Gr 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

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 STARTED

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) TOTAL: 130 TERM 2 Task 5: Oral/prepared speaking/prepared reading/unprepared speaking/informal speaking in group (20) Task 6: Literature test: Contextual questions (35) Task 7: 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 8: Oral/prepared speaking/prepared reading/unprepared speaking/informal speaking in group (20) Task 9: Writing a shorter transactional text (20) Task 10: Term 3 Test 1: Comprehension, language and summary (40) TOTAL: 80 TERM 4 Task 11: 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) 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

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

• • •

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

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

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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)

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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.