)
• Writ e an informal letter (for revision)
Reading and viewing
• Read a f olk tale
• Read a poem
• Read a new s article for comprehension
• Read a short story
• View a cart oon for comprehension
• Read a pla y
• Read an extract from a movie screenplay
Listening and speaking
• Read a variety of texts
• Discuss meeting pr ocedures, organise, and conduct a meeting
• Do a listening compr ehension
• Hav e a group discussion
• Role pla y a situation
• Hav e a conversation
• Hav e a spelling bee
• Listen t o a speech
• Deliv er a prepared speech
• Read aloud
UNIT 4: Weeks 1 – 2
In this lesson you will:
• read a variety of texts
LESSON 15:
Toadally amazing frogs
• discuss meeting procedures, organise, and conduct a meeting
• read a folk tale
• read a poem
• read a news article for comprehension
• write a letter of application
• revise active and passive voice
• learn about ambiguity, cliché, redundancy, slang, and jargon
SECTION 1 Listening and speaking
One day at the beginning of the dry season, the gazelle challenged the frog to a race. Naturally, the frog lost, and the gazelle claimed a pot of beer as its prize. But the frog said, ‘Wait, give me a chance to win the next round! Can you rise from the dead?’ Of course, the gazelle did not believe the frog could, but the next day, when the frog and his wife were at home, the gazelle set fire to their home, burning it to the ground. All the other animals in the village mourned the frogs who were such good neighbours.
After six months, the rains came, and soon the place where the frog’s house had been was underwater. That night, when the gazelle came to drink, he saw the frog in the water with his wife surrounded by many young frogs, all croaking happily. Irritated by the noise, the gazelle demanded to know what they were doing.
‘We are singing,’ answered the frogs, ‘we are so happy that the rains have come and that we have come back to the earth.’
‘Where have you been?’ asked the gazelle.
‘Why, in the country of the dead, of course, since you killed us in the fire,’ answered the frog.
‘What is it like down there?’ asked the gazelle.
‘Very pleasant,’ said the frog, ‘don’t you see how well we are looking. See all our children –they were all born in the land under the earth. The god of the Dead blessed us!’
The gazelle, who had no children, was so jealous that he went home to his wife and set his own house on fire. Of course, he was killed, for he did not know that frogs bury themselves in the earth at the beginning of the dry season and sleep there until the rains come!
Did you know this about frogs? Do you know any other interesting facts about them? Tell the class or your facilitator what you know.
How do you feel about these little animals? Do you like them or not? Some people find them very interesting while others find them cold and ‘slimy’ – it’s fine to have an opinion. Share your opinion with the class and remember to motivate why you feel the way you do.
Our lesson is about frogs and toads – do you know how to tell them apart?
Sleek and smooth and they look wet even when they are out of water.
Lose moisture very easily and are rarely far away from water.
Have long legs, longer than their head and body, which are made for hopping.
FSAMPLE
Warty-looking covered in little lumps and bumps with dry skin.
Sometimes found in cities or grasslands. They cope better with dry conditions because their skin is more waterproof.
They have shorter legs than frogs and prefer to crawl around rather than hop.
rogs and toads have long been part of the fairy tales, folk tales, and myths we read. You have probably read the fairy tale about the Frog Prince and how one kiss transformed him or what about ‘The Three Languages’, another fairy tale collected by the Brothers Grimm? In this, a count, dismayed by the stupidity of his only son, sends him to three wise men. The first teaches the boy the language of dogs, the second – the language of birds, and the third – that of frogs. Enraged, the count orders his servants to kill the hopeless son. They take pity on him, and the young man makes his way through the world, using, in succession, each of the three languages in three different circumstances, gaining good fortune along the way.
Frogs
Toads
FROGS THROUGH THE AGES
Since time began, the frog has been the symbol of birth and regeneration. In ancient Egypt, the frog was sacred to Heqet, the goddess of childbirth and the protector of mothers and newborns.
The hieroglyph for tadpole also represented the number 100,000, a sacred number for the Egyptians. In Greek tradition, frogs are said to croak in the Underworld.
European folklore and superstition say that it is unlucky to kill a frog, which like a butterfly, can house the spirits of dead children. On the other hand, if a frog enters someone’s house, it is said to bring good luck. To hear a frog croaking during the day has long been thought of as a sign of rain.
During the Middle Ages people widely believed that witches could transform themselves into frogs, and the people they did not like, into toads! The Blackfoot tribes see the frog as a symbol of happiness and as a creature of water, the frog is sacred to the moon and is often described as being a rainmaker or rain bringer. In Africa, in the indigenous traditions of Mozambique, the frog represents resurrection. In the oldest African myths, the frog is depicted as a god – as we read in the story of the frog and the gazelle.
The magical powers of the frog include the ability to bring rain, and the power to change and come back to life.
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The Japanese poet, Matsuo Bashō wrote one of his most famous haiku about a frog jumping into an old pond.
old pond frog leaps in water’s sound
We can see that frogs have been important to different civilisations throughout history, but why should we care about them today? Frogs are crucial to our ecosystem, keeping insect populations down and preventing disease. But many species are already endangered. Since the 1970s, at least 200 species of frogs have been lost, and many more will be in the future without conservation and education.
Save the Frogs Day works to raise awareness and education about the need for conservation efforts to protect endangered frog species. It is celebrated on the last Saturday of April each year
Remember to keep your dictionary at hand to look up any unfamiliar words.
REASONS TO SAVE THE FROGS
They play an important role in the food chain.
Throughout their lifecycles, frogs have an important place in the food chain as both predators and prey. As tadpoles, they eat algae, reducing the chances of contamination. Frogs are an important source of food for many animals, including birds, fish, monkeys, and snakes. The disappearance of frogs can disturb an intricate food web and affect an entire ecosystem.
They are an indicator species.
Frogs need suitable land and freshwater habitats to survive. They also have very porous skin that can easily absorb bacteria, chemicals, and other toxins. This means they are susceptible to changes in the environment and are great indicators of their environment’s health.
They keep insect populations at bay.
SAMPLE
We all know frogs eat insects including those annoying bugs most of us do not want around such as adult mosquitoes and their larvae that can transmit diseases including dengue fever, malaria, West Nile fever, and Zika.
Frogs are important in research.
Frogs have served as experimental animals throughout the history of science. They are used to understand biological phenomena in many other animals, including how birds, mammals, and reptiles reproduce, grow, and develop.
Frogs are nature’s pharmacy.
Epibatidine, a painkiller 200 times stronger than morphine, is secreted by Epipedobates tricolor, an Ecuadorian poison frog used by indigenous tribes in darts for hunting. Unfortunately, people cannot safely use it because it is so toxic. But because frog toxins are so diverse, they are being researched for their potential as treatments.
Frogs have existed for nearly 300 million years, but they are threatened by disease, pollution, habitat loss, invasive species, and climate change.
Now that you know how important frogs were to ancient civilisations and cultures and read about their value to us today – have you changed your mind about them since the start of the lesson?
Why are frogs so happy?
SAMPLE
Because they eat whatever bugs them!
Activity 195: Read texts critically
What does it mean to read critically?
Critical reading is a decision-making process. It requires that you ask many questions while you read.
When you read critically, you notice not only what is written but how it is written. Your job as a critical reader is to find out what the author’s purpose is. Critical reading sometimes involves reading twice: once to become familiar with the material and a second time to analyse it.
During your second reading, ask questions and make notes in the margins or on paper. The more you read critically, the more you will automatically ask questions like these while you read.
How can you read more critically?
Ask yourself:
• Why was this text written?
• What is its purpose?
• Is the intent to inform or to persuade?
• To compare?
• To illustrate?
• To entertain?
• To make you act?
QUESTIONS FOR CRITICAL READING
Who is the author?
What qualifies this person to write about this subject? Why did the author write this?
Who is the author’s intended audience? How would that audience respond to the material? How would different audiences respond?
SAMPLE
What is the attitude of the author? Does the author express any emotions? Does the author seem sympathetic or unsympathetic towards the subject?
When was it written?
Is the information current or outdated? If the text was written recently, does it rely on current facts? What sources are given for the ‘facts’? What was happening at the time the text was written that might have influenced the author?
IS THE INFORMATION FACT OR OPINION?
A fact can be verified; an opinion is based on personal evaluation. CRITICAL READERS must be able to DISTINGUISH between FACT and OPINION.
WHAT TYPE OF LANGUAGE DOES THE AUTHOR USE?
Authors carefully select their words and readers must notice these words. Do any words connote emotions? Do any words try to persuade you? Do the words try to paint a picture? How does the writing make you feel?
IS THE MATERIAL WELL-REASONED AND LOGICAL?
Does the author provide facts to support general statements? If the author expresses an opinion, is it supported by facts? Is the sequence of ideas logical? Do the author’s conclusions logically follow from the information given? Are there any irrelevant details or facts? Are there any inconsistencies?
WHAT DO YOU BRING TO THE READING?
Do you have any background knowledge that can help you read the text more critically? Do you have any opinions that might make it difficult for you to read the text critically? Do you agree or disagree with what the author says?
Fake news is all over, hoax texts make the rounds, and websites contain half-truths. Newspaper headlines and articles are often misleading. We must all be more critical about what we read and what we accept. THINK when you read, do not simply believe it is true because it is printed, posted, or tweeted somewhere.
Look at these texts critically.
SAMPLE
SAMPLE
Answer the questions orally on each text.
1. Why is the online news article fake news? Remember, look at ALL the elements and not only the text.
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2. Why should you never respond to this type of SMS or WhatsApp on your phone?
3. List all the half-truths/deception in the skincare advertisement.
Activity 196: Have a meeting
You read about and wrote an agenda and minutes earlier in the year. Now, discuss those meeting procedures.
1. Role players
These are the chairperson and attendees (or participants). Attendees can be those who attend the meeting regularly plus invitees. Invitees may be invited to attend the whole meeting or only specific parts of it. They would be invited to give an opinion or present certain facts on an agenda item. They may also be invited to be updated on current issues.
2. Meeting conventions
Meetings are run by the chairperson and can be formal, such as board meetings, or informal such as a short meeting to discuss a current issue. Formal meetings are usually preceded by an emailed meeting request or notice. Formal meetings are run according to an agenda circulated before the meeting and are followed up with minutes of the meeting which record the items discussed, outcomes agreed to, and recommendations made. Informal meetings are usually convened on the spur of the moment to address ongoing issues or new crises. These discussions are not generally recorded.
3. Taking turns
During formal as well as informal meetings, the chairperson invites attendees to take a turn to present their views on the issues being discussed and/or present their arguments for or against a resolution under discussion.
4. Language use
SAMPLE
This will vary. In formal meetings, for example, the chairperson would be addressed as Chair, Chairman, or Chairlady. When attendees speak, they are required to address the meeting through the chairperson by saying: ‘Lady Chair … / Mr Chair … I would like to make the point that …’ In less formal meetings, first names are used, and anyone may speak whenever they choose to. The language is informal and friendly.
5. Disagreeing in the meeting
Disagreeing in meetings is to be expected and even encouraged. If participants disagree on an issue, a vote can be taken, and the view of the majority is accepted. Alternatively, the discussion could be allowed to continue until consensus (when all agree) is reached.
6. Introduction and conclusion
All meetings, whether formal or informal, short or long will have some form of introduction and conclusion.
The introduction will generally welcome attendees and state its purpose. The conclusion is a summary of the course of action proposed to resolve the issue or issues discussed. Attendees are thanked for their attendance and their contributions to the meeting.
SAVE THE FROGS DAY!
1. Think of a project you would like to undertake in your community. It could be cleaning up an area in your neighbourhood or organising a fun walk to raise money for charity. You could also choose to organise an event for Save the Frogs Day to help with conservation.
2. Form a committee. Ask people who would be able to help with the project: family members, neighbours, or friends.
SAMPLE
3. Ask one of the committee members to take the minutes.
4. Set a time and date for the meeting.
5. Draw up an agenda.
6. Inform the committee of the time and date of the meeting and send out the agenda.
7. Hold the meeting. It may be formal or informal
8. Welcome everyone.
9. Address each item on the agenda and give everyone a turn to speak.
10. Agree on the outcome of each agenda item, who will be responsible for it, and when it will be completed.
11. Close the meeting by thanking everyone for attending.
12. As soon as possible after the meeting, send out the minutes.
13. Host the event.
SECTION 2
Reading and viewing
Activity 197: Read a folk tale: ‘The Marsh King’s Daughter’ (Hans Christian Andersen)
Pre-reading
SAMPLE
Hans Christian Andersen was a Danish master of the literary fairy tale whose stories are read to this day. He is also the author of plays, novels, poems, travel books, and several autobiographies. While many of those works are almost unknown outside Denmark, his fairy tales are among the most frequently translated works in all of literary history
It may also be noted that part of what makes some of the tales so compelling is Andersen’s identification with the unfortunate and the outcast. A strong autobiographical element runs through his sadder tales; throughout his life, he perceived himself as an outsider, and, despite the international recognition he received, he never felt completely accepted
During reading
Remember what you learnt about context earlier in the year – think about this as you read the story. Are Andersen’s feelings of being an ‘outcast’ or not ‘accepted’ reflected in the narrative?
• 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.
