Apart from any fair dealing for the purpose of research, criticism or review as permitted in terms of the Copyright Act, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without prior written permission from the publisher.
The publisher has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
There are instances where we have been unable to trace or contact the copyright holder. If notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.
Reg. No.: 2011/011959/07
English Home Language
Facilitator’s guide: Language
Grade 11
LETTER TO FACILITATORS,
Welcome to the Grade 11 course for English Home language. You will notice that some of the work has become quite difficult. Matric candidates are expected to know all the technical work (literary terms, language) and skills that were studied since Grade 8. It is important that they get a lot of practice in comprehension and interpretative skills, as well as writing and expressing themselves. The matric year is very short (6 months at the most). The rest of the year is taken up by examinations.
Please do not regard these answers as the only ones that are correct. Matric candidates are expected to think for themselves and substantiate any point that they make They must also be able to apply any point discussed to the present social and linguistic situation in South Africa. Encourage learners to read as widely as possible and make their own comments on any questions raised in the articles that they read They must also be able to recognise any techniques that are used in a text to achieve a certain effect. Use the questions and answers in this course as an example.
For a sound basis, please make sure they know the following very well:
• Notes on literary terms
• Language: Indirect speech, passive voice, use of adjectives, adverbs, punctuation, etc.
Regards
The Writing Team
1. INTRODUCTION
This English course focuses mainly on advanced reading and writing skills, research and reporting. Learners are increasingly required not to simply take a text at face value, but especially to read between the lines; make their own deductions and question certain statements. This requires practice. They must constantly think about what they are reading.
The writing requires a more advanced vocabulary and power of expression. Words and phrases should be chosen with greater care and the implications of what is said should be fully understood. The correct register should be used for the correct situation.
The timetable will help with planning time and work during the year and will also give an idea of what will be expected from you in examinations and tests. Study Lessons must be completed thoroughly. Answers should be done carefully and thoughtfully. Do not use the answers as a quick fix. The purpose of many questions is to encourage your independent thinking and to use language for expressing own thoughts.
The term facilitator is used in this Guide. The facilitator may be a tutor or parent.
The following is important to all learners:
• Please mark all work that you send to Impaq on each page, and in the following way:
1. Name and surname
2. Student number
3. Grade
4. Nature of work: (Examination Term 2, Paper 1, etc.)
All language, writing and oral notes are included in the Language Study Guide. The Facilitator’s Guide offers the year plan as well as the answers to the either the language and literature questions, depending on which Facilitator’s Guide is being used.
2. YEAR PLAN
This plan is a guideline. It is important to adapt it to your own circumstances. UNIT
LESSON 1:
Literature and text appreciation
Activity 1
Innuendo
Activity 2
Adjectives
Activity 3
Poetry
Activity 4
Activity 5
Transactional writing: The summary
Informal Assessment: Summary
1
2
Cartoons
Activity 6
LESSON 2:
Literature and text appreciation
Activity 7
Passive voice
Activity 8
Poetry
Activity 9
Transactional writing: Motivation
Informal assessment: Writing a motivation
Revision
LESSON 3:
Literature and text appreciation
Activity 10
Story-telling techniques
Activity 11
The indefinite article
Poetry
Activity 12
Activity 13
Transactional writing: Curriculum Vitae and cover letter
Informal assessment: CV and cover letter
Visual literacy
Activity 14
3
LESSON 4:
Literature and text appreciation
Activity 15
Misrelated participles
Activity 16
Poetry
Activity 17
Transactional writing: Factual report
Informal assessment: Factual report
Visual literacy
Activity 18
Revision
Activity 19
LESSON 5:
Literature and text appreciation
Activity 20
Hyperbole
Activity 21
Hanging participles
Activity 22
Transactional writing: Newspaper report
Informal assessment: Newspaper report
Visual literacy
Activity 23
LESSON 6:
Literature and text appreciation
Activity 24
Irony
Activity 25
Possessive adjectives
Activity 26
Transactional writing: Bulletin
Informal assessment: Bulletin
Visual literacy
Activity 27
Revision
Activity 28
LESSON 7:
Literature and text appreciation
Activity 29
Language
Activity 30
Creative writing: Kinds of essays
Activity 31
Visual literacy
Activity 32
LESSON 8:
Text appreciation
Activity 33
Activity 34
Language
Activity 35
Transactional writing: Film script
Informal assessment: Film script
Visual literacy
Activity 36
Revision
Activity 37
*Additional notes and updated lesson plans are available online on the Optimi Learning Portal (OLP). Refer to OLP for all other lesson content.
Sample
3. ASSESSMENT POLICY
The assessors need to see that learners have made progress in terms of critical thinking; reading, and in terms of your writing and reasoning skills. Learners should never hesitate to give an opinion and show independent thought.
All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and recorded for progression and certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance. The Formal Assessment tasks must be done under controlled conditions.
Informal Assessment tasks are those which are done throughout the year and marked by the facilitator.
4. FORMAL ASSESSMENT PORTFOLIO
The purpose of a portfolio is building a “file of proof” that you have actually worked in English throughout the year, as opposed to a crash course shortly before the examinations, and then forgetting about English until the next examinations approach.
Use the study timetable and the programme of assessment to plan the portfolio work right from the first day onwards.
Paper 4 of Term 4 consists of the four orals tasks done throughout the year. Proof must be furnished in the form of the rubrics and Listening Comprehension answers as well as a copy of the two Prepared Speeches.
Term tests
Term tests are written at the end of terms 1 and 3. These will be marked by a parent or teacher and the marks will be sent to Impaq.
Examinations
Sample
At the end of the second and fourth terms, full examinations will be written. The papers will be the following:
Paper 1 Comprehension and language Comprehension test, text summary, language, comparison of texts – know all theory well, as explained in the student guide. Know all mind maps.
Paper 2 Literature
Paper 3 Writing
All prescribed literature for that paper as explained in the learner letter.
Know the forms of the writing you have done, e.g. a formal letter, memo etc. Pay attention to different types of essays, good writing and style.
Paper 4 Oral 4th term only. This will consist of the oral activities you have done throughout the year being submitted to Impaq
5. LENGTH OF WRITTEN TEXTS TO BE PRODUCED IN WORDS
Curriculum Vitae and covering letter/ written interviews/Dialogues/Formal and informal letters to the press/Formal letters of application, request, complaint, sympathy, thanks, congratulations and business letters/ Friendly letters/Magazine/newspaper articles and columns/Minutes and agendas (asked as a combination)/Obituaries/Reports (formal and informal)/Reviews/Written formal and informal speeches
- 12 180 – 200 words (content only)
6. ANSWERS TO LANGUAGE TASKS
UNIT 1
WEEK 1
TASK 1: DIAGNOSTIC TEST
Growing in Statue
The correct answers are marked with a *
1. Choose the answer that is most correct
a. Politicians build monuments in order to
i. prove their invincibility
ii. delay their cessation of political influence
iii. emphasise their own grandeur
iv. increase the length of time that they have political power*
b. Monuments are successful in i. promoting the ideas of the people who had them built ii. demonstrating the opposite of political ideals
iii. proclaiming the vanity of the people who had them built*
iv. making people remember their history
c. The monuments in Europe are ironic because i. nobody knows the reason for their existence ii. tourists do not pay much attention to them
iii. they impede the flow of traffic
iv. McDonald’s is more important to tourists than the monuments*
d. In the opinion of the writer, the following conflicts are the most important in South Africa:
i. Aids
ii. The Anglo-Boer War
iii. crime
iv. i and iii*
e. An example of “politispeak” is i. the Eight conflicts*
ii. they were just “doing their duty”
iii. the winners write the history
iv. a bitter wrangle
f. The phrase arguing with a mosquito is an example of: (Gr10 Technical Terms) i. innuendo*
ii. hyperbole
iii. euphemism
iv. sarcasm
v. i and ii
g. The tone of the essay indicates that the writer: (Gr. 10 Technical Terms)
i. does not want to see money wasted
ii. regards present-day issues more important than history*
iii. thinks monuments are ugly
iv. regards the argument about the Wall of Remembrance as childish
h. The function of the apostrophe in They’re (second last paragraph) is (Gr. 10 Language Lesson 7)
i. indicating possession
ii. indicating omitted letters in contractions*
iii. indicating certain plural forms of letters and figures
iv. addressing an abstract entity
i. The connotation of the word littered (paragraph 3) is (Gr. 9 Technical terms Lesson 4)
i. numerous
ii. invasive
iii. pesky
iv. dirty*
j. The function of the hyphen in Anglo-Boer War is (Gr. 10 Language Lesson 1)
i. Linking certain phrases*
ii. Linking words to form compounds
iii. Avoiding ambiguity
iv. Indicating the new syllable when the previous one ends with the same letter as the opening letter of the next
k. The talk shows are buzzing is an example of: (Gr. 8 technical terms Lesson 3)
i. alliteration
ii. onomatopoeia*
iii. assonance
iv. hyperbole
l. The title plays on the following:
i. Growing in stature*
ii. Growing in statute
iii. Growling in statue
iv. Growling in stature
Samplem. The writer’s attitude towards the builders of monuments is i. envious
ii. condescending*
iii. aggressive
iv. annoying
n. The inverted commas in “eight conflicts” (paragraph 7) show that i. this view is not shared by everyone
ii. it is a phrase coined by politicians
iii. the writer does not agree with this classification
iv. the writer does not want to be associated with these conflicts
v. iv, iii and i
vi. iii, ii and i*
o. Media debate is the oxygen of the power elite is an example of (Gr. 8 technical terms Lesson 2)
i. hyperbole
ii. jargon
iii. metaphor*
iv. personification
2. Refer to the following sentence:
Subtotal: 15
To my mind, monuments belong in the “Bah! Humbug” school of architecture, but there’s a lot of cash and power involved in monuments – the planning, lobbying for and construction of monuments make lots of people rich.
a. The function of the commas is: (Gr. 8 Language Lesson 2)
i. to indicate slight separation or pause between a list of adjectives, adverbs or nouns in a sentence
ii. indicating a pause before conjunctions
iii. marking off words, clauses or phrases from the rest of a sentence*
iv. In pairs for an adjectival clause
b. The dash is used because (Gr. 10 Language Lesson 1)
i. it is the same as commas or brackets for parenthesis
ii. it separates a repeated word, or idea*
iii. it indicates abrupt changes in opinion or thought
iv. letters are omitted for the sake of using civilized language, or of privacy
c. The expression “Bah! Humbug” school of architecture (Gr. 8 technical terms Lessons 1 and 2)
i. refers to a school of architecture in Hamburg
ii. illustrates slang and shows contempt
iii. makes use of an interjection to indicate the writer’s attitude
iv. ii and iii*
Subtotal: 3
Match the explanations in column B to the words in column A.
A
i. apparatchiks j. Communist agents
ii. relics i. Remnants, leftovers
iii. vainglory
iv. Vestigial
v. Conscripts
vi. Obsessed
vii. lobbying
B
g. Vanity to a great extent, extreme boastfulness
a. Evidential, trace-like
f. Compulsory enlisted for government
e. service Fanatical, preoccupied, infatuated
c. Soliciting support for a certain cause
h. assessing
b. Devices, gadgets
d. roots, basis, origins
Subtotal: 7
Grand total: 25
Marks for each Question
LESSON 1
Activity
1
1. Explain the anti-climax in the final line of the poem.
The mention of ‘fate’ at the end sets up the idea of a grand future or incredible possibilities – the idea of a bigger-than-life existence is continually emphasised in the poem. He, however, keeps on drinking – it subverts our expectations.
2. Discuss the satire in lines 21 to 24. Refer to the use of irony. The irony in these lines has to do with the fact that a suit of armour is not graceful at all – it is a clanking, heavy burden that restricts movement. The poet is satirising people who are commonplace as can be seen by the reference to the khaki suits. He is indirectly comparing the way they look to the gait caused by an ungraceful suit of armour.
3. How does line 3 hint at the anti-climax of the final line? In spite of all the things he mentions, he wishes that he was never born.
This work may be marked by the candidate.
Activity 2
1. To what does Tour the Farce allude? It is an allusion to Tour de France – the world-famous cycling event which takes place annually in France.
2. Quote and explain three examples of innuendo.
a. Spelling of the word leader: L*E*A*D*E*R. This implies that Rex does not like to acknowledge that the writer was the leader of the group. He would rather be leader himself.
b. “Sometimes I became confused and I would forget that the left is where my thumb is on the right. My own supply of money was mysteriously increasing. I assumed, at first, it was simply accruing interest.” The writer does not want to say outright that he inadvertently, or otherwise, put some of the kitty’s money into his own pocket.
c. “…it was suggested that the onerous responsibilities of leadership were quite enough for one man without him having to be Treasurer as well.” The implication is that he could not be trusted and took some of the money that was meant for everybody.
Sample
d. “..under bridge to riverside pub (,1km)….” It is hinted that strangers will do well in using the pubs as references so that they won’t get lost.
3. Name and explain two instances where Rex is satirized.
i. In the simile of the first paragraph, his growling and complaining is compared to a bear that is getting rid of its tappen.
ii. He is described as the one-eyed man in the valley of the blind.
a. Of what device does the author make use to achieve this satire?
Explain.
i. Anti-climax: Most readers do not know what a tappen is, but expect it to be something special and complicated, until they read the explanation.
ii. Anti-climax: “….he was suddenly recognised for what he was –“the reader expects a superior, important position, but is let down.
4. Discuss the tone in paragraph 14: (“But after a couple of days…..”). The tone is that of mock-formality. The writer is poking fun at the importance and complicated nature of his own responsibilities and his tendency to “confuse” his own funds with those of the kitty.
a. How does it differ from that of the final paragraph? (“But we would…”) The tone in the final paragraph is narrative and direct. There are no concealed implications or innuendos.
5. What is the effect of the foot note at the end of the passage? It has a satirical effect and also emphasises Rex’s state of mind. Readers would not know the word and would not bother to look it up in a dictionary, but are curious to know its meaning.
a. What is the effect of the parenthesized question? The writer implies that this is common knowledge, or that he is a very knowledgeable man. He expressed mock surprise at the reader’s ignorance.
b. Why does the writer talk about his tappen, instead of its? In order to emphasise that he is actually referring to his friend, Rex.
6. How does the writer parody the instructions in the guide book? (A parody is a comic imitation of another text.) He uses street and town names that have comic connotations, uses ellipses after the word pub, implying that the pubs are used as landmarks for strangers.
Language
Activity 3
1. We buy good, second-hand children’s clothing in bulk. We collect.
2.
This may be a _________examination, but you are not allowed to use notes. practical
In __________literature, characterisation is usually vivid. classical
The proposed solution is not _________. It will take up too much time. practicable
Sample
Is the city of Atlantis an ___________ fact? Did it really exist? historical
This is the________ style for a suit. You will be able to use it for many years. classic
The actor’s movements seem to be more ___, than indicating exasperation. comical
The first inauguration of a president was considered a ________ event for many people. historic
These _________indicators are important for economic
investors.
Bulk purchases are more ____________. economical
He had such a __________ expression, that I could not help laughing, although I was supposed to be angry.
Activity 4
comic
1. Read the first 25 lines again and find at least three examples of assonance. Quote and comment on the effect of each.
“he hung a grunting weight” (line 7) – the dark, long vowels reinforce the limp weight of the fish.
“tiny white sea-lice” (line 19) – the assonance reinforces the minuteness of the lice and the number of tiny creatures.
“rags of green weed” (line 21) – “ee” repetition almost creates the feeling of disgust at the slimy nature of the weeds.
2. Refer to line 50:
a. What sound device does the author employ in this line?
Alliteration
b. What is its implication?
Activity 5
c. hung five old pieces of fish-line, or four and a wire leader with the swivel still attached, with all their five big hooks
The alliteration focuses the reader’s attention on the warning the lips in the mouth and the mouth itself represents – do not underestimate me.
How do these lines confirm the suggestion in line 50? Refer to the techniques that are employed by the poet.
The fish has escaped several times from capture as evidenced by his war wounds. More alliteration (s-alliteration) is used.
Sample
1. Write down some of the onomatopoeic words from this first stanza of the poem. “tinkle”, “oversprinkle”, “twinkle”, “delight”, “rhyme”, “tintinnabulation”, “jingling”
a. Which words imitate smaller bells and which the larger? “tintinnabulation” and “rhyme” imitate larger bells. “tinkle”, “oversprinkle”, “delight”, “jingling” imitate the smaller ones.
b. What effect does the use of these words have?
They recreate the musical sound of the bells, specifically the emotional connotations.
2. Comment on the repetition of the word “bells” and those that rhyme with them. "bells” has been repeated to imitate how the sound of a large bell reverberates and echoes. As they reverberate, the sound becomes larger and more deafening, i.e. it “swells”
3. What is the effect of the alliteration in line 10
The alliteration reinforces the meaning of the word “rhyme”. Furthermore, it adds to the mysterious sounds of the bells – they are like runes: mysterious, enchanting, magical.
INFORMAL ASSESSMENT: SUMMARY – The Lonesome Baobab
This task forms part of the Informal Assessment mark and must be assessed by the facilitator.
Global marking, giving credit for concise and coherent sentences expressed in the candidate's own words.
Penalise the following:
• If full and coherent sentences are not used
• If there is excessive lifting
• If more than 100 words have been used
• If no word count is provided
• If an inexcusably inaccurate word count has been provided 10 marks
Activity 6
1. All Cartoons:
1.1. Are males stereotyped in the above cartoons? Explain. Yes. They are portrayed as lazy, disorganised and totally dependent on women.
1.2. Explain whether this is effective. Give a reason for your answer. It is effective because the reader can identify with the situations, even though they are exaggerated.
2. Cartoon A:
2.1. Dagwood becomes distracted by his preoccupation because he is preoccupied with his own comforts and procrastination. What technique is used in the final frame to achieve a comic effect? Anti-climax.
2.2. How does the previous frame contribute to the effectiveness of this technique? The reader expects a climax. The body language and the bold print cause the reader to expect a serious crisis, which makes the anticlimax of the final frame even more ludicrous.
3. Cartoon B:
3.1. No man is portrayed or mentioned, but the influence of married life for the woman is clear. What technique is this? Innuendo
3.2. Why is it more effective than showing a lazy male figure? Refer to the pun in the cartoon. It is only implied that the man leaves all the work to her. It makes the pun on the word work more effective.
4. Cartoon C:
4.1. Explain what a lazy eye is. The muscles of the eye do not function correctly, causing a squint/ poor eyesight. Corrected by wearing glasses. It is not infectious and cannot spread to the rest of someone’s body.
4.2. How does the cartoon hint that the patient is not ill at all? Disease does not cause laziness.
4.3. Is there any significance in the fact that the doctor is a woman? Yes, implying that she does not realise/ understand/ accept that men are naturally lazy and that it is not a disease. The idea of laziness has never occurred to her.
5. Cartoon D:
5.1. What kind of personality does the man in this cartoon have? Egotistic
5.2. How does he view women? Someone who must react to his wishes.
5.3. Is he a go-getter? Explain. No, he simply waits for everything to be done, even by the dog, but refuses to do anything himself.
5.4. Explain the irony in the cartoon. The man admires go-getters, but only those who react mechanically to his commands and do not think for themselves. However, he is no go-getter himself.
