G 10 english first additional language facilitator’s guide by Impaq

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ENGLISH FIRST ADDITIONAL LANGUAGE FACILITATOR’S GUIDE Grade 10

A member of the FUTURELEARN group

English First Additional Language Facilitator’s guide

1810-A-FAL-FG01

Í2*È-A-FAL-FG01DÎ

Grade 10

CAPS aligned

S Schreuder

Facilitatorâ&#x20AC;&#x2122;s Guide G10 ~ English First Additional Language: Language

CONTENTS PREFACE .................................................................................................................................... 5 YEAR PLAN ................................................................................................................................ 9 TIME MANAGEMENT ............................................................................................................... 13 STUDY TIPS .............................................................................................................................. 13

Language Unit 1: How to be a winner ...................................................................................................... 16 Lesson 1: Listening and speaking ............................................................................................ 16 Activity 1 ............................................................................................................................ 18 Lesson 2: Reading and viewing ............................................................................................... 18 Activity 2 ............................................................................................................................ 19 Lesson 3: Writing and presenting............................................................................................. 19 Activity 3 ............................................................................................................................ 20 Activity 4 ............................................................................................................................ 20 Lesson 4: Language revision ................................................................................................... 21 Activity 5 ............................................................................................................................ 21 Lesson 5: Speaking ................................................................................................................. 22 Activity 6 ............................................................................................................................ 22 Activity 7 ............................................................................................................................ 22 Unit 2: Making lifelong friends ................................................................................................ 24 Lesson 6: Listening and speaking ............................................................................................ 25 Lesson 7: Reading and viewing ............................................................................................... 25 Activity 8 ............................................................................................................................ 26 Activity 9 ............................................................................................................................ 26 Lesson 8: Writing and presenting............................................................................................. 27 Activity 10 .......................................................................................................................... 27 Lesson 9:Language revision .................................................................................................... 27 Activity 11 .......................................................................................................................... 28 Activity 12 .......................................................................................................................... 29 Unit 3: Save the planet............................................................................................................. 30 Activity 13 .......................................................................................................................... 32 Lesson 11: Reading and viewing ............................................................................................. 33 Activity 14 .......................................................................................................................... 33 Activity 15 .......................................................................................................................... 34 Lesson 12: Writing and presenting........................................................................................... 34 Activity 16 .......................................................................................................................... 34 Lesson 13: Language structures .............................................................................................. 35 Activity 17 .......................................................................................................................... 35

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Facilitatorâ&#x20AC;&#x2122;s Guide G10 ~ English First Additional Language: Language

Unit 4: Resolving conflict ........................................................................................................ 38 Lesson 14: Listening and speaking .......................................................................................... 38 Activity 18 .......................................................................................................................... 39 Lesson 15: Reading and viewing ............................................................................................. 39 Activity 19 .......................................................................................................................... 40 Activity 20 .......................................................................................................................... 41 Lesson 16: Writing and presenting........................................................................................... 41 Activity 21 .......................................................................................................................... 41 Lesson 17: Language structures .............................................................................................. 42 Activity 22 .......................................................................................................................... 42 Activity 23 .......................................................................................................................... 43 Unit 5: Famous people............................................................................................................. 44 Activity 24 .......................................................................................................................... 45 Activity 25 .......................................................................................................................... 48 Lesson 20: Writing and presenting........................................................................................... 48 Activity 26 .......................................................................................................................... 49 Lesson 21: Language structures .............................................................................................. 49 Activity 27 .......................................................................................................................... 49 Activity 28 .......................................................................................................................... 50 Activity 29 .......................................................................................................................... 50 Unit 6: South African inventions............................................................................................. 51 Lesson 22: Listening and speaking .......................................................................................... 51 Lesson 23: Reading and viewing ............................................................................................. 52 Activity 30 .......................................................................................................................... 52 Lesson 24: Writing and presenting........................................................................................... 53 Activity 31 .......................................................................................................................... 54 Lesson 25: Language practise ................................................................................................. 54 Activity 32 .......................................................................................................................... 54 Activity 33 .......................................................................................................................... 55 Activity 34 .......................................................................................................................... 55 Unit 7: Are we addicted to celebrity culture? ........................................................................ 56 Lesson 26: Listening and speaking .......................................................................................... 56 Lesson 27: Reading and viewing ............................................................................................. 57 Activity 35.1 ....................................................................................................................... 57 Activity 35.2 ....................................................................................................................... 58 Activity 36 .......................................................................................................................... 58 Lesson 28: Know your pronouns.............................................................................................. 58 Activity 37 .......................................................................................................................... 58 Lesson 29: Homonyms ............................................................................................................ 59 Activity 38 .......................................................................................................................... 59 Lesson 30: Homophones ......................................................................................................... 59 Activity 39 .......................................................................................................................... 60 Lesson 31: Synonyms.............................................................................................................. 60 Activity 40 .......................................................................................................................... 61

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Facilitator’s Guide G10 ~ English First Additional Language: Language

Lesson 32: Abbreviations and dictionary skills ......................................................................... 61 Activity 41.1 ....................................................................................................................... 62 Activity 41.2 ....................................................................................................................... 62 Lesson 33: The advertisement ................................................................................................. 62 Activity 42 .......................................................................................................................... 63 Activity 43 .......................................................................................................................... 63 Unit 8: Cyberbullying: A growing problem ............................................................................ 64 Lesson 34: Listening and speaking .......................................................................................... 64 Activity 44 .......................................................................................................................... 65 Lesson 35: Examination preparation........................................................................................ 65 Lesson 36: Writing and presenting........................................................................................... 66 Activity 45 .......................................................................................................................... 66 Activity 46 .......................................................................................................................... 66 Lesson 37: Language revision ................................................................................................. 67 Activity 47 .......................................................................................................................... 67 Bibliography ............................................................................................................................. 69

Literature Unit 1: Introduction to literature ............................................................................................. 77 Lesson 1: Genres are unique ................................................................................................... 77 Activity 1 .............................................................................................................................. 78 Lesson 2: Poetry – The sonnet ................................................................................................ 79 Lesson 3: Short stories – An introduction ................................................................................ 79 Activity 2 .............................................................................................................................. 79 Unit 2: “First Love” .................................................................................................................. 80 Lesson 4: “First Love” by John Clare ....................................................................................... 80 Activity 3 .............................................................................................................................. 81 Lesson 5: “The most dangerous game” (Part 1) by Richard Connell ....................................... 82 Activity 4 .............................................................................................................................. 83 Unit 3: “Boy At The Window” .................................................................................................. 84 Lesson 6: “Boy at The Window” by Richard Wilbur .................................................................. 84 Activity 5: ............................................................................................................................. 85 Lesson 7: “The most dangerous game” (Part 2) ...................................................................... 86 Activity 6 .............................................................................................................................. 87 Unit 4: “Old Folks Laugh” ....................................................................................................... 89 Lesson 8: “Old Folks Laugh” by Maya Angelou ....................................................................... 89 Activity 7 .............................................................................................................................. 90 Lesson 9: “On the bridge” by Todd Strasser ............................................................................ 90 Activity 8 .............................................................................................................................. 91 Unit 5: “How Do I Love Thee?” ............................................................................................... 93 Lesson 10: “How Do I Love Thee?” by Elizabeth Barrett Browning ......................................... 93 Activity 9 ............................................................................................................................ 94 Lesson 11: “In the Withaak’s shade” by Herman Charles Bosman .......................................... 95 Activity 10 .......................................................................................................................... 96 Unit 6: “Ozymandias” .............................................................................................................. 97 Lesson 12: Poetry: “Ozymandias” by Percy Bysshe Shelly ..................................................... 97

Facilitator’s Guide G10 ~ English First Additional Language: Language

Activity 11 .......................................................................................................................... 98 Lesson 13: “Willem Prinsloo’s Peach Brandy” by Herman Charles Bosman ........................... 99 Activity 12 ........................................................................................................................ 101 Unit 7: “Walking Away” ......................................................................................................... 102 Lesson 14: “Walking away” by Cecil Day-Lewis..................................................................... 102 Activity 13.............................................................................................................. 103 Lesson 15: “I’ll never stop loviing you, Tommy Toledo” by Ellen Conford .............................. 104 Activity 14.............................................................................................................. 105 Unit 8: “The Road not Taken” ............................................................................................... 107 Lesson 16: “The Road not Taken” by Robert Frost ................................................................ 107 Lesson 17: “Roppie” by Jack Cope ........................................................................................ 109 Activity 16.............................................................................................................. 110 Unit 9: “Frankie and Johnny” Author: Anonymous ............................................................ 111 Lesson 18: “Frankie and Johnny”........................................................................................... 111 Activity 17.............................................................................................................. 112 Lesson 19: Examination instructions...................................................................................... 112 Activity 18.............................................................................................................. 112 Unit 10: Examination preparation ......................................................................................... 113 Lesson 20: Studying poetry ................................................................................................... 113 Lesson 21: Studying short stories .......................................................................................... 113 Lesson 22: Common errors made in literature examinations ................................................. 113

Facilitator’s 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 are the facilitator of Further Educational Training (FET) phase and you are preparing the learners for the Final Examination in Grade 12. Grades 10, 11 and 12 form a unit and much of the work done during this year will be repeated and refined in Grades 11 and 12. You will also notice that the senior phase years introduced the learners to most of the basic structures of English as a First Additional Language (FAL). You might be familiar with the new CAPS approach in the South African education system. The study guide and facilitator’s guide in CAPS aligned, because it teaches basic structures of the language and emphasises reading, speaking and writing. The learners’ spoken language is very important and you will notice that every unit starts off with discussions on topics. Facilitate in these discussions with the learners to ensure that they take part in the conversation and you don’t do all the talking. Asking questions is the best way of getting reactions. The learners must be able to converse fluently in English and a lot of emphasis must be put on this. The study guide is a guide. It doesn’t encompass the whole English language, but it does give a few guidelines about what is important for examination purposes. The activities in the study guide are very important. They can be given as homework activities if time runs out during lesson time. The learners should work diligently throughout the year to achieve success at the end of the year. For the literature we have decided to do two genres during the year, namely poetry and short stories. Please motivate the learners to read other poetry and short stories for enjoyment. 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. Not all the formats of transactional pieces will be done this year. A few of them will be taught in Grade 11 and 12. Therefore the learners have to keep the study guide: all the formats might not be repeated again. • Information on how to interpret visual texts. • Lots of exercises to practise the learners’ examination writing skills.

Facilitator’s Guide G10 ~ English First Additional Language: Language

The aim for this year is the development of the following 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 the learners’ general knowledge and make you a well-rounded person. In the literature section of the study guide you will find: • Discussions and information on each poet and author, background to the story or poem and any other information that you might find interesting. The learning aim of this is to give the learners a sound knowledge of the people behind the work and to expand their general knowledge. • The poems and stories have been included in this guide to facilitate learning and to ensure that all the work is together in one guide. If the learners know the work in the guide, they should perform very well at the end of the year. • The literature guide also has a line by line analysis of each poem and a general discussion of the meaning, context and aim of the poem. • All literary devices like metaphors, similes, personifications, irony and a host of others are discussed in detail. • Your short stories are also analysed and discussed and literary devices like setting, characterisation, plot, etc. are also discussed and explained. • The second section of this guide ends with a glossary of literary terms that must be studied and known for further education. HOW TO USE THE STUDY GUIDE The study guide is divided into two sections. Both sections have to be used simultaneously. The year plan will give you an indication on when to use the language section (work that covers paper 1 and paper 3) and the second section (work that covers paper 2). The year plan gives you an indication of which section to use at what stage. Make sure that you understand the different sections of the columns: • •

Unit: This tells you in which unit of the two sections you will find the work being mentioned, e.g. Unit 1 of either the language section or Unit 1 of the literature section. Lang. and Lit.: You will notice that the work in the year plan are marked with either “Lang.” or “Lit.”. The font of the literature work (“lit.”) is cursive. This means that you have to refer to the corresponding unit (e.g. Unit 1) in either the language or literature section of the book and do the work in that section. This ensures that all the work is covered during the term and is varied every day.

Facilitator’s Guide G10 ~ English First Additional Language: Language

•

Lesson: The work has been divided into 37 lessons in the language section and 22 lessons in the literature section of this guide. This might not sound like a lot of lessons, but you must bear in mind that every lesson can be between one and five pages of the guide. Don’t be fooled, a lesson only ends when the next lesson starts. That means you have to read/do everything in that lesson.

•

Activity: Each lesson has activities that the learners must do in his/her workbook (script) or in the portfolio book. You will guide the learners in this regard. Please remember that the learners will have class work as well as homework. The classwork will consist of all the discussions and explanations of the work. If time allows, the learners can do the activities in class, but you may ask them to do the activities at home/in their own time. If you look at the units of the language section of this guide, you will notice that the lessons are divided into four sections, namely: Lesson 1: Listening and speaking Lesson 2: Reading and viewing Lesson 3: Writing and presenting Lesson 4: Language structures/revision/exercises This structure ensures that all the aspects of communicating well in English are covered. The literature section of this guide is basically divided into the lesson and the activity of each poem and short story.

HOW TO USE THE FACILITATOR’S GUIDE • • •

• •

The facilitator’s guide is aligned with the study guide. Each heading, lesson and activity is the same as those of the study guide. The main aim of the facilitator’s guide is to tell you what to do next during the lesson. There are memorandums for all the activities to be able to mark and discuss the learners’ attempt. If you have facilities to photocopy the memos, they can be pasted next to the learners’ work for later reference and studying purposes. The literature memorandums have direct answers to most of the questions, but there might be some places where the learners differ from the memorandum. In such cases, the answers can be discussed, and if the learners can truly substantiate their point of view with good arguments, credit them with marks. There is also a year plan in the facilitator’s guide to help you plan the learners’ daily activities. Try to do a whole lesson per day. There are portfolio tasks that are compulsory and that must be assessed for the learners’ year mark. Make sure that these tasks are done at least two weeks before the end of the term, because they have to be formally assessed.

Facilitator’s Guide G10 ~ English First Additional Language: Language

•

The year plan shows you how to incorporate the language and literature sections of the work. This is merely a guideline. You may want to start with the literature immediately or do the language first. As long as the work is alternated and everything is not left for the last minute you can adjust the year plan accordingly. Just remember that all the work of term 1 must be completed in term 1, term 2’s work in term 2 and so on, especially the portfolio tasks. Finish off everything in the term allocated for the work.

Facilitator’s 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

Facilitator’s Guide G10 ~ English First Additional Language: Language

Language

Literature

Language

Literature

Language

Term 1 Unit 3 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

Facilitator’s Guide G10 ~ English First Additional Language: Language

Literature

Language

Literature

Language

Activity 25 Lesson 20: Writing and presenting 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 practise Activity 32 Activity 33 Activity 34 Lesson 12: Poetry – “Ozymandias” by PB 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

Facilitator’s Guide G10 ~ English First Additional Language: Language

Literature

Language

Literature

Lesson 30: Homophones 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

Facilitator’s Guide G10 ~ English First Additional Language: Language

TIME MANAGEMENT The learners must have at least six hours of formal English lessons per week. This includes reading the study guide, comprehension activities, poetry, short stories, discussions of the topics, etc. Activities can be done for homework, but time must be allocated during the lesson to mark and discuss all activities. It would be beneficial if a whole lesson can be completed in a day. Some lessons (especially language exercises) can be combined to save time. Peer marking/self marking also saves time. Together there are 59 lessons. The activities in the study guide exclude portfolio work and examinations. If you consider that there are about 38 active weeks of schooling per year of which six are for examinations, there are more or less 32 weeks to cover all the work. That means there are about 160 active days of schooling, 59 lessons and all the tests and portfolio work must be completed. That means that a lesson (the length of the lessons vary) cannot take longer than three days to complete. Please bear this in mind.

STUDY TIPS 1. 2. 3. 4. 5. 6.

Teach the learners that REPETITION is the best way of studying something. The learners can be motivated to revise the work done in “class”. The activities are important because they give the learners the opportunity to practise the work. The learners must know the names of the different language structures, e.g. synonyms, homophones, plurals, etc. The learners must know the meaning of each word in a poem, as well as every figure of speech and every literary device. The meaning of the poem is important. The learners must know all characters in the short stories, as well as the plot, setting and dénouement of each story. The memorandums of the questions can be studied for the examinations.

Facilitator’s Guide G10 ~ English First Additional Language: Language

ASSESSMENT PROGRAMME This programme clearly outlines the 15 formal School Based Tasks and tests to be completed by learners during the Grade 10 year. TERM 1 Task 1: Oral Listening comprehension/prepared speaking/prepared reading unprepared speaking/informal speaking in group (10) Task 2: Writing an essay – Narrative/discursive/descriptive (50) Task 3: Writing a longer transactional text (30) Task 4: Test 1: Comprehension, summary and language (40) Task 5: Test 2: Literature – Contextual questions (35) TOTAL: 165 TERM 2 Task 6: Oral Listening comprehension/prepared speaking/prepared reading/unprepared speaking/informal speaking in group (10) Task 7: Literature test: Contextual questions (35) Task 8: Oral Listening comprehension/prepared speaking/prepared reading/unprepared speaking/informal speaking in group (10) Task 9: June examination – Paper 1: Language in context; Paper 2: Literature; Paper 3: Writing (Can be written in May/June) (250) TOTAL: 305 TERM 3 Task 10: Oral Listening comprehension/prepared speaking/prepared reading/unprepared speaking/informal speaking in group (10) Task 11: Writing a shorter transactional text (20) Task 12: Oral Listening comprehension/prepared speaking/prepared reading/unprepared speaking/informal speaking in group (10) Task 13: Term 3 Test 1: Comprehension, language and summary OR Literature: contextual questions (40) Task 14: Term 3 Test 2: Literature test: Contextual questions (35) TOTAL: 115 TERM 4 Task 15: November examination – Paper 1: Language in context; Paper 2: Literature; Paper 3: Writing; Paper 4: Orals TOTAL: 300 Weighting In the formal writing tasks, specific components are allocated specific marks. The breakdown of this weighting according to task and category is listed below: Essay (50): Content + planning (60%) Language, style + editing (30%) Structure (10%) Longer Transactional Text (30) Content, planning + format (30) (60%) (18) Language, style + editing (15) (40%) (12)

Facilitator’s Guide G10 ~ English First Additional Language: Language

Shorter Transactional Text (20) Content, planning + format (60%) (12) Language, style + editing (40%) (8) (5) Length of writing texts The length of writing required in the formal writing tasks varies according to the type of writing. The required number of words for each type of writing task for Grade 10 is as follows: • General essay: 150 – 200 words • Longer Transactional Text: 120 – 150 words • Shorter Transactional Text: 80 – 100 words • Summary: 60 – 70 words Compilation of question papers • Paper 1 (2 hours) Language in context

•

Section A: Comprehension (30); Section B: Summary (10); Section C. Language (40) TOTAL: 80 Paper 2 (2 hours) Literature

•

Any two questions chosen from: novel/drama/short story (contextual questions)/poetry (contextual questions on two seen poems). (2 x 35) TOTAL: 70 Paper 3 (2 hours)

•

Section A: One essay –Narrative/descriptive/reflective/argumentative/discursive (150 to 200 words) (50) Section B: One text – Longer Transactional Text: Friendly/formal letters (request/ complaint/application/business/thanks/congratulations/sympathy)/formal and informal letters to the press/curriculum vitae and covering letter/obituary/agenda and minutes of meeting (asked as a combination)/report (formal and informal)/review/newspaper article/magazine article/written formal and informal speech/dialogue/written interview (120 to 150 words) (content only) (30) Section C: One text – Shorter Transactional Text: advertisements/diary entries/ postcards/invitation cards/filling in forms/directions/instructions/flyers/posters (80 to 100 words) (20) TOTAL: 100 Paper 4: Oral 5 Oral tasks (5 x 10) Prepared reading (20); Prepared speech; (20) Listening (10) TOTAL: 50

Facilitator’s Guide G10 ~ English First Additional Language: Language

UNIT 1: How to be a winner LEARNING OBJECTIVES After the learners have completed this unit, they must be able to do the following: •

•

Listening and speaking Express your opinion on what winning means. Understand the views, opinions, emotions of others regarding 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 that can be written. Writing and presenting Write his/her own speech on one of the topics suggested 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 that winning has on a person. 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 regarding these aspects before you write the language test in week 9.

LESSON 1:

LISTENING AND SPEAKING

Have a discussion about winning. Is it important to win at all costs? What makes a winner? Are there different types of winners/winning? The aim of this exercise is to serve as a warm-up exercise to make the learners as comfortable as possible when speaking. Encourage them to

Facilitator’s Guide G10 ~ English First Additional Language: Language

allow you to speak your mind on the matter as well, so that they can practise listening to other opinion as well. 1.1

Pre-listening

Have a discussion with the learners on voicing our opinions in a responsible manner. Then talk about doing research on a topic which is really interesting and then organising ideas into a coherent speech. 1.2

Listening

You are now going to read a speech to the learners to illustrate how you can include research in your arguments. Ask them to listen carefully to see whether the person has actually made a valuable point.

What it takes to be number one Winning is not a sometime thing; it's an all the time thing. You don't win once in a while; you don't do things right once in a while; you do them right all of the time. Winning is a habit. Unfortunately, so is losing. There is no room for second place. There is only one place in my game, and that's first place. I have finished second twice in my time at Green Bay, and I don't ever want to finish second again. There is a second place bowl game, but it is a game for losers played by losers. It is and always has been an American zeal to be first in anything we do, and to win, and to win, and to win. Every time a football player goes to play his trade he's got to play from the ground up - from the soles of his feet right up to his head. Every inch of him has to play. Some guys play with their heads. That's okay. You've got to be smart to be number one in any business. But more importantly, you've got to play with your heart, with every fibre of your body. If you're lucky enough to find a guy with a lot of head and a lot of heart, he's never going to come off the field second. Running a football team is no different than running any other kind of organisation – an army, a political party or a business. The principles are the same. The object is to win – to beat the other guy. Maybe that sounds hard or cruel. I don't think it is. It is a reality of life that men are competitive and the most competitive games draw the most competitive men. That's why they are there – to compete. The object is to win fairly, squarely, by the rules – but to win.

Facilitator’s Guide G10 ~ English First Additional Language: Language

And in truth, I've never known a man worth his salt who in the long run, deep down in his heart, didn't appreciate the grind, the discipline. There is something in good men that really yearns for discipline and the harsh reality of head to head combat. I don't say these things because I believe in the “brute” nature of men or that men must be brutalised to be combative. I believe in God, and I believe in human decency. But I firmly believe that any man's finest hour – his greatest fulfilment to all he holds dear – is that moment when he has worked his heart out in a good cause and lies exhausted on the field of battle – victorious. – Coach Vincent T. Lombardi http://www.vincelombardi.com/number-one.html

1.3

Post-listening

Now discuss the speech with the learners. Encourage them to motivate why they regard the speech as being successful/unsuccessful. Ask questions and if necessary, read the speech with the learners again so that they can clearly see where the main statements are made. ACTIVITY 1: The learners must make a list of aspects which would make a speech successful. They may even use the internet to do research on the characteristics of a good speech. .

LESSON 2:

READING AND VIEWING

FOR THE CURIOUS The learners can be encouraged to read more examples of good speeches on the Internet. Some of these speeches do not follow the rules of a good speech, but are good anyway. Some of the speeches which might stimulate their minds are: “I have a dream” (Dr Martin Luther King Jr), speeches by Sir Winston Churchill, speeches by famous sports stars like Francois Pienaar, John Smit, Roger Federer, etc. 2.1

Pre-listening

The learners can now report back on the list of characteristics of a good speech they wrote in Activity 1. 2.2

Reading

Now read the passage “How to make a good speech” in the study guide.

Facilitator’s Guide G10 ~ English First Additional Language: Language

2.3

Post-reading

The learners will now be expected to write their own speeches which is to be delivered during week 3. Be sure to guide the learners to incorporate as many of the aspects contained in the passage about good speeches as possible. Also guide the learners in choosing an appropriate topic. Remember to bear the speaker’s interests and personality in mind when choosing topic. A very serious learner will find it difficult to write a speech which contains a lot of humour. Consult the addendum at the end of the facilitator’s guide for the marking grid which will be used to assess the prepared speech. Discuss this with the learners so that they know exactly what they will be getting marks for. They have a week to prepare for the speech. Do not write the speech for them, but you are welcome to assist by giving them advice for the improvement of the speech. Remind the learners that they should spend at least three days learning the speech and polishing the presentation. The biggest error that learners make when preparing a speech is to think that they can write and prepare it within two or less days. The key to the success of their speech will be whether they have practised the presentation sufficiently. ACTIVITY 2: Learners prepare a speech on a topic of their own choice.

LESSON 3: 3.1

WRITING AND PRESENTING

Pre-writing the essay

Read through the notes on writing an essay. Emphasise to the learners that when they have to choose a topic, they should keep in mind what type of essay they will be comfortable in writing. It is not easy for everyone to for example write an argumentative essay. A learner who has difficulties in expressing an opinion should therefore not be influenced by the topic which sounds interesting to write an essay in which he/she would be expected to argue a point. 3.2

Writing and presenting

Planning the essay: • Advise the learners to first identify at least two topics which they feel comfortable writing about. They should then make a mind map in which they write down all possible ideas. • The ideas should then be organised into possible paragraphs. • Before starting to write down the first draft, the learners must decide what the point is that they will try to make in the essay as a whole.

Facilitator’s Guide G10 ~ English First Additional Language: Language

•

Decide what the link between the introductory and closing paragraph will be. ACTIVITY 3 Learners write the first draft of their essay on a topic of their own choice.

3.3

Post-writing

The first draft of the essay can be marked by the facilitator or another learner. This is an informal marking so errors should be indicated but no marks awarded. After it has been marked you should give the learners some advice as to how they can improve on it. Let them follow the checklist given in the study guide before writing the final draft. Note that the learners may not merely correct the language errors that you have indicated on the first draft. The whole essay should be an improvement on the first draft. The learners must clearly have improved on the following aspects: • Content – streamlined the plot (narrative essay), all arguments, are backed up with evidence (argumentative essay), improved on arguments, etc. • The sentence construction – no clumsy, long sentences that don’t make sense • Spelling, punctuation, tenses and paragraphing. IMPORTANT When marking the first draft of all essays or transactional pieces, DO NO CORRECT THE ERRORS FOR THE LEARNERS. Just underline the errors and discuss them with the learners. Encourage them to use a dictionary to correct spelling errors.

The learners must now write the final draft of Task 2 under controlled circumstances. You as facilitator may no longer advise them on how to improve on this piece of writing. ACTIVITY 4: Both the first and the final draft of the essay must be handed in (and eventually filed in the portfolio). Only the marks for the final draft of the essay will count for the formal assessment for the portfolio.

Facilitator’s Guide G10 ~ English First Additional Language: Language

LESSON 4:

LANGUAGE REVISION

In this lesson the learners are going to revise the different tenses. You are going to supervise the learners doing a baseline exercise as part of their revision of previous years’ work. Don’t assist the learners if they have any questions. The idea of this baseline exercise is to identify which part of the work they find problematic. Read through the notes of the tenses with the learners. ACTIVITY 5: 5.1 The heading of the passage means that Graeme Smith has decided to stop playing professional cricket for his country. (2) 5.2 International means “between countries”. (1) 5.3 Smith has been contemplating making this decision for nearly a year and now he has finally made his final decision. The decision is not easy, because it is a life changing one which he may regret later as there is no turning back. (If a learner has given a logical, well-substantiated answer based on the passage, credit him/her accordingly.) (3) 5.4 It means Smith has given his all for his country, the team and the game. (2) 5.5 South African Broadcasting Corporation and South African Sports Confederation and Olympic Committee. (2) 5.6 Which game was the most important one in your career? (Consider other possibilities as well). (0 if no question mark.) (1) 5.7 I don’t think I have reached all my goals in life yet. (2) 5.8 Since I saw Graeme at Newlands I knew he has been one of the best players. (2) 5.9 Smith said that he had a young family to consider, and he had felt that retiring at Newlands would be the best way to end because he has (general truth) called that place his home since he had been 18 years old. (10) 5.10 It’s a culture that one can be very proud of, isn’t it? (1) 5.11 After Graeme Smith had announced that he was going to retire from cricket, the social media went crazy. Everybody wanted to know why he had decided to call it a day at this critical time. He is surely the best captain we have ever seen in this country. (7) 5.12 media – noun final – adjective (2) [35]

Facilitator’s Guide G10 ~ English First Additional Language: Language

LESSON 5:

SPEAKING

The learners now had a week to prepare for their speeches. Some learners are very nervous when delivering a speech so it is important to try to set them at ease. ACTIVITY 6: Learners deliver the speech to apply what they have learnt.

ACTIVITY 7:

1. 2.

People who win emphasise their strong points and not their weak points. Past indefinite Everybody did a lot of things badly yesterday/last week. Present continuous Everybody is doing a lot of things badly at this moment. Present perfect Everybody has just done a lot of things badly. Past continuous Everybody was doing a lot of things badly at that moment. Present perfect continuous Everybody has been doing a lot of things badly for a while now.

(2) (2) (2) (2) (2) (2)

3.1 3.2 3.3 3.4 3.5

My potential is blocked by my weakness. Your strengths must be focused on (by you). A habit of winning was developed by him. My focus is being blocked by my habits. The art of cultivating strengths have been mastered by winners. (1 mark for sentence 1 mark for tense identification)

(2) (2) (2) (2) (2)

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10

You haven’t worked on your strengths, have you? You developed the habit of winning, didn’t you? My habits are blocking my focus, aren’t they? You must allow space for mistakes, mustn’t you? Winners can’t work on weaknesses, can they? She works very hard every day, doesn’t she? He didn’t focus on his strengths enough, did he? They weren’t giving their full focus, were they? The men had developed a positive attitude, hadn’t they? I am winning by far at the moment, aren’t I? Pay special attention to 4.10. This tag is an exception.

(1) (1) (1) (1) (1) (1) (1) (1) (1) (1)

Facilitator’s Guide G10 ~ English First Additional Language: Language

I am … (becomes) … aren’t I? (The reason for this is because there is not a word like amn’t.) I can also be: I am…am I not? 5.1 5.2 5.3 5.4 5.5

Has he won many titles in his life? Has she been breaking swimming records for the past year? Did the Springboks lose against the All Blacks in the World Cup? What do winners know? Am I a very dedicated sportsman?

(1) (1) (1) (1) (1)

Pay special attention to the following three aspects: When changing a sentence into a question, learners must make sure that they use the same tense as the sentence. LEARNERS MAY NOT RANDOMLY USE ANY TENSE TO CHANGE THE SENTENCE INTO A QUESTION. Learners must use the same verb in the question and not randomly use a different verb to change the sentence into a question. Learners must be very careful not to use question words at the beginning of a question if they have not been specifically asked to do so. Question 5.4 is the case in point, because a question word (What) was put in brackets to clearly indicate that the sentence must start with a question word. 6.1 6.2 6.3 6.4

Don’t/Do not focus on traits you can’t correct. You don’t/do not need to cultivate your weaknesses. They haven’t/have started with a plan of action yet. They didn’t/did not leave for the event early this morning.

(1) (1) (2) (1)

NOTE: The learners must stick to the same tense the question was asked in when doing negatives. 7.1 7.2 7.3 7.4

She tried to do her work first and then she wrote her blog. (2) After she had written her blog, she took a bath. (2) At that moment he was listening to a speaker who was talking about strategies on winning. (3) She fell while practising. (1)

NOTE: The learners must change the time word to suit the tense if it needs to be changed. See 7.3. [48]

Facilitator’s Guide G10 ~ English First Additional Language: Language

UNIT 2: Making lifelong friends LEARNING OBJECTIVES After the learners have completed this unit, they must be able to do the following: •

•

Listening and speaking Share ideas, opinions and experiences. Use turn-taking conventions in a conversation. Reading and viewing Separate main ideas from supporting details. Determine the meaning of words in context and expand vocabulary. Writing and presenting Analyse the structure of a summary. Analyse the structure, language features and register of the shorter transactional texts discussed. Write and edit a summary. Draft, revise, edit and proofread the first draft of a transactional text. Present a diary entry/ postcard or a dialogue/interview and a short speech. Language structures and conventions Revise the apostrophe. Revise reported speech.

INTRODUCTION In this unit you will be discussing lifelong friendships with the learners. Discuss the lifespan of some friendships, true friendships, wrong friends, etc. The learners will read a passage about what it takes to be a lifelong friend. The learners will learn the characteristics of a summary, a dialogue, a diary entry and a postcard. The reported speech (indirect) will also be revised, as well as the use of an apostrophe.

Facilitatorâ&#x20AC;&#x2122;s Guide G10 ~ English First Additional Language: Language

LESSON 6: 6.1

LISTENING AND SPEAKING

Prepare to speak

In your discussion about friendship, you should emphasise the fact that we all need friends, but that some friends are loyal and there for life, while others are destructive and cause a lot of pain and heartache. Good friends are scarce and must be cherished. Bad ones must best be left alone. 6.2

Sharing your opinions about friendship

Discuss the pictures of celebrities with the learners. Let them tell you about the celebrities if they know them. Have an in-depth discussion about true friendship and what it takes to be a true friend. Emphasise taking turns during a conversation.

LESSON 7: 7.1

READING AND VIEWING

Pre-reading

When you discuss the format of a magazine article, take out a few old magazines and let the learners page through them. Ask them about magazines that they read regularly. What do magazine articles have in common with each other in terms of layout, look, feel, etc. Talk about shorter transactional texts and their characteristics. 7.2

Reading a magazine article

Lead the learners to identify the purpose and main ideas of the article they are about to read. Then let the learners complete the activities that follow.

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Facilitator’s Guide G10 ~ English First Additional Language: Language

ACTIVITY 8: 10 Secrets to Making Lifelong Friends 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Accept invitations and socialise. Reach out to connect more often by emailing, texting, phoning and inviting people. Be generous and give a gift to your friends regularly. Be curious about your friends’ lives, listen to them and show sincere interest. Share your feelings and thoughts. Just give your friend a loving hug sometimes. Show your deepest gratitude for what your friend means to you. Be of service to your friends when they need your help. Sort out communication mishaps as soon as possible. Ask for help and support when you need it. (93 words)

The learners might have had other main points. As long as the points coincide with the original passage, are logical and are written in full sentences, award a mark. Mark as follows: 1 mark per fact. 4 marks for language. 1 mark for amount of words if learners have written 100 or less words. If the learners used more than 100 words, draw a double line after 100 words and mark the facts accordingly. 4 language/spelling errors = –1 for language [15]

ACTIVITY 9: 9.1 “Rocking” means getting new friends and one calls this type of language slang. (2) 9.2 You must say yes to invitations from friends. (1) 9.3 You can’t expect anything in return means you have to give something in order to get something. Nothing is one-sided. You, however, must not always expect something back. (2) 9.4 Primary love means your most important/first type of love. (1) 9.5 Curious (1) 9.6 It means the truth as it is, no extras added to it. (1) 9.7 Practice must be practise. (1) [10]

Facilitator’s Guide G10 ~ English First Additional Language: Language

LESSON 8:

WRITING AND PRESENTING

In this lesson the learners are going to revise the format of a dialogue and interview, a diary and a short speech. 8.1

Pre-writing

Go through the formats of the pieces of writing thoroughly with the learners. Discuss it with the learners and connect to previous knowledge that the learners have of the different formats. These formats will refresh their memory. Correct the learners when they make mistakes regarding the formats. Write out a checklist that will help the learners measure their progress and realise their mistakes. 8.2

Writing and presenting

The learners should now prepare to write one of the transactional pieces. ACTIVITY 10: Write either a dialogue, diary or a short speech. This activity is NOT A PORTFOLIO TASK. The activity is merely an activity to practise the format of the longer and shorter transactional tasks that will be written later in the year. 8.3

Post-writing

Guide the learners to proofread and edit their written task. They must learn to be critical of their own work.

LESSON 9:

LANGUAGE REVISION

In this section we are going to revise the use of an apostrophe (’) in English and how to do reported speech. 9.1

The apostrophe

Emphasise the importance of correct spelling when using an apostrophe in English. Make the learners aware of the fact that an apostrophe is not used for an ordinary plural, like in some instances in Afrikaans. Pay special attention to the difference between possession and omission.