G 10 english first additional language study guide by Impaq

Í2*È-A-FAL-SG01lÎ 1

F A

ENGLISH FIRST ADDITIONAL LANGUAGE STUDY GUIDE Grade 10

A member of the FUTURELEARN group

English First Additional Language Study guide

1810-A-FAL-SG01

Í2*È-A-FAL-SG01lÎ

Grade 10

CAPS aligned

S Schreuder

Study Guide G10 ~ English First Additional Language: Language

CONTENTS

PREFACE............................................................................................................................ 5 YEAR PLAN ........................................................................................................................ 6 LESSON ELEMENTS........................................................................................................ 10

LANGUAGE Unit 1: How to be a winner .............................................................................................. 14 Lesson 1: Listening and speaking ............................................................................... 15 Activity 1 ................................................................................................................ 15 Lesson 2: Reading and viewing ................................................................................... 16 Activity 2 ................................................................................................................ 19 Lesson 3: Writing and presenting ................................................................................ 19 Activity 3: The essay ............................................................................................. 23 Activity 4 ................................................................................................................ 24 Lesson 4: Language revision ....................................................................................... 24 Activity 5: Baseline exercise .................................................................................. 31 Lesson 5: Speaking ..................................................................................................... 33 Activity 6: Speech.................................................................................................. 34 Activity 7: Revision exercise .................................................................................. 35 Unit 2: Making lifelong friends ........................................................................................ 37 Lesson 6: Listening and speaking ............................................................................... 38 Lesson 7: Reading and viewing ................................................................................... 39 Activity 8: Writing a summary ................................................................................ 41 Activity 9: Reading comprehension ....................................................................... 41 Lesson 8: Writing and presenting ................................................................................ 42 Activity 10: Transactional writing â&#x20AC;&#x201C; not for portfolio ............................................... 45 Lesson 9: Language revision ....................................................................................... 46 Activity 11: Language exercise.............................................................................. 48 Activity 12: Reported speech................................................................................. 52 Unit 3: Save the planet .................................................................................................... 54 Activity 13: Writing a summary .............................................................................. 55 Lesson 11: Reading and viewing ................................................................................. 56 Activity 14: Dictionary work ................................................................................... 59 Activity 15: ............................................................................................................. 59 Lesson 12: Writing and presenting .............................................................................. 60 Activity 16: Writing longer transactional text (task 3) ............................................. 63 Lesson 13: Language structures ................................................................................. 63 Activity 17: Revision .............................................................................................. 64

ÂŠ Impaq

Study Guide G10 ~ English First Additional Language: Language

Unit 4: Resolving conflict ................................................................................................ 67 Lesson 14: Listening and speaking ............................................................................. 67 Activity 18: Interpreting a comic strip..................................................................... 69 Lesson 15: Reading and viewing ................................................................................. 70 Activity 19: Reading comprehension ..................................................................... 73 Activity 20: Writing a summary .............................................................................. 74 Lesson 16: Writing and presenting .............................................................................. 75 Activity21: Longer transactional writing ................................................................. 77 Lesson 17: Language structures ................................................................................. 77 Activity 22: Nouns ................................................................................................. 79 Activity 23: Test 1 .................................................................................................. 80 Unit 5: Famous people .................................................................................................... 81 Lesson 18: Listening and speaking ............................................................................. 82 Activity 24: Listening test ....................................................................................... 83 Lesson 19: Reading and viewing ................................................................................. 83 Activity 25: Reading comprehension ..................................................................... 85 Lesson 20: Writing and presenting .............................................................................. 86 Activity 26: The dialogue and interview ................................................................. 87 Lesson 21: Language structures ................................................................................. 87 Activity 27: Prefixes and suffixes ........................................................................... 89 Activity 28: Adjectives ........................................................................................... 92 Activity 29: Punctuation ......................................................................................... 93 Unit 6: South African inventions .................................................................................... 94 Lesson 22: Listening and speaking ............................................................................. 94 Lesson 23: Reading and viewing ................................................................................. 95 Activity 30: Reading comprehension ..................................................................... 98 Lesson 24: Writing and presenting .............................................................................. 98 Activity 31: Writing a newspaper article/review ................................................... 100 Lesson 25: Language practise .................................................................................. 101 Activity 32: Conjunctions ..................................................................................... 102 Activity 33: Prepositions ...................................................................................... 103 Activity 34: Editing ............................................................................................... 104 Unit 7: Are we addicted to celebrity culture? .............................................................. 105 Lesson 26: Listening and speaking ........................................................................... 106 Lesson 27: Reading and viewing ............................................................................... 106 Activity 35.2: Unprepared reading ....................................................................... 108 Activity35.1: Reading for comprehension ............................................................ 108 Activity 36 ............................................................................................................ 109 Lesson 28: Know your pronouns ............................................................................... 110 Activity 37 ............................................................................................................ 110 Lesson 29: Homonyms .............................................................................................. 111 Activity38 ............................................................................................................. 111 Lesson 30: Homophones........................................................................................... 111 Activity 39 ............................................................................................................ 112 Lesson 31: Synonyms ............................................................................................... 112 ÂŠ Impaq

Study Guide G10 ~ English First Additional Language: Language

Activity 40 ............................................................................................................ 113 Lesson 32: Abbreviations and dictionary skills .......................................................... 113 Activity41.1 .......................................................................................................... 116 Activity 41.2: Test 2 ............................................................................................. 117 Lesson 33: The advertisement .................................................................................. 117 Activity 42 ............................................................................................................ 119 Activity 43 ............................................................................................................ 120 Unit 8: Cyberbullying: a growing problem................................................................... 121 Lesson 34: Listening and speaking ........................................................................... 122 Activity 44: Reading for comprehension .............................................................. 124 Lesson 35: Examination preparation ......................................................................... 125 Lesson 36: Writing and presenting ............................................................................ 126 Activity 45: Writing a friendly letter ...................................................................... 128 Activity 46: Transactional writing ......................................................................... 131 Lesson 37: Language revision ................................................................................... 131 Activity 47 ............................................................................................................ 133 BIBLIOGRAPHY ............................................................................................................. 135

LITERATURE PREFACE........................................................................................................................ 143 Unit 1: Introduction to literature ................................................................................... 143 Lesson 1: Genres are unique .................................................................................... 143 Activity 1 .............................................................................................................. 147 Lesson 2: Poetry – The sonnet .................................................................................. 147 Lesson 3: Short stories – an introduction .................................................................. 150 Activity 2: The structure of the short story ........................................................... 152 Unit 2: “First Love” ........................................................................................................ 155 Lesson 4: “First Love” by John Clare ......................................................................... 155 Activity 3: Questions on “First Love” .................................................................... 162 Lesson 5: “The most dangerous game” (Part 1) by Richard Connell ......................... 162 Activity 4: Questions on “The most dangerous game”......................................... 176 Unit 3: “Boy At The Window” ....................................................................................... 177 Lesson 6: “Boy at the Window” by Richard Wilbur .................................................... 177 Activity 5: Questions on “Boy at the Window”...................................................... 177 Lesson 7: “The most dangerous game” (Part 2) ........................................................ 182 Activity 6: Questions on “The most dangerous game”......................................... 190 Unit 4: “Old Folks Laugh” ............................................................................................. 191 Lesson 8: “Old Folks Laugh” by Maya Angelou ......................................................... 191 Activity 7: Questions on “Old Folks Laugh” ......................................................... 196 Lesson 9: “On the bridge” by Todd Strasser .............................................................. 196 Activity 8: Questions on “On the bridge” .............................................................. 203 Unit 5: “How Do I Love Thee?” ..................................................................................... 204 Lesson 10: Poetry: “How Do I Love Thee?” by Elizabeth Barrett Browning............... 204 Activity 9: Questions on “How do I love thee?” .................................................... 211 Lesson 11: “In the Withaak’s shade” by Herman Charles Bosman ........................... 211 Activity 10: Questions on “In the Withaak’s shade” ............................................. 216

Study Guide G10 ~ English First Additional Language: Language

Unit 6: “Ozymandias” ...................................................................................................... 217 Lesson 12: Poetry: “Ozymandias” by Percy Bysshe Shelly ......................................... 217 Activity 11: Questions on “Ozymandias” ............................................................... 223 Lesson 13: “Willem Prinsloo’s Peach Brandy” by Herman Charles Bosman ............... 223 Activity 12: Questions on “Willem Prinsloo’s Peach Brandy” ................................. 231 Unit 7: “Walking Away” ................................................................................................... 232 Lesson 14: “Walking away” By Cecil Day-Lewis .......................................................... 232 Activity 13: Questions on “Walking away” ............................................................. 237 Lesson 15: “I’ll never stop loving you, Tommy Toledo” by Ellen Conford .................... 237 Activity 14: Questions on “I’ll never stop loving you, Tommy Toledo” ................... 251 Unit 8: “The Road not Taken” ......................................................................................... 252 Lesson 16: “The Road not Taken” by Robert Frost ..................................................... 252 Activity 15: Questions on “The Road not Taken” ................................................... 259 Lesson 17: “Roppie” by Jack Cope.............................................................................. 259 Activity 16: Questions on “Roppie” ........................................................................ 267 Unit 9: “Frankie and Johnny” ......................................................................................... 268 Lesson 18: “Frankie and Johnny” Author: Anonymous ................................................ 268 Activity 17: Questions on “Frankie and Johnny” .................................................... 276 Lesson 19: Examination instructions ........................................................................... 276 Activity 18: Revision .............................................................................................. 278 Unit 10: Examination preparation ................................................................................... 279 Lesson 20: Studying poetry ......................................................................................... 279 Lesson 21: Studying short stories................................................................................ 280 Lesson 22: Common errors made in literature examinations ...................................... 281 GLOSSARY....................................................................................................................... 284 BIBLIOGRAPHY AND REFERENCES ............................................................................. 287

Study Guide G10 ~ English First Additional Language: Language

PREFACE RECOMMENDED BOOK Lutrin, B and Pincus, M. 2005. English Handbook and Study Guide, Berlut Books CC, Birnan Park, South Africa INTRODUCTION You might be familiar with the new CAPS approach in the South African education system. This study guide in CAPS aligned, because it teaches basic structures of the language and emphasises reading, speaking and writing. Your spoken language is very important and you will notice that every unit starts off with discussions on topics. Please take part in these discussions with your facilitator. You must be able to converse fluently in English and a lot of emphasis must be put on this. This study guide does not encompass the whole English language, but it does give a few guidelines about what is important for examination purposes. The activities are important. Don’t skip them! Work diligently throughout the year to achieve success at the end of the year. In the language section of the study guide you will find: • Notes on language structures and activities to practise the structures. • Tips and information on how to perform well in your oral examination. • Tips on writing good essays and how to write summaries. • There are examples of the formats of the transactional pieces you will be expected to write. You won’t be doing all the formats of transactional pieces this year. A few of them will be taught in Grade 11 and 12. Keep this study guide: all the formats might not be repeated again. • Information on how to interpret visual texts. • Various exercises to practise your examination writing skills. The aim for this year is the development of these skills: • • • • •

Acquiring the language skills necessary to communicate effectively and appropriately taking into account your target audience, purpose and context. Listen, speak, read/view and write/present the language confidently and with enjoyment. Express and justify, orally and in writing, your own ideas, views and emotions confidently in order to become independent and mature. To use English and your imagination to find out more about yourself and the world around you enabling you to express your experiences and about the world orally and in writing. To expand your general knowledge and make you a well-rounded person.

Study Guide G10 ~ English First Additional Language: Language

YEAR PLAN LESSON

Language

Literature

Language

Literature

DATE STARTED

Term 1 Unit 1 Lesson 1: Listening and speaking Activity 1 Lesson 2: Reading and viewing Activity 2 Lesson 3: Writing and presenting Activity 3 Activity 4 Lesson 4: Language revision Activity 5 Lesson 5: Speaking Activity 6 Activity 7 Lesson 1: Genres are unique Activity 1 Lesson 2: Poetry – The sonnet Lesson 3: Short stories – An introduction Activity 2 Term 1 Unit 2 Lesson 6: Listening and speaking Lesson 7: Reading and viewing Activity 8 Activity 9 Lesson 8: Writing and presenting Activity 10 Lesson 9: Language revision Activity 11 Activity 12 Lesson 4: Poetry – “First Love” by John Clare Activity 3 Lesson 5: Short story – “The Most Dangerous Game” (Part 1) by Richard Connell Activity 4

DATE COMPLETED

Study Guide G10 ~ English First Additional Language: Language

Term 1 Unit 3

Language

Literature

Language

Literature

Language

Lesson 10: Listening and speaking Activity 13 Lesson 11: Reading and viewing Activity 14 Activity 15 Lesson 12: Writing and presenting Activity 16 Lesson 13: Language structures Activity 17 Lesson 6: “Boy at the Window” by Richard Wilbur Activity 5 Lesson 7: Short story – “The Most Dangerous Game” (Part 2) Activity 6 Term 1 Unit 4 Lesson 14: Listening and speaking Activity 18 Lesson 15: Reading and viewing Activity 19 Activity 20 Lesson 16: Writing and presenting Activity 21 Lesson 17: Language structures Activity 22 Activity 23 Lesson 8: Poetry – “Old Folks Laugh” by Maya Angelou Activity 7 Lesson 9: Short story – “On the Bridge” by Todd Strasser Activity 8 Term 2 Unit 5 Lesson 18: Listening and speaking Activity 24 Lesson 19: Reading and viewing Activity 25 Lesson 20: Writing and presenting 7

Study Guide G10 ~ English First Additional Language: Language

Literature

Language

Literature

Language

Activity 26 Activity 27 Activity 28 Activity 29 Lesson 21: Language structures Lesson 10: Poetry – “How Do I Love Thee?” by Elizabeth Barrett Browning Activity 9 Lesson 11: Short story – “In The Withaak’s Shade” by Herman Charles Bosman Activity 10 Term 3 Unit 6 Lesson 22: Listening and speaking Lesson 23: Reading and viewing Activity 30 Lesson 24: Writing and presenting Activity 31 Lesson 25: Language practice Activity 32 Activity 33 Activity 34 Lesson 12: Poetry – “Ozymandias” by Percy Bysshe Shelley Activity 11 Lesson 13: Short Story – “Willem Prinsloo’s Peach Brandy” by Herman Charles Bosman Activity 12 Term 3 Unit 7 Lesson 26: Listening and speaking Lesson 27: Reading and viewing Activity 35.1 Activity 35.2 Activity 36 Lesson 28: Know your pronouns Activity 37 Lesson 29: Homonyms Activity 38 Lesson 30: Homophones

Study Guide G10 ~ English First Additional Language: Language

Literature

Language

Literature

Activity 39 Lesson 31: Synonyms Activity 40 Lesson 32: Abbreviations and dictionary skills Activity 41.1 Activity 41.2 Lesson 33: The advertisement Activity 42 Activity 43 Lesson 14: Poetry – “Walking Away” by Cecil Day-Lewis Activity 13 Lesson 15: Short story – “I’ll never stop loving you, Tommy Toledo” by Ellen Conford Activity 14 Term 4 Unit 8 Lesson 34: Listening and speaking Activity 44 Lesson 35: Examination preparation Lesson 36: Writing and presenting Activity 45 Activity 46 Lesson 37: Language revision Activity 47 Lesson 16: Poetry – “The Road Not Taken” by Robert Frost Activity 15 Lesson 17: Short story – “Roppie” by Jack Cope Activity 16 Term 4 Unit 9 – 10 Lesson 18: Poetry: “Frankie and Johnny” (optional) Lesson 19: Examination instructions Lesson 20: Studying poetry Lesson 21: Studying short stories Lesson 22: Common errors made in literature examinations

Study Guide G10 ~ English First Additional Language: Language

LESSON ELEMENTS These icons facilitate your mastering of the knowledge in each unit in preparation for the examination. LEARNING OBJECTIVES: What the learner should know at the end of the lesson. Taken from CAPS.

IMPORTANT TERMINOLOGY New terminology to extend understanding of the subject as part of this lesson.

DEFINE: Definitions of concepts to understand the content.

IMPORTANT: Explain misunderstandings; possible confusion regarding existing knowledge.

TIPS: Any information other than the content, to guide the learner through the learning process.

FOR THE CURIOUS: Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that the learner is encouraged to explore. For the gifted learner: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.

ACTIVITY: Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed.

ÂŠ Impaq

Study Guide G10 ~ English First Additional Language: Language

EXCERCISE: In conclusion of the specific Unit. Formative assessment.

CORE CONTENT: Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.

STUDY/REVISION: Time spent to study the content in conclusion of the Unit and in preparation for the test or examination.

ÂŠ Impaq

Study Guide G10 ~ English First Additional Language: Language

LANGUAGE

Â© Impaq

Study Guide G10 ~ English First Additional Language: Language

Â© Impaq

Study Guide G10 ~ English First Additional Language: Language

Unit

UNIT 1: How to be a winner LEARNING OBJECTIVES After you have completed this unit, you must be able to: •

•

Listening and speaking Express your opinion on what winning means. Understand the views, opinions, and emotions of others on the concept of being a winner. Listen critically and evaluate a speech. Use resources and reference material to find and select information for a speech. Practise and present the speech. Reading and viewing Read the article about how to present a good speech. Read the article about the different types of essays. Writing and presenting Write your own speech on one of the topics in the portfolio book. Demonstrate your planning skills for the specific purpose, audience and context as suggested in the speech topic that you choose. Evaluate your own work and tweak the speech where necessary. Language structures and conventions Baseline exercise: revision of language structures done until last year: tenses, questions, negatives, tags and passives.

INTRODUCTION This unit is about winning and the influence it has on someone. You will think, talk and read about winning. You will be allowed to express your opinion about it in a speech. In this unit you also will be expected to do an exercise which will briefly revise language done in the previous grade, before embarking on a baseline exercise. Identify which aspects of this exercise you struggle with and concentrate on doing enough revision exercises before you write the language test in week 9.

Study Guide G10 ~ English First Additional Language: Language

Unit

LESSON 1: LISTENING AND SPEAKING When we feel strongly about something, we can voice our opinions by discussing them with someone. We can also listen to their opinions and comment in them. 1. Do you think all people can be winners? 2. Why does winning play such an important role in western society? 3. Do you think losing is always a bad thing? 4. Do you think winning has become too emphasised and that it causes too much stress? Remember the rules of a discussion. When you take part in a discussion, you must be able to: • Initiate and keep up a conversation by sharing your ideas. • Take turn with the person to whom you are speaking. • State you opinion without becoming too aggressive. • Show respect at all times, even if you don’t agree. • Fill in gaps in the conversation if you have something sensible to say. 1.1

Pre-listening

You can also convince people of your opinion by finding more evidence to prove that you have a valid point. When you have researched the topic and found credible sources, you can debate the topic with someone. You can also be asked to deliver a speech in which you can try and convince them that you have good arguments. 1.2

Listening

Listen to the speech read to you by your facilitator. Listen to it critically so that you can identify which arguments the speaker is trying to make. 1.3

Post-listening

Discuss this speech with your facilitator and decide whether you think the speaker has persuaded you of his opinion. ACTIVITY 1: Make a list of aspects that you think would be important in a good speech. You may search the Internet for more examples of speeches. There were great speakers in the previous century like Dr Martin Luther King Jr, Winston Churchill, John F Kennedy, etc. Listen to our own world champion speaker from South Africa, Douglas Kruger, on YouTube.

Study Guide G10 ~ English First Additional Language: Language

Unit

LESSON 2: READING AND VIEWING 2.1

Pre-listening

While listening to the speech in Lesson 1, you would have noticed that there were certain parts of the speech that influenced your opinion about winning. Now share the notes that you have set up about a good speech with your facilitator and explain why you included certain aspects. Read the following notes which will give you advice on how to write your own good speech. (Keep these notes for future use.) 2.2

Reading

HOW TO MAKE A GOOD SPEECH 1.

Preparation When preparing a speech (which includes telling a story and giving a description), there are certain guidelines which you may follow to ensure that you get the best mark possible for your effort. These notes are applicable throughout your school career (and later), keep them safe for future use. Each speech has a good introduction, interesting contents and a striking conclusion.

• • • • •

How does one prepare a good introduction? There are many ways to approach your introduction. The type of introduction depends on the topic and the type of audience. The following methods have been used successfully by public speakers. Stating a problem: ask an unanswered question and capture your audience’s interest straight away. Tell a short story about an interesting event which relates to the topic. Tell a short joke as an ice-breaker and then briefly summarise the main gist of your topic to get the audience involved. Give a short anecdote on something to enhance an aspect of your topic and create interest. Use a striking quotation from something that you have read and that relates to your topic and the audience. A good introduction requires preparation, initiative and creativity from the speaker. It must not be left out or treated haphazardly. The speaker must let the audience relax, involve them and inform them what the speech is about, to make the whole experience enjoyable.

How does one prepare the content of a good speech?

Study Guide G10 ~ English First Additional Language: Language

Unit

Step 1: Accumulating facts: • Listen to news, people, and discussions on the topic. • Read about the topic. • Enquire about the topic. • Gather information from people with expertise. • Do research. • Do an opinion poll. Step 2: Organising the material The following methods can be used: • Logical order of facts • Numerical order of facts • Chronological order of facts • Achronological order of facts to build a line of suspense • The use of acronyms to link letters – e.g. WILL – wisdom, integrity, love and life. Each one of these methods will depend on the type of topic that has been chosen. 4.

How does one prepare a good ending/conclusion? A good ending must be well thought through. The following guidelines can be used: • End off with a stunning quotation that makes the audience think. • A short summary of the speech and a good message at the end. • End with an anecdote, a story or a joke. • A short summary of the speech and a message at the end. • State the problem that makes the audience think about the contents of the speech again. • End with a climax or an anticlimax. • Weigh the facts and draw a conclusion on behalf of the listener. • Challenge the audience to action.

Study Guide G10 ~ English First Additional Language: Language

Unit

What else must I take into consideration when preparing a speech? You must remember that the speech itself is only half of the package that is presented to the audience. Presentation is the other half. If the presentation is boring, the speech will lose its impact. The following aspects are important when speaking in front of an audience:

5.1

Voice quality A good speaker can vary the volume of his/her voice and control it in such a way that the attention of the audience doesn’t lapse.

5.2

Tone of voice Someone who talks in a monotone voice can be very boring to listen to. Use the tone of your voice in such a way that you keep the speech interesting.

5.3

Diction and pronunciation At high school level you shouldn’t be struggling with pronunciation. Speak clearly, don’t swallow your words and if there are a few words that you can’t pronounce, put in some effort to find out how it is pronounced by consulting the dictionary or someone who is a good English speaker.

5.4

Eye contact If a speaker doesn’t make eye contact with the audience, they become bored and agitated. People lose interest and then extra energy is needed to get their attention again. A good speaker looks the audience in the eye and smiles when he talks. If you are nervous, a good place to look is between the eyebrows of the person. You avoid intimate eye contact, but the person still feels you are looking directly at him. In a large audience it is always good to move your head in a half circular movement from the one side to the other in order to address the whole audience on an equal level.

5.5

Spontaneity A speaker, who relaxes and has the knack of making the audience relax, is always a winner. Such a person is friendly, spontaneous and knows that he/she is actually there to entertain his/her listeners. If he/she makes a mistake, he/she knows it’s not the end of the world. He fixes the mistake, laughs at himself and carries on. Many times the audience won’t even know that he has made a mistake. Only he knows what he wants to say anyway. The big secret is that the speaker must enjoy himself, and then the audience will enjoy themselves. If one doesn’t practise a speech beforehand, it won’t work. Article by S Schreuder – used with permission.

2.3

Post-reading

You will now be expected to write your own speech, keeping these aspects in mind.

Study Guide G10 ~ English First Additional Language: Language

Unit

ACTIVITY 2: Use the advice given to you to work out your own speech on a topic of your choice. Remember it is important to include research. Consult the portfolio book for the topics (Task 1). Give yourself ample time to prepare it properly.

LESSON 3: WRITING AND PRESENTING By the end of the lesson you should know all the formats of the different types of essays and their function. DEFINE THE DIFFERENT TYPES OF ESSAYS NARRATIVE: A narrative essay aims to tell a story of something that is happening or has happened. DESCRIPTIVE: Descriptive writing is the act of describing a picture in words, in such a way that the writer makes you think of all the sensory images that he feels towards the subject which is being described. DISCURSIVE: A discursive essay is one in which the writer makes a point by reasoning. He objectively considers various aspects of the subject and then makes a statement of his own carefully thought-out views about the subject. 1

ARGUMENTATIVE: An argumentative essay is one in which the writer argues both for and against the topic with the idea of highlighting both the pros and cons while at the same time trying to reflect the point of view which may be favoured by the writer. The subjectivity of the writer is clear, as is his attempt to persuade the reader to share his point of view. REFLECTIVE: A reflective essay is a piece of writing that involves your views and feelings about a particular subject. The goal of a reflective essay is to not only discuss what you have learned about the subject but to convey your own personal experiences and findings that resulted. 3.1

Pre-writing the essay

Read through the notes on essay-writing before you attempt to write your own essay. NOTES ON WRITING AN ESSAY 1.

ÂŠ Impaq

The narrative essay

Study Guide G10 ~ English First Additional Language: Language

Unit

The narrative essay seems easy, but it is more difficult to write a really good narrative composition than any other type of composition. What is important in a successful narrative essay? 1.1

1.2

1.3

1.4 1.5 1.6

1.7

1.8 1.9

1.10

The content of the essay must relate to the title chosen and must reflect a well thought-out plot. A plot is the way events take place and the reason why they take place in a particular pattern. The plot is the powerful “web of meaning” and it shapes and explains the story. The story must sound true, that is, the reader should not have to strain his imagination to believe that such a situation is possible. The story should be plausible, that is, reasonable or convincing enough for the reader to believe that it did or it could take place. Even if the tale is based on pure fantasy, the story should be logical. That is, the events should at least be probable. The reader must be able to say: such and such might well have happened. In storytelling the events described should be within what can be expected. You may invent what you will – as long as within the world of the characters and situation, it might be possible or have happened. A good story has a point to make – usually at the end. The reader’s interest must be held to the end. This will depend largely on the writer’s style which must keep the reader’s interest. In a successful narrative there is usually an inciting moment which changes a predictable plot into an unpredictable plot. An inciting moment causes conflict or something unexpected to happen which changes the whole outcome of the story. A successful narrative will have relevant detail of time (when the story takes place), place (where the story takes place) and appearance (and how the events take place – the story itself). A successful narrative also shows sensory details, such as: sights, sounds, tastes, smells and tactile (touch) aspects. A good ending is an important aspect of any successful narrative. Good writers are able to produce a surprising “twist in the tale”, although a good start will make a reader want to read the story. Conflicts are also good for stories. It may be conflict between two or more people, between people and natural forces, between individuals and groups or between aspects of a person’s personality. Regardless of its form, conflict generates dramatic interest.

Study Guide G10 ~ English First Additional Language: Language

Unit

The descriptive essay The descriptive essay needs very special skills. To write a good descriptive essay you must be able to manipulate language in such a way that the subject being described becomes as real to the reader as it is to the writer. The successful writer is one who makes the reader see the subject as vividly (clearly) as he does; who creates a picture in the mind of the reader through the images he creates of sound, smell, taste, touch and sight.

What is important in writing a descriptive essay? 2.1 2.2

2.3 2.4

Your description should focus on detail. Write about familiar objects. Only choose this essay if you have some knowledge about the topic which you have derived from personal experience or if you have read about it. You must be able to describe a person, place or events so accurately that the reader can visualise what you are saying. Use adjectives and adverbs skilfully and effectively. Include figurative language like similes, metaphors, personification. Discursive essay In discursive writing you have to argue both sides of an issue. The difference between the discursive and argumentative writing lies in the tone and factual content. The discursive composition is more objective and should try to see both sides of an argument calmly and logically.

What is important in discursive writing? 3.1 3.2 3.3 3.4 3.5 3.6

The writer should show a real interest in the subject being discussed and reflect reliable information about the subject. The writer must see both sides of an argument and present opposing views impartially (without discriminating). The writer should be aware of opposition to a particular idea while trying to show his own opinion. There must be a conclusion, that is, an own opinion of where the balance/truth lies. The examiner is looking for a calm, reasoned statement of opinion based on facts as they have been presented. Use concessive conjunctions or logical connectors, like therefore, however and so.

Planning the discursive essay: a) b) c)

ÂŠ Impaq

Introduction: Brief introduction to the subject, perhaps referring to its history and stating its importance by showing it affects us as individuals or as a society. Body: Paragraphs which give equal attention to aspects for and against the subject. Conclusion: The writer gives a carefully considered opinion, that is, a clear statement of his final belief. 21

Study Guide G10 ~ English First Additional Language: Language

14.

Unit

The argumentative essay In the argumentative composition, the writer must deal with both the pros and cons of an argument while at the same time trying to show more strongly the aspect which is favoured (by the writer).

What is important in good argumentative writing? 4.1

A good argumentative composition must be clearly presented, it must get to the point (without discussing subjects that are not related) and it must be logical.

4.2 a)

Plan as follows: Rewrite the topic in your own words, that is, create an introductory paragraph which is a clear sign to the examiner that you understand the title. To do this you must be sure that you understand all the vocabulary in the title. Discuss the pros and cons using appropriate ideas and supporting evidence. It is important to remember that all statements should be well substantiated (proven). This is usually done with reference to relevant research findings, statistics and the opinions held by experts on the subject which is being discussed. If you, the writer, possess strong beliefs of your own you should be able to support your own subjective thoughts by making direct reference to specific experiences, texts and supporting facts from reliable sources. Conclude by summing up the points and making a clear statement of your main argument.

NOTE: The argumentative composition can be an excellent choice if you are: • A logical thinker. • Able to see both sides of an argument. • Determined to solve a problem. • Have reasonable knowledge about the issues which need to be discussed. • A regular reader of newspapers and magazines. • Prepared to keep an open mind so that you are able to see both sides of any argument. 5.

The reflective essay The reflective essay allows you to reveal and talk about your own personal insight about a topic. It is therefore subjective. You may address certain experiences that led to your opinion about a specific matter. You can also reflect on dreams or your aspirations.

What is important in good reflective writing? 5.1 5.2

This essay is often descriptive. You can write about your own observation, experience and attitudes. Say how they have influenced your mind set. This is a very difficult essay to write and should be attempted only by skilled writers.

Study Guide G10 ~ English First Additional Language: Language

5.3 5.4 5.5

Unit

Plan the content of your essay carefully to ensure that you do not repeat any ideas. This is a common mistake made by learners who attempt to write this type of essay. Use personal pronouns. Your conclusion should summarise the content of your essay.

3.2

Writing and presenting

You may write an essay on any topic. Choose your topic carefully. The best topic would be one where you will be able to write about something you have experienced or you have some knowledge about and suits your personality. Plan your essay as follows: 1. Write down as many ideas as you can about the topic. 2. Brainstorm with your facilitator about how this topic can be approached. 3. Research the topic. This is an opportunity to build your vocabulary. 4. Organise the ideas you want to use so that your essay will make sense. 5. Identify main ideas and supporting detail. ACTIVITY 3: THE ESSAY Write the first draft of your essay (Task 2). Topic of your choice. 3.3

Post-writing

To write a good essay, it is important that we learn to critically evaluate our own work. Be as objective as possible when you try to improve on your work. Read the following CHECKLIST and make the necessary corrections in your essay. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

ÂŠ Impaq

I have interpreted my topic correctly. The whole essay is on topic. My essay topic is written at the top of my essay and I have indicated the topic number that I have chosen. My essay is between 150 â&#x20AC;&#x201C; 200 words. I have indicated the number of words used at the end of my essay. I have spelt all my words correctly. (Use a dictionary) I have used the same tense throughout my essay. I have divided my ideas into paragraphs. I have refined my word choice. I have tried to write words, phrases and sentences into better English. I have used a variety of punctuation marks correctly. All my sentences make sense.

Study Guide G10 ~ English First Additional Language: Language

11.

Unit

I have included figurative language (like metaphors, similes and personification). ACTIVITY 4: If you can, ask a friend/peer to read through the first draft of the essay and edit it. Now write the final draft of your essay to be marked by your facilitator.

LESSON 4: LANGUAGE REVISION In this lesson you are going to revise the different tenses, tags, questions and negatives. You are then going to do a baseline exercise as part of your revision of your previous yearsâ&#x20AC;&#x2122; work. When your facilitator has marked this for you, you must pay special attention to the parts of the questions that were problematic to you. Then ensure that you master those aspects when studying for a test or examination.

DEFINE Baseline exercise: An exercise that tests an achievement level based on work done in previous years. This baseline exercise will test your general knowledge of tenses, questions, negatives and tags. To remind you what you have learnt, study the following table.

ÂŠ Impaq

Study Guide G10 ~ English First Additional Language: Language

Unit

SENTENCES Indefinite I drive a car. You drive a car. He drives a car. They drive a car.

Continuous I am driving a car. You are driving a car. He is driving a car. They are driving a car.

Perfect I have driven a car. You have driven a car. He has driven a car. They have driven a car.

Past

I drove a car. You drove a car. He drove a car. They drove a car.

I was driving a car. You were driving a car. He was driving a car. They were driving a car.

I had driven a car. You had driven a car. He had driven a car. They had driven a car.

Future

I will drive a car. You will drive a car. He will drive a car. They will drive a car.

I will be driving a car. You will be driving a car. He will be driving a car. They will be driving a car.

I will have driven a car. You will have driven a car. He will have driven a car. They will have driven a car.

Present

Perfect continuous I have been driving a car. You have been driving a car. He has been driving a car. They have been driving a car. I had been driving a car. You had been driving a car. He had been driving a car. They had been driving a car. I will have been driving a car. You will have been driving a car. He will have been driving a car. They will have been driving a car.

RULES Indefinite

Continuous

Perfect

Perfect continuous

Present I, you, we, they, + 1st column He, she, it + 1st column + S

I + AM + ing He, she, it + IS + ing You, we, they + ARE + ing

I, you, we, they + have + 3rd column He, she, it + has+ 3rd column

I, you, we, they + have + been + ing He, she, it + has + been + ing

I, he, she, it + WAS + ing You, we, they + WERE + ing

I, you, we, they, he, she, it + had + 3rd column

I, you, we, they, he, she, it + had + been + ing

I, he, she, it, they, you + will be + ing

I, you, we, they, he, she, it + will + have + 3rd column

I, you, we, they, he, she, it + will + have + been + ing

Past 2nd column

Future will + 1st column

ÂŠ Impaq

Study Guide G10 ~ English First Additional Language: Language

Unit

Note the following: Some learners have forgotten what 1st column, 2nd column and 3rd column mean. Each verb in English can be divided into three columns. Look at the following examples. Today (column 1) sit sing drive cut

Yesterday (column 2) sat sang drove cut

Just (column) sat sung driven cut

Each tense must be studied. You must know exactly what each tense’s sentence, question, negative, passive (there are only eight types of passives – auxiliary verbs like can, could, should, etc. are formed like the future tense), positive tag (-+) and negative tag (+-) looks like.

NEGATIVES Indefinite Present I don’t drive a car. You don’t drive a car. He doesn’t drive a car.

Past

I didn’t drive a car. He didn’t drive a car. They didn’t drive a car.

Future

I won’t drive a car. He won’t drive a car. They won’t drive a car.

Continuous I am not driving a car. He is not driving a car. They are not driving a car.

Perfect I haven’t driven a car. He hasn’t driven a car. They haven’t driven a car. I was not driving a car. I hadn’t driven a car. He was not driving a He hadn’t driven a car. car. They were not driving They hadn’t driven a car. a car. I won’t be driving a car. He won’t be driving a car. They won’t be driving a car.

I will not have driven a car. He will not have driven a car. They will not have driven a car.

Perfect continuous I have not been driving a car. He has not been driving a car. They have not been driving a car. I had not been driving a car. He had not been driving a car. They had not been driving a car. I will not have been driving a car. He will not have been driving a car. They will not have been driving a car.

Study Guide G10 ~ English First Additional Language: Language

Unit

TAGS +Indefinite Present I drive a car, don’t I? You drive a car, don’t you? He drives a car, doesn’t he? They drive a car, don’t they?

Continuous I am driving a car, aren’t I? You are driving a car, aren’t you? He is driving a car, isn’t he? They are driving a car, aren’t they?

Perfect I have driven a car, haven’t I? You have driven a car, haven’t you? He has driven a car, hasn’t he? They have driven a car, haven’t they?

Past

I drove a car, didn’t I? You drove a car, didn’t you? He drove a car, didn’t he? They drove a car, didn’t they?

I was driving a car, wasn’t I? You were driving a car, weren’t you? He was driving a car, wasn’t he? They were driving a car, weren’t they?

I had driven a car, hadn’t I? You had driven a car, hadn’t you? He had driven a car, hadn’t he? They had driven a car, hadn’t they?

Future

I will drive a car, won’t I? You will drive a car, won’t you? He will drive a car, won’t he? They will drive a car, won’t they?

I will be driving a car, won’t I? You will be driving a car, won’t you? He will be driving a car, won’t he? They will be driving a car, won’t they?

I will have driven a car, won’t I? You will have driven a car, won’t you? He will have driven a car, won’t he? They will have driven a car, won’t they?

Perfect continuous I have been driving a car, haven’t I? You have been driving a car, haven’t you? He has been driving a car, hasn’t he? They have been driving a car, haven’t they? I had been driving a car, hadn’t I? You had been driving a car, hadn’t you? He hadn’t been driving a car, hadn’t he? They hadn’t been driving a car, had they? I will have been driving a car, won’t I? You will have been driving a car, won’t you? He will have been driving a car, won’t he? They will have been driving a car, won’t they?